Instruction, Teacher–Student Relations, and Math Achievement Trajectories in Elementary School

PubMed Central

Crosnoe, Robert; Morrison, Fred; Burchinal, Margaret; Pianta, Robert; Keating, Daniel; Friedman, Sarah L.; Clarke-Stewart, K. Alison

2010-01-01

Children enter elementary school with widely different skill levels in core subjects. Whether because of differences in aptitude or in preparedness, these initial skill differences often translate into systematic disparities in achievement over time. How can teachers reduce these disparities? Three possibilities are to offer basic skills training, to expose students to higher order instruction, or to provide socioemotional support. Repeated measures analyses of longitudinal data from the Eunice Kennedy Shriver National Institute of Child Health and Human Development Study of Early Child Care and Youth Development revealed that children with low, average, or high math skills prior to elementary school followed different but parallel trajectories of math achievement up through fifth grade. When enrolled in classes with inference-based instruction, however, the initially least skilled children narrowed the achievement gap as long as they did not have conflictual relations with their teachers. They did not make this kind of progress if they were in classes focused exclusively on basic skills instruction or if they were in inference-focused classes but had conflictual relations with teachers. PMID:20657743

Elementary Science Education in Classrooms and Outdoors: Stakeholder views, gender, ethnicity, and testing

NASA Astrophysics Data System (ADS)

Carrier, Sarah J.; Thomson, Margareta M.; Tugurian, Linda P.; Tate Stevenson, Kathryn

2014-09-01

In this article, we present a mixed-methods study of 2 schools' elementary science programs including outdoor instruction specific to each school's culture. We explore fifth-grade students in measures of science knowledge, environmental attitudes, and outdoor comfort levels including gender and ethnic differences. We further examine students' science and outdoor views and activity choices along with those of adults (teachers, parents, and principals). Significant differences were found between pre- and posttest measures along with gender and ethnic differences with respect to students' science knowledge and environmental attitudes. Interview data exposed limitations of outdoor learning at both schools including standardized test pressures, teachers' views of science instruction, and desultory connections of alternative learning settings to 'school' science.

A Cognitive Strategy Instruction to Improve Math Calculation for Children with ADHD and LD: A Randomized Controlled Study

ERIC Educational Resources Information Center

Iseman, Jackie S.; Naglieri, Jack A.

2011-01-01

The authors examined the effectiveness of cognitive strategy instruction based on PASS (Planning, Attention, Simultaneous, Successive) given by special education teachers to students with ADHD randomly assigned by classroom. Students in the experimental group were exposed to a brief cognitive strategy instruction for 10 days, which was designed to…

The Effects of Explicit Instruction on French-Speaking Kindergarteners' Understanding of Stories

ERIC Educational Resources Information Center

Pesco, Diane; Devlin, Christine

2015-01-01

The study examines the effects of a short period of explicit instruction on the narrative comprehension of French-speaking kindergarteners, as measured by story retell and comprehension questions. A group of kindergarteners that received explicit instruction (n = 15) was compared to a control group that was exposed to the same storybooks and…

The Effectiveness of Victimization Prevention Instruction: An Evaluation of Children's Responses to Actual Threats and Assaults.

ERIC Educational Resources Information Center

Finkelhor, David; And Others

1995-01-01

Interviews with 2,000 youths (ages 10-16) and their caretakers examined whether instruction at school or home about how to prevent victimization impacted on children's behavior in real victimization attempts. Children exposed to comprehensive school-based or home-based instruction were more likely to use recommended self-protection strategies and…

Multimedia Instruction in Foreign Language Classrooms: Effects on the Acquisition of the French Perfective and Imperfective Distinction

ERIC Educational Resources Information Center

Izquierdo, Jesús

2014-01-01

This study examined multimedia instruction (MI) effects on the development of the French prototypical and non-prototypical past forms among Hispanophone learners. During 4 weeks of classroom instruction, participants were exposed to MI in one of 4 conditions: learners at early stages of past-tense development received MI including prototypical (n…

CONFERENCE ON SYSTEMS APPROACHES TO CURRICULUM AND INSTRUCTION IN THE OPEN-DOOR COLLEGE (UNIVERSITY OF CALIFORNIA, LOS ANGELES, JULY 18-20, 1966).

ERIC Educational Resources Information Center

JOHNSON, BYRON LAMAR

THE SYSTEMS APPROACH TO INSTRUCTION INVOLVES A CAREFUL SPECIFICATION OF LEARNING OBJECTIVES IN BEHAVIORAL AND MEASURABLE FORM, FOLLOWED BY A SUCCESSION OF EVALUATION-REVISION CYCLES IN THE INSTRUCTIONAL PROCESS, UNTIL NEW STUDENTS EXPOSED TO THE PROCESS ACHIEVE THE DESIRED OBJECTIVES. SEVEN MAJOR PAPERS WERE PRESENTED AT THE CONFERENCE--(1) THE…

Children With Autism Show Reduced Information Seeking When Learning New Tasks.

PubMed

Young, Nicole; Hudry, Kristelle; Trembath, David; Vivanti, Giacomo

2016-01-01

Information-seeking behaviours occur when children look to adults in order to gain further information about a novel stimulus/situation. The current study investigated information seeking in children with developmental delays (DD) and those with autism spectrum disorders (ASD) during a simulated teaching situation. Twenty preschool-aged children with ASD and 15 children with DD were exposed to a series of videos where a teacher provided novel instructions and demonstrated novel actions. We found that children with DD, but not those with ASD, demonstrated information-seeking behaviours in response to instructions that exceeded their level of understanding. This suggests that children with DD may use information-seeking behaviours to compensate for their cognitive and language difficulties when novel actions are being taught, while the same is not true for children with ASD.

American Sign Language/English bilingual model: a longitudinal study of academic growth.

PubMed

Lange, Cheryl M; Lane-Outlaw, Susan; Lange, William E; Sherwood, Dyan L

2013-10-01

This study examines reading and mathematics academic growth of deaf and hard-of-hearing students instructed through an American Sign Language (ASL)/English bilingual model. The study participants were exposed to the model for a minimum of 4 years. The study participants' academic growth rates were measured using the Northwest Evaluation Association's Measure of Academic Progress assessment and compared with a national-normed group of grade-level peers that consisted primarily of hearing students. The study also compared academic growth for participants by various characteristics such as gender, parents' hearing status, and secondary disability status and examined the academic outcomes for students after a minimum of 4 years of instruction in an ASL/English bilingual model. The findings support the efficacy of the ASL/English bilingual model.

Investigating a redesigned physics course for future elementary teachers

NASA Astrophysics Data System (ADS)

Fracchiolla, Claudia

There is a growing concern that the number of students graduating with a STEM major in the U.S. is insufficient to fill the growing demand in STEM careers. In order to fulfill that demand, it is important to increase student retention in STEM majors and also to attract more students to pursue careers in those areas. Previous research has indicated that children start losing interest in science at the elementary level because science is taught with a focus on learning vocabulary and ideas rather than learning through inquiry-based techniques. A factor that affects the quality of science education at the elementary level is the preparation of elementary teachers. Many elementary teachers feel unprepared to teach science because they lack adequate content knowledge as well as the pedagogical content knowledge (PCK) for teaching the subject. Previous studies of teacher preparation in science identified some areas with which pre-service teachers need assistance. One of these areas is understanding children's ideas of science. To address that issue, this dissertation investigates whether the use of an instructional approach that teaches physics phenomena along with an understanding of how children think about the physical phenomena promotes changes in students' knowledge of children's ideas and use of those ideas in instructional and assessment strategies. Results indicated that students who were explicitly exposed to knowledge of children's ideas more often incorporated those ideas into their own microteaching and demonstrated higher levels of sophistication of knowledge of children's ideas, instructional strategies, and assessment strategies that incorporated those ideas. This research explores an instructional model for blending physics content and pedagogical content knowledge.

A meta-analysis on the effectiveness of computer-assisted instruction in science education

NASA Astrophysics Data System (ADS)

Bayraktar, Sule

2000-10-01

The purposes of this study were to determine whether Computer-Assisted Instruction (CAI) had an overall positive effect on student achievement in secondary and college level science education when compared with traditional forms of instruction and to determine whether specific study or program characteristics were related to CAI effectiveness. This study employed a meta analytic research approach. First, the research studies comparing student achievement between CAI and traditional instruction in science were located by using electronic search databases. The search resulted in 42 studies producing 108 effect sizes. Second, the study features and effect sizes for each study were coded. Finally, the effect sizes provided from each study were combined to provide an overall effect size, and relationships between effect sizes and study features were then examined. The overall effect size was found to be 0.273 standard deviations, suggesting that CAI has a small positive effect on student achievement in science education at the college and secondary levels when compared with traditional forms of instruction. An effect size of 0.273 standard deviations indicates that an average student exposed to CAI exceeded the performance of 62% of the students who were taught by using traditional instructional methods. In other words, the typical student moved from the 50th percentile to the 62 nd percentile in science when CAI was used. All variables excluding school level and publication status were found to be related to effect sizes. According to the results of the analysis, CAI was most effective in physics education and had little effect on chemistry and biology achievement. Simulation and tutorial programs had significant effects on student achievement in science education but drill and practice was not found effective. The results also indicated that individual utilization of CAI was preferable. Another finding from the study is that experimenter-developed software was more effective than commercial, and that CAI was more effective than traditional instruction when the duration of treatment was shorter than 4 weeks. Furthermore, the results also indicated that the effectiveness of CAI in science subject areas decreased over the decades.

Systemic Synthesis Questions [SSynQs] as Tools to Help Students to Build Their Cognitive Structures in a Systemic Manner

NASA Astrophysics Data System (ADS)

Hrin, Tamara N.; Fahmy, Ameen F. M.; Segedinac, Mirjana D.; Milenković, Dušica D.

2016-08-01

Many studies dedicated to the teaching and learning of organic chemistry courses have emphasized that high school students have shown significant difficulties in mastering the concepts of this discipline. Therefore, the aim of our study was to help students to overcome these difficulties by applying systemic synthesis questions, [SSynQs], as the instructional method in our intervention. This work shows that students from the group exposed to the new teaching method achieved higher scores on final testing than students from the control group, who were taught by the traditional method, when students' achievements in conventional, linear questions [LQs] and in [SSynQs] were studied. These results were followed by observation of lower levels of mental effort by students from the intervention group, and higher levels of mental effort in the control group, invested during solving both types of questions. This correlation between achievement and mental effort resulted in high instructional efficiency for the applied method in the intervention group, [SSynQs], and low instructional efficiency for the traditional teaching and learning method applied in the control group. A systemic triangular relation between achievement, mental effort, and instructional efficiency, established by each group and gender, emphasized that the application of [SSynQs] was more suited to female students than for male students because of [SSynQs] characteristics as teaching and learning tools and because of learning style and ability differences between genders.

Improvement of Organizational Performance and Instructional Design: An Analogy Based on General Principles of Natural Information Processing Systems

ERIC Educational Resources Information Center

Darabi, Aubteen; Kalyuga, Slava

2012-01-01

The process of improving organizational performance through designing systemic interventions has remarkable similarities to designing instruction for improving learners' performance. Both processes deal with subjects (learners and organizations correspondingly) with certain capabilities that are exposed to novel information designed for producing…

An efficient spectral crystal plasticity solver for GPU architectures

NASA Astrophysics Data System (ADS)

Malahe, Michael

2018-03-01

We present a spectral crystal plasticity (CP) solver for graphics processing unit (GPU) architectures that achieves a tenfold increase in efficiency over prior GPU solvers. The approach makes use of a database containing a spectral decomposition of CP simulations performed using a conventional iterative solver over a parameter space of crystal orientations and applied velocity gradients. The key improvements in efficiency come from reducing global memory transactions, exposing more instruction-level parallelism, reducing integer instructions and performing fast range reductions on trigonometric arguments. The scheme also makes more efficient use of memory than prior work, allowing for larger problems to be solved on a single GPU. We illustrate these improvements with a simulation of 390 million crystal grains on a consumer-grade GPU, which executes at a rate of 2.72 s per strain step.

Auditory risk assessment of college music students in jazz band-based instructional activity.

PubMed

Gopal, Kamakshi V; Chesky, Kris; Beschoner, Elizabeth A; Nelson, Paul D; Stewart, Bradley J

2013-01-01

It is well-known that musicians are at risk for music-induced hearing loss, however, systematic evaluation of music exposure and its effects on the auditory system are still difficult to assess. The purpose of the study was to determine if college students in jazz band-based instructional activity are exposed to loud classroom noise and consequently exhibit acute but significant changes in basic auditory measures compared to non-music students in regular classroom sessions. For this we (1) measured and compared personal exposure levels of college students (n = 14) participating in a routine 50 min jazz ensemble-based instructional activity (experimental) to personal exposure levels of non-music students (n = 11) participating in a 50-min regular classroom activity (control), and (2) measured and compared pre- to post-auditory changes associated with these two types of classroom exposures. Results showed that the L eq (equivalent continuous noise level) generated during the 50 min jazz ensemble-based instructional activity ranged from 95 dBA to 105.8 dBA with a mean of 99.5 ± 2.5 dBA. In the regular classroom, the L eq ranged from 46.4 dBA to 67.4 dBA with a mean of 49.9 ± 10.6 dBA. Additionally, significant differences were observed in pre to post-auditory measures between the two groups. The experimental group showed a significant temporary threshold shift bilaterally at 4000 Hz (P < 0.05), and a significant decrease in the amplitude of transient-evoked otoacoustic emission response in both ears (P < 0.05) after exposure to the jazz ensemble-based instructional activity. No significant changes were found in the control group between pre- and post-exposure measures. This study quantified the noise exposure in jazz band-based practice sessions and its effects on basic auditory measures. Temporary, yet significant, auditory changes seen in music students place them at risk for hearing loss compared to their non-music cohorts.

A Self-Instructional Approach To the Teaching of Enzymology Involving Computer-Based Sequence Analysis and Molecular Modelling.

ERIC Educational Resources Information Center

Attwood, Paul V.

1997-01-01

Describes a self-instructional assignment approach to the teaching of advanced enzymology. Presents an assignment that offers a means of teaching enzymology to students that exposes them to modern computer-based techniques of analyzing protein structure and relates structure to enzyme function. (JRH)

Situational Management, Standard Setting, and Self-Reward in a Behavior Modification Weight Loss Program.

ERIC Educational Resources Information Center

Chapman, Stanley L.; Jeffrey, D. Balfour

1978-01-01

In comprehensive wieght loss program, overweight women exposed to instruction in self-standard setting and to situational management techniques lost more weight than those instructed only in situational management techniques. Findings illustrate facilitative effect of teaching individuals to set specific, objective, and realistic goals for eating…

Enhancing Problem-Solving Capabilities Using Object-Oriented Programming Language

ERIC Educational Resources Information Center

Unuakhalu, Mike F.

2009-01-01

This study integrated object-oriented programming instruction with transfer training activities in everyday tasks, which might provide a mechanism that can be used for efficient problem solving. Specifically, a Visual BASIC embedded with everyday tasks group was compared to another group exposed to Visual BASIC instruction only. Subjects were 40…

Effects of Historical and Social Variables on Instruction Following

ERIC Educational Resources Information Center

Kroger-Costa, Andreia; Abreu-Rodrigues, Josele

2012-01-01

The present study investigated the effect of the presence of the experimenter on behavioral sensitivity to contingency change. In history training, college students were exposed to differential reinforcement of low rate (DRL) and fixed-ratio (FR) schedules, and in testing, to a fixed-interval (FI) schedule. For the control group, instructions were…

A systematic and comprehensive approach to teaching and evaluating interpersonal skills.

PubMed

Grayson, M; Nugent, C; Oken, S L

1977-11-01

This study addressed one problem with current methods for teaching and evaluating interpersonal skills: the failure to include a wide range of behaviors reported in the literature as contributing to patient dissatisfaction and noncompliance. To address this concern, the authors developed a comprehensive interpersonal skills training program and a pretest-posttest evaluation. The tests were administered to two student groups one of which received the interpersonal skills instruction. The student group exposed to the training exhibited a significant positive change from pretest to posttest. Additionally the change for this group was significantly greater than the change for the group not exposed to interpersonal skills instruction.

Comparative Effects of Two Modes of Computer-Assisted Instructional Package on Solid Geometry Achievement

ERIC Educational Resources Information Center

Gambari, Isiaka Amosa; Ezenwa, Victoria Ifeoma; Anyanwu, Romanus Chogozie

2014-01-01

The study examined the effects of two modes of computer-assisted instructional package on solid geometry achievement amongst senior secondary school students in Minna, Niger State, Nigeria. Also, the influence of gender on the performance of students exposed to CAI(AT) and CAI(AN) packages were examined. This study adopted a pretest-posttest…

Immediate and Delayed Effects of Meta-Cognitive Instruction on Regulation of Cognition and Mathematics Achievement

ERIC Educational Resources Information Center

Mevarech, Zemira R.; Amrany, Chagit

2008-01-01

The present study addressed two research questions: (a) the extent to which students who were exposed to meta-cognitive instruction are able to implement meta-cognitive processes in a delayed, stressful situation, in our case--being examined on the matriculation exam; and (b) whether students preparing themselves for the matriculation exam in…

Word Decoding Development in Incremental Phonics Instruction in a Transparent Orthography

ERIC Educational Resources Information Center

Schaars, Moniek M.; Segers, Eliane; Verhoeven, Ludo

2017-01-01

The present longitudinal study aimed to investigate the development of word decoding skills during incremental phonics instruction in Dutch as a transparent orthography. A representative sample of 973 Dutch children in the first grade (M[subscript age] = 6;1, SD = 0;5) was exposed to incremental subsets of Dutch grapheme-phoneme correspondences…

The Integration of Digital Tools during Strategic and Interactive Writing Instruction

ERIC Educational Resources Information Center

Kilpatrick, Jennifer Renée; Saulsburry, Rachel; Dostal, Hannah M.; Wolbers, Kimberly A.; Graham, Steve

2014-01-01

The purpose of this chapter is to gain insight from the ways a group of elementary teachers of the deaf and hard of hearing chose to integrate digital tools into evidence-based writing instruction and the ways these technologies were used to support student learning. After professional development that exposed these teachers to twelve new digital…

Examining Student Writing Proficiencies across Genres: Results of an Intervention Study

ERIC Educational Resources Information Center

Dostal, Hannah M.; Wolbers, Kimberly A.

2016-01-01

This study examines the patterns of growth across both taught and untaught genres of writing for deaf and hard of hearing students in grades 4-6. Twenty-three students were exposed to Strategic and Interactive Writing Instruction (SIWI) for 5 weeks, during which time they received guided, interactive instruction focused on how writers address…

A Computer-Assisted Instruction Phonological Sensitivity Program for Preschool Children At-Risk for Reading Problems.

ERIC Educational Resources Information Center

Lonigan, Christopher J.; Driscoll, Kimberly; Phillips, Beth M.; Cantor, Brenlee G.; Anthony, Jason L.; Goldstein, Howard

2003-01-01

A study evaluated the use of computer-assisted instruction (CAI) to provide training in phonological sensitivity skills to 45 preschool children at-risk for reading problems. Children exposed to CAI made significantly greater gains on rhyming and elision skills compared to controls. Expressive vocabulary scores were predictive of pre- to posttest…

Does Homogeneous Ability Grouping for High School Honors English Instruction Benefit the High Achiever?

ERIC Educational Resources Information Center

Hostetter, Douglas Paul

2013-01-01

Public schools are examining their policies and instructional practices to address the achievement gap exposed by the reporting requirements of NCLB (Wenglinski, 2004). As accountability measures and stakes rise, there is a call for an improved use of scientific evidence to inform educational policymaking (Wiseman, 2010). In terms of the…

The Mere Exposure Instruction Effect.

PubMed

Van Dessel, Pieter; Mertens, Gaëtan; Smith, Colin Tucker; De Houwer, Jan

2017-09-01

The mere exposure effect refers to the well-established finding that people evaluate a stimulus more positively after repeated exposure to that stimulus. We investigated whether a change in stimulus evaluation can occur also when participants are not repeatedly exposed to a stimulus, but are merely instructed that one stimulus will occur frequently and another stimulus will occur infrequently. We report seven experiments showing that (1) mere exposure instructions influence implicit stimulus evaluations as measured with an Implicit Association Test (IAT), personalized Implicit Association Test (pIAT), or Affect Misattribution Procedure (AMP), but not with an Evaluative Priming Task (EPT), (2) mere exposure instructions influence explicit evaluations, and (3) the instruction effect depends on participants' memory of which stimulus will be presented more frequently. We discuss how these findings inform us about the boundary conditions of mere exposure instruction effects, as well as the mental processes that underlie mere exposure and mere exposure instruction effects.

An Evaluation of Instructive Feedback to Teach Play Behavior to a Child with Autism Spectrum Disorder.

PubMed

Grow, Laura L; Kodak, Tiffany; Clements, Andrea

2017-09-01

Instructive feedback is used to expose learners to secondary targets during skill acquisition programs (Reichow & Wolery, in Journal of Applied Behavior Analysis, 44 , 327-340, 2011; Werts, Wolery, Gast, & Holcombe, in Journal of Behavioral Education, 5 , 55-75, 1995). Although unrelated feedback may have clinical utility in practice, very little research has evaluated unrelated instructive feedback, particularly for promoting play behavior (Colozzi, Ward, & Crotty, in Education and Training in Developmental Disabilities, 43 , 226-248, 2008). The purpose of the study was to determine if play emerged after embedding instructive feedback during the consequence portion of discrete trial training to teach tacts. An adapted alternating treatments design was used to compare tact training with and without instructive feedback for play behaviors. Instructive feedback resulted in the emergence of play behaviors during tabletop instruction and a play area of a classroom. We discuss the results in terms of clinical practice and future research.

How Explicit and Implicit Test Instructions in an Implicit Learning Task Affect Performance

PubMed Central

Witt, Arnaud; Puspitawati, Ira; Vinter, Annie

2013-01-01

Typically developing children aged 5 to 8 years were exposed to artificial grammar learning. Following an implicit exposure phase, half of the participants received neutral instructions at test while the other half received instructions making a direct, explicit reference to the training phase. We first aimed to assess whether implicit learning operated in the two test conditions. We then evaluated the differential impact of age on learning performances as a function of test instructions. The results showed that performance did not vary as a function of age in the implicit instructions condition, while age effects emerged when explicit instructions were employed at test. However, performance was affected differently by age and the instructions given at test, depending on whether the implicit learning of short or long units was assessed. These results suggest that the claim that the implicit learning process is independent of age needs to be revised. PMID:23326409

The Concept of Leadership Programmed

DTIC Science & Technology

1973-01-01

should include the forepoing statement.) Itilj. ,,, THIS DOCUMENT IS BEST QUALITY AVAILABLE. THE COPY FURNISHED TO DTIC CONTAINED A SIGNIFICANT...instruction media . The concept of leadership was programmed in a constructed- response, linear format containing 129 frames. This self-instructional...just remved from his teens . In the combat setting the young rifle platoon leader will be exposed for the first time to many strenuous situations and

Assessment of Preschool Early Literacy Skills: Linking Children's Educational Needs with Empirically Supported Instructional Activities

ERIC Educational Resources Information Center

Lonigan, Christopher J.; Allan, Nicholas P.; Lerner, Matthew D.

2011-01-01

The importance of the preschool period in becoming a skilled reader is highlighted by a significant body of evidence that preschool children's development in the areas of oral language, phonological awareness, and print knowledge is predictive of how well they will learn to read once they are exposed to formal reading instruction in elementary…

How Four Scientists Integrate Thermodynamic and Kinetic Theory, Context, Analogies, and Methods in Protein-Folding and Dynamics Research: Implications for Biochemistry Instruction

ERIC Educational Resources Information Center

Jeffery, Kathleen A.; Pelaez, Nancy; Anderson, Trevor R.

2018-01-01

To keep biochemistry instruction current and relevant, it is crucial to expose students to cutting-edge scientific research and how experts reason about processes governed by thermodynamics and kinetics such as protein folding and dynamics. This study focuses on how experts explain their research into this topic with the intention of informing…

A Comparative Study of the Effect of Web-Based versus In-Class Textbook Ethics Instruction on Accounting Students' Propensity to Whistle-Blow

ERIC Educational Resources Information Center

McManus, Lisa; Subramaniam, Nava; James, Wendy

2012-01-01

The authors examined whether accounting students' propensity to whistle-blow differed between those instructed through a web-based teaching module and those exposed to a traditional in-class textbook-focused approach. A total of 156 students from a second-year financial accounting course participated in the study. Ninety students utilized the…

In Search for Instructional Techniques to Maximize the Use of Germane Cognitive Resources: A Case of Teaching Complex Tasks in Physics

ERIC Educational Resources Information Center

Sliva, Yekaterina

2014-01-01

The purpose of this study was to introduce an instructional technique for teaching complex tasks in physics, test its effectiveness and efficiency, and understand cognitive processes taking place in learners' minds while they are exposed to this technique. The study was based primarily on cognitive load theory (CLT). CLT determines the amount of…

The Acquisitional Value of Recasts in Instructed Second Language Speech Learning: Teaching the Perception and Production of English /?/ to Adult Japanese Learners

ERIC Educational Resources Information Center

Saito, Kazuya

2013-01-01

The current study investigated the impact of recasts together with form-focused instruction (FFI) on the development of second language speech perception and production of English /?/ by Japanese learners. Forty-five learners were randomly assigned to three groups--FFI recasts, FFI only, and Control--and exposed to four hours of communicatively…

Project Clarion: Three Years of Science Instruction in Title I Schools among K-Third Grade Students

NASA Astrophysics Data System (ADS)

Kim, Kyung Hee; VanTassel-Baska, Joyce; Bracken, Bruce A.; Feng, Annie; Stambaugh, Tamra; Bland, Lori

2012-10-01

The purpose of the study was to measure the effects of higher level, inquiry-based science curricula on students at primary level in Title I schools. Approximately 3,300 K-3 students from six schools were assigned to experimental or control classes ( N = 115 total) on a random basis according to class. Experimental students were exposed to concept-based science curriculum that emphasized `deep learning' though concept mastery and investigation, whereas control classes learned science from traditional school-based curricula. Two ability measures, the Bracken Basic Concept Scale-Revised (BBCS-R, Bracken 1998) and the Naglieri Nonverbal Intelligence Test (NNAT, Naglieri 1991), were used for baseline information. Additionally, a standardized measure of student achievement in science (the MAT-8 science subtest), a standardized measure of critical thinking, and a measure for observing teachers' classroom behaviors were used to assess learning outcomes. Results indicated that all ability groups of students benefited from the science inquiry-based approach to learning that emphasized science concepts, and that there was a positive achievement effect for low socio-economic young children who were exposed to such a curriculum.

Assessment of Preschool Early Literacy Skills: Linking Children's Educational Needs with Empirically Supported Instructional Activities.

PubMed

Lonigan, Christopher J; Allan, Nicholas P; Lerner, Matthew D

2011-05-01

The importance of the preschool period for becoming a skilled reader is highlighted by a significant body of evidence that preschool children's development in the areas of oral language, phonological awareness, and print knowledge is predictive of how well they will learn to read once they are exposed to formal reading instruction in elementary school. Although there are now a number of empirically supported instructional activities for helping children who are at -risk of later reading difficulties acquire these early literacy skills, limitations in instructional time and opportunities in most preschool settings requires the use of valid assessment procedures to ensure that instructional resources are utilized efficiently. In this paper, we discuss the degree to which informal, diagnostic, screening, and progress-monitoring assessments of preschool early literacy skills can inform instructional decisions by considering the strengths and weaknesses of each approach to assessment.

The influence of the guided constructivist instructional model on attitudes toward secondary-level physics

NASA Astrophysics Data System (ADS)

Dallal, Kamel Salim

The effect of guided constructivism (bridging analogies) and expository instructional methods on the attitudes of students toward physics was investigated. A nonrandomize nonequivalent pretest-posttest control group quasi- experimental design was employed. The sample consisted of 127 eleventh-grade and twelfth-grade students from five selected classes from two private high schools in Beirut, Lebanon. Two intact classes were assigned to the control group and three classes to the experimental group. The experimental group was exposed to the bridging analogies instructional method, and the control group was taught using the traditional expository method. A Likert-type instrument, the Physics Attitude Index, was used to measure attitudes on four dimensions. The 40-item Physics Attitude Index (PAI) is a questionnaire using a five response scale. Performance in the assigned topics in physics, cognitive developmental levels, and gender were used as covariants and to examine interaction effects. The experimental groups had significantly higher means than the control groups on all criterion variables. A significant interaction was found between groups and performance levels in the following cases: (a) criterion variable of attitude toward physics; (b) views toward physics learning; and (c) enjoyment of physics. This result indicated that the low performing students among the experimental group had greater gain in attitude toward physics than the high performing students in same group. On the other hand, no interaction occurred between treatment groups and gender, which shows that in this study gender has no significant effect on attitude toward physics. Significant interactions between the treatment groups and cognitive levels were found on the criterion variable of beliefs about physics as a process of learning and enjoyment of physics. In both cases, the difference between the group means were widely different among students at the concrete and transitional levels, but narrowly different among students at the formal level.

The Bottom-up Move within Vygotsky's Zone of Proximal Development: A Pedagogical Application for Teaching Agreement in Spanish as a Foreign Language

ERIC Educational Resources Information Center

Escandon, Arturo; Sanz, Montserrat

2011-01-01

This paper presents the findings of a longitudinal study in which two instructional methods to teach agreement features to first-year university students specializing in Spanish in Japan are compared. On the one hand, the control group was exposed to the traditional top-down teaching of agreement paradigms and were instructed to practice them…

Deoxycholic Acid and the Marginal Mandibular Nerve: A Cadaver Study.

PubMed

Blandford, Alexander D; Ansari, Waseem; Young, Jason M; Maley, Bruce; Plesec, Thomas P; Hwang, Catherine J; Perry, Julian D

2018-06-04

One of the rare but serious complications observed with deoxycholic acid administration is damage to the marginal mandibular nerve. In this study, we evaluated if deoxycholic acid directly induces histologic damage to fresh cadaveric marginal mandibular nerve. A segment of marginal mandibular nerve was harvested from 12 hemifaces of 6 fresh cadavers. The nerve specimen was exposed to either 0.9% sterile saline for 24 h, deoxycholic acid (10 mg/ml) for 20 min, or deoxycholic acid (10 mg/ml) for 24 h. The nerve specimens were then fixed in glutaraldehyde for a minimum of 24 h. Toluidine blue stained sections were evaluated for stain intensity using light microscopy and color deconvolution image analysis. Supraplatysmal fat was harvested as a positive control and exposed to the same treatments as the marginal mandibular nerve specimens, then evaluated using transmission electron microscopy. Toluidine blue staining was less in the marginal mandibular nerve exposed to deoxycholic acid when compared to saline. The specimen exposed to deoxycholic acid for 24 h showed less toluidine blue staining than that of the nerve exposed to deoxycholic acid for 20 min. Transmission electron microscopy of submental fat exposed to deoxycholic acid revealed disruption of adipocyte cell membrane integrity and loss of cellular organelles when compared to specimens only exposed to saline. Deoxycholic acid (10 mg/ml) damages the marginal mandibular nerve myelin sheath in fresh human cadaver specimens. Direct deoxycholic acid neurotoxicity may cause marginal mandibular nerve injury clinically. This journal requires that authors assign a level of evidence to each article. For a full description of these Evidence-Based Medicine ratings, please refer to the Table of Contents or the online Instructions to Authors www.springer.com/00266 .

Relevance in Instructional Materials

ERIC Educational Resources Information Center

Axinn, Nancy W.; Clark-Jones, Beatrice

1972-01-01

To develop an understanding of the pluralistic nature of the American society and the varying family forms within it, all students need to be exposed to illustrations of the gamut of racial and family components. (Authors)

A comparison of simulation-based education versus lecture-based instruction for toxicology training in emergency medicine residents.

PubMed

Maddry, Joseph K; Varney, Shawn M; Sessions, Daniel; Heard, Kennon; Thaxton, Robert E; Ganem, Victoria J; Zarzabal, Lee A; Bebarta, Vikhyat S

2014-12-01

Simulation-based teaching (SIM) is a common method for medical education. SIM exposes residents to uncommon scenarios that require critical, timely actions. SIM may be a valuable training method for critically ill poisoned patients whose diagnosis and treatment depend on key clinical findings. Our objective was to compare medical simulation (SIM) to traditional lecture-based instruction (LEC) for training emergency medicine (EM) residents in the acute management of critically ill poisoned patients. EM residents completed two pre-intervention questionnaires: (1) a 24-item multiple-choice test of four toxicological emergencies and (2) a questionnaire using a five-point Likert scale to rate the residents' comfort level in diagnosing and treating patients with specific toxicological emergencies. After completing the pre-intervention questionnaires, residents were randomized to SIM or LEC instruction. Two toxicologists and three EM physicians presented four toxicology topics to both groups in four 20-min sessions. One group was in the simulation center, and the other in a lecture hall. Each group then repeated the multiple-choice test and questionnaire immediately after instruction and again at 3 months after training. Answers were not discussed. The primary outcome was comparison of immediate mean post-intervention test scores and final scores 3 months later between SIM and LEC groups. Test score outcomes between groups were compared at each time point (pre-test, post-instruction, 3-month follow-up) using Wilcoxon rank sum test. Data were summarized by descriptive statistics. Continuous variables were characterized by means (SD) and tested using t tests or Wilcoxon rank sum. Categorical variables were summarized by frequencies (%) and compared between training groups with chi-square or Fisher's exact test. Thirty-two EM residents completed pre- and post-intervention tests and comfort questionnaires on the study day. Both groups had higher post-intervention mean test scores (p < 0.001), but the LEC group showed a greater improvement compared to the SIM group (5.6 [2.3] points vs. 3.6 [2.4], p = 0.02). At the 3-month follow-up, 24 (75 %) tests and questionnaires were completed. There was no improvement in 3-month mean test scores in either group compared to immediate post-test scores. The SIM group had higher final mean test scores than the LEC group (16.6 [3.1] vs. 13.3 [2.2], p = 0.009). SIM and LEC groups reported similar diagnosis and treatment comfort level scores at baseline and improved equally after instruction. At 3 months, there was no difference between groups in comfort level scores for diagnosis or treatment. Lecture-based teaching was more effective than simulation-based instruction immediately after intervention. At 3 months, the SIM group showed greater retention than the LEC group. Resident comfort levels for diagnosis and treatment were similar regardless of the type of education.

Intermedia: Tomorrow's AV Experience Today

ERIC Educational Resources Information Center

McVey, G. F.

1970-01-01

The coordinator of the Multimedia Instructional Laboratory at Wisconsin describes an experimental course whose primary objective was to expose through direct student participation the relationships and processes involved when messages are presented through several media simultaneously." (Author/LS)

Swiss and Turkish Pre-Service Science Teachers' Anxiety Levels for Educational Technology

ERIC Educational Resources Information Center

Efe, Hulya Aslan; Efe, Rifat

2016-01-01

This study aims to culturally explain pre-service science teachers' instructional technology-related anxiety levels by analyzing the variables of their instructional technology using experiences, frequency of using instructional technologies, access to instructional technologies, instructional technology-related attitude and their instructional…

United States Air Force Research Initiation Program. 1985 Technical Report. Volume 3.

DTIC Science & Technology

1987-04-01

miners exposed to airborne radon (7). Thus the major health effect associated with radon is thought to be production of lung cancers by radon decay...Based Instruction: Effect Dr. Linda J. Buehner of Cognitive Style, Instructional Format, and Subject-Matter Content 160-OMG-085 9 Nonlinear Feedback...Instrumentation 760-OMG-042 16 Investigation of the Effects of Dr. David R. Cochran an Applied Electric Field on the InP Melt 760-OMG-014 17 Below-Melt

Accuracy of student performance while reading leveled books rated at their instructional level by a reading inventory.

PubMed

Burns, Matthew K; Pulles, Sandra M; Maki, Kathrin E; Kanive, Rebecca; Hodgson, Jennifer; Helman, Lori A; McComas, Jennifer J; Preast, June L

2015-12-01

Identifying a student's instructional level is necessary to ensure that students are appropriately challenged in reading. Informal reading inventories (IRIs) purport to assess the highest reading level at which a student can accurately decode and comprehend text. However, the use of IRIs in determining a student's instructional level has been questioned because of a lack of research. The current study examined the percentage of words read correctly with 64 second- and third-grade students while reading from texts at their instructional level as determined by an IRI. Students read for 1 min from three leveled texts that corresponded to their instructional level as measured by an IRI, and the percentage of words read correctly was recorded. The percentage read correctly correlated across the three books from r=.47 to r=.68 and instructional level categories correlated from tau=.59 to tau=.65. Percent agreement calculations showed that the categorical scores (frustration, instructional, and independent) for the three readings agreed approximately 67% to 70% of the time, which resulted in a kappa estimate of less than .50. Kappa coefficients of .70 are considered strong indicators of agreement. Moreover, more than half of the students with the lowest reading skills read at a frustration level when attempting to read books rated at their instructional level by an IRI. The current study questions how reliably and accurately IRIs identify students' instructional level for reading. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches.

PubMed

Torgesen, Joseph K; Wagner, Richard K; Rashotte, Carol A; Herron, Jeannine; Lindamood, Patricia

2010-06-01

The relative effectiveness of two computer-assisted instructional programs designed to provide instruction and practice in foundational reading skills was examined. First-grade students at risk for reading disabilities received approximately 80 h of small-group instruction in four 50-min sessions per week from October through May. Approximately half of the instruction was delivered by specially trained teachers to prepare students for their work on the computer, and half was delivered by the computer programs. At the end of first grade, there were no differences in student reading performance between students assigned to the different intervention conditions, but the combined-intervention students performed significantly better than control students who had been exposed to their school's normal reading program. Significant differences were obtained for phonemic awareness, phonemic decoding, reading accuracy, rapid automatic naming, and reading comprehension. A follow-up test at the end of second grade showed a similar pattern of differences, although only differences in phonemic awareness, phonemic decoding, and rapid naming remained statistically reliable.

Intelligent Learning System using cognitive science theory and artificial intelligence methods

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

Cristensen, D.L.

