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1

15 Minutes to a Transformed Lesson: A Conversation Focused on Content Clarifies Teaching Objectives  

ERIC Educational Resources Information Center

Guidelines for conferences before an observation almost always call for the teacher to start with a statement of the objective. In this article, the author advises teachers to dwell for 10 to 15 minutes on conferring with a singular focus on the actual content and no dialogue at all yet about the activities or other aspects of a lesson. This…

Saphier, Jon

2013-01-01

2

Teaching bad objects: Introduction  

Microsoft Academic Search

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

Jodi Brooks

2010-01-01

3

Content-Based Language Teaching.  

ERIC Educational Resources Information Center

"Cross Currents" is subtitled "an International Journal of Language Teaching and Cross-Cultural Communication." This special theme issue is devoted to the topic of "content-based language teaching" and contains nine the ELT Needs of Japanese University Students"; "Exploring Community in a Content-Based Foreign Language Classroom"; "Risk-Taking for…

Jaquith, Paul, Ed.

1991-01-01

4

Teaching Reading Through Instructional Objectives.  

ERIC Educational Resources Information Center

A series of three videotapes were prepared to provide inservice training for teachers in the area of instructional objectives in the teaching of reading. This booklet is designed to accompany the tapes. It describes the background of the television teacher, Dr. John McNeil, and gives an introduction to the series, the program's goals, an outline…

McNeil, John

5

Teaching Object-Oriented Modelling Using UML  

NASA Astrophysics Data System (ADS)

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

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

2011-09-01

6

A laboratory for teaching object oriented thinking  

Microsoft Academic Search

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

Kent Beck; Ward Cunningham

1989-01-01

7

Behavioral Objectives and the Teaching of Literature.  

ERIC Educational Resources Information Center

This study discusses behavioral objectives for the teaching of literature, in terms of three questions raised by the current debate on such objectives: Are behavioral objectives ethically questionable? Can the processes of learning, particularly in subjects such as literature, be expressed in behavioral terms? Are the benefits of using behavioral…

Broekhoff, Marna Louise Baldinger

8

Teaching Content Analysis through "Harry Potter"  

ERIC Educational Resources Information Center

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

Messinger, Adam M.

2012-01-01

9

A Primer for Objective Structured Teaching Exercises  

PubMed Central

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

Schaivone, Kathryn A.

2014-01-01

10

Successfully Teaching Supply Chain Management Content in a Technical Curriculum  

NSDL National Science Digital Library

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

Stier, Kenneth

2009-09-25

11

Pedagogical Content Knowledge in Teaching Material  

ERIC Educational Resources Information Center

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

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

2012-01-01

12

IDENTIFYING CONTENT KNOWLEDGE FOR TEACHING STATISTICS  

Microsoft Academic Search

The purpose of the study reported herein was to identify important aspects of statistical knowledge needed for teaching in the middle school grades. A systematic study of the current literature, including state and national standards, was conducted to identify these important aspects and to measure the degree of emphasis or importance suggested for the content. Results show that state and

M. Alejandra Sorto

13

The Teaching of Psychology Course: Prevalence and Content.  

ERIC Educational Resources Information Center

Presents the results of a survey to determine the prevalence and content of courses on teaching of psychology for graduate teaching assistants. Finds that 67 percent of psychology departments have a formal course on the teaching of psychology. (CMK)

Buskist, William; Tears, Rachel S.; Davis, Stephen F.; Rodrigue, Karen M.

2002-01-01

14

Teaching Quality Object-Oriented Programming  

ERIC Educational Resources Information Center

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

Feldman, Yishai A.

2005-01-01

15

Teaching Object Permanence: An Action Research Study  

ERIC Educational Resources Information Center

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

Bruce, Susan M.; Vargas, Claudia

2013-01-01

16

Objections to the teaching of business ethics  

Microsoft Academic Search

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

Gael M. McDonald; Gabriel D. Donleavy

1995-01-01

17

Initiating the Teaching of Metrication by Means of Performance Objectives.  

ERIC Educational Resources Information Center

This document is about a program that was proposed and initiated involving the teaching of the metric system using performance objectives for each level from first through sixth grade. A total of 45 performance objectives were used for the six grade levels. The goal for the program was to have students master 80% of the performance objectives as…

Rowles, Thomas K.

18

STUDENT LEARNING OBJECTIVES AND MATHEMATICS TEACHING  

Microsoft Academic Search

The current work is the first article in a two-paper series exploring the role of explicit learning objectives in undergraduate mathematics instruction. A definition of student-learning objective (SLO) is introduced. We give examples of SLOs for topics from introductory college and university mathematics courses. We list potential advantages of a general program of grounding mathematics instruction in a set of

Matthew DeLong; Dale Winter; Carolyn A. Yackel

2005-01-01

19

Student Learning Objectives and Mathematics Teaching  

ERIC Educational Resources Information Center

The current work is the first article in a two-paper series exploring the role of explicit learning objectives in undergraduate mathematics instruction. A definition of student-learning objective (SLO) is introduced. We give examples of SLOs for topics from introductory college and university mathematics courses. We list potential advantages of a…

DeLong, Matthew; Winter, Dale; Yackel, Carolyn A.

2005-01-01

20

Views of Content and Pedagogical Knowledges for Teaching Mathematics  

ERIC Educational Resources Information Center

Multiple views have been presented on how mathematical content knowledge should be taught in order to ensure quality instruction in the classroom. However, the ability to teach mathematics content is influenced by general pedagogy, pedagogical content knowledge and mathematical content knowledge. Nevertheless, all pedagogical competencies and…

Piccolo, Diana

2008-01-01

21

Teaching World History for Multiple Objectives  

ERIC Educational Resources Information Center

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

Fenton, Edwin

1975-01-01

22

What Should Schools Teach? Issues of Process and Content.  

ERIC Educational Resources Information Center

When discussing what schools should teach, questions of both content and process must be addressed. Although many observers believe that a fixed content should be learned, it is impossible to separate content and process. In the process of education, experiences build on each other. This fact should cause educators to question the continuities…

Perrone, Vito

1988-01-01

23

Operations Management Teaching: Establishing Content and Relevance to Practitioners  

ERIC Educational Resources Information Center

This paper explores the relevance to industry's needs of operations management (OM) teaching in higher education, by researching the content of OM modules delivered by UK academics and comparing the results of this research with the views of business practitioners having had first-hand experience of OM teaching on MBA programmes. To determine…

Doran, Desmond; Hill, Alex; Brown, Steve; Aktas, Emel; Kuula, Markku

2013-01-01

24

Teaching and Learning about Solid Waste: Aspects of Content Knowledge  

ERIC Educational Resources Information Center

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

Cinquetti, Heloisa Chalmers Sisla; de Carvalho, Luiz Marcelo

2007-01-01

25

Graduate Teaching Assistants' Statistical Content Knowledge of Sampling  

ERIC Educational Resources Information Center

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

Noll, Jennifer

2011-01-01

26

Creating teaching objects: a case study of delivering recorded narrations in nursing education.  

PubMed

This article evaluates the use of PowerPoint presentations and recorded narrations (developed and saved as Flash content using software called Articulate Presenter) as a tool to help postgraduate nursing students taking a pharmacology course to learn key pharmacological and pharmacotherapeutic concepts. Students found that the teaching objects, provided as additional resources to assist students in learning about difficult concepts, supported them in their learning. Additionally, students reported that while they appreciated the provision of the teaching objects, the objects lacked an interactive component and did not replace interaction with the teacher. Articulate Presenter, as a tool to create a recorded narration, was easy for the teacher to use and promoted teacher independence in the creation of teaching objects. PMID:20975542

Lim, Anecita Gigi; Doherty, Iain; Honey, Michelle L L

2011-02-01

27

Creating teaching objects: a case study of delivering recorded narrations in nursing education.  

PubMed

This article evaluates the use of PowerPoint presentations and recorded narrations (developed and saved as Flash content using software called Articulate Presenter) as a tool to help postgraduate nursing students taking a pharmacology course to learn key pharmacological and pharmacotherapeutic concepts. Students found that the teaching objects, provided as additional resources to assist students in learning about difficult concepts, supported them in their learning. Additionally, students reported that while they appreciated the provision of the teaching objects, the objects lacked an interactive component and did not replace interaction with the teacher. Articulate Presenter, as a tool to create a recorded narration, was easy for the teacher to use and promoted teacher independence in the creation of teaching objects. PMID:21701274

Lim, Anecita Gigi; Doherty, Iain; Honey, Michelle L L

2011-06-01

28

Cognitive Content Engagement in Content-Based Language Teaching  

ERIC Educational Resources Information Center

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

Kong, Stella; Hoare, Philip

2011-01-01

29

Teaching about substance abuse with objective structured clinical exams  

Microsoft Academic Search

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

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

2006-01-01

30

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

ERIC Educational Resources Information Center

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

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

31

Bones of Contention: Teaching Controversial Issues  

ERIC Educational Resources Information Center

Dealing with contentious issues is a part of living in a democracy. Controversies in the classroom range from discussions of fairness regarding playground rules to the rules of "just war." Understanding that there are multiple and often competing viewpoints is a prerequisite to being an informed and effective citizen. Teaching students to define…

Hinde, Elizabeth

2004-01-01

32

Teaching Psychological Report Writing: Content and Process  

ERIC Educational Resources Information Center

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

Wiener, Judith; Costaris, Laurie

2012-01-01

33

Learning Objects Update: Review and Critical Approach to Content Aggregation  

ERIC Educational Resources Information Center

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

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

2008-01-01

34

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

ERIC Educational Resources Information Center

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…

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

2012-01-01

35

Culturally Responsive Physics Teaching: Content or Conveyance?  

NASA Astrophysics Data System (ADS)

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

Stewart, Taquan Seth

36

Teaching about the Holocaust: Issues of Rationale, Content, Methodology, and Resources.  

ERIC Educational Resources Information Center

Discusses key concerns regarding issues of rationale, methodology, and resources when teaching about the Holocaust. Identifies 12 objectives and 5 content criteria for the topic. Includes five frequently asked questions about the Holocaust and their answers from the United States Holocaust Memorial Museum. (CFR)

Totten, Samuel; Feinberg, Stephen

1995-01-01

37

Between Two Languages: Student-Teachers Teach Jewish Content  

ERIC Educational Resources Information Center

This study focuses on the utilization of different Jewish languages by student-teachers in a two year teacher education program. The study examined the Jewish language used by these students while teaching Jewish content, making the distinction between their personal Jewish language and the cultural Jewish language of the program, which they were…

Laron, Dinah; Shkedi, Asher

2007-01-01

38

Transforming Content Knowledge: Learning to Teach about Isotopes.  

ERIC Educational Resources Information Center

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

Geddis, Arthur N.; And Others

1993-01-01

39

Teaching and Assessing Content Knowledge in Preservice Physical Education  

ERIC Educational Resources Information Center

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…

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

2010-01-01

40

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

ERIC Educational Resources Information Center

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

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

2008-01-01

41

Content-aware video retargeting using object-preserving warping.  

PubMed

A novel content-aware warping approach is introduced for video retargeting. The key to this technique is adapting videos to fit displays with various aspect ratios and sizes while preserving both visually salient content and temporal coherence. Most previous studies solve this spatiotemporal problem by consistently resizing content in frames. This strategy significantly improves the retargeting results, but does not fully consider object preservation, sometimes causing apparent distortions on visually salient objects. We propose an object-preserving warping scheme with object-based significance estimation to reduce this unpleasant distortion. In the proposed scheme, visually salient objects in 3D space-time space are forced to undergo as-rigid-as-possible warping, while low-significance 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

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

2013-10-01

42

Content-based retrieval of MP3 music objects  

Microsoft Academic Search

In recent years, the searching and indexing techniques for multimedia data are getting more attention in the area of multimedia databases. As many research works were done on the content-based retrieval of image and video data, less attention was received to the content-based retrieval of audio data. In this paper, we propose an approach to retrieve MP3 music objects based

Chih-Chin Liu; Po-Jun Tsai

2001-01-01

43

Ontology-Based Annotation of Learning Object Content  

ERIC Educational Resources Information Center

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

Gasevic, Dragan; Jovanovic, Jelena; Devedzic, Vladan

2007-01-01

44

A Content Analysis Method for Developing User-Based Objectives.  

ERIC Educational Resources Information Center

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…

Nahl-Jakobovits, Diane; Jakobovits, Leon A.

1992-01-01

45

INVESTIGATING TEACHERS' PERCEIVED USE OF TEACHING AND LEARNING MATERIALS IN TEACHING CONTENT IN INCLUSIVE BASIC SCHOOLS IN GHANA  

Microsoft Academic Search

This study investigated teachers' perceived use of teaching and learning materials in inclusive classrooms. Based on the framework of Technological Pedagogical Content Knowledge (TPACK), the purpose is to determine teachers' perceived use of teaching and learning materials in the teaching of mathematics, social studies, science and literacy skills in inclusive basic schools. One hundred and forty-five participants were randomly surveyed

Prosper Deku

2013-01-01

46

Psychology Teaching Resources in the MERLOT Digital Learning Objects Catalog  

ERIC Educational Resources Information Center

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

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

2008-01-01

47

Teaching the content and context of science: The effect of using historical narratives to teach the nature of science and science content in an undergraduate introductory geology course  

NASA Astrophysics Data System (ADS)

This study reports the use of historically accurate narratives (short stories) to simultaneously teach geology content and the nature of science in an introductory, undergraduate geology course. The stories describe key events involved in the development of geologists' ideas about continental drift/plate tectonics and deep time/the age of the Earth. The design of the stories provides a highly contextualized setting which is designed to promote NOS and geology understanding by explicitly attending students to fundamental concepts and requiring students to reflect on the short story content. Evidence is reported to support the conclusion that students using these short stories constructed a better understanding of (1) the variety of processes involved in the construction of scientific knowledge, (2) the subjective nature of data that allows it to be interpreted differently by different scientists, and (3) the roles that culture and society play in determining the way in which scientific work is conducted and scientific ideas are constructed, while maintaining equal levels of understanding of geology content when compared to students who did not use the short stories. In some cases, students' preconceptions about objectivity in science, the degree to which scientific ideas can be considered as "proven" or "true," and the role of discovery in science appear to have adversely affected their ability to interpret the short story content in the ways intended. In addition, students' misconceptions about differences in how oceanic and continental plates were formed and geologists' use of relative and absolute dating techniques, especially the appropriate uses of radio-isotopic dating, are described. This study has implications for science instructors as they make efforts to efficiently use class time and curriculum resources to teach about the both the content and context of science and for geology instructors as they consider students' misconceptions about plate tectonics and deep time. In addition, this study presents a method for addressing concerns about many students' disinterest in science and the need to prepare a scientifically literate population.

Vanderlinden, David Winston

48

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

Microsoft Academic Search

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

Huiqiang Lin; Caixing Liu; Piyuan Lin

2008-01-01

49

A MULTIPLATFORM CONTENT MANAGEMENT SYSTEM FOR CURATORS TO PROVIDE TEACHING MATERIALS IN ASTRONOMY EDUCATION  

Microsoft Academic Search

Since it is difficult for curators who are not information field specialists to provide teaching materials on the Internet, we built a content management system to support the delivery of teaching materials on the Internet. Specifically, our system, which allows correspondence between various platforms, considers the distribution method of teaching materials in cooperation with an actual planetarium program. As a

Mayu Kondo; Katsuhiro Mouri; Takami Yasuda

2008-01-01

50

TEACHING CLEANROOM SOFTWARE ENGINEERING WITH OBJECT ORIENTED DATA ABSTRACTION  

Microsoft Academic Search

This paper describes the benefit of incorporating two ideas from Design-by- Contract (3) into the teaching of Cleanroom Software Engineering (4)(5), namely the specification of method behavior in terms of inspector methods, and inheritance of method specifications. The inspectors serve as a specification of the transformation between the abstract data type represented by a class and its internal data representation.

Gabriel J. Ferrer

2006-01-01

51

The Problem of Hierarchy in the Objectives of Geography Teaching at the Pre-University Level.  

ERIC Educational Resources Information Center

The meaning of objectives in geographic education and the need to structure objectives in some hierarchical manner are presented in this paper. Discussion in past years centered on the teaching of general objectives in geography classes. During the last twenty years, however, geography instructors realized that objectives may be at various levels…

Graves, Norman John

52

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

NSDL National Science Digital Library

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

2009-07-27

53

Secondary school biology teaching, 1983--2004: Objectives as stated in periodical literature  

Microsoft Academic Search

Purpose of the study. The major purpose of this study was to identify and to classify objectives for teaching biology in secondary school in the United States during the period 1983-2004. These objectives were identified by objective statements in articles from selected professional periodicals. Procedure. The 1983-2004 period was divided into four subperiods on the basis of major historical events.

James W. Russell Sr.

2006-01-01

54

Using Educational Tools for Teaching Object Oriented Design and Programming  

Microsoft Academic Search

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

Stavroula Georgantaki; Symeon Retalis

55

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

ERIC Educational Resources Information Center

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

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

2012-01-01

56

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

NASA Astrophysics Data System (ADS)

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.

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

2009-04-01

57

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

ERIC Educational Resources Information Center

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

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

2009-01-01

58

Teaching and Learning about Genocide: Questions of Content, Rationale, and Methodology.  

ERIC Educational Resources Information Center

Points out there has been an increase in curricular materials for the study of genocide. Maintains that teachers need a rationale for teaching about genocide to help them select appropriate content. Provides examples of rationales from leading educators and delineates three teaching models. Includes curricular resources and an eight-item…

Parsons, William S.; Totten, Samuel

1991-01-01

59

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

ERIC Educational Resources Information Center

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

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

60

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

ERIC Educational Resources Information Center

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

Bair, Sherry L.; Rich, Beverly S.

2011-01-01

61

Content-Based Internet-Assisted ESP Teaching to Ukrainian University Students Majoring in Psychology  

ERIC Educational Resources Information Center

This article discusses the issues of teaching ESP to Ukrainian tertiary students majoring in psychology. The suggested approach is based on teaching English through the content matter of special subjects included in the program of training practical psychologists. The example of an ESP textbook for psychologists is used for demonstrating the…

Tarnopolsky, Oleg

2009-01-01

62

Making Connections among Student Learning, Content, and Teaching: Teacher Talk Paths in Elementary Mathematics Lesson Study  

ERIC Educational Resources Information Center

This study investigated how elementary teachers in a mathematics lesson study made sense of student learning, teaching, and content, as related to using representations in teaching multidigit subtraction, and how changes occurred over time in their talk and practice. The lesson-study process paved a group talk path along which teacher talk shifted…

Murata, Aki; Bofferding, Laura; Pothen, Bindu E.; Taylor, Megan W.; Wischnia, Sarah

2012-01-01

63

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

ERIC Educational Resources Information Center

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

Holtzman, Caren; Susholtz, Lynn

2011-01-01

64

Terminal Behavioral Objectives for Teaching Clinical Toxicology to Clinical Pharmacists  

ERIC Educational Resources Information Center

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

Veltri, Joseph C.; And Others

1976-01-01

65

Aspects on Teaching/Learning with Object Oriented Programming for Entry Level Courses of Engineering.  

