A Good Teaching Technique: WebQuests

ERIC Educational Resources Information Center

Halat, Erdogan

2008-01-01

In this article, the author first introduces and describes a new teaching tool called WebQuests to practicing teachers. He then provides detailed information about the structure of a good WebQuest. Third, the author shows the strengths and weaknesses of using Web-Quests in teaching and learning. Last, he points out the challenges for practicing…

Exploring cases of practical wisdom (phronesis) in postsecondary teaching

NASA Astrophysics Data System (ADS)

Connolly, Mark R.

Despite growing interest in improving postsecondary teaching over the past two and a half decades, evidence suggests that these efforts have not made much difference in faculty teaching practices and their effects on student learning. One purported reason for this lack of success is that postsecondary instructors are not formally trained as teachers and instead base their teaching approach on personal, non-scientific forms of knowledge---namely, emulation, trial-and-error, and habit. The prevailing view in higher education holds that postsecondary instructors should learn to teach through the proper application of scientifically derived theory to practice, and that the best source of knowledge about effective teaching practices is education researchers rather than the instructors themselves. In contrast to this modernist view about pedagogical knowledge, this thesis argues that teaching should be viewed instead as what Aristotle called praxis (morally appropriate action), for which phronesis, or practical-moral judgment, is held as the most important form of pedagogical reasoning and knowledge. On this view, good teaching combines practical knowledge of certain educational "goods" or values with sound judgment about what, in a particular situation, constitutes an appropriate expression of those values. To illustrate how teaching is an activity dependent upon practical-moral judgment, the study investigated teaching-related dilemmas of three science professors at a research-extensive university through classroom observations and interviews. An analytic lens of agency stances (Pendlebury, 1995) used the interplay between the respondents' teaching-related aims and the particulars of the "problem" at hand as a way of discerning instances when respondents took a phronesic (practical-moral) stance to their teaching. The study suggested that the three respondents took different approaches to making sense of contextual particularities and balancing competing teaching-related ends. To help those who view teaching as an instrumental, technical activity move toward a notion of teaching being primarily a practical-moral activity, the different purposes of means-end reasoning and practical-moral judgment must be made explicit. Current approaches to improving postsecondary teaching, such as the scholarship of teaching and learning, can be leveraged as sites for the exercise and cultivation of phronesis.

Reflections on Teaching and Research: Two Inseparable Components in Higher Education

ERIC Educational Resources Information Center

Chan Fong Yee, Fanny

2014-01-01

Teaching and research are two inseparable components in higher education. There are continuous debates about the relationship between the two. Does good teaching always lead to good research, and vice versa? This paper critically examines the impact of current policy on the two academic practices and discusses how it shapes one's professional…

Practices, Virtue Ethics, and Music Education

ERIC Educational Resources Information Center

Bowman, Wayne

2012-01-01

Music education is generally equated with the act of teaching music. In "The Good Life of Teaching: An Ethics of Professional Practice," the remarkable book that orients the essays in this issue of "Action, Criticism, and Theory for Music Education," Chris Higgins argues, among other things, that the view of teaching as a helping profession--one…

Theories of learning: models of good practice for evidence-based information skills teaching.

PubMed

Spring, Hannah

2010-12-01

This feature considers models of teaching and learning and how these can be used to support evidence based practice. © 2010 The authors. Health Information and Libraries Journal © 2010 Health Libraries Group.

Basic echocardiography for undergraduate students: a comparison of different peer-teaching approaches.

PubMed

Gradl-Dietsch, G; Menon, A K; Gürsel, A; Götzenich, A; Hatam, N; Aljalloud, A; Schrading, S; Hölzl, F; Knobe, M

2018-02-01

The aim of this study was to assess the impact of different teaching interventions in a peer-teaching environment on basic echocardiography skills and to examine the influence of gender on learning outcomes. We randomly assigned 79 s year medical students (55 women, 24 men) to one of four groups: peer teaching (PT), peer teaching using Peyton's four-step approach (PPT), team based learning (TBL) and video-based learning (VBL). All groups received theoretical and practical hands-on training according to the different approaches. Using a pre-post-design we assessed differences in theoretical knowledge [multiple choice (MC) exam], practical skills (Objective Structured Practical Examination, OSPE) and evaluation results with respect to gender. There was a significant gain in theoretical knowledge for all students. There were no relevant differences between the four groups regarding the MC exam and OSPE results. The majority of students achieved good or very good results. Acceptance of the peer-teaching concept was moderate and all students preferred medical experts to peer tutors even though the overall rating of the instructors was fairly good. Students in the Video group would have preferred a different training method. There was no significant effect of gender on evaluation results. Using different peer-teaching concepts proved to be effective in teaching basic echocardiography. Gender does not seem to have an impact on effectiveness of the instructional approach. Qualitative analysis revealed limited acceptance of peer teaching and especially of video-based instruction.

Evaluating an online pharmaceutical education system for pharmacy interns in critical care settings.

PubMed

Yeh, Yu-Ting; Chen, Hsiang-Yin; Cheng, Kuei-Ju; Hou, Ssu-An; Yen, Yu-Hsuan; Liu, Chien-Tsai

2014-02-01

Incorporating electronic learning (eLearning) system into professional experimental programs such as pharmacy internships is a challenge. However, none of the current systems can fully support the unique needs of clinical pharmacy internship. In this study we enhanced a commercial eLearning system for clinical pharmacy internship (The Clinical Pharmacy Internship eLearning System, CPIES). The KAP questionnaire was used to evaluate the performance of group A with the traditional teaching model and group B with the CPIES teaching model. The CPIES teaching model showed significant improvement in interns' knowledge and practice (p = 0.002 and 0.031, respectively). The traditional teaching model only demonstrated significant improvement in practice (p = 0.011). Moreover, professionalism, such as attitudes on cooperating with other health professionals, is developed by learning from a good mentor. The on-line teaching and traditional teaching methods should undoubtedly be blended in a complete teaching model in order to improve learners' professional knowledge, facilitate correct attitude, and influence good practice. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Reviews Book: The Babylonian Theorem Video Game: BrainBox360 (Physics Edition) Book: Teaching and Learning Science: Towards a Personalized Approach Book: Good Practice in Science Teaching: What Research Has to Say Equipment: PAPERSHOW Equipment: SEP Steady State Bottle Kit Equipment: Sciencescope Datalogging Balance Equipment: USB Robot Arm Equipment: Sciencescope Spectrophotometer Web Watch

NASA Astrophysics Data System (ADS)

2010-07-01

WE RECOMMEND Good Practice in Science Teaching: What Research Has to Say Book explores and summarizes the research Steady State Bottle Kit Another gem from SEP Sciencescope Datalogging Balance Balance suits everyday use Sciencescope Spectrophotometer Device displays clear spectrum WORTH A LOOK The Babylonian Theorem Text explains ancient Egyptian mathematics BrainBox360 (Physics Edition) Video game tests your knowledge Teaching and Learning Science: Towards a Personalized Approach Book reveals how useful physics teachers really are PAPERSHOW Gadget kit is useful but has limitations Robotic Arm Kit with USB PC Interface Robot arm teaches programming WEB WATCH Simple applets teach complex topics

Gardening in Cyberspace: A Metaphor to Enhance Online Teaching and Learning.

ERIC Educational Resources Information Center

May, Gary L.; Short, Darren

2003-01-01

Uses the metaphor of gardening in cyberspace as a guide to the creation of an environment that fosters learning and growth in online courses. Draws analogies between good gardening practices and online teaching practices, instructional design, and course management techniques. Contains 63 references. (SK)

Teaching practice of the course of Laser Principle and Application based on PBL mode

NASA Astrophysics Data System (ADS)

Li, Yongliang; Lv, Beibei; Wang, Siqi

2017-08-01

The primary task of university education is to stimulate students' autonomic learning and cultivate students' creative thinking. This paper put to use problem based learning (PBL) teaching mode, to enable students master flexible knowledge as the goal, and a detailed analysis of the implementation method and concrete measures of PBL teaching reform in the course of Laser Principle and Application, then compared with the former teaching methods. From the feedback of students and teaching experience, we get good teaching effect and prove the feasibility of PBL teaching mode in practice.

Exploration of multidimensional interactive classroom teaching for CCD principle and application course

NASA Astrophysics Data System (ADS)

Fu, Xinghu; Tan, Ailing; Zhang, Baojun; Fu, Guangwei; Bi, Weihong

2017-08-01

The CCD principle and application course is professional and comprehensive. It involves many subject contents. The course content includes eight aspects. In order to complete the teaching tasks within a limited time, improve the classroom teaching quality and prompt students master the course content faster and better, so the multidimensional interactive classroom teaching is proposed. In the teaching practice, the interactive relationship between the frontier science, scientific research project, living example and classroom content is researched detailedly. Finally, it has been proved practically that the proposed multidimensional interactive classroom teaching can achieved good teaching effect.

TEACHING TECHNIQUES--SELECTED READINGS.

ERIC Educational Resources Information Center

Modern Language Association of America, New York, NY.

A DIVERSIFIED SELECTION OF ARTICLES CONTAINING DESCRIPTIONS AND EXPLANATIONS OF TEACHING TECHNIQUES, PUBLISHED FROM 1961 TO 1967, IS PROVIDED IN THIS PACKET. INCLUDED ARE--(1) "TOWARD BETTER CLASSROOM TEACHING" (GREW), (2) "GOOD TEACHING PRACTICES--A SURVEY OF HIGH SCHOOL FL CLASSES" (HAMLIN AND OTHERS), (3) "LISTENING COMPREHENSION" (RIVERS), (4)…

An Enactivist Perspective on Teaching Mathematics: Reconceptualising and Expanding Teaching Actions

ERIC Educational Resources Information Center

Towers, Jo; Proulx, Jerome

2013-01-01

We reject a trajectory approach to teaching that classifies "good" and "bad" teaching actions and seeks to move teachers' practices from one of these poles to the other. In this article we offer instead a conceptualisation of mathematics teaching actions as a "landscape of possibilities". We draw together terms…

What do emergency medicine learners want from their teachers? A multicenter focus group analysis.

PubMed

Thurgur, Lisa; Bandiera, Glen; Lee, Shirley; Tiberius, Richard

2005-09-01

To the best of the authors' knowledge, there are no reports describing what learners believe are good emergency medicine (EM) teaching practices. EM faculty developers are compromised by this lack of knowledge about what EM learners appreciate in their teachers. To determine what Canadian EM learners consider to be good prerequisites and strategies for effective teaching in the emergency department (ED). Clinical clerks and residents from the Canadian College of Family Physicians, Emergency Medicine certification [CCFP(EM)] fellowship program, the Royal College of Physicians and Surgeons of Canada, Emergency Medicine certification [FRCP(EM)] fellowship program, and off-service programs from all five Ontario medical schools participated in monitored focus-group sessions. Conversations were recorded, transcribed by a third party, and coded by two independent assessors using standard grounded theory methods. The text was categorized based on the final code into basic themes and specific qualifiers, which were then sorted by frequency of mention in the focus groups. Results are presented in descriptive fashion. Twenty-eight learners participated. They identified 14 major principles for good EM teaching, and a further 30 specific qualifiers. The top five principles were: "has a positive teacher attitude," "takes time to teach," "uses teachable moments well," "tailors teaching to the learner," and "gives appropriate feedback." Agreement on classification of ideas was 86%. Learners are sensitive to the constraints of the ED teaching environment, and have consistent views about good ED teaching practices. Among 14 general principles identified, "takes time to teach," "gives feedback," "tailors teaching to the learner," "uses teachable moments," and "has a good teacher attitude" were the most commonly reported.

From theory to practice: integrating instructional technology into veterinary medical education.

PubMed

Wang, Hong; Rush, Bonnie R; Wilkerson, Melinda; Herman, Cheryl; Miesner, Matt; Renter, David; Gehring, Ronette

2013-01-01

Technology has changed the landscape of teaching and learning. The integration of instructional technology into teaching for meaningful learning is an issue for all educators to consider. In this article, we introduce educational theories including constructivism, information-processing theory, and dual-coding theory, along with the seven principles of good practice in undergraduate education. We also discuss five practical instructional strategies and the relationship of these strategies to the educational theories. From theory to practice, the purpose of the article is to share our application of educational theory and practice to work toward more innovative teaching in veterinary medical education.

Best Practices for High School Classrooms: What Award-Winning Secondary Teachers Do.

ERIC Educational Resources Information Center

Stone, Randi

This book provides guidance on high-impact teaching practices, offering first-hand accounts of award-winning teachers. Nine chapters include: (1) "Award-Winning Words of Wisdom," with topics: "High School Teaching Tips" (Jenny W. Holmstrom); "What Is a Good Teacher?" (Carey Jenkins); "Student Creativity"…

The Utilization of the Seven Principles for Good Practices of Full-Time and Adjunct Faculty in Teaching Health & Science in Community Colleges

ERIC Educational Resources Information Center

Musaitif, Linda M.

2013-01-01

Purpose: The purpose of this study was to determine the degree to which undergraduate full-time and adjunct faculty members in the health and science programs at community colleges in Southern California utilize the seven principles of good practice as measured by the Faculty Inventory of the Seven Principles for Good Practice in Undergraduate…

Teaching: A New Research Look at an Old Practice.

ERIC Educational Resources Information Center

Rancifer, Jesse L.

This study used the Good Teaching Survey to identify productive teaching techniques as determined by students, teachers, administrators, and parents that would be more likely to yield desired results in today's schools. Survey topics included: teaching on one's feet; making learning easier; inducing students to learn; accountability for learning;…

The Tribalism of Teaching and Learning

ERIC Educational Resources Information Center

Daniel, David B.; Chew, Stephen L.

2013-01-01

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

Student Attitudes to Teachers and Teaching.

ERIC Educational Resources Information Center

Angus, L.

1984-01-01

Presents an analysis of good and bad teaching practices through the perceptions of students and teachers in an Australian Catholic boys' school. Investigates ways teachers negotiate order in the classroom. (MD)

Student evaluation of a primary care clerkship: quality assurance and identification of potential for improvement.

PubMed

Chenot, Jean-François; Kochen, Michael M; Himmel, Wolfgang

2009-04-15

In Germany, like many other countries, general practice clerkships have only recently become mandatory during medical education. The biggest challenges for the organisation of such clerkships are achieving a minimum level of standardisation, and developing and maintaining a system of quality assurance. The aim of this study is to assess the instructional quality in teaching practices using a benchmark system. Before commencing, students anonymously assessed the importance of core aspects of the mandatory primary care clerkship. After the clerkship, they evaluated learning opportunities and teaching performance. Based on this data, a benchmark system was developed to identify areas of strength and weakness for all practices as well as individual teaching practices. A total of 695 students evaluated 97 general practices belonging to a teaching network. Prior to the clerkship, most students considered recognition of frequent diseases (85%) and communication skills (65%) the most important learning goals. After the clerkship, nearly 90% of students confirmed that the general practitioner (GP) was good or excellent at teaching these two goals but only two-thirds thought the GP's teaching performance good or excellent in preventive medicine and screening. In an exemplary analysis, we identified the 2 best and the 2 worst practices that consistently received scores far above or below average, respectively. We were able to identify areas of weakness in teaching and identified specific GPs who did not meet the students' needs and expectations. This evaluation seems to be a useful quality assurance tool to identify the potential for improvement and faculty development.

The Good Life of Teaching or the Life of Good Teaching?

ERIC Educational Resources Information Center

Regelski, Thomas A.

2012-01-01

In his recent monograph, Chris Higgins (2011) offers a remarkably original, thoughtful, and provocative argument for "an ethics of professional practice" for teachers. His study brings together a wealth of ideas and authors not often discussed in relation to each other, and it draws out elusive themes and ideas often overlooked in most…

Genuine Conversation: The Enabler in Good Mentoring of Pre-Service Teachers

ERIC Educational Resources Information Center

Sheridan, Lynn; Young, Marie

2017-01-01

This study confirms the role of genuine conversation as the enabler in good mentoring of pre-service teachers. The practicum plays an essential role in moving the pre-service teacher beyond learning about teaching to the practice of teaching. Yet the benefit of the practicum is often constrained by relational tensions, disappointment and…

Effective Superintendent-School Board Practices: Strategies for Developing and Maintaining Good Relationships with Your Board

ERIC Educational Resources Information Center

Townsend, Rene S.; Johnston, Gloria L.; Gross, Gwen E.; Lynch, Peggy; Garcy, Lorraine M.; Roberts, Benita B.; Novotney, Patricia B.

2006-01-01

Foster a strong superintendent-school board relationship centered on quality teaching and learning! This book helps current and future superintendents and school board members develop an effective governance team that prioritizes quality teaching and learning. Designed for practicing and aspiring superintendents and school board members, this…

Web-based Learning Environments Guided by Principles of Good Teaching Practice.

ERIC Educational Resources Information Center

Chizmar, John F.; Walbert, Mark S.

1999-01-01

Describes the preparation and execution of a statistics course, an undergraduate econometrics course, and a microeconomic theory course that all utilize Internet technology. Reviews seven principles of teaching practice in order to demonstrate how to enhance the quality of student learning using Web technologies. Includes reactions by Steve Hurd…

Accommodations--Or Just Good Teaching? Strategies for Teaching College Students with Disabilities.

ERIC Educational Resources Information Center

Hodge, Bonnie M., Ed.; Preston-Sabin, Jennie, Ed.

This book is a product of an ongoing project which is identifying teaching strategies and/or accommodations for college students with disabilities. The strategies have proven practical and successful by teaching practitioners who responded to a survey of members of the National Association for Developmental Education. The first chapter introduces…

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

Educational technologies and the teaching of ethics in science and engineering.

PubMed

Loui, Michael C

2005-07-01

To support the teaching of ethics in science and engineering, educational technologies offer a variety of functions: communication between students and instructors, production of documents, distribution of documents, archiving of class sessions, and access to remote resources. Instructors may choose to use these functions of the technologies at different levels of intensity, to support a variety of pedagogies, consistent with accepted good practices. Good pedagogical practices are illustrated in this paper with four examples of uses of educational technologies in the teaching of ethics in science and engineering. Educational technologies impose costs for the purchase of hardware, licensing of software, hiring of support personnel, and training of instructors. Whether the benefits justify these costs is an unsettled question. While many researchers are studying the possible benefits of educational technologies, all instructors should assess the effectiveness of their practices.

Making Good Teaching Great: Everyday Strategies for Teaching with Impact

ERIC Educational Resources Information Center

Breaux, Annette L.; Whitaker, Todd

2012-01-01

Every good teacher strives to be a great teacher--and this must-have book shows you how! It's filled with practical tips and strategies for connecting with your students in a meaningful and powerful way. Learn how to improve student learning with easy-to-implement daily activities designed to integrate seamlessly into any day of the school year.…

Good, Fast, Cheap: How Centers of Teaching and Learning Can Capitalize in Today's Resource-Constrained Context

ERIC Educational Resources Information Center

Truong, Michael H.; Juillerat, Stephanie; Gin, Deborah H. C.

2016-01-01

This article provides leaders and educational developers of Centers for Teaching and Learning (CTL) with innovative and practical strategies on how to increase their centers' capacity and impact by focusing on quality, efficiency, and cost. This "good, fast, cheap" model represents a promising way that CTL can continue to grow, scale,…

Mathematics Student Teachers' Views on Tutor Feedback during Teaching Practice

ERIC Educational Resources Information Center

Buhagiar, Michael A.

2013-01-01

A group of students studying to become mathematics teachers were asked to comment on the tutor feedback they received during teaching practice (TP) and to offer suggestions aimed at improving this feedback. Analysis of the written data--which was collected through emails--suggests the need for: (i) all TP tutors to provide good quality feedback;…

What Makes Great Teaching? Review of the Underpinning Research

ERIC Educational Resources Information Center

Coe, Robert; Aloisi, Cesare; Higgins, Steve; Major, Lee Elliot

2014-01-01

This report reviews over 200 pieces of research to identify the elements of teaching with the strongest evidence of improving attainment. It finds some common practices can be harmful to learning and have no grounding in research. Specific practices which are supported by good evidence of their effectiveness are also examined and six key factors…

A plea for judgment.

PubMed

Davis, Michael

2012-12-01

Judgment is central to engineering, medicine, the sciences and many other practical activities. For example, one who otherwise knows what engineers know but lacks "engineering judgment" may be an expert of sorts, a handy resource much like a reference book or database, but cannot be a competent engineer. Though often overlooked or at least passed over in silence, the central place of judgment in engineering, the sciences, and the like should be obvious once pointed out. It is important here because it helps to explain where ethics fits into these disciplines. There is no good engineering, no good science, and so on without good judgment and no good judgment in these disciplines without ethics. Doing even a minimally decent job of teaching one of these disciplines necessarily includes teaching its ethics; teaching the ethics is teaching the discipline (or at least a large part of it).

The Use of GBL to Teach Mathematics in Higher Education

ERIC Educational Resources Information Center

Naik, Nitin

2017-01-01

Innovation in learning and teaching is an everyday requirement in contemporary higher education (HE), especially in challenging subjects such as mathematics. Teaching mathematics to students with limited experience of formal mathematical instruction is a good example of a demanding pedagogical undertaking where innovatory practice can help HE…

Vocabulary Development: Teaching vs. Testing.

ERIC Educational Resources Information Center

Nilsen, Alleen Pace; Nilsen, Don L. F.

2003-01-01

Considers how with no training in how to teach vocabulary skills, many teachers transfer to their classroom the same techniques that they see test makers using. Offers a chart to encourage thinking about the ways that standardized testing techniques differ from good teaching and learning practices. Argues that educators should provide students…

Good Practice in GNVQ Induction Programmes. Project Report.

ERIC Educational Resources Information Center

Benett, Yves

A 2-year research and development project was conducted to identify existing good practices for introducing students in the United Kingdom (UK) to General National Vocational Qualifications (GNVQs) and available teaching and learning materials for use in the induction of GNVQs in UK schools and colleges. The main activities of the project's three…

Teacher Quality Indicators as Predictors of Instructional Assessment Practices in Science Classrooms in Secondary Schools in Barbados

NASA Astrophysics Data System (ADS)

Ogunkola, Babalola J.; Archer-Bradshaw, Ramona E.

2013-02-01

This study investigated the self-reported instructional assessment practices of a selected sample of secondary school science teachers in Barbados. The study sought to determine if there were statistically significant differences in the instructional assessment practices of teachers based on their sex and teacher quality (teaching experience, professional qualification and teacher academic qualification). It also sought to determine the extent to which each of these four selected variables individually and jointly affected the teachers' report of their instructional assessment practices. A sample of 55 science teachers from nine secondary schools in Barbados was randomly selected to participate in this study. Data was collected by means of a survey and was analyzed using the means and standard deviations of the instructional assessment practices scores and linear, multiple and binary logistic regression. The results of the study were such that the majority of the sample reported good overall instructional assessment practices while only a few participants reported moderate assessment practices. The instructional assessment practices in the area of student knowledge were mostly moderate as indicated by the sample. There were no statistically significant differences between or among the mean scores of the teachers' reported instructional assessment practices based on sex ( t = 0.10; df = 53; p = 0.992), teaching experience ( F[4,50] = 1.766; p = 0.150), the level of professional qualification (F[3,45] = 0.2117; p = 0.111) or the level of academic qualification (F[2,52] = 0.504; p = 0.607). The independent variables (teacher sex, teaching experience, teacher professional qualification or teacher academic qualification) were not significant predictors of the instructional assessment practices scores. However, teacher sex was a significant predictor of the teachers' report of good instructional assessment practices. The study also found that the joint effect of the variables teacher sex, teaching experience, teacher professional qualification and teacher academic qualification was not significant in predicting the instructional assessment practices scores of the science teachers. However, the joint effect of these variables was statistically significant ( X 2 = 18.482; df = 10; p = 0.047) in predicting the teachers' reported use of good instructional assessment practices. The best predictor of teachers' report of good instructional assessment practices, though not statistically significant, was the diploma in education professional qualification.

Setting the Stage for Developing Pre-service Teachers' Conceptions of Good Science Teaching: The role of classroom videos

NASA Astrophysics Data System (ADS)

Wong, Siu Ling; Yung, Benny Hin Wai; Cheng, Man Wai; Lam, Kwok Leung; Hodson, Derek

2006-01-01

This paper reports findings about a curriculum innovation conducted at The University of Hong Kong. A CD-ROM consisting of videos of two lessons by different teachers demonstrating exemplary science teaching was used to elicit conceptions of good science teaching of student-teachers enrolled for the 1-year Postgraduate Diploma in Education at several stages during the programme. It was found that the videos elicited student-teachers’ conceptions and had impact on those conceptions prior to the commencement of formal instruction. It has extended student-teachers’ awareness of alternative teaching methods and approaches not experienced in their own schooling, broadened their awareness of different classroom situations, provided proof of existence of good practices, and prompted them to reflect on their current preconceptions of good science teaching. In several ways, the videos acted as a catalyst in socializing the transition of student-teachers from the role of student to the role of teacher.

Principles of Good Practice in SoTL

ERIC Educational Resources Information Center

Felten, Peter

2013-01-01

For the Scholarship of Teaching and Learning (SoTL) to be understood as significant intellectual work in the academy, SoTL practitioners need to identify shared principles of good practice. While honoring the diversity of SoTL in its many forms across the globe, such principles can serve as a heuristic for assessing work in our field. These…

Comparison of expectations and beliefs about good teaching in an academic day release medical education program: a qualitative study.

PubMed

van Roermund, Thea A C M; Mokkink, Henk G; Bottema, Ben J A M; van Weel, Chris; Scherpbier, Albert J J A

2014-10-03

In a professional learner-centered(ness) educational environment, communication and alignment of expectations about teaching are indispensable. Professional education of residents could benefit from an analysis and comparison of teachers' and residents' educational expectations and beliefs. Our purpose is to identify success factors and barriers related to aligning expectations and beliefs and building a supportive professional learner-centered educational environment. We conducted semi-structured individual interviews with teachers and semi-structured focus groups with residents. A single interview format was used to make it possible to compare the results. Data were analysed using a qualitative software package (AtlasTi). Data analysis steps were followed by the author team, which identified four domains of good teaching: personal traits, knowledge, relationships and teaching qualities. Teachers and residents agreed about the importance of personal professional characteristics like being a role model and having an open and enthusiastic attitude. They all thought that having a specific knowledge base was essential for teaching. Approaching residents as adult learners was found to be an important element of the learner-centred environment and it was agreed that teachers should take practical experiences to a higher level. However, teachers and residents had different expectations about the practical consequences of being a role model, adult learning, coaching and openness, and the type of knowledge that was needed in the professional development program. Communication about different expectations appeared to be difficult. Teachers and residents agreed on a conceptual level about expectations and beliefs regarding good teaching, but disagreed on an executive level. According to the residents, the disagreement about good teaching was not the biggest barrier to creating alignment and a supportive professional relationship; instead, it was the absence of a proper dialogue regarding issues about expectations and beliefs.

[Analysis and outlook on teaching status of Molecular Pharmacognosy].

PubMed

Bi, Yu-xia; Xu, Hai-yu; Tong, Yan; Cui, Shu-zhen; Li, Hai-yan; Liu, Chang-xiao

2015-09-01

The teaching status of Molecular Pharmacognosy in 28 institutions in China was investigated by questionnaire and the survey data was analyzed by SPSS. Research contents included course beginning years, majors, class hours, characteristics of the course, teaching ways, the theory and practice contents, evaluation modes, selection of teaching material, teaching achievements, teachers and so on for undergraduates and graduates. Research results showed that with 20 years' development, Molecular Pharmacognosy had been offered for both undergraduate and graduate students in at least 20 colleges and universities and Molecular Pharmacognosy education in China showed good development momentum. At the same time, to promote the development of Molecular Pharmacognosy further, investment for it should be increased and practical teaching condition should be improved.

The Knowledge Base of Teaching in Linguistically Diverse Contexts: 10 Grounded Principles of Multilingual Classroom Pedagogy for EAL

ERIC Educational Resources Information Center

Liu, Yongcan; Fisher, Linda; Forbes, Karen; Evans, Michael

2017-01-01

This paper aims to define the knowledge base of teaching in linguistically diverse secondary schools in England. Based on extensive interviews with the teachers across two schools, the paper identifies a range of good practices centred on flexibility and differentiation. These include diversifying teaching resources by using bilingual materials…

Reading Essentials: The Specifics You Need To Teach Reading Well.

ERIC Educational Resources Information Center

Routman, Regie

Currently, there is much controversy and confusion over "best practice" issues in teaching reading. This book, written by a "lifelong teacher/learner," is based on the premise that good teaching does not have to mean lots of hours spent planning but instead requires lots of thinking--thinking about what matters to children, what children need to…

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.

Twenty-Two Good Educational Practices.

ERIC Educational Resources Information Center

Mark, Jorie Lester

1989-01-01

Twenty-two educational practices are drawn from nine settings: K-12, vocational and continuing education, proprietary schools, military training, corporate training, union-sponsored programs, second-chance training, job training, and adult education. They are categorized as process-type practices, techniques, and physical teaching props. (SK)

[Four-stage gradual expanding approach of problem based learning in otorhinolaryngology].

PubMed

Kong, Weijia; Wang, Yanjun; Yue, Jianxin; Chen, Jianjun; Peng, Yixiang; Zhang, Sulin; Zhang, Xiaomeng

2008-08-01

The aim of the study is to cover the shortages of PBL, such as time-consuming, abstract, lacking of the course of clinic practice, and to introduce PBL to the teaching of otorhinolaryngology. By the improvement of the international classic teaching model of PBL, we put forward "four-stage gradual expanding approach of PBL" and establish "four-stage gradual expanding approach of PBL in otorhinolaryngology". Through the four stages of watching PBL, simulation PBL, internship PBL, practice PBL, we have accomplished the organic integration of theory teaching and clinical practice. This teaching method is more adaptive to the teaching of otorhinolaryngology, and it can help the medicine students to establish the whole concept of medicine and can stimulate them to form the good habits of self-regulated learning and life-long learning efficiently.

El mejorar del lenguaje y la aprendizaje de los estudiantes que son sordos. Hoja de consejos de PEPNet (Improving the Language and Learning of Students Who Are Deaf. PEPNet Tipsheet)

ERIC Educational Resources Information Center

Livingston, Sue

2010-01-01

This version of "Improving the Language and Learning of Students Who Are Deaf. PEPNet Tipsheet," written in Spanish, offers some suggestions on improving the language and learning of students who are deaf. The saying "Good teaching is good teaching" holds considerable truth when thinking about exemplary practices used in educating students who are…

Good Practices in Team Teaching in Japan, South Korea and Hong Kong

ERIC Educational Resources Information Center

Carless, David R.

2006-01-01

Team teaching between native English speaking teachers and local L2 English teachers has become an increasingly common phenomenon in schooling in the East Asia region. The relevant literature reports some positive impacts of team teaching and also highlights some of the challenges or conflicts which arise. The aim of this paper is to focus on…

A Survey of the Teaching and Learning of Modern Foreign Languages in a Sample of Inner City and Urban Schools, Spring Term 1989. A Report by HMI.

ERIC Educational Resources Information Center

Department of Education and Science, London (England).

A study investigated techniques and practices for teaching second languages (French, German, Spanish) in 25 urban schools in different areas of England. It was found that the overall quality of work in modern languages was very good in 1 school, good in 5, satisfactory in 7, less than satisfactory in 10, and poor in 2. Three of 10 lessons seen…

Bioethics for clinicians: 25. Teaching bioethics in the clinical setting

PubMed Central

McKneally, Martin F.; Singer, Peter A.

2001-01-01

BIOETHICS IS NOW TAUGHT IN EVERY CANADIAN MEDICAL SCHOOL. Canada needs a cadre of teachers who can help clinicians learn bioethics. Our purpose is to encourage clinician teachers to accept this important responsibility and to provide practical advice about teaching bioethics to clinicians as an integral part of good clinical medicine. We use 5 questions to focus the discussion: Why should I teach? What should I teach? How should I teach? How should I evaluate? How should I learn? PMID:11338804

Why Good Teaching Evaluations May Reward Bad Teaching: On Grade Inflation and Other Unintended Consequences of Student Evaluations.

PubMed

Stroebe, Wolfgang

2016-11-01

In this article, I address the paradox that university grade point averages have increased for decades, whereas the time students invest in their studies has decreased. I argue that one major contributor to this paradox is grading leniency, encouraged by the practice of university administrators to base important personnel decisions on student evaluations of teaching. Grading leniency creates strong incentives for instructors to teach in ways that would result in good student evaluations. Because many instructors believe that the average student prefers courses that are entertaining, require little work, and result in high grades, they feel under pressure to conform to those expectations. Evidence is presented that the positive association between student grades and their evaluation of teaching reflects a bias rather than teaching effectiveness. If good teaching evaluations reflected improved student learning due to effective teaching, they should be positively related to the grades received in subsequent courses that build on knowledge gained in the previous course. Findings that teaching evaluations of concurrent courses, though positively correlated with concurrent grades, are negatively related to student performance in subsequent courses are more consistent with the assumption that concurrent evaluations are the result of lenient grading rather than effective teaching. Policy implications are discussed. © The Author(s) 2016.

Improvement of Science Teaching.

ERIC Educational Resources Information Center

Postlethwait, S. N.

1980-01-01

Supports implementation of instructional procedures that permit students to engage in good learning practices as commonly defined by educational psychologists and teachers. Presents the scientific strategy used by students in botany at Purdue, which involves students in the practice of scientific procedures. (CS)

The use of head-mounted display eyeglasses for teaching surgical skills: A prospective randomised study.

PubMed

Peden, Robert G; Mercer, Rachel; Tatham, Andrew J

2016-10-01

To investigate whether 'surgeon's eye view' videos provided via head-mounted displays can improve skill acquisition and satisfaction in basic surgical training compared with conventional wet-lab teaching. A prospective randomised study of 14 medical students with no prior suturing experience, randomised to 3 groups: 1) conventional teaching; 2) head-mounted display-assisted teaching and 3) head-mounted display self-learning. All were instructed in interrupted suturing followed by 15 minutes' practice. Head-mounted displays provided a 'surgeon's eye view' video demonstrating the technique, available during practice. Subsequently students undertook a practical assessment, where suturing was videoed and graded by masked assessors using a 10-point surgical skill score (1 = very poor technique, 10 = very good technique). Students completed a questionnaire assessing confidence and satisfaction. Suturing ability after teaching was similar between groups (P = 0.229, Kruskal-Wallis test). Median surgical skill scores were 7.5 (range 6-10), 6 (range 3-8) and 7 (range 1-7) following head-mounted display-assisted teaching, conventional teaching, and head-mounted display self-learning respectively. There was good agreement between graders regarding surgical skill scores (rho.c = 0.599, r = 0.603), and no difference in number of sutures placed between groups (P = 0.120). The head-mounted display-assisted teaching group reported greater enjoyment than those attending conventional teaching (P = 0.033). Head-mounted display self-learning was regarded as least useful (7.4 vs 9.0 for conventional teaching, P = 0.021), but more enjoyable than conventional teaching (9.6 vs 8.0, P = 0.050). Teaching augmented with head-mounted displays was significantly more enjoyable than conventional teaching. Students undertaking self-directed learning using head-mounted displays with pre-recorded videos had comparable skill acquisition to those attending traditional wet-lab tutorials. Copyright © 2016 IJS Publishing Group Ltd. Published by Elsevier Ltd. All rights reserved.

Scaling Down: A Modest Proposal for Practice-Based Policy Research in Teaching

ERIC Educational Resources Information Center

Erickson, Frederick

2014-01-01

This proposal addresses the assumptions underlying the "Science Wars" about the purpose of educational research. The author proposes a more modest "Lake Woebegon" approach to school reform that supports long-term professional education, a shift away from "Best Practices" to "Pretty Good Practices," low…

Debates in Teaching Bioethics

ERIC Educational Resources Information Center

Kedraka, Katerina; Kourkoutas, Yiannis

2018-01-01

In this small scale study in higher education, a good educational practice on the teaching of Bioethics based on transformative learning and accomplished by debates is presented. The research was carried out in June 2016 at the Department of Molecular Biology and Genetics, Democritus University of Thrace, Greece and it includes the assessment of…

Innovative Language Teaching and Learning at University: Enhancing Employability

ERIC Educational Resources Information Center

Álvarez-Mayo, Carmen, Ed.; Gallagher-Brett, Angela, Ed.; Michel, Franck, Ed.

2017-01-01

This second volume in this series of papers dedicated to innovative language teaching and learning at university focuses on enhancing employability. Throughout the book, which includes a selection of 14 peer-reviewed and edited short papers, authors share good practices drawing on research; reflect on their experience to promote student…

Strategies for Effective Dissemination of the Outcomes of Teaching and Learning Projects

ERIC Educational Resources Information Center

Southwell, Deborah; Gannaway, Deanne; Orrell, Janice; Chalmers, Denise; Abraham, Catherine

2010-01-01

This paper describes an empirical study that addresses the question of how higher education institutions can disseminate effectively the outcomes of projects that seek to achieve large-scale change in teaching and learning. Traditionally, dissemination of innovation and good practice is strongly advocated within universities, but little…

Using Children's Literature To Build Literacy: A Cooperative Learning Approach.

ERIC Educational Resources Information Center

Love, Fannye E.; And Others

When teaching beginning reading, the use of certain children's stories, called predictable books, can yield higher reading comprehension skills, provide excellent practice for sight words, and teach good oral reading skills. A nurturing classroom environment is an important component of an effective beginning reading curriculum. An effective…

Patient safety and infection control: bases for curricular integration.

PubMed

Silva, Andréa Mara Bernardes da; Bim, Lucas Lazarini; Bim, Felipe Lazarini; Sousa, Alvaro Francisco Lopes; Domingues, Pedro Castania Amadio; Nicolussi, Adriana Cristina; Andrade, Denise de

2018-05-01

To analyze curricular integration between teaching of patient safety and good infection prevention and control practices. Integrative review, designed to answer the question: "How does curricular integration of content about 'patient safety teaching' and content about 'infection prevention and control practices' occur in undergraduate courses in the health field?". The following databases were searched for primary studies: CINAHL, LILACS, ScienceDirect, Web of Science, Scopus, Europe PMC and MEDLINE. The final sample consisted of 13 studies. After content analysis, primary studies were grouped into two subject categories: "Innovative teaching practices" and "Curricular evaluation. Patient safety related to infection prevention and control practices is present in the curriculum of health undergraduate courses, but is not coordinated with other themes, is taught sporadically, and focuses mainly on hand hygiene.

Typewriting Methodology 1977: Eight Basic Principles for Good Results

ERIC Educational Resources Information Center

Winger, Fred E.

1977-01-01

The eight basic principles of teaching methodology discussed are as follows: Stress position and technique, stress skill building, stress the pretest/practice/posttest method, stress action research, stress true production skills, stress good proofreading skills, stress performance goals, and stress individualized instruction. (TA)

The teaching of medical ethics to medical students.

PubMed Central

Glick, S M

1994-01-01

Teaching medical ethics to medical students in a pluralistic society is a challenging task. Teachers of ethics have obligations not just to teach the subject matter but to help create an academic environment in which well motivated students have reinforcement of their inherent good qualities. Emphasis should be placed on the ethical aspects of daily medical practice and not just on the dramatic dilemmas raised by modern technology. Interdisciplinary teaching should be encouraged and teaching should span the entire duration of medical studies. Attention should be paid particularly to ethical problems faced by the students themselves, preferably at the time when the problems are most on the students' minds. A high level of academic demands, including critical examination of students' progress is recommended. Finally, personal humility on the part of teachers can help set a good example for students to follow. PMID:7861430

Design and practice of a novel experiment teaching system based on the optoelectric information chain

NASA Astrophysics Data System (ADS)

Luo, Yunhan; Chen, Zhe; Li, Yan; Di, Hongwei; Li, Zhen; Bai, Chunhe; Tang, Jieyuan; Zhang, Jun; Yi, Xiao

2017-08-01

The course of optoelectronic information science is a diverse science and technology with wide range of disciplines, intensive technology, and strong applicability. As a result, the practice teaching in undergraduate education occupies the strategic important position, which is a key link in the process of innovative talents cultivation of photoelectric information, plays a unique and irreplaceable role by any other teaching methods. In order to meet the requirements of national innovative talents of photoelectric information, the complete teaching reform strategy was put forward by combining with the higher education policy and development strategy of teaching and professional characteristics. The goal of the experimental teaching reform is to cultivate innovative talents and to construct the photoelectric information industry chain system of experimental teaching platform and cultivating creative personnel. The key clue is the photoelectric information surrounding photoelectric information, like "generation - modulation - transformation - detection - procession" which will be realized by resource integration and complementary among cross disciplines, and focusing on scientific research support for the teaching and the combination of professional knowledge and practical application. This teaching reform scheme presented in the paper will provide very good demonstration effect in the curriculum reform of other photoelectric information related courses.

Teaching and Learning Communication, Language and Literacy

ERIC Educational Resources Information Center

Browne, Ann

2007-01-01

In this book, Ann Browne draws on research findings and good practice to provide practical and guidance about working with young children aged 3-5 years in nursery and reception classes. The author covers all of the key theoretical issues, providing a wealth of classroom examples. Practical suggestions for activities and resources include ways of…

Toast, Anyone? Project Teaches Electricity Basics and Math

ERIC Educational Resources Information Center

Quagliana, David F.

2010-01-01

This article describes an electrical technology experiment that shows students how to determine the cost of using an electrical appliance. The experiment also provides good math practice and teaches basic electricity terms and concepts, such as volt, ampere, watt, kilowatt, and kilowatt-hour. This experiment could be expanded to calculate the cost…

Beyond Test Preparation: Nurturing Successful Learners through Reading and Writing Workshops

ERIC Educational Resources Information Center

Miller, Melinda; Higgins, Betty

2008-01-01

Teachers are faced with a dilemma when they know what good teaching is but feel pressure from their colleagues and administrators to use published test preparation materials to teach reading and writing. However, effective instructional practices and mandated testing demands can coexist if teachers choose methods that not only provide authentic…

The Use of Collaboration Tools when Teaching with Learning Content Management Systems (LCMS)

ERIC Educational Resources Information Center

Mncube-Barnes, Fatima Maria

2010-01-01

This study was designed to determine whether faculty members utilized collaboration tools within Desire2Learn Inc., in accordance with Chickering and Gamson's (1987) "Seven Principles of Good Practice: A Framework for Evaluating Effective Teaching in Undergraduate Education." The population for this study was faculty members at…

When a Lie Is Not a Lie: Understanding Chinese Working-Class Mothers' Moral Teaching and Moral Conduct

ERIC Educational Resources Information Center

Wang, Xiao-lei; Bernas, Ronan; Eberhard, Philippe

2012-01-01

While honesty is noticeably emphasized in Chinese childrearing practices, deception for the sake of collective good and maintenance of interpersonal relationship is widely endorsed by Chinese culture. This study examines how Chinese mothers negotiate between teaching honesty and helping their young children develop situational-appropriate…

Teaching As Moral Activity: How Public Policy Influences Urban Educational Practice.

ERIC Educational Resources Information Center

Ridenour, Carolyn S.; Lasley, Thomas J., II

2002-01-01

Asserts that market strategies and competition as pathways to higher urban student achievement threaten the moral purposes of education, and if policymakers continue this emphasis, schooling as fundamental to the common good and democracy may suffer. The paper discusses teaching as a moral imperative and a professional activity; public policy…

Good Teaching Is a Conversation

ERIC Educational Resources Information Center

Shakespear, Eileen

2008-01-01

Teaching is a messy profession, the details of teachers' work are tightly woven into the myriad ways of humans. Even with uncertainty, teachers do improve their practice. In this article, the author describes how she moved her thinking forward over 35 years as an increasingly experienced teacher. Like many CES teachers, the ways that she has…

Philosophy for Teachers (P4T)--Developing New Teachers' Applied Ethical Decision-Making

ERIC Educational Resources Information Center

Orchard, Janet; Heilbronn, Ruth; Winstanley, Carrie

2016-01-01

Teaching, irrespective of its geographical location, is fundamentally a relational practice in which unique ethically complex situations arise to which teachers need to respond at different levels of ethical decision-making. These range from "big" abstract questions about whether or not what they teach is inherently good, through to…

Basic practical skills teaching and learning in undergraduate medical education - a review on methodological evidence.

PubMed

Vogel, Daniela; Harendza, Sigrid

2016-01-01

Practical skills are an essential part of physicians' daily routine. Nevertheless, medical graduates' performance of basic skills is often below the expected level. This review aims to identify and summarize teaching approaches of basic practical skills in undergraduate medical education which provide evidence with respect to effective students' learning of these skills. Basic practical skills were defined as basic physical examination skills, routine skills which get better with practice, and skills which are also performed by nurses. We searched PubMed with different terms describing these basic practical skills. In total, 3467 identified publications were screened and 205 articles were eventually reviewed for eligibility. 43 studies that included at least one basic practical skill, a comparison of two groups of undergraduate medical students and effects on students' performance were analyzed. Seven basic practical skills and 15 different teaching methods could be identified. The most consistent results with respect to effective teaching and acquisition of basic practical skills were found for structured skills training, feedback, and self-directed learning. Simulation was effective with specific teaching methods and in several studies no differences in teaching effects were detected between expert or peer instructors. Multimedia instruction, when used in the right setting, also showed beneficial effects for basic practical skills learning. A combination of voluntary or obligatory self-study with multimedia applications like video clips in combination with a structured program including the possibility for individual exercise with personal feedback by peers or teachers might provide a good learning opportunity for basic practical skills.

Basic practical skills teaching and learning in undergraduate medical education – a review on methodological evidence

PubMed Central

Vogel, Daniela; Harendza, Sigrid

2016-01-01

Objective: Practical skills are an essential part of physicians’ daily routine. Nevertheless, medical graduates’ performance of basic skills is often below the expected level. This review aims to identify and summarize teaching approaches of basic practical skills in undergraduate medical education which provide evidence with respect to effective students’ learning of these skills. Methods: Basic practical skills were defined as basic physical examination skills, routine skills which get better with practice, and skills which are also performed by nurses. We searched PubMed with different terms describing these basic practical skills. In total, 3467 identified publications were screened and 205 articles were eventually reviewed for eligibility. Results: 43 studies that included at least one basic practical skill, a comparison of two groups of undergraduate medical students and effects on students’ performance were analyzed. Seven basic practical skills and 15 different teaching methods could be identified. The most consistent results with respect to effective teaching and acquisition of basic practical skills were found for structured skills training, feedback, and self-directed learning. Simulation was effective with specific teaching methods and in several studies no differences in teaching effects were detected between expert or peer instructors. Multimedia instruction, when used in the right setting, also showed beneficial effects for basic practical skills learning. Conclusion: A combination of voluntary or obligatory self-study with multimedia applications like video clips in combination with a structured program including the possibility for individual exercise with personal feedback by peers or teachers might provide a good learning opportunity for basic practical skills. PMID:27579364

Oral health knowledge and practices of dentists practicing in a teaching hospital in Nigeria.

