Best Practices. Premiere PD

ERIC Educational Resources Information Center

Brown, Ryan; Ernst, Jeremy; Clark, Aaron; DeLuca, Bill; Kelly, Daniel

2017-01-01

Educators who engage in best practices utilize a variety of instructional delivery methods to assist all learners in achieving success in concept mastery. Best practices help educators set expectations for completing activities/lessons/projects/units, differentiate instruction, integrate curricula, and provide active learning opportunities for…

Integrating postgraduate and undergraduate general practice education: qualitative study.

PubMed

O'Regan, Andrew; Culhane, Aidan; Dunne, Colum; Griffin, Michael; McGrath, Deirdre; Meagher, David; O'Dwyer, Pat; Cullen, Walter

2013-05-01

Educational activity in general practice has increased considerably in the past 20 years. Vertical integration, whereby practices support students and trainees at different stages, may enhance general practices' capacity to fulfil this role. To explore the potential for vertical integration in undergraduate and postgraduate education in general practice, by describing the experience of (and attitudes towards) 'vertical integration in general practice education' among key stakeholder groups. Qualitative study of GPs, practice staff, GPs-in-training and medical students involving focus groups which were thematically analysed. We identified four overarching themes: (1) Important practical features of vertical integration are interaction between learners at different stages, active involvement in clinical teams and interagency collaboration; (2) Vertical integration may benefit GPs/practices, students and patients through improved practice systems, exposure to team-working and multi-morbidity and opportunistic health promotion, respectively; (3) Capacity issues may challenge its implementation; (4) Strategies such as recognising and addressing diverse learner needs and inter-agency collaboration can promote vertical integration. Vertical integration, whereby practices support students and trainees at different stages, may enhance general practices' teaching capacity. Recognising the diverse educational needs of learners at different stages and collaboration between agencies responsible for the planning and delivery of specialist training and medical degree programmes would appear to be important.

Lurking and L2 Learners on a Facebook Group: The Voices of the Invisibles

ERIC Educational Resources Information Center

Shafie, Latisha Asmaak; Yaacob, Aizan; Singh, Paramjit Kaur Karpal

2016-01-01

This qualitative research investigates the practice of lurking among English as a second language (ESL) learners in a Facebook group discussion. Lurking is a term used to describe the activity of following and observing any online discussions or activities without contributing to the discussions. Lurkers are often accused of being invisible and…

Negative Evidence in Language Classroom Activities: A Study of Its Availability and Accessibility to Language Learners.

ERIC Educational Resources Information Center

Pica, Teresa; Washburn, Gay N.

2002-01-01

This study identified and described the ways in which negative evidence was made available and accessible to learners during two widely practiced classroom activities. One was a teacher-led discussion that emphasized communication of subject matter content. The other was a teacher-led sentence construction exercise that focused on application of…

Interprofessional Education and Practice Guide No. 6: Developing practice-based interprofessional learning using a short placement model.

PubMed

Anderson, Elizabeth Susan; Ford, Jenny; Kinnair, Daniel James

2016-07-01

Offering undergraduate and post-qualified learners opportunities to take part in, and reflect on, the nature of interprofessional working when in practice remains an important goal for interprofessional educators. There are a plethora of opportunities within hospital and community care for learners to actively participate in health and social care delivery where collaborative practice prevails. However, it remains challenging to know how to establish and sustain meaningful interprofessional practice-based learning. This is because profession-specific teaching is prioritised and many teams are under-resourced, leaving little time for additional teaching activities. In some instances, practitioners lack the knowledge concerning how to design meaningful interprofessional learning and often feel unprepared for this teaching because of limited interprofessional faculty development. Others are simply unaware of the presence of the different students within their practice area. This guide offers key lessons developed over many years for setting up practice-based interprofessional education. The learning model has been adapted and adopted in different settings and countries and offers a method for engaging clinical front-line practitioners in learning with, and from learners who can help support and in some instances advance care delivery.

Differences in HIV knowledge and sexual practices of learners with intellectual disabilities and non-disabled learners in Nigeria

PubMed Central

Aderemi, Toyin J; Pillay, Basil J; Esterhuizen, Tonya M

2013-01-01

Introduction Individuals with intellectual disabilities are rarely targeted by the current human immunodeficiency virus (HIV) response, thereby reducing their access to HIV information and services. Currently, little is known about the HIV knowledge and sexual practices of young Nigerians with intellectual disabilities. Thus, this study sought to compare the HIV knowledge and sexual practices of learners with mild/moderate intellectual disabilities and non-disabled learners (NDL) in Nigeria. Findings could help in the development of HIV interventions that are accessible to Nigerian learners with intellectual impairments. Methods This cross-sectional, comparative study utilized a survey to investigate HIV knowledge and sexual practices among learners with mild/moderate intellectual disabilities and NDL in Nigeria. Learners with mild/moderate intellectual disabilities (n=300) and NDL (n=300) within the age range of 12 to 19 years drawn from schools across Oyo State, Nigeria, completed a structured questionnaire to assess their knowledge of HIV transmission and sexual practices. Results Significantly more learners with mild/moderate intellectual disabilities (62.2%) than NDL 48 (37.8%) reported having sexual experience (p=0.002). Of the sexually experienced female learners with mild/moderate intellectual disabilities, 28 (68.3%) reported history of rape compared with 9 (2.9%) of female NDL (p=0.053). Intellectual impairment was significantly associated with lower HIV transmission knowledge scores (p<0.001). Learners with mild/moderate intellectual disabilities were less likely than NDL (p<0.001) to have heard about HIV from most of the common sources of HIV information. In addition, when compared with non-disabled learners, learners with mild/moderate intellectual disabilities were significantly more likely to have reported inconsistent condom use with boyfriends/girlfriends (p<0.001), with casual sexual partners (p<0.001) and non-use of condom during last sexual activity (p<0.001). Conclusions Findings suggest that adolescents with intellectual impairments are at higher risk of HIV infection than their non-disabled peers. This gap could be addressed through interventions that target Nigerians with intellectual impairments with accessible HIV information and services. PMID:23394898

Ten Tips for Engaging the Millennial Learner and Moving an Emergency Medicine Residency Curriculum into the 21st Century

PubMed Central

Toohey, Shannon L.; Wray, Alisa; Wiechmann, Warren; Lin, Michelle; Boysen-Osborn, Megan

2016-01-01

Introduction Millennial learners are changing the face of residency education because they place emphasis on technology with new styles and means of learning. While research on the most effective way to teach the millennial learner is lacking, programs should consider incorporating educational theories and multimedia design principles to update the curriculum for these new learners. The purpose of the study is to discuss strategies for updating an emergency medicine (EM) residency program’s curriculum to accommodate the modern learner. Discussion These 10 tips provide detailed examples and approaches to incorporate technology and learning theories into an EM curriculum to potentially enhance learning and engagement by residents. Conclusion While it is unclear whether technologies actually promote or enhance learning, millennials use these technologies. Identifying best practice, grounded by theory and active learning principles, may help learners receive quality, high-yield education. Future studies will need to evaluate the efficacy of these techniques to fully delineate best practices. PMID:27330668

Ten Tips for Engaging the Millennial Learner and Moving an Emergency Medicine Residency Curriculum into the 21st Century.

PubMed

Toohey, Shannon L; Wray, Alisa; Wiechmann, Warren; Lin, Michelle; Boysen-Osborn, Megan

2016-05-01

Millennial learners are changing the face of residency education because they place emphasis on technology with new styles and means of learning. While research on the most effective way to teach the millennial learner is lacking, programs should consider incorporating educational theories and multimedia design principles to update the curriculum for these new learners. The purpose of the study is to discuss strategies for updating an emergency medicine (EM) residency program's curriculum to accommodate the modern learner. These 10 tips provide detailed examples and approaches to incorporate technology and learning theories into an EM curriculum to potentially enhance learning and engagement by residents. While it is unclear whether technologies actually promote or enhance learning, millennials use these technologies. Identifying best practice, grounded by theory and active learning principles, may help learners receive quality, high-yield education. Future studies will need to evaluate the efficacy of these techniques to fully delineate best practices.

Shared Pedagogical Understandings: Schoolwide Inclusion Practices Supporting Learner Needs

ERIC Educational Resources Information Center

Abawi, Lindy; Oliver, Mark

2013-01-01

Educational perspectives that recommend inclusion of children with special needs into mainstream classrooms remain a controversial topic. The Melbourne Declaration declares that all young Australians should be supported to become successful learners; confident and creative individuals; and active and informed citizens. So the question remains how…

Learning crisis resource management: Practicing versus an observational role in simulation training - a randomized controlled trial.

PubMed

Lai, Anita; Haligua, Alexis; Dylan Bould, M; Everett, Tobias; Gale, Mark; Pigford, Ashlee-Ann; Boet, Sylvain

2016-08-01

Simulation training has been shown to be an effective way to teach crisis resource management (CRM) skills. Deliberate practice theory states that learners need to actively practice so that learning is effective. However, many residency programs have limited opportunities for learners to be "active" participants in simulation exercises. This study compares the effectiveness of learning CRM skills when being an active participant versus being an observer participant in simulation followed by a debriefing. Participants were randomized to two groups: active or observer. Active participants managed a simulated crisis scenario (pre-test) while paired observer participants viewed the scenario via video transmission. Then, a trained instructor debriefed participants on CRM principles. On the same day, each participant individually managed another simulated crisis scenario (post-test) and completed a post-test questionnaire. Two independent, blinded raters evaluated all videos using the Ottawa Global Rating Scale (GRS). Thirty-nine residents were included in the analysis. Normally distributed data were analyzed using paired and unpaired t-tests. Inter-rater reliability was 0.64. Active participants significantly improved from pre-test to post-test (P=0.015). There was no significant difference between the post-test performance of active participants compared to observer participants (P=0.12). We found that learning CRM principles was not superior when learners were active participants compared to being observers followed by debriefing. These findings challenge the deliberate practice theory claiming that learning requires active practice. Assigning residents as observers in simulation training and involving them in debriefing is still beneficial. Copyright © 2016 Société française d'anesthésie et de réanimation (Sfar). Published by Elsevier Masson SAS. All rights reserved.

East-Asian Teaching Practices through the Eyes of Western Learners

ERIC Educational Resources Information Center

Chen, Rainbow Tsai-Hung

2014-01-01

Many East-Asian countries are actively positioning themselves as receiving countries of international students. Consequently, the number of international students in these countries is steadily growing. Given the differences between Eastern and Western conceptions of teaching and learning, it could be expected that Western learners studying in the…

Workplace Learning in Malaysia: The Learner's Perspective

ERIC Educational Resources Information Center

Muhamad, Mazanah; Idris, Khairuddin

2005-01-01

This paper offers a scenario of workplace learning as practiced in Malaysia. Based on survey research, the article describes learner profiles, learning provision and pattern. The analysis shows that Malaysians participate in formal workplace learning as part of their employment activities. Workplace learning in Malaysia is contextual, promoted by…

Implementing Godly Play in Educational Settings: A Cautionary Tale

ERIC Educational Resources Information Center

Grajczonek, Jan; Truasheim, Maureen

2017-01-01

At the heart of all curriculum decision-making is the learner. Contemporary early childhood education theory and practice emphasises young children's agency and voice in their learning paying particular attention to valuing each child's sociocultural contexts. As learners, children are considered capable and active participants rather than as…

Upingakuneng (When They Are Ready): Dynamic Assessment in a Third Semester Yugtun Class

ERIC Educational Resources Information Center

Siekmann, Sabine; Charles, Walkie

2011-01-01

Set against instructional practices that promote competition and individual performance, Dynamic Assessment, in our view, offers a more appropriate form of pedagogy for learners from cultural backgrounds that favour cooperation during joint activity. Indeed, these learners appear to be disadvantaged when negotiating the contrasting values and…

Adult Students: Recruitment and Retention. Practice Application Brief No. 18.

ERIC Educational Resources Information Center

Wonacott, Michael E.

How to attract and retain adult students remains an enduring question for adult education providers. Recent research sheds light on adult learners' unique learning goals, needs, and aspirations and offers guidance on recruiting and retaining adult learners. Adult students' participation and persistence in educational activities is a complex…

Can You Hear Me Now? Marketing Essentials for Audiologists in a Noisy Health Care World

PubMed Central

Rudden, DAnne

2016-01-01

Audiologists, even those with a strong acumen for business, are not traditionally taught the basics of creating a robust practice identity and dynamic marketing plan. This activity will teach learners how to create a distinct brand that separates them from others in a competitive and distracted marketplace. Additionally, learners will gain an understanding for how to blend traditional marketing tools with more modern online options and social media. Upon completion, learners will be familiar with the skills necessary to actively create, implement, and track the effectiveness of their marketing strategy using proven methodologies. PMID:28028325

Can You Hear Me Now? Marketing Essentials for Audiologists in a Noisy Health Care World.

PubMed

Rudden, DAnne

2016-11-01

Audiologists, even those with a strong acumen for business, are not traditionally taught the basics of creating a robust practice identity and dynamic marketing plan. This activity will teach learners how to create a distinct brand that separates them from others in a competitive and distracted marketplace. Additionally, learners will gain an understanding for how to blend traditional marketing tools with more modern online options and social media. Upon completion, learners will be familiar with the skills necessary to actively create, implement, and track the effectiveness of their marketing strategy using proven methodologies.

An efficient and effective teaching model for ambulatory education.

PubMed

Regan-Smith, Martha; Young, William W; Keller, Adam M

2002-07-01

Teaching and learning in the ambulatory setting have been described as inefficient, variable, and unpredictable. A model of ambulatory teaching that was piloted in three settings (1973-1981 in a university-affiliated outpatient clinic in Portland, Oregon, 1996-2000 in a community outpatient clinic, and 2000-2001 in an outpatient clinic serving Dartmouth Medical School's teaching hospital) that combines a system of education and a system of patient care is presented. Fully integrating learners into the office practice using creative scheduling, pre-rotation learning, and learner competence certification enabled the learners to provide care in roles traditionally fulfilled by physicians and nurses. Practice redesign made learners active members of the patient care team by involving them in such tasks as patient intake, histories and physicals, patient education, and monitoring of patient progress between visits. So that learners can be active members of the patient care team on the first day of clinic, pre-training is provided by the clerkship or residency so that they are able to competently provide care in the time available. To assure effective education, teaching and learning times are explicitly scheduled by parallel booking of patients for the learner and the preceptor at the same time. In the pilot settings this teaching model maintained or improved preceptor productivity and on-time efficiency compared with these outcomes of traditional scheduling. The time spent alone with patients, in direct observation by preceptors, and for scheduled case discussion was appreciated by learners. Increased satisfaction was enjoyed by learners, teachers, clinic staff, and patients. Barriers to implementation include too few examining rooms, inability to manipulate patient appointment schedules, and learners' not being present in a teaching clinic all the time.

Effect of a performance improvement CME activity on management of patients with diabetes.

PubMed

Bird, Gary C; Marian, Kathy; Bagley, Bruce

2013-01-01

Primary care in the United States faces unprecedented challenges from an aging population and the accompanying prevalence of chronic disease. In response, continuing medical education (CME) initiatives have begun to adopt the principles of performance improvement (PI) into their design, although currently there is a dearth of evidence from national initiatives supporting the effectiveness of this methodology. The specific aim of this study was to demonstrate the value of a national PI-CME activity to improve the performance of physicians treating patients with diabetes. We analyzed data from the American Academy of Family Physicians' METRIC® PI-CME activity in a cohort of family physician learners. The study utilized the 3-stage design standard approved for PI-CME. Baseline and follow-up performance data across a range of clinical and systems-based measures were compared in aggregate. Data were assessed for 509 learners who completed the activity. Statistically significant changes occurred both for self-assessment of a range of practice aspects and for diabetes care measures. Learners recognized that the organization of their practices had improved, and mechanisms were in place for better staff feedback, as well as aspects of patient self-management. Based on the clinical data obtained from 11 538 patient charts, 6 out of 8 diabetes measures were significantly improved. The activity appears to have had a positive, measurable impact on the medical practice of learners and suggests that, when appropriately designed and executed, PI-CME on a national scale can be a useful vehicle to influence performance change in physicians and to inform future CME activities. Copyright © 2013 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

Sight-Word Practice in a Flash!

ERIC Educational Resources Information Center

Erwin, Robin W., Jr.

2016-01-01

For learners who need sight-word practice, including young students and struggling readers, digital flash cards may promote automatic word recognition when used as a supplemental activity to regular reading instruction. A novel use of common presentation software efficiently supports this practice strategy.

Pedagogy and Practice in Museum Online Learning

ERIC Educational Resources Information Center

Din, Herminia

2015-01-01

How best might museums harness the interactive capabilities of online environments to provide active teaching and learning experiences for diverse learners and communities? How can museums engage learners in ways that encourage them to visit the museum in person and/or further explore online resources? What should be the role of the museum in…

Development of Interactive and Reflective Learning among Malaysian Online Distant Learners: An ESL Instructor's Experience

ERIC Educational Resources Information Center

Murugaiah, Puvaneswary; Thang, Siew Ming

2010-01-01

Technology has brought tremendous advancements in online education, spurring transformations in online pedagogical practices. Online learning in the past was passive, using the traditional teacher-centred approach. However, with the tools available today, it can be active, collaborative, and meaningful. A well-developed task can impel learners to…

Making Culture Happen in the English Language Classroom

ERIC Educational Resources Information Center

Yakup, Doganay; Ashirimbetova, Madina; Davis, Brent

2013-01-01

The issue of introducing the target culture into language classroom practice has long been an object of debates as well as the opinions of the learners towards it. Eventually, modern practitioners found a way of having the language learners acquainted with the target culture and introducing culture through culture-based textbook activities.…

Equitable Instruction for Secondary Latino English Learners: Examining Critical Principles of Differentiation in Lesson Design

ERIC Educational Resources Information Center

Elsbree, Anne René; Hernández, Ana M.; Daoud, Annette

2014-01-01

The research emphasizes the need for educators to take more ownership of Latino English Learners (ELs) and identify effective lesson differentiation through subject area content (instruction), process (activities), and products (assessments). Based on the literature review, school achievement improves when practices address students' culture,…

Scaffolding Reading Experiences: Designs for Student Success. Second Edition.

ERIC Educational Resources Information Center

Graves, Michael; Graves, Bonnie

This book offers practical examples, updated listings of quality children's literature, and new activities to promote successful reading experiences for K-8 learners. The book contains practical information on prereading, during reading, and postreading activities, along with ideas for incorporating scaffolding reading experiences into the…

Reflective Practice and Inquiry: Let's Talk More about Inquiry

ERIC Educational Resources Information Center

Earl, Kerry; Ussher, Bill

2016-01-01

Reflective practice and inquiry are aspects of teacher professional practice that characterise teachers as learners. Reflective practice in some form is considered in contemporary education as an essential activity for teachers and teacher educators. "Inquiry as professional development" and "inquiry as research", on the other…

Modeling the effects of multicontextual physics instruction on learner expectations and understanding of force and motion systems

NASA Astrophysics Data System (ADS)

Deese Becht, Sara-Maria Francis

1999-11-01

The purpose of this study is two-fold involving both practical and theoretical modeling components. The practical component, an experiential-learning phase, investigated a study population for effects that increasing levels of multicontextual physics activities have on student understanding of Newtonian systems of motion. This contextual-learning model measured learner convictions and non-response gaps and analyzed learner response trends on context, technology, challenge, growth, and success. The theoretical component, a model-building phase, designed a dynamic-knowing model for learning along a range of experiential tasks, from low to high context, monitored for indicators of learning in science and mathematics: learner academic performance and ability, learner control and academic attitude, and a learner non- response gap. This knowing model characterized a learner's process-of-knowing on a less to more expert- like learner-response continuum using performance and perspective indices associated with level of contextual- imagery referent system. Data for the contextual-learning model were collected on 180 secondary subjects: 72 middle and 108 high, with 36 physics subjects as local experts. Subjects were randomly assigned to one of three experimental groups differing only on context level of force and motion activities. Three levels of information were presented through context-based tasks: momentum constancy as inertia, momentum change as impulse, and momentum rate of change as force. The statistical analysis used a multi-level factorial design with repeated measures and discriminate analysis of response-conviction items. Subject grouping criteria included school level, ability level in science and mathematics, gender and race. Assessment criteria used pre/post performance scores, confidence level in physics concepts held, and attitude towards science, mathematics, and technology. Learner indices were computed from logit- transforms applied to learner outcomes and to study control and prediction criteria parameters. Findings suggest learner success rates vary with multicontextual experience level. When controlling for context, learner success seems to depend on technology level of assessment tool, learner attitude toward technology learning tools, learner attitude toward science and mathematics, and challenge level of force and motion problems. A learner non-response gap seems important when monitoring learner conviction. Application of the knowing model to the study population pictures learners on a journey towards success referenced to a local expert response.

Practical Math Skills: Situations--Strategies--Solutions. Intermediate Level. Grades 4-5-6.

ERIC Educational Resources Information Center

Duncan, Jim

This material is a supplement to existing mathematics programs for young learners. The activities presented are based on assumptions about the young problem solver which are difficult to address in standard mathematics texts. In these pages it is assumed that each learner brings to the problem-solving effort a very personal experience base and a…

Practicing Learner-Centered Teaching: Pedagogical Design and Assessment of a Second Life Project

ERIC Educational Resources Information Center

Schiller, Shu Z.

2009-01-01

Guided by the principles of learner-centered teaching methodology, a Second Life project is designed to engage students in active learning of virtual commerce through hands-on experiences and teamwork in a virtual environment. More importantly, an assessment framework is proposed to evaluate the learning objectives and learning process of the…

Literacy Instruction in Multilingual Classrooms: Engaging English Language Learners in Elementary School. Language & Literacy Series--Practitioners Bookshelf

ERIC Educational Resources Information Center

Helman, Lori

2012-01-01

This hands-on guide shows elementary school teachers how to create multilingual classroom communities that support every learner's success in reading, writing, and general literacy development. The author provides a practical overview of key ideas and techniques and describes specific literacy activities that lead to vocabulary and oral English…

Impact of Metacognitive Practices and Assorted Assessment Modalities towards Creating Self-Regulated Learners

ERIC Educational Resources Information Center

Nair N., Sreevrinda

2014-01-01

Worldwide efforts are increasing to infuse thinking skills into the curriculum, which are part of cognitive behavior, and to include them in the instructional strategies, which will make the learner producer of knowledge and help to create a sense of responsibility among them. Metacognitive learning activities immerse students in challenging tasks…

Changing Mental Representations Using Related Physical Models: The Effects of Analyzing Number Lines on Learner Internal Scale of Numerical Magnitude

ERIC Educational Resources Information Center

Bengtson, Barbara J.

2013-01-01

Understanding the linear relationship of numbers is essential for doing practical and abstract mathematics throughout education and everyday life. There is evidence that number line activities increase learners' number sense, improving the linearity of mental number line representations (Siegler & Ramani, 2009). Mental representations of…

A Problem Posing-Based Practicing Strategy for Facilitating Students' Computer Programming Skills in the Team-Based Learning Mode

ERIC Educational Resources Information Center

Wang, Xiao-Ming; Hwang, Gwo-Jen

2017-01-01

Computer programming is a subject that requires problem-solving strategies and involves a great number of programming logic activities which pose challenges for learners. Therefore, providing learning support and guidance is important. Collaborative learning is widely believed to be an effective teaching approach; it can enhance learners' social…

U.S. Adult Literacy Program Practice: A Typology across Dimensions of Life-Contextualized/Decontextualized and Dialogic/Monologic. NCSALL Report #2.

ERIC Educational Resources Information Center

Purcell-Gates, Victoria; Degener, Sophie; Jacobson, Erik

A study created a typology of 271 adult literacy programs nationwide describing their distribution along two dimensions: (1) relevance of materials to learner needs and sociocultural context (life-contextual/decontextual), and (2) extent of learner control of decisions about program activities (dialogic/monologic). A questionnaire elicited…

Elementary EFL Students' Practice of Peer Assessment of Oral Classroom Activities

ERIC Educational Resources Information Center

Hung, Yu-ju; Chen, Shu-cheng; Samuelson, Beth Lewis

2016-01-01

Role-play is an oral classroom activity that has been promoted to provide young learners with opportunities to practice English in meaningful contexts. To familiarize elementary students with this group task, to encourage them to pay attention to their peers' performances, and to replace traditional paper-and-pencil modes of evaluating speaking…

Chapter One: What Is Discursive Practice?

ERIC Educational Resources Information Center

Young, Richard F.

2008-01-01

Practice is not meant to be understood as the opposite of theory, DeKeyser wrote; instead, practice involves specific activities in an L2 that learners engage in, deliberately, with the goal of developing knowledge of and skills in the L2. In the book "Discursive Practice in Language Learning and Teaching," by "practice" the author means something…

Practical Math Skills: Situations--Strategies--Solutions. Junior High Level. Grades 7-8-9.

ERIC Educational Resources Information Center

Duncan, Jim

This material is a supplement to existing mathematics programs for young learners. The activities presented are based on assumptions about the young problem solver which are difficult to address in standard mathematics texts. In these pages it is assumed that each learner brings to the problem-solving effort a very personal experience base and a…

Meeting the New AASL Standards for the 21st-Century Learner via Big6 Problem Solving

ERIC Educational Resources Information Center

Needham, Joyce

2010-01-01

"AASL Standards for the 21st-Century Learner." New standards for library media programs! What does it mean to practicing library media specialists? Does this mean they must abandon all the strategies, activities, and lessons they have developed based upon "Information Power's Information Literacy Standards for Student Learning" and create all new…

Language Learners' Writing Task Representation and Its Effect on Written Performance in an EFL Context

ERIC Educational Resources Information Center

Zarei, Gholam Reza; Pourghasemian, Hossein; Jalali, Hassan

2017-01-01

The present study attempts to give an account of how students represent writing task in an EAP course. Further, the study is intended to discover if learners' mental representation of writing would contribute to their written performance. During a 16-week term, students were instructed to practice writing as a problem solving activity. At almost…

Communication Strategies in Primary Schools in Botswana: Interventions Using Cooks, Teacher Aides and Learners

ERIC Educational Resources Information Center

Mokibelo, Eureka B.

2016-01-01

This paper examines the micro planning activities that schools engage in to address learners' needs to make education work in rural primary schools of Botswana. The national language plan prescribes the use of English and Setswana only as languages of instruction at the primary school level. However, this plan is not practical in some regions…

Helping Learners Succeed: Activities for the Foreign Language Classroom. Language in Education: Theory and Practice, No. 36.

ERIC Educational Resources Information Center

Omaggio, Alice C.

In response to the need for dynamic foreign language materials with a communicative focus, this report addresses the relationship between learner characteristics and success in language learning. It suggests that a self-pacing individualized option should be available to students to deal with unique problems. The problems may be dealt with by…

Supporting Self-Improvement in Teaching, Literacy, Language and Numeracy. Tools for Staff Development. Module 4: Teaching and Learning Approaches

ERIC Educational Resources Information Center

Basic Skills Agency, 2007

2007-01-01

This module provides teachers with practical tools to improve the quality of teaching and learning activities and enable learners to achieve their objectives in literacy, language and numeracy. Unit 1 explores approaches that are particularly appropriate to adult learners, developing thinking skills and involving them in decision making and…

The learner's perspective in GP teaching practices with multi-level learners: a qualitative study.

PubMed

Thomson, Jennifer S; Anderson, Katrina; Haesler, Emily; Barnard, Amanda; Glasgow, Nicholas

2014-03-19

Medical students, junior hospital doctors on rotation and general practice (GP) registrars are undertaking their training in clinical general practices in increasing numbers in Australia. Some practices have four levels of learner. This study aimed to explore how multi-level teaching (also called vertical integration of GP education and training) is occurring in clinical general practice and the impact of such teaching on the learner. A qualitative research methodology was used with face-to-face, semi-structured interviews of medical students, junior hospital doctors, GP registrars and GP teachers in eight training practices in the region that taught all levels of learners. Interviews were audio-recorded and transcribed. Qualitative analysis was conducted using thematic analysis techniques aided by the use of the software package N-Vivo 9. Primary themes were identified and categorised by the co-investigators. 52 interviews were completed and analysed. Themes were identified relating to both the practice learning environment and teaching methods used.A practice environment where there is a strong teaching culture, enjoyment of learning, and flexible learning methods, as well as learning spaces and organised teaching arrangements, all contribute to positive learning from a learners' perspective.Learners identified a number of innovative teaching methods and viewed them as positive. These included multi-level learner group tutorials in the practice, being taught by a team of teachers, including GP registrars and other health professionals, and access to a supernumerary GP supervisor (also termed "GP consultant teacher"). Other teaching methods that were viewed positively were parallel consulting, informal learning and rural hospital context integrated learning. Vertical integration of GP education and training generally impacted positively on all levels of learner. This research has provided further evidence about the learning culture, structures and teaching processes that have a positive impact on learners in the clinical general practice setting where there are multiple levels of learners. It has also identified some innovative teaching methods that will need further examination. The findings reinforce the importance of the environment for learning and learner centred approaches and will be important for training organisations developing vertically integrated practices and in their training of GP teachers.

Towards vertical integration in general practice education: literature review and discussion paper.

PubMed

O'Regan, A; Culhane, A; Dunne, C; Griffin, M; Meagher, D; McGrath, D; O'Dwyer, P; Cullen, W

2013-09-01

Medical education policy in Ireland has enabled an increase in undergraduate and postgraduate education activity in general practice. Internationally, 'vertical integration in general practice education' is suggested as a key strategy to support the implementation of this policy development. To review the emerging literature on vertical integration in GP education, specifically to define the concept of 'vertical integration' with regard to education in general practice and to describe its benefits and challenges. We searched 'Pubmed', 'Academic Search Complete', 'Google', and 'MEDLINE' databases using multiple terms related to 'vertical integration' and 'general practice education' for relevant articles published since 2001. Discussion papers, reports, policy documents and position statements were identified from reference lists and retrieved through internet searches. The key components of 'vertical integration' in GP education include continuous educational pathway, all stages in GP education, supporting the continuing educational/professional development needs of learners at each stage and effective curriculum planning and delivery. Many benefits (for GPs, learners and the community) and many challenges (for GPs/practices, learners and GPs in training) have been described. Characteristics of successful implementation include role sharing and collaborative organisational structures. Recent developments in medical education in Ireland, such as the increase in medical school clinical placements in general practice and postgraduate GP training and the introduction of new competence assurance requirements offer an important opportunity to further inform how vertical integration can support increased educational activity in general practice. Describing this model, recognising its benefits and challenges and supporting its implementation in practice are priorities for medical education in Ireland.

Twelve tips on writing a discussion case that facilitates teaching and engages learners.

PubMed

Cohen, David A; Newman, Lori R; Fishman, Laurie N

2017-02-01

The authors share twelve practical tips on writing a case that engages learners in active learning and discussion. They first advise that, during the initial preparation of the case, authors should (1) identify the case goals and objectives, and (2) identify the level of the learners. When writing the case, authors should (3) use active and colorful language; (4) use patients' own descriptions rather than medical language; (5) allow the learners to interpret data themselves; (6) allow for natural discovery rather than presenting information chronologically; and (7) be realistic about interruptions in patient care. In addition, case authors should pay attention to methods that enhance discussion by (8) creating barriers to diagnostic or treatment options; (9) promoting questions and discussion over answers; (10) using cues to assure discussion flow and knowledge exploration; and (11) omitting details or inserting informational distractors. Finally, well-crafted questions are essential during the case presentation to engage learners in higher-order thinking; and to (12) stimulate curiosity and reflection.

Supporting successful inclusive practices for learners with disabilities in high schools: a multisite, mixed method collective case study.

PubMed

Maciver, Donald; Hunter, Cathleen; Adamson, Amanda; Grayson, Zoe; Forsyth, Kirsty; McLeod, Iona

2018-07-01

The increase in the number of individuals with disabilities in general education has led to an increased interest in how to best provide support. Despite an emphasis on inclusion and participation in policy and practice, defining and describing the support provided for these learners is still an important task. This multisite, mixed method collective case study reports on 125 education and other staff from seven schools who took part in interviews and focus groups to reflect on a range of topics related to learners with disabilities in high schools. We focused on what the participants did, what they considered to be successful and what their "best" practices were. Descriptions of practices were rich, nuanced and complex. The analysis identified over 200 "strategies" which were synthesized into two meta-themes and eight subthemes. We discuss the results in the context of an ecological perspective, and the importance of focusing on the full range of influences and outcomes for young people in designing supports. We have drawn on evidence from this study as a basis for professional development activities and identified that focusing on the environment and the role of practitioners has a potential to improve the inclusion outcomes for older learners with disabilities. Implications for Rehabilitation Inclusion is influenced by the physical environment, attitudes, expectations and opportunities, in addition to a learner's skills and abilities. Schools should focus on the environment and teachers' practices, rather than on what an individual learner can or cannot do. The practices discussed in this study reflect those that a range of educators and related services personnel agree are realistic, appropriate and effective. Change may be led by the school management team; however, there are many ways in which all staff can contribute; indeed, approaches will not work effectively unless they are understood and implemented by everyone.

Learner Councils in South African Schools: Adult Involvement and Learners' Rights

ERIC Educational Resources Information Center

Hunt, Frances

2014-01-01

Each secondary school in South Africa is legally obliged to establish a representative council of learners, a democratically elected, learner-only council. This article looks at how the representative councils of learners are realised in practice in four secondary schools. Three research questions focus on the practice of representative councils…

A Problem in Online Interpersonal Skills Training: Do Learners Practice Skills?

ERIC Educational Resources Information Center

Doo, Min Young

2006-01-01

One problem found when teaching interpersonal skills online is learners' lack of opportunity for skill practice. The online learning environment is deficient in face-to-face interaction, and opportunities for self-regulation make it difficult to ensure learners practice skills despite the positive effects of such practice on skill improvement. The…

Assessing Implementation of Learner-Centered Teaching While Providing Faculty Development

ERIC Educational Resources Information Center

Blumberg, Phyllis

2016-01-01

This article describes a study of 58 faculty members using a practical method for assessing the prevalence of learner-centered practices through individual interviews and rating their described practices with published rubrics. Analysis of the interviews found that the same faculty member might use more learner-centered practices in one course and…

Making the Most of Five Minutes: The Clinical Teaching Moment.

PubMed

Smith, Jo R; Lane, India F

2015-01-01

Clinical educators face the challenge of simultaneously caring for patients and teaching learners, often with an unpredictable caseload and learners of varied abilities. They also often have little control over the organization of their time. Effective clinical teaching must encourage student participation, problem solving, integration of basic and clinical knowledge, and deliberate practice. Close supervision and timely feedback are also essential. Just as one develops an effective lecture through training and practice, clinical teaching effectiveness may also be improved by using specific skills to teach in small increments. The purpose of this paper is to identify potential teachable moments and to describe efficient instructional methods to use in the clinical setting under time constraints. These techniques include asking better questions, performing focused observations, thinking aloud, and modeling reflection. Different frameworks for teaching encounters during case presentations can be selected according to learner ability and available time. These methods include modeling and deconstructing the concrete experience; guiding the thinking and reflecting process; and providing the setting and opportunity for active practice. Use of these educational strategies encourages the learner to acquire knowledge, clinical reasoning, and technical skills, and also values, attitudes, and professional judgment.

Giving feedback in medical teaching: a case of lung function laboratory/spirometry.

PubMed

Meo, Sultan Ayoub

2013-01-01

Feedback in medical teaching is an important part of medical education, it encourages and enhances the learners' knowledge, skills and professional performance at various stages of their schooling. A constructive feedback enhances the awareness of strength and areas for improvement. An adequate, meaningful and fruitful feedback needs motivation, emphasis, objectivity, expertise, and active participation in the session. Before giving feedback, the instructor should be well prepared and must have practice on the task. The instructor should utilize all means such as good oral presentation, eye contact, visual cues, utilize body language to actively involve the learners in a session, all these activities enhance the knowledge, skill and attitude of the learners. The aim of this commentary is to highlight the basic issues in giving an appropriate feedback in medical teaching with special emphasis on a lung function laboratory / Spirometry.

Supporting near-peer teaching in general practice: a national survey.

PubMed

van de Mortel, Thea F; Silberberg, Peter L; Ahern, Christine M; Pit, Sabrina W

2016-05-12

Training bodies see teaching by junior doctors and vocational trainees in general practice (family medicine) as integral to a doctor's role. While there is a body of literature on teacher training programs, and on peer and near-peer teaching in hospitals and universities, there has been little examination of near-peer teaching in general practice. Near-peer teaching is teaching to those close to oneself but not at the same level in the training continuum. This study investigated the perceptions of key stakeholders on near-peer teaching in general practice, their current near-peer teaching activities, and methods of recruitment and support. A national anonymous online survey was used to obtain data on Australian stakeholders' perceptions of, and processes related to, near-peer teaching in general practice. Recruitment occurred via electronic invitations sent by training providers and stakeholder associations. Separate questionnaires, which were validated via several cycles of review and piloting, were developed for supervisors and learners. The survey included both fixed response and open response questions. Responses (n = 1,122) were obtained from 269 general practitioner supervisors, 221 general practice registrars, 319 prevocational trainees, and 313 medical students. All stakeholder groups agreed that registrars should teach learners in general practice, and 72% of registrars, 68% of prevocational trainees, and 33% of medical students reported having done some teaching in this setting. Three-quarters of supervisors allowed learners to teach. Having another learner observe their consultations was the most common form of teaching for registrars and prevocational trainees. Eight percent of registrars received some remuneration for teaching. The approach used to determine teaching readiness and quality varied greatly between supervisors. Near-peer teaching was supported by the majority of stakeholders, but is underutilised and has poor structural support. Guidelines may be required to help supervisors better support learners in this role and manage quality issues related to teaching.

The learner’s perspective in GP teaching practices with multi-level learners: a qualitative study

PubMed Central

2014-01-01

Background Medical students, junior hospital doctors on rotation and general practice (GP) registrars are undertaking their training in clinical general practices in increasing numbers in Australia. Some practices have four levels of learner. This study aimed to explore how multi-level teaching (also called vertical integration of GP education and training) is occurring in clinical general practice and the impact of such teaching on the learner. Methods A qualitative research methodology was used with face-to-face, semi-structured interviews of medical students, junior hospital doctors, GP registrars and GP teachers in eight training practices in the region that taught all levels of learners. Interviews were audio-recorded and transcribed. Qualitative analysis was conducted using thematic analysis techniques aided by the use of the software package N-Vivo 9. Primary themes were identified and categorised by the co-investigators. Results 52 interviews were completed and analysed. Themes were identified relating to both the practice learning environment and teaching methods used. A practice environment where there is a strong teaching culture, enjoyment of learning, and flexible learning methods, as well as learning spaces and organised teaching arrangements, all contribute to positive learning from a learners’ perspective. Learners identified a number of innovative teaching methods and viewed them as positive. These included multi-level learner group tutorials in the practice, being taught by a team of teachers, including GP registrars and other health professionals, and access to a supernumerary GP supervisor (also termed “GP consultant teacher”). Other teaching methods that were viewed positively were parallel consulting, informal learning and rural hospital context integrated learning. Conclusions Vertical integration of GP education and training generally impacted positively on all levels of learner. This research has provided further evidence about the learning culture, structures and teaching processes that have a positive impact on learners in the clinical general practice setting where there are multiple levels of learners. It has also identified some innovative teaching methods that will need further examination. The findings reinforce the importance of the environment for learning and learner centred approaches and will be important for training organisations developing vertically integrated practices and in their training of GP teachers. PMID:24645670

Learner Affect in Computerised L2 Oral Grammar Practice with Corrective Feedback

ERIC Educational Resources Information Center

Bodnar, Stephen; Cucchiarini, Catia; Penning de Vries, Bart; Strik, Helmer; van Hout, Roeland

2017-01-01

Although corrective feedback (CF) has received much interest in the second language acquisition literature, relatively little research has investigated the relationship between CF and learner affect in concrete practice situations. The present study investigates learners' affective states and practice behaviour in a novel context: oral grammar…

Teaching without Telling: Contemporary Pedagogical Theory Put into Practice

ERIC Educational Resources Information Center

Feden, P.

