instructional development models: Topics by Science.gov

Sample records for instructional development models

Modeling Instruction: The Impact of Professional Development on Instructional Practices

ERIC Educational Resources Information Center

Barlow, Angela T.; Frick, Tasha M.; Barker, Heather L.; Phelps, Amy J.

2014-01-01

Modeling Instruction holds the potential for transforming science instruction and improving student achievement. Key to the success of Modeling Instruction, however, is the fidelity of implementation of its curriculum. This qualitative study examined the impact of Modeling Instruction professional development on participating teachers'…
Development of an Instructional Quality Assurance Model in Nursing Science

ERIC Educational Resources Information Center

Ajpru, Haruthai; Pasiphol, Shotiga; Wongwanich, Suwimon

2011-01-01

The purpose of this study was to develop an instructional quality assurance model in nursing science. The study was divided into 3 phases; (1) to study the information for instructional quality assurance model development (2) to develop an instructional quality assurance model in nursing science and (3) to audit and the assessment of the developed…
Instructional Design Models and Teacher Thinking: Toward a New Conceptual Model for Research and Development.

ERIC Educational Resources Information Center

Moallem, Mahnaz; Earle, Rodney S.

1998-01-01

In an effort to connect current research findings on teacher thinking with components of instructional design models and principles, this article discusses a new contextual model for thinking about teaching and considers the implications of the model for instructional development of research in instructional design and teacher thinking. (Author)
Rethinking Classroom-Oriented Instructional Development Models to Mediate Instructional Planning in Technology-Enhanced Learning Environments

ERIC Educational Resources Information Center

Lim, Cher Ping; Chai, Ching Sing

2008-01-01

Although classroom-oriented instructional development (ID) models have the potential to help teachers think and plan for effective instruction with technology, research studies have shown that they are not widely employed. Many of these models have not factored in the complexities that teachers faced when planning for instruction in…
Instructional Developer as Content Specialist: Three Case Studies Utilizing the Instructional Development-Operations Research Model.

ERIC Educational Resources Information Center

Faust, Stephen M.

1980-01-01

Presents a 3-phase model (content research, specification, delivery) for instructional development-operations research and describes its application in developing courses in zoology, geology, and paleontology. (MER)
Improving Instruction through Schoolwide Professional Development: Effects of the Data-on-Enacted-Curriculum Model

ERIC Educational Resources Information Center

Blank, Rolf K.; Smithson, John; Porter, Andrew; Nunnaley, Diana; Osthoff, Eric

2006-01-01

The instructional improvement model Data on Enacted Curriculum was tested with an experimental design using randomized place-based trials. The improvement model is based on using data on instructional practices and achievement to guide professional development and decisions to refocus on instruction. The model was tested in 50 U.S. middle schools…
Measuring Model-Based High School Science Instruction: Development and Application of a Student Survey

NASA Astrophysics Data System (ADS)

Fulmer, Gavin W.; Liang, Ling L.

2013-02-01

This study tested a student survey to detect differences in instruction between teachers in a modeling-based science program and comparison group teachers. The Instructional Activities Survey measured teachers' frequency of modeling, inquiry, and lecture instruction. Factor analysis and Rasch modeling identified three subscales, Modeling and Reflecting, Communicating and Relating, and Investigative Inquiry. As predicted, treatment group teachers engaged in modeling and inquiry instruction more than comparison teachers, with effect sizes between 0.55 and 1.25. This study demonstrates the utility of student report data in measuring teachers' classroom practices and in evaluating outcomes of a professional development program.
Measuring Model-Based High School Science Instruction: Development and Application of a Student Survey

ERIC Educational Resources Information Center

Fulmer, Gavin W.; Liang, Ling L.

2013-01-01

This study tested a student survey to detect differences in instruction between teachers in a modeling-based science program and comparison group teachers. The Instructional Activities Survey measured teachers' frequency of modeling, inquiry, and lecture instruction. Factor analysis and Rasch modeling identified three subscales, Modeling and…
Using Agile Project Management to Enhance the Performance of Instructional Design Teams

ERIC Educational Resources Information Center

Sweeney, David S.; Cifuentes, Lauren

2010-01-01

Instructional design models describe in detail methodologies for designing effective instruction. Several widely adopted models include suggestions for managing instructional design projects. However, these suggestions focus on how to manage the instructional design steps rather than the instructional design and development team process. The…
An Analysis of a Model for Developing Instructional Materials for Teaching Physical Science Concepts for Grade 8 Students in the Republic of China.

ERIC Educational Resources Information Center

Hsu, Shun-Yi

An instructional model based on a learning cycle including correlation, analysis, and generalization (CAG) was developed and applied to design an instructional module for grade 8 students in Taiwan, Republic of China. The CAG model was based on Piagetian theory and a concept model (Pella, 1975). The module developed for heat and temperature was…
Development of the Instructional Model by Integrating Information Literacy in the Class Learning and Teaching Processes

ERIC Educational Resources Information Center

Maitaouthong, Therdsak; Tuamsuk, Kulthida; Techamanee, Yupin

2011-01-01

This study was aimed at developing an instructional model by integrating information literacy in the instructional process of general education courses at an undergraduate level. The research query, "What is the teaching methodology that integrates information literacy in the instructional process of general education courses at an undergraduate…
A Systematic Planning for Science Laboratory Instruction: Research-Based Evidence

ERIC Educational Resources Information Center

Balta, Nuri

2015-01-01

The aim of this study is to develop an instructional design model for science laboratory instruction. Well-known ID models were analysed and Dick and Carey model was imitated to produce a science laboratory instructional design (SLID) model. In order to validate the usability of the designed model, the views of 34 high school teachers related to…
Effects of Instructional Design with Mental Model Analysis on Learning.

ERIC Educational Resources Information Center

Hong, Eunsook

This paper presents a model for systematic instructional design that includes mental model analysis together with the procedures used in developing computer-based instructional materials in the area of statistical hypothesis testing. The instructional design model is based on the premise that the objective for learning is to achieve expert-like…
Toward Integration: An Instructional Model of Science and Academic Language

ERIC Educational Resources Information Center

Silva, Cecilia; Weinburgh, Molly; Malloy, Robert; Smith, Kathy Horak; Marshall, Jenesta Nettles

2012-01-01

In this article, the authors outline an instructional model that can be used to optimize science and language learning in the classroom. The authors have developed the 5R instructional model (Weinburgh & Silva, 2010) to support teachers as they integrate academic language into content instruction. The model combines five strategies already…
A multimedia adult literacy program: Combining NASA technology, instructional design theory, and authentic literacy concepts

NASA Technical Reports Server (NTRS)

Willis, Jerry W.

1993-01-01

For a number of years, the Software Technology Branch of the Information Systems Directorate has been involved in the application of cutting edge hardware and software technologies to instructional tasks related to NASA projects. The branch has developed intelligent computer aided training shells, instructional applications of virtual reality and multimedia, and computer-based instructional packages that use fuzzy logic for both instructional and diagnostic decision making. One outcome of the work on space-related technology-supported instruction has been the creation of a significant pool of human talent in the branch with current expertise on the cutting edges of instructional technologies. When the human talent is combined with advanced technologies for graphics, sound, video, CD-ROM, and high speed computing, the result is a powerful research and development group that both contributes to the applied foundations of instructional technology and creates effective instructional packages that take advantage of a range of advanced technologies. Several branch projects are currently underway that combine NASA-developed expertise to significant instructional problems in public education. The branch, for example, has developed intelligent computer aided software to help high school students learn physics and staff are currently working on a project to produce educational software for young children with language deficits. This report deals with another project, the adult literacy tutor. Unfortunately, while there are a number of computer-based instructional packages available for adult literacy instruction, most of them are based on the same instructional models that failed these students when they were in school. The teacher-centered, discrete skill and drill-oriented, instructional strategies, even when they are supported by color computer graphics and animation, that form the foundation for most of the computer-based literacy packages currently on the market may not be the most effective or most desirable way to use computer technology in literacy programs. This project is developing a series of instructional packages that are based on a different instructional model - authentic instruction. The instructional development model used to create these packages is also different. Instead of using the traditional five stage linear, sequential model based on behavioral learning theory, the project uses the recursive, reflective design and development model (R2D2) that is based on cognitive learning theory, particularly the social constructivism of Vygotsky, and an epistemology based on critical theory. Using alternative instructional and instructional development theories, the result of the summer faculty fellowship is LiteraCity, a multimedia adult literacy instructional package that is a simulation of finding and applying for a job. The program, which is about 120 megabytes, is distributed on CD-ROM.
Basic Life Functions Instructional Program Model. Field Copy.

