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1

NSTA: Teaching Objects  

NSDL National Science Digital Library

Learning about science isn't always easy, and teaching various concepts can be quite vexing at times, particularly for newer teachers. Stepping in to provide a bit of assistance, the National Science Teachers Association has created these helpful science objects that provide a bit of a refresher course in each area. Created in partnership with organizations like NASA, NOAA, and the GE Foundation, these interactive features cover Newton's First, Second, and Third Laws, the origins of the universe, and the universe outside our own solar system. Visitors can also search to discover features that cover coral reef ecosystems, the different kinds of energy, and the ocean's affect on weather and climate.

2

Secure content objects  

DOEpatents

A secure content object protects electronic documents from unauthorized use. The secure content object includes an encrypted electronic document, a multi-key encryption table having at least one multi-key component, an encrypted header and a user interface device. The encrypted document is encrypted using a document encryption key associated with a multi-key encryption method. The encrypted header includes an encryption marker formed by a random number followed by a derivable variation of the same random number. The user interface device enables a user to input a user authorization. The user authorization is combined with each of the multi-key components in the multi-key encryption key table and used to try to decrypt the encrypted header. If the encryption marker is successfully decrypted, the electronic document may be decrypted. Multiple electronic documents or a document and annotations may be protected by the secure content object.

Evans, William D. (Cupertino, CA)

2009-02-24

3

Teaching Object-Oriented Modelling Using UML  

NASA Astrophysics Data System (ADS)

The paper elaborates on experiences and lessons learned from the course on object-oriented analyses and design at the Faculty of Sciences, Novi Sad. In the paper we identify a set of issues concerning teaching modeling and UML. It is described experience of teaching UML to students with and without previous knowledge of object-oriented programming.

Boberi?-Krsti?ev, Danijela; Tešendi?, Danijela

2011-09-01

4

Teaching Content Analysis through "Harry Potter"  

ERIC Educational Resources Information Center

Content analysis is a valuable research tool for social scientists that unfortunately can prove challenging to teach to undergraduate students. Published classroom exercises designed to teach content analysis have thus far been predominantly envisioned as lengthy projects for upper-level courses. A brief and engaging exercise may be more…

Messinger, Adam M.

2012-01-01

5

Successfully Teaching Supply Chain Management Content in a Technical Curriculum  

NSDL National Science Digital Library

This paper explains how supply chain management is being taught at the graduate and undergraduate levels in engineering and technology programs. It overviews the objectives, content areas, teaching methodologies and evaluation methods that were developed for a course. For the purposes of this paper the author's university will be referred to as University A and the department will be referred to as Department E.

Stier, Kenneth

2009-09-25

6

A prospective randomized trial of content expertise versus process expertise in small group teaching  

Microsoft Academic Search

BACKGROUND: Effective teaching requires an understanding of both what (content knowledge) and how (process knowledge) to teach. While previous studies involving medical students have compared preceptors with greater or lesser content knowledge, it is unclear whether process expertise can compensate for deficient content expertise. Therefore, the objective of our study was to compare the effect of preceptors with process expertise

Adam D Peets; Lara Cooke; Bruce Wright; Sylvain Coderre; Kevin McLaughlin

2010-01-01

7

Pedagogical Content Knowledge in Teaching Material  

ERIC Educational Resources Information Center

The scope of this article is to understand to what extent Computer Science teachers can find support for their Pedagogical Content Knowledge (PCK) in teaching material. We report the results of a study in which PCK is used as framework to develop a research instrument to examine three high school computer science textbooks, with special focus on…

Saeli, Mara; Perrenet, Jacob; Jochems, Wim M. G.; Zwaneveld, Bert

2012-01-01

8

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

9

Object Lessons: Teaching Multiliteracies through the Museum  

ERIC Educational Resources Information Center

The author calls for incorporating into English classes what he calls museum-based pedagogy, arguing that it enables the teaching of multiple literacies: verbal, visual, technological, social, and critical. In part, this pedagogy consists of classroom instruction that enables students to understand the persuasive nature of museum displays--the…

Schwartz, John Pedro

2008-01-01

10

Teaching Quality Object-Oriented Programming  

ERIC Educational Resources Information Center

Computer science students need to learn how to write high-quality software. An important methodology for achieving quality is design-by-contract, in which code is developed together with its specification, which is given as class invariants and method pre- and postconditions. This paper describes practical experience in teaching design-by-contract…

Feldman, Yishai A.

2005-01-01

11

Teaching Object Permanence: An Action Research Study  

ERIC Educational Resources Information Center

"Object permanence," also known as "object concept" in the field of visual impairment, is one of the most important early developmental milestones. The achievement of object permanence is associated with the onset of representational thought and language. Object permanence is important to orientation, including the recognition of landmarks.…

Bruce, Susan M.; Vargas, Claudia

2013-01-01

12

Objections to the teaching of business ethics  

Microsoft Academic Search

To date the teaching of business ethics has been examined from the descriptive, prescriptive, and analytical perspectives. The descriptive perspective has reviewed the existence of ethics courses (e.g., Schoenfeldtet al., 1991; Bassiry, 1990; Mahoney, 1990; Singh, 1989), their historical development (e.g., Sims and Sims, 1991), and the format and syllabi of ethics courses (e.g., Hoffman and Moore, 1982). Alternatively, the

Gael M. McDonald; Gabriel D. Donleavy

1995-01-01

13

Instructional Objectives and Content Outline, English for Speakers of Other Languages (ESOL). Bulletin No. 275.  

ERIC Educational Resources Information Center

This booklet consists of a list of instructional objectives and a content outline for the beginning and intermediate levels of the Montgomery County (Maryland) public ESL program. The publication was prepared to identify performance objectives and to provide guidelines for teachers and administrators, both for teaching and for forming realistic…

Frank, Gloria; And Others

14

Personal Teaching Efficacy, General Teaching Efficacy and Content Efficacy: A Comparison of First and Fifth Year Agriculture Teachers  

Microsoft Academic Search

The purpose of this study was to compare first and fifth year agriculture teachers' on general teaching efficacy, personal teaching efficacy, and content efficacy. Teacher efficacy has been defined as a two dimensional construct composed of personal teaching and general teaching efficacy. Personal teaching efficacy involves a teachers' evaluation of their own capability to bring about student learning. General teaching

Scott Burris; Katy McLaughlin

2008-01-01

15

Teaching and Learning about Solid Waste: Aspects of Content Knowledge  

ERIC Educational Resources Information Center

This paper investigates aspects of content knowledge related to teaching and learning about solid waste, focusing on the processes of learning and teaching by Elementary School teachers in Brazil, in two modalities of continuing education: courses and school-based meetings. We analyse elements of teachers' reflections whilst referring to three…

Cinquetti, Heloisa Chalmers Sisla; de Carvalho, Luiz Marcelo

2007-01-01

16

Graduate Teaching Assistants' Statistical Content Knowledge of Sampling  

ERIC Educational Resources Information Center

Research investigating graduate teaching assistants' (TAs') knowledge of fundamental statistics concepts is sparse at best; yet at many universities, TAs play a substantial role in the teaching of undergraduate statistics courses. This paper provides a framework for characterizing TAs' content knowledge in a sampling context and endeavors to raise…

Noll, Jennifer

2011-01-01

17

Teaching World History for Multiple Objectives  

ERIC Educational Resources Information Center

Based on the premise that world history courses should stress general educational goals, Fenton examines his curriculum package which focuses on six major objectives: developing positive attitudes, self esteem, learning and inquiry skills, acquiring knowledge, and valuing. (JR)

Fenton, Edwin

1975-01-01

18

Teaching Literature and Human Values in ESL: Objectives and Selection  

ERIC Educational Resources Information Center

Long-term objectives for teaching literature to the student of English as a second language include developing an appreciation for literature and forming a civilized character through the modification and enlargement of values. Short-term objectives are to provide vicarious literary experiences and to reinforce language learning. (SW)

Adeyanju, Thomas K.

1978-01-01

19

Teaching objects-first in introductory computer science  

Microsoft Academic Search

An objects-first strategy for teaching introductory computer science courses is receiving increased attention from CS educators. In this paper, we discuss the challenge of the objects-first strategy and present a new approach that attempts to meet this challenge. The new approach is centered on the visualization of objects and their behaviors using a 3D animation environment. Statistical data as well

Stephen Cooper; Wanda Dann; Randy Pausch

2003-01-01

20

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

21

Teaching Psychological Report Writing: Content and Process  

ERIC Educational Resources Information Center

The purpose of this article is to discuss the process of teaching graduate students in school psychology to write psychological reports that teachers and parents find readable and that guide intervention. The consensus from studies across four decades of research is that effective psychological reports connect to the client's context; have clear…

Wiener, Judith; Costaris, Laurie

2012-01-01

22

Culturally Responsive Physics Teaching: Content or Conveyance?  

NASA Astrophysics Data System (ADS)

This study, in response to the achievement gap in science and the lack of significant numbers of ethnic minorities in science fields, examined the effects of a Cultural Responsiveness Workshop and intervention on teacher practice, teacher discourse, and student perceptions and connectedness to physics. The sample was comprised of three high school physics teachers---2 teaching five 12th grade sections and one teaching five 9th grade sections of physics---in two separate urban schools in the same section of South Los Angeles. My research design was qualitative and examined eight culturally responsive indicators that, when applied, may increase student engagement and level of connectedness in urban high school physics classrooms: (1) proximity to students, (2) the ways in which they encouraged students, (3) positive reinforcement techniques, (4) modifications for individual learning types, (5) use of children's strengths, (6) scaffolding, (7) displaying an understanding of diverse cultures, and (8) displaying a personal regard for students of diverse cultures. When the study was completed and data was collected, I identified trends in the change in teacher discourse, behaviors, instructional practice, and perceptions of student engagement. My findings, discovered through classroom observations and focus groups, indicated a positive shift in each. Accompanying these shifts were positive shifts in level of student engagement and level of connectedness. There were also the unexpected findings of the need for teachers to receive feedback in a safe collaborative space and the use of culturally responsive teaching as a tool for behavioral management. My study found that there is a definite relationship between the use of the culturally responsive indicators observed, student engagement and student level of connectedness to physics when implemented in urban high school science classrooms.

Stewart, Taquan Seth

2011-12-01

23

INTERACTIVE CONTENT IN WEB PAGES TO TEACH STATISTICS  

Microsoft Academic Search

Computer-based teaching material must contain animation or interaction to offer substantial benefits over delivery on paper. Technology developed for use in web browsers, especially Java and JavaScript, makes it relatively easy to add interactive diagrams to web pages. The object-oriented nature of Java is well suited to developing a large collection of interactive diagrams (applets) for teaching statistical concepts. Many

D. Stirling

2002-01-01

24

What's Worth Teaching? Extracting Significant Content.  

ERIC Educational Resources Information Center

A model which secondary social studies teachers could apply to their content area suggests an interplay between the inductive and the deductive--where students first identify a proposition from an examination of evidence and then test the proposition to assess its power in helping students understand the complex nature of social reality.…

Switzer, Thomas J.

1980-01-01

25

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

26

Consumer Education: Consumer Education I and Consumer Education II. Course Objectives, Content Analysis, Supporting Objectives and Content Generalizations.  

ERIC Educational Resources Information Center

Consumer education course objectives, content analysis, supporting objectives, and content generalizations are presented in this teacher's guide for Consumer Education 1 and 2 for the San Diego Unified School District. Course objectives are aimed at several areas of consumer and family studies: consumer education, cultural awareness, human…

Crow, Karen, Comp.; Martin, Joan, Ed.

27

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

28

Using Language Objectives to Integrate Language and Content Instruction: A Case History of Planning and Implementation Challenges  

ERIC Educational Resources Information Center

This paper provides a case study of the use of language objectives within a newly developed English language teacher education programme in Hong Kong. The programme development team decided to adopt a content-based language teaching approach to support students' second language development through content learning. The teacher education programme…

Hoare, Philip; Kong, Stella; Bell, Jill

2008-01-01

29

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

30

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

31

Ontology-Based Annotation of Learning Object Content  

ERIC Educational Resources Information Center

The paper proposes a framework for building ontology-aware learning object (LO) content. Previously ontologies were exclusively employed for enriching LOs' metadata. Although such an approach is useful, as it improves retrieval of relevant LOs from LO repositories, it does not enable one to reuse components of a LO, nor to incorporate an explicit…

Gasevic, Dragan; Jovanovic, Jelena; Devedzic, Vladan

2007-01-01

32

Holistic Approach to Learning and Teaching Introductory Object-Oriented Programming  

ERIC Educational Resources Information Center

This article describes a holistic approach to designing an introductory, object-oriented programming course. The design is grounded in constructivism and pedagogy of phenomenography. We use constructive alignment as the framework to align assessments, learning, and teaching with planned learning outcomes. We plan learning and teaching activities,…

Thota, Neena; Whitfield, Richard

2010-01-01

33

Teaching to Measurable Objectives: A Vocational Education First?  

ERIC Educational Resources Information Center

Vocational education should not abandon measurable objectives which lead students to job competencies in favor of career education objectives that are as yet fuzzy, incomplete, and not readily measurable. (Author)

Schill, William John

1974-01-01

34

Middle- and High-School Content Area Teachers' Perceptions about Literacy Teaching and Learning  

ERIC Educational Resources Information Center

Middle- and high-school content area teachers' beliefs about literacy teaching and learning were investigated during the initial implementation phase of a year-long content literacy professional development project. Teacher interview data were used to examine factors that contribute to and/or inhibit teachers' successful implementation of content

Cantrell, Susan Chambers; Burns, Leslie David; Callaway, Patricia

2009-01-01

35

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

36

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

37

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

38

Characterizing the Development of Specialized Mathematical Content Knowledge for Teaching in Algebraic Reasoning and Number Theory  

ERIC Educational Resources Information Center

This article characterizes the development of a deep and connected body of mathematical knowledge categorized by Ball and Bass' (2003b) model of Mathematical Knowledge for Teaching (MKT), as Specialized Content Knowledge for Teaching (SCK) in algebraic reasoning and number sense. The research employed multiple cases across three years from two…

Bair, Sherry L.; Rich, Beverly S.

2011-01-01

39

Evocative Objects: Reflections on Teaching, Learning, and Living in between  

ERIC Educational Resources Information Center

Objects are rich sources of inquiry; they invite individuals to observe closely, pose questions, forge connections, and anchor ideas in the concrete. By examining a son's craft project, a family photograph, and an image of tectonic plates, the authors demonstrate how objects can elicit rhetorical invention. While this venture started as a writing…

Hesse, Doug; Sommers, Nancy; Yancey, Kathleen Blake

2012-01-01

40

Perspectives in Teaching Gerontology: Matching Strategies with Purpose and Content.  

ERIC Educational Resources Information Center

Presents assumptions, advantages, and disadvantages of three curriculum positions for teaching gerontology: (1) transmission (conveying facts); (2) transaction (developing cognitive skills and problem-solving abilities); and (3) transformation (facilitating personal and social change). Offers considerations for choosing positions: audience…

Stanberry, Anne M.; Azria-Evans, Muriel

2001-01-01

41

Occupational therapy education: the relationship of purpose, objectives, and teaching models.  

PubMed

A clearly stated purpose of basic professional education in occupational therapy provides a base for educational programs to develop learning objectives and identify effective teaching models and behaviors. The primary purpose of professional education should be the development of problem-solving skills, self-awareness, and creative productive thinking, with "hands-on" skills relegated to a secondary purpose. Specific learning objectives and the teaching models that have been developed to meet these objectives are presented. The authors further suggest that there must be a relationship between what occurs in the classroom (implementation of teaching models) and the purpose of professional education. A survey of current occupational therapy faculty members was conducted to identify a) their preparedness in the use of teaching models and b) other factors affecting their classroom behavior (years of experience, educational level, area of concentration). Survey results portray a relatively young faculty in both rank and experience. Other data indicate that although 85% of the respondents had taken at least one education course, only slightly more than half were familiar with teaching models. Most respondents felt that course work in educational methods and models aids in the development of more effective teaching strategies. PMID:3953751

Leonardelli, C A; Gratz, R R

1986-02-01

42

Teaching object concepts for XML-based representations.  

SciTech Connect

Students learned about object-oriented design concepts and knowledge representation through the use of a set of toy blocks. The blocks represented a limited and focused domain of knowledge and one that was physical and tangible. The blocks helped the students to better visualize, communicate, and understand the domain of knowledge as well as how to perform object decomposition. The blocks were further abstracted to an engineering design kit for water park design. This helped the students to work on techniques for abstraction and conceptualization. It also led the project from tangible exercises into software and programming exercises. Students employed XML to create object-based knowledge representations and Java to use the represented knowledge. The students developed and implemented software allowing a lay user to design and create their own water slide and then to take a simulated ride on their slide.

Kelsey, R. L. (Robert L.)

2002-01-01

43

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

44

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

45

Teaching or Learning Economics: A Conflict of Objectives?  

ERIC Educational Resources Information Center

Relates difficulties encountered in developing a college-level economics course with a problem-oriented approach. Objectives were to introduce basic ideas of economic methodology and to develop self-instructional materials on fundamental techniques of economic analysis. For journal availability, see SO 506 029. (Author/AV)

Papps, Ivy

1977-01-01

46

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.

Thomas Lauer

2005-05-01

47

Effects of an Additional Mathematics Content Course on Elementary Teachers' Mathematical Beliefs and Knowledge for Teaching  

ERIC Educational Resources Information Center

This longitudinal study examines the effects of changes in an elementary teacher preparation program on mathematics beliefs and content knowledge for teaching of two groups of prospective teachers (N = 276): (1) those who completed a program with three mathematics content courses and two mathematics methods courses and (2) those who completed a…

Smith, Marvin E.; Swars, Susan L.; Smith, Stephanie Z.; Hart, Lynn C.; Haardorfer, Regine

2012-01-01

48

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

49

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

50

Virtual Visualisation Laboratory for Science and Mathematics Content (Vlab-SMC) with Special Reference to Teaching and Learning of Chemistry  

NASA Astrophysics Data System (ADS)

Research on the teaching of science and mathematics in schools and universities have shown that available teaching models are not effective in instilling the understanding of scientific and mathematics concepts, and the right scientific and mathematics skills required for learners to become good future scientists (mathematicians included). The extensive development of new technologies has a marked influence on education, by facilitating the design of new learning and teaching materials, that can improve the attitude of learners towards Science and Mathematics and the plausibility of advanced interactive, personalised learning process. The usefulness of the computer in Science and Mathematics education; as an interactive communication medium that permits access to all types of information (texts, images, different types of data such as sound, graphics and perhaps haptics like smell and touch); as an instrument for problem solving through simulations of scientific and mathematics phenomenon and experiments; as well as measuring and monitoring scientific laboratory experiments. This paper will highlight on the design and development of the virtual Visualisation Laboratory for Science & Mathematics Content (VLab-SMC) based on the Cognitivist- Constructivist-Contextual development life cycle model as well as the Instructional Design (ID) model, in order to achieve its objectives in teaching and learning. However, this paper with only highlight one of the virtual labs within VLab-SMC that is, the Virtual Lab for teaching Chemistry (VLab- Chem). The development life cycle involves the educational media to be used, measurement of content, and the authoring and programming involved; whilst the ID model involves the application of the cognitivist, constructivist and contextual theories in the modeling of the modules of VLab-SMC generally and Vlab-Chem specifically, using concepts such as 'learning by doing', contextual learning, experimental simulations 3D and real-time animations to create a virtual laboratory based on a real laboratory. Initial preliminary study shows positive indicators of VLab-Chem for the teaching and learning of Chemistry on the topic of 'Salts and Acids'.

Badioze Zaman, Halimah; Bakar, Norashiken; Ahmad, Azlina; Sulaiman, Riza; Arshad, Haslina; Mohd. Yatim, Nor Faezah

51

"Content" versus "Style": Acquiescence in Student Evaluation of Teaching?  

ERIC Educational Resources Information Center

Structural equation modelling is used to measure the existence of a response style (in particular, acquiescence) behind three balanced Likert scales measuring different concepts in a questionnaire for student evaluation of teaching in higher education. Exploration with one sample (n = 1125) and confirmation in a second sample (n = 710) from a…

Spooren, Pieter; Mortelmans, Dimitri; Thijssen, Peter

2012-01-01

52

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

53

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

54

Content and Strategies for Teaching Computer Aided Drafting.  

ERIC Educational Resources Information Center

A Delphi panel of 15 experts determined that (1) computer-assisted drafting (CAD) and traditional drafting are complementary; (2) differences in teaching strategies related to use of computers versus traditional drafting instruments; and (3) traditional drafting knowledge and skills are very important for CAD. (SK)

Becker, Kurt

1991-01-01

55

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

56

Peer Review of Teaching: External Review of Course Content.  

ERIC Educational Resources Information Center

An important component that models for peer review of faculty often exclude is course content. An approach incorporating course content evaluation by colleagues outside the institution, used at Indiana University-Purdue University at Indianapolis, is described, and the structure and materials used are noted. The model, excerpted from the final…

Malik, David J.

1996-01-01

57

Classroom behaviour management content in Australian undergraduate primary teaching programmes  

Microsoft Academic Search

The ability to differentiate classroom behaviour management (CBM) strategies is an important skill for novice teachers in increasingly diverse classrooms. Worldwide, little is known about the curriculum content offered to pre-service teachers in the area of CBM. This article reports the findings from the first nationwide survey of Australian primary pre-service teacher educators coordinating units and programmes with CBM content.

Sue O’Neill; Jennifer Stephenson

2012-01-01

58

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

59

Research and Teaching: Graduate Students as Middle School Content Experts  

NSDL National Science Digital Library

This article describes how an NSF project sponsors graduate students who provide rich science content expertise for middle school teachers and their students and simultaneously gives these graduate students extensive exposure and understanding of the work

Luedeman, John K.; Wagner, John R.; Horton, Robert M.; Leonard, William H.

2003-02-01

60

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

61

The Effect of Content Knowledge on Pedagogical Content Knowledge: The Case of Teaching Phases of Matters  

ERIC Educational Resources Information Center

The aim of the present research was to investigate the effect of the amount and quality of content knowledge on pedagogical content knowledge (PCK). The chemical content of phases of matters was used as an example. The research sample consisted of 28 science student teachers. The lesson preparation task, content knowledge test and semi-structured…

Ozden, Mustafa

2008-01-01

62

Teaching Disciplinary Literacy to Adolescents: Rethinking Content-Area Literacy  

ERIC Educational Resources Information Center

In this article, Timothy and Cynthia Shanahan argue that "disciplinary literacy"--advanced literacy instruction embedded within content-area classes such as math, science, and social studies--should be a focus of middle and secondary school settings. Moving beyond the oft-cited "every teacher a teacher of reading" philosophy that has historically…

Shanahan, Timothy; Shanahan, Cynthia

2008-01-01

63

Teaching Methodologies and Course Contents in International Finance.  

ERIC Educational Resources Information Center

A guide to designing a course in international finance and multinational corporations is presented. It offers a rationale for such a course, discusses its primary goals, suggests two possible course orientations (professional or theoretical) and desirable or necessary prerequisites, and recommends specific course content areas and subareas. Types…

Garg, Ramesh C.

64

Teaching Economics to Undergraduates in Europe: Volume, Structure, and Contents.  

ERIC Educational Resources Information Center

Examines how much time is spent in economics and management sciences programs; how much time is allocated among different courses within programs; what common thematic denominators exist; and whether and in what way content in microeconomics and macroeconomics courses differs. (RLH)

Gartner, Manfred

2001-01-01

65

Secondary Agricultural Science as Content and Context for Teaching  

ERIC Educational Resources Information Center

The purpose of this philosophical article was to examine the role of agriculture in agricultural education. This philosophical argument, in many ways, reexamines the very discussions pondered by Dewey and Snedden almost a century ago. In secondary agricultural education classes today, is agriculture the content learned, or the context in which…

Roberts, T. Grady; Ball, Anna L.

2009-01-01

66

Social Studies Content Teaching in Linguistically Diverse Classrooms.  

ERIC Educational Resources Information Center

The changing demographics of today's urban schools coupled with the corresponding shortage of bilingual teachers to provide an education for language minority students means that monolingual English teachers will have to carry out content area instruction for students with limited English proficiency (LEP) in the foreseeable future. This paper…

Olmedo, Irma M.

67

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

68

An Interdisciplinary Inservice Model for Teaching Reading in the Content Areas: Grades 7-9.  

ERIC Educational Resources Information Center

The model outlined in this document describes the development of an integrated approach to teaching content reading skills to teachers. Methods and materials applicable to texts and media currently used in classrooms were produced by inservice teachers of science, math, and social studies at a Salt Lake City junior high school. This document…

Granite School District, Salt Lake City, UT.

69

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

70

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

71

Experienced Teachers' Pedagogical Content Knowledge of Teaching Acid-Base Chemistry  

ERIC Educational Resources Information Center

We investigated the pedagogical content knowledge (PCK) of nine experienced chemistry teachers. The teachers took part in a teacher training course on students' difficulties and the use of models in teaching acid-base chemistry, electrochemistry, and redox reactions. Two years after the course, the teachers were interviewed about their PCK of (1)…

Drechsler, Michal; Van Driel, Jan

2008-01-01

72

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

73

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

74

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

75

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

ERIC Educational Resources Information Center

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

Cox, Carole

2011-01-01

76

Following "Teaching of Psychology" into Middle Age: Changes, Contributors, and Contents  

ERIC Educational Resources Information Center

Honoring "Teaching of Psychology" ("ToP") as it approaches its 40th anniversary, we extend prior overviews of its development and growth into 2012. We describe changes in editorial staff and journal organization, identify and describe the top 20 most frequent contributors to "ToP," and present the results of a content

Griggs, Richard A.; Collisson, Brian

2013-01-01

77

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

78

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

79

Usable Assessments for Teaching Science Content and Inquiry Standards  

NSDL National Science Digital Library

This chapter reports on an approach to developing middle school science assessments using a learning-goals-driven design model. The design process for creating usable assessments that are aligned with curriculum and important science content and inquiry learning standards is described, as is the use of rubrics as an assessment tool. Evidence from the enactment of a middle school chemistry unit shows the initial success of the work reported on, as well as lessons learned from the real-world environment of an urban science classroom.