2012-01-01

Despite years of research on effective teaching suggesting that learners must engage actively in the process and that teachers should vary their instructional strategies, direct instruction using lecture continues to dominate in America's college classrooms. The author reviews selected studies focusing on effective instructional practices and…

A Qualitative Phenomenological Study of Students' Perceptions of Classroom Practices and the Affect on Engagement

ERIC Educational Resources Information Center

Baum-Leaman, Rebekah

2013-01-01

Although teachers continue to implement an array of best practices, learners identified as unsuccessful according to criteria may lack engagement to succeed in the current curriculum activities. Even as teachers continue to apply best practices in the classroom, data does not support continued improvement of student engagement and achievement of…

The Relationships between Teachers' Instructional Practices and Their Learners' Level of Geometrical Thinking

ERIC Educational Resources Information Center

Bleeker, Cheryl; Stols, Gerrit; Van Putten, Sonja

2013-01-01

This case study describes and investigates the instructional practices of Grades 1 to 5 teachers and the levels of geometry thinking of the learners, according to the Van Hiele model, with a view to determining whether there is a match between the instructional practice and the learners' level of thinking. The instructional practices of the…

Using UAVs to Conduct Student-led Research Projects

NASA Astrophysics Data System (ADS)

Olds, S. E.; Lewis, P. M., Jr.

2016-12-01

Recreational drones can inspire students to initiate research projects. These "toys" have a low cost (<$100), low weight (< 250 g, so do not require FAA registration), and an ability to carry small instrument packages, making them an ideal platform for conducting innovative investigations. This session describes an initiative by the Federation of Earth Science Information Partners (ESIP) Education Committee to compile and distribute a free e-book that will encourage learners to use drones for science investigations. Our goal is to inspire learners to use UAVs to carry scientific instruments and/or capture imagery to conduct local-scale investigations. Experiments such as discovering their vehicle's maximum payload help learners understand what sensors they can use (or build) to conduct research. The e-book will encourage learners to practice UAV civility and safety through a pre-flight checklist and flying guidelines, and to consider science objectives and flight team roles in performing investigations. Activities also advocate for robust data and metadata-collection practices. Suggested activities encompass repeat photography investigations as well as engineering design skills such as designing a camera mount to obtain nadir or oblique imagery. Learners can also move to more sophisticated research using photogrammetric skills such as taking overlapping photographs to create 3D structure from motion (SfM) models. To encourage the use of onboard sensors, the team worked with an engineer to build a 33-gram prototype environmental logger called SABEL (Shelley [Olds] and Bob [Ellis]'s Environmental Logger). Assembled on an Arduino board, SABEL collects temperature, humidity, and GPS position. This presentation will provide examples of student-led investigations, instructions for building the SABEL sensor package, and the status of the new e-book compilation of student-focused activities using recreational drones to pursue science, math, engineering, and technology research investigations.

Learner-Controlled Practice Difficulty in the Training of a Complex Task: Cognitive and Motivational Mechanisms

ERIC Educational Resources Information Center

Hughes, Michael G.; Day, Eric Anthony; Wang, Xiaoqian; Schuelke, Matthew J.; Arsenault, Matthew L.; Harkrider, Lauren N.; Cooper, Olivia D.

2013-01-01

An inherent aspect of learner-controlled instructional environments is the ability of learners to affect the degree of difficulty faced during training. However, research has yet to examine how learner-controlled practice difficulty affects learning. Based on the notion of "desirable difficulties" (Bjork, 1994), this study examined the…

Stakeholders' views of shared learning models in general practice: a national survey.

PubMed

van de Mortel, Thea; Silberberg, Peter; Ahern, Christine; Pit, Sabrina

2014-09-01

The number of learners requiring general practice placements creates supervisory capacity constraints. This research examined how a shared learning model may affect training capacity. The number of learners requiring general practice placements creates supervisory capacity constraints. This research examined how a shared learning model may affect training capacity. A total of 1122 surveys were completed: 75% of learners had participated in shared learning; 25% of multi-level learner practices were not using shared learning. Learners were positive about shared learning (4.3-4.4/5), considering it an effective way to learn that created training capacity (4.1-4.2/5). 79-88% of learners preferred a mixture of one-to-one teaching and shared learning. Supervisors thought shared learning was more cost- and time-efficient, and created training capacity (4.3-4.4/5). Shared learning models have the potential to increase GP training capacity. Many practices are not utilising shared learning, representing capacity loss. Regional training providers should emphasise positive aspects of shared learning to facilitate uptake.

Learner Resistance to English-Medium Instruction Practices: A Qualitative Case Study

ERIC Educational Resources Information Center

Huang, Yi-Ping

2018-01-01

The internationalization of higher education has resulted in the growth of English-medium instruction (EMI) practices and research. The existing EMI research has documented learners' favorable attitudes toward EMI but not necessarily its practices. Learners' dissatisfaction has not been viewed as a form of resistance. Through the notion of learner…

Foreign Language Textbook Activities: Keeping Pace with Second Language Acquisition Research.

ERIC Educational Resources Information Center

Aski, Janice M.

2003-01-01

Recent research in second language acquisition found that learners reached higher levels of achievement when grammar practice included the processing and negotiation of meaning. Explored the degree to which certain textbook activities reflected earlier findings. Activities for two grammar points from Italian texts still rely heavily on…

Using Debate in EFL Classes

ERIC Educational Resources Information Center

Alasmari, Ali; Ahmed, Sayed Salahuddin

2013-01-01

The countries that use English as a foreign language need effective activities which propel students to practice skills of the language properly inside as well as outside classrooms. Debating is a practice that inspires learners to open their mouth, get into discussion, defend their own positions, place counter arguments and also conduct research…

Learner-controlled practice difficulty in the training of a complex task: cognitive and motivational mechanisms.

PubMed

Hughes, Michael G; Day, Eric Anthony; Wang, Xiaoqian; Schuelke, Matthew J; Arsenault, Matthew L; Harkrider, Lauren N; Cooper, Olivia D

2013-01-01

An inherent aspect of learner-controlled instructional environments is the ability of learners to affect the degree of difficulty faced during training. However, research has yet to examine how learner-controlled practice difficulty affects learning. Based on the notion of desirable difficulties (Bjork, 1994), this study examined the cognitive and motivational antecedents and outcomes of learner-controlled practice difficulty in relation to learning a complex task. Using a complex videogame involving both strong cognitive and psychomotor demands, 112 young adult males were given control over their practice difficulty, which was reflected in the complexity of the training task. Results show that general mental ability, prior experience, pre-training self-efficacy, and error encouragement were positively related to learner-controlled practice difficulty. In turn, practice difficulty was directly related to task knowledge and post-training performance, and it was related to adaptive performance through the mediating influences of task knowledge and post-training performance. In general, this study supports the notion that training difficulty operationalized in terms of task complexity is positively related to both knowledge and performance outcomes. Results are discussed with respect to the need for more research examining how task complexity and other forms of difficulty could be leveraged to advance learner-controlled instructional practices. PsycINFO Database Record (c) 2013 APA, all rights reserved.

EFL Learners' Perceptions, Practices and Achievement with the Online Learning Program "Tell Me More"

ERIC Educational Resources Information Center

Gyamfi, George; Sukseemuang, Panida

2017-01-01

The study examined EFL learners' perceptions, practices and achievement with the online language-learning program "Tell Me More" (TMM). A questionnaire and semistructured focus group interview were used for data collection. A sample of 340 EFL learners were surveyed for their perceptions and practices; of them, 10 were further selected…

Learner-centred teaching in a non-learner-centred world: An interpretive phenomenological study of the lived experience of clinical nursing faculty.

PubMed

Oyelana, Olabisi; Martin, Donna; Scanlan, Judith; Temple, Beverley

2018-08-01

With the growing complexities in the contemporary health care system, there is a challenge of preparing nurses for the practice demands. To this end, learner-centred teaching has emerged in many nursing curricula in Canada and evidence indicates its effectiveness in developing the essential practice skills in nursing students. It is important to examine the experience of the clinical faculty members who implement learner-centred teaching, as doing so would provide an insight to the factors that may hinder the implementation of learner-centred teaching in the practice settings. This phenomenological study aimed to address two research questions: what does learner-centred teaching mean to clinical nurse faculty? What is the lived experience of clinical nursing faculty who incorporate learner-centred teaching? Ten clinical nurse faculty members who had at least two years of clinical teaching experience volunteered to participate in the study. Data were collected using a semi-structured interview guide and audio recorder. Additional data sources included a demographic survey and a reflective journal. Multiple sub-themes emerged from this study from which three significant themes were consolidated: diversity of meanings, facilitators of LCT, and barriers to LCT. However, an overarching theme of "learner-centred teaching in a non-learner-centred world" was coined from participants' accounts of their experiences of barriers in incorporating LCT in the practice settings. A collaborative effort between faculty and the stakeholders is paramount to a successful implementation of learner-centred teaching in practice settings. Copyright © 2018 The Authors. Published by Elsevier Ltd.. All rights reserved.

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

ERIC Educational Resources Information Center

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

2014-01-01

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

Better Policies for Dual Language Learners: Bridging Research, Policy, Implementation, and Classroom Practice

ERIC Educational Resources Information Center

Williams, Conor P.

2015-01-01

On December 11, 2014, "New America" convened a group of leading experts on dual language learners (DLLs) to launch its new Dual Language Learners National Work Group. The group aimed to address three questions: (1) What are the key best practices for dual language learner instruction, policy, and research?; (2) What are the areas of…

Understanding the Teaching and Learning of Fractions: A South African Primary School Case Study

ERIC Educational Resources Information Center

Brijlall, Deonarain; Maharaj, Aneshkumar; Molebale, Justin

2011-01-01

The authors explored the teaching and learning of fractions by reflecting on teachers and learners' views on practical work and their classroom practices. The teachers and learners were from two primary schools in a rural area in KwaZulu-Natal (South Africa). Questionnaires, in which teachers and learners expressed their views on practical work…

Research and Teaching: Instructor Use of Group Active Learning in an Introductory Biology Sequence

ERIC Educational Resources Information Center

Auerbach, Anna Jo; Schussler, Elisabeth E.

2016-01-01

Active learning (or learner-centered) pedagogies have been shown to enhance student learning in introductory biology courses. Student collaboration has also been shown to enhance student learning and may be a critical part of effective active learning practices. This study focused on documenting the use of individual active learning and group…

Math Thinkercises. A Good Apple Math Activity Book for Students. Grades 4-8.

ERIC Educational Resources Information Center

Daniel, Becky

This booklet designed for students in grades 4-8 provides 52 activities, including puzzles and problems. Activities range from simple to complex, giving learners practice in finding patterns, numeration, permutation, and problem solving. Calculators should be available, and students should be encouraged to discuss solutions with classmates,…

English-Language Learners' Reading Achievement: Dialectical Relationships between Policy and Practices in Meaning-Making Opportunities

ERIC Educational Resources Information Center

Pacheco, Mariana

2010-01-01

This case study of reading activity in third-grade bilingual classrooms at a state-sanctioned "successful" school examines the influences of the California accountability framework--Proposition 227, No Child Left Behind, and the federal Reading First program--on shifting beliefs and practices around what "counts" as reading.…

Building a Critically Reflective Practice: Relating Brookfield's Four Lenses to Inservice Teachers' Experiences

ERIC Educational Resources Information Center

Nager, Laura Helen

2017-01-01

Educators are a special group of professional practitioners. They are often characterized as self-directed, lifelong learners who routinely implement some level of reflection to improve instruction. Dewey referred to these reflective practitioners as professionals who, in an effort to continually develop their practice, actively consider multiple…

Social Studies in the Open Classroom: A Practical Guide.

ERIC Educational Resources Information Center

Berger, Evelyn; Winters, Bonnie A.

This booklet offers practical suggestions for implementing and planning social studies programs in the open classroom. Emphasis is on helping students become active and involved learners in an environment in which the concept of education is viewed as a social experience. An introductory chapter cautions the teacher to carefully consider the goals…

Supporting English Language Learners in the Science Classroom through Critical Pedagogy

ERIC Educational Resources Information Center

Alegria, Adelina

2014-01-01

This article presents an exploratory case study of a teacher's knowledge, understanding, and practice of critical pedagogy in a sheltered instruction high school biology classroom. This case study relied on the use of fieldnotes, videotape recordings, interviews, and transcripts to showcase the practices and activities taking place in the…

Engaging the Online Learner: Activities and Resources for Creative Instruction. Updated Edition

ERIC Educational Resources Information Center

Conrad, Rita-Marie; Donaldson, J. Ana

2011-01-01

This is a revision of the first title in Jossey-Bass' Online Teaching & Learning series. This series helps higher education professionals improve the practice of online teaching and learning by providing concise, practical resources focused on particular areas or issues they might confront in this new learning environment. This revision includes…

Leveraging Disciplinary Practices to Support Students' Active Participation in Formative Assessment

ERIC Educational Resources Information Center

Cowie, Bronwen; Moreland, Judy

2015-01-01

Studies of disciplinary work have converged with studies of classrooms to highlight the social and cultural nature of disciplinary knowledge and practices, and of classroom learning and assessment. For students to become discerning and autonomous/authoring learners, classroom assessment needs to ensure students experience what it means to exercise…

Multiple Voices for Ethnically Diverse Exceptional Learners, 1995.

ERIC Educational Resources Information Center

Ford, Bridgie Alexis, Ed.

1995-01-01

This first serial issue addresses topics and issues impacting educational services for culturally and linguistically diverse (CLD) learners. The issue contains three research-into-practice articles, an interview section called "In the Oral Tradition," and three teacher-generated articles which delineate learner-enhancing practices for…

Storytelling: a teaching-learning technique.

PubMed

Geanellos, R

1996-03-01

Nurses' stories, arising from the practice world, reconstruct the essence of experience as lived and provide vehicles for learning about nursing. The learning process is forwarded by combining storytelling and reflection. Reflection represents an active, purposive, contemplative and deliberative approach to learning through which learners create meaning from the learning experience. The combination of storytelling and reflection allows the creation of links between the materials at hand and prior and future learning. As a teaching-learning technique storytelling engages learners; organizes information; allows exploration of shared lived experiences without the demands, responsibilities and consequences of practice; facilitates remembering; enhances discussion, problem posing and problem solving; and aids understanding of what it is to nurse and to be a nurse.

Parental perceptions of the learner driver log book system in two Australian states.

PubMed

Bates, Lyndel; Watson, Barry; King, Mark Johann

2014-01-01

Though many jurisdictions internationally now require learner drivers to complete a specified number of hours of supervised driving practice before being able to drive unaccompanied, very few require learner drivers to complete a log book to record this practice and then present it to the licensing authority. Learner drivers in most Australian jurisdictions must complete a log book that records their practice, thereby confirming to the licensing authority that they have met the mandated hours of practice requirement. These log books facilitate the management and enforcement of minimum supervised hours of driving requirements. Parents of learner drivers in 2 Australian states, Queensland and New South Wales, completed an online survey assessing a range of factors, including their perceptions of the accuracy of their child's learner log book and the effectiveness of the log book system. The study indicates that the large majority of parents believe that their child's learner log book is accurate. However, they generally report that the log book system is only moderately effective as a system to measure the number of hours of supervised practice a learner driver has completed. The results of this study suggest the presence of a paradox, with many parents possibly believing that others are not as diligent in the use of log books as they are or that the system is too open to misuse. Given that many parents report that their child's log book is accurate, this study has important implications for the development and ongoing monitoring of hours of practice requirements in graduated driver licensing systems.

Dialogue-Based CALL: An Overview of Existing Research

ERIC Educational Resources Information Center

Bibauw, Serge; François, Thomas; Desmet, Piet

2015-01-01

Dialogue-based Computer-Assisted Language Learning (CALL) covers applications and systems allowing a learner to practice the target language in a meaning-focused conversational activity with an automated agent. We first present a common definition for dialogue-based CALL, based on three features: dialogue as the activity unit, computer as the…

Social Learning Analytics: Navigating the Changing Settings of Higher Education

ERIC Educational Resources Information Center

de Laat, Maarten; Prinsen, Fleur R.

2014-01-01

Current trends and challenges in higher education (HE) require a reorientation towards openness, technology use and active student participation. In this article we will introduce Social Learning Analytics (SLA) as instrumental in formative assessment practices, aimed at supporting and strengthening students as active learners in increasingly open…

Tous les chemins menent a Rome avec des proverbes (All Roads Lead to Rome with Proverbs).

ERIC Educational Resources Information Center

Lamy, Yves

1986-01-01

Suggests activities for teaching proverbs, an important part of the cultural education of second language learners. Activities include identifying proverbs in common discourse, creating skits and cartoons or pictures based on them, creating puzzles, inventing original proverbs, and analyzing their practical value. (MSE)

Promising Instructional Practices for English Language Learners

ERIC Educational Resources Information Center

Prince, Johanna

2018-01-01

Aim/Purpose: The purpose of this exploratory case study was to understand how teachers, working with English Language Learners (ELLs), expanded their knowledge and instructional practices as they implemented a one-to-one iPad® program. Background: English Language Learners experience linguistic, cultural, and cognitive shifts that can be…

"Education Is Not Just Teaching": Learner Thoughts on Exploratory Practice

ERIC Educational Resources Information Center

Hanks, Judith

2015-01-01

Exploratory Practice (EP) has recently been established as an innovative form of practitioner research in language education, one which includes learners alongside their teachers as co-researchers. However, to date, little attention has been given to learners' perspectives on this approach. This article focuses on the experiences of learners…

Collaborative Writing Revision Process among Learners of English as a Foreign Language (EFL) in an Online Community of Practice (CoP)

ERIC Educational Resources Information Center

Razak, Norizan Abdul; Saeed, Murad Abdu

2014-01-01

This qualitative study aimed to identify the revision strategies among learners of English as a foreign language (EFL). It also examined the focus of these strategies and learners' participation and membership in an online community of practice (CoP). As part of shared practices in this online CoP via a Facebook group, these revision writing…

How Do Detergents Work? A Qualitative Assay to Measure Amylase Activity

ERIC Educational Resources Information Center

Novo, M. Teresa; Casanoves, Marina; Garcia-Vallvé, Santi; Pujadas, Gerard; Mulero, Miquel; Valls, Cristina

2016-01-01

We present a practical activity focusing on two main goals: to give learners the opportunity to experience how the scientific method works and to increase their knowledge about enzymes in everyday situations. The exercise consists of determining the amylase activity of commercial detergents. The methodology is based on a qualitative assay using a…

Information-seeking strategies and science content understandings of sixth-grade students using on-line learning environments

NASA Astrophysics Data System (ADS)

Hoffman, Joseph Loris

1999-11-01

This study examined the information-seeking strategies and science content understandings learners developed as a result of using on-line resources in the University of Michigan Digital Library and on the World Wide Web. Eight pairs of sixth grade students from two teachers' classrooms were observed during inquiries for astronomy, ecology, geology, and weather, and a final transfer task assessed learners' capabilities at the end of the school year. Data included video recordings of students' screen activity and conversations, journals and completed activity sheets, final artifacts, and semi-structured interviews. Learners' information-seeking strategies included activities related to asking, planning, tool usage, searching, assessing, synthesizing, writing, and creating. Analysis of data found a majority of learners posed meaningful, openended questions, used technological tools appropriately, developed pertinent search topics, were thoughtful in queries to the digital library, browsed sites purposefully to locate information, and constructed artifacts with novel formats. Students faced challenges when planning activities, assessing resources, and synthesizing information. Possible explanations were posed linking pedagogical practices with learners' growth and use of inquiry strategies. Data from classroom-lab video and teacher interviews showed varying degrees of student scaffolding: development and critique of initial questions, utilization of search tools, use of journals for reflection on activities, and requirements for final artifacts. Science content understandings included recalling information, offering explanations, articulating relationships, and extending explanations. A majority of learners constructed partial understandings limited to information recall and simple explanations, and these occasionally contained inaccurate conceptualizations. Web site design features had some influence on the construction of learners' content understandings. Analysis of data suggests sites with high quality general design, navigation, and content helped to foster the construction of broad and accurate understandings, while context and interactivity had less impact. However, student engagement with inquiry strategies had a greater impact on the construction of understandings. Gaining accurate and in-depth understandings from on-line resources is a complex process for young learners. Teachers can support students by helping them engage in all phases of the information-seeking process, locate useful information with prescreened resources, build background understanding with off-line instruction, and process new information deeply through extending writing and conversation.

Practical Strategies for Supporting Learners with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Shelton, Tricia; Jalongo, Mary Renck

2016-01-01

Showcase the diverse capabilities of students with ASD, and pervasive developmental disorders. Descriptive examples and interactive activities guide teachers to understand how these disorders affect student progress and how educators can tap into student potential.

Engagement with the TeenDrivingPlan and diversity of teens' supervised practice driving: lessons for internet-based learner driver interventions.

PubMed

Winston, Flaura K; Mirman, Jessica H; Curry, Allison E; Pfeiffer, Melissa R; Elliott, Michael R; Durbin, Dennis R

2015-02-01

Inexperienced, less-skilled driving characterises many newly licensed drivers and contributes to high crash rates. A randomised trial of TeenDrivingPlan (TDP), a new learner driver phase internet-based intervention, demonstrated effectiveness in improving safety relevant, on-road driving behaviour, primarily through greater driving practice diversity. To inform future learner driver interventions, this analysis examined TDP use and its association with practice diversity. Posthoc analysis of data from teen/parent dyads (n=107), enrolled early in learner phase and assigned to treatment arm in randomised trial. Inserted software beacons captured TDP use data. Electronic surveys completed by parents and teens assessed diversity of practice driving and TDP usability ratings at 24 weeks (end of study period). Most families (84%) used TDP early in the learner period; however, the number of TDP sessions in the first week was three times higher among dyads who achieved greater practice diversity than those with less. By week five many families still engaged with TDP, but differences in TDP use could not be detected between families with high versus low practice diversity. Usability was not a major issue for this sample based on largely positive user ratings. An engaging internet-based intervention, such as TDP, can support families in achieving high practice diversity. Future learner driver interventions should provide important information early in the learner period when engagement is greatest, encourage continued learning as part of logging practice drives, and incorporate monitoring software for further personalisation to meet family needs. NCT01498575. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

External Control of Knowledge of Results: Learner Involvement Enhances Motor Skill Transfer.

PubMed

Figueiredo, L S; Ugrinowitsch, H; Freire, A B; Shea, J B; Benda, R N

2018-04-01

Providing the learner control over aspects of practice has improved the process of motor skill acquisition, and self-controlled knowledge of results (KR) schedules have shown specific advantages over externally controlled ones. A possible explanation is that self-controlled KR schedules lead learners to more active task involvement, permitting deeper information processing. This study tested this explanatory hypothesis. Thirty undergraduate volunteers of both sexes, aged 18 to 35, all novices in the task, practiced transporting a tennis ball in a specified sequence within a time goal. We compared a high-involvement group (involvement yoked, IY), notified in advance about upcoming KR trials, to self-controlled KR (SC) and yoked KR (YK) groups. The experiment consisted of three phases: acquisition, retention, and transfer. We found both IY and SC groups to be superior to YK for transfer of learning. Postexperiment participant questionnaires confirmed a preference for receiving KR after learner-perceived good trials, even though performance on those trials did not differ from performance on trials without KR. Equivalent IY and SC performances provide support for the benefits of task involvement and deeper information processing when KR is self-controlled in motor skill acquisition.

Learner : preceptor ratios for practice-based learning across health disciplines: a systematic review.

PubMed

Loewen, Peter; Legal, Michael; Gamble, Allison; Shah, Kieran; Tkachuk, Stacey; Zed, Peter

2017-02-01

Practice-based learning is a cornerstone of developing clinical and professional competence in health disciplines. Practice-based learning systems have many interacting components, but a key facet is the number of learners per preceptor. Different learner : preceptor ratios may have unique benefits and pose unique challenges for participants. This is the first comprehensive systematic review of the topic. Our research questions were: What are the benefits and challenges of each learner : preceptor ratio in practice-based learning from the perspectives of the learners, preceptors, patients and stakeholder organisations (i.e. the placing and health care delivery organisations)? Are any ratios superior to others with respect to these characteristics and perspectives? Qualitative systematic review of published English-language literature since literature database inception, including multiple health disciplines. Seventy-three articles were included in this review. Eight learner : preceptor ratio arrangements were identified involving nursing, physiotherapy, occupational therapy, pharmacy, dietetics, speech and language therapy, and medicine. Each arrangement offers unique benefits and challenges from the perspectives of learners, preceptors, programmes and health care delivery organisations. Patient perspectives were absent. Despite important advantages of each ratio for learners, preceptors and organisations, some of which may be profession specific, the 2 : 1 and 2+ : 2+ learner : preceptor ratios appear to be most likely to successfully balance the needs of all stakeholders. Regardless of the learner : preceptor ratio chosen for its expected benefits, our results illuminate challenges that can be anticipated and managed. Patient perspectives should be incorporated into future studies of learner : preceptor ratios. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

The influence of retrieval practice on metacognition: The contribution of analytic and non-analytic processes.

PubMed

Miller, Tyler M; Geraci, Lisa

2016-05-01

People may change their memory predictions after retrieval practice using naïve theories of memory and/or by using subjective experience - analytic and non-analytic processes respectively. The current studies disentangled contributions of each process. In one condition, learners studied paired-associates, made a memory prediction, completed a short-run of retrieval practice and made a second prediction. In another condition, judges read about a yoked learners' retrieval practice performance but did not participate in retrieval practice and therefore, could not use non-analytic processes for the second prediction. In Study 1, learners reduced their predictions following moderately difficult retrieval practice whereas judges increased their predictions. In Study 2, learners made lower adjusted predictions than judges following both easy and difficult retrieval practice. In Study 3, judge-like participants used analytic processes to report adjusted predictions. Overall, the results suggested non-analytic processes play a key role for participants to reduce their predictions after retrieval practice. Copyright © 2016 Elsevier Inc. All rights reserved.

Evaluating Continuing Nursing Education: A Qualitative Study of Intention to Change Practice and Perceived Barriers to Knowledge Translation.

PubMed

Wellings, Cynthea A; Gendek, Marilyn A; Gallagher, Silvia E

Evaluating the effectiveness of continuing nursing education does not always include behavioral change and patient health outcomes. A qualitative analysis of open-ended evaluation questions from continuing nursing education activities was conducted. The aim was to evaluate learners' intentions to change their practice resulting from their learning and their perceived barriers to implementing practice changes. Results revealed the multiple, interconnected challenges involved in translating new learning into practice.

Preparing Every Teacher to Reach English Learners: A Practical Guide for Teacher Educators

ERIC Educational Resources Information Center

Nutta, Joyce W., Ed.; Mokhtari, Kouider, Ed.; Strebel, Carine, Ed.

2012-01-01

"Preparing Every Teacher to Reach English Learners" presents a practical, flexible model for infusing English learner (EL) instruction into teacher education courses. The editors outline the key steps involved in this approach--winning faculty support, assessing needs, and developing capacity--and share strategies for avoiding pitfalls. The…

Creating a Community of Learners in a Middle School Methods Course

ERIC Educational Resources Information Center

D'Souza, Lisa Andries

2017-01-01

This examination of practice aims to share pedagogical practices, grounded in the research of teaching and learning, for building a community of learners in teacher education coursework. The pedagogical exploration supports explicit modeling of strategies to support teacher candidates in their mission to develop a community of learners in their…

Form-focused Communicative Practice via CMC: What Language Learners Say

ERIC Educational Resources Information Center

Meskill, Carla; Anthony, Natasha

2007-01-01

Computer-mediated communication (CMC) is being used widely to support and extend foreign language instruction. Language learners are practicing the target language by communicating with their instructors, peers, and native speakers at a distance. This study examines high-beginning and low-intermediate learners of Russian and their uses of, and…

Elementary Teachers' Science Knowledge and Instructional Practices: Impact of an Intervention Focused on English Language Learners

ERIC Educational Resources Information Center

Lee, Okhee; Llosa, Lorena; Jiang, Feng; Haas, Alison; O'Connor, Corey; Van Booven, Christopher D.

2016-01-01

As part of a three-year curricular and professional development intervention focused on English language learners (ELLs), this study examined the intervention's effect on teachers' science knowledge and instructional practices after one year of implementation. The P-SELL (Promoting Science Among English Language Learners) intervention comprised…

Converging Recommendations for Culturally Responsive Literacy Practices: Students with Learning Disabilities, English Language Learners, and Socioculturally Diverse Learners

ERIC Educational Resources Information Center

Piazza, Susan V.; Rao, Shaila; Protacio, Maria Selena

2015-01-01

This study examines culturally responsive pedagogy across the fields of special education, multicultural literacy education, and teaching English language learners. A systematic review of recommendations identified culturally responsive practices in five key areas: dialogue, collaboration, visual representation, explicit instruction, and inquiry.…

Examining learner-centered training with teen volunteer staff at an aquarium

NASA Astrophysics Data System (ADS)

Bautista, Raelene M.

This research project examined the effects of a training program that focused on helping youth volunteers create a learner-centered interaction at an Aquarium. This study explored whether this learner centered training resulted in an increased ability to identify learner-centered engagement as well as reported changes in practice. Most research on training programs and professional development, that introduces learner-centered strategies examines adult teachers working in formal environments. This study examined youth volunteer staff in an informal science institution that participated in a weekly one-hour training for four weeks during their eight week long summer volunteer program. The data showed that some of topics introduced in the learner centered training, such as the importance of visitors' prior knowledge and the use of objects, were identified more often as good practice after the training. In addition, participants seemed to hold on to some of their original perceptions of good practices, such as providing positive reinforcement and modifying their physical posture to make the visitors feel comfortable. The investigation also revealed that conversation patterns changed in some participants' practice as a result of the training.

"In Reality, I Motivate Myself!". "Low-Skilled' Workers" Motivation: Between Individual and Societal Narratives

ERIC Educational Resources Information Center

Mariager-Anderson, Kristina; Cort, Pia; Thomsen, Rie

2016-01-01

"Education, education, education" has been a mantra in transnational and national policies since the mid-1990s: everybody has to take part in learning activities throughout their lives in order to stay employable. Hereby lifelong learning establishes a dividing practice between active and inactive lifelong learners constituting the…

Differentiating Science Instruction and Assessment for Learners with Special Needs, K-8

ERIC Educational Resources Information Center

Finson, Kevin D.; Ormsbee, Christine K.; Jensen, Mary M.

2011-01-01

Teachers are required to provide appropriate science instruction to all students, including children with special needs. However, educators are often left on their own to figure out how to effectively differentiate lessons and activities. This timely, practical guidebook shows general and special educators how to retool science activities and…

A Learner Corpus-Based Study on Verb Errors of Turkish EFL Learners

ERIC Educational Resources Information Center

Can, Cem

2017-01-01

As learner corpora have presently become readily accessible, it is practicable to examine interlanguage errors and carry out error analysis (EA) on learner-generated texts. The data available in a learner corpus enable researchers to investigate authentic learner errors and their respective frequencies in terms of types and tokens as well as…

Scaffolding student learning in clinical practice.

PubMed

Spouse, J

1998-05-01

For many years the profession has acknowledged a schism between theories taught in the classroom and the practice of clinicians. This tends to arise from beliefs that knowledge which has been generalized (formalized) can be readily transferred to informal settings (practice). Whilst apprehension of formalized knowledge is crucial to professional development, a mediator is necessary to demonstrate its relevance to practice. A variety of solutions have been offered which all have value but without effective social support fail to resolve the problem. Findings from a longitudinal study investigating the professional development of pre-registration nursing students indicate the importance of sponsorship by a member of clinical staff and participation in legitimate peripheral activities. In the absence of effective sponsorship, students found it difficult to participate in clinical activities or to learn. As a result, their professional development during placements became stunted with subsequent implications for their professional future. Questions concerned with this phenomena were explored using documentary evidence supplied by research participants, observations of their practice and focused interviews throughout their programme. Sociocultural or activity theories of human learning offer some attractive explanations. One strategy is scaffolding which takes place within sponsored nursing activities and builds on the important concept of the Zone of Proximal Development (ZPD), where speech becomes a tool to mediate learning and development. As a diagnostic tool, scaffolding enables both supervisor and learner to recognize knowledge-in-waiting and knowledge-in-use and hence learning need, thus stimulating opportunities for further learning and professional development beneficial to both learner and supervisor. It provides a means for theory and practice to become integrated.

"Intelligences That Plants Can Pass On": Play Dough, Fun and Teaching Strategies with Insights to Multiple Intelligences

ERIC Educational Resources Information Center

Laughlin, Kevin; Foley, Andi

2012-01-01

The "Intelligences That Plants Can Pass On" is an activity that involves several of Gardner's Multiple Intelligences and was designed for demonstrating the practical use of Multiple Intelligences in delivering education programs to all ages of learners. Instructions are provided for how to implement this activity, and the activity is linked to…

Learner Centered Teaching: Putting the Research on Learning into Practice

ERIC Educational Resources Information Center

Doyle, Terry

2011-01-01

This book presents the research-based case that Learner Centered Teaching (LCT) offers the best means to optimize student learning in college, and offers examples and ideas for putting it into practice, as well the underlying rationale. It also starts from the premise that many faculty are much closer to being learner centered teachers than they…

A Study of Community College Learner-Centered Teaching Styles and Students' Motivation to Learn

ERIC Educational Resources Information Center

Rossi, Cindy M.

2010-01-01

The purpose of this study was to investigate the relationship between community college business faculty members' perceptions of their use of learner-centered teaching practices and their students' perceptions of their motivation to learn. Learner-centered teaching practices have been linked to students' motivation. This study used on-line survey…

Learner Centered Classroom in Science Instruction: Providing Feedback with Technology Integration

ERIC Educational Resources Information Center

Yilmaz, Ozkan

2017-01-01

"Learner centered" term points out environments that attention to the learners brings to the educational setting. This term includes teaching practices: effort to uncover what learners think in a specific problem on hand, talking about their misconceptions and, giving them situations to readjust their ideas. In Learner centered…

Evidence-Based Special Education in the Context of Scarce Evidence-Based Practices

ERIC Educational Resources Information Center

TEACHING Exceptional Children, 2014

2014-01-01

Evidence-based practices (EBPs) are supported as generally effective for populations of learners by bodies of high-quality and experimental research and, when aligned with stakeholder values and practical needs, should be prioritized for implementation. However, evidence-based practices are not currently available for all learner types in all…

Principles and Guidelines for Equitable Mathematics Teaching Practices and Materials for English Language Learners

ERIC Educational Resources Information Center

Moschkovich, Judit

2013-01-01

In this essay, the author describes principles for equitable mathematics teaching practices for English Language Learners (ELLs) and outlines guidelines for materials to support such practices. Although research cannot provide a recipe for equitable teaching practices for ELLs, teachers, educators, and administrators can use this set of…

The Perceived Influence of School Leadership on Learner Behaviour in a Namibian Secondary School

ERIC Educational Resources Information Center

Smith, Clive; Amushigamo, Angelina

2016-01-01

Despite the deeply entrenched belief in and practice of corporal punishment to maintain learner control in schools, a secondary school in Namibia has for a number of years proven to be an exception to this practice. This is an interpretive account of the teachers' and learners' experiences and perceptions of the influence of their school…

Literacy in Social Studies: The Influence of Cognitive and Motivational Practices on the Reading Comprehension of English Learners and Non-English Learners

ERIC Educational Resources Information Center

Taboada Barber, Ana; Buehl, Michelle M.; Beck, Jori S.; Ramirez, Erin M.; Gallagher, Melissa; Richey Nuland, Leila N.; Archer, Casey J.

2018-01-01

We examined the impact of cognitive and motivation practices within a social studies literacy intervention (United States History for Engaged Reading [USHER]) on Grade 6 English learners' (ELs) and non-ELs' history reading comprehension, cognitive strategy use, reading self-efficacy, and reading engagement. We used a switching replications…

Listening Cloze Meets Info-Gap: A Hybrid Activity to Exploit Listening Materials

ERIC Educational Resources Information Center

Vargas, Juan Pablo Zúñiga

2015-01-01

In twenty-first-century language teaching, the class should be student-centered and provide learners with skills that empower them in real-life situations. In this regard, it is commonly said that practice makes perfect. It therefore makes sense for teachers to ask themselves how much their listening activities demand from students and to evaluate…

Good Thinking! Activity Cards to Reinforce Language and Reasoning Skills

ERIC Educational Resources Information Center

Barlow Thurman, Kathy

2006-01-01

This full-color, kid-pleasing collection of language-arts activities is ideal for K-2 children of all ability levels--and for English language learners too. The practical and easy-to-implement lessons also are convenient for substitute teachers, classroom assistants, and volunteers. Flexible and versatile, these unique cards can be used for guided…

Teaching Additional Languages. Educational Practices Series 6.

ERIC Educational Resources Information Center

Judd, Elliot L.; Tan, Lihua; Walberg, Herbert J.

This booklet describes key principles of and research on teaching additional languages. The 10 chapters focus on the following: (1) "Comprehensible Input" (learners need exposure to meaningful, understandable language); (2) "Language Opportunities" (classroom activities should let students use natural and meaningful language with their…

Situated Language Learning: Concept, Significance and Forms

ERIC Educational Resources Information Center

Abdallah, Mahmoud M. S.

2015-01-01

Currently, there is a shift in language learning from the "acquisition" metaphor to the "participation" metaphor. This involves viewing learners as active constructors of knowledge who can collaborate together to create meaningful language learning situations and contextualised practices. Thus, this worksheet aims at exploring…

An interview study of how clinical teachers develop skills to attend to different level learners.

PubMed

Chen, H Carrie; Fogh, Shannon; Kobashi, Brent; Teherani, Arianne; Ten Cate, Olle; O'Sullivan, Patricia

2016-06-01

One clinical teaching challenge is the engagement of learners at different levels. Faculty development offerings mostly address general strategies applicable to all learners. This study examined how clinical faculty members develop the skills to work with different level learners. We conducted semi-structured interviews with medical school faculty members identified as excellent clinical teachers teaching multiple levels of learners. They discussed how they developed their approach to teaching different level learners and how their teaching evolved over time. We performed thematic analysis of the interview transcripts using open and axial coding. We interviewed 19 faculty members and identified three themes related to development of teaching practices: teacher agency and work-based learning of teaching strategies, developmental trajectory of clinical teachers, and interplay between clinical confidence and teaching skills. Faculty members were proactive in using on-the-job experiences to develop their teaching practices. Their teaching practices followed a developmental trajectory towards learner centeredness, and this evolution was associated with the development of clinical skills and confidence. Learning skills to teach multi-level learners requires workplace learning. Faculty development should include workplace learning opportunities and use a developmental approach that accounts for the trajectory of teaching as well as clinical skills attainment.

Educating Young Children: Active Learning Practices for Preschool and Child Care Programs [and] A Study Guide to Educating Young Children: Exercises for Adult Learners. Second Edition.