ERIC Educational Resources Information Center

Wisconsin State Dept. of Public Instruction, Madison. Div. for Handicapped Children.

Presented is a model, designed by the Wisconsin Department of Public Instruction, for development of an instructional program in basic living skills for trainable mentally retarded children (2- to 20-years-old). The model identifies the following instructional goals: to communicate ideas, to understand one's self and interact with others, to…
Instructional System Development.

ERIC Educational Resources Information Center

Department of the Air Force, Washington, DC.

The manual presents a technology of instructional design and a model for developing and conducting efficient and cost effective Air Force instructional systems. Chapter 1 provides an overview of Instructional System Development (ISD). Chapters 2-6 each focus on a step of the process: analysis of system requirements; definition of…
Towards a Person-Centered Model of Instruction: Can An Emphasis on the Personal Enhance Instruction in Cyberspace?

ERIC Educational Resources Information Center

Miller, Christopher; Mazur, Joan M.

2001-01-01

A person-centered instructional design model was developed for virtual, Web-based environments, based on the work of Carl Rogers. This model attempts to address several issues raised in the literature. A person-centered instructional model is described and contrasted with instructionalist and constructivist approaches. Theoretical and practical…
The Development and Testing of the Instructional Beliefs Model

ERIC Educational Resources Information Center

Weber, Keith; Martin, Matthew M.; Myers, Scott A.

2011-01-01

This article presents the Instructional Beliefs Model which forwards that teacher behaviors, student characteristics, and course-specific structural issues combine to influence students' instructional beliefs. Through these instructional beliefs, the first-order variables influence student learning outcomes. Three studies were conducted to…
Instructional development for teachers in higher education: effects on students' perceptions of the teaching-learning environment.

PubMed

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

2012-09-01

Although instructional development for teachers has become an important topic in higher education, little is known about its actual impact. In particular, evidence regarding the impact of teachers' instructional development on students' perceptions of the teaching-learning environment is scarce. The impact of an instructional development programme for beginning university teachers on students' perceptions of the teaching and learning environment was investigated. We also explored whether this impact is dependent on class size and student level (first years vs. non-first years). Quantitative data were gathered from more than 1,000 students at pre- and post-tests, using a quasi-experimental design. A multi-level analysis was conducted in which five models were estimated. A basic model made clear that teachers did differ from each other with respect to the dependent variables concerned; however, differences in scale scores also resulted to a large extent from differences between students. A second model, in which the moderating impact by way of teacher characteristics, context, and student characteristics was not taken into account, reported no significant effect of training. A third model, examining the net impact of instructional development revealed some impact, which was, remarkably, negative. A first interaction model proved a differential impact of instructional development for teachers teaching first years and those teaching non-first years. A second one showed that the impact of training depended on the number of students one teaches. Instructional development for teachers in higher education does not easily result in effects on students' perceptions of the teaching and learning environment. Perspectives for further research into instructional development are discussed. ©2011 The British Psychological Society.

Chemistry Teachers' Journey through Modeling Instruction: From Workshop to Classroom

NASA Astrophysics Data System (ADS)

Frick, Tasha

This presentation will feature case study research that describes the difficulties that four high school chemistry teachers faced while implementing Modeling Instruction into their classrooms. Modeling Instruction is characterized by the development of understanding through cooperative inquiry and collective discourse on a path from concrete to abstract. The complications in transforming a classroom from traditional teacher centered methods to one which focuses on the use of student-centered Modeling Instruction will be thoroughly investigated through the stories of each of the participants. The study begins with observations of the teachers prior to the introduction of Modeling Instruction and follows them into the professional development in the summer, the initial use in the fall term, a follow-up workshop, and finally back into the classrooms. The enlightening findings highlight the difficulties teachers had in aligning the standards, and developing a scope and sequence, as well as reconciling their beliefs about student ability.
24 CFR 3285.2 - Manufacturer installation instructions.

Code of Federal Regulations, 2010 CFR

2010-04-01

... HOUSING AND URBAN DEVELOPMENT MODEL MANUFACTURED HOME INSTALLATION STANDARDS General § 3285.2 Manufacturer... approved installation instructions must include all topics covered in the Model Installation Standards for... installation instructions meet or exceed the Model Installation Standards for foundation support and anchoring...
24 CFR 3285.2 - Manufacturer installation instructions.

Code of Federal Regulations, 2011 CFR

2011-04-01

... HOUSING AND URBAN DEVELOPMENT MODEL MANUFACTURED HOME INSTALLATION STANDARDS General § 3285.2 Manufacturer... approved installation instructions must include all topics covered in the Model Installation Standards for... installation instructions meet or exceed the Model Installation Standards for foundation support and anchoring...
24 CFR 3285.2 - Manufacturer installation instructions.

Code of Federal Regulations, 2012 CFR

2012-04-01

... HOUSING AND URBAN DEVELOPMENT MODEL MANUFACTURED HOME INSTALLATION STANDARDS General § 3285.2 Manufacturer... approved installation instructions must include all topics covered in the Model Installation Standards for... installation instructions meet or exceed the Model Installation Standards for foundation support and anchoring...
A Model for Designing Instructional Narratives for Adult Learners: Connecting the Dots

ERIC Educational Resources Information Center

Smith, Debra M.

2013-01-01

The purpose of this study was to develop a research-based model for designing and deploying instructional narratives based on principles derived from narrative theory, development theory, communication theory, learning theory and instructional design theory to enable adult learning and retention and the effective transfer of that retained learning…
Assessing the Developmental Instruction Model: An Exploratory Study of Classroom "Fit" Using Environmental Types

ERIC Educational Resources Information Center

Salter, Daniel W.

2013-01-01

To support the instructional process, Knefelkamp advanced the developmental instruction model (DIM) to describe the aspects of academic environments that facilitate the epistemological development of college students, consistent with the Perry scheme. No related measurement tool has been developed for the DIM, which may account for the lack of…
Developing Instructional Technology Products Using Effective Project Management Practices

ERIC Educational Resources Information Center

Allen, Stephanie; Hardin, Paul C.

2008-01-01

Delivering a successful instructional technology (IT) product depends on more than just having an extremely creative instructional solution or following an instructional systems design (ISD) model. Proper planning, direction, and execution of the project are require, as well. We present a model of management that encompasses the ISD process. Five…
Possible Content Areas for Implementation of the Basic Life Functions Instructional Program Model.

ERIC Educational Resources Information Center

Wisconsin State Dept. of Public Instruction, Madison. Div. for Handicapped Children.

Identified are curricular items intended to develop skills pertinent to the 12 broad instructional objectives of the Basic Life Functions Instructional Program Model, a program for trainable mentally retarded children. The 12 instructional objectives are: communicating ideas, self-understanding, interacting with others, traveling, adapting to and…
Analysis and Approach to the Development of an Advanced Multimedia Instructional System. Volume I. Final Report.

ERIC Educational Resources Information Center

Rhode, William E.; And Others

In order to examine the possibilities for an advanced multimedia instructional system, a review and assessment of current instructional media was undertaken in terms of a functional description, instructional flexibility, support requirements, and costs. Following this, a model of an individual instructional system was developed as a basis for…
Integrating Cognitive Task Analysis into Instructional Systems Development.

ERIC Educational Resources Information Center

Ryder, Joan M.; Redding, Richard E.

1993-01-01

Discussion of instructional systems development (ISD) focuses on recent developments in cognitive task analysis and describes the Integrated Task Analysis Model, a framework for integrating cognitive and behavioral task analysis methods within the ISD model. Three components of expertise are analyzed: skills, knowledge, and mental models. (96…
Developing an Instructional Material Using a Concept Cartoon Adapted to the 5E Model: A Sample of Teaching Erosion

ERIC Educational Resources Information Center

Birisci, Salih; Metin, Mustafa

2010-01-01

Using different instructional materials adapted within the constructivist learning theory will enhance students' conceptual understanding. From this point of view, an instructional instrument using a concept cartoon adapted with 5E model has developed and introduced in this study. The study has some deficiencies in investigating students'…
Towards a Person-Centered Model of Instruction: Can an Emphasis on the Personal Enhance Instruction in Cyberspace?.

ERIC Educational Resources Information Center

Miller, Christopher T.; Mazur, Joan M.

