Using Electronic Technologies To Support Teaching and Learning: Building a Future.

ERIC Educational Resources Information Center

Eastwood, Kenneth W.; And Others

The Oswego City School District is committed to creating--through the implementation of its technology plan--an environment that supports effective teaching and learning and prepares all students to succeed in a technologically sophisticated world. This report summarizes the efforts to build a community-wide consensus for a meaningful technology…

A Practical Solution to Optimizing the Reliability of Teaching Observation Measures under Budget Constraints

ERIC Educational Resources Information Center

Meyer, J. Patrick; Liu, Xiang; Mashburn, Andrew J.

2014-01-01

Researchers often use generalizability theory to estimate relative error variance and reliability in teaching observation measures. They also use it to plan future studies and design the best possible measurement procedures. However, designing the best possible measurement procedure comes at a cost, and researchers must stay within their budget…

School-Based ICT Policy Plans in Primary Education: Elements, Typologies and Underlying Processes

ERIC Educational Resources Information Center

Vanderlinde, Ruben; Dexter, Sara; van Braak, Johan

2012-01-01

Schools are more and more encouraged to write a school-based information and communication technology (ICT) policy plan. In such a plan, a school describes its expectations, goals, content and actions related to the future role of ICT in teaching and learning. Although this is encouraged by researchers and policy makers, the literature on ICT…

Preservice Teachers' Beliefs, Attitudes, and Motivation about Technology Integration

ERIC Educational Resources Information Center

Cullen, Theresa A.; Greene, Barbara A.

2011-01-01

The Theory of Planned Behavior was used as a framework, along with Self-Determination Theory, to examine preservice teachers' motivation to include technology in their future teaching. We modified instruments to measure theoretical constructs to be applied to plans for the use of technology. Measured were: perceived behavioral control, attitudes…

The Future of Educational Technology Is Past.

ERIC Educational Resources Information Center

Mitchell, P. David

1989-01-01

Discusses the field of educational technology and the need for new perspectives on the processes of learning, teaching, and doing research. Topics discussed include the scope of education; goal-directed feedback; control system theory; cybernetics and general system research; self-instruction; and suggestions for future planning for educational…

Starworld: Preparing Accountants for the Future: A Case-Based Approach to Teach International Financial Reporting Standards Using ERP Software

ERIC Educational Resources Information Center

Ragan, Joseph M.; Savino, Christopher J.; Parashac, Paul; Hosler, Jonathan C.

2010-01-01

International Financial Reporting Standards now constitute an important part of educating young professional accountants. This paper looks at a case based process to teach International Financial Reporting Standards using integrated Enterprise Resource Planning software. The case contained within the paper can be used within a variety of courses…

Can They Plan to Teach with Web 2.0? Future Teachers' Potential Use of the Emerging Web

ERIC Educational Resources Information Center

Kale, Ugur

2014-01-01

This study examined pre-service teachers' potential use of Web 2.0 technologies for teaching. A coding scheme incorporating the Technological Pedagogical Content Knowledge (TPACK) framework guided the analysis of pre-service teachers' Web 2.0-enhanced learning activity descriptions. The results indicated that while pre-service teachers were able…

A New Paradigm for the Teaching of Business Law and Legal Environment Classes

ERIC Educational Resources Information Center

Lampe, Marc

2006-01-01

There is a need to develop curriculum and materials on law-related topics better designed for business students planning a career in business. Except incidentally, business school legal faculty are not teaching future lawyers or paralegals. The world of the business practitioner is very different from that of the lawyer. For most business people…

Video Feedforward for Reading

ERIC Educational Resources Information Center

Dowrick, Peter W.; Kim-Rupnow, Weol Soon; Power, Thomas J.

2006-01-01

Video feedforward can create images of positive futures, as has been shown by researchers using self-modeling methods to teach new skills with carefully planned and edited videos that show the future capability of the individual. As a supplement to tutoring provided by community members, we extended these practices to young children struggling to…

On My Mind: Pay It Forward with Professional Development, Not High-Stakes Testing.

ERIC Educational Resources Information Center

Warlick, David

2001-01-01

Suggests that professional planning, not high-stakes testing, "an Industrial Age solution to an Information Age problem," is the key to education's future. Proposes that the day for school library media specialists and teachers should be equally divided between teaching and professional planning-four hours of instructional supervision and four…

Learning to Facilitate Advance Care Planning: The Novice Social Worker's Experience

ERIC Educational Resources Information Center

Washington, Karla; Bowland, Sharon; Mueggenburg, Kay; Pederson, Margaret; Otten, Sheila; Renn, Tanya

2014-01-01

Professional leaders have identified clear roles for social workers involved in advance care planning (ACP), a facilitated process whereby individuals identify their preferences for future medical care; yet information about effective teaching practices in this area is scant. This study reports on the experiences of 14 social workers who…

Reviews Website: Online Graphing Calculator Video Clip: Learning From the News Phone App: Graphing Calculator Book: Challenge and Change: A History of the Nuffield A-Level Physics Project Book: SEP Sound Book: Reinventing Schools, Reforming Teaching Book: Physics and Technology for Future Presidents iPhone App: iSeismometer Web Watch

NASA Astrophysics Data System (ADS)

2011-01-01

WE RECOMMEND Online Graphing Calculator Calculator plots online graphs Challenge and Change: A History of the Nuffield A-Level Physics Project Book delves deep into the history of Nuffield physics SEP Sound Booklet has ideas for teaching sound but lacks some basics Reinventing Schools, Reforming Teaching Fascinating book shows how politics impacts on the classroom Physics and Technology for Future Presidents A great book for teaching physics for the modern world iSeismometer iPhone app teaches students about seismic waves WORTH A LOOK Teachers TV Video Clip Lesson plan uses video clip to explore new galaxies Graphing Calculator App A phone app that handles formulae and graphs WEB WATCH Physics.org competition finds the best websites

Teaching and Learning for the Future. Committee on Multimedia in Teacher Training, Final Report.

ERIC Educational Resources Information Center

Plomp, Tjeerd, Ed.; And Others

This is the final report of the Committee on MultiMedia in Teacher Training (COMMITT), which offers a strategic framework to support efforts of teacher training institutes in the Netherlands to develop their own plans for enhancing the teaching and learning process as well as its outcomes through the application of Information and Communication…

Composition and Sustainability: Teaching for a Threatened Generation. Refiguring English Studies.

ERIC Educational Resources Information Center

Owens, Derek

This book is intended to be a stimulus for educators who want to teach or plan curriculum with the long view in mind. The book states that although sustainability--meeting today's needs without jeopardizing the interests of future generations--has become a dominating force in diverse disciplines, it has yet to play a substantive role in English…

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

ERIC Educational Resources Information Center

Granberg, Grace, Ed.

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

An Innovative Teaching Strategy: Using Critical Thinking To Give Students a Guide to the Future.

ERIC Educational Resources Information Center

Oliver, Helen; Utermohlen, Robert

College students in a Foundations of Education class at Rust College (Mississippi), a small historically black liberal arts college, were required in 1993 and again in 1994 to develop a modified personal strategic plan using critical thinking skills. The plan had four components: a family history; a present situation; a strengths, weaknesses,…

What Master Teachers Do: A Case Study of Planning, Facilitating, Role Modelling and Developing Materials

ERIC Educational Resources Information Center

Ibrahim, Noraini; Aziz, Azliza Haniem Abdul; Nambiar, Radha M. K.

2013-01-01

Teaching is the foundation of our educational system. As such teachers are privileged with the responsibility of nurturing the young and inadvertently, shaping the future. To this end, the Malaysian government is fully cognizant that our future is dependent on the development of a highly skilled and innovative workforce serving as the critical…

Using Drawings to Bridge the Transition from Student to Future Teacher of Mathematics

ERIC Educational Resources Information Center

Lee, Ji-Eun; Zeppelin, Mary

2014-01-01

This study examines a group of prospective teachers' reflections upon the way they were taught (Set 1) and the way they want to teach (Set 2) through drawings which respectively describe their past learning experiences as students and their future plans as teachers. The purpose of this study is to identify: (a) the emerging themes that appear in…

Teaching and Learning Activity Sequencing System using Distributed Genetic Algorithms

NASA Astrophysics Data System (ADS)

Matsui, Tatsunori; Ishikawa, Tomotake; Okamoto, Toshio

The purpose of this study is development of a supporting system for teacher's design of lesson plan. Especially design of lesson plan which relates to the new subject "Information Study" is supported. In this study, we developed a system which generates teaching and learning activity sequences by interlinking lesson's activities corresponding to the various conditions according to the user's input. Because user's input is multiple information, there will be caused contradiction which the system should solve. This multiobjective optimization problem is resolved by Distributed Genetic Algorithms, in which some fitness functions are defined with reference models on lesson, thinking and teaching style. From results of various experiments, effectivity and validity of the proposed methods and reference models were verified; on the other hand, some future works on reference models and evaluation functions were also pointed out.

Case Study: Audio-Guided Learning, with Computer Graphics.

ERIC Educational Resources Information Center

Koumi, Jack; Daniels, Judith

1994-01-01

Describes teaching packages which involve the use of audiotape recordings with personal computers in Open University (United Kingdom) mathematics courses. Topics addressed include software development; computer graphics; pedagogic principles for distance education; feedback, including course evaluations and student surveys; and future plans.…

Current Issues for Higher Education Information Resources Management.

ERIC Educational Resources Information Center

CAUSE/EFFECT, 1996

1996-01-01

Issues identified as important to the future of information resources management and use in higher education include information policy in a networked environment, distributed computing, integrating information resources and college planning, benchmarking information technology, integrated digital libraries, technology integration in teaching,…

Teacher candidates in an online post-baccalaureate science methods course: Implications for teaching science inquiry with technology

NASA Astrophysics Data System (ADS)

Colon, Erica L.

Online learning is becoming more prevalent in today's education and is changing the way students learn and instructors teach. This study proposed using an informative case study design within a multilevel conceptual framework as teacher candidates were learning to teach and use science inquiry while in an online post-baccalaureate science methods course. The purposes were to (a) explore whether the teacher candidates had a thorough understanding of scientific inquiry and how to implement higher-order thinking skills, (b) examine whether or not the teacher candidates used a variety of computer-based instructional technologies when choosing instructional objectives, and (c) identify barriers that impede teacher candidates from using science inquiry or technology singly, or the ability to incorporate technology into learning science inquiry. The findings indicate that an online approach in preparing science teachers holds great potential for using innovative technology to teach science inquiry. First, the teacher candidates did incorporate essential features of classroom inquiry, however it was limited and varied in the type of inquiry used. Second, of the 86 lesson plans submitted by the teacher candidates, less than twelve percent of the learning objectives involved higher-order skills that promoted science inquiry. Third, results supported that when using technology in their lesson planning, participants had widely varying backgrounds in reference to their familiarity with technology. However, even though each participant used some form or another, the technology used was fairly low level. Finally, when discussing implementing inquiry-based science in the lesson plans, this study identified time as a reason that participants may not be pushing for more inquiry-based lessons. The researcher also identifies that school placements were a huge factor in the amount of inquiry-based skills coded in the lesson plans. The study concludes that online teacher preparation programs hold promise for teacher candidates by providing them knowledge and strategies for implementing innovative technologies to teach science inquiry when designing curriculum. By identifying specific implications for methods course design and implementation, as well as future research, this study contributes to teacher education improvement efforts, and therefore supports changing learning styles of their future students, so-called the iGeneration.

Strategic Planning and Doctor Of Nursing Practice Education: Developing Today's and Tomorrow's Leaders.

PubMed

Falk, Nancy L; Garrison, Kenneth F; Brown, Mary-Michael; Pintz, Christine; Bocchino, Joseph

2015-01-01

Strategic planning and thinking skills are essential for today's nurse leaders. Doctor of nursing practice (DNP) programs provide an opportunity for developing effective nurse strategists. A well-designed strategy course can stimulate intellectual growth at all levels of Bloom's Taxonomy. Discussion forums in online education provide new opportunities for rich interaction among peers en route to development of well-informed strategic plans. An interprofessional perspective adds a rich and vital aspect to doctoral nursing education and it serves to inform strategic plan development. A roadmap for teaching strategic planning to current and future nursing leaders will guide the integration of essential content into DNP programs.

Get up and Move!

ERIC Educational Resources Information Center

Spicer, Sally

2012-01-01

Assessing children's learning is a key part of teaching. In all curriculum areas it is used for informing planning of future learning experiences and assessing pupil progress. Specifically in science, it identifies knowledge and understanding of scientific concepts, reasoning, and practical skill development. There are various ways to assess,…

Educators of Educators: Their Goals, Perceptions and Practices

ERIC Educational Resources Information Center

Ben-Peretz, Miriam; Kleeman, Sara; Reichenberg, Rivka; Shimoni, Sarah

2010-01-01

Teacher educators prepare future teachers, and their own professional development is essential for successful teaching and learning in schools. Our study aims at understanding teacher educators' professional development (TEPD) from the unique perspective of a group of educators who are regularly involved in planning, managing and implementing…

Electricity: Today's Technologies, Tomorrow's Alternatives. Teacher's Guide.

ERIC Educational Resources Information Center

Electric Power Research Inst., Palo Alto, CA.

This teaching guide is designed to help teachers develop lesson plans around nine chapters provided in the student textbook. Chapters focus on energy use, energy demand, energy supply, principles of electric power generation, today's generating options, future generating options, electricity storage and delivery, environmental concerns, and making…

The state of radiologic teaching practice in preclinical medical education: survey of American medical, osteopathic, and podiatric schools.

PubMed

Rubin, Zachary; Blackham, Kristine

2015-04-01

This study describes the state of preclinical radiology curricula in North American allopathic, osteopathic, and podiatric medical schools. An online survey of teaching methods, radiology topics, and future plans was developed. The Associations of American Medical Colleges, Colleges of Osteopathic Medicine, and Colleges of Podiatric Medicine listing for all US, Canadian, and Puerto Rican schools was used for contact information for directors of anatomy and/or radiology courses. Letters were sent via e-mail to 198 schools, with a link to the anonymous survey. Of 198 schools, 98 completed the survey (48%). Radiology curricula were integrated with other topics (91%), and taught by anatomists (42%) and radiologists (43%). The majority of time was spent on the topic of anatomy correlation (35%). Time spent teaching general radiology topics in the curriculum, such as physics (3%), modality differences (6%), radiation safety (2%), and contrast use (2%) was limited. Most schools had plans to implement an innovative teaching method in the near future (62%). The major challenges included limits on: time in the curriculum (73%); resources (32%); and radiology faculty participation (30%). A total of 82% reported that their curriculum did not model the suggestions made by the Alliance of Medical Student Educators in Radiology. This survey describes the current state of preclinical radiology teaching: curricula were nonstandard, integrated into other courses, and predominantly used for anatomy correlation. Other important contextual principles of the practice of radiology were seldom taught. Copyright © 2015 American College of Radiology. Published by Elsevier Inc. All rights reserved.

Planning for the Future: Revealing Underrepresented Stories in the History of Physics and Astronomy

NASA Astrophysics Data System (ADS)

DiTomasso, Victoria; Spytek, Samantha; Neal, Stephen; Burch, Lance; Good, Gregory

2017-01-01

Women and minorities are, and have historically been, underrepresented in the physical sciences. This summer we wrote and revised over 40 teaching guides that highlight the often forgotten contributions of women and minorities to the physical sciences. Of these guides, 18 focus on astronomy/astrophysics specifically. We have ensured that these teaching guides meet national educational standards, fit well into social and natural science curricula, and are available for free online. They include lesson plans, worksheets, PowerPoints and readings. We intend for these resources to be easily integrated into classrooms from the first grade through the college level, and that they provide students with a diverse set of role models while also calling attention to ongoing diversity issues in STEM.

Getting Started in Academic Careers: On the Cutting Edge Resources for Graduate Students, Postdoctoral Fellows, and Early Career Faculty

NASA Astrophysics Data System (ADS)

MacDonald, R.; Ormand, C.; Manduca, C. A.; Wright-Dunbar, R.; Allen-King, R.

2007-12-01

The professional development program,'On the Cutting Edge', offers on-line resources and annual multi-day workshops for graduate students and post-doctoral fellows interested in pursuing academic careers. Pre- workshop surveys reveal that early career faculty, post-docs, and graduate students have many questions about teaching (e.g., what are effective teaching strategies, how to design a course, how to prepare a syllabus, how to teach large courses), research (e.g., initiate and fund future research, set up and manage a lab, obtain equipment), and career management (e.g., understand tenure requirements, balance all it all). The graduate students and post-docs also have questions about jobs and the job search process. Their questions show a lack of familiarity with the nature of academic positions at different kinds of educational institutions (two-year colleges, primarily undergraduate institutions, and research universities). In particular, they are uncertain about what educational setting will best fit their values and career goals and how teaching loads and research expectations vary by institution. Common questions related to the job search process include where to find job listings (the most common question in recent years), when to start the job search process, how to stand out as an applicant, and how to prepare for interviews. Both groups have questions about how to develop new skills: how to develop, plan and prepare a new course (without it taking all of their time), how to expand beyond their PhD (or postdoc) research projects, how to develop a research plan, and where to apply for funding. These are important topics for advisors to discuss with all of their students and postdocs who are planning on careers in academia. On the Cutting Edge offers workshops and web resources to help current and future faculty navigate these critical stages of their careers. The four-day workshop for Early Career Geoscience Faculty: Teaching, Research, and Managing Your Career has been offered since 1999 and provides sessions on teaching strategies, course design, developing a strategic plan for research, supervising student researchers, navigating departmental and institutional politics, tenure, time and task management, and much more. The workshop, Preparing for an Academic Career in the Geosciences, has been offered since 2003 and provides a panel about academic careers in different institutional settings, session on research on learning, various teaching strategies, design of effective classroom activities, moving research forward to new settings, negotiation, and presenting oneself to others. Participants in both workshops have many opportunities to talk informally with leaders and other participants. Assessment results indicate that the workshops are helpful for both current and future faculty. Participants particularly appreciate the practical ideas and the opportunity to interact with, and learn from, a diverse leadership team and other participants. Two on-line resource collections provides information in these areas useful for students, post-docs, early career faculty and advisors.

The Stock Market Game, an Educator's Guide. Elementary School Edition [Grades 6-8].

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

Helping students learn about taking responsibility for the planning and shaping of their personal financial futures is this 13-lesson teaching unit's goal. Each lesson includes performance objectives, materials, motivational activities, development, and enrichment activities. Concepts are taught through worksheets, stories, and games. Students are…

Nutrition and Food Science. Teacher's Instructional Guide.

ERIC Educational Resources Information Center

Hays, Tricia

This teaching, guide for a high school nutrition and food science course, includes introductory information about the course, course design, facilities and equipment, Future Homemakers of America, and use of the guide. The course addresses nutrition and food science from the perspective of food habits and wellness; menu planning; special dietary…

Dispersing Waves: Innovation in Early Childhood Education

ERIC Educational Resources Information Center

Meade, Anne, Ed.

2010-01-01

Early childhood education Centres of Innovation (COI) were established in 2002 as part of the 10-year plan for early childhood education, "Pathways to the Future/Nga Huarahi Arataki." In COI projects, innovative early childhood teaching teams reflect on and investigate their practices through action research, and share their findings…

Something’s missing from my education: Using a cross sectional survey to examine the needs and interest of Canadian medical students relating to their roles as teachers and educators

PubMed Central

Nagji, Alim; Leslie, Karen; Wong, Eric; Myhre, Doug; Young, Meredith; Chan, Ming-Ka

2017-01-01

Background Current theory in medical education emphasizes engaging learners as educators while tailoring teaching to their learning needs. However, little is known about learners’ perceptions of their proposed roles as teachers and educators. Methods Canadian medical students were invited to complete an English language online questionnaire structured to include: teaching experience, participation and/or awareness of teacher development at their school and awareness and/or interest in further training in medical education. The survey was developed by the Canadian Association for Medical Education (CAME) Membership Subcommittee, and distributed via the Canadian Federation of Medical Students (CFMS) email list and the CAME twitter account in March 2014. Results Of the 169 undergraduate medical student respondents, 36% (n=61) reported a lack of prior teaching experience and 45% (n=73) were unsure if their school provided teaching instruction. Overall, 91% (n=150) indicated that they planned to incorporate teaching or medical education into their future careers. Conclusion While the majority of medical student respondents are expecting or planning to teach, most report not having access to adequate training through medical school. Further effort is necessary to support medical students as teachers to prepare them for increased teaching responsibilities as residents and to expose them to potential careers in medical education. PMID:29098045

Mathematics teaching experiences of elementary preservice teachers with high and low mathematics anxiety during student teaching: A multiple case study

NASA Astrophysics Data System (ADS)

Nisbet, Leslie Deanna

This study investigated the teaching experiences of six elementary preservice teachers (EPTs), three with high mathematics anxiety and three with low mathematics anxiety, during their student teaching semester. The EPTs were selected from an initial pool of 121 EPTs who took the Abbreviated Mathematics Anxiety Scale. The cases were compared in a cross case analysis to highlight mathematics teaching experiences among EPTs. Data sources included EPT and researcher journal entries, interview transcripts, pre-lesson surveys, field notes, lesson plans, and artifacts of observed lessons. Data were coded using Shulman's content knowledge, Graeber's mathematics pedagogical content knowledge, and mathematics anxiety characteristics. Findings revealed both similarities and differences across EPTs as related to four major categories: (a) planning and resources used, (b) role of the cooperating teacher, (c) content knowledge, and (d) pedagogical content knowledge. All EPTs used mostly direct instruction and relied on the course textbook and their respective cooperating teacher as their primary resources for planning. Additionally, across participants, the cooperating teacher influenced EPTs' perceptions of students and teaching. Also, EPTs with high mathematics anxiety were weaker with respect to content knowledge and pedagogical content knowledge. Findings suggest a need to re-design methods courses to address improving the pedagogical content knowledge of EPTs with mathematics anxiety. Findings also suggest a need to develop content specific mathematics courses for EPTs to improve their content knowledge. Future studies could include a longitudinal study to follow highly anxious EPTs who take content specific elementary mathematics courses to observe their content knowledge and mathematics anxiety.

A framework for high-school teacher support in Geosciences

NASA Astrophysics Data System (ADS)

Bookhagen, B.; Mair, A.; Schaller, G.; Koeberl, C.

2012-04-01

To attract future geoscientists in the classroom and share the passion for science, successful geoscience education needs to combine modern educational tools with applied science. Previous outreach efforts suggest that classroom-geoscience teaching tremendously benefits from structured, prepared lesson plans in combination with hands-on material. Building on our past experience, we have developed a classroom-teaching kit that implements interdisciplinary exercises and modern geoscientific application to attract high-school students. This "Mobile Phone Teaching Kit" analyzes the components of mobile phones, emphasizing the mineral compositions and geologic background of raw materials. Also, as geoscience is not an obligatory classroom topic in Austria, and university training for upcoming science teachers barely covers geoscience, teacher training is necessary to enhance understanding of the interdisciplinary geosciences in the classroom. During the past year, we have held teacher workshops to help implementing the topic in the classroom, and to provide professional training for non-geoscientists and demonstrate proper usage of the teaching kit. The material kit is designed for classroom teaching and comes with a lesson plan that covers background knowledge and provides worksheets and can easily be adapted to school curricula. The project was funded by kulturkontakt Austria; expenses covered 540 material kits, and we reached out to approximately 90 schools throughout Austria and held a workshop in each of the nine federal states in Austria. Teachers received the training, a set of the material kit, and the lesson plan free of charge. Feedback from teachers was highly appreciative. The request for further material kits is high and we plan to expand the project. Ultimately, we hope to enlighten teachers and students for the highly interdisciplinary variety of geosciences and a link to everyday life.

Digital Technology and Teacher Preparation: The Instructional Role of Social Media Among Pre-Service Teachers

NASA Astrophysics Data System (ADS)

Trytten, Bria Klotz

As social media use becomes more prevalent among teachers, it becomes vital to understand how teachers are using social media and what effects it has, if any, on teaching practices in the classroom. This study sought to explore the relationship between pre-service teachers' use of social media and their perceptions of inquiry-based science education, an important teaching best practice. This study is unique in that it explores pre-service teachers' use of three social media platforms--Twitter, Facebook, and Pinterest--and how pre-service teachers plan to apply them to classroom education. Previous studies focused on only one social media platform, usually Twitter or Facebook. This study surveyed 113 pre-service teachers in their 3rd or 4th year of school at one of two teacher colleges. The survey employed multiple choice, open-ended, and Likert-type questions to assess pre-service teachers' use of social media as well as their attitudes surrounding inquiry-based instruction. In order to better explain and analyze survey results, fourteen survey participants were interviewed with follow-up questions to elaborate on both social media use and inquiry attitudes. Findings indicated that the pre-service teachers used social media, and overwhelmingly Pinterest, to find lesson plans and classroom organizational ideas. Cited reasons for this practice included convenience, variety of lesson planning, and easily searchable databases. The study found statistical significance in that teachers who aspire to teach lower grade levels will turn to social media to find lesson plans more frequently than those who aspire to teach higher grade levels. The study found social media use had no statistically significant effect on the level of inquiry-based teaching that the participants aimed to achieve in their future classrooms.

Undergraduate teaching on biological weapons and bioterrorism at medical schools in the UK and the Republic of Ireland: results of a cross-sectional study.

PubMed

Green, Stephen T; Cladi, Lorenzo; Morris, Paul; Forde, Donall

2013-06-20

To determine if individual undergraduate schools of medicine in the UK and the Republic of Ireland provide any teaching to medical students about biological weapons, bioterrorism, chemical weapons and weaponised radiation, if they perceive them to be relevant issues and if they figure them in their future plans. A cross-sectional study utilising an internet-based questionnaire sent to key figures responsible for leading on the planning and delivery of undergraduate medical teaching at all schools of medicine in the UK and Ireland. All identified undergraduate schools of medicine in the UK and Ireland between August 2012 and December 2012. Numerical data and free text feedback about relevant aspects of undergraduate teaching. Of the 38 medical schools approached, 34 (28 in UK, 6 in Ireland) completed the questionnaire (89.47%). 4 (all in UK) chose not to complete it. 6/34 (17.65%) included some specific teaching on biological weapons and bioterrorism. 7/34 (20.59%) had staff with bioterrorism expertise (mainly in microbiological and syndromic aspects). 4/34 (11.76%) had plans to introduce some specific teaching on bioterrorism. Free text responses revealed that some felt that because key bodies (eg, UK's General Medical Council) did not request teaching on bioterrorism, then it should not be included, while others regarded this field of study as a postgraduate subject and not appropriate for undergraduates, or argued that the curriculum was too congested already. 4/34 (11.76%) included some specific teaching on chemical weapons, and 3/34 (8.82%) on weaponised radiation. This study provides evidence that at the present time there is little teaching at the undergraduate level in the UK and Ireland on the subjects of biological weapons and bioterrorism, chemical weapons and weaponised radiation and signals that this situation is unlikely to change unless there were to be high-level policy guidance.

Undergraduate teaching on biological weapons and bioterrorism at medical schools in the UK and the Republic of Ireland: results of a cross-sectional study

PubMed Central

Green, Stephen T; Cladi, Lorenzo; Morris, Paul; Forde, Donall

2013-01-01

Objective To determine if individual undergraduate schools of medicine in the UK and the Republic of Ireland provide any teaching to medical students about biological weapons, bioterrorism, chemical weapons and weaponised radiation, if they perceive them to be relevant issues and if they figure them in their future plans. Design A cross-sectional study utilising an internet-based questionnaire sent to key figures responsible for leading on the planning and delivery of undergraduate medical teaching at all schools of medicine in the UK and Ireland. Setting All identified undergraduate schools of medicine in the UK and Ireland between August 2012 and December 2012. Outcome measures Numerical data and free text feedback about relevant aspects of undergraduate teaching. Results Of the 38 medical schools approached, 34 (28 in UK, 6 in Ireland) completed the questionnaire (89.47%). 4 (all in UK) chose not to complete it. 6/34 (17.65%) included some specific teaching on biological weapons and bioterrorism. 7/34 (20.59%) had staff with bioterrorism expertise (mainly in microbiological and syndromic aspects). 4/34 (11.76%) had plans to introduce some specific teaching on bioterrorism. Free text responses revealed that some felt that because key bodies (eg, UK's General Medical Council) did not request teaching on bioterrorism, then it should not be included, while others regarded this field of study as a postgraduate subject and not appropriate for undergraduates, or argued that the curriculum was too congested already. 4/34 (11.76%) included some specific teaching on chemical weapons, and 3/34 (8.82%) on weaponised radiation. Conclusions This study provides evidence that at the present time there is little teaching at the undergraduate level in the UK and Ireland on the subjects of biological weapons and bioterrorism, chemical weapons and weaponised radiation and signals that this situation is unlikely to change unless there were to be high-level policy guidance. PMID:23794539

Patterns and Punctuation: Learning to Question Language

ERIC Educational Resources Information Center

Schlessman, Elizabeth

2011-01-01

As teachers plan instruction--even instruction about punctuation--they have the opportunity to engage students' minds and create new labels: question-asking, problem-solving. How teachers teach embeds a vision of who they think kids are and what they think kids are capable of. Are they destined for a future of critical thinking, questioning,…

Using the Internet To Teach the Internet: An Opportunistic Approach.

ERIC Educational Resources Information Center

Pasch, Grete; Stewart, Quinn

2002-01-01

Describes the development of a Web-based version of an information in cyberspace course at the University of Texas at Austin for the library and information science graduate school. Topics include using the best technology; focusing on course content; streaming media; student needs and student feedback; reusing materials; and future plans. (LRW)

Science 9. DeSoto Parish Curriculum Guide.

ERIC Educational Resources Information Center

DeSoto Parish School Board, Mansfield, LA.

This guide is designed to aid the teacher in planning and teaching a ninth-grade science course. It should provide students with a functional system of knowledge which is applicable to new situations and will serve as the basis for future decisions. Five units outlined are entitled: Introduction to Service; The Earth's Storehouse; The Earth's…

Preservice Teachers' Perspective Transformations as Social Change Agents

ERIC Educational Resources Information Center

Woodrow, Kelli; Caruana, Vicki

2017-01-01

In this article, we investigate whether, and in what ways, the learning experiences in a capstone course in reflective teaching impact the perspective transformations (PT) of preservice teachers toward a diverse K-12 student population and the plans of preservice teachers to take future action as change agents. Using an adaptation of the Learning…

Direct Instruction of Metacognition Benefits Adolescent Science Learning, Transfer, and Motivation: An In Vivo Study

ERIC Educational Resources Information Center

Zepeda, Cristina D.; Richey, J. Elizabeth; Ronevich, Paul; Nokes-Malach, Timothy J.

2015-01-01

Prior studies have not tested whether an instructional intervention aimed at improving metacognitive skills results in changes to student metacognition, motivation, learning, and future learning in the classroom. We examined whether a 6-hr intervention designed to teach the declarative and procedural components of planning, monitoring, and…

Issues in Teacher Education; A Social Scientist's View.

ERIC Educational Resources Information Center

Senesh, Lawrence

The basic problem in training teachers (teaching them what makes social institutions tick and how to relate this knowledge to present and future needs of children) has not been solved by teacher training institutions. The author's plan for a one-year social sciences training program emphasizing the project approach may provide a solution. Its…

Integrating Geographic Information Systems (GIS) into Secondary Education: A Community-Based Learning Experience.

ERIC Educational Resources Information Center

Northon, Cherie

Teaching secondary students the basics of Geographic Information Systems (GIS) results in a variety of benefits. Conventional secondary educational programs are enhanced, and high school students are provided an opportunity to experience a rapidly expanding field as they plan for college and their professional future. For such projects, stipends…

"We Think That's the Future": Curriculum Reform Initiatives in Higher Education

ERIC Educational Resources Information Center

Pegg, Ann

2014-01-01

This international research considered two key questions: (1) What self-scrutiny, strategies, planning and processes do universities with a successfully reformed curriculum undertake?; and (2) How do these universities measure and evaluate the impact of whole curriculum reform in relation to learning and teaching and the student experience?…

Fostering nature of science teaching in elementary pre-service teachers through developing reflection on teaching and learning

NASA Astrophysics Data System (ADS)

Pongsanon, Khemmawadee

Although teacher educators have successfully helped K-12 teachers' develop adequate views of NOS, their views have not been transferred to their students. It is evident that K-12 students' understanding of NOS still does not align with the recommendation of the reforms document, indicating that holding an adequate view of NOS is insufficient for teaching NOS effectively. Instead, to teach NOS, teachers must develop the knowledge for translating their understanding of NOS into the forms accessible to students. The current study investigated the influence of four contexts of reflective practice on prospective elementary teachers' learning of how and intention to teach NOS. The participants were 18 pre-service teachers enrolled in a science methods course that was tied to a field experience course. To understand the development of the participants' intentions, knowledge of instructional strategies, and knowledge of assessment for teaching NOS, multiple data were collected throughout the science methods course and the field experience. Data sources included different versions of participants' lesson plans, video recordings of their teaching and teaching debriefings, online weekly teaching reflections, final semester reflection and other artifacts from the methods course. Content analysis was conducted with all data. The data revealed that the participants' knowledge of how and intentions to teach NOS were developed throughout the science methods course. Toward the conclusion of the semester, the participants showed intention to include NOS in their science instruction. With regard to strategies, participants planned to apply explicit reflective NOS instruction in the context of inquiry-based activities and stories from children's literature. They also planned to use age-appropriate language to refer to the targeted NOS aspects. In terms of assessment, by the conclusion of the semester the participants tended to use more formal assessment strategies. They reported reflections on experiences from modeled lessons and their own teaching as most influential on such development. Implications of the study include applying the four contexts of reflection to help future elementary teachers develop the components of PCK for teaching NOS.

Provision of medical student teaching in UK general practices: a cross-sectional questionnaire study

PubMed Central

Harding, Alex; Rosenthal, Joe; Al-Seaidy, Marwa; Gray, Denis Pereira; McKinley, Robert K

2015-01-01

Background Health care is increasingly provided in general practice. To meet this demand, the English Department of Health recommends that 50% of all medical students should train for general practice after qualification. Currently 19% of medical students express general practice as their first career choice. Undergraduate exposure to general practice positively influences future career choice. Appropriate undergraduate exposure to general practice is therefore highly relevant to workforce planning Aim This study seeks to quantify current exposure of medical students to general practice and compare it with past provision and also with postgraduate provision. Design and setting A cross-sectional questionnaire in the UK. Method A questionnaire regarding provision of undergraduate teaching was sent to the general practice teaching leads in all UK medical schools. Information was gathered on the amount of undergraduate teaching, how this was supported financially, and whether there was an integrated department of general practice. The data were then compared with results from previous studies of teaching provision. The provision of postgraduate teaching in general practice was also examined. Results General practice teaching for medical students increased from <1.0% of clinical teaching in 1968 to 13.0% by 2008; since then, the percentage has plateaued. The total amount of general practice teaching per student has fallen by 2 weeks since 2002. Medical schools providing financial data delivered 14.6% of the clinical curriculum and received 7.1% of clinical teaching funding. The number of departments of general practice has halved since 2002. Provision of postgraduate teaching has tripled since 2000. Conclusion Current levels of undergraduate teaching in general practice are too low to fulfil future workforce requirements and may be falling. Financial support for current teaching is disproportionately low and the mechanism counterproductive. Central intervention may be required to solve this. PMID:26009536

Using Interactive Video-Based Teaching to Improve Nursing Students' Ability to Provide Patient-Centered Discharge Teaching.

PubMed

Blazeck, Alice M; Katrancha, Elizabeth; Drahnak, Dawn; Sowko, Lucille Ann; Faett, Becky

2016-05-01

Nursing students rarely are afforded the opportunity to provide discharge teaching in the acute care environment, especially at the sophomore level. Three video modules were developed that presented examples of effective and ineffective education for patients with complex chronic conditions. Students viewed modules during postconference using portable technology. A training manual that included objectives, lesson plans, evidence-based teaching points, and a discussion model guided presentation. The modules were presented to 216 sophomore nursing students. Following course completion, 20 students and 10 faculty were randomly selected to participate in two focus groups. Students commented positively on the format and illustration of effective teaching. Faculty rated the teaching strategy positively and the format as easy to use. Interactive video modules can be used to foster patient teaching skills early in the nursing curriculum. Future studies are needed to evaluate the ability to transfer skills learned to the clinical setting. [J Nurs Educ. 2016;55(5):296-299.]. Copyright 2016, SLACK Incorporated.

Function-Based Intervention Plans: What and How to Teach

ERIC Educational Resources Information Center

Liaupsin, Carl J.; Cooper, Justin T.

2017-01-01

Most function-based intervention plans (FBIP) discuss what to teach, but often fail to address effective methods for teaching the skills addressed in the plan. This article discusses the various parts of the FBIP plan that may require teaching and provides potential instructional approaches for teaching the components of the FBIP to students and…

Primary care renewal: regional faculty development and organizational change.

PubMed

Quirk, Mark E; Haley, Heather-Lyn; Hatem, David; Starr, Susan; Philbin, Mary

2005-03-01

Many reports, including the Future of Family Medicine, have called for change in primary care, but few have defined, implemented, and evaluated mechanisms to address such change. The regional, interdisciplinary Primary Care Renewal Project was designed to address problems in primary care practice and teaching related to practice management, compensation, increasing responsibility for teaching, and faculty development. Twelve northeastern US medical schools assembled a conference attended by teams of key stakeholders representing both clinical and educational missions. Teams developed and implemented an institutional plan to address identified needs. Outcome data was collected during, and for 1 year after, the conference. Findings demonstrate novel ways of improving learning experiences, coordinating and centralizing planning efforts, and addressing faculty needs. The magnitude of organizational change ranged from establishing new administrative units with significant institutional authority (eg, restructuring dean's office) to enhancing the strategic planning process and refining mission statements to reflect emphasis on primary care. A well-planned, regional interdisciplinary effort that fosters the development of concrete plans can be associated with significant change in medical education. A central theme emerged--that primary care medicine will survive only if institutions align their educational and clinical missions and foster system-wide change.

A reflective teaching challenge to motivate educational innovation.

PubMed

Edwards, Roger A; Kirwin, Jennifer; Gonyeau, Michael; Matthews, S James; Lancaster, Jason; DiVall, Margarita

2014-06-17

To describe a teaching challenge intended to increase faculty use of evidence-based and student-centered instructional strategies in the demanding school of pharmacy context with technology-savvy students. A teaching challenge was created that required faculty members to incorporate a "new-to-you" innovative teaching method in a class, course, or experiential activity. The method was linked to at least 1 of 7 evidence-based principles for effective teaching. Faculty members were exposed to colleagues' teaching strategies via brief voluntary presentations at department meetings. A post-challenge survey provided assessment data about the challenge. Responses to a baseline survey provided additional information about what faculty members were already doing (52% response rate). Eighty-one percent of faculty respondents completed the challenge. A wide array of new strategies (13 categories such as flipped classrooms and social media) was implemented and 75% included the use of technology. Nearly all respondents (96%) thought that participation in the challenge was worth the effort and planned to participate again the following year. All faculty members intended to continue using their new strategy and 56% planned additional modifications with future implementations. The challenge demonstrated how multiple goals of curricular improvement, faculty development, and student-centered instruction could be achieved together. The teaching challenge motivated most of the faculty members to try something new to them. Links between evidence-based principles and day-to-day activities were strengthened. The new-to-you design placed the challenge within reach of faculty members regardless of their background, subject, or experience.

Physics & Preservice Teachers Partnership Project (P4): An interdisciplinary peer learning tool

NASA Astrophysics Data System (ADS)

Simmonds, Paul J.; Wenner, Julianne A.

Physics graduate students (PGs) and teacher candidates (TCs) often graduate with specific weaknesses. PGs frequently lack training in teaching and effective communication. TCs are typically underprepared for teaching science, and physics in particular. In response to these challenges, we created P4 . P4 is an innovative model for peer learning, creating interdisciplinary partnerships that help college physics instructors train their students in the ``soft skills'' prized in both academia and industry, while helping teacher educators infuse more content knowledge into science methods courses. In P4, PGs plan a lesson and deliver physics content to TCs. TCs then use this content to design and execute a 15-minute elementary science lesson. Framed by the concept of peer learning, we expected P4 would help PGs develop their teaching and communication skills, and TCs learn more physics. We studied the affordances and constraints of P4 to inform future iterations. Overall, P4 was successful, with both PGs and TCs reporting benefits. Affordances for PGs included the chance to plan and teach a class; TCs benefitted from working with experts to increase content knowledge. We will share the full findings and implications of our study, and outline next steps for P4.

Perspectives on advance care planning among patients recently requiring non-invasive ventilation for acute respiratory failure: A qualitative study using thematic analysis.

PubMed

Smith, Tracy A; Disler, Rebecca T; Jenkins, Christine R; Ingham, Jane M; Davidson, Patricia M

2017-06-01

Patients requiring non-invasive ventilation for acute-on-chronic respiratory failure due to chronic obstructive pulmonary disease or heart failure exacerbations may have a poor prognosis underscoring the importance of advance care planning. We aimed to describe attitudes to, and experiences of, discussing the future among patients recently treated with non-invasive ventilation. Qualitative research using thematic analysis. Tertiary teaching hospital. Patients with acute hypercapnic respiratory failure requiring non-invasive ventilation. Individuals recently treated with non-invasive ventilation describe feeling the future is beyond their control and instead controlled by their illness. Participants often recognised their poor prognosis but avoided discussing some difficult topics. The majority preferred not to undergo cardiopulmonary resuscitation but most had not discussed this with healthcare professionals. When participants voiced concerns about their future health to family members, they were met with polarised responses. Some encountered willingness for further discussion, while others met deflection, deterring further conversation. An overarching narrative of 'Looking through my illness to an uncertain but concerning future' unites these themes. This study suggests opportunities and barriers for advance care planning in individuals with chronic disease. Patients' understanding of their prognosis and their attitudes to cardiopulmonary resuscitation suggests an opportunity for advance care planning. Structuring discussions around patients' preferences for care during future exacerbations may foster a sense of control over the future despite illness. The diversity of familial responses to patients' concerns about their future health has implications for advance care planning. These findings have the potential to improve care for patients with respiratory failure and suggest an important ongoing research agenda.

Prospective faculty developing understanding of teaching and learning processes in science

NASA Astrophysics Data System (ADS)

Pareja, Jose I.

Historically, teaching has been considered a burden by many academics at institutions of higher education, particularly research scientists. Furthermore, university faculty and prospective faculty often have limited exposure to issues associated with effective teaching and learning. As a result, a series of ineffective teaching and learning strategies are pervasive in university classrooms. This exploratory case study focuses on four biology graduate teaching fellows (BGF) who participated in a National Science Foundation (NSF) GK-12 Program. Such programs were introduced by NSF to enhance the preparation of prospective faculty for their future professional responsibilities. In this particular program, BGF were paired with high school biology teachers (pedagogical mentors) for at least one year. During this yearlong partnership, BGF were involved in a series of activities related to teaching and learning ranging from classroom teaching, tutoring, lesson planning, grading, to participating in professional development conferences and reflecting upon their practices. The purpose of this study was to examine the changes in BGF understanding of teaching and learning processes in science as a function of their pedagogical content knowledge (PCK). In addition, the potential transfer of this knowledge between high school and higher education contexts was investigated. The findings of this study suggest that understanding of teaching and learning processes in science by the BGF changed. Specific aspects of the BGF involvement in the program (such as classroom observations, practice teaching, communicating with mentors, and reflecting upon one's practice) contributed to PCK development. In fact, there is evidence to suggest that constant reflection is critical in the process of change. Concurrently, BGFs enhanced understanding of science teaching and learning processes may be transferable from the high school context to the university context. Future research studies should be designed to explore explicitly this transfer phenomenon.

Dance Pedagogy: Backup Plan or Branch into the Future?

ERIC Educational Resources Information Center

Wilson, Lisa

2016-01-01

This article focuses on Lisa Wilson's recent teaching experiences at the School of Dance, University of Cape Town (UCT), where dance pedagogy courses are established curricular components of its two undergraduate programs, the three-year Diploma in Dance Education (DipEd) and the four-year Bachelor of Music (BMus) degree in dance. The DipEd…

Teaching the World to Sing: Planning for the Future of Online Learning

ERIC Educational Resources Information Center

Lorenzo, Albert L.

2010-01-01

The Internet has expanded the potential for learning exponentially. Its greatest gift has been greater access, and while academics will continue to debate the "equivalency" of online course work, no one can dispute the personal empowerment that has resulted. Much like the goal of the Coke commercial, online learning has become a means for…

A Collaborative Model for Teaching E-Resources: Northwestern University's Graduate Training Day

ERIC Educational Resources Information Center

Lightman, Harriet; Reingold, Ruth N.

2005-01-01

The authors report on the planning, execution, and future of Northwestern University's Introduction to Electronic Resources/Humanities Computing Training Day, a mandatory one-day set of classes for first-year doctoral students in humanities disciplines. The project is a collaborative effort among the Office of the Dean of the Weinberg College of…

Teachers on Strike: A Struggle for the Future of Teaching?

ERIC Educational Resources Information Center

Stevenson, Howard

2013-01-01

Teachers in England and Wales are involved in the largest campaign of industrial action since the mid-1980s. At the heart of their grievances are government plans to abolish a national framework for teachers' pay and the removal of important safeguards relating to working conditions. Wider questions of workload and pensions are also involved. This…

WorkWise. A Career Awareness Course for Teen Parents. Teacher's Manual and Student Workbook.

