Learning about science isn't always easy, and teaching various concepts can be quite vexing at times, particularly for newer teachers. Stepping in to provide a bit of assistance, the National Science Teachers Association has created these helpful science objects that provide a bit of a refresher course in each area. Created in partnership with organizations like NASA, NOAA, and the GE Foundation, these interactive features cover Newton's First, Second, and Third Laws, the origins of the universe, and the universe outside our own solar system. Visitors can also search to discover features that cover coral reef ecosystems, the different kinds of energy, and the ocean's affect on weather and climate.
Evans, William D. (Cupertino, CA)
A secure content object protects electronic documents from unauthorized use. The secure content object includes an encrypted electronic document, a multi-key encryption table having at least one multi-key component, an encrypted header and a user interface device. The encrypted document is encrypted using a document encryption key associated with a multi-key encryption method. The encrypted header includes an encryption marker formed by a random number followed by a derivable variation of the same random number. The user interface device enables a user to input a user authorization. The user authorization is combined with each of the multi-key components in the multi-key encryption key table and used to try to decrypt the encrypted header. If the encryption marker is successfully decrypted, the electronic document may be decrypted. Multiple electronic documents or a document and annotations may be protected by the secure content object.
Allen, D. Ian; White, Richard T.
Describing key instructional elements in each of Gagne's five categories of learning objectives, this article outlines numerous teaching strategies drawing illustrations from the social studies area. Also outlined are 10 steps to achieve multiple objectives and reduce problems of matching objectives, learning modes, and teaching strategies. (SB)
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
This article first explores the theoretical bases for why dramatic forms of instruction stimulate student learning and recall. Next, the article considers a practice that systematically applies drama, fun, and fantasy to embed selected content objectives into students' memory. This practical tool, which facilitates instructional reform in the…
Cavus, Nadire; Ibrahim, Dogan
The idea of using "Learning Objects" in teaching has become very popular in the last few years. Although the concept of using objects in teaching is not new, the power of the computer technology and the Internet gives educators large opportunities and endless combination of possibilities in applying new theories to web-based education. This paper…
Boberi?-Krsti?ev, Danijela; Tešendi?, Danijela
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.
Messinger, Adam M.
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…
Teaching content through a foreign language presents students with the double challenge of having to understand new concepts and of doing so through a foreign language. To be successful in meeting this challenge teachers have to adapt their teaching style and the tasks they work on with their students. Often, however, they do not know how to do…
Schaivone, Kathryn A.
The objective structured teaching exercise (OSTE) is a high-fidelity training method for advancing the teaching and interpersonal communication skills of faculty members and preceptors. This paper is a primer for implementation of OSTEs as part of a comprehensive faculty development program. This primer addresses teaching and precepting skills that can be most effectively enhanced and assessed by the OSTE method. Development of case scenarios, recruitment and training of standardized students, OSTE session implementation processes, and OSTE evaluation methods are discussed. The experience of the authors as well as recommendations from a review of the literature and discussions with educators with OSTE experience are included. PMID:24954944
...2010-01-01 2010-01-01 false Content of a teaching proposal. 3406.13 Section 3406.13...BUILDING GRANTS PROGRAM Preparation of a Teaching Proposal § 3406.13 Content of a teaching proposal. (a) Proposal cover...
...2011-01-01 2011-01-01 false Content of a teaching proposal. 3406.13 Section 3406.13...BUILDING GRANTS PROGRAM Preparation of a Teaching Proposal § 3406.13 Content of a teaching proposal. (a) Proposal cover...
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.
Feller, Thomas R., Jr.; Gibbs-Griffith, Brian; D'Acquisto, Linda; Khourey-Bowers, Claudia; Croley, Cynthia B.
Policymakers sometimes view arts education and experiential learning as distractions from the goal of enabling all students to master rigorous content standards. The three school programs described in this article, however, demonstrate that content standards can be integrated into engaging, motivating curriculums based on the arts and authentic…
Most educators intuitively understand the critical relationship between thinking and writing: writing allows us to express what we think, but the very act of writing spurs a process of exploration that changes our thinking and helps us learn. "Teaching Writing in the Content Areas" examines nearly 30 years of research to identify how teachers can…
_____________________________________________________________ RETIREMENT TEACHING POLICY 0.0 CONTENTS 1.0 Purpose 2.0 Procedure 1.0 PURPOSE 1.1 Faculty members who retire1 from the College of Charleston can often continue to contribute to their departments. Recognizing retiring faculty members' value
Buskist, William; Tears, Rachel S.; Davis, Stephen F.; Rodrigue, Karen M.
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)
Thanheiser, Eva; Browning, Christine A.; Moss, Meg; Watanabe, Tad; Garza-Kling, Gina
In this paper the authors present three design principles they use to develop preservice teachers' mathematical content knowledge for teaching in their mathematics content and/or methods courses: (1) building on currently held conceptions, (2) modeling teaching for understanding, (3) focusing on connections between content knowledge and other…
Kinghorn, Brian Edward
SMK and PCK are crucial for effective science teaching, yet the amount of subject matter covered in elementary teacher education programs is limited. This exploratory study of ten elementary school teachers focuses on how teachers learned science content from their teaching practice (including preparing to teach, classroom instruction, and…
Frank, Gloria; And Others
This booklet consists of a list of instructional objectives and a content outline for the beginning and intermediate levels of the Montgomery County (Maryland) public ESL program. The publication was prepared to identify performance objectives and to provide guidelines for teachers and administrators, both for teaching and for forming realistic…
Robinson, H. Alan
This guide to teaching reading in the content areas is designed for both experienced and inexperienced teachers and emphasizes the specific teaching and learning of significant reading strategies which a student should apply to the patterns of writing used in various content areas. The book is divided into three parts, all dealing with reading as…
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…
Objectives to teach: Skimming Scanning Understand a basic paragraph Scan for specific words in a text Objectives to teach: Skimming Scanning Inferencing Guessing word meaning from context Read controlled, multi-paragraph passages Scan for specific information in the text Skim for the main idea Write
Bruce, Susan M.; Vargas, Claudia
"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.…
David Harris; St John
This paper explores the constraints on leisure stud ies curricula, initially prompted by discussion of tourism in earlier articles in the Journal of Hospi tality, Leisure, Sport and Tourism Education (JoHLSTE). Institutional constraints are explored, as well as theoretical developments. These are illustrated by discussion of the different levels a t which decisions are made about what to teach and
Feldman, Yishai A.
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…
With the content analysis method, this paper uses statistic evidence and analysis of the discourses in Harvard Educational Review (HER) from 1931 to 2000 to discuss the transformation of educational research, which has turned from "teaching object" to "teaching subject". What is more, education research is not only aimed at pursuing the efficiency…
Ball, Deborah Loewenberg; Thames, Mark Hoover; Phelps, Geoffrey
This article reports the authors' efforts to develop a practice-based theory of content knowledge for teaching built on Shulman's (1986) notion of pedagogical content knowledge. As the concept of pedagogical content knowledge caught on, it was in need of theoretical development, analytic clarification, and empirical testing. The purpose of the…
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…
DeLong, Matthew; Winter, Dale; Yackel, Carolyn A.
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…
Doran, Desmond; Hill, Alex; Brown, Steve; Aktas, Emel; Kuula, Markku
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…
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…
In this article, the author describes her multimodal teaching practices in her "Adolescent Literacy Methods" course at a graduate university in the United States. By doing so, she highlights content teacher's understanding and use of various multimodal texts to effectively teach adolescents inside the classroom. In lieu of this, she raises…
Cinquetti, Heloisa Chalmers Sisla; de Carvalho, Luiz Marcelo
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…
The evolution of object-oriented programming languages includes update of their own versions, update of development environments, and reform of new languages upon old languages. In this paper, the evolution analysis of object-oriented programming languages is presented in term of the characters and development. The notion of adaptive teaching upon…
Narasimhamurthy, Uma; Al Shawkani, Khuloud
This article describes a model for teaching Java Programming Language through Dynamic Learning Objects. The design of the learning objects was based on effective learning design principles to help students learn the complex topic of Java Programming. Visualization was also used to facilitate the learning of the concepts. (Contains 1 figure and 2…
Kong, Stella; Hoare, Philip
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…
Zeng, Rui; Yue, Rong-Zheng; Tan, Chun-Yu; Wang, Qin; Kuang, Pu; Tian, Pan-Wen; Zuo, Chuan
Background Interpreting an electrocardiogram (ECG) is not only one of the most important parts of diagnostics but also one of the most difficult areas to teach. Owing to the abstract nature of the basic theoretical knowledge of the ECG, its scattered characteristics, and tedious and difficult-to-remember subject matter, teaching how to interpret ECGs is as difficult for teachers to teach as it is for students to learn. In order to enable medical students to master basic knowledge of ECG interpretation skills in a limited teaching time, we modified the content used for traditional ECG teaching and now propose a new ECG teaching method called the “graphics-sequence memory method.” Methods A prospective randomized controlled study was designed to measure the actual effectiveness of ECG learning by students. Two hundred students were randomly placed under a traditional teaching group and an innovative teaching group, with 100 participants in each group. The teachers in the traditional teaching group utilized the traditional teaching outline, whereas the teachers in the innovative teaching group received training in line with the proposed teaching method and syllabus. All the students took an examination in the final semester by analyzing 20 ECGs from real clinical cases and submitted their ECG reports. Results The average ECG reading time was 32 minutes for the traditional teaching group and 18 minutes for the innovative teaching group. The average ECG accuracy results were 43% for the traditional teaching group and 77% for the innovative teaching group. Conclusion Learning to accurately interpret ECGs is an important skill in the cardiac discipline, but the ECG’s mechanisms are intricate and the content is scattered. Textbooks tend to make the students feel confused owing to the restrictions of the length and the format of the syllabi, apart from many other limitations. The graphics-sequence memory method was found to be a useful method for ECG teaching. PMID:25709515
This review examines current research on teaching English Language Learners (ELLs) in four content area subjects: History, math, English, and science. The following topics are examined in each content area: The linguistic, cognitive, and sociocultural features of academic literacy and how this literacy can be taught; general investigations of…
Crow, Karen, Comp.; Martin, Joan, Ed.
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…
Cooter, Robert B., Jr.; Flynt, E. Sutton
Organized around the content literacy model, this book provides scholarly and pragmatic information about teaching in the content areas and suggests a variety of successful strategies for incorporating reading, writing, listening, and speaking that can become part of a teacher's repertoire. The content literacy model used in the book arises from…
Seung, Eulsun; Bryan, Lynn A.; Haugan, Mark P.
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…
Wiener, Judith; Costaris, Laurie
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…
A considerable amount of experiences in teaching object-oriented concepts using the Java language have been reported to date, some of which describe language pitfalls and concrete learning difficulties. In this paper, a number of additional issues that have been experienced as difficult for students to master, along with approaches intended to…
Balatsoukas, Panos; Morris, Anne; O'Brien, Ann
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…
Stewart, Taquan Seth
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.
Ideas for teaching elementary and secondary students of English as a Second Language (ESL) through a unit on kites and kite-making are offered. First, unit objectives are outlined. These include objectives for cognitive skill development (classification, comparison), psychomotor skills (constructing a kite), mathematical operations (measuring,…
One of the central concerns of English as a Second Language (ESL) education within many English-speaking countries has been the relationship between content and language teaching. In Victoria, a state of Australia, the educational policy of mainstreaming ESL is presented as a means of catering to the language learning needs of ESL students within…
Ayvazo, Shiri; Ward, Phillip; Stuhr, Paul T.
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…
Barton, Mary Lee
Middle-level and high school teachers must be skilled in content-area reading strategies and be able to teach their students strategic informational reading skills. Students who learn how to use background knowledge, text-feature knowledge (headings, graphics, and vocabulary), and metacognitive knowledge.skillfully will become strategic readers.…
Geddis, Arthur N.; And Others
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…
Flynn, Natalie P.
This study developed a survey from the existing literature in an attempt to illuminate the processes, tools, insights, and events that allow university science and mathematics content experts (Ph.D.'s) unpack their expertise in order to teach develop and teach undergraduate students. A pilot study was conducted at an urban university in order to refine the survey. The study consisted of 72 science or mathematics Ph.D. faculty members that teach at a research-based urban university. Follow-up interviews were conducted with 21 volunteer faculty to further explore their methods and tools for developing and implementing teaching within their discipline. Statistical analysis of the data revealed: faculty that taught while obtaining their Ph.D. were less confident in their ability to teach successful and faculty that received training in teaching believed that students have difficult to change misconceptions and do not commit enough time to their course. Student centered textbooks ranked the highest among tools used to gain teaching strategies followed by grading of exams and assignments for gaining insights into student knowledge and difficulties. Science and mathematics education literature and university provided education session ranked the lowest in rating scale for providing strategies for teaching. The open-ended survey questions were sub-divided and analyzed by the number of years of experience to identify the development of teaching knowledge over time and revealed that teaching became more interactive, less lecture based, and more engaging. As faculty matured and gained experience they became more aware of student misconceptions and difficulties often changing their teaching to eliminate such issues. As confidence levels increase their teaching included more technology-based tools, became more interactive, incorporated problem based activities, and became more flexible. This change occurred when and if faculty members altered their thinking about their knowledge from an expert centered perspective to a student centric view. Follow-up interviews of twenty faculty yielded a wide variety of insights into the complicated method of deconstructing expert science and mathematics content. The interviews revealed a major disconnect between education research and researchers and the science and mathematics content experts who teach. There is a pervasive disregard for science and mathematics education and training. Faculty members find little to no support for teaching. Though 81% obtained their Ph.D. with the intent to enter an academic setting, pedagogical training was non-existent or limited, both prior to and after obtaining faculty positions. Experience alone did not account for confidence or ability to successfully teach. Faculty that were able to 'think like a student' and view their material from a student's perspective' seemed to be the most confident and flexible in their teaching methods. Grading and having an open and interactive teaching style, being on the 'side of the students' also seemed to allow faculty to connect more deeply with the students and learn about common misconceptions and difficulties. Though most faculty claimed to not teach as they were taught and not recall having specific content difficulties, this essential interaction with many students facilitated a shift in thinking about their content. This shift allowed for a reversal from teacher centered classrooms to student centered. Multiple issues arise when teaching at a traditional larger lecture style found in the majority of universities science and mathematics courses that constrain and provide unique teaching challenges. Many faculty have developed unique tools to incorporate successful teaching strategies, such as daily pre-quizzes and smart-phone questioning as well as small group work, computer posted guides, strategic class breaks, and limiting lecture style in favor of a more active engaged classroom. (Abstract shortened by UMI.).
University Department of Computer Science New York, NY 10027 Technical Report: CUCS00490 February 28, 1990An Object Oriented Approach to Content Planning for Text Generation * Ursula Wolz Columbia: Natural Language Generation Keywords: Text Generation, Content Planning, User Modeling, Intelligent
Brown, Bryan A.; Ryoo, Kihyun
Our research project was guided by the assumption that students who learn to understand phenomena in everyday terms prior to being taught scientific language will develop improved understanding of new concepts. We used web-based software to teach students using a "content-first" approach that allowed students to transition from everyday…
Case study exercises, based on newsworthy current events, have been written for a biochemical audience that include elements of both "content" and "conflict." The cases have been written in such a way as to teach students basic biochemical principles. At the same time, a dilemma is posed to the students, who must use what they have learned about…
Jordan, P W; 10.1613/jair.1591
A fundamental requirement of any task-oriented dialogue system is the ability to generate object descriptions that refer to objects in the task domain. The subproblem of content selection for object descriptions in task-oriented dialogue has been the focus of much previous work and a large number of models have been proposed. In this paper, we use the annotated COCONUT corpus of task-oriented design dialogues to develop feature sets based on Dale and Reiters (1995) incremental model, Brennan and Clarks (1996) conceptual pact model, and Jordans (2000b) intentional influences model, and use these feature sets in a machine learning experiment to automatically learn a model of content selection for object descriptions. Since Dale and Reiters model requires a representation of discourse structure, the corpus annotations are used to derive a representation based on Grosz and Sidners (1986) theory of the intentional structure of discourse, as well as two very simple representations of discourse structure based purel...
A considerable amount of experiences in teaching object-oriented concepts using the Java language have been reported to date, some of which describe language pitfalls and concrete learning difficulties. In this paper, a number of additional issues that have been experienced as difficult for students to master, along with approaches intended to overcome them, are addressed. Concretely, practical issues regarding associations, interfaces, genericity and exceptions are described. These issues suggest that more emphasis is required on presenting Java programs as derivations of conceptual models, in order to guarantee that a thorough design of the object structure actually precedes implementation issues. In addition, common student misunderstandings about the uses of interfaces and exceptions point to the necessity of introducing both specific design philosophies and also a clear distinction between design-for-reuse and more specific implementation issues.
This booklet on teaching social communication skills to individuals with autism discusses selection of social communication objectives, selection of learning environments, and methods of teaching social communication skills. Sample social communication objectives are presented, with a rationale, lead-up activities, teaching procedures, associated…
Vanderlinden, David Winston
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.
Ford, Barbara Ann
Statement of the problem. The problem being studied in this research is the relationship between a specific series of integrated science courses in a science teacher preparation program and the actual needs of the science teacher during the first years of teaching practice. Teachers often report that there is a disconnect between the coursework they have taken in college as pre-service teachers and the reality of their classroom practice during their first years of teaching. The intent of this study was to record the descriptions of three teachers who were members of a cohort and took a series of integrated science courses (NSCI series) during their teacher preparation program as it related to the influence of these courses on their teaching practice. The focus of inquiry is guided by a single question: How do former participants in the series of science courses who are currently novice teachers describe their confidence in their ability to teach science content to their middle school students? The theoretical framework was based on Shulman's (1987) pedagogical content knowledge (PCK). PCK involves the teacher understanding the content of science so thoroughly that ways are identified of representing and formulating the subject matter to make it understandable to others. The teacher who has a strong PCK uses powerful analogies, illustrations, examples, explanations and demonstrations that promote personally meaningful student understandings. Novice teachers' reflections on their confidence to teach science content to their middle school students were observed through the lens of PCK. All three novice teachers reported a high confidence level to teach middle school science and attributed their confidence level to a great degree to the integrated science series of courses (NSCI). Method. A qualitative design, specifically a case study, was used for this study. Multiple forms of data collection were employed including a semi structured interview and a focus group. Data was collected, categorized and analyzed over a six week period. A constant comparative method (Bogdan & Biklen, 1998) was used to examine the data. Triangulation, member checking and a peer reviewer were used to reduce the risk of bias and increase the trustworthiness of the data.
Baldacchino, Donia R
The study unit on 'The spiritual dimension in care'had a Judeo-Christian orientation. It was introduced to the Diploma nursing curriculum at the University of Malta in the academic year 2002-2003. The aim was to increase students' awareness about the essence of spirituality in care so as to enable them to implement holistic care. Spirituality may or may not incorporate religiosity. Thus, believers may have spiritual needs which may include religious needs whilst the atheists and agnostics may still have spiritual needs. While considering secularisation, the Christian culture of Malta was addressed in this study unit. This article describes the content structure of the study unit based on the ASSET model (Narayanasamy, A., 1999. ASSET: a model for actioning spirituality and spiritual care education and training in nursing. Nurse Education Today 19, 274-285) and outlines the various teaching methods used. Following feedback from the first and second cohort groups in 2003 and 2004, respectively, the reviewed study unit was delivered to the third cohort group of students (n=65) in Semester 2 in the academic year 2004-2005. Apart from the use of traditional teaching methods, such as lessons and a seminar, other methods were used constantly throughout the study unit, for example, self-reflection exercises, case-studies and small group discussions to enhance learning. Recommendations are proposed to review the content of this study unit and to introduce other teaching methods for effective learning. PMID:17950959
Seung, Eulsun; Bryan, Lynn A.; Haugan, Mark P.
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 presents physics through a few fundamental principles rather than exposing students to concepts through a series of derived equations. Through a qualitative, multiple case study research design, data were collected from multiple sources: non-participant observations, digitally recorded video, semi-structured interviews, TAs' written reflections, and researchers' field notes. The TAs' PCK included three components: (a) knowledge of M&I curriculum goals, (b) knowledge of instructional strategies appropriate to the M&I course, and (c) knowledge of students' learning. This study shows the complexity of adopting curriculum reforms and the necessity to support the faculty's and TAs' knowledge development when a novel science curriculum is adopted.
Ahmad, N. J.; Lah, Y. Che
The efficacy of a teaching sequence designed for a specific content of learning of electrochemistry is described in this paper. The design of the teaching draws upon theoretical insights into perspectives on learning and empirical studies to improve the teaching of this topic. A case study involving two classes, the experimental and baseline…
Raddon, Mary-Beth; Raby, Rebecca; Sharpe, Erin
Challenged by some of the inherent difficulties in teaching qualitative data analysis, three instructors created an interactive digital learning object entitled "Sleuthing the Layered Text: Investigating Coding." In this paper we assess the effectiveness of that learning object as a tool for teaching qualitative coding. On the face of it, learning…
Brinthaupt, Thomas M.; Pilati, Michelle L.; King, Beverly R.
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…
Buss, Ray R.