PubMed

Jegede, Akinlolu Tolulope; Oyedele, Titus Ayodeji; Sodipo, Babasola Olufemi; Folayan, Morenike Oluwatoyin

2016-01-01

To assess the oral health practices and knowledge of practicing dentists at a tertiary health institution in Nigeria, and the possible association of age and sex with caries prevention practices. A cross-sectional study was conducted. All practicing dentists in the institution were eligible to participate in the study. A questionnaire that assessed oral health practices and knowledge was administered. Respondents were expected to select the most appropriate responses that reflected their knowledge of oral health practices and caries prevention practices. Questions included assessment of knowledge and practice of tooth brushing, flossing, refined carbohydrate intake, and dental service utilization. Participants' responses were scored and dichotomized to poor and good knowledge, and poor and good practices, using the median scores. Bivariate analysis was conducted to identify factors associated with good and poor oral health practices, and good and poor knowledge. Fifty-two eligible study participants were accessible at the time of questionnaire administration. Only 46 respondents returned the filled questionnaire giving a response rate of 88.5%. The age of respondents ranged between 25 and 48 years. The majority of respondents had good oral health practices (65.2%) and good oral health knowledge (85%). However, few respondents had good caries prevention practices: 39.2% brushed at least twice daily, 45.7% took refined carbohydrate less than once daily, 36.9% used dental floss at least once daily, and 60.9% undertook preventive dental care. The correlation between the dentists' oral health knowledge score and oral health practices score was insignificant (0.90; P = 0.55). A large number of dentists practicing in the tertiary hospital had good oral health practices and good oral health knowledge. However, the proportion of dentists with good caries prevention practices was low.

Factors Affecting Attraction, Recruitment, and Retention of NATO Military Medical Professionals (Facteurs d’influence sur l’attraction, le recrutement et la fidelisation des professionnels de sante militaires de l’otan)

DTIC Science & Technology

2012-12-01

problems in this area. Similarly, only 4 Nations were not able in general to provide the required numbers of medical NCOs ( nurses , paramedics, etc.) and...of service and employment status (i.e. license for private practice , teaching, etc.) n 1Other measures 6Human Resources Management 12Financial... practical skills in speciality.” Private practice and private teaching have to conform to some requirements : flexible working hours on duty, “good

Empowering family physicians to impart proper inhaler teaching to patients with chronic obstructive pulmonary disease and asthma

PubMed Central

Leung, Janice M; Bhutani, Mohit; Leigh, Richard; Pelletier, Dan; Good, Cathy; Sin, Don D

2015-01-01

BACKGROUND: Patients with chronic obstructive pulmonary disease (COPD) and asthma depend on inhalers for management, but critical errors committed during inhaler use can limit drug effectiveness. Outpatient education in inhaler technique remains inconsistent due to limited resources and inadequate provider knowledge. OBJECTIVE: To determine whether a simple, two-session inhaler education program can improve physician attitudes toward inhaler teaching in primary care practice. METHODS: An inhaler education program with small-group hands-on device training was instituted for family physicians (FP) in British Columbia and Alberta. Sessions were spaced one to three months apart. All critical errors were corrected in the first session. Questionnaires surveying current inhaler teaching practices and attitudes toward inhaler teaching were distributed to physicians before and after the program. RESULTS: Forty-one (60%) of a total 68 participating FPs completed both before and after program questionnaires. Before the program, only 20 (49%) reported providing some form of inhaler teaching in their practices, and only four (10%) felt fully competent to teach patients inhaler technique. After the program, 40 (98%) rated their inhaler teaching as good to excellent. Thirty-four (83%) reported providing inhaler teaching in their practices, either by themselves or by an allied health care professional they had personally trained. All stated they could teach inhaler technique within 5 min. Observation of FPs during the second session by certified respiratory educators found that none made critical errors and all had excellent technique. CONCLUSION: A physician inhaler education program can improve attitudes toward inhaler teaching and facilitate implementation in clinical practices. PMID:26436910

Teaching biomedical design through a university-industry partnership.

PubMed

Khuon, Lunal; Zum, Karl R; Zurn, Jane B; Herrera, Gerald M

2016-08-01

This paper describes a course that, as a result of a university-industry partnership, emphasizes bringing industry experts into the classroom to teach biomedical design. Full-time faculty and industry engineers and entrepreneurs teach the senior technical elective course, Biomedical System Design. This hands-on senior course in biomedical system design places varied but connected emphasis on understanding the biological signal source, electronics design, safety, patient use, medical device qualifications, and good manufacturing practices.

Blended E-learning in a Web-based virtual hospital: a useful tool for undergraduate education in urology.

PubMed

Horstmann, M; Renninger, M; Hennenlotter, J; Horstmann, C C; Stenzl, A

2009-08-01

E-learning is a teaching tool used successfully in many medical subspecialties. Experience with its use in urology, however, is scarce. We present our teaching experience with the INMEDEA simulator to teach urological care to medical students. The INMEDEA simulator is an interactive e-learning system built around a virtual hospital which includes a department of urology. It allows students to solve virtual patient cases online. In this study, students were asked to prepare two urological cases prior to discussion of the cases in small groups. This blended teaching approach was evaluated by students through anonymous questionnaires. Of 70 4th year medical students 76% judged this teaching method as good or very good. Eighty-seven percent felt that it offered a good way to understand urological diseases better and 72% felt that learning with this method was fun. Nevertheless, 30 out of 70 free text statements revealed that further improvements of the program, including an easier and more comfortable navigation and a faster supply of information are necessary. Virtual patient cases offer a practicable solution for teaching based on problem solving in urology with a high acceptance rate by students.

Supporting Teachers and Technicians in the Delivery of High-Quality, Effective Practical Science

ERIC Educational Resources Information Center

Langley, Mark

2014-01-01

Science is at heart a practical subject, but the perception of what makes good teaching and learning through practical science is often misunderstood. Through working with teachers on professional development courses at the UK's National Science Learning Centre, and drawing on work carried out by other organisations, we present some thoughts and…

Observing Classroom Practice

ERIC Educational Resources Information Center

Danielson, Charlotte

2012-01-01

Classroom observation is a crucial aspect of any system of teacher evaluation. No matter how skilled a teacher is in other aspects of teaching--such as careful planning, working well with colleagues, and communicating with parents--if classroom practice is deficient, that individual cannot be considered a good teacher. Classroom observations can…

Variation in Clinical Placement Supervisors' Conceptions of and Approaches to Supervision in a Veterinary Internship Programme

ERIC Educational Resources Information Center

van Gelderen, Ingrid; Matthew, Susan M.; Hendry, Graham D.; Taylor, Rosanne

2018-01-01

Good teaching that supports final year students' learning in clinical placements is critical for students' successful transition from an academic environment to professional practice. Final year internship programmes are designed to encourage student-centred approaches to teaching and deep approaches to learning, but the extent to which clinical…

Teaching Science to a Profoundly Deaf Child in a Mainstream Classroom

ERIC Educational Resources Information Center

Spicer, Sally

2016-01-01

From her experience of teaching a profoundly deaf child learning science with British Sign Language (BSL) as the child's first language, Sally Spicer learned methods that could be good practice for all learners. In this article, Sally Spicer shares how providing an opportunity for first-hand experience to develop knowledge and understanding of…

The Self-Managed Heart: Teaching Gender and Doing Emotional Labour in a Higher Education Institution

ERIC Educational Resources Information Center

Koster, Shirley

2011-01-01

It is considered good pedagogical practice for undergraduate social science students to reflexively use their real-life experiences to illustrate concepts and theories, especially in relation to themes of social inequality and power. When teaching gender and sexuality, this can become problematic because of the emotional topics involved such as…

Teacher Educators' Practice and Vision of Good Teaching in Teacher Education Reform Context in Ghana

ERIC Educational Resources Information Center

Akyeampong, Kwame

2017-01-01

Teacher education in sub-Sahara Africa (SSA) has been criticized for the lack of attention to learning to teach in real classrooms, which limits the opportunity for pre-service teachers to successfully introduce learner-centered pedagogy in African primary school classrooms. To address this problem, Ghana has implemented a teacher education reform…

Social Media for Learning and Teaching Undergraduate Sciences: Good Practice Guidelines from Intervention

ERIC Educational Resources Information Center

Thalluri, Jyothi; Penman, Joy

2015-01-01

In 2013, Facebook was used in learning and teaching clinical problem solving in a Pathology and a Clinical Sciences course delivered at a South Australian university. It involved first- and second-year Medical Radiation students and second-year Nursing students, Of the 152 students enrolled in the Pathology course, there were 148 students who…

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

ERIC Educational Resources Information Center

Wong, Richard Kwok-Shing; MacWhinney, Brian

2009-01-01

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

Looks Good on Paper: A Phenomenological Study of Reflective High School Teaching

ERIC Educational Resources Information Center

Skemp, Charles John

2010-01-01

This study is a phenomenology of the practice of high school teaching. It is an examination of the day-to-day lived experience of high school teachers. The research is grounded in Heidegger's (1962) theory of hermeneutic phenomenology, as well as Polanyi's (1961) theory of tacit knowing. The study uses a phenomenological research design influenced…

"Picturesque and Dramatic" or "Dull Recitals of Threadbare Fare": Good Practice in History Teaching in Elementary Schools in England, 1872-1905

ERIC Educational Resources Information Center

Smith, John T.

2014-01-01

This article draws on late nineteenth- and early twentieth-century teaching manuals, reports of Her Majesty's Inspectors, history textbooks ("readers"), other administrators' and teachers' accounts, policy documents and pupils' reminiscences to refute common and generalised assessments of the period (often by those who have not looked…

The Teaching of Writing in Primary Schools: Could Do Better. Discussion Paper.

ERIC Educational Resources Information Center

Office for Standards in Education, London (England).

This paper is intended to contribute to the debate about how to raise standards of literacy. It summarizes early evidence from HMI (Her Majesty's Inspectors) about the teaching of writing within the National Literacy Strategy and exemplifies good practice in the schools inspected by HMI. In some respects it breaks with tradition in quoting…

Deterring Violent Extremism in America by Utilizing Good Counter-Radicalization Practices from Abroad: A Policy Perspective

DTIC Science & Technology

2017-03-01

offering rehabilitation programs to former extremists. This thesis provides a way ahead for American policy makers by sharing good practices in each of...and offering training to prevent terrorism from when individuals are young. Understanding that humans are fallible, American policy makers and...in the United Kingdom that provided trained Islamic scholars to offer advice about the true teaching of Islam.102 The hotline “El-Hatef el- Islami’s

Organizing physics teacher professional education around productive habit development: A way to meet reform challenges

NASA Astrophysics Data System (ADS)

Etkina, Eugenia; Gregorcic, Bor; Vokos, Stamatis

2017-06-01

Extant literature on teacher preparation suggests that preservice teachers learn best when they are immersed in a community that allows them to develop dispositions, knowledge, and practical skills and share with the community a strong vision of what good teaching entails. However, even if the requisite dispositions, knowledge, and skills in pursuing the shared vision of good teaching are developed, the professional demands on a teacher's time are so great out of, and so complex during class time that if every decision requires multiple considerations and deliberations with oneself, the productive decisions might not materialize. We argue that the link between intentional decision making and actual teaching practice are teacher's habits (spontaneous responses to situational cues). Teachers unavoidably develop habits with practical experience and under the influence of knowledge and belief structures that in many ways condition the responses of teachers in their practical work. To steer new teachers away from developing unproductive habits directed towards "survival" instead of student learning, we propose that teacher preparation programs (e.g., in physics) strive to develop in preservice teachers strong habits of mind and practice that will serve as an underlying support structure for beginning teachers. We provide examples of physics teacher habits that are to be developed during the program, propose mechanisms for the development of such habits, and outline possible future research agendas around habits.

Peer teaching in medical education: twelve reasons to move from theory to practice.

PubMed

Ten Cate, Olle; Durning, Steven

2007-09-01

To provide an estimation of how often peer teaching is applied in medical education, based on reports in the literature and to summarize reasons that support the use of this form of teaching. We surveyed the 2006 medical education literature and categorised reports of peer teaching according to educational distance between students teaching and students taught, group size, and level of formality of the teaching. Subsequently, we analysed the rationales for applying peer teaching. Most reports were published abstracts in either Medical Education's annual feature 'Really Good Stuff' or the AMEE's annual conference proceedings. We identified twelve distinct reasons to apply peer teaching, including 'alleviating faculty teaching burden', 'providing role models for junior students', 'enhancing intrinsic motivation' and 'preparing physicians for their future role as educators'. Peer teaching appears to be practiced often, but many peer teaching reports do not become full length journal articles. We conclude that specifically 'near-peer teaching' appears beneficial for student teachers and learners as well as for the organisation. The analogy of the 'journeyman', as intermediate between 'apprentice' and 'master', with both learning and teaching tasks, is a valuable but yet under-recognized source of education in the medical education continuum.

Internationalisation and Teaching in Higher Education

ERIC Educational Resources Information Center

Sanderson, Gavin

2011-01-01

The internationalised practices of tertiary teachers as discipline experts and role models should hold them in good stead to help facilitate student preparedness for life in a rapidly globalising world. Yet the literature on the internationalised practices of teachers is relatively barren. The response of this article is to provide a conceptual…

The Phenomenology of Professional Practice: A "Currere"

ERIC Educational Resources Information Center

Gibbs, Paul

2014-01-01

In the shift to a more clearly economic imperative for universities than social good, the relationship between higher education teaching and professional practice has become increasingly apparent. It is seen in the courses offered by universities, and the relationship with employment and employers advocated by government and funding agencies. From…

Good Practices for Whom? A Vital Question for Understanding the First Year of College

ERIC Educational Resources Information Center

Goodman, Kathleen M.

2014-01-01

This chapter demonstrates that the effects of good teaching and academic challenge on leadership and psychological well-being during the first year of college differ for African-American and White students, which suggests that institutional researchers should disaggregate data by race or other relevant student characteristics when trying to…

Good-bye to Fairy Tales

ERIC Educational Resources Information Center

Schamp, Homer W., Jr.

1975-01-01

Discusses attitudes seemingly engendered by practices in science teaching. Comments on explanations of scientific phenomena which appear in recent science texts as over-simplified and thus impede the child's imagination. (Author/EB)

Facilitating the development of moral insight in practice: teaching ethics and teaching virtue.

PubMed

Begley, Ann M

2006-10-01

Abstract The teaching of ethics is discussed within the context of insights gleaned from ancient Greek ethics, particularly Aristotle and Plato and their conceptions of virtue (arete, meaning excellence). The virtues of excellence of character (moral virtue) and excellence of intelligence (intellectual virtue), particularly practical wisdom and theoretical wisdom, are considered. In Aristotelian ethics, a distinction is drawn between these intellectual virtues: experience and maturity is needed for practical wisdom, but not for theoretical wisdom. In addition to this, excellence of character is acquired through habitual practice, not instruction. This suggests that there is a need to teach more than theoretical ethics and that the ethics teacher must also facilitate the acquisition of practical wisdom and excellence of character. This distinction highlights a need for various educational approaches in cultivating these excellences which are required for a moral life. It also raises the question: is it possible to teach practical wisdom and excellence of character? It is suggested that virtue, conceived of as a type of knowledge, or skill, can be taught, and people can, with appropriate experience, habitual practice, and good role models, develop excellence of character and become moral experts. These students are the next generation of exemplars and they will educate others by example and sustain the practice of nursing. They need an education which includes theoretical ethics and the nurturing of practical wisdom and excellence of character. For this purpose, a humanities approach is suggested.

Determining discourses: Constraints and resources influencing early career science teachers

NASA Astrophysics Data System (ADS)

Grindstaff, Kelly E.

This study explores the thinking and practices of five early-career teachers of grades eight to ten science, in relation to their histories, schools, students, and larger cultural and political forces. All the teachers are young women, two in their fourth year of teaching, who teach together in an affluent suburb, along with one first-year teacher. The other two are first-year teachers who teach in an urban setting. All of these teachers most closely associated good science teaching with forming relationships with students. They filtered science content through a lens of relevance (mostly to everyday life) and interest for students. Thus they filtered science content through a commitment to serving students, which makes sense since I argue that the primary motivations for teaching had more to do with working with students and helping people than the disciplines of science. Thus, within the discourse of the supremacy of curriculum and the prevalence of testing, these teachers enact hybrid practices which focus on covering content -- to help ensure the success of students -- and on relevance and interest, which has more to do with teaching styles and personality than disciplines of science. Ideas of good teaching are not very focused on science, which contradicts the type of support they seek and utilize around science content. This presents a challenge to pre- and in-service education and support to question what student success means, what concern for students entails and how to connect caring and concern for students with science.

The Application of Linear and Nonlinear Water Tanks Case Study in Teaching of Process Control

NASA Astrophysics Data System (ADS)

Li, Xiangshun; Li, Zhiang

2018-02-01

In the traditional process control teaching, the importance of passing knowledge is emphasized while the development of creative and practical abilities of students is ignored. Traditional teaching methods are not very helpful to breed a good engineer. Case teaching is a very useful way to improve students’ innovative and practical abilities. In the traditional case teaching, knowledge points are taught separately based on different examples or no examples, thus it is very hard to setup the whole knowledge structure. Though all the knowledge is learned, how to use the knowledge to solve engineering problems keeps challenging for students. In this paper, the linear and nonlinear tanks are taken as illustrative examples which involves several knowledge points of process control. The application method of each knowledge point is discussed in detail and simulated. I believe the case-based study will be helpful for students.

Centre for Advancement of Teaching Education Monograph Series. No. 2. Lessons Not Lectures.

ERIC Educational Resources Information Center

Linacre, E. T.

In view of the well-known disadvantages of lecturing, and the practicability of teaching without them, why does lecturing remain the standard method in universities? To increase the chances of lectures being good, they should be fewer, and to offset their deficiencies they should be regarded as only one component of a combination of methods used…

What Lies at the Heart of Good Undergraduate Teaching? A Case Study in Organic Chemistry

ERIC Educational Resources Information Center

Davidowitz, Bette; Rollnick, Marissa

2011-01-01

Teaching organic chemistry at the undergraduate level has long been regarded as challenging and students are often alienated by the mass of detail which seems to characterise the subject. In this paper we investigate the practice of an accomplished lecturer by trying to capture and portray his pedagogical content knowledge, PCK, in order to reveal…

Hitting the Nail on the Head: The Importance of Specific Staff Development for Effective Blended Learning

ERIC Educational Resources Information Center

Owens, Tessa

2012-01-01

Developing effective teaching practices within the higher education sector is an area of growing concern. Universities within the UK are judged on their competence in this area by mechanisms such as the National Student Survey and universities are anxious to be perceived as offering good quality teaching and learning experiences. The use of…

Good surgeon: A search for meaning.

PubMed

Akopov, Andrey L; Artioukh, Dmitri Y

2017-01-01

The art and philosophy of surgery are not as often discussed as scientific discoveries and technological advances in the modern era of surgery. Although these are difficult to teach and pass on to the next generations of surgeons they are no less important for training good surgeons and maintaining their high standards. The authors of this review and opinion article tried to define what being a good surgeon really means and to look into the subject by analysing the essential conditions for being a good surgeon and the qualities that such a specialist should possess. In addition to a strong theoretic knowledge and practical skills and among the several described professional and personal characteristics, a good surgeon is expected to have common sense. It enables a surgeon to make a sound practical judgment independent of specialized medical knowledge and training. The possible ways of developing and/or enhancing common sense during surgical training and subsequent practice require separate analysis.

[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.

Impact of postgraduate training on communication skills teaching: a controlled study.

PubMed

Junod Perron, Noelle; Nendaz, Mathieu; Louis-Simonet, Martine; Sommer, Johanna; Gut, Anne; Cerutti, Bernard; van der Vleuten, Cees P; Dolmans, Diana

2014-04-14

Observation of performance followed by feedback is the key to good teaching of communication skills in clinical practice. The fact that it occurs rarely is probably due to clinical supervisors' perceived lack of competence to identify communication skills and give effective feedback. We evaluated the impact of a faculty development programme on communication skills teaching on clinical supervisors' ability to identify residents' good and poor communication skills and to discuss them interactively during feedback. We conducted a pre-post controlled study in which clinical supervisors took part to a faculty development program on teaching communication skills in clinical practice. Outcome measures were the number and type of residents' communication skills identified by supervisors in three videotaped simulated resident-patient encounters and the number and type of communication skills discussed interactively with residents during three feedback sessions. 48 clinical supervisors (28 intervention group; 20 control group) participated. After the intervention, the number and type of communication skills identified did not differ between both groups. There was substantial heterogeneity in the number and type of communication skills identified. However, trained participants engaged in interactive discussions with residents on a significantly higher number of communication items (effect sizes 0.53 to 1.77); communication skills items discussed interactively included both structural and patient-centered elements that were considered important to be observed by expert teachers. The faculty development programme did not increase the number of communication skills recognised by supervisors but was effective in increasing the number of communication issues discussed interactively in feedback sessions. Further research should explore the respective impact of accurate identification of communication skills and effective teaching skills on achieving more effective communication skills teaching in clinical practice.

Impact of postgraduate training on communication skills teaching: a controlled study

PubMed Central

2014-01-01

Background Observation of performance followed by feedback is the key to good teaching of communication skills in clinical practice. The fact that it occurs rarely is probably due to clinical supervisors’ perceived lack of competence to identify communication skills and give effective feedback. We evaluated the impact of a faculty development programme on communication skills teaching on clinical supervisors’ ability to identify residents’ good and poor communication skills and to discuss them interactively during feedback. Methods We conducted a pre-post controlled study in which clinical supervisors took part to a faculty development program on teaching communication skills in clinical practice. Outcome measures were the number and type of residents’ communication skills identified by supervisors in three videotaped simulated resident-patient encounters and the number and type of communication skills discussed interactively with residents during three feedback sessions. Results 48 clinical supervisors (28 intervention group; 20 control group) participated. After the intervention, the number and type of communication skills identified did not differ between both groups. There was substantial heterogeneity in the number and type of communication skills identified. However, trained participants engaged in interactive discussions with residents on a significantly higher number of communication items (effect sizes 0.53 to 1.77); communication skills items discussed interactively included both structural and patient-centered elements that were considered important to be observed by expert teachers. Conclusions The faculty development programme did not increase the number of communication skills recognised by supervisors but was effective in increasing the number of communication issues discussed interactively in feedback sessions. Further research should explore the respective impact of accurate identification of communication skills and effective teaching skills on achieving more effective communication skills teaching in clinical practice. PMID:24731477

One Stone, Two Birds: Maximizing Service Learning Outcomes through TESOL Practicum

ERIC Educational Resources Information Center

Yang, Ping

2014-01-01

This paper examines a good practice for service learning that has been implemented for years in TESOL Internship, a professional unit for students doing Master of Arts (MA) in Teaching English to Speakers of Other Languages (TESOL) at a major university in Australia. The author has investigated and identified three key features of a good practice…

Good Readers Make Good Historians: "Can We Just Settle It on "a Lot of People Died"?"

ERIC Educational Resources Information Center

Barksdale, Scott T.

2013-01-01

Teachers can engage students in historical thinking by intentionally structuring close reading tasks. This article provides a practical and theoretical examination of the learning and teaching during a 30-minute social studies class in which students studied colonization by reading a primary source text from the Jamestown Colony. Students used…

Peer Observation: A Tool for Staff Development or Compliance?

ERIC Educational Resources Information Center

Shortland, Sue

2004-01-01

Peer observation has become a feature of university practice over the last decade, the primary impetus for its introduction being the political drive to raise teaching quality via the development and sharing of 'good practice'. Peer observation within higher education (HE) involves observing colleagues in the classroom and has the further aim of…

Creative Educational Practices for Inclusion

ERIC Educational Resources Information Center

Piske, Fernanda Hellen Ribeiro; Stoltz, Tania; Machado, Jarci

2014-01-01

Inclusion of gifted students depends on several aspects to happen in the school context, and one of the most important aspects to include these children at school is creative educational practices. Teaching with art is a good possibility to make children feel motivated to attend school. In the school context, the inclusion of these children could…

Challenging Student Satisfaction through the Education of Desires

ERIC Educational Resources Information Center

Webster, R. Scott

2012-01-01

This article challenges the practice of encouraging teacher educators to strive and raise the levels of student satisfaction in their classes as if such a criterion provides a measure of good teaching. Such a practice involves what Giroux describes as "corporate pedagogy" which conforms to the neoliberal inclination to meet the demands of the…

Working with Creativity of Gifted Students through Ludic Teaching

ERIC Educational Resources Information Center

Piske, Fernanda Hellen Ribeiro; Stoltz, Tania; Machado, Jarci Maria; Vestena, Carla Luciane Blum; de Oliveira, Carla Sant'ana; de Freitas, Samarah Perszel; Machado, Cristiana Lopes

2016-01-01

Educational practices that develop creativity depend on good teacher training. Teachers should be able to value the potential of their students. Teacher can promote a work with creative educational practices for this which it is necessary to develop in their students the ability to think in terms of possibility to explore various consequences and…

Teaching critical appraisal skills for nursing research.

PubMed

Jones, Sandra C; Crookes, Patrick A; Johnson, Keryn M

2011-09-01

Evidence-based practice is a major focus in nursing, yet the literature continues to document a research-practice gap. Reasons for this gap stem partly from a lack of skills to critique and synthesize the literature, a lack of search skills and difficulty in understanding research articles, and limited knowledge of research by nursing professionals. An innovative and quality driven subject to improve critical appraisal and critical thinking skills was developed for the School of Nursing, Midwifery and Indigenous Health at the University of Wollongong, based on formative research with postgraduate students and supervisors. Through face-to-face and online teaching modules students worked through a structured process of analysing the key aspects of published papers using structured analysis tools for each study design. Pre and post surveys of students found improvements in perceived knowledge of all key skills of critical appraisal. External independent evaluation determined that it was a high quality subject showing many hallmarks of good assessment practice and good practice in use of information and communication technology (ICT) in support of the learning outcomes. Copyright © 2011 Elsevier Ltd. All rights reserved.

Utilization of the Seven Principles for Good Practice in Undergraduate Education in General Chemistry by Community College Instructors

ERIC Educational Resources Information Center

Panther Bishoff, Jennifer

2010-01-01

In recent years, higher education has undergone many changes. The advent of assessment, accountability, and a newfound focus on teaching have required faculty to examine how they are teaching. Administrators and faculty are beginning to recognize that learning is not a "one size fits all" enterprise. To this end, Chickering and Gamson developed an…

Towards a Framework to Improve the Quality of Teaching and Learning: Consciousness and Validation in Computer Engineering Science, UCT

ERIC Educational Resources Information Center

Lévano, Marcos; Albornoz, Andrea

2016-01-01

This paper aims to propose a framework to improve the quality in teaching and learning in order to develop good practices to train professionals in the career of computer engineering science. To demonstrate the progress and achievements, our work is based on two principles for the formation of professionals, one based on the model of learning…

"The Good, the Bad and the Ugly": A Model for Reflective Teaching Practices in Coaching Pedagogy

ERIC Educational Resources Information Center

Gordon, Evelyn J.

2017-01-01

Coaching should go beyond drills and preparing for the big game. One question many coaches have asked themselves is, "How do I get better?" One way to ensure that future coaches (current students) in sport coaching education are thinking of ways to improve for the future is to teach them to think about the past. This is where reflection…

Physics Teachers' Professional Development in the Project "physics in Context"

NASA Astrophysics Data System (ADS)

Mikelskis-Seifert, Silke; Duit, Reinders

2013-06-01

Developing teachers' ways of thinking about "good" instruction as well as their views of the teaching and learning process is generally seen as essential for improving teaching behaviour and implementation of more efficient teaching and learning settings. Major deficiencies of German physics instruction as revealed by a nationwide video-study on the practice of physics instruction are addressed. Teachers participating in the project are made familiar with recent views of efficient instruction on the one hand and develop context-based instructional settings on the other. The evaluation resulted in partly encouraging findings. However, it also turned out that a number of teachers' ways of thinking about good instruction did only develop to a somewhat limited degree. The most impressive changes occurred for teachers who enjoyed the most intensive coaching.

Physics Teachers' Professional Development in the Project "physics in Context"

NASA Astrophysics Data System (ADS)

Mikelskis-Seifert, Silke; Duit, Reinders

2012-12-01

Developing teachers' ways of thinking about "good" instruction as well as their views of the teaching and learning process is generally seen as essential for improving teaching behaviour and implementation of more efficient teaching and learning settings. Major deficiencies of German physics instruction as revealed by a nationwide video-study on the practice of physics instruction are addressed. Teachers participating in the project are made familiar with recent views of efficient instruction on the one hand and develop context-based instructional settings on the other. The evaluation resulted in partly encouraging findings. However, it also turned out that a number of teachers' ways of thinking about good instruction did only develop to a somewhat limited degree. The most impressive changes occurred for teachers who enjoyed the most intensive coaching.

Unpaving the Road to Hell: Disrupting Good Intentions and Bad Science about Islam and the Middle East

ERIC Educational Resources Information Center

Sensoy, Özlem; Ali-Khan, Carolyne

2016-01-01

Teachers across all subject areas engage students, in some way, in the study of "otherness"--other societies, other cultures, other practices. Often teachers and teacher educators attend to teaching about others with strong desires toward social justice as they seek to make a difference and do good. However, with insufficient tools to…

Intercultural and Media Education in Teaching Practice. An Exemple of Good Practice

ERIC Educational Resources Information Center

Marchis, Iuliana; Ciascai, Liliana; Costa, Vitor

2008-01-01

Both Media Education and Intercultural Education are considered in Romania as a study subject on school and university level, too, in spite of the European Commission's recommendations, which request that these two subjects to be included in other disciplines, and not to be taught as separate ones. In this article we give some theoretical…

Good Teaching? An Examination of Culturally Relevant Pedagogy as an Equity Practice

ERIC Educational Resources Information Center

Schmeichel, Mardi

2012-01-01

The adoption of educational policy measures to close the achievement gap, as well as the significant amount of scholarship dedicated to the subject, are just some of the indicators that reflect the tremendous concern in education about the academic performance of students of colour. Within research aimed at promoting equitable practices in…

Soundoff: Mathematics Is Getting Easier.

ERIC Educational Resources Information Center

Usiskin, Zalman

1984-01-01

Teaching mathematics in hard ways, rather than using easier methods or technology, is described. Employing the most efficient means possible to solve a problem is the essence of good mathematics, rather than wasting time in practicing obsolete skills. (MNS)

On the Convenience of Using a Computer Simulation to Teach Enzyme Kinetics to Undergraduate Students with Biological Chemistry-Related Curricula

ERIC Educational Resources Information Center

Gonzalez-Cruz, Javier; Rodriguez-Sotres, Rogelio; Rodriguez-Penagos, Mireya

2003-01-01

Enzyme kinetics is a difficult subject for students to learn and for tutors to teach. During the practicals included in the biochemical courses at the Faculty of Chemistry of Universidad Nacional Autonoma de Mexico, we found that the students acquire good training in the calculations to obtain kinetic parameters such as K[subscript m], V[subscript…

The Need for Innovative Methods of Teaching and Learning Chemistry in Higher Education--Reflections from a Project of the European Chemistry Thematic Network

ERIC Educational Resources Information Center

Eilks, Ingo; Byers, Bill

2010-01-01

This paper summarizes the work and conclusions of a working group established by the European Chemistry Thematic Network (ECTN). The aim of the working group was to identify potential areas for innovative approaches to the teaching and learning of chemistry in Higher Education, and to survey good practice throughout the EU. The paper starts by…

The impact of instructor pedagogy on college calculus students' attitude toward mathematics

NASA Astrophysics Data System (ADS)

Sonnert, Gerhard; Sadler, Philip M.; Sadler, Samuel M.; Bressoud, David M.

2015-04-01

College calculus teaches students important mathematical concepts and skills. The course also has a substantial impact on students' attitude toward mathematics, affecting their career aspirations and desires to take more mathematics. This national US study of 3103 students at 123 colleges and universities tracks changes in students' attitudes toward mathematics during a 'mainstream' calculus course while controlling for student backgrounds. The attitude measure combines students' self-ratings of their mathematics confidence, interest in, and enjoyment of mathematics. Three major kinds of instructor pedagogy, identified through the factor analysis of 61 student-reported variables, are investigated for impact on student attitude as follows: (1) instructors who employ generally accepted 'good teaching' practices (e.g. clarity in presentation and answering questions, useful homework, fair exams, help outside of class) are found to have the most positive impact, particularly with students who began with a weaker initial attitude. (2) Use of educational 'technology' (e.g. graphing calculators, for demonstrations, in homework), on average, is found to have no impact on attitudes, except when used by graduate student instructors, which negatively affects students' attitudes towards mathematics. (3) 'Ambitious teaching' (e.g. group work, word problems, 'flipped' reading, student explanations of thinking) has a small negative impact on student attitudes, while being a relatively more constructive influence only on students who already enjoyed a positive attitude toward mathematics and in classrooms with a large number of students. This study provides support for efforts to improve calculus teaching through the training of faculty and graduate students to use traditional 'good teaching' practices through professional development workshops and courses. As currently implemented, technology and ambitious pedagogical practices, while no doubt effective in certain classrooms, do not appear to have a reliable, positive impact on student attitudes toward mathematics.

Development and Psychometric Examination of the Inclusive Teaching Strategies in Nursing Education Instrument.

PubMed

Levey, Janet A

2017-08-01

Nurse educators might be unknowingly excluding learners secondary to teaching practices. Universal design for instruction (UDI) prepares and delivers accessible content and learning environments for diverse learners; however, it is not well known in nursing education. The aim of the study was to examine the psychometric properties of the Inclusive Teaching Strategies in Nursing Education (ITSinNE) 55-item instrument. Confirmatory factor analysis was performed on a sample of 311 educators in prelicensure programs. The ITSinNE scales had good to adequate estimates of reliability. The exogenous model fit the sample and model-implied covariance matrix; however, the endogenous model was not a good fit. Further instrument development is required. Measuring factors influencing nurse educators' willingness to adopt UDI will enable intervention research to enhance professional development fostering content and environmental access for all learners.

Facing the Challenge of e-Learning: Reflections on Teaching Evidence-Based Practice through Online Discussion Groups

ERIC Educational Resources Information Center

Clegg, Phil; Heap, John

2006-01-01

The advent of e-learning in higher education has entailed extensive use of online discussion boards to promote collaborative learning among students; however, the role of instructors as online facilitators is typically ill-defined due to a lack of sufficient standards or guidelines for good practice. In their audit of online discussion forum…

Interactive large-group teaching in a dermatology course.

PubMed

Ochsendorf, F R; Boehncke, W-H; Sommerlad, M; Kaufmann, R

2006-12-01

This is a prospective study to find out whether an interactive large-group case-based teaching approach combined with small-group bedside teaching improves student satisfaction and learning outcome in a practical dermatology course. During two consecutive terms a rotating system of large-group interactive case-study-method teaching with two tutors (one content expert, one process facilitator) and bedside teaching with randomly appointed tutors was evaluated with a nine-item questionnaire and multiple-choice test performed at the beginning and the end of the course (n = 204/231 students evaluable). The results of three different didactic approaches utilized over the prior year served as a control. The interactive course was rated significantly better (p < 0.0001) than the standard course with regard to all items. The aggregate mark given by the students for the whole course was 1.58-0.61 (mean +/- SD, range 1 (good)-5 (poor)). This was significantly better than the standard course (p < 0.0001) and not different from small-group teaching approaches. The mean test results in the final examination improved significantly (p < 0.01). The combination of large-group interactive teaching and small-group bedside teaching was well accepted, improved the learning outcome, was rated as good as a small-group didactic approach and needed fewer resources in terms of personnel.

"Serving Time": The Relationship of Good and Bad Teaching

ERIC Educational Resources Information Center

Jackson, Michael

2006-01-01

Purpose: The argument is that good and bad teaching are asymmetrical. Eradicating what is readily thought of as bad teaching does not leave behind the purse gold of good teaching. Good teaching is that which promotes student learning. The purpose of this paper is to explore the relationship between bad teaching and good teaching in graduate…

Leaving the classroom: a didactic framework for education in environmental sciences

NASA Astrophysics Data System (ADS)

Dopico, Eduardo; Garcia-Vazquez, Eva

2011-06-01

In Continuous Education curricula in Spain, the programs on sciences of the environment are aimed toward understandings of sustainability. Teaching practice rarely leaves the classroom for outdoor field studies. At the same time, teaching practice is generally focused on examples of how human activities are harmful for ecosystems. From a pedagogic point of view, it is less effective to teach environmental science with negative examples such as catastrophe, tragedy, and crisis. Rather, teaching environmental sciences and sustainable development might be focused on positive human-environment relationships, which is both important for the further development of students and educators. Within rural settings, there are many such examples of positive relationships that can be emphasized and integrated into the curriculum. In this article, we propose teaching environmental sciences through immersion in rural cultural life. We discuss how fieldwork serves as a learning methodology. When students are engaged through research with traditional cultural practices of environmental management, which is a part of the real and traditional culture of a region, they better understand how positive pedagogy instead of pedagogy structured around how not-to-do examples, can be used to stimulate the interactions between humans and the environment with their students. In this way, cultural goods serve as teaching resources in science and environmental education. What we present is authentic cases where adults involved in a course of Continuous Education explore `environmentally-friendly' practices of traditional agriculture in Asturias (north of Spain), employing methodologies of cultural studies.

Anatomy teaching assistants: facilitating teaching skills for medical students through apprenticeship and mentoring.

PubMed

Lachman, Nirusha; Christensen, Kevin N; Pawlina, Wojciech

2013-01-01

Significant increase in the literature regarding "residents as teachers" highlights the importance of providing opportunities and implementing guidelines for continuing medical education and professional growth. While most medical students are enthusiastic about their future role as resident-educators, both students and residents feel uncomfortable teaching their peers due to the lack of necessary skills. However, whilst limited and perhaps only available to select individuals, opportunities for developing good teaching practice do exist and may be identified in courses that offer basic sciences. The Department of Anatomy, College of Medicine, Mayo Clinic offers a teaching assistant (TA) elective experience to third- and fourth-year medical students through integrated apprenticeship and mentoring during the human structure didactic block. This article, aims to describe a curriculum for a TA elective within the framework of a basic science course through mentoring and apprenticeship. Opportunities for medical students to become TAs, process of TAs' recruitment, mentoring and facilitation of teaching and education research skills, a method for providing feedback and debriefing are described. Developing teaching practice based on apprenticeship and mentoring lends to more accountability to both TA's and course faculty by incorporating universal competencies to facilitate the TA experience.

A Patient Record-Filing System for Family Practice

PubMed Central

Levitt, Cheryl

1988-01-01

The efficient storage and easy retrieval of quality records are a central concern of good family practice. Many physicians starting out in practice have difficulty choosing a practical and lasting system for storing their records. Some who have established practices are installing computers in their offices and finding that their filing systems are worn, outdated, and incompatible with computerized systems. This article describes a new filing system installed simultaneously with a new computer system in a family-practice teaching centre. The approach adopted solved all identifiable problems and is applicable in family practices of all sizes.

Exploration on teaching reform of theory curriculum for engineering specialties

NASA Astrophysics Data System (ADS)

Zhang, Yan; Shen, Wei-min; Shen, Chang-yu; Li, Chen-xia; Jing, Xu-feng; Lou, Jun; Shi, Yan; Jin, Shang-zhong

2017-08-01

The orientation of talents cultivation for local colleges is to train engineering application-oriented talents, so the exploration and practice on teaching reform of theory curriculum was carried out. We restructured the knowledge units basing on numerical solution problems, and chose the software to build algorithm models for improving the analytical and designed ability. Relying on micro video lessons platform, the teacher-student interaction was expanded from class to outside. Also, we programmed new experimental homework, which was suited for process evaluation. The new teaching mode has achieved good effect, and the students' application ability was significantly improved.

The Guide on the Stage: In Defense of Good Lecturing in the History Classroom

ERIC Educational Resources Information Center

Stacy, Jason

2009-01-01

Lecturing can be done well or it can be done badly. It is wrong to assume that certain methods of teaching are inherently poor pedagogy, or, for that matter, to go through the motions of carrying out best practices without considering the ways in which practices (even those supposedly the best) can be executed poorly. One problem from which…

Analysis of Variance in Vocabulary Learning Strategies Theory and Practice: A Case Study in Libya

ERIC Educational Resources Information Center

Khalifa, Salma H. M.; Shabdin, Ahmad Affendi

2016-01-01

The present study is an outcome of a concern for the teaching of English as a foreign language (EFL) in Libyan schools. Learning of a foreign language is invariably linked to learners building a good repertoire of vocabulary of the target language, which takes us to the theory and practice of imparting training in vocabulary learning strategies…

Could Elementary Textbooks Serve as Models of Practice to Help New Teachers and Non-Specialists Attend to Reasoning in Music?

ERIC Educational Resources Information Center

Newton, Douglas P.; Newton, Lynn D.

2006-01-01

For good reason, many believe that class teachers should make a significant contribution to the music education of young children. In practice, these teachers are often unenthusiastic about the task, feeling that they lack the knowledge and skills to teach music with confidence. Could elementary music textbooks intended for children serve as…

Defining core elements and outstanding practice in Nutritional Science through collaborative benchmarking.

PubMed

Samman, Samir; McCarthur, Jennifer O; Peat, Mary

2006-01-01

Benchmarking has been adopted by educational institutions as a potentially sensitive tool for improving learning and teaching. To date there has been limited application of benchmarking methodology in the Discipline of Nutritional Science. The aim of this survey was to define core elements and outstanding practice in Nutritional Science through collaborative benchmarking. Questionnaires that aimed to establish proposed core elements for Nutritional Science, and inquired about definitions of " good" and " outstanding" practice were posted to named representatives at eight Australian universities. Seven respondents identified core elements that included knowledge of nutrient metabolism and requirement, food production and processing, modern biomedical techniques that could be applied to understanding nutrition, and social and environmental issues as related to Nutritional Science. Four of the eight institutions who agreed to participate in the present survey identified the integration of teaching with research as an indicator of outstanding practice. Nutritional Science is a rapidly evolving discipline. Further and more comprehensive surveys are required to consolidate and update the definition of the discipline, and to identify the optimal way of teaching it. Global ideas and specific regional requirements also need to be considered.

Application of case teaching in genetics courses to students majoring in forestry.

PubMed

Wang, Qin-Mei; Cui, Jian-Guo; Yu, Chang-Zhi; Zhang, Zhi; Wu, Yue-Liang; Zhang, Li-Jie; Lin, Mei

2017-10-20

Undergraduate students majoring in forestry generally reflect that genetics is one of the most difficult compul-sory courses, because the traditional teaching method is difficult to satisfy their needs. According to the theoretical charac-teristics of forestry and actual demands of the students, in the light of teaching and research experience in recent years, we adopted a series of typical genetic cases such as 'opening coffin to identify relatives', stem-throne of Lycium ruthenicum Murr, and magic powers in Harry Potter. Our practices revealed that the case teaching in genetics could train good personality traits, learning abilities and creativity of the students, stimulate their interests and initiatives in learning, and increase systematic learning.

More than just teaching procedural skills: How RN clinical tutors perceive they contribute to medical students' professional identity development.

PubMed

McLean, Michelle; Johnson, Patricia; Sargeant, Sally; Green, Patricia

2015-01-01

On their journey to "becoming" doctors, medical students encounter a range of health professionals who contribute to their socialisation into clinical practice. Amongst these individuals are registered nurses (RNs) in clinical practice who are often employed by medical schools as clinical tutors. These RNs will encounter medical students on campus and later in the clinical setting. This qualitative study explored RNs' perceptions of their contribution to medical students' developing professional identities in order to provide a greater understanding of this process and ultimately inform future curriculum. This qualitative study took place in 2012 at one Australian medical school as part of a broader study exploring medical students' professional identity development from the perspectives of their teachers and trainers. Eight of the nine RNs involved in teaching procedural skills were interviewed. Recorded interviews were transcribed verbatim. Data were analysed inductively by the research team. Two major themes emerged: RNs as change agents and RNs as facilitators of medical students' transition to the clinical environment. RNs as change agents related to their role modelling good practice, being patient-centred, and by emphasising factors contributing to good teamwork such as recognising and respecting individual professional roles. They facilitated students' transition to the clinical environment often through personal narratives, by offering advice on how to behave and work with members of the healthcare team, and by being a point of contact in the hospital. Based on their descriptions of how they role modelled good practice and how they facilitated students' transition to clinical practice, we believe that RN clinical tutors do have the experience and expertise in clinical practice and a professional approach to patients to contribute to medical students' developing professional identities as future doctors.

[Acceptance of case-based, interactive e-learning in veterinary medicine on the example of the CASUS system].

PubMed

Börchers, M; Tipold, A; Pfarrer, Ch; Fischer, M R; Ehlers, J P

2010-01-01

New teaching methods such as e-learning, are increasingly used to support common methods such as lectures, seminars and practical training in universities providing education in veterinary medicine. In the current study, the acceptance of e-learning in the example of the CASUS system by veterinarians as well as students of veterinary medicine of all German-speaking universities was analyzed. Material und methods: For this purpose an online evaluation questionnaire was developed. Members of the target groups were informed by e-mail and references in professional journals, as well as through veterinarian exchange platforms on the internet. Additionally, 224 students' final anatomy marks were compared and correlated to the utilization of CASUS to gain an important insight for the development of new teaching practices in the teaching of veterinary medicine. In total 1581 questionnaires were evaluated. A good acceptance regarding new teaching practices was found, although the classical textbook is still the most important instrument for imparting knowledge. The degree of utilization of e-learning strongly depends on its integration into the teaching content. CASUS is regarded as an efficient teaching method, with over 90% of the respondents indicating a strong desire to expand the number of case studies. Due to the present low degree of integration into the teaching content, no significant correlation could be found between the utilization of anatomy case studies and the final anatomy mark. However, based on their subjective perception, the students reported a high level of success in their study results with the likely effect of supporting increasing self-assurance in the situation of examinations. With the help of e-learning, educational objectives can be achieved that are not attainable by traditional teaching methods, e.g. the review of individual improvements by using the integrated feedback-function of e-learning programs. However, e-learning is not able to completely replace current teaching practices and hence should be considered as an additional element in future teaching models.

Research teaching in learning disability nursing: Exploring the views of student and registered learning disability nurses.