1986-01-01

This dissertation is a presentation of a theoretical model of an intelligent Learning System (ILS). The approach view intelligent computer-based instruction on a curricular-level and educational-theory base, instead of the conventional instructional-only level. The ILS is divided into two components: (1) macro-level, curricular; and (2) micro-level (MAIS), instructional. The primary purpose of the ILS macro level is to establish the initial conditions of learning by considering individual difference variables within specification of the curriculum content domain. Second, the ILS macro-level will iteratively update the conditions of learning as the individual student progresses through the given curriculum. The term dynamic ismore » used to describe the expert tutor that establishes and monitors the conditions of instruction between the ILS macro level and the micro level. As the student progresses through the instruction, appropriate information is sent back continuously to the macro level to constantly improve decision making for succeeding conditions of instruction.« less

The effects of timing of exposure to principles and procedural instruction specificity on learning an electrical troubleshooting skill.

PubMed

Eiriksdottir, Elsa; Catrambone, Richard

2015-12-01

Domain principles provided in task instructions are assumed to help performance as learners can later apply this knowledge when faced with new tasks. The goal of the research was to investigate whether the timing of the exposure to principles-studying the principles before or while completing training tasks-and the specificity in the accompanying step-by-step procedural instructions would influence learning to troubleshoot a simulated electrical circuit. The results of a pilot study suggested that timing of principle exposure and specificity might interact. This was investigated by comparing the performance of 4 groups of participants (n = 24) who received either general or detailed procedural instructions and were either exposed to the principles before or during the training. The results showed that studying the principles before training benefited test task performance when the procedural instructions were detailed but not when they were general. The results also showed that using general procedural instructions benefited test task performance while using detailed procedural instructions benefited training task performance. Overall the results reveal how the learning situation as a whole must be considered when determining the efficacy of instructional materials, and how conditions can be created where principles enhance learning. (c) 2015 APA, all rights reserved).

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

ERIC Educational Resources Information Center

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

2013-01-01

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

The Development and Validation of the Instructional Practices Log in Science: A Measure of K-5 Science Instruction

ERIC Educational Resources Information Center

Adams, Elizabeth L.; Carrier, Sarah J.; Minogue, James; Porter, Stephen R.; McEachin, Andrew; Walkowiak, Temple A.; Zulli, Rebecca A.

2017-01-01

The Instructional Practices Log in Science (IPL-S) is a daily teacher log developed for K-5 teachers to self-report their science instruction. The items on the IPL-S are grouped into scales measuring five dimensions of science instruction: "Low-level Sense-making," "High-level Sense-making," "Communication,"…

Using Cognitive Load Theory to Tailor Instruction to Levels of Accounting Students' Expertise

ERIC Educational Resources Information Center

Blayney, Paul; Kalyuga, Slava; Sweller, John

2015-01-01

Tailoring of instructional methods to learner levels of expertise may reduce extraneous cognitive load and improve learning. Contemporary technology-based learning environments have the potential to substantially enable learner-adapted instruction. This paper investigates the effects of adaptive instruction based on using the isolated-interactive…

Give Customers What They Meant To Ask For--Designing Training Systems at Three Levels.

ERIC Educational Resources Information Center

Hybert, Peter R.

2001-01-01

Examines instructional systems design in light of training and performance technology. Topics include the nature of design; categories of stakeholders; three levels of instructional systems design, including Curriculum Architecture Design, instructional process design, and user interface/instructional activity design; and design goals. (LRW)

Functional Principles of Learning.

ERIC Educational Resources Information Center

Humphreys, Lloyd G.

In order of importance, curriculum, motivation, academic ability, and teaching methods are described in this paper as principles affecting classroom learning that can lead to more effective instruction. Curriculum simply exposes students to appropriate content and subject matter. Educational research should concentrate on the evaluation of…

To Infinity. . .and beyond!

ERIC Educational Resources Information Center

Larson, Jeffrey M.; Jacobson, Michael S.; Den Ouden, Katherine M.; Basile, Carole G.

2012-01-01

Developmentally, middle school students progress from being concrete thinkers and learners to abstract thinkers. Traditional middle school mathematics instruction introduces a curriculum that is intuitive and taught within a natural trajectory of the content. However, with this traditional approach, students may miss out on being exposed to…

Exploring the impact of instructional approaches on the learning and transfer of medication dosage calculation competency.

PubMed

Glaister, Karen

2005-09-01

The ability of nurses to perform accurate drug dosage calculations has repercussions for patients' well-being. How best to assist nurses develop competency in this area is paramount. This paper presents findings of a study conducted with undergraduate nurses to determine the effect of three instructional approaches on the learning of this skill. The quasi-experimental study exposed participants to one of three instructional approaches: integrative learning, computerised learning and a combination of integrative and computerised learning. Quantitative and qualitative approaches were used to explore differences in the instructional approaches and gain further understanding of the learning process. There was no statistical difference between the three instructional approaches on knowledge acquisition and transfer measures, other than measures for procedural knowledge, which was significant (F(2,47) = 3.33 at p < .044). A least-significant difference post hoc test (alpha = 0. 10) indicated computerised learning was significantly more effective in developing procedural knowledge. The provision of instructional strategies, which facilitate development of conditional knowledge and automaticity, is necessary for competency development in dosage calculations. Furthermore, the curriculum must incorporate authentic tasks and permit time to support competency attainment.

Combining content and elements of communication into an upper-level biochemistry course.

PubMed

Whittington, Carli P; Pellock, Samuel J; Cunningham, Rebecca L; Cox, James R

2014-01-01

This report describes how a science communication module was incorporated into an advanced biochemistry course. Elements of communication were taught synergistically with biochemistry content in this course in an effort to expose students to a variety of effective oral communication strategies. Students were trained to use these established techniques and incorporated them into various presentations throughout the course. Three students describe their use of specific resources and how the skills learned relate to their future career. The importance and relevance of science communication are receiving unprecedented national attention. The academic scientific community must respond by incorporating more communication-centered instruction and opportunities in the classroom and laboratory. © 2013 by The International Union of Biochemistry and Molecular Biology.

Just-in-Time to Save Lives: A Pilot Study of Layperson Tourniquet Application.

PubMed

Goolsby, Craig; Branting, Andrew; Chen, Elizabeth; Mack, Erin; Olsen, Cara

2015-09-01

The objective was to determine whether just-in-time (JiT) instructions increase successful tourniquet application by laypersons. This was a randomized pilot study conducted in August 2014. The study occurred at the Uniformed Services University campus in Bethesda, Maryland. A total of 194 volunteers without prior military service or medical training completed the study. The participant stood in front of a waist-down mannequin that had an exposed leg. An observer read a scenario card aloud that described a mass casualty event. The observer then asked the participant to apply a Combat Application Tourniquet (C-A-T) to the mannequin. Test participants received a 4 × 6-inch card, with JiT instructions, in addition to their C-A-T; controls received no instructions. Participants were randomized in a 3:1 ratio of instructions to no instructions. The study's primary outcome was the proportion of successfully applied tourniquets by participants receiving JiT instructions compared to participants not receiving instructions. Secondary outcomes included the time for successful tourniquet placement, reasons for failed tourniquet application, and participants' self-reported willingness and comfort using tourniquets in real-life settings. Just-in-time instructions more than doubled successful tourniquet placement. Participants supplied with JiT instructions placed a tourniquet successfully 44.14% of the time, compared to 20.41% of the time for controls without instructions (risk ratio = 2.16; 95% confidence interval = 1.21 to 3.87; p = 0.003). Just-in-time instructions increase laypeople's successful application of C-A-T. This pilot study provides evidence that JiT instructions may assist the lay public in providing effective point-of-injury hemorrhage control. Published 2015. This article is a U.S. Government work and is in the public domain in the USA.

Perception, Attitude and Instructional Preferences on Physics in High School Students: An Exploration in an International Setting

NASA Astrophysics Data System (ADS)

Narayanan, Mini; Gafoor, Abdul

Questionnaire survey explored perception, attitude and instructional preferences with respect to gender and nationality in high school students of India and USA, a sample of 1101 Indian and 458 US students. Descriptive Statistics techniques were adopted for analysis. Male and female students in USA were at the high and low ends of the spectrum, respectively, in perception and attitude. Preference on instructional strategies was found to be independent of nationality, exposed strategies, opting science, class size and facilities. Responses from both countries indicate preference for an integrated instructional strategy that has strong teacher involvement in a student-centered framework. A thoughtful and properly designed instructional strategy could provide sufficient elements in modifying students' epistemological beliefs. Understanding the nature and process of physics along with a better learning outcome is usually not possible by administering student-centered or teacher-centered strategies alone in their purest form. This study provides adequate support in obtaining two equally significant but contrasting goals in Physics Education Research, to gain conceptual development with increased interest and attainment in learners, through integration.

Is DNA Alive? A Study of Conceptual Change Through Targeted Instruction

NASA Astrophysics Data System (ADS)

Witzig, Stephen B.; Freyermuth, Sharyn K.; Siegel, Marcelle A.; Izci, Kemal; Pires, J. Chris

2013-08-01

We are involved in a project to incorporate innovative assessments within a reform-based large-lecture biochemistry course for nonmajors. We not only assessed misconceptions but purposefully changed instruction throughout the semester to confront student ideas. Our research questions targeted student conceptions of deoxyribonucleic acid (DNA) along with understanding in what ways classroom discussions/activities influence student conceptions. Data sources included pre-/post-assessments, semi-structured interviews, and student work on exams/assessments. We found that students held misconceptions about the chemical nature of DNA, with 63 % of students claiming that DNA is alive prior to instruction. The chemical nature of DNA is an important fundamental concept in science fields. We confronted this misconception throughout the semester collecting data from several instructional interventions. Case studies of individual students revealed how various instructional strategies/assessments allowed students to construct and demonstrate the scientifically accepted understanding of the chemical nature of DNA. However, the post-assessment exposed that 40 % of students still held misconceptions about DNA, indicating the persistent nature of this misconception. Implications for teaching and learning are discussed.

Instructional Methods Within the Elementary-School Science Classroom Related to Improved Academic Performance

NASA Astrophysics Data System (ADS)

Baum, Lisa

There is gap in passing rates on the standardized science assessment between European American and Hispanic American students. The purpose of this study was to examine student performance in science and the closing of the achievement gap between European American and Hispanic American students based upon receipt of an inquiry or noninquiry instruction method. Guided by the theoretical framework of constructive learning, this quantitative ex post facto research design gathered data from 8 teachers who had already implemented 1 of the 2 methods of instruction. The teachers were chosen through purposive sampling based on previous observations of instructional method and were placed into 2 groups depending upon the type of instruction: inquiry or noninquiry. Descriptive statistics were used to determine mean differences and a 2-way analysis of variance was used to determine mean differences in science test scores between European American and Hispanic American students and between the instructional methods to which they had been exposed. Results found that the inquiry instructional method was related to a significant increase in mean scores for both ethnic groups, but the achievement gap between the two groups was not closed by the inquiry instruction method. This study can promote positive social change for students by informing the efforts of educational leaders and teachers to create professional development using inquiry instruction. Students may perform higher on standardized tests when they are allowed to explore science by asking questions and answering their own questions through the collection and analysis of data.

Compliance of postoperative instructions following the surgical extraction of impacted lower third molars: A randomized clinical trial

PubMed Central

Alvira-González, Joaquín

2015-01-01

Objectives: The understanding and adherence to postoperative care instructions are factors that influence the recuperation process after any surgical procedure. The aim of this study was to determine the percentage of patients who strictly follow the postoperative instructions after the extraction of an impacted lower third molar in relation to sociocultural level, preoperative anxiety scores and how postoperative information is provided to the patient. Study Design: Patients were randomly assigned to one of three different test groups according to how the postoperative instructions were presented: verbal, written and a group that received additional information. Before surgery, patients were required to complete the Corah Dental Anxiety Scale and personal information (age, gender and educational level) was also collected. P<0.05 was considered significant. Patients were surveyed a week after surgery regarding their adherence to postoperative instructions. Results: 84 patients (45 women and 39 men with an average of 28.23 ± 7.41 years) completed the study. There were no statistically significant differences regarding adherence of postoperative care instructions depending on the manner of instruction presentation, preoperative anxiety level and sociocultural level (p> 0.05). Quitting smoking or drinking of alcoholic/carbonated beverages were the main influential factors for the lack of adherence to postoperative care instructions during the week after surgery. Conclusions: Presentation of postoperative instructions, preoperative anxiety scores and sociocultural level do not appear to be key factors that promote the adherence to postoperative instructions. Key words:Compliance, postoperative instructions, treatment, third molar. PMID:25475774

Factors Influencing Exemplary Science Teachers' Levels of Computer Use

ERIC Educational Resources Information Center

Hakverdi, Meral; Dana, Thomas M.; Swain, Colleen

2011-01-01

The purpose of this study was to examine exemplary science teachers' use of technology in science instruction, factors influencing their level of computer use, their level of knowledge/skills in using specific computer applications for science instruction, their use of computer-related applications/tools during their instruction, and their…

Thinking in Arithmetic.

ERIC Educational Resources Information Center

Resnick, Lauren B.; And Others

This paper discusses a radically different set of assumptions to improve educational outcomes for disadvantaged students. It is argued that disadvantaged children, when exposed to carefully organized thinking-oriented instruction, can acquire the traditional basic skills in the process of reasoning and solving problems. The paper is presented in…

78 FR 71584 - Proposed Collection; Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2013-11-29

... instructions for submitting comments. Mail: Federal Docket Management System Office, 4800 Mark Center Drive... to contaminated drinking water in the past aboard Marine Corps Base Camp Lejeune, NC, as well as... before and may have been exposed to contaminated drinking water. Additionally, any person interested in...

The Effects of History of Mathematics on Attitudes Toward Mathematics of College Algebra Students

ERIC Educational Resources Information Center

McBride, Cecil; Rollins, James H.

1977-01-01

Two college algebra classes were exposed to items from mathematics history in their classroom instruction, while two other college algebra classes received no such exposure. Results showed a significant positive attitude change of the mathematics history group. (DT)

Is Your Sick Leave Bank in Good Health?

ERIC Educational Resources Information Center

Hoover, James P.

2012-01-01

Sick leave banks are a common staple of teacher contracts. Although these banks may benefit employees, they expose school districts to a variety of complications and unintended consequences, including administrative complexity, potential cash flow implications, cost disparities, increased absenteeism, instructional instability, privacy issues, and…

Piltdown Man: Combining the Instruction of Scientific Ethics and Qualitative Analysis.

ERIC Educational Resources Information Center

Vincent, John B.

1999-01-01

Discusses the most famous hoax in the history of science involving fossils including fragments of human or simian skulls and jaws and teeth found in gravel pits. Describes a laboratory experiment that exposes students to the problems of scientific misconduct. (CCM)

Applying Piaget's Theory to Reading Instruction.

ERIC Educational Resources Information Center

Heatherly, Anna L.

This paper discusses beginning reading instruction in the light of Piaget's theory, which demands that we think more broadly about the term "where the child is" in terms of his level of thinking, not simply his reading level or reading skill level. Using Piaget's four major developmental stages as the basis, the task of instruction in…

Leadership Training in Otolaryngology Residency.

PubMed

Bent, John P; Fried, Marvin P; Smith, Richard V; Hsueh, Wayne; Choi, Karen

2017-06-01

Although residency training offers numerous leadership opportunities, most residents are not exposed to scripted leadership instruction. To explore one program's attitudes about leadership training, a group of otolaryngology faculty (n = 14) and residents (n = 17) was polled about their attitudes. In terms of self-perception, more faculty (10 of 14, 71.4%) than residents (9 of 17, 52.9%; P = .461) considered themselves good leaders. The majority of faculty and residents (27 of 31) thought that adults could be taught leadership ability. Given attitudes about leadership ability and the potential for improvement through instruction, consideration should be given to including such training in otolaryngology residency.

Teaching self-control with qualitatively different reinforcers.

PubMed

Passage, Michael; Tincani, Matt; Hantula, Donald A

2012-01-01

This study examined the effectiveness of using qualitatively different reinforcers to teach self-control to an adolescent boy who had been diagnosed with an intellectual disability. First, he was instructed to engage in an activity without programmed reinforcement. Next, he was instructed to engage in the activity under a two-choice fixed-duration schedule of reinforcement. Finally, he was exposed to self-control training, during which the delay to a more preferred reinforcer was initially short and then increased incrementally relative to the delay to a less preferred reinforcer. Self-control training effectively increased time on task to earn the delayed reinforcer.

Development of Multimedia Computer Applications for Clinical Pharmacy Training.

ERIC Educational Resources Information Center

Schlict, John R.; Livengood, Bruce; Shepherd, John

1997-01-01

Computer simulations in clinical pharmacy education help expose students to clinical patient management earlier and enable training of large numbers of students outside conventional clinical practice sites. Multimedia instruction and its application to pharmacy training are described, the general process for developing multimedia presentations is…

Forms of History Textbook Interference

ERIC Educational Resources Information Center

Blaauw, Jan

2017-01-01

History textbooks in contemporary democracies have often been exposed to censorship and other forms of interference. This article presents the idea of a classification of these forms as a novel way to contemplate the ambivalent relationship between democratic authority and historical instruction. The model primarily distinguishes official forms of…

Current status of information literacy instruction practices in medical libraries of Pakistan

PubMed Central

Ullah, Midrar; Ameen, Kanwal

2014-01-01

Objectives: The research explored the current practices of information literacy (IL) instruction in medical libraries of Pakistan. Methods: A semi-structured questionnaire was mailed to the head librarians of all 114 academic medical libraries in Pakistan. It investigated the types of IL instruction provided, topics covered, methods of delivery and assessment, level of integration in the curriculum, and level of collaboration with teaching staff. Results: The study revealed that 74% of the respondents had offered some types of IL instruction in their institutions during the previous year, ranging from library orientation to research-level skills. IL instruction is typically only offered to new students or first-time library users or on demand. A majority of the respondents developed IL instruction programs without faculty involvement. Librarians were primarily responsible for offering IL instruction in medical institutions. Face-to-face instruction in computer labs or lecture halls and individual instruction at reference desks were identified as the most common IL instruction delivery methods. The data indicated that oral feedback, written feedback, and searching in a computer lab were the most popular assessment methods that medical librarians used. Conclusion: IL instruction activities in medical libraries of Pakistan are in their infancy. Medical librarians also lack systematic approaches to IL instruction. Implications: Medical librarians need to develop educational partnerships with faculty for integrating IL instruction into the mainstream curriculum. PMID:25349546

Current status of information literacy instruction practices in medical libraries of Pakistan.

PubMed

Ullah, Midrar; Ameen, Kanwal

2014-10-01

The research explored the current practices of information literacy (IL) instruction in medical libraries of Pakistan. A semi-structured questionnaire was mailed to the head librarians of all 114 academic medical libraries in Pakistan. It investigated the types of IL instruction provided, topics covered, methods of delivery and assessment, level of integration in the curriculum, and level of collaboration with teaching staff. The study revealed that 74% of the respondents had offered some types of IL instruction in their institutions during the previous year, ranging from library orientation to research-level skills. IL instruction is typically only offered to new students or first-time library users or on demand. A majority of the respondents developed IL instruction programs without faculty involvement. Librarians were primarily responsible for offering IL instruction in medical institutions. Face-to-face instruction in computer labs or lecture halls and individual instruction at reference desks were identified as the most common IL instruction delivery methods. The data indicated that oral feedback, written feedback, and searching in a computer lab were the most popular assessment methods that medical librarians used. IL instruction activities in medical libraries of Pakistan are in their infancy. Medical librarians also lack systematic approaches to IL instruction. Medical librarians need to develop educational partnerships with faculty for integrating IL instruction into the mainstream curriculum.

Balanced Literacy Instruction for Students with Significant Cognitive Disabilities: Barriers to Implementation

ERIC Educational Resources Information Center

Castelli, Courtney

2016-01-01

Currently, students with significant cognitive disabilities (SCD) are predominately exposed to a functional curriculum commonly delivered through behaviorists' methods (Keefe & Copeland, 2011). The most recent research has established that students with SCD who are presented with a high-quality comprehensive approach comparable to the best…

Students' Persistent Preconceptions and Learning Economic Principles

ERIC Educational Resources Information Center

Busom, Isabel; Lopez-Mayan, Cristina; Panadés, Judith

2017-01-01

Economic views held by the general public tend to differ significantly from those of economic experts. Would these differences fade away if people were exposed to some economic instruction? In this article, the authors identify college students' preconceptions about economic issues at the beginning of the semester, verify their persistence…

English Camp: A Language Immersion Program in Thailand

ERIC Educational Resources Information Center

Rugasken, Kris; Harris, Jacqueline A.

2009-01-01

A summer English camp language immersion program, which began in 2003, provided instruction by native English speakers to Thai college students via collaboration between Prince of Songkla University in Thailand and Ball State University in Indiana, USA. During this program, Thai students were exposed to English formally through classroom…

Technology Instruction: Fixing the Disconnect

ERIC Educational Resources Information Center

Larson, Lotta; Kuhn, Cyndi Danner; Collins, Royce Ann; Balthazor, Gerri; Ribble, Mike; Miller, Teresa Northern

2009-01-01

High school students spend much of their educational journeys immersed in "old" literacies of paper, pencil, and print books. But outside of the classroom, they are exposed to information and communication technologies--such as blogs, wikis, Internet browsers, multimedia, social networking sites, and a wide range of software--each of which demand…

Classroom Success Stories: Exposing Students to Time Bonding.

ERIC Educational Resources Information Center

Papaleo, Ralph J.

1996-01-01

Recommends using time bonding (finding a role model and researching the process and story behind that individual's accomplishments) as a means to interest students in history. Outlines the instructions covering the objectives of the writing assignments. Students researched a variety of biographies including Jackie Robinson and Lyndon Johnson. (MJP)

Security Implications of Third-Party Accelerators

DTIC Science & Technology

2015-06-11

G. Wheeler, “Undocumented M6800 instructions,” BYTE Magazine, vol. 2, no. 12, pp. 46–47, Dec. 1977. [20] x0r1, “ jellyfish ,” https://github.com/x0r1... jellyfish , 2015. [21] A. Young and M. Yung, Malicious Cryptography: Exposing Cryptovi- rology. John Wiley & Sons, 2004.

Effects of Instruction and Stage-Fright on Intelligence Testing

ERIC Educational Resources Information Center

Meijer, Joost; Oostdam, Ron

2011-01-01

In the present research, it was tried to unravel the influence of various types of instruction on test anxiety levels and, in turn, its influence on intelligence test performance. Three types of instruction were compared: a stressful, achievement-orientated instruction; a reassuring, task-orientated instruction; and an ambiguous instruction.…

Assessment of readability, understandability, and completeness of pediatric hospital medicine discharge instructions.

PubMed

Unaka, Ndidi I; Statile, Angela; Haney, Julianne; Beck, Andrew F; Brady, Patrick W; Jerardi, Karen E

2017-02-01

The average American adult reads at an 8th-grade level. Discharge instructions written above this level might increase the risk of adverse outcomes for children as they transition from hospital to home. We conducted a cross-sectional study at a large urban academic children's hospital to describe readability levels, understandability scores, and completeness of written instructions given to families at hospital discharge. Two hundred charts for patients discharged from the hospital medicine service were randomly selected for review. Written discharge instructions were extracted and scored for readability (Fry Readability Scale [FRS]), understandability (Patient Education Materials Assessment Tool [PEMAT]), and completeness (5 criteria determined by consensus). Descriptive statistics enumerated the distribution of readability, understandability, and completeness of written discharge instructions. Of the patients included in the study, 51% were publicly insured. Median age was 3.1 years, and median length of stay was 2.0 days. The median readability score corresponded to a 10th-grade reading level (interquartile range, 8-12; range, 1-13). Median PEMAT score was 73% (interquartile range, 64%-82%; range, 45%-100%); 36% of instructions scored below 70%, correlating with suboptimal understandability. The diagnosis was described in only 33% of the instructions. Although explicit warning signs were listed in most instructions, 38% of the instructions did not include information on the person to contact if warning signs developed. Overall, the readability, understandability, and completeness of discharge instructions were subpar. Efforts to improve the content of discharge instructions may promote safe and effective transitions home. Journal of Hospital Medicine 2017;12:98-101. © 2017 Society of Hospital Medicine.

Patient understanding of oral contraceptive pill instructions related to missed pills: a systematic review.

PubMed

Zapata, Lauren B; Steenland, Maria W; Brahmi, Dalia; Marchbanks, Polly A; Curtis, Kathryn M

2013-05-01

Instructions on what to do after pills are missed are critical to reducing unintended pregnancies resulting from patient non-adherence to oral contraceptive (OC) regimens. Missed pill instructions have previously been criticized for being too complex, lacking a definition of what is meant by "missed pills," and for being confusing to women who may not know the estrogen content of their formulation. To help inform the development of missed pill guidance to be included in the forthcoming US Selected Practice Recommendations, the objective of this systematic review was to evaluate the evidence on patient understanding of missed pill instructions. We searched the PubMed database for peer-reviewed articles that examined patient understanding of OC pill instructions that were published in any language from inception of the database through March 2012. We included studies that examined women's knowledge and understanding of missed pill instructions after exposure to some written material (e.g., patient package insert, brochure), as well as studies that compared different types of missed pill instructions on women's comprehension. We used standard abstract forms and grading systems to summarize and assess the quality of the evidence. From 1620 articles, nine studies met our inclusion criteria. Evidence from one randomized controlled trial (RCT) and two descriptive studies found that more women knew what to do after missing 1 pill than after missing 2 or 3 pills (Level I, good, to Level II-3, poor), and two descriptive studies found that more women knew what to do after missing 2 pills than after missing 3 pills (Level II-3, fair). Data from two descriptive studies documented the difficulty women have understanding missed pill instructions contained in patient package inserts (Level II-3, poor), and evidence from two RCTs found that providing written brochures with information on missed pill instructions in addition to contraceptive counseling significantly improved knowledge of how to manage missed pills for up to three months compared to contraceptive counseling alone (Level I, fair). Evidence from one RCT found that graphic-based missed pill instructions were better than text-only instructions (Level I, good), and data from two RCTs found that less information resulted in improved comprehension (Level I, good to fair). Evidence from one descriptive study found that many women missing pills did not intend to follow recommended actions per missed pill instructions despite understanding the guidance (Level II-3, poor). There is wide variability in the percent of women having correct knowledge on what to do when pills are missed after exposure to written missed pills instructions, with more women knowing what to do after missing 1 pill than after missing 2 or 3 pills. Women have difficulty understanding missed pill instructions contained in patient package inserts. Providing written brochures with information on missed pill instructions in addition to contraceptive counseling may improve knowledge of how to manage missed pills. Graphic-based missed pill instructions and those containing less information may result in improved comprehension. Even with clear instructions, many women missing pills may choose not to follow the recommended actions. Published by Elsevier Inc.

Research plan for establishing the effects of time varying noise exposures on community annoyance and acceptability

NASA Technical Reports Server (NTRS)

Borsky, P. N.

1980-01-01

The design of a community noise survey to determine the effects of time varying noise exposures in residential communities is presented. Complex physical and human variables involved in the health and welfare effects of environmental noise and the number-level tradeoffs and time of day penalties are among the factors considered. Emphasis is placed on community reactions where noise exposures are equal in day or evening but differ in the night time, and the effects of ambient noise on more intense aircraft noise exposures. Thirteen different times of day and types of operation situations with exposed populations up to 8-10 miles from the airport are identified. A detailed personal interview questionnaire as well as specific instructions to interviewers are included.

The Effects of STS Issue Investigation and Action Instruction Versus Traditional Life Science Instruction on Seventh Grade Students' Citizenship Behaviors

NASA Astrophysics Data System (ADS)

Wiesenmayer, Randall L.; Rubba, Peter A.

1999-06-01

The purpose of this study was to determine the effects of employing an STS instructional model that addresses each of the four goal levels of STS education versus an instructional model containing only life science content, on seventh grade students' participation in citizenship action on STS issues. A modified version of the non-equivalent control group quasi-experimental research design was used with seventeen intact seventh grade life science classes, ten of which received STS instruction ( N = 264) and seven of which received life science instruction ( N = 136) over 20 school days. The STS instruction sequentially addressed each of the four goal levels for STS education. Data were collected using the Actions Taken on Public Issues instrument to measure citizenship behaviors. ANOVA and repeated measures ANOVA were employed to analyze data. It was concluded from the findings that employment of an STS issue investigation with an action instructional model that addressed the four goal levels of STS education significantly increased seventh grade students' participation in citizenship actions on STS issues. Implications and recommendations are provided.

Seafood Products: An Instructional Guide for Home Economics Programs.

ERIC Educational Resources Information Center

Webb, Anita H.; And Others

The instructional materials contained in this guide are designed for consumer and nutrition education and have been structured in accordance with federal regulations for vocational consumer and homemaking educational programs. Instructional objectives and activities are divided into three levels: level 1 for youth in exploratory/beginning…

Computer Simulation and ESL Reading.

ERIC Educational Resources Information Center

Wu, Mary A.

It is noted that although two approaches to second language instruction--the communicative approach emphasizing genuine language use and computer assisted instruction--have come together in the form of some lower level reading instruction materials for English as a second language (ESL), advanced level ESL reading materials using computer…

The Instructional Model for Using History of Science

ERIC Educational Resources Information Center

Seker, Hayati

2012-01-01

This paper discusses the levels of The Instructional Model for Using History of Science (UHOS) to explain the relationship between the history of science and science teaching. The UHOS model proposes four levels: Conceptual Level, Epistemological Level, Sociocultural Level, and Interest Level. Each Level has sublevels with regards to types of…

English Reading Instruction in China: Chinese Teachers' Perspectives and Comments

ERIC Educational Resources Information Center

Hu, Ran; Baumann, James F.

2014-01-01

The purpose of this study was to describe teachers' perspectives and comments about their reading curriculum and instruction at different school levels. A brief historical examination of the English instruction and the contemporary education policies in China was provided. Twelve Chinese teachers of English at different schools levels participated…

The Impact of Internet-Based Instruction on Teacher Education: The "Paradigm Shift."

ERIC Educational Resources Information Center

Lan, Jiang JoAnn

This study incorporated Internet-based instruction into two education technology courses for preservice teachers. One was a required, undergraduate, beginning-level educational computing course. The other was a graduate, advanced-level computing course. The experiment incorporated Internet-based instruction into course delivery in order to create…

Self-Instruction and Success: A Learner-Profile Study.

ERIC Educational Resources Information Center

Jones, Francis R.

1998-01-01

Interviews with adults experienced in foreign language self-instruction generated profiles of language experience at learner and self-instructed language-token levels. Results showed separations between languages with and without self-instruction. The most effective learning route was starting with classwork. Ab initio self-instruction produced…

Advancing Virtual Patient Simulations through Design Research and InterPLAY: Part I--Design and Development

ERIC Educational Resources Information Center

Hirumi, Atsusi; Kleinsmith, Andrea; Johnsen, Kyle; Kubovec, Stacey; Eakins, Michael; Bogert, Kenneth; Rivera-Gutierrez, Diego J.; Reyes, Ramsamooj Javier; Lok, Benjamin; Cendan, Juan

2016-01-01

Systematic reviews and meta-analyses of randomized controlled studies conclude that virtual patient simulations are consistently associated with higher learning outcomes compared to other educational methods. However, we cannot assume that students will learn from simply exposing students to the simulations. The instructional features that are…

Mediating Argumentative Deconstruction of Advertising Discourses: A New Means of Multimodal Learning

ERIC Educational Resources Information Center

Maier, Carmen Daniela

2012-01-01

Drawing upon a social semiotic perspective, this article examines the argumentative discourse of "Media Bites" videos: http://griid.org/category/media-bites/. Each of these videos instructively exposes how the advertising discourse of various companies is articulated when promoting well-known products in their commercials. This article focuses on…

Codeswitching Techniques: Evidence-Based Instructional Practices for the ASL/English Bilingual Classroom

ERIC Educational Resources Information Center

Andrews, Jean F.; Rusher, Melissa

2010-01-01

The authors present a perspective on emerging bilingual deaf students who are exposed to, learning, and developing two languages--American Sign Language (ASL) and English (spoken English, manually coded English, and English reading and writing). The authors suggest that though deaf children may lack proficiency or fluency in either language during…

Instructional Design Changes in an Undergraduate A&P Course to Facilitate Student Engagement and Interest

ERIC Educational Resources Information Center

Hurtt, Barbekka; Bryant, Jennifer

2016-01-01

We describe changes in an undergraduate anatomy and physiology (A&P) curriculum designed to address educational goals at a private, comprehensive university. Educational goals included making course material more relevant to students' future career interests, exposing students to professionals in their careers of interest, and incorporating…

Native Americans: An Elementary Art Unit.

ERIC Educational Resources Information Center

Brown, Pat

This elementary art unit, which exposes students to the art and culture of American Indian tribes, is divided into four sections. Each section deals with a geographical area and a tribe or tribes within that area. Background information precedes instructions for art projects related to specific tribes. The influence of the environment on culture…

Bilingual Pairs in Teacher Education: Exploring Wild Strategies in an Environmental Education Workshop

ERIC Educational Resources Information Center

Arreguín-Anderson, María Guadalupe; Garza, Esther V.

2014-01-01

In this study, the authors narrate the results of a linguistically accommodated environmental education workshop in which monolingual and bilingual preservice teachers were exposed to instruction in English and Spanish. The authors contend that environmental initiatives, such as Project Wildlife in Learning Design, can promote an understanding of…

Classwide Peer Tutoring for Elementary and High School Students at Risk: Listening to Students' Voices

ERIC Educational Resources Information Center

Ayvazo, Shiri; Aljadeff-Abergel, Elian

2014-01-01

Teaching has become a very challenging profession with the requirements to provide appropriate individualised instruction in large and diverse classes. Problem behaviours displayed by students with special needs exacerbate the difficulties. This is especially true and intense in physical education, where students are exposed to extreme emotional…

Politeness Pays. Creativity: New Ideas in Language Teaching, No. 15.

ERIC Educational Resources Information Center

Gomes de Matos, F.

Politeness is discussed as an integral part of human conversational interaction. Awareness of politeness is important to understanding proper language usage. Several sentences may perform the same function but vary in tone from a command to an extremely polite request. Foreign language instruction should expose learners to politeness and the…

Pre-Service Teachers' Beliefs about Knowledge, Mathematics, and Science

ERIC Educational Resources Information Center

Cady, Jo Ann; Rearden, Kristin

2007-01-01

This study examines the beliefs of K-8 preservice teachers during a content methods course. The goals of this course included exposing the preservice teachers to student-centered instructional methods for math and science and encouraging the development of lessons that would integrate mathematics and science. Prior research suggested that one must…

Differentiated Instruction for Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Borders, Christy; Bock, Stacey Jones; Michalak, Nichelle

2012-01-01

Today's classroom differs greatly from the classroom a decade ago. This is due, in part, to the changing demographics of students across the United States where diversity is now the norm. As children enter the educational system with diverse backgrounds, they are exposed to new experiences that facilitate changes in interests, behaviors, and…

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)

Codeswitching techniques: evidence-based instructional practices for the ASL/English bilingual classroom.

PubMed

Andrews, Jean F; Rusher, Melissa

2010-01-01

The authors present a perspective on emerging bilingual deaf students who are exposed to, learning, and developing two languages--American Sign Language (ASL) and English (spoken English, manually coded English, and English reading and writing). The authors suggest that though deaf children may lack proficiency or fluency in either language during early language-learning development, they still engage in codeswitching activities, in which they go back and forth between signing and English to communicate. The authors then provide a second meaning of codeswitching--as a purpose-driven instructional technique in which the teacher strategically changes from ASL to English print for purposes of vocabulary and reading comprehension. The results of four studies are examined that suggest that certain codeswitching strategies support English vocabulary learning and reading comprehension. These instructional strategies are couched in a five-pronged approach to furthering the development of bilingual education for deaf students.

Promoting Intrinsic and Extrinsic Motivation among Chemistry Students Using Computer-Assisted Instruction

ERIC Educational Resources Information Center

Gambari, Isiaka A.; Gbodi, Bimpe E.; Olakanmi, Eyitao U.; Abalaka, Eneojo N.

2016-01-01

The role of computer-assisted instruction in promoting intrinsic and extrinsic motivation among Nigerian secondary school chemistry students was investigated in this study. The study employed two modes of computer-assisted instruction (computer simulation instruction and computer tutorial instructional packages) and two levels of gender (male and…

A picture is worth a thousand lies: using false photographs to create false childhood memories.

PubMed

Wade, Kimberley A; Garry, Maryanne; Read, J Don; Lindsay, D Stephen

2002-09-01

Because image-enhancing technology is readily available, people are frequently exposed to doctored images. However, in prior research on how adults can be led to report false childhood memories, subjects have typically been exposed to personalized and detailed narratives describing false events. Instead, we exposed 20 subjects to a false childhood event via a fake photograph and imagery instructions. Over three interviews, subjects thought about a photograph showing them on a hot air balloon ride and tried to recall the event byusing guided-imagery exercises. Fifty percent of the subjects created complete or partial false memories. The results bear on ways in which false memories can be created and also have practical implications for those involved in clinical and legal settings.

Effects of systematic nursing instruction on a low-phosphorus diet, serum phosphorus level and pruritus of patients on haemodialysis.

PubMed

Cheng, Ting-Yin; Tarng, Der-Cherng; Liao, Yuan-Mei; Lin, Pi-Chu

2017-02-01

To investigate the effectiveness of systematic nursing instruction on a low-phosphorus diet, serum phosphorus level and pruritus of haemodialysis patients. A high number of end-stage renal disease patients on haemodialysis are bothered by pruritus. Hyperphosphataemia was reported to be related to pruritus. An experimental design was applied. Ninety-four patients who received haemodialysis between September 2013 and December 2013 at a medical centre in Taipei, Taiwan, were recruited. An experimental group received individual systematic nursing instruction by the investigator through a nursing instruction pamphlet and reminder card for taking medication. A control group received traditional nursing instruction. The pruritus, blood phosphorus level and five-day diet records were evaluated before and after intervention. The experimental group had a low-phosphorus diet intake compared with the control group (p < 0·001). A significant difference in serum phosphorus level was observed between the experimental and control groups (p = 0·002). Incidence of pruritus was lower in the experimental group than in the control group (p < 0·001). A systematic nursing instruction included using a pamphlet, pictures and reminder cards, the patients' blood phosphorus levels decreased, the patients consumed more low-phosphorus food, and pruritus decreased. This study recommends that clinical nursing staff include systematic nursing instruction as a routine practice for dialysis patients. © 2016 John Wiley & Sons Ltd.