ERIC Educational Resources Information Center

Hohmann, Mary; Weikart, David P.

High/Scope preschool curriculum is a model for developing high-quality early childhood programs that encourage and support children's initiatives and active learning experiences. This revised manual for early childhood practitioners and students presents essential strategies adults can use to make active learning a reality in their programs. The…

The Euroversity Good Practice Framework (EGPF) and Its Application to Minority Languages and Elder Learners

ERIC Educational Resources Information Center

Motteram, Gary; Koenraad, Ton; Outakoski, Hanna; Jauregi, Kristi; Molka-Danielsen, Judith; Schneider, Christel

2014-01-01

The Euroversity Network project (2011-2014) has built a Good Practice Framework (GPF) that functions as a heuristic for course and activity designers wishing to develop courses and other materials for use in a range of virtual worlds. This framework has been tested with a number of courses during the running of the project and the aim is that it…

Pedagogical Practices in Early Childhood Education and Care in Tanzania: Policy and Practices

ERIC Educational Resources Information Center

Mligo, Ignasia; Mitchell, Linda; Bell, Beverley

2016-01-01

The purpose of this study was to examine current pedagogical practices in early childhood education and care in Tanzania, a reflection from policy and practices to the implementation of Learner-Centred Pedagogy and to put forward possible improvements for the future. In 2005 a new pre-school education curriculum introduced a learner-centred…

Teachers' Beliefs, Perceived Practice and Actual Classroom Practice in Relation to Traditional (Teacher-Centered) and Constructivist (Learner-Centered) Teaching (Note 1)

ERIC Educational Resources Information Center

Kaymakamoglu, Sibel Ersel

2018-01-01

This study explored the EFL teachers' beliefs, perceived practice and actual classroom practice in relation to Traditional (teacher-centered) and Constructivist (learner-centered) teaching in Cyprus Turkish State Secondary Schools context. For this purpose, semi-structured interviews and structured observations were employed with purposively…

Authenticity in the Language Classroom and Beyond: Children and Adolescent Learners. TESOL Classroom Practice Series

ERIC Educational Resources Information Center

Dantas-Whitney, Maria, Ed.; Rilling, Sarah, Ed.

2010-01-01

This volume in the TESOL Classroom Practice Series presents instructional practices that are particularly successful with children and adolescent language learners. These practices take into account the unique needs and characteristics of these age groups and reflect a wide range of educational contexts, goals, and challenges from classrooms in…

EFL Instructors' Perception and Practices on Learner Autonomy in Some Turkish Universities

ERIC Educational Resources Information Center

Dogan, Gizem; Mirici, Ismail Hakki

2017-01-01

Learner autonomy has become a central ability to develop in learners for a fruitful language learning/teaching process in EFL classes. Particularly, in this world of knowledge, teaching learners how to access resources and how to use them for their learning needs has become increasingly important. Teachers' perception on learner autonomy is…

Is different better?: models of teaching and their influence on the net financial outcome for general practice teaching posts.

PubMed

Laurence, Caroline O; Black, Linda E; Cheah, Carolyn; Karnon, Jonathan

2011-07-12

In Australia, training for general practice (GP) occurs within private practices and their involvement in teaching can have significant financial costs. At the same time there are growing demands for clinical places for all disciplines and for GP there is concern that there are insufficient teaching practices to meet the demand at the medical student, prevocational and vocational training levels. One option to address this may be to change how teaching occurs in the practice. A question that arises in posing such an option is whether different models of teaching change the costs for a teaching practice. The aim of this study is to determine the net financial outcome of teaching models in private GP. Modelling the financial implications for a range of teaching options using a costing framework developed from a survey of teaching practices in South Australia. Each option was compared with the traditional model of teaching where one GP supervisor is singularly responsible for one learner. The main outcome measure was net financial outcome per week. Decisions on the model cost parameters were made by the study's Steering Group which comprised of experienced GP supervisors. Four teaching models are presented. Model 1 investigates the gains from teaching multiple same level learners, Models 2 and 3, the benefits of vertically integrated teaching using different permutations, and Model 4 the concept of a GP teacher who undertakes all the teaching. There was a significant increase in net benefits of Aus$547 per week (95% confidence intervals $459, $668) to the practice when a GP taught two same level learners (Model 1) and when a senior registrar participated in teaching a prevocational doctor (Model 3, Aus$263, 95% confidence intervals $80, $570). For Model 2, a practice could significantly reduce the loss if a registrar was involved in vertically integrated teaching which included the training of a medical student (Aus$551, 95% confidence intervals $419, $718). The GP teacher model resulted in a net remuneration of Aus$207,335 per year, sourced predominantly from the GP teacher activities, with no loss to the practice. Our study costed teaching options that can maximise the financial outcomes from teaching. The inclusion of GP registrars in the teaching model or the supervisor teaching more than one same level learner results in a greater financial benefit. This gain was achieved through a reduction in supervisor teaching time and the sharing of administrative and teaching activities with GP registrars. We also show that a GP teacher who carries a minimal patient load can be a sustainable option for a practice. Further, the costing framework used for the teaching models presented in this study has the ability to be applied to any number of teaching model permutations.

Outstanding Teachers and Learner-Centered Teaching Practices at a Private Liberal Arts Institution

ERIC Educational Resources Information Center

Verst, Amy L.

2010-01-01

Using a combined quantitative, qualitative approach, this study explores the teaching practices of outstanding faculty at a private, liberal arts institutions by posing questions that revolve around learner-centered teaching practices, characteristics of outstanding teachers, effective teaching, and pressures on the professoriate related to the…

Culturally and Linguistically Responsive Practices in Psychoeducational Reports for English Language Learners

ERIC Educational Resources Information Center

Harris, Bryn; Sullivan, Amanda L.; Oades-Sese, Geraldine V.; Sotelo-Dynega, Marlene

2015-01-01

Past researchers suggested there are a number of shortcomings in the psychoeducational evaluation process and practices used with English language learners (ELLs). In the present exploratory study, the authors descriptively examined the assessment practices used in the special education eligibility determination process for ELLs as documented in…

Gifted Learners: The Boomerang Kids of Middle School?

ERIC Educational Resources Information Center

Tomlinson, Carol Ann

1994-01-01

A variety of beliefs and practices central to middle schools may cause special difficulties for gifted learners. Such practices often focus on potentially competing goals of student competencies versus student excellence and include such practices as heterogeneous grouping, cooperative learning, and an absence of clearly defined middle school…

Supporting learner-centered technology integration through situated mentoring

NASA Astrophysics Data System (ADS)

Rosenberg, Marian Goode

Situated mentoring was used as a professional development method to help 11 high school science teachers integrate learner-centered technology. The teachers' learner-centered technology beliefs and practices as well as their perception of barriers to learner-centered technology integration were explored before and after participating in the mentoring program. In addition, the participants' thoughts about the effectiveness of various components of the mentoring program were analyzed along with the mentor's observations of their practices. Situated mentoring can be effective for supporting learner-centered technology integration, in particular decreasing the barriers teachers experience. Goal setting, collaborative planning, reflection, and onsite just-in-time support were thought to be the most valuable components of the mentoring program.

A Corpus-Based Study of Chinese EFL Learners' Employment of "Although"

ERIC Educational Resources Information Center

Chen, Jingwen

2017-01-01

"Although" is a frequently used subordinating conjunction in English. However, non-nativeness is often observed in Chinese EFL learners' "although" output during pedagogical practice. This paper aims at exploring the characteristics of Chinese EFL learners' "although" employment in Chinese EFL learners' writing. The…

Using the Virtual Gym for Practice and Drills

ERIC Educational Resources Information Center

Fiorentino, Leah Holland; Gibbone, Anne

2005-01-01

Enthusiastic elementary physical educators continually investigate effective ways to encourage students to engage in more physical activity. The most effective teachers look for interesting strategies and innovations that engage learners of all ability levels. A new innovation, the "Virtual Gym," addresses physical educators' concerns about…

Interactive, technology-enhanced self-regulated learning tools in healthcare education: a literature review.

PubMed

Petty, Julia

2013-01-01

Learning technology is increasingly being implemented for programmes of blended learning within nurse education. With a growing emphasis on self-directed study particularly in post-basic education, there is a need for learners to be guided in their learning away from practice and limited classroom time. Technology-enabled (TE) tools which engage learners actively can play a part in this. The effectiveness and value of interactive TE learning strategies within healthcare is the focus of this paper. To identify literature that explores the effectiveness of interactive, TE tools on knowledge acquisition and learner satisfaction within healthcare with a view to evaluating their use for post-basic nurse education. A Literature Review was performed focusing on papers exploring the comparative value and perceived benefit of TE tools compared to traditional modes of learning within healthcare. The Databases identified as most suitable due to their relevance to healthcare were accessed through EBSCOhost. Primary, Boolean and advanced searches on key terms were undertaken. Inclusion and exclusion criteria were applied which resulted in a final selection of 11 studies for critique. Analysis of the literature found that knowledge acquisition in most cases was enhanced and measured learner satisfaction was generally positive for interactive, self-regulated TE tools. However, TE education may not suit all learners and this is critiqued in the light of the identified limitations. Interactive self regulation and/or testing can be a valuable learning strategy that can be incorporated into self-directed programmes of study for post-registration learners. Whilst acknowledging the learning styles not suited to such tools, the concurrent use of self-directed TE tools with those learning strategies necessitating a more social presence can work together to support enhancement of knowledge required to deliver rationale for nursing practice. Copyright © 2012 Elsevier Ltd. All rights reserved.

Language Learners' and Teachers' Perceptions of Task Repetition

ERIC Educational Resources Information Center

Ahmadian, Mohammad Javad; Mansouri, Seyyed Abbas; Ghominejad, Shiva

2017-01-01

This study examined how English language learners and teachers perceive and interpret task repetition (TR), and whether teachers' and learners' views about this pedagogic practice correspond. In addition, the study explored learners' cognitive and affective engagement with TR. We asked eight experienced language teachers to use a structured…

Learner-Oriented Virtual Learning: A Booster to Primary School Learners

ERIC Educational Resources Information Center

Singaravelu, G.

2013-01-01

The present study enlightens the impact of Learner- Oriented-Virtual Learning in enriching knowledge in Environmental Education at primary level.To achieve the expected competency in Biodiversity, various approaches were adopted in the class room transaction which were not fruitful. Hence the researcher practiced the Learner-Oriented-Virtual…

Educating English Learners: What Every Classroom Teacher Needs to Know

ERIC Educational Resources Information Center

Nutta, Joyce W.; Strebel, Carine; Mokhtari, Kouider; Mihai, Florin M.; Crevecoeur-Bryant, Edwidge

2014-01-01

In "Educating English Learners," Joyce W. Nutta and her colleagues offer practical tools for helping schools and teachers successfully integrate English learners into mainstream classrooms. Drawing on the One Plus model presented in their award-winning book, "Preparing Every Teacher to Reach English Learners," the authors now…

Listening to Learners.

ERIC Educational Resources Information Center

Ravenhall, Mark

This booklet looks at the role of learner feedback in the quality improvement process. It suggests how adult and community learning (ACL) providers can adapt and improve their practice to meet the needs of learners in the changed policy context. Chapter 1 explores why providers should listen to learners and finds that listening to learners…

Learning Processes and Learning Outcomes

DTIC Science & Technology

1992-06-01

establish and maintain activation levels) may process information faster because the relevant traces in long - term memory are already activated...drill and practice, and discovery. Finally, implications for the design of computerized instructional environments are indicated. 14. SUBJECT TERMS lI...outcome. This impact may be direct, or may interact with characteristics of the learner to effect learning outcome. INITIAL STATES Conative and cognitive

Strategies for integrating computer-based activities into your educational environment: a practical guide.

PubMed Central

Miller, J G; Wolf, F M

1996-01-01

Strategies for implementing instructional technology are based on recent experiences at the University of Michigan Medical Center. The issues covered include 1) addressing facilities, hardware, and staffing needs, 2) determining learners' skill requirements and appropriate training activities, and 3) selecting and customizing educational software. Many examples are provided, and nine key points for success are emphasized. PMID:8653447

Movie-Generated EFL Writing: Discovering the Act of Writing through Visual Literacy Practices

ERIC Educational Resources Information Center

Hekmati, Nargess; Ghahremani Ghajar, Sue-san; Navidinia, Hossein

2018-01-01

The present article explores the idea of using movies in EFL classrooms to develop students' writing skill. In this qualitative study, 15 EFL learners were engaged in different writing activities in a contextualized form of movies, meaning that the films acted as text-books, and activities were designed based on the contexts of the films. Taking…

Establishing a Framework on OER Practices for ICT Competence of Disabled Citizens

ERIC Educational Resources Information Center

Altinay, Zehra; Ossiannilsson, Ebba; Kalaç, Mustafa Ozhan; Basari, Gülsün; Aktepebasi, Ali; Altinay, Fahriye

2016-01-01

The research encapsulates the framework on potential contributions of OER practices for supporting the ICT competence for disabled adult learners in building equal opportunities within the society. The study underlined the developing OER policy and framework to focus on digital citizenship competency for disabled adult learners. OER practices can…

Teacher Education, Leadership, and Disciplinary Practices: Exploring Ethic, Power, and Privilege in the Education of Exceptional African American Learners.

ERIC Educational Resources Information Center

Patton, James M.; Townsend, Brenda L.

2001-01-01

This introductory article discusses the extent to which teacher education, leadership development, school arrangements, and disciplinary practices affect African American learners with disabilities. It urges educators to engage in critical self-reflection to examine their ethical and sociopolitical philosophy and practices that privilege some…

Iranian EFL Teachers' Practices and Learner Autonomy: Do Gender, Educational Degree, and Experience Matter?

ERIC Educational Resources Information Center

Nasri, Najmeh; Vahid Dastjerdy, Hossein; Eslami Rasekh, Abbass; Amirian, Zahra

2017-01-01

Owing to the importance of learner autonomy (LA) and considering the prominent role of teachers in this respect, the present study investigated: (1) Iranian English as a foreign language teachers' practices for promoting high school students' autonomy, (2) possible differences among teachers' practices with different educational degrees, levels of…

Preschool Teachers' Language and Literacy Practices with Dual Language Learners

ERIC Educational Resources Information Center

Sawyer, Brook E.; Hammer, Carol Scheffner; Cycyk, Lauren M.; Lopez, Lisa; Blair, Clancy; Sandilos, Lia; Komaroff, Eugene

2016-01-01

The purposes of this study were to (a) examine the degree to which teachers used linguistically responsive practices to support the language and literacy development of Spanish-speaking Dual Language Learners (DLL) and (b) to investigate the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool…

Preschool Teachers' Language and Literacy Practices with Dual Language Learners

ERIC Educational Resources Information Center

Sawyer, Brook E.; Hammer, Carol Scheffner; Cycyk, Lauren M.; López, Lisa; Blair, Clancy; Sandilos, Lia; Komaroff, Eugene

2016-01-01

The purposes of this study were to (a) examine the degree to which teachers used linguistically responsive practices to support the language and literacy development of Spanish-speaking Dual Language Learners (DLL) and (b) to investigate the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool…

"It's in My Veins": Identity and Disciplinary Practice in Students' Discussions of a Historical Issue

ERIC Educational Resources Information Center

Goldberg, Tsafrir

2013-01-01

Learners' identity is considered a resource, but is also assumed to conflict with impartial history learning practices. This empirical study explores the relationship between learners' social identity and their historical practices and understanding. Sixty-four Jewish-Israeli 12th-grade students of Mizrahi and Ashkenazi ethnicities studied a…

Competency based teaching of college physics: The philosophy and the practice

NASA Astrophysics Data System (ADS)

Rajapaksha, Ajith; Hirsch, Andrew S.

2017-12-01

The practice of learning physics contributes to the development of many transdisciplinary skills learners are able to exercise independent of the physics discipline. However, the standard practices of physics instruction do not explicitly include the monitoring or evaluation of these skills. In a competency-based (CB) learning model, the skills (competencies) are clearly defined and evaluated. We envisioned that a CB approach, where the underlying competencies are highlighted within the instructional process, would be more suitable to teaching physics to learners with diversified disciplinary interests. A model CB course curriculum was developed and practiced at Purdue University to teach introductory college physics to learners who were majoring in the technology disciplines. The experiment took place from the spring semester in 2015 until the spring semester in 2017. The practice provided a means to monitor and evaluate a set of developmental transdisciplinary competencies that underlie the learning of force and motion concepts in classical physics. Additionally, the CB practice contributed to produce substantial physics learning outcomes among learners who were underprepared to learn physics in college.

Enhancing speech learning by combining task practice with periods of stimulus exposure without practice

PubMed Central

Wright, Beverly A.; Baese-Berk, Melissa M.; Marrone, Nicole; Bradlow, Ann R.

2015-01-01

Language acquisition typically involves periods when the learner speaks and listens to the new language, and others when the learner is exposed to the language without consciously speaking or listening to it. Adaptation to variants of a native language occurs under similar conditions. Here, speech learning by adults was assessed following a training regimen that mimicked this common situation of language immersion without continuous active language processing. Experiment 1 focused on the acquisition of a novel phonetic category along the voice-onset-time continuum, while Experiment 2 focused on adaptation to foreign-accented speech. The critical training regimens of each experiment involved alternation between periods of practice with the task of phonetic classification (Experiment 1) or sentence recognition (Experiment 2) and periods of stimulus exposure without practice. These practice and exposure periods yielded little to no improvement separately, but alternation between them generated as much or more improvement as did practicing during every period. Practice appears to serve as a catalyst that enables stimulus exposures encountered both during and outside of the practice periods to contribute to quite distinct cases of speech learning. It follows that practice-plus-exposure combinations may tap a general learning mechanism that facilitates language acquisition and speech processing. PMID:26328708

Active Learning in the Digital Age Classroom.

ERIC Educational Resources Information Center

Heide, Ann; Henderson, Dale

This book examines the theoretical and practical issues surrounding today's technology-integrated classroom. The chapters cover the following topics: (1) reasons to integrate technology into the classroom, including the changing world, enriched learning and increased productivity, the learner, the workplace, past experience, and future trends; (2)…

Authentic Game-Based Learning and Teachers' Dilemmas in Reconstructing Professional Practice

ERIC Educational Resources Information Center

Chee, Yam San; Mehrotra, Swati; Ong, Jing Chuan

2015-01-01

Teachers who attempt pedagogical innovation with authentic digital games face significant challenges because such games instantiate open systems of learner activity, inviting enquiry learning rather than knowledge acquisition. However, school environments are normatively sanctioned cultural spaces where direct instruction and high-stakes tests are…

Actively Engaging Middle Level Students with Photo Journals

ERIC Educational Resources Information Center

Shankar-Brown, Rajni

2011-01-01

The author describes the implementation of a photo journal project and explains how it positively impacted diverse young adolescents, specifically three reluctant learners. In addition to increasing motivation and engagement in learning, the photo journal project built community in the classroom. This article shares practical ideas for…

Speaking out on Behalf of the Voiceless Learners: Written Corrective Feedback for English Language Learners in Iran

ERIC Educational Resources Information Center

Nemati, Majid; Alavi, Sayyed Mohammad; Mohebbi, Hassan; Masjedlou, Ali Panahi

2017-01-01

To date, L2 researchers have studied the effect of feedback on improving L2 learners' writing from different perspectives. However, there are a lot of aspects which are not comprehensively researched yet, such as L2 learners' and teachers' perceptions and practices about feedback. To close the gap, this study investigates language learners'…

Identifying educator behaviours for high quality verbal feedback in health professions education: literature review and expert refinement.

PubMed

Johnson, Christina E; Keating, Jennifer L; Boud, David J; Dalton, Megan; Kiegaldie, Debra; Hay, Margaret; McGrath, Barry; McKenzie, Wendy A; Nair, Kichu Balakrishnan R; Nestel, Debra; Palermo, Claire; Molloy, Elizabeth K

2016-03-22

Health professions education is characterised by work-based learning and relies on effective verbal feedback. However the literature reports problems in feedback practice, including lack of both learner engagement and explicit strategies for improving performance. It is not clear what constitutes high quality, learner-centred feedback or how educators can promote it. We hoped to enhance feedback in clinical practice by distinguishing the elements of an educator's role in feedback considered to influence learner outcomes, then develop descriptions of observable educator behaviours that exemplify them. An extensive literature review was conducted to identify i) information substantiating specific components of an educator's role in feedback asserted to have an important influence on learner outcomes and ii) verbal feedback instruments in health professions education, that may describe important educator activities in effective feedback. This information was used to construct a list of elements thought to be important in effective feedback. Based on these elements, descriptions of observable educator behaviours that represent effective feedback were developed and refined during three rounds of a Delphi process and a face-to-face meeting with experts across the health professions and education. The review identified more than 170 relevant articles (involving health professions, education, psychology and business literature) and ten verbal feedback instruments in health professions education (plus modified versions). Eighteen distinct elements of an educator's role in effective feedback were delineated. Twenty five descriptions of educator behaviours that align with the elements were ratified by the expert panel. This research clarifies the distinct elements of an educator's role in feedback considered to enhance learner outcomes. The corresponding set of observable educator behaviours aim to describe how an educator could engage, motivate and enable a learner to improve. This creates the foundation for developing a method to systematically evaluate the impact of verbal feedback on learner performance.

Self-help memory training for healthy older adults in a residential care center: specific and transfer effects on performance and beliefs.

PubMed

Cavallini, Elena; Bottiroli, Sara; Capotosto, Emanuela; De Beni, Rossana; Pavan, Giorgio; Vecchi, Tomaso; Borella, Erika

2015-08-01

Cognitive flexibility has repeatedly been shown to improve after training programs in community-dwelling older adults, but few studies have focused on healthy older adults living in other settings. This study investigated the efficacy of self-help training for healthy older adults in a residential care center on memory tasks they practiced (associative and object list learning tasks) and any transfer to other tasks (grocery lists, face-name learning, figure-word pairing, word lists, and text learning). Transfer effects on everyday life (using a problem-solving task) and on participants' beliefs regarding their memory (efficacy and control) were also examined. With the aid of a manual, the training adopted a learner-oriented approach that directly encouraged learners to generalize strategic behavior to new tasks. The maintenance of any training benefits was assessed after 6 months. The study involved 34 residential care center residents (aged 70-99 years old) with no cognitive impairments who were randomly assigned to two programs: the experimental group followed the self-help training program, whereas the active control group was involved in general cognitive stimulation activities. Training benefits emerged in the trained group for the tasks that were practiced. Transfer effects were found in memory and everyday problem-solving tasks and on memory beliefs. The effects of training were generally maintained in both practiced and unpracticed memory tasks. These results demonstrate that learner-oriented self-help training enhances memory performance and memory beliefs, in the short term at least, even in residential care center residents. Copyright © 2014 John Wiley & Sons, Ltd.

Clinical teaching and support for learners in the practice environment.

PubMed

McBrien, Barry

The purpose of planned clinical experience for students of nursing is primarily to provide students with the opportunity to develop their clinical skills, integrate theory and practice, and assist with their socialization into nursing. Nursing, in the main, is a practice-based profession. To this extent, it is essential that nurse education continues to have a strong practical element despite its full integration into higher education institutions (Department of Health, 1999). However, providing adequate support and supervision for learners is challenging. Undoubtedly, exacerbated by increasing numbers of learners, staff shortages and mentors training deficits. This article aims to critically analyse several strategies, which can be used to promote clinical learning.

Secondary Mathematics Teachers' Beliefs, Attitudes, Knowledge Base, and Practices in Meeting the Needs of English Language Learners

ERIC Educational Resources Information Center

Gann, Linda

2013-01-01

The research centered on secondary mathematics teachers' beliefs, attitudes, knowledge base, and practices in meeting the academic and language needs of English language learners. Using socio-cultural theory and social practice theory to frame the study, the research design employed a mixed methods approach incorporating self-reported surveys,…

Learner Behaviour in a MOOC Practice-Oriented Course: In Empirical Study Integrating TAM and TPB

ERIC Educational Resources Information Center

Yang, Hsi-Hsun; Su, Chung-Ho

2017-01-01

Few practice-oriented courses are currently integrated into online learning platforms, such as OpenCourseWare, Khan Academy, and Massive Open Online Courses (MOOCs). It is worthwhile to explore how learners respond to information technology and new teaching methods when practice-oriented course are placed online. Therefore, this study probes…

Heritage Language Learners in Mixed Spanish Classes: Subtractive Practices and Perceptions of High School Spanish Teachers

ERIC Educational Resources Information Center

Randolph, Linwood J., Jr.

2017-01-01

This qualitative study investigated the language ideologies and instructional practices of an entire Spanish language faculty at a high school in a new gateway state for immigration. The study examined additive and subtractive practices of teachers as they strived to teach Spanish to heritage language learners (HLLs) enrolled in mixed…

Lifelong learning in the 21st century and beyond.

PubMed

Collins, Jannette

2009-01-01

Lifelong learning is now recognized by educators, governing bodies, accreditation organizations, certification boards, employers, third-party payers, and the general public as one of the most important competencies that people must possess. Promoting lifelong learning as continuous, collaborative, self-directed, active, broad in domain, everlasting, positive and fulfilling, and applicable to one's profession as well as all aspects of one's life has emerged as a major global educational challenge. Meeting this challenge will require changes in the way teachers teach and learners learn, as teachers take on a more facilitative role and learners take more responsibility for setting goals, identifying resources for learning, and reflecting on and evaluating their learning. For physicians, this will require less dependence on traditional educational venues, such as passive continuing medical education activities, and greater participation in self-assessment, peer assessment, evaluation of performance in practice, documentation of practice-based learning and improvement activities, and learning at the point of care. Radiologists in an academic setting are exposed to multiple opportunities for practicing lifelong learning, such as teaching others, participating in multidisciplinary conferences and journal clubs, and engaging in research. All radiologists can participate in self-audits and group audits of performance and become active participants in national radiology societies, where they can learn from each other. Participation in the American Board of Radiology's Maintenance of Certification program reflects a commitment to actively engage in lifelong learning and is one way of demonstrating to the general public a commitment to maintaining competence. (c) RSNA, 2009.

Transforming the Whole Class into Gossiping Groups.

ERIC Educational Resources Information Center

Baw, San Shwe

2002-01-01

Explores a way to use gossip in the language classroom to provide language fluency practice. Shows how certain interpersonal exchanges can be encouraged by exploiting the natural proclivity for talking about people. Activities stress social aspects of learning and are intended to provide learners with opportunities to talk and listen. (Author/VWL)

Simulations with Elaborated Worked Example Modeling: Beneficial Effects on Schema Acquisition

ERIC Educational Resources Information Center

Meier, Debra K.; Reinhard, Karl J.; Carter, David O.; Brooks, David W.

2008-01-01

Worked examples have been effective in enhancing learning outcomes, especially with novice learners. Most of this research has been conducted in laboratory settings. This study examined the impact of embedding elaborated worked example modeling in a computer simulation practice activity on learning achievement among 39 undergraduate students…

What Can K-12 School Leaders Learn from Video Games and Gaming?

ERIC Educational Resources Information Center

Halverson, Richard

2005-01-01

Schools have much to learn from video games and the gaming community. By providing compelling activities for motivating otherwise indifferent learners, video games can potentially help teachers improve the design of learning environments. However, there are considerable rhetorical and practical barriers between the schooling and gaming communities…

A Coursework Support System for Offering Challenges and Assistance by Analyzing Students' Web Portfolios

ERIC Educational Resources Information Center

Li, Liang-Yi; Chen, Gwo-Dong

2009-01-01

Students can practice skills and acquire knowledge by doing coursework. However, in conventional coursework activities, each student is assigned the same exercises, without considering learners' diversity. Moreover, students typically have difficulty in receiving assistance for completing their exercises after class. Therefore, some students…

Blueprint for Student Success: A Guide to Research-Based Teaching Practices K-12.

ERIC Educational Resources Information Center

Jones, Susan J.

This book presents a reality-based approach to classroom instruction designed to help learners at all levels achieve lifelong success. It offers teaching strategies, activities, and applications to enhance student achievement, stressing the importance of learning through discovery, creativity, application, adaptation, and high level thinking. It…

Second Language Socialization and Learner Agency: Adoptive Family Talk

ERIC Educational Resources Information Center

Fogle, Lyn Wright

2012-01-01

This book examines how Russian-speaking adoptees in three US families actively shape opportunities for language learning and identity construction in everyday interactions. By focusing on a different practice in each family (i.e. narrative talk about the day, metalinguistic discourse or languaging, and code-switching), the analyses uncover…

Incentive Styles, Asynchronous Online Discussion, and Vocational Training

ERIC Educational Resources Information Center

Lin, Shinyi; Chiu, Chou-Kang

2008-01-01

Vocational education and training (VET) is intended to prepare adult learners for careers that are based on practical activities. With the underlying constructivist andragogy, this study intended to examine the effects of computer-mediated group collaboration in vocational education, and how that affects the associated learning outcomes. For…

Acting out: Using Drama with English Learners

ERIC Educational Resources Information Center

Bernal, Penny

2007-01-01

High school teacher Penny Bernal reflects on the success of using drama in her English Language Development classroom over the past ten years. She shares various steps for preparing a play as a means of promoting language learning and literacy, such as familiarizing students with language intonations through toning activities, practicing stage…

Using Technological Advances to Improve Surgery Curriculum: Experience With a Mobile Application.

PubMed

Green, Courtney A; Kim, Edward H; O'Sullivan, Patricia S; Chern, Hueylan

2018-01-31

Our previous home-video basic surgical skills curriculum required substantial faculty time and resources, and was limited by delayed feedback and technical difficulties. Consequently, we integrated that curriculum with a mobile application platform. Our purpose is to describe this application and learner satisfaction. The mobile platform incorporates a patented pedagogical design based on Ericsson's deliberate practice and Bandura's social learning theory. Instructors built step-wise skills modules. During the challenge phase, learners watched a video of surgical tasks completed by experts and uploaded a video of themselves performing the same task. In the Peer Review phase, they used a grading rubric to provide feedback. In the Recap stage, learners received individual feedback and could review their own videos. Two groups of learners, graduating medical students and matriculating surgical residents, participated in this independent learning platform, along with 2 to 4 laboratory sessions, and completed a survey about their experience. Survey responses were summarized descriptively and comments analyzed using content analysis. Fifty learners submitted videos of assigned tasks and completed peer reviews. Learners reported positive experiences specifically for the Peer Review Stage, structured home practice, ease of mobile access to submit and review videos, and ongoing immediate feedback. Over half of the learners reported spending at least 10 to 30 minute practicing skills before recording their videos and over 80% rerecorded at least 2 times before submission. Content analysis revealed learners engaged with the educational concepts designed into the platform. Learners easily used and were satisfied with a mobile-technology teaching platform that maintained the fundamental content, educational theories, and organizational structure of our previously effective surgical skills curriculum. Prior challenges were directly addressed through the mobile application's ease of use, support of deliberate practice, and improved timeliness of feedback. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Connecting the Hands-On to the Minds-On: A Video Case Analysis of South African Physical Sciences Lessons for Student Thinking

ERIC Educational Resources Information Center

Ramnarain, Umesh

2015-01-01

In South Africa, there is a strong curriculum imperative for South African school science teachers to not only involve learners in practical inquiry activities but also to support students in making a connection between the construction of substantive scientific knowledge to these activities. The research reported in this article investigated the…

Outcomes of Introducing Early Learners to Interprofessional Competencies in a Classroom Setting.

PubMed

Lockeman, Kelly S; Lanning, Sharon K; Dow, Alan W; Zorek, Joseph A; DiazGranados, Deborah; Ivey, Carole K; Soper, Shawne

2017-01-01

Although interprofessional practice is important for improving healthcare delivery, there is little evidence describing interprofessional education (IPE) outcomes beyond changes in attitudes and knowledge of prelicensure learners. More rigorous evaluation of early IPE is needed to determine its impact on teaching interprofessional collaborative practice and providing a solid foundation for applying collaborative skills in the clinical environment. First-year students (N = 679) in 7 health professions programs participated in a 4-session series focusing on professional roles and responsibilities, teams and teamwork, and the healthcare system. Interprofessional teams of 5-6 students, from at least 3 professions, were assembled for the duration of the series and created a team charter during their first session to guide their work. Each subsequent session included a brief lecture and interactive exercises. Faculty facilitators from the participating programs provided support to students during the sessions. As a culminating project, each team created a short video depicting a barrier to interprofessional collaboration. Students evaluated the performance of their team members using a web-based peer assessment survey. A course evaluation with an embedded validated attitudinal scale was used to assess changes in student perceptions about IPE. A sample of videos were also scored by 2 faculty using a rubric linked to course expectations. This educational offering took place on the health sciences campus of a large, mid-Atlantic research university with more than 3,200 clinical learners in schools of allied health professions, dentistry, medicine, nursing, and pharmacy. It was the first interprofessional activity for most of the learners. There were 555 students who participated in some or all of the sessions. Comments indicated that students enjoyed interacting with their peers and prefer activities allowing them to apply content to their profession over lectures. The assessment measures revealed a disconnect between student ratings targeting interprofessional socialization and faculty ratings targeting the products of their teamwork. Although students provided positive feedback to their teammates through peer assessment, and the attitudinal scale showed a small but significant increase in positive attitudes toward IPE, the videos they created did not demonstrate a deep understanding of barriers to interprofessional practice. This large-scale IPE activity for early learners supported progress toward interprofessional socialization, but student learning was inconsistently demonstrated in teamwork products. Course planners should augment self- and peer-reported interprofessional socialization measures with faculty-generated behavioral outcome assessments. Such triangulation produces a more robust data set to inform decisions about curricular revisions and development.

Using Moos To Help Learn English; Video Jigsaw; Practicing Speaking with Follow-Up Interviews and Student-Read Dictations; "Ask the Expert": Oral Presentations that Work; The Medium Is the Message.

ERIC Educational Resources Information Center

Miller, James; Reynolds, Judith; Noble, P. C.; Altschuler, Lee; Schauber, Holli

2001-01-01

Four short articles provide teaching tips for the English-as-a-Second/Foreign-Language classroom, including the use of Moos, a video jigsaw, practicing oral language skills with interviews and student-read dictations, an ask the expert activity which builds learner confidence in speaking in front of groups of people. (Author/VWL)

Foundation degree students as work-based learners: the mentor's role.

PubMed

Wareing, Mark

Healthcare assistants and support workers are beginning to access higher education programmes to expand their roles and practice. One example has been the development of the foundation degree (FD) - a 2-year diploma level course delivered via work-based learning. These undergraduate workplace learners require the support of mentors and assessors. It is proposed that traditional notions of mentorship are insufficiently attuned to the needs of work-based learners who need to prepare more for performance, rather than for practice. This argument rests on the observation that FD students are already immersed in practice and possess a wealth of experience to link to the underpinning knowledge gained from higher education. Evidence from a small piece of interpretive research is used to inform this discussion and highlight the unique needs of work-based learners within the clinical setting.

The Role of Affect in Intraindividual Variability in Task Performance for Young Learners

ERIC Educational Resources Information Center

Butler, Yuko Goto

2017-01-01

Young learners (defined as children ages 5-12) of English as a foreign language are growing in number worldwide. At the policy level, foreign language (FL) programs for young learners are increasingly emphasizing the use of task-based language teaching (TBLT). In practice, however, designing and implementing tasks for young learners poses numerous…

Facilitative Effects of Learner-Directed Codeswitching: Evidence from Chinese Learners of English

ERIC Educational Resources Information Center

Zhu, Xiye; Vanek, Norbert

2017-01-01

This study examines the interaction between learner-oriented codeswitching (CS) practices and the degree to which intermediate Chinese L2 learners of English engage in classroom interaction. The guiding questions are whether the teacher's CS use facilitates classroom interaction at moderate L2 proficiency, and if so, at which specific stages of…

Supporting Learner Autonomy: Developing Practice through the Production of Courses for Distance Learners of French, German and Spanish

ERIC Educational Resources Information Center

Murphy, Linda

2008-01-01

The development of autonomous learners is an important goal for language teaching programmes. However, achievement of this goal depends on teachers creating an environment where learners can experience autonomy in order to become more autonomous, a process referred to by Little (2003) as "autonomization". In distance learning, course…

Mentorship in Grades 5 through 12 Gifted Vocal Music Programs: Learners' and Educators' Perceptions of Mentorship

ERIC Educational Resources Information Center

Brown, Jimmy Lee

2017-01-01

Although the implementation of effective instructional practice is paramount to the academic success of gifted music programs in kindergarten through twelfth grade (K-12), many learners in gifted music programs lack critical thinking skills, self-directed learning, a learner-centered paradigm, and learner-mentor relationship during instruction.…

A Practical Guide To Developing Effective Web-based Learning

PubMed Central

Cook, David A; Dupras, Denise M

2004-01-01

OBJECTIVE Online learning has changed medical education, but many “educational” websites do not employ principles of effective learning. This article will assist readers in developing effective educational websites by integrating principles of active learning with the unique features of the Web. DESIGN Narrative review. RESULTS The key steps in developing an effective educational website are: Perform a needs analysis and specify goals and objectives; determine technical resources and needs; evaluate preexisting software and use it if it fully meets your needs; secure commitment from all participants and identify and address potential barriers to implementation; develop content in close coordination with website design (appropriately use multimedia, hyperlinks, and online communication) and follow a timeline; encourage active learning (self-assessment, reflection, self-directed learning, problem-based learning, learner interaction, and feedback); facilitate and plan to encourage use by the learner (make website accessible and user-friendly, provide time for learning, and motivate learners); evaluate learners and course; pilot the website before full implementation; and plan to monitor online communication and maintain the site by resolving technical problems, periodically verifying hyperlinks, and regularly updating content. CONCLUSION Teaching on the Web involves more than putting together a colorful webpage. By consistently employing principles of effective learning, educators will unlock the full potential of Web-based medical education. PMID:15209610

Theory, Research, and Practice for Students Who Are Deaf and Hard of Hearing With Disabilities: Addressing the Challenges from Birth to Postsecondary Education.

PubMed

Guardino, Caroline; Cannon, Joanna E

2015-01-01

Students who are deaf with a disability or disabilities (DWD) constitute nearly half of the population of K-12 learners who are deaf or hard of hearing. However, there is a dearth of information on theory, research, and practice related to these learners. The authors present an overview of (a) how the field of education of students who are D/deaf and hard of hearing might refer to this unique population in a way that represents the learner, not the disability; (b) the demographic data that further define these learners; (c) a theoretical framework within which to guide research and practice; (d) prevalence and frequency of the existing research; and (e) the practices and resources available to guide practitioners and the parents of students who are DWD. Questions are posed to the field on how to continue to improve the theory, research, and pedagogy used with these students.

A Cultural Communities Approach to Understanding Head Start Teachers' Beliefs about Language Use with Dual Language Learners: Implications for Practice

ERIC Educational Resources Information Center

Garrity, Sarah; Guerra, Alison Wishard

2015-01-01

The school-readiness gap for Latino dual language learners in the United States has been well documented, despite a strong research base highlighting effective strategies and practices for supporting their academic success. However, current educational practices reflect the hegemonic discourse that, because the United States is an English-speaking…

Autonomy in Language Learning.

ERIC Educational Resources Information Center

Gathercole, Ian, Ed.

Ten papers from a January 1990 conference in Britain on the meaning and implications of autonomy for school learners of second languages address theoretical and practical issues in independent study, learner-controlled instruction, cooperative learning, teacher-student relationship, learner responsibility, students with learning difficulties, and…

To fail is human: remediating remediation in medical education.