A person-centered model of instruction has been developed for use in designing instruction in virtual, Web-based environments. This model, based on the work of Carl Rogers, attempts to address several issues raised in the literature regarding: (1) the changing role of instructors and students; (2) the broadening of the notion of learning outcomes;…
Instructional Design and the Authoring of Multimedia and Hypermedia Systems: Does a Marriage Make Sense?

ERIC Educational Resources Information Center

Gros, Begona; And Others

1997-01-01

Examines the relationship between instructional design (ID) and courseware development, especially for multimedia and hypermedia systems. Discusses ID models; external and internal reasons for the neglect of models; characteristics of models suitable for multimedia and hypermedia development; and models integrating those characteristics: Guided…
Re-Conceptualizing Intimacy and Distance in Instructional Models

ERIC Educational Resources Information Center

Ketterer, John J.

2006-01-01

The idea that distance education lacks intimacy and is therefore inferior is based on an embedded metaphor that sustains a restricted and limiting mental model of ideal instruction. The authors analyze alternative conceptualizations of intimacy, space, and place as factors in the development of effective instructional models. They predict that the…
Context-Model-Based Instruction in Teaching EFL Writing: A Narrative Inquiry

ERIC Educational Resources Information Center

Lin, Zheng

2016-01-01

This study aims to re-story the provision of the context-model-based instruction in teaching EFL writing, focusing especially on students' development of the context model and learning to guide EFL writing with the context model. The research data have been collected from the audio recordings of the classroom instruction, the teacher-researcher's…
A Guide to Computer Simulations of Three Adaptive Instructional Models for the Advanced Instructional System Phases II and III. Final Report.

ERIC Educational Resources Information Center

Hansen, Duncan N.; And Others

Computer simulations of three individualized adaptive instructional models (AIM) were undertaken to determine if these models function as prescribed in Air Force technical training programs. In addition, the project sought to develop a user's guide for effective understanding of adaptive models during field implementation. Successful simulations…
Collaboration of chemistry instructional games and group investigation (Gi) model to improve learning outcome in high school students

NASA Astrophysics Data System (ADS)

Puspita, Ita; Sugiyarto, Kristian H.; Ikhsan, Jaslin

2017-05-01

The aims of this research are to: (1) develop chemistry instructional games on reaction rate matter; and (2) reveal the collaboration of chemistry instructional games and group investigation model to improvement learning outcome in high school student. This study is research and development (R&D). The procedure of developing product was adapted from Borg & Gall that modified into three principal steps: product planning, product developing, and product evaluating. The product planning step consist of field study, literature study, and manufacturing product. Product developing was developed product using Adobe Flash Professional CS 6 program. The last, product evaluating was performed by year XI of high school students, uses experimental methods nonequivalent control-group design by control class and experiment class. The results of this research show that: (1) a software of chemistry instructional games successfully developed using Adobe Flash Professional CS 6 and can be run on Android device; and (2) the test results of students showed that the collaboration of instructional games and group investigation model able to improvement learning outcome of hight school student.
Generate an Argument: An Instructional Model

ERIC Educational Resources Information Center

Sampson, Victor; Grooms, Jonathon

2010-01-01

The Generate an Argument instructional model was designed to engage students in scientific argumentation. By using this model, students develop complex reasoning and critical-thinking skills, understand the nature and development of scientific knowledge, and improve their communication skills (Duschl and Osborne 2002). This article describes the…
Developing the Self-Directed Learning Instructional Model to Enhance English Reading Ability and Self-Directed Learning of Undergraduate Students

ERIC Educational Resources Information Center

Wichadee, Saovapa

2011-01-01

The purposes of this study were to develop the instructional model for enhancing self-directed learning skills of Bangkok University students, study the impacts of the model on their English reading comprehension and self-directed learning ability as well as explore their opinion towards self-directed learning. The model development process…
Applying learning theories and instructional design models for effective instruction.

PubMed

Khalil, Mohammed K; Elkhider, Ihsan A

2016-06-01

Faculty members in higher education are involved in many instructional design activities without formal training in learning theories and the science of instruction. Learning theories provide the foundation for the selection of instructional strategies and allow for reliable prediction of their effectiveness. To achieve effective learning outcomes, the science of instruction and instructional design models are used to guide the development of instructional design strategies that elicit appropriate cognitive processes. Here, the major learning theories are discussed and selected examples of instructional design models are explained. The main objective of this article is to present the science of learning and instruction as theoretical evidence for the design and delivery of instructional materials. In addition, this article provides a practical framework for implementing those theories in the classroom and laboratory. Copyright © 2016 The American Physiological Society.

Educational Television: Brazil.

ERIC Educational Resources Information Center

Bretz, R.; Shinar, D.

Based on evaluation of nine Brazilian educational television centers, an Instructional Television Training Model (ITV) was developed to aid in determining and designing training requirements for instructional television systems. Analysis based on this model would include these tasks: (1) determine instructional purpose of the television…
Development of a Modular, Provider Customized Airway Trainer

DTIC Science & Technology

2015-11-25

Instructions for Airway Model with sensors and computer ( Raspberry PI ) ........................................ 31 Appendix B: Instructions for...Appendix A: Instructions for Airway Model with sensors and computer ( Raspberry PI ) RASPBERRY PI INSTRUCTIONS 1. Connect multicolor sensor...cable and two blue sensor cables (blue sensor cable orientation does not matter) 2. Plug in power to the screen and raspberry pi ( two separate
Instructional Design Models and Research on Teacher Thinking: Toward a New Conceptual Model for Research and Development.

ERIC Educational Resources Information Center

Moallem, Mahnaz

Instructional designers believe that it is important to expose pre-service and in-service teachers to Instructional Systems Design (ISD) procedures and products so teachers can utilize them. Educational literature, however, reveals few attempts to relate instructional design theory and methods to teaching practice. This paper proposes a new…
Cognitive/Information Processing Psychology and Instruction: Reviewing Recent Theory and Practice.

ERIC Educational Resources Information Center

Gallagher, John P.

1979-01-01

Discusses recent developments in instructional psychology relative to cognitive task analysis, individual difference variables, and cognitive models of interactive instructional decision making, which use constructs developed within the field of cognitive/information processing psychology. (Author/WBC)
Plying Your Craft: Instructional Development and the Use of Heuristics.

ERIC Educational Resources Information Center

Noel, Kent L.; Hewlett, Brent

1981-01-01

Examines an instructional systems design (ISD) model used by Bell Laboratories as an illustration of how heuristics can be brought to bear upon the design and development of instructional materials. Ten references are listed. (Author/MER)
Web Instruction as Cultural Transformation: A Reeducation Model for Faculty Development.

ERIC Educational Resources Information Center

Fuller, Frank

This paper offers a model of faculty staff development for distance education that does not require, or permit, continuous change in instructional design. The model is based on the paradigm shift ideas of Thomas Kuhn and the reeducation model of Kurt Lewin. In the model offered reeducation implies not simply education or training, but involves…
Techtalk: Mobile Apps and College Mathematics

ERIC Educational Resources Information Center

Hoang, Theresa V.; Caverly, David C.

2013-01-01

In this column, the authors discuss apps useful in developing mathematical reasoning. They place these into a theoretical framework, suggesting how they could be used in an instructional model such as the Algorithmic Instructional Technique (AIT) developed by Vasquez (2003). This model includes four stages: modeling, practice, transition, and…
A Multidisciplinary Model for Development of Intelligent Computer-Assisted Instruction.

ERIC Educational Resources Information Center

Park, Ok-choon; Seidel, Robert J.

1989-01-01

Proposes a schematic multidisciplinary model to help developers of intelligent computer-assisted instruction (ICAI) identify the types of required expertise and integrate them into a system. Highlights include domain types and expertise; knowledge acquisition; task analysis; knowledge representation; student modeling; diagnosis of learning needs;…
A System Dynamics Model of the Departmental Deployment of Instructional Resources.

ERIC Educational Resources Information Center

Beck, Bruce D.

This paper reports on the development and testing of a system dynamics model of the departmental deployment of instructional resources at the University of Wisconsin-Madison. A model was developed using the Stella II computer software package. The model describes describes how departments keep student enrollments, number of course sections, and…
The New ISD: Applying Cognitive Strategies to Instructional Design.

ERIC Educational Resources Information Center

Clark, Ruth Colvin

2002-01-01

Discusses cognitive models of instruction that can help develop new models of Instructional Systems Design (ISD) that include cognitive task analysis to identify mental models; constructive assumptions of learning; working memory and long-term memory; retrieval of new knowledge and skills from long-term memory; and support of metacognitive skills.…
The Evolution of Instructional Design Principles for Intelligent Computer-Assisted Instruction.

