Sample records for objectives content teaching

  1. Secure content objects

    DOEpatents

    Evans, William D. (Cupertino, CA)

    2009-02-24

    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.

  2. Teaching bad objects: Introduction

    Microsoft Academic Search

    Jodi Brooks

    2010-01-01

    In the classroom ‘bad cinema’ is often determined as much by questions of pedagogical value as it is by cultural and\\/or aesthetic value. These three short papers explore some of the diverse ways in which teaching ‘bad’ film and television raises questions about the relations between cultural value and pedagogical value. Through reflections on particular teaching experiences, these papers contribute

  3. Is This Content-Based Language Teaching?

    ERIC Educational Resources Information Center

    Creese, Angela

    2005-01-01

    Much of the content-based language teaching (CBLT) literature describes the benefits to be gained by integrating content with language teaching aims and rejects the formal separation between "content" and "language" as a pedagogic necessity for language learning. This paper looks at interactions in classrooms in English schools where educational…

  4. Teaching Object-Oriented Modelling Using UML

    NASA Astrophysics Data System (ADS)

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

    2011-09-01

    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.

  5. Using Learning Objects to Teach Programming Languages

    ERIC Educational Resources Information Center

    Cavus, Nadire; Ibrahim, Dogan

    2004-01-01

    The idea of using "Learning Objects" in teaching has become very popular in the last few years. Although the concept of using objects in teaching is not new, the power of the computer technology and the Internet gives educators large opportunities and endless combination of possibilities in applying new theories to web-based education. This paper…

  6. Teaching Content Analysis through "Harry Potter"

    ERIC Educational Resources Information Center

    Messinger, Adam M.

    2012-01-01

    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…

  7. A laboratory for teaching object oriented thinking

    Microsoft Academic Search

    Kent Beck; Ward Cunningham

    1989-01-01

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

  8. Content Maps: A Teaching and Assessment Tool for Content Knowledge

    ERIC Educational Resources Information Center

    Ward, Phillip; Lehwald, Harry; Lee, Yun Soo

    2015-01-01

    Developing content knowledge in teachers presents a constant challenge for teacher educators. This article introduces a teaching and assessment tool called a "content map," which allows teacher educators, teachers, and coaches to conceptualize the scope, sequence, and relational characteristics of the content being taught. Content maps…

  9. Tools for Teaching Content Literacy. [Flipchart

    ERIC Educational Resources Information Center

    Allen, Janet

    2004-01-01

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

  10. Teaching Content through the Arts

    ERIC Educational Resources Information Center

    Feller, Thomas R., Jr.; Gibbs-Griffith, Brian; D'Acquisto, Linda; Khourey-Bowers, Claudia; Croley, Cynthia B.

    2007-01-01

    Policymakers sometimes view arts education and experiential learning as distractions from the goal of enabling all students to master rigorous content standards. The three school programs described in this article, however, demonstrate that content standards can be integrated into engaging, motivating curriculums based on the arts and authentic…

  11. Pedagogical Content Knowledge in Teaching Material

    ERIC Educational Resources Information Center

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

    2012-01-01

    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…

  12. TEACHING CONTENT IN A FOREIGN LANGUAGE. REPORT 2, TEACHING CONTENT IN A FOREIGN LANGUAGE.

    ERIC Educational Resources Information Center

    KOMADINA, ANN

    THE PAST DECADE HAS BEEN AN EVENTFUL ONE IN THE AREA OF TEACHING FOREIGN LANGUAGE. FINANCIAL SUPPORT FOR NDEA INSTITUTES AND THE CONCEPT OF LEARNING A FOREIGN LANGUAGE FOR ORAL COMMUNICATION AS WELL AS FOR READING AND WRITING HAVE SERVED TO CHANGE THE COURSE OF FL TEACHING. THE CONTENT OF FL PROGRAMS IS BEING CRITICALLY REVIEWED BY THOSE WORKING…

  13. Content Knowledge in Teaching, an Investigation into an Adequate "Milieu" for Teaching Dance: The Case of Indian Dance in France

    ERIC Educational Resources Information Center

    Monique, Loquet; Malini, Ranganathan

    2010-01-01

    Since the 1970s, scientific researchers have shown that the nature and practice of the knowledge being taught plays an important role in the organization of teaching. Teaching content, first in mathematics, then in physical education, has become the object of scientific research in didactics in France. This research questions the commonplace…

  14. The Transformation of the Focus of Educational Research from "Teaching Object" to "Teaching Subject": A Case Study of "Harvard Educational Review"

    ERIC Educational Resources Information Center

    Du, Xiaoli

    2007-01-01

    With the content analysis method, this paper uses statistic evidence and analysis of the discourses in Harvard Educational Review (HER) from 1931 to 2000 to discuss the transformation of educational research, which has turned from "teaching object" to "teaching subject". What is more, education research is not only aimed at pursuing the efficiency…

  15. Content Knowledge for Teaching: What Makes It Special?

    ERIC Educational Resources Information Center

    Ball, Deborah Loewenberg; Thames, Mark Hoover; Phelps, Geoffrey

    2008-01-01

    This article reports the authors' efforts to develop a practice-based theory of content knowledge for teaching built on Shulman's (1986) notion of pedagogical content knowledge. As the concept of pedagogical content knowledge caught on, it was in need of theoretical development, analytic clarification, and empirical testing. The purpose of the…

  16. The Power of Collaboration: Learning to Teach Antiracist Content

    ERIC Educational Resources Information Center

    Attwood, Polly F.

    2011-01-01

    In this article the author examines the experiences of eight teacher educators within a collaborative teaching community as they learned to meet the unique challenges of teaching antiracist content. Such spaces can be powerful places of mentoring and retreat that sustain the legacy of critical multicultural education, yet they remain…

  17. Graduate Teaching Assistants' Statistical Content Knowledge of Sampling

    ERIC Educational Resources Information Center

    Noll, Jennifer

    2011-01-01

    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…

  18. An Alternative Team Teaching Model for Content-Based Instruction.

    ERIC Educational Resources Information Center

    Stewart, Timothy; Sagliano, Michael; Sagliano, Julie

    2000-01-01

    Describes an alternative teaching model of content-based instruction, Collaborative Interdisciplinary Team Teaching (CITT), used in an English-medium Japanese liberal arts university, highlighting the main features of CITT by comparing it to other relevant models. The article describes how the model has been applied, then discusses perceived…

  19. Teaching World History for Multiple Objectives

    ERIC Educational Resources Information Center

    Fenton, Edwin

    1975-01-01

    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)

  20. Learning Object Metadata for Learning Content Accessibility

    Microsoft Academic Search

    Pythagoras Karampiperis; Demetrios Sampson

    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

  1. Teaching English Language Learners in the Content Areas

    ERIC Educational Resources Information Center

    Janzen, Joy

    2008-01-01

    This review examines current research on teaching English Language Learners (ELLs) in four content area subjects: History, math, English, and science. The following topics are examined in each content area: The linguistic, cognitive, and sociocultural features of academic literacy and how this literacy can be taught; general investigations of…

  2. How to Teach Content: Existing Concepts and Prospects for Development

    ERIC Educational Resources Information Center

    Zascerinska, Jelena

    2011-01-01

    The paradigm has changed from the static transmitted contents to knowledge that is ever renewable and often construed jointly with other learners (Niemi, 2008, p. 12) in a changing multicultural environment. Aim of the research is to analyze efficiency of the process of teaching and learning content applied to enhance students' knowledge in…

  3. HAPTIC RENDERING FOR INTERNAL CONTENT OF AN IMPLICIT OBJECT

    Microsoft Academic Search

    Thavida Maneewarn; Blake Hannaford; Duane W. Storti; Mark A. Ganter

    1999-01-01

    The haptic rendering algorithms for object with implicit surface representation are proposed. The basic rendering algorithm for a regular two-dimensional manifold is used to represent a solid volumetric object. For applications where information about the internal content of an object is concerned, the haptic rendering algorithm for internal content of an implicit object is developed. The proposed algorithm is derived

  4. Teaching objects-first in introductory computer science

    Microsoft Academic Search

    Stephen Cooper; Wanda Dann; Randy Pausch

    2003-01-01

    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

  5. Examining Physics Graduate Teaching Assistants' Pedagogical Content Knowledge for Teaching a New Physics Curriculum

    ERIC Educational Resources Information Center

    Seung, Eulsun; Bryan, Lynn A.; Haugan, Mark P.

    2012-01-01

    In this study, we investigated the pedagogical content knowledge (PCK) that physics graduate teaching assistants (TAs) developed in the context of teaching a new introductory physics curriculum, "Matter and Interactions" ("M&I"). "M&I" is an innovative introductory physics course that emphasizes a unified framework for understanding the world and…

  6. Developing Pre-Service Teachers' Pedagogical Content Knowledge for Teaching Spatial Thinking through Geography

    ERIC Educational Resources Information Center

    Jo, Injeong; Bednarz, Sarah Witham

    2014-01-01

    Twenty-four pre-service teachers participated in a workshop designed to provide explicit opportunities to learn what spatial thinking is and how to incorporate it into teaching practice. The objectives of this paper are to: (1) examine the educational effect of the workshop on pre-service teachers' pedagogical content knowledge (PCK) and (2)…

  7. Teaching about substance abuse with objective structured clinical exams

    Microsoft Academic Search

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

    2006-01-01

    BACKGROUND: Although residents commonly manage substance abuse disorders, optimal approaches to teaching these specialized interviewing\\u000a and intervention skills are unknown.\\u000a \\u000a \\u000a OBJECTIVE: We developed a Substance Abuse Objective Structured Clinical Exam (OSCE) to teach addiction medicine competencies using immediate\\u000a feedback. In this study we evaluated OSCE performance, examined associations between performance and self-assessed interest\\u000a and competence in substance abuse, and assessed

  8. Teaching Core Curriculum Content through the Arts.

    ERIC Educational Resources Information Center

    Jacobs, Victoria R.; Goldberg, Merryl R.; Bennett, Tom R.

    Arts in elementary schools have often been separated from the core curriculum and offered as enrichment activities that are considered beneficial but not essential. This paper highlights how teaching science through the arts can help students more deeply understand core scientific concepts. Specific examples in the paper depict lessons of…

  9. HAPTIC RENDERING FOR INTERNAL CONTENT OF AN IMPLICIT OBJECT

    E-print Network

    HAPTIC RENDERING FOR INTERNAL CONTENT OF AN IMPLICIT OBJECT Thavida Maneewarn Blake Hannaford of Washington storti@u.washington.edu ganter@u.washington.edu ABSTRACT The haptic rendering algorithms the internal content of an object is concerned, the haptic rendering algorithm for internal content

  10. Strategies for Teaching Object-Oriented Concepts with Java

    ERIC Educational Resources Information Center

    Sicilia, Miguel-Angel

    2006-01-01

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

  11. Culturally Responsive Physics Teaching: Content or Conveyance?

    NASA Astrophysics Data System (ADS)

    Stewart, Taquan Seth

    2011-12-01

    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.

  12. INTERACTIVE CONTENT IN WEB PAGES TO TEACH STATISTICS

    Microsoft Academic Search

    D. Stirling

    2002-01-01

    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

  13. Classroom Teachers' Efficacy in Teaching Healthy Behaviour Content

    ERIC Educational Resources Information Center

    Kulinna, Pamela Hodges; Cothran, Donetta; Kloeppel, Tiffany

    2011-01-01

    This study, grounded in Self-Efficacy Theory, investigated classroom teachers' self-efficacy changes related to teaching healthy behaviour content after participating in ongoing workshops. Participants were 50 male and female teachers at the primary (n = 17) and secondary (n = 33) levels from two schools in one Native American community. Teacher…

  14. Teaching and Assessing Content Knowledge in Preservice Physical Education

    ERIC Educational Resources Information Center

    Ayvazo, Shiri; Ward, Phillip; Stuhr, Paul T.

    2010-01-01

    Most content knowledge (CK) courses in physical education teacher education focus mostly on knowledge of rules, etiquette, techniques, tactics, and performance of the activity. Much less emphasis is placed on error detection and instructional tasks. This article therefore presents teaching and assessment strategies that facilitate the acquisition…

  15. Content-aware video retargeting using object-preserving warping.

    PubMed

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

    2013-10-01

    A novel content-aware warping approach is introduced for video retargeting. The key to this technique is adapting videos to fit displays with various aspect ratios and sizes while preserving both visually salient content and temporal coherence. Most previous studies solve this spatiotemporal problem by consistently resizing content in frames. This strategy significantly improves the retargeting results, but does not fully consider object preservation, sometimes causing apparent distortions on visually salient objects. We propose an object-preserving warping scheme with object-based significance estimation to reduce this unpleasant distortion. In the proposed scheme, visually salient objects in 3D space-time space are forced to undergo as-rigid-as-possible warping, while low-significance contents are warped as close as possible to linear rescaling. These strategies enable our method to consistently preserve both the spatial shapes and temporal motions of visually salient objects and avoid overdeformations on low-significance objects, yielding a pleasing motion-aware video retargeting. Qualitative and quantitative analyses, including a user study and experiments on complex videos containing diverse cameras and dynamic motions, show a clear superiority of our method over related video retargeting methods. PMID:23929847

  16. Content-Aware Video Retargeting Using Object-preserving Warping.

    PubMed

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

    2013-04-19

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

  17. Teaching and learning: Novice teachers' descriptions of their confidence to teach science content

    NASA Astrophysics Data System (ADS)

    Ford, Barbara Ann

    Statement of the problem. The problem being studied in this research is the relationship between a specific series of integrated science courses in a science teacher preparation program and the actual needs of the science teacher during the first years of teaching practice. Teachers often report that there is a disconnect between the coursework they have taken in college as pre-service teachers and the reality of their classroom practice during their first years of teaching. The intent of this study was to record the descriptions of three teachers who were members of a cohort and took a series of integrated science courses (NSCI series) during their teacher preparation program as it related to the influence of these courses on their teaching practice. The focus of inquiry is guided by a single question: How do former participants in the series of science courses who are currently novice teachers describe their confidence in their ability to teach science content to their middle school students? The theoretical framework was based on Shulman's (1987) pedagogical content knowledge (PCK). PCK involves the teacher understanding the content of science so thoroughly that ways are identified of representing and formulating the subject matter to make it understandable to others. The teacher who has a strong PCK uses powerful analogies, illustrations, examples, explanations and demonstrations that promote personally meaningful student understandings. Novice teachers' reflections on their confidence to teach science content to their middle school students were observed through the lens of PCK. All three novice teachers reported a high confidence level to teach middle school science and attributed their confidence level to a great degree to the integrated science series of courses (NSCI). Method. A qualitative design, specifically a case study, was used for this study. Multiple forms of data collection were employed including a semi structured interview and a focus group. Data was collected, categorized and analyzed over a six week period. A constant comparative method (Bogdan & Biklen, 1998) was used to examine the data. Triangulation, member checking and a peer reviewer were used to reduce the risk of bias and increase the trustworthiness of the data.

  18. A Content Analysis Method for Developing User-Based Objectives.

    ERIC Educational Resources Information Center

    Nahl-Jakobovits, Diane; Jakobovits, Leon A.

    1992-01-01

    Describes a method of developing user-based objectives for bibliographic instruction that utilizes content analysis to code self-reports by library users according to a taxonomy of library speech acts in the affective, cognitive, and sensorimotor domains. Analysis of one student's library reports and translation of the analysis into enabling…

  19. MULTIMEDIA OBJECT MODELLING AND CONTENT-BASED Anastasia Analyti

    E-print Network

    Analyti, Anastasia

    1 MULTIMEDIA OBJECT MODELLING AND CONTENT-BASED QUERYING Anastasia Analyti Stavros Christodoulakis Multimedia Systems Institute of Crete (MUSIC) Technical University of Crete Chania 73100, Greece {analyti,stavros}@ced.tuc.gr Abstract Multimedia Database Systems (MMDS) support rich data types, such as text, images, video, and sound

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  1. A Method of Elicitation Teaching for Object-Oriented Analysis and Design Curriculum

    Microsoft Academic Search

    Huiqiang Lin; Caixing Liu; Piyuan Lin

    2008-01-01

    To counter the problems existing in the process of object-oriented analysis and design teaching, the application necessity of the society and the status of the present IT intellectuals, this article points out a method of elicitation teaching for object-oriented analysis and design curriculum. And after application, the result shows that it can sufficiency motivate the students' studying enthusiasm and improve

  2. The relationship between teaching methods and educational objectives in building education

    Microsoft Academic Search

    Martin Betts; Susan Rickard Liow

    1993-01-01

    The educational objectives of different University courses and the combination and sequence of teaching methods used for them, vary between institutions and disciplines. When designing and implementing courses in higher education, we make decisions regarding the match between educational objectives to be set and the teaching methods to adopt. We base these decisions on implicit assumptions about the relationship between

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

    PubMed Central

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

    2009-01-01

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

  4. Teaching Evolution: From SMART Objectives to Threshold Experience

    ERIC Educational Resources Information Center

    Wolf, Alexander; Akkaraju, Shylaja

    2014-01-01

    Despite the centrality of evolution to the study of biology, the pedagogical methods employed to teach the subject are often instructor-centered and rarely embedded in every topic throughout the curriculum. In addition, students' prior beliefs about evolution are often dismissed rather than incorporated into the classroom. In this article we…

  5. Preparing New Instructors To Teach College Mathematics Courses: An Objective-Based Teaching Laboratory.

    ERIC Educational Resources Information Center

    Brilleslyper, Michael A.

    2002-01-01

    Discusses the teaching preparation program for new mathematics instructors at the U.S. Air Force Academy. The program is structured into a series of five practice lessons, each focused on particular aspects of effective teaching. Summarizes participant feedback from the program. (Author/MM)

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

    ERIC Educational Resources Information Center

    Bair, Sherry L.; Rich, Beverly S.

    2011-01-01

    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…

  7. Adult Development and Disciplinary Content: A Guide to Effective Teaching of Adults.

    ERIC Educational Resources Information Center

    Claxton, Charles S.; And Others

    1987-01-01

    As important as teaching processes are in adult learning, it may be even more important to help adults find connections between discipline content and the issues they experience personally as they move through the life cycle. (Author/MSE)

  8. Interactive Physics: the role of interactive learning objects in teaching Physics in Engineering

    NASA Astrophysics Data System (ADS)

    Benito, R. M.; Cámara, M. E.; Arranz, F. J.

    2009-04-01

    In this work we present the results of a Project in educational innovation entitled "Interactive Physics". We have developed resources for teaching Physics for students of Engineering, with an emphasis in conceptual reinforcement and addressing the shortcomings of students entering the University. The resources developed include hypertext, graphics, equations, quizzes and more elaborated problems that cover the customary syllabus in first-year Physics: kinematics and dynamics, Newton laws, electricity and magnetism, elementary circuits… The role of vector quantities is stressed and we also provide help for the most usual mathematical tools (calculus and trigonometric formulas). The structure and level of detail of the resources are fitted to the conceptual difficulties that most of the students find. Some of the most advanced resources we have developed are interactive simulations. These are real simulations of key physical situations, not only animations. They serve as learning objects, in the well known sense of small reusable digital objects that are self-contained and tagged with metadata. In this sense, we use them to link concepts and content through interaction with active engagement of the student. The development of an interactive simulation involves several steps. First, we identify common pitfalls in the conceptual framework of the students and the points in which they stumble frequently. Then we think of a way to make clear the physical concepts using a simulation. After that, we program the simulation (using Flash or Java) and finally the simulation is tested with the students, and we reelaborate some parts of it in terms of usability. In our communication, we discuss the usefulness of these interactive simulations in teaching Physics for engineers, and their integration in a more comprehensive b-learning system.

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

    ERIC Educational Resources Information Center

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

    2012-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  11. Exploring Biology Teachers' Pedagogical Content Knowledge in the Teaching of Genetics in Swaziland Science Classrooms

    ERIC Educational Resources Information Center

    Mthethwa-Kunene, Eunice; Onwu, Gilbert Oke; de Villiers, Rian

    2015-01-01

    This study explored the pedagogical content knowledge (PCK) and its development of four experienced biology teachers in the context of teaching school genetics. PCK was defined in terms of teacher content knowledge, pedagogical knowledge and knowledge of students' preconceptions and learning difficulties. Data sources of teacher knowledge base…

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

    ERIC Educational Resources Information Center

    Lauer, Thomas

    2005-01-01

    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. (Contains 2 figures.)

  13. The Content of Science: A Constructivist Approach to Its Teaching and Learning.

    ERIC Educational Resources Information Center

    Fensham, Peter, Ed.; And Others

    This book is a result of a workshop where 14 science educators were invited to draft chapters on the implications that the research studies in a specific content area of science have for its teaching. The relations between social forces and perceptions of purpose and content lay behind discussions in the workshop, and influenced the emergence of…

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

    ERIC Educational Resources Information Center

    Meyer, Katrina A.; Murrell, Vicki S.

    2014-01-01

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

  15. How to Teach ObjectOriented Programming for Well Trained Cobol Programmers

    E-print Network

    Mössenböck, Hanspeter

    How to Teach Object­Oriented Programming for Well­ Trained Cobol Programmers Markus Knasmüller 1 for former Cobol programmers was offered. This course is based on the principle that one should first learn are currently maintaing a character­based Cobol­product. However a newer object­oriented version of this product

  16. Using an iconic design tool to teach the object-oriented paradigm

    Microsoft Academic Search

    D. J. Bagert; B. A. Calloni

    1997-01-01

    Summary form only given. Research was undertaken to answer the following question: can icon-based programming languages be used to teach procedural and object-oriented programming concepts to undergraduate students more effectively than text-based languages? An experiment addressing this question was run using the new teaching materials at Texas Tech, USA. Half of the students used BACCII++ to design C++ in their

  17. Science Sampler: Using direct instruction to teach content vocabulary

    NSDL National Science Digital Library

    Laura Anne Dougherty

    2007-09-01

    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.

