Problem-Based Approach to Teaching Advanced Chemistry Laboratories and Developing Students' Critical Thinking Skills

ERIC Educational Resources Information Center

Quattrucci, Joseph G.

2018-01-01

A new method for teaching advanced laboratories at the undergraduate level is presented. The intent of this approach is to get students more engaged in the lab experience and apply critical thinking skills to solve problems. The structure of the lab is problem-based and provides students with a research-like experience. Students read the current…

Teachers' Mental Health and Teaching Levels

ERIC Educational Resources Information Center

Kovess-Masfety, Viviane; Rios-Seidel, Carmen; Sevilla-Dedieu, Christine

2007-01-01

The purpose of this study was to determine the prevalence and to identify the occupational risk factors of both psychiatric disorders and psychological distress for public school teachers in France depending on their teaching level. A survey was carried out on teachers aged 20-60 (N=3586). Some teaching levels, depending on the teacher's gender,…

Students' satisfaction to hybrid problem-based learning format for basic life support/advanced cardiac life support teaching.

PubMed

Chilkoti, Geetanjali; Mohta, Medha; Wadhwa, Rachna; Saxena, Ashok Kumar; Sharma, Chhavi Sarabpreet; Shankar, Neelima

2016-11-01

Students are exposed to basic life support (BLS) and advanced cardiac life support (ACLS) training in the first semester in some medical colleges. The aim of this study was to compare students' satisfaction between lecture-based traditional method and hybrid problem-based learning (PBL) in BLS/ACLS teaching to undergraduate medical students. We conducted a questionnaire-based, cross-sectional survey among 118 1 st -year medical students from a university medical college in the city of New Delhi, India. We aimed to assess the students' satisfaction between lecture-based and hybrid-PBL method in BLS/ACLS teaching. Likert 5-point scale was used to assess students' satisfaction levels between the two teaching methods. Data were collected and scores regarding the students' satisfaction levels between these two teaching methods were analysed using a two-sided paired t -test. Most students preferred hybrid-PBL format over traditional lecture-based method in the following four aspects; learning and understanding, interest and motivation, training of personal abilities and being confident and satisfied with the teaching method ( P < 0.05). Implementation of hybrid-PBL format along with the lecture-based method in BLS/ACLS teaching provided high satisfaction among undergraduate medical students.

A flipped mode teaching approach for large and advanced electrical engineering courses

NASA Astrophysics Data System (ADS)

Ravishankar, Jayashri; Epps, Julien; Ambikairajah, Eliathamby

2018-05-01

A fully flipped mode teaching approach is challenging for students in advanced engineering courses, because of demanding pre-class preparation load, due to the complex and analytical nature of the topics. When this is applied to large classes, it brings an additional complexity in terms of promoting the intended active learning. This paper presents a novel selective flipped mode teaching approach designed for large and advanced courses that has two aspects: (i) it provides selective flipping of a few topics, while delivering others in traditional face-to-face teaching, to provide an effective trade-off between the two approaches according to the demands of individual topics and (ii) it introduces technology-enabled live in-class quizzes to obtain instant feedback and facilitate collaborative problem-solving exercises. The proposed approach was implemented for a large fourth year course in electrical power engineering over three successive years and the criteria for selecting between the flipped mode teaching and traditional teaching modes are outlined. Results confirmed that the proposed approach improved both students' academic achievements and their engagement in the course, without overloading them during the teaching period.

Academy for the Advancement of Teaching and Management.

ERIC Educational Resources Information Center

New Jersey State Dept. of Education, Trenton.

In response to the national impetus for improvement in education, New Jersey officials have proposed the creation of the Academy for the Advancement of Teaching and Management, an organization designed to raise the standards of professional skills for teachers and principals. The organization will train teachers and administrators for 2 years in…

Performance in Physical Science Education by Dint of Advance Organiser Model of Teaching

ERIC Educational Resources Information Center

Bency, P. B. Beulahbel; Raja, B. William Dharma

2010-01-01

Education should be made painless and the teaching must be made effective. Teaching is an activity, which is designed and performed for multiple objectives, in terms of changes in student behaviours. Models of teaching are just a blue print designed in advance for providing necessary structure and direction to the teacher for realizing the…

Effects of the Integrated Online Advance Organizer Teaching Materials on Students' Science Achievement and Attitude

ERIC Educational Resources Information Center

Korur, Fikret; Toker, Sacip; Eryilmaz, Ali

2016-01-01

This two-group quasi-experimental study investigated the effects of the Online Advance Organizer Concept Teaching Material (ONACOM) integrated with inquiry teaching and expository teaching methods. Grade 7 students' posttest performances on the light unit achievement and light unit attitude tests controlled for gender, previous semester science…

5 CFR 2636.307 - Requirement for advance authorization to engage in teaching for compensation.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 5 Administrative Personnel 3 2010-01-01 2010-01-01 false Requirement for advance authorization to... Applicable to Certain Noncareer Employees § 2636.307 Requirement for advance authorization to engage in... compensation for teaching only when specifically authorized in advance by the designated agency ethics official...

Teaching Astrophysics to Upper Level Undergraduates

NASA Astrophysics Data System (ADS)

Van Dorn Bradt, Hale

2010-03-01

A Socratic peer-instruction method for teaching upper level undergraduates is presented. Basically, the instructor sits with the students and guides their presentations of the material. My two textbooks* (on display) as well as many others are amenable to this type of teaching. *Astronomy Methods - A Physical Approach to Astronomical Observations (CUP 2004) *Astrophysics Processes-The Physics of Astronomical Phenomena (CUP 2008)

An iLab for Teaching Advanced Logic Concepts with Hardware Descriptive Languages

ERIC Educational Resources Information Center

Ayodele, Kayode P.; Inyang, Isaac A.; Kehinde, Lawrence O.

2015-01-01

One of the more interesting approaches to teaching advanced logic concepts is the use of online laboratory frameworks to provide student access to remote field-programmable devices. There is as yet, however, no conclusive evidence of the effectiveness of such an approach. This paper presents the Advanced Digital Lab, a remote laboratory based on…

IBPRO - A Novel Short-Duration Teaching Course in Advanced Physics and Biology Underlying Cancer Radiotherapy.

PubMed

Joiner, Michael C; Tracey, Monica W; Kacin, Sara E; Burmeister, Jay W

2017-06-01

This article provides a summary and status report of the ongoing advanced education program IBPRO - Integrated course in Biology and Physics of Radiation Oncology. IBPRO is a five-year program funded by NCI. It addresses the recognized deficiency in the number of mentors available who have the required knowledge and skill to provide the teaching and training that is required for future radiation oncologists and researchers in radiation sciences. Each year, IBPRO brings together 50 attendees typically at assistant professor level and upwards, who are already qualified/certified radiation oncologists, medical physicists or biologists. These attendees receive keynote lectures and activities based on active learning strategies, merging together the clinical, biological and physics underpinnings of radiation oncology, at the forefront of the field. This experience is aimed at increasing collaborations, raising the level and amount of basic and applied research undertaken in radiation oncology, and enabling attendees to confidently become involved in the future teaching and training of researchers and radiation oncologists.

Teaching the Low Level Achiever.

ERIC Educational Resources Information Center

Salomone, Ronald E., Ed.

1986-01-01

Intended for teachers of the English language arts, the articles in this issue offer suggestions and techniques for teaching the low level achiever. Titles and authors of the articles are as follows: (1) "A Point to Ponder" (Rachel Martin); (2) "Tracking: A Self-Fulfilling Prophecy of Failure for the Low Level Achiever" (James Christopher Davis);…

Teaching Advance Care Planning to Medical Students with a Computer-Based Decision Aid

PubMed Central

Levi, Benjamin H.

2013-01-01

Discussing end-of-life decisions with cancer patients is a crucial skill for physicians. This article reports findings from a pilot study evaluating the effectiveness of a computer-based decision aid for teaching medical students about advance care planning. Second-year medical students at a single medical school were randomized to use a standard advance directive or a computer-based decision aid to help patients with advance care planning. Students' knowledge, skills, and satisfaction were measured by self-report; their performance was rated by patients. 121/133 (91%) of students participated. The Decision-Aid Group (n=60) outperformed the Standard Group (n=61) in terms of students´ knowledge (p<0.01), confidence in helping patients with advance care planning (p<0.01), knowledge of what matters to patients (p=0.05), and satisfaction with their learning experience (p<0.01). Likewise, patients in the Decision Aid Group were more satisfied with the advance care planning method (p<0.01) and with several aspects of student performance. Use of a computer-based decision aid may be an effective way to teach medical students how to discuss advance care planning with cancer patients. PMID:20632222

Case Study IV: Carnegie Foundation for the Advancement of Teaching's Networked Improvement Communities (NICs)

ERIC Educational Resources Information Center

Coburn, Cynthia E.; Penuel, William R.; Geil, Kimberly E.

2015-01-01

The Carnegie Foundation for the Advancement of Teaching is a nonprofit, operating foundation with a long tradition of developing and studying ways to improve teaching practice. For the past three years, the Carnegie Foundation has initiated three different Networked Improvement Communities (NICs). The first, Quantway, is addressing the high…

Advanced teaching labs in physics - celebrating progress; challenges ahead

NASA Astrophysics Data System (ADS)

Peterson, Richard

A few examples of optical physics experiments may help us first reflect on significant progress on how advanced lab initiatives may now be more effectively developed, discussed, and disseminated - as opposed to only 10 or 15 years back. Many cooperative developments of the last decade are having profound impacts on advanced lab workers and students. Central to these changes are the programs of the Advanced Laboratory Physics Association (ALPhA) (Immersions, BFY conferences), AAPT (advlab-l server, ComPADRE, apparatus competitions, summer workshops/sessions), APS (Reichert Award, FEd activities and sessions), and the Jonathan F. Reichert Foundation (ALPhA support and institution matched equipment grants for Immersion participants). Broad NSF support has helped undergird several of these initiatives. Two of the most significant challenges before this new advanced lab community are (a) to somehow enhance funding opportunities for teaching equipment and apparatus in an era of minimal NSF equipment support, and (b) to help develop a more complementary relationship between research-based advanced lab pedagogies and the development of fresh physics experiments that help enable the mentoring and experimental challenge of our students.

IBPRO – a novel short-duration teaching course in advanced physics and biology underlying cancer radiotherapy

PubMed Central

Joiner, Michael C.; Tracey, Monica W.; Kacin, Sara E.; Burmeister, Jay W.

2017-01-01

This article provides a summary and status report of the ongoing advanced education program IBPRO – Integrated course in Biology and Physics of Radiation Oncology. IBPRO is a five-year program funded by NCI. It addresses the recognized deficiency in the number of mentors available who have the required knowledge and skill to provide the teaching and training that is required for future radiation oncologists and researchers in radiation sciences. Each year, IBPRO brings together 50 attendees typically at assistant professor level and upwards, who are already qualified/certified radiation oncologists, medical physicists or biologists. These attendees receive keynote lectures and activities based on active learning strategies, merging together the clinical, biological and physics underpinnings of radiation oncology, at the forefront of the field. This experience is aimed at increasing collaborations, raising the level and amount of basic and applied research undertaken in radiation oncology, and enabling attendees to confidently become involved in the future teaching and training of researchers and radiation oncologists. PMID:28328309

Teaching Advanced Concepts in Computer Networks: VNUML-UM Virtualization Tool

ERIC Educational Resources Information Center

Ruiz-Martinez, A.; Pereniguez-Garcia, F.; Marin-Lopez, R.; Ruiz-Martinez, P. M.; Skarmeta-Gomez, A. F.

2013-01-01

In the teaching of computer networks the main problem that arises is the high price and limited number of network devices the students can work with in the laboratories. Nowadays, with virtualization we can overcome this limitation. In this paper, we present a methodology that allows students to learn advanced computer network concepts through…

What Can Be Learnt from Teaching Children?

ERIC Educational Resources Information Center

Machura, Ludmila

While it is commonly assumed that teaching children is unrelated to teaching at the advanced level, the two kinds of teaching are closely related and mutually effective. The experience of teaching young learners can benefit the instruction of college students of English as a second language. In both cases, providing motivation is a challenge.…

The relationship of certified flight instructors' emotional intelligence levels on flight student advancement

NASA Astrophysics Data System (ADS)

Hokeness, Mark Merrill

Aviation researchers estimate airline companies will require nearly 500,000 pilots in the next 20 years. The role of a Certified Flight Instructor (CFI) is to move student pilots to professional pilots with training typically conducted in one-on-one student and instructor sessions. The knowledge of aviation, professionalism as a teacher, and the CFI’s interpersonal skills can directly affect the successes and advancement of a student pilot. A new and emerging assessment of people skills is known as emotional intelligence (EI). The EI of the CFI can and will affect a flight students’ learning experiences. With knowledge of emotional intelligence and its effect on flight training, student pilot dropouts from aviation may be reduced, thus helping to ensure an adequate supply of pilots. Without pilots, the growth of the commercial aviation industry will be restricted. This mixed method research study established the correlation between a CFI’s measured EI levels and the advancement of flight students. The elements contributing to a CFI’s EI level were not found to be teaching or flight-related experiences, suggesting other life factors are drawn upon by the CFI and are reflected in their emotional intelligence levels presented to flight students. Students respond positively to CFIs with higher levels of emotional intelligence. Awareness of EI skills by both the CFI and flight student contribute to flight student successes and advancement.

Exploring Teacher Beliefs in Teaching EAP at Low Proficiency Levels

ERIC Educational Resources Information Center

Alexander, Olwyn

2012-01-01

Teaching English for Academic Purposes (EAP) requires teachers experienced in Communicative Language Teaching (CLT) to acquire additional skills, abilities and approaches. Beliefs about CLT teaching may not be appropriate for teaching EAP, especially to low level learners. Making teachers aware of their beliefs is the first step in helping them to…

Technological advances that enhance teaching using animals, and the application of the Three Rs.

PubMed

Davies, Alexander S

2004-06-01

The inventions that have progressively contributed to education have never offered opportunities as vast as in the digital era, even though this is still scarcely 25 years old. In this time, digital handling of data led first to text processing, then to bitmap and vector graphics, and now, to digital sound and movies. As these advanced, the storage methods became larger, faster, easier and cheaper. The advancement of technology has been so rapid that the standard of most teaching aids now available is well below what can currently be achieved. We are confronted with an unprecedented opportunity for applying the principles of reduction, refinement and replacement of animals in education. Not only are the visual teaching aids improved by digitising, but all aspects of their development, including the ease, higher speed, and low cost of creation, editing, copying, distribution and access, are improved, as well. Several examples will be given, including access to interactive panoramic movies, animated sequences to explain difficult concepts, on-line tutorials and image databases using digital photography, radiography and other diagnostic methods, as well as the production of desktop movies. The speed of technical advance brings its own problems, but the challenges and possibilities for developing viable alternatives to the use of animals in teaching are vast.

Teaching/Learning Guide: Level I.

ERIC Educational Resources Information Center

Carbon - Lehigh Intermediate Unit, Schnecksville, PA.

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

Teaching Low-Level Adult ESL Learners. ERIC Digest.

ERIC Educational Resources Information Center

Holt, Grace Massey

In recent years, the English-as-a-Second-Language (ESL) teaching profession has made discoveries about teaching beginning or low-level adult learners (those with little or no schooling in their native languages, learners who may not be familiar with the Roman alphabet, those with learning disabilities, and those literate in their native languages…

Some Techniques for Teaching Vocabulary. ERIC Focus Reports on the Teaching of Foreign Languages, Number 27.

ERIC Educational Resources Information Center

Michel, Joseph; Patin, Paul

Discussion of techniques for teaching vocabulary in language programs centers on five major areas: (1) "knowing" the word, (2) selection of vocabulary, (3) grading vocabulary for presentation, (4) teaching methods, and (5) vocabulary expansion in advanced levels. Theory of vocabulary instruction is largely supported by writings of Nelson Brooks,…

A multi-level assessment of a program to teach medical students to teach.

PubMed

Blatt, Benjamin; Greenberg, Larrie

2007-02-01

Few longitudinal programs exist to teach senior students (MS4s) to be teachers, nor have there been any reports of comprehensive program evaluation in this area. The primary objectives of this study were to describe our ongoing faculty development effort and to develop a multi-level program evaluation, using Dixon's model. The TALKS (Teaching and Learning Communication Skills) program is a senior elective and open to all MS4s. We evaluated our program through assessment of its participants at three levels: level 1, opinion; level 2, competence; and level 3, performance; but not level 4, patient outcomes. The authors used a retrospective, pre-post questionnaire to assess MS4 attitudes about their educational experiences, a traditional instrument to assess their teaching, an interaction analysis technique using Bloom's taxonomy to assess MS4s' feedback skills, and a SP exam to assess MS4 communication skills. The authors hypothesized that MS4s participating in TALKS would view medical education more positively and informatively, would demonstrate important principles in giving feedback, would be assessed as excellent teachers, and would perform better than controls in an SP exam emphasizing communication skills. Results revealed that MS4s' ratings as teachers were very good to excellent, with the highest scores on the items "knowledgeable, supportive of me, and answering questions clearly." (Level 1, Opinion) MS4s' perceptions of their knowledge, attitudes and skills increased significantly from the pre to the post-questionnaire. (Level 2, Competence) MS4 feedback skills to MS2s revealed they did more talking than ideal, often at the lowest levels of Bloom's taxonomy. (Level 3, Performance) MS4s demonstrated better communication skills than controls on an evaluation by professional SPs. (Level 3, Performance).

Teaching Pediatric Nursing Concepts to Non-Pediatric Nurses Using an Advance Organizer

ERIC Educational Resources Information Center

Bell, Julie Ann

2013-01-01

Non-pediatric nurses in rural areas often care for children in adult units, emergency departments, and procedural areas. A half-day program about pediatric nursing using constructivist teaching strategies including an advance organizer, case studies, and simulation was offered at a community hospital in Western North Carolina. Nurses reported a…

Evaluating New Approaches to Teaching of Sight-Reading Skills to Advanced Pianists

ERIC Educational Resources Information Center

Zhukov, Katie

2014-01-01

This paper evaluates three teaching approaches to improving sight-reading skills against a control in a large-scale study of advanced pianists. One hundred pianists in four equal groups participated in newly developed training programmes (accompanying, rhythm, musical style and control), with pre- and post-sight-reading tests analysed using…

A Flipped Mode Teaching Approach for Large and Advanced Electrical Engineering Courses

ERIC Educational Resources Information Center

Ravishankar, Jayashri; Epps, Julien; Ambikairajah, Eliathamby

2018-01-01

A fully flipped mode teaching approach is challenging for students in advanced engineering courses, because of demanding pre-class preparation load, due to the complex and analytical nature of the topics. When this is applied to large classes, it brings an additional complexity in terms of promoting the intended active learning. This paper…

Teaching Badminton Based on Student Skill Levels

ERIC Educational Resources Information Center

Wang, Jianyu; Moffit, Jeff

2009-01-01

Badminton has been identified as a lifelong activity. It is an inexpensive sport and everyone--children, seniors, and individuals with disabilities--can reach a level of enjoyment in the game after mastering basic skills and tactics. In teaching badminton, teachers need to understand how students develop game play ability from a low level to an…

The Advanced Labs Website: resources for upper-level laboratories

NASA Astrophysics Data System (ADS)

Torres-Isea, Ramon

2012-03-01

The Advanced Labs web resource collection is an effort to create a central, comprehensive information base for college/university faculty who teach upper-level undergraduate laboratories. The website is produced by the American Association of Physics Teachers (AAPT). It is a part of ComPADRE, the online collection of resources in physics and astronomy education, which itself is a part of the National Science Foundation-funded National Science Digital Library (NSDL). After a brief review of its history, we will discuss the current status of the website while describing the various types of resources available at the site and presenting examples of each. We will detail a step-by-step procedure for submitting resources to the website. The resource collection is designed to be a community effort and thus welcomes input and contributions from its users. We will also present plans, and will seek audience feedback, for additional website services and features. The constraints, roadblocks, and rewards of this project will also be addressed.

Teaching Chemical Engineers about Teaching

ERIC Educational Resources Information Center

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

2013-01-01

The Chemical and Biomolecular Engineering Department at The Ohio State University in collaboration with the University Center for the Advancement of Teaching developed the Chemical Engineering Mentored Teaching Experience. The Mentored Teaching Experience is an elective for Ph.D. students interested in pursuing faculty careers. Participants are…

Advanced Hysteroscopic Surgery: Quality Assurance in Teaching Hospitals.

PubMed

Erian, Mark M S; McLaren, Glenda R; Erian, Anna-Marie

2017-01-01

Advanced hysteroscopic surgery (AHS) is a vitally important technique in the armamentarium for the management of many day-to-day clinical problems, such as menorrhagia, surgical excision of uterine myomata and septa in the management of female infertility, hysteroscopic excision of chronically retained products of conception (placenta accreta), and surgical removal of intramural ectopic pregnancy. In today's climate of accountability, it is necessary that gynecologists take a more active role in assuring the quality of their work. In this article, we discuss the quality assurance system from the point of view of the surgical audit meetings in some of the major teaching hospitals affiliated with the University of Queensland (Brisbane, Queensland, Australia).

Advanced Hysteroscopic Surgery: Quality Assurance in Teaching Hospitals

PubMed Central

McLaren, Glenda R.; Erian, Anna-Marie

2017-01-01

Advanced hysteroscopic surgery (AHS) is a vitally important technique in the armamentarium for the management of many day-to-day clinical problems, such as menorrhagia, surgical excision of uterine myomata and septa in the management of female infertility, hysteroscopic excision of chronically retained products of conception (placenta accreta), and surgical removal of intramural ectopic pregnancy. In today's climate of accountability, it is necessary that gynecologists take a more active role in assuring the quality of their work. In this article, we discuss the quality assurance system from the point of view of the surgical audit meetings in some of the major teaching hospitals affiliated with the University of Queensland (Brisbane, Queensland, Australia). PMID:28729781

The Teaching of Electromagnetism at University Level

ERIC Educational Resources Information Center

Houldin, J. E.

1974-01-01

Discusses different kinds of material presentation in the teaching of electromagnetism at the university level, including three "classical" approaches and the Keller personalized proctorial system. Indicates that a general introduction to generators and motors may be useful in an electromagnetism course. (CC)

The Integrated Multi-Level Bilingual Teaching of "Social Research Methods"

ERIC Educational Resources Information Center

Zhu, Yanhan; Ye, Jian

2012-01-01

"Social Research Methods," as a methodology course, combines theories and practices closely. Based on the synergy theory, this paper tries to establish an integrated multi-level bilingual teaching mode. Starting from the transformation of teaching concepts, we should integrate interactions, experiences, and researches together and focus…

Teaching Advanced Operation of an iPod-Based Speech-Generating Device to Two Students with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Achmadi, Donna; Kagohara, Debora M.; van der Meer, Larah; O'Reilly, Mark F.; Lancioni, Giulio E.; Sutherland, Dean; Lang, Russell; Marschik, Peter B.; Green, Vanessa A.; Sigafoos, Jeff

2012-01-01

We evaluated a program for teaching two adolescents with autism spectrum disorders (ASD) to perform more advanced operations on an iPod-based speech-generating device (SGD). The effects of the teaching program were evaluated in a multiprobe multiple baseline across participants design that included two intervention phases. The first intervention…

Recent Advances in Study of the Detrital Mineralogy of Sand and Sandstone: Implications for Teaching.

ERIC Educational Resources Information Center

Suttner, Lee J.

1989-01-01

Discussed are methods which can be used to stimulate creative thinking in geology students by focusing on what is not known about sandstone petrology. The impact of recent advances on graduate geology teaching are highlighted. (CW)

Advancing K-8 Teachers' STEM Education for Teaching Interdisciplinary Science and Mathematics with Technologies

ERIC Educational Resources Information Center

Niess, Margaret; Gillow-Wiles, Henry

2013-01-01

This primarily online Master's degree program focused on advancing K-8 teachers' interdisciplinary mathematical and science content knowledge while integrating appropriate digital technologies as learning and teaching tools. The mixed-method, interpretive study examined in-service teachers' technological, pedagogical, and content knowledge (TPACK)…

Effective Middle Level Teaching: Perceptions on the Preparedness of Newly Hired Teachers

ERIC Educational Resources Information Center

Howell, Penny B.; Cook, Chris; Faulkner, Shawn A.

2013-01-01

This interpretive, exploratory study utilized survey methodology to document middle level principals' perceptions of effective teaching practices and the preparedness of newly hired middle level teachers. The findings suggest that principals' descriptions of effective teaching differ from their descriptions of effective teachers. Additionally,…

Nurses self-performing and teaching others breast self-examination: implications for advanced practice nurses.

PubMed

Devine, S K; Frank, D I

2000-07-01

Although there is evidence to suggest that breast self-examination (BSE) aids in the early detection of breast cancer, the underuse of this prevention behavior continues to exist. The purpose of this study was to explore the personal behaviors and professional practices of nurses in the use of BSE and to discuss implications for the advanced practice nurse (APN). The sample (N = 300) consisted of nurses and student nurses. While almost all nurses had performed BSE at least once, fewer than half did this monthly. The majority believed it was the nurse's role to teach BSE, but almost three fourths of the sample taught it only occasionally or rarely. Not thinking of it and not knowing when or how to teach were reasons identified for not teaching. The roles of the APN as an educator, leader, consultant, direct care provider, and researcher are examined in light of these findings to promote nurses' performing and teaching BSE.

Research and Prediction of the Application of Multimedia Teaching Aid in Teaching Technical Education on the 2nd Level of Primary Schools

ERIC Educational Resources Information Center

Stebila, Ján

2011-01-01

The purpose and the main aim of the pedagogic experiment were to practically verify the success of Multimedia Teaching Aid (MTA) in conditions of primary schools. We assumed that the use of our multimedia teaching aid in teaching technical education on the 2nd level of primary schools would significantly affect the level of knowledge of pupils…

Travel and Tourism Module. An Advanced-Level Option For Distribution and Marketing.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Occupational Education Curriculum Development.

Intended as an advanced option for distributive education students in the twelfth grade, this travel and tourism module is designed to cover a minimum of ten weeks or a maximum of twenty weeks. Introductory material includes information on employment demands, administrative considerations, course format, teaching suggestions, expected outcomes,…

Effects of the Integrated Online Advance Organizer Teaching Materials on Students' Science Achievement and Attitude

NASA Astrophysics Data System (ADS)

Korur, Fikret; Toker, Sacip; Eryılmaz, Ali

2016-08-01

This two-group quasi-experimental study investigated the effects of the Online Advance Organizer Concept Teaching Material (ONACOM) integrated with inquiry teaching and expository teaching methods. Grade 7 students' posttest performances on the light unit achievement and light unit attitude tests controlled for gender, previous semester science grade, and pretest scores were analyzed. No significant treatment effects were found between the inquiry and expository approaches. However, both groups demonstrated significant pretest-posttest gains in achievement and attitude. Independent from the method used, ONACOM was judged effective in both groups as students demonstrated increased achievement and attitude scores. ONACOM has a social and semantic network-aided infrastructure that can be adapted to both methods to increase students' achievement and improve their attitude.

Aspirations for a Master's-Level Teaching Profession in England

ERIC Educational Resources Information Center

Thomas, Lorraine

2016-01-01

This research investigates aspirations for a master's-level teaching profession in England, providing key stakeholder perceptions in one densely populated region within a multiple case study. Although this intended move to a master's-level profession represented a major shift in teachers' professional development in England, only limited…

Recognizing and Managing Complexity: Teaching Advanced Programming Concepts and Techniques Using the Zebra Puzzle

ERIC Educational Resources Information Center

Crabtree, John; Zhang, Xihui

2015-01-01

Teaching advanced programming can be a challenge, especially when the students are pursuing different majors with diverse analytical and problem-solving capabilities. The purpose of this paper is to explore the efficacy of using a particular problem as a vehicle for imparting a broad set of programming concepts and problem-solving techniques. We…

Planning and Managing Learning Tasks and Activities. Advances in Research on Teaching. Volume 3.

ERIC Educational Resources Information Center

Brophy, Jere, Ed.

This publication is the third volume in the "Advanced in Research on Teaching" series, which has been established to provide state-of-the-art conceptualization and analysis of the processes involved in functioning as a classroom teacher. This volume focuses on the planning and managing of learning tasks and activities, in particular,…

The efficacy of self-directed modules for clinical learning: advanced competencies in entry-level physical therapy education.

PubMed

Peck, Kirk; Paschal, Karen; Black, Lisa; Nelson, Kelly

2014-01-01

Prior to graduation, students often express an interest to advance clinical and professional skills in teaching, research, administration, and various niche practice areas. The acquisition of advanced education in selected areas of practice is believed to improve employment opportunities, accelerate career advancement including eligibility for professional certifications, and contribute to personal satisfaction in the profession. The purpose of this paper is to (1) describe an innovative model of education, the Directed Practice Experience (DPE) elective, that incorporates a student-initiated learning process designed to achieve student-identified professional goals, and (2) report the outcomes for graduates who have completed the DPE in an entry-level program in physical therapy education. Students who met select criteria were eligible to complete a DPE. Applicants designed a 4- to 6-week clinical education experience consisting of stated rationale for personal and professional growth, examples of leadership and service, and self-directed objectives that are beyond entry-level expectations as measured by the revised Physical Therapist Clinical Performance Instrument, version 2006. Twenty-six students have completed DPEs since 2005. Fifty percent resulted in new academic partnerships. At least 25% of graduates now serve as clinical instructors for the entry-level program. Those who participated in DPEs have also completed post-graduate residencies, attained ABPTS Board certifications, authored peer-reviewed publications, and taught in both PT and residency programs. The DPE model allows qualified students to acquire advanced personal skills and knowledge prior to graduation in areas of professional practice that exceed entry-level expectations. The model is applicable to all CAPTE accredited physical therapy education programs and is especially beneficial for academic programs desiring to form new community partnerships for student clinical education.

Analysis of Mathematics Teachers' Self-Efficacy Levels Concerning the Teaching Process

ERIC Educational Resources Information Center

Ünsal, Serkan; Korkmaz, Fahrettin; Perçin, Safiye

2016-01-01

The purpose of this study is to identify mathematics teachers' opinions on the teaching process self-efficacy levels; and to examine mathematics teachers' teaching process self-efficacy beliefs with regards to specific variables. The study was conducted in Turkey during the second term of the 2015-2016 academic year. The study sample consisted of…

[Level of teaching competence at the Undergraduate Medical Internship of UNAM's Faculty of Medicine].

PubMed

Martínez-González, Adrián; Lifshitz-Guinzberg, Alberto; González-Quintanilla, Eduardo; Monterrosas-Rojas, Ana María; Flores-Hernández, Fernando; Gatica-Lara, Florina; Martínez-Franco, Adrián Israel; Sánchez-Mendiola, Melchor

2017-01-01

There is no systematic evaluation of teaching performance in the clinical area at UNAM Faculty of Medicine. The study purpose is to assess the teaching competence level in the Undergraduate Medical Internship (UMI). The paper describes the process of psychometric validity for the instrument designed to evaluate teaching competence in the UMI. This instrument was constructed from two previously developed instruments. The final version with 54 items in a Likert scale was studied with exploratory factorial analysis. Four dimensions were obtained: Solution of clinical problems, Psychopedagogy, Mentoring, and Evaluation. The instrument had a reliability of 0.994, with an explained variance of 77.75%. To evaluate the teaching competence level, we administered 844 questionnaires to a sample of students with a response rate of 89%. We obtained an overall global score of 89.4 ± 9.6 (mean ± SD). The dimension Solution of clinical problems was the one with a greater value, in contrast with the dimension of Evaluation, which had a lower score. The teachers of the UMI are considered educators with high level of teaching competence, according to the perceptions of the undergraduate internal doctors. The evaluation of teaching competence level is very important for institutions that look for the continuous professional development of its faculty.

The College Level Teaching Core: An Orientation and Training System for New Faculty.

ERIC Educational Resources Information Center

Graber, Jared S.; Kinser, Paul

The College Level Teaching Core offered at Valencia Community College (Florida) has been developed as a planned orientation and training program for college faculty. Offered twice per academic year during the early part of both the fall and spring semesters, the majority of College Level Teaching Core participants are members of the college's…

Enabling Roles to Reclaim Teacher Agency: Insights from the Advanced Certificate in Teaching (Foundation Phase)

ERIC Educational Resources Information Center

Ebrahim, H. B.; Verbeek, D. C.; Mashiya, J. N.

2011-01-01

In developing the Advanced Certificate in Teaching (ACT) as a professional qualification for continuing teacher education for early schooling at the University of KwaZulu-Natal we asked the following: "What are the enabling roles foundation phase teachers need to play in order to reclaim their space as agents who significantly influence their…

The Pedagogy of Pedagogy: Teaching GTAs To Teach.

ERIC Educational Resources Information Center

Williamson, L. Keith

A long-standing aspect of collegiate culture at many advanced-degree-granting universities is the use of Graduate Teaching Assistants (GTAs) to teach an introductory course. This practice presents a serious pedagogical challenge--namely, how to train inexperienced GTAs to teach the course. Too often new GTAs are merely supplied with the textbook…

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

Differing Entry-Level Skills Demand Innovative Instruction.

ERIC Educational Resources Information Center

Crooke, Lois Zimmerman

1981-01-01

Gives a new perspective on the teaching of college-level beginning typewriting. Use of homogeneous groupings and semi-individualized instruction allows both beginners and advanced beginners to work at their levels of competency. (JOW)

What's the Evidence: A Review of the One-Minute Preceptor Model of Clinical Teaching and Implications for Teaching in the Emergency Department.

PubMed

Farrell, Susan E; Hopson, Laura R; Wolff, Margaret; Hemphill, Robin R; Santen, Sally A

2016-09-01

The 2012 Academic Emergency Medicine Consensus Conference, "Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success" noted that emergency medicine (EM) educators often rely on theory and tradition in molding their approaches to teaching and learning, and called on the EM education community to advance the teaching of our specialty through the performance and application of research in teaching and assessment methods, cognitive function, and the effects of education interventions. The purpose of this article is to review the research-based evidence for the effectiveness of the one-minute preceptor (OMP) teaching method, and to provide suggestions for its use in clinical teaching and learning in EM. This article reviews hypothesis-testing education research related to the use of the OMP as a pedagogical method applicable to clinical teaching. Evidence indicates that the OMP prompts the teaching of higher level concepts, facilitates the assessment of students' knowledge, and prompts the provision of feedback. Students indicate satisfaction with this method of clinical case-based discussion teaching. Advancing EM education will require that high quality education research results be translated into actual curricular, pedagogical, assessment, and professional development changes. The OMP is a pedagogical method that is applicable to teaching in the emergency department. Copyright © 2016 Elsevier Inc. All rights reserved.

Advanced Management Communication: An Elective Course in Corporate Communication.

ERIC Educational Resources Information Center

Argenti, Paul A.

1986-01-01

Proposes a college-level elective course in advanced management communication that would teach future managers how to communicate with shareholders, the media, financial analysts, and the labor force. (SRT)

Teaching Guide for Indian Literature. Volume I. Reading Level 1-8.

ERIC Educational Resources Information Center

Campbell, Diana; McCarty, T. L., Ed.

The guide describes how to use a 9-point system to teach 11 high-interest, low-level novels about Indians and teenagers to students reading at levels 1-8. The nine steps are (1) determine student's instructional reading level, (2) determine level of novels to be read, (3) choose novel at student's instructional reading level, (4) introduce novel,…

Teaching Informatics to Prelicensure, RN-to-BSN, and Graduate Level Students.

PubMed

Vottero, Beth

Teaching nursing informatics to students in associate, baccalaureate, RN-BSN, and graduate nursing programs poses challenges for curriculum design, as well as developing appropriate instruction and assessment methods. The current state of nursing informatics education provides opportunities for unique instructional design and assessment techniques. Key course content is provided with suggestions for teaching informatics that focus on leveling for prelicensure, RN-BSN, and graduate nursing programs.

Improving the Cognitive Level of College Teaching: A Successful Faculty Intervention.

ERIC Educational Resources Information Center

Whittington, M. Susie

1998-01-01

In years 1 and 3, the cognitive level of classroom discourse was assessed for 28 agriculture faculty. In year 2, interventions included either awareness workshops, workshops plus readings, or workshops plus teaching meetings. Percentage of higher-level discourse increased; faculty experiencing positive change with higher-level discourse increased…

Vocabulary Teaching Strategies: Effects on Vocabulary Recognition and Comprehension at the First Grade Level.

ERIC Educational Resources Information Center

Peitz, Patricia; Vena, Patricia

A study examined teaching methods for vocabulary at the first grade level. The study compared teaching vocabulary in context and teaching vocabulary in isolation. Subjects were 32 culturally diverse first-grade students from varying socio-economic backgrounds. The sample consisted of 14 boys and 18 girls, heterogeneously grouped. Two teacher-made…

Twelve Tips for teaching medical professionalism at all levels of medical education.

PubMed

Al-Eraky, Mohamed Mostafa

2015-01-01

Review of studies published in medical education journals over the last decade reveals that teaching medical professionalism is essential, yet challenging. According to a recent Best Evidence in Medical Education (BEME) guide, there is no consensus on a theoretical or practical model to integrate the teaching of professionalism into medical education. The aim of this article is to outline a practical manual for teaching professionalism at all levels of medical education. Drawing from research literature and author's experience, Twelve Tips are listed and organised in four clusters with relevance to (1) the context, (2) the teachers, (3) the curriculum, and (4) the networking. With a better understanding of the guiding educational principles for teaching medical professionalism, medical educators will be able to teach one of the most challenging constructs in medical education.

Controversial Issues and the Teaching of A-Level Biology: Possibilities and Problems.

ERIC Educational Resources Information Center

Van Rooy, Wilhelmina

This thesis focuses on the espoused beliefs, values, and attitudes of experienced A-Level Biology teachers in relation to the teaching of controversial biological issues. Of major interest is the thinking behind what the teachers in this study regard as the possibilities and problems for the teaching of controversial issues given the teaching…

Teaching Aptitude of Student Teachers and their Academic Achievements at Graduate Level

ERIC Educational Resources Information Center

Sajan, K. S.