ERIC Educational Resources Information Center

Dede, Christopher; Swigger, Kathleen

1988-01-01

Discusses and compares the design and development of computer assisted instruction (CAI) and intelligent computer assisted instruction (ICAI). Topics discussed include instructional systems design (ISD), artificial intelligence, authoring languages, intelligent tutoring systems (ITS), qualitative models, and emerging issues in instructional…
Training Interactive Videodisc Designers.

ERIC Educational Resources Information Center

Allen, Brockenbrough S.; Erickson, Debra M.

1986-01-01

Describes a model for training instructional designers who will work as members of videodisc development teams. This model develops and integrates competencies relating to instructional design, project management, interpersonal skills, storyboarding and flowcharting, programming, video production, and interactive video system knowledge. Three…
Survey of Instructional Development Models. Third Edition.

ERIC Educational Resources Information Center

Gustafson, Kent L.; Branch, Robert Maribe

This ERIC (Educational Resources Information Center) monograph updates and expands upon earlier ERIC publications on the topic of instructional development (ID) models. This monograph presents a brief history of ID models, describes a taxonomy for classifying them, provides examples from each of the categories in the taxonomy, and describes trends…
In Search of the Elusive ADDIE Model.

ERIC Educational Resources Information Center

Molenda, Michael

2003-01-01

Discusses the origin of the ADDIE model of instructional design and concludes that the term came into use by word of mouth as a label for the whole family of systematic instructional development models. Examines the underlying ideas behind the acronym analysis, design, development, implementation, and evaluation. (Author/LRW)
Army Job Training Development and Testing Practices Compared to the Instructional Systems Development Model.

ERIC Educational Resources Information Center

Oxford-Carpenter, Rebecca L.; And Others

This paper presents an evaluation of Army job training development and testing practices, with a focus on Advanced Individual Testing. Information comes from intensive interviews with school instructors and from observations in the schools. Results indicate that some aspects of the Instructional Systems Development (ISD) model have been…
Behavior Analysis in Distance Education: A Systems Approach.

ERIC Educational Resources Information Center

Coldeway, Dan O.

1987-01-01

Describes a model of instructional theory relevant to individualized distance education that is based on Keller's Personalized System of Instruction (PSI), behavior analysis, and the instructional systems development model (ISD). Systems theory is emphasized, and ISD and behavior analysis are discussed as cybernetic processes. (LRW)
The Model of Career Anchors as a Tool in the Analysis of Instructional Developers.

ERIC Educational Resources Information Center

Miller, Carol

1981-01-01

Examines the importance of human systems as a relevant aspect of development processes and looks at the career anchor model proposed by Schein as a possible area in the analysis of the instructional developer/client relationships. Fourteen references are listed. (Author/LLS)
Job Aid Manuals for Phase III--DEVELOP of the Instructional Systems Development Model.

ERIC Educational Resources Information Center

Schulz, Russel E.; Farrell, Jean R.

Designed to supplement the descriptive authoring flowcharts presented in a companion volume, this manual includes specific guidance, examples, and other information referred to in the flowcharts for the implementation of the third phase of the Instructional Systems Development Model (ISD). The introductory section includes definitions;…
Distinguishing Models of Professional Development: The Case of an Adaptive Model's Impact on Teachers' Knowledge, Instruction, and Student Achievement

ERIC Educational Resources Information Center

Koellner, Karen; Jacobs, Jennifer

2015-01-01

We posit that professional development (PD) models fall on a continuum from highly adaptive to highly specified, and that these constructs provide a productive way to characterize and distinguish among models. The study reported here examines the impact of an adaptive mathematics PD model on teachers' knowledge and instructional practices as well…
A Methodological Framework for Instructional Design Model Development: Critical Dimensions and Synthesized Procedures

ERIC Educational Resources Information Center

Lee, Jihyun; Jang, Seonyoung

2014-01-01

Instructional design (ID) models have been developed to promote understandings of ID reality and guide ID performance. As the number and diversity of ID practices grows, implicit doubts regarding the reliability, validity, and usefulness of ID models suggest the need for methodological guidance that would help to generate ID models that are…

Relationship of preschool special education outcomes to instructional practices and parent-child interaction.

PubMed

Mahoney, Gerald; Wheeden, C Abigail; Perales, Frida

2004-01-01

Developmental outcomes attained by children receiving preschool special education services in relationship to both the general instructional approach used by their teachers and their parents' style of interaction were examined. The sample included 70 children from 41 Early Childhood Special Education (ECSE) classrooms. The type of instructional model children received was determined by dividing the sample into three clusters based upon six global ratings of children's classroom environment: Choice; Cognitive Problem-Solving; Child-Initiated Learning; Developmental Match; Child-Centered Routines; and Rewards and Discipline Strategies. Based on this analysis, 27 children were classified as receiving developmental instruction; 15 didactic instruction; and 28 naturalistic instruction. Observations of parent-child interaction collected at the beginning and end of the year were classified along four dimensions using the Maternal Behavior Rating Scale: Responsiveness, Affect, Achievement Orientation and Directiveness. Results indicated that the kinds of experiences that children received varied significantly across the three instructional models. However, there were no significant differences in the impact of these instructional models on children's rate of development. Regression analyses indicated that children's rate of development at the end of intervention was significantly related to their parents' style of interaction but was unrelated to the type of instructional model they received.
Argument-Driven Inquiry

ERIC Educational Resources Information Center

Sampson, Victor; Grooms, Jonathon; Walker, Joi

2009-01-01

Argument-Driven Inquiry (ADI) is an instructional model that enables science teachers to transform a traditional laboratory activity into a short integrated instructional unit. To illustrate how the ADI instructional model works, this article describes an ADI lesson developed for a 10th-grade chemistry class. This example lesson was designed to…
Self-Regulated Strategy Development Instruction for Teaching Multi-Step Equations to Middle School Students Struggling in Math

ERIC Educational Resources Information Center

Cuenca-Carlino, Yojanna; Freeman-Green, Shaqwana; Stephenson, Grant W.; Hauth, Clara

2016-01-01

Six middle school students identified as having a specific learning disability or at risk for mathematical difficulties were taught how to solve multi-step equations by using the self-regulated strategy development (SRSD) model of instruction. A multiple-probe-across-pairs design was used to evaluate instructional effects. Instruction was provided…
New Model, New Strategies: Instructional Design for Building Online Wisdom Communities

ERIC Educational Resources Information Center

Gunawardena, Charlotte N.; Ortegano-Layne, Ludmila; Carabajal, Kayleigh; Frechette, Casey; Lindemann, Ken; Jennings, Barbara

2006-01-01

We discuss the development of an instructional design model, WisCom (Wisdom Communities), based on socio-constructivist and sociocultural learning philosophies and distance education principles for the development of online wisdom communities, and the application and evaluation of the model in an online graduate course in the USA. The WisCom model…
SPELT (Strategies Program for Effective Learning/Thinking): A Description and Analysis of Instructional Procedures.

ERIC Educational Resources Information Center

Peat, D.; And Others

1989-01-01

Describes an instructional model, Strategies Program for Effective Learning/Thinking (SPELT), that was developed to translate cognitive psychological theory and research into a practical instructional program. The extent to which SPELT conforms to current instructional design principles is examined, and macro versus micro instructional sequencing…
Towards Minimizing Social, Cultural, and Intellectual Disruptions Embedded in Literacy Instruction.

ERIC Educational Resources Information Center

Peat, David W.

1994-01-01

To explain the concept of literacy, the Integrative Systems Model of Literacy is developed, illustrating how understanding literacy has direct applications to both instruction and research. The model's utility in reconciling opposing concepts of literacy is shown, presenting practical suggestions for literacy instruction which minimize social,…
A Data-Driven Preschool PD Model for Literacy and Oral Language Instruction

ERIC Educational Resources Information Center

Abbott, Mary; Atwater, Jane; Lee, Younwoo; Edwards, Liesl

2011-01-01

The purpose of this article is to describe the professional development (PD) model for preschool literacy and language instruction that took place in a 3-year, 2-tiered Early Reading First project in 9 Head Start and community-based school classrooms. In our tiered model, the Tier 1 level was classroom instruction and Tier 2 was intervention…
The Development of a Model for Creative Writing Instruction for Mattayomsuksa Three Students (Grade 9)

ERIC Educational Resources Information Center

Chaiyadejkamjorn, Natsuchawirang; Soonthonrojana, Wimonrat; Sangkhaphanthanon, Thanya

2017-01-01

The research aimed to construct an instructional model for creative writing for Mattayomsueksa Three students (Grade 9), to develop the model according to a criterion of 80/80, and to examine the results of the model in use. The research methodology consisted of three phases: phase one studied the current states, problems and needs for teaching…
Development of an Instructional Model for Higher Order Thinking in Science among Secondary School Students: A Fuzzy Delphi Approach

ERIC Educational Resources Information Center

Saido, G. A. M.; Siraj, S.; DeWitt, D.; Al-Amedy, O. S.