ERIC Educational Resources Information Center

Garner, Barbara

Intended for use with teen mothers, this yearlong career exploration curriculum is considered adaptable for use with any group of high school youth. The teacher's manual explains how to teach instructional units called Introduction, My Working Future, Sex Role Stereotyping, Careers, Who Am I?, Presenting Myself, Career Planning, Managing as a…

The Topological Panorama Camera: A New Tool for Teaching Concepts Related to Space and Time.

ERIC Educational Resources Information Center

Gelphman, Janet L.; And Others

1992-01-01

Included are the description, operating characteristics, uses, and future plans for the Topological Panorama Camera, which is an experimental, robotic photographic device capable of producing visual renderings of the mathematical characteristics of an equation in terms of position changes of an object or in terms of the shape of the space…

Shake, Rattle, & Roll: Teaching Guide & Poster. Expect the Unexpected with Math[R

ERIC Educational Resources Information Center

Actuarial Foundation, 2013

2013-01-01

"Shake, Rattle, & Roll" is a new program developed by The Actuarial Foundation with Scholastic, provides dynamic real-world math content designed to build student skills while showing students the relevance of math to understanding their world and planning for their future. Math skills are increasingly important for students. According to the U.S.…

Planning and Teaching Linear GCSE: Inspiring Interest, Maximising Memory and Practising Productively

ERIC Educational Resources Information Center

Burn, Katharine; McCrory, Catherine; Fordham, Michael

2013-01-01

As proposed changes to the National Curriculum are furiously debated, and details of future changes to GCSE are anxiously awaited, history teachers in England are already wrestling with the implications of one change to the public examination system: the end of "modular" GCSE courses and a return to final examinations. Although modular…

Teaching Treatment Planning.

ERIC Educational Resources Information Center

Seligman, Linda

1993-01-01

Describes approach to teaching treatment planning that author has used successfully in both seminars and graduate courses. Clarifies nature and importance of systematic treatment planning, then describes context in which treatment planning seems more effectively taught, and concludes with step-by-step plan for teaching treatment planning.…

Plans and detours.

PubMed

Wei, James

2014-01-01

At various stages of my career, I made and followed plans for progress and growth. However, owing to several unexpected challenges, I had to make detours into unplanned vistas. When I look around at the careers of my former students and younger colleagues, I see fewer long-term, stable positions and frequent changes both in employers and in functions every ten or twenty years. Our curriculum prepares our students for manufacturing careers in the United States, but the current trend of corporate merger and outsourcing can suddenly turn their work into marketing or finance in the Far East. A fox that knows many tricks may be better suited to changing environments than a hedgehog that knows only one single trick. Perhaps future education should not only teach few subjects in depth for immediate career needs but also teach adaptability to unrelated challenges.

SU-E-T-327: The Update of a XML Composing Tool for TrueBeam Developer Mode

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

Yan, Y; Mao, W; Jiang, S

2014-06-01

Purpose: To introduce a major upgrade of a novel XML beam composing tool to scientists and engineers who strive to translate certain capabilities of TrueBeam Developer Mode to future clinical benefits of radiation therapy. Methods: TrueBeam Developer Mode provides the users with a test bed for unconventional plans utilizing certain unique features not accessible at the clinical mode. To access the full set of capabilities, a XML beam definition file accommodating all parameters including kV/MV imaging triggers in the plan can be locally loaded at this mode, however it is difficult and laborious to compose one in a text editor.more » In this study, a stand-along interactive XML beam composing application, TrueBeam TeachMod, was developed on Windows platforms to assist users in making their unique plans in a WYSWYG manner. A conventional plan can be imported in a DICOM RT object as the start of the beam editing process in which trajectories of all axes of a TrueBeam machine can be modified to the intended values at any control point. TeachMod also includes libraries of predefined imaging and treatment procedures to further expedite the process. Results: The TeachMod application is a major of the TeachMod module within DICOManTX. It fully supports TrueBeam 2.0. Trajectories of all axes including all MLC leaves can be graphically rendered and edited as needed. The time for XML beam composing has been reduced to a negligible amount regardless the complexity of the plan. A good understanding of XML language and TrueBeam schema is not required though preferred. Conclusion: Creating XML beams manually in a text editor will be a lengthy error-prone process for sophisticated plans. A XML beam composing tool is highly desirable for R and D activities. It will bridge the gap between scopes of TrueBeam capabilities and their clinical application potentials.« less

Factors Influencing Radiology Residents' Fellowship Training and Practice Preferences in Canada.

PubMed

Mok, Philip S; Probyn, Linda; Finlay, Karen

2016-05-01

The study aimed to examine the postresidency plans of Canadian radiology residents and factors influencing their fellowship choices and practice preferences, including interest in teaching and research. Institutional ethics approval was obtained at McMaster University. Electronic surveys were sent to second to fifth-year residents at all 16 radiology residency programs across Canada. Each survey assessed factors influencing fellowship choices and practice preferences. A total of 103 (31%) Canadian radiology residents responded to the online survey. Over 89% from English-speaking programs intended to pursue fellowship training compared to 55% of residents from French-speaking programs. The most important factors influencing residents' decision to pursue fellowship training were enhanced employability (46%) and personal interest (47%). Top fellowship choices were musculoskeletal imaging (19%), body imaging (17%), vascular or interventional (14%), neuroradiology (8%), and women's imaging (7%). Respondents received the majority of their fellowship information from peers (68%), staff radiologists (61%), and university websites (58%). Approximately 59% planned on practicing at academic institutions and stated that lifestyle (43%), job prospects (29%), and teaching opportunities (27%) were the most important factors influencing their decisions. A total of 89% were interested in teaching but only 46% were interested in incorporating research into their future practice. The majority of radiology residents plan on pursuing fellowship training and often receive their fellowship information from informal sources such as peers and staff radiologists. Fellowship directors can incorporate recruitment strategies such as mentorship programs and improving program websites. There is a need to increase resident participation in research to advance the future of radiology. Copyright © 2016 Canadian Association of Radiologists. Published by Elsevier Inc. All rights reserved.

Male attitudes to family planning education in Santiago, Chile.

PubMed

Hall, M F

1977-01-01

Male attitudes toward family planning education were assessed through a study of 720 men in Santiago and 240 men in a nearby rural area of Chile. Interviews were conducted by male students at the University of Chile School of Public Health. A large majority of the men were using or planned to use contraception in the future. There was a near consensus that adults should be informed regarding family planning. More than a majority of the respondents favored provision of contraceptive information for unmarried women, but most did not approve of premarital sexual activity for females. Most respondents favored the teaching of sex education in schools "according to the age of the children." Younger and higher class males tended to hold the most liberal attitudes.

Teaching Introductory Psychology in the Community College Classroom: Enhancing Student Understanding and Retention of Essential Information

ERIC Educational Resources Information Center

Debb, Scott M.; Debb, Sharon M.

2012-01-01

Enrolling in an introductory course in psychology is a staple of many community college students' core curriculum. For those students who plan to pursue social science and humanities-related majors in particular, introductory psychology helps provide a solid base upon which future coursework at all academic levels will be built. The goal of any…

Insurance and Annuity Plans for College Staffs. Bulletin, 1937, No. 5

ERIC Educational Resources Information Center

Flanagan, Sherman E.

1937-01-01

The efficiency and moral of members of college faculties are dependent in a large measure on an assurance of economic security. In order, that they may render a high standard of service in teaching youth and in discovering knowledge for the benefit of society, protection for them and their families against the risks and anxieties of the future is…

Planning for What Kind of Teaching? Supporting Cooperating Teachers as Teachers of Planning

ERIC Educational Resources Information Center

Norman, Patricia J.

2011-01-01

Planning is a central task of teaching and a central focus in learning to teach. But what does planning entail, and how is planning best learned? What challenges do experienced teachers serving as school-based teacher educators face in becoming teachers of planning? What role can university teacher educators play in helping mentor teachers learn…

A pilot study to investigate the impact of interactional television on student evaluation of faculty effectiveness.

PubMed

Fetzer, S J

2000-02-01

While the dominant theme of distance education research has been the learner, learner achievement is not necessarily the only important consideration in assessing the effectiveness of ITV programs. With nearly half of the nursing programs recently surveyed by Reinert and Fryback (1997) offering or planning to offer distance learning in the near future, researchers and developers must seek to understand the impact of ITV on the teacher. These programs require faculty who are committed and prepared to teach outside of the traditional classroom. Selection of faculty requires attention to appropriate qualifications and knowledge of strategies to bridge teacher-learner separation created by distance education. Faculty, peers, and administrators should consider the teaching environment when interpreting data designed to evaluate teacher effectiveness of ITV teaching.

Developing a Structured Teaching Plan for Psychiatry Tutors at Oxford University

ERIC Educational Resources Information Center

Al-Taiar, Hasanen

2014-01-01

Purpose: The purpose of this thesis was to examine the teaching ways I undertook in teaching medical students and to examine the use of a structured teaching plan for the academic and clinical tutors in psychiatry. The teaching plan was developed for use, initially by Oxford University Academic tutors at the Department of Psychiatry. In addition,…

Green Chemistry: An Introductory Text (Mike Lancaster)

NASA Astrophysics Data System (ADS)

Rosan, Alan M.

2003-10-01

With the unrealistic and irreconcilable choice of either technical or environmental performance still dominating the consumer view, the need for green teaching, green thinking, and green practice is paramount. Replete with extensive and varied examples, detailed analyses, and critical comparisons, this text is an important contribution to the training of future chemists and chemical engineers who will need to work together to plan and conduct syntheses requiring atom economy, energy efficiency, waste minimization, safe reactor design and operation all linked by an overarching environmental ethic. If these laudable goals are ever attained it will be as a consequence of the insightful knowledge and forthright teachings of texts like this one.

Co-streaming classes: a follow-up study in improving the user experience to better reach users.

PubMed

Hayes, Barrie E; Handler, Lara J; Main, Lindsey R

2011-01-01

Co-streaming classes have enabled library staff to extend open classes to distance education students and other users. Student evaluations showed that the model could be improved. Two areas required attention: audio problems experienced by online participants and staff teaching methods. Staff tested equipment and adjusted software configuration to improve user experience. Staff training increased familiarity with specialized teaching techniques and troubleshooting procedures. Technology testing and staff training were completed, and best practices were developed and applied. Class evaluations indicate improvements in classroom experience. Future plans include expanding co-streaming to more classes and on-going data collection, evaluation, and improvement of classes.

"Coal Poisons Everything It Touches." Teaching about Coal, Climate, and the Future of the Earth

ERIC Educational Resources Information Center

Bigelow, Bill

2013-01-01

This article describes an activity in which ninth graders explore a plan to strip-mine coal in Wyoming and Montana, send it by train to the Northwest, then ship it to Asia to be burned. Students' questions ranged from "Why are we mining for more coal if it's the biggest contributor to global warming" and "How can adults doom our…

Teaching Backwards: Reflections on an Unacknowledged Teaching Practice

ERIC Educational Resources Information Center

Debenham, Pat; Lee, Mary Ann

2005-01-01

Good teaching, at its core, is an intuitive practice. It is an art and craft in which, through vision, objectives, and planning, a teacher prepares for the teaching moment. Experienced teachers know that lesson plans and pre-planning though, no matter how finely crafted, only point the teacher and the student in a direction. As artist-educators…

Primary teachers' written unit plans in mathematics and their perceptions of essential elements of these

NASA Astrophysics Data System (ADS)

Roche, Anne; Clarke, Doug M.; Clarke, David J.; Sullivan, Peter

2014-12-01

The content and purpose of written unit plans in mathematics is an under-researched area. In this article, we provide a brief overview of research on teachers' planning processes and the place of mental and written plans. We report on data from a questionnaire completed by 357 teachers from Victorian Catholic primary schools, where we focused on possible elements of written unit plans for primary mathematics, and the relative importance which teachers attributed to these elements. We then discuss 48 written unit plans which were provided to us by primary schools from which the 357 teachers were drawn. There was considerable variation in the length, intended teaching time, and level of specification of key ideas in these plans. We discuss this variation, and some discrepancies between the ratings of teachers of the importance of certain elements and their presence in the plans we examined. We also suggest potentially productive areas of future enquiry.

Self-rated competency and education/programming needs for Care of the Older Adult with Cardiovascular Disease: a survey of the members of the Council of Cardiovascular Nursing.

PubMed

Holm, Karyn; Chyun, Deborah; Lanuza, Dorothy M

2006-01-01

An online survey, Care of the Older Adult with Cardiovascular Disease (COA-CVD), was used to describe self-rated competency in the care of the aging adult with cardiovascular disease and subsequently determine the future education and programming needs of the Council of Cardiovascular Nursing. Respondents indicated that developing relationships, patient teaching, and assessment were areas where they felt most competent. The areas of highest priority for future programming included assessment of the older adult, diagnosis of health status, deriving a plan of care, implementing a treatment plan, patient teaching, and ensuring quality care. Most stated that content relative to the care of the older adult should be available at the annual meeting, Scientific Sessions of the American Heart Association, followed by self-study modules (65%), local and regional conferences (64%), and stand-alone national conferences (53%). The conclusions are that the Council of Cardiovascular Nursing and its membership need to address the importance of care of aging adults with cardiovascular disease and stroke in future programming. Although the Scientific Sessions of the American Heart Association is an appropriate venue, efforts can be directed toward developing self-study modules and local and regional conferences. As always, there is a need to work collaboratively with the other councils of the American Heart Association and other nursing organizations who view the care of the older adult as a high priority.

Transformation of topic-specific professional knowledge into personal pedagogical content knowledge through lesson planning

NASA Astrophysics Data System (ADS)

Stender, Anita; Brückmann, Maja; Neumann, Knut

2017-08-01

This study investigates the relationship between two different types of pedagogical content knowledge (PCK): the topic-specific professional knowledge (TSPK) and practical routines, so-called teaching scripts. Based on the Transformation Model of Lesson Planning, we assume that teaching scripts originate from a transformation of TSPK during lesson planning: When planning lessons, teachers use their TSPK to create lesson plans. The implementation of these lesson plans and teachers' reflection upon them lead to their improvement. Gradually, successful lesson plans are mentally stored as teaching scripts and can easily be retrieved during instruction. This process is affected by teacher's beliefs, motivation and self-regulation. In order to examine the influence of TSPK on teaching scripts as well as the moderating effects of beliefs, motivation and self-regulation, we conducted a cross-sectional study with n = 49 in-service teachers in physics. The TSPK, beliefs, motivation, self-regulation and the quality of teaching scripts of in-service teachers were assessed by using an online questionnaire adapted to teaching the force concept and Newton's law for 9th grade instruction. Based on the measurement of the quality of teaching scripts, the results provide evidence that TSPK influences the quality of teaching scripts. Motivation and self-regulation moderate this influence.

UCS-PROMOVE: The engineer of the future

NASA Astrophysics Data System (ADS)

Villas-Boas, V.

2010-06-01

The Universidade de Caxias do Sul (UCS) elaborated the cooperative project called 'The engineer of the future', with the objective of promoting science and engineering among high school teachers and students. This project aims to improve the quality of the teaching and to increase the interest of students in technological areas, leading to a future career in engineering. The activities of this project were planned to give meaning and foundation to the teaching-learning process of science and for the application of theory in the solution of real problems, while articulating scientific, economic, environmental, social and political aspects and also to reinforce the important role of engineering in society. Amongst the activities to be offered to high school teachers and students are a specialisation course for teachers based upon new educational methodologies, workshops in different areas of science and technology, a programme entitled 'Encouraging girls in technology, science and engineering', science fairs and visits to the industries of the region. Activities with the engineering instructors of UCS are also being developed in order to help them to incorporate in their classes more effective pedagogical strategies for educating the engineer-to-be.

Analysis of Utility and Use of a Web-Based Tool for Digital Signal Processing Teaching by Means of a Technological Acceptance Model

ERIC Educational Resources Information Center

Toral, S. L.; Barrero, F.; Martinez-Torres, M. R.

2007-01-01

This paper presents an exploratory study about the development of a structural and measurement model for the technological acceptance (TAM) of a web-based educational tool. The aim consists of measuring not only the use of this tool, but also the external variables with a significant influence in its use for planning future improvements. The tool,…

Co-Planning for Co-Teaching: Time-Saving Routines That Work in Inclusive Classrooms (ASCD Arias)

ERIC Educational Resources Information Center

Wilson, Gloria Lodato

2016-01-01

How do you ensure that your co-teaching strategies make the most of the time that you and your co-teaching partner have in the classroom? The answer is co-planning, which will dramatically and efficiently increase the effectiveness of your instruction. In "Co-Planning for Co-Teaching," author Gloria Lodato Wilson presents time-saving…

Using Iterative Plan-Do-Study-Act Cycles to Improve Teaching Pedagogy.

PubMed

Murray, Elizabeth J

2018-01-15

Most students entering nursing programs today are members of Generation Y or the Millennial generation, and they learn differently than previous generations. Nurse educators must consider implementing innovative teaching strategies that appeal to the newest generation of learners. The Plan-Do-Study-Act cycle is a framework that can be helpful when planning, assessing, and continually improving teaching pedagogy. This article describes the use of iterative Plan-Do-Study-Act cycles to implement a change in teaching pedagogy.

Scenario analysis of the future of medicines.

PubMed Central

Leufkens, H.; Haaijer-Ruskamp, F.; Bakker, A.; Dukes, G.

1994-01-01

Planning future policy for medicines poses difficult problems. The main players in the drug business have their own views as to how the world around them functions and how the future of medicines should be shaped. In this paper we show how a scenario analysis can provide a powerful teaching device to readjust peoples' preconceptions. Scenarios are plausible, not probable or preferable, portraits of alternative futures. A series of four of alternative scenarios were constructed: "sobriety in sufficiency," "risk avoidance," "technology on demand," and "free market unfettered." Each scenario was drawn as a narrative, documented quantitatively wherever possible, that described the world as it might be if particular trends were to dominate development. The medical community and health policy markers may use scenarios to take a long term view in order to be prepared adequately for the future. PMID:7987110

Using NASA Space Imaging Technology to Teach Earth and Sun Topics

NASA Astrophysics Data System (ADS)

Verner, E.; Bruhweiler, F. C.; Long, T.

2011-12-01

We teach an experimental college-level course, directed toward elementary education majors, emphasizing "hands-on" activities that can be easily applied to the elementary classroom. This course, Physics 240: "The Sun-Earth Connection" includes various ways to study selected topics in physics, earth science, and basic astronomy. Our lesson plans and EPO materials make extensive use of NASA imagery and cover topics about magnetism, the solar photospheric, chromospheric, coronal spectra, as well as earth science and climate. In addition we are developing and will cover topics on ecosystem structure, biomass and water on Earth. We strive to free the non-science undergraduate from the "fear of science" and replace it with the excitement of science such that these future teachers will carry this excitement to their future students. Hands-on experiments, computer simulations, analysis of real NASA data, and vigorous seminar discussions are blended in an inquiry-driven curriculum to instill confident understanding of basic physical science and modern, effective methods for teaching it. The course also demonstrates ways how scientific thinking and hands-on activities could be implemented in the classroom. We have designed this course to provide the non-science student a confident basic understanding of physical science and modern, effective methods for teaching it. Most of topics were selected using National Science Standards and National Mathematics Standards that are addressed in grades K-8. The course focuses on helping education majors: 1) Build knowledge of scientific concepts and processes; 2) Understand the measurable attributes of objects and the units and methods of measurements; 3) Conduct data analysis (collecting, organizing, presenting scientific data, and to predict the result); 4) Use hands-on approaches to teach science; 5) Be familiar with Internet science teaching resources. Here we share our experiences and challenges we face while teaching this course.

Teaching Self-Determination and Arizona Standards for K-12 Students with Disabilities Lesson Plan Portfolio.

ERIC Educational Resources Information Center

Libby, Amanda

This document presents eight lesson plans designed to teach self-determination and Arizona academic standards to students with disabilities in grades K-12. The lesson plans include: (1) an oral language lesson plan for students with learning disabilities in grades 1-2; (2) a reading acquisition lesson that teaches color words to students with…

A new method for teaching physical examination to junior medical students.

PubMed

Sayma, Meelad; Williams, Hywel Rhys

2016-01-01

Teaching effective physical examination is a key component in the education of medical students. Preclinical medical students often have insufficient clinical knowledge to apply to physical examination recall, which may hinder their learning when taught through certain understanding-based models. This pilot project aimed to develop a method to teach physical examination to preclinical medical students using "core clinical cases", overcoming the need for "rote" learning. This project was developed utilizing three cycles of planning, action, and reflection. Thematic analysis of feedback was used to improve this model, and ensure it met student expectations. A model core clinical case developed in this project is described, with gout as the basis for a "foot and ankle" examination. Key limitations and difficulties encountered on implementation of this pilot are discussed for future users, including the difficulty encountered in "content overload". This approach aims to teach junior medical students physical examination through understanding, using a simulated patient environment. Robust research is now required to demonstrate efficacy and repeatability in the physical examination of other systems.

Discussion on teaching reform of environmental planning and management

NASA Astrophysics Data System (ADS)

Zhang, Qiugen; Chen, Suhua; Xie, Yu; Wei, Li'an; Ding, Yuan

2018-05-01

The curriculum of environmental planning and management is an environmental engineering major curriculum established by the teaching steering committee of environmental science and engineering of Education Ministry, which is the core curriculum of Chinese engineering education professional certification. It plays an important role in cultivating environmental planning and environmental management ability of environmental engineering major. The selection and optimization of the course teaching content of environmental planning and management were discussed which including curriculum teaching content updating and optimizing and teaching resource system construction. The comprehensive application of teaching method was discussed which including teaching method synthesis and teaching method. The final combination of the assessment method was also discussed which including the formative assessment normal grades and the final result of the course examination. Through the curriculum comprehensive teaching reform, students' knowledge had been broadened, the subject status and autonomy of learning had been enhanced, students' learning interest had been motivated, the ability of students' finding, analyzing and solving problems had been improved. Students' innovative ability and positive spirit had been well cultivated.

School Working Conditions and Changes in Student Teachers' Planned Persistence in Teaching

ERIC Educational Resources Information Center

Shirrell, Matthew; Reininger, Michelle

2017-01-01

This study examines the relationship between the working conditions of student teaching schools and changes in student teachers' planned persistence in teaching. Planned persistence (and a related construct, initial commitment) is an important predictor of initial entry (Rots, Aelterman, Vlerick, & Vermeulen, 2007) and actual persistence in…

Teaching Architecture - Contemporary Challenges and Threats in the Complexity of Built Environment

NASA Astrophysics Data System (ADS)

Borucka, Justyna; Macikowski, Bartosz

2017-10-01

The complexity of the modern built environment is a problem not only of architectural and urban issues. This issue extends to many other disciplines as well as covering a wide range of social engagements. The idea of writing this paper is generally initiated by the debate which took place in Gdańsk on 22.01.2016, and was prepared in order to meet representatives of the four circles of interest within the architectural sphere: universities, professional architectural organisations and associations, architectural practice (professionals running their own studios, managing projects and leading construction) and local social organisations active in city of Gdańsk. This paper is a comparison of the results of this discussion in relation to the policy and methodology of architecture teaching on the University level. Teaching architecture and urban planning according to the present discussion needs to be improved and advanced to meet the increasing complexity of both disciplines. Contemporary dynamic development of cities creates the necessity of engaging multiple stakeholders, participants and users of architecture and urban space. This is crucial to make them conscious of sharing responsibility for increasing the quality of living in the built environment. This discussion about architectural education is open and has the nature of an ongoing process adapting to a changing environment and is in fact a constant challenge which brings questions rather than simple answers. Transformation of architecture and urban planning, and consequently its education are increasingly entering into the related fields, especially into the professional practice and social environment. The question of how to teach architecture and urban planning and educate users of urban space should take place in the context of a wide discussion. This interdisciplinary debate seems to be a crucial and challenging step towards improving the future education of architecture and urban planning leading to a better life in the city.

Drawing together psyche, soma and spirit: my career in cultural psychiatry.

PubMed

Dein, Simon

2011-04-01

In this article I discuss my career in cultural psychiatry. I begin by examining the influence of my personal background on my interests in cultural psychiatry and religion and health. I then discuss my research, which has focused upon two areas: the cognitive and phenomenological parallels between religious experiences and psychopathological states, and relationships between biomedicine and religious healing in diverse cultural contexts. Finally, I discuss plans for future research and teaching.

On the Cutting Edge: Face-to-Face and Virtual Professional Development for Current and Future Geoscience Faculty

NASA Astrophysics Data System (ADS)

Macdonald, H.; Manduca, C. A.; Mogk, D. W.; Tewksbury, B. J.; Iverson, E. A.; Kirk, K. B.; Beane, R. J.; McConnell, D.; Wiese, K.; Wysession, M. E.

2011-12-01

On the Cutting Edge, a comprehensive, discipline-wide professional development program for current and future geoscience faculty, aims to develop a geoscience professoriate committed to high-quality instruction based on currency in scientific knowledge, good pedagogic practice, and research on learning. Our program provides an integrated workshop series and online teaching resources. Since 2002, we have offered more than 80 face-to-face workshops, virtual workshops and webinars, and hybrid events. Participants come from two-year colleges and four-year colleges and universities. The workshop series is designed to address the needs of faculty in all career stages at the full spectrum of institutions and covering the breadth of the geoscience curriculum. We select timely and compelling topics and create opportunities of interest to faculty. We offer workshops on course design, new geoscience research and pedagogical topics, core geoscience curriculum topics, and introductory courses as well as workshops for early career faculty and for future faculty. Our workshops are designed to model good teaching practice. We set workshop goals that guide workshop planning and evaluation. Workshops are interactive, emphasize participant learning, provide opportunities for participants to interact and share experience/knowledge, provide good resources, give participants time to reflect and to develop action plans, and help transform their ideas about teaching. We emphasize the importance of adaptation in the context of their specific situations. For virtual workshops and webinars we use icebreakers and other structured interactions to build a comfortable workshop community; promote interaction through features on webinar software, chat-aided question and answer, small-group synchronous interactions, and/or discussion boards; plan detailed schedules for workshop events; use asynchronous discussions and recordings of synchronous events given that participants are busy with their daily commitments; and provide sufficient technical support for participants and leaders. The importance of making the workshop useful and immediately applicable does not diminish with virtual events. One key lesson is the need to be purposeful with virtual communication strategies; the discussion boards, chat-aided discussion, and small group interactions need a specific focus, purpose, or product. Both face-to-face and virtual workshops that appear to flow spontaneously reflect extensive planning, a clear understanding of the program and its objectives by everyone involved, and realistic estimates for how long activities will really take. The workshop content and structures that we have developed result in high rates of satisfaction by participants.

Mild traumatic brain injury: a Midwest survey of discharge teaching practices of emergency department nurses.

PubMed

Bay, Esther; Strong, Carrie

2011-01-01

Research indicates that the assessment and discharge teaching practices for persons with traumatic brain injury are more focused on ruling out severe brain injury and informing the person about "red flags" warranting a return visit to the medical provider. Our primary purpose was to determine the extent to which discharge practices were aligned with the Centers for Disease Control and Prevention guidelines contained within the Acute Concussion Evaluation care plan. Responses from 87 nurses (25.0% response rate) to a tailored survey were analyzed to determine emergency department nurses' discharge teaching practices for adults who experienced a mild traumatic brain injury (MTBI). Results indicated that nurses in general were focused on injury-specific information and less often provided information about MTBI, symptom management, or strategies for preventing future brain damage. System improvements are justified to provide injured persons with a clearly defined diagnosis and instructions for follow-up and symptom management.

Enhancing Teacher Preparation and Improving Faculty Teaching Skills: Lessons Learned from Implementing ``Science That Matters'' a Standards Based Interdisciplinary Science Course Sequence

NASA Astrophysics Data System (ADS)

Potter, Robert; Meisels, Gerry

2005-06-01

In a highly collaborative process we developed an introductory science course sequence to improve science literacy especially among future elementary and middle school education majors. The materials and course features were designed using the results of research on teaching and learning to provide a rigorous, relevant and engaging, standard based science experience. More than ten years of combined planning, development, implementation and assessment of this college science course sequence for nonmajors/future teachers has provided significant insights and success in achieving our goal. This paper describes the history and iterative nature of our ongoing improvements, changes in faculty instructional practice, strategies used to overcome student resistance, significant student learning outcomes, support structures for faculty, and the essential and informative role of assessment in improving the outcomes. Our experience with diverse institutions, students and faculty provides the basis for the lessons we have learned and should be of help to others involved in advancing science education.

Teaching Children Science. Second Edition.

ERIC Educational Resources Information Center

Abruscato, Joseph

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

34 CFR 602.24 - Additional procedures certain institutional accreditors must have.

Code of Federal Regulations, 2013 CFR

2013-07-01

... change of ownership. (c) Teach-out plans and agreements. (1) The agency must require an institution it accredits or preaccredits to submit a teach-out plan to the agency for approval upon the occurrence of any... with section 487(c)(1)(F) of the HEA, and that a teach-out plan is required. (ii) The agency acts to...

34 CFR 602.24 - Additional procedures certain institutional accreditors must have.

Code of Federal Regulations, 2014 CFR

2014-07-01

... change of ownership. (c) Teach-out plans and agreements. (1) The agency must require an institution it accredits or preaccredits to submit a teach-out plan to the agency for approval upon the occurrence of any... with section 487(c)(1)(F) of the HEA, and that a teach-out plan is required. (ii) The agency acts to...

34 CFR 602.24 - Additional procedures certain institutional accreditors must have.

Code of Federal Regulations, 2012 CFR

2012-07-01

... change of ownership. (c) Teach-out plans and agreements. (1) The agency must require an institution it accredits or preaccredits to submit a teach-out plan to the agency for approval upon the occurrence of any... with section 487(c)(1)(F) of the HEA, and that a teach-out plan is required. (ii) The agency acts to...

34 CFR 602.24 - Additional procedures certain institutional accreditors must have.

Code of Federal Regulations, 2011 CFR

2011-07-01

... change of ownership. (c) Teach-out plans and agreements. (1) The agency must require an institution it accredits or preaccredits to submit a teach-out plan to the agency for approval upon the occurrence of any... with section 487(c)(1)(F) of the HEA, and that a teach-out plan is required. (ii) The agency acts to...

The Effect of Student Teaching Experiences on the Motivation and Planned Persistence of Pre-Service Teachers

ERIC Educational Resources Information Center

Leverett, Avis

2016-01-01

This study investigated the motivation to teach and planned persistence of pre-service teachers during two phases of their student teaching experience by using a mixed methods study design. The quantitative design sought to evaluate if the motivation and planned persistence of pre-service teachers changed during the course of the supervised…

Future Engineering Professors' Conceptions of Learning and Teaching Engineering

ERIC Educational Resources Information Center

Torres Ayala, Ana T.

2012-01-01

Conceptions of learning and teaching shape teaching practices and are, therefore, important to understanding how engineering professors learn to teach. There is abundant research about professors' conceptions of teaching; however, research on the conceptions of teaching of doctoral students, the future professors, is scarce. Furthermore,…

Child psychiatry: what are we teaching medical students?

PubMed

Dingle, Arden D

2010-01-01

The author describes child and adolescent psychiatry (CAP) undergraduate teaching in American and Canadian medical schools. A survey asking for information on CAP teaching, student interest in CAP, and opinions about the CAP importance was sent to the medical student psychiatry director at 142 accredited medical schools in the United States and Canada. The results were summarized and various factors considered relevant to CAP student interest were analyzed statistically. Approximately 81% of the schools returned surveys. Most teach required CAP didactics in the preclinical and clinical years. Almost 63% of the schools have CAP clinical rotations; most are not required. Twenty-three percent of all medical students have a clinical CAP experience during their psychiatry clerkship. The majority of schools have CAP electives, and approximately 4.8% of students participate. Child and adolescent psychiatry leadership, early exposure to CAP, and CAP clinical experiences were related to student CAP interest, but these relationships were not statistically significant. The time allotted to teaching CAP in the undergraduate medical curriculum is minimal, consistent with previous survey results. Most schools require didactic instruction averaging about 12 hours and offer elective clinical opportunities. The survey findings should help direct future planning to improve CAP medical student education.

Teaching evolutionary biology: Pressures, stress, and coping

NASA Astrophysics Data System (ADS)

Griffith, Joyce A.; Brem, Sarah K.

2004-10-01

Understanding what teachers need to be more comfortable and confident in their profession is crucial to the future of effective teachers and scientific literacy in public schools. This study focuses on the experiences of Arizona biology teachers in teaching evolution, using a clinical model of stress to identify sources of pressure, the resulting stresses, and coping strategies they employ to alleviate these stresses. We conducted focus groups, one-on-one interviews, and written surveys with 15 biology teachers from the Phoenix area. On the basis of their responses, teachers were clustered into three categories: Conflicted, who struggle with their own beliefs and the possible impact of their teaching, Selective, who carefully avoid difficult topics and situations, and Scientists, who see no place for controversial social issues in their science classroom. Teachers from each group felt that they could be more effective in teaching evolution if they possessed the most up-to-date information about evolution and genomics, a safe space in which to reflect on the possible social and personal implications with their peers, and access to richer lesson plans for teaching evolution that include not only science but personal stories regarding how the lessons arose, and what problems and opportunities they created.

VERT, a virtual clinical environment, enhances understanding of radiation therapy planning concepts.

PubMed

Leong, Aidan; Herst, Patries; Kane, Paul

2018-06-01

The ability to understand treatment plan dosimetry and apply this understanding clinically is fundamental to the role of the radiation therapist. This study evaluates whether or not the Virtual Environment for Radiotherapy Training (VERT) contributes to teaching treatment planning concepts to a cohort of first-year radiation therapy students. We directly compared a custom-developed VERT teaching module with a standard teaching module with respect to the understanding of treatment planning concepts using a cross-over design. Students self-reported their understanding of specific concepts before and after delivery of the VERT and standard teaching modules and evaluated aspects of VERT as a learning experience. In addition, teaching staff participated in a semi-structured interview discussing the modules from an educational perspective. Both the standard teaching module and VERT teaching module enhanced conceptual understanding and level of confidence in the student cohort after both teaching periods. The proportion of students reporting a perceived increase in knowledge/confidence was similar for the VERT teaching module for all but two scenarios. We propose that an integrated approach, providing a strong theoretical conceptual framework, followed by VERT to situate this framework in the (simulated) clinical environment combines the best of both teaching approaches. This study has established for the first time a clear role for a tailored VERT teaching module in teaching RT planning concepts because of its ability to visualise conceptual information within a simulated clinical environment. © 2018 The Authors. Journal of Medical Radiation Sciences published by John Wiley & Sons Australia, Ltd on behalf of Australian Society of Medical Imaging and Radiation Therapy and New Zealand Institute of Medical Radiation Technology.

Planning a Teaching Sequence for the Teaching of Chemical Bonding

ERIC Educational Resources Information Center

Sibanda, Doras; Hobden, Paul

2015-01-01

The current study seeks to examine how teachers plan teaching sequences to teach chemical bonding in the senior secondary phase of schooling. The study employs a learning demand tool as interpretive framework. A mixed method was used to guide the collection of data. Data were collected through a survey instrument with 227 practising physical…

Science: Curriculum Guide for Teaching Gifted Children Science in Grades One Through Three: A Sample Ecology Unit.

ERIC Educational Resources Information Center

California State Dept. of Education, Sacramento. Office of Curriculum Services.

The natural science curriculum guide for gifted primary students includes a sample teaching-learning plan for an ecology unit and eight sample lesson plans. Chapter One provides an overview of the unit, a review of behavioral objectives, and a list of concepts and generalizations. The second chapter cites a teaching-learning plan dealing with such…

A Psychometric Approach to the Development of a 5E Lesson Plan Scoring Instrument for Inquiry-Based Teaching

ERIC Educational Resources Information Center

Goldston, M. Jenice; Dantzler, John; Day, Jeanelle; Webb, Brenda

2013-01-01

This research centers on the psychometric examination of the structure of an instrument, known as the 5E Lesson Plan (5E ILPv2) rubric for inquiry-based teaching. The instrument is intended to measure an individual's skill in developing written 5E lesson plans for inquiry teaching. In stage one of the instrument's development, an exploratory…

A new method for teaching physical examination to junior medical students

PubMed Central

Sayma, Meelad; Williams, Hywel Rhys

2016-01-01

Introduction Teaching effective physical examination is a key component in the education of medical students. Preclinical medical students often have insufficient clinical knowledge to apply to physical examination recall, which may hinder their learning when taught through certain understanding-based models. This pilot project aimed to develop a method to teach physical examination to preclinical medical students using “core clinical cases”, overcoming the need for “rote” learning. Methods This project was developed utilizing three cycles of planning, action, and reflection. Thematic analysis of feedback was used to improve this model, and ensure it met student expectations. Results and discussion A model core clinical case developed in this project is described, with gout as the basis for a “foot and ankle” examination. Key limitations and difficulties encountered on implementation of this pilot are discussed for future users, including the difficulty encountered in “content overload”. Conclusion This approach aims to teach junior medical students physical examination through understanding, using a simulated patient environment. Robust research is now required to demonstrate efficacy and repeatability in the physical examination of other systems. PMID:26937208

Design of Smart Educational Robot as a Tool For Teaching Media Based on Contextual Teaching and Learning to Improve the Skill of Electrical Engineering Student

NASA Astrophysics Data System (ADS)

Zuhrie, M. S.; Basuki, I.; Asto, B. I. G. P.; Anifah, L.

2018-04-01

The development of robotics in Indonesia has been very encouraging. The barometer is the success of the Indonesian Robot Contest. The focus of research is a teaching module manufacturing, planning mechanical design, control system through microprocessor technology and maneuverability of the robot. Contextual Teaching and Learning (CTL) strategy is the concept of learning where the teacher brings the real world into the classroom and encourage students to make connections between knowledge possessed by its application in everyday life. This research the development model used is the 4-D model. This Model consists of four stages: Define Stage, Design Stage, Develop Stage, and Disseminate Stage. This research was conducted by applying the research design development with the aim to produce a tool of learning in the form of smart educational robot modules and kit based on Contextual Teaching and Learning at the Department of Electrical Engineering to improve the skills of the Electrical Engineering student. Socialization questionnaires showed that levels of the student majoring in electrical engineering competencies image currently only limited to conventional machines. The average assessment is 3.34 validator included in either category. Modules developed can give hope to the future are able to produce Intelligent Robot Tool for Teaching.

[Skills lab from the surgical point of view. Experiences from the Magdeburg Medical School--The University of Magdeburg].

PubMed

Reschke, K; Werwick, K; Mersson, L; Clasen, K; Urbach, D; Haß, H J; Meyer, F

2013-10-01

For the acquisition of practical skills, the separate learning atmosphere of a skills lab(oratory) is very suitable. Numerous educational objectives of surgical teaching can be pursued using phantoms, manikins or mutual training among students prior to real practical use during clinical traineeships or internships. This article provides a compact, systematic overview of the skills lab concept, based on published aspects in selected and relatively recent topic-related references from PubMed® including our own approaches, as well as comments and experiences with regard to its further development. In particular, the Magdeburg concept to use the local skills lab MAMBA for surgical teaching within the practical training is demonstrated, which has developed step by step from a basically pure bedside teaching and which includes student tutors in practical teaching in surgery. By founding the Magdeburg educational and training center options for a practical education, in particular, in surgery were created. The great majority of students accepted the conceptual idea and it has so far been well received. As a first step several well selected topics of practical training during human medical studies were increasingly taught by students who received a didactic course of instruction which also included aspects of the educational objectives. For the future tutorials led by students are planned going beyond the teaching contents of the practical courses and can, thus, lead to a networking with educational objectives of other disciplines. There are not only curricular but also facultative courses in MAMBA which have been steadily optimized since the beginning. This Magdeburg's concept is planned to be further developed for which there is enough room for development with regard to organizational aspects (personnel and room).

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

PubMed

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

2018-02-01

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

Teaching Practice of Physical Education Teachers for Students with Special Needs: An Application of the Theory of Planned Behaviour

ERIC Educational Resources Information Center

Wang, Lijuan; Wang, Min; Wen, Hongwei

2015-01-01

This study examines the teaching behavior of physical education (PE) teachers in teaching students with special needs and the factors that determine their teaching behaviour. An extended theory of planned behaviour (TPB) was utilised as the theoretical framework. Three secondary and two high school PE teachers participated in the study. Data…

Video-assisted feedback in general practice internships using German general practitioner's guidelines

PubMed Central

Bölter, Regine; Freund, Tobias; Ledig, Thomas; Boll, Bernhard; Szecsenyi, Joachim; Roos, Marco

2012-01-01

Introduction: The planned modification of the Medical Licenses Act in Germany will strengthen the specialty of general practice. Therefore, medical students should get to know the daily routine of general practitioners during their academic studies. At least 10% of students should get the possibility to spend one quarter of the internship, in the last year of their academic studies, in a practice of family medicine. The demonstrated teaching method aims at giving feedback to the student based on video recordings of patient consultations (student-patient) with the help of a checklist. Video-feedback is already successful used in medical teaching in Germany and abroad. This feasibility study aims at assessing the practicability of video-assisted feedback as a teaching method during internship in general practice. Teaching method: First of all, the general practice chooses a guideline as the learning objective. Secondly, a subsequent patient – student – consultation is recorded on video. Afterwards, a video-assisted formative feedback is given by the physician. A checklist with learning objectives (communication, medical examination, a structured case report according to the guideline) is used to structure the feedback content. Feasibility: The feasibility was assessed by a semi structured interview in order to gain insight into barriers and challenges for future implementation. The teaching method was performed in one general practice. Afterwards the teaching physician and the trainee intern were interviewed. The following four main categories were identified: feasibility, performance, implementation in daily routine, challenges of the teaching concept. The results of the feasibility study show general practicability of this approach. Installing a video camera in one examination room may solve technical problems. The trainee intern mentioned theoretical and practical benefits using the guideline. The teaching physician noted the challenge to reflect on his daily routines in the light of evidence-based guidelines. Conclusion: This teaching method supports quality control and standardizing of learning objectives during the internship in general practice by using general practice guidelines. The use of a checklist enhances this method in general practice. We consider the presented teaching method in the context of the planned modification of the Medical Licenses Act is part of quality control and standardisation of medical teaching during general practice internships. In order to validate these presumptions, further, evaluation of this method concerning the learning objectives using the guidelines of general practice need to be carried out. PMID:23255963

The Marketing Plan: An Integrative Device for Teaching Marketing Management.

ERIC Educational Resources Information Center

Berdine, W. R.; Petersen, James C.

1980-01-01

The importance of the marketing plan is stressed as an integrative device for teaching marketing management, and a structure is presented to assist students in designing a marketing plan. Components of this plan include marketing objectives, targeting market and buying motives, external environment and competition, product, price, and promotion.…

Planning for Integrating Teaching Technologies

ERIC Educational Resources Information Center

Aaron, Mandie; Dicks, Dennis; Ives, Cindy; Montgomery, Brenda

2004-01-01

Teaching technologies offer pedagogical advantages which vary with specific contexts. Successfully integrating them hinges on clearly identifying pedagogical goals, then planning for the many decisions that technological change demands. In examining different ways of organizing this process, we have applied planning tools from other…

Librarians Flip for Students: Teaching Searching Skills to Medical Students Using a Flipped Classroom Approach.

PubMed

Minuti, Aurelia; Sorensen, Karen; Schwartz, Rachel; King, Winifred S; Glassman, Nancy R; Habousha, Racheline G

2018-01-01

This article describes the development of a flipped classroom instructional module designed by librarians to teach first- and second-year medical students how to search the literature and find evidence-based articles. The pre-class module consists of an online component that includes reading, videos, and exercises relating to a clinical case. The in-class sessions, designed to reinforce important concepts, include various interactive activities. The specifics of designing both components are included for other health sciences librarians interested in presenting similar instruction. Challenges encountered, particularly in the live sessions, are detailed, as are the results of evaluations submitted by the students, who largely enjoyed the online component. Future plans are contingent on solving technical problems encountered during the in-class sessions.

Making the Most of a Limited Opportunity: Empowering our Future Earth Science Educators by Engaging Them in Field-Based Inquiry.

NASA Astrophysics Data System (ADS)

Levy, R.; David, H.; Carlson, D.; Kunz, G.

2004-12-01

Geoscience courses that engage students in our K-12 learning environments represent a fundamental method to increase public awareness and understanding of Earth systems science. K-12 teachers are ultimately responsible for developing and teaching these courses. We recognize that it is our role as university instructors to ensure that our future K-12 teachers receive a high-quality and practical Earth science education; unfortunately many education majors at our institution receive no formal exposure to geoscience. Furthermore, for those students who choose to take a geoscience course, the experience is typically limited to a large introductory lecture-lab. While these courses are rich in content they neither provide opportunities for students to experience `real' Earth science nor address the skills required to teach Earth science to others. In 2002 we began to develop a field-based introductory geoscience course designed specifically for education students. Our major goal was to attract education majors and provide a field-based geoscience learning experience that was challenging, exciting, and directly applicable to their chosen career. Specific objectives of our project were to: (1) teach geoscience concepts and skills that K-12 teachers are expected to understand and teach to their students (outlined in national standards); (2) provide students with an opportunity to learn through scientific inquiry; (3) enhance student confidence in their ability to teach geoscience in the K-12 classroom. We piloted a two-week field course during summer 2004. The field excursion followed a route through Nebraska and Wyoming. Instructors focused on exposing students to the Earth systems concepts and content outlined in national education standards. The primary instructional approach was to engage students in inquiry-based learning. Students were provided many opportunities to utilize science process skills including: observation, documentation, classification, questioning, formulation of hypotheses and models, and interpretation and debate. Evening `classes' on effective teaching practices were conducted at camp. A mobile library, comprising a range of K-12 Earth science curricular materials and activities, was provided for students to utilize, examine, and critique. Students were given sample boxes so that they could collect and curate Earth materials to build their own `teaching set'. Digital cameras were used to record images of natural phenomena. Each student will receive a DVD of the images to use in their future classroom activities. Near the end of the course students were asked to generate a series of lesson plans to teach plate tectonics. Evaluation of our pilot project comprised a series of pre and post instruments to measure: geoscience content knowledge, science process skills, confidence for teaching science related courses, self-efficacy for self-regulation, and student perceptions of classroom knowledge-building. Results indicate significant gains in all measures. The course instructors have also spent time reflecting on instructional approach and associated activities and will use student feedback to modify and improve the course for the future. We are currently applying the evaluation instruments to education majors taking a large lecture-lab course in order to compare outcomes between the two course models. Results will help guide future geoscience education course development.