ERIC Educational Resources Information Center

This work presents a proposal for Teaching/Learning, on Object Oriented Programming for Entry Level Courses of Engineering and Computer Science, on University. The philosophy of Object Oriented Programming comes as a new pattern of solution for problems, where flexibility and reusability appears over the simple data structure and sequential…

de Oliveira, Clara Amelia; Conte, Marcos Fernando; Riso, Bernardo Goncalves

66

Teaching Techniques and Course Content for International Finance.  

ERIC Educational Resources Information Center

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

Esemuede, Samuel I.

67

Understanding Teaching beyond Content and Method: Insights from Central Asia  

ERIC Educational Resources Information Center

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

Niyozov, Sarfaroz

2009-01-01

68

Teaching Reading in the Content Areas: A Framework for Increasing Learning.  

ERIC Educational Resources Information Center

Describes four guidelines (needs assessment, focusing on strengths, organizing for the learning task, and modeling strategies for teaching and learning) which help content area teachers in inservice education programs develop skills to enhance students' content area learning. Includes a lesson plan using direct instruction. (RS)

Anderson, Ora Sterling

1989-01-01

69

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

ERIC Educational Resources Information Center

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

Stewart, Timothy

70

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

Microsoft Academic Search

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 authors identified preservice teachers' content understandings regarding density and how those

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

2008-01-01

71

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

NASA Astrophysics Data System (ADS)

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

Hemby, Brian Franklin

72

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

ERIC Educational Resources Information Center

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

Mwasalwiba, Ernest Samwel

2010-01-01

73

Development and Implementation of a Learning Object Repository for French Teaching and Learning: Issues and Promises  

ERIC Educational Resources Information Center

This paper discusses issues surrounding the development of a learning object repository (FLORE) for teaching and learning French at the postsecondary level. An evaluation based on qualitative and quantitative data was set up in order to better assess how second-language (L2) students in French perceived the integration of this new repository into…

Caws, Catherine

2008-01-01

74

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

NASA Astrophysics Data System (ADS)

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

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

75

Engaging Indigenous content within teaching of qualitative research in Psychology  

Microsoft Academic Search

Australian universities recognise cultural competency as an essential attribute for graduates. Within this context, The Australian Psychology Accreditation Committee (APAC) has enforced requirements for students within psychology programmes to have access to Indigenous content. Though Indigenous participation rates are low, the inclusion of Indigenous content or what is often labeled ‘Indigenous psychology’ acts at least as a symbolic gesture and

Andrew M. Guilfoyle

2009-01-01

76

Using Thematic Units To Teach Content Reading Subjects.  

ERIC Educational Resources Information Center

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

Mickel, Vesta; Goerss, Betty

77

Rock and Roll English Teaching: Content-Based Cultural Workshops  

ERIC Educational Resources Information Center

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

Robinson, Tim

2011-01-01

78

The use of examination content guidelines in teaching clinical microbiology.  

PubMed

The concept of using examination content guidelines as sources for curriculum content is presented, using the ASCP Board of Registry grids and a task list developed for HEW as a basis for proficiency examinations. The grid structure is related to Bloom's taxonomic levels, and a brief explanation of each level is included. A comparison of the grid structure and task list format is made, and specific examples of the use of each are offered. PMID:474607

Crowley, J A

1979-06-01

79

Building Didactic Applications for the Teaching of Practical Content in a Virtual Campus  

NASA Astrophysics Data System (ADS)

Distance teaching becomes a tough task when its goal is to explain topics with high practical contents because it is necessary for the student to have the teacher's guidance in order to understand the steps and method to solve a particular problem. On the other hand, theoretical contents adapt themselves more easily to this methodology by the use of tools such as text with hyperlinks, synoptic charts, etc. This paper demonstrates a solution that facilitates the virtual teaching of practical contents by the use of multimedia material specially designed to fulfill this task. This material not only allows the student to learn the practical contents, but also provides him with an overview method and several ways of automatically checking his knowledge and comprehension of content.

Giulianelli, Daniel A.; Cruzado, Graciela S.; Rodríguez, Rocío A.; Vera, Pablo M.; Moreno, Edgardo J.

80

Secondary school biology teaching, 1983--2004: Objectives as stated in periodical literature  

NASA Astrophysics Data System (ADS)

Purpose of the study. The major purpose of this study was to identify and to classify objectives for teaching biology in secondary school in the United States during the period 1983-2004. These objectives were identified by objective statements in articles from selected professional periodicals. Procedure. The 1983-2004 period was divided into four subperiods on the basis of major historical events. Selected professional periodicals were searched for statements of objectives of secondary school biology teaching. These statements were catalogued into Knowledge, Process, Product, Attitude and Interest, or Cultural Awareness categories. The resulting data were classified within and across the four subperiods according to frequency of occurrence, category, authorship, and year. Findings. The major findings of this investigation included the following: (1) Authorships in Higher Education produced the most articles and the most statements in each subperiod. Miscellaneous authors produced the least articles and statements. (2) Statements in the Attitude and Interest category were the most frequent in the four subperiods. (3) The "most important" objectives for secondary school biology teaching were Presents major facts, principles, or fundamentals (from the Knowledge category), Expresses scientific attitudes and appreciation, Identifies the nature of science and scientists, and Identifies scientific interest and career development (from the Attitude and Interest category), and Develops scientific method of thinking (from the Process category). Conclusions. Based on the findings of this investigation, the following conclusions were made: (1) The objectives for teaching secondary school biology were influenced by historical events, especially the publication of A Nation at Risk: The Imperative for Educational Reform in 1983, America 2000 in 1988, Goals 2000 in 1994, No Child Left Behind in 2000. The rapid growth and expansion of technology and the World Wide Web during the time span of the study also influenced the number of objectives. (2) Authors in Higher Education wrote more articles about the objectives for the teaching of secondary school biology than those in Secondary Education or other categories. This was probably a reflection of the "publish or perish" environment in many colleges and universities.

Russell, James W., Sr.

81

Secondary Agricultural Science as Content and Context for Teaching  

ERIC Educational Resources Information Center

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

Roberts, T. Grady; Ball, Anna L.

2009-01-01

82

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

ERIC Educational Resources Information Center

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

Gartner, Manfred

2001-01-01

83

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

NSDL National Science Digital Library

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

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

2014-01-30

84

An Object-Oriented Dialog System for Use in Computer-Aided Teaching  

Microsoft Academic Search

In this paper is proposed an ontology based on the object-oriented paradigm for the development of explanatory systems to\\u000a simulate, in an appropriate way, the professor-student interactions carried out in the teaching processes. The knowledge explained\\u000a in the dialogue process is represented at different levels of complexity by means of a network of multi-connected units of\\u000a knowledge. Under the proposed

Irene Luque Ruiz; Gonzalo Cerruela García; Miguel Ángel Gómez-nieto

2003-01-01

85

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

ERIC Educational Resources Information Center

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

Bruce, Nigel

2002-01-01

86

Africa Online: A Web- and Content-Based English Language Teaching Course.  

ERIC Educational Resources Information Center

Describes a distance learning course titled "Africa Online: English Language Teaching Using Web Resources to Develop Content-Based Materials for the Classroom." Gives an overview of the course rationale, planning, implementation, outcomes, and future considerations for courses of this kind. (Author/VWL)

Opp-Beckman, Leslie

2002-01-01

87

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

ERIC Educational Resources Information Center

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

Cox, Carole

2011-01-01

88

Emotional Ecology: The Intersection of Emotional Knowledge and Pedagogical Content Knowledge in Teaching  

ERIC Educational Resources Information Center

The purpose of this paper is to offer some theoretical as well as empirical examples that describe the interrelations between pedagogical content knowledge (PCK) and emotional knowledge in teaching and learning. The argument put forward is that there is a need to expand current conceptions of PCK and acknowledge the role of emotional knowledge. It…

Zembylas, Michalinos

2007-01-01

89

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

ERIC Educational Resources Information Center

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

Hodge, David R.; Derezotes, David S.

2008-01-01

90

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

ERIC Educational Resources Information Center

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

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

2008-01-01

91

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

ERIC Educational Resources Information Center

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

Griggs, Richard A.; Collisson, Brian

2013-01-01

92

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

ERIC Educational Resources Information Center

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

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

2013-01-01

93

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

ERIC Educational Resources Information Center

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

Rockwell, Sylvia

2008-01-01

94

Usable Assessments for Teaching Science Content and Inquiry Standards  

NSDL National Science Digital Library

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

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

2006-01-01

95

Using Personal Ads and Online Self-Help Groups to Teach Content Analysis in a Research Methods Course  

ERIC Educational Resources Information Center

This paper describes methods for teaching content analysis as part of the Research sequence in social work education. Teaching content analysis is used to develop research skills as well as to promote students' knowledge and critical thinking and about new information technology resources that are being increasingly used by the general public. The…

Finn, Jerry; Dillon, Caroline

2007-01-01

96

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

NSDL National Science Digital Library

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.

Jones-Wilson, T. M.

2005-09-01

97

Content-based 3D object retrieval using 2D views  

Microsoft Academic Search

2D techniques have recently emerged as an important boost for 3D objects content-based retrieval in many real world applications such as photography, art, archeology and geolocalization thanks to its several complementary aspects. We introduce in this paper a new framework for 3D objects content-based retrieval based on a 2D photography approach. A new alignment process that is able to find

Thibault Napoleon; Hichem Sahbi

2009-01-01

98

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

Microsoft Academic Search

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

Richard H. Kolbe; Melissa S. Burnett

1991-01-01

99

Health Education Curriculum Objectives and Family Life Content Outline, K-12.  

ERIC Educational Resources Information Center

This health education curriculum guide consists of two major sections: a list of health education objectives and a family life education content outline. Each section is subdivided by grade levels, kindergarten through 12. Health education objectives for each grade level are organized into six topic areas: mental health, physical health, community…

Northern Valley Regional High School District, Closter, NJ.

100

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

ERIC Educational Resources Information Center

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

Martin, Fran

2013-01-01

101

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

NASA Astrophysics Data System (ADS)

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

Schaefferkoetter, Josh

2004-11-01

102

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

ERIC Educational Resources Information Center

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

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

2014-01-01

103

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

PubMed

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

Xue, Jianru; Li, Ce; Zheng, Nanning

2011-04-01

104

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

ERIC Educational Resources Information Center

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

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

105

Using Interactive Teaching and Learning Strategies to Promote Text Comprehension and Content Learning for Students with Learning Disabilities  

Microsoft Academic Search

The Interactive Teaching Project, described in this paper, was designed to test an instructional model designed to help students identified as learning disabled comprehend and learn content area concepts. Reported is a description of the theoretical rationale for the model, a description of the teaching and learning strategies used, and the effects of those strategies. The conclusions are based on

Candace S. Bos; Patricia L. Anders

1992-01-01

106

Introduction to Psychology and Leadership. Part Six; Authority and Responsibility. Content Outline, Terminal and Enabling Objectives.  

ERIC Educational Resources Information Center

The content is outlined and the terminal and enabling objectives are provided for a curriculum area on authority and responsibility (see EM 010 432, EM 010 433, EM 010 458, and EM 010 468), part of an introduction to psychology and leadership course for the United States Naval Academy (see the final reports which summarize the course development…

Westinghouse Learning Corp., Annapolis, MD.

107

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

ERIC Educational Resources Information Center

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

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

2013-01-01

108

A singer identification technique for content-based classification of MP3 music objects  

Microsoft Academic Search

As there is a growing amount of MP3 music data available on the Internet today, the problems related to music classification and content-based music retrieval are getting more attention recently. In this paper, we propose an approach to automatically classify MP3 music objects according to their singers. First, the coefficients extracted from the output of the polyphase filters are used

Chih-Chin Liu; Chuan-Sung Huang

2002-01-01

109

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

NASA Astrophysics Data System (ADS)

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) students’ difficulties in understanding acid-base chemistry and (2) models of acids and bases in their teaching practice. In the interviews, the teachers were asked to comment on authentic student responses collected in a previous study that included student interviews about their understanding of acids and bases. Further, the teachers drew story-lines representing their level of satisfaction with their acid-base teaching. The results show that, although all teachers recognised some of the students’ difficulties as confusion between models, only a few chose to emphasise the different models of acids and bases. Most of the teachers thought it was sufficient to distinguish clearly between the phenomenological level and the particle level. The ways the teachers reflected on their teaching, in order to improve it, also differed. Some teachers reflected more on students’ difficulties; others were more concerned about their own performance. Implications for chemistry (teacher) education are discussed.

Drechsler, Michal; van Driel, Jan

2008-11-01

110

Planning Literary Instruction: A Discussion of the Curricular Objectives for the Teaching of Literature in the Swedish Comprehensive School and a Rationale for Objective-Procedure-Criterion Units.  

ERIC Educational Resources Information Center

This study reports the results of a project testing the extent to which a systematic analysis of objectives, procedures, and evaluation can benefit literature teaching in the Swedish Comprehensive School (the compulsory nine-year school for pupils between seven and sixteen years of age). Following earlier reports on goal document and requirement…

Klingberg, Gote; Agren, Monica

111

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

PubMed

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

Aase, Ingunn; Aase, Karina; Dieckmann, Peter

2013-05-01

112

Transforming subject-matter knowledge: the role of pedagogical content knowledge in learning to reflect on teaching  

Microsoft Academic Search

Many beginning teachers view teaching as a simple transmission of subject?matter knowledge to students. This paper explores how the concept of pedagogical content knowledge can play a critical role in (i) clarifying the need for teachers to transform content knowledge into forms that are accessible to children, and (ii) reflecting on how to accomplish this transformation. A vignette, of a

Arthur N. Geddis

1993-01-01

113

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

ERIC Educational Resources Information Center

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

Morse, M. Lynn

2008-01-01

114

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

NASA Astrophysics Data System (ADS)

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

Ward, Annmarie Rehm

115

Getting Clean with Herkimer: A Software Package for Teaching Children in Special Education to Classify Common Objects.  

ERIC Educational Resources Information Center

Describes "Getting Clean with Herkimer," a software package designed to teach elementary special education students to classify personal grooming objects. A study compared this software program with another one, including results of pretests and posttests and computer use and attitude measures. (32 references) (LRW)

Adler, Debora L.

1994-01-01

116

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

ERIC Educational Resources Information Center

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

Bentley, Brian S.; Hill, Robert V.

2009-01-01

117

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

ERIC Educational Resources Information Center

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

Alkazemi, Basem Y.; Grami, Grami M.

2012-01-01

118

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

ERIC Educational Resources Information Center

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)

Brown, Peter

2001-01-01

119

The effect of object processing in content-dependent source memory  

PubMed Central

Background Previous studies have suggested that the study condition of an item influences how the item is encoded. However, it is still unclear whether subsequent source memory effects are dependent upon stimulus content when the item and context are unitized. The present fMRI study investigated the effect of encoding activity sensitive to stimulus content in source memory via unitization. In the scanner, participants were instructed to integrate a study item, an object in either a word or a picture form, with perceptual context into a single image. Results Subsequent source memory effects independent of stimulus content were identified in the left lateral frontal and parietal regions, bilateral fusiform areas, and the left perirhinal cortex extending to the anterior hippocampus. Content-dependent subsequent source memory effects were found only with words in the left medial frontal lobe, the ventral visual stream, and bilateral parahippocampal regions. Further, neural activity for source memory with words extensively overlapped with the region where pictures were preferentially processed than words, including the left mid-occipital cortex and the right parahippocampal cortex. Conclusions These results indicate that words that were accurately remembered with correct contextual information were processed more like pictures mediated by integrated imagery operation, compared to words that were recognized with incorrect context. In contrast, such processing did not discriminate subsequent source memory with pictures. Taken together, these findings suggest that unitization supports source memory for both words and pictures and that the requirement of the study task interacts with the nature of stimulus content in unitized source encoding.

2013-01-01

120

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

ERIC Educational Resources Information Center

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

Eikeseth, Svein; Hayward, Diane W.

2009-01-01

121

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

ERIC Educational Resources Information Center

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

Moseley, Christine; Utley, Juliana

2006-01-01

122

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

ERIC Educational Resources Information Center

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

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

2008-01-01

123

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

ERIC Educational Resources Information Center

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

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

2012-01-01

124

Developing Robust Forms of Pre-Service Teachers' Pedagogical Content Knowledge through Culturally Responsive Mathematics Teaching Analysis  

ERIC Educational Resources Information Center

This study documents and describes efforts to develop robust forms of pre-service teachers' pedagogical content knowledge through a culturally responsive mathematics teaching approach. Embedded in a university K-8 mathematics methods course emphasising the connections among mathematics, children's mathematical thinking, and…

Aguirre, Julia M.; Zavala, Maria del Rosario; Katanyoutanant, Tiffany

2012-01-01

125

Teaching Comprehension Processes Using Magazines, Paperback Novels, and Content Area Textbooks.  

ERIC Educational Resources Information Center

Argues that teaching students the process of comprehension and ways to improve their own comprehension helps to develop skills in reluctant or poor readers. Offers teaching ideas that involve a variety of reading materials. (FL)

Nist, Sherrie L.; And Others

1983-01-01

126

A Suggested Project-Based Evolution Unit for High School: Teaching Content through Application  

ERIC Educational Resources Information Center

Research has indicated teachers feel they could be more effective in teaching evolution if they had more access to contemporary evolution information, time to safely reflect on the teaching of the topic with peers, and effective lesson plan ideas for teaching evolution and the obstacles that arise. Recent science educational reform efforts for…

Cook, Kristin

2009-01-01

127

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

NASA Astrophysics Data System (ADS)

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

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

2001-05-01

128

Analysis of Implementation Issues for the Searchable Content Object Reference Model (SCORM) in Navy Education and Training.  

National Technical Information Service (NTIS)

The thesis research examines the emergence of Sharable Content Object Reference Model (SCORM) architecture currently under development by the Advanced Distributed Learning (ADL) initiative established by the Department of Defense (DoD). SCORM is a collect...

R. L. Anderson J. L. Granado

2003-01-01

129

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

ERIC Educational Resources Information Center

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

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

130

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

ERIC Educational Resources Information Center

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

Depradine, Colin; Gay, Glenda

2004-01-01

131

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

ERIC Educational Resources Information Center

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…

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

2007-01-01

132

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

DOEpatents

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

Crane, Thomas W. (Los Alamos, NM) [Los Alamos, NM

1986-01-01

133

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

DOEpatents

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

Crane, T.W.

1983-12-21

134

On Student Teaching: Educational Comment 1967.  