PubMed

Kalet, Adina; Chou, Calvin L; Ellaway, Rachel H

2017-12-01

Remediating failing medical learners has traditionally been a craft activity responding to individual learner and remediator circumstances. Although there have been moves towards more systematic approaches to remediation (at least at the institutional level), these changes have tended to focus on due process and defensibility rather than on educational principles. As remediation practice evolves, there is a growing need for common theoretical and systems-based perspectives to guide this work. This paper steps back from the practicalities of remediation practice to take a critical systems perspective on remediation in contemporary medical education. In doing so, the authors acknowledge the complex interactions between institutional, professional, and societal forces that are both facilitators of and barriers to effective remediation practices. The authors propose a model that situates remediation within the contexts of society as a whole, the medical profession, and medical education institutions. They also outline a number of recommendations to constructively align remediation principles and practices, support a continuum of remediation practices, destigmatize remediation, and develop institutional communities of practice in remediation. Medical educators must embrace a responsible and accountable systems-level approach to remediation if they are to meet their obligations to provide a safe and effective physician workforce.

Is different better? Models of teaching and their influence on the net financial outcome for general practice teaching posts

PubMed Central

2011-01-01

Background In Australia, training for general practice (GP) occurs within private practices and their involvement in teaching can have significant financial costs. At the same time there are growing demands for clinical places for all disciplines and for GP there is concern that there are insufficient teaching practices to meet the demand at the medical student, prevocational and vocational training levels. One option to address this may be to change how teaching occurs in the practice. A question that arises in posing such an option is whether different models of teaching change the costs for a teaching practice. The aim of this study is to determine the net financial outcome of teaching models in private GP. Methods Modelling the financial implications for a range of teaching options using a costing framework developed from a survey of teaching practices in South Australia. Each option was compared with the traditional model of teaching where one GP supervisor is singularly responsible for one learner. The main outcome measure was net financial outcome per week. Decisions on the model cost parameters were made by the study's Steering Group which comprised of experienced GP supervisors. Four teaching models are presented. Model 1 investigates the gains from teaching multiple same level learners, Models 2 and 3, the benefits of vertically integrated teaching using different permutations, and Model 4 the concept of a GP teacher who undertakes all the teaching. Results There was a significant increase in net benefits of Aus$547 per week (95% confidence intervals $459, $668) to the practice when a GP taught two same level learners (Model 1) and when a senior registrar participated in teaching a prevocational doctor (Model 3, Aus$263, 95% confidence intervals $80, $570). For Model 2, a practice could significantly reduce the loss if a registrar was involved in vertically integrated teaching which included the training of a medical student (Aus$551, 95% confidence intervals $419, $718). The GP teacher model resulted in a net remuneration of Aus$207,335 per year, sourced predominantly from the GP teacher activities, with no loss to the practice. Conclusions Our study costed teaching options that can maximise the financial outcomes from teaching. The inclusion of GP registrars in the teaching model or the supervisor teaching more than one same level learner results in a greater financial benefit. This gain was achieved through a reduction in supervisor teaching time and the sharing of administrative and teaching activities with GP registrars. We also show that a GP teacher who carries a minimal patient load can be a sustainable option for a practice. Further, the costing framework used for the teaching models presented in this study has the ability to be applied to any number of teaching model permutations. PMID:21749692

Practices That Promote English Reading for English Learners (Els)

ERIC Educational Resources Information Center

Martínez, Rebecca S.; Harris, Bryn; McClain, Maryellen Brunson

2014-01-01

Schools are becoming increasingly diversified; however, training and professional development related to working with English language learners (ELs), especially in the area of English reading, is limited. In this article, we identify three "Big Ideas" of effective and collaborative practices that promote English reading achievement for…

[Designing the Annual Meeting and Active Learning System].

PubMed

Kawamura, Kazumi

2018-01-01

　At the 10th Annual Meeting of the Japanese Society for Pharmaceutical Palliative Care and Sciences our theme centered on active learning systems where adult learners engage on their own initiative. Many of the participants were pharmacists active in clinical practices. Regardless of their specialized skill-sets, pharmacists are constantly faced with difficult challenges in their daily work. Passive, one-way lectures are one resource for them, but unfortunately such lectures provide limited insights for resolving concrete problems. The present meeting aimed to show participants how to obtain information they need to solve specific real-world problems. This paper summarizes how we planned this year's meeting, including details about the debate symposium, social lunch, and online questionnaires. All these elements had the end goal of enabling learners proactivity to become their own best resource for learning. It is sincerely hoped that the design and execution of this meeting will prove resourceful for future annual meetings.

The Good Language Learner: Another Look.

ERIC Educational Resources Information Center

Reiss, Mary-Ann

1985-01-01

A study of the learning techniques and strategies of successful learners revealed these strategies: monitoring which often involves silent speaking, attending to form and meaning, guessing, practicing, motivation to communicate, and mnemonics. It also revealed a high tolerance for ambiguity in successful learners. (MSE)

The Ethical and Practical Implications of Systems Architecture on Identity in Networked Learning: A Constructionist Perspective

ERIC Educational Resources Information Center

Koole, Marguerite L.; Parchoma, Gale

2012-01-01

Through relational dialogue, learners shape their identities by sharing information about the world and how they see themselves in it. As learners interact, they receive feedback from both the environment and other learners which, in turn, helps them assess and adjust their self-presentations. Although learners retain choice and personal agency,…

The Effects of Concept Map-Oriented Gesture-Based Teaching System on Learners' Learning Performance and Cognitive Load in Earth Science Course

ERIC Educational Resources Information Center

Hsieh, Sheng-Wen; Ho, Shu-Chun; Wu, Min-ping; Ni, Ci-Yuan

2016-01-01

Gesture-based learning have particularities, because learners interact in the learning process through the actual way, just like they interact in the nondigital world. It also can support kinesthetic pedagogical practices to benefit learners with strong bodily-kinesthetic intelligence. But without proper assistance or guidance, learners' learning…

Breaking the Cycle: Future Faculty Begin Teaching with Learner-Centered Strategies after Professional Development

PubMed Central

Ebert-May, Diane; Derting, Terry L.; Henkel, Timothy P.; Middlemis Maher, Jessica; Momsen, Jennifer L.; Arnold, Bryan; Passmore, Heather A.

2015-01-01

The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development “best practices” and effective models for change difficult. We aimed to determine the extent to which postdoctoral fellows (i.e., future biology faculty) believed in and implemented evidence-based pedagogies after completion of a 2-yr professional development program, Faculty Institutes for Reforming Science Teaching (FIRST IV). Postdocs (PDs) attended a 2-yr training program during which they completed self-report assessments of their beliefs about teaching and gains in pedagogical knowledge and experience, and they provided copies of class assessments and video recordings of their teaching. The PDs reported greater use of learner-centered compared with teacher-centered strategies. These data were consistent with the results of expert reviews of teaching videos. The majority of PDs (86%) received video ratings that documented active engagement of students and implementation of learner-centered classrooms. Despite practice of higher-level cognition in class sessions, the items used by the PDs on their assessments of learning focused on lower-level cognitive skills. We attributed the high success of the FIRST IV program to our focus on inexperienced teachers, an iterative process of teaching practice and reflection, and development of and teaching a full course. PMID:26033870

E-portfolios and personalized learning: research in practice with two dyslexic learners in UK higher education.

PubMed

Hughes, Julie; Herrington, Margaret; McDonald, Tess; Rhodes, Amy

2011-02-01

This paper analyses the use of an e-portfolio system in contributing to the personalized learning of two dyslexic learners at the University of Wolverhampton, UK. The rationale for this research rests at the intersection of generic findings from e-portfolio (and wider e-learning) research and the still challenging project in higher education (HE) of creating inclusive curricula. A qualitative, ethnographic approach was employed in a piece of collaborative research between academic staff and dyslexic learners. Two retrospective learner narratives were constructed and then reviewed by all co-authors in terms of the 'personalized fit' which they allowed with dyslexic thinking, learning and writing experience. The findings suggest a potential refinement of the general pedagogical claims about e-portfolio-based learning when considering dyslexic learners and thence the value of an enhanced prioritization of e-portfolio learning practices within inclusive HE curricula. The review and analysis also allow a 'critical' discussion of the practical and theoretical issues arising within this work. Copyright © 2010 John Wiley & Sons, Ltd.

Objects prompt authentic scientific activities among learners in a museum programme

NASA Astrophysics Data System (ADS)

Achiam, Marianne; Simony, Leonora; Kramer Lindow, Bent Erik

2016-04-01

Although the scientific disciplines conduct practical work in different ways, all consider practical work as the essential way of connecting objects and phenomena with ideas and the abstract. Accordingly, practical work is regarded as central to science education as well. We investigate a practical, object-based palaeontology programme at a natural history museum to identify how palaeontological objects prompt scientific activity among upper secondary school students. We first construct a theoretical framework based on an analysis of the programme's palaeontological content. From this, we build our reference model, which considers the specimens used in the programme, possible palaeontological interpretations of these specimens, and the conditions inherent in the programme. We use the reference model to analyse the activities of programme participants, and illustrate how these activities are palaeontologically authentic. Finally, we discuss our findings, examining the mechanism by which the specimens prompt scientific activities. We also discuss our discipline-based approach, and how it allows us to positively identify participants' activities as authentic. We conclude by discussing the implications of our findings.

Why Haven't We Solved Instructed SLA? A Sociocognitive Account

ERIC Educational Resources Information Center

Toth, Paul D.; Moranski, Kara

2018-01-01

Translating current principles of language learning into effective classroom practice requires a nuanced understanding of the cognitive and social factors that shape how learners engage in instructional activity. In this paper, we identify four principles that represent a current theoretical consensus in the field, which we hope will guide…

A Flipped Writing Classroom: Effects on EFL Learners' Argumentative Essays

ERIC Educational Resources Information Center

Soltanpour, Fatemeh; Valizadeh, Mohammadreza

2018-01-01

According to the literature, flipped teaching is a relatively new pedagogical approach in which the typical activities of classroom lectures followed by homework in common teaching practice are reversed in order, and most often integrated or supplemented with some types of instructional materials, such as instructional videos or PowerPoint files.…

Birthing Internal Images: Employing the "Cajita" Project as a Contemplative Activity in a College Classroom

ERIC Educational Resources Information Center

Kanagala, Vijay; Rendon, Laura I.

2013-01-01

Recently, there has been a surge of interest in employing contemplative teaching and learning practices in college classrooms. The authors define contemplative pedagogy as a teaching and learning experience that involves the learner in a participatory epistemology characterized by a deeply immersed, insightful learning experience fostered through…

English Language Testing of Very Young Children: The Case of Japan

ERIC Educational Resources Information Center

Otomo, Ruriko

2016-01-01

Taking commercial English language tests is becoming common practice among young English learners in Japan. With a specific focus on the "Jido Eiken" test, this study examines English language test-taking activity by analyzing textual data retrieved from three data sources. "Jido Eiken" is found to represent a complex…

Developing, Implementing and Evaluating Case Studies in Materials Science

ERIC Educational Resources Information Center

Davis, Claire; Wilcock, Elizabeth

2005-01-01

The use of case studies to teach materials science undergraduates is an exciting and interesting educational approach. As well as helping learners to connect theory and practice, the case method is also useful for creating an active learning environment, developing key skills and catering for a range of different learning styles. This paper…

Virtual Classroom: Architecture and Its Future in Educational Institutions

ERIC Educational Resources Information Center

Parthasarathy, M.; Ananthasayanam, R.; Ravi, R.

2009-01-01

The educational system around the world is undergoing a tremendous change in the area of knowledge and strategy. In general, the curriculum practices have revolutionized by the academicians and educational administrators. The learners have also demanded varied types of knowledge and skills required for their day-to-day activity. Nature and the…

Special Issues on Learning Strategies: Parallels and Contrasts between Australian and Chinese Tertiary Education

ERIC Educational Resources Information Center

Yao, Yuzuo

2017-01-01

Learning strategies are crucial to student learning in higher education. In this paper, there are comparisons of student engagement, feedback mechanism and workload arrangements at some typical universities in Australia and China, which are followed by practical suggestions for active learning. First, an inclusive class would allow learners from…

Dialogic Pedagogies in Educational Settings for Active Citizenship, Social Cohesion and Peacebuilding in Lebanon

ERIC Educational Resources Information Center

Akar, Bassel

2016-01-01

Many educational programmes in societies affected by armed conflict aim to promote dialogic engagement as a fundamental aim and pedagogy for social reconstruction. Despite supporting government policies, classrooms show very little or no evidence of dialogic practices where learners (co-)construct knowledge with peers and engage in critical and…

Productive Use of Collaborative Time. Research into Practice

ERIC Educational Resources Information Center

Williamson, Ronald

2012-01-01

Many schools have embraced the idea of professional learning communities (PLC's). While the term is used to describe many types of collaborative activities, PLC's are most successful when they focus intently on improving student learning. In these communities of learners there is a shared commitment to continually learn and act on that learning in…

College Online Developmental Reading Instruction: Creating a Path to Independent and Active Learning

ERIC Educational Resources Information Center

Johnson, E. Janet

2010-01-01

Online courses require students to be independent readers and efficient learners. College students who need developmental reading lack these qualities; consequently, faculty do not generally view developmental reading courses as appropriate for an online format. However, an effectively designed online course based on best practices can engage less…

Teaching How to Apologize: EFL Textbooks and Pragmatic Input

ERIC Educational Resources Information Center

Limberg, Holger

2016-01-01

Learners of English as a foreign language (EFL) are exposed to a collection of materials and communicative activities in the classroom through which they learn to use the language competently and appropriately. Textbooks, in particular, are a rich source of input, offering a variety of opportunities to acquire and practice pragmatic competence in…

Engaging First Graders in Transformational Early Childhood Emergent Learning Themes

ERIC Educational Resources Information Center

Pendergrass, Amanda Daniel

2013-01-01

The purpose of this qualitative case study was to encourage learners to care for others and make a difference in the world through Reggio Emilia-inspired teaching and learning practice that promoted transformational education. Students were anticipated to take an active role in helping to develop the transformational educational curriculum.…

Procedural Explanations in Mathematics Writing: A Framework for Understanding College Students' Effective Communication Practices

ERIC Educational Resources Information Center

Kline, Susan L.; Ishii, Drew K.

2008-01-01

This study analyzes the procedural explanations written by remedial college mathematics students. Relevant literatures suggest that six communication activities might be key in effective procedural explanations in mathematics writing: (a) orienting the learner, (b) providing kernels or definitions of concepts and procedures, (c) using exemplars or…

Socio-Cultural Factors in Second Language Learning: A Case Study of Adventurous Adult Language Learners

ERIC Educational Resources Information Center

Ozfidan, Burhan; Machtmes, Krisanna L.; Demir, Husamettin

2014-01-01

Sociocultural theories consider language learning as a social practice examines students as active participants in the construction of learning processes. This study investigates sociocultural theories' central concepts, which includes peer interaction and feedback, private speech, and self-efficacy. The present study is a case study of twenty…

Effects of Practice Type in the Here and Now Mobile Learning Environment

ERIC Educational Resources Information Center

Tutty, Jeremy I.; Martin, Florence

2014-01-01

This generation of technology is characterized by mobile and portable devices such as smartphones and tablet computers with wireless broadband access. Mobile technologies enable a new kind of learning called "here and now learning," where learners have access to information anytime and anywhere to perform authentic activities in the…

Effect of Cooperative Learning Strategy on Students' Acquisition and Practice of Scientific Skills in Biology

ERIC Educational Resources Information Center

Chatila, Hanadi; Al Husseiny, Fatima

2017-01-01

Recent research findings have shown that cooperative learning improves students' thinking skills as it allows them to communicate actively with each other (Johnson, Johnson and Smith, 2014). Therefore, cooperative learning has been proposed by many educators to be implemented in classrooms to produce lifelong learners and critical thinkers…

Students Taking Charge: Inside the Learner-Active, Technology-Infused Classroom

ERIC Educational Resources Information Center

Sulla, Nancy

2011-01-01

Teachers and administrators who recognize the needs of today's society and students, and their impact on teaching and learning, can use this book to create student-centered classrooms that make technology a vital part of their lessons. Filled with practical examples and step-by-step guidelines, "Students Taking Charge" will help educators design…

Mathematics for Young Learners: 60 Games & Activities for Ages 3 through 7.

ERIC Educational Resources Information Center

Ellerby, Richard S.

By studying and practicing metacognition, teachers and parents are instilling positive attitudes toward learning by teaching how-to-learn skills that prepare children for assessing their own thinking about learning as they become more and more developmentally prepared. This book stresses the strategies for thinking in mathematical terms without…

Creative Alternatives for Service Learning: A Project-Based Approach.

ERIC Educational Resources Information Center

Turner, Roselyn M.; Grizzaffi, Karen

This document discusses how service learning has developed over the past century in its practices from involvement in volunteerism to active civic engagement. It is so beneficial to both learners and the community that many educators and government leaders believe it should be a required component in the educational career of all students. The…

Roots and Wings: Affirming Culture and Preventing Bias in Early Childhood, Third Edition

ERIC Educational Resources Information Center

York, Stacey

2016-01-01

Use the updated activities, examples, and research to improve your anti-­bias and multicultural education programs. This clear and practical guide includes expanded information on English Language Learners, family engagement, culturally responsive teaching, and staff training. Create a positive environment for working with diverse groups of…

Exploratory Talk in the Early Years: Analysing Exploratory Talk in Collaborative Group Activities Involving Younger Learners

ERIC Educational Resources Information Center

Patterson, Eira Wyn

2018-01-01

Collaborative group work has the potential for providing rich opportunities for children to learn through talk with peers; however, in practice, little effective engagement in learning is observed within authentic learning contexts. Exploratory talk is associated with high levels of cognitive challenge within collaborative group work. Detailed…

"The Lunch Date": A Video for Developing Cultural Self-Awareness

ERIC Educational Resources Information Center

Gallavan, Nancy P.; Ramirez, Maria G.

2005-01-01

Effective teacher education should guide preservice and practicing teachers in comprehending and facilitating educational concepts and pedagogical practices that examine and promote equity for all learners. Teachers and young learners benefit from sundry opportunities to recognize their self identities and to celebrate both individual and shared…

Pedagogical Practices of NetNZ Teachers for Supporting Online Distance Learners

ERIC Educational Resources Information Center

Lai, Kwok-Wing

2017-01-01

A supportive online learning environment entails teachers using effective pedagogical practices to meet the needs of their students and developing a positive teacher-student relationship to foster learner motivation and engagement. This paper reports a study investigating how 32 secondary teachers in New Zealand taught their online distance…

The Education of English Language Learners: Research to Practice

ERIC Educational Resources Information Center

Shatz, Marilyn, Ed.; Wilkinson, Louise C., Ed.

2010-01-01

This comprehensive volume describes evidence-based strategies for supporting English language learners (ELLs) by promoting meaningful communication and language use across the curriculum. Leading experts explain how and why learning is different for ELLs and pinpoint specific best practices for the classroom, illustrated with vivid examples.…

An Autoethnography of Teaching English to Young Learners: From Theory to Practice

ERIC Educational Resources Information Center

Arikan, Arda

2015-01-01

In this paper, the researcher looked into his own theoretical and practical knowledge of teaching English to young learners through an autoethnographical research design. In order to understand to what extent these theory-driven conclusions "actually work" in primary school English language classrooms, the researcher recorded…

Improving Content Knowledge and Comprehension for English Language Learners: Findings from a Randomized Control Trial

ERIC Educational Resources Information Center

Vaughn, Sharon; Martinez, Leticia R.; Wanzek, Jeanne; Roberts, Greg; Swanson, Elizabeth; Fall, Anna-Mária

2017-01-01

Supporting the reading comprehension and content knowledge acquisition of English language learners (ELs) requires instructional practices that continue beyond developing the foundational skills of reading. In particular, the challenges ELs face highlight the importance of teaching reading comprehension practices in the middle grades through…

Socrates was not a pimp: changing the paradigm of questioning in medical education.

PubMed

Kost, Amanda; Chen, Frederick M

2015-01-01

The slang term "pimping" is widely recognized by learners and educators in the clinical learning environment as the act of more senior members of the medical team publicly asking questions of more junior members. Although questioning as a pedagogical practice has many benefits, pimping, as described in the literature, evokes negative emotions in learners and leads to an environment that is not conducive to adult learning. Medical educators may employ pimping as a pedagogic technique because of beliefs that it is a Socratic teaching method. Although problems with pimping have previously been identified, no alternative techniques for questioning in the clinical environment were suggested. The authors posit that using the term "pimping" to describe questioning in medical education is harmful and unprofessional, and they propose clearly defining pimping as "questioning with the intent to shame or humiliate the learner to maintain the power hierarchy in medical education." Explicitly separating pimping from the larger practice of questioning allows the authors to make three recommendations for improving questioning practices. First, educators should examine the purpose of each question they pose to learners. Second, they should apply historic and modern interpretations of Socratic teaching methods that promote critical thinking skills. Finally, they should consider adult learning theories to make concrete changes to their questioning practices. These changes can result in questioning that is more learner centered, aids in the acquisition of knowledge and skills, performs helpful formative and summative assessments of the learner, and improves community in the clinical learning environment.

Adult Language Learners: Context and Innovation

ERIC Educational Resources Information Center

Smith, Ann F. V., Ed.; Strong, Gregory, Ed.

2009-01-01

"Adult Language Learners: Context and Innovation" presents instructional practices that are particularly successful with adults. Adult language learners are goal oriented and direct their learning to fulfill particular needs or demands: to advance their studies, to progress up the career ladder, to follow business opportunities, to pass…

Socially situated activities and identities: Second-grade dual language students and the social construction of science

NASA Astrophysics Data System (ADS)

Bryce, Nadine

Latina and Latino American students are among the lowest achievers in science, when compared to European and Asian American students, and are highly underrepresented in science careers. Studies suggested that a part of this problem is students' lack of access to science, due to their status as English language learners and their perceived status as deficient students. This study investigated the social construction of science in a second grade dual language urban classroom that offered bilingual students access to science, while positioning them as competent, capable learners. What participants valued in science was interpreted from their stated beliefs and attitudes, as well as their patterned ways of reading, writing, and talking. A bilingual European American teacher and three Latina and Latino focal students were observed over the course of 10 weeks, as they enacted a science unit, in English, on habitats. Science lessons were videotaped, documented with field notes, and transcribed. Interviews with the teacher and students were audiotaped and transcribed, and relevant curriculum documents, and teacher- and student-generated documents, copied. Gee's (1999) d/Discourse analysis system was applied to the transcripts of science lessons and interviews as a way to understand how participants used language to construct situated activities and identities in science. Curriculum documents were analyzed to understand the positioning of the teacher and students by identifying the situated activities and roles recommended. Students' nonfiction writing and published nonfiction texts were analyzed for linguistic structures, semantic relationships and conventions of science writing. Results indicated that the teacher drew on traditional and progressive pedagogical practices that shaped her and her students' science activities and situated identities. The teacher employed traditional talk strategies to build science themes, while students enacted their roles as compliant learners, but the teacher also provided curricular structures for students to engage in science as knowledge brokers, researching and writing from nonfiction books, and authoring original texts. Conclusions drawn suggest that teachers should be aware that students are multiply positioned as learners, d/Discourse analysis can be a useful tool for studying classroom practices, and science is relational as well as discipline-centered.

Educational strategies for improving clinical reasoning.

PubMed

Cutrer, William B; Sullivan, William M; Fleming, Amy E

2013-10-01

Clinical reasoning serves as a crucial skill for all physicians regardless of their area of expertise. Helping trainees develop effective and appropriate clinical reasoning abilities is a central aim of medical education. Teaching clinical reasoning however can be a very difficult challenge for practicing physicians. Better understanding of the different cognitive processes involved in physician clinical reasoning provides a foundation from which to guide learner development of effective reasoning skills, while pairing assessment of learner reasoning abilities with understanding of different improvement strategies offers the opportunity to maximize educational efforts for learners. Clinical reasoning errors often can occur as a result of one of four problems in trainees as well as practicing physicians; inadequate knowledge, faulty data gathering, faulty data processing, or faulty metacognition. Educators are encouraged to consider at which point a given learner's reasoning is breaking down. Experimentation with different strategies for improving clinical reasoning can help address learner struggles in each of these domains. In this chapter, various strategies for improving reasoning related to knowledge acquisition, data gathering, data processing, and clinician metacognition will be discussed. Understanding and gaining experience using the different educational strategies will provide practicing physicians with a toolbox of techniques for helping learners improve their reasoning abilities. © 2013 Mosby, Inc. All rights reserved.

Doctor coach: a deliberate practice approach to teaching and learning clinical skills.

PubMed

Gifford, Kimberly A; Fall, Leslie H

2014-02-01

The rapidly evolving medical education landscape requires restructuring the approach to teaching and learning across the continuum of medical education. The deliberate practice strategies used to coach learners in disciplines beyond medicine can also be used to train medical learners. However, these deliberate practice strategies are not explicitly taught in most medical schools or residencies. The authors designed the Doctor Coach framework and competencies in 2007-2008 to serve as the foundation for new faculty development and resident-as-teacher programs. In addition to teaching deliberate practice strategies, the programs model a deliberate practice approach that promotes the continuous integration of newly developed coaching competencies by participants into their daily teaching practice. Early evaluation demonstrated the feasibility and efficacy of implementing the Doctor Coach framework across the continuum of medical education. Additionally, the Doctor Coach framework has been disseminated through national workshops, which have resulted in additional institutions applying the framework and competencies to develop their own coaching programs. Design of a multisource evaluation tool based on the coaching competencies will enable more rigorous study of the Doctor Coach framework and training programs and provide a richer feedback mechanism for participants. The framework will also facilitate the faculty development needed to implement the milestones and entrustable professional activities in medical education.

Sanitation and hygiene practices among primary school learners in Ngamiland district, Botswana

NASA Astrophysics Data System (ADS)

Thakadu, Olekae T.; Ngwenya, Barbara N.; Phaladze, Nthabiseng A.; Bolaane, Benjamin

2018-06-01

Improved sanitation and personal hygienic practices are considered important towards reducing the risks of spreading communicable diseases and improving public health. Diarrheal related deaths amongst adolescents are reported to be amongst the top ten for the age groups 10-19 year olds and second among the age group 10-14 year olds globally. Primary school learners in developing countries are among the most vulnerable sub-population. These mortalities and illnesses can be reduced by addressing personal hygiene among school children and simultaneously promoting better school attendance and improved learning. In order to facilitate improved health and educational outcomes, it is necessary therefore to effectively address water, sanitation and hygiene matters within the school environment. This study explored hygiene education, personal hygiene practices among learners, environmental sanitation and hygiene within three primary schools in the Ngamiland district, Botswana. From the three schools, a total sample of 285 pupils was selected using proportionate stratified random sampling technique, and 15 teachers purposively selected as key informants. Data was collected using semi-structured questionnaires with key informants and social survey instrument for learners. Results show that very few learners linked poor hygiene to the following diseases; diarrhea/upset stomach (31.7%); malaria (23%); bilharzia (16.4%), and cholera (14.8%), demonstrating low hygiene knowledge. Hygiene education in schools is infused in the curriculum, and teacher training on hygiene education is only through in-service training workshops. Regarding personal hygiene practices, over 70% of the learners indicated that they 'always' wash their hands before and after eating, with slightly over one-fifth indicating 'sometimes'. Overwhelming majority of learners dispose solid waste in dustbins (99.3%, n = 284), use refuse bags (80.8%, n = 231), open skips (64%, n = 183) and very few throw trash anywhere either on the school compound or classroom (9.1%, n = 26 and 8.7%, n = 25 respectively). The current low levels of hygiene knowledge among learners in the study area has potential to affect learners' performance at school as risky hygiene practices make them vulnerable to contracting infectious diseases and missing school. This prompts the need to think beyond the infusion approach used in schools. Extra-curricular clubs in schools should be established to promote pro-hygiene behaviors and to facilitate adolescence meaningful and sustained participation.

Exploring Education Major Focused Adult Learners' Perspectives and Practices of Web-Based Distance Education in Sixteen Universities

ERIC Educational Resources Information Center

Zhang, Jing

2009-01-01

Distance education is not a new concept for all kinds of learners in the modern societies. Many researchers have studied traditional distance education programs for adult learners in the past, but little research has been done on Web-based distance education (WBDE) for adult learners. There are also many popular online universities in the U.S. or…

Process-based Assignment-Setting Change for Support of Overcoming Bottlenecks in Learning by Problem-Posing in Arithmetic Word Problems

NASA Astrophysics Data System (ADS)

Supianto, A. A.; Hayashi, Y.; Hirashima, T.

2017-02-01

Problem-posing is well known as an effective activity to learn problem-solving methods. Monsakun is an interactive problem-posing learning environment to facilitate arithmetic word problems learning for one operation of addition and subtraction. The characteristic of Monsakun is problem-posing as sentence-integration that lets learners make a problem of three sentences. Monsakun provides learners with five or six sentences including dummies, which are designed through careful considerations by an expert teacher as a meaningful distraction to the learners in order to learn the structure of arithmetic word problems. The results of the practical use of Monsakun in elementary schools show that many learners have difficulties in arranging the proper answer at the high level of assignments. The analysis of the problem-posing process of such learners found that their misconception of arithmetic word problems causes impasses in their thinking and mislead them to use dummies. This study proposes a method of changing assignments as a support for overcoming bottlenecks of thinking. In Monsakun, the bottlenecks are often detected as a frequently repeated use of a specific dummy. If such dummy can be detected, it is the key factor to support learners to overcome their difficulty. This paper discusses how to detect the bottlenecks and to realize such support in learning by problem-posing.

Ten tips for receiving feedback effectively in clinical practice

PubMed Central

Algiraigri, Ali H.

2014-01-01

Background Despite being recognized as a fundamental part of the educational process and emphasized for several decades in medical education, the influence of the feedback process is still suboptimal. This may not be surprising, because the focus is primarily centered on only one half of the process – the teachers. The learners are the targets of the feedback process and improvement needs to be shifted. Learners need to be empowered with the skills needed to receive and utilize feedback and compensate for less than ideal feedback delivery due to the busy clinical environment. Methods Based on the available feedback literature and clinical experience regarding feedback, the author developed 10 tips to empower learners with the necessary skills to seek, receive, and handle feedback effectively, regardless of how it is delivered. Although, most of the tips are directed at the individual clinical trainee, this model can be utilized by clinical educators involved in learner development and serve as a framework for educational workshops or curriculum. Results Ten practical tips are identified that specifically address the learner's role in the feedback process. These tips not only help the learner to ask, receive, and handle the feedback, but will also ease the process for the teachers. Collectively, these tips help to overcome most, if not all, of the barriers to feedback and bridge the gaps in busy clinical practices. Conclusions Feedback is a crucial element in the educational process and it is shown that we are still behind in the optimal use of it; thus, learners need to be taught how to better receive and utilize feedback. The focus in medical education needs to balance the two sides of the feedback process. It is time now to invest on the learner's development of skills that can be utilized in a busy day-to-day clinical practice. PMID:25079664

Valuing the Advanced Learner: Differentiating up

ERIC Educational Resources Information Center

Manning, Sandra; Stanford, Barbara; Reeves, Stacy

2010-01-01

In today's educational climate, differentiated instruction is a common practice for students who need remediation; what is less common is to Differentiate Instruction for the advanced learner. Contrary to popular perceptions, advanced learners do not automatically differentiate instruction on their own. Students who have the potential to excel…

Reading Assessment and Instruction for All Learners

ERIC Educational Resources Information Center

Schumm, Jeanne Shay, Ed.

2006-01-01

Weaving together the latest knowledge and best practices for teaching children to read, this indispensable text and professional resource provides a complete guide to differentiated instruction for diverse learners. Uniquely integrative, the book places the needs of English language learners and students with disabilities front and center instead…

Everyday science & science every day: Science-related talk & activities across settings

NASA Astrophysics Data System (ADS)

Zimmerman, Heather

To understand the development of science-related thinking, acting, and learning in middle childhood, I studied youth in schools, homes, and other neighborhood settings over a three-year period. The research goal was to analyze how multiple everyday experiences influence children's participation in science-related practices and their thinking about science and scientists. Ethnographic and interaction analysis methodologies were to study the cognition and social interactions of the children as they participated in activities with peers, family, and teachers (n=128). Interviews and participant self-documentation protocols elucidated the participants' understandings of science. An Everyday Expertise (Bell et al., 2006) theoretical framework was employed to study the development of science understandings on three analytical planes: individual learner, social groups, and societal/community resources. Findings came from a cross-case analysis of urban science learners and from two within-case analyses of girls' science-related practices as they transitioned from elementary to middle school. Results included: (1) children participated actively in science across settings---including in their homes as well as in schools, (2) children's interests in science were not always aligned to the school science content, pedagogy, or school structures for participation, yet children found ways to engage with science despite these differences through crafting multiple pathways into science, (3) urban parents were active supporters of STEM-related learning environments through brokering access to social and material resources, (4) the youth often found science in their daily activities that formal education did not make use of, and (5) children's involvement with science-related practices can be developed into design principles to reach youth in culturally relevant ways.

Don't just repeat after me: retrieval practice is better than imitation for foreign vocabulary learning.

PubMed

Kang, Sean H K; Gollan, Tamar H; Pashler, Harold

2013-12-01

Second language (L2) instruction programs often ask learners to repeat aloud words spoken by a native speaker. However, recent research on retrieval practice has suggested that imitating native pronunciation might be less effective than drill instruction, wherein the learner is required to produce the L2 words from memory (and given feedback). We contrasted the effectiveness of imitation and retrieval practice drills on learning L2 spoken vocabulary. Learners viewed pictures of objects and heard their names; in the imitation condition, they heard and then repeated aloud each name, whereas in the retrieval practice condition, they tried to produce the name before hearing it. On a final test administered either immediately after training (Exp. 1) or after a 2-day delay (Exp. 2), retrieval practice produced better comprehension of the L2 words, better ability to produce the L2 words, and no loss of pronunciation quality.

Lived Meanings: What Teachers Mean when They Say They Are Learner-Centered

ERIC Educational Resources Information Center

Paris, Cynthia; Combs, Barbara

2006-01-01

While the term "learner-centered" is invoked in many curriculum standards documents, packaged curriculum materials, mission statements and criticisms of educational practice, there is little agreement on its meaning. Shallow understandings and conflicting practices abound. And rarely do the meanings ascribed to the term take into account the…

Preparing Quality Educators for English Language Learners: Research, Policy, and Practice

ERIC Educational Resources Information Center

Tellez, Kip, Ed.; Waxman, Hersh C., Ed.

2006-01-01

This volume brings together a broad range of academics, school-based educators, and policymakers to address research, policy, and practice issues related to improving the education of English language learners in U.S. schools today. It emphasizes throughout that instructional improvements cannot be achieved via curriculum alone--teachers are key…

Improving EFL Learners' Pronunciation of English through Quiz-Demonstration-Practice-Revision (QDPR)

ERIC Educational Resources Information Center

Moedjito

2018-01-01

This study investigates the effectiveness of Quiz-Demonstration-Practice-Revision (QDPR) in improving EFL learners' pronunciation of English. To achieve the goal, the present researcher conducted a one-group pretest-posttest design. The experimental group was selected using a random sampling technique with consideration of the inclusion criteria.…

Multi-Tiered System of Support: Best Differentiation Practices for English Language Learners in Tier 1

ERIC Educational Resources Information Center

Izaguirre, Cecilia

2017-01-01

Purpose: This qualitative case study explored the best practices of differentiation of Tier 1 instruction within a multi-tiered system of support for English Language Learners who were predominately Spanish speaking. Theoretical Framework: The zone of proximal development theory, cognitive theory, and the affective filter hypothesis guided this…

Preparing Teachers for English Learners: Integrating Academic Language and Community Service Projects

ERIC Educational Resources Information Center

He, Ye; Journell, Wayne; Faircloth, Josh

2018-01-01

In this article we highlight elements of culturally and linguistically responsive pedagogy that prepare teachers to work with English Learners (ELs) from a variety of backgrounds. Specifically, we focus on the learning experiences and practices of one secondary social studies teacher to explore promising practices with ELs and effective teacher…

"Successful Learners": Concept, Children's Views, and Classroom Practice

ERIC Educational Resources Information Center

Millar, Rachel; Gillies, Donald

2013-01-01

"Successful learners" is one of the four capacities, or purposes, of "Curriculum for Excellence" (CfE). This paper reports on a project which aimed to clarify its meaning, explore children's understanding of the term, and consider possible implications of both for classroom practice. The project was thus conducted in two parts:…

Iranian EFL Learners' Vocabulary Development through Wikipedia

ERIC Educational Resources Information Center

Khany, Reza; Khosravian, Fereshteh

2014-01-01

Language teaching has passed through a long way in search of a remedy for language learners and teachers. Countless theories, approaches, and methods have been recommended. With all these, however, more inclusive L2 theories and models ought to be considered to come up with real classroom practices. One of such crucial practices is authenticity,…

Assessment Practices of Multi-Disciplinary School Team Members in Determining Special Education Services for English Language Learners

ERIC Educational Resources Information Center

Sadowski, Garrett; O'Neill, Rob; Bermingham, Doug

2014-01-01

Multidisciplinary team members were surveyed to identify the frequency with which they use recommended assessment practices, how they interpret assessment information, and their confidence working with English Language Learners (ELLs) for the purpose of determining possible eligibility to receive special education services. Results of this study…

Supporting Multilingual Learners: Practical Theory and Theoretical Practices

ERIC Educational Resources Information Center

Van Sluys, Katie; Rao, Arthi

2012-01-01

To be literate in the 21st century means much more than learning to read and write; it requires advanced skills like collaboration, critical problem solving, and utilizing multiple sources and means of communication. Learning a language, an aspect of becoming literate, demands that learners not only acquire vocabulary and syntax but also use…

Five Standards for Effective Teaching: How to Succeed with All Learners, Grades K-8

ERIC Educational Resources Information Center

Dalton, Stephanie Stoll

2007-01-01

Based on a proven instructional model distilled over years of research, this book focuses on five essential pedagogy standards for guiding teaching practice in classrooms with diverse students, including English learners. Providing key indicators for each standard along with the theoretical rationale and "best practice" strategies, the book offers…

Video Streaming in Online Learning

ERIC Educational Resources Information Center

Hartsell, Taralynn; Yuen, Steve Chi-Yin

2006-01-01

The use of video in teaching and learning is a common practice in education today. As learning online becomes more of a common practice in education, streaming video and audio will play a bigger role in delivering course materials to online learners. This form of technology brings courses alive by allowing online learners to use their visual and…

High School Spanish Teachers' Attitudes and Practices toward Spanish Heritage Language Learners

ERIC Educational Resources Information Center

Russell, Brittany D.; Kuriscak, Lisa M.