Toolkit for US colleges/schools of pharmacy to prepare learners for careers in academia.

PubMed

Haines, Seena L; Summa, Maria A; Peeters, Michael J; Dy-Boarman, Eliza A; Boyle, Jaclyn A; Clifford, Kalin M; Willson, Megan N

2017-09-01

The objective of this article is to provide an academic toolkit for use by colleges/schools of pharmacy to prepare student pharmacists/residents for academic careers. Through the American Association of Colleges of Pharmac (AACP) Section of Pharmacy Practice, the Student Resident Engagement Task Force (SRETF) collated teaching materials used by colleges/schools of pharmacy from a previously reported national survey. The SRETF developed a toolkit for student pharmacists/residents interested in academic pharmacy. Eighteen institutions provided materials; five provided materials describing didactic coursework; over fifteen provided materials for an academia-focused Advanced Pharmacy Practice Experiences (APPE), while one provided materials for an APPE teaching-research elective. SRETF members created a syllabus template and sample lesson plan by integrating submitted resources. Submissions still needed to complete the toolkit include examples of curricular tracks and certificate programs. Pharmacy faculty vacancies still exist in pharmacy education. Engaging student pharmacists/residents about academia pillars of teaching, scholarship and service is critical for the future success of the academy. Published by Elsevier Inc.

Co-Teaching in Least Restrictive Environments: A Case Study of the Quality of Common Planning Time and Its Impact on Collaboration

ERIC Educational Resources Information Center

Haywood, Paula

2017-01-01

Collaborating teachers need common planning time to plan instruction to teach students with diverse needs in their classroom. Teachers usually have limited common planning time or no time. It therefore became incumbent upon collaborating teachers to be mindful of how productively they use the limited planning time. This qualitative case study…

College Teachers' Thinking and Planning: A Qualitative Study in the Design Studio.

ERIC Educational Resources Information Center

Dinham, Sarah M.

This study is concerned with teaching in an apprenticeship setting--the architectural design studio. The research examined teachers' planning, particularly as it focuses upon project assignments. The study yielded information about teachers' conceptual frames for their teaching, the personal aspects of teaching, the teachers' conceptions of…

Resources and Guidelines for Teaching about the Holocaust [and Related Brochures and Poster.

ERIC Educational Resources Information Center

Boas, Jacob

This resource packet presents a variety of ideas, lesson plans and activities to teach about the Holocaust. Lesson plans in this packet include: (1) "Human Behavior"; (2) "The Teachings of Contempt--Entry Points for Examining the Holocaust: Prejudice, Bigotry, Racism, Stereotypes, Scapegoating"; (3) "The Holocaust";…

Holistic Approach to Learning and Teaching Introductory Object-Oriented Programming

ERIC Educational Resources Information Center

Thota, Neena; Whitfield, Richard

2010-01-01

This article describes a holistic approach to designing an introductory, object-oriented programming course. The design is grounded in constructivism and pedagogy of phenomenography. We use constructive alignment as the framework to align assessments, learning, and teaching with planned learning outcomes. We plan learning and teaching activities,…

An Analysis of Strategies for Teaching Standards-Based Lesson Plan Alignment to Preservice Teachers

ERIC Educational Resources Information Center

Drost, Bryan R.; Levine, Anita C.

2015-01-01

Research consistently shows that well-aligned lesson plans lead to better student learning outcomes. The development of these plans challenges both preservice teachers and the teacher educators who instruct them. This exploratory study examined strategies for teaching lesson plan alignment utilized by 87 teacher educators in the United States.…

Cultural diversity and patient teaching.

PubMed

Price, J L; Cordell, B

1994-01-01

Cultural diversity challenges health care providers to facilitate bridging cross-cultural gaps with clients. It is through providing culturally relevant care that health care practitioners truly serve the needs of all clients in our diverse society. A theory of Cultural Care Diversity and Universality offers a framework for building linkages of clinical knowledge to cultural care. A four-step approach to providing culturally sensitive patient teaching is described: (1) health care providers should assess their own cultural beliefs and be aware of general ethnic, regional, and religious beliefs and practices in their area; (2) develop a teaching plan; (3) implement the plan; (4) evaluate the success of the teaching-learning process and make alterations based on evaluation. When providers assess clients' beliefs and practices and incorporate them into the teaching plan design, teaching becomes more relevant and clients become more successful at learning.

English Language Teaching Curriculum in Iran: Planning and Practice

ERIC Educational Resources Information Center

Atai, Mahmood Reza; Mazlum, Farhad

2013-01-01

The present study investigates English language teaching (ELT) curriculum planning in Iran's Ministry of Education and its implementation by teachers. We studied programme evaluation; needs analysis; the ELT-specific documents; communication channels between planning and practice levels; teacher evaluation and student assessment; interpretation…

On the Cutting Edge Professional Development Program: Workshop and Web Resources for Current and Future Geoscience Faculty

NASA Astrophysics Data System (ADS)

MacDonald, R.; Manduca, C. A.; Mogk, D. W.; Tewksbury, B. J.

2004-12-01

Recognizing that many college and university faculty receive little formal training in teaching, are largely unaware of advances in research on teaching and learning, and face a variety of challenges in advancing in academic careers, the National Science Foundation-funded program On the Cutting Edge provides professional development for current and future faculty in the geosciences at various stages in their careers. The program includes a series of six multi-day workshops, sessions and one-day workshops at professional meetings, and a website with information about workshop opportunities and a variety of resources that bring workshop content to faculty (http://serc.carleton.edu/NAGTWorkshops). The program helps faculty improve their teaching and their job satisfaction by providing resources on instructional methods, geoscience content, and strategies for career planning. Workshop and website resources address innovative and effective practices in teaching, course design, delivery of instructional materials, and career planning, as well as approaches for teaching particular topics and strategies for starting and maintaining a research program in various institutional settings. Each year, special workshops for graduate students and post-doctoral fellows interested in academic careers and for early career faculty complement offerings on course design and emerging topics that are open to the full geoscience community. These special workshops include sessions on topics such as dual careers, gender issues, family-work balance, interviewing and negotiating strategies. The workshops serve as opportunities for networking and community building, with participants building connections with other participants as well as workshop leaders. Workshop participants reflect the full range of institutional diversity as well as ethnic and racial diversity beyond that of the geoscience faculty workforce. More than 40 percent of the faculty participants are female. Of the faculty participants in workshops offered July 2002 through June 2004, workshop participants have come from more than 250 colleges and universities in 49 states and the District of Columbia. Workshop evaluations indicate that the workshops are well received with faculty particularly appreciating the content of the workshops and the opportunities for networking. An important aspect of the program is involvement of the geoscience community in workshop leadership. Leadership roles include serving as co-conveners, invited speakers, demonstration leaders, working group leaders, co-conveners of post-workshop sessions at professional meetings, and contributors to the website.

A Little Planning Helps Your Heart--and Your Budget

MedlinePlus

... Hey Kids, Learn About Blood Sugar and Diabetes Teaching Gardens Teaching Gardens Recognition Teaching Gardens-See Our Gardens How to Get a Teaching Garden Teaching Gardens-Donate Teaching Gardens Photos and ...

Video-assisted feedback in general practice internships using German general practitioner's guidelines.

PubMed

Bölter, Regine; Freund, Tobias; Ledig, Thomas; Boll, Bernhard; Szecsenyi, Joachim; Roos, Marco

2012-01-01

The planned modification of the Medical Licenses Act in Germany will strengthen the specialty of general practice. Therefore, medical students should get to know the daily routine of general practitioners during their academic studies. At least 10% of students should get the possibility to spend one quarter of the internship, in the last year of their academic studies, in a practice of family medicine. The demonstrated teaching method aims at giving feedback to the student based on video recordings of patient consultations (student-patient) with the help of a checklist. Video-feedback is already successful used in medical teaching in Germany and abroad. This feasibility study aims at assessing the practicability of video-assisted feedback as a teaching method during internship in general practice. First of all, the general practice chooses a guideline as the learning objective. Secondly, a subsequent patient - student - consultation is recorded on video. Afterwards, a video-assisted formative feedback is given by the physician. A checklist with learning objectives (communication, medical examination, a structured case report according to the guideline) is used to structure the feedback content. The feasibility was assessed by a semi structured interview in order to gain insight into barriers and challenges for future implementation. The teaching method was performed in one general practice. Afterwards the teaching physician and the trainee intern were interviewed. The Following four main categories were identified: feasibility, performance, implementation in daily routine, challenges of the teaching concept.The results of the feasibility study show general practicability of this approach. Installing a video camera in one examination room may solve technical problems. The trainee intern mentioned theoretical and practical benefits using the guideline. The teaching physician noted the challenge to reflect on his daily routines in the light of evidence-based guidelines. This teaching method supports quality control and standardizing of learning objectives during the internship in general practice by using general practice guidelines. The use of a checklist enhances this method in general practice. We consider the presented teaching method in the context of the planned modification of the Medical Licenses Act is part of quality control and standardisation of medical teaching during general practice internships. In order to validate these presumptions, further, evaluation of this method concerning the learning objectives using the guidelines of general practice need to be carried out.

Training the Next Generation: Developing Health Education Skills in Undergraduate Public Health Students at a Historically Black College and University.

PubMed

Mincey, Krista; Gross, Tyra

2017-01-01

With the looming workforce crisis, undergraduate public health students could be an important link in filling this demand. As public health continues to face challenges in the future, it is important that the future workforce is not only diverse but also trained in a manner that exposes them to real-world experiences that give them an opportunity to apply coursework to solve problems. This article outlines how a health program planning course was taught at a Historically Black College and University using assignments that promote active learning. Students were assessed on their ability to plan and implement a health activity based on a developed metric. Student and instructor reflections were collected from final assessments of the health programs by both groups. All elements of the course are discussed from course design, structure, assignments, and outcomes along with student and instructor reflections and lessons learned. Results suggest that including assignments focused on active learning are beneficial to helping students learn course material. As public health continues to change, more work needs to focus on teaching pedagogies that better prepare students to address future public health issues.

[My humble opinion on teaching of acupoints: discussion on The Channels, Collaterals and Acupoints Science, a national plan teaching material of "the tenth five-year plan"].

PubMed

Hou, Shu-Wei

2008-10-01

Analyze and probe a part of contents in The Channels, Collaterals and Acupoints Science, a national plan teaching material of "the tenth five-year plan", and put forward own opinion on compilation of the teaching materials. Various concepts of acupoints should strive to be strict and terse; location of acupoints should be accurate and conform to clinical practice and reduce errors; the new edition The Channels, Collaterals and Acupoints Science should reasonably select and supplement for extra-ordinary points; increase explanation of the point name, function of acupoints, and association of acupoints; enrich the contents of acupuncture manipulation; reasonably increase and reduce extracts of ancient and modern reports to conform to development of the new age.

Interrogating the Lesson Plan in a Pre-Service Methods Course: Evidence from a University in Kenya

ERIC Educational Resources Information Center

Simwa, Kefa L.; Modiba, Maropeng

2015-01-01

The paper reports on research that examined how the content of a History methods course, taught in a university in Kenya, influenced student teachers' lesson planning and pedagogical skills. A lecture on a lesson plan, micro-teaching lesson plan documents and presentations were examined to determine student teachers' preparedness for teaching the…

The Context of Demarcation in Nature of Science Teaching: The Case of Astrology

NASA Astrophysics Data System (ADS)

Turgut, Halil

2011-05-01

The aim of developing students' understanding of the nature of science [NOS] has been considered an important aspect of science education. However, the results of previous research indicate that students of various ages and even teachers possess both inaccurate and inappropriate views of the NOS. Such a failure has been explained by the view that perceptions about the NOS are well assimilated into mental structures and resistant to change. Further, the popularization of pseudoscience by the media and the assimilation of pseudoscience into previously established scientific fields have been presented as possible reasons for erroneous popular perceptions of science. Any teaching intervention designed to teach the NOS should first provoke individuals to expose their current ideas in order to provide them the chance to revise or replace these conceptual frameworks. Based on these assumptions, the aim of this study was to determine whether a teaching context based on the issue of demarcation would provide a suitable opportunity for exposing and further developing the NOS understandings of individuals enrolled in a teacher education course. Results indicate that a learning intervention based on the issue of demarcation of science from pseudoscience (in the specific case of astrology) proved an effective instructional strategy, which a majority of teacher candidates claimed to plan to use in their future teachings.

Clinical nurse preceptors' perception of e-portfolio use for undergraduate students.

PubMed

Chang, Chi-Ping; Lee, Ting-Ting; Mills, Mary Etta

Nursing schools and hospitals form partnerships to foster nursing education. Clinical nurse preceptors (CNPs) have a profound influence on nursing students' Last Mile practicum. Assisting preceptors to prepare students as future staff nurses has become a critical issue. E-portfolios utilize digital access and hyperlinks to integrate student knowledge, skills, and achievements with teaching assessment, process and evaluation. Based on the school-hospital partnership, preceptors require a teaching application to facilitate student learning. This descriptive qualitative study explored preceptors' perceptions regarding the use of e-portfolios. Data were collected from November 2012 to March 2013. One-on-one in-depth interviews with preceptors from different hospitals in Taiwan were examined using content analysis. Four key themes were revealed: utilizing students' learning experiences to design the CNP's teaching plan; a group-based discussion platform as a communication channel is needed; posting teaching content to facilitate student learning process; and, motivation usage factors in ease of use, sustaining use and win (student) - win (preceptor) outcomes. The use of e-portfolios allows preceptors to prepare for the learning needs of students. By considering preceptors' preferences, the design of e-portfolios may become more user friendly and useful for preceptors to expedite their teaching process and enhance student learning experiences. Copyright © 2016 Elsevier Inc. All rights reserved.

Defining the structure of undergraduate medical leadership and management teaching and assessment in the UK.

PubMed

Stringfellow, Thomas D; Rohrer, Rebecca M; Loewenthal, Lola; Gorrard-Smith, Connor; Sheriff, Ibrahim H N; Armit, Kirsten; Lees, Peter D; Spurgeon, Peter C

2014-10-10

Abstract Medical leadership and management (MLM) skills are essential in preventing failings of healthcare; it is unknown how these attitudes can be developed during undergraduate medical education. This paper aims to quantify interest in MLM and recommends preferred methods of teaching and assessment at UK medical schools. Two questionnaires were developed, one sent to all UK medical school faculties, to assess executed and planned curriculum changes, and the other sent to medical students nationally to assess their preferences for teaching and assessment. Forty-eight percent of UK medical schools and 260 individual student responses were recorded. Student responses represented 60% of UK medical schools. 65% of schools valued or highly valued the importance of teaching MLM topics, compared with 93.2% of students. Students' favoured teaching methods were seminars or lectures (89.4%) and audit and quality improvement (QI) projects (77.8%). Medical schools preferred portfolio entries (55%) and presentations (35%) as assessment methods, whilst simulation exercises (76%) and audit reports (61%) were preferred by students. Preferred methods encompass experiential learning or simulation and a greater emphasis should be placed on encouraging student audit and QI projects. The curriculum changes necessary could be achieved via further integration into future editions of Tomorrow's Doctors.

Teaching the Way We Aspire to Teach: Now and in the Future. Teachers' Vision for Teaching and Learning in Canada's Public Schools

ERIC Educational Resources Information Center

Freiler, Christa; Hurley, Stephen; Canuel, Ron; McGahey, Bob; Froese-Germain, Bernie; Riel, Rick

2012-01-01

"Teaching the Way We Aspire to Teach--Now and in the Future" is a collaborative research project between the Canadian Education Association (CEA) and the Canadian Teachers' Federation (CTF). The project grew out of a shared interest in exploring with teachers their experiences and visions of teaching the way in which they aspire--that…

[Implementation and evaluation of a teaching plan for the auto-irrigation of colostomy: a case study].

PubMed

Costa, Idevânia Geraldina; Maruyama, Sônia Ayako Tao

2004-01-01

With a view to describing and evaluating the implementation of a teaching plan for the auto-irrigation of colostomy and reporting on the perceptions of colostomized patients related to auto-irrigation, this case study was developed at the colostomy out-patient clinic of the Júlio Müller University Hospital, Cuiabá, Brazil, from February to March 1997. The teaching plan helped the patients to learn about the irrigation technique and social rehabilitation.

Special Session 4: Astronomy Education between Past and Future

NASA Astrophysics Data System (ADS)

de Greve, Jean-Pierre

2010-11-01

The special session aims at discussing an integrated approach of the different efforts to increase and promote the teaching and learning of astronomy in the world, with emphasis on developing countries. To this end, attention will be given to research on education, specifically in the field of physics, to best practices of the use of astronomy in educational systems (specifically in developing countries), and to innovative learning initiatives other than formal education. The Special Session aims also at creating a universal perspective wherein modern (post-Copernican) astronomy will presented as an intellectual cumulus. The objective of the session is to disseminate best practices in teaching and learning activities of astronomy and to give an opportunity to learn about initiatives in different cultural and socio-economic settings. The special session also wants to give food-for-thought and proposals for reflection for an integrative approach, and for optimization processes, to enhance the interest in astronomy and its role as a trigger towards science education in the educational systems, with emphasis on the developing countries. The outcome should be a sensitization of teachers and students alike to the concept of a universal history of astronomy and creation of some reliable source material which can be used as a teaching aid in a culture-specific context. The outcome could be a set of recommendations for future integrated actions, and eventually recommendations on new initiatives, framed into the new decadal policy plan.

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

PubMed Central

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

2017-01-01

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

A grounded theory study on the role of differentiated instruction in effective middle school science teaching

NASA Astrophysics Data System (ADS)

Jones, Brian Kirby

The purpose of this grounded theory study was to develop a model explaining the role of differentiated instruction (DI) in effective middle school science teaching. The study examined the best teaching practices and differentiated elements from eight general education middle school science teachers, all scoring at the highest level of a teaching effectiveness measure on their evaluations, through a collection of observational, interview, survey, and teaching artifact data. The data were analyzed through the methodology of a systematic grounded theory qualitative approach using open, axial, and selective coding to develop a model describing how and to what degree effective middle school science teachers differentiated their best teaching practices. The model that emerged from the data shows instruction as a four-phase process and highlights the major elements of best practices and DI represented at each phase. The model also depicts how teachers narrowed the scope of their differentiating strategies as instruction progressed. The participants incorporated DI into their pedagogies, though in different degrees at each phase, and primarily by using variety to present concepts with multiple types of instruction followed by a series of sense-making activities related to several learning modalities. Teachers scaffolded students carefully, using informal and formal assessment data to inform future instructional decisions and especially their plans to reteach or extend on a concept. The model is intended to provide insight into the value of DI for middle school science teaching.

"If at first you don't succeed": using failure to improve teaching.

PubMed

Pinsky, L E; Irby, D M

1997-11-01

The authors surveyed a group of distinguished clinical teachers regarding episodes of failure that had subsequently led to improvements in their teaching. Specifically, they examined how these teachers had used reflection on failed approaches as a tool for experiential learning. The respondents believed that failures were as important as successes in learning to be a good teacher. Using qualitative content analysis of the respondents' comments, the authors identified eight common types of failure associated with each of the three phases of teaching: planning, teaching, and reflection. Common failures associated with the planning stage were misjudging learners, lack of preparation, presenting too much content, lack of purpose, and difficulties with audiovisuals. The primary failure associated with actual teaching was inflexibly using a single teaching method. In the reflection phase, respondents said they most often realized that they had made one of two common errors: selecting the wrong teaching strategy or incorrectly implementing a sound strategy. For each identified failure, the respondents made recommendations for improvement. The deliberative process that had guided planning, teaching, and reflecting had helped all of them transform past failures into successes.

A new approach to learning how to teach: medical students as instructional designers.

PubMed

Novak, Sean H; Quinn, Molly; Canan, Timothy; Metten, Shaleen; Wisco, Jonathan J; Wimmers, Paul F; Uijtdehaage, Sebastian

2011-01-01

As students at the David Geffen School of Medicine at UCLA, the student authors were given the opportunity to develop their own creative projects which would be used to teach future medical students. They chose their own topics, planned and researched their projects, and then implemented the projects in interactive digital Adobe Flash files. In the first project they created interactive case-based radiology teaching files. In the second project they integrated photographic images into the existing illustrative anatomy files. Students in subsequent years have learned from these files on computers both at home and in the school's anatomy lab. The experience of creating the files served as an opportunity for hands-on learning for the student authors, both of the material and of the practice of teaching. In this paper they describe why they undertook these projects, what exactly they did, and the impact their creation had on them. The projects demonstrate that student-driven educational materials are both possible and beneficial. Furthermore, their experience has allowed them to conclude that faculty at other medical schools should consider providing students with opportunities to develop their own creative projects that contribute to the curriculum.

Teacher and pupil perspectives on the use of Virtual Field Trips as physically active lessons.

PubMed

Norris, E; Shelton, N; Dunsmuir, S; Duke-Williams, O; Stamatakis, E

2015-11-25

Virtual Field Trips (VFTs) are emerging physically active lessons that combine curriculum content with globe-based movement using interactive whiteboards. No research has yet examined the acceptability of these sessions by target users. This study aimed to (1) assess current physically active lesson teaching practices, (2) assess teacher attitudes towards VFTs and (3) investigate pupil perceptions of VFTs. Data was collected from teaching staff interviews (n = 12) and three elementary school pupil focus groups (k = 3, n = 18), with all participants provided with a sample VFT session. Thematic analysis was used to analyse data. Teachers described VFTs as a flexible teaching tool, allowing inclusive learning across abilities and a range of taught subjects. They stressed a packed curriculum may make delivering VFT sessions problematic and warned that some teachers may be resistant to their use of technology. Pupils enjoyed the ability to move in the classroom and the ability to share a new teaching experience with their peers. This work suggests positive attitudes towards VFTs as novel, physically active lessons and identifies potential teacher concerns for consideration in forthcoming intervention planning. Future experimental work will assess if these attitudes persist during longitudinal exposure to VFTs.

Extending the Reach of Early Intervention Training for Practitioners: A Preliminary Investigation of an Online Curriculum for Teaching Behavioral Intervention Knowledge in Autism to Families and Service Providers

PubMed Central

Hamad, Charles D.; Serna, Richard W.; Morrison, Leslie; Fleming, Richard

2013-01-01

Early behavioral intervention, based on the methods of applied behavior analysis, has the strongest and most consistent scientific support as a means of teaching skills to young children with Autism Spectrum Disorder and reducing their restricted and maladaptive behavior. Though individual ABA-based treatment plans are usually developed, designed and supervised by a senior-level clinician, they are most often implemented by a practitioner, such as a parent, direct service provider, aide, or an early childhood professional from a related discipline. Unfortunately, few practitioner-orientated training programs are available to geographically disparate persons. Online distance-learning education offers a potential solution to this problem. Fifty-one individuals participated in an initial study of a short, three-module online course. The results showed a highly statistically significant difference between the mean pre-test and post-test score. The outcomes suggest the feasibility and user satisfaction of teaching BI knowledge acquisition online, and thus bolster confidence that future, larger-scale curricula aimed at teaching BI in a distance-learning format is warranted. PMID:23504540

Teaching with Primary Sources: Lesson Plans for Creative Teaching in Social Studies.

ERIC Educational Resources Information Center

Bates, William; And Others

This handbook contains lesson plans developed by secondary teachers for working with primary source materials drawn from 20th century novels and motion pictures. Readers are encouraged to adapt these materials to fit their own teaching. Lessons are developed around: (1) "The Jungle," (Upton Sinclair); (2) "Gandhi" (film); (3) "All Quiet on the…

A CALL-Based Lesson Plan for Teaching Reading Comprehension to Iranian Intermediate EFL Learners

ERIC Educational Resources Information Center

Khoshsima, Hooshang; Khosravani, Mahboobeh

2014-01-01

The main purpose of this descriptive research is to provide a CALL (Computer-Assisted Language Learning)-based lesson plan for teaching reading comprehension to Iranian intermediate EFL learners. CALL is a new way of learning and teaching language. It is proved that CALL mainly has positive effects on educational contexts. Although teachers…

Researchers Apply Lesson Study: A Cycle of Lesson Planning, Implementation, and Revision

ERIC Educational Resources Information Center

Regan, Kelley S.; Evmenova, Anya S.; Kurz, Leigh Ann; Hughes, Melissa D.; Sacco, Donna; Ahn, Soo Y.; MacVittie, Nichole; Good, Kevin; Boykin, Andrea; Schwartzer, Jessica; Chirinos, David S.

2016-01-01

Scripted lesson plans and/or professional development alone may not be sufficient to encourage teachers to reflect on the quality of their teaching and improve their teaching. One learning tool that teachers may use to improve their teaching is Lesson Study (LS). LS is a collaborative process involving educators, based on concepts of iteration and…

The Backcountry Classroom: Lesson Plans for Teaching in the Wilderness.

ERIC Educational Resources Information Center

Bonney, Bruce F.; Drury, Jack K.

This book is designed to help instructors and students master and teach the Wilderness Education Association (WEA) curriculum while in the field. It is formatted in self-contained lesson plans which describe the overall goal, the specific objectives, the body of knowledge, and the materials necessary for teaching about a specific topic within the…

Program planning for the community teaching hospital medical library.

PubMed Central

McCorkel, J; Cook, V

1985-01-01

To respond to the increasing demand for information from medical educators and clinicians and to persuade administrators to purchase the newly available microcomputer library systems, medical librarians in community teaching hospitals may find it useful to engage in intermediate term (for example, five-year) program planning. To increase the probability that the plan which emerges will be implemented, the planning process should fit the organizational nexus. Planning involves needs assessment, prioritized program elements, a written plan, and facilities planning (if applicable), which lead to program implementation. Components of a model program plan are presented. PMID:4027443

Lifelines: An Ethnographic Study of an IEP Student

ERIC Educational Resources Information Center

Bro, Elsa C.

2004-01-01

River guides and teachers share important characteristics, like having a rescue plan or a teaching plan for every imaginable scenario. A raft guide describes her modified teaching plan that will help the students with diverse learning needs and also describes the similarities between a teacher and a raft guide as she studies a high school…

Exploring Future Teachers' Awareness, Competence, Confidence, and Attitudes Regarding Teaching Online: Incorporating Blended/Online Experience into the "Teaching and Learning in Higher Education" Course for Graduate Students

ERIC Educational Resources Information Center

Sheffield, Suzanne Le-May; McSweeney, Jill Marie; Panych, Aaron

2015-01-01

Dalhousie University's Centre for Learning and Teaching offers a Certificate in University Teaching and Learning, which includes a 12-week course entitled "Teaching and Learning in Higher Education." This course provides the certificate's theory component and has evolved to reflect the changing needs of future educators. One significant…

Teaching about the Earth Online: Faculty-Sourced Guidance from InTeGrate

NASA Astrophysics Data System (ADS)

McDaris, J. R.; Bralower, T. J.; Anbar, A. D.; Leinbach, A.

2017-12-01

Teaching online is growing in acceptance within the higher education community and its accessibility creates an opportunity to reach students from diverse backgrounds with geoscience content. There is a need to develop best practices for teaching about Earth online as new technologies, pedagogical approaches, and teaching materials that incorporate societal issues and data emerge. In response to this need, the InTeGrate: Teaching about Earth for a Sustainable Future project convened a workshop of interdisciplinary faculty who teach about the Earth online, in a variety of contexts, to develop consensus best-practices, collect online resources, and develop teaching materials to share with the rest of the community. Workshop participants generated five broad categories of guidance for faculty teaching online: develop communication and a sense of community among class participants, stimulate student engagement, develop activity frameworks that scale with class size, include information literacy in the curriculum explicitly, and employ effective management and assessment techniques. Many of the best practices highlighted by the group are not unique to teaching online, but teaching online rather than face-to-face affects how they are or can be implemented. The suite of webpages developed from this work showcase specific strategies in each area, underpinned by examples drawn from the experiences of the participants. This resource can provide a wealth of advice for faculty seeking help for teaching online. Faculty can also provide feedback on the strategies and add their own experiences to the collection. Participants also worked together in teams to develop new or revise existing teaching resources to make available via the InTeGrate website. In addition, they shared insights about online resources they use in their teaching and class management and developed plans for an online repository for next-generation, interactive educational materials and tools for creating them. All of the best practices guidance, teaching materials, and online resources from the workshop can be found via the InTeGrate website - http://serc.carleton.edu/integrate/workshops/online_learning/index.html.

The Teaching Nursing Home: Past Accomplishments and Future Directions.

ERIC Educational Resources Information Center

Lipsitz, Lewis A.

1996-01-01

Discusses the past, present, and future of the use of nursing homes as teaching sites. Suggests that teaching nursing homes must provide state-of-the-art care while avoiding the pitfalls that threaten academic hospitals; balance must be maintained between the benefits of teaching and the burdens placed on patients and staff. (JOW)

California's Teaching Force 2010: Key Issues and Trends

ERIC Educational Resources Information Center

Center for the Future of Teaching and Learning, 2010

2010-01-01

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

Planning and Doing in Professional Teaching Practice. A Study with Early Childhood Education Teachers Working with ICT (3-6 Years)

ERIC Educational Resources Information Center

Ramírez, Elena; Clemente, María; Recamán, Adriana; Martín-Domínguez, Jorge; Rodríguez, Inés

2017-01-01

Planning is one of the professional tasks teachers have to carry out before their direct action in the classrooms. This planning is closely interrelated to the way teachers teach. The question about how and why teachers reach their decisions in their pre-class planning is a classical one in the research into curricular design and development. The…

Taking the world for a spin: teaching spatial and data visualization with a digital globe

NASA Astrophysics Data System (ADS)

Teplitzky, S.; Powell, S.

2016-12-01

In the summer of 2016, the Earth Sciences & Map Library at the University of California, Berkeley, purchased a Magic Planet digital globe in a collaboration between the library and the departments of Geography and Earth & Planetary Science. This 30" diameter 3D display supplements and expands the library's instruction and outreach activities in GIS, data visualization and modeling. Faculty and graduate students were surveyed regarding their interest in using the globe for teaching and research projects. Based on this feedback, librarians developed a basic training plan for using the globe in the classroom, as well as an assessment tool to rate the effectiveness of instruction with the digital globe. Student and faculty responses at the end of fall semester (2016) will be evaluated for future plans to increase the variety of data sets and animations available to view on the globe. Curriculum and guides for visualizing custom and interactive data sets will be developed and made available based on current researcher and student interests. We are excited about partnering with our departments and engaging our students in the possibilities of 3d visualization, and look forward to sharing lessons learned.

A Study on the Necessity of Introducing Teaching-Plan-Telling into Physical Education Undergraduates' Courses in Normal Universities

ERIC Educational Resources Information Center

Sun, Guodong

2011-01-01

The cultivation target of physical education major in normal universities is mainly physical teachers' qualification in basic education. Training of teaching-plan-telling on students of sports teaching major in normal universities has significant meaning to enhance the quality of students in a comprehensive way, realize the target of professional…

From Strategic Planning to Meaningful Learning: Diverse Perspectives on the Development of Web-Based Teaching and Learning in Higher Education

ERIC Educational Resources Information Center

Lofstrom, Erika; Nevgi, Anne

2007-01-01

This paper reports the results of a study on strategic planning and implementation of information and communication technology (ICT) in teaching and describes the level of quality awareness in web-based teaching at the University of Helsinki. Questionnaire survey data obtained from deans and institutional leaders, ICT support staff, teachers and…

The Theory of Planned Behaviour: Predicting Pre-Service Teachers' Teaching Behaviour towards a Constructivist Approach

ERIC Educational Resources Information Center

Wang, Carrie Lijuan; Ha, Amy S.

2013-01-01

The two-pronged purpose of this study is to examine factors determining the teaching behaviour of pre-service physical education (PE) teachers towards a constructivist approach, likewise referred to as teaching games for understanding (TGfU). Theory of planned behaviour (TPB) was applied to guide the formulation of research purpose and design. Six…

Lesson Plans for a Secondary Level Unit on Japan To Accompany "Contemporary Japan: A Teaching Workbook."

ERIC Educational Resources Information Center

Tsunoda, Elizabeth P.; And Others

These 30 lesson plans were designed to accompany "Contemporary Japan: A Teaching Workbook", a collection of class activities, primary source selections, student readings, and role-play exercises. The lesson plans are based primarily on materials in the workbook, although materials from other sources also are recommended. Some of the…

Square Peg for a Square Hole: A Standards- and Repertoire-Based Curriculum Model

ERIC Educational Resources Information Center

Standerfer, Stephanie L.; Hunter, Lisa R.

2010-01-01

For decades, music teachers have shared the dread of writing formal lesson plans, yet most know that planning yields better instruction. Why does this disconnect continue? The common argument that music teachers make is that teaching music is fundamentally different from teaching other subjects. Lesson plans are written to pacify supervisors and…

Introducing a New Learning and Teaching Evaluation Planning Framework for Small Internally Funded Projects in Higher Education

ERIC Educational Resources Information Center

Huber, Elaine

2017-01-01

Scholarly evaluation practices in learning and teaching projects are under-reported in the literature. In order for robust evaluative measures to be implemented, a project requires a well-designed evaluation plan. This research study describes the development of a practical evaluation planning framework through an action research approach, using…

Students' Plans for Lifelong Learning and Teaching

ERIC Educational Resources Information Center

Plavšic, Marlena; Dikovic, Marina

2015-01-01

One of the roles of higher education is to prepare and encourage students for lifelong learning. However, no evidence can be found about students' plans for further learning and teaching related to formal, non-formal and informal context. The purpose of this study was to explore these students' plans in relation to their study group, level of…

The Somethingness of Learning Plans: A Scholarship of Teaching and Learning Project

ERIC Educational Resources Information Center

Lui, Kat E.

2005-01-01

Every attempt to teach or learn occurs in the context of what the learner already knows. This project investigates how the use of learning plans (constructed through instructor and student collaboration) facilitated learning. These plans were used as a means to identify previous knowledge and to motivate students to reflect on their own learning…

Add to Your Book: Teach a Pattern Approach to Writing.

ERIC Educational Resources Information Center

Quattrini, Joe

Using the "pattern approach" is a means of teaching students to be confident and competent writers. In this method, the writer uses a device called a planning blank to establish purpose, audience, topic, and role as a writer. Then the overall structure can be planned. A good writing plan should suggest not only a beginning, middle, and…

LAND-MAN: a new curriculum based on open distance learning for Asian

NASA Astrophysics Data System (ADS)

Guadagno, F. M.; Dhital, M. R.; Petley, D.

2003-04-01

Land-Man is a one-year Asian-European partnership project (Asia-Link EU programme), aiming to implement both a new curriculum and a new distance learning model in the field of landslides management which deals with situations that occur prior to, during, and after the landslide. The emphasis in Land-Man is placed on establishing methodologies, guidelines, and tools to develop Open and Distance Learning (ODL) for the future improvement and harmonisation of education in Landslides Management. Decision-makers, postgraduate students in environmental, earth and engineering disciplines, as well as professionals may benefit from the project. During the implementation of activities, the clear intention is to use internet-based tools in order to strengthen the co-operation between partners and thus lay a stable, cross-cultural, internet-oriented foundation for the future ODL-based educational model. At the end of the project, an ODL-based model for Asian-European Landslides Management Education will be designed and based on specially assembled, multimedia products. In particular, the project aims to provide tutors/professors with training by supplying them with appropriate materials and support to enable them to change to the new teaching model and by focusing on assessment of training, self-esteem, comfort level, commitment, and enthusiasm for tutors. The project also aims to nurture positive attitudes towards distance learning by changing the techniques whereby students learn landslides management, using the latest educational strategies and technology. Although the management of territory is the responsibility of national and local authorities, personnel in these departments can have limited training and experience in natural hazard and, particularly, in landslides management plans. This project will not only hypothesise, through a new curriculum, how management planning can be undertaken, but will also consider how to bring together practitioners and decision makers from different disciplines to work together and benefit from each other's skill and experience to achieve a truly integrated plan. An integrated landslides management plan, once operational has numerous benefits for a wide number of professionals working on areas at risk. It establishes how to reduce or avoid the human, physical, and economic losses suffered by individuals, by society, and by the country. Through an established web site (www.land-man.net) the project aims to create a self-sustaining virtual community open to academics, professionals and decision makers, thus reaching and benefiting a wide multidisciplinary user group. Firstly, academics attending the curricula and the training courses will be in a position to pass on the knowledge and experience gained to their students. The training course is specifically designed for this purpose and part of the output for the activity will be documentation that can be used by participants for future teaching purposes. Professors will benefit from the material produced (CD-ROM, web pages, etc.) in their teaching activity. Through exchanges they will have an opportunity to meet other teachers and to develop their knowledge base of landslides management and teaching methods. Students will benefit directly from educational material produced and directed specifically to their learning levels. The local and national media will also be benefiting as project outcomes such as animation and clips are made available to them. This will also be a valuable means of drawing the attention of a wide audience to natural hazards.

See, Do, Teach? A Review of Contemporary Literature and Call to Action for Communication Skills Teaching in Urology.

PubMed

Kieran, Kathleen; Jensen, Norman M; Rosenbaum, Marcy

2018-04-01

To assess the current state of published literature on communication skills teaching in urology to inform future directions for research and teaching. Excellent patient-physician communication skills increase understanding of medical conditions, facilitate shared decision-making regarding treatment planning, improve clinical outcomes, and decrease lawsuits. Surgical and procedure-based subspecialties, including urology, have generally been slow to incorporate formal communication skills teaching into curricula for postgraduate trainees. We performed a PubMed literature search using multiple keywords, selecting and reviewing articles published in English, and addressing 1 of 3 domains (curriculum development, teaching methods, and assessment methods) of communication skills teaching. The distribution of articles within the urology-specific literature was compared with that of procedure-based specialties as a whole. Eight articles were found in the urology literature, and 24 articles were found in other procedure-based specialties. Within the urology-specific literature, all 8 articles (100%) acknowledged the need for communication curriculum development, 1 article (12.5%) described how communication skills were taught, and 1 article (12.5%) discussed how communication skills were assessed. Fewer articles in other procedure-based specialties acknowledged the need to develop curricula (29.2%, P = .0007) but were equally likely to discuss communication skills teaching (37.5%, P = .63) and assessment (33.3%, P = .73). Orthopedic surgery is the only surgical subspecialty with ongoing, adaptable, formal training for physicians. Most current publications addressing communication skills in procedure-based specialties are specialty specific and focus on only 1 of the 3 communication domains. Opportunities exist to share information and to create more integrated models to teach communication skills in urology. Copyright © 2018 Elsevier Inc. All rights reserved.

Comparing the Effects of Simulation-Based and Traditional Teaching Methods on the Critical Thinking Abilities and Self-Confidence of Nursing Students.

PubMed

Alamrani, Mashael Hasan; Alammar, Kamila Ahmad; Alqahtani, Sarah Saad; Salem, Olfat A

2018-06-01

Critical thinking and self-confidence are imperative to success in clinical practice. Educators should use teaching strategies that will help students enhance their critical thinking and self-confidence in complex content such as electrocardiogram interpretation. Therefore, teaching electrocardiogram interpretation to students is important for nurse educators. This study compares the effect of simulation-based and traditional teaching methods on the critical thinking and self-confidence of students during electrocardiogram interpretation sessions. Thirty undergraduate nursing students volunteered to participate in this study. The participants were divided into intervention and control groups, which were taught respectively using the simulation-based and traditional teaching programs. All of the participants were asked to complete the study instrumentpretest and posttest to measure their critical thinking and self-confidence. Improvement was observed in the control and experimental groups with respect to critical thinking and self-confidence, as evidenced by the results of the paired samples t test and the Wilcoxon signed-rank test (p < .05). However, the independent t test and Mann-Whitney U test indicate that the difference between the two groups was not significant (p > .05). This study evaluated an innovative simulation-based teaching method for nurses. No significant differences in outcomes were identified between the simulator-based and traditional teaching methods, indicating that well-implemented educational programs that use either teaching method effectively promote critical thinking and self-confidence in nursing students. Nurse educators are encouraged to design educational plans with clear objectives to improve the critical thinking and self-confidence of their students. Future research should compare the effects of several teaching sessions using each method in a larger sample.

Mapping the Past, Present, and Future of Teaching Leadership Chairs in Canada: A Report

ERIC Educational Resources Information Center

Andrews, David M.; Bornais, Judy A. K.; Cramer, Ken M.

2016-01-01

We explore the advent and initiatives of teaching leadership chairs--modeled after the Canada Research Chair framework--to instill individuals or small groups of teaching leaders at various centres across the country to stimulate educational change. In its past, present, and future, we explore the grassroots of teaching leadership chairs and their…

Peer Observation of Rounds Leads to Collegial Discussion of Teaching.

PubMed

Pierce, J Rush; Rendón, Patrick; Rao, Deepti

2018-01-01

Faculty in the Division of Hospital Medicine provide most of the clinical teaching for learners at our institution. The majority of these faculty are Assistant Professors with limited formal instruction in clinical teaching. Previous Divisional strategies to improve clinical teaching ability included discussion of effective teaching behaviors, developing written expectations for teaching faculty, and instituting seminars on effective clinical teaching. Heretofore, the Division had not utilized a direct observation exercise. We developed a direct observation exercise to encourage discussion of teaching techniques and contemplation of change. Using a social learning model, we developed a peer-to-peer observation followed by a nonevaluative discussion. We created a tool for describing teaching behaviors in 5 domains that were similar to or different from the usual behavior of the observing peer: learner presentations, team leadership, bedside teaching, professionalism, and other. After the observation, the observing and observed faculty met to discuss observed teaching behaviors. Both faculty members discussed and then recorded any teaching behaviors that they planned to adopt or change. We implemented this intervention in a 22-member Academic Division of Hospital Medicine at a tertiary care medical center in the United States. A high proportion were junior faculty and graduates of our residency program. We reviewed records of 28 of 31 observations that were completed during the initial 9-month period of implementation and later surveyed faculty. The exercise resulted in planned changes in teaching behaviors that included instituting new methods to improve teaching team leadership, triaging of patients seen on rounds, faculty behaviors during oral presentations, giving real-time feedback, use of technology and humor, demonstrating physical examination findings, and modeling professional behaviors. Faculty later reported adoption of new teaching behaviors that were important to them. This exercise was easily implemented, resulted in planned changes by both observed and observing peers, and resulted in widespread adoption of some specific teaching behaviors. The most commonly planned change dealt with team leadership or organizational issues. When given the freedom to choose, junior faculty were more likely to observe senior faculty.

Leadership Succession: Future-proofing Pipelines.

PubMed

Taylor, Saul; Youngs, Howard

2018-01-01

The challenges in deaf education illustrate the requirement and importance of leadership in this specialized field. The significant and impending talent depletion unfolding as baby-boomers retire, positions leadership succession planning as a strategic issue. This mixed methods study is the first of its kind in New Zealand. The aim is to understand leadership demographics and assumptions to determine the need for strategic succession planning to identify and address leaky pipelines. The findings from 82% of the deaf education workforce through a questionnaire and interviews with seven senior leaders reveal that senior leaders do not appear aware of four key areas that dissuade and shrink the pool of potential leadership aspirants. The four areas are prioritizing family; safeguarding health; concerns about bureaucracy, paperwork, and workload; and, a reluctance to move away from teaching. Aspirant identification appears informal, as there is no formal succession plan in place, which suggests a leadership crisis is imminent in New Zealand deaf education provision. Recommendations are provided that may help address this situation in New Zealand and other first-world nations if sufficient leaders are in place to deal with the challenges facing deaf education today and in the future. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

What Teachers in Pre-Vocational Education Should Teach and What They Actually Teach: A Comparison of Curricula and Teaching in Germany and China

ERIC Educational Resources Information Center

Pilz, Matthias; Li, Jun

2012-01-01

This article compares the pre-vocational education curriculum plans in lower-secondary schools in Germany and Mainland China, and their implementation. Choosing the curricula of certain school types in two selected regions in both countries, this research first carries out a content analysis of the curriculum plans, using the criteria developed…

Pathology informatics fellowship retreats: The use of interactive scenarios and case studies as pathology informatics teaching tools.