ERIC Educational Resources Information Center

This collection of papers is designed to provide information about the "new order in student teaching" (the various field experiences in preservice teacher education programs, e.g., observation, teaching under a supervising teacher, microteaching, internship, externship, simulated teaching, etc.). Contents are (1) "Goals and Objectives of Student…

Ishler, Richard E., Ed.; Inglis, Joan D., Ed.

135

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

NASA Astrophysics Data System (ADS)

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

Corey, Robert C.

136

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

PubMed

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

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

2013-11-01

137

Frameworks for the Automatic Indexation of Learning Management Systems Content into Learning Object Repositories  

Microsoft Academic Search

Learning Management Systems (LMS) generally offer big repositories of learning material, but the lack of publicly available metadata to describe the learning objects makes it very difficult to share and reuse these objects. If metadata could be generated for these objects in order to index them in Learning Object Repositories (LOR), the gained amount of resources could solve the sub-critical

Xavier Ochoa; Kris Cardinaels; Michael Meire; Erik Duval

138

An Experimental Analysis of Milieu Language Intervention: Teaching the Action-Object Form.  

ERIC Educational Resources Information Center

Three young children with borderline to moderate mental retardation were taught the action-object form using milieu language intervention. Subjects learned to generatively produce action-object combinations in nonobligatory conversational situations as requests for objects/actions and as declaratives, and also began to respond correctly to probe…

Warren, Steven F.; Bambara, Linda M.

1989-01-01

139

Main Objectives for this I.A.U. Special Session on Innovation in Teaching/ Learning Astronomy  

NASA Astrophysics Data System (ADS)

In the IAU resolution on the Value of Astronomy Education, passed by the IAU's General Assembly in 2003, it was recommended: to include astronomy in school curricula, to assist schoolteachers in their training and backup, and to inform teachers about available resources. The aim of this Special Session 2 on "Innovation in Teaching/Learning Astronomy" is to contribute to the implementation of these recommendations, introducing innovative points of view regarding methods of teaching and learning. Astronomers from all countries—developed or developing—will be equally interested. New methods of dissemination of information are making big changes in the opportunity of spreading astronomical knowledge. The World Wide Web continues to expand its reach, and the Astronomy Picture of the Day reaches the homepage of millions. The new phenomenon of podcasts is spreading rapidly. Astronomy attracts many young people to education in important fields in science and technology. But in many countries, astronomy is not part of the standard curriculum, and teachers do not receive adequate education and support. Still, many scientific and educational societies and government agencies have produced materials and educational resources in astronomy for all educational levels. Technology is used in astronomy both for obtaining observations and for teaching. In any case, it is useful to take their special opportunity to learn about the situation in different countries, to exchange opinions, and to collect information in order to continue, over at least the next triennium, the activities related to promoting astronomy throughout the world. In particular, we would like to invite all participants to explain their positive original experiences so they can be adapted for other regions. Everyone is invited to exchange their initiatives and to try to involve other countries in common projects. All of us are in the same boat. http://www.communicatingastronomy.org/innovation2006/

Pasachoff, J. M.; Ros, R. M.

2006-08-01

140

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

ERIC Educational Resources Information Center

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

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

2005-01-01

141

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

Microsoft Academic Search

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

Marilyn Rhea; Patricia Lucido; Cheryl Gregerson-Malm

2005-01-01

142

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

ERIC Educational Resources Information Center

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

Wardrip, Peter; Tobey, Jennifer

2009-01-01

143

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

Microsoft Academic Search

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

Sarah Hug; Heather Thiry; Phyllis Tedford

2011-01-01

144

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

NASA Astrophysics Data System (ADS)

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

Somers, Judy L.

145

Fobs: an open source object-oriented library for accessing multimedia content  

Microsoft Academic Search

The exceptionally large nature of multimedia content has motivated the creation of many different compression algorithms and encapsulation formats to make its transportation and storage feasible. Developers of multimedia applications have to deal repeatedly with the massive number of forms in which content is present, turning the single task of media access into an unnecessary challenge. The open source project

Jose San Pedro

2008-01-01

146

Teaching Software Design Using Both Functional and Object-Oriented Decomposition  

Microsoft Academic Search

For the past decade, functional decomposition, together with the conventional modularization criterion, has dominated the way that software design has been taught in academia. With the introduction of the Ada and Modula?2 programming languages, there has been much interest in object?oriented design, which centers around the use of the data abstraction modularization criterion to perform object?oriented decomposition. Object?oriented decomposition results

Frank A. Cioch

1990-01-01

147

Every teacher an English teacher? Literacy strategy teaching and research in the content area of science education  

NASA Astrophysics Data System (ADS)

Recent statements from teachers of English and literacy (NCTE, 2007) have voiced the failure of schools to help minority students and ELLs close the literacy achievement gap and the responsibility of all teachers to help with this endeavor. Central to this effort in secondary schools are the content area teachers, as their subjects constitute the bulk of school day instruction. While there have been small studies and field reports of what content teachers are or are not teaching in the way of literacy instruction (Fisher and Ivey, 2005; Verplaste, 1996, 1998; Vacca and Vacca 1989), researchers have not had success measuring the literacy practices of content area teachers in a broad-based study. This study focuses specifically on what many researchers in both the content literacy and ESL fields have emphasized for promoting literacy in the classroom---teaching metacognitive strategies. Twelve metacognitive functions derived from a literacy strategies handbook are employed as a means to ascertain strategy usage within the lessons whether specifically known content strategies are named or not. The initial analysis is performed on over 100 lesson plans hosted at four prominent university science education sites, all within a five year period (2003-7). In addition to the lesson plan analysis, a review of 100 articles taken from five on-line science education journals reveal what the science education field addresses this issue. Findings suggest that while 80% of science teachers include some type of strategic teaching and learning in their lessons, only about 20% of science teachers explicitly utilize strategies as listed in content literacy manuals and promoted by literacy and ESL experts. Rather, most science teachers implicitly include these strategies within their lessons and/or promote their own subject-specific strategies in content teaching. Analysis of science education research and publications shows that there is a focus on literacy and specifically strategic learning; however, the evidence does not suggest that science teachers necessarily follow these suggested offerings---even when it comes to their own national organization's offerings in this area.

Buckingham, Thomas

148

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

ERIC Educational Resources Information Center

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

Bjornsrud, Halvor; Nilsen, Sven

2011-01-01

149

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

ERIC Educational Resources Information Center

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

Al-Najjar, Rana Abdel-Rahman

2012-01-01

150

Teaching the Object-Oriented Paradigm and Software Reuse: Notes from an Empirical Study  

Microsoft Academic Search

This article describes the authors’ experience in retraining students in the relatively new object?oriented programming paradigm and in the area of software reuse. Many software development organizations are investigating and, consequently, adopting the object?oriented paradigm as their design methodology. The justification for the change is that the paradigm promotes software reuse, which, when performed properly, will increase programmer productivity and

Mark R. Lattanzi; Sallie M. Henry

1996-01-01

151

Iterative Cycle for Teaching Object Oriented Concepts: From Abstract Thinking to Specific Language Implementation  

Microsoft Academic Search

Abstract thinking is a vital skill when learning computer science related issues. Object Technology and the concepts it's based upon make this skill even more crucial. However, previous research works show that both students in top universities, as well as experienced practitioners in industry, encounter difficulties in thinking in abstract terms while practicing object oriented development. This vision paper suggests

Irit Hadar; Ethan Hadar

152

Incorporating corpus linguistics into content teach ing: the feasibility of using small corpus in Singapore prim ary Maths teaching  

Microsoft Academic Search

English, Maths, and Mother Tongue are three very importan t subjects for primary students in Singapore. Among them, the first two are of extreme importance. The successful learning of the latter is often affected by that of the former. Nevertheless, teachers of content sub jects are often not fully aware of this. One indicator of this unawareness is that students'

Gong Wengao; Hong Huaqing; Koh Kim Hong

153

Introduction to Psychology and Leadership. Part Eight; Senior-Subordinate Relationships. Content Outline, Terminal and Enabling Objectives.  

ERIC Educational Resources Information Center

The content is outlined and the terminal and enabling objectives are provided for a curriculum area on senior-subordinate relationships (see EM 010 437, EM 010 438, EM 010 460, and EM 010 469), part of an introduction to psychology and leadership course for the United States Naval Academy (see the final reports which summarize the course…

Westinghouse Learning Corp., Annapolis, MD.

154

Automatic content-based classification of MP3 objects using radial basis function network in surveillance system  

Microsoft Academic Search

In recent years, the MP3 music objects become the popular type of music file in many internet audio applications, including the surveillance system. But, less attention was received to the content-based classification of audio data. While Cloud Services were blooming, the classification of MP3 music has better more and more important. It is necessary to process much audio data when

Yi-Hsing Tsai; Chin-Chien Tsai; Kun-Ching Wang

2010-01-01

155

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

ERIC Educational Resources Information Center

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

Carlson, David Lee; Archambault, Leanna

2013-01-01

156

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

PubMed Central

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

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

2013-01-01

157

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

ERIC Educational Resources Information Center

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

Baecher, Laura; Farnsworth, Tim; Ediger, Anne

2014-01-01

158

Integrating EduLearn learning content management system (LCMS) with cooperating learning object repositories (LORs) in a peer to peer (P2P) architectural framework  

Microsoft Academic Search

An attempt is made to integrate the EduLearn Learning Content Management System (LCMS) components with comparable Learning Objects Repository (LORs), specified in Peer to Peer (P2P) architecture to provide a better framework for sharing Learning Objects. Learning Content Designers need to be able to access a suitable learning object. For this the Learning Object needs to reside in an LOR

Lakshmi Sunil Prakash; Dinesh Kumar Saini; Narayana Swamy Kutti

2009-01-01

159

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

ERIC Educational Resources Information Center

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

Hatcher, Sarah

2012-01-01

160

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

ERIC Educational Resources Information Center

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

Sieber, Ellen

161

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

Microsoft Academic Search

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

Josh Schaefferkoetter

2004-01-01

162

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

ERIC Educational Resources Information Center

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

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

2006-01-01

163

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

ERIC Educational Resources Information Center

"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…

Razzouk, Nabil Y.; Razzouk, Jay N.

2008-01-01

164

Multi-objective calibration of a river water quality model—Information content of calibration data  

Microsoft Academic Search

Substantial uncertainties exist in the identification of river water quality models, which partially depend on the information content of the calibration data. To evaluate the dependencies between available calibration data and model predictions, investigations were conducted based on a 536km free-flowing reach of the German part of the River Elbe. Five extensive flow-time-related longitudinal surveys with 14 sampling locations were

Michael Rode; Ursula Suhr; Gunter Wriedt

2007-01-01

165

Novel image viewer providing fast object delineation for content-based retrieval and navigation  

NASA Astrophysics Data System (ADS)

In this paper we describe a novel interactive image viewer incorporating a range of image processing techniques that allows inexperienced users to quickly and easily delineate objects or shapes from a wide range of real world images. The viewer is specifically designed to be easily extensible, and this extensibility is demonstrated with the implementation of an iterative user guided segmentation tool. Using this tool objects can be efficiently extracted from images and used as the basis for navigation and retrieval within MAVIS, the Multimedia Architecture for Video, Image, and Sound.

Perry, Stephen T.; Lewis, Paul H.

1997-12-01

166

The Effect of Inquiry-Based Instruction on Elementary Teaching Majors' Chemistry Content Knowledge  

ERIC Educational Resources Information Center

Study is conducted to find whether the students learning chemistry using different instructional methodologies develop comparable chemistry content knowledge. Results found the comparable chemistry content knowledge among the samples.

Sanger, Michael J.

2007-01-01

167

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

ERIC Educational Resources Information Center

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…

Blomeke, Sigrid

2012-01-01

168

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

NSDL National Science Digital Library

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

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

2008-05-01

169

Teaching Aging Content to University-Level Non-Gerontology Majors  

ERIC Educational Resources Information Center

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

Beland, Robert

2004-01-01

170

A Didactic Analysis of Content Development during the Peer Teaching Tasks of a Sport Education Season  

ERIC Educational Resources Information Center

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

Wallhead, Tristan; O'Sullivan, Mary

2007-01-01

171

Comparing Web-Based to Traditional Instruction for Teaching Special Education Content  

ERIC Educational Resources Information Center

Web-based instruction, including both online courses and online degree programs, offer flexibility to students and instructors and are now typical in higher education programs. Researchers compared WBI to traditional instruction for teaching undergraduate students about students with disabilities. Forty-four students participated in this study.…

O'Neal, Kelly; Jones, W. Paul; Miller, Susan P.; Campbell, Pamela; Pierce, Thomas

2007-01-01

172

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

ERIC Educational Resources Information Center

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

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

2013-01-01

173

Content-Based Indexing and Teaching Focus Mining for Lecture Videos  

ERIC Educational Resources Information Center

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

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

2010-01-01

174

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

ERIC Educational Resources Information Center

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

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

2012-01-01

175

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

ERIC Educational Resources Information Center

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

Mncube-Barnes, Fatima Maria

2010-01-01

176

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

ERIC Educational Resources Information Center

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

Eble, Michelle F.

2003-01-01

177

A classification framework for content-based extraction of biomedical objects from hierarchically decomposed images  

NASA Astrophysics Data System (ADS)

Multiscale analysis provides a complete hierarchical partitioning of images into visually plausible regions. Each of them is formally characterized by a feature vector describing shape, texture and scale properties. Consequently, object extraction becomes a classification of the feature vectors. Classifiers are trained by relevant and irrelevant regions labeled as object and remaining partitions, respectively. A trained classifier is applicable to yet uncategorized partitionings to identify the corresponding region's classes. Such an approach enables retrieval of a-priori unknown objects within a point-and-click interface. In this work, the classification pipeline consists of a framework for data selection, feature selection, classifier training, classification of testing data, and evaluation. According to the no-free-lunch-theorem of supervised learning, the appropriate classification pipeline is determined experimentally. Therefore, each of the steps is varied by state-of-the-art methods and the respective classification quality is measured. Selection of training data from the ground truth is supported by bootstrapping, variance pooling, virtual training data, and cross validation. Feature selection for dimension reduction is performed by linear discriminant analysis, principal component analysis, and greedy selection. Competing classifiers are k-nearest-neighbor, Bayesian classifier, and the support vector machine. Quality is measured by precision and recall to reflect the retrieval task. A set of 105 hand radiographs from clinical routine serves as ground truth, where the metacarpal bones have been labeled manually. In total, 368 out of 39.017 regions are identified as relevant. In initial experiments for feature selection with the support vector machine have been obtained recall, precision and F-measure of 0.58, 0.67, and 0,62, respectively.

Thies, Christian; Schmidt Borreda, Marcel; Seidl, Thomas; Lehmann, Thomas M.

2006-03-01

178

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

NASA Astrophysics Data System (ADS)

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

Clark, Lisa A.

179

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

ERIC Educational Resources Information Center

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

Reed, Peter

2012-01-01

180

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

ERIC Educational Resources Information Center

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

McLoughlin, M. Padraig M. M.

2009-01-01

181

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

NASA Astrophysics Data System (ADS)

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

Sadaghiani, Homeyra R.; Costley, Sarai N.

2009-11-01

182

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

NSDL National Science Digital Library

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

Sadaghiani, Homeyra R.; Costley, Sarai N.

2010-01-19

183

Teaching to Teach in Toronto  

ERIC Educational Resources Information Center

Objective: The training objectives for postgraduate education in the United States and Canada both state that teaching skills should be formally developed during training. This article reviews the development of the Teaching-to-Teach program at the University of Toronto Department of Psychiatry, the current curriculum, evaluation, and future…

Dang, Kien; Waddell, Andrea E.; Lofchy, Jodi

2010-01-01

184

Use of interactive teaching methods in tobacco cessation program and examine it by using objective structured clinical exam  

PubMed Central

Background: Tobacco addiction is an important public health issue. It is important for health professional to counsel the tobacco users for cessation. Aim: To enhance communication skills of MBBS (Bachelor of Medicine and Bachelor of Surgery) students in counseling of tobacco users by using interactive teaching methods and examine it by using OSCE. Materials and Methods: It was a before and after comparison study. Communication skills of students were examined by standardized patients (investigators) by objective structured clinical examination (OSCE) method before and after intervention. All the students were trained to enhance the communication skills by role play, interactive session, anecdotes. Statistical analysis was done by using Paired t-test. Results: The difference in scores at all the 3 stations before and after the intervention and also global scores before and after the intervention was statistically highly significant (P = 0.0001). Conclusion and Recommendation: Communication skills of students in counseling tobacco users improved after they were given role play, interactive session, anecdotes. Similar model can be used to improve the communication/counseling skills in other important health hazards.

Fernandez, Kevin; Pandve, Harshal T.; Debnath, Dhrubajyoti J.

2013-01-01

185

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

ERIC Educational Resources Information Center

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…

Fargo, George

186

Integrating Language-and-Culture Teaching: An Investigation of Spanish Teachers' Perceptions of the Objectives of Foreign Language Education  

ERIC Educational Resources Information Center

A recent shift has been noticeable in foreign language education theory. Previously, foreign languages were taught as a linguistic code. This then shifted to teaching that code against the sociocultural background of, primarily, one country in which the foreign language is spoken as a national language. More recently, teaching has reflected on…

Castro, Paloma; Sercu, Lies; Mendez Garcia, Maria del Carmen

2004-01-01

187

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

ERIC Educational Resources Information Center

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

Brown, Betty Jean

188

Integrating nature of science instruction into a physical science content course for preservice elementary teachers: NOS views of teaching assistants  

NASA Astrophysics Data System (ADS)

Teacher education programs have met with limited success in improving teachers' understanding of the nature of science (NOS). Research suggests that such efforts could be enhanced by addressing NOS in preservice teachers' science courses. We planned NOS instruction in a physical science content course for preservice elementary teachers. Our first concern was the NOS views of the instructors for the course, which included undergraduate teaching assistants (UTAs). We examined the NOS views of nine UTAs, and the impact of job-embedded professional development on their views. Although initially UTAs held a number of views inconsistent with science education reforms, four modes of explicit-and-reflective interventions, including analysis of NOS views of preservice teachers, resulted in favorable changes in UTAs' views.

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

2006-09-01

189

Using Writing and Culture to Teach Science Content to Preservice Teachers  

ERIC Educational Resources Information Center

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

Saint-Hilaire, Line Augustin

2013-01-01

190

Teaching to Learn: The Colorado Learning Assistant program's impact on learning content  

NSDL National Science Digital Library

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.

Finkelstein, Noah D.; Otero, Valerie K.; Pollock, Steven J.

2007-11-01

191

Teaching Intricate Content Online: It Can Be Done and Done Well  

ERIC Educational Resources Information Center

Despite a plethora of online course offerings over the past decade, we continue to see resistance to this platform for course delivery, particularly with content that is ostensibly too sensitive or difficult to deliver in this format. This article describes an approach to online course planning and design, with attention paid to creating rich and…

Sobel, Donna M.; Sands, Deanna Iceman; Dunlap, Joanna C.