The study was conducted to examine preservice, elementary teachers' efficacy for teaching science and mathematics as compared with other elementary content. The instrument assessed efficacy for teaching (EFT) five elementary content areas: science, mathematics, reading, classroom management, and general instruction. Three hundred twenty-five…
Marion, Virginia Frances
The goal of Project Inquiry, a two-year long multiphase study, was to transform the delivery of science instruction from a traditional, textbook driven delivery approach to a hands-on, minds-on, constructivist approach. Teachers from a midwestern urban school district were trained in constructivism while learning physics concepts and content through guided inquiry instruction in collaborative groups. The objectives aimed to increase teachers' content expertise and science teaching efficacy, as well as to have teachers become better facilitators of learning. Phase two of the three phases of Project Inquiry was the focus of this study. Fifty-seven teachers participated in Phase two, which began with an intense two week summer institute in 1995. A longitudinal time-series (OxOO), quasi-experimental research design was used to investigate the relationship between science teaching efficacy scores and gains in physics content knowledge. The data consisted of: (a) six sets of pre and post physics content knowledge test scores (electricity, magnetism, matter and balance); (b) three sets of STEBI-A (inservice), Science Teaching Efficacy Belief Instrument scores, a pre to post, pre to follow-up, and post to follow-up; and (c) demographic variables that were used as covariates, grade taught, years of experience, and postbaccalaureate training. Using the general linear model with an Alpha level of.05, and testing the hypothesized relationships, results indicated that although there were significant positive gains in content knowledge (p =.000) and science teaching efficacy (p =.000), the overall average gains in physics content knowledge were not predictive of gains in either Personal Science Teaching Efficacy or Science Outcome Expectancy. Post hoc analysis used individual content gain scores, in regression models that included the three covariates: grade taught, years of experience, and post baccalaureate training, to test the relationship between knowledge gains and efficacy gains. A series of interactions between significant content areas and the covariates was also run. Science Teaching Outcome Expectancy and Personal Science Teaching Efficacy showed different relationships with the predictor variables. Though gains in specific content areas were related to gains in Science Teaching Outcome Expectancy and Personal Science Teaching Efficacy, gains in Personal Science Teaching Efficacy were further modified by the covariates. These results may reflect not only a more complex relationship between content knowledge gain and Personal Science Teaching Efficacy but also the complex nature of the construct. Evaluation of the physics content knowledge tests revealed that the tests were not valid for evaluating 35 of the 37 identified learning objectives. Although the data did not render valid results, it does give insights into possible relationships that may exist given a more stringent investigation with a valid instrument to measure content knowledge gains. In addition, this study demonstrated the importance of considering the likelihood of interactions among a given set of variables and the covariates. The findings also suggest the possible value of considering the psychological factors associated with the change process when planning professional development programs.
This booklet focuses on teaching individuals with autism some social rules and routines that can be used in a variety of situations and applied across settings. It addresses the selection of interpersonal skill objectives, motivating the person with autism to try to interact, teaching ways to express feelings, helping peers to interact with…
Thota, Neena; Whitfield, Richard
This article describes a holistic approach to designing an introductory, object-oriented programming course. The design is grounded in constructivism and pedagogy of phenomenography. We use constructive alignment as the framework to align assessments, learning, and teaching with planned learning outcomes. We plan learning and teaching activities,…
Venkat, Hamsa; Winter, Mark
In this paper, we share analysis of an episode of a pre-service teacher's handling of a map artefact within his practicum teaching of "Mathematical Literacy" in South Africa. Mathematical Literacy, as a post-compulsory phase subject in the South African curriculum, shares many of the aims of numeracy as described in the international…
Wolf, Alexander; Akkaraju, Shylaja
Despite the centrality of evolution to the study of biology, the pedagogical methods employed to teach the subject are often instructor-centered and rarely embedded in every topic throughout the curriculum. In addition, students' prior beliefs about evolution are often dismissed rather than incorporated into the classroom. In this article we…
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.
Benito, R. M.; Cámara, M. E.; Arranz, F. J.
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.
Oskay, Ozge Ozyalcin; Erdem, Emine; Yilmaz, Ayhan
In this study the relationship between pre-service chemistry teachers' beliefs about teaching and their pedagogical content knowledge were investigated. The sample of the study consists of 99 pre-service chemistry teachers attending Hacettepe University, Faculty of Education. As data collection tools the adapted form of "Beliefs About Teaching…
Murata, Aki; Bofferding, Laura; Pothen, Bindu E.; Taylor, Megan W.; Wischnia, Sarah
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…
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…
Akkas, Elif Nur; Türnüklü, Elif
Pedagogical content knowledge is consisted of two components: student knowledge and teaching strategies. Teaching strategies was defined under two sub-headings as strategies for specific topics and specific strategies for any topic. The purpose of this study was to examine the method with which quadrilaterals were taught by mathematics teachers…
Dodge, Diane Trister; Colker, Laura J.; Heroman, Cate
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…
Hesse, Doug; Sommers, Nancy; Yancey, Kathleen Blake
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…
David Winston Vanderlinden
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
Stanberry, Anne M.; Azria-Evans, Muriel
Presents assumptions, advantages, and disadvantages of three curriculum positions for teaching gerontology: (1) transmission (conveying facts); (2) transaction (developing cognitive skills and problem-solving abilities); and (3) transformation (facilitating personal and social change). Offers considerations for choosing positions: audience…
Akio Namiki; Sojung Kim; Kenzo Nonami
This paper proposes a teaching system for multi-fingered robot hands by using kinetic information of target objects with visual feedback. The purpose of this system is to operate multi-fingered robot hands with high DOF mechanisms intuitively and effectively. The system calculates the appropriate trajectory of the fingers according to the kinetic information of the target object under the twist rolling
de Oliveira, Clara Amelia; Conte, Marcos Fernando; Riso, Bernardo Goncalves
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…
Meyer, Katrina A.; Murrell, Vicki S.
This article presents the results of a national study of 39 higher education institutions that collected information about their practices for faculty development for online teaching and particularly the content and training activities used during 2011-2012. This study found that the most frequently offered training content (97% of the…
Kerridge, Joanna; Kyle, Gaye; Marks-Maran, Diane
Many programmes in further and higher education contain sensitive areas of content, such as diversity, racism, power and privilege, breaking bad news, counselling, sex education and ethical decision making. Team teaching may be a useful method for delivering sensitive areas of course content. This article presents a pilot study that was undertaken…
Bakemeier, Richard F.; Myers, W. P. Laird
Results of a survey of cancer education activities in 101 medical schools are discussed, including the needs for multidisciplinary instruction, more exposure of students to patients with common malignancies, and more uniform instruction in fundamental diagnostic procedures. An instructional approach relating educational objectives to departmental…
Gore, J. [Eastern New Mexico Univ., Portales, NM (United States); [ToolCASE Computing, Inc., Denver, CO (United States)
This Paper addresses issues encountered while transitioning a CS2-level course in Data Structures into one in Object Structures. A prioritization of concepts is suggested, followed by a discussion of the degrees to which various commonly available programming languages support them. These are illustrated with decisions the author made in his own course and text.
Holtzman, Caren; Susholtz, Lynn
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…
Veltri, Joseph C.; And Others
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)
Logerwell, Mollianne G.
The purpose of this study was to investigate the impact of a summer science camp teaching experience on preservice elementary teachers' science teaching efficacy, science content knowledge, and understanding of the nature of science. Master's degree students enrolled in the elementary Fairfax Partnership Schools (FPS, n = 21) cohort served as the treatment group, while those enrolled in the Loudoun Partnership Schools (LPS, n = 15) and Professional Development Schools (PDS, n = 24) cohorts at George Mason University served as the control groups. The treatment group planned for and taught a two-week inquiry- and problem-based summer science camp as part of their science methods course, while the control groups did not. The Science Teaching Efficacy Belief Instrument (STEBI), a science content assessment, a personal data questionnaire, and a modified version of the Views of Nature of Science Questionnaire (VNOS-C) were administered to the participants at the beginning and end of their science methods course. Analyses revealed significant increases for the FPS group in general science teaching efficacy, personal science teaching efficacy, science teaching outcome expectancy, general science knowledge, biology content knowledge, chemistry content knowledge, and understanding of NOS; the LPS group in general science teaching efficacy, personal science teaching efficacy, chemistry content knowledge, and understanding of NOS; and, the PDS group in general science teaching efficacy, personal science teaching efficacy, and chemistry content knowledge. Additionally, the FPS group had significantly higher general science teaching efficacy than both control groups, personal science teaching efficacy than the PDS group, and understanding of NOS than the LPS group. Overall, the findings indicate that course length is not as important for developing preservice teachers' teaching efficacy and understanding of content as having connected, authentic field-based teaching experiences that are based on best-practices research and coupled with methodological instruction.
Badioze Zaman, Halimah; Bakar, Norashiken; Ahmad, Azlina; Sulaiman, Riza; Arshad, Haslina; Mohd. Yatim, Nor Faezah
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'.
Laura Anne Dougherty
The magnitude of vocabulary students need to know in the middle school science curriculum is vast and can be daunting. As educators, it is our job to efficiently and effectively teach students so that they are not only able to apply the new vocabulary to that year's curriculum, but to store it in their memory for future use in high school and college. This article describes a direct instruction approach to teaching vocabulary that provides students with the ability to interact with the vocabulary verbally, visually, spatially, and intrapersonally.
Govorov, Michael; Gienko, Gennady
Content development and maintenance of geographic information systems (GIS) related courses, especially designed for distance and online delivery, could be a tedious task even for an experienced instructor. The paper outlines application of abstract instructional design techniques for modeling course structure and developing corresponding course…
Evans, Brian R.
The purpose of this study was to understand the relationships between mathematical content knowledge, perceptions of teaching self-efficacy, and attitudes toward mathematics in one cohort of Teach for America teachers who took the New York State Content Special Test in mathematics at the start of their program, and a mathematics attitude…
PENA, ALBAR A.
RESEARCH IN THE AREA OF SECOND LANGUAGE LEARNING SUPPORTS THE BELIEF THAT LANGUAGE STUDY SHOULD BEGIN AS EARLY AS KINDERGARTEN OR THE FIRST GRADE. EARLY TRAINING IN LANGUAGE STUDY CAN ENHANCE AND REINFORCE THE KNOWLEDGE GAINED IN AREAS SUCH AS SCIENCE, SOCIAL STUDIES, OR READING. THEREFORE, WITH THE SPANISH-SPEAKING PEOPLE, IT IS LOGICAL TO TEACH…
Martin, Matt; Sharpe, Tom
Teaching students about the physiological benefits of regular exercise is an important, though often challenging, aspect of the K-12 physical education curriculum. Due to a variety of class schedules and physical space restrictions, some physical educators may have difficulty integrating fitness and wellness concepts into their daily lessons.…
Spooren, Pieter; Mortelmans, Dimitri; Thijssen, Peter
Structural equation modelling is used to measure the existence of a response style (in particular, acquiescence) behind three balanced Likert scales measuring different concepts in a questionnaire for student evaluation of teaching in higher education. Exploration with one sample (n = 1125) and confirmation in a second sample (n = 710) from a…
Beck, John J.; And Others
A study was made of the attitudes of educators toward the relative importance of mastery of subject matter and mastery of teaching skills in teacher education programs. Three groups were sampled: 687 public school teachers, 448 public school principals, and 182 members of local boards of public schools. Responses to a mailed questionnaire revealed…
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;…
Esemuede, Samuel I.
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…
This paper presents a study on thinking and learning processes of mathematics and science in teaching through a foreign language, in Finland. The entity of thinking and content learning processes is, in this study, considered as cognitional development. Teaching through a foreign language is here called Content and Language Integrated Learning or…
Andrew M. Guilfoyle
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
Giulianelli, Daniel A.; Cruzado, Graciela S.; Rodríguez, Rocío A.; Vera, Pablo M.; Moreno, Edgardo J.
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.
Performance comparison of multiplexing techniques for MPEG-4 object- based content Seán Murphy of the performance of a number of different multiplexing schemes was conducted in the context of streaming of MPEG-4 with streaming of multimedia content to mobile devices is determining how to multiplex the content appropriately
of depression and birth trauma (appraisal of birth and trauma impact) among adolescents between 13 and 19 years via subjective and objective means indicates a large number of teens experience birth trauma following to severe birth trauma indicated through the Impact of Event scale characterized over ½ of the teens #12;3
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…
Perlmutter, Morton S.
The theories and objectives in the uses of the media available to Social Work Education, currently and in the future, are surveyed in this paper. The theories covered are those which relate to all media in general, but special emphasis is placed on those which have an impact on the theoretical approaches for teaching, experimentation and research.…
The manual, to be used by the itinerant resource teacher, presents teaching objectives and proficiency levels for the development of communication, living, and social skills of visually handicapped students in kindergarten through grade 12. Communication skills are enumerated (number is indicated in parentheses) for totally blind students in areas…
Mwasalwiba, Ernest Samwel
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…
Judy S. DeLoache; KATHYRN V. SCUDDER
This article offers a new perspective on the use of concrete objects to teach mathematics. It is commonly assumed that concrete manipulatives are effective because they allow children to perform mathematics without understanding arbitrary, written mathematical symbols. We argue that the sharp distinction between concrete and abstract forms of mathematical expression may not be justified. We believe instead that manipulatives
Tajudin, Nor'ain Mohd.; Kadir, Noor Zarinawaty Abd.
This study aims to identify the level of technological pedagogical content knowledge (TPCK) of mathematics trainee teachers at Universiti Pendidikan Sultan Idris (UPSI) and explore their teaching practices during practical training at school. The study was conducted in two phases using a mix-method research. In the first phase, a survey method using a questionnaire was carried out on 156 trainee teachers of Bachelor of Mathematics Education (AT14) and Bachelor of Science (Mathematics) with Education (AT48). The instrument used was a questionnaire that measures the level of content knowledge, pedagogy, technology and TPCK of mathematics. Data were analyzed using descriptive statistics, namely the mean. While in the second phase, the interview method involved four trainee teachers were performed. The instrument used was the semi-structured interview protocol to assess the trainee teacher's TPCK integration in their teaching practice. Data were analyzed using the content analysis. The findings showed that the level of knowledge of TPCK among trainee teachers was moderate with overall mean score of 3.60. This level did not show significant differences between the two programs with mean scores of 3.601 for the AT14 group and 3.603 for the AT48 group. However, there was a difference for gender classification such that the female trainees had mean score of 3.58 and male trainees with mean score of 3.72. Although students' TPCK level was moderate, the level of content knowledge (CK), technological knowledge (TK) and pedagogical knowledge (PK), showed a higher level with overall mean scores of 3.75, 3.87 and 3.84 respectively. The findings also showed that in terms of content knowledge, trainee teacher's learning mathematics background was good, but the knowledge of mathematics was limited in the curriculum, philosophy and application aspect. In terms of pedagogical content knowledge, all respondents tend to use lecture and discussion methods in teaching Trigonometry topic in almost the entire teaching and learning sessions. In terms of using technology in teaching and learning process, all respondents were more likely to use PowerPoint presentation as well as assisted by the use of a scientific calculator. The use of PowerPoint was limited in explaining the title and its content and the calculators were used during practice sessions. The four trainee teachers were still at the recognizing and acceptance levels of TPCK integration during their teaching practice. This study indicates that UPSI trainee teachers should be given exposure in the use of information and communication technology and trained to provide alternative teaching strategies in more creative ways if there are obstacles when integrating technology in teaching and learning process.
Emily E. Ventura; Jaimie N. Davis; Michael I. Goran
The consumption of fructose, largely in the form of high fructose corn syrup (HFCS), has risen over the past several decades and is thought to contribute negatively to metabolic health. However, the fructose content of foods and beverages produced with HFCS is not disclosed and estimates of fructose content are based on the common assumption that the HFCS used contains
Kopp, Gail; Crichton, Susan
This research explores the idea of embedding and linking to existing content in learning object repositories and investigates teacher-designer use of learning objects within one high school mathematics course in an online school. This qualitative case study supports and extends the learning object literature, and brings forward context-specific…
Kinghorn, Brian Edward
Subject-specific content knowledge is crucial for effective science teaching, yet many teachers are entering the field not fully equipped with all the science content knowledge they need to effectively teach the subject. Learning from practice is one approach to bridging the gap between what practicing teachers know and what they need to know.…
Guillén, María Teresa Fleta; Bermejo, María Luisa García
This paper reports on pedagogies that promote language, content and literacy in English by stimulating learners' creativity. The starting point to promote creativity among learners was music and art. There seems to be a natural connection between music, language and thinking which suggests that incorporating musical experiences into daily…
O'Neill, Sue; Stephenson, Jennifer
The ability to differentiate classroom behaviour management (CBM) strategies is an important skill for novice teachers in increasingly diverse classrooms. Worldwide, little is known about the curriculum content offered to pre-service teachers in the area of CBM. This article reports the findings from the first nationwide survey of Australian…
Shanahan, Timothy; Shanahan, Cynthia
In this article, Timothy and Cynthia Shanahan argue that "disciplinary literacy"--advanced literacy instruction embedded within content-area classes such as math, science, and social studies--should be a focus of middle and secondary school settings. Moving beyond the oft-cited "every teacher a teacher of reading" philosophy that has historically…
Garg, Ramesh C.
A guide to designing a course in international finance and multinational corporations is presented. It offers a rationale for such a course, discusses its primary goals, suggests two possible course orientations (professional or theoretical) and desirable or necessary prerequisites, and recommends specific course content areas and subareas. Types…
Roberts, T. Grady; Ball, Anna L.
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…
Halim, Lilia; Meerah, Subahan Mohd.
This study examined Malaysian science teachers' pedagogical content knowledge (PCK) of selected physics concepts. The two components of PCK investigated were (i) knowledge of students' understanding, conceptions and misconceptions of topics, and (ii) knowledge of strategies and representations for teaching particular topics. The participants were 12 trainee teachers from various academic science backgrounds attending a one-year postgraduate teacher-training course. They were interviewed on selected basic concepts in physics that are found in the Malaysian Integrated Science curriculum for lower secondary level. The findings showed that trainee teachers' PCK for promoting conceptual understanding is limited. They lacked the ability to transform their understanding of basic concepts in physics required to teach lower secondary school science pupils. The trainees' level of content knowledge affected their awareness of pupils' likely misconceptions. Consequently, the trainees were unable to employ the appropriate teaching strategies required to explain the scientific ideas. This study provides some pedagogical implications for the training of science teachers.
This paper explores the development of student-teachers' pedagogical content knowledge (PCK) during pre-service education. Four student-teachers in mathematics and science participated in a project teaching physics to students aged 9-11 years once a week over a 12-month period. One-third of the lessons were videotaped and the student-teachers were…
Drechsler, Michal; Van Driel, Jan
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)…
Lappan, Glenda; Even, Ruhama
This paper discusses the development of the mathematical experiences which make up the three-term sequence of mathematics courses taken by participants in the Elementary Mathematics Project (EMP), a longitudinal study of change in preservice teachers' perceptions and beliefs about mathematics. For the mathematics courses, both content and teaching…
Granite School District, Salt Lake City, UT.
The model outlined in this document describes the development of an integrated approach to teaching content reading skills to teachers. Methods and materials applicable to texts and media currently used in classrooms were produced by inservice teachers of science, math, and social studies at a Salt Lake City junior high school. This document…
C. Peach; D. Kilb; G. Kent; S. Fisler
Scientists from the Scripps Institution of Oceanography (SIO) Visualization Center and science educators from the Birch Aquarium at Scripps (BAS) and Aquatic Adventures Science Education Foundation (AASEF) collaborated to create Seismic Sleuths, a field trip experience for 6th graders that introduces concepts in global tectonics and seismicity using data visualization techniques. Designed to teach 6th grade California Earth science content
Dawkins, Karen R.; Dickerson, Daniel L.; McKinney, Sueanne E.; Butler, Susan
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…
Park, Soonhye; Jang, Jeong-Yoon; Chen, Ying-Chih; Jung, Jinhong
This study tested a hypothesis that focused on whether or not teachers' pedagogical content knowledge (PCK) is a necessary body of knowledge for reformed science teaching. This study utilized a quantitative research method to investigate the correlation between a teacher's PCK level as measured by the PCK rubric (Park et al. 2008) and the degree…
Ozmantar, Mehmet Fatih
This study reconsiders the notion of pedagogy for pedagogical content knowledge (PCK) in the context of teaching mathematics. The perspectives of critical pedagogy are employed for this reconsideration, stressing the operation of historical, social, ideological, political, institutional and cultural forces in the production of pedagogical…
Griggs, Richard A.; Collisson, Brian
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…
Hodge, David R.; Derezotes, David S.
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…
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…
Herga, Nataša Rizman; Grmek, Milena Ivanuš; Dinevski, Dejan
Using a variety of visualization tools for teaching and learning science and chemistry is necessary because pupils better understand chemical phenomena and formulate appropriate mental models. The purpose of the presented study was to determine the importance of a virtual laboratory as a visualization element when addressing chemical contents…
Guzey, S. Selcen; Roehrig, Gillian H.
This study examines the development of technology, pedagogy, and content knowledge (TPACK) in four in-service secondary science teachers as they participated in a professional development program focusing on technology integration into K-12 classrooms to support science as inquiry teaching. In the program, probeware, mind-mapping tools (CMaps),…
Kapyla, Markku; Heikkinen, Jussi-Pekka; Asunta, Tuula
The aim of the research was to investigate the effect of the amount and quality of content knowledge on pedagogical content knowledge (PCK). The biological content photosynthesis and plant growth was used as an example. The research sample consisted of 10 primary and 10 secondary (biology) teacher students. Questionnaires, lesson preparation task…
Teaching programming concepts in a more object-oriented way is a growing trend in Computer Science education. This paper takes the idea of abstraction-first teaching a step further, by using Bloom's Taxonomy to design a course to present factual content early, followed by higher-level cognitive skills. In the course described here, factual content…
Russell, James W., Sr.