PubMed

Northway, Ruth; Parker, Michelle; James, Neil; Davies, Lynsey; Johnson, Kaye; Wilson, Sally

2015-12-01

Whilst there is a need to develop the research base within learning disability nursing it is also significant that currently there is little published data as to how research is taught to this group of nurses. To increase understanding of how research is currently taught to learning disability nurses within the UK. A survey design was used. The research was undertaken at a conference held in the UK in March 2014. 310 learning disability nurses attending the conference of which 212 completed the free text question. This comprised student nurses (n=158), registered nurses working in practice settings (n=25) and registered nurses working in educational institutions (n=24). Five participants did not specify their background. Participants were invited to complete a questionnaire that included a free text question regarding the teaching of research to learning disability nurses: it is the responses to this question that are reported in this paper. Responses were transcribed and thematically analysed. Eight themes emerged: Teaching approach--the good and the bad; finding the right level; right from the start; we need more time; generic versus specialist; there's not enough; getting research into practice; and what should we focus on? Variations exist in terms of the timing of research education, the teaching approaches used, and hence the quality of student experience. Of particular concern is the apparent gap between research teaching and the use of research in practice, and the reported lack of support for research within practice settings. However, enthusiasm for research is evident and hence recommendations are made both to enhance teaching and to strengthen links with practice. Copyright © 2015 Elsevier Ltd. All rights reserved.

The research of computer multimedia assistant in college English listening

NASA Astrophysics Data System (ADS)

Zhang, Qian

2012-04-01

With the technology development of network information, there exists more and more seriously questions to our education. Computer multimedia application breaks the traditional foreign language teaching and brings new challenges and opportunities for the education. Through the multiple media application, the teaching process is full of animation, image, voice, and characters. This can improve the learning initiative and objective with great development of learning efficiency. During the traditional foreign language teaching, people use characters learning. However, through this method, the theory performance is good but the practical application is low. During the long time computer multimedia application in the foreign language teaching, many teachers still have prejudice. Therefore, the method is not obtaining the effect. After all the above, the research has significant meaning for improving the teaching quality of foreign language.

Perceptions of medical school graduates and students regarding their academic preparation to teach.

PubMed

Henry, B W; Haworth, J G; Hering, P

2006-09-01

How medical students learn and develop the characteristics associated with good teaching in medicine is not well known. Information about this process can improve the academic preparation of medical students for teaching responsibilities. The purpose of this study was to determine how different experiences contributed to the knowledge, skills, and attitudes of medical school graduates and students regarding medical teaching. A questionnaire was developed, addressing reliability and validity considerations, and given to first year residents and third year medical students (taught by those residents). Completed questionnaires were collected from 76 residents and 110 students (81% of the sample group). Item responses were analysed using descriptive and inferential statistics. Most residents (n = 54; 71%) positively viewed opportunities they had to practice teaching when they were seniors. Residents rated three activities for learning to teach highest: (1) observing teachers as they teach; (2) reviewing the material to be taught; and (3) directly teaching students; representing both individual and participatory ways of learning. Residents' self ratings of teaching behaviours improved over time and this self assessment by the residents was validated by the students' responses. Comparison between residents' self ratings and students' views of typical resident teaching behaviours showed agreement on levels of competence, confidence, and motivation. The students rated characteristics of enthusiasm, organisation, and fulfilment lower (p<0.002) than residents rated themselves. The residents and students in this study viewed academic preparation for teaching responsibilities positively and showed agreement on characteristics of good teaching that may be helpful indicators in the process of developing medical teachers.

Long-term prospective teaching effectivity of practical skills training and a first OSCE in cranio maxillofacial surgery for dental students.

PubMed

Landes, Constantin A; Hoefer, Sebastian; Schuebel, Florian; Ballon, Alexander; Teiler, Anna; Tran, Andreas; Weber, Roxane; Walcher, Felix; Sader, Robert

2014-07-01

Basic skills in oral/CMF surgery should be taught effectively to dental students as surgical skills training is traditionally under-represented in the dental curriculum compared to its later need in daily clinical practice. Rigid curricular time frames and prospectively condensed professional education foster new effective teaching and examination formats. Transmitting and assessing clinical competence objectively (independent of subjective bias), reliably (repeatable, inter-rater consistency) and valid (representative, structured task selection) was intended and evaluated in oral/CMF surgery skills acquisition starting in summer 2009. A small-group practical skills training (PST) day initiated a one-week practical training course, covering previously formulated learning objectives. An objective structured clinical evaluation (OSCE) was held at the end of each semester. Theoretical background knowledge and clinical skills should have to be memorized within a representative number of practical tasks (test stations). A first semester (26 students) used classical practical training alone as controls, the following semesters (171 students) had PST, considered as a study group. All 197 students were assessed with OSCE's over a 3-year period. An instructor held PST based on presentations, videos and practical training, including mannequins, with pairs of students. This included history taking, communication and interpretation of laboratory/image diagnostics, structured clinical facial examination, fracture diagnosis, venipuncture, suturing, biopsy and wire loops on pig jaws for manual and clinical skills, which were later incorporated in OSCE stations. OSCE average results increased from 63.3 ± 9.7% before and to 75.5 ± 10% after the inclusion of PST (p < 0.05). Knowledge diffusion between sittings on the same test date and between consecutive semesters was insignificant. Students and faculty rated their learning/teaching experience "very good" to "good". PST was effective in optimizing clinical skills as evaluated by OSCE. Copyright © 2013 European Association for Cranio-Maxillo-Facial Surgery. Published by Elsevier Ltd. All rights reserved.

Student responses to the introduction of case-based learning and practical activities into a theoretical obstetrics and gynaecology teaching programme

PubMed Central

Massonetto, Júlio Cesar; Marcellini, Cláudio; Assis, Paulo Sérgio Ribeiro; de Toledo, Sérgio Floriano

2004-01-01

Background The fourth-year Obstetrics and Gynaecology course at our institution had previously been taught using theory classes alone. A new teaching model was introduced to provide a better link with professional practice. We wished to evaluate the impact of the introduction of case discussions and other practical activities upon students' perceptions of the learning process. Methods Small-group discussions of cases and practical activities were introduced for the teaching of a fourth-year class in 2003 (Group II; 113 students). Comparisons were made with the fourth-year class of 2002 (Group I; 108 students), from before the new programme was introduced. Students were asked to rate their satisfaction with various elements of the teaching programme. Statistical differences in their ratings were analysed using the chi-square and Bonferroni tests. Results Group II gave higher ratings to the clarity of theory classes and lecturers' teaching abilities (p < 0.05) and lecturers' punctuality (p < 0.001) than did Group I. Group II had greater belief that the knowledge assessment tests were useful (p < 0.001) and that their understanding of the subject was good (p < 0.001) than did Group I. Group II gave a higher overall rating to the course (p < 0.05) than did Group I. However, there was no difference in the groups' assessments of the use made of the timetabled hours available for the subject or lecturers' concern for students' learning. Conclusions Students were very receptive to the new teaching model. PMID:15569385

Practical Strategies for Enhancing Doctoral Students' Preparedness to Teach

ERIC Educational Resources Information Center

Richards, K. Andrew R.; Sinelnikov, Oleg A.; Starck, Jenna R.

2018-01-01

Doctoral education programs in physical education teacher education have a responsibility to train aspiring faculty members to be effective researchers and good teachers. Using occupational socialization theory as a framework, this article proposes a progressive approach to helping physical education teacher education doctoral students gain…

Visualization on triangle concept using Adobe Flash Professional SC6

NASA Astrophysics Data System (ADS)

Sagita, Laela; Ratih Kusumarini, Adha

2017-12-01

The purpose of this paper is to develop teaching aids using Adobe Flash Professional CS6 emphasize on Triangle concept. A new alternative way to deliver a basic concept in geometry with visualization is software Adobe Flash Professional CS 6. Research method is research and development with 5 phase of Ploom’s model, namely (1) preliminary, (2) design, (3) realization/ construction, (4) test, evaluation and revision, and 5) implementation. The results showed that teaching aids was valid, practice, and effective. Validity: expert judgement for material score is 3.95 and media expert judgement produce an average score of 3,2, both in the category are valid. Practically: the average of questionnaire response is 4,04 (good). Effectiveness: n-gain test value is 0,36 (medium). It concluded that developed of teaching aids using Adobe Flash CS6 on triangle can improve student achievement.

Many roads lead to Rome--is that true of the teaching and learning of pharmacology? Lessons from three medical schools in Malaysia.

PubMed

Sim, S M; Achike, F I; Geh, S L

2005-08-01

In Malaysia many new medical schools (both public and private) have been set up in the last 12 years. As a result of global changes and local adjustments made in medical training, cross-breeds of different medical curricula have produced a wide spectrum of teaching-learning methods in these medical schools. In this paper, we have selected three medical schools--two public (Universiti Malaya and Universiti Putra Malaysia) and one private (International Medical University) to illustrate different approaches in the teaching-learning of pharmacology that exist in Malaysia. How do these different teaching-learning approaches affect the students' interest and ability to "master" pharmacology and in turn to develop a good prescribing practice?

Science stories: flies, planes, worms, and lasers.

PubMed

Rolls, Melissa

2011-11-01

"Tell a story," my mother instructs her graduate students as they prepare their talks. I will make use of her advice here, and will tell several short stories. The themes revolve around the practice of science-what motivates us to go into science and how we choose questions once we get there. I also touch on progress in scientific tools, teaching, good mentors, and good colleagues, all of which contribute to making a career in science constantly compelling.

The Benefits of Good Teaching Extend beyond Course Achievement

ERIC Educational Resources Information Center

Loes, Chad N.; Pascarella, Ernest T.

2015-01-01

This paper synthesizes research from the Wabash National Study on Liberal Arts Education, the National Study on Student Learning, and the Research on Iowa Student Experiences study that estimates the influence of certain effective instructional practices on a range of student outcomes. Student perceptions of two specific teacher…

Mathematics Education as a Science and a Profession

ERIC Educational Resources Information Center

Kolar-Begovic, Zdenka, Ed.; Kolar-Šuper, Ružica, Ed.; Jukic Matic, Ljerka, Ed.

2017-01-01

The papers in the monograph address different topics related to mathematics teaching and learning processes which are of great interest to both students and prospective teachers. Some papers open new research questions, some show examples of good practice and others provide more information about earlier findings. The monograph consists of six…

Practicing Good Habits, Grade 4.

ERIC Educational Resources Information Center

Van Cong Lau; And Others

This illustrated textbook was designed for teaching civics and values to fourth grade students in Vietnam. It is divided into six chapters: (1) At School (recapitulation of the grade three program, friendship, respect for the teacher, team work, discipline, honor); (2) In the Street: Traffic Regulations; (3) At Home (the extended family spirit,…

Teaching with New Technology: Four "Early Majority" Teachers

ERIC Educational Resources Information Center

Pierce, Robyn; Stacey, Kaye

2013-01-01

This paper explores how four good teachers, who do not have a special interest in technology, meet the challenge of introducing the rapidly developing mathematics analysis software (e.g. spreadsheets, function graphers, symbolic algebra manipulation and dynamic geometry) into their classrooms. These teachers' practice is viewed through the…

Response

ERIC Educational Resources Information Center

Higgins, Chris

2012-01-01

This article presents the author's response to the reviews of his book, "The Good Life of Teaching: An Ethics of Professional Practice." He begins by highlighting some of the main concerns of his book. He then offers a brief response, doing his best to address the main criticisms of his argument and noting where the four reviewers (Charlene…

Character Education: Christian Education Perspectives

ERIC Educational Resources Information Center

Wilhelm, Gretchen M.; Firmin, Michael W.

2008-01-01

Character is defined broadly by leading authorities, including concepts such as practicing apt behavior and teaching right from wrong. Virtue and moral undertones tend to pervade most experts' use of character, although in secular settings, the notion of ethics is more prominent. Overall, developing in students a desire for the good is how most…

Good Conversations: An Enhanced Model to Teach Business Ethics

ERIC Educational Resources Information Center

Thomson, Grace S.

2011-01-01

Business practices are a constant matter of discussion by ethical theorists concerned with the conflicts between profitability and justice (Cherry, Lee, & Chien, 2003). Business decisions are complex and hence likely to be compromised by low-quality or questionable strategies (Carpenter & Sanders, 2008). The line between misbehavior and…

Extending the Domain of Instructional Effectiveness Assessment in Student Evaluations of Communication Courses.

ERIC Educational Resources Information Center

Rice, Ronald E.; Stewart, Lea P.; Hujber, Michele

2000-01-01

Presents results from a teaching effectiveness survey of alumni. Indicates alumni believe that good instructors should demonstrate effective preparation, interest in course material and students, availability to students outside of class, effective pedagogy, practical application, classroom interaction with students, sociability, and a high level…

Health & Hygiene in the Workplace.

ERIC Educational Resources Information Center

Snapp, Mary

Developed by educators from the Emily Griffith Opportunity School with input from employees--both workplace literacy students and nonstudents--this guide contains activities for teaching health and hygiene on the job. Flowing from a perspective of respecting cultural diversity and guided by a common thread of good work practices, the activities…

Policy Issues in the Administration of Higher Education in Nigeria

ERIC Educational Resources Information Center

Ogbogu, Christiana O.

2013-01-01

This paper evaluates policy initiatives in the Nigerian higher educational system with a view to bringing it in line with good practices. Issues of gender, management/governance, teaching, research and funding were discussed. The study revealed that government's funding is insufficient to maintain institutional performance because of the policy…

Preliminary investigation into application of problem-based learning in the practical teaching of diagnostics

PubMed Central

Rui, Zeng; Rong-Zheng, Yue; Hong-Yu, Qiu; Jing, Zeng; Xue-Hong, Wan; Chuan, Zuo

2015-01-01

Background Problem-based learning (PBL) is a pedagogical approach based on problems. Specifically, it is a student-centered, problem-oriented teaching method that is conducted through group discussions. The aim of our study is to explore the effects of PBL in diagnostic teaching for Chinese medical students. Methods A prospective, randomized controlled trial was conducted. Eighty junior clinical medical students were randomly divided into two groups. Forty students were allocated to a PBL group and another 40 students were allocated to a control group using the traditional teaching method. Their scores in the practice skills examination, ability to write and analyze medical records, and results on the stage test and behavior observation scale were compared. A questionnaire was administered in the PBL group after class. Results There were no significant differences in scores for writing medical records, content of interviewing, physical examination skills, and stage test between the two groups. However, compared with the control group, the PBL group had significantly higher scores on case analysis, interviewing skills, and behavioral observation scales. Conclusion The questionnaire survey revealed that PBL could improve interest in learning, cultivate an ability to study independently, improve communication and analytical skills, and good team cooperation spirit. However, there were some shortcomings in systematization of imparting knowledge. PBL has an obvious advantage in teaching with regard to diagnostic practice. PMID:25848334

Teachers' experiences of teaching in a blended learning environment.

PubMed

Jokinen, Pirkko; Mikkonen, Irma

2013-11-01

This paper considers teachers' experiences of teaching undergraduate nursing students in a blended learning environment. The basic idea of the study programme was to support students to reflect on theory and practice, and provide with access to expert and professional knowledge in real-life problem-solving and decision making. Learning was organised to support learning in and about work: students worked full-time and this provided excellent opportunities for learning both in practice, online and face-to-face sessions. The aim of the study was to describe teachers' experiences of planning and implementing teaching and learning in a blended-learning-based adult nursing programme. The research method was qualitative, and the data were collected by three focus group interviews, each with four to six participants. The data were analysed using qualitative content analysis. The results show that the blended learning environment constructed by the combination of face-to-face learning and learning in practice with technology-mediated learning creates challenges that must be taken into consideration when planning and implementing blended teaching and learning. However, it provides good opportunities to enhance students' learning in and about work. This is because such programmes support student motivation through the presence of "real-life" and their relevance to the students' own places of work. Nevertheless, teachers require knowledge of different pedagogical approaches; they need professional development support in redesigning teaching and learning. Copyright © 2013 Elsevier Ltd. All rights reserved.

Teaching diversity to medical undergraduates: Curriculum development, delivery and assessment. AMEE GUIDE No. 103.

PubMed

Dogra, Nisha; Bhatti, Farah; Ertubey, Candan; Kelly, Moira; Rowlands, Angela; Singh, Davinder; Turner, Margot

2016-01-01

The aim of this Guide is to support teacher with the responsibility of designing, delivering and/or assessing diversity education. Although, the focus is on medical education, the guidance is relevant to all healthcare professionals. The Guide begins by providing an overview of the definitions used and the principles that underpin the teaching of diversity as advocated by Diversity and Medicine in Health (DIMAH). Following an outline of these principles we highlight the difference between equality and diversity education. The Guide then covers diversity education throughout the educational process from the philosophical stance of educators and how this influences the approaches used through to curriculum development, delivery and assessment. Appendices contain practical examples from across the UK, covering lesson plans and specific exercises to deliver teaching. Although, diversity education remains variable and fragmented there is now some momentum to ensure that the principles of good educational practice are applied to diversity education. The nature of this topic means that there are a range of different professions and medical disciplines involved which leads to a great necessity for greater collaboration and sharing of effective practice.

Compliance With Recommended Food Safety Practices in Television Cooking Shows.

PubMed

Cohen, Nancy L; Olson, Rita Brennan

Examine compliance with recommended food safety practices in television cooking shows. Using a tool based on the Massachusetts Food Establishment Inspection Report, raters examined 39 episodes from 10 television cooking shows. Chefs demonstrated conformance with good retail practices for proper use and storage of utensils in 78% of episodes; preventing contamination (62%), and fingernail care (82%). However, 50% to 88% of episodes were found to be out of compliance with other personal hygiene practices, proper use of gloves and barriers (85% to 100%), and maintaining proper time and temperature controls (93%). Over 90% failed to conform to recommendations regarding preventing contamination through wiping cloths and washing produce. In only 13% of episodes were food safety practices mentioned. There appears to be little attention to food safety during most cooking shows. Celebrity and competing chefs have the opportunity to model and teach good food safety practices for millions of viewers. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Good Teaching: Aligning Student and Administrator Perceptions and Expectations

ERIC Educational Resources Information Center

Nabaho, Lazarus; Oonyu, Joseph; Aguti, Jessica Norah

2017-01-01

Extant literature attests to limited systematic inquiry into students' perceptions of good teaching in higher education. Consequently, there have been calls for engaging students in construing what makes good university teaching. This interpretivist study investigated final-year undergraduate students' perceptions of good teaching at Makerere…

Urban schools' teachers enacting project-based science

NASA Astrophysics Data System (ADS)

Tal, Tali; Krajcik, Joseph S.; Blumenfeld, Phyllis C.

2006-09-01

What teaching practices foster inquiry and promote students to learn challenging subject matter in urban schools? Inquiry-based instruction and successful inquiry learning and teaching in project-based science (PBS) were described in previous studies (Brown & Campione, [1990]; Crawford, [1999]; Krajcik, Blumenfeld, Marx, Bass, & Fredricks, [1998]; Krajcik, Blumenfeld, Marx, & Solloway, [1994]; Minstrell & van Zee, [2000]). In this article, we describe the characteristics of inquiry teaching practices that promote student learning in urban schools. Teaching is a major factor that affects both achievement of and attitude of students toward science (Tamir, [1998]). Our involvement in reform in a large urban district includes the development of suitable learning materials and providing continuous and practiced-based professional development (Fishman & Davis, in press; van Es, Reiser, Matese, & Gomez, [2002]). Urban schools face particular challenges when enacting inquiry-based teaching practices like those espoused in PBS. In this article, we describe two case studies of urban teachers whose students achieved high gains on pre- and posttests and who demonstrated a great deal of preparedness and commitment to their students. Teachers' attempts to help their students to perform well are described and analyzed. The teachers we discuss work in a school district that strives to bring about reform in mathematics and science through systemic reform. The Center for Learning Technologies in Urban Schools (LeTUS) collaborates with the Detroit Public Schools to bring about reform in middle-school science. Through this collaboration, diverse populations of urban-school students learn science through inquiry-oriented projects and the use of various educational learning technologies. For inquiry-based science to succeed in urban schools, teachers must play an important role in enacting the curriculum while addressing the unique needs of students. The aim of this article is to describe patterns of good science teaching in urban school.

Reflection of light: a teaching and learning activity with primary school children

NASA Astrophysics Data System (ADS)

Varela, Paulo; Abreu, Cátia; Costa, Manuel F. M.

2014-08-01

Light and its properties is a subject that strongly attracts children from very early ages. Inquiry-based science teaching although addressed in the curricula of various countries and suggested by some international organizations, continues to have a very low expression in the teaching practices of the majority of primary school teachers and preschool educators. In this sense, we have organized several continuing training courses in order to encourage these education professionals to promote this approach to science teaching in the classroom, with the children. As part of this training process, teachers and educators put into practice, with their students, the didactic knowledge they have developed, in order to become aware of the virtues of an inquiry-based approach to children's learning. Through the implementation of the "Reflection of Light" activity, in this article, we intend to analyze the process of teaching and learning promoted in a 3rd grade class by one of the teachers participating in the training courses. The analysis of the process reveals that the teacher in training carried out a successful didactic integration of the inquiry-based science teaching approach recommended for children. In turn, the children also developed a good understanding of the contents of the activity explored in the classroom.

Project LAUNCH: Bringing Space into Math and Science Classrooms

NASA Technical Reports Server (NTRS)

Fauerbach, M.; Henry, D. P.; Schmidt, D. L.

2005-01-01

Project LAUNCH is a K-12 teacher professional development program, which has been created in collaboration between the Whitaker Center for Science, Mathematics and Technology Education at Florida Gulf Coast University (FGCU), and the Florida Space Research Institute (FSRI). Utilizing Space as the overarching theme it is designed to improve mathematics and science teaching, using inquiry based, hands-on teaching practices, which are aligned with Florida s Sunshine State Standards. Many students are excited about space exploration and it provides a great venue to get them involved in science and mathematics. The scope of Project LAUNCH however goes beyond just providing competency in the subject area, as pedagogy is also an intricate part of the project. Participants were introduced to the Conceptual Change Model (CCM) [1] as a framework to model good teaching practices. As the CCM closely follows what scientists call the scientific process, this teaching method is also useful to actively engage institute participants ,as well as their students, in real science. Project LAUNCH specifically targets teachers in low performing, high socioeconomic schools, where the need for skilled teachers is most critical.

Engineering education in research-intensive universities

NASA Astrophysics Data System (ADS)

Alpay, E.; Jones, M. E.

2012-12-01

The strengths and weaknesses of engineering education in research-intensive institutions are reported and key areas for developmental focus identified. The work is based on a questionnaire and session summaries used during a two-day international conference held at Imperial College London. The findings highlight several common concerns, such as the need to improve faculty motivation towards teaching, broaden the workplace skills of students, widen employer engagement in teaching and raise the relevance and value of scholarly activity in the discipline of engineering education. Examples of good practice used to address such issues are reported.

Understanding Healthcare Workers Self-Reported Practices, Knowledge and Attitude about Hand Hygiene in a Medical Setting in Rural India.

PubMed

Diwan, Vishal; Gustafsson, Charlotte; Rosales Klintz, Senia; Joshi, Sudhir Chandra; Joshi, Rita; Sharma, Megha; Shah, Harshada; Pathak, Ashish; Tamhankar, Ashok J; Stålsby Lundborg, Cecilia

2016-01-01

To describe self-reported practices and assess knowledge and attitudes regarding hand hygiene among healthcare workers in a rural Indian teaching hospital. A rural teaching hospital and its associated medical and nursing colleges in the district of Ujjain, India. The study population consisted of physicians, nurses, teaching staff, clinical instructors and nursing students. Self-administered questionnaires based on the World Health Organization Guidelines on Hand Hygiene in Healthcare were used. Out of 489 healthcare workers, 259 participated in the study (response rate = 53%). The proportion of healthcare workers that reported to 'always' practice hand hygiene in the selected situations varied from 40-96% amongst categories. Reported barriers to maintaining good hand hygiene were mainly related to high workload, scarcity of resources, lack of scientific information and the perception that priority is not given to hand hygiene, either on an individual or institutional level. Previous training on the topic had a statistically significant association with self-reported practice (p = 0.001). Ninety three per cent of the respondents were willing to attend training on hand hygiene in the near future. Self-reported knowledge and adherence varied between situations, but hand hygiene practices have the potential to improve if the identified constraints could be reduced. Future training should focus on enhancing healthcare workers' knowledge and understanding regarding the importance of persistent practice in all situations.

Deconstructing "Good Practice" Teaching Videos: An Analysis of Pre-Service Teachers' Reflections

ERIC Educational Resources Information Center

Ineson, Gwen; Voutsina, Chronoula; Fielding, Helen; Barber, Patti; Rowland, Tim

2015-01-01

Video clips of mathematics lessons are used extensively in pre-service teacher education and continuing professional development activities. Given course time constraints, an opportunity to critique these videos is not always possible. Because of this, and because pre-service teachers make extensive use of material found during internet searches,…

Destroying the Art of Cartography: Teaching Illustrations Using ArcView.

ERIC Educational Resources Information Center

Hill, Miriam Helen

Introductory courses in Geographic Information Systems and cartography cover the fundamentals of map design. Students are given guidelines for producing a good map, but visual demonstrations are much more impressive. ArcView was used to produce illustrations of bad mapping practices and placed in a Microsoft PowerPoint presentation to demonstrate…

Adults Learning Languages: A CILT Guide to Good Practice

ERIC Educational Resources Information Center

Harnisch, Henriette, Ed.; Swanton, Pauline, Ed.

2004-01-01

"Adults Learning Languages" is aimed at those responsible for teaching languages across AE, FE and HE. In the much-changed world of post-19 languages, new funding and inspection regimes with revised needs for quality assurance are challenging practitioners to adapt and review approaches. This book offers teachers of languages to adults tools to…

Bone Marrow Matters

ERIC Educational Resources Information Center

Dunne, Mark; Maklad, Rania; Heaney, Emma

2014-01-01

As a final-year student teacher specialising in primary science, Emma Heaney faced the challenge of having to plan, organise, and conduct a small-scale, classroom-based research project. She had to teach about bones in the final block practice session and thought it would be a good idea to bring in some biological specimens obtained from the local…

Rethinking High School: Best Practices in Teaching, Learning, and Leadership.

ERIC Educational Resources Information Center

Daniels, Harvey; Bizar, Marilyn; Zemelman, Steven

The purpose of this book is to help guide the inquiry of people who want to improve high schools. It presents 11 general issues, assertions, or principles needed to create a good high school. The issues and their accompanying assertions come from national curriculum standards developed by research centers; authoritative educational research;…

On Models and Mickey Mouse

ERIC Educational Resources Information Center

Petherbridge, Deanna

2005-01-01

The re-issue of a nineteenth-century French "Drawing Course" is the occasion for an examination of issues of "models of good practice" in current art teaching. These are listed as an expanded set of student-centred pedagogical paradigms, which embrace the forceful popular imagery of electronic games and comic strips. The formalist adaptations of…

Linking University and Teacher Communities: A "Think Tank" Model of Professional Development.

ERIC Educational Resources Information Center

Henry, Sarah K.; Scott, Judith A.; Wells, Jan; Skobel, Bonnie; Jones, Alan; Cross, Susie; Butler, Cynthia; Blackstone, Teresa

1999-01-01

Rather than informing the teaching community about good research, five experienced teachers and three university researchers developed a discourse community around vocabulary learning to reflect on practice, engage in shared critiques, and support professional choices. In doing so, they were able to inform the research community about good…

Beyond the Five-Paragraph Essay

ERIC Educational Resources Information Center

Campbell, Kimberly Hill

2014-01-01

Although using the five-paragraph formula to teach essay writing is a ubiquitous practice--and many K-12 teachers defend it--Campbell argues that having students write according to this formula does more harm than good. The formula's tight structure stops the very critical thinking students need to do to strengthen their cognition and their…

Fostering Knowledge and Skills to Teach for Diversity: "There Is Nothing so Practical as a Good Theory"

ERIC Educational Resources Information Center

Marchel, Carol A.; Green, Susan K

2014-01-01

Increased use of field-based teacher preparation offers important opportunities to develop skills with diverse learners. However, limited focus on theoretical content restricts understanding and generalization of well-proven theoretical approaches, resulting in fragmented field applications unlikely to result in broad application. Inspired by Kurt…

A Functional Neuroimaging Study of the Clinical Reasoning of Medical Students

ERIC Educational Resources Information Center

Chang, Hyung-Joo; Kang, June; Ham, Byung-Joo; Lee, Young-Mee

2016-01-01

As clinical reasoning is a fundamental competence of physicians for good clinical practices, medical academics have endeavored to teach reasoning skills to undergraduate students. However, our current understanding of student-level clinical reasoning is limited, mainly because of the lack of evaluation tools for this internal cognitive process.…

Helping Adults to Spell.

ERIC Educational Resources Information Center

Moorhouse, Catherine

This book presents a range of strategies for adult literacy tutors and offers a wealth of practical advice on teaching spelling within the context of writing. Chapters 1-3 offer basic information on talking with the student about spelling, finding out how the student spells and helping the student to see himself/herself as a "good" speller, and…

Coherence between Text Comments and the Quantitative Ratings in the UK's National Student Survey

ERIC Educational Resources Information Center

Langan, A. Mark; Scott, Nick; Partington, Shobana; Oczujda, Agnieszka

2017-01-01

Institutions are understandably interested in the profile of their own reputations based upon publicly available data about student experiences. The UK's National Student Survey (NSS) metrics are integrated into several "Good University" calculations, whereas teaching teams most often use the survey's text comments to change practices,…

Good and Just Teaching: The Case for Social Justice in Teacher Education

ERIC Educational Resources Information Center

Cochran-Smith, Marilyn; Shakman, Karen; Jong, Cindy; Terrell, Dianna G.; Barnatt, Joan; McQuillan, Patrick

2009-01-01

A particularly controversial aspect of teacher preparation is the increasing number of teacher preparation programs that emphasize "social justice" as part of the curriculum. This article examines how students in a program with a social justice agenda understood the concept and how their understandings played out in practice. Using interviews and…

A Three-Year Chemistry Seminar Program Focusing on Career Development Skills

ERIC Educational Resources Information Center

Tucci, Valerie K.; O'Connor, Abby R.; Bradley, Lynn M.

2014-01-01

An innovative, three-year seminar program was developed for undergraduates at The College of New Jersey (TCNJ) that supplements the core chemistry curriculum by teaching the auxiliary skills necessary for life as a professional chemist. Advising, good laboratory practice, and information literacy are the strategic components of this program that…

The Effect of Student Evaluations on Faculty Performance

ERIC Educational Resources Information Center

Hartford, Kenneth M.

2017-01-01

The purpose of this study was to understand the behavior of professors as a consequence of receiving student evaluations. To address this purpose, a single research question directed this study: In what ways and to what extent might faculty compromise good pedagogical practices for positive student evaluations of teaching? A qualitative research…

Mentoring New Teachers: Promise and Problems in Times of Teacher Shortage

ERIC Educational Resources Information Center

Martinez, Kay

2004-01-01

Currently enthusiasm for mentoring of new teachers has re-emerged among teacher employing authorities in Australia and the United States. The literature on mentoring provides strong support for the importance of mentoring in retaining good teachers and in invigorating the teaching workforce; it also abounds in practical strategies and processes…

Theorie Grammaticale et Enseignement de la Grammaire (Grammatical Theory and Grammar Instruction). Melanges Pedagogiques, 1970.

ERIC Educational Resources Information Center

Heddesheimer, C.

This article discusses the problem of the relationship between scientific theory and teaching practice, between the linguist and the language teacher. Language instruction attempts more and more to approximate the mother tongue acquisition process, but the two processes remain distinct. However, good second language pedagogy will lead to…

Success in Student-Faculty/Staff SoTL Partnerships: Motivations, Challenges, Power, and Definitions

ERIC Educational Resources Information Center

Acai, Anita; Akesson, Bree; Allen, Meghan; Chen, Victoria; Mathany, Clarke; McCollum, Brett; Spencer, Jennifer; Verwoord, Roselynn E. M.

2017-01-01

Partnerships with students are considered one of the principles of good Scholarship of Teaching and Learning (SoTL) practice. However, not all partnerships are equally successful. What characteristics are common to successful partnerships and what preparatory elements can lead toward more successful partnerships? In this article, our team of…

"So What if My Students Misbehave?" Addressing Misbehavior in a Task-Involving Motivational Climate

ERIC Educational Resources Information Center

Model, Eric D.; Todorovich, John R.; Largo-Wight, Erin

2005-01-01

This article describes factors that teachers can use to create a task-involving motivational climate, discusses behavioral practices for increasing student compliance, and provides specific recommendations for addressing behavior concerns in the physical education setting. A good teaching philosophy built upon established principles is the best…

Teach CAD and Measuring Skills through Reverse Engineering

ERIC Educational Resources Information Center

Board, Keith

2012-01-01

This article describes a reverse engineering activity that gives students hands-on, minds-on experience with measuring tools, machine parts, and CAD. The author developed this activity to give students an abundance of practical experience with measuring tools. Equally important, it provides a good interface between the virtual world of CAD 3D…

Systematic Instruction for Students with Moderate and Severe Disabilities

ERIC Educational Resources Information Center

Collins, Belva C.

2012-01-01

To ensure the best outcomes for students with moderate and severe disabilities, K-12 educators need to understand what constitutes good instructional practices and how to apply them in any classroom, with any curriculum. All the how-to guidance they need is in this accessible text on systematic instruction, a highly effective teaching approach…

Working with Bilingual Children: Good Practice in the Primary Classroom. Bilingual Education and Bilingualism 6.

ERIC Educational Resources Information Center

Verma, Mahendra K., Ed.; And Others

Papers by teachers and teacher trainers address issues in bilingualism and related teaching techniques in the elementary school classroom in England. They are derived from an inservice teacher training project. Essays include: "Investigating Children's Discourse in the Primary Classroom: The Linguistic Demands of Classroom Tasks"…

Examining the Beliefs and Practices of Four Effective Australian Primary Science Teachers

NASA Astrophysics Data System (ADS)

Fitzgerald, Angela; Dawson, Vaille; Hackling, Mark

2013-06-01

With trends across many countries still indicating the decline of student interest in school science and diminishing numbers of students studying science beyond the compulsory years, it seems that the field remains in crisis. To address these unfortunate trends, there needs to be a greater emphasis on science education research that highlights the good news stories. For example, what are science teachers actually doing in their classrooms to increase student interest and understanding in science? This article focuses on the science teaching beliefs and practices of four Western Australian primary school teachers. The teachers were nominated by a professional colleague as effective practitioners. The study involved gathering information from classroom observations and teacher interviews to provide background information to assist in developing understandings of these teachers and their science teaching. This article reports on the initial findings drawn from Deanne A, Kate B, Lisa C and Rebecca D. Their practices were organised into the following six categories: classroom environment; conceptual knowledge and procedural skills; teaching strategies and approaches; student-specific considerations; teacher-specific considerations; and context-specific considerations. In examining the components contributing to these categories, it was evident that the teachers' beliefs, as well as the contextual factors inherent in each classroom environment, influenced how and why they teach science in the ways they do.

A survey of the oral health knowledge and practices of pregnant women in a Nigerian teaching hospital.

PubMed

Abiola, Adeniyi; Olayinka, Agbaje; Mathilda, Braimoh; Ogunbiyi, Ogunbanjo; Modupe, Sorunke; Olubunmi, Onigbinde

2011-12-01

To describe the self-reported oral health knowledge, attitudes and oral hygiene habits, among pregnant women receiving antenatal care at the Lagos State University teaching Hospital (LASUTH). A cross-sectional questionnaire-based survey was conducted at the LASUTH antenatal clinic during the period January - June 2008. Most of the respondents demonstrated a reasonable level of oral health knowledge and positive attitudes towards oral health. However, there were gaps in the oral health knowledge of the women surveyed. The relationship between the level of oral health knowledge and ethnicity (p=0.856), level of education (p=0.079), age category (p=0.166), and trimester of pregnancy (p=0.219) were not statistically significant. In addition, the women's knowledge and attitude towards oral health was not reflected in their oral hygiene practices. There is a need to provide oral health education for pregnant women during antenatal care in order to highlight the importance of good oral health in achieving good health for both the mother and her baby.

Teaching undergraduate students in rural general practice: an evaluation of a new rural campus in England.

PubMed

Bartlett, Maggie; Pritchard, Katie; Lewis, Leo; Hays, Richard B; Mckinley, Robert K

2016-01-01

One approach to facilitating student interactions with patient pathways at Keele University School of Medicine, England, is the placement of medical students for 25% of their clinical placement time in general practices. The largest component is a 15-week 'student attachment' in primary care during the final year, which required the development of a new network of teaching practices in a rural district of England about 90 km (60 mi) from the main campus in North Staffordshire. The new accommodation and education hub was established in 2011-2012 to enable students to become immersed in those communities and learn about medical practice within a rural and remote context. Objectives were to evaluate the rural teaching from the perspectives of four groups: patients, general practice tutors, community hospital staff and students. Learning outcomes (as measured by objective structured clinical examinations) of students learning in rural practices in the final year were compared with those in other practices. Data were gathered from a variety of sources. Students' scores in cohort-wide clinical assessment were compared with those in other locations. Semi-structured interviews were conducted with general practice tutors and community hospital staff. Serial focus groups explored the perceptions of the students, and questionnaires were used to gather the views of patients. Patients reported positive experiences of students in their consultations, with 97% expressing willingness to see students. The majority of patients considered that teaching in general practice was a good thing. They also expressed altruistic ideas about facilitating learning. The tutors were enthusiastic and perceived that teaching had positive impacts on their practices despite negative effects on their workload. The community hospital staff welcomed students and expressed altruistic ideas about helping them learn. There was no significant difference between the rurally placed students' objective structured clinical examination performance and that of their peers in other locations. Some students had difficulty with the isolation from peers and academic activities, and travel was a problem despite their accommodation close to the practices. Students valued the learning opportunities offered by the rural practice placements. The general practice tutors, patients and community hospital staff found teaching to be a positive experience overall and perceived a value to the health system and broader community in students learning locally for substantial periods of time. The evaluation has identified some student concerns about transport times and costs, social isolation, and access to resources and administrative tasks, and these are being addressed.

Preparing Graduate Teaching Assistant's to Teach Introduction Geosciences in the 21st Century

NASA Astrophysics Data System (ADS)

Teasdale, R.; Monet, J.

2008-12-01

Effective teaching requires in-depth content knowledge and pedagogical understanding of the subject. Most graduate teaching assistants (GTAs) are well prepared in content, they often lack pedagogical knowledge needed to teach undergraduate students. There are no consistent, nationwide standards for preparing GTAs in the delivery of high quality instruction in the Geosciences. Without formal training on strategies to engage students in active learning, GTA's often implement a traditional approach to teaching science modeled on their own learning experiences. In the Department of Geological and Environmental Sciences at CSU Chico, every semester approximately 700 undergraduate students enroll in GE courses with required lab sections taught by GTAs. Classroom observations completed by faculty members often reveal that GTAs have a good understanding of the content, but remain entrenched in traditional approaches to teaching science. Classroom observers commonly report on the lack of undergraduate student engagement, or the instructor's inability to ask skillful questions. We view this not as a shortcoming of the GTA, but as a weakness of their preparation. This study examines the outcomes of GTA's learning in a science teaching methods course offered in Spring 2008. This one unit pilot-course was designed to introduce reformed teaching practices to GTAs. In addition to addressing the mechanics of teaching, the course focused on six areas of instruction that were identified by faculty and GTAs as important areas for improvement. Faculty instructors completed classroom visits then met with GTAs to debrief and determine numerical rankings in the areas of reform teaching practices. Rankings helped GTAs select three of the six areas of instruction as goals for the rest of the semester. In the 14th week of class, GTAs ranked themselves again. In most cases, rankings assigned early in the course by GTAs and faculty instructors were within 0.5 points (on a 4 point scale) of each other. GTA improvements of reformed teaching practices were as much as 2.5 points higher than the initial rankings, with average improvement of 0.76 points. These outcomes led to implementation of a more in- depth course for GTA's in the form of a three- unit science teaching methods course for Fall 2008.

Quality Teaching in Science: an Emergent Conceptual Framework

NASA Astrophysics Data System (ADS)

Jordens, J. Zoe; Zepke, Nick

2017-09-01

Achieving quality in higher education is a complex task involving the interrelationship of many factors. The influence of the teacher is well established and has led to some general principles of good teaching. However, less is known about the extent that specific disciplines influence quality teaching. The purposes of the paper are to investigate how quality teaching is perceived in the sciences and from these perceptions to develop for discussion a framework for teaching practice in the sciences. A New Zealand study explored the views of national teaching excellence award winners in science on quality teaching in undergraduate science. To capture all possible views from this expert panel, a dissensus-recognising Delphi method was used together with sensitising concepts based on complexity and wickedity. The emergent conceptual framework for quality teaching in undergraduate science highlighted areas of consensus and areas where there were a variety of views. About the purposes of science and its knowledge base, there was relative consensus, but there was more variable support for values underpinning science teaching. This highlighted the complex nature of quality teaching in science. The findings suggest that, in addition to general and discipline-specific influences, individual teacher values contribute to an understanding of quality in undergraduate science teaching.

Teaching Computer Ergonomic Techniques: Practices and Perceptions of Secondary and Postsecondary Business Educators.

ERIC Educational Resources Information Center

Alexander, Melody W.; Arp, Larry W.

1997-01-01

A survey of 260 secondary and 251 postsecondary business educators found the former more likely to think computer ergonomic techniques should taught in elementary school and to address the hazards of improper use. Both groups stated that over half of students they observe do not use good techniques and agreed that students need continual…

Organizing Physics Teacher Professional Education around Productive Habit Development: A Way to Meet Reform Challenges

ERIC Educational Resources Information Center

Etkina, Eugenia; Gregorcic, Bor; Vokos, Stamatis

2017-01-01

Extant literature on teacher preparation suggests that preservice teachers learn best when they are immersed in a community that allows them to develop dispositions, knowledge, and practical skills and share with the community a strong vision of what good teaching entails. However, even if the requisite dispositions, knowledge, and skills in…

Addressing Diversity in Health Science Students by Enhancing Flexibility through e-Learning

ERIC Educational Resources Information Center

Penman, Joy; Thalluri, Jyothi

2014-01-01

The technological advancements for teaching and learning sciences for health science students are embedded in the Thalluri-Penman Good Practice Model, which aims to improve the learning experiences of science students and increase student retention and success rates. The model also links students from urban and rural areas, studying both on-and…

Idea Sharing: How to Maximize Participation in a Mixed-Level English Class

ERIC Educational Resources Information Center

Carlson, Gordon D.

2015-01-01

Teaching a class of mixed EFL/ESL levels can be problematic for both instructors and students. The disparate levels of ability often mean that some students are not challenged enough while others struggle to keep pace. Drawing on experience in the university classroom in Japan, this practice promotes good preparation, self-reliance, inclusiveness,…

Visiting Good Company: Arendt and the Development of the Reflective Practitioner

ERIC Educational Resources Information Center

Gillies, Donald

2016-01-01

The importance of the concept of reflective practice within the teaching profession has been stressed heavily in recent decades. How it is enacted and how beginning teachers, in particular, have been encouraged to exercise it remains somewhat unclear, with the risk that it becomes a cursory, ill-informed exercise in self-affirmation rather than a…

Methods of Interoperability: Moodle and WeBWork

ERIC Educational Resources Information Center

Gage, Michael E.

2017-01-01

The first requirement for an online mathematics homework engine\tis to encourage students to practice and reinforce their mathematics skills in ways that are as good or better than traditional paper homework. The use of the computer and the internet should not limit the kind or quality of the mathematics that we teach and, if possible, it should…

Student Civic Engagement and For-Profit Higher Education: Public Policies and Private Goods

ERIC Educational Resources Information Center

Avakian, Seth David

2014-01-01

Democracy is the practice of self-rule; its citizens actively participate in governance. Who teaches participative democracy, what is taught, and how it is taught are significant determinants of how democracy functions. In the United States, the two core justifications for the public subsidy of higher education are that it prepares citizens for…

Making Sense of How Physician Preceptors Interact with Medical Students: Discourses of Dialogue, Good Medical Practice, and Relationship Trajectories

ERIC Educational Resources Information Center

van der Zwet, J.; Dornan, T.; Teunissen, P. W.; de Jonge, L. P. J. W. M.; Scherpbier, A. J. J. A.

2014-01-01

Work based learning and teaching in health care settings are complex and dynamic. Sociocultural theory addresses this complexity by focusing on interaction between learners, teachers, and their environment as learners develop their professional identity. Although social interaction between doctors and students plays a crucial role in this…

Teaching Ethics and Social Responsibility: An Evaluation of Undergraduate Business Education at the Discipline Level

ERIC Educational Resources Information Center

Nicholson, Carolyn Y.; DeMoss, Michelle

2009-01-01

Organizations and society at large recognize that ethically and socially responsible behavior plays a crucial role in good business practices. This realization has led employers to expect and demand that business schools facilitate the training of students in ethics and social responsibility. However, research is mixed on how well business schools…

Does integrating research into the prosthetics and orthotics undergraduate curriculum enhance students' clinical practice? An interview study on students' perception.

PubMed

Al Qaroot, Bashar S; Sobuh, Mohammad

2016-06-01

Problem-based learning (where rather than feeding students the knowledge, they look for it themselves) has long been thought of as an ideal approach in teaching because it would encourage students to acquire knowledge from an undetermined medium of wrong and right answers. However, the effect of such approach in the learning experience of prosthetics and orthotics students has never been investigated. This study explores the implications of integrating problem-based learning into teaching on the students' learning experience via implementing a research-informed clinical practice module into the curriculum of last year prosthetics and orthotics undergraduate students at the University of Jordan (Amman, Jordan). Qualitative research pilot study. Grounded theory approach was used based on the data collected from interviewing a focus group of four students. Students have identified a number of arguments from their experience in the research-informed clinical practice where, generally speaking, students described research-informed clinical practice as a very good method of education. Integrating problem-based learning into teaching has many positive implications. In particular, students pointed out that their learning experience and clinical practice have much improved after the research-informed clinical practice. Findings from this investigation demonstrate that embedding problem-based learning into prosthetics and orthotics students' curriculum has the potential to enhance students' learning experience, particularly students' evidence-based practice. This may lead to graduates who are more knowledgeable and thus who can offer the optimal patient care (i.e. clinical practice). © The International Society for Prosthetics and Orthotics 2014.

Utilization of the seven principles for good practice in undergraduate education in general chemistry by community college instructors

NASA Astrophysics Data System (ADS)

Panther Bishoff, Jennifer

In recent years, higher education has undergone many changes. The advent of assessment, accountability, and a newfound focus on teaching have required faculty to examine how they are teaching. Administrators and faculty are beginning to recognize that learning is not a "one size fits all" enterprise. To this end, Chickering and Gamson developed an inventory that examined faculty utilization of the Seven Principles of Good Practice in Undergraduate Education. The seven principles included by the authors included faculty-student interaction, cooperative learning, active learning, giving prompt feedback, emphasizing time on task, communicating high expectations, and respecting diverse talents and ways of learning. It was determined by Chickering and Gamson, as well as many other researchers, that these seven principles were hallmarks of successful undergraduate education. Community colleges are important institutions to study, as many students begin their higher education at two-year colleges. Most students are also required to take one or more science classes for their general education requirements; therefore, many students must take at least one general chemistry course. Both community colleges and chemistry are rarely studied in literature, which makes this study important. Community college general chemistry instructors were surveyed using an online version of Chickering and Gamson's Faculty Inventory for the Seven Principles of Good Practice in Undergraduate Education. Responses were analyzed, and it was discovered that not only did instructors utilize the principles to a different extent, but there were also differences between genders as well as between the specific actions related to each principle.