2010-01-01

The present investigation aims at studying teaching aptitude of student teachers with respect to their gender and academic achievement at graduate level examination. The sample for this study is selected by stratified random sampling from the Teacher Education institutions of Malabar area of Kerala. Teaching Aptitude Test Battery (T A T B)…

An Investigation of Music Teaching Self-Efficacy Levels of Prospective Preschool Teachers

ERIC Educational Resources Information Center

Koca, Sehriban

2013-01-01

The aim of the study is to investigate music teaching self-efficacy levels of prospective preschool teachers. The study used survey model. Participants of the study consisted of a total of 120 prospective teachers studying at Mersin University, Faculty of Education, Department of Primary Education Preschool Teaching Program in Mersin, a City in…

The Teaching of Electromagnetic Induction at Sixth Form Level

ERIC Educational Resources Information Center

Archenhold, W. F.

1974-01-01

Presents some ideas about teaching electromagnetic induction at sixth form level, including educational objectives, learning difficulties, syllabus requirements, selection of unit system, and sequence of material presentation. Suggests the Education Group of the Institute of Physics hold further discussions on these aspects before including the…

Ideas II. A Sharing of Teaching Practices by Secondary School Physical Education Practitioners.

ERIC Educational Resources Information Center

Carlson, Ronald P., Ed.

This book describes physical education activity teaching ideas for the secondary school level. The first section describes curriculum ideas in such areas as adapted physical education, quality control, elective physical education, and advanced physical education. Section II describes instructional ideas involving peer teaching, skill improvement,…

A Comparison between the Effect of Cooperative Learning Teaching Method and Lecture Teaching Method on Students' Learning and Satisfaction Level

ERIC Educational Resources Information Center

Mohammadjani, Farzad; Tonkaboni, Forouzan

2015-01-01

The aim of the present research is to investigate a comparison between the effect of cooperative learning teaching method and lecture teaching method on students' learning and satisfaction level. The research population consisted of all the fourth grade elementary school students of educational district 4 in Shiraz. The statistical population…

Teaching Games Level Design Using the StarCraft II Editor

ERIC Educational Resources Information Center

Sweetser, Penelope

2013-01-01

Level design is often characterised as "where the rubber hits the road" in game development. It is a core area of games design, alongside design of game rules and narrative. However, there is a lack of literature dedicated to documenting teaching games design, let alone the more specialised topic of level design. Furthermore, there…

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

Advanced supersonic propulsion study. [with emphasis on noise level reduction

NASA Technical Reports Server (NTRS)

Sabatella, J. A. (Editor)

1974-01-01

A study was conducted to determine the promising propulsion systems for advanced supersonic transport application, and to identify the critical propulsion technology requirements. It is shown that noise constraints have a major effect on the selection of the various engine types and cycle parameters. Several promising advanced propulsion systems were identified which show the potential of achieving lower levels of sideline jet noise than the first generation supersonic transport systems. The non-afterburning turbojet engine, utilizing a very high level of jet suppression, shows the potential to achieve FAR 36 noise level. The duct-heating turbofan with a low level of jet suppression is the most attractive engine for noise levels from FAR 36 to FAR 36 minus 5 EPNdb, and some series/parallel variable cycle engines show the potential of achieving noise levels down to FAR 36 minus 10 EPNdb with moderate additional penalty. The study also shows that an advanced supersonic commercial transport would benefit appreciably from advanced propulsion technology. The critical propulsion technology needed for a viable supersonic propulsion system, and the required specific propulsion technology programs are outlined.

Organization and Implementation of a University-Wide Collaboration for Advancing Teaching Technology and Science in Public Schools

NASA Astrophysics Data System (ADS)

Regens, N.; Hall-Wallace, M. K.

2003-12-01

The University of Arizona's Collaboration for the Advancement of Teaching Technology and Science (CATTS) was formed 4 years ago for the purpose of teaming university graduate and undergraduate science students with local K-12 teachers to enhance science teaching at all grade levels. This NSF-funded GK-12 program has been remarkably successful at training university students to use exemplary science education materials and to enable them to work within the culture of K-12 classrooms. The program relies on the formation and maintainence of a respectful, robust, and mutually beneficial relationship between the university and Tucson area school districts, school principals, and schoolteachers. This paper explores the process we have used and are using to build and maintain a partnership between two very diverse cultures: the K-12 culture and the university's research-based culture. The CATTS program links University of Arizona outreach projects with schools, trains CATTS Fellows on current educational pedagogical thinking, and provides a means of evaluating the teaching effectiveness of CATTS Fellows. The presentation will describe the strategies and techniques for building and maintaining alliances and creating ownership of the CATTS programs by school districts, school administrators, and teachers. We will also describe recruiting and training practices and various corrective actions we have taken to improve the program over its lifetime. The CATTS program provides an effective outreach tool for educational programs in geophysics, marine biology and oceanography, climatology, hydrology, and space physics and astronomy, to name a few. As such it is an example of a core outreach program that can be used at research universities, national research facilities, or non-research oriented colleges. The program also provides an effective way to train future teaching professors and scientists to effectively participate in formal and informal education and public outreach

[Noise level in a care and teaching hospital institution].

PubMed

Mendoza-Sánchez, R S; Roque-Sánchez, R H; Moncada-González, B

1996-01-01

Noise in the environment is increasing over the years. Disturbances produced by noise are varied, some lead to serious health consequences. Noise level was registered in a teaching hospital. Levels in the wards were between 50 and 59 dB. In the Intensive Care Unit, main hallways and outpatients department levels were higher than 59 dB. Isolated peaks up to 90.0 dB (Pediatrics) were detected. The noise level recommended for a hospital is under 50.0 dB. We found that the principal source of noise came from the medical and nursing staff.

Teaching with Games: Online Resources and Examples for Entry Level Courses

NASA Astrophysics Data System (ADS)

Teed, R.; Manduca, C.

2004-12-01

Using games to teach introductory geoscience can motivate students to enthusiastically learn material that they might otherwise condemn as "boring". A good educational game is one that immerses the players in the material and engages them for as long as it takes to master that material. There are some good geoscience games already available, but instructors can also create their own, suitable to their students and the content that they are teaching. Game-Based Learning is a module on the Starting Point website for faculty teaching entry level geosciences. It assists faculty in using games in their teaching by providing a description of the features of game-based learning, why you would use it, how to use games to teach geoscience, examples, and references. Other issues discussed include the development of video games for teaching, having your students create educational games, what makes a good game, handling competition in the classroom, and grading. The examples include descriptions of and rules for a GPS treasure hunt, a geology quiz show, and an earthquake game, as well as links to several online geological video games, and advice on how to design a paleontology board game. Starting Point is intended to help both experienced faculty and new instructors meet the challenge of teaching introductory geoscience classes, including environmental science and oceanography as well as more traditional geology classes. For many students, these classes are both the first and the last college-level science class that they will ever take. They need to learn enough about the Earth in that one class to sustain them for many decades as voters, consumers, and sometimes even as teachers. Starting Point is produced by a group of authors working with the Science Education Resource Center. It contains dozens of detailed examples categorized by geoscience topic with advice about using them and assessing learning. Each example is linked to one of many modules, such as Game

Internet Addiction Levels and Problem-Solving Skills in the Teaching Profession: An Investigation

ERIC Educational Resources Information Center

Ibili, Emin

2017-01-01

In this research, the relationship between Internet addiction levels among teaching candidates and their problem-solving aptitude and self-efficacy perceptions towards the teaching profession was investigated. In addition, the effects of gender, department, Internet use and sporting habits on the Internet addiction, problem-solving skills and…

Designing and Implementing a New Advanced Level Biology Course

ERIC Educational Resources Information Center

Hall, Angela; Reiss, Michael J.; Rowell, Cathy; Scott, Anne

2003-01-01

Salters-Nuffield Advanced Biology is a new advanced level biology course, piloted from September 2002 in England with around 1200 students. This paper discusses the reasons for developing a new advanced biology course at this time, the philosophy of the project and how the materials are being written and the specification devised. The aim of the…

Comparing Content in Selected GCE A Levels and Advanced GNVQs.

ERIC Educational Resources Information Center

Holding, Gordon; And Others

1996-01-01

In an action research project, four British further education colleges compared mandatory units of three Advanced General National Vocational Qualifications (GNVQs)--business, art and design, and health and social care--with related General Certificate of Education Advanced Level (GCE A-level) syllabuses. Activities included a detailed comparison…

Using Microsoft Excel to teach statistics in a graduate advanced practice nursing program.

PubMed

DiMaria-Ghalili, Rose Ann; Ostrow, C Lynne

2009-02-01

This article describes the authors' experiences during 3 years of using Microsoft Excel to teach graduate-level statistics, as part of the research core required by the American Association of Colleges of Nursing for all professional graduate nursing programs. The advantages to using this program instead of specialized statistical programs are ease of accessibility, increased transferability of skills, and reduced cost for students. The authors share their insight about realistic goals for teaching statistics to master's-level students and the resources that are available to faculty to help them to learn and use Excel in their courses. Several online sites that are excellent resources for both faculty and students are discussed. Detailed attention is given to an online course (Carnegie-Mellon University Open Learning Initiative, n.d.), which the authors have incorporated into their graduate-level research methods course.

Teaching Moments: Opening the Pipeline to Teaching Innovations

ERIC Educational Resources Information Center

Tanner, John F.; Whalen, D. Joel

2013-01-01

This paper demonstrates a strategy to speed teaching innovation transfer between marketing educators. Nine teaching innovations presented at the Society for Marketing Advances 2012 Annual Conference are offered in a brief catalog form. The reader can also download support materials at www.salesleadershipcenter.com/research.html#mer-tm13/.…

Contextual Considerations for Teaching Online at the Postsecondary Level.

ERIC Educational Resources Information Center

Sawyer, Salley; Moore, Joi

Designing an online class guided by the principles of learner-centered instruction at the postsecondary level is a daunting challenge for new professors facing the demands of a tenure track position. This paper presents the findings of a pilot project on two junior faculty members' experiences with online course development and teaching in a…

The effect of different levels of constructive teaching practices on teacher question asking behaviors

NASA Astrophysics Data System (ADS)

Erdogan, Ibrahim

The purposes of the study were: (1) to examine the effectiveness of the Iowa Chautauqua Professional Development Program (ICPDP) in moving elementary science teachers toward the use of more constructive teaching practices and (2) to investigate the effectiveness of different levels of teaching practices, especially in terms of a sample of teachers achieving "expert" state at the end of program compared with some attaining only with "competent" level. The variables considered were their perceptions of their own classroom practices, stated philosophy of teaching and learning, and their actual classroom practices and question asking behaviors observed via videotape recording. Structured questionnaires, focus group interviews, teacher reflections, and examination of lesson modules were used to collect data from thirty-three K-5 in-service teachers who were involved in a one-year ICPDP. Qualitative and quantitative analyses of data revealed that: (1) Teacher perceptions regarding their teaching and learning, and their actual teaching practices in classroom in terms of constructivist approaches were significantly changed after participation in the ICPDP. (2) Teacher perceptions of their classroom practices and stated philosophies of teaching and learning have a great affect on their actual practices that can be observed. (3) Teacher stated philosophies of teaching and learning significantly influence the quantity and quality of their use of questions in their classrooms. (4) The "expert" teachers accept students' alternative answers and deliberately ask high cognitive level questions that enable students to think critically and to guide them based on what the students are thinking. Alternatively, the "competent" teachers do not follow student responses and used questions which do not help students to understand their current level of understanding nor encourage students to reflect on their own thinking. (5) The role of "expert" teacher is more geared toward challenging

Co-Designing and Co-Teaching Graduate Qualitative Methods: An Innovative Ethnographic Workshop Model

ERIC Educational Resources Information Center

Cordner, Alissa; Klein, Peter T.; Baiocchi, Gianpaolo

2012-01-01

This article describes an innovative collaboration between graduate students and a faculty member to co-design and co-teach a graduate-level workshop-style qualitative methods course. The goal of co-designing and co-teaching the course was to involve advanced graduate students in all aspects of designing a syllabus and leading class discussions in…

A Foundation's Story: The First Seventy-Five Years of the Carnegie Foundation for the Advancement of Teaching.

ERIC Educational Resources Information Center

Piefer, Alan

The history of The Carnegie Foundation for the Advancement of Teaching (CFAT) is traced. Three eras are described: 1905 to 1930, a period of initial creativity and influence; 1930 to 1966, a period of gradual decline, leading eventually to loss of independence and virtual extinction; and 1966 to 1979, a period of revitalization. Originally, CFAT…

Cognitive Levels of Teaching and Learning.

ERIC Educational Resources Information Center

Whittington, M. Susie; And Others

1995-01-01

Includes "$20,000 Question" (Whittington); "Genius of the Agricultural Education Model for Nurturing Higher Order Thinking (HOT)" (Newcomb); "Effective Use of Discussion Method Teaching" (Cooke); "Insects in the Classroom" (Klowden); "Increasing Thinking Skill through HOT Teaching" (Torres, Cano); "WHY? Practices Used in Vocational Classrooms to…

An Investigation of the North Carolina Center for the Advancement of Teaching and Its Possible Influence on Beginning Teacher Retention: A Companion Dissertation

ERIC Educational Resources Information Center

Shook, Anna Lorraine Braverman

2015-01-01

An Investigation of the North Carolina Center for the Advancement of Teaching and its Influence on Beginning Teacher Retention: A Companion Dissertation. Shook, Anna, 2015. Dissertation, Gardner-Webb University, Adult Learning Theory/Adult Developmental Theory/Professional Development/Beginning Teacher/North Carolina Center for the Advancement of…

ACCA College English Teaching Mode

ERIC Educational Resources Information Center

Ding, Renlun

2008-01-01

This paper elucidates a new college English teaching mode--"ACCA" (Autonomous Cooperative Class-teaching All-round College English Teaching Mode). Integrated theories such as autonomous learning and cooperative learning into one teaching mode, "ACCA", which is being developed and advanced in practice as well, is the achievement…

Reassessing the Economic Value of Advanced Level Mathematics

ERIC Educational Resources Information Center

Adkins, Michael; Noyes, Andrew

2016-01-01

In the late 1990s, the economic return to Advanced level (A-level) mathematics was examined. The analysis was based upon a series of log-linear models of earnings in the 1958 National Child Development Survey (NCDS) and the National Survey of 1980 Graduates and Diplomates. The core finding was that A-level mathematics had a unique earnings premium…

Teaching the Passive through Semantically Enhanced Input

ERIC Educational Resources Information Center

Little, Andrea; Fieldsend, Terry

2018-01-01

This article reports on a small, classroom-based study exploring the use of a task to teach the passive in an English for specific purposes context. The participants were 34 adult Japanese male learners, all security professionals, ranging in proficiency level from elementary to advanced. The task was designed to highlight the form--meaning…

The Role of Teachers' Knowledge of Functions in Their Teaching: A Conceptual Approach with Illustrations from Two Cases

ERIC Educational Resources Information Center

Watson, Anne; Harel, Guershon

2013-01-01

We investigate whether and how personal mathematical knowledge at an advanced level impacts on teaching at a lower school level. We study this in the context of functions because understanding them permeates secondary and advanced mathematics. Textbook treatment of these can be patchy, implying a need for knowledgeable teachers to rectify…

Action Learning in Action: The Teaching Company Scheme.

ERIC Educational Resources Information Center

Peattie, Ken

1996-01-01

Examines the Teaching Company Scheme, which aims to raise the level of industrial performance by effective use of academic resources, improve industrial methods by effective implementation of advanced technology and new ideas, help graduates with careers for industry, and give academic staff broad and direct involvement with industry in order to…

Investigating the Stress Levels of Early Childhood, Primary and Secondary Pre-Service Teachers during Teaching Practicum

ERIC Educational Resources Information Center

Geng, Gretchen; Midford, Richard; Buckworth, Jenny

2015-01-01

This study investigated stress levels of pre-service teachers (PSTs) across three categories of teaching context: early childhood, primary and secondary. This paper focused on exploring the stressors in the completion of tasks in teaching practicum in the three categories of teaching context and an awareness of and access to support systems. The…

Learner-Centered Teaching Style: Comparing Face-to-Face and Online Adult Educators' Commitment Levels

ERIC Educational Resources Information Center

Edwards, Shanda E.

2013-01-01

For at least 50 years, prominent adult learning theorists have recommended that adult educators commit to a learner-centered teaching approach. Extensive teaching styles research has been conducted on face-to-face and online adult educators, albeit separately, to examine their commitment levels to the learner-centered style. In addition, there has…

Private Power for the Public Good. A History of the Carnegie Foundation for the Advancement of Teaching. [Revised.

ERIC Educational Resources Information Center

Lagemann, Ellen Condliffe

This book traces the history of the Carnegie Foundation for the Advancement of Teaching from its founding in 1906 through 1979. A 1999 foreword by the current president of the Foundation notes the influence of the book and briefly updates the foundation's history. The foreword reiterates the book's judgment that the foundation's policies typically…

[Improving experimental teaching facilities and opening up of laboratories in order to raise experimental teaching quality of genetics].

PubMed

Xiao, Jian-Fu; Wu, Jian-Guo; Shi, Chun-Hai

2011-12-01

Advanced teaching facilities and the policy of opening laboratories to students play an important role in raising the quality in the experimental teaching of Genetics. This article introduces the superiority of some advanced instruments and equipment (such as digital microscope mutual laboratory system, flow cytometry, and NIRSystems) in the experimental teaching of genetics, and illustrates with examples the significance of exposing students to experiments in developing their creative consciousness and creative ability. This article also offers some new concepts on the further improvement upon teaching in the laboratory.

The Relationship between Alienation Levels of Physical Education Teacher Candidates and Their Attitudes towards the Teaching Profession

ERIC Educational Resources Information Center

Erbas, Mustafa Kayihan

2014-01-01

This study aimed to determine the alienation levels and attitudes of physical education teacher candidates towards the teaching profession and identify the relationship between their alienation levels and their attitudes towards teaching. The study group consisted of 695 teacher candidates studying in physical education and sports teaching…

Teaching Strategies Adopted by Teachers at Higher Education Level in Kerala: A Research Report

ERIC Educational Resources Information Center

Jesa, M.; Nisha, E. V.

2017-01-01

In the special context of entrepreneurship, employability skill development, Higher Education 2.0 and the Kovalam Declaration 2016, the present article presents a brief review of genres of teaching strategies at higher education level and attempts to bring to the attention of the readers an account of the teaching strategies adopted by teachers at…

Advancing the Culture of Teaching on Campus: How a Teaching Center Can Make a Difference

ERIC Educational Resources Information Center

Cook, Constance, Ed.; Kaplan, Matthew, Ed.

2011-01-01

Written by the director and staff of the first, and one of the largest, teaching centers in American higher education--the University of Michigan's Center for Research on Learning and Teaching (CRLT)--this book offers a unique perspective on the strategies for making a teaching center integral to an institution's educational mission. It presents a…

Teaching Ethics to Undergraduates: An Examination of Contextual Approaches

ERIC Educational Resources Information Center

Bush, H. Francis; Gutermuth, Karen; West, Clifford

2009-01-01

Our purpose was to advance the current academic discussion on how to most effectively teach managerial ethics at the undergraduate level. We argued that undergraduate ethics education should be comprehensive, multi-dimensional and woven into the fabric of each student's experience. In particular, we hypothesized that the inclusion of…

Teaching matters-academic professional development in the early 21st century.

PubMed

Fahnert, Beatrix

2015-10-01

Academic work at different career stages has changed and a broadened portfolio of expertise enables academics to adapt, maintain and advance their career. Development related to research activity is naturally driven by methodology and technology. Institutions and peers largely support development in the contexts of dissemination, measuring impact and obtaining funding. A European Commission High Level Group recommended pedagogic training for everyone teaching in Higher Education by 2020 with mandatory continuing professional development and with academic staff recruitment and promotion being linked to teaching performance. Early career teaching experience is already an expectation, and advantage is gained by developing recognized teaching expertise. More senior academics gain an advantage through recognition of higher levels of expertise, also covering elements of leadership and innovation in teaching. This review aims to raise awareness particularly of teaching-related skills within the dimensions of academic professional development in Higher Education, outlining some general directions for development and recognition in context of current challenges to support planning and identifying training needs and opportunities at different career stages. © FEMS 2015. All rights reserved.

Systems-Level Synthetic Biology for Advanced Biofuel Production

DOE Office of Scientific and Technical Information (OSTI.GOV)

Ruffing, Anne; Jensen, Travis J.; Strickland, Lucas Marshall

2015-03-01

Cyanobacteria have been shown to be capable of producing a variety of advanced biofuels; however, product yields remain well below those necessary for large scale production. New genetic tools and high throughput metabolic engineering techniques are needed to optimize cyanobacterial metabolisms for enhanced biofuel production. Towards this goal, this project advances the development of a multiple promoter replacement technique for systems-level optimization of gene expression in a model cyanobacterial host: Synechococcus sp. PCC 7002. To realize this multiple-target approach, key capabilities were developed, including a high throughput detection method for advanced biofuels, enhanced transformation efficiency, and genetic tools for Synechococcusmore » sp. PCC 7002. Moreover, several additional obstacles were identified for realization of this multiple promoter replacement technique. The techniques and tools developed in this project will help to enable future efforts in the advancement of cyanobacterial biofuels.« less

Teaching Medical Students About "The Conversation": An Interactive Value-Based Advance Care Planning Session.

PubMed

Lum, Hillary D; Dukes, Joanna; Church, Skotti; Abbott, Jean; Youngwerth, Jean M

2018-02-01

Advance care planning (ACP) promotes care consistent with patient wishes. Medical education should teach how to initiate value-based ACP conversations. To develop and evaluate an ACP educational session to teach medical students a value-based ACP process and to encourage students to take personal ACP action steps. Groups of third-year medical students participated in a 75-minute session using personal reflection and discussion framed by The Conversation Starter Kit. The Conversation Project is a free resource designed to help individuals and families express their wishes for end-of-life care. One hundred twenty-seven US third-year medical students participated in the session. Student evaluations immediately after the session and 1 month later via electronic survey. More than 90% of students positively evaluated the educational value of the session, including rating highly the opportunities to reflect on their own ACP and to use The Conversation Starter Kit. Many students (65%) reported prior ACP conversations. After the session, 73% reported plans to discuss ACP, 91% had thought about preferences for future medical care, and 39% had chosen a medical decision maker. Only a minority had completed an advance directive (14%) or talked with their health-care provider (1%). One month later, there was no evidence that the session increased students' actions regarding these same ACP action steps. A value-based ACP educational session using The Conversation Starter Kit successfully engaged medical students in learning about ACP conversations, both professionally and personally. This session may help students initiate conversations for themselves and their patients.

The effect of inquiry teaching and advance organizers upon student outcomes in science education

NASA Astrophysics Data System (ADS)

Lott, Gerald W.

Two areas of research were explored in this meta-analysis: comparison of inductive versus deductive teaching approachs, and the use of advance organizers. This study involved the coding of 128 characteristics for 39 studies which spanned the period from 1957 through 1980. The coding variables included 57 which were concerned with features of the treatment while 12 were concerned with outcome attributes. Aspects such as research methodology, sample characteristics, and instructional experiences were examined quantitatively in terms of their relationships to the treatment effects through the use of a common metric for all studies. Mean effect sizes were calculated and reported.

Potential Changes in Prospective Chemistry Teachers' Beliefs about Teaching and Learning--A Cross-Level Study

ERIC Educational Resources Information Center

Markic, Silvija; Eilks, Ingo

2013-01-01

This paper presents a cross-level study of German student teachers' beliefs about teaching and learning chemistry. It covers different stages of their teacher training program. The study is based upon drawings of teaching situations, which were analyzed using an evaluation pattern developed using grounded theory. The qualitative scales analyze…

Specification for Qualification and Certification for Level II - Advanced Welders.

ERIC Educational Resources Information Center

American Welding Society, Miami, FL.

This document defines the requirements and program for the American Welding Society (AWS) to certify advanced-level welders through an evaluation process entailing performance qualification and practical knowledge tests requiring the use of advanced reading, computational, and manual skills. The following items are included: statement of the…

Teaching as Chaos

ERIC Educational Resources Information Center

Moseley, Bryan; Dustin, Daniel

2008-01-01

In this article, the authors advance a metaphor born of chaos theory that views the college classroom as a complex dynamical system. The authors reason further that "teaching as chaos" provides a more accurate representation of the teaching-learning process than the existing linear scientific metaphors on which traditional learning assessments are…

Teachers' level of ICT integration in teaching and learning: A survey in Malaysian private preschool

NASA Astrophysics Data System (ADS)

Kamaruddin, Kamarulzaman; Abdullah, Che Anuar Che; Idris, Mohd Noor; Nawi, Mohd Nasrun Mohd

2017-10-01

The purpose of this study is to investigate the level of ICT integration in teaching and learning in private preschool in Malaysia. A total 61 teachers from 10 private preschools in the district of Mualim in the state of Perak Malaysia were randomly chosen in this survey research. The findings revealed that most of the teachers were knowledgeable about the educational ICT application. However, the findings revealed that the teachers' level of ICT integration is still at the low level. This is based on the results of a study that most of the teachers are normal users and ICT application was used for their own work rather than using it in their teaching and learning in the classroom. In addition, the findings indicated that teachers' awareness towards the important of ICT in teaching and learning is not encouraging and this issue is related to the training provided, equipment and time constraints that hinder the integration of ICT.

Teaching Plasmonics, Scanning Probe Microscopy and Other Useful Experiments at the Upper Level

NASA Astrophysics Data System (ADS)

Sanchez, Erik

2012-10-01

It is important to teach students concepts and experimental skills relating to modern research being performed today. Experiments that help educate students about the latest research helps them get jobs and into the doors at many great academic institutions. PSU's Advanced Experimental Class for physics undergraduates offers many novel experiments to help the students accomplish this task. Labs involving Plasmonics, thin film deposition, scanning probe microscopy (SPM) and more will be discussed. In addition, a new NSF funded project involving the building of a Do-It-Yourself (DIY) SPM will be discussed.

Level of Immersion in Virtual Environments Impacts the Ability to Assess and Teach Social Skills in Autism Spectrum Disorder

PubMed Central

Bugnariu, Nicoleta L.

2016-01-01

Abstract Virtual environments (VEs) may be useful for delivering social skills interventions to individuals with autism spectrum disorder (ASD). Immersive VEs provide opportunities for individuals with ASD to learn and practice skills in a controlled replicable setting. However, not all VEs are delivered using the same technology, and the level of immersion differs across settings. We group studies into low-, moderate-, and high-immersion categories by examining five aspects of immersion. In doing so, we draw conclusions regarding the influence of this technical manipulation on the efficacy of VEs as a tool for assessing and teaching social skills. We also highlight ways in which future studies can advance our understanding of how manipulating aspects of immersion may impact intervention success. PMID:26919157

Inspiring Teaching. Carnegie Professors of the Year Speak.

ERIC Educational Resources Information Center

Roth, John K., Ed.

Twenty-one essays describe the successful teaching strategies used by faculty who have been named "Teacher of the Year" by the Carnegie Foundation for the Advancement of Teaching. Essays are grouped into those which focus on: teaching characteristics, teaching practices, teaching philosophies, and teaching teachers. The essays are: (1)…

SNAB: A New Advanced Level Biology Course

ERIC Educational Resources Information Center

Reiss, Michael J.

2005-01-01

Of all the sciences, biology has probably made the most rapid progress in recent years and the need for this to be reflected in a new Advanced Level biology course has long been recognised in the UK. After wide-ranging consultation and successful piloting in over 50 schools and colleges in England and Wales, the new Salters-Nuffield Advanced…

Classroom Ready Teaching Moments

ERIC Educational Resources Information Center

Whalen, D. Joel; Coker, Kesha K.

2017-01-01

This article features thumbnail descriptions of 26 "Teaching Moments" presented at the Society for Marketing Advances 2016 Annual Conference. A wide variety of marketing education interventions are presented, from games that teach marketing fundamentals and enhance faculty effectiveness when counseling students, to visualizing data, and…

Evaluation of the National Science Foundation Graduate Teaching Fellows in K-12 Education (GK-12) Program.

ERIC Educational Resources Information Center

Mitchell, Julia; Levine, Roger; Gonzalez, Raquel; Bitter, Catherine; Webb, Norman; White, Paul

The GK-12 program of the National Science Foundation is an innovative program for enriching the value of graduate and advanced undergraduate students' education while simultaneously enriching science and mathematics teaching at the K-12 level. GK-12 is a fellowship program that offers graduate students and advanced undergraduates the opportunity…

The research on teaching reformation of photoelectric information science and engineering specialty experiments

NASA Astrophysics Data System (ADS)

Zhu, Zheng; Yang, Fan; Zhang, Yang; Geng, Tao; Li, Yuxiang

2017-08-01

This paper introduced the idea of teaching reformation of photoelectric information science and engineering specialty experiments. The teaching reformation of specialty experiments was analyzed from many aspects, such as construction of specialized laboratory, experimental methods, experiment content, experiment assessing mechanism, and so on. The teaching of specialty experiments was composed of four levels experiments: basic experiments, comprehensive and designing experiments, innovative research experiments and engineering experiments which are aiming at enterprise production. Scientific research achievements and advanced technology on photoelectric technology were brought into the teaching of specialty experiments, which will develop the students' scientific research ability and make them to be the talent suitable for photoelectric industry.

Teaching the Middle School Grade-Level Outcomes with Standards-Based Instruction

ERIC Educational Resources Information Center

Avery, Marybell; Rettig, Brad

2015-01-01

This article focuses on the grade-level outcomes to be assessed on middle school (grades 6-8) physical education. Specifically, the article describes how to teach basic tactics and strategies while applying fundamental movement patterns to the various game and movement categories (invasion, net/wall, target, fielding/striking, dance/rhythms, &…

University of Arizona's Collaboration to Advance Teaching Technology and Science (CATTS): lesson for photonics education collaborations

NASA Astrophysics Data System (ADS)

Hall-Wallace, Michelle; Regens, Nancy L.; Pompea, Stephen M.

2002-05-01

CATTS is a National Science Foundation-funded partnership between the University of Arizona and local school districts to improve science, mathematics and technology teaching at all levels. The goals of the CATTS Program are to develop sustainable partnerships with Kindergarten through 12th grade level (K-12) educators that foster integration of science, mathematics, engineering and technology research in classroom learning experiences. The program also creates opportunities for graduate and undergraduate students to be active participants in K-12 education by providing training and fellowships. CATTS seeks to foster effective teaching and a greater understanding of learning at all levels. School districts and University of Arizona outreach programs propose fellowship activities that address identified educational needs; they work together with CATTS to create customized programs to meet those needs. CATTS Fellows, their faculty mentors and K - 12 partners participate in workshops to gain experience with inquiry-based teaching and understanding diverse learning styles. In the partnership, CATTS Fellows have an opportunity to share their research experiences with K - 12 educators and gain experience with inquiry teaching. On the other side of the partnership, professional educators share their knowledge of teaching with Fellows and gain deeper understanding of scientific inquiry. In the two years that this NSF funded program has been in operation, a variety of lessons have been learned that can apply to school, university, and industrial partnerships to foster education and training. In particular since each organization operates in its own subculture, particular attention must be paid to raising cultural awareness among the participants in ways that foster mutual respect and communication of shared goals. Proper coordination and sensible logistics are also critical for the success of a complex project such as this. Training of the partners and the project

Practice What You Teach: Connecting Curriculum & Professional Learning in Schools

ERIC Educational Resources Information Center

Wiener, Ross; Pimentel, Susan

2017-01-01

To improve teaching and advance student learning requires weaving together the curriculum that students engage with every day with the professional learning of teachers. This paper is designed as a resource for system leaders at the district, state, and charter-management organization (CMO) levels looking to improve instructional outcomes for…

Advanced GIS Exercise: Predicting Rainfall Erosivity Index Using Regression Analysis

ERIC Educational Resources Information Center

Post, Christopher J.; Goddard, Megan A.; Mikhailova, Elena A.; Hall, Steven T.

2006-01-01

Graduate students from a variety of agricultural and natural resource fields are incorporating geographic information systems (GIS) analysis into their graduate research, creating a need for teaching methodologies that help students understand advanced GIS topics for use in their own research. Graduate-level GIS exercises help students understand…

Collegiate Mathematics Teaching: An Unexamined Practice

ERIC Educational Resources Information Center

Speer, Natasha M.; Smith, John P., III; Horvath, Aladar

2010-01-01

Though written accounts of collegiate mathematics teaching exist (e.g., mathematicians' reflections and analyses of learning and teaching in innovative courses), research on collegiate teachers' actual classroom teaching practice is virtually non-existent. We advance this claim based on a thorough review of peer-reviewed journals where scholarship…

The Teaching Processes of Prospective Science Teachers with Different Levels of Science-Teaching Self-Efficacy Belief

ERIC Educational Resources Information Center

Saka, Mehpare; Bayram, Hale; Kabapinar, Filiz

2016-01-01

The concept of self-efficacy, which is an important variable in the teaching process, and how it reflects on teaching have recently been the focus of attention. Therefore, this study deals with the relationship between the science-teaching self-efficacy beliefs of prospective science teachers and their teaching practices. It was conducted with…

The Tribalism of Teaching and Learning

ERIC Educational Resources Information Center

Daniel, David B.; Chew, Stephen L.

2013-01-01

Scholarly research focusing on teaching and learning has experienced extraordinary growth in the last 20 years. Although this is generally good news for the profession of teaching, a troubling form of tribalism has emerged that inhibits the advancement of teaching practice. In this essay, we trace the development of scholarly inquiry into teaching…

University-Level Teaching of Anthropogenic Global Climate Change (AGCC) via Student Inquiry

ERIC Educational Resources Information Center

Bush, Drew; Sieber, Renee; Seiler, Gale; Chandler, Mark

2017-01-01

This paper reviews university-level efforts to improve understanding of anthropogenic global climate change (AGCC) through curricula that enable student scientific inquiry. We examined 152 refereed publications and proceedings from academic conferences and selected 26 cases of inquiry learning that overcome specific challenges to AGCC teaching.…

Considerations and Strategies for Teaching Online Counseling Skills: Establishing Relationships in Cyberspace

ERIC Educational Resources Information Center

Trepal, Heather; Haberstroh, Shane; Duffey, Thelma; Evans, Marcheta

2007-01-01

As technology advances and the use of online counseling becomes more routine, attention must be paid to instruction regarding online counseling skills. The authors present considerations for teaching basic online counseling skills to master's-level counseling students. Recommendations are made for helping students to establish and maintain…

Making It Real: Using a Collaborative Simulation to Teach Crisis Communications

ERIC Educational Resources Information Center

Olson, K. S.

2012-01-01

Even seasoned public relations (PR) practitioners can find it difficult to handle communications during a crisis situation when the consequences of making poor decisions may seem overwhelming. This article shares results from using a collaborative simulation to teach college students about crisis communications in an advanced-level PR course.…

Implementation of the Multiple Intelligences Theory in the 21st Century Teaching and Learning Environments: A New Tool for Effective Teaching and Learning in All Levels.

ERIC Educational Resources Information Center

Mbuva, James

This paper focuses on the implementation of the multiple intelligences (MI) theory in 21st century teaching and learning environment, suggesting that it offers a new tool for effective teaching and learning at all levels. The eight current MI include: verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical/rhythmic,…

Teaching Geologic/Earth Science Remote Sensing at the Collegiate and the Secondary School Level

ERIC Educational Resources Information Center

Fisher, John J.

1977-01-01

Describes util satellite photography, satellite remote sensing, and high altitude aircraft photography for teaching environmental and ecological aspects of earth science at the secondary or college levels. (SL)

Music Instrument Teachers in Higher Education: An Investigation of the Key Influences on How They Teach in the Studio

ERIC Educational Resources Information Center

Daniel, Ryan; Parkes, Kelly A.

2017-01-01

In higher education music instrument teaching, there is a strong tradition of high-level performers being recruited to teach advanced students within the private studio despite the fact these educators often have no training in pedagogy. The studio environment also continues to be dominated by the one-to-one lesson format and the master-apprentice…

A three-level advanced static VAr compensator

DOE Office of Scientific and Technical Information (OSTI.GOV)

Ekanayake, J.B.; Jenkins, N.

1996-01-01

An Advanced Static VAr Compensator (ASVC) employing a three level inverter has been investigated for three phase applications. The paper describes the operating principles of the ASVC using an elementary single phase ASVC circuit. The construction of a hardware model of the three phase, three level ASVC is then presented. The performance of the ASVC is obtained from an experimental study carried out on this laboratory model. The use of the selective harmonic elimination modulation (SHEM) technique to minimize harmonics is explored. Experimental studies have been carried out to determine the speed of response of the scheme by controlling itmore » in a closed loop.« less

English as a Foreign Language Instructors' Induction: Early Practices of Language Teachers Teaching at Tertiary Level

ERIC Educational Resources Information Center

Ozturk, Mustafa; Yildirim, Ali

2012-01-01

This study aimed to investigate the nature of the induction process of English as a foreign language (EFL) teachers teaching at tertiary level through individual interviews. In order to gather intended data, fifteen novice instructors teaching at four different public universities in Ankara were interviewed on a basis of two criteria: (a) having 1…

Teaching at higher levels

NASA Astrophysics Data System (ADS)

1998-11-01

Undergraduate physics programmes for the 21st century were under discussion at a recent event held in Arlington, USA, open to two or three members of the physics faculties of universities from across the whole country. The conference was organized by the American Association of Physics Teachers with co-sponsorship from the American Institute of Physics, the American Physical Society and Project Kaleidoscope. Among the various aims were to learn about physics departments that have successfully revitalized their undergraduate physics programmes with innovative introductory physics courses and multi-track majors programmes. Engineers and life scientists were to be asked directly how physics programmes can better serve their students, and business leaders would be speaking on how physics departments can help to prepare their students for the diverse careers that they will eventually follow. It was planned to highlight ways that departments could fulfil their responsibilities towards trainee teachers, to identify the resources needed for revitalizing a department's programme, and to develop guidelines and recommendations for a funding programme to support collaborative efforts among physics departments for carrying out the enhancements required. More details about the conference can be found on the AAPT website (see http://www.aapt.org/programs/rupc.html). Meanwhile the UK's Higher Education Funding Council has proposed a two-pronged approach to the promotion of high quality teaching and learning, as well as widening participation in higher education from 1999-2000. A total of £60m should be available to support these initiatives by the year 2001-2002. As part of this scheme the Council will invite bids from institutions to support individual academics in enhancing learning and teaching, as well as in recognition of individual excellence. As with research grants, such awards would enable staff to pursue activities such as the development of teaching materials

The Teaching Profession in Europe.