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.
Christopher J. Harris
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.
Price, Jeffery R.
Systems and methods are described for content-based fused off-axis illumination direct-to-digital holography. A method includes calculating an illumination angle with respect to an optical axis defined by a focusing lens as a function of data representing a Fourier analyzed spatially heterodyne hologram; reflecting a reference beam from a reference mirror at a non-normal angle; reflecting an object beam from an object the object beam incident upon the object at the illumination angle; focusing the reference beam and the object beam at a focal plane of a digital recorder to from the content-based off-axis illuminated spatially heterodyne hologram including spatially heterodyne fringes for Fourier analysis; and digitally recording the content based off-axis illuminated spatially heterodyne hologram including spatially heterodyne fringes for Fourier analysis.
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…
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 decided to make it their jobs. With the help of university researchers, they employed three reading-to-learn strategies in their content areas as a routine instructional strategy to help students become expert readers. In this article, they summarize their work using one particular science lesson as an example. This snapshot demonstrates how the reading-to-learn strategies are used in the service of learning science content.
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
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…
de Jong, Onno; van Driel, Jan H.; Verloop, Nico
In this article, we describe the results of a study of the pedagogical content knowledge (PCK) of preservice chemistry teachers in the context of a postgraduate teacher education program. A group of preservice teachers (n = 12) took part in an experimental introductory course module about the use of particle models to help secondary school students understand the relationship between phenomena (e.g., properties of substances, physical and chemical processes) and corpuscular entities (e.g., atoms, molecules, ions). The module emphasized learning from teaching by connecting authentic teaching experiences with institutional workshops. Research data were obtained from answers to written assignments, transcripts of workshop discussions, and reflective lesson reports, written by the participants. The outcomes of the study revealed that, initially, all participants were able to describe specific learning difficulties, such as problems secondary school students have in relating the properties of substances to characteristics of the constituent particles. Also, at this stage, all preservice teachers acknowledged the potential importance of using models of molecules and atoms to promote secondary school students' understanding of the relationship between phenomena and corpuscular entities. After teaching, all preservice teachers demonstrated a deeper understanding of their students' problems with the use of particle models. In addition, about half of the participants had become more aware of the possibilities and limitations of using particle models in specific teaching situations. Through learning from teaching, the preservice teachers further developed their PCK of using particle models, although this development varied among preservice teachers studied.
PyCon 2008: Presentation Proposal Using Python To Teach ObjectOriented Programming in CS1 Michael ``ObjectOriented Programming in Python'' (http://prehhall.com/goldwasser), we discuss the issues involved in Fall of 2005 using Python as the language for an objectoriented introduction to programming in CS1. We
Monte-Sano, Chauncey; Budano, Christopher
Using artifacts of teachers' practices, classroom observations, and teacher interviews, we explore the development and enactment of 2 novices' pedagogical content knowledge (PCK) for teaching history. We identify and track 4 components of PCK that are relevant to teaching history: representing history, transforming history, attending to students'…
Technological pedagogical and content knowledge (TPACK) has been advanced as a construct to describe teachers' understandings related to effectively teaching with technology. This study examined the development of TPACK of two teachers during their mathematics teaching after participating in a learner-centered professional development (LCPD)…
Dodge, Diane Trister; Colker, Laura J.; Heroman, Cate
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…
This teaching guide provides secondary business teachers with ideas for teaching consumer education and assistance in strengthening the course content and methodology. Content is presented in four parts. Part 1 provides an overview of consumer education and covers the teacher, course objectives, content areas, and teaching-learning strategies…
How Things Work is an unconventional introduction to physics, a course that starts with whole objects and looks inside them to see what makes them work. Effectively ``case-study physics,'' it is designed primarily for non-science students who are unsure of the role of physics in the world and are looking for relevance in their studies. How Things Work is essentially the generalization of context-based introductory courses (Physics of the Human Body, Physics of the Automobile, and Physics of Music) and demonstrates that when physics is taught in the context of ordinary objects, these students are enthusiastic about it, look forward to classes, ask insightful questions, experiment on their own, and find themselves explaining to friends and family how things in their world work. In this talk, I will discuss the concept and structure of a How Things Work course and look briefly at how to teach its objects and assess what students learn from it. Although this course focuses on concepts rather than on calculations, it is rich in physics and requires that students think hard about the world around them. It also teaches problem solving and logical thinking skills, and demands that students face their misconceptions and failures of intuition. Lastly, it is actually quantitative in many respects, though its results are usually more words than numbers: your weight, the battery's voltage, or the acceleration due to gravity.
Drying is an important process in paper manufacturing, where steam heated cylinders are used to dry paper. Control of the moisture content is accomplished by adjusting the steam pressure in the cylinders. This paper presents a nonlinear dynamic model, based on heat and mass balances for steam, cylinder, and paper. It is implemented in the object-oriented modeling language Modelica and
Homa, Natalie; Hackathorn, Jana; Brown, Carrie M.; Garczynski, Amy; Solomon, Erin D.; Tennial, Rachel; Sanborn, Ursula A.; Gurung, Regan A. R.
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…
The Force Concept Inventory (FCI) has been widely used to assess student understanding of introductory mechanics concepts by a variety of educators and physics education researchers. One reason for this extensive use is that many of the items on the FCI have strong distractor choices that correspond to students' alternate conceptions in mechanics. Instruction is unlikely to be effective if instructors do not know the common alternate conceptions of introductory physics students and explicitly take into account students' initial knowledge state in their instructional design. Here, we discuss research involving the FCI to evaluate the pedagogical content knowledge of both instructors and teaching assistants (TAs) of varying teaching experience. For each item on the FCI, the instructors and TAs were asked to identify the most common incorrect answer choice of introductory physics students. We also discussed the responses individually with a few instructors. Then, we used the FCI pre-test and post-test data from ...
Sjoholm, Kaj, Ed.; Bjorklund, Mikaela, Ed.
The publication on the integration of content area and second language instruction, focusing on the situation in Finland, consists of nine essays and a bibliography. The essays include: "Education in a Second or Foreign Language. An Overview" (Kaj Sjoholm); "Foreign Language Content Teaching in Teacher Education at Abo Akademi University" (Kaj…
Sumin, A V
The objective of the present experimental study was to develop the qualitatively new method for the determination of stomach contents left on the material objects and in the environment with special reference to the cases of aspiration asphyxia. We proposed the original approach for the determination of the origin of the traces of stomach contents based on the detection of pepsin, an enzyme that digests in the acidic milieu protein substances, such as gelatin (hydrolyzed collagen), a component of the emulsion layer of X-ray and photographic films. Samples of the stomach contents were taken from a corpse and placed on the surface of various materials that did not absorb moisture or repulsed it. In addition, materials undergoing putrefactive decomposition were investigated. Moreover, stains left by the cadaveric lung sections from the subjects who allegedly died from aspiration asphyxia on the emulsion layers were studied. A specially developed method was employed to detect pepsin, the main enzyme of the gastric juice. The majority of the studied samples including the control ones exhibited pepsin activity. The results of the study suggest the possibility of application of the proposed method for the detection of stomach contents on the environmental objects provided the material being studied avoided putrefactive modification. PMID:25764895
Wood, Justin N
How does object recognition emerge in the newborn brain? To address this question, I examined the information content of the first visual object representation built by newly hatched chicks (Gallus gallus). In their first week of life, chicks were raised in controlled-rearing chambers that contained a single virtual object rotating around a single axis. In their second week of life, I tested whether subjects had encoded information about the identity and viewpoint of the virtual object. The results showed that chicks built object representations that contained both object identity information and view-specific information. However, there was a trade-off between these two types of information: subjects who were more sensitive to identity information were less sensitive to view-specific information, and vice versa. This pattern of results is predicted by iterative, hierarchically organized visual processing machinery, the machinery that supports object recognition in adult primates. More generally, this study shows that invariant object recognition is a core cognitive ability that can be operational at the onset of visual object experience. PMID:24980274
Arndt, Timothy; Guercio, Angela
A prototype object-oriented multimedia database management system currently being developed is described. The system supports the storage and retrieval of images, video, audio and documents composed of these types. The major features of the system include: (1) content-based indexes for each of the data types, (2) an intuitive user-oriented query language based on these indexes, (3) manual, semi-automatic and automatic indexing modes, (4) object- based user data models incorporated in query processing, (5) image/audio/video processing incorporated in the system, (6) versioning of objects, (7) browsing and navigation facilities. The indexes are interval-based and describe spatio-temporal relations between pairs of objects in the respective media. The query processing mechanism is described, as is the object- oriented data modeling facility. The most innovative aspects of this work are the following: (1) extension of iconic indexing of images to the audio and video data types, (2) an embedding of content-based iconic indexing in a multimedia database management system with particular emphasis on user-oriented indexing and querying, (3) the use of an object-oriented data model to alleviate the aliasing problem in query formation, (4) versioning of images/audio/video to save storage space.
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
Clark, Lisa A.
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…
Riccio, Jessica Fitzsimons
The purpose of the current study was to explore the experiences of preservice science education students who were part of an interdisciplinary cohort on content area literacy. By investigating how preservice science teachers describe the relationship between literacy and science teaching while participating in the content area literacy cohort, I identified emerging patterns to seek trends to enact content area literacy in schools, and found ways to reform and rethink how to provide this type of instruction within the curriculum of preservice education programs. I pursued the question, How do preservice science teachers describe the relationship between literacy and science teaching while participating in the content area literacy cohort? with sub-questions: (a) What misunderstandings about content area literacy exist in secondary school science settings? (b) How do preservice teachers view content area literacy in the practice of student teaching? (c) How can content area literacy advance scientific literacy? (d) In what ways is content area literacy useful beyond the secondary school science classroom? (e) Are there any specific barriers preservice teachers encounter while trying to implement content area literacy in the secondary school student teaching classroom? This research was enacted as a mixed methods qualitative study, reported in a case study format. Data were collected over the academic year 2006-2007 from preservice science student artifacts completed during this time. Five findings were reported to address each sub-question presented above. These findings are the presence of misconceptions about secondary student abilities and the need for literacy instruction, the use of literacy as a pedagogical tool, literacy as the mechanism for students to become scientists, literacy as a catalyst for lifelong learning, and the challenges to literacy implementation in student teaching. In summary, this research informs the science education and teacher education communities by expanding the scope of scientific literacy, addressing challenges to conceptual understanding through literacy strategies, and more generally how to effectively incorporate literacy in the content area classroom.
Htwe, Than Than; Ismail, Sabaridah Binti; Low, Gary Kim Kuan
INTRODUCTION Assessment is an important factor that drives student learning, as students tend to mainly focus on the material to be assessed. The current practice in teaching pathology extensively applies objective-structured practical examination for the assessment of students. As students will have to deal with real patients during clinical years, it is preferred that students learn and practise via potted specimens and slides instead of picture plates. This study aimed to assess the preferred assesment method of pathology practical exercises. METHODS This was a cross-sectional survey carried out in two consecutive batches of Phase 2 medical students. Student competency was assessed using both the traditional (TD) (i.e. use of potted specimens and slides) and picture plate (PP) methods. To compare the two assessment methods, we compared the mean scores obtained by the students and examined student perception of the two methods. RESULTS The mean scores obtained via the PP method were significantly higher than those obtained via the TD method for almost all the components tested. CONCLUSION We found that students performed significantly better (p < 0.05) when assessed using the PP method instead of the TD method. PP preparations might provide better visuals, thus aiding understanding, than the TD method. The findings of this study are valuable in identifying and improving our current teaching and assessment methods of medical students, in line with advancements in information technology. PMID:25273936
Aase, Ingunn; Aase, Karina; Dieckmann, Peter
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
Kinghorn, Brian Edward
Subject-specific content knowledge is crucial for effective science teaching, yet many teachers are entering the field not fully equipped with all the science content knowledge they need to effectively teach the subject. Learning from practice is one approach to bridging the gap between what practicing teachers know and what they need to know. This dissertation explores one aspect of learning from practice: when and how teachers encounter gaps in their science content knowledge during teaching practice and whether and how the teachers recognize those gaps. Classroom lessons of six early-career middle-;school science teachers in three states were observed and video-taped to document apparent gaps in their science content knowledge. The observations were followed by interviews with each teacher to determine when the teachers encountered science content knowledge gaps, the nature of those gaps, and whether the teacher recognized the gaps. Additional analysis focused on how the observed gaps may have been influenced by teachers' undergraduate science coursework, expressed confidence in their knowledge of the subjects they were observed teaching, and level of daily preparation to teach. Practices that helped teachers recognize gaps in their knowledge (and consequently opened opportunities to learn from practice) were identified, as were common practices that seemed to hinder learning from practice.
Jung, HaRim; Song, MoonBae; Youn, Hee Yong; Kim, Ung Mo
A content-matched (CM) rangemonitoring query overmoving objects continually retrieves the moving objects (i) whose non-spatial attribute values are matched to given non-spatial query values; and (ii) that are currently located within a given spatial query range. In this paper, we propose a new query indexing structure, called the group-aware query region tree (GQR-tree) for efficient evaluation of CMrange monitoring queries. The primary role of the GQR-tree is to help the server leverage the computational capabilities of moving objects in order to improve the system performance in terms of the wireless communication cost and server workload. Through a series of comprehensive simulations, we verify the superiority of the GQR-tree method over the existing methods. PMID:26393613
Badanelli, Ana Maria
This article aims to give an overview of the use and the meaning of images in two types of school textbooks used in Spain from the early twentieth century until the end of the 1960s: the textbooks "Lecciones de cosas" ("object lessons") and those used for the teaching of religion. For this analysis the iconographic-iconological method will be used…
PyCon 2008: Presentation Proposal Using Python To Teach Object-Oriented Programming in CS1 Michael-Oriented Programming in Python" (http://prenhall.com/goldwasser), we discuss the issues involved in adopting Python Grand Blvd St. Louis, Missouri 63103-2007 Summary: In recent years, Python has made great inroads
Moseley, Christine; Utley, Juliana
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…
Thies, Christian; Metzler, Volker H.; Aach, Til
Reliable automated analysis and examination of biomedical images requires reproducible and robust extraction of contained image objects. However, the necessary description of image content as visually relevant objects is context-dependent and determined by parameters such as resolution, orientation, and, of course, the clinical-diagnostic question. Therefore a computer-based approach has to model both examination context and image acquisition as expert knowledge. Generally, static solutions are not satisfying because a change of application will most likely require a redesign of the analysis process. In contrast to non-satisfying statical solution, this paper describes a flexible approach, which allows medical examiners the context-sensitive extraction of sought objects from almost arbitrary medical images, without requiring technical knowledge on image analysis and processing. Since this methodology is applicable to any analysis task on large image sets, it works for general image series analysis as well as image retrieval. The new approach combines classical image analysis with the idea of data mining to close the gap between low abstraction on the technical level and high-level expert knowledge on image content and understanding.
Ishler, Richard E., Ed.; Inglis, Joan D., Ed.
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…
Clynes, Mary P
The lecture is the most widely used teaching strategy in adult education programmes. While it has advantages, it is criticised for its lack of student engagement and inability to stimulate higher-order thinking. The aim of this paper is to detail a novice teacher's journey using the lecture as a teaching strategy. The use of an action research approach provided the teacher with a framework to research own learning. In addition, the collaborative process inherent in action research resulted in students being invited to evaluate the teaching. The journey takes the teacher from a teacher-centred approach to teaching and learning to a student-centred approach. The influence of the teacher's own educational encounters is explored. In common with many novice teachers, the focus on content delivery and difficulty asking questions are two key issues. The gradual implementation of strategies to allow for more student engagement is discussed and advice is offered to the novice teacher. PMID:18487088
Ray, Roger D.; Belden, Noelle
This paper presents a behavioral model for conceptualizing advanced reading comprehension as a "higher order" behavior class. Also discussed are strategies and tactics utilized by an artificially intelligent adaptive tutoring and testing software system designed to shape such comprehension skills while also teaching subject-specific "content" to…
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
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…
Bergman, Daniel J.; Morphew, Jason
The preparation of elementary teachers to successfully teach science in their classrooms is a central issue in science education. The teacher preparation program at a large Midwestern university was modified to include a new science content course aimed at this need. A pre-/postassessment research model involved participants (N = 154) completing a…
Karl, Jennifer; Collins, Belva C.; Hager, Karen D.; Ault, Melinda Jones
The purpose of this study was to investigate the effects of a simultaneous prompting procedure in teaching four secondary students with moderate intellectual disability to acquire and generalize core content embedded in a functional activity. Data gathered within the context of a multiple probe design revealed that all participants learned the…
Murphy, Cliona; Smith, Greg
Many primary school teachers have insufficient content and pedagogical knowledge of science. This lack of knowledge can often lead to a lack of confidence and competence in teaching science. This article explores the impact of a year-long science methodology (curriculum science) course on second year Bachelor of Education (BEd) students'…
Ozturk, Ibrahim Hakki
This paper seeks to explore a web-based teaching activity designed for technological pedagogical content knowledge (TPCK) development in pre-service history teacher education in Turkey. The study is conducted by action research methodology. Using a project-based learning (PBL) approach, the designed activity aims to provide the necessary…
This study reports on the trial of a school-based professional development process aimed at helping science teachers improve their inquiry-based science teaching skills. This process focuses on developing the pedagogical content knowledge of teachers through peer collaboration, under the guidance of a teacher educator. A multi-method interpretive…
Hemphill, Michael A.; Richards, K. Andrew R.; Templin, Thomas J.; Blankenship, Bonnie Tjeerdsma
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…
Reutebuch, Colleen K.
This brief describes the literacy coaching that was provided as part of the CREATE research project aimed at improving the teaching and learning of English learners in seventh-grade content areas. Coaching was intended to extend professional development and increase teacher capacity through multiple layers of support that included lesson…
Aguirre, Julia M.; Zavala, Maria del Rosario; Katanyoutanant, Tiffany
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…
Dzoole, Edith Mechelle
This research study examined 394 K-12 teacher interns' incorporation of multicultural content and theory into their teaching practices during a 16-week internship in schools, mostly located within a 30-mile radius of Mississippi State University. The teacher interns had completed all coursework and practicum hours required by their teacher…
Walter, Emily Marie
This study investigated the influence of pedagogical content knowledge (PCK) for teaching macroevolution on non-science majors' knowledge of macroevolution and evolution acceptance. The nature and sources of an experienced faculty member's PCK and instruction as enacted PCK (Park & Oliver, 2008) were examined to consider the influence of these…
Alkazemi, Basem Y.; Grami, Grami M.
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…
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)
Bentley, Brian S.; Hill, Robert V.
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…
Whittaker, Alexandra L; Anderson, Gail I
In veterinary medical education, the use of animals or cadaveric tissue as a component of teaching practice is common. Teachers are required, during the process of ethical review, to apply the 3 Rs principle (replacement, refinement, reduction) whenever they consider using animals during a teaching exercise. This often involves use of replacement strategies, such as utilization of video footage or simulation-based training. However, aside from legislative or ethical requirements imposed by a country's regulatory framework on the institution, students are often the key advocates for using alternative teaching practices that do not make use of animals. This has prompted many institutions with veterinary and other life sciences teaching programs to develop student-conscientious objection policies to the use of animals in teaching. In this article, we discuss the procedures implemented to make provision for student-conscientious objectors at a new Australian Veterinary School, at the University of Adelaide. We also describe the processes to provide information to students and faculty on this issue and to facilitate information gathering on alternatives. PMID:23475412
An investigation into the utilization of a constructivist teaching strategy to improve preservice elementary teachers geological content knowledge: Is there a relationship between intellectual level and content understanding?
White, Orvil L.
In that the topic of geological time and its related concepts is both complex and abstract students, at all levels of education, find it difficult to understand. This study sought to answer four questions about students enrolled in a 300 level science teaching methods course and those enrolled in an introductory (100 level) geoscience course with regard to the teaching and learning about geological time. The students had previous earth science, biology, and geology coursework in high school and college. The questions addressed were; what are the levels of intellectual development of these students, what was their content understanding at the start of the study, would a constructivists style of teaching improve their content understand and is here a relationship between their intellectual level and their content understanding? There were 36 education students and 49 geoscience students, of which 20 were also majoring in education participating in the study. The students were assessed for their intellectual level and given a multiple-choice geology content knowledge assessment (GCKA) pretest dealing with absolute and relative time related questions and were ask to develop a graphic model (timeline) of the geological history of the Earth. Following the pretest the students participated in a lesson on constructivist teaching using geological time as its central theme. This intervention was followed, 56 days later, by a posttest consisting of another assessment of intellectual level, the content knowledge assessment and the graphic timeline. The results were analyzed both in a quantitative and qualitative manner and the data showed a significant increase in content knowledge, for the education students, on the GCKA. However, none of the students improved on their development of the graphic timelines over the course of the study. The most improvement was demonstrated by students at the two lower levels, of four on Perry's (1980), continuum of intellectual development. At these stages it is perceived that there are correct answers to questions and solutions to problems. These findings indicate the need to assess students as to their intellectual levels in order to develop effective teaching strategies to improve learning at all levels in the educational process.
Xavier, P.; Annaraja, P.
Multiple Intelligence Based Teaching (MIBT) applies the multiple intelligence theory in the process of teaching and learning. MIBT explores and develops the intelligence of the students. Also, it teaches the content in a multiple way to the students. The objective of the present study is to find out the effectiveness of multiple intelligence based…
Gibson, John Richard
Frequency counts of content emphases in each text section and laboratory exercise of the first commercial edition of the three versions of the BSCS materials were made in terms of the nine common BSCS content objectives. Two high schools used each version with teachers experienced in and trained for that version. Students were pre- and posttested…
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)
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.