The Essence of Good Teaching.

ERIC Educational Resources Information Center

Sherman, Robert R.

1986-01-01

Compares and contrasts views of what constitutes good teaching in four recent books: "My Harvard, My Yale: Memoirs of College Life by Some Notable Americans" (Dubois, 1982); "Twenty Teachers" (Macrorie, 1984); "Artistry in Teaching" (Rubin, 1985); and "The Essence of Good Teaching: Helping Students Learn and Remember What They Learn" (Eriksen,…

Educational Method of Engineering Ethics Aiming for Comprehensive Understanding

NASA Astrophysics Data System (ADS)

Yasui, Mitsukuni; Fujiki, Hiroyuki; Aoyagi, Manabu; Sugata, Noriyuki; Hayasaka, Narihito

We have proposed the omnibus style to teach an engineering ethics program. This paper showed the essentials to practice the class. The engineering ethics program is constituted with the factors; grade, subject, objective even if it is operated by some themes and teachers in the style of omnibus. Also, teachers have to select the cases which have dilemma of the engineer and the good effect. And they should teach how to analyze the case. Evaluation of student activity must be made up by versatile style according to objective. And student is recommended to understand the relation of activity and object.

Mentorship perceptions and experiences among academic family medicine faculty

PubMed Central

Stubbs, Barbara; Krueger, Paul; White, David; Meaney, Christopher; Kwong, Jeffrey; Antao, Viola

2016-01-01

Abstract Objective To collect information about the types, frequency, importance, and quality of mentorship received among academic family medicine faculty, and to identify variables associated with receiving high-quality mentorship. Design Web-based survey of all faculty members of an academic department of family medicine. Setting The Department of Family and Community Medicine of the University of Toronto in Ontario. Participants All 1029 faculty members were invited to complete the survey. Main outcome measures Receiving mentorship rated as very good or excellent in 1 or more of 6 content areas relevant to respondents’ professional lives, and information about demographic and practice characteristics, faculty ratings of their local departments and main practice settings, teaching activities, professional development, leadership, job satisfaction, and health. Bivariate and multivariate analyses identified variables associated with receiving high-quality mentorship. Results The response rate was 66.8%. Almost all (95.0%) respondents had received mentorship in several areas, with informal mentorship being the most prevalent mode. Approximately 60% of respondents rated at least 1 area of mentoring as very good or excellent. Multivariate logistic regression identified 5 factors associated with an increased likelihood of rating mentorship quality as very good or excellent: positive perceptions of their local department (odds ratio [OR] = 4.02, 95% CI 2.47 to 6.54, P < .001); positive ratings of practice infrastructure (OR = 1.86, 95% CI 1.23 to 2.80, P = .003); increased frequency of receiving mentorship (OR = 2.78, 95% CI 1.59 to 4.89, P < .001); fewer years in practice (OR = 1.93, 95% CI 1.19 to 3.12, P = .007); and practising in a family practice teaching unit (OR = 1.51, 95% CI 1.01 to 2.27, P = .040). Conclusion With increasing emphasis on distributed education and community-based teachers, family medicine faculties will need to develop strategies to support effective mentorship across a range of settings and career stages. PMID:27629688

Mentorship perceptions and experiences among academic family medicine faculty: Findings from a quantitative, comprehensive work-life and leadership survey.

PubMed

Stubbs, Barbara; Krueger, Paul; White, David; Meaney, Christopher; Kwong, Jeffrey; Antao, Viola

2016-09-01

To collect information about the types, frequency, importance, and quality of mentorship received among academic family medicine faculty, and to identify variables associated with receiving high-quality mentorship. Web-based survey of all faculty members of an academic department of family medicine. The Department of Family and Community Medicine of the University of Toronto in Ontario. All 1029 faculty members were invited to complete the survey. Receiving mentorship rated as very good or excellent in 1 or more of 6 content areas relevant to respondents' professional lives, and information about demographic and practice characteristics, faculty ratings of their local departments and main practice settings, teaching activities, professional development, leadership, job satisfaction, and health. Bivariate and multivariate analyses identified variables associated with receiving high-quality mentorship. The response rate was 66.8%. Almost all (95.0%) respondents had received mentorship in several areas, with informal mentorship being the most prevalent mode. Approximately 60% of respondents rated at least 1 area of mentoring as very good or excellent. Multivariate logistic regression identified 5 factors associated with an increased likelihood of rating mentorship quality as very good or excellent: positive perceptions of their local department (odds ratio [OR] = 4.02, 95% CI 2.47 to 6.54, P < .001); positive ratings of practice infrastructure (OR = 1.86, 95% CI 1.23 to 2.80, P = .003); increased frequency of receiving mentorship (OR = 2.78, 95% CI 1.59 to 4.89, P < .001); fewer years in practice (OR = 1.93, 95% CI 1.19 to 3.12, P = .007); and practising in a family practice teaching unit (OR = 1.51, 95% CI 1.01 to 2.27, P = .040). With increasing emphasis on distributed education and community-based teachers, family medicine faculties will need to develop strategies to support effective mentorship across a range of settings and career stages. Copyright© the College of Family Physicians of Canada.

Defining the Good Reading Teacher.

ERIC Educational Resources Information Center

Kupersmith, Judy; And Others

In the quest for a definition of the good reading teacher, a review of the literature shows that new or copious materials, one specific teaching method, and static teaching behaviors are not responsible for effective teaching. However, observations of five reading teachers, with good references and good reputations but with widely divergent…

[The influence of professional degree on the knowledge of HIV, HBV and HCV infections in dentistry practice].

PubMed

Vitale, F; Di Benedetto, M A; Casuccio, A; Firenze, A; Calandra, G; Ballarò, F; Romano, N

2005-01-01

The knowledge and preventive practices toward the risk of infection with HIV, HBV and HCV were evaluated in a sample of 254 dentists and odontostomatologies in Palermo, by answering to an anonymous questionnaire sent by mail. Overall, most of the participants showed a good knowledge of the transmission pattern of blood-borne viruses as well as good practice for personal hygiene (washing of hands, routine use of gloves, etc.). However 80.8% answered to recap needles after use and more than 40% have had at least one needle injury during the last year in their occupational setting. Moreover, nearly 24% of the interviewed declared to have not made vaccination against Hepatitis B virus infection. Statistical analysis showed a significant correlation between better knowledge, safer practice and different teaching training suggesting that odontostomatology degree might be more appropriate for a better training in preventive medicine for blood borne pathogens. Data also suggest the need of continuous worker education to reduce occupational blood exposures in dentistry.

Student-centered and ability training-oriented curriculum reform in teaching Microcontroller Principles and Interface Techniques

NASA Astrophysics Data System (ADS)

Wang, Xiaoping; Cai, Peijun; Liu, Yuling; Wang, Liqiang; Liang, Yiyong

2017-08-01

Courses are an important way of cultivating talents in college education. Advanced training schemes and the course system are implemented through course teaching. Advanced teaching notions and methods also rely on course teaching. Therefore, the quality of course teaching is the fundamental guarantor for grooming talent. The teachers of the course "Microcontroller Principles and Interface Techniques" in the Optical Science and Engineering College of Zhejiang University insist on course teaching becoming student centered and ability-training-oriented. They pay attention to students'all-round development in terms of learning ability, practical ability, innovation ability, and exploring spirit. They actively carried out course reforms in four aspects, namely teaching, learning, evaluation, and experimentation. This paper mainly introduced these reforms. First, the teaching method was reformed by introducing case analysis and the notion of a flipped classroom to shift the course focus from the teacher to the students. Second, the learning method was reformed through the use of techniques such as peer learning and project design to promote students' sense of enquiry and learning initiative. Third, the evaluation method was reformed through the use of process assessment and diversity evaluation to encourage students to develop logical thinking and a down-to-earth manner. Fourth, the experimentation method was reformed by introducing hierarchical content, process management, and diversification of examination to change students'learning attitude from "dependence, passivity, and imitation" to "independence, active involvement, and creation."In general, the teaching method reform promoted reforms in learning, evaluation, and experimentation methods and further improved the style of study. These reforms improved teachers' teaching abilities and enabled course teaching to transform from being teacher centered to student centered. Years of exploration and practice results have shown that such reforms not only effectively inspire students to learn, explore, and practice actively, but also cultivate their creative spirit and courage to face challenges, providing a good platform for theirself-learning and personal growth. The course reforms discussed here have been highly recommended for their reference value.

Teaching for understanding and/or teaching for the examination in high school physics

NASA Astrophysics Data System (ADS)

Geelan, David R.; Wildy, Helen; Louden, William; Wallace, John

2004-04-01

Literature on the related notions of 'teaching for understanding' and 'exemplary teaching' tends to be interpreted as prescribing certain classroom approaches. These are usually the strategies often identified with constructivist teaching, which involve a redefinition of the teacher's role: rather than being seen as a source of knowledge and control, the teacher is described as the facilitator of a largely student-directed search for understanding. More 'transmissive', teacher-centred approaches are held to lead to poor student understanding, low cognitive engagement and rote learning. This paper reports a case study of physics teaching in a government high school in Perth, Western Australia. This case study is part of a larger project spanning 5 years and eight case investigations in Perth schools. While the pedagogical style of the teacher studied could be labelled as 'transmissive', we tentatively assert that his practice exemplified high-quality physics teaching and led to high-quality understanding on the part of the students. The study suggests that prescriptions for quality teaching must be sensitive to issues of context and content, and that further study in a variety of school contexts is required to expand our understanding of what constitutes good teaching and learning in physics.

A Safe Ride to School; A Safe Ride Home.

ERIC Educational Resources Information Center

Illinois State Board of Education, Springfield.

Text and illustrations are used to teach safe school bus riding practices. The guide begins with instructions to parents or guardians to set a good example of safe behavior, and to help children learn safety rules and be on time. Instructions to children concern obeying the bus driver, boarding the bus, riding the bus, crossing the road, and using…

The Role of Reflection in Developing Eupraxis in Learning to Teach English

ERIC Educational Resources Information Center

Smagorinsky, Peter; Shelton, Stephanie Anne; Moore, Cynthia

2015-01-01

This case study focuses on one beginning English teacher's work toward eupraxia, i.e., good practice informed by reflection in a setting in which a degree of free choice is available. The study uses a Vygotskian framework for studying concept development that focuses on the settings of human activity and how ambiguous social concepts are developed…

Social Work Students and Self-Care: A Model Assignment for Teaching

ERIC Educational Resources Information Center

Moore, Sharon E.; Bledsoe, Linda K.; Perry, Armon R.; Robinson, Michael A.

2011-01-01

The literature reveals scant research on self-care practices among social work students; yet self-care is vital as students prepare to be practitioners who are not only effective in working with all aspects of the clients' total selves, but who are themselves healthy. They are not prepared to be good practitioners unless they have first learned to…

"Good Teaching for All Students?": Sheltered Instruction Programming in Washington State Language Policy

ERIC Educational Resources Information Center

Stephens, Crissa; Johnson, David Cassels

2015-01-01

Many in the field of language policy have called for studies that connect policy texts at the macro level with their interpretations in districts, schools, and classrooms at the micro level. The purpose of this study is to trace Washington's educational language policy through the layers of interpretation to educational practice to see how the…

Class Room Seminar and Journal Club (CRSJC) as an Effective Teaching Learning Tool: Perception to Post Graduation Pharmacy Students

ERIC Educational Resources Information Center

Dahiya, Sunita; Dahiya, Rajiv

2015-01-01

Theory and practicals are two essential components of pharmacy course curriculum; but in addition to appearing and passing examination with good score grades, pharmacy post graduation (PG) pursuing students are essentially required to develop some professional skills which might not be attained solely by conventional class room programs. This…

Reading Assessment: A Primer for Teachers and Coaches. Second Edition. Solving Problems in the Teaching of Literacy

ERIC Educational Resources Information Center

Caldwell, JoAnne Schudt

2007-01-01

Now in a revised and expanded second edition, this invaluable book provides teachers and coaches with the information and tools they need to get started on the complex process of reading assessment. Grounded in a solid scientific framework, the book presents practical strategies that enable teachers to recognize "good reader" behaviors, assess…

What Is Literacy for Students with Severe Learning Difficulties? Exploring Conventional and Inclusive Literacy

ERIC Educational Resources Information Center

Lacey, Penny; Layton, Lyn; Miller, Carol; Goldbart, Juliet; Lawson, Hazel

2007-01-01

This paper arises from research into inclusive literacy for pupils with severe learning difficulties who do not learn to read and write conventionally. The ultimate aim of the study was to seek out examples of good practice in teaching and learning literacy that includes students with severe learning difficulties and disseminate them as widely as…

A BEME systematic review of UK undergraduate medical education in the general practice setting: BEME Guide No. 32.

PubMed

Park, Sophie; Khan, Nada F; Hampshire, Mandy; Knox, Richard; Malpass, Alice; Thomas, James; Anagnostelis, Betsy; Newman, Mark; Bower, Peter; Rosenthal, Joe; Murray, Elizabeth; Iliffe, Steve; Heneghan, Carl; Band, Amanda; Georgieva, Zoya

2015-05-06

General practice is increasingly used as a learning environment in undergraduate medical education in the UK. The aim of this project was to identify, summarise and synthesise research about undergraduate medical education in general practice in the UK. We systematically identified studies of undergraduate medical education within a general practice setting in the UK from 1990 onwards. All papers were summarised in a descriptive report and categorised into two in-depth syntheses: a quantitative and a qualitative in-depth review. 169 papers were identified, representing research from 26 UK medical schools. The in-depth review of quantitative papers (n = 7) showed that medical students learned clinical skills as well or better in general practice settings. Students receive more teaching, and clerk and examine more patients in the general practice setting than in hospital. Patient satisfaction and enablement are similar whether a student is present or not in a consultation, however, patients experience lower relational empathy. Two main thematic groups emerged from the qualitative in-depth review (n = 10): the interpersonal interactions within the teaching consultation and the socio-cultural spaces of learning which shape these interactions. The GP has a role as a broker of the interactions between patients and students. General practice is a socio-cultural and developmental learning space for students, who need to negotiate the competing cultures between hospital and general practice. Lastly, patients are transient members of the learning community, and their role requires careful facilitation. General practice is as good, if not better, than hospital delivery of teaching of clinical skills. Our meta-ethnography has produced rich understandings of the complex relationships shaping possibilities for student and patient active participation in learning.

The Computer Student Worksheet Based Mathematical Literacy for Statistics

NASA Astrophysics Data System (ADS)

Manoy, J. T.; Indarasati, N. A.

2018-01-01

The student worksheet is one of media teaching which is able to improve teaching an activity in the classroom. Indicators in mathematical literacy were included in a student worksheet is able to help the students for applying the concept in daily life. Then, the use of computers in learning can create learning with environment-friendly. This research used developmental research which was Thiagarajan (Four-D) development design. There are 4 stages in the Four-D, define, design, develop, and disseminate. However, this research was finish until the third stage, develop stage. The computer student worksheet based mathematical literacy for statistics executed good quality. This student worksheet is achieving the criteria if able to achieve three aspects, validity, practicality, and effectiveness. The subject in this research was the students at The 1st State Senior High School of Driyorejo, Gresik, grade eleven of The 5th Mathematics and Natural Sciences. The computer student worksheet products based mathematical literacy for statistics executed good quality, while it achieved the aspects for validity, practical, and effectiveness. This student worksheet achieved the validity aspects with an average of 3.79 (94.72%), and practical aspects with an average of 2.85 (71.43%). Besides, it achieved the effectiveness aspects with a percentage of the classical complete students of 94.74% and a percentage of the student positive response of 75%.

Web-based faculty development: e-learning for clinical teachers in the London Deanery.

PubMed

McKimm, Judy; Swanwick, Tim

2010-03-01

the London Deanery has provided a web-based resource for supporting the educational development needs of clinical teachers since 2002. This forms part of a range of resources supporting the professional development of clinical teachers and postgraduate supervisors. Following a review in 2007, the deanery commissioned a series of new e-learning modules designed as an introduction to clinical teaching. the deanery's faculty development initiatives are one response to requirements of the Postgraduate Medical Education and Training Board (PMETB), other policy drivers, workforce demands and service changes. Increasingly, doctors are required to provide an educational portfolio of evidence, and satisfy the teaching and training component of Good Medical Practice in revalidation or recertification. 'E-learning for clinical teachers' comprises 16 short, open-access, free-standing modules. The modules are built around a unifying structure, and cover core topics in clinical teaching: feedback; supervision; workplace-based learning; assessment; diversity and equal opportunities; career development; appraisal; lecturing; small group teaching; interprofessional education; and setting learning objectives. The modules can be used as a complementary resource to award-bearing programmes. On completion of a module, a certificate can be printed out for the teacher's portfolio. reflective practice and engagement with an individual's teaching practice is encouraged through self-assessment and a reflective log. The open-access, web-based format enables engagement with the material to suit a doctor's working and learning patterns, and is a valuable adjunct to other forms of learning. The site has been accessed by over 64000 health professionals (including students, trainees, qualified professionals, supervisors and staff developers) from 155 countries. Blackwell Publishing Ltd 2010.

Attitudes and barriers to evidence-based practice in optometry educators.

PubMed

Suttle, Catherine M; Challinor, Kirsten L; Thompson, Rachel E; Pesudovs, Konrad; Togher, Leanne; Chiavaroli, Neville; Lee, Adrian; Junghans, Barbara; Stapleton, Fiona; Watt, Kathleen; Jalbert, Isabelle

2015-04-01

Evidence-based practice (EBP) is an essential component of good quality, patient-centered health care. This requires practitioners to acquire EBP skills and knowledge during undergraduate and continuing education. Evidence-based practice education exists in a range of health care disciplines, including optometry. Evidence-based practice education, however, depends on relevant skills and knowledge in educators. Courses and workshops exist for the development of EBP teaching skills in some areas of health care but not in optometry. Here, we describe a pilot workshop designed to enhance the teaching of EBP and to investigate the perspectives of optometric educators on EBP including their attitudes and perceived barriers to EBP and its teaching. Twenty-seven optometric educators including 8 facilitators participated. Of these, 14 were academics (including the 8 facilitators) and 13 were practitioners. Evidence-based practice attitudes were assessed using the Evidence-Based Practice Attitude Scale-50 with appropriate modifications for optometry. Workshop design incorporated strategies to trigger discussion among participants. A nominal group technique was used to identify, prioritize, and reach consensus on barriers to EBP. Although some participants expressed reservations about EBP, a common understanding of the contemporary definition of EBP emerged in educators. Thirty-five barriers to EBP were identified; "time" was selected in the top five barriers by most participants and attracted the highest total score, well above any other barrier (negative attitude to EBP, volume of evidence, integration with clinical practice, and lack of lifelong learning mind-set). Attitudes toward EBP were generally positive and negatively correlated with age and time since graduation, respectively. A group of optometrists and academics new to implementing education in EBP displayed positive attitudes to EBP but considered that its application and teaching could be significantly hindered by a lack of time to access and appraise the large volume of available research evidence in the field of eye care.

[Social networks and medicine].

PubMed

Bastardot, F; Vollenweider, P; Marques-Vidal, P

2015-11-04

Social networks (social media or #SoMe) have entered medical practice within the last few years. These new media--like Twitter or Skype--enrich interactions among physicians (telemedicine), among physicians and patients (virtual consultations) and change the way of teaching medicine. They also entail new ethical, deontological and legal issues: the extension of the consultation area beyond the medical office and the access of information by third parties were recently debated. We develop here a review of some social networks with their characteristics, applications for medicine and limitations, and we offer some recommendations of good practice.

Development of a Peer Teaching-Assessment Program and a Peer Observation and Evaluation Tool

PubMed Central

Trujillo, Jennifer M.; Barr, Judith; Gonyeau, Michael; Van Amburgh, Jenny A.; Matthews, S. James; Qualters, Donna

2008-01-01

Objectives To develop a formalized, comprehensive, peer-driven teaching assessment program and a valid and reliable assessment tool. Methods A volunteer taskforce was formed and a peer-assessment program was developed using a multistep, sequential approach and the Peer Observation and Evaluation Tool (POET). A pilot study was conducted to evaluate the efficiency and practicality of the process and to establish interrater reliability of the tool. Intra-class correlation coefficients (ICC) were calculated. Results ICCs for 8 separate lectures evaluated by 2-3 observers ranged from 0.66 to 0.97, indicating good interrater reliability of the tool. Conclusion Our peer assessment program for large classroom teaching, which includes a valid and reliable evaluation tool, is comprehensive, feasible, and can be adopted by other schools of pharmacy. PMID:19325963

Contact lenses fitting teaching: learning improvement with monitor visualization of webcam video recordings

NASA Astrophysics Data System (ADS)

Gargallo, Ana; Arines, Justo

2014-08-01

We have adapted low cost webcams to the slit lamps objectives with the aim of improving contact lens fitting practice. With this solution we obtain good quality pictures and videos, we also recorded videos of eye examination, evaluation routines of contact lens fitting, and the final practice exam of our students. In addition, the video system increases the interactions between students because they could see what their colleagues are doing and take conscious of their mistakes, helping and correcting each others. We think that the proposed system is a low cost solution for supporting the training in contact lens fitting practice.

Teaching and Assessing Professionalism in Medical Learners and Practicing Physicians*

PubMed Central

Mueller, Paul S.

2015-01-01

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

(Re)defining "Good Teaching": Teacher Performance Assessments and Critical Race Theory in Early Childhood Teacher Education

ERIC Educational Resources Information Center

Michael Luna, Sara

2016-01-01

Using three tenents of Critical Race Theory, this study examines the influence of edTPAs on diverse early childhood pre-service teachers in a graduate program. Findings suggest that (1) Color-blind admissions policy and practice were at odds with edTPA's perceived academic language demands; (2) A tension emerged between financial demands of edTPA…

Delivery, Student Engagement and the Implementation of Good Practice in Entrepreneurship Education: Learning from the UK's New Entrepreneur Scholarship Initiative

ERIC Educational Resources Information Center

Lam, Wing

2010-01-01

This paper presents and discusses the results of a research-informed teaching project carried out to identify key factors in the content and delivery of a successful UK government initiative, the New Entrepreneur Scholarship (NES), from 2001 to 2008. The aim of the project was to evaluate the feasibility of implementing appropriate changes to…

Economics from a Different Point of View--Good Practice in Teacher Training: How to Handle, Use and Judge External Standardized Tests in Schools

ERIC Educational Resources Information Center

Prieß-Buchheit, Julia

2015-01-01

The Economic Actions in Education training module (EAE) teaches how to handle, use and judge external standardized tests in schools. The EAE programme was implemented in teacher training at the University of Kiel, because teachers are increasingly under external scrutiny and are being held accountable for student and school achievements. The EAE…

The utilization of the seven principles for good practices of full-time and adjunct faculty in teaching health & science in community colleges

NASA Astrophysics Data System (ADS)

Musaitif, Linda M.

Purpose. The purpose of this study was to determine the degree to which undergraduate full-time and adjunct faculty members in the health and science programs at community colleges in Southern California utilize the seven principles of good practice as measured by the Faculty Inventory of the Seven Principles for Good Practice in Undergraduate Education. A second purpose was to compare degree of utilization for gender and class size. Methodology. This is a quantitative study wherein there exists a systematic and mathematical assessment of data gathered through the use of a Likert scale survey to process and determine the mathematical model of the use of the principles by the target population of both full-time and adjunct faculty of health/science programs of community colleges in Southern California. Findings. Examination of the data revealed that both full-time and adjunct faculty members of Southern California community colleges perceive themselves a high degree of utilization of the seven principles of good practice. There was no statistically significant data to suggest a discrepancy between full-time and adjunct professors' perceptions among the utilization of the seven principles. Overall, male faculty members perceived themselves as utilizing the principles to a greater degree than female faculty. Data suggest that faculty with class size 60 or larger showed to utilize the seven principles more frequently than the professors with smaller class sizes. Conclusions. Full-time and adjunct professors of the health and sciences in Southern California community colleges perceive themselves as utilizing the seven principles of good practice to a high degree. Recommendations. This study suggests many recommendations for future research, including the degree to which negative economic factors such as budget cuts and demands affect the utilization of the seven principles. Also recommended is a study comparing students' perceptions of faculty's utilization of the seven principles of good practice in the classroom with faculty's self-perception.

Technological pedagogical content knowledge and teaching practice of mathematics trainee teachers

NASA Astrophysics Data System (ADS)

Tajudin, Nor'ain Mohd.; Kadir, Noor Zarinawaty Abd.

2014-07-01

This study aims to identify the level of technological pedagogical content knowledge (TPCK) of mathematics trainee teachers at Universiti Pendidikan Sultan Idris (UPSI) and explore their teaching practices during practical training at school. The study was conducted in two phases using a mix-method research. In the first phase, a survey method using a questionnaire was carried out on 156 trainee teachers of Bachelor of Mathematics Education (AT14) and Bachelor of Science (Mathematics) with Education (AT48). The instrument used was a questionnaire that measures the level of content knowledge, pedagogy, technology and TPCK of mathematics. Data were analyzed using descriptive statistics, namely the mean. While in the second phase, the interview method involved four trainee teachers were performed. The instrument used was the semi-structured interview protocol to assess the trainee teacher's TPCK integration in their teaching practice. Data were analyzed using the content analysis. The findings showed that the level of knowledge of TPCK among trainee teachers was moderate with overall mean score of 3.60. This level did not show significant differences between the two programs with mean scores of 3.601 for the AT14 group and 3.603 for the AT48 group. However, there was a difference for gender classification such that the female trainees had mean score of 3.58 and male trainees with mean score of 3.72. Although students' TPCK level was moderate, the level of content knowledge (CK), technological knowledge (TK) and pedagogical knowledge (PK), showed a higher level with overall mean scores of 3.75, 3.87 and 3.84 respectively. The findings also showed that in terms of content knowledge, trainee teacher's learning mathematics background was good, but the knowledge of mathematics was limited in the curriculum, philosophy and application aspect. In terms of pedagogical content knowledge, all respondents tend to use lecture and discussion methods in teaching Trigonometry topic in almost the entire teaching and learning sessions. In terms of using technology in teaching and learning process, all respondents were more likely to use PowerPoint presentation as well as assisted by the use of a scientific calculator. The use of PowerPoint was limited in explaining the title and its content and the calculators were used during practice sessions. The four trainee teachers were still at the recognizing and acceptance levels of TPCK integration during their teaching practice. This study indicates that UPSI trainee teachers should be given exposure in the use of information and communication technology and trained to provide alternative teaching strategies in more creative ways if there are obstacles when integrating technology in teaching and learning process.

Students' views on the impact of peer physical examination and palpation as a pedagogic tool for teaching and learning living human anatomy.

PubMed

Chinnah, Tudor I; de Bere, Sam Regan; Collett, Tracey

2011-01-01

Modern medical education teaching and learning approaches now lay emphasis on students acquiring knowledge, skills and attitudes relevant to medical practice. To explore students' perceived impacts of using hands-on approaches involving peer/life model physical examination and palpation in teaching and learning living human anatomy on their practice of physical examination of real patients. This study used exploratory focus groups and a questionnaire survey of years 3-5 medical students. The focus group discussions revealed new insights into the positive impacts of the hands-on approaches on students' clinical skills and professional attitudes when dealing with patients. Students' exposure to the hands-on approaches helped them to feel comfortable with therapeutically touching unclothed patients' bodies and physically examining them in the clinical environment. At least 60% of the questionnaire survey respondents agreed with the focus group participants on this view. Over 75% also agreed that the hands-on experiences helped them develop good professional attitudes in their encounter with patients. This study highlights the perceived educational value of the hands-on approaches as a pedagogic tool with a positive impact on students' clinical skills and professional attitudes that helps in easing their transition into clinical practice.

Teaching virtue: pedagogical implications of moral psychology.

PubMed

Frey, William J

2010-09-01

Moral exemplar studies of computer and engineering professionals have led ethics teachers to expand their pedagogical aims beyond moral reasoning to include the skills of moral expertise. This paper frames this expanded moral curriculum in a psychologically informed virtue ethics. Moral psychology provides a description of character distributed across personality traits, integration of moral value into the self system, and moral skill sets. All of these elements play out on the stage of a social surround called a moral ecology. Expanding the practical and professional curriculum to cover the skills and competencies of moral expertise converts the classroom into a laboratory where students practice moral expertise under the guidance of their teachers. The good news is that this expanded pedagogical approach can be realized without revolutionizing existing methods of teaching ethics. What is required, instead, is a redeployment of existing pedagogical tools such as cases, professional codes, decision-making frameworks, and ethics tests. This essay begins with a summary of virtue ethics and informs this with recent research in moral psychology. After identifying pedagogical means for teaching ethics, it shows how these can be redeployed to meet a broader, skills based agenda. Finally, short module profiles offer concrete examples of the shape this redeployed pedagogical agenda would take in the practical and professional ethics classroom.

Bioethics education for practicing nurses in Taiwan: Confucian-Western clash.

PubMed

Yang, Wan-Ping; Chen, Ching-Huey; Chao, Co-Shi Chantal; Lai, Wei-Shu

2010-07-01

To understand the gaps between current bioethics education and the requirements of practicing nurses, a semistructured questionnaire was used to invite the directors of nursing departments at all 82 teaching hospitals in Taiwan to participate in this survey. The response rate was 64.6%. Through content analysis we obtained information about previous bioethical training, required themes and content, recommended teaching strategies, and difficulties with education and its application. The results suggest that Taiwanese nursing personnel need to be instilled with both self-cultivation of morality and mental cultivation to acquire nursing virtues and the right attitudes toward bioethical issues. Good communication skills to prevent damage to the harmonious relationships between patients, their families and medical team members, policies that support the provision of systematic formal knowledge of ethics, small group training, and clarification of values were also shown to be important in bioethics education.

Exploration and practice in-class practice teaching mode

NASA Astrophysics Data System (ADS)

Zang, Xue-Ping; Wu, Wei-Feng

2017-08-01

According to the opto-electronic information science and engineering professional course characteristics and cultivate students' learning initiative, raised the teaching of photoelectric professional course introduce In-class practice teaching mode. By designing different In-class practice teaching content, the students' learning interest and learning initiative are improved, deepen students' understanding of course content and enhanced students' team cooperation ability. In-class practice teaching mode in the course of the opto-electronic professional teaching practice, the teaching effect is remarkable.

[(Inter)national and regional health goals in academic social-medical education conception for teaching medical students at the Eberhard Karls University Tuebingen].

PubMed

Simoes, E; Hildenbrand, S; Rieger, M A

2012-07-01

Social medicine deals with the specific interactions between medicine and society within a constantly changing social environment. The Institute of Occupational and Social Medicine, University Hospital Tuebingen, focuses on this relationship within the academic teaching of the Medical Faculty. Many of the issues thus directly affect the national health objectives and especially the health targets of the state of Baden-Württemberg, summarised in the Health Strategy Baden-Wuerttemberg. In addition to the recommendations of the German Society for Social Medicine and Prevention (DGSMP) for the social medicine curriculum and the specific definition of the content by the Tuebingen medical faculty, national and regional health-care goals are also taken into account in the teaching conception. Classes are increasingly offered as training courses in small groups (seminars, group work with practical training), instead of classic lectures. These teaching methods allow the students to take part more actively in social medicine issues and to think and act within a comprehensive understanding of health management based on societal goals and the needs of a good health system. The concept is supported by the curriculum design element "log-book skills" of the Medical Faculty of Tuebingen. Feedback elements for teachers and students shape the further development of the concept. In dealing with real system data, practical experience on site and case vignettes, the students experience the links between societal influences, political objectives and medical action as well as the importance of accessibility of medical services for equity in health chances. The fact that advice and expertise play a crucial role in accessibility is a component to which too little attention is paid and calls for emphasis in the teaching concept. This teaching approach will deepen the understanding of the influence of psychosocial context factors and the conditions of the structural framework on the medical outcome. Furthermore there is a need for providing knowledge and special skills, which enable medical doctors to guide their patients optimally within the healthcare system and to make their contribution to a good system. Georg Thieme Verlag KG Stuttgart · New York.

What Are the Important Attributes of Good Mathematics Teaching?

ERIC Educational Resources Information Center

Leong, Kwan Eu

2015-01-01

What are the important attributes of good mathematics teaching? The answer depends on whom you are asking. Teachers, researchers, policymakers, administrators, and parents usually provide their own view on what they consider the important attributes of good mathematics teaching. The purpose of this study was to determine what beginning teachers…

Teaching What Matters: Great Videos for Teaching about the Common Good.

ERIC Educational Resources Information Center

Alter, Gloria T.

2000-01-01

Discusses videos that address the common good by focusing on such topics as racism, sexism and heterosexism, classism, disability awareness, prejudice and hatred, democracy and human rights, and social control. Includes classroom applications for teaching about the common good and a bibliography of the featured videos. (CMK)

Factors That Influence the Understanding of Good Mathematics Teaching

ERIC Educational Resources Information Center

Leong, Kwan Eu

2013-01-01

This study explored the factors that influenced the understanding of good mathematics teaching. A mixed methodology was used investigate the beliefs of beginning secondary teachers on good mathematics teaching. The two research instruments used in this study were the survey questionnaire and an interview. Beginning teachers selected Immediate…

Characteristics of good supervision: a multi-perspective qualitative exploration of the Masters in Public Health dissertation.

PubMed

Katikireddi, Srinivasa Vittal; Reilly, Jacqueline

2017-09-01

A dissertation is often a core component of the Masters in Public Health (MPH) qualification. This study aims to explore its purpose, from the perspective of both students and supervisors, and identify practices viewed as constituting good supervision. A multi-perspective qualitative study drawing on in-depth one-to-one interviews with MPH supervisors (n = 8) and students (n = 10), with data thematically analysed. The MPH dissertation was viewed as providing generic as well as discipline-specific knowledge and skills. It provided an opportunity for in-depth study on a chosen topic but different perspectives were evident as to whether the project should be grounded in public health practice rather than academia. Good supervision practice was thought to require topic knowledge, generic supervision skills (including clear communication of expectations and timely feedback) and adaptation of supervision to meet student needs. Two ideal types of the MPH dissertation process were identified. Supervisor-led projects focus on achieving a clearly defined output based on a supervisor-identified research question and aspire to harmonize research and teaching practice, but often have a narrower focus. Student-led projects may facilitate greater learning opportunities and better develop skills for public health practice but could be at greater risk of course failure. © The Author 2016. Published by Oxford University Press on behalf of Faculty of Public Health.

Can You Show You Are a Good Lecturer?

ERIC Educational Resources Information Center

Wood, Leigh N.; Harding, Ansie

2007-01-01

Measurement of the quality of teaching activities is becoming increasingly important since universities are rewarding performance in terms of promotion, awards and bonuses and research is no longer the only key performance indicator. Good teaching is not easy to identify and measure. This paper specifically deals with the issue of good teaching in…

Body donations today and tomorrow: What is best practice and why?

PubMed

Riederer, Beat M

2016-01-01

There is considerable agreement that the use of human bodies for teaching and research remains important, yet not all universities use dissection to teach human gross anatomy. The concept of body donation has evolved over centuries and there are still considerable discrepancies among countries regarding the means by which human bodies are acquired and used for education and research. Many countries have well-established donation programs and use body dissection to teach most if not all human gross anatomy. In contrast, there are countries without donation programs that use unclaimed bodies or perhaps a few donated bodies instead. In several countries, use of cadavers for dissection is unthinkable for cultural or religious reasons. Against this background, successful donation programs are highlighted in the present review, emphasizing those aspects of the programs that make them successful. Looking to the future, we consider what best practice could look like and how the use of unclaimed bodies for anatomy teaching could be replaced. From an ethical point of view, countries that depend upon unclaimed bodies of dubious provenance are encouraged to use these reports and adopt strategies for developing successful donation programs. In many countries, the act of body donation has been guided by laws and ethical frameworks and has evolved alongside the needs for medical knowledge and for improved teaching of human anatomy. There will also be a future need for human bodies to ensure optimal pre- and post-graduate training and for use in biomedical research. Good body donation practice should be adopted wherever possible, moving away from the use of unclaimed bodies of dubious provenance and adopting strategies to favor the establishment of successful donation programs. © 2015 Wiley Periodicals, Inc.

Peer teaching experience of the first year medical students from Turkey.

PubMed

Cansever, Zeliha; Avsar, Zeynep; Cayir, Yasemin; Acemoglu, Hamit

2015-02-01

To document peer teaching activity performed by first-year medical students and their views on the teaching activity. Survey. Medical Education Department, Ataturk University, Erzurum, Turkey, in the 2012 - 2013 academic year. Volunteer students were selected for peer teaching model by an academician from the Medical Education Department. Students were taught subjects selected from classes such as biochemistry and microbiology in the same way as the academicians do. Following each class activity, the teaching student was assessed by the other students on a 5-point rating scale. Written and verbal feedback was also obtained from both teaching students and participated students. Verbal feedbacks were noted by a faculty member and similar opinions were categorized. Data were analyzed by SPSS version 20 statistical program. Eleven students took part in the program. Feedback was received from students 171 times. The mean number of students participated was 24.4 ± 14.3 in each program. Statistical analysis revealed that mean value for teaching materials, peer instructors and teaching environment were 4.62 ± 0.49, 4.63 ± 0.47 and 3.88 ± 1. 27 respectively. Peer teaching method is a pretty good way of teaching for medical students. It is a practicable technique that can be used in medical training. Taking part in this program as a lecturer, student increased students' self-confidence in the learning and teaching activities. Quite positive feedbacks were received.

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

PubMed

Meo, Sultan Ayoub

2013-01-01

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

Chinese National Optical Education Small Private Online Course system

NASA Astrophysics Data System (ADS)

Zhang, XiaoJie; Lin, YuanFang; Liu, Xu; Liu, XiangDong; Cen, ZhaoFeng; Li, XiaoTong; Zheng, XiaoDong; Wang, XiaoPing

2017-08-01

In order to realize the sharing of high quality course resources and promote the deep integration of `Internet+' higher education and talent training, a new on-line to off-line specialized courses teaching mode was explored in Chinese colleges and universities, which emphasized different teaching places, being organized asynchronously and localized. The latest progress of the Chinese National Optical Education Small Private On-line Course (CNOESPOC) system set up by Zhejiang University and other colleges and universities having disciplines in the field of optics and photonics under the guidance of the Chinese National Steering Committee of Optics and Photonics (CNSCOP) was introduced in this paper. The On-line to Off-line (O2O) optical education teaching resource sharing practice offers a new good example for higher education in China under the background of Internet +.

Good Teaching: What Matters to University Students

ERIC Educational Resources Information Center

Lee, Hwee Hoon; Kim, Grace May Lin; Chan, Ling Ling

2015-01-01

Institutions assess teaching effectiveness in various ways, such as classroom observation, peer evaluation and self-assessment. In higher education, student feedback continues to be the main teaching evaluation tool. However, most of such forms include characteristics of good teaching that the institutions deem important and may not adequately…

Getting Along with Others: An Activity Book. Charts and Tips To Help You Teach Social Skills to Children and Reward Their Good Behavior. Grades Pre K-6.

ERIC Educational Resources Information Center

Herron, Ron

Noting that children need to learn to cooperate with peers, older children, adults, and parents, this activity book presents 30 charts to help parents help their children learn and practice social skills. The illustrations, coloring activities, and rewards for parents to offer are designed to keep children entertained and motivated. The book…

Evaluating Art Studio Courses at Sultan Qaboos University in Light of the Discipline Based Art Education Theory

ERIC Educational Resources Information Center

Al-Amri, Mohammed

2010-01-01

Discipline-Based Art Education (DBAE), a theory developed in the USA, has been influential but also used in Art Education institutions world-wide. One of its stated goals was to develop the quality of teaching art education. Today, it is used as a theory for identifying and assessing good practices in the field of Art Education. The purpose of…

'A world of difference': a qualitative study of medical students' views on professionalism and the 'good doctor'.

PubMed

Cuesta-Briand, Beatriz; Auret, Kirsten; Johnson, Paula; Playford, Denese

2014-04-12

The importance of professional behaviour has been emphasized in medical school curricula. However, the lack of consensus on what constitutes professionalism poses a challenge to medical educators, who often resort to a negative model of assessment based on the identification of unacceptable behaviour. This paper presents results from a study exploring medical students' views on professionalism, and reports on students' constructs of the 'good' and the 'professional' doctor. Data for this qualitative study were collected through focus groups conducted with medical students from one Western Australian university over a period of four years. Students were recruited through unit coordinators and invited to participate in a focus group. De-identified socio-demographic data were obtained through a brief questionnaire. Focus groups were audio-recorded, transcribed and subjected to inductive thematic analysis. A total of 49 medical students took part in 13 focus groups. Differences between students' understandings of the 'good' and 'professional' doctor were observed. Being competent, a good communicator and a good teacher were the main characteristics of the 'good' doctor. Professionalism was strongly associated with the adoption of a professional persona; following a code of practice and professional guidelines, and treating others with respect were also associated with the 'professional' doctor. Students felt more connected to the notion of the 'good' doctor, and perceived professionalism as an external and imposed construct. When both constructs were seen as acting in opposition, students tended to forgo professionalism in favour of becoming a 'good' doctor.Results suggest that the teaching of professionalism should incorporate more formal reflection on the complexities of medical practice, allowing students and educators to openly explore and articulate any perceived tensions between what is formally taught and what is being observed in clinical practice.

Good Teaching Feels Good-but What Is "Good Teaching"? Exploring Teachers' Definitions of Teaching Success in Mathematics

ERIC Educational Resources Information Center

Jacob, Barbara; Frenzel, Anne C.; Stephens, Elizabeth J.

2017-01-01

Teacher emotions are of growing interest in educational research, but empirical findings are still scarce. In their recent model illustrating the possible causes and effects of teacher emotions, Frenzel and colleagues argue that emotions are driven by subjective appraisals of success and failure. Specifically, these authors propose that teachers…

An audit cycle of consent form completion: A useful tool to improve junior doctor training.

PubMed

Leng, Catherine; Sharma, Kavita

2016-01-01

Consent for surgical procedures is an essential part of the patient's pathway. Junior doctors are often expected to do this, especially in the emergency setting. As a result, the aim of our audit was to assess our practice in consenting and institute changes within our department to maintain best medical practice. An audit of consent form completion was conducted in March 2013. Standards were taken from Good Surgical Practice (2008) and General Medical Council guidelines. Inclusion of consent teaching at a formal consultant delivered orientation programme was then instituted. A re-audit was completed to reassess compliance. Thirty-seven consent forms were analysed. The re-audit demonstrated an improvement in documentation of benefits (91-100%) and additional procedures (0-7.5%). Additional areas for improvement such as offering a copy of the consent form to the patient and confirmation of consent if a delay occurred between consenting and the procedure were identified. The re-audit demonstrated an improvement in the consent process. It also identified new areas of emphasis that were addressed in formal teaching sessions. The audit cycle can be a useful tool in monitoring, assessing and improving clinical practice to ensure the provision of best patient care.

[Teaching practices and learning strategies in health careers].

PubMed

Carrasco Z, Constanza; Pérez V, Cristhian; Torres A, Graciela; Fasce H, Eduardo

2016-09-01

Medical Education, according to the constructivist education paradigm, puts students as the protagonists of the teaching and learning process. It demands changes in the practice of teaching. However, it is unclear whether this new model is coherent with the teachers’ ways to cope with learning. To analyze the relationship between teaching practices and learning strategies among teachers of health careers in Chilean universities. The Teaching Practices Questionnaire and Learning Strategies Inventory of Schmeck were applied to 200 teachers aged 24 to 72 years (64% females). Teachers use different types of teaching practices. They commonly use deep and elaborative learning strategies. A multiple regression analysis showed that learning strategies had a 13% predictive value to identify student-centered teaching, but they failed to predict teacher-centered teaching. Teaching practices and learning strategies of teachers are related. Teachers frequently select constructivist model strategies, using different teaching practices in their work.

Twelve tips for using social media as a medical educator.

PubMed

Kind, Terry; Patel, Pradip D; Lie, Désirée; Chretien, Katherine C

2014-04-01

We now live, learn, teach and practice medicine in the digital era. Social networking sites are used by at least half of all adults. Engagement with social media can be personal, professional, or both, for health-related and educational purposes. Use is often public. Lapses in professionalism can have devastating consequences, but when used well social media can enhance the lives of and learning by health professionals and trainees, ultimately for public good. Both risks and opportunities abound for individuals who participate, and health professionals need tips to enhance use and avoid pitfalls in their use of social media and to uphold their professional values. This article draws upon current evidence, policies, and the authors' experiences to present best practice tips for health professions educators, trainees, and students to build a framework for navigating the digital world in a way that maintains and promotes professionalism. These practical tips help the newcomer to social media get started by identifying goals, establishing comfort, and connecting. Furthermore, users can ultimately successfully contribute, engage, learn, and teach, and model professional behaviors while navigating social media.

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

Students Teach Pupils Environmental Issues and Renewable Energy

NASA Astrophysics Data System (ADS)

Friman, H.; Banner, I.; Tuchin, B. S.; Einav, Y.

2018-05-01

Technological advances and accessibility to information on the internet have opened a new channel of pupils that are being taught by students throughout the country. Students, full of motivation and a will to learn and teach, have understood that this way is good for them – enabling them to profit from a side job and take advantage of the knowledge they have accumulated in their degree. Holon Institute of Technology (“HIT”) developed a new program at the Faculty of Electrical Engineering. The Renewable Energy program gives the students technical and practical aspects of energy use (technology and methodology of the study) and energy efficiency. The program also deals with minimizing the environmental impacts of energy use, as well as with energy economy and environmental policy. The entrance of students to the field of teaching pupils while still in their studies brings many advantages, such as: fresh knowledge, motivation to teach, and innovative, out of the ordinary methods that arouse interest in the pupils and intrigue them.

Effectiveness of Cooperative Learning Instructional Tools With Predict-Observe-Explain Strategy on the Topic of Cuboid and Cube Volume

NASA Astrophysics Data System (ADS)

Nurhuda; Lukito, A.; Masriyah

2018-01-01

This study aims to develop instructional tools and implement it to see the effectiveness. The method used in this research referred to Designing Effective Instruction. Experimental research with two-group pretest-posttest design method was conducted. The instructional tools have been developed is cooperative learning model with predict-observe-explain strategy on the topic of cuboid and cube volume which consist of lesson plans, POE tasks, and Tests. Instructional tools were of good quality by criteria of validity, practicality, and effectiveness. These instructional tools was very effective for teaching the volume of cuboid and cube. Cooperative instructional tool with predict-observe-explain (POE) strategy was good of quality because the teacher was easy to implement the steps of learning, students easy to understand the material and students’ learning outcomes completed classically. Learning by using this instructional tool was effective because learning activities were appropriate and students were very active. Students’ learning outcomes were completed classically and better than conventional learning. This study produced a good instructional tool and effectively used in learning. Therefore, these instructional tools can be used as an alternative to teach volume of cuboid and cube topics.