ERIC Educational Resources Information Center

Archer, E. G.; Peck, B. T.

This volume discusses the changing face of Europe and examines dimensions of the teaching profession in different countries. Matters related to recruitment, training, recognition and status, probation, teaching conditions, career advancement, and inservice opportunities are identified and developed. Teachers who contemplate moving from one country…

ICE: An Automated Tool for Teaching Advanced C Programming

ERIC Educational Resources Information Center

Gonzalez, Ruben

2017-01-01

There are many difficulties with learning and teaching programming that can be alleviated with the use of software tools. Most of these tools have focused on the teaching of introductory programming concepts where commonly code fragments or small user programs are run in a sandbox or virtual machine, often in the cloud. These do not permit user…

[Advances in understanding Drosophila salivary gland polytene chromosome and its applications in genetics teaching].

PubMed

Li, Gang; Chen, Fan-guo

2015-06-01

Drosophila salivary gland polytene chromosome, one of the three classical chromosomes with remarkable characteristics, has been used as an outstanding model for a variety of genetic studies since 1934. The greatest contribution of this model to genetics has been providing extraordinary angle of view in studying interphase chromosome structure and gene expression regulation. Additionally, it has been extensively used to understand some special genetic phenomena, such as dosage compensation and position-effect variegation. In this paper, we briefly review the advances in the study of Drosophila salivary gland chromosome, and try to systematically and effectively introduce this model system into genetics teaching practice in order to steer and inspire students' interest in genetics.

An der Schwelle zur Zweisprachigkeit: Fremdsprachenunterricht fur Fortgeschrittene (On the Threshold of Bilingualism: Foreign Language Learning for Advanced Students).

ERIC Educational Resources Information Center

Kubler, Silvia, Ed.; Portmann, Paul R., Ed.

1994-01-01

This collection of articles on Bilingualism includes: "Fremdsprachenunterricht fur Fortgeschrittene: ein Uberblick" (Foreign Language Learning for Advanced Students: An Overview) (Paul R. Portmann); "Never Mind the Width, Feel the Quality: From Quantity to Quality in Language Teaching at Advanced Levels" (Mike Makosch); "Irren ist menschlich: Ein…

Pedagogical Issues in Teaching Upper-Level Science Courses at a "Community University"

ERIC Educational Resources Information Center

Deutch, Charles E.; Jurutka, Peter W.; Marshall, Pamela A.

2008-01-01

The authors teach upper-level science courses in cell biology, genetics, and biochemistry at a public, four-year "community university" that serves a demographically diverse population of traditional and nontraditional students. In this article, they describe some of the issues they have found to be particularly significant at their "community…

An Annotated Bibliography of Research into the Teaching and Learning of the Physical Sciences at the Higher Education Level.

ERIC Educational Resources Information Center

Palmer, David

This document contains an annotated bibliography aimed at the teaching of the physical sciences at the tertiary level to those who wish to become more informed about teaching related research evidence and undertake science education research. The bibliography offers an overview of teaching and learning in the physical sciences and key references…

Teaching Medical Students About “The Conversation”: An Interactive Value-Based Advance Care Planning Session

PubMed Central

Lum, Hillary D.; Dukes, Joanna; Church, Skotti; Abbott, Jean; Youngwerth, Jean M.

2017-01-01

Background Advance care planning (ACP) promotes care consistent with patient wishes. Medical education should teach how to initiate value-based ACP conversations. Objective To develop and evaluate an ACP educational session to teach medical students a value-based ACP process and to encourage students to take personal ACP action steps. Design Groups of third-year medical students participated in a 75-minute session using personal reflection and discussion framed by The Conversation Starter Kit. The Conversation Project is a free resource designed to help individuals and families express their wishes for end-of-life care. Setting and Participants One hundred twenty-seven US third-year medical students participated in the session. Measurements Student evaluations immediately after the session and 1 month later via electronic survey. Results More than 90% of students positively evaluated the educational value of the session, including rating highly the opportunities to reflect on their own ACP and to use The Conversation Starter Kit. Many students (65%) reported prior ACP conversations. After the session, 73% reported plans to discuss ACP, 91% had thought about preferences for future medical care, and 39% had chosen a medical decision maker. Only a minority had completed an advance directive (14%) or talked with their health-care provider (1%). One month later, there was no evidence that the session increased students’ actions regarding these same ACP action steps. Conclusion A value-based ACP educational session using The Conversation Starter Kit successfully engaged medical students in learning about ACP conversations, both professionally and personally. This session may help students initiate conversations for themselves and their patients. PMID:28273761

Assessment of noise levels of the equipments used in the dental teaching institution, Bangalore.

PubMed

Kadanakuppe, Sushi; Bhat, Padma K; Jyothi, C; Ramegowda, C

2011-01-01

In dental practical classes, the acoustic environment is characterized by high noise levels in relation to other teaching areas, due to the exaggerated noise produced by some of these devices and use of dental equipment by many users at the same time. To measure, analyze and compare noise levels of equipments among dental learning areas under different working conditions and also to measure and compare noise levels between used and brand new handpieces under different working conditions. Noise levels were measured and analyzed in different dental learning areas that included clinical, pre-clinical areas and laboratories selected as representatives of a variety of learning-teaching activities. The noise levels were determined using a precision noise level meter (CENTER® 325 IEC 651 TYPE II) with a microphone. The mean of the maxima was determined. The data were collected, tabulated, and statistically analyzed using t tests. The noise levels measured varied between 64 and 97 dB(A).The differences in sound levels when the equipment was merely turned on and during cutting operations and also between used and brand new equipments were recorded. The laboratory engines had the highest noise levels, whereas the noise levels in high-speed turbine handpieces and the low-speed contra angle handpieces were decreased. The noise levels detected in this study are considered to be close to the limit of risk of hearing loss.

Ethical Dilemmas in Teaching and Nursing: The Israeli Case

ERIC Educational Resources Information Center

Shapira-Lishchinsky, Orly

2010-01-01

This article explores a cross-occupational approach for dealing with ethical dilemmas by comparing teaching and nursing. Findings indicate more shared patterns of ethical dilemmas (such as caring for needs for others versus following formal codes) than dilemmas specific to teaching (e.g., advancing universal values versus advancing knowledge) or…

School Effectiveness at Primary Level of Education in Relation to Classroom Teaching

ERIC Educational Resources Information Center

Panigrahi, Manas Ranjan

2014-01-01

The study aims to investigate the relationship of School Effectiveness with regard to classroom teaching at primary level of education. The objectives of the study were to identify the more-effective and less-effective schools; to find out the differences between more-effective and less-effective schools in relation to physical facilities, Head…

Taking clickers to the next level: a contingent teaching model

NASA Astrophysics Data System (ADS)

Stewart, Sepideh; Stewart, Wayne

2013-12-01

Over the past decade, many researchers have discussed the effectiveness of clickers and their potential to change the way we teach and interact with students. Although most of the literature revolves around elementary usage of clickers, the deeper questions of how to integrate this technology into teaching are largely unanswered. In this paper, we present an implementation of a teaching model in a third year undergraduate Bayesian statistics class. The model is based on Schoenfeld's interactive teaching routine and it is enhanced by Draper and Brown's contingent teaching and Beatty et al.'s Question Driven Instruction (QDI) and the use of clickers. It illustrates a teaching paradigm which is flexible, contingent to students' needs, makes use of the most up to date information from students' feedback via clickers and benefits from the teacher's decision making at appropriate moments. We will discuss the pedagogical implications of this model in teaching.

Advancing the Science of Community-Level Interventions

PubMed Central

Beehler, Sarah; Deutsch, Charles; Green, Lawrence W.; Hawe, Penelope; McLeroy, Kenneth; Miller, Robin Lin; Rapkin, Bruce D.; Schensul, Jean J.; Schulz, Amy J.; Trimble, Joseph E.

2011-01-01

Community interventions are complex social processes that need to move beyond single interventions and outcomes at individual levels of short-term change. A scientific paradigm is emerging that supports collaborative, multilevel, culturally situated community interventions aimed at creating sustainable community-level impact. This paradigm is rooted in a deep history of ecological and collaborative thinking across public health, psychology, anthropology, and other fields of social science. The new paradigm makes a number of primary assertions that affect conceptualization of health issues, intervention design, and intervention evaluation. To elaborate the paradigm and advance the science of community intervention, we offer suggestions for promoting a scientific agenda, developing collaborations among professionals and communities, and examining the culture of science. PMID:21680923

Evaluating Clinical Teaching in Medicine.

ERIC Educational Resources Information Center

Irby, David; Rakestraw, Philip

1981-01-01

Medical students have been rating clinical teaching in an obstetrics and gynecology clerkship at the University of Washington using an assessment form designed to reflect six factors of clinical teaching effectiveness. High interrater reliability and the utility of the data for faculty development and advancement are discussed. (Author/JMD)

Preparing Future Biology Faculty: An Advanced Professional Development Program for Graduate Students

ERIC Educational Resources Information Center

Lockwood, Stephanie A.; Miller, Amanda J.; Cromie, Meghan M.

2014-01-01

Formal professional development programs for biology graduate students interested in becoming faculty members have come far; however, programs that provide advanced teaching experience for seasoned graduate teaching assistants are scarce. We outline an advanced program that focuses on further training of graduate teaching assistants in pedagogy…

Who Studies Religion at Advanced Level: Why and to What Effect?

ERIC Educational Resources Information Center

Francis, Leslie J.; Astley, Jeff; Parker, Stephen G.

2016-01-01

This study was established to profile students currently studying religion at Advanced level (A level) in terms of their demography, motivation, experience and attitudes. Eight specific areas were identified for examination: their personal motivation to study religion at A level, the personal challenges posed by the subject, their personal…

Teaching about Leadership or Teaching through Leadership?

ERIC Educational Resources Information Center

Seger, Jan; Bergsten, Urban

2013-01-01

This article is based on experiences and convictions from teaching leadership to students on the university and college levels. Teaching through leadership rather than about leadership is advocated. Student learning and facilitator teaching are contrasted. Leadership is viewed more as a mutual relationship rather than certain personality traits of…

The Development of Multi-Level Audio-Visual Teaching Aids for Earth Science.

ERIC Educational Resources Information Center

Pitt, William D.

The project consisted of making a multi-level teaching film titled "Rocks and Minerals of the Ouachita Mountains," which runs for 25 minutes and is in color. The film was designed to be interesting to earth science students from junior high to college, and consists of dialogue combined with motion pictures of charts, sequential diagrams, outcrops,…

Relevance and Rigor in International Business Teaching: Using the CSA-FSA Matrix

ERIC Educational Resources Information Center

Collinson, Simon C.; Rugman, Alan M.

2011-01-01

We advance three propositions in this paper. First, teaching international business (IB) at any level needs to be theoretically driven, using mainstream frameworks to organize thinking. Second, these frameworks need to be made relevant to the experiences of the students; for example, by using them in case studies. Third, these parameters of rigor…

Student perceptions about the mission of dental schools to advance global dentistry and philanthropy.

PubMed

Ivanoff, Chris S; Ivanoff, Athena E; Yaneva, Krassimira; Hottel, Timothy L; Proctor, Hannah L

2013-10-01

In this study, 491 dental students at one dental school in the United States and one in Bulgaria were surveyed to assess their perceptions about the mission of dental schools to advance global dentistry and philanthropy. The study included questions about prior involvement in charitable dental missions. Many respondents felt that their dental school does not advance global dentistry nor adequately teaches students the virtues of philanthropy and volunteerism. The majority agreed, however, that dental schools have a moral obligation to raise the level of oral health care worldwide and help underserved communities access basic dental care. They reported that an opportunity to spend a semester at a foreign dental school would enhance their dental education in ways that are not presently fulfilled; help them better understand cultural diversity; and teach them about philanthropy and volunteerism. In their opinion, international exchange programs that provide clinical rotations and field experiences in economically challenged and underserved areas of the world would a) foster the global advancement of dentistry; b) promote an appreciation for cultural diversity and socioeconomic disparity in the communities that graduates will be serving; and c) teach students the virtues of philanthropy and volunteerism. This study may contribute to understanding factors affecting student involvement in programs to advance global dentistry.

Development of Research Professionalism in Advanced Undergraduate and Beginning Graduate Students. Working Papers.

ERIC Educational Resources Information Center

Mitchell, John J.

The paper describes an individualized approach to teaching social science research methodology. The approach is intended to make psychology research in college level courses an exciting and rewarding experience for advanced undergraduate and graduate students. Advantages of this approach over more traditional approaches include that it requires…

Team-teaching a current events-based biology course for nonmajors.

PubMed

Bondos, Sarah E; Phillips, Dereth

2008-01-01

Rice University has created a team-taught interactive biology course for nonmajors with a focus on cutting edge biology in the news-advances in biotechnology, medicine, and science policy, along with the biological principles and methodology upon which these advances are based. The challenges inherent to teaching current topics were minimized by team-teaching the course, providing knowledgeable and enthusiastic lecturers for every topic while distributing the effort required to update material. Postdoctoral associates and advanced graduate students served as lecturers, providing an opportunity for them to develop their teaching skills and learn to communicate effectively with nonscientists on newsworthy topics related to their research. Laboratory tours, in-class demonstrations, and mock-ups helped lecturers convey surprisingly advanced ideas with students who lacked a strong theoretical or practical science background. A faculty member and co-coordinator administer the class, organize class activities, and mentor the speakers on teaching techniques and lecture design. Course design, lecture topics, hands-on activities, and approaches to successfully solve the difficulties inherent to team teaching are discussed. Course evaluations reflect student involvement in, and enjoyment of, the class. Copyright © 2008 International Union of Biochemistry and Molecular Biology, Inc.

Learning from Research on Teaching: Perspective, Methodology, and Representation. Advances in Research on Teaching. Volume 11

ERIC Educational Resources Information Center

Brophy, Jere, Ed.; Pinnegar, Stefinee, Ed.

2005-01-01

This volume is designed to accomplish three primary purposes: (1) illustrate a variety of qualitative methods that researchers have used to study teaching and teacher education; (2) assess the affordances and constraints of these methods and the ways that they focus and shape explorations of teaching; and (3) illuminate representative questions…

Integrating Research-Informed Teaching within an Undergraduate Level 4 (Year 1) Diagnostic Radiography Curriculum: A Pilot Study

ERIC Educational Resources Information Center

Higgins, Robert; Hogg, Peter; Robinson, Leslie

2013-01-01

This article discusses the piloting and evaluation of the Research-informed Teaching experience (RiTe) project. The aim of RiTe was to link teaching and learning with research within an undergraduate diagnostic radiography curriculum. A preliminary pilot study of RiTe was undertaken with a group of level 4 (year 1) volunteer BSc (Hons) diagnostic…

Novice nurse educator entry-level competency to teach: a national study.

PubMed

Poindexter, Kathleen

2013-10-01

Expert nurse clinicians who are transitioning into academic positions after successful clinical careers often find they are unprepared to assume their new educator roles. Although nursing clinical expertise may be a necessary expectation, this knowledge is not sufficient to assume a nurse educator position. The purpose of this study was to identify essential entry-level nurse educator competencies, as reported by nurse administrators of accredited prelicensure nursing programs in the United States. Responses were categorized according to the type of academic institution housing the prelicensure nursing program and type of entry-level nurse educator position. A total of 374 program administrators representing 48 states participated, for a 44% response rate. The results indicate that administrators expect entry-level nurse educators to acquire teaching competencies prior to obtaining an entry-level position. Expected proficiency levels of competencies differed based on the position type and the academic setting. Copyright 2013, SLACK Incorporated.

A top-down approach in control engineering third-level teaching: The case of hydrogen-generation

NASA Astrophysics Data System (ADS)

Setiawan, Eko; Habibi, M. Afnan; Fall, Cheikh; Hodaka, Ichijo

2017-09-01

This paper presents a top-down approach in control engineering third-level teaching. The paper shows the control engineering solution for the issue of practical implementation in order to motivate students. The proposed strategy only focuses on one technique of control engineering to lead student correctly. The proposed teaching steps are 1) defining the problem, 2) listing of acquired knowledge or required skill, 3) selecting of one control engineering technique, 4) arrangement the order of teaching: problem introduction, implementation of control engineering technique, explanation of system block diagram, model derivation, controller design, and 5) enrichment knowledge by the other control techniques. The approach presented highlights hardware implementation and the use of software simulation as a self-learning tool for students.

Environmental Studies and Environmental Science at GCE '0' and 'A' Level.

ERIC Educational Resources Information Center

Gayford, Christopher G.

1983-01-01

Reports on environmental studies/science at General Certificate of Examination (GCE) ordinary ("0") and advanced ("A") levels. Questionnaires were used to survey teachers (focusing on their professional training and why they teach environmental studies/science courses) and to determine the relationship between environmental…

ESL for Hotel/Hospitality Industry. Level: Advanced Beginner/Intermediate.

ERIC Educational Resources Information Center

Western Suffolk County Board of Cooperative Educational Services, Northport, NY.

This document contains 16 lesson plans for an advanced beginning and intermediate course in work-related English for non-English- or limited-English-speaking entry-level employees in the hotel and hospitality industry. Course objectives are as follows: helping participants understand and use job-specific vocabulary; receive and understand…

Making Advanced Computer Science Topics More Accessible through Interactive Technologies

ERIC Educational Resources Information Center

Shao, Kun; Maher, Peter

2012-01-01

Purpose: Teaching advanced technical concepts in a computer science program to students of different technical backgrounds presents many challenges. The purpose of this paper is to present a detailed experimental pedagogy in teaching advanced computer science topics, such as computer networking, telecommunications and data structures using…

The reform of the teaching mode of Applied Optics curriculum and analysis of teaching effect

NASA Astrophysics Data System (ADS)

Ning, Yu; Xu, Zhongjie; Li, Dun; Chen, Zilun; Cheng, Xiangai; Zhong, Hairong

2017-08-01

Military academies have two distinctive characteristics on talent training: Firstly, we must teach facing actual combat and connecting with academic frontier. Secondly, the bachelor's degree education and the military education should be balanced. The teaching mode of basic curriculum in military academies must be reformed and optimized on the basis of the traditional teaching mode, so as to ensure the high quality of teaching and provide enough guidance and help for students to support their academic burden. In this paper, our main work on "Applied Optics" teaching mode reform is introduced: First of all, we research extensively and learn fully from advanced teaching modes of the well-known universities at home and abroad, a whole design is made for the teaching mode of the core curriculum of optical engineering in our school "Applied Optics", building a new teaching mode which takes the methods of teaching basic parts as details, teaching application parts as emphases, teaching frontier parts as topics and teaching actual combat parts on site. Then combining with the questionnaire survey of students and opinions proposed by relevant experts in the teaching seminar, teaching effect and generalizability of the new teaching mode are analyzed and evaluated.

Teaching Physics with Music

NASA Astrophysics Data System (ADS)

Ramsey, Gordon P.

2015-10-01

The uniting of two seemingly disparate subjects in the classroom provides an interesting motivation for learning. Students are interested in how these subjects can possibly be integrated into related ideas. Such is the mixture of physics and music. Both are based upon mathematics, which becomes the interlocking theme. The connecting physical properties of sound and music are waves and harmonics. The introduction of instruments, including the voice, to the musical discussion allows the introduction of more advanced physical concepts such as energy, force, pressure, fluid dynamics, and properties of materials. Suggestions on how to teach physics concepts in the context of music at many levels are presented in this paper.

Blending technology in teaching advanced health assessment in a family nurse practitioner program: using personal digital assistants in a simulation laboratory.

PubMed

Elliott, Lydia; DeCristofaro, Claire; Carpenter, Alesia

2012-09-01

This article describes the development and implementation of integrated use of personal handheld devices (personal digital assistants, PDAs) and high-fidelity simulation in an advanced health assessment course in a graduate family nurse practitioner (NP) program. A teaching tool was developed that can be utilized as a template for clinical case scenarios blending these separate technologies. Review of the evidence-based literature, including peer-reviewed articles and reviews. Blending the technologies of high-fidelity simulation and handheld devices (PDAs) provided a positive learning experience for graduate NP students in a teaching laboratory setting. Combining both technologies in clinical case scenarios offered a more real-world learning experience, with a focus on point-of-care service and integration of interview and physical assessment skills with existing standards of care and external clinical resources. Faculty modeling and advance training with PDA technology was crucial to success. Faculty developed a general template tool and systems-based clinical scenarios integrating PDA and high-fidelity simulation. Faculty observations, the general template tool, and one scenario example are included in this article. ©2012 The Author(s) Journal compilation ©2012 American Academy of Nurse Practitioners.

Teaching Ethics to Pediatric Residents: A Literature Analysis and Synthesis.

PubMed

Martakis, K; Czabanowska, K; Schröder-Bäck, P

2016-09-01

Ethics education rarely exists in pediatric resident curricula, although ethical conflicts are common in the clinical practice. Ethics education can prepare residents to successfully handle these conflicts. We searched for methods in teaching ethics to clinical and especially pediatric residents, and identified recurring barriers to ethics teaching and solutions to overcome them. Literature from 4 electronic databases with peer-reviewed articles was screened in 3 phases and analyzed. The literature included papers referring to applied methods or recommendations to teaching ethics to clinical residents, and on a second level focusing especially on pediatrics. An analysis and critical appraisal was conducted. 3 231 articles were identified. 96 papers were included. The applied learning theory, the reported teaching approaches, the barriers to teaching ethics and the provided solutions were studied and analyzed. We recommend case-based ethics education, including lectures, discussion, individual study; regular teaching sessions in groups, under supervision; affiliation to an ethics department, institutional and departmental support; ethics rounds and consultations not as core teaching activity; recurring problems to teaching ethics, primarily deriving from the complexity of residential duties to be addressed in advance; teaching ethics preferably in the first years of residency. We may be cautious generalizing the implementation of results on populations with different cultural backgrounds. © Georg Thieme Verlag KG Stuttgart · New York.

The Effect of Maternal Teaching Talk on Children's Emergent Literacy as a Function of Type of Activity and Maternal Education Level

ERIC Educational Resources Information Center

Korat, Ofra

2009-01-01

This study examined the extent to which maternal education affects mothers' teaching talk level as a function of activity (book reading vs. looking at a family photo album), and the contribution of maternal teaching talk level during these activities to 88 five- to six-year old children's emergent literacy. Videotaped mother-child interactions…

Facilitated Learning to Advance Geriatrics: Increasing the Capacity of Nurse Faculty to Teach Students About Caring for Older Adults.

PubMed

Krichbaum, Kathleen; Kaas, Merrie J; Wyman, Jean F; Van Son, Catherine R

2015-06-01

The Facilitated Learning to Advance Geriatrics program (FLAG) was designed to increase the numbers of nurse faculty in prelicensure programs with basic knowledge about aging and teaching effectiveness to prepare students to provide safe, high quality care for older adults. Using a framework to improve transfer of learning, FLAG was designed to include: (a) a workshop to increase basic knowledge of aging and common geriatric syndromes, and effective use of evidence-based teaching/learning strategies; (b) a year-long mentoring program to support application of workshop learning and leading change in participants' schools to ensure that geriatrics is a priority. Both formative and summative evaluation methods were used, and included self-assessment of objectives, program satisfaction, and teaching self-efficacy. FLAG achieved its overall purpose by enrolling 152 participants from 19 states including 23 faculty from associate degree programs and 102 from baccalaureate programs. Self-rated teaching effectiveness improved significantly from pre- to post-workshop each year. Achievement of learning objectives was rated highly as was satisfaction. Transfer of learning was evidenced by implementation of educational projects in home schools supported by mentoring. The FLAG program provided opportunities for nurse educators to learn to teach geriatrics more effectively and to transfer learning to their work environment. Future FLAG programs will be offered in a shortened format, incorporating online content and strategies, adding other health professionals to the audience with the same goal of increasing the knowledge and abilities of educators to prepare learners to provide competent care for older adults. © The Author 2015. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Five Hundred Pages and a Topic of Her Own: Successfully Designing an Advanced Writing Course on 19th Century British Women Novelists

ERIC Educational Resources Information Center

Phillips, Amy Criniti

2009-01-01

During the fourth year of Amy Phillips' teaching assistantship in the spring semester of 2008, she was asked to teach a 300-level advanced writing course in which she was given the creative freedom to design the syllabus, choose the textbooks, craft all assignments, and organize the course content. However, there was one stipulation: the course,…

Learning and remembering strategies of novice and advanced jazz dancers for skill level appropriate dance routines.

PubMed

Poon, P P; Rodgers, W M

2000-06-01

This study examined the influence of the challenge level of to-be-learned stimulus on learning strategies in novice and advanced dancers. In Study 1, skill-level appropriate dance routines were developed for novice and advanced jazz dancers. In Study 2, 8 novice and 9 advanced female jazz dancers attempted to learn and remember the two routines in mixed model factorial design, with one between-participants factor: skill level (novice or advanced) and two within-participants factors: routine (easy or difficult) and performance (immediate or delayed). Participants were interviewed regarding the strategies used to learn and remember the routines. Results indicated that advanced performers used atypical learning strategies for insufficiently challenging stimuli, which may reflect characteristics of the stimuli rather than the performer. The qualitative data indicate a clear preference of novice and advanced performers for spatial compatibility of stimuli and response.

Investigation of a Chaotic Double Pendulum in the Basic Level Physics Teaching Laboratory

ERIC Educational Resources Information Center

Vanko, Peter

2007-01-01

First-year physics students at the Technical University of Budapest carry out a wide range of measurements in the Basic Level Physics Teaching Laboratory. One of the most exciting experiments is the investigation of a chaotic double pendulum by a V-scope, a powerful three-dimensional motion tracking system. After a brief introduction to the…

Internet Access, Use and Sharing Levels among Students during the Teaching-Learning Process

ERIC Educational Resources Information Center

Tutkun, Omer F.

2011-01-01

The purpose of this study was to determine the awareness among students and levels regarding student access, use, and knowledge sharing during the teaching-learning process. The triangulation method was utilized in this study. The population of the research universe was 21,747. The student sample population was 1,292. Two different data collection…

Teaching/learning strategies for the essentials of baccalaureate nursing education for entry-level community/public health nursing.

PubMed

Callen, Bonnie; Smith, Claudia M; Joyce, Barbara; Lutz, Jayne; Brown-Schott, Nancy; Block, Derryl

2013-01-01

The purpose of this article is to describe teaching/learning strategies for each of the 15 Essentials of Baccalaureate Nursing Education for Entry-Level Community/Public Health Nursing (ACHNE, 2009). Carper's ways of knowing serve as foundations for creating classroom and clinical experiences that focus on clinical action with community as client. Each community/public health essential is defined with relevance to community/public health nursing practice. Five teaching/learning strategies have been delineated for each essential with suggestions of teaching resources and/or target population application. Teaching/learning strategies that focus on community as client, population health, and the essential knowledge and competencies of C/PH nursing will help ensure preparation of baccalaureate prepared nurses with knowledge and skills to improve the health of populations. © 2013 Wiley Periodicals, Inc.

Teaching the "Diagonalization Concept" in Linear Algebra with Technology: A Case Study at Galatasaray University

ERIC Educational Resources Information Center

Yildiz Ulus, Aysegul

2013-01-01

This paper examines experimental and algorithmic contributions of advanced calculators (graphing and computer algebra system, CAS) in teaching the concept of "diagonalization," one of the key topics in Linear Algebra courses taught at the undergraduate level. Specifically, the proposed hypothesis of this study is to assess the effective…

Contrasting Grading Approaches in Introductory Physics and Quantum Mechanics: The Case of Graduate Teaching Assistants

ERIC Educational Resources Information Center

Marshman, Emily; Sayer, Ryan; Henderson, Charles; Singh, Chandralekha

2017-01-01

At large research universities, physics graduate teaching assistants (TAs) are often responsible for grading in courses at all levels. However, few studies have focused on TAs' grading practices in introductory and advanced physics courses. This study was designed to investigate whether physics graduate TAs grade students in introductory physics…

Combining Geography, Math, and Science to Teach Climate Change and Sea Level Rise

ERIC Educational Resources Information Center

Oldakowski, Ray; Johnson, Ashley

2018-01-01

This study examines the effectiveness of integrating geography into existing math and science curriculum to teach climate change and sea level rise. The desired outcome is to improve student performance in all three subjects. A sample of 120 fifth graders from three schools were taught the integrated curriculum over a period of two to three weeks.…

Using the QUAIT Model to Effectively Teach Research Methods Curriculum to Master's-Level Students

ERIC Educational Resources Information Center

Hamilton, Nancy J.; Gitchel, Dent

2017-01-01

Purpose: To apply Slavin's model of effective instruction to teaching research methods to master's-level students. Methods: Barriers to the scientist-practitioner model (student research experience, confidence, and utility value pertaining to research methods as well as faculty research and pedagogical incompetencies) are discussed. Results: The…

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

ERIC Educational Resources Information Center

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

2007-01-01

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

How Effective Are Simulated Molecular-level Experiments for Teaching Diffusion and Osmosis?

PubMed Central

2005-01-01

Diffusion and osmosis are central concepts in biology, both at the cellular and organ levels. They are presented several times throughout most introductory biology textbooks (e.g., Freeman, 2002), yet both processes are often difficult for students to understand (Odom, 1995; Zuckerman, 1994; Sanger et al., 2001; and results herein). Students have deep-rooted misconceptions about how diffusion and osmosis work, especially at the molecular level. We hypothesized that this might be in part due to the inability to see and explore these processes at the molecular level. In order to investigate this, we developed new software, OsmoBeaker, which allows students to perform inquiry-based experiments at the molecular level. Here we show that these simulated laboratories do indeed teach diffusion and osmosis and help overcome some, but not all, student misconceptions. PMID:16220144

How effective are simulated molecular-level experiments for teaching diffusion and osmosis?

PubMed

Meir, Eli; Perry, Judith; Stal, Derek; Maruca, Susan; Klopfer, Eric

2005-01-01

Diffusion and osmosis are central concepts in biology, both at the cellular and organ levels. They are presented several times throughout most introductory biology textbooks (e.g., Freeman, 2002), yet both processes are often difficult for students to understand (Odom, 1995; Zuckerman, 1994; Sanger et al., 2001; and results herein). Students have deep-rooted misconceptions about how diffusion and osmosis work, especially at the molecular level. We hypothesized that this might be in part due to the inability to see and explore these processes at the molecular level. In order to investigate this, we developed new software, OsmoBeaker, which allows students to perform inquiry-based experiments at the molecular level. Here we show that these simulated laboratories do indeed teach diffusion and osmosis and help overcome some, but not all, student misconceptions.

How Do Pharmacists Develop into Advanced Level Practitioners? Learning from the Experiences of Critical Care Pharmacists.

PubMed

Seneviratne, Ruth E; Bradbury, Helen; Bourne, Richard S

2017-07-07

The national UK standards for critical care highlight the need for clinical pharmacists to practise at an advanced level (equivalent to Royal Pharmaceutical Society, Great Britain, Faculty Advanced Stage II (MFRPSII)) and above. Currently the UK is unable to meet the workforce capacity requirements set out in the national standards in terms of numbers of pharmacist working at advanced level and above. The aim of this study was to identify the strategies, barriers and challenges to achieving Advanced Level Practice (ALP) by learning from the experiences of advanced level critical care pharmacists within the UK. Eight participants were recruited to complete semi-structured interviews on their views and experiences of ALP. The interviews were analysed thematically and three overarching themes were identified; support, work-based learning and reflective practice. The results of this study highlight that to increase the number of MFRPSII level practitioners within critical care support for their ALP development is required. This support involves developing face-to-face access to expert critical care pharmacists within a national training programme. Additionally, chief pharmacists need to implement drivers including in house mentorship and peer review programmes and the need to align job descriptions and appraisals to the Royal Pharmaceutical Society, Great Britain, Advanced Practice Framework (APF).

How Do Pharmacists Develop into Advanced Level Practitioners? Learning from the Experiences of Critical Care Pharmacists

PubMed Central

Seneviratne, Ruth E.; Bradbury, Helen

2017-01-01

The national UK standards for critical care highlight the need for clinical pharmacists to practise at an advanced level (equivalent to Royal Pharmaceutical Society, Great Britain, Faculty Advanced Stage II (MFRPSII)) and above. Currently the UK is unable to meet the workforce capacity requirements set out in the national standards in terms of numbers of pharmacist working at advanced level and above. The aim of this study was to identify the strategies, barriers and challenges to achieving Advanced Level Practice (ALP) by learning from the experiences of advanced level critical care pharmacists within the UK. Eight participants were recruited to complete semi-structured interviews on their views and experiences of ALP. The interviews were analysed thematically and three overarching themes were identified; support, work-based learning and reflective practice. The results of this study highlight that to increase the number of MFRPSII level practitioners within critical care support for their ALP development is required. This support involves developing face-to-face access to expert critical care pharmacists within a national training programme. Additionally, chief pharmacists need to implement drivers including in house mentorship and peer review programmes and the need to align job descriptions and appraisals to the Royal Pharmaceutical Society, Great Britain, Advanced Practice Framework (APF). PMID:28970450

I Think I Can: Improving Teaching Self-Confidence of International Teaching Assistants.

ERIC Educational Resources Information Center

Salinas, Moises F.; Kozuh, Ghislaine; Seraphine, Anne E.

1999-01-01

Explored the effect of a teaching orientation for international teaching assistants (ITAs) on their teaching self-confidence. Surveys of ITAs before and after attending a 4-day orientation to teaching designed to improve interactive teaching skills suggested a positive effect of the orientation on their perceived level of self-confidence about…

Homemade Equipment for the Teaching of Electrochemistry at Advanced Level. Part II.

ERIC Educational Resources Information Center

Chan, K. M.

1985-01-01

Provides a detailed description for the construction of equipment needed to investigate acid/base equilibria through the measurement of pH and potentiometric titrations. Suggested experiments and calibration techniques are explained. This information helps to solve the problems of inadequate, expensive equipment required for A-level chemistry…

An investigation of communication patterns and strategies between international teaching assistants and undergraduate students in university-level science labs

NASA Astrophysics Data System (ADS)

Gourlay, Barbara Elas

This research project investigates communication between international teaching assistants and their undergraduate students in university-level chemistry labs. During the fall semester, introductory-level chemistry lab sections of three experienced non-native speaking teaching assistants and their undergraduate students were observed. Digital audio and video recordings documented fifteen hours of lab communication, focusing on the activities and interactions in the first hour of the chemistry laboratory sessions. In follow-up one-on-one semi-structured interviews, the participants (undergraduates, teaching assistants, and faculty member) reviewed interactions and responded to a 10-item, 7-point Likert-scaled interview. Interactions were classified into success categories based on participants' opinions. Quantitative and qualitative data from the observations and interviews guided the analysis of the laboratory interactions, which examined patterns of conversational listening. Analysis of laboratory communication reveals that undergraduates initiated nearly two-thirds of laboratory communication, with three-fourths of interactions less than 30 seconds in duration. Issues of gender and topics of interaction activity were also explored. Interview data identified that successful undergraduate-teaching assistant communication in interactive science labs depends on teaching assistant listening comprehension skills to interpret and respond successfully to undergraduate questions. Successful communication in the chemistry lab depended on the coordination of visual and verbal sources of information. Teaching assistant responses that included explanations and elaborations were also seen as positive features in the communicative exchanges. Interaction analysis focusing on the listening comprehension demands placed on international teaching assistants revealed that undergraduate-initiated questions often employ deixis (exophoric reference), requiring teaching assistants to

Exploring Optimal Pronunciation Teaching: Integrating Instructional Software into Intermediate-Level EFL Classes in China

ERIC Educational Resources Information Center

Gao, Yang; Hanna, Barbara E.

2016-01-01

This study investigates the effectiveness of teaching pronunciation with instructional software to a cohort of Chinese learners of English aged 13 to 16 at lower-intermediate level. It also explores the relationship between learners' attitudes towards pronunciation and their pronunciation learning. Participants were 60 students at a language…

The Effect of Teaching the Entire Academic Year of High School Chemistry Utilizing Abstract Reasoning

ERIC Educational Resources Information Center

Page, Michael F. Z.; Escott, Patrick; Silva, Maritza; Barding, Gregory A., Jr.

2018-01-01

This case study demonstrates the ability of high school chemistry students, with varying levels of math preparation, to experience learning-gains on state and district assessments as it relates to chemical reactions, thermodynamics, and kinetics. These advances were predicated on the use of a teaching style rooted in abstract reasoning. The…

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

ERIC Educational Resources Information Center

Lehmann, Susan W.

2010-01-01

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

Teaching Advanced SQL Skills: Text Bulk Loading

ERIC Educational Resources Information Center

Olsen, David; Hauser, Karina

2007-01-01

Studies show that advanced database skills are important for students to be prepared for today's highly competitive job market. A common task for database administrators is to insert a large amount of data into a database. This paper illustrates how an up-to-date, advanced database topic, namely bulk insert, can be incorporated into a database…

Student Perceptions to Teaching Undergraduate Anatomy in Health Sciences

ERIC Educational Resources Information Center

Anderton, Ryan S.; Chiu, Li Shan; Aulfrey, Susan

2016-01-01

Anatomy and physiology teaching has undergone significant changes to keep up with advances in technology and to cater for a wide array of student specific learning approaches. This paper examines perceptions towards a variety of teaching instruments, techniques, and innovations used in the delivery and teaching of anatomy and physiology for health…

[Organization of anesthesia management and advanced life support at military medical evacuation levels].