2015-01-01

This case study uses survey data to examine the attitudes and pedagogical practices of preservice and current high school Spanish teachers toward Spanish heritage language learners (HLLs). The research questions addressed were (1) the extent to which participants were aware of the challenges facing Spanish HLLs who are enrolled in traditional…

Improving the English-Speaking Skills of Young Learners through Mobile Social Networking

ERIC Educational Resources Information Center

Sun, Zhong; Lin, Chin-Hsi; You, Jiaxin; Shen, Hai jiao; Qi, Song; Luo, Liming

2017-01-01

Most students of English as a foreign language (EFL) lack sufficient opportunities to practice their English-speaking skills. However, the recent development of social-networking sites (SNSs) and mobile learning, and especially mobile-assisted language learning, represents new opportunities for these learners to practice speaking English in a…

The Personal Learning Environment and the Human Condition: From Theory to Teaching Practice

ERIC Educational Resources Information Center

Johnson, Mark; Liber, Oleg

2008-01-01

We present the Personal Learning Environment (PLE) as a practical intervention concerning the organization of technology in education. We explain this by proposing a cybernetic model of the "Personal Learner" using Beer's Viable System Model (VSM). Using the VSM, we identify different regulatory mechanisms that maintain viability for learners, and…

Types and Timing of Oral Corrective Feedback in EFL Classrooms: Voices from Students

ERIC Educational Resources Information Center

Ölmezer-Öztürk, Elçin; Öztürk, Gökhan

2016-01-01

Oral corrective feedback in language classrooms has received considerable attention for the last few decades. However, most of the studies focus on teachers' practices, and how learners perceive these practices still needs investigation. Based on this, the current study examined the perceptions and preferences of EFL learners regarding the types…

Collaborative Digital Literacy Practices among Adult Learners: Levels of Confidence and Perceptions of Importance

ERIC Educational Resources Information Center

Sharp, Laurie A.

2018-01-01

Technology has transformed learning at the postsecondary level and significantly increased the prevalence of digital learning environments. As adult educators approach instructional design, they must consider how to apply research-based practices that preserve the quality of instruction and provide adult learners with technology-based instruction…

Understanding the Development of Chinese EFL Learners' Email Literacy through Exploratory Practice

ERIC Educational Resources Information Center

Chen, Yuan-shan

2016-01-01

While many empirical studies demonstrate the effects of instruction on enhancing second language (L2) learners' pragmatic competence (Rose, 2005), few have attempted to gain an understanding of the quality of classroom life in addition to instructional efficacy. Drawing on the framework of Exploratory Practice (Allwright, 2005), the present study…

Implementing Bilingual Pattern Practice

ERIC Educational Resources Information Center

Scheffler, Pawel

2016-01-01

This article describes how semi-communicative bilingual drills were implemented in a four-month course in pedagogical English for a group of ten Polish adult learners. When the course was over, the learners were asked to evaluate the procedure by filling in a questionnaire. The learners expressed overwhelming approval for bilingual drills in terms…

Teachers' Journeys: A Case of Teachers of Learners Aged Five to Six

ERIC Educational Resources Information Center

Feza, Nosisi N.

2018-01-01

South Africa's esteem is low with regard to current learner achievement in mathematics. Results from international studies, such as TIMMS and SACMEQ, continuously indicate that South African learners perform below international benchmarks in mathematics. Research and evaluation studies assert that teacher practices and poor early mathematics…

Learner-Valued Interactions: Research into Practice

ERIC Educational Resources Information Center

Ley, Kathryn; Gannon-Cook, Ruth

2014-01-01

Online learners provide feedback that does not always match with the expectations of what university administration would expect from their feedback. Learners do not value all instructional features and conditions equally, nor do they view many of the instructional and technology features as being necessarily helpful. This paper presents research…

English Language Learners in a Digital Classroom

ERIC Educational Resources Information Center

Prince, Johanna

2017-01-01

English language learners (ELLs) experience linguistic, cultural, and cognitive shifts that can be challenging and at times lead to isolation for ELLs. While education technology may be an instructional resource and engage learners, devices alone do not shift instructional practices or lead to student gains. This case study was performed at an…

Making It Personal: Performance-Based Assessments, Ubiquitous Technology, and Advanced Learners

ERIC Educational Resources Information Center

Arispe, Kelly; Burston, Jack

2017-01-01

This pedagogical implementation study advocates for performance-driven assessments to help learners become aware of and improve upon presentational speaking skills at the advanced level. A social media content creation tool, Adobe Spark Video, enabled learners to practice oral skills outside of class. The task design, implementation, and…

Heritage Language Literacy Maintenance: A Study of Korean-American Heritage Learners

ERIC Educational Resources Information Center

Kim, Catherine E.; Pyun, Danielle O.

2014-01-01

How heritage learners successfully maintain their heritage language (HL) and literacy is a significant topic of discussion in the field of bilingual education. This study examines what factors are most closely associated with literacy competence by inspecting Korean heritage learners' language and literacy practice patterns and their literacy…

An Investigation of School Counselor Self-Efficacy with English Language Learners

ERIC Educational Resources Information Center

Johnson, Leonissa V.; Ziomek-Daigle, Jolie; Haskins, Natoya Hill; Paisley, Pamela O.

2017-01-01

This exploratory quantitative study described school counselors' self-efficacy with English language learners. Findings suggest that school counselors with exposure to and experiences with English language learners have higher levels of self-efficacy. Statistically significant and practical differences in self-efficacy were apparent by race, U.S.…

Using Genre Pedagogy to Teach Adolescent English Learners to Write Academic Persuasive Essays

ERIC Educational Resources Information Center

Ramos, Kathleen Ann

2015-01-01

The new "Common Core State Standards" (CCSS) (NGACBP & CCSSO, 2010) require teachers to prepare all learners, including adolescent English learners (ELs), to develop academic literacy practices. This article describes an instructional intervention in an urban public high school using the genre-based "Reading to Learn" (Rose…

PERSPECTIVES ON LEARNING AND CLINICAL PRACTICE IMPROVEMENT FOR DIABETES IN THE HOSPITAL: A REVIEW OF EDUCATIONAL INTERVENTIONS FOR PROVIDERS

PubMed Central

Pichardo-Lowden, Ariana; Haidet, Paul; Umpierrez, Guillermo E.

2017-01-01

Objective The management of inpatient hyperglycemia and diabetes requires expertise among many healthcare providers. There is limited evidence about how education for healthcare providers can result in optimization of clinical outcomes. The purpose of this critical review of the literature is to examine methods and outcomes related to educational interventions regarding the management of diabetes and dysglycemia in the hospital setting. This report provides recommendations to advance learning, curricular planning, and clinical practice. Methods We conducted a literature search through PubMed Medical for terms related to concepts of glycemic management in the hospital and medical education and training. This search yielded 1,493 articles published between 2003 and 2016. Results The selection process resulted in 16 original articles encompassing 1,123 learners from various disciplines. We categorized findings corresponding to learning outcomes and patient care outcomes. Conclusion Based on the analysis, we propose the following perspectives, leveraging learning and clinical practice that can advance the care of patients with diabetes and/or dysglycemia in the hospital. These include: (1) application of knowledge related to inpatient glycemic management can be improved with active, situated, and participatory interactions of learners in the workplace; (2) instruction about inpatient glycemic management needs to reach a larger population of learners; (3) management of dysglycemia in the hospital may benefit from the integration of clinical decision support strategies; and (4) education should be adopted as a formal component of hospitals’ quality planning, aiming to integrate clinical practice guidelines and to optimize diabetes care in hospitals. PMID:28225312

PERSPECTIVES ON LEARNING AND CLINICAL PRACTICE IMPROVEMENT FOR DIABETES IN THE HOSPITAL: A REVIEW OF EDUCATIONAL INTERVENTIONS FOR PROVIDERS.

PubMed

Pichardo-Lowden, Ariana; Haidet, Paul; Umpierrez, Guillermo E

2017-05-01

The management of inpatient hyperglycemia and diabetes requires expertise among many health-care providers. There is limited evidence about how education for healthcare providers can result in optimization of clinical outcomes. The purpose of this critical review of the literature is to examine methods and outcomes related to educational interventions regarding the management of diabetes and dysglycemia in the hospital setting. This report provides recommendations to advance learning, curricular planning, and clinical practice. We conducted a literature search through PubMed Medical for terms related to concepts of glycemic management in the hospital and medical education and training. This search yielded 1,493 articles published between 2003 and 2016. The selection process resulted in 16 original articles encompassing 1,123 learners from various disciplines. We categorized findings corresponding to learning outcomes and patient care outcomes. Based on the analysis, we propose the following perspectives, leveraging learning and clinical practice that can advance the care of patients with diabetes and/or dysglycemia in the hospital. These include: (1) application of knowledge related to inpatient glycemic management can be improved with active, situated, and participatory interactions of learners in the workplace; (2) instruction about inpatient glycemic management needs to reach a larger population of learners; (3) management of dysglycemia in the hospital may benefit from the integration of clinical decision support strategies; and (4) education should be adopted as a formal component of hospitals' quality planning, aiming to integrate clinical practice guidelines and to optimize diabetes care in hospitals.

Supporting the development of curricular knowledge among novice physics instructors

NASA Astrophysics Data System (ADS)

Robertson, Amy D.

2018-04-01

In this paper, my aim is to problematize the invisibility (to instructors) of the purposes of particular exercises within research-based instructional materials (RBIMs) and to provide one possible solution to this problem that other teacher educators may adapt for their institutional contexts. In particular, I show that many RBIMs anticipate and respond to particular (often incorrect) learner ideas, that teachers often do not recognize this, and that not recognizing this can cause teachers to miss opportunities to build on learner ideas and/or engage students in scientific practices. I share an instructional activity I designed that is meant to support teachers—including university physics Learning Assistants—in recognizing the purposes of particular questions or sequences of questions within RBIMs, and I illustrate that this activity can be a productive starting place for conversation about RBIMs.

Providing Deep Learning through Active Engagement of Adult Learners in Blended Courses

ERIC Educational Resources Information Center

McDonough, Darlene

2014-01-01

Malcolm Knowles (2011) indicates that adult learners are most likely to be actively engaged in learning when they are given some choice and control over the learning process. When the curriculum relates to the adult learner's interests, is individualized, and authentic; the adult learner becomes actively engaged in the process by making a…

Literacy Links: Practical Strategies To Develop the Emergent Literacy At-Risk Children Need.

ERIC Educational Resources Information Center

Robb, Laura

Emphasizing that Literacy Links is a program for young children with little exposure to literacy activities at home, the book explains exactly how Literacy Links works to provide the background knowledge these children need to succeed. The book offers strategies to help literacy-deprived young learners. The book's educator/author has found that…

Post-KR Delay Intervals and Mental Practice: A Test of Adams' Closed Loop Theory

ERIC Educational Resources Information Center

Bole, Ronald

1976-01-01

The present study suggests that post-KR delay interval time or activity in the interval has little to do with learning on a self-paced positioning task, not ruling out that on ballistic tasks or more complex nonballistic tasks that a learner could make use of additional time or strategy. (MB)

The Game Embedded CALL System to Facilitate English Vocabulary Acquisition and Pronunciation

ERIC Educational Resources Information Center

Young, Shelley Shwu-Ching; Wang, Yi-Hsuan

2014-01-01

The aim of this study is to make a new attempt to explore the potential of integrating game strategies with automatic speech recognition technologies to provide learners with individual opportunities for English pronunciation learning. The study developed the Game Embedded CALL (GeCALL) system with two activities for on-line speaking practice. For…

EFL Students' Experiences in Learning "CALL" through Project Based Instructions

ERIC Educational Resources Information Center

Mali, Yustinus Calvin Gai

2017-01-01

Various initiatives led by Ministries of Education and related entities in many countries around the world have encouraged teachers not only to integrate technology in their teaching practices but also to employ various sound teaching methods that allow learners to be actively involved in the teaching and learning process. As a response to these…

A Study of Composition/Correction System with Corpus Retrieval Function

ERIC Educational Resources Information Center

Liu, Song; Liu, Peng; Urano, Yoshiyori

2013-01-01

Practice and research in the composition education that is using computer and network have been more and more active. Through online composition system, a large amount of written texts produced by students and teachers can be collected. This kind of information is called a learner corpus, which is important in second language education because the…

Gallery Educators as Adult Learners: The Active Application of Adult Learning Theory

ERIC Educational Resources Information Center

McCray, Kimberly H.

2016-01-01

In order to better understand the importance of adult learning theory to museum educators' work, and that of their profession at large, museum professionals must address the need for more adult learning research and practice in museums--particularly work informed by existing theory and work seeking to generate new theory. Adult learning theory…

Teaching Our Own Racism: Incorporating Personal Narratives of Whiteness into Anti-Racist Practice

ERIC Educational Resources Information Center

Brookfield, Stephen

2014-01-01

Anti-racist pedagogy typically focuses on helping learners identify and counter racist ideas and actions they detect in themselves and others. Sympathetically and skillfully, the leader of this activity is charged with helping people detect subtle racism as evident in racial micro-aggressions and aversive racism. This pedagogic process is crucial…

Toward Activity-Centered Literacy: Teaching and Learning Korean Literacy in a Multilingual Montreal Context

ERIC Educational Resources Information Center

Kim, Mi Song

2011-01-01

Based on a three-year ethnographic study, in such nested contexts involving six Korean-immigrant families, one regular French classroom, one private English institute, and one Korean church in Montreal, Canada, this study explores how the literacy practices and strategies of culturally and linguistically diverse (CLD) learners were influenced and…

Introducing Computational Thinking to Young Learners: Practicing Computational Perspectives through Embodiment in Mathematics Education

ERIC Educational Resources Information Center

Sung, Woonhee; Ahn, Junghyun; Black, John B.

2017-01-01

A science, technology, engineering, and mathematics-influenced classroom requires learning activities that provide hands-on experiences with technological tools to encourage problem-solving skills (Brophy et al. in "J Eng Educ" 97(3):369-387, 2008; Mataric et al. in "AAAI spring symposium on robots and robot venues: resources for AI…

The Impact of a Professional Development Programme on the Practices and Beliefs of Numeracy Teachers

ERIC Educational Resources Information Center

Swan, Malcolm; Swain, Jon

2010-01-01

This article describes some outcomes of a nine-month design-based research study into the professional development of 24 numeracy teachers with post-16 learners. Teachers analysed research-based principles for teaching, and engaged in a design-research process by testing and refining teaching activities to embody these principles. Data from…

Using a teaching OSCE to prompt learners to engage with patients who talk about religion and/or spirituality.

PubMed

Ledford, Christy J W; Seehusen, Dean A; Canzona, Mollie Rose; Cafferty, Lauren A

2014-01-01

The objective structured clinical examination (OSCE) has only occasionally been used as a teaching tool. The authors describe the initial use of an educational innovation consisting of a teaching OSCE used as "sensitizing practice," followed by personal, guided, and group reflection. Staff and resident physicians and one medical student (N = 28) at a community hospital's family medicine residency participated in the innovation during August 2012. The initial use of the educational innovation allowed learners to engage in a potentially challenging conversation with a standardized patient about religion and/or spirituality (R/S). The aim of the innovation was not to equip learners with a particular tactic to introduce or discuss R/S but, rather, to prompt learners to engage in mindful practice with patients who identify R/S as part of their biopsychosocial contexts. Written, dyadic, and group reflection added value to the OSCE by allowing participants to reflect on a difficult learning objective over time. Participants moved along the stages-of-change continuum when engaging in guided reflection compared with personal reflection. Additionally, all participants provided evidence of at least the preparation stage at the time of guided reflection. By following the OSCE's sensitizing practice with three periods of reflection, learners were enabled first, to recognize the need for readiness to address challenging communication topics (in this case, R/S) and, second, to reflect on practiced strategies for those conversations. The educational innovation can help learners become more aware of and skillful in dealing with difficult physician-patient communication topics.

Mentoring for population health in general practice divisions.

PubMed

Moss, John R; Mickan, Sharon M; Fuller, Jeffrey D; Procter, Nicholas G; Waters, Barb A; O'Rourke, Peter K

2006-02-01

This paper describes the implementation and evaluation of a three-way model of service development mentoring. This population health mentoring program was funded by the Commonwealth Department of Health and Ageing to enable staff from eight Divisions of General Practice in South Australia to gain a sound understanding of population health concepts relevant to their workplace. The distinguishing features of service development mentoring were that the learning was grounded within an individual's work setting and experience; there was an identified population health problem or issue confronting the Division of General Practice; and there was an expectation of enhanced organisational performance. A formal evaluation found a consensus among all learners that mentoring was a positive and worthwhile experience, where they had achieved what they had set out to do. Mentors found the model of learning agreeable and effective. Division executive officers recognised enhanced skills among their "learner" colleagues, and commented positively on the benefits to their organisations through the development of well researched and relevant projects, with the potential to improve the efficiency of their population health activities.

Practices for Social Interaction in the Language-Learning Classroom: Disengagements from Dyadic Task Interaction

ERIC Educational Resources Information Center

Hellermann, John; Cole, Elizabeth

2009-01-01

Using conversation analysis and situated learning theory, in this paper we analyze the peer dyadic interactions of one adult learner of English in class periods 16 months apart. The analyses in the paper present microgenetic and longitudinal perspectives on the learner's increasing participation in his classroom communities of practice. The focus…

Teachers as Learners and Practitioners: Shifting Teaching Practice through Havruta Pedagogy

ERIC Educational Resources Information Center

Kent, Orit; Cook, Allison

2014-01-01

This study presents the cases of two teachers in a Jewish supplementary school whose experiences as learners in a year-long professional development (PD) program shaped their teaching practice. The PD program, based in a theory of havruta text learning, immersed the faculty in the very pedagogy they were being encouraged to use in their teaching…

Crossing Borders: The Linguistic Practices of Aspiring Bilinguals in the Malay Community

ERIC Educational Resources Information Center

Rajadurai, Joanne

2011-01-01

This paper reports on a study of Malay learners of English in Malaysia as they attempt to extend their use of English outside the classroom and thus participate in new linguistic practices. Using a multiple case study approach, the study examines the narrative accounts of learners generated through student journals and focus group discussions.…

Assessment and d/Deaf and Hard of Hearing Multilingual Learners: Considerations and Promising Practices

ERIC Educational Resources Information Center

Pizzo, Lianna; Chilvers, Amanda

2016-01-01

The authors address considerations and promising practices relating to assessment of d/Deaf and Hard of Hearing Multilingual Learners. DMLs' unique culture(s), language(s), and learning needs must be considered when assessments of this population are being planned, conducted, and interpreted. The authors address theory and research on (a) general…

Learning Together: Creating a Community of Practice to Support English Language Learner Literacy

ERIC Educational Resources Information Center

Peercy, Megan Madigan; Martin-Beltran, Melinda; Daniel, Shannon M.

2013-01-01

This qualitative case study examines an after-school, bilingual family literacy programme that brought together several groups to form a community of practice (CoP) that worked to support the literacy development of English language learners and their families. We explored the following question: How do parents, teachers, students, and other…

Increasing the Demand for Workplace Training: Workforce Development in Practice

ERIC Educational Resources Information Center

Thursfield, Denise; Holden, Rick

2004-01-01

In this article I draw attention to the current legitimising of new forms of identity of vocational and higher education learners. Using identity as a lens for examining pedagogy I focus on one of these new forms--the learner-worker identity. I examine one teaching and learning practice portfolio development, by discussing the program within which…

A Bolman and Deal Framework of Science Teachers' Beliefs on Teacher Preparation and Reform Practices for Diverse Learners

ERIC Educational Resources Information Center

Whitmyer, Charnita P.

2016-01-01

This dissertation uses Bolman and Deal's Four Framework approach to reframing an organization to examine science teachers' beliefs on teacher preparation and reform practices for diverse learners. Despite the national emphasis on "science for all students" in the National Science Education Standards (NRC, 2011), some traditionally…

Learners' Attitudes toward Foreign Language Practice on Social Network Sites

ERIC Educational Resources Information Center

Villafuerte, Jhonny; Romero, Asier

2017-01-01

This work aims to study learners' attitudes towards practicing English Language on Social Networks Sites (SNS). The sample involved 110 students from the University Laica Eloy Alfaro de Manabi in Ecuador, and the University of the Basque Country in Spain. The instrument applied was a Likert scale questionnaire designed Ad hoc by the researchers,…

English Language Learners: Effective Teaching Strategies, Practices for FCS Teachers

ERIC Educational Resources Information Center

Allison, Barbara N.; Rehm, Marsha L.

2011-01-01

English language learners represent the fastest growing segment of the U.S. school-age population, raising the question of how best to teach this new and challenging group of students. The research and scholarly literature has identified a number of instructional strategies and classroom practices that have been shown to be effective in teaching…

The Effectiveness of Using Mobile on EFL Learners' Reading Practices in Najran University

ERIC Educational Resources Information Center

Hazaea, Abduljalil Nasr; Alzubi, Ali Abbas

2016-01-01

This paper investigates the efficiency of using mobile technology in English as a Foreign Language (EFL) reading classroom of 30 male students at Preparatory Year, Najran University. Specifically, the study aims to explore the role of this new integrated method in enhancing the EFL learners' reading practices. Integrating Freebody and Luke's…

Honoring and Building on the Rich Literacy Practices of Young Bilingual and Multilingual Learners

ERIC Educational Resources Information Center

Souto-Manning, Mariana

2016-01-01

In this article, the author invites teachers of children who are bilingual, multilingual, and at promise for bi-/multilingualism to honor and build on their rich literacy practices. To do so, she challenges ideas and labels that continuously disempower bilingual and multilingual learners. Souto-Manning establishes the understanding that education…

PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes

PubMed Central

Eddy, Sarah L.; Converse, Mercedes; Wenderoth, Mary Pat

2015-01-01

There is extensive evidence that active learning works better than a completely passive lecture. Despite this evidence, adoption of these evidence-based teaching practices remains low. In this paper, we offer one tool to help faculty members implement active learning. This tool identifies 21 readily implemented elements that have been shown to increase student outcomes related to achievement, logic development, or other relevant learning goals with college-age students. Thus, this tool both clarifies the research-supported elements of best practices for instructor implementation of active learning in the classroom setting and measures instructors’ alignment with these practices. We describe how we reviewed the discipline-based education research literature to identify best practices in active learning for adult learners in the classroom and used these results to develop an observation tool (Practical Observation Rubric To Assess Active Learning, or PORTAAL) that documents the extent to which instructors incorporate these practices into their classrooms. We then use PORTAAL to explore the classroom practices of 25 introductory biology instructors who employ some form of active learning. Overall, PORTAAL documents how well aligned classrooms are with research-supported best practices for active learning and provides specific feedback and guidance to instructors to allow them to identify what they do well and what could be improved. PMID:26033871

Language Learning Activities of Distance EFL Learners in the Turkish Open Education System as the Indicator of Their Learner Autonomy

ERIC Educational Resources Information Center

Altunay, Dilek

2013-01-01

This study investigates the noncompulsory language learning activities performed by a group of distance EFL learners in the Turkish Open Education System. Performance of these activities has been considered as an indicator of their learner autonomy. The data were collected through an online questionnaire and interviews. The study shows that in…

Digital Booktalk: Creating a Community of Avid Readers, One Video at a Time

ERIC Educational Resources Information Center

Gunter, Glenda A.

2012-01-01

In this article the author presents a meta-analysis of the findings from several studies conducted over multiple years with various types of learners that investigated exemplar/signature pedagogical practices incorporating video to motivate otherwise reluctant and struggling learners. Noting that newer technologies are making today's learners less…

Cultivating Effective Corpus Use by Language Learners

ERIC Educational Resources Information Center

Kennedy, Claire; Miceli, Tiziana

2017-01-01

While there is widespread agreement on the expected benefits of hands-on access to corpora for language learners, reports abound of the difficulties involved in realising those benefits in practice. A particular focus of discussion is the challenge of transferring the skills of the corpus linguist to learners, so that they can explore this type of…

Use of Learner-Centered Instructional Strategies in Higher Education: Doctoral Student Assessments

ERIC Educational Resources Information Center

Browne-Ferrigno, Tricia; Muth, Rodney

2012-01-01

Based on multiple sources, this article concludes that, when learner-centered instructional strategies are used with doctoral students, these adult learners take charge of their individual and collective learning, become accountable for both, and enhance their ability to transfer learning to practice. The students studied skills of developed teams…

Making Asian Learners Talk: Encouraging Willingness to Communicate

ERIC Educational Resources Information Center

Vongsila, Vatsana; Reinders, Hayo

2016-01-01

Developing English for communicative purposes is a key objective of language classes in many parts of the world. As a logical prerequisite to communication practice, learners need to have Willingness to Communicate (WTC) before they will engage in L2 interaction (Macintyre et al., 1998). Teachers can play an important role in helping learners to…

Journey through Transformation: A Case Study of Two Literacy Learners

ERIC Educational Resources Information Center

Duckworth, Vicky; Ade-Ojo, Gordon O.

2016-01-01

The study draws on life history, literacy studies, and ethnographic approaches to exploring social practices as a frame to explore the narratives of two UK adult literacy learners who provide a description of their engagement with a transformative curriculum and pedagogical approach. One of the learners reveals his frustration at the lack of…

Turkish Pre-Service Teachers' Reflective Practices in Teaching English to Young Learners

ERIC Educational Resources Information Center

Güngör, Muzeyyen Nazli

2016-01-01

The course "Teaching English to Young Learners" is the first stage where pre-service teachers are introduced to a child's world, developmental characteristics, needs, interests as well as teaching and learning techniques for these learners in English language teaching pre-service teacher education programmes in Turkey. This action…

Trusting early learners with critical professional activities through emergency medical technician certification.

PubMed

Brenner, Judith; Bird, Jeffrey; Ginzburg, Samara B; Kwiatkowski, Thomas; Papasodero, Vincent; Rennie, William; Schlegel, Elisabeth; Ten Cate, Olle; Willey, Joanne M

2018-03-08

Two dominant themes face medical education: developing integrated curricula and improving the undergraduate medical education (UME) to graduate medical education (GME) transition. An innovative solution to both of these challenges at the Zucker School of Medicine has been the application of the cognitive apprenticeship framework in requiring emergency medical technician (EMT) certification during the first course in medical school as the core on which to build an integrated curriculum and provide entrustable clinical skills. Beginning with the Class of 2011, student feedback about the short-term impact of the experience was collected annually. In addition, perceptions of near graduates and alumni were surveyed in 2017 to explore the long-term impact of the experience. Theme analysis was conducted via inductive coding. Both first-year and more experienced learners report the value of the EMT curriculum as an integrated component of the first course of medical school. Reported positive long-term impacts included the first-hand observation of social determinants of health and interprofessionalism. Negative comments by early learners focused on course logistics, whereas older learners recalled the variability of clinical experiences during ambulance runs. The integration of the EMT curriculum as a core component of the first course serves multiple purposes: 1) it provides the foundation of a spiral learning approach; 2) it contextualizes the basic sciences within clinical practice; 3) it provides opportunities for students to engage in authentic clinical activities under the guidance of mentors; 4) it introduces students to the interdisciplinary nature of medicine; and 5) it serves as the first entrustable professional activity (EPA) for our students.

Using Writing as a Constructivist Instructional Tool

NASA Astrophysics Data System (ADS)

Narayanan, M.

2006-12-01

Researchers in the area of cognitive science and educational psychology have shown that instructors who encourage student writing are actually helping in motivating a reluctant pupil. It has also been reported that writing indirectly rewards an individual with dynamic interest. Furthermore, it is believed that writing strengthens the self-confidence of a lethargic learner. (Kosakowski, 1998). All in all, promoting writing helps and supports learners cultivate a positive attitude toward the subject matter in question. The constructivist approach promotes a learning paradigm and helps individuals learn and understand by "constructing" knowledge. Learners are effectively encouraged to generate and build their own knowledge base. Learners document progress by constructing new concepts based on previously gained knowledge. The role of the teacher is actually to facilitate the creation of a learning environment. The constructivist approach when used in the classroom enables the students to become more active, independent thinkers of knowledge. Education World writer Gloria Chaika (Chaika, 2000) states that "Talent is important, but practice creates the solid base that allows that unique talent to soar. Like athletes, writers learn by doing. Good writing requires the same kind of dedicated practice that athletes put in. Young writers often lack the support they need to practice writing and develop their talent to the fullest, though." The author has successfully utilized some of these principles and techniques in a senior level course he teaches. He has encouraged students to try to solve problems their own way and has asked them to observe, document, assess and evaluate the results. In the classroom, the author takes the role of a coach and helps the students approach the problem with a different viewpoint. Eventually the students document their conclusions in a page-long essay. This type of writing assignment not only builds critical thinking abilities but also generates improved written communication skills among learners. References: Kosakowski, John, (1998). The Benefits of Information Technology. ERIC Digests; Technology Integration; Technology Role, ED0-IR-98-04 Chaika, Gloria (2000),Encourage Student Writing: Published on the Web, Education World http://www.education-world.com/a_tech/tech042.shtml

Preschool Teachers’ Language and Literacy Practices with Dual Language Learners

PubMed Central

Sawyer, Brook E.; Hammer, Carol Scheffner; Cycyk, Lauren M.; López, Lisa; Blair, Clancy; Sandilos, Lia; Komaroff, Eugene

2016-01-01

The purposes of this study were to (a) examine the degree to which teachers used linguistically responsive practices to support the language and literacy development of Spanish-speaking Dual Language Learners (DLL) and (b) to investigate the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool teachers. Observational data were collected on practices. Teachers self-reported on language and culture beliefs, Spanish speaking ability, and classroom composition. Results indicated that teachers, including those who spoke Spanish, used few linguistically responsive practices to support preschool DLLs. Only Spanish-speaking ability was related to practices. Implications for targeted professional development are discussed. PMID:27667968

Preschool Teachers' Language and Literacy Practices with Dual Language Learners.

PubMed

Sawyer, Brook E; Hammer, Carol Scheffner; Cycyk, Lauren M; López, Lisa; Blair, Clancy; Sandilos, Lia; Komaroff, Eugene

The purposes of this study were to (a) examine the degree to which teachers used linguistically responsive practices to support the language and literacy development of Spanish-speaking Dual Language Learners (DLL) and (b) to investigate the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool teachers. Observational data were collected on practices. Teachers self-reported on language and culture beliefs, Spanish speaking ability, and classroom composition. Results indicated that teachers, including those who spoke Spanish, used few linguistically responsive practices to support preschool DLLs. Only Spanish-speaking ability was related to practices. Implications for targeted professional development are discussed.

Do Web 2.0 Tools Really Open the Door to Learning? Practices, Perceptions and Profiles of 11-16-Year-Old Students

ERIC Educational Resources Information Center

Luckin, Rosemary; Clark, Wilma; Graber, Rebecca; Logan, Kit; Mee, Adrian; Oliver, Martin

2009-01-01

In this paper, we report on survey and focus group data relating to the activities and perceptions of learning with Web 2.0 technologies of students aged between 11 and 16 years in 27 UK secondary schools. The study confirms that these learners had high levels of access to Web 2.0 technologies and that Web 2.0 activities were prolific. However,…

Preparing Mainstream Classroom Teachers of English Learner Students: Grounding Practice-Based Designs for Teacher Learning in Theories of Adaptive Expertise Development

ERIC Educational Resources Information Center

Von Esch, Kerry Soo; Kavanagh, Sarah Schneider

2018-01-01

Preparing classroom teachers to teach English Learner (EL) students continues to challenge teacher educators. This article argues for EL teaching work to be situated within theories of professional learning that focus on developing teachers who can flexibly and innovatively integrate EL instructional practice into content area teaching. We propose…

Middle School Mathematics Teachers' Conceptions of English Language Learners and Strategies to Support Them: An Examination of Two Professional Development Communities of Practice

ERIC Educational Resources Information Center

Roberts, Sarah Ann

2009-01-01

This study examined teachers' positioning of English language learners (ELLs) and instructional strategies to support them within the Problem Solving Cycle professional development program. Using a communities of practice lens (Wenger, 2000) and building on literature related to supporting ELLs in mathematics, Mathematics Knowledge for Teaching…

Using Evidence-Based Conceptual Frameworks to Identify Leadership Practices of Principals of Successful Schools Serving English Learners

ERIC Educational Resources Information Center

Bishop, Robert C.

2013-01-01

This study is one of five thematic dissertations investigating the leadership practices of principals leading successful schools serving ELA learners. Schools selected for participation in this study had (a) an open enrollment policy, (b) at least 40% of total enrollment consists of ELL students, (c) has earned a School Performance Framework (SPF)…

"He Didn't Add More Evidence": Using Historical Graphic Novels to Develop Language Learners' Disciplinary Literacy

ERIC Educational Resources Information Center

Park, Jie Y.

2016-01-01

A growing body of work has contributed to the theorizing and practice of disciplinary literacy instruction at the secondary level. However, there has been relatively little attention paid to pedagogical supports--texts and practices--that can foster historical literacy development in English learners who begin their U.S. schooling in middle or…

Korean American College Students' Language Practices and Identity Positioning: "Not Korean, but Not American"

ERIC Educational Resources Information Center

Kang, Hyun-Sook

2013-01-01

This article explores the intersection between language practices and ethnic identity for 8 second-generation Korean American learners who were participating in a Korean-as-a-foreign-language (KFL) class at a U.S. university. This study aims to examine the fluid nature of ethnic identity by examining how Korean heritage learners negotiate,…

Repair with Confianza: Rethinking the Context of Corrective Feedback for English Learners (ELS)

ERIC Educational Resources Information Center

Razfar, Aria

2010-01-01

In this paper, I focus on a prevalent and controversial practice in English instruction, namely corrective feedback or repair. While the pros and cons of this practice have been rigorously debated by language scholars for many years, the issue is mostly approached from a cognitive point of view with the focus being on the individual learner and…

Universal Design for Learning in the Classroom: Practical Applications. What Works for Special-Needs Learners Series

ERIC Educational Resources Information Center

Hall, Tracey E., Ed.; Meyer, Anne, Ed.; Rose, David H., Ed.

2012-01-01

Clearly written and well organized, this book shows how to apply the principles of universal design for learning (UDL) across all subject areas and grade levels. The editors and contributors describe practical ways to develop classroom goals, assessments, materials, and methods that use UDL to meet the needs of all learners. Specific teaching…

Practice and Incentive Effects on Learner Performance: Aircraft Instrument Comprehension Task.

ERIC Educational Resources Information Center

Tenpas, Barbara G.; Higgins, Norman C.

To study the effects of practice and incentive on learner performance on the aircraft instrument comprehension task, 48 third-year Air Force cadets were chosen as subjects. The subjects were expected to be able to identify which one of four pictures of aircraft in flight most nearly corresponded to the position indicated on a panel of attitude and…

Measuring Opportunity to Learn and Academic Language Exposure for English Language Learners in Elementary Science Classrooms. CRESST Report 767

ERIC Educational Resources Information Center

Martinez, Jose Felipe; Bailey, Alison L.; Kerr, Deirdre; Huang, Becky H.; Beauregard, Stacey

2010-01-01

The present study piloted a survey-based measure of Opportunity to Learn (OTL) and Academic Language Exposure (ALE) in fourth grade science classrooms that sought to distinguish teacher practices with ELL (English language learner) and non-ELL students. In the survey, participant teachers reported on their instructional practices and the context…

Connecting Online Learners with Diverse Local Practices: The Design of Effective Common Reference Points for Conversation

ERIC Educational Resources Information Center

Friend Wise, Alyssa; Padmanabhan, Poornima; Duffy, Thomas M.

2009-01-01

This mixed-methods study probed the effectiveness of three kinds of objects (video, theory, metaphor) as common reference points for conversations between online learners (student teachers). Individuals' degree of detail-focus was examined as a potentially interacting covariate and the outcome measure was learners' level of tacit knowledge related…

The Effect of Vocabulary Self-Selection Strategy and Input Enhancement Strategy on the Vocabulary Knowledge of Iranian EFL Learners

ERIC Educational Resources Information Center

Masoudi, Golfam

2017-01-01

The present study was designed to investigate empirically the effect of Vocabulary Self-Selection strategy and Input Enhancement strategy on the vocabulary knowledge of Iranian EFL Learners. After taking a diagnostic pretest, both experimental groups enrolled in two classes. Learners who practiced Vocabulary Self-Selection were allowed to…

Academic Librarians' Practices and Perceptions on Web-Based Instruction for Academic Library Patrons as Adult Learners

ERIC Educational Resources Information Center

Taylor, Deborah Michelle

2016-01-01

Academic librarians are encouraged to provide library services, resources, and instruction to all patrons, including the adult learner. Statistics reported that worldwide, adults are a growing student population in colleges and universities; however, the adult learner as an academic library patron is often neglected. Academic libraries can…

The Impact of Teaching Communication Strategies on EFL Learners' Willingness to Communicate

ERIC Educational Resources Information Center

Mesgarshahr, Abulfazl; Abdollahzadeh, Esmaeel

2014-01-01

One of the pedagogical implications of the research on the Willingness to Communicate (WTC) might be to propose practical ways of making language learners more willing to communicate in the classroom. This study investigated the impact of teaching communication strategies (CSs) on Iranian EFL learners' WTC. To this end, 8 intact classes were…

The M-Factor, a Bilingual Asset for Plurilinguals? Learners' Representations, Discourse Strategies and Third Language Acquisition in Institutional Contexts

ERIC Educational Resources Information Center

Bono, Mariana; Stratilaki, Sofia

2009-01-01

Within the framework of our research on learners' language practices and representations, this contribution explores how their representations about language uses and language learning shape the processes of learning and communication in school settings. More precisely, we will study learners' representations regarding the existence of a…

Why and How Do Distance Learners Use Mobile Devices for Language Learning?

ERIC Educational Resources Information Center

Demouy, Valérie; Jones, Ann; Kan, Qian; Kukulska-Hulme, Agnes; Eardley, Annie

2016-01-01

Most of the literature on mobile language learning is located in classroom contexts, and often concerns the use of resources developed by teachers or researchers. However, we also need to understand learner initiated practices, in informal as well as formal settings, where mobile language learners are increasingly using digital resources. In this…

E-Pal Exchanges: A Way to Connect Preservice Teachers and English Language Learners

ERIC Educational Resources Information Center

Patton, Anne; Hirano, Eliana; Garrett, Anna Rose

2017-01-01

Pen pal exchanges have been used for years to promote cross-cultural communication. In educational settings, pen pal projects have served additional purposes. One is providing English language learners (ELLs) with a safe but realistic context in which language skills can be practiced and learner motivation increased. This study investigates the…

Adaptive Teaching: An Invaluable Pedagogic Practice in Social Studies Education

ERIC Educational Resources Information Center

Ikwumelu, S. N.; Oyibe, Ogene A.; Oketa, E. C.

2015-01-01

The paper delved into the issue of learner/teacher centredness in Social Studies and held that the choice of around whom Social Studies teaching would be centred should be determined by the individual differences of the learners. Adaptive teaching was explained as an approach aimed at achieving a common instructional goal with learners considering…

Foreign Language Learning Conceptualisations of Distance Learners in New Zealand: Goals, Challenges and Responses

ERIC Educational Resources Information Center

Walker, Ute; Haddon, Rosemary

2011-01-01

This article reports on a collaborative research project which involved first-year distance learners of Chinese, French, German, Japanese and Spanish at a New Zealand university. Drawing on the principles of Allwright's exploratory practice, the study aimed to gain an insight into the learners' experiences and conceptualisations in terms of their…

Integrating Teaching Practice with Developmental Norms: The Case of Phonological Teaching in L2

ERIC Educational Resources Information Center

Wong, Richard Kwok-Shing; MacWhinney, Brian

2009-01-01

This paper highlights the crucial role of phonological instruction in early second language English learning. Although older learners can acquire grammar and vocabulary efficiently, younger learners appear to have a greater facility with the learning of sounds. Thus, it makes good sense to focus on articulatory skills for these early learners. By…

Effect of Learner-Centered Education on the Academic Outcomes of Minority Groups

ERIC Educational Resources Information Center

Salinas, Moises F.; Garr, Johanna

2009-01-01

The purpose of the present study is to determine the effect that learner-centered classrooms and schools have on the academic performance of minority and nonminority groups. A diverse sample of schools at the elementary school level were selected. Teachers were also asked to complete the Assessment of Learner Centered Practices questionnaire, an…

First, You Have to Hear It! ESL Oral Language Practice

ERIC Educational Resources Information Center

LeLoup, Jean W.; Ponterio, Robert

2005-01-01

There is no question that the development of oral language skills in second (as well as first) language learners is of prime importance. Language learners must focus on oral language proficiency because it is eventually the skill they will most use. But oracy in second language learners does not develop in a vacuum. It is inextricably intertwined…

Rules of Engagement: Considering Good Policy and Practice with Online Military Learners

ERIC Educational Resources Information Center

Starr-Glass, David

2015-01-01

In online distance learning environments military learners may not stand out or be particularly distinctive from their non-military peers. However, military learners do possess a degree of difference that needs to be recognized. The military can be considered to possess a Janusian culture--two distinctive cultural patterns that emerge in different…

Video as a Professional Development Tool to Support Novice Teachers as They Learn to Teach English Language Learners

ERIC Educational Resources Information Center

Estapa, Anne; Pinnow, Rachel J.; Chval, Kathryn B.