Enhancing Literacy Instruction for Grade Level Readers in the Early Elementary Grades

ERIC Educational Resources Information Center

Warren, Marie

2010-01-01

Local school districts are under pressure to have elementary reading teachers understand how phonics, during teacher-led small group literacy instruction, can help students who read below grade level. Elementary teachers need research-based strategies regarding which reading instructions of letter-sound components are necessary to help students…

Integrating Technology into Classroom: The Learner-Centered Instructional Design

ERIC Educational Resources Information Center

Sezer, Baris; Karaoglan Yilmaz, Fatma Gizem; Yilmaz, Ramazan

2013-01-01

In this study, to present an instructional model by considering the existing models of instructional design (ARCS, ADDIE, ASSURE, Dick and Carey, Seels and Glasgow, Smith and Ragan etc.) with the nature of technology-based education and to reveal analysis, design, development, implementation, evaluation, and to revise levels with lower levels of…

Investigating Students' Level of Critical Thinking across Instructional Strategies in Online Discussions

ERIC Educational Resources Information Center

Richardson, Jennifer C.; Ice, Phil

2010-01-01

Online discussion questions, which reflect differing instructional strategies, can take many forms and it is important for designers and instructors to understand how the various strategies can impact students' critical thinking levels. For the purpose of the study three instructional strategies used in the development and implementation of online…

Upper Elementary Teachers' Self-Efficacy and Spelling Instruction: A Qualitative Study

ERIC Educational Resources Information Center

Fernandes, Brian E.

2017-01-01

A great deal of research has been conducted regarding spelling instruction at the early childhood and lower elementary levels, but not at the upper elementary level. This qualitative study explored the perceptions and experiences of upper elementary teachers to gain a better understanding of how they instruct spelling and their related…

The Efficacy of Instructional Strategy on Mathematics Achievement, Attitudes, and Anxiety Levels of Developmental Math Students

ERIC Educational Resources Information Center

Thomas-Browne, Carmen G.

2009-01-01

This dissertation investigated three instructional strategies in developmental math classes to determine if instructional strategy had a positive effect on student achievement, attitude towards mathematics, and anxiety level towards mathematics at a college in western Pennsylvania for students majoring in applied arts. The significance of this…

Using the Instructional Level as a Criterion to Target Reading Interventions

ERIC Educational Resources Information Center

Parker, David C.; Burns, Matthew K.

2014-01-01

The instructional hierarchy offers a useful framework for targeting academic interventions. Within this framework, the accuracy with which a student reads might function as an indicator that the student should receive an intervention that focuses either on accuracy or on fluency. The current study examined whether the instructional level for…

Instructional Leadership in Missouri: A Study of Middle-Level Building Principals and Student Achievement

ERIC Educational Resources Information Center

Carson, Craig L.

2013-01-01

The purpose of this descriptive study was to describe Missouri middle-level school principals' perceptions of their instructional leadership practices. The Principal Instructional Management Rating Scale (PIMRS) by Philip Hallinger was used to define the measured leadership tasks (www.philiphallinger.com). There were a total of 77 middle-level…

Activities for Differentiated Instruction Addressing All Levels of Bloom's Taxonomy and Eight Multiple Intelligences.

ERIC Educational Resources Information Center

Rule, Audrey C., Ed.; Lord, Linda Hurley, Ed.

This manuscript contains 13 curriculum units designed to enhance differentiated instruction for learners with special needs from grades 1-12, including gifted students. It integrates Benjamin S. Bloom's levels of cognitive understanding with Howard Gardner's eight domains of intelligence to provide a framework for individualized instruction. Each…

Pedagogical strategies for teaching literacy to ESL immigrant students: a meta-analysis.

PubMed

Adesope, Olusola O; Lavin, Tracy; Thompson, Terri; Ungerleider, Charles

2011-12-01

Many countries rely on immigrants for population growth and to maintain a skilled workforce. However, many such immigrants face literacy-related barriers to success in education and in the labour force. This meta-analysis reviews experimental and quasi-experimental studies to examine strategies for teaching English literacy to immigrant students. Following an exhaustive and systematic search for studies meeting pre-determined inclusion criteria, two researchers independently extracted data from 26 English as a Second Language (ESL) studies involving 3,150 participants. These participants consisted of ESL immigrant students in kindergarten through grade 6 who were exposed to English literacy instructional interventions. Measured outcomes were reading and writing. Mean effect sizes vary from small to large, depending on instructional interventions and outcome constructs. Across several different grade levels, settings, and methodological features, pedagogical strategies used in teaching ESL to immigrant students are associated with increased competence in reading and writing. Collaborative reading interventions, in which peers engage in oral interaction and cooperatively negotiate meaning and a shared understanding of texts, produced larger effects than systematic phonics instruction and multimedia-assisted reading interventions. The results show that the pedagogical strategies examined in this meta-analysis produced statistically significant benefits for students in all grade levels. The findings also show that students from low socio-economic status (SES) background benefit from ESL literacy interventions. However, significant heterogeneity was found in each subset. Educators and policy makers are encouraged to consider specific school contexts when making decisions about optimal pedagogical strategies. It is possible that contextual factors as well as ESL learner characteristics may influence the effectiveness of these strategies. To ensure literacy acquisition for immigrant students whose primary language is not English, it is important to continue to research successful literacy practices in ways that better inform educators and policy makers. ©2010 The British Psychological Society.

Open problem-based instruction impacts understanding of physiological concepts differently in undergraduate students

PubMed Central

Franklin, Brandon M.; Xiang, Lin; Collett, Jason A.; Rhoads, Megan K.

2015-01-01

Student populations are diverse such that different types of learners struggle with traditional didactic instruction. Problem-based learning has existed for several decades, but there is still controversy regarding the optimal mode of instruction to ensure success at all levels of students' past achievement. The present study addressed this problem by dividing students into the following three instructional groups for an upper-level course in animal physiology: traditional lecture-style instruction (LI), guided problem-based instruction (GPBI), and open problem-based instruction (OPBI). Student performance was measured by three summative assessments consisting of 50% multiple-choice questions and 50% short-answer questions as well as a final overall course assessment. The present study also examined how students of different academic achievement histories performed under each instructional method. When student achievement levels were not considered, the effects of instructional methods on student outcomes were modest; OPBI students performed moderately better on short-answer exam questions than both LI and GPBI groups. High-achieving students showed no difference in performance for any of the instructional methods on any metric examined. In students with low-achieving academic histories, OPBI students largely outperformed LI students on all metrics (short-answer exam: P < 0.05, d = 1.865; multiple-choice question exam: P < 0.05, d = 1.166; and final score: P < 0.05, d = 1.265). They also outperformed GPBI students on short-answer exam questions (P < 0.05, d = 1.109) but not multiple-choice exam questions (P = 0.071, d = 0.716) or final course outcome (P = 0.328, d = 0.513). These findings strongly suggest that typically low-achieving students perform at a higher level under OPBI as long as the proper support systems (formative assessment and scaffolding) are provided to encourage student success. PMID:26628656

Programmed Instruction in Secondary Education: A Meta-Analysis of the Impact of Class Size on Its Effectiveness.

ERIC Educational Resources Information Center

Boden, Andrea; Archwamety, Teara; McFarland, Max

This review used meta-analytic techniques to integrate findings from 30 independent studies that compared programmed instruction to conventional methods of instruction at the secondary level. The meta-analysis demonstrated that programmed instruction resulted in higher achievement when compared to conventional methods of instruction (average…

Laboratory based instruction in Pakistan: Comparative evaluation of three laboratory instruction methods in biological science at higher secondary school level

NASA Astrophysics Data System (ADS)

Cheema, Tabinda Shahid

This study of laboratory based instruction at higher secondary school level was an attempt to gain some insight into the effectiveness of three laboratory instruction methods: cooperative group instruction method, individualised instruction method and lecture demonstration method on biology achievement and retention. A Randomised subjects, Pre-test Post-test Comparative Methods Design was applied. Three groups of students from a year 11 class in Pakistan conducted experiments using the different laboratory instruction methods. Pre-tests, achievement tests after the experiments and retention tests one month later were administered. Results showed no significant difference between the groups on total achievement and retention, nor was there any significant difference on knowledge and comprehension test scores or skills performance. Future research investigating a similar problem is suggested.

Readability of patient discharge instructions with and without the use of electronically available disease-specific templates.

PubMed

Mueller, Stephanie K; Giannelli, Kyla; Boxer, Robert; Schnipper, Jeffrey L

2015-07-01

Low health literacy is common, leading to patient vulnerability during hospital discharge, when patients rely on written health instructions. We aimed to examine the impact of the use of electronic, patient-friendly, templated discharge instructions on the readability of discharge instructions provided to patients at discharge. We performed a retrospective cohort study of 233 patients discharged from a large tertiary care hospital to their homes following the implementation of a web-based "discharge module," which included the optional use of diagnosis-specific templated discharge instructions. We compared the readability of discharge instructions, as measured by the Flesch Reading Ease Level test (FREL, on a 0-100 scale, with higher scores indicating greater readability) and the Flesch-Kincaid Grade Level test (FKGL, measured in grade levels), between discharges that used templated instructions (with or without modification) versus discharges that used clinician-generated instructions (with or without available templated instructions for the specific discharge diagnosis). Templated discharge instructions were provided to patients in 45% of discharges. Of the 55% of patients that received clinician-generated discharge instructions, the majority (78.1%) had no available templated instruction for the specific discharge diagnosis. Templated discharge instructions had higher FREL scores (71 vs. 57, P < .001) and lower FKGL scores (5.6 vs. 7.6, P < .001), compared to clinician-generated discharge instructions. The use of electronically available templated discharge instructions was associated with better readability (a higher FREL score and a lower FKGL score) than the use of clinician-generated discharge instructions. The main reason for clinicians to create discharge instructions was the lack of available templates for the patient's specific discharge diagnosis. Use of electronically available templated discharge instructions may be a viable option to improve the readability of written material provided to patients at discharge, although the library of available templates requires expansion. © The Author 2015. Published by Oxford University Press on behalf of the American Medical Informatics Association. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

The Best of Both Worlds: Building on the COPUS and RTOP Observation Protocols to Easily and Reliably Measure Various Levels of Reformed Instructional Practice

ERIC Educational Resources Information Center

Lund, Travis J.; Pilarz, Matthew; Velasco, Jonathan B.; Chakraverty, Devasmita; Rosploch, Kaitlyn; Undersander, Molly; Stains, Marilyne

2015-01-01

Researchers, university administrators, and faculty members are increasingly interested in measuring and describing instructional practices provided in science, technology, engineering, and mathematics (STEM) courses at the college level. Specifically, there is keen interest in comparing instructional practices between courses, monitoring changes…

Instructors' Perceptions and Barriers of Learner-Centered Instruction in English at the University Level

ERIC Educational Resources Information Center

Tawalbeh, Tha'er Issa; AlAsmari, AbdulRahman Awad

2015-01-01

The present paper aims to examine the instructors' perceptions of learner-centered instruction and possible barriers to implementing this instructional method in teaching English as a Foreign Language (EFL) at the university level in the Saudi Arabian context. To do this, four questions were posed. The first question investigates instructors'…

Effect of Personalized System of Instruction on Health-Related Fitness Knowledge and Class Time Physical Activity

ERIC Educational Resources Information Center

Prewitt, Steven L.; Hannon, James C.; Colquitt, Gavin; Brusseau, Timothy A.; Newton, Maria; Shaw, Janet

2015-01-01

In previous studies, researchers have identified a general low level of health-related fitness (HRF) knowledge among secondary students that can effect levels of physical activity (PA). An instructional strategy that may increase HRF knowledge without decreasing PA is the personalized system of instruction (PSI). Two classes from a private urban…

Improving Elementary-Level Mathematics Achievement in a Large Urban District: The Effects of Direct Instruction

ERIC Educational Resources Information Center

Stockard, Jean

2010-01-01

This paper examines changes in the average mathematics achievement of students in the Baltimore City Public School System (BCPSS) from 1998 to 2003, comparing students in schools that implemented Direct Instruction with students in other schools. First-grade students who received Direct Instruction had significantly higher levels of achievement on…

Heeding the CALL (Comprehensive Assessment of Leadership for Learning): An Inquiry into Instructional Collaboration among School Professionals

ERIC Educational Resources Information Center

Min, Sookweon; Modeste, Marsha E.; Salisbury, Jason; Goff, Peter T.

2016-01-01

Purpose: The purpose of this paper is to examine what school leadership practices are associated with a school's level of instructional collaboration among school professionals and also investigates what school characteristics are linked to the level of instructional collaboration in a school. Design/methodology/approach: This study drew data from…

A Comparative Study of Students’ Track and Field Technical Performance in Sport Education and in a Direct Instruction Approach

PubMed Central

Pereira, José; Hastie, Peter; Araújo, Rui; Farias, Cláudio; Rolim, Ramiro; Mesquita, Isabel

2015-01-01

This study examined students’ technical performances improvements in three track and field events (hurdles, shot put, and long jump) following either a Sport Education season or a Direct Instruction unit. An experienced Physical Education teacher taught two classes totalling 47 sixth-grade students (25 boys and 22 girls, aged between 10 and 13 years old) in 20, 45-minute lessons over 10 weeks. The students’ technical performances were analysed and evaluated through systematic observation of videos. The Wilcoxon signed-rank test was used to compare scores at three time points (pre-test, post-test and retention), and the Mann-Whitney U test was used to examine the differences within each instructional model at each assessment moment, as well as by gender and skill level. The impact of each instructional model in student learning was markedly distinct. While in Sport Education students of both genders and skill levels improved significantly in all events, in Direct Instruction, evidence of significant improvements was limited to boys and students of higher skill level. Key points The impact of each teaching approach in student learning was distinct. While in Sport Education the technical performance improvements spread throughout students of both genders and skill levels, in Direct Instruction significant improvements were exclusive to boys and students of higher skill level. The extended analysis in the current study, taking into account student gender and skill level, permitted a more comprehensive measure of the learning impact of the two approaches. More sophisticated analyses of the tasks and instructional strategies of each approach are encouraged. PMID:25729299

Current oral contraceptive use instructions: an analysis of patient package inserts.

PubMed

Williams-Deane, M; Potter, L S

1992-01-01

Oral contraceptive use instructions contained in manufacturers' patient package inserts (PPIs) are often inconsistent or conflicting, both among manufacturers and among different brands and regimens from the same manufacturer. Instructions on what to do about missed pills are often incomplete or inadequate, as are instructions on backup contraceptive use when pills are missed. The format of many PPIs is confusing and makes instructions difficult to find and read. Comprehending the PPIs requires the user to read at a 10th-12th-grade level, far higher than the generally accepted 5th-6th grade level considered standard for health education materials.

Media in Higher Education; The Critical Issues: Ideas, Analysis, Confrontation.

ERIC Educational Resources Information Center

1976

Nine issues papers were presented at the February 1976 Critical Issues Conference, the goal of which was to expose and define issues critical to the media field in higher education. Topics included definition and management of media programs, the role of media in the future of higher education, library media programs and instructional technology,…

Accelerated Instruction and Parent Involvement: The Impact on 3rd and 5th Grade Mathematics Performance

ERIC Educational Resources Information Center

Kramb, Amy D.

2014-01-01

The public school system in the United States is facing severe criticism. There exists today, a constant stream of negative messages through media coverage, news articles and charter school marketing campaigns claiming the failing of the public school system specifically in the content area of mathematics. Current research exposes alarming…

Reform in a General Chemistry Laboratory: How Do Students Experience Change in the Instructional Approach?

ERIC Educational Resources Information Center

Chopra, I.; O'Connor, J.; Pancho, R.; Chrzanowski, M.; Sandi-Urena, S.

2017-01-01

This qualitative study investigated the experience of a cohort of students exposed consecutively to two substantially different environments in their General Chemistry Laboratory programme. To this end, the first semester in a traditional expository programme was followed by a semester in a cooperative, problem-based, multi-week format. The focus…

What's Wrong with Our Schools and How We Can Fix Them

ERIC Educational Resources Information Center

Zwaagstra, Michael C.; Clifton, Rodney A.; Long, John C.

2010-01-01

"What's Wrong with Our Schools and How We Can Fix Them" examines the status of public education in North America and exposes many of the absurd instructional practices found in all-too-many schools. Written by three experienced educators, this book provides readers with a direct window into public education. The language is straightforward, the…

Social Inquiry: Instructional Manual to Accompany MARK.

ERIC Educational Resources Information Center

Lipman, Matthew; Sharp, Ann Margaret

This manual contains classroom exercises which can be used to supplement each chapter of the story "Mark," (ED 189 016) designed to help adolescents formulate a philosophy of values. The purpose of both "Mark" and "Social Inquiry" is to identify key social issues in the social sciences and expose students to the conflicting concepts at the heart…

The Self Concept - - - Instructional Objectives, Curriculum Sequence, and Criterion Referenced Assessment.

ERIC Educational Resources Information Center

Bentley, Ernest L.; And Others

A child's self-concept may be the most important determinant in his learning experience. Children have not been exposed to enough situations in which they become aware of their own feelings and to environments which encourage positive interactions with others. The purpose of this study was to develop some tools for creating environments conducive…

The Paradigm Recursion: Is It More Accessible When Introduced in Middle School?

ERIC Educational Resources Information Center

Gunion, Katherine; Milford, Todd; Stege, Ulrike

2009-01-01

Recursion is a programming paradigm as well as a problem solving strategy thought to be very challenging to grasp for university students. This article outlines a pilot study, which expands the age range of students exposed to the concept of recursion in computer science through instruction in a series of interesting and engaging activities. In…

Teaching, Rather than Teachers, as a Path toward Improving Classroom Instruction

ERIC Educational Resources Information Center

Hiebert, James; Morris, Anne K.

2012-01-01

For several historical and cultural reasons, the United States has long pursued a strategy of improving teaching by improving teachers. The rarely questioned logic underlying this choice says that by improving the right characteristics of teachers, they will teach more effectively. The authors expose the assumptions on which this logic is built,…

Early Education for Spanish Speaking Mexican American Children--A Comparison of Three Intervention Strategies.

ERIC Educational Resources Information Center

Nedler, Shari

Three programs of early intervention designed specifically for the Mexican American child are discussed. Three groups, each consisting of 16 three-year-old children, were involved in a nine month program. The first group of children, enrolled in a daily three hour bilingual preschool program, were exposed to sequenced instructional activities.…

21st Century Workforce Initiatives: Implications for Information Literacy Instruction in Academic Libraries

ERIC Educational Resources Information Center

Leavitt, Laura L.

2011-01-01

This discussion is designed to expose the readers to a selection of educational reform initiatives that fall under the "21st Century Workforce" umbrella. The aims of these initiatives are quite harmonious with the overarching goals of librarianship and the opportunities for librarians to become involved and to demonstrate leadership in this arena…

Assessing Posttraumatic Stress Disorder with or without Reference to a Single, Worst Traumatic Event: Examining Differences in Factor Structure

ERIC Educational Resources Information Center

Elhai, Jon D.; Engdahl, Ryan M.; Palmieri, Patrick A.; Naifeh, James A.; Schweinle, Amy; Jacobs, Gerard A.

2009-01-01

The authors examined the effects of a methodological manipulation on the Posttraumatic Stress Disorder (PTSD) Checklist's factor structure: specifically, whether respondents were instructed to reference a single worst traumatic event when rating PTSD symptoms. Nonclinical, trauma-exposed participants were randomly assigned to 1 of 2 PTSD…

Media Literacy Interventions: What Makes Them Boom or Boomerang?

ERIC Educational Resources Information Center

Byrne, Sahara

2009-01-01

This study advances research on media literacy by comparing the effectiveness of two versions of a media literacy intervention over time. Participants (156 children in 4th or 5th grade) were randomly assigned to one of two treatment groups or a control group. Both treatment groups were exposed to an instructional intervention designed to reduce…

Enculturation to Musical Pitch Structure in Young Children: Evidence from Behavioral and Electrophysiological Methods

ERIC Educational Resources Information Center

Corrigall, Kathleen A.; Trainor, Laurel J.

2014-01-01

Children learn the structure of the music of their culture similarly to how they learn the language to which they are exposed in their daily environment. Furthermore, as with language, children acquire this musical knowledge without formal instruction. Two critical aspects of musical pitch structure in Western tonal music are key membership…

African American English-Speaking Students: A Longitudinal Examination of Style Shifting from Kindergarten through Second Grade

ERIC Educational Resources Information Center

Craig, Holly K.; Kolenic, Giselle E.; Hensel, Stephanie L.

2014-01-01

Purpose: The purpose of this longitudinal study was twofold: to examine shifting from African American English (AAE) to mainstream American English (MAE) across the early elementary grades, when students are first exposed to formal instruction in reading; and to examine how metalinguistic and cognitive variables influenced the students' dialectal…

Resensitizing Resistant Bacteria to Antibiotics

DTIC Science & Technology

2011-04-01

per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and...completing and reviewing this collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information...Fig. 2). These data suggest the pentaglycine crossbridge must be partially exposed, an assertion which is supported by evidence that anti

Effective literacy instruction for adults with specific learning disabilities: implications for adult educators.

PubMed

Hock, Michael F

2012-01-01

Adults with learning disabilities (LD) attending adult basic education, GED programs, or community colleges are among the lowest performers on measures of literacy. For example, on multiple measures of reading comprehension, adults with LD had a mean reading score at the third grade level, whereas adults without LD read at the fifth grade level. In addition, large numbers of adults perform at the lowest skill levels on quantitative tasks. Clearly, significant instructional challenges exist for adults who struggle with literacy issues, and those challenges can be greater for adults with LD. In this article, the literature on adults with LD is reviewed, and evidenced-based instructional practices that significantly narrow the literacy achievement gap for this population are identified. Primary attention is given to instructional factors that have been shown to affect literacy outcomes for adults with LD. These factors include the use of explicit instruction, instructional technology, and intensive tutoring in skills and strategies embedded in authentic contexts.

Impact of the "Planning to be Active" leisure time physical exercise program on rural high school students.

PubMed

Hortz, Brian; Petosa, Rick

2006-10-01

The purpose of the study was to evaluate the effects of a Social Cognitive Theory-based intervention designed to increase the frequency of leisure time planned moderate and vigorous physical exercise among rural high school students attending physical education class. Students in treatment and comparison groups were exposed to an activity-based physical education curricula. The treatment group received eight behavioral skill-building lessons integrated into the existing curriculum. The Social Cognitive Theory-based educational treatment increased levels of moderate physical exercise occurring outside the classroom. This study demonstrated an impact on adolescent leisure time moderate physical exercise using classroom instruction. The intervention was most effective with students who were previously sedentary. The curricular approaches used to promote regular moderate exercise may be useful for sedentary adolescents.

The Evaluation of Instruction.

ERIC Educational Resources Information Center

Kanaga, Kim

Some of the theoretical and methodological problems with current practices in evaluating instruction at the higher education level are reviewed. Controversy over the evaluation of instruction in higher education has resulted at least in part from inadequate instrumentation. The instruments for instructional rating now used include administrator…

Appearance-change instruction effects on eyewitness lineup identification accuracy are not moderated by amount of appearance change.

PubMed

Molinaro, Peter F; Arndorfer, Andrea; Charman, Steve D

2013-12-01

Instructing witnesses that a criminal may have changed appearance prior to showing them a lineup has been shown to increase false identifications without increasing correct identifications (S. D. Charman & G. L. Wells, 2007, Is the appearance-change instruction a good idea? Law and Human Behavior, Vol. 31, pp. 3-22). However, the generalizability of the effects of this appearance-change instruction (ACI) is unknown, and there are reasons to believe that the instruction's effects may be moderated by the amount of appearance change the criminal has actually undergone. The current study tested this hypothesis. Undergraduate students (N = 315) were exposed to a series of target faces and lineups, some of which contained the target and some of which did not, and made identification decisions. Half of the participants received a standard ACI prior to each lineup; the other half did not. The targets varied with respect to the amount to which their appearance had changed. Results indicated that the ACI inflated false identifications without inflating correct identifications, and that these effects did not depend on the amount of appearance change the target had undergone. Current recommendations to administer the ACI seem to be unfounded and may be harmful to the reliability of identification evidence. (c) 2013 APA, all rights reserved

Maternal Cocaine Use: Estimated Effects on Mother-Child Play Interactions in the Preschool Period

PubMed Central

Johnson, Arnise L.; Morrow, Connie E.; Accornero, Veronica H.; Xue, Lihua; Anthony, James C.; Bandstra, Emmalee S.

2009-01-01

The study objective was to evaluate the quality of parent-child interactions in preschool-aged children exposed prenatally to cocaine. African-American mothers and their full-term newborns (n = 343) were enrolled prospectively at birth and classified as either prenatally cocaine-exposed (n = 157) or non–cocaine-exposed (n = 186) on the basis of maternal self-report and bioassays. Follow-up evaluations at 3 years of age (mean age, 40 mo) included a videotaped dyadic play session and maternal interviews to assess ongoing drug use and maternal psychological distress. Play interactions were coded using a modified version of Egeland et al’s Teaching Task coding scheme. Regression analyses indicated cocaine-associated deficits in mother-child interaction, even with statistical adjustment for multiple suspected influences on interaction dynamics. Mother-child interactions were most impaired in cocaine-exposed dyads when the mother continued to report cocaine use at the 3-year follow-up. Multivariate profile analysis of the Egeland interaction subscales indicated greater maternal intrusiveness and hostility, poorer quality of instruction, lower maternal confidence, and diminished child persistence in the cocaine-exposed dyads. PMID:12177564

An Alignment/Transfer Experiment with Low Socioeconomic Level Students.

ERIC Educational Resources Information Center

Elia, June Isaacs

1994-01-01

This study examined the amount of variance explained by alignment of testing to instruction among low socioeconomic level fourth graders, proposing two instructional alignment hypotheses. Results indicated that alignment had an unusually high effect. Low performing low socioeconomic level students achieved high success levels when conditions of…

Developing Mobile Based Instruction

ERIC Educational Resources Information Center

Martin, Florence; Pastore, Raymond; Snider, Jean

2012-01-01

This paper describes an instructional design class's experience developing instruction for the mobile web. The class was taught at a southeastern university in the United States in a master's level computer based instruction course. Two example projects are showcased and student reflections on design issues are highlighted. Additionally,…

English-Language Writing Instruction in Poland

ERIC Educational Resources Information Center

Reichelt, Melinda

2005-01-01

Second language writing scholars have undertaken descriptions of English-language writing instruction in a variety of international settings, describing the role of various contextual factors in shaping English-language writing instruction. This article describes English-language writing instruction at various levels in Poland, noting how it is…

Constructing post-surgical discharge instructions through a Delphi consensus methodology.

PubMed

Scott, Aaron R; Sanderson, Cody J; Rush, Augustus J; Alore, Elizabeth A; Naik, Aanand D; Berger, David H; Suliburk, James W

2018-05-01

Patient education materials are a crucial part of physician-patient communication. We hypothesize that available discharge instructions are difficult to read and fail to address necessary topics. Our objective is to evaluate readability and content of surgical discharge instructions using thyroidectomy to develop standardized discharge materials. Thyroidectomy discharge materials were analyzed for readability and assessed for content. Fifteen endocrine surgeons participated in a modified Delphi consensus panel to select necessary topics. Using readability best practices, we created standardized discharge instructions which included all selected topics. The panel evaluated 40 topics, selected 23, deemed 4 inappropriate, consolidated 5, and did not reach consensus on 8 topics after 4 rounds. The evaluated instructions' reading levels ranged from grade 6.5 to 13.2; none contained all consensus topics. Current post surgical thyroidectomy discharge instructions are more difficult to read than recommended by literacy standards and omit consensus warning signs of major complications. Our easy-to-read discharge instructions cover pertinent topics and may enhance patient education. Delphi methodology is useful for developing post-surgical instructions. Patient education materials need appropriate readability levels and content. We recommend the Delphi method to select content using consensus expert opinion whenever higher level data is lacking. Copyright © 2017 Elsevier B.V. All rights reserved.

Aligning Classroom Instruction with Workplace Skills: Equipping CTE Students with the Math Skills Necessary for Entry-Level Carpentry

ERIC Educational Resources Information Center

Mohr, Cory

2008-01-01

With approximately 2,500 students dropping out of U.S. high schools every day, there exists a need to align classroom instruction with corresponding "real world" applications. In order to keep students' motivation high and help ensure high levels of validity in instruction, core curriculum instructors and career and technical education (CTE)…

The Effects of Instruction Enhanced by Video/Photo Blogs and Wikis on Learning the Distinctions of the Spanish Preterite and Imperfect

ERIC Educational Resources Information Center

Castaneda, Daniel A.

2011-01-01

This study investigated the differences in levels of achievement when learning the preterite and imperfect aspects in Spanish, at the recognition and production levels, between students who used instruction with video/photo blogs and wikis, compared to those who used instruction with traditional text-based technologies. Results revealed that there…

Investigation of Pupils' Levels of MVPA and VPA during Physical Education Units Focused on Direct Instruction and Tactical Games Models

ERIC Educational Resources Information Center

Harvey, Stephen; Smith, Lindsey; Fairclough, Stuart; Savory, Louise; Kerr, Catherine

2015-01-01

We investigated the moderate to vigorous physical activity (MVPA) and vigorous physical activity (VPA) levels of pupils during coeducational physical education units focused on direct instruction and tactical games models (TGM). Thirty-two children (11-12 years, 17 girls) were randomly assigned to either a direct instruction (control) or TGM…

Bibliography to Computer and History Instruction.

ERIC Educational Resources Information Center

Feichtl, Franz

1994-01-01

Presents a bibliography of 28 items related to the use of computers in history instruction. Focuses on materials dealing with secondary and college-level instruction. Includes 11 German-language items. (CFR)

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,…

Audi-Tutorial Instruction in Basic Business

ERIC Educational Resources Information Center

Brown, Richard D.

1974-01-01

Results of a study in which audio-tutorial instruction was compared to illustrated lecture instruction are reported. No great differences in achievement levels in the two strategies of instruction were found. The development of such an alternative teaching strategy forces better teacher organization, leading to improvement of the illustrated…

A Report of the 1969 Introductory and Advanced Institutes in Programed Instruction and Instructional Systems for Teachers of the Deaf.

ERIC Educational Resources Information Center

New Mexico State Univ., Las Cruces. Southwest Regional Media Center for the Deaf.

To provide participants with intensive training in programed instruction, to make them more knowledgeable consumers of programed instruction materials, and to develop programming skills on a professional level so that they could apply the systems approach in development of instructional materials, two training institutes were initiated. A total of…

Revisiting Key Assumptions of the Reading Level Framework

ERIC Educational Resources Information Center

Halladay, Juliet L.

2012-01-01

Since Emmett Betts first devised a framework of independent, instructional, and frustration reading levels in the 1940s, these levels have played a large role in classroom assessment and instruction. It is important for teachers to have a deep understanding of the research that supports the reading level framework. This article identifies four key…

Automotive Electricity: Automotive Mechanics Instructional Program. Block 3.

ERIC Educational Resources Information Center

O'Brien, Ralph D.

The third of six instructional blocks in automotive mechanics, the lessons and supportive information in the document provide a guide for teachers in planning an instructional program in automotive electricity at the secondary and post secondary level. The material, as organized, is a suggested sequence of instruction within each block. Each…

Engine Fundamentals: Automotive Mechanics Instructional Program. Block 2.

ERIC Educational Resources Information Center

O'Brien, Ralph D.

The second of six instructional blocks in automotive mechanics, the lessons and supportive information in the document provide a guide for teachers in planning an instructional program in engine fundamentals at the secondary and postsecondary level. The material, as organized, is a suggested sequence of instruction within each block. Each lesson…

Notetaking Skills Instruction for Development of Middle School Students' Notetaking Performance

ERIC Educational Resources Information Center

Ilter, Ilhan

2017-01-01

The objective of this study was to investigate the effects of explicit instruction in notetaking skills on the notetaking performance of seventh-grade students at different reading ability levels. The students in the notetaking instruction condition (NTI) received classroom-based notetaking skills instruction (approximately 40 minutes) every week…

The Dynamics of Instruction Systems: Feedback Control on Individually-Paced Instruction.

ERIC Educational Resources Information Center

Ammentorp, William; And Others

Feedback management in an individually-paced instruction system can be mathematically analyzed by the use of computer simulation models. Because of the student "down time" or waiting time associated with individualized instruction situations, reinforcement activities have been reduced to less than ideal levels. By proper time management the…

Assessment of pathology instruction in U.S. Dental hygiene educational programs.

PubMed

Jacobs, Barbara B; Lazar, Ann A; Rowe, Dorothy J

2015-04-01

To assess the instruction of pathology content in entry-level and advanced practitioner dental hygiene educational programs and the program directors' perceptions whether their graduates are adequately prepared to meet the increasingly complex medical and oral health needs of the public. A 28-question survey of instructional content and perceptions was developed and distributed using Qualtrics® software to the 340 directors of entry-level and advanced practitioner dental hygiene programs in the US. Respondents rated their level of agreement to a series of statements regarding their perceptions of graduates' preparation to perform particular dental hygiene services associated with pathology. Descriptive statistics for all 28 categorical survey questions were calculated and presented as the frequency (percentage). Of the 340 directors surveyed, 130 (38%) responded. Most entry-level respondents (53%) agreed or strongly agreed (29%) that their graduates were adequately prepared to meet the complex medical and oral health needs of the public, while all respondents of advanced practitioner programs strongly agreed. More respondents strongly agreed to statements related to clinical instruction than to didactic courses. While 64% of respondents agreed that their graduates were prepared to practice unsupervised, if it were legally allowed, 21% were ambivalent. The extent of pathology instruction in entry-level programs varied, but most used traditional formats of instruction, educational resources and assessments of educational outcomes. Advanced practitioner programs emphasized histological and clinical examination of oral lesions and patient case studies. Strengthening pathology instruction would ensure that future generations of dental hygienists would be adequately prepared to treat medically compromised patients. Copyright © 2015 The American Dental Hygienists’ Association.

Influence of Learning Style and Learning Flexibility on Clinical Judgment of Prelicensure Nursing Students within a Human Patient Computer Simulation Environment

ERIC Educational Resources Information Center

Robison, Elizabeth Sharon

2012-01-01

Nursing education is experiencing a transition in how students are exposed to clinical situations. Technology, specifically human patient computer simulation, is replacing human exposure in clinical education (Nehring, 2010b). Kaakinen and Arwood (2009) discuss the need to apply learning theories to instructional designs involving simulation for…

Regards sur le Cinema (A Look at the Film Industry).

ERIC Educational Resources Information Center

Arroyo, Francine; Avelino, Cristina

1996-01-01

Examines the role of films as an instructional aid in class activities devoted to learning a foreign language as well as one's native tongue with the support of modern technology. One of the primary ways of using film to encourage learning is to interest the students in criticizing the film and then to expose them to published criticism of the…

Reducing Lead in Drinking Water: A Manual for Minnesota's Schools.

ERIC Educational Resources Information Center

Minnesota State Dept. of Health, St. Paul.

This manual was designed to assist Minnesota's schools in minimizing the consumption of lead in drinking water by students and staff. It offers step-by-step instructions for testing and reducing lead in drinking water. The manual answers: Why is lead a health concern? How are children exposed to lead? Why is lead a special concern for schools? How…

Effective Teaching in the Use of Pragmatic Markers for Chinese EFL Learners

ERIC Educational Resources Information Center

Li, Wang

2015-01-01

Research on teaching the use of pragmatic markers to L2 learners is a relatively new area and many aspects are still not addressed. It was assumed that negative pragmatic transfer, the limited linguistic input in the course-books that EFL learners are exposed to, and the negative influence of formal instruction were possible driving factors that…

Can Animation Be Used to Improve Comprehension of Instructional Text?

ERIC Educational Resources Information Center

Moremoholo, T. P.

2008-01-01

The aim of the study was to determine whether the animation of a linear process, requiring explanatory text, can assist students to form a better understanding of the text. Tertiary students (N = 61) participated in a pre-test, post-test experimental study during which they were exposed to 4 treatment variables: text (T), video and text (VT),…

Supplemental Summer Literacy Instruction: Implications for Preventing Summer Reading Loss

ERIC Educational Resources Information Center

McDaniel, Sara C.; McLeod, Ragan; Carter, Coddy L.; Robinson, Cecil

2017-01-01

Summer reading loss is a prevalent problem that occurs primarily for students who are not exposed to or encouraged to read at home or in summer programs when school is out. This problem prevails among early readers from low-income backgrounds. This study provided 31 six and seven-year-old children with a structured guided reading program through…

Integration of a Zebrafish Research Project into a Molecular Biology Course to Support Critical Thinking and Course Content Goals

ERIC Educational Resources Information Center

Felzien, Lisa K.

2016-01-01

Engaging undergraduates in research is essential for teaching them to think like scientists, and it has become a desired component of classroom and laboratory instruction. Research projects that span an entire semester expose students to a variety of concepts and techniques and allow students to use experiments to learn scientific principles,…

"What Big Teeth You Have!" French Studies Gets in Beb with the Commercialized Academy."

ERIC Educational Resources Information Center

Porter, Laurence M.

2002-01-01

Discusses reactions of foreign language departments with declining enrollments and hence less funds and the impulse to shift a focus on the means and purpose of instruction. Suggests that it is important to preserve face-to-face direct coaching in language learning and to expose students to the Western European heritage that shapes the experience…

Exposing a Culture of Neglect: Herschek T. Manuel and Mexican American Schooling. Research in Curriculum and Instruction

ERIC Educational Resources Information Center

Davis, Matthew D.

2006-01-01

In this book Professor Davis illustrates the often unexpected reach of historical research intended originally to fill a knowledge gap. He found a forgotten figure from the past who as a scholar and teacher had contributed significantly to education. Manuel's story warranted attention, but in reconstructing it Professor Davis discovered leads to a…

Is the Great American Teacher Dead? Principles to Resurrect Meaningful, Effective, and Consciousness Raising Instruction

ERIC Educational Resources Information Center

Ivers, John J.

2012-01-01

A couple of decades ago, a visiting anthropologist agreed with some U.S. authors that the American intellectual on university campuses is basically dead and his/her demise is reflected in the superficial, boring, and uninspiring content to which students are exposed. More recent evidence indicates that things have not changed very much. In this…

Contingent Access to Preferred Items versus a Guided Compliance Procedure to Increase Compliance among Preschoolers

ERIC Educational Resources Information Center

Wilder, David A.; Saulnier, Renee; Beavers, Gracie; Zonneveld, Kimberley

2008-01-01

Noncompliance with instructions is among the most common behavior problems exhibited by preschoolers. Although three-step guidance compliance procedures have been shown to be effective to increase compliance among some children, they may require that a child be exposed to a number of trials before compliance begins to increase. In this study, a…

A Methodological Study Evaluating a Pretutorial Computer-Compiled Instructional Program in High School Physics Instruction Initiated from Student-Teacher Selected Instructional Objectives. Final Report.