Harris, Christopher J.; Lizotte, David J.; Krajcik, Joseph; Mcneill, Katherine L.; Marx, Ronald W.

2006-01-01

80

Same Old Story: The Problem of Object-Based Thinking as a Basis for Teaching Distant Places  

ERIC Educational Resources Information Center

The English Geography National Curriculum encourages primary teachers to focus on similarities and differences when teaching distant places. The issues this raises are particularly acute when teaching geography in the context of the Global South. In this article I argue that comparisons based on object-based thinking can lead to views of the…

Martin, Fran

2013-01-01

81

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

82

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

83

Connecting Content, Teaching, and Learning. A Supplement to the Creative Curriculum[R] for Early Childhood, 3rd 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

84

Beyond mathematical content knowledge: A mathematician's knowledge needed for teaching an inquiry-oriented differential equations course  

Microsoft Academic Search

In this research report we examine knowledge other than content knowledge needed by a mathematician in his first use of an inquiry-oriented curriculum for teaching an undergraduate course in differential equations. Collaboratively, the mathematician and two mathematics education researchers identified the challenges faced by the mathematician as he began to adopt reform-minded teaching practices. Our analysis reveals that responding to

Joseph F. Wagner; Natasha M. Speer; Bernd Rossa

2007-01-01

85

Applications of Object Oriented Programming to the Teaching of Physics and Astronomy  

NASA Astrophysics Data System (ADS)

Powerful programming tools based on the object oriented paradigm are now available for development of advanced educational technology. Two of the most useful are Flash MX2004 Actionscript (also known as Actionscript 2.0) and Java. We have used these technologies to develop a number of reusable tools for a broad range of applications in scientific education. We shall demonstrate some general examples taken from physics, biology, genetics, and astronomy, and report initial results from a new project to develop a suite of interactive animation suitable for teaching cosmology to advanced undergraduate physics majors.

Schaefferkoetter, Josh

2004-11-01

86

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

E-print Network

Many researchers including (Hill et al., 2008; McCray & Chen, 2012) have found that teachers' understanding of the mathematics content knowledge and their expertise in teaching methods "pedagogy" are largely responsible ...

Alshehri, Khaled Abdullah

2012-12-31

87

OBJECTIVE PREDICTION OF VISUAL SALIENCY MAPS IN EGOCENTRIC VIDEOS FOR CONTENT-ACTION INTERPRETATION  

E-print Network

OBJECTIVE PREDICTION OF VISUAL SALIENCY MAPS IN EGOCENTRIC VIDEOS FOR CONTENT-ACTION INTERPRETATION, France ABSTRACT Extraction of visual saliency from video is in the focus of in- tensive research nowadays subjective saliency maps, recorded on the basis of gaze- tracker data in a new upcoming video content

Paris-Sud XI, Université de

88

Learning Objects and Learning Content Management Systems in Engineering Education: Implications of New Trends  

ERIC Educational Resources Information Center

Learning objects and learning content management systems are considered to be "the next wave in engineering education". The results of experiments with these new trends in ICT in engineering education are described in this paper. The prospects were examined and the concepts of reusability of content for teachers and for personalized education…

Sjoer, Ellen; Dopper, Sofia

2006-01-01

89

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

90

Content and Language Integrated Learning: Teachers' and Teacher Educators' Experiences of English Medium Teaching. Publication No. 4.  

ERIC Educational Resources Information Center

The publication on the integration of content area and second language instruction, focusing on the situation in Finland, consists of nine essays and a bibliography. The essays include: "Education in a Second or Foreign Language. An Overview" (Kaj Sjoholm); "Foreign Language Content Teaching in Teacher Education at Abo Akademi University" (Kaj…

Sjoholm, Kaj, Ed.; Bjorklund, Mikaela, Ed.

91

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

NSDL National Science Digital Library

Many teachers fall into the pattern of âassumptive teachingâ (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, âItâs not my job.â However, a sixth-grade team decided to make it their jobs. With the help of university researchers, they employed three reading-to-learn strategies in their content areas as a routine instructional strategy to help students become expert readers. In this article, they summarize their work using one particular science lesson as an example. This snapshot demonstrates how the reading-to-learn strategies are used in the service of learning science content.

Wardrip, Peter; Toby, Jennifer

2009-01-01

92

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

NASA Astrophysics Data System (ADS)

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 school district), resulting in numerous similarities in teaching context among the three participants. I examined four elements for each participant followed by cross-case analysis: (1) specific problematic content knowledge-related teaching events that arose during inquiry-based teaching of concepts of sound and light; (2) their level of knowledge of those concepts examined in terms of depth, interconnectedness, organization and understanding of importance of underlying concepts; (3) their individual classroom inquiry style (CIS) described in terms of eight emergent aspects and representing consistencies over multiple lessons in the way each participant implemented classroom inquiry for teaching science concepts; and (4) their orientations toward teaching science (OTS). Key findings indicate (1) the majority of problematic events exhibited by each participant involved choosing and implementing important learning goals; (2) using emergent aspects of CIS to analyze teaching allowed differentiation among the three participants' very similar inquiry-based teaching; (3) patterns of clustering of aspects revealed interrelationships among them; (4) limitations in SCK could account for all of the observed problematic events, however CIS provided alternative and often more plausible explanations, contradicting current literature ascribing limitations in conversationally risky practice to limitations in SCK; (5) Certain aspects of CIS were more consistently associated with SCK, while other aspects were more closely linked to participants' OTS. Implications of the study include: (1) the importance of including emergent aspects of CIS when analyzing inquiry-based teaching; (2) CIS as a new level to include when investigating the relationship between SCK and inquiry-based teaching practice; (3) the value of CIS as a tool for developing individual trajectories for enhancing preservice and inservice elementary teachers' inquiry-based teaching; and (4) the need for specialized content courses for preservice and inservice elementary teachers integrating content learning, curricular vision and general science teaching strategies.

Ward, Annmarie Rehm

93

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  

ERIC Educational Resources Information Center

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…

Clark, Lisa A.

2011-01-01

94

Proto-object based rate control for JPEG2000: an approach to content-based scalability.  

PubMed

The JPEG2000 system provides scalability with respect to quality, resolution and color component in the transfer of images. However, scalability with respect to semantic content is still lacking. We propose a biologically plausible salient region based bit allocation mechanism within the JPEG2000 codec for the purpose of augmenting scalability with respect to semantic content. First, an input image is segmented into several salient proto-objects (a region that possibly contains a semantically meaningful physical object) and background regions (a region that contains no object of interest) by modeling visual focus of attention on salient proto-objects. Then, a novel rate control scheme distributes a target bit rate to each individual region according to its saliency, and constructs quality layers of proto-objects for the purpose of more precise truncation comparable to original quality layers in the standard. Empirical results show that the suggested approach adds to the JPEG2000 system scalability with respect to content as well as the functionality of selectively encoding, decoding, and manipulation of each individual proto-object in the image, with only some slightly trivial modifications to the JPEG2000 standard. Furthermore, the proposed rate control approach efficiently reduces the computational complexity and memory usage, as well as maintains the high quality of the image to a level comparable to the conventional post-compression rate distortion (PCRD) optimum truncation algorithm for JPEG2000. PMID:20858580

Xue, Jianru; Li, Ce; Zheng, Nanning

2011-04-01

95

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

96

Representing Two Worlds: Illustrations in Spanish Textbooks for the Teaching of Religion and Object Lessons (1900-1970)  

ERIC Educational Resources Information Center

This article aims to give an overview of the use and the meaning of images in two types of school textbooks used in Spain from the early twentieth century until the end of the 1960s: the textbooks "Lecciones de cosas" ("object lessons") and those used for the teaching of religion. For this analysis the iconographic-iconological method will be used…

Badanelli, Ana Maria

2012-01-01

97

Good Performance, Music Analysis and Instrumental Teaching; Towards an Understanding of the Aims and Objectives of Instrumental Teachers  

ERIC Educational Resources Information Center

This paper reports on the aims and objectives of professional instrumental teachers working at a wide variety of levels. Questionnaire data are analysed and discussed with the aim of developing a deeper understanding of the ideologies of instrumental teachers in relation to performance, music analysis and teaching. Direct comparisons are made…

Ward, Vicky

2004-01-01

98

The Effect of an Integrated Science and Mathematics Content-Based Course on Science and Mathematics Teaching Efficacy of Preservice Elementary Teachers  

ERIC Educational Resources Information Center

The purpose of this study was to determine the effect of an earth systems science course (integrated mathematics and science content) on preservice elementary teachers' mathematics and science teaching efficacy. Paired t-tests revealed that the personal mathematics and science teaching efficacy and science teaching outcome expectancy significantly…

Moseley, Christine; Utley, Juliana

2006-01-01

99

Characterizing the information content of a newly hatched chick's first visual object representation.  

PubMed

How does object recognition emerge in the newborn brain? To address this question, I examined the information content of the first visual object representation built by newly hatched chicks (Gallus gallus). In their first week of life, chicks were raised in controlled-rearing chambers that contained a single virtual object rotating around a single axis. In their second week of life, I tested whether subjects had encoded information about the identity and viewpoint of the virtual object. The results showed that chicks built object representations that contained both object identity information and view-specific information. However, there was a trade-off between these two types of information: subjects who were more sensitive to identity information were less sensitive to view-specific information, and vice versa. This pattern of results is predicted by iterative, hierarchically organized visual processing machinery, the machinery that supports object recognition in adult primates. More generally, this study shows that invariant object recognition is a core cognitive ability that can be operational at the onset of visual object experience. PMID:24980274

Wood, Justin N

2015-03-01

100

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

NASA Astrophysics Data System (ADS)

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 to which his/her classroom is reform-oriented as measured by RTOP (Sawada et al. 2002). Data included 33 instructional sessions of photosynthesis and heredity videotaped with 7 high school biology teachers. Each session was given a score on both the PCK rubric and RTOP by two independent raters. Results indicate that PCK score is significantly related to RTOP score in terms of both total score ( r = .831, p < .01) and sub-component scores (ranging from r = .616 to .805, p < .01). Implications for science teacher education and future research are discussed.

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

2011-03-01

101

Effect of structure in problem based learning on science teaching efficacy beliefs and science content knowledge of elementary preservice teachers  

NASA Astrophysics Data System (ADS)

This study examined the effects of differing amounts of structure within the problem based learning instructional model on elementary preservice teachers' science teaching efficacy beliefs, including personal science teaching efficacy and science teaching outcome expectancy, and content knowledge acquisition. This study involved sixty (60) undergraduate elementary preservice teachers enrolled in three sections of elementary science methods classes at a large Midwestern research university. This study used a quasi-experimental nonequivalent design to collect and analyze both quantitative and qualitative data. Participants completed instruments designed to assess science teaching efficacy beliefs, science background, and demographic data. Quantitative data from pre and posttests was obtained using the science teaching efficacy belief instrument-preservice (STEBI-B) developed by Enochs and Riggs (1990) and modified by Bleicher (2004). Data collection instruments also included a demographic questionnaire, an analytic rubric, and a structured interview; both created by the researcher. Quantitative data was analyzed by conducting ANCOVA, paired samples t-test, and independent samples t-test. Qualitative data was analyzed using coding and themes. Each of the treatment groups received the same problem scenario, one group experienced a more structured PBL setting, and one group experienced a limited structure PBL setting. Research personnel administered pre and posttests to determine the elementary preservice teachers' science teaching efficacy beliefs. The results show elementary preservice teachers'science teaching efficacy beliefs can be influence by the problem based learning instructional model. This study did not find that the amount of structure in the form of core ideas to consider and resources for further research increased science teaching efficacy beliefs in this sample. Results from the science content knowledge rubric indicated that structure can increase science content knowledge in this sample. Qualitative data from the tutor, fidelity raters, and interviews indicated the participants were excited about the problem and were interested in the science content knowledge related to the problem. They also indicated they were motivated to continue informal study in the problem area. Participants indicated, during the interview, their initial frustration with the lack of knowledge gained from the tutor; however, indicated this led to more learning on their part. This study will contribute to the overall knowledge of problem based learning and its structures, science teaching efficacy beliefs of elementary preservice teachers, and to current teaching and learning practices.

Sasser, Selena Kay

102

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

103

Utilizing BlueJ to Teach Polymorphism in an Advanced Object-Oriented Programming Course  

ERIC Educational Resources Information Center

Teaching Polymorphism can be best implemented by using a combination of bottom-up and top-down approaches. However, from our observation and students' self-reporting, the former seems to be the predominant in the Saudi context. We try to investigate whether applying a more balanced approach in teaching the comprehensive concept of Polymorphism…

Alkazemi, Basem Y.; Grami, Grami M.

2012-01-01

104

A Content Analysis of Qualitative Research in the Journal of Teaching in Physical Education from 1998 to 2008  

ERIC Educational Resources Information Center

Previous reviews of research have documented the increasing use of qualitative inquiry in physical education. In this research note, the authors present a content analysis of qualitative research articles published between 1998 and 2008 in the Journal of Teaching in Physical Education (JTPE). A total of 110 empirical articles were published that…

Hemphill, Michael A.; Richards, K. Andrew R.; Templin, Thomas J.; Blankenship, Bonnie Tjeerdsma

2012-01-01

105

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

106

The impact of a curriculum course on pre-service primary teachers' science content knowledge and attitudes towards teaching science  

Microsoft Academic Search

Many primary school teachers have insufficient content and pedagogical knowledge of science. This lack of knowledge can often lead to a lack of confidence and competence in teaching science. This article explores the impact of a year-long science methodology (curriculum science) course on second year Bachelor of Education (BEd) students' conceptual and pedagogical knowledge of science and on their attitudes

Clíona Murphy; Greg Smith

2012-01-01

107

The Impact of a Curriculum Course on Pre-Service Primary Teachers' Science Content Knowledge and Attitudes towards Teaching Science  

ERIC Educational Resources Information Center

Many primary school teachers have insufficient content and pedagogical knowledge of science. This lack of knowledge can often lead to a lack of confidence and competence in teaching science. This article explores the impact of a year-long science methodology (curriculum science) course on second year Bachelor of Education (BEd) students'…

Murphy, Cliona; Smith, Greg

2012-01-01

108

Using Literacy Coaching to Promote the Teaching and Learning of English Learners in Content Areas. CREATE Brief  

ERIC Educational Resources Information Center

This brief describes the literacy coaching that was provided as part of the CREATE research project aimed at improving the teaching and learning of English learners in seventh-grade content areas. Coaching was intended to extend professional development and increase teacher capacity through multiple layers of support that included lesson…

Reutebuch, Colleen K.

2012-01-01

109

Submission of content to a digital object repository using a configurable workflow system  

Microsoft Academic Search

The prototype of a workflow system for the submission of content to a digital object repository is here presented. It is based entirely on open-source standard components and features a service-oriented architecture. The front-end consists of Java Business Process Management {(jBPM)}, Java Server Faces {(JSF)}, and Java Server Pages {(JSP).} A Fedora Repository and a {mySQL} data base management system

Andreas V. Hense; Johannes Mueller

2007-01-01

110

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

111

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

112

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

113

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.

114

Active Participation of Integrated Development Environments in the Teaching of Object-Oriented Programming  

ERIC Educational Resources Information Center

With the strong link between programming and the underlying technology, the incorporation of computer technology into the teaching of a programming language course should be a natural progression. However, the abstract nature of programming can make such integration a difficult prospect to achieve. As a result, the main development tool, the…

Depradine, Colin; Gay, Glenda

2004-01-01

115

Using concept maps to explore preservice teachers' perceptions of science content knowledge, teaching practices, and reflective processes  

NASA Astrophysics Data System (ADS)

This qualitative study examined seven preservice teachers' perceptions of their science content knowledge, teaching practices, and reflective processes through the use of the metacognitive strategy of concept maps. Included in the paper is a review of literature in the areas of preservice teachers' perceptions of teaching, concept development, concept mapping, science content understanding, and reflective process as a part of metacognition. The key questions addressed include the use of concept maps to indicate organization and understanding of science content, mapping strategies to indicate perceptions of teaching practice, and the influence of concept maps on reflective process. There is also a comparison of preservice teachers' perceptions of concept map usage with the purposes and practices of maps as described by experienced teachers. Data were collected primarily through interviews, observations, a pre and post concept mapping activity, and an analysis of those concept maps using a rubric developed for this study. Findings showed that concept map usage clarified students' understanding of the organization and relationships within content area and that the process of creating the concept maps increased participants' understanding of the selected content. The participants felt that the visual element of concept mapping was an important factor in improving content understanding. These participants saw benefit in using concept maps as planning tools and as instructional tools. They did not recognize the use of concept maps as assessment tools. When the participants were able to find personal relevance in and through their concept maps they were better able to be reflective about the process. The experienced teachers discussed student understanding and skill development as the primary purpose of concept map usage, while they were able to use concept maps to accomplish multiple purposes in practice.

Somers, Judy L.

116

Classroom application of Earth System Science education professional development: Coupling content education with pedagogy and planning for teaching  

NASA Astrophysics Data System (ADS)

The University of New Hampshire’s Transforming Earth System Science Education (UNH TESSE) project is designed to enrich the Earth System Science (ESS) content knowledge and inquiry-based pedagogical skills of in-service and pre-service teachers who either currently teach or plan to teach Earth science curricula. This goal is promoted through authentic research experiences coupled with assignments that ask teachers to apply their new understanding of pedagogy and content in the classroom. Teachers participate in an intensive 2-week summer institute followed by an academic-year program during which masters and doctoral students in the sciences join them in their classrooms to assist in the development and implementation of inquiry-based experiences for their students. In order to ensure that participants will be able to apply their learning in a range of real classroom contexts, TESSE emphasizes 1) exploring ESS content in conjunction with a discussion or activity related to its classroom application; and 2) year-long classroom support for participants. During the TESSE summer institute, Earth System Science for Teachers (ESST-1), teachers experience a combination of faculty led ESS content instruction, authentic field research experiences and pedagogical analysis. Content activities are all viewed through the lens of K-12 classroom application, particularly the specific demands of participants’ curricula. The culminating project is a flexible curriculum design assignment that is intended to be implemented in the upcoming academic year. Both the design and implementation of this piece of curriculum are done in collaboration with one of the TESSE graduate fellows—graduate students in an ESS research field, who receive a year-long fellowship to participate in ESST-1 and act as science liaisons in participants’ classes. Through expanded content knowledge, a focus on teaching practice, and a support system for initial implementation, teachers who have participated in ESST-1 are using ESS and inquiry-based pedagogical strategies in their classrooms.

Froburg, E.; Finkel, L.; Varner, R. K.; Graham, K.; Bryce, J. G.; Hale, S.; Johnson, J. E.; von Damm, K.

2009-12-01

117

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

118

Elementary Teachers' Pedagogical Content Knowledge for Teaching the Nature of Science  

ERIC Educational Resources Information Center

Although teacher educators have achieved some success in improving teachers' understanding of the nature of science (NOS), helping teachers teach NOS has proved a much greater challenge. Currently, there are few examples in the literature of teachers who effectively teach NOS, and fewer still that rely on student outcomes as a measure of teachers'…

Hanuscin, Deborah L.; Lee, Michele H.; Akerson, Valarie L.

2011-01-01

119

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

120

A Case Study of Beginning Science Teachers' Subject Matter (SMK) and Pedagogical Content Knowledge (PCK) of Teaching Chemical Reaction in Turkey  

ERIC Educational Resources Information Center

This paper describes a case study focusing on the subject matter knowledge, pedagogical content knowledge, and beliefs about science teaching of student teachers in Turkey at the start of their university education. The topic of interest was that of teaching chemical reactions in secondary chemistry education. A written test was developed which…

Usak, Muhammet; Ozden, Mustafa; Eilks, Ingo

2011-01-01

121

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

122

Submission of content to a digital object repository using a configurable workflow system  

E-print Network

The prototype of a workflow system for the submission of content to a digital object repository is here presented. It is based entirely on open-source standard components and features a service-oriented architecture. The front-end consists of Java Business Process Management (jBPM), Java Server Faces (JSF), and Java Server Pages (JSP). A Fedora Repository and a mySQL data base management system serve as a back-end. The communication between front-end and back-end uses a SOAP minimal binding stub. We describe the design principles and the construction of the prototype and discuss the possibilities and limitations of work ow creation by administrators. The code of the prototype is open-source and can be retrieved in the project escipub at http://sourceforge.net

Hense, Andreas

2007-01-01

123

Handheld access to radiology teaching files: an automated system for format conversion and content creation  

NASA Astrophysics Data System (ADS)

Current handheld Personal Digital Assistants (PDAs) can be used to view radiology teaching files. We have developed a toolkit that allows rapid creation of radiology teaching files in handheld formats from existing repositories. Our toolkit incorporated a desktop converter, a web conversion server and an application programming interface (API). Our API was integrated with an existing pilot teaching file database. We evaluated our system by obtaining test DICOM and JPEG images from our PACS system, our pilot database and from personal collections and converting them on a Windows workstation (Microsoft, Redmond, CA) and on other platforms using the web server. Our toolkit anonymized, annotated and categorized images using DICOM header information and data entered by the authors. Image processing was automatically customized for the target handheld device. We used freeware handheld image viewers as well as our custom applications that allowed window/level manipulation and viewing of additional textual information. Our toolkit provides desktop and web access to image conversion tools to produce organized handheld teaching file packages for most handheld devices and our API allows existing teaching file databases to incorporate handheld compatibility. The distribution of radiology teaching files on PDAs can increase the accessibility to radiology teaching.

Raman, Raghav; Raman, Lalithakala; Raman, Bhargav; Gold, Garry; Beaulieu, Christopher F.

2002-05-01

124

Method and apparatus for determining the content and distribution of a thermal neutron absorbing material in an object  

DOEpatents

The disclosure is directed to an apparatus and method for determining the content and distribution of a thermal neutron absorbing material within an object. Neutrons having an energy higher than thermal neutrons are generated and thermalized. The thermal neutrons are detected and counted. The object is placed between the neutron generator and the neutron detector. The reduction in the neutron flux corresponds to the amount of thermal neutron absorbing material in the object. The object is advanced past the neutron generator and neutron detector to obtain neutron flux data for each segment of the object. The object may comprise a space reactor heat pipe and the thermal neutron absorbing material may comprise lithium.

Crane, Thomas W. (Los Alamos, NM)

1986-01-01

125

Method and apparatus for determining the content and distribution of a thermal neutron absorbing material in an object  

DOEpatents

The disclosure is directed to an apparatus and method for determining the content and distribution of a thermal neutron absorbing material within an object. Neutrons having an energy higher than thermal neutrons are generated and thermalized. The thermal neutrons are detected and counted. The object is placed between the neutron generator and the neutron detector. The reduction in the neutron flux corresponds to the amount of thermal neutron absorbing material in the object. The object is advanced past the neutron generator and neutron detector to obtain neutron flux data for each segment of the object. The object may comprise a space reactor heat pipe and the thermal neutron absorbing material may comprise lithium.

Crane, T.W.

1983-12-21

126

Rutherford's Enlarged: A Content-Embedded Activity To Teach about Nature of Science.  

ERIC Educational Resources Information Center

Describes an activity that can be used to help middle and secondary school students develop more informed understandings of some important aspects of the nature of science in the context of teaching Rutherford's experiments and atomic structure. (Author/MM)

Abd-El-Khalick, Fouad

2002-01-01

127

Teaching Multicultural Counseling Prepracticum.  

ERIC Educational Resources Information Center

Focuses on the value of a multicultural counseling prepracticum course for counselors in training at Virginia Commonwealth University (Richmond). States that the course helps students develop their skills in multicultural counseling. Offers suggestions for teaching the course and discusses course objectives, course content, and student responses.…

McCreary, Micah L.; Walker, Tamara D.

2001-01-01

128

Teaching General Business. Delta Pi Epsilon Rapid Reader No. 1.  

ERIC Educational Resources Information Center

This guide provides business teachers with practical ideas for teaching general business. Content is presented in seven sections. The first two sections list fourteen behavioral objectives for a general business course and offer suggestions for course content. Section 3 discusses problems in teaching general business, including reading, arithmetic…

Brown, Betty Jean

129

Technological Pedagogical Content Knowledge and Teaching Poetry: Preparing Preservice Teachers to Integrate Content with VoiceThread Technology  

ERIC Educational Resources Information Center

Although there is a vast research base on the literacy practices of adolescents and the issues surrounding the integration of technology despite current widespread access to tools and the Internet (Cuban, 2003), very little has been completed on the attempts of teacher educators to integrate technology within a specific content area to prepare…

Carlson, David Lee; Archambault, Leanna

2013-01-01

130

Irony as objectivity: orientations for history teaching in post-apartheid South Africa  

Microsoft Academic Search

This article provides an account of Hayden White's claim that historiographical difference can be explained in terms of the varying narrative forms in which historical depictions are presented, rather than in terms of the data or evidence on which historical representation are based. Narrative form is constructed around particular organising categories, which assemble and present the content (data\\/evidence) of particular

M. Kissack

1997-01-01

131

A Content Analysis of the DMI Mathematics Systems Instructional Objectives Inventory according to the 1985-86 National Assessment of Educational Progress Content by Process Matrix for Mathematics.  

ERIC Educational Resources Information Center

A study was undertaken to assess the relationship between the DMI Mathematics Systems Objective Inventory (DMIMS) and the National Assessment of Educational Progress (NAEP) content by process matrix prepared for the Fourth Assessment of Mathematics. The DMIMS is a criterion-referenced standardized test comprised of seven levels, and it can be used…

Solomon, Alan

132

"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

133

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

134

It Shall Not Return to Me Void: Teaching Religious Content to Individuals with Cognitive Disability  

ERIC Educational Resources Information Center

This research is an exploratory qualitative investigation into the challenges of teaching religious material to individuals with cognitive disabilities. The study setting was a single large evangelical Christian church known for excellence in ministry to individuals with disabilities and their families. The following issues were explored: (a)…

Iguchi, Carolyn M.