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

    ERIC Educational Resources Information Center

    Holtzman, Caren; Susholtz, Lynn

    2011-01-01

    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…

  19. The Teaching of Cancer Medicine by Educational Objectives.

    ERIC Educational Resources Information Center

    Bakemeier, Richard F.; Myers, W. P. Laird

    1984-01-01

    Results of a survey of cancer education activities in 101 medical schools are discussed, including the needs for multidisciplinary instruction, more exposure of students to patients with common malignancies, and more uniform instruction in fundamental diagnostic procedures. An instructional approach relating educational objectives to departmental…

  20. Teaching Fitness-Based Content: Knowledge in Physical Education

    ERIC Educational Resources Information Center

    Martin, Matt; Sharpe, Tom

    2005-01-01

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

  1. Content and Strategies for Teaching Computer Aided Drafting.

    ERIC Educational Resources Information Center

    Becker, Kurt

    1991-01-01

    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)

  2. Rock and Roll English Teaching: Content-Based Cultural Workshops

    ERIC Educational Resources Information Center

    Robinson, Tim

    2011-01-01

    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…

  3. Using Thematic Units To Teach Content Reading Subjects.

    ERIC Educational Resources Information Center

    Mickel, Vesta; Goerss, Betty

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

  4. Research and Teaching: Graduate Students as Middle School Content Experts

    NSDL National Science Digital Library

    John K. Luedeman

    2003-02-01

    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

  5. Domains of Mathematical Knowledge for Teaching From: Deborah Loewenberg Ball, Mark Hoover Thames, Geoffrey Phelps, Content Knowl-

    E-print Network

    Lee, Carl

    than teaching." Example: Knowing the algorithm to multiply together two numbers. 2. Specialized Content what teaching strategies to employ so that students, when multiplying two numbers, learn how and why for teaching and learning multi- plication of two numbers, what approach these materials take, and how

  6. From Practice to Preaching: Helping Content Area Teachers Teach Comprehension.

    ERIC Educational Resources Information Center

    Bennett, Mari Beth

    2003-01-01

    Describes an informal investigation of students' familiarity with and knowledge of active reading strategies by administering the Metacognitive Awareness of Reading Strategies Inventory. Contends that student responses solidified the importance of helping students become aware of reading strategies. Concludes that the best way to encourage content

  7. Classroom Behaviour Management Content in Australian Undergraduate Primary Teaching Programmes

    ERIC Educational Resources Information Center

    O'Neill, Sue; Stephenson, Jennifer

    2012-01-01

    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…

  8. Teaching Programming in Secondary School: A Pedagogical Content Knowledge Perspective

    ERIC Educational Resources Information Center

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

    2011-01-01

    The goal of this literature study is to give some preliminary answers to the questions that aim to uncover the Pedagogical Content Knowledge (PCK) of Informatics Education, with focus on Programming. PCK has been defined as the knowledge that allows teachers to transform their knowledge of the subject into something accessible for their students.…

  9. Teaching Disciplinary Literacy to Adolescents: Rethinking Content-Area Literacy

    ERIC Educational Resources Information Center

    Shanahan, Timothy; Shanahan, Cynthia

    2008-01-01

    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…

  10. Secondary Agricultural Science as Content and Context for Teaching

    ERIC Educational Resources Information Center

    Roberts, T. Grady; Ball, Anna L.

    2009-01-01

    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…

  11. Teaching Problem-Solving Skills without Sacrificing Course Content: Marrying Traditional Lecture and Active Learning in an Organic Chemistry Class

    NSDL National Science Digital Library

    T. Michelle Jones-Wilson

    2005-09-01

    Promoting problem-solving skills is a challenge faced by all science instructors. Teaching students to integrate information without sacrificing content is critical. When taught with an active problem-centered teaching model, students' mean scores and score distributions on the American Chemical Society standardized exams were significantly improved without students' course content being sacrificed.

  12. Teaching Science with Technology: Case Studies of Science Teachers' Development of Technology, Pedagogy, and Content Knowledge

    ERIC Educational Resources Information Center

    Guzey, S. Selcen; Roehrig, Gillian H.

    2009-01-01

    This study examines the development of technology, pedagogy, and content knowledge (TPACK) in four in-service secondary science teachers as they participated in a professional development program focusing on technology integration into K-12 classrooms to support science as inquiry teaching. In the program, probeware, mind-mapping tools (CMaps),…

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

    ERIC Educational Resources Information Center

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

    2008-01-01

    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…

  14. A content-based medical teaching file assistant for CT lung image retrieval

    Microsoft Academic Search

    Chii Tung Liu; Pol Lin Tai; A. Y.-J. Chen; Chen-Hsiang Peng; Jia Shung Wang

    2000-01-01

    In this paper, a content-based scheme for assisting the construction of a teaching file system to retrieve lung Computed Tomographic (CT) images is presented. The system uses visual-based user interface to allow the user to enter or query an image by selecting the region of interest (ROI); and uses neural network to classify the relationship between the images stored in

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

    ERIC Educational Resources Information Center

    Drechsler, Michal; Van Driel, Jan

    2008-01-01

    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)…

  16. Content Relevance in Case-Study Teaching: The Alumni Connection and Its Effect on Student Motivation

    ERIC Educational Resources Information Center

    Finney, Sherry; Pyke, Joanne

    2008-01-01

    Researchers suggest that business cases should profile businesses or products familiar to students to enhance the learning experience. However, no empirical evidence has validated these claims. In this article, the authors discuss the implication of content relevance in teaching and provide an account of a Canadian university's efforts to…

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

    ERIC Educational Resources Information Center

    Griggs, Richard A.; Collisson, Brian

    2013-01-01

    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

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

    ERIC Educational Resources Information Center

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

    2011-01-01

    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…

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

    ERIC Educational Resources Information Center

    Lappan, Glenda; Even, Ruhama

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

  20. Teaching Science with Technology: Case Studies of Science Teachers' Development of Technology, Pedagogy, and Content Knowledge

    Microsoft Academic Search

    S. Selcen Guzey; Gillian H. Roehrig

    This study examines the development of technology, pedagogy, and content knowledge (TPACK) in four in-service secondary science teachers as they participated in a professional development program focusing on technology integration into K-12 classrooms to support science as inquiry teaching. In the program, probeware, mind-mapping tools (CMaps), and Internet applications ? computer simulations, digital images, and movies — were introduced to

  1. The Effects of a Summer Science Camp Teaching Experience on Preservice Elementary Teachers' Science Teaching Efficacy, Science Content Knowledge, and Understanding of the Nature of Science

    ERIC Educational Resources Information Center

    Logerwell, Mollianne G.

    2009-01-01

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

  2. Teaching the Paragraph in Developmental Composition Classes in the Community College with Behavioral Objectives and Art.

    ERIC Educational Resources Information Center

    Bennett, Madeleine F.

    A method called "Objectives-Art," by which disadvantaged students in a community college can be taught to structure paragraphs, is described. Works of art are intended to be a stimulus to the student's sense of unity between form and content, and the objectives are aimed at transferring the student's perception of form and unity into a process…

  3. Interactive Content-Based Retrieval Using Pre-computed Object-Object Similarities

    Microsoft Academic Search

    Liudmila V. Boldareva; Djoerd Hiemstra

    2004-01-01

    We propose using truncated object-object similarity matrix as an access structure for interactive video retrieval. The proposed ap- proach oers a scalable solution to retrieval and allows combination of dieren t feature spaces or sources of information. Experiments were per- formed on TREC Video collections of 2002 and 2003.

  4. Integrating Teaching Skills and Clinical Content in a Faculty Development Workshop

    PubMed Central

    Green, Michael L; Gross, Cary P; Kernan, Walter N; Wong, Jeffrey G; Holmboe, Eric S

    2003-01-01

    Incorporating clinical content into medical education faculty development programs has been proposed as a strategy to consolidate faculty continuing medical education time and enhance learning. We developed a faculty development program for ambulatory internal medicine preceptors that integrated primary care genetics with ambulatory precepting. The instructional strategies addressed both areas simultaneously and included facilitated discussions, mini-lectures, trigger tapes, and role plays. To evaluate the program, we conducted a pre-post trial. Skills were measured by retrospective pre-post self-reported ratings and behaviors by self-reported implementation of commitment to change (CTC) statements. Participants' (N = 26) ambulatory precepting and primary care genetics skill ratings improved after the intervention. They listed an average of 2.4 clinical teaching CTC statements and 2.0 clinical practice CTC statements. By 3 months after the workshop, preceptors, as a group, fully implemented 32 (38%), partially implemented 35 (41%), and failed to implement 18 (21%) CTC statements. The most common barrier to clinical teaching change was insufficient skills (8 of 25; 32%) and to clinical practice change was lack of a suitable patient (15 of 25; 60%). Integrating clinical content with clinical teaching in a faculty development workshop is feasible, can improve clinical and teaching skills, and can facilitate behavior change. PMID:12823654

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

    ERIC Educational Resources Information Center

    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

    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…

  6. Content-Analysis Research: An Examination of Applications with Directives for Improving Research Reliability and Objectivity

    Microsoft Academic Search

    Richard H. Kolbe; Melissa S. Burnett

    1991-01-01

    This article provides an empirical review and synthesis of published studies that have used content-analysis methods. Harold Kassarjian's critical guidelines for content-analysis research were used to examine the methods employed in 128 studies. The guidelines were expanded by providing an empirical investigation of multiple dimensions of objectivity. Reliability issues were also assessed by examining factors central to the replication and

  7. Who Teaches Mathematics Content Courses for Prospective Elementary Teachers in the United States? Results of a National Survey

    ERIC Educational Resources Information Center

    Masingila, Joanna O.; Olanoff, Dana E.; Kwaka, Dennis K.

    2012-01-01

    This article reports on a national survey of higher education institutions in the United States to answer the question, "Who teaches mathematics content courses for prospective elementary teachers, and what are these instructors' academic and teaching backgrounds?" We surveyed 1,926 institutions, and a faculty member from each of 825 institutions…

  8. Content Based Image Retrieval System for Multi Object Images Using Combined Features

    Microsoft Academic Search

    Aradhana Katare; Suman K. Mitra; Asim Banerjee

    2007-01-01

    This paper presents content-based image retrieval (CBIR) system for the multiobject images. The goal is to retrieve those images from the database, which contains the query object, which is a difficult problem when an image consists of multiple objects with arbitrary pose. In this paper we propose a method that uses GVF active contour for the efficient shape segmentation in

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

    NASA Astrophysics Data System (ADS)

    Schaefferkoetter, Josh

    2004-11-01

    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.

  10. Teaching Object-orientation: From Semi-colons to Frameworks Software Engineering in Higher Education, Southampton, 1994, pp 367-374

    E-print Network

    Page 1 (8) Teaching Object-orientation: From Semi-colons to Frameworks Software Engineering. To teach professionalism in an academic environment, the three year software engineering program in Higher Education, Southampton, 1994, pp 367-374 Teaching Object-orientation: From Semi- colons

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

    PubMed

    Aase, Ingunn; Aase, Karina; Dieckmann, Peter

    2013-05-01

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

  12. Comparative assessment of students’ performance and perceptions on objective structured practical models in undergraduate pathology teaching

    PubMed Central

    Htwe, Than Than; Ismail, Sabaridah Binti; Low, Gary Kim Kuan

    2014-01-01

    INTRODUCTION Assessment is an important factor that drives student learning, as students tend to mainly focus on the material to be assessed. The current practice in teaching pathology extensively applies objective-structured practical examination for the assessment of students. As students will have to deal with real patients during clinical years, it is preferred that students learn and practise via potted specimens and slides instead of picture plates. This study aimed to assess the preferred assesment method of pathology practical exercises. METHODS This was a cross-sectional survey carried out in two consecutive batches of Phase 2 medical students. Student competency was assessed using both the traditional (TD) (i.e. use of potted specimens and slides) and picture plate (PP) methods. To compare the two assessment methods, we compared the mean scores obtained by the students and examined student perception of the two methods. RESULTS The mean scores obtained via the PP method were significantly higher than those obtained via the TD method for almost all the components tested. CONCLUSION We found that students performed significantly better (p < 0.05) when assessed using the PP method instead of the TD method. PP preparations might provide better visuals, thus aiding understanding, than the TD method. The findings of this study are valuable in identifying and improving our current teaching and assessment methods of medical students, in line with advancements in information technology. PMID:25273936

  13. Optimal 2-D hierarchical content-based mesh design and update for object-based video

    Microsoft Academic Search

    Isil Celasun; A. Murat Tekalp

    2000-01-01

    Representation of video objects using hierarchical 2D content-based meshes for accurate tracking and level of detail (LOD) rendering have been previously proposed, where a simple suboptimal hierarchical mesh design algorithm was employed. However, it was concluded that the performance of the tracking and rendering very much depends on how well each level of the hierarchical mesh structure fits the video

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

    ERIC Educational Resources Information Center

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

    2013-01-01

    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…

  15. Objective Functions for Information-Content-Based Optimal Monitoring Network Design

    NASA Astrophysics Data System (ADS)

    Weijs, S. V.; Huwald, H.; Parlange, M. B.

    2013-12-01

    Information theory has the potential to provide a common language for the quantification of uncertainty and its reduction by choosing optimally informative monitoring network layout. Numerous different objectives based on information measures have been proposed in recent literature, often focusing simultaneously on maximum information and minimum dependence between the chosen locations for data collection. We discuss these objective functions and conclude that a single objective optimization of joint entropy suffices to maximize the collection of information. Minimum dependence is a secondary objective that automatically follows from the first, but has no intrinsic justification. Furthermore it is demonstrated how the curse of dimensionality complicates the determination of information content for time series. In many cases found in the monitoring network literature, discrete multivariate joint distributions are estimated from relatively little data, leading to the occurrence of spurious dependencies in data, which change interpretations of previously published results. Aforementioned numerical challenges stem from inherent difficulties and subjectivity in determining information content. From information-theoretical logic it is clear that the information content of data depends on the state of knowledge prior to obtaining them. Less assumptions in formulating this state of knowledge leads to higher data requirements in formulating it. We further clarify the role of prior information in information content by drawing an analogy with data compression.

  16. [The determination of stomach contents left on the material objects and in the environment].

    PubMed

    Sumin, A V

    2014-01-01

    The objective of the present experimental study was to develop the qualitatively new method for the determination of stomach contents left on the material objects and in the environment with special reference to the cases of aspiration asphyxia. We proposed the original approach for the determination of the origin of the traces of stomach contents based on the detection of pepsin, an enzyme that digests in the acidic milieu protein substances, such as gelatin (hydrolyzed collagen), a component of the emulsion layer of X-ray and photographic films. Samples of the stomach contents were taken from a corpse and placed on the surface of various materials that did not absorb moisture or repulsed it. In addition, materials undergoing putrefactive decomposition were investigated. Moreover, stains left by the cadaveric lung sections from the subjects who allegedly died from aspiration asphyxia on the emulsion layers were studied. A specially developed method was employed to detect pepsin, the main enzyme of the gastric juice. The majority of the studied samples including the control ones exhibited pepsin activity. The results of the study suggest the possibility of application of the proposed method for the detection of stomach contents on the environmental objects provided the material being studied avoided putrefactive modification. PMID:25764895

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

    PubMed

    Wood, Justin N

    2015-03-01

    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

  18. 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

    Moseley, Christine; Utley, Juliana

    2006-01-01

    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…

  19. A Study of K-12 Teacher Interns' Incorporation of Multicultural Content and Theory into Their Teaching Practices

    ERIC Educational Resources Information Center

    Dzoole, Edith Mechelle

    2012-01-01

    This research study examined 394 K-12 teacher interns' incorporation of multicultural content and theory into their teaching practices during a 16-week internship in schools, mostly located within a 30-mile radius of Mississippi State University. The teacher interns had completed all coursework and practicum hours required by their teacher…

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

    ERIC Educational Resources Information Center

    Murphy, Cliona; Smith, Greg

    2012-01-01

    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'…

  1. The Influence of Pedagogical Content Knowledge (PCK) for Teaching Macroevolution on Student Outcomes in a General Education Biology Course

    ERIC Educational Resources Information Center

    Walter, Emily Marie

    2013-01-01

    This study investigated the influence of pedagogical content knowledge (PCK) for teaching macroevolution on non-science majors' knowledge of macroevolution and evolution acceptance. The nature and sources of an experienced faculty member's PCK and instruction as enacted PCK (Park & Oliver, 2008) were examined to consider the influence of these…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Reutebuch, Colleen K.

    2012-01-01

    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…

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

    ERIC Educational Resources Information Center

    Boesdorfer, Sarah B.

    2012-01-01

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

  5. Mathematics Teachers' Development, Exploration, and Advancement of Technological Pedagogical Content Knowledge in the Teaching and Learning of Algebra

    ERIC Educational Resources Information Center

    Richardson, Sandra

    2009-01-01

    This article describes experiences from a professional development project designed to prepare in-service eighth-grade mathematics teachers to develop, explore, and advance technological pedagogical content knowledge (TPCK) in the teaching and learning of Algebra I. This article describes the process of the participating teachers' mathematical…

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

    ERIC Educational Resources Information Center

    Alkazemi, Basem Y.; Grami, Grami M.

    2012-01-01

    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…

  7. Objective and Subjective Evaluation of Computer-based Tutorial Teaching in Veterinary Pathology.

    ERIC Educational Resources Information Center

    Brown, Peter

    2001-01-01

    Describes the results of the use of computer-based tutorials to teach the pathology of the cardiovascular system in a veterinary school in the United Kingdom. Concludes that the combined worksheet and computer based learning format is suitable for teaching veterinary pathology. (LRW)

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

    ERIC Educational Resources Information Center

    Bentley, Brian S.; Hill, Robert V.

    2009-01-01

    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…

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

    NASA Astrophysics Data System (ADS)

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

    2001-05-01

    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.

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

    ERIC Educational Resources Information Center

    Eikeseth, Svein; Hayward, Diane W.

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    Aflalo, Ester

    2014-01-01

    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…

  12. Flexible teaching with structured micro-content How to structure content for sustainable multiple u sage with recombinable character

    Microsoft Academic Search

    Walther Nagler; Martin Ebner; Nick Sherbakov

    This paper reflects the possibilities of reasonable structured content production and management as it is exercised by the Work Group Social Learning (WG Social Learning) at Graz University of Technology (TU Graz). By splitting content into standardised pieces adjusted to lecture-units they turn highly qualified for multiple usages and commutability purpose. Three different examples of such micro-content and a way

  13. Management of Radioactive Spills in Nuclear Medicine; Teaching and Assessing with Objectively Structured Assessment of Technical Skills.

    PubMed

    Hussain, Riffat Parveen

    2015-01-01

    Routine work in nuclear medicine requires the careful elution of radioactivity and its subsequent, storage and handling. Though all effort is maintained to prevent any "spill" of this radioactivity, accidents are bound to happen. The response to this spill is a methodically worked out a plan that is written and adopted as a "standard operating procedure." This protocol is taught to all involved in the area of working as a mock drill/apprenticeship model. No formal evaluation of learning is in place except for the mock drills. The objectively structured assessment of technical skills (OSATS) is a variation on the Objective Structured Clinical Examination, which is a form of workplace based assessment. The OSATS is cited in the Accreditation Council of Graduate Medical Education evaluation toolbox on the website as the most desirable evaluation tool for the patient care topics. It is the objective of this paper is to introduce the "OSATS" for teaching, and assessment of the learning, of the protocol for the management of radioactive spill. As a review of the literature on the subject failed to reveal any such teaching protocol/material/document for this important technical skill, we hope that it may act as a landmark for the development of teaching and assessment of other technical skills also. PMID:26097418

  14. Management of Radioactive Spills in Nuclear Medicine; Teaching and Assessing with Objectively Structured Assessment of Technical Skills

    PubMed Central

    Hussain, Riffat Parveen

    2015-01-01

    Routine work in nuclear medicine requires the careful elution of radioactivity and its subsequent, storage and handling. Though all effort is maintained to prevent any “spill” of this radioactivity, accidents are bound to happen. The response to this spill is a methodically worked out a plan that is written and adopted as a “standard operating procedure.” This protocol is taught to all involved in the area of working as a mock drill/apprenticeship model. No formal evaluation of learning is in place except for the mock drills. The objectively structured assessment of technical skills (OSATS) is a variation on the Objective Structured Clinical Examination, which is a form of workplace based assessment. The OSATS is cited in the Accreditation Council of Graduate Medical Education evaluation toolbox on the website as the most desirable evaluation tool for the patient care topics. It is the objective of this paper is to introduce the “OSATS” for teaching, and assessment of the learning, of the protocol for the management of radioactive spill. As a review of the literature on the subject failed to reveal any such teaching protocol/material/document for this important technical skill, we hope that it may act as a landmark for the development of teaching and assessment of other technical skills also. PMID:26097418

  15. Learning to love computer science: peer leaders gain teaching skill, communicative ability and content knowledge in the CS classroom

    Microsoft Academic Search

    Sarah Hug; Heather Thiry; Phyllis Tedford

    2011-01-01

    This paper describes the benefits of Peer-Led Team Learning (PLTL), an NSF-sponsored program in the sciences, to peer leaders serving in the Computing Alliance for Hispanic Serving Institutions (CAHSI). Beyond the benefits to students enrolled in the PLTL courses, survey findings show the majority of peer leaders report increased self-efficacy in teaching computer science, improved content knowledge, and better communication

  16. 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

    Usak, Muhammet; Ozden, Mustafa; Eilks, Ingo

    2011-01-01

    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…

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

    ERIC Educational Resources Information Center

    Bjornsrud, Halvor; Nilsen, Sven

    2011-01-01

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

  18. Quality Teaching in Addressing Student Achievement: A Comparative Study between National Board Certified Teachers and Other Teachers on the Kentucky Core Content Test Results

    ERIC Educational Resources Information Center

    Buecker, Harrie Lynne

    2010-01-01

    This dissertation focused on the link between quality teaching and its potential impact on student achievement. National Board Certification is used to represent quality teaching and student achievement is measured by the Kentucky Core Content Test. Data were gathered on the reading and mathematics scores of students of National Board Teachers who…

  19. Pre-Service Teachers' Knowledge and Teaching Comfort Levels for Agricultural Science and Technology Objectives

    ERIC Educational Resources Information Center

    Wingenbach, Gary J.; White, Judith McIntosh; Degenhart, Shannon; Pannkuk, Tim; Kujawski, Jenna

    2007-01-01

    Self-efficacy beliefs are defined as context-specific assessments of one's competence to perform specific tasks, influence one's efforts, persistence, and resilience to succeed in a given task. Such beliefs are important determinants when considering agricultural science teachers' subject matter knowledge, teaching comfort levels, and their…

  20. Identifying Changes in Teaching Practice: Innovative Curricular Objectives in Classical Languages and the Taught Curriculum

    ERIC Educational Resources Information Center

    Verhoeven, Pim; Verloop, Nico

    2002-01-01

    To what degree is a Dutch curriculum reform in classics incorporated into teaching practice? This study included two data sources: questionnaires that asked teachers about their beliefs concerning curricular innovations and an analysis of authentic assessment material, i.e. school examinations constructed by teachers. The findings suggest that the…

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

    ERIC Educational Resources Information Center

    Depradine, Colin; Gay, Glenda

    2004-01-01

    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…

  2. Levels of Interaction Allowing Humans to Command, Interrogate and Teach a Communicating Object: Lessons

    E-print Network

    Weitzenfeld, Alfredo

    advanced level is that of teaching the machine a new form of behavior. The mapping between sentences: Lessons Learned From Two Robotic Platforms Peter Ford Dominey (dominey@ isc.cnrs.fr), Institut des Sciences Cognitives, CNRS 67 Blvd. Pinel, 69675 Bron Cedex, France http

  3. Teaching about Contemporary Germany: Instructional Materials for the Social Studies Classroom. Correlation Charts, Content and Skills.