ERIC Educational Resources Information Center

Leonard, B. Charles; Denton, Jon J.

A study sought to develop and evaluate an instructional model which utilized the computer to produce individually prescribed instructional guides to account for the idiosyncratic variations among students in physics classes at the secondary school level. The students in the treatment groups were oriented toward the practices of selecting…

Teaching of science and language by elementary teachers who emphasize the integrated language approach: A descriptive study

NASA Astrophysics Data System (ADS)

Blouch, Kathleen Kennedy

This research involved investigating the nature of science and language instruction in 13 elementary classrooms where teachers have restructured their language programs to reflect an integrated or holistic view of language instruction. The teachers were identified by school administrators and other professionals as teachers who have implemented instructional reforms described in the Pennsylvania Framework for Reading, Writing and Speaking Across the Curriculum (PCRPII), (Lytle & Botel, 1900). The instruction utilized by these teachers was described as atypical when compared to that of teachers utilizing the more traditional didactic skills oriented approach to language literacy. The research involved observing, recording and categorizing teaching behaviors during both science and language instruction. Videotaped observations were followed by analyses and descriptions of these behaviors. Interviews were also conducted to ascertain the basis for selection of the various instructional approaches. The instruction was compared on four dimensions: participation patterns, time the behaviors were practiced, type of tasks and levels of questioning. The instruction was then described in light of constructivist teaching practices: student collaboration, student autonomy, integration and higher order thinking. Constructivist practices differed among teachers for science and language instruction. During science instruction teachers spent more time involved in teacher-whole group participation patterns with more direct questioning as compared to language instruction in which children participated alone or in groups and had opportunity to initiate conversations and questions. Student inquiry was evidenced during language instruction more so than during science. The 13 teachers asked a variety of levels and types of questions both in science and language instruction. More hands-on science experiences were observed when science was taught separately compared to when integrated with the language instruction. Teachers also described professional changes that caused them to implement new practices. Each cited the importance of a significant person, who encouraged them to attempt new approaches. The research reveals that to produce significant reform in instruction (more so in science than in language) at the elementary school level, proactive support and encouragement by administrators is required. Involving practicing teachers in extensive - modeled - mentored professional development experiences is also required.

Effects of collaboration and inquiry on reasoning and achievement in biology

NASA Astrophysics Data System (ADS)

Jensen, Jamie Lee

The primary purpose of the present study was to compare the effectiveness of two collaborative grouping strategies and two instructional methods in terms of gains in reasoning ability and achievement in college biology. In order to do so, a quasi-experimental study was performed in which students were placed in one of four treatment conditions: heterogeneous grouping within inquiry instruction, homogeneous grouping within inquiry instruction, heterogeneous grouping within non-inquiry instruction, and homogeneous grouping within non-inquiry instruction. Students were placed in groups based on initial reasoning level. Reasoning levels and achievement gains were assessed at the end of the study. Results showed that within non-inquiry instruction, heterogeneous mean group scores were higher in both reasoning and achievement than homogeneous groups. In contrast, within inquiry instruction, homogeneous mean group scores were higher in both reasoning and achievement. Inquiry instruction, as a whole, significantly outperformed non-inquiry instruction in the development of reasoning ability. Within inquiry instruction, low-ability students had significantly greater reasoning gains when grouped homogeneously. These results support Piaget's developmental theory and contradict Vygotsky's developmental theory. These results also suggest that the success of one grouping strategy over another is highly dependent upon the nature of instruction, which may be a cause for such conflicting views on grouping strategies within the educational literature. In addition, inquiry instruction led to students having greater confidence in their reasoning ability as well as a more positive attitude toward collaboration. Instructional implications are discussed.

Multisensory control of a straight locomotor trajectory.

PubMed

Hanna, Maxim; Fung, Joyce; Lamontagne, Anouk

2017-01-01

Locomotor steering is contingent upon orienting oneself spatially in the environment. When the head is turned while walking, the optic flow projected onto the retina is a complex pattern comprising of a translational and a rotational component. We have created a unique paradigm to simulate different optic flows in a virtual environment. We hypothesized that non-visual (vestibular and somatosensory) cues are required for proper control of a straight trajectory while walking. This research study included 9 healthy young subjects walking in a large physical space (40×25m2) while the virtual environment is viewed in a helmet-mounted display. They were instructed to walk straight in the physical world while being exposed to three conditions: (1) self-initiated active head turns (AHT: 40° right, left, or none); (2) visually simulated head turns (SHT); and (3) visually simulated head turns with no target element (SHT_NT). Conditions 1 and 2 involved an eye-level target which subjects were instructed to fixate, whereas condition 3 was similar to condition 2 but with no target. Identical retinal flow patterns were present in the AHT and SHT conditions whereas non-visual cues differed in that a head rotation was sensed only in AHT but not in SHT. Body motions were captured by a 12-camera Vicon system. Horizontal orientations of the head and body segments, as well as the trajectory of the body's centre of mass were analyzed. SHT and SNT_NT yielded similar results. Heading and body segment orientations changed in the direction opposite to the head turns in SHT conditions. Heading remained unchanged across head turn directions in AHT. Results suggest that non-visual information is used in the control of heading while being exposed to changing rotational optic flows. The small magnitude of the changes in SHT conditions suggests that the CNS can re-weight relevant sources of information to minimize heading errors in the presence of sensory conflicts.

Phonetics and Technology in the Classroom: A Practical Approach to Using Speech Analysis Software in Second-Language Pronunciation Instruction

ERIC Educational Resources Information Center

Olsen, Daniel J.

2014-01-01

While speech analysis technology has become an integral part of phonetic research, and to some degree is used in language instruction at the most advanced levels, it appears to be mostly absent from the beginning levels of language instruction. In part, the lack of incorporation into the language classroom can be attributed to both the lack of…

A Comparison Study of the Effects of a Story-based Video Instructional Package Versus a Text-based Instructional Package in the Intermediate-level Foreign Language Classroom

ERIC Educational Resources Information Center

Herron, Carol; York, Holly; Corrie, Cathleen; Cole, Steven P.

2006-01-01

This study compared a story-based video instructional package, with a feature-length film as its focus, to a text-based program. It explored the effectiveness of each approach to enhance the listening and grammar performances of intermediate-level college French students. Twenty-seven students at two institutions participated. A pretest-posttest…

The Effect of Target Language and Code-Switching on the Grammatical Performance and Perceptions of Elementary-Level College French Students

ERIC Educational Resources Information Center

Viakinnou-Brinson, Lucie; Herron, Carol; Cole, Steven P.; Haight, Carrie

2012-01-01

Grammar instruction is at the center of the target language (TL) and code-switching debate. Discussion revolves around whether grammar should be taught in the TL or using the TL and the native language (L1). This study investigated the effects of French-only grammar instruction and French/English grammar instruction on elementary-level students'…

Analysis of attitude and achievement using the 5E instructional model in an interactive television environment

NASA Astrophysics Data System (ADS)

Cherry, Gamaliel R.

The purpose of this quasi-experimental study was to examine attitude and achievement among fifth grade students participating in inquiry and lecture-based forms of instruction through interactive television. Participants (N = 260) were drawn from registered users of NASA's Digital Learning Network(TM). The first three levels of Bloom's Revised Taxonomy were used to measure levels of achievement while the Science Attitude Inventory II was used to measure science attitudes. Results indicated a significant interaction between inquiry and topic area, as well as achievement for remember, understand, and apply levels of Bloom's Revised Taxonomy. Differences between mean scores were in favor of the treatment group on both topic and achievement levels. Findings echo research that encourages the use of inquiry-based instruction to improve achievement. This study also serves as a reference for supplemental content providers searching for an effective instructional strategy when delivering instruction through interactive television. Recommendations for future research include the examination of: development time between inquiry-based and lecture-based strategies, a longitudinal study of attitude and achievement from elementary through middle school, differences between interactive television sessions and asynchronous sessions, and types of inquiry-based instruction related to student achievement and retention through interactive television.

Effect of Acquisition Rates on Off-Task Behavior with Children Identified as Having Learning Disabilities

ERIC Educational Resources Information Center

Burns, Matthew K.; Dean, Vincent J.

2005-01-01

Research has consistently demonstrated the importance of providing an appropriate level of challenge, called the instructional level, within curricular material. Although the instructional level is a generally well-defined and researched construct, much less data exist on the acquisition rate (AR) component of an appropriate level of challenge.…

Child Skills and Teacher Qualifications: Associations with Elementary Classroom Teachers' Reading Instruction for Struggling Readers

ERIC Educational Resources Information Center

Bratsch-Hines, Mary E.; Vernon-Feagans, Lynne; Varghese, Cheryl; Garwood, Justin

2017-01-01

This study explored the extent to which kindergarten and first grade teachers provided individualized reading instruction to struggling readers during a unique one-on-one reading instruction task. Three outcomes of teachers' instructional strategies were captured: code-focused strategies, meaning-focused strategies, and level of challenge. Child…

Fiber, Fabric, and Fashion. Clothing and Textiles Curriculum. Environment I.

ERIC Educational Resources Information Center

Arizona State Univ., Tempe.

A competency-based instructional guide for grades 7-14, this volume is one of three parts, each of which focuses on a different instructional environment (psychomotor, cognitive, or affective) for clothing or fashion instruction, and each of which includes competencies and corresponding learning activities for each of three instructional levels.…

ESL Elementary Teachers' Use of Children's Picture Books to Initiate Explicit Instruction of Reading Comprehension Strategies

ERIC Educational Resources Information Center

Al Khaiyali, Al Tiyb S.

2014-01-01

Reading comprehension instruction has been recognized as a key factor in developing any reading and literacy program. Therefore, many attempts were devoted to improve explicit comprehension strategy instruction at different school levels and fields including EFL and ESL. Despite these efforts, explicit comprehension instruction is still drought…

Tune Up: Automotive Mechanics Instructional Program. Block 5.

ERIC Educational Resources Information Center

O'Brien, Ralph D.

The fifth of six instructional blocks in automotive mechanics, the lessons and supportive information in the document provide a guide for teachers in planning an instructional program in automotive tune-ups at the secondary and post secondary level. The material, as organized, is a suggested sequence of instruction within each block. Each lesson…

Fuel System: Automotive Mechanics Instructional Program. Block 4.

ERIC Educational Resources Information Center

O'Brien, Ralph D.

The fourth of six instructional blocks in automotive mechanics, the lessons and supportive information in the document provide a guide for teachers in planning an instructional program in automotive fuel systems at the secondary and post secondary level. The material, as organized, is a suggested sequence of instruction within each block. Each…

Cooling System: Automotive Mechanics Instructional Program. Block 6.

ERIC Educational Resources Information Center

O'Brien, Ralph D.

The last of six instructional blocks in automotive mechanics, the lessons and supportive information in the document provide a guide for teachers in planning an instructional program in the automotive cooling system at the secondary and post secondary level. The material, as organized, is a suggested sequence of instruction within each block. Each…

Plagiarism Awareness among Students: Assessing Integration of Ethics Theory into Library Instruction

ERIC Educational Resources Information Center

Strittmatter, Connie; Bratton, Virginia K.

2014-01-01

The library literature on plagiarism instruction focuses on students' understanding of what plagiarism is and is not. This study evaluates the effect of library instruction from a broader perspective by examining the pre- and posttest (instruction) levels of students' perceptions toward plagiarism ethics. Eighty-six students completed a pre- and…

Does Instruction Work for Learning Pragmatics in the EFL Context?

ERIC Educational Resources Information Center

Alcon Soler, Eva

2005-01-01

This paper is based on a study which attempted to examine the efficacy of instruction at the pragmatic level. Specifically, the main purpose of the study was to investigate to what extent two instructional paradigms--explicit versus implicit instruction--affected learners' knowledge and ability to use request strategies. One hundred and thirty-two…

Leading Instructional Rounds in Education: A Facilitator?'s Guide. Instructional Rounds Series

ERIC Educational Resources Information Center

Fowler-Finn, Thomas

2013-01-01

Instructional rounds is a powerful form of professional learning aimed at helping schools and systems develop the capacity to educate all children to high levels. In this practical book, Thomas Fowler-Finn, an experienced consultant who has worked closely with the Harvard team that pioneered instructional rounds, discusses how facilitators can…

Teacher's Guide to Accompany "Artes Latinae," the Encyclopaedia Britannica Latin Instructional System.

ERIC Educational Resources Information Center

Masciantonio, Rudolph; And Others

This guide, a supplement to the "Artes Latinae Level One Teacher's Manual," prepared for use in the School District of Philadelphia, focuses primarily on how to adapt this course, intended for individualized instruction, to group instruction. Discussion of the multisensory instructional system includes remarks concerning the use of films, study…

Meta-analytic moderators of experimental exposure to media portrayals of women on female appearance satisfaction: Social comparisons as automatic processes.

PubMed

Want, Stephen C

2009-09-01

Experimental exposure to idealized media portrayals of women is thought to induce social comparisons in female viewers and thereby to be generally detrimental to female viewers' satisfaction with their own appearance. Through meta-analysis, the present paper examines the impact of moderators of this effect, some identified and updated from a prior meta-analysis and some that have hitherto received little attention. Participants' pre-existing appearance concerns and the processing instructions participants were given when exposed to media portrayals were found to significantly moderate effect sizes. With regard to processing instructions, a novel and counter-intuitive pattern was revealed; effect sizes were smallest when participants were instructed to focus on the appearance of women in media portrayals, and largest when participants processed the portrayals on a distracting, non-appearance dimension. These results are interpreted through a framework that suggests that social comparisons are automatic processes, the effects of which can be modified through conscious processing.

A comparison study of instruction between international school and state school of middle school level in Indonesia

NASA Astrophysics Data System (ADS)

Pamelasari, S. D.; Nurkhalisa, S.; Laksmana, S. I.

2018-03-01

This paper presents a comparison between the instruction in international school and state school in the middle level in Indonesia to find out the strength and weakness of each school in order to identify some professional development needs. The observation and interview were conducted to see the instruction of each school. Some pedagogy aspects consisting of attitude, strategy, and practice were observed to get the overview of instruction. Through this study, it has been found that the teachers apply an active learning approach that created an enthusiastic atmosphere of students’ participation. However, the different circumstance found is in the aspect of the number of students, the language of instruction and students’ characteristics between those schools.

Teaching Leadership Online: An Exploratory Study of Instructional and Assessment Strategy Use

ERIC Educational Resources Information Center

Jenkins, Daniel M.

2016-01-01

This global, quantitative study explores the instructional and assessment strategy use of leadership educators who teach online, academic credit-bearing leadership studies courses at graduate- and undergraduate-levels. Participants include 81 graduate-level and 37 undergraduate-level instructors who taught an online leadership studies course…

Occupational Exposure to Ultrafine Particles among Airport Employees - Combining Personal Monitoring and Global Positioning System

PubMed Central

Møller, Karina Lauenborg; Thygesen, Lau Caspar; Schipperijn, Jasper; Loft, Steffen; Bonde, Jens Peter; Mikkelsen, Sigurd; Brauer, Charlotte

2014-01-01

Background Exposure to ultrafine particles (UFP) has been linked to cardiovascular and lung diseases. Combustion of jet fuel and diesel powered handling equipment emit UFP resulting in potentially high exposure levels among employees working at airports. High levels of UFP have been reported at several airports, especially on the apron, but knowledge on individual exposure profiles among different occupational groups working at an airport is lacking. Purpose The aim of this study was to compare personal exposure to UFP among five different occupational groups working at Copenhagen Airport (CPH). Method 30 employees from five different occupational groups (baggage handlers, catering drivers, cleaning staff and airside and landside security) at CPH were instructed to wear a personal monitor of particle number concentration in real time and a GPS device. The measurements were carried out on 8 days distributed over two weeks in October 2012. The overall differences between the groups were assessed using linear mixed model. Results Data showed significant differences in exposure levels among the groups when adjusted for variation within individuals and for effect of time and date (p<0.01). Baggage handlers were exposed to 7 times higher average concentrations (geometric mean, GM: 37×103 UFP/cm3, 95% CI: 25–55×103 UFP/cm3) than employees mainly working indoors (GM: 5×103 UFP/cm3, 95% CI: 2–11×103 UFP/cm3). Furthermore, catering drivers, cleaning staff and airside security were exposed to intermediate concentrations (GM: 12 to 20×103 UFP/cm3). Conclusion The study demonstrates a strong gradient of exposure to UFP in ambient air across occupational groups of airport employees. PMID:25203510

Occupational exposure to ultrafine particles among airport employees--combining personal monitoring and global positioning system.

PubMed

Møller, Karina Lauenborg; Thygesen, Lau Caspar; Schipperijn, Jasper; Loft, Steffen; Bonde, Jens Peter; Mikkelsen, Sigurd; Brauer, Charlotte

2014-01-01

Exposure to ultrafine particles (UFP) has been linked to cardiovascular and lung diseases. Combustion of jet fuel and diesel powered handling equipment emit UFP resulting in potentially high exposure levels among employees working at airports. High levels of UFP have been reported at several airports, especially on the apron, but knowledge on individual exposure profiles among different occupational groups working at an airport is lacking. The aim of this study was to compare personal exposure to UFP among five different occupational groups working at Copenhagen Airport (CPH). 30 employees from five different occupational groups (baggage handlers, catering drivers, cleaning staff and airside and landside security) at CPH were instructed to wear a personal monitor of particle number concentration in real time and a GPS device. The measurements were carried out on 8 days distributed over two weeks in October 2012. The overall differences between the groups were assessed using linear mixed model. Data showed significant differences in exposure levels among the groups when adjusted for variation within individuals and for effect of time and date (p<0.01). Baggage handlers were exposed to 7 times higher average concentrations (geometric mean, GM: 37×103 UFP/cm(3), 95% CI: 25-55 × 10(3) UFP/cm(3)) than employees mainly working indoors (GM: 5 × 10(3) UFP/cm(3), 95% CI: 2-11 × 103 UFP/cm(3)). Furthermore, catering drivers, cleaning staff and airside security were exposed to intermediate concentrations (GM: 12 to 20 × 10(3) UFP/cm(3)). The study demonstrates a strong gradient of exposure to UFP in ambient air across occupational groups of airport employees.

Getting to the point: attempting to improve juror comprehension of capital penalty phase instructions.

PubMed

Smith, Amy E; Haney, Craig

2011-10-01

This research examined the effects of several versions of capital penalty phase instructions on juror comprehension. Study One documented the impact of California's recently implemented "plain language" instruction. It showed that although the new instruction has clear advantages over the previous version, significant comprehension problems remain. Study Two evaluated several modified instructions designed to enhance comprehension. Participants heard either a standard patterned instruction or one of two alternatives-a psycholinguistically improved instruction, or a "pinpoint" instruction using case-related facts to illustrate key terms-in a simulated death penalty sentencing phase. Persons who heard modified instructions demonstrated higher levels of comprehension on virtually every measure as compared to those in the standard instruction condition.

Evidence-based fitness promotion in an afterschool setting: implementation fidelity and its policy implications.

PubMed

Thaw, Jean M; Villa, Manuela; Reitman, David; DeLucia, Christian; Gonzalez, Vanessa; Hanson, K Lori

2014-01-01

Little is known about how the adoption of evidence-based physical activity (PA) curricula by out-of-school time (OST) programs affects children's physical fitness, and there are no clear guidelines of what constitutes reasonable gains given the types of PA instruction currently offered in these programs. Using a three-wave, quasi-experimental, naturalistic observation design, this study evaluated the implementation of an evidence-based PA instruction curriculum (Sports, Play, and Active Recreation for Kids [SPARK]) and examined whether the potential health benefits of evidence-based PA instruction can be replicated in this context when compared to OST programs that do not use evidence-based PA curricula. Quality of PA instruction and SPARK implementation fidelity were also assessed. Results indicated that children in the non-evidence-based/standard PA instruction programs engaged in higher levels of moderate-to-vigorous PA (MVPA) and showed greater improvements in fitness levels over time. The findings from this chapter suggest that while it is generally accepted that evidence-based approaches yield higher levels of PA when implemented by researchers under controlled conditions, findings are inconsistent when evidence-based PA instruction is implemented in the field, under presumably less controlled conditions. It appears that when it comes to PA instruction in afterschool, either less structured activities or well-implemented evidence-based practices could be the key to promoting higher PA levels and greater health and fitness for school-aged children. © 2014 WILEY PERIODICALS, INC.

Banque de strategies de production orale pour un enseignement explicite de la 1re a la 7e annee: Expose et interaction. Document d'appui pour les programmes d'etudes de francais langue premiere et de francais langue seconde--immersion de 1998 (Interactive Oral Presentation Strategies for Specific Instruction in Grades 1 through 7. Guide in Support of Programs Teaching French as a First Language and French as a Second Language--Immersion 1998).

ERIC Educational Resources Information Center

Alberta Learning, Edmonton. Direction de l'education francaise.

This teacher's guide, intended for the instruction of both French as a first language and French as a second language in an immersion setting, provides a host of strategies for teaching interactive oral presentation skills in the classroom (Grades 1 through 7). Section 1 is designed to bring the teacher's awareness to the training procedure,…

Banque de strategies de production orale pour un enseignement explicite de la 6e a la 12e annee: Expose et interaction. Document d'appui pour les programmes d'etudes de francais langue premiere et de francais langue seconde--immersion de 1998 (Interactive Oral Presentation Strategies for Specific Instruction in Grades 6 through 12. Guide in Support of Programs Teaching French as a First Language and French as a Second Language--Immersion 1998).

ERIC Educational Resources Information Center

Northwest Territories Dept. of Education, Culture and Employment, Yellowknife.

This teacher's guide, intended for the instruction of both French as a first language and French as a second language in an immersion setting, provides a host of strategies for teaching interactive oral presentation skills in the classroom (Grades 6 through 12). Section 1 is designed to bring the teacher's awareness to the training procedure,…

Are English-language pedometer instructions readable?

PubMed

Wallace, Lorraine S; Bielak, Kenneth; Linn, Brian

2010-05-01

We evaluated readability and related features of English-language instructions accompanying pedometers, including reading grade level, layout/formatting characteristics, and emphasis of key points. We identified 15 pedometers currently available for purchase in the US. Reading grade level was calculated using Flesch-Kinkaid (FK) and SMOG formulas. Text point size was measured with a C-Thru Ruler. Page and illustration dimensions were measured to the nearest millimeter (mm) with a standard ruler. Layout features were evaluated using the criteria from the User-Friendliness Tool. FK scores ranged from 8th to 11th grade, while SMOG scores ranged from 8th to 12th grade. Text point size averaged 6.9 +/- 1.9 (range = 4-11). Instructions averaged 8.7 +/- 9.0 (range = 0-36) illustrations, most about the size of a US quarter. While many instructions avoided use of specialty fonts (n = 12; 80.0%), most used a minimal amount of white space. Just 4 (26.7%) sets of instructions highlighted the target goal of 10,000 steps-per-day. Pedometer instructions should be revised to meet the recommended 6th grade reading level. Paper size instructions are printed on should be enlarged, thereby allowing for larger text and illustrations, and additional white space. Recommended number of steps per day and proper pedometer positioning should also be predominantly highlighted.

One thousand words: evaluating an interdisciplinary art education program.

PubMed

Klugman, Craig M; Beckmann-Mendez, Diana

2015-04-01

Art Rounds, an innovative interdisciplinary program, began as a pilot project to determine if use of fine arts instructional strategies would be of benefit in health professional education. Specifically, students were exposed to fine art and taught to use visual thinking strategies (VTS). The initial evaluation of the pilot program revealed improved physical observation skills, increased tolerance for ambiguity, and increased interest in communication skills. More recently, the Art Rounds program has been expanded to an interdisciplinary elective course open to both nursing student and medical students at all levels. An evaluation of Art Rounds as a semester- long course was conducted by course faculty and compared to the original pilot program for differences and similarities. Outcomes have demonstrated that the use of visual arts and humanities continues to be highly effective in improving students' physical observation skills and a powerful tool for teaching nursing students how to be skilled clinicians. Copyright 2015, SLACK Incorporated.

Investigation of Inquiry-based Science Pedagogy among Middle Level Science Teachers: A Qualitative Study

NASA Astrophysics Data System (ADS)

Weiland, Sunny Minelli

This study implemented a qualitative approach to examine the phenomenon of "inquiry-based science pedagogy or inquiry instruction" as it has been experienced by individuals. Data was collected through online open-ended surveys, focus groups, and teacher reported self-reflections to answer the research questions: 1) How do middle level science teachers conceptualize "inquiry-based instruction?" 2) What are preferred instructional strategies for implementation in middle level science classrooms? And 3) How do middle level science teachers perceive the connection between science instruction and student learning? The participants within this research study represent 33 percent of teachers in grades 5 through 9 within six school districts in northeastern Pennsylvania. Of the 12 consent forms originally obtained, 10 teachers completed all three phases of the data collection, including the online survey, participation in focus groups, and teacher self-reflection. 60 percent of the participants taught only science, and 40 percent taught all content areas. Of the ten participants, 50 percent were certified teachers of science and 50 percent were certified as teachers of elementary education. 70 percent of the research participants reflected having obtained a master's, with 60 percent of these degrees being received in areas of education, and 10 percent in the area of science. The research participants have a total of 85 collective years of experience as professional educators, with the average years of experience being 8.5 years. Analysis of data revealed three themes related to research question #1) How do middle-level science teachers conceptualize inquiry-based instruction? and sub-question #1) How do middle-level science teachers characterize effective instruction? The themes that capture the essence of teachers' formulation of inquiry-based instruction that emerged in this study were student centered, problem solving, and hands-on . Analysis of data revealed one theme related to research question #2) What are preferred instructional strategies for implementation in middle level science classrooms? and topical sub-question #2) How do middle level science teachers structure instruction. The theme that emerged was needs of students. Analysis of the data revealed one theme related to research question #3) How do middle level science teachers perceive the relationship between science instruction and student learning? and topical sub-question #3) How do middle level science teachers view their role in relation to student learning? This theme is meaning making. Analysis of the data related to meaning making revealed two sub-themes of application and relationships. It is clear that middle level science teachers have a vision for inquiry-based science instruction, but implementation is inhibited by a variety of factors including curricular programming that is very broad and lacks depth, the scheduling of time and resources for science, and the absence of a clear model of inquiry-based instruction. In addition, only one participant referenced students investigating their own authentic questions and no participants reflected on the importance of students using evidence in their explanations of scientific phenomenon. Additionally, participants continually reflected on the needs of their students informing instructional practices, and it is wondered if there is a clear understanding among middle level teachers of how students learn science. Real world applications were recognized as important within science learning and the researcher questions whether teachers of science have adequate opportunities to explore real world application of science concepts throughout their careers in order to foster connections within the classroom. These findings support the need for strong, job-embedded professional development, the cultivation of learning communities dedicated to the investigation and implementation of inquiry-based science, the focusing of curricular programming to allow for in depth investigation of scientific concepts, and the commitment of time and resources to support effective science instruction. In addition, it is recommended that additional support be provided to teachers of science to engage in job shadowing, field experiences and internships to allow for the uncovering of applications of science beyond the classroom. Throughout the United States, there continues to be a clear call for reform in the area of science education. These research findings must inform the work of the educational reformers, professional developers, teacher preparation programmers, and researchers as they aspire to improve the quality of student learning and science instruction. In addition, this research supports the need for ongoing reform efforts to science curriculum, instruction and assessment and the need for more effective teacher preparation programs and professional development programs for teachers of science.

[Oxidative Stress Level of Vanadium-exposed Workers].

PubMed

Wei, Teng-da; Li, Shun-pin; Liu, Yun-xing; Tan, Chun-ping; Li, Juan; Zhang, Zu-hui; Lan, Ya-jia; Zhang, Qin

2015-11-01

To determine the oxidative stress level in peripheral blood of vanadium-exposed workers, as an indication of population health effect of vanadium on human neurobehavioral system. 86 vanadium-exposed workers and 65 non-exposed workers were recruited by cluster sampling. A questionnaire was administered to collect demographic and occupational exposure information. Serum activity of superoxide dismutase (SOD), inducible nitric oxide synthase (iNOS) and malonaldehyde (MDA) contents were detected by kit assay. The differences in oxidative stress level between vanadium-exposed and non-exposed workers were compared. Vanadium-exposed workers had higher levels of MDA contents than the controls. The total superoxide dismutase(T-SOD) activity in vanadium-exposed workers was significantly lower than that in the controls, which was associated with lowered levels of manganese superoxide dismutase (Mn-SOD) activity. No changes in serum levels of cupro-zinc superoxide dismutase (CuZn-SOD) was found in vanadium-exposed workers. No difference in iNOS activity was found between vanadium-exposed workers and controls. Vanadium exposure increases free radical production in serum and reduces antioxidant capacity. But the relationship between vanadium exposure and iNOS damage remains uncertain.

An analysis of K--5 teachers' beliefs regarding the uses of direct instruction, the discovery method, and the inquiry method in elementary science education

NASA Astrophysics Data System (ADS)

Kowalczyk, Donna Lee

The purpose of this study was to examine K--5 elementary teachers' reported beliefs about the use, function, and importance of Direct Instruction, the Discovery Method, and the Inquiry Method in the instruction of science in their classrooms. Eighty-two teachers completed questionnaires about their beliefs, opinions, uses, and ideas about each of the three instructional methods. Data were collected and analyzed using the Statistical Package of the Social Sciences (SPSS). Descriptive statistics and Chi-Square analyses indicated that the majority of teachers reported using all three methods to varying degrees in their classrooms. Guided Discovery was reported by the teachers as being the most frequently used method to teach science, while Pure Discovery was reportedly used the least frequently. The majority of teachers expressed the belief that a blend of all three instructional methods is the most effective strategy for teaching science at the elementary level. The teachers also reported a moderate level of confidence in teaching science. Students' ability levels, learning styles, and time/class schedule were identified as factors that most influence teachers' instructional choice. Student participation in hands-on activities, creative thinking ability, and developing an understanding of scientific concepts were reported as the learning behaviors most associated with student success in science. Data obtained from this study provide information about the nature and uses of Direct Instruction, the Discovery Method, and the Inquiry Method and teachers' perceptions and beliefs about each method's use in science education. Learning more about the science teaching and learning environment may help teachers, administrators, curriculum developers, and researchers gain greater insights about student learning, instructional effectiveness, and science curriculum development at the elementary level.

Characterizing Task-Based OpenMP Programs

PubMed Central

Muddukrishna, Ananya; Jonsson, Peter A.; Brorsson, Mats

2015-01-01

Programmers struggle to understand performance of task-based OpenMP programs since profiling tools only report thread-based performance. Performance tuning also requires task-based performance in order to balance per-task memory hierarchy utilization against exposed task parallelism. We provide a cost-effective method to extract detailed task-based performance information from OpenMP programs. We demonstrate the utility of our method by quickly diagnosing performance problems and characterizing exposed task parallelism and per-task instruction profiles of benchmarks in the widely-used Barcelona OpenMP Tasks Suite. Programmers can tune performance faster and understand performance tradeoffs more effectively than existing tools by using our method to characterize task-based performance. PMID:25860023

Development of Instructional Modules for ICT Enabled Curriculum Transaction for Various Subjects at Secondary Level for Teacher Empowerment and Their Quality Assessment

ERIC Educational Resources Information Center

Gopal, G. V; Viswanathappa, G.; Kumar, P. Mohan; Biju, K.; Sharif, Nadeemulla

2010-01-01

Integrated instructional module in various subject areas at secondary level for Kerala was developed in a workshop mode and a CD was prepared using Linux-base. Training was given to the teachers in the instructional modules prepared by NIIT i.e. ICR and the same have been evaluated through a feedback mechanism. This paper is focusing on the…

Does Gender Have an Impact on the Potential Benefits Learners May Achieve in Two Contexts Compared: Formal Instruction and Formal Instruction + Content and Language Integrated Learning?

ERIC Educational Resources Information Center

Roquet, Helena; Llopis, Jaume; Pérez-Vidal, Carmen

2016-01-01

This study focuses on the degree of influence of one individual factor, namely gender, on the level of English competence attained in two different groups of intermediate-level Catalan Spanish adolescent learners of English as a foreign language: the first group (Group A) is 1 year younger and follows formal instruction (FI) and in parallel…

Early life instruction in foreign language and music and incidence of mild cognitive impairment.

PubMed

Wilson, Robert S; Boyle, Patricia A; Yang, Jingyun; James, Bryan D; Bennett, David A

2015-03-01

To test the hypothesis that foreign language and music instruction in early life are associated with lower incidence of mild cognitive impairment (MCI) and slower rate of cognitive decline in old age. At enrollment in a longitudinal cohort study, 964 older persons without cognitive impairment estimated years of foreign language and music instruction by age 18. Annually thereafter they completed clinical evaluations that included cognitive testing and clinical classification of MCI. There were 264 persons with no foreign language instruction, 576 with 1-4 years, and 124 with > 4 years; 346 persons with no music instruction, 360 with 1-4 years, and 258 with > 4 years. During a mean of 5.8 years of observation, 396 participants (41.1%) developed MCI. In a proportional hazards model adjusted for age, sex, and education, higher levels (> 4 years) of foreign language (hazard ratio [HR] = 0.687, 95% confidence interval [CI] [0.482, 0.961]) and music (HR = 0.708, 95% CI [0.539, 0.930]) instruction by the age of 18 were each associated with reduced risk of MCI. The association persisted after adjustment for other early life indicators of an enriched cognitive environment, and it was stronger for nonamnestic than amnestic MCI. Both foreign language and music instruction were associated with higher initial level of cognitive function, but neither instruction measure was associated with cognitive decline. Higher levels of foreign language and music instruction during childhood and adolescence are associated in old age with lower risk of developing MCI but not with rate of cognitive decline. PsycINFO Database Record (c) 2015 APA, all rights reserved.

Teaching Historians with Databases.

ERIC Educational Resources Information Center

Burton, Vernon

1993-01-01

Asserts that, although pressures to publish have detracted from the quality of teaching at the college level, recent innovations in educational technology have created opportunities for instructional improvement. Describes the use of computer-assisted instruction and databases in college-level history courses. (CFR)

Level of Analysis in the Perception of Ongoing Instruction: An Exploratory Study.

ERIC Educational Resources Information Center

Koopman, Cheryl; Newtson, Darren

1981-01-01

Instructional variables were manipulated to determine whether they influence the level of perceptual analysis. The relationships of perceptual analysis to concept learning and evaluations of the instructors were also examined in the study. (Author/GK)

A Methodological Study of a Computer-Managed Instructional Program in High School Physics.

ERIC Educational Resources Information Center

Denton, Jon James

The purpose of this study was to develop and evaluate an instructional model which utilized the computer to produce individually prescribed instructional guides in physics at the secondary school level. The sample consisted of three classes. Of these, two were randomly selected to serve as the treatment groups, e.g., individualized instruction and…

Development of the Instructional Model by Integrating Information Literacy in the Class Learning and Teaching Processes

ERIC Educational Resources Information Center

Maitaouthong, Therdsak; Tuamsuk, Kulthida; Techamanee, Yupin

2011-01-01

This study was aimed at developing an instructional model by integrating information literacy in the instructional process of general education courses at an undergraduate level. The research query, "What is the teaching methodology that integrates information literacy in the instructional process of general education courses at an undergraduate…

A History of Reading Programs Involving Instruction in the Content Areas, 1966-1981.

ERIC Educational Resources Information Center

Wadleigh, Merritt Edward

Six questions guided a literature review of content area reading instruction in American secondary schools since 1966: (1) What is the history of reading instruction in American secondary schools through 1965? (2) Why is reading instruction at the secondary level important? (3) What are some factors both within and without secondary schools that…

Chemistry Teachers' Perceived Benefits and Challenges of Inquiry-Based Instruction in Inclusive Chemistry Classrooms

ERIC Educational Resources Information Center

Mumba, F.; Banda, A.; Chabalengula, V. M.

2015-01-01

Studies on inquiry-based instruction in inclusive science teaching have mainly focused on elementary and middle school levels. Little is known about inquiry-based instruction in high school inclusive science classes. Yet, such classes have become the norm in high schools, fulfilling the instructional needs of students with mild disabilities. This…

Reported Prevalence of Evidence-Based Instructional Practices by Special Educators in the Czech Republic

ERIC Educational Resources Information Center

Carter, Mark; Strnadova, Iva; Stephenson, Jennifer

2012-01-01

The reported level of use of eight instructional strategies in a sample of 531 special educators in the Czech Republic was examined in this study. Consistent with recent parallel studies in North America and Australia, the respondents reported that they used a combination of evidence-based instructional practices (such as direct instruction and…

A Comparison of Cognitive Teaching Stimuli in a First Grade Classroom.

ERIC Educational Resources Information Center

Sigrest, Christine E.

A study assessed the effectiveness of three cognitive levels of instruction with first graders--three-dimensional (3-D) instruction using real objects, two-dimensional (2-D) instruction using picture representations, and verbal instruction. The study population included 18 first-grade students between the ages of 6 and 8 at a small elementary city…

E-Learning and Flipped Instruction Integration in Business Education: A Proposed Pedagogical Model

ERIC Educational Resources Information Center

King, Chula; Piotrowski, Chris

2015-01-01

While Blended pedagogical approaches are a ubiquitous feature in higher education, the Flipped class is a rather recent instructional format in undergraduate-level instruction. The Flipped paradigm blends together many of the benefits of E-Learning courses, with many of the benefits of face-to-face instruction. At the same time, the disadvantages…

Beyond Critical Thinking Skills: Investigating the Relationship between Critical Thinking Skills and Dispositions through Different Online Instructional Strategies

ERIC Educational Resources Information Center

Yang, Ya-Ting C.; Chou, Heng-An

2008-01-01

The purpose of this study was to investigate (1) the relationship between critical thinking skills (CTS) and critical thinking dispositions (CTD), and (2) the effectiveness of different levels of instructional strategy (asynchronous online discussions (AODs), CTS instruction via AODs, and CTS instruction with CTD cultivation via AODs) in improving…

Making a Case and a Place for Effective Content Area Literacy Instruction in the Elementary Grades

ERIC Educational Resources Information Center

Moss, Barbara

2005-01-01

The face of content area literacy instruction is changing. Once associated exclusively with middle and high school instruction, today educators are directing their attention to the importance of encouraging content area literacy instruction at even the earliest levels. This article recommends using an array of text types to link content learning…

Relationships Among Teacher Preparedness and Instructional Approaches to Secondary Student Achievement in STEM: A Secondary Analysis of TIMSS Data

NASA Astrophysics Data System (ADS)

Miller-Ricks, Karen A.