2010-01-01

135

A Content Analysis of Teaching Philosophy Statements of Award Winning Colleges of Agriculture Professors  

ERIC Educational Resources Information Center

As our economy calls for improved employment skills, educational institutions must provide quality teaching to prepare students for success. Researchers purport that an important factor in determining student learning is the teacher, and that one of the most prominent factors in student achievement is teacher quality. The search for the…

Sankey, Laura L.; Foster, Daniel D.

2012-01-01

136

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

137

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

138

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

139

Do I Really Have to Teach Reading? Content Comprehension, Grades 6?12  

ERIC Educational Resources Information Center

"Do I really have to teach reading?" This is the question many teachers of adolescents are asking, wondering how they can possibly add a new element to an already overloaded curriculum. And most are finding that the answer is "yes." If they want their students to learn complex new concepts in different disciplines, they often have to help their…

Tovani, Cris

2004-01-01

140

Proposing a Knowledge Base for Teaching Academic Content to English Language Learners: Disciplinary Linguistic Knowledge  

ERIC Educational Resources Information Center

Background/Context: The current research on teacher knowledge and teacher accountability falls short on information about what teacher knowledge base could guide preparation and accountability of the mainstream teachers for meeting the academic needs of ELLs. Most recently, research on specialized knowledge for teaching has offered ways to…

Turkan, Sultan; De Oliveira, Luciana C.; Lee, Okhee; Phelps, Geoffrey

2014-01-01

141

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

142

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

143

Promoting success in content area classes: Is value added through co-teaching?  

NASA Astrophysics Data System (ADS)

In the last several years, federal legislation has shifted the focus from where students with disabilities are educated to how well they are educated, raising a new issue of academic achievement. However, students with disabilities continue to receive lower standardized test scores and overall grades in science. To meet this challenge, classwide peer tutoring is reported as an effective intervention for teaching students with and without disabilities. Furthermore, numerous models of collaboration in inclusive classrooms have been created to meet the needs of all students, and one of the most common models is co-teaching. Therefore, this study was intended to examine the effects of co-teaching on the academic achievement of 203 seventh grade science students with and without disabilities, through the use of supplementary science activities implemented through classwide peer tutoring. Supplementary science activities included key concepts for five science units. This was examined using a two condition (supplementary science activities with classwide peer tutoring vs. traditional instruction) by two settings (co-teaching vs. non co-teaching) by two types of students (with and without disabilities) repeated measure ANCOVA, with pre-tests as covariates and academic achievement tests as repeated measures, design. Observational data examining teacher-student interactions and instructional methods were also collected. Results indicated that students in co-taught classes statistically outperformed students in non co-taught classes on all academic measures. Students who used supplementary science activities implemented through classwide peer tutoring statistically outperformed students in traditional instruction on academic unit tests but not on cumulative posttests: There were no statistically significant interactions between co-teaching and supplementary science activities implemented through classwide peer tutoring. Observational data revealed that students in non co-taught classes had statistically more teacher-student interactions than students in co-taught classes. However, students with disabilities had statistically more teacher initiated interactions, regardless of setting. Overall, teachers' and students' perceptions of co-teaching and classwide peer tutoring were positive. Students in co-taught classes had more positive perceptions about science than students in non co-taught classes. Findings are discussed with respect to future research and practice.

McDuffie, Kimberly A.

144

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

145

Minimum Knowledge and Skills Objectives for Alcohol and Other Drug Abuse Teaching.  

ERIC Educational Resources Information Center

This publication brings together statements concerning the minimum knowledge and skills objectives in alcohol and other drug abuse determined by the professional organizations of six medical specialties: pediatrics; emergency medicine; obstetrics and gynecology; psychiatry; general internal medicine; and family medicine for undergraduate,…

American Psychiatric Association, Hartford, CT.

146

Applications of Object Oriented Programming to the Teaching of Physics and Astronomy  

Microsoft Academic Search

Powerful programming tools based on the object oriented paradigm are now available for development of advanced educational technology. Two of the most useful are Flash MX2004 Actionscript (also known as Actionscript 2.0) and Java. We have used these technologies to develop a number of reusable tools for a broad range of applications in scientific education. We shall demonstrate some general

Josh Schaefferkoetter

2004-01-01

147

Teaching with Objects and Photographs: Supporting and Enhancing Your Curriculum. A Guide for Teachers.  

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,…

Sieber, Ellen

148

Using Form and Function Analogy Object Boxes to Teach Human Body Systems  

ERIC Educational Resources Information Center

This study compares the use of form and function analogy object boxes to more traditional lecture and worksheet instruction during a 10th-grade unit on human body systems. The study was conducted with two classes (N = 32) of mixed ability students at a high-needs rural high school in central New York State. The study used a pretest/posttest…

Rule, Audrey C.; Furletti, Charles

2004-01-01

149

Bridging the Cognitive-Affective Gaps: Teaching Chemistry while Advancing Affective Objectives. The Singapore Curricular Experience  

ERIC Educational Resources Information Center

Chemistry teachers face constraints when trying to integrate cognitive and affective objectives, and hence thoughtful lesson planning is required to achieve the goal. Chemistry teachers can educate students to be knowledgeable about chemical concepts, processes and the benefits of responsible practice by the chemical industry, while being aware,…

Tan, Kok Siang; Goh, Ngoh Khang; Chia, Lian Sai

2006-01-01

150

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

151

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.

152

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

NASA Astrophysics Data System (ADS)

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.

2009-11-01

153

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

154

Science Sampler: A project-based environmental unit for teaching content through inquiry  

NSDL National Science Digital Library

Recent science education reform efforts for adolescents have attempted to engage students in science by using project-based instruction (Rivet and Krajcik 2008). The features of project-based learning (PBL) are consistent with the learning needs of many types of students and hold promise as an effective tool for teaching complex topics such as environmental issues. The goal for this project-based waste management unit is to help teachers improve students’ understanding of their local environment through a relevant, inquiry-based approach.

Kristin Cook

2010-04-01

155

Objective  

E-print Network

On March 15, 2005, EPA announced the final regulations for mercury emissions from coal-fired power plants. The regulations embrace a cap-and-trade approach, which favors the use of combinations of existing air pollution control equipment (“co-benefits”). To effectively satisfy the new regulations and remove mercury from flue gas, an adequate fundamental understanding of the system chemistry is required. The objective of this project is to understand the importance of gas- and solid-phase constituents in mercury oxidation reaction chemistry. The effects of chlorine, nitrogen oxide, sulfur dioxide and ash particles on mercury oxidation are being studied. These oxidation reactions are believed to be important because oxidized mercury is effectively removed by wet flue gas desulfurization systems at no additional cost to plant operation. Accomplishments To Date At the University of Utah, the mercury analysis equipment, designed and constructed by Southern Research Institute, has been tested and proven to be effective. Mercury analysis has been performed on a 5 MMBtu/hr coal-fired boiler and mercury concentrations and speciation varied with changes in boiler operation as expected. Introduced mercury spikes were also recovered adequately. The mercury sampling and conditioning system were modified to analyze mercury during gas phase experimentation in a natural gas-fired, quartz-line, drop-tube furnace. Mercury mass balances were performed in the drop tube furnace and discrepancies between calculated

Andrew Fry; Joann S. Lighty (pi; Geoffrey D. Silcox (co-pi; Joseph Helble

2004-01-01

156

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

157

Teaching Content Is Teaching Reading  

ERIC Educational Resources Information Center

Every two years the National Assessment of Educational Progress (NAEP), "the Nation's Report Card," reports the nation's average reading and math scores in grades 4 and 8. Despite the strong focus on reading under the 2001 No Child Left Behind law, the recent 2009 reading scores were not statistically different from those of 2007, which had not…

Hirsch, E. D., Jr.

2010-01-01

158

A Framework for the Flexible Content Packaging of Learning Objects and Learning Designs  

ERIC Educational Resources Information Center

This paper presents a platform-independent method for packaging learning objects and learning designs. The method, entitled a Smart Learning Design Framework, is based on the MPEG-21 standard, and uses IEEE Learning Object Metadata (LOM) to provide bibliographic, technical, and pedagogical descriptors for the retrieval and description of learning…

Lukasiak, Jason; Agostinho, Shirley; Burnett, Ian; Drury, Gerrard; Goodes, Jason; Bennett, Sue; Lockyer, Lori; Harper, Barry

2004-01-01

159

Why Do We Have to Learn This? Teaching Goals beyond Content  

ERIC Educational Resources Information Center

Schools often struggle to create lasting learning experiences for students. Teachers can enhance instruction by creating and promoting goals that extend beyond content knowledge. The development of long-term traits such as critical thinking, creativity, cooperation, and others adds meaning to student learning and purposeful teacher planning.

Bergman, Daniel J.

2010-01-01

160

Using Pictures To Teach Content to Second Language Learners. Research into Practice.  

ERIC Educational Resources Information Center

Illustrates use of the Picture Word Induction Model to assist second-language learners in middle schools in acquiring content knowledge in all areas and English language usage simultaneously. Describes instructional procedures incorporating collaborative learning, writing exercises, vocabulary development, and concept development. Delineates…

Wood, Karen D.; Tinajero, Josefina

2002-01-01

161

Sustained Content Teaching in Academic ESL/EFL: A Practical Approach.  

ERIC Educational Resources Information Center

This edited volume provides a rationale for and classroom examples of the effective use of content-based instruction in English-as-Second/English-as-a-Foreign-Language (ESL/EFL), in which the study of an academic subject is sustained over time. Each chapter provides the following: detailed course descriptions; practical suggestions for developing…

Pally, Marcia, Ed.

162

Comparative Study of Teaching Content in Teacher Education Programmes in Canada, Denmark, Finland and Singapore  

ERIC Educational Resources Information Center

This article presents the results of a comparative study of the content in selected teacher education programmes for primary and lower secondary teachers in Canada, Denmark, Finland and Singapore. First and foremost, the study is a comparison between teacher education programmes in, on the one hand, Canada, Finland and Singapore, all of which…

Rasmussen, Jens; Bayer, Martin

2014-01-01

163

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

164

Teaching Communication in Content Area Courses: Another Functional Use of the Liberal Arts Curriculum.  

ERIC Educational Resources Information Center

This paper describes a unified effort at Central College (Pella, Iowa) to insure that graduates in all content areas achieve competency in the communication skills of reading, writing, and speaking. The discussion focuses on how the program was set up, what its components are, how all the faculty contribute, the positive impact of the…

Roberts, Charles V.; Cannon, Walter

165

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

166

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

167

Content for Teaching Sustainable Energy Systems in Physics at Upper Secondary School  

ERIC Educational Resources Information Center

Understanding energy with a focus on sustainable development requires further knowledge beyond traditional conceptual understanding. This paper presents the result from one main investigation and two smaller follow-up studies. The main study (step 1) consists of an interpreting, iterative analysis of statements made by experts on contents for…

Engstrom, Susanne; Gustafsson, Peter; Niedderer, Hans

2011-01-01

168

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

169

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

170

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

171

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

172

Attitudes and Stages of Concern of Elementary Teachers toward Agriculture as a Context for Teaching across Grade Level Content Area Standards  

ERIC Educational Resources Information Center

The purpose of this study was to describe elementary teachers' attitudes and perceptions toward agriculture and its use as a context for teaching across the grade level content area standards. Further, this study sought to probe more deeply the stages of concern possessed by kindergarten through eighth grade teachers with respect to their use of…

Bellah, Kimberly A.; Dyer, James E.

2009-01-01

173

Teaching Three-Dimensional Structural Chemistry Using Crystal Structure Databases. 3. The Cambridge Structural Database System: Information Content and Access Software in Educational Applications  

ERIC Educational Resources Information Center

Parts 1 and 2 of this series described the educational value of experimental three-dimensional (3D) chemical structures determined by X-ray crystallography and retrieved from the crystallographic databases. In part 1, we described the information content of the Cambridge Structural Database (CSD) and discussed a representative teaching subset of…

Battle, Gary M.; Allen, Frank H.; Ferrence, Gregory M.

2011-01-01

174

Addressing student beliefs about climate change while teaching climate science content  

NASA Astrophysics Data System (ADS)

Teachers often keep conversations about beliefs out of the classroom when teaching their students about climate science and climate change. But it has become apparent that students, like the general public, don't always separate their beliefs from knowledge and facts, so it might not work to separate educating students with the intent to improve their knowledge on the subject without also addressing beliefs. We're working with several teachers who have decided to include conversations about knowledge versus belief in their science classrooms. These teachers want to find out if bringing up the subject and talking to students about how scientists know what they know, and that scientists don't bring beliefs into their science, will change some students perceptions of climate change. Teachers and students will have conversations about knowledge versus belief in climate science. Teachers will also conduct pre- and post- assessments of their students' knowledge and beliefs about climate science and climate change. Results will be available to share in this session, in addition to anecdotal evidence about successes and challenges in these efforts.

Hatheway, B.; Bruemmer, S.

2011-12-01

175

The Found Object Teaches  

ERIC Educational Resources Information Center

A beech leaf, garnet crystals, trilobite fossils--brought by children aged three to twelve transform the science room. Investigates the importance of learning materials that children bring to the classroom at no expense. (Author/RK)

Galloway, Carl Weston

1976-01-01

176

Learning object specification and description of pedagogical resources in respect to material structure and content  

E-print Network

Learning object specification and description of pedagogical resources in respect to material of learning resources. Website becomes one of important communication lines between teacher and student or pedagogical resources? And for their own courses, how to representation these courses with several types

Paris-Sud XI, Université de

177

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

178

Unit of Instruction: Writing, Teaching, Supplementing.  

ERIC Educational Resources Information Center

This manual was prepared to guide educators in developing curriculum using performance (behavioral) objectives that include content information. The material is presented in three units: writing a unit of instruction, teaching a unit of instruction, and supplementing a unit of instruction. Each unit contains terminal and specific objectives for…

Patton, Bob; And Others

179

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

180

Teaching excellence: what great teachers teach us.  

PubMed

Given the shortage of nurse educators, we sought to better understand teaching excellence because it is crucial for developing the next generation of nurses. A grounded theory approach was used. The sample included 17 respondents, thought to be excellent teachers, from universities across the United States. Consenting respondents were asked, "What do you do to bring nursing to life with your students?" Using line-by-line coding and the constant comparative method, five major themes emerged: (a) engagement, (b) relevance, (c) student centeredness, (d) facilitation of learning, and (e) dynamic process of becoming an excellent nursing educator. We found that the core category, engagement, included the faculty being (a) current and knowledgeable, (b) being clear in communication of objectives/outcomes, (c) being student centered, (d) being able to draw all students into active questioning and learning so that the process of discovery is enjoyable, and (e) using multiple strategies in teaching the content. The process of becoming an excellent teacher involved "change from 'instiller' to 'facilitator' and laid the foundation for continued development of my teaching self." Those beginning to teach or seeking to improve their teaching may find the results enlightening. PMID:19751930

Johnson-Farmer, Barbara; Frenn, Marilyn

2009-01-01

181

Supporting Content Learning for English Learners  

ERIC Educational Resources Information Center

In this column, the three authors address the teaching of ELs within the content areas. Specifically, they highlight the difference between having language and content objectives, utilizing small-group work to maximize involvement, and inclusion of beginning English speakers into the learning process. Currently there is a gap of 36 points between…

Bauer, Eurydice B.; Manyak, Patrick C.; Cook, Crystal

2010-01-01

182

Teaching Reading  

ERIC Educational Resources Information Center

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

Day, Richard R.

2013-01-01

183

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

184

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

185

Exploring elementary school teachers' perception of their role in teaching content literacy in the elementary science and social studies classrooms: A mixed methods study  

NASA Astrophysics Data System (ADS)

This mixed-methods study explored third, fourth, and fifth grade teachers' perceptions of their role in teaching content literacy in the elementary science and social studies classroom. The rationale for this study was the growing number of studies questioning the reliance on the inoculation theory for content area literacy comprehension. The study was a mixed methods study so as to provide insight into the participants' thought processes in decision making and instructional planning. Data sources included timed instructional observations, tiered checklist to identify strategy instruction, and prompted critical reflections. The three-tiered observation instrument categorized strategies used by teachers in tiers according to the focus of the strategy. Tier I strategies were those identified as strategies good readers use, typically taught with narrative text. The inoculation theory posits these skills transfer to reading informational and expository text. Tier II strategies were those identified as strategies appropriate for informational or expository text. Use of these strategies acknowledged that narrative and informational/expository text require different strategies, but does not differentiate between expository text drawn from particular content area. Tier III strategies were those identified as strategies particularly suited to informational or expository text drawn from specific content areas. These strategies embody cognitive processes used to comprehend text drawn from specific content areas. The findings showed the participating teachers used a preferential Tier of strategy instruction. Some participants felt that reading comprehension was more important than content. They viewed reading as a subject instead of an integral part of science and social studies instruction.

Jones-Moore, Lisa Michelle

2011-12-01

186

Nurse educators' teaching of codes of ethics.  

PubMed

Although codes of ethics are thought to be an important element of nursing ethics curriculum research focusing on nurses' codes is scarce and negligible in the area of education. This study explores Finnish nurse educators' teaching of codes of ethics. A total of 183 nurse educators from polytechnics providing basic nursing education in Finland answered a structured questionnaire with one open-ended question. The data was analysed statistically by SPSS and by content analysis. The responding educators' teaching of the codes was rather extensive. The focus of teaching was on the nurse-patient relationship. Nursing in a wider social context was less emphasized. Integrated teaching was the prevalent teaching format. Educators' use of teaching and evaluation methods was fairly narrow aiming at a student-centred approach. Educators' knowledge of the codes was mainly based on informal learning. The majority assessed their knowledge as adequate for teaching the codes. Educators who were motivated to build their knowledge voluntarily also taught the codes more. Educators assessed nursing students' knowledge and ability to apply the codes as mediocre. Organization of integrated teaching, objective assessment of nurse educators' competence to teach the codes, and evaluation of student outcomes need further exploring. PMID:19660843

Numminen, Olivia H; Leino-Kilpi, Helena; van der Arend, Arie; Katajisto, Jouko

2010-02-01

187

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

188

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

189

Teaching science in museums  

NASA Astrophysics Data System (ADS)

Museums are free-choice, non-threatening, non-evaluative learning and teaching environments. They enable learners to revisit contents, authentic objects, and experiences at their own leisure as they continually build an understanding and appreciation of the concepts. Schools in America have used museums as resources to supplement their curriculum since the 19 th century. Field trip research is predominantly from the teachers' and students' perspectives, and draws attention to the importance for classroom teachers and students to prepare prior to field trips, have tasks, goals, and objectives during their time at the museum, and follow up afterwards. Meanwhile, museum educators' contributions to field trip experiences have been scantily addressed. These educators develop and implement programs intended to help students' explore science concepts and make sense of their experiences, and despite their limited time with students, studies show they can be memorable. First, field trips are a break in the usual routine, and thus have curiosity and attention attracting power. Second, classroom science teaching literature suggests teachers' teaching knowledge and goals can affect their behaviors, and in turn influence student learning. Third, classroom teachers are novices at planning and implementing field trip planners, and museum educators can share this responsibility. But little is reported on how the educators teach, what guides their instruction, how classroom teachers use these lessons, and what is gained from these lessons. This study investigates two of these inquiries. The following research questions guided this investigation. (1) How do educators teaching one-hour, one-time lessons in museums adapt their instruction to the students that they teach? (2) How do time limitations affect instruction? (3) How does perceived variability in entering student knowledge affect instruction? Four educators from two museums took part in this participant observation study to examine one aspect of the teaching culture in museums, that is instruction during one-time science lessons. The researcher remained a passive participant in all 23 lessons observed. Data included observations, interviews, and researcher field notes. An inductive analysis model incorporating constant comparison and domain analysis methods was adopted to analyze the data. Five major findings emerged from this analysis. (1) Repeating lessons develop comfort and insight to compensate one-time nature of lessons. (2) Details within science lessons can vary according to the students. (3) A lifelong learning perspective forms the foundation for educators' choices. (4) Refine teaching to use time efficiently. (5) Educators designate roles to teachers and chaperones to maximize time. These findings had implications for museum educators, classroom teachers, and all those involved in school field trips. Recommendations for action and future research emerging from this study were listed and discussed.

Tran, Lynn Uyen

190

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.

191

Teaching reform of ASP.NET Programming Design curriculum based on CDIO teaching concept  

Microsoft Academic Search

Aiming at the traditional teaching defects of ‘ASP.NET Programming Design’, teaching reform is carried out for the curriculum by applying CDIO teaching concept. It introduces the teaching system taking students as the center, ‘learning through doing’, summarizing the reform contents and detailed implementation plan in terms of the teaching organization, teaching methods and the assessment mode of the curriculum.

Wen-chao Fan; Cang Zhou

2011-01-01

192

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

193

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

194

The contents of predictions in sentence comprehension: activation of the shape of objects before they are referred to.  

PubMed

When comprehending concrete words, listeners and readers can activate specific visual information such as the shape of the words' referents. In two experiments we examined whether such information can be activated in an anticipatory fashion. In Experiment 1, listeners' eye movements were tracked while they were listening to sentences that were predictive of a specific critical word (e.g., "moon" in "In 1969 Neil Armstrong was the first man to set foot on the moon"). 500 ms before the acoustic onset of the critical word, participants were shown four-object displays featuring three unrelated distractor objects and a critical object, which was either the target object (e.g., moon), an object with a similar shape (e.g., tomato), or an unrelated control object (e.g., rice). In a time window before shape information from the spoken target word could be retrieved, participants already tended to fixate both the target and the shape competitors more often than they fixated the control objects, indicating that they had anticipatorily activated the shape of the upcoming word's referent. This was confirmed in Experiment 2, which was an ERP experiment without picture displays. Participants listened to the same lead-in sentences as in Experiment 1. The sentence-final words corresponded to the predictable target, the shape competitor, or the unrelated control object (yielding, for instance, "In 1969 Neil Armstrong was the first man to set foot on the moon/tomato/rice"). N400 amplitude in response to the final words was significantly attenuated in the shape-related compared to the unrelated condition. Taken together, these results suggest that listeners can activate perceptual attributes of objects before they are referred to in an utterance. PMID:23238371

Rommers, Joost; Meyer, Antje S; Praamstra, Peter; Huettig, Falk

2013-02-01

195

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

196

Content Analysis of Essays from a Cross-National Survey: Implications for Teaching Strategies in Holocaust Studies.  

ERIC Educational Resources Information Center

The content of essays written by randomly selected samples of 1500 U.S. and 500 British secondary students on the topic "What have I learned about Adolf Hitler?" were partitioned into theme-related assertions and analyzed. An experimental group of 150 9th- and 11th-grade male students who had studied the Holocaust also contributed papers that were…

McRoy, James J.

197

The Insertion of Environmental Contents in the Engineering Teaching: A Tentative Approach at the UFMG, Belo Horizonte, Brazil.  

ERIC Educational Resources Information Center

In this work a tentative approach is described, with the intent of an optimized insertion of the environmental contents in engineering courses, using the existing disciplines, and with a minimal, if any, increase of the disciplines related to environmental protection. The disciplines are firstly classified with regard to the environmental issues…

Bandeira de Melo, Gilberto C.; Pinto, Joana Darc da Silva

198

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

199

A Longitudinal "Teaching-to-Teach" Curriculum for Psychiatric Residents  

ERIC Educational Resources Information Center

Objective: Psychiatric residents' self-reported confidence levels related to teaching medical students were assessed before and after a five-part teaching seminar series. Methods: Five 1-hour seminars on teaching medical students in the psychiatry clerkship were presented to second postgraduate year (PGY-2) residents. Topics included how to teach

Lehmann, Susan W.

2010-01-01

200

Teaching Language, Teaching Culture.  

ERIC Educational Resources Information Center

Essays and research reports on the relationship between teaching second languages and teaching culture include: "Teaching Culture as an Integrated Part of Language Teaching: An Introduction" (Chantal Crozet, Anthony J. Liddicoat); "Primary Socialization and Cultural Factors in Second Language Learning: Wending Our Way through Semi-Charted…

Liddicoat, Anthony J., Ed.; Crozet, Chantal, Ed.

1997-01-01

201

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

202

"Structured Discovery": A Modified Inquiry Approach to Teaching Social Studies.  

ERIC Educational Resources Information Center

Describes structured discovery approach to inquiry teaching which encourages the teacher to select instructional objectives, content, and questions to be answered. The focus is on individual and group activities. A brief outline using this approach to analyze Adolf Hitler is presented. (KC)

Lordon, John

1981-01-01

203

Enthusiasm in Teaching.  

ERIC Educational Resources Information Center

Explores the role of teachers focusing on the importance of their enthusiasm for teaching. Discusses such topics as teaching styles, the topical coverage of courses, and the attitudes teachers have toward students. Addresses the issues of personal taste and relevance within the realm of topical content. (CMK)

Baum, Lawrence

2002-01-01

204

Teaching Languages, Teaching Cultures.  

ERIC Educational Resources Information Center

This collection of papers examines what it means to teach culture as an integrated part of language from both the language learner's and the language teacher's perspectives. The 11 papers include the following: "Teaching Cultures as an Integrated Part of Language: Implications for the Aims, Approaches and Pedagogies of Language Teaching" (Chantal…

Liddicoat, Anthony J., Ed.; Crozet, Chantal, Ed.