Good and Caring Teaching Behaviours as Perceived by Business Education Students in Tertiary Institutions in the North Eastern Nigeria

ERIC Educational Resources Information Center

Udo, Magnus P.; Samson, Agatha; Baraya, Abdulmutallib Umar

2016-01-01

This study investigated good and caring teaching behaviours as perceived by Business Education students in Tertiary Institutions in the North Eastern Nigeria. The latter needed good and caring teaching behaviours to reform the education sector that had been devastated by Boko Haram insurgency. The design of the study was survey. The research…

Connecting science and the musical arts in teaching tone quality: Integrating Helmholtz motion and master violin teachers' pedagogies

NASA Astrophysics Data System (ADS)

Collins, Cheri D.

Is it possible for students to achieve better tone quality from even their factory-made violins? All violins, regardless of cost, have a common capacity for good tone in certain frequencies. These signature modes outline the first position range of a violin (196-600 hertz). To activate this basic capacity of all violins, the string must fully vibrate. To accomplish this the bow must be pulled across the string with enough pressure (relative to its speed and contact point) for the horsehairs to catch. This friction permits the string to vibrate in Helmholtz Motion, which produces a corner that travels along the edge of the string between the bridge and the nut. Creating this corner is the most fundamental technique for achieving good tone. The findings of celebrated scientists Ernest Chladni, Hermann von Helmholtz, and John Schelleng will be discussed and the tone-production pedagogy of master teachers Carl Flesch, Ivan Galamian, Robert Gerle, and Simon Fischer will be investigated. Important connections between the insights of these scientists and master teachers are evident. Integrating science and art can provide teachers with a better understanding of the characteristics of good tone. This can help their students achieve the best possible sound from their instruments. In the private studio the master teacher may not use the words "Helmholtz Motion." Yet through modeling and listening students are able to understand and create a quality tone. Music teachers without experience in string performance may be assigned to teach strings in classroom and ensembles settings. As a result modeling good tone is not always possible. However, all teachers and conductors can understand the fundamental behavior of string vibration and adapt their instruction strategies towards student success. Better tonal quality for any string instrument is ultimately achieved. Mastery and use of the Helmholtz Motion benefits teachers and students alike. Simple practice exercises for teaching and conducting, based on student discovery rather than modeling, are presented in Appendix A: Application. This approach to teaching good tone can be applied successfully in all string settings and levels.

The Universality of Good Teaching: A Study of Descriptors across Disciplines

ERIC Educational Resources Information Center

Samples, Jerry W.; Copeland, Susan E.

2013-01-01

The literature on teaching is replete with definitions and examples of good teaching. They include the traits and characteristics of the best instructors, teachers, and professors. In recent years, the literature included the impact of teaching on the student learner, thus coming full circle, from teacher to learner. The literature provides good…

[Teaching courses on aspects of medical history taking and communication skills in Germany: a survey among students of 12 medical faculties].

PubMed

Schildmann, Jan; Kampmann, Margareta; Schwantes, Ulrich

2004-06-01

Good communication between patients and doctors has positive effects on health and the patients' quality of life. Communication skills can be trained. In many countries communication skills training is an important part of medical education and continuing medical education. In this study German medical students were questioned about current communication training. Questionnaires were sent to 28 Medical Schools in Germany and distributed in General Practice courses. Using Likert scales students were asked to rate both existing teaching courses on communication skills and their ability to communicate. 377 students of 12 Medical Schools participated in this study. Two Medical Schools offer teaching courses on communication skills as part of their regular curriculum. On a scale ranging from 1 (no such courses available) to 7 (courses fully available) students assessed the practical teaching of communication skills to be 3 (median). In addition, on a scale ranging from 1 to 7 students rated their general communication skills as 3 (median) and their ability of taking a sexual history and breaking bad news as 4 (median). Although these results are not representative, they give a general idea of communication skills teaching in Germany. During their clinical education students should be especially trained for difficult situations in the patient-doctor encounter. The international experience of other Medical Schools should be taken into account when implementing communication skills training as part of medical education.

Predictors of job satisfaction among academic family medicine faculty

PubMed Central

Krueger, Paul; White, David; Meaney, Christopher; Kwong, Jeffrey; Antao, Viola; Kim, Florence

2017-01-01

Abstract Objective To identify predictors of job satisfaction among academic family medicine faculty members. Design A comprehensive Web-based survey of all faculty members in an academic department of family medicine. Bivariate and multivariable analyses (logistic regression) were used to identify variables associated with job satisfaction. Setting The Department of Family and Community Medicine at the University of Toronto in Ontario and its 15 affiliated community teaching hospitals and community-based teaching practices. Participants All 1029 faculty members in the Department of Family and Community Medicine were invited to complete the survey. Main outcome measures Faculty members’ demographic and practice information; teaching, clinical, administration, and research activities; leadership roles; training needs and preferences; mentorship experiences; health status; stress levels; burnout levels; and job satisfaction. Faculty members’ perceptions about supports provided, recognition, communication, retention, workload, teamwork, respect, resource distribution, remuneration, and infrastructure support. Faculty members’ job satisfaction, which was the main outcome variable, was obtained from the question, “Overall, how satisfied are you with your job?” Results Of the 1029 faculty members, 687 (66.8%) responded to the survey. Bivariate analyses revealed 26 predictors as being statistically significantly associated with job satisfaction, including faculty members’ ratings of their local department and main practice setting, their ratings of leadership and mentorship experiences, health status variables, and demographic variables. The multivariable analyses identified the following 5 predictors of job satisfaction: the Maslach Burnout Inventory subscales of emotional exhaustion and personal accomplishment; being born in Canada; the overall quality of mentorship that was received being rated as very good or excellent; and teamwork being rated as very good or excellent. Conclusion The findings from this study show that job satisfaction among academic family medicine faculty members is a multi-dimensional construct. Future improvement in overall level of job satisfaction will therefore require multiple strategies. PMID:28292815

Predictors of job satisfaction among academic family medicine faculty: Findings from a faculty work-life and leadership survey.

PubMed

Krueger, Paul; White, David; Meaney, Christopher; Kwong, Jeffrey; Antao, Viola; Kim, Florence

2017-03-01

To identify predictors of job satisfaction among academic family medicine faculty members. A comprehensive Web-based survey of all faculty members in an academic department of family medicine. Bivariate and multivariable analyses (logistic regression) were used to identify variables associated with job satisfaction. The Department of Family and Community Medicine at the University of Toronto in Ontario and its 15 affiliated community teaching hospitals and community-based teaching practices. All 1029 faculty members in the Department of Family and Community Medicine were invited to complete the survey. Faculty members' demographic and practice information; teaching, clinical, administration, and research activities; leadership roles; training needs and preferences; mentorship experiences; health status; stress levels; burnout levels; and job satisfaction. Faculty members' perceptions about supports provided, recognition, communication, retention, workload, teamwork, respect, resource distribution, remuneration, and infrastructure support. Faculty members' job satisfaction, which was the main outcome variable, was obtained from the question, "Overall, how satisfied are you with your job?" Of the 1029 faculty members, 687 (66.8%) responded to the survey. Bivariate analyses revealed 26 predictors as being statistically significantly associated with job satisfaction, including faculty members' ratings of their local department and main practice setting, their ratings of leadership and mentorship experiences, health status variables, and demographic variables. The multivariable analyses identified the following 5 predictors of job satisfaction: the Maslach Burnout Inventory subscales of emotional exhaustion and personal accomplishment; being born in Canada; the overall quality of mentorship that was received being rated as very good or excellent; and teamwork being rated as very good or excellent. The findings from this study show that job satisfaction among academic family medicine faculty members is a multi-dimensional construct. Future improvement in overall level of job satisfaction will therefore require multiple strategies. Copyright© the College of Family Physicians of Canada.

[From brain imaging to good teaching? implicating from neuroscience for research on learning and instruction].

PubMed

Stubenrauch, Christa; Krinzinger, Helga; Konrad, Kerstin

2014-07-01

Psychiatric disorders in childhood and adolescence, in particular attention deficit disorder or specific learning disorders like developmental dyslexia and developmental dyscalculia, affect academic performance and learning at school. Recent advances in neuroscientific research have incited an intensive debate both in the general public and in the field of educational and instructional science as well as to whether and to what extent these new findings in the field of neuroscience might be of importance for school-related learning and instruction. In this review, we first summarize neuroscientific findings related to the development of attention, working memory and executive functions in typically developing children and then evaluate their relevance for school-related learning. We present an overview of neuroimaging studies of specific learning disabilities such as developmental dyslexia and developmental dyscalculia, and critically discuss their practical implications for educational and teaching practice, teacher training, early diagnosis as well as prevention and disorder-specific therapy. We conclude that the new interdisciplinary field of neuroeducation cannot be expected to provide direct innovative educational applications (e.g., teaching methods). Rather, the future potential of neuroscience lies in creating a deeper understanding of the underlying cognitive mechanisms and pathomechanisms of learning processes and learning disorders.

Conceptions of Educational Practices Among the Nahuas of Mexico: Past and Present.

PubMed

Chamoux, Marie-Noëlle

2015-01-01

Historical documents and recent fieldwork indicate that, since the sixteenth century, there is robust continuity in central beliefs about learning among Nahuatl families. Nahuatl documents from nearly five centuries ago and current Nahuatl adults consider guidance and teaching to be accompaniment of the learner, more than direct action, because nobody can enter the minds and personalities of others. Learning by observing and pitching in is valued: The adults can organize good conditions of apprenticeship, they can indicate the good direction and the goal, serve as examples, and protect the learner. Across centuries, Nahuatl educational practices consist of facilitating observation by copresence, early training for attentive engagement, hiding nothing, and not preventing children from trying, as well as persuading children to be responsible, to work, and to adopt a calm attitude for paying close attention. © 2015 Elsevier Inc. All rights reserved.

Reflective teaching practices: an approach to teaching communication skills in a small-group setting.

PubMed

Fryer-Edwards, Kelly; Arnold, Robert M; Baile, Walter; Tulsky, James A; Petracca, Frances; Back, Anthony

2006-07-01

Small-group teaching is particularly suited for complex skills such as communication. Existing work has identified the basic elements of small-group teaching, but few descriptions of higher-order teaching practices exist in the medical literature. Thus the authors developed an empirically driven and theoretically grounded model for small-group communication-skills teaching. Between 2002 and 2005, teaching observations were collected over 100 hours of direct contact time between four expert facilitators and 120 medical oncology fellows participating in Oncotalk, a semiannual, four-day retreat focused on end-of-life communication skills. The authors conducted small-group teaching observations, semistructured interviews with faculty participants, video or audio recording with transcript review, and evaluation of results by faculty participants. Teaching skills observed during the retreats included a linked set of reflective, process-oriented teaching practices: identifying a learning edge, proposing and testing hypotheses, and calibrating learner self-assessments. Based on observations and debriefings with facilitators, the authors developed a conceptual model of teaching that illustrates an iterative loop of teaching practices aimed at enhancing learners' engagement and self-efficacy. Through longitudinal, empirical observations, this project identified a set of specific teaching skills for small-group settings with applicability to other clinical teaching settings. This study extends current theory and teaching practice prescriptions by describing specific teaching practices required for effective teaching. These reflective teaching practices, while developed for communication skills training, may be useful for teaching other challenging topics such as ethics and professionalism.

Teaching communications skills to medical students: Introducing the fine art of medical practice.

PubMed

Choudhary, Anjali; Gupta, Vineeta

2015-08-01

Like many other people based professions, communications skills are essential to medical practice also. Traditional medical teaching in India does not address communication skills which are most essential in dealing with patients. Communication skills can be taught to medical students to increase clinical competence. To teach basic communication and counseling skills to fourth-year undergraduate students to increase their clinical competence. A total of 48, fourth-year MBBS students participated in the study. They were given training in basic communication and counseling skills and taught the patient interview technique according to Calgary-Cambridge guide format. Improvement in communication was assessed by change in pre- and post-training multiple choice questions, clinical patient examination, and Standardized Patient Satisfaction Questionnaire (SPSQ) scores. About 88% of the students in the sample were convinced of the importance of learning communication skills for effective practice. Almost 90% students were communicating better after training, as tested by improved SPSQ. As judged by Communication Skill Attitude Scale, student's positive attitude toward learning communication skill indicated that there is a necessity of communication skill training during undergraduate years. The ability to communicate effectively is a core competency for medical practitioners. Inculcating habits of good communications skill during formative years will help the medical students and future practitioners. Regular courses on effective communication should be included in the medical school curriculum.

Teacher Pay-for-Performance in School Turnaround: How Bonuses and Differentiated Pay Scales Can Help Support School Turnaround. Meeting the Turnaround Challenge: Strategies, Resources & Tools to Transform a Framework into Practice

ERIC Educational Resources Information Center

Mass Insight Education (NJ1), 2009

2009-01-01

Given the importance of good teaching and leadership for school success, turnaround schools should think carefully about how to structure professional environments that reward and motivate excellence. A system of "Pay-for-Contribution" that includes tools such as hard-to-staff and skill shortage pay, performance pay, and/or retention…

Vision, Invention, Intervention: Celebrating Adult Education. Conference Proceedings. Papers from the Annual Conference of the Standing Conference on University Teaching and Research in the Education of Adults (25th, Winchester, England, United Kingdom, July 11-13, 1995).

ERIC Educational Resources Information Center

Bryant, Ian, Ed.

The papers in these proceedings include a number of themes such as enduring and progressive social change, good practice and positive outcomes, and strategies of survival, resistance and subversion. They are: "Achievement, Personal Development, and Positive Outcomes" (Viv Anderson); "Raising Standards" (Paul Armstrong);…

Teaching the science of safety in US colleges and schools of pharmacy.

PubMed

Holdford, David A; Warholak, Terri L; West-Strum, Donna; Bentley, John P; Malone, Daniel C; Murphy, John E

2011-05-10

This paper provides baseline information on integrating the science of safety into the professional degree curriculum at colleges and schools of pharmacy. A multi-method examination was conducted that included a literature review, key informant interviews of 30 individuals, and in-depth case studies of 5 colleges and schools of pharmacy. Educators believe that they are devoting adequate time to science of safety topics and doing a good job teaching students to identify, understand, report, manage, and communicate medication risk. Areas perceived to be in need of improvement include educating pharmacy students about the Food and Drug Administration's (FDA's) role in product safety, how to work with the FDA in post-marketing surveillance and other FDA safety initiatives, teaching students methods to improve safety, and educating students to practice in interprofessional teams. The report makes 10 recommendations to help pharmacy school graduates be more effective in protecting patients from preventable drug-related problems.

Are animals necessary in biological education?

PubMed

Jukes, Nick

2004-06-01

Ensuring the most ethical and effective ways of meeting teaching objectives requires good curricular design. Such design should be informed by knowledge of the available learning tools and approaches, and by reviews and studies that investigate their pedagogical efficacy. Alternatives have been shown to meet teaching objectives as least as well as conventional animal use, and they do not share the "hidden curriculum" of animal practicals that can teach disrespect for life and hinder the development of critical thinking skills. Most alternatives have been developed by teachers for their pedagogical and scientific benefits, and their implementation can bring cutting-edge technology to the process of learning. For the minority of students who genuinely need hands-on experience with animals, the use of ethically sourced animal cadavers and tissue, and clinical work with animal patients, can offer valuable learning opportunities. No animal needs to be killed or harmed within biological education.

Professional roles in physiotherapy practice: Educating for self-management, relational matching, and coaching for everyday life.

PubMed

Solvang, Per Koren; Fougner, Marit

2016-11-01

The patient's active participation in treatment and rehabilitation represents a cultural change in clinical practice as well as a major change in physiotherapist and patient roles. This article presents findings from a study aimed at gaining a better understanding of how physiotherapists in actual practice understand their interactions with patients during the treatment process. This article reports on the findings from focus-group interviews with physiotherapists working in three different settings. Analyses of the interview data identified three modes of physiotherapy practice. In one, physiotherapists educate their patients to be self-managing in conducting exercise programs based on sound evidence. Educational films available on the Internet are included in these efforts to teach patients. In another, physiotherapists emphasize the importance of a close relationship to the patient. A good personal chemistry is believed to improve the treatment process. And finally, what physiotherapists learn about the living conditions and the biographies of their patients was shown to be very important. Understanding the importance of the life-world and taking this into consideration in the treatment process were factors considered to be central to good practice. The article concludes with a discussion linking these findings to those of other studies identifying those factors contributing to our knowledge of what is involved in biopsychosocial practice in physiotherapy.

Financial costs for teaching in rural and urban Australian general practices: is there a difference?

PubMed

Laurence, Caroline O; Coombs, Maryanne; Bell, Janice; Black, Linda

2014-04-01

To determine if the financial costs of teaching GP registrars differs between rural and urban practices. Cost-benefit analysis of teaching activities in private GP for GP vocational training. Data were obtained from a survey of general practitioners in South Australia and Western Australia. General practitioners and practices teaching in association with the Adelaide to Outback General Practice Training Program or the Western Australian General Practice Training. Net financial effect per week per practice. At all the training levels, rural practices experienced a financial loss for teaching GP registrars, while urban practices made a small financial gain. The differences in net benefit between rural and urban teaching practices was significant at the GPT2/PRRT2 (-$515 per week 95% CI -$1578, -$266) and GPT3/PRRT3 training levels (-$396 per week, 95% CI (-$2568, -$175). The variables contributing greatest to the difference were the higher infrastructure costs for a rural practice and higher income to the practice from the GP registrars in urban practices. There were significant differences in the financial costs and benefits for a teaching rural practice compared with an urban teaching practice. With infrastructure costs which include accommodation, being a key contributor to the difference found, it might be time to review the level of incentives paid to practices in this area. If not addressed, this cost difference might be a disincentive for rural practices to participate in teaching. © 2014 National Rural Health Alliance Inc.

Vertical Integration in Teaching And Learning (VITAL): an approach to medical education in general practice.

PubMed

Dick, Marie-Louise B; King, David B; Mitchell, Geoffrey K; Kelly, Glynn D; Buckley, John F; Garside, Susan J

2007-07-16

There is increasing demand to provide clinical and teaching experiences in the general practice setting. Vertical integration in teaching and learning, whereby teaching and learning roles are shared across all learner stages, has the potential to decrease time demands and stress on general practitioners, to provide teaching skills and experience to GP registrars, and to improve the learning experience for medical students, and may also help meet the increased demand for teaching in general practice. We consider potential advantages and barriers to vertical integration of teaching in general practice, and provide results of focus group discussions with general practice principals and registrars about vertical integration. We recommend further research into the feasibility of using vertical integration to enhance the capacity to teach medical students in general practice.

Influence on general practitioners of teaching undergraduates: qualitative study of London general practitioner teachers

PubMed Central

Hartley, Sarah; Macfarlane, Fraser; Gantley, Madeleine; Murray, Elizabeth

1999-01-01

Objective To examine the perceived effect of teaching clinical skills and associated teacher training programmes on general practitioners' morale and clinical practice. Design Qualitative semistructured interview study. Setting General practices throughout north London. Subjects 30 general practitioners who taught clinical skills were asked about the effect of teaching and teacher training on their morale, confidence in clinical and teaching skills, and clinical practice. Results The main theme was a positive effect on morale. Within teacher training this was attributed to developing peer and professional support; improved teaching skills; and revision of clinical knowledge and skills. Within teaching this was attributed to a broadening of horizons; contact with enthusiastic students; increased time with patients; improved clinical practice; improved teaching skills; and an improved image of the practice. Problems with teaching were due to external factors such as lack of time and space and anxieties about adequacy of clinical cover while teaching. Conclusions Teaching clinical skills can have a positive effect on the morale of general practitioner teachers as a result of contact with students and peers, as long as logistic and funding issues are adequately dealt with. Key messagesThe increase in community based teaching of clinical skills requires an increase in the number of general practitioner teachersLittle evidence is available about the effect of teaching of clinical skills and teacher training on general practitioner teachers and practicesGeneral practitioner teachers reported an increase in morale, improvements in clinical skills, and changes in clinical practice and in practice infrastructure as a result of teaching and trainingGeneral practitioner teachers reported problems because of pressure on time, lack of space, problems recruiting patients, and unsupportive practice partnersPositive effects on morale and clinical practice may be important for sustainable teaching and continuing medical education PMID:10541508

Exploring Learning and Teaching Profiles of Elementary Physical Educators in Different Contexts

ERIC Educational Resources Information Center

Ko, Bomna

2014-01-01

Teachers learn many of the teaching practices they use to survive and sustain their teaching careers within their school context. This study explored teaching practices and teachers' learning of their teaching practices among teachers in different contexts. A concurrent mixed-model research design was used to identify the teaching profiles of…

Science information in the media: an academic approach to improve its intrinsic quality.

PubMed

Bruno, Flavia; Vercellesi, Luisa

2002-01-01

The lay audience expresses a clear demand for scientific information, particularly when health and welfare are involved. For most people science is what they learn from the media. The need for good scientific journalism is pressing, to bridge the gap between the slow pace of science and the fast-moving and concise nature of successful mass communication. This academic postgraduate course was established by the Department of Pharmacological Sciences to train mediators to improve the quality of lay scientific dissemination. The programme focuses on teaching a method of selecting, analysing, understanding, mediating and diffusing scientific information to lay people. The course explores the theoretical and practical aspects of methods, techniques and channels of scientific communication. Case studies, practical exercises, and stages complement the theoretical curriculum. The teaching focus is on reducing the asymmetry between scientists and the public. The different backgrounds of students and the spread of topics are major challenges. Copyright 2002 Academic Press.

Good Mathematics Teaching from Mexican High School Students' Perspective

ERIC Educational Resources Information Center

Martinez-Sierra, Gustavo

2014-01-01

This paper reports a qualitative research that identifies the characteristics of good mathematics teaching from the perspective of Mexican high school students. For this purpose, the social representations of a good mathematics teacher and a good mathematics class were identified in a group of 67 students. In order to obtain information, a…

Intensity of previous teaching but not diagnostic skills influences stigmatization of patients with substance use disorder by general practice residents. A vignette study among French final-year residents in general practice.

PubMed

Dupouy, Julie; Vergnes, Aurore; Laporte, Catherine; Kinouani, Shérazade; Auriacombe, Marc; Oustric, Stéphane; Rougé Bugat, Marie-Eve

2018-12-01

High levels of stigma towards patients with substance use disorder (SUD) have been found in health professionals and medical students. To assess the capability of residents in general practice to diagnose SUD correctly; to assess their stigmatization of patients with SUD and to assess the correlation between both variables. We hypothesized a negative correlation. In 2014, we conducted a cross-sectional survey among French residents in general practice, using a self-administered questionnaire. First, a clinical case of SUD (tramadol) was presented, to assess the diagnosis and retained diagnostic criteria. A second clinical vignette was presented (intravenous heroin user) to assess stigmatization with the Attitudes to Mental Illness Questionnaire (AMIQ). Its score ranges from -10 (negative attitude) to +10 (positive attitude). AMIQ scores of residents who diagnosed SUD correctly versus incorrectly, and who had received at least six hours versus less than six hours of teaching on this topic, were compared using Student's t-test. Of 1284 solicited residents, 303 participated (23.6%), 249 residents diagnosed SUD correctly (82.2%). The mean AMIQ score was -3.91 (SD 2.4) without significant difference regarding the correct diagnosis of SUD; but with a significant difference between residents who had received training in SUD for at least six hours versus residents less trained (AMIQ scores -3.76 (SD 2.46) versus -4.50 (SD 2.27), p = .0354). Residents in general practice had a good capacity to diagnose SUD correctly but on average expressed negative attitudes toward people with SUD. More SUD teaching seems to help in reducing stigmatizing attitudes.

Effectiveness of multimedia-supported education in practical sports courses.

PubMed

Leser, Roland; Baca, Arnold; Uhlig, Johannes

2011-01-01

Multimedia-assisted teaching and learning have become standard forms of education. In sports, multimedia material has been used to teach practical aspects of courses, such as motor skills. The main goal of this study is to examine if multimedia technology impacts learning in the field of sport motor skill acquisition. This question was investigated during a practical sports education course involving 35 students who participated in a university soccer class. The whole course was split into two groups: Group A was taught traditionally with no assistance of multimedia and Group B was prepared with multimedia-assisted instructional units. To quantify selected skills of soccer technique and tactic, the test subjects performed a specific passing test and a tactical assessment. Furthermore, a ques-tionnaire was used to assess the subjective impressions of the test subjects. All testing instruments were applied before and after a six-week-long teaching period. A comparison of the gathered data between the two groups resulted in no significant differences, neither concerning the results of the technique test nor concerning the tactic test. However, the results of the ques-tionnaire showed a positive agreement among the participants in the usability and assistance of multimedia for the sports practical course. Considering the reviewed conditions, it can be concluded that the use of multimedia content doesn't affect the learning effects. Key pointsMultimedia-assisted learning showed no positive learning effects on technical skills in soccer.Multimedia-assisted learning showed no positive learning effects on tactical skills in soccer.Students participating in practical sports courses have very good attitudes towards the use of multi-media learning material. This may be considered for motivational effects.

Effectiveness of Multimedia-Supported Education in Practical Sports Courses

PubMed Central

Leser, Roland; Baca, Arnold; Uhlig, Johannes

2011-01-01

Multimedia-assisted teaching and learning have become standard forms of education. In sports, multimedia material has been used to teach practical aspects of courses, such as motor skills. The main goal of this study is to examine if multimedia technology impacts learning in the field of sport motor skill acquisition. This question was investigated during a practical sports education course involving 35 students who participated in a university soccer class. The whole course was split into two groups: Group A was taught traditionally with no assistance of multimedia and Group B was prepared with multimedia-assisted instructional units. To quantify selected skills of soccer technique and tactic, the test subjects performed a specific passing test and a tactical assessment. Furthermore, a ques-tionnaire was used to assess the subjective impressions of the test subjects. All testing instruments were applied before and after a six-week-long teaching period. A comparison of the gathered data between the two groups resulted in no significant differences, neither concerning the results of the technique test nor concerning the tactic test. However, the results of the ques-tionnaire showed a positive agreement among the participants in the usability and assistance of multimedia for the sports practical course. Considering the reviewed conditions, it can be concluded that the use of multimedia content doesn’t affect the learning effects. Key points Multimedia-assisted learning showed no positive learning effects on technical skills in soccer. Multimedia-assisted learning showed no positive learning effects on tactical skills in soccer. Students participating in practical sports courses have very good attitudes towards the use of multi-media learning material. This may be considered for motivational effects. PMID:24149313

Bibliometrics: Help or Hoax for Quality?

ERIC Educational Resources Information Center

Galetto, F.

2014-01-01

Higher Education Institutions should provide students good teaching with good professors who have good knowledge of the matter they are teaching. Unfortunately, many times, the opposite happens: career leaps depend on "bibliometric indexes" (Impact Points, "h"-index, "s"-index, "RG"-index,…

The most successful method in teaching nursing students infection control - E-learning or lecture?

PubMed

Reime, Marit Hegg; Harris, Anette; Aksnes, June; Mikkelsen, Jane

2008-10-01

Approximately 33% of all health care-associated infections are preventable. It is therefore important to provide training for nursing students about this topic. In collaboration with the local hospital, the Department of Nursing evaluated a newly developed e-learning program on infection control normally used among employees in the hospital but now tried in the setting of bachelor students. The students received learning goals for the course and were divided into two groups: one group used the e-learning program, and the other group had 3-h-long lectures. After the course they took a multiple-choice test. In addition, three focus groups were established. The students were satisfied with both teaching approaches. The lectures provided a good introduction to the recommended reading. The e-learning program was rated as good on design, academic content, and the integrated tests were motivating for their learning. Specific learning goals were found to be useful. Gender and age, depending on the teaching approach used, were significant in determining the results of the test, the same were the number of sources used in preparing for the test. E-learning has to be viewed as a resource in the same way as a lecture. It is important that the students are competent in ICT, because they will need to use this tool in their clinical practice. In addition, a degree level course needs to use many different teaching methods to achieve goals related to in-depth and superficial learning.

Student perceptions of a good teacher: the gender perspective.

PubMed

Jules, V; Kutnick, P

1997-12-01

A large-scale survey of pupils' perceptions of a good teacher in the Caribbean republic of Trinidad and Tobago is reported. An essay-based, interpretative mode of research was used to elicit and identify constructs used by boys and girls. The study explores similarities and differences between boys and girls in their perceptions of a good teacher, in a society where girls achieve superior academic performance (than boys). A total of 1756 pupils and students aged between 8 and 16 provided the sample, which was proportional, stratified, clustered. Within these constraints classrooms were randomly selected to be representative of primary and secondary schools across the two islands. Altogether 1539 essays and 217 interviews were content analysed, coded for age development and compared between boys and girls. Content items identified by the pupils were logically grouped into: physical and personal characteristics of the teacher, quality of the relationship between the teacher and pupil, control of behaviour by the teacher, descriptions of the teaching process, and educational and other outcomes obtained by pupils due to teacher efforts. Female pupils identified more good teacher concepts at all age levels than males. There was some commonality between the sexes in concepts regarding interpersonal relationships and inclusiveness in the good teachers' teaching practices and boys showed significantly greater concerns regarding teacher control and use of punishment. Males as young as 8 years stated that good teachers should be sensitive to their needs. Only among the 16-year-old males were males noted as good teachers. Consideration is given to the roles of male and female teachers, how their classroom actions may set the basis for future success (or failure) of their pupils, and the needs of pupils with regard to teacher support within developing and developed countries.

[Is it Possible to Arouse Interest in a Career in Traumatology with a Curricular Course in Medical School?

PubMed

Meder, A; Lammerding-Köppel, M; Zundel, S; Stöckle, U; Bahrs, C; Gonser, C

2016-12-01

Background: There is a serious lack of young doctors in trauma surgery, which has intensified in recent years. The reasons are complex. Studies have shown that the interest in starting a career in surgery significantly decreases during medical school. To counteract the lack of young talent in the clinic, interest in the subject should be aroused in medical school. The aim of the present study was to evaluate current teaching at our university, where trauma surgery is a curricular subject with mandatory attendance for all medical students. Material and Methods: The current curriculum is intended for medicine students in their fifth year. The curriculum comprises lectures, practical courses and observation modules held in small groups. Students are provided with an experienced surgeon as teacher and mentor for the whole week. A teaching and training centre is available for the practical courses. In an anonymised questionnaire, students were asked about their overall assessment and the training success of practical and theory-oriented modules, as well as their specific interest in traumatology. Results: The evaluated curriculum gave very good results, with an overall rating of 1.53 (average) on a 6-point Likert scale in the overall assessment. It could be shown that students previously not interested in starting a career in trauma surgery showed significantly more interest in the subject after the curriculum. The practical parts scored best in the individual assessment. Conclusion: We showed that intensive teaching can arouse interest in traumatology in students who had been indifferent to orthopaedics and traumatology. Georg Thieme Verlag KG Stuttgart · New York.

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

PubMed

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

2011-07-12

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

Media Ethics: Where Do You Draw the Line? A Case Study Approach to Understanding News Coverage and Journalistic Decision-Making. For Students and Teachers in High School and College.

ERIC Educational Resources Information Center

Stark, Rosalind G.

This teaching package, for teachers and students in high school and college, has been developed to give students an in-depth look at the media in the United States, with an emphasis on the values, standards, and practices of good journalism. The material will have particular use in journalism courses and in social studies (history, government,…

A Case Study of the Implementation of Social Models of Teaching in E-Learning: "The Social Networks in Education", Online Course of the Inter-Orthodox Centre of the Church of Greece

ERIC Educational Resources Information Center

Komninou, Ioanna

2018-01-01

The development of e-learning has caused a growing interest in learning models that may have the best results. We believe that it is good practice to implement social learning models in the field of online education. In this case, the implementation of complex instruction in online training courses for teachers, on "Social Networks in…

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.

Parsing the Practice of Teaching

ERIC Educational Resources Information Center

Kennedy, Mary

2016-01-01

Teacher education programs typically teach novices about one part of teaching at a time. We might offer courses on different topics--cultural foundations, learning theory, or classroom management--or we may parse teaching practice itself into a set of discrete techniques, such as core teaching practices, that can be taught individually. Missing…

Non-technical skills of anaesthesia providers in Rwanda: an ethnography

PubMed Central

Livingston, Patricia; Zolpys, Lauren; Mukwesi, Christian; Twagirumugabe, Theogene; Whynot, Sara; MacLeod, Anna

2014-01-01

Introduction Patient safety depends on excellent practice of anaesthetists’ non-technical skills (ANTS). The ANTS framework has been validated in developed countries but there is no literature on the practice of ANTS in low-income countries. This study examines ANTS in this unexplored context. Methods This qualitative ethnographic study used observations of Rwandan anaesthesia providers and in-depth interviews with both North American and Rwandan anaesthesia providers to understand practice of ANTS in Rwanda. Results Communication is central to the practice of ANTS. Cultural factors in Rwanda, such as lack of assertiveness and discomfort taking leadership, and the strains of working in a resource-limited environment hinder the unfettered and focused communication needed for excellent anaesthesia practice. Conclusion Despite the challenges, anaesthesia providers are able to coordinate activities when good communication is actively encouraged. Future teaching interventions should address leadership and communication skills through encouraging both role definition and speaking up for patient safety. PMID:25722770

The Impact of Micro-Teaching on the Teaching Practice Performance of Undergraduate Agricultural Education Students in College of Education, Azare

ERIC Educational Resources Information Center

Sa'ad, Tata Umar; Sabo, Shehu; Abdullahi, Aliyu Dahuwa

2015-01-01

Micro-teaching and teaching practices are two integral parts of teacher education programme. Therefore, this study investigated the impact of micro-teaching on the teaching practice of the undergraduate Agricultural Education Students admitted in 2012/2013 Academic session in College of Education, Azare, Bauchi State, Nigeria. The 400 level…

Adult learning principles for effective teaching in radiology programmes: a review of the literature.

PubMed

Arogundade, R A

2011-01-01

Adult learning processes of acquisition of new knowledge, behaviours, skills, values or preferences generally occur as part of personal professional development. There is need for radiology residency trainers to understand the basic adult learning principles for effective teaching processes. To review the different adult learning styles, learning theories and educational practice as a guide for radiology residency trainers. Literature materials from journals, web articles and reputable textbooks in the last 20 years on adult learning principles in general and radiology in particular were reviewed. Most medical educators, including radiologists, lack appropriate formal training background in educational practice. The adult residency trainee brings to the learning environment high quantity and quality of experiences and some amount of control. Connection of this rich adult experience base to the learning process requires facilitation and motivation by the radiology educator, who must be familiar with the use of appropriate learning theories and educational practices. there is a general agreement about the content of good practice in adult education but a definite comprehensive list does not seem to exist in the literature. Nonetheless, understanding of the basic adult learning principles would aid the concept of guided training, where the adult residency trainee shoulders the bulk of the training responsibilities of acquisition of knowledge.

Pre-Service Secondary Mathematics Teachers' Reflections on Good and Bad Mathematics Teaching

ERIC Educational Resources Information Center

Dayal, Hem Chand

2013-01-01

Researchers suggest that teachers' beliefs about teaching are strongly influenced by their personal experiences with mathematics. This study aimed to explore Pacific Island pre-service secondary mathematics teachers' perceptions about good and bad mathematics teachers. Thirty pre-service teachers, enrolled in a mathematics teaching methods course…

A regional teaching fellow community of practice.

PubMed

Little, David; Butcher, Katrina; Atkinson, Simon; Still, Duncan; Vasant, Julia

2014-12-01

Increasing numbers of clinical teaching fellows are responsible for a significant proportion of undergraduate teaching nationally. Developing a regional community of practice can help overcome the isolation of these posts, with potential benefits for all involved. A community of practice relies on the mutual engagement of people in a similar situation working towards a common goal. Working together and sharing resources enables teaching fellows to make the most of their post, which ultimately benefits those that they are teaching. We developed a regional clinical teaching fellow community of practice in Bristol in 2010/11. Our community has continued to develop since completing our posts as clinical teaching fellows, and has provided a platform for new communities to develop amongst the groups of subsequent teaching fellows coming through. We encourage all regions who have clinical teaching fellows to develop a regional community of practice We encourage all regions who have clinical teaching fellows to develop a regional community of practice. We also encourage trainees to join TASME (Trainees in the Association for the Study of Medical Education), a new national community of practice for trainees involved in medical education. © 2014 John Wiley & Sons Ltd.

Perceived Teaching Practice and Its Prediction of Student Engagement in Singapore

ERIC Educational Resources Information Center

Luo, Wenshu

2017-01-01

This study examined teaching practice in Singapore mathematics classrooms and its prediction of student engagement. A large sample of Singapore Secondary 2 students first reported perceived teaching practice in their mathematics classrooms in Term 1 and their engagement in mathematics study in Term 2. Based on Rasch analysis of teaching practice,…

Views from Below: Students' Perceptions of Teaching Practice Evaluations and Stakeholder Roles

ERIC Educational Resources Information Center

Sosibo, Lungi

2013-01-01

Interest in teaching practice as an essential component of teacher education is growing. In spite of this, there is a dearth of research investigating students' perceptions of teaching practice evaluations from them as beneficiaries. This qualitative study examines students' perceptions of teaching practice evaluations administered by means of…

The views of medical education stakeholders on guidelines for cultural diversity teaching.

PubMed

Dogra, Nisha

2007-03-01

The General Medical Council set out the framework within which it expects medical education to develop. Educational guidelines have been developed across the world but their development is less clear in the UK. There has been little work regarding views about educational guidelines. The research objective was to establish the views of medical education stakeholders towards specific guidelines for teaching in cultural diversity to medical students. Sixty-one individuals were interviewed using a semi-structured interview. Thematic analysis was undertaken after the interviews were transcribed verbatim. In total, 51 respondents felt that guidelines would be useful; 17 of these explicitly stipulated that these would only be useful if they were not prescriptive and if they were applied flexibly and were practical. Four respondents, including two policy-makers holding senior positions with medical educational bodies, felt that new guidelines would not be useful, as they already existed in some form. Five respondents were unsure if guidelines would be helpful or not. Guidelines were considered to be potentially useful for several reasons including to: help clarify what should be taught regarding cultural diversity and how it should be taught, provide justification for teaching the subject, help those unfamiliar with the subject, support those assigned with responsibility for developing such teaching, provide course and curriculum designers with reassurance, increase the credibility of the subject, set standards that serve as a benchmark against which schools can compare themselves with one another and highlight good practice. The reservations expressed suggest that the guidelines need to be developed using a range of stakeholders and have some degree of consensus to ensure that they will be used. The literature relating to attitudes towards clinical practice guidelines has much to contribute to the development of educational guidelines.

An Investigation of Science Teaching Practices in Indonesian Rural Secondary Schools

NASA Astrophysics Data System (ADS)

Wahyudi; Treagust, David F.

2004-08-01

This study reports on teaching practices in science classrooms of Indonesian lower secondary schools in rural areas. Using six schools from three districts in the province of Kalimantan Selatan as the sample, this study found that most teaching practices in science classrooms in rural schools were teacher-centred with students copying notes. However, the study also found unique teaching practices of an exemplary science teacher whose teaching style can be described as both student-centred and teacher-centred, with students encouraged to be active learners. Four features of exemplary teaching practices were identified: The teacher managed the classroom effectively; used a variety of questioning techniques; employed various teaching approaches instead of traditional methods; and created a favourable learning environment. Data from classroom observations, interviews with teachers, and students responses to a questionnaire were used to compare the exemplary teacher and his colleagues. This study identified internal factors that may affect teaching practices such as a teachers content knowledge and beliefs about teaching. Compared to the other teachers, the exemplary teacher possessed more content knowledge and had a relatively stronger belief in his ability to teach.

Work-life balance of nursing faculty in research- and practice-focused doctoral programs.

PubMed

Smeltzer, Suzanne C; Sharts-Hopko, Nancy C; Cantrell, Mary Ann; Heverly, Mary Ann; Jenkinson, Amanda; Nthenge, Serah

2015-01-01

The growing shortage of nursing faculty and the need for faculty to teach doctoral students to address the shortage call for examination of factors that may contribute to the shortage, including those that are potentially modifiable, including work-life balance.This descriptive study examined work-life balance of a national sample of nursing faculty teaching in research-focused and practice-focused doctoral programs. Data were collected through an online survey of 554 doctoral program faculty members to identify their perceptions of work-life balance and predictors of work-life balance. Work-life balance scores indicated better work-life balance than expected. Factors associated with good work-life balance included higher academic rank, having tenure, older age, years in education, current faculty position, and no involvement in clinical practice. Current faculty position was the best predictor of work-life balance. Although work-life balance was viewed positively by study participants, efforts are needed to strengthen factors related to positive work/life in view of the increasing workload of doctoral faculty as the numbers of doctoral students increase and the number of seasoned faculty decrease with anticipated waves of retirements. Copyright © 2015 Elsevier Inc. All rights reserved.

Beyond Recipe: Leading Edges for Teaching Spelling.

ERIC Educational Resources Information Center

Garmston, Robert; Zimmerman, Diane

A good spelling teacher teaches by "taste" rather than by "recipe": instead of strictly adhering to procedural outlines, good teachers alter their lessons according to students' needs. In addition, good teachers: (1) recognize the importance of visualization for spelling; (2) understand the two kinds of visualization--for…

Deliberate teaching tools for clinical teaching encounters: A critical scoping review and thematic analysis to establish definitional clarity.

PubMed

Sidhu, Navdeep S; Edwards, Morgan

2018-04-27

We conducted a scoping review of tools designed to add structure to clinical teaching, with a thematic analysis to establish definitional clarity. Six thousand and forty nine citations were screened, 434 reviewed for eligibility, and 230 identified as meeting study inclusion criteria. Eighty-nine names and 51 definitions were identified. Based on a post facto thematic analysis, we propose that these tools be named "deliberate teaching tools" (DTTs) and defined as "frameworks that enable clinicians to have a purposeful and considered approach to teaching encounters by incorporating elements identified with good teaching practice." We identified 46 DTTs in the literature, with 38 (82.6%) originally described for the medical setting. Forty justification articles consisted of 16 feedback surveys, 13 controlled trials, seven pre-post intervention studies with no control group, and four observation studies. Current evidence of efficacy is not entirely conclusive, and many studies contain methodology flaws. Forty-nine clarification articles comprised 12 systematic reviews and 37 narrative reviews. The most number of DTTs described by any review was four. A common design theme was identified in approximately three-quarters of DTTs. Applicability of DTTs to specific alternate settings should be considered in context, and appropriately designed justification studies are warranted to demonstrate efficacy.

Developing Partnerships between Higher Education Faculty, K-12 Science Teachers, and School Administrators via MSP initiatives: The RITES Model

NASA Astrophysics Data System (ADS)

Caulkins, J. L.; Kortz, K. M.; Murray, D. P.

2011-12-01

The Rhode Island Technology Enhanced Science Project (RITES) is a NSF-funded Math and Science Partnership (MSP) project that seeks to improve science education. RITES is, at its core, a unique partnership that fosters relationships between middle and high school science teachers, district and school administrators, higher education (HE) faculty members, and science education researchers. Their common goal is to enhance scientific inquiry, increase classroom technology usage, and improve state level science test scores. In one of the more visible examples of this partnership, middle and high school science teachers work closely with HE science faculty partners to design and teach professional development (PD) workshops. The PD sessions focus on technology-enhanced scientific investigations (e.g. use of probes, online simulations, etc.), exemplify inquiry-based instruction, and relate expert content knowledge. Teachers from these sessions express substantial satisfaction in the program, report increased comfort levels in teaching the presented materials (both via post-workshop surveys), and show significant gains in content knowledge (via pre-post assessments). Other benefits to this kind of partnership, in which K-12 and HE teachers are considered equals, include: 1) K-12 teachers are empowered through interactions with HE faculty and other science teachers in the state; 2) HE instructors become more informed not only about good pedagogical practices, but also practical aspects of teaching science such as engaging students; and 3) the PD sessions tend to be much stronger than ones designed and presented solely by HE scientists, for while HE instructors provide content expertise, K-12 teachers provide expertise in K-12 classroom practice and implementation. Lastly, the partnership is mutually beneficial for the partners involved because both sides learn practical ways to teach science and inquiry at different levels. In addition to HE faculty and K-12 science teacher interactions, RITES gives district-level administrators, HE faculty and teacher-leaders the opportunity to meet and set mutual teaching goals, enhancing the partnership and a sense of ownership within it.

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

PubMed Central

2011-01-01

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

Does Teaching Practice Effectively Prepare Student-Teachers to Teach Creative and Performing Arts? The Case of Botswana

ERIC Educational Resources Information Center

Mannathoko, Magdeline C.

2013-01-01

Teacher Education involves the policies and procedures designed to equip teachers with the knowledge and skills they require to teach effectively. Teaching practice (TP) is an integral part in teacher education because it allows student-teachers to apply the theories into practice. Effective preparation of student-teachers in practical subjects…

A Week in the Wilderness of the Great Smoky Mountains Institute at Tremont: An Outdoor Science Education Course for Graduate and Undergraduate Students

NASA Astrophysics Data System (ADS)

Radencic, S.; Walker, R. M.; Anthony, K. V.

2014-12-01

Graduate and undergraduate students with an interest in science education complete an intensive three-week "Maymester" course at Mississippi State University that includes one week of field experience teaching science in outdoor environments. The focus of the course includes the history and rationales for interdisciplinary outdoor education and informal learning environments while promoting successful pedagogical practices to enhance science instruction. Students gain valuable outdoor education field experience through a week of full emersion at a residential environmental learning center at the Great Smoky Mountains Institute at Tremont, TN (www.gsmit.org) that challenges perceptions of what many believe are "good teaching" practices. Tremont offers multiple overnight educational options for K-12 schools, teacher professional development programs, master naturalists trainings, and citizen science opportunities to the public. Being fully immersed in the outdoors teaching and learning about Earth Science interdisciplinary topics creates a paradigm shift in what is considered to be effective teaching by the graduate and undergraduate participants. Prior to the week at Tremont, students select a Tremont created outdoor educational activity to teach their fellow the graduate and undergraduate students while at Tremont. All activities promote inquiry and hands-on exploration utilizing authentic science process skills in outdoor field research settings that can also be adapted for local school environments. At Tremont the students reside in platform tents located at the center to allow complete immersion in the culture of informal learning unique to outdoor education. In addition to gaining personal experiences leading outdoor science activities, the college students get to actively observe experts in the field of outdoor ecological education model exemplary pedagogical practices of guided inquiry and effective questioning strategies. The impact of the full emersion field experience gained by class participants will be one that they can implement into a variety of science education settings to enrich understanding of the Geosciences to diverse audiences.

Undergraduate teaching in UK general practice: a geographical snapshot.