2009-01-01

192

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

ERIC Educational Resources Information Center

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

Engstrom, Susanne; Gustafsson, Peter; Niedderer, Hans

2011-01-01

193

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

ERIC Educational Resources Information Center

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

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

2011-01-01

194

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

ERIC Educational Resources Information Center

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

Wood, Karen D.; Tinajero, Josefina

2002-01-01

195

Reshaping Teaching and Learning: The Transformation of Faculty Pedagogical Content Knowledge  

ERIC Educational Resources Information Center

A qualitative study of faculty members participating in a campus-wide problem-based learning initiative examined the process of transforming faculty pedagogical content knowledge. Researchers found that faculty existing knowledge and the institutional intervention influenced new knowledge of faculty roles, student roles, disciplinary structures,…

Major, Claire H.; Palmer, Betsy

2006-01-01

196

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

ERIC Educational Resources Information Center

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

Pally, Marcia, Ed.

197

A Study of Three Approaches for Teaching Technical Content to Pre-service Technology Education Teachers  

Microsoft Academic Search

Policy and decision makers within technology teacher education are searching for means to revitalize weak programs, meet the needs of their cli- ents, and adapt in ways that will help insure the continuation of their programs. Insight into the effects of different approaches to providing technical content in technology teacher education programs may aid in this quest. Based upon discussions

Dan Brown

1993-01-01

198

Research-Based Strategies for Teaching Content to Students with Intellectual Disabilities: Adapted Videos  

ERIC Educational Resources Information Center

Teachers are always seeking any visual and/or auditory supports to facilitate students' comprehension and acquisition of difficult concepts associated with academic content. Such supports are even more important for students with intellectual disabilities who regardless of their abilities and needs are required to have access and active…

Evmenova, Anna S.; Behrmann, Michael M.

2011-01-01

199

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

ERIC Educational Resources Information Center

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…

Cooper, Benjamin

2013-01-01

200

Translating the IHE Teaching File and Clinical Trial Export (TCE) Profile Document Templates into Functional DICOM Structured Report Objects  

Microsoft Academic Search

The Integrating the Healthcare Enterprise (IHE) Teaching File and Clinical Trial Export (TCE) integration profile describes\\u000a a standard workflow for exporting key images from an image manager\\/archive to a teaching file, clinical trial, or electronic\\u000a publication application. Two specific digital imaging and communication in medicine (DICOM) structured reports (SR) reference\\u000a the key images and contain associated case information. This paper

Aaron W. C. Kamauu; Scott L. Duvall; Andrew P. Liimatta; Richard H. Wiggins III; David E. Avrin

2008-01-01

201

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

ERIC Educational Resources Information Center

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

Waldron, Janice

2013-01-01

202

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

ERIC Educational Resources Information Center

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

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

2011-01-01

203

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

ERIC Educational Resources Information Center

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

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

2008-01-01

204

Understanding the Theoretical Framework of Technological Pedagogical Content Knowledge: A Collaborative Self-Study to Understand Teaching Practice and Aspects of Knowledge  

ERIC Educational Resources Information Center

This paper describes a self-study research project that focused on our experiences when planning, teaching, and evaluating a course in initial teacher education. The theoretical framework of technological pedagogical content knowledge (TPACK) was used as a conceptual structure for the self-study. Our understanding of the framework in relation to…

Fransson, Goran; Holmberg, Jorgen

2012-01-01

205

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

ERIC Educational Resources Information Center

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

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

206

Implementation of Some Affective Objectives in Different Foreign Language Teaching Situations as Rated by Student Teachers. Research Bulletin, No. 45.  

ERIC Educational Resources Information Center

Affective learning, psychomotor learning and cognitive learning are three objectives of education; they cannot be completely separated and often one type of objective may be a means of achieving another. This study attempted to begin bridging the gap between the affective objectives and the cognitive-psychomotor objectives in foreign language…

Leino, Anna-Liisa

207

Preparing Elementary Teachers to Teach Mathematics: A Problem-solving Approach. Final Report. Volume II: Content Component.  

ERIC Educational Resources Information Center

The "Preparing Elementary Teachers to Teach Mathematics (PETTM) Project" (1988-1991) was a cooperative university/school effort to improve the teaching of mathematics by elementary teachers with its primary focus on improving the university training of preservice teachers (PSTs) in mathematics. This document, volume II of the project's final…

Lester, Frank K., Jr.; And Others

208

Implementing Reciprocal Teaching with Fourth- and Fifth-Grade Students in Content Area Reading. Technical Report No. 586.  

ERIC Educational Resources Information Center

A study was conducted to examine the implementation of reciprocal teaching with fourth- and fifth-grade students as they read their social studies and science textbooks. A distinctive feature of the study was that reciprocal teaching procedures were used in a whole-class, rather than a small-group instructional setting. Three teachers and 67…

Bottomley, Diane; Osborn, Jean

209

Conceptual change and science teaching  

Microsoft Academic Search

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

Kenneth A. Strike; George J. Posner

1982-01-01

210

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

ERIC Educational Resources Information Center

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

Rule, Audrey C.; Welch, Genne

2008-01-01

211

Teaching Object-orientation: From Semi colons to Frameworks C Johansson EP Frameworks\\/University of Karlskrona\\/Ronneby  

Microsoft Academic Search

Software engineering is often associated with the software technology of yesterday. To manage anything, predictability is a key issue, and it takes some time to gather the necessary experience of a new technology. Object technology has not yet reached this stage of maturity but is rapidly becoming established in industry. This paper describes how the object-oriented paradigm is used throughout

L Ohlsson; P Molin

212

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

ERIC Educational Resources Information Center

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

Yonkers City School District, NY.

213

An Implementation of SCORM-Compliant Learning Content Management System - Content Repository Management System  

Microsoft Academic Search

The purpose is to promote the productivity of authoring teaching materials for teachers at primary and junior high school levels in Taiwan. Therefore, we develop a content repository management system (CRMS) for management of learning objects on Web-based learning environment. The ultimate goal is to pursue cost-effective and high quality content on the Web for schoolteachers.

Jin-Tan David Yang; Chun-yen Tsai

2003-01-01

214

Seeing (and Inferring) is Believing: Using the Nature of Science to reinforce process skills and teach relevant science content.  

NASA Astrophysics Data System (ADS)

If science education can be compared to building a house, then conceptually it can be divided into three parts: content knowledge, process skills, and nature of science or science as a way of thinking. The basis of understanding any discipline begins with the accumulation of facts, theories and concepts. These are the building blocks which are used to construct and strengthen a foundation. Next are the investigatory processes and the methods; these are the tools necessary to create new knowledge and enable students to strengthen and expand their foundation. Closely linked with processes and methods are the values and assumptions that are intertwined with interpretations and conclusions. Students must be taught that science is not infallible or an absolute field. Theories and relationships are created and refuted based on the availability of data, and are heavily laden with personal and cultural bias. Teachers need to emphasize the importance of the different aspects of the nature of science—for example the connection between creativity and science—so that students will know there is not merely a single set of blueprints to build the house but an infinite number that merely await discovery. In the United States, the National Science Education Standards recognize the importance of the nature of science as an instructional objective. As a consequence many states have incorporated the nature of science into their standards. In this presentation we will clarify what is meant by "nature of science" and relate it to the more traditional topics of science content and process skills. The focus of the presentation will be on introducing a sequence of teacher-tested activities designed for middle and secondary school students. These activities address specific aspects of the nature of science; they are designed to be engaging and student-centered and to link abstract concepts of the nature of science to more familiar science process-skills.

Egge, Noah; Bell, Randy

2010-05-01

215

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

PubMed

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

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

2013-02-01

216

The Use of Courseware Teams for Achieving Content Objectives in Television Production. Satellite Technology Demonstration, Technical Report No. 0505.  

ERIC Educational Resources Information Center

The Satellite Technology Demonstration (STD) adopted a coordinated approach called the "courseware team concept" to effectively merge content and video production expertise in television programing. To encourage involvement and participation by the entire staff in the production of a television series, a system was designed to avoid an…

Linder, Gene; Lonsdale, Helen C.

217

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

ERIC Educational Resources Information Center

In traditional science teaching, teachers expect the average student to implicitly learn and apply subtle concepts and to connect seemingly disjointed information. Teachers expect them to actively assemble the building blocks of critical thinking, often without example (Meyers 1986). The critical analysis of issues and problems is second nature to…

Jones-Wilson, T. Michelle

2005-01-01

218

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

ERIC Educational Resources Information Center

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

Silverman, Jason

2012-01-01

219

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

ERIC Educational Resources Information Center

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

Selman, Christine Cherry

2011-01-01

220

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

ERIC Educational Resources Information Center

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

Koponen, Ismo; Nousiainen, Maija

2013-01-01

221

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

ERIC Educational Resources Information Center

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

Engel, Mimi; Claessens, Amy; Finch, Maida

2011-01-01

222

Expected Style of Pre-Service Programs for Teachers: Objectives, Content, Methods and Educational Innovation in Japan.  

ERIC Educational Resources Information Center

This document outlines the present preservice teacher education program in Japan and proposes some innovations. The basic concepts of education in Japan are listed and are said to be included in objectives of all teacher training programs. Several features of teacher education curricula are described, including the types of certificates available,…

Yoshida, Atsushi

223

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

NASA Astrophysics Data System (ADS)

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

Weld, Jeffrey; Funk, Lucas

2005-08-01

224

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

PubMed

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

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

1991-01-01

225

Teaching tools in Evidence Based Practice: evaluation of reusable learning objects (RLOs) for learning about Meta-analysis  

PubMed Central

Background All healthcare students are taught the principles of evidence based practice on their courses. The ability to understand the procedures used in systematically reviewing evidence reported in studies, such as meta-analysis, are an important element of evidence based practice. Meta-analysis is a difficult statistical concept for healthcare students to understand yet it is an important technique used in systematic reviews to pool data from studies to look at combined effectiveness of treatments. In other areas of the healthcare curricula, by supplementing lectures, workbooks and workshops with pedagogically designed, multimedia learning objects (known as reusable learning objects or RLOs) we have shown an improvement in students' perceived understanding in subjects they found difficult. In this study we describe the development and evaluation of two RLOs on meta-analysis. The RLOs supplement associated lectures and aim to improve students' understanding of meta-analysis in healthcare students. Methods Following a quality controlled design process two RLOs were developed and delivered to two cohorts of students, a Master in Public Health course and Postgraduate diploma in nursing course. Students' understanding of five key concepts of Meta-analysis were measured before and after a lecture and again after RLO use. RLOs were also evaluated for their educational value, learning support, media attributes and usability using closed and open questions. Results Students rated their understanding of meta-analysis as improved after a lecture and further improved after completing the RLOs (Wilcoxon paired test, p < 0.01 in all cases) Whilst the media components of the RLOs such as animations helped most students (86%) understand concepts including for example Forest plots, 93% of students rated usability and control as important to their learning. A small number of students stated they needed the support of a lecturer alongside the RLOs (7% 'Agreed' and 21% 'Neutral'). Conclusions Meta-analysis RLOs that are openly accessible and unrestricted by usernames and passwords provide flexible support for students who find the process of meta-analysis difficult.

2011-01-01

226

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)

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.

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

2013-12-01

227

Some Suggestions for Teaching Introductory Urban Geography  

ERIC Educational Resources Information Center

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)

Austin, C. Murray

1977-01-01

228

Personnel Administrators' Preferences for Resume Content: Ten Years After.  

ERIC Educational Resources Information Center

Notes that instructors teaching resume design have access to limited empirical research on resume content. Finds much consistency among Fortune 500 personnel administrators' preferences for resume content compared to a 1984 study. Suggests that name, address, telephone number, job objective, educational qualifications, employment history, prior…

Hutchinson, Kevin L.; Brefka, Diane S.

1997-01-01

229

Teaching to the Test?  

ERIC Educational Resources Information Center

Curriculum-teaching, requiring teachers to direct instruction toward a specific body of content knowledge or cognitive skills, is preferable to item-teaching organized around test items. Detecting inappropriate test-preparation practices among teachers is difficult. Curriculum-teaching, if effective, will elevate students' scores and mastery of…

Popham, W. James

2001-01-01

230

A Place for Content Literacy  

NSDL National Science Digital Library

To help students learn and apply science content, teachers can embed content literacy instruction within science instruction. This involves teaching the content and the literacy skills students need to learn that content, such as vocabulary and c

Misulis, Katherine E.

2011-01-01

231

A PROFILE OF PRE-COLLEGE CHEMISTRY TEACHING IN BEIRUT1  

Microsoft Academic Search

The purpose of this study was to answer the following questions: 1) How well prepared are chemistry teachers in terms of content and pedagogy, 2) What are chemistry teachers trying to accomplish in their teaching and what activities do they use to meet their objectives and 3) What are the barriers to effective chemistry teaching identified by teachers? Eighty six

Zalpha Ayoubi; Saouma BouJaoude

232

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

ERIC Educational Resources Information Center

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

Schwartz, Sydney L.; Copeland, Sherry M.

2010-01-01

233

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

ERIC Educational Resources Information Center

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

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

2013-01-01

234

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

ERIC Educational Resources Information Center

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

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

2013-01-01

235

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

ERIC Educational Resources Information Center

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

McRoy, James J.

236

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

PubMed Central

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

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

2013-01-01

237

Teaching Science through Research.  

ERIC Educational Resources Information Center

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

Hugerat, Muhamad; Zidani, Saleem; Kurtam, Naji

2003-01-01

238

Teaching for Understanding.  

ERIC Educational Resources Information Center

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

Smith, Deborah C.; Wesley, Ann

2000-01-01

239

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

ERIC Educational Resources Information Center

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

Lehmann, Susan W.

2010-01-01

240

Mastery Teaching.  

ERIC Educational Resources Information Center

This book presents 16 teaching techniques organized in lessons to be used by teachers who work with adolescents or young adults. The lessons may be used by individuals or in groups to improve instructional skills. A study guide or meeting plan precedes each chapter and suggests objectives, anticipatory set, input and modeling, means to check…

Hunter, Madeline

241

Rationale and Purpose: Teachers will extend their understanding of the concepts and teaching of the Pythagorean relationship using hands-on experiences. They will also reflect upon their teaching planning and practice and engage in dialog with an experienced practitioner in the field. A combination of text, video demonstrations, animations and comics, will increase the teacher's content knowledge as well as pedagogical knowledge  

Microsoft Academic Search

Overview: The Essential Math series provides a wealth of content knowledge in a multimedia format that will engage and motivate students. Each unit is narrowly focused and conceptually developed - easily aligned to standards - and includes: Hands-on Investigations that form the heart of each lesson. Comics that demonstrate effective teaching strategies and provide an opportunity for students to review

Terry Bese

242

Relationships between Mathematical Knowledge for Teaching and Teaching Practice: The Case of Proof  

ERIC Educational Resources Information Center

Teachers of mathematics orchestrate opportunities for interactions between learners and subject matter. Therefore, mathematics teachers need rich, multidimensional content knowledge for teaching mathematics, which incorporates knowledge of the subject matter, students, and teaching. Studying this mathematical knowledge for teaching (MKT)…

Steele, Michael D.; Cervello Rogers, Kimberly

2012-01-01

243

Making Learning the Object: Using Cultural Historical Activity Theory to Analyze and Organize Student Teaching in Urban High-Needs Schools  

ERIC Educational Resources Information Center

Background/Context: Student teaching represents a critical component of most teacher education programs. However, there is significant variation both in the contextual factors that preservice teachers (PSTs) encounter in their field placements and in the ways that teacher educators mediate PSTs' learning in relation to those placements. In…

Anderson, Lauren; Stillman, Jamy

2013-01-01

244

Non-Traditional Methods of Teaching Abstract Algebra  

ERIC Educational Resources Information Center

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

Capaldi, Mindy

2014-01-01

245

A Health Newsletter To Teach Science Knowledge: BioRAP!  

ERIC Educational Resources Information Center

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

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

246

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

ERIC Educational Resources Information Center

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

Lordon, John

1981-01-01

247

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

ERIC Educational Resources Information Center

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

Gonen, Selahattin; Basaran, Bulent

2013-01-01

248

Teaching Languages, Teaching Cultures.  

ERIC Educational Resources Information Center

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

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

249

Using Microcomputers for Teaching.  

ERIC Educational Resources Information Center

The usefulness of microcomputers for teaching social science research methods has been the subject of numerous articles. This article describes how microcomputers can be used to teach public policy content, particularly topics involving controversial issues. The discussion is organized into four sections. Section 1, "Four Important Elements,"…

Nagel, Stuart

1986-01-01

250

Communicative Competence and Language Teaching.  

ERIC Educational Resources Information Center

Describes the issues considered at the 1979 "Communicative Competence and Language Teaching" conference held in Venice, Italy. Participants discussed teaching methods which could enhance second language competence. A model for determining language learning objectives is discussed. (AM)

Ciliberti, Anna

1982-01-01

251

Teaching Children Science. Second Edition.  

ERIC Educational Resources Information Center

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…

Abruscato, Joseph

252

Object Oriented Learning Objects  

ERIC Educational Resources Information Center

We apply the object oriented software engineering (OOSE) design methodology for software objects (SOs) to learning objects (LOs). OOSE extends and refines design principles for authoring dynamic reusable LOs. Our learning object class (LOC) is a template from which individualised LOs can be dynamically created for, or by, students. The properties…

Morris, Ed

2005-01-01

253

Physics Pedagogical Content Knowledge  

NSDL National Science Digital Library

A presentation describing the development of pedagogical content knowledge (PCK), described by Lee Shulman as the unique combination of content and pedagogical knowledge that is essential to the teaching profession. PCK includes, but is not limited to, knowledge of students' difficulties and prior conceptions as well as content-specific productive representations, instructional strategies, and assessment methods.

Etkina, Eugenia

2010-04-21

254

Mathematics: Content and Pedagogy  

ERIC Educational Resources Information Center

The debate has gone on for some time in terms of which is more salient for the teacher to be well versed in, mathematical content versus methods and approaches in teaching. Both are salient. They cannot be separated from each other. The mathematics teacher must indeed have broad, in-depth knowledge of subject matter as well as in teaching and…

Ediger, Marlow

2009-01-01

255

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

Microsoft Academic Search

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

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

2001-01-01

256

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

NASA Astrophysics Data System (ADS)

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.