2016-01-01

This two-year study investigated how an innovative video tool enhanced novice-teacher noticing abilities and instructional practice in relation to teaching mathematics to English language learners in third grade classrooms. Specifically, teachers viewed videos of their mathematics lessons that were filmed by Latino English language learners who…

Education for Adult English Language Learners in the United States: Trends, Research, and Promising Practices

ERIC Educational Resources Information Center

Schaetzel, Kirsten; Young, Sarah

2010-01-01

Adult English language learners comprise a substantial proportion of the adult education population in the United States. In program year 2006-2007, 46% of participants enrolled in state-administered adult education programs were in English as a second language (ESL) classes. This percentage does not include English language learners enrolled in…

Learning from a Small State's Experience: Acknowledging the Importance of Context in Implementing Learner-Centred Pedagogy

ERIC Educational Resources Information Center

Di Biase, Rhonda

2015-01-01

The challenges of implementing learner-centred pedagogies have been well documented, noting that many reform efforts fail to consider important contextual factors. With attention to the disparity between policy and practice, this study investigated the conditions under which teachers can enact learner-centred pedagogy in the Maldives using…

Learner Control, User Characteristics, Platform Difference, and Their Role in Adoption Intention for MOOC Learning in China

ERIC Educational Resources Information Center

Zhang, Min; Yin, Shuaijun; Luo, Meifen; Yan, Weiwei

2017-01-01

Massive open online course (MOOC) learning attracts more and more attention in both the practice and the research field. Finding out what factors influence learners' MOOC adoption is of great importance. This study focuses on learner control, user characteristics and platform difference. Hypotheses and a research model are proposed by…

The influence of prior knowledge on the retrieval-directed function of note taking in prior knowledge activation.

PubMed

Wetzels, Sandra A J; Kester, Liesbeth; van Merriënboer, Jeroen J G; Broers, Nick J

2011-06-01

Prior knowledge activation facilitates learning. Note taking during prior knowledge activation (i.e., note taking directed at retrieving information from memory) might facilitate the activation process by enabling learners to build an external representation of their prior knowledge. However, taking notes might be less effective in supporting prior knowledge activation if available prior knowledge is limited. This study investigates the effects of the retrieval-directed function of note taking depending on learners' level of prior knowledge. It is hypothesized that the effectiveness of note taking is influenced by the amount of prior knowledge learners already possess. Sixty-one high school students participated in this study. A prior knowledge test was used to ascertain differences in level of prior knowledge and assign participants to a low or a high prior knowledge group. A 2×2 factorial design was used to investigate the effects of note taking during prior knowledge activation (yes, no) depending on learners' level of prior knowledge (low, high) on mental effort, performance, and mental efficiency. Note taking during prior knowledge activation lowered mental effort and increased mental efficiency for high prior knowledge learners. For low prior knowledge learners, note taking had the opposite effect on mental effort and mental efficiency. The effects of the retrieval-directed function of note taking are influenced by learners' level of prior knowledge. Learners with high prior knowledge benefit from taking notes while activating prior knowledge, whereas note taking has no beneficial effects for learners with limited prior knowledge. ©2010 The British Psychological Society.

Meaning Making and Translanguaging in a Two-Way Dual-Language Program on the U.S.-Mexico Border

ERIC Educational Resources Information Center

Esquinca, Alberto; Araujo, Blanca; de la Piedra, María Teresa

2014-01-01

The article analyzes meaning-making practices in a two-way dual-language (TWDL) program on the U.S.-Mexico border among "transfronterizo" and Mexican-origin youth. In the article, we show that emergent bilingual learners and their teacher participate in activities that mediate understanding of science content knowledge. We show how the…

The Use of a Metacognitive Tool in an Online Social Supportive Learning Environment: An Activity Theory Analysis

ERIC Educational Resources Information Center

Martinez, Ray Earl

2010-01-01

This investigation is an exploratory study of the use of a metacognitive software tool in a social supportive learning environment. The tool combined metacognitive knowledge and regulation functionality embedded within the content of an eight week online graduate education course. Twenty-three learners, who were practicing teachers, used the tool.…

How Do K-12 Students' Manage Applications on Their Mobile Devices?

ERIC Educational Resources Information Center

Aladjem, Ruthi; Hardof, Sharon

2016-01-01

Personal information management (PIM) is a research field that examines the activities by which users save, organize and retrieve personal information items. PIM is a one of the essential new literacies for learners in the 21st century. This paper reports results from a pilot study that explored PIM practices and strategies of K-12 students, on…

Connecting and Collaborating within and beyond a Massive Open Online Course

ERIC Educational Resources Information Center

Pytash, Kristine E.; Hicks, Troy; Ferdig, Richard E.

2016-01-01

In this article, we draw on the experiences of two young adults, Beth and Jamie (pseudonyms), who participated in a connectivist Massive Open Online Course (cMOOC) to explore how adolescents can become active members in a community of learners and the digital literacy practices that support this entry. We argue that Beth and Jamie engaged in…

Language Learners' Writing Task Representation and Its Effect on Written Performance in an EFL Context.

PubMed

Zarei, Gholam Reza; Pourghasemian, Hossein; Jalali, Hassan

2017-06-01

The present study attempts to give an account of how students represent writing task in an EAP course. Further, the study is intended to discover if learners' mental representation of writing would contribute to their written performance. During a 16-week term, students were instructed to practice writing as a problem solving activity. At almost the end of the term, they were prompted to write on what they thought writing task was like and also an essay on an argumentative topic. The results revealed that students could conceptualize the instructed recursive model of writing as a process-based, multi-dimensional and integrated activity inducing self-direction and organization while holding in low regard the product view of writing. The findings also demonstrated that task representation was related to the students' writing performance, with process oriented students significantly outperforming the product-oriented ones. Also, it was found that task representation components (ideational, linguistic, textual, interpersonal) had a significant relationship with the written performance ([Formula: see text]; Sig.: 0.006). The study can have both theoretical and practical implications with regard to the factors involving the students' writing internal processes and their effects on written performance.

Assessment and d/Deaf and Hard of Hearing Multilingual Learners: Considerations and Promising Practices.

PubMed

Pizzo, Lianna; Chilvers, Amanda

2016-01-01

The authors address considerations and promising practices relating to assessment of d/Deaf and Hard of Hearing Multilingual Learners. DMLs' unique culture(s), language(s), and learning needs must be considered when assessments of this population are being planned, conducted, and interpreted. The authors address theory and research on (a) general considerations for the overarching assessment process, (b) specific assessment approaches used to assess DMLs, and (c) assessment of language proficiency for diverse language learners. In addition, basic recommendations for the assessment of DMLs are made, including increased availability of assessments in various languages, use of multiple sources of individual and family data, assessment of all languages, and incorporation of a strong assessment component (that includes nondiscrimination practices) into teacher preparation programs.

Status of teaching elementary science for English learners in science, mathematics and technology centered magnet schools

NASA Astrophysics Data System (ADS)

Han, Alyson Kim

According to the California Commission on Teacher Credentialing (2001), one in three students speaks a language other than English. Additionally, the Commission stated that a student is considered to be an English learner if the second language acquisition is English. In California more than 1.4 million English learners enter school speaking a variety of languages, and this number continues to rise. There is an imminent need to promote instructional strategies that support this group of diverse learners. Although this was not a California study, the results derived from the nationwide participants' responses provided a congruent assessment of the basic need to provide effective science teaching strategies to all English learners. The purpose of this study was to examine the status of elementary science teaching practices used with English learners in kindergarten through fifth grade in public mathematics, science, and technology-centered elementary magnet schools throughout the country. This descriptive research was designed to provide current information and to identify trends in the areas of curriculum and instruction for English learners in science themed magnet schools. This report described the status of elementary (grades K-5) school science instruction for English learners based on the responses of 116 elementary school teachers: 59 grade K-2, and 57 grade 3-5 teachers. Current research-based approaches support incorporating self-directed learning strategy, expository teaching strategy, active listening strategies, questioning strategies, wait time strategy, small group strategy, peer tutoring strategy, large group learning strategy, demonstrations strategy, formal debates strategy, review sessions strategy, mediated conversation strategy, cooperative learning strategy, and theme-based instruction into the curriculum to assist English learners in science education. Science Technology Society (STS) strategy, problem-based learning strategy, discovery learning strategy, constructivist learning strategy, learning cycle strategy, SCALE technique strategy, conceptual change strategy, inquiry-based strategy, cognitive academic language learning approach (CALLA) strategy, and learning from text strategy provide effective science teaching instruction to English learners. These science instructional strategies assist elementary science teachers by providing additional support to make science instruction more comprehensible for English learners.

Breaking the cycle: future faculty begin teaching with learner-centered strategies after professional development.

PubMed

Ebert-May, Diane; Derting, Terry L; Henkel, Timothy P; Middlemis Maher, Jessica; Momsen, Jennifer L; Arnold, Bryan; Passmore, Heather A

2015-01-01

The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development "best practices" and effective models for change difficult. We aimed to determine the extent to which postdoctoral fellows (i.e., future biology faculty) believed in and implemented evidence-based pedagogies after completion of a 2-yr professional development program, Faculty Institutes for Reforming Science Teaching (FIRST IV). Postdocs (PDs) attended a 2-yr training program during which they completed self-report assessments of their beliefs about teaching and gains in pedagogical knowledge and experience, and they provided copies of class assessments and video recordings of their teaching. The PDs reported greater use of learner-centered compared with teacher-centered strategies. These data were consistent with the results of expert reviews of teaching videos. The majority of PDs (86%) received video ratings that documented active engagement of students and implementation of learner-centered classrooms. Despite practice of higher-level cognition in class sessions, the items used by the PDs on their assessments of learning focused on lower-level cognitive skills. We attributed the high success of the FIRST IV program to our focus on inexperienced teachers, an iterative process of teaching practice and reflection, and development of and teaching a full course. © 2015 D. Ebert-May et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Learner-Content-Interface as an Approach for Self-Reliant and Student-Centered Learning

ERIC Educational Resources Information Center

Nicolay, Robin; Schwennigcke, Bastian; Sahl, Sarah; Martens, Alke

2015-01-01

Conceptualization and implementation of computer supported teaching and training is currently not tailored to the paradigm of learner centration. Many technical solutions lack transparency and consistency regarding the supported learner activities. An insight into learners activities correlated to learning tasks is needed. In this paper we outline…

Work-based Assessment and Co-production in Postgraduate Medical Training

PubMed Central

Holmboe, Eric S.

2017-01-01

Assessment has always been an essential component of postgraduate medical education and for many years focused predominantly on various types of examinations. While examinations of medical knowledge and more recently of clinical skills with standardized patients can assess learner capability in controlled settings and provide a level of assurance for the public, persistent and growing concerns regarding quality of care and patient safety worldwide has raised the importance and need for better work-based assessments. Work-based assessments, when done effectively, can more authentically capture the abilities of learners to actually provide safe, effective, patient-centered care. Furthermore, we have entered the era of interprofessional care where effective teamwork among multiple health care professionals is now paramount. Work-based assessment methods are now essential in an interprofessional healthcare world. To better prepare learners for these newer competencies and the ever-growing complexity of healthcare, many post-graduate medical education systems across the globe have turned to outcomes-based models of education, codified through competency frameworks. This commentary provides a brief overview on key methods of work-based assessment such as direct observation, multisource feedback, patient experience surveys and performance measures that are needed in a competency-based world that places a premium on educational and clinical outcomes. However, the full potential of work-based assessments will only be realized if post-graduate learners play an active role in their own assessment program. This will require a substantial culture change, and culture change only occurs through actions and changed behaviors. Co-production offers a practical and philosophical approach to engaging postgraduate learners to be active, intrinsically motivated agents for their own professional development, help to change learning culture and contribute to improving programmatic assessment in post-graduate training. PMID:29226226

Work-based Assessment and Co-production in Postgraduate Medical Training.

PubMed

Holmboe, Eric S

2017-01-01

Assessment has always been an essential component of postgraduate medical education and for many years focused predominantly on various types of examinations. While examinations of medical knowledge and more recently of clinical skills with standardized patients can assess learner capability in controlled settings and provide a level of assurance for the public, persistent and growing concerns regarding quality of care and patient safety worldwide has raised the importance and need for better work-based assessments. Work-based assessments, when done effectively, can more authentically capture the abilities of learners to actually provide safe, effective, patient-centered care. Furthermore, we have entered the era of interprofessional care where effective teamwork among multiple health care professionals is now paramount. Work-based assessment methods are now essential in an interprofessional healthcare world. To better prepare learners for these newer competencies and the ever-growing complexity of healthcare, many post-graduate medical education systems across the globe have turned to outcomes-based models of education, codified through competency frameworks. This commentary provides a brief overview on key methods of work-based assessment such as direct observation, multisource feedback, patient experience surveys and performance measures that are needed in a competency-based world that places a premium on educational and clinical outcomes. However, the full potential of work-based assessments will only be realized if post-graduate learners play an active role in their own assessment program. This will require a substantial culture change, and culture change only occurs through actions and changed behaviors. Co-production offers a practical and philosophical approach to engaging postgraduate learners to be active, intrinsically motivated agents for their own professional development, help to change learning culture and contribute to improving programmatic assessment in post-graduate training.

Autonomous Learner Model Resource Book

ERIC Educational Resources Information Center

Betts, George T.; Carey, Robin J.; Kapushion, Blanche M.

2016-01-01

"Autonomous Learner Model Resource Book" includes activities and strategies to support the development of autonomous learners. More than 40 activities are included, all geared to the emotional, social, cognitive, and physical development of students. Teachers may use these activities and strategies with the entire class, small groups, or…

Awareness of Christian College Professors Concerning English Language Learners in the Content-Based Classroom and Implementation of Effective Practices

ERIC Educational Resources Information Center

Roedding, Amy L.

2013-01-01

In an effort to understand Christian college professors' levels of awareness to the needs of English Language Learners (ELLs) in content-based classrooms and to identify effective practices for language learning that are being implemented, a quantitative study using descriptive research was carried out. A survey was used to collect data to…

Seeking Best Practices and Meeting the Needs of the English Language Learners: Using Second Language Theories and Integrating Technology in Teaching

ERIC Educational Resources Information Center

Li, Nan

2013-01-01

A noticeable national trend in schools today is the rapid increase in the number of the English language learners. The widespread use of technology in classrooms is another trend today. In combining these two trends, this paper discusses the best practices that teachers can use in classrooms to work effectively with English language learners…

Pre-Service Teachers' Evaluations of Practices in Teaching English to Young Learners in Terms of 21st Century Teacher Qualifications

ERIC Educational Resources Information Center

Çakir, Abdulvahit; Güngör, Müzeyyen Nazli

2017-01-01

This study investigates the 3rd year and 4th year pre-service teachers' evaluations of the practices in teaching English to young learners in terms of 21st century teacher qualifications. Employing a mixed methods design, this study includes the qualitative data that come from semi-structured interviewed questions administered to pre-service…

Effects of Early and Late Rest Intervals on Performance and Overnight Consolidation of a Keyboard Sequence

ERIC Educational Resources Information Center

Cash, Carla Davis

2009-01-01

Thirty-six nonmusicians practiced a five-element key-press sequence on a digital piano, repeating the sequence as quickly and accurately as possible during twelve 30-s practice blocks alternating with 30-s pauses. Twelve learners rested for 5 min between Blocks 3 and 4, another 12 learners rested for 5 min between Blocks 9 and 10, and the…

Using Formative Assessment to Facilitate Learner Self-Regulation: A Case Study of Assessment Practices and Student Perceptions in Hong Kong

ERIC Educational Resources Information Center

Jing Jing, Ma

2017-01-01

One of the key aims of formative assessment in higher education is to enable students to become self-regulated learners (Nicol & Macfarlane-Dick, 2006). Based on Nicol and Macfarlane-Dick's (2006) framework, this exploratory study investigates which formative assessment practices proposed by them were used by one college EFL writing teacher to…

Research-Based Recommendations for the Use of Accommodations in Large-Scale Assessments: 2012 Update. Practical Guidelines for the Education of English Language Learners. Book 4

ERIC Educational Resources Information Center

Kieffer, Michael J.; Rivera, Mabel; Francis, David J.

2012-01-01

This report presents results from a new quantitative synthesis of research on the effectiveness and validity of test accommodations for English language learners (ELLs) taking large-scale assessments. In 2006, the Center on Instruction published a review of the literature on test accommodations for ELLs titled "Practical Guidelines for the…

Pedagogical Implications of Score Distribution Pattern and Learner Satisfaction in an Intensive TOEIC Course

ERIC Educational Resources Information Center

Kang, Che Chang

2014-01-01

The study aimed at investigating TOEIC score distribution patterns and learner satisfaction in an intensive TOEIC course and drew implications for pedagogical practice. A one-group pre-test post-test experiment and a survey on learner satisfaction were conducted on Taiwanese college EFL students (n = 50) in a case study. Results showed that the…

Instructional Practices That Promote Reading Proficiency for English Language Learners in Grades 3 and 5

ERIC Educational Resources Information Center

Smiley-Blanton, Regina

2010-01-01

The No Child Left Behind Act (NCLB) requires that all public school students, including English language learners, achieve proficiency in reading, math, and science by 2014 as measured on state assessments. English language learners enrolled in public schools for the first time receive a 1-year deferment from these state assessments in subjects…

Adopting Social Networking Sites (SNSs) as Interactive Communities among English Foreign Language (EFL) Learners in Writing: Opportunities and Challenges

ERIC Educational Resources Information Center

Razak, Norizan Abdul; Saeed, Murad; Ahmad, Zulkifli

2013-01-01

As most traditional classroom environments in English as Foreign Language (EFL) still restrict learners' collaboration and interaction in college writing classes, today, the majority of EFL learners are accessing Social Networking Sites (SNSs) as online communities of practice (CoPs) for adopting informal collaborative learning as a way of…

Teacher Educators as Learners: Enabling Learning while Developing Innovative Practice in ICT-Rich Education

ERIC Educational Resources Information Center

Reading, Chris; Doyle, Helen

2013-01-01

It's time for teachers to consider themselves as learners in ICT-rich learning environments and to become more aware of factors that enable their learning in such environments. The notion of teachers as learners in ICT-rich environments is not new but the focus is usually on school teachers and formal professional development, rather than teachers…

Model Learner Outcomes for Physical Education. Teaching Learners To Think on Their Feet.

ERIC Educational Resources Information Center

Minnesota State Dept. of Education, St. Paul.

This guide is designed to encourage educators as well as parents and community members to view physical education as an integral component of the school's educational program. It can be used for curriculum building and as an example of what represents current best practices in physical education. Model learner outcomes cover eight areas of study:…

Developing Learner-Centred Education among Secondary Trainee Teachers in Malawi: The Dilemma of Appropriation and Application

ERIC Educational Resources Information Center

Mtika, Peter; Gates, Peter

2010-01-01

This article is mainly concerned with the capability of trainee teachers to implement learner-centred practice at one of the teacher education institutions in Malawi. The notion of learner-centred education has assumed a positive policy position for teaching and learning in both primary and secondary sectors not only in Malawi, but also in the…

Perceptions of Support for Secondary School Learners with Dyslexia in France and in Wales: Case Study Analyses

ERIC Educational Resources Information Center

Mccormack-Colbert, Anna; Wyn Jones, Susan; Ware, Jean

2017-01-01

The lack of consensus over the origins of dyslexia, assessment practices and the impact on learners across languages has led to different approaches to support being adopted across Europe. This study uses a case study design and aims at gaining an understanding of learners with dyslexic tendencies' experiences and perceptions of Welsh and French…

d/Deaf and Hard of Hearing Multilingual Learners: The Development of Communication and Language

ERIC Educational Resources Information Center

Pizzo, Lianna

2016-01-01

The author examines the theory and research relevant to educating d/Deaf and Hard of Hearing Multilingual Learners (DMLs). There is minimal research on this population, yet a synthesis of related theory, research, and practice on spoken-language bilinguals can be used to add to the body of knowledge on these learners. Specifically, the author…

Mainstream Teachers of English Learners in the Southeast: A Multiple Case Study Analysis of Scaffolding Practices

ERIC Educational Resources Information Center

Kiefer, Sonya Maldonado

2013-01-01

English learners are one of the fasting growing populations of students in the United States, particularly in the Southeast. Little is known about how teachers in this region support the instructional needs of English learners in a mainstream classroom, despite reports that they receive limited preparation and professional development to meet the…

Pairing Learners by Companionship: Effects on Motor Skill Performance and Comfort Levels in the Reciprocal Style of Teaching

ERIC Educational Resources Information Center

Chatoupis, Constantine

2015-01-01

Mosston and Ashworth's (2008) reciprocal style of teaching gives learners the opportunity to work in pairs to support each other's learning (one practices a task and the other gives feedback). The effects of pairing learners by companionship (friend and nonacquaintance) on 8-year-old children's motor skill performance and comfort levels were…

Personalized E- learning System Based on Intelligent Agent

NASA Astrophysics Data System (ADS)

Duo, Sun; Ying, Zhou Cai

Lack of personalized learning is the key shortcoming of traditional e-Learning system. This paper analyzes the personal characters in e-Learning activity. In order to meet the personalized e-learning, a personalized e-learning system based on intelligent agent was proposed and realized in the paper. The structure of system, work process, the design of intelligent agent and the realization of intelligent agent were introduced in the paper. After the test use of the system by certain network school, we found that the system could improve the learner's initiative participation, which can provide learners with personalized knowledge service. Thus, we thought it might be a practical solution to realize self- learning and self-promotion in the lifelong education age.

Talk the Talk: Implementing a Communication Curriculum for Surgical Residents.

PubMed

Newcomb, Anna B; Trickey, Amber W; Porrey, Melissa; Wright, Jeffrey; Piscitani, Franco; Graling, Paula; Dort, Jonathan

The Accreditation Council for Graduate Medical Education milestones provide a framework of specific interpersonal and communication skills that surgical trainees should aim to master. However, training and assessment of resident nontechnical skills remains challenging. We aimed to develop and implement a curriculum incorporating interactive learning principles such as group discussion and simulation-based scenarios to formalize instruction in patient-centered communication skills, and to identify best practices when building such a program. The curriculum is presented in quarterly modules over a 2-year cycle. Using our surgical simulation center for the training, we focused on proven strategies for interacting with patients and other providers. We trained and used former patients as standardized participants (SPs) in communication scenarios. Surgical simulation center in a 900-bed tertiary care hospital. Program learners were general surgery residents (postgraduate year 1-5). Trauma Survivors Network volunteers served as SPs in simulation scenarios. We identified several important lessons: (1) designing and implementing a new curriculum is a challenging process with multiple barriers and complexities; (2) several readily available facilitators can ease the implementation process; (3) with the right approach, learners, faculty, and colleagues are enthusiastic and engaged participants; (4) learners increasingly agree that communication skills can be improved with practice and appreciate the curriculum value; (5) patient SPs can be valuable members of the team; and importantly (6) the culture of patient-physician communication appears to shift with the implementation of such a curriculum. Our approach using Trauma Survivors Network volunteers as SPs could be reproduced in other institutions with similar programs. Faculty enthusiasm and support is strong, and learner participation is active. Continued focus on patient and family communication skills would enhance patient care for institutions providing such education as well as for institutions where residents continue on in fellowships or begin their surgical practice. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Learners' Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer-Feedback Activity: An Exploratory Study

ERIC Educational Resources Information Center

Ching, Yu-Hui; Hsu, Yu-Chang

2016-01-01

Peer feedback affords interaction and critical thinking opportunities for learners in online courses. However, various factors prevent learners from taking advantage of these promising benefits. This study explored learners' perceptions of the interpersonal factors in a role-playing peer-feedback activity, and examined the types of peer feedback…

Case study method and problem-based learning: utilizing the pedagogical model of progressive complexity in nursing education.

PubMed

McMahon, Michelle A; Christopher, Kimberly A

2011-08-19

As the complexity of health care delivery continues to increase, educators are challenged to determine educational best practices to prepare BSN students for the ambiguous clinical practice setting. Integrative, active, and student-centered curricular methods are encouraged to foster student ability to use clinical judgment for problem solving and informed clinical decision making. The proposed pedagogical model of progressive complexity in nursing education suggests gradually introducing students to complex and multi-contextual clinical scenarios through the utilization of case studies and problem-based learning activities, with the intention to transition nursing students into autonomous learners and well-prepared practitioners at the culmination of a nursing program. Exemplar curricular activities are suggested to potentiate student development of a transferable problem solving skill set and a flexible knowledge base to better prepare students for practice in future novel clinical experiences, which is a mutual goal for both educators and students.

Literacy Standards for Preschool Learners.

ERIC Educational Resources Information Center

Bodrova, Elena; Leong, Deborah J.; Paynter, Diane E.

1999-01-01

Preschool and kindergarten teachers can help young learners meet early literacy standards without sacrificing developmentally appropriate practice. Several professional associations have described appropriate expectations for children of different age levels known as milestones, developmental accomplishments, and benchmarks. (MLH)

Promoting Physics Among Female Learners in the Western Cape Through Active Engagement (abstract)

NASA Astrophysics Data System (ADS)

Arendse, Gillian J.

2009-04-01

In 2006 the author organized a one-day intervention aimed at promoting physics among female learners at the University of Stellenbosch. The activities included an interactive lecture demonstration promoting active engagement, a hands-on session, and short presentations by female physicists addressing issues such as balancing family and career, breaking the stereotypes, and launching a successful career in physics. Each learner was expected to evaluate the program. In 2007 the author joined forces with Hip2B2 (Shuttleworth Foundation) to host a competition among grade-10 learners with the theme, ``promoting creativity through interactivity.'' The author was tasked by the Hip2B2-team to assist with a program for female learners planned for August 2008, coinciding with our national celebration of Women's Day. The event targeted 160 learners and took place in Durban, East London, Cape Town, and Johannesburg. The author shares some of the learners' experiences and personal triumphs.

Exploring Problem Based Learning to Promote 21st Century Learning Skills in Full Day Kindergarten

ERIC Educational Resources Information Center

Tsoukalas, Jillian M.

2012-01-01

The kindergarten program at the study site transitioned from half day to full day, yet the curriculum was not updated to accommodate the full day schedule, or to include best practices. In order to prepare learners for their future in education, activities were implemented to determine how problem based learning can promote acquisition of the 21st…

Ambulatory Morning Report: A Case-Based Method of Teaching EBM Through Experiential Learning.

PubMed

Luciano, Gina L; Visintainer, Paul F; Kleppel, Reva; Rothberg, Michael B

2016-02-01

Evidence-based medicine (EBM) skills are important to daily practice, but residents generally feel unskilled incorporating EBM into practice. The Kolb experiential learning theory, as applied to curricular planning, offers a unique methodology to help learners build an EBM skill set based on clinical experiences. We sought to blend the learner-centered, case-based merits of the morning report with an experientially based EBM curriculum. We describe and evaluate a patient-centered ambulatory morning report combining the User's Guides to the Medical Literature approach to EBM and experiential learning theory in the internal medicine department at Baystate Medical Center. The Kolb experiential learning theory postulates that experience transforms knowledge; within that premise we designed a curriculum to build EBM skills incorporating residents' patient encounters. By developing structured clinical questions based on recent clinical problems, residents activate prior knowledge. Residents acquire new knowledge through selection and evaluation of an article that addresses the structured clinical questions. Residents then apply and use new knowledge in future patient encounters. To assess the curriculum, we designed an 18-question EBM test, which addressed applied knowledge and EBM skills based on the User's Guides approach. Of the 66 residents who could participate in the curriculum, 61 (92%) completed the test. There was a modest improvement in EBM knowledge, primarily during the first year of training. Our experiential curriculum teaches EBM skills essential to clinical practice. The curriculum differs from traditional EBM curricula in that ours blends experiential learning with an EBM skill set; learners use new knowledge in real time.

The healthy learner model for student chronic condition management--part II: the asthma initiative.

PubMed

Erickson, Cecelia DuPlessis; Splett, Patricia L; Mullett, Sara Stoltzfus; Jensen, Charlotte; Belseth, Stephanie Bisson

2006-12-01

The Healthy Learner Asthma Initiative (HLAI) was designed as a comprehensive, school-community initiative to improve asthma management and produce healthy learners. National asthma guidelines were translated into components of asthma management in the school setting that defined performance expectations and lead to greater quality and consistency of asthma care. The HLAI incorporated evidence-based practice and introduced the role of the asthma resource nurse. Leadership, capacity building, and strong partnerships among school nurses, students, families, and health care providers were essential to the implementation and sustainability of the HLAI. Professional school nursing and evaluation were defined as key requisites to a successful initiative. Evaluation results indicated positive effects on nursing practice, fewer asthma visits to the health office, and better attendance among students who received asthma care in the school health office. The HLAI provided the basis for development of the Healthy Learner Model for Student Chronic Condition Management.

Reprising the Home Language Survey: Summary of a National Working Session on Policies, Practices, and Tools for Identifying Potential English Learners

ERIC Educational Resources Information Center

Linquanti, Robert; Bailey, Alison L.

2014-01-01

This document is the first in a series of working papers that elaborate on a framework of four key stages in moving toward a common definition of English learner (EL), as described in the Council of Chief State School Officers (CCSSO) publication, "Toward a "Common Definition of English Learner": A Brief Defining Policy and…

Where Do Teachers and Learners Stand in Music Education Research? A Multi-Voiced Call for a New Ethos of Music Education Research

ERIC Educational Resources Information Center

Gouzouasis, Peter; Bakan, Danny; Ryu, Jee Yeon; Ballam, Helen; Murphy, David; Ihnatovych, Diana; Virag, Zoltan; Yanko, Matthew

2014-01-01

We offer a multi-voiced performance autoethnography where contemporary music education practices are informed and imbued with the voices of teachers and learners. By dialogically and musically engaging with the very people who live, make music, and engage with learners in music classrooms, we promote contemporary qualitative forms of research and…

Effects of Form-Focused Instruction and Corrective Feedback on L2 Pronunciation Development of /[alveolar approximant]/ by Japanese Learners of English

ERIC Educational Resources Information Center

Saito, Kazuya; Lyster, Roy

2012-01-01

Sixty-five Japanese learners of English participated in the current study, which investigated the acquisitional value of form-focused instruction (FFI) with and without corrective feedback (CF) on learners' pronunciation development. All students received a 4-hr FFI treatment designed to encourage them to notice and practice the target feature of…

Giving English Language Learners the Time They Need to Succeed: Profiles of Three Expanded Learning Time Schools

ERIC Educational Resources Information Center

Farbman, David A.

2015-01-01

With the number of students who are English language learners (ELLs) likely to double in coming years, it is more important than ever for schools across the U.S. to design and implement educational practices and strategies that best meet ELLs' learning needs, says the report, "Giving English Language Learners the Time They Need to…

Challenging Representations: Constructing the Adult Literacy Learner over 30 Years of Policy and Practice in the United Kingdom

ERIC Educational Resources Information Center

Hamilton, Mary; Pitt, Kathy

2011-01-01

This article addresses the question, How do changes in policy discourses shape public representations of literacy learners and the goals of adult literacy education? It examines specifically how the agency of adult literacy learners is constructed. We carry out a critical discourse analysis of two key adult literacy policy documents from the U.K.:…

Influence of Normative Commitment on English as a Second Language Teachers' Implementation of Learner-Centered Practices for Diverse Learners

ERIC Educational Resources Information Center

Tartt-Walker, Sheba Hollywood

2014-01-01

In light of the paradigm shift from teacher-centered to learner-centered instruction occurring globally, the need for committed teachers is critical. Due to the influx of foreign nationals securing positions in the U.S. educational system, the teacher workforce has become more diverse. This diversity manifests a broad range of beliefs and values…

Empowering the Language Learner: Language Learning Strategy Training and Self-Regulation in an EFL Classroom

ERIC Educational Resources Information Center

Torres, Gabriella

2013-01-01

The purpose of this paper is to illustrate how an understanding of the Good Language Learner models described in the SLA literature can be used to tailor and implement a program of learning strategy training and self-regulatory practices in the classroom to empower L2 learners in an EFL context. The paper begins by reviewing the various…

Get up and Sing! Get up and Move! Using Songs and Movement with Young Learners of English

ERIC Educational Resources Information Center

Shin, Joan Kang

2017-01-01

Teachers of young learners (YLs) often use songs and movement to engage children in the classroom. However, are there missed opportunities for language learning and practice that can be added to what they are already doing in their English for young learner (EYL) classes? A deeper understanding of the importance of music in children's lives and…

What about Sam--The Kid in the Corner Whose Voice Doesn't Come Out?--Tensions between Open Discussions and Inclusive Educational Opportunities for English Learners

ERIC Educational Resources Information Center

Gourd, Karen Miller

2016-01-01

This article identifies a tension between a teacher's intention and an English learner's interpretation of his experiences in a US high school English class for native users of English and English learners. The tension highlights two issues. First, democratic classroom practices, frequently advocated by second language acquisition theorists, may…

Channeling Children's Energy through Vocabulary Activities

ERIC Educational Resources Information Center

Schindler, Andrea

2006-01-01

In this article, the author shares vocabulary development activities for young learners. These activities channel students' energy and make learning more effective and fun. The author stresses the importance of giving young learners a good language-learning experience, and the challenges of teaching young learners who are not literate in their L1.…

Examination of ethical practice in nursing continuing education using the Husted model.

PubMed

Steckler, J

1998-01-01

Beliefs about human nature, adult education, adult learners, and moral commitment are at the heart of the educator-learner agreement. In continuing nursing education, it is the point where professional values, morals, and ethical principles meet. Using Husteds' bioethical decision-making model, the values, beliefs, and actions within the educator-learning agreement are identified and organized by the bioethical standards. By relating the bioethical standards to practice, continuing nurse educators can find their own basis for practice and work toward attaining a consistent professional ethical orientation.

Processing of action- but not stimulus-related prediction errors differs between active and observational feedback learning.

PubMed

Kobza, Stefan; Bellebaum, Christian

2015-01-01

Learning of stimulus-response-outcome associations is driven by outcome prediction errors (PEs). Previous studies have shown larger PE-dependent activity in the striatum for learning from own as compared to observed actions and the following outcomes despite comparable learning rates. We hypothesised that this finding relates primarily to a stronger integration of action and outcome information in active learners. Using functional magnetic resonance imaging, we investigated brain activations related to action-dependent PEs, reflecting the deviation between action values and obtained outcomes, and action-independent PEs, reflecting the deviation between subjective values of response-preceding cues and obtained outcomes. To this end, 16 active and 15 observational learners engaged in a probabilistic learning card-guessing paradigm. On each trial, active learners saw one out of five cues and pressed either a left or right response button to receive feedback (monetary win or loss). Each observational learner observed exactly those cues, responses and outcomes of one active learner. Learning performance was assessed in active test trials without feedback and did not differ between groups. For both types of PEs, activations were found in the globus pallidus, putamen, cerebellum, and insula in active learners. However, only for action-dependent PEs, activations in these structures and the anterior cingulate were increased in active relative to observational learners. Thus, PE-related activity in the reward system is not generally enhanced in active relative to observational learning but only for action-dependent PEs. For the cerebellum, additional activations were found across groups for cue-related uncertainty, thereby emphasising the cerebellum's role in stimulus-outcome learning. Copyright © 2014 Elsevier Ltd. All rights reserved.

Acquisition of Mathematical Language: Suggestions and Activities for English Language Learners

ERIC Educational Resources Information Center

Cirillo, Michelle; Bruna, Katherine Richardson; Herbel-Eisenmann, Beth

2010-01-01

In this article, we describe aspects of mathematical language that could be problematic to English-language learners, provide recommendations for teaching English-language learners, and suggest activities intended to foster language development in mathematics. (Contains 1 figure.)

Professional Development at ERESE: Refining the inquiry process and moving towards a modularized templeate

NASA Astrophysics Data System (ADS)

Helly, M.; Massell Symons, C.; Reining, J.; Staudigel, H.; Koppers, A.; Helly, J.; Miller, S.

2005-12-01

The Enduring Resources for Earth Science Education (ERESE) project has now held two professional development workshops to teach and apply the five stage inquiry lesson model for teaching plate tectonics. This development based on a collaborative effort between earth scientists, educators, librarians, and data archive managers, and works towards a classroom practice that focuses on transferring ownership of a classroom inquiry to the learner. The ERESE inquiry model features a modular, five stage approach: (1) a thoughtful orientation to create an environment of physical and intellectual safety for the learner, (2) a carefully chosen provocative phenomenon used to allow the learner to develop a wide range of scientific questions (3) a debriefing that reviews and honors the learners' questions along with the development of a testable hypothesis, (4) learners consult with ERESE resource matrices and the internet to obtain data and other information to test the hypothesis, and (5) the learners present their results in a presentation. The process of ERESE inquiry lessons is guided by a master template and involves a detailed teachers log for documentation of all activities. All products of the process are archived. The master template and teachers log are designed in a modular fashion that ultimately will accommodate a wide range of inquiry lesson styles and the variety of resources available to support the process. Key ERESE modules include: (1) a master template that provides a framework for lesson development, (2) provocative phenomenon for question generation and hypothesis development by the learner, (3) the ERESE resource matrix (which archives text, images and data by expert level for a wide range of scientific questions), and (4) a reflective essay that monitors the ownership transfer to the learner. Modular design of ERESE products allows for the archival of specific types of materials that can be independently accessed and applied to different inquiry styles. The broad appeal is an important step toward a more general product for inquiry based teaching.

Exploratory qualitative case study of lab-type activity interactions in an online graduate geoscience course

NASA Astrophysics Data System (ADS)

Ciavarella, Veronica C.

This exploratory qualitative case study investigated the use of lab-type activities in an online graduate geoscience course. Constructivism is the theoretical framework used to explain how learning happens in lab-type activity, and provided the goals to which successful learning in lab-type activity is compared. This study focused on the learner-instructor, learner-learner, and perceptions of the learner-content interactions that occurred related to lab-type activities in an online graduate geoscience course to determine: if the instructor appeared as a facilitator of the learning process in the interactions over the activities; if students engaged in discussion and reflection about the activities; if students perceived the activities as meaningful and authentic; and if students perceived using higher order thinking and prior knowledge while interacting with the content. Ten graduate students from three offerings of the course participated in this study, as well as the instructor and designer of the course content and lab-type activities. Data were collected through interviews, and observation and analysis of the lab-type activities, instructor feedback to students in their graded activities, and discussion that occurred between the instructor and students and among students about the lab-type activities in discussion forums. The nature of the instructor's interactions in discussion forums, in feedback to students on graded activities, and reported by students' in interviews supported that, in the learner-instructor interactions, the instructor of this course was a facilitator who guided and scaffolded the students towards successfully completing the activities. Students engaged in discussion and reflected on the activities, but most learner-learner interactions in discussion forums about the lab-type activities appeared to occur for the purpose of comparison of results, support, and empathy. Students' success at higher order thinking type questions in lab-type activities and their perceptions reported in interviews of using higher order thinking in their interactions with the lab-type activities supported that the learner-content interactions involved higher order thinking. Students also reported finding the activities realistic, meaningful and authentic, and this increased their interest with the activities, and the activities aided their understanding of the content.