PubMed

Derbyshire, Helen; Rees, Eliot; Gay, Simon P; McKinley, Robert K

2014-06-01

Learning in general practice is an essential component of undergraduate medical education; currently, on average, 13% of clinical placements in the UK are in general practice. However, whether general practice can sustainably deliver more undergraduate placements is uncertain. To identify the geographical distribution of undergraduate teaching practices and their distance from the host medical school. National survey of all medical schools in the UK. All 33 UK medical schools were invited to provide the postcodes of their undergraduate teaching practices. These were collated, de-duplicated, and mapped. The distance in kilometres and journey times by car and public transport between each medical school and its teaching practices was estimated using Transport Direct (www.transportdirect.info). The postcodes of every practice in the UK were obtained from the UK's health departments. All 33 UK medical schools responded; 4392 practices contributed to teaching, with a median (minimum-maximum) of 142 (17-385) practices per school. The median (minimum-maximum) distance between a school and a teaching practice was 28 km (0-1421 km), 41 (0:00-23:26) minutes' travel by car and 1 hour 12 (0:00-17:29) minutes' travel by public transport. All teaching practices were accessible by public transport in one school and 90-99% were in a further four schools; 24 schools had >20% of practices that were inaccessible by public transport. The 4392 undergraduate teaching general practices are widely distributed and potentially any practice, no matter how isolated, could contribute to undergraduate education. However, this is, at the price of a considerable travel burden. © British Journal of General Practice 2014.

OJPOT: online judge & practice oriented teaching idea in programming courses

NASA Astrophysics Data System (ADS)

Wang, Gui Ping; Chen, Shu Yu; Yang, Xin; Feng, Rui

2016-05-01

Practical abilities are important for students from majors including Computer Science and Engineering, and Electrical Engineering. Along with the popularity of ACM International Collegiate Programming Contest (ACM/ICPC) and other programming contests, online judge (OJ) websites achieve rapid development, thus providing a new kind of programming practice, i.e. online practice. Due to fair and timely feedback results from OJ websites, online practice outperforms traditional programming practice. In order to promote students' practical abilities in programming and algorithm designing, this article presents a novel teaching idea, online judge & practice oriented teaching (OJPOT). OJPOT is applied to Programming Foundation course. OJPOT cultivates students' practical abilities through various kinds of programming practice, such as programming contests, online practice and course project. To verify the effectiveness of this novel teaching idea, this study conducts empirical research. The experimental results show that OJPOT works effectively in enhancing students' practical abilities compared with the traditional teaching idea.

Special Teaching for Special Children? Pedagogies for Inclusion. Inclusive Education

ERIC Educational Resources Information Center

Lewis, Ann, Ed.; Norwich, Brahm, Ed.

2004-01-01

Some special needs groups (for example dyslexia) have argued strongly for the need for particular specialist approaches. In contrast, many proponents of inclusion have argued that "good teaching is good teaching for all" and that all children benefit from similar approaches. Both positions fail to scrutinise this issue rigorously and…

Ethics Teaching in Higher Education for Principled Reasoning: A Gateway for Reconciling Scientific Practice with Ethical Deliberation.

PubMed

Aközer, Mehmet; Aközer, Emel

2017-06-01

This paper proposes laying the groundwork for principled moral reasoning as a seminal goal of ethics interventions in higher education, and on this basis, makes a case for educating future specialists and professionals with a foundation in philosophical ethics. Identification of such a seminal goal is warranted by (1) the progressive dissociation of scientific practice and ethical deliberation since the onset of a problematic relationship between science and ethics around the mid-19th century, and (2) the extensive mistrust of integrating ethics in science and engineering curricula beyond its "applied," "practical," or "professional" implications. Although calls by international scientific and educational bodies to strengthen ethics teaching in scientific education over the past quarter century have brought about a notion of combining competence in a certain field with competence in ethics, this is neither entrenched in the academic community, nor fleshed out as regards its core or instruments to realize it. The legitimate goals of ethics teaching in higher education, almost settled since the 1980s, can be subsumed under the proposed seminal goal, and the latter also would safeguard content and methods of ethics interventions against the intrusion of indoctrinative approaches. In this paper, derivation of the proposed seminal goal rests on an interpretation of the Kohlbergian cognitive-developmental conception of moral adulthood consisting in autonomous principled moral reasoning. This interpretation involves, based on Kant's conception of the virtuous person, integrating questions about the "good life" into the domain of principled reasoning.

Mining the Values in the Curriculum.

ERIC Educational Resources Information Center

Ryan, Kevin

1993-01-01

Schools must provide opportunities for students to discover what is most worth knowing, as they prepare to be citizens, good workers, good private individuals. Formal curriculum is one vehicle for teaching Tao (universal path to becoming a good person). Hidden curriculum can also convey profound teachings, if a spirit of fairness predominates,…

Are You Good Enough to Teach Our Grandchildren?

ERIC Educational Resources Information Center

Shaw, Patricia A.

2013-01-01

This article examines standards which would define a teacher who is good enough to teach children. A good teacher should understand the development of learners. To ensure inclusive learning environments, the teacher should use understanding of individual differences and diverse cultures. The teacher should also collaborate with others to develop…

Professional Writers Teaching Professional Writing: Transcending the Borders between Professional Writers and Academic Scholars, Harmonizing Throught and Reality: A Text Arguing for Teaching Sentences First, Last, and Foremost.

ERIC Educational Resources Information Center

Beene, LynnDianne

Good writing is good sentences. It is a simple truth that many in the business of teaching writing have strayed from. Good writing is a first sentence that makes a reader want to read the second sentence, a second sentence that makes a reader want to read the third, and so on. Erika Lindemann suggests that certain types of sentence instruction can…

Interaction between Philosophy of Education and Teaching Practice

ERIC Educational Resources Information Center

Bim-Bad, Boris Michailovich; Egorova, Lioudmila Ivanovna

2016-01-01

The article attempts to analyse the interaction between philosophy of education and teaching practice. Such area of learning as "philosophy of education" is defined, genesis and dynamics of practice as universals of human existence are traced; such concepts as "practice," "teaching practice" are analysed in view of…

Impact of waste management training intervention on knowledge, attitude and practices of teaching hospital workers in Pakistan.

PubMed

Kumar, Ramesh; Somrongthong, Ratana; Ahmed, Jamil

2016-01-01

To evaluate the sustainability and effectiveness of training as an intervention to improve the knowledge, attitude and practices of hospital workers on health care waste management. We conducted this quasi-experimental study in two tertiary care teaching hospitals in Rawalpindi in October 2013. Training, practical demonstrations and reminders on standard waste management were given to 138 hospital workers in one hospital and compared with 137 workers from the control hospital. We collected data 18 months after intervention through a structured questionnaire to assess the impact of the intervention. We used paired t-test to compare the scores on knowledge, attitude and practices at baseline and first follow up and final impact assessment. Chi square test was used to compare group variables between intervention and control groups. After 18 months since intervention the mean scores on knowledge attitude and practices differed statistically significantly since baseline and intervention group had statistically significantly better knowledge positive attitudes and good health care waste management practices (p < 0.001). Health care and sanitary workers in intervention group scored statistically significantly higher (p < 0.001). Trainings of health and sanitary workers on health care waste management guidelines were sustainable among the intervention group after 18 months which shows the positive impact of our intervention. It is recommended that the trainings as intervention be included in the overall policies of the public and private sector hospitals in Pakistan and other similar settings.

How to link geography, cross-curricular approach and inquiry in science education at the primary schools

NASA Astrophysics Data System (ADS)

Karvánková, Petra; Popjaková, Dagmar

2018-05-01

Pupil research in school lessons in the sense of Inquiry-Based Education (IBE) is one of the constructivist approaches to education. Inquiry strengthens the positive approach of pupils to natural science subjects, encouraging them to study phenomena and processes taking place in the natural environment around them and use the acquired knowledge in their practical life. Geography as a school subject, due to the multidisciplinary nature of geography as a science, is close to natural sciences as well. This is because of the broadness of the subject of geographical studies, the complex (natural and cultural) landscape. The close links of geography to all cross-sectional themes make it a good support for teaching classical science subjects at schools such as mathematics, physics, chemistry or biology, environmental education. Moreover, the field teaching is one of the strong assets of the implementation of IBE in the school geography. Presented case study on the 'effect of noise on the surroundings' explores the facts mentioned above, in geography teaching. It verifies the pupils' knowledge and skills to adopt the basic principles of IBE in the practice. At the same time, it presents the concrete experiences how the children master the individual stages of IBE during the process of education.

How can we teach EBM in clinical practice? An analysis of barriers to implementation of on-the-job EBM teaching and learning.

PubMed

Oude Rengerink, Katrien; Thangaratinam, Shakila; Barnfield, Gemma; Suter, Katja; Horvath, Andrea R; Walczak, Jacek; Wełmińska, Anna; Weinbrenner, Susanne; Meyerrose, Berit; Arvanitis, Theodoros N; Onody, Rita; Zanrei, Gianni; Kunz, Regina; Arditi, Chantal; Burnand, Bernard; Gee, Harry; Khan, Khalid S; Mol, Ben W J

2011-01-01

Evidence-based medicine (EBM) improves the quality of health care. Courses on how to teach EBM in practice are available, but knowledge does not automatically imply its application in teaching. We aimed to identify and compare barriers and facilitators for teaching EBM in clinical practice in various European countries. A questionnaire was constructed listing potential barriers and facilitators for EBM teaching in clinical practice. Answers were reported on a 7-point Likert scale ranging from not at all being a barrier to being an insurmountable barrier. The questionnaire was completed by 120 clinical EBM teachers from 11 countries. Lack of time was the strongest barrier for teaching EBM in practice (median 5). Moderate barriers were the lack of requirements for EBM skills and a pyramid hierarchy in health care management structure (median 4). In Germany, Hungary and Poland, reading and understanding articles in English was a higher barrier than in the other countries. Incorporation of teaching EBM in practice faces several barriers to implementation. Teaching EBM in clinical settings is most successful where EBM principles are culturally embedded and form part and parcel of everyday clinical decisions and medical practice.

Exploration and practice of the cultivation of optoelectronic innovative talents based on the Students Innovation Training Program

NASA Astrophysics Data System (ADS)

Lei, Bing; Liu, Wei; Shi, Jianhua; Yao, Tianfu; Wang, Wei; Hu, Haojun

2017-08-01

The Students Innovation Training Program (SITP) has become an effective method to impel the teaching reform and improve undergraduate's innovative practical ability in Chinese colleges and universities, which is quite helpful for students to understand the social requirement, to grasp the basic means of scientific research and to improve their innovative practical ability and team work spirit. In this paper, three problems have been analyzed and discussed based on our organizing and instructing experience of SITP in recent years. Firstly, the SITP is a synthetically training project, and it is quite suitable to cultivate the students' innovative practical ability. Because SITP is similar to the real scientific research activity, and both of them include the steps of project application, solution design, research implementation and project summary etc. By making great efforts to these basic training steps, the undergraduates' innovative practical ability has been improved systemically. Secondly, a new talents cultivation system has been constructed based on SITP by integrating the subject competitions, graduation design and other conventional training activities, which is quite good to improve the training quality and decrease the total training class hours. Thirdly, a series of long-term effective operation and management guidelines have been established to ensure the SITP work normally, including doing a good job of project evaluation, setting up a reward and punishment system and creating a good atmosphere for innovation. In conclusion, great efforts have been made to enhance undergraduates' innovative ability, and the research results will provide useful reference for improving the training effects and reforming talents cultivating mode further.

Some Observations on the Relationships Between Research Productivity and Student Evaluations of Courses and Teaching.

ERIC Educational Resources Information Center

Stallings, William A.; Singhal, Sushila

"Does the good researcher tend to be a good teacher, and vice versa?" University administrators contend that teaching and research are equally important, though students claim that researchers neglect teaching and professors claim that only their research efforts are rewarded. In this study, course and instructor evaluations were defined…

Metaphor for Teaching: Good Teaching Is Like Good Sex

ERIC Educational Resources Information Center

Delgado, Teresa

2015-01-01

Based on a real teaching experience in the classroom, the author reflects on the dynamics of gender, race/ethnicity, power, and privilege in the context of an undergraduate course in Christian sexual ethics. Through this analysis of pedagogical style and process initiated by a challenging moment at the midpoint of the semester, the author develops…

HIV/AIDS knowledge and its implications on dentists

PubMed Central

Prabhu, Anand; Rao, Arun Prasad; Reddy, Venugopal; Krishnakumar, Ramalingam; Thayumanavan, Shanmugam; Swathi, Silla Swarna

2014-01-01

Aims and Objectives: The aim of the present study was to evaluate the knowledge of dentists regarding human immunodeficiency virus/acquired immunodeficiency syndrome (HIV/AIDS). Materials and Methods: A structured questionnaire to evaluate the knowledge, fears, and attitudes was self administered to 102 dentists. The data was then evaluated using Chi-square test and a P < 0.05 was considered statistically significant. Results and Conclusion: The findings of the present study suggest that dentists in private practice and affiliated with teaching institutions, had better knowledge than their counterparts who were into private practice alone. It was concluded that despite good knowledge many of the dentists expressed some hesitation in treating patients with HIV/AIDS. PMID:25097403

Case four. Synergistic strategy development.

PubMed

Taylor, J D

1990-01-01

Mercy Medical Center is a 467 bed, not-for-profit teaching hospital affiliated with a multispecialty group practice and health maintenance organization through contractual arrangements. Historically, strategy development was not helping the hospital remain viable while accomplishing its mission. Strategic planning was fragmented, not focused toward concern for balance of the overall product line, total growth of the organization or the best use of resources. The hospital did not involve the affiliated group practice or HMO in its planning. This last case in Chapter One describes the pursuit of synergy through strategy formulation. The case provides a good example of what Kanter describes as a post-entrepreneurial organization, striving for advantage through collaboration and linkage with "PALs."

Engineering good: how engineering metaphors help us to understand the moral life and change society.

PubMed

Coeckelbergh, Mark

2010-06-01

Engineering can learn from ethics, but ethics can also learn from engineering. In this paper, I discuss what engineering metaphors can teach us about practical philosophy. Using metaphors such as calculation, performance, and open source, I articulate two opposing views of morality and politics: one that relies on images related to engineering as science and one that draws on images of engineering practice. I argue that the latter view and its metaphors provide a more adequate way to understand and guide the moral life. Responding to two problems of alienation and taking into account developments such as Fab Lab I then further explore the implications of this view for engineering and society.

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

ERIC Educational Resources Information Center

Verst, Amy L.

2010-01-01

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

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

PubMed

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

2016-05-12

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

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…

Ayurpharmacoepidemiology Perspective: Health Literacy (Knowledge and Practice) Among Older Diabetes Patients Visiting Ayurveda Teaching Hospitals in India.

PubMed

Debnath, Parikshit; Natasha, Khurshid; Ali, Liaquat; Bhaduri, Tapas; Roy, Tushar Kanti; Bera, Sayantan; Mukherjee, Debdeep; Debnath, Swati

2016-04-12

Older Indian diabetics lack proper health literacy making them vulnerable to complications. Assessment of health literacy was done by hospital-based cross-sectional study. Face-to-face interview was conducted by pretested structured questionnaires. Diabetes patients aged ≥60 years consisted of 56.22% males and 43.78% females; in addition, 34.2% respondents were without formal schooling. Diabetes was known to 63.56% respondents. Total knowledge and practice score of the respondents was good (18.9% and 35.1%), average (30.7% and 46.9%), and poor (50.4% and 18%), respectively. Knowledge and practice score was strongly associated (P< .01) with religion, educational status, and diabetes duration with positive relationship (R 2 = 0.247,P< .01) between knowledge and practice score. The study highlights lack of health literacy among older diabetics undergoing ayurveda management. Baseline statistics will pave the way toward ayurpharmacoepidemiology. © The Author(s) 2016.

Undergraduate teaching in UK general practice: a geographical snapshot

PubMed Central

Derbyshire, Helen; Rees, Eliot; Gay, Simon P; McKinley, Robert K

2014-01-01

Background Learning in general practice is an essential component of undergraduate medical education; currently, on average, 13% of clinical placements in the UK are in general practice. However, whether general practice can sustainably deliver more undergraduate placements is uncertain. Aim To identify the geographical distribution of undergraduate teaching practices and their distance from the host medical school. Design and setting National survey of all medical schools in the UK. Method All 33 UK medical schools were invited to provide the postcodes of their undergraduate teaching practices. These were collated, de-duplicated, and mapped. The distance in kilometres and journey times by car and public transport between each medical school and its teaching practices was estimated using Transport Direct (www.transportdirect.info). The postcodes of every practice in the UK were obtained from the UK’s health departments. Results All 33 UK medical schools responded; 4392 practices contributed to teaching, with a median (minimum–maximum) of 142 (17–385) practices per school. The median (minimum–maximum) distance between a school and a teaching practice was 28 km (0–1421 km), 41 (0:00–23:26) minutes’ travel by car and 1 hour 12 (0:00–17:29) minutes’ travel by public transport. All teaching practices were accessible by public transport in one school and 90–99% were in a further four schools; 24 schools had >20% of practices that were inaccessible by public transport. Conclusion The 4392 undergraduate teaching general practices are widely distributed and potentially any practice, no matter how isolated, could contribute to undergraduate education. However, this is, at the price of a considerable travel burden. PMID:24868071

Facebook as a learning environment for teaching medical emergencies in dental practice.

PubMed

Alshiekhly, Ulla; Arrar, Rebal; Barngkgei, Imad; Dashash, Mayssoon

2015-01-01

Social media can be part of the formal education of health professsionals and in their lifelong learning activities. The effectiveness of Facebook, an online social medium, application for educational purposes was evaluated in this study. It was used to serve as a teaching medium of a course in medical emergencies in dental practice (MEDP). Syrian dental students were invited to join a Facebook group "Medical emergencies in dental practice" during the second semester of the academic year 2013-2014. The group privacy settings were changed from an open group to a closed group after the registration period. Administrators of the group published 61 posts during the course period, which extended for one month. Students' progress in learning was evaluated using self-assessment questionnaires administered to the students before and after the course. These questionnaires also queried their opinions regarding the use of Facebook as an educational modality. Qualitative statistics, Wilcoxon signed ranks and Mann-Whitney U-tests were used to analyze the data. Out of 388 students registered in this course, 184 completed it. Two-third of students agreed that Facebook was useful in education. Their impressions of this course were 17.4% as excellent, 52.2% as very good. P values of the self-assessment questions of Wilcoxon signed ranks test were <0.001, indicating self-assessed improvement in MEDP skills. Facebook as a social medium provides a unique learning environment. It allows students to discuss topics more openly in a flexible setting with less rigid time and place constraints. In the light of this study it was found that Facebook may be useful in teaching medical emergencies in dental practice in its theoretical aspect.

Ontology-driven education: Teaching anatomy with intelligent 3D games on the web

NASA Astrophysics Data System (ADS)

Nilsen, Trond

Human anatomy is a challenging and intimidating subject whose understanding is essential to good medical practice, taught primarily using a combination of lectures and the dissection of human cadavers. Lectures are cheap and scalable, but do a poor job of teaching spatial understanding, whereas dissection lets students experience the body's interior first-hand, but is expensive, cannot be repeated, and is often imperfect. Educational games and online learning activities have the potential to supplement these teaching methods in a cheap and relatively effective way, but they are difficult for educators to customize for particular curricula and lack the tutoring support that human instructors provide. I present an approach to the creation of learning activities for anatomy called ontology-driven education, in which the Foundational Model of Anatomy, an ontological representation of knowledge about anatomy, is leveraged to generate educational content, model student knowledge, and support learning activities and games in a configurable web-based educational framework for anatomy.

Student-teacher education programme (STEP) by step: transforming medical students into competent, confident teachers.

PubMed

Erlich, Deborah R; Shaughnessy, Allen F

2014-04-01

While most medical schools have students teach other students, few offer formal education in teaching skills, and fewer provide teaching theory together with experiential teaching practice. Furthermore, curriculum evaluation of teaching education is lacking. This study aimed to examine effects of a novel didactic teaching curriculum for students embedded in a practical teaching experience. A longitudinal 12-week curriculum with complementary didactic and practical components for final-year students learning how to teach was developed, implemented and evaluated using a multi-level evaluation based on the Kirkpatrick approach with qualitative and quantitative methods. Thirteen student-teachers acquired measureable knowledge, skills and attitudes necessary for teaching excellence. Confidence in teaching increased (p < 0.001), particularly in four key areas: oral feedback, written feedback, mentoring, and the difficult learner. Student-teachers demonstrated teaching competence as determined by self-assessment, student feedback, and faculty observation. Top teachers impacted their first-year students' performance in patient interviewing as measured by Objective Structured Clinical Examination (OSCE). Reinforcing educational theory with practical teaching experience under direct faculty supervision promotes teaching competency for graduating medical students. The intertwined didactic plus practical model can be applied to various teaching contexts to fulfil the mandate that medical schools train graduates in core teaching knowledge, skills and attitudes in preparation for their future roles as clinical teachers.

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

NASA Astrophysics Data System (ADS)

Sangueza, Cheryl Ramirez

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

The Climate is A-Changin': Teaching Civic Competence for a Sustainable Climate

NASA Technical Reports Server (NTRS)

Harris, Carolyn A.; Kharecha, Pushker; Goble, Pam; Goble, Ryan

2016-01-01

A central aim of social studies curriculum is to prepare young people for making "informed and reasoned decisions for the public good" concerning consequential problems like global climate change. By developing students' "vision of a good society" and exploring what actions and policies move our society in this direction, social studies teachers have an important role in preparing students for a world undergoing enormous environmental change. This article discusses elementary curriculum connections between building students' knowledge and understanding about "their community, nation and world" and global climate change. It also suggests ideas for building civic competency and climate literacy while creating opportunities for students to practice high-value skills like "data collection and analysis, collaboration, decision-making and problem-solving."

Inquiry Practices in Malaysian Secondary Classroom and Model of Inquiry Teaching Based on Verbal Interaction

ERIC Educational Resources Information Center

Li, Winnie Sim Siew; Arshad, Mohammad Yusof

2015-01-01

Purpose: Inquiry teaching has been suggested as one of the important approaches in teaching chemistry. This study investigates the inquiry practices among chemistry teachers. Method: A combination of quantitative and qualitative study was applied in this study to provide detailed information about inquiry teaching practices. Questionnaires,…

[Factor analysis and internal consistency of pedagogical practices questionnaire among health care teachers].

PubMed

Pérez V, Cristhian; Vaccarezza G, Giulietta; Aguilar A, César; Coloma N, Katherine; Salgado F, Horacio; Baquedano R, Marjorie; Chavarría R, Carla; Bastías V, Nancy

2016-06-01

Teaching practice is one of the most complex topics of the training process in medicine and other health care careers. The Teaching Practices Questionnaire (TPQ) evaluates teaching skills. To assess the factor structure and internal consistency of the Spanish version of the TPP among health care teachers. The TPQ was answered by 315 university teachers from 13 of the 15 administrative Chilean regions, who were selected through a non-probabilistic volunteer sampling. The internal consistency of TPP factors was calculated and the correlation between them was analyzed. Six factors were identified: Student-centered teaching, Teaching planning, Assessment process, Dialogue relationship, Teacher-centered teaching and Use of technological resources. They had Cronbach alphas ranging from 0.60 to 0.85. The factorial structure of TPQ differentiates the most important functions of teaching. It also shows a theoretical consistency and a practical relevance to perform a diagnosis and continuous evaluation of teaching practices. Additionally, it has an adequate internal consistency. Thus, TPQ is valid and reliable to evaluate pedagogical practices in health care careers.

Weighing in on the Teacher Merit Pay Debate. Notes

ERIC Educational Resources Information Center

Froese-Germain, Bernie

2011-01-01

First the good news. There's a growing consensus that the quality of teachers and teaching is a major factor--some would say the most important school-based factor--in the quality of student learning. In sum (and this comes as no surprise to the teaching profession), good teaching matters. The bad news is that, in this highly charged climate of…

Seeking Lodging and the Best Lights: The Challenge of Teaching

ERIC Educational Resources Information Center

Cottle, Thomas J.

2008-01-01

This article offers yet another look at the challenge of teaching, in this case through the eyes of writers like John Passmore, Michael Novak, and Emmanuel Levinas. It is an attempt to combine the fundamental qualities of good teaching as set forth by Passmore, with the notion of "caritas", literally meaning willing the good of the other, and the…

Discovering Plate Boundaries in Data-integrated Environments: Preservice Teachers' Conceptualization and Implementation of Scientific Practices

NASA Astrophysics Data System (ADS)

Sezen-Barrie, Asli; Moore, Joel; Roig, Cara E.

2015-08-01

Drawn from the norms and rules of their fields, scientists use variety of practices, such as asking questions and arguing based on evidence, to engage in research that will contribute to our understanding of Earth and beyond. In this study, we explore how preservice teachers' learn to teach scientific practices while teaching plate tectonic theory. In particular, our aim is to observe which scientific practices preservice teachers use while teaching an earth science unit, how do they integrate these practices into their lessons, and what challenges do they face during their first time teaching of an earth science content area integrated with scientific practices. The study is designed as a qualitative, exploratory case study of seven preservice teachers while they were learning to teach plate tectonic theory to a group of middle school students. The data were driven from the video records and artifacts of the preservice teachers' learning and teaching processes as well as written reflections on the teaching. Intertextual discourse analysis was used to understand what scientific practices preservice teachers choose to integrate into their teaching experience. Our results showed that preservice teachers chose to focus on four aspects of scientific practices: (1) employing historical understanding of how the theory emerged, (2) encouraging the use of evidence to build up a theory, (3) observation and interpretation of data maps, and (4) collaborative practices in making up the theory. For each of these practices, we also looked at the common challenges faced by preservice teachers by using constant comparative analysis. We observed the practices that preservice teachers decided to use and the challenges they faced, which were determined by what might have come as in their personal history as learners. Therefore, in order to strengthen preservice teachers' background, college courses should be arranged to teach important scientific ideas through scientific practices. In addition, such practices should also reflect the authentic practices of earth scientists such as use of historical record and differentiating observation versus interpretation.

Student View: What Do Good Teachers Do?

ERIC Educational Resources Information Center

Educational Horizons, 2012

2012-01-01

Students know what good teaching looks like--but educators rarely ask them. See what these high school students, who are members of the Future Educators Association[R] and want to be teachers themselves, said. FEA is a part of the PDK family of education associations, which includes Pi Lambda Theta. Get insider advice on good teaching from some…

How Is Science Being Taught? Measuring Evidence-Based Teaching Practices across Undergraduate Science Departments

PubMed Central

Drinkwater, Michael J.; Matthews, Kelly E.; Seiler, Jacob

2017-01-01

While there is a wealth of research evidencing the benefits of active-learning approaches, the extent to which these teaching practices are adopted in the sciences is not well known. The aim of this study is to establish an evidential baseline of teaching practices across a bachelor of science degree program at a large research-intensive Australian university. Our purpose is to contribute to knowledge on the adoption levels of evidence-based teaching practices by faculty within a science degree program and inform our science curriculum review in practical terms. We used the Teaching Practices Inventory (TPI) to measure the use of evidence-based teaching approaches in 129 courses (units of study) across 13 departments. We compared the results with those from a Canadian institution to identify areas in need of improvement at our institution. We applied a regression analysis to the data and found that the adoption of evidence-based teaching practices differs by discipline and is higher in first-year classes at our institution. The study demonstrates that the TPI can be used in different institutional contexts and provides data that can inform practice and policy. PMID:28232589

Lessons from psychiatry and psychiatric education for medical learners and teachers.

PubMed

Hilty, Donald M; Srinivasan, Malathi; Xiong, Glen L; Ferranti, Jessica; Li, Su-Ting T

2013-06-01

Medical learners, teachers, and institutions face significant challenges in health care delivery and in training the next generation of clinicians. We propose that psychiatry offers lessons which may help improve how we take care of patients and how we teach others to care for patients. Our objective is to discuss what learners and teachers can learn from psychiatry, organized around (1) how we make decisions, (2) how we learn, and (3) how we reflect on our practice. Information from clinical care, education, neuroscience and other aspects of life (e.g. business, creativity, and research) help us on these processes. We make 'good' decisions in concert with patients and learners, by listening to their experiences, asking questions and exploring subjective and objective information. Our learning has a neurobiological basis, and is effectively furthered by personalization, reinforcement, acquisition of critical thinking skills, and assessment of our limitations and errors. Our ability to reflect is determined by attitude, skill, tolerating ambiguity or dissonance, and planning for the unexpected. These processes - in addition to knowledge and other skills - will help physicians be successful in practice, learning and teaching, research and leadership.

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.

Rethinking Teaching in STEM Education in a Community College: Role of Instructional Consultation and Digital Technologies

NASA Astrophysics Data System (ADS)

Kurland, Shelley Chih-Hsian

Community college faculty members educate almost half of all U.S. undergraduates, who are often more diverse and more academically underprepared when compared to undergraduate students who attend four-year institutions. In addition, faculty members in community colleges are facing increased accountability for meeting student learning outcomes, expectations to adjust their teaching practices to include active learning practices, and expectations to incorporate more technologies into the classroom. Faculty developers are one of the support structures that faculty members can look to in order to meet those challenges. A survey of literature in faculty development suggests that instructional consultation can play an important role in shaping and transforming teaching practices. Hence, this action research study examined my work using instructional consulting with four full-time STEM faculty colleagues in order to examine and shape their teaching practices with and without the use of digital technologies. The two foci of the research, examining shifts in faculty participants' teaching practices, and my instructional consulting practices, were informed by Thomas and Brown's (2011) social view of learning and the concept of teaching and learning in a "co-learning" environment. Two dominant factors emerged regarding faculty participants' shift in teaching practices. These factors concerned: 1) the perception of control and 2) individual faculty participant's comfort level, expectations, and readiness. In addition to these two dominant factors, the instructional consultation process also supported a range of shifts in either mindset and/or teaching practices. My analysis showed that the use of digital technologies was not an essential factor in shifting faculty participant mindset and/or teaching practices, instead digital technologies were used to enhance the teaching process and students' learning experiences.

Introducing the Postsecondary Instructional Practices Survey (PIPS): A Concise, Interdisciplinary, and Easy-to-Score Survey

PubMed Central

Walter, Emily M.; Henderson, Charles R.; Beach, Andrea L.; Williams, Cody T.

2016-01-01

Researchers, administrators, and policy makers need valid and reliable information about teaching practices. The Postsecondary Instructional Practices Survey (PIPS) is designed to measure the instructional practices of postsecondary instructors from any discipline. The PIPS has 24 instructional practice statements and nine demographic questions. Users calculate PIPS scores by an intuitive proportion-based scoring convention. Factor analyses from 72 departments at four institutions (N = 891) support a 2- or 5-factor solution for the PIPS; both models include all 24 instructional practice items and have good model fit statistics. Factors in the 2-factor model include (a) instructor-centered practices, nine items; and (b) student-centered practices, 13 items. Factors in the 5-factor model include (a) student–student interactions, six items; (b) content delivery, four items; (c) formative assessment, five items; (d) student-content engagement, five items; and (e) summative assessment, four items. In this article, we describe our development and validation processes, provide scoring conventions and outputs for results, and describe wider applications of the instrument. PMID:27810868

[Resuscitation training for lay persons in first aid courses: Transfer of knowledge, skills and attitude].

PubMed

Breckwoldt, J; Lingemann, C; Wagner, P

2016-01-01

Bystander cardiopulmonary resuscitation (CPR) is the most effective intervention for out of hospital sudden cardiac arrest; therefore, basic life support (BLS) courses for lay persons have become well established in industrialized countries, often since decades. Despite this favorable situation bystander CPR rates still remain low in some countries (e.g. in Germany), indicating serious implementation problems. The quality of instruction in these courses could be one reason for low bystander CPR rates. We therefore analyzed official lay BLS courses in terms of the teaching quality in the domains of knowledge, skills and attitudes (according to Bloom's taxonomy). A total of 20 officially accredited lay BLS courses in Berlin, Germany, were analyzed by a participating observer, who remained blinded to the instructor and course participants until the end of the course. Courses were offered by German rescue organizations and private providers according to European Resuscitation Council (ERC) guidelines. Teaching quality was rated by a standardized checklist including 21 observable criteria of teaching quality for transfer of knowledge (n = 10), skills (n = 8) and attitudes (n = 3). In order to achieve comparability between items the results of each criterion were quantified by Likert scales ranging from +2 (very good) to -2 (very poor). The average score of all courses was +0.47 (SD ±0.46) for transfer of knowledge, +0.03 (SD ±0.61) for skills and -1.08 (SD ±0.73) for attitudes. In the domain of knowledge transfer, learning atmosphere and course structure were rated to be generally good, whilst marked deficits were found with respect to correctness of content. In the domain of skills the more positive ratings were given for teaching of single BLS elements (e.g. compressions and ventilation), in contrast to the training of BLS context, where e.g. realistic scenarios were only used by 3 out of 20 instructors. The domain of attitude transfer had the worst rating. Detailed ratings were -0.90 for "reducing fear of doing harm to the victim", -1.25 for "positive attribution of practical training" and -1.10 for "explaining course relevance from the learners' perspective". Within the observed BLS courses the teaching quality revealed significant deficits, especially for the transfer of positive attitudes to learners. Also, the use of meaningful realistic scenario teaching was very scarce. These findings can significantly contribute to low bystander CPR rates because transfer of learned content into practice may be hampered.

Problems and Resolutions in the Practice of Project Teaching in Higher Vocational Schools

ERIC Educational Resources Information Center

Sheng, Zhichong; Tan, Jianhua

2011-01-01

Recently, there has been a hot discussion on project teaching theory among many higher vocational schools; however the practice of project teaching is still in the beginning period. Hence, many problems appear in project lead. This paper aims to analyze the existing problems in the practice of project teaching and also raise some resolutions.

Studying and Supporting the Teaching Practice of Calculus Teaching Assistants

ERIC Educational Resources Information Center

Lundholm, Christopher Ian

2017-01-01

Graduate teaching assistants (TAs) are an important group of math instructors whose practice deserves to be supported and studied. In this action research study, I lead a customized regimen of professional development (GQuesT model) for a cohort of first/second-year calculus TAs and study their teaching practice. This study focuses on how the TAs…

PCK in Action: Examining One Chemistry Teacher's Practice through the Lens of Her Orientation toward Science Teaching

ERIC Educational Resources Information Center

Boesdorfer, Sarah; Lorsbach, Anthony

2014-01-01

A teacher's orientation toward science teaching has been proposed as very influential to a teacher's pedagogical content knowledge (PCK) and teaching practice. Experienced teachers' orientation toward science teaching and its connections to their practice has not been well explored. Focusing on a unit about the periodic table, this study provides…

Development of Pre-Service Teachers' Teaching Self-Efficacy Beliefs through an Online Community of Practice

ERIC Educational Resources Information Center

Inel Ekici, Didem

2018-01-01

This explanatory research uses a mixed method design to investigate the effect of using an online community of practice within teaching practices on science and math pre-service teachers' teaching self-efficacy beliefs. 102 science and math pre-service teachers participated in the research. "Teaching Self-Efficacy Belief Scale" and…

Development and Validation of a Teaching Practice Scale (TISS) for Instructors of Introductory Statistics at the College Level

ERIC Educational Resources Information Center

Hassad, Rossi A.

2009-01-01

This study examined the teaching practices of 227 college instructors of introductory statistics (from the health and behavioral sciences). Using primarily multidimensional scaling (MDS) techniques, a two-dimensional, 10-item teaching practice scale, TISS (Teaching of Introductory Statistics Scale), was developed and validated. The two dimensions…

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

Integrating aesthetics into advanced practice mental health nursing: commercial film as a suggested modality.

PubMed

Raingruber, Bonnie

2003-01-01

The purpose of this study was to explore the advantages and disadvantages of using feature films in teaching advanced practice mental health nursing. A phenomenological investigation was conducted of 11 master's student perspectives regarding the use of movies in an on-line course. According to the students, the disadvantages of movies were that films are time consuming to watch and often more dramatic than real-life situations. The advantages of using movies were that films are effective in promoting reflection and enhancing empathy. Students noted that movies poignantly portray emotional issues and are engaging in addition to being a good way both to present educational content and introduce ethical dilemmas. Using movies also may be effective with select clients as a once-removed way to introduce therapeutic discussions in outpatient practice.

Communicating Uncertain News in Cancer Consultations.

PubMed

Alby, Francesca; Zucchermaglio, Cristina; Fatigante, Marilena

2017-12-01

In cancer communication, most of the literature is in the realm of delivering bad news while much less attention has been given to the communication of uncertain news around the diagnosis and the possible outcomes of the illness. Drawing on video-recorded cancer consultations collected in two Italian hospitals, this article analyzes three communication practices used by oncologists to interactionally manage the uncertainty during the visit: alternating between uncertain bad news and certain good news, anticipating scenarios, and guessing test results. Both diagnostic and personal uncertainties are not hidden to the patient, yet they are reduced through these practices. Such communication practices are present in 32 % of the visits in the data set, indicating that the interactional management of uncertainty is a relevant phenomenon in oncological encounters. Further studies are needed to improve both its understanding and its teaching.

Family systems ideas in the 10-minute consultation: using a reflecting partner or observing team in a surgery.

PubMed

Mayer, R; Graham, H; Schuberth, C; Launer, J; Tomson, D; Czauderna, J

1996-04-01

Family therapy and the ideas that underlie it have not had much impact on general practice, although there is good reason to think this could be a useful approach. As a group of general practitioners (and a practice nurse) with experience of family therapy, we were interested in demonstrating whether family therapy methods could usefully inform general practice consultations. Two surgeries were observed by the general practitioner's colleagues. Selected cases are discussed to illustrate the impact of the use of family therapy ideas and a reflecting colleague or team. Family therapy ideas can be a helpful framework within which to think about both demanding and ordinary consultations. Inviting a colleague to contribute respectfully could be useful both as a method of teaching, and in resolving difficult or faltering consultations.

Maintaining capacity for in-practice teaching and supervision of students and general practice trainees: a cross-sectional study of early career general practitioners.

PubMed

Catzikiris, Nigel; Tapley, Amanda; Morgan, Simon; Holliday, Elizabeth G; Ball, Jean; Henderson, Kim; Elliott, Taryn; Spike, Neil; Regan, Cathy; Magin, Parker

2017-08-10

Objectives Expanding learner cohorts of medical students and general practitioner (GP) vocational trainees and the impending retirement of the 'baby boomer' GP cohort threaten the teaching and supervisory capacity of the Australian GP workforce. Engaging newly qualified GPs is essential to sustaining this workforce training capacity. The aim of the present study was to establish the prevalence and associations of in-practice clinical teaching and supervision in early career GPs. Methods The present study was a cross-sectional questionnaire-based study of recent (within 5 years) alumni of three of Australia's 17 regional general practice training programs. The outcome factor was whether the alumnus taught or supervised medical students, GP registrars or other learners in their current practice. Logistic regression analysis was used to establish associations of teaching and supervision with independent variables comprising alumnus demographics, current practice characteristics and vocational training experiences. Results In all, 230 alumni returned questionnaires (response rate 37.4%). Of currently practising alumni, 52.4% (95% confidence interval (CI) 45.6-59.0%) reported current teaching or supervisory activities. Factors significantly (P<0.05) associated with alumni currently undertaking in-practice clinical teaching and supervision were: Australian medical graduation (odds ratio (OR) for international graduates 0.36; 95% CI 0.14-0.92), working in a regional or remote area (OR 2.75; 95% CI 1.24-6.11) and currently undertaking nursing home visits, home visits or after-hours work (OR 2.01; CI 1.02-3.94). Conclusions Rural-urban and country-of-graduation differences in the engagement of early career GPs in practice-based apprenticeship-like teaching or training should inform strategies to maintain workforce training capacity. What is known about the topic? Projected changes in the demand for and supply of clinical teaching and supervision within Australian general practice will require greater uptake of teaching and supervision by recently qualified GPs to ensure sustainability of this teaching model. Although interest in and undertaking of teaching roles have been documented for GP or family medicine trainees, studies investigating the engagement in these clinical roles by GPs during their early post-training period are lacking. What does this paper add? This paper is the first to document the prevalence of teaching and supervision undertaken by early career GPs as part of their regular clinical practice. We also demonstrate associations of practice rurality, country of medical graduation and undertaking non-practice-based clinical roles with GPs' engagement in teaching and supervisory roles. What are the implications for practitioners? Establishing current teaching patterns of GPs enables appropriate targeting of new strategies to sustain an effective teaching and supervisory capacity within general practice. The findings of the present study suggest that exploring focused strategies to facilitate and support international medical graduates to engage in teaching during their vocational training, aided by focused supervisor support, may be of particular value.

Work shadowing in dental teaching practices: evaluation results of a collaborative study between university and general dental practices.

PubMed

Heitkamp, Stefan J; Rüttermann, Stefan; Gerhardt-Szép, Susanne

2018-05-08

The aim of this study was to investigate the acceptance and assessment of work shadowing carried out by students and dentists in dental practices. Furthermore, the extent to which students perceive an improvement in their specialised, communication and social competencies, was to be examined. 61 dental students in their clinical semesters at a German university participated in work shadowing placements at 27 different general dental practices. Before beginning, they received checklists of various competencies that they self-assessed using school grades (from 1 = 'very good', to 6 = 'failed'), which they also repeated after completion. The dentists supplemented this with their external assessments. In addition, the students were requested to fill out a 54-item questionnaire and compose a freely-structured report after the work shadowing; the dentists filled out a questionnaire containing 16 items. The statistical analysis was carried out by means of the Friedman Test, including a post-hoc test (Bonferroni-Holm correction). The analysis showed a significant overall improvement in the students' self-assessed competencies by 0.71* ± 0.43 grades. With an average of 0.33* ± 0.36, the dentists' external assessment proved significantly higher than the self-assessment. The greatest improvements were perceived by the students in the areas of accounting (1.17* ± 0.77), practice organisation (1.05* ± 0.61) and dentist's discussions (0.94* ±0.80) [*p < 0.05]. The students confirmed experiencing an expansion of knowledge, an improvement in their communication skills and indicated a high degree of satisfaction in regard to the dentists (school grade 1.58 ± 0.93). A maximum amount of satisfaction towards the work shadow students was demonstrated by the dentists, and this form of teaching was assessed with a school grade of 1.69 ± 0.89. Both students and dental practitioners demonstrated a high level of satisfaction in regard to the work shadowing. The students felt their knowledge had increased, viewed the dentists as motivating role models and acknowledged a significant improvement in their specialised, communication and social competencies. Work shadowing in dental teaching practices presents a sensible addition to academic teaching at a university.

Research Informing Practice--Practice Informing Research: Innovative Teaching Methologies for World Language Teachers. Research in Second Language Learning

ERIC Educational Resources Information Center

Schwarzer, David, Ed.; Petron, Mary, Ed.; Luke, Christopher, Ed.

2011-01-01

"Research Informing Practice--Practice Informing Research: Innovative Teaching Methodologies for World Language Educators" is an edited volume that focuses on innovative, nontraditional methods of teaching and learning world languages. Using teacher-research projects, each author in the volume guides readers through their own personal…

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

ERIC Educational Resources Information Center

Moschkovich, Judit

2013-01-01

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

[Problematizing the multidisciplinary residency in oncology: a practical teaching protocol from the perspective of nurse residents].

PubMed

Melo, Myllena Cândida de; Queluci, Gisella de Carvalho; Gouvêa, Mônica Villela

2014-08-01

To investigate practical teaching of nurse residents in a multidisciplinary residency in oncology. A qualitative descriptive study grounded in the problematization methodology and its steps, represented by the Maguerez Arch. Data were analyzed using content analysis. Potentiating and limiting elements of the residency guided the design of a practical teaching protocol from the perspective of residents, structured in three stages: Welcoming and ambience; Nursing care for problem situations; and, Evaluation process. Systematization of practical teaching promoted the autonomy of individuals and the approximation of teaching to reality, making residency less strenuous, stressful and distressing.

Exploration and Practice of Blended Teaching Model Based Flipped Classroom and SPOC in Higher University

ERIC Educational Resources Information Center

Wang, Xin-Hong; Wang, Jing-Ping; Wen, Fu-Ji; Wang, Jun; Tao, Jian-Qing

2016-01-01

SPOC is characterized by improving teaching effectiveness. Currently open teaching mode is the popular trend, which is mainly related to several aspects: how to carry out teaching practice by using MOOC proprietary, high-quality online teaching resources in open education, that is, deep integration of curriculum resources and teaching design. On…

The Basics: Supporting Learners with Intellectual Challenge in Regular Classrooms. A Resource for Teachers

ERIC Educational Resources Information Center

Bunch, Gary

2006-01-01

This book is a resource for teachers who have the opportunity and the responsibility to work with students who have been labeled with intellectual challenges. The fundamental premise is that good teaching is good teaching--for all students. Secondly, this book believes that teachers are good professionals and have both the skills and the spirit to…

Anesthesiology residents' perspective about good teaching--a qualitative needs assessment.

PubMed

Ortwein, Heiderose; Blaum, Wolf E; Spies, Claudia D

2014-01-01

Germany, like many other countries, will soon have a shortage of qualified doctors. One reason for the dissatisfaction amongst medical residents are the relatively unstructured residency training programs despite increasing importance of outcome-based education. The aim of our study was to identify characteristics and requirements for good teaching during anesthesiology residency training from the resident's point of view. A consensus workshop with residents from all medical universities in Germany was held. Participants were allocated to one of the three topics, chosen based on a 2009 nationwide evaluation of residency. The three topics were (A) characteristics of helpful/good teachers, (B) characteristics of helpful/good conditions and (C) characteristics of helpful/good curricular structure. Each group followed a nominal group technique consensus process to define and rank characteristics for a good residency. 31 (79.5%) resident representatives were present. The consented results put emphasis on the importance of structured curricula including transparent goals and objectives, in training formative assessments and quality assurance measures for the program. Residents further long for trained trainers with formal teaching qualifications and protected teaching time. Good residency training requires careful consideration of all stakeholders' needs. Results reflect and extend previous findings and are at least to some degree easily implemented. These findings are an important step to establish a broader consensus within the discipline.

Teaching trainers to incorporate evidence-based medicine (EBM) teaching in clinical practice: the EU-EBM project.