    ERIC Educational Resources Information Center

    Blankenship, Glen

    This manual contains a description of each of the instructional kits for teaching about Germany offered by the Goethe Institute. Each kit contains lessons plans, handouts, worksheets, color transparencies, and other support materials. This teaching packet provides information regarding the "best fit" of each lesson in the instructional materials…

  4. The Process of Physics Teaching Assistants' Pedagogical Content Knowledge Development

    ERIC Educational Resources Information Center

    Seung, Eulsun

    2013-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

    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'…

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

    DOEpatents

    Crane, Thomas W. (Los Alamos, NM)

    1986-01-01

    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.

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

    DOEpatents

    Crane, T.W.

    1983-12-21

    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.

  8. Stand-off spatial offset Raman spectroscopy for the detection of concealed content in distant objects.

    PubMed

    Zachhuber, Bernhard; Gasser, Christoph; Chrysostom, Engelene tH; Lendl, Bernhard

    2011-12-15

    A pulsed (4.4 ns pulse length) frequency-doubled Nd:YAG laser operated at 10 Hz was used to generate Raman scattering of samples at a distance of 12 m. The scattered light was collected by a 6 in. telescope, and the Raman spectrum was recorded using an Acton SP-2750 spectrograph coupled to a gated intensified charge-coupled device (ICCD) detector. Applying a spatial offset between the point where the laser hit the sample and the focus of the telescope on the sample enabled collection of Raman photons that were predominantly generated inside the sample and not from its surface. This is especially effective when the content of concealed objects should be analyzed. High-quality Raman spectra could be recorded, within 10 s of data acquisition, from a solid (NaClO(3)) as well as a liquid (isopropyl alcohol) placed inside a 1.5 mm thick opaque low-density polyethylene (LDPE) plastic bottle. The applied spatial offset was also advantageous in cases where the surface of the container was highly fluorescent. In such a situation, Raman spectra of the sample could not be recorded when the sampling volume (telescope observation field) coincided with the focus of the excitation laser. However, with the use of a spatial offset of some millimeters, a clear Raman spectrum of the content (isopropyl alcohol) in a strongly fluorescent plastic container was obtained. PMID:22047672

  9. Teaching Object Oriented Geographic Information Systems (GIS) using Visual Basic: Spreadsheet Approach

    Microsoft Academic Search

    Emil Boasson

    2006-01-01

    This paper introduces an alternative approach to teaching Geographic Information Systems (GIS) in a business school context where most students have little background knowledge on GIS, geo-statistics, and cartography. This approach involves the use of ordinary spreadsheets along with Visual Basic programming to create a home-grown GIS program that has the fea- tures of a dynamic mapping with time-varying animations

  10. Rutherford's enlarged: A content-embedded activity to teach about nature of science

    NSDL National Science Digital Library

    Fouad Abd-El-Khalick

    This activity can be used to help middle and secondary school students develop more informed understandings of some important aspects of nature of science in the context of teaching them about Rutherford's experiments and atomic structure.

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

    ERIC Educational Resources Information Center

    Carlson, David Lee; Archambault, Leanna

    2013-01-01

    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…

  12. Learning Objects as Tools for Teaching Information Literacy Online: A Survey of Librarian Usage

    ERIC Educational Resources Information Center

    Mestre, Lori S.; Baures, Lisa; Niedbala, Mona; Bishop, Corinne; Cantrell, Sarah; Perez, Alice; Silfen, Kate

    2011-01-01

    Based on information gathered from two discussion sessions moderated by members of the Education and Behavioral Sciences Section's Online Learning Research Committee a survey was conducted to identify how librarians use course/learning management systems and learning objects to deliver instruction. Objectives of the study were to identify the…

  13. Time Bomb: A Game That Teaches Actors How to Focus on Objectives.

    ERIC Educational Resources Information Center

    Miller, Bruce

    1994-01-01

    Discusses the rules for two theater games that train students to focus on objectives: (1) Time Bomb, in which students must maintain eye contact with the instructor, or the instructor will "blow up"; (2) Red Light, Green Light, which may be used with younger students--the object is to tag the person who is "it." (PA)

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

    ERIC Educational Resources Information Center

    Sankey, Laura L.; Foster, Daniel D.

    2012-01-01

    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…

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

    Microsoft Academic Search

    Glenda Lappan; Ruhama Even

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

    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…

  17. Contents or ideology? A case study of mathematical teaching in North Korea

    Microsoft Academic Search

    Alexander Karp; JungHang Lee

    2010-01-01

    This article addresses mathematics education in one of the most closed countries in the world, North Korea. It is known that ideology permeates all aspects of life in North Korea, but how exactly do the ideological and substantive mathematical components interact in mathematics education there? What concrete form does this interaction take in actual everyday teaching practice? This article seeks

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

    ERIC Educational Resources Information Center

    Flener-Lovitt, Charity

    2014-01-01

    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…

  19. Teaching Aging Content to University-Level Non-Gerontology Majors

    ERIC Educational Resources Information Center

    Beland, Robert

    2004-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

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

    NSDL National Science Digital Library

    Dr. Christo T Philip (Mayo Clinic College of Medicine)

    2008-05-01

    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.

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

    ERIC Educational Resources Information Center

    Mncube-Barnes, Fatima Maria

    2010-01-01

    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…

  3. Assessing Technologies for Teaching and Learning: Understanding the Importance of Technological Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    Ferdig, Richard E.

    2006-01-01

    Past and present research has provided evidence to support the claim that technologies for teaching and learning must be pedagogically sound. However, educational technologies are also part of a complex process involving the people in the implementation of the innovation. In this paper, I review existing research and explain what both of those…

  4. Content, Professional Preparation, and Teaching Methods: How Diverse Is Teacher Education across Countries?

    ERIC Educational Resources Information Center

    Blomeke, Sigrid

    2012-01-01

    A teacher education program offers opportunities to learn (OTL) consistent with its vision of what teachers need to know and be able to do. The "Teacher Education and Development Study: Learning to Teach Mathematics" of the International Association for the Evaluation of Educational Achievement provides, for the first time, the possibility to…

  5. Does Teaching a Classification System of Content Clues Make a Difference?

    ERIC Educational Resources Information Center

    Kamm, Karlyn; Askov, Eunice N.

    This study investigated whether the teaching of a classification system of context clues will help children to better use context clues and improve their comprehension. One hundred twenty-seven students selected from grades 3-5 in two schools served as subjects. One school was designated as the experimental school, and subjects were taught cause…

  6. Investigating the Relationships among Primary Teachers' Math Profile, Math Teaching Efficacy, and Math Content Pedagogical Knowledge

    ERIC Educational Resources Information Center

    Roettinger, Theresa Marie

    2014-01-01

    Kindergarten, first and second grade teachers play an important role in the development of a student's understanding of mathematics. Consequently, in order to improve student achievement in mathematics, it is important to investigate the relationships that may exist among primary teachers' math profile, math teaching efficacy, and math pedagogy…

  7. TEACHING AGING CONTENT TO UNIVERSITY-LEVEL NON-GERONTOLOGY MAJORS

    Microsoft Academic Search

    Robert Beland

    2004-01-01

    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 and living. The topics in this

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

    ERIC Educational Resources Information Center

    Tovani, Cris

    2004-01-01

    "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…

  9. ARTICULATION AND LEVELS OF CONTENT IN THE TEACHING OF MODERN SPOKEN CHINESE.

    ERIC Educational Resources Information Center

    MAETH, RUSSELL

    THE PROBLEM OF ARTICULATION OF A STUDENT TRANSFERRED FROM ANOTHER INSTITUTION TO THE EXISTING SEQUENCE OF INSTRUCTION IN TERMS OF HIS PREVIOUS EXPERIENCE CONFRONTS ALL INSTITUTIONS ENGAGED IN THE TEACHING OF CHINESE. THIS IS THE RESULT OF THE DISINCLINATION OF THE PROFESSION TO AGREE ON WHAT CONSTITUTES THE ELEMENTS OF THE SUBJECT. THE PROBLEM IS…

  10. This form sets out the objectives of the Teaching Assistantships for the stated course. The form is to be completed by the Course Supervisor, in discussion with the Teaching Assistant, by the end of the drop/add period. One copy of the completed

    E-print Network

    Barthelat, Francois

    Teaching Assistantship (180 hours) [ ] Partial Teaching Assistantship Indicate number of hoursThis form sets out the objectives of the Teaching Assistantships for the stated course. The form is to be completed by the Course Supervisor, in discussion with the Teaching Assistant, by the end of the drop

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

    NASA Astrophysics Data System (ADS)

    McDuffie, Kimberly A.

    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.

  12. Using Modern And Inexpensive Tools In the Classroom To Teach Spectroscopy And To Do Exciting Citizen Science On Astronomical Objects

    NASA Astrophysics Data System (ADS)

    Field, T.

    2014-12-01

    Spectroscopy is a key tool used in modern astronomical research. But, it's always been a difficult topic to teach or practice because the expense and complexity of the available tools. Over the past few years, there's been somewhat of a revolution in this field as new technologies have applied. In this presentation we'll review some new spectroscopy tools that enable educators, students and citizen scientists to do exciting spectroscopic work. With the addition of a simple, inexpensive grating, it's now possible to capture scientifically significant spectra of astronomical objects with small (6") telescopes and even just a DSLR. See the tools that citizen scientists are using to contribute data to pro-am collaborations around the world. We'll also examine a simple, surprisingly inexpensive, tripod-mounted spectrometer that can be used in the classroom for demonstrations and hands-on labs with gas tubes and other light sources. Both of the above instruments use a software program named RSpec, which is state of the art software suite that is easy to learn and easy to use. In this presentation we'll see these devices in operation and discuss how they can be used by educators to dramatically improve their teaching of this topic. You'll see how these tools can eliminate the frustration of hand-held rainbow foil and plastic spectrometers. And we'll review some exciting examples of astronomical spectra being collected by amateurs and educators.

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

    ERIC Educational Resources Information Center

    American Psychiatric Association, Hartford, CT.

    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,…

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

    ERIC Educational Resources Information Center

    Rule, Audrey C.; Furletti, Charles

    2004-01-01

    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…

  15. "Analysis" in Teaching with Cases: A Revisit to Bloom's Taxonomy of Learning Objectives

    ERIC Educational Resources Information Center

    Razzouk, Nabil Y.; Razzouk, Jay N.

    2008-01-01

    "Analysis", the core of graduate business education is probably one of the least understood and most misrepresented learning activities. Everyone seems to claim that they know it, yet most seem unable to actually define it or practice it. This paper reviews Bloom's taxonomy of learning objectives with a special focus on "analysis." More…

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

    ERIC Educational Resources Information Center

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

    2006-01-01

    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,…

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

    ERIC Educational Resources Information Center

    Hatcher, Sarah

    2012-01-01

    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,…

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

    ERIC Educational Resources Information Center

    Rojas, Alicia; Arbuckle, Melissa; Cabaniss, Deborah

    2010-01-01

    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…

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

    ERIC Educational Resources Information Center

    McLoughlin, M. Padraig M. M.

    2009-01-01

    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…

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

    PubMed Central

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

    2013-01-01

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

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

    PubMed Central

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

    2004-01-01

    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…

  3. Teaching Artistry

    ERIC Educational Resources Information Center

    Reeder, Laura

    2007-01-01

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

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

    ERIC Educational Resources Information Center

    Baecher, Laura; Farnsworth, Tim; Ediger, Anne

    2014-01-01

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

  5. Synthesizing research and education: Ecology and genetics of independent fern gametophytes and teaching science inquiry and content through simulations

    NASA Astrophysics Data System (ADS)

    Duffy, Aaron M.

    Two of the main areas of focus in university academics are research and education. The mission statements of Utah State University and the Department of Biology emphasize both areas, as do the requirements of funding agencies. I attempted to integrate research and education by using tools that I developed to support and inform my biological research projects to teach science. Ferns have a life cycle with alternating haploid and diploid life stages, both of which are free-living and potentially long-lived. The haploid gametophytes of some ferns reproduce asexually and may have different environmental requirements than the diploid sporophytes, so it is possible for populations of gametophytes to exist without sporophytes. This dissertation includes a description of surveys for Hymenophyllum wrightii, a fern with independent gametophytes in the Pacific Northwest, and improves our understanding of the range, distribution, and habitat requirements of these plants which were previously assumed to be rare. It also describes an attempt to explore the population genetics of gametophytes of Crepidomanes intricatum, a widespread fern in the Appalachian Mountains for which no sporophytes have ever been found. To help visualize evolutionary processes in independent gametophyte populations I developed the Virtual Population Genetics Simulator (VPGsim) to simulate populations of ferns in a 3-dimensional environment. This dissertation includes a description of VPGsim, a learning module using it to teach undergraduate genetics, and a study demonstrating its effectiveness at improving students' understanding of science content and confidence in their ability to perform science inquiry. That simulation tool led to a collaboration to find other ways to teach science with simulations, and to the development of a Virtual Plant Community simulator (VPCsim) for teaching middle school students about the effects of the environment and human impacts on living organisms. This dissertation describes VPCsim and a learning module built around it, which is currently being used in two Utah school districts. This dissertation demonstrates one way that research to expand scientific knowledge can lead to the creation of tools to share that knowledge with students.

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

    NASA Astrophysics Data System (ADS)

    Tolbert, Sara E.

    2011-12-01

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

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

    ERIC Educational Resources Information Center

    Pally, Marcia, Ed.

    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…

  8. Teaching to Learn: The Colorado Learning Assistant Program's Impact on Learning Content

    NSDL National Science Digital Library

    Finkelstein, Noah D. M., 1968-

    As part of the PTEC coalition, the Colorado Learning Assistant (LA) program has been expanded in order to address the needs of teacher preparation and support. This piece discusses the Colorado Learning Assistant (LA) program, and focuses on its impact on the content expertise of future physics teachers.

  9. Teaching the Whole Enchilada: Enhancing Multiculturalism through Children's Literature in the Content Areas.

    ERIC Educational Resources Information Center

    Flood, Nicole; And Others

    1993-01-01

    Suggests that the use of thematic units and children's literature can eliminate the boundaries between subjects and provide opportunities for children to learn in a variety of ways. Presents ideas for thematic units in a number of content areas (health, science, math, art, social studies, and language arts) based on the theme "Mexico." (RS)

  10. Teaching the "What" As Well As the "How": Content-Rich OST Professional Development

    ERIC Educational Resources Information Center

    Cooper, Benjamin

    2013-01-01

    This article examined the literature on best practices in content-specific professional development and then aligns this work with the practices of a citywide afterschool chess program run by After School Activities Partnerships (ASAP) in Philadelphia. School teachers, out-of-school time (OST) staff, and youth workers readied themselves to think…

  11. Teaching Academic Content to English Language Learners (ELL): Strategies on How to Help ELLs succeed academically

    Microsoft Academic Search

    Karla Garjaka

    2009-01-01

    This workshop will show how mainstream teachers can make academic content more comprehensible to English Language Learners (ELL) without diluting the curriculum. More specifically, it will expose participants to strategies on how to keep ELL students at grade level while developing their English language proficiency. Participants will benefit from this session by: (i) developing greater fluency on how educators can

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

    ERIC Educational Resources Information Center

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

    2011-01-01

    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…

  13. Preparing Pre-Service Special Education Teachers in Urban School Settings to Teach Content Literacy Strategies

    ERIC Educational Resources Information Center

    Becker, Kristin A.

    2013-01-01

    The purpose of this concurrent mixed-method study was to explore how special education intern teachers, placed in an urban secondary special education school setting developed an ability to implement content literacy strategies after completion of a professional development graduate seminar and internship experience. This was done by studying both…

  14. A Tale of Two Rubrics: Improving Teaching and Learning across the Content Areas through Assessment

    ERIC Educational Resources Information Center

    Wolf, Kenneth; Connelly, Mary; Komara, Ann

    2008-01-01

    This is a story of two different assessment rubrics, similar in design but different in content area and pedagogical context. One rubric is from a course in the College of Arts and Media in an advanced painting class; the other is from the College of Architecture and Planning in a landscape architecture studio design class. Each rubric is…

  15. The Role of Turkish Lessons and Reflective Practice in Teaching SLA as Content

    ERIC Educational Resources Information Center

    Thompson, Amy S.; Erdil-­Moody, Zeynep

    2015-01-01

    This study investigated whether foreign language lessons coupled with engaging learners in reflective practice facilitates a deeper understanding of second language acquisition (SLA) course content. During this semester-­long SLA course, 14 graduate students were taught eight Turkish lessons for 25 minutes at the beginning of each class. As a…

  16. 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

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

    2011-01-01

    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…

  17. Critical Incidents in the Development of Pedagogical Content Knowledge for Teaching the Nature of Science: A Prospective Elementary Teacher's Journey

    ERIC Educational Resources Information Center

    Hanuscin, Deborah L.

    2013-01-01

    While teacher educators have had some success in helping prospective teachers understand the nature of science (NOS), they have been less effective in helping prospective teachers teach NOS. Though several studies have alluded to impacts of various interventions on developing pedagogical content knowledge (PCK) for NOS, the nature, source, and…

  18. Comparison of a web-based package with tutor-based methods of teaching respiratory medicine: subjective and objective evaluations

    PubMed Central

    Smith, Susan F; Roberts, Nicola J; Partridge, Martyn R

    2007-01-01

    Background Respiratory disease is a major cause of morbidity and mortality not only in the United Kingdom, but globally. A good understanding of respiratory disease and its treatment is essential for all medical graduates. As a result of changes in clinical practice, patients with some common respiratory illnesses are less often admitted to hospital, restricting the experience available to undergraduate students. Combined with a potential shortage of clinical teachers, this means that new methods of teaching need to be developed and appraised. The aim of this study was to establish whether a web-based package on the diagnosis of respiratory disease would be as effective and as acceptable to final year medical students as tutor-led methods of teaching the same material. Methods 137 out of 315 final year undergraduate students in a single medical school volunteered to take part. Each received up to two hours of tutor-lead interactive, tutor-lead didactic or electronic, Web-based teaching on the accurate diagnosis and management of respiratory disease. Post teaching performance was assessed by multiple true/false questions and data interpretation exercises, whilst students' teaching preferences were assessed by questionnaire. Results Despite a high knowledge baseline before the study, there was a small, but statistically significant increase in knowledge score after all forms of teaching. Similarly, data interpretation skills improved in all groups, irrespective of teaching format, Although paradoxically most students expressed a preference for interactive tutor-lead teaching, spirometry interpretation in those receiving web-based teaching improved significantly more [p = 0.041] than in those in the interactive group. Conclusion Web-based teaching is at least as good as other teaching formats, but we need to overcome students' reluctance to engage with this teaching method. PMID:17976233

  19. Teaching History via Learning Contracts.

    ERIC Educational Resources Information Center

    Burke, Jack D.; And Others

    Contract learning is particularly suitable for teaching both the content and methodology of history in a college level, learner-centered, individualized format. Typically, a learning contract has three components. The first deals with the student's goals and objectives. The second component involves identification of the learning resources and…

  20. Measuring the Perceived Content of Auditory Objects Using a Matching Paradigm

    E-print Network

    Shinn-Cunningham, Barbara

    of the ambiguous elements in the mixture (what we have called "energy conservation"; see Lee and Shinn; Online publication: 13 May 2008 ABSTRACT Two previous studies manipulated spatial cues to alter complex). In both studies, the sum of the contributions of the target to the two objects was less than

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

    ERIC Educational Resources Information Center

    Chou, Mu-hsuan

    2013-01-01

    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…

  2. An Investigation of Selected Variables in the Teaching of Specified Objectives to Mentally Retarded Students. Final Report.