Educational reform efforts in Science, Technology, Engineering, Math (STEM) place emphasis on teachers as conduits for student achievement. The purpose of this study was to use TIMSS 2011 data to examine relationships between Science-Technology-Society (STS) instructional practices (student-centered instruction established to promote learning through real-world applications) teacher preparedness, and student achievement and identify variations of achievement between and among eighth-grade science and math classes. The research was framed by both Harper's Anti-Deficit Achievement Theory and Bronfenbrenner's Ecological Systems Theory (BEST). 501 U.S. schools contributed to the TIMSS 2011 data from both the teacher questionnaires and student booklets. Chi-Square, Spearman Correlation, and 2-level hierarchical linear modeling (HLM) were used to analyze data about teachers' preparedness to teach science and math, frequency of using STS instructional practices, and student achievement. The chi-square null hypothesis for math teachers was rejected, providing the assumption that there was an association between the frequency of using STS instruction in math and teacher preparedness. However, the chi-square null hypothesis for science teachers failed to be rejected, providing the assumption that there was no significant association between the frequency of using STS instruction in science and science teacher preparedness. The Spearman Correlation revealed statistically positively significant differences between STS instruction and science achievement, as well as between teacher preparedness and science achievement. The HLM results suggested that 33% of the variance of mathematics achievement was at the individual level and 66% was at the group level. The results for science teachers suggested that 54% of the variance of science achievement was at the individual level and 46% of the variance was at the group level. The data findings support the conclusion that secondary STEM teachers who are more prepared to teach within the STEM content domains and implement STS instructional practices into lessons have higher achievement scores.

Are condom instructions readable? Results of a readability study.

PubMed Central

Richwald, G A; Wamsley, M A; Coulson, A H; Morisky, D E

1988-01-01

The use of condoms has assumed a central position in the current strategy to prevent sexual transmission of the human immunodeficiency virus. The effectiveness of condoms in disease prophylaxis is dependent, to a degree, on their correct use. Condom manufacturers routinely include information on condom use either printed on the actual package or in an enclosed package insert. With the use of three readability formulas, the reading grade level was determined for 14 different sets of instructions included with 25 brands of condoms manufactured by 7 domestic and 1 overseas manufacturer. The readability formulas, when applied to instructions for condom use, estimated that, conservatively, 8 of the 14 instructions required at least reading at the level of a high school graduate and none required less than a 10th grade level. Clearly written instructions and simple concepts could assist current and future condom users in the correct use of condoms and improve the effectiveness of condoms in the prevention of AIDS and other sexually transmitted diseases. PMID:3136494

Smart Utilization of Tertiary Instructional Modes

ERIC Educational Resources Information Center

Hamilton, John; Tee, Singwhat

2010-01-01

This empirical research surveys first year tertiary business students across different campuses regarding their perceived views concerning traditional, blended and flexible instructional approaches. A structural equation modeling approach shows traditional instructional modes deliver lower levels of student-perceived learning quality, learning…

The impact of computer-based versus "traditional" textbook science instruction on selected student learning outcomes

NASA Astrophysics Data System (ADS)

Rothman, Alan H.

This study reports the results of research designed to examine the impact of computer-based science instruction on elementary school level students' science content achievement, their attitude about science learning, their level of critical thinking-inquiry skills, and their level of cognitive and English language development. The study compared these learning outcomes resulting from a computer-based approach compared to the learning outcomes from a traditional, textbook-based approach to science instruction. The computer-based approach was inherent in a curriculum titled The Voyage of the Mimi , published by The Bank Street College Project in Science and Mathematics (1984). The study sample included 209 fifth-grade students enrolled in three schools in a suburban school district. This sample was divided into three groups, each receiving one of the following instructional treatments: (a) Mixed-instruction primarily based on the use of a hardcopy textbook in conjunction with computer-based instructional materials as one component of the science course; (b) Non-Traditional, Technology-Based -instruction fully utilizing computer-based material; and (c) Traditional, Textbook-Based-instruction utilizing only the textbook as the basis for instruction. Pre-test, or pre-treatment, data related to each of the student learning outcomes was collected at the beginning of the school year and post-test data was collected at the end of the school year. Statistical analyses of pre-test data were used as a covariate to account for possible pre-existing differences with regard to the variables examined among the three student groups. This study concluded that non-traditional, computer-based instruction in science significantly improved students' attitudes toward science learning and their level of English language development. Non-significant, positive trends were found for the following student learning outcomes: overall science achievement and development of critical thinking-inquiry skills. These conclusions support the value of a non-traditional, computer-based approach to instruction, such as exemplified by The Voyage of the Mimi curriculum, and a recommendation for reform in science teaching that has recommended the use of computer technology to enhance learning outcomes from science instruction to assist in reversing the trend toward what has been perceived to be relatively poor science performance by American students, as documented by the 1996 Third International Mathematics and Science Study (TIMSS).

Digital Storytelling in Bhutan: A Qualitative Examination of New Media Tools Used to Bridge the Digital Divide in a Rural Community School

ERIC Educational Resources Information Center

Gyabak, Khendum; Godina, Heriberto

2011-01-01

This qualitative study examines the use of digital storytelling as an instructional intervention for bridging the digital divide among public school students in rural Bhutan. Primary participants for the study included elementary school children who had never been previously exposed to computer technology and were recipients of a donated classroom…

FORUM: Instructional Communication and Millennial Students: Managing Imposter Syndrome among the "Trophy Kids": Creating Teaching Practices That Develop Independence in Millennial Students

ERIC Educational Resources Information Center

McAllum, Kirstie

2016-01-01

Millennial students often exhibit symptoms of imposter syndrome or a deep-seated insecurity that one is not sufficiently capable of carrying out the task at hand, often masking their anxiety of being exposed as intellectual frauds through what Pedler (2011) calls "over-compensating" or "fronting it out" (p. 90). Millennial…

AN EXPERIMENTAL STUDY UTILIZING CLOSED CIRCUIT TELEVISION IN AN INDUSTRIAL ARTS TEAM TEACHING PROGRAM. FINAL REPORT.

ERIC Educational Resources Information Center

JAQUITH, CHARLES E.; AND OTHERS

BASIC OBJECTIVES OF THIS EXPERIMENT WERE TO USE TEAM TEACHING BY TV TO HELP STUDENTS GAIN A REALISTIC VIEW OF THE INDUSTRIAL PROCESS AND OF THE IMPORTANCE OF EDUCATION AND TRAINING FOR PARTICIPATION IN THAT PROCESS. GRADE EIGHT STUDENTS IN AN INDUSTRIAL COMMUNITY WERE PLACED IN AN EXPERIMENTAL AND A CONTROL GROUP, AND EXPOSED TO INSTRUCTION FROM…

Analyzing the Effect of Context of Second Language Learning: Domestic Intensive and Semi-Intensive Courses vs. Study Abroad in Europe

ERIC Educational Resources Information Center

Serrano, Raquel; Llanes, Angels; Tragant, Elsa

2011-01-01

This study examines the second language (L2) written and oral performance of three groups of Spanish-speaking university students after being exposed to English in different contexts. One group of learners was spending some time abroad (Erasmus students in the UK), and two groups were following classroom instruction in two different types of…

Violence Education: An Analysis of Instructional Methods Used to Teach Nursing Students about Intimate Partner Violence

ERIC Educational Resources Information Center

Wallace, Cara L.

2013-01-01

Nurses in all areas of healthcare are exposed to patients who are suspected or actual victims of intimate partner violence. Many times nurses report a general lack of knowledge in regard to the topic. Therefore, it is paramount for nursing educators to identify effective methods to teach their students about intimate partner violence in an effort…

Pour Nos Petits Manitobains (For Our Little Manitobans): Exposure Package for Grade 3. Conversational French Program.

ERIC Educational Resources Information Center

Saiko, Evelyne, Ed.; Sotiriadis, Caterina, Ed.

This primary "exposure package" is intended for the use of grade 3 teachers of English-speaking children who received French-as-a-Second-Language instruction in a non-immersion context. The aims of this French program are to: (1) expose the child to the French language, (2) foster a positive attitude toward French, and (3) develop…

From Knowledge to Wisdom: Critical Evaluation in New Literacy Instruction

ERIC Educational Resources Information Center

Nichols, Phil

2012-01-01

In an effort to expose students to a wide array of 21st century literacies, it is easy for teachers to forget the equally important role of leading students in critical inquiry regarding "when" and "why" particular media ought to be used. This results in students who possess knowledge of how to use a medium but lack the wisdom to truly understand…

Preschool Children's Exposure to Media, Technology, and Screen Time: Perspectives of Caregivers from Three Early Childcare Settings

ERIC Educational Resources Information Center

Sharkins, Kimberly A.; Newton, Allison B.; Albaiz, Najla Essa A.; Ernest, James M.

2016-01-01

Young children are being increasingly exposed to media, technology, and screen time (MeTS) at home and in instructional settings. Little is known about the long-term effects of MeTS and there is a lack of research concerning caregivers' opinions regarding young children's exposure to and utilization of MeTS. Therefore, this study explored the…

Spatial considerations for instructional development in a virtual environment

NASA Technical Reports Server (NTRS)

Mccarthy, Laurie; Pontecorvo, Michael; Grant, Frances; Stiles, Randy

1993-01-01

In this paper we discuss spatial considerations for instructional development in a virtual environment. For both the instructional developer and the student, the important spatial criteria are perspective, orientation, scale, level of visual detail, and granularity of simulation. Developing a representation that allows an instructional developer to specify spatial criteria and enables intelligent agents to reason about a given instructional problem is of paramount importance to the success of instruction delivered in a virtual environment, especially one that supports dynamic exploration or spans more than one scale of operation.

Enhancing the Conceptual Understanding of Science.

ERIC Educational Resources Information Center

Gabel, Dorothy

2003-01-01

Describes three levels of understanding science: the phenomena (macroscopic), the particle (microscopic), and the symbolic. Suggests that the objective of science instruction at all levels is conceptual understanding of scientific inquiry. Discusses effective instructional strategies, including analogy, collaborative learning, concept mapping,…

Sentence Combining: A Sequence for Instruction.

ERIC Educational Resources Information Center

Lawlor, Joseph

1983-01-01

Classifies various syntactic structures normally included in sentence-combining instruction into five categories: coordinates, adverbials, restrictive noun modifiers, noun substitutes, and free modifiers. Within each category, structures are further divided into three levels to provide teachers with guidelines for planning instruction. (RH)

14 CFR Appendix A to Part 147 - Curriculum Requirements

Code of Federal Regulations, 2013 CFR

2013-01-01

...) Instruction by lecture, demonstration, and discussion. (2) Level 2 requires: (i) Knowledge of general... basic operations. (iii) Instruction by lecture, demonstration, discussion, and limited practical.... (iii) Instruction by lecture, demonstration, discussion, and a high degree of practical application. (c...

14 CFR Appendix A to Part 147 - Curriculum Requirements

Code of Federal Regulations, 2012 CFR

2012-01-01

...) Instruction by lecture, demonstration, and discussion. (2) Level 2 requires: (i) Knowledge of general... basic operations. (iii) Instruction by lecture, demonstration, discussion, and limited practical.... (iii) Instruction by lecture, demonstration, discussion, and a high degree of practical application. (c...

14 CFR Appendix A to Part 147 - Curriculum Requirements

Code of Federal Regulations, 2014 CFR

2014-01-01

...) Instruction by lecture, demonstration, and discussion. (2) Level 2 requires: (i) Knowledge of general... basic operations. (iii) Instruction by lecture, demonstration, discussion, and limited practical.... (iii) Instruction by lecture, demonstration, discussion, and a high degree of practical application. (c...

Assessment of students' ability to incorporate a computer into increasingly complex simulated patient encounters.

PubMed

Ray, Sarah; Valdovinos, Katie

Pharmacy students should be exposed to and offered opportunities to practice the skill of incorporating a computer into a patient interview in the didactic setting. Faculty sought to improve retention of student ability to incorporate computers into their patient-pharmacist communication. Students were required to utilize a computer to document clinical information gathered during a simulated patient encounter (SPE). Students utilized electronic worksheets and were evaluated by instructors on their ability to effectively incorporate a computer into a SPE using a rubric. Students received specific instruction on effective computer use during patient encounters. Students were then re-evaluated by an instructor during subsequent SPEs of increasing complexity using standardized rubrics blinded from the students. Pre-instruction, 45% of students effectively incorporated a computer into a SPE. After receiving instruction, 67% of students were effective in their use of a computer during a SPE of performing a pharmaceutical care assessment for a patient with chronic obstructive pulmonary disease (COPD) (p < 0.05 compared to pre-instruction), and 58% of students were effective in their use of a computer during a SPE of retrieving a medication list and social history from a simulated alcohol-impaired patient (p = 0.087 compared to pre-instruction). Instruction can improve pharmacy students' ability to incorporate a computer into SPEs, a critical skill in building and maintaining rapport with patients and improving efficiency of patient visits. Complex encounters may affect students' ability to utilize a computer appropriately. Students may benefit from repeated practice with this skill, especially with SPEs of increasing complexity. Copyright © 2016 Elsevier Inc. All rights reserved.

A Low-Power Instruction Issue Queue for Microprocessors

NASA Astrophysics Data System (ADS)

Watanabe, Shingo; Chiyonobu, Akihiro; Sato, Toshinori

Instruction issue queue is a key component which extracts instruction level parallelism (ILP) in modern out-of-order microprocessors. In order to exploit ILP for improving processor performance, instruction queue size should be increased. However, it is difficult to increase the size, since instruction queue is implemented by a content addressable memory (CAM) whose power and delay are much large. This paper introduces a low power and scalable instruction queue that replaces the CAM with a RAM. In this queue, instructions are explicitly woken up. Evaluation results show that the proposed instruction queue decreases processor performance by only 1.9% on average. Furthermore, the total energy consumption is reduced by 54% on average.

Measuring the Level of Effectiveness of the High School Assistant Principal and the High School Instructional Leadership Team (ILT) in Preparing Their English I, II, and III Teachers and Students for End of Course/TN Ready Assessments

ERIC Educational Resources Information Center

Black, Rhonda

2016-01-01

This research study addressed measuring the level of instructional leadership effectiveness of the high school assistant principal and the high school instructional leadership teams (ILT) at over forty (40) Shelby County Schools. More specifically, this research study examined their impact on teacher effectiveness and student achievement in their…

Preparing Instructional Designers for Game-Based Learning: Part III. Game Design as a Collaborative Process

ERIC Educational Resources Information Center

Hirumi, Atsusi; Appelman, Bob; Rieber, Lloyd; Van Eck, Richard

2010-01-01

In this three part series, four professors who teach graduate level courses on the design of instructional video games discuss their perspectives on preparing instructional designers to optimize game-based learning. Part I set the context for the series and one of four panelists discussed what he believes instructional designers should know about…

Selection of Instructional Methods and Techniques: The Basic Consideration of Teachers at Secondary School Level

ERIC Educational Resources Information Center

Ahmad, Saira Ijaz; Malik, Samina; Irum, Jamila; Zahid, Rabia

2011-01-01

The main objective of the study was to identify the instructional methods and techniques used by the secondary school teachers to transfer the instructions to the students and to explore the basic considerations of the teachers about the selection of these instructional methods and techniques. Participants of the study included were 442 teachers…

A Study of Secondary Science Teacher Efficacy and Level of Constructivist Instructional Practice Implementation in West Virginia Science Classrooms

ERIC Educational Resources Information Center

Knapp, Amanda Kristen

2013-01-01

The purpose of this study was to investigate the level of use of selected constructivist instructional practices and level of teacher efficacy in West Virginia secondary science classrooms. The study next sought to determine if a relationship existed between level of use of the constructivist practices and teacher efficacy. In addition the study…

Index to Computer Assisted Instruction.

ERIC Educational Resources Information Center

Lekan, Helen A., Ed.

The computer assisted instruction (CAI) programs and projects described in this index are listed by subject matter. The index gives the program name, author, source, description, prerequisites, level of instruction, type of student, average completion time, logic and program, purpose for which program was designed, supplementary…

Assessing the Readability of College Textbooks in Public Speaking: Attending to Entry Level Instruction

ERIC Educational Resources Information Center

Schneider, David E.

2011-01-01

More research is needed that examines textbooks intended for the entry level college classroom. This study offers valuable information to academics that adopt a public speaking textbook for instruction as well as objective feedback to the collective authors. Readability levels of 22 nationally published textbooks, based on McGlaughlin's (1969)…

Three Levels of Motivation in Instruction: Building Interpersonal Relations with Learners

ERIC Educational Resources Information Center

Cao, Katy Xinquan

2004-01-01

Based on the emotions and responsibilities, this paper proposes a model that identifies three levels of motivation (3LOM) in instruction. It states that motivation can be addressed at three different levels: inclusion, entertainment and edification. It looks at motivation from the angle of social interaction. The focus of the model is to describe…

34 CFR 668.20 - Limitations on remedial coursework that is eligible for Title IV, HEA program assistance.

Code of Federal Regulations, 2010 CFR

2010-07-01

... course in English as a second language, the educational level of instruction provided in that course is... complete a degree or certificate program; (2) The educational level of instruction provided in the noncredit or reduced credit remedial course is below the level needed to pursue successfully the degree or...

A Comparison of the Readability of Selected Instructions, Publications and Forms Commonly Used by Adults and the Minimum Literacy Level as Defined by the United States Office of Education.

ERIC Educational Resources Information Center

Beris, Carole

The Fry Readability Graph was used to assess the approximate readability level of each of 23 selected instructions, publications, and forms commonly used by adults in order to compare their readability levels with the minimum literacy level as defined by the United States Office of Education (approximately the eighth grade level). The results…

"Watch out!": Effects of instructed threat and avoidance on human free-operant approach-avoidance behavior.

PubMed

Schlund, Michael W; Treacher, Kay; Preston, Oli; Magee, Sandy K; Richman, David M; Brewer, Adam T; Cameron, Gemma; Dymond, Simon

2017-01-01

Approach-avoidance paradigms create a competition between appetitive and aversive contingencies and are widely used in nonhuman research on anxiety. Here, we examined how instructions about threat and avoidance impact control by competing contingencies over human approach-avoidance behavior. Additionally, Experiment 1 examined the effects of threat magnitude (money loss amount) and avoidance cost (fixed ratio requirements), whereas Experiment 2 examined the effects of threat information (available, unavailable and inaccurate) on approach-avoidance. During the task, approach responding was modeled by reinforcing responding with money on a FR schedule. By performing an observing response, participants produced an escalating "threat meter". Instructions stated that the threat meter levels displayed the current probability of losing money, when in fact loss only occurred when the level reached the maximum. Instructions also stated pressing an avoidance button lowered the threat level. Overall, instructions produced cycles of approach and avoidance responding with transitions from approach to avoidance when threat was high and transitions back to approach after avoidance reduced threat. Experiment 1 revealed increasing avoidance cost, but not threat magnitude, shifted approach-avoidance transitions to higher threat levels and increased anxiety ratings, but did not influence the frequency of approach-avoidance cycles. Experiment 2 revealed when threat level information was available or absent earnings were high, but earnings decreased when inaccurate threat information was incompatible with contingencies. Our findings build on prior nonhuman and human approach-avoidance research by highlighting how instructed threat and avoidance can impact human AA behavior and self-reported anxiety. © 2017 Society for the Experimental Analysis of Behavior.

Using Concrete Manipulatives in Mathematical Instruction

ERIC Educational Resources Information Center

Jones, Julie P.; Tiller, Margaret

2017-01-01

Concrete, Representational, Abstract (CRA) instruction is a process for teaching and learning mathematical concepts. Starting with manipulation of concrete materials (counters, beans, Unifix cubes), the process moves students to the representational level (tallies, dots, stamps), and peaks at the abstract level, at which numbers and symbols are…

Foreign Language Instruction.

ERIC Educational Resources Information Center

Sawyer, Jesse O.

1964-01-01

This brief review of research in foreign language instruction during 1961-63 summarizes, compares, and interprets related studies dealing withsuch topics as (1) the effects and value of foreign language instruction at different educational levels, (2) methods and materials, (3) testing, and (4) electromechanical aids, such as the language…

Malice in Wonderland: The Linguist's Future in the German Department

ERIC Educational Resources Information Center

Markey, T. L.

1977-01-01

Suggests a tripartite division of instructional duties in college language departments: (1) language instruction on intermediate and advanced levels, (2) tutorial instruction, and (3) interdisciplinary courses to curtail compartmentalization and encourage cultural comparison. Linguist and literary scholar need not be at odds. (CHK)

Math CAMMP: A Constructivist Summer Camp for Teachers and Students

ERIC Educational Resources Information Center

Green, Michael; Piel, John A.

2012-01-01

A summer session, math methods course for elementary teachers incorporates 30 hours of instruction that emphasizes (1) developmentally appropriate instructional strategies, (2) hierarchical levels of increasingly abstract manipulatives, (3) ongoing assessment of student learning, (4) integrated thematic instructional modules, (5) team planning and…

General Education Teachers' Differentiated Instruction in Elementary Inclusion

ERIC Educational Resources Information Center

Deason, Jennifer

2014-01-01

Inclusion teachers at the elementary level face challenges in differentiating instruction for all students. Despite inclusion teachers' willingness to use differentiated instruction (DI), many teachers struggle implementing DI because of teachers' understanding of DI, insufficient time for planning, and insufficient training and resources. The…

Collaborative Instructional Strategies to Enhance Knowledge Convergence

ERIC Educational Resources Information Center

Draper, Darryl C.

2015-01-01

To promote knowledge convergence through collaborative learning activities in groups, this qualitative case study involved a layered approach for the design and delivery of a highly collaborative learning environment incorporating various instructional technologies grounded in learning theory. In a graduate-level instructional technology course,…

Principal Instructional Leadership Behaviors: Teacher vs. Self-Perceptions

ERIC Educational Resources Information Center

Gurley, D. Keith; Anast-May, Linda; O'Neal, Marcia; Dozier, Randy

2016-01-01

In response to ever-increasing accountability of school principals to demonstrate higher levels of student achievement, instructional leadership continues to be an important focus among educational researchers. In this paper, researchers briefly review the literature base regarding instructional leadership, then present the conceptual framework…

Efficacy of Self-Instructional Training for Reducing Children's Dental Fear.

ERIC Educational Resources Information Center

Prins, Pier J.

1988-01-01

Utilizes two different experiments to test the effectiveness of a variety self-instructional training methods to reduce the dental fears of groups of 8- to 12-year-old children. Results indicate that high levels of anxiety impair the effectiveness of self-instruction. (FMW)

Selected Attitudes Dealing with Individualized and Traditional Instruction.

ERIC Educational Resources Information Center

Leeking, Linda L.

An investigation was done to ascertain the effectiveness of individualized instructional methods as compared with traditional instructional methods in vocational food service programs at the community college level. Subjects, forty-three hotel/motel restaurant management students, were divided into subgroups: students who transferred from another…

Effects of a phonological awareness program on English reading and spelling among Hong Kong Chinese ESL children.

PubMed

Yeung, Susanna S S; Siegel, Linda S; Chan, Carol K K

2013-05-01

This study investigated the effects of a 12-week language-enriched phonological awareness instruction on 76 Hong Kong young children who were learning English as a second language. The children were assigned randomly to receive the instruction on phonological awareness skills embedded in vocabulary learning activities or comparison instruction which consisted of vocabulary learning and writing tasks but no direct instruction in phonological awareness skills. They were tested on receptive and expressive vocabulary, phonological awareness at the syllable, rhyme and phoneme levels, reading, and spelling in English before and after the program implementation. The results indicated that children who received the phonological awareness instruction performed significantly better than the comparison group on English word reading, spelling, phonological awareness at all levels and expressive vocabulary on the posttest when age, general intelligence and the pretest scores were controlled statistically. The findings suggest that phonological awareness instruction embedded in vocabulary learning activities might be beneficial to kindergarteners learning English as a second language.

Military Curriculum Materials for Vocational and Technical Education. Avionics Instrument Systems Specialist. POI C3ABR32531 000. Classroom Course 2-7.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

This high school-postsecondary-level course for avionics instrument systems specialist is one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. A plan of instruction outlines five blocks of instruction (281 hours of instruction). Block 1,…

Effects of Varied Enhancement Strategies (Chunking, Feedback, Gaming) in Complementing Animated Instruction in Facilitating Different Types of Learning Objectives

ERIC Educational Resources Information Center

Munyofu, Mine

2008-01-01

The purpose of this study was to examine the instructional effectiveness of different levels of chunking (simple visual/text and complex visual/text), different forms of feedback (item-by-item feedback, end-of-test feedback and no feedback), and use of instructional gaming (game and no game) in complementing animated programmed instruction on a…

Effects of multisensory resources on the achievement and science attitudes of seventh-grade suburban students taught science concepts on and above grade level

NASA Astrophysics Data System (ADS)

Roberts, Patrice Helen

This research was designed to determine the relationships among students' achievement scores on grade-level science content, on science content that was three years above-grade level, on attitudes toward instructional approaches, and learning-styles perceptual preferences when instructional approaches were multisensory versus traditional. The dependent variables for this investigation were scores on achievement posttests and scores on the attitude survey. The independent variables were the instructional strategy and students' perceptual preferences. The sample consisted of 74 educationally oriented seventh-grade students. The Learning Styles Inventory (LSI) (Dunn, Dunn, & Price, 1990) was administered to determine perceptual preferences. The control group was taught seventh-grade and tenth-grade science units using a traditional approach and the experimental group was instructed on the same units using multisensory instructional resources. The Semantic Differential Scale (SDS) (Pizzo, 1981) was administered to reveal attitudinal differences. The traditional unit included oral reading from the textbook, completing outlines, labeling diagrams, and correcting the outlines and diagrams as a class. The multisensory unit included five instructional stations established in different sections of the classroom to allow students to learn by: (a) manipulating Flip Chutes, (b) using Electroboards, (c) assembling Task Cards, (d) playing a kinesthetic Floor Game, and (e) reading an individual Programmed Learning Sequence. Audio tapes and scripts were provided at each location. Students circulated in groups of four from station to station. The data subjected to statistical analyses supported the use of a multisensory, rather than a traditional approach, for teaching science content that is above-grade level. T-tests revealed a positive and significant impact on achievement scores (p < 0.0007). No significance was detected on grade-level achievement nor on the perceptual-preference effect. Furthermore, the students indicated significantly more positive attitudes when instructed with a multisensory approach on either grade-level or above-grade level science content (p < 0.0001). The findings supported using a multisensory approach when teaching science concepts that are new to and difficult for students (Martini, 1986).

Difficult Doctors, Difficult Patients: Building Empathy.

PubMed

Anderson, Patricia F; Wescom, Elise; Carlos, Ruth C

2016-12-01

Effective doctor-patient communication facilitates the therapeutic relationship, promotes patient physical and mental health, and improves physician satisfaction. Methods of teaching effective communication use a range of techniques, typically combining didactic instruction with simulated communication encounters and reflective discussion. Rarely are patients and physicians exposed to these instructions as colearners. The evidence for the utility of graphic stories, comics, and cartoons to improve patient comprehension and self-regulation is small but encouraging. The authors describe the use of graphic medicine as a teaching tool for engendering empathy from both the physician and the patient for the other during a shared clinical encounter. This use of educational comics in a colearning experience represents a new use of the medium as a teaching tool. Copyright © 2016. Published by Elsevier Inc.

Relational memory generalization and integration in a transitive inference task with and without instructed awareness.

PubMed

Munnelly, Anita; Dymond, Simon

2014-03-01

Two experiments investigated the potential facilitative effects of prior instructed awareness and predetermined learning criteria on humans' ability to make transitive inference (TI) judgments. Participants were first exposed to a learning phase and required to learn five premise pairs (A+B-, B+C-, C+D-, D+E-, E+F-). Testing followed, where participants made judgments on novel non-endpoint (BD, BE and CE) and endpoint inferential pairs (AC, AD, AE, AF, BF, CF and DF), as well as learned premise pairs. Across both experiments, one group were made aware that the stimuli could be arranged in a hierarchy, while another group were not given this instruction. Results demonstrated that prior instructional task awareness led to a minor performance advantage, but that this difference was not significant. Furthermore, in Experiment 2, inferential test trial accuracy was not correlated with a post-experimental measure of awareness. Thus, the current findings suggest that successful TI task performance may occur in the absence of awareness, and that repeated exposure to learning and test phases may allow weak inferential performances to emerge gradually. Further research and alternative methods of measuring awareness and its role in TI are needed. Copyright © 2014 Elsevier Inc. All rights reserved.

The Road to Nowhere: The Illusion and Broken Promises of Special Education in the Baltimore City and Other Public School Systems. The Abell Report. Volume 17, No.4

ERIC Educational Resources Information Center

Hettleman, Kalman R.

2004-01-01

Students with disabilities across the nation, including Baltimore City, are failing to achieve their academic potential. Inadequate instruction and other inappropriate or unlawful practices cause and conceal the dysfunction of special education. At long last, the illusion and broken promises of special education have been publicly exposed. Under…

The Effects of Modality and Multimedia Comprehension on the Performance of Students with Varied Multimedia Comprehension Abilities when Exposed to High Complexity, Self-Paced Multimedia Instructional Materials

ERIC Educational Resources Information Center

Al-Abbasi, Daniah

2012-01-01

Poor multimedia comprehenders suffer from a decreased ability in comprehending complex textual and pictorial materials (Maki & Maki, 2002). This deficit will lead to an overloaded working memory and consequently decreased performance (Carretti, Borella, Cornoldi, & De Beni, 2009). The purpose of this research study was to examine the effects of…

Articulated, Performance-Based Instruction Objectives Guide for Automotive Mechanics. Final Document. Revised.

ERIC Educational Resources Information Center

Henderson, William Edward, Jr.

Developed during a project designed to provide continuous, performance-based vocational training at the secondary and postsecondary levels, this instructional guide is intended to help teachers implement a laterally and vertically articulated secondary level automotive mechanics program. Introductory materials include descriptions of Automotive…

Accommodating Student Diversity in Remote Sensing Instruction.

ERIC Educational Resources Information Center

Hammen, John L., III.

1992-01-01

Discusses the difficulty of teaching computer-based remote sensing to students of varying levels of computer literacy. Suggests an instructional method that accommodates all levels of technical expertise through the use of microcomputers. Presents a curriculum that includes an introduction to remote sensing, digital image processing, and…

Principals as Instructional Leaders

ERIC Educational Resources Information Center

Finkel, Ed

2012-01-01

At some level, principals always have been instructional leaders--but never before has their role been more prominent. First, the accountability movement--No Child Left Behind (NCLB) in particular--thrust principals into the spotlight on academic achievement. Then budget cuts peeled away capacity at both the district and school levels, thinning…

Connecting Language to Content: Second Language Literature Instruction at the Intermediate Level

ERIC Educational Resources Information Center

Hoecherl-Alden, Gisela

2006-01-01

Meaningfully integrating multidimensional approaches with learner-centered, workshop-style second language (L2) literature instruction at intermediate-level proficiency can help students increase their linguistic competence and further both their cultural understanding and analytical thinking skills. Moreover, the utilization of drama techniques…

Teaching Beginning Chess Skills to Students with Disabilities.

ERIC Educational Resources Information Center

Storey, Keith

2000-01-01

This article discusses teaching higher-level thinking skills and concentration to students with disabilities through chess instruction. Guidelines for chess instruction are provided, including: teaching ideas and strategy first rather than specific lines of play, using a variety of instructional modalities, and building in reinforcement for…

Instructional Microcomputer Applications by Business Teachers in Minnesota.

ERIC Educational Resources Information Center

Lambrecht, Judith J.

Data were collected from Minnesota secondary and postsecondary business teachers regarding their instructional microcomputer applications and their attitudes about several instructional computing issues. Usable surveys were returned by 342 teachers in 236 schools. The predominant brand of computer at the secondary level was the Apple II; most…

The African Language Program at Michigan State University.

ERIC Educational Resources Information Center

Dwyer, David

1979-01-01

Describes the African language program at Michigan State University, which provides (1) supervised, individualized instruction for high-demand languages, on two levels; (2) regular classroom instruction for Swahili and Hausa; and (3) non-credit, self-instructional programs for low-demand languages. Sample forms are appended. (AM)

Handwriting Instruction in Elementary Schools: Revisited!

ERIC Educational Resources Information Center

Asher, Asha; Estes, Joanne

2016-01-01

Handwriting is an essential literacy and communication skill developed through a variety of instructional methods in elementary school. This study explored the consistency in handwriting instruction across grade levels in a Midwest public school district 15 years after the school initially implemented a uniform handwriting program. Additionally,…

DSLM Instructional Approach to Conceptual Change Involving Thermal Expansion.

ERIC Educational Resources Information Center

She, Hsiao-Ching

2003-01-01

Examines the process of student conceptual change regarding thermal expansion using the Dual Situated Learning Model (DSLM) as an instructional approach. Indicates that DSLM promotes conceptual change and holds great potential to facilitate the process through classroom instruction at all levels. (Contains 38 references.) (Author/NB)

Teacher's Directory of Reading Skill Aids and Materials.

ERIC Educational Resources Information Center

Dechant, Emerald

Intended to help reading teachers match pupil needs and deficiencies with specific instructional materials, this volume contains more than 2,000 print and audiovisual instructional materials for reading instruction. Citations, which include objectives, grade level, publisher, and format, are grouped into the following sections: (1) developing the…

Noncredit Instruction: Opportunity and Challenge

ERIC Educational Resources Information Center

Academic Senate for California Community Colleges, 2009

2009-01-01

This paper considers noncredit instruction in the California Community College System. It identifies three related concepts: a state need for increased levels of education that noncredit instruction is well placed to supply, several changes that begin to facilitate that response, and additional changes that are needed to ensure success. The…

Teachers' Experiences with Middle-Level Mathematics Coaches

ERIC Educational Resources Information Center

Frost, Bernard Emmanuel

2013-01-01

Many school districts have provided support to middle school mathematics teachers who face challenges involving delivery of instruction by hiring instructional mathematics coaches. The purpose of this qualitative case study was to explore the experiences between classroom mathematics middle school teachers and their instructional coach, and to…

Industrial Education. Electricity/Electronics Curriculum Guide, Phase II. Instructional Modules, Level III.

ERIC Educational Resources Information Center

Lillo, Robert E.; Soffiotto, Nicholas S.

Designed for students in the tenth grade, this electricity/electronics curriculum guide contains instructional modules for sixteen units of instruction: (1) orientation, (2) introduction to electricity/electronics, (3) electricity/electronics safety, (4) fundamental skills, (5) direct current circuits, (6) graphical illustrations, (7) circuit…

NEW EDUCATIONAL MEDIA IN ACTION--CASE STUDIES FOR PLANNERS--II.

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning.

THIS VOLUME CONTAINS EIGHT STUDIES ON INSTRUCTIONAL MEDIA USE--TELEVISION IN NIGER AND COLOMBIA (IN-SCHOOL INSTRUCTION), CHICAGO (JUNIOR-COLLEGE-LEVEL EDUCATIONAL EXTENSION), PERU (EDUCATIONAL EXTENSION AND LITERACY), IVORY COAST (LITERACY), TELEVISION, FILM, AND PROGRAMED INSTRUCTION IN ALGIERS (TEACHER-TRAINING), CORRESPONDENCE COURSES AT THE…

Effects of interactive instructional techniques in a web-based peripheral nervous system component for human anatomy.

PubMed

Allen, Edwin B; Walls, Richard T; Reilly, Frank D

2008-02-01

This study investigated the effects of interactive instructional techniques in a web-based peripheral nervous system (PNS) component of a first year medical school human anatomy course. Existing data from 9 years of instruction involving 856 students were used to determine (1) the effect of web-based interactive instructional techniques on written exam item performance and (2) differences between student opinions of the benefit level of five different types of interactive learning objects used. The interactive learning objects included Patient Case studies, review Games, Simulated Interactive Patients (SIP), Flashcards, and unit Quizzes. Exam item analysis scores were found to be significantly higher (p < 0.05) for students receiving the instructional treatment incorporating the web-based interactive learning objects than for students not receiving this treatment. Questionnaires using a five-point Likert scale were analysed to determine student opinion ratings of the interactive learning objects. Students reported favorably on the benefit level of all learning objects. Students rated the benefit level of the Simulated Interactive Patients (SIP) highest, and this rating was significantly higher (p < 0.05) than all other learning objects. This study suggests that web-based interactive instructional techniques improve student exam performance. Students indicated a strong acceptance of Simulated Interactive Patient learning objects.

Inquiry-based Science Instruction in High School Biology Courses: A Multiple Case Study

NASA Astrophysics Data System (ADS)

Aso, Eze

A lack of research exists about how secondary school science teachers use inquiry-based instruction to improve student learning. The purpose of this qualitative study was to explore how science teachers used inquiry-based instruction to improve student learning in high school biology courses. The conceptual framework was based on Banchi and Bell's model of increasing levels of complexity for inquiry-based instruction. A multiple case study research design was conducted of biology programs at 3 high schools in an urban school district in the northeastern region of the United States. Participants included 2 biology teachers from each of the 3 high schools. Data were collected from individual interviews with biology teachers, observations of lessons in biology, and documents related to state standards, assessments, and professional development. The first level of data analysis involved coding and categorizing the interview and observation data. A content analysis was used for the documents. The second level of data analysis involved examining data across all sources and all cases for themes and discrepancies. According to study findings, biology teachers used confirmation, structure, and guided inquiry to improve student learning. However, they found open inquiry challenging and frustrating to implement because professional development about scaffolding of instruction over time was needed, and students' reading and writing skills needed to improve. This study contributes to positive social change by providing educators and researchers with a deeper understanding about how to scaffold levels of inquiry-based science instruction in order to help students become scientifically literate citizens.

Pedagogical Reflections by Secondary Science Teachers at Different NOS Implementation Levels

NASA Astrophysics Data System (ADS)

Herman, Benjamin C.; Clough, Michael P.; Olson, Joanne K.