Rinfrette, Elaine S.; Maccio, Elaine M.; Coyle, James P.; Jackson, Kelly F.; Hartinger-Saunders, Robin M.; Rine, Christine M.; Shulman, Lawrence
Teaching in higher education is often not addressed in doctoral education, even though many doctoral graduates will eventually teach. This article describes a biweekly teaching workshop, presents pitfalls and challenges that beginning instructors face, and advocates pedagogical training for doctoral students. Led by a well-known social work…
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…
Hussain, Riffat Parveen
Routine work in nuclear medicine requires the careful elution of radioactivity and its subsequent, storage and handling. Though all effort is maintained to prevent any "spill" of this radioactivity, accidents are bound to happen. The response to this spill is a methodically worked out a plan that is written and adopted as a "standard operating procedure." This protocol is taught to all involved in the area of working as a mock drill/apprenticeship model. No formal evaluation of learning is in place except for the mock drills. The objectively structured assessment of technical skills (OSATS) is a variation on the Objective Structured Clinical Examination, which is a form of workplace based assessment. The OSATS is cited in the Accreditation Council of Graduate Medical Education evaluation toolbox on the website as the most desirable evaluation tool for the patient care topics. It is the objective of this paper is to introduce the "OSATS" for teaching, and assessment of the learning, of the protocol for the management of radioactive spill. As a review of the literature on the subject failed to reveal any such teaching protocol/material/document for this important technical skill, we hope that it may act as a landmark for the development of teaching and assessment of other technical skills also. PMID:26097418
Background: Understanding the nature of science (NOS) has been a key objective in teaching sciences for many years. Despite the importance of this goal it is, until this day, a complex challenge that we are far from achieving. Purpose: The study was conducted in order to further the understanding of the NOS amongst preservice teachers. It explores…
Traina Júnior, C; Traina, A J; dos Santos, R R; Senzako, E Y
This work describes both the concepts used in an Object Manager for storage of medical images as one more data type associated to objects, and a support system developed to offer this kind of tool to medical application developers. The purpose of this work is to support the retrieval of images through queries based on the graphical contents of the stored images. The usual approach uses icons and textual attributes stored with the images to specify the queries. This work uses a novel modeling technique to define the "image data type," by means of which it is possible to decide, before the query itself, the key data of each image that must be extracted from the image when it is stored in the database, so the search can be accelerated when queries are issued. This approach enables building of expansible systems, where new image processing algorithms can be added easily, using its syntactic representation stored through an Image Meta-schema into the application database schema. This work shows how such a system has been implemented, and also provides a query language used to refer and execute these algorithms from inside the database management system. PMID:9555623
Bozkurt, Orçun; Kaya, Osman Nafiz
The purpose of this study was to investigate the pedagogical content knowledge of Prospective Science Teachers (PSTs) on the topic of "ozone layer depletion." In order to explore PSTs' subject matter knowledge on ozone layer depletion, they were given a form of multiple-choice test where they needed to write the reasons behind their answers. This test was completed by 140 PSTs in their final year at the College of Education. Individual interviews were carried out with 42 randomly selected PSTs to determine their pedagogical knowledge about ozone layer depletion. Data were obtained from the study which indicate that the PSTs did not have adequate subject matter and pedagogical knowledge to teach the topic of ozone layer depletion to middle school students. It was also evident that the PSTs held various misconceptions related to ozone layer depletion. PSTs' inadequate pedagogical knowledge was found in the areas of the curriculum, learning difficulties of students, and instructional strategies and activities. This study provides some pedagogical implications for the training of science teachers. PMID:19391381
What Works Clearinghouse, 2008
This study examined whether whether teaching scientific concepts using everyday language before introducing scientific terminology improves the understanding of these concepts. The research described in this article is consistent with What Works Clearinghouse (WWC) evidence standards. Strengths: The study is a well implemented randomized…
The Science Teaching Advancement through Modeling Physical Science (STAMPS) professional development workshop was evaluated for effectiveness in improving teachers' and students' content knowledge. Previous research has shown modeling to be an effective method of instruction for improving student and teacher content knowledge, evidenced by assessment scores. Data includes teacher scores on the Force Concept Inventory (FCI; Hestenes, Wells, & Swackhamer, 1992) and the Chemistry Concept Inventory (CCI; Jenkins, Birk, Bauer, Krause, & Pavelich, 2004), as well as student scores on a physics and chemistry assessment. Quantitative data is supported by teacher responses to a post workshop survey and classroom observations. Evaluation of the data shows that the STAMPS professional development workshop was successful in improving both student and teacher content knowledge. Conclusions and suggestions for future study are also included.
Corey, Robert C.
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.
Somers, Judy L.
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.
The cumulative tale "the house that Jack built" is used as an analogy for flawed theories. This paper considers how the marketisation of higher education in neoliberal countries like England is affecting teaching and learning in Higher Education Institutions. Neoliberal policy approaches resulting in the marketisation of higher education…
Depradine, Colin; Gay, Glenda
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…
Usak, Muhammet; Ozden, Mustafa; Eilks, Ingo
This paper describes a case study focusing on the subject matter knowledge, pedagogical content knowledge, and beliefs about science teaching of student teachers in Turkey at the start of their university education. The topic of interest was that of teaching chemical reactions in secondary chemistry education. A written test was developed which…
Provost, Lauren E.
This work investigates middle school teachers' mathematics knowledge for teaching (MKT) as defined by Hill (2007). Within this two-part dissertation, the level of MKT was considered as well as the role of teacher beliefs in actual specialized content knowledge (SCK) use, a specific type of mathematics knowledge for teaching vital in quality…
how to design assignments that engage students and encourage them to develop their critical thinking supervision! Interdisciplinary Teaching Initiatives May 24 The Faculty of Law and the Teaching and LearningMarch 1, 2013 (Volume 2, Number 14) This information bulletin is an initiative from Content
Al-Najjar, Rana Abdel-Rahman
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…
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.
This study explored the process of physics teaching assistants' (TAs) PCK development in the context of teaching a new undergraduate introductory physics course. "Matter and Interactions" (M&I) has recently adopted a new introductory physics course that focuses on the application of a small number of fundamental physical…
Kareva, Veronika; Echevarria, Jana
In this paper we present a comprehensive model of instruction for providing consistent, high quality teaching to L2 students. This model, the SIOP Model (Sheltered Instruction Observation Protocol), provides an explicit framework for organizing instructional practices to optimize the effectiveness of teaching second and foreign language learners.…
Wardrip, Peter; Tobey, Jennifer
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…
Hanuscin, Deborah L.; Lee, Michele H.; Akerson, Valarie L.
Although teacher educators have achieved some success in improving teachers' understanding of the nature of science (NOS), helping teachers teach NOS has proved a much greater challenge. Currently, there are few examples in the literature of teachers who effectively teach NOS, and fewer still that rely on student outcomes as a measure of teachers'…
da Silva, Karina T. F.
In spite of the increased use of virtual worlds for language teaching and learning, few empirical studies have addressed the teachers' perspectives regarding teaching in these 3D virtual environments. An understanding of how virtual worlds such as Second Life may be beneficial for the design of enriching language learning experiences helps…
This manual contains a description of each of the instructional kits for teaching about Germany offered by the Goethe Institute. Each kit contains lessons plans, handouts, worksheets, color transparencies, and other support materials. This teaching packet provides information regarding the "best fit" of each lesson in the instructional materials…
Teachers are the most important factor in student learning (National Research Council, 1996); yet little is known about the specialized knowledge held by experienced teachers. The purpose of this study was twofold: first, to make explicit the pedagogical content knowledge (PCK) for teaching diffusion and osmosis held by experienced biology teachers and, second, to reveal how topic-specific PCK informs teacher practice. The Magnusson et al. (1999) PCK model served as the theoretical framework for the study. The overarching research question was: When teaching lessons on osmosis and diffusion, how do experienced biology teachers draw upon their topic-specific pedagogical content knowledge? Data sources included observations of two consecutive lessons, three semi-structured interviews, lesson plans, and student handouts. Data analysis indicated five of the six teachers held a constructivist orientation to science teaching and engaged students in explorations of diffusion and osmosis prior to introducing the concepts to students. Explanations for diffusion and osmosis were based upon students' observations and experiences during explorations. All six teachers used representations at the molecular, cellular, and plant organ levels to serve as foci for explorations of diffusion and osmosis. Three potential learning difficulties identified by the teachers included: (a) understanding vocabulary terms, (b) predicting the direction of osmosis, and (c) identifying random molecular motion as the driving force for diffusion and osmosis. Participants used student predictions as formative assessments to reveal misconceptions before instruction and evaluate conceptual understanding during instruction. This study includes implications for teacher preparation, research, and policy.
Pedale, Tiziana; Santangelo, Valerio
One of the most important issues in the study of cognition is to understand which are the factors determining internal representation of the external world. Previous literature has started to highlight the impact of low-level sensory features (indexed by saliency-maps) in driving attention selection, hence increasing the probability for objects presented in complex and natural scenes to be successfully encoded into working memory (WM) and then correctly remembered. Here we asked whether the probability of retrieving high-saliency objects modulates the overall contents of WM, by decreasing the probability of retrieving other, lower-saliency objects. We presented pictures of natural scenes for 4 s. After a retention period of 8 s, we asked participants to verbally report as many objects/details as possible of the previous scenes. We then computed how many times the objects located at either the peak of maximal or minimal saliency in the scene (as indexed by a saliency-map; Itti et al., 1998) were recollected by participants. Results showed that maximal-saliency objects were recollected more often and earlier in the stream of successfully reported items than minimal-saliency objects. This indicates that bottom-up sensory salience increases the recollection probability and facilitates the access to memory representation at retrieval, respectively. Moreover, recollection of the maximal- (but not the minimal-) saliency objects predicted the overall amount of successfully recollected objects: The higher the probability of having successfully reported the most-salient object in the scene, the lower the amount of recollected objects. These findings highlight that bottom-up sensory saliency modulates the current contents of WM during recollection of objects from natural scenes, most likely by reducing available resources to encode and then retrieve other (lower saliency) objects. PMID:25741266
Yavuz Akpinar; Huseyin Simsek
Learning difficulties have been neglected due to over-focusing on technology and dissemination of content. Many of such endeavors targeted on delivering content packages to students and\\/or trainees; once the content was delivered, all responsibility of learning was loaded to the learners. The only support to them was through e-communication facilities which were also treated as a revolutionary mean to student-student
Pasachoff, J. M.; Ros, R. M.
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/
Describes an activity that can be used to help middle and secondary school students develop more informed understandings of some important aspects of the nature of science in the context of teaching Rutherford's experiments and atomic structure. (Author/MM)
Gauss, Boris; Urbas, Leon
Reports the design and evaluation of a prototype for learning modules compliant to the SCORM (Sharable Content Object Reference Model) standard for use with hypermedia systems in Web-based instruction. Discusses a study of undergraduates that considered relations between individual differences in learner characteristics, including intrinsic…
Carlson, David Lee; Archambault, Leanna
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…
Discusses the rules for two theater games that train students to focus on objectives: (1) Time Bomb, in which students must maintain eye contact with the instructor, or the instructor will "blow up"; (2) Red Light, Green Light, which may be used with younger students--the object is to tag the person who is "it." (PA)
Mestre, Lori S.; Baures, Lisa; Niedbala, Mona; Bishop, Corinne; Cantrell, Sarah; Perez, Alice; Silfen, Kate
Based on information gathered from two discussion sessions moderated by members of the Education and Behavioral Sciences Section's Online Learning Research Committee a survey was conducted to identify how librarians use course/learning management systems and learning objects to deliver instruction. Objectives of the study were to identify the…
Templin, Carl R.; Christensen, David
This paper reports the results of a ten-year effort to establish ethics as a learning objective for all business students, to assess the effectiveness in achieving that learning objective and to incorporate ethical conduct as a part of the school's organizational culture. First, it addresses the importance of ethics instruction for all business…
McCreary, Micah L.; Walker, Tamara D.
Focuses on the value of a multicultural counseling prepracticum course for counselors in training at Virginia Commonwealth University (Richmond). States that the course helps students develop their skills in multicultural counseling. Offers suggestions for teaching the course and discusses course objectives, course content, and student responses.…
Powell, Sara Davis
Academically sound methods for preparing students for standardized tests include establishing tests' importance, forming preparation teams, gathering information, aligning curricular and test objectives, teaching test-wiseness skills, informing stakeholders, involving students in preparation plans, infusing curriculum with test content, and…
Valiyov, Boris M.; Yegorenkov, Vladimir D.; Valiyov, Boris M.
An object may appear to contravene Archimedes' principle if it is held in contact with the bottom of a container by suction. Does this mean that the principle should be redefined or is this case beyond its scope?
Desai, Tejas; Shariff, Afreen; Dhingra, Vibhu; Minhas, Deeba; Eure, Megan; Kats, Mark
Medical educators and patients are turning to YouTube to teach and learn about medical conditions. These videos are from authors whose credibility cannot be verified & are not peer reviewed. As a result, studies that have analyzed the educational content of YouTube have reported dismal results. These studies have been unable to exclude videos created by questionable sources and for non-educational purposes. We hypothesize that medical education YouTube videos, authored by credible sources, are of high educational value and appropriately suited to educate the public. Credible videos about cardiovascular diseases were identified using the Mayo Clinic's Center for Social Media Health network. Content in each video was assessed by the presence/absence of 7 factors. Each video was also evaluated for understandability using the Suitability Assessment of Materials (SAM). User engagement measurements were obtained for each video. A total of 607 videos (35 hours) were analyzed. Half of all videos contained 3 educational factors: treatment, screening, or prevention. There was no difference between the number of educational factors present & any user engagement measurement (p NS). SAM scores were higher in videos whose content discussed more educational factors (p<0.0001). However, none of the user engagement measurements correlated with higher SAM scores. Videos with greater educational content are more suitable for patient education but unable to engage users more than lower quality videos. It is unclear if the notion “content is king” applies to medical videos authored by credible organizations for the purposes of patient education on YouTube. PMID:24367517
Hanuscin, Deborah L.
While teacher educators have had some success in helping prospective teachers understand the nature of science (NOS), they have been less effective in helping prospective teachers teach NOS. Though several studies have alluded to impacts of various interventions on developing pedagogical content knowledge (PCK) for NOS, the nature, source, and development of PCK for NOS has not yet been investigated in any systematic way. This study addresses that gap by identifying critical incidents in the development of PCK for NOS of a prospective elementary teacher as she transitions from her methods course to student teaching. Analysis of data collected over a 2-year period illuminates pedagogical dilemmas faced by the prospective teacher in enacting NOS instruction within a school culture of primarily “traditional” science teaching. Through construction of critical incident vignettes, narrative inquiry is employed to illustrate the changes in her PCK for NOS over time, and the experiences that facilitated these changes. Implications for supporting the development of PCK for NOS within teacher education are discussed.
Lukasiak, Jason; Agostinho, Shirley; Burnett, Ian; Drury, Gerrard; Goodes, Jason; Bennett, Sue; Lockyer, Lori; Harper, Barry
This paper presents a platform-independent method for packaging learning objects and learning designs. The method, entitled a Smart Learning Design Framework, is based on the MPEG-21 standard, and uses IEEE Learning Object Metadata (LOM) to provide bibliographic, technical, and pedagogical descriptors for the retrieval and description of learning…
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,…
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,…
American Psychiatric Association, Hartford, CT.
This publication brings together statements concerning the minimum knowledge and skills objectives in alcohol and other drug abuse determined by the professional organizations of six medical specialties: pediatrics; emergency medicine; obstetrics and gynecology; psychiatry; general internal medicine; and family medicine for undergraduate,…
Rule, Audrey C.; Furletti, Charles
This study compares the use of form and function analogy object boxes to more traditional lecture and worksheet instruction during a 10th-grade unit on human body systems. The study was conducted with two classes (N = 32) of mixed ability students at a high-needs rural high school in central New York State. The study used a pretest/posttest…
Rojas, Alicia; Arbuckle, Melissa; Cabaniss, Deborah
Objective: The way in which the competencies for psychodynamic psychotherapy specified by the Psychiatry Residency Review Committee of the Accreditation Council for Graduate Medical Education translate into the day-to-day work of individual supervision remains unstudied and unspecified. The authors hypothesized that despite the existence of…
Tan, Kok Siang; Goh, Ngoh Khang; Chia, Lian Sai
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,…
Lin, Yu-Tzu; Yen, Bai-Jang; Chang, Chia-Hu; Lee, Greg C.; Lin, Yu-Chih
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…
Philip, Christo T.; Unruh, Kenneth P.; Lachman, Nirusha; Pawlina, Wojciech
Translating basic sciences into a clinical framework has been approached through the implementation of various teaching techniques aimed at using a patient case scenario to facilitate learning. These techniques present students with a specific patient case and lead the students to discuss physiological processes through analysis of provided data…
"Do I really have to teach reading?" This is the question many teachers of adolescents are asking, wondering how they can possibly add a new element to an already overloaded curriculum. And most are finding that the answer is "yes." If they want their students to learn complex new concepts in different disciplines, they often have to help their…
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…
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…
Wallhead, Tristan; O'Sullivan, Mary
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…
Iguchi, Carolyn M.
This research is an exploratory qualitative investigation into the challenges of teaching religious material to individuals with cognitive disabilities. The study setting was a single large evangelical Christian church known for excellence in ministry to individuals with disabilities and their families. The following issues were explored: (a)…
Mncube-Barnes, Fatima Maria
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…
Alvarado, Clara; Cañada, Florentina; Garritz, Andoni; Mellado, Vicente
The topic of acid-base chemistry is one of the oldest in general chemistry courses and it has been almost continuously in academic discussion. The central purpose of documenting the knowledge and beliefs of a group of ten Mexican teachers with experience in teaching acid-base chemistry in high school was to know how they design, prepare and…
Kizilaslan, Aydin; Sozbilir, Mustafa; Yasar, M. Diyaddin
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…
Bull, Kelly Byrne; Dulaney, Margaret; North-Coleman, Cheryl; Kaplan, Jeffrey; Stover, Lois
"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…
Sankey, Laura L.; Foster, Daniel D.
As our economy calls for improved employment skills, educational institutions must provide quality teaching to prepare students for success. Researchers purport that an important factor in determining student learning is the teacher, and that one of the most prominent factors in student achievement is teacher quality. The search for the…
Baecher, Laura; Farnsworth, Tim; Ediger, Anne
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…
Dang, Kien; Waddell, Andrea E.; Lofchy, Jodi
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…
Giving effective instructional explanations requires a special type of pedagogical content knowledge, that is, foreseeing where students could employ different assumptions in building their understanding of a specific content. This paper proposes the importance of rehearsing instructional explanations and fine-tuning the coherence and…
McLoughlin, M. Padraig M. M.
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…
Sullivan, Peter; Clarke, David J.; Clarke, Doug M.
At some stage in the planning process, teachers develop or select tasks which prompt the type of activity that can offer students experiences that can help them learn the intended content. This article presents results from an item on a survey that invited teachers to match particular content descriptions with selected tasks. While many teachers…
, USA email@example.com ABSTRACT Open Source Software (OSS) has provided a successful model for community of fine-tuning the prototype for experimentation with sample projects. KEYWORDS Open source, open content license similar to those used by OSS or open content projects. The Open Source Software (OSS) model
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…
XAVIER, PATRICK G.; HENRY, TYSON R.; LAFARGE, ROBERT A.; MEIRANS, LILITA; RAY, LAWRENCE P.
The Geometric Search Engine is a software system for storing and searching a database of geometric models. The database maybe searched for modeled objects similar in shape to a target model supplied by the user. The database models are generally from CAD models while the target model may be either a CAD model or a model generated from range data collected from a physical object. This document describes key generation, database layout, and search of the database.
Sadaghiani, Homeyra R.; Costley, Sarai N.
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.