PubMed

Thangaratinam, Shakila; Barnfield, Gemma; Weinbrenner, Susanne; Meyerrose, Berit; Arvanitis, Theodoros N; Horvath, Andrea R; Zanrei, Gianni; Kunz, Regina; Suter, Katja; Walczak, Jacek; Kaleta, Anna; Oude Rengerink, Katrien; Gee, Harry; Mol, Ben W J; Khan, Khalid S

2009-09-10

Evidence based medicine (EBM) is considered an integral part of medical training, but integration of teaching various EBM steps in everyday clinical practice is uncommon. Currently EBM is predominantly taught through theoretical courses, workshops and e-learning. However, clinical teachers lack confidence in teaching EBM in workplace and are often unsure of the existing opportunities for teaching EBM in the clinical setting. There is a need for continuing professional development (CPD) courses that train clinical trainers to teach EBM through on-the-job training by demonstration of applied EBM real time in clinical practice. We developed such a course to encourage clinically relevant teaching of EBM in post-graduate education in various clinical environments. We devised an e-learning course targeting trainers with EBM knowledge to impart educational methods needed to teach application of EBM teaching in commonly used clinical settings. The curriculum development group comprised experienced EBM teachers, clinical epidemiologists, clinicians and educationalists from institutions in seven European countries. The e-learning sessions were designed to allow participants (teachers) to undertake the course in the workplace during short breaks within clinical activities. An independent European steering committee provided input into the process. The curriculum defined specific learning objectives for teaching EBM by exploiting educational opportunities in six different clinical settings. The e-modules incorporated video clips that demonstrate practical and effective methods of EBM teaching in everyday clinical practice. The course encouraged focussed teaching activities embedded within a trainer's personal learning plan and documentation in a CPD portfolio for reflection. This curriculum will help senior clinicians to identify and make the best use of available opportunities in everyday practice in clinical situations to teach various steps of EBM and demonstrate their applicability to clinical practice. Once fully implemented, the ultimate outcome of this pilot project will be a European qualification in teaching EBM, which will be used by doctors, hospitals, professional bodies responsible for postgraduate qualifications and continuing medical education.

Teaching trainers to incorporate evidence-based medicine (EBM) teaching in clinical practice: the EU-EBM project

PubMed Central

Thangaratinam, Shakila; Barnfield, Gemma; Weinbrenner, Susanne; Meyerrose, Berit; Arvanitis, Theodoros N; Horvath, Andrea R; Zanrei, Gianni; Kunz, Regina; Suter, Katja; Walczak, Jacek; Kaleta, Anna; Rengerink, Katrien Oude; Gee, Harry; Mol, Ben WJ; Khan, Khalid S

2009-01-01

Background Evidence based medicine (EBM) is considered an integral part of medical training, but integration of teaching various EBM steps in everyday clinical practice is uncommon. Currently EBM is predominantly taught through theoretical courses, workshops and e-learning. However, clinical teachers lack confidence in teaching EBM in workplace and are often unsure of the existing opportunities for teaching EBM in the clinical setting. There is a need for continuing professional development (CPD) courses that train clinical trainers to teach EBM through on-the-job training by demonstration of applied EBM real time in clinical practice. We developed such a course to encourage clinically relevant teaching of EBM in post-graduate education in various clinical environments. Methods We devised an e-learning course targeting trainers with EBM knowledge to impart educational methods needed to teach application of EBM teaching in commonly used clinical settings. The curriculum development group comprised experienced EBM teachers, clinical epidemiologists, clinicians and educationalists from institutions in seven European countries. The e-learning sessions were designed to allow participants (teachers) to undertake the course in the workplace during short breaks within clinical activities. An independent European steering committee provided input into the process. Results The curriculum defined specific learning objectives for teaching EBM by exploiting educational opportunities in six different clinical settings. The e-modules incorporated video clips that demonstrate practical and effective methods of EBM teaching in everyday clinical practice. The course encouraged focussed teaching activities embedded within a trainer's personal learning plan and documentation in a CPD portfolio for reflection. Conclusion This curriculum will help senior clinicians to identify and make the best use of available opportunities in everyday practice in clinical situations to teach various steps of EBM and demonstrate their applicability to clinical practice. Once fully implemented, the ultimate outcome of this pilot project will be a European qualification in teaching EBM, which will be used by doctors, hospitals, professional bodies responsible for postgraduate qualifications and continuing medical education. PMID:19744327

Profile of South African Secondary-School Teachers' Teaching Quality: Evaluation of Teaching Practices Using an Observation Instrument

ERIC Educational Resources Information Center

de Jager, Thelma; Coetzee, Mattheus Jacobus; Maulana, Ridwan; Helms-Lorenz, Michelle; van de Grift, Wim

2017-01-01

The need for quality teaching is reflected in the poor performance of students in international tests. Teachers' practices and contextual factors could contribute to substandard quality of teaching in South Africa. Several studies indicate that successful learning is largely dependent on the teachers' practices in class. The focus of the present…

Personal Reflection: Transforming Teaching Practice through Action Research: The Role of the Scholarship of Teaching and Learning

ERIC Educational Resources Information Center

Goel, Kalpana

2012-01-01

This reflective piece describes my experiences of teaching practice in an Indian University and my transformed practice as a result of enrolment in the Graduate Certificate in Education (University Teaching) in an Australian university. I enrolled in this course with hesitation, considering it time consuming and likely to detract from any focus on…

Learning clinical skills in the simulation suite: the lived experiences of student nurses involved in peer teaching and peer assessment.

PubMed

Ramm, Dianne; Thomson, Anna; Jackson, Andrew

2015-06-01

The benefits of peer teaching and assessment are well documented within nurse education literature. However, research to date has predominantly focused on the advantages and disadvantages for the inexperienced learner, with a dearth of knowledge relating to the perceptions of senior nursing students involved in teaching their peers. This study sought to investigate the student experience of taking part in a peer teaching and assessment initiative to include the perceptions of both first year nursing students and second/third year participants. Data were collected via open-ended questionnaires and analysed with qualitative 'Framework' analysis. This initiative received a generally positive response both from students being taught and also from those acting as facilitators. Perceived benefits included the social learning experience, development of teaching skills, self-awareness and the opportunity to communicate both good and bad news. Suggestions for improvement included additional time working in small groups, specific supplementary learning materials and the introduction of peer teaching and assessment into other areas of the Adult Nursing Programme. Peer teaching and assessment principles represent valuable strategies which can be utilised in nurse education to develop clinical skills and prepare nurses for real-life scenarios. Further research needs to investigate how to enhance the student learning experience and to fully exploit the potential for simulated experience to prepare students for their future role as registered nurses in clinical practice. Copyright © 2015 Elsevier Ltd. All rights reserved.

Rethinking Difficulties of Teaching Inquiry-Based Practical Work: Stories from elementary pre-service teachers

NASA Astrophysics Data System (ADS)

Kim, Mijung; Tan, Aik-Ling

2011-03-01

To alleviate teachers' reluctance toward practical work, there has been much discussion on teachers' pedagogical content knowledge, teaching materials, and failsafe strategies for practical work. Despite these efforts, practical work is still regarded as a challenging task for many elementary science teachers. To understand the complexity of teachers' conflicts in practical work, this study examines teachers' ideas about teaching and learning that influence teachers' decision-making and action on teaching practical work. More important than knowing technical-rational aspects of practical work is to understand the internal contradictions that teachers have to resolve within themselves regarding their capabilities and beliefs about science teaching and practical work. Using stories and experiences of 38 third-year university students in a science method course in Korea, we seek to understand the conflicts and negotiations that they experience as they make decisions regarding practical work throughout their course. Reflective writings and group discussions on their lived experiences and concerns were used to probe participants' ideas on teaching using practical work. From written and verbal data, themes were saturated in terms of the aspects which could (dis)encourage their practice. Results suggest that there are multifactorial challenges in pre-service teachers' understandings and concerns in practical work. Besides time, materials, and curriculum, pedagogical assumptions and values also compositely challenge the minds of teachers. As the pre-service elementary teachers negotiated within themselves the importance of science in classroom and social levels, the question is raised about their identities as pre-service elementary teachers to appreciate the balance between science teaching and practical work.

The SQL Server Database for Non Computer Professional Teaching Reform

ERIC Educational Resources Information Center

Liu, Xiangwei

2012-01-01

A summary of the teaching methods of the non-computer professional SQL Server database, analyzes the current situation of the teaching course. According to non computer professional curriculum teaching characteristic, put forward some teaching reform methods, and put it into practice, improve the students' analysis ability, practice ability and…

Combating terror: a new paradigm in student trauma education.

PubMed

Rivkind, Avraham I; Faroja, Mouhammad; Mintz, Yoav; Pikarsky, Alon J; Zamir, Gideon; Elazary, Ram; Abu-Gazala, Mahmoud; Bala, Miklosh

2015-02-01

Other than the Advanced Trauma Life Support course, usually run for postgraduate trainees, there are few trauma courses available for medical students. It has been shown that trauma teaching for medical students is sadly lacking within the undergraduate curriculum. We stated that students following formal teaching, even just theory and some practice in basic skills significantly improved their management of trauma patients. Hadassah-Hebrew University in Israel runs an annual 2-week trauma course for final-year medical students. The focus is on hands-on practice in resuscitation, diagnosis, procedures, and decision making. After engaging a combination of instructional and interactive teaching methods including practice on simulated injuries that students must assess and treat through the 2 weeks, the course culminates in a disaster drill where students work alongside the emergency services to rescue, assess, treat, and transfer patients. The course is evaluated with a written precourse and postcourse test, an Objective Structured Clinical Examination and detailed feedback from the drill. We analyzed student feedback at the end of each course during a 6-year period from 2007 to 2012. Correct answers for the posttest results were higher each year with good reliability as assessed by Chronbach's α and with significant variation from pretest scores assessed using paired-samples t tests. Best scores were achieved in knowledge acquisition and practical skills gained. Students were also asked whether the course contributed to self-preparedness in treating trauma patients, and this consistently achieved high scores. We believe that students benefit substantially from the course and gain lasting skills and confidence in trauma management, decision making, and organizational skills. The course provides students with the opportunity to learn and ingrain trauma principles along Advanced Trauma Life Support guidelines and prepares them for practice as safe doctors. We advocate the global implementation of a student trauma training course as a mandatory educational initiative and propose our course format as a model for similar courses.

"The fish becomes aware of the water in which it swims": revealing the power of culture in shaping teaching identity

NASA Astrophysics Data System (ADS)

Rahmawati, Yuli; Taylor, Peter Charles

2017-08-01

"The fish becomes aware of the water in which it swims" is a metaphor that represents Yuli's revelatory journey about the hidden power of culture in her personal identity and professional teaching practice. While engaging in a critical auto/ethnographic inquiry into her lived experience as a science teacher in Indonesian and Australian schools, she came to understand the powerful role of culture in shaping her teaching identity. Yuli realised that she is a product of cultural hybridity resulting from interactions of very different cultures—Javanese, Bimanese, Indonesian and Australian. Traditionally, Javanese and Indonesian cultures do not permit direct criticism of others. This influenced strongly the way she had learned to interact with students and caused her to be very sensitive to others. During this inquiry she learned the value of engaging students in open discourse and overt caring, and came to realise that teachers bringing their own cultures to the classroom can be both a source of power and a problem. In this journey, Yuli came to understand the hegemonic power of culture in her teaching identity, and envisioned how to empower herself as a good teacher educator of pre-service science teachers.

Learn something new in 20 minutes: Bite Size sessions to support research and teaching.

PubMed

Tattersall, Andy; Beecroft, Claire; Freeman, Jenny

2013-09-01

The School of Health and Related Research (ScHARR) at The University of Sheffield run an innovative series of informal 20-minute Bite Size sessions to help staff and students teach, research, collaborate and communicate more effectively. The sessions have two clear strands: one focused on teaching and the other on research. The remit is not to teach people how to use something in their work or study, but to let them know why they should use it and how they can employ it. By introducing participants to the possibilities and how they can apply ideas and technologies in their work and study in an enthusiastic manner, it is possible to send them away with at least the intention to explore and experiment. The evidence shows that this organic approach is working--staff and students are starting to use many of the tools that Bite Size has covered. Any kind of widespread change within organisations can be hard to deliver, but by bringing champions on your side and delivering sessions in a convenient, informal and timely manner; good practice and ideas can spread naturally. © 2013 The author. Health Information and Libraries Journal © 2013 Health Libraries Group.

Research on teaching reform and practice of applied optics design experiment

NASA Astrophysics Data System (ADS)

Geng, Tao; Tong, Chengguo; Zhang, Tao; Lu, Cunlian; Meng, Ting; Zhang, Yang; Wang, Ran; Sun, Weimin; Liu, Zhihai; Yang, Jun

2017-08-01

It is an important way to effectively improve applied optics experimental teaching effect and motivate the undergraduates' practice ability and creativity by means of scientific and systematic setting teaching contents and link. Based on the research and analysis of applied optics experiment teaching present condition at home and abroad, this paper aims to solve the existed problems and deficiencies during the experiment teaching in our university, and also puts forward some reform ideas and practice method from several aspects such as teaching thought, teaching content and mode, examination and evaluation and so on. Simultaneously, this paper also gives some suggestions on the future course development.

Reform of experimental teaching based on quality cultivation

NASA Astrophysics Data System (ADS)

Wang, Wei; Yan, Xingwei; Liu, Wei; Yao, Tianfu; Shi, Jianhua; Lei, Bing; Hu, Haojun

2017-08-01

Experimental teaching plays an import part in quality education which devotes to cultivating students with innovative spirit, strong technological talents and practical ability. However, in the traditional experimental teaching mode, the experiments are treated as a vassal or supplementary mean of theoretical teaching, and students prefer focus on theory to practice. Therefore, the traditional experimental teaching mode is difficult to meet the requirements of quality education. To address this issue, the reform of experimental teaching is introduced in this paper taking the photoelectric detector experiment as the example. The new experimental teaching mode is designed from such aspects as experimental content, teaching method and experimental evaluation. With the purpose of cultivating students' practical ability, two different-level experimental content is designed. Not only the basic experiments used to verify the theory are set to consolidate the students' learned theoretical knowledge, but also comprehensive experiments are designed to encourage the students to apply their learned knowledge to solve practical problems. In the teaching process, heuristic teaching thought is adopt and the traditional `teacher-centered' teaching form is replaced by `student-centered' form, which aims to encourage students to design the experimental systems by their own with the teacher's guidance. In addition to depending on stimulating the students' interest of science research, experimental evaluation is necessary to urge students to complete the experiments efficiently. Multifaceted evaluation method is proposed to test the students' mastery of theoretical knowledge, practice ability, troubleshooting and problem solving skills, and innovation capability comprehensively. Practices demonstrated the satisfying effect of our experimental teaching mode.

How we implemented an integrated professionalism curriculum to 2nd year medical students at the National University of Ireland Galway Medical School, with examples from students' final output.

PubMed

McNair, Antonia; Moran, Conor; McGrath, Erinn; Naqvi, Syed; Connolly, Claire; McKenna, Verna; Kropmans, Thomas

2011-01-01

Since the introduction of professionalism in medical curricula worldwide, little evidence has been published to exemplify good educational practice. The Medical school at the National University of Ireland Galway teaches professionalism in an interdisciplinary manner, integrating the learning objectives of health informatics, understanding health & illness in society, medical law and ethics. Students work in small groups on clinical cases. Enquiry-based learning is used as the teaching method following a few introductory lectures on specific objectives. Students present their work in the format of a scientific essay. The latter is assessed by a board of reviewers. The purpose of this article is to demonstrate evidence of excellent professional output and illustrate the benefits to a fully integrated professionalism curriculum.

Mastering the Techniques of Teaching. Second Edition.

ERIC Educational Resources Information Center

Lowman, Joseph

This book examines elements of good college teaching and ways to master effective teaching techniques, drawing on direct observation, research on teaching and learning, and student accounts of outstanding professors. Chapter 1 reviews research on exemplary teaching and proposes a two-dimensional model of effective college teaching based on…

Party Time

ERIC Educational Resources Information Center

Fuentes, Sarah Quebec; Quebec, Rachael

2016-01-01

"Ensuring Mathematical Success for All" (NCTM 2010) outlines eight teaching practices for effective teaching and learning of mathematics. One of the teaching practices, building procedural fluency from conceptual understanding, states the following: Effective teaching of mathematics builds fluency with procedures on a foundation of…

Engineering Good: How Engineering Metaphors Help us to Understand the Moral Life and Change Society

PubMed Central

2009-01-01

Engineering can learn from ethics, but ethics can also learn from engineering. In this paper, I discuss what engineering metaphors can teach us about practical philosophy. Using metaphors such as calculation, performance, and open source, I articulate two opposing views of morality and politics: one that relies on images related to engineering as science and one that draws on images of engineering practice. I argue that the latter view and its metaphors provide a more adequate way to understand and guide the moral life. Responding to two problems of alienation and taking into account developments such as Fab Lab I then further explore the implications of this view for engineering and society. PMID:19722107

A Longitudinal Study of Teaching Practice and Early Career Decisions: A Cautionary Tale

ERIC Educational Resources Information Center

Cochran-Smith, Marilyn; McQuillan, Patrick; Mitchell, Kara; Terrell, Dianna Gahlsdorf; Barnatt, Joan; D'Souza, Lisa; Jong, Cindy; Shakman, Karen; Lam, Karen; Gleeson, Ann Marie

2012-01-01

Although the turnover rate among beginning teachers has been a major concern for some time, most studies do not link teacher retention with teaching practice. In contrast, this study looks specifically at career decisions coupled with practice. Guided by a view of teaching as social and cultural practice, the study used multiple qualitative data…

Lemons to Lemonade: How Five Challenges in Teaching Macro Practice Helped to Strengthen Our Course

ERIC Educational Resources Information Center

Dooley, Joe; Sellers, Sherril; Gordon-Hempe, Cornelia

2009-01-01

Teaching macro practice can be challenging. While students have some concepts of what macro practice entails, their knowledge may be limited and sometimes inaccurate. Moreover, students may be reluctant to engage in macro change efforts. Given the scarcity of literature regarding teaching macro practice and the growing importance of it in social…

[From gene cloning to expressional analysis--practice and experience from educational reform of experimental gene engineering].

PubMed

Wu, Yan-Hua; Guo, Bin; Lou, Hui-Ling; Cui, Yu-Liang; Gu, Hui-Juan; Qiao, Shou-Yi

2012-02-01

Experimental gene engineering is a laboratory course focusing on the molecular structure, expression pattern and biological function of genes. Providing our students with a solid knowledge base and correct ways to conduct research is very important for high-quality education of genetic engineering. Inspired by recent progresses in this field, we improved the experimental gene engineering course by adding more updated knowledge and technologies and emphasizing on the combination of teaching and research, with the aim of offering our students a good start in their scientific careers.

Teaching wilderness and outdoor medicine in a city.

PubMed

Lockwood, Penny; Middleton, Paul

2013-12-01

Teaching medical students wilderness medicine helps students learn how to apply skills such as leadership, teamwork and managing medical emergencies. The literature contains papers that describe methods for delivering this type of teaching, but they use specialised centres and a significant number of tutors. This paper describes a course delivered within the university and a nearby outdoor centre. A course that covered outdoor emergency skills, and expedition and leadership skills, was delivered to third-year medical students. The usefulness of the course was assessed using student and tutor evaluations and the end-of-course assessment results. Practical scenarios were used to stimulate learning and the course finished with a camping trip, during which the students had to manage injuries in the field. The course was successfully delivered using only two tutors. The results of the evaluations indicated that the students had gained a good knowledge of the areas covered; they enjoyed the course and were able to apply first-aid skills to the outdoor situation. The students especially liked the approach of using practical scenarios to help them apply the principles that they had learned in the course. The course was successful because of the use of scenarios that encouraged the students to actively manage casualties and work as a team. We were able to deliver the course at a reasonable cost by using the facilities of a local outdoor camping centre. © 2013 John Wiley & Sons Ltd.

Development and implementation of a longitudinal students as teachers program: participant satisfaction and implications for medical student teaching and learning.

PubMed

Yeung, Celine; Friesen, Farah; Farr, Sarah; Law, Marcus; Albert, Lori

2017-01-31

Teaching is a key component of medical practice, but medical students receive little formal training to develop their teaching skills. A longitudinal Students as Teachers (SAT) program was created at the University of Toronto to provide medical students with opportunities to acquire an understanding of educational pedagogy and practice teaching early in their medical training. This program was 7-months in duration and consisted of monthly educational modules, practical teaching sessions, feedback, and reflective exercises. A mixed methods study design was used to evaluate initial outcomes of the SAT program by obtaining the perspectives of 18 second-year medical students. Participants filled out questionnaires at the beginning and end of the 7-month program to indicate their skill level and confidence in teaching. Differences between pre- and post-intervention scores were further explored in a group interview of 5 participants. Participants expressed a high degree of satisfaction with the SAT program structure and found the educational modules and practical teaching sessions to be particularly beneficial to their learning. Over the course of the program, there were significant increases in students' confidence in teaching, and self-perceived teaching capacity and communication skills. Furthermore, participants discussed improvements in their effectiveness as learners. Teaching is a skill that requires ongoing practice. Our results suggest that a longitudinal program consisting of theoretical modules, practical teaching sessions, feedback, and reflective exercises for medical students may improve teaching and communication skills, and equip them with improved learning strategies. This program also provides students with insight into the experience of teaching while holding other academic and clinical responsibilities.

Aligning Practice to Policies: Changing the Culture to Recognize and Reward Teaching at Research Universities

PubMed Central

Dennin, Michael; Schultz, Zachary D.; Feig, Andrew; Finkelstein, Noah; Greenhoot, Andrea Follmer; Hildreth, Michael; Leibovich, Adam K.; Martin, James D.; Moldwin, Mark B.; O’Dowd, Diane K.; Posey, Lynmarie A.; Smith, Tobin L.; Miller, Emily R.

2017-01-01

Recent calls for improvement in undergraduate education within STEM (science, technology, engineering, and mathematics) disciplines are hampered by the methods used to evaluate teaching effectiveness. Faculty members at research universities are commonly assessed and promoted mainly on the basis of research success. To improve the quality of undergraduate teaching across all disciplines, not only STEM fields, requires creating an environment wherein continuous improvement of teaching is valued, assessed, and rewarded at various stages of a faculty member’s career. This requires consistent application of policies that reflect well-established best practices for evaluating teaching at the department, college, and university levels. Evidence shows most teaching evaluation practices do not reflect stated policies, even when the policies specifically espouse teaching as a value. Thus, alignment of practice to policy is a major barrier to establishing a culture in which teaching is valued. Situated in the context of current national efforts to improve undergraduate STEM education, including the Association of American Universities Undergraduate STEM Education Initiative, this essay discusses four guiding principles for aligning practice with stated priorities in formal policies: 1) enhancing the role of deans and chairs; 2) effectively using the hiring process; 3) improving communication; and 4) improving the understanding of teaching as a scholarly activity. In addition, three specific examples of efforts to improve the practice of evaluating teaching are presented as examples: 1) Three Bucket Model of merit review at the University of California, Irvine; (2) Evaluation of Teaching Rubric, University of Kansas; and (3) Teaching Quality Framework, University of Colorado, Boulder. These examples provide flexible criteria to holistically evaluate and improve the quality of teaching across the diverse institutions comprising modern higher education. PMID:29196430

Pre-Service Teachers' Views of Inquiry Teaching and Their Responses to Teacher Educators' Feedback on Teaching Practice

ERIC Educational Resources Information Center

Yoon, Hye-Gyoung; Kim, Mijung; Kim, Byoung Sug; Joung, Yong Jae; Park, Young-Shin

2013-01-01

This study attempted to explore 15 Korean elementary pre-service teachers' views of inquiry teaching. During a science teaching methods course, pre-service teachers implemented a peer teaching lesson, had a group discussion to reflect on five teacher educators' comments on their first peer teaching practice, and revised and re-taught the lesson as…

[What is the Institutional Teaching Career?].

PubMed

Aguilar-Mejía, Estela

2006-01-01

The Instituto Mexicano del Seguro Social carries out a project of enormous relevance: to train health attention staff, which is its main function. The emergence and progress of a different concept and practice of teaching made possible the creation of the Institutional Teaching Career at the end of 2004. This achievement represents the acknowledgement of teaching practice, making possible the permanence, self-improvement and promotion of those professors truly committed to a teaching practice of greater importance at IMSS. The theoretical perspective that conceptually frames this career as well as the different categories of career professor implies an idea of education, as well as a teaching and improvement practice concept of health assistance that outlines a way in search of the perfection of both occupations (teaching and assistance) at the Instituto Mexicano del Seguro Social, with growing repercussions in its influence sphere.

Improving undergraduate STEM education: The efficacy of discipline-based professional development.

PubMed

Manduca, Cathryn A; Iverson, Ellen R; Luxenberg, Michael; Macdonald, R Heather; McConnell, David A; Mogk, David W; Tewksbury, Barbara J

2017-02-01

We sought to determine whether instructional practices used by undergraduate faculty in the geosciences have shifted from traditional teacher-centered lecture toward student-engaged teaching practices and to evaluate whether the national professional development program On the Cutting Edge (hereinafter Cutting Edge) has been a contributing factor in this change. We surveyed geoscience faculty across the United States in 2004, 2009, and 2012 and asked about teaching practices as well as levels of engagement in education research, scientific research, and professional development related to teaching. We tested these self-reported survey results with direct observations of teaching using the Reformed Teaching Observation Protocol, and we conducted interviews to understand what aspects of Cutting Edge have supported change. Survey data show that teaching strategies involving active learning have become more common, that these practices are concentrated in faculty who invest in learning about teaching, and that faculty investment in learning about teaching has increased. Regression analysis shows that, after controlling for other key influences, faculty who have participated in Cutting Edge programs and who regularly use resources on the Cutting Edge website are statistically more likely to use active learning teaching strategies. Cutting Edge participants also report that learning about teaching, the availability of teaching resources, and interactions with peers have supported changes in their teaching practice. Our data suggest that even one-time participation in a workshop with peers can lead to improved teaching by supporting a combination of affective and cognitive learning outcomes.

Improving undergraduate STEM education: The efficacy of discipline-based professional development

PubMed Central

Manduca, Cathryn A.; Iverson, Ellen R.; Luxenberg, Michael; Macdonald, R. Heather; McConnell, David A.; Mogk, David W.; Tewksbury, Barbara J.

2017-01-01

We sought to determine whether instructional practices used by undergraduate faculty in the geosciences have shifted from traditional teacher-centered lecture toward student-engaged teaching practices and to evaluate whether the national professional development program On the Cutting Edge (hereinafter Cutting Edge) has been a contributing factor in this change. We surveyed geoscience faculty across the United States in 2004, 2009, and 2012 and asked about teaching practices as well as levels of engagement in education research, scientific research, and professional development related to teaching. We tested these self-reported survey results with direct observations of teaching using the Reformed Teaching Observation Protocol, and we conducted interviews to understand what aspects of Cutting Edge have supported change. Survey data show that teaching strategies involving active learning have become more common, that these practices are concentrated in faculty who invest in learning about teaching, and that faculty investment in learning about teaching has increased. Regression analysis shows that, after controlling for other key influences, faculty who have participated in Cutting Edge programs and who regularly use resources on the Cutting Edge website are statistically more likely to use active learning teaching strategies. Cutting Edge participants also report that learning about teaching, the availability of teaching resources, and interactions with peers have supported changes in their teaching practice. Our data suggest that even one-time participation in a workshop with peers can lead to improved teaching by supporting a combination of affective and cognitive learning outcomes. PMID:28246629

Systematic use of closed-circuit television in a general practice teaching unit

PubMed Central

Irwin, W. George; Perrott, Jon S.

1981-01-01

We describe use of closed-circuit television in teaching general practice consulting skills in a new central teaching unit of a department of general practice. We explain how the system works, present a simple analysis of student performance in communicating with real and simulated patients and discuss the value of teaching from the consultation with closed-circuit television and video. PMID:7328539

The Continued Relevance of "Teaching to Transgress: Education as the Practice of Freedom"

ERIC Educational Resources Information Center

Bullen, Pauline E.

2012-01-01

In 1994, bell hooks' work, Teaching to Transgress--Education as the Practice of Freedom was first published and this work re-examines it for its intent to counter the devaluation of teaching and on the basis that it addresses the urgent need for changes in teaching practices. Because of the intransience of racism and the various "isms" that are…

A systematic approach to improve oral and maxillofacial surgery education.

PubMed

Rosén, A; Fors, U; Zary, N; Sejersen, R; Lund, B

2011-11-01

To improve teaching quality and student satisfaction, a new curriculum in Oral Surgery was implemented at Karolinska Institutet in 2007. This paper describes the curriculum change as well as the results regarding quality, satisfaction, cost-effectiveness and workload for teachers and staff. To design the new curriculum, all members of the teaching staff participated in a series of group discussions where problems with the previous curriculum were identified and ideas on how to improve the curriculum were discussed. Cost-effectiveness was evaluated by comparing the number of teaching sessions between the new and the old curriculum. A questionnaire was used to investigate the staffs' perceived change in workload and teaching quality. The students' satisfaction and attitudes to learning was screened for by on-line questionnaires. The large amount of passive observational teaching was considered as the main problem with the old curriculum. Half of these sessions were replaced by either clinical seminars or demonstrations performed in an interactive form. Students rated the new curriculum as a clear improvement. Analyses of time and cost-effectiveness showed a decrease in teaching sessions by almost 50%. Generally, the teachers were more positive towards the changes compared to the non-teaching staff. The students rated the new type of learning activities relatively high, whilst the traditional observational teaching was seen as less satisfactory. They preferred to learn in a practical way and few indicated analytic or emotional preferences. The majority of the students reported a good alignment between the new course curriculum and the final exam. 2011 John Wiley & Sons A/S.

Resident evaluation of clinical teachers based on teachers' certification.

PubMed

Steiner, Ivan P; Yoon, Philip W; Kelly, Karen D; Diner, Barry M; Donoff, Michel G; Mackey, Duncan S; Rowe, Brian H

2003-07-01

To examine the influence of emergency medicine (EM) certification of clinical teaching faculty on evaluations provided by residents. A prospective cohort analysis was conducted of assessments between July 1994 and July 2000 on residents' evaluations of EM faculty at the University of Alberta, Edmonton, Canada. Resident- and faculty-related variables were entered anonymously using the validated evaluation tool (ER Scale). Credentialing and demographic information on EM faculty was supplemented by data obtained through a nine-question survey. Groups were compared using ANOVA. The 562 residents returned 705 (91%) valid evaluation sheets on 115 EM faculty members. The four domains of didactic teaching, clinical teaching, approachability, and helpfulness were assessed. The majority of ratings were in the very good or superb categories for each domain. Instructors with certification in EM had higher scores in didactic, clinical teaching compared with others, and teachers without national certification scored lower in the helpful and approachable categories (p < 0.05). The route of obtaining EM certifications either through training or practice eligibility did not affect scores. Instructors under the age of 40 years had higher scores than the older age groups in three of four categories (p < 0.05). Instructors working at the teaching sites on a half-time basis received higher scores than those working full-time, and scores varied based on site. Overall, teaching ratings improved over the study period (p < 0.05). Significant differences exist among instructors in the EM setting that affect their teaching rating scores. National certification in EM, academic track, rotation year, and site are all correlated with better teaching performance.

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.

Sharing a Birthday Cake

ERIC Educational Resources Information Center

Switzer, J. Matt

2016-01-01

National Council of Teachers of Mathematics' (NCTM's) "Principles to Actions: Ensuring Mathematical Success for All" outlines eight teaching practices for effective teaching and learning of mathematics (NCTM 2014). One of the teaching practices, "elicit and use evidence of student thinking," states, "Effective teaching of…

Reflections on Teaching Referencing: What Four Case Studies Can Tell Us about Developing Effective Teaching Strategies

ERIC Educational Resources Information Center

Hyland, Theresa

2010-01-01

Two contradictions are inherent in our research into referencing practices and the subsequent development of teaching strategies to remedy inappropriate practices. First, aggregate studies and teaching strategies that tend toward a one-size-fits-all formula for researching and teaching referencing do not consider individual differences in…

Teaching with Technology. Teaching in Focus. No. 12

ERIC Educational Resources Information Center

OECD Publishing, 2015

2015-01-01

Information and communication technology (ICT) use has been identified as one of the more active teaching practices, which promote skills students need for success. And yet, less than 40% of teachers across Teaching and Learning International Survey (TALIS) countries report using ICT as a regular part of their teaching practice. Shortages in…

[A new teaching mode improves the effect of comprehensive experimental teaching of genetics].

PubMed

Fenghua, He; Jieqiang, Li; Biyan, Zhu; Feng, Gao

2015-04-01

To improve the research atmosphere in genetics experimental teaching and develop students' creativity in research, we carried out a reform in comprehensive experimental teaching which is one of important modules for genetics practice. In our new student-centered teaching mode, they chose research topics, performed experiments and took innovative approaches independently. With the open laboratory and technical platform in our experimental teaching center, students finished their experiments and were required to write a mini-research article. Comprehensive experimental teaching is a scientific research practice before they complete their thesis. Through this teaching practice, students' research skills in experimental design and operation, data analysis and results presentation, as well as their collaboration spirit and innovation consciousness are strengthened.

Virtual school teacher's science efficacy beliefs: The effects of community of practice on science-teaching efficacy beliefs

NASA Astrophysics Data System (ADS)

Uzoff, Phuong Pham

The purpose of this study was to examine how much K-12 science teachers working in a virtual school experience a community of practice and how that experience affects personal science-teaching efficacy and science-teaching outcome expectancy. The study was rooted in theoretical frameworks from Lave and Wenger's (1991) community of practice and Bandura's (1977) self-efficacy beliefs. The researcher used three surveys to examine schoolteachers' experiences of a community of practice and science-teaching efficacy beliefs. The instrument combined Mangieri's (2008) virtual teacher demographic survey, Riggs and Enochs (1990) Science-teaching efficacy Beliefs Instrument-A (STEBI-A), and Cadiz, Sawyer, and Griffith's (2009) Experienced Community of Practice (eCoP) instrument. The results showed a significant linear statistical relationship between the science teachers' experiences of community of practice and personal science-teaching efficacy. In addition, the study found that there was also a significant linear statistical relationship between teachers' community of practice experiences and science-teaching outcome expectancy. The results from this study were in line with numerous studies that have found teachers who are involved in a community of practice report higher science-teaching efficacy beliefs (Akerson, Cullen, & Hanson, 2009; Fazio, 2009; Lakshmanan, Heath, Perlmutter, & Elder, 2011; Liu, Lee, & Lin, 2010; Sinclair, Naizer, & Ledbetter, 2010). The researcher concluded that school leaders, policymakers, and researchers should increase professional learning opportunities that are grounded in social constructivist theoretical frameworks in order to increase teachers' science efficacy.

A comparison of observed teaching practices with teacher perceptions of their teaching during and following major funding

NASA Astrophysics Data System (ADS)

Kimble, Larry Lee

The purposes of this study were: (1) to determine how the teaching practices of eight exemplary Iowa teachers changed over time (1994--1999); (2) to investigate discrepancies between the perceptions of teaching compared with actual performance of these behaviors exhibited in videotapes of their teaching; and (3) to determine how STS/Constructivist teaching behaviors changed after major NSF funding. Data were collected at multiple times over a five year period. Quantitative data included use of the ESTEEM for evaluating three consecutive days of "best" teaching on the part of the eight teachers. The TPI and CLES were used for measuring perceptions of the teachers. Interviews concerning classrooms and teaching practices were conducted. Assessment and teaching methods were also reviewed. Major findings include: (1) Teaching practices indicate that all eight teachers achieved expert status in all four areas measured by the ESTEEM. These include (1) facilitating the learning process from a constructivist perspective; (2) content-specific pedagogy related to student understanding; (3) adjustments in strategies based on interactions with the students; and (4) teacher knowledge of subject matter. Constructivist practices improved significantly at each data sampling over the studied period (significant at the .05 level). (2) Teacher perceptions of their constructivist teaching practices as measured by the TPI and CLES were very high. This was especially true for the CLES where five areas of constructivist teaching were evaluated, namely: (1) personal relevance; (2) scientific uncertainty; (3) critical voice; (4) shared control, and (5) student negotiations. The perceptions continued to improve over the studied period (significant at the .05 level). (3) Similarities between teacher observed practices and their perceptions of their teaching were noted. In many cases, the actual practices were observed to be better. (4) The teachers improved regarding wait-time between teacher questions and student responses. (5) The teachers asked fewer questions, but developed classes with more student-student interaction. (6) Assessment strategies used by the eight teachers continued to improve and were often an integral part of instruction. (7) The eight teachers continued to grow and improve with respect to constructivist strategies two years after major NSF funding.

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

PubMed

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

2014-03-19

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

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

PubMed Central

2014-01-01

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

Teaching Residents Practice-Management Knowledge and Skills: An "in Vivo" Experience

ERIC Educational Resources Information Center

Williams, Laurel Lyn

2009-01-01

Objective: This article explores the relevant data regarding teaching psychiatric residents practice management knowledge and skills. This article also introduces a unique program for teaching practice management to residents. Methods: A literature search was conducted through PubMed and "Academic Psychiatry". Additionally residents…

Classroom Practices in Teaching English--1965-66: A Third Report of the NCTE Committee to Report Promising Practices in the Teaching of English.

ERIC Educational Resources Information Center

National Council of Teachers of English, Champaign, IL.

The 13 articles in this report fall into four categories: programs for the culturally disadvantaged, teaching composition, curriculum revision, and detailed classroom practices. Mildred A. Dawson outlines compensatory programs used in Sacramento, California, to prevent drop-outs; Lois Grose concentrates on the pattern-practice method of teaching…

Teachers' Knowledge and Use of Evidence-Based Teaching Practices for Students with Emotional and Behavior Disorders in Saudi Arabia

ERIC Educational Resources Information Center

Alhossein, Abdulkarim

2016-01-01

During the last decade, scholars and policymakers have emphasized the importance of using evidence-based practices in teaching students with disabilities. One barrier to using these practices might be teachers' lack of knowledge about them. This study investigated teachers' knowledge and use of evidence-based teaching practices (EBTPs) for…

The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life (by Parker J. Palmer)

NASA Astrophysics Data System (ADS)

Hurt Middlecamp, Reviewed By Catherine

1999-12-01

Most of us would willingly - perhaps even passionately - tackle the question of what we should teach our students. Similarly, we are likely to engage in a conversation about how we teach and our preferences for organizing classroom time and structures. Although the question of why we teach may be raised less often (and perhaps with a hint of sarcasm), this too is a question to which most can offer a thoughtful response. An entirely different matter, however, is the question of who is the person teaching. This who involves the inner realms of one's heart, mind, and soul. How does our identity affect the teaching and learning processes? As we teach, what paths are we following intellectually, emotionally, or even spiritually? How do these paths influence our relationship to our content and to our students? With an engaging honesty, Parker Palmer pursues these questions in The Courage to Teach: Exploring the Inner Landscape of A Teacher's Life. At the outset he points out (p 4): I have no quarrel with the what or how or why questions - except when they are posed as the only questions worth asking. All of them can yield important insights into teaching and learning. But none of them opens up the territory I want to explore in this book: the inner landscape of the teaching self. One might well question why those of us teaching chemistry should be interested in examining ourselves as part of the teaching equation. Isn't scientific knowledge supposed to be as objective as we can make it? Isn't it better for us to check our emotional or intellectual baggage at the classroom door, rather than to taint the content with our biases? Or perhaps more directly stated, is it not more practical and a better use of our time to simply deal with the realities of the day-to-day classroom issues? Admittedly these are fair questions. However, to become stuck on them is to miss the opportunities for reflection and growth as teachers that Palmer's book offers. Simply put, people teach. Without putting the human factor into the teaching equation, you miss one of the key variables. In the early chapters, Palmer offers the readers simple statements to entice them to delve more deeply into his later discussions. "Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher," or, "Bad teachers distance themselves from the subject they are teaching - and in the process, from their students," or ultimately, "Only one resource is at my immediate command: my identity, my selfhood, my sense of this 'I' who teaches - without which I have no sense of the 'Thou' who learns." Readers can expect to find both ideas and a personal honesty on Palmer's part that inspires one to accept human limitations and evokes a gentle chuckle at our good days...and at our bad ones as well. Palmer has strong credentials to write about the self as teacher. In recent years, he has been a visiting faculty member at Beloit College, Berea College, and Georgetown University. Over past few decades, he has written extensively on the teaching and learning process, including To Know as We Are Known: Education as a Spiritual Journey (1983). He holds a Ph.D. from the University of California at Berkeley and has lived and taught in a variety of settings and communities around the globe. Woven through his writings is a sense of both the human and the spiritual dimensions of being a teacher. Thus, those who most might appreciate his reflections are comfortable with language drawn from spiritual traditions. Palmer spent a number of years as teacher and writer-in-residence at Pendle Hill, a Quaker community in Pennsylvania, and the respect and appreciation that he holds for silence and reflection come through in his writing. Expect to find no religious dogma or prescriptions in what he offers. What might those of us who teach chemistry expect to gain from this book? One possibility offered at the start is his examination of fear as a part of human nature that affects our teaching. Chapter 3 is entitled "A Culture of Fear: Education and the Disconnected Life". He admits his own anxieties and their consequences (p 29): Driven by my fear, ...I strive to make my on-stage performance slicker and smoother - and in the process make it less and less likely that my students will learn anything other than how to cover up and show off. I conceal my own fear and am unable to weave the fabric of connectedness that teaching and learning require. He poses to the reader the question of how we can transcend fear and reconnect with reality for the sake of teaching and learning. As we train our teaching staff members and future chemistry teachers, both directly (by what we say) and indirectly (by who we are), a discussion of this fear within might set the tone for more honest dialogue about ourselves as teachers. Another possibility is his discussion of the concept of paradox in teaching in learning. In Chapter 6, entitled "The Hidden Wholeness: Paradox in Teaching and Learning", he notes that our tendency to categorize and divide can have severe consequences. For example, we separate head from heart, facts from feelings, theory from practice, and teaching from learning. As a result, we may produce "minds that do not know how to feel and hearts that do not know how to think" or "teachers who talk but do not listen and students who listen but do not talk." Quoting Niels Bohr, he points out "the opposite of a true statement is a false statement, but the opposite of a profound truth can be another profound truth." Palmer explains (p 66): Paradoxical thinking requires that we embrace a view of the world in which opposites are joined, so that we can see the world clearly and see it whole. ...The result is a world more complex and confusing than the one made simplistic by either/or thought - but that simplicity is merely the dullness of death. When we think things together, we reclaim the life force in the world, in our students, in ourselves. As we teach our courses, we might similarly reflect on the consequences of the categories we use. For example, in using the categories majors and non-majors, we may not be recognizing the strengths that both bring. In viewing science as distinct from other fields, we may lose the real-world connections of science to society. And in focusing on finding "the answer" to textbook and exam questions, we may miss the possibility of there being several (or no) possible answers. In the final chapters, Palmer writes about community and what we can gain by both teaching in community and learning from our colleagues in community. In regard to the latter, he notes the "privatization" of what we do, that is, our tendency to teach solo and out of collegial sight. As a result, we have little or no shared experience related to our teaching and therefore don't tend to speak with our colleagues about what happened or needs to happen next. He points out (p 144) that When any function is privatized, the most likely outcome is that people will perform it conservatively, refusing to stray far from the silent consensus on what "works"even when it clearly does not. In Palmer's opinion, teaching at the college level has evolved slowly because of its privatization. If we were to engage in "good talk about good teaching", this would "enhance both our professional practice and the selfhood from which it comes." He views these conversations as a "professional obligation" that we should expect of ourselves and of others. In these chapters, the reader will find practical suggestions for how a more public discourse about teaching could be accomplished. As one might guess, I have been a fan of Palmer's books over the years. His writings have withstood the test of time and continue to offer thoughtful reflections to any interested in the art of teaching in its many dimensions. As might be expected, my copy of this book has had no time to gather dust on my shelf, as it keeps making the rounds. If by now somebody hasn't loaned you a copy of The Courage to Teach, you might want to get your own. More likely than not, there will be a hole in your bookshelf where it belongs.

What motivates general practitioners to teach.

PubMed

Thomson, Jennifer; Haesler, Emily; Anderson, Katrina; Barnard, Amanda

2014-04-01

The Australian general practitioner (GP) teaching workforce will need to expand in order to provide for the increasing number of medical students and doctors-in-training. Understanding factors that motivate GPs to become involved in teaching in their clinical practice environments is important for developing recruitment and retention strategies. Thirty-one semi-structured interviews were conducted with a cross section of GP teachers and were subjected to thematic analysis. Themes were identified and further classified as motivations and prerequisites for teaching. The desire to update clinical knowledge was the most frequently mentioned motivation for teaching, and was described as a strategy for GP teachers to preserve clinical competence through the opportunity to learn new aspects of medicine from junior colleagues. Other motivations included personal fulfillment and enjoyment of teaching, the opportunity to pass on general practice skills and knowledge, promoting general practice as a career, and fulfilling a sense of responsibility to the profession and community. Peers, students and patients also influenced the decision to teach. Most GPs identified that time, workload, availability of space and adequate financial remuneration were prerequisites for teaching. Practice owners also often determined the GP teachers' capacity to teach. To increase the recruitment and retention of GP teachers, it is recommended that teaching organisations give more recognition to teaching as a clinical professional development activity, place more emphasis on GPs' personal enjoyment, professional responsibility and pride in teaching, and increase engagement with practice owners. © 2014 John Wiley & Sons Ltd.

The Teaching Practices Inventory: A New Tool for Characterizing College and University Teaching in Mathematics and Science

PubMed Central

Gilbert, Sarah

2014-01-01

We have created an inventory to characterize the teaching practices used in science and mathematics courses. This inventory can aid instructors and departments in reflecting on their teaching. It has been tested with several hundred university instructors and courses from mathematics and four science disciplines. Most instructors complete the inventory in 10 min or less, and the results allow meaningful comparisons of the teaching used for the different courses and instructors within a department and across different departments. We also show how the inventory results can be used to gauge the extent of use of research-based teaching practices, and we illustrate this with the inventory results for five departments. These results show the high degree of discrimination provided by the inventory, as well as its effectiveness in tracking the increase in the use of research-based teaching practices. PMID:25185237

The Practice of Foreign Language Teaching.