PubMed

Lee, Roy E; McClintock, David S; Balis, Ulysses J; Baron, Jason M; Becich, Michael J; Beckwith, Bruce A; Brodsky, Victor B; Carter, Alexis B; Dighe, Anand S; Haghighi, Mehrvash; Hipp, Jason D; Henricks, Walter H; Kim, Jiyeon Y; Klepseis, Veronica E; Kuo, Frank C; Lane, William J; Levy, Bruce P; Onozato, Maristela L; Park, Seung L; Sinard, John H; Tuthill, Mark J; Gilbertson, John R

2012-01-01

Last year, our pathology informatics fellowship added informatics-based interactive case studies to its existing educational platform of operational and research rotations, clinical conferences, a common core curriculum with an accompanying didactic course, and national meetings. The structure of the informatics case studies was based on the traditional business school case study format. Three different formats were used, varying in length from short, 15-minute scenarios to more formal multiple hour-long case studies. Case studies were presented over the course of three retreats (Fall 2011, Winter 2012, and Spring 2012) and involved both local and visiting faculty and fellows. Both faculty and fellows found the case studies and the retreats educational, valuable, and enjoyable. From this positive feedback, we plan to incorporate the retreats in future academic years as an educational component of our fellowship program. Interactive case studies appear to be valuable in teaching several aspects of pathology informatics that are difficult to teach in more traditional venues (rotations and didactic class sessions). Case studies have become an important component of our fellowship's educational platform.

Energy sources for the future. Proceedings of a conference held July 7--25, 1975, in Oak Ridge, Tennessee

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

Duggan, J.L.; Cloutier, R.J.

For several summers the Special Training Division of Oak Ridge Associated Universities has conducted a three-week program on Energy Sources for the Future. Sponsored by the U. S. Energy Research and Development Administration, the program is designed for college professors teaching or planning to teach energy courses. Participants have represented most branches of science. The invited lecturers have also represented most scientific disciplines. Although expert in specific fields, the speakers have endeavored to present their topics in a manner comprehensible to scientists and educators unacquainted with the speaker's disciplines. In doing this, the speakers distributed numerous handouts, graphs, charts, etc.,more » that have already found their way into many lectures. Since the first summer energy program, participants have encouraged the course coordinators to compile the material for wider distribution. Although this volume represents only about half of the material presented during the July 1975 symposium, it will provide the reader with useful facts and respected opinions about this nation's energy status. (from Preface). Separate abstracts are included for all seventeen lectures for ERDA Energy Research Abstracts (ERA), and fourteen are included for Energy Abstracts for Policy Analysis (EAPA). (MCW)« less

The role of virtual reality in surgical training in otorhinolaryngology.

PubMed

Fried, Marvin P; Uribe, José I; Sadoughi, Babak

2007-06-01

This article reviews the rationale, current status and future directions for the development and implementation of virtual reality surgical simulators as training tools. The complexity of modern surgical techniques, which utilize advanced technology, presents a dilemma for surgical training. Hands-on patient experience - the traditional apprenticeship method for teaching operations - may not apply because of the learning curve for skill acquisition and patient safety expectation. The paranasal sinuses and temporal bone have intricate anatomy with a significant amount of vital structures either within the surgical field or in close proximity. The current standard of surgical care in these areas involves the use of endoscopes, cameras and microscopes, requiring additional hand-eye coordination, an accurate command of fine motor skills, and a thorough knowledge of the anatomy under magnified vision. A surgeon's disorientation or loss of perspective can lead to complications, often catastrophic and occasionally lethal. These considerations define the ideal environment for surgical simulation; not surprisingly, significant research and validation of simulators in these areas have occurred. Virtual reality simulators are demonstrating validity as training and skills assessment tools. Future prototypes will find application for routine use in teaching, surgical planning and the development of new instruments and computer-assisted devices.

Teaching to Potential. Proceedings of the Regional Conference on University Teaching (2nd, Las Cruces, New Mexico, January 9-10, 1986).

ERIC Educational Resources Information Center

New Mexico State Univ., Las Cruces.

Proceedings of a regional conference on teaching to potential are presented. The 48 papers address three areas of concern: training or educating--future requirements, cultural diversity in higher education, and relating disciplinary research to university teaching. Papers and authors include: "Training or Education: Future Requirements for the…

Evaluation of a High-Engagement Teaching Program for STEM Graduate Students: Outcomes of the Future Academic Scholars in Teaching (FAST) Fellowship Program

ERIC Educational Resources Information Center

Prevost, Luanna B.; Vergara, Claudia E.; Urban-Lurain, Mark; Campa, Henry, III.

2018-01-01

Higher education institutions prepare future faculty members for multiple roles, including teaching. However, teaching professional development programs for graduate students vary widely. We present evaluation data from a high engagement program for STEM doctoral students. We analyzed the impact on three cohorts of participants over three academic…

The Career Plans of Newly Qualified South African Teachers

ERIC Educational Resources Information Center

Bertram, Carol; Appleton, Simon; Muthukrishna, Nithi; Wedekind, Volker

2006-01-01

We report on survey data collected from 776 final-year student teachers from 11 higher education institutions in October 2004. The purpose of the survey was to find out how many newly qualified teachers were planning to teach abroad and how many were planning to teach in South Africa. Two issues formed the backdrop of the study: teacher migration…

Approaches to Increasing the Competence and Confidence of Student Teachers to Teach Music in Primary Schools

ERIC Educational Resources Information Center

Hennessy, Sarah

2017-01-01

The National Plan for Music (DfE (Department for Education). 2011. The "Importance of Music: a National Plan for Music Education." https://www.gov.uk/government/publications/the-importance-of-music-a-national-plan-for-music-education.) reflected the need for increasing the numbers of primary class teachers able to teach music and of…

Using the Plan View to Teach Basic Crystallography in General Chemistry

ERIC Educational Resources Information Center

Cushman, Cody V.; Linford, Matthew R.

2015-01-01

The plan view is used in crystallography and materials science to show the positions of atoms in crystal structures. However, it is not widely used in teaching general chemistry. In this contribution, we introduce the plan view, and show these views for the simple cubic, body-centered cubic, face-centered cubic, hexagonal close packed, CsCl, NaCl,…

The Planning of Teaching in the Context of Lesson Study: Research Findings

ERIC Educational Resources Information Center

Kanellopoulou, Eurydice-Maria; Darra, Maria

2018-01-01

The main purpose of the present study is to examine the attitudes, perceptions and experiences of the teachers participating in the planning of teaching in the context of the Lesson Study. The present work, which is part of a wider research effort, followed a mixed methodological planning for reasons of triangulation. The survey was conducted from…

The Use of a Cognitive Strategy to Support Argument-Based Writing in a Ninth Grade Social Studies Classroom

ERIC Educational Resources Information Center

Washburn, Erin; Sielaff, Christopher; Golden, Karin

2016-01-01

This study examined the impact of teaching a planning strategy for planning argument-based written responses on the writing performance of ninth grade students in the context of social studies. The Self-Regulated Strategy Development (SRSD) model was used as an instructional framework to teach the planning strategy. Pre- and posttest writing…

[Selecting methods and awaiting growth: the teaching experience of fundamental nursing practicum instructors].

PubMed

Lin, Hui-Chen; Lin, Chi-Yi; Chien, Tsui-Wei; Liu, Kuei-Fen; Chen, Miao-Yen; Lin, Wen-Chuan

2013-02-01

A constellation of factors accounts for teaching efficacy in the fundamental nursing practicum. Teachers play a critical role in terms of designing and executing an appropriate teaching plan, choosing effective methods, and holding appropriate teaching attitudes. It is thus extremely important that clinical teachers master the core characteristics of basic nursing practice. This study aimed to illuminate the core characteristics of basic nursing practice for students for reference by clinical practicum teachers. Qualitative research was used to identify the fundamentals of nursing practice by clinical teacher. Five focus group meetings were convened during the practice period. The researchers presided over group discussions held during the normal weekly teaching schedule and lasting approximately 2-4 hours each. The content analysis was adopted to analyze the data. Three major themes were proposed, including (1) student status: "novices were stymied by problems and thus improved slowly"; (2) teacher awareness: "teachers need to be aware of student capabilities, mood, and discomfort"; and (3) teaching style: "a good choice of methods should support and encourage students. To cultivate professional nursing knowledge and self-confidence for future professional commitment, clinical teachers must first understand the characteristics and motivations of learning of their students and then select the, skills, and attitudes appropriate to provide step-by-step guidance. Communication with staffs and the preparation of atmosphere prior to nursing practice are also essential for students. Results provide insights into the technical college environment with regard to basic-level clinical nursing practice.

Utilization of the Internet to deliver educational materials to healthcare professionals.

PubMed

Hallgren, R C; Gorbis, S

1997-01-01

We have developed a computer-based learning module which uses three-dimensional animation sequences to enhance the acquisition of physical concepts and skills necessary for clinical evaluation and treatment of the cervical spine. This teaching tool, designed to serve as an adjunct to teaching strategies that faculty may be currently using, is available to students through the Kobiljak Resource Center at Michigan State University College of Osteopathic Medicine (MSUCOM) and via the Internet (http:/(/)hal.bim.msu.edu/EdTech) to individuals and groups who are physically removed from the MSU campus. While we are restricting this initial effort to the upper cervical spine, it is planned that future materials will include other parts of the body and, in addition, will enable students to not only visualize the effects of pathology on motion mechanics, but also give them the ability to interactively control an articulation in three-dimensional space.

Preservice Elementary Teachers' Instructional Practices and the Teaching Science as Argument Framework

NASA Astrophysics Data System (ADS)

Boyer, Elisebeth

2016-12-01

The research reported in this study examines the very first time the participants planned for and enacted science instruction within a "best-case scenario" teacher preparation program. Evidence from this study indicates that, within this context, preservice teachers are capable of implementing several of the discursive practices of science called for in standards documents including engaging students in science investigations and constructing evidence-based explanations. The participants designed experiences that allowed their students to interact with natural phenomena, gather evidence, and craft explanations of natural phenomenon. The study contends that the participants were able to achieve such successes due to their participation in a teacher education program and field placement, which were designed using a comprehensive, conceptual framework. Video of the participant's teaching and annotated self-analysis videos served as the primary data for this study. Implications for future research and elementary science teacher education are discussed.

An Example of a Laboratory Teaching Experience in a Professional Year (Plan B) Program

ERIC Educational Resources Information Center

Miller, P. J.; And Others

1978-01-01

A laboratory teaching experience (L.T.E.) was designed to focus on three teaching behaviors. It was recognized that a behavioral approach to teaching simplified its complexity by isolating specific teaching behaviors. Discusses the development and evaluation of the laboratory teaching experience. (Author/RK)

The effects of two secondary science teacher education program structures on teachers' habits of mind and action

NASA Astrophysics Data System (ADS)

Bergman, Daniel Jay

2007-12-01

This study investigated the effects of the Iowa State University Secondary Science Teacher Education Program (ISU SSTEP) on the educational goals and habits of mind exhibited by its graduates. Ten teachers from ISU SSTEP participated in the study---five from the former program featuring one semester of science teaching methods, five from the current program featuring three semesters of science teaching methods (four for the graduate certification consortium). A naturalistic inquiry research approach included the following methods used with each teacher: three classroom observations, classroom artifact analysis, teacher questionnaires and semi-structured interviews, and questionnaires for students about perceived emphasis of educational goals. Evidence exists that graduates from the current ISU SSTEP format exhibited a closer match to the educational goals promoted, modeled, and advocated by the science teaching methods faculty. Graduates from the current ISU SSTEP also exhibited a closer match to the habits of mind---understanding, action, reflection, action plan for improvement---promoted and modeled by the program. This study has implications for other secondary science teacher education programs, particularly increasing the number of science teaching methods courses; teaching meaningful content of both concepts and skills through a research-based framework; modeling the appropriate teacher behaviors, strategies, habits, and goal promotion by methods instructors; and addressing issues of institutional constraints experienced by future teachers.

The Development of Interdisciplinary Teaching Approaches among Pre-service Science and Mathematics Teachers

NASA Astrophysics Data System (ADS)

Miranda Martins, Dominique

This study sought to understand how a group of pre-service teachers in a combined secondary science and mathematics teaching methods course conceptualized and experienced interdisciplinary approaches to teaching. Although knowing how to plan interdisciplinary activities is an essential teaching practice in Quebec, these pre-service teachers faced many challenges during the process of learning to teach with this approach. By using two interdisciplinary frameworks (Nikitina, 2005; Boix Mansilla & Duraising, 2007), I qualitatively analyzed the development of the pre-service teachers' prior and emerging ideas about interdisciplinarity and their ability to plan interdisciplinary teaching activities. The provincial curriculum and issues related to time greatly shaped students' conceptions about interdisciplinarity in the classroom and constrained their ability to plan for and envision the enactment of interdisciplinary lessons in secondary science and mathematics classes. In addition, images of themselves as content-specialists, self-efficacy beliefs in relation to interdisciplinary teaching, and student learning as a source of teacher motivation emerged as key factors promoting or interrupting the development of interdisciplinary teaching approaches. Examination of these factors highlights the need for teacher-education programs to provide opportunities for pre-service teachers to explore how they see themselves as educators, increase their instructional self-efficacy beliefs, and motivate them to teach in an interdisciplinary fashion. Keywords: interdisciplinary teaching, student-teachers, curriculum, teacher-education program, self-efficacy, motivation.

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

NASA Astrophysics Data System (ADS)

Jariwala, Manher

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

The Spirit That Moves Us: A Literature-Based Resource Guide. Teaching about Diversity, Prejudice, the Holocaust, and Human Rights. Volume 1: Grades K-4. Revised [and] The Spirit That Moves Us: A Literature-Based Resource Guide. Teaching about the Holocaust and Human Rights. Volume 2: Grades 5-8.

ERIC Educational Resources Information Center

Petovello, Laura R.; Quenk, Rachel

This two-volume resource guide includes lesson plans and bibliographical references for teaching about the Holocaust. The first volume, revised in 1999, covers grades K-4, and the second volume, published in 1997, covers grades 5-8. Each guide offers age-appropriate strategies and lesson plans for teaching students about the fundamental causes of…

Planning, Teaching, and Assessing Elementary Education Interdisciplinary Curriculum

ERIC Educational Resources Information Center

Campbell, Cynthia; Henning, Mary Beth

2010-01-01

This paper describes an innovative teaching collaboration between two university professors to prepare undergraduate preservice teachers for planning, designing, and assessing interdisciplinary curriculum. Specifically, we were interested in whether deliberate efforts to integrate social studies and assessment methods courses would facilitate our…

Interprofessional educator ambassadors: An empirical study of motivation and added value.

PubMed

Anderson, Elizabeth Susan; Thorpe, Lucy Nicola

2010-01-01

Interprofessional education (IPE) is being led by a driving force of teaches who advocate for the importance of this learning within health and social care professional curriculum. Many of these leaders have additional uni professional teaching responsibilities. This study aimed to explore the impact of leading an IPE curriculum on teachers, who were at the forefront of establishing a new IPE curriculum in the east midlands, UK. The prospective study used the principles of grounded theory to analyse the educator's experiences. The study included teachers who work from academic university posts and those who teach from within practice. These IPE leaders were identified through their involvement in the design and delivery of the local IPE initiatives. They were invited to share their experiences at either a mixed-discipline focus group, a one-to-one interview or by completing a postal/e questionnaire. During analysis the views from each data set were triangulated. A total of 58 educators shared their experiences. All benefitted from being part of the planning and teaching teams. They were driven by a strong belief that IPE had the potential to improve patient care and that future healthcare practice would remain team based. Engagement had brought additional benefits to their teaching and career development in particular through forming new relationships with colleagues from other caring professions. They were concerned about educators teaching interprofessional student groups with little prior experience of IPE. The data suggest educators who take on a leading developmental role in designing and delivering an interprofessional curriculum benefit personally and professionally through working relationships with colleagues in other professions and through teaching wider networks of students. These new insights strengthen personal practice and research and in turn have the potential to influence and improve the quality of faculty teaching.

Bilingual teaching in nursing education in China: evolution, status, and future directions.

PubMed

He, Wei; Xu, Yu; Zhu, Jianhua

2011-09-01

Based on Chinese published literature and personal observations, this article reviews the history of bilingual teaching in nursing education in China, describes its current status and challenges, and predicts its future directions. Bilingual teaching in nursing education enjoys increasing popularity in China. The major factors that affect bilingual teaching are bilingual educators, students' English-language levels, bilingual teaching materials, and teaching models. Based on surveys of nursing schools, the English-language proficiency of the nursing educators varies greatly. The main issues with the teaching methods lie in over-translation, cramming, and limited interaction between the students and the teachers. Despite relatively inadequate English-language proficiency among Chinese nursing students, their interest can be strengthened greatly if international exchanges are available and promoted. Bilingual textbooks are more suitable in China's national context because of pricing and relevance. Although immersive bilingual teaching is the ideal, it is more feasible to begin with infiltrative bilingual teaching and move progressively towards increased English-language penetration. Future directions for improving bilingual teaching include training teaching faculty members, strengthening international exchanges, providing better bilingual study atmospheres, and gradually implementing bilingual textbooks. © 2011 Blackwell Publishing Asia Pty Ltd.

Optics professional development in North Carolina

NASA Astrophysics Data System (ADS)

Gilchrist, Pamela O.; Hilliard-Clark, Joyce; Bowles, Tuere

2010-08-01

Using the Photonics Leaders (PL2) program model of recruitment and retention, photonics content, parental engagement, internship, and a hybrid virtual format, the session's goal is to inform outreach coordinators and scientists of strategies used to develop teachers' awareness and skills in teaching Optics to ethnically diverse students who lack traditional experiences in the discipline. The National Science Foundation (NSF) Innovative Technology Experiences for Students and Teachers (ITEST) funded program highlights initial findings of a pilot study with middle and high school teachers from The Science House at North Carolina State University sharing lessons learned and future scale-up plans.

Co-Teaching in the College Classroom

ERIC Educational Resources Information Center

Smith, Katherine K.; Winn, Vanessa G.

2017-01-01

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

An analysis of clinical teacher behaviour in a nursing practicum in Taiwan.

PubMed

Hsu, Li-Ling

2006-05-01

The aim of this study was to identify and assess the teaching behaviours (knowledge, attitudes and skills) observed in nurse educators as they taught in the clinical setting. Many quantitative studies have defined and evaluated teaching effectiveness in the clinical area. Some of these studies established instruments to evaluate faculty effectiveness in the clinical setting; however, they tended to be so broad that they were of limited use in understanding clinical teaching behaviours in nursing education. This study explored clinical teaching behaviours in a nursing practicum. Ten nurse educators taught 10 students in the medical-surgical unit at a hospital in Taiwan for about four weeks. Each teacher was observed by the researcher and one other observer for two days during regularly scheduled clinical teaching time. Data collection and analysis were done by a qualitative approach. Content analysis is a process of identifying, coding and categorizing the themes in the data. The themes of clinical teaching that emerged from data analysis included teaching aims (task-oriented and learner-centred), teacher competence (teacher knowledge, instructional strategies, planning learning experience, teaching priorities, feedback and caring) and teaching commitment (professional identity and giving of self). These findings offer a holistic blueprint of clinical teaching for nursing faculty members, which will enhance the quality of nursing education. Complexity in nursing education has increased as it is challenged to meet the needs of diverse populations in rapidly evolving and highly technical health-care settings. Clinical teachers must be enabled and empowered to provide students with appropriate knowledge and skills to meet the needs of patients. To develop students' professional nursing identity now and in the future, nurse educators have to commit themselves to both nursing and teaching in clinical settings. More nurses need to be prepared for careers in education at the master's and doctoral levels.

Futures Unlimited: Teaching About Worlds to Come. Bulletin 59.

ERIC Educational Resources Information Center

Fitch, Robert M.; Svengalis, Cordell, M.

A theoretical framework and suggestions for teaching about the future at the secondary level are presented. Seven chapters comprise the document. Chapter I examines the nature of and approach to futurism and explores ideas of European and American futurists. Chapter II presents a rationale, characteristics of futures education, outlines of courses…

Computers in Medical Education: A Cooperative Approach to Planning and Implementation

PubMed Central

Ellis, Lynda B.M.; Fuller, Sherrilynne

1988-01-01

After years of ‘ad hoc’ growth in the use of computers in the curriculum, the University of Minnesota Medical School in cooperation with the Bio-Medical Library and Health Sciences Computing Services developed and began implementation of a plan for integration of medical informatics into all phases of medical education. Objectives were developed which focus on teaching skills related to: 1) accessing, retrieving, evaluating and managing medical information; 2) appropriate utilization of computer-assisted instruction lessons; 3) electronic communication with fellow students and medical faculty; and 4) fostering a lifelong commitment to effective use of computers to solve clinical problems. Surveys assessed the status of computer expertise among faculty and entering students. The results of these surveys, lessons learned from this experience, and implications for the future of computers in medical education are discussed.

Teaching Them to Teach: Programmatic Evaluation of Graduate Assistants' Teaching Performance

ERIC Educational Resources Information Center

Sobel, Karen; Avery, Susan; Ferrer-Vinent, Ignacio J.

2016-01-01

Academic libraries are one of the most important sources of "on the job" training for future library instructors. Librarians who supervise and assess these future library instructors (often in graduate assistant positions) often choose to provide observations and feedback each semester to these instructors in training. Scholarly…

Learner-Centered Micro Teaching in Teacher Education

ERIC Educational Resources Information Center

Kilic, Abdurrahman

2010-01-01

The purpose of this study is to investigate the effect of Learner-Centered Micro Teaching (LCMT) on the development of teacher candidates' teaching competencies. To achieve this goal, teacher candidates' teaching behaviors on subject area, planning, teaching process, classroom management, communication, and evaluation have been pre- and…

Co-Teaching in Student Teaching of an Elementary Education Program

ERIC Educational Resources Information Center

Chang, Sau Hou

2014-01-01

Successful co-teaching relies on essential elements, such as collaborative planning, communication skills, partnership relationship, classroom application, knowledge base, and co-teaching approaches. The objective of this study is to examine if teacher candidates and cooperating teachers use different essential co-teaching elements to implement…

A Teacher's Guide to Individualizing Reading.

ERIC Educational Resources Information Center

Utah System Approach to Individualized Learning Project.

The objective of this teaching guide is to provide a comprehensive system for individualizing reading instruction through planning, organization, management, and skillful teaching. The planning stage involves establishing goals, reality bases, work bases and flows, and review, evaluation, and revision. The organization of program content involves…

Faster Teaching via POMDP Planning

ERIC Educational Resources Information Center

Rafferty, Anna N.; Brunskill, Emma; Griffiths, Thomas L.; Shafto, Patrick

2016-01-01

Human and automated tutors attempt to choose pedagogical activities that will maximize student learning, informed by their estimates of the student's current knowledge. There has been substantial research on tracking and modeling student learning, but significantly less attention on how to plan teaching actions and how the assumed student model…

Design Document. EKG Interpretation Program.

ERIC Educational Resources Information Center

Webb, Sandra M.

This teaching plan is designed to assist nursing instructors assigned to advanced medical surgical nursing courses in acquainting students with the basic skills needed to perform electrocardiographic (ECG or EKG) interpretations. The first part of the teaching plan contains a statement of purpose; audience recommendations; a flow chart detailing…

Construction of the radiation oncology teaching files system for charged particle radiotherapy.

PubMed

Masami, Mukai; Yutaka, Ando; Yasuo, Okuda; Naoto, Takahashi; Yoshihisa, Yoda; Hiroshi, Tsuji; Tadashi, Kamada

2013-01-01

Our hospital started the charged particle therapy since 1996. New institutions for charged particle therapy are planned in the world. Our hospital are accepting many visitors from those newly planned medical institutions and having many opportunities to provide with the training to them. Based upon our experiences, we have developed the radiation oncology teaching files system for charged particle therapy. We adopted the PowerPoint of Microsoft as a basic framework of our teaching files system. By using our export function of the viewer any physician can create teaching files easily and effectively. Now our teaching file system has 33 cases for clinical and physics contents. We expect that we can improve the safety and accuracy of charged particle therapy by using our teaching files system substantially.

I Can Hardly Wait to See What I Am Going to Do Today: Lesson Planning Perspectives of Experienced Band Teachers

ERIC Educational Resources Information Center

Shaw, Ryan D.

2017-01-01

The purpose of this study was to investigate the lesson planning practices of three experienced band teachers at the high school level. For the purposes of this study, experienced teachers were those with 25 or more years of teaching experience. Research questions were: (a) how do experienced high school band teachers plan for teaching, and (b)…

Preservice elementary teachers' use of a discursive model of meaning making in the co-construction of science understanding

NASA Astrophysics Data System (ADS)

Boyer, Elisebeth C.

This research investigates how three preservice elementary teachers were prepared to teach science using a Discursive Model of Meaning Making. The research is divided into two parts. The first consists of the nature of the participants’ learning experiences in a science methods course within a school-university Professional Development School partnership. This part of the investigation used Constant Comparative Analysis of field notes gathered through participant observation of the methods course. The analysis investigated how the methods instructors employed productive questioning, talk moves, and a coherent research based Teaching Science as Argument Framework. The second part of the study consisted of an investigation into how the participants applied what they experienced during the methods course in their initial science teaching experiences, as well as how the participants made sense of their initial science teaching. Data consisted of teaching videos of the participants during their initial science teaching experiences and self-analysis videos created by the participants. This part of the research used Discourse Analysis of the teaching and self-analysis videos. These inquiries provide insight into what aspects of the methods course were taken up by the participants and how they made sense of their practices. Findings are: 1) Throughout the methods course, instructors modeled how the Teaching Science as Argument Framework can be used to negotiate scientific understanding by employing a Discursive Model of Meaning Making. 2) During lesson plan conferences the Discursive Model was emphasized as participants planned classroom discussion and explored possible student responses enabling them to anticipate how they could attempt to increase student understanding. 3) Participants displayed three distinct patterns of adoption of the Teaching Science as Argument Framework (TSAF), involving different discursive practices. They were, • Detached Discursive Approach: Use of some discursive strategies without an apparent connection to the TSAF. • Connected Approach with a Focus on Student Thinking: Intentional use of the Discursive Model informed by aspects of the TSAF. • TSAF Approach: Priority is given to the TSAF supported by substantial application of the Discursive Model. 4) The evidence participants chose to highlight in their self-analysis videos is reflective of their patterns of adoption of the Teaching Science as Argument Framework and their differing discursive practices. Analysis led to the formation of the middle theory that when learning to teach science in the elementary school, teacher commitment to the discourse and practices of science is constructed through participation in a learning community where a discursive model of meaning making is the norm. Curricular and methodological implications, as well as implications for future research are presented.

Professional development in college science teaching

NASA Astrophysics Data System (ADS)

Thomas, Aimee Kathryn

Graduate students earning a doctorate in the sciences historically focus their work on research and not professional development in college science teaching. However, for those who go on to a career in academia, a majority of their time will be dedicated to teaching. During the past few years, graduate teaching assistants (GTAs) have been prepared to teach by attending a daylong workshop that included logistical information, but left pedagogy largely unexplored. Since that time, a seminar has been added to provide an introduction to pedagogical theory and practices and to provide practice teaching in the biological sciences laboratory course. Yet, more pedagogical preparation is needed. This study was conducted to determine if there was a need for a teaching certificate program for doctoral students in the College of Science and Technology (CoST) at The University of Southern Mississippi. The GTA respondents studied set teaching goals that were consistent with faculty members across the country; however, this research went further by finding out how competent the GTAs perceived they were and how much support they perceived they needed with respect to teaching and professional development. The GTAs did not differ in their perceived level of competence based on experience level; however, the less experienced GTAs did perceive they needed more support than the experienced GTAs. To help GTAs develop a skill set that many CoST graduates currently lack, it is recommended that the University provide ample training and supervision. Establishing a certificate program can potentially impact the community in the following ways: (1) the training of GTAs contributes to the academic preparation of future academic professionals who will be teaching in various institutions; (2) GTA training provides professional development and awareness that teaching requires life long professional development; (3) ensuring competent academicians, not only in content but also in pedagogy; (4) GTAs can encourage or incite undergraduates' interest to choose a career in the sciences; and (5) make our graduates more marketable. Since 68% of current GTAs were interested in a teaching position, the University should allocate time to educate the GTAs who are currently teaching or plan to teach as a profession.

Implementing an excellence in teaching recognition system: needs analysis and recommendations.

PubMed

Schindler, Nancy; Corcoran, Julia C; Miller, Megan; Wang, Chih-Hsiung; Roggin, Kevin; Posner, Mitchell; Fryer, Jonathan; DaRosa, Debra A

2013-01-01

Teaching awards have been suggested to serve a variety of purposes. The specific characteristics of teaching awards and the associated effectiveness at achieving planned purposes are poorly understood. A needs analysis was performed to inform recommendations for an Excellence in Teaching Recognition System to meet the needs of surgical education leadership. We performed a 2-part needs analysis beginning with a review of the literature. We then, developed, piloted, and administered a survey instrument to General Surgery program leaders. The survey examined the features and perceived effectiveness of existing teaching awards systems. A multi-institution committee of program directors, clerkship directors, and Vice-Chairs of education then met to identify goals and develop recommendations for implementation of an "Excellence in Teaching Recognition System." There is limited evidence demonstrating effectiveness of existing teaching awards in medical education. Evidence supports the ability of such awards to demonstrate value placed on teaching, to inspire faculty to teach, and to contribute to promotion. Survey findings indicate that existing awards strive to achieve these purposes and that educational leaders believe awards have the potential to do this and more. Leaders are moderately satisfied with existing awards for providing recognition and demonstrating value placed on teaching, but they are less satisfied with awards for motivating faculty to participate in teaching or for contributing to promotion. Most departments and institutions honor only a few recipients annually. There is a paucity of literature addressing teaching recognition systems in medical education and little evidence to support the success of such systems in achieving their intended purposes. The ability of awards to affect outcomes such as participation in teaching and promotion may be limited by the small number of recipients for most existing awards. We propose goals for a Teaching Recognition System and provide guidelines for implementation and evaluation of such systems. Future analysis should study the effectiveness of systems designed using these guidelines in achieving the outlined goals. Copyright © 2013 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Conveying population education through games.

PubMed

1987-01-01

Games are extremely useful for conveying population education messages because they are entertaining, because they involve the players in the learning situation, and because, by compressing space and time, they enable the players to perceive the effects of future events on their own lives. One teaching game, called "Futures Wheel," enables the players to move step by step from an abstract real-world situation to its impact on their own lives. Another game, called "Card Game on Family Welfare," is played by 4 players using cards illustrating such things as preparation for marriage, planned families, small families, responsible parenthood, and women's roles. 24 of the 25 cards dealt to the players have matching pictures on a base sheet. The player who loses, i.e., cannot find a match for his last card, is holding the card which displays an unhappy big family.

What is the problem with breast-feeding? A qualitative analysis of infant feeding perceptions.

PubMed

Stewart-Knox, B; Gardiner, K; Wright, M

2003-08-01

Breast-feeding rates are low in Northern Ireland (NI) compared with other regions of Europe. The aim of this study has therefore been to define and explore factors determining infant feeding decisions with a view to the planning of future research and intervention needs. Participants were approached at convenience from the throughput of women attending a large teaching hospital antenatal clinic to take part in focus group discussion. Dominant themes indicated that the main barriers to breast-feeding are restricted freedom and independence associated with family issues, return to work, societal embarrassment and perceived social isolation. The dialogue suggested that breast-feeding leads to inability to carry out everyday activities and social exclusion. Incompatible social norms make it difficult for mothers to breast-feed successfully. This implies that future promotional efforts should take a societal approach.

Teacher Collaboration and Individualism in Secondary School Mathematics Departments.

ERIC Educational Resources Information Center

Greenspan, Isaac L.

The primary activity of teachers is teaching; specifically, instructional time in the classroom--a generally individual practice. Other than instructional time, the activities that most consume teachers' time are those related to the courses they teach but that are not instructional time--lesson planning (short-term planning including short-range…

ESOL Workplace Photos and Lesson Plans.

ERIC Educational Resources Information Center

Zavez, Joan; And Others

This teaching guide contains nine lesson plans for teaching job-related English for speakers of other languages (ESOL) to employees at Barber Foods in Maine. The lessons cover the following topics: (1) rotation directions; (2) protective clothing (level 2 and level 2/3); (3) talking to supervisors; (4) accident prevention; (5) machinery…

Teaching with Historic Places: When Rice Was King.

ERIC Educational Resources Information Center

Metcalf, Faye

1992-01-01

Presents a lesson plan on the slave-based rice plantation economy in South Carolina from the late eighteenth century until the Civil War. Includes objectives, teaching activities, maps, handouts of student readings, photographs, and plans for visiting the sites. Discusses plantation life and the culture of the rice economy. (DK)

How to Use Historical Approach to Teach Nature of Science in Chemistry Education?

ERIC Educational Resources Information Center

Tolvanen, Simo; Jansson, Jan; Vesterinen, Veli-Matti; Aksela, Maija

2014-01-01

Successful implementation of historical approach to teach nature of science (NOS) requires suitable curriculum material. Several research and development projects have produced lesson plans for science teachers. 25 lesson plans from four different projects involved in creating curriculum material utilizing historical approach in chemistry…

Teaching Africa's Cities through Meja Mwangi's Novels

ERIC Educational Resources Information Center

Smiley, Sarah L.

2009-01-01

This article presents a lesson plan used to teach about African urbanization using Kenyan novels. Specifically, three urban novels written by Meja Mwangi are used. Based on a qualitative survey of student preference and learning, this lesson plan uses these novels alongside more traditional academic texts to achieve effective student learning.…

GUIDE FOR SOCIAL STUDIES AND SCIENCE-HEALTH, FIRST YEAR. JUNIOR HIGH SCHOOL SPECIAL CURRICULUM.

ERIC Educational Resources Information Center

STINCHCOMB, KOMA D.; AND OTHERS

THIS CURRICULUM GUIDE FOR JUNIOR HIGH EDUCABLE MENTALLY HANDICAPPED STUDENTS PROVIDES INFORMATION ON TEACHING PROCEDURES, SUGGESTIONS FOR PLANNING SUPPLEMENTAL UNITS, TYPES OF LESSONS, AND EVALUATION. INDIVIDUAL UNITS INCLUDE THE INFORMATION CONTENT, SUGGESTIONS FOR BACKGROUND STUDY, SPECIFIC TEACHING PLANS, DISCUSSION QUESTIONS, ASSIGNMENTS,…

Lesson Plans on African History and Geography: A Teaching Resource.

ERIC Educational Resources Information Center

Hamilton, Robert E., Ed.

This document presents lesson plans for instruction concerning the history and geography of the continent of Africa. Topics include: (1) "The Challenge of Teaching African History and Culture" (Robert Hamilton); (2) "A Physical Overview of Africa" (Robert Hamilton and Kim Lilly); (3) "A Cultural Overview of Africa"…

[University studies plan in geriatric medicine developed using a modified Delphi technique].

PubMed

Vilches-Moraga, Arturo; Ariño-Blasco, Sergio; Verdejo-Bravo, Carlos; Mateos-Nozal, Jesús

2015-01-01

The increase in the number of frail elderly people has led to the necessity that all doctors of the future acquire sufficient knowledge on human ageing and the skills in the management of the patient of advanced age, as well as the diseases associated with ageing. Few countries offer geriatric medicine within undergraduate training. The purpose of the present project was to obtain a consensus between European geriatricians on the minimum requirements that medical students must achieve at the end of their university degree course. A modified Delphi process was used. Firstly, experts in education and geriatrics proposed a set of learning objectives based on a review of the literature. Three Delphi rounds were then performed, in which a panel of 49 experts representing 29 countries affiliated to the European Union of Medical Specialists took part. This enabled them to reach a consensus on a definitive study plan. The number of disagreements after the Delphi rounds 1 and 2 were 81 and 53, respectively. Full agreement was reached after the third round. The definitive study plan consisted of detailed objectives grouped under 10 general training objectives. A consensus has been reached between European geriatricians that sets specific training objectives for medical students. Great efforts will be required for the introduction of these requirements, given the variability there is in the quality of teaching in geriatrics. This study plan is a first step in helping to improve geriatrics teaching in faculties of medicine, and will also serve as a basis to make advances in the training in post-graduate geriatrics throughout Europe. Copyright © 2014 SEGG. Published by Elsevier Espana. All rights reserved.

Perception of Science Standards' Effectiveness and Their Implementation by Science Teachers

NASA Astrophysics Data System (ADS)

Klieger, Aviva; Yakobovitch, Anat

2011-06-01

The introduction of standards into the education system poses numerous challenges and difficulties. As with any change, plans should be made for teachers to understand and implement the standards. This study examined science teachers' perceptions of the effectiveness of the standards for teaching and learning, and the extent and ease/difficulty of implementing science standards in different grades. The research used a mixed methods approach, combining qualitative and quantitative research methods. The research tools were questionnaires that were administered to elementary school science teachers. The majority of the teachers perceived the standards in science as effective for teaching and learning and only a small minority viewed them as restricting their pedagogical autonomy. Differences were found in the extent of implementation of the different standards and between different grades. The teachers perceived a different degree of difficulty in the implementation of the different standards. The standards experienced as easiest to implement were in the field of biology and materials, whereas the standards in earth sciences and the universe and technology were most difficult to implement, and are also those evaluated by the teachers as being implemented to the least extent. Exposure of teachers' perceptions on the effectiveness of standards and the implementation of the standards may aid policymakers in future planning of teachers' professional development for the implementation of standards.

Medicine as It Should Be: Teaching Team and Teamwork during a Palliative Care Clerkship.

PubMed

Head, Barbara A; Furman, Christian Davis; Lally, Andrew M; Leake, Kimberly; Pfeifer, Mark

2018-05-01

Interprofessional Education (IPE) is an important component of medical education. Rotations with palliative care interdisciplinary teams (IDTs) provide an optimal environment for IPE and teaching teamwork skills. Our objective was to assess the learning of senior medical students during a palliative care rotation. A constant comparison method based on grounded theory was used in this qualitative study. Senior medical students completed a semi-structured reflective writing exercise after a required one-week palliative care clerkship. Sixty randomly selected reflective writings were analyzed. The reflective writings were analyzed to evaluate the student's experiences. Dominant themes identified were related to teams and teamwork. Eight specific themes were identified: value of IDT for team members; value of IDT for patient/family; importance of each team member; reliance on other team members; roles of team members; how teams work; team communication; and interdisciplinary assessment and care planning. Students described exposure to novel experiences and planned to incorporate newly learned behaviors in their future practice. By participating in palliative care IDTs, medical students consistently learned about teamwork within healthcare. Additionally, they learned the importance of such teamwork to patients and the team itself. Rotations with palliative care IDTs have a significant role to play in IPE and preparing medical students to practice on teams.

2003 survey of Canadian radiation oncology residents

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

Yee, Don; Fairchild, Alysa; Keyes, Mira

2005-06-01

Purpose: Radiation oncology's popularity as a career in Canada has surged in the past 5 years. Consequently, resident numbers in Canadian radiation oncology residencies are at all-time highs. This study aimed to survey Canadian radiation oncology residents about their opinions of their specialty and training experiences. Methods and Materials: Residents of Canadian radiation oncology residencies that enroll trainees through the Canadian Resident Matching Service were identified from a national database. Residents were mailed an anonymous survey. Results: Eight of 101 (7.9%) potential respondents were foreign funded. Fifty-two of 101 (51.5%) residents responded. A strong record of graduating its residents wasmore » the most important factor residents considered when choosing programs. Satisfaction with their program was expressed by 92.3% of respondents, and 94.3% expressed satisfaction with their specialty. Respondents planning to practice in Canada totaled 80.8%, and 76.9% plan to have academic careers. Respondents identified job availability and receiving adequate teaching from preceptors during residency as their most important concerns. Conclusions: Though most respondents are satisfied with their programs and specialty, job availability and adequate teaching are concerns. In the future, limited time and resources and the continued popularity of radiation oncology as a career will magnify the challenge of training competent radiation oncologists in Canada.« less

Commentary: Interim leadership of academic departments at U.S. medical schools.

PubMed

Grigsby, R Kevin; Aber, Robert C; Quillen, David A

2009-10-01

Medical schools and teaching hospitals are experiencing more frequent turnover of department chairs. Loss of a department chair creates instability in the department and may have a negative effect on the organization at large. Interim leadership of academic departments is common, and interim chairs are expected to immediately demonstrate skills and leadership abilities. However, little is known about how persons are prepared to assume the interim chair role. Newer competencies for effective leadership include an understanding of the business of medicine, interpersonal and communication skills, the ability to deal with conflict and solve adaptive challenges, and the ability to build and work on teams. Medical schools and teaching hospitals need assistance to meet the unique training and support needs of persons serving as interim leaders. For example, the Association of American Medical Colleges and individual chair societies can develop programs to allow current chairs to reflect on their present positions and plan for the future. Formal leadership training, mentorship opportunities, and conscientious succession planning are good first steps in preparing to meet the needs of academic departments during transitions in leadership. Also, interim leadership experience may be useful as a means for "opening the door" to underrepresented persons, including women, and increasing the diversity of the leadership team.

Teaching Writing

ERIC Educational Resources Information Center

Tomas, Z.; Kostka, I.; Mott-Smith, J. A.

2013-01-01

The authors of "Teaching Writing" draw on their years of teaching and their knowledge of theory and research to present major concepts in teaching L2 writing. These concepts encompass how cultural differences affect the writing class, planning instruction, text-based writing, writing strategies, modeling, and responding to student…

Mobilizing the Forgotten Army: Improving Undergraduate Math and Science Education through Professional Development of Graduate Teaching Assistants

NASA Astrophysics Data System (ADS)

Gerton, Jordan

Evidence-based best practices for improving undergraduate STEM education abound. Unfortunately, these practices have not been widely adopted, in part because typical dissemination efforts are mediated in a top-down fashion and fail to obtain critical buy-in from key local stakeholders. Here, we present a novel framework to increase nationwide uptake of STEM-education best practices through grassroots propagation of Professional Development programs for Graduate Teaching Assistants (GTA-PD). Our model pays special attention to overcoming resistance to change by soliciting, from the very start, critical buy-in from departmental chairs, faculty, and GTAs who have direct control over and responsibility for instruction. A key component of our approach involves an annual National GTA Workshop where faculty-GTA leadership teams from many different Physics and Chemistry departments come together to develop best-practices-based GTA-PD improvement plans for their own departments while guided by a core group of nationally recognized expert practitioners in GTA-PD and STEM education. As a pre-condition for participation, each department chair must pledge to facilitate implementation of their leadership team's plan; additional and ongoing support is provided by the core group of experts, together with other teams from the workshop cohort. Our initial pilot efforts point to success via enthusiastic buy-in within each STEM department due to the potential for immediate positive impacts on both undergraduate instruction and the long term research productivity of GTAs. In the future, longitudinal data on the progress of the GTA-PD programs will be gathered and analyzed to provide guidance for improving the success of future GTA-PD programs. Financial support provided by the Research Corporation for Science Advancement and the American Chemical Society.

UK medical education on human trafficking: assessing uptake of the opportunity to shape awareness, safeguarding and referral in the curriculum.

PubMed

Arulrajah, Poojani; Steele, Sarah

2018-06-13

Human trafficking is a serious violation of human rights, with numerous consequences for health and wellbeing. Recent law and policy reforms mean that clinicians now hold a crucial role in national strategies. 2015 research, however, indicates a serious shortfall in knowledge and confidence among healthcare professionals in the UK, leading potentially to failures in safeguarding and appropriate referral. Medical education is a central point for trafficking training. We ascertain the extent of such training in UK Medical Schools, and current curricular design. We sent Freedom of Information requests to the 34 public UK medical schools, which included a preliminary question on education provision, supplemented with follow-up questions exploring the nature, delivery and format of any education, as well as future curriculum development. There was a response rate of 97%. A majority (72%) of the schools did not provide trafficking education. 13% of these did, however, offer opportunities outside the formal curriculum. 70% had no plans to implement any education opportunities. Among the 28% of schools providing teaching, 56% integrated this within the core curriculum. 56% only delivered this within a single year of the degree. 67% provided some form of teaching in-person, while 78% used a combination of methods. Medical education on trafficking in the UK is variable and often absent. To produce future clinicians who are competent and capable, there is a need for expanded education on trafficking and research into optimal curriculum design. The UK's new Independent Anti-Slavery Commissioner should work with medical schools to develop an educational strategy urgently to fulfil the UK Government's plans and commitments. Both in the UK and around the world, human trafficking education presents a critical opportunity to address human rights and safeguarding to a generation of new doctors.

Scripts and information units in future planning: Interactions between a past and a future planning task.

PubMed

Cordonnier, Aline; Barnier, Amanda J; Sutton, John

2016-01-01

Research on future thinking has emphasized how episodic details from memories are combined to create future thoughts, but has not yet examined the role of semantic scripts. In this study, participants recalled how they planned a past camping trip in Australia (past planning task) and imagined how they would plan a future camping trip (future planning task), set either in a familiar (Australia) or an unfamiliar (Antarctica) context. Transcripts were segmented into information units that were coded according to semantic category (e.g., where, when, transport, material, actions). Results revealed a strong interaction between tasks and their presentation order. Starting with the past planning task constrained the future planning task when the context was familiar. Participants generated no new information when the future camping trip was set in Australia and completed second (after the past planning task). Conversely, starting with the future planning task facilitated the past planning task. Participants recalled more information units of their past plan when the past planning task was completed second (after the future planning task). These results shed new light on the role of scripts in past and future thinking and on how past and future thinking processes interact.

Influence of gender of the teaching staff on students' acceptance of a virtual implant planning course.