205

A search of CO emission lines in blazars: the low molecular gas content of BL Lac objects compared to quasars  

NASA Astrophysics Data System (ADS)

BL Lacertae (Lac) objects that are detected at very high energies (VHE) are of fundamental importance to study multiple astrophysical processes, including the physics of jets, the properties of the extragalactic background light and the strength of the intergalactic magnetic field. Unfortunately, since most blazars have featureless optical spectra that preclude a redshift determination, a substantial fraction of these VHE extragalactic sources cannot be used for cosmological studies. To assess whether molecular lines are a viable way to establish distances, we have undertaken a pilot programme at the Institut of Millimétrique (IRAM) 30 m telescope to search for CO lines in three BL Lac objects with known redshifts. We report a positive detection of 12 MH_2 ˜ 3 × 10>8 M? towards 1ES 1959+650, but due to the poor quality of the baseline, this value is affected by a large systematic uncertainty. For the remaining two sources, W Comae and RGB J0710+591, we derive 3? upper limits at, respectively, H2 < 8.0 × 108 and 1.6 × 109 M?, assuming a line width of 150 km s-1 and a standard conversion factor ? = 4 M? (K km s-1 pc2)-1. If these low molecular gas masses are typical for blazars, blind redshift searches in molecular lines are currently unfeasible. However, deep observations are still a promising way to obtain precise redshifts for sources whose approximate distances are known via indirect methods. Our observations further reveal a deficiency of molecular gas in BL Lac objects compared to quasars, suggesting that the host galaxies of these two types of active galactic nuclei (AGN) are not drawn from the same parent population. Future observations are needed to assess whether this discrepancy is statistically significant, but our pilot programme shows how studies of the interstellar medium in AGN can provide key information to explore the connection between the active nuclei and the host galaxies. Based on observations carried out with the IRAM 30 m telescope. IRAM is supported by INSU/CNRS (France), MPG (Germany) and IGN (Spain).

Fumagalli, Michele; Dessauges-Zavadsky, Miroslava; Furniss, Amy; Prochaska, J. Xavier; Williams, David A.; Kaplan, Kyle; Hogan, Matthew

2012-08-01

206

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

207

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

208

A Collaborative Teaching Approach Using Integrated Electronic Environments for Information Security  

Microsoft Academic Search

Rapid advancement and new information sources in many academic fields offer expanded opportunities for collaborative teaching.\\u000a In this paper, we propose a collaborative teaching approach using integrated electronic environments for information security.\\u000a Taking the security problem of implicit type conversion of C++ program as instance, we present the learning goals & objectives,\\u000a course content, student assignments and discussion of the

Yu-an Tan; Zuo Wang; Xu-bo Wu

2007-01-01

209

A Physics Teaching Workshop.  

ERIC Educational Resources Information Center

Described is a workshop for graduate students and faculty members that focused on improvement of teaching methods. Topics included were: common weaknesses of inexperienced lecturers, diagnosing teaching weaknesses, elements of a good lecture, creating an atmosphere of participation, Piaget's developmental psychology, behavioral objectives,…

Brouwer, W.

1980-01-01

210

Teaching Psychiatry Residents to Teach: A National Survey  

ERIC Educational Resources Information Center

Objective: Because there have been no previously published national surveys on teaching psychiatry residents about how to teach, the authors surveyed United States psychiatry program directors on what and how residents are taught about teaching. Methods: All psychiatry training programs across the United States were mailed a semistructured…

Crisp-Han, Holly; Chambliss, R. Bryan; Coverdale, John

2013-01-01

211

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

212

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."

213

Preservice Elementary Teachers' Beliefs About Science Teaching  

NASA Astrophysics Data System (ADS)

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 universities. Analyses revealed significant correlations among participants’ confidence level with assessment techniques, classroom management, teaching methods, and science content and number of science methods and science content courses taken. A significant difference was observed among the students enrolled at each university. Overall, study participants felt more comfortable teaching biology concepts than teaching chemistry concepts, physics concepts, or both.

Yilmaz-Tuzun, Ozgul

2008-04-01

214

Evaluation of Students' Views about the Use of SCORM (Sharable Content Object Reference Model)-Compatible Materials in Physics Teaching  

ERIC Educational Resources Information Center

In the present study, a web site including instructional materials such as Whiteboard Movies (WBM), simulations and animations and testing materials such as true-false, fill-in-the-blanks, puzzles, open-ended questions and multiple-choice questions was designed. The study was carried out with 76 students attending Dicle College (DC), Diyarbakir…

Gonen, Selahattin; Basaran, Bulent

2013-01-01

215

A Web-based Tool for Teaching Pharmacy Practice Competency  

PubMed Central

Objective To implement and assess the effectiveness of the Strathclyde Computerized Randomized Interactive Prescription Tutor (SCRIPT) in teaching a competency-based undergraduate pharmacy course. Design Data on students' access to SCRIPT, collected by quantitative electronic data capture, were analyzed to determine student usage patterns and correlations between usage and grades in class assessments. Data on students' perceptions were collected by electronic questionnaire and semi-structured interviews. Teaching staff members also were interviewed. Assessment Two hundred forty-three students accessed SCRIPT a median of 23 times each. Students accessed SCRIPT predominantly at times outside normal teaching hours and tended to access the tool more often in the 48 hours preceding class assessments. Feedback from students indicated overall satisfaction with the tool to compliment the timetabled teaching sessions but highlighted that more specific feedback on the examples was required. All staff comments were positive. Conclusions Students and teaching staff members valued SCRIPT as a tool to compliment teaching of the competency-based pharmacy practice classes in the MPharm degree. Future developments of SCRIPT will include expanded feedback for students, the capability to link the release of each SCRIPT exercise with the date the content is taught in class, and additional tools to facilitate “just in time” teaching. PMID:20414440

Zlotos, Leon; Kayne, Lee; Thompson, Ian; Kane, Kathleen A.

2010-01-01

216

Productive ICT Academia Program ObjectivesObjectives  

E-print Network

Productive ICT Academia Program ObjectivesObjectives HumanResources (ICTArchitect) Innovative Research Outputs Research & Education GlobalCooperation withIndustries&Labs Productive ICT AcademiaProductive ICT Academia Multimedia Contents Universal Computing Universal, Highly Distributed, Ultra Scalable

Kasahara, Hironori

217

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

218

Teaching about Food and Hunger: 33 Activities. Environmental Education Series, Volume 1.  

ERIC Educational Resources Information Center

Thirty-three supplementary teaching activities are provided to complement existing curricula related to food. Content covers food production and distribution, nutrition, food shortages, food habits, meal planning, and other topics appropriate for secondary and adult programs. Although the objectives are varied for each lesson, taken as a whole…

Otero, George G.; Smith, Gary R.

219

Teaching Global Awareness with Simulations and Games. Grades 6-12. Global Awareness Series.  

ERIC Educational Resources Information Center

This teaching guide contains 15 simulation/games for students in grades 6-12 on the topic of global awareness. The overall objective is to help students understand various global concepts and social studies content. Specifically, it gives students the chance to experience and understand international/intercultural situations which involve people…

Lamy, Steven L.; And Others

220

Teaching Biochemistry to Medical Technology Students.  

ERIC Educational Resources Information Center

Describes the biochemistry component of study to become a medical technologist in a Chilean university. Provides details of program structure, course content descriptions, and teaching strategies. (DDR)

Gomez-Silva, Benito; And Others

1997-01-01

221

A Survey of Beginning Crop Science Courses at 49 U.S. Universities. II. Laboratory Format, Teaching Methods, and Topical Content.  

ERIC Educational Resources Information Center

This paper is the second of a two-part series which discusses the findings related to laboratory segments in the beginning crop science courses offered in Land Grant institutions. Survey results reveal that laboratories are used but employ traditional teaching rather than individualized or auto-tutorial techniques. (ML)

Connors, Krista L.; Karnok, Keith J.

1986-01-01

222

A Survey of Beginning Crop Science Courses at 49 U.S. Universities. I. Lecture Format, Teaching Methods, and Topical Content.  

ERIC Educational Resources Information Center

This paper is the first of a two-part series which discusses the findings related to lecture information in beginning crop science courses offered in Land Grant institutions. Survey results revealed considerable differences regarding course organization and teaching methods, but similarities in overall goals and topic areas. (ML)

Karnok, Keith J.; Connors, Krista L.

1986-01-01

223

Training Teachers to Teach Probability  

ERIC Educational Resources Information Center

In this paper we analyze the reasons why the teaching of probability is difficult for mathematics teachers, describe the contents needed in the didactical preparation of teachers to teach probability and analyze some examples of activities to carry out this training. These activities take into account the experience at the University of Granada,…

Batanero, Carmen; Godino, Juan D.; Roa, Rafael

2004-01-01

224

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

225

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

226

Operations management teaching on European MBA programmes  

Microsoft Academic Search

A comprehensive review of the literature established that several investigations have been made of operations management teaching in the USA, whereas almost nothing has been published on European teaching. Therefore, an exploratory investigation was made of operations management teaching on the MBA courses of ten leading European business schools. The results show that course content is similar across schools, but

Keith Goffin

1998-01-01

227

Innovative Teaching: Issues, Strategies, and Evaluation.  

ERIC Educational Resources Information Center

The Innovative Teaching Group (ITG) at Cleveland State University, committed to novel and untried teaching methods, has organized papers from the faculty and other resource people into an anthology on teaching. After the general introduction, the contents are divided into three parts: Insights and Issues at Large; Strategies and Tactics in…

Buhl, Lance C., Ed.; Lane, Sam H., Ed.

228

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.

Angelo Collins

2002-01-01

229

Toolbox: Textbook Circles for Teaching Comprehension  

ERIC Educational Resources Information Center

Teach students to use their literacy skills in the content areas. Textbook circles are a great way to make the most of the skills students learn during literature circles and help them transfer these skills to assigned content area texts.

Reading Teacher, 2010

2010-01-01

230

Teach Engineering  

NSDL National Science Digital Library

TeachEngineering is a resource for K-12 educators wanting to introduce students to engineering, even if they have no background knowledge of engineering. The project is a collaboration between four engineering colleges and is funded by the National Science Foundation. The resources provided here are intended to help teachers "enhance learning, excite students and stimulate interest in science and math through the use of hands-on engineering." The lessons connect real-world experiences with curricular content already taught in K-12 classrooms and link the content to educational standards. The collection of materials are included in a database that can be searched by keyword, grade level, educational standard or other criteria, or browsed by subject area, curricular units, lessons or activities. Educators are encouraged to submit reviews and create their own area on the website to easily access personal favorites. Only a few sample lessons were posted at the time of this report, but the database is expected to be available sometime in January 2005. Other sections of the website provide information and links to learn more about the field of engineering.

231

Light Sets Tiny Objects Aquiver --Cho 2005 (712): 2 --sciencenow http://sciencenow.sciencemag.org/cgi/content/full/2005/712/2 1 of 2 7/14/2005 11:55 AM  

E-print Network

Light Sets Tiny Objects Aquiver -- Cho 2005 (712): 2 -- sciencenow http://sciencenow.sciencemag.org/cgi/content/full/2005/712/2 1 of 2 7/14/2005 11:55 AM Hum along. Light pressure sets a tiny glass disk vibrating: Caltech Library System | Sign In as Individual | FAQ | Access Rights | Join AAAS 12 July 2005 Light Sets

232

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.

233

Sustaining Collaboration: English-as-a-Second-Language, and Content-Area Teachers  

ERIC Educational Resources Information Center

This research is an investigation into English as a Second Language (ESL) and content area teachers' perceptions of collaboration after they completed a joint professional development program called the Collaborative Teaching Institute (CTI). The overall objective of the study was to identify how CTI and other joint professional development…

Pawan, Faridah; Ortloff, Jeremy H.

2011-01-01

234

Examining the Content of Preservice Teachers' Reflections of Early Field Experiences  

ERIC Educational Resources Information Center

This paper describes an exploratory study that examined the content of preservice elementary teachers' reflections of their documented early field experiences of science teaching in authentic contexts. The study used an early field experience model that was focused on the objective of profiling an elementary science teacher as the practical…

Subramaniam, Karthigeyan

2013-01-01

235

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

236

CONTENT: The Internet Mailing List  

NSDL National Science Digital Library

CONTENT welcomes discussion of the theoretical, methodological, and technological aspects of the quantitative analysis of texts and images. Appropriate topics for discussion include: software and hardware for content analysis; research design in content analysis (e.g., sampling issues, coding instruments and protocols); statistics for content analysis; teaching content analysis; and the role of content analysis in an era of electronic information flows and interactive media

1994-01-01

237

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

238

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

239

Development of a burn prevention teaching tool for Amish children.  

PubMed

Although there are inherent risks for burn injury associated with the Amish lifestyle, burn prevention is not taught in Amish schools. The purpose of this study was to develop a burn prevention teaching tool for Amish children. An anonymous parental survey was designed to explore the content and acceptability of a teaching tool within an Old Order Amish community. After institutional review board approval, the Amish teacher distributed surveys to 16 families of the 30 children attending the one-room school. Fourteen (88%) of the families responded to identify these burn risks in and around their homes, barns, and shops: lighters, wood and coal stoves, kerosene heaters, gasoline-powered engines, and hot liquids used for canning, butchering, mopping, washing clothes, and making lye soap. All respondents were in favor of teaching familiar safety precautions, fire escape plans, burn first aid, and emergency care to the children. There was some minor objection to more modern devices such as bath tub thermometers (25%), fire extinguishers (19%), and smoke detectors (6%). The teacher was interested in a magnetic teaching board depicting Amish children and typical objects in their home environment. Movable pieces could afford the opportunity to identify hazards and to rearrange them for a safer situation. This survey served to introduce burn prevention to one Amish community and to develop an appropriate teaching tool for the school. It is anticipated that community participation would support its acceptance and eventual utilization within this tenaciously traditional culture. PMID:21983647

Rieman, Mary T; Kagan, Richard J

2012-01-01

240

Teaching the Human Dimension of Science  

ERIC Educational Resources Information Center

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 science content, the authors have found that methods and materials to teach science as a human…

Farland-Smith, Donna; McComas, William

2009-01-01

241

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.

242

An Integrated Strategy for Teaching Biochemistry to Biotechnology Specialty Students  

ERIC Educational Resources Information Center

The faculty of biochemistry established an integrated teaching strategy for biotechnology specialty students, by intermeshing the case-study method, web-assistant teaching, and improved lecture format with a brief content and multimedia courseware. Teaching practice showed that the integrated teaching strategy could retain the best features of…

Ouyang, Liming; Ou, Ling; Zhang, Yuanxing

2007-01-01

243

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

244

Teaching Writing  

ERIC Educational Resources Information Center

The authors of "Teaching Writing" draw on their years of teaching and their knowledge of theory and research to present major concepts in teaching L2 writing. These concepts encompass how cultural differences affect the writing class, planning instruction, text-based writing, writing strategies, modeling, and responding to student…

Tomas, Z.; Kostka, I.; Mott-Smith, J. A.

2013-01-01

245

Status of problem based learning in postgraduate anesthesia teaching: A cross-sectional survey  

PubMed Central

Background: Anesthesia is a specialized branch of medicine with a very narrow margin of error. Incorporation of problem-based learning (PBL) in anesthesia post-graduate (PG) teaching enhances the critical thinking and problem-solving skills. It also helps in developing a broader prospective of clinical case scenarios. Case based discussions (CBD) are most widely practiced out of all PBL methods in anesthesia PG teaching. Materials and Methods: We conducted an anonymous questionnaire based, cross-sectional survey among 62 anesthesia residents from various medical institutions in a city of Delhi, India. We aimed to assess the current status of PBL by assessing the student satisfaction with CBD in anesthesia PG teaching, educational objectives accomplished with CBD and effectiveness of teaching curriculum in PG teaching with suggested modifications, if any. Result and Conclusion: We observed that CBD is lacking in many important key areas of PBL e.g., formulation of objectives, communication on the content and direction of PBL, facilitation skills, supplementation of inadequacies of CBD. However, CBD seems to be a valid method of PBL in terms of the educational objectives accomplished with it but increased motivation for learning is required. Majority of the students felt that PG teaching curriculum should be centralized, with increased emphasis on open interactive sessions regarding its effectiveness.

Chilkoti, Geetanjali; Wadhwa, Rachna; Kumar, Ashok

2015-01-01

246

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

247

A Content Standard for Computational Models; Digital Rights Management (DRM) Architectures; A Digital Object Approach to Interoperable Rights Management: Finely-Grained Policy Enforcement Enabled by a Digital Object Infrastructure; LOCKSS: A Permanent Web Publishing and Access System; Tapestry of Time and Terrain.  

ERIC Educational Resources Information Center

Includes five articles. Topics include requirements for a content standard to describe computational models; architectures for digital rights management systems; access control for digital information objects; LOCKSS (Lots of Copies Keep Stuff Safe) that allows libraries to run Web caches for specific journals; and a Web site from the U.S.…

Hill, Linda L.; Crosier, Scott J.; Smith, Terrence R.; Goodchild, Michael; Iannella, Renato; Erickson, John S.; Reich, Vicky; Rosenthal, David S. H.

2001-01-01

248

Women and Teaching in Academic Psychiatry  

ERIC Educational Resources Information Center

Objective: This article explores past, present, and future issues for women and teaching in academic psychiatry. A small study of didactic teaching responsibilities along faculty groups in one academic psychiatry department helps to illustrate challenges and opportunities for women in psychiatric teaching settings. Background: Although women have…

Hirshbein, Laura D.; Fitzgerald, Kate; Riba, Michelle

2004-01-01

249

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

250

Weaving interdisciplinary and discipline-specific content into palliative care education: one successful model for teaching end-of-life care.  

PubMed

While palliative care is best delivered in an interdisciplinary format, courses teaching the interdisciplinary approach to palliative care are rare in healthcare education. This article describes a graduate-level course in palliative care for students in nursing, pharmacy, social work, and gerontology taught by faculty from each discipline. The overarching goals of this course are to convey core palliative care knowledge across disciplines, articulate the essential contribution of each discipline in collaborative care, and to define interdisciplinary processes learners need to understand and navigate interdisciplinary palliative care. Learning outcomes included increased knowledge in palliative care, enhanced attitudes in practice and application of skills to clinical practice settings, increased ability to contribute discipline-specific knowledge to their teams' discussions, and a sense of increasing confidence in participating in the care of complex patients, communicating with families, and contributing to the team as a member of their own discipline. PMID:23977797

Supiano, Katherine P

2013-01-01

251

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

252

Research and Teaching: Improving Students' Perceptions of Benefits of Science Demonstrations and Content Mastery in a Large-Enrollment Chemistry Lecture Demonstration Course for Nonscience Majors  

NSDL National Science Digital Library

A large enrollment, instructor-centered chemistry course taught with science demonstrations was transformed into one that was more student-centered. Course survey and examination results revealed more positive perceptions of the benefits of demonstrations and greater content mastery for students in the modified course than for those in the traditional course.

Majerich, David M.; Schmuckler, Joseph S.

2007-05-01

253

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

254

Improving teaching on the basis of student evaluation: Integrative teaching consultation  

PubMed Central

Objective: Due to the development of medical education in the past decade the role of teachers has changed and requires higher didactic competence. Student evaluation of teaching alone does not lead to considerable improvement of teaching quality. We present the concept of "Integrative Teaching Consultation", which comprises both the teacher’s reflection and own objectives to improve their teaching as well as data from students ratings. Methods: Teachers in collaboration with a teaching consultant reflect on their teaching ability and set themselves improvement goals. Then the consultant himself observes a teaching session and subsequently analyses the respective student evaluation in order to give meaningful feedback to the teacher. Results: The combination of student feedback with professional consultation elements can initiate and maintain improvements in teaching. Conclusion: Teaching consultation complements existing faculty development programs and increases the benefit of student evaluations.

Wibbecke, Gerald; Kahmann, Janine; Pignotti, Tanja; Altenberger, Leander; Kadmon, Martina

2015-01-01

255

Ueber Inhalte und Konzeptionen reden wir spaeter. Kritische Anmerkungen zum Beitrag "Sprachlabor und multi-medialer Fremdsprachenunterricht," Praxis 1-1974 (About Content and Concepts We Will Speak Later. Critical Comments on the Article "Language Lab and Multimedia Foreign Language Teaching," in "Praxis" No. 1, 1974)  

ERIC Educational Resources Information Center

Comments on the article cited above emphasize that in media-aided instruction the main things to remember are the methodological and pedagogical aspects, and not the physical equipment, which leaves untouched the content and the concept of modern foreign language teaching. (Text is in German.) (IFS/WGA)

Puerschel, Heiner

1975-01-01

256

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

257

Teaching about Population Issues.  

ERIC Educational Resources Information Center

This teaching guide on population issues contains 19 activities for students in grades 7-12. The objective is to analyze population issues that have resulted from human population dynamics. In this guide, four categories of activities are included: some are discussion starters, some provide factual data, some focus on thinking skills, and some are…

Otero, George G., Jr., Comp.

258

Teaching Unit: Japan.  

ERIC Educational Resources Information Center

The cultural diversity of Japan can provide a rewarding learning experience for children of all grade levels. This teaching unit includes resources and ideas for the study of Japanese society, art, folklore, and poetry. Included among the instructional objectives are: (1) children will compare U.S. lifestyles with Japanese lifestyles by reading…

Evans, Dina

259

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

260

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

261

Apparatus for Teaching Physics.  

ERIC Educational Resources Information Center

This section presents new ideas with regard to apparatus for teaching physics. The following four ideas are presented: (1) measuring speed of light (2) a poor man's barometer, (3) center of mass of a rotating object, and (4) minimizing glass breakage. (HM)

Gottlieb, Herbert H., Ed.

1980-01-01

262

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

263

Quality physical education: a commentary on effective physical education teaching.  

PubMed

In my commentary in response to the 3 articles (McKenzie & Lounsbery, 2013; Rink, 2013; Ward, 2013), I focus on 3 areas: (a) content knowledge, (b) a holistic approach to physical education, and (c) policy impact. I use the term quality teaching rather than "teacher effectiveness." Quality teaching is a term with the potential to move our attention beyond a focus merely on issues of effectiveness relating to the achievement of prespecified objectives. I agree with Ward that teacher content knowledge is limited in physical education, and I argue that if the student does not have a connection to or relationship with the content, this will diminish their learning gains. I also argue for a more holistic approach to physical education coming from a broader conception. Physical educators who teach the whole child advocate for a plethora of physical activity, skills, knowledge, and positive attitudes that foster healthy and active playful lifestyles. Play is a valuable educational experience. I also endorse viewing assessment from different perspectives and discuss assessment through a social-critical political lens. The 3 articles also have implications for policy. Physical education is much broader than just physical activity, and we harm the future potential of our field if we adopt a narrow agenda. Looking to the future, I propose that we broaden the kinds of research that we value, support, and appreciate in our field. PMID:25098010

Dyson, Ben

2014-06-01

264

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

265

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

266

Teaching Ideas.  

ERIC Educational Resources Information Center

Ideas to aid the classroom teacher include integration of emphasis on reading into health education; definitions pertinent to contemporary health education; teaching students to read food labels; identification of implications of scientific advances such as test tube reproduction; and a card game to teach food groups to middle school children.…

Middleton, Kathleen, Ed.

1979-01-01

267

Teaching Grammar  

ERIC Educational Resources Information Center

Grammar is a component in all language skills: reading, writing, speaking, and listening. Teachers need to know rules of grammar (teacher knowledge) as well as techniques that help students use grammar effectively and effortlessly (teaching knowledge). Using reflective practice to help teachers become comfortable with teaching grammar, this…

Crawford, William J.

2013-01-01

268

Consensus Recommendations of Pediatric Transfusion Medicine Objectives for Clinical Pathology Residency Training Programs  

PubMed Central

BACKGROUND Pediatric transfusion medicine (PTM) is a subspecialty of transfusion medicine (TM) with no formal training program and few specialists. The Pediatric Transfusion Medicine Academic Awardees (PedsTMAA) group surveyed PTM content experts to identify relevant objectives for the first formal PTM curriculum. STUDY DESIGN AND METHODS Eight North American PTM experts were invited to participate in a two-step consensus process. PTM-related objectives compiled from a review of existing training documents were organized into a survey. Experts were asked to rate each objective for relevancy for a clinical pathology trainee. Content validity indices (CVIs) and asymmetric confidence intervals (ACIs) of expert ratings and analysis of respondents’ comments were used to identify relevant objectives. RESULTS Six experts participated and reviewed 117 objectives. Based on content validity criteria (CVI ? 0.83 and lower-limit 95% ACI ? 3), a total of 65 objectives were considered relevant. Twenty-three objectives were rated “very relevant” by all the experts while some proposed objectives were determined to be not relevant, out-of-date, or inappropriate for a resident trainee level. CONCLUSION The PedsTMAA group identified 65 objectives for a PTM curriculum. Twenty-three represent a clear core set of objectives and should be considered for clinical pathology training. The next step is to consider the teaching strategies and evaluation methods that will be employed to best deliver this content addressing competency in medical knowledge. PMID:20051052

Sanchez, Rosa; Sloan, Steven R.; Josephson, Cassandra D.; Ambruso, Daniel R.; Hillyer, Christopher D.; O’Sullivan, Patricia

2010-01-01

269

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

270

Identifying teaching in wild animals.  

PubMed

After a long period of neglect, the study of teaching in nonhuman animals is beginning to take a more prominent role in research on social learning. Unlike other forms of social learning, teaching requires knowledgeable individuals to play an active role in facilitating learning by the naive. Casting aside anthropocentric requirements for cognitive mechanisms assumed to underpin teaching in our own species, researchers are now beginning to discover evidence for teaching across a wide range of taxa. Nevertheless, unequivocal evidence for teaching remains scarce, with convincing experimental data limited to meerkats, pied babblers, and tandem-running ants. In this review, our aim is to stimulate further research in different species and contexts by providing conceptual and methodological guidelines for identifying teaching, with a focus on natural populations. We begin by highlighting the fact that teaching is a form of cooperative behavior that functions to promote learning in others and show that consideration of these key characteristics is critical in helping to identify suitable targets for future research. We then go on to discuss potential observational, experimental, and statistical techniques that may assist researchers in providing evidence that the criteria that make up the accepted operational definition of teaching have been met. Supplemental materials for this article may be downloaded from http://lb.psychonomic-journals.org/content/supplemental. PMID:20628167

Thornton, Alex; Raihani, Nichola J

2010-08-01

271

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

272

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

273

Teaching primary care obstetrics  

PubMed Central

Abstract Objective To explore the experiences and recommendations for recruitment of family physicians who practise and teach primary care obstetrics. Design Qualitative study using in-depth interviews. Setting Six primary care obstetrics groups in Edmonton, Alta, that were involved in teaching family medicine residents in the Department of Family Medicine at the University of Alberta. Participants Twelve family physicians who practised obstetrics in groups. All participants were women, which was reasonably representative of primary care obstetrics providers in Edmonton. Methods Each participant underwent an in-depth interview. The interviews were audiotaped and transcribed verbatim. The investigators independently reviewed the transcripts and then analyzed the transcripts together in an iterative and interpretive manner. Main findings Themes identified in this study include lack of confidence in teaching, challenges of having learners, benefits of having learners, and recommendations for recruiting learners to primary care obstetrics. While participants described insecurity and challenges related to teaching, they also identified positive aspects, and offered suggestions for recruiting learners to primary care obstetrics. Conclusion Despite describing poor confidence as teachers and having challenges with learners, the participants identified positive experiences that sustained their interest in teaching. Supporting these teachers and recruiting more such role models is important to encourage family medicine learners to enter careers such as primary care obstetrics. PMID:24627402

Koppula, Sudha; Brown, Judith B.; Jordan, John M.