Van Duzor, Andrea Gay

2012-08-01

257

Teaching Psychiatry Residents to Teach: A National Survey  

ERIC Educational Resources Information Center

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

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

2013-01-01

258

Reflections on Artful Teaching  

Microsoft Academic Search

Artfulness is an essential but often ignored element in effective teaching and learning. This article uses the art metaphor to reframe teaching as a creative, holistic learning process for both student and teacher. It challenges the traditional view of knowledge as exclusively scientific and objective and develops the idea of an equally important intuitive way of knowing. It also challenges

Deborah J. Bickford; James Van Vleck

1997-01-01

259

HOW TO ASSESS THE QUALITY OF ONLINE LEARNING AND TEACHING MATERIAL? QUALITY GUIDELINES FOR EDUCATIONAL ONLINE CONTENT AND ITS PRACTICAL APPLICABILITY ILLUSTRATED WITH A CURRENT CASE STUDY: EVALUATION OF AUSTRIAN E-CONTENT COLLECTIONS  

Microsoft Academic Search

This paper deals with the issue of how to assess the quality of online learning and teaching material. As evaluator for eLearning processes and products one is confronted with the fact that not only learners, but also learning facilitators (teacher\\/tutor) have a subjecetive perceiption of e- Learning quality. In this paper we present different quality evaluation approaches specifically for development

Veronika Hornung-Prähauser; Heinz Mayringer

260

Elementary student teachers' science content representations  

Microsoft Academic Search

This purpose of this study was to examine the ways in which three prospective teachers who had early opportunities to teach science would approach representing science content within the context of their student teaching experiences. The study is framed in the literature on pedagogical content knowledge and learning to teach. A situated perspective on cognition is applied to better understand

Carla Zembal-Saul; Joseph Krajcik; Phyllis Blumenfeld

2002-01-01

261

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

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…

Rosen, Yigal; Beck-Hill, Dawne

2012-01-01

262

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.

263

Toward a psychoanalytic way of teaching psychoanalysis.  

PubMed

The author's orientation to psychoanalytic education blends its subjective and objective ways of knowing, its cognitive and experiential aspects. Lear's (2003) definition of psychoanalysis as a subjective category contextualizes psychoanalytic teaching as a lived-out demonstration of its conceptual learning and generates a confident humility in how teachers express theoretical content. The author emphasizes teachers' gut-level psychological impacts on candidates, and the value of teachers conveying psychoanalytic knowledge as an internalized expression of their personal experience and meaning (identification), while simultaneously maintaining an objective perspective. A literature review of psychoanalytic education and discussion of Stanislavski's (1936, 1949) dramatic acting "Method" clarifies the author's pedagogy. PMID:24325187

Dunn, Jonathan

2013-12-01

264

A Cure for "Behavioral Objectivitis."  

ERIC Educational Resources Information Center

Attempts to make teaching an exact science--and the move toward behavioral objectives has been the foremost of these attempts--is more than just a bother or an inconvenience. It is a genuinely negative force in teaching, a firm and depressing clamp on both teacher and student. (Author/SJL)

Keller, James R.

1979-01-01

265

THE RHETORIC OF TEACHING FINANCIAL ACCOUNTING ON THE CORPORATE WEB: A CRITICAL REVIEW OF CONTENT AND METAPHOR IN IBM'S INTERNET WEBPAGEGUIDE TO UNDERSTANDING FINANCIALS  

Microsoft Academic Search

This paper analyses IBM's teaching of financial accounting via the Internet. The seductive nature of the hyperreal pedagogy in IBM's @9pGuide to Understanding Financials@2p is explored in two stages: first, by means of a technical critique; and second, by examining the @9pGuide's@2p rhetorical features. Particular focus is given to IBM's use of pictorial metaphors as visual rhetoric. We conclude that

Joel H. Amernic; Russell J. Craig

2000-01-01

266

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."

267

Objectives, methods and content of patient education programmes for adults with asthma: systematic review of studies published between 1979 and 1998  

Microsoft Academic Search

BACKGROUNDEducation programmes for adults with asthma vary widely. Such variability suggests a lack of consensus on what works and what does not. The objectives of this paper are to describe asthma education programmes and assess their variability.METHODSA systematic review of reports published between 1979 and 1998 was conducted. Medline, the CINAHL database, the PsycINFO database, the Cochrane collaboration database, the

Philippe Sudre; Stéphane Jacquemet; Christophe Uldry; Thomas V Perneger

1999-01-01

268

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

ERIC Educational Resources Information Center

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

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

2001-01-01

269

Teach Them to Fish  

NSDL National Science Digital Library

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.

2006-01-01

270

Teaching Ethics in Psychiatry  

Microsoft Academic Search

\\u000a The process of teaching and learning ethics is constant in psychiatry. This chapter discusses the content, process and methods\\u000a of facilitating education in ethics. It is argued that although the process of teaching and learning in ethics can be overlooked\\u000a in attempts to develop and deliver a ‘core curriculum’. Specifically, it is suggested that undue focus on a series of

Deborah Bowman

271

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

ERIC Educational Resources Information Center

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

Ebert, Christine L.; Risacher, Billie F.

272

Teach Engineering: Floaters and Sinkers  

NSDL National Science Digital Library

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

Hebrank, Mary

2011-02-15

273

Perspectives on learning, learning to teach and teaching elementary science  

Microsoft Academic Search

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

Lucy Avraamidou

2003-01-01

274

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

ERIC Educational Resources Information Center

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

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

2007-01-01

275

Problems Related to Participants' Roles and Programmatic Goals in Student Teaching Supervision.  

ERIC Educational Resources Information Center

Content analysis of 61 student teaching supervision handbooks from Midwest teacher education programs found that these guides did not clearly state program objectives nor clearly define the roles of cooperating teachers and university supervisors. Correlation analysis indicated a lack of congruence between program goals and the outcomes assessed…

Williams, Donald A.; Ramanathan, Hema; Smith, Doug; Cruz, Josue; Lipsett, Laura

1997-01-01

276

Teaching about Death to Undergraduates.  

ERIC Educational Resources Information Center

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

Pine, Vanderlyn R.; And Others

277

Training Teachers to Teach Probability  

ERIC Educational Resources Information Center

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

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

2004-01-01

278

Collegiality and Better Science Teaching  

ERIC Educational Resources Information Center

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

Weiser, Brenda

2012-01-01

279

Multicultural Teaching in the University.  

ERIC Educational Resources Information Center

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

Schoem, David, Ed.; And Others

280

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

ERIC Educational Resources Information Center

Mathematics pedagogical content knowledge (MPCK) of teachers cannot be easily defined but is a complex concept integrating generic pedagogical knowledge, mathematics teaching methodology as well as knowledge of the discipline of mathematics. It is the objective of mathematics methodology courses in teacher preparation programmes to begin the…

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

2007-01-01

281

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

ERIC Educational Resources Information Center

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

Pawan, Faridah; Ortloff, Jeremy H.

2011-01-01

282

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

PubMed Central

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

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

2014-01-01

283

How Students Learn and How Teachers Teach  

NSDL National Science Digital Library

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

Collins, Angelo

2002-01-01

284

Secondary Teachers' Conceptions of Teaching and Learning.  

ERIC Educational Resources Information Center

Conducted a phenomenographic analysis of the conceptions of teaching and learning held by 16 secondary school teachers in 2 Australian schools. Identifies four categories derived from pooled data of the ways in which these teachers thought about teaching and learning, their teaching strategies, and their focus on student or content. (SLD)

Boulton-Lewis, G. M.; Smith, D. J. H.; McCrindle, A. R.; Burnett, P. C.; Campbell, K. J.

2001-01-01

285

Web-based nephropathology teaching modules and user satisfaction: the nephrology on-demand experience.  

PubMed

Nephropathology is an integral component of nephrology education. Online teaching sites provide valuable educational materials to learners, but learner satisfaction has not been measured. We developed a nephropathology website and measured learners' satisfaction. The Nephrology On-Demand Histopathology website (http://blog.ecu.edu/sites/nephrologyondemand/?page_id=4502) provided nephropathologic specimens with explanations. Users were asked to complete a Likert-based survey (1-strongly agree . . . 5-strongly disagree) regarding four key areas of content quality: accuracy, currency, objectivity, and usefulness. Learners of all training levels perceived the content quality favorably. The mean (±SD) for accuracy was 1.70 (0.89), currency 1.62 (0.90), objectivity 1.80 (1.01), and usefulness 1.72 (0.95). Nephrology On-Demand Histopathology is a well-received teaching tool to learners of all training levels. Educators may consider using it, as well as other online nephropathology sites, as adjunctive teaching tools. PMID:22013941

Desai, Tejas; Talento, Romualdo; Christiano, Cynthia; Ferris, Maria; Hewan-Lowe, Karlene

2011-01-01

286

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

ERIC Educational Resources Information Center

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

Meltzer, Julie; Hamann, Edmund T.

2005-01-01

287

Middle-School Teachers' Understanding and Teaching of the Engineering Design Process: A Look at Subject Matter and Pedagogical Content Knowledge  

ERIC Educational Resources Information Center

This paper reports on research investigating six middle school teachers without engineering degrees as they taught an engineering unit on the engineering design process. Videotaped classroom sessions and teacher interviews were analyzed to understand the subject matter and pedagogical content knowledge the teachers used and developed as they…

Hynes, Morgan M.

2012-01-01

288

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

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…

Khoja, Suleiman; Ventura, Frank

1997-01-01

289

Toolbox: Textbook Circles for Teaching Comprehension  

ERIC Educational Resources Information Center

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

Reading Teacher, 2010

2010-01-01

290

TEMPLATES FOR ONLINE TEACHING  

Microsoft Academic Search

To date, most uses of the WWW for teaching and learning use either: proprietary communication packages which support resource distribution by the web and communication via email; or simply publish course content and student instructions as web pages as a means of delivering information to students and then offer to answer queries by email. What is missing in many cases

Lindsay Hewson; Chris Hughes

291

Teaching Mathematics Using Steplets  

ERIC Educational Resources Information Center

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

Bringslid, Odd; Norstein, Anne

2008-01-01

292

Thinking Physics for Teaching  

Microsoft Academic Search

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

P L Lijnse

1996-01-01

293

Reflections on Aesthetic Teaching  

ERIC Educational Resources Information Center

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

Sotiropoulou-Zormpala, Marina

2012-01-01

294

Documenting Teaching and Learning  

ERIC Educational Resources Information Center

Discusses the ongoing evaluation of classroom activities, program content, and teaching methods, through a process referred to by the author as "documentation." Among items which may be collected as part of this process are materials produced by individual children, anecdotal notes, goal statements, and teacher journals. Demonstrates how this…

Perrone, Vito

1977-01-01

295

Unconditional Teaching  

ERIC Educational Resources Information Center

Teaching the whole child requires that one accept students for who they are rather than for what they do. The effect of unconditional teaching on students and also the conditions that help students flourish and that discourage them are discussed.

Kohn, Alfie

2005-01-01

296

Using debate to teach pharmacy students about ethical issues.  

PubMed

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

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

2014-04-17

297

What is the Validity Evidence for Assessments of Clinical Teaching?  

PubMed Central

Background Although a variety of validity evidence should be utilized when evaluating assessment tools, a review of teaching assessments suggested that authors pursue a limited range of validity evidence. Objectives To develop a method for rating validity evidence and to quantify the evidence supporting scores from existing clinical teaching assessment instruments. Design A comprehensive search yielded 22 articles on clinical teaching assessments. Using standards outlined by the American Psychological and Education Research Associations, we developed a method for rating the 5 categories of validity evidence reported in each article. We then quantified the validity evidence by summing the ratings for each category. We also calculated weighted ? coefficients to determine interrater reliabilities for each category of validity evidence. Main Results Content and Internal Structure evidence received the highest ratings (27 and 32, respectively, of 44 possible). Relation to Other Variables, Consequences, and Response Process received the lowest ratings (9, 2, and 2, respectively). Interrater reliability was good for Content, Internal Structure, and Relation to Other Variables (? range 0.52 to 0.96, all P values <.01), but poor for Consequences and Response Process. Conclusions Content and Internal Structure evidence is well represented among published assessments of clinical teaching. Evidence for Relation to Other Variables, Consequences, and Response Process receive little attention, and future research should emphasize these categories. The low interrater reliability for Response Process and Consequences likely reflects the scarcity of reported evidence. With further development, our method for rating the validity evidence should prove useful in various settings.

Beckman, Thomas J; Cook, David A; Mandrekar, Jayawant N

2005-01-01

298

An Integrated Strategy for Teaching Biochemistry to Biotechnology Specialty Students  

ERIC Educational Resources Information Center

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

Ouyang, Liming; Ou, Ling; Zhang, Yuanxing

2007-01-01

299

Higher vocational the computerized accountancy teaching innovation reform research  

Microsoft Academic Search

Higher vocational education should accord with the requirement of the society to train skilled and applied talents as the goal, so in the computerized accountancy teaching should carry out this goal, from the course orientation, teaching content and teaching method and so on aspects, outstanding students' professional skills, realize the theoretical teaching and practical applications between \\

Zou Zhenhua

2011-01-01

300

Practicing What We Preach: Team Teaching at the College Level.  

ERIC Educational Resources Information Center

Muskingum College in Ohio uses team teaching in Teaching Science and Social Studies in Elementary Schools and Teaching Mathematics in Elementary Schools, an 8-semester-hour inquiry block for preservice teachers. The course includes three areas of integration: coordination of course content among the three disciplines, team teaching of strategies…

Wilson, Vicki A.; Martin, Kaye M.

301

Objects of attention, objects of perception.  

PubMed

Four experiments were conducted, to explore the notion of objects in perception. Taking as a starting point the effects of display content on rapid attention transfer and manipulating curvature, closure, and processing time, a link between objects of attention and objects of perception is proposed. In Experiment 1, a number of parallel, equally spaced, straight lines facilitated attention transfer along the lines, relative to transfer across the lines. In Experiment 2, with curved, closed-contour shapes, no "same-object" facilitation was observed. However, when a longer time interval was provided, in Experiment 3, a same-object advantage started to emerge. In Experiment 4, using the same curved shapes but in a non-speeded distance estimation task, a strong effect of objects was observed. It is argued that attention transfer is facilitated by line tracing but that line tracing is encouraged by objects. PMID:10598473

Avrahami, J

1999-11-01

302

Teaching the Human Dimension of Science  

ERIC Educational Resources Information Center

Teachers have the important responsibility of providing students with accurate and engaging science content while also helping them establish authentic views of scientists. Though there are numerous curriculum materials to assist in the teaching of science content, the authors have found that methods and materials to teach science as a human…

Farland-Smith, Donna; McComas, William

2009-01-01

303

Improving Science Teaching for All Students.  

ERIC Educational Resources Information Center

Describes an inservice program designed to enhance the knowledge and skills of elementary school teachers with regard to science content, effective teaching strategies, and gender equity. Finds that the project has a positive impact on science teaching content and pedagogy, and on female student interest and active participation in science.…

Feldman, Arnold; Arambula-Greenfield, Teresa

1997-01-01

304

Power Teaching  

ERIC Educational Resources Information Center

Power Teaching weaves four factors into a seamless whole: standards, teaching thinking, research based strategies, and critical inquiry. As a prototype in its first year of development with an urban fifth grade class, the power teaching model connects selected district standards, thinking routines from Harvard University Project Zero Research…

Fluellen, Jerry E., Jr.

2007-01-01

305

A MODERN MATHEMATICS PROGRAM AS IT PERTAINS TO THE INTERRELATIONSHIP OF MATHEMATICAL CONTENT, TEACHING METHODS AND CLASSROOM ATMOSPHERE (THE MADISON PROJECT).  

ERIC Educational Resources Information Center

ACTIVITIES ARE DISCUSSED WHICH TOOK PLACE DURING THE SECOND YEAR OF THE PROPOSED 5-YEAR "MADISON PROJECT," A COMPREHENSIVE EFFORT AIMED AT GIVING SCHOOL CHILDREN AN EXPERIENCE IN THE CREATIVE AND OPEN-ENDED FORM OF MATHEMATICS AS IT IS KNOWN TO MATHEMATICIANS. THE REPORT OF THE FIRST YEAR (1962) BORE THE SAME TITLE AS THIS REPORT. OBJECTIVES OF…

DAVIS, ROBERT B.

306

Performance Review: Balancing Objectives and Content.  

National Technical Information Service (NTIS)

Many employers have questioned the relevance and effectiveness of traditional forms of performance review (PR) to their flatter, flexible work cultures. Nonetheless, it is still to the review process they tend to look in order to establish focus on variou...

M. Strebler D. Robinson S. Bevan

2000-01-01

307

Content-based access to video objects: Temporal Segmentation, visual summarization, and feature extraction 1 1 This work is supported by a National Science Foundation SIUCRC grant and a New York State Science and Technology Foundation grant to the Center for Electronic Imaging Systems at the University of Rochester  

Microsoft Academic Search

The classical approach to content-based video access has been ‘frame-based’, consisting of shot boundary detection, followed by selection of key frames that characterize the visual content of each shot, and then clustering of the camera shots to form story units. However, in an object-based multimedia environment, content-based random access to individual video objects becomes a desirable feature. To this effect,

Bilge Günsel; A. Murat Tekalp; Peter J. L. van Beek

1998-01-01

308

Teaching Morally and Teaching Morality  

ERIC Educational Resources Information Center

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

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

2009-01-01

309

Swallowed Object  

MedlinePLUS

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

310

Women and Teaching in Academic Psychiatry  

ERIC Educational Resources Information Center

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

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

2004-01-01

311

Problem Orientation in Physical Geography Teaching.  

ERIC Educational Resources Information Center

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

Church, Michael

1988-01-01

312

Teaching Guidebook: An Introduction to Some Basics.  

ERIC Educational Resources Information Center

A teaching guide designed for use by new university teaching assistants provides help in preparing for and carrying out instructional responsibilities. Separate chapters give guidance with: preparing the course description and syllabus, including writing objectives; selecting teaching strategies (lecture, discussion, and laboratory experience);…

Blake, Veronica M.; Dinham, Sarah M.

313

PREPARING INSTRUCTIONAL OBJECTIVES.  

ERIC Educational Resources Information Center

THIS PROGRAMED TEXT INCLUDES A SELF-TEST OF ITS CONTENTS AND DEMONSTRATES HOW TO SPECIFY INSTRUCTIONAL OBJECTIVES BY BEHAVIOR OBSERVABLE IN A LEARNER, AND HOW TO WRITE OBJECTIVES, DEFINE DESIRED TERMINAL BEHAVIOR, AND STATE CRITERIA OF SUCCESSFUL LEARNING. THIS DOCUMENT IS AVAILABLE FOR $1.75 FROM FEARON PUBLISHERS, INC., 2165 PARK BLVD., PALO…

MAGER, ROBERT F.

314

Toolbox Learning Object Repository  

NSDL National Science Digital Library

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

2010-06-28

315

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

NASA Astrophysics Data System (ADS)

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

Kandi, Kamala M.

316

Microscope objectives.  