PubMed

Shchegolev, A V; Petrakov, V A; Savchenko, I F

2014-07-01

Anesthesia management and advanced life support for the severely wounded personnel at military medical evacuation levels in armed conflict (local war) is time-consuming and resource-requiring task. One of the mathematical modeling methods was used to evaluate capabilities of anesthesia and intensive care units at tactical level. Obtained result allows us to tell that there is a need to make several system changes of the existing system of anesthesia management and advanced life support for the severely wounded personnel at military medical evacuation levels. In addition to increasing number of staff of anesthesiology-critical care during the given period of time another solution should be the creation of an early evacuation to a specialized medical care level by special means while conducting intensive monitoring and treatment.

An Evaluation of the Use of Case Studies in Economics at Advanced Level in Schools. Research Papers in Economics Education.

ERIC Educational Resources Information Center

Carr, N. J.

It is hypothesized that, in comparison to the traditional approach, the case studies approach is a more effective way to teach the concept of elasticity of demand. The sample consisted of 26 students, with an average age of 16 years, 9.3 months, who were enrolled in an advanced economics course in an English boy's school. The students were divided…

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

ERIC Educational Resources Information Center

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

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

Pre-Service Teachers' Perceptions of Teaching STSE-Based High School Physics: Implications for Post-Secondary Studies

ERIC Educational Resources Information Center

MacLeod, Katarin

2014-01-01

Science, Technology, Society and Environment (STSE) education has received attention in educational research, policy, and science curricula development, yet less advancement has been made in moving theory into practice. There are many examples of STSE-based teaching in science at the elementary and secondary levels, yet little has focused…

An advanced teaching scheme for integrating problem-based learning in control education

NASA Astrophysics Data System (ADS)

Juuso, Esko K.

2018-03-01

Engineering education needs to provide both theoretical knowledge and problem-solving skills. Many topics can be presented in lectures and computer exercises are good tools in teaching the skills. Learning by doing is combined with lectures to provide additional material and perspectives. The teaching scheme includes lectures, computer exercises, case studies, seminars and reports organized as a problem-based learning process. In the gradually refining learning material, each teaching method has its own role. The scheme, which has been used in teaching two 4th year courses, is beneficial for overall learning progress, especially in bilingual courses. The students become familiar with new perspectives and are ready to use the course material in application projects.

Teaching ``The Physics of Energy'' at MIT

NASA Astrophysics Data System (ADS)

Jaffe, Robert

2009-05-01

New physics courses on energy are popping up at colleges and universities across the country. Many require little or no previous physics background, aiming to introduce a broad audience to this complex and critical problem, often augmenting the scientific message with economic and policy discussions. Others are advanced courses, focussing on highly specialized subjects like solar voltaics, nuclear physics, or thermal fluids, for example. About two years ago Washington Taylor and I undertook to develop a course on the ``Physics of Energy'' open to all MIT students who had taken MIT's common core of university level calculus, physics, and chemistry. By avoiding higher level prerequisites, we aimed to attract and make the subject relevant to students in the life sciences, economics, etc. --- as well as physical scientists and engineers --- who want to approach energy issues in a sophisticated and analytical fashion, exploiting their background in calculus, mechanics, and E & M, but without having to take advanced courses in thermodynamics, quantum mechanics, or nuclear physics beforehand. Our object was to interweave teaching the fundamental physics principles at the foundations of energy science with the applications of those principles to energy systems. We envisioned a course that would present the basics of statistical, quantum, and fluid mechanics at a fairly sophisticated level and apply those concepts to the study of energy sources, conversion, transport, losses, storage, conservation, and end use. In the end we developed almost all of the material for the course from scratch. The course debuted this past fall. I will describe what we learned and what general lessons our experience might have for others who contemplate teaching energy physics broadly to a technically sophisticated audience.

Teaching Geometry in the 21st Century: Investigating Teachers' Technological Pedagogical Content Knowledge Levels

ERIC Educational Resources Information Center

Tatar, Enver; Aldemir, Ruhsen; Niess, Margaret L.

2018-01-01

This qualitative case study investigated teachers' Technological Pedagogical Content Knowledge (TPACK) for teaching high school geometry in Turkey. Four TPACK components and their corresponding five TPACK level descriptions were used for examining three geometry teachers' TPACK through their technological instructional plans, microteaching…

Opening Lines: Approaches to the Scholarship of Teaching and Learning.

ERIC Educational Resources Information Center

Hutchings, Pat, Ed.

This publication features reports by eight Carnegie Scholars who are working to develop a scholarship of teaching and learning that will advance the profession of teaching and improve student learning. Following the Introduction, "Approaching the Scholarship of Teaching and Learning" (Pat Hutchings), the papers are: "Investigating Student Learning…

The Teaching and Learning Environment SAIDA: Some Features and Lessons.

ERIC Educational Resources Information Center

Grandbastien, Monique; Morinet-Lambert, Josette

Written in ADA language, SAIDA, a Help System for Data Implementation, is an experimental teaching and learning environment which uses artificial intelligence techniques to teach a computer science course on abstract data representations. The application domain is teaching advanced programming concepts which have not received much attention from…

Implementing New Career Structures for Teachers: A Study of the Advanced Skills Teacher in Australia.

ERIC Educational Resources Information Center

Ingvarson, Lawrence; And Others

The absence of a professional career structure for teachers is not a new problem. In 1989, Australian unions, employers, and governments negotiated the Advanced Skills Teacher (AST) classification. Three levels of AST status involving salary increases were proposed to offer teachers a professional career path in teaching comparable in status to…

Observation of Reform Teaching in Undergraduate Level Mathematics and Science Courses

ERIC Educational Resources Information Center

Wainwright, Camille; Flick, Larry; Morrell, Patricia D.; Schepige, Adele

2004-01-01

This paper reports on initial results from an ongoing evaluation study of a National Science Foundation project to implement reform-oriented teaching practices in college science and mathematics courses. The purpose of this study was to determine what elements of reform teaching are being utilized by college faculty members teaching undergraduate…

Technology readiness levels for advanced nuclear fuels and materials development

DOE PAGES

Carmack, W. J.; Braase, L. A.; Wigeland, R. A.; ...

2016-12-23

The Technology Readiness Level (TRL) process is used to quantitatively assess the maturity of a given technology. It was pioneered by the National Aeronautics and Space Administration (NASA) in the 1980s to develop and deploy new systems for space applications. The process was subsequently adopted by the Department of Defense (DoD) to develop and deploy new technology and systems for defense applications as well as the Department of Energy (DOE) to evaluate the maturity of new technologies in major construction projects. Advanced nuclear fuels and materials development is a critical technology needed for improving the performance and safety of currentmore » and advanced reactors, and ultimately closing the nuclear fuel cycle. Because deployment of new nuclear fuel forms requires a lengthy and expensive research, development, and demonstration program, applying the TRL concept to the advanced fuel development program is very useful as a management, communication and tracking tool. Furthermore, this article provides examples regarding the methods by which TRLs are currently used to assess the maturity of nuclear fuels and materials under development in the DOE Fuel Cycle Research and Development (FCRD) Program within the Advanced Fuels Campaign (AFC).« less

Technology readiness levels for advanced nuclear fuels and materials development

DOE Office of Scientific and Technical Information (OSTI.GOV)

Carmack, W. J.; Braase, L. A.; Wigeland, R. A.

The Technology Readiness Level (TRL) process is used to quantitatively assess the maturity of a given technology. It was pioneered by the National Aeronautics and Space Administration (NASA) in the 1980s to develop and deploy new systems for space applications. The process was subsequently adopted by the Department of Defense (DoD) to develop and deploy new technology and systems for defense applications as well as the Department of Energy (DOE) to evaluate the maturity of new technologies in major construction projects. Advanced nuclear fuels and materials development is a critical technology needed for improving the performance and safety of currentmore » and advanced reactors, and ultimately closing the nuclear fuel cycle. Because deployment of new nuclear fuel forms requires a lengthy and expensive research, development, and demonstration program, applying the TRL concept to the advanced fuel development program is very useful as a management, communication and tracking tool. Furthermore, this article provides examples regarding the methods by which TRLs are currently used to assess the maturity of nuclear fuels and materials under development in the DOE Fuel Cycle Research and Development (FCRD) Program within the Advanced Fuels Campaign (AFC).« less

The Influence of Teaching Style on Instructor Satisfaction with Teaching Fully Online Courses

ERIC Educational Resources Information Center

Franker, Karen A.

2016-01-01

This mixed methods study examined the role that teaching style plays in influencing instructors' perceptions of satisfaction with online teaching at the postsecondary level. Two questions guided the study: (1) To what extent does preferred teaching style influence satisfaction with online teaching for instructors who teach fully online courses?…

Why Do Students Drop Advanced Mathematics?

ERIC Educational Resources Information Center

Horn, Ilana

2004-01-01

Students, especially black, Latino and Native American youth and students of low socio-economic status drop out of advanced mathematics. Teachers must coordinate their expectations, their knowledge of students and their teaching practices in order to stop struggling students from dropping out of advanced math classes.

Outside the Box Teaching Moments: Classroom-Tested Innovations

ERIC Educational Resources Information Center

Whalen, D. Joel; Coker, Kesha K.

2016-01-01

The 2015 Society for Marketing Advances Teaching Moments sessions offered a wide variety of teaching interventions centered on gaining students' attention, increasing class participation, using lively student-engaging demonstrations, using props during lecture, using sales technology classroom applications, using social media, and many more.…

Testing a Model of Teaching for Anxiety and Success for English Language Teaching

ERIC Educational Resources Information Center

Önem, Evrim; Ergenç, Iclal

2013-01-01

Much research has shown that there is a negative relationship between high levels of anxiety and success for English language teaching. This paper aimed to test a model of teaching for anxiety and success in English language teaching to affect anxiety and success levels at the same time in a control-experiment group with pre- and post-test study…

The Teaching Portfolio: Capturing the Scholarship in Teaching.

ERIC Educational Resources Information Center

Edgerton, Russell; And Others

This report argues a case for the use of professional teaching portfolios by educators in higher education, advances a point of view about portfolio issues, and offers examples of portfolio entries. A work-sample-plus-reflection model is presented as a guide for what might be included in a portfolio and why it might be used at a particular campus.…

A model of four hierarchical levels to train Chinese residents' teaching skills for "practice-based learning and improvement" competency.

PubMed

Yang, Ying-Ying; Yang, Ling-Yu; Hsu, Hui-Chi; Huang, Chia-Chang; Huang, Chin-Chou; Kirby, Ralph; Cheng, Hao Min; Chang, Ching-Chi; Chuang, Chiao-Lin; Liang, Jen-Feng; Lin, Chun-Chi; Lee, Wei-Shin; Ho, Shung-Tai; Lee, Fa-Yauh

2015-01-01

The current study focused on validating a protocol for training and auditing the resident's practice-based learning and improvement (PBLI) and quality improvement (QI) competencies for primary care. Twelve second-year (R2), 12 first-year (R1) and 12 postgraduate year-1 residents were enrolled into group A, B and C, respectively, as trainees. After three training protocols had been completed, a writing test, self-assessed questionnaire and mini-OSTE and end-of-rotation assessment were used in auditing the PBLI competency, performance and teaching ability of trainees. Baseline expert-assessed PBLI and QI knowledge application tool writing scores were low for the R1 and R2 residents. After three training protocols, PBLI and QI proficiencies, performance and teaching abilities were improved to similar levels cross the three training levels of residents based on the expert-assessed writing test-audited assessments and on the faculty and standardized clerk-assessed end-of-rotation-/mini-OSTE-audited assessments. The different four-level hierarchical protocols used to teach group A, B and C were equally beneficial and fitted their needs; namely the different levels of the trainees. Specifically, each level was able to augment their PBLI and QI proficiency. This educational intervention helps medical institutions to train residents as PBLI instructors.

Teaching Advanced Leadership Skills in Community Service (ALSCS) to medical students.

PubMed

Goldstein, Adam O; Calleson, Diane; Bearman, Rachel; Steiner, Beat D; Frasier, Pamela Y; Slatt, Lisa

2009-06-01

Inadequate access to health care, lack of health insurance, and significant health disparities reflect crises in health care affecting all of society. Training U.S. physicians to possess not only clinical expertise but also sufficient leadership skills is essential to solve these problems and to effectively improve health care systems. Few models in the undergraduate medical curriculum exist for teaching students how to combine needed leadership competencies with actual service opportunities.The Advanced Leadership Skills in Community Service (ALSCS) selective developed in response to the shortage of leadership models and leadership training for medical students. The ALSCS selective is designed specifically to increase students' leadership skills, with an emphasis on community service. The selective integrates classroom-based learning, hands-on application of learned skills, and service learning. More than 60 medical students have participated in the selective since inception. Short-term outcomes demonstrate an increase in students' self-efficacy around multiple dimensions of leadership skills (e.g., fundraising, networking, motivating others). Students have also successfully completed more than a dozen leadership and community service projects. The selective offers an innovative model of a leadership-skills-based course that can have a positive impact on leadership skill development among medical school students and that can be incorporated into the medical school curriculum.

Evaluating and Redesigning Teaching Learning Sequences at the Introductory Physics Level

ERIC Educational Resources Information Center

Guisasola, Jenaro; Zuza, Kristina; Ametller, Jaume; Gutierrez-Berraondo, José

2017-01-01

In this paper we put forward a proposal for the design and evaluation of teaching and learning sequences in upper secondary school and university. We will connect our proposal with relevant contributions on the design of teaching sequences, ground it on the design-based research methodology, and discuss how teaching and learning sequences designed…

Just-in-Time Teaching Exercises to Engage Students in an Introductory-Level Dinosaur Course

ERIC Educational Resources Information Center

Guertin, Laura A.; Zappe, Sarah E.; Kim, Heeyoung

2007-01-01

The Just-in-Time Teaching (JiTT) technique allows students to be engaged in course material outside of the classroom by answering web-based questions. The responses are summarized and presented to students in class with a follow-up active learning exercise. College students enrolled in an introductory-level general education geoscience course were…

The Relationship between Pre-Service Teachers' Lifelong Learning Tendencies and Teaching Profession Anxiety Levels

ERIC Educational Resources Information Center

Özen, Rasit; Öztürk, Duygu Saniye

2016-01-01

The present study aims to examine the relationship between pre-service teachers' lifelong learning tendencies and teaching profession anxiety levels with respect to certain variables (their gender and subject area) and is designed as a survey study. The fourth year pre-service teachers (n=455) in the spring semester of the 2015-2016 academic year…

Investigating the Group-Level Impact of Advanced Dual-Echo fMRI Combinations

PubMed Central

Kettinger, Ádám; Hill, Christopher; Vidnyánszky, Zoltán; Windischberger, Christian; Nagy, Zoltán

2016-01-01

Multi-echo fMRI data acquisition has been widely investigated and suggested to optimize sensitivity for detecting the BOLD signal. Several methods have also been proposed for the combination of data with different echo times. The aim of the present study was to investigate whether these advanced echo combination methods provide advantages over the simple averaging of echoes when state-of-the-art group-level random-effect analyses are performed. Both resting-state and task-based dual-echo fMRI data were collected from 27 healthy adult individuals (14 male, mean age = 25.75 years) using standard echo-planar acquisition methods at 3T. Both resting-state and task-based data were subjected to a standard image pre-processing pipeline. Subsequently the two echoes were combined as a weighted average, using four different strategies for calculating the weights: (1) simple arithmetic averaging, (2) BOLD sensitivity weighting, (3) temporal-signal-to-noise ratio weighting and (4) temporal BOLD sensitivity weighting. Our results clearly show that the simple averaging of data with the different echoes is sufficient. Advanced echo combination methods may provide advantages on a single-subject level but when considering random-effects group level statistics they provide no benefit regarding sensitivity (i.e., group-level t-values) compared to the simple echo-averaging approach. One possible reason for the lack of clear advantages may be that apart from increasing the average BOLD sensitivity at the single-subject level, the advanced weighted averaging methods also inflate the inter-subject variance. As the echo combination methods provide very similar results, the recommendation is to choose between them depending on the availability of time for collecting additional resting-state data or whether subject-level or group-level analyses are planned. PMID:28018165

Subject competency of teachers and level of dependence on resource packs to teach levers, gears and pulleys

NASA Astrophysics Data System (ADS)

Jarvis, Tina; Cavendish, Sue

1994-12-01

This pilot study set out to ascertain whether the level of dependence on resource material is related to teaching experience, existing understanding in mechanics, and perceived self confidence in science and technology. Details of teaching experience and qualifications were obtained from 11 experienced teachers and 10 initial teacher trainees, and understanding of mechanics was assessed by a written test. Each teacher worked through one commercially produced inservice pack about levers, pulleys or gears, and then prepared a 30 minute session for 4 ten year old children. Videos of the sessions were analysed with respect to the extent to which the pack was the sole focus; the amount of integration with other teaching aids and approaches; and the extent individual children's needs were satisfied. Although science qualifications influenced teacher confidence, they were not accurate predictors of relevant knowledge and teaching competence. As the majority of teachers followed pack instructions closely, the children's needs were not always well matched.

eLearning in education and advanced training in neuroradiology: introduction of a web-based teaching and learning application.

PubMed

Zajaczek, J E W; Götz, F; Kupka, T; Behrends, M; Haubitz, B; Donnerstag, F; Rodt, T; Walter, G F; Matthies, H K; Becker, H

2006-09-01

New information technologies offer the possibility of major improvements in the professional education and advanced training of physicians. The web-based, multimedia teaching and learning application Schoolbook has been created and utilized for neuroradiology. Schoolbook is technically based as a content management system and is realized in a LAMP environment. The content is generated with the help of the developed system and stored in a database. The layout is defined by a PHP application, and the webpages are generated from the system. Schoolbook is realized as an authoring tool so that it can be integrated into daily practice. This enables the teacher to autonomously process the content into the web-based application which is used for lectures, seminars and self-study. A multimedia case library is the central building block of Schoolbook for neuroradiology, whereby the learner is provided with original diagnostic and therapeutic data from numerous individual cases. The user can put individual emphasis on key learning points as there are various ways to work with the case histories. Besides the case-based way of teaching and learning, a systematically structured way of dealing with the content is available. eLearning offers various opportunities for teaching and learning in academic and scientific as well as in economic contexts. Web-based applications such as Schoolbook may be beneficial not only for basic university education but also for the realization of international educational programmes such as the European Master of Medical Science with a major in neuroradiology.

Teaching Spatial Awareness In Small-Sided Games

ERIC Educational Resources Information Center

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

2015-01-01

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

Assessment of Teaching Performance of Student-Teachers on Teaching Practice

ERIC Educational Resources Information Center

Oluwatayo, James Ayodele; Adebule, Samuel Olufemi

2012-01-01

The study assessed teaching performance of 222 student-teachers from the Faculty of Education, Ekiti State University, posted to various secondary schools in Ekiti State for a six-week teaching practice during 2010/2011 academic session. The sample included 119 males, 103 females, 78 (300-Level) and 144 (400-Level) students. Data were collected…

Avoiding Misinterpretations of Piaget and Vygotsky: Mathematical Teaching without Learning, Learning without Teaching, or Helpful Learning-Path Teaching?

ERIC Educational Resources Information Center

Fuson, Karen C.

2009-01-01

This article provides an overview of some perspectives about special issues in classroom mathematical teaching and learning that have stemmed from the huge explosion of research in children's mathematical thinking stimulated by Piaget. It concentrates on issues that are particularly important for less-advanced learners and for those who might be…

Faculty Development Program Models to Advance Teaching and Learning Within Health Science Programs

PubMed Central

Lancaster, Jason W.; Stein, Susan M.; MacLean, Linda Garrelts; Van Amburgh, Jenny

2014-01-01

Within health science programs there has been a call for more faculty development, particularly for teaching and learning. The primary objectives of this review were to describe the current landscape for faculty development programs for teaching and learning and make recommendations for the implementation of new faculty development programs. A thorough search of the pertinent health science databases was conducted, including the Education Resource Information Center (ERIC), MEDLINE, and EMBASE, and faculty development books and relevant information found were reviewed in order to provide recommendations for best practices. Faculty development for teaching and learning comes in a variety of forms, from individuals charged to initiate activities to committees and centers. Faculty development has been effective in improving faculty perceptions on the value of teaching, increasing motivation and enthusiasm for teaching, increasing knowledge and behaviors, and disseminating skills. Several models exist that can be implemented to support faculty teaching development. Institutions need to make informed decisions about which plan could be most successfully implemented in their college or school. PMID:24954939

Faculty development program models to advance teaching and learning within health science programs.

PubMed

Lancaster, Jason W; Stein, Susan M; MacLean, Linda Garrelts; Van Amburgh, Jenny; Persky, Adam M

2014-06-17

Within health science programs there has been a call for more faculty development, particularly for teaching and learning. The primary objectives of this review were to describe the current landscape for faculty development programs for teaching and learning and make recommendations for the implementation of new faculty development programs. A thorough search of the pertinent health science databases was conducted, including the Education Resource Information Center (ERIC), MEDLINE, and EMBASE, and faculty development books and relevant information found were reviewed in order to provide recommendations for best practices. Faculty development for teaching and learning comes in a variety of forms, from individuals charged to initiate activities to committees and centers. Faculty development has been effective in improving faculty perceptions on the value of teaching, increasing motivation and enthusiasm for teaching, increasing knowledge and behaviors, and disseminating skills. Several models exist that can be implemented to support faculty teaching development. Institutions need to make informed decisions about which plan could be most successfully implemented in their college or school.

The Use of Thought Experiments in Teaching Physics to Upper Secondary-Level Students: Two Examples from the Theory of Relativity

ERIC Educational Resources Information Center

Velentzas, Athanasios; Halkia, Krystallia

2013-01-01

The present study focuses on the way thought experiments (TEs) can be used as didactical tools in teaching physics to upper secondary-level students. A qualitative study was designed to investigate to what extent the TEs called "Einstein's elevator" and "Einstein's train" can function as tools in teaching basic concepts of the…

Advanced biologically plausible algorithms for low-level image processing

NASA Astrophysics Data System (ADS)

Gusakova, Valentina I.; Podladchikova, Lubov N.; Shaposhnikov, Dmitry G.; Markin, Sergey N.; Golovan, Alexander V.; Lee, Seong-Whan

1999-08-01

At present, in computer vision, the approach based on modeling the biological vision mechanisms is extensively developed. However, up to now, real world image processing has no effective solution in frameworks of both biologically inspired and conventional approaches. Evidently, new algorithms and system architectures based on advanced biological motivation should be developed for solution of computational problems related to this visual task. Basic problems that should be solved for creation of effective artificial visual system to process real world imags are a search for new algorithms of low-level image processing that, in a great extent, determine system performance. In the present paper, the result of psychophysical experiments and several advanced biologically motivated algorithms for low-level processing are presented. These algorithms are based on local space-variant filter, context encoding visual information presented in the center of input window, and automatic detection of perceptually important image fragments. The core of latter algorithm are using local feature conjunctions such as noncolinear oriented segment and composite feature map formation. Developed algorithms were integrated into foveal active vision model, the MARR. It is supposed that proposed algorithms may significantly improve model performance while real world image processing during memorizing, search, and recognition.

Espousal of Undergraduate Teaching Normative Patterns of First-Year Teaching Assistants

ERIC Educational Resources Information Center

Helland, Patricia A.

2010-01-01

This study focuses on the espousal of undergraduate teaching normative patterns. Results showed that entering teaching assistants had higher levels of disdain than Research I faculty. The country in which students received their undergraduate degrees and gender variables also showed differences in espousal levels. The results give insight into…

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

ERIC Educational Resources Information Center

Wang, Hongmei

2010-01-01

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

Levels and Patterns of Participation and Social Interaction in an Online Learning Community for Learning to Teach

ERIC Educational Resources Information Center

Tsai, I-Chun

2011-01-01

This study investigates how pre-service and in-service teachers participate in an online community for learning to teach. Members' levels and patterns of participation and social interaction were examined via social network analysis of activity logs and content analysis of interviews. The results of the analyses show that (a) members' levels and…

A Review of Research on the Teaching and Learning of Thermodynamics at the University Level

ERIC Educational Resources Information Center

Bain, Kinsey; Moon, Alena; Mack, Michael R.; Towns, Marcy H.

2014-01-01

We review previous research on the teaching and learning of thermodynamics in upper-level, undergraduate settings. As chemistry education researchers we use physical chemistry as a context for understanding the literature. During our synthesis four themes of research emerged: factors that influence student success in learning thermodynamics,…

What Subject Matter Knowledge Do Second-Level Teachers Need to Know to Teach Trigonometry? An Exploration and Case Study

ERIC Educational Resources Information Center

Walsh, Richard; Fitzmaurice, Olivia; O'Donoghue, John

2017-01-01

This study reports on the level of trigonometry Subject Matter Knowledge (SMK) of third and final-year pre-service second-level mathematics teachers () at an Irish third-level institution. The aim of the study was to determine if this sample of prospective teachers has an appropriate level of SMK to teach second-level trigonometric concepts. The…

Teaching and learning in the operating theatre: a framework for trainers and advanced trainees in obstetrics and gynaecology.

PubMed

Mukhopadhyay, S; China, S

2010-04-01

Surgical training of 'advanced trainees' in Obstetrics and Gynaecology currently occurs in a rather unstructured fashion. This is even more complicated by reduced training time of doctors necessitated by the European working time directive. Teaching and learning in theatre is a combination of art and science. This paper attempts to address the issues hampering effective theatre training and suggests ways to overcome them. The 'operating theatre' plan includes a needs assessment of trainees, goal setting and instructional methodologies. Various learning styles could potentially be adopted, although it might be difficult to choose a learning style suitable for a particular trainee. Additionally, team working skills and experiential learning need to be facilitated.

Experiencing Philosophy: Engaging Students in Advanced Theory

ERIC Educational Resources Information Center

Blenkinsop, Sean; Beeman, Chris

2012-01-01

In this paper, we will argue, predominantly using examples tested in the crucible of our own teaching, that there is a place for experiential education in the teaching of advanced theoretical ideas. As experiential educators trained as philosophers of education and working in faculties of education, we regularly encounter students with little or…

Mineral Physics Educational Modules for Advanced Undergraduates and Graduate Students

NASA Astrophysics Data System (ADS)

Burnley, P. C.; Thomas, S.; Honn, D. K.

2011-12-01

We are assembling a group of web-based educational modules for a course entitled "Introduction to Mineral Physics". Although the modules are designed to function as part of a full semester course, each module will also be able to stand alone. The modules are targeted at entry level graduate students and advanced undergraduate students. Learning outcomes for the course are being developed in consultation with educators throughout the mineral physics community. Potential users include mineral physicists teaching "bricks and mortar" graduate classes at their own institutions, mineral physicists teaching graduate classes in a distance education setting, mineralogy teachers interested in including supplementary material in their undergraduate mineralogy class, undergraduates doing independent study projects and graduate students and colleagues in other subdisciplines who wish to brush up on mineral physics topics. The modules reside on the Science Education Resource Center at Carleton College web site in the On the Cutting Edge - Teaching Mineralogy collection. Links to the materials will be posted on the Consortium for Materials Properties Research in Earth Sciences website. The modules will be piloted in a graduate level distance education course in mineral physics taught from UNLV during the spring 2012 semester. This course and others like it can address the current problems faced by faculty in state universities where rising minimum enrollments are making it difficult to teach a suitable graduate course to incoming students.

Both preparing to teach and teaching positively impact learning outcomes for peer teachers.

PubMed

Gregory, Alexander; Walker, Ian; McLaughlin, Kevin; Peets, Adam D

2011-01-01

We sought to evaluate the independent effects of preparing to teach and teaching on peer teacher learning outcomes. To evaluate the independent contributions of both preparing to teach and teaching to the learning of peer teachers in medical education. In total, 17 third-year medical students prepared to teach second-year students Advanced Cardiac Life Support algorithms and electrocardiogram (ECG) interpretation. Immediately prior to teaching they were randomly allocated to not teach, to teach algorithms, or to teach ECG. Peer teachers were tested on both topics prior to preparation, immediately after teaching and 60 days later. Compared to baseline, peer teachers' mean examination scores (±SD) demonstrated the greatest gains for content areas they prepared for and then taught (43.0% (13.9) vs. 66.3% (8.8), p < 0.001, d = 2.1), with gains persisting to 60 days (45.1% (13.9) vs. 61.8% (13.9), p < 0.01, d = 1.3). For content they prepared to teach but did not teach, less dramatic gains were evident (43.6% (8.3) vs. 54.7% (9.4), p < 0.001, d = 1.3), but did persist for 60 days (42.6% (8.1) vs. 53.2% (14.5), p < 0.05, d = 1.3). Increase in test scores attributable to the act of teaching were greater than those for preparation (23.3% (10.9) vs. 8% (9.6), p < 0.001, d = 1.6), but the difference was not significant 60 days later (16.7% (14.4) vs. 10.2% (16.9), p = 0.4). Our results suggest preparing to teach and actively teaching may have independent positive effects on peer teacher learning outcomes.

Going deeper: teaching more than the mechanics

NASA Astrophysics Data System (ADS)

Bruck, R. A.

2013-02-01

What follows is a description of an introductory holography course titled "Lasers and Holography," taught by the author at Columbia College Chicago since 1997. Because this is a science class at an arts college with an open admissions policy, these students have many different levels of education, dissimilar backgrounds, and varied fields of interest. There are few science majors. Therefore, specific learning objectives are developed. The author contends that for many of these students it is not enough to teach the physics of making holograms. To inspire and instill a lifelong appreciation for science and physics, one must go still deeper. Students need to be touched on more than just an intellectual level. Consequently, a broader approach is used. Ultimately, it may stir students to want to learn more, and to be confident they can. The paper addresses: 1) Becoming aware of one's individual state of seeing 2) Perceptual illusions: their impact on the advancement of science 3) Promoting artistic applications and exposing students to fine art holography 4) Teaching holography as an information processing, as well as an image-making technology 5) Introducing and exploring philosophical implications of holographic principles.

Teaching Agile Software Engineering Using Problem-Based Learning

ERIC Educational Resources Information Center

El-Khalili, Nuha H.

2013-01-01

Many studies have reported the utilization of Problem-Based Learning (PBL) in teaching Software Engineering courses. However, these studies have different views of the effectiveness of PBL. This paper presents the design of an Advanced Software Engineering course for undergraduate Software Engineering students that uses PBL to teach them Agile…

Teaching for Transfer: Insights from Theory and Practices in Primary-Level French-Second-Language Classrooms

ERIC Educational Resources Information Center

Thomas, Reed; Mady, Callie

2014-01-01

This paper illustrates teaching for transfer across languages by synthesizing key insights from theory and previously published research alongside our case study data from primary-level teachers in core French-second-language (CF) classrooms in Ontario, Canada. Drawing on research that redefines language transfer as a resource, this study drew on…

University-Level Teaching of Anthropogenic Global Climate Change (AGCC) via Student Inquiry

NASA Technical Reports Server (NTRS)

Bush, Drew; Sieber, Renee; Seiler, Gale; Chandler, Mark

2017-01-01

This paper reviews university-level efforts to improve understanding of anthropogenic global climate change (AGCC) through curricula that enable student scientific inquiry. We examined 152 refereed publications and proceedings from academic conferences and selected 26 cases of inquiry learning that overcome specific challenges to AGCC teaching. This review identifies both the strengths and weaknesses of each of these case studies. It is the first to go beyond examining the impact of specific inquiry instructional approaches to offer a synthesis of cases. We find that inquiry teaching can succeed by concretising scientific processes, providing access to global data and evidence, imparting critical and higher order thinking about AGCC science policy and contextualising learning with places and scientific facts. We recommend educational researchers and scientists collaborate to create and refine curricula that utilise geospatial technologies, climate models and communication technologies to bring students into contact with scientists, climate data and authentic AGCC research processes. Many available science education technologies and curricula also require further research to maximise trade-offs between implementation and training costs and their educational value.

Noninvariant Measurement in Rater-Mediated Assessments of Teaching Quality

ERIC Educational Resources Information Center

Kelcey, Ben

2014-01-01

Valid and reliable measurement of teaching is essential to evaluating and improving teacher effectiveness and advancing large-scale policy-relevant research in education (Raudenbush & Sadoff, 2008). One increasingly common component of teaching evaluations is the direct observation of teachers in their classrooms. Classroom observations have…

Teaching Assistant Competencies in Canada: Building a Framework for Practice Together

ERIC Educational Resources Information Center

Korpan, Cynthia; Sheffield, Suzanne Le-May; Verwoord, Roselynn

2015-01-01

This paper examines the stages of development for a framework of teaching assistant (TA) competencies initiated by the Teaching Assistant and Graduate Student Advancement (TAGSA) special interest group (SIG) of the Society of Teaching and Learning in Higher Education (STLHE). TAGSA initiated an iterative consultative process to inform the creation…

EXAMINATIONS AND THE ADVANCEMENT OF TEACHING.

ERIC Educational Resources Information Center

BENSON, ARTHUR L.

FUNCTIONS OF PROFESSIONALLY PREPARED, OBJECTIVE, STANDARDIZED TESTS FOR TEACHERS AND PROSPECTIVE TEACHERS, FOR NATIONWIDE USE, ARE DESCRIBED. THESE ARE (1) ADVANCING THE PRESERVICE PREPARATION OF TEACHERS BY DEMONSTRATING SIGNIFICANT TEST-SCORE DIFFERENCES AMONG STUDENTS FROM VARIOUS INSTITUTIONS, (2) IMPROVING CERTIFICATION OR LICENSING POLICIES…

Advanced High-Level Waste Glass Research and Development Plan

DOE Office of Scientific and Technical Information (OSTI.GOV)

Peeler, David K.; Vienna, John D.; Schweiger, Michael J.

2015-07-01

The U.S. Department of Energy Office of River Protection (ORP) has implemented an integrated program to increase the loading of Hanford tank wastes in glass while meeting melter lifetime expectancies and process, regulatory, and product quality requirements. The integrated ORP program is focused on providing a technical, science-based foundation from which key decisions can be made regarding the successful operation of the Hanford Tank Waste Treatment and Immobilization Plant (WTP) facilities. The fundamental data stemming from this program will support development of advanced glass formulations, key process control models, and tactical processing strategies to ensure safe and successful operations formore » both the low-activity waste (LAW) and high-level waste (HLW) vitrification facilities with an appreciation toward reducing overall mission life. The purpose of this advanced HLW glass research and development plan is to identify the near-, mid-, and longer-term research and development activities required to develop and validate advanced HLW glasses and their associated models to support facility operations at WTP, including both direct feed and full pretreatment flowsheets. This plan also integrates technical support of facility operations and waste qualification activities to show the interdependence of these activities with the advanced waste glass (AWG) program to support the full WTP mission. Figure ES-1 shows these key ORP programmatic activities and their interfaces with both WTP facility operations and qualification needs. The plan is a living document that will be updated to reflect key advancements and mission strategy changes. The research outlined here is motivated by the potential for substantial economic benefits (e.g., significant increases in waste throughput and reductions in glass volumes) that will be realized when advancements in glass formulation continue and models supporting facility operations are implemented. Developing and applying

THE TECHNOLOGY OF TEACHING. THE CENTURY PSYCHOLOGY SERIES.

ERIC Educational Resources Information Center

SKINNER, B.F.

TEACHING AS A TECHNOLOGY IS THE ARRANGEMENT OF CONTINGENCIES OF REINFORCEMENT UNDER WHICH BEHAVIOR CHANGES. RECENT ADVANCES IN TECHNIQUES OF BEHAVIOR CONTROL HAVE MADE SUCH A TECHNOLOGY IMMANENT, BUT THERE IS A SHOCKING LACK OF APPLICATION OF THESE TECHNIQUES. INSTEAD, TEACHING CONTINUES TO RELY HEAVILY ON AVERSIVE CONTROL FOR MOTIVATION AND TO…

A Case Study of Secondary District-Level Literacy Coaches' Beliefs about How to Teach Reading

ERIC Educational Resources Information Center

Crawford, Pamela Sharp

2012-01-01

This was a qualitative case study that compared data across six district-level literacy coaches' epistemological and ontological beliefs about how to teach reading. All six coaches were working as a cohort of literacy coaches on the development and implementation of a secondary reading intervention program for seventh-grade struggling readers.…

The Effectiveness of a CBI Program for Teaching Problem Solving Skills to Middle Level Students.

ERIC Educational Resources Information Center

Langholz, Judith; Smaldino, Sharon E.

This study focuses on the effectiveness of "Solutions Unlimited," a computer software program developed to teach problem solving to middle level students. Fifty-one fourth, fifth, and sixth graders (21 girls and 30 boys) attending a private school in a small mid-west community were the subjects for this experiment; none had received…

Taking Clickers to the Next Level: A Contingent Teaching Model

ERIC Educational Resources Information Center

Stewart, Sepideh; Stewart, Wayne

2013-01-01

Over the past decade, many researchers have discussed the effectiveness of clickers and their potential to change the way we teach and interact with students. Although most of the literature revolves around elementary usage of clickers, the deeper questions of how to integrate this technology into teaching are largely unanswered. In this paper, we…

Reconstruing Conceptions of Teaching Excellence: A Reply to Rhodes

ERIC Educational Resources Information Center

Duchastel, Philippe; Champagne, Marc

1977-01-01

This response to an earlier paper by Dent Rhodes (Higher Education Bulletin, v4 n2) argues that Rhodes' critique of five assumptions underlying teaching excellence is excessively negative in tone and fails to do justice to recent advances in the improvement of teaching. (Author/LBH)

Advancing innovation in health care leadership: a collaborative experience.

PubMed

Garcia, Victor H; Meek, Kevin L; Wilson, Kimburli A

2011-01-01

The changing framework of today's health care system requires leaders to be increasingly innovative in how they approach their daily functions and responsibilities. Sustaining and advancing a level of innovation that already exists can be challenging for health care administrators with the demands of time and resource limitations. Using collaboration to bring new-age teaching and disciplines to front-line leadership, one hospital was able to reinvigorate a culture of innovation through multiple levels and disciplines of the organization. The Innovation Certification Course provided nursing leaders and other managers' an evidence-drive approach, new principles and useful strategies of innovative leadership and graduate program education.