2014-01-01

274

Teaching Metacognition  

NSDL National Science Digital Library

This webpage features resources associated with the 2008 Educause Learning Initiative annual meeting session on Teaching Metacognition. It includes links to Marsha Lovett's powerpoint slides and a video of her presentation. The presentation describes effective methods of teaching students: (1) that their ability to learn is mutable, (2) how to plan and set goals for their learning, and (3) how to self-monitor their learning and make adjustments when necessary. The presentation also describes gains in student learning resulting from teaching these metacognitive skills in first-year science courses.

Lovett, Marsha; 2008 Educause Learning Initiative annual meeting presentation

275

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

276

Defining Learning Objectives for ELT.  

ERIC Educational Resources Information Center

Contends that aims and goals of many language courses lack the precision needed for effective teaching and evaluation and that there is a need to write precise statements of objectives in terms of pupils' learning rather than in terms of teachers' activities. Suggests how to write learning objectives. (SED)

el Nil el Fadil, Hamed

1985-01-01

277

Welding. Performance Objectives. Basic Course.  

ERIC Educational Resources Information Center

Several intermediate performance objectives and corresponding criterion measures are listed for each of eight terminal objectives for a basic welding course. The materials were developed for a 36-week (2 hours daily) course developed to teach the fundamentals of welding shop work, to become familiar with the operation of the welding shop…

Vincent, Kenneth

278

Creating the First SCORM Object  

ERIC Educational Resources Information Center

The creation of the first SCORM (Shareable Content Object Reference Model) object offers some challenges and difficulties which go beyond the facilities offered by content generation applications. In particular, the creation of really reusable, searchable learning objects requires a detailed consideration of metadata, where some institutional…

Gonzalez-Barbone, Victor; Anido-Rifon, Luis

2008-01-01

279

Teaching Criminology.  

ERIC Educational Resources Information Center

This article surveys information resources, contemporary issues and trends, and selected instructional strategies useful in teaching undergraduate criminology. Instructional resources reviewed include textbooks, professional journals, and reference works. Twelve issues and trends are identified and three exemplary learning activities are…

Rogers, Joseph W.

1986-01-01

280

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

281

Teaching Techniques  

E-print Network

the topic using other techniques. It is important that you know each member. Teaching Techniques Several teaching techniques are available: lecture, illus- trated talk, discussion, question and answer, demonstra- tion, work session or practical exercise... about the various shapes and distinguishing characteristics of insects, sketch them on a large sheet of paper or blackboard or show an actual specimen or picture. When the topic discussed is in the members? guide, you can have them follow along. 3...

Howard, Jeff W.

2005-05-10

282

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

283

Teaching Politics: Techniques & Technologies  

NSDL National Science Digital Library

Published by Dr. William J. Ball, an Assistant Professor of Political Science at The College of New Jersey, Teaching Politics: Techniques & Technologies commits itself to "increasing the quality of teaching and learning about politics in higher education settings." This site functions as a pedagogical information center for political science instructors. Teaching Politics' nine content sections provide educators with a variety of resources for and about instruction, including sections devoted to Conference Papers, Book Reviews, video tours and descriptions of Multimedia Classrooms, The Guide to Teaching, The Web Crawler (a local area search engine that indexes over 5000 political science Web pages), and the H-Teachpol Discussion List--a listserv for post-secondary political science instructors (discussed in the February 28, 1997 issue of the Scout Report). Users should note that most conference papers posted at the site are in Adobe Portable Document Format (.pdf) and many of the papers are accompanied by audio and video presentations which require RealPlayer. The video tours of the multimedia classrooms require RealPlayer as well.

Ball, William J.

1999-01-01

284

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

285

The Passionate Connection: Feminism Invigorates the Teaching of Nursing.  

ERIC Educational Resources Information Center

A model for incorporating feminism in nursing education has four elements: facilitator readiness to teach and learn, participant readiness to learn, feminist content, and feminist teaching methods. Combining feminist scholarship and nursing theory leads to experiential teaching, connected classroom environments, and personal growth. (SK)

Heinrich, Kathleen T.; Witt, Barbara

1993-01-01

286

Calorie Content Active Learning Activity  

NSDL National Science Digital Library

An activity designed to be a student-centered learning activity that helps teach students how the structure of ingestible molecules correlates with their energy content. The associated handout is designed as a reference to explain why the relationship between structure and energy content exists.

Ron Gerrits (Milwaukee School of Engineering; )

2007-01-01

287

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

288

Teaching with Newspapers (Third Edition).  

ERIC Educational Resources Information Center

Student materials, teaching suggestions, and resource lists for using newspapers in various content areas in elementary and junior high schools are presented. The first section provides an overview of a newspaper by having students identify items on the first page, reply to a "Dear Abby" letter, analyze a photograph, examine a ski report, and…

Gunn, Angus M.

289

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.

290

Standards for Quality Online Teaching  

ERIC Educational Resources Information Center

This publication examines what qualifications are needed to be a quality online teacher and outlines specific standards for academic preparation, content knowledge, online skills and delivery, and more. The standards for quality online teaching in this report were developed by knowledgeable, experienced resource persons from K-12 and postsecondary…

Southern Regional Education Board (SREB), 2006

2006-01-01

291

Teach Social Studies through Writing.  

ERIC Educational Resources Information Center

Claims that social studies classroom teachers have a responsibility to teaching writing skills as well as content. Offers a five stage instructional strategy as a means of helping students improve their writing. Stages are gathering information, classroom discussion, writing assignments, peer assessment, and writing a model paragraph. (DB)

Dolgin, Ann B.

1981-01-01

292

Strategies for Teaching Managerial Communication.  

ERIC Educational Resources Information Center

Offers suggestions for course content and teaching methods for a graduate managerial communication course. Discusses course topics and course methods. Describes three assignments and exercises that demonstrate how to apply andragogical strategies that include: memo makeover; diversity game; and voting for dollars. (SG)

Hynes, Geraldine E.

2002-01-01

293

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

294

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

295

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

296

Barriers to effective teaching.  

PubMed

Medical school faculty members are charged with the critical responsibility of preparing the future physician and medical scientist workforce. Recent reports suggest that medical school curricula have not kept pace with societal needs and that medical schools are graduating students who lack the knowledge and skills needed to practice effectively in the 21st century. The majority of faculty members want to be effective teachers and graduate well-prepared medical students, but multiple and complex factors-curricular, cultural, environmental, and financial-impede their efforts. Curricular impediments to effective teaching include unclear definitions of and disagreement on learning needs, misunderstood or unstated goals and objectives, and curriculum sequencing challenges. Student and faculty attitudes, too few faculty development opportunities, and the lack of an award system for teaching all are major culture-based barriers. Environmental barriers, such as time limitations, the setting, and the physical space in which medical education takes place, and financial barriers, such as limited education budgets, also pose serious challenges to even the most committed teachers. This article delineates the barriers to effective teaching as noted in the literature and recommends action items, some of which are incremental whereas others represent major change. Physicians-in-training, medical faculty, and society are depending on medical education leaders to address these barriers to effect the changes needed to enhance teaching and learning. PMID:21346500

DaRosa, Debra A; Skeff, Kelley; Friedland, Joan A; Coburn, Michael; Cox, Susan; Pollart, Susan; O'connell, Mark; Smith, Sandy

2011-04-01

297

Teaching Excellence, Teaching Expertise, and the Scholarship of Teaching  

Microsoft Academic Search

The previous decade witnessed significant advancements in the scholarship of teaching at the levels of both theory building and program development. Notwithstanding these achievements, there remains considerable ambiguity regarding the meaning of the concept. This ambiguity has implications for faculty evaluation. Excellence in teaching, expertise in teaching, and the scholarship of teaching are analyzed according to the nature and sources

Carolin Kreber

2002-01-01

298

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

299

The Development of Diploma in Education Student Teachers’ Mathematics Pedagogical Content Knowledge  

Microsoft Academic Search

Mathematics pedagogical content knowledge (MPCK) of teachers cannot be easily defined but is a complex concept integrating\\u000a generic pedagogical knowledge, mathematics teaching methodology as well as knowledge of the discipline of mathematics. It\\u000a is the objective of mathematics methodology courses in teacher preparation programmes to begin the development of MPCK in\\u000a their pre-service teachers. As part of a research study

Suat Khoh Lim-Teo; Kwee Gek Chua; Wai Kwong Cheang; Joseph K. Yeo

2007-01-01

300

A Different Way of Viewing History Teaching: Balancing Competing Intellectual Challenges  

ERIC Educational Resources Information Center

With state content standards always looming in the background, history teachers express concern about "covering the curriculum." And, many history teachers say they have to abandon teaching the "fun stuff" in order to teach state-mandated content. While teaching challenges do entail practical considerations, this article argues that teachers gain…

Neumann, Dave

2010-01-01

301

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

302

Swallowed Object  

MedlinePLUS

... toys, coins, safety pins, buttons, bones, wood, glass, magnets, batteries or other foreign objects. Problems may arise ... toys, coins, safety pins, buttons, bones, wood, glass, magnets, batteries or other foreign objects. These objects often ...

303

Teaching Indirectness.  

ERIC Educational Resources Information Center

Given the pervasiveness and strategic importance of indirectness as a verbal phenomenon, this article presents exercises for language teachers to use to teach pragmatic indirectness. The exercises illustrate some reasons people prefer indirectness to directness: for rapport, defense, power, and selling. (Contains six references.) (LB)

Chew, Phyllis Ghim Lian

1992-01-01

304

Teaching Green  

ERIC Educational Resources Information Center

It has been 41 years since the late Wisconsin Senator Gaylord Nelson launched the first nationwide grassroots demonstration on behalf of the environment, known as Earth Day. The event was a national "teach-in" about environmental causes, and it is widely considered the spark that ignited the modern environmental education movement. Within months,…

Waters, John K.

2011-01-01

305

Teaching Bibliometrics.  

ERIC Educational Resources Information Center

Outlines theoretical and practical dimensions of the use of bibliometrics (i.e., the scientific study of recorded discourse) to enhance library school curricula. A proposal for a course at the master's level and future prospects for teaching bibliometrics are included. Twenty-six references and a course syllabus are appended. (EJS)

Schrader, Alvin M.

1981-01-01

306

Teaching Tips.  

ERIC Educational Resources Information Center

Presents a variety of journalism classroom techniques, including an editing scavenger hunt, a discovery method for compiling news sources, intense instruction in news technology, criteria for evaluating ad copy, a course combining print and broadcast journalism, use of the Teletext, and teaching ad forms for the new media. (HTH)

Journalism Educator, 1985

1985-01-01

307

Teaching Peace.  

ERIC Educational Resources Information Center

Information about nuclear weapons and their effects must be taught without imparting hopelessness and despair. Suggestions for teaching about the arms race from an historical perspective and about alternative security systems--international law, conventional weapons, nonviolent resistance--are given. (PP)

Barnet, Richard J.

1982-01-01

308

Teaching Thinking  

ERIC Educational Resources Information Center

If history teachers' aim is to teach students how to think, why not ask: What forms of thought do historians use, and what specific techniques will inculcate these forms? In this article, the author proposes a fundamental shift, from courses with a focus on the mastery of data to courses with a priority on learning the historian's craft. The…

Gibb, Dwight

2002-01-01

309

Teaching "Tropismes."  

ERIC Educational Resources Information Center

An approach to teaching Nathalie Sarrault's "Tropismes" in second-, third-, and fourth-year French class is outlined. The technique begins with analysis of elements of the tropism, establishing patterns, and requiring students to write a companion tropism to one of the author's. (MSE)

O'Neill, Kevin C.

1988-01-01

310

Research Thinking Development by Teaching Archaeoastronomy  

NASA Astrophysics Data System (ADS)

A model of research thinking development by teaching archaeoastronomy in specialized three-year extra-curriculum Astronomy programme and creation of favourable socio-educational surroundings is suggested. It is shown as a didactic system of conditions, influences and possibilities of answering specific hierarchic complex of personal needs in the 14 - 18 year age interval. Transformation of these needs in worldly values secures an active position of the students in the educational process and determines their personality development. It is also shown that the Archaeoastronomy School, as an educational environment, executes specific work of students' teaching, upbringing and progress as well as their inclusion in the real process of scientific research. Thus, they have the possibility of generating scientific ideas and obtaining results in the science archaeoastronomy. In consequence of this, their activity acquires social significance. Usages of this model of scientific school in the extra-curriculum Astronomy education reproduces norms and traditions of the real scientific research and directly relay subject content, cultural norms and values of archaeoastronomy in the educative process. Students' participation in archaeoastronomical expeditions, their competent work during the research of concrete archaeoastronomical objects create an investigation style of thinking and steady habits of scientific activity.

Muglova, P. V.; Stoev, A. D.

2006-08-01

311

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

312

TAMARATT TEACHING PROFESSORSHIP IN GEOSCIENCE AT THE UNIVERSITY OF CALGARY  

E-print Network

TAMARATT TEACHING PROFESSORSHIP IN GEOSCIENCE AT THE UNIVERSITY OF CALGARY Applications are invited for the Tamaratt Teaching Professorship in Geoscience, a unique endowed faculty position with the objectives of advancing the teaching expertise and research in geoscience education in the Department of Geoscience

Habib, Ayman

313

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.

314

Recruiting and Rewarding Faculty for Medical Student Teaching  

ERIC Educational Resources Information Center

Objective: Finding time to teach psychiatry has become increasingly difficult. Concurrently, changes in medical student education are elevating demands for teaching. Academic psychiatry is challenged by these pressures to find innovative ways to recruit, retain, and reward faculty for teaching efforts. To address this challenge, the authors…

Pessar, Linda F.; Levine, Ruth E.; Bernstein, Carol A.; Cabaniss, Deborah S.; Dickstein, Leah J.; Graff, Sarah V.; Hales, Deborah J.; Nadelson, Carol; Robinowitz, Carolyn B.; Scheiber, Stephen C.; Jones, Paul M.; Silberman, Edward K.

2006-01-01

315

FACULTY GUIDE TO Teaching and Learning  

E-print Network

-Related Content Creating Assignments Interactive Teaching Methods & Strategies Blogs, Wiki, Case Studies 33 Menu Assignments Content Communication Tools Control Panel Grade Center 42 | Digital Media: Audio or Project Groups 61 | Course and Program Evaluation Course Evaluation Program Evaluation MoCAT (Missouri

Taylor, Jerry

316

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

317

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

318

Teaching Ideas: Congressional Reapportionment/Redistricting.  

ERIC Educational Resources Information Center

Offers a lesson which is designed to help twelfth grade American Government students understand the process and dilemmas of congressional reapportionment or redistricting. Includes objectives, teaching procedures and a map of an imaginary state showing districts and their populations. (JDH)

Palmer, Jesse

1987-01-01

319

Teachers' Specialized Content Knowledge: Preparing Future  

E-print Network

, and pedagogical) #12;Mathematical Knowledge for Teaching (MKT) Domains of Mathematical Knowledge for Teaching and instruction · More than simply General mathematical knowledge General intelligence General pedagogical on specialized content knowledge (SCK) and the processes of generalization, justification, and communication. #12

Belding, Juliana

320

Teach Engineering: May the Force Be With You: Drag  

NSDL National Science Digital Library

This lesson is the fourth of a four-part unit for Grades 5-8 on the key forces in flight: lift, weight, thrust, and drag. In this lesson students explore the drag force on airplanes and how engineers design aircraft to reduce drag. It also introduces the concept of conservation of energy and how it relates to 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.

2011-10-10

321

Teaching Channel  

NSDL National Science Digital Library

The tagline of Teaching Channel is "Great Teaching. Inspiring Classrooms." Educators from kindergarten to college will find hundreds of resources here, including fact sheets, lesson plans, videos, and blogs to help them in the classroom. First-time visitors will need to fill out a short free registration to get started. After this, users can click on left-hand side of the page to browse through Topics that include planning, class culture, behavior, engagement, and assessment. The materials are also arranged by subject and grade level. The Featured Videos area is a delight as well, as it contains dozens of offerings, such as "Carbon Cycling: Create Your Own Biology Lab" and "Reading Like a Historian." Finally, the high-quality blog posts are thoughtful and erudite, including offerings like "Setting Goals for 2012: Where Do You Start?" and "10 Common Core 'Ah-Ha' Moments."

2013-01-01

322

Teaching Astronomy with Technology  

NASA Astrophysics Data System (ADS)

Students today are expected to have access to computers and the Internet. Students young and old, in school and out of school, are interested in learning about astronomy, and have computers to use for this. Teach Astronomy is a website with a comprehensive digital astronomy textbook freely available to students and educators. In addition to the textbook, there are astronomy Wikipedia articles, image archives from Astronomy Picture of the Day and AstroPix, and video lectures covering all topics of astronomy. Teach Astronomy has a unique search tool called the wikimap that can be used to search through all of the resources on the site. Astronomy: State of the Art (ASOTA) is a massive, open, online course (MOOC). Over 18,000 students have enrolled over the past year and half. This MOOC has been presented in various forms. First, only to students on the web, with content released weekly on host site Udemy. Then to university students who met formally in the classroom for educational activities, but were also expected to watch lectures online on their own time. Presently, it is available online for students to go at their own pace. In the future it will be available in an extended format on a new host site, Coursera. ASOTA instructors use social media to interact with students. Students ask questions via the course host site, Udemy. Live question and answer sessions are conducted using Google Hangouts on Air, and interesting and relevant astronomy news, or supplementary educational content is shared via the ASOTA Facebook page. Teaching on the Internet may seem impersonal and impractical, but by learning to use all of these tools, instructors have the ability to interact with students, and keep them engaged.

Austin, Carmen; Impey, Chris David; Wenger, Matthew

2015-01-01

323

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

324

Teaching Psychopharmacology: Two Trainees' Perspectives  

ERIC Educational Resources Information Center

Objective: To describe our experience of learning clinical psychopharmacology during residency, in order to assist educators planning psychopharmacology curricula. Methods: We describe how psychopharmacology teaching was structured in our program, dividing our experience into two phases, early residency (PGY-I and PGY-II) and late residency…

Georgiopoulos, Anna M.; Huffman, Jeff C.

2005-01-01

325

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

326

Insert Student Here: Why Content Area Constructions of Literacy Matter for Pre-Service Teachers  

ERIC Educational Resources Information Center

This article explores content area pre-service teacher beliefs about disciplinary knowledge, perceptions of effective content area teaching, and existing beliefs about how to integrate literacy into the content areas. Ten pre-service teachers across ten secondary content areas were asked to describe three important variables in secondary teaching:…

Gritter, Kristine

2010-01-01

327

Perspectives on learning, learning to teach and teaching elementary science  

NASA Astrophysics Data System (ADS)

The framework that characterizes this work is that of elementary teachers' learning and development. Specifically, the ways in which prospective and beginning teachers' develop pedagogical content knowledge for teaching science in light of current recommendations for reform emphasizing teaching and learning science as inquiry are explored. Within this theme, the focus is on three core areas: (a) the use of technology tools (i.e., web-based portfolios) in support of learning to teach science at the elementary level; (b) beginning teachers' specialized knowledge for giving priority to evidence in science teaching; and (c) the applications of perspectives associated with elementary teachers' learning to teach science in Cyprus, where I was born and raised. The first manuscript describes a study aimed at exploring the influence of web-based portfolios and a specific task in support of learning to teach science within the context of a Professional Development School program. The task required prospective teachers to articulate their personal philosophies about teaching and learning science in the form of claims, evidence and justifications in a web-based forum. The findings of this qualitative case study revealed the participants' developing understandings about learning and teaching science, which included emphasizing a student-centered approach, connecting physical engagement of children with conceptual aspects of learning, becoming attentive to what teachers can do to support children's learning, and focusing on teaching science as inquiry. The way the task was organized and the fact that the web-based forum provided the ability to keep multiple versions of their philosophies gave prospective teachers the advantage of examining how their philosophies were changing over time, which supported a continuous engagement in metacognition, self-reflection and self-evaluation. The purpose of the study reported in the second manuscript was to examine the nature of a first-year elementary teacher's specialized knowledge and practices for giving priority to evidence in science teaching. The findings of this study indicated that Jean not only articulated, but also enacted, a student-centered approach to teaching science, which emphasized giving priority to evidence in the construction of scientific explanations. It also became evident through data analysis that Jean's practices were for the most part consistent with her knowledge and beliefs. This contradicts the findings of previous studies that indicate a mismatch between beginning teachers' knowledge and practices. Furthermore, the findings of this study illustrated that critical experiences during teacher preparation and specific university coursework acted as sources through which this aspect of pedagogical content knowledge was generated. The third manuscript proposes new directions for teaching science in elementary schools in Cyprus and makes recommendations to improve the current teacher preparation program in light of the need for a reform. This manuscript is built upon contemporary perspectives of learning and cognition, and is informed by current trends in science education in the United States and United Kingdom. Issues of teaching and learning science as inquiry, engaging in scientific argumentation, and the use of software scaffolds in support of learning and learning to teach science are discussed with special attention to the unique educational setting of Cyprus.

Avraamidou, Lucy

328

Teaching the difficult-to-teach topics.  

PubMed

It is now accepted that teaching in palliative medicine should be integrated throughout the medical undergraduate curriculum. Recommendations suggest the inclusion of knowledge areas such as symptom control, as well as more attitudinal aspects such as teamwork and understanding patient and carer perspectives on illness. These subjects should be taught on a stepwise basis, introducing concepts at an early stage and then be built on throughout training. However, how this is done and how effectively all aspects are taught vary considerably. This article outlines one way of using patient and carer experiences of significant illness, and multi-disciplinary teams, to teach attitudinal concepts behind palliative care to medical students early in their undergraduate careers. Palliative care is considered here in a broad sense, with the relevance to all healthcare professionals emphasised, and specialist palliative care used as an example of holistic care. The sessions consisted of small group discussions with patient and carer representatives as well as discussions with various members of the multi-disciplinary team. These were led by the patient/carer/professionals' experiences and further explored with facilitated questions by the students. The sessions have been evaluated well by all involved, including patients, carers, multi-disciplinary team members and palliative medicine doctors. The learning objectives (to understand patient perspectives, multi-disciplinary working and holistic care) were achieved, along with discussion of professionalism. PMID:24644778

MacPherson, Anna; Lawrie, Iain; Collins, Sarah; Forman, Louise

2014-03-01

329

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

330

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.

Emily Morgan

2007-01-01

331

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

332

Are Pediatric Critical Care Medicine Fellowships Teaching and Evaluating Communication and Professionalism?  

PubMed Central

Objective To describe the teaching and evaluation modalities utilized by pediatric critical care medicine (PCCM) training programs in the areas of professionalism and communication. Design Cross sectional national survey. Setting PCCM fellowship programs. Subjects PCCM program directors. Interventions None. Measurements and Main Results Survey response rate was 67% of program directors in the United States, representing educators for 73% of current PCCM fellows. Respondents had a median of 4 years experience, with a median of 7 fellows and 12 teaching faculty in his/her program. Faculty role modeling or direct observation with feedback were the most common modalities used to teach communication. However, 6 of the 8 (75%) required elements of communication evaluated were not specifically taught by all programs. Faculty role modeling was the most commonly utilized technique to teach professionalism in 44% of the content areas evaluated, and didactics were the technique utilized in 44% of other professionalism content areas. Thirteen of the 16 required elements of professionalism (81%) were not taught by all programs. Evaluations by members of the healthcare team were used for assessment for both competencies. The use of a specific teaching technique was not related to program size, program director experience, or training in medical education. Conclusions A wide range of techniques are currently utilized within PCCM to teach communication and professionalism, but there are a number of required elements that are not specifically taught by fellowship programs. These areas of deficiency represent opportunities for future investigation and improved education in the important competencies of communication and professionalism. PMID:23867427

Turner, David A.; Mink, Richard B.; Lee, K. Jane; Winkler, Margaret K.; Ross, Sara L.; Hornik, Christoph P.; Schuette, Jennifer J.; Mason, Katherine; Storgion, Stephanie A.; Goodman, Denise M.

2014-01-01

333

New Trade and Industrial Teachers' Perceptions of Formal Learning versus Informal Learning and Teaching Proficiency  

ERIC Educational Resources Information Center

Trade and industrial (T&I) teachers enter the classroom as content level experts who may have acquired their content expertise through a combination of formal industry training and informal on-the-job experiences. When they make the career transition from industry to teaching, they must acquire professional teaching competencies. Like the content

Burns, Janet Z.; Schaefer, Karen; Hayden, Jessie M.

2005-01-01

334

Analysis of Engineering Content within Technology Education Programs  

ERIC Educational Resources Information Center

In order to effectively teach engineering, technology teachers need to be taught engineering content, concepts, and related pedagogy. Some researchers posit that technology education programs may not have enough content to prepare technology teachers to teach engineering design. Certain technology teacher education programs have responded by…

Fantz, Todd D.; Katsioloudis, Petros J.