2018-01-01

It is important for science students to develop higher order thinking (HOT) so that they can reason like scientists in the field. In this study, a HOT instructional model for secondary school science was developed with experts. The model would focus on reflective thinking (RT) and science process skills (SPS) among Grade 7 students. The Fuzzy…
Thinking outside ISD: A management model for instructional design

NASA Astrophysics Data System (ADS)

Taylor, Tony Dewayne

The purpose of this study was to examine the effectiveness of an instructional system management-level model proposed by the author designed to orchestrate the efficient development and implementation of customer requested curriculum. The three phases of systems-based model are designed to ensure delivery of high quality and timely instruction are: (1) the assessment and documentation of organizational training requirements; (2) project management control of curriculum development; and (3) the implementation of relevant instruction by competent instructors. This model also provides (4) measurable and quantifiable course evaluation results to justify return on investment and validate its importance with respect to the customer's organizational strategic objectives. The theoretical approach for this study was systems theory-based due to the nature of the instructional systems design model and the systematic design of the management model. The study was accomplished using single-case study application of qualitative style of inquiry as described by Patton (2002). Qualitative inquiry was selected to collect and analyze participant holistic perspective assessment of effectiveness, relevance, and timeliness of the instructional design management model. Participants for this study included five managers, five subject matter experts, and six students assigned to a military organization responsible for the collection of hydrographic data for the U.S. Navy. Triangulation of data sources within the qualitative framework of the study incorporated the three participant groups---managers, SMEs, and students---incorporated multiple views of the course development and implementation to validate the findings and the remove researcher bias. Qualitative coding was accomplished by importing transcribed interviews into Microsoft Excel and sorted using Auto-Filter. The coded interviews indicated effective functionality in the views of the model from each of the three participant groups. Results from a pre-test/post-test comparative analysis indicated a significant difference between the pre-test and post-test mean at the p < .001 for the six students. Although the subject of the case study was within a military training environment, the application of the proposed instructional systems managerial model can be applied to the design, development, delivery, and assessment of instructional material in any line of study where quantifiable effective learning is the goal.
A Fallibilistic Model for Instruction

ERIC Educational Resources Information Center

Dawson, A. J.

1971-01-01

Discusses models in inquiry and of instruction based on critical Fallibilistic philosophy, developed by Karl R. Popper, which holds that all knowledge grows by conjecture and refutation. Classroom applications of strategies which result from the model are presented. (JP)
Development of CAG Model for Developing Instructional Materials for Teaching Physical Science Concepts for Grade 8 Students.

ERIC Educational Resources Information Center

Hse, Shun-Yi

1991-01-01

The development of an instructional model based on a learning cycle including correlation, analysis, and generalization (CAG) is described. A module developed for heat and temperature was administered to test its effects by comparing its use with the same unit in the New Physical Science Curriculum (NPSC). The methodology, results, and discussion…
Exploring Hybrid Instruction in Science: Using LMS for Contextual, Interdisciplinary Active Learning Enrichment

ERIC Educational Resources Information Center

Quarless, Duncan; Nieto, Fernando

2013-01-01

Learning Management Systems are instructional platforms that offer opportunities to address the development of core competencies across disciplines. The emergence of instructional models which place greater emphasis on core skill development in science education help to build interdisciplinary communities through curricular connectivity and…
Effectiveness of Instructional Design Model (Isman - 2011) in Developing the Planning Teaching Skills of Teachers College Students' at King Saud University

ERIC Educational Resources Information Center

Isman, Aytekin; Abanmy, Fahad AbdulAziz; Hussein, Hisham Barakat; Al Saadany, Mohammed Abdurrahman

2012-01-01

The new instructional design model (Isman - 2011) aims at planing, developing, implementing, evaluating, and organizing full learning activities effectively to ensure competent performance by students. The theoretical foundation of this model comes from behaviorism, cognitivism and constructivism views. And it's based on active learning. During…
A Model for Projection of Instructional Activity in a Multi-Campus University.

ERIC Educational Resources Information Center

Tallman, B. M.; Newton, R. D.

This report is concerned with the development of a model for projecting instructional activity and its application within The Pennsylvania State University. Inasmuch as models of this type have been developed at a number of institutions of higher education, the effort described in this report does not constitute an extension of fundamental…
Supporting the Development of Conceptions of Statistics by Engaging Students in Measuring and Modeling Variability

ERIC Educational Resources Information Center

Lehrer, Richard; Kim, Min-joung; Schauble, Leona

2007-01-01

New capabilities in "TinkerPlots 2.0" supported the conceptual development of fifth- and sixth-grade students as they pursued several weeks of instruction that emphasized data modeling. The instruction highlighted links between data analysis, chance, and modeling in the context of describing and explaining the distributions of measures that result…
Toward university modeling instruction--biology: adapting curricular frameworks from physics to biology.

PubMed

Manthey, Seth; Brewe, Eric

2013-06-01

University Modeling Instruction (UMI) is an approach to curriculum and pedagogy that focuses instruction on engaging students in building, validating, and deploying scientific models. Modeling Instruction has been successfully implemented in both high school and university physics courses. Studies within the physics education research (PER) community have identified UMI's positive impacts on learning gains, equity, attitudinal shifts, and self-efficacy. While the success of this pedagogical approach has been recognized within the physics community, the use of models and modeling practices is still being developed for biology. Drawing from the existing research on UMI in physics, we describe the theoretical foundations of UMI and how UMI can be adapted to include an emphasis on models and modeling for undergraduate introductory biology courses. In particular, we discuss our ongoing work to develop a framework for the first semester of a two-semester introductory biology course sequence by identifying the essential basic models for an introductory biology course sequence.
Integrating Technology into Classroom: The Learner-Centered Instructional Design

ERIC Educational Resources Information Center

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

2013-01-01

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

ERIC Educational Resources Information Center

Qian, Haiyan; Walker, Allan; Li, Xiaojun

2017-01-01

Purpose: The purpose of this paper is to develop a preliminary model of instructional leadership in the Chinese educational context and explore the ways in which Chinese school principals locate their instructional-leadership practices in response to traditional expectations and the requirements of recent reforms. Design/methodology/approach:…
The Computer as Adaptive Instructional Decision Maker.

ERIC Educational Resources Information Center

Kopstein, Felix F.; Seidel, Robert J.

The computer's potential for education, and most particularly for instruction, is contingent on the development of a class of instructional decision models (formal instructional strategies) that interact with the student through appropriate peripheral equipment (man-machine interfaces). Computer hardware and software by themselves should not be…

Instructional Coaching Implementation: Considerations for K-12 Administrators

ERIC Educational Resources Information Center

Johnson, Kelly Gomez

2016-01-01

Instructional coaching is a reality in many schools today, yet administrators often lack experience or background on how to utilize this professional development model effectively. Instructional coaching can help administrators balance the managerial and instructional leadership responsibilities required of their role. As districts adopt the…
The Perceived Impact of Professional Development on the Development of Instructional Coaches

ERIC Educational Resources Information Center

Steinbacher-Reed, Christina L.

2012-01-01

Over the past decade, instructional coaching has quickly asserted itself as one of the leading professional development models of the 21st Century. While there is a growing demand for instructional coaches, some believe that many coaches are not provided with the training they need to be effective in their new role (Brown, Stroh, Fouts, &…
Development of an instructional model for higher order thinking in science among secondary school students: a fuzzy Delphi approach

NASA Astrophysics Data System (ADS)

Saido, G. A. M.; Siraj, S.; DeWitt, D.; Al-Amedy, O. S.