Developing Collections to Empower Learners

ERIC Educational Resources Information Center

Kimmel, Sue C.

2014-01-01

"Developing Collections to Empower Learners" examines collection development in the context of today's shifts toward digital resources while emphasizing the foundational beliefs of the school library profession. Writer Sue Kimmel includes practical advice about needs assessment, planning, selection, acquisitions, evaluation, and…

Learning from instructional explanations: effects of prompts based on the active-constructive-interactive framework.

PubMed

Roelle, Julian; Müller, Claudia; Roelle, Detlev; Berthold, Kirsten

2015-01-01

Although instructional explanations are commonly provided when learners are introduced to new content, they often fail because they are not integrated into effective learning activities. The recently introduced active-constructive-interactive framework posits an effectiveness hierarchy in which interactive learning activities are at the top; these are then followed by constructive and active learning activities, respectively. Against this background, we combined instructional explanations with different types of prompts that were designed to elicit these learning activities and tested the central predictions of the active-constructive-interactive framework. In Experiment 1, N = 83 students were randomly assigned to one of four combinations of instructional explanations and prompts. To test the active < constructive learning hypothesis, the learners received either (1) complete explanations and engaging prompts designed to elicit active activities or (2) explanations that were reduced by inferences and inference prompts designed to engage learners in constructing the withheld information. Furthermore, in order to explore how interactive learning activities can be elicited, we gave the learners who had difficulties in constructing the prompted inferences adapted remedial explanations with either (3) unspecific engaging prompts or (4) revision prompts. In support of the active < constructive learning hypothesis, we found that the learners who received reduced explanations and inference prompts outperformed the learners who received complete explanations and engaging prompts. Moreover, revision prompts were more effective in eliciting interactive learning activities than engaging prompts. In Experiment 2, N = 40 students were randomly assigned to either (1) a reduced explanations and inference prompts or (2) a reduced explanations and inference prompts plus adapted remedial explanations and revision prompts condition. In support of the constructive < interactive learning hypothesis, the learners who received adapted remedial explanations and revision prompts as add-ons to reduced explanations and inference prompts acquired more conceptual knowledge.

Learning from Instructional Explanations: Effects of Prompts Based on the Active-Constructive-Interactive Framework

PubMed Central

Roelle, Julian; Müller, Claudia; Roelle, Detlev; Berthold, Kirsten

2015-01-01

Although instructional explanations are commonly provided when learners are introduced to new content, they often fail because they are not integrated into effective learning activities. The recently introduced active-constructive-interactive framework posits an effectiveness hierarchy in which interactive learning activities are at the top; these are then followed by constructive and active learning activities, respectively. Against this background, we combined instructional explanations with different types of prompts that were designed to elicit these learning activities and tested the central predictions of the active-constructive-interactive framework. In Experiment 1, N = 83 students were randomly assigned to one of four combinations of instructional explanations and prompts. To test the active < constructive learning hypothesis, the learners received either (1) complete explanations and engaging prompts designed to elicit active activities or (2) explanations that were reduced by inferences and inference prompts designed to engage learners in constructing the withheld information. Furthermore, in order to explore how interactive learning activities can be elicited, we gave the learners who had difficulties in constructing the prompted inferences adapted remedial explanations with either (3) unspecific engaging prompts or (4) revision prompts. In support of the active < constructive learning hypothesis, we found that the learners who received reduced explanations and inference prompts outperformed the learners who received complete explanations and engaging prompts. Moreover, revision prompts were more effective in eliciting interactive learning activities than engaging prompts. In Experiment 2, N = 40 students were randomly assigned to either (1) a reduced explanations and inference prompts or (2) a reduced explanations and inference prompts plus adapted remedial explanations and revision prompts condition. In support of the constructive < interactive learning hypothesis, the learners who received adapted remedial explanations and revision prompts as add-ons to reduced explanations and inference prompts acquired more conceptual knowledge. PMID:25853629

Language Choice among Peers in Project-Based Learning: A Hong Kong Case Study of English Language Learners' Plurilingual Practices in Out-of-Class Computer-Mediated Communication

ERIC Educational Resources Information Center

Hafner, Christoph A.; Li, David C. S.; Miller, Lindsay

2015-01-01

Recently there has been considerable interest in the role of first language use in second/foreign language learning, especially where students share a common first language. However, most research has focused on in-class interaction between teachers and learners. Much less attention has been given to students' out-of-class practices, for example,…

F-16 Training System Media Report

DTIC Science & Technology

1981-03-01

practice items. 4.1.3 Use/Procedure This strategy requires the learner to apply a set of sequential steps designed to accomplish a specific task which needs...information. 6. Feedback: Provides the student with the correct answers for the practice items. 4.1.5 Use/Rule This strategy requires the learner to...provide the background and rationale for selecting and/or modifying instructional media to best meet the needs of the F-16 training program. The

Instructional Simulation Integrates Research, Education, and Practice.

PubMed

Teasdale, Thomas A; Mapes, Sheryl A; Henley, Omolara; Lindsey, Jeanene; Dillard, Della

2016-01-01

Instructional simulation is widely used in clinical education. Examples include the use of inanimate models meant to imitate humans, standardized patients who are actors portraying patients with certain conditions, and role-play where learners experience the disease through props and circumstances. These modalities are briefly described, and then case examples are provided of simulation curricula in use that integrate research findings and clinical practice expertise to guide development and implementation steps. The cases illustrate how formative and summative feedback from two legs of the "three-legged stool" can be potent integrating forces in development of simulation curricula. In these examples, the educational outputs benefit from purposeful inclusion of research and practice inputs. Costs are outlined for instructor and learner time commitments, space considerations, and expendables. The authors' data and experience suggest that instructional simulation that is supported by a solid scientific base and clinical expertise is appreciated by teachers and learners.

School-based sexual violence among female learners with mild intellectual disability in South Africa.

PubMed

Phasha, Tlakale Nareadi; Nyokangi, Doris

2012-03-01

Following qualitative research methodology, this article presents school-based sexual violence experiences of female learners with mild intellectual disability. A total of 16 learners aged 16 to 24 years participated in the study. The findings revealed that learners with intellectual disability are not immune to school-based sexual violence. Modes of behavior that occurred frequently included touching, threats, and intimidation. School practices that reinforced school-based sexual violence are identified. The findings contradict common misconceptions that people with intellectual disability do not understand what is happening to them. The study recommends that school policies for sexual violence be intensified and learners receive developmentally appropriate sex education.

Constructing Interpretative Views of Learners' Interaction Behavior in an Open Learner Model

ERIC Educational Resources Information Center

Papanikolaou, Kyparisia A.

2015-01-01

In this paper, we discuss how externalizing learners' interaction behavior may support learners' explorations in an adaptive educational hypermedia environment that provides activity-oriented content. In particular, we propose a model for producing interpretative views of learners' interaction behavior and we further apply this model to…

Teaching and Assessing Professionalism in Medical Learners and Practicing Physicians*

PubMed Central

Mueller, Paul S.

2015-01-01

Professionalism is a core competency of physicians. Clinical knowledge and skills (and their maintenance and improvement), good communication skills, and sound understanding of ethics constitute the foundation of professionalism. Rising from this foundation are behaviors and attributes of professionalism: accountability, altruism, excellence, and humanism, the capstone of which is professionalism. Patients, medical societies, and accrediting organizations expect physicians to be professional. Furthermore, professionalism is associated with better clinical outcomes. Hence, medical learners and practicing physicians should be taught and assessed for professionalism. A number of methods can be used to teach professionalism (e.g. didactic lectures, web-based modules, role modeling, reflection, interactive methods, etc.). Because of the nature of professionalism, no single tool for assessing it among medical learners and practicing physicians exists. Instead, multiple assessment tools must be used (e.g. multi-source feedback using 360-degree reviews, patient feedback, critical incident reports, etc.). Data should be gathered continuously throughout an individual’s career. For the individual learner or practicing physician, data generated by these tools can be used to create a “professionalism portfolio,” the totality of which represents a picture of the individual’s professionalism. This portfolio in turn can be used for formative and summative feedback. Data from professionalism assessments can also be used for developing professionalism curricula and generating research hypotheses. Health care leaders should support teaching and assessing professionalism at all levels of learning and practice and promote learning environments and institutional cultures that are consistent with professionalism precepts. PMID:25973263

Lessons that Bear Repeating and Repeating that Bears Lessons: An Interdisciplinary Unit on Principles of Minimalism in Modern Music, Art, and Poetry (Grades 4-8)

ERIC Educational Resources Information Center

Smigel, Eric; McDonald, Nan L.

2012-01-01

This theory-to-practice article focuses on interdisciplinary classroom activities based on principles of minimalism in modern music, art, and poetry. A lesson sequence was designed for an inner-city Grades 4 and 5 general classroom of English language learners, where the unit was taught, assessed, and documented by the authors. Included in the…

Piecing Together the 20th Century: An Interdisciplinary Unit on Principles of Collage in Modern Music, Art, and Poetry (Grades 4-8)

ERIC Educational Resources Information Center

Smigel, Eric; McDonald, Nan L.

2011-01-01

This theory-to-practice article focuses on interdisciplinary classroom activities based on principles of collage in modern music, art, and poetry. A two-lesson sequence was designed for an inner-city Grade 4 and 5 general classroom of English language learners, where the unit was taught, assessed, and documented by the authors. Included in the…

Illuminating a dialectical transformative activist stance in education

NASA Astrophysics Data System (ADS)

Ritchie, Stephen M.

2008-07-01

In this essay I comment on Stetsenko's (2008) essay that draws together the work of Vygotsky, Piaget and Dewey, as she attempts to counter the `new' reductionist synthesis in public educational policy. While this theoretical work is helpful, it could be enhanced further by illuminating everyday practices of learners. I pose some questions that might provoke ongoing discussions by researchers as they transform collaboratively cultural-historical activity theory.

Identifying Opportunities for Peer Learning: An Observational Study of Medical Students on Clinical Placements.

PubMed

Tai, Joanna H; Canny, Benedict J; Haines, Terry P; Molloy, Elizabeth K

2017-01-01

Phenomenon: Peer assisted learning (PAL) is frequently employed and researched in preclinical medical education. Fewer studies have examined PAL in the clinical context: These have focused mainly on the accuracy of peer assessment and potential benefits to learner communication and teamwork skills. Research has also examined the positive and negative effects of formal, structured PAL activities in the clinical setting. Given the prevalence of PAL activities during preclinical years, and the unstructured nature of clinical placements, it is likely that nonformal PAL activities are also undertaken. How PAL happens formally and informally and why students find PAL useful in this clinical setting remain poorly understood. This study aimed to describe PAL activities within the context of clinical placement learning and to explore students' perceptions of these activities. An ethnographic study was conducted to gather empirical data on engagement in clinical placement learning activities, including observations and interviews with students in their 1st clinical year, along with their supervising clinicians. Thematic analysis was used to interrogate the data. On average, students used PAL for 5.19 hours per week in a range of activities, of a total of 29.29 hours undertaking placements. PAL was recognized as a means of vicarious learning and had greater perceived value when an educator was present to guide or moderate the learning. Trust between students was seen as a requirement for PAL to be effective. Students found passive observation a barrier to PAL and were able to identify ways to adopt an active stance when observing peers interacting with patients. For example, learners reported that the expectation that they had to provide feedback to peers after task observation, resulted in them taking on a more critical gaze where they were encouraged to consider notions of good practice. Insights: Students use PAL in formal (i.e., tutorial) and nonformal (e.g., peer observation and feedback on the ward; discussion during lunch) situations in clinical education and find it useful. The educator is crucial in fostering PAL through providing opportunities for learners to practice together and in helping to moderate discussions about quality of performance. Student engagement in PAL may reduce passivity commonly reported in clinical rotations. Further directions for research into PAL in clinical education are identified along with potential strategies that may maximize the benefits of peer to peer learning.

Validation of learning style measures: implications for medical education practice.

PubMed

Chapman, Dane M; Calhoun, Judith G

2006-06-01

It is unclear which learners would most benefit from the more individualised, student-structured, interactive approaches characteristic of problem-based and computer-assisted learning. The validity of learning style measures is uncertain, and there is no unifying learning style construct identified to predict such learners. This study was conducted to validate learning style constructs and to identify the learners most likely to benefit from problem-based and computer-assisted curricula. Using a cross-sectional design, 3 established learning style inventories were administered to 97 post-Year 2 medical students. Cognitive personality was measured by the Group Embedded Figures Test, information processing by the Learning Styles Inventory, and instructional preference by the Learning Preference Inventory. The 11 subscales from the 3 inventories were factor-analysed to identify common learning constructs and to verify construct validity. Concurrent validity was determined by intercorrelations of the 11 subscales. A total of 94 pre-clinical medical students completed all 3 inventories. Five meaningful learning style constructs were derived from the 11 subscales: student- versus teacher-structured learning; concrete versus abstract learning; passive versus active learning; individual versus group learning, and field-dependence versus field-independence. The concurrent validity of 10 of 11 subscales was supported by correlation analysis. Medical students most likely to thrive in a problem-based or computer-assisted learning environment would be expected to score highly on abstract, active and individual learning constructs and would be more field-independent. Learning style measures were validated in a medical student population and learning constructs were established for identifying learners who would most likely benefit from a problem-based or computer-assisted curriculum.

We are what we do: Examining learner-generated content in the anatomy laboratory through the lens of activity theory.

PubMed

Doubleday, Alison F; Wille, Sarah J

2014-01-01

Video and photography are often used for delivering content within the anatomical sciences. However, instructors typically produce these resources to provide instructional or procedural information. Although the benefits of learner-generated content have been explored within educational research, virtually no studies have investigated the use of learner-generated video and photograph content within anatomy dissection laboratories. This study outlines an activity involving learner-generated video diaries and learner-generated photograph assignments produced during anatomy laboratory sessions. The learner-generated photographs and videos provided instructors with a means of formative assessment and allowed instructors to identify evidence of collaborative behavior in the laboratory. Student questionnaires (n = 21) and interviews (n = 5), as well as in-class observations, were conducted to examine student perspectives on the laboratory activities. The quantitative and qualitative data were examined using the framework of activity theory to identify contradictions between student expectations of, and engagement with, the activity and the actual experiences of the students. Results indicate that learner-generated photograph and video content can act as a rich source of data on student learning processes and can be used for formative assessment, for observing collaborative behavior, and as a starting point for class discussions. This study stresses the idea that technology choice for activities must align with instructional goals. This research also highlights the utility of activity theory as a framework for assessing classroom and laboratory activities, demonstrating that this approach can guide the development of laboratory activities. © 2014 American Association of Anatomists.

Interactions between and among Heritage Language Learners and Second Language Learners during Collaborative Writing Activities: How Learners Attend to Language

ERIC Educational Resources Information Center

Walls, Laura

2013-01-01

This study investigates the dynamics in the Spanish classroom between heritage language learner (HLL) dyads, second language learner (L2L) dyads, and mixed HLL-L2L dyads. Specifically, it examines oral, written and embodied discourse that informs our understanding of how learners attend to language. Analysis for this dissertation examined…

The Effects of Different Levels of Performance Feedback on "TOEFL iBT"® Reading Practice Test Performance. TOEFL iBT Research Report. TOEFL iBT-29. ETS Research Report. RR-17-31

ERIC Educational Resources Information Center

Sawaki, Yasuyo

2017-01-01

The purpose of the present study is to examine whether performance on the "TOEFL iBT"® Reading practice test is affected by 3 different levels of feedback provided to learners upon completion of reading exercises: (a) correctness of learner response (the knowledge of correct results [KCR] feedback), (b) KCR feedback and rationales for…

Theory, Research, and Practice for Students Who Are Deaf and Hard of Hearing with Disabilities: Addressing the Challenges from Birth to Postsecondary Education

ERIC Educational Resources Information Center

Guardino, Caroline; Cannon, Joanna E.

2015-01-01

Students who are deaf with a disability or disabilities (DWD) constitute nearly half of the population of K-12 learners who are deaf or hard of hearing. However, there is a dearth of information on theory, research, and practice related to these learners. The authors present an overview of (a) how the field of education of students who are D/deaf…

Investigative Research: How It Changes Learner Status.

ERIC Educational Resources Information Center

Kenny, Brian

1993-01-01

What matters about an educational activity is how learners respond to it. This article examines a program concerned with the learners' needs, through the expression of learners' own meanings, and advances the concept of investigative research as a suitable vehicle for more autonomous learning, through a change in learner status. (26 references)…

Improving the EFL Learners' Speaking Ability through Interactive Storytelling

ERIC Educational Resources Information Center

Marzuki; Prayogo, Johannes Ananto; Wahyudi, Arwijati

2016-01-01

This present research was aimed to improve the EFL learners' speaking ability and their classroom activities through the implementation of Interactive Storytelling Strategy. Therefore, this study was directed to explore the beneficial of Interactive Storytelling that closely related to the EFL learners' everyday activities at their home and…

Capturing the Transformation and Dynamic Nature of an Elementary Teacher Candidate's Identity Development as a Teacher of Science

NASA Astrophysics Data System (ADS)

Naidoo, Kara

2017-12-01

This study examines the transformation and dynamic nature of one teacher candidate's (Susan) identity as a learner and teacher of science throughout an innovative science methods course. The goal of this paper is to use theoretically derived themes grounded in cultural-historical activity theory (CHAT) and situated learning theory to determine the ways in which Susan's identity as a learner and teacher of science was influenced by her experiences in the course, and to describe how she made meaning of her transformative process. The following are the three theoretical themes: (1) learning contributes to identity development, (2) identity development is a dialogical process that occurs between individuals, not within individuals, and (3) social practice leads to transformations and transformations lead to the creation of new social practices. Within each theme, specific experiences in the science methods course are identified that influenced Susan's identity development as a teacher of science. Knowing how context and experiences influence identity development can inform design decisions concerning teacher education programs, courses, and experiences for candidates.

Students' experiences with interactivity and learning in a high school physics multimedia distance learning course

NASA Astrophysics Data System (ADS)

Villarreal-Stewart, Irene

The purpose guiding this research has been to learn about and describe the phenomena of interactivity from the learners' perspectives and to learn which of the interactivity affordances and practices were actually used by students and why in the process of learning physics using an interactive multimedia distance learning course system. The bigger purpose behind learning about and describing interactivity has been to gain knowledge and perspective for its instructional design to benefit the learner, the school as curriculum implementer, and instructional media designers to create better products. Qualitative methodology in the interpretivist tradition was used, that is, in-depth interviews and on-site observations, to gain understanding of interactivity from the learners' perspective and to gain understanding of the student learning context impacting and shaping the students' interactivity experiences. NVivo was used to sort, organize and index data. All data were read on three levels: literally, interpretively, and reflexively; and were read comparatively to other perspectives to get descriptions and interpretations that were holistic to the implementation and had potential insight to improve practice for instructional designers, teachers, administrators, specifically to improve the learning experience for students. Site-Specific Findings: Students watched videos, resisted using phone and e-mail, and worked math problems to demonstrate learning, which resulted in very little interactivity, virtually no dialogue about physics, no physical activity, one-way communication, multifaceted dissatisfaction, student need for teacher involvement in the learning enterprise, student appreciation for interactivity, and expressed desire for a real, live teacher. I also found that some students did experience the system as interactive, did experience learner control and self-directed learning, and despite dissatisfaction, liked and appreciated the course. Wider Applications: Interactivity, a design element, requires scaffolding and nurturing in implementation. The variable and changing context of implementation suggests the requirement for its consideration in design work. The study suggests that during implementation the integrity of design as a whole and flexibility within the design are important continuing considerations. Recommendations. (1) implementation supervision by the school district, (2) use of a language and activity-based theory of learning and teaching and (3) dialogic inquiry (Wells, 1999) to continue learning about interactivity.

Are One-to-One Computers Necessary? An Analysis of Collaborative Web Exploration Activities Supported by Shared Displays

ERIC Educational Resources Information Center

Chang, Chia-Jung; Liu, Chen-Chung; Shen, Yan-Jhih

2012-01-01

Collaborative web exploration, in which learners work together to explore the World Wide Web, has become a key learning activity in education contexts. Learners can use a shared computer with a shared display to explore the web together. However, such a shared-computer approach may limit active participation among learners. To address this issue,…

Ability/Motivation Interactions in Complex Skill Acquisition

DTIC Science & Technology

1988-04-28

attentional resources. Finally, in the declarative knowledge phase, performance is slow and error prone. Once the learner has come to an adequate cognitive...mediation by the learner. After a substantial amount of consistent task practice, skilled performance becomes fast , accurate, and the task can often be

Methods and Materials for Teaching the Gifted.

ERIC Educational Resources Information Center

Karnes, Frances A., Ed.; Bean, Suzanne M., Ed.

This book is designed to provide strategies and resources for differentiating the instruction of gifted learners. It addresses characteristics and needs of gifted learners, instructional planning and evaluation, strategies for best practices, and supporting and enhancing gifted programs. Specific chapters include: (1) "Gifted and Talented…

Face-to-Face versus Distance Learning: Psychological Consequences and Practical Implications.

ERIC Educational Resources Information Center

Kahl, Thomas N.; Cropley, Arthur J.

1986-01-01

Summarizes differences between face-to-face and distance learners at Fernuniversitat (West Germany) in terms of demographics, motivation, study conditions, and personal consequences, in order to provide some empirically derived insights into the psychological consequences of distance learning for learners. (MBR)

Would Socrates Have Actually Used the "Socratic Method" for Clinical Teaching?

PubMed

Stoddard, Hugh A; O'Dell, David V

2016-09-01

Medical students and residents are familiar with clinical teaching methods in which a faculty member poses a series of questions to them. This technique is often called the "Socratic method," but it is frequently perceived by learners as an attempt to demean them, a practice that is colloquially known as "pimping." The distinction between Socratic teaching and pimping lies in the perception of "psychological safety." Psychological safety allows learners to answer questions or ask for help without threats to their dignity or worthiness. In a psychologically safe clinical teaching context, learners recognize that questions posed by attending physicians probe their current understanding and guide them to expand their knowledge. In pimping, questions are posed to embarrass the learner and to reinforce the teacher's position of power over them. Absent a threat of disparagement or condemnation, learners are able to focus on building schema for knowledge, skills, and attitudes, rather than worrying about shielding their self-worth. This article presents the proper Socratic method, as intended by Socrates, and contrasts it with pimping. This perspective defines psychological safety as the pivotal factor distinguishing Socratic teaching from pimping, and establishes the foundation for empirical studies of these common practices in medical education.

A Bolman and Deal Framework of Science Teachers' Beliefs on Teacher Preparation and Reform Practices for Diverse Learners

NASA Astrophysics Data System (ADS)

Whitmyer, Charnita P.

This dissertation uses Bolman and Deal's Four Framework approach to reframing an organization to examine science teachers' beliefs on teacher preparation and reform practices for diverse learners. Despite the national emphasis on "science for all students" in the National Science Education Standards (NRC, 2011), some traditionally underserved groups tend to underperform on standardized measures of science learning (Kober, 2001; Darling-Hammond, 2010; Bracey, 2009; Kozol, 2009, 2007; PCAST, 2012); and teachers struggle to meet the needs of these students (Hira, 2010). The literature is replete with calls for a better understanding of teacher quality as an entry point into increased student achievement in science. In the current study, the 2012 National Survey of Science and Mathematics Education (NSSME) was used to gain an understanding of science teacher quality in the United States, and SPSS 22.0 software was used to evaluate descriptive and inferential statistics, including bivariate correlation analysis, simple linear regression, and a multiple regression of the survey responses. The findings indicated that professional development was the most salient predictor of teachers' preparedness to teach diverse learners. Findings further showed that teachers who held favorable perceptions of preparedness to teach diverse learners were more likely to use reform-oriented practices. This study contributes to an emerging area of research on science teacher quality and its influence on instructional reform for diverse learners. The study concludes with a discussion of supports and obstacles that may enable or inhibit the development of these relationships.

Between the Social and the Selfish: Learner Autonomy in Online Environments

ERIC Educational Resources Information Center

Lewis, Tim

2013-01-01

This paper explores what it means to be an autonomous learner in an online social context. Using distinctions originally drawn by Jürgen Habermas, it argues that classic accounts of learner autonomy as teleological action are inadequate to explain learner activity in group settings. It points out that learners in such settings display attitudes…

Family welfare and health practices increase after exposure to population education.

PubMed

1994-01-01

Since 1987, the State Resource Center of Jamia Millia Islamia of New Delhi has been implementing a program which integrates population education contents into its literacy education classes for adult learners. Using the core messages on family size, spacing of children, responsible parenthood, right age of marriage, population-related beliefs and customs and population and development, the Center undertook many activities such as: i) integrating population contents in literacy primers, readers and supplementary reading books; ii) development of teaching aids and instructor's resource materials; iii) organization of training for instructors and iv) holding outreach activities such as street corner plays, fairs, etc. To evaluate the impact of the program, the Center undertook an impact survey to measure the level of knowledge, attitude and practices of randomly selected beneficiaries of the project, i.e. 934 learners from 85 literacy learning centers, 5 years after the introduction of the population education program. The study used pre-test and post-test method for collecting data and to compare results. In terms of practice, the study has shown that the respondents having knowledge about family planning methods increased from 67 to 87%, after being exposed to the project's activities. There was also an increase of 61% in cases adopting family planning methods over the pre-measurement level. More importantly, there was not only an increase in awareness of public health and family welfare services but a 137% increase was registered in the use of public health and family welfare facilities for family planning counseling and services. With regard to knowledge and attitude on the various population education messages promoted by the project, the study has shown a 40% increase in "high" knowledge category and 25% increase in favorable attitude after the exposure to the project. full text

What do emergency medicine learners want from their teachers? A multicenter focus group analysis.

PubMed

Thurgur, Lisa; Bandiera, Glen; Lee, Shirley; Tiberius, Richard

2005-09-01

To the best of the authors' knowledge, there are no reports describing what learners believe are good emergency medicine (EM) teaching practices. EM faculty developers are compromised by this lack of knowledge about what EM learners appreciate in their teachers. To determine what Canadian EM learners consider to be good prerequisites and strategies for effective teaching in the emergency department (ED). Clinical clerks and residents from the Canadian College of Family Physicians, Emergency Medicine certification [CCFP(EM)] fellowship program, the Royal College of Physicians and Surgeons of Canada, Emergency Medicine certification [FRCP(EM)] fellowship program, and off-service programs from all five Ontario medical schools participated in monitored focus-group sessions. Conversations were recorded, transcribed by a third party, and coded by two independent assessors using standard grounded theory methods. The text was categorized based on the final code into basic themes and specific qualifiers, which were then sorted by frequency of mention in the focus groups. Results are presented in descriptive fashion. Twenty-eight learners participated. They identified 14 major principles for good EM teaching, and a further 30 specific qualifiers. The top five principles were: "has a positive teacher attitude," "takes time to teach," "uses teachable moments well," "tailors teaching to the learner," and "gives appropriate feedback." Agreement on classification of ideas was 86%. Learners are sensitive to the constraints of the ED teaching environment, and have consistent views about good ED teaching practices. Among 14 general principles identified, "takes time to teach," "gives feedback," "tailors teaching to the learner," "uses teachable moments," and "has a good teacher attitude" were the most commonly reported.

More Learners, Finite Resources, and the Changing Landscape of Procedural Training at the Bedside.

PubMed

Gisondi, Michael A; Regan, Linda; Branzetti, Jeremy; Hopson, Laura R

2018-05-01

There is growing competition for nonoperative, procedural training in teaching hospitals, due to an increased number of individuals seeking to learn procedures from a finite number of appropriate teaching cases. Procedural training is required by students, postgraduate learners, and practicing providers who must maintain their skills. These learner groups are growing in size as the number of medical schools increases and advance practice providers expand their skills to include complex procedures. These various learner needs occur against a background of advancing therapeutic techniques that improve patient care but also act to reduce the overall numbers of procedures available to learners. This article is a brief review of these and other challenges that are arising for program directors, medical school leaders, and hospital administrators who must act to ensure that all of their providers acquire and maintain competency in a wide array of procedural skills. The authors conclude their review with several recommendations to better address procedural training in this new era of learner competition. These include a call for innovative clinical rotations deliberately designed to improve procedural training, access to training opportunities at new clinical sites acquired in health system expansions, targeted faculty development for those who teach procedures, reporting of competition for bedside procedures by trainees, more frequent review of resident procedure and case logs, and the creation of an institutional oversight committee for procedural training.

Who Benefits from Cooperative Learning with Movement Activity?

ERIC Educational Resources Information Center

Shoval, Ella; Shulruf, Boaz

2011-01-01

The goal of this study is to identify learners who are most likely to benefit from a small group cooperative learning strategy, which includes tasks involving movement activities. The study comprised 158 learners from five second and third grade classes learning about angles. The research tools included structured observation of each learner and…

Contradictions in Theorizing and Implementing Communities in Education

ERIC Educational Resources Information Center

Roth, Wolff-Michael; Lee, Yew-Jin

2006-01-01

Past educational improvement endeavors were fundamentally centered on the learner as an individual. This changed by the early 1990s after an increasing number of educators and researchers embraced sociocultural learning concepts such as "communities of practice," "communities of learners," and "knowledge-building communities." These ideas are…

Teachers' Voices 2: Teaching Disparate Learner Groups.

ERIC Educational Resources Information Center

Burns, Anne, Ed.; Hood, Susan, Ed.

The collection of papers was written by teacher researchers from an adult migrant English program, and consists of reports and discussions of action research on teaching heterogeneous learner groups. Papers include: "Disparate Groups: Exploring Diversity in Practice through Collaborative Action Research" (Anne Burns, Susan Hood); "A Profile of…

On Teaching Adaptively

ERIC Educational Resources Information Center

Corno, Lyn

2008-01-01

New theory on adaptive teaching reflects the social dynamics of classrooms to explain what practicing teachers do to address student differences related to learning. In teaching adaptively, teachers respond to learners as they work. Teachers read student signals to diagnose needs on the fly and tap previous experience with similar learners to…

Atypical Gifted Learners and Their Characteristics.

ERIC Educational Resources Information Center

Diket, Read M., Ed.; Abel, Trudy, Ed.

This collection of 12 handouts focuses on different categories of atypical gifted learners and their characteristics. The handouts are generally two pages long and present a summary of the literature on the topic, some practical teaching suggestions, and references. The handouts include: (1) "Socioeconomically Disadvantaged Gifted Students" (Pam…

Professional Development in Action: Improving Teaching for English Learners

ERIC Educational Resources Information Center

Casteel, Catherine J., Ed.; Ballantyne, Keira Gebbie, Ed.

2010-01-01

This monograph showcases professional development projects by school districts and colleges of education that train teachers to work successfully with English learners (ELs) across the nation. The papers presented in this monograph offer real-life examples of successful and innovative practices, including institutionalized mentoring programs, new…

Competing Knowledges in Lifelong Education

ERIC Educational Resources Information Center

Mlcek, Susan Huhana

2011-01-01

This is a discussion paper about access to, and participation in learning opportunities for Maori learners in New Zealand, and Indigenous learners in Australia. Teaching and learning practice in three separate institutional education programmes--one in New Zealand and two in Australia--highlight the problematic nature of inclusion based on…

Adult Literacy Education: Program Evaluation and Learner Assessment. Information Series No. 338.

ERIC Educational Resources Information Center

Lytle, Susan L.; Wolfe, Marcie

Adult literacy programs need reliable information about program quality and effectiveness for accountability, improvement of practice, and expansion of knowledge. Evaluation and assessment reflect fundamental beliefs about adult learners, concepts of literacy, and educational settings. Resources for planning program evaluations include surveys,…

Urban Elementary Teachers' Perspectives on Teaching Science to English Language Learners

ERIC Educational Resources Information Center

Lee, Okhee; Maerten-Rivera, Jaime; Buxton, Cory; Penfield, Randall; Secada, Walter G.

2009-01-01

This descriptive study examined urban elementary school teachers' perceptions of their science content knowledge, science teaching practices, and support for language development of English language learners. Also examined were teachers' perceptions of organizational supports and barriers associated with teaching science to nonmainstream students.…

Literacy across the CurriculuMedia Focus, 2000.

ERIC Educational Resources Information Center

Shohet, Linda, Ed.

2000-01-01

This volume presents articles and information to support and improve literacy practices in schools, the community, and the workplace. Selected article titles are as follows: "Reaching Learners Where They Are" (Linda Shohet); "The Learners' Wall: Experiences in the Health Care System"; "In-Sites: A Study in Workforce…

Engineers' professional learning: a practice-theory perspective

NASA Astrophysics Data System (ADS)

Reich, Ann; Rooney, Donna; Gardner, Anne; Willey, Keith; Boud, David; Fitzgerald, Terry

2015-07-01

With the increasing challenges facing professional engineers working in more complex, global and interdisciplinary contexts, different approaches to understanding how engineers practice and learn are necessary. This paper draws on recent research in the social sciences from the field of workplace learning, to suggest that a practice-theory perspective on engineers' professional learning is fruitful. It shifts the focus from the attributes of the individual learner (knowledge, skills and attitudes) to the attributes of the practice (interactions, materiality, opportunities and challenges). Learning is thus more than the technical acquisition and transfer of knowledge, but a complex bundle of activities, that is, social, material, embodied and emerging. The paper is illustrated with examples from a research study of the learning of experienced engineers in the construction industry to demonstrate common practices - site walks and design review meetings - in which learning takes place.

Mathematical études: embedding opportunities for developing procedural fluency within rich mathematical contexts

NASA Astrophysics Data System (ADS)

Foster, Colin

2013-07-01

In a high-stakes assessment culture, it is clearly important that learners of mathematics develop the necessary fluency and confidence to perform well on the specific, narrowly defined techniques that will be tested. However, an overemphasis on the training of piecemeal mathematical skills at the expense of more independent engagement with richer, multifaceted tasks risks devaluing the subject and failing to give learners an authentic and enjoyable experience of being a mathematician. Thus, there is a pressing need for mathematical tasks which embed the practice of essential techniques within a richer, exploratory and investigative context. Such tasks can be justified to school management or to more traditional mathematics teachers as vital practice of important skills; at the same time, they give scope to progressive teachers who wish to work in more exploratory ways. This paper draws on the notion of a musical étude to develop a powerful and versatile approach in which these apparently contradictory aspects of teaching mathematics can be harmoniously combined. I illustrate the tactic in three central areas of the high-school mathematics curriculum: plotting Cartesian coordinates, solving linear equations and performing enlargements. In each case, extensive practice of important procedures takes place alongside more thoughtful and mathematically creative activity.

Enhancing Education Activities for Health Care Trainees and Professionals Using Audience Response Systems: A Systematic Review.

PubMed

Grzeskowiak, Luke E; Thomas, Alicia E; To, Josephine; Phillips, Adam J; Reeve, Emily

2015-01-01

This review examines the effect of incorporating clickers within practice-based education sessions on educational outcomes of health care trainees and professionals. A systematic literature review was conducted on primary research studies published up until August 2014. Studies were identified by database searching (Ovid MEDLINE, EMBASE, CINAHL, Scopus, Web of Science, and PsychInfo), citation searching, and reference list checking. Studies were restricted to those evaluating the use of clickers as part of the provision of postgraduate education or continuing education programs and were evaluated according to Kirkpatrick's four levels of training evaluation (reaction, learning, behavior, and results). Seventeen studies met the eligibility criteria. Twelve studies assessed learner and/or speaker reactions, with feedback overwhelmingly positive in all studies. Reported learner benefits included increased attentiveness, engagement, and enjoyment of presentations. Speakers reported that using clickers engaged the audience and assisted in assessing audience comprehension. Eight studies assessed learning outcomes. Higher level evidence obtained from four randomized studies demonstrated significant improvements in knowledge with the use of clickers compared with traditional didactic presentations, but no differences when clickers were compared with an interactive lecture with integrated questions. No studies adequately assessed higher level educational outcomes (behavior and results). Although the use of clickers improves learning environment and learner satisfaction, the limited high-quality data for improvements in learning and behavior outcomes make it uncertain whether the acceptance and implementation of clickers within routine practice-based education programs are warranted at this stage.

Development and Evaluation of Science and Technology Education Program Using Interferometric SAR

NASA Astrophysics Data System (ADS)

Ito, Y.; Ikemitsu, H.; Nango, K.

2016-06-01

This paper proposes a science and technology education program to teach junior high school students to measure terrain changes by using interferometric synthetic aperture radar (SAR). The objectives of the proposed program are to evaluate and use information technology by performing SAR data processing in order to measure ground deformation, and to incorporate an understanding of Earth sciences by analyzing interferometric SAR processing results. To draft the teaching guidance plan for the developed education program, this study considers both science and technology education. The education program was used in a Japanese junior high school. An educational SAR processor developed by the authors and the customized Delft object-oriented radar interferometric software package were employed. Earthquakes as diastrophism events were chosen as practical teaching materials. The selected events indicate clear ground deformation in differential interferograms with high coherence levels. The learners were able to investigate the ground deformations and disasters caused by the events. They interactively used computers and became skilled at recognizing the knowledge and techniques of information technology, and then they evaluated the technology. Based on the results of pre- and post-questionnaire surveys and self-evaluation by the learners, it was clarified that the proposed program was applicable for junior high school education, and the learners recognized the usefulness of Earth observation technology by using interferometric SAR. The usefulness of the teaching materials in the learning activities was also shown through the practical teaching experience.

Exploring the opinions of registered nurses working in a clinical transfusion environment on the contribution of e-learning to personal learning and clinical practice: results of a small scale educational research study.

PubMed

Cottrell, Susan; Donaldson, Jayne H

2013-05-01

To explore the opinions of registered nurses on the Learnbloodtransfusion Module 1: Safe Transfusion Practice e-learning programme to meeting personal learning styles and learning needs. A qualitative research methodology was applied based on the principles of phenomenology. Adopting a convenience sampling plan supported the recruitment of participants who had successfully completed the e-learning course. Thematic analysis from the semi-structured interviews identified common emerging themes through application of Colaizzis framework. Seven participants of total sample population (89) volunteered to participate in the study. Five themes emerged which included learning preferences, interactive learning, course design, patient safety and future learning needs. Findings positively show the e-learning programme captures the learning styles and needs of learners. In particular, learning styles of a reflector, theorist and activist as well as a visual learner can actively engage in the online learning experience. In an attempt to bridge the knowledge practice gap, further opinions are offered on the course design and the application of knowledge to practice following completion of the course. The findings of the small scale research study have shown that the e-learning course does meet the diverse learning styles and needs of nurses working in a clinical transfusion environment. However, technology alone is not sufficient and a blended approach to learning must be adopted to meet bridging the theory practice gap supporting the integration of knowledge to clinical practice. Copyright © 2013 Elsevier Ltd. All rights reserved.