Philip, Christo T; Unruh, Kenneth P; Lachman, Nirusha; Pawlina, Wojciech
Translating basic sciences into a clinical framework has been approached through the implementation of various teaching techniques aimed at using a patient case scenario to facilitate learning. These techniques present students with a specific patient case and lead the students to discuss physiological processes through analysis of provided data supported by independent learning and research. However, no literature exists that describes a reverse teaching methodology in which students are given disease diagnosis and then asked to construct a patient case. This article discusses an explorative learning approach introduced in the gross anatomy course in which students were asked to use clinical skills and reasoning to create a patient case. The online knowledge-sharing portal utilizing MediaWiki provided a necessary base for students in completing their task. Teams were given 4 weeks to complete their written online project with weekly feedback provided by 3rd year teaching assistants using the Wiki discussion page. A survey was performed to assess competence regarding a patient write up and oral presentation. Skills that the teams acquired through the completion of this project will benefit future patient interactions. This project also emphasized and reinforced the importance of effective communication, leadership, and teamwork. This study shows that a clinical anatomy project that incorporates explorative learning can be an effective way of introducing students to the skills needed for patient write ups and oral presentations. Furthermore this approach to learning allows students to excel during their clinical years and to correlate anatomy to clinical diagnoses. PMID:19177391
Roth, Jennifer K; Serences, John T; Courtney, Susan M
Working memory (WM), the active maintenance of currently relevant information, is a flexible system allowing for fast and frequent goal-directed changes of rehearsed information. Successful WM maintenance prevents interference from distracting stimuli while allowing new task-relevant information to update the contents of WM. We used functional magnetic resonance imaging to show that when WM contents were updated, regardless of stimulus type (faces or houses), a frontoparietal network showed transient increases in activation. Some of these regions are highly similar to those identified in studies of shifting attention, supporting the idea that updating WM involves a change in the attentional priority afforded to the current perceptual input. A region within the mid-ventrolateral prefrontal cortex, near the junction of the inferior frontal sulcus and precentral sulcus (inferior frontal junction), that has previously been implicated in cognitive control, demonstrated transient increases in activity during updating as well as sustained maintenance activity. A more anterior prefrontal region, middle frontal gyrus, previously implicated in protecting the contents of WM from interfering stimuli during maintenance, demonstrated transient increases in activity during updating. The current study suggests that updating WM results from a combination of increased attention to the visual stimulus and a change in the system's interference protection state. PMID:16357333
Discussions on history teaching in Turkey indicate that the previous versions of the history curriculum and the pedagogy of history in the country bear many problems and deficiencies. The problems of Turkish history curriculum mainly arise from the perspectives it takes and the selection of its content. Since 2003, there have been extensive…
· driver assistance, autonomous driving · content-based image search · smart object counting · automatic keypoint recognition) · then, see if/how parts form an object · Window-based · scan through the whole image
Lederman, Norman G.; Gess-Newsome, Julie
Describes Pedagogical Content Knowledge and focuses on the empirical research directly concerned with the relationship between science teachers' subject matter knowledge or structures and actual classroom practice. Concludes there is little evidence that a relationship exists. (PR)
Sebire, Simon J; Standage, Martyn; Vansteenkiste, Maarten
Grounded in self-determination theory (Deci & Ryan, 2000), the purpose of this work was to examine effects of the content and motivation of adults' exercise goals on objectively assessed moderate-to-vigorous physical activity (MVPA). After reporting the content and motivation of their exercise goals, 101 adult participants (Mage = 38.79 years; SD = 11.5) wore an ActiGraph (GT1M) accelerometer for seven days. Accelerometer data were analyzed to provide estimates of engagement in MVPA and bouts of physical activity. Goal content did not directly predict behavioral engagement; however, mediation analysis revealed that goal content predicted behavior via autonomous exercise motivation. Specifically, intrinsic versus extrinsic goals for exercise had a positive indirect effect on average daily MVPA, average daily MVPA accumulated in 10-min bouts and the number of days on which participants performed 30 or more minutes of MVPA through autonomous motivation. These results support a motivational sequence in which intrinsic versus extrinsic exercise goals influence physical activity behavior because such goals are associated with more autonomous forms of exercise motivation. PMID:21558579
Tolbert, Sara E.
This dissertation research project presents the results of a longitudinal study that investigates the knowledge, beliefs, and practices of 13 preservice secondary science teachers participating in a science teacher credentialing/Masters program designed to integrate issues of equity and diversity throughout coursework and seminars. Results are presented in the form of three papers: The first paper describes changes in preservice teacher knowledge about contextualization in science instruction, where contextualization is defined as facilitating authentic connections between science learning and relevant personal, social, cultural, ecological, and political contexts of students in diverse secondary classrooms; the second paper relates changes in the self-efficacy and content-specific beliefs about science, science teaching, diversity, and diversity in science instruction; and the final paper communicates the experiences and abilities of four "social justice advocates" learning to contextualize science instruction in underserved secondary placement classrooms. Results indicate that secondary student teachers developed more sophisticated understandings of how to contextualize science instruction with a focus on promoting community engagement and social/environmental activism in underserved classrooms and how to integrate science content and diversity instruction through student-centered inquiry activities. Although most of the science teacher candidates developed more positive beliefs about teaching science in underrepresented classrooms, many teacher candidates still attributed their minority students' underperformance and a (perceived) lack of interest in school to family and cultural values. The "social justice advocates" in this study were able to successfully contextualize science instruction to varying degrees in underserved placement classrooms, though the most significant limitations on their practice were the contextual factors of their student teaching placements---in particular, the extent to which their cooperating teachers gave them the autonomy and planning time to design and implement their own activities and lessons. While the "integrated approach" to diversity and equity in science teacher education was, overall, successful in helping preservice teachers' move closer toward developing the beliefs, knowledge, and practices necessary for effective instruction in underserved classrooms, suggestions are given for increasing the effectiveness of the "integrated approach," particularly in the context of a one-year credentialing program.
Evmenova, Anna S.; Behrmann, Michael M.
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…
This study describes a collaboration between the American Museum of Natural History and the Bank Street College Reading and Literacy Program. The collaboration is a response to mandated curriculum that emphasizes instruction in basic skills at the expense of content knowledge acquisition. It is designed to demonstrate ways of embedding instruction…
Wolf, Kenneth; Connelly, Mary; Komara, Ann
This is a story of two different assessment rubrics, similar in design but different in content area and pedagogical context. One rubric is from a course in the College of Arts and Media in an advanced painting class; the other is from the College of Architecture and Planning in a landscape architecture studio design class. Each rubric is…
Bergman, Daniel J.
Schools often struggle to create lasting learning experiences for students. Teachers can enhance instruction by creating and promoting goals that extend beyond content knowledge. The development of long-term traits such as critical thinking, creativity, cooperation, and others adds meaning to student learning and purposeful teacher planning.
Miciano, Remedios Z.
Two classes in Developmental Reading were trained in question-formulation and were then required to ask any number and type of questions based on four texts. Three inter-raters coded the questions for their content and form. The results of the study showed the dominance of recognition or retrieval questions, suggesting the students' proficiency in…
Sobel, Donna M.; Sands, Deanna Iceman; Dunlap, Joanna C.
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…
Saint-Hilaire, Line Augustin
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…
Spooner, Fred; Knight, Vicki; Browder, Diane; Jimenez, Bree; DiBiase, Warren
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…
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…
De Jong, Onno; Van Driel, Jan H.; Verloop, Nico
In this article, we describe the results of a study of the pedagogical content knowledge (PCK) of preservice chemistry teachers in the context of a postgraduate teacher education program. A group of preservice teachers (n = 12) took part in an experimental introductory course module about the use of particle models to help secondary school…
Pally, Marcia, Ed.
This edited volume provides a rationale for and classroom examples of the effective use of content-based instruction in English-as-Second/English-as-a-Foreign-Language (ESL/EFL), in which the study of an academic subject is sustained over time. Each chapter provides the following: detailed course descriptions; practical suggestions for developing…
Rasmussen, Jens; Bayer, Martin
This article presents the results of a comparative study of the content in selected teacher education programmes for primary and lower secondary teachers in Canada, Denmark, Finland and Singapore. First and foremost, the study is a comparison between teacher education programmes in, on the one hand, Canada, Finland and Singapore, all of which…
Finkelstein, Noah D. M., 1968-
As part of the PTEC coalition, the Colorado Learning Assistant (LA) program has been expanded in order to address the needs of teacher preparation and support. This piece discusses the Colorado Learning Assistant (LA) program, and focuses on its impact on the content expertise of future physics teachers.
Becker, Kristin A.
The purpose of this concurrent mixed-method study was to explore how special education intern teachers, placed in an urban secondary special education school setting developed an ability to implement content literacy strategies after completion of a professional development graduate seminar and internship experience. This was done by studying both…
Duffy, Aaron M.
Two of the main areas of focus in university academics are research and education. The mission statements of Utah State University and the Department of Biology emphasize both areas, as do the requirements of funding agencies. I attempted to integrate research and education by using tools that I developed to support and inform my biological research projects to teach science. Ferns have a life cycle with alternating haploid and diploid life stages, both of which are free-living and potentially long-lived. The haploid gametophytes of some ferns reproduce asexually and may have different environmental requirements than the diploid sporophytes, so it is possible for populations of gametophytes to exist without sporophytes. This dissertation includes a description of surveys for Hymenophyllum wrightii, a fern with independent gametophytes in the Pacific Northwest, and improves our understanding of the range, distribution, and habitat requirements of these plants which were previously assumed to be rare. It also describes an attempt to explore the population genetics of gametophytes of Crepidomanes intricatum, a widespread fern in the Appalachian Mountains for which no sporophytes have ever been found. To help visualize evolutionary processes in independent gametophyte populations I developed the Virtual Population Genetics Simulator (VPGsim) to simulate populations of ferns in a 3-dimensional environment. This dissertation includes a description of VPGsim, a learning module using it to teach undergraduate genetics, and a study demonstrating its effectiveness at improving students' understanding of science content and confidence in their ability to perform science inquiry. That simulation tool led to a collaboration to find other ways to teach science with simulations, and to the development of a Virtual Plant Community simulator (VPCsim) for teaching middle school students about the effects of the environment and human impacts on living organisms. This dissertation describes VPCsim and a learning module built around it, which is currently being used in two Utah school districts. This dissertation demonstrates one way that research to expand scientific knowledge can lead to the creation of tools to share that knowledge with students.
Hirsch, E. D., Jr.
Every two years the National Assessment of Educational Progress (NAEP), "the Nation's Report Card," reports the nation's average reading and math scores in grades 4 and 8. Despite the strong focus on reading under the 2001 No Child Left Behind law, the recent 2009 reading scores were not statistically different from those of 2007, which had not…
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…
Rollnick, Marissa; Bennett, Judith; Rhemtula, Mariam; Dharsey, Nadine; Ndlovu, Thandi
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…
Fransson, Goran; Holmberg, Jorgen
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…
Hanuscin, Deborah L.
While teacher educators have had some success in helping prospective teachers understand the nature of science (NOS), they have been less effective in helping prospective teachers teach NOS. Though several studies have alluded to impacts of various interventions on developing pedagogical content knowledge (PCK) for NOS, the nature, source, and…
Fernandez, Kevin; Pandve, Harshal T.; Debnath, Dhrubajyoti J.
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. PMID:24083278
Yang, Shun-nan; Gowrisankaran, Sowjanya; Younkin, Audrey C.; Corriveau, Philip J.; Sheedy, James E.; Hayes, John R.
Purpose: Stereoscopic three-dimensional (S3D) viewing enhances depth perception of two-dimensional (2D) images. The present study measured viewer's ability to discern depth differences and depth change afforded by image disparities presented on an S3D display. Methods: Sixty adults (age 24.8 +/- 3.4 years, 28% male) with binocular acuity better than 20/25 and stereoacuity better than 60 arcsec viewed test images presented on a 55" 3D TV (1920 x 1080 pixels) at 2.4m distance. In each trial, three of the four circles in the test image were with the same crossed baseline disparity of 12, 24, 36, 48, and 60 pixels, and the other (target) circle with added crossed disparity (delta disparity) of 2, 4, and 6 pixels. A subsequent change in delta disparity of the target circle (+/-2 pixels) was presented. Participant's response time and accuracy for identifying the target circle and its direction of depth change, as well as their vergence eye position, was recorded. Results: Larger baseline disparity resulted in lower accuracy and longer response times in identifying the target circle. The change of delta disparity was more accurately discerned when the delta disparity was larger and the change resulted in increased crossed disparity. Direction of vergence change and the final vergence error reflected an averaging of screen and image depths. Conclusion: S3D-induced depth difference and motion in depth is more easily discerned with smaller crossed disparity for background objects (< 43.3 arcmin or 48 pixels) and larger separation between image disparities (>3.6 arcmin or 4 pixels).
Jacobs, Jessica Lynn
Grounded in the Theory of Self-Efficacy and the Theory of Reasoned Action, this quantitative, correlational study examined if participation in literacy-based instructional coaching (one-on-one, small group) predicted both high school teachers' self-efficacy as measured by the Teachers' Sense of Efficacy Scale and teachers' attitudes toward teaching reading in the content areas measured by the Scale to Measure Attitudes Toward Teaching Reading in Content Classrooms. This study utilized a convenience sample of content teachers from three high schools in Northeastern Pennsylvania participating in a literacy coaching initiative. The volunteer sample of teachers completed the Likert-type questionnaires. The study used hierarchical regression analysis to determine values for each block of the regression models. The study correlated instances of literacy-based instructional coaching (one-on-one, small group) with the scores on the SMATTRCC and the TSES to examine predictive validity. Gender, years of experience, and content area were control variables in this study. The results of the first model indicated that there was a significant relationship between the number of coaching instances and attitudes toward teaching reading in the content area with participation in instructional coaching accounting for 9.6% of the variance in scores on the SMATTRCC. The results of the second model indicated that there was a significant relationship between the number of coaching instances and teachers' self-efficacy with participation in instructional coaching accounting for 6.1% of the variance in scores on the TSES.
English education has been officially incorporated into elementary-level education in Taiwan since 2001, with the key objective of reinforcing pupils' oral communication in class. Although oral interaction involves a degree of listening input from interlocutors, listening has unfortunately remained a marginalized area in Taiwanese elementary…
Smith, Val H.
% of today’s scientists are in strong disagreement with the theory of evolution. As Richard Dawkins wrote in the November 2005 issue of Natural History, real scientists always know what it would take to change their minds. In contrast, science skeptics...% of today’s scientists are in strong disagreement with the theory of evolution. As Richard Dawkins wrote in the November 2005 issue of Natural History, real scientists always know what it would take to change their minds. In contrast, science skeptics...
Alshehri, Khaled Abdullah
they are as teachers. More recent research (Lyublinskaya & Tournaki, 2012; Polly, 2011) suggests that teachers' ability to integrate technology into their teaching is also critical to their mathematics teaching effectiveness. This study investigated the validity...
The article develops a theory and practice for teaching and learning in a Community of Thinking. According to the theory, the practice of traditional schooling is based on four "atomic pictures": learning is listening; teaching is telling; knowledge is an object; and to be educated is to know valuable content. To change this practice of schooling,…
Lewis, Kadriye O.; Sincan, Murat
In this technologically advanced age, much emphasis is put on collaboration in education at many levels. As a result, faculty co-teaching (collaborative teaching) has grown dramatically. This paper introduces how two instructors from different countries (USA and Turkey), one experienced in online teaching and the other in medical informatics,…
Maries, Alexandru; Singh, Chandralekha
The Test of Understanding Graphs in Kinematics (TUG-K) is a multiple-choice test developed by Beichner in 1994 to assess students’ understanding of kinematics graphs. Many of the items on the TUG-K have strong distractor choices which correspond to students’ common difficulties with kinematics graphs. Instruction is unlikely to be effective if instructors do not know the common difficulties of introductory physics students and explicitly take them into account in their instructional design. We evaluate one aspect of the pedagogical content knowledge of first-year physics graduate students enrolled in a teaching assistant training course related to topics covered in the TUG-K. In particular, for each item on the TUG-K, the graduate students were asked to identify which incorrect answer choice they thought would be most commonly selected by introductory physics students if they did not know the correct answer after instruction in relevant concepts. We used the graduate student data and the data from Beichner’s original paper for introductory physics students (which was collected from over 500 college and high school students) to assess this aspect of the pedagogical content knowledge of the graduate students, i.e., knowledge of student difficulties related to kinematics graphs as they are revealed by the TUG-K. We find that, although the graduate students, on average, performed better than random guessing at identifying introductory student difficulties on the TUG-K, they did not identify many common difficulties that introductory students have with graphs in kinematics. In addition, we find that the ability of graduate students to identify the difficulties of introductory students is context dependent and that discussions among the graduate students improved their understanding of student difficulties related to kinematics graphs. Moreover, we find that the ability of American graduate students in identifying common student difficulties is comparable with that of foreign graduate students.
The purpose of this article is to provide a summary of what is known about teaching ethics in engineering, science, and related disciplines. Such a summary should provide a useful starting point for preparation of a detailed curriculum for teaching the ethics of geo-coded information systems broadly understood ("GIS ethics" for short).…
Fevzi Okumus; Kevin K. F. Wong
This paper reports on the findings of a content analysis of strategic management (SM) syllabi collected from tourism and hospitality schools. Important similarities were found among the content analyzed undergraduate and graduate SM syllabi in terms of their course objectives; content and teaching methods. The research findings indicate that the contents of SM do not really reflect recent and advanced
Mitchell, Ian; Baird, John
There are already a number of important criteria upon which topics for inclusion in science curricula should be selected and sequenced. We have recommended two additional criteria: the topic's potential for effecting conceptual change, and its potential for generating metacognitive training. Among other things, Science curricula should foster intellectual development. Such development is often a slow process of change, where new experiences, skills and understandings build on, modify and extend existing ones. Thus, topics should be evaluated in terms of their relation to existing Children's Science and to the students' metacognitive abilities. Evaluation of the appropriateness of a particular topic in a curriculum sequence should be based on such factors as its conceptual concreteness, the number and breadth of models which can be invoked, the concreteness of corroboration of results, and its predictive power. Conjointly, evaluation should take into account the nature, scope and complexity of the associated metacognitive demands. If selected carefully, topics in the science curriculum will do more than progressively sample the universe of content areas. They will develop each students ability and desire to engage in effective, independent learning.
Jenkins, Lynda L.
I respond to Pike and Dunne by exploring the utilization of citizen science in science education. Their results indicate that students fail to pursue science beyond the secondary level, in part, because of prior educational experiences with science education. Students lack motivation to pursue degrees and careers in science because they feel science is not relevant to their lives or they are simply not good at science. With this understanding, the science education community now needs to move beyond a discussion of the problem and move forward with continued discourse on possible solutions. Science educators need to focus on developing connections between students' everyday lives and science so that they will have tangible reasons for continuing with the lifelong learning of science. In this response, I will show that citizen science as an educational context holds much promise, respectively. Participation in citizen science projects moves scientific content from the abstract to the tangible involving students in hands-on, active learning. In addition, if civic projects are centered within their own communities, then the science becomes relevant to their lives because it is focused on topics in their own backyards.
Ge Xing; Zheng Yanying; Wang Yuci
This paper explores the advantages and characteristics of internet-based chemistry teaching at rural agriculture universities. The specific execution programs, including the arrangement of course contents, teaching methods, enhancement of self-learning capability of the students, and development of an effective evaluation systems, are illustrated. The authors declare that to fulfill the internet-based chemistry teaching objectives, student-centered teaching style should be emphasized
of instructional materials available in relation to these programs, and the set of characteristics that serve in particular circumstances." Example: Knowing what instructional materials are available for teaching a math- ematical knowledge of the design of instruction." Example: Knowing what teaching strategies
Wimer, Frances N., Ed.
The focus of this bulletin is teaching the various literary genres in the secondary English class. Contents include "The Song Within: An Approach to Teaching Poetry,""Teaching Folk-Rock,""Approaches to Teaching Poetry,""Focus on an Elective Program: Twentieth Century Lyrical Poetry,""Hoffman and Poe: Masters of the Grotesque,""Plays: Shared and…
Yonkers City School District, NY.
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…
In the communities dealing with the design and implementation of on-line teaching and training (higher education, government, industry), SCORM is a hot topic these days. The "Sharable Content Object Reference Model" is a standard for the packaging and deployment of Web-based "learning objects," defined by Bob Banks as "a relatively small, reusable…
Nivalainen, V.; Asikainen, M. A.; Hirvonen, P. E.
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…
Rule, Audrey C.; Welch, Genne
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.…
Most educators feel that it is important to provide novice teachers with in-service training at the beginning of their teaching careers, and to continue with such programs throughout their professional lives. With this in mind, this document outlines a proposed in-service teacher education program for Japan. The paper considers the creation of…
Wankat, Phillip C.
Good teaching requires that students learn the right content, have a good attitude, and learn how to learn. Discusses ways of creating efficient teaching by focusing on lectures, tests, and paying attention to students. (ASK)
Egge, Noah; Bell, Randy
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.
One of the main aims of the Teaching Content in a Foreign Language (TCFL) program, an in-service teacher training program at the Continuing Education Centre of the University of Jyvaskyla (Finland), was to improve the participants' proficiency in English. To promote this objective, English was made the operating language for the whole program.…
Zalpha Ayoubi; Saouma BouJaoude
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
Ehlers-Zavala, Fabiola P.
This classroom tip focuses on sustained-content language teaching. The game described--content wizard-- illustrates a practical technique for incorporating a range of language and academic skills into subject matter lessons for English-as-a-Second-Language learners. (Author/VWL)
Koponen, Ismo; Nousiainen, Maija
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…
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…
Kennedy, Michael J.; Newton, Jennier R.; Haines, Shana J.; Walther-Thomas, Christine S.; Kellems, Ryan O.