2018-05-01

It is important for science students to develop higher order thinking (HOT) so that they can reason like scientists in the field. In this study, a HOT instructional model for secondary school science was developed with experts. The model would focus on reflective thinking (RT) and science process skills (SPS) among Grade 7 students. The Fuzzy Delphi Method (FDM) was employed to determine consensus among a panel of 20 experts. First, semi-structured interviews were conducted among the experts to generate the elements required for the model. Then, a questionnaire was developed using a seven-point linguistic scale based on these elements. The defuzzification value was calculated for each item, and a threshold value (d) of 0.75 was used to determine consensus for the items in the questionnaire. The alpha-cut value of >0.5 was used to select the phases and sub-phases in the model. The elements in the model were ranked to identify the sub-phases which had to be emphasised for implementation in instruction. Consensus was achieved on the phases of the HOT instructional model: engagement, investigation, explanation, conclusion and reflection. An additional 24 learning activities to encourage RT skills and SPS among students were also identified to develop HOT skills in science.
Job Aid Manuals for Phase II--DESIGN of the Instructional Systems Development Model.

ERIC Educational Resources Information Center

Schulz, Russel E.; Farrell, Jean R.

Designed to supplement the descriptive authoring flowcharts presented in a companion volume, this manual includes specific guidance, examples, and other information referred to in the flowcharts for the implementation of the second phase of the Instructional Systems Development Model (ISD). The introductory section includes definitions;…
Job Aid Manuals for Phase I--ANALYZE of the Instructional Systems Development Model.

ERIC Educational Resources Information Center

Schulz, Russel E.; Farrell, Jean R.

Designed to supplement the descriptive authoring flowcharts in a companion volume, this manual includes specific guidance, examples, and other information referred to in the flowcharts for the implementation of the first phase of the Instructional Systems Development Model (ISD). The introductory section includes definitions; descriptions of…
Survey Assessment of Paideia Teachers Perceptions Concerning Professional Staff Development.

ERIC Educational Resources Information Center

Gettys, Cynthia M.; Holt, Mary Ann

This study sought to determine how teachers (n=61) at two Paideia schools in Chattanooga (Tennessee) perceived the professional staff development activities provided for them as they made the transition from a traditional direct instruction model of teaching to a nontraditional three-column model of instruction which included didactic…
A Comparative Study of the Effects of a Developmentally Based Instructional Model on Young Children with Autism and Young Children with Other Disorders of Behavior and Development.

ERIC Educational Resources Information Center

Rogers, Sally J.; DiLalla, David L.

1991-01-01

This study, which applied an instructional model based on Piaget's theory of cognitive development, pragmatics theory of language development, and Mahler's theory of development of interpersonal relationships, found that 49 preschool children with autism did not make less progress than a comparison group of 27 children with other…
An Examination of the Relationship between Professional Development Providers' Epistemological and Nature of Science Beliefs and Their Professional Development Programs

ERIC Educational Resources Information Center

Garcia Arriola, Alfonso

2017-01-01

In the last twenty years in US science education, professional development has emphasized the need to change science instruction from a direct instruction model to a more participatory and constructivist learning model. The result of these reform efforts has seen an increase in science education professional development that is focused on…
Effects of Direct Instruction and Strategy Modeling on Upper-Primary Students’ Writing Development

PubMed Central

López, Paula; Torrance, Mark; Rijlaarsdam, Gert; Fidalgo, Raquel

2017-01-01

Strategy-focused instruction is one of the most effective approaches to improve writing skills. It aims to teach developing writers strategies that give them executive control over their writing processes. Programs under this kind of instruction tend to have multiple components that include direct instruction, modeling and scaffolded practice. This multi-component nature has two drawbacks: it makes implementation challenging due to the amount of time and training required to perform each stage, and it is difficult to determine the underlying mechanisms that contribute to its effectiveness. To unpack why strategy-focused instruction is effective, we explored the specific effects of two key components: direct teaching of writing strategies and modeling of strategy use. Six classes (133 students) of upper-primary education were randomly assigned to one of the two experimental conditions, in which students received instruction aimed at developing effective strategies for planning and drafting, or control group with no strategy instruction: Direct Instruction (N = 46), Modeling (N = 45), and Control (N = 42). Writing performance was assessed before the intervention and immediately after the intervention with two tasks, one collaborative and the other one individual to explore whether differential effects resulted from students writing alone or in pairs. Writing performance was assessed through reader-based and text-based measures of text quality. Results at post-test showed similar improvement in both intervention conditions, relatively to controls, in all measures and in both the collaborative and the individual task. No statistically significant differences were observed between experimental conditions. These findings suggest that both components, direct teaching and modeling, are equally effective in improving writing skills in upper primary students, and these effects are present even after a short training. PMID:28713299
The Treatment of Sex Roles. Guidelines for the Development of Elementary and Secondary Instructional Materials.

ERIC Educational Resources Information Center

Holt, Rinehart & Winston, New York, NY.

Arranged in three sections, this pamphlet outlines publishers' guidelines for developing nonsexist instructional materials for elementary and secondary school use. Section 1 details the following strategies for expanding and balancing the role models of both sexes in instructional literature: illustrations reflecting a variety of dress and…
A Survey of Hardware and Software Technologies for the Rapid Development of Multimedia Instructional Modules

ERIC Educational Resources Information Center

Ganesan, Nanda

2008-01-01

A survey of hardware and software technologies was conducted to identify suitable technologies for the development of instructional modules representing various instructional approaches. The approaches modeled were short PowerPoint presentations, chalk-and-talk type of lectures and software tutorials. The survey focused on identifying application…
Supporting Best-Practice Literacy Instruction Utilizing National Standards: A Gradual-Release Model for Developing Site-Based Literacy Leaders

ERIC Educational Resources Information Center

Sableski, Mary-Kate; Arnold, Jackie Marshall

2017-01-01

Catholic elementary and secondary schools across the country recently adopted standards reflective of the Common Core State Standards to align instruction with state and national guidelines requiring the revision of curriculum and the adjustment of instruction to meet the new standards from an ideological model. This article describes a…
Literacity: A multimedia adult literacy package combining NASA technology, recursive ID theory, and authentic instruction theory

NASA Technical Reports Server (NTRS)

Willis, Jerry; Willis, Dee Anna; Walsh, Clare; Stephens, Elizabeth; Murphy, Timothy; Price, Jerry; Stevens, William; Jackson, Kevin; Villareal, James A.; Way, Bob

1994-01-01

An important part of NASA's mission involves the secondary application of its technologies in the public and private sectors. One current application under development is LiteraCity, a simulation-based instructional package for adults who do not have functional reading skills. Using fuzzy logic routines and other technologies developed by NASA's Information Systems Directorate and hypermedia sound, graphics, and animation technologies the project attempts to overcome the limited impact of adult literacy assessment and instruction by involving the adult in an interactive simulation of real-life literacy activities. The project uses a recursive instructional development model and authentic instruction theory. This paper describes one component of a project to design, develop, and produce a series of computer-based, multimedia instructional packages. The packages are being developed for use in adult literacy programs, particularly in correctional education centers. They use the concepts of authentic instruction and authentic assessment to guide development. All the packages to be developed are instructional simulations. The first is a simulation of 'finding a friend a job.'
An Instructional Design Model for Developing a Computer Curriculum To Increase Employee Productivity in a Pharmaceutical Company.

ERIC Educational Resources Information Center

Stumpf, Mark R.

This report presents an instructional design model that was developed for use by the End-Users Computing department of a large pharmaceutical company in developing effective--but not lengthy--microcomputer training seminars to train office workers and executives in the proper use of computers and thus increase their productivity. The 14 steps of…
Development of a Blended Instructional Model via Weblog to Enhance English Summary Writing Ability of Thai Undergraduate Students

ERIC Educational Resources Information Center

Termsinsuk, Saisunee

2015-01-01

The objective of this research and development was to develop an effective blended instructional model via weblog to enhance English summary writing ability of Thai undergraduate students. A sample group in the English program of Nakhon Ratchasima Rajabhat University was studied in academic year 2010-2013. The research instruments were an…
Job Aids: Descriptive Authoring Flowcharts for Phase III--DEVELOP of the Instructional Systems Development Model.

ERIC Educational Resources Information Center

Schulz, Russel E.; Farrell, Jean R.