PubMed

Nkenke, Emeka; Vairaktaris, Elefterios; Schaller, Hans-Günter; Perisanidis, Christos; Eitner, Stephan

2017-05-01

Acceptance of new technology is influenced by a number of situational and social factors. So far, only limited data are available on the influence of the teaching staff's gender on the acceptance of virtual dental implant planning by students. This study aimed at assessing the influence of the teaching staff's gender on the acceptance of a virtual implant planning course by male and female undergraduate dental students and their general attitude toward implantology. Two groups of third-year dental students (group 1, 9 males, 22 females; group 2, 12 males, 20 females) attended a virtual dental implant planning course. For the first group the teaching staff was all-male, while the teaching staff was all-female for the second group. After completion of the course the students filled in a technology acceptance questionnaire. An all-female teaching staff led to a degree of technology acceptance that did not differ significantly for male and female students. When the teaching staff was all-male, significant differences for technology acceptance occurred between male and female students. However, male as well as female students attributed the practice of implantology to both genders of dentists, equally, without statistically significant difference independent of the gender of the teaching staff. The more evenly distributed degree of technology acceptance of students of both genders being taught by a female staff is a favorable effect which may be explained by the more egalitarian style of women. Therefore, while feminization in dentistry proceeds, adequate measures should be taken to increase the number of female teachers. Copyright © 2017 European Association for Cranio-Maxillo-Facial Surgery. Published by Elsevier Ltd. All rights reserved.

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

ERIC Educational Resources Information Center

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

2010-01-01

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

Optimizing Clinical Operations as part of a Global Emergency Medicine Initiative in Kumasi, Ghana: Application of Lean Manufacturing Principals to Low Resource Health Systems

PubMed Central

Carter, Patrick M.; Desmond, Jeffery S.; Akanbobnaab, Christopher; Oteng, Rockefeller A.; Rominski, Sarah; Barsan, William G.; Cunningham, Rebecca

2012-01-01

Background Although many global health programs focus on providing clinical care or medical education, improving clinical operations can have a significant effect on patient care delivery, especially in developing health systems without high-level operations management. Lean manufacturing techniques have been effective in decreasing emergency department (ED) length of stay, patient waiting times, numbers of patients leaving without being seen, and door-to-balloon times for ST-elevation myocardial infarction in developed health systems; but use of Lean in low to middle income countries with developing emergency medicine systems has not been well characterized. Objectives To describe the application of Lean manufacturing techniques to improve clinical operations at Komfo Anokye Teaching Hospital in Ghana and to identify key lessons learned to aid future global EM initiatives. Methods A three-week Lean improvement program focused on the hospital admissions process at Komfo Anokye Teaching Hospital was completed by a 14-person team in six stages: problem definition, scope of project planning, value stream mapping, root cause analysis, future state planning, and implementation planning. Results The authors identified eight lessons learned during our use of Lean to optimize the operations of an ED in a global health setting: 1) the Lean process aided in building a partnership with Ghanaian colleagues; 2) obtaining and maintaining senior institutional support is necessary and challenging; 3) addressing power differences among the team to obtain feedback from all team members is critical to successful Lean analysis; 4) choosing a manageable initial project is critical to influence long-term Lean use in a new environment; 5) data intensive Lean tools can be adapted and are effective in a less resourced health system; 6) several Lean tools focused on team problem solving techniques worked well in a low resource system without modification; 7) using Lean highlighted that important changes do not require an influx of resources; 8) despite different levels of resources, root causes of system inefficiencies are often similar across health care systems, but require unique solutions appropriate to the clinical setting. Conclusions Lean manufacturing techniques can be successfully adapted for use in developing health systems. Lessons learned from this Lean project will aid future introduction of advanced operations management techniques in low to middle income countries. PMID:22435868

Radiation Oncology in Undergraduate Medical Education: A Literature Review

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

Dennis, Kristopher E.B., E-mail: kdennis@bccancer.bc.c; Duncan, Graeme

2010-03-01

Purpose: To review the published literature pertaining to radiation oncology in undergraduate medical education. Methods and Materials: Ovid MEDLINE, Ovid MEDLINE Daily Update and EMBASE databases were searched for the 11-year period of January 1, 1998, through the last week of March 2009. A medical librarian used an extensive list of indexed subject headings and text words. Results: The search returned 640 article references, but only seven contained significant information pertaining to teaching radiation oncology to medical undergraduates. One article described a comprehensive oncology curriculum including recommended radiation oncology teaching objectives and sample student evaluations, two described integrating radiation oncologymore » teaching into a radiology rotation, two described multidisciplinary anatomy-based courses intended to reinforce principles of tumor biology and radiotherapy planning, one described an exercise designed to test clinical reasoning skills within radiation oncology cases, and one described a Web-based curriculum involving oncologic physics. Conclusions: To the authors' knowledge, this is the first review of the literature pertaining to teaching radiation oncology to medical undergraduates, and it demonstrates the paucity of published work in this area of medical education. Teaching radiation oncology should begin early in the undergraduate process, should be mandatory for all students, and should impart knowledge relevant to future general practitioners rather than detailed information relevant only to oncologists. Educators should make use of available model curricula and should integrate radiation oncology teaching into existing curricula or construct stand-alone oncology rotations where the principles of radiation oncology can be conveyed. Assessments of student knowledge and curriculum effectiveness are critical.« less

From Religion to Praxis: Incorporating Personal Understandings of Religion, Spirituality, and Faith into Teaching

ERIC Educational Resources Information Center

Small, Jenny L.

2015-01-01

This article addresses the topic of teaching and how graduate students in higher education, as future faculty members and other types of educators, learn to support the faith identities of their future students. Through a series of guest teaching opportunities at different institutional types, the author shared her understandings of the spiritual…

Scientific American Frontiers Teaching Guides for Shows 701-705, October 1996-April 1997.

ERIC Educational Resources Information Center

Connecticut Public Television, Hartford.

These teaching guides are meant to supplement the seventh season (1996-97) of the PBS Series "Scientific American Frontiers". Episode 701 is entitled "Inventing the Future: A Tour of the MIT Media Lab" and the teaching guide contains information and activities on a virtual pet dog, computers of the future, a smart car designed…

Intentional Mathematics Teaching in Early Childhood Classrooms

ERIC Educational Resources Information Center

Jung, Myoungwhon; Conderman, Gregory

2013-01-01

Studies and discussions around "good teaching practices" have often identified intentionality as the chief characteristic of outstanding teachers. Intentional teachers are identified as maintaining the habit of informed reflection as they plan, teach, reflect on, and revise the effectiveness of their practices. Intentional teaching strategies are…

Teaching Assistant Policies and Procedures.

ERIC Educational Resources Information Center

Wisconsin Univ., Madison.

Policies and procedures covering graduate teaching assistants (TAs) at the University of Wisconsin-Madison are presented. A TA's duties may include classroom teaching under the direction of a faculty member, assisting in teaching classes, discussion groups, problem-solving sessions or laboratories, assisting in planning courses and developing…

[Teaching methods for clinical settings: a literature review].

PubMed

Brugnolli, Anna; Benaglio, Carla

2017-01-01

. Teaching Methods for clinical settings: a review. The teaching process during internship requires several methods to promote the acquisition of more complex technical skills such as relational, decisional and planning abilities. To describe effective teaching methods to promote the learning of relational, decisional and planning skills. A literature review of the teaching methods that have proven most effective, most appreciated by students, and most frequently used in Italian nursing schools. Clinical teaching is a central element to transform clinical experiences during internship in professional competences. The students are gradually brought to become more independent, because they are offered opportunities to practice in real contexts, to receive feedback, to have positive role models, to become more autonomous: all elements that facilitate and potentiate learning. Clinical teaching should be based on a variety of methods. The students value a gradual progression both in clinical experiences and teaching strategies from more supervised methods to methods more oriented towards reflecting on clinical practice and self-directed learning.

A mini-midwifery business institute in a midwifery professional roles course: an innovative teaching strategy for successful career planning and business management of practice.

PubMed

Jesse, D Elizabeth; Dewees, Connie; McDowell, William C

2015-01-01

It is essential to include teaching strategies in midwifery education that address career planning and the business aspects of practice. This article presents the Mini-Midwifery Business Institute (M-MBI), an innovative teaching strategy for midwives that can also be applied to other advanced practice professions. The M-MBI can be integrated into a professional roles course. Before and after graduation, midwifery students and other advanced practice professionals can use the information to gain confidence and skills for successful career planning and the business management of practice. © 2014 by the American College of Nurse-Midwives.

Attitudes and beliefs, about inquiry science, of middle level and secondary science teachers in northwest Arkansas and northwest Oklahoma

NASA Astrophysics Data System (ADS)

Dockers, Jean E.

A This study attempted to close gaps in the literature with regards to implementation of inquiry practices in secondary science classrooms. In addition, the areas and ways in which practice ties to beliefs and experiences in the area of inquiry were examined. This study introduces an instrument that could be used to assess teachers' attitudes and beliefs about inquiry teaching practices and potential barriers to teaching science using an inquiry approach. Because the efficacy of reform efforts rests largely with teachers, their voices need to be included in the design and implementation of inquiry---based curriculum. This study helps to clarify the need for future research to examine inquiry as a pedagogical approach. If we desire pre-service teachers to teach using an inquiry approach when they have their own classrooms, they must know how to plan, implement, and assess inquiry science lessons, not just have experienced "inquiry lessons" as a student. One unique finding in this study was in the area of licensure and teaching style. Other studies found that in general traditionally licensed teachers felt better prepared to teach. This study found that participants who were alternatively certified incorporated characteristics of inquiry less often than those with traditional certification. This indicates that more research is needed in the area of certification and the affect it may have on quality of instruction for specific content areas like science.

Navigating complex patients using an innovative tool: the MTM Spider Web.

PubMed

Morello, Candis M; Hirsch, Jan D; Lee, Kelly C

2013-01-01

To introduce a teaching tool that can be used to assess the complexity of medication therapy management (MTM) patients, prioritize appropriate interventions, and design patient-centered care plans for each encounter. MTM patients are complex as a result of multiple comorbidities, medications, and socioeconomic and behavioral issues. Pharmacists who provide MTM services are required to synthesize a plethora of information (medical and nonmedical), evaluate and prioritize the clinical problems, and design a comprehensive patient-centered care plan. The MTM Spider Web is a visual tool to facilitate this process. A description is provided regarding how to build the MTM Spider Web using case-based scenarios. This model can be used to teach pharmacists, health professional students, and patients. The MTM Spider Web is an innovative teaching tool that can be used to teach pharmacists and students how to assess complex patients and design a patient-centered care plan to deliver the most appropriate medication therapy.

Developing Elementary Science PCK for Teacher Education: Lessons Learned from a Second Grade Partnership

NASA Astrophysics Data System (ADS)

Bradbury, Leslie U.; Wilson, Rachel E.; Brookshire, Laura E.

2017-06-01

In this self-study, two science educators partnered with two elementary teachers to plan, implement, and reflect on a unit taught in second grade classrooms that integrated science and language arts. The researchers hoped to increase their pedagogical content knowledge (PCK) for elementary science teaching so that they might use their experiences working in an elementary context to modify their practices in their elementary science method instruction. The research question guiding the study was: What aspects of our PCK for elementary science teaching do we as science educators develop by co-planning, co-teaching, and reflecting with second grade teachers? Data include transcripts of planning meetings, oral reflections about the experience, and videos of the unit being enacted. Findings indicate that managing resources for science teaching, organizing students for science learning, and reflecting on science teaching were themes prevalent in the data. These themes were linked to the model of PCK developed by Park and Oliver (Research in Science Education, 38, 261-284, 2008) and demonstrate that we developed PCK for elementary science teaching in several areas. In our discussion, we include several proposed changes for our elementary science methods course based on the outcomes of the study.

Building Bridges for Innovation in Ageing: Synergies between Action Groups of the EIP on AHA.

PubMed

Bousquet, J; Bewick, M; Cano, A; Eklund, P; Fico, G; Goswami, N; Guldemond, N A; Henderson, D; Hinkema, M J; Liotta, G; Mair, A; Molloy, W; Monaco, A; Monsonis-Paya, I; Nizinska, A; Papadopoulos, H; Pavlickova, A; Pecorelli, S; Prados-Torres, A; Roller-Wirnsberger, R E; Somekh, D; Vera-Muñoz, C; Visser, F; Farrell, J; Malva, J; Andersen Ranberg, K; Camuzat, T; Carriazo, A M; Crooks, G; Gutter, Z; Iaccarino, G; Manuel de Keenoy, E; Moda, G; Rodriguez-Mañas, L; Vontetsianos, T; Abreu, C; Alonso, J; Alonso-Bouzon, C; Ankri, J; Arredondo, M T; Avolio, F; Bedbrook, A; Białoszewski, A Z; Blain, H; Bourret, R; Cabrera-Umpierrez, M F; Catala, A; O'Caoimh, R; Cesari, M; Chavannes, N H; Correia-da-Sousa, J; Dedeu, T; Ferrando, M; Ferri, M; Fokkens, W J; Garcia-Lizana, F; Guérin, O; Hellings, P W; Haahtela, T; Illario, M; Inzerilli, M C; Lodrup Carlsen, K C; Kardas, P; Keil, T; Maggio, M; Mendez-Zorrilla, A; Menditto, E; Mercier, J; Michel, J P; Murray, R; Nogues, M; O'Byrne-Maguire, I; Pappa, D; Parent, A S; Pastorino, M; Robalo-Cordeiro, C; Samolinski, B; Siciliano, P; Teixeira, A M; Tsartara, S I; Valiulis, A; Vandenplas, O; Vasankari, T; Vellas, B; Vollenbroek-Hutten, M; Wickman, M; Yorgancioglu, A; Zuberbier, T; Barbagallo, M; Canonica, G W; Klimek, L; Maggi, S; Aberer, W; Akdis, C; Adcock, I M; Agache, I; Albera, C; Alonso-Trujillo, F; Angel Guarcia, M; Annesi-Maesano, I; Apostolo, J; Arshad, S H; Attalin, V; Avignon, A; Bachert, C; Baroni, I; Bel, E; Benson, M; Bescos, C; Blasi, F; Barbara, C; Bergmann, K C; Bernard, P L; Bonini, S; Bousquet, P J; Branchini, B; Brightling, C E; Bruguière, V; Bunu, C; Bush, A; Caimmi, D P; Calderon, M A; Canovas, G; Cardona, V; Carlsen, K H; Cesario, A; Chkhartishvili, E; Chiron, R; Chivato, T; Chung, K F; d'Angelantonio, M; De Carlo, G; Cholley, D; Chorin, F; Combe, B; Compas, B; Costa, D J; Costa, E; Coste, O; Coupet, A-L; Crepaldi, G; Custovic, A; Dahl, R; Dahlen, S E; Demoly, P; Devillier, P; Didier, A; Dinh-Xuan, A T; Djukanovic, R; Dokic, D; Du Toit, G; Dubakiene, R; Dupeyron, A; Emuzyte, R; Fiocchi, A; Wagner, A; Fletcher, M; Fonseca, J; Fougère, B; Gamkrelidze, A; Garces, G; Garcia-Aymeric, J; Garcia-Zapirain, B; Gemicioğlu, B; Gouder, C; Hellquist-Dahl, B; Hermosilla-Gimeno, I; Héve, D; Holland, C; Humbert, M; Hyland, M; Johnston, S L; Just, J; Jutel, M; Kaidashev, I P; Khaitov, M; Kalayci, O; Kalyoncu, A F; Keijser, W; Kerstjens, H; Knezović, J; Kowalski, M; Koppelman, G H; Kotska, T; Kovac, M; Kull, I; Kuna, P; Kvedariene, V; Lepore, V; MacNee, W; Maggio, M; Magnan, A; Majer, I; Manning, P; Marcucci, M; Marti, T; Masoli, M; Melen, E; Miculinic, N; Mihaltan, F; Milenkovic, B; Millot-Keurinck, J; Mlinarić, H; Momas, I; Montefort, S; Morais-Almeida, M; Moreno-Casbas, T; Mösges, R; Mullol, J; Nadif, R; Nalin, M; Navarro-Pardo, E; Nekam, K; Ninot, G; Paccard, D; Pais, S; Palummeri, E; Panzner, P; Papadopoulos, N K; Papanikolaou, C; Passalacqua, G; Pastor, E; Perrot, M; Plavec, D; Popov, T A; Postma, D S; Price, D; Raffort, N; Reuzeau, J C; Robine, J M; Rodenas, F; Robusto, F; Roche, N; Romano, A; Romano, V; Rosado-Pinto, J; Roubille, F; Ruiz, F; Ryan, D; Salcedo, T; Schmid-Grendelmeier, P; Schulz, H; Schunemann, H J; Serrano, E; Sheikh, A; Shields, M; Siafakas, N; Scichilone, N; Siciliano, P; Skrindo, I; Smit, H A; Sourdet, S; Sousa-Costa, E; Spranger, O; Sooronbaev, T; Sruk, V; Sterk, P J; Todo-Bom, A; Touchon, J; Tramontano, D; Triggiani, M; Tsartara, S I; Valero, A L; Valovirta, E; van Ganse, E; van Hage, M; van den Berge, M; Vandenplas, O; Ventura, M T; Vergara, I; Vezzani, G; Vidal, D; Viegi, G; Wagemann, M; Whalley, B; Wickman, M; Wilson, N; Yiallouros, P K; Žagar, M; Zaidi, A; Zidarn, M; Hoogerwerf, E J; Usero, J; Zuffada, R; Senn, A; de Oliveira-Alves, B

2017-01-01

The Strategic Implementation Plan of the European Innovation Partnership on Active and Healthy Ageing (EIP on AHA) proposed six Action Groups. After almost three years of activity, many achievements have been obtained through commitments or collaborative work of the Action Groups. However, they have often worked in silos and, consequently, synergies between Action Groups have been proposed to strengthen the triple win of the EIP on AHA. The paper presents the methodology and current status of the Task Force on EIP on AHA synergies. Synergies are in line with the Action Groups' new Renovated Action Plan (2016-2018) to ensure that their future objectives are coherent and fully connected. The outcomes and impact of synergies are using the Monitoring and Assessment Framework for the EIP on AHA (MAFEIP). Eight proposals for synergies have been approved by the Task Force: Five cross-cutting synergies which can be used for all current and future synergies as they consider overarching domains (appropriate polypharmacy, citizen empowerment, teaching and coaching on AHA, deployment of synergies to EU regions, Responsible Research and Innovation), and three cross-cutting synergies focussing on current Action Group activities (falls, frailty, integrated care and chronic respiratory diseases).

Synthesis of Collaborative Learning Processes with Technology Based Education to Enhance Classroom Teaching

NASA Astrophysics Data System (ADS)

Ghosh, Sumit

2016-07-01

A major hurdle in school education in India is the presence of large number of teachers who are inexperienced and have merely taken up the profession of teaching only after exhausting all avenues or getting rejected from all quarters. Empowering and training such teachers with information is a herculean task. Students tend to pay attention and show enthusiasm in learning when they view the class as relevant to themselves and connected to their interests. The current teaching-learning methods for teaching science and astronomy have become obsolete and require a major overhaul. A teaching-learning process which concentrates on an explorative-collaborative-comprehending methodology with simultaneous combination of technology has been developed with the objective to reignite the scientific temper among the future budding scientists. Attaining this goal will be possible when instructors adopt a bottom-up approach, which involves understanding the student's needs, designing flexible course content and synchronizing teaching techniques that focus on increasing student engagement by making the learning experience meaningful and purposeful. The International Year of Light (IYL 2015) is a global initiative that highlights to the citizens of the world the importance of light and optical technologies in their lives, for their futures, and for the development of society. One of the strong legacies left by the 2009 International Year of Astronomy was to use Astronomy in making the world a better place. On the eve of IYL 2015, an Optical Society funded outreach program, 'Spark of Light' was organised for under-privileged school children by using the explorative-collaborative-technology based mechanism and make them understand the nature and properties of light with emphasis on how Astronomy has been crucial for the evolution of sophisticated technology. A major paradigm shift from our previous program was the engagement of such untrained teachers in each and every aspect of planning and implementation with tailor made hands-on, minds-on ICT based activities on Light and Astronomy. This technique helped the teacher in building confidence and instills a sense of collectivism. Our method develops the student-teacher relationship, where the teacher is responsive to student's cognitive needs, acting as an observer and facilitator. Both Teachers and students showed lot of excitement in this unique teaching-learning process and the result of this collaboration was the effective deliverance of the concepts.

Using the Tuning Protocol to Generate Peer Feedback during Student Teaching Lesson Plan Development

ERIC Educational Resources Information Center

Paulsen, Thomas H.; Clark, Taylorann K.; Anderson, Ryan G.

2016-01-01

Self-adequacy during the student teaching experience is high on the list of concerns expressed by student teachers (Fritz & Miller, 2003; Ng, Nicholas, & Williams, 2010). That factor, in combination with others, determines student teachers' goals and sparks their motivation to engage in effective instructional planning (Baylor &…

Instructors' Application of the Theory of Planned Behavior in Teaching Undergraduate Physical Education Courses

ERIC Educational Resources Information Center

Filho, Paulo Jose Barbosa Gutierres; Monteiro, Maria Dolores Alves Ferreira; da Silva, Rudney; Hodge, Samuel R.

2013-01-01

The purpose of this study was to analyze adapted physical education instructors' views about the application of the theory of planned behavior (TpB) in teaching physical education undergraduate courses. Participants ("n" = 17) were instructors of adapted physical activity courses from twelve randomly selected institutions of higher…

You Should be Dancin:! The Role of Performing Arts in the Lives of the Severely and Profoundly Handicapped.

ERIC Educational Resources Information Center

Barringer, Mary Dean

The manual presents a program planning framework and teaching units for teaching dance and movement to severely and profoundly handicapped individuals. The planning framework contains four components: (1) aesthetic perception/multisensory integration; (2) creative expression; (3) dance heritage/historical and cultural; and (4) aesthetic…

Manual of Articulatory Phonetics: Teacher's Guide.

ERIC Educational Resources Information Center

Smalley, William A.

This teaching guide is closely integrated with the "Manual of Articulatory Phonetics" (FL 002 882) and its "Workbook Supplement" (FL 002 881). The guide is based on lesson plans which have been developed by the staff using the manual during its developmental period. An introduction on using the lesson plans and teaching techniques is provided.…

Asthma Education: An Integrated Approach. Ideas for Elementary Classrooms.

ERIC Educational Resources Information Center

Minnesota State Dept. of Health, St. Paul.

This manual contains lesson plans for teaching all children how to monitor their own health and for teaching children with asthma how to play a role in the management of their condition. Each lesson plan is compatible with existing traditional elementary curricula for math, science, health, or language arts. After an introduction that discusses…

Provisional Teachers Failing the Mississippi Teacher Assessment Instruments for Certification: An Evaluation for 1991-92.

ERIC Educational Resources Information Center

Amos, Neil; Cheeseman, Robert H.

The Mississippi Teacher Assessment Instruments (MTAIs) contain 16 teaching competencies (14 competencies measured by 3 separate instruments of the MTAI, and 2 performance standards assessed by the local district). The Teaching Plans and Materials MTAI guides assessment of beginning teachers' competence in planning instruction, selecting…

A Guide for Developing the Instructional Program in Agricultural Mechanics.

ERIC Educational Resources Information Center

Illinois State Board of Vocational Education and Rehabilitation, Springfield. Div. of Vocational and Technical Education.

This bulletin contains materials suggested for use by agricultural teachers in the improvement of their agricultural mechanics programs. In its function as a guide to planning a teaching program in agricultural mechanics the document outlines the principles and procedures in course planning, 12 guiding concepts in the teaching of agricultural…

Application of Network Planning to Teaching Wind-Surfing

ERIC Educational Resources Information Center

Zybko, Przemyslaw; Jaczynowski, Lech

2008-01-01

Study aim: To determine the effects of network planning on teaching untrained subjects windsurfing. Material and methods: Untrained physical education students (n = 390), aged 19-23 years, took part in the study while staying on a summer camp. They were randomly assigned into two groups: experimental (n = 216) and control (n = 174). Two methods of…

Transformation of Topic-Specific Professional Knowledge into Personal Pedagogical Content Knowledge through Lesson Planning

ERIC Educational Resources Information Center

Stender, Anita; Brückmann, Maja; Neumann, Knut

2017-01-01

This study investigates the relationship between two different types of pedagogical content knowledge (PCK): the topic-specific professional knowledge (TSPK) and practical routines, so-called teaching scripts. Based on the Transformation Model of Lesson Planning, we assume that teaching scripts originate from a transformation of TSPK during lesson…

The Teacher's Checklist. A "Flight Plan" for Effective Teaching and Classroom Management.

ERIC Educational Resources Information Center

Missouri State Dept. of Elementary and Secondary Education, Jefferson City.

Designed primarily for beginning teachers in Missouri public schools, this pamphlet provides a checklist of practical, common sense pointers for classroom teaching. Material is provided on seven topics, including planning before opening day, opening day, the first weeks, yearlong objectives, assistance from the principal and administrators, 10…

Affordance, Learning Opportunities, and the Lesson Plan Pro Forma

ERIC Educational Resources Information Center

Anderson, Jason

2015-01-01

This article argues that the most commonly used lesson plan pro formas in language teacher education are inappropriately premised on an outcomes-based approach to teaching, one that is in conflict with what we know about how languages are learnt and how experienced teachers teach. It proposes an alternative, affordance-based approach to lesson…

Teaching Trump: A Case Study of Two Teachers and the Election of 2016

ERIC Educational Resources Information Center

Anderson, Derek L.; Zyhowski, Joni

2018-01-01

This case study investigated how two 8th-grade teachers planned for, delivered, and reflected on their teaching of the 2016 Presidential Election. Data sources included classroom observations, teacher interviews, and lesson plans. Despite integrating student-centered lessons about the election with social and political events in US History from…

Tutoring ESL: A Handbook for Volunteers.

ERIC Educational Resources Information Center

Tacoma Community House, WA.

This handbook contains several different sections to aid volunteers teaching English-as-a-Second-Language (ESL) to refugees. Part 1, "Getting Started," discusses cultural differences and difficulties the students may encounter. Part 2, "Mechanics of Teaching," offers tips on teaching refugees and general teaching methods. Lesson planning,…

Teacher Observations for Diagnostic Teaching.

ERIC Educational Resources Information Center

Saunders, Russell W., Jr.

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

Teaching English.

ERIC Educational Resources Information Center

Nemanich, Donald, Ed.

1975-01-01

Articles in this volume of the "Illinois English Bulletin" include "Competencies in Teaching English" by Alan C. Purves, which sets forth a tentative model for planning competency-based instruction and certification based on concepts, teaching acts, skills, and strategies; "Passing the Buck Versus the Teaching of English" by Dennis Q. McInerny,…

Cardiac 3D Printing and its Future Directions.

PubMed

Vukicevic, Marija; Mosadegh, Bobak; Min, James K; Little, Stephen H

2017-02-01

Three-dimensional (3D) printing is at the crossroads of printer and materials engineering, noninvasive diagnostic imaging, computer-aided design, and structural heart intervention. Cardiovascular applications of this technology development include the use of patient-specific 3D models for medical teaching, exploration of valve and vessel function, surgical and catheter-based procedural planning, and early work in designing and refining the latest innovations in percutaneous structural devices. In this review, we discuss the methods and materials being used for 3D printing today. We discuss the basic principles of clinical image segmentation, including coregistration of multiple imaging datasets to create an anatomic model of interest. With applications in congenital heart disease, coronary artery disease, and surgical and catheter-based structural disease, 3D printing is a new tool that is challenging how we image, plan, and carry out cardiovascular interventions. Copyright © 2017 American College of Cardiology Foundation. Published by Elsevier Inc. All rights reserved.

Cardiac 3D Printing and Its Future Directions

PubMed Central

Vukicevic, Marija; Mosadegh, Bobak; Min, James K.; Little, Stephen H.

2017-01-01

3D printing is at the crossroads of printer and materials engineering; non-invasive diagnostic imaging; computer aided design (CAD); and structural heart intervention. Cardiovascular applications of this technology development include the use of patient-specific 3D models for medical teaching, exploration of valve and vessel function, surgical and catheter-based procedural planning, and early work in designing and refining the latest innovations in percutaneous structural devices. In this review we discuss the methods and materials being used for 3D printing today. We discuss the basic principles of clinical image segmentation including co-registration of multiple imaging datasets to create an anatomic model of interest. With applications in congenital heart disease, coronary artery disease, and in surgical and catheter-based structural disease – 3D printing is a new tool that is challenging how we image, plan, and carry out cardiovascular interventions. PMID:28183437

Research-Based Development of a Lesson Plan on Shower Gels and Musk Fragrances Following a Socio-Critical and Problem-Oriented Approach to Chemistry Teaching

ERIC Educational Resources Information Center

Marks, Ralf; Eilks, Ingo

2010-01-01

A case is described of the development of a lesson plan for 10th grade (age range 15-16) chemistry classes on the chemistry of shower gels. The lesson plan follows a socio-critical and problem-oriented approach to chemistry teaching. This means that, aside from learning about the basic chemistry of the components making up modern shower gels in…

A qualitative assessment of internal medicine resident perceptions of graduate medical education following implementation of the 2011 ACGME duty hour standards

PubMed Central

2014-01-01

Background In 2011, the Accreditation Council of Graduate Medical Education implemented updated guidelines for medical resident duty hours, further limiting continuous work hours for first-year residents. We sought to investigate the impact of these restrictions on graduate medical education among internal medicine residents. Methods We conducted eight focus groups with internal medicine residents at the University of Alabama at Birmingham in 06/2012-07/2012. Discussion questions included, “How do you feel the 2011 ACGME work hour restrictions have impacted your graduate medical education?” Transcripts of the focus groups were reviewed and themes identified using a deductive/inductive approach. Participants completed a survey to collect demographic information and future practice plans. Results Thirty-four residents participated in our focus groups. Five themes emerged: decreased teaching, decreased experiential learning, shift-work mentality, tension between residency classes, and benefits and opportunities. Residents reported that since implementation of the guidelines, teaching was often deferred to complete patient-care tasks. Residents voiced concern that PGY-1 s were not receiving adequate clinical experience and that procedural and clinical reasoning skills are being negatively impacted. PGY-1 s reported being well-rested and having increased time for independent study. Conclusions Residents noted a decline in teaching and are concerned with the decrease in “hands-on” clinical education that is inevitably impacted by fewer hours in the hospital, though some benefits were also reported. Future studies are needed to further elucidate the impact of decreased resident work hours on graduate medical education. PMID:24755276

Business as Usual: Business Students' Conceptions of Ethics

ERIC Educational Resources Information Center

Reid, Anna; Taylor, Paul; Petocz, Peter

2011-01-01

There is continuing debate about how best to teach ethics to students in business, that is, how best to help them to develop the ethical aspects of their future profession. This debate has covered whether to teach ethics, what to teach and whether it has any effect on students' views or future behaviour. For the most part, the views of the…

Learning How to Teach Chemistry with Technology: Pre-Service Teachers' Experiences with Integrating Technology into Their Learning and Teaching

ERIC Educational Resources Information Center

Chittleborough, Gail

2014-01-01

The Australian Government initiative, Teaching Teachers for the Future (TTF), was a targeted response to improve the preparation of future teachers with integrating technology into their practice. This paper reports on TTF research involving 28 preservice teachers undertaking a chemistry curriculum studies unit that adopted a technological focus.…

Professionalism - The Game Spirit. (Job Alternatives to Teaching).

ERIC Educational Resources Information Center

Ulrich, Celeste

The economic situation has limited the number of teaching jobs available for physical education majors. The determination of priorities is essential in planning for a teaching job. As an alternative to teaching there are job possibilities in sport centers, commercial sport establishments, fitness salons, dance studios, and self-styled teaching…

Planning and Implementing Shared Teaching: An MBA Team-Teaching Case Study

ERIC Educational Resources Information Center

Helms, Marilyn M.; Alvis, John M.; Willis, Marilyn

2005-01-01

Team teaching is a popular trend in business education. In an attempt to integrate seemingly disparate functional disciplines, a number of business programs have combined courses. Regardless of the courses combined (marketing and finance, management and accounting, economics and strategy, or production and cost accounting), the teaching pedagogy…

"One-Size-Does-Not-Fit-All": Teaching MBA Students Different ERP Implementation Strategies

ERIC Educational Resources Information Center

Venkatesh, Viswanath

2008-01-01

This teaching tip discusses an approach to educating MBA students regarding strategies to select, design, and implement enterprise resource planning (ERP) systems. The teaching approach presented here discusses how to teach students about different strategies based success stories from three different organizations, namely Cisco, Tektronix, and…

NASA's Kepler Mission: Lessons Learned from Teacher Professional Development Workshops

NASA Astrophysics Data System (ADS)

Devore, E.; Harman, P.; Koch, D.; Gould, A.

2010-08-01

NASA's Kepler Mission conducts teacher professional development workshops on the search for exoplanets in the habitable zone of Sun-like stars. Each is supported by a Kepler team scientist, two Education and Public Outreach staff and local hosts. Activities combine a science content lecture and discussion, making models, kinesthetic activities, and interpretation of transit data. The emphasis is on inquiry-based instruction and supports science education standards in grades 7-12. Participants' kit includes an orrery, optical sensor and software to demonstrate transit detection. The workshop plan, teaching strategies, and lessons learned from evaluation will be discussed. Future events are planned. The Kepler Mission teacher professional development workshops are designed using the best practices and principals from the National Science Education Standards and similar documents. Sharing the outcome of our plans, strategies and formative evaluation results can be of use to other Education and Public Outreach practitioners who plan similar events. In sharing our experiences, we hope to assist others, and to learn from them as well. Supported by NASA Grants to the E. DeVore, SETI Institute NAG2-6066 Kepler Education and Public Outreach and NNX08BA74G, IYA Kepler Mission Pre-launch Workshops.

Case Studies of Interactive Whole-Class Teaching in Primary Science: Communicative approach and pedagogic purposes

NASA Astrophysics Data System (ADS)

McMahon, Kendra

2012-07-01

By developing two case studies of expert teaching in action, this study aimed to develop knowledge of talk in whole-class teaching in UK primary science lessons and understand this in relation to both the teachers' interpretations and sociocultural theoretical frameworks. Lessons were observed and video-recorded and the teachers engaged in video-stimulated-reflective dialogue to capture participants' reflections upon their own pedagogic purposes and interactions in the classroom. The analytic framework was developed at three levels: sequence of lessons, lesson, and episode. For each episode, the 'communicative approach' and teaching purposes were recorded. Transcripts were developed for fine grain analysis of selected episodes and a quantitative analysis was undertaken of the use of communicative approaches. Findings exemplify how different communicative approaches were used by the case-study teachers for different pedagogical purposes at different points in the sequence of lessons, contributing to primary teachers' repertoire for planning and practice. The initial elicitation of children's ideas can be understood as pooling them to enhance multivoicedness and develop a shared resource for future dialogues. Whole-class talk can support univocality by rehearsing procedural knowledge and exploring the meanings of scientific terminology. Identifying salient features of phenomena in the context of the whole-class marks them as significant as shared knowledge but valuing other observations extends the multivoicedness of the discourse.

Applying Ajzen's Theory of Planned Behavior to a Study of Online Course Adoption in Public Relations Education

ERIC Educational Resources Information Center

Knabe, Ann Peru

2012-01-01

This study used Icek Ajzen's Theory of Planned Behavior to research public relations faculty intentions of teaching online. All of the main predictor variables (Subjective Norms, Attitude toward the Act and Perceived Behavioral Control) were statistically significant at varying degrees in predicting intent to teach public relations online. Of the…

How Schools Are Teaching about Labor. A Collection of Guidelines & Lesson Plans. Third Edition.

ERIC Educational Resources Information Center

American Federation of Labor and Congress of Industrial Organizations, Washington, DC.

This collection of outlines, lesson plans, and classroom materials is intended to help teachers and curriculum specialists in teaching students about the contribution of organized labor to the development of the United States. Units suitable for the elementary, middle school, and high school levels are included. The first of the 12 units, which…

T.E.M.P.: Teacher Education Model of Partnership--A Year-Long Competency-Based Urban Elementary Teaching Internship.

ERIC Educational Resources Information Center

Concordia Coll., St. Paul, Minn.

The Teacher Education Model of Partnership (TEMP) features joint ownership, joint support, and a partner relationship between a college and a school district in planning and implementing a professional program, designed specifically for teaching in the urban classroom. A planning committee was formed, composed of representatives from the public…

Embedding Assessment to Improve Learning

ERIC Educational Resources Information Center

Whitehouse, Mary

2013-01-01

The traditional plan of teaching science content and then deciding at the end what to ask in an examination is challenged in this presentation, which starts the planning at the other end of the process. The intention is to consider the topic, decide what children should know and be able to do by the end, then structure the teaching, with…

Computers in My Curriculum? 18 Lesson Plans for Teaching Computer Awareness without a Computer. Adaptable Grades 3-12.

ERIC Educational Resources Information Center

Bailey, Suzanne Powers; Jeffers, Marcia

Eighteen interrelated, sequential lesson plans and supporting materials for teaching computer literacy at the elementary and secondary levels are presented. The activities, intended to be infused into the regular curriculum, do not require the use of a computer. The introduction presents background information on computer literacy, suggests a…

The Teaching with Technology Instrument: Effectively Measuring Where Teachers Are and Planning for Staff Development.

ERIC Educational Resources Information Center

Atkins, Nancy E.; Vasu, Ellen S.

1998-01-01

Presents an instrument for planning for staff development to help identify how much teachers know about technology and its integration into the classroom. The Teaching with Technology Instrument's (TTI's) 46 items are grouped in three areas: writing and communication skills, information access and management, and construction and multimedia. The…

49 Stories That Make an Ultimate STEM Lesson Plan

ERIC Educational Resources Information Center

Mehta, Swati; Mehta, Rohit; Berzina-Pitcher, Inese; Seals, Christopher; Mishra, Punya

2016-01-01

In this paper we reviewed what 49 large urban public school district STEM teachers enrolled in a year-long graduate certificate and fellowship program at a large Midwestern university considered as their amazing teaching moments. They were asked to share their amazing teaching moments that would make an Ultimate Lesson Plan in STEM. In smaller…

Teaching for Connection: Critical Thinking Skills, Problem Solving, and Academic and Occupational Competencies. Lesson Plans.

ERIC Educational Resources Information Center

Hedges, Lowell E.

This document contains 48 sample lesson plans that practicing teachers of vocational and academic education have developed to train vocational students to think critically and to solve problems. Discussed in the introduction are the following topics: critical thinking, problem solving, and decision making as the building blocks of teaching;…

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

ERIC Educational Resources Information Center

Brophy, Jere, Ed.

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

A Manual for Planning a Secondary School Building, Pamphlet C-6, Home Economics.

ERIC Educational Resources Information Center

Wohlers, A. E.

The home economics suite should be planned in relation to the number of teaching stations required and the types of activities that will be carried on in the various rooms. Rooms and spaces under consideration include clothing laboratories, combination or multiple use teaching stations, and auxiliary rooms. Maximum flexibility of use is possible…

Learning from Lessons: Teachers' Insights and Intended Actions Arising from Their Learning about Student Thinking

ERIC Educational Resources Information Center

Roche, Anne; Clarke, Doug; Clarke, David; Chan, Man Ching Esther

2016-01-01

A central premise of this project is that teachers learn from the act of teaching a lesson and that this learning is evident in the planning and teaching of a subsequent lesson. We are studying the knowledge construction of mathematics teachers utilising multi-camera research techniques during lesson planning, classroom interactions and…

Developing Mathematical Content Knowledge for Teaching: One Preservice Teacher and Her Planning

ERIC Educational Resources Information Center

Wilson, Susanna

2016-01-01

This paper describes how a new pre-service teacher engaged with mathematical content in order to learn it for teaching, during practicum. The results show that the PST learned mathematical content by initiating and carrying out a preparation phase prior to planning. This phase involved searching through internet sites and making notes that were…

Teaching about Pearl Harbor. Curriculum Enhancement Series #1.

ERIC Educational Resources Information Center

Shields, Anna Marshall

These materials consist of sample lesson plans for teaching about the Japanese attack on Pearl Harbor on December 7, 1941, in both U.S. and world history classes. The lesson plans challenge students to examine how current attitudes toward the Japanese may be rooted in World War II and Pearl Harbor. Selected bibliographies on Pearl Harbor, World…

An Examination of Teachers' Ratings of Lesson Plans Using Digital Primary Sources

ERIC Educational Resources Information Center

Milman, Natalie B.; Bondie, Rhonda

2012-01-01

This mixed method study examined teachers' ratings of 37 field-tested social studies lesson plans that incorporated digital primary sources through a grant from the Library of Congress Teaching with Primary Sources program for K-12 teachers. Each lesson, available in an online teaching materials collection, was field-tested and reviewed by at…

Effects of Self-Directed Summary of Performance on Postsecondary Education Students' Participation in Person-Centered Planning Meetings

ERIC Educational Resources Information Center

Mazzotti, Valerie L.; Kelley, Kelly R.; Coco, Cassie M.

2015-01-01

Teaching students to develop and use a Summary of Performance (SOP) may be one method for teaching self-advocacy skills to ensure students with intellectual disability can advocate for accommodations and supports during Person-Centered Planning (PCP) meetings and in postschool employment settings. This study used a multiple-probe across…

Know your RO from your AE? Learning styles in practice.

PubMed

Woods, Helen Buckley

2012-06-01

In this article, Kolb's cycle of learning is put forward as a useful theory to consult when planning information literacy or other teaching sessions. The learning cycle is contextualised and Kolb's and other theories are briefly explored. The author then considers how learning style theories can be utilised when planning teaching and learning activities. The use of planning tools is advocated and ideas for sessions are suggested. HS. © 2012 The authors. Health Information and Libraries Journal © 2012 Health Libraries Group.

Rotation Conversation: A Tip on How To Organize a Conversation Class; Amazing Sentences of Indian Students: A Simple Writing Activity that Triggered Profound Ideas; "Short and Sweet" in a Thai Classroom (A Lesson Plan Based on a Mini Literacy Text); A Pile of Pictures: Ten Practical Ideas for Your Classroom.

ERIC Educational Resources Information Center

Singleton, Pat; Dhanavel, P.; Lwin, Phyu Phyu; Yoel, Judith

2002-01-01

Techniques for teaching in the English-as-a-Second/Foreign-Language classroom are included. They focus on planning a conversation class, teaching writing, a lesson plan based on a multiliteracy text, and how a pile of pictures can be used in different ways. (Author/VWL)

Improving Discussion in Astronomy Courses Taught Online

NASA Astrophysics Data System (ADS)

Troischt, Parker

2017-06-01

Astronomy courses that are either hybrid in nature or offered in a completely online format are becoming more common at colleges and universities. In particular, faculty members at small colleges are being encouraged to develop courses that can be taught online in order to give students increased flexibility in scheduling classes and reach a separate population of learners. For instructors accustomed to teaching students in person using plenty of interaction, making the switch to teaching even one online course a year can be challenging. However, some topics are developing so rapidly (exoplanets) that it is difficult to imagine having students rely on a standard textbook at all, and the use of online resources become essential. Here, we describe methods used to promote discussion, evaluate its content and effectively incorporate the use of recently released articles in order to keep students engaged. We present efforts to produce a lively classroom atmosphere centered on recent advances and several debated topics. Lastly, we report on successes, challenges and plans for improving online courses in the future.

Hands on the sun: Teaching SEC science through hands on inquiery and direct observation

NASA Astrophysics Data System (ADS)

Mayo, L.; Cline, T.; Lewis, E.

2003-04-01

Hands on the Sun is a model partnership between the NASA Sun Earth Connection Education Forum (SECEF), Coronado Instruments, Space Science Institute, NOAO/Kitt Peak, Flandrau Planetarium, Astronomical League, and professional astronomers. This joint venture uses experiential learning, provocative talks, and direct observation in both formal and informal education venues to teach participants (K-12 educators, amateur astronomers, and the general public) about the sun, its impact on the Earth, and the importance of understanding the sun-Earth system. The program consists of three days of workshops and activities including tours and observing sessions on Kitt Peak including the National Solar Observatory, planetarium shows, exhibits on space weather, and professional development workshops targeted primarily at Hispanic public school science teachers which are intended to provide hands on activities demonstrating solar and SEC science that can be integrated into the classroom science curriculum. This talk will describe the many facets of this program and discuss our plans for future events.

The construction of the indicators of professional competence for exercise instructors of the elderly.

PubMed

Lan, Hsiao-Ching; Li, Chih-Ping; Zheng, Hao-Wei

2015-09-25

The purpose of this study was to construct the quality indicators of professional competence for exercise instructors of the elderly, and then to rank the importance among those indicators. This study used the Delphi technique to integrate the opinions of 11 experts to construct the indicators, and then adopts the analytic hierarchy process (AHP) to calculate the relative rank among each individual indicator. Results revealed that the experts identified 3 first-degree indicators (professional attitude, professional skills, and professional knowledge), 10 second-degree indicators (teaching attitude, exercise knowledge, professional growth, exercise safety, personal characteristics, exercise instructor, gerontology knowledge, communicative competence, curriculum design, and motor skill), and 72 third-degree indicators. In the indicator weighting system, professional attitude was the most important among all other first-degree indicators, and the teaching attitude was the most important among all other second-degree indicators. The results provided will help in planning the curriculums of training, professional growth and evaluation. The results also provide a reference for future research.

The construction of the indicators of professional competence for exercise instructors of the elderly.