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

NASA Astrophysics Data System (ADS)

Corey, Robert C.

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

Using the Ultimatum Game to Teach Economic Theories of Relationship Maintenance to A-Level Students

ERIC Educational Resources Information Center

Knight, Simon

2011-01-01

When teaching at A-level, educators often present a model of psychology that does not extend beyond the confines of the specification. However, sometimes not only is it possible to provide insight into other areas of psychology, it provides a novel way of understanding a concept included in the specification itself. By extending student's…

Pedagogical Gestures as Interactional Resources for Teaching and Learning Tense and Aspect in the ESL Grammar Classroom

ERIC Educational Resources Information Center

Matsumoto, Yumi; Dobs, Abby Mueller

2017-01-01

This study investigated the functions of gesture in teaching and learning grammar in the context of second language (L2) classroom interactions. The data consisted of video-recorded interactions from a beginner- and an advanced-level grammar classroom in an intensive English program at a U.S. university. The sequences of talk-in-interaction…

Noise levels in the learning-teaching activities in a dental medicine school

NASA Astrophysics Data System (ADS)

Matos, Andreia; Carvalho, Antonio P. O.; Fernandes, Joao C. S.

2002-11-01

The noise levels made by different clinical handpieces and laboratory engines are considered to be the main descriptors of acoustical comfort in learning spaces in a dental medicine school. Sound levels were measured in five types of classrooms and teaching laboratories at the University of Porto Dental Medicine School. Handpiece noise measurements were made while instruments were running free and during operations with cutting tools (tooth, metal, and acrylic). Noise levels were determined using a precision sound level meter, which was positioned at ear level and also at one-meter distance from the operator. Some of the handpieces were brand new and the others had a few years of use. The sound levels encountered were between 60 and 99 dB(A) and were compared with the noise limits in A-weighted sound pressure level for mechanical equipments installed in educational buildings included in the Portuguese Noise Code and in other European countries codes. The daily personal noise exposure levels (LEP,d) of the students and professors were calculated to be between 85 and 90 dB(A) and were compared with the European legal limits. Some noise limits for this type of environment are proposed and suggestions for the improvement of the acoustical environment are given.

Going beyond the Syllabus: A Study of a Level Mathematics Teachers and Students

ERIC Educational Resources Information Center

Suto, Irenka; Elliott, Gill; Rushton, Nicky; Mehta, Sanjana

2012-01-01

We explored teachers' views and students' experiences of going beyond the syllabus in Advanced (A) level Mathematics. Questionnaires were sent to teachers and students in a sample of 200 schools and colleges. Teachers were asked about the necessity, importance and benefits of additional teaching. Students were asked about the extra activities they…

Advancing Ecological Models to Compare Scale in Multi-Level Educational Change

ERIC Educational Resources Information Center

Woo, David James

2016-01-01

Education systems as units of analysis have been metaphorically likened to ecologies to model change. However, ecological models to date have been ineffective in modelling educational change that is multi-scale and occurs across multiple levels of an education system. Thus, this paper advances two innovative, ecological frameworks that improve on…

Effectiveness of E-Content Package on Teaching IUPAC Nomenclature of Organic Chemistry at Undergraduate Level

ERIC Educational Resources Information Center

Devendiran, G.; Vakkil, M.

2017-01-01

This study attempts to discover the effectiveness of an e-content package when teaching IUPAC nomenclature of organic chemistry at the undergraduate level. The study consisted of a Pre-test-Post-test Non Equivalent Groups Design, and the sample of 71 (n = 71) students were drawn from two colleges. The overall study was divided into two groups, an…

Task-Based Language Teaching for Beginner-Level Learners of L2 French: An Exploratory Study

ERIC Educational Resources Information Center

Erlam, Rosemary; Ellis, Rod

2018-01-01

This study investigated the effect of input-based tasks on the acquisition of vocabulary and grammar by beginner-level learners of L2 French and reported the introduction of task-based teaching as an innovation in a state secondary school. The experimental group (n = 19) completed a series of focused input-based language tasks, taught by their…

Experiencing, Learning, and Teaching of Secondary Business Education in a Virtual Environment: The Use of Electronic Portfolio as Curriculum Framework for a Preservice Course "Advanced Information Technology."

ERIC Educational Resources Information Center

Chen, Irene

Business educators in middle schools and high schools across the country play a prominent role in developing the knowledge, skills, and attitudes necessary for students to succeed in the workforce. With the advancement of technology, business teachers are coming back to the teacher education program to be retooled and retrained to teach business…

Development of a microlesson in teaching energy levels of atoms

NASA Astrophysics Data System (ADS)

Rodriguez, Cherilyn A.; Buan, Amelia T.

2018-01-01

Energy levels of atoms is one of the difficult topics in understanding atomic structure of matter. It appears tobe abstract, theoretical and needs visual representation and images. Hence, in this study a microlesson in teaching the high school chemistry concept on the energy levels of atoms is developed and validated. The researchers utilized backward curriculum design in planning the microlesson to meet the standards of the science K-12 curriculum. The planning process of the microlesson involved a) Identifying the learning competencies in K-12 science curriculum b) write learning objectives c) planning of assessment tools d) making a storyboard e) designing the microlesson and validate and revise the microlesson. The microlesson made use of varied resources in the internet from which the students accessed and collected information about energy levels of atoms. Working in groups, the students synthesized the information on how and why fireworks produce various colors of light through a post card. Findings of the study showed that there was an increase of achievement in learning the content and the students were highly motivated to learn chemistry. Furthermore, the students perceived that the microlesson helped them to understand the chemistry concept through the use of appropriate multimedia activities.

Technology, Teaching and Sanity.

ERIC Educational Resources Information Center

Coladarci, Arthur

Despite recent advances in instructional technology, there still exist substantial gaps between technology's promise and its achievement. This situation is partly due to the fact that teachers who have a clear conception of the teaching-learning interaction are not involved in the implementation of technological innovations. Teachers and teacher…

The Relationship between Attention Levels and Class Participation of First-Year Students in Classroom Teaching Departments

ERIC Educational Resources Information Center

Sezer, Adem; Inel, Yusuf; Seçkin, Ahmet Çagdas; Uluçinar, Ufuk

2017-01-01

This study aimed to detect any relationship that may exist between classroom teacher candidates' class participation and their attention levels. The research method was a convergent parallel design, mixing quantitative and qualitative research techniques, and the study group was composed of 21 freshmen studying in the Classroom Teaching Department…

A Case Study of College Level Second Language Teachers' Perceptions and Implementations of Communicative Language Teaching

ERIC Educational Resources Information Center

Wong, Chiu-Yin

2012-01-01

Previous research studies have indicated that some educators do not advocate Communicative Language Teaching (CLT) because of their misunderstanding of the methodology. This article explores the relationship between college-level second language (L2) educators' perceptions and their implementations of CLT. The results of this study show that the…

TEACHING PHYSICS: The quantum understanding of pre-university physics students

NASA Astrophysics Data System (ADS)

Ireson, Gren

2000-01-01

Students in England and Wales wishing to read for a physics-based degree will, in all but the more exceptional situations, be required to follow the two-year GCE Advanced-level physics course. This course includes, in its mandatory core, material that addresses the topic of `quantum phenomena'. Over the years journals such as this have published teaching strategies, for example Lawrence (1996), but few studies addressing what students understand of quantum phenomena can be found. This paper aims to address just this problem.

Undergraduate radiology education in private and public teaching hospitals in Karachi, Pakistan: teaching duties, methodologies, and rewards

PubMed Central

Nadeem, Naila; Khawaja, Ranish Deedar Ali; Beg, Madiha; Naeem, Muhammad; Majid, Zain

2013-01-01

Background In an integrated method of education, medical students are introduced to radiology in their preclinical years. However, no study has been conducted in Pakistan to demonstrate an academic framework of medical radiology education at an undergraduate level. Therefore, we aimed to document and compare the current level of teaching duties, teaching methodologies, and teaching rewards among radiologists and residents in private and public teaching hospitals in Karachi, Pakistan. Methods A survey was conducted among 121 radiologists and residents in two private and two public teaching hospitals in Karachi, Pakistan. Radiologists who were nationally registered with the Pakistan Medical and Dental Council either part-time or full-time were included. Radiology residents and fellows who were nationally registered with the Pakistan Medical and Dental Council were also included. Self-administered questionnaires addressing teaching duties, methods, and rewards were collected from 95 participants. Results The overall response rate was 78.51% (95/121). All of the radiologists were involved in teaching residents and medical students, but only 36% reported formal training in teaching skills. Although most of the respondents (76%) agreed that medical students appeared enthusiastic about learning radiology, the time spent on teaching medical students was less than five hours per week annually (82%). Only 37% of the respondents preferred dedicated clerkships over distributed clerkships (41%). The most common preferred teaching methodology overall was one-on-one interaction. Tutorials, teaching rounds, and problem-based learning sessions were less favored by radiologists than by residents. Teaching via radiology films (86%) was the most frequent mode of instruction. Salary (59%) was the most commonly cited teaching reward. The majority of respondents (88%) were not satisfied with their current level of teaching rewards. Conclusion All radiologists and residents working in an

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

ERIC Educational Resources Information Center

Al-Najjar, Rana Abdel-Rahman

2012-01-01

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

The HMI Report on Advanced Level Work in Business Education and Economics 1991.

ERIC Educational Resources Information Center

Butler, John

1992-01-01

Evaluates 1991 report of Her Majesty's Inspectorate (HMI) on advanced level work in business education and economics for levels 16-19 in United Kingdom. Discusses areas of improvement and specific examples of good practice identified by HMI. Reports HMI's desire for better, more formalized departmental organization and the need for more in-service…

Perceptions of teaching and learning automata theory in a college-level computer science course

NASA Astrophysics Data System (ADS)

Weidmann, Phoebe Kay

This dissertation identifies and describes student and instructor perceptions that contribute to effective teaching and learning of Automata Theory in a competitive college-level Computer Science program. Effective teaching is the ability to create an appropriate learning environment in order to provide effective learning. We define effective learning as the ability of a student to meet instructor set learning objectives, demonstrating this by passing the course, while reporting a good learning experience. We conducted our investigation through a detailed qualitative case study of two sections (118 students) of Automata Theory (CS 341) at The University of Texas at Austin taught by Dr. Lily Quilt. Because Automata Theory has a fixed curriculum in the sense that many curricula and textbooks agree on what Automata Theory contains, differences being depth and amount of material to cover in a single course, a case study would allow for generalizable findings. Automata Theory is especially problematic in a Computer Science curriculum since students are not experienced in abstract thinking before taking this course, fail to understand the relevance of the theory, and prefer classes with more concrete activities such as programming. This creates a special challenge for any instructor of Automata Theory as motivation becomes critical for student learning. Through the use of student surveys, instructor interviews, classroom observation, material and course grade analysis we sought to understand what students perceived, what instructors expected of students, and how those perceptions played out in the classroom in terms of structure and instruction. Our goal was to create suggestions that would lead to a better designed course and thus a higher student success rate in Automata Theory. We created a unique theoretical basis, pedagogical positivism, on which to study college-level courses. Pedagogical positivism states that through examining instructor and student perceptions

Teaching Basic Algebra Courses at the College Level

ERIC Educational Resources Information Center

Mallenby, Michel L.; Mallenby, Douglas W.

2004-01-01

Three dysfunctional behaviors of basic algebra students are described: Silence as Camouflage, Wing and a Prayer, and Ignorance is OK. These behavior patterns are explained, and beneficial teaching methods that address the weaknesses are presented.

Reading Strategies and Literature Instruction: Teaching Learners to Generate Questions to Foster Literary Reading in the Second Language

ERIC Educational Resources Information Center

Urlaub, Per

2012-01-01

Reading and discussing literary texts in a second language (L2) is a significant component of intermediate and advanced level collegiate language education. However, in spite of more attention to the role of literary texts in L2 instruction, the function of reading strategy instruction to teaching literary reading in the L2 has remained…

The Contribution of CALL to Advanced-Level Foreign/Second Language Instruction

ERIC Educational Resources Information Center

Burston, Jack; Arispe, Kelly

2016-01-01

This paper evaluates the contribution of instructional technology to advanced-level foreign/second language learning (AL2) over the past thirty years. It is shown that the most salient feature of AL2 practice and associated Computer-Assisted Language Learning (CALL) research are their rarity and restricted nature. Based on an analysis of four…

Toward a Global Community of Scholars. The Special Partnership between the Carnegie Foundation for the Advancement of Teaching and China's National Center for Education Development Research, 1988-1997.

ERIC Educational Resources Information Center

Ch'i, Hsi-sheng

This volume traces the history of a collaboration between the Carnegie Foundation for the Advancement of Teaching and China's National Center for Education Development Research. The collaboration, which began in 1988, was initiated to conduct a comparative study of education in the two countries through information exchanges and seminars.…

An exploratory trial exploring the use of a multiple intelligences teaching approach (MITA) for teaching clinical skills to first year undergraduate nursing students.

PubMed

Sheahan, Linda; While, Alison; Bloomfield, Jacqueline

2015-12-01

The teaching and learning of clinical skills is a key component of nurse education programmes. The clinical competency of pre-registration nursing students has raised questions about the proficiency of teaching strategies for clinical skill acquisition within pre-registration education. This study aimed to test the effectiveness of teaching clinical skills using a multiple intelligences teaching approach (MITA) compared with the conventional teaching approach. A randomised controlled trial was conducted. Participants were randomly allocated to an experimental group (MITA intervention) (n=46) and a control group (conventional teaching) (n=44) to learn clinical skills. Setting was in one Irish third-level educational institution. Participants were all first year nursing students (n=90) in one institution. The experimental group was taught using MITA delivered by the researcher while the control group was taught by a team of six experienced lecturers. Participant preference for learning was measured by the Index of Learning Styles (ILS). Participants' multiple intelligence (MI) preferences were measured with a multiple intelligences development assessment scale (MIDAS). All participants were assessed using the same objective structured clinical examination (OSCE) at the end of semester one and semester two. MI assessment preferences were measured by a multiple intelligences assessment preferences questionnaire. The MITA intervention was evaluated using a questionnaire. The strongest preference on ILS for both groups was the sensing style. The highest MI was interpersonal intelligence. Participants in the experimental group had higher scores in all three OSCEs (p<0.05) at Time 1, suggesting that MITA had a positive effect on clinical skill acquisition. Most participants favoured practical examinations, followed by multiple choice questions as methods of assessment. MITA was evaluated positively. The study findings support the use of MITA for clinical skills teaching

Increasing advance personal planning: the need for action at the community level.

PubMed

Waller, Amy; Sanson-Fisher, Rob; Ries, Nola; Bryant, Jamie

2018-05-09

Advance personal planning is the process by which people consider, document and communicate their preferences for personal, financial and health matters in case they lose the ability to make decisions or express their wishes in the future. Advance personal planning is most often undertaken by individuals who are seriously ill, often in the context of a medical crisis and/or at the time of admission to hospital. However, the clinical utility and legal validity of the planning process may be compromised in these circumstances. Patients may lack sufficient capacity to meaningfully engage in advance personal planning; there may be insufficient time to adequately reflect on and discuss wishes with key others; and there may also be limited opportunity for inter-professional input and collaboration in the process. Here, we propose an agenda for research to advance the science of advance personal planning by promoting a 'whole community' approach. Adoption of advance personal planning at a community level may be achieved using a variety of strategies including public media campaigns, intervening with professionals across a range of health care and legal settings, and mobilising support from influential groups and local government. One potentially promising method for encouraging earlier adoption of advance personal planning among a broader population involves a community action approach, whereby multiple evidence-based strategies are integrated across multiple access points. Community action involves calling on community members, professionals, community and/or government organisations to work collaboratively to design and systematically implement intervention strategies with the aim of bringing about desired behaviour change. An example of a community action trial to improving uptake and quality of advance personal planning is described. While promising, there is a need for rigorous evidence to demonstrate whether a community action approach is effective in

A Research about the Level of Using Language Teaching Methods and Its Effect on Some Variables: In Turkey

ERIC Educational Resources Information Center

Okmen, Burcu; Kilic, Abdurrahman

2016-01-01

The aim of this research is to define language teaching methods used by English teachers in Turkey and their usage level and to define if the level of usage changes according to gender, seniority and graduated school types. The research group consisted of 95 English teachers who study in secondary school in Duzce in 2013-2014. Survey method was…

English Teaching in Argentina.

ERIC Educational Resources Information Center

Arazi, Blanca

2002-01-01

Examines the teaching of English in Argentina, a country that has had a myriad of English language teaching activities at all levels for many decades--mostly in British English. Looks at English in binational centers, in schools, and at the university level; methodological approach; language assessment; teacher training; and the current economic…

Utilising PEARL to Teach Indigenous Art History: A Canadian Example

ERIC Educational Resources Information Center

Robertson, Carmen

2012-01-01

This article explores the concepts advanced from the Australian Learning and Teaching Council (ALTC)-funded project, "Exploring Problem-Based Learning pedagogy as transformative education in Indigenous Australian Studies". As an Indigenous art historian teaching at a mainstream university in Canada, I am constantly reflecting on how to…

Geoscience Education Opportunities: Partnerships to Advance TeacHing and Scholarship (GEOPATHS) in the Kansas City Metropolitan Area

NASA Astrophysics Data System (ADS)

Niemi, T. M.; Adegoke, J.; Stoddard, E.; Odom, L.; Ketchum, D.

2007-12-01

The GEOPATHS project is a partnership between the University of Missouri Kansas City (UMKC) and the Kansas City Missouri School District (KCMSD). The goal of GEOPATHS is to raise enrollment in the Geosciences, especially among populations that are traditionally underrepresented in the discipline. We are addressing this goal by expanding dual-credit and Advanced Placement (AP) opportunities for high school students and also by serving teachers through enhancing their understanding of geoscience content and inquiry teaching methods using GLOBE resources and protocols. Our focus in the first two years of the project is to increase the number of teachers that are certified to teach AP Environmental Science by offering specially designed professional development workshops for high school teachers in the Kansas City Metropolitan Area. The structure of the workshop for each year is divided into two weeks of content knowledge exploration using the learning cycle and concept mapping, and one week of inquiry-based experiments, field projects, and exercises. We are also supporting teachers in their use of these best-practice methods by providing materials and supplies along with lesson plans for inquiry investigations for their classes. The lesson plans include activities and experiments that are inquiry-based. The last two years of the project will include direct engagement/recruiting of promising minority high school students via paid summer research internships and scholarship offers.

Pre-service elementary science teaching self-efficacy and teaching practices: A mixed-methods, dual-phase, embedded case study

NASA Astrophysics Data System (ADS)

Sangueza, Cheryl Ramirez

This mixed-method, dual-phase, embedded-case study employed the Social Cognitive Theory and the construct of self-efficacy to examine the contributors to science teaching self-efficacy and science teaching practices across different levels of efficacy in six pre-service elementary teachers during their science methods course and student teaching experiences. Data sources included the Science Teaching Efficacy Belief Instrument (STEBI-B) for pre-service teachers, questionnaires, journals, reflections, student teaching lesson observations, and lesson debriefing notes. Results from the STEBI-B show that all participants measured an increase in efficacy throughout the study. The ANOVA analysis of the STEBI-B revealed a statistically significant increase in level of efficacy during methods course, student teaching, and from the beginning of the study to the end. Of interest in this study was the examination of the participants' science teaching practices across different levels of efficacy. Results of this analysis revealed how the pre-service elementary teachers in this study contextualized their experiences in learning to teach science and its influences on their science teaching practices. Key implications involves the value in exploring how pre-service teachers interpret their learning to teach experiences and how their interpretations influence the development of their science teaching practices.

Mediating between Discourse Worlds: Developing the Symbolic Competence of Advanced-Level Bilingual Learners of Japanese through Translation

ERIC Educational Resources Information Center

Koshiba, Kenta

2017-01-01

This paper explores the role that translation may play in developing the symbolic competence of advanced-level bilingual learners. To this end, it examines how a group of bilingual learners engaged with a translation task that was assigned to them as part of their study in an advanced-level Japanese language class at an Australian university.…

PSYCHOLOGICAL CONCEPTIONS OF TEACHING.

ERIC Educational Resources Information Center

GAGE, N.L.

A CONCEPTUAL FRAMEWORK WAS PROPOSED FOR AN EDUCATIONAL PSYCHOLOGY COURSE IN THE GENERAL METHODOLOGY OF TEACHING. THIS COURSE WOULD TRANSCEND THE SPECIAL REQUIREMENTS OF ANY GIVEN SUBJECT MATTER OR GRADE LEVEL AND SERVE AS THE BASIS FOR DERIVING THE SPECIAL METHODS OF TEACHING THAT WOULD APPLY TO ANY PARTICULAR GRADE LEVEL OR SUBJECT MATTER.…

Statistics Graduate Teaching Assistants' Beliefs, Practices and Preparation for Teaching Introductory Statistics

ERIC Educational Resources Information Center

Justice, Nicola; Zieffler, Andrew; Garfield, Joan

2017-01-01

Graduate teaching assistants (GTAs) are responsible for the instruction of many statistics courses offered at the university level, yet little is known about these students' preparation for teaching, their beliefs about how introductory statistics should be taught, or the pedagogical practices of the courses they teach. An online survey to examine…

The Use of the Overhead Projector in Teaching Composition.

ERIC Educational Resources Information Center

Bissex, Henry

The overhead projector, used as a controllable blackboard or bulletin board in the teaching of writing, extends the range of teaching techniques so that an instructor may (1) prepare, in advance, handwritten sheets of film--test questions, pupils' sentences, quotations, short poems--to be shown in any order or form; (2) use pictures, graphics, or…

See one, do one, teach one: advanced technology in medical education.

PubMed

Vozenilek, John; Huff, J Stephen; Reznek, Martin; Gordon, James A

2004-11-01

The concept of "learning by doing" has become less acceptable, particularly when invasive procedures and high-risk care are required. Restrictions on medical educators have prompted them to seek alternative methods to teach medical knowledge and gain procedural experience. Fortunately, the last decade has seen an explosion of the number of tools available to enhance medical education: web-based education, virtual reality, and high fidelity patient simulation. This paper presents some of the consensus statements in regard to these tools agreed upon by members of the Educational Technology Section of the 2004 AEM Consensus Conference for Informatics and Technology in Emergency Department Health Care, held in Orlando, Florida. Web-based teaching: 1) Every ED should have access to medical educational materials via the Internet, computer-based training, and other effective education methods for point-of-service information, continuing medical education, and training. 2) Real-time automated tools should be integrated into Emergency Department Information Systems [EDIS] for contemporaneous education. Virtual reality [VR]: 1) Emergency physicians and emergency medicine societies should become more involved in VR development and assessment. 2) Nationally accepted protocols for the proper assessment of VR applications should be adopted and large multi-center groups should be formed to perform these studies. High-fidelity simulation: Emergency medicine residency programs should consider the use of high-fidelity patient simulators to enhance the teaching and evaluation of core competencies among trainees. Across specialties, patient simulation, virtual reality, and the Web will soon enable medical students and residents to... see one, simulate many, do one competently, and teach everyone.

The Potential Contribution of Distance Teaching Universities to Improving the Learning/Teaching Practices in Conventional Universities.

ERIC Educational Resources Information Center

Guri-Rozenblit, Sarah

1990-01-01

Based on the experience of Everyman's University (Israel), it is proposed that the experience of distance teaching institutions will contribute to: improving university textbook quality; enhancing independent study skills; improving college instruction; promoting interdisciplinary courses; promoting interinstitutional collaboration; advancing the…

Teaching of anatomical sciences: A blended learning approach.

PubMed

Khalil, Mohammed K; Abdel Meguid, Eiman M; Elkhider, Ihsan A

2018-04-01

Blended learning is the integration of different learning approaches, new technologies, and activities that combine traditional face-to-face teaching methods with authentic online methodologies. Although advances in educational technology have helped to expand the selection of different pedagogies, the teaching of anatomical sciences has been challenged by implementation difficulties and other limitations. These challenges are reported to include lack of time, costs, and lack of qualified teachers. Easy access to online information and advances in technology make it possible to resolve these limitations by adopting blended learning approaches. Blended learning strategies have been shown to improve students' academic performance, motivation, attitude, and satisfaction, and to provide convenient and flexible learning. Implementation of blended learning strategies has also proved cost effective. This article provides a theoretical foundation for blended learning and proposes a validated framework for the design of blended learning activities in the teaching and learning of anatomical sciences. Clin. Anat. 31:323-329, 2018. © 2018 Wiley Periodicals, Inc. © 2018 Wiley Periodicals, Inc.

Veterinary parasitology teaching in China in the 21st century - Challenges, opportunities and perspectives.

PubMed

Liu, Guo-Hua; Zhang, Long-Xian; Zou, Feng-Cai; Yuan, Zi-Guo; Zhao, Guang-Hui; Hu, Min; Suo, Xun; Zhu, Xing-Quan

2018-03-15

China has made significant achievements in social-economic development in the last three decades, and the numbers of livestock and companion animals are rapidly increasing. Some advances have been made in the control and prevention of animal parasitic diseases, but there are still some significant challenges, particularly in relation to foodborne parasitic zoonoses and vector-borne diseases. In addition, new molecular (e.g., genomic and transcriptomic) technologies have been developed and are gradually being introduced into the veterinary parasitology field. Therefore, teaching of veterinary parasitology in Chinese universities has undergone significant changes over the years, in terms of topics, depth and breadth, and also in the ways in which courses are delivered. In this article, we describe the current status of veterinary parasitology teaching at the undergraduate and postgraduate levels in Chinese universities, summarise changes and improvement in veterinary parasitology teaching, and discuss the challenges and opportunities for veterinary parasitology teaching in the 21st century, including the use of new teaching technologies and the integration of the "One Health" concept into veterinary parasitology courses. Copyright © 2018 Elsevier B.V. All rights reserved.

Teaching for Civic Capacity and Engagement: How Faculty Members Align Teaching and Purpose

ERIC Educational Resources Information Center

Domagal-Goldman, Jennifer M.

2010-01-01

Although higher education institutions in the United States have long claimed to teach for civic purposes, only recently have explicit goals related to the development of civic capacity and engagement been included in college and university curricula. The purpose of the study was to advance theoretical and practical understanding of the role of…

The Effect of Designed Geometry Teaching Lesson to the Candidate Teachers' Van Hiele Geometric Thinking Level

ERIC Educational Resources Information Center

Yilmaz, Gül Kaleli; Koparan, Timur

2016-01-01

The aim of this study is to find out how designed Geometry Teaching Lesson affects candidate teachers' Van Hiele Geometric Thinking Levels. For that purpose, 14 weeks long study was performed with 44 candidate teachers who were university students in Turkey. Van Hiele Geometric Thinking Test was applied to candidate teachers before and after…

Are They Listening Better? Supporting EFL College Students' DVD Video Comprehension with Advance Organizers in a Multimedia English Course

ERIC Educational Resources Information Center

Li, Chen-Hong

2012-01-01

As technology continues to evolve, authentic multimedia-based teaching materials are widely used in the English as a Foreign Language (EFL) classrooms. However, they may lie beyond most language learners' proficiency level. The purpose of this study was to investigate the use of advance organizers in conjunction with the cognitive theory of…

Co-Teaching in the College Classroom

ERIC Educational Resources Information Center

Smith, Katherine K.; Winn, Vanessa G.

2017-01-01

This paper serves as a phenomenological reflection about the meaning of a co-teaching experience at the college level for two graduate teaching assistants. When two teachers combine planning and teaching efforts it is called co-teaching. As a pedagogical method for both instructors and students, co-teaching was beneficial because it modeled a…

Teaching and Assessing Writing Skills at University Level: A Comparison of Practices in French and Colombian Universities

ERIC Educational Resources Information Center

Escorcia, Dyanne

2015-01-01

Background: The analysis of teachers' conceptions about writing at university level allows the study of teaching practices associated with academic writing. At the same time, it is important to consider the context (disciplines, culture, institution, pedagogical organisation, etc.) where these practices take place. Purpose: The present article…

From anatomical 'competence' to complex capability. The views and experiences of UK tutors on how we should teach anatomy to medical students.

PubMed

Regan de Bere, Sam; Mattick, Karen

2010-10-01

Developments in clinical education have recently challenged the identity of anatomy teaching and learning, leading to high profile debate over the potential implications for the competence levels of new doctors. However, the emphasis remains on methods of teaching, rather than a review of what well-rounded anatomical learning actually entails, and how teaching can address contemporary learning needs. This paper identifies and addresses some of these issues, drawing on expert views captured in qualitative research with anatomy tutors at twenty different medical schools in the UK. Three main themes emerging from our analysis are described: anatomy as a subject matter, the challenges of teaching or learning anatomy, and the use of teaching methods. We also detail how inductive analysis generated new hypotheses worthy of further consideration. These fall into two key categories: (1) improving anatomy curriculum design and (2) advancing anatomy education research.

Individualizing Instruction through Team Teaching.

ERIC Educational Resources Information Center

Otto, Frank

1968-01-01

Effective individualized instruction and increased student participation in foreign language communication skills could be achieved by a team-teaching approach. A team, comprised of the regular foreign language teacher and a number of volunteer advanced students, could (1) present listening comprehension materials, (2) evaluate pronunciation and…

Conceptualisation of the characteristics of advanced practitioners in the medical radiation professions

PubMed Central

Smith, Tony; Harris, Jillian; Woznitza, Nick; Maresse, Sharon; Sale, Charlotte

2015-01-01

Professions grapple with defining advanced practice and the characteristics of advanced practitioners. In nursing and allied health, advanced practice has been defined as ‘a state of professional maturity in which the individual demonstrates a level of integrated knowledge, skill and competence that challenges the accepted boundaries of practice and pioneers new developments in health care’. Evolution of advanced practice in Australia has been slower than in the United Kingdom, mainly due to differences in demography, the health system and industrial relations. This article describes a conceptual model of advanced practitioner characteristics in the medical radiation professions, taking into account experiences in other countries and professions. Using the CanMEDS framework, the model includes foundation characteristics of communication, collaboration and professionalism, which are fundamental to advanced clinical practice. Gateway characteristics are: clinical expertise, with high level competency in a particular area of clinical practice; scholarship and teaching, including a masters qualification and knowledge dissemination through educating others; and evidence-based practice, with judgements made on the basis of research findings, including research by the advanced practitioner. The pinnacle of advanced practice is clinical leadership, where the practitioner has a central role in the health care team, with the capacity to influence decision making and advocate for others, including patients. The proposed conceptual model is robust yet adaptable in defining generic characteristics of advanced practitioners, no matter their clinical specialty. The advanced practice roles that evolve to meet future health service demand must focus on the needs of patients, local populations and communities. PMID:26451243

Conceptualisation of the characteristics of advanced practitioners in the medical radiation professions.

PubMed

Smith, Tony; Harris, Jillian; Woznitza, Nick; Maresse, Sharon; Sale, Charlotte

2015-09-01

Professions grapple with defining advanced practice and the characteristics of advanced practitioners. In nursing and allied health, advanced practice has been defined as 'a state of professional maturity in which the individual demonstrates a level of integrated knowledge, skill and competence that challenges the accepted boundaries of practice and pioneers new developments in health care'. Evolution of advanced practice in Australia has been slower than in the United Kingdom, mainly due to differences in demography, the health system and industrial relations. This article describes a conceptual model of advanced practitioner characteristics in the medical radiation professions, taking into account experiences in other countries and professions. Using the CanMEDS framework, the model includes foundation characteristics of communication, collaboration and professionalism, which are fundamental to advanced clinical practice. Gateway characteristics are: clinical expertise, with high level competency in a particular area of clinical practice; scholarship and teaching, including a masters qualification and knowledge dissemination through educating others; and evidence-based practice, with judgements made on the basis of research findings, including research by the advanced practitioner. The pinnacle of advanced practice is clinical leadership, where the practitioner has a central role in the health care team, with the capacity to influence decision making and advocate for others, including patients. The proposed conceptual model is robust yet adaptable in defining generic characteristics of advanced practitioners, no matter their clinical specialty. The advanced practice roles that evolve to meet future health service demand must focus on the needs of patients, local populations and communities.

Conceptualisation of the characteristics of advanced practitioners in the medical radiation professions

DOE Office of Scientific and Technical Information (OSTI.GOV)

Smith, Tony; Harris, Jillian; Woznitza, Nick

Professions grapple with defining advanced practice and the characteristics of advanced practitioners. In nursing and allied health, advanced practice has been defined as ‘a state of professional maturity in which the individual demonstrates a level of integrated knowledge, skill and competence that challenges the accepted boundaries of practice and pioneers new developments in health care’. Evolution of advanced practice in Australia has been slower than in the United Kingdom, mainly due to differences in demography, the health system and industrial relations. This article describes a conceptual model of advanced practitioner characteristics in the medical radiation professions, taking into account experiencesmore » in other countries and professions. Using the CanMEDS framework, the model includes foundation characteristics of communication, collaboration and professionalism, which are fundamental to advanced clinical practice. Gateway characteristics are: clinical expertise, with high level competency in a particular area of clinical practice; scholarship and teaching, including a masters qualification and knowledge dissemination through educating others; and evidence-based practice, with judgements made on the basis of research findings, including research by the advanced practitioner. The pinnacle of advanced practice is clinical leadership, where the practitioner has a central role in the health care team, with the capacity to influence decision making and advocate for others, including patients. The proposed conceptual model is robust yet adaptable in defining generic characteristics of advanced practitioners, no matter their clinical specialty. The advanced practice roles that evolve to meet future health service demand must focus on the needs of patients, local populations and communities.« less

Educators' Perspectives: Survey on the 2009 CEC Advanced Content Standards

ERIC Educational Resources Information Center

Othman, Lama Bergstrand; Kieran, Laura; Anderson, Christine J.

2015-01-01

Educators who pursue an advanced degree or certification in special education must learn and master the Advanced Content Standards as set forth by the Council for Exceptional Children. These six content standards were validated by the CEC to guide educators through the process of assuming an advanced role in special education teaching or…

Teaching Texas History: An All-Level Resource Guide. Second Revised Edition.

ERIC Educational Resources Information Center

De Boe, David C.

This annotated resource guide offers scores of teaching aids to enrich the teaching of Texas history and geography. This edition differs from its predecessors in several ways: videocassettes replaced the section on 16mm films; the section on "Traveling Museum Exhibits" was dropped because the items were too costly for use in the typical…

Teaching Theory Construction With Initial Grounded Theory Tools: A Reflection on Lessons and Learning.

PubMed

Charmaz, Kathy

2015-12-01

This article addresses criticisms of qualitative research for spawning studies that lack analytic development and theoretical import. It focuses on teaching initial grounded theory tools while interviewing, coding, and writing memos for the purpose of scaling up the analytic level of students' research and advancing theory construction. Adopting these tools can improve teaching qualitative methods at all levels although doctoral education is emphasized here. What teachers cover in qualitative methods courses matters. The pedagogy presented here requires a supportive environment and relies on demonstration, collective participation, measured tasks, progressive analytic complexity, and accountability. Lessons learned from using initial grounded theory tools are exemplified in a doctoral student's coding and memo-writing excerpts that demonstrate progressive analytic development. The conclusion calls for increasing the number and depth of qualitative methods courses and for creating a cadre of expert qualitative methodologists. © The Author(s) 2015.

Evaluating and redesigning teaching learning sequences at the introductory physics level

NASA Astrophysics Data System (ADS)

Guisasola, Jenaro; Zuza, Kristina; Ametller, Jaume; Gutierrez-Berraondo, José

2017-12-01

In this paper we put forward a proposal for the design and evaluation of teaching and learning sequences in upper secondary school and university. We will connect our proposal with relevant contributions on the design of teaching sequences, ground it on the design-based research methodology, and discuss how teaching and learning sequences designed according to our proposal relate to learning progressions. An iterative methodology for evaluating and redesigning the teaching and learning sequence (TLS) is presented. The proposed assessment strategy focuses on three aspects: (a) evaluation of the activities of the TLS, (b) evaluation of learning achieved by students in relation to the intended objectives, and (c) a document for gathering the difficulties found when implementing the TLS to serve as a guide to teachers. Discussion of this guide with external teachers provides feedback used for the TLS redesign. The context of our implementation and evaluation is an innovative calculus-based physics course for first-year engineering and science degree students at the University of the Basque Country.

Teaching smartphone and microcontroller systems using "Android Java"

NASA Astrophysics Data System (ADS)

Tigrek, Seyitriza

Mobile devices are becoming indispensable tools for many students and educators. Mobile technology is starting a new era in the computing methodologies in many engineering disciplines and laboratories. Microcontroller extension that communicates with mobile devices will take the data acquisition and control process into a new level in the sensing technology and communication. The purpose of this thesis is to develop a framework to incorporate the new mobile platform with robust embedded systems into the engineering curriculum. For this purpose a course material is developed "Introduction to Programming Java on a Mobile Platform" to teach novice programmers how to create applications, specifically on Android. Combining an introductory level programming class with the Android platform can appeal to non-programming individuals in multiple disciplines. The proposed course curriculum reduces the learning time, and allows senior engineering students to use the new framework for their specific needs in the labs such as mobile data acquisition and control projects. This work provides techniques for instructors with modest programming background to teach cutting edge technology, which is smartphone programming. Techniques developed in this work minimize unnecessary information carried into current teaching approaches with hands-on practice. It also helps the students with minimal background requirements overcome the barriers that have evolved around computer programming. The motivation of this thesis is to create a tailored programming introductory course to teach Java programming on Android by incorporating selected efficient methods from extant literature. The mechanism proposed in this thesis is to keep students motivated by an active approach based on student-centered learning with collaborative work. Teamwork through pair programming is adapted in this teaching process. Bloom's taxonomy, along with a knowledge survey, is used as a guide to classify the information and

Middle school science teachers' teaching self-efficacy and students' science self-efficacy

NASA Astrophysics Data System (ADS)

Pisa, Danielle

Project 2061, initiated by the American Association for the Advancement of Science (AAAS), developed recommendations for what is essential in education to produce scientifically literate citizens. Furthermore, they suggest that teachers teach effectively. There is an abundance of literature that focuses on the effects of a teacher's science teaching self-efficacy and a student's science self-efficacy. However, there is no literature on the relationship between the two self-efficacies. This study investigated if there is a differential change in students' science self-efficacy over an academic term after instruction from a teacher with high science teaching self-efficacy. Quantitative analysis of STEBI scores for teachers showed that mean STEBI scores did not change over one academic term. A t test indicated that there was no statistically significant difference in mean SMTSL scores for students' science self-efficacy over the course of one academic term for a) the entire sample, b) each science class, and c) each grade level. In addition, ANOVA indicated that there was no statistically significant difference in mean gain factor of students rated as low, medium, and high on science self-efficacy as measured by the SMTSL, when students received instruction from a teacher with a high science teaching self-efficacy value as measured by the STEBI. Finally, there was no statistically significant association between the pre- and post-instructional rankings of SMTSL by grade level when students received instruction from a teacher with a high science teaching self-efficacy value as measured by the STEBI. This is the first study of its kind. Studies indicated that teaching strategies typically practiced by teachers with high science teaching were beneficial to physics self-efficacy (Fencl & Scheel, 2005). Although it was unsuccessful at determining whether or not a teacher with high science teaching self-efficacy has a differential affect on students' science self

First grade classroom-level adversity: Associations with teaching practices, academic skills, and executive functioning.