2017-02-01

This study investigated what 13 secondary science teachers at various nature of science (NOS) instruction implementation levels talked about when they reflected on their teaching. We then determined if differences exist in the quality of those reflections between high, medium, and low NOS implementers. This study sought to answer the following questions: (1) What do teachers talk about when asked general questions about their pedagogy and NOS pedagogy and (2) what qualitative differences, if any, exist within variables across teachers of varying NOS implementation levels? Evidence derived from these teachers' reflections indicated that self-efficacy and perceptions of general importance for NOS instruction were poor indicators of NOS implementation. However, several factors were associated with the extent that these teachers implemented NOS instruction, including the utility value they hold for NOS teaching, considerations of how people learn, understanding of NOS pedagogy, and their ability to accurately and deeply self-reflect about teaching. Notably, those teachers who effectively implemented the NOS at higher levels value NOS instruction for reasons that transcend immediate instructional objectives. That is, they value teaching NOS for achieving compelling ends realized long after formal schooling (e.g., lifelong socioscientific decision-making for civic reasons), and they deeply reflect about how to teach NOS by drawing from research about how people learn. Low NOS implementers' simplistic notions and reflections about teaching and learning appeared to be impeding factors to accurate and consistent NOS implementation. This study has implications for science teacher education efforts that promote NOS instruction.

Instructional and behavior management practices implemented by elementary general education teachers.

PubMed

Reddy, Linda A; Fabiano, Gregory A; Dudek, Christopher M; Hsu, Louis

2013-12-01

This investigation examined 317 general education kindergarten through fifth-grade teachers' use of instructional and behavioral management strategies as measured by the Classroom Strategy Scale (CSS)-Observer Form, a multidimensional tool for assessing classroom practices. The CSS generates frequency of strategy use and discrepancy scores reflecting the difference between recommended and actual frequencies of strategy use. Hierarchical linear models (HLMs) suggested that teachers' grade-level assignment was related to their frequency of using instructional and behavioral management strategies: Lower grade teachers utilized more clear 1 to 2 step commands, praise statements, and behavioral corrective feedback strategies than upper grade teachers, whereas upper grade teachers utilized more academic monitoring and feedback strategies, content/concept summaries, student focused learning and engagement, and student thinking strategies than lower grade teachers. Except for the use of praise statements, teachers' usage of instructional and behavioral management strategies was not found to be related to years of teaching experience or to the interaction of years of teaching experience and grade-level assignment. HLMs suggested that teachers' grade level was related to their discrepancy scores of some instructional and behavioral management strategies: Upper grade teachers had higher discrepancy scores in academic performance feedback, behavioral feedback, and praise than lower grade teachers. Teachers' discrepancy scores of instructional and behavioral management strategies were not found to be related to years of teaching experience or to the interaction of years of teaching experience and grade-level assignment. Implications of results for school psychology practice are outlined. © 2013.

Validation of self-reported smoking status by measuring serum cotinine levels: an Indian perspective.

PubMed

Jeemon, P; Agarwal, S; Ramakrishnan, L; Gupta, R; Snehi, U; Chaturvedi, V; Reddy, K S; Prabhakaran, D

2010-01-01

Serum cotinine levels are a reliable marker of tobacco use. Few studies have validated questionnaires assessing smoking and exposure to environmental tobacco smoke (ETS) against serum levels. We undertook such a study in industrial workers in India. We chose 426 individuals by stratified random sampling from a database of 3397 individuals surveyed at New Delhi for the cardiovascular disease surveillance programme in a large industrial setting. Questionnaires assessing details of smoking practices and duration of exposure to ETS (if any) were administered. Cotinine levels were measured in the blood samples of these individuals. The study population comprised 142 nonsmokers not exposed to ETS, 142 non-smokers exposed to ETS and 142 active smokers. Cotinine levels among nonsmokers not exposed to ETS were non-detectable; and for non-smokers exposed to ETS and active smokers, the median (interquartile range) levels were non-detectable (non-detectable to 46.1 ng/ml) and 336 ng/ml (204-500 ng/ml), respectively. The best combined sensitivity (91%) and specificity (87.2%) yielded a cotinine cut-off level of 40.35 ng/ml to differentiate active smokers from non-smokers not exposed to ETS and those exposed to ETS (area under the curve 0.902). The cut-off cotinine level was estimated at 10.95 ng/ml using a similar analysis (sensitivity 43%, specificity 82%; area under the curve 0.64) to distinguish non-smokers not exposed to ETS from those exposed to ETS. The misclassification rate was estimated at 19% and 57.1% among self-reported non-smokers not exposed to ETS and those exposed to ETS, respectively. Obtaining a history of tobacco use is an accurate method of detecting smokers in epidemiological studies whereas serum cotinine levels accurately differentiate smokers from non-smokers. However, a brief questionnaire assessing passive exposure to smoke has poor sensitivity in distinguishing non-smokers exposed to ETS from those not exposed to ETS.

A method to establish stimulus control and compliance with instructions.

PubMed

Borgen, John G; Charles Mace, F; Cavanaugh, Brenna M; Shamlian, Kenneth; Lit, Keith R; Wilson, Jillian B; Trauschke, Stephanie L

2017-10-01

We evaluated a unique procedure to establish compliance with instructions in four young children diagnosed with autism spectrum disorder (ASD) who had low levels of compliance. Our procedure included methods to establish a novel therapist as a source of positive reinforcement, reliably evoke orienting responses to the therapist, increase the number of exposures to instruction-compliance-reinforcer contingencies, and minimize the number of exposures to instruction-noncompliance-no reinforcer contingencies. We further alternated between instructions with a high probability of compliance (high-p instructions) with instructions that had a prior low probability of compliance (low-p instructions) as soon as low-p instructions lost stimulus control. The intervention is discussed in relation to the conditions necessary for the development of stimulus control and as an example of a variation of translational research. © 2017 Society for the Experimental Analysis of Behavior.

Evaluating Teachers' Support Requests When Just-in-Time Instructional Support is Provided to Introduce a Primary Level Web-Based Reading Program

ERIC Educational Resources Information Center

Wood, Eileen; Anderson, Alissa; Piquette-Tomei, Noella; Savage, Robert; Mueller, Julie

2011-01-01

Support requests were documented for 10 teachers (4 kindergarten, 4 grade one, and 2 grade one/two teachers) who received just-in-time instructional support over a 2 1/2 month period while implementing a novel reading software program as part of their literacy instruction. In-class observations were made of each instructional session. Analysis of…

Computer Designed Instruction & Testing.

ERIC Educational Resources Information Center

New Mexico State Univ., Las Cruces.

Research findings on computer designed instruction and testing at the college level are discussed in 13 papers from the first Regional Conference on University Teaching at New Mexico State University. Titles and authors are as follows: "Don't Bother Me with Instructional Design, I'm Busy Programming! Suggestions for More Effective Educational…

Stand Up Comics: Instructional Humor and Student Engagment

ERIC Educational Resources Information Center

Wortley, Amy; Dotson, Elizabeth

2016-01-01

This paper examines the use of instructional humor in higher education settings and makes connections between the levels of student achievement in academics and the influence of appropriate instructional humor. The work of prominent researchers such as Wanzer, Frymier, and Irwin (2010), and Segrist & Hupp (2015), who postulate that…

The Effectiveness of Problem-Based Instruction: A Comparative Study of Instructional Methods and Student Characteristics

ERIC Educational Resources Information Center

Mergendoller, John R.; Maxwell, Nan L.; Bellisimo, Yolanda

2006-01-01

This study compared the effectiveness of problem-based learning (PBL) and traditional instructional approaches in developing high-school students' macroeconomics knowledge and examined whether PBL was differentially effective with students demonstrating different levels of four aptitudes: verbal ability, interest in economics, preference for group…

Military Curricula for Vocational & Technical Education. Programmer/Analyst 4-4.

ERIC Educational Resources Information Center

Department of the Army, Washington, DC.

This program of instruction and various instructional materials for a secondary-postsecondary level course for programmer/analysts is one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. The eight-week, three-section course is designed to…

Student Achievement in Computer Programming: Lecture vs Computer-Aided Instruction

ERIC Educational Resources Information Center

Tsai, San-Yun W.; Pohl, Norval F.

1978-01-01

This paper discusses a study of the differences in student learning achievement, as measured by four different types of common performance evaluation techniques, in a college-level computer programming course under three teaching/learning environments: lecture, computer-aided instruction, and lecture supplemented with computer-aided instruction.…

Japon: Le francais en sursis? (Japan: French in Stay of Execution?)

ERIC Educational Resources Information Center

Pecheur, Jacques

1991-01-01

In Japan, second-language instruction and specifically French instruction are at a crossroads. Despite appearances of normalcy, survival of university-level French instruction is threatened by greater current interest in Asian languages. In response, the French Embassy and Japanese Association of French Professors have established a policy to…

A Guide to Instructional Resources for Consumers' Education.

ERIC Educational Resources Information Center

Johnston, William L.; Greenspan, Nancy B.

This annotated bibliography lists 295 selected instructional references, resources, and teaching aids for consumer education. It includes a variety of both print and nonprint materials, such as films, filmstrips, multimedia kits, games and learning packages for classroom and group instruction, textbooks for all age levels, and references for both…

Examining Distance Learners in Hybrid Synchronous Instruction: Successes and Challenges

ERIC Educational Resources Information Center

Romero-Hall, Enilda; Vicentini, Cristiane

2017-01-01

This paper reports on a case study investigating distance learners participating in graduate-level hybrid synchronous instruction. This research helps inform the design of hybrid synchronous instruction in which face-to-face and distance learners engage in class sessions. Data were collected using electronic journals, individual interviews, and a…

Culture First: Boosting Program Strength through Cultural Instruction

ERIC Educational Resources Information Center

Windham, Scott

2017-01-01

In recent years, cultural instruction has been touted as a way to help foreign language programs boost student learning outcomes, enrollments, and many other measures of program strength. In order to investigate the relationship between cultural instruction and program strength in a university-level German program, students in first- and…

The Effect of Instruction on Conventional Expressions in L2 Pragmatics

ERIC Educational Resources Information Center

Bardovi-Harlig, Kathleen; Vellenga, Heidi E.

2012-01-01

This study investigates the effects of instruction (input plus focused metapragmatic noticing) on the oral production of conventional expressions, particularly those conventional expressions which perform specific pragmatic functions in English. Using a pre-test-instruction-post-test design we tested 36 university-level students in six intact…

Mississippi Curriculum Framework for Electrician (Program CIP: 46.0302--Electrician). Secondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for secondary-level courses to prepare Mississippi vocational students for…

Scrutiny of the Bounty or Teaching Critical Thinking in

ERIC Educational Resources Information Center

Cash, D. Michele

This paper, presented at the Indiana Library Association Meeting, discusses critical thinking in general terms and then briefly discusses why it is important to include critical thinking skills in bibliographic instruction sessions at the higher education level. A discussion of the instructional design of bibliographic instruction in relation to…

An Investigation of the Fundamental Characteristics in Quality Online Spanish Instruction

ERIC Educational Resources Information Center

Don, Margaret Rose

2005-01-01

This article presents research findings investigating the fundamental characteristics in online Spanish instruction (at the university level in the United States) designed to maximize learning outcomes. The researcher collected data to develop a rubric of the fundamental characteristic in online Spanish instruction and then to determine whether…

Review of the Literature on Community-Based Instruction across Grade Levels

ERIC Educational Resources Information Center

Walker, Allison R.; Uphold, Nicole M.; Richter, Sharon; Test, David W.

2010-01-01

As community-based instruction has been recognized as a variable leading to postschool success for all students with disabilities, early transition planning has become vital in students' preparation for adulthood. Based upon the need and importance of students receiving community-based instruction, this literature review examined 23 transition…

Fiber, Fabric, and Fashion. Environment III.

ERIC Educational Resources Information Center

Arizona State Univ., Tempe.

A competency-based instructional guide for grades 7-14, this volume is one of three parts, each of which focuses on a different environment (psychomotor, cognitive, or affective) for clothing and fashion instruction, and each of which includes competencies and corresponding learning activities for each of three instructional levels. The topic for…

Social Science Instructional Modules Workshop.

ERIC Educational Resources Information Center

Nelson, Elizabeth; Nelson, Edward

The five instructional packages in this collection were created by faculty members in the California State Universities to introduce students--and even faculty--to the easy steps involved in working with computers in instructional settings. Designed for students and faculty in entry-level courses who have little or no background in quantitative…

They CAN and They SHOULD: Undergraduates Providing Peer Reference and Instruction

ERIC Educational Resources Information Center

Bodemer, Brett B.

2014-01-01

Peer learning dynamics have proven powerful in collegiate contexts. These dynamics should be leveraged at the undergraduate level in academic libraries for reference provision and basic information literacy instruction. Drawing on the literature of peer learning, documented examples of peer reference and instruction in academic libraries, and…

Tracking Instructional Quality across Secondary Mathematics and English Language Arts Classes

ERIC Educational Resources Information Center

Donaldson, Morgaen L.; LeChasseur, Kimberly; Mayer, Anysia

2017-01-01

Teachers have the largest school-based influence on student learning, yet there is little research on how instructional practice is systematically distributed within tracking systems. We examine whether teaching practice varies significantly across track levels and, if so, which aspects of instructional practice differ systematically. Using…

Predicting Teacher Job Satisfaction Based on Principals' Instructional Supervision Behaviours: A Study of Turkish Teachers

ERIC Educational Resources Information Center

Ilgan, Abdurrahman; Parylo, Oksana; Sungu, Hilmi

2015-01-01

This quantitative research examined instructional supervision behaviours of school principals as a predictor of teacher job satisfaction through the analysis of Turkish teachers' perceptions of principals' instructional supervision behaviours. There was a statistically significant difference found between the teachers' job satisfaction level and…

Beliefs and Instructional Practices of Four Community College Remedial Mathematics Instructors

ERIC Educational Resources Information Center

Wucherer, Robin M.

2011-01-01

In an extension of research linking teachers' beliefs about mathematics and their instructional practices at the Prek-12 level, the present study examined and documented both the beliefs and instructional practices of four community college instructors who teach remedial mathematics. Data was collected through survey, observations, interviews, and…

Literacy Instruction in Primary Level Deaf Education in China

ERIC Educational Resources Information Center

Wang, Qiuying; Andrews, Jean F.

2017-01-01

The national policy in deaf education in Mainland China primarily focuses on oral/aural instruction and hearing rehabilitation. The curriculum in primary grades is specifically structured on speech and hearing skills for language development. But there is little evidence that documents what early literacy instruction looks like or how teachers…

Get It Right the First Time!

ERIC Educational Resources Information Center

Heflebower, Tammy; Hoegh, Jan; Warrick, Phil

2017-01-01

Getting initial instruction right is essential for improving student and teacher efficacy. Teachers are more likely to hit the mark when they work with colleagues to unpack the standards before instruction. By designing what the authors call a "proficiency scale," and aligning instructional strategies for the varied levels, teachers can…

Teaching and Learning by Design

ERIC Educational Resources Information Center

Doll, Carol A.

2009-01-01

As teacher and instructional partner, one will need skills in instructional design. The three main types of instructional design are curriculum planning, unit planning, and lesson planning. Curriculum planning, the big picture, looks at the entire set of skills and knowledge for the district, the school, or a specific grade level. Unit planning…

Articulated, Performance-Based Instruction Guide for Drafting II. Final Document. Revised.

ERIC Educational Resources Information Center

Henderson, William Edward, Jr.

Developed during a project designed to provide continuous, performance-based vocational training at the secondary and postsecondary levels, this instructional guide is intended to help teachers implement a laterally and vertically articulated secondary level drafting II program. Introductory materials include a description of Drafting II,…

Course of Study for Secondary Level Bookkeeping/Accounting. Final Report.

ERIC Educational Resources Information Center

Brower, Edward B.

The present project was designed to continue the preparation of a course of study useful for developing secondary level bookkeeping/accounting instruction. The course of study is intended to (1) derive vocational instruction for students with varying career goals, (2) develop accounting-oriented career exploration units for Introduction to…

Levels of Understanding--A Guide to the Teaching and Assessment of Knowledge

ERIC Educational Resources Information Center

White, Charles S.

2007-01-01

Traditional education, employing lectures or telecommunicative instruction methods, has been very effective in providing topical facts. However, the development of student skills and thinking ability require higher levels of instruction and more opportunity to practice and apply acquired knowledge. As students progress through a particular…

Articulated, Performance-Based Instruction Objectives Guide for Welding. Final Document. Revised.

ERIC Educational Resources Information Center

Henderson, William Edward, Jr.

Developed during a project designed to provide continuous, performance-based vocational training at the secondary and postsecondary levels, this instructional guide is intended to help teachers implement a laterally and vertically articulated secondary level welding program. Introductory materials include descriptions of Welding I and II,…

Complex Text or Frustration-Level Text: Using Shared Reading to Bridge the Difference

ERIC Educational Resources Information Center

Stahl, Katherine A. Dougherty

2012-01-01

Challenging texts can be made accessible to students by increasing the level of instructional scaffolding. This article describes evidence-based models of shared reading that support reading development across the elementary years. Shared Reading Experience (Holdaway, 1982), Fluency-Oriented Reading Instruction (Stahl & Heubach, 2005),…

Articulated, Performance-Based Instruction Objectives Guide for Building Construction/Carpentry. Final Document. Revised.

ERIC Educational Resources Information Center

Henderson, William Edward, Jr.

Developed during a project designed to provide continuous, performance-based vocational training at the secondary and postsecondary levels, this instructional guide is intended to help teachers implement a laterally and vertically articulated secondary level building construction/carpentry program. Introductory materials include descriptions of…

Instructional Television: Visual Production Techniques and Learning Comprehension.

ERIC Educational Resources Information Center

Silbergleid, Michael Ian

The purpose of this study was to determine if increasing levels of complexity in visual production techniques would increase the viewer's learning comprehension and the degree of likeness expressed for a college level instructional television program. A total of 119 mass communications students at the University of Alabama participated in the…

Students' Opinions of Instructional Strategies in a Graduate-Level Creativity Course

ERIC Educational Resources Information Center

Knowlton, Dave S.; Sharp, David C.

2015-01-01

This paper empirically examines a variety of instructional strategies as impetus for creative thinking and achievement in a graduate-level university course. This empiricism considers students' opinions about the strategies used and the resulting effect of the class more holistically. Results indicate that reading the textbook and writing…

The impact of inquiry-based instructional professional development upon instructional practice: An action research study

NASA Astrophysics Data System (ADS)

Broom, Frances A.

This mixed method case study employs action research, conducted over a three month period with 11 elementary math and science practitioners. Inquiry as an instructional practice is a vital component of math and science instruction and STEM teaching. Teachers examined their beliefs and teaching practices with regard to those instructional factors that influence inquiry instruction. Video-taped lessons were compared to a rubric and pre and post questionnaires along with two interviews which informed the study. The results showed that while most beliefs were maintained, teachers implemented inquiry at a more advanced level after examining their teaching and reflecting on ways to increase inquiry practices. Because instructional practices provide only one component of inquiry-based instruction, other components need to be examined in a future study.

A comparison of general and specific instructions to promote task engagement and completion by a young man with Asperger syndrome.

PubMed

Bouxsein, Kelly J; Tiger, Jeffrey H; Fisher, Wayne W

2008-01-01

Previous research has suggested that the topography of instructions (general vs. specific) may influence the likelihood that young children comply with instructions. The purpose of the current study was to compare the rates of task completion of a young man diagnosed with Asperger syndrome when provided with general and specific instructions pertaining to the task. The results showed that specific instructions occasioned higher levels of task completion, even when no differential reinforcement contingencies were in place.

Teachers' Reported Use of Instructional and Behavior Management Practices for Students with Behavior Problems: Relationship to Role and Level of Training in ADHD

ERIC Educational Resources Information Center

Martinussen, Rhonda; Tannock, Rosemary; Chaban, Peter

2011-01-01

The present study examined general and special education teachers' self-reported level of in-service training in attention-deficit hyperactivity disorder (ADHD), a common childhood mental health disorder, and the relationship between teachers' level of training in ADHD and their reported use of a range of recommended instructional and behavior…

Availability of Instructional Materials at the Basic Education Level in Enugu Educational Zone of Enugu State, Nigeria

ERIC Educational Resources Information Center

Chukwu, Leo C.; Eze, Thecla A. Y.; Agada, Fidelia Chinyelugo

2016-01-01

The study examined the availability of instructional materials at the basic education level in Enugu Education Zone of Enugu State, Nigeria. One research question and one hypothesis guided the study. The research question was answered using mean and grand mean ratings, while the hypothesis was tested using t-test statistics at 0.05 level of…

Enhancing instruction scheduling with a block-structured ISA

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

Melvin, S.; Patt, Y.

It is now generally recognized that not enough parallelism exists within the small basic blocks of most general purpose programs to satisfy high performance processors. Thus, a wide variety of techniques have been developed to exploit instruction level parallelism across basic block boundaries. In this paper we discuss some previous techniques along with their hardware and software requirements. Then we propose a new paradigm for an instruction set architecture (ISA): block-structuring. This new paradigm is presented, its hardware and software requirements are discussed and the results from a simulation study are presented. We show that a block-structured ISA utilizes bothmore » dynamic and compile-time mechanisms for exploiting instruction level parallelism and has significant performance advantages over a conventional ISA.« less

Association between sperm DNA integrity and seminal plasma antioxidant levels in health workers occupationally exposed to ionizing radiation

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

Kumar, Dayanidhi; Salian, Sujith Raj; Kalthur, Guruprasad

There is a paucity of data regarding the association between occupational radiation exposure and risk to human fertility. Recently, we provided the first evidence on altered sperm functional characteristics, DNA damage and hypermethylation in radiation health workers. However, there is no report elucidating the association between seminal plasma antioxidants and sperm chromatin integrity in occupationally exposed subjects. Here, we assessed the seminal plasma antioxidants and lipid peroxidation level in 83 men who were occupationally exposed to ionizing radiation and then correlated with the sperm chromatin integrity. Flow cytometry based sperm chromatin integrity assay revealed a significant decline in αt valuemore » in the exposed group in comparison to the non-exposed group (P<0.0001). Similarly, both total and reduced glutathione levels and total antioxidant capacity in the seminal plasma were significantly higher in exposed group than the non-exposed group (P<0.01, 0.001 and 0.0001, respectively). However, superoxide dismutase level and malondialdehyde level, which is an indicator of lipid peroxidation in the seminal plasma, did not differ significantly between two groups. The total antioxidant capacity (TAC) and GSH level exhibited a positive correlation with sperm DNA integrity in exposed subjects. To conclude, this study distinctly shows that altered sperm chromatin integrity in radiation health workers is associated with increase in seminal plasma antioxidant level. Further, the increased seminal plasma GSH and TAC could be an adaptive measure to tackle the oxidative stress to protect genetic and functional sperm deformities in radiation health workers. - Highlights: • Seminal plasma antioxidants were measured in men occupationally exposed to radiation. • Sperm chromatin integrity was significantly affected in the exposed group. • Glutathione and total antioxidant capacity was significantly higher in exposed group. • Sperm DNA damage in exposed subjects affected seminal plasma antioxidant level.« less

Inquiry-Based Instruction and High Stakes Testing

NASA Astrophysics Data System (ADS)

Cothern, Rebecca L.

Science education is a key to economic success for a country in terms of promoting advances in national industry and technology and maximizing competitive advantage in a global marketplace. The December 2010 Program for International Student Assessment (PISA) ranked the United States 23rd of 65 countries in science. That dismal standing in science proficiency impedes the ability of American school graduates to compete in the global market place. Furthermore, the implementation of high stakes testing in science mandated by the 2007 No Child Left Behind (NCLB) Act has created an additional need for educators to find effective science pedagogy. Research has shown that inquiry-based science instruction is one of the predominant science instructional methods. Inquiry-based instruction is a multifaceted teaching method with its theoretical foundation in constructivism. A correlational survey research design was used to determine the relationship between levels of inquiry-based science instruction and student performance on a standardized state science test. A self-report survey, using a Likert-type scale, was completed by 26 fifth grade teachers. Participants' responses were analyzed and grouped as high, medium, or low level inquiry instruction. The unit of analysis for the achievement variable was the student scale score average from the state science test. Spearman's Rho correlation data showed a positive relationship between the level of inquiry-based instruction and student achievement on the state assessment. The findings can assist teachers and administrators by providing additional research on the benefits of the inquiry-based instructional method. Implications for positive social change include increases in student proficiency and decision-making skills related to science policy issues which can help make them more competitive in the global marketplace.

Effects of prenatal exposure to opioids on focused attention in toddlers during free play.

PubMed

Schneider, J W; Hans, S L

1996-08-01

The goals of this study were: (1) to determine if 24-month-old children exposed to opioids show decreased focused attention during free play compared with children of the same age who were not prenatally exposed; (2) to identify medical and social risk factors other than drug exposure that are related to focused attention; and (3) to determine if mothers' teaching ability had an effect on attention. Focused attention was rated during a 3-minute free play session for 30 toddlers who were methadone-exposed and for 44 comparison toddlers. The mother teaching the child to use a toy was also rated separately from the free play session. There was no difference in focused attention of 24 month olds during free play based only on prenatal exposure. Despite group differences in medical and social risk factors, only maternal IQ was significantly related to focused attention. Maternal instruction was strongly related to focused attention and mediated the effects of maternal IQ on attention.

49 CFR 227.115 - Hearing protectors.

Code of Federal Regulations, 2011 CFR

2011-10-01

... employees exposed to sound levels that meet or exceed the action level. (c) Required use at action level. A railroad shall require the use of hearing protectors when an employee is exposed to sound levels that meet... hearing protectors when an employee is exposed to sound levels equivalent to an 8-hour TWA of 90 dB(A) or...

Efficacy of Multimedia Instruction and an Introduction to Digital Multimedia Technology

DTIC Science & Technology

1992-07-01

performed by Bandura , Ro3s and Ross (1961). They found that children exposed to an adult displaying aggression toward a Bobo doll later also performed...and enjoy successful task performance. 7 Modeling Bandura (1969) describes modeling as the ability of individuals to learn a behavior or attitude... Bandura argued that all learning involving direct reinforcement could also result from observation. A classic study of modeling is an experiment

National Intelligence Survey. Norway. Section 23, Weather and Climate

DTIC Science & Technology

1960-10-01

material on Norway in the original Section 23 on NIS 10-11, dated December 1949. Sweden is designated as NIS Area II, and subsequent revisions oj NIS...gion. Along the Southwest Coast, however, win- ter temperatures are comparativ ?lv mild. The Southwest Coast and the exposed slopes in other...NIS Standard Instructions, designed particularly for NI3 users, is available in the NIS Reference Guide which may be requested through official

Curriculum enactment patterns and associated factors from teachers' perspectives

NASA Astrophysics Data System (ADS)

Son, Ji-Won; Kim, Ok-Kyeong

2016-12-01

As part of a larger effort to improve teacher capacity for high-quality mathematics instruction, we investigated the factors that are associated with different enactment patterns at three levels: contextual (e.g., type and quality of textbook), individual (e.g., teacher knowledge), and teachers' opportunity-to-learn (e.g., professional development experiences). Analysis of 183 teachers' self-reports on their practices revealed three notable findings. First, the factors at the three levels were all found to be significantly related to the different patterns of enacted curriculum. However, the use of quality textbooks and the alignment of teachers' views and instructional goals with curriculum goals were found to be the two factors that are most strongly associated with the enactment pattern of high-level problems and high-level teacher questions in instruction. Furthermore, teachers with the enactment pattern of increasing lower cognitive demand of problems into higher ones tended to rate their curriculum knowledge higher than teachers with the enactment pattern of using low-level problems and teacher questions in their teaching. In particular, deviation from and dissatisfaction with their assigned low-quality textbooks were found to be critical factors that are associated with the enactment pattern of increasing lower cognitive demands of problems in instruction.

The Effect of Guided Reading Instruction on Reading Achievement

ERIC Educational Resources Information Center

Underwood, Vanda Lea

2010-01-01

Although reading achievement correlates highly with a student's ability to do well in school, not all children achieve in reading. The purpose of this mixed-method study was to investigate whether reading instruction provided in small groups at the child's own reading level, known as "guided reading instruction," would result in…

Effects of a Weight Training Personalized System of Instruction Course on Fitness Levels and Knowledge

ERIC Educational Resources Information Center

Pritchard, Tony; Penix, Kellie; Colquitt, Gavin; McCollum, Starla

2012-01-01

Effective instruction in a university physical activity program is essential if the program desires to meet the National Association for Sport and Physical Education (NASPE, 1998) guidelines for an appropriate college/university physical activity instructional program. To meet these guidelines, an instructor can use the Personalized System of…

Effectiveness of Layered Instructional Strategy for Teaching English at Secondary Level

ERIC Educational Resources Information Center

Ali, Shafqat; Idrees, Muhammad; Ahmed, Iftikhar

2009-01-01

This study was conducted to find out the effectiveness of Layered Instructional Strategy (LIS) based on the Elaboration Theory given by Charles M. Reigeluth on the learning achievement of secondary school students in the subject of English. Main objectives were to develop an understanding about instructional strategy, to ascertain the difference…

A Comparison of Online and Traditional Graduate Counseling Courses: Learning Style, Instructional Preferences, and Educational Environment

ERIC Educational Resources Information Center

Flamez, Brande Nicole

2010-01-01

The purpose of this study was to examine learning style, instructional preferences, and educational climate of online verses traditional, face-to-face instruction. Subjects included 64 masters level students enrolled in a Council for Accreditation of Counseling and Related Educational Programs (CACREP) Counselor Education Program Thirty students…

Teaching Shakespeare: Materials and Outcomes for Web-Based Instruction and Class Adjunct.

ERIC Educational Resources Information Center

Schwartz, Helen J.

Multimedia hypertext materials have instructional advantages when used as adjuncts in traditional classes and as the primary means of instruction, as illustrated in this case study of college-level Shakespeare classes. Plays become more accessible through use of audio and video resources, including video clips from play productions. Student work…

Emotional Intelligence of Instructors and the Quality of Their Instructional Performance

ERIC Educational Resources Information Center

Dev, Smitha; Nair, Sreethi; Dwivedi, Anand

2016-01-01

Quality of instructional performance is the key skill needed for every teaching faculty for achieving the level of pedigree in the present educational scenario. However, the truth is that there are minimal studies to analyze the competency linking emotional intelligence to quality of instructional performance. Therefore the present attempt is to…

The Influence of a Morphology Intervention on Fluency in Adolescents

ERIC Educational Resources Information Center

Seils, Traci Fellers

2010-01-01

Fluent reading enables readers to focus on gaining meaning from what is read. This crucial facet of reading is often neglected instruction in elementary and is nearly non-existent in middle and high school instruction (Allington, 1983; Rasinski, Padak, McKeon, Wilfong, Friedauer, & Heim, 2005). At the elementary level, fluency instruction focuses…

Designing Instruction for Speed: Qualitative Insights into Instructional Design for Accelerated Online Graduate Coursework

ERIC Educational Resources Information Center

Trekles, Anastasia M.; Sims, Roderick

2013-01-01

The purpose of this exploratory case study was to explore instructional design strategies and characteristics of online, asynchronous accelerated courses and students' choices of deep or surface learning approaches within this environment. An increasing number of university programs, particularly at the graduate level, are moving to an…

Online versus Paper-Based Instruction: Comparing Two Strategy Training Modules for Improving Reading Comprehension

ERIC Educational Resources Information Center

Huang, Hsin-chou

2014-01-01

This study investigates the effectiveness of online versus paper-based reading strategy instruction on EFL learners' reading comprehension. Fifty-seven university students from two intact reading classes with comparable proficiency levels were assigned to participate in either a paper-based or an online reading instructional module. Both groups…

Mississippi Curriculum Framework for Building Trades (Program CIP: 46.0490--Building Trades, General). Secondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for two secondary-level courses in the building trades: building trades I and…

Graphic Arts: Process Camera, Stripping, and Platemaking. Teacher Guide.

ERIC Educational Resources Information Center

Feasley, Sue C., Ed.

This curriculum guide is the second in a three-volume series of instructional materials for competency-based graphic arts instruction. Each publication is designed to include the technical content and tasks necessary for a student to be employed in an entry-level graphic arts occupation. Introductory materials include an instructional/task…

Orientation: Automotive Mechanics Instructional Program. Block 1.

ERIC Educational Resources Information Center

O'Brien, Ralph D.

The first six instructional blocks in automotive mechanics, the lessons and supportive information in the document provide a guide for teachers in planning an instructional program in the basic theory and practice of a beginning course at the secondary and post-secondary level. The material, as organized, is a suggested sequence of instruction…

The Implementation of Service-Learning in Graduate Instructional Design Coursework

ERIC Educational Resources Information Center

Stefaniak, Jill E.

2015-01-01

This paper describes the design of service-learning experiences with a graduate-level instructional design course. Service-learning provides students with real-life experiences in a situated-learning environment. Students were tasked with working on an instructional design project in a real-world setting to gain consultative experience. This paper…

Implementation of Case-Based Instruction on Electrochemistry at the 11th Grade Level

ERIC Educational Resources Information Center

Tarkin, Aysegul; Uzuntiryaki-Kondakci, Esen

2017-01-01

This study aims to compare the effectiveness of case-based instruction over traditional instruction in improving 11th grade students' understanding of electrochemistry concepts, attitudes toward chemistry, chemistry self-efficacy beliefs, and motivation to learn chemistry. In total, 113 students (47 males and 66 females) from three high schools…

Mississippi Curriculum Framework for General Drafting (Program CIP: 48.0101--Drafting, General). Secondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for two secondary-level courses in drafting: drafting I and II. Presented…

Instructional Materials for English Language Learners in Urban Public Schools, 2012-2013

ERIC Educational Resources Information Center

Council of the Great City Schools, 2013

2013-01-01

The purpose of this report, "Instructional Materials for English Language Learners in Urban Public Schools," is to examine how district- and school-level staff members acquire and use instructional materials for English Language Learners (ELLs). The report also answers questions regarding the preparedness of district and school staff members to…

Industrial Education. Electricity/Electronics Curriculum Guide, Phase II. Instructional Modules, Level II.

ERIC Educational Resources Information Center

Lillo, Robert E.; Soffiotto, Nicholas S.

Designed for students in the ninth grade, this electricity/electronics curriculum guide contains instructional modules for twenty-four units of instruction. Among the modules included are (1) introduction to the world of electricity, (2) electrical safety, (3) the electrical team, (4) resistance and resistors, (5) electric lamps and heating…

Graphic Arts: Orientation, Composition, and Paste-Up. Teacher Guide.

ERIC Educational Resources Information Center

Feasley, Sue C., Ed.

This curriculum guide is the first in a three-volume series of instructional materials for competency-based graphic arts instruction. Each publication is designed to include the technical content and tasks necessary for a student to be employed in an entry-level graphic arts occupation. Introductory materials include an instructional/task analysis…

The Effect of Instructional Method on Teaching Assistants' Classroom Discourse

ERIC Educational Resources Information Center

Current, Kelley; Kowalske, Megan Grunert

2016-01-01

There has been increased interest in the transformation of post-secondary level instructional practices in STEM from more traditional to evidence-based practices that are more aligned with how learning occurs. Research has shown that instructional practices are linked to student learning outcomes even when content is unchanged; therefore,…

Transition Matrices: A Tool to Assess Student Learning and Improve Instruction

ERIC Educational Resources Information Center

Morris, Gary A.; Walter, Paul; Skees, Spencer; Schwartz, Samantha

2017-01-01

This paper introduces a new spreadsheet tool for adoption by high school or college-level physics teachers who use common assessments in a pre-instruction/post-instruction mode to diagnose student learning and teaching effectiveness. The spreadsheet creates a simple matrix that identifies the percentage of students who select each possible…

Instructional Development for Teachers in Higher Education: Effects on Students' Learning Outcomes

ERIC Educational Resources Information Center

Stes, Ann; De Maeyer, Sven; Gijbels, David; Van Petegem, Peter

2012-01-01

Evidence regarding the impact of teachers' instructional development on student learning in higher education is scarce. In this study, we investigate the impact of an instructional development program for beginning university teachers on students' learning outcomes. We also explore whether this impact is dependent on class size and student level.…

Industrial Education. Electricity/Electronics Curriculum Guide, Phase II. Instructional Modules, Level I (9 Week).

ERIC Educational Resources Information Center

Lillo, Robert E.; Soffiotto, Nicholas S.

Designed for students in grades 7 and 8, this electricity/electronics curriculum guide contains instructional modules for ten units of instruction (nine-week class): (1) orientation; (2) understanding electricity; (3) safety; (4) methods to generate electricity; (5) wiring tools and wire; (6) soldering; (7) magnetism and electromagnetism; (8)…

Industrial Education. Electricity/Electronics Curriculum Guide, Phase II. Instructional Modules, Level I (18 Week).

ERIC Educational Resources Information Center

Lillo, Robert E.; Soffiotto, Nicholas S.

Designed for students in grades 7 and 8, this electricity/electronics curriculum guide contains instructional modules for twelve units of instruction: (1) orientation; (2) understanding electricity; (3) safety; (4) methods to generate electricity; (5) wiring tools and wire; (6) soldering; (7) magnetism and electromagnetism; (8) circuits, symbols,…

Mississippi Curriculum Framework for Electronics (Program CIP: 47.0190--Electronics (Secondary)). Secondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for two secondary-level courses in electronics: electronics I and II.…

Mississippi Curriculum Framework for Residential Carpentry (Program CIP: 46.0201--Carpenter). Secondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for two secondary-level courses in carpentry: carpentry I and II. Presented…

Elementary School Principals' Knowledge of Literacy Development and Instruction and Students' Reading Achievement

ERIC Educational Resources Information Center

Sherrill, Carol A.

2009-01-01

The purpose of this dissertation was to determine if the knowledge of literacy development and reading instruction practices an elementary school principal possesses impacts the level of reading achievement of his/her students. Principals' scores on an assessment of knowledge of literacy development and instruction were compared to students'…

Interaction and the Online Distance Classroom: Do Instructional Methods Effect the Quality of Interaction?

ERIC Educational Resources Information Center

Kanuka, Heather

2011-01-01

In this special issue, I bring together two studies to provide a comprehensive overview on diverse and interactive instructional methods aimed to facilitate higher levels of learning. One study explored the effects of group interaction using different instructional strategies focusing on the learning "process" using the Community of Inquiry…

Vocal Health Education and Medical Resources for Graduate-Level Vocal Performance Students.