This resource guide for the use of job aids ("how-to-do-it" guidance) for activities identified in the third phase of the Instructional Systems Development Model (ISD) contains an introduction to the use of job aids, as well as descriptive authoring flowcharts for Blocks III.1 through III.5. The introduction includes definitions;…
Simulation-based instruction of technical skills

NASA Technical Reports Server (NTRS)

Towne, Douglas M.; Munro, Allen

1991-01-01

A rapid intelligent tutoring development system (RAPIDS) was developed to facilitate the production of interactive, real-time graphical device models for use in instructing the operation and maintenance of complex systems. The tools allowed subject matter experts to produce device models by creating instances of previously defined objects and positioning them in the emerging device model. These simulation authoring functions, as well as those associated with demonstrating procedures and functional effects on the completed model, required no previous programming experience or use of frame-based instructional languages. Three large simulations were developed in RAPIDS, each involving more than a dozen screen-sized sections. Seven small, single-view applications were developed to explore the range of applicability. Three workshops were conducted to train others in the use of the authoring tools. Participants learned to employ the authoring tools in three to four days and were able to produce small working device models on the fifth day.
Instructional Designers as Reflective Practitioners: Developing Professional Identity through Reflection

ERIC Educational Resources Information Center

Tracey, Monica W.; Hutchinson, Alisa; Grzebyk, Tamme Quinn

2014-01-01

As the design thinking approach becomes more established in the instructional design (ID) discourse, the field will have to reconsider the professional identity of instructional designers. Rather than passively following models or processes, a professional identity rooted in design thinking calls for instructional designers to be dynamic agents of…
Formulating Guidelines for Instructional Planning in Technology Enhanced Learning Environments

ERIC Educational Resources Information Center

Lim, Cher Ping

2009-01-01

Several studies have shown the complexities that teachers faced when planning for instruction in technology enhanced learning environments (TELE). Although classroom-oriented instructional development (ID) models have the potential to help teachers think and plan for effective instruction with technology, teachers are often reluctant to use these…
Methods for Maximizing the Learning Process: A Theoretical and Experimental Analysis.

ERIC Educational Resources Information Center

Atkinson, Richard C.

This research deals with optimizing the instructional process. The approach adopted was to limit consideration to simple learning tasks for which adequate mathematical models could be developed. Optimal or suitable suboptimal instructional strategies were developed for the models. The basic idea was to solve for strategies that either maximize the…

A Design Methodology for Complex (E)-Learning. Innovative Session.

ERIC Educational Resources Information Center

Bastiaens, Theo; van Merrienboer, Jeroen; Hoogveld, Bert

Human resource development (HRD) specialists are searching for instructional design models that accommodate e-learning platforms. Van Merrienboer proposed the four-component instructional design model (4C/ID model) for competency-based education. The model's basic message is that well-designed learning environments can always be described in terms…
Design for Effective Staff Development.

ERIC Educational Resources Information Center

Seagren, Alan T.

This paper presents a model for designing an effective staff development program. The rationale, philosophy, and instructional design utilized in the instructional Staff Development (ISD) program provides the basis for the design presented. The ISD program was conceptualized, developed, pilot tested, and field tested as a cooperative research…
Cost Estimates by Program Mechanism, Appendix K. Vol. II, A Plan for Managing the Development, Implementation and Operation of a Model Elementary Teacher Education Program.

ERIC Educational Resources Information Center

Cole, R. D.; Hamreus, D. G.

This appendix presents the following tables of program component cost estimates: 1) instructional design and development; 2) instructional operations; 3) program management--policy creation and adoption, and policy and program execution; 4) program coordination--instructional objectives, adaptation, accommodation, and dissemination; 5) general…
Design Models as Emergent Features: An Empirical Study in Communication and Shared Mental Models in Instructional

ERIC Educational Resources Information Center

Botturi, Luca

2006-01-01

This paper reports the results of an empirical study that investigated the instructional design process of three teams involved in the development of an e-learning unit. The teams declared they were using the same fast-prototyping design and development model, and were composed of the same roles (although with a different number of SMEs).…
Design Specifications for the Advanced Instructional Design Advisor (AIDA). Volume 1

DTIC Science & Technology

1992-01-01

research; (3) Describe the knowledge base sufficient to support the varieties of knowledge to be represented in the AIDA model ; (4) Document the...feasibility of continuing the development of the AIDA model . 2.3 Background In Phase I of the AIDA project (Task 0006), (1) the AIDA concept was defined...the AIDA Model A paper-based demonstration of the AIDA instructional design model was performed by using the model to develop a minimal application
Explore-create-share study: An evaluation of teachers as curriculum innovators in engineering education

NASA Astrophysics Data System (ADS)

Berry, Ayora

The purpose of this study was to investigate the effects of a curriculum design-based (CDB) professional development model on K-12 teachers' capacity to integrate engineering education in the classroom. This teacher professional development approach differs from other training programs where teachers learn how to use a standard curriculum and adopt it in their classrooms. In a CDB professional development model teachers actively design lessons, student resources, and assessments for their classroom instruction. In other science, technology, engineering and mathematics (STEM) disciplines, CDB professional development has been reported to (a) position teachers as architects of change, (b) provide a professional learning vehicle for educators to reflect on instructional practices and develop content knowledge, (c) inspire a sense of ownership in curriculum decision-making among teachers, and (d) use an instructional approach that is coherent with teachers' interests and professional goals. The CDB professional development program in this study used the Explore-Create-Share (ECS) framework as an instructional model to support teacher-led curriculum design and implementation. To evaluate the impact of the CDB professional development and associated ECS instructional model, three research studies were conducted. In each study, the participants completed a six-month CDB professional development program, the PTC STEM Certificate Program, that included sixty-two instructional contact hours. Participants learned about industry and education engineering concepts, tested engineering curricula, collaborated with K-12 educators and industry professionals, and developed project-based engineering curricula using the ECS framework. The first study evaluated the impact of the CDB professional development program on teachers' engineering knowledge, self-efficacy in designing engineering curriculum, and instructional practice in developing project-based engineering units. The study included twenty-six teachers and data was collected pre-, mid-, and post-program using teacher surveys and a curriculum analysis instrument. The second study evaluated teachers' perceptions of the ECS model as a curriculum authoring tool and the quality of the curriculum units they developed. The study included sixty-two participants and data was collected post-program using teacher surveys and a curriculum analysis instrument. The third study evaluated teachers' experiences implementing ECS units in the classroom with a focus on identifying the benefits, challenges and solutions associated with project-based engineering in the classroom. The study included thirty-one participants and data was collected using an open-ended survey instrument after teachers completed implementation of the ECS curriculum unit. Results of these three studies indicate that teachers can be prepared to integrate engineering in the classroom using a CDB professional development model. Teachers reported an increase in engineering content knowledge, improved their self-efficacy in curriculum planning, and developed high quality instructional units that were aligned to engineering design practices and STEM educational standards. The ECS instructional model was acknowledged as a valuable tool for developing and implementing engineering education in the classroom. Teachers reported that ECS curriculum design aligned with their teaching goals, provided a framework to integrate engineering with other subject-area concepts, and incorporated innovative teaching strategies. After implementing ECS units in the classroom, teachers reported that the ECS model engaged students in engineering design challenges that were situated in a real world context and required the application of interdisciplinary content knowledge and skills. Teachers also reported a number of challenges related to scheduling, content alignment, and access to resources. In the face of these obstacles, teachers presented a number of solutions that included optimization of one's teaching practice, being resource savvy, and adopting a growth mindset.
Automated Student Model Improvement

ERIC Educational Resources Information Center

Koedinger, Kenneth R.; McLaughlin, Elizabeth A.; Stamper, John C.

2012-01-01

Student modeling plays a critical role in developing and improving instruction and instructional technologies. We present a technique for automated improvement of student models that leverages the DataShop repository, crowd sourcing, and a version of the Learning Factors Analysis algorithm. We demonstrate this method on eleven educational…
A Model of Teacher Training for the Individualization of Instruction; Educational Specifications for a Comprehensive Undergraduate and Inservice Teacher Education Program for Elementary Teachers. Final Report.

ERIC Educational Resources Information Center

Southworth, Horton C.