PubMed

Abry, Tashia; Granger, Kristen L; Bryce, Crystal I; Taylor, Michelle; Swanson, Jodi; Bradley, Robert H

2018-05-24

Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development and a model-building approach, the authors examined direct and indirect associations between first-grade (G1) classroom-level adversity (CLA), G1 teaching practices, and student (N = 1,073; M = 6.64 years; 49% girls; 82% White) academic skills and executive functioning in G1 and third grades (G3). Teachers reported the prevalence of adversity among their students (e.g., poor home/family life, poor academic/social readiness). Observers rated G1 teaching practices: teachers' classroom management, controlling instruction, and amount of academic instruction (classroom observation system). Children completed literacy and math assessments at 54 months, G1, and G3 (Woodcock Johnson Letter-Word Identification and Applied Problems), and executive functioning at G1 and G3 (Tower of Hanoi). Direct associations emerged between CLA and controlling instruction (positive), classroom management, and academic instruction (both negative). In addition, CLA was related to G1 literacy (but not math) directly and indirectly via classroom management (negatively) and controlling instruction (positively). The addition of G3 outcomes revealed a negative direct longitudinal association between CLA and G3 executive functioning, and indirect associations with G3 literacy and math through G1 teaching practices and literacy. Results support the notion that collective student characteristics influence student outcomes in part through teaching practices and suggest that teachers and students may benefit from the diffusion of high-adversity classroom compositions when possible. Moreover, in high-adversity classrooms teachers and students may benefit from supports targeting classroom management and foundational student competencies. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

The Singapore-Cambridge General Certificate of Education Advanced-Level General Paper Examination

ERIC Educational Resources Information Center

Hassan, Nurul Huda; Shih, Chih-Min

2013-01-01

This article describes and reviews the Singapore-Cambridge General Certificate of Education Advanced Level General Paper (GP) examination. As a written test that is administered to preuniversity students, the GP examination is internationally recognised and accepted by universities and employers as proof of English competence. In this article, the…

Teaching without Faculty: Policy Interactions and Their Effects on the Network of Teaching in German Higher Education

ERIC Educational Resources Information Center

Mitterle, Alexander; Würmann, Carsten; Bloch, Roland

2015-01-01

The impact of higher education reforms on teaching at faculty level in Germany has seldom been explored. Research on teaching at university so far centres on how to teach. Yet, before any (best) practice can take place, teaching requires a specific site where a specific teacher meets a specific number of students. To bring about teaching, teaching…

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

ERIC Educational Resources Information Center

Alkazemi, Basem Y.; Grami, Grami M.

2012-01-01

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

COURSE OUTLINE AND TEACHING GUIDE FOR ADVANCED STANDING ENGLISH II.

ERIC Educational Resources Information Center

THOMPSON, PHILLIP

THE ADVANCED STANDING PROGRAM IN ENGLISH IS DESIGNED TO PREPARE SELECTED STUDENTS FOR THE ADVANCED PLACEMENT CLASSES, WHICH ARE EQUIVALENT OF COLLEGE FRESHMAN ENGLISH, IN HIGH SCHOOL. WHILE KEEPING ADVANCED PLACEMENT NEEDS IN MIND, EMPHASIS IN CURRICULUM IS PLACED ON THE MORE IMPORTANT GOAL OF BETTER COLLEGE PREPARATION IN ENGLISH. THE ADVANCED…

Teaching Techniques: Using "Storybird" in Young Learners' Creative Writing Class

ERIC Educational Resources Information Center

Giacomini, Laura

2015-01-01

Major changes in technology have had an influence on education. Teachers cannot neglect the impact of new technologies and fail to incorporate them in their teaching practice because that would not cater to many students' needs. Ignoring technological advances would also entail not benefiting from an array of online teaching resources and academic…

Turning Routine Exercises into Activities That Teach Inquiry: A Practical Guide

ERIC Educational Resources Information Center

Dorée, Suzanne Ingrid

2017-01-01

How can we teach inquiry? In this paper, I offer practical techniques for teaching inquiry effectively using activities built from routine textbook exercises with minimal advanced preparation, including rephrasing exercises as questions, creating activities that inspire students to make conjectures, and asking for counterexamples to reasonable,…

The Use of Thought Experiments in Teaching Physics to Upper Secondary-Level Students: Two examples from the theory of relativity

NASA Astrophysics Data System (ADS)

Velentzas, Athanasios; Halkia, Krystallia

2013-12-01

The present study focuses on the way thought experiments (TEs) can be used as didactical tools in teaching physics to upper secondary-level students. A qualitative study was designed to investigate to what extent the TEs called 'Einstein's elevator' and 'Einstein's train' can function as tools in teaching basic concepts of the theory of relativity to upper secondary-level students. The above TEs were used in the form they are presented by Einstein himself and by Landau and Rumer in books that popularize theories of physics. The research sample consisted of 40 Greek students, divided into 11 groups of three to four students each. The findings of this study reveal that the use of TEs in teaching the theory of relativity can help students realize situations which refer to a world beyond their everyday experience and develop syllogisms according to the theory. In this way, students can grasp physics laws and principles which demand a high degree of abstract thinking, such as the principle of equivalence and the consequences of the constancy of the speed of light to concepts of time and space.

Teaching Introductory Upper-Level Religion and Theology Classes

ERIC Educational Resources Information Center

Clingerman, Forrest; O'Brien, Kevin J.

2015-01-01

The undergraduate study of religion is predominantly undertaken by non-majors who are meeting a general education requirement. This means that, while curricular discussions make important distinctions between the work of lower- and upper-division courses, many religion and theology faculty are teaching hybrid courses that we call…

Just-in-Time Teaching Exercises to Engage Students in an Introductory-Level Dinosaur Course

NASA Astrophysics Data System (ADS)

Guertin, Laura A.; Zappe, Sarah E.; Kim, Heeyoung

2007-12-01

The Just-in-Time Teaching (JiTT) technique allows students to be engaged in course material outside of the classroom by answering web-based questions. The responses are summarized and presented to students in class with a follow-up active learning exercise. College students enrolled in an introductory-level general education geoscience course were surveyed over a two-semester period on their engagement level during lecture and perceived learning of course content. Data show that students are able to reflect on their prior knowledge and construct new knowledge with weekly graded JiTT exercises. Despite increasing and competing pressures outside of the classroom, students reported increased learning and engagement in a course with required weekly assignments.

Guidelines for Teaching Personal and Family Money Management (Consumer Education) in Junior and Senior High School Homemaking Classes. Second Edition, Revised.

ERIC Educational Resources Information Center

Granberg, Grace, Ed.

The primary objective of the guide is to help teachers and administrators identify scope and plan for sequence in learning experiences in teaching consumer aspects of personal and family money management in grades 7-12. Behavioral outcomes and principles at the beginning (you), intermediate (your family), and advanced (your future) levels of…

The Integration of Research, Teaching, and Learning: Preparation of the Future STEM Faculty

NASA Astrophysics Data System (ADS)

Jariwala, Manher

Graduate students at research universities shape the future of STEM undergraduate education in the United States. These future faculty flow into the STEM faculties of several thousand research universities, comprehensive universities, liberal arts colleges, and community and tribal colleges. The Center for the Integration of Research, Teaching, and Learning (CIRTL) uses graduate education as the leverage point to develop STEM faculty with the capability and commitment to implement and improve effective teaching and learning practices. CIRTL has developed, implemented, and evaluated successful strategies based on three core ideas: teaching-as-research, learning communities, and learning-through-diversity. A decade of research demonstrates that STEM future faculty participating in CIRTL learning communities understand, use, and advance high-impact teaching practices. Today the CIRTL Network includes 43 research universities. Ultimately, CIRTL seeks a national STEM faculty who enable all students to learn effectively and achieve STEM literacy, whose teaching enhances recruitment into STEM careers, and whose leadership ensures continued advancement of STEM education.

Incentivizing Advanced Mathematics Study at Upper Secondary Level: The Case of Bonus Points in Ireland

ERIC Educational Resources Information Center

Treacy, Páraic Thomas

2018-01-01

Secondary level mathematics education in Ireland has recently experienced a period of significant change with the introduction of new curricula and the addition of an incentive to study upper secondary mathematics at the most advanced level (Higher Level). This incentive, typically referred to as 'bonus points', appears to have aided a significant…

How well are you teaching one of the most important biological concepts for humankind? A call to action

USGS Publications Warehouse

Bonar, Scott A.; Fife, Deanna A.; Bonar, John S.

2016-01-01

We represent several generations of biology educators – with teaching experiences beginning in the 1940s and continuing to the present, from elementary school to graduate-level programs. We find the vast array of subjects that biology teachers can now cover both thrilling and mind-boggling. Depending on the grade level, units exist that focus on neurobiology, forensics, DNA analysis, biotechnology, marine biology, and a host of other topics.Although science teachers cover a potpourri of advanced topics, we must ask ourselves – no matter our biology-teaching responsibilities – how well we are teaching carrying capacity, one of the most fundamental biological concepts for our society, knowledge of which becomes more important every day. As biology teachers, most of you know that carrying capacity is defined as the maximum population an environment can sustain, given the amounts of food, habitat, and other resources available. Every environment – from your goldfish bowl to the local forest to planet Earth – can only sustain a set number (weight) of a particular species, based on available resources and space. Currently, most science classes teach …

"They Call Me Wonder Woman": The Job Jurisdictions and Work-Related Learning of Higher Level Teaching Assistants

ERIC Educational Resources Information Center

Hancock, Roger; Hall, Thelma; Cable, Carrie; Eyres, Ian

2010-01-01

This paper reports on an in-depth interview study of the roles, job jurisdictions and associated learning of higher level teaching assistants (HLTAs). This role has the core purpose of covering classes to enable teacher release for planning, preparation and assessment. HLTAs' individual job jurisdictions are described and discussed as are…

Teaching for rationality: What does it mean for preservice middle level teachers' intellectual development?

NASA Astrophysics Data System (ADS)

Kleine, Karynne L. M.

The conception of intellectual development has undergone considerable change since Perry's influential study of undergraduates in 1968. Most notably, theorists have tried to account for the fact that women do not appear to be as intellectually developed as men when examined through traditional models that emphasize the use of impersonal and distanced objectivity and logic by acknowledging that rationality may include aspects of emotionalism and subjectivity. One model that shows potential to accurately describe the development of women is presented by Belenky, Clinchy, Goldberger and Tarule (1986). An important application of this development, which holds promise for successful education reform efforts, is the ability to improve the intellectual development of preservice middle level teachers through their teacher preparation programs. Thus, this study sought to (a) examine through case studies the intellectual development of five selected female and male members of a cohort of preservice middle level teachers at Rotunda College (not its real name) exposed to a ten week course emphasizing the use of rationality in various impersonal and relational ways as they developed their teaching practices, and (b) determine whether these preservice teachers came to value rationality as a means to becoming an excellent teacher. This was accomplished by conducting a mixedgender test of the model of intellectual development proposed by Belenky et al. (1986), and by using interviews, questionnaires, and artifacts to note their conceptual changes and changes in their valuing of rationality that occurred over the period of the course. The present study also evaluated Rotunda College's achievement of several aspects of its liberal arts mission. Analysis of qualitative and quantitative data for five case study participants indicates that fostering rationality in preservice middle level teachers through various impersonal and relational ways advances the desire to develop

Impact of mandibular advancement devices on C-reactive protein levels in patients with obstructive sleep apnea.

PubMed

Yalamanchali, Sreeya; Salapatas, Anna M; Hwang, Michelle S; Pott, Thomas R; Lundgren, Mary E; Joseph, Ninos J; Friedman, Michael

2015-07-01

To determine the effect of treatment of obstructive sleep apnea (OSA) with custom-made mandibular advancement devices (MADs) on C-reactive protein (CRP) levels in patients with obstructive sleep apnea/hypopnea syndrome (OSAHS). Case series with chart review. Charts of consecutive patients fitted with custom-made mandibular advancement devices for treatment of OSAHS between December 2011 and November 2012 were reviewed. Demographics such as age, sex, and body mass index (BMI) were collected. Prefitting and postfitting polysomnograms were reviewed. Pre- and posttreatment apnea-hypopnea index (AHI) and average O2 saturation were compared. Only patients with documented CRP levels determined prior to mandibular advancement device fitting and again after improvement of OSAHS symptoms were included. Forty-nine patients (77.6% male, age 47.4 ± 11.7 years, BMI 29.6 ± 5.0 kg/m(2)) were included in this study. Patients initially had elevated CRP levels (2.5 ± 1.8 mg/dl), which decreased significantly following use of their custom-made mandibular advancement device (1.9 ± 1.3 mg/dl, P = 0.006) by approximately 24%. AHI decreased significantly from 33.3 ± 21.7 pretreatment to 12.1 ± 22.3 posttreatment (P < 0.001). Treatment with MADs reduced AHI by approximately 69.3%. Minimum oxygen saturation significantly improved from 85.1% ± 5.9 pretreatment to 90.7% ± 3.6 posttreatment (P < 0.001). Treatment with custom-made mandibular advancement devices significantly reduced elevated CRP levels in patients with mild to severe OSAHS. Therapy achieves reasonable response and cure rates in the observed patients with a significant reduction in AHI. © 2014 The American Laryngological, Rhinological and Otological Society, Inc.

The effectiveness of advance organiser model on students' academic achievement in learning work and energy

NASA Astrophysics Data System (ADS)

Gidena, Asay; Gebeyehu, Desta

2017-11-01

The purpose of this study was to investigate the effectiveness of the advance organiser model (AOM) on students' academic achievement in learning work and energy. The design of the study was quasi-experimental pretest-posttest nonequivalent control groups. The total population of the study was 139 students of three sections in Endabaguna preparatory school in Tigray Region, Ethiopia. Two sections with equivalent means on the pretest were taken to participate in the study purposely and one section assigned as the experimental group and the other section assigned as the control group randomly. The experimental group was taught using the lesson plan based on the AOM, and the control group was taught using the lesson plan based on the conventional teaching method. Pretest and posttest were administered before and after the treatment, respectively. Independent sample t-test was used to analyse the data at the probability level of 0.05. The findings of the study showed that the AOM was more effective than the conventional teaching method with effect size of 0.49. This model was also effective to teach male and female students and objectives namely understanding and application. However, both methods were equally important to teach work and energy under the objective knowledge level.

Teaching Spatial Thinking with the National Atlas of Korea in U.S. Secondary Level Education

NASA Astrophysics Data System (ADS)

Chu, Gregory H.; Hwang, Chul Sue; Choi, Jongnam

2018-05-01

This paper is predicated on the body of literature that supports a theoretical concept that middle and high school age children possess the cognitive ability to understand thematic maps and achieve some degree of cartographic literacy. In 2006, the US National Research Council (NRC) of the National Academies published a landmark book on Learning to Think Spatially. This book documented essential secondary education components and various aspects of teaching spatial thinking. The NRC defines spatial thinking as "a form of thinking based on a constructive amalgam of three elements: concepts of space, tools of representation, and processes of reasoning" (NRC, 2006, ix). This paper is an attempt to document and understand some of the attributes associated with these three elements. Specifically, it aims to find ways that can effectively contribute to the teaching of these elements associated with spatial thinking. The National Atlas of Korea is chosen for lesson plan development because it is well-designed and provides a range of contents and comprehensiveness that are ideal; in addition, it is freely accessible online and downloadable (http://nationalatlas.ngii.go.kr/). Four master geography teachers were invited to examine the Atlas to conceive and develop Advanced Placement Human Geography (APHG) lesson plans. Four lesson plans were written and have continually been implemented in classrooms to over 800 students in the States of Utah, Georgia, Minnesota, and Tennessee since the 2015 Fall semester. Results are presented in this paper.

Teaching to Transform? Addressing Race and Racism in the Teaching of Clinical Social Work Practice

ERIC Educational Resources Information Center

Varghese, Rani

2016-01-01

Faculty members are key stakeholders to support social work students' learning about race and racism in practice and to promote the professional standards established by the field. This qualitative study examines how 15 clinical social work faculty members teaching advanced practice in the Northeast conceptualize and incorporate their…

Twelve tips for creating an academic teaching portfolio.

PubMed

Little-Wienert, Kim; Mazziotti, Mark

2018-01-01

An academic teaching portfolio is not only a requirement at many academic teaching institutions, but it is also important in a medical educator's growth and development through documentation, reflection, evaluation, and change. Creating an academic portfolio may appear daunting at first but with careful advanced preparation, organized evidence collection of your educational work, proof of scholarship, and thorough documentation of self-reflection and change, you can produce a successful product that accurately represents your educational beliefs, accomplishments, and growth throughout your career. This article provides medical educators with twelve steps for creating a successful academic teaching portfolio.

Advanced Dairy Unit for Advanced Livestock Production Curriculum. Instructor's Guide. AGDEX 410/00.

ERIC Educational Resources Information Center

Coday, Stan; Stewart, Bob R.

This instructor's guide contains 18 lessons for teaching advanced dairying in accordance with the Missouri State Board of Education's Vocational Instructional Management System. To make the unit easier for teachers to use, the following materials are provided in the front of the unit: objectives and competencies for each lesson, a references and…

Teacher Observations for Diagnostic Teaching.

ERIC Educational Resources Information Center

Saunders, Russell W., Jr.

Teachers at the primary level should resume the neglected practice of diagnostic teaching. This means that the teacher should observe all aspects of a student's cognitive behavior in the teaching/learning act and then plan instructional strategies for subsequent lessons. Some significant cognitive behaviors observable in diagnostic teaching are…

MyTeachingPartner: A Professional Development Intervention for Teacher Self-Efficacy

ERIC Educational Resources Information Center

Jamil, Faiza M.

2012-01-01

MyTeachingPartner (MTP) is an interactive, web-based professional development format created at the Center for Advanced Studies in Teaching and Learning (CASTL) at the University of Virginia (Hadden & Pianta, 2006). The MTP model is based on the understanding that effective teacher professional development requires opportunities for teachers…

Validity and Reliability Study of the Scale for Determining the Civic-Mindedness Levels of Teaching Staff

ERIC Educational Resources Information Center

Yesil, Rüstü

2017-01-01

The purpose of this study was to develop a valid and reliable scale that can be used in determining the civic-mindedness levels of teaching staff working at universities. The study group of the research consisted of 758 students, 256 of whom were male and 524 were female. The item list, which was based on the literature and expert opinions, was…

Incidence and risk factors of workplace violence against nurses in a Chinese top-level teaching hospital: A cross-sectional study.

PubMed

Chen, Xiaoming; Lv, Ming; Wang, Min; Wang, Xiufeng; Liu, Junyan; Zheng, Nan; Liu, Chunlan

2018-04-01

To investigate the incidence of workplace violence involving nurses and to identify related risk factors in a high-quality Chinese teaching hospital. A cross-sectional study design was used. The final sample comprised responses from 1831 registered nurses collected with a whole-hospital survey from June 1 to June 15, 2016. The demographic characteristics of the nurses who had experienced any form of violence were collected, and logistic regression analysis was applied to evaluate the risk factors for nurses related to workplace violence. Out of the total number of nurses surveyed, 904 (49.4%) nurses reported having experienced any type of violence in the past year. The frequencies of exposure to physical and non-physical violence were 6.3% (116) and 49.0% (897), respectively. All the incidence rates of violence were lower than those of other studies based on regional hospitals in China and were at the same level found in developed countries and districts. Binary logistic regression analysis revealed that nurses at levels 2 to 4 and female nurses in clinical departments were the most vulnerable to non-physical violence. For physical violence, the two independent risk factors were working in an emergency department and having 6-10 years of work experience. Workplace violence directly threatens nurses from high-quality Chinese teaching hospitals. However, the incidence of WPV against nurses in this teaching hospital was better than that in regional hospitals. This study also provides reference material to identify areas where nurses encounter relatively high levels of workplace violence in high-quality Chinese teaching hospitals. Copyright © 2018 Elsevier Inc. All rights reserved.

Symptom Levels in Care-Seeking Bangladeshi and Nepalese Adults With Advanced Cancer

PubMed Central

Ferdousy, Tahmina; Paudel, Bishnu D.; Nahar, Shamsun; Dowla, Rumana; Adibuzzaman, Mohammad; Ahsan, Golam Mushih Tanimul; Uddin, Miftah; Salim, Reza; Ahamed, Sheikh Iqbal

2017-01-01

Purpose Three-fourths of patients with advanced cancer are reported to suffer from pain. A primary barrier to provision of adequate symptom treatment is failure to appreciate the intensity of the symptoms patients are experiencing. Because data on Bangladeshi and Nepalese patients’ perceptions of their symptomatic status are limited, we sought such information using a cell phone questionnaire. Methods At tertiary care centers in Dhaka and Kathmandu, we recruited 640 and 383 adult patients, respectively, with incurable malignancy presenting for outpatient visits and instructed them for that single visit on one-time completion of a cell phone platform 15-item survey of questions about common cancer-associated symptoms and their magnitudes using Likert scales of 0 to 10. The questions were taken from the Edmonton Symptom Assessment System and the Brief Pain Inventory instruments. Results All but two Bangladeshi patients recruited agreed to study participation. Two-thirds of Bangladeshi patients reported usual pain levels ≥ 5, and 50% of Nepalese patients reported usual pain levels ≥ 4 (population differences significant at P < .001). Conclusion Bangladeshi and Nepalese adults with advanced cancer are comfortable with cell phone questionnaires about their symptoms and report high levels of pain. Greater attention to the suffering of these patients is warranted. PMID:28717768

Developing a Leveling Framework of Mathematical Belief and Mathematical Knowledge for Teaching of Indonesian Pre-Service Teachers

ERIC Educational Resources Information Center

Novikasari, Ifada; Darhim, Didi Suryadi

2015-01-01

This study explored the characteristics of pre-service primary teachers (PSTs) influenced by mathematical belief and mathematical knowledge for teaching (MKT) PSTs'. A qualitative approach was used to investigate the levels of PSTs on mathematical belief and MKT. The two research instruments used in this study were an interview-based task and a…

Effect of Activities Prepared by Different Teaching Techniques on Scientific Creativity Levels of Prospective Pre-School Teachers

ERIC Educational Resources Information Center

Akcanca, Nur; Cerrah Ozsevgec, Lale

2018-01-01

The purpose of this research is to evaluate the effectiveness of the activities, which are prepared by teaching techniques that support scientific creativity, on the scientific creativity levels of prospective pre-school teachers. In the research, combined design is used, which is one of the mixed research approaches. The study group of the…

Advancing beyond AP Courses

ERIC Educational Resources Information Center

Hammond, Bruce G.

2009-01-01

A quiet revolution is picking up steam in the nation's private secondary schools, with broad implications for college admissions and for teaching and learning on both sides of the transition from high school to college. About 50 of the nation's leading college-preparatory schools have opted out of the College Board's Advanced Placement (AP)…

Applying effective teaching and learning techniques to nephrology education.

PubMed

Rondon-Berrios, Helbert; Johnston, James R

2016-10-01

The interest in nephrology as a career has declined over the last several years. Some of the reasons cited for this decline include the complexity of the specialty, poor mentoring and inadequate teaching of nephrology from medical school through residency. The purpose of this article is to introduce the reader to advances in the science of adult learning, illustrate best teaching practices in medical education that can be extrapolated to nephrology and introduce the basic teaching methods that can be used on the wards, in clinics and in the classroom.

French on the Advanced Level.

ERIC Educational Resources Information Center

Pawlik, Teresa Wilkinson

1969-01-01

Presented in this article is an outline of some of the special interest course work included in the curriculum guidelines being developed in the Atlanta Public Schools System for advanced secondary school French classes. Titles of the audiolingually-oriented courses described are--(1) "Teenagers and Teenage Life in France Today," (2)…

Teaching Artists and Their Level of Teacher Efficacy

ERIC Educational Resources Information Center

Fisk, Timarie

2012-01-01

As budgets for education in the United States shrink, educational organizations have sought outside grants and funding for their schools. Many state and national organizations have provided funding opportunities specifically to ensure that the arts remain in the schools. Teaching artists are one resource being employed by schools not only to teach…

Postgraduate fellows as teaching assistants in human anatomy: an experimental teaching model at a Chinese research university.

PubMed

Cheng, Xiao; Wang, Lin; Guo, Kaihua; Liu, Shu; Li, Feng; Chu, Guoliang; Zhou, Li-Hua

2011-01-01

Postgraduate fellowship training programs are expanding at Chinese universities. This growing cadre of advanced trainees calls for the development of new learning and training models wherein postgraduate fellows have an ample opportunity to teach more junior learners, thereby expanding their own knowledge base and competitiveness for future employment. Educational reform at Sun Yat-Sen University has recently allowed postgraduate fellows to act as teaching assistants for undergraduate anatomy courses. This model is common in western countries but is novel in China. Copyright © 2010 American Association of Anatomists.

Assessing Distributed Leadership for Learning and Teaching Quality: A Multi-Institutional Study

ERIC Educational Resources Information Center

Carbone, Angela; Evans, Julia; Ross, Bella; Drew, Steve; Phelan, Liam; Lindsay, Katherine; Cottman, Caroline; Stoney, Susan; Ye, Jing

2017-01-01

Distributed leadership has been explored internationally as a leadership model that will promote and advance excellence in learning and teaching in higher education. This paper presents an assessment of how effectively distributed leadership was enabled at five Australian institutions implementing a collaborative teaching quality development…

Creative Teaching Ideas.

ERIC Educational Resources Information Center

Chapman, Patricia H., Comp.; And Others

This book contains 172 creative teaching ideas pertaining to various subject areas and aspects of business education. Most of the ideas included are intended for use in secondary and postsecondary classrooms; however, a few are applicable at all grade levels. The teaching ideas are organized according to the following subject areas/topics:…

Development and evaluation of a new occupational medicine teaching module to advance self-efficacy and knowledge among medical students.

PubMed

Braeckman, Lutgart; De Clercq, Bart; Janssens, Heidi; Gehanno, Jean-François; Bulat, Petar; Pauncu, Elena-Ana; Smits, Paul; van Dijk, Frank; Vanderlinde, Ruben; Valcke, Martin

2013-11-01

Self-efficacy is defined as a person's beliefs in his or her abilities to successfully complete a task, and has been shown to influence student motivation and academic achievement. The purpose of this study was to evaluate the impact of a new European teaching module in occupational medicine on undergraduate students' self-efficacy and knowledge in the subject matter. Pre-, in-between, and posttraining tests were used to assess self-efficacy and knowledge building of 261 third-year medical students on occupational health issues. Determinants of self-efficacy and knowledge were also identified. Repeated measurement data were analyzed with multilevel statistical procedures. The level of self-efficacy and knowledge in occupational medicine increased after the training. Students who frequently attended the lectures scored significantly higher than sporadic attendees. There was no relation between the level of self-efficacy and the final knowledge score. Teaching with the new occupational medicine module was effective. Lecture attendance is an important determinant of self-efficacy and performance. Self-efficacy was not associated with knowledge score. Encouraging classroom participation may enhance student achievement.

Just-in-Time Teaching: A Tool for Enhancing Student Engagement in Advanced Foreign Language Learning

ERIC Educational Resources Information Center

Abreu, Laurel; Knouse, Stephanie

2014-01-01

Scholars have indicated a need for further research on effective pedagogical strategies designed for advanced foreign language courses in the postsecondary setting, especially in light of decreased enrollments at this level and the elimination of foreign language programs altogether in some institutions (Paesani & Allen, 2012). This article…

Teaching Children Science. Second Edition.

ERIC Educational Resources Information Center

Abruscato, Joseph

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

Characterization of mathematics instructional practises for prospective elementary teachers with varying levels of self-efficacy in classroom management and mathematics teaching

NASA Astrophysics Data System (ADS)

Lee, Carrie W.; Walkowiak, Temple A.; Nietfeld, John L.

2017-03-01

The purpose of this study was to investigate the relationship between prospective teachers' (PTs) instructional practises and their efficacy beliefs in classroom management and mathematics teaching. A sequential, explanatory mixed-methods design was employed. Results from efficacy surveys, implemented with 54 PTs were linked to a sample of teachers' instructional practises during the qualitative phase. In this phase, video-recorded lessons were analysed based on tasks, representations, discourse, and classroom management. Findings indicate that PTs with higher levels of mathematics teaching efficacy taught lessons characterised by tasks of higher cognitive demand, extended student explanations, student-to-student discourse, and explicit connections between representations. Classroom management efficacy seems to bear influence on the utilised grouping structures. These findings support explicit attention to PTs' mathematics teaching and classroom management efficacy throughout teacher preparation and a need for formative feedback to inform development of beliefs about teaching practises.

Using the Affective Domain to Enhance Teaching of the ACGME Competencies in Anesthesiology Training.

PubMed

Yanofsky, Samuel D; Nyquist, Julie G

2010-01-01

Teaching and assessing the advanced competencies will continue to be a challenge. Incorporating new and nontraditional skills into an already complex and challenging clinical curriculum and practice is not easy. This makes development of methods for curricular design, teaching and assessment of anesthesiology resident and fellow performance essential. The Domains of learning, particularly the Affective Domain can serve as an organizing structure for developing objectives and selecting teaching and assessment techniques. Using the Affective Domain to select targeted teaching techniques might help foster development of key beliefs and values that underlie the advanced competencies (and sub-competencies). Targeted teaching, outside of the patient care arena, when combined with traditional clinical teaching practices, may help to ensure continued performance of desired behaviors. These include acting in a consultative role for other health professionals (ICS), providing culturally responsive care (Professionalism), using evidence to enhance the care of patients (PBLI), and advocating for quality of care and working to enhance patient safety (SBP). As educators, our aim is not only to impact knowledge, attitudes and skills, but to impact the daily behavior of our graduates.

Practicing What We Teach: How Culturally Responsive Literacy Classrooms Make a Difference

ERIC Educational Resources Information Center

Schmidt, Patricia Ruggiano, Ed.; Lazar, Althier M., Ed.

2011-01-01

This readable book features K-12 teachers and teacher educators who report their experiences of culturally responsive literacy teaching in primarily high poverty, culturally nondominant communities. These extraordinary teachers show us what culturally responsive literacy teaching looks like in their classrooms and how it advances children's…

Implementing Mathematics Teaching That Promotes Students' Understanding through Theory-Driven Lesson Study

ERIC Educational Resources Information Center

Huang, Rongjin; Gong, Zikun; Han, Xue

2016-01-01

Lesson study (LS) has been practiced in China as an effective way to advance teachers' professional development for decades. This study explores how LS improves teaching that promotes students' understanding. A LS group including didacticians (practice-based teaching research specialist and University-based mathematics educators) and mathematics…

An Advance Organizer for Teaching Bacterial Metabolism

ERIC Educational Resources Information Center

Barbosa, Heloiza R.; Marques, Marilis V.; Torres, Bayardo B.

2005-01-01

The metabolic versatility of bacteria is a source of learning difficulty for students in classical microbiology courses. To facilitate the learning process, the authors developed an advance organizer. It consists of a set of six diagrams of metabolic pathways describing the basic living requirements of several types of bacteria: energy, carbon…

Photovoice as a Teaching Tool: Learning by Doing with Visual Methods

ERIC Educational Resources Information Center

Schell, Kara; Ferguson, Alana; Hamoline, Rita; Shea, Jennifer; Thomas-MacLean, Roanne

2009-01-01

There has been a lack of research done on in-class teaching and learning using visual methods. The purpose of this article is to demonstrate an enriched teaching and learning experience, facilitated by a Photovoice project, in an Advanced Methodology class where sociology graduate students were exposed to various social research methods and…

How surgical mentors teach: a classification of in vivo teaching behaviors part 2: physical teaching guidance.

PubMed

Sutkin, Gary; Littleton, Eliza B; Kanter, Steven L

2015-01-01

To study surgical teaching captured on film and analyze it at a fine level of detail to categorize physical teaching behaviors. We describe live, filmed, intraoperative nonverbal exchanges between surgical attending physicians and their trainees (residents and fellows). From the films, we chose key teaching moments and transcribed participants' utterances, actions, and gestures. In follow-up interviews, attending physicians and trainees watched videos of their teaching case and answered open-ended questions about their teaching methods. Using a grounded theory approach, we examined the videos and interviews for what might be construed as a teaching behavior and refined the physical teaching categories through constant comparison. We filmed 5 cases in the operating suite of a university teaching hospital that provides gynecologic surgical care. We included 5 attending gynecologic surgeons, 3 fellows, and 5 residents for this study. More than 6 hours of film and 3 hours of interviews were transcribed, and more than 250 physical teaching motions were captured. Attending surgeons relied on actions and gestures, sometimes wordlessly, to achieve pedagogical and surgical goals simultaneously. Physical teaching included attending physician-initiated actions that required immediate corollary actions from the trainee, gestures to illustrate a step or indicate which instrument to be used next, supporting or retracting tissues, repositioning the trainee's instruments, and placement of the attending physicians' hands on the trainees' hands to guide them. Attending physicians often voiced surprise at the range of their own teaching behaviors captured on film. Interrater reliability was high using the Cohen κ, which was 0.76 for the physical categories. Physical guidance is essential in educating a surgical trainee, may be tacit, and is not always accompanied by speech. Awareness of teaching behaviors may encourage deliberate teaching and reflection on how to innovate pedagogy

Utilizing public scientific web lectures to teach contemporary physics at the high school level: A case study of learning

NASA Astrophysics Data System (ADS)

Kapon, Shulamit; Ganiel, Uri; Eylon, Bat Sheva

2011-12-01

This paper describes a teaching experiment designed to examine the learning (i.e., retention of content and conceptual development) that takes place when public scientific web lectures delivered by scientists are utilized to present advanced ideas in physics to students with a high school background in physics. The students watched an exemplary public physics web lecture that was followed by a collaborative generic activity session. The collaborative session involved a guided critical reconstruction of the main arguments in the lecture, and a processing of the key analogical explanations. Then the students watched another exemplary web lecture on a different topic. The participants (N=14) were divided into two groups differing only in the order in which the lectures were presented. The students’ discussions during the activities show that they were able to reason and demonstrate conceptual progress, although the physics ideas in the lectures were far beyond their level in physics. The discussions during the collaborative session contributed significantly to the students’ understanding. We illustrate this point through an analysis of one of these discussions between two students on an analogical explanation of the Aharonov-Bohm effect that was presented in one of the lectures. The results from the tests that were administered to the participants several times during the intervention further support this contention.

Guide for the Training and Qualification of Welding Personnel. Level II - Advanced Welders.

ERIC Educational Resources Information Center

American Welding Society, Miami, FL.

This guide is designed to help education and training facilities develop and administer competency-based training programs to qualify and certify trainees in accordance with the American Welding Society (AWS) requirements for level II (advanced) welders. Presented first are the scope, objectives, and requirements of the AWS…

Relatives’ level of satisfaction with advanced cancer care in Greenland – a mixed methods study

PubMed Central

Augustussen, Mikaela; Hounsgaard, Lise; Pedersen, Michael Lynge; Sjøgren, Per; Timm, Helle

2017-01-01

ABSTRACT Palliative cancer care in Greenland is provided by health professionals at local level, the national Queen Ingrid’s Hospital and at Rigshospitalet in Denmark. To improve and develop care for relatives of patients with advanced cancer, we conducted a mixed method study examining relatives’ level of satisfaction with care and treatment and their current main concerns. The aim was to investigate relatives’ level of satisfaction with advanced cancer care and bring to light their current main concerns. The FAMCARE-20 questionnaire was translated to Greenlandic and pilot tested. The questionnaire was supplemented by open-ended questions about relative’s current main concerns and analyzed with a phenomenological hermeneutical approach. Greenlandic patients with advanced cancer who were previously participating in a prospective study were asked if their closest adult relative would participate in the study. Telephone interviews were conducted and relatives responded to the questionnaire. A total of thirty-two relatives were contacted by telephone and 30 (94%) completed the FAMCARE-20 questionnaire and answered open-ended questions. The highest rate of satisfaction was with the availability of a hospital bed (66%) and relatives were the most dissatisfied with the lack of inclusion in decision making related to treatment and care (71%) and the length of time required to diagnose cancer (70%). Responses to the open-ended questions revealed that relatives faced challenges in gaining access to information from health professionals. They experienced a lack of security, worries about the future and a lack of support at home. The study showed a substantial level of dissatisfaction among relatives of patients with advanced cancer. We strongly recommend a focus on psychosocial care, more access to information and to include relatives in decision making and in the future planning of palliative care services. An assessment of relatives’ needs is essential to develop

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

ERIC Educational Resources Information Center

Borovik, Alexandre

2011-01-01

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

Learning to Develop the Relationship between Research and Teaching at an Institutional Level

ERIC Educational Resources Information Center

Brew, Angela

2006-01-01

When implementing institutional strategies to bring research and teaching together, learning occurs. A research-intensive university in Australia put in place institutional strategies to strengthen the relationship between research and teaching.