The Schome Park Programme: Exploring Educational Alternatives

NASA Astrophysics Data System (ADS)

Twining, Peter; Footring, Shri

The Schome Park Programme set out to extend thinking about what the education system for the information age (Schome) should be like. The first three phases of the programme spanned 13 months and involved the use of Schome Park, our "closed" island(s) in Teen Second LifeTM (TSL) virtual world alongside a wiki and forum. During this time approximately two hundred 13-17 year olds and around 50 adults were given access to Schome Park. Having explained the context in which this work took place the paper outlines the initial educational design underpinning the programme and describes some of the activities which took place. It goes on to explore some dimensions of practice which emerged from the data analysis towards the end of Phase 3, focusing on learner experiences of experimentation, playfulness, curriculum, choice, participation and the expression of the learner voice.

Effect of learner-centered teaching on motivation and learning strategies in a third-year pharmacotherapy course.

PubMed

Cheang, Kai I

2009-05-27

To develop, implement, and assess a learner-centered approach to teaching a third-year pharmacotherapy course in a doctor of pharmacy (PharmD) program. The pharmacotherapy course was restructured according to the learner-centered approach. The Motivated Strategies for Learning Questionnaire (MSLQ) was administered to students before and after taking the course, and changes in MSLQ subscales from baseline were evaluated. Students' response to the learner-centered approach and characteristics associated with MSLQ scores were also evaluated. Compared to baseline, students' intrinsic goal orientation control of learning beliefs, self-efficacy, critical thinking, and metacognitive self-regulation improved after taking the course. Students responded positively to the learner-centered approach. Additionally, students with a clinical practice career orientation or who prepared frequently for classes scored higher on several MSLQ domains. The learner-centered approach was effective in promoting several domains of motivation and learning strategies in a third-year pharmacotherapy course.

PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes.

PubMed

Eddy, Sarah L; Converse, Mercedes; Wenderoth, Mary Pat

2015-01-01

There is extensive evidence that active learning works better than a completely passive lecture. Despite this evidence, adoption of these evidence-based teaching practices remains low. In this paper, we offer one tool to help faculty members implement active learning. This tool identifies 21 readily implemented elements that have been shown to increase student outcomes related to achievement, logic development, or other relevant learning goals with college-age students. Thus, this tool both clarifies the research-supported elements of best practices for instructor implementation of active learning in the classroom setting and measures instructors' alignment with these practices. We describe how we reviewed the discipline-based education research literature to identify best practices in active learning for adult learners in the classroom and used these results to develop an observation tool (Practical Observation Rubric To Assess Active Learning, or PORTAAL) that documents the extent to which instructors incorporate these practices into their classrooms. We then use PORTAAL to explore the classroom practices of 25 introductory biology instructors who employ some form of active learning. Overall, PORTAAL documents how well aligned classrooms are with research-supported best practices for active learning and provides specific feedback and guidance to instructors to allow them to identify what they do well and what could be improved. © 2015 S. L. Eddy et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Graduated Driver Licensing

PubMed Central

Bates, Lyndel J.; Allen, Siobhan; Armstrong, Kerry; Watson, Barry; King, Mark J.; Davey, Jeremy

2014-01-01

Graduated driver licensing (GDL) aims to gradually increase the exposure of new drivers to more complex driving situations and typically consists of learner, provisional and open licence phases. The first phase, the learner licence, is designed to allow novice drivers to obtain practical driving experience in lower risk situations. The learner licence can delay licensure, encourage novice drivers to learn under supervision, mandate the number of hours of practice required to progress to the next phase and encourage parental involvement. The second phase, the provisional licence, establishes various driving restrictions and thereby reduces exposure to situations of higher risk, such as driving at night, with passengers or after drinking alcohol. Parental involvement with a GDL system appears essential in helping novices obtain sufficient practice and in enforcing compliance with restrictions once the new driver obtains a provisional licence. Given the significant number of young drivers involved in crashes within Oman, GDL is one countermeasure that may be beneficial in reducing crash risk and involvement for this group. PMID:25364543

Supporting Learners' Experiment Design

ERIC Educational Resources Information Center

van Riesen, Siswa; Gijlers, Hannie; Anjewierden, Anjo; de Jong, Ton

2018-01-01

Inquiry learning is an educational approach in which learners actively construct knowledge and in which performing investigations and conducting experiments is central. To support learners in designing informative experiments we created a scaffold, the Experiment Design Tool (EDT), that provided learners with a step-by-step structure to select…

ESL Participation as a Mechanism for Advancing Health Literacy in Immigrant Communities

PubMed Central

SANTOS, MARICEL G.; HANDLEY, MARGARET A.; OMARK, KARIN; SCHILLINGER, DEAN

2014-01-01

A reliance on the conceptualization of health literacy as functional skill has limited our views of the adult English-as-a-Second-Language (ESL) context as a site for health literacy interventions. To explore the contributions of alternative views of literacy as social practice to health literacy research, we examined teacher survey data and learner outcomes data collected as part of a multi-year collaboration involving The California Diabetes Program (CDP), university researchers, and adult ESL teachers. The survey results (n=144 teachers) indicated that ESL teachers frequently model effective pedagogical practices that mediate social interaction around health content, the basis for acquiring new literacy skills and practices. In the classroom pilot, (n=116 learners), the majority of learners reported they had learned about diabetes risk factors and prevention strategies, which affirmed existing healthy behaviors or prompted revision of unhealthy ones. About two-thirds of the learners reported sharing preventive health content with members of out-of-school social networks. This study represents a first-step in research efforts to account more fully for the mechanisms by which social interaction and social support facilitate health literacy outcomes in ESL contexts, which should complement what we already know about the development of health literacy as functional skill. PMID:25315586

ESL participation as a mechanism for advancing health literacy in immigrant communities.

PubMed

Santos, Maricel G; Handley, Margaret A; Omark, Karin; Schillinger, Dean

2014-01-01

A reliance on the conceptualization of health literacy as functional skill has limited researchers' views of the adult English-as-a-second-language (ESL) context as a site for health literacy interventions. To explore the contributions of alternative views of literacy as social practice to health literacy research, the authors examined teacher survey data and learner outcomes data collected as part of a multiyear collaboration involving the California Diabetes Program, university researchers, and adult ESL teachers. The survey results (n=144 teachers) indicated that ESL teachers frequently model effective pedagogical practices that mediate social interaction around health content, the basis for acquiring new literacy skills and practices. In the classroom pilot (n=116 learners), the majority of learners reported they had learned about diabetes risk factors and prevention strategies, which affirmed existing healthy behaviors or prompted revision of unhealthy ones. About two thirds of the learners reported sharing preventive health content with members of out-of-school social networks. This study represents a first step in research efforts to account more fully for the mechanisms by which social interaction and social support facilitate health literacy outcomes in ESL contexts, which should complement what is already known about the development of health literacy as functional skill.

How doctors learn: the role of clinical problems across the medical school-to-practice continuum.

PubMed

Slotnick, H B

1996-01-01

The author proposes a theory of how physicians learn that uses clinical problem solving as its central feature. His theory, which integrates insights from Maslow, Schön, Norman, and others, claims that physicians-in-training and practicing physicians learn largely by deriving insights from clinical experience. These insights allow the learner to solve future problems and thereby address the learner's basic human needs for security, affiliation, and self-esteem. Ensuring that students gain such insights means that the proper roles of the teacher are (1) to select problems for students to solve and offer guidance on how to solve them, and (2) to serve as a role model of how to reflect on the problem, its solution, and the solution's effectiveness. Three principles guide instruction within its framework for learning: (1) learners, whether physicians-in-training or practicing physicians, seek to solve problems they recognize they have; (2) learners want to be involved in their own learning; and (3) instruction must both be time-efficient and also demonstrate the range of ways in which students can apply what they learn. The author concludes by applying the theory to an aspect of undergraduate education and to the general process of continuing medical education.

Left to their own devices: medical learners' use of mobile technologies.

PubMed

Ellaway, Rachel H; Fink, Patricia; Graves, Lisa; Campbell, Alanna

2014-02-01

Although many medical learners and teachers are using mobile technologies within medical education, there has been little evidence presented describing how they use mobile devices across a whole curriculum. The Northern Ontario School of Medicine (NOSM) introduced a new mobile device program in 2010. Incoming undergraduate medical learners received a laptop and an iPad and learners entering year three of the four-year program received a laptop and an iPhone. A survey was sent to all learners to gather information on their use of and attitudes toward these devices. A combination of quantitative and qualitative methods was used to analyze the data and to generate a series of themes that synthesized student behaviors, perceptions and attitudes. Context and learner autonomy were found to be important factors with learners using multiple devices for different purposes and adopting strategic approaches to learning using these devices. The expectation that school-issued devices would be regularly and enthusiastically used to replace more traditional study media was not reflected in practice. Learners' approaches to using mobile devices are heterogeneous as is the extent to which they use them. Learners adapt their use of mobile devices to the learning cultures and contexts they find themselves in.

Teachers' Practices of Inquiry When Teaching Investigations: A Case Study

ERIC Educational Resources Information Center

Dudu, Washington T.; Vhurumuku, Elaosi

2012-01-01

Teacher practices are essential for supporting learners in scientific inquiry practices of framing research questions, designing and conducting investigations, collecting data, and drawing conclusions. This study examines instructional practices of two Grade 11 Physical Science teachers engaged in teaching practical investigations. Data were…

Inclusive Assessment for Linguistically Diverse Learners in Higher Education

ERIC Educational Resources Information Center

Kaur, Amrita; Noman, Mohammad; Nordin, Hasniza

2017-01-01

As classrooms become increasingly diverse in higher education, educators are emphasising inclusive practices in teaching and learning to accommodate the needs of diverse learners. There is also an emerging need for an inclusive approach in assessment for accessibility, opportunity, relevance and engagement. This study, using design-based research…

Immigrant Learners and Their Families: Literacy To Connect the Generations. Language in Education: Theory & Practice 84.

ERIC Educational Resources Information Center

Weinstein-Shr, Gail, Ed.; Quintero, Elizabeth, Ed.

Teachers' and developers' descriptions of intergenerational literacy programs for immigrants are collected here. Topics addressed include appropriate program design, the quality of intergenerational collaboration, student journals, learner-centered curriculum design, traditional and personal storytelling as a literacy approach, education and…

Indigenous Teachers and Learners: Higher Education and Social Justice

ERIC Educational Resources Information Center

Sumida Huaman, Elizabeth; Abeita, Shawn

2018-01-01

Reflecting on our experiences within a program of graduate education in Justice Studies, we offer a discussion of how building and maintaining an iterative teacher-learner stance results in strengthening practices of Indigenous education toward social justice. Through this reflection, we discuss the tenets in Indigenous higher education practices…

Narratives of Educational Transition and Learner Identity

ERIC Educational Resources Information Center

Choi, Tat Heung

2017-01-01

This article examines how educational transitions in Hong Kong are concurrently classed processes and practices, and how learner identity is developed and negotiated in an education system that prizes English as capital. Through the lens of habitus, the connected but distinct autobiographical accounts suggest that the stronger the insulation…

Learner Differences in Theory and Practice

ERIC Educational Resources Information Center

Kalantzis, Mary; Cope, Bill

2016-01-01

This paper explores the complex and shifting dimensions of the social, cultural and bodily differences that impact on learners and their learning. Our theoretical argument proceeds in five stages. First, we build a typology of terms used to classify demographic differences for the purposes of designing, implementing and evaluating the…

Teaching Reading to English Language Learners: Insights from Linguistics

ERIC Educational Resources Information Center

Lems, Kristin; Miller, Leah D.; Soro, Tenena M.

2009-01-01

Written specifically for K-12 educators, this accessible book explains the processes involved in second-language acquisition and provides a wealth of practical strategies for helping English language learners (ELLs) succeed at reading. The authors integrate knowledge from two fields that often remain disconnected--linguistics and literacy--with a…

Deaf-Blind Perspectives, 1998-1999.

ERIC Educational Resources Information Center

Malloy, Peggy, Ed.

1998-01-01

This collection of three issues focuses on competencies for teachers of learners who are deaf-blind, living with deaf-blindness, and resources in Australia for parents and families of students who are deaf-blind. Articles include: (1) "Research-to-Practice Focus: Competencies for Teachers of Learners Who Are Deafblind" (Marianne Riggio),…

Overcoming Common Misunderstandings about Students with Disabilities Who Are English Language Learners

ERIC Educational Resources Information Center

Cheatham, Gregory A.; Hart Barnett, Juliet E.

2017-01-01

Special education programs are increasingly serving students with disabilities who are English language learners and their families. Facilitating bilingualism is an effective practice and aligns with culturally responsive special education service provision. It is critical for special educators and service providers to learn about bilingualism,…

Critical Performative Pedagogy: Emergent Bilingual Learners Challenge Local Immigration Issues

ERIC Educational Resources Information Center

Harman, Ruth; Varga-Dobai, Kinga

2012-01-01

Recent anti-immigration policies and practices in the Southeast of the United States have presented difficult challenges for newly arrived bilingual learners and their families. To validate student voices within this socio-political context, our school/university collaboration implemented an arts-based participatory approach to English Language…

Becoming Adult Learners: Principles and Practices for Effective Development

ERIC Educational Resources Information Center

Drago-Severson, Eleanor

2004-01-01

This book offers a new and promising way to support adults in Adult Basic Education (ABE) and English for speakers of other languages (ESOL) programs specifically, and learners in adult education, in general. Applying renowned Harvard University psychologist Robert Kegan's constructive-development theory, Drago-Severson depicts an in-depth…

The Learner-Directed Classroom: Developing Creative Thinking Skills through Art

ERIC Educational Resources Information Center

Jaquith, Diane B., Ed.; Hathaway, Nan E., Ed.

2012-01-01

Educators at all levels want their students to develop habits of self-directed learning and critical problem-solving skills that encourage ownership and growth. In "The Learner-Directed Classroom," practicing art educators (PreK-16) offer both a comprehensive framework for understanding student-directed learning and concrete pedagogical strategies…

Empathy in Distance Learning Design Practice

ERIC Educational Resources Information Center

Matthews, Michael T.; Williams, Gregory S.; Yanchar, Stephen C.; McDonald, Jason K.

2017-01-01

The notion of designer empathy has become a cornerstone of design philosophy in fields such as product design, human-computer interaction, and service design. But the literature on instructional designer empathy and learner analysis suggests that distance learning designers are generally quite removed from the learners with whom they could be…

Can the Physical Environment Have an Impact on the Learning Environment?

ERIC Educational Resources Information Center

Lippman, Peter C.

2010-01-01

This article argues in favour of challenging "best practice" generally accepted by the architectural profession by embracing a responsive design approach for creating learning environments. Such an approach accepts that the environment shapes the learner, and that learners influence their environment. A responsive design approach would embrace the…

More Than 50 Ways to Learner-Centered Literacy.

ERIC Educational Resources Information Center

Lipton, Laura; Hubble, Deborah

Designed for teachers of kindergarten through grade 6, this book contains practical and innovative ideas on fostering literacy generated from discussions with teachers from the United States and Canada, visits to their classrooms, and observations of their interactions with students. The book addresses all levels of learner-centered literacy…

Digital Natives Come to Preschool: Implications for Early Childhood Practice

ERIC Educational Resources Information Center

Zevenbergen, Robyn

2007-01-01

This article explores the implications of young learners' dispositions towards the use of digital technologies in contemporary early childhood settings. It is proposed that young learners have grown up in very different social conditions from previous generations, mainly through the saturation of digital technologies, in particular computers. This…

EscapeScape: Simulating Ecopedagogy for the Tourist

ERIC Educational Resources Information Center

Nakagawa, Yoshifumi

2018-01-01

Environmental education as a theory and practice of ecopedagogical simulation positively acknowledges various accidental happenings in the learner's experience. By working with and on the accidents, the learner is encouraged to imagine the real object that escapes his/her experience and thus cannot be and should not be reduced into human…

Restrictive Language Policy in Practice: English Learners in Arizona

ERIC Educational Resources Information Center

Heineke, Amy J.

2016-01-01

As the most restrictive language policy context in the United States, Arizona's monolingual and prescriptive approach to teaching English learners continues to capture international attention. More than five school years after initial implementation, this study uses qualitative data from the individuals doing the policy work to provide a holistic…

Culturally Responsive Differentiated Instruction: Narrowing Gaps between Best Pedagogical Practices Benefiting All Learners

ERIC Educational Resources Information Center

Santamaria, Lorri J.

2009-01-01

Background/Context: Because of its special education association, differentiated instruction (DI) is a topic of concern for many educators working with culturally and linguistically diverse (CLD) learners, whereby bilingual, multicultural, and culturally responsive teaching (CRT) is considered more appropriate for responding to cultural and…

Improving Meaningful Use of Accommodations by Multilingual Learners

ERIC Educational Resources Information Center

Shafer Willner, Lynn; Mokhtari, Kouider

2018-01-01

For more than two decades, accommodations have served as the primary strategy for ensuring the valid participation of multilingual learners (MLLs) in high-stakes summative assessments. Using historical analyses of the evolution of testing accommodation guidelines and related instructional practices, the authors explain how the application of…

English Teaching, Intercultural Competence, and Critical Incident Exercises

ERIC Educational Resources Information Center

Snow, Don

2015-01-01

Critical incident exercises (CIEs) are increasingly used in English courses, and there seems little doubt that in addition to providing English practice opportunities CIEs also help learners build intercultural competence. The question is: What precise aspects of intercultural competence do CIEs help learners build? This article introduces an…

English Language Learners in Higher Education: An Exploratory Conversation

ERIC Educational Resources Information Center

Harrison, Jamie; Shi, Hong

2016-01-01

This article discusses an exploratory conversation between a newly hired assistant professor of ESOL Education and one of her graduate level students taking the methods and materials course. The graduate student was an English learner (international student), and therefore offered this new professor an opportunity to explore her practice of…

Evaluating and Comparing Singaporean and Taiwanese Eighth Graders' Conceptions of Science Assessment

ERIC Educational Resources Information Center

Lin, Tzung-Jin; Tan, Aik-Ling; Lee, Min-Hsien; Tsai, Chin-Chung

2017-01-01

Background: Researchers have indicated that assessment practices and methods should support learners' construction of meaningful understanding of knowledge. Understanding students' conceptions of assessment will enable us to construct more realistic, valid and fair assessments. Learners' conceptualization of assessment would be imperative to serve…

Social Media for Informal Minority Language Learning: Exploring Welsh Learners' Practices

ERIC Educational Resources Information Center

Jones, Ann

2015-01-01

Conole and Alevizou's social media typology (Conole and Alevizou, 2010) includes amongst its ten categories: media sharing; conversational arenas and chat; social networking and blogging. These are all media with which language learners are increasingly engaging (Lamy and Zourou, 2013). Social networking tools, in particular, which encourage…

Authentic Learning Experience: Subtle but Useful Ways to Provide It in Practice

ERIC Educational Resources Information Center

Watagodakumbura, Chandana

2013-01-01

Authentic learning is conceptualised as an individualised experience learners undergo fulfilling their unique psychological as well as neurological needs. It provides a deep, more lasting experience and ideally assessed through generic attributes that are related to individual learners' intrinsic characteristics, spanning throughout the life.…

Coursework to Classroom: Learning to Scaffold Instruction for Bilingual Learners

ERIC Educational Resources Information Center

Schall-Leckrone, Laura

2018-01-01

This qualitative research study examined the extent to which novice and student teachers drew upon pre-service preparation to use scaffolding practices identified in the literature as supportive of bilingual learners' (EBs') acquisition of academic content. Data sources included videotaped class observations, lesson plans and teaching materials,…

Creating and Sustaining a College-Wide Military-Connected Learner Community of Practice

ERIC Educational Resources Information Center

Sherbert, Vicki; Thurston, Linda P.; Fishback, Jane; Briggs, Kelly

2017-01-01

Institutions of higher education across the country serve military-connected learners in two primary ways. First, they provide programs for undergraduate and graduate military-connected postsecondary students. In addition, higher education is the primary professional development avenue for teachers, social workers, counselors, and others who serve…

The Knowledge Café: A Unique Teaching Experience

ERIC Educational Resources Information Center

Baim, Susan A.

2016-01-01

Teaching adult learners in a community-based educational setting differs in many ways from applying typical campus-based or online instructional best practices. Adult learners show tremendous diversity in their backgrounds, approach learning in a myriad of different ways, and rely heavily on their past experiences to help guide their future…

Mediated Development: A Vygotskian Approach to Transforming Second Language Learner Abilities

ERIC Educational Resources Information Center

Poehner, Matthew E.; Infante, Paolo

2017-01-01

The authors point to systemic-theoretical instruction (STI), which underscores the importance of abstract conceptual knowledge in schooling, and dynamic assessment (DA), in which mediators and learners function cooperatively, as examples of the theory-practice relation envisioned by Vygotsky (1987). This article proposes an interactional framework…

Accommodation Practices for English Language Learners in States' Mathematics Assessments

ERIC Educational Resources Information Center

Wolf, Mikyung Kim; Kao, Jenny C.; Rivera, Nichole M.; Chang, Sandy M.

2012-01-01

Background/Context: Testing accommodations have been widely utilized as a way of increasing the validity of content assessments for English language learner (ELL) students. However, concerns have also arisen regarding the appropriateness of accommodation use, including the accessibility and fairness of accommodations. While many states have…

Preparing California's Early Care and Education Workforce to Teach Young Dual Language Learners

ERIC Educational Resources Information Center

Oliva-Olson, Carola; Estrada, Mari; Edyburn, Kelly L.

2017-01-01

The stage is set for major change in California early childhood education (ECE). The State's requirements for Transitional Kindergarten instruction, teacher training, and professional development could lead to mandated integration of existing, impressive Dual Language Learner (DLL) resources, guidance, and best practices. In addition to more…

Promoting Literacy-Embedded, Authentic STEM Instruction for Students with Disabilities and Other Struggling Learners

ERIC Educational Resources Information Center

Israel, Maya; Maynard, Kathie; Williamson, Pamela

2013-01-01

Students with diverse learning needs, including students with disabilities, have historically struggled in science, technology, engineering, and mathematics (STEM) learning. This article highlights barriers that students with disabilities and other struggling learners often face in STEM education. Several applied, evidence-based practices are…

The Role of Learner-Centred Assessment in Postsecondary Organisational Change

ERIC Educational Resources Information Center

Webber, Karen L.; Tschepikow, Kyle

2013-01-01

For postsecondary institutions, organisational change is an inevitable and ongoing process. Institutions face a growing need to assess student learning assessment as part of an institution's comprehensive assessment plan. While a growing body of literature suggests that learner-centred assessment is a best practice in higher education pedagogy, it…

Scaffolding English Language Learners' Reading Performance

ERIC Educational Resources Information Center

McKenzie, Lolita D.

2011-01-01

English language learners (ELLs) spend a majority of their instructional time in mainstream classrooms with mainstream teachers. Reading is an area with which many ELLs are challenged when placed within mainstream classrooms. Scaffolding has been identified as one of the best teaching practices for helping students read. ELL students in a local…

Transformational Processes and Learner Outcomes for Online Learning: An Activity Theory Case Study of Spanish Students

ERIC Educational Resources Information Center

Terantino, Joseph M.

2009-01-01

The purpose of this exploratory study was to examine the actions of online language learners from an activity theoretical perspective. It also attempted to explain how the students' learning outcomes evolved from their online learning experiences. This explanation placed an emphasis on the learners' previous experiences, defining their activity…

Training Learners to Use Quizlet Vocabulary Activities on Mobile Phones in Vietnam with Facebook

ERIC Educational Resources Information Center

Tran, Phuong

2016-01-01

Mobile phone ownership among university students in Vietnam has reached almost 100%, exceeding that of Internet-capable desktop computers. This has made them increasingly popular to allow learners to carry out learning activities outside of the classroom, but some studies have suggested that learners are not always willing to engage in activities…

Investigating Learner Attitudes toward E-Books as Learning Tools: Based on the Activity Theory Approach

ERIC Educational Resources Information Center

Liaw, Shu-Sheng; Huang, Hsiu-Mei

2016-01-01

This paper investigates the use of e-books as learning tools in terms of learner satisfaction, usefulness, behavioral intention, and learning effectiveness. Based on the activity theory approach, this research develops a research model to understand learner attitudes toward e-books in two physical sizes: 10? and 7?. Results suggest that screen…

The Development of Expert Learners in the Classroom

ERIC Educational Resources Information Center

Rahman, Saemah; Mahmud, Zuria; Yassin, Siti Fatimah Mohd; Amir, Ruslin; Ilias, Khadijah Wan

2010-01-01

The term "expert learner" refers to students who are actively engaged with the materials learned and take responsibility for their own learning. Literature reviews suggested the use of metacognitive approach to help develop students to become expert learners. Research on development of expert learners can be traced from movements that…

The Learners' Mental Models of Television in Mathematics.

ERIC Educational Resources Information Center

Sumalee, Chaijaroen

1999-01-01

Examines the learners' mental models of television in actual media classroom activity by which knowledge was constructed. Findings revealed how media capabilities and the instructional designs that employ them interact with the learners and the task characteristics to influence the formation of the learners' mental models and their learning…

The Effect of Reading on Second-Language Learners' Production in Tasks

ERIC Educational Resources Information Center

Collentine, Karina

2016-01-01

Tasks provide engaging ways to involve learners in meaningful, real-world activities with the foreign language (FL). Yet selecting classroom tasks suitable to learners' linguistic readiness is challenging, and task-based research is exploring the relationship between learners' overall abilities (e.g., reading, grammatical) and the complexity and…

Eight-minute self-regulation intervention raises educational attainment at scale in individualist but not collectivist cultures.

PubMed

Kizilcec, René F; Cohen, Geoffrey L

2017-04-25

Academic credentials open up a wealth of opportunities. However, many people drop out of educational programs, such as community college and online courses. Prior research found that a brief self-regulation strategy can improve self-discipline and academic outcomes. Could this strategy support learners at large scale? Mental contrasting with implementation intentions (MCII) involves writing about positive outcomes associated with a goal, the obstacles to achieving it, and concrete if-then plans to overcome them. The strategy was developed in Western countries (United States, Germany) and appeals to individualist tendencies, which may reduce its efficacy in collectivist cultures such as India or China. We tested this hypothesis in two randomized controlled experiments in online courses ( n = 17,963). Learners in individualist cultures were 32% (first experiment) and 15% (second experiment) more likely to complete the course following the MCII intervention than a control activity. In contrast, learners in collectivist cultures were unaffected by MCII. Natural language processing of written responses revealed that MCII was effective when a learner's primary obstacle was predictable and surmountable, such as everyday work or family obligations but not a practical constraint (e.g., Internet access) or a lack of time. By revealing heterogeneity in MCII's effectiveness, this research advances theory on self-regulation and illuminates how even highly efficacious interventions may be culturally bounded in their effects.

Interactive computerized learning program exposes veterinary students to challenging international animal-health problems.

PubMed

Conrad, Patricia A; Hird, Dave; Arzt, Jonathan; Hayes, Rick H; Magliano, Dave; Kasper, Janine; Morfin, Saul; Pinney, Stephen

2007-01-01

This article describes a computerized case-based CD-ROM (CD) on international animal health that was developed to give veterinary students an opportunity to "virtually" work alongside veterinarians and other veterinary students as they try to solve challenging disease problems relating to tuberculosis in South African wildlife, bovine abortion in Mexico, and neurologic disease in horses in Rapa Nui, Chile. Each of the three case modules presents, in a highly interactive format, a problem or mystery that must be solved by the learner. As well as acquiring information via video clips and text about the specific health problem, learners obtain information about the different countries, animal-management practices, diagnostic methods, related disease-control issues, economic factors, and the opinions of local experts. After assimilating this information, the learner must define the problem and formulate an action plan or make a recommendation or diagnosis. The computerized program invokes three principles of adult education: active learning, learner-centered education, and experiential learning. A medium that invokes these principles is a potentially efficient learning tool and template for developing other case-based problem-solving computerized programs. The program is accessible on the World Wide Web at . A broadband Internet connection is recommended, since the modules make extensive use of embedded video and audio clips. Information on how to obtain the CD is also provided.

Do fears of malpractice litigation influence teaching behaviors?

PubMed

Reed, Darcy A; Windish, Donna M; Levine, Rachel B; Kravet, Steven J; Wolfe, Leah; Wright, Scott M

2008-01-01

Medical malpractice is prominently positioned in the consciousness of American physicians, and the perceived threat of malpractice litigation may push physicians to practice defensively and alter their teaching behaviors. The purposes of this study were to characterize the attitudes of academic medical faculty toward malpractice litigation and to identify teaching behaviors associated with fear of malpractice litigation. We surveyed 270 full-time clinically active physicians in the Department of Medicine at a large academic medical center. The survey assessed physicians' attitudes toward malpractice issues, fear of malpractice litigation, and self-reported teaching behaviors associated with concerns about litigation. Two hundred and fifteen physicians responded (80%). Faculty scored an average of 25.5 +/- 6.9 (range = 6-42, higher scores indicate greater fear) on a reliable malpractice fear scale. Younger age (Spearman's rho = 0.19, p = .02) and greater time spent in clinical activities (rho = 0.26, p < .001) were correlated with higher scores on the Malpractice Fear Scale. Faculty reported that because of the perceived prevalence of lawsuits and claims made against physicians, they spend more time writing clinical notes for patients seen by learners (74%), give learners less autonomy in patient care (44%), and limit opportunities for learners to perform clinical procedures (32%) and deliver bad news to patients (33%). Faculty with higher levels of fear on the Malpractice Fear Scale were more likely to report changing their teaching behaviors because of this perceived threat (rho = 0.38, p < .001). Physicians report changes in teaching behaviors because of concerns about malpractice litigation. Although concerns about malpractice may promote increased supervision and positive role modeling, they may also limit important educational opportunities for learners. These results may serve to heighten awareness to the fact that teaching behaviors and decisions may be influenced by the malpractice climate.

A clinically integrated curriculum in Evidence-based Medicine for just-in-time learning through on-the-job training: The EU-EBM project

PubMed Central

Coppus, Sjors FPJ; Emparanza, Jose I; Hadley, Julie; Kulier, Regina; Weinbrenner, Susanne; Arvanitis, Theodoros N; Burls, Amanda; Cabello, Juan B; Decsi, Tamas; Horvath, Andrea R; Kaczor, Marcin; Zanrei, Gianni; Pierer, Karin; Stawiarz, Katarzyna; Kunz, Regina; Mol, Ben WJ; Khan, Khalid S

2007-01-01

Background Over the last years key stake holders in the healthcare sector have increasingly recognised evidence based medicine (EBM) as a means to improving the quality of healthcare. However, there is considerable uncertainty about the best way to disseminate basic knowledge of EBM. As a result, huge variation in EBM educational provision, setting, duration, intensity, content, and teaching methodology exists across Europe and worldwide. Most courses for health care professionals are delivered outside the work context ('stand alone') and lack adaptation to the specific needs for EBM at the learners' workplace. Courses with modern 'adaptive' EBM teaching that employ principles of effective continuing education might fill that gap. We aimed to develop a course for post-graduate education which is clinically integrated and allows maximum flexibility for teachers and learners. Methods A group of experienced EBM teachers, clinical epidemiologists, clinicians and educationalists from institutions from eight European countries participated. We used an established methodology of curriculum development to design a clinically integrated EBM course with substantial components of e-learning. An independent European steering committee provided input into the process. Results We defined explicit learning objectives about knowledge, skills, attitudes and behaviour for the five steps of EBM. A handbook guides facilitator and learner through five modules with clinical and e-learning components. Focussed activities and targeted assignments round off the learning process, after which each module is formally assessed. Conclusion The course is learner-centred, problem-based, integrated with activities in the workplace and flexible. When successfully implemented, the course is designed to provide just-in-time learning through on-the-job-training, with the potential for teaching and learning to directly impact on practice. PMID:18042271

Big Bang! An Evaluation of NASA's Space School Musical Program for Elementary and Middle School Learners

NASA Astrophysics Data System (ADS)

Haden, C.; Styers, M.; Asplund, S.

2015-12-01

Music and the performing arts can be a powerful way to engage students in learning about science. Research suggests that content-rich songs enhance student understanding of science concepts by helping students develop content-based vocabulary, by providing examples and explanations of concepts, and connecting to personal and situational interest in a topic. Building on the role of music in engaging students in learning, and on best practices in out-of-school time learning, the NASA Discovery and New Frontiers program in association with Jet Propulsion Laboratory, Marshall Space Flight Center, and KidTribe developed Space School Musical. Space School Musical consists of a set of nine songs and 36 educational activities to teach elementary and middle school learners about the solar system and space science through an engaging storyline and the opportunity for active learning. In 2014, NASA's Jet Propulsion Laboratory contracted with Magnolia Consulting, LLC to conduct an evaluation of Space School Musical. Evaluators used a mixed methods approach to address evaluation questions related to educator professional development experiences, program implementation and perceptions, and impacts on participating students. Measures included a professional development feedback survey, facilitator follow-up survey, facilitator interviews, and a student survey. Evaluation results showed that educators were able to use the program in a variety of contexts and in different ways to best meet their instructional needs. They noted that the program worked well for diverse learners and helped to build excitement for science through engaging all learners in the musical. Students and educators reported positive personal and academic benefits to participating students. We present findings from the evaluation and lessons learned about integration of the arts into STEM education.

A clinically integrated curriculum in evidence-based medicine for just-in-time learning through on-the-job training: the EU-EBM project.

PubMed

Coppus, Sjors F P J; Emparanza, Jose I; Hadley, Julie; Kulier, Regina; Weinbrenner, Susanne; Arvanitis, Theodoros N; Burls, Amanda; Cabello, Juan B; Decsi, Tamas; Horvath, Andrea R; Kaczor, Marcin; Zanrei, Gianni; Pierer, Karin; Stawiarz, Katarzyna; Kunz, Regina; Mol, Ben W J; Khan, Khalid S

2007-11-27

Over the last years key stake holders in the healthcare sector have increasingly recognised evidence based medicine (EBM) as a means to improving the quality of healthcare. However, there is considerable uncertainty about the best way to disseminate basic knowledge of EBM. As a result, huge variation in EBM educational provision, setting, duration, intensity, content, and teaching methodology exists across Europe and worldwide. Most courses for health care professionals are delivered outside the work context ('stand alone') and lack adaptation to the specific needs for EBM at the learners' workplace. Courses with modern 'adaptive' EBM teaching that employ principles of effective continuing education might fill that gap. We aimed to develop a course for post-graduate education which is clinically integrated and allows maximum flexibility for teachers and learners. A group of experienced EBM teachers, clinical epidemiologists, clinicians and educationalists from institutions from eight European countries participated. We used an established methodology of curriculum development to design a clinically integrated EBM course with substantial components of e-learning. An independent European steering committee provided input into the process. We defined explicit learning objectives about knowledge, skills, attitudes and behaviour for the five steps of EBM. A handbook guides facilitator and learner through five modules with clinical and e-learning components. Focussed activities and targeted assignments round off the learning process, after which each module is formally assessed. The course is learner-centred, problem-based, integrated with activities in the workplace and flexible. When successfully implemented, the course is designed to provide just-in-time learning through on-the-job-training, with the potential for teaching and learning to directly impact on practice.

A novel critical skills curriculum for surgical interns incorporating simulation training improves readiness for acute inpatient care.

PubMed

Antonoff, Mara B; Shelstad, Ryan C; Schmitz, Connie; Chipman, Jeffrey; D'Cunha, Jonathan

2009-01-01

Surgical interns encounter complex, acute care situations often managed with limited supervision. Furthermore, medical school training does not adequately prepare students for special surgical considerations. Using simulation training, we implemented a course aimed at improving surgical intern readiness for responding to unique, life-threatening issues encountered in daily surgical care. Twenty University of Minnesota surgical interns participated in the 3-week course. The first session consisted of interactive didactics and simulation covering hypoxia, shock, and metabolic disturbances; the second session addressed cardiopulmonary emergencies, including ventricular assist device and pacemaker use. Electronic simulation scenarios comprised the third session, allowing learners to demonstrate learned/practiced skills. The outcomes were assessed objectively (pretest and posttest) and subjectively (standardized feedback evaluations). Fifteen learners completed the pretest and posttest. The mean absolute score increase was 14% with average relative score improvement of 43%. Twenty learners completed feedback evaluations using a standard 5-point Likert scale. Respondents scored the first 2 sessions on topic importance (5 = very important), giving the first session 4.90 (+/- 0.31) and the second session 4.45 (+/- 0.89). Respondents ranked their confidence in executing practiced skills on actual patients (5 = very confident) as 4.24 (+/- 0.71). There was uniform support for the value of the electronic simulation scenarios as enhanced learning tools. We developed a course for surgical interns incorporating didactics and simulation. Learners demonstrated objective improvement in testing and reported that the course topics were highly important. After course completion, learners provided feedback indicating a high level of confidence in executing practiced skills, suggesting improved preparation for acute surgical care.

Comparing Learner Community Behavior in Multiple Presentations of a Massive Open Online Course

ERIC Educational Resources Information Center

Gallagher, Silvia Elena; Savage, Timothy

2015-01-01

Massive Online Open Courses (MOOCs) can create large scale communities of learners who collaborate, interact and discuss learning materials and activities. MOOCs are often delivered multiple times with similar content to different cohorts of learners. However, research into the differences of learner communication, behavior and expectation between…

Comparing Learner Community Behavior in Multiple Presentations of a Massive Open Online Course

ERIC Educational Resources Information Center

Gallagher, Silvia Elena; Savage, Timothy

2016-01-01

Massive Online Open Courses (MOOCs) can create large scale communities of learners who collaborate, interact and discuss learning materials and activities. MOOCs are often delivered multiple times with similar content to different cohorts of learners. However, research into the differences of learner communication, behavior and expectation between…

Effects of Distributed Practice on the Proceduralization of Morphology

ERIC Educational Resources Information Center

Suzuki, Yuichi; DeKeyser, Robert

2017-01-01

The present study aimed to examine whether distributed practice works better than massed practice for proceduralization of grammatical knowledge. Learners of Japanese as a second language were trained on an element of Japanese morphology under either massed or distributed practice conditions. Results showed that massed practice led to accurate…

Making the Change: From a Teacher-Centered to a Learner-Centered Environment--A Phenomenological Study

ERIC Educational Resources Information Center

Roof, Patty L.

2012-01-01

Nursing education is calling for transformation in teaching practices which includes learner-centered environments. The purpose of this qualitative phenomenological study was to explore 15 nursing faculty life experiences as they relate to the choice of a learning environment. Participants expressed their life experiences through interview…

Overcoming Student Disengagement and Anxiety in Theory, Methods, and Statistics Courses by Building a Community of Learners

ERIC Educational Resources Information Center

Macheski, Ginger E.; Buhrmann, Jan; Lowney, Kathleen S.; Bush, Melanie E. L.

2008-01-01

Participants in the 2007 American Sociological Association teaching workshop, "Innovative Teaching Practices for Difficult Subjects," shared concerns about teaching statistics, research methods, and theory. Strategies for addressing these concerns center on building a community of learners by creating three processes throughout the course: 1) an…

Learning Icelandic Language and Culture in Virtual Reykjavik: Starting to Talk

ERIC Educational Resources Information Center

Bédi, Branislav; Arnbjörnsdóttir, Birna; Vilhjálmsson, Hannes Högni; Helgadóttir, Hafdís Erla; Ólafsson, Stefán; Björgvinsson, Elías

2016-01-01

This paper describes how beginners of Icelandic as a foreign and second language responded to playing the first scene in Virtual Reykjavik, a video game-like environment where learners interact with virtual characters--Embodied Conversational Agents (ECAs). This game enables learners to practice speaking and listening skills, to learn about the…