Those who teach introductory level courses in special education to preservice teacher candidates often face a paradox in terms of whether to use limited instructional time to either focus on characteristics of students with disabilities or emphasize evidence-based practices (EBPs). The issue of limited instructional time is also an issue in other…
Pape, Stephen J.; Prosser, Sherri K.; Griffin, Cynthia C.; Dana, Nancy Fichtman; Algina, James; Bae, Jungah
This study sought to identify components of an asynchronous online teacher professional development program, "Prime Online," that potentially affected participants' mathematical knowledge for teaching (MKT). Twenty-three third- through fifth-grade general education and special education teachers completed a yearlong online teacher…
This research sets out to determine to what extent, if any, does teaching methodology play in content and conceptual understanding of an Acids and Bases chemistry unit at the 7th grade level. Two evenly matched 7 th grade groups were formed to perform the study. Each group consisted of fifty students. The groups were matched according quality point grade averages (QPA) and the previous years Iowa test of basic skills (ITBS) results. Two very different yet popular teaching methodologies were utilized in this study. The first teaching methodology utilized standard textbook, lecture and lab procedures as defined in the student text and is best described as traditional educational practice. This practice is direct and emphasizes the teaching of facts along with short-term memory retention. The second teaching methodology utilized an inquiry-based approach commonly referred to as constructivist educational practice. This practice utilized project SEPIA (Science Education through Portfolio Instruction and Assessment), and is a hands-on approach that emphasizes public displays of information in an attempt to promote conceptual understanding. The average mean of the QPA and ITBS scores would show that the groups were evenly matched. Both groups were taught an Acids and Bases unit during an eight-class rotation. A content-based assessment with a conceptual understanding component was administered at the end of the instruction. The same assessment was re-administered three weeks later to test longer-term memory retention. The findings show that in the initial administration of the assessment immediately following the treatment the constructivist group scored slightly higher on both the content and conceptual understanding questions. Of greater significance were the scores at the three-week post treatment assessment. The traditional group averaged a mean score of 9.62 out of 15 on the content assessment at the three-week post treatment test while the constructivist group averaged a mean score of 12.02 out of 15. The 2.40 mean score difference becomes significant given the number of total questions (15). When proficiency is considered a score of 80% or better on the conceptual understanding essay assessment, only 2.9% of the traditional students remained proficient three weeks post-treatment. By contrast 40.4% of the constructivist group students remained proficient three weeks post-treatment. The implications of these findings seem to speak of the need for a constructivist approach when longer-term retention is the goal. Both groups were able to do well on the assessment at the end of the treatment methodology. It is when we examine the three-week post-treatment assessment that we find measurable differences in each groups retention of content and conceptual understanding.
Numminen, Olivia H; Leino-Kilpi, Helena; van der Arend, Arie; Katajisto, Jouko
Although codes of ethics are thought to be an important element of nursing ethics curriculum research focusing on nurses' codes is scarce and negligible in the area of education. This study explores Finnish nurse educators' teaching of codes of ethics. A total of 183 nurse educators from polytechnics providing basic nursing education in Finland answered a structured questionnaire with one open-ended question. The data was analysed statistically by SPSS and by content analysis. The responding educators' teaching of the codes was rather extensive. The focus of teaching was on the nurse-patient relationship. Nursing in a wider social context was less emphasized. Integrated teaching was the prevalent teaching format. Educators' use of teaching and evaluation methods was fairly narrow aiming at a student-centred approach. Educators' knowledge of the codes was mainly based on informal learning. The majority assessed their knowledge as adequate for teaching the codes. Educators who were motivated to build their knowledge voluntarily also taught the codes more. Educators assessed nursing students' knowledge and ability to apply the codes as mediocre. Organization of integrated teaching, objective assessment of nurse educators' competence to teach the codes, and evaluation of student outcomes need further exploring. PMID:19660843
Born, Warren C., Ed.
The needs and challenges of intermediate-level language courses and the beneficial effects of authentic language experiences are considered, and five essays are presented which explore revitalization of the Classics and ways of introducing authentic language via film, theater, music, and student exchanges. "New contents" in second languaqe courses…
Konrad, Moira; Trela, Katherine; Test, David W.
Current research and legislation show a need for special education instruction to be more closely aligned with general education curriculum and develop strategies that support the development of self determination skills in students with disabilities. The present study embeds self-determination skills of writing annual goals and objectives in the…
Kang, Joo Ok
the framework of Fillmore's case grammar. This approach is meant as an aid to the teaching of Korean to speakers of other languages, particularly English. The particle system is one of the most difficult features for learners to master in Korean. Without... in this thesis are also gratefully acknowledged. Vi TABLE OF CONTENTS Chapter I. Introduction 1. Objective, Scope, Framework 2. I inguistics and Language Teaching 3. Theories of Language Teaching 4 . Chomsky' s Standard Grammar and Fillmore's Case...
This paper describes how the web standards Synchronized Multimedia Integration Language (SMIL) and Scalable Vector Graphics (SVG) are used in teaching at the Vienna University of Technology. SMIL and SVG are used in courses on multimedia authoring. Didactically, the goal is to teach students how to use media objects and timing concepts to build interactive media applications. Additionally, SMIL is applied to generate multimedia content from a database using a content management system. The paper gives background information on the SMIL and SVG standards and sketches how teaching multimedia is organized at the Vienna University of Technology. Courses from the summer term 2003 are described and illustrated in two case studies. General design problems of SMIL-based presentations are modelled as patterns. Additionally, suggestions for improvement in the standards are given and shortcomings of existing user agents are summarized. Our conclusion is that SMIL and SVG are very well suited for teaching multimedia. Currently, the main problem is that all existing SMIL players lack some properties desired for teaching applications (stability, correctness, etc.).
The objectives of the present study were to 1) assess student attitudes to physiology, 2) evaluate student opinions about the influence of an objective structured practical examination (OSPE) on competence, and 3) assess the validity and reliability of an indigenously designed feedback questionnaire. A structured questionnaire containing 16 item statements, 8 items on an Osgood's 5-point semantic differential scale and 8 items on a Likert's 5-point scale, was used. Options were assigned scores of 1-5 according to weightage. For Osgood's semantic differential scale items, a ?(2)-test was done to analyze student attitudes toward the subject. For Likert scale items, mean score and SD were calculated to analyze student opinions of the OSPE. Item validity was assessed by item analysis, and reliability was assessed by calculating Crohnbach's ?. The subject as a whole was interesting to 82% of the students (n = 135). The theory was interesting to 75% of the students (n = 132) but complex to 42% (n = 118). The practical was interesting to 93% of the students (n = 134); 76% of the students (n = 104) felt that the practical was simple, whereas 4% felt it was complex. The OSPE was interesting to 79% of the students (n = 131); 57% of the students (n = 116) felt it was simple, whereas 24% found it complex. Components of the subject, intricateness, and student interests were strongly associated. Students chose options on a higher weight scale, favoring the OSPE. Items were found to be valid and reliable. In conclusion, the subject of physiology was interesting but not simple to understand. Student interests varied with the components of the subject, and the components of the subject had varied intricateness. Students were in favor of the OSPE for assessment. The questionnaire used for the study was valid and reliable. PMID:26330038
Tindall, Loretta Carbone
This study compares a traditional method of social studies teaching to a literature based approach. The study sought to compare student attitude, achievement, and retention of the material presented. The study involved 37 fifth-graders, one class using a literature based approach and the other traditional textbook teaching. Content objectives for…
Pecore, John L.; Kirchgessner, Mandy L.; Carruth, Laura L.
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,…
Missouri State Dept. of Education, Jefferson City.
Arranged in two parts, this guide introduces elementary and secondary social studies teachers to a variety of methods for integrating social studies content and basic skills instruction. Chapter I defines basic skills as the skills an individual needs to become a self-directed learner, communicate clearly, and make reasoned decisions, and presents…
Bandeira de Melo, Gilberto C.; Pinto, Joana Darc da Silva
In this work a tentative approach is described, with the intent of an optimized insertion of the environmental contents in engineering courses, using the existing disciplines, and with a minimal, if any, increase of the disciplines related to environmental protection. The disciplines are firstly classified with regard to the environmental issues…
Kildan, Abdullah Oguzhan; Incikabi, Lutfi
This study aimed to present early childhood teacher candidates' experiences preparing digital stories and to reveal the resulting changes, if any, in self-reported technological pedagogical content knowledge (TPACK). This study was quasi-experimental and indicated that teacher candidates' evaluations of digital storytelling were affected by their…
Engel, Mimi; Claessens, Amy; Finch, Maida A.
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…
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…
This paper explores the current paradigm shift in the use of technology in the classroom, which is occurring because of technology explosion in society, impact of globalization, necessary reframing, and enlarging of the world view, methods, and content to make business communication classes relevant. The question is whether the classroom should…
Lessons from a ninth-grade course which integrates social studies skills development and economic concept teaching are outlined. An overview describes the content of the year-long course and the skill objectives. Course content is divided into three sections: a basic introduction to economics, student interest topics such as the economics of crime…
Smith, Deborah C.; Wesley, Ann
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)
Koper, Rob; Pannekeet, Kees; Hendriks, Maaike; Hummel, Hans
In order to reduce overall costs of developing high-quality digital courses (including both the content, and the learning and teaching activities), the exchange of learning objects has been recognized as a promising solution. This article makes an inventory of the issues involved in the exchange of learning objects within a community. It explores…
Hands, Paul; Khushu, Aniketa; Read, Jenny
Stereoscopic 3D television can suffer from a "puppet theater effect", where figures are perceived as unnaturally small. This does not normally affect 2D television, perhaps because viewers interpret the image as being produced by a correctly-sized object viewed from a suitably far distance, whereas the additional binocular cues to distance rule out this interpretation in S3D displays. In this study, we examined the interaction between binocular disparity and perceived size. Viewers were shown a picture of a standard credit card - a familiar everyday object with a definite size - presented on a S3D TV screen with varying physical size and binocular disparity. They reported whether it appeared smaller or larger than a real card. The viewing distance was 50, 100 or 200cm. The credit card was presented in the middle of the screen either on a black background (absolute disparity condition), or on a textured background (relative disparity condition). If a "familiar size" cue dominated, viewers would always perceive the image as being credit-card-sized, so the percentage of "bigger" judgments would not depend on image size or disparity. Alternatively, viewers might base their answers on the size of the physical image on the screen, if they were able to detect this. Thirdly, viewers might combine the binocular information about the distance of the virtual card with the angular subtense of the image, and base their answers on the implied size of the virtual card. Our results indicate that viewers use a mixture of the last two strategies. At all 3 viewing distances, they do take disparity into account, especially when this is more precise (relative disparity condition). However, they are also influenced by the physical size of the image on the screen. We present a mathematical model of how viewers combine size and disparity in this task. Meeting abstract presented at VSS 2015. PMID:26326770
Hugerat, Muhamad; Zidani, Saleem; Kurtam, Naji
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…
Ulrike Gretzel; Tazim Jamal; Amanda Stronza
An international tourism course involving coteaching international tourism subjects from different disciplinary perspectives in the form of a learning community and including a field trip to an international tourism destination was designed to explore opportunities to overcome some of the limitations inherent in traditional teaching approaches. This article provides a detailed description of the course structure, learning objectives, and contents
The overall objective of this investigation was to explore the views of border history teachers on a wide variety of issues that influence their instructional approaches, curricular content choices, and capacity to teach history more effectively. More specifically, the focus was on identifying factors that affect their ability to utilize…
Froman, Robin D.; Owen, Steven V.; Del Rio-Parent, Lourdes
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…
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…
Couch, Richard W.
Precision teaching (PT) is an approach to the science of human behavior that focuses on precise monitoring of carefully defined behaviors in an attempt to construct an environmental analysis of that behavior and its controlling variables. A variety of subjects have been used with PT, ranging in academic objectives from beginning reading to college…
Pound, K. S.; Krissek, L. A.; Jones, M. H.; Leckie, R. M.; St. John, K.
This set of undergraduate student-active learning exercises focuses on the status and role of Antarctica in Cenozoic climate change, and builds skills and knowledge required to evaluate sediment cores retrieved from the floor of McMurdo Sound by the ANDRILL Project. Students discover new advances in understanding late Neogene Antarctic glacial history based on recent ANDRILL results. These exercises are part of the larger suite of activities in the project “Building Core Knowledge and Reconstructing Earth History”, which use authentic data to teach foundational concepts of climate change through sediment core archives (NSF Grant # 0737335). The Antarctic exercises involve a review of the composite benthic foraminifer oxygen isotope curve, and of global climate interpretations based in part on this record. Basic geographic and geologic knowledge of Antarctica and cryospheric processes are constructed in order to build the rationale for selecting drillsites in McMurdo Sound. Student attention is then focused on the use of sedimentary facies and depositional environments in core interpretation, with particular attention to the facies associations that are diagnostic of ice-proximal and ice-distal settings in high latitudes. This is constructed through diagrams, geological reasoning, use of core images and core logs, and culminates in the construction of models for ice-retreat and ice-advance sequences. The general climate record of the entire ANDRILL 1-B core log (1285 m) is then interpreted, by characterizing each of the key lithostratigraphic sub-units in terms of the dominant depositional environments represented. Students write a brief history of the late Miocene-Pliocene climatic and environmental conditions in the Ross Sea region. Students conclude by evaluating facies patterns in the ANDRILL 1-B Pliocene sequence completing calculations that lead to interpretations of orbitally paced Pliocene ice sheet oscillations.
Odhiambo, Francis; Stephens, Derek; Goulding, Anne
Presents the results of a research project investigating teaching and learning methods in information science in the United Kingdom. An overview of the forces leading to the higher profile of teaching in universities is presented. A literature review was undertaken to identify articles in professional and scholarly academic journals on teaching…
Zapp, Franz Josef
Refers to a critique of FL teaching at Secondary Grade 2; discusses questions of teaching objectives, organization and content of curricula, sequence of foreign languages taught, and effects of the upper level reforms on Secondary Grade 1. (Text is in German.) (IFS/WGA)
Sonne, Carolin; Vogelmann, Roger; Lesevic, H.; Bott-Flügel, Lorenz; Ott, I.; Seyfarth, Melchior
Background: Regular student evaluations at the Technical University Munich indicate the necessity for improvement of the clinical examination course. The aim of this study was to examine if targeted measures to restructure and improve a clinical examination course session lead to a higher level of student satisfaction as well as better self-assessment of the acquired techniques of clinical examination. Methods: At three medical departments of the Technical University Munich during the 2010 summer semester, the quantitative results of 49 student evaluations (ratings 1-6, German scholastic grading system) of the clinical examination course were compared for a course before and a course after structured measures for improvement. These measures included structured teaching instructions, handouts and additional material from the Internet. Results: 47 evaluations were completed before and 34 evaluations after the measures for improvement. The measures named above led to a significant improvement of the evaluative ratings in the following areas: short introduction to the topic of each clinical examination course (from 2.4±1.2 to1.7±1.0; p=0.0020) and to basic measures of hygiene (from 3.8±1.9 to 2.5±1.8; p=0.004), structured demonstration of each clinical examination step (from 2.9±1.5 to 1.8±1.0; p=0.001), sufficient practice of each clinical examination step (from 3.1±1.8 to 2.2±1.4; p=0.030) structured feedback on each clinical examination step (from 3.0±1.4 to 2.3±1.0; p=0.0070), use of handouts (from 5.2±1.4 to 1.8±1.4; p<0.001), advice on additional learning material (from 5.0±1.4 to 3.4±2.0; p<0.001), general learning experience (from 2.4±0.9 to 1.9±0.8; p=0.017), and self-assessment of the acquired techniques of clinical examination (from 3.5±1.3 to 2.5±1.1; p<0.01). Conclusion: Structured changes led to significant improvement in the evaluative ratings of a clinical examination course session concerning preparation of the tutors, structure of the course, and confidence in performing physical examinations. PMID:23737918
The Standards vision guides the discussion in this chapter on science teaching standards for the postsecondary level. The discussion centers on the importance of goal setting, designing experiences to meet students' needs, assessment, and collegiality. There is a strong recommendation that students be given opportunities to engage in meaningful scientific inquiry--to ask scientific questions, design experiments to collect evidence, and make critical interpretations of observations. This free selection includes an Introduction and Table of Contents.
Explores the role of teachers focusing on the importance of their enthusiasm for teaching. Discusses such topics as teaching styles, the topical coverage of courses, and the attitudes teachers have toward students. Addresses the issues of personal taste and relevance within the realm of topical content. (CMK)
Discusses several practices in teaching physics that are of dubious merit, such as stressing vocabulary and stressing content over process. Suggests several alternate approaches to make physics teaching more interesting. Includes several issues affecting the quality of science education which involve general school policy. (JN)
Barnes, Carol P., Ed.; Goodhue-McWilliams, Kenneth, Ed.
Much of what teachers know about how to teach and how to conceptualize specific academic content is learned from their undergraduate professors. In 1990, California State University, Fullerton, received a grant from the Fund for the Improvement of Postsecondary Education (FIPSE), Project Teach, to improve the quality of instruction which…
Piper, Susan; Shaw, Edward Lewis, Jr.
Although the teaching of photosynthesis occurs yearly in elementary classrooms, one thing that makes it challenging is the inclusion of English language learners (ELLs). This article presents several activities for teaching and assessing of photosynthesis in a third grade classroom. The activities incorporate the photosynthesis content, teaching…
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…
Yu-an Tan; Zuo Wang; Xu-bo Wu
Rapid advancement and new information sources in many academic fields offer expanded opportunities for collaborative teaching.\\u000a In this paper, we propose a collaborative teaching approach using integrated electronic environments for information security.\\u000a Taking the security problem of implicit type conversion of C++ program as instance, we present the learning goals & objectives,\\u000a course content, student assignments and discussion of the
Liddicoat, Anthony J., Ed.; Crozet, Chantal, Ed.
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…
Teaching about the Constitution: Relationships between Teachers' Subject Matter Knowledge, Pedagogic Beliefs and Instructional Decision Making regarding Selection of Content, Materials, and Activities. Summary of Research Findings.
Hyland, John T.
Importance of the Constitution as the supreme law of the land and the reported failure of the United States youth to have been genuinely educated about the Constitution raises questions regarding teaching. One concerns what teachers know about the Constitution and the other is what they believe about teaching. This study investigates these…
Overman, Michelle; Vermunt, Jan D.; Meijer, Paulien C.; Bulte, Astrid M. W.; Brekelmans, Mieke
Context-based curriculum reforms in chemistry education are thought to bring greater diversity to the ways in which chemistry teachers organize their teaching. First and foremost, students are expected to perceive this diversity. However, empirical research on how students perceive their teacher's teaching in context-based chemistry…
Snider, Barry B.
Additional Resources 11 Academic Integrity 11 Proctoring 12 SUPPORT OUTSIDE THE CLASSROOM 13 Managing Your Teaching 14 Academic Services 15 Academic Advising 15 Brandeis University Group Study (BUGS) 15 The Student1 Table of Contents TABLE OF CONTENTS 1 RESOURCES FOR TFs 3 Workshops 3 Library and Technology
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
Grober, S.; Jodl, H. -J.
Problems are an important instrument for teachers to mediate physics content and for learners to adopt this content. This collection of problems is not only suited to traditional teaching and learning in lectures or student labs, but also to all kinds of new ways of teaching and learning, such as self-study, long-distance teaching,…
Rule, Audrey C.; Baldwin, Samantha; Schell, Robert
This study examined the use of form and function analogy object boxes to teach second graders (n = 21) animal adaptations. The study used a pretest-posttest design to examine animal adaptation content learned through focused analogy activities as compared with reading and Internet searches for information about adaptations of animals followed by…
Panagiotis SARANTOPOULOS; Georgios TSAPARLIS
A longitudinal study of the use of chemical analogies and their effect on cognitive and affective factors of tenth- and eleventh-grade Greek students in a naturalistic setting is reported. Attention was paid to the structural correspondence between the analogue and the target. Regarding the analogue domain, emphasis was placed on using analogies with a strong and familiar social context. An
Gonen, Selahattin; Basaran, Bulent
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…
Explores the analogy between teaching writing and teaching virtue and concludes that teaching writing with its focus on practical reasoning and prudence is bound up in similar ways with teaching moral goodness. (PD)
Presents learning activities and resources for teaching senior level criminal law courses. Topics covered include arrest, search and seizure, bail, trial procedures, sentencing, and prisons. Objective is to encourage students to address societal issues. (LS)
The main idea of a learning object (LO) is to break educational content down into small chunks that can be reused in various learning environments. When reused, such small chunks of educational content are combined in various ways leading to a great variability of the learning content. We propose using feature diagrams (FDs) for the specification of learning content at different layers of abstraction starting from the organization of teaching material in a lecture down to the specification and demonstration of particular software/hardware components. FDs can be used by (1) designers, teachers, and learners for graphical representation of domain knowledge in LOs; (2) programmers to specify and express variability-commonality relationships of LOs at a higher abstraction level to allow the development and implementation of generative LOs; and (3) researchers as a vehicle for analysis and better understanding of the e-Learning domain itself.
Curriculum Innovation Award Center for the Enhancement of Teaching and Learning, Georgia Tech Nomination Packet for Dr. Tristan Utschig February 2015 Table of Contents Description of the Innovation . . . . . . 1 Problem or student learning issue it addresses 1 Objectives of the innovation 2 Learning outcomes
Kniffin, Mike; Foley, John; MacDonald, Lynn Couturier; Howarth, Kath
Only a handful of research studies have been conducted to determine whether or not physical educators or pre-service physical education teachers are utilizing learning standards in their teaching. While pre-service teachers are typically required to align lesson objectives and content, their extent of their understanding of how learning standards…
Gertz, Susan E.; Portman, Dwight J.; Sarquis, Mickey
This guide focuses on teaching hands-on, discovery-oriented physical science in the elementary classroom using children's literature. Each lesson is an integrated learning episode with a clearly defined science content objective which is supported and enriched through literature, writing, and mathematics. The three sections are: (1) "Properties of…
Vellucci, Sherry L.; Hsieh-Yee, Ingrid; Moen, William E.
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…
Hurt, Robert L.
In every way that matters, advising is a form of teaching. Using Bloom's (1956) taxonomy of educational outcomes, I explain how to develop learning objectives within advising contexts. The article also suggests commonly available educational materials, such as university catalogs, as content delivery mechanisms for students; in addition, it offers…
The ninth grade unit in Ukrainian as a second language, the third in a series, is designed as a teacher's guide for use in Alberta secondary schools. An introductory section outlines the unit's objectives. It is followed by six "concept" sections, each of which charts content and classroom techniques to be used in teaching time-related concepts.…
Otero, George G.; Smith, Gary R.