PubMed

Latham, Katherine; Messing, Barbara; Bidlack, Melissa; Merritt, Samantha; Zhou, Xian; Akst, Lee M

2017-03-01

Most agree that education about vocal health and physiology can help singers avoid the development of vocal disorders. However, little is known about how this kind of education is provided to singers as part of their formal training. This study describes the amount of instruction in these topics provided through graduate-level curricula, who provides this instruction, and the kinds of affiliations such graduate singing programs have with medical professionals. This is an online survey of music schools with graduate singing programs. Survey questions addressed demographics of the programs, general attitudes about vocal health instruction for singers, the amount of vocal health instruction provided and by whom it was taught, perceived barriers to including more vocal health instruction, and any affiliations the voice program might have with medical personnel. Eighty-one survey responses were received. Instruction on vocal health was provided in 95% of the schools. In 55% of the schools, none of this instruction was given by a medical professional. Limited time in the curriculum, lack of financial support, and lack of availability of medical professional were the most frequently reported barriers to providing more instruction. When programs offered more hours of instruction, they were more likely to have some of that instruction given by a medical professional (P = 0.008) and to assess the amount of instruction provided positively (P = 0.001). There are several perceived barriers to incorporating vocal health education into graduate singing programs. Opportunity exists for more collaboration between vocal pedagogues and medical professionals in the education of singers about vocal health. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

The Effects of Technology-Mediated Dialogic Learning in Elementary Mathematics Instruction

ERIC Educational Resources Information Center

Working, Christopher

2018-01-01

The use of technology in elementary mathematics instruction tends to be low-level, despite its affordance of supporting the development of students' high-level reasoning ability. This study builds upon a sociocultural view of learning and was designed to determine what effect a technology-mediated dialogic learning intervention has on third-grade…

Comparing Instructional and Assessment Strategy Use in Graduate- and Undergraduate-Level Leadership Studies: A Global Study

ERIC Educational Resources Information Center

Jenkins, Daniel M.

2018-01-01

This study compares the differences in instructional and assessment strategy use between instructors who teach undergraduate- and graduate-level face-to-face, academic credit-bearing leadership studies courses. Findings suggest that, overall, discussion-based pedagogies, case studies, and self-assessments are the most frequently used instructional…

Support for School-based Sexuality Education Among South Carolina Voters.

ERIC Educational Resources Information Center

Lindley, Lisa L.; Reininger, Belinda M.; Vincent, Murray L.; Richter, Donna L.; Saunders, Ruth P.; Shi, Leiyu

1998-01-01

Reports a random-digit-dialed telephone survey in a conservative southern state that examined the level of support for sexuality education in public schools. Surveys of 534 registered voters indicated that most supported sexuality education, instruction on many sexuality education topics, and instruction at all grade levels. The paper presents…

Student Ratings of Instruction: Examining the Role of Academic Field, Course Level, and Class Size

ERIC Educational Resources Information Center

Laughlin, Anne M.

2014-01-01

This dissertation investigated the relationship between course characteristics and student ratings of instruction at a large research intensive university. Specifically, it examined the extent to which academic field, course level, and class size were associated with variation in mean class ratings. Past research consistently identifies…

A Study of Junior College Level Physics in German Speaking Europe.

ERIC Educational Resources Information Center

Riggs, Roderick D.

The purpose of this study was to analyze physics instruction in West Germany, Austria, and German-speaking Switzerland at levels comparable to junior colleges in the United States, and to compare this with the physics instruction offered at Jackson Community College (Jackson, Michigan). The investigator spent four months interviewing faculty and…

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…

34 CFR Appendix C to Part 300 - National Instructional Materials Accessibility Standard (NIMAS)

Code of Federal Regulations, 2010 CFR

2010-07-01

... NIMAS is to help increase the availability and timely delivery of print instructional materials in... appendices, glossaries, bibliographies, and indices. It follows the of the book. level1 The highest-level container of major divisions of a book. Used in , , and to mark the largest divisions of the book (usually...

Instructional Uses of the Lexile Framework.

ERIC Educational Resources Information Center

Stenner, A. Jackson

The Lexile Framework provides teachers with tools to help them link the results of reading assessment with subsequent instruction, focuses on appropriate-level curriculum for readers at all educational levels, and is designed to be flexible enough to use alongside any type of reading program. Suggested areas for application of this system include:…

Instructional Technologists at Public Schools: A Study of the Role and Effectiveness of Technology Resource Teachers.

ERIC Educational Resources Information Center

Moallem, Mahnaz; Micallef, Suzanne

Human resource positions that are becoming known as Technology Coordinator (for district-level personnel) and Technology Resource Teacher (for school-level personnel) have been created to help integrate technology into classroom instruction. This study assessed the progress and effectiveness of Technology Resource Teachers, or TRTs, as technical…

Habari Za Kiswahili: The History of Swahili Instruction at the K-12 Level in Madison, Wisconsin.

ERIC Educational Resources Information Center

Kuntz, Patricia S.

Since the enactment of the 1958 National Defense Education Act, funded universities have provided African language instruction at the postsecondary level. With an increased interest in the less commonly taught languages (LCT) demonstrated by the 1988 Foreign Language Assistance Act, several African Studies Center universities provide instruction…

Culture Curriculum for German, Level I.

ERIC Educational Resources Information Center

Howard, Larry M.; Loew, Helene Z.

This teacher's guide to cultural instruction in a level-1 German course is designed to be used with the text "Deutsch, Erstes Buch, Erster Teil." Instructional observations pertain to the first eight lessons of the text and comprise the major portion of this text including: (1) die Post, (2) Munchen, (3) Sport in Deutschland, (4) die deutschen…

A Profile of Mathematics Instruction Time in Irish Second Level Schools

ERIC Educational Resources Information Center

Prendergast, Mark; O'Meara, Niamh

2017-01-01

Similar to counties such as the UK and Netherlands, second level schools in Ireland are free to decide how to allocate instruction time between curriculum subjects. This results in variations between the quantum of time allocated to teaching mathematics in different schools and between different class groups within the same school. This…

Relative Influence of Course Level, Course Type, and Instructor on Students' Evaluation of Instruction.

ERIC Educational Resources Information Center

Overall, J. U.; Marsh, Herbert W.

The relative contribution of course level (undergraduate versus graduate), course type (accounting, economics, management theory, etc.) and the specific instructor on students' evaluation of instruction was investigated. College students (N=1374) evaluated teaching effectiveness both at the end of each course (N=100) and again one year after…

Initiating and Strengthening College and University Instructional Physical Activity Programs

ERIC Educational Resources Information Center

Sweeney, Michelle M.

2011-01-01

The National Association for Sport and Physical Education supports the offering of strong college and university instructional physical activity programs (C/UIPAPs). With a rapid decline in physical activity levels, high stress levels, and unhealthy weight-loss practices among college-age students, it is apparent that C/UIPAPs embedded in the…

Differential Workload Calculation and Its Impact on Lab Science Instruction at the Community College Level

ERIC Educational Resources Information Center

Boyd, Beth Nichols

2013-01-01

The calculation of workload for science instructors who teach classes with laboratory components at the community college level is inconsistent. Despite recommendations from the National Research Council (1996) and the large body of evidence which indicates that activity-based instruction produces greater learning gains than passive, lecture-based…

Fire Fighter Level I-II-III [and] Practical Skills Test. Wisconsin Fire Service Certification Series. Final Revision.

ERIC Educational Resources Information Center

Pribyl, Paul F.

Practical skills tests are provided for fire fighter trainees in the Wisconsin Fire Service Certification Series, Fire Fighter Levels I, II, and III. A course introduction appears first and contains this information: recommended instructional sequence, required facilities, instructional methodology, requirements for certification, course…

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

ERIC Educational Resources Information Center

Sharp, Laurie A.

2018-01-01

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

Individualized Instruction and Unipacs.

ERIC Educational Resources Information Center

Kohut, Sylvester, Jr.

Individualized instruction is an educational program in which grade levels and time units are designed to permit the student to work at his own pace and level with the use of unipacs. The unipac, a "unique package," is a specially designed group of learning activities based on specific behavioral objectives chosen by the student. Unipacs consist…

The impact of stimulus arousal level on emotion regulation effectiveness in borderline personality disorder.

PubMed

Fitzpatrick, Skye; Kuo, Janice R

2016-07-30

Basic emotion theory suggests that the effectiveness of different emotion regulation strategies vary with the intensity of the emotionally-salient stimulus. Although findings from studies using healthy samples are concordant with what is proposed by theory, it is unclear whether these relationships hold true among individuals with borderline personality disorder (BPD). Twenty-five individuals with BPD and 30 HCs were exposed to negative images of varying levels of emotional arousal and were instructed to either react as they normally would, distract, or use mindful awareness. Self-reported negativity ratings, heart rate, and skin conductance level (SCL) were monitored throughout. SCL data indicated that increases in image arousal resulted in larger reductions in SCL when distracting but not when implementing mindful awareness. Self-report data suggested that, in HCs, the effectiveness of mindful awareness decreased to a greater extent than distraction when image arousal increased. These findings are consistent with basic emotion research and suggest that some forms of emotion regulation (distraction) are more suited to high emotion arousal contexts than others (mindful awareness) and that, compared with HCs, individuals with BPD may be more resilient to the deteriorating effectiveness of mindful awareness with respect to increasing emotional arousal. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

5 CFR 319.104 - Applicable instructions.

Code of Federal Regulations, 2011 CFR

2011-01-01

... IN SENIOR-LEVEL AND SCIENTIFIC AND PROFESSIONAL POSITIONS General § 319.104 Applicable instructions. Provisions in statute, Executive order, or regulations that relate in general to competitive and excepted...

5 CFR 319.104 - Applicable instructions.

Code of Federal Regulations, 2010 CFR

2010-01-01

... IN SENIOR-LEVEL AND SCIENTIFIC AND PROFESSIONAL POSITIONS General § 319.104 Applicable instructions. Provisions in statute, Executive order, or regulations that relate in general to competitive and excepted...

Proceedings of the Annual Conference of the Military Testing Association (23rd) held at Arlington, Virginia, on 25-30 October 1981. Volume 1

DTIC Science & Technology

1981-01-01

instruction and type of task, and method of instruction and ability level were found with respect to school ... student . Methods of instruction that reduce the intellectual demand often reduce the differences between high and low ability students (Cronbach and...Snow, 1977). If these methods are applied to instruction of low ability students over a long period, many low ability students may equal or excel

The Effects of a Computer-Assisted Teaching Material, Designed According to the ASSURE Instructional Design and the ARCS Model of Motivation, on Students' Achievement Levels in a Mathematics Lesson and Their Resulting Attitudes

ERIC Educational Resources Information Center

Karakis, Hilal; Karamete, Aysen; Okçu, Aydin

2016-01-01

This study examined the effects that computer-assisted instruction had on students' attitudes toward a mathematics lesson and toward learning mathematics with computer-assisted instruction. The computer software we used was based on the ASSURE Instructional Systems Design and the ARCS Model of Motivation, and the software was designed to teach…

25 CFR 36.41 - Standard XIV-Textbooks.

Code of Federal Regulations, 2011 CFR

2011-04-01

... criteria for the annual review of textbooks and other materials used to complement instruction. The... varied in reading levels. (c) Each school shall equitably distribute instructional materials to all...

Staphylococcus aureus Promotes Smed-PGRP-2/Smed-setd8-1 Methyltransferase Signalling in Planarian Neoblasts to Sensitize Anti-bacterial Gene Responses During Re-infection.

PubMed

Torre, Cedric; Abnave, Prasad; Tsoumtsa, Landry Laure; Mottola, Giovanna; Lepolard, Catherine; Trouplin, Virginie; Gimenez, Gregory; Desrousseaux, Julie; Gempp, Stephanie; Levasseur, Anthony; Padovani, Laetitia; Lemichez, Emmanuel; Ghigo, Eric

2017-06-01

Little is known about how organisms exposed to recurrent infections adapt their innate immune responses. Here, we report that planarians display a form of instructed immunity to primo-infection by Staphylococcus aureus that consists of a transient state of heightened resistance to re-infection that persists for approximately 30days after primo-infection. We established the involvement of stem cell-like neoblasts in this instructed immunity using the complementary approaches of RNA-interference-mediated cell depletion and tissue grafting-mediated gain of function. Mechanistically, primo-infection leads to expression of the peptidoglycan receptor Smed-PGRP-2, which in turn promotes Smed-setd8-1 histone methyltransferase expression and increases levels of lysine methylation in neoblasts. Depletion of neoblasts did not affect S. aureus clearance in primo-infection but, in re-infection, abrogated the heightened elimination of bacteria and reduced Smed-PGRP-2 and Smed-setd8-1 expression. Smed-PGRP-2 and Smed-setd8-1 sensitize animals to heightened expression of Smed-p38 MAPK and Smed-morn2, which are downstream components of anti-bacterial responses. Our study reveals a central role of neoblasts in innate immunity against S. aureus to establish a resistance state facilitating Smed-sted8-1-dependent expression of anti-bacterial genes during re-infection. Copyright © 2017 The Authors. Published by Elsevier B.V. All rights reserved.

History of Science in the Physics Curriculum: A Directed Content Analysis of Historical Sources

NASA Astrophysics Data System (ADS)

Seker, Hayati; Guney, Burcu G.

2012-05-01

Although history of science is a potential resource for instructional materials, teachers do not have a tendency to use historical materials in their lessons. Studies showed that instructional materials should be adaptable and consistent with curriculum. This study purports to examine the alignment between history of science and the curriculum in the light of the facilitator model on the use of history of science in science teaching, and to expose possible difficulties in preparing historical materials. For this purpose, qualitative content analysis method was employed. Codes and themes were defined beforehand, with respect to levels and their sublevels of the model. The analysis revealed several problems with the alignment of historical sources for the physics curriculum: limited information about scientists' personal lives, the difficulty of linking with content knowledge, the lack of emphasis on scientific process in the physics curriculum, differences between chronology and sequence of topics, the lack of information about scientists' reasoning. Based on the findings of the analysis, it would be difficult to use original historical sources; educators were needed to simplify historical knowledge within a pedagogical perspective. There is a need for historical sources, like Harvard Case Histories in Experimental Science, since appropriate historical information to the curriculum objectives can only be obtained by simplifying complex information at the origin. The curriculum should leave opportunities for educators interested in history of science, even historical sources provides legitimate amount of information for every concepts in the curriculum.

Investigating the Use of Integrated Instructions to Reduce the Cognitive Load Associated with Doing Practical Work in Secondary School Science

NASA Astrophysics Data System (ADS)

Haslam, Carolyn Yvonne; Hamilton, Richard Joseph

2010-09-01

This study investigated the effects of integrated illustrations on understanding instructions for practical work in science. Ninety-six secondary school students who were unfamiliar with the target content knowledge and practical equipment took part. The students were divided into two conditions: (1) modified instructions containing integrated text and illustrations, and (2) conventional instructions containing text only. Modified instructions produced significantly higher levels of performance on task, lower time to completion and perceived cognitive load and task difficulty, higher relative efficiency score, and higher post-test scores than the conventional instructions. When learners are inexperienced and the information is complex, the results suggest that physically integrating mutually referring sources of information reduces cognitive load, and therefore makes practical work instructions easier to understand.

Teaching Children to Become Fluent and Automatic Readers

PubMed Central

Kuhn, Melanie R.; Schwanenflugel, Paula J.; Morris, Robin D.; Morrow, Lesley Mandel; Woo, Deborah Gee; Meisinger, Elizabeth B.; Sevcik, Rose A.; Bradley, Barbara A.; Stahl, Steven A.

2009-01-01

The purpose of the study was to examine the effects of two instructional approaches designed to improve the reading fluency of 2nd-grade children. The first approach was based on Stahl and Heubach’s (2005) fluency-oriented reading instruction (FORI) and involved the scaffolded, repeated reading of grade-level texts over the course of each week. The second was a wide-reading approach that also involved scaffolded instruction. hut that incorporated the reading of 3 different grade-level texts each week and provicled significantly less opportunity for repetition. By the end of the school year. FORI and wide-reading approaches showed similar benefits for standardized measures of word reading efficiency and reading comprehension skills compared to control approachcs. although the benefits of the wide-reading approach emerged earlier and included oral text reading fluency skill. Thus, we conclude that fluency instruction that emphasizes extensive oral reading of grade-level text using scaffolded approaches is effective for promoting reading development in young learners. PMID:19946472

Total Immersion Language Program: A New Approach to Foreign Language Instruction. Technical Report.

ERIC Educational Resources Information Center

Morel, Stefano

A three-year experimental program established in 1966 in Spanish language instruction at the secondary level is reported in this study. Students at Commack High School North, New York, participated in a total immersion language program in Spanish, taking two to four classes of instruction in the target language per day. Classes included regular…

The Effect of Instructional Strategies on Math Anxiety and Achievement: A Mixed Methods Study of Preservice Elementary Teachers

ERIC Educational Resources Information Center

Lorenzen, Janelle K.

2017-01-01

This study addressed how different instructional strategies affected preservice elementary teachers' levels of math anxiety and their achievement in a math content course while considering descriptions of their experiences in the course in relation to their math anxiety and achievement. The instructional strategies used were traditional teaching…

The Effect of Peer Instruction Method on Pre-Service Teachers' Conceptual Comprehension of Methodology Course

ERIC Educational Resources Information Center

Al-Hebaishi, Safaa Mohammad

2017-01-01

Peer teaching has become a productive learning strategy at all education levels. Peer Instruction Method is carried out in a range of forms and contexts like co-tutoring, reciprocal tutoring and discussion groups without teachers. To examine the effectiveness of using the peer instruction method to enhance the conceptual comprehension of…

Enhancing Leadership in the Integration of Technology in Curriculum and Instruction.

ERIC Educational Resources Information Center

Reeves, Barbara

Technology has the potential to make a significant impact on education at all learning levels, but it will be only as powerful as the degree to which it is integrated effectively into the total instructional program. Educators responsible for effective instruction must assume leadership in achieving this goal. This paper describes the background,…

Designing Open and Individualized Instruction at the Elementary Level: A Guide for the Individual Teacher.

ERIC Educational Resources Information Center

Feldhusen, John; And Others

A description of open and individualized elementary school instruction is provided. The goals of such instruction are to: 1) teach basic skills in language arts, math, science, and social studies; 2) develop higher cognitive abilities, such as problem solving; and 3) develop the child's social competence and self-concept. Open, individualized…

Requisite Skills and Knowledge Principals Perceive Necessary to Successfully Integrate Technology at the Middle School Level

ERIC Educational Resources Information Center

Kennedy, Kateri Tekakwitha

2015-01-01

Technology integration does not happen in a vacuum. It needs a plan. School leaders must oversee this plan and combine best practices for implementing effective instructional practices, sound curricula, and educational technology. Just as instructional leaders need to have a command of curriculum and instruction, educational technology leaders…

Mississippi Curriculum Framework for Business and Computer Technology (Program CIP: 52.0408--Gen. Office/Clerical & Typing Service). Secondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for secondary-level courses in business and computer technology I-II.…

The Relationship between Differentiated Instruction and Student Behavior in Georgia Middle School and High School Classrooms

ERIC Educational Resources Information Center

Schuessler, Wesely

2017-01-01

The purpose of this study was to investigate the relationship between levels of implementation of Tomlinson's (2015) differentiated instruction and students' disruptive classroom behaviors. This is an area of research that has not been previously explored. Tomlinson's differentiated instruction is a process of teaching in which each student's…

How to Incorporate Self-Defense Instruction into Physical Activity Programs

ERIC Educational Resources Information Center

Ousley, Christopher S.; Shuford, Ritchie G.; Roberts, Tom

2013-01-01

Demand for self-defense instruction has found its way to school settings at all levels. Classes are more prevalent on college campuses than ever before because students and administrators acknowledge the value of such instruction. As a point of reference, half of 16 University of North Carolina (UNC) schools and universities offer a course in…

Time Management: A Lesson Plan, Transparencies, Handouts and Media Evaluations on the Topic.

ERIC Educational Resources Information Center

Campbell, Clifton P.

Intended for use in a 3-hour instructional program at the graduate level, the packet contains an outline of the instructional content, 9 transparencies, 12 handouts, and 7 supplementary materials. The outline is organized in terms of content, instructor activity (such as showing a transparency), and student activity. Instruction covers the…

A Pre-Service Teacher Training Model with Instructional Technology Graduate Students as Peer Coaches to Elementary Pre-Service Teachers

ERIC Educational Resources Information Center

Slagter van Tryon, Patricia J.; Schwartz, Catherine Stein

2012-01-01

This paper describes a peer coaching collaboration between graduate students in a Master's program in Instructional Technology and undergraduate pre-service teachers enrolled in an elementary mathematics methods course. Integrated as a major project in a graduate level K-12 technology integration course, the Instructional Technology students…

Mississippi Curriculum Framework for Brick, Block, and Stonemasonry (Program CIP: 46.0101--Mason and Tile Setter). Secondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for two secondary-level courses in brick, block, and stonemasonry: brick,…

Les contributions de la psychologie cognitive a l'enseignement strategique des langues secondes au niveau universitaire (The Contributions of Cognitive Psychology to Strategic Second Language Instruction at the University Level).

ERIC Educational Resources Information Center

Besnard, Christine

1995-01-01

Contributions of the field of cognitive psychology to second language instruction are reviewed. It is proposed that these concepts can contribute not only to classroom language instruction, but also to methodology of language teacher education. (MSE)

The Role of Prosody and Explicit Instruction in Processing Instruction

ERIC Educational Resources Information Center

Henry, Nick; Jackson, Carrie N.; Dimidio, Jack

2017-01-01

This study investigates the role of prosodic cues and explicit information (EI) in the acquisition of German accusative case markers. We compared 4 groups of 3rd-semester learners (low intermediate level) who completed 1 of 4 Processing Instruction (PI) treatments that manipulated the presence or absence of EI and focused prosody. The results…

Instructional Strategies Used to Improve Students' Comfort and Skill in Addressing the Occupational Therapy Process

ERIC Educational Resources Information Center

Knecht-Sabres, Lisa Jean; Egan, Brad E.; Wallingford, Minetta S.; Kovic, Mark

2015-01-01

The purpose of this study was to investigate the effectiveness of an intentional blending of instructional strategies in an occupational therapy (OT) entry-level master's course. The OT Adult Practice course uses case-based instructional strategies, clinical skills labs, and standardized patient experiences in a dovetailed approach across three…

From the Laboratory to the Classroom: The Effects of Equivalence-Based Instruction on Neuroanatomy Competencies

ERIC Educational Resources Information Center

Fienup, Daniel M.; Mylan, Sanaa E.; Brodsky, Julia; Pytte, Carolyn

2016-01-01

Equivalence-based instruction (EBI) has been used to successfully teach college-level concepts in research laboratories, but few studies have examined the results of such instruction on classroom performance. The current study answered a basic question about the ordering of training stimuli as well as an applied question regarding the effects of…

Observation of Instruction via Distance Learning: The Need for a New Evaluation Paradigm.

ERIC Educational Resources Information Center

Malone, Bobby G.; Malm, Loren D.; Nay, Fred W.; Oliver, Brad E.; Saunders, Nancy G.; Thompson, Jay C.

The evaluation of instruction via distance learning at the high school and college level offers special challenges, particularly the evaluation of one-way video--two-way audio instructional programs. The role of the teacher is radically changed and teaching strategies and course design are particularly important in a distance leaning environment.…

A Comparative Study between Teachers' Self-Efficacy of Differentiated Instruction and Frequency Differentiated Instruction is Implemented

ERIC Educational Resources Information Center

Garrett, Stacie

2017-01-01

Differentiated instruction (DI) is a curriculum framework that focuses on the individual student. Students achieve because teachers develop lessons to the students' readiness levels, interests, and learning styles. Students in early childhood through college have shown increased achievement when DI is implemented. The purpose of this quantitative,…

Course-Level Implementation of First Principles, Goal Orientations, and Cognitive Engagement: A Multilevel Mediation Model

ERIC Educational Resources Information Center

Lee, Sunghye; Koszalka, Tiffany A.

2016-01-01

The First Principles of Instruction (FPI) represent ideologies found in most instructional design theories and models. Few attempts, however, have been made to empirically test the relationship of these FPI to instructional outcomes. This study addresses whether the degree to which FPI are implemented in courses makes a difference to student…

Classroom Instruction from A to Z: How to Promote Student Learning

ERIC Educational Resources Information Center

Blackburn, Barbara R.

2007-01-01

This book presents strategies you can integrate into everyday instruction in every subject area and across grade levels. It shows teachers how to motivate and engage students with instructional strategies that promote learning. There are 26 chapters in this book, one for each of the letter of the alphabet. The practical examples make it easy to…

Policy without a Plan: English as a Medium of Instruction in Rwanda

ERIC Educational Resources Information Center

Pearson, Pamela

2014-01-01

From the time of Belgian colonial rule, French was predominantly the medium of instruction (MOI) in Rwanda. Then, in October 2008, a Rwandan Cabinet resolution called for the immediate implementation of English as the language of instruction in all public schools at all levels--from primary to tertiary. This study reports on ethnographic interview…

Refining a Competency Model for Instructional Designers in the Context of Online Higher Education

ERIC Educational Resources Information Center

Park, Jae-Young; Luo, Heng

2017-01-01

This study investigates the instructional designers (IDs) competencies essential for the context of online higher education, and has selected an instruction design unit in a research university as a case of investigation. To identify and compare IDs competencies at organizational and individual levels, this study employed a mixed method to collect…

Acceptability of instructional videos.

PubMed

Rayyan, Mohammad; Elagra, Marwa; Alfataftah, Nida; Alammar, Amirah

2017-08-01

Over the past few decades, instructional videos have been incorporated as important tools in the dental classroom setting. This study aimed to investigate the acceptability of video demonstrations in comparison with live broadcasting and with the traditional face-to-face demonstrations in preclinical fixed prosthodontic classes. A group of dental students who have been exposed to three different methods of delivering practical demonstrations - face-to-face demonstrations, live broadcasting and recorded instructional videos - were included in the study. Preferences regarding these three methods were investigated using a questionnaire comprising a number of closed- and open-ended questions. Descriptive statistics were used to analyse the survey data using spss software. Survey comments were summarised and coded into categories. A total of 163 questionnaires were distributed, and 145 responses were returned (a response rate of 89%). Ninety-two students (63%) considered the recorded video demonstrations to be the most convenient. Moreover, ninety-seven students (67%) found live demonstrations to be the least convenient. The majority of students either agreed (67 students) or strongly agreed (60 students) that watching the video before the session made it easier for them to perform the procedure in the lab. Recorded instructional videos were the preferred method of delivering practical demonstrations for students in the preclinical courses of fixed prosthodontics. Instructors must focus on using the technological aids to increase their positive interaction with students. Instructional videos have been incorporated as important tools in the dental classroom setting. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

An instructional intervention to encourage effective deep collaborative learning in undergraduate veterinary students.

PubMed

Khosa, Deep K; Volet, Simone E; Bolton, John R

2010-01-01

In recent years, veterinary education has received an increased amount of attention directed at the value and application of collaborative case-based learning. The benefit of instilling deep learning practices in undergraduate veterinary students has also emerged as a powerful tool in encouraging continued professional education. However, research into the design and application of instructional strategies to encourage deep, collaborative case-based learning in veterinary undergraduates has been limited. This study focused on delivering an instructional intervention (via a 20-minute presentation and student handout) to foster productive, collaborative case-based learning in veterinary education. The aim was to instigate and encourage deep learning practices in a collaborative case-based assignment and to assess the impact of the intervention on students' group learning. Two cohorts of veterinary students were involved in the study. One cohort was exposed to an instructional intervention, and the other provided the control for the study. The instructional strategy was grounded in the collaborative learning literature and prior empirical studies with veterinary students. Results showed that the intervention cohort spent proportionally more time on understanding case content material than did the control cohort and rated their face-to-face discussions as more useful in achieving their learning outcomes than did their control counterparts. In addition, the perceived difficulty of the assignment evolved differently for the control and intervention students from start to end of the assignment. This study provides encouraging evidence that veterinary students can change and enhance the way they interact in a group setting to effectively engage in collaborative learning practices.

Do science coaches promote inquiry-based instruction in the elementary science classroom?

NASA Astrophysics Data System (ADS)

Wicker, Rosemary Knight

The South Carolina Mathematics and Science Coaching Initiative established a school-based science coaching model that was effective in improving instruction by increasing the level of inquiry-based instruction in elementary science classrooms. Classroom learning environment data from both teacher groups indicated considerable differences in the quality of inquiry instruction for those classrooms of teachers supported by a science coach. All essential features of inquiry were demonstrated more frequently and at a higher level of open-ended inquiry in classrooms with the support of a science coach than were demonstrated in classrooms without a science coach. However, from teacher observations and interviews, it was determined that elementary schoolteacher practice of having students evaluate conclusions and connect them to current scientific knowledge was often neglected. Teachers with support of a science coach reported changes in inquiry-based instruction that were statistically significant. This mixed ethnographic study also suggested that the Mathematics and Science Coaching Initiative Theory of Action for Instructional Improvement was an effective model when examining the work of science coaches. All components of effective school infrastructure were positively impacted by a variety of science coaching strategies intended to promote inquiry. Professional development for competent teachers, implementation of researched-based curriculum, and instructional materials support were areas highly impacted by the work of science coaches.

Instructional practices at Farm Safety 4 Just Kids (FS4JK) safety day camps.

PubMed

Mazur, J M; Cole, H P; Reed, D; Claunch, D

2005-05-01

The instructional methods used with 1,347 youth in seven Farm Safety 4 Just Kids (FS4JK) day camp sessions conducted in five states during the summer and fall of 2002 were videotaped. The videotapes, instructor questionnaires, and day camp materials were analyzed using an observation protocol that focused on instructional practices and an interaction analysis of instructor-student talk during the sessions. Results showed that instruction focused on hazard recognition, a high level of participant attention during all the sessions observed, and safety day camp content relevant to rural participants regardless of whether they live or work on a farm. Recommendations for improving instructional practice include better use of print materials, more interactive, participatory activities for students, and reduction of instructor-centered, didactic approaches. Given the high level of students' attention, increased involvement of students in active, participatory approaches might enhance the effectiveness of the instruction by: (1) further engaging students through personalizing hazard recognition, (2) contextualizing reports of injuries, (3) examining the complexities of choosing safe behaviors, and (4) paying more attention to the consequences of injury events. Role-playing, narrative simulations, and other types of interactive and collaborative exercises are instructional approaches that support the inclusion of the pre-event contingencies and post-event consequences that are part of all injury events.

Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders’ vocabulary and reading comprehension outcomes

PubMed Central

Connor, Carol McDonald; Spencer, Mercedes; Day, Stephanie L.; Giuliani, Sarah; Ingebrand, Sarah W.; McLean, Leigh; Morrison, Frederick J.

2014-01-01

We examined classrooms as complex systems that affect students’ literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom-learning environment. We observed 27 third grade classrooms serving 315 target students using two different observation systems. The first assessed instruction at a more micro-level; specifically, the amount of time individual students spent in literacy instruction defined by the type of instruction, role of the teacher, and content. The second assessed the quality of the classroom-learning environment at a more macro level focusing on classroom organization, teacher responsiveness, and support for vocabulary and language. Results revealed that both global quality of the classroom learning environment and time individual students spent in specific types of literacy instruction covering specific content interacted to predict students’ comprehension and vocabulary gains whereas neither system alone did. These findings support a dynamic systems model of how individual children learn in the context of classroom literacy instruction and the classroom-learning environment, which can help to improve observations systems, advance research, elevate teacher evaluation and professional development, and enhance student achievement. PMID:25400293

Reviewing the Role of Cognitive Load, Expertise Level, Motivation, and Unconscious Processing in Working Memory Performance

ERIC Educational Resources Information Center

Kuldas, Seffetullah; Hashim, Shahabuddin; Ismail, Hairul Nizam; Abu Bakar, Zainudin

2015-01-01

Human cognitive capacity is unavailable for conscious processing of every amount of instructional messages. Aligning an instructional design with learner expertise level would allow better use of available working memory capacity in a cognitive learning task. Motivating students to learn consciously is also an essential determinant of the capacity…

Reform-Based Curriculum & Acquisition of the Levels

ERIC Educational Resources Information Center

Halat, Erdogan

2007-01-01

The aim of this study was to compare the acquisition of the van Hiele levels of sixth-grade students engaged in instruction using a reform-based curriculum with sixth-grade students engaged in instruction using a traditional curriculum. There were 273 sixth-grade mathematics students, 123 in the control group and 150 in the treatment group,…

Multimedia Instruction Presented by Integrated Context to Enhance Understanding of Compass-and- Straightedge Construction

ERIC Educational Resources Information Center

Chen, Ming-Jang; Lee, Chun-Yi; Lei, Kin Hang; Tso, Tai-Yih; Lin, Shih-Li

2017-01-01

This study examined the effectiveness of an integrated context approach to the instruction of basic compass-and-straightedge construction. The formulation of a perpendicular bisector of a segment was used as a knowledge module to guide students from the pre-attention level to the elaboration level of information processing. The students were…

Effects of Reading Strategy Instruction on Attitude toward Strategies and Performance in Reading Texts of Different Difficulty Levels

ERIC Educational Resources Information Center

Shorkaee, Hossein Zabihi; Talebi, Seyed Hassan

2018-01-01

This study investigated the effects of Reading Strategy Instruction (RSI) on reading performance and attitude toward reading strategies while reading texts of different difficulty levels. Fifty-five university students studying Political and Basic Sciences took part in this study. After homogenizing the participants, 24 students were in the…

Pedagogic Activities of Music Instructors at Postsecondary Institutions in Florida

ERIC Educational Resources Information Center

Barros, Maria Das Dores; Piotrowski, Chris; Hernandez, Alberto

2007-01-01

Most journals and compendiums (e.g., Colwell, 1992) in the area of music education focus on the preparation of teachers for instruction at the elementary through secondary level. There is but sparse research on college or university level instruction regarding departments of music. To address this void in the literature, the current study presents…

Homogeneous Grouping and the Individualization of Instruction in Remedial Reading in an Intermediate School.

ERIC Educational Resources Information Center

Kelly, Thomas F.

A remedial reading program designed for intermediate-grade students who read from 1 to 7 years below grade level was studied. The program provided individualized instruction within classes homogeneously grouped on the basis of reading level only. Six seventh-grade classes were studied, with three acting as homogeneously grouped experimental…

Culture Curriculum for German, Level II.

ERIC Educational Resources Information Center

Oetiker, Rosemary

This teacher's guide to cultural instruction in a level-2 German course is designed to be used with the text "Deutsch, Erstes Buch, Erster Teil." Instructional observations pertain to the seventh through the 12th lessons and comprise the major portion of this text including: )1) die Eisenbahn, (2) Reisen und Essen in Deutschland, (3) die Familie,…

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…

Middle School Curriculum, Instruction, and Assessment. The Handbook of Research in Middle Level Education.

ERIC Educational Resources Information Center

Anfara, Vincent A., Jr., Ed.; Stacki, Sandra L., Ed.

This volume theorizes, describes, and explains practices and some specific programs designed to help meet the needs and demands of a diverse student population. The central point of this volume is that curriculum, instruction, and assessment in middle-level education is a dynamic, interrelated system undergoing change. The book contains the…

Relationships between Grade Levels, Personal Factors, and Instructional Variation among 4th-12th Grade Teachers

ERIC Educational Resources Information Center

White, Jacquelyn M.

2011-01-01

The purpose of this quantitative correlational study was to investigate relationships between grade levels, personal factors of teachers, and instructional variety used by 4th-12th grade teachers in Kern County, California. The population under investigation included 2,844 teachers. 235 elementary, middle school/junior high, and secondary teachers…

The Effectiveness of Two Comprehensible-Input Approaches to Foreign Language Instruction at the Intermediate Level

ERIC Educational Resources Information Center

Rodrigo, Victoria; Krashen, Stephen; Gribbons, Barry

2004-01-01

Fourth semester students of Spanish as a foreign language at the university level in the US participated in two kinds of comprehensible-input based instruction, an extensive reading class that combined assigned and self-selected reading, and a "Reading-Discussion" class that consisted of assigned reading, debates and discussions. Students in both…

Teaching beyond the walls: A mixed method study of prospective elementary teacher's belief systems about science instruction

NASA Astrophysics Data System (ADS)

Asim, Sumreen

This mixed method study investigated K-6 teacher candidates' beliefs about informal science instruction prior to and after their experiences in a 15-week science methods course and in comparison to a non-intervention group. The study is predicated by the literature that supports the extent to which teachers' beliefs influence their instructional practices. The intervention integrated the six strands of learning science in informal science education (NRC, 2009) and exposed candidates to out-of-school-time environments (NRC, 2010). Participants included 17 candidates in the intervention and 75 in the comparison group. All were undergraduate K-6 teacher candidates at one university enrolled in different sections of a required science methods course. All the participants completed the Beliefs about Science Teaching (BAT) survey. Reflective journals, drawings, interviews, and microteaching protocols were collected from participants in the intervention. There was no statistically significant difference in pre or post BAT scores of the two groups; However, there was a statistically significant interaction effect for the intervention group over time. Analysis of the qualitative data revealed that the intervention candidates displayed awareness of each of the six strands of learning science in informal environments and commitment to out-of-school-time learning of science. This study supports current reform efforts favoring integration of informal science instructional strategies in science methods courses of elementary teacher education programs.

Evidence that science locus of control orientation can be modified through instruction

NASA Astrophysics Data System (ADS)

Haury, David L.

A desire to foster enduring, positive attitudes toward science teaching among elementary school teachers led to study of self-perceptions. On the basis of evidence for strong links between locus of control orientation and attitudes, an attempt was made to enhance internality through instruction.A quasiexperimental research strategy was employed to compare the effects of two instructional treatments, with pretest measures being used to check the initial equivalence of treatment groups, and analysis of covariance (ANCOVA) being used to test treatment effects. Both treatments incorporated strategies known to have positive effects on attitudes, but the experimental treatment was novel in its emphasis on self-management, goal clarification, and individualized course expectations.There was found by ANCOVA to be a significant (p 0.05) difference in science locus of control (SciLOC) orientation between groups following treatment, with subjects exposed to the experimental treatment exhibiting greater internality. Quantitative comprehension and subject age were employed as covariates of SciLOC orientation, and subject gender was employed as a moderator variable. Though the treatment effect is small, accounting for 3% of the variance in SciLOC orientation, control orientation is shown susceptible to educational intervention. These results encourage attention to teacher attitudes from a rather new perspective, and they raise several interesting research questions regarding instructional methods and the long-term effects of enhancing internality.

Programming a randomized dependent group contingency and common stimuli to promote durable behavior change.

PubMed

Cariveau, Tom; Kodak, Tiffany

2017-01-01

Low levels of academic engagement may impede students' acquisition of skills. Intervening on student behavior using group contingencies may be a feasible way to increase academic engagement during group instruction. The current study examined the effect of a randomized dependent group contingency on levels of academic engagement for second-grade participants receiving small-group reading and writing instruction. The results showed that a randomized dependent group contingency increased the academic engagement of primary participants and several of the other participants during small-group instruction. The findings also showed that high levels of academic engagement were maintained when common stimuli were present and the dependent group contingency was withdrawn. © 2016 Society for the Experimental Analysis of Behavior.