ERIC Educational Resources Information Center

Cajkler, Wasyl; Addelman, Ron

This book on aspects of modern foreign language teaching is written for trainee, new, and experienced teachers of students aged 11-16 and is intended as a practical source of information. The discussion of specific teaching issues includes implications for classroom practice. While not directly addressing Britain's new National Curriculum, it does…

Uses of Technology to Support Reflective Teaching Practices

ERIC Educational Resources Information Center

Brent, Wayne

2010-01-01

This dissertation researched and reported on how technology was used to facilitate and inform reflective teaching practices. It also identified the characteristics of benefits and barriers in using technology for teaching and reflection. The study, descriptive in nature, was designed to determine the reflective practices of instructors and how…

Pre-Service Physics Teachers' Metacognitive Knowledge about Their Instructional Practices

ERIC Educational Resources Information Center

Yerdelen-Damar, Sevda; Özdemir, Ömer Faruk; Ünal, Cezmi

2015-01-01

This study aims to investigate pre-service physics teachers' metacognitive knowledge about their teaching practices. The participants included six pre-service physics teachers. A taxonomy of metacognition for teaching was developed to analyze the level of pre-service physics teachers' metacognitive knowledge about their teaching practices.…

Resistance and Disidentification in Reflective Practice with Preservice Teaching Interns

ERIC Educational Resources Information Center

Middleton, Michael; Abrams, Eleanor; Seaman, Jayson

2011-01-01

Teachers who engage in reflective practices are better able to recognize the complexity of teaching, use judgment to choose appropriate strategies for teaching and learning in their specific contexts, and experience improved self-confidence. For these reasons, many teacher education programs emphasize self-reflective practice. Self-reflective…

Developing Culturally Responsive Teaching through Professional Noticing within Teacher Educator Modelling

ERIC Educational Resources Information Center

Averill, Robin; Anderson, Dayle; Drake, Michael

2015-01-01

Much evidence exists that culturally responsive and equitable teaching practices are challenging to develop. Evidence exists that in-the-moment coaching of "rehearsals" of practice can help foster mathematics teaching strategies, but how such coaching can assist the development of culturally responsive practice is less clear. Drawn from…

Teachers' Practices and Mental Models: Transformation through Reflection on Action

ERIC Educational Resources Information Center

Manrique, María Soledad; Sánchez Abchi, Verónica

2015-01-01

This contribution explores the relationship between teaching practices, teaching discourses and teachers' implicit representations and mental models and the way these dimensions change through teacher education (T.E). In order to study these relationships, and based on the assumptions that representations underlie teaching practices and that T.E…

Student Responses to an ICT-Based E-Assessment Application for the Teaching Practicum/Teaching Practice MODULE

ERIC Educational Resources Information Center

Davids, M. Noor

2017-01-01

Situated within the context of Initial Teacher Education (ITE) in South Africa, this study introduces the notion of an interactive Teaching Practicum E- Assessment application: e-assessment application for the teaching practicum/Teaching Practice module to replace the current model of assessment. At present students enrolled for an Initial Teacher…

Peer Review of Teaching: Sharing Best Practices

ERIC Educational Resources Information Center

Golparian, Shaya; Chan, Judy; Cassidy, Alice

2015-01-01

In this paper, we share examples of best peer review of teaching practices, drawing on our involvement in the design and implementation of the Peer Review of Teaching program at the Centre for Teaching, Learning and Technology. We review the history of the Peer Review of Teaching Initiative at the University of British Columbia and explain key…

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

ERIC Educational Resources Information Center

Justice, Nicola; Zieffler, Andrew; Garfield, Joan

2017-01-01

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

Student views on the effective teaching of physical examination skills: a qualitative study.

PubMed

Martens, Merel J C; Duvivier, Robbert J; van Dalen, Jan; Verwijnen, G Maarten; Scherpbier, Albert J J A; van der Vleuten, Cees P M

2009-02-01

The lack of published studies into effective skills teaching in clinical skills centres inspired this study of student views of the teaching behaviours of skills teachers. We organised focus group discussions with students from Years 1-3 of a 6-year undergraduate medical curriculum. A total of 30 randomly selected students, divided into three groups, took part in two sessions. They discussed what teaching skills helped them to acquire physical examination skills. Students' opinions related to didactic skills, interpersonal and communication skills and preconditions. Students appreciated didactic skills that stimulate deep and active learning. Another significant set of findings referred to teachers' attitudes towards students. Students wanted teachers to be considerate and to take them seriously. This was reflected in student descriptions of positive behaviours, such as: 'responding to students' questions'; 'not exposing students' weaknesses in front of the group', and '[not] putting students in an embarrassing position in skill demonstrations'. They also appreciated enthusiasm in teachers. Important preconditions included: the integration of skills training with basic science teaching; linking of skills training to clinical practice; the presence of clear goals and well-structured sessions; good time management; consistency of teaching, and the appropriate personal appearance of teachers and students. The teaching skills and behaviours that most facilitate student acquisition of physical examination skills are interpersonal and communication skills, followed by a number of didactic interventions, embedded in several preconditions. Findings related to interpersonal and communication skills are comparable with findings pertaining to the teaching roles of tutors and clinical teachers; however, the didactic skills merit separate attention as teaching skills for use in skills laboratories. The results of this study should be complemented by a study performed in a larger population and a study exploring teachers' views.

Design of a Soil Science practical exercise to understand the soil carbon sequestration after biochar addition

NASA Astrophysics Data System (ADS)

Gascó, Gabriel; Cely, Paola; Saa-Requejo, Antonio; Mendez, Ana; Antón, Jose Manuel; Sánchez, Elena; Moratiel, Ruben; Tarquis, Ana M.

2014-05-01

The adaptation of the Universities to European Higher Education Area (EHEA) involves changes in the learning system. Students must obtain specific capabilities in the different degrees or masters. For example, in the degree of Agronomy at the Universidad Politécnica de Madrid (UPM, Spain), they must command Soil science, Mathematics or English. Sometimes, There is not a good communication between teachers and it causes that students do not understand the importance of the different subjects of a career. For this reason, teachers of the Soil Science and Mathematics Departments of the UPM designed a common practice to teach to the students the role of soil on the carbon sequestration. The objective of this paper is to explain the followed steps to the design of the practice. Acknowledgement to Universidad Politécnica de Madrid for the Projects in Education Innovation IE12_13-02009 and IE12_13-02012.

Design of a Soil Science practical exercise to understand the carbon sequestration in soil after biochar application

NASA Astrophysics Data System (ADS)

Gascó, Gabriel; Méndez, Ana; Antón, José Manuel; Grau, Juan; Sánchez, María Elena; Moratiel, Rubén; María Tarquis, Ana

2013-04-01

The adaptation of the Universities to European Higher Education Area (EHEA) involves changes in the learning system. Students must obtain specific capabilities in the different degrees or masters. For example, in the degree of Agronomy at the Universidad Politécnica de Madrid (UPM,Spain), they must command Soil science, Mathematics or English. Sometimes, There is not a good communication between teachers and it causes that students do not understand the importance of the different subjects of a career. For this reason, teachers of the Soil Science and Mathematics Departments of the UPM designed a common practice to teach to the students the importance of Soil Science and Mathematics in the study of carbon sequestration in a soil treated by biochar. The objective of this paper is to explain the followed steps to the design of the practice.

Living Gerontology: Providing Long-Distance, Long-term Care.

PubMed

Kivnick, Helen Q

2017-02-01

My own living and working through normative family transitions of parent care (as both a professional gerontologist and an intergenerational family member) facilitated five important kinds of growth: (a) providing parent care with optimal integrity; (b) understanding, elaborating, and teaching life-cycle theory with increasing depth; (c) using this theory to enrich practice approaches to long-term care; (d) identifying valuable new research directions; and (e) creating a multidimensional professional life that furthers theoretical development and identifies practice principles that promote individual, familial, and societal experiences of a "good old age." This reflective essay addresses these different kinds of growth, as they emerged from and contribute to the ever-developing gerontological domains of theory and practice. © The Author 2016. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

US Urban Elementary Teachers' Knowledge and Practices in Teaching Science to English Language Learners: Results from the First Year of a Professional Development Intervention

ERIC Educational Resources Information Center

Santau, Alexandra O.; Secada, Walter; Maerten-Rivera, Jaime; Cone, Neporcha; Lee, Okhee

2010-01-01

The study examined US elementary teachers' knowledge and practices in four key domains of science instruction with English language learning (ELL) students. The four domains included: (1) teachers' knowledge of science content, (2) teaching practices to promote scientific understanding, (3) teaching practices to promote scientific inquiry, and (4)…

How Educators Conceptualize and Teach Reflective Practice: A Survey of North American Pediatric Medical Educators.

PubMed

Butani, Lavjay; Bannister, Susan L; Rubin, Allison; Forbes, Karen L

2017-04-01

The objectives of this study were to explore pediatric undergraduate medical educators' understanding of reflective practice, the barriers they face in teaching this, the curricular activities they use, and the value they assign to reflective practice. Nine survey questions were sent to members of the Council on Medical Student Education in Pediatrics, an international pediatric undergraduate medical educator group. Quantitative data were analyzed using descriptive statistics. Open-ended responses were analyzed qualitatively through an iterative process to establish themes representing understanding of reflective practice and barriers in teaching this. Respondents representing 56% of all North American schools answered at least 1 survey question. Qualitative analysis of understanding of reflection revealed 11 themes spanning all components of reflective practice, albeit with a narrow view on triggers for reflection and a lower emphasis on understanding the why of things and on perspective-taking. The most frequent barriers in teaching this were the lack of skilled educators and limited time. Most respondents valued reflective skills but few reported confidence in their ability to teach reflection. Several curricular activities were used to teach reflection, the most common being narrative writing. Pediatric undergraduate medical educators value reflection and endorse its teaching. However, many do not have a complete understanding of the construct and few report confidence in teaching this. Implementing longitudinal curricula in reflective practice may require a culture change; opportunities exist for faculty development about the meaning and value of reflective practice and how best to teach this. Copyright © 2016 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Good Teaching Starts Here: Applied Learning at the Graduate Teaching Assistant Institute

ERIC Educational Resources Information Center

Parker, Michele A.; Ashe, Diana; Boersma, Jess; Hicks, Robert; Bennett, Victoria

2015-01-01

Increasingly, graduate teaching assistants serve as the primary instructors in undergraduate courses, yet research has shown that training and development for these teaching assistants is often lacking in programs throughout the United States and Canada. Providing mentoring and skill development opportunities for graduate teaching assistants is…

Assessing Accomplished Teaching: Good Strides, Great Challenges

ERIC Educational Resources Information Center

Norman, Antony D.

2010-01-01

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

Teaching residents practice-management knowledge and skills: an in vivo experience.

PubMed

Williams, Laurel Lyn

2009-01-01

This article explores the relevant data regarding teaching psychiatric residents practice management knowledge and skills. This article also introduces a unique program for teaching practice management to residents. A literature search was conducted through PubMed and Academic Psychiatry. Additionally residents involved in the training program for practice management were given an anonymous survey to complete. There were no randomized, controlled trials in the academic psychiatric field concerning the topic of practice management. The responses to the resident survey (n=10) indicated a modest improvement in residents' perception of receiving adequate training and exposure to practice management knowledge and skills. The available research suggests that many residents and faculty believe that practice management knowledge and skills are still not adequately addressed. The Baylor Clinic practice management program may be one possible solution for integrating the teaching of practice management knowledge and skills. More research on this topic is needed.

Collegiate Mathematics Teaching: An Unexamined Practice

ERIC Educational Resources Information Center

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

2010-01-01

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

Attitude and confidence of undergraduate medical programme educators to practice and teach evidence-based healthcare: a cross-sectional survey.

PubMed

Young, Taryn; Esterhuizen, Tonya M; Volmink, Jimmy; Clarke, Mike

2016-06-01

Medical student educators play critical roles in evidence-based healthcare (EBHC) teaching and learning and as role models practicing EBHC. This study assessed their confidence to practice and teach EBHC, their attitude to EBHC and barriers to practicing and teaching EBHC. We conducted a cross-sectional online survey of educators of undergraduate medical students at a South African academic institution. STATA 12 was used for quantitative data analysis. Responses to open-ended questions were coded, and further interpretation done using thematic content analysis. Forty two (19%) educators from various departments responded to the invitation sent to everyone formally involved in teaching undergraduate medical students. They had high levels of knowledge and understanding of EBHC. Many had received training in teaching and learning approaches, although EBHC training received was mainly on enabling competencies. Limitations to practicing EBHC included lack of time, clinical workload, limited access to Internet and resources, knowledge and skills. One quarter of the respondents indicated that they teach EBHC. Perceived barriers to teaching EBHC reported related to students (e.g. lack of interest), context (e.g. access to databases) and educators (e.g. competing priorities). Respondents' suggestions for support included reliable Internet access, easy point-of-care access to databases and resources, increasing awareness of EBHC, building capacity to practice and facilitate learning of EBHC and a supportive community of practice. Educators play a critical role in facilitating EBHC learning not just in the classroom, but also in practice. Without adequate support, training and development, they are ill equipped to be the role models future healthcare professionals need.

Psychometric testing of inventory of beliefs and attitudes on domestic violence.

PubMed

Hutchinson, Marie; Doran, Frances

2017-06-22

Background Domestic violence (DV) is an international public health issue associated with adverse health outcomes for adults and children. There have been widespread calls to increase nurses' capacity to respond to DV and improve undergraduate nursing education in this area. However, there are few valid, reliable and contemporary measures of nursing attitudes towards and beliefs concerning DV that are suited for use in evaluating education programmes. Aim To establish the psychometric properties of a newly developed inventory designed to measure nursing students' beliefs about and attitudes towards DV. Discussion Exploratory factor analysis identified five factors, with a Cronbach's alpha of 0.646. The few factors loading>.80 suggest that the instrument has good discriminate validity. The absence of cross-loadings indicate good convergent validity. Conclusion The inventory provides one of the first validated and reliable measures for examining undergraduate nursing students' attitudes towards and beliefs about DV. Implications for practice The instrument is suited for use by nurse educators in assessing the influence of curriculum design and teaching strategies on student beliefs and attitudes. It would also be useful in studies investigating nurses' clinical practice on domestic violence.

An Exploration of the Preparation and Organization of Teaching Practice Exercise to Prospective Science and Mathematics Teachers toward Improving Teaching Profession at Morogoro Teachers' College

ERIC Educational Resources Information Center

Mungure, Daudi Mika

2016-01-01

This paper explored the preparation and organization of teaching practice exercise to prospective science and mathematics teachers in Tanzania teachers college specifically Morogoro Teachers' College toward improving teaching profession. Due to the challenges stated by different scholars on preparation and organization of teaching practice…

A Multiple-Case Study on the Impact of Teacher Professional Development for Online Teaching on Face-to-Face Classroom Teaching Practices

ERIC Educational Resources Information Center

Parra, Julia Lynn

2010-01-01

Today's teachers need preparation, support, and professional development to help them change their curriculum and teaching practices. One area of potential for this preparation, support, and professional development is currently being evidenced in the field of online teaching and learning. In preparing teachers for teaching online, research…

Good teaching is good teaching: A narrative review for effective medical educators.

PubMed

Berman, Anthony C

2015-01-01

Educators have tried for many years to define teaching and effective teachers. More specifically, medical educators have tried to define what characteristics are common to successful teachers in the healthcare arena. The goal of teacher educators has long been to determine what makes an effective teacher so that they could do a better job of preparing future teachers to have a positive impact on the learning of their students. Medical educators have explored what makes some of their colleagues more able than others to facilitate the development of healthcare professionals who can successfully and safely meet the needs of future patients. Although there has historically been disagreement regarding the characteristics that need be developed in order for teachers to be effective, educational theorists have consistently agreed that becoming an effective teacher is a complex task. Such discussions have been central to deciding what education at any level is really all about. By exploring the literature and reflecting upon the personal experiences encountered in his lengthy career as a teacher, and as a teacher of teachers, the author reaches the conclusions that teaching is both art and science, that "good teaching is good teaching" regardless of the learning environment or the subject to be explored, and that the characteristics making up an effective medical educator are really not much different than those making up effective educators in any other area. © 2015 American Association of Anatomists.

An Investigation into Good Teaching Traits

ERIC Educational Resources Information Center

Korte, Leon; Lavin, Angeline; Davies, Thomas

2013-01-01

Undergraduate and graduate students at an AACSB International accredited Midwestern business school were surveyed about their perceptions of traits that might contribute to good teaching. Thirty-five traits were presented for evaluation. Students scored each trait and identified the items they perceived as the five most important and the five…

Power and Caution: The Ethics of Self-Disclosure

ERIC Educational Resources Information Center

Ejsing, Anette

2007-01-01

Good teaching is both powerful and cautious. It is powerful insofar as it creates engaged students. Because an engaged mind is particularly receptive, however, good teaching is also cautious insofar as it provides students with focused guidance through the process of appropriating the learning material. This article reflects critically on…

Core Practices for Teaching History: The Results of a Delphi Panel Survey

ERIC Educational Resources Information Center

Fogo, Bradley

2014-01-01

Recent education literature and research has focused on identifying effective core teaching practices to inform and help shape teacher education and professional development. Although a rich literature on the teaching and learning of history has continued to develop over the past decade, core practice research has largely overlooked…

Authenticity through Reflexivity: Connecting Teaching Philosophy and Practice

ERIC Educational Resources Information Center

Jenkins, Catherine

2011-01-01

Adult educators have strong beliefs. This will surprise no-one, but where do their beliefs come from, and how do they influence future development of their teaching practice? Drawing on my PhD research, I explore the multi-directional relationship between teaching beliefs and practices, considering the influence of past traditions of adult…

A Comparison of Pedagogical Practices and Beliefs in International and Domestic Mathematics Teaching Assistants

ERIC Educational Resources Information Center

Kim, Minsu

2014-01-01

International and domestic mathematics teaching assistants (MTAs) are a critical part of mathematics education because they teach a substantial portion of low-level mathematics courses at research institutions. Even if there are several factors to build on MTAs' pedagogical practices, MTAs' beliefs significantly influence the MTAs' practices. The…

Practicing Democracy in the NCLB Elementary Classroom

ERIC Educational Resources Information Center

Davis, Margaret H.

2010-01-01

The practice of teaching democracy in school is diminishing. The implementation of No Child Left Behind (NCLB) has forced teachers to teach to the test, and has required some to follow scripted curriculum, leaving little time or incentive for teaching democracy. This study examines the importance of practicing democracy and identifies ways in…

Alaska State Professional Teaching Practices Commission (PTPC). Annual Report. Fiscal Year 1996.

ERIC Educational Resources Information Center

Green, Sanna

This annual report of the Alaska State Professional Teaching Practices Commission (PTPC) cites activities and services of the PTPC as authorized by Alaska Statutes, Title 14, Chapter 20, Article 5, entitled "The Professional Teaching Practices Act." In general, the Commission deals with matters of ethical and professional standards of…

Alaska State Professional Teaching Practices Commission (PTPC). Annual Report. Fiscal Year 1997.

ERIC Educational Resources Information Center

Green, Sanna

This annual report of the Alaska State Professional Teaching Practices Commission (PTPC) cites activities and services of the PTPC as authorized by Alaska Statutes, Title 14, Chapter 20, Article 5, entitled "The Professional Teaching Practices Act." In general, the Commission handles matters of ethical and professional standards of…

A Study of Culturally Responsive Teaching Practices of Adult ESOL and EAP Teachers

ERIC Educational Resources Information Center

Rhodes, Christy M.

2013-01-01

The purpose of this study was to examine how frequently adult education English for Speakers of Other Languages (ESOL) and English for Academic Purposes (EAP) teachers in Florida used specific culturally responsive teaching practices and how important they believed those practices were to their teaching. Using Ginsberg and Wlodkowski's…

A Convergence of Three: The Reflexive Capacity of Art Practice, Curriculum Design, and Pedagogy

ERIC Educational Resources Information Center

Baxter, Kristin

2014-01-01

What is the relationship between student teachers' studio art practice and pedagogy during the student teaching experience? What are the benefits of reflecting on connections between art teaching and artmaking after the student teaching experience? In developing one's art practice, art educators build conceptual frameworks for curriculum with…

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

ERIC Educational Resources Information Center

Varghese, Rani

2016-01-01

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

Teacher Trainers' Beliefs about Feedback on Teaching Practice: Negotiating the Tensions between Authoritativeness and Dialogic Space

ERIC Educational Resources Information Center

Louw, Stephen; Todd, Richard Watson; Jimarkon, Pattamawan

2016-01-01

Contradictory tensions are apparent during the feedback given to pre-service English language teachers by trainers following their practice teaching. Trainers' beliefs may serve as a resource in dealing with these conflicting tensions. Trainers' beliefs about the feedback they provide during teaching practice conferences were elicited, and…

Investigating the Efficacy of Practical Skill Teaching: A Pilot-Study Comparing Three Educational Methods

ERIC Educational Resources Information Center

Maloney, Stephen; Storr, Michael; Paynter, Sophie; Morgan, Prue; Ilic, Dragan

2013-01-01

Effective education of practical skills can alter clinician behaviour, positively influence patient outcomes, and reduce the risk of patient harm. This study compares the efficacy of two innovative practical skill teaching methods, against a traditional teaching method. Year three pre-clinical physiotherapy students consented to participate in a…

Teaching and Learning in a Community of Thinking

ERIC Educational Resources Information Center

Harpaz, Yoram

2005-01-01

The article develops a theory and practice for teaching and learning in a Community of Thinking. According to the theory, the practice of traditional schooling is based on four "atomic pictures": learning is listening; teaching is telling; knowledge is an object; and to be educated is to know valuable content. To change this practice of…

How to Improve the Relationship between Theory and Practice in Teacher Education

ERIC Educational Resources Information Center

Rasmussen, Jens; Rash-Christensen, Andreas

2015-01-01

The Expert in Teaching study pays special attention to the objective of connecting coursework more directly to practice in pre-service teacher education. The study was focused on developing better solutions to the problematic, weak, or even sometimes totally missing, link between theory (teaching at college) and practice (teaching internship) in…

Teaching HR Professionals: The Classroom as a Community of Practice

ERIC Educational Resources Information Center

Rowlands, Kate; Avramenko, Alex

2013-01-01

This paper introduces an innovative course design incorporating both communities of practice and reflective practice as a learning strategy for part-time learners in higher education. The new design has been applied to teaching HR practitioners in a UK-based business school. Findings indicate that the suggested way of organizing teaching and…

Quality Teaching and Learning as Practice within Different Disciplinary Discourses

ERIC Educational Resources Information Center

Wittek, Line; Habib, Laurence

2013-01-01

This article focuses on describing the interplay between teaching and learning practices in Higher Education and the disciplinary context of such practices. In particular, it aims to address the question of how course design, teaching, and learning activities take place within a particular academic culture and how those activities mutually shape…

Uncovering Barriers to Teaching Assistants (TAs) Implementing Inquiry Teaching: Inconsistent Facilitation Techniques, Student Resistance, and Reluctance to Share Control over Learning with Students.

PubMed

Gormally, Cara; Sullivan, Carol Subiño; Szeinbaum, Nadia

2016-05-01

Inquiry-based teaching approaches are increasingly being adopted in biology laboratories. Yet teaching assistants (TAs), often novice teachers, teach the majority of laboratory courses in US research universities. This study analyzed the perspectives of TAs and their students and used classroom observations to uncover challenges faced by TAs during their first year of inquiry-based teaching. Our study revealed three insights about barriers to effective inquiry teaching practices: 1) TAs lack sufficient facilitation skills; 2) TAs struggle to share control over learning with students as they reconcile long-standing teaching beliefs with newly learned approaches, consequently undermining their fledgling ability to use inquiry approaches; and 3) student evaluations reinforce teacher-centered behaviors as TAs receive positive feedback conflicting with inquiry approaches. We make recommendations, including changing instructional feedback to focus on learner-centered teaching practices. We urge TA mentors to engage TAs in discussions to uncover teaching beliefs underlying teaching choices and support TAs through targeted feedback and practice.

Teaching efficacy of nurses in clinical practice education: A cross-sectional study.

PubMed

Kim, Eun-Kyeung; Shin, Sujin

2017-07-01

Clinical nurses play a vital role in clinical practice education; thus, it is necessary to help clinical nurses have teaching efficacy through the development and application of systematic education programs. To identify nurses' teaching efficacy for clinical education and analyze the influencing factors of teaching efficacy. The study used a cross-sectional design. We used a convenience sample of 263 nurses from two hospitals. Teaching efficacy, general characteristics, and perception of clinical practice education were collected via self-reported questionnaires. Teaching efficacy was measured using Hwang's (2006) questionnaire, while perception of clinical practice education was measured using the Clinical Nurse Teacher Survey developed by Nishioka et al. (2014). Participants completed the questionnaire directly. The collected data were then analyzed using descriptive statistics, t-tests, ANOVAs, and multiple regression analysis with PASW Statistics 18.0. The mean total score of teaching efficacy was 72.5 (range 21-105). The leadership for students subscale had the highest score (3.56±0.59). The factors influencing teaching efficacy were length of clinical career (β=0.26, p<0.001) and perceptions of work satisfaction (β=0.20, p=.005), clinical supervisory relationship (β=0.18, p=.010), and nursing at the hospital ward (β=0.13, p=.029). Altogether, these variables explained 28% of the variance in teaching efficacy in nurses. Based on these results, nursing educators might need to develop greater confidence in their knowledge and enhance control of their teaching strategies. Nursing schools and hospitals might need to provide greater support and educational opportunities to nurse clinical practice instructors. Furthermore, constructing a system of cooperation between these colleges and educational hospitals, developing programs to enhance teaching efficacy, and identifying the clinical instructor's role are all necessary to promote clinical practice education. Copyright © 2017. Published by Elsevier Ltd.

Teaching Philosophy Statements: In-Service ESL Teachers' Practices and Beliefs

ERIC Educational Resources Information Center

Payant, Caroline

2017-01-01

In North American higher education settings, faculty are increasingly required to write teaching philosophy statements. In the field of English language teaching, there is a very narrow understanding of language teachers' practices of writing teaching philosophy statements and their potential benefits to individuals and to the professionalization…

Peer Observation of Teaching: A Decoupled Process

ERIC Educational Resources Information Center

Chamberlain, John Martyn; D'Artrey, Meriel; Rowe, Deborah-Anne

2011-01-01

This article details the findings of research into the academic teaching staff experience of peer observation of their teaching practice. Peer observation is commonly used as a tool to enhance a teacher's continuing professional development. Research participants acknowledged its ability to help develop their teaching practice, but they also…

Teachers' Conceptions of Excellent Teaching and Its Relationships to Self-Reported Teaching Practices

ERIC Educational Resources Information Center

Chen, Junjun; Brown, Gavin T. L.; Hattie, John A. C.; Millward, Pam

2012-01-01

This study surveyed Chinese middle school (n = 951) teachers' conceptions of excellent teaching and examined the relationship of those conceptions to their self-reported teaching practices. Responses were analyzed using confirmatory factor analysis and structural equation modeling. These teachers identified one examination-oriented dimension and…

The Cultivation of Cross-Cultural Communication Competence in Oral English Teaching Practice

ERIC Educational Resources Information Center

Sun, Chunyan

2015-01-01

This paper analyzes the main problems and difficulties in current college English oral English teaching practice, illustrates the relationship between oral English teaching and cross-cultural communication competence. On the one hand, cross-cultural communication plays an essential role in oral English teaching; besides, oral English teaching…

Beyond A-Level in the Teaching of French.

ERIC Educational Resources Information Center

Sanders, Carol, Ed.

The papers in this volume discuss practical approaches to some of the current problems of degree-level language teaching. Section one discusses non-literary registers in advanced language teaching including the use of texts in teaching, suggestions for a course in practical sociolinguistics, and exercises for advancing from paraphrase to an…

Education Resources Needed to Support the Teaching of Evidence-Based Practices

ERIC Educational Resources Information Center

Edmundson, Eldon; Gallon, Steve; Porter, John

2007-01-01

The Northwest Frontier Addiction Technology Transfer Center surveyed addiction educators, providers and policy makers in Northwest states and Hawaii to define teaching resources and barriers in the teaching of evidence-based practices for the preparation of addiction professionals. The top three teaching resource needs were example student…

Assessment Policy and Practice Effects on New Zealand and Queensland Teachers' Conceptions of Teaching

ERIC Educational Resources Information Center

Brown, Gavin T. L.; Lake, Robert; Matters, Gabrielle

2009-01-01

Teachers' thinking about four conceptions of teaching (i.e., apprenticeship-developmental, nurturing, social reform, and transmission) were captured using the "Teaching Perspectives Inventory" (TPI). New Zealand and Queensland have very similar teaching-related policies and practices but differences around assessment policies and…

Teaching Reform of Civil Engineering Materials Course Based on Project-Driven Pedagogy

NASA Astrophysics Data System (ADS)

Yidong, Xu; Wei, Chen; WeiguoJian, You; Jiansheng, Shen

2018-05-01

In view of the scattered experimental projects in practical courses of civil engineering materials, the poor practical ability of students and the disconnection between practical teaching and theoretical teaching, this paper proposes a practical teaching procedure. Firstly, the single experiment should be offered which emphasizes on improving the students’ basic experimental operating ability. Secondly, the compressive experiment is offered and the overall quality of students can be examined in the form of project team. In order to investigate the effect of teaching reform, the comparative analysis of the students of three grades (2014, 2015 and 2016) majored in civil engineering was conducted. The result shows that the students’ ability of experimental operation is obviously improved by using the project driven method-based teaching reform. Besides, the students’ ability to analyse and solve problems has also been improved.

Incorporating online teaching in an introductory pharmaceutical practice course: a study of student perceptions within an Australian University.

PubMed

Benino, Diana; Girardi, Antonia; Czarniak, Petra

2011-10-01

To examine student perceptions regarding online lectures and quizzes undertaken during a pharmaceutical practice course for first year undergraduate students enrolled in the Bachelor of Pharmacy course at an Australian University. The University uses a standard instrument to collect feedback from students regarding unit satisfaction. Data were collected for three different teaching modalities: traditional face-to-face, online and partially online. Descriptive statistics support that, from a student's perspective, partial online delivery is the preferred teaching methodology for an introductory pharmaceutical practice unit. This study has served to highlight that while there are a few points of significant difference between traditional and online teaching and learning, a combination of the two provides a reasonable avenue for teaching exploration. This result has implications for teaching practice generally, and within the pharmacy discipline, specifically.

Development of the teaching simulator based on animated film to strengthening pedagogical competencies of prospective teachers

NASA Astrophysics Data System (ADS)

Fatimah, Siti; Setiawan, Wawan; Kusnendar, Jajang; Rasim, Junaeti, Enjun; Anggraeni, Ria

2017-05-01

Debriefing of pedagogical competence through both theory and practice which became a requirement for prospective teachers were through micro teaching and teaching practice program. But, some reports from the partner schools stated that the participants of teaching practice program have not well prepared on implementing the learning in the classroom because of lacking the debriefing. In line with the development of information technology, it is very possible to develop a media briefing of pedagogical competencies for prospective teachers through an application so that they can use it anytime and anywhere. This study was one answer to the problem of unpreparedness participants of the teaching practice program. This study developed a teaching simulator, which was an application for learning simulation with the animated film to enhance the professional pedagogical competence prospective teachers. By the application of this teaching simulator, students as prospective teacher could test their own pedagogic competence through learning models with different varied characteristics of students. Teaching Simulator has been equipped with features that allow users to be able to explore the quality of teaching techniques that they employ for the teaching and learning activities in the classroom. These features included the election approaches, the student's character, learning materials, questioning techniques, discussion, and evaluation. Teaching simulator application provided the ease of prospective teachers or teachers in implementing the development of lessons for practice in the classroom. Applications that have been developed to apply simulation models allow users to freely manage a lesson. Development of teaching simulator application was passed through the stages which include needs assessment, design, coding, testing, revision, improvement, grading, and packaging. The application of teaching simulator was also enriched with some real instructional video as a comparison for the user. Based on the two experts, the media expert and education expert, stated that the application of teaching simulator is feasible to be used as an instrument for the debriefing of students as potential participants of the teaching practice program. The results of the use of the application to the students as potential participants of teaching practice program, showed significant increases in the pedagogic competence. This study was presented at an international seminar and in the process of publishing in international reputated journals. Applications teaching simulator was in the process of registration to obtain the copyright of the Ministry of Justice and Human Rights. Debriefing for prospective teachers to use teaching simulator application could improve the mastery of pedagogy, give clear feedback, and perform repetitions at anytime.

Patient participation in general practice based undergraduate teaching: a focus group study of patient perspectives.

PubMed

Park, Sophie E; Allfrey, Caroline; Jones, Melvyn M; Chana, Jasprit; Abbott, Ciara; Faircloth, Sofia; Higgins, Nicola; Abdullah, Laila

2017-04-01

Patients make a crucial contribution to undergraduate medical education. Although a national resource is available for patients participating in research, none is as yet available for education. This study aimed to explore what information patients would like about participation in general practice based undergraduate medical education, and how they would like to obtain this information. Two focus groups were conducted in London-based practices involved in both undergraduate and postgraduate teaching. Patients both with and without teaching experience were recruited using leaflets, posters, and patient participation groups. An open-ended topic guide explored three areas: perceived barriers that participants anticipated or had experienced; patient roles in medical education; and what help would support participation. Focus groups were audiorecorded, transcribed, and analysed thematically. Patients suggested ways of professionalising the teaching process. These were: making information available to patients about confidentiality, iterative consent, and normalising teaching in the practice. Patients highlighted the importance of relationships, making information available about their GPs' involvement in teaching, and initiating student-patient interactions. Participants emphasised educational principles to maximise exchange of information, including active participation of students, patient identification of student learner needs, and exchange of feedback. This study will inform development of patient information resources to support their participation in teaching and access to information both before and during general practice based teaching encounters. © British Journal of General Practice 2017.

Perceptions and experiences of nursing students enrolled in a palliative and end-of-life nursing elective: A qualitative study.

PubMed

Hold, Judith L; Blake, Barbara J; Ward, Elizabeth N

2015-06-01

The Carnegie Foundation has identified three professional apprenticeships in nursing that are key to helping students acquire a professional identity. These apprenticeships integrate knowledge acquisition (cognitive apprenticeship), practical experience (practical apprenticeship), and an ethical identity (ethical comportment) for guiding conduct. To ensure that patients have a good death, it is important that faculty incorporate diverse teaching strategies from all three apprenticeships into palliative and end-of life nursing education. The purpose of this study was to examine perceptions and experiences of nursing students enrolled in a palliative and end-of-life nursing elective that was developed and implemented using the three professional apprenticeships. A qualitative research design was used to obtain data from students who completed the palliative and end-of-life nursing elective. The study was implemented at a state supported baccalaureate nursing program located in the south eastern United States. A purposive sample of 19 students who had completed the palliative and end-of-life nursing elective was included in the study. After completing the course, focus groups were conducted with the student participants. Discussion was guided by questions to elicit which experiences were most helpful to student learning. Thematic analysis of the data was conducted by three researchers. Three themes reflecting the apprenticeships were identified: learning from stories, learning from being there, and learning from caring. Students' understandings about end-of-life care were enhanced by incorporating teaching strategies addressing the apprenticeships. In end-of-life nursing education, teaching strategies must provide meaningful connections between the student, course content, practical experience, and the dying patient. Copyright © 2015 Elsevier Ltd. All rights reserved.

Teaching and Mother Love.

ERIC Educational Resources Information Center

Klein, J. Theodore

1989-01-01

The teaching context is analogous to the context of maternal practice, reflecting the nature of the relationship between adult and child; and as such, the appropriate practice of mother love is seen as an ideal for teaching. (IAH)

Fast food in the diet: Implications and solutions for families.

PubMed

Fulkerson, Jayne A

2018-04-06

Fast food is omnipresent in the United States (U.S.) and contributes to poor dietary quality and poor health among youth and adults alike. Children need adults to teach them good eating habits to attain and maintain good health by introducing them to healthful foods and being good role models. The fast food industry, through vast funds and advertising, contribute to challenges parents face to provide healthful foods for their families and thwart our best efforts to meet health goals. Research shows fast food consumption is influenced by lack of cooking confidence, time pressures, and perceptions of ease and convenience. We need practical strategies to help parents and children make healthier food choices. As a product of conference proceedings, this paper provides a non-exhaustive narrative summary of the fast food marketplace and marketing, the contributions of fast food to diet and health, struggles with healthful eating among families, and possible solutions of how we can help children and parents empower themselves to have healthier lives. Copyright © 2018. Published by Elsevier Inc.

Supporting Faculty During Pedagogical Change Through Reflective Teaching Practice: An Innovative Approach.

PubMed

Armstrong, Deborah K; Asselin, Marilyn E

Given the recent calls for transformation of nursing education, it is critical that faculty be reflective educators. Reflective teaching practice is a process of self-examination and self-evaluation to gain insight into teaching to improve the teaching-learning experience. Limited attention has been given to this notion in the nursing education literature. An innovative reflective teaching practice approach for nursing education is proposed, consisting of question cues, journaling, and a process of facilitated meetings. The authors describe their perceptions of using this approach with faculty during the implementation of a new pedagogy and suggest areas for further research.

Knowledge, attitudes, and practices among mothers of children with epilepsy: A study in a teaching hospital.

PubMed

Kolahi, Ali-Asghar; Abbasi-Kangevari, Mohsen; Bakhshaei, Pouya; Mahvelati-Shamsabadi, Farhad; Tonekaboni, Seyed-Hassan; Farsar, Ahmad-Reza

2017-04-01

Knowledge about epilepsy and attitudes towards patients with epilepsy can affect measures taken to manage epilepsy and seizures. Support and understanding of mothers is invaluable in enabling children with epilepsy to develop normal life skills in living with epilepsy. In order to identify the educational needs of mothers of children with epilepsy, their knowledge, attitudes, and practices should be assessed. Therefore, we interviewed a group of mothers of children with epilepsy who were referred to a pediatric neurology clinic in a teaching hospital. The objective of this study was to assess knowledge, attitudes, and practices among mothers of children with epilepsy in order to identify their educational needs. In the period of August 2014 to January 2015, mothers whose children were diagnosed with epilepsy for at least six months participated in this cross sectional study, while returning to the neurology clinic of a pediatric hospital for usual follow-up. Data were collected through face-to-face interviews, held by trained female general practitioners. The interviewer used questions from a questionnaire. The knowledge section of the questionnaire included questions regarding prevalence and general knowledge about epilepsy, its etiology, symptoms, and seizure provoking factors. The attitudes section included statements regarding the mother's attitudes towards epilepsy and patients with the disease. The practice section included questions about first-aid measures taken by mothers who had witnessed generalized seizures by the time of interview. Responses of 206 participants were analyzed. At least 83% of mothers knew that epilepsy is a noncontagious neurological disorder which can be treated by regular drug therapy. In spite of demonstrating good knowledge scores, the majority of mothers felt the need for further training in epilepsy. More than 98% of mothers were against the idea that patients with epilepsy should hide their disease. Though having been referred to physicians, 84% of mothers had provided their children with at least one ineffective treatment, mostly based on superstitions. Mothers' level of knowledge of epilepsy was good, and their attitudes towards epilepsy were mainly positive. Regarding the right first-aid measures at time of the last seizure, mothers' practices were acceptable. However, there is still room for improvement regarding avoiding the wrong measures. It is suggested that both practice-related issues and other aspects of epilepsy be taken into account in epilepsy-related education programs. Copyright © 2016 Elsevier Inc. All rights reserved.

Necessary Ingredients for Good Team Teaching

ERIC Educational Resources Information Center

Colman, Clyde H.; Budahl, Leon

1973-01-01

Team teaching should not be adopted wholesale without first being tested for its real advantages. After listing disadvantages and possible pitfalls, the authors offer procedural suggestions that can lead to teaching ecstasy.'' (Editor)

The Knowledge of Teaching: The K3P3 Model

ERIC Educational Resources Information Center

Kolis, Mickey; Dunlap, William P.

2004-01-01

Good teaching is ultimately deeply and thoroughly grounded in knowledge. The days of the "if you can't do anything else, then teach" mentality are long gone, ushered out due to major changes in knowledge about effective teaching. The National Board for Professional Teaching Standards, National Council for the Accreditation of Teacher Education…

Teaching White Privilege to White Students Can Mean Saying Good-Bye to Positive Student Evaluations

ERIC Educational Resources Information Center

Boatright-Horowitz, Su L.; Soeung, Sojattra

2009-01-01

This article discusses the negative impact that teaching antiracism can have on teaching careers when students evaluate their efforts and abilities. The published literature abounds with anecdotes about negative student reactions to antiracism teaching, particularly when it involves teaching White students about White privilege. Students often…

Using pedagogical approaches to influence evidence-based practice integration - processes and recommendations: findings from a grounded theory study.

PubMed

Malik, Gulzar; McKenna, Lisa; Griffiths, Debra

2017-04-01

The study aimed to explore the processes undertaken by nurse academics when integrating evidence-based practice (EBP) into their teaching and learning practices. This article focuses on pedagogical approaches employed by academics to influence evidence-based practice integration into undergraduate programs across Australian universities. Nursing academics are challenged to incorporate a variety of teaching and learning strategies to teach evidence-based practice and determine their effectiveness. However, literature suggests that there are limited studies available focusing on pedagogical approaches in evidence-based practice education. A constructivist grounded theory methodology, informed by Charmaz was used for this study. Data were collected during 2014 from 23 nurse academics across Australian universities through semi-structured interviews. Additionally, nine were observed during teaching of undergraduate students. Twenty subject outlines were also analysed following Charmaz's approach of data analysis. 'Influencing EBP integration' describes the pedagogical approaches employed by academics to incorporate EBP knowledge and skills into undergraduate curricula. With the use of various teaching and learning strategies, academics attempted to contextualize EBP by engaging students with activities aiming to link evidence to practice and with the EBP process. Although, some strategies appeared to be engaging, others were traditional and seemed to be disengaging for students due to the challenges experienced by participants that impeded the use of the most effective teaching methods. Study findings offer valuable insights into the teaching practices and identify some key challenges that require the adoption of appropriate strategies to ensure future nurses are well prepared in the paradigm of evidence-based practice. © 2016 John Wiley & Sons Ltd.

An exploration of equitable science teaching practices for students with learning disabilities

NASA Astrophysics Data System (ADS)

Morales, Marlene

In this study, a mixed methods approach was used to gather descriptive exploratory information regarding the teaching of science to middle grades students with learning disabilities within a general education classroom. The purpose of this study was to examine teachers' beliefs and their practices concerning providing equitable opportunities for students with learning disabilities in a general education science classroom. Equitable science teaching practices take into account each student's differences and uses those differences to inform instructional decisions and tailor teaching practices based on the student's individualized learning needs. Students with learning disabilities are similar to their non-disabled peers; however, they need some differentiation in instruction to perform to their highest potential achievement levels (Finson, Ormsbee, & Jensen, 2011). In the quantitative phase, the purpose of the study was to identify patterns in the beliefs of middle grades science teachers about the inclusion of students with learning disabilities in the general education classroom. In the qualitative phase, the purpose of the study was to present examples of instruction in the classrooms of science education reform-oriented middle grades science teachers. The quantitative phase of the study collected data from 274 sixth through eighth grade teachers in the State of Florida during the 2007--2008 school year using The Teaching Science to Students with Learning Disabilities Inventory. Overall, the quantitative findings revealed that middle grades science teachers held positive beliefs about the inclusion of students with learning disabilities in the general education science classroom. The qualitative phase collected data from multiple sources (interviews, classroom observations, and artifacts) to develop two case studies of reform-oriented middle grades science teachers who were expected to provide equitable science teaching practices. Based on their responses to The Teaching Science to Students with Learning Disabilities Inventory, the case study teachers demonstrated characteristics of successful teachers of diverse learners developed by Lynch (2000). Overall, the qualitative findings revealed that the case study teachers were unsure how to provide equitable science teaching practices to all students, particularly to students with learning disabilities. They provided students with a variety of learning experiences that entailed high expectations for all; however, these experiences were similar for all students. Had the teachers fully implemented equitable science teaching practices, students would have had multiple options for taking in the information and making sense of it in each lesson. Teaching that includes using a variety of validated practices that take into account students' individualized learning needs can promote aspects of equitable science teaching practices. Finally, this study provides implications for teacher education programs and professional development programs. As teachers implement science education reform efforts related to equitable science teaching practices, both teacher education programs and professional development programs should include opportunities for teachers to reflect on their beliefs about how students with learning disabilities learn and provide them with a variety of validated teaching practices that will assist them in teaching students with learning disabilities in the general education classroom while implementing science reform efforts.

Teachers' Practices of Inquiry When Teaching Investigations: A Case Study

ERIC Educational Resources Information Center

Dudu, Washington T.; Vhurumuku, Elaosi

2012-01-01

Teacher practices are essential for supporting learners in scientific inquiry practices of framing research questions, designing and conducting investigations, collecting data, and drawing conclusions. This study examines instructional practices of two Grade 11 Physical Science teachers engaged in teaching practical investigations. Data were…

Reflective Teaching

ERIC Educational Resources Information Center

Farrell, Thomas S. C.

2013-01-01

Thomas Farrell's "Reflective Teaching" outlines four principles that take teachers from just doing reflection to making it a way of being. Using the four principles, Reflective Practice Is Evidence Based, Reflective Practice Involves Dialogue, Reflective Practice Links Beliefs and Practices, and Reflective Practice Is a Way of Life,…

Using Social Cognitive Theory to Explain the Intention of Final-year Pharmacy Students to Undertake a Higher Degree in Pharmacy Practice Research.

PubMed

Carter, Stephen R; Moles, Rebekah J; Krass, Ines; Kritikos, Vicki S

2016-08-25

Objective. To develop and test a conceptual model that hypothesized student intention to undertake a higher degree in pharmacy practice research (PPR) would be increased by self-efficacy, outcome expectancy, and the social influence of faculty members. Methods. Cross-sectional surveys were completed by 387 final-year pharmacy undergraduates enrolled in 2012 and 2013. Structural equation modeling was used to explore relationships between variables and intention. Results. Fit indices were good. The model explained 55% of the variation in intention. As hypothesized, faculty social influence increased self-efficacy and indirectly increased outcome expectancy and intention. Conclusion. To increase pharmacy students' orientation towards a career in PPR, faculty members could use their social influence by highlighting PPR in their teaching.

Implementing the Framework for Teaching in Enhancing Professional Practice: An ASCD Action Tool

ERIC Educational Resources Information Center

Danielson, Charlotte F.; Bevan, Paula M.; Axtell, Darlene H.; Wright, Karyn F.; McKay, Candi; Cleland, Bernadette

2009-01-01

It's much faster and easier to implement Charlotte Danielson's renowned framework for teaching from "Enhancing Professional Practice" when you have this collection of tools, examples, and assessments. Teachers can use the tools, either on their own or with their students, to: (1) Analyze and assess teaching practice; (2) Integrate elements of…

Learning to Teach in Urban Schools: The Transition from Preparation to Practice

ERIC Educational Resources Information Center

Hollins, Etta R.

2011-01-01

This book is about the transition from teacher "preparation" to teaching "practice" in urban school settings. It provides a clear presentation of the challenges, resources, and opportunities for learning to teach in urban schools; examples of the experiences, perceptions, and practices of teachers who are effective in urban schools and those who…

Constructivist-Compatible Beliefs and Practices among U.S. Teachers. Teaching, Learning, and Computing: 1998 National Survey Report #4.

ERIC Educational Resources Information Center

Ravitz, Jason L.; Becker, Henry Jay; Wong, YanTien

This report, the forth in a series from the spring 1998 national survey, "Teaching, Learning, and Computing," examines teachers' survey responses that describe the frequency with which their teaching practice involves those five types of activities and the frequency with which their practice involves more traditional transmission and…

Jamaica Higher Education: Utilizing the Benchmarks of Joint Board Teaching Practice at Church Teachers' College

ERIC Educational Resources Information Center

Rose, Hyacinth P.

2010-01-01

This article reports a descriptive case study portraying a teaching-practice program designed to highlight the preparation of student-teachers for teaching practice, using the Joint Board of Teacher Education (JBTE) benchmarks, in a teachers' college in Jamaica. At Church Teachers' College (CTC) 22 informants of mixed gender were selected for the…