PubMed

Lan, Hsiao-Ching; Li, Chih-Ping; Zheng, Hao-Wei

2015-01-01

The purpose of this study was to construct the quality indicators of professional competence for exercise instructors of the elderly, and then to rank the importance among those indicators. This study used the Delphi technique to integrate the opinions of 11 experts to construct the indicators, and then adopts the analytic hierarchy process (AHP) to calculate the relative rank among each individual indicator. Results revealed that the experts identified 3 first-degree indicators (professional attitude, professional skills, and professional knowledge), 10 second-degree indicators (teaching attitude, exercise knowledge, professional growth, exercise safety, personal characteristics, exercise instructor, gerontology knowledge, communicative competence, curriculum design, and motor skill), and 72 third-degree indicators. In the indicator weighting system, professional attitude was the most important among all other first-degree indicators, and the teaching attitude was the most important among all other second-degree indicators. The results provided will help in planning the curriculums of training, professional growth and evaluation. The results also provide a reference for future research.

Investigation the opinions of the primary science teachers toward practice of teaching and learning activities in science learning area

NASA Astrophysics Data System (ADS)

Chamnanwong, Pornpaka; Thathong, Kongsak

2018-01-01

In preparing a science lesson plan, teachers may deal with numerous difficulties. Having a deep understanding of their problems and their demands is extremely essential for the teachers in preparing themselves for the job. Moreover, it is also crucial for the stakeholders in planning suitable and in-need teachers' professional development programs, in school management, and in teaching aid. This study aimed to investigate the primary school science teachers' opinion toward practice of teaching and learning activities in science learning area. Target group was 292 primary science teachers who teach Grade 4 - 6 students in Khon Kaen Province, Thailand in the academic year of 2014. Data were collected using Questionnaire about Investigation the opinions of the primary science teachers toward practice of teaching and learning activities in science learning area. The questionnaires were consisted of closed questions scored on Likert scale and open-ended questions that invite a sentence response to cover from LS Process Ideas. Research findings were as follow. The primary science teachers' level of opinion toward teaching and learning science subject ranged from 3.19 - 3.93 (mean = 3.43) as "Moderate" level of practice. The primary school science teachers' needs to participate in a training workshop based on LS ranged from 3.66 - 4.22 (mean = 3.90) as "High" level. The result indicated that they were interested in attending a training course under the guidance of the Lesson Study by training on planning of management of science learning to solve teaching problems in science contents with the highest mean score 4.22. Open-ended questions questionnaire showed the needs of the implementation of the lesson plans to be actual classrooms, and supporting for learning Medias, innovations, and equipment for science experimentation.

Time perspective and physical activity among central Appalachian adolescents.

PubMed

Gulley, Tauna

2013-04-01

Time perspective is a cultural behavioral concept that reflects individuals' orientations or attitudes toward the past, present, or future. Individuals' time perspectives influence their choices regarding daily activities. Time perspective is an important consideration when teaching adolescents about the importance of being physically active. However, little is known about the relationship between time perspective and physical activity among adolescents. The purpose of this study was to determine the time perspective of central Appalachian adolescents and explore the relationship between time perspective and physical activity. This study was guided by The theory of planned behavior (TPB). One hundred and ninety-three students completed surveys to examine time perspective and physical activity behaviors. Data were collected in one school. Results of this study can inform school nurses and high school guidance counselors about the importance of promoting a future-oriented time perspective to improve physical activity and educational outcomes.

WAAVP/Pfizer award for excellence in teaching veterinary parasitology: teaching of veterinary parasitology--quo vadis?

PubMed

Eckert, J

2000-02-29

Some thoughts on training and recruitment of academic teachers and future trends in teaching veterinary parasitology are presented with emphasis on the European situation. It is underlined that research is an indispensable basis for academic teaching. Besides a broad scientific background of the teacher, motivation and teaching methods are also important. Many academic teachers do not receive formal training in teaching methods. In order to improve future education, training of staff members in teaching methods should be promoted. Quality control of teaching and research, already established in many schools, should generally be introduced. Teaching is mostly underestimated in relation to research. Therefore, more weight should be placed on the former both in selecting scientists for the career as academic teachers and in evaluating and ranking departments for their academic activities. In the future veterinary medicine will have to cope with profound changes in the society and the veterinary profession, and the progressing European unification will enhance trends for internationalizing teaching curricula. Therefore, veterinary medicine has to reconsider the teaching subjects and methods and to lay more emphasis on flexibility, skills of problem-solving and self-learning and on training for life-long learning. At present there is an ongoing discussion on the question how to teach veterinary medicine, including veterinary parasitology. There are various options, and some of them are discussed, namely, the disciplinary and the problem-based/organ-focussed approaches. It is concluded that for teaching of veterinary parasitology and related disciplines a combined disciplinary and problem-based approach offers the best chances for fulfilling the requirements of teaching for the future. In the curriculum of undergraduate teaching of veterinary medicine at least 70-90 h should be dedicated to veterinary parasitology using a disciplinary and taxonomic approach. Additional hours are required for instructions on clinical cases in approaches focussed on animal species and/or organ diseases. As there is a need for discussing teaching issues, post-graduate specialization, and continuing education in parasitology and related disciplines on national and international levels, it is recommended to WAAVP to include regular workshops on teaching in the programmes of the biannual conferences, and to establish a permanent committee which should collect information and submit proposals for improvement of teaching veterinary parasitology.

Using Gagne's theory to teach chest X-ray interpretation.

PubMed

Belfield, Jane

2010-03-01

as a Radiologist providing teaching for medical students and junior doctors, I have spent time devising lesson plans. It is vital to know the aims and objectives prior to teaching sessions in order that the students benefit as much as possible. This article describes a lesson plan for interpretation of a chest X-Ray using a theory described by Robert Gagne. Gagne developed a model of instructional design, which provides information and interaction to enhance the learning process. This model is based on nine instructional events used during a teaching session. These are: gaining attention, informing the learner of the objective, stimulating recall of prior material, presenting the stimulus material, providing learning guidance, eliciting the performance, providing feedback, assessing the performance and enhancing retention and transfer. this article uses the nine points described by Gagne and describes a model of how to teach chest X-ray interpretation. Each of Gagne's points is illustrated with a specific example of how this would fit into the Radiology teaching session. Gagne's theory of instructional design can be adapted depending on the subject being taught. It is useful, both for the teacher and the student, to prepare a lesson plan in advance with knowledge of required aims and objectives. Having run teaching sessions which use Gagne's theory, students have given very positive feedback and as a teacher I found the lesson ran more smoothly. Blackwell Publishing Ltd 2010.

The University Professor As a Utility Maximizer and Producer of Learning, Research, and Income

ERIC Educational Resources Information Center

Becker, William E., Jr.

1975-01-01

A professonial decision-making model is presented for the purpose of exploring alternative plans to raise teaching quality. It is demonstrated that an increase in the pecuniary return to teaching will raise teaching quality while exogenous changes in teaching and/or research technology need not. (Author/EA)

Knife River: Early Village Life on the Plains. Teaching with Historic Places.

ERIC Educational Resources Information Center

Metcalf, Fay

This document, from the lesson plan series, "Teaching with Historic Places," examines the Native Americans who lived on the plains along the Knife River in what is now North Dakota. Following an introductory section, the document sets out student objectives, teaching activities, readings, and illustrations. The teaching activity…

Reading and Teaching the Novel, Volume 3.

ERIC Educational Resources Information Center

Arnold, Roslyn M., Ed.

This volume on reading and teaching the novel contains six articles: "Close Reading: The Novel in the Senior School" by S. E. Lee discusses the advantages of rereading and analytical reading in high school; "Teaching 'The Great Gatsby'" by David Mallick discusses the difficulties of teaching this novel and provides a lesson plan; "The Operation of…

Getting Ready to Teach about Sexuality.

ERIC Educational Resources Information Center

Kieren, Dianne K.

1991-01-01

Ten steps for teaching about sexuality are (1) identify the task; (2) identify the participants; (3) clarify personal views; (4) clarify teacher role and resources; (5) assess the community context; (6) enlist cooperation; (7) select teaching materials and methods; (8) prepare to handle sensitive issues; (9) make a teaching plan; and (10) make a…

What I've Learned about Discipline from Puppies and Preschoolers. Teaching Strategies.

ERIC Educational Resources Information Center

Heath, M. Pearl

1997-01-01

Notes the similarities in dealing with puppies and toddlers in terms of teaching correct behavior; age, temperament, and personality; and reasons behind misbehavior. Explores developing a plan for teaching social behavior, establishing a teaching style, and setting standards. Notes that parents and teachers need to look at their personal teaching…

Using co-teaching as a means of facilitating interprofessional collaboration in health and social care.

PubMed

Crow, Jayne; Smith, Lesley

2003-02-01

In this paper we report the findings of a collaborative enquiry on our experience as tutors co-teaching interprofessional collaboration to a multidisciplinary group of undergraduates. We have different professional/academic backgrounds and the student group included health and social work professionals alongside a number of non-professionals. Our data included our perceptions of the co-teaching experience collected by means of our reflective diaries and reflective conversations during planning and after teaching sessions. We also collected data on student perceptions elicited by means of student evaluations and a student focus group discussion. The data illuminate the process of using co-teaching to role model shared learning and collaborative working within the classroom and highlight the importance of carefully planning co-teaching interaction, including the use of humour, tension, different knowledge bases and styles of debate. The deliberate use of the interactions made possible by coteaching enabled us to create an active learning environment that facilitated the teaching of collaboration. Drawing on our experience, we discuss the considerable potential of using co-teaching to role model collaborative working for multidisciplinary student groups.

Medical workforce education and training: A failed decentralisation attempt to reform organisation, financing, and planning in England.

PubMed

Ovseiko, Pavel V; Buchan, Alastair M

2015-12-01

The 2010-2015 Conservative and Liberal Democrat coalition government proposed introducing a radical decentralisation reform of the organisation, financing, and planning of medical workforce education and training in England. However, following public deliberation and parliamentary scrutiny of the government's proposals, it had to abandon and alter its original proposals to the extent that they failed to achieve their original decentralisation objectives. This failed decentralisation attempt provides important lessons about the policy process and content of both workforce governance and health system reforms in Europe and beyond. The organisation, financing, and planning of medical workforce education is as an issue of national importance and should remain in the stewardship of the national government. Future reform efforts seeking to enhance the skills of the workforce needed to deliver high-quality care for patients in the 21st century will have a greater chance of succeeding if they are clearly articulated through engagement with stakeholders, and focus on the delivery of undergraduate and postgraduate multi-professional education and training in universities and teaching hospitals. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Practicing the practice: Learning to guide elementary science discussions in a practice-oriented science methods course

NASA Astrophysics Data System (ADS)

Shah, Ashima Mathur

University methods courses are often criticized for telling pre-service teachers, or interns, about the theories behind teaching instead of preparing them to actually enact teaching. Shifting teacher education to be more "practice-oriented," or to focus more explicitly on the work of teaching, is a current trend for re-designing the way we prepare teachers. This dissertation addresses the current need for research that unpacks the shift to more practice-oriented approaches by studying the content and pedagogical approaches in a practice-oriented, masters-level elementary science methods course (n=42 interns). The course focused on preparing interns to guide science classroom discussions. Qualitative data, such as video records of course activities and interns' written reflections, were collected across eight course sessions. Codes were applied at the sentence and paragraph level and then grouped into themes. Five content themes were identified: foregrounding student ideas and questions, steering discussion toward intended learning goals, supporting students to do the cognitive work, enacting teacher role of facilitator, and creating a classroom culture for science discussions. Three pedagogical approach themes were identified. First, the teacher educators created images of science discussions by modeling and showing videos of this practice. They also provided focused teaching experiences by helping interns practice the interactive aspects of teaching both in the methods classroom and with smaller groups of elementary students in schools. Finally, they structured the planning and debriefing phases of teaching so interns could learn from their teaching experiences and prepare well for future experiences. The findings were analyzed through the lens of Grossman and colleagues' framework for teaching practice (2009) to reveal how the pedagogical approaches decomposed, represented, and approximated practice throughout course activities. Also, the teacher educators' purposeful use of both pedagogies of investigation (to study teaching) and pedagogies of enactment (to practice enacting teaching) was uncovered. This work provides insights for the design of courses that prepare interns to translate theories about teaching into the interactive work teachers actually do. Also, it contributes to building a common language for talking about the content of practice-oriented courses and for comparing the affordances and limitations of pedagogical approaches across teacher education settings.

Supervision--growing and building a sustainable general practice supervisor system.

PubMed

Thomson, Jennifer S; Anderson, Katrina J; Mara, Paul R; Stevenson, Alexander D

2011-06-06

This article explores various models and ideas for future sustainable general practice vocational training supervision in Australia. The general practitioner supervisor in the clinical practice setting is currently central to training the future general practice workforce. Finding ways to recruit, retain and motivate both new and experienced GP teachers is discussed, as is the creation of career paths for such teachers. Some of the newer methods of practice-based teaching are considered for further development, including vertically integrated teaching, e-learning, wave consulting and teaching on the run, teaching teams and remote teaching. Approaches to supporting and resourcing teaching and the required infrastructure are also considered. Further research into sustaining the practice-based general practice supervision model will be required.

Business planning for university health science programs: a case study.

PubMed

Austin, Michael; Milos, Nadine; Raborn, G Wayne

2002-02-01

Many publicly funded education programs and organizations have developed business plans to enhance accountability. In the case of the Department of Dentistry at the University of Alberta, the main impetus for business planning was a persistent deficit in the annual operating fund since a merger of a stand-alone dental faculty with the Faculty of Medicine. The main challenges were to balance revenues with expenditures, to reduce expenditures without compromising quality of teaching, service delivery and research, to maintain adequate funding to ensure future competitiveness, and to repay the accumulated debt owed to the university. The business plan comprises key strategies in the areas of education, clinical practice and service, and research. One of the strategies for education was to start a BSc program in dental hygiene, which was accomplished in September 2000. In clinical practice, a key strategy was implementation of a clinic operations fee, which also occurred in September 2000. This student fee helps to offset the cost of clinical practice. In research, a key strategy has been to strengthen our emphasis on prevention technologies. In completing the business plan, we learned the importance of identifying clear goals and ensuring that the goals are reasonable and achievable; gaining access to high-quality data to support planning; and nurturing existing positive relationships with external stakeholders such as the provincial government and professional associations.

Integration of Lesson Study in Teaching Practice of Social Study Student Teachers to Improve the Quality of Learning and Promote a Sustainable Lesson Study

ERIC Educational Resources Information Center

Towaf, Siti Malikhah

2016-01-01

Teaching Practice is a required course for all students in education programs, divided into two sections. The first, is intended as the process of creating Syllabus, teaching plans, instructional medias and supporting material for "peer teaching" practice. The second, is intended to assign students to do classroom teaching. "Lesson…

What do faculty feel about teaching in this school? assessment of medical education environment by teachers.

PubMed

Shehnaz, Syed Ilyas; Arifulla, Mohamed; Sreedharan, Jayadevan; Gomathi, Kadayam Guruswami

2017-01-01

Faculty members are major stakeholders in curriculum delivery, and positive student learning outcomes can only be expected in an educational environment (EE) conducive to learning. EE experienced by teachers includes all conditions affecting teaching and learning activities. As the EE of teachers indirectly influences the EE of students, assessment of teachers' perceptions of EE can highlight issues affecting student learning. These perceptions can also serve as a valuable tool for identifying faculty development needs. In this study, we have used the Assessment of Medical Education Environment by Teachers (AMEET) inventory as a tool to assess medical teachers' perceptions of the EE. The AMEET inventory was used to assess perceptions regarding various domains of EE by teachers teaching undergraduate students at the College of Medicine, Gulf Medical University, Ajman, United Arab Emirates. Median total, domain, and individual statement scores were compared between groups using Wilcoxon rank-sum test. Teaching-learning activities, learning atmosphere, collaborative atmosphere, and professional self-perceptions were identified as strengths of the EE while time allocated for various teaching-learning activities, preparedness of students, levels of student stress, learning atmosphere in hospital, and support system for stressed faculty members were areas necessitating improvement. The scores of faculty members teaching in basic medical sciences were found to be significantly higher than those in clinical sciences. The EE of this medical college was generally perceived as being positive by faculty although a few areas of concern were highlighted. Strengths and weaknesses of the EE from the teachers' point of view provide important feedback to curriculum planners, which can be used to improve the working environment of the faculty as well as facilitate a better direction and focus to faculty development programs being planned for the future.

Safe Schooling: Always at the Ready

ERIC Educational Resources Information Center

Moore, Brian N.

2012-01-01

Those who spent time in the classroom recognize the need to formulate well-designed lesson plans before they can provide a first-rate education. A lesson plan provides guidance on what they will be teaching, the tools they will need to teach a lesson, and their expectations for the outcomes of the lesson--what kids will learn. The same is true for…

Teaching the Societal Dimension of Chemistry Using a Socio-Critical and Problem-Oriented Lesson Plan Based on Bioethanol Usage

ERIC Educational Resources Information Center

Feierabend, Timo; Eilks, Ingo

2011-01-01

This paper discusses a chemistry lesson plan based on the use of ethanol as an alternative and renewable energy source. The lessons were developed by participatory action research and follow a socio-critical and problem-oriented approach to chemistry teaching. This approach specifically focuses on the handling of scientific and technological…

Integrating Mobile Phones into Teaching and Learning: A Case Study of Teacher Training through Professional Development Workshops

ERIC Educational Resources Information Center

Ekanayake, Sakunthala Y.; Wishart, Jocelyn

2015-01-01

This paper presents the development and implementation of a professional development workshop series on integrating mobile phones into science teaching for a group of teachers in Sri Lanka. The series comprised a 3-day Planning Workshop followed by implementation of the planned lessons in real classrooms and a subsequent 1-day Reviewing Workshop.…

Leveraging Literacies through Collaborative, Source-Based Planning and Teaching in Social Studies and Language Arts

ERIC Educational Resources Information Center

Patterson, Nancy; Weaver, Joanna; Fletcher, Jamie; Connor, Bryce; Thomas, Angela; Ross, Cindy

2018-01-01

The value of preparing students for college, careers, and civic life is a shared outcome of social studies and language arts teachers. This study explores how developing content and civic literacy to these ends can be fortified through language arts and social studies teacher collaboration in source-based planning and teaching. Although numerous…

Learning from Lessons: Studying the Construction of Teacher Knowledge Catalysed by Purposefully-Designed Experimental Mathematics Lessons

ERIC Educational Resources Information Center

Clarke, Doug; Clarke, David; Roche, Anne; Chan, Man Ching Esther

2015-01-01

A central premise of this project is that teachers learn from the act of teaching a lesson and that this learning is evident in the planning and teaching of a subsequent lesson. In this project, the knowledge construction of mathematics teachers was examined utilising multi-camera research techniques during lesson planning, classroom interactions…

A Case for Culturally Relevant Teaching in Science Education and Lessons Learned for Teacher Education

ERIC Educational Resources Information Center

Mensah, Felicia Moore

2011-01-01

In this article, the researcher discusses three elementary pre-service teachers' experiences in co-planning and co-teaching a Pollution Unit in a 4th-5th grade science classroom in New York City. The study makes use of microteaching papers, lesson plans, researcher classroom observations, interviews, and informal conversations to elicit lessons…

Using the Theory of Planned Behavior to Understand the Beliefs of Chinese Teachers Concerning Teaching Games for Understanding

ERIC Educational Resources Information Center

Wang, Lijuan

2013-01-01

This study describes the beliefs of Physical Education (PE) teachers regarding Teaching Games for Understanding (TGfU) based on the Theory of Planned Behavior (TPB). Twenty PE teachers participated in this study. Data collection consisted of a survey on demographic data and semistructured interviews. The research results indicate that the teachers…

Planning for the Evaluation of Teaching. NSPER: 79. A CEDR [Center on Evaluation, Development and Research] Monograph.

ERIC Educational Resources Information Center

Duckett, Willard R., Ed.

This is a series of papers delivered at three National Symposia for Professionals in Evaluation and Research (NSPER) sessions in 1979. The agenda was the same at all sessions. The main topic was "Planning for the Evaluation of Teaching." The sessions were conducted in Charlotte, North Carolina; Milwaukee, Wisconsin; and Albuguerque, New…

Collaborative Planning and Decision Making in the Elementary School: A Qualitative Study of Contemporary Team Teaching.

ERIC Educational Resources Information Center

Riley, John F.

This longitudinal study examined elementary teachers' perceptions of the collaborative planning and decision-making process and their role in it. Nine teachers participated in grade- level teaming. Teachers ranged in experience from 1-9 years, with 3 teachers new to the team and 5 in their first or second year of teaching. Participants completed…

From Plan to Market: Teaching Ideas for Social Studies, Economics, and Business Classes.

ERIC Educational Resources Information Center

Schug, Mark C.; Lopus, Jane S.; Morton, John S.

This packet of lessons focuses on the transition from a legacy of central planning to a market orientation in the economic systems of Central and Eastern Europe, the newly independent states of the former Soviet Union, and China. These lessons seek to provide high school teachers with a well-informed approach to teaching about this transition. The…

The Impact of a Study Abroad Experience on Preservice Teachers' Dispositions and Plans for Teaching English Language Learners

ERIC Educational Resources Information Center

Pilonieta, Paola; Medina, Adriana L.; Hathaway, Jennifer I.

2017-01-01

This study explored how a study abroad experience affected preservice teachers' (PSTs') dispositions towards and plans for teaching English Language Learners (ELLs). This qualitative study involved 16 elementary education initial licensure PSTs who participated in a 2-month study abroad trip to Germany. Data in the form of surveys, interviews, and…

Learning to Teach High School Mathematics: Patterns of Growth in Understanding Right Triangle Trigonometry during Lesson Plan Study

ERIC Educational Resources Information Center

Cavey, Laurie O.; Berenson, Sarah B.

2005-01-01

"Lesson plan study" (LPS), adapted from the Japanese Lesson Study method of professional development, is a sequence of activities designed to engage prospective teachers in broadening and deepening their understanding of school mathematics and teaching strategies. LPS occurs over 5 weeks on the same lesson topic and includes four opportunities to…

A Theory of Planned Behaviour-Based Analysis of TIMSS 2011 to Determine Factors Influencing Inquiry Teaching Practices in High-Performing Countries

ERIC Educational Resources Information Center

Pongsophon, Pongprapan; Herman, Benjamin C.

2017-01-01

Given the abundance of literature describing the strong relationship between inquiry-based teaching and student achievement, more should be known about the factors impacting science teachers' classroom inquiry implementation. This study utilises the theory of planned behaviour to propose and validate a causal model of inquiry-based teaching…

A High School Student's Bill of Rights. Teaching Resources in the ERIC Database (TRIED) Series.

ERIC Educational Resources Information Center

Gottlieb, Stephen S.

Designed to tap the rich collection of instructional techniques in the ERIC database, this compilation of lesson plans focuses on teaching high school students their Constitutional rights and responsibilities. The 40 lesson plans in the book cover the courts and basic rights, the rights of criminal suspects, the rights of minors and education law,…

Case-Based Teaching for Interprofessional Postgraduate Trainees in Adolescent Health.

PubMed

Gooding, Holly C; Ziniel, Sonja; Touloumtzis, Currie; Pitts, Sarah; Goncalves, Adrianne; Emans, Jean; Burke, Pam

2016-05-01

Adolescent health providers increasingly work in interprofessional environments. There is a lack of evidence regarding best educational practices for preparing the adolescent health care workforce of the future. We developed, implemented, and evaluated an interprofessional longitudinal case-based curriculum for postgraduate trainees in adolescent health. Faculty in an academic adolescent medicine division worked collaboratively with recent trainees to develop six teaching cases illustrative of interprofessional care of adolescents. During the 2013-2014 academic year, seven trainees (two social workers, two physicians, one nurse practitioner, one psychologist, and one dietician) completed the six month-long case modules while simultaneously working together in an interprofessional clinic. Trainees completed four-item pre- and post-case questionnaires that assessed confidence with assessment and diagnosis, comfort with counseling skills, ability to devise a treatment plan, and understanding of their colleagues' role for each of the six cases. Participants completed the 19-item Readiness for Interprofessional Learning Scale and the 12-item Interdisciplinary Education Perception Scale at three time points during the academic year and a 15-minute interview after their final session. Confidence with assessment/diagnosis, comfort counseling adolescents, and the ability to devise treatment plans increased for most case topics, as did understanding of the role of others on the interprofessional team. Mean Readiness for Interprofessional Learning Scale and Interdisciplinary Education Perception Scale scores were high at baseline and similar at all three time points. Interviews highlighted the value of role clarity, communication, and learning within interprofessional teams along with modeling from interprofessional faculty. Case-based learning in conjunction with collaborative practice provided a successful teaching strategy for interprofessionals in adolescent health. Copyright © 2016 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Teaching about the Future: Tools, Topics, and Issues (Lessons for Grades 7-12).

ERIC Educational Resources Information Center

Haas, John D.; And Others

This document provides a set of lessons and other teaching aids for either a semester-length course on the future or to infuse a futures perspective into other secondary social studies courses. The lessons were designed to fit into many different courses but are particularly appropriate for U.S. history, government, civics, modern social problems,…

Using Health Impact Assessment as an Interdisciplinary Teaching Tool.

PubMed

Chinchilla, Melissa; Arcaya, Mariana C

2017-07-08

Health Impact Assessment (HIA) courses are teaching public health and urban planning students how to assess the likely health effects of proposed policies, plans, and projects. We suggest that public health and urban planning have complimentary frameworks for training practitioners to address the living conditions that affect health. Planning perspectives emphasize practical skills for impacting community change, while public health stresses professional purpose and ethics. Frameworks from both disciplines can enhance the HIA learning experience by helping students tackle questions related to community impact, engagement, social justice, and ethics. We also propose that HIA community engagement processes can be enriched through an empathetic practice that focuses on greater personal introspection.

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

PubMed Central

Levi, Benjamin H.

2013-01-01

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

The Benefits of Team Teaching.

ERIC Educational Resources Information Center

Morganti, Deena J.; Buckalew, Flora C.

1991-01-01

Discussion of team teaching focuses on librarians team teaching a course on information search strategy at the Pennsylvania State Berks Campus Library. Course requirements are described, planning for the course is discussed, grading practices are reviewed, and course and instructor evaluations are described. (two references) (LRW)

Cultural Consciousness in Teaching General Music.

ERIC Educational Resources Information Center

Campbell, Patricia Shehan; And Others

1992-01-01

Addresses the need to present a multiculturalist approach in elementary and secondary school general music classes. Suggests connections between particular music teaching methods and ethnic musical traditions. Includes lesson plans concerning the teaching of Native American, African-American, Filipino, and Latin American music. (SG)

Co-Instructing at the Secondary Level: Strategies for Success

ERIC Educational Resources Information Center

Rice, Nancy; Drame, Elizabeth; Owens, Laura; Frattura, Elise M.

2007-01-01

Much has been written about collaboration and co-teaching in secondary settings, including the importance of understanding one's partner's teaching approach; determining readiness to co-teach; clarifying roles, responsibilities, and expectations; scheduling shared planning time; and effective communication, including constructive dialogue and…

Present and future of the undergraduate ophthalmology curriculum: a survey of UK medical schools

PubMed Central

Hill, Sophie; Dennick, Reg

2017-01-01

Objectives To investigate the current undergraduate ophthalmology curricula provided by the UK medical schools, evaluate how they compare with the guidelines of the Royal College of Ophthalmologists (RCOphth) and International Council for Ophthalmology (ICO), and determine the views of the UK ophthalmology teaching leads on the future direction of the curriculum. Methods A cross-sectional questionnaire was sent to teaching leads in 31 medical schools across the UK. The questionnaire evaluated eight themes of the curriculum: content and learning outcomes, communication of learning outcomes, organisation of the curriculum, assessment, educational resources, teaching methods used, and the educational environment. The ophthalmology teaching leads were also asked their opinion on the current and future management of the curriculum. These were compared with RCOphth and ICO guidelines and descriptive statistical analysis performed. Results A response rate of 93% (n=29/31) was achieved. The knowledge and clinical skills taught by the UK medical schools match the  RCOphth guidelines, but fail to meet the ICO recommendations. A diverse range of assessment methods are used by UK medical schools during ophthalmology rotations. Variation was also observed in the organisation and methods of ophthalmology teaching.  However, a significant consensus about the future direction of the curriculum was reported by teaching leads. Conclusions Comprehensive RCOphth guidance, and resource sharing between medical schools could help to ensure ophthalmology’s continuing presence in the medical curriculum and improve the effectiveness of undergraduate ophthalmology teaching, while reducing the workload of local teaching departments and medical schools.  PMID:29103017

Preservice elementary teachers learning to use curriculum materials to plan and teach science

NASA Astrophysics Data System (ADS)

Gunckel, Kristin Lee

New elementary teachers rely heavily on curriculum materials, but available science curriculum materials do not often support teachers in meeting specified learning goals, engaging students in the inquiry and application practices of science, or leveraging students' intellectual and cultural resources for learning. One approach to supporting new elementary teachers in using available science curriculum materials is to provide frameworks to scaffold preservice teachers' developing lesson planning and teaching practices. The Inquiry-Application Instructional Model (I-AIM) and the Critical Analysis and Planning (CA&P) tool were designed to scaffold preservice teachers' developing practice to use curriculum materials effectively to plan and teach science. The I-AIM identifies functions for each activity in an instructional sequence. The CA&P provides guides preservice teachers in modifying curriculum materials to better fit I-AIM and leverage students' resources for learning. This study followed three elementary preservice teachers in an intern-level science method course as they learned to use the I-AIM and CA&P to plan and teach a science unit in their field placement classrooms. Using a sociocultural perspective, this study focused on the ways that the interns used the tools and the mediators that influenced how they used the tools. A color-coding analysis procedure was developed to identify the teaching patterns in the interns' planned instructional approaches and enacted activity sequences and compare those to the patterns implied by the I-AIM and CA&P tools. Interviews with the interns were also conducted and analyzed, along with the assignments they completed for their science methods course, to gain insight into the meanings the interns made of the tools and their experiences planning and teaching science. The results show that all three interns had some successes using the I-AIM and CA&P to analyze their curriculum materials and to plan and teach science lessons. However, all three interns used the tools in different ways, and some of their ways of using the tools were different from the intentions for the tools. These differences can be accounted for by the variety of mediators that influenced the interns' use of the I-AIM and CA&P tools. These mediators were rooted in the Discourses at play in the various communities in which the interns participated during their teacher preparation program. Some of the practices and resources of these various Discourses interfered with or supported the interns' use of the I-AIM and CA&P tools. Each intern took a different trajectory through these Discourses and encountered different practices that mediated how each used the I-AIM and CA&P tools. The results of this study suggest that the goal of preparing preservice teachers to use the I-AIM and CA&P tools should be to provide preservice teachers with opportunities to use the tools and help them develop the metaknowledge about the tools necessary to critically analyze the affordances and weaknesses of different approaches to teaching science.

Innovative Field Experiences in Teacher Education: Student-Teachers and Mentors as Partners in Teaching

ERIC Educational Resources Information Center

Baeten, Marlies; Simons, Mathea

2016-01-01

This study investigates team teaching between student teachers and mentors during student teachers' field experiences. A systematic literature search was conducted, which resulted into a narrative review. Three team teaching models could be distinguished: (1) the co-planning and co-evaluation model, (2) the assistant teaching model, and (3) the…

Transferring Educational Theories and Knowledge Using a Co-Teaching Mentor Model: A Discipline-Appropriate Approach

ERIC Educational Resources Information Center

Turkich, Kent; Greive, Shane; Cozens, Paul M.

2014-01-01

This paper presents a co-teaching mentor model, which improved the teaching of academics and enhanced student satisfaction and retention. Two research-focused lecturers responsible for first-year units were partnered with a co-teaching mentor to offer guidance on how the content (urban and regional planning) could be delivered more effectively…

Planning to avoid trouble in the operating room: experts' formulation of the preoperative plan.

PubMed

Zilbert, Nathan R; St-Martin, Laurent; Regehr, Glenn; Gallinger, Steven; Moulton, Carol-Anne

2015-01-01

The purpose of this study was to capture the preoperative plans of expert hepato-pancreato-biliary (HPB) surgeons with the goal of finding consistent aspects of the preoperative planning process. HPB surgeons were asked to think aloud when reviewing 4 preoperative computed tomography scans of patients with distal pancreatic tumors. The imaging features they identified and the planned actions they proposed were tabulated. Surgeons viewed the tabulated list of imaging features for each case and rated the relevance of each feature for their subsequent preoperative plan. Average rater intraclass correlation coefficients were calculated for each type of data collected (imaging features detected, planned actions reported, and relevance of each feature) to establish whether the surgeons were consistent with one another in their responses. Average rater intraclass correlation coefficient values greater than 0.7 were considered indicative of consistency. Division of General Surgery, University of Toronto. HPB surgeons affiliated with the University of Toronto. A total of 11 HPB surgeons thought aloud when reviewing 4 computed tomography scans. Surgeons were consistent in the imaging features they detected but inconsistent in the planned actions they reported. Of the HPB surgeons, 8 completed the assessment of feature relevance. For 3 of the 4 cases, the surgeons were consistent in rating the relevance of specific imaging features on their preoperative plans. These results suggest that HPB surgeons are consistent in some aspects of the preoperative planning process but not others. The findings further our understanding of the preoperative planning process and will guide future research on the best ways to incorporate the teaching and evaluation of preoperative planning into surgical training. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Technology, Teaching, and the Future.

ERIC Educational Resources Information Center

May, William F.

A philosophical overview of the place of technology in higher education and especially in teaching is presented. Research can be viewed as the acquisition of knowledge; teaching as its transmission; and service as its application. Technology affects the transmission of knowledge in both the teaching process and the content of teaching. The…

University and Elementary School Perspectives of Ideal Elementary Science Teacher Knowledge, Skills, and Dispositions

NASA Astrophysics Data System (ADS)

Sewart, Bethany Bianca

Teacher education knowledge, skills, and dispositions have recently become a well-discussed topic among education scholars around the nation, mainly due to its attention by the National Council for Accreditation of Teacher Education (NCATE) over the past few years. Accrediting agencies, such as NCATE and the Interstate New Teacher and Assessment and Support Consortium (INTASC), have sought to improve the quality of teacher education programs by examining knowledge, skills, and dispositions as factors in preparing highly-qualified teachers. There is a paucity of research examining these factors for elementary science teachers. Because these factors influence instruction, and students are behind in scientific and mathematical knowledge, elementary science teachers should be studied. Teacher knowledge, skills, and dispositions should be further researched in order to ultimately increase the quality of teachers and teacher education programs. In this particular case, by determining what schools of education and public schools deem important knowledge, skills, and dispositions needed to teach science, higher education institutions and schools can collaborate to further educate these students and foster the necessary qualities needed to teach effectively. The study of knowledge, skills, and dispositions is crucial to nurturing effective teaching within the classroom. Results from this study demonstrated that there were prominent knowledge, skills, and dispositions identified by teachers, administrators, and science teacher educators as important for effective teaching of elementary science. These characteristics included: a willingness to learn, or open-mindedness; content knowledge; planning, organization, and preparation; significance of teaching science; and science-related assessment strategies. Interestingly, administrators in the study responded differently than their counterparts in the following areas: their self-evaluation of teacher effectiveness; how the teaching of science is valued; the best approach to science teaching; and planning for science instruction. When asked of their teaching effectiveness while teaching science, principals referred to enjoying science teaching and improving their practice, while teachers and science teacher educators discussed content knowledge. Administrators valued conducting experiments and hands-on science while teaching science, while their educational counterparts valued creating student connections and providing real-life applications to science for students. In their professional opinions, administrators preferred a hands-on approach to science teaching. Teachers and science teacher educators stated that they view scientific inquiry, exploration, and discovery as effective approaches to teaching within their classrooms. Administrators predicted that teachers would state that lack of resources affects their lesson planning in science. However, teachers and science teacher educators asserted that taking time to plan for science instruction was most important.

Use of an audience response system during peer teaching among physical therapy students in human gross anatomy: perceptions of peer teachers and students.

PubMed

Wait, Kevin R; Cloud, Beth A; Forster, Lindsey A; Jones, Tiffany M; Nokleby, Jessica J; Wolfe, Cortney R; Youdas, James W

2009-01-01

An audience response system (ARS) has become popular among educators in medicine and the health professions because of the system's ability to engage listeners during a lecture presentation. No one has described the usefulness of ARS technology during planned nonlecture peer teaching sessions in gross anatomy instruction for health professionals. The unique feature of each peer teaching session was a nongraded 12-15 item ARS quiz assembled by six second-year doctor of physical therapy (DPT) students and purposely placed at the beginning of the review session for those first-year DPT students in attendance. This study used a ten-item questionnaire and a five-point Likert scale in addition to three open ended questions to survey perceptions of both first-year and second-year DPT students about the usefulness of ARS technology implemented during weekly interactive peer teaching sessions during a semester course in Anatomy for Physical Therapists. First-year students overwhelmingly acknowledged the ARS system permitted each student to self-assess his/her preparedness for a quiz or examination and compare his/her performance with that of classmates. Peer teachers recognized an ARS quiz provided them an opportunity to: (1) estimate first-year students' level of understanding of anatomical concepts; and (2) effectively prepare first-year students for their weekly quizzes and future examinations. On the basis of the mutual benefits derived by both students/tutees and teachers/tutors, physical therapist educators may wish to consider using ARS technology to enhance teaching methods for a class in gross human anatomy.

Evolution of the Birth Plan

PubMed Central

Kaufman, Tamara

2007-01-01

Many birth professionals are discarding the birth plan as an outdated and ineffectual document. This column discusses the past limitations and present uses of the birth plan in an effort to enhance current teaching on how expectant parents can write and use this important document. Encouraging expectant parents to prepare two separate, but corresponding, birth plans—the “Discussion Birth Plan” and the “Hospital Birth Plan”—is proposed. Teaching suggestions and possible implications are explored in order to give childbirth educators practical information to share with their class members. PMID:18566650

Planning for Reform-Based Science: Case Studies of Two Urban Elementary Teachers

NASA Astrophysics Data System (ADS)

Mangiante, Elaine Silva

2018-02-01

The intent of national efforts to frame science education standards is to promote students' development of scientific practices and conceptual understanding for their future role as scientifically literate citizens (NRC 2012). A guiding principle of science education reform is that all students receive equitable opportunities to engage in rigorous science learning. Yet, implementation of science education reform depends on teachers' instructional decisions. In urban schools serving students primarily from poor, diverse communities, teachers typically face obstacles in providing reform-based science due to limited resources and accountability pressures, as well as a culture of teacher-directed pedagogy, and deficit views of students. The purpose of this qualitative research was to study two white, fourth grade teachers from high-poverty urban schools, who were identified as transforming their science teaching and to investigate how their beliefs, knowledge bases, and resources shaped their planning for reform-based science. Using the Shavelson and Stern's decision model for teacher planning to analyze evidence gathered from interviews, documents, planning meetings, and lesson observations, the findings indicated their planning for scientific practices was influenced by the type and extent of professional development each received, each teacher's beliefs about their students and their background, and the mission and learning environment each teacher envisioned for the reform to serve their students. The results provided specific insights into factors that impacted their planning in high-poverty urban schools and indicated considerations for those in similar contexts to promote teachers' planning for equitable science learning opportunities by all students.

Exploring the use of lesson study with six Canadian middle-school science teachers

NASA Astrophysics Data System (ADS)

Bridges, Terry James

This qualitative case study explores the use of lesson study over a ten-week period with six Ontario middle school science teachers. The research questions guiding this study were: (1) How does participation in science-based lesson study influence these teachers': (a) science subject matter knowledge (science SMK), (b) science pedagogical content knowledge (science PCK), and (c) confidence in teaching science?, and (2) What benefits and challenges do they associate with lesson study? Data sources for this study were: teacher questionnaires, surveys, reflections, pre- and post- interviews, and follow-up emails; researcher field notes and reflections; pre- and post- administration of the Science Teaching Efficacy Belief Instrument; and audio recordings of group meetings. The teachers demonstrated limited gains in science SMK. There was evidence for an overall improvement in teacher knowledge of forces and simple machines, and two teachers demonstrated improvement in over half of the five scenarios assessing teacher science SMK. Modest gains in teacher science PCK were found. One teacher expressed more accurate understanding of students' knowledge of forces and a better knowledge of effective science teaching strategies. The majority of teachers reported that they would be using three-part lessons and hands-on activities more in their science teaching. Gains in teacher pedagogical knowledge (PK) were found in four areas: greater emphasis on anticipation of student thinking and responses, recognition of the importance of observing students, more intentional teaching, and anticipated future use of student video data. Most teachers reported feeling more confident in teaching structures and mechanisms, and attributed this increase in confidence to collaboration and seeing evidence of student learning and engagement during the lesson teachings. Teacher benefits included: learning how to increase student engagement and collaboration, observing students, including video data, observing colleagues teach, time to collaborate, plan, and reflect, teaching the same lesson to two classes, more intentional teaching, and increasing social interactions. Teacher challenges included: teacher unfamiliarity with the students being taught, time spent taking part in lesson study, teachers in the role of observers, and impact of observers and videotaping on students and teachers during lesson enactments.

Owning Their Learning: Using "Assessment for Learning" to Help Students Assume Responsibility for Planning, (Some) Teaching and Evaluation

ERIC Educational Resources Information Center

Conway, Robin

2011-01-01

Robin Conway's interest in student-led enquiry derived from a concern to encourage his students to take much more responsibility for their own learning. Here he explains how his department gradually learned to entrust students with defining the enquiry questions and planning the kinds of teaching and learning activities to be used over the course…

MENTAL NURSING. LESSON PLANS PREPARED BY PRACTICAL NURSING INSTRUCTORS FOLLOWING JOINT CONFERENCE HELD AT THE UNIVERSITY OF TENNESSEE, KNOXVILLE.

ERIC Educational Resources Information Center

Tennessee State Board for Vocational Education, Murfreesboro. Vocational Curriculum Lab.

THE LESSON PLANS FOR A UNIT ON MENTAL NURSING IN THE PRACTICAL NURSE EDUCATION PROGRAM WERE DEVELOPED BY A GROUP OF REGISTERED NURSES HOLDING TENNESSEE TEACHING CERTIFICATES. STUDENTS SELECTED FOR THE PROGRAM SHOULD BE HIGH SCHOOL GRADUATES OR EQUIVALENT. THE LESSONS DESIGNED FOR USE BY A REGISTERED NURSE CERTIFIED FOR TEACHING GIVE OBJECTIVES,…

Making the Transition to Three-Dimensional Teaching: An NGSS@NSTA Curator and Elementary Science Specialist Shares How to Evaluate Teaching Materials Using the EQuIP Rubric

ERIC Educational Resources Information Center

O'Day, Betsy

2016-01-01

Curriculum and lesson planning require the consideration of many things. With a shift to the "Next Generation Science Standards" ("NGSS"), integrating the dimensions of science and engineering practices, disciplinary core ideas, and crosscutting concepts becomes a focus of that planning. The author, Betsy O'Day, an elementary…

Saber y conocer: Un plan para su ensenaza (To know and to be acquainted with: A teaching plan).

ERIC Educational Resources Information Center

Lizardi-Rivera, Carmen M.

1995-01-01

Focuses on how to teach English-speaking students of Spanish the practical distinction between the verbs, "saber" (to be cognizant of) and "conocer" (to be acquainted with). This article describes a solution proposed by K. Taylor for explaining the limits of the two verbs and examines similar proposals delineated in three other Spanish textbooks.…

Development of a Reality-Based Multimedia Case Study Teaching Method and Its Effect on Students' Planned Food Safety Behaviors

ERIC Educational Resources Information Center

Alberts, Caitlin M.; Stevenson, Clinton D.

2017-01-01

There is opportunity to decrease the frequency of foodborne illnesses by improving food safety competencies and planned behaviors of college students before they begin careers in the food industry. The objectives of this study were to (1) develop a multimedia case study teaching method that provides real world context for food science education;…

Technology Integration Practice as a Function of Pedagogical Expertise.

ERIC Educational Resources Information Center

Pierson, Melissa E.

2001-01-01

Investigated how teachers at various levels of technology use and teaching abilities used technology and how technology use related to general teaching practice. Highlights include teachers' personal definitions of technology integration; planning habits for technology inclusion; strategies for teaching about technology that matched teacher…

Complicating Slavery: Teaching with Runaway Slave Advertisements.

ERIC Educational Resources Information Center

Mason, Matthew; Koman, Rita G.

2003-01-01

Presents a lesson plan that teaches students about slavery in the colonial United States. Focuses on the differences between slavery in the northern and southern parts of the country. Explains that the lesson includes and uses slave advertisements to teach about slavery. Offers additional resources. (CMK)

The Emotional Balancing Act of Teaching: A Burnout Recovery Plan

ERIC Educational Resources Information Center

Sproles, Karyn Z.

2018-01-01

This chapter integrates two of the most influential authorities on teaching, Robert Boice and Parker Palmer, into the system's approach to teaching articulated by Douglas Robertson in order to help college teachers find sustainable balance by acknowledging and managing emotions in the classroom.

The Effect of Outpatient Visit Volume on Inpatient Teaching Services.

ERIC Educational Resources Information Center

Deyo, Richard A.