2011-01-01

335

Reflection on Teaching and Scholarship of Teaching: Focus on Science Instructors  

ERIC Educational Resources Information Center

Reflection on teaching in higher education remains poorly understood. This exploratory study had three goals. First, to test, empirically yet in an exploratory way, the applicability of a particular model of reflection. Second, to identify objective indicators of reflection on knowledge about teaching with the intent to make the process of…

Kreber, Carolin

2005-01-01

336

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

337

Reflection on teaching and the scholarship of teaching: Focus on science instructors  

Microsoft Academic Search

Summary Reflection on teaching in higher education remains poorly understood. This exploratory study had three goals. First, to test, empirically yet in an exploratory way, the applicability of a particular model of reflection. Second, to identify objective indicators of reflection on knowledge about teaching with the intent to make the process of reflection more concrete, visible, and its outcomes valid.

Carolin Kreber

2005-01-01

338

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

339

Teaching Research Ethics.  

ERIC Educational Resources Information Center

Discusses the need for education in research ethics, and outlines a course developed for the College of Optometry of the State University of New York. The ten-hour seminar course is required for graduate students. The course outline covers the objectives, processes, basic content, methods of student assessment, and instructional materials. (MSE)

Werner, D. Leonard

1998-01-01

340

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

341

Teaching Physics with Computers  

NASA Astrophysics Data System (ADS)

Computers are now so common in our everyday life that it is difficult to imagine the computer-free scientific life of the years before the 1980s. And yet, in spite of an unquestionable rise, the use of computers in the realm of education is still in its infancy. This is not a problem with students: for the new generation, the pre-computer age seems as far in the past as the the age of the dinosaurs. It may instead be more a question of teacher attitude. Traditional education is based on centuries of polished concepts and equations, while computers require us to think differently about our method of teaching, and to revise the content accordingly. Our brains do not work in terms of numbers, but use abstract and visual concepts; hence, communication between computer and man boomed when computers escaped the world of numbers to reach a visual interface. From this time on, computers have generated new knowledge and, more importantly for teaching, new ways to grasp concepts. Therefore, just as real experiments were the starting point for theory, virtual experiments can be used to understand theoretical concepts. But there are important differences. Some of them are fundamental: a virtual experiment may allow for the exploration of length and time scales together with a level of microscopic complexity not directly accessible to conventional experiments. Others are practical: numerical experiments are completely safe, unlike some dangerous but essential laboratory experiments, and are often less expensive. Finally, some numerical approaches are suited only to teaching, as the concept necessary for the physical problem, or its solution, lies beyond the scope of traditional methods. For all these reasons, computers open physics courses to novel concepts, bringing education and research closer. In addition, and this is not a minor point, they respond naturally to the basic pedagogical needs of interactivity, feedback, and individualization of instruction. This is why one can foresee the rapid emergence of computer-assisted education as the legitimate third standard for physics teaching, along with the traditional use of theory and experiment. The following papers give practical examples of physics (or physics-related) concepts which are, or which could be, used in present student courses. We hope that they will exemplify the use of computers for physics teaching (personal computers in particular), and help to illustrate that 'e-science' is becoming a powerful and indispensable new tool for scientific education.

Botet, R.; Trizac, E.

2005-09-01

342

Teaching Paleontology  

NSDL National Science Digital Library

This guide is designed to be used by teachers as an aid for teaching principles of fossils and past life to elementary school students. The activities and labs provided include topics such as fossilization, sedimentation, trace fossils, the importance of fossils, ancient environments, changes in environments, paleontology as a science, biodiversity, food webs, ecosystems, and human influences. The lessons provide pre- and post-questions, procedures, vocabulary, materials, and field trip ideas. This curriculum guide for paleontology was developed by Fossil Butte National Monument as part of its growing environmental education program.

1995-01-01

343

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.

Lisa Fazio

2012-01-01

344

Teaching the placement of posterior resin-based composite restorations in Spanish dental schools  

PubMed Central

Objectives: In an area of esthetic dentistry such as posterior composites, in which new materials and techniques are being devolved continuously, it is important to confirm that dental students have a clear understanding of the basic principles of clinical application of this knowledge. Considering that the preparation of dental graduates in Spain may be of interest to competent dental authorities and employers with whom they can work worldwide, this study investigated the teaching of posterior composite restorations in Spanish dental schools. Study design: In late 2009? early 2010, a questionnaire seeking information on the teaching of posterior composites was emailed to the professor responsible for teaching operative dentistry in each of the fifteen dental schools having complete undergraduate dental degree programs in Spain. Results: The response rate was 100%. Most investigated topics did not show noteworthy differences depending on whether the schools were public or private. Variations were found among Spanish dental schools in both the amount and content of the teaching programs concerning posterior composite restorations. Differences were recorded in the teaching of cavity design, contraindications to composite placement, indications for liners and bases, matrix and wedging techniques, composite and bonding systems, light curing and finishing procedures for composite restorations. More consistency was observed in teaching methods of moisture-control, indirect composites and amalgam bonding. Conclusions: As recommended in previously surveyed countries, efforts must be made to promote harmonization of dental curricula to make it easier for graduates to work elsewhere, and to ensure they meet the needs of their patients on entering independent practice. Key words:Aesthetic dentistry, composite restoration, dental education, teaching program, undergraduate dental student. PMID:22322491

Lynch, Christopher; McConnell, Robert; Wilson, Nairn

2012-01-01

345

Teaching Creatively and Teaching for Creativity  

ERIC Educational Resources Information Center

This article provides a brief review of generally accepted ideas about creativity, followed by examples of music teachers teaching creatively and teaching their students to be more creative. Implications for teacher education and policy recommendations for music education are discussed.

Brinkman, David J.

2010-01-01

346

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

ERIC Educational Resources Information Center

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

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

2012-01-01

347

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

and easy way, using ASP.NET and C#. ASP.NET pages can display HTML, collect user to provide an in-depth training in ASP.NET programming. The goal is to walk you with ASP.NET, I recommend the book by Scott Mitchell, SAMS Teach Yourself ASP

348

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

349

"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

350

How We Teach Is What We Teach.  

ERIC Educational Resources Information Center

C. Roland Christensen's 13 sessions on "Teaching and the Case Method" are discussed. This collection of cases and readings on teaching with the case method in graduate professional programs and in the liberal arts is a statement of the rationale, methods, and recurring problems of the case method. It has much to say, also, about teaching and…

Elmore, Richard F.

1989-01-01

351

Content identification: binary content fingerprinting versus binary content encoding  

E-print Network

.k.a. robust perceptual hash is proposed as a solution. Content fingerprinting generates a short, robust the problem of image, audio or video identification for copyright protection, tracking and tracing identification and authentication. Multimedia data, as well as features acquired from physical objects or humans

Genève, Université de

352

Literature Objectives.  

ERIC Educational Resources Information Center

Literature experts, educators, and a national cross-section of interested laymen were gathered by the National Assessment of Educational Progress to define major objectives in literature instruction, to suggest tasks to sample these objectives and exhibit the achievements, interests, and attitudes of those exposed to literature, and to describe…

Norris, Eleanor L., Ed.; Bowes, John E., Ed.

353

Reading Objectives.  

ERIC Educational Resources Information Center

After a review of past research in reading education, Science Research Associates arrived at reading objectives which were then reviewed by the National Assessment of Educational Progress staff, educators, and laymen. The six major reading objectives, appropriate for age-groups 9, 13, 17, and young adults, are the abilities to comprehend, analyze,…

Norris, Eleanor L., Ed.; Bowes, John E., Ed.

354

Content Authentication and Identification under Informed Attacks  

E-print Network

docs #12;3 Introduction Digital content fingerprinting (a.k.a. robust perceptual hashing1 Content Authentication and Identification under Informed Attacks F. Beekhof, S. Voloshynovskiy, F Physical objects Biometrics Digital Content Online sharing services Identification: identity, authenticity

Genève, Université de

355

Teaching Physics with Basketball  

NASA Astrophysics Data System (ADS)

Recently, technologies and computer takes important roles in learning and teaching, including physics. Advance in technologies can help us better relating physics taught in the classroom to the real world. In this study, we developed a module on teaching a projectile motion through shooting a basketball. Students learned about physics of projectile motion, and then they took videos of their classmates shooting a basketball by using the high speed camera. Then they analyzed videos by using Tracker, a video analysis and modeling tool. While working with Tracker, students learned about the relationships between three kinematics graphs. Moreover, they learned about a real projectile motion (with an air resistance) through modeling tools. Students' abilities to interpret kinematics graphs were investigated before and after the instruction by using the Test of Understanding Graphs in Kinematics (TUG-K). The maximum normalized gain or is 0.77, which indicated students' improvement in determining displacement from the velocity-time graph. The minimum is 0.20, which indicated that most students still have difficulties interpreting the change in velocity from the acceleration-time graph. Results from evaluation questionnaires revealed that students also satisfied with the instructions that related physics contents to shooting basketball.

Chanpichai, N.; Wattanakasiwich, P.

2010-07-01

356

Teaching reasoning.  

PubMed

Twentieth-century psychologists have been pessimistic about teaching reasoning, prevailing opinion suggesting that people may possess only domain-specific rules, rather than abstract rules; this would mean that training a rule in one domain would not produce generalization to other domains. Alternatively, it was thought that people might possess abstract rules (such as logical ones) but that these are induced developmentally through self-discovery methods and cannot be trained. Research suggests a much more optimistic view: even brief formal training in inferential rules may enhance their use for reasoning about everyday life events. Previous theorists may have been mistaken about trainability, in part because they misidentified the kind of rules that people use naturally. PMID:3672116

Nisbett, R E; Fong, G T; Lehman, D R; Cheng, P W

1987-10-30

357

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.

358

A Passion for Teaching.  

ERIC Educational Resources Information Center

This book, celebrating teachers and teaching, contains the artistry and wisdom of 42 teachers who have remained passionate about classroom teaching for many years. Chapter 1, "Beginnings," includes "The First Day of School" (Richard A. Lawson), "Sustaining the Wonder of Teaching" and "Harvest Home," (Bettye T. Spinner), "The Call to Teach,"…

Levine, Sarah L., Ed.; McVay, Scott, Ed.

359

Improving College Teaching.  

ERIC Educational Resources Information Center

This volume contains 20 papers providing practical, ready-to-use, research-based information to foster effective college teaching. Four sections group the papers under the following topics: (1) key influences on teaching quality; (2) programs to improve teaching; (3) strategies for teaching improvement; and (4) approaches to nontraditional…

Seldin, Peter; And Others

360

Teaching Applied Behavior Analysis Knowledge Competencies to Direct-Care Service Providers: Outcome Assessment and Social Validation of a Training Program  

Microsoft Academic Search

Staff training is a critical performance improvement objective within behavioral health care organizations. This study evaluated a systematic training program for teaching applied behavior analysis knowledge competencies to newly hired direct-care employees at a day and residential habilitation services agency for adults with intellectual and developmental disabilities. Three content areas—measurement, behavior support, and skill acquisition—were trained in a group format

James K. Luiselli; Jennifer D. Bass; Sara A. Whitcomb

2010-01-01

361

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

362

Student learning and the scholarship of university teaching  

Microsoft Academic Search

A variety of models of the scholarship of university teaching have been advocated since Boyer first proposed that the scholarship of teaching be considered as one of four forms of scholarship associated with university practices. These models have evolved from theoretical and empirically based analyses, and have as their core value concepts as diverse as reflection, communication, pedagogic content knowledge,

Keith Trigwell; Suzanne Shale

2004-01-01

363

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

364

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

365

K-8 Educators Perceptions and Preparedness for Teaching Evolution Topics  

ERIC Educational Resources Information Center

Many science education standards mandate teaching evolution concepts in the K-8 curriculum. Yet, not all K-8 certified educators embrace the notion of teaching evolution content Factors influencing K-8 teacher engagement with evolution curriculum include evolution familiarity and personal beliefs conflicts. With this in mind, we investigated the…

Nadelson, Louis S.; Nadelson, Sandra

2010-01-01

366

A narrative analysis of action research on teaching composition  

Microsoft Academic Search

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 analysis techniques may help to amalgamate the research and findings of action

Katherine Dagmar Strand

2009-01-01

367

Instructional Strategies to Accommodate a Team-Teaching Approach  

ERIC Educational Resources Information Center

The concept of team teaching is attributed to William Alexander, known as the "father of the American middle school," who delivered a presentation at a 1963 conference held at Cornell University. Alexander's main idea was to establish teams of three to five middle school teachers who would be in charge of team teaching content to large groups of…

Gaytan, Jorge

2010-01-01

368

Insects and Diseases. Competency Based Teaching Materials in Horticulture.  

ERIC Educational Resources Information Center

This competency-based curriculum unit on insects and diseases is one of four developed for classroom use in teaching the turf and lawn services area of horticulture. The five 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 include…

Legacy, Jim; And Others

369

An Instructional Design Model to Teach Nature of Science  

ERIC Educational Resources Information Center

The "explicit-reflective-embedded" approach is an effective way of teaching nature of science (NOS). But, the studies have not provided a clear or explicit definition of the approach in terms of an instructional design framework. The approach has two sides including embedding into content knowledge and purposively teaching the NOS aspects as a…

Koksal, Mustafa Serdar

2009-01-01

370

Results of the 2010 Survey on Teaching Chemical Reaction Engineering  

ERIC Educational Resources Information Center

A survey of faculty teaching the chemical reaction engineering course or sequence during the 2009-2010 academic year at chemical engineering programs in the United States and Canada reveals change in terms of content, timing, and approaches to teaching. The report consists of two parts: first, a statistical and demographic characterization of the…

Silverstein, David L.; Vigeant, Margot A. S.

2012-01-01

371

[Human parasitology teaching in the 21st century].  

PubMed

Multimedia techniques were applied in parasitological teaching and experimental practices. In order to strengthen the practical ability of the undergraduate students, reform was conducted including a prioritization of the teaching content, use of series micro-slides and video show, etc. PMID:16866147

Tian, Xi-feng; Han, Xiu-ling; He, Bao-ling; Zhao, Li-na; Huo, Xiao-qing

2006-02-28

372

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

373

Studies in Mathematics Education: The Teaching of Statistics, Volume 7.  

ERIC Educational Resources Information Center

This volume examines the teaching of statistics in the whole range of education, but concentrates on primary and secondary schools. It is based upon selected topics from the Second International Congress on Teaching Statistics (ICOTS 2), convened in Canada in August 1986. The contents of this volume divide broadly into four parts: statistics in…

Morris, Robert, Ed.

374

Reflections on 35 Years of Teaching Elementary Soils.  

ERIC Educational Resources Information Center

Offers perspectives and an overview of 35 years of teaching an elementary course in soils at Mississippi State University. Discusses the nature of and changes over the years in course content, teaching methods, and student characteristics. Explains the principles that guided instruction in the course. (ML)

Nelson, Lyle E.

1986-01-01

375

Approaches to Cell Biology Teaching: A Primer on Standards  

ERIC Educational Resources Information Center

The first challenge in designing and teaching any course is to decide what to teach. At most colleges and universities, the process of selecting course content is an extremely local enterprise. Sometimes the decisions are made by a small group of faculty members, but most often they are made by a single professor with the responsibility of…

Tanner, Kimberly; Allen, Deborah

2002-01-01

376

Knowledge for Teaching Secondary School Mathematics: What Counts?  

ERIC Educational Resources Information Center

This article discusses key issues surrounding the nature and development of professional knowledge for effective teaching of mathematics, especially at the secondary school level. In the education research community it is generally accepted that teachers need more than knowledge of the content they will teach; an additional construct, pedagogical…

Goos, Merrilyn

2013-01-01

377

Undergraduate Teaching in Geriatric Medicine: The Role of National Curricula  

ERIC Educational Resources Information Center

There has been recent international concern that the teaching of geriatrics may be in decline. Research has suggested that support for geriatrics in national undergraduate curricula is the key to effective delivery of teaching in the specialty. We set out to determine the geriatric medicine content in the U.K. generic curriculum, reviewing this in…

Blundell, Adrian; Gordon, Adam; Gladman, John; Masud, Tahir

2009-01-01

378

Teaching Social Skills and Assertiveness to Students with Disabilities  

ERIC Educational Resources Information Center

This article discusses teaching social skills and assertiveness to students with disabilities. The National Association for Sport and Physical Education (NASPE) content standards for physical education emphasize teaching responsible personal and social behaviors to students of all abilities, to help them develop an understanding of and respect for…

Moffett, Aaron; Alexander, Melissa G. F.; Dummer, Gail M.

2006-01-01

379

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

380

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

381

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

382

Pre-service teachers' metaphors of teaching and literacy  

E-print Network

The purpose of this study was to examine pre-service elementary teachers’ metaphors of teaching and literacy and then relate their metaphorical images of literacy to content presented in the reading methods course. Specifically, fifty...

Shaw, Donita J.; Mahlios, Marc C.

2008-01-01

383

The development of a competency-based group health teaching performance examination model for BSN graduates.  

PubMed

Under the current nursing education system in Taiwan, a fair and objective evaluation of group health teaching competency has been lacking for a long time. Therefore, the purpose of this study was to establish a competency-based group health teaching performance examination model for baccalaureate graduates. Action research was the main research methodology used in this study. The research consisted of two phases. In the first phase, a development committee was established. Based on routine discussions, literature reviews and realistic cases, a draft examination model with quasi-clinical situation model content and procedure was developed. Examination Facility Preparations, Simulated Scenarios and Client Recruitments, Examination Result Evaluation (evaluated by teachers) and Learning Guidelines were also prepared. This draft was reviewed twice for expert opinion, a pilot test was done and both the draft and pilot testing were reviewed again before the draft was finalized. The second phase involved refining the examination model by actually practicing the completed draft examination model in a simulated group-teaching setting in order to examine the model's reliability and validity. Fifteen people were involved in this experiment: three nursing personnel each having at least two years' clinical and teaching experience; three nursing students who did not have actual clinical experience and had not taken the course of teaching principles; three senior teachers; and six virtual patients. The responses from the nursing personnel, nursing students, teachers, and virtual patients who participated in the testing were gathered and integrated to refine the model. The model has content, expert and discriminative validity. The reliability of the model was proven by the high consistency in administration and scoring of the model by clinical examiners. This examination model is not only applicable for the proof of students' credit point exemption, but also as an alternative option for examining nursing personnel in traditional nursing education and practice. PMID:19061174

Tai, Chun-Yi; Chung, Ue-Lin

2008-12-01

384

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

385

Knowing and Learning Mathematics for Teaching: Proceedings of a Workshop (March 19-21, 1999).  

ERIC Educational Resources Information Center

The Mathematics Teacher Preparation Content Workshop, held March 19-21, 1999, focused on two questions: (1) What is the mathematical knowledge teachers need to know in order to teach well? and (2) How can teachers develop the mathematical knowledge they need to teach well? Chapters include: (1) "Knowledge of Fundamental Mathematics for Teaching"…

National Academy of Sciences - National Research Council, Washington, DC. Mathematical Sciences Education Board.

386

Active-Learning Laboratory Session to Teach the Four M's of Diabetes Care  

PubMed Central

Objective To implement an active-learning methodology for teaching diabetes care to pharmacy students and evaluate its effectiveness. Design Laboratory instruction was divided into 4 primary areas of diabetes care, referred to by the mnemonic, the 4 M's: meal planning, motion, medication, and monitoring. Students participated in skill-based learning laboratory stations and in simulated patient experiences. A pretest, retrospective pretest, and posttest were administered to measure improvements in students' knowledge about diabetes and confidence in providing care to diabetes patients. Assessment Students knowledge of and confidence in each area assessed improved. Students enjoyed the laboratory session and felt it contributed to their learning. Conclusion An active-learning approach to teaching diabetes care allowed students to experience aspects of the disease from the patient's perspective. This approach will be incorporated in other content areas. PMID:19513160

Plake, Kimberly S.; Nash, Christiane L.; Shepler, Brian M.

2009-01-01

387

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.

388

Teaching Computational Physics Using Spreadsheets  

NASA Astrophysics Data System (ADS)

In recent year, many research groups have been developing spreadsheet program for physics teaching. For example it used to solve Laplace equation1, to visualize potential surface2, and to animate physical contents3. Because Microsoft Excel program is easy to learn, it can apply to many physics problem. And Microsoft® Excel has a Visual Basics for Applications (VBA). ExcelVBA is user-friendly programming tool. Using Excel-VBA and operation with cells, we develop kinds of program about simple harmonic motion, pendulum, satellite orbit, diffraction and so on. We also taught undergraduate students how to program about physics contents using Excel-VBA. We will discuss its’ effect and student’s response. 1. T.T. Crow,”Solution to Laplace’s equation using spreadsheets on personal computer”, Am. J. Phy. 55, 817-823(Sept. 1987) 2. R. J. Beichner, “Visualizing potential surfaces with a spreadsheets”, Phys. Teach. 35, 95-97(Feb. 1997) 3. O. A. Haugland,” Spreadsheet Waves”, Phys. Teach. 37, 14(Jan. 1999) *Supported by the Brain Korea 21 project in 2006

Lee, Jaebong; Shin, K.; Lee, S.

2006-12-01

389

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

390

Validation of an instrument for mathematics enhancement teaching efficacy of Pacific Northwest agricultural educators  

NASA Astrophysics Data System (ADS)

Teacher efficacy continues to be an important area of study in educational research. This study tested an instrument designed to assess the perceived efficacy of agricultural education teachers when engaged in lessons involving mathematics instruction. The study population of Oregon and Washington agricultural educators utilized in the validation of the instrument revealed important demographic findings and specific results related to teacher efficacy for the study population. An instrument was developed from the assimilation of three scales previously used and validated in efficacy research. Participants' mathematics teaching efficacy was assessed using a portion of the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI), and personal mathematics efficacy was evaluated by the mathematics self-belief instrument which was derived from the Betz and Hackett's Mathematics Self-Efficacy Scale. The final scale, the Teachers' Sense of Efficacy Scale (TSES) created by Tschannen-Moran and Woolfolk Hoy, examined perceived personal teaching efficacy. Structural equation modeling was used as the statistical analyses tool to validate the instrument and examine correlations between efficacy constructs used to determine potential professional development needs of the survey population. As part of the data required for validation of the Mathematics Enhancement Teaching Efficacy instrument, demographic information defining the population of Oregon and Washington agricultural educators was obtained and reported. A hypothetical model derived from teacher efficacy literature was found to be an acceptable model to verify construct validity and determine strength of correlations between the scales that defined the instrument. The instrument produced an alpha coefficient of .905 for reliability. Both exploratory and confirmatory factor analyses were used to verify construct and discriminate validity. Specifics results related to the survey population of agricultural educators concluded that personal mathematics efficacy has a stronger correlation with mathematics teaching efficacy than personal teaching efficacy of teachers for this population. The implications of such findings suggest that professional development and pre-service preparation should be more focused on mathematics content knowledge rather than pedagogical knowledge when the objective is to enhance mathematics in interdisciplinary lessons.

Jansen, Daniel J.

391

Survey of instructors teaching about antimicrobial resistance in the veterinary professional curriculum in the United States.  

PubMed

The objective of this study was to ascertain current teaching methods for antimicrobial resistance (AMR) in veterinary professional curricula and to find out what veterinary instructors consider to be prioritized subtopics related to AMR. The sampling frame was instructors in veterinary professional programs at US colleges of veterinary medicine who provide instruction about antibiotics or AMR in the disciplines of microbiology, pharmacology, public health, epidemiology, internal medicine, surgery, or related subjects. Identified instructors were invited to participate in an online survey of current teaching methods related to subtopics of AMR. From 1,207 invitations, 306 completed surveys were available for analysis (25% response rate) with the largest number of respondents stating their contact hours about antibiotics occur in the discipline of "medicine-food animal." The median contact time suggested for AMR in the core veterinary curriculum was 3-5 hours, and for antibiotics in general, 16-20 hours. Subtopics of AMR were prioritized based on respondents' indication that they use or would use various teaching tools. The most common teaching tool for all topics was projected text (i.e., slides or PowerPoint slides) and the least common were video clips, non-course Web sites, online modules, and laboratory experiments. Recommendations for identifying the priorities of AMR content coverage and learning outcomes are made. PMID:23475410

Fajt, Virginia R; Scott, H Morgan; McIntosh, W Alex; Dean, Wesley R; Vincent, Virginia C

2013-01-01

392

Phthalates TEACH Chemical Summary  

E-print Network

This TEACH Chemical Summary is a compilation of information derived primarily from U.S. EPA and ATSDR resources, and the TEACH Database. The TEACH Database contains summaries of research studies pertaining to developmental exposure and/or health effects for each chemical or chemical group. TEACH does not perform any evaluation of the validity or quality of these research studies. Research studies that are specific for adults are not included in the TEACH Database, and typically are not described in the TEACH Chemical Summary. I.

U. S. Epa; Exposure Assessment

393

Teaching Science from Cultural Points of Intersection  

ERIC Educational Resources Information Center

This study focuses on a professional development program for science teachers near or on American Indian reservations in Montana. This program was framed by culturally relevant pedagogy premises and was characterized by instructional strategies and content foci resulting from the intersection between three cultures: tribal, science teaching, and…

Grimberg, Bruna Irene; Gummer, Edith

2013-01-01

394

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

395

Teaching in the Standards-Based Classroom.  

ERIC Educational Resources Information Center

This issue of "ENC Focus" focuses on teaching in the standards-based classroom. Contents include: (1) "Creating Ideals and Making Them Real" (Annette Thorson); (2) "ENC Partners: Eisenhower National Clearinghouse Sites" (Juyong Pae); (3) "Innovators' Forum"; (4) "Using the Internet: Connecting Students through Collaborative Projects" (Kimberly S.…

Thorson, Annette, Ed.

2001-01-01

396

Teaching with Authors' Blogs: Connections, Collaboration, Creativity  

ERIC Educational Resources Information Center

The purpose of this article is to explore the motivation for and content of young adult author's blogs and the potential use of these blogs for teaching and learning the English language arts and 21st-century literacy skills. (Contains 1 table and 2 figures.)

Johnson, Denise

2010-01-01

397

An Integrated Approach to Teaching Agriculture.  

ERIC Educational Resources Information Center

Outlines developments that took place in teaching agriculture at the freshman-sophomore level and the concept of integrated courses in agriculture. Future directions include: more emphasis on the impact of technology, case-study forms, and efforts to shift the balance from content to concept. (Author/RT)

Jenkinson, G. M.; And Others

1989-01-01

398

Techniques of Teaching Business Correspondence in French.  

ERIC Educational Resources Information Center

A framework for using the material contained in French high school business correspondence manuals to teach business correspondence in French as a second language is presented. The intent is to introduce the function of various letter formats and to facilitate deciphering the content of the letters. Exercises promote situational analysis of…

Abrate, Jayne

399

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

400

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

401

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

402

Support for Teaching at Major Universities.  

ERIC Educational Resources Information Center

Major themes that dominate institutional support for teaching are addressed by representatives of large research-oriented institutions of higher education that form the "Panel on Research and Development of Instructional Resources." The Panel is composed of the Big Ten universities and the University of Chicago. Contents are as follows: "The Panel…

Ericksen, Stanford C., Ed.; Cook, John A., Ed.

403

Teaching Section Prepared for IFAS Faculty Assembly  

E-print Network

teaching philosophy ­ Educational goals (could include content/literacy, affective, cognitive or behavioral a broader range of educational efforts and activities (e.g. undergraduate research, club advising an overview of faculty member's undergraduate/graduate educational program, including: ­ Statement of general

Jawitz, James W.

404

Teaching Moral Reasoning to Student Nurses  

Microsoft Academic Search

Teaching moral reasoning to students is a challenge for all nursing educators. The National League for Nursing and American Nurses' Association emphasize the importance of ethical content within the curriculum. Review of the literature indicates that ethics has been part of the nursing curriculum since the early 1900s. However, the focus of nursing ethics has changed to more critical reflective

Janet R. Weber

1992-01-01

405

Using the Hidden Curriculum to Teach Professionalism in Nursing Students  

PubMed Central

Background: Professionalism in nursing is critical for creating credibility and a positive image. Objectives: This study was carried out to explain the use of hidden curriculum in teaching professionalism in nursing students. Materials and Methods: This qualitative study was conducted through purposeful sampling strategy by the participation of 32 nursing students. The data were collected by using semi-structured interviews, and this process was continued until achieving data saturation and themes’ emergence. Content analysis method was used for data analysis. Results: Data analysis revealed three main themes: Development of understanding the professionalism elements, Variety of influenceability strategies, and Influenceability to various resources. Each theme consisted of some subthemes. Conclusions: The nursing students learnt the professionalism elements by different methods from different resources through the hidden curriculum. Therefore, exploration of the currently administered hidden curricula is suggested. PMID:24829784

Karimi, Zohreh; Ashktorab, Tahereh; Mohammadi, Easa; Abedi, Heidar Ali

2014-01-01

406

Learning object-oriented concepts with multimedia technology  

Microsoft Academic Search

We present in this paper the outstanding features of a multimedia environment for learning object technology. This system presents certain novel aspects such as the extensive use of object animation and hypermedia patterns to describe object-oriented design concepts, in particular object frameworks. This environment complements other teaching and learning activities, and provides a good way of overcoming some of the

Analía Amandi; Maria Carmen Leonardi; M. J. Lopez; M. Prieto; Gustavo Rossi

1994-01-01

407

Teaching tolerance  

PubMed Central

Babies born with Pompe disease require life-long treatment with enzyme-replacement therapy (ERT). Despite the human origin of the therapy, recombinant human lysosomal acid ? glucosidase (GAA, rhGAA), ERT unfortunately leads to the development of high titers of anti-rhGAA antibody, decreased effectiveness of ERT, and a fatal outcome for a significant number of children who have Pompe disease. The severity of disease, anti-drug antibody (ADA) development, and the consequences thereof are directly related to the degree of the enzyme deficiency. Babies born with a complete deficiency GAA are said to have cross-reactive immunologic material (CRIM)–negative Pompe disease and are highly likely to develop GAA ADA. Less frequently, GAA ADA develop in CRIM-positive individuals. Currently, GAA-ADA sero-positive babies are treated with a combination of immunosuppressive drugs to induce immunological tolerance to ERT, but the long-term effect of these regimens is unknown. Alternative approaches that might redirect the immune response toward antigen-specific tolerance without immunosuppressive agents are needed. Methods leading to the induction of antigen-specific regulatory T cells (Tregs), using peptides such as Tregitopes (T regulatory cell epitopes) are under consideration for the future treatment of CRIM-negative Pompe disease. Tregitopes are natural T cell epitopes derived from immunoglobulin G (IgG) that cause the expansion and activation of regulatory T cells (Treg). Teaching the immune system to tolerate GAA by co-delivering GAA with Tregitope peptides might dramatically improve the lives of CRIM-negative babies and could be applied to other enzyme replacement therapies to which ADA have been induced. PMID:23095864

Cousens, Leslie P.; Mingozzi, Federico; van der Marel, Sander; Su, Yan; Garman, Richard; Ferreira, Valerie; Martin, William; Scott, David W.; De Groot, Anne S.

2012-01-01

408

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

409

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

410

Teaching and assessing medical ethics: where are we now?  

Microsoft Academic Search

Objectives: To characterise UK undergraduate medical ethics curricula and to identify opportunities and threats to teaching and learning.Design: Postal questionnaire survey of UK medical schools enquiring about teaching and assessment, including future perspectives.Participants: The lead for teaching and learning at each medical school was invited to complete a questionnaire.Results: Completed responses were received from 22\\/28 schools (79%). Seventeen respondents deemed

K Mattick; J Bligh

2006-01-01

411

College Astronomy Teaching Excellence Workshops  

NASA Astrophysics Data System (ADS)

As part of the education and public outreach efforts of the NASA JPL Navigator, SIRTF Mission and the Astronomical Society of the Pacific, astronomy educators affiliated with the Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona are conducting a series of two- and three-day teaching excellence workshops for college faculty. These workshops are being held in conjunction with professional society meetings, such as the American Astronomical Society and the American Association of Physics Teachers, and through the infrastructure of the National Science Foundation's Summer Chautauqua Workshop program. This three-day, interactive teaching excellence workshop focuses on dilemmas astronomy teachers face and develop practical solutions for the troubling issues in curriculum, instruction, and assessment. After reviewing the latest research about how students learn, participants define and set measurable student learning goals and objectives for students in their astronomy courses and construct effective course syllabi reflecting the ASTRO 101 goals publicized by the AAS. To improve instruction, participants learn how to create productive learning environments by using interactive lectures, peer instruction, engaging demonstrations, collaborative groups, tutorials, computer-based laboratories, and observational projects. Participants also learn how to write more effective multiple-choice tests and implement authentic assessment strategies including portfolio assessment, performance tasks, and concept maps. Texts provided at the workshop are: (i) Learner-Centered Astronomy Teaching, Slater and Adams, Prentice Hall, 2002; (ii) Great Ideas for Teaching Astronomy, Pompea, Brooks Cole, 2000; and (iii) Lecture-Tutorials for Introductory Astronomy, Adams, Prather, & Slater, Prentice Hall, 2002.

Slater, T. F.; Bennett, M.; Greene, W. M.; Pompea, S.; Prather, E. E.

2003-12-01

412

ENSEIGNER L'INTERDISCIPLINARITE : DEFIS ET REPONSES TEACHING INTERDISCIPLINARITY : CHALLENGES AND RESPONSES  

E-print Network

objectives that clearly define those competences that should be acquired by students. An interdisciplinary and understand the complexity of subjects became a widely shared objective. An interdisciplinary programme, environmental sciences, interdisciplinary curriculum, team teaching, pedagogical objectives, problem based

Rochaix, Jean-David

413

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

414

The Teaching of German in German Schools and Current Trends in Linguistics in Greman Universities.  

ERIC Educational Resources Information Center

The relative importance of content-oreinted teaching materials in German universities and public schools is examined in this survey of language textbooks and teaching methods. It is noted that despite a growing interest in structural linguistics at the university level, school grammars are primarily content-oriented and based on Hans Glinz's "The…

Bausch, K-H.

415

President's Teaching Scholars Program  

NSDL National Science Digital Library

This program from the University of Colorado is designed to honor and reward faculty who have excelled in teaching, scholarship, and research and to endorse teaching excellence throughout the university.

Colorado, University O.

416

Effective College Teaching.  

ERIC Educational Resources Information Center

The author discusses other writings on effective college teaching and then presents his list of necessary characteristics for the effective teacher, stressing the interpersonal dimension of the teaching-learning situation. (MF)

Caraway, James E.

1978-01-01

417

Faculty Development Teaching Tips  

NSDL National Science Digital Library

This website features links to teaching tips and articles, organized by subject. Topics include assessment, the first day, syllabus and lesson plan preparation, teaching techniques, course design and many more.

Honolulu Community College

418

Sharing Teaching Ideas.  

ERIC Educational Resources Information Center

This article suggests: ways to teach algebraic properties; a way to prove the Pythagorean Theorem using transformational geometry; a method of packaging and carrying AC-powered calculators; and a method for teaching standard formulas. (MK)

Mathematics Teacher, 1979

1979-01-01

419

Teaching Drama Via Trials.  

ERIC Educational Resources Information Center

Suggests using a court trial as an activity for teaching drama to English-as-a-foreign-language (EFL) students. Describes use of a court trial for teaching Macbeth to EFL students in Jordan. (Author/VWL)

Mansour, Wisam

1998-01-01

420

A Pilot Study to Investigate the Effectiveness of Multimedia CD-ROM vis-a-vis Traditional Print-Based Technology in Teaching Fourth-Grade Children  

ERIC Educational Resources Information Center

The purpose of this study was to examine the degree of effectiveness of multimedia technology in teaching in comparison to the traditional print-based teaching methods. Multimedia CD was designed to teach the second semester unit of science and Islamic studies for the fourth graders. The unit's content was the same in the print-based teaching

Shana, Zuhrieh A.

2009-01-01

421

Teaching Business Ethics or Teaching Business Ethically?  

ERIC Educational Resources Information Center

Notes that one of the most important contexts for ethical decision-making is the nature and operation of "contemporary capitalisms." Suggests that rather than issuing a call for teaching business ethics, the author emphasizes the need for more ethical business teaching. (SG)

Stablein, Ralph

2003-01-01

422

Teaching the teachers: teaching and learning online  

Microsoft Academic Search

As online learning opportunities increase in today's society, librarians need to consider additional ways to design online instruction effectively. Developing the strategies necessary to teach and learn online successfully requires an understanding of learning styles and how they may be best addressed in the online environment. As is the case in a face-to-face classroom, the use of a specific teaching

Barbara A. Burd; Lori E. Buchanan

2004-01-01

423

Teaching Teaching Artists: Interview with Richard Hahlo  

ERIC Educational Resources Information Center

This article presents an interview with Richard Hahlo, a Teaching Artist, trainer of Teaching Artists, actor, director and author who has worked around the globe in a variety of settings. In Germany, England, Japan, Poland, South Africa and the United States, he has brought his unique vision and skill to a wide range of students, teachers,…

Moore, Christopher; Hahlo, Richard

2004-01-01

424

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

425

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

426

12/3/12 Fast decoding of natural object categories from intracranial field potentials in monkey's visual cortex 1/1www.journalofvision.org/content/10/7/947.short  

E-print Network

12/3/12 Fast decoding of natural object categories from intracranial field potentials in monkey of natural object categories from intracranial field potentials in monkey's visual cortex Maxime Cauchoix 1 remain an open question. Here two macaque monkeys were trained to perform such animal categorization

Kreiman, Gabriel

427

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

428

Teaching History Today.  

ERIC Educational Resources Information Center

The 14 articles included in this collection touch on several aspects of the teaching of history. The articles are: (1) "Observations on University Teaching and Research" (N. Graebner); (2) "Teaching History: A Changing Clientele and an Affirmation of Goals" (E. Burns); (3) "History for Citizens" (W. McNeill); (4) "Reflections on the History of…

Bausum, Henry S., Ed.

429

Professional for teaching and  

E-print Network

The UK Professional Standards Framework for teaching and supporting learning in higher education Standards Framework for Teaching and Supporting Learning in Higher Education. The idea of a framework for professional standards for teaching and supporting learning in higher education was proposed in the White Paper

Mumby, Peter J.

430

The Teaching Brain  

ERIC Educational Resources Information Center

Animals cannot teach as humans do. Therefore, we lack the experimental support of animal studies that are so important to understand the evolution of our basic learning skills but are useless to explore the development of the teaching skills, unique to humans. And most important: children teach! We have at least two new challenges in our Mind,…

Battro, Antonio M.

2010-01-01

431

Teaching as Jazz  

ERIC Educational Resources Information Center

Tomlinson and Germundson compare teaching well to playing jazz well. Excellent teaching involves a blend of techniques and theory; expressiveness; syncopation; call and response, and, frequently, improvisation. Weaving in analogies to jazz, the authors delineate four elements of such teaching: curriculum that helps students connect to big ideas,…

Tomlinson, Carol Ann; Germundson, Amy

2007-01-01

432

Why Do We Teach?  

ERIC Educational Resources Information Center

In this article, the author shares his thoughts about who he is as a teacher and what his goals as a teacher turn out to be. The author describes his role as researcher, teacher, and educator. He begins with his take on mathematics teaching and learning, because the question of which mathematics educators teach and how they teach it is really…

Schoenfeld, Alan H.

2009-01-01

433

Teaching through Problem Solving  

ERIC Educational Resources Information Center

Teaching through Problem Solving (TtPS) is an effective way to teach mathematics "for" understanding. It also provides students with a way to learn mathematics "with" understanding. In this article, the authors present a definition of what it means to teach through problem solving. They also describe a professional development vignette that…

Fi, Cos D.; Degner, Katherine M.

2012-01-01

434

Teach Your Child Swimming.  

ERIC Educational Resources Information Center

This illustrated guide provides basic knowledge that will enable parents to teach their children to swim, starting from the first visit to the pool up to the development of higher water skills. All the main swimming strokes are dealt with, and the appropriate teaching stages are described. The teaching of starts and turns for each stroke and other…

Gorton, B.E.

435

AN APPLICATION OF REINFORCEMENT PRINCIPLES TO CLASSROOM TEACHING.  

ERIC Educational Resources Information Center

THIS RESEARCH CONSIDERED THE TEACHING OF SPELLING AS A PHENOMENON MORE OR LESS ISOLATED FROM THE OTHER AREAS OF LANGUAGE ARTS INSTRUCTION THAT PROBABLY CONTRIBUTE TO SPELLING PERFORMANCE. THE MAJOR OBJECTIVES WERE--(1) TO DESIGN, CONSTRUCT, AND TEST MECHANICAL DEVICES FOR THE TEACHING OF SPELLING, AND (2) TO CARRY OUT AN EXPLORATORY INVESTIGATION…

PORTER, DOUGLAS

436

A Curriculum for Teaching Human Sexuality to Mentally Impaired Adolescents.  

ERIC Educational Resources Information Center

Presented is a developmentally sequenced curriculum designed for teaching human sexuality to mentally impaired adolescents. A brief objective is presented, teaching methods are listed, and materials needed are described (in terms of author, title, source, and price) for each of the following topic areas: vocabulary of sexuality; fact vs. myths;…

Rinckey, David Jason

437

Improving the Pedagogy Associated with the Teaching of Psychopharmacology  

ERIC Educational Resources Information Center

Objective: The authors summarize two special sessions focused on the teaching of psychopharmacology at the 2003 and 2004 annual meeting of the American College of Neuropsychopharmacology (ACNP). The focus was on whether "improving the teaching-learning process" in psychiatric residency programs could improve clinical practice. Method: Problems of…

Glick, Ira D.; Salzman, Carl; Cohen, Bruce M.; Klein, Donald F.; Moutier, Christine; Nasrallah, Henry A.; Ongur, Dost; Wang, Po; Zisook, Sidney

2007-01-01

438

Child Psychiatry: What Are We Teaching Medical Students?  

ERIC Educational Resources Information Center

Objective: The author describes child and adolescent psychiatry (CAP) undergraduate teaching in American and Canadian medical schools. Methods: A survey asking for information on CAP teaching, student interest in CAP, and opinions about the CAP importance was sent to the medical student psychiatry director at 142 accredited medical schools in the…

Dingle, Arden D.

2010-01-01

439

On the Essence of Knowing in Teaching/Learning  

ERIC Educational Resources Information Center

To probe into the knowing of teaching/learning, we have to surmount the subject/object dualism based on the level of enlightenment rationality and trend towards epistemology of the relationship, which means that knowing of teaching/learning should be combined with its value and be wholly considered. The unique value of students and teachers is…

Hua, Zhang

2006-01-01

440

Supplement for Teaching Distributive Education II: Course of Study.  

ERIC Educational Resources Information Center

This supplement is designed to provide motivational ideas for teaching the competencies in the curriculum guide, D.E. II--Course of Study (see note). Effort is made to provide ideas for teaching specific objectives for which there was not already a method recommended. Many of the suggested activities are ready to duplicate, trace, or implement…

Oklahoma State Univ., Stillwater.

441

Online Optimization of Teaching Sequences with Multi-Armed Bandits  

E-print Network

on Massive Open Online Course (MOOC) for web- based teaching of university level courses. For a broad covOnline Optimization of Teaching Sequences with Multi-Armed Bandits Benjamin Clement Didier Roy effective and simulta- neously as a way to provide useful objective metrics on learn- ing. Recently, online

Paris-Sud XI, Université de

442

Communication Based Emotional Support Differences between Professors and Teaching Assistants  

ERIC Educational Resources Information Center

The objective of this study was to investigate undergraduate students' perceptions of their professors' and teaching assistants' communication based emotional support and immediacy behaviors. Also, the study focused on sex differences between professors and teaching assistants. The study found that undergraduate students are able to perceive…

Punyanunt-Carter, Narissa Maria; Wagner, Thomas R.

2005-01-01

443

Occupational Stress and Teaching Approaches among Chinese Academics  

ERIC Educational Resources Information Center

The primary objective of this study was to examine the predictive power of occupational stress for teaching approaches. Participants were 246 faculty members from a large university in Guangzhou in the People's Republic of China, who completed the Approaches to Teaching Inventory, four scales from the Occupational Stress Inventory-Revised…

Zhang, Li-fang

2009-01-01

444

A Place for Content Literacy: Incorporating Vocabulary and Comprehension Strategies in the High School Science Classroom  

ERIC Educational Resources Information Center

To help students learn and apply science content, teachers can embed content literacy instruction within science instruction. This involves teaching the content and the literacy skills students need to learn that content, such as vocabulary and comprehension. In this article, the author provides tips on how to incorporate content literacy…

Misulis, Katherine E.

2011-01-01

445

A MultiLevel Assessment of a Program to Teach Medical Students to Teach  

Microsoft Academic Search

Few longitudinal programs exist to teach senior students (MS4s) to be teachers, nor have there been any reports of comprehensive\\u000a program evaluation in this area. The primary objectives of this study were to describe our ongoing faculty development effort\\u000a and to develop a multi-level program evaluation, using Dixon’s model. The TALKS (Teaching and Learning Communication Skills)\\u000a program is a senior

Benjamin Blatt; Larrie Greenberg

2007-01-01

446

Teaching in wild meerkats.  

PubMed

Despite the obvious benefits of directed mechanisms that facilitate the efficient transfer of skills, there is little critical evidence for teaching in nonhuman animals. Using observational and experimental data, we show that wild meerkats (Suricata suricatta) teach pups prey-handling skills by providing them with opportunities to interact with live prey. In response to changing pup begging calls, helpers alter their prey-provisioning methods as pups grow older, thus accelerating learning without the use of complex cognition. The lack of evidence for teaching in species other than humans may reflect problems in producing unequivocal support for the occurrence of teaching, rather than the absence of teaching. PMID:16840701

Thornton, Alex; McAuliffe, Katherine

2006-07-14

447

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

448

e-Teaching in pediatric cardiology: A paradigm shift  

PubMed Central

Background: Training of postgraduate students has traditionally been done in person in a hospital setting with hands-on training with each faculty member imparting knowledge to 2 to 4 students per year. Supplementing their practical education with online instruction could make a significant difference in standardizing pediatric cardiology education in India. Objective: To present the rationale, methods and survey results of a live e-Teaching methodology implemented for Pediatric cardiology trainees in association with the National Board of Examinations, India. Materials and Methods: Between March 2010 and March 2014, 310 e-classes were conducted in the Pediatric cardiac sciences by 24 e-teachers. Content of the e-Learning program was based on a 2-year pediatric cardiology curriculum and included twice-weekly live online video training sessions, a library of recorded sessions and online test quizzes for the students. A total of 231 students accessed the program at various times over the 4-year period. Results: In our study, requests for access to the e-lectures increased from 10/year the first year to 100/year by the fourth year with feedback surveys conveying a high satisfaction level from the students and a high need for this knowledge. The advantages of virtual live e-Learning included the fact that one teacher can teach multiple students in multiple geographic locations at the same time, obviating the issue of quality teacher shortage and the same content can be disseminated to all students undergoing specialist training so there is a national consensus on diagnostic and management approach among all trainees. Additionally, the e-classes can be recorded and replayed so they can be viewed repeatedly by the same group or new trainees. Conclusion: This is the first sustained use of e-Teaching in a medical super-specialty in India. We believe that e-Teaching is an innovative solution that can be applied, not just to Pediatric Cardiology as we have done, but to all branches of specialist and super-specialist medical training in India and globally.

Maheshwari, Sunita; Zheleva, Bistra; Rajasekhar, Veeralakshmi; Batra, Bipin

2015-01-01

449

High School Teaching Unit Plans on Inner Asia. Teaching Aids for the Study of Inner Asia, No. 4.  

ERIC Educational Resources Information Center

Five teaching units for middle, junior high, and senior high school comprise this pamphlet, the fourth in a series of teaching aids about Inner Asia. The units were developed in 1975 by secondary school teachers who attended an inservice institute on Inner Asia at Indiana University. Objectives, activities, and resources are presented for each…

Fishman, Rosalind M.; And Others

450

Summer institute for the teaching of psychology  

SciTech Connect

This presentation will focus on the development of a summer institute to enhance high school and post-secondary teaching in psychology. The purpose of the institute is to provide an intensive teaching seminar in a specific content area of psychology presented by notable researchers and textbook authors in the field. The goal of the institute is to: (1) update participants in a particular content area, (2) introduce participants to new methods and technologies for teaching the content area at the high school and college level, and (3) provide attendees with a set of curriculum materials including classroom exercises and demonstrations which will allow students to conduct scientific experiments in psychology as well as to relate their findings to real world issues. The actual institute is staffed by at least three nationally known experts in a particular topic area of psychology. Over a five-day period, each expert gives at least three major presentations followed by appropriate breakout session which include demonstrations and discussions. The experts supply lecture outlines and supporting materials for their topics area which participants receive as a part of their learning packet. Participants also have the opportunity to share their teaching experiences and expertise.

Rycek, R.F.; Miller, R.L. [Univ. of Nebraska, Kearney, NE (United States)

1994-12-31

451

Tools and Techniques to Teach Earth Sciences to Young People  

NASA Astrophysics Data System (ADS)

This study aims to identify the tools available to disseminate the Earth sciences to young people in Brazil and to propose new techniques that may help in the teaching of such subjects. The use of scientific dissemination can be a great tool for the consolidation of a scientific culture, especially for a public of young students. The starting point of this study is an important characteristic that is present in virtually all the children: curiosity. The young public tries to understand how the world is and how it works. The use of scientific dissemination and some educational experiences have shown that these students have a great ability to learn and deal with various topics within the Earth Sciences. Another relevant point is the possibility to show that the Earth sciences, e.g., geophysics, oceanography, meteorology, geology and geography, can be an educational attractive option. Several ways of disseminating Earth sciences are commonly used with the purpose of attracting and mainly teaching these subjects, such as websites, interactive museums and cultural and educational spaces. The objectives of this work are: i) Investigate the role of science centers as motivators in disseminating the scientific knowledge by examining the communication resources that are being employed, the acceptance, reaction, and interest of children to these means, and ii) From this analysis, to list suggestions of contents and new tools that could be used for obtaining better results.

Constantino, R.; Dicelis, G.; Molina, E. C.

2010-12-01

452

Statistical Content Errors for Students in an Educational Psychology Course.  

ERIC Educational Resources Information Center

This study investigated how the adoption of a constructivist model of teaching and learning and simple item analysis techniques can be used to explore the instructor's pedagogical content knowledge in teaching elementary statistics. Descriptive data (percent of students responding to multiple-choice test options) are provided that support the case…

Herman, William E.

453

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

454

Recognition of Teaching Excellence*  

PubMed Central

The 2008-2009 Task Force for the Recognition of Teaching Excellence was charged by the AACP Council of Faculties Leadership to examine teaching excellence by collecting best practices from colleges and schools of pharmacy, evaluating the literature to identify evidence-based criteria for excellent teaching, and recommending appropriate means to acknowledge and reward teaching excellence. This report defines teaching excellence and discusses a variety of ways to assess it, including student, alumni, peer, and self-assessment. The task force identifies important considerations that colleges and schools must address when establishing teaching recognition programs including the purpose, criteria, number and mix of awards, frequency, type of award, and method of nominating and determining awardees. The report concludes with recommendations for the academy to consider when establishing and revising teaching award programs. PMID:21301598

Piascik, Peggy; Medina, Melissa; Pittenger, Amy; Rose, Renee; Creekmore, Freddy; Soltis, Robert; Bouldin, Alicia; Schwarz, Lindsay; Scott, Steven

2010-01-01

455

Teaching & Learning Themes  

NSDL National Science Digital Library

The University of Nottingham, in the United Kingdom, has an innovative online program called Teaching at Nottingham that "offers both a window onto the University's teaching culture and a space for the critical evaluation of teaching practice". The tab "Teaching & Learning Themes" is definitely worth a visitor's time. The link "Student Perspectives On...Teaching, Learning and Assessment" are particularly interesting, as in each category has synopses of studies that were done with the aim of quantifying the students' perspectives in classes at Nottingham. Visitors can read about one such study in the Learning category titled "The good, the bad and the ugly: [pharmacy] students' experiences of group projects", which found that most students believed that group projects were good learning experiences for working as a team in their future careers, but preferred solo or two-person projects. The "Focus On..." link offers, among other categories, "Visual Learning", "Peer Teaching" and "Academic Tutoring" which focus on research about teaching.

456

Lessons from animal teaching.  

PubMed

Many species are known to acquire valuable life skills and information from others, but until recently it was widely believed that animals did not actively facilitate learning in others. Teaching was regarded as a uniquely human faculty. However, recent studies suggest that teaching might be more common in animals than previously thought. Teaching is present in bees, ants, babblers, meerkats and other carnivores but is absent in chimpanzees, a bizarre taxonomic distribution that makes sense if teaching is treated as a form of altruism. Drawing on both mechanistic and functional arguments, we integrate teaching with the broader field of animal social learning, and show how this aids understanding of how and why teaching evolved, and the diversity of teaching mechanisms. PMID:18657877

Hoppitt, William J E; Brown, Gillian R; Kendal, Rachel; Rendell, Luke; Thornton, Alex; Webster, Mike M; Laland, Kevin N

2008-09-01

457

Recognition of teaching excellence.  

PubMed

The 2008-2009 Task Force for the Recognition of Teaching Excellence was charged by the AACP Council of Faculties Leadership to examine teaching excellence by collecting best practices from colleges and schools of pharmacy, evaluating the literature to identify evidence-based criteria for excellent teaching, and recommending appropriate means to acknowledge and reward teaching excellence. This report defines teaching excellence and discusses a variety of ways to assess it, including student, alumni, peer, and self-assessment. The task force identifies important considerations that colleges and schools must address when establishing teaching recognition programs including the purpose, criteria, number and mix of awards, frequency, type of award, and method of nominating and determining awardees. The report concludes with recommendations for the academy to consider when establishing and revising teaching award programs. PMID:21301598

Hammer, Dana; Piascik, Peggy; Medina, Melissa; Pittenger, Amy; Rose, Renee; Creekmore, Freddy; Soltis, Robert; Bouldin, Alicia; Schwarz, Lindsay; Scott, Steven

2010-11-10

458

Knife River: Early Village Life on the Plains. Teaching with Historic Places.  

ERIC Educational Resources Information Center

This document, from the lesson plan series, "Teaching with Historic Places," examines the Native Americans who lived on the plains along the Knife River in what is now North Dakota. Following an introductory section, the document sets out student objectives, teaching activities, readings, and illustrations. The teaching activity suggestions…

Metcalf, Fay

459

Teaching Scholars Programs: Faculty Development for Educators in the Health Professions  

ERIC Educational Resources Information Center

Objective: This article 1) provides an overview of formal Health Sciences Teaching Scholars Programs as presented in medical education literature and 2) presents information about an innovative multidiscipline Teaching Scholars Program. Method: Health Sciences Teaching Scholars Programs and similar programs were reviewed in the medical education…

Fidler, Donald C.; Khakoo, Rashida; Miller, Lee Ann

2007-01-01

460

Inverting the Inverted Pyramid: A Conversation about the Use of Feminist Theories to Teach Journalism  

ERIC Educational Resources Information Center

Teaching is always challenging, and for some teachers who are feminists, teaching journalism is difficult. The tenets of good journalism--objectivity and neutrality--are often antithetical to their feminist values. Educators face the dilemma of how to incorporate feminist sensibilities into teaching journalism--a profession that strives for…

Walker, Danna L.; Geertsema, Margaretha; Barnett, Barbara

2009-01-01

461

Digital rights management for smart containment objects  

Microsoft Academic Search

Copyright law has been created to satisfy a variety of objectives including promoting knowledge in communities and encouraging authors and content producers to create more content. Originally, copyright measurements were proposed as means of controlling access to content. Over time, they have been defined as the degree of control authors or distributors can exercise over their works. Technologists and smart-device

Tony Yussef Fares

2005-01-01

462

Teaching for understanding and/or teaching for the examination in high school physics  

NASA Astrophysics Data System (ADS)

Literature on the related notions of 'teaching for understanding' and 'exemplary teaching' tends to be interpreted as prescribing certain classroom approaches. These are usually the strategies often identified with constructivist teaching, which involve a redefinition of the teacher's role: rather than being seen as a source of knowledge and control, the teacher is described as the facilitator of a largely student-directed search for understanding. More 'transmissive', teacher-centred approaches are held to lead to poor student understanding, low cognitive engagement and rote learning. This paper reports a case study of physics teaching in a government high school in Perth, Western Australia. This case study is part of a larger project spanning 5 years and eight case investigations in Perth schools. While the pedagogical style of the teacher studied could be labelled as 'transmissive', we tentatively assert that his practice exemplified high-quality physics teaching and led to high-quality understanding on the part of the students. The study suggests that prescriptions for quality teaching must be sensitive to issues of context and content, and that further study in a variety of school contexts is required to expand our understanding of what constitutes good teaching and learning in physics.

Geelan, David R.; Wildy, Helen; Louden, William; Wallace, John

2004-04-01

463

Undergraduate Teaching in the Animal Sciences, Proceedings of a Conference.  

ERIC Educational Resources Information Center

The proceedings of a conference which reviewed the content of undergraduate animal science curricula, content of courses in the animal sciences, and methods and materials used in undergraduate teaching in the animal sciences are presented in this bulletin. These individual papers are included: Trends in Animal Agriculture and the Future of…

Commission on Education in Agriculture and Natural Resources, Washington, DC.

464

Elementary Teachers' Mathematical Knowledge for Teaching Prerequisite Algebra Concepts  

ERIC Educational Resources Information Center

The current study investigated the effects of an undergraduate mathematics content course for pre-service elementary teachers. The participants' content knowledge was quantitatively measured using an instrument comprised of items from the Mathematical Knowledge for Teaching Measures (Hill, Schilling, & Ball, 2004). Using a one-group…

Welder, Rachael M.; Simonsen, Linda M.

2011-01-01

465

Teaching Science Fiction to Science and Technology Majors.  

ERIC Educational Resources Information Center

This paper describes the content and implementation of a course designed to teach science and technology majors about science fiction. Although many students had expressed little interest in the imaginative world of literature, the scientific content of the texts used attracted their attention and legitimized their involvement in something outside…

Diaconoff, Ted

466

General and Organic chemistry Lab Table of Contents  

E-print Network

General and Organic chemistry Lab Table of Contents Laboratory Information ............................................................................................................................11 #12;1 General and Organic chemistry Lab Policies and Information Laboratory Teaching and Technical Staff: Laboratory Directors: General Chemistry Organic Chemistry Dr. Meishan Zhao Dr. Valerie Keller

He, Chuan

467

Conscientious Objection Policy and Procedures Commencement Date: 27 March, 2009  

E-print Network

to determine whether there are patterns to objections to be taken into consideration in the future design that is in conflict with teaching, assessment practices and/or fieldwork education. 2. APPLICATION All Staff

468

Towards an Object-Oriented Curriculum Bertrand Meyer  

E-print Network

through a process of ``progressive opening of black boxes aspects of the object-oriented method. It suggests a radical p departure from the traditional methods of teaching programming, design and analysis: the rogressive opening of black boxes, also known

Meyer, Bertrand

469

Office Skills: Junk Mail: Added Dimension to Teaching Records Management  

ERIC Educational Resources Information Center

A junk mail filing simulation is described as a simple but effective approach to teaching records management. Implementation of the approach is described in sixteen steps. Eight objectives and five variations to the simulation are included. (SH)

Klemin, Wayne

1977-01-01

470

Rotation Teaching: A Fresh Look at the Consultant's Job.  

ERIC Educational Resources Information Center

Describes a rotation teaching program in the Anoka-Hennepin School District No. 11 in Coon Rapids, Michigan. Focuses on the roles of the social studies consultants and teachers in the program, educational objectives, and educational practices. (CK)

Kimball, Robert W.

1979-01-01

471

The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life (by Parker J. Palmer)  

NASA Astrophysics Data System (ADS)

Most of us would willingly - perhaps even passionately - tackle the question of what we should teach our students. Similarly, we are likely to engage in a conversation about how we teach and our preferences for organizing classroom time and structures. Although the question of why we teach may be raised less often (and perhaps with a hint of sarcasm), this too is a question to which most can offer a thoughtful response. An entirely different matter, however, is the question of who is the person teaching. This who involves the inner realms of one's heart, mind, and soul. How does our identity affect the teaching and learning processes? As we teach, what paths are we following intellectually, emotionally, or even spiritually? How do these paths influence our relationship to our content and to our students? With an engaging honesty, Parker Palmer pursues these questions in The Courage to Teach: Exploring the Inner Landscape of A Teacher's Life. At the outset he points out (p 4): I have no quarrel with the what or how or why questions - except when they are posed as the only questions worth asking. All of them can yield important insights into teaching and learning. But none of them opens up the territory I want to explore in this book: the inner landscape of the teaching self. One might well question why those of us teaching chemistry should be interested in examining ourselves as part of the teaching equation. Isn't scientific knowledge supposed to be as objective as we can make it? Isn't it better for us to check our emotional or intellectual baggage at the classroom door, rather than to taint the content with our biases? Or perhaps more directly stated, is it not more practical and a better use of our time to simply deal with the realities of the day-to-day classroom issues? Admittedly these are fair questions. However, to become stuck on them is to miss the opportunities for reflection and growth as teachers that Palmer's book offers. Simply put, people teach. Without putting the human factor into the teaching equation, you miss one of the key variables. In the early chapters, Palmer offers the readers simple statements to entice them to delve more deeply into his later discussions. "Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher," or, "Bad teachers distance themselves from the subject they are teaching - and in the process, from their students," or ultimately, "Only one resource is at my immediate command: my identity, my selfhood, my sense of this 'I' who teaches - without which I have no sense of the 'Thou' who learns." Readers can expect to find both ideas and a personal honesty on Palmer's part that inspires one to accept human limitations and evokes a gentle chuckle at our good days...and at our bad ones as well. Palmer has strong credentials to write about the self as teacher. In recent years, he has been a visiting faculty member at Beloit College, Berea College, and Georgetown University. Over past few decades, he has written extensively on the teaching and learning process, including To Know as We Are Known: Education as a Spiritual Journey (1983). He holds a Ph.D. from the University of California at Berkeley and has lived and taught in a variety of settings and communities around the globe. Woven through his writings is a sense of both the human and the spiritual dimensions of being a teacher. Thus, those who most might appreciate his reflections are comfortable with language drawn from spiritual traditions. Palmer spent a number of years as teacher and writer-in-residence at Pendle Hill, a Quaker community in Pennsylvania, and the respect and appreciation that he holds for silence and reflection come through in his writing. Expect to find no religious dogma or prescriptions in what he offers. What might those of us who teach chemistry expect to gain from this book? One possibility offered at the start is his examination of fear as a part of human nature that affects our teaching. Chapter 3 is entitled "A Cul

Hurt Middlecamp, Reviewed By Catherine

1999-12-01

472

Pedagogy of Science Teaching Tests: Formative Assessments of Science Teaching Orientations  

ERIC Educational Resources Information Center

A critical aspect of teacher education is gaining pedagogical content knowledge of how to teach science for conceptual understanding. Given the time limitations of college methods courses, it is difficult to touch on more than a fraction of the science topics potentially taught across grades K-8, particularly in the context of relevant pedagogies.…

Cobern, William W.; Schuster, David; Adams, Betty; Skjold, Brandy Ann; Mugaloglu, Ebru Zeynep; Bentz, Amy; Sparks, Kelly

2014-01-01

473

"She's Teaching Me:" Teaching with Care in a Large Lecture Course  

ERIC Educational Resources Information Center

Whereas often emphasized in teaching children, the role of caring has been largely ignored in postsecondary education. This study shares college students' perspectives of instructor caring within a large biology lecture course. Within this context caring was perceived as both learning centered, which emphasizes content mastery and higher-order…

Straits, William

2007-01-01

474

From Teaching Physics to Teaching Children: Beginning Teachers Learning from Pupils  

ERIC Educational Resources Information Center

This article discusses the development of beginning physics teachers' pedagogical content knowledge (PCK) in the context of teaching basic electricity during a one-year Professional Graduate Diploma in Education (PGDE) course and beyond. This longitudinal study used repeated semi-structured interviews over a period of four-and-a-half years. The…

Findlay, Morag; Bryce, Tom G. K.

2012-01-01

475

Can near-peer medical students effectively teach a new curriculum in physical examination?  

PubMed Central

Background Students in German medical schools frequently complain that the subject ‘clinical examination’ is not taught in a satisfying manner due to time constraints and lack of personnel resources. While the effectiveness and efficiency of practice-oriented teaching in small groups using near-peer teaching has been shown, it is rarely used in German medical schools. We investigated whether adding a new near-peer teaching course developed with student input plus patient examination under supervision in small groups improves basic clinical examination skills in third year medical students compared to a traditional clinical examination course alone. Methods Third year medical students registered for the mandatory curricular clinical examination course at the medical faculty of the Technische Universität München were invited to participate in a randomised trial with blinded outcome assessment. Students were randomised to the control group participating in the established curricular physical examination course or to the intervention group, which received additional near-peer teaching for the same content. The learning success was verified by a voluntary objective structured clinical examination (OSCE). Results A total of 84 students were randomised and 53 (63%) participated in the final OSCE. Students in the control group scored a median of 57% (25th percentile 47%, 75th percentile 61%) of the maximum possible total points of the OSCE compared to 77% (73%, 80%; p?teaching course to the routine course significantly improved the clinical examination skills of medical students in an efficient manner in the context of a resource-constrained setting. PMID:24325639

2013-01-01

476

Development and Testing of a Nutrition-Teaching Self-Efficacy Scale for Elementary School Teachers  

Microsoft Academic Search

Objective: To develop and validate the Nutrition-Teaching Self-Efficacy Scale (NTSES) and investigate the time spent teaching nutrition and the nutrition-teaching self-effcacy of Maryland elementary school teachers.Design: A questionnaire collected information on teacher demographics. The NTSES was adapted from science- and health-teaching self-effcacy scales, reviewed by experts, and pretested with elementary teachers. Both were converted to an on-line format for distribution

Nancy Brenowitz; Cynthia Reeves Tuttle

2003-01-01

477

PCK in Action: Examining One Chemistry Teacher's Practice through the Lens of Her Orientation toward Science Teaching  

ERIC Educational Resources Information Center

A teacher's orientation toward science teaching has been proposed as very influential to a teacher's pedagogical content knowledge (PCK) and teaching practice. Experienced teachers' orientation toward science teaching and its connections to their practice has not been well explored. Focusing on a unit about the periodic table, this…

Boesdorfer, Sarah; Lorsbach, Anthony

2014-01-01

478

Object Lessons: Thinking about Material Culture  

ERIC Educational Resources Information Center

This article describes why art educators might consider studying material forms from everyday life, presents suggestions for exploring them in an art classroom, and includes an example to illustrate teaching about an object of material culture. The author presents reasons for studying material culture in the art classroom and offers suggestions…

Burkhart, Anne

2006-01-01

479

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

480

Teaching Library Skills to Special Education Students.  

ERIC Educational Resources Information Center

Provides suggestions for teaching library skills to mainstreamed special education students for each of the four components of the instructional model: (1) determining skill level; (2) setting objectives; (3) instructing with modification (methods, materials, and motivation); and (4) monitoring progress. (seven references) (MES)

Wesson, Caren L.; Keefe, Margaret

1989-01-01

481

Teaching the Crisis Management/Communication Course.  

ERIC Educational Resources Information Center

Argues that a course or unit in crisis management/communication is an excellent way of teaching public relations theory, management concepts, information management, problem solving, and communication management. Identifies course objectives, discusses main topics and student evaluation, and concludes with advice and a list of readings. (SR)

Coombs, W. Timothy

2001-01-01

482

Teaching Strategic Management with a Business Game.  

ERIC Educational Resources Information Center

Management games are increasingly used to teaching strategic management by integrating functional areas of business and providing a working knowledge of the strategic management process. This article summarizes the experience of two veteran instructors, presenting course learning objectives, game pedagogy, team organization and management, game…

Knotts, Ulysses S., Jr.; Keys, J. Bernard

1997-01-01

483

Toleration and Recognition: What Should We Teach?  

ERIC Educational Resources Information Center

Generally we think it good to tolerate and to accord recognition. Yet both are complex phenomena and our teaching must acknowledge and cope with that complexity. We tolerate only what we object to, so our message to students cannot be simply, "promote the good and prevent the bad". Much advocacy of toleration is not what it pretends to be. Nor is…

Jones, Peter Nigel

2010-01-01

484

Teaching Students with Autism to Read Pictures  

ERIC Educational Resources Information Center

This study examined the use of teaching three students with autism how to comprehend pictures. Students were elementary-aged, did not speak, and needed communication training. Students were provided systematic visual literacy instruction. Visual literacy instruction consisted of comprehending familiar people, objects, actions, and sequences…

Cihak, David F.

2007-01-01

485

Teaching Toxicology as a Basic Medical Science  

ERIC Educational Resources Information Center

A 4-year effort at Yale University School of Medicine to teach toxicology as an elective basic science from the standpoint of organ-specific toxic effects is described. The objective of the successful multidisciplinary program is to prepare physicians to understand, recognize, and manage adverse effects from drugs and other environmental…

Gralla, Edward J.

1976-01-01

486

Resource Units, Teaching Units, and Lesson Plans.  

ERIC Educational Resources Information Center

Three valuable approaches to utilize in improving the social studies curriculum may be to develop resource units, teaching units, and lesson plans. Resource units contain a collection of more objectives, learning activities, evaluation techniques, and bibliographical entries than can possibly be used by a given teacher for a particular classroom…

Ediger, Marlow

487

A PERFORMANCE TEST OF TEACHING EFFECTIVENESS.  

ERIC Educational Resources Information Center

THIS REPORT DESCRIBES THE INITIAL VALIDATION OF PERFORMANCE TESTS OF TEACHER EFFECTIVENESS--USING PUPIL GAINS AS THE CRITERION OF EFFECTIVENESS--AND THE STEPS TAKEN IN RECOGNITION OF THE PROPRIETY OF SUCH MEASURES ONLY IF ALL TEACHERS ARE TEACHING FOR THE SAME OBJECTIVES. AS A FIRST STEP, IT WAS HYPOTHESIZED THAT A VALID PERFORMANCE TEST OF…

BAKER, EVA L.; POPHAM, V. JAMES

488

Cognition, construction of knowledge, and teaching  

Microsoft Academic Search

The existence of objective knowledge and the possibility of communicating it by means of language have traditionally been taken for granted by educators. Recent developments in the philosophy of science and the historical study of scientific accomplishments have deprived these presuppositions of their former plausibility. Sooner or later, this must have an effect on the teaching of science. In this

Ernst Glasersfeld

1989-01-01

489

ANALYSIS OF PATTERNS OF STUDENT TEACHING.  

ERIC Educational Resources Information Center

RESEARCH WAS UNDERTAKEN WITH THE OBJECTIVE OF GAINING A PRELIMINARY UNDERSTANDING OF SOME OF THE DIFFERENT KINDS OF CONSEQUENCES THAT OCCUR IN THE EDUCATION OF TEACHERS AS A RESULT OF DIFFERENT PATTERNS IN THE ORGANIZATION OF THE STUDENT TEACHING EXPERIENCE. THIS REPORT IS AN EFFORT TO DESCRIBE AN ON-GOING PATTERN AND TO DEVELOP MODELS OF ITS…

CONNOR, WILLIAM H.; SMITH, LOUIS M.

490

Teaching about Democratic Constitutionalism. ERIC Digest.  

ERIC Educational Resources Information Center

There are more than 100 democracies in the world today. All but three of them--Great Britain, Israel, and New Zealand --have written constitutions. This digest examines the importance of constitutions and constitutionalism and the teaching of these concepts through the use of comparisons. The primary objectives of civic education for democratic…

Patrick, John J.

491

Teaching about Ethics and the Environment.  

ERIC Educational Resources Information Center

This unit consists of activities designed to develop value systems related to the interactions of humans and their environment. The overall objectives are to teach students to evaluate their actions within an environmental context, make rational decisions in resolving environmental problems, and function in a democratic society by reaching…

Brevard County School Board, Cocoa, FL.

492

How To Teach the Bill of Rights.  

ERIC Educational Resources Information Center

Directed to secondary school teachers of history, government, and civics, this book is designed to fit common educational objectives in secondary school curriculum guides that call for teaching and learning about the United States Constitution and Bill of Rights. The volume is intended to encourage careful reading, analysis, and classroom…

Patrick, John J.; Leming, Robert S.

493

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

494

Strategies for teaching loss, grief, and bereavement.  

PubMed

Teaching loss, grief, and bereavement to nursing students should be an interactive process to stimulate critical thinking and address the affective domain of learning. Lecture as a teaching methodology may be the easiest to prepare and deliver; however, used alone, it is ineffective in identifying perceptions, fears, and issues related to dying and death. Personal and professional experiences of loss, grief, and bereavement are central to student's learning of effective and compassionate care of the dying patient and their family. Strategies that explore such experiences allow students to move forward and focus on the cognitive retention of content related to loss, grief, and bereavement, as well as the ability to learn related psychomotor skills. The authors discuss pedagogical methods for teaching student nurses about loss, grief, and bereavement utilizing the End of Life Nursing Education Consortium (ELNEC) curriculum training materials. PMID:12646826

Matzo, Marianne LaPorte; Sherman, Deborah Witt; Lo, Karen; Egan, Kathleen A; Grant, Marcia; Rhome, Anne

2003-01-01

495

Teaching Six Sigma in a Course Project  

NSDL National Science Digital Library

This paper discusses the experience of teaching Six Sigma as a course project in a junior level Electronics Engineering Technology course. Instead of using a lecture only style of teaching, the Six Sigma methodology was applied during a course project. Over a period of seven weeks, the students learned and practiced Six Sigma theory and processes. They followed the DMAIC (Define, Measure, Analyze, Improve, Control) process to improve a given design. Six Sigma tools such as Critical to Quality (CTQ), Quality Function Deployment (QFD), Failure Mode Effects and Analysis (FMEA) and Critical Path Method (CPM) were introduced to the students. The business aspect of the product development process was added to the technical design contents to make the project more like a real world experience for the students. A survey conducted after the completion of the project showed the effectiveness of the Six Sigma teaching.

Porter, Jay

496

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

497

Teaching Evolution: A Heuristic Study of Personal and Cultural Dissonance  

NASA Astrophysics Data System (ADS)

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 beliefs to their teaching. The purpose of this study was to explore how biology teachers perceive, describe, and value their teaching of evolution. This research question was explored through a heuristic qualitative methodology. Eight veteran California high school biology teachers were queried as to their beliefs, perceptions, experiences and practices of teaching evolution. Both personal and professional documents were collected. Data was presented in the form of biographical essays that highlight teachers' backgrounds, experiences, perspectives and practices of teaching evolution. Of special interest was how they describe pressure over teaching evolution during a decade of standards and No Child Left Behind high-stakes testing mandates. Five common themes emerged. Standards have increased the overall amount of evolution that is taught. High-stakes testing has decreased the depth at which evolution is taught. Teacher belief systems strongly influence how evolution is taught. Fear of creationist challenges effect evolution teaching strategies. And lastly, concern over the potential effects of teaching evolution on student worldviews was mixed. Three categories of teacher concern over the potential impact of evolution on student worldviews were identified: Concerned, Strategist, and Carefree. In the final analysis teacher beliefs and attitudes still appeared to he the most important factor influencing how evolution is taught.

Grimes, Larry G.

498

Teaching Geoscience Online  

NSDL National Science Digital Library

More and more schools are offering online courses in the sciences, and the geophysical sciences are no exception. Carleton College is deservedly well known for their "Cutting Edge" website of geoscience teaching resources, and here they present some helpful materials for those wishing to teach geoscience online. The resources were developed as part of their 2010 workshop titled "Teaching Geoscience Online". Visitors can scroll through the list of resources, which are divided into sections that include "pedagogy" and "online activities and courses". The materials include titles like "Student Motivation and Engagement in Online Courses", "Using Data to Teach Geology in College-Level Online Classes", and "Course Platforms for Teaching Online". A number of these resources could be used by anyone teaching online courses, not just those in the field of geoscience.

499

Science Sampler: The Use of Stations to Develop Inquiry Skills and Content for Rock Hounds  

ERIC Educational Resources Information Center

Teaching the rock cycle can overwhelm even the most enthusiastic rock hound. As middle school science teachers, we constantly struggle with an appropriate balance between Earth system content and experiential activities. The authors have found that stations can be successfully employed to teach rock cycle content while reinforcing development of…

Veal, William R.; Chandler, Anna T.

2008-01-01

500

Current status and challenge of Human Parasitology teaching in China  

PubMed Central

Parasitic infection profile in China has been changed greatly with the rapid economic development in China since the 1980s, such as the tremendous decreased infection rate of the soil-borne helminthiasis, the elimination of filariasis, the control of malaria, and the initiation to eradicate malaria in 2020. Some food-borne parasitic infections have increased such as Clonorchiasis, Cysticercosis, and Echinococcosis, probably because of the increased chances of eating out. This trend directly affected the status of Human Parasitology teaching in medical universities, such as the shorten length of this course, re-adjusted contents structure and teaching manners, even the change of the name of this course. In this paper, we analyzed the current status and challenges of Human Parasitology teaching in medical universities, and discussed the requisite contents and manners in course delivery and measures to improve the quality of Human Parasitology teaching in China. PMID:23265609

Peng, Hong-Juan; Zhang, Chao; Wang, Chun-Mei; Chen, Xiao-Guang

2012-01-01