PubMed

The objective is the most crucial image-forming component of a microscope. A knowledge of the many types of objectives available and their characteristics is critical to the selection of appropriate objectives for image cytometry. This unit discusses aberrations in image formation and their correction, construction, and types of objectives, and objectives for other microscopy applications, explaining the advantages and limitations of each one. PMID:21965106

LoBiondo, Joseph; Abramowitz, Mortimer; Friedman, Marc M

2011-10-01

317

Evaluating the Effectiveness of Andragogical Teaching in Adult Bible Fellowships at the Chapel, Akron, Ohio  

ERIC Educational Resources Information Center

This project evaluated the effectiveness of andragogical teaching in adult Bible fellowships at The Chapel in Akron, Ohio. The project found that andragogical teaching was more effective than pedagogical teaching in students learning factual content on Ephesians. Both andragogical teaching and pedagogical teaching had no effect, or even a negative…

Martell, Jeffrey Ronald

2011-01-01

318

Perception and its objects  

Microsoft Academic Search

Early modern empiricists thought that the nature of perceptual experience is given by citing the object presented to the mind\\u000a in that experience. Hallucination and illusion suggest that this requires untenable mind-dependent objects. Current orthodoxy\\u000a replaces the appeal to direct objects with the claim that perceptual experience is characterized instead by its representational\\u000a content. This paper argues that the move

Bill Brewer

2007-01-01

319

Ecology, Elementary Teaching Guide.  

ERIC Educational Resources Information Center

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

Gross, Iva Helen

320

Teaching Unit: Japan.  

ERIC Educational Resources Information Center

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

Evans, Dina

321

Apparatus for Teaching Physics.  

ERIC Educational Resources Information Center

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

Gottlieb, Herbert H., Ed.

1980-01-01

322

Content Area Vocabulary Instruction: Is Preteaching Worth the Effort? (Research).  

ERIC Educational Resources Information Center

Reviews research concerning the preteaching of content area vocabulary. Questions the value of solely preteaching content terms and suggests teaching both general and content vocabulary in ways that aid students in becoming independent word learners. (MG)

Mealey, Donna; Konopak, Bonnie

1990-01-01

323

Teach Engineering: Physics of Roller Coasters  

NSDL National Science Digital Library

This lesson for Grades 7-9 provides a complete package for a hands-on activity on the science of roller coasters. It opens with an overview of the physics concepts, including scripted teacher introduction. Students then work in groups to design roller coasters, using foam pipe insulation, glass marbles, wooden marbles, and steel marbles. Through inquiry, students build a deeper understanding of conservation of energy and the effects of friction. The package includes lesson objectives, detailed procedures, student worksheet, scoring rubric, and post-activity assessment. Allow two class periods. TeachEngineering is a Pathway project of the National Science Digital Library. It provides a large collection of teacher-tested, research-based content for K-12 teachers to connect real-world experiences with curricular content.

2012-11-20

324

Calorie Content Active Learning Activity  

NSDL National Science Digital Library

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

Ron Gerrits (Milwaukee School of Engineering;)

2007-01-01

325

Teach Physics  

NSDL National Science Digital Library

Teach Physics is a video to excite and inspire undergraduate physics majors to pursue teaching careers. A teacher can have an impact on dozens of young lives every day. And qualified physics teachers are in high demand almost anywhere in the country. This innovative video showcases four dynamic young teachers who will inspire students to consider a career in teaching physics. As more and more careers require an understanding of science, and schools face a critical and growing need for qualified physics teachers, any student who might consider a career teaching physics should see this video.

Popkin, Gabriel

2010-04-12

326

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

PubMed Central

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

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

2014-01-01

327

Preservice teachers' objectives and their experience of practical work  

NASA Astrophysics Data System (ADS)

This study explores third-year preservice physics teachers’ (n=32) views concerning the objectives of practical work at school and university. Content analysis of their essays about practical work revealed not only the objectives of the practical work undertaken but also how they had experienced teaching as school and university students. The objectives most commonly referred to were related to the connections between theory and practice, motivation, understanding phenomena, learning how to observe, and learning how to report. In contrast, some objectives were recognized only rarely, which is an important issue for discussion as a future challenge. Preservice teachers’ positive experiences of practical work resulted from the successful implementation of practical work. According to our findings, practical work can in many cases be regarded as successful, especially when the participants understand the objectives of the teaching. In contrast, negative experiences reflected failures or difficulties in implementation. We conclude by suggesting that preservice teachers should be offered opportunities to reflect on their previous experiences and to see and experience in practice the advantages of practical work.

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

2013-06-01

328

My thoughts on teaching.  

PubMed

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

Smith, Bonnie J

2009-01-01

329

[Teaching Improvement].  

ERIC Educational Resources Information Center

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

Campus Report, 1987

1987-01-01

330

Rational Teaching.  

ERIC Educational Resources Information Center

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

Macmillan, C. J. B.

1985-01-01

331

Teaching Physics  

NSDL National Science Digital Library

This book is intended for researchers in science teaching, teacher trainers, and teachers of physics. This book seeks to narrow the gap between Physics Education Research and classroom practice. Using detailed analysis of current research, it supports more effective teaching practices and gives five lesson outlines designed for student discourse.

Viennot, Laurence

2007-07-09

332

Teaching Meaning.  

ERIC Educational Resources Information Center

Language learning and language teaching are discussed in terms of H.E. Palmer's theory that language can be divided into primary matter (units learned by heart integrally) and secondary matter (units built up or derived by the pupil from primary matter). Excerpts from the "Nuffield German Teaching Materials" are used to illustrate how audiovisual…

Peck, A.J.

1968-01-01

333

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

ERIC Educational Resources Information Center

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

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

2010-01-01

334

Nursing Objects Library  

NSDL National Science Digital Library

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

2006-11-01

335

Teaching the teachers  

Microsoft Academic Search

OBJECTIVE: To determine the prevalence, topics, methods, and intensity of ongoing faculty development (FD) in teaching skills.\\u000a \\u000a \\u000a DESIGN: Mailed survey.\\u000a \\u000a \\u000a \\u000a \\u000a PARTICIPANTS: Two hundred and seventy-seven of the 386 (72%) U.S. teaching hospitals with internal medicine residency programs.\\u000a \\u000a \\u000a \\u000a \\u000a MEASUREMENTS: Prevalence and characteristics of ongoing FD.\\u000a \\u000a \\u000a \\u000a \\u000a RESULTS: One hundred and eight teaching hospitals (39%) reported ongoing FD. Hospitals with a primary medical

Jeanne M. Clark; Thomas K. Houston; Ken Kolodner; William T. Branch; Rachel B. Levine; David E. Kern

2004-01-01

336

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

NASA Astrophysics Data System (ADS)

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.

van Wormer, Laura; Sorrick, Roxanne

2009-10-01

337

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

ERIC Educational Resources Information Center

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

Gonzalez, Carlos

2012-01-01

338

Methoden der expliziten Lernzielbestimmung. Die Voraussetzungen fuer eine objektive Leistungsmessung und Erfolgskontrolle im Fremdsprachenunterricht (Methods for Explicit Determination of Learning Goals. Prerequisites for Objective Measurement of Achievement and Checking Success in Foreign Language Teaching)  

ERIC Educational Resources Information Center

Shows that learning goals in language teaching today fall in the following "catalogs" and lists: 1) Situation catalog, 2) Topic catalog, 3) Speech-intention catalog, 4) Text-type catalog, 5) Vocabulary list, 6) Construction list, 7) List of laws of word-formation. These are found necessary for the exact formulation of course goals. (Text is in…

Denninghaus, Friedhelm

1975-01-01

339

Pedagogical Issues in Object Orientation.  

ERIC Educational Resources Information Center

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…

Nerur, Sridhar; Ramanujan, Sam; Kesh, Someswar

2002-01-01

340

Reflections on Teaching: Learning to Teach and Teaching to Learn.  

ERIC Educational Resources Information Center

This autobiographical reflection on 40 years of teaching uses various accounts of schooling and teacher education practice against personal experience to explore continuities of teaching, progressive teaching practice, racial bias, teaching for understanding, teacher education, knowing the students, learning communities, teaching as a moral and…

Perrone, Vito

1997-01-01

341

Teaching Efficacy of Universiti Putra Malaysia Science Student Teachers  

ERIC Educational Resources Information Center

The objective of the study was to access teaching efficacy of Universiti Putra Malaysia Science student teachers. The specific objectives were to determine teaching efficacy of Science student teachers in terms of student engagement; instructional strategies; classroom management and teaching with computers in classroom; their satisfaction with…

Bakar, Abd. Rahim; Konting, Mohd. Majid; Jamian, Rashid; Lyndon, Novel

2008-01-01

342

Objective lens  

NASA Technical Reports Server (NTRS)

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

Olczak, Eugene G. (Inventor)

2011-01-01

343

Cognitive Objects.  

ERIC Educational Resources Information Center

Reflecting on obsessional play objects of infants, Hodgkin suggests that a proper understanding of these "transitional" or "cognitive" objects could lead to an educational model of a "learner" involving a number of human competencies, all developing synergistically. Contends that such a model may be truer to life than the more unified and…

Hodgkin, Robin A.

1988-01-01

344

Teaching primary care obstetrics  

PubMed Central

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

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

2014-01-01

345

Teaching Metacognition  

NSDL National Science Digital Library

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

Lovett, Marsha; 2008 Educause Learning Initiative annual meeting presentation

346

Teaching secure software engineering: Writing secure code  

Microsoft Academic Search

Writing secure code is critical because a large fraction of security incidents result from flaws in the code. In order to effectively teaching knowledge of secure software engineering we have developed a course module titled “Introduction to Writing Secure Code”. This paper presents the content of this module and reports our teaching experiences. This module has been successfully taught in

Huiming Yu; Nadia Jones; Gina Bullock; Xiaohong Yuan Yuan

2011-01-01

347

Teaching through Mnemonics in Elementary School Classrooms  

ERIC Educational Resources Information Center

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

Waite-McGough, Arianne

2012-01-01

348

Five Hundred Years of English Language Teaching.  

ERIC Educational Resources Information Center

The first text for teaching English to French speakers was a 1483 book of dialogues, translated from French and Flemish. The content consists of everyday vocabulary, interactions, and trading situations. The situational dialogue method lost favor in the nineteenth century and has only recently re-emerged among teaching techniques. (MSE)

Howatt, A. P. R.

1983-01-01

349

New Trends in Mathematics Teaching, Volume 2.  

ERIC Educational Resources Information Center

This volume consists of 29 papers and articles from leading mathematics-teaching journals in many countries. Discussed is new content and curricula and unusual approaches and techniques in the teaching of mathematics at the elementary and secondary levels. Some topics discussed are theories of mathematics instruction, new mathematical experiences…

United Nations Educational, Scientific, and Cultural Organization, Paris (France).

350

Reflecting on teaching: The influence of context  

Microsoft Academic Search

The nature of teaching and learning in higher education is dependent on a complex web of factors: the philosophy and personality of the faculty member, the characteristics of students, the discipline and the course content, the vision and the atmosphere of the institution, and the larger social context within which the teaching takes place. When any one of these factors

Patricia Cranton; Ellen Carusetta

2002-01-01

351

Using Trade Books to Teach about Pocahontas.  

ERIC Educational Resources Information Center

Discussing the inadequacies in primary social studies instruction about the colonial period of U.S. history, Larkins advocates adding substance by teaching history with stories and biographies. Illustrates how to teach about Pocahontas using children's trade books and provides suggestions for selecting appropriate course content. (GEA)

Larkins, Sharon

1988-01-01

352

Teaching English as a Foreign Language in China.  

ERIC Educational Resources Information Center

The history and current status of teaching English as a foreign language (TEFL) in China, including problems, solutions, and overall objectives of TEFL, are discussed as well as teaching methods used in middle schools, colleges, and universities. (Author/CB)

Keqiang, Wang

1986-01-01

353

Trusted Objects  

SciTech Connect

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

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

1999-10-27

354

Teaching Materials  

ERIC Educational Resources Information Center

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

Early, Margaret; Searles, John R.

1971-01-01

355

Teaching Criminology.  

ERIC Educational Resources Information Center

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

Rogers, Joseph W.

1986-01-01

356

Using Food Experiences to Reinforce Academic Objectives.  

ERIC Educational Resources Information Center

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…

Harms, Thelma; Cryer, Deborah Reid

357

Critical Values and Transforming Data: Teaching Statistics with Social Justice  

ERIC Educational Resources Information Center

Despite the dearth of literature specifically on teaching statistics using social justice, there is precedent in the more general realm of teaching using social justice, or even in teaching mathematics using social justice. This article offers an overview of content examples, resources, and references that can be used in the specific area of…

Lesser, Lawrence M.

2007-01-01

358

Effective Evaluation of Teaching: A Guide for Faculty and Administrators  

ERIC Educational Resources Information Center

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

Kite, Mary E., Ed.

2012-01-01

359

Toward a Student-Centred Process of Teaching Arithmetic  

ERIC Educational Resources Information Center

This article describes a way toward a student-centred process of teaching arithmetic, where the content is harmonized with the students' conceptual levels. At school start, one classroom teacher is guided in recurrent teaching development meetings in order to develop teaching based on the students' prerequisites and to successively learn the…

Eriksson, Gota

2011-01-01

360

Models of Teaching: Connecting Student Learning with Standards  

ERIC Educational Resources Information Center

"Models of Teaching: Connecting Student Learning with Standards" features classic and contemporary models of teaching appropriate to elementary and secondary settings. Authors Jeanine M. Dell'Olio and Tony Donk use detailed case studies to discuss 10 models of teaching and demonstrate how the models can incorporate state content standards and…

Dell'Olio, Jeanine M.; Donk, Tony

2007-01-01

361

Graduate Students' Perspectives on Effective Teaching  

ERIC Educational Resources Information Center

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

Hill, Lilian H.

2014-01-01

362

Home Management 7: Child Care Unit. Course Objectives, Content Analysis, Supporting Objectives and Content Generalizations.  

ERIC Educational Resources Information Center

These curriculum materials represent a child care unit in a home management program which is concerned with consumer and family studies. The curriculum unit is designed to help young adolescents work successfully with small children. A career focus, that of baby sitter or child caregiver, forms the unit's conceptual framework. This publication…

Erickson, Susan, Comp.; Martin, Joan, Ed.

363

Family Studies I. Course Objectives, Content Analysis, Supporting Objectives and Content Generalizations.  

ERIC Educational Resources Information Center

Family Studies I represents the first part of a consumer and homemaking program focusing on individual and family development, parenting, and the daily tasks of living in a family setting. The course is designed to help students study the family as it exists in day-to-day living and to aid them in understanding themselves in relation to their…

McKenzie, Sharon, Comp.; Martin, Joan, Ed.

364

Objective structured clinical examination in radiology.  

PubMed

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

Agarwal, Anurag; Batra, Bipin; Sood, Ak; Ramakantan, Ravi; Bhargava, Satish K; Chidambaranathan, N; Indrajit, Ik

2010-05-01

365

Teaching inheritance concepts with Java  

Microsoft Academic Search

In teaching object-oriented programming, teaching inheritance is the most challenging and at the same time the most crucial aspect. The interplay of dynamic binding, late-bound self-reference, subtype polymorphism and method redefinition is so complex that it is difficult for instructors to design a gentle, step-by-step introduction. Should polymorphism be introduced first? Or is code reuse better suited as an introductory

Axel Schmolitzky

2006-01-01

366

Multimedia content description framework  

NASA Technical Reports Server (NTRS)

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

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

2003-01-01

367

What Is Technological Pedagogical Content Knowledge?  

Microsoft Academic Search

This paper describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge). This framework builds on Lee Shulman's construct of pedagogical content knowledge (PCK) to include technology knowledge. The development of TPACK by teachers is critical to effective teaching with technology. The paper begins

Judi Harris; Matt Koehler; Punya Mishra

2009-01-01

368

Content Area Reading and Learning: Instructional Strategies.  

ERIC Educational Resources Information Center

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

Lapp, Diane; And Others

369

Teaching the Teachers  

PubMed Central

OBJECTIVE To determine the prevalence, topics, methods, and intensity of ongoing faculty development (FD) in teaching skills. DESIGN Mailed survey. PARTICIPANTS Two hundred and seventy-seven of the 386 (72%) U.S. teaching hospitals with internal medicine residency programs. MEASUREMENTS Prevalence and characteristics of ongoing FD. RESULTS One hundred and eight teaching hospitals (39%) reported ongoing FD. Hospitals with a primary medical school affiliation (university hospitals) were more likely to have ongoing FD than nonuniversity hospitals. For nonuniversity hospitals, funding from the Health Resources Services Administration and >50 house staff were associated with ongoing FD. For university hospitals, >100 department of medicine faculty was associated. Ongoing programs included a mean of 10.4 topics (standard deviation, 5.4). Most offered half-day workshops (80%), but 22% offered ?1-month programs. Evaluations were predominantly limited to postcourse evaluations forms. Only 14% of the hospitals with ongoing FD (5% of all hospitals) had “advanced” programs, defined as offering ?10 topics, lasting >2 days, and using ?3 experiential teaching methods. These were significantly more likely to be university hospitals and to offer salary support and/or protected time to their FD instructors. Generalists and hospital-based faculty were more likely to receive training than subspecialist and community-based faulty. Factors facilitating participation in FD activities were supervisor attitudes, FD expertise, and institutional culture. CONCLUSIONS A minority of U.S. teaching hospitals offer ongoing faculty development in teaching skills. Continued progress will likely require increased institutional commitment, improved evaluations, and adequate resources, particularly FD instructors and funding.

Clark, Jeanne M; Houston, Thomas K; Kolodner, Ken; Branch, William T; Levine, Rachel B; Kern, David E

2004-01-01

370

New Pedagogy and New Content: The Case of Statistics  

Microsoft Academic Search

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

David S. Moore

1997-01-01

371

Discussion on Reformation of Biotechnological Pharmacy Experimental Teaching  

NASA Astrophysics Data System (ADS)

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

Wen, Zhang; Yanjun, Li; Qiao, Zeng

372

Teaching to Learn and Learning to Teach  

NASA Astrophysics Data System (ADS)

In STEM education, widely accepted teaching goals include not only the development of solid content knowledge but also the development of general scientific reasoning abilities that will enable students to successfully handle open-ended real-world tasks in future careers and design their own experiments to solve scientific, engineering, and social problems. Traditionally, it is often expected that consistent and rigorous content learning will help develop students' general reasoning abilities; however, our research has shown that the content-rich style of STEM education made little impact on the development of students' scientific reasoning abilities. Therefore, how to train teachers who can help students develop both solid content knowledge and adequate scientific reasoning skills has become an important question for educators and researchers. Research has also suggested that inquiry based science instruction can promote scientific reasoning abilities and that the scientific reasoning skills of instructors can also significantly affect their ability to use inquiry methods effectively in science courses. In this talk, I will compare the features of the teacher preparation programs in China and USA and discuss the possible strength and weakness of the education systems and programs in the two countries. Understanding the different education settings and the outcome can help researchers in both countries to learn from each other's success and to avoid known problems. Examples of current research that may foster such knowledge development among researchers from both countries will be discussed. )

Bao, Lei

2010-02-01

373

Evaluation of the virtual learning object "Diagnostic reasoning in nursing applied to preterm newborns".  