Thirty-three supplementary teaching activities are provided to complement existing curricula related to food. Content covers food production and distribution, nutrition, food shortages, food habits, meal planning, and other topics appropriate for secondary and adult programs. Although the objectives are varied for each lesson, taken as a whole…
Light Sets Tiny Objects Aquiver -- Cho 2005 (712): 2 -- sciencenow http://sciencenow.sciencemag.org/cgi/content/full/2005/712/2 1 of 2 7/14/2005 11:55 AM Hum along. Light pressure sets a tiny glass disk vibrating: Caltech Library System | Sign In as Individual | FAQ | Access Rights | Join AAAS 12 July 2005 Light Sets
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…
CONTENT welcomes discussion of the theoretical, methodological, and technological aspects of the quantitative analysis of texts and images. Appropriate topics for discussion include: software and hardware for content analysis; research design in content analysis (e.g., sampling issues, coding instruments and protocols); statistics for content analysis; teaching content analysis; and the role of content analysis in an era of electronic information flows and interactive media
Verdi, Michael P.; Johnson, Janet T.
According to David Berliner (1992), Regents Professor and noted expert in teaching educational psychology, the goal of teaching educational psychology is to influence the practice of teaching. Whether it is teaching preservice teachers how to motivate their students or how to write appropriate behavioral objectives and lesson plans, educational…
This paper describes an exploratory study that examined the content of preservice elementary teachers' reflections of their documented early field experiences of science teaching in authentic contexts. The study used an early field experience model that was focused on the objective of profiling an elementary science teacher as the practical…
Pawan, Faridah; Ortloff, Jeremy H.
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…
Schmidt, Shelly J.
The objective of this teaching tip is to share with others an idea of how to transform student projects from a dead-end process to a value-added end product, value-added end products that make a meaningful and lasting contribution to course content for use by future students. (Contains 2 tables.)
Alavarce, Debora Cristina; Pierin, Angela Maria Geraldo
Arterial blood pressure measurement is an essential conduct to evaluate the condition of the cardiovascular system. Digital teaching environment is a powerful tool for the teaching-learning process, because it adds meaning and concreteness to the content to be learned, and it can be useful to instruct this procedure. The objective of this study was to create educational hypermedia for teaching arterial blood pressure measurement, and to describe the steps of that creation process. The pedagogical framework of Robert Gagné was used; and the construction followed the model proposed by Price. The final product presents videos, photos, animations and simulations that demonstrate and teach the procedure. Although hypermedia construction has been difficult to use, it can positively enhance the teaching of nursing procedures. PMID:21876896
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."
Khoja, Suleiman; Ventura, Frank
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…
Gomez-Silva, Benito; And Others
Describes the biochemistry component of study to become a medical technologist in a Chilean university. Provides details of program structure, course content descriptions, and teaching strategies. (DDR)
A discussion, in French, of second language grammar instruction looks at the differences between a traditional linguistic approach to grammar learning, used less and less with the advent of communicative language teaching methods, and a sociolinguistic approach, which focuses more closely on the sociocultural context of functional variants of a…
Rosen, Yigal; Beck-Hill, Dawne
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…
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.
Hill, Linda L.; Crosier, Scott J.; Smith, Terrence R.; Goodchild, Michael; Iannella, Renato; Erickson, John S.; Reich, Vicky; Rosenthal, David S. H.
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.…
van Ek, Jan A.
An analysis of the objectives of modern language instruction expands on earlier work concerning the "Threshhold Level" of language learning. The first part outlines a model of language instructional objectives more complex and encompassing than those of the threshhold level and examines the nature and instructional incidence of each component of…
Green, Jennifer L.
Recent reforms in statistics education have initiated the need to prepare graduate teaching assistants (TAs) for these changes. A focus group study explored the experiences and perceptions of University of Nebraska-Lincoln TAs. The results reinforced the idea that content, pedagogy, and technology are central aspects for teaching an introductory…
Thies, Christian; Ostwald, Tamara; Fischer, Benedikt; Lehmann, Thomas M.
The classification and measuring of objects in medical images is important in radiological diagnostics and education, especially when using large databases as knowledge resources, for instance a picture archiving and communication system (PACS). The main challenge is the modeling of medical knowledge and the diagnostic context to label the sought objects. This task is referred to as closing the semantic gap between low-level pixel information and high level application knowledge. This work describes an approach which allows labeling of a-priori unknown objects in an intuitive way. Our approach consists of four main components. At first an image is completely decomposed into all visually relevant partitions on different scales. This provides a hierarchical organized set of regions. Afterwards, for each of the obtained regions a set of descriptive features is computed. In this data structure objects are represented by regions with characteristic attributes. The actual object identification is the formulation of a query. It consists of attributes on which intervals are defined describing those regions that correspond to the sought objects. Since the objects are a-priori unknown, they are described by a medical expert by means of an intuitive graphical user interface (GUI). This GUI is the fourth component. It enables complex object definitions by browsing the data structure and examinating the attributes to formulate the query. The query is executed and if the sought objects have not been identified its parameterization is refined. By using this heuristic approach, object models for hand radiographs have been developed to extract bones from a single hand in different anatomical contexts. This demonstrates the applicability of the labeling concept. By using a rule for metacarpal bones on a series of 105 images, this type of bone could be retrieved with a precision of 0.53 % and a recall of 0.6%.
Li Mei; Shuyong Shang; Weiyi Li; Huiyuan Xu; Jinyue Wang; Denglei Zhu; Yan Zhang
Orientation of chemical engineering principles (CEP) in Applied Chemistry Specialty and teaching reform were research in detail. From two aspects of sustainable development and social needs, CEP accounted for the important position. Under the engineering education idea of CDIO, the training plan was formulated. The teaching reform of CEP was explored in teaching practice from teaching content, teaching method, teaching
Almeida, Miriam de Abreu
This is a qualitative, exploratory, descriptive and interpretative study. The objective of the study is to relate the conceptions that professors and students have over competencies with the teaching-learning process of nursing diagnosis. The study was carried out at the Nursing School of the Federal University of Rio Grande do Sul. The information was collected in two stages. The first one through eight semi-structured individual interviews and the second one through two focus groups. One of them was formed by students and the other group was formed by professors. Content analysis was used as analysis methodology. As a result three categories were found: relation with knowledge, teaching-learning strategies and institutional context of the course. PMID:15782699
Batanero, Carmen; Godino, Juan D.; Roa, Rafael
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,…
Gerber, Scott D.
Maintains that constitutional law is the cornerstone of an undergraduate public law curriculum. Asserts that there is a welcome trend toward teaching the subject over a two-semester sequence, instead of only one. Describes course content and teaching strategies used in a college constitutional law course. (CFR)
Schoem, David, Ed.; And Others
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:…
Barth, James L.; And Others
Seven articles comprise an overview of social studies teaching in Indiana. Content includes a definition of the social studies, applications of Indiana law to social studies, textbook adoption procedures, K-12 curriculum trends, state organizations related to social studies, print and media resources, and suggestions for finding teaching jobs in…
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…
Findley, Benjamin F., Jr.
Discusses several key components of teaching excellence. Suggests that excellent teachers must demonstrate their knowledge and competence, prepare relevant teaching strategies, relate to students as learners, achieve a balance between student-centeredness and subject-content orientation, influence student learning motivation, manage classroom…
Pine, Vanderlyn R.; And Others
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…
Murray, Frank B.
This paper presents the thesis that information gained from the extensive research on conservation training can be utilized in planning curriculum content and teaching strategies, especially in concept acquisition. It is suggested that precise teaching techniques have been created and evaluated in studies of conservation training, and that every…
Applebaum, Ronald L.
Discusses fundamental problems in selecting an approach to organizational communications; the purpose of an organizational communication course; the structure and content of organizational communication coursework; and teaching strategies used in the basic course in organizational communication. (RS)
Kent, Michael L.
Discusses approaches to teaching a mediated public relations course, emphasizing the World Wide Web. Outlines five course objectives, assignments and activities, evaluation, texts, and lecture topics. Argues that students mastering these course objectives will understand ethical issues relating to media use, using mediated technology in public…
Teaching is a scholarly activity and a life-long learning process with no single method or pedagogy that is always most effective. Applications of teaching pedagogies properly vary from content-based to discipline-based areas. In this paper, various teaching pedagogies, including scaffolding, concept mapping, constructivism, and learning…
Oxford, University of
Developing Learning and Teaching Humanities Division Participant Handbook 2013-2014 Contents Page universities in the UK. This handbook contains all the information you need to register for and complete for Learning and Teaching at Oxford Preparing for Learning and Teaching at Oxford (PLTO) is a half or full day
Liston, Daniel P.
Teaching entails the creation of connections among teacher, student, and content so that educational experiences can be had. Powerful teaching engages and recalls a lure of learning. To explore this lure, or love of learning, and its place in teaching, I first evoke a bit of what this attraction feels and looks like. Depicting this lure conveys…
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.
Ljubojevic, Milos; Vaskovic, Vojkan; Stankovic, Srecko; Vaskovic, Jelena
The main objective of this research is to investigate efficiency of use of supplementary video content in multimedia teaching. Integrating video clips in multimedia lecture presentations may increase students' perception of important information and motivation for learning. Because of that, students can better understand and remember key…
Discusses the definition of content knowledge for physical education, suggesting that teacher educators have largely given up the historic content knowledge of the field, thus eliminating the possibility of developing a serious body of pedagogical content knowledge for teaching. The paper examines the root problem in defining pre-professional…
Peters, Erin E.
Knowledge about the nature of science has been advocated as an important component of science because it provides a framework on which the students can incorporate content knowledge. However, little empirical evidence has been provided that links nature of science knowledge with content knowledge. The purpose of this mixed method study was to determine if both nature of science knowledge and content knowledge could be increased with an explicit, reflective nature of science intervention utilizing self-regulation over an implicit group. Results showed that the explicit group significantly outperformed the implicit group on both nature of science and content knowledge assessments. Students in the explicit group also demonstrated a greater use of detail in their inquiry work and reported a higher respect for evidence in making conclusions than the implicit group. Implications suggest that science educators could enhance nature of science instruction using goal setting and self-monitoring of student work during inquiry lessons.
Davis, James E., Ed.
This issue of "Focus: Teaching English in Southeastern Ohio" contains articles about teaching Shakespeare, student summaries of a Shakespeare conference held at Ohio University-Zanesville in April 1976, and suggested projects for teaching poetry writing. It also contains lists of materials and articles related to the teaching of Shakespeare, and…
Hanna, Lezley-Anne; Barry, Johanne; Donnelly, Ryan; Hughes, Fiona; Jones, David; Laverty, Garry; Parsons, Carole; Ryan, Cristin
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
Rieman, Mary T; Kagan, Richard J
Although there are inherent risks for burn injury associated with the Amish lifestyle, burn prevention is not taught in Amish schools. The purpose of this study was to develop a burn prevention teaching tool for Amish children. An anonymous parental survey was designed to explore the content and acceptability of a teaching tool within an Old Order Amish community. After institutional review board approval, the Amish teacher distributed surveys to 16 families of the 30 children attending the one-room school. Fourteen (88%) of the families responded to identify these burn risks in and around their homes, barns, and shops: lighters, wood and coal stoves, kerosene heaters, gasoline-powered engines, and hot liquids used for canning, butchering, mopping, washing clothes, and making lye soap. All respondents were in favor of teaching familiar safety precautions, fire escape plans, burn first aid, and emergency care to the children. There was some minor objection to more modern devices such as bath tub thermometers (25%), fire extinguishers (19%), and smoke detectors (6%). The teacher was interested in a magnetic teaching board depicting Amish children and typical objects in their home environment. Movable pieces could afford the opportunity to identify hazards and to rearrange them for a safer situation. This survey served to introduce burn prevention to one Amish community and to develop an appropriate teaching tool for the school. It is anticipated that community participation would support its acceptance and eventual utilization within this tenaciously traditional culture. PMID:21983647
Tishman argues that directing students to closely examine physical objects is an excellent way to motivate and strengthen thinking. Even simple objects reflect the social and physical contexts in which they were created and can spur deeper observations and questions. Teaching thinking through objects appeals to many different kinds of learners and…
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…
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…
Bringslid, Odd; Norstein, Anne
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…
Children find comfort in stories. They are familiar, accessible and entertaining. By teaching science through narratives, we can provide that same comfort and access to scientific content to children of all ages. In this article, I will discuss how, through the use of narratives in science instruction, we can provide students with a deeper…
Wilson, Vicki A.; Martin, Kaye M.
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…
Katz, Shana; Smith, Bettye P.
Contextual teaching and learning is a relatively new concept in the field of education. However, the principles and practices of contextual teaching and learning have been around for centuries (Dijkstra, 1998). Contextual teaching and learning is defined as a conception of teaching and learning that helps teachers relate subject matter content to…
Ouyang, Liming; Ou, Ling; Zhang, Yuanxing
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…
Chilkoti, Geetanjali; Wadhwa, Rachna; Kumar, Ashok
Background: Anesthesia is a specialized branch of medicine with a very narrow margin of error. Incorporation of problem-based learning (PBL) in anesthesia post-graduate (PG) teaching enhances the critical thinking and problem-solving skills. It also helps in developing a broader prospective of clinical case scenarios. Case based discussions (CBD) are most widely practiced out of all PBL methods in anesthesia PG teaching. Materials and Methods: We conducted an anonymous questionnaire based, cross-sectional survey among 62 anesthesia residents from various medical institutions in a city of Delhi, India. We aimed to assess the current status of PBL by assessing the student satisfaction with CBD in anesthesia PG teaching, educational objectives accomplished with CBD and effectiveness of teaching curriculum in PG teaching with suggested modifications, if any. Result and Conclusion: We observed that CBD is lacking in many important key areas of PBL e.g., formulation of objectives, communication on the content and direction of PBL, facilitation skills, supplementation of inadequacies of CBD. However, CBD seems to be a valid method of PBL in terms of the educational objectives accomplished with it but increased motivation for learning is required. Majority of the students felt that PG teaching curriculum should be centralized, with increased emphasis on open interactive sessions regarding its effectiveness. PMID:25558202
According to the actuality of Dezhou University, some useful reforms in teaching content, teaching method, and teaching measure are introduced, combining with the characteristics of the course of quantum mechanism in this article.
Walsh, Joan E.; Taylor, Cecelia Monat
This report is for use by nurse educators concerned with curriculum development and by nursing service personnel wishing to provide quality care. Eight diploma schools and eight associate-degree programs were chosen to participate in the project as testing centers for the methods and materials. Content and learning experiences in…
Goethe House, New York, NY.
This instructional booklet for the social studies classroom is a companion to a series about modern day Germany. The materials describe the documents in the series and present correlation charts for content and skills: (1) "A Kid Like Me across the Sea"; (2) "Communities and Regions"; (3) "Overview of Germany"; (4) "Germany in Europe"; (5)…
Debenham, Pat; Lee, Mary Ann
Good teaching, at its core, is an intuitive practice. It is an art and craft in which, through vision, objectives, and planning, a teacher prepares for the teaching moment. Experienced teachers know that lesson plans and pre-planning though, no matter how finely crafted, only point the teacher and the student in a direction. As artist-educators…
Luo, Yongjun; Zhou, Qiquan; Huang, Jianjun; Luo, Rong; Yang, Xiaohong; Gao, Yuqi
The purpose of high altitude continuing medical education is to adapt knowledge and skills for practical application on the plateau. Most trainees have experience with academic education and grassroots work experience on the plateau, so they want knowledge about new advances in the pathogenesis, diagnosis, and treatment of high altitude disease. As such, traditional classroom teaching methods are not useful to them. Training objects, content, and methods should attempt to conduct a variety of teaching practices. Through continuing medical education on high altitude disease, the authors seek to change the traditional teaching model away from a single classroom and traditional written examinations to expand trainees' abilities. These innovative methods of training can improve both the quality of teaching and students' abilities to prevent and treat acute mountain sickness, high altitude pulmonary edema, high altitude cerebral edema, and chronic mountain sickness to increase the quality of high altitude medical care. PMID:23795740
Xinogalos, Stelios; Satratzemi, Maya; Dagdilelis, Vassilios
The objects-first strategy to teaching programming has prevailed over the imperative-first and functional-first strategies during the last decade. However, the objects-first strategy has created added difficulties to both the teaching and learning of programming. In an attempt to confront these difficulties and support the objects-first strategy…
DeChenne, Sue Ellen; Enochs, Larry
An instrument to measure the teaching self-efficacy of science, technology, engineering, and mathematics (STEM) GTAs is adapted from a general college teaching instrument (Prieto Navarro, 2005) for the specific teaching environment of the STEM GTAs. The construct and content validity and reliability of the final instrument are indicated. The final…
Yoshida, Fumiko; Conti, Gary J.; Yamauchi, Toyoaki; Iwasaki, Takaaki
Teaching style has been a popular concept for many years. Teaching style refers to the distinct qualities displayed by a teacher that are persistent from situation to situation regardless of the content. The Principles of Adult Learning Scale (PALS) has been used extensively in the West for measuring teaching style in relationship to the adult…
Gonzalez-Barbone, Victor; Anido-Rifon, Luis
The creation of the first SCORM (Shareable Content Object Reference Model) object offers some challenges and difficulties which go beyond the facilities offered by content generation applications. In particular, the creation of really reusable, searchable learning objects requires a detailed consideration of metadata, where some institutional…
Subtitled "a professional development Website for teachers," Teaching Heritage is an impressive collection of information and resources for teaching Australian history and culture. There are eight main sections to the site: four offer teaching resources and four provide teaching units. The resource sections include an examination of different ways of defining heritage, an Australian heritage timeline, discussions of different approaches to teaching heritage through media, and outcomes-based approaches in teaching and assessing heritage coursework. The teaching units deal in depth with issues of citizenship, nationalism, Australian identities, and new cultural values. A Heritage Gallery features images of various culturally significant or representative places in Australia, such as New Italy, the Dundullimal Homestead, Australian Hall, Kelly's Bush, and many more. Obviously, teachers of Civics on the southern continent will find this site extremely useful, but the teaching units -- rich with texts and images -- also offer fascinating introductions for anyone interested in the issues of Australian nation-making.
Mohamad, Siti Nurul Mahfuzah; Salam, Sazilah; Bakar, Norasiken; Sui, Linda Khoo Mei
The theories of Multiple Intelligence (MI) used in this paper apply to students with interpersonal intelligence who is encouraged to work together in cooperative groups where interpersonal interaction is practiced. In this context, students used their knowledge and skills to help the group or partner to complete the tasks given. Students can interact with each other as they learn and the process of learning requires their verbal and non-verbal communication skills, co-operation and empathy in the group. Meanwhile educators can incorporate cooperative learning in groups in the classroom. On-MITT provides various tools to facilitate lecturers in preparing e-content that applies interpersonal intelligence. With minimal knowledge of Information and Technology (IT) skills, educators can produce creative and interesting teaching activities and teaching materials. The objective of this paper is to develop On-MITT prototype for interpersonal teaching activities. This paper addressed initial prototype of this study. An evaluation of On-MITT has been completed by 20 lecturers of Malaysian Polytechnics. Motivation Survey Questionnaire is used as the instrument to measure four motivation variables: ease of use, enjoyment, usefulness and self-confidence. Based on the findings, the On-MITT can facilitate educators to prepare teaching materials that are compatible for interpersonal learner.
and regulations - Teaching support tools (Aula Global, etc.) - Teaching support services Content #12;- DTIC (Information and Communication Technologies Department) hosts faculty and researchers www.upf.edu/dtic - ESUP
Clute, William T.
Describes a teaching technique which integrates the conceptual content of sociology with applied fieldwork. Topics include recruiting students and clients, forming student teams, and conducting the project. Discusses implications for teaching within such a program. (JDH)
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.…
Johnson, Glenn Ross
This book is intended to help college faculty members, teaching assistants, and prospective instructors to develop their teaching skills and choose instructional strategies that match their personalities and result in improved student learning. The nine chapters cover the following topics: (1) determining teaching objectives (stresses specificity…
Hirshbein, Laura D.; Fitzgerald, Kate; Riba, Michelle
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…
Ayer, S J
This paper analyses the relationship between the theory and practice of the art of teaching as experienced by the author during a period of teaching practice in a school of nursing. It examines such concepts as 'aims', 'objectives', 'scheme of work' and 'lesson plans' and sets these in the context of practical classroom teaching. PMID:3639891
McKnight, Philip C.; And Others
This handbook on teaching is divided into seven parts. Following the introduction (Part I), Part II presents essays on student and faculty rights and responsibilities, evaluation and assessment, grades, and teaching and efficiency. Part III is a summary of interviews on teaching and research with 20 professors from the University of Kansas…
Thomas, Alan J.
Discusses individualized teaching or focusing on each child's individual learning needs. Presents a brief history of individualized teaching from Socrates to Dewey. Suggests that, although individualized teaching is the most beneficial kind of instruction, time, resources, and experience show it to be nearly nonexistent in the classroom. Describes…
Tomas, Z.; Kostka, I.; Mott-Smith, J. A.