1984-01-01

Administrative changes causing a planned decrease in outpatient services offered at a teaching hospital resulted in adverse effects on teaching programs and hospital finances. These results emphasize the important of vertical integration of services to the survival of academic health centers. (Author/MSE)

Teachers' Evaluation of Student-Centered Learning Environments

ERIC Educational Resources Information Center

Cubukcu, Zuhal

2012-01-01

Problem Statement: The student-centered teaching is the arrangement of the teaching experience focusing on the students' responsibilities and activities in the learning process which takes into consideration the students' interests, demands and needs. According to this approach, while teaching experiences are planned, different learning strategies…

Looking at practice: revealing the knowledge demands of teaching data handling in the primary classroom

NASA Astrophysics Data System (ADS)

Leavy, Aisling

2015-09-01

In the evolving field of mathematics education, there is the need to maintain the relationship between what is presented in college level preparation courses and the skills required to teach mathematics in classrooms. This research examines the knowledge demands placed on 73 pre-service primary teachers as they use lesson study to plan and teach data handling in primary classrooms. Pre-service teachers are observed as they plan, teach and re-teach data lessons in classrooms. Problems of practice are identified and categorized using the Ball, Thames and Phelps (2008) subdomains of common content knowledge (CCK), specialized content knowledge (SCK), knowledge of content and students (KCS) and knowledge of content and teaching (KCT). The results provide insights into the specific knowledge demands placed on early career teachers when teaching data and statistics and identifies foci area that can be addressed in teacher preparation programs. The results illustrate that development of understandings in one knowledge subdomain can motivate and impact learning in another subdomain. These interrelationships were found to exist both within and between the domains of content and pedagogical content knowledge.

Teacher Performance Assessment Instruments: Plans for Practice Rating.

ERIC Educational Resources Information Center

Capie, William; And Others

This manual consists of lesson plans developed to train data collectors in the use of the Teacher Performance Assessment Instruments (TPAI). Each set of plans was designed for one of three purposes. Lesson plans developed for the Teaching Plans and Materials Instrument (TPM) simulate a portfolio prepared by the teacher. One-day plans developed for…

Teaching Methodologies in Spatial Planning for Integration of International Students

NASA Astrophysics Data System (ADS)

Virtudes, Ana; Cavaleiro, Victor

2016-10-01

Nowadays, the spread of international exchanges is growing among university students, across European countries. In general, during their academic degrees, the high education students are looking for international experiences abroad. This goal has its justification not only in the reason of pursuing their studies, but also in the desire of knowing another city, a different culture, a diverse way of teaching, and at the same time having the opportunity of improving their skills speaking another language. Therefore, the scholars at the high level of educational systems have to rethink their traditional approaches in terms of teaching methodologies in order to be able to integrate these students, that every academic year are coming from abroad. Portugal is not an exception on this matter, neither the scientific domain of spatial planning. Actually, during the last years, the number of foreign students choosing to study in this country is rapidly increasing. Even though some years ago, most of the international students were originated from Portuguese speaking countries, comprising its former colonies such as Brazil, Angola, Cape Verde or Mozambique, recently the number of students from other countries is increasing, including from Syria. Characterized by a mild climate, a beautiful seashore and cities packed with historical and cultural interests, this country is a very attractive destination for international students. In this sense, this study explores the beliefs about teaching methodologies that scholars in spatial planning domain can use to guide their practice within Architecture degree, in order to promote de integration of international students. These methodologies are based on the notion that effective teaching is student-centred rather than teacher-centred, in order to achieve a knowledge-centred learning environment framework in terms of spatial planning skills. Thus, this article arises out of a spatial planning unit experience in the Master Degree in Architecture (MIA) course, at the University of Beira Interior (UBI) in Portugal, to understand more about teaching methodologies, in order to promote the integration of international students. The study explores the teamwork tasks and the hetero-evaluation as new approaches in the teaching methodologies focused on the student-centred teaching. This research main conclusion is the need of promoting a shift from lecture-based and teacher-centred practices to student-centred approach.

Teaching topography-based and selection-based verbal behavior to developmentally disabled individuals: Some considerations

PubMed Central

Shafer, Esther

1993-01-01

Augmentative and alternative communication systems are widely recommended for nonvocal developmentally disabled individuals, with selection-based systems becoming increasingly popular. However, theoretical and experimental evidence suggests that topography-based communication systems are easier to learn. This paper discusses research relevant to the ease of acquisition of topography-based and selection-based systems. Additionally, current practices for choosing and designing communication systems are reviewed in order to investigate the extent to which links have been made with available theoretical and experimental knowledge. A stimulus equivalence model is proposed as a clearer direction for practitioners to follow when planning a communication training program. Suggestions for future research are also offered. PMID:22477085

New Resources for Childbirth Educators and Parents

PubMed Central

Shilling, Teri

2009-01-01

In this column, reviewers offer perspectives and comments on a variety of new media resources for childbirth educators and expectant and new parents. The books, CDs, DVDs, and kits reviewed in this issue's column include the following topics: the birth experiences of mothers who survived childhood sexual abuse; lively teaching techniques and ideas to help energize and enhance childbirth education classes; breastfeeding in the workplace; expectant fathers; perspectives on motherhood; unique, helpful tools for childbirth educators to use in designing their class content, addressing the stages of labor, and discussing planned cesarean birth; exercises for pregnant women on bedrest; and a compilation of presentations featured at Birthing the Future's international symposiums. PMID:20190851

Teaching in Medical Education | Center for Cancer Research

Cancer.gov

Many postdoctoral fellows are considering an academic career at a medical school. In addition to conducting research, new faculty members must learn effective teaching methodologies. This course will focus on good teaching practices, including basic strategies for developing and organizing a course. The purpose of the "Teaching in Medical Education (TIME)" course is to increase the scientist's ability to teach in medical education. The course will provide basic knowledge in teaching methods, course planning, writing a syllabus and developing examinations.

High School Students' Perceptions of Teaching and Their Intention to Choose Teaching as a Profession

ERIC Educational Resources Information Center

Cruz, Crystal

2013-01-01

This study was conducted to (a) explore high achieving high school students' perceptions of the teaching profession, (b) examine the influence of these perceptions on intentions to teach, and (c) test a recruitment suite of tools to determine the effectiveness of recruitment messaging and strategies. The Theory of Planned Behavior (TPB)…

What Drives Research-Focused University Academics to Want to Teach Effectively?: Examining Achievement, Self-Efficacy and Self-Esteem

ERIC Educational Resources Information Center

Evans, Linda; Tress, Maria Bertani

2009-01-01

What motivates research-focused academics, employed at a leading research university, to want to teach well--particularly considering that many of them admit to prioritising research above teaching? Why do they not simply settle for expending as little time as possible on their teaching planning and preparation, delivering run-of-the-mill,…

The Use of Case Studies in OR Teaching

ERIC Educational Resources Information Center

Penn, Marion L.; Currie, Christine S. M.; Hoad, Kathryn A.; O'Brien, Frances A.

2016-01-01

This article investigates the current use of case studies in the teaching of Operational Research (OR) in the UK: how and where they are used; how they are developed; and whether there is an interest in training this area. It is aimed at lecturers teaching OR who are using or planning to use case studies in their teaching. It may also be of…

Peer group reflection helps clinical teachers to critically reflect on their teaching.

PubMed

Boerboom, Tobias B B; Jaarsma, Debbie; Dolmans, Diana H J M; Scherpbier, Albert J J A; Mastenbroek, Nicole J J M; Van Beukelen, Peter

2011-01-01

Student evaluations can help clinical teachers to reflect on their teaching skills and find ways to improve their teaching. Studies have shown that the mere presentation of student evaluations is not a sufficient incentive for teachers to critically reflect on their teaching. We evaluated and compared the effectiveness of two feedback facilitation strategies that were identical except for a peer reflection meeting. In this study, 54 clinical teachers were randomly assigned to two feedback strategies. In one strategy, a peer reflection was added as an additional step. All teachers completed a questionnaire evaluating the strategy that they had experienced. We analysed the reflection reports and the evaluation questionnaire. Both strategies stimulated teachers to reflect on feedback and formulate alternative actions for their teaching practice. The teachers who had participated in the peer reflection meeting showed deeper critical reflection and more concrete plans to change their teaching. All feedback strategies were considered effective by the majority of the teachers. Strategies with student feedback and self-assessment stimulated reflection on teaching and helped clinical teachers to formulate plans for improvement. A peer reflection meeting seemed to enhance reflection quality. Further research should establish whether it can have lasting effects on teaching quality.

Thematic Progression Analysis in Teaching Explanation Writing

ERIC Educational Resources Information Center

Yang, Xueqian

2008-01-01

Thematic Progression theory explains textual meanings of how experiential and interpersonal meanings are organized in a linear and coherent way. Employing the rationale of T-P theory, this article analyses a lesson plan of teaching Explanation, and shows that T-P analysis can be employed in teaching writing.

The Teaching Decisions Simulation: An Interactive Vehicle for Mapping Teaching Decisions.

ERIC Educational Resources Information Center

Strang, Harold R.

1996-01-01

Describes the Teaching Decisions Simulation, a program that allows participants to make decisions regarding lesson plan activities and student and teacher spatial arrangement or interactions. Postlesson feedback includes variables such as completion time and performance measures. Experienced teachers exhibited more deliberation in completing the…

75 FR 32508 - Agency Information Collection Activities: Proposed Collection; Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-08

... teaching. Noyce recipients may be undergraduates majoring in a science, technology, engineering, or... which Noyce recipients teach, and recipients' plans to teach in high-need schools and to pursue... teacher effectiveness. The methods of data collection will include both primary and secondary data...

Teaching Values through Children's Literature.

ERIC Educational Resources Information Center

Ramp, Ellen; Ridout, Susan Ramp

Suggesting that reading teachers can use children's literature as a vehicle for teaching values, this paper presents an annotated bibliography of children's literature and lesson plans that can help teach the values of honesty, respect, responsibility, compassion, self-discipline, perseverance, and giving. After a brief description of the values,…

Transforming Future Teaching through "Carpe Diem" Learning Design

ERIC Educational Resources Information Center

Salmon, Gilly; Wright, Phemie

2014-01-01

Academic staff in Higher Education (HE) need to transform their teaching practices to support more future-orientated, digital, student-centered learning. Promoting, enabling and implementing these changes urgently requires acceptable, meaningful and effective staff development for academics. We identify four key areas that are presenting as…

The evolution of Medicare financing policy for graduate medical education and implications for PM&R: a commentary.

PubMed

Verville, R; DeLisa, J A

2001-04-01

Currently, the only explicit payers for graduate medical education (GME) in the United States are the federal and state governments. Of these, Medicare is by far the largest and most predictable payer. Through the prospective payment system, Medicare reimburses teaching institutions for both their direct and indirect costs associated with their GME programs. Because a well-educated workforce benefits patients covered by private, as well as public insurance, various proposals have been advanced to establish an all-payer pool to distribute the financial burden more equitably. Furthermore, Medicare policy affects physician supply. There is increasing recognition of potential physician oversupply, raising policy questions about the government's longstanding support of GME. In comparison with other specialties, physical medical and rehabilitation (PM&R) may receive more favorable treatment under future GME funding plans, for 2 reasons. First, under the formulas used by Medicare, PM&R training slots typically bring in more indirect revenue to teaching hospitals than is consumed in indirect expenses. This makes PM&R a relatively more attractive program to retain in the face of mandated reductions in training slots. Second, in many parts of the country, PM&R is not threatened by oversupply, making cuts less likely. Nevertheless, the high percentage of non-US medical graduates entering PM&R training may make the specialty vulnerable to future reductions in funded training slots.

Online learning for faculty development: a review of the literature.

PubMed

Cook, David A; Steinert, Yvonne

2013-11-01

With the growing presence of computers and Internet technologies in personal and professional lives, it seems prudent to consider how online learning has been and could be harnessed to promote faculty development. Discuss advantages and disadvantages of online faculty development, synthesize what is known from studies involving health professions faculty members, and identify next steps for practice and future research. We searched MEDLINE for studies describing online instruction for developing teaching, leadership, and research skills among health professions faculty, and synthesized these in a narrative review. We found 20 articles describing online faculty development initiatives for health professionals, including seven quantitative comparative studies, four studies utilizing defined qualitative methods, and nine descriptive studies reporting anecdotal lessons learned. These programs addressed diverse topics including clinical teaching, educational assessment, business administration, financial planning, and research skills. Most studies enrolled geographically-distant learners located in different cities, provinces, or countries. Evidence suggests that online faculty development is at least comparable to traditional training, but learner engagement and participation is highly variable. It appears that success is more likely when the course addresses a relevant need, facilitates communication and social interaction, and provides time to complete course activities. Although we identified several practical recommendations for success, the evidence base for online faculty development is sparse and insubstantial. Future research should include rigorous, programmatic, qualitative and quantitative investigations to understand the principles that govern faculty member engagement and success.

Engineering Student's Ethical Awareness and Behavior: A New Motivational Model.

PubMed

Bairaktarova, Diana; Woodcock, Anna

2017-08-01

Professional communities are experiencing scandals involving unethical and illegal practices daily. Yet it should not take a national major structure failure to highlight the importance of ethical awareness and behavior, or the need for the development and practice of ethical behavior in engineering students. Development of ethical behavior skills in future engineers is a key competency for engineering schools as ethical behavior is a part of the professional identity and practice of engineers. While engineering educators have somewhat established instructional methods to teach engineering ethics, they still rely heavily on teaching ethical awareness, and pay little attention to how well ethical awareness predicts ethical behavior. However the ability to exercise ethical judgement does not mean that students are ethically educated or likely to behave in an ethical manner. This paper argues measuring ethical judgment is insufficient for evaluating the teaching of engineering ethics, because ethical awareness has not been demonstrated to translate into ethical behavior. The focus of this paper is to propose a model that correlates with both, ethical awareness and ethical behavior. This model integrates the theory of planned behavior, person and thing orientation, and spheres of control. Applying this model will allow educators to build confidence and trust in their students' ability to build a professional identity and be prepared for the engineering profession and practice.

Cancer in Indonesia, present and future.

PubMed

Tjindarbumi, Didid; Mangunkusumo, Rukmini

2002-03-01

Cancer control has been in effect in Indonesia since the early 1920s. It was the Dutch Colonial Government who started with the Institution for Cancer Control, which was closed by the Japanese Occupation Administration between 1942 and 1945. After the independence of the Republic of Indonesia, a Cancer Control Foundation was established in 1962. At present, clinical and non-clinical departments in government teaching hospitals (there are 13 teaching hospitals) usually handle all cancer problems. In 1993, Dharmais Cancer Center in Jakarta was established and has become the top referral cancer hospital for Indonesia. Until now, there have been no nationwide accurate data on cancer registration, owing to a lack of funds and manpower. Cancer data collection is usually provided as a relative frequency study from several departments of the teaching hospitals. It is currently estimated that there will be at least 170-190 new cancer cases annually for each 100 000 people. The most frequent and primary cancers are cervix, breast, lymph node, skin and nasopharynx. Since Indonesia is now in a transition phase and has many problems concerning the economy and health care, we suggested a well-planned cancer control program. It includes the primary, secondary and tertiary prevention of cancer in cities, where inhabitants can afford to subsidize a certain proportion of the budgets for the implementation of this program.

Developing Pedagogical Content Knowledge for Teaching a New Topic: More Than Teaching Experience and Subject Matter Knowledge

NASA Astrophysics Data System (ADS)

Chan, Kennedy Kam Ho; Yung, Benny Hin Wai

2017-03-01

Teaching experience has been identified as an important factor in pedagogical content knowledge (PCK) development. However, little is known about how experienced teachers may draw on their previous experience to facilitate their PCK development. This study examined how two experienced high school biology teachers approached the teaching of a newly introduced topic in the curriculum, polymerase chain reaction and their PCK development from the pre-lesson planning phase through the interactive phase to the post-lesson reflection phase. Multiple data sources included classroom observations, field notes, semi-structured interviews and classroom artefacts. It was found that the teachers' previous experience informed their planning for teaching the new topic, but in qualitatively different ways. This, in turn, had a bearing on their new PCK development. Subject matter knowledge (SMK) can not only facilitate but may also hinder this development. Our findings identify two types of experienced teachers: those who can capitalise on their previous teaching experiences and SMK to develop new PCK and those who do not. The critical difference is whether in the lesson planning stage, the teacher shows the disposition to draw on a generalised mental framework that enables the teacher to capitalise on his existing SMK to develop new PCK. Helping teachers to acquire this disposition should be a focus for teacher training in light of continuous curriculum changes.

With Worldmaking, Planning Models Matter.

ERIC Educational Resources Information Center

Cain, Beatrice Naff

1989-01-01

Examines two different planning models (creative and rational means-end) used in a teacher preparation program to determine what influence the different planning models had on preservice English teachers' thinking before, during, and after teaching. Finds the creative planning model more effectively encourages active worldmaking. (MS)

Theme: Teaching Agrimarketing.

ERIC Educational Resources Information Center

Leising, James; And Others

1993-01-01

Includes "Teaching Agrimarketing" (Leising); "Agrisales and Marketing" (Downey, McFarland); "Agrimarketing: A Tool Every Agriculture Student Needs" (Barrett); "Using FFA (Future Farmers of America) Activities to Teach Agrimarketing" (Egan); "FFA Commodity Marketing Activity" (Moore, Day); and…

Women and Teaching in Academic Psychiatry

ERIC Educational Resources Information Center

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

2004-01-01

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

Evaluating the Effects of Lesson Study as a Way to Help Student Teachers Learn How to Use Student Thinking when Planning and Revising Mathematics Lesson Plans

ERIC Educational Resources Information Center

Sisofo, Eric Joseph

2010-01-01

The use of student thinking in teaching has been linked to improved instruction and learning. It is reasonable to assume that the University of Delaware's undergraduate program might be interested in figuring out ways to develop this skill in its mathematics specialist pre-service teachers. Currently, the student teaching experience at the…

Stunden abstract. Der Einsatz von Nachrichten im Leistungskurs "Social Problems" (Class-Hour Plan. The Introduction of News in the Honors Course "Social Problems")

ERIC Educational Resources Information Center

Pegler, Klaus

1977-01-01

Gives a detailed ESL (English as a second language) class-hour plan for using a BBC radio news program on vandalism as a social problem. Teaching goals, teaching materials and methodology are discussed. The working texts are appended; the news tests are available free from the author. (Text is in German.) (IFS/WGA)

Smith college secondary math and science outreach program

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

Powell, J.A.; Clark, C.

1994-12-31

The Smith College Secondary Math and Science Outreach Program works collaboratively with front-line educators to encourage young women students of all abilities, especially underrepresented and underserved minorities, to continue studying math and science throughout high school. The program includes three main components: (1) Twenty-five to thirty teams of math/science teachers and guidance counselors participate in a year-long program which begins with a three-day Current Students/Future Scientists and Engineering Workshop. This event includes a keynote address, presentations and workshops by successful women in science and engineering, and hands-on laboratory sessions. Each participant receives a stipend and free room and board. Returningmore » to their schools, the teacher-counselor teams implement ongoing plans designed to counteract gender bias in the sciences and to alert female students to the broad range of math, science, and engineering career choices open to them. A follow-up session in the spring allows the teams to present and discuss their year-long activities. (2) TRI-ON, a day of science for 120 ninth- and tenth- grade girls from schools with a large underserved and underrepresented population, is held in early spring. Girls discover the excitement of laboratory investigation and interact with female college science and math majors. (3) Teaching Internships, initiated in 1991, involve ten to fifteen Smith College math and science majors in teaching in public schools. The teaching interns experience the rewards and challenges of classroom teaching, and they also serve as role models for younger students.« less

Case study: the Stanford University School of Medicine and its teaching hospitals.

PubMed

Pizzo, Philip A

2008-09-01

There is wide variation in the governance and organization of academic health centers (AHCs), often prompted by or associated with changes in leadership. Changes at AHCs are influenced by institutional priorities, economic factors, competing needs, and the personality and performance of leaders. No organizational model has uniform applicability, and it is important for each AHC to learn what works or does not on the basis of its experiences. This case study of the Stanford University School of Medicine and its teaching hospitals--which constitute Stanford's AHC, the Stanford University Medical Center--reflects responses to the consequences of a failed merger of the teaching hospitals and related clinical enterprises with those of the University of California-San Francisco School of Medicine that required a new definition of institutional priorities and directions. These were shaped by a strategic plan that helped define goals and objectives in education, research, patient care, and the necessary financial and administrative underpinnings needed. A governance model was created that made the medical school and its two major affiliated teaching hospitals partners; this arrangement requires collaboration and coordination that is highly dependent on the shared objectives of the institutional leaders involved. The case study provides the background factors and issues that led to these changes, how they were envisioned and implemented, the current status and challenges, and some lessons learned. Although the current model is working, future changes may be needed to respond to internal and external forces and changes in leadership.

Supporting Beginning Teacher Planning and Enactment of Investigation-based Science Discussions: The Design and Use of Tools within Practice-based Teacher Education

NASA Astrophysics Data System (ADS)

Kademian, Sylvie M.

Current reform efforts prioritize science instruction that provides opportunities for students to engage in productive talk about scientific phenomena. Given the challenges teachers face enacting instruction that integrates science practices and science content, beginning teachers need support to develop the knowledge and teaching practices required to teach reform-oriented science lessons. Practice-based teacher education shows potential for supporting beginning teachers while they are learning to teach in this way. However, little is known about how beginning elementary teachers draw upon the types of support and tools associated with practice-based teacher education to learn to successfully enact this type of instruction. This dissertation addresses this gap by investigating how a practice-based science methods course using a suite of teacher educator-provided tools can support beginning teachers' planning and enactment of investigation-based science lessons. Using qualitative case study methodologies, this study drew on video-records, lesson plans, class assignments, and surveys from one cohort of 22 pre-service teachers (called interns in this study) enrolled in a year-long elementary education master of the arts and teaching certification program. Six focal interns were also interviewed at multiple time-points during the methods course. Similarities existed across the types of tools and teaching practices interns used most frequently to plan and enact investigation-based discussions. For the focal interns, use of four synergistic teaching practices throughout the lesson enactments (including consideration of students' initial ideas; use of open-ended questions to elicit, extend, and challenge ideas; connecting across students' ideas and the disciplinary core ideas; and use of a representation to organize and highlight students' ideas) appeared to lead to increased opportunities for students to share their ideas and engage in data analysis, argumentation and explanation construction. Student opportunities to engage in practices that prioritize scientific discourse also occurred when interns were using dialogic voice and the tools designed to foster development of teacher knowledge for facilitating investigation-based science discussions. However, several intern characteristics likely moderated or mediated intern use of tools, dialogic voice, and productive teaching practices to capitalize on student contributions. These characteristics included intern knowledge of the science content and practices and initial beliefs about science teaching. Missed opportunities to use a combination of several teaching practices and tools designed to foster the development of knowledge for science teaching resulted in fewer opportunities for students to engage in data analysis, argumentation based on evidence, and construction of scientific explanations. These findings highlight the potential of teacher-educator provided tools for supporting beginning teachers in learning to facilitate investigation-based discussions that capitalize on student contributions. These findings also help the field conceptualize how beginning teachers use tools and teaching practices to plan and enact investigation-based science lessons, and how intern characteristics relate to tool use and planned and enacted lessons. By analyzing the investigation-based science lessons holistically, this study begins to unpack the complexities of facilitating investigation-based discussions including the interplay between intern characteristics and tool use, and the ways intern engagement in synergistic teaching practices provide opportunities for students to engage in data analysis, explanation construction, and argumentation. This study also describes methodological implications for this type of whole-lesson analysis and comments on the need for further research investigating beginning teachers' use of tools over time. Finally, I propose the need for iterative design of scaffolds to further support beginning teacher facilitation of investigation-based science lessons.

Teaching Business Plan Negotiation: Fostering Entrepreneurship among Business and Engineering Students

ERIC Educational Resources Information Center

Ulijn, Jan M.; O'Duill, Micheal; Robertson, Stephen A.

2004-01-01

From personal relationships to complex business dealings, negotiations are essential forms of communication. But negotiation skills are often neglected in university courses. One reason for this neglect is the difficulty of teaching negotiations effectively. Such teaching requires both an underlying theoretical base and activities that provide…

Reflections on Teaching a Large Class.

ERIC Educational Resources Information Center

Miner, Rick

1992-01-01

Uses an analysis of small- and large-class differences as a framework for planning for and teaching a large class. Analyzes the process of developing and offering an organizational behavior class to 141 college students. Suggests ways to improve teaching effectiveness by minimizing psychological and physical distances, redistributing resources,…

Occupation-Specific VESL Teaching Techniques. A VESL Staff Development Training Resource Packet.

ERIC Educational Resources Information Center

West, Linda; Wilkinson, Betty

Materials for a workshop on teaching vocational English as a Second Language (VESL) are gathered. An annotated outline presents the content and sequence of the workshop, including an icebreaker activity, general techniques for teaching occupation-specific vocabulary, sample lesson plans and accompanying instructional materials for teaching…

Student Pedagogical Teams: Students as Course Consultants Engaged in Process of Teaching and Learning

ERIC Educational Resources Information Center

Hayward, Lorna; Ventura, Susan; Schuldt, Hilary; Donlan, Pamela

2018-01-01

Faculty engage in "pedagogical solitude," in which they plan, teach, and assess their work alone. To optimize teaching environments and learning outcomes, students can serve as "student pedagogical teams" (SPT) and provide feedback on instructor performance, course structure, and content. Using self-determination theory, this…

Undergraduate Teaching and Learning Evaluation: Focus on the Mechanism

ERIC Educational Resources Information Center

Dongmei, Zeng; Jiangbo, Chen

2009-01-01

It is obvious to all that the National Undergraduate Teaching and Learning Evaluation plan for higher education institutions launched in 2003 has promoted undergraduate teaching at universities and colleges. At the same time, however, the authors have also witnessed problems with the evaluation work itself, for example, unified evaluation…

Providing Culturally Responsive Teaching in Field-Based and Student Teaching Experiences: A Case Study

ERIC Educational Resources Information Center

Kea, Cathy D.; Trent, Stanley C.

2013-01-01

This mixed design study chronicles the yearlong outcomes of 27 undergraduate preservice teacher candidates' ability to design and deliver culturally responsive lesson plans during field-based experience lesson observations and student teaching settings after receiving instruction in a special education methods course. While components of…

Teaching the Physically Handicapped to Swim.

ERIC Educational Resources Information Center

Anderson, William

First principles of teaching swimming to the handicapped are reviewed; attention is given to children with cerebral palsy or muscular dystrophy, physical handicaps, blindness, and deafness. Swimming strokes, suggested exercises, group teaching, and a typical sequence of lessons and exercises are considered. Some case histories and a plan for a…

An Internet Guide to Teaching the Constitution

ERIC Educational Resources Information Center

Risinger, C. Frederick

2005-01-01

In 2004, Congress passed and President Bush signed legislation designating every September 17 as Constitution Day and suggesting that all schools teach about the Constitution on that day. There are innumerable websites, countless lesson plans and a multitude of other teaching resources on the topic. Teachers were inundated with brochures,…

Prospective Secondary Mathematics Teachers' Perspectives and Mathematical Knowledge for Teaching

ERIC Educational Resources Information Center

Karagöz-Akar, Gülseren

2016-01-01

This study investigated the relationship between prospective secondary mathematics teachers' perspectives and their mathematical knowledge for teaching in action. Data from two prospective teachers' practice-teachings, one in geometry and one in algebra, their lesson plans and self-reflections were analyzed with Teacher Perspectives and Knowledge…

Developing Teachers' Pedagogical Practice in Teaching Science Lessons with Mobile Phones

ERIC Educational Resources Information Center

Ekanayake, T. M. S. S. K. Y.; Wishart, J. M.

2014-01-01

This paper presents the findings of an investigation carried out in Sri Lanka to explore how mobile phones can support science teachers' pedagogical practices throughout the teaching cycle of planning, teaching and evaluation. Data were collected using observation supported by audio and video recordings from both continuing professional…

[Independent Living Skills: Guides and Curriculum Materials.

ERIC Educational Resources Information Center

Cosby, Jane

The author offers curriculums, teaching guides, assessment instruments, and course descriptions for teaching independent living skills to handicapped adolescents and young adults. A guide on cooking and eating is designed to teach students how to use cooking utensils, cook healthy meals, plan nutritious meals, shop wisely, and budget food…

Bedside teaching-making it an effective instructional tool.

PubMed

Khan, Ishtiaq Ali

2014-01-01

Bedside teaching is defined as any teaching in the presence of patient and is the core teaching strategy during the clinical years of a medical student. Although it is considered the most effective method to teach clinical and communication skills but its quality is deteriorating with the passage of time. The objective of this study is to explore faculty's perceptions about bedside teaching. This study was conducted in clinical disciplines of Ayub Medical College and hospital Abbottabad, Pakistan from January 2012 to July 2012. Pragmatic paradigm was selected to gather both quantitative and qualitative information. Data was collected sequentially to validate findings. Perceptions of all professors of clinical subjects about bed side teaching were recorded on a close-ended structured questionnaire. Then in-depth interviews were taken from 5 professors using an open ended questionnaire. Quantitative data was analysed using, SPSS-16. Qualitative research data was analysed through content analysis. Out of 20 professors of clinical departments 18 agreed to respond to the questionnaire assessing their perceptions about bed side teaching. Non-existence of bedside teaching curriculum, lack of discipline in students and faculty, lack of accountability, poor job satisfaction and low salary were identified as major factors responsible for decline in quality of bedside teaching. Most of them advocated that curriculum development, planning bedside teaching, implementation of discipline and accountability, improved job satisfaction and performance based promotions will improve quality of clinical teaching. Curriculum development for bedside teaching, institutional discipline, application of best planning strategies, performance based appraisal of faculty and good job satisfaction can make bedside teaching an effective instructional tool.

Identifying the Correlates and Barriers of Future Planning Among Parents of Individuals With Intellectual and Developmental Disabilities.

PubMed

Burke, Meghan; Arnold, Catherine; Owen, Aleksa

2018-04-01

Although individuals with intellectual and developmental disabilities (IDD) are living longer lives, fewer than half of parents of individuals with IDD conduct future planning. The correlates and barriers to future planning must be identified to develop targeted interventions to facilitate future planning. In this study, 388 parents of individuals with IDD responded to a national, web-based survey. Participants who were older, more educated, attended more parent training and support activities, and had children with fewer functional abilities, were more likely to engage in future planning. Reported barriers to future planning included: (a) lack of available services, (b) financial challenges, (c) reluctance of family members, (d) lack of time, (e) the emotional nature of future planning, (f) inertia, and (g) a lack of family members to be caregivers. Implications for policy, practice, and future research are discussed.

3D digital anatomy modelling - Practical or pretty?

PubMed

Murgitroyd, Ellen; Madurska, Marta; Gonzalez, Jasmina; Watson, Angus

2015-06-01

With an increasing move towards digitalisation of medical records and medical teaching, such as online exams and webinars, one of the questions that persists asks 'is there a place for digital anatomy teaching and can it effectively replace the traditional teaching methods such as cadaveric dissection?' Cadaveric dissection has a number of benefits as a teaching method but it also has its limitations. Although these can be partially addressed by prosections and new more "life-like" fixatives, it does not address the lack of resources and the increasing pressure to be able to study and learn at home. This paper reviews the literature with regards to the suitability of digital models for teaching and the wider uses a 3D digital anatomy model could have, such as postgraduate teaching, patient education and surgical planning. It also looks briefly at the learning model that anatomy as art contributes. The literature has scattered examples of digital models used for teaching at both undergraduate and postgraduate level, which demonstrate a number of positive outcomes, mostly surrounding user satisfaction and convenience. 3D modelling for patient education and operation planning has less exploration, and these papers generate a number of discussion points, mostly surrounding the practicality of digital models, which can be more time consuming and require the technology to be widely available and reliable. 3D digital anatomy is a useful adjunct to teaching and its use in patient education and operation planning have interesting possibilities still to be fully explored. Copyright © 2014 Royal College of Surgeons of Edinburgh (Scottish charity number SC005317) and Royal College of Surgeons in Ireland. Published by Elsevier Ltd. All rights reserved.

Planning Education: Exchanging Approaches to Teaching Practice-Based Skills

ERIC Educational Resources Information Center

Ritchie, Heather; Sheppard, Adam; Croft, Nick; Peel, Deborah

2017-01-01

Planning curricula have continually evolved to meet changing societal needs, technological change and employer expectations. The professional accrediting body in the United Kingdom, the Royal Town Planning Institute, stipulates the core planning skills required, differentiating between formal classroom-based learning and professional competencies,…

Lesson Planning the Kodaly Way.

ERIC Educational Resources Information Center

Boshkoff, Ruth

1991-01-01

Discusses the contribution of Zoltan Kodaly to music lesson planning. Emphasizes preparation, presentation, and practice as the three important strategies in teaching concepts and skills to be included in a lesson plan. Includes a sample lesson plan covering a semester and advice on choosing song material. (DK)

The Professional Development of Graduate Teaching Assistants.

ERIC Educational Resources Information Center

Marincovich, Michele, Ed.; Prostko, Jack, Ed.; Stout, Frederic, Ed.

Sixteen papers address the training and professional development of graduate teaching assistants. The papers are: (1) "Preparing Graduate Students To Teach: Past, Present, and Future" (Nancy Van Note Chism); (2) "The Role of Centralized Programs in Preparing Graduate Students To Teach" (Jacqueline A. Mintz); (3) "The Disciplinary/Departmental…

PubMed Central

Côté, L.; Clavet, D.; St-Hilaire, S.; Vaillancourt, C.; Blondeau, F.; Martineau, B.

1999-01-01

PROBLEM ADDRESSED: In addition to clinical instruction, residents need "people" skills that will enable them to deal with all sorts of patients in difficult clinical situations. We planned a series of 12 seminars to teach these skills to first-year residents. OBJECTIVES OF PROGRAM: To ask relevant questions typical of the patient-centred approach; with empathy and respect, to encourage patients to express their emotions; to become more aware of one's own emotions and reactions in one's work as a physician; to negotiate with patients, taking into account both the patient's agenda and one's own. MAIN COMPONENTS OF PROGRAM: Clinical problems drawn from a list of situations likely to involve difficult contact with patients were used to achieve program objectives. Various teaching methods (discussion, brief presentation, practical demonstration, role play) were used during the four stages of skills development: information, demonstration, practice, and feedback. Various tools were used to test the program. CONCLUSION: Proper planning requires ongoing exploration of objectives, content, teaching methods, and evaluation. This discussion of the teaching principles applied in planning our seminars might inspire others to develop similar programs. PMID:10349069

Building the Foundation the WRITE WAY: Mini-Lessons with Practical Strategies for Teaching the Personal Narrative, Feature Article, "How-to..." Article, and Persuasive Letter.

ERIC Educational Resources Information Center

Miller, Susan A.; Vincent, Donna

This book presents strategies for teaching the personal narrative, feature article, how-to article, and persuasive letter, and for teaching fiction and reflective thinking and writing. It includes definitions, lesson plans, originals for transparencies and photocopies, and sample student writing. The first four sections are: Teaching the Personal…

"I Love Knowing That What I'm Doing Has Purpose": Male Instrumentalists Who Choose to Teach Elementary General Music

ERIC Educational Resources Information Center

Shouldice, Heather Nelson

2017-01-01

Few entering music education students plan to teach in an elementary general music (EGM) setting, and the majority of those who teach EGM are female and have vocalist backgrounds. The purpose of this collective case study was to examine six male instrumentalists' decisions to pursue a career in EGM teaching rather than secondary instrumental…

Teaching Games for Understanding to In-Service Physical Education Teachers: Rewards and Barriers regarding the Changing Model of Teaching Sport

ERIC Educational Resources Information Center

Diaz-Cueto, Mario; Hernandez-Alvarez, Juan Luis; Castejon, Francisco Javier

2010-01-01

The purpose of this study was to understand the perceptions of in-service Physical Education (PE) teachers when using Teaching Games for Understanding (TGfU) in teaching sports. Data were gathered from interviews, work group meetings, and participants' diaries. The results show the difficulties PE teachers had in the planning and implementation of…

Women and teaching in academic psychiatry.

PubMed

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

2004-01-01

This article explores past, present, and future issues for women and teaching in academic psychiatry. A small study of didactic teaching responsibilities along faculty groups in one academic psychiatry department helps to illustrate challenges and opportunities for women in psychiatric teaching settings. Although women have comprised half of all medical school admissions for over a decade, tenure-track positions are still largely dominated by men. In contrast, growing numbers of women have been entering academic medicine through clinical-track positions in which patient care and teaching, rather than research, are the key factors for promotion. Thus, the authors hypothesized better representation of clinical-track women in formal, didactic teaching within the medical school setting. The authors compared the numbers of tenure and clinical-track men and women teaching lectures to medical students and residents at the University of Michigan, Department of Psychiatry. Contrary to the hypothesis, the majority of didactic teaching was done by tenure-track men. Possible explanations and remedies for the continuing under-representation of women in academic psychiatry, particularly teaching settings, are explored. Suggestions are made for future areas in which female faculty might have opportunities for participation and leadership.

Literaturunterricht als Erziehung zum "rationalen Handeln." Zur Theorie und Operationalisierung einer literaturdidaktischen Kategorie (The Teaching of Literature as "Education for Rational Behavior." On the Theory and Implementation of a Category in Teaching Literature)

ERIC Educational Resources Information Center

Bach, Gerhard

1975-01-01

Using Richard Wright's novel "Black Boy" as a model to work on, the author illustrates a 4-dimensional approach to the teaching of foreign literature: (1) scientific definition of the goals, (2) making a teaching plan, (3) defining methods, and (4) actual use on a teaching model. (Text is in German.) (IFS/WGA)

The Implementation of an Interdisciplinary Co-planning Team Model Among Mathematics and Science Teachers

NASA Astrophysics Data System (ADS)

Brown, Michelle Cetner

In recent years, Science, Technology, Engineering, and Mathematics (STEM) education has become a significant focus of numerous theoretical and commentary articles as researchers have advocated for active and conceptually integrated learning in classrooms. Drawing connections between previously isolated subjects, especially mathematics and science, has been shown to increase student engagement, performance, and critical thinking skills. However, obstacles exist to the widespread implementation of integrated curricula in schools, such as teacher knowledge and school structure and culture. The Interdisciplinary Co-planning Team (ICT) model, in which teachers of different subjects come together regularly to discuss connections between content and to plan larger interdisciplinary activities and smaller examples and discussion points, offers a method for teachers to create sustainable interdisciplinary experiences for students within the bounds of the current school structure. The ICT model is designed to be an iterative, flexible model, providing teachers with both a regular time to come together as "experts" and "teach" each other important concepts from their separate disciplines, and then to bring their shared knowledge and language back to their own classrooms to implement with their students in ways that fit their individual classes. In this multiple-case study, which aims to describe the nature of the co-planning process, the nature of plans, and changes in teacher beliefs as a result of co-planning, three pairs of secondary mathematics and science teachers participated in a 10-week intervention with the ICT model. Each pair constituted one case. Data included observations, interviews, and artifact collection. All interviews, whole-group sessions, and co-planning sessions were transcribed and coded using both theory-based and data-based codes. Finally, a cross-case comparison was used to present similarities and differences across cases. Findings suggest that the ICT model can be implemented with pairs of mathematics and science teachers to create a sustainable way to share experience and expertise, and to create powerful interdisciplinary experiences for their students. In addition, there is evidence that participation with the ICT model positively influences teacher beliefs about the nature of mathematics and science, about teaching and learning, and about interdisciplinary connections. These findings seem to hold across grades, school type, and personal experience. Future implementation of the ICT model on a larger scale is recommended to continue to observe the effects on teachers and students.

Incoming resident interest in global health: occasional travel versus a future career abroad?

PubMed

Birnberg, Jonathan M; Lypson, Monica; Anderson, R Andy; Theodosis, Christian; Kim, Jimin; Olopade, Olufunmilayo I; Arora, Vineet M

2011-09-01

While there is growing interest among residents in participating in international health experiences, it is unclear whether this interest will translate into intentions to pursue a global health career. We aimed to describe overall interest in and career intentions toward global health among interns. We administered an anonymous survey to incoming interns in all specializations during graduate medical education orientation at 3 teaching hospitals affiliated with 2 Midwestern US medical schools in June 2009. Survey domains included demographics, previous global health experiences, interest in and barriers to participating in global health experiences during residency, and plans to pursue a future global health career. Response rate was 87% (299 of 345 residents). The most commonly reported barriers to participating in global health experiences were scheduling (82%) and financial (80%) concerns. Two-thirds of interns (65%) reported they were likely to focus on global health in their future career. Of those envisioning a global health career, 77% of interns reported interest in participating in short, occasional trips in the future; and 23% of interns intended to pursue a part-time or full-time career abroad. Interns committed to a career abroad were more willing to use vacation time (73% vs. 40% of all others, respectively; P < .001) or to personally finance the trip (58% vs. 27% of all others, respectively; P  =  < .001), and were less concerned about personal safety than interns not committed (9% vs. 26% of all others, respectively; P  =  .01). Although a large proportion of incoming interns report interest in global health careers, few are committed to a global health career. Medical educators could acknowledge career plans in global health when developing global health curricula.

Three Studies of Teacher Planning. Research Series No. 55.

ERIC Educational Resources Information Center

Clark, Christopher M.; Yinger, Robert J.

Three studies on teacher planning procedures are described and synthesized--a survey, a laboratory study, and a series of case studies. The primary goal of this research was to determine how teachers plan classroom activities, why they plan in certain ways, and what is the relationship between teacher planning and teaching effectiveness. A survey…

Methodology and Baseline Results From the Evaluation of a Sexuality Education Activity in Mpumalanga and KwaZulu-Natal, South Africa.

PubMed

Speizer, Ilene S; Mandal, Mahua; Xiong, Khou; Hattori, Aiko; Makina-Zimalirana, Ndinda; Kumalo, Faith; Taylor, Stephen; Ndlovu, Muzi S; Madibane, Mathata; Beke, Andy

2018-04-01

In South Africa, adolescents and young adults (ages 15-24) are at risk of HIV, sexually transmitted infections, and unintended pregnancies. Recently, the Department of Basic Education has revised its sexuality education content and teaching strategies (using scripted lessons plans) as part of its life orientation curriculum. This paper presents the methodology and baseline results from the evaluation of the scripted lesson plans and supporting activities. A rigorous cluster-level randomized design with random assignment of schools as clusters is used for the evaluation. Baseline results from grade 8 female and male learners and grade 10 female learners demonstrate that learners are at risk of HIV and early and unintended pregnancies. Multivariable analyses demonstrate that household-level food insecurity and living with an HIV-positive person are associated with sexual experience and pregnancy experience. Implications are discussed for strengthening the current life orientation program for future scale-up by the government of South Africa.

Assessment of the calibration of periodontal diagnosis and treatment planning among dental students at three dental schools.

PubMed

Lane, Brittany A; Luepke, Paul; Chaves, Eros; Maupome, Gerardo; Eckert, George J; Blanchard, Steven; John, Vanchit

2015-01-01

Calibration in diagnosis and treatment planning is difficult to achieve due to variations that exist in clinical interpretation. To determine if dental faculty members are consistent in teaching how to diagnose and treat periodontal disease, variations among dental students can be evaluated. A previous study reported high variability in diagnoses and treatment plans of periodontal cases at Indiana University School of Dentistry. This study aimed to build on that one by extending the research to two additional schools: Marquette University School of Dentistry and West Virginia University School of Dentistry. Diagnosis and treatment planning by 40 third- and fourth-year dental students were assessed at each of the schools. Students were asked to select the diagnosis and treatment plans on a questionnaire pertaining to 11 cases. Their responses were compared using chi-square tests, and multirater kappa statistics were used to assess agreement between classes and between schools. Logistic regression models were used to evaluate the effects of school, class year, prior experience, and GPA/class rank on correct responses. One case had a statistically significant difference in responses between third- and fourth-year dental students. Kappas for school agreement and class agreement were low. The students from Indiana University had higher diagnosis and treatment agreements than the Marquette University students, and the Marquette students fared better than the West Virginia University students. This study can help restructure future periodontal courses for a better understanding of periodontal diagnosis and treatment planning.

Looking into the Teaching Crystal: Graduate Teaching and the Future of Political Science

ERIC Educational Resources Information Center

Buehler, Melissa J.; Marcum, Anthony S.

2007-01-01

Few studies address what graduate students actually learn in teacher training courses, or how graduate instructors implement their knowledge of teaching in their classrooms. Our research addresses the apparent divergence among advocacy, training, and actual practice through a comparative analysis of graduate instructor teaching philosophies and…

Using Reflection as a Tool for Training Generalist Teachers to Teach Music

ERIC Educational Resources Information Center

Dogani, Konstantina

2008-01-01

This article investigates the way future teachers can be encouraged to frame their pedagogy for music teaching through reflection. During student teachers' first experience of teaching music to children in preschool settings, data were gathered through questionnaires, real time and video observations of teaching, discussions and reflective…

State of Digital Education Options in the areas of Medical Terminology and the History, Theory and Ethics of Medicine

PubMed Central

Schochow, Maximilian; Steger, Florian

2015-01-01

Background: Institutes of the history of medicine, the theory of medicine, and medical ethics at German institutions of higher learning have created various e-learning options that are based on different learning platforms and tailored to the specific curricular needs of individual teaching. Up to now no valid data has been available about the types of such e-learning options as well as possibilities of future developments thanks to coordinated cooperation among the different institutes. Methods: Of 31 German institutes of the history and theory of medicine and medical ethics that were asked to fill out a questionnaire, 30 answered, which equals a return rate of 97 per cent. The questionnaire was completed between July and August 2012 using a telephone survey. Results: Available to students online, digitally interactive teaching tools have boomed in the course of the last few years at German institutes of the history of medicine, the theory of medicine, and medical ethics. This trend is also reflected in a willingness of more than half of the respective departments (67 per cent) to expand their e-learning options on the basis of previous experience. The offered e-learning systems are accepted very well by the students. 57 per cent of the institutes stated, that 90-100 per cent of the students use the offered systems regularly. E-learning courses for terminology are offered particularly often, this is also reflected in the intended extension of these courses by the majority of institutes which plan to expand their e-learning systems. Conclusions: This article discusses the results of a comprehensive empirical survey about e-learning. It illustrates ways in which individual German institutes plan to expand their e-learning options in the future. Finally, specific proposals for cooperation among institutions (not just online) are introduced, the purpose of which is to produce synergy in e-learning. PMID:26038682

Understanding Global Change: Tools for exploring Earth processes and biotic change through time

NASA Astrophysics Data System (ADS)

Bean, J. R.; White, L. D.; Berbeco, M.