The Teaching Practicum as a Locus of Multi-Leveled, School-Based Transformation

ERIC Educational Resources Information Center

El Kadri, Michele Salles; Roth, Wolff-Michael

2015-01-01

The teaching practicum is often considered as a compulsory activity for enculturating new members into the teacher community by providing opportunities to experience teaching in action. However, the practicum is rarely conceptualized in terms of its transformative potential. In this study, we report the results of a two-year ethnography study of a…

Examining the Use of Computer Algebra Systems in University-Level Mathematics Teaching

ERIC Educational Resources Information Center

Lavicza, Zsolt

2009-01-01

The use of Computer Algebra Systems (CAS) is becoming increasingly important and widespread in mathematics research and teaching. In this paper, I will report on a questionnaire study enquiring about mathematicians' use of CAS in mathematics teaching in three countries; the United States, the United Kingdom, and Hungary. Based on the responses…

A Suggested Syllabus for the Advanced Level English Course at Gendarmerie Schools Command in Accordance with NATO STANAG 6001 Level 3 Perspective

ERIC Educational Resources Information Center

Solak, Ekrem

2010-01-01

The aim of this study is to prepare a suggested syllabus in accordance with NATO Stanag 6001 Level 3 perspective for the Advanced Level English Course at Gendarmerie Schools Command which is subordinate to Gendarmerie General Command. It is believed that this study will contribute to other studies in the context of NATO Stanag 6001 language…

Selected Papers from the National Conference on College Teaching and Learning (4th, Jacksonville, Florida, April 14-17, 1993).

ERIC Educational Resources Information Center

Chambers, Jack A., Ed.

This collection of 18 papers covers four broad areas of teaching and learning in higher education: innovative college teaching/learning strategies; effective classroom research/assessment activities; advanced classroom technology; and developing teaching and learning centers. Titles include: (1) "Changing Teaching Styles When Technology Becomes…

Teaching Grammar through Task-Based Language Teaching to Young EFL Learners

ERIC Educational Resources Information Center

Yildiz, Mustafa; Senel, Mufit

2017-01-01

The present study investigates the effects of Task-Based Language Teaching on students' grammar knowledge in the field of teaching grammar. It has been studied with 32 students from 8th grade during a two-and-a-half-month process. Throughout this process, students firstly are applied a pre-test to examine their level and to confirm whether there…

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

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

Advanced Initiation Systems Manufacturing Level 2 Milestone Completion Summary

DOE Office of Scientific and Technical Information (OSTI.GOV)

Chow, R; Schmidt, M

2009-10-01

Milestone Description - Advanced Initiation Systems Detonator Design and Prototype. Milestone Grading Criteria - Design new generation chip slapper detonator and manufacture a prototype using advanced manufacturing processes, such as all-dry chip metallization and solvent-less flyer coatings. The advanced processes have been developed for manufacturing detonators with high material compatibility and reliability to support future LEPs, e.g. the B61, and new weapons systems. Perform velocimetry measurements to determine slapper velocity as a function of flight distance. A prototype detonator assembly and stripline was designed for low-energy chip slappers. Pictures of the prototype detonator and stripline are shown. All-dry manufacturing processesmore » were used to address compatibility issues. KCP metallized the chips in a physical vapor deposition system through precision-aligned shadow masks. LLNL deposited a solvent-less polyimide flyer with a processes called SLIP, which stands for solvent-less vapor deposition followed by in-situ polymerization. LANL manufactured the high-surface-area (HSA) high explosive (HE) pellets. Test fires of two chip slapper designs, radius and bowtie, were performed at LLNL in the High Explosives Application Facility (HEAF). Test fires with HE were conducted to establish the threshold firing voltages. pictures of the chip slappers before and after test fires are shown. Velocimetry tests were then performed to obtain slapper velocities at or above the threshold firing voltages. Figure 5 shows the slapper velocity as a function of distance and time at the threshold voltage, for both radius and bowtie bridge designs. Both designs were successful at initiating the HE at low energy levels. Summary of Accomplishments are: (1) All-dry process for chip manufacture developed; (2) Solventless process for slapper materials developed; (3) High-surface area explosive pellets developed; (4) High performance chip slappers developed; (5) Low

Why Are Chemists and Other Scientists Afraid of the Peer Review of Teaching?

NASA Astrophysics Data System (ADS)

Atwood, Charles H.; Taylor, James W.; Hutchings, Pat A.

2000-02-01

This paper presents a series of arguments that teaching should be subjected to the similar review standards that chemical research employs. Through peer review, the hope is to elevate the status of teaching in academe. The paper also describes a national effort through the American Association for Higher Education and the Carnegie Foundation for the Advancement of Teaching to establish a peer-review process appropriate for teaching. Finally, an examination of some of the perceived barriers to peer review, including fear, is detailed.

Team-Teaching a Current Events-Based Biology Course for Nonmajors

ERIC Educational Resources Information Center

Bondos, Sarah E.; Phillips, Dereth

2008-01-01

Rice University has created a team-taught interactive biology course for nonmajors with a focus on cutting edge biology in the news--advances in biotechnology, medicine, and science policy, along with the biological principles and methodology upon which these advances are based. The challenges inherent to teaching current topics were minimized by…

Characteristics of Knowledge Interconnectedness in Teaching

ERIC Educational Resources Information Center

Antonijevic, Radovan

2006-01-01

The subject of the paper presents establishing basic characteristics, forms and levels of knowledge interconnectedness in teaching, especially in mathematics and biology teaching. The analysis was realized by considering basic theoretical views in this field, as well as by establishing features and levels of knowledge interconnectedness in the…

Improving Chemistry Education by Offering Salient Technology Training to Preservice Teachers: A Graduate-Level Course on Using Software to Teach Chemistry

ERIC Educational Resources Information Center

Tofan, Daniel C.

2009-01-01

This paper describes an upper-level undergraduate and graduate-level course on computers in chemical education that was developed and offered for the first time in Fall 2007. The course provides future chemistry teachers with exposure to current software tools that can improve productivity in teaching, curriculum development, and education…

Advancing Research on Undergraduate Science Learning

ERIC Educational Resources Information Center

Singer, Susan Rundell

2013-01-01

This special issue of "Journal of Research in Science Teaching" reflects conclusions and recommendations in the "Discipline-Based Education Research" (DBER) report and makes a substantial contribution to advancing the field. Research on undergraduate science learning is currently a loose affiliation of related fields. The…

Florida Teachers' Attitudes about Teaching Evolution

ERIC Educational Resources Information Center

Fowler, Samantha R.; Meisels, Gerry G.

2010-01-01

A survey of Florida teachers reveals many differences in comfort level with teaching evolution according to the state's science teaching standards, general attitudes and beliefs about evolution, and the extent to which teachers are criticized, censured, disparaged, or reprehended for their beliefs about the teaching of evolution.

Assessing Accomplished Teaching: Good Strides, Great Challenges

ERIC Educational Resources Information Center

Norman, Antony D.

2010-01-01

This article surveys efforts at the national and international level to define and assess accomplished teaching with particular attention devoted to how assessments of accomplished teaching connect to student learning. The author finds that most assessments are based on aspects of teaching that, presumably, come together as accomplished teaching.…

[Teaching nursing research at bachelor and second level degree: opinions of nursing associate professors and nursing researchers].

PubMed

D'Aliesio, Lorella; Vellone, Ercole; Rega, Maria Luisa; Galletti, Caterina

2006-01-01

Nursing research is a systematic and very important enquiry for improving clients' quality of life and effective and efficient nursing care. National and international literature state that all nurses should have knowledge and responsibilities in research which are different in relation to their educational level. The aim of the present study was to collect opinions of the new professors in nursing about objectives, contents and methods for teaching nursing research at Bachelor and Master Degree. The sample was made of nine participants who were interviewed by twenty questions sent by e-mail. The interviews were analysed using quantitative-descriptive and qualitative-phenomenological methods (triangulation). Interviews revealed that Bachelor students should be educated to retrieve and criticise scientific literature, to apply research finding in practice and to collaborate in research studies; Master students should improve knowledge of Bachelor degree and be able to design and conduct research studies. Participants emphasised the importance of using active methodologies for teaching and to involve students in research. By analysing the literature and the results of the present study educational objectives for teaching nursing research at Bachelor and Master degree are defined.

Teaching Statistics Online: A Decade's Review of the Literature about What Works

ERIC Educational Resources Information Center

Mills, Jamie D.; Raju, Dheeraj

2011-01-01

A statistics course can be a very challenging subject to teach. To enhance learning, today's modern course in statistics might incorporate many different aspects of technology. Due to advances in technology, teaching statistics online has also become a popular course option. Although researchers are studying how to deliver statistics courses in…

Why Teach Art?

ERIC Educational Resources Information Center

Stephens, Pamela Geiger

2008-01-01

Throughout the author's career as an art educator in public schools and at the university level, a perplexing question has recurred: "Why teach art?" This query never fails to surprise her, for in her estimation the arts are at the very core of all art educators need to know and what they should be teaching. As art teachers--regardless of where or…

Peer review: a tool to enhance clinical teaching.

PubMed

Gusic, Maryellen; Hageman, Heather; Zenni, Elisa

2013-10-01

The system used by academic health centres to evaluate teaching must be valued by the large number of faculty staff that teach in clinical settings. Peer review can be used to evaluate and enhance clinical teaching. The objective of this study was to determine the perceptions of clinical faculty about the effects of participating in peer review. Faculty members were observed teaching in a clinical setting by trained peer observers. Feedback was provided using a checklist of behaviours and descriptive comments. Afterwards, semi-structured interviews were conducted to assess the faculty member's perception about the process. Notes from the interviews were analysed using a grounded theory approach. The study was approved by the institutional review boards of all the institutions involved. Three themes emerged from the interviews with faculty members: (1) they found the process to be valuable - they received information that affirmed "good" teaching behaviours, and were prompted to be more focused on their teaching; (2) they were motivated to enhance their teaching by being more deliberate, interactive and learner-centred; and (3) they were inspired to explore other opportunities to improve their teaching skills. Peer review is a process that promotes the open discussion and exchange of ideas. This conversation advances clinical teaching skills and allows high-quality teaching behaviours to be strengthened. © 2013 John Wiley & Sons Ltd.

NICU nurse educators: what evidence supports your teaching strategies?

PubMed

Pilcher, Jobeth

2013-01-01

One of our roles as nurse educators is to teach best practices related to patient care. However, have you ever stopped to think about what evidence supports your teaching strategies? Just as our patients deserve care that is based on the best available evidence, our learners also deserve education that is based on evidence.1-3 With so many advances in knowledge, technology, and even life itself, it is interesting that education has changed very little over the past 100 years. A study among 946 nurse educators documented that most teach the way they were taught.4 In addition, even after learning new strategies, educators often continue teaching in the manner they are most comfortable. However, this trend is beginning to change. Nurse educators are becoming increasingly aware of and willing to try new and innovative teaching strategies. Educators are also seeking out evidence-based teaching strategies and are becoming more involved in nursing education research.

High Level of Emotional Intelligence Is Related to High Level of Online Teaching Self-Efficacy among Academic Nurse Educators

ERIC Educational Resources Information Center

Ali, Nagia; Ali, Omar; Jones, James

2017-01-01

This study examined the relationship between emotional intelligence (EI) and online teaching self-efficacy among 115 academic nurse educators who teach online (totally, blended, or both). The sample was randomly drawn from the list of nursing schools accredited by Commission on Collegiate Nursing Education (CCNE) with baccalaureate, master's…

Comparison of U.S. and Chinese High-School Physics Teaching and the Need for Active Learning at the College Level

NASA Astrophysics Data System (ADS)

Tosa, Sachiko; Qian, Lingbo

This study examines the extent to which inquiry-based teaching is practiced in Chinese high-school physics in comparison with US high schools. Data were collected through lesson observations and the administration of a teacher survey (N = 19). Results show that both US and Chinese teachers are well aware of the importance of the elements that are associated with inquiry-based teaching. However, in practice, little inquiry-based teaching was observed in either of the countries by different reasons. US physics lessons often lacked rigorous content development to help students understand physics concepts, while many of the Chinese lessons failed to include opportunities for students to present and test their own thoughts. It is advocated that the implementation of active learning strategies at the college level physics would help the situation in both of the countries.

Examining the Impact of State Level Merit-Aid Policies on Advanced Placement Participation

ERIC Educational Resources Information Center

Kramer, Dennis A., II

2016-01-01

This study examines the impact of merit-aid programs on secondary course taking patterns. Specifically, this study uses difference-in-differences to analyze state-level Advanced Placement (AP) participation and examination data pre and post merit-aid adoption. Results indicate increases in AP participation and number of total examinations after…

Exploring the Impact of Varying Levels of Augmented Reality to Teach Probability and Sampling with a Mobile Device

ERIC Educational Resources Information Center

Conley, Quincy

2013-01-01

Statistics is taught at every level of education, yet teachers often have to assume their students have no knowledge of statistics and start from scratch each time they set out to teach statistics. The motivation for this experimental study comes from interest in exploring educational applications of augmented reality (AR) delivered via mobile…

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…

Assessing the Impact of Educational Development through the Lens of the Scholarship of Teaching and Learning

ERIC Educational Resources Information Center

Hoessler, Carolyn; Britnell, Judy; Stockley, Denise

2010-01-01

In this article, the authors convey what scholarship of teaching and learning is and is not, and how educational developers can and do engage in such scholarship to grow as individual providers, units, and academic institutions seeking to continue improving teaching and learning. Further, the advancement of effective teaching techniques, expansion…

Advanced Satellite-Based Frequency Transfer at the 10-16 Level.

PubMed

Fujieda, Miho; Yang, Sung-Hoon; Gotoh, Tadahiro; Hwang, Sang-Wook; Hachisu, Hidekazu; Kim, Huidong; Lee, Young Kyu; Tabuchi, Ryo; Ido, Tetsuya; Lee, Won-Kyu; Heo, Myoung-Sun; Park, Chang Yong; Yu, Dai-Hyuk; Petit, Gerard

2018-06-01

Advanced satellite-based frequency transfers by two-way carrier-phase (TWCP) and integer precise point positioning have been performed between the National Institute of Information and Communications Technology and Korea Research Institute of Standards and Science. We confirm that the disagreement between them is less than at an averaging time of several days. In addition, an overseas frequency ratio measurement of Sr and Yb optical lattice clocks was directly performed by TWCP. We achieved an uncertainty at the mid-10 -16 level after a total measurement time of 12 h. The frequency ratio was consistent with the recently reported values within the uncertainty.

Barriers and Facilitators to Career Advancement by Top-Level, Entry-Level and Non-Administrative Women in Public School Districts: A Mixed Methods Study

ERIC Educational Resources Information Center

Ahmed, Eman Ibrahim El-Desouki

2011-01-01

The purpose of this study was to investigate the barriers and facilitators to career advancement among women administrators occupying top-level positions, those occupying entry-level positions and those in non-administrative positions in both rural and urban public school districts in central Pennsylvania. The need to increase the awareness of the…

Improvisational Teaching as Mode of Knowing

ERIC Educational Resources Information Center

Shem-Tov, Naphtaly

2011-01-01

Theatrical improvisation is a joyful, creative, and playful activity of discovery and a spontaneous process. It seems to be the opposite of teaching, which requires proper planning and advance thinking and seems a very "serious business" that deals with values and knowledge. Improvisation is shaped by flexibility and by transformative…

Big Ideas in Volcanology-a new way to teach and think about the subject?

NASA Astrophysics Data System (ADS)

Rose, W. I.

2011-12-01

As intense work with identifying and presenting earth science to middle school science teachers in the MiTEP project advances, I have realized that tools used to connect with teachers and students of earth science in general and especially to promote higher levels of learning, should be advantageous in graduate teaching as well. In my last of 40 years of teaching graduate volcanology, I have finally organized the class around ideas based on Earth Science Literacy Principles and on common misconceptions. As such, I propose and fully explore the twelve "big ideas" of volcanology at the rate of one per week. This curricular organization highlights the ideas in volcanology that have major impact beyond volcanology itself and explores the roots and global ramifications of these ideas. Together they show how volcanology interfaces with the science world and the "real" world or how volcanologists interface with "real" people. In addition to big ideas we explore difficult and misunderstood concepts and the public misconceptions associated with each. The new organization and its focus on understanding relevant and far reaching concepts and hypotheses provides a refreshing context for advanced learning. It is planned to be the basis for an interactive website.

Relationships between Actualizing Concrete and Formal Science Teaching Intentions and the Levels of Cognitive Development among Some Prospective Teachers in Nigeria.

ERIC Educational Resources Information Center

Ehindero, Olusola J.

1980-01-01

Determines relationships between prospective secondary school science teachers' (N=60) level of cognitive development (i.e., Piaget's concrete operational or formal operational stage) and success in stating and actualizing teaching intentions. (CS)

Teaching Monte Carlo Strategies for Earth System Modelling using a Guided Group-Learning Approach in the Classroom

NASA Astrophysics Data System (ADS)

Wagener, T.; Pianosi, F.; Woods, R. A.

2016-12-01

The need for quantifying uncertainty in earth system modelling has now been well established on both scientific and policy-making grounds. There is an urgent need to bring the skills and tools needed for doing so into practice. However, such topics are currently largely constrained to specialist graduate courses or to short courses for PhD students. Teaching the advanced skills needed for implementing and for using uncertainty analysis is difficult because students feel that it is inaccessible and it can be boring if presented using frontal teaching in the classroom. While we have made significant advancement in sharing teaching material, sometimes even including teaching notes (Wagener et al., 2012, Hydrology and Earth System Sciences), there is great need for understanding how we can bring such advanced topics into the undergraduate (and even graduate) curriculum in an effective manner. We present the results of our efforts to teach Matlab-based tools for uncertainty quantification in earth system modelling in a civil engineering undergraduate course. We use the example of teaching Monte Carlo strategies, the basis for the most widely used uncertainty quantification approaches, through the use of guided group-learning activities in the classroom. We utilize a three-step approach: [1] basic introduction to the problem, [2] guided group-learning to develop a possible solution, [3] comparison of possible solutions with state-of-the-art algorithms across groups. Our initial testing in an undergraduate course suggests that (i) overall students find a group-learning approach more engaging, (ii) that different students take charge of advancing the discussion at different stages or for different problems, and (iii) that making appropriate suggestions (facilitator) to guide the discussion keeps the speed of advancement sufficiently high. We present the approach, our initial results and suggest how a wider course on earth system modelling could be formulated in this manner.

The Advanced Course in Professional Selling

ERIC Educational Resources Information Center

Loe, Terry; Inks, Scott

2014-01-01

More universities are incorporating sales content into their curriculums, and although the introductory courses in professional sales have much common ground and guidance from numerous professional selling texts, instructors teaching the advanced selling course lack the guidance provided by common academic tools and materials. The resulting…

(Re)Positioning Team Teaching: The Visibility and Viability of Learning in Classrooms

ERIC Educational Resources Information Center

Ó Murchú, Finn; Conway, Paul

2017-01-01

Team teaching, where two teachers teach in the same classroom at the same time, while not a new concept, is increasingly being positioned and repositioned in research and policy literatures as central in advancing a range of valued educational goals. These goals include supporting inclusive learning for all students as well as supporting…

Investigating the Relationship between Job Satisfaction Levels of the Teachers in Educational Institutions and Their Attitudes towards Teaching Profession

ERIC Educational Resources Information Center

Üredi, Lütfi

2017-01-01

The basic purpose of this research was to investigate the relationship between job satisfaction levels of the teachers in educational institutions and their attitudes towards teaching profession. Obtained results provided significant contributions for improving the quality of educational activities. Relational screening model as one of the…

Using the Affective Domain to Enhance Teaching of the ACGME Competencies in Anesthesiology Training

PubMed Central

2010-01-01

Teaching and assessing the advanced competencies will continue to be a challenge. Incorporating new and nontraditional skills into an already complex and challenging clinical curriculum and practice is not easy. This makes development of methods for curricular design, teaching and assessment of anesthesiology resident and fellow performance essential. The Domains of learning, particularly the Affective Domain can serve as an organizing structure for developing objectives and selecting teaching and assessment techniques. Using the Affective Domain to select targeted teaching techniques might help foster development of key beliefs and values that underlie the advanced competencies (and sub-competencies). Targeted teaching, outside of the patient care arena, when combined with traditional clinical teaching practices, may help to ensure continued performance of desired behaviors. These include acting in a consultative role for other health professionals (ICS), providing culturally responsive care (Professionalism), using evidence to enhance the care of patients (PBLI), and advocating for quality of care and working to enhance patient safety (SBP). As educators, our aim is not only to impact knowledge, attitudes and skills, but to impact the daily behavior of our graduates. PMID:27175387

Innovative Multimedia for Teaching Nematology

PubMed Central

Eisenback, J. D.

1993-01-01

The availability of interactive multimedia authoring software programs promises to revolutionize the teaching of nematology. These programs integrate text, hypertext, graphics, animations, video, and sound. The user interacts with the information on demand in a nonlinear fashion. Beginning students can limit themselves to the general outlines of the subject, and advanced students can explore the information to the limits of their ability. Use of interactive multimedia does not eliminate the need for effective, enthusiastic teachers but provides a mechanism for the efficient transfer of information. An interactive multimedia presentation that supplements lectures in an introductory course is presented as an example of the application of this technology for teaching nematology. PMID:19279782

A five year study of the attitudes, perceptions, and philosophies of five secondary science education teachers prepared in the constructivist teaching methodology advanced at the University of Iowa

NASA Astrophysics Data System (ADS)

Hollenbeck, James Edward

1999-11-01

The present study researched the attitudes, Perceptions, and philosophies of five secondary education science teachers prepared in the constructivist teaching methodology advanced at the University of Iowa. This study is a continuation of a three-year study---the Salish I Project supported by the US Department of Education. The teachers studied are five 1993 University of Iowa Science Education Center graduates who have taught for five years. The main objective of the present study was finding answers to four questions aiming at further understanding of the impact and importance of the preservice education in I the constructivist teaching methodology of new teachers, and the changes they experience in the first five years of teaching. The instruments used in the study are various as they cover a wide range of different categories of beliefs I in terms of teaching, learning, teacher performance and view of school. The following trends came out on reviewing all of the data: in the first year of teaching three of the five teachers studied taught as constructivist teachers. in the third year of teaching, the classroom practices of the teachers converged more closely to their beliefs and preservice preparation. In the fifth year, all five teachers were ranked as constructivist in their teaching methodology in the classroom. Using the Wilcoxson test, significant, positive relationships were revealed between the teacher's philosophy of teaching and learning, with their actual practice. Teacher's philosophy and teaching practice were compared with selected standards set forth by the National Science Education Standards and were found to be in close alignment in their fifth year of teaching. Teachers prepared in the constructivist methodology are concerned about their subject content and value student input and reflection. The teachers reported using student-initiated ideas, alternative assessment strategies and being receptive to alternatives. Other important factors

Teaching with Technology in Higher Education: Understanding Conceptual Change and Development in Practice

ERIC Educational Resources Information Center

Englund, Claire; Olofsson, Anders D.; Price, Linda

2017-01-01

Research indicates that teachers' conceptions of and approaches to teaching with technology are central for the successful imple-mentation of educational technologies in higher education. This study advances this premise. We present a 10-year longitudinal study examining teachers' conceptions of and approaches to teaching and learning with…

Minorities struggle to advance in academic medicine: A 12-y review of diversity at the highest levels of America's teaching institutions.

PubMed

Yu, Peter T; Parsa, Pouria V; Hassanein, Omar; Rogers, Selwyn O; Chang, David C

2013-06-15

Blacks, Hispanics, and women are underrepresented in academic medicine. This study sought to identify recent trends in the academic appointments of underrepresented groups at all levels of academic medicine. This was a retrospective cross-sectional analysis of the Association of American Medical Colleges' data on faculty at U.S. medical schools from 1997 to 2008. The distribution across race and gender at different academic ranks (instructor, assistant professor, associate professor, and full professor) and the leadership positions of chairperson and dean were calculated for each year of the study. Averaged over the 12-y study period, whites accounted for 84.76% of professors, 88.26% of chairpersons, and 91.28% of deans. Asians represented 6.66% of professors, 3.52% of chairpersons, and 0% of deans. Blacks represented 1.25% of professors, 2.69% of chairpersons, and 4.94% of deans. Hispanics represented 2.76% of professors, 3.37% of chairpersons, and 2.91% of deans. Women represented 14.7% of professors, 9.2% of chairpersons, and 9.3% of deans. Overall, there was a net positive increase in the percentage of minority academic physicians in this study period, but at the current rate, it would take nearly 1000y for the proportion of black physicians to catch up to the percentage of African Americans in the general population. Additionally, year-by-year analysis demonstrates that there was a reduction in the percentage of each minority group for the last 2y of this study, in 2007 and 2008. Minorities, including Asian Americans, and women remain grossly underrepresented in academic medicine. Blacks have shown the least progress during this 12-y period. The disparity is greatest at the highest levels (professor, chairperson, and dean) of our field. We must redouble our efforts to recruit, retain, and advance minorities in academic medicine. Copyright © 2013 Elsevier Inc. All rights reserved.

University Teaching: A Guide for Graduate Students.

ERIC Educational Resources Information Center

Lambert, Leo M., Ed.; And Others

This book for graduate teaching assistants (TAs) presents 15 essays regarding the place of teaching in the lives of those teaching at the university level, and the responsibilities of teachers at all points in their careers. The book offers practical classroom strategies as well as selections from current research on teaching and learning. The 15…

Combined Effect of Levels in Personal Self-Regulation and Regulatory Teaching on Meta-Cognitive, on Meta-Motivational, and on Academic Achievement Variables in Undergraduate Students.

PubMed

de la Fuente, Jesús; Sander, Paul; Martínez-Vicente, José M; Vera, Mariano; Garzón, Angélica; Fadda, Salvattore

2017-01-01

The Theory of Self- vs . Externally-Regulated Learning™ (SRL vs. ERL) proposed different types of relationships among levels of variables in Personal Self-Regulation (PSR) and Regulatory Teaching (RT) to predict the meta-cognitive, meta-motivational and -emotional variables of learning, and of Academic Achievement in Higher Education. The aim of this investigation was empirical in order to validate the model of the combined effect of low-medium-high levels in PSR and RT on the dependent variables. For the analysis of combinations, a selected sample of 544 undergraduate students from two Spanish universities was used. Data collection was obtained from validated instruments, in Spanish versions. Using an ex-post-facto design, different Univariate and Multivariate Analyses (3 × 1, 3 × 3, and 4 × 1) were conducted. Results provide evidence for a consistent effect of low-medium-high levels of PSR and of RT, thus giving significant partial confirmation of the proposed rational model. As predicted, (1) the levels of PSR and positively and significantly effected the levels of learning approaches, resilience, engagement, academic confidence, test anxiety, and procedural and attitudinal academic achievement; (2) the most favorable type of interaction was a high level of PSR with a high level RT process. The limitations and implications of these results in the design of effective teaching are analyzed, to improve university teaching-learning processes.

Combined Effect of Levels in Personal Self-Regulation and Regulatory Teaching on Meta-Cognitive, on Meta-Motivational, and on Academic Achievement Variables in Undergraduate Students

PubMed Central

de la Fuente, Jesús; Sander, Paul; Martínez-Vicente, José M.; Vera, Mariano; Garzón, Angélica; Fadda, Salvattore

2017-01-01

The Theory of Self- vs. Externally-Regulated Learning™ (SRL vs. ERL) proposed different types of relationships among levels of variables in Personal Self-Regulation (PSR) and Regulatory Teaching (RT) to predict the meta-cognitive, meta-motivational and -emotional variables of learning, and of Academic Achievement in Higher Education. The aim of this investigation was empirical in order to validate the model of the combined effect of low-medium-high levels in PSR and RT on the dependent variables. For the analysis of combinations, a selected sample of 544 undergraduate students from two Spanish universities was used. Data collection was obtained from validated instruments, in Spanish versions. Using an ex-post-facto design, different Univariate and Multivariate Analyses (3 × 1, 3 × 3, and 4 × 1) were conducted. Results provide evidence for a consistent effect of low-medium-high levels of PSR and of RT, thus giving significant partial confirmation of the proposed rational model. As predicted, (1) the levels of PSR and positively and significantly effected the levels of learning approaches, resilience, engagement, academic confidence, test anxiety, and procedural and attitudinal academic achievement; (2) the most favorable type of interaction was a high level of PSR with a high level RT process. The limitations and implications of these results in the design of effective teaching are analyzed, to improve university teaching-learning processes. PMID:28280473

The Idea Bank: Teaching Harmonic Concepts at the Elementary Level.

ERIC Educational Resources Information Center

Music Educators Journal, 1979

1979-01-01

Briefly described are ways of teaching the concept of harmony to young children through the use of keyboard instruments, resonator bells, diatonic and chromatic bells, and Orff melody instruments. (KC)

English 341: Advanced Composition for Teachers

ERIC Educational Resources Information Center

Duffy, William

2013-01-01

English 341: Advanced Composition for Teachers is a three-credit undergraduate course for pre-service educators at Francis Marion University, a mid-size public university located in northeast South Carolina. According to the university catalog, students enrolled in English 341 "explore connections among writing, teaching, and learning as they…

Marginal ambulatory teaching cost under varying levels of service utilization.

PubMed

Panton, D M; Mushlin, A I; Gavett, J W

1980-06-01

The ambulatory component of residency training jointly produces two products, namely, training and patient services. In costing educational programs of this type, two approaches are frequently taken. The first considers the total costs of the educational program, including training and patient services. These costs are usually constructed from historical accounting records. The second approach attempts to cost the joint products separately, based upon estimates of future changes in program costs, if the product in question is added to or removed from the program. The second approach relates to typical decisions facing the managers of medical centers and practices used for teaching purposes. This article reports such a study of costs in a primary-care residency training program in a hospital outpatient setting. The costs of the product, i.e., on-the-job training, are evaluated using a replacement-cost concept under different levels of patient services. The results show that the cost of the product, training, is small at full clinical utilization and is sensitive to changes in the volume of services provided.

Role of the Direct Teaching Method in the Academic Achievement of Students in English at the Secondary Level

ERIC Educational Resources Information Center

Hussain, Ishtiaq; Inamullah, Hafiz; Naseer-Ud-Din, Muhammad; Hafizatullah, Hafiz

2009-01-01

The major objective of this study was to determine the role of the direct teaching method in the academic achievement of students in English at the secondary level. To achieve the said objective, the "Solomon Four-Design pre-test/post-test equivalent group design" was considered to be the most useful design for this study. The pre-test…

Foundations for Success in the Teaching of O-Level Mathematics in Rural Day Secondary Schools in Masvingo District

ERIC Educational Resources Information Center

Mupa, Paul

2015-01-01

The growing failure rate in Mathematics at O-level is cause for concern and warrants an in-depth investigation. This study focused on factors that make the foundation of success in the teaching and learning of Mathematics. The study was qualitative and employed a case study design. Semi-structured interviews were used as data generation tool. The…

Technologies for Teaching: Strategies and Pitfalls

ERIC Educational Resources Information Center

Meloni, Julie

2011-01-01

It isn't a stretch to say that the definitions of "teaching online" and "teaching with technology" vary, even from instructor to instructor. Whatever the level of technology, and regardless of teachers' comfort level with it, one has to remember that for all that educational technology can offer through new communication methods and the ability to…

A Historical Perspective on Problems in Botany Teaching.

ERIC Educational Resources Information Center

Hershey, David R.

1996-01-01

Discusses how the many problems in botany teaching are interrelated and most have existed since at least the early 1900s. Considers botany teaching at both the precollege and introductory college levels. Discusses botany neglect in biology teaching, botanical illiteracy, uninteresting or irrelevant botany teaching, zoochauvinism, research…

Strengthening STEM performance and persistence: Influence of undergraduate teaching assistants on entry-level STEM students

NASA Astrophysics Data System (ADS)

Philipp, Stephanie B.

Increasing retention of students in science, technology, engineering, or mathematics (STEM) programs of study is a priority for many colleges and universities. This study examines an undergraduate teaching assistant (UTA) program implemented in a general chemistry course for STEM majors to provide peer learning assistance to entrylevel students. This study measured the content knowledge growth of UTAs compared to traditional graduate teaching assistants (GTAs) over the semester, and described the development of peer learning assistance skills of the UTAs as an outcome of semesterlong training and support from both science education and STEM faculty. Impact of the UTA program on final exam grades, persistence of students to enroll in the next chemistry course required by their intended major, and STEM identity of students were estimated. The study sample comprised 284 students in 14 general chemistry recitation sections led by six UTAs and 310 students in 15 general chemistry recitation sections led by three traditional GTAs for comparison. Results suggested that both UTAs and GTAs made significant learning gains in general chemistry content knowledge, and there was no significant difference in content knowledge between UTA and GTA groups. Student evaluations, researcher observations, and chemistry faculty comments confirm UTAs were using the learning strategies discussed in the semester-long training program. UTA-led students rated their TAs significantly higher in teaching quality and student care and encouragement, which correlated with stronger STEM recognition by those students. The results of hierarchical linear model (HLM) analysis showed little variance in final exam grades explained by section-level variables; most variance was explained by student-level variables: mathematics ACT score, college GPA, and intention to enroll in the next general chemistry course. Students having higher college GPAs were helped more by having a UTA. Results from logistic

Clinical teaching with emotional intelligence: A teaching toolbox

PubMed Central

Omid, Athar; Haghani, Fariba; Adibi, Peyman

2016-01-01

Background: Emotional intelligence (EI) helps humans to perceive their own and others’ emotions. It helps to make better interpersonal communication that consequently leads to an increase in everyday performance and professional career. Teaching, particularly teaching in the clinical environment, is among the professions that need a high level of EI due to its relevance to human interactions. Materials and Methods: We adopted EI competencies with characteristics of a good clinical teacher. As a result, we extracted 12 strategies and then reviewed the literatures relevant to these strategies. Results: In the present article, 12 strategies that a clinical teacher should follow to use EI in her/his teaching were described. Conclusion: To apply EI in clinical settings, a teacher should consider all the factors that can bring about a more positive emotional environment and social interactions. These factors will increase students’ learning, improve patients’ care, and maintain her/his well-being. In addition, he/she will be able to evaluate her/his teaching to improve its effectiveness. PMID:27904573

Flipping for success: evaluating the effectiveness of a novel teaching approach in a graduate level setting.

PubMed

Moraros, John; Islam, Adiba; Yu, Stan; Banow, Ryan; Schindelka, Barbara

2015-02-28

Flipped Classroom is a model that's quickly gaining recognition as a novel teaching approach among health science curricula. The purpose of this study was four-fold and aimed to compare Flipped Classroom effectiveness ratings with: 1) student socio-demographic characteristics, 2) student final grades, 3) student overall course satisfaction, and 4) course pre-Flipped Classroom effectiveness ratings. The participants in the study consisted of 67 Masters-level graduate students in an introductory epidemiology class. Data was collected from students who completed surveys during three time points (beginning, middle and end) in each term. The Flipped Classroom was employed for the academic year 2012-2013 (two terms) using both pre-class activities and in-class activities. Among the 67 Masters-level graduate students, 80% found the Flipped Classroom model to be either somewhat effective or very effective (M = 4.1/5.0). International students rated the Flipped Classroom to be significantly more effective when compared to North American students (X(2) = 11.35, p < 0.05). Students' perceived effectiveness of the Flipped Classroom had no significant association to their academic performance in the course as measured by their final grades (r s = 0.70). However, students who found the Flipped Classroom to be effective were also more likely to be satisfied with their course experience. Additionally, it was found that the SEEQ variable scores for students enrolled in the Flipped Classroom were significantly higher than the ones for students enrolled prior to the implementation of the Flipped Classroom (p = 0.003). Overall, the format of the Flipped Classroom provided more opportunities for students to engage in critical thinking, independently facilitate their own learning, and more effectively interact with and learn from their peers. Additionally, the instructor was given more flexibility to cover a wider range and depth of material, provide in-class applied

Motivational Characteristics of Prospective Teachers with Different Levels of Commitment to Teaching: A Mixed-Methods Investigation

ERIC Educational Resources Information Center

Thomson, Margareta Maria

2013-01-01

This study explored the U.S. prospective teachers' motivations for teaching, teaching goal development, and views of their commitment to teaching. A sequential explanatory mixed-methods design was employed. Participants (N = 61) completed a survey in which they rated the importance of various factors in their teaching career choice. Furthermore,…

Residency Program Directors' View on the Value of Teaching.

PubMed

Korte, Catherine; Smith, Andrew; Pace, Heather

2016-08-01

There is no standardization for teaching activities or a requirement for residency programs to offer specific teaching programs to pharmacy residents. This study will determine the perceived value of providing teaching opportunities to postgraduate year 1 (PGY-1) pharmacy residents in the perspective of the residency program director. The study will also identify the features, depth, and breadth of the teaching experiences afforded to PGY-1 pharmacy residents. A 20-question survey was distributed electronically to 868 American Society of Health-System Pharmacists-accredited PGY-1 residency program directors. The survey was completed by 322 program directors. Developing pharmacy educators was found to be highly valued by 57% of the program directors. Advertisement of teaching opportunities was found to be statistically significant when comparing program directors with a high perceived value for providing teaching opportunities to program demographics. Statistically significant differences were identified associating development of a teaching portfolio, evaluation of Advanced Pharmacy Practice Experiences students, and delivery of didactic lectures with program directors who highly value developing pharmacy educators. Future residency candidates interested in teaching or a career in academia may utilize these findings to identify programs that are more likely to value developing pharmacy educators. The implementation of a standardized teaching experience among all programs may be difficult. © The Author(s) 2015.