The authors of "Teaching Writing" draw on their years of teaching and their knowledge of theory and research to present major concepts in teaching L2 writing. These concepts encompass how cultural differences affect the writing class, planning instruction, text-based writing, writing strategies, modeling, and responding to student…
Ciampone, Maria Helena Trench; Kurcgant, Paulina
The study had as objectives: the identification of the conceptual, methodological and pedagogical bases adopted in the teaching of Management in Nursing Schools in Brazil; the identification and characterization of managerial competences which have been developed in educational practices. The approach adopted was a quantitative-qualitative one, carried out in two moments: the first had as a scenario eight schools; the second had five, representing the five geo-political regions. Data was collected from the teaching guidelines, into consideration: objectives, hour load, duration, the moment of insertion, program content, pedagogical strategies and the form of evaluation. Results showed that, although there has been advancement in the conceptual bases, development of managerial competences is not made explicit in the teaching guidelines; moreover, the pedagogical proposals are traditional. PMID:15603475
Baia, Patricia; Canning, Jacquelyn E.; Strang, Aimee F.
Objective. To describe the shift to an asynchronous online approach for pedagogy instruction within a pharmacy resident teaching program offered by a dual-campus college. Design. The pedagogy instruction component of the teaching program (Part I) was redesigned with a focus on the content, delivery, and coordination of the learning environment. Asynchronous online learning replaced distance technology or lecture capture. Using a pedagogical content knowledge framework, residents participated in self-paced online learning using faculty recordings, readings, and discussion board activities. A learning management system was used to assess achievement of learning objectives and participation prior to progressing to the teaching experiences component of the teaching program (Part II). Assessment. Evaluation of resident pedagogical knowledge development and participation in Part I of the teaching program was achieved through the learning management system. Participant surveys and written reflections showed general satisfaction with the online learning environment. Future considerations include addition of a live orientation session and increased faculty presence in the online learning environment. Conclusion. An online approach framed by educational theory can be an effective way to provide pedagogy instruction within a teaching program. PMID:25861110
Janz, Kathleen F.; Letuchy, Elena M.; Francis, Shelby L.; Metcalf, Kristen M.; Burns, Trudy L.; Levy, Steven M.
This study examined the association between physical activity (PA) and bone mineral content (BMC; gram) from middle childhood to middle adolescence and compared the impact of vigorous-intensity PA (VPA) over moderate- to vigorous-intensity PA (MVPA). Participants from the Iowa bone development study were examined at ages 5, 8, 11, 13, and 15?years (n?=?369, 449, 452, 410, and 307, respectively). MVPA and VPA (minutes per day) were measured using ActiGraph accelerometers. Anthropometry was used to measure body size and somatic maturity. Spine BMC and hip BMC were measured via dual-energy x-ray absorptiometry. Sex-specific multi-level linear models were fit for spine BMC and hip BMC, adjusted for weight (kilogram), height (centimeter), linear age (year), non-linear age (year2), and maturity (pre peak height velocity vs. at/post peak height velocity). The interaction effects of PA?×?maturity and PA?×?age were tested. We also examined differences in spine BMC and hip BMC between the least (10th percentile) and most (90th percentile) active participants at each examination period. Results indicated that PA added to prediction of BMC throughout the 10-year follow-up, except MVPA, did not predict spine BMC in females. Maturity and age neither modify the PA effect for males nor females. At age 5, the males at the 90th percentile for VPA had 8.5% more hip BMC than males in the 10th percentile for VPA. At age 15, this difference was 2.0%. Females at age 5 in the 90th percentile for VPA had 6.1% more hip BMC than those in the 10th percentile for VPA. The age 15 difference was 1.8%. VPA was associated with BMC at weight-bearing skeletal sites from childhood to adolescence, and the effect was not modified by maturity or age. Our findings indicate the importance of early and sustained interventions that focus on VPA. Approaches focused on MVPA may be inadequate for optimal bone health, particularly for females. PMID:25076937
Reviews the literature on teaching awards and then examines a specific case, the Alan P. Stuart Award for Excellence in Teaching at the University of New Brunswick, using Menges's three tests of effective awards. Suggests that examining the strengths and weaknesses of institutional teaching awards can help illuminate the processes involved in…
Heath, Daniel E.; Hoy, Mary; Rathman, James F.; Rohdieck, Stephanie
The Chemical and Biomolecular Engineering Department at The Ohio State University in collaboration with the University Center for the Advancement of Teaching developed the Chemical Engineering Mentored Teaching Experience. The Mentored Teaching Experience is an elective for Ph.D. students interested in pursuing faculty careers. Participants are…
Fenstermacher, Gary D.; Osguthorpe, Richard D.; Sanger, Matthew N.
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…
Gottlieb, Herbert H., Ed.
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)
Matuskey, Patricia Varan; Tango, Robert
The "Care-Full" teaching process described in this report is an assessment-oriented procedure which monitors the student's specific rate of growth toward defined learning objectives. First, the report briefly delineates eight steps in the process, indicating that teachers and counselors: (1) become aware of the need for assessment; (2) transform…
Gross, Iva Helen
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…
A manual of techniques for teaching writing in classes of English as a second language (ESL) encourages composition beyond elementary-level sentence exercises. The objectives include communicating to a reader, expressing ideas without the pressure of face-to-face communication, exploring a subject, recording experiences, and becoming familiar with…
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…
Otero, George G., Jr., Comp.
This teaching guide on population issues contains 19 activities for students in grades 7-12. The objective is to analyze population issues that have resulted from human population dynamics. In this guide, four categories of activities are included: some are discussion starters, some provide factual data, some focus on thinking skills, and some are…
Hill, Russell A.; And Others
To test the effectiveness of the Goal Oriented Teaching Exercise (GOTE), a six-day unit for measuring the effects of teaching strategies, four junior high school teachers received a teachers manual, information on instructional goals and subject content, and sample test questions all keyed to a content grid (formed by six content topics and two…
Several intermediate performance objectives and corresponding criterion measures are listed for each of eight terminal objectives for a basic welding course. The materials were developed for a 36-week (2 hours daily) course developed to teach the fundamentals of welding shop work, to become familiar with the operation of the welding shop…
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.
Ron Gerrits (Milwaukee School of Engineering; )
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.
Brown, Sarah; Collard, Rosemary-Claire; Hoogeveen, Dawn
To produce a teaching statement, current and aspiring teachers undertake the ostensibly straightforward task of putting their teaching philosophy onto paper. But upon close examination, the teaching statement--a seemingly simple object--is much more complex. The teaching statement is full of dual functions, many of which can be conceived of as…
Nivalainen, V.; Asikainen, M. A.; Hirvonen, P. E.
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.
The author demonstrates how to teach a college political science course on the Arab-Israeli conflict in an objective, unbiased way. Objectivity is important because of the obvious biases and the nature of this controversial issue. (JR)
Kandi, Kamala M.
This study examines the effect of a technology-based instructional tool 'Geniverse' on the content knowledge gains, Science Self-Efficacy, Technology Self-Efficacy, and Career Goal Aspirations among 283 high school learners. The study was conducted in four urban high schools, two of which have achieved Adequate Yearly Progress (AYP) and two have not. Students in both types of schools were taught genetics either through Geniverse, a virtual learning environment or Dragon genetics, a paper-pencil activity embedded in traditional instructional method. Results indicated that students in all schools increased their knowledge of genetics using either type of instructional approach. Students who were taught using Geniverse demonstrated an advantage for genetics knowledge although the effect was small. These increases were more pronounced in the schools that had been meeting the AYP goal. The other significant effect for Geniverse was that students in the technology-enhanced classrooms increased in science Self-Efficacy while students in the non-technology enhanced classrooms decreased. In addition, students from Non-AYP schools showed an improvement in Science and Technology Self-Efficacy; however the effects were small. The implications of these results for the future use of technology-enriched classrooms were discussed. Keywords: Technology-based instruction, Self-Efficacy, career goals and Adequate Yearly Progress (AYP).
Gast, David L.; Wolery, Mark
This final report of the Group Errorless Teaching Strategies Research Project is organized by the project objectives and covers planned and actual activities and outcomes. Objective 1 involved a review of the literature related to teaching students with mild and moderate mental handicaps in group settings and resulted in three articles which…
Budin, Wendy C.
In this column, the editor of The Journal of Perinatal Education discusses why Lamaze International conducts a comprehensive job analysis of what childbirth educators are teaching and their beliefs of what is important for pregnant women and their partners to learn. The editor also describes the contents of this issue, which offer a broad range of resources, research, and inspiration for childbirth educators in their efforts to promote, support, and protect natural, safe, and healthy birth. PMID:24839379
Budin, Wendy C
In this column, the editor of The Journal of Perinatal Education discusses why Lamaze International conducts a comprehensive job analysis of what childbirth educators are teaching and their beliefs of what is important for pregnant women and their partners to learn. The editor also describes the contents of this issue, which offer a broad range of resources, research, and inspiration for childbirth educators in their efforts to promote, support, and protect natural, safe, and healthy birth. PMID:24839379
Martins, Alexandra R.; Arbuckle, Melissa R.; Rojas, Alicia A.; Cabaniss, Deborah L.
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,…
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…
Bakar, Abd. Rahim; Konting, Mohd. Majid; Jamian, Rashid; Lyndon, Novel
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…
Smith, Bonnie J
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
Bergman, Lawrence David (Inventor); Kim, Michelle Yoonk Yung (Inventor); Li, Chung-Sheng (Inventor); Mohan, Rakesh (Inventor); Smith, John Richard (Inventor)
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.
Why are big science ideas like the big-bang theory accepted as true? Science demands that evidence be used to support its claims; however, as we sometimes seek to cram more and more content into our courses, we often forget that teaching scientific habits of mind is as important as teaching the subject. In this column, I describe an effective teaching technique that uses news media stories to help students see the importance of evidence.
Bunyan, L. W.
The purpose of this study was to review current developments in team teaching and to assess its potential in the Calgary, Alberta, schools. An investigation into team teaching situations in schools in the eastern half of the United States and Canada revealed characteristics common to successful programs (e.g., charismatic leadership and innovative…
Vocabulary is central to English language teaching. Without sufficient vocabulary, students cannot understand others or express their own ideas. Teachers who find the task of teaching English vocabulary a little daunting are not alone! This book presents important issues from recent vocabulary research and theory so that teachers may approach…
European language-teaching theory and practice in retrospect covering the period from 1920 to 1970 are noted to be an amalgam of underlying disciplines, teaching methodologies, and technical aids. Chronologically presented, the "orthodoxy" of 1920-40 charts general similarities in the state of the art prior to a 10-year period of major upheaval…
Nemanich, Donald, Ed.
The articles in this volume address the teaching of composition. Chapters include D. G. Kehl's "A Rhetorical Question--With or Without an Answer," which examines the import of the rhetorical question, "How can I prepare my students for freshman English"; Arthur Donart's "A Behavioristic Approach to Teaching Freshman Composition"; Linda Houghton's…
Middleton, Kathleen, Ed.
Ideas to aid the classroom teacher include integration of emphasis on reading into health education; definitions pertinent to contemporary health education; teaching students to read food labels; identification of implications of scientific advances such as test tube reproduction; and a card game to teach food groups to middle school children.…
Recounts one Montessori teacher's experience team teaching in a secondary Montessori classroom. Illustrates how a conflict over decision making with a co-teacher helped to create better relationships with students in the classroom and better communication on the teaching team. Contends that resolving issues of conflict between teachers is vital…
Crawford, William J.
Grammar is a component in all language skills: reading, writing, speaking, and listening. Teachers need to know rules of grammar (teacher knowledge) as well as techniques that help students use grammar effectively and effortlessly (teaching knowledge). Using reflective practice to help teachers become comfortable with teaching grammar, this…
Meng, Xiaofeng; Chen, Jidong
One of the key research issues with moving objects databases is the uncertainty management. The uncertainty management for moving objects has been well studied recently, with many models and algorithms proposed. In this chapter, we analyze the uncertainty of moving objects in spatial networks and introduce an uncertain trajectory model and an index framework, the uncertain trajectory based Rtree (UTR-tree), for indexing the fully uncertain trajectories of network-constrained moving objects. Then, we introduce how to process queries on this framework. The content of this chapter is mainly from the work of Ding in .
United Nations Educational, Scientific, and Cultural Organization, Paris (France).
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…
In this study, a Beliefs About Teaching (BAT) scale was created to examine preservice elementary science teachers' self-reported comfort level with both traditional and reform-based teaching methods, assessment techniques, classroom management techniques, and science content. Participants included 166 preservice teachers from three different US…
Physicians frequently relate anecdotes concerning their clinical experiences. The author has classified these anecdotes into six distinct varieties. He analyses each as to content, and teaching purposes. Anecdotes are a rich source of teaching material if they are carefully selected, memorable, and clearly relevant for students in their future practice. ImagesFigures 1-2 PMID:20469477
Stickles, Paula R.
Often secondary mathematics methods courses include classroom peer teaching, but many pre-service teachers find it challenging to teach their classmate peers as there are no discipline issues and little mathematical discourse as the "students" know the content. We will share a recent change in our methods course where pre-service…
Austin, Carmen; Impey, C. D.; Hardegree-Ullman, K.; Patikkal, A.; Ganesan, N.
Teach Astronomy (www.teachastronomy.com) is a new, free online resource—a teaching tool for non-science major astronomy courses and a reference guide for lifelong learners interested in the subject. Digital content available includes: a comprehensive introductory astronomy textbook by Chris Impey, Wikipedia astronomy articles, images from Astronomy Picture of the Day archives and AstroPix database, two to three minute topical video clips by Chris Impey, podcasts from 365 Days of Astronomy archives, and an RSS feed of astronomy news from Science Daily. Teach Astronomy features an original technology called the Wikimap to cluster, display, and navigate site search results. Motivation behind the development of Teach Astronomy includes steep increases in textbook prices, the rapid adoption by students and the public of digital resources, and the modern capabilities of digital technology. Recent additions to Teach Astronomy include: AstroPix images—from some of the most advanced observatories and complete with metadata, mobile device functionality, links to WikiSky where users can see the location of astronomical objects in the sky, and end of chapter textbook review questions. Next in line for development are assignments for classroom use. We present suggestions for utilizing the rich content and features of the web site.
Volk, Gerd Fabian; Pototschnig, Claus; Mueller, Andreas; Foerster, Gerhard; Koegl, Sophie; Schneider-Stickler, Berit; Rovo, Laszlo; Nawka, Tadeus; Guntinas-Lichius, Orlando
To achieve consensus in the methodology, interpretation, validity, and clinical application of laryngeal electromyography (LEMG), a working group on neurolaryngology from the European Laryngological Society (ELS) was founded in 2010. The main task of the working group was to teach key techniques like LEMG procedures. The objective of this study was to collect information on the teaching techniques used and describe them. A multicenter registry was created to analyze the data collected from LEMGs in 14 departments. We screened how often different departments participated in teaching events. Teaching events were classified retrospectively: presentations at conferences and meetings; workshops with hands-on training on patients; workshops with hands-on training on animal models; workshops with hands-on training on anatomic specimens; and supervision by experts to perform LEMG together. Both, supervision to perform LEMG together and the total number of PCA-LEMGs (r = 0.713), as well as supervision to perform LEMG together and the PCA/total-number-of-LEMG ratio (r = 0.814) were correlated significantly (p < 0.05). Similarly, the sum of teaching events was correlated significantly with the total number of PCA-LEMGs (r = 0.605), and so did the sum of teaching events with the PCA/total-number-of-LEMG ratio (r = 0.704). Participation in hands-on training in humans was correlated significantly with the PCA/total-number-of-LEMG ratio (r = 0.640). The data presented herein suggest that multimodal teaching techniques are most effective. To promote multimodal learning an interactive webpage ( http://www.lemg.org) providing videos and animations, and the possibility to discuss cases with other experts was established. PMID:25711738
Koppula, Sudha; Brown, Judith B.; Jordan, John M.
Abstract Objective To explore the experiences and recommendations for recruitment of family physicians who practise and teach primary care obstetrics. Design Qualitative study using in-depth interviews. Setting Six primary care obstetrics groups in Edmonton, Alta, that were involved in teaching family medicine residents in the Department of Family Medicine at the University of Alberta. Participants Twelve family physicians who practised obstetrics in groups. All participants were women, which was reasonably representative of primary care obstetrics providers in Edmonton. Methods Each participant underwent an in-depth interview. The interviews were audiotaped and transcribed verbatim. The investigators independently reviewed the transcripts and then analyzed the transcripts together in an iterative and interpretive manner. Main findings Themes identified in this study include lack of confidence in teaching, challenges of having learners, benefits of having learners, and recommendations for recruiting learners to primary care obstetrics. While participants described insecurity and challenges related to teaching, they also identified positive aspects, and offered suggestions for recruiting learners to primary care obstetrics. Conclusion Despite describing poor confidence as teachers and having challenges with learners, the participants identified positive experiences that sustained their interest in teaching. Supporting these teachers and recruiting more such role models is important to encourage family medicine learners to enter careers such as primary care obstetrics. PMID:24627402
Lapp, Diane; And Others
This book offers strategies to help educators become increasingly effective in teaching various areas in content area reading and learning. The book includes the following chapters: "Content Area Reading: A Historical Perspective" (E. Dishner and M. Olson); "Content Area Reading: Current State of the Art" (T. Bean and J. Readence); "The Role of…
Nine nurses were interviewed to determine nurses' experiences of teaching patients to use continuous ambulatory peritoneal dialysis (CAPD). The material was analyzed using content analysis. Data were sorted into four themes and ten subthemes. The themes were presented as follows: Importance of language, individualized teaching, teaching needs and structure of care in teaching. The findings highlighted important insights into how nurses experience teaching patients to perform CAPD. The study revealed some barriers for the nurses during teaching. The major barrier was shortage of Arabic speaking nursing staff. Incidental findings involved two factors that played an important role in teaching, retraining and a special team to perform pre-assessments, including home visits. In conclusion, the findings of this study showed several factors that are considered as barriers for the nurses during teaching the CAPD patients and the need to improve the communication and teaching in the peritoneal dialysis units, including the importance of individualized teaching. PMID:25758880
Phillips, Regina Miecznikoski
Faculty are constantly challenged to find interesting classroom activities to teach nursing content and engage students in learning. Nursing students and graduates need to use research skills and evidence-based practice as part of their professional care. Finding creative and engaging ways to teach this material in undergraduate nursing programs are essential. This article outlines several successful strategies to engage nursing students in research content in the time and space constraints of the classroom. PMID:24937301
Dell'Olio, Jeanine M.; Donk, Tony
"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…
Kite, Mary E., Ed.
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…
Ferguson, Thomas S.
9 UCLA CalTeach-Math Senior Year Program Description: o Pedagogical Content Preparation: The Math and Pedagogy for Teaching Secondary Mathematics. Each quarter of the Math 105 sequence is a 4-unit course the California Subject Examination for Teachers (CSET) in mathematics. UCLA CalTeach-Math will pay the related
Sunal, Cynthia Szymanski
Presents study results of teaching social studies in a rural environment. Addresses size of school, teacher preparation in social studies, teacher orientation toward teaching content, and achievement scores. Concludes that teachers in rural schools have more positive opinions of their students but need additional teaching materials and inservice…
Veronesi, Peter D.; Varrella, Gary F.
This paper reports on the perceptions of preservice teacher candidates (students) regarding their personal content- and context-specific pedagogies toward a strategy that promotes the development of these important teaching abilities; the elementary science teaching rationale. Perceptions about a science teaching rationale were surveyed at the end…
Student perceptions of caring physical education teaching were examined. Critical incident forms eliciting descriptions of caring teaching were administered to 518 United States elementary and secondary students. The forms were content analyzed and coded inductively to reveal 11 clusters of perceived caring teaching: showed me how to do a skill,…
Piccolo, Diana Lynne
In the Teaching Principle (National Council of Teachers of Mathematics [NCTM], 2000), it explained that development and utilization of pedagogical content knowledge required teachers to continually increase their knowledges of mathematics content...
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…
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.
Ball, William J.
Published by Dr. William J. Ball, an Assistant Professor of Political Science at The College of New Jersey, Teaching Politics: Techniques & Technologies commits itself to "increasing the quality of teaching and learning about politics in higher education settings." This site functions as a pedagogical information center for political science instructors. Teaching Politics' nine content sections provide educators with a variety of resources for and about instruction, including sections devoted to Conference Papers, Book Reviews, video tours and descriptions of Multimedia Classrooms, The Guide to Teaching, The Web Crawler (a local area search engine that indexes over 5000 political science Web pages), and the H-Teachpol Discussion List--a listserv for post-secondary political science instructors (discussed in the February 28, 1997 issue of the Scout Report). Users should note that most conference papers posted at the site are in Adobe Portable Document Format (.pdf) and many of the papers are accompanied by audio and video presentations which require RealPlayer. The video tours of the multimedia classrooms require RealPlayer as well.
Agarwal, Anurag; Batra, Bipin; Sood, Ak; Ramakantan, Ravi; Bhargava, Satish K; Chidambaranathan, N; Indrajit, Ik
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
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
VanCleave, Janet Milleret
The purpose of this study was to investigate The Content Enhancement Model in the field of college algebra in a mid-western community college. The Content Enhancement Model is a teaching technique that teachers use to help students acquire...
Góes, Fernanda dos Santos Nogueira de; Fonseca, Luciana Mara Monti; Furtado, Maria Cândida de Carvalho; Leite, Adriana Moraes; Scochi, Carmen Gracinda Silvan
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
Shanahan, Therese; Shea, Lauren M.
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.…
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…
Posthuma, Fredrick E., Ed.
This publication is a collection of energy education articles for the classroom teacher. Most of these articles suggest energy education activities and projects that may be used as is or modified to fit classroom conditions. Two energy mini-units are included as well as a collection of energy lesson plans. Contents include: (1) Teaching About the…
Massalias, Byron G.; And Others
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…
Dow, Ruth McNabb
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…