    ERIC Educational Resources Information Center

    Fargo, George

    Videotaping was used to analyze both video and audio components of the teaching-learning process with educable mentally retarded (EMR) children. Fifteen teachers, both inexperienced and experienced, made 31 pilot tapes, teaching one retarded and one normal child each the single, new concept of a hexagon. The 31 children included 14 EMR (ages 9-2…

  3. CONTENT-BASED 3D OBJECT RETRIEVAL USING 2D VIEWS Thibault Napoleon

    E-print Network

    Sahbi, Hichem

    extract or already have "2.5D" or 2D con- tents. Comprehensive surveys on 3D retrieval can be found in [2, 3]. In these methods object signatures are extracted us- ing salient characteristics on 3D, "2.5D; for instance the method in [8], is based on extracting and com- bining spherical 3D harmonics with "2.5D" depth

  4. Using the Newspaper to Teach the Disadvantaged Child.

    ERIC Educational Resources Information Center

    Hawaii Newspaper Agency, Inc., Honolulu.

    One of a series prepared by the Hawaii Newspaper Agency, this teaching guide offers suggestions on using the newspaper to teach the disadvantaged child communication and reading skills. The objectives are to acquaint students with the format and contents of the newspaper; to improve vocabulary and comprehension; to encourage students to write…

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

    NASA Astrophysics Data System (ADS)

    Maries, Alexandru; Singh, Chandralekha

    2013-12-01

    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.

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

    NASA Astrophysics Data System (ADS)

    Mitchell, Ian; Baird, John

    1986-12-01

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

  7. Design, development, and validation of a learning object for CS1

    Microsoft Academic Search

    Gwen Nugent; Leen-Kiat Soh; Ashok Samal; Suzette Person; Jeff Lang

    2005-01-01

    A learning object is a structured, standalone media resource that encapsulates high quality information to facilitate learning and pedagogy. In this paper, we describe our approach to design, develop, and validate learning objects for CS1. In particular, we focus on one learning object that teaches students about classes and objects. SCORM (Shareable Content Object Reference Model) standards and ACM\\/IEEE-CS Computing

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

    NASA Astrophysics Data System (ADS)

    Walter, Emily Marie

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

  9. Understanding Malaysian Pre-Service Teachers Mathematical Content Knowledge and Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    Leong, Kwan Eu; Meng, Chew Cheng; Rahim, Suzieleez Syrene Abdul

    2015-01-01

    This article seeks to present findings from the analysis of the TEDS-M reports on the mathematical content knowledge (MCK) and pedagogical content knowledge (PCK) of the pre-service teachers in Malaysia. The main objective of this study was to investigate the level of teaching knowledge attained by the Malaysian pre-service primary and secondary…

  10. Setting Learning Objectives in Translation at the Department of Foreign Language Teaching through the Concept of Competence

    ERIC Educational Resources Information Center

    Eser, Oktay

    2014-01-01

    At the department of foreign language teaching, a variety of courses are offered in order for students to acquire translation competence. The courses are often carried out by translating a text from one language into the other. Learning by experience is an effective approach. However, it is inevitable that there are some aspects that we need to…

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

    ERIC Educational Resources Information Center

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

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

  12. Teaching Reading

    ERIC Educational Resources Information Center

    Day, Richard R.

    2013-01-01

    "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…

  13. [Objects from scientific collections in demand: the value of the various collections of the Urologic History Center of the German Society of Urology for modern teaching purposes in urology].

    PubMed

    Moll, F H

    2015-02-01

    The use of artifacts and objects from scientific medical collections and museums for academic teaching purposes are one of the main qualifying tasks of those institutions. In recent years, this aspect of scientific collections has again become on focus within academics. The collections offer a unique chance for visual and haptic forms of teaching in many fields. Due to the potential of scientific collections, educators in all branches in academic learning should be familiar with handling objects for such purposes. PMID:25690579

  14. Geography Teaching: New Unesco Source Book.

    ERIC Educational Resources Information Center

    Graves, Norman J., Ed.

    Designed for elementary and secondary teachers around the world, this book presents a variety of strategies, objectives, and content for teaching geography. The first of 10 chapters takes a critical look at some of the recent changes in geography and education. Chapter 2 examines learning problems in light of research by Piaget and Bruner.…

  15. Some Suggestions for Teaching Introductory Urban Geography

    ERIC Educational Resources Information Center

    Austin, C. Murray

    1977-01-01

    Describes objectives, content, and teaching procedures of an introductory college-level urban geography course. Lectures, student papers, and role playing are designed to help students learn about central place theory, space economy, land use, and social geography. (Author/AV)

  16. Teaching Sociology in the Community College.

    ERIC Educational Resources Information Center

    Bradford, S. Y.

    1980-01-01

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

  17. The Learning Object Pool and the BOA-GPI Case Study

    E-print Network

    da Silva, Alberto Rodrigues

    Educational Resource for Learning and Online Teaching (MERLOT) [15]; Wisconsin Online Resource Center [16-campus teaching [19]. E-learning uses resources like Learning Objects (LOs) to build blocks of learning units [3 learning units called content packages. LOs are educational resources that can be employed in technology

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

    ERIC Educational Resources Information Center

    Selman, Christine Cherry

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  20. Assessing the effects of traditional and constructivist teaching methodologies on comprehension of content of an acids and bases chemistry unit in the 7th grade

    NASA Astrophysics Data System (ADS)

    Golden, Terrance

    This research sets out to determine to what extent, if any, does teaching methodology play in content and conceptual understanding of an Acids and Bases chemistry unit at the 7th grade level. Two evenly matched 7 th grade groups were formed to perform the study. Each group consisted of fifty students. The groups were matched according quality point grade averages (QPA) and the previous years Iowa test of basic skills (ITBS) results. Two very different yet popular teaching methodologies were utilized in this study. The first teaching methodology utilized standard textbook, lecture and lab procedures as defined in the student text and is best described as traditional educational practice. This practice is direct and emphasizes the teaching of facts along with short-term memory retention. The second teaching methodology utilized an inquiry-based approach commonly referred to as constructivist educational practice. This practice utilized project SEPIA (Science Education through Portfolio Instruction and Assessment), and is a hands-on approach that emphasizes public displays of information in an attempt to promote conceptual understanding. The average mean of the QPA and ITBS scores would show that the groups were evenly matched. Both groups were taught an Acids and Bases unit during an eight-class rotation. A content-based assessment with a conceptual understanding component was administered at the end of the instruction. The same assessment was re-administered three weeks later to test longer-term memory retention. The findings show that in the initial administration of the assessment immediately following the treatment the constructivist group scored slightly higher on both the content and conceptual understanding questions. Of greater significance were the scores at the three-week post treatment assessment. The traditional group averaged a mean score of 9.62 out of 15 on the content assessment at the three-week post treatment test while the constructivist group averaged a mean score of 12.02 out of 15. The 2.40 mean score difference becomes significant given the number of total questions (15). When proficiency is considered a score of 80% or better on the conceptual understanding essay assessment, only 2.9% of the traditional students remained proficient three weeks post-treatment. By contrast 40.4% of the constructivist group students remained proficient three weeks post-treatment. The implications of these findings seem to speak of the need for a constructivist approach when longer-term retention is the goal. Both groups were able to do well on the assessment at the end of the treatment methodology. It is when we examine the three-week post-treatment assessment that we find measurable differences in each groups retention of content and conceptual understanding.

  1. Teach Measurement Equivalencies Simply.

    ERIC Educational Resources Information Center

    Koons, Theresa L.

    1984-01-01

    A system of teaching measurement equivalencies to students with learning disabilities promotes understanding by teaching basic measurement language. Concrete objects are used to develop the association between a measurement term and its size. (CL)

  2. IU Teaching Handbook

    NSDL National Science Digital Library

    Instructional Support Services

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

  3. Rubric for Content Classification

    NSDL National Science Digital Library

    J.G. Brummer

    2002-11-01

    Are teaching strategies such as collaborative learning, student-centered classrooms, and guided inquiry always appropriate? How do we decide what topics to teach? The Rubric for Content Classification is a taxonomy of material covered in a general science

  4. Technology, Teaching, and the Future.

    ERIC Educational Resources Information Center

    May, William F.

    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…

  5. Comparison of some selection procedures and objectives in faba beans (Vicia faba L.). II. Selection for crude protein content

    Microsoft Academic Search

    A. Ph. Vries; D. L. C. Brinkhorst Swan

    1986-01-01

    Starting with two heterogeneous F2 populations, each based on 20 cross combinations, different types of selection were applied for four consecutive selection cycles. Three of the selection procedures involved crude protein content (CP) and are presented in this paper. They were selection for high CP (HP), selection for low CP (LP) and independent culling levels selection for high CP and

  6. An Evaluation of the Efficacy of a Combined Content and Methods Course in Physical Science for Students in Elementary Education.

    ERIC Educational Resources Information Center

    Griffiths, Richard William

    Reported is a study to evaluate the outcomes of a combined content and methods course in terms of the previously stated objectives. The objectives for the combined course were placed into categories under the headings of content knowledge, valence factors (including motivation, confidence, and positive attitude toward science), and teaching

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

    ERIC Educational Resources Information Center

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

    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…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

    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,…

  9. The Impact of Globalization and Technology on Teaching Business Communication: Reframing and Enlarging World View, Methods, and Content

    ERIC Educational Resources Information Center

    Berry, Priscilla

    2013-01-01

    This paper explores the current paradigm shift in the use of technology in the classroom, which is occurring because of technology explosion in society, impact of globalization, necessary reframing, and enlarging of the world view, methods, and content to make business communication classes relevant. The question is whether the classroom should…

  10. Content as a Mode of Thinking, Teaching, & Learning One of the reasons that instructors tend to overemphasize "coverage" over "engaged

    E-print Network

    Hood, Craig

    like a biologist, we, at one and the same time, master the logic of the discipline called "Biology." When we master the logic of "Biology," we master the logic of biological thought. Content & Critical a logic which is defined by the same eight dimensions that define the thinking which produced

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

    ERIC Educational Resources Information Center

    Schwartz, Sydney L.; Copeland, Sherry M.

    2010-01-01

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

  12. Comparison of the Acquisition and Maintenance of Teaching Functional and Core Content Sight Words in Special and General Education Settings

    ERIC Educational Resources Information Center

    Collins, Belva C.; Evans, Abby; Creech-Galloway, Carey; Karl, Jennifer; Miller, Angela

    2007-01-01

    In this investigation, the acquisition of both functional and core content sight words was compared as replicated across three formats: direct massed trial instruction in a special education resource room, direct distributed trial instruction in a general education classroom, and embedded distributed trial instruction in a general education…

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

    ERIC Educational Resources Information Center

    Guerrero, Lourdes R.

    2009-01-01

    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…

  14. Teaching Science through Research.

    ERIC Educational Resources Information Center

    Hugerat, Muhamad; Zidani, Saleem; Kurtam, Naji

    2003-01-01

    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…

  15. Teaching Typography.

    ERIC Educational Resources Information Center

    Communication: Journalism Education Today, 1998

    1998-01-01

    Outlines nine objectives students should be able to accomplish after completing the activities in the unit on typography presented in the previous articles in this journal. Offers eight tips for teaching typography. Includes a short list of books about typography and a list of seven organizations. (SR)

  16. Applying the Emerging Provenance and Context Content Standard to Physical Objects in a Core Repository: A Use Case to Demonstrate Validity of Broader Community Adaptation

    NASA Astrophysics Data System (ADS)

    Hills, D. J.; Ramdeen, S.; Ramapriyan, H. K.

    2013-12-01

    The Data Stewardship Committee (DSC) within the Earth Science Information Partners' (ESIP) Federation helped in part to develop the emerging Provenance and Context Content Standard (PCCS). The focus of PCCS is on the 'what' that needs to be preserved, rather than the 'how.' The input to the development of the PCCS has been based on ESIP members' experience with NASA and NOAA missions. The intent has always been to identify a more comprehensive set of items to evolve a robust standard. PCCS development has primarily focused on satellite remote sensing data. However, the DSC recognizes the need to ensure coverage of other types of geoscience data to expand the applicability of PCCS throughout the geoscience data community. Here, we explore the viability of the current PCCS to application towards physical objects within a core repository. We apply the PCCS as a use case to a subset of the cores housed in the Geological Survey of Alabama's core collection. Although the term 'use case' may be used in different ways, here we are using the term to define an approach to develop the functional specifications of a system. The model or standard is carried through to design and implementation, and then applied to a particular situation to test the standard for applied use. The current PCCS has identified eight high-level categories, with several content items under each category being further defined. Information for these content items includes a definition and description, an indication of why the item needs to be preserved, quality criteria, and priority for preservation of the item. For the use case of applying PCCS to physical objects in a core repository, we examine the aspects of each item for relevance with respect to the collection. For example, under Category 1, Preflight/Pre-operations, currently identified content items include 'Instrument Description' and 'Preflight/pre-operational Calibration Data.' With respect to the GSA core repository, these might be mapped to 'Rig Type/Coring Method', and 'Location/Elevation/Tool Calibration.' Further investigation will be required to determine how to better define the content mappings. By taking each high-level category and mapping identified content items to content items within our core repository, we shall detail areas in which the emerging PCCS is robust and works well, and areas in which it is weaker and might need refinement or definition of additional categories or content items to be more broadly applied to a wider cross-section of geoscience data.

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

    ERIC Educational Resources Information Center

    Lehmann, Susan W.

    2010-01-01

    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

  18. Guide for Teaching Honors Physics 1-2. Fifth Edition.

    ERIC Educational Resources Information Center

    Rufolo, Daniel O.

    The guide has been revised to accommodate the adoption of "Physical Science Study Committee College Physics" as the basic textbook for this course. An introduction describes the scope and objectives of the course. Presented are suggestions for teaching the course, content, time allotment to topics, laboratory work, evaluation, materials and…

  19. Teaching Standards

    NSDL National Science Digital Library

    2001-01-01

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

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

    Microsoft Academic Search

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

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

  1. 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

    J. C. Oh; D. Mosse

    1998-01-01

    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

  2. From Stargazing to Science: The Value of Astro's "onomy" in Teaching the Content and Nature of Astronomy and Science

    NASA Astrophysics Data System (ADS)

    O'Donoghue, A. A.

    1997-12-01

    Students taking my introductory astronomy course have always expressed an interest in learning about the sky. For most of them this means they want to learn to recognize constellations, to learn ``the arrangement of the stars'' the meaning of the Greek roots astro and nemein that became the word astronomy. This interest of students, for many years devalued and ignored, actually provides a perfect opportunity to guide them from casual interest to scientific inquiry in a way similar to the progression of western science from the astronomy of the Greeks through the beginnings of physics with Galileo, Kepler and Newton, to modern astrophysics. I require students to observe and learn the constellations of the season. Initially the constellations are studied as the ``political map'' of the sky. The students learn the names and myths of the characters or objects they represent, and their prominent stars. To build the bridge to science, however, I also require them to perform the time-honored first step of scientific inquiry of accurately sketching what they see in their journal. Also, they must research and learn the ``physical map'' of the sky where each constellation outlines a ``column" of universe filled with stars, perhaps a planet or two, nebulae, galaxies, quasars the CBR, and expanding spacetime. Other observing assignments have students watching the moon wax from new to full with nightly observations, watching the motion of the point of sunset along the western horizon, and watching line from the Big Dipper's Pointer Stars to Polaris sweep out fifteen degrees per hour as Earth rotates on its axis. With each of these they confront the challenge of accurately conveying on two-dimensional paper what they see in the three-dimensional sky, they develop a habit of looking at the sky and noting positions of familiar objects, and they build a foundation of observing experience upon which the models of the universe that astrophysics offers can be built with some stability.

  3. Those Who Can, Teach.

    ERIC Educational Resources Information Center

    Barnes, Carol P., Ed.; Goodhue-McWilliams, Kenneth, Ed.

    Much of what teachers know about how to teach and how to conceptualize specific academic content is learned from their undergraduate professors. In 1990, California State University, Fullerton, received a grant from the Fund for the Improvement of Postsecondary Education (FIPSE), Project Teach, to improve the quality of instruction which…

  4. WITTENBERG UNIVERSITY STUDENT TEACHING

    E-print Network

    Bogaerts, Steven

    , and expectations of those involved in the student teaching experience. The Wittenberg Education Department and children toward the education of our future teachers. TABLE OF CONTENTS MISSION OF THE TEACHER EDUCATION1 WITTENBERG UNIVERSITY STUDENT TEACHING HANDBOOK 2012-13 MISSION OF THE TEACHER EDUCATION PROGRAM

  5. Are We Teaching Science?

    ERIC Educational Resources Information Center

    Haber-Schaim, Uri

    1983-01-01

    Discusses several practices in teaching physics that are of dubious merit, such as stressing vocabulary and stressing content over process. Suggests several alternate approaches to make physics teaching more interesting. Includes several issues affecting the quality of science education which involve general school policy. (JN)

  6. The Teaching Standards Movement and Current Teaching Practices

    ERIC Educational Resources Information Center

    Beck, Clive; Hart, Doug; Kosnik, Clare

    2004-01-01

    In contrast to curriculum standards initiatives, the teaching standards movement advocates a broad teaching approach that includes teaching for understanding, skills development in context, collaborative activities, and diversity of content and method. Using this conceptualization to analyze teachers' responses to a survey, we found that their…

  7. Teaching Children Science. Second Edition.

    ERIC Educational Resources Information Center

    Abruscato, Joseph

    This book focuses on science teaching at the elementary school level. It includes chapters dealing with various science content areas and teaching processes including: (1) what is science; (2) why teach science; (3) process skills as a foundation for unit and lesson planning; (4) how to plan learning units, daily lessons, and assessment…

  8. Evidence that Teacher Interactions with Pedagogical Contexts Facilitate Chemistry-Content Learning in K-8 Professional Development

    NASA Astrophysics Data System (ADS)

    Van Duzor, Andrea Gay

    2012-08-01

    In many innovative science content professional development (PD) courses for teachers, science concepts are situated within pedagogical contexts, or in other words, science content is incorporated within contexts relevant to teaching and student learning. Pedagogical contexts are often used because they are believed to be engaging for teachers and to support content transfer to the classroom. However, few studies have investigated how pedagogical contexts serve to impact teacher engagement and science content learning. This qualitative case study examined K-8 in-service teachers' interactions with pedagogical contexts in a chemistry PD course. Findings indicate that teachers': (1) contribution of teaching experiences helped create a collegial learning environment, (2) sharing of concerns from classroom teaching directed content discussion and learning objectives, and (3) reflection on teacher and learner roles in the PD classroom led to persistence in chemistry-content learning. Implications for PD instructor use of pedagogical contexts in science content based PD are discussed.

  9. Graduate Student Attitudes toward Professor Pedagogical Content Knowledge, Transformational Teaching Practices, Student-Professor Engagement in Learning, and Student Deep Learning in Worldwide Business and Education Programs

    ERIC Educational Resources Information Center

    Economos, Jennifer Lynn

    2013-01-01

    Some professors are expected to remain competitive research scholars, as well as teach, particularly in research-intensive universities. It has been argued that some professors spend too much time on research to obtain institutional incentives or promotion, and not enough time on teaching. Consequently, some adjuncts assume the responsibility for…

  10. Students' Perceptions of Teaching in Context-Based and Traditional Chemistry Classrooms: Comparing Content, Learning Activities, and Interpersonal Perspectives

    ERIC Educational Resources Information Center

    Overman, Michelle; Vermunt, Jan D.; Meijer, Paulien C.; Bulte, Astrid M. W.; Brekelmans, Mieke

    2014-01-01

    Context-based curriculum reforms in chemistry education are thought to bring greater diversity to the ways in which chemistry teachers organize their teaching. First and foremost, students are expected to perceive this diversity. However, empirical research on how students perceive their teacher's teaching in context-based chemistry…

  11. Teaching about the Constitution: Relationships between Teachers' Subject Matter Knowledge, Pedagogic Beliefs and Instructional Decision Making regarding Selection of Content, Materials, and Activities. Summary of Research Findings.

    ERIC Educational Resources Information Center

    Hyland, John T.

    Importance of the Constitution as the supreme law of the land and the reported failure of the United States youth to have been genuinely educated about the Constitution raises questions regarding teaching. One concerns what teachers know about the Constitution and the other is what they believe about teaching. This study investigates these…

  12. Two Conferences on Chinese Linguistics. 1966: Computers and Chinese Linguistic Research; 1967: Problems of Content and Form in the Teaching of Chinese.

    ERIC Educational Resources Information Center

    Mote, F.W., Ed.

    The two Chinese Linguistics Conferences held at Princeton in October 1966 and 1967 treated respectively (1) the relevance and specific application of computer methods to the problems of Chinese Linguistics and (2) a series of interrelated problems in teaching Chinese--dictionaries, courses in classical Chinese, and methods of teaching and…

  13. ENGLISH LITERATURE TEACHING METHODOLOGY PROGRAM TEACHING ENGLISH TRAINING PROGRAM

    E-print Network

    Haykin, Simon

    Objective The course is designed for those who are teaching English as a foreign language in their homeENGLISH LITERATURE TEACHING METHODOLOGY PROGRAM TEACHING ENGLISH TRAINING PROGRAM Office ­the 14th Canadian to ever win the prestigious award MCMASTER UNIVERSITY "The English Language Program

  14. [Behavioral Objectives in English.