Development of an Advanced Training Course for Teachers and Researchers in Chemistry

ERIC Educational Resources Information Center

Dragisich, Vera; Keller, Valerie; Black, Rebecca; Heaps, Charles W.; Kamm, Judith M.; Olechnowicz, Frank; Raybin, Jonathan; Rombola, Michael; Zhao, Meishan

2016-01-01

Based on our long-standing Intensive Training Program for Effective Teaching Assistants in Chemistry, we have developed an Advanced Training Course for Teachers and Researchers in Chemistry at The University of Chicago. The topics in this course are designed to train graduate teaching assistants (GTAs) to become effective teachers and well-rounded…

Coherent Teaching and Need-Based Learning in Science: An Approach to Teach Engineering Students in Basic Physics Courses

ERIC Educational Resources Information Center

Kurki-Suonio, T.; Hakola, A.

2007-01-01

In the present paper, we propose an alternative, based on constructivism, to the conventional way of teaching basic physics courses at the university level. We call this approach "coherent teaching" and the underlying philosophy of teaching science and engineering "need-based learning". We have been applying this philosophy in…

The Teaching of Anthropology: A Comparative Study.

ERIC Educational Resources Information Center

Lombard, Jacques

1984-01-01

College-level anthropology teaching in various countries, including Belgium, France, Germany, the Netherlands, Portugal, South Africa, the United Kingdom, and Yugoslavia, is compared. Terminology is examined and historical background is provided. Also discussed are educational crises, the organization of teaching, and teaching methods. (RM)

Selected Papers from the National Conference on College Teaching and Learning (6th, Jacksonville, Florida, April 5-8, 1995).

ERIC Educational Resources Information Center

Chambers, Jack A., Ed.

This collection of 18 papers covers four broad areas of teaching and learning in higher education: innovative college teaching/learning strategies; effective classroom research/assessment activities; advanced classroom technology; and developing teaching and learning centers. Titles include: (1) "African American Students' Perceptions of…

One Hen: Teaching Elementary-Level Economics for Civic Engagement

ERIC Educational Resources Information Center

Whitlock, Annie McMahon

2013-01-01

This dissertation is a qualitative case study focused on describing and analyzing the student and teacher experience with One Hen, a project-based learning unit specifically designed to teach civic engagement. In this study I address three questions: 1) Do fifth-grade students' knowledge and skills in economics change after participating in a…

Evolving Roles For Teaching Assistants In Introductory Courses

NASA Astrophysics Data System (ADS)

Dunbar, R. W.; Egger, A. E.; Schwartz, J. K.

2008-12-01

As we bring new research-based learning approaches, curricular innovations, and student engagement practices into the introductory science classroom, expectations of teaching assistants (TAs) should have, and have, changed. Similarly, the 21st century teaching assistant has different expectations of us. Maintaining relevance in this context means bringing TAs into an integrated teaching team that supports effective learning for students and provides structured professional development opportunities for TAs. A number of support efforts on our campus, with counterparts at many other universities, seek to optimize the instructional impact of faculty and teaching assistants, thus opening the door to enhanced student engagement (e.g. the quality of effort students put forth, their persistence in science and/or engineering courses, and their perception of scientific relevance in everyday life). Among these efforts, School of Earth Sciences course development TAs work 1:1 in advance of the term with introductory course faculty to design exercises and course materials that meet clearly articulated student learning goals or pedagogical challenges. Throughout the process, TAs are mentored by the faculty as well as science pedagogy experts. Initially funded by a major teaching award, the School is now moving to institutionalize this successful program which has broadened the definition of the TA role. Another area of optimization, reflecting Shulman's concept of pedagogical content knowledge, is our campus mandate that TA development take place within a departmental, as well as general, context. Both Chemistry and Physics expect introductory course TAs to lead interactive, guided-inquiry or tutorial-style sections. Integrating these sections with lecture and positively reinforcing course goals requires TA buy-in and a set of pedagogical facilitation skills cultivated through course-specific training and active mentoring while teaching. To better support the mentoring process

Teaching Advanced Vehicle Dynamics Using a Project Based Learning (PBL) Approach

ERIC Educational Resources Information Center

Redkar, Sangram

2012-01-01

This paper presents an interesting teaching experiment carried out at XXX University. The author offered a new course in computational/analytical vehicle dynamics to senior undergraduate students, graduate students and practicing engineers. The objective of the course was to present vehicle dynamics theory with practical applications using…

A First Attempt to Bring Computational Biology into Advanced High School Biology Classrooms

PubMed Central

Gallagher, Suzanne Renick; Coon, William; Donley, Kristin; Scott, Abby; Goldberg, Debra S.

2011-01-01

Computer science has become ubiquitous in many areas of biological research, yet most high school and even college students are unaware of this. As a result, many college biology majors graduate without adequate computational skills for contemporary fields of biology. The absence of a computational element in secondary school biology classrooms is of growing concern to the computational biology community and biology teachers who would like to acquaint their students with updated approaches in the discipline. We present a first attempt to correct this absence by introducing a computational biology element to teach genetic evolution into advanced biology classes in two local high schools. Our primary goal was to show students how computation is used in biology and why a basic understanding of computation is necessary for research in many fields of biology. This curriculum is intended to be taught by a computational biologist who has worked with a high school advanced biology teacher to adapt the unit for his/her classroom, but a motivated high school teacher comfortable with mathematics and computing may be able to teach this alone. In this paper, we present our curriculum, which takes into consideration the constraints of the required curriculum, and discuss our experiences teaching it. We describe the successes and challenges we encountered while bringing this unit to high school students, discuss how we addressed these challenges, and make suggestions for future versions of this curriculum.We believe that our curriculum can be a valuable seed for further development of computational activities aimed at high school biology students. Further, our experiences may be of value to others teaching computational biology at this level. Our curriculum can be obtained at http://ecsite.cs.colorado.edu/?page_id=149#biology or by contacting the authors. PMID:22046118

A first attempt to bring computational biology into advanced high school biology classrooms.

PubMed

Gallagher, Suzanne Renick; Coon, William; Donley, Kristin; Scott, Abby; Goldberg, Debra S

2011-10-01

Computer science has become ubiquitous in many areas of biological research, yet most high school and even college students are unaware of this. As a result, many college biology majors graduate without adequate computational skills for contemporary fields of biology. The absence of a computational element in secondary school biology classrooms is of growing concern to the computational biology community and biology teachers who would like to acquaint their students with updated approaches in the discipline. We present a first attempt to correct this absence by introducing a computational biology element to teach genetic evolution into advanced biology classes in two local high schools. Our primary goal was to show students how computation is used in biology and why a basic understanding of computation is necessary for research in many fields of biology. This curriculum is intended to be taught by a computational biologist who has worked with a high school advanced biology teacher to adapt the unit for his/her classroom, but a motivated high school teacher comfortable with mathematics and computing may be able to teach this alone. In this paper, we present our curriculum, which takes into consideration the constraints of the required curriculum, and discuss our experiences teaching it. We describe the successes and challenges we encountered while bringing this unit to high school students, discuss how we addressed these challenges, and make suggestions for future versions of this curriculum.We believe that our curriculum can be a valuable seed for further development of computational activities aimed at high school biology students. Further, our experiences may be of value to others teaching computational biology at this level. Our curriculum can be obtained at http://ecsite.cs.colorado.edu/?page_id=149#biology or by contacting the authors.

Developing an Instrument for Teacher Feedback: Using the Rasch Model to Explore Teachers' Development of Effective Teaching Strategies and Behaviors

ERIC Educational Resources Information Center

van der Lans, Rikkert M.; van de Grift, Wim J. C. M.; van Veen, K.

2018-01-01

This study connects descriptions of effective teaching with descriptions of teacher development to advance an initial understanding of how effective teaching may develop. The study's main premise is that descriptions of effective teaching develop cumulatively where more basic teaching strategies and behaviors are required before teachers may…

Development of Research-Based Protocol Aligned to Predict High Levels of Teaching Quality

ERIC Educational Resources Information Center

Schumacher, Gary; Grigsby, Bettye; Vesey, Winona

2011-01-01

This study proposes a research-based teacher selection protocol. The protocol is intended to offer school district hiring authorities a tool to identify teacher candidates with the behaviors expected to predict effective teaching. It is hypothesized that a particular series of research-based interview questions focusing on teaching behaviors in…

In Honor of Teaching.

ERIC Educational Resources Information Center

Von Laue, Theodore H.

1983-01-01

The purpose of college teaching is to promote book learning--a type of learning which is repressive of people's natural curiosity. It is the duty of teachers to help students be what they do not want to be; therefore, they need to proceed with charity, affection, and selflessness. In teaching, communication proceeds on three levels: (1) formal…

Reflections on Teaching App Inventor for Non-Beginner Programmers: Issues, Challenges and Opportunities

ERIC Educational Resources Information Center

Soares, Andrey

2014-01-01

App Inventor has been used successfully to teach introduction to programming course for CS/IS/IT and Non-CS majors. Now, researchers are looking on how to include the tool in the curriculum of more advanced computing courses. This paper presents some Issues, Challenges and Opportunities observed while teaching courses on Mobile Application…

A Tech-Happy Professor Reboots after Hearing His Teaching Advice Isn't Working

ERIC Educational Resources Information Center

Young, Jeffrey R.

2012-01-01

Michael Wesch has been on the lecture circuit for years touting new models of active teaching with technology. The associate professor of cultural anthropology at Kansas State University has given TED talks. "Wired" magazine gave him a Rave Award. The Carnegie Foundation for the Advancement of Teaching once named him a national professor…

Teaching Aging Content to University-Level Non-Gerontology Majors

ERIC Educational Resources Information Center

Beland, Robert

2004-01-01

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

Apoc Social: A Mobile Interactive and Social Learning Platform for Collaborative Solving of Advanced Problems in Organic Chemistry.

PubMed

Sievertsen, Niels; Carreira, Erick M

2018-02-01

Mobile devices such as smartphones are carried in the pockets of university students around the globe and are increasingly cheap to come by. These portable devices have evolved into powerful and interconnected handheld computers, which, among other applications, can be used as advanced learning tools and providers of targeted, curated content. Herein, we describe Apoc Social (Advanced Problems in Organic Chemistry Social), a mobile application that assists both learning and teaching college-level organic chemistry both in the classroom and on the go. With more than 750 chemistry exercises available, Apoc Social facilitates collaborative learning through discussion boards and fosters enthusiasm for complex organic chemistry.

Innovations in Interdisciplinary Teaching. American Council on Education/Oryx Press Series on Higher Education.

ERIC Educational Resources Information Center

Haynes, Carolyn, Ed.

This collection is designed to assist new and experienced faculty members who are teaching in interdisciplinary settings and who want to advance the integrative learning of their students and administrators who want to encourage integrative and interdisciplinary teaching in their institutions. Following an introduction, Laying a Foundation for…

Exploring Zimbabwean Advanced Level Chemistry Students' Approaches to Investigations from a Learning Perspective

ERIC Educational Resources Information Center

Chirikure, Tamirirofa; Hobden, Paul; Hobden, Sally

2018-01-01

In this paper we report on the findings of a study on Advanced Level Chemistry students' approaches to investigations from a learning perspective in the Zimbabwean educational context. Students' approaches to investigations are inextricably linked to the quality of learning and performances in these practical activities. An explanatory…

Adoption of Mobile Technology for Teaching Preparation in Improving Teaching Quality of Teachers

ERIC Educational Resources Information Center

Nawi, Aliff; Hamzah, Mohd Isa; Ren, Chua Chy; Tamuri, Ab Halim

2015-01-01

This study aims to identify the readiness of teachers to use mobile phones for the purpose of teaching preparation. The study also reviewed the level of teachers' satisfaction when using the mobile technology applications developed for the purpose of teaching and learning in the classroom. This study used the mix method to collect data. A total of…

Advanced Placement Economics. Teacher Resource Manual.

ERIC Educational Resources Information Center

Morton, John S.

This book, in conjunction with the student activities books for macroeconomics and microeconomics, is designed for teaching the Advanced Placement Economics course. The book contains five units for the microeconomic portion and six units for the macroeconomic portion of the text. Along with the many activities are sample multiple-choice questions,…

Status of Teachers' Proficiency in Mathematical Knowledge for Teaching at Secondary School Level in Kenya

ERIC Educational Resources Information Center

Miheso-O'Connor Khakasa, Marguerite; Berger, Margot

2016-01-01

Mathematical knowledge for teaching (MKT), defined by Ball ("Elementary Journal," 93, 373-397, 1993) as knowledge that is needed to teach mathematics, has been used as a framework by researchers to interrogate various aspects of teaching and learning mathematics. In this article, which draws from a larger study, we show how an in-depth…

Quality Assurance for University Teaching.

ERIC Educational Resources Information Center

Ellis, Roger, Ed.

This book, written from a British perspective, presents 17 papers on quality assurance in teaching at the university level. The first eight papers address issues of assuring quality and include: (1) "Quality Assurance for University Teaching; Issues and Approaches" (Roger Ellis); (2) "A British Standard for University…

Teaching English and History through Historical Fiction.

ERIC Educational Resources Information Center

Hicks, Alun; Martin, Dave

1997-01-01

Explores the appeal of historical fiction for young readers and describes its place within any school curriculum. Describes a project in Dorset Middle Schools which used historical fiction to teach medieval history and English. Notes that students' historical thinking was improved, their knowledge of medieval world advanced, and their writing was…

Computer Managed Instruction: An Application in Teaching Introductory Statistics.

ERIC Educational Resources Information Center

Hudson, Walter W.

1985-01-01

This paper describes a computer managed instruction package for teaching introductory or advanced statistics. The instructional package is described and anecdotal information concerning its performance and student responses to its use over two semesters are given. (Author/BL)

The Relationship between the Levels of Alienation of the Education Faculty Students and Their Attitudes towards the Teaching Profession

ERIC Educational Resources Information Center

Caglar, Caglar

2013-01-01

It was intended in this study to ascertain the relationship between the levels of alienation of the education faculty students, and their attitudes towards the teaching profession. The sample of the research was composed of the 875 students appointed via simple random sampling out of the total population of 2600 of the Education Faculty of…

New and Upper Level Political Science Course Preparations: A Discussion of Challenges and Opportunities at the Teaching-Oriented Institution

ERIC Educational Resources Information Center

Richburg, Kimberly M.

2012-01-01

Designing and executing a new upper level political science course preparation can be a daunting task, especially when dealing with some of the challenges in the context of teaching-oriented institutions of higher learning. In this paper, I conduct an examination of both the challenges and the opportunities that can be afforded by environmental…

Selected Papers from the National Conference on College Teaching and Learning (5th, Jacksonville, Florida, April 6-9, 1994).

ERIC Educational Resources Information Center

Chambers, Jack A., Ed.

This collection of 18 papers covers four broad areas of teaching and learning in higher education: innovative college teaching/learning strategies; effective classroom research/assessment activities; advanced classroom technology; and developing teaching and learning centers. Papers also address the question of how the college classroom is…

Advanced Level Biology Teachers' Attitudes towards Assessment and Their Engagement in Assessment for Learning

ERIC Educational Resources Information Center

Bramwell-Lalor, Sharon; Rainford, Marcia

2015-01-01

This paper reports on a Mixed Methods study involving an investigation into the attitudes of advanced level biology teachers towards assessment and describes the teachers' experiences while being engaged in Assessment for Learning (AfL) practices such as sharing of learning objectives and peer- and self-assessment. Quantitative data were collected…

Improving Inquiry Teaching through Reflection on Practice

NASA Astrophysics Data System (ADS)

Lotter, Christine R.; Miller, Cory

2017-08-01

In this paper, we explore middle school science teachers' learning of inquiry-based instructional strategies through reflection on practice teaching sessions during a summer enrichment program with middle level students. The reflection sessions were part of a larger year-long inquiry professional development program in which teachers learned science content and inquiry pedagogy. The program included a 2-week summer institute in which teachers participated in science content sessions, practice teaching to middle level students, and small group-facilitated reflection sessions on their teaching. For this study, data collection focused on teachers' recorded dialogue during the facilitator - run reflection sessions, the teachers' daily written reflections, a final written reflection, and a written reflection on a videotaped teaching session. We investigated the teachers' reflection levels and the themes teachers focused on during their reflection sessions. Teachers were found to reflect at various reflection levels, from simple description to a more sophisticated focus on how to improve student learning. Recurrent themes point to the importance of providing situated learning environments, such as the practice teaching with immediate reflection for teachers to have time to practice new instructional strategies and gain insight from peers and science educators on how to handle student learning issues.

When Teaching and Volunteering Go Together: Exploring Participation Characteristics and Demographic Backgrounds of Senior Volunteer Teachers and Their Teaching Satisfaction

ERIC Educational Resources Information Center

Leung, D. D. M.

2016-01-01

Senior volunteer teachers play important roles in learning programmes for the elderly. These volunteers' level of teaching satisfaction was assumed to influence programmes, their organizational behaviours and outcomes. However, scant research has focused specifically on volunteers' levels of satisfaction with teaching and how their satisfaction is…

Education Innovation: Case Studies in e-Learning and Face-to-Face Teaching in Higher Education: What is the Best?

NASA Astrophysics Data System (ADS)

Boon, J. A.

Education innovation is here to stay. This chapter gives the results of a study of the application of information and communication technology to advanced teaching and learning activities. It is strategically important that the technology opens up new ways of teaching and learning. The purpose of this chapter is firstly to identify the typical advanced teaching and learning activities/functions that can be applied in e-Learning and face-to-face teaching and learning. Case studies were selected from a group of teachers who have already been involved in both teaching modes for some years and thus have experience in blended teaching and learning. A number of teaching activities/functions were seen as positive in their application in the e-Learning situation. Those that stand out are peer review and collaboration, promotion of reflection and stimulation of critical and creative thinking, team teaching, promotion of discovery/extension of knowledge, and problematization of the curriculum. In face-to-face teaching and learning, inviting engagement, how to come to know, involving metaphors and analogies, teaching that connects to learning, inspire change, promote understanding, and others stand out. As seen by the teachers in the case studies, both e-Learning and face-to-face teaching and learning are seen as complementary to each other. We define this view as blended teaching and learning.

The Effect of Special Teaching Methods Class on the Level of Teachers' Self-Efficacy Perception of Pre-Service Teacher

ERIC Educational Resources Information Center

Gökdag Baltaoglu, Meltem

2015-01-01

The purpose of this study is to evaluate the change in the level of teachers' self-efficacy perception of primary school Social Studies pre-service teachers who take the special teaching methods class. Single group pretest-posttest model from pre-experimental patterns was applied in the research. The study group of the research consisted of 59…

TEACHING OF ADVANCED MATHEMATICAL CONCEPTS TO CULTURALLY DISADVANTAGED ELEMENTARY SCHOOL CHILDREN.

ERIC Educational Resources Information Center

RUPLEY, WILLIAM H.

THE SUCCESS OF DISCOVERY MATHEMATICS TEACHING IN THE ELEMENTARY SCHOOL WAS TESTED OVER A 1-YEAR PERIOD. THE PROJECT WAS INTENDED TO SEE IF A TRAINED MATHEMATICIAN WORKING AT AN ELEMENTARY SCHOOL WITH DISADVANTAGED CHILDREN COULD (1) MOTIVATE THE CHILDREN TO BE INTERESTED IN SCHOOL WORK BY INTERESTING THEM IN MATHEMATICS AND (2) COMMUNICATE WITH…

The DEDEPRO[TM] Model for Regulating Teaching and Learning: Recent Advances

ERIC Educational Resources Information Center

de la Fuente Arias, Jesus; Justicia, Fernando Justicia

2007-01-01

Research on "self-regulated learning" has evolved from classic models focused exclusively on the student and the learning process, to models which take into consideration the context or the teaching process, as an element which can stimulate self-regulation in students. The DEDEPRO[TM] model is offered as a model of the latter type,…

An analysis of the relationship between teachers' acquisition of physics content knowledge and their level of science teaching efficacy

NASA Astrophysics Data System (ADS)

Marion, Virginia Frances

1998-12-01

The goal of Project Inquiry, a two-year long multiphase study, was to transform the delivery of science instruction from a traditional, textbook driven delivery approach to a hands-on, minds-on, constructivist approach. Teachers from a midwestern urban school district were trained in constructivism while learning physics concepts and content through guided inquiry instruction in collaborative groups. The objectives aimed to increase teachers' content expertise and science teaching efficacy, as well as to have teachers become better facilitators of learning. Phase two of the three phases of Project Inquiry was the focus of this study. Fifty-seven teachers participated in Phase two, which began with an intense two week summer institute in 1995. A longitudinal time-series (OxOO), quasi-experimental research design was used to investigate the relationship between science teaching efficacy scores and gains in physics content knowledge. The data consisted of: (a) six sets of pre and post physics content knowledge test scores (electricity, magnetism, matter and balance); (b) three sets of STEBI-A (inservice), Science Teaching Efficacy Belief Instrument scores, a pre to post, pre to follow-up, and post to follow-up; and (c) demographic variables that were used as covariates, grade taught, years of experience, and postbaccalaureate training. Using the general linear model with an Alpha level of.05, and testing the hypothesized relationships, results indicated that although there were significant positive gains in content knowledge (p =.000) and science teaching efficacy (p =.000), the overall average gains in physics content knowledge were not predictive of gains in either Personal Science Teaching Efficacy or Science Outcome Expectancy. Post hoc analysis used individual content gain scores, in regression models that included the three covariates: grade taught, years of experience, and post baccalaureate training, to test the relationship between knowledge gains and

State-of-the-art Hydrology Education: Development of Windows-based and Web-based Interactive Teaching-Learning Software

NASA Astrophysics Data System (ADS)

Chu, X.

2011-12-01

This study, funded by the NSF CAREER program, focuses on developing new methods to quantify microtopography-controlled overland flow processes and integrating the cutting-edge hydrologic research with all-level education and outreach activities. To achieve the educational goal, an interactive teaching-learning software package has been developed. This software, with enhanced visualization capabilities, integrates the new modeling techniques, computer-guided learning processes, and education-oriented tools in a user-friendly interface. Both Windows-based and web-based versions have been developed. The software is specially designed for three major user levels: elementary level (Level 1: K-12 and outreach education), medium level (Level 2: undergraduate education), and advanced level (Level 3: graduate education). Depending on the levels, users are guided to different educational systems. Each system consists of a series of mini "libraries" featured with movies, pictures, and documentation that cover fundamental theories, varying scale experiments, and computer modeling of overland flow generation, surface runoff, and infiltration processes. Testing and practical use of this educational software in undergraduate and graduate teaching demonstrate its effectiveness to promote students' learning and interest in hydrologic sciences. This educational software also has been used as a hydrologic demonstration tool for K-12 students and Native American students through the Nurturing American Tribal Undergraduate Research Education (NATURE) program and Science, Technology, Engineering and Mathematics (STEM) outreach activities.

The Teaching Alliance as a Framework for Advancing a Relationally Oriented and Jesuit Inspired Teaching and Research Agenda

ERIC Educational Resources Information Center

Estrada, Fernando

2016-01-01

While the interpersonal relationship between the student and teacher is important for learning, the specific quality of the student-teacher relationship in higher education and its effects on learning remains understudied. Striving to enliven this area of study is the concept of the teaching alliance as understood through Jesuit tradition. The…

Teaching Advanced Data Analysis Tools to High School Astronomy Students

NASA Astrophysics Data System (ADS)

Black, David V.; Herring, Julie; Hintz, Eric G.

2015-01-01

A major barrier to becoming an astronomer is learning how to analyze astronomical data, such as using photometry to compare the brightness of stars. Most fledgling astronomers learn observation, data reduction, and analysis skills through an upper division college class. If the same skills could be taught in an introductory high school astronomy class, then more students would have an opportunity to do authentic science earlier, with implications for how many choose to become astronomers. Several software tools have been developed that can analyze astronomical data ranging from fairly straightforward (AstroImageJ and DS9) to very complex (IRAF and DAOphot). During the summer of 2014, a study was undertaken at Brigham Young University through a Research Experience for Teachers (RET) program to evaluate the effectiveness and ease-of-use of these four software packages. Standard tasks tested included creating a false-color IR image using WISE data in DS9, Adobe Photoshop, and The Gimp; a multi-aperture analyses of variable stars over time using AstroImageJ; creating Spectral Energy Distributions (SEDs) of stars using photometry at multiple wavelengths in AstroImageJ and DS9; and color-magnitude and hydrogen alpha index diagrams for open star clusters using IRAF and DAOphot. Tutorials were then written and combined with screen captures to teach high school astronomy students at Walden School of Liberal Arts in Provo, UT how to perform these same tasks. They analyzed image data using the four software packages, imported it into Microsoft Excel, and created charts using images from BYU's 36-inch telescope at their West Mountain Observatory. The students' attempts to complete these tasks were observed, mentoring was provided, and the students then reported on their experience through a self-reflection essay and concept test. Results indicate that high school astronomy students can successfully complete professional-level astronomy data analyses when given detailed

Maximising resource allocation in the teaching laboratory: understanding student evaluations of teaching assistants in a team-based teaching format

NASA Astrophysics Data System (ADS)

Nikolic, Sasha; Suesse, Thomas F.; McCarthy, Timothy J.; Goldfinch, Thomas L.

2017-11-01

Minimal research papers have investigated the use of student evaluations on the laboratory, a learning medium usually run by teaching assistants with little control of the content, delivery and equipment. Finding the right mix of teaching assistants for the laboratory can be an onerous task due to the many skills required including theoretical and practical know-how, troubleshooting, safety and class management. Using larger classes with multiple teaching assistants, a team-based teaching (TBT) format may be advantageous. A rigorous three-year study across twenty-five courses over repetitive laboratory classes is analysed using a multi-level statistical model considering students, laboratory classes and courses. The study is used to investigate the effectiveness of the TBT format, and quantify the influence each demonstrator has on the laboratory experience. The study found that TBT is effective and the lead demonstrator most influential, influencing up to 55% of the laboratory experience evaluation.

The Teaching of Astronomy in Mauritius

NASA Astrophysics Data System (ADS)

Heeralall-Issur, Nalini

In this presentation we describe the present teaching of Astronomy in Mauritius. At present Astronomy is taught mostly at University level as electives (Astrophysics I & II) within our BSc Physics course or the MSc Physics with Astrophysics Specialisation Option. However there are limitations due to both facilities available & staff resources at the higher level. At the lower level very few secondary school students are exposed to (taught) astronomy and even among well educated adults many ignore very basic knowledge of Astronomy. We finally discuss some realistic suggestions for improving the teaching of Astronomy at all levels in Mauritius.

Strategies for Interculturally-oriented Civics Teaching at Primary and Secondary Level. Final Symposium (Timisoara, Romania, December 7-11, 1994). Report.

ERIC Educational Resources Information Center

Birzea, Cesar

This publication reports on the final symposium of the "Strategies for Interculturally-oriented Civics Teaching at Primary and Secondary Level" pilot project. The report presents an overview of the various aspects of the project and outlines the results of the experimental phase in which 40 teachers representing 16 European countries…

How Select Groups of Preservice Science Teachers with Inquiry Orientations View Teaching and Learning Science through Inquiry

NASA Astrophysics Data System (ADS)

Ward, Peggy

Although hailed as a powerful form of instruction, in most teaching and learning contexts, inquiry-based instruction is fraught with ambiguous and conflicting definitions and descriptions. Yet little has been written about the experiences preservice science teacher have regarding their learning to teach science through inquiry. This project sought to understand how select preservice secondary science teachers enrolled in three UTeach programs in Arkansas conceptualize inquiry instruction and how they rationalize its value in a teaching and learning context. The three teacher education programs investigated in this study are adoption sites aligned with the UTeach Program in Austin, TX that distinguishes itself in part by its inquiry emphasis. Using a mixed method investigation design, this study utilized two sources of data to explore the preservice science teachers' thinking. In the first phase, a modified version of the Pedagogy of Science teaching Tests (POSTT) was used to identify select program participants who indicated preferences for inquiry instruction over other instructional strategies. Secondly, the study used an open-ended questionnaire to explore the selected subjects' beliefs and conceptions of teaching and learning science in an inquiry context. The study also focused on identifying particular junctures in the prospective science teachers' education preparation that might impact their understanding about inquiry. Using a constant comparative approach, this study explored 19 preservice science teachers' conceptions about inquiry. The results indicate that across all levels of instruction, the prospective teachers tended to have strong student-centered teaching orientations. Except subjects in for the earliest courses, subjects' definitions and descriptions of inquiry tended toward a few of the science practices. More advanced subjects, however, expressed more in-depth descriptions. Excluding the subjects who have completed the program, multiple

Reducing Anxiety and Increasing Self-Efficacy within an Advanced Graduate Psychology Statistics Course

ERIC Educational Resources Information Center

McGrath, April L.; Ferns, Alyssa; Greiner, Leigh; Wanamaker, Kayla; Brown, Shelley

2015-01-01

In this study we assessed the usefulness of a multifaceted teaching framework in an advanced statistics course. We sought to expand on past findings by using this framework to assess changes in anxiety and self-efficacy, and we collected focus group data to ascertain whether students attribute such changes to a multifaceted teaching approach.…

Toward a Descriptive Science of Teaching: How the TDOP Illuminates the Multidimensional Nature of Active Learning in Postsecondary Classrooms

ERIC Educational Resources Information Center

Hora, Matthew T.

2015-01-01

Detailed accounts of teaching can shed light on the nature and prevalence of active learning, yet common approaches reduce teaching to unidimensional descriptors or binary categorizations. In this paper, I use the instructional systems-of-practice framework and the Teaching Dimensions Observation Protocol (TDOP) to advance an approach to thinking…

Elevated circulating level of osteopontin is associated with advanced disease state of non-small cell lung cancer.

PubMed

Chang, Yoon Soo; Kim, Hyung Jung; Chang, Joon; Ahn, Chul Min; Kim, Sung Kyu; Kim, Se Kyu

2007-09-01

Osteopontin (OPN) plays important roles in tumor progression and metastasis through binding to OPN receptors such as alpha(v)beta(beta) integrin and CD44, and its overexpression in tumor is associated poor clinical outcome of NSCLC patients. Circulating OPN levels, measured by ELISA in 130 NSCLC cases that had not been treated for cancer at the time of sampling, were analyzed according to clinical, pathologic parameters and single nucleotide polymorphisms (SNPs) in the OPN gene promoter. Advanced disease states had higher circulating levels of OPN (T4 versus T1-3, N3 versus N0-2, and M1 versus M0, P=.029, .001, and .001, respectively, Kruskal-Wallis H-test), reflected by higher level of OPN in stage IV than stage I-III (P=.029, Kruskal-Wallis H-test). Among the clinical and pathological parameters including age, gender, smoking status, histologic subtypes and grade of differentiation, smoking status influences circulating OPN level showing higher level of OPN in ex-smokers than current and non-smokers (P=.038, Kruskal-Wallis H-test). Variation at nucleotide (nt) -443 of the OPN gene promoter had no influence on circulating OPN levels, however, patients with G/G at nt -156 showed higher concentrations of OPN than those with G/GG or GG/GG (P=.003, Kruskal-Wallis H-test). A patient with G/G at nt -156 was more frequently diagnosed with advanced stage (IIIB-IV) than with early stage (I-IIIA) NSCLC (P=.048, Mantel-Haenszel-test). In multivariate analysis, stage is the only independent factor influencing circulating level of OPN. Although circulating level of OPN in the patients with bone metastasis was higher than in those without bone metastasis (P=.028, Mann-Whitney U-test), there was no difference in the OPN levels between bone metastasis group and non-bone metastasis group. Given that the elevated levels of OPN is associated with advanced stages of NSCLC, elucidating OPN regulatory mechanisms may contribute to the development of a new therapeutic modality for NSCLC.

Evaluation of serum uric acid levels in normal pregnant Nigerian women.

PubMed

Nwagha, U I; Ejezie, F E; Iyare, E E

2009-03-01

Hypertensive disorders in pregnancy are common in our environment. The aetiology is unknown and the prognostic indicators of the severity of maternal and fetal complications are variable. The level of uric acid, which is one of the prognostic indicators, is altered in normal pregnancy and as pregnancy advances. Base line values are thus extremely important to enable reasonable prognostic assessment in hypertensive pregnancies. To determine levels of serum uric acid during normal pregnancy in University of Nigeria Teaching Hospital (UNTH) Enugu. settings and methods: Sixty- five pregnant and 65 non-pregnant women with age range 20-38 years were recruited. The pregnant women were in their second and third trimesters, attending antenatal clinic at the University of Nigeria Teaching Hospital Enugu. Serum levels of uric acid were determined for the entire subjects. The serum uric acid levels were significantly lower in the pregnant women than in controls (P < 0.001). 0.15 +/- 0.03 mmol/L in the second trimester, 0.14 +/- 0.02 mmol/L in the third trimester and 0.29 +/- 0.04 mmoL for control. The low levels in pregnancy and as pregnancy progresses should be taken into consideration when monitoring hypertensive disorders in pregnancy using serum uric acid. Thus levels that are within normal for non pregnant population may indeed be an indication for intervention in pregnancies complicated by preeclampsia.

Designing Design into an Advanced Desktop Publishing Course (A Teaching Tip).

ERIC Educational Resources Information Center

Guthrie, Jim

1995-01-01

Describes an advanced desktop publishing course that combines instruction in a few advanced techniques for using software with extensive discussion of such design principles as consistency, proportion, asymmetry, appropriateness, contrast, and color. Describes computer hardware and software, class assignments, problems, and the rationale for such…

Determining the satisfaction levels of the family members of patients with advanced-stage cancer.

PubMed

Ozcelik, Hanife; Cakmak, Deniz Ezgi; Fadiloglu, Cicek; Yildirim, Yasemin; Uslu, Ruchan

2015-06-01

The objective of our study was to determine the satisfaction levels of family members of patients with advanced-stage cancer. This descriptive study was conducted in the palliative care and medical oncology clinics of a university hospital in the province of Izmir between April of 2011 and January of 2012. The study sample consisted of a total of 145 family members, who were selected from among the family members of patients with advanced-stage cancer receiving palliative treatment. The study data were obtained using the Patient Description Form and Family Satisfaction Scale during face-to-face interviews with patients. Some 67% of patients were female and 33% male, 70% were married, 35% were high school graduates, and 34.5% were housewives. The average total family satisfaction score was 76.87 ± 1.14, and the average scores for the component variables were as follows: information giving 74.37 ± 1.28, availability of care 78.40 ± 1.17, physical care 78.99 ± 1.09, and psychosocial care 74.52 ± 1.30. We found a relationship between the level of satisfaction of family members and (1) gender, (2) occupation, (3) presence of someone supporting the care, and (4) possession of sufficient information about the patient (p < 0.05). Satisfaction levels of participants were determined to be high. We found that family member satisfaction levels were affected by gender and occupation, the existence of someone supporting the care, and possession of sufficient information about the patient.

Teaching Language, Teaching Culture.

ERIC Educational Resources Information Center

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

1997-01-01

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

Web 2.0 Tools for Supporting Teaching

ERIC Educational Resources Information Center

Konstantinidis, Angelos; Theodostadou, Dimitra; Pappos, Christos

2013-01-01

Web 2.0 tools provide enormous opportunities for teaching and learning, yet their application in education is still underdeveloped. What is more, it is no longer possible for teachers to ignore such a technological advance, while they are expected to provide students with opportunities to take control of their learning. However, teachers are still…

What Are the Factors Influencing Implementation of Advanced Access in Family Medicine Units? A Cross-Case Comparison of Four Early Adopters in Quebec

PubMed Central

Touati, Nassera; Maillet, Lara; Gaboury, Isabelle

2017-01-01

Introduction Advanced access is an organizational model that has shown promise in improving timely access to primary care. In Quebec, it has recently been introduced in several family medicine units (FMUs) with a teaching mission. The objectives of this paper are to analyze the principles of advanced access implemented in FMUs and to identify which factors influenced their implementation. Methods A multiple case study of four purposefully selected FMUs was conducted. Data included document analysis and 40 semistructured interviews with health professionals and staff. Cross-case comparison and thematic analysis were performed. Results Three out of four FMUs implemented the key principles of advanced access at various levels. One scheduling pattern was observed: 90% of open appointment slots over three- to four-week periods and 10% of prebooked appointments. Structural and organizational factors facilitated the implementation: training of staff to support change, collective leadership, and openness to change. Conversely, family physicians practicing in multiple clinical settings, lack of team resources, turnover of clerical staff, rotation of medical residents, and management capacity were reported as major barriers to implementing the model. Conclusion Our results call for multilevel implementation strategies to improve the design of the advanced access model in academic teaching settings. PMID:28775899

Contextual Influences on Inquiries into Effective Teaching and Their Implications for Improving Student Learning

ERIC Educational Resources Information Center

Bryk, Anthony S.; Harding, Heather; Greenberg, Sharon

2012-01-01

In this article, Anthony Bryk, Heather Harding, and Sharon Greenberg report on a roundtable jointly sponsored by Teach For America and the Carnegie Foundation for the Advancement of Teaching. The authors brought together a group of scholars and practitioners with a broad range of perspectives and asked them to explore several questions related to…

Enhancing clinical teaching with information technologies: what can we do right now?

PubMed

Sandroni, S

1997-09-01

Effective small-group clinical teaching requires recognizing the challenges posed by clinical settings, mastering certain teaching skills, and responding to the needs of what is often a diverse group of learners. Information technologies can enhance clinical teaching by increasing the amount of relevant clinical information available to learners, allowing for the rapid integration of needed information into the teaching encounter, facilitating information processing within small groups, and helping to compensate for the many discontinuities inherent in today's clinical teaching environment. However, as many clinical teachers look toward future implementations of advanced, totally integrated medical information systems, they often overlook information technologies they have at hand right now--e.g., CD-ROM textbooks--that can measurably enhance their teaching. The author describes the "real-world" use of several available technologies (for example, "bookmarking" MEDLINE access points) and offers suggestions for how they might be used by faculty in clinical settings.

Teaching about Death to Undergraduates.

ERIC Educational Resources Information Center

Pine, Vanderlyn R.; And Others

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

Teaching Math Is All Write

ERIC Educational Resources Information Center

Staal, Nancy; Wells, Pamela J.

2011-01-01