PubMed

The potential use of computer technology in teaching and continuous education for nursing motivated the development of this study to evaluate the virtual learning object, "Diagnostic Reasoning in Nursing Applied to Preterm Newborns" at an intermediate neonatal care unit. This descriptive study evaluates the appearance and content of the virtual object concerning aspects related to presentation, organization, usability and overall impression. Experts from the fields of computer technology (12) and nursing (31) participated in the evaluation process. Each sub-item of the instrument was assessed on a Likert scale and blank space was provided for comments/suggestions. All items were positively evaluated by over 80% of the experts, except for the 'informational density' criterion in the evaluation performed by computer technology experts. The developed product is considered adequate to be used for teaching for nursing students and in continuous education of diagnostic reasoning in the development of Nursing Diagnoses for preterm newborns, in the problem-posing pedagogical framework. PMID:21876941

Góes, Fernanda dos Santos Nogueira de; Fonseca, Luciana Mara Monti; Furtado, Maria Cândida de Carvalho; Leite, Adriana Moraes; Scochi, Carmen Gracinda Silvan

2011-01-01

374

Changing Societal Roles and Teaching.  

ERIC Educational Resources Information Center

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

Dow, Ruth McNabb

375

TeachMeFinance.com  

NSDL National Science Digital Library

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

376

What's New in Teaching History.  

ERIC Educational Resources Information Center

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

Fain, George

1998-01-01

377

Teaching Undergraduates to Think Archivally  

ERIC Educational Resources Information Center

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

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

2012-01-01

378

Teaching Social Studies through Literature  

ERIC Educational Resources Information Center

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

Massalias, Byron G.; And Others

1978-01-01

379

Teaching Sociology through Student Portfolios  

ERIC Educational Resources Information Center

After several years of teaching Sociological Thought--an upper division course that focuses on classical, modern, and contemporary sociological theories--the author came across the idea of student portfolios. As a consequence, the course has undergone far-reaching changes. The content remains relatively intact; however, today the theory course…

Trepagnier, Barbara

2004-01-01

380

On Teaching Biotechnology in Kentucky.  

ERIC Educational Resources Information Center

One study surveyed 187 Kentucky teachers (36% agriculture, 32% science, 32% technology education); they rated importance of content organizers, topics, transferable skills, and delivery methods for biotechnology. A second study received responses from 70 of 150 teachers; 45 thought science teachers or an integrated team should teach biotechnology;…

Brown, Dan C.; Kemp, Michael C.; Hall, Jennifer

1998-01-01

381

Teaching Soft Skills Employers Need  

ERIC Educational Resources Information Center

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

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

2014-01-01

382

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

PubMed

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

Xing, Wanjin; Mo, Morigen; Su, Huimin

2014-07-20

383

Teaching Mathematics for Prospective Elementary School Teachers: What Textbooks Don't Tell  

ERIC Educational Resources Information Center

In this article, the author suggests that to improve the teaching of mathematics in elementary schools, we must, when teaching content courses to prospective teachers, model the kind of teaching we want them to engage in. The author suggests ways to model this kind of teaching, which include the following: (1) challenge "all" students; (2)…

Libeskind, Shlomo

2011-01-01

384

Review of "ToP" Teaching Strategies: Links to Students' Scientific Inquiry Skills Development  

ERIC Educational Resources Information Center

A major function of instruction in psychology is to convey complex phenomena in a manner accessible to students. Instructors using well-designed teaching activities can help to make complex material accessible. We content analyzed teaching activities reported in the first 33 years of "Teaching of Psychology." We identified 15 general teaching

Tomcho, Thomas J.; Foels, Rob; Rice, Diana; Johnson, Jeremy; Moses, Tad P.; Warner, Douglas J.; Wetherbee, Rebecca; A. Amalfi, Tiffany

2008-01-01

385

More Than a Native Speaker: An Introduction for Volunteers Teaching Abroad.  

ERIC Educational Resources Information Center

The guide is designed to orient volunteers teaching English as a Second Language (ESL) overseas to the experience of teaching in this context and the processes of preparing for teaching and addressing classroom issues. An introductory chapter looks at the typical volunteer teaching environment and previews the guide's content. Chapters 1-6 focus…

Snow, Don

386

Incorporating English Language Teaching through Science for K-2 Teachers  

ERIC Educational Resources Information Center

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

Shanahan, Therese; Shea, Lauren M.

2012-01-01

387

Teaching a Megacourse: Adventures in Environmental Policy, Team Teaching, and Group Grading.  

ERIC Educational Resources Information Center

Describes the evolution, organization, content, and teaching of a six-credit, two-semester, team-taught course on selected problems in environmental law that would expose students to more practical aspects of environmental law than most courses, break out of conventional conceptual boxes, improve teaching, and be fun for students. The course…

Corcos, Christine A.; Durchslag, Melvyn R.; Morriss, Andrew P.; Wagner, Wendy E.

1997-01-01

388

How Does Inquiry-Based Instruction Affect Teaching Majors' Views about Teaching and Learning Science?  

ERIC Educational Resources Information Center

A previous study showed that elementary teaching majors enrolled in an inquiry-based physical science course developed chemistry content knowledge comparable to that of students enrolled in traditional lecture-based courses. This current study compares the views of these elementary teaching majors regarding how chemistry is taught and learned to…

Sanger, Michael J.

2008-01-01

389

The Contents of My Backpack  

ERIC Educational Resources Information Center

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

Goldman, Arthur

2004-01-01

390

Faculty Views on the Appropriateness of Teaching Undergraduate Psychology Courses Online  

ERIC Educational Resources Information Center

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

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

2012-01-01

391

Teaching Physical Education to Mentally Retarded Children.  

ERIC Educational Resources Information Center

Methods for teaching physical education activities and skills to mentally retarded children are presented. General objectives are listed and the physical education program is outlined. Hints are offered for teaching the retarded child; and basic skills and rhythms are described. The following are then described; rhythm games, a volleyball unit and…

Davis, Patricia A.

392

Teaching Energy Awareness. Environmental Education Series.  

ERIC Educational Resources Information Center

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

Gore, Patrick D.; And Others

393

UNDERGRADUATE ACADEMIC ACHIEVEMENT AND TEACHING PERFORMANCE.  

ERIC Educational Resources Information Center

THE OBJECTIVES OF THIS STUDY WERE TO DETERMINE (1) THE RELATIONSHIP BETWEEN TEACHER PERFORMANCE AND UNDERGRADUATE ACHIEVEMENT IN SELECTED DISCIPLINES, (2) THE RELATIONSHIPS BETWEEN UNDERGRADUATE ACHIEVEMENT, BOTH TOTAL AND IN EACH OF 12 SUBJECTS, AND TEACHING PERFORMANCE, BOTH TOTAL AND IN NINE TEACHING FUNCTIONS, AND (3) THE VARIABILITY OF…

CARDOZIER, V.R.

394

Teaching Development Geography: Observations from the Periphery.  

ERIC Educational Resources Information Center

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

Wellings, Paul

1983-01-01

395

Ten Ways to Improve Graduate Teaching.  

ERIC Educational Resources Information Center

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…

Klemm, W. R.

1988-01-01

396

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

ERIC Educational Resources Information Center

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

Gritter, Kristine

2010-01-01

397

Analysis of Engineering Content within Technology Education Programs  

ERIC Educational Resources Information Center

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

Fantz, Todd D.; Katsioloudis, Petros J.

2011-01-01

398

Teaching "Tropismes."  

ERIC Educational Resources Information Center

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

O'Neill, Kevin C.

1988-01-01

399

Teaching Peace.  

ERIC Educational Resources Information Center

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

Barnet, Richard J.

1982-01-01

400

Teaching Research  

Microsoft Academic Search

Different assumptions about reality and knowing underpin different research methods. Contrasting a phenomenological\\/ interpretivist approach with the assumptions of positivism, I describe teaching about philosophical issues in master's and doctoral courses. At the master's level, exercises in observation introduce students to social constructionist concepts; at the doctoral level the framework emphasizes five levels of re-presentation of experience: attending, telling, transcribing,

Catherine Kohler Riessman

1994-01-01

401

Reflective Teaching.  

ERIC Educational Resources Information Center

The summer component of the Stanford Teacher Education Program (STEP) emphasizes reflective teaching in a six-week clinical experience. The merger of STEP with the Upward Bound Program provides student teachers with daily opportunities to apply and reflect upon the pedagogical theory developed in their coursework. (MT)

Bliss, Traci; Bloom, Brian

1985-01-01

402

Teaching space.  

NASA Astrophysics Data System (ADS)

Space technology teaching needs to be introduced at all levels of the educational process. The author already has wide experience in meeting this need in the USA, particularly in the St. Louis area, and is author of the teacher training manual, 'Space Education in the Classroom'.

Becker, T. W.

403

On Teaching.  

ERIC Educational Resources Information Center

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

Shea, Mary Ann, Ed.

404

Teaching Dewey  

ERIC Educational Resources Information Center

The author, as a library media specialist, admitted that she needed more study on library organization despite three years of teaching Dewey to her elementary students. To be more accurate, she realized she needed a clearer understanding of what Mr. Melvil Dewey had in mind when he devised his plan for organizing books and information in the…

Hogsett, Nancy

2006-01-01

405

Tacit Teaching  

ERIC Educational Resources Information Center

This essay reflects upon certain aspects of Wittgenstein's own practices as a teacher. "Doing" philosophy always took priority for Wittgenstein, whether this was in oral or written form: it was important to show the deep puzzles in our language (and our culture and thinking) as a step toward dissolving them. In this respect, one can teach only as…

Burbules, Nicholas C.

2008-01-01

406

Collaborative Teaching.  

ERIC Educational Resources Information Center

Shares thoughts about a recent teaching experience that may speak to two current and related issues of importance to English studies, those of part-time and adjunct staffing and of the full-time faculty's responsibility for and involvement in the design, supervision, and instruction of lower-division courses. Considers the reintegration of tenured…

Smith, Philip E., II

2001-01-01

407

Teaching Symbiosis.  

ERIC Educational Resources Information Center

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

Harper, G. H.

1985-01-01

408

Teaching Tips.  

ERIC Educational Resources Information Center

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

Journalism Educator, 1985

1985-01-01

409

The Challenge in Teaching Biotechnology  

NASA Astrophysics Data System (ADS)

Agriculture, industry and medicine are being altered by new biotechnologies. Biotechnology education is important because todays students and citizens will make decisions about the development and application of these new molecular biologies. This article reports an investigation of the teaching of biotechnology in an Australian state, New South Wales (NSW). In NSW few students were electing to answer examination questions related to biotechnology, suggesting that few students were studying the topic. This study looks at why electives relating to biotechnology are chosen or not chosen by students and teachers, with the intention of developing a greater understanding of the requirements for provision of a successful unit of study in this subject. Data was obtained through a survey of secondary science teachers, interviews with teachers and two case studies of the teaching of a biotechnology unit. Teachers reported a range of obstacles to the teaching of biotechnology including the difficulty of the subject matter and a lack of practical work that was suited to the content of the teaching unit. If biotechnology is worth learning in school science, then further research is needed to identify ways to promote the effective teaching of this topic, which teachers regard as important for, and interesting to, students but which most teachers choose not to teach.

Steele, F.; Aubusson, P.

2004-08-01

410

Effective Teaching/Effective Urban Teaching  

ERIC Educational Resources Information Center

This article considers the ways in which 17 novice teachers define and describe effective urban teaching and the stark contrasts that these teachers draw between effective urban teaching and effective teaching. The authors find that descriptions of students played a considerable role when participants made distinctions between effective teaching

Watson, Dyan; Charner-Laird, Megin; Kirkpatrick, Cheryl L.; Szczesiul, Stacy Agee; Gordon, Pamela J.

2006-01-01

411

California's Teaching Force 2010: Key Issues and Trends  

ERIC Educational Resources Information Center

For more than a decade, the Center for the Future of Teaching and Learning has supported the Teaching and California's Future (TCF) initiative to provide California policymakers with objective and timely data on the state's teacher workforce. Each year, the Center publishes a report on the status of teaching profession. This year's report focuses…

Center for the Future of Teaching and Learning, 2010

2010-01-01

412

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

ERIC Educational Resources Information Center

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

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

2012-01-01

413

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

ERIC Educational Resources Information Center

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

Hodgkinson-Williams, Cheryl; Paskevicius, Michael

2013-01-01

414

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

PubMed

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

Crookston, Kendall P; Richter, Deana M

2010-01-01

415

Teaching War Literature, Teaching Peace  

ERIC Educational Resources Information Center

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

Powers, Janet M.

2007-01-01

416

Automatic segmentation of moving objects for video object plane generation  

Microsoft Academic Search

The new video coding standard MPEG-4 is enabling content-based functionalities. It takes advantage of a prior decomposition of sequences into video object planes (VOPs) so that each VOP represents one moving object. A comprehensive review summarizes some of the most important motion segmentation and VOP generation techniques that have been proposed. Then, a new automatic video sequence segmentation algorithm that

Thomas Meier; King N. Ngan

1998-01-01

417

Teach Engineering Resources for K-12  

NSDL National Science Digital Library

Introducing engineering into the K-12 classroom. K-12 classroom connects science and math concepts to the everyday engineering that surrounds us. This teacher resource, TeachEngineering.org, helps teachers enhance learning, excite students and stimulate interest in science and math through the use of hands-on engineering. The TeachEngineering digital library provides teacher-tested, standards-based engineering content for K-12 teachers engineering content for K12 teachers to use in science and math classrooms. Engineering lessons connect real-world experiences with curricular content already taught in K-12 classrooms. Mapped to educational content standards, TeachEngineering's comprehensive curricula are hands-on, inexpensive, and relevant to children's daily lives.

2012-07-12

418

Teaching Engineering  

NSDL National Science Digital Library

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

419

Teaching innovation.  

PubMed

Innovation in healthcare is essential to solve the "wicked problems" currently facing healthcare. This article focuses on nature of innovation and how it operates, how innovators think and view problems, how the theory and practice of innovation can be taught in novel ways, and how organizational cultures foster or suppress innovation. Examples of teaching strategies and nurse-driven innovation illustrate the theory and practice of innovation. PMID:19546739

Lachman, Vicki D; Glasgow, Mary Ellen Smith; Donnelly, Gloria F

2009-01-01

420

Why Teach Kinematics?  

NASA Astrophysics Data System (ADS)

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

Dykstra, Dewey

2002-05-01

421

Perspectives on learning, learning to teach and teaching elementary science  

NASA Astrophysics Data System (ADS)

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

Avraamidou, Lucy

422

Design, Development, and Validation of Learning Objects  

ERIC Educational Resources Information Center

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

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

2006-01-01

423

A Systems Approach to Teaching.  

ERIC Educational Resources Information Center

The systematic approach to teaching provides a method for the functional organization and development of instruction. This method applies to preparation of materials for classroom use, as well as for print and non-print media. Inputs to the systems approach include well defined objectives, analysis of the intended audience, special criteria…

Kelly, Robert E.

424

Goal Making for English Teaching.  

ERIC Educational Resources Information Center

Originally presented at a series of NCTE Spring Institutes on the topic "Behavioral Objectives/Humanistic Goals: Bridging the Gap," the papers in this monograph are divided into four sections. Sections one contains personal credos on the goals of English teaching: "McNamara's Band and the Educational Edsel" by Charles Weingartner; "English…

Maloney, Henry B., Ed.

425

Model Guides for Teaching Literature.  

ERIC Educational Resources Information Center

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…

Chandler, William J., Comp.; And Others

426

Teaching Social Studies with Artifacts.  

ERIC Educational Resources Information Center

Considers the reasons for utilizing artifacts when teaching social studies to children. Describes seven artifact kits: (1) an object box; (2) resource kit; (3) primary source enhancement kit; (4) symbol kits; (5) economic process kit; (6) packs; and (7) a kit for an archaeology dig. Provides an appendix for sources of artifacts. (CMK)

Morris, Ronald Vaughan

2000-01-01

427

Teaching Psychopharmacology: Two Trainees' Perspectives  

ERIC Educational Resources Information Center

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

Georgiopoulos, Anna M.; Huffman, Jeff C.

2005-01-01

428

Teaching ethics in a Masters Program in Public Health in Lithuania  

PubMed Central

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

Jakusovaite, Irayda; Bankauskaite, Vaida

2007-01-01

429

Disentangling Multi-object Operations  

Microsoft Academic Search

We consider the problem of implementing atomic operations on multiple shared memory objects, in systems which directly support only single-object atomic operations. Our motivation is to design algorithms that exhibit both low contention between concurrent operations and a high level of concurrency, by disentangling long chains of conflicting operations. That is, operations that access widely disjoint parts of a data

Yehuda Afek; Michael Merritt; Gadi Taubenfeld; Dan Touitou

1997-01-01

430

Threshold Concepts and Student Engagement: Revisiting Pedagogical Content Knowledge  

ERIC Educational Resources Information Center

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

Zepke, Nick

2013-01-01

431

Teach Engineering: May the Force Be With You: Drag  

NSDL National Science Digital Library

This lesson is the fourth of a four-part unit for Grades 5-8 on the key forces in flight: lift, weight, thrust, and drag. In this lesson students explore the drag force on airplanes and how engineers design aircraft to reduce drag. It also introduces the concept of conservation of energy and how it relates to drag. The lesson includes objectives, warm-up questions, background information for teachers, assessment questions, classroom activity, and web-based reference material. TeachEngineering is a Pathway project of the National Science Digital Library. It provides a large collection of teacher-tested, research-based content for K-12 teachers to connect real-world experiences with curricular content.

2011-10-10

432

Teach Engineering: May the Force Be With You: Thrust  

NSDL National Science Digital Library

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

2011-10-10

433

Deriving Instructional Content Through Task Analysis  

ERIC Educational Resources Information Center

Task analysis provides a means of effectively incorporating current learning theory and practice into instructional development methodology. It yields results applicable to specifying performance objectives, designing instructional activities, determining teaching strategies, and evaluating performance. (Author/BP)

Herschbach, Dennis R.

1976-01-01

434

Elementary student teachers' science content representations  

NASA Astrophysics Data System (ADS)

This purpose of this study was to examine the ways in which three prospective teachers who had early opportunities to teach science would approach representing science content within the context of their student teaching experiences. The study is framed in the literature on pedagogical content knowledge and learning to teach. A situated perspective on cognition is applied to better understand the influence of context and the role of the cooperating teacher. The three participants were enrolled in an experimental teacher preparation program designed to enhance the teaching of science at the elementary level. Qualitative case study design guided the collection, organization, and analysis of data. Multiple forms of data associated with student teachers' content representations were collected, including audiotaped planning and reflection interviews, written lesson plans and reflections, and videotaped teaching experiences. Broad analysis categories were developed and refined around the subconstructs of content representation (i.e., knowledge of instructional strategies that promote learning and knowledge of students and their requirements for meaningful science learning). Findings suggest that when prospective teachers are provided with opportunities to apply and reflect substantively on their developing considerations for supporting children's science learning, they are able to maintain a subject matter emphasis. However, in the absence of such opportunities, student teachers abandon their subject matter emphasis, even when they have had extensive background and experiences addressing subject-specific considerations for teaching and learning.