    ERIC Educational Resources Information Center

    Meade, Richard; And Others

    1970-01-01

    This edition of the "Virginia English Bulletin" is devoted primarily to articles about behavioral objectives and the teaching of English. In "Behavioral Objectives for English?" Richard A. Meade argues that these objectives ought to include the acquisition not only of skills and knowledge but also of understandings, insights, and feelings. He also…

  15. Teach Them to Fish

    NSDL National Science Digital Library

    2006-01-01

    Hector Ibarra observes that the sixth- and seventh-grade students that he teaches are active learners. Guided inquiry enables them to learn content as they carry out investigations--an almost daily activity. Student achievement is higher when both the concrete content and the inquiry investigations are a part of the science classroom. This free selection from Exemplary Science in Grades 5-8 includes a Contents, Introduction, and References section.

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

    ERIC Educational Resources Information Center

    Gonen, Selahattin; Basaran, Bulent

    2013-01-01

    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…

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

    Microsoft Academic Search

    Audrey C. Rule; Samantha Baldwin; Robert Schell

    2008-01-01

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

  18. 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."

  19. Teaching Educational Psychology in an Online Environment

    ERIC Educational Resources Information Center

    Verdi, Michael P.; Johnson, Janet T.

    2005-01-01

    According to David Berliner (1992), Regents Professor and noted expert in teaching educational psychology, the goal of teaching educational psychology is to influence the practice of teaching. Whether it is teaching preservice teachers how to motivate their students or how to write appropriate behavioral objectives and lesson plans, educational…

  20. Reinvigorating Introductory Biology: A Theme-based, Investigative Approach To Teaching Biology Majors.

    ERIC Educational Resources Information Center

    Norton, Cynthia G.; Gildensoph, Lynne H.; Phillips, Martha M.; Wygal, Deborah D.; Olson, Kurt H.; Pellegrini, John J.; Tweeten, Kathleen A.

    1997-01-01

    Describes the reform of an introductory biology curriculum to reverse high attrition rates. Objectives include fostering self-directed learning, emphasizing process over content, and offering laboratory experiences that model the way to acquire scientific knowledge. Teaching methods include discussion, group mentoring, laboratory sections, and…

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

    ERIC Educational Resources Information Center

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

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

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

    ERIC Educational Resources Information Center

    Otero, George G.; Smith, Gary R.

    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…

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

    ERIC Educational Resources Information Center

    Lamy, Steven L.; And Others

    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…

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

    ERIC Educational Resources Information Center

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

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

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

    NSDL National Science Digital Library

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

  6. Intertwining Digital Content and a One-to-One Laptop Environment in Teaching and Learning: Lessons from the Time to Know Program

    ERIC Educational Resources Information Center

    Rosen, Yigal; Beck-Hill, Dawne

    2012-01-01

    This study provides a comprehensive look at a constructivist one-to-one computing program's effects on teaching and learning practices as well as student learning achievements. The study participants were 476 fourth and fifth grade students and their teachers from four elementary schools from a school district in the Dallas, Texas, area. Findings…

  7. Reordering American Constitutional Law Teaching.

    ERIC Educational Resources Information Center

    Gerber, Scott D.

    1994-01-01

    Maintains that constitutional law is the cornerstone of an undergraduate public law curriculum. Asserts that there is a welcome trend toward teaching the subject over a two-semester sequence, instead of only one. Describes course content and teaching strategies used in a college constitutional law course. (CFR)

  8. Collegiality and Better Science Teaching

    ERIC Educational Resources Information Center

    Weiser, Brenda

    2012-01-01

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

  9. An Introduction to Numeracy Teaching.

    ERIC Educational Resources Information Center

    Adult Literacy and Basic Skills Unit, London (England).

    This book provides practical ideas and information for volunteer tutors and teachers about teaching numeracy, as well as a reference section that concentrates on specific content areas. The first part of the book considers teaching techniques, the planning and presentation of numeracy material, evaluation of progress, reinforcement of newly…

  10. Teaching Shakespeare.

    ERIC Educational Resources Information Center

    Davis, James E., Ed.

    1976-01-01

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

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

    ERIC Educational Resources Information Center

    Pawan, Faridah; Ortloff, Jeremy H.

    2011-01-01

    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…

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

    ERIC Educational Resources Information Center

    Ebert, Christine L.; Risacher, Billie F.

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

  13. ANNUAL FALL SEMESTER The Teaching Orientation Program

    E-print Network

    Kavanagh, Karen L.

    .................................................................................................... back cover TABLE OF CONTENTS TA/TM Day is presented by the Teaching and Learning Centre in cooperation) Closing Remarks and Logistics Christine Kurbis, Program Coordinator Teaching and Learning Centre 9 in cooperation with the Dean of Graduate Studies Office and with consultation from the Teaching Support Staff

  14. The Popcorn Book: A Diagnostic Teaching Unit.

    ERIC Educational Resources Information Center

    Bock, Marjorie A.; Barger, Rita.

    1998-01-01

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

  15. How Students Learn and How Teachers Teach

    NSDL National Science Digital Library

    Angelo Collins

    2002-01-01

    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.

  16. An Analysis of the Content and Questions of the Physics Textbooks of the Basic Education Level (Ages 13-15) in Libya.

    ERIC Educational Resources Information Center

    Khoja, Suleiman; Ventura, Frank

    1997-01-01

    Determines the extent physics textbooks contribute to physics teaching objectives and knowledge acquisition in Libya. Analysis of seventh- through ninth-grade physics textbooks and cognitive demand shows a limited effect of textbook content on knowledge acquisition and educational objectives. Suggestions are made for promoting the acquisition of…

  17. My Teaching Philosophy

    ERIC Educational Resources Information Center

    Mambetaliev, Askarbek

    2007-01-01

    Since the collapse of the Soviet Union the Ministry of Education of the Kyrgyz Republic has included a few social science disciplines in the list of the Educational State Standards, though the content of these subjects and teaching methodologies are still weak. One of the problems, which I constantly face in Kyrgyzstan when developing a new…

  18. Teaching Science through Story

    ERIC Educational Resources Information Center

    Horton, Jessica

    2013-01-01

    Children find comfort in stories. They are familiar, accessible and entertaining. By teaching science through narratives, we can provide that same comfort and access to scientific content to children of all ages. In this article, I will discuss how, through the use of narratives in science instruction, we can provide students with a deeper…

  19. Teaching Mathematics Using Steplets

    ERIC Educational Resources Information Center

    Bringslid, Odd; Norstein, Anne

    2008-01-01

    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…

  20. Developing Content Knowledge in Students Through Explicit Teaching of the Nature of Science: Influences of Goal Setting and Self-Monitoring

    NASA Astrophysics Data System (ADS)

    Peters, Erin E.

    2012-06-01

    Knowledge about the nature of science has been advocated as an important component of science because it provides a framework on which the students can incorporate content knowledge. However, little empirical evidence has been provided that links nature of science knowledge with content knowledge. The purpose of this mixed method study was to determine if both nature of science knowledge and content knowledge could be increased with an explicit, reflective nature of science intervention utilizing self-regulation over an implicit group. Results showed that the explicit group significantly outperformed the implicit group on both nature of science and content knowledge assessments. Students in the explicit group also demonstrated a greater use of detail in their inquiry work and reported a higher respect for evidence in making conclusions than the implicit group. Implications suggest that science educators could enhance nature of science instruction using goal setting and self-monitoring of student work during inquiry lessons.

  1. Teaching the Human Dimension of Science

    ERIC Educational Resources Information Center

    Farland-Smith, Donna; McComas, William

    2009-01-01

    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…

  2. Learner-Centered Teaching: Five Key Changes to Practice. The Jossey-Bass Higher and Adult Education Series.

    ERIC Educational Resources Information Center

    Weimer, Maryellen

    This book focuses on learner-centered instruction in college and university classrooms, presenting the meaning, practice, and ramifications of this approach and explaining how it transforms the college classroom environment. The book shows how to tie teaching and curriculum to the process and objectives of learning rather than to the content

  3. An Integrated Strategy for Teaching Biochemistry to Biotechnology Specialty Students

    ERIC Educational Resources Information Center

    Ouyang, Liming; Ou, Ling; Zhang, Yuanxing

    2007-01-01

    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…

  4. Object extraction Object extraction

    E-print Network

    Giger, Christine

    (is a grass-roof a vegetation area?) · object ontologies are hierarchical (tree / forrest / vegetation · buildings · vegetation · roads #12;Interactive object extraction #12;Interactive object extraction angles in man-made structures · measurement accuracy of human operator is lower than that of automatic

  5. Object-based modeling, identification, and labeling of medical images for content-based retrieval by querying on intervals of attribute values

    NASA Astrophysics Data System (ADS)

    Thies, Christian; Ostwald, Tamara; Fischer, Benedikt; Lehmann, Thomas M.

    2005-04-01

    The classification and measuring of objects in medical images is important in radiological diagnostics and education, especially when using large databases as knowledge resources, for instance a picture archiving and communication system (PACS). The main challenge is the modeling of medical knowledge and the diagnostic context to label the sought objects. This task is referred to as closing the semantic gap between low-level pixel information and high level application knowledge. This work describes an approach which allows labeling of a-priori unknown objects in an intuitive way. Our approach consists of four main components. At first an image is completely decomposed into all visually relevant partitions on different scales. This provides a hierarchical organized set of regions. Afterwards, for each of the obtained regions a set of descriptive features is computed. In this data structure objects are represented by regions with characteristic attributes. The actual object identification is the formulation of a query. It consists of attributes on which intervals are defined describing those regions that correspond to the sought objects. Since the objects are a-priori unknown, they are described by a medical expert by means of an intuitive graphical user interface (GUI). This GUI is the fourth component. It enables complex object definitions by browsing the data structure and examinating the attributes to formulate the query. The query is executed and if the sought objects have not been identified its parameterization is refined. By using this heuristic approach, object models for hand radiographs have been developed to extract bones from a single hand in different anatomical contexts. This demonstrates the applicability of the labeling concept. By using a rule for metacarpal bones on a series of 105 images, this type of bone could be retrieved with a precision of 0.53 % and a recall of 0.6%.

  6. Teaching Reform and Practice of the Provincial-Level Quality Course: Quantum Mechanics

    ERIC Educational Resources Information Center

    Wang, Hongmei

    2010-01-01

    According to the actuality of Dezhou University, some useful reforms in teaching content, teaching method, and teaching measure are introduced, combining with the characteristics of the course of quantum mechanism in this article.

  7. 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.

  8. A Study to Determine the Degree of Agreement on the Content and Objectives for Preparation in Communication for Business Students at the Collegiate Level.

    ERIC Educational Resources Information Center

    Hansen, Richard Carl

    The author studied the degree of agreement between selected groups of businessmen and educators on the level of communication skills necessary for satisfactory performance in a business career. The findings of this study were based on data collected from 109 businessmen and 127 educators. A list of statements concerning course content and…

  9. Teaching Writing

    ERIC Educational Resources Information Center

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

    2013-01-01

    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…

  10. Teaching Listening

    ERIC Educational Resources Information Center

    Nemtchinova, Ekaterina

    2013-01-01

    Ekaterina Nemtchinova's book "Teaching Listening" explores different approaches to teaching listening in second language classrooms. Presenting up-to-date research and theoretical issues associated with second language listening, Nemtchinova explains how these new findings inform everyday teaching and offers practical suggestions…

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

    PubMed Central

    Chilkoti, Geetanjali; Wadhwa, Rachna; Kumar, Ashok

    2015-01-01

    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. PMID:25558202

  12. Improving Skills of Teaching Assistants.

    ERIC Educational Resources Information Center

    Sheehan, Jacqueline; And Others

    The Graduate Assistant Orientation at New Mexico State University is described. The objective of the orientation is to provide teaching assistants (TAs) with excellent role models for university teaching. The orientation, which is voluntary, communicates to TAs that feelings of uncertainty are understood by the staff. The manner in which the…

  13. Teaching about Modern Germany: Instructional Materials for the Social Studies Classroom. Correlation Charts Indicating Content and Skills Addressed by Each Lesson.

    ERIC Educational Resources Information Center

    Goethe House, New York, NY.

    This instructional booklet for the social studies classroom is a companion to a series about modern day Germany. The materials describe the documents in the series and present correlation charts for content and skills: (1) "A Kid Like Me across the Sea"; (2) "Communities and Regions"; (3) "Overview of Germany"; (4) "Germany in Europe"; (5)…

  14. 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

    Walsh, Joan E.; Taylor, Cecelia Monat

    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…

  15. The Development of a Content Analysis Instrument for Analyzing College-Level Textbooks Used in the United States To Teach about the Middle East.

    ERIC Educational Resources Information Center

    Al-Bataineh, Adel T.

    A content analysis instrument was developed to help educators select textbooks that deal with the Middle East and reflect the goals and standards published by UNESCO and the National Councils for Social Studies, Geography, and World History. Fifty-five goals and standards were identified from those published by the four organizations. Sixty…

  16. Teaching Strategies to Create Visual Representations of Key Ideas in Content Area Text Materials: A Long-Term Intervention Inserted in School Curriculum.

    ERIC Educational Resources Information Center

    Vidal-Abarca, Eduardo; Gilabert, Ramiro

    1995-01-01

    Describes a long-term project where middle school students were taught to visually represent key text ideas through idea-mapping techniques. Instruction was inserted in the content area curriculum along with regular textbooks and supplementary material. Positive effects were found in recall, comprehension, and learning. (MJP)

  17. Medical continuing education: reform of teaching methods about high altitude disease in China.

    PubMed

    Luo, Yongjun; Zhou, Qiquan; Huang, Jianjun; Luo, Rong; Yang, Xiaohong; Gao, Yuqi

    2013-06-01

    The purpose of high altitude continuing medical education is to adapt knowledge and skills for practical application on the plateau. Most trainees have experience with academic education and grassroots work experience on the plateau, so they want knowledge about new advances in the pathogenesis, diagnosis, and treatment of high altitude disease. As such, traditional classroom teaching methods are not useful to them. Training objects, content, and methods should attempt to conduct a variety of teaching practices. Through continuing medical education on high altitude disease, the authors seek to change the traditional teaching model away from a single classroom and traditional written examinations to expand trainees' abilities. These innovative methods of training can improve both the quality of teaching and students' abilities to prevent and treat acute mountain sickness, high altitude pulmonary edema, high altitude cerebral edema, and chronic mountain sickness to increase the quality of high altitude medical care. PMID:23795740

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

    ERIC Educational Resources Information Center

    Dynneson, Thomas L.

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

  19. Teaching Chemical Engineers about Teaching

    ERIC Educational Resources Information Center

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

    2013-01-01

    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…

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

    PubMed Central

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

    2015-01-01

    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. PMID:25699105

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

    Microsoft Academic Search

    Caiyun Gao; Qingjun Li

    2010-01-01

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

  2. Using Knowledge Packets in Teacher Education to Develop Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    Ward, Phillip; Ayvazo, Shiri; Lehwald, Harry

    2014-01-01

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

  3. Teaching Unit: Japan.

    ERIC Educational Resources Information Center

    Evans, Dina

    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…

  4. Developing Preservice Teachers' Knowledge of Science Teaching through Video Clubs

    ERIC Educational Resources Information Center

    Johnson, Heather J.; Cotterman, Michelle E.

    2015-01-01

    Though an adequate understanding of content is a natural prerequisite of teaching (Carlsen in "Journal of Research in Science Teaching" 30:471-481, 1993), teachers also need to be able to interpret content in ways that facilitate student learning. How to best support novice teachers in developing and refining their content knowledge for…

  5. Measuring teaching effectiveness--or not.

    PubMed

    Shaw, Graham P

    2013-01-01

    Faculty in the present-day academic medicine environment are expected to perform multiple functions, notably, the provision of high-quality teaching to the medical professionals of tomorrow. However, evaluating the effectiveness of this teaching is particularly difficult. Student evaluations of teaching, despite their many flaws, are widely used as a convenient tool to measure teaching effectiveness. Administrators continue to routinely use student evaluation of teaching surveys in faculty retention/promotion and merit pay decisions. This practice should be reevaluated since it may have unintended consequences, such as grade inflation and content debasement, and may contribute to faculty leaving the institution and even the profession. A more valid, reliable, and formative protocol for the evaluation of genuine teaching effectiveness needs to be developed as a matter of some urgency. In this review, alternatives to the student evaluation of teaching are explored to better measure true teaching effectiveness. PMID:23328860

  6. Goal Oriented Teaching Exercise (G.O.T.E.): Methodology for Measuring the Effects of Teaching Strategies.

    ERIC Educational Resources Information Center

    Hill, Russell A.; And Others

    To test the effectiveness of the Goal Oriented Teaching Exercise (GOTE), a six-day unit for measuring the effects of teaching strategies, four junior high school teachers received a teachers manual, information on instructional goals and subject content, and sample test questions all keyed to a content grid (formed by six content topics and two…

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

    ERIC Educational Resources Information Center

    Xinogalos, Stelios; Satratzemi, Maya; Dagdilelis, Vassilios

    2006-01-01

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

  8. Pedagogical Declarations: Feminist Engagements with the Teaching Statement

    ERIC Educational Resources Information Center

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

    2014-01-01

    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…

  9. An Introduction to Teaching Vocational Technical Education, a Pre-Service Teacher Training Course for Potential Vocational Teachers in Minnesota. Final Report, Appendix A.

    ERIC Educational Resources Information Center

    Wick, S.K.; Kavanaugh, W.A.

    This appendix to VT 005 767 is a curriculum guide for a 24 hour preservice course, utilizing film, video tape, and seminar-discussion, for vocational teachers prior to initial teaching. The contents include: (1) course objectives, (2) 12 unit outlines, (3) instructional and resource materials list for each unit, (4) a list of leader's and…

  10. Development and Initial Validation of a Scale to Measure Instructors' Attitudes toward Concept-Based Teaching of Introductory Statistics in the Health and Behavioral Sciences

    Microsoft Academic Search

    Rossi A. Hassad; Anthony P. M. Coxon

    2010-01-01

    Despite more than a decade of reform efforts, students continue to experience difficulty understanding and applying statistical concepts. The predominant focus of reform has been on content, pedagogy, technology and assessment, with little attention to instructor characteristics. However, there is strong theoretical and empirical evidence that instructors' attitudes impact the quality of teaching and learning. The objective of this study

  11. Development and Validation of a Scale for Measuring Instructors' Attitudes toward Concept-Based or Reform-Oriented Teaching of Introductory Statistics in the Health and Behavioral Sciences

    Microsoft Academic Search

    Rossi A. Hassad

    2010-01-01

    Despite more than a decade of reform efforts, students continue to experience difficulty understanding and applying statistical concepts. The predominant focus of reform has been on content, pedagogy, technology and assessment, with little attention to instructor characteristics. However, there is strong theoretical and empirical evidence that instructors' attitudes impact the quality of teaching and learning. The objective of this study

  12. Content in Health Education.

    ERIC Educational Resources Information Center

    Health Education (Washington D.C.), 1985

    1985-01-01

    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"…

  13. What to Teach?

    PubMed Central

    Budin, Wendy C.

    2014-01-01

    In this column, the editor of The Journal of Perinatal Education discusses why Lamaze International conducts a comprehensive job analysis of what childbirth educators are teaching and their beliefs of what is important for pregnant women and their partners to learn. The editor also describes the contents of this issue, which offer a broad range of resources, research, and inspiration for childbirth educators in their efforts to promote, support, and protect natural, safe, and healthy birth. PMID:24839379

  14. Gains in Content Knowledge, Confidence and Comfort Levels from a Physical Science Course

    NASA Astrophysics Data System (ADS)

    van Wormer, Laura; Sorrick, Roxanne

    2009-10-01

    Physical Science for Everyday Thinking (PSET) is a guided inquiry approach to teaching physical science. Pre and post survey data were collected during four years of using PSET. The course was taught in an intensive format at a small, private liberal arts college; at least half the students were education majors. The surveys assessed content knowledge and confidence in the answers, attitudes toward science and understanding of the process of learning science. Analysis indicated significant increases in content knowledge, confidence in content knowledge and comfort levels with physical science; also significant changes in identification as a science person, what is a fact, objectivity of scientists and science as a solitary pursuit.

  15. Teaching Vocabulary

    ERIC Educational Resources Information Center

    Lessard-Clouston, M.

    2013-01-01

    Vocabulary is central to English language teaching. Without sufficient vocabulary, students cannot understand others or express their own ideas. Teachers who find the task of teaching English vocabulary a little daunting are not alone! This book presents important issues from recent vocabulary research and theory so that teachers may approach…

  16. Creating the First SCORM Object

    ERIC Educational Resources Information Center

    Gonzalez-Barbone, Victor; Anido-Rifon, Luis

    2008-01-01

    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…

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

    NASA Astrophysics Data System (ADS)

    Kandi, Kamala M.

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

  18. Handbook of College Science Teaching

    NSDL National Science Digital Library

    2006-01-01

    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.

  19. Content Knowledge, Creativity and Technology

    Microsoft Academic Search

    Wei-Chi Yang

    It is always debatable how much math content knowledge we expect from a future math teacher before he or she starts teaching. Many educators do not agree that we solely rely on examinations to test one's mathematical knowledge, which gives reasons for stu¢ ng lots of contents into a math curriculum. The real question is how a person can build

  20. Authentic Teaching Experiences in Secondary Mathematics Methods

    ERIC Educational Resources Information Center

    Stickles, Paula R.