The Model of Teacher Training for the Individualization of Instruction, developed at the University of Pittsburgh, is predicated upon five requirements for training teachers: (1) academic education, (2) professional education, (3) competencies, (4) guidance, and (5) clinical setting. Instruction is individualized (tailored to suit the…
A Multi-Year Program Developing an Explicit Reflective Pedagogy for Teaching Pre-service Teachers the Nature of Science by Ostention

NASA Astrophysics Data System (ADS)

Smith, Mike U.; Scharmann, Lawrence

2008-02-01

This investigation delineates a multi-year action research agenda designed to develop an instructional model for teaching the nature of science (NOS) to preservice science teachers. Our past research strongly supports the use of explicit reflective instructional methods, which includes Thomas Kuhn’s notion of learning by ostention and treating science as a continuum (i.e., comparing fields of study to one another for relative placement as less to more scientific). Instruction based on conceptual change precepts, however, also exhibits promise. Thus, the investigators sought to ascertain the degree to which conceptual change took place among students (n = 15) participating in the NOS instructional model. Three case studies are presented to illustrate successful conceptual changes that took place as a result of the NOS instructional model. All three cases represent students who claim a very conservative Christian heritage and for whom evolution was not considered a legitimate scientific theory prior to participating in the NOS instructional model. All three case study individuals, along with their twelve classmates, placed evolution as most scientific when compared to intelligent design and a fictional field of study called “Umbrellaology.”
Dynamic Assessment of Algebraic Learning in Predicting Third Graders’ Development of Mathematical Problem Solving

PubMed Central

Fuchs, Lynn S.; Compton, Donald L.; Fuchs, Douglas; Hollenbeck, Kurstin N.; Craddock, Caitlin F.; Hamlett, Carol L.

2008-01-01

Dynamic assessment (DA) involves helping students learn a task and indexing responsiveness to that instruction as a measure of learning potential. The purpose of this study was to explore the utility of a DA of algebraic learning in predicting 3rd graders’ development of mathematics problem solving. In the fall, 122 3rd-grade students were assessed on language, nonverbal reasoning, attentive behavior, calculations, word-problem skill, and DA. On the basis of random assignment, students received 16 weeks of validated instruction on word problems or received 16 weeks of conventional instruction on word problems. Then, students were assessed on word-problem measures proximal and distal to instruction. Structural equation measurement models showed that DA measured a distinct dimension of pretreatment ability and that proximal and distal word-problem measures were needed to account for outcome. Structural equation modeling showed that instruction (conventional vs. validated) was sufficient to account for math word-problem outcome proximal to instruction; by contrast, language, pretreatment math skill, and DA were needed to forecast learning on word-problem outcomes more distal to instruction. Findings are discussed in terms of responsiveness-to-intervention models for preventing and identifying learning disabilities. PMID:19884957
El Paso's Organizational Development Model

ERIC Educational Resources Information Center

de los Santos, Gilberto

1975-01-01

The success of El Paso Community College (Texas) is attributed to its early definition of instructional thrusts including: systematizing and individualizing instruction; increasing awareness, sensitivity, and appreciation of the culture of the students; development of staff bilingual capabilities; development of staff teams versed in management by…
A Methodological Study Evaluating a Pretutorial Computer-Compiled Instructional Program in High School Physics Instruction Initiated from Student-Teacher Selected Instructional Objectives. Final Report.

ERIC Educational Resources Information Center

Leonard, B. Charles; Denton, Jon J.

A study sought to develop and evaluate an instructional model which utilized the computer to produce individually prescribed instructional guides to account for the idiosyncratic variations among students in physics classes at the secondary school level. The students in the treatment groups were oriented toward the practices of selecting…
Rapid E-learning Development Strategies and a Multimedia Project Design Model

ERIC Educational Resources Information Center

Sözcü, Ömer Faruk; Ipek, Ismail

2014-01-01

The purpose of the study is to discuss e-learning design strategies which can be used for multimedia projects as a design model. Recent advances in instructional technologies have been found to be very important in the design of training courses by using rapid instructional design (ID) approaches. The approaches were developed to use in training…
Developing Students' Scientific Writing and Presentation Skills through Argument Driven Inquiry: An Exploratory Study

ERIC Educational Resources Information Center

C¸etin, Pinar Seda; Eymur, Gülüzar

2017-01-01

In this study, we employed a new instructional model that helps students develop scientific writing and presentation skills. Argument-driven inquiry (ADI) is one of the most novel instructional models that emphasizes the role of argumentation and inquiry in science education equally. This is an exploratory study where five ADI lab activities take…
Tracking Perceived and Observed Growth of Inquiry Practice: A Formative Plan to Improve Professional Development Experiences

ERIC Educational Resources Information Center

Marshall, Jeff C.; Smart, Julie; Horton, Robert M.

2011-01-01

The authors worked with 22 middle school math and science teachers for one year with the goal of improving the quantity and quality of inquiry-based instruction implemented in the classroom. The professional development experience was framed by the 4E x 2 Instruction Model, which combines key components of inquiry instruction (Engage, Explore,…
Programming Design Guide for Computer Implementation of Job Aid for Selecting Instructional Setting. Final Report.

ERIC Educational Resources Information Center

Schulz, Russel E.; And Others

This Programming Design Guide (PDG) was developed to permit the offline Job Aid for Selecting Instructional Setting, which is one of 13 job aids presently available for use with the Instructional Systems Development (ISD) model, to be available in an inquiry-type, online version. It is intended to provide computer programmers with all of the…
A Model for Teaching the American Economic System to Non-Business Majors.

ERIC Educational Resources Information Center

Hoskins, Thomas R.; Merriam, Lauren E., Jr.

This model provides community college economics instructors with a flexible plan for developing instructional programs and materials to improve the level of economic understanding among non-business majors. More specifically, the model provides instructors with some exposure to the systems approach to instructional design and to appropriate…
The Immersion Instructional Model: A Report from the Work Place.

ERIC Educational Resources Information Center

Watt, David M.; Jones, Paul

Any proposal for training has to satisfy two major components: it must be job relevant and be accomplished without major interruption of work schedules, while incorporating strategies to help eliminate absenteeism. One recently developed model for basic skills training, the Immersion Instructional Model, meets these criteria and provides…
A Methodological Study of a Computer-Managed Instructional Program in High School Physics.

ERIC Educational Resources Information Center

Denton, Jon James

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

ERIC Educational Resources Information Center

Toledo Public Schools, OH.

This document describes a demonstration program that developed secondary level competency-based instructional materials for industrial automation mechanics. Program activities included task list compilation, instructional materials research, learning activity packet (LAP) development, construction of lab elements, system implementation,…

Job Aids: Descriptive Authoring Flowcharts for Phase II--DESIGN of the Instructional Systems Development Model.

ERIC Educational Resources Information Center

Schulz, Russel E.; Farrell, Jean R.

This resource guide for the use of job aids ("how-to-do-it" guidance) for activities identified in the second phase of the Instructional Systems Development Model (ISD) contains an introduction to the use of job aids, as well as descriptive authoring flowcharts for Blocks II.1 through II.4. The introduction includes definitions;…
Job Aids: Descriptive Authoring Flowcharts for Phase I--ANALYZE of the Instructional Systems Development Model.

ERIC Educational Resources Information Center

Schulz, Russel E.; Farrell, Jean R.

This resource guide for the use of job aids ("how-to-do-it" guidance) for activities identified in the first phase of the Instructional Systems Development Model (ISD) contains an introduction to the use of job aids, as well as descriptive authoring flowcharts for Blocks I.2 through I.5. The introduction includes definitions;…
The Development of an Instructional Design Model on Facebook Based Collaborative Learning to Enhance EFL Students' Writing Skills

ERIC Educational Resources Information Center

Linh, Nguyen Duy; Suppasetseree, Suksan

2016-01-01

Writing is one of the essential skills that EFL students, specifically in Thailand, need to achieve while their learning English during tertiary education. However, Thai EFL students have few chances to practice writing skills while learning. This study was conducted to develop an instructional design model for assisting students in learning…
Character and Local Wisdom-Based Instructional Model of Bahasa Indonesia in Vocational High Schools

ERIC Educational Resources Information Center

Anggraini, Purwati; Kusniarti, Tuti

2017-01-01

This research aimed at establishing a character and local wisdom-based instructional model of Bahasa Indonesia. The learning model based on local wisdom literature is very important to prepared, because this model can enrich the knowledge and develop the character of students. Meanwhile, the textbook can broaden the student teachers about the…
The "Learning Games Design Model": Immersion, Collaboration, and Outcomes-Driven Development

ERIC Educational Resources Information Center

Chamberlin, Barbara; Trespalacios, Jesús; Gallagher, Rachel

2012-01-01

Instructional designers in the Learning Games Lab at New Mexico State University have developed a specific approach for the creation of educational games, one that has been used successfully in over 20 instructional design projects and is extensible to other developers. Using this approach, game developers and content experts (a) work…
Bibliographic Instruction Handbook.

ERIC Educational Resources