Astronomy Instruction at a Two-year Technical College

NASA Astrophysics Data System (ADS)

Sirola, C. J.

2000-12-01

Over half of all students now begin their college careers at two-year institutions (technical colleges, junior colleges, vocational schools, etc.). This shift in student demographics has broad implications for college-level science instruction, including astronomy instruction. We compare astronomy instruction at two-year institutions to that at traditional four-year universities. A typical two-year school like Tri-County Technical College profers challenges not typically faced by research universities such as lack of research funding, little equipment or facilities, and a generally lower level of student ability. Conversely, a Tri-County Tech offers opportunities such as extensive training in teaching methodologies, a wide range of student demographics, and small classroom sizes. Our students are rarely interested in astronomy as a major, but instead take astronomy to fulfill other major requirements or to ensure the transfer of science credits to four-year universities. We present several examples of astronomy instruction at Tri-County Technical College and discuss our philosophy of teaching in a post-secondary environment whose enrollment is on the rise.

Educational standardization and gender differences in mathematics achievement: A comparative study.

PubMed

Ayalon, Hanna; Livneh, Idit

2013-03-01

We argue that between-country variations in the gender gap in mathematics are related to the level of educational system standardization. In countries with standardized educational systems both genders are exposed to similar knowledge and are motivated to invest in studying mathematics, which leads to similar achievements. We hypothesize that national examinations and between-teacher uniformity in covering major mathematics topics are associated with a smaller gender gap in a country. Based on Trends of International Mathematical and Science Study (TIMSS) 2003, we use multilevel regression models to compare the link of these two factors to the gender gap in 32 countries, controlling for various country characteristics. The use of national examinations and less between-teacher instructional variation prove major factors in reducing the advantage of boys over girls in mathematics scores and in the odds of excelling. Factors representing gender stratification, often analyzed in comparative gender-gap research in mathematics, are at most marginal in respect of the gap. Copyright © 2012 Elsevier Inc. All rights reserved.

Comparing the cognitive differences resulting from modeling instruction: Using computer microworld and physical object instruction to model real world problems

NASA Astrophysics Data System (ADS)

Oursland, Mark David

This study compared the modeling achievement of students receiving mathematical modeling instruction using the computer microworld, Interactive Physics, and students receiving instruction using physical objects. Modeling instruction included activities where students applied the (a) linear model to a variety of situations, (b) linear model to two-rate situations with a constant rate, (c) quadratic model to familiar geometric figures. Both quantitative and qualitative methods were used to analyze achievement differences between students (a) receiving different methods of modeling instruction, (b) with different levels of beginning modeling ability, or (c) with different levels of computer literacy. Student achievement was analyzed quantitatively through a three-factor analysis of variance where modeling instruction, beginning modeling ability, and computer literacy were used as the three independent factors. The SOLO (Structure of the Observed Learning Outcome) assessment framework was used to design written modeling assessment instruments to measure the students' modeling achievement. The same three independent factors were used to collect and analyze the interviews and observations of student behaviors. Both methods of modeling instruction used the data analysis approach to mathematical modeling. The instructional lessons presented problem situations where students were asked to collect data, analyze the data, write a symbolic mathematical equation, and use equation to solve the problem. The researcher recommends the following practice for modeling instruction based on the conclusions of this study. A variety of activities with a common structure are needed to make explicit the modeling process of applying a standard mathematical model. The modeling process is influenced strongly by prior knowledge of the problem context and previous modeling experiences. The conclusions of this study imply that knowledge of the properties about squares improved the students' ability to model a geometric problem more than instruction in data analysis modeling. The uses of computer microworlds such as Interactive Physics in conjunction with cooperative groups are a viable method of modeling instruction.

Teaching About Economics.

ERIC Educational Resources Information Center

Paine, Carolyn; Arnold, Anne Jurmu

1983-01-01

A teaching unit on economics discusses basic background information, suggests classroom activities, and lists sources of instructional resources. Reproducible masters for two instructional levels are included and introduce economics law and basic financial management. (FG)

Comprehensive, Mixed-Methods Assessment of a Blended Learning Model for Geospatial Literacy Instruction

NASA Astrophysics Data System (ADS)

Brodeur, J. J.; Maclachlan, J. C.; Bagg, J.; Chiappetta-Swanson, C.; Vine, M. M.; Vajoczki, S.

2013-12-01

Geospatial literacy -- the ability to conceptualize, capture, analyze and communicate spatial phenomena -- represents an important competency for 21st Century learners in a period of 'Geospatial Revolution'. Though relevant to in-course learning, these skills are often taught externally, placing time and resource pressures on the service providers - commonly libraries - that are relied upon to provide instruction. The emergence of online and blended modes of instruction has presented a potential means of increasing the cost-effectiveness of such activities, by simultaneously reducing instructional costs, expanding the audience for these resources, and addressing student preferences for asynchronous learning and '24-7' access. During 2011 and 2012, McMaster University Library coordinated the development, implementation and assessment of blended learning modules for geospatial literacy instruction in first-year undergraduate Social Science courses. In this paper, we present the results of a comprehensive mixed-methods approach to assess the efficacy of implementing blended learning modules to replace traditional (face-to-face), library-led, first-year undergraduate geospatial literacy instruction. Focus groups, personal interviews and an online survey were used to assess modules across dimensions of: student use, satisfaction and accessibility requirements (via Universal Instructional Design [UID] principles); instructor and teaching staff perception of pedagogical efficacy and instructional effectiveness; and, administrator cost-benefit assessment of development and implementation. Results showed that both instructors and students identified significant value in using the online modules in a blended-learning setting. Reaffirming assumptions of students' '24/7' learning preferences, over 80% of students reported using the modules on a repeat basis. Students were more likely to use the modules to better understand course content than simply to increase their grade in the course, which demonstrates applicability of the modules beyond a strict surface-learning approach. Instructors felt that giving students access to these modules increased flexibility in how in-class time was used, reduced student anxiety in busy lab sessions, and increased the effectiveness of face-to-face instruction and summative assessments. Though instructors perceived little to no change in grades as a result of the migration to blended-learning instruction, students overwhelmingly perceived a positive impact on their learning, as over 75% felt that the modules improved their geospatial literacy skills and general understanding in the course. Cost-benefit analyses proved challenging, as administrators struggled to estimate the true costs of both traditional instruction and module development. Recommendations for future module modification exposed the competing expectations of generalizing content to increase applicability and cost-effectiveness, versus tailoring modules to specific course content.

Using the mixed media according to internet-based on the instructional multimedia for developing students' learning achievements in biology course on foundational cell issue of secondary students at the 10th grade level in Rangsit University demonstration school

NASA Astrophysics Data System (ADS)

Kangloan, Pichet; Chayaburakul, Kanokporn; Santiboon, Toansakul

2018-01-01

The aims of this research study were 1) to develop students' learning achievements in biology course on foundational cell issue, 2) to examine students' satisfactions of their learning activities through the mixed media according to internet-based multi-instruction in biology on foundational cell issue at the 10th grade level were used in the first semester in the academic year 2014, which a sample size of 17 students in Rangsit University Demonstration School with cluster random sampling was selected. Students' learning administrations were instructed with the 3-instructional lesson plans according to the 5-Step Ladder Learning Management Plan (LLMP) namely; the maintaining lesson plan on the equilibrium of cell issue, a lesson plan for learning how to communicate between cell and cell division. Students' learning achievements were assessed with the 30-item Assessment of Learning Biology Test (ALBT), students' perceptions of their satisfactions were satisfied with the 20-item Questionnaire on Students Satisfaction (QSS), and students' learning activities were assessed with the Mixed Media Internet-Based Instruction (MMIBI) on foundational cell issue was designed. The results of this research study have found that: statistically significant of students' post-learning achievements were higher than their pre-learning outcomes and indicated that the differences were significant at the .05 level. Students' performances of their satisfaction to their perceptions toward biology class with the mixed media according to internet-based multi instruction in biology on foundational cell issue were the highest level and evidence of average mean score as 4.59.

Examination of the Relationship of Community College Opticianry Student Outcomes with Instructional Delivery Methods and Student Age

ERIC Educational Resources Information Center

Underwood, William B.; Hernandez-Gantes, Victor M.

2017-01-01

The purpose of this study was to determine whether student outcomes are a function of participation in different modes of delivery and student age in an Opticianry program at the community college level. The three instructional delivery methods were traditional face-to-face instruction, online delivery, and a hybrid format where students take…

The NASTRAN User's Manual (Level 15)

NASA Technical Reports Server (NTRS)

Mccormick, C. W. (Editor)

1972-01-01

The User's manual for the NASA Structural Analysis (NASTRAN) program is presented. The manual contains all information needed to solve problems with NASTRAN. The volume is instructional and encyclopedic. The manual includes instruction in structural modeling techniques, instruction in input preparation, and information to assist the interpretation of the output. Descriptions of all input data cards, restart procedures, and diagnostic messages are developed.

A New Diagnostic Mechanism of Instruction: A Dynamic, Real-Time and Non-Interference Quantitative Measurement Technique for Adaptive E-Learning

ERIC Educational Resources Information Center

Hsu, Pi-Shan; Chang, Te-Jeng; Wu, Ming-Hsiung

2009-01-01

The level of learners' expertise has been used as a metric and diagnostic mechanism of instruction. This metric influences mental effort directly according to the applications of cognitive load theory. Cognitive efficiency, an optimal measurement technique of expertise, was developed by Kalyuga and Sweller to replace instructional efficiency in…

Understanding the Impact of Online Grading and Standards-Based Report Cards: A Phenomenological Study on Teacher Instruction at the Elementary Level

ERIC Educational Resources Information Center

Mathena, Ann Ashley

2017-01-01

The purpose of this transcendental, phenomenological study was to understand the impact of online grading and standards-based report cards on elementary teacher instruction at a suburban school system. This research study examined teacher instruction and assessment, sharing obstacles, and resources necessary for the effective use of…

The Multigrade Classroom: A Resource Handbook for Small, Rural Schools. Book 1: Review of the Research on Multigrade Instruction.

ERIC Educational Resources Information Center

Vincent, Susan, Ed.

In multigrade instruction, children of at least a 2-year grade span and diverse ability levels are grouped in a single classroom and share experiences involving intellectual, academic, and social skills. "The Multigrade Classroom" is a seven-book series that provides an overview of current research on multigrade instruction, identifies…

Improving Public Speaking Skills in the Seventh Grade Compensatory Education Student through Enhanced Instruction and Opportunity for Practice.

ERIC Educational Resources Information Center

Wilson, Nan Kelly

This practicum addressed the problem of seventh grade compensatory education students' not having adequate instruction, opportunity, or experience to prepare for success in any level of eighth grade English. Overall goals for the practicum were to give instruction in public speaking, to provide opportunities for students to engage in public…

A Data-Driven Preschool PD Model for Literacy and Oral Language Instruction

ERIC Educational Resources Information Center

Abbott, Mary; Atwater, Jane; Lee, Younwoo; Edwards, Liesl

2011-01-01

The purpose of this article is to describe the professional development (PD) model for preschool literacy and language instruction that took place in a 3-year, 2-tiered Early Reading First project in 9 Head Start and community-based school classrooms. In our tiered model, the Tier 1 level was classroom instruction and Tier 2 was intervention…

Teachers' and Students' Perceptions of Gender-Differentiated Reading Instruction at the High School Level

ERIC Educational Resources Information Center

Taylor, Luke N., III

2014-01-01

In a rural Alabama school district, 38.46% of the students failed the reading portion of the high school graduation examination. While the teachers in the school district were trained to differentiate instruction according to ability and gender, the impact of gender-differentiated reading instruction was unknown. The purpose of this case study was…

Influencing Social Capital in Times of Change: A Three Pronged Approach to Instructional Coaching at the Middle School Level

ERIC Educational Resources Information Center

Schwarting, Joann

2014-01-01

This mixed methods participatory action research study explored how an instructional coach influenced a state mandated curriculum adoption at a Title 1 urban middle school. The purpose of this study was to identify ways in which an instructional coach supported a veteran staff during the adoption of new curriculum standards. The instructional…

Use of Explicit Instruction and Double-Dosing to Teach Ratios, Proportions, and Percentages to At-Risk Middle School Students

ERIC Educational Resources Information Center

Piper, Lisa; Marchand-Martella, Nancy; Martella, Ronald

2010-01-01

The purpose of this action research was to determine the level of improvement of middle school students who were low performers in a mathematics class (N = 8) and who received "explicit instruction" with "double dosing" compared to their peer group who received normal instruction (N = 49). Results showed that at-risk…

"Leveling the Playing Field:" The Effects of Online Second Language Instruction on Student Willingness to Communicate in French

ERIC Educational Resources Information Center

Kissau, Scott; McCullough, Heather; Pyke, J. Garvey

2010-01-01

Second language (L2) instruction in the United States has in recent history experienced significant change. Instead of emphasizing grammatical accuracy, L2 teachers are now asked to focus on developing student communication skills. Furthermore, L2 classrooms are being transformed via the growth of computer-mediated instruction. Traditional,…

Bridging the Virtual Gap in Internet Based Music Instruction: A Feasibility Study in Trombone Performance Education

ERIC Educational Resources Information Center

Wilson, Aaron James

2013-01-01

Since being introduced into classrooms in the late 1990s, online instruction has grown substantially both in student enrollment and the number of programs offered at state, district, and multi-district levels. Although having been applied liberally to all core subjects and many supplemental subjects, online instruction has yet to be utilized…

An Action Research Study Using the Music Model of Academic Motivation to Increase Reading Motivation in a Fourth-Grade Classroom

ERIC Educational Resources Information Center

Williams, Angela W.

2013-01-01

This study involved examination of the processes employed in tailoring fourth-grade reading instruction to increase levels of student motivation. A participatory action research approach was utilized to design and conduct reading instruction that fourth-grade students perceived to be motivating. The reading instructional program was designed using…

The Role of Central Level Staff in Supporting High Quality Instruction

ERIC Educational Resources Information Center

Gamble, Matthew Tanner

2013-01-01

The central office manages and directs a school system. In the wake of district and school reforms, the impact of the central office on schools and quality instruction has not been fully dissected. This study explores the role of the central office in the support of high quality instruction. Further, it analyzes the perceptions of those central…

"Drawing Is a Frame of Mind": An Evaluation of Students' Perceptions about Reading Instruction within a Response to Intervention Model

ERIC Educational Resources Information Center

Chapman, Lauren; Greenfield, Renee; Rinaldi, Claudia

2010-01-01

This investigation is part of a larger study examining the effects of a school-wide literacy reform effort through a multi-leveled system of instructional delivery. The research question addressed was, "How do students perceive reading instruction within their elementary language arts classroom?" Students' perceptions were analyzed through…

The development and validation of the Instructional Practices Log in Science: a measure of K-5 science instruction

NASA Astrophysics Data System (ADS)

Adams, Elizabeth L.; Carrier, Sarah J.; Minogue, James; Porter, Stephen R.; McEachin, Andrew; Walkowiak, Temple A.; Zulli, Rebecca A.

2017-02-01

The Instructional Practices Log in Science (IPL-S) is a daily teacher log developed for K-5 teachers to self-report their science instruction. The items on the IPL-S are grouped into scales measuring five dimensions of science instruction: Low-level Sense-making, High-level Sense-making, Communication, Integrated Practices, and Basic Practices. As part of the current validation study, 206 elementary teachers completed 4137 daily log entries. The purpose of this paper is to provide evidence of validity for the IPL-S's scales, including (a) support for the theoretical framework; (b) cognitive interviews with logging teachers; (c) item descriptive statistics; (d) comparisons of 28 pairs of teacher and rater logs; and (e) an examination of the internal structure of the IPL-S. We present evidence to describe the extent to which the items and the scales are completed accurately by teachers and differentiate various types of science instructional strategies employed by teachers. Finally, we point to several practical implications of our work and potential uses for the IPL-S. Overall, results provide neutral to positive support for the validity of the groupings of items or scales.

Modifying the brain activation of poor readers during sentence comprehension with extended remedial instruction: a longitudinal study of neuroplasticity.

PubMed

Meyler, Ann; Keller, Timothy A; Cherkassky, Vladimir L; Gabrieli, John D E; Just, Marcel Adam

2008-08-01

This study used fMRI to longitudinally assess the impact of intensive remedial instruction on cortical activation among 5th grade poor readers during a sentence comprehension task. The children were tested at three time points: prior to remediation, after 100 h of intensive instruction, and 1 year after the instruction had ended. Changes in brain activation were also measured among 5th grade good readers at the same time points for comparison. The central finding was that prior to instruction, the poor readers had significantly less activation than good readers bilaterally in the parietal cortex. Immediately after instruction, poor readers made substantial gains in reading ability, and demonstrated significantly increased activation in the left angular gyrus and the left superior parietal lobule. Activation in these regions continued to increase among poor readers 1 year post-remediation, resulting in a normalization of the activation. These results are interpreted as reflecting changes in the processes involved in word-level and sentence-level assembly. Areas of overactivation were also found among poor readers in the medial frontal cortex, possibly indicating a more effortful and attentive guided reading strategy.

Modifying the Brain Activation of Poor Readers during Sentence Comprehension with Extended Remedial Instruction: A Longitudinal Study of Neuroplasticity

PubMed Central

Meyler, Ann; Keller, Timothy A.; Cherkassky, Vladimir L.; Gabrieli, John D. E.; Just, Marcel Adam

2008-01-01

This study used fMRI to longitudinally assess the impact of intensive remedial instruction on cortical activation among 5th grade poor readers during a sentence comprehension task. The children were tested at 3 time points: prior to remediation, after 100 hours of intensive instruction, and 1 year after the instruction had ended. Changes in brain activation were also measured among 5th grade good readers at the same time points for comparison. The central finding was that prior to instruction, the poor readers had significantly less activation than good readers bilaterally in the parietal cortex. Immediately after instruction, poor readers made substantial gains in reading ability, and demonstrated significantly increased activation in the left angular gyrus and the left superior parietal lobule. Activation in these regions continued to increase among poor readers 1 year post-remediation, resulting in a normalization of the activation. These results are interpreted as reflecting changes in the processes involved in word-level and sentence-level assembly. Areas of overactivation were also found among poor readers in the medial frontal cortex, possibly indicating a more effortful and attentionally-guided reading strategy. PMID:18495180

Effects of antecedent exercise on academic engagement and stereotypy during instruction.

PubMed

Neely, Leslie; Rispoli, Mandy; Gerow, Stephanie; Ninci, Jennifer

2015-01-01

Antecedent physical exercise has emerged as a potentially promising treatment for reducing challenging behavior and increasing academic behavior in individuals with autism spectrum disorder (ASD). The purpose of this study was to evaluate the effects of physical exercise conducted prior to instructional sessions (antecedent physical exercise) on academic engagement and stereotypy during instructional sessions for two children diagnosed with ASD. Functional analysis results suggested stereotypy was maintained by automatic reinforcement for both participants. A multielement design was employed to evaluate academic engagement and stereotypy during instructional sessions following randomly sequenced conditions involving either (a) no antecedent exercise, (b) brief durations of antecedent exercise, or (c) antecedent exercise that continued until the participant engaged in a systematically determined behavioral indicator of satiation. Both participants demonstrated higher levels of academic engagement and reduced levels of stereotypy during the instructional sessions which followed antecedent physical exercise that continued until behavioral indicators of satiation occurred. This study replicates previous research suggesting that individuals with ASD may benefit from physical exercise prior to academic instruction and further suggests that the duration of antecedent exercise may be optimally individualized based on behavioral indicators of satiation. © The Author(s) 2014.

DNA damage in children exposed to secondhand cigarette smoke and its association with oxidative stress.

PubMed

Shermatov, Kabil; Zeyrek, Dost; Yildirim, Faruk; Kilic, Mehmet; Cebi, Nazime; Kocyigit, Abdurrahim

2012-12-01

To compare oxidative status, total antioxidant capacity and values of DNA damage in peripheral blood lymphocytes in children exposed to secondhand cigarette smoke with healthy controls. Analytical, Observational. 54 children without any chronic diseases, attending the healthy child monitoring polyclinic. These comprised 27 children who had been exposed to passive cigarette smoke and 27 children who had not been exposed to cigarette smoke. Urine cotinine levels by the chemiluminescent technique; DNA damage by alkaline comet assay; and total oxidant status (TOS) using a novel automated measurement method. The mean urine cotinine, TOS, Oxidative Stress Index (OSI) and DNA damage values of the group exposed to cigarette smoke were determined to be at significantly higher level compared to the group not exposed to cigarette smoke (P<0.001). No statistically significant difference was determined in the TAS level between the two groups (P=0.1) The results showed that TOS levels, OSI index and DNA damage in peripheral blood lymphocytes were significantly higher in children exposed to secondhand cigarette smoke than in those not exposed to secondhand cigarette smoke.

Review of Instructional Approaches in Ethics Education.

PubMed

Mulhearn, Tyler J; Steele, Logan M; Watts, Logan L; Medeiros, Kelsey E; Mumford, Michael D; Connelly, Shane

2017-06-01

Increased investment in ethics education has prompted a variety of instructional objectives and frameworks. Yet, no systematic procedure to classify these varying instructional approaches has been attempted. In the present study, a quantitative clustering procedure was conducted to derive a typology of instruction in ethics education. In total, 330 ethics training programs were included in the cluster analysis. The training programs were appraised with respect to four instructional categories including instructional content, processes, delivery methods, and activities. Eight instructional approaches were identified through this clustering procedure, and these instructional approaches showed different levels of effectiveness. Instructional effectiveness was assessed based on one of nine commonly used ethics criteria. With respect to specific training types, Professional Decision Processes Training (d = 0.50) and Field-Specific Compliance Training (d = 0.46) appear to be viable approaches to ethics training based on Cohen's d effect size estimates. By contrast, two commonly used approaches, General Discussion Training (d = 0.31) and Norm Adherence Training (d = 0.37), were found to be considerably less effective. The implications for instruction in ethics training are discussed.

Sense of Accomplishment Is Modulated by a Proper Level of Instruction and Represented in the Brain Reward System.

PubMed

Nakai, Tomoya; Nakatani, Hironori; Hosoda, Chihiro; Nonaka, Yulri; Okanoya, Kazuo

2017-01-01

Problem-solving can be facilitated with instructions or hints, which provide information about given problems. The proper amount of instruction that should be provided for learners is controversial. Research shows that tasks with intermediate difficulty induce the largest sense of accomplishment (SA), leading to an intrinsic motivation for learning. To investigate the effect of instructions, we prepared three instruction levels (No hint, Indirect hint, and Direct hint) for the same insight-problem types. We hypothesized that indirect instructions impose intermediate difficulty for each individual, thereby inducing the greatest SA per person. Based on previous neuroimaging studies that showed involvement of the bilateral caudate in learning and motivation, we expected SA to be processed in this reward system. We recruited twenty-one participants, and investigated neural activations during problem solving by functional magnetic resonance imaging (fMRI). We confirmed that the Indirect hint, which imposed intermediate difficulty, induced the largest SA among the three instruction types. Using fMRI, we showed that activations in the bilateral caudate and anterior cingulate cortex (ACC) were significantly modulated by SA. In the bilateral caudate, the indirect hint induced the largest activation, while the ACC seemed to reflect the difference between correct and incorrect trials. Importantly, such activation pattern was independent of notations (number or letter). Our results indicate that SA is represented in the reward system, and that the Indirect instruction effectively induces such sensation.

Sense of Accomplishment Is Modulated by a Proper Level of Instruction and Represented in the Brain Reward System

PubMed Central

Nakai, Tomoya; Nakatani, Hironori; Hosoda, Chihiro; Nonaka, Yulri; Okanoya, Kazuo

2017-01-01

Problem-solving can be facilitated with instructions or hints, which provide information about given problems. The proper amount of instruction that should be provided for learners is controversial. Research shows that tasks with intermediate difficulty induce the largest sense of accomplishment (SA), leading to an intrinsic motivation for learning. To investigate the effect of instructions, we prepared three instruction levels (No hint, Indirect hint, and Direct hint) for the same insight-problem types. We hypothesized that indirect instructions impose intermediate difficulty for each individual, thereby inducing the greatest SA per person. Based on previous neuroimaging studies that showed involvement of the bilateral caudate in learning and motivation, we expected SA to be processed in this reward system. We recruited twenty-one participants, and investigated neural activations during problem solving by functional magnetic resonance imaging (fMRI). We confirmed that the Indirect hint, which imposed intermediate difficulty, induced the largest SA among the three instruction types. Using fMRI, we showed that activations in the bilateral caudate and anterior cingulate cortex (ACC) were significantly modulated by SA. In the bilateral caudate, the indirect hint induced the largest activation, while the ACC seemed to reflect the difference between correct and incorrect trials. Importantly, such activation pattern was independent of notations (number or letter). Our results indicate that SA is represented in the reward system, and that the Indirect instruction effectively induces such sensation. PMID:28052091

Using Instructional Technology to Integrate CEFR "Can Do" Performance Objectives into an Advanced-Level Language Course

ERIC Educational Resources Information Center

Burston, Jack; Athanasiou, Androulla; Neophytou-Yiokari, Maro

2016-01-01

The purpose of this presentation is to show how instructional technology can be exploited to effectively integrate Common European Framework of Reference (CEFR) "Can Do" performance objectives (Council of Europe, 2001) into the syllabus and assessment of an advanced (B2) level course. The particular course that will be used for purposes…

Evaluation of Computer-Aided Instruction in a Gross Anatomy Course: A Six-Year Study

ERIC Educational Resources Information Center

McNulty, John A.; Sonntag, Beth; Sinacore, James M.

2009-01-01

Web-based computer-aided instruction (CAI) has become increasingly important to medical curricula. This multi-year study investigated the effectiveness of CAI and the factors affecting level of individual use. Three CAI were tested that differed in specificity of applicability to the curriculum and in the level of student interaction with the CAI.…

Learners' Perceptions of Translation in English as the Medium of Instruction (EMI) at University Level

ERIC Educational Resources Information Center

Eser, Oktay; Dikilitas, Kenan

2017-01-01

Translation can be used as a learning strategy by students who learn their academic subjects through English as the Medium of Instruction (EMI). The purpose of this study is to investigate the perceptions of students towards the use of translation at university level courses offered in English at various departments. This qualitative research…

A Study of Effectiveness of Computer Assisted Instruction (CAI) over Classroom Lecture (CRL) at ICS Level

ERIC Educational Resources Information Center

Kaousar, Tayyeba; Choudhry, Bushra Naoreen; Gujjar, Aijaz Ahmed

2008-01-01

This study was aimed to evaluate the effectiveness of CAI vs. classroom lecture for computer science at ICS level. The objectives were to compare the learning effects of two groups with classroom lecture and computer-assisted instruction studying the same curriculum and the effects of CAI and CRL in terms of cognitive development. Hypotheses of…

Commentary Variations: Level of Verbalization, Personal Reference, and Phase Relations in Instructional Films on Perceptual-Motor Tasks. Technical Report.

ERIC Educational Resources Information Center

Zuckerman, John V.

In an experiment to determine the most efficient design for the commentary of an instructional film, special consideration was given to three variables concerned with the construction of commentaries: the level of verbalization (the amount of talk), the personal reference of the narrator, and the phase relationship between the commentary and the…

Reading at the Instructional Level with Children Identified as Learning Disabled: Potential Implications for Response-to-Intervention

ERIC Educational Resources Information Center

Burns, Matthew K.

2007-01-01

Curriculum-based assessment assesses the match between curriculum and student skill by computing the percentage of known words in a reading task and comparing it to the instructional level criterion of 93% to 97% known. The current study examined the effect of preteaching unknown words to 29 third-grade children identified as learning disabled…

Making Cooperative Learning Work in the College Classroom: An Application of the "Five Pillars" of Cooperative Learning to Post-Secondary Instruction

ERIC Educational Resources Information Center

Jones, Karrie A.; Jones, Jennifer L.

2008-01-01

Cooperative learning is viable yet generally underutilized method of instruction at the college level (Paulsen and Faust, 2008). This paper highlights the work of teacher educator Dr. Paul J. Vermette in his implementation of cooperative learning based practices in a graduate level Multicultural education course. In analyzing the "Five…

Intersections between Music Education and Music Therapy: Education Reform, Arts Education, Exceptionality, and Policy at the Local Level

ERIC Educational Resources Information Center

Salvador, Karen; Pasiali, Varvara

2017-01-01

In this article, a music teacher educator and a music therapy clinician and educator discuss special education policy and arts instruction at the district level. To illustrate the gulf between federal and local policies with regard to exceptional learners and arts instruction, we examine the intersections of music therapy and music education with…

Effects of Multimedia Instruction on L2 Acquisition of High-Level, Low-Frequency English Vocabulary Words

ERIC Educational Resources Information Center

Cho, Euna

2017-01-01

The present study examined the effects of multimedia enhancement in video form in addition to textual information on L2 vocabulary instruction for high-level, low-frequency English words among Korean learners of English. Although input-based incidental learning of L2 vocabulary through extensive reading has been conventionally believed to be…

Level of Self-Efficacy of Prospective Mathematics Teachers on Competencies for Planning and Organizing Instruction

ERIC Educational Resources Information Center

San, Ismail

2014-01-01

The purpose of this study was to determine the level of self-efficacy of prospective mathematics teachers (PMTs) on the competency "planning and organizing instruction" that is one of the teacher competencies identified in 2009 by Ministry of Education. The sample of this study consists of 111 total prospective teachers (PTs) study in…

Designing LibGuides as Instructional Tools for Critical Thinking and Effective Online Learning

ERIC Educational Resources Information Center

Baker, Ruth L.

2014-01-01

Did you ever wish for an easy-to-maintain tool to create course-level or assignment-level instruction for online or distance students? LibGuides can provide the solution! LibGuides provide a versatile and easy-to-maintain platform for delivering step-by-step, scaffolded tutorials that enhance learning outcomes through chunking, reduced strain on…

An Investigation into the Relationships Between Cloze Test Scores and Informal Reading Inventory Scores of Fifth Grade Pupils.

ERIC Educational Resources Information Center

Walter, Richard Barry

This study investigated the relationship between instructional level scores as determined by a cloze test and instructional level scores as determined by an informal reading inventory (IRI). Fifty male and 50 female subjects were randomly selected from the total fifth grade population of five schools chosen from a total of 22 midwestern elementary…

A Changing Paradigm in Language Planning: English-Medium Instruction Policy at the Tertiary Level in Malaysia

ERIC Educational Resources Information Center

Ali, Nor Liza

2013-01-01

The literature shows that English-medium instruction (EMI) programmes at the tertiary level in various parts of the world have positioned EMI as a language-planning tool to promote students' mastery of English. English proficiency is believed to be intertwined with the overall economic development of a country. In addition to internationalising…

Assessing the Reliability of Merging Chickering & Gamson's Seven Principles for Good Practice with Merrill's Different Levels of Instructional Strategy (DLISt7)

ERIC Educational Resources Information Center

Jabar, Syaril Izwann; Albion, Peter R.

2016-01-01

Based on Chickering and Gamson's (1987) Seven Principles for Good Practice, this research project attempted to revitalize the principles by merging them with Merrill's (2006) Different Levels of Instructional Strategy. The aim was to develop, validate, and standardize a measurement instrument (DLISt7) using a pretest-posttest Internet…

Do emotional support and classroom organization earlier in the year set the stage for higher quality instruction?

PubMed

Curby, Timothy W; Rimm-Kaufman, Sara E; Abry, Tashia

2013-10-01

Many teachers believe that providing greater emotional and organizational supports in the beginning of the year strengthens their ability to teach effectively as the year progresses. Some interventions, such as the Responsive Classroom (RC) approach, explicitly embed this sequence into professional development efforts. We tested the hypothesis that earlier emotional and organizational supports set the stage for improved instruction later in the year in a sample of third- and fourth-grade teachers enrolled in a randomized controlled trial of the RC approach. Further, we examined the extent to which the model generalized for teachers using varying levels of RC practices as well as whether or not teachers were in the intervention or control groups. Teachers' emotional, organizational, and instructional interactions were observed using the Classroom Assessment Scoring System (Pianta, La Paro, & Hamre, 2008) on five occasions throughout the year. Results indicated a reciprocal relation between emotional and instructional supports. Specifically, higher levels of emotional support earlier in the year predicted higher instructional support later in the year. Also, higher levels of instructional support earlier in the year predicted higher emotional support later in the year. Classroom organization was not found to have longitudinal associations with the other domains across a year. This pattern was robust when controlling for the use of RC practices as well as across intervention and control groups. Further, teachers' use of RC practices predicted higher emotional support and classroom organization throughout the year, suggesting the malleability of this teacher characteristic. Discussion highlights the connection between teachers' emotional and instructional supports and how the use of RC practices improves teachers' emotionally supportive interactions with students. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Comparisons between students' learning achievements of their conventional instruction and the science, technology and social conceptual instructional design on digestion system issue of secondary students at the 10th grade level

NASA Astrophysics Data System (ADS)

Wichalek, Supattra; Chayaburakul, Kanokporn; Santiboon, Toansakul

2018-01-01

The purposes of this action research study were 1) to develop learning activities according to the instructional designing model of science, technology, and social (STS) on Digestion Issue, 2) to compare students' learning achievements between their learning activities with the conventional instructional (CIM) and conceptual instructional designing methods of science, technology, and social (STS) on digestion system of secondary students at the 10th grade level with a sample size of 35 experimental student group of their STS learning method, and 91 controlling group in two classes in the first semester in academic year 2016. Using the 4-Instructional Innovative Lesson Plans, the Students' Learning Behaviour Observing Form, the Questionnaire on Teacher Behaviour Interaction (QTBI), the Researcher's Recording Form, the Learning Activity Form, and the Parallel Learning Achievement Test (LAT) were assessed. The results of this research have found that; the Index of Item Objective Congruence (IOC) value ranged from 0.67 to 1.00; the difficulty values were 0.47 and 0.79 for the CIM and STS methods, respectively, the discriminative validity for the LAT was ranged from 0.20 to 0.75. The reliability of the QTBI was 0.79. Students' responses of their learning achievements with the average means scores indicted of the normalized gain values of 0.79 for the STS group, and 0.50 and 0.36 for the CIM groups, respectively. Students' learning achievements of their post-test indicated that of a higher than pre-test, the pre-test and post-test assessments were also differentiated evidence at the 0.05 levels for the STS and CIM groups, significantly. The 22-students' learning outcomes from the STS group evidences at a high level, only of the 9-students' responses in a moderate level were developed of their learning achievements, responsibility.

Chronic exposure to low frequency noise at moderate levels causes impaired balance in mice.

PubMed

Tamura, Haruka; Ohgami, Nobutaka; Yajima, Ichiro; Iida, Machiko; Ohgami, Kyoko; Fujii, Noriko; Itabe, Hiroyuki; Kusudo, Tastuya; Yamashita, Hitoshi; Kato, Masashi

2012-01-01

We are routinely exposed to low frequency noise (LFN; below 0.5 kHz) at moderate levels of 60-70 dB sound pressure level (SPL) generated from various sources in occupational and daily environments. LFN has been reported to affect balance in humans. However, there is limited information about the influence of chronic exposure to LFN at moderate levels for balance. In this study, we investigated whether chronic exposure to LFN at a moderate level of 70 dB SPL affects the vestibule, which is one of the organs responsible for balance in mice. Wild-type ICR mice were exposed for 1 month to LFN (0.1 kHz) and high frequency noise (HFN; 16 kHz) at 70 dB SPL at a distance of approximately 10-20 cm. Behavior analyses including rotarod, beam-crossing and footprint analyses showed impairments of balance in LFN-exposed mice but not in non-exposed mice or HFN-exposed mice. Immunohistochemical analysis showed a decreased number of vestibular hair cells and increased levels of oxidative stress in LFN-exposed mice compared to those in non-exposed mice. Our results suggest that chronic exposure to LFN at moderate levels causes impaired balance involving morphological impairments of the vestibule with enhanced levels of oxidative stress. Thus, the results of this study indicate the importance of considering the risk of chronic exposure to LFN at a moderate level for imbalance.

Chronic Exposure to Low Frequency Noise at Moderate Levels Causes Impaired Balance in Mice

PubMed Central

Tamura, Haruka; Ohgami, Nobutaka; Yajima, Ichiro; Iida, Machiko; Ohgami, Kyoko; Fujii, Noriko; Itabe, Hiroyuki; Kusudo, Tastuya; Yamashita, Hitoshi; Kato, Masashi

2012-01-01

We are routinely exposed to low frequency noise (LFN; below 0.5 kHz) at moderate levels of 60–70 dB sound pressure level (SPL) generated from various sources in occupational and daily environments. LFN has been reported to affect balance in humans. However, there is limited information about the influence of chronic exposure to LFN at moderate levels for balance. In this study, we investigated whether chronic exposure to LFN at a moderate level of 70 dB SPL affects the vestibule, which is one of the organs responsible for balance in mice. Wild-type ICR mice were exposed for 1 month to LFN (0.1 kHz) and high frequency noise (HFN; 16 kHz) at 70 dB SPL at a distance of approximately 10–20 cm. Behavior analyses including rotarod, beam-crossing and footprint analyses showed impairments of balance in LFN-exposed mice but not in non-exposed mice or HFN-exposed mice. Immunohistochemical analysis showed a decreased number of vestibular hair cells and increased levels of oxidative stress in LFN-exposed mice compared to those in non-exposed mice. Our results suggest that chronic exposure to LFN at moderate levels causes impaired balance involving morphological impairments of the vestibule with enhanced levels of oxidative stress. Thus, the results of this study indicate the importance of considering the risk of chronic exposure to LFN at a moderate level for imbalance. PMID:22768129

Drawing on student knowledge in human anatomy and physiology

NASA Astrophysics Data System (ADS)

Slominski, Tara Nicole

Prior to instruction, students may have developed alternative conceptions about the mechanics behind human physiology. To help students re-shape these ideas into correct reasoning, the faulty characteristics reinforcing the alternative conceptions need to made explicit. This study used student-generated drawings to expose alternative conceptions Human Anatomy and Physiology students had prior to instruction on neuron physiology. Specifically, we investigated how students thought about neuron communication across a synapse (n=355) and how neuron activity can be modified (n=311). When asked to depict basic communication between two neurons, at least 80% of students demonstrated incorrect ideas about synaptic transmission. When targeting spatial and temporal summation, only eleven students (3.5%) were able to accurately depict at least one form of summation. In response to both drawing questions, student drawings revealed multiple alternative conceptions that resulted in a deeper analysis and characterization of the wide variation of student ideas.