    2015-01-01

    Often secondary mathematics methods courses include classroom peer teaching, but many pre-service teachers find it challenging to teach their classmate peers as there are no discipline issues and little mathematical discourse as the "students" know the content. We will share a recent change in our methods course where pre-service…

  1. Teaching Understanding and Developing Critical Thinking.

    ERIC Educational Resources Information Center

    Eulie, Joseph

    1988-01-01

    Examines the relationship between teaching content or knowledge, and teaching the skills of critical thinking and problem solving. Presents key strategies to help students understand and develop critical thinking skills. Recommends use of the developmental lesson and provides several model lessons. (LS)

  2. A Model for Teaching Information Design

    ERIC Educational Resources Information Center

    Pettersson, Rune

    2011-01-01

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

  3. Welding. Performance Objectives. Basic Course.

    ERIC Educational Resources Information Center

    Vincent, Kenneth

    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…

  4. Project Approach: Teaching. Second Edition.

    ERIC Educational Resources Information Center

    Ho, Rose

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

  5. TEACHING AND LEARNING PORTFOLIOS: THOUGHTFULLY PRESENTING YOURSELF FOR A

    E-print Network

    Liblit, Ben

    TEACHING AND LEARNING PORTFOLIOS: THOUGHTFULLY PRESENTING YOURSELF FOR A SUCCESSFUL FACULTY CAREER A GUIDEBOOK A teaching and learning portfolio serves in partial fulfillment of the requirements for a Delta of Contents WHAT IS A TEACHING PORTFOLIO? 1 WHY SHOULD I INVEST TIME IN A PORTFOLIO? 2 HOW DO I IDENTIFY MY

  6. Student perception of caring teaching in physical education

    Microsoft Academic Search

    Anne Larson

    2006-01-01

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

  7. Graduate Students' Perspectives on Effective Teaching

    ERIC Educational Resources Information Center

    Hill, Lilian H.

    2014-01-01

    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…

  8. Teaching Politics: Techniques & Technologies

    NSDL National Science Digital Library

    Ball, William J.

    1999-01-01

    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.

  9. Teaching Backpacking.

    ERIC Educational Resources Information Center

    Felton, Harry F.

    1980-01-01

    A backpacking course offered at the Pennsylvania State University teaches safety and proper use of equipment. This well planned course resulted in an appreciation for the outdoors, ecological awareness, self-reliance, and attainment of new experiences and skills. (CJ)

  10. Telepresent Teaching.

    ERIC Educational Resources Information Center

    Windelborn, Augden

    2000-01-01

    Discusses possibilities for the application of telepresence to physics and teaching. Telepresence allows a computer user to effectively be present at some other location through the use of remote cameras, sensors, and controls. (WRM)

  11. Teaching Telescopes

    ERIC Educational Resources Information Center

    Reid, John S.

    1974-01-01

    Discusses experience of teaching optical experiments with emphasis upon the student's design and construction of refracting and reflecting telescopes. Concludes that the student's interest and acquired knowledge are greatly enhanced through the use of realistic experiments. (CC)

  12. Teaching Teachers in General Practice

    ERIC Educational Resources Information Center

    Wright, H. J.; Knox, J. D. E.

    1977-01-01

    A short, intensive teacher training course for general practitioners is described, including its aims, context and content, and assessment of its effectiveness. Focus is on the need for training doctors with expertise in teaching, combined with an ability to assess patients' psychosocial as well as physical problems. (LBH)

  13. Teaching Soft Skills Employers Need

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  14. Teaching Resource Guide Center for Teaching Excellence

    E-print Network

    Aydilek, Ahmet

    Teaching Resource Guide 2013-2014 Center for Teaching Excellence Office of Undergraduate Studies for Teaching Excellence Reproduce with permission only Center for Teaching Excellence, University of Maryland important contributions to undergraduate student learning and to the commitment to excellence in teaching

  15. Social Studies Instructional Objectives, K-12.

    ERIC Educational Resources Information Center

    Minneapolis Public Schools, Minn. Dept. of Social Studies.

    Knowledge objectives, skill and process objectives, and affective objectives are given for teaching K-12 social studies. Knowledge objectives are provided that help students to function rationally and humanely through a reservoir of data, ideas, concepts, generalizations, and theories in combination with thinking, valuing, and social…

  16. Discussion on Reformation of Biotechnological Pharmacy Experimental Teaching

    NASA Astrophysics Data System (ADS)

    Wen, Zhang; Yanjun, Li; Qiao, Zeng

    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.

  17. Teaching plastic surgery from different perspectives.

    PubMed

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

    2012-06-01

    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

  18. Multimedia content description framework

    NASA Technical Reports Server (NTRS)

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

    2003-01-01

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

  19. Content Area Reading and Learning: Instructional Strategies.

    ERIC Educational Resources Information Center

    Lapp, Diane; And Others

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

  20. Faculty Views on the Appropriateness of Teaching Undergraduate Psychology Courses Online

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Neumann, Dave

    2010-01-01

    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…

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

    PubMed

    Xing, Wanjin; Mo, Morigen; Su, Huimin

    2014-07-01

    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

  3. A Constructive Teaching Model in Learning Research Concept for English Language Teaching Students

    ERIC Educational Resources Information Center

    Anwar, Khoirul

    2015-01-01

    This is a study to focus on analyzing the use of constructive teaching method toward the students' motivation in learning content subject of Introduction to Research of English Language Teaching. By using a mix-method of qualitative and quantitative analysis, the data are collected by using questionnaire and classroom observation. The…

  4. Teaching for Content: Greek Mythology in French.

    ERIC Educational Resources Information Center

    Giauque, Gerald S.

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

  5. Personal Ad Content Analysis Teaches Statistical Applications.

    ERIC Educational Resources Information Center

    Rajecki, D. W.

    2002-01-01

    Focuses on an undergraduate student project which asked students to write a paper based on their examination of age preferences indicated by writers of personal advertisements appearing in newspapers. Reports on the student responses to this project using a questionnaire. Examines the student scores on the final examination for the course. (CMK)

  6. The Middle East Content Priority Teaching Guide.

    ERIC Educational Resources Information Center

    Fix, Jerrold E.

    Variations of a social studies unit on Middle Eastern culture, history, and geography are presented to aid secondary school classroom teachers as they develop and implement Middle Eastern area studies educational programs. The guide is presented in four parts, each of which represents one version of the unit. Teachers are directed to select the…

  7. Teaching quality improvement.

    PubMed

    Murray, Marry Ellen; Douglas, Stephen; Girdley, Diana; Jarzemsky, Paula

    2010-08-01

    Practicing nurses are required to engage in quality improvement work as a part of their clinical practice, but few undergraduate nursing education programs offer course work and applied experience in this area. This article presents a description of class content and teaching strategies, assignments, and evaluation strategies designed to achieve the Quality and Safety Education in Nursing competencies related to quality improvement and interdisciplinary teams. Students demonstrate their application of the quality improvement process by designing and implementing a small-scale quality improvement project that they report in storyboard format on a virtual conference Web site. PMID:20438027

  8. The Effects of The Content Enhancement Model in College Algebra

    E-print Network

    VanCleave, Janet Milleret

    2010-04-26

    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...

  9. Interaction Design Methods in Fashion Design Teaching

    Microsoft Academic Search

    Lena Berglin; Sara Lotta Cederwall; Lars Hallnäs; Birgitta Jönsson; Anne Karine Kvaal; Lotta Lundstedt; Maria Nordström; Barbro Peterson; Clemens Thornquist

    The expressiveness of use is of focal interest in fashion design, which makes the perspective of act design important in learning\\/teaching. The objective of the project presented here was to introduce interaction design methods in fashion design teaching to make act design explicit throughout the different stages of the design process in a systematic manner; to develop a general workshop

  10. Teaching Practice: A Cross-Professional Perspective

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  11. Teaching Energy Awareness. Environmental Education Series.

    ERIC Educational Resources Information Center

    Gore, Patrick D.; And Others

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

  12. Teaching Development Geography: Observations from the Periphery.

    ERIC Educational Resources Information Center

    Wellings, Paul

    1983-01-01

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

  13. Using Forecasting to Teach Weather Science

    Microsoft Academic Search

    Y. Tsubota; T. Takahashi

    2009-01-01

    Weather affects our lives and hence, is a popular topic in daily conversations and in the media. Therefore, it is not only important to teach weather, but is also a good idea to use 'weather' as a topic in science teaching. Science education has two main objectives: to acquire scientific concepts and methods. Weather forecasting is an adequate theme to

  14. Ten Ways to Improve Graduate Teaching.

    ERIC Educational Resources Information Center

    Klemm, W. R.

    1988-01-01

    In graduate education, higher cognitive skills, scholarship, and research are being sacrificed to rote memory and encyclopedic knowledge. Ways that professors and administrators can improve graduate teaching include: define objectives, pick the right students and counsel them, restrict who can teach graduate students, provide students with a…

  15. Research Thinking Development by Teaching Archaeoastronomy

    NASA Astrophysics Data System (ADS)

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

    2006-08-01

    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.

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

    ERIC Educational Resources Information Center

    Morris, Raymond E.

    2012-01-01

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

  17. On Teaching.

    ERIC Educational Resources Information Center

    Shea, Mary Ann, Ed.

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

  18. Teaching Tennis

    ERIC Educational Resources Information Center

    Breag, Daniel

    2005-01-01

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

  19. Teaching Thinking.

    ERIC Educational Resources Information Center

    Chance, Paul

    1986-01-01

    As the world moves from the industrial age into the information age people become less dependent on basic facts and skills and more dependent on the ability to manipulate information. The higher level thinking skills that are needed in this new age must be taught in the schools. When selecting programs for teaching thinking, educators should…

  20. Aesthetic Teaching

    ERIC Educational Resources Information Center

    Pike, Mark A.

    2004-01-01

    Evidently, there are similarities between pictures and diagrams but essential features present in the former are conspicuously absent from the latter. The current obsession with effectiveness in teaching has reduced that which should be aesthetic and inspired to the wholly rational, diagrammatic and instrumental. Heidegger's ontology (theory of…

  1. Teaching Is . . .

    ERIC Educational Resources Information Center

    Harmin, Merrill; Gregory, Tom

    This book is an orientation to teaching designed to help establish a comfortable self-image and to develop appropriate skills. Readings and experiences are presented in the five-part text to aid in this orientation process. Part 1 discusses forming a group that functions as a support system, a human experience resource, and a source of feedback…

  2. Teaching Green

    ERIC Educational Resources Information Center

    Waters, John K.

    2011-01-01

    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,…

  3. Teaching Pronunciation

    ERIC Educational Resources Information Center

    Murphy, John

    2013-01-01

    Murphy provides a comprehensive overview of teaching pronunciation with a focus on thought groups and prominence. Understanding thought groups, or how speakers use clusters of words to best fit the communicative situation, is essential for clearer understanding of most components of English pronunciation that are teachable in ESL/EFL classrooms.…

  4. Teaching Tools.

    ERIC Educational Resources Information Center

    Punske, Lori, Comp.

    1992-01-01

    Reviews teaching materials for use in multicultural education. Materials described include posters, novels, picture books, toys, games, and curriculum packages. Topics include religious diversity, values, children's stories, bilingual literature, human rights, Native Americans, women's studies, multicultural art, immigrant students, gender equity,…

  5. Teaching Box: Essentials of Weather

    NSDL National Science Digital Library

    This Teaching Box is an online assembly of interrelated learning concepts, digital resources, education standards, and lesson plans that explore basic elements of weather. It is meant to provide an inquiry-based exploration of winds, clouds, and extreme weather events. It consists of an introductory activity and the following units: 'The ways of wind', 'Counting on clouds'; and a culminating activity. Each unit has a set of supporting concepts and education standards correlated to the National Science Education Standards and California State Science Content Standards, lesson plans to teach the concepts, and a summary list of resources used in the box.

  6. e-Learning Seoul National University e-Teaching & Learning

    E-print Network

    Bahk, Saewoong

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

  7. Psychiatrists' Role in Teaching Human Sexuality to Other Medical Specialties

    ERIC Educational Resources Information Center

    Dunn, Marian E.; Abulu, John

    2010-01-01

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

  8. Objective structured clinical examination in radiology

    PubMed Central

    Agarwal, Anurag; Batra, Bipin; Sood, AK; Ramakantan, Ravi; Bhargava, Satish K; Chidambaranathan, N; Indrajit, IK

    2010-01-01

    There is a growing need for introducing objective structured clinical examination (OSCE) as a part of radiology practical examinations in India. OSCE is an established, reliable, and effective multistation test for the assessment of practical professional skills in an objective and a transparent manner. In India, it has been successfully initiated and implemented in specialties like pediatrics, ophthalmology, and otolaryngology. Each OSCE station needs to have a pre-agreed “key-list” that contains a list of objective steps prepared for uniformly assessing the tasks given to students. Broadly, OSCE stations are classified as “manned” or “unmanned” stations. These stations may include procedure or pictorial or theory stations with clinical oriented contents. This article is one of a series of measures to initiate OSCE in radiology; it analyzes the attributes of OSCE stations and outlines the steps for implementing OSCE. Furthermore, important issues like the advantages of OSCE, its limitations, a strengths, weaknesses, opportunities, and threats (SWOT) analysis, and the timing of introduction of OSCE in radiology are also covered. The OSCE format in radiology and its stations needs to be validated, certified, and finalized before its use in examinations. This will need active participation and contribution from the academic radiology fraternity and inputs from faculty members of leading teaching institutions. Many workshops/meetings need to be conducted. Indeed, these collaborative measures will effectively sensitize universities, examiners, organizers, faculty, and students across India to OSCE and help successfully usher in this new format in radiology practical examinations. PMID:20607015

  9. Malcolm Roberts: Teaching Statement Teaching Philosophy

    E-print Network

    Roberts, Malcolm

    Malcolm Roberts: Teaching Statement Teaching Philosophy Teaching is very important to me. While requiring a great deal of energy, it also provides great rewards. From my first experience teaching English engineering students in Canada, much the same process takes place: first know and love your subject

  10. Harvard University Certificate of Distinction in Teaching (for outstanding teaching fellows, teaching assistants and course assistants)

    E-print Network

    Wolfe, Patrick J.

    Fall 2013 Harvard University Certificate of Distinction in Teaching (for outstanding teaching Jiannan Lu STAT 110 Brian C. Zhang STAT 110 Harvard University Certificate of Teaching Harvard University Certificate of Distinction in Teaching (for outstanding teaching fellows, teaching

  11. Who Is Teaching Psychopharmacology? Who Should Be Teaching Psychopharmacology?

    ERIC Educational Resources Information Center

    Dubovsky, Steven L.

    2005-01-01

    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…

  12. Using Food Experiences to Reinforce Academic Objectives.

    ERIC Educational Resources Information Center

    Harms, Thelma; Cryer, Deborah Reid

    The purpose of this manual is to link classroom food experiences for elementary school students to academic objectives in health, reading and language arts, mathematics, science, and social studies. Objectives, grade level, and food experience activities are listed for each lesson, which reinforce academic objectives and teach principles of good…

  13. Pedagogical Issues in Object Orientation.

    ERIC Educational Resources Information Center

    Nerur, Sridhar; Ramanujan, Sam; Kesh, Someswar

    2002-01-01

    Discusses the need for people with object-oriented (OO) skills, explains benefits of OO in software development, and addresses some of the difficulties in teaching OO. Topics include the evolution of programming languages; differences between OO and traditional approaches; differences from data modeling; and Unified Modeling Language (UML) and…

  14. Analysis of Engineering Content within Technology Education Programs

    ERIC Educational Resources Information Center

    Fantz, Todd D.; Katsioloudis, Petros J.

    2011-01-01

    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…

  15. Teaching Astronomy with Technology

    NASA Astrophysics Data System (ADS)

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

    2015-01-01

    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.

  16. Feedback & Objectives

    ERIC Educational Resources Information Center

    Butterworth, James R.

    1975-01-01

    Industrial objectives, if they are employee oriented, produce feedback, and the motivation derived from the feedback helps reduce turnover. Feedback is the power to clarify objectives, to stimulate communication, and to motivate people. (Author/MW)

  17. Coercion and Teaching: Further Reflections

    ERIC Educational Resources Information Center

    Hobson, P. R.

    1975-01-01

    In this rejoinder it is argued that the main objections advanced by Beran (AA 521 881) can be met if two important senses of the concepts of coercion and teaching are distinguished; these are called the "loose" and "tight" senses. (Editor/RK)

  18. Model Guides for Teaching Literature.

    ERIC Educational Resources Information Center

    Chandler, William J., Comp.; And Others

    GRADES OR AGES: K-12. SUBJECT MATTER: Literature. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into four main sections (K-3; 4-6; 7-9; 10-12) each with a suggested reading list and teaching guides for selected literature. The guide is offset printed and bound with a soft cover. OBJECTIVES AND ACTIVITIES: The guide materials are…

  19. Teaching Channel

    NSDL National Science Digital Library

    2013-01-01

    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."

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

    ERIC Educational Resources Information Center

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

    2005-01-01

    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

  1. Perspectives on learning, learning to teach and teaching elementary science

    NASA Astrophysics Data System (ADS)

    Avraamidou, Lucy

    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.

  2. Teaching Nature

    Microsoft Academic Search

    Jennifer L. Sundquist

    2010-01-01

    This paper contains the findings from a Needs Assessment conducted during the 2009-2010 school year at Sherrod Elementary in Palmer, Alaska, USA. The researcher wanted to know how the teaching of the Farm Education classes, conducted by AmeriCorps Volunteers, at the elementary school could be changed to better suit the needs of the school and the AmeriCorps Volunteer. This Needs

  3. 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.

  4. Core Competencies for Medical Teachers (KLM) – A Position Paper of the GMA Committee on Personal and Organizational Development in Teaching

    PubMed Central

    Görlitz, Anja; Ebert, Thomas; Bauer, Daniel; Grasl, Matthäus; Hofer, Matthias; Lammerding-Köppel, Maria; Fabry, Götz

    2015-01-01

    Recent developments in medical education have created increasing challenges for medical teachers which is why the majority of German medical schools already offer educational and instructional skills trainings for their teaching staff. However, to date no framework for educational core competencies for medical teachers exists that might serve as guidance for the qualification of the teaching faculty. Against the background of the discussion about competency based medical education and based upon the international literature, the GMA Committee for Faculty and Organizational Development in Teaching developed a model of core teaching competencies for medical teachers. This framework is designed not only to provide guidance with regard to individual qualification profiles but also to support further advancement of the content, training formats and evaluation of faculty development initiatives and thus, to establish uniform quality criteria for such initiatives in German-speaking medical schools. The model comprises a framework of six competency fields, subdivided into competency components and learning objectives. Additional examples of their use in medical teaching scenarios illustrate and clarify each specific teaching competency. The model has been designed for routine application in medical schools and is thought to be complemented consecutively by additional competencies for teachers with special duties and responsibilities in a future step.

  5. The Contents of My Backpack

    ERIC Educational Resources Information Center

    Goldman, Arthur

    2004-01-01

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

  6. Teaching the difficult-to-teach topics.

    PubMed

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

    2014-03-01

    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

  7. Teaching Science Through Inquiry

    NSDL National Science Digital Library

    Emily Morgan

    2007-01-01

    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.

  8. Teaching for Multiple Intelligences in Undergraduate Education

    NASA Astrophysics Data System (ADS)

    Denny, Margaret

    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.

  9. Technology in the Teaching of Neuroscence: Enhanced Student Learning

    NSDL National Science Digital Library

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

    2003-09-01

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

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

    ERIC Educational Resources Information Center

    Blatt, Benjamin; Greenberg, Larrie

    2007-01-01

    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…

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

    PubMed Central

    Lynch, Christopher; McConnell, Robert; Wilson, Nairn

    2012-01-01

    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

  12. They teach it more successfully

    Microsoft Academic Search

    Jose Reyes Ruiz-Gallardo; Arturo Valdés; Santiago Castaño

    2010-01-01

    Science education has been involved in a crisis due to the way in which teachers teach future teachers (McDermott, 1990; Bernal, 2005). During generations, students have been learning sciences as something already done, based on memorizing a number of contents or formulas that always give a correct answer (CUSE, 1997). Thus, Lederman y Abd-El-Khalick (1998) considered that is difficult that

  13. Student Teachers' Approaches to Teaching Biological Evolution

    NASA Astrophysics Data System (ADS)

    Borgerding, Lisa A.; Klein, Vanessa A.; Ghosh, Rajlakshmi; Eibel, Albert

    2015-06-01

    Evolution is fundamental to biology and scientific literacy, but teaching high school evolution is often difficult. Evolution teachers face several challenges including limited content knowledge, personal conflicts with evolution, expectations of resistance, concerns about students' conflicts with religion, and curricular constraints. Evolution teaching can be particularly challenging for student teachers who are just beginning to gain pedagogical knowledge and pedagogical content knowledge related to evolution teaching and who seek approval from university supervisors and cooperating teachers. Science teacher educators need to know how to best support student teachers as they broach the sometimes daunting task of teaching evolution within student teaching placements. This multiple case study report documents how three student teachers approached evolution instruction and what influenced their approaches. Data sources included student teacher interviews, field note observations for 4-5 days of evolution instruction, and evolution instructional artifacts. Data were analyzed using grounded theory approaches to develop individual cases and a cross-case analysis. Seven influences (state exams and standards, cooperating teacher, ideas about teaching and learning, concerns about evolution controversy, personal commitment to evolution, knowledge and preparation for teaching evolution, and own evolution learning experiences) were identified and compared across cases. Implications for science teacher preparation and future research are provided.

  14. Teaching Physics with Computers

    NASA Astrophysics Data System (ADS)

    Botet, R.; Trizac, E.

    2005-09-01

    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.