Zembal-Saul, Carla; Krajcik, Joseph; Blumenfeld, Phyllis

2002-08-01

435

Teaching: Getting It Right.  

ERIC Educational Resources Information Center

Explores the way a high school teacher's intuitive teaching principles developed over time through an autobiographical analysis. Employs a tennis metaphor to describe feelings about the teaching process. Opines that it takes "not thinking too much" to teach well. (DSK)

La Porte, Elizabeth

1996-01-01

436

Teaching Children Fire Safety  

MedlinePLUS

... USFA Home Citizens Parents Teaching Children Fire Safety Teaching Children Fire Safety This page may contain links ... Take the mystery out of fire play by teaching children that fire is a tool, not a ...

437

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

PubMed

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

Fahem, A K

1993-03-01

438

Teaching the concept curricula: theory and method.  

PubMed

Conceptual teaching in nursing education offers benefits over traditional content and fact-laden curricula, including the development of cognitive skills necessary for knowledge transfer across contexts and the ability to transform students into lifelong learners. The recent focus on active and learner-centered teaching techniques does not equate to learning conceptually, although it is a positive move away from teacher-centered techniques. A paucity of educational nursing literature exists that delineates both the theory and methods used to teach conceptually. We present a semiotic framework for teaching conceptually, in addition to outlining three core components necessary for conceptual learners: addressing misconceptions, developing enduring understandings, and acquiring metacognitive skills. Five teaching methods that are particularly fitting for concept-based curricula and useful across all program levels are described and outlined. Active and learner-centered activities can also be designed and adapted to develop the mindset necessary to learn conceptually. PMID:22283151

Hardin, Pamela K; Richardson, Stephanie J

2012-03-01

439

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

ERIC Educational Resources Information Center

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

Blatt, Benjamin; Greenberg, Larrie

2007-01-01

440

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

Microsoft Academic Search

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

Carolin Kreber

2005-01-01

441

Teaching for Multiple Intelligences in Undergraduate Education  

NASA Astrophysics Data System (ADS)

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

Denny, Margaret

442

Teaching Physics with Computers  

NASA Astrophysics Data System (ADS)

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

Botet, R.; Trizac, E.

2005-09-01

443

Teaching Tips  

NASA Astrophysics Data System (ADS)

If you asked Paul Hewitt to describe physics, he would probably say it is a study of the most basic rules by which nature operates, a way of seeing order and regularity in the world. His strong conviction that physics should be taught first at a conceptual level with emphasis on a qualitative grasp of concepts before they are considered for problem solving has made his name synonymous with the term ``conceptual physics'' in the physics education community. Drawing from the experience of a teaching career that began in the mid-60s, Paul offers beginning teachers some wonderful advice.

Hewitt, Paul G.

2004-01-01

444

Approaching Academic Digital Content Management.  

ERIC Educational Resources Information Center

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)

Acker, Stephen R.

2002-01-01

445

Teaching Creatively and Teaching for Creativity  

Microsoft Academic Search

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

David J. Brinkman

2010-01-01

446

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

PubMed Central

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

Lynch, Christopher; McConnell, Robert; Wilson, Nairn

2012-01-01

447

Integrating Foreign Language and Content Instruction in Grades K-8. ERIC Digest.  

ERIC Educational Resources Information Center

This Digest focuses on the method of teaching foreign languages in Kindergarten through Grade 8 using content-based instruction. In this approach, the foreign language is used as the medium for teaching subject content, such as mathematics or social studies. In content-based instruction, students become proficient in the language because the focus…

Curtain, Helena; Haas, Mari

448

Improving College Teaching.  

ERIC Educational Resources Information Center

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

Seldin, Peter; And Others

449

A Passion for Teaching.  

ERIC Educational Resources Information Center

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

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

450

Teaching Creative Writing Online  

Microsoft Academic Search

This paper discusses experiences of teaching a Masters degree in Creative Writing online with WebCT Software. Discussion is set out as follows: course structure, how the course runs online, initial concerns when adapting the course to run online, Salmon's five-stage model for teaching and learning online, disadvantages of teaching online and advantages of teaching online. The paper concludes with further

Heather Beck

2004-01-01

451

Teaching or Learning?  

ERIC Educational Resources Information Center

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

Milton, Ohmer

452

Teaching, Reason and Risk  

Microsoft Academic Search

In his writings on teaching, Isreal Scheffler has argued for the close connection between teaching and reason, an argument which can be summarized by, “Teaching is. . an initiation into open rational discussion.” This essay examines Schefflier's thesis in the light of criticisms drawn from feminist writings on teaching. It is argued that Scheffler's thesis is consistent with a view

Allen T. Pearson

1997-01-01

453

Teaching Physics with Basketball  

NASA Astrophysics Data System (ADS)

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

Chanpichai, N.; Wattanakasiwich, P.

2010-07-01

454

Teaching fidelity.  

PubMed

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

Pittman, Frank S; Wagers, Tina Pittman

2005-11-01

455

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

ERIC Educational Resources Information Center

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

Primus, Pearl E.

456

Teach Engineering: Spectroscopy  

NSDL National Science Digital Library

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

2009-06-06

457

Internet Primer: Workshop Design and Objectives.  

ERIC Educational Resources Information Center

Outlines the design, objectives, and evaluation of an introductory Internet workshop offered with library instruction classes in an electronic classroom at Queens University (Kingston, Ontario, Canada). Presents teaching tips and frequently-asked questions. The Internet primer handouts are appended. (AEF)

Laverty, Corinne Y. C.

1996-01-01

458

Digital learning objects in nursing consultation: technology assessment by undergraduate students.  

PubMed

This study followed the teaching-learning process about the nursing consultation, based on digital learning objects developed through the active Problem Based Learning method. The goals were to evaluate the digital learning objects about nursing consultation, develop cognitive skills on the subject using problem based learning and identify the students' opinions on the use of technology. This is an exploratory and descriptive study with a quantitative approach. The sample consisted of 71 students in the sixth period of the nursing program at the Federal University of Rio Grande do Sul. The data was collected through a questionnaire to evaluate the learning objects. The results showed positive agreement (58%) on the content, usability and didactics of the proposed computer-mediated activity regarding the nursing consultation. The application of materials to the students is considered positive. PMID:21120422

Silveira, DeniseTolfo; Catalan, Vanessa Menezes; Neutzling, Agnes Ludwig; Martinato, Luísa Helena Machado

2010-01-01

459

Observation and Feedback during Student Teaching: Learning from Peers.  

ERIC Educational Resources Information Center

Investigated preservice teachers' attitudes regarding peer observation and feedback during student teaching. Students had positive perceptions of the helpfulness of peer observation and feedback in improving their teaching and the comfort level they felt working with peers. Most students felt the content and quality of peer feedback improved their…

Rauch, Kristin; Whittaker, Catherine R.

1999-01-01

460

Results of the 2010 Survey on Teaching Chemical Reaction Engineering  

ERIC Educational Resources Information Center

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

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

2012-01-01

461

Taking a Closer Look at Science Teaching Orientations  

ERIC Educational Resources Information Center

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…

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

2011-01-01

462

A Model of Librarianship for Combining Learning and Teaching.  

ERIC Educational Resources Information Center

Discusses professional parameters of librarianship that guided major revision of content and methods of bibliographic instruction program at Evergreen State College (Olympia, Washington). Highlights include rotation of librarians into full-time teaching, characteristics of team teaching, emphasis on investigating problem solving in the course, and…

Huston, Mary M.; Parson, Willie

1985-01-01

463

Reflective Field Experiences for Success in Teaching Elementary Mathematics  

ERIC Educational Resources Information Center

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

Robards, Shirley N.

2009-01-01

464

Teaching Critical Social Policy in Canada: Some Personal Reflections  

ERIC Educational Resources Information Center

Discusses problems in teaching social policy courses which students often view as not necessary for practice. Documents teaching of critical social policy to Canadian students and identifies a number of problems in making it interesting, such as the abstract nature of the content, general lack of understanding of the importance of policy analysis,…

Tang, Kwong-leung; Peters, Heather

2008-01-01

465

Teaching evolution: Understanding and applying the nature of science  

Microsoft Academic Search

The influence of a 3-week institute upon secondary biology and earth science teachers regarding their experiences with respect to the teaching of evolution was investigated. The institute directors, with National Science Foundation (NSF) funding, hoped to foster an understanding of the nature of science, provide enhanced content, and support a forum for teachers to discuss problems common to the teaching

Lawrence C. Scharmann; William M. Harris Jr.

1992-01-01

466

Turf Identification. Competency Based Teaching Materials in Horticulture.  

ERIC Educational Resources Information Center

This compentency-based curriculum unit on turf identification is one of four developed for classroom use in teaching the turf and lawn services area of horticulture. The three sections are each divided into teaching content (in a question-and-answer format) and student skills that outline steps and factors for consideration. Topics covered include…

Legacy, Jim; And Others

467

Insects and Diseases. Competency Based Teaching Materials in Horticulture.  

ERIC Educational Resources Information Center

This competency-based curriculum unit on insects and diseases is one of four developed for classroom use in teaching the turf and lawn services area of horticulture. The five sections are each divided into teaching content (in a question-and-answer format) and student skills that outline steps and factors for consideration. Topics covered include…

Legacy, Jim; And Others

468

Planting Turf. Competency Based Teaching Materials in Horticulture.  

ERIC Educational Resources Information Center

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…

Legacy, Jim; And Others

469

A teaching team: More than the sum of its parts  

Microsoft Academic Search

Team teaching is not a new idea with a history spanning more than 40 years. It is an enduring idea yet its practice would not be the norm in most Australian school settings and across most content areas. This paper discusses the experiences of two educators who were given the opportunity to team teach in the area of mathematics education

Lorraine Day; Derek Hurrell

2012-01-01

470

Implementing the Plan. Competency Based Teaching Materials in Horticulture.  

ERIC Educational Resources Information Center

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

Legacy, Jim; And Others

471

Undergraduate Teaching in Geriatric Medicine: The Role of National Curricula  

ERIC Educational Resources Information Center

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

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

2009-01-01

472

Reforming to improve the teaching quality of computer programming language  

Microsoft Academic Search

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

Rongfang Gao

2011-01-01

473

K-8 Educators Perceptions and Preparedness for Teaching Evolution Topics  

ERIC Educational Resources Information Center

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

Nadelson, Louis S.; Nadelson, Sandra

2010-01-01

474

Common Core, Commonplaces, and Community in Teaching Reading  

ERIC Educational Resources Information Center

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

Roskos, Kathleen; Neuman, Susan B.

2013-01-01

475

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

Microsoft Academic Search

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

Siti Rosni Mohamad Yusoff; Nor Azan Mat Zin

2011-01-01

476

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

ERIC Educational Resources Information Center

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

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

477

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

NSDL National Science Digital Library

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

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

2006-06-22

478

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

ERIC Educational Resources Information Center

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

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

2011-01-01

479

Research on applying the concept of electronic performance support system into computer teaching  

Microsoft Academic Search

In the 1990s, the computer education has gradually become the important content of education in our country. Many schools have launched computer education extensively and the teaching methods of computer course are mostly teachers using big screen to conduct theory teaching, and then arranging time to operate in addition which cause some problems and make the teaching effect unable to

Zhikun Xu; Cuili Luo; Yuhong Zhang

2012-01-01

480

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

ERIC Educational Resources Information Center

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…

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

2006-01-01

481

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

ERIC Educational Resources Information Center

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

Roupp, Heidi, Ed.

2009-01-01

482

Teaching/Learning Guide: Level I.  

ERIC Educational Resources Information Center

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

Carbon - Lehigh Intermediate Unit, Schnecksville, PA.

483

Technology Mapping: An Approach for Developing Technological Pedagogical Content Knowledge  

ERIC Educational Resources Information Center

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

Angeli, Charoula; Valanides, Nicos

2013-01-01

484

The Role of Students and Content in Teacher Effectiveness  

ERIC Educational Resources Information Center

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

Ennis, Catherine D.

2014-01-01

485

Terminological Considerations Regarding Content and Language Integrated Learning.  

ERIC Educational Resources Information Center

The term "content and language integrated learning" is suggested as an umbrella term for a general pedagogical approach that includes a number of methods of teaching and learning non-language subjects through a second or foreign language. Usage of other, related terms is discussed, and distinctions are made between them. These include teaching

Nikula, Tarja; Marsh, David

1998-01-01

486

AMOF: The Amazing Mathematical Object Factory  

NSDL National Science Digital Library

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

Ruskey, Frank

2007-12-25

487

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

PubMed

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

Tai, Chun-Yi; Chung, Ue-Lin

2008-12-01

488

Teaching Computational Physics Using Spreadsheets  

NASA Astrophysics Data System (ADS)

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

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

2006-12-01

489

Holograms as Teaching Agents  

NASA Astrophysics Data System (ADS)

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

Walker, Robin A.

2013-02-01

490

Teaching evidence-based clinical practice to neurology and neurosurgery residents.  

PubMed

The primary objective of education in evidence-based clinical practice (EBCP) is to provide a resident or student with the requisite skills to satisfactorily solve real everyday clinical problems throughout their careers and to translate those solutions into better care for patients. At the University of Western Ontario in London, Canada, there is a well-developed and highly successful evidence-based neurology curriculum primarily aimed at residents. This article summarizes the current context of EBCP postgraduate training in the neurological sciences and a detailed description of its purpose, learning outcomes, required resources, content, teaching strategies, and assessment tools. In this program, we teach the principles of EBCP through the review of pertinent neurological clinical questions. The summary of each topic is recorded on our website in the form of critically appraised topics (CATs) in electronically accessible CAT banks. PMID:17418941

Burneo, J G; Jenkins, M E

2007-06-01

491

CONSTRUCTING PEDAGOGICAL CONTENT KNOWLEDGE FROM STUDENTS' WRITING IN SECONDARY MATHEMATICS  

Microsoft Academic Search

One field of knowledge important to effective teaching is pedagogical content knowledge. With experience, teachers become aware of how students comprehend or typically misconstrue mathematical concepts, skills, and generalizations. They become aware of common misconceptions and \\

L Diane Miller

1991-01-01

492

Constructing pedagogical content knowledge from students' writing in secondary mathematics  

Microsoft Academic Search

One field of knowledge important to effective teaching is pedagogical content knowledge. With experience, teachers become aware of how students comprehend or typically misconstrue mathematical concepts, skills, and generalizations. They become aware of common misconceptions and \\

L. Diane Miller

1991-01-01

493

Are We Really Improving Reading in the Content Fields?  

ERIC Educational Resources Information Center

Surveys research in the teaching of reading in the content fields and decides that present research findings are not conclusive as to reading improvement in these areas. Includes a pro-reaction and a con-reaction paper. Bibliography. (WB)

Courtney, Leonard

1968-01-01

494

Teaching Risk Management: Addressing ACGME Core Competencies  

PubMed Central

Background Risk management is an important aspect of education for all residents. Unfortunately, few curricula currently exist to fulfill this educational need. Objective We developed a curriculum that teaches residents basic principles of risk management with the goals of (1) educating residents about the medical-legal environment in which they operate, (2) helping residents identify common malpractice exposures, and (3) teaching practical risk management/patient safety interventions that can be implemented in their practice that could reduce malpractice exposure and improve patient safety. Methods The curriculum was developed by Medical Risk Management, LLC, a Connecticut-based risk management firm, in conjunction with academic leadership at the University of Connecticut. The program uses 3 learning modalities: live lectures, web-based video modules, and e-mailed learning publications. Gains in resident knowledge through participation in the curriculum were measured using pretests and posttests. Learner satisfaction with the curriculum was measured through web-based surveys. Results We found a significant improvement in knowledge in residents who took the pretest and posttest (P < .001). Of the survey respondents, 97% said the content was relevant to their specialty practice and 95% responded that these sessions should be held annually. Most respondents indicated they would change their practice as a result of what they learned from the live lectures. Conclusion This risk management curriculum has been successful in providing our residents with learning activities in risk management, improving their knowledge of risk management principles, and changing their attitudes and behaviors. These improvements may lead to fewer malpractice claims against them and the hospitals they train in.

Nissen, Kiki; Angus, Steven V.; Miller, Wendy; Silverman, Adam R.

2010-01-01

495

Pharmacy Students' Perceptions of a Teaching Evaluation Process  

PubMed Central

Objective To assess PharmD students' perceptions of the usefulness of Duquesne University's Teaching Effectiveness Questionnaire (TEQ), the instrument currently employed for student evaluation of teaching. Methods Opinions of PharmD students regarding the TEQ were measured using a survey instrument comprised of Likert-type scales eliciting perceptions, behaviors, and self-reported biases. Results PharmD students viewed student evaluation of teaching as appropriate and necessary, but conceded that the faculty members receiving the best evaluations were not always the most effective teachers. Most students indicated a willingness to complete the TEQ when given the opportunity but expressed frustration that their feedback did not appear to improve subsequent teaching efforts. Conclusion The current TEQ mechanism for student evaluation of teaching is clearly useful but nevertheless imperfect with respect to its ability to improve teaching. Future research may examine other aspects of pharmacy students' roles as evaluators of teaching.

Desselle, Shane P.

2007-01-01

496

Faculty Perceptions of Teaching Support and Teaching Efficacy in Taiwan  

ERIC Educational Resources Information Center

The purpose of this study was to investigate university faculty's perceptions of teaching support and their teaching efficacy in Taiwan. In addition, the relationship of perceived teaching support to faculty' teaching efficacy was examined. Questionnaires measuring three dimensions of teaching support and six dimensions of teaching efficacy were…

Chang, Te-Sheng; McKeachie, Wilbert; Lin, Yi-Guang

2010-01-01

497

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

PubMed

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

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

2013-01-01

498

Tried and True: Tested Ideas for Teaching and Learning from the Regional Educational Laboratories.  

National Technical Information Service (NTIS)

Partial Contents: Early Childhod Education; Instructional Content and Practice: Classroom Assessment Video Training Workshops; Comprehensive School Mathematics Program (CSMP); Literacy Plus; SEDL Follow Through Program; Strategic Teaching and Reading Proj...

L. Levinson R. Stonehill

1997-01-01

499

Teaching Earth Science Using Hot Air Balloons  

NSDL National Science Digital Library

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

Kuhl, James; Shaffer, Karen

2008-01-01

500

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

ERIC Educational Resources Information Center

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

Misulis, Katherine E.

2011-01-01