2014-12-01

Teaching global change is one of the great pedagogical challenges of our day because real understanding entails integrating a variety of concepts from different scientific subject areas, including chemistry, physics, and biology, with a variety of causes and impacts in the past, present, and future. With the adoption of the Next Generation Science Standards, which emphasize climate change and other human impacts on natural systems, there has never been a better time to provide instructional support to educators on these topics. In response to this clear need, the University of California Museum of Paleontology, in collaboration with the National Center for Science Education, developed a new web resource for teachers and students titled "Understanding Global Change" (UGC) that introduces the drivers and impacts of global change. This website clarifies the connections among deep time, modern Earth system processes, and anthropogenic influences, and provides K-16 instructors with a wide range of easy-to-use tools, strategies, and lesson plans for communicating these important concepts regarding global change and the basic Earth systems processes. In summer 2014, the UGC website was field-tested during a workshop with 25 K-12 teachers and science educators. Feedback from participants helped the UGC team develop and identify pedagogically sound lesson plans and instructional tools on global change. These resources are accessible through UGC's searchable database, are aligned with NGSS and Common Core, and are categorized by grade level, subject, and level of inquiry-based instruction (confirmation, structured, guided, open). Providing a range of content and tools at levels appropriate for teachers is essential because our initial needs assessment found that educators often feel that they lack the content knowledge and expertise to address complex, but relevant global change issues, such as ocean acidification and deforestation. Ongoing needs assessments and surveys of teacher confidence when teaching global change content will continue to drive UGC resource development as the site expands in the future.

State of Digital Education Options in the areas of Medical Terminology and the History, Theory and Ethics of Medicine.

PubMed

Schochow, Maximilian; Steger, Florian

2015-01-01

Institutes of the history of medicine, the theory of medicine, and medical ethics at German institutions of higher learning have created various e-learning options that are based on different learning platforms and tailored to the specific curricular needs of individual teaching. Up to now no valid data has been available about the types of such e-learning options as well as possibilities of future developments thanks to coordinated cooperation among the different institutes. Of 31 German institutes of the history and theory of medicine and medical ethics that were asked to fill out a questionnaire, 30 answered, which equals a return rate of 97 per cent. The questionnaire was completed between July and August 2012 using a telephone survey. Available to students online, digitally interactive teaching tools have boomed in the course of the last few years at German institutes of the history of medicine, the theory of medicine, and medical ethics. This trend is also reflected in a willingness of more than half of the respective departments (67 per cent) to expand their e-learning options on the basis of previous experience. The offered e-learning systems are accepted very well by the students. 57 per cent of the institutes stated, that 90-100 per cent of the students use the offered systems regularly. E-learning courses for terminology are offered particularly often, this is also reflected in the intended extension of these courses by the majority of institutes which plan to expand their e-learning systems. This article discusses the results of a comprehensive empirical survey about e-learning. It illustrates ways in which individual German institutes plan to expand their e-learning options in the future. Finally, specific proposals for cooperation among institutions (not just online) are introduced, the purpose of which is to produce synergy in e-learning.

Are Planning Students becoming Transformational Leaders?

ERIC Educational Resources Information Center

Nagy, Beth

2012-01-01

This research asks us to consider the intersection of three major themes in the pedagogy of teaching Planning students: sustainable community theories, transformational leadership and community engagement. The intersection, a critical Planning pedagogy, should be a part of any Planning program, embedded within the curriculum of higher education.…

Integrating Research, Teaching and Learning: Preparing the Future National STEM Faculty

NASA Astrophysics Data System (ADS)

Hooper, E. J.; Pfund, C.; Mathieu, R.

2010-08-01

A network of universities (Howard, Michigan State, Texas A&M, University of Colorado at Boulder, University of Wisconsin-Madison, Vanderbilt) have created a National Science Foundation-funded network to prepare a future national STEM (science, technology, engineering, mathematics) faculty committed to learning, implementing, and advancing teaching techniques that are effective for the wide range of students enrolled in higher education. The Center for the Integration of Research, Teaching and Learning (CIRTL; http://www.cirtl.net) develops, implements and evaluates professional development programs for future and current faculty. The programs comprise graduate courses, internships, and workshops, all integrated within campus learning communities. These elements are unified and guided by adherence to three core principles, or pillars: "Teaching as Research," whereby research skills are applied to evaluating and advancing undergraduate learning; "Learning through Diversity," in which the diversity of students' backgrounds and experiences are used as a rich resource to enhance teaching and learning; and "Learning Communities" that foster shared learning and discovery among students, and between future and current faculty within a department or institution. CIRTL established a laboratory for testing its ideas and practices at the University of Wisconsin-Madison, known as the Delta Program in Research, Teaching and Learning (http://www.delta.wisc.edu). The program offers project-based graduate courses, research mentor training, and workshops for post-docs, staff, and faculty. In addition, graduate students and post-docs can partner with a faculty member in a teaching-as-research internship to define and tackle a specific teaching and learning problem. Finally, students can obtain a Delta Certificate as testimony to their engagement in and commitment to teaching and learning. Delta has proved very successful, having served over 1500 UW-Madison instructors from graduate students to full professors. UW-Madison values the program to the point of now funding it internally.

A Comprehensive Revision of the Logistics Planning Exercise (Log-Plan-X).

DTIC Science & Technology

1981-06-01

teaching objectives. The difference between conventional teaching methods and simulation rests in the fact that most conventional techniques focus on...Communication and Humanitie. AFIT/LSH, WPAFB OH 45433220 V&. MONITORING AGENCY NAME9 & ADORES(II different fron Ca.U.Ufind Office) is. SECURITY UNCLASSIFIED I...error systems in real life can be very costly. Simulations can be an efficient and effective alternative to such trial and error methods by allowing

Raising Students' Perception of the Relevance of Science Teaching and Promoting Communication and Evaluation Capabilities Using Authentic and Controversial Socio-Scientific Issues in the Framework of Climate Change

ERIC Educational Resources Information Center

Feierabend, Timo; Eilks, Ingo

2010-01-01

This paper describes the development of different lesson plans dealing with authentic and controversial socio-scientific issues in the framework of climate change. These lesson plans orient themselves along the socio-critical, problem-oriented approach to science teaching. They deal with the use of bioethanol as an alternative fuel and with the…

[Discussion of some problems in the new centurial planning material the therapeutics of acupuncture and moxibustion].

PubMed

Yang, Yun-kuan; Hu, You-ping; Wang, Yan

2006-11-01

Some problems were found for argument in the teaching of The Therapeutics of Acupuncture & Moxibustion, the new centurial national advanced Chinese medical school's planning material, including errors in compiling, some concepts lacking definition, and some acupuncture treatment methods in the material deviating off clinical practice, etc.. Study on these problems so as to make the teaching material more perfect, more scientific, accurate and authoritative.

Activities for Teaching Solar Energy.

ERIC Educational Resources Information Center

Mason, Jack Lee; Cantrell, Joseph S.

1980-01-01

Plans and activities are suggested for teaching elementary children about solar energy. Directions are included for constructing a flat plate collector and a solar oven. Activities for a solar field day are given. (SA)

Preparing Students for Future Learning with Teachable Agents

ERIC Educational Resources Information Center

Chin, Doris B.; Dohmen, Ilsa M.; Cheng, Britte H.; Oppezzo, Marily A.; Chase, Catherine C.; Schwartz, Daniel L.

2010-01-01

One valuable goal of instructional technologies in K-12 education is to prepare students for future learning. Two classroom studies examined whether Teachable Agents (TA) achieves this goal. TA is an instructional technology that draws on the social metaphor of teaching a computer agent to help students learn. Students teach their agent by…

Innovative Methods in Teaching Programming for Future Informatics Teachers

ERIC Educational Resources Information Center

Majherová, Janka; Králík, Václav

2017-01-01

In the training of future informatics teachers the students obtain experience with different methods of programming. As well, the students become familiar with programming by using the robotic system Lego Mindstorms. However, the small number of Lego systems available is a limiting factor for the teaching process. Use of virtual robotic…

Are Taiwanese and Singaporean Future Teachers Similar in Their Mathematics-Related Teaching Competencies?

ERIC Educational Resources Information Center

Hsieh, Feng-Jui; Wong, Khoon Yoong; Wang, Ting-Ying

2013-01-01

This study investigates the similarities and differences of mathematics-related teaching competencies between the future secondary school teachers of Taiwan and Singapore by using data from the international Teacher Education and Development Study in Mathematics (TEDS-M), organized by the International Association for the Evaluation of Educational…

Mind, brain, and teaching: Some directions for future research.

PubMed

Pasquinelli, Elena; Zalla, Tiziana; Gvodzic, Katarina; Potier-Watkins, Cassandra; Piazza, Manuela

2015-01-01

In line with Kline's taxonomy, highlighting teaching as an array of behaviors with different cognitive underpinnings, we advocate the expansion of a specific line of research on mind, brain, and teaching. This research program is devoted to the understanding of the neurocognitive mechanisms and the evolutionary determinants of teaching skills, with the ultimate goal of helping teachers improve teaching quality.

Evaluating Pre-Service Teachers Math Teaching Experience from Different Perspectives

ERIC Educational Resources Information Center

Harding, Jenni L.; Hbaci, Ilham

2015-01-01

Are pre-service teachers able to notice their strengths and challenges in teaching? This article reports on a study of pre-service teachers' teaching performance being simultaneously evaluated by themselves and their professor. Thirty-two pre-service teachers created and planned mathematics lessons approved by their professor to be taught in…

Teaching about Terrorism: Lessons Learned at SWOTT

ERIC Educational Resources Information Center

Miller, Gregory D.

2009-01-01

This article discusses some of the challenges and lessons for teaching undergraduate-level courses related to terrorism. The author outlines some of the primary issues that instructors can expect to face, and provides strategies for dealing with several of these challenges. The goal is to relay useful information to those teaching, or planning to…

An Investigation of the Relationships Between Formal Thinking and Teaching Ability. Research Bulletin Number 2.

ERIC Educational Resources Information Center

Nelson, Miles A.; Ankney, Paul H.

It is hypothesized that certain mental structures are related to certain teaching skills. These structures are identified as combinatorial logic, essential to planning lessons, and hypothetical reasoning, an important aid in analyzing lessons. These formal thinking abilities should result in greater improvement during practice and later teaching.…

The Religion Teacher's Handbook: A Primer on the Vocation of Teaching Catholic High School Religion

ERIC Educational Resources Information Center

Mueting, Timothy R.

2017-01-01

All Catholic school teachers are called to be evangelists and catechists. Religion teachers have a special duty to teach religion systematically in a classroom. This book is meant to be a handbook or guidebook with practical elements of teaching and sample lesson plans and projects.

The Potential of Teaching Schools in Enabling Student Teacher Learning for the Teaching Profession

ERIC Educational Resources Information Center

Ramsaroop, Sarita; Gravett, Sarah

2017-01-01

In 2011 the Integrated Strategic Planning Framework for Teacher Education and Development in South Africa was promulgated. This framework proposes the establishment of teaching schools to strengthen pre-service teacher education. This study arises from this initiative. A generic qualitative study was undertaken to explore the views of research…

Resources for Teaching Virginia Government.

ERIC Educational Resources Information Center

Snook, Helen B.

This resource notebook contains information and unit planning ideas for teachers, class activities, and student materials that can be used for teaching a 12th grade course about Virginia state and local governments. Section A features: (1) information about how to use these materials and how to find time to teach about Virginia government; (2) a…

Preparing Physical Education Preservice Teachers to Design Instructionally Aligned Lessons through Constructivist Pedagogical Practices

ERIC Educational Resources Information Center

MacPhail, Ann; Tannehill, Deborah; Karp, Grace Goc

2013-01-01

Examining how teacher education influences preservice teachers' (PSTs) application of content knowledge, decision making when planning for teaching, creation of innovative teaching practices and design of aligned instruction, has significant implications for understanding learning to teach. The purpose of this study was to explore the extent to…

A Survey to Capture Needs Assessment for Graduate Teaching Assistant Training

ERIC Educational Resources Information Center

Sohoni, Sohum; Cho, Yoonjung; French, Donald P.

2013-01-01

Graduate teaching assistants (GTAs) often teach the majority of contact hours within engineering with little pedagogical knowledge. To plan efficient professional development for GTAs to address this, we created and administered a survey to measure the perceived importance of GTAs' roles and responsibilities. GTAs, faculty, and students rated the…

Teaching English in Primary Schools in Vietnam: An Overview

ERIC Educational Resources Information Center

Hoa, Nguyen Thi Mai; Tuan, Nguyen Quoc

2007-01-01

This paper examines the English language situation at primary school level in Vietnam from a language planning perspective. It examines language policy for foreign language teaching in Vietnam to provide a picture of the role of English in foreign language education. It analyses language-in-education policy, curriculum and teaching materials, and…

42 CFR 411.355 - General exceptions to the referral prohibition related to both ownership/investment and...

Code of Federal Regulations, 2013 CFR

2013-10-01

... medical center means an affiliated medical school, faculty practice plan, hospital, teaching facility... whose primary purpose is supporting the teaching mission of the academic medical center.) The components... § 411.355(e)(3)); and (D) Provides either substantial academic services or substantial clinical teaching...

42 CFR 411.355 - General exceptions to the referral prohibition related to both ownership/investment and...

Code of Federal Regulations, 2010 CFR

2010-10-01

... medical center means an affiliated medical school, faculty practice plan, hospital, teaching facility... whose primary purpose is supporting the teaching mission of the academic medical center.) The components... § 411.355(e)(3)); and (D) Provides either substantial academic services or substantial clinical teaching...

75 FR 79030 - Proposed Extension of Existing Information Collection; Training Plans and Records of Training

Federal Register 2010, 2011, 2012, 2013, 2014

2010-12-17

... arrangements to teach the courses and the courses each instructor is qualified to teach; the location where training will be given for each course; a description of the teaching methods and the course materials... the following methods: (1) Electronic mail: [email protected] . (2) Facsimile: (202) 693-9441...

42 CFR 411.355 - General exceptions to the referral prohibition related to both ownership/investment and...

Code of Federal Regulations, 2011 CFR

2011-10-01

... medical center means an affiliated medical school, faculty practice plan, hospital, teaching facility... whose primary purpose is supporting the teaching mission of the academic medical center.) The components... § 411.355(e)(3)); and (D) Provides either substantial academic services or substantial clinical teaching...

42 CFR 411.355 - General exceptions to the referral prohibition related to both ownership/investment and...

Code of Federal Regulations, 2014 CFR

2014-10-01

... medical center means an affiliated medical school, faculty practice plan, hospital, teaching facility... whose primary purpose is supporting the teaching mission of the academic medical center.) The components... § 411.355(e)(3)); and (D) Provides either substantial academic services or substantial clinical teaching...

42 CFR 411.355 - General exceptions to the referral prohibition related to both ownership/investment and...

Code of Federal Regulations, 2012 CFR

2012-10-01

... medical center means an affiliated medical school, faculty practice plan, hospital, teaching facility... whose primary purpose is supporting the teaching mission of the academic medical center.) The components... § 411.355(e)(3)); and (D) Provides either substantial academic services or substantial clinical teaching...

Course Outline Workshop III: Paraprofessional Training.

ERIC Educational Resources Information Center

Burron, Arni, Comp.; Santopietro, Kathy, Comp.

The materials in this teaching guide represent the third quarter of a community college program designed to teach paraprofessionals how to tutor in an adult literacy program. Techniques for teaching reading and English as a second language are included. Lesson plans for five classes cover the informal reading inventory, review and practice in the…

Offering More than "Here Is the Textbook": Teaching Assistants' Perspectives on Introductory Science Courses

ERIC Educational Resources Information Center

Dotger, Sharon

2010-01-01

Eight Earth science graduate teaching assistants (GTAs) participated in a semester-long seminar designed to facilitate change in their practice. The seminar used lesson-study methodology to facilitate discussion of GTAs' beliefs about teaching while planning a research lesson for implementation in their laboratory. This article reports the results…

Educator Abroad: Teaching ("Insegnare") and Learning ("Imparare") with Italian Children

ERIC Educational Resources Information Center

Veltri, Barbara Torre

2012-01-01

Over her 30-year career as a certified teacher, researcher, and university teacher educator, the author has planned, facilitated and refined educational experiences for children from pre-kindergarten through adolescence, as well as for adults who teach (or were preparing to teach) in New York, Connecticut, Texas, and Arizona. During the summer of…

Generative Teaching and Learning of Economic Concepts: A Sample Lesson.

ERIC Educational Resources Information Center

Laney, James D.

1990-01-01

Presents a scripted lesson plan for intermediate grades, based on M.C. Wittrock's model of generative teaching derived from brain lateralization research. Uses a shopping mall as the setting for hypothetical dilemmas. Offers a combination of verbal and imagined strategies that improve students' economic reasoning and teaches cost-benefit analysis.…

Spotlight on General Music: Teaching Toward the Standards

ERIC Educational Resources Information Center

Rowman & Littlefield Education, 2005

2005-01-01

General music teachers at all levels--elementary, middle school, and high school--will find ideas, suggestions, and lesson plans for teaching to the National Standards in this new addition to the popular Spotlight series. It includes sections on teaching each of the nine standards, as well as chapters about secondary general music, assessment, and…

Reflection after Teaching a Lesson: Experiences of Secondary School Science Teachers

ERIC Educational Resources Information Center

Halstead, Melissa A.

2017-01-01

Secondary science teachers spend most of their time planning, collaborating, and teaching, but spend little time reflecting after teaching a single lesson. The theoretical framework of the adult learning theory and the transformative learning theory was the basis of this study. This qualitative research study was conducted to understand the…

Creating a Winning Game Plan. The Secondary Teacher's Playbook.

ERIC Educational Resources Information Center

Gose, Michael D.

This book offers strategies for high school teachers that provide tools for creating, repairing, and tweaking all the discernible components of teaching. The book is organized to move from context to teaching to discipline to thriving in teaching. The book includes tips on how to minimize discipline problems with effective curriculum and sound…

Regional health workforce planning through action research: lessons for commissioning health services from a case study in Far North Queensland.

PubMed

Panzera, Annette June; Murray, Richard; Stewart, Ruth; Mills, Jane; Beaton, Neil; Larkins, Sarah

2016-01-01

Creating a stable and sustainable health workforce in regional, rural and remote Australia has long been a challenge to health workforce planners, policy makers and researchers alike. Traditional health workforce planning is often reactive and assumes continuation of current patterns of healthcare utilisation. This demonstration project in Far North Queensland exemplifies how participatory regional health workforce planning processes can accurately model current and projected local workforce requirements. The recent establishment of Primary Health Networks (PHNs) with the intent to commission health services tailored to individual healthcare needs underlines the relevance of such an approach. This study used action research methodology informed by World Health Organization (WHO) systems thinking. Four cyclical stages of health workforce planning were followed: needs assessment; health service model redesign; skills-set assessment and workforce redesign; and development of a workforce and training plan. This study demonstrated that needs-based loco-regional health workforce planning can be achieved successfully through participatory processes with stakeholders. Stronger health systems and workforce training solutions were delivered by facilitating linkages and planning processes based on community need involving healthcare professionals across all disciplines and sectors. By focusing upon extending competencies and skills sets, local health professionals form a stable and sustainable local workforce. Concrete examples of initiatives generated from this process include developing a chronic disease inter-professional teaching clinic in a rural town and renal dialysis being delivered locally to an Aboriginal community. The growing trend of policy makers decentralising health funding, planning and accountability and rising health system costs increase the future utility of this approach. This type of planning can also assist the new PHNs to commission health services that meet the needs of the population and contribute to service and system improvement and innovation.

Training Needs for the Professional Development of Social-Studies Teachers at the Intermediate Stage in Al-Jouf in Light of Modern Teaching Trends: A Field Study

ERIC Educational Resources Information Center

Almarshad, Yousef

2017-01-01

This study is an attempt to identify the training needs of social-studies teachers at the intermediate stage in Al-Jouf in light of modern teaching trends. It focuses on the six axes of systemic planning, varied teaching strategies, information and communication technology, innovative enrichment activities in teaching, classroom-management skills,…

Conspiracies and Competences

NASA Astrophysics Data System (ADS)

Erpenbeck, John

Universities and other higher education institutions are predominantly organizations that convey knowledge, more than developing competences - these are often the verbally proclaimed but only rarely achieved goals. There can be two reasons for this discrepancy. First, conveying informational as well as subject-specific and specialized knowledge can even today be planned, assessed, and checked much more easily than conveying competences - an approach for teaching, which needs new patterns of thought and actions. Teachers and learners, assistants and assessing staff, and especially actors and planners who are concerned with questions of educational politics therefore form a "conspiracy of assessors," which has chosen the simpler and seemingly safer approach. This approach, however, seems to be ignorant of future developments. Second, conveying competences needs different forms of learning and teaching than conveying knowledge. The question of the acquisition (interiorization) of rules, assessments, and results of assessments (= values) and norms in the form of the learners' own emotions and motivations is central. Becoming emotionally labilized is pivotal to this appropriation. Emotional labilization also provides a criterion for assessing the effectiveness of Web 2.0 instruments for developing competences.

European Hands-on Universe

NASA Astrophysics Data System (ADS)

Doran, Rosa; Ferlet, Roger; Gómez de Castro, Ana I.; Hill, Robert; Horellou, Cathy; Mankiewicz, Lech; Melchior, Anne-Laure; Metaxa, Margarita; Zanazzi, Alessandra

2007-08-01

Hands-on Universe is a project born at UC@Berkeley. A project devoted to enrich the teaching of Astronomy within the classroom environment with a different approach, more connected to the new technologies. Its main goals are not only to promote the use of such technologies but also to reawaken on students the taste for STEM (Science, technologies, engineering and math) related issues and also to increase their scientific culture. Eight countries in Europe decided to adopt the method and, funded by MINERVA, formed the European Hands-on Universe. Several resources were produced and a data reduction software developed http://www.euhou.net/.Other European countries are interested and should join this coordinated effort in the near future. At an international level there are 20 countries using this approach. There are plans to develop scientific cooperation among these countries. Pilot scientific research projects in schools are being tested in EU-HOU schools, Russia and USA. There is also a game being developed to be used as a new tool for teaching scientific content in the classroom environment. An effort to develop an international network of scientific / educational collaboration is the next step.

[Application of portfolio in teaching dermatology clinic: an experience in teaching of medicine].

PubMed

de Cabalier, M E; Chalub, D M

2009-01-01

We present a learning experience conducted in the Chair of Dermatology Clinic of the Faculty of Medical Sciences, National University of Cordoba in the context of curriculum change. For comprehension,present a theoretical framework and practical from the conceptualization of the "portfolio" teaching and its role teaching and learning paradigms sustained constructivist medical education. The portfolio Teach-ing is not a collection of papers, but a coherent set of experiences led thoughtful learning between teachers and students. This resource allows to account for the "qualitative achievements" of students from their work produced, sorted and evaluated in a carefully planned sequence of experiences and case Dermatology Clinic. To introduce the teaching portfolio, the planned new student grouping shapes and a sequence of learning experiences for the construction of this resource, namely: "The development of theoretical material iconographic resources and working guidelines for students. "The clinical reasoning on a case or laboratory experience-Clinical case Discussion and bibliography. -The development of records to from observation of patients. "The study of clinical cases: diagnosis and evolution of clinical cases. Interconsultations-Registration and referrals. "The magazine room and sharing experiences. In each of these, production, tutorial feedback Team teaching and assessment tasks allowed assessment approach to learning and improving he achievements of the students to the approval of the subject.

An Investigation of Teaching and Learning Programs in Pharmacy Education

PubMed Central

Baia, Patricia

2016-01-01

Objective. To investigate published, peer-reviewed literature on pharmacy teaching and learning development programs and to synthesize existing data, examine reported efficacy and identify future areas for research. Methods. Medline and ERIC databases were searched for studies on teaching development programs published between 2001 and 2015. Results. Nineteen publications were included, representing 21 programs. Twenty programs were resident teaching programs, one program described faculty development. The majority of programs spanned one year and delivered instruction on teaching methodologies and assessment measures. All except one program included experiential components. Thirteen publications presented outcomes data; most measured satisfaction and self-perceived improvement. Conclusion. Published literature on teacher development in pharmacy is focused more on training residents than on developing faculty members. Although programs are considered important and highly valued by program directors and participants, little data substantiates that these programs improve teaching. Future research could focus on measurement of program outcomes and documentation of teaching development for existing faculty members. PMID:27293226

An Investigation of Teaching and Learning Programs in Pharmacy Education.

PubMed

Strang, Aimee F; Baia, Patricia

2016-05-25

Objective. To investigate published, peer-reviewed literature on pharmacy teaching and learning development programs and to synthesize existing data, examine reported efficacy and identify future areas for research. Methods. Medline and ERIC databases were searched for studies on teaching development programs published between 2001 and 2015. Results. Nineteen publications were included, representing 21 programs. Twenty programs were resident teaching programs, one program described faculty development. The majority of programs spanned one year and delivered instruction on teaching methodologies and assessment measures. All except one program included experiential components. Thirteen publications presented outcomes data; most measured satisfaction and self-perceived improvement. Conclusion. Published literature on teacher development in pharmacy is focused more on training residents than on developing faculty members. Although programs are considered important and highly valued by program directors and participants, little data substantiates that these programs improve teaching. Future research could focus on measurement of program outcomes and documentation of teaching development for existing faculty members.

34 CFR 200.27 - Development of a schoolwide program plan.

Code of Federal Regulations, 2011 CFR

2011-07-01

... Development of a schoolwide program plan. (a)(1) A school operating a schoolwide program must develop a comprehensive plan to improve teaching and learning throughout the school. (2) The school must develop the comprehensive plan in consultation with the LEA and its school support team or other technical assistance...

34 CFR 200.27 - Development of a schoolwide program plan.

Code of Federal Regulations, 2012 CFR

2012-07-01

... Development of a schoolwide program plan. (a)(1) A school operating a schoolwide program must develop a comprehensive plan to improve teaching and learning throughout the school. (2) The school must develop the comprehensive plan in consultation with the LEA and its school support team or other technical assistance...

34 CFR 200.27 - Development of a schoolwide program plan.

Code of Federal Regulations, 2014 CFR

2014-07-01

... Development of a schoolwide program plan. (a)(1) A school operating a schoolwide program must develop a comprehensive plan to improve teaching and learning throughout the school. (2) The school must develop the comprehensive plan in consultation with the LEA and its school support team or other technical assistance...

34 CFR 200.27 - Development of a schoolwide program plan.

Code of Federal Regulations, 2013 CFR

2013-07-01

... Development of a schoolwide program plan. (a)(1) A school operating a schoolwide program must develop a comprehensive plan to improve teaching and learning throughout the school. (2) The school must develop the comprehensive plan in consultation with the LEA and its school support team or other technical assistance...

34 CFR 200.27 - Development of a schoolwide program plan.

Code of Federal Regulations, 2010 CFR

2010-07-01

... school year. (2) The school must develop the comprehensive plan with the involvement of parents... comprehensive plan to improve teaching and learning throughout the school. (2) The school must develop the..., parents, and the public. (2) Information in the plan must be— (i) In an understandable and uniform format...

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…

Reaching the Future Teachers in Your Classroom: New Directions in Pre-Service Education

NASA Astrophysics Data System (ADS)

Grier, Jennifer A.; Ruberg, L.

2006-09-01

We will present results and progress from initiatives seeking to improve the experiences of future teachers in college level science classes. A future teacher (pre-service teacher) is inspired to teach science based on personal experiences with college science classes. The most critical opportunity to make a real difference in science education in schools comes when the teachers themselves are first being educated. Given the difficulties in identifying future teachers and the wide variations in their needs, how can we best help future teachers in training? What critical thinking skills are most important for them to absorb from their exposure to science as undergraduates and graduate students? What teaching and learning experiences can we offer that will help science teachers in training confidently assess the relationship between evidence and explanations and then bring that understanding and experience effectively into their own classroom? Recent initiatives in pre-service education have identified several key strategies for improving teacher preparation at the post-secondary level: - Using a constructivist approach to teach physical science concepts and guided inquiry - Knowing common misconceptions about key scientific concepts that students bring to college-level science classrooms - Applying documented strategies for identifying and addressing student misconceptions; and - Knowing how to select and adapt curriculum materials based on common preconceptions held by students. The challenge of reaching these outcomes is complex and cannot be addressed with simple solutions. Teaching strategies that help prepare future teachers include modeling effective teaching of science, understanding the relationship between student/teacher misconceptions, designing and implementing evaluation and assessment, appropriate use of technology tools, and tapping into the existing community of learners to provide ongoing education opportunities and support as the pre-service teacher progresses. Several examples of student preconceptions and a description of the teaching strategies used to help address specific misconceptions will be provided.

New Revenue Streams and Educational Infrastructure at IUPUI

ERIC Educational Resources Information Center

Sukhatme, Uday

2012-01-01

Dynamic planning, an approach to steadily put in motion some aspects of a strategic plan, even while the rest of the planning is in progress, has been used successfully over the past five years for implementing the IUPUI Academic Plan. The eleven major strategic initiatives that underlie the academic plan have enhanced the research, teaching, and…

Planning for Mathematics Instruction: A Model of Experienced Teachers' Planning Processes in the Context of a Reform Mathematics Curriculum

ERIC Educational Resources Information Center

Superfine, Alison Castro

2008-01-01

Planning is an important phase of teaching, during which teachers make decisions about various aspects of instruction that ultimately shape students' opportunities to learn. Prior research on teacher planning, however, fails to adequately describe experienced teachers' planning decisions, and is unclear about the extent to which teachers use…

[Education for future agricultural workers: role of schools and other public and private agencies].

PubMed

Candura, F; Candura, S M

1999-01-01

The authors report their health education experience in the high schools of Pavia, emphasizing the responsibility of the public school in promoting a rational behaviour of the youth aimed at health maintenance, and illustrating the role recently played in this regard by a private institution (linked to the University of Pavia and several other Universities): the Salvatori Maugeri Foundation. Since the authors' experience also encompasses the prevention of work-related injuries and diseases, the article presents a didactic plan specifically aimed at the education of future agriculture workers. The program starts from the fundamental principle that considers risk not as something fatally ineluctable but as probabilty of damage, and then dwells on the consequent predictive meaning of a series of notions which allow interventions useful to minimize the various occupational risk factors (or "causes of damage"). The teaching program is composed by educational steps which gradually becomes more complete and specific according to the advancement of learning.

Knowledge, attitude and perception of medical and dental undergraduates about antimicrobial stewardship

PubMed Central

Sharma, Kopal; Jain, Pushpawati; Sharma, Amit

2015-01-01

Objectives: This study aimed to identify the current knowledge, attitude, and perception (KAP) of the future prescribers about antimicrobial (AM) education so that the identified lacunae in the training curriculum can be effectively addressed. Materials and Methods: A questionnaire-based survey was carried out in the 2nd year students of medical and the dental undergraduate (UG) courses at a tertiary care teaching center in Jaipur. Each respondent completed the given questionnaire independently in the allocated time. A scoring system was used to rate the KAP of the respondents as poor, average, or good. Results: Statistically significant differences were found in the KAP of the medical and dental future prescribers (P = 0.0086, 0.0002, and <0.0001 for the KAP, respectively). Conclusion: The attitude of the UG students towards AM education is good, but the deficiencies in the knowledge and perception need to be improved further. Suitable interventions to address these lacunae must be planned. PMID:26729963

Remembering the past and planning for the future in rats

PubMed Central

Crystal, Jonathon D.

2012-01-01

A growing body of research suggests that rats represent and remember specific earlier events from the past. An important criterion for validating a rodent model of episodic memory is to establish that the content of the representation is about a specific event in the past rather than vague information about remoteness. Recent evidence suggests that rats may also represent events that are anticipated to occur in the future. An important capacity afforded by a representation of the future is the ability to plan for the occurrence of a future event. However, relatively little is known about the content of represented future events and the cognitive mechanisms that may support planning. This article reviews evidence that rats remember specific earlier events from the past, represent events that are anticipated to ccur in the future, and develops criteria for validating a rodent model of future planning. These criteria include representing a specific time in the future, the ability to temporarily disengage from a plan and reactivate the plan at an appropriate time in the future, and flexibility to deploy a plan in novel conditions. PMID:23219951

The Status of the Teaching Profession 2011

ERIC Educational Resources Information Center

Bland, Jennifer; Sherer, David; Guha, Roneeta; Woodworth, Katrina; Shields, Patrick; Tiffany-Morales, Juliet; Campbell, Ashley

2011-01-01

This paper presents the Center for the Future of Teaching and Learning at WestEd's 13th annual report on the status of the teaching profession in California, focusing on the role of the principal in supporting teaching quality. More specifically, the report discusses fiscal and policy trends, the competing demands of the principalship,…

A New Self-Assessment Teaching Assistant Survey for Growth and Development

ERIC Educational Resources Information Center

Mewis, Keith; Dee, Jaclyn; Lam, Vivienne; Obradovich, Shannon; Cassidy, Alice

2018-01-01

During their time as Teaching Assistants (TAs), graduate students develop a variety of skills, knowledge, and attitudes (SKAs) based on teaching and related facilitation experiences. As TAs move on to future opportunities, their prior experiences form a foundation upon which additional teaching experience builds. Presently, there are few tools to…

Teaching Poetry in Elementary Grades: A Review of Related Literature.

ERIC Educational Resources Information Center

Amann, Theresa N.

In order to assess current ideas, reveal their shortcomings, and suggest steps for future investigation, this review of the literature on teaching poetry discusses definitions of poetry, references on teaching poetry, teaching methods, poetic forms, experimental research, and the benefits of poetry. The paper concludes that the lack of empirical…

Reverse Teaching: Exploring Student Perceptions of "Flip Teaching"

ERIC Educational Resources Information Center

Nguyen, Bang; Yu, Xiaoyu; Japutra, Arnold; Chen, Cheng-Hao Steve

2016-01-01

The concept of reverse teaching, considered by some as the education model of the future due to increasing technological availability in the classroom, has received great attention in education research lately. However, the focus of these studies has mainly been on the understanding of reverse teaching in terms of its application rather than…

Australasian emergency physicians: a learning and educational needs analysis. Part Four: CPD topics desired by emergency physicians.

PubMed

Dent, Andrew W; Weiland, Tracey J; Paltridge, Debbie

2008-06-01

To report the preferences of Fellows of the Australasian College for Emergency Medicine for topics they would desire for their continuing professional development (CPD). A mailed survey of Fellows of the Australasian College for Emergency Medicine asked for Likert type responses on the desirability of CPD on 15 procedural skills, 13 management skills, 11 clinical emergency topics, 9 topics related to teaching, 7 related to diagnostics and 5 evidence based practice topics. CPD in procedural skills of advanced and surgical airways, ED ultrasound, ventilation, skills, plastic procedures and regional anaesthesia were nominated as desirable by 85% of emergency physicians (EP). More than 90% desired CPD in ophthalmological, otorhinolaryngeal, neonatal and paediatric emergencies. Of diagnostic skills, more than 80% considered CPD on computerized tomography, electrocardiography and plain X-ray interpretation as desirable, well as CPD about teaching in general, simulation and preparing candidates for fellowship exams. Of the 12 management skills, 11 were seen as desirable topics by more than 70%, with counter disaster planning, giving feedback and dealing with complaints the most popular. All evidence based practice related skills, including interpreting statistics and undertaking literature searches were seen as desirable topics by more than 80% of EP. This information may assist in the planning of future educational interventions for emergency physicians. EP seek CPD on management, educational and other non clinical skills, as well as topics relating directly to patient care.

Involving clinical librarians at the point of care: results of a controlled intervention.

PubMed

Aitken, Elizabeth M; Powelson, Susan E; Reaume, Renée D; Ghali, William A

2011-12-01

To measure the effect of including a clinical librarian in the health care team on medical residents and clinical clerks. In 2009, medical residents and clinical clerks were preassigned to one of two patient care teams (intervention and control). Each team had a month-long rotation on the general medicine teaching unit. The clinical librarian joined the intervention team for morning intake, clinical rounding, or an afternoon patient list review, providing immediate literature searches, formal group instruction, informal bedside teaching, and/or individual mentoring for use of preappraised resources and evidence-based medicine search techniques. Both intervention and control teams completed pre and post surveys comparing their confidence levels and awareness of resources as well as their self-reported use of evidence for making patient care decisions. The nonintervention team was surveyed as the control group. The clinical librarian intervention had a significant positive effect on medical trainees' self-reported ability to independently locate and evaluate evidence resources to support patient care decisions. Notably, 30 of 34 (88%) reported having changed a treatment plan based on skills taught by the clinical librarian, and 27 of 34 (79%) changed a treatment plan based on the librarian's mediated search support. Clinical librarians on the care team led to positive effects on self-reported provider attitudes, provider information retrieval tendencies, and, notably, clinical decision making. Future research should evaluate economic effects of widespread implementation of on-site clinical librarians.

Retention of Knowledge in Clinical Biochemistry and the Effect of the Keller Plan.

ERIC Educational Resources Information Center

Schwartz, Peter L.

1981-01-01

A controlled trial of teaching clinical biochemistry by the Keller Plan at the University of Otago Medical School is described. The Keller Plan group performed significantly better than the control group on the final examination. (MLW)

Developing and Refining Lessons: Planning Learning and Formative Assessment for Math College and Career Ready Standards. From the College and Career Ready Standards to Teaching and Learning in the Classroom: A Series of Resources for Teachers

ERIC Educational Resources Information Center

Tobiason, Glory; Heritage, Margaret; Chang, Sandy; Jones, Barbara; Herman, Joan

2014-01-01

This resource is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist teachers and those who support teachers to plan teaching and learning from College and Career Ready Standards (CCRS) for all students, including students with disabilities, English learners, academically at-risk students, students…

Identifying the Correlates and Barriers of Future Planning among Parents of Individuals with Intellectual and Developmental Disabilities

ERIC Educational Resources Information Center

Burke, Meghan; Arnold, Catherine; Owen, Aleksa

2018-01-01

Although individuals with intellectual and developmental disabilities (IDD) are living longer lives, fewer than half of parents of individuals with IDD conduct future planning. The correlates and barriers to future planning must be identified to develop targeted interventions to facilitate future planning. In this study, 388 parents of individuals…

Planning for a Nondriving Future: Behaviors and Beliefs Among Middle-Aged and Older Drivers.

PubMed

Harmon, Annie C; Babulal, Ganesh; Vivoda, Jonathon M; Zikmund-Fisher, Brian J; Carr, David B

2018-01-01

Despite the reality of older adults living many years after driving cessation, few prepare for the eventuality; empirically, planning for a nondriving future has not been directly quantified or explored. The following study quantifies 1) the extent of current drivers' planning, 2) specific planning behaviors, 3) beliefs about benefits of planning, 4) drivers' intention to plan more for future transportation needs, and 5) group differences associated with planning. In a predominantly female, black, urban sample of current drivers ages 53-92, fewer than half (42.1%) had planned at all for a nondriving future, with correspondingly low levels of planning behaviors reported. However, over 80% believed planning would help them meet their needs post-cessation and transition emotionally to being a nondriver. Most (85%) intended to plan more in the future as well, indicating further potential openness to the topic. Drivers who planned were older, drove less frequently, limited their driving to nearby places, reported less difficulty believing they would become a nondriver, and expected to continue driving three years less than non-planners. These findings suggest that drivers' perceived nearness to driving cessation impacts planning for future transportation needs, and existing perceived benefits of planning may provide leverage to motivate action.

Behavioral Objectives and Student Learning Contracts in the Teaching of Economics

ERIC Educational Resources Information Center

Journal of Economic Education, 1972

1972-01-01

The use of stated behavioral objectives and student learning contracts, planned and prepared by student and teacher, as teaching methods are discussed and an example of a learning contract is presented. (JB)

Teaching Teachers for the Future (TTF) Project TPACK Survey: Summary of the Key Findings

ERIC Educational Resources Information Center

Finger, Glenn; Jamieson-Proctor, Romina; Cavanagh, Rob; Albion, Peter; Grimbeek, Peter; Bond, Trevor; Fitzgerald, Robert; Romeo, Geoff; Lloyd, Margaret

2013-01-01

This paper presents a summary of the key findings of the TTF TPACK Survey developed and administered for the Teaching the Teachers for the Future (TTF) Project implemented in 2011. The TTF Project, funded by an Australian Government ICT Innovation Fund grant, involved all 39 Australian Higher Education Institutions which provide initial teacher…

A Computational Method for Enabling Teaching-Learning Process in Huge Online Courses and Communities

ERIC Educational Resources Information Center

Mora, Higinio; Ferrández, Antonio; Gil, David; Peral, Jesús

2017-01-01

Massive Open Online Courses and e-learning represent the future of the teaching-learning processes through the development of Information and Communication Technologies. They are the response to the new education needs of society. However, this future also presents many challenges such as the processing of online forums when a huge number of…

Of Course It Matters. Putting the National Commission Report into Action.

ERIC Educational Resources Information Center

Dilworth, Mary E., Ed.

This volume of essays responds to What Matters Most: Teaching for America's Future, a 1996 report of the National Commission on Teaching & America's Future (NCTAF). The report says that every child has the right to a caring, competent, and qualified teacher. As a result, politicians and educators strove to implement its recommendations in…

Intel Teach to the Future: A Partnership for Professional Development.

ERIC Educational Resources Information Center

Metcalf, Teri; Jolly, Deborah

This paper describes a public/private partnership program designed to provide staff development to help classroom teachers integrate technology in the curriculum by using the train-the-trainer model. The Intel[R] Teach to the Future Project was developed by Intel[R] in collaboration with other public and private sector partners, and has been…

Teaching Teachers for the Future (TTF): Building the ICT in Education Capacity of the Next Generation of Teachers in Australia

ERIC Educational Resources Information Center

Romeo, Geoff; Lloyd, Margaret; Downes, Toni

2012-01-01

The "Teaching Teachers for the Future" (TTF) project is a unique nationally significant project funded by the Australian Government through the Department of Employment, Education and Workplace Relations (DEEWR, Au$8.8 million) and the Information and Communication Technology Innovation Fund (ICTIF). This 2011-2012 project has…

Ways to Prepare Future Teachers to Teach Science in Multicultural Classrooms

ERIC Educational Resources Information Center

Billingsley, Berry

2016-01-01

Roussel De Carvalho uses the notion of superdiversity to draw attention to some of the pedagogical implications of teaching science in multicultural schools in cosmopolitan cities such as London. De Carvalho makes the case that if superdiverse classrooms exist then Science Initial Teacher Education has a role to play in helping future science…

Cadaveric Anatomy in the Future of Medical Education: What Is the Surgeon's View?

ERIC Educational Resources Information Center

Sheikh, Ahmad Hassan; Barry, Denis S.; Gutierrez, Humberto; Cryan, John F.; O'Keeffe, Gerard W.

2016-01-01

Reduced contact hours and access to cadaveric/prosection-based teaching in medical education has led to many doctors reporting inadequate anatomical knowledge of junior doctors. This trend poses significant risk, but perhaps most of all in surgery. Here the opinions of surgeons regarding current and future teaching practices in anatomy were…

Future and Changing Roles of Staff in Distance Education: A Study to Identify Training and Professional Development Needs

ERIC Educational Resources Information Center

Roberts, Jennifer

2018-01-01

The roles of distance education teaching staff are changing, necessitating role clarity and the development of appropriate competency frameworks. This article investigates the perceptions of the teaching and research staff at the University of South Africa, regarding the current and future roles of distance educators, their own competencies in…

Preservice Chemistry Teachers' Images about Science Teaching in Their Future Classrooms

ERIC Educational Resources Information Center

Elmas, Ridvan; Demirdogen, Betul; Geban, Omer

2011-01-01

The purpose of this study is to explore pre-service chemistry teachers' images of science teaching in their future classrooms. Also, association between instructional style, gender, and desire to be a teacher was explored. Sixty six pre-service chemistry teachers from three public universities participated in the data collection for this study. A…

Scripted and Unscripted Science Lessons for Children with Autism and Intellectual Disability.

PubMed

Knight, Victoria F; Collins, Belva; Spriggs, Amy D; Sartini, Emily; MacDonald, Margaret Janey

2018-02-27

Both scripted lessons and unscripted task analyzed lessons have been used effectively to teach science content to students with intellectual disability and autism spectrum disorder. This study evaluated the efficacy, efficiency, and teacher preference of scripted and unscripted task analyzed lesson plans from an elementary science curriculum designed for students with intellectual disability and autism spectrum disorder by evaluating both lesson formats for (a) student outcomes on a science comprehension assessment, (b) sessions to criterion, and (c) average duration of lessons. Findings propose both lesson types were equally effective, but unscripted task analyzed versions may be more efficient and were preferred by teachers to scripted lessons. Implications, limitations, and suggestions for future research are also discussed.