  15. Comparative analysis between the contents of astronomy between PC?s and proposed curriculum in south region

    NASA Astrophysics Data System (ADS)

    Albrecht, Evonir; Voelzke, Marcos Rincon

    2012-10-01

    Astronomy is a subject very motivating to students of Basic Education. The Teaching of Astronomy, which can be worked under the CTS approach is proposed by the National Curriculum. Starting from this premise are presented in this paper partial results of an doctoral research in progress. The objective is to analyze and compare the contents related to the proposed PCN's Astronomy and PCN+ and present in the curriculum proposals that guide the Basic Education in Southern Brazil. The methodological approach followed the assumptions of qualitative research. We used content analysis to make the comparison between the astronomical content present in each document. The reading of the proposals allows the comparison of the contents. The result is denoted a lack of clarity and specificity in the presentation of the contents of the curriculum proposals and disconnection with the PCN's and PCN+.

  16. Lernzielstrategien und Stundengestaltung im Fremdsprachenunterricht mit Fortgeschrittenen (Teaching-Goal Strategies and Class-Hour Structuring in Foreign Language Teaching at Advanced Levels)

    ERIC Educational Resources Information Center

    Piepho, Hans-Eberhard

    1976-01-01

    Offers a list of requirements for the formulation of teaching goals and content of teaching materials, and a typical class-hour plan for teaching adults at an advanced level: discussion of aims, presenting a social event, situational role training, group and individual assignments, tests and class critiques. (Text is in German.) (IFS/WGA)

  17. Breastfeeding information in pharmacology textbooks: a content analysis.

    PubMed

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

    2013-07-01

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

  18. Teaching Paleontology

    NSDL National Science Digital Library

    1995-01-01

    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.

  19. Approaching Academic Digital Content Management.

    ERIC Educational Resources Information Center

    Acker, Stephen R.

    2002-01-01

    Discusses digital content management in higher education. Highlights include learning objects that make content more modular so it can be used in other courses or by other institutions; and a system at Ohio State University for content management that includes the creation of learner profiles. (LRW)

  20. Objective lens

    NASA Technical Reports Server (NTRS)

    Olczak, Eugene G. (Inventor)

    2011-01-01

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

  1. Object identity

    Microsoft Academic Search

    Setrag N. Khoshafian; George P. Copeland

    1986-01-01

    Identity is that property of an object which distinguishes each object from all others. Identity has been investigated almost independently in general-purpose programming languages and database languages. Its importance is growing as these two environments evolve and merge.We describe a continuum between weak and strong support of identity, and argue for the incorporation of the strong notion of identity at

  2. Design, Development, and Validation of Learning Objects

    ERIC Educational Resources Information Center

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

    2006-01-01

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

  3. Development and Initial Validation of a Scale to Measure Instructors' Attitudes toward Concept-Based Teaching of Introductory Statistics in the Health and Behavioral Sciences

    Microsoft Academic Search

    Rossi A. Hassad; Anthony P. M. Coxon

    2010-01-01

    Despite more than a decade of reform efforts, students continue to experience\\u000adifficulty understanding and applying statistical concepts. The predominant\\u000afocus of reform has been on content, pedagogy, technology and assessment, with\\u000alittle attention to instructor characteristics. However, there is strong\\u000atheoretical and empirical evidence that instructors' attitudes impact the\\u000aquality of teaching and learning. The objective of this study

  4. Development and Validation of a Scale for Measuring Instructors' Attitudes toward Concept-Based or Reform-Oriented Teaching of Introductory Statistics in the Health and Behavioral Sciences

    Microsoft Academic Search

    Rossi A. Hassad

    2010-01-01

    Despite more than a decade of reform efforts, students continue to experience\\u000adifficulty understanding and applying statistical concepts. The predominant\\u000afocus of reform has been on content, pedagogy, technology and assessment, with\\u000alittle attention to instructor characteristics. However, there is strong\\u000atheoretical and empirical evidence that instructors' attitudes impact the\\u000aquality of teaching and learning. The objective of this study

  5. Teaching the Anthropology of Tourism.

    ERIC Educational Resources Information Center

    Graburn, Nelson H. H.

    1980-01-01

    Explains the organization and objectives of a college level anthropology course devoted to various aspects of tourism. Topics discussed include course content, graduate students and contemporary research on tourism, and the role of tourism in the anthropology curriculum. (DB)

  6. TEACHING A TEACHING LANGUAGE TO DISADVANTAGED CHILDREN.

    ERIC Educational Resources Information Center

    OSBORN, JEAN

    THE GOAL OF THE BEREITER-ENGELMANN PRESCHOOL PROGRAM IS TO GET DISADVANTAGED CHILDREN READY FOR THE LEARNING TASKS OF PUBLIC SCHOOL BY TEACHING A TEACHING LANGUAGE. THIS IS DONE BY MEANS OF A HIGHLY ORGANIZED AND STRUCTURED DIRECT LANGUAGE INSTRUCTION DESIGNED TO TEACH THAT A SENTENCE IS A SEQUENCE OF MEANINGFUL PARTS. THE CHILDREN BEGIN WITH…

  7. The Cornell Diagnostic Observatory and Reporting System for Student Description of College Teaching.

    ERIC Educational Resources Information Center

    Tom, F. K. T.; Cushman, H. R.

    1975-01-01

    The development of an innovative approach to the improvement of college teaching is described. The main objective was to develop a practical diagnostic observation and reporting system for student description of college teaching. A total of 120 professors participated in identifying seven general teaching objectives considered satisfactory for…

  8. The teaching portfolio as a professional development tool for anaesthetists.

    PubMed

    Sidhu, N S

    2015-05-01

    A teaching portfolio (TP) is a document containing a factual description of a teacher's teaching strengths and accomplishments, allowing clinicians to display them for examination by others. The primary aim of a TP is to improve quality of teaching by providing a structure for self-reflection, which in turn aids professional development in medical education. Contents typically include a personal statement on teaching, an overview of teaching accomplishments and activities, feedback from colleagues and learners, a reflective component and some examples of teaching material. Electronic portfolios are more portable and flexible compared to paper portfolios. Clinicians gain the most benefit from a TP when it is used as a tool for self-reflection of their teaching practice and not merely as a list of activities and achievements. This article explains why and how anaesthetists might use a TP as a tool for professional development in medical education. PMID:25943606

  9. 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

    Primus, Pearl E.

    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…

  10. On Teaching World Forest History Author(s): Nancy Langston

    E-print Network

    Langston, Nancy

    On Teaching World Forest History Author(s): Nancy Langston Reviewed work(s): Source: Environmental.Impressedbystudentconcernaboutglobaldeforestation,Iagreed to teach a seminar in world forest history, curious to see if I could convince students (andmyself world forest history. First, forests aren't just about trees; we need to look at This content downloaded

  11. Planting Turf. Competency Based Teaching Materials in Horticulture.

    ERIC Educational Resources Information Center

    Legacy, Jim; And Others

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

  12. K-8 Educators Perceptions and Preparedness for Teaching Evolution Topics

    ERIC Educational Resources Information Center

    Nadelson, Louis S.; Nadelson, Sandra

    2010-01-01

    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…

  13. Teaching Evolution: A Heuristic Study of Personal and Cultural Dissonance

    ERIC Educational Resources Information Center

    Grimes, Larry G.

    2012-01-01

    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…

  14. Teaching for Better Thinking: The Classroom Community of Inquiry.

    ERIC Educational Resources Information Center

    Splitter, Laurance J.; Sharp, Ann M.

    This book presents a philosophical perspective to elementary and secondary teaching based on the idea of the classroom as a community of inquiry and the idea of "Philosophy for Children." Together these provide a methodology and a content for teaching and improvement of thinking. Thinking is conceived as an enterprise which is both affective and…

  15. ITS-Engineering: providing adaptive teaching in the engineering tutor

    Microsoft Academic Search

    Chaisak Srisethanil; Nelson Baker

    1995-01-01

    The successful learning of an engineering student depends substantially on the instructor's ability to adapt instruction, both the content and the various teaching styles, to individual differences among students. The emergence of computer applications in education and training, such as intelligent tutoring systems, provides a viable alternative to achieve these teaching tasks. Computerized instruction is a significant tool for the

  16. Insects and Diseases. Competency Based Teaching Materials in Horticulture.

    ERIC Educational Resources Information Center

    Legacy, Jim; And Others

    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…

  17. Preservice Secondary Teachers' Sense of Efficacy in Teaching Character Education

    ERIC Educational Resources Information Center

    Waters, Stewart; Russell, William B., III

    2014-01-01

    This study investigated the personal teaching efficacy and general teaching efficacy for character education of 130 preservice secondary teachers at a large university where there were no formal courses dedicated to character education, but the topic was included in some of the content coursework. The subjects were in one teacher education program…

  18. Developing Preservice Teachers' Knowledge of Science Teaching Through Video Clubs

    NASA Astrophysics Data System (ADS)

    Johnson, Heather J.; Cotterman, Michelle E.

    2015-06-01

    Though an adequate understanding of content is a natural prerequisite of teaching (Carlsen in Journal of Research in Science Teaching 30:471-481, 1993), teachers also need to be able to interpret content in ways that facilitate student learning. How to best support novice teachers in developing and refining their content knowledge for teaching is a crucial and ongoing question for preservice teacher educators. Recently, video clubs are being explored as potential contexts for teacher learning (Barnhart & van Es in Teaching and Teacher Education 45:83-93, 2015; Sherin & Han in Teaching and Teacher Education 20:163-183, 2004). We hypothesized that pairing video clubs with student teaching experiences would provide a forum for preservice teachers to discuss issues relevant to their professional trajectory through exposure to models of peer teaching and opportunities to reflect on practice. In this study, we explored how secondary science preservice teachers used video club to restructure their overall science knowledge into science knowledge for teaching. Our findings suggest that video clubs allowed preservice teachers to access and leverage student thinking and instructional resources to deepen their understanding of science content and trajectories for science learning.

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

    ERIC Educational Resources Information Center

    Morris, Robert, Ed.

    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…

  20. Pourquoi lire des revues de didactique? (Why Read Teaching Journals?)

    ERIC Educational Resources Information Center

    Develotte, Claire

    1994-01-01

    A survey of users of eight Moroccan centers for information on linguistic and teaching matters revealed patterns of reading of scholarly journals on teaching among students, fellows, teachers, and other educators. Two basic user types emerged: occasional and regular readers. Reader attitudes about journal content were also sought. (MSE)

  1. Common Core, Commonplaces, and Community in Teaching Reading

    ERIC Educational Resources Information Center

    Roskos, Kathleen; Neuman, Susan B.

    2013-01-01

    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,…

  2. Taking a Closer Look at Science Teaching Orientations

    ERIC Educational Resources Information Center

    Friedrichsen, Patrica; Van Driel, Jan H.; Abell, Sandra K.

    2011-01-01

    In this position paper, we examine the science teaching orientation component of the S. Magnusson, J. Krajcik, and H. Borko (1999) pedagogical content knowledge (PCK) model for science teaching. We trace the origin of the construct in the literature, identifying multiple definitions that have lead to ambiguity. After examining published studies…

  3. Teaching Introductory Statistics in the Social & Behavioral Sciences Approach & Rationale

    Microsoft Academic Search

    Rossi A. Hassad; H. G. Wells

    2003-01-01

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

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

    ERIC Educational Resources Information Center

    Hassad, Rossi A.

    2003-01-01

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

  5. Teaching Spatial Awareness In Small-Sided Games

    ERIC Educational Resources Information Center

    Phillips, David; Hannon, James C.; Molina, Sergio

    2015-01-01

    This article supports the use of strategy and tactics at games stage three (how to teach basic offensive and defensive strategy using small-sided games) as a best practices in physical education. Potential learning through game stages three and four (full-sided games) is only possible when teachers have advanced content knowledge to teach the…

  6. Approaches to Cell Biology Teaching: A Primer on Standards

    ERIC Educational Resources Information Center

    Tanner, Kimberly; Allen, Deborah

    2002-01-01

    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…

  7. Teaching Educational Politics and Policy. UCEA Monograph Series.

    ERIC Educational Resources Information Center

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

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

  8. Personal Finance: An Alternative Approach to Teaching Undergraduate Finance

    Microsoft Academic Search

    Jill Lynn Vihtelic

    Effective teaching invites students into the discipline and helps them to see and make connections between the discipline's content and their lives. This paper identifies an alternative approach to effective teaching of undergraduatefinance. Personalfinance, as opposed to managerialfinance, provides a more appropriatefoundation on which to center the undergraduate$nance curriculum. It better matches students' interests, per- sonal experiences, and cognitive structures.

  9. Nursery Propagation. Competency Based Teaching Materials in Horticulture.

    ERIC Educational Resources Information Center

    Legacy, Jim; And Others

    This competency-based curriculum unit on nursery propagation is one of five developed for classroom use in teaching the landscape/nursery area of horticulture. The four 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…

  10. Reforming to improve the teaching quality of computer programming language

    Microsoft Academic Search

    Rongfang Gao

    2011-01-01

    Training of computer programming ability has aroused increasing attention in the course of Computer Programming Language. This paper analyzed main problems in the subject of computer language course which shows that the major difficulties in teaching the computer languge include obsolete and fragmentary contents of the course, insufficient modularization programming, and little practice training. Then, the reforming teaching mode of

  11. Results of the 2010 Survey on Teaching Chemical Reaction Engineering

    ERIC Educational Resources Information Center

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

    2012-01-01

    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…

  12. An Instructional Design Model to Teach Nature of Science

    ERIC Educational Resources Information Center

    Koksal, Mustafa Serdar

    2009-01-01

    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…

  13. On the Teaching of a Self-Modification Course

    ERIC Educational Resources Information Center

    Tasto, Donald L.

    1976-01-01

    Discusses teaching techniques, course content, strategies, and problems of teaching a behavior modification course to university students. Course target areas include subjects such as anxiety control, fear elimination, weight control, smoking reduction, interpersonal interaction, assertiveness, and exercise maintenance. (Author/DB)

  14. Undergraduate Teaching in Geriatric Medicine: The Role of National Curricula

    ERIC Educational Resources Information Center

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

    2009-01-01

    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…

  15. Changing the Way You Teach, Improving the Way Students Learn

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  16. Teaching Social Skills and Assertiveness to Students with Disabilities

    ERIC Educational Resources Information Center

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

    2006-01-01

    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…

  17. Discursive Reconstruction of the Scientific Story in a Teaching Sequence

    ERIC Educational Resources Information Center

    Badreddine, Zeynab; Buty, Christian

    2011-01-01

    Teaching and learning are time-dependant processes. It can be hypothesised that the content coherence during a teaching sequence is an important factor of learning. In this perspective, it is of great interest to follow the occurrences of a notion and the development of its meanings in the classroom discourse, all along the various sessions of a…

  18. Librarians, Libraries, and the Scholarship of Teaching and Learning

    ERIC Educational Resources Information Center

    Otto, Peter

    2014-01-01

    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…

  19. Trusted Objects

    SciTech Connect

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

    1999-10-27

    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.''

  20. Teaching Child Development Via the Internet: Opportunities and Pitfalls.

    ERIC Educational Resources Information Center

    Graham, Theresa A.

    2001-01-01

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

  1. English Teaching in the Independent School, I: Language

    ERIC Educational Resources Information Center

    Barbieri, Richard

    1976-01-01

    Defines the content of English teaching and points out that unless English teachers have a clear picture of what they should be doing, they can hardly judge the success or failure of what they are doing. (Author/RK)

  2. Teaching fidelity.

    PubMed

    Pittman, Frank S; Wagers, Tina Pittman

    2005-11-01

    Working therapeutically with individuals or couples either following an affair or prior to its occurrence requires teaching them about risks to monogamy and the challenges of recovering from infidelity. Risks to monogamy include cultural myths about both infidelity and marriage that may be shared not only by lay persons, but also by their ill-informed therapists. Exacerbating risks to fidelity are physiological components of emotional and physical attraction that contribute to cognitive and affective disorientation. Therapists can promote fidelity and recovery from infidelity by attending to the fundamental tasks of modeling compassion, debunking myths regarding infidelity, confronting individuals with their own choices, promoting emotional closeness, and helping individuals to understand both their own and their partner's learned attitudes that distract them from maintaining a faithful marriage. Several cases illustrate these fundamental therapeutic tasks. PMID:16161130

  3. Teaching Geology

    NSDL National Science Digital Library

    The study of geology at the University of Colorado has a long and distinguished history, and in recent years they have also become increasingly interested in providing online teaching resources in the field. Educators will be glad to learn about this site's existence, as they can scroll through a list of interactive demonstrations that can be utilized in the classroom. Specifically, these demonstrations include a shaded interactive topographical map of the western United States, a magnetic field of the Earth, and several animated maps of various National Park sites. The site comes to a compelling conclusion with the inclusion of the geology department's slide library, which can be used without a password or registration.

  4. Mixed Ability Teaching.

    ERIC Educational Resources Information Center

    Skov, Poul

    1986-01-01

    As a basis for taking a position on the future school structure in grades 8-10 in Denmark, an extensive study was carried out on mixed ability teaching (teaching in heterogeneous classes) on these grade levels. Results showed that mixed ability teaching gave at least as good results as teaching in differentiated classes. (Author/LMO)

  5. @ tennessee Teaching Assistant's Manual

    E-print Network

    Dai, Pengcheng

    Guidelines and Procedures..........................................................3 Laboratory Instructor Guidelines................................................... 10 Recitation Section Guidelines for Teaching Assistants

  6. On Teaching. Volume II.

    ERIC Educational Resources Information Center

    Shea, Mary Ann, Ed.

    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:…

  7. Crafting a Teaching Persona

    ERIC Educational Resources Information Center

    Lang, James M.

    2007-01-01

    In this article, the author contemplates two books dealing with developing a teaching persona. These books are Elaine Showalter's "Teaching Literature" and Jay Parini's "The Art of Teaching". Showalter and Parini present very different perspectives on the issue. Showalter addresses it in a section called "Personae: The Teaching Self," in which she…

  8. Report on the practice based culminating experience as teaching assistant for \\

    Microsoft Academic Search

    Vikas Gupta

    2010-01-01

    Objectives. The objectives of this report were to describe current best standards in online education, class competencies, class objectives, class activities and to compare the class competencies, objectives and activities undertaken with the current best practices in online teaching and to provide a list of recommendations based on the most efficacious practices. ^ Methods. Utilizing the key words- online teaching,

  9. Planning for Success: Optimizing Your Teaching

    ERIC Educational Resources Information Center

    de Frece, Robert

    2010-01-01

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

  10. Some Activities in the Regional Collaborative for Excellence in Science Teaching

    NASA Astrophysics Data System (ADS)

    Roberts, Jim; Crocker, Betty

    2012-10-01

    Select activities that are ``teacher and student engaging,'' will be presented along with a discussion of the goals and objectives of the program. Science and mathematics teachers are recruited from high minority low socio-economic schools to learn science content in an engaging environment of hands-on activities to develop an understanding of basic chemistry, biological cycles, effective teaching strategies, state standards, and how scientific and technological devices work. Participants are taught how to design 5E lesson plans, design pre and post-tests of lessons, and incorporate research based effective teaching models into their class rooms. Prior Collaborative teachers are recruited to act as participants, recruiters, and as mentor teachers for teachers who are joining each cycle of the program.

  11. Information Technology in University-Level Mathematics Teaching and Learning: A Mathematician's Point of View

    ERIC Educational Resources Information Center

    Borovik, Alexandre

    2011-01-01

    Although mathematicians frequently use specialist software in direct teaching of mathematics, as a means of delivery e-learning technologies have so far been less widely used. We (mathematicians) insist that teaching methods should be subject-specific and content-driven, not delivery-driven. We oppose generic approaches to teaching, including…

  12. Implementing New Pedagogical Models: Using Undergraduate Teaching Assistants in a Violence and Gender Learning Community

    Microsoft Academic Search

    Kimberly K. Eby; Paula Ruth Gilbert

    2000-01-01

    This article describes the use of undergraduate teaching assistants in a Violence and Gender learning community. After an introduction to the learning community structure and content, we describe the rationale for exploring this innovative pedagogical model. We present our strategies for recruiting, selecting, and preparing the undergraduate teaching assistants for this experience and illustrate how we collaborated as a teaching

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  14. Cross-Nation Research into Mutual Recognition of Teaching Qualifications. Final Report

    ERIC Educational Resources Information Center

    Filmer-Sankey, Caroline; Pye, David; Kerr, Karen; Nicholas, Jane; Whitby, Karen; Murphy, Colette; Powell, Robat

    2006-01-01

    In December 2005, the General Teaching Council for Wales, acting on behalf of the General Teaching Councils' (GTCs') Five Nations Group, commissioned the National Foundation for Educational Research (NFER) to conduct research into the contents of the standards and routes to teaching qualifications in the UK nation states and the Republic of…

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

    PubMed

    Fahem, A K

    1993-03-01

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

  16. Excellence in teaching

    NASA Astrophysics Data System (ADS)

    2000-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Jansen, Daniel J.

    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.

  18. Patients' Perceptions of Hospital Discharge Informational Content

    Microsoft Academic Search

    Lynn R. Maloney; Marianne E. Weiss

    2008-01-01

    Ensuring that patients' informational needs have been met prior to hospital discharge sets the stage for successful self-management of recovery at home. This secondary analysis study aims to identify differences in the amount of discharge teaching content needed and received by adult medical-surgical patients on the basis of their sociodemographic characteristics and hospitalization-related factors. The Quality of Discharge Teaching Scale

  19. Objectively Speaking

    NSDL National Science Digital Library

    Brent, Rebecca, 1956-

    This resources is a column on how to write learning objectives for a course and why they make everything you do thereafter (e.g. planning syllabi and class sessions, making up assignments and exams, and reviewing departmental curricula) easier and more effective. Target Audience: 2-4 Year College Faculty/Administrators

  20. Student Teachers' Approaches to Teaching Biological Evolution

    ERIC Educational Resources Information Center

    Borgerding, Lisa A.; Klein, Vanessa A.; Ghosh, Rajlakshmi; Eibel, Albert

    2015-01-01

    Evolution is fundamental to biology and scientific literacy, but teaching high school evolution is often difficult. Evolution teachers face several challenges including limited content knowledge, personal conflicts with evolution, expectations of resistance, concerns about students' conflicts with religion, and curricular constraints. Evolution…

  1. Teaching Science from Cultural Points of Intersection

    ERIC Educational Resources Information Center

    Grimberg, Bruna Irene; Gummer, Edith

    2013-01-01

    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…

  2. Teaching software engineering early: experiences and results

    Microsoft Academic Search

    Renée A. McCauley; Ursula Jackson

    1999-01-01

    In the fall of 1994, we reorganized the content of our three-course computer science introductory sequence in order to introduce software engineering concepts early and provide a consistent software engineering focus from one course to the next. We also established documentation and design standards that would serve as a framework for teaching the software engineering principles and techniques that we

  3. Who's Teaching Teachers about Character Education Instruction?

    ERIC Educational Resources Information Center

    Wakefield, Dara

    Research supports the contention that teacher education programs are not teaching character education methods as seriously as they do other subjects. This paper examines the state of character education methods instruction in U.S. teacher education and provides a rationale for the consideration of intentional moral or character education…

  4. Online Resources for Teaching Shakespeare. ERIC Digest.

    ERIC Educational Resources Information Center

    Stoicheva, Mila

    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…

  5. The University of Edinburgh Teaching Programme Review

    E-print Network

    Edinburgh, University of

    The University of Edinburgh Teaching Programme Review Music: School of Arts, Culture and Environment 20-21 October 2008 The School welcomes the review team's confidence in the quality of academic the review to be positive and have noted the report's helpful contents, commendations and recommendations. We

  6. Teaching Taekwondo through Mosston's Spectrum of Styles

    ERIC Educational Resources Information Center

    Na, Jaekwon

    2009-01-01

    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…

  7. Force and motion Science teaching unit

    E-print Network

    Berzins, M.

    Force and motion Science teaching unit #12;Disclaimer The Department for Children, Schools and motion #12;#12;© Crown copyright 2008 1The National Strategies | Secondary Force and motion 00094-2008DVD-EN Contents Force and motion 3 Lift-off activity: Remember forces? 7 Lesson 1: Identifying and representing

  8. Peer Review To Improve Artificial Intelligence Teaching

    Microsoft Academic Search

    Raquel M. Crespo García; Julio Villena Román; Abelardo Pardo

    2006-01-01

    Using a team-work, project-based methodology is a common approach when teaching Artificial Intelligence. However, a major drawback of such approach is that AI courses comprise a wide syllabus composed of quite independent topics. In consequence, students focus on one single topic from the entire course contents: although deep learning of such topic is probably ensured, learning of the rest of

  9. A Useful Example when Teaching Hypothesis Testing

    ERIC Educational Resources Information Center

    Wiseman, Frederick

    2004-01-01

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

  10. The Bear Den: An Elementary Teaching Team.

    ERIC Educational Resources Information Center

    McGoogan, Gail

    2002-01-01

    Describes how a vertical teaching team established a school-within-a-school for grades 1 to 4 at Narcoossee Community School in St. Cloud, Florida. Includes planning, space allocation, curriculum content, and across-grade coordination. Describes benefits to teachers and students. (PKP)

  11. Teaching Approaches and Occupational Therapy Psychoeducation

    Microsoft Academic Search

    Rene Padilla

    2002-01-01

    Patient education has become an important feature of any treatment program. Psychoeducational procedures dominate the treatment used by occupational therapy practitioners in psychiatric rehabilitation. Occupational therapy literature frequently describes the content of psychoeducational programs but rarely examines the teaching approach therapists use in them. It is necessary, therefore, to begin carefully questioning how we are approaching psychoeducation and justifying it

  12. Teaching in the Standards-Based Classroom.

    ERIC Educational Resources Information Center

    Thorson, Annette, Ed.

    2001-01-01

    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.…

  13. Teaching with Authors' Blogs: Connections, Collaboration, Creativity

    ERIC Educational Resources Information Center

    Johnson, Denise

    2010-01-01

    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.)

  14. Teaching Strategies to Improve Algebra Learning

    ERIC Educational Resources Information Center

    Zbiek, Rose Mary; Larson, Matthew R.

    2015-01-01

    Improving student learning is the primary goal of every teacher of algebra. Teachers seek strategies to help all students learn important algebra content and develop mathematical practices. The new Institute of Education Sciences[IES] practice guide, "Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students"…

  15. Mathematically Rich, Investigative Tasks for Teaching Algebra

    ERIC Educational Resources Information Center

    Day, Lorraine

    2015-01-01

    A challenge for teachers is to incorporate the Standards for Mathematical Practice (CCSSI 2010) throughout their teaching of mathematics so that the Common Core Standards do not revert back to a purely content-driven curriculum. One way to achieve this is through the use of mathematically rich, investigative tasks. These tasks encourage students…

  16. Teaching Mathematics Education with Cultural Competency

    ERIC Educational Resources Information Center

    Dornoo, Michael

    2015-01-01

    Students learn through connections when understanding is enhanced by a more holistic view of the content. When mathematics is presented from diverse perspectives, students with diverse backgrounds, expectations, histories, and experiences benefit greatly. In this article the author addresses the need to teach mathematics with cultural competency…

  17. The Effects of the Content Enhancement Model in College Algebra

    ERIC Educational Resources Information Center

    VanCleave, Janet Milleret

    2010-01-01

    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 the content information by helping them identify, organize, comprehend, and memorize material. This study…

  18. Does a Content Area Reading Course Change Preservice Teachers' Attitudes?

    ERIC Educational Resources Information Center

    Wilson, Patricia M.

    Over the last two decades a growing number of states have required a content area reading class for secondary education. Preservice teachers in secondary education who are required to enroll in content area reading courses often have little teaching experience and may enter the courses with misconceptions about content area reading. Since…

  19. Learning object-oriented concepts with multimedia technology

    Microsoft Academic Search

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

    1994-01-01

    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

  20. The Language of Mathematics: The Importance of Teaching and Learning Mathematical Vocabulary

    ERIC Educational Resources Information Center

    Riccomini, Paul J.; Smith, Gregory W.; Hughes, Elizabeth M.; Fries, Karen M.

    2015-01-01

    Vocabulary understanding is a major contributor to overall comprehension in many content areas, including mathematics. Effective methods for teaching vocabulary in all content areas are diverse and long standing. Teaching and learning the language of mathematics is vital for the development of mathematical proficiency. Students' mathematical…

  1. Teaching and Learning Science through Song: Exploring the Experiences of Students and Teachers

    ERIC Educational Resources Information Center

    Governor, Donna; Hall, Jori; Jackson, David

    2013-01-01

    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…

  2. Teaching Language Arts, Math, and Science to Students with Significant Cognitive Disabilities

    ERIC Educational Resources Information Center

    Browder, Diane M., Ed.; Spooner, Fred, Ed.

    2006-01-01

    Under NCLB, students with severe disabilities are expected to make progress on state academic content standards in language arts, math, and science. But what material should educators teach from these three content areas, and how should they teach it? With this groundbreaking textbook, future educators will finally have the answers they need. The…

  3. Scientific Basis vs. Contextualized Teaching and Learning: The Effect on the Achievement of Postsecondary Students

    ERIC Educational Resources Information Center

    Curry, Kevin W., Jr.; Wilson, Elizabeth; Flowers, Jim L.; Farin, Charlotte E.

    2012-01-01

    The purpose of the study was to compare two teaching methodologies for an integrated agricultural biotechnology course at the postsecondary level. The two teaching methods tested were the explanation of the scientific basis for content (comparison treatment) versus the application of content to a real-world agricultural context (experimental…

  4. 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

    Shana, Zuhrieh A.

    2009-01-01

    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

  5. Data compression to define information content of hydrological time series

    NASA Astrophysics Data System (ADS)

    Weijs, S. V.; van de Giesen, N.; Parlange, M. B.

    2013-08-01

    When inferring models from hydrological data or calibrating hydrological models, we are interested in the information content of those data to quantify how much can potentially be learned from them. In this work we take a perspective from (algorithmic) information theory, (A)IT, to discuss some underlying issues regarding this question. In the information-theoretical framework, there is a strong link between information content and data compression. We exploit this by using data compression performance as a time series analysis tool and highlight the analogy to information content, prediction and learning (understanding is compression). The analysis is performed on time series of a set of catchments. We discuss both the deeper foundation from algorithmic information theory, some practical results and the inherent difficulties in answering the following question: "How much information is contained in this data set?". The conclusion is that the answer to this question can only be given once the following counter-questions have been answered: (1) information about which unknown quantities? and (2) what is your current state of knowledge/beliefs about those quantities? Quantifying information content of hydrological data is closely linked to the question of separating aleatoric and epistemic uncertainty and quantifying maximum possible model performance, as addressed in the current hydrological literature. The AIT perspective teaches us that it is impossible to answer this question objectively without specifying prior beliefs.

  6. Data compression to define information content of hydrological time series

    NASA Astrophysics Data System (ADS)

    Weijs, S. V.; van de Giesen, N.; Parlange, M. B.

    2013-02-01

    When inferring models from hydrological data or calibrating hydrological models, we might be interested in the information content of those data to quantify how much can potentially be learned from them. In this work we take a perspective from (algorithmic) information theory (AIT) to discuss some underlying issues regarding this question. In the information-theoretical framework, there is a strong link between information content and data compression. We exploit this by using data compression performance as a time series analysis tool and highlight the analogy to information content, prediction, and learning (understanding is compression). The analysis is performed on time series of a set of catchments, searching for the mechanisms behind compressibility. We discuss both the deeper foundation from algorithmic information theory, some practical results and the inherent difficulties in answering the question: "How much information is contained in this data?". The conclusion is that the answer to this question can only be given once the following counter-questions have been answered: (1) Information about which unknown quantities? (2) What is your current state of knowledge/beliefs about those quantities? Quantifying information content of hydrological data is closely linked to the question of separating aleatoric and epistemic uncertainty and quantifying maximum possible model performance, as addressed in current hydrological literature. The AIT perspective teaches us that it is impossible to answer this question objectively, without specifying prior beliefs. These beliefs are related to the maximum complexity one is willing to accept as a law and what is considered as random.

  7. Using the Teach Astronomy Website to Enrich Introductory Astronomy Classes

    NASA Astrophysics Data System (ADS)

    Hardegree-Ullman, K. K.; Impey, C. D.; Patikkal, A.; Austin, C. L.

    2013-04-01

    This year we implemented Teach Astronomy as a free online resource to be used as a teaching tool for non-science major astronomy courses and for a general audience interested in the subject. The comprehensive astronomy content of the website includes: an introductory text book, encyclopedia articles, images, two to three minute topical video clips, podcasts, and news articles. Teach Astronomy utilizes a novel technology to cluster, display, and navigate search results, called a Wikimap. We will present an overview of how Teach Astronomy works and how instructors can use it as an effective teaching tool in the classroom. Additionally, we will gather feedback from science instructors on how to improve the features and functionality of the website, as well as develop new assignment ideas using Teach Astronomy.

  8. Cognition, action, and object manipulation.

    PubMed

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

    2012-09-01

    Although psychology is the science of mental life and behavior, little attention has been paid to the means by which mental life is translated into behavior. One domain in which links between cognition and action have been explored is the manipulation of objects. This article reviews psychological research on this topic, with special emphasis on the tendency to grasp objects differently depending on what one plans to do with the objects. Such differential grasping has been demonstrated in a wide range of object manipulation tasks, including grasping an object in a way that reveals anticipation of the object's future orientation, height, and required placement precision. Differential grasping has also been demonstrated in a wide range of behaviors, including 1-hand grasps, 2-hand grasps, walking, and transferring objects from place to place as well as from person to person. The populations in which the tendency has been shown are also diverse, including nonhuman primates as well as human adults, children, and babies. The tendency is compromised in a variety of clinical populations and in children of a surprisingly advanced age. Verbal working memory is compromised as well if words are memorized while object manipulation tasks are performed; the recency portion of the serial position curve is reduced in this circumstance. In general, the research reviewed here points to rich connections between cognition and action as revealed through the study of object manipulation. Other implications concern affordances, Donders' law, naturalistic observation, and the teaching of psychology. PMID:22448912

  9. Statistical Content Errors for Students in an Educational Psychology Course.

    ERIC Educational Resources Information Center

    Herman, William E.

    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…

  10. Teachers' Beliefs about Mathematical Horizon Content Knowledge

    ERIC Educational Resources Information Center

    Mosvold, Reidar; Fauskanger, Janne

    2014-01-01

    In this article, we present and discuss an example of how teachers' discussions of mathematical knowledge for teaching (MKT) items elicited their beliefs about the knowledge needed to teach mathematics. One category of MKT is "horizon content knowledge," and this can be described as mathematical knowledge not directly deployed in…

  11. Language/Learning Skills Content Based Course: Tutor Guide.

    ERIC Educational Resources Information Center

    Patel, Fay

    This guide is designed for use by instructors and tutors at the M. L. Sultan Technikon (South Africa) for teaching students of English as a Second Language or students from educationally disadvantaged backgrounds. It provides assistance in teaching academic language and study skills in the context of course content. The underlying philosophy is…

  12. Technology Mapping: An Approach for Developing Technological Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    Angeli, Charoula; Valanides, Nicos

    2013-01-01

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

  13. Effective College Teaching.

    ERIC Educational Resources Information Center

    Caraway, James E.

    1978-01-01

    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)

  14. Responsive Teaching through Conversation

    ERIC Educational Resources Information Center

    Dozier, Cheryl; Garnett, Susan; Tabatabai, Simeen

    2011-01-01

    Conversations are the heart of responsive teaching. By talking with struggling learners, teachers can find out about their interests in order to design effective, personalized instruction; build relationships; work through complexities in teaching and learning; and celebrate successes.

  15. Faculty Development Teaching Tips

    NSDL National Science Digital Library

    Honolulu Community College

    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.

  16. Interactive animation in developing e-learning contents

    Microsoft Academic Search

    Robert Pinter; Dragica Radosav; Sanja Maravic Cisar

    2010-01-01

    This paper presents an e-content from selected parts of the course Analog and Digital Electronics. The presented application highlights the advantage of using interactive Flash animation in order to improve the teaching and learning process.

  17. Teaching Business Ethics or Teaching Business Ethically?

    ERIC Educational Resources Information Center

    Stablein, Ralph

    2003-01-01

    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)

  18. ENGLISH LANGUAGE TEACHING CENTRE

    E-print Network

    Edinburgh, University of

    ENGLISH LANGUAGE TEACHING CENTRE www.ed.ac.uk/english-language-teaching Student Information About the first UNESCO city of literature. Edinburgh is host to a number of different festivals throughout the University from a variety of backgrounds and from 120 different countries. The English Language Teaching

  19. The Satisfactions of Teaching

    ERIC Educational Resources Information Center

    Eisner, Elliot

    2006-01-01

    A noted educator reflects on six satisfactions that he experienced during his career in teaching: introducing students to great ideas, getting a foothold on immortality, improvising on the job, enjoying teaching as a meaningful aesthetic experience, sharing your love of what you teach, and knowing you made a difference in a student's life.

  20. English Teaching in Mexico.

    ERIC Educational Resources Information Center

    Salazar, Denise

    2002-01-01

    Discusses teaching English in Mexico, a country with important social, cultural, and economic ties to the United States. Looks at the various English teaching situations as well as teacher education for teachers in Mexico. Concludes that the English teaching situation in Mexico reflects great diversity and growth, and that the knowledge of English…

  1. Philosophy of Teaching Mathematics.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    There are selected philosophies in the teaching of mathematics which can provide guidance to the teacher in developing the curriculum and also a framework for teaching and learning. This paper discusses four such philosophies of teaching mathematics: Idealism, Realism, Experimentalism, and Existentialism. Idealism stresses that students live in an…

  2. Teaching Modern Languages.

    ERIC Educational Resources Information Center

    Nason, Gerald, Ed.

    A review of a three-day conference on language teaching policies, methods, instructional materials, and teacher training in Canada is presented in this report. Articles and commentary focus on: (1) Canada's needs in language teaching, (2) language programs in the United Kingdom, United States, and the Soviet Union, (3) research in teaching

  3. Teaching-Learning Clinic.

    ERIC Educational Resources Information Center

    Wisconsin State Univ., Oshkosh.

    The Teaching-Learning Clinic, developed at the University of Wisconsin-Oshkosh, provided on-campus clinical student teaching experience. The purposes of the clinic were to create a reliable system of describing cognitive change in student teachers so such data may assist in restructuring student teaching situations based on sound theoretical…

  4. To Teach Youth Better

    ERIC Educational Resources Information Center

    Redefer, Frederick L.

    1975-01-01

    A Professor Emeritus of New York University reviews the practice of awarding recognition for superior college teaching (great teacher awards) concluding that they do not increase great teaching or the number of great teachers. He suggests that prospective students should seriously ask colleges what they do to insure good teaching. (JT)

  5. Why Do We Teach?

    ERIC Educational Resources Information Center

    Schoenfeld, Alan H.

    2009-01-01

    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…

  6. Exploring Practical Teaching Opportunities.

    ERIC Educational Resources Information Center

    Gebhard, Jerry G.

    Ways that teacher educators can provide opportunities for novice teachers to develop their beliefs about teaching and learning and their teaching practices are discussed. It is suggested that practical teaching experience is essential to teacher development, but that teachers must also be able to process their experiences in ways that allow time…

  7. Active teaching for higher cognitive learning in science

    Microsoft Academic Search

    Kenneth Tobin; William Capie; Antonio Bettencourt

    1988-01-01

    The paper reviews research related to teaching and learning higher cognitive level objectives in science from a constructivist perspective. The literature supports an active model of teaching whereby all students are provided with opportunities for overt engagement in learning tasks. Factors associated with the learner, delivery of instruction and task management interact to influence the quality of learning in classrooms.

  8. The role of educational software in teaching and learning conversations

    Microsoft Academic Search

    Rupert Wegerif

    Research on teaching and learning as a dialogical process raises the question of the role of ICT. This paper argues that the ontological ambivalence of computers, as machines (objects) that can be made to interact as if they were people (subjects), gives them a potentially distinctive role within teaching and learning dialogues. This role is both to frame and at

  9. Beginning Teachers' Perception of Their Induction into the Teaching Profession

    ERIC Educational Resources Information Center

    Kidd, Lynda; Brown, Natalie; Fitzallen, Noleine

    2015-01-01

    Beginning teachers' induction into the teaching profession needs to be personally and professionally fulfilling, which is often not the case. The main objective of this mixed method study was to gain a deeper understanding of beginning teachers' experiences and the perceptions of their induction into the teaching profession and the support they…

  10. Teaching International Business Concepts through the Exchange of Cultural Metaphors

    ERIC Educational Resources Information Center

    Paulson, Steven K.

    2005-01-01

    The objectives of this paper are (1) to review the concept of cultural metaphors, (2) to propose a specific application of cultural metaphors in the teaching of international business concepts and (3) to report two situations in which this application was used. The paper concludes with recommendations for further development of this teaching

  11. Lessons on Stigma: Teaching about HIV/AIDS

    ERIC Educational Resources Information Center

    Lichtenstein, Bronwen; DeCoster, Jamie

    2014-01-01

    Teaching about the sociology of HIV/AIDS involves teaching about the causes and effects of stigma. We describe a Sociology of HIV/AIDS course at the University of Alabama in which stigma reduction was assessed as a primary objective. The syllabus involved theory-based instruction, class visits, service learning, and student research on community…

  12. A Curriculum for Teaching Human Sexuality to Mentally Impaired Adolescents.

    ERIC Educational Resources Information Center

    Rinckey, David Jason

    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;…

  13. The Teaching of Arabic in the Arab World.

    ERIC Educational Resources Information Center

    Khater, Mahmoud Roushdi

    The methods and objectives of teaching Arabic in the Arab world are outlined here. In elementary school (ages 6-12) about 1/3 of the instructional time is allotted to teaching Arabic. It aims to provide the child with basic skills in reading, conversation and writing. The speech taught is that of modern Arabic used by educated speakers. Reading…

  14. Using Interactive Multimedia to Teach Pedestrian Safety: An Exploratory Study

    ERIC Educational Resources Information Center

    Glang, Ann; Noell, John; Ary, Dennis; Swartz, Lynne

    2005-01-01

    Objectives: To evaluate an interactive multimedia (IMM) program that teaches young children safe pedestrian skills. Methods: The program uses IMM (animation and video) to teach children critical skills for crossing streets safely. A computer-delivered video assessment and a real-life street simulation were used to measure the effectiveness of the…

  15. Communication Based Emotional Support Differences between Professors and Teaching Assistants

    ERIC Educational Resources Information Center

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

    2005-01-01

    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…

  16. Occupational Stress and Teaching Approaches among Chinese Academics

    ERIC Educational Resources Information Center

    Zhang, Li-fang

    2009-01-01

    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…

  17. Tools and Techniques to Teach Earth Sciences to Young People

    NASA Astrophysics Data System (ADS)

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

    2010-12-01

    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.

  18. Teaching Data Communications Using Cisco Networking Academy's Curriculum

    Microsoft Academic Search

    J. Art Gowan

    A program that should be considered closely when looking at curriculum for teaching a course in data communications is Cisco's Networking Academy Program. The curriculum is entirely online, web-based, with substantial online support features for both faculty and students. The content of the first semester is basic data communications theory. The content of the subsequent semesters is more Cisco specific.

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

    ERIC Educational Resources Information Center

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

    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…

  20. Summer institute for the teaching of psychology

    SciTech Connect

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

    1994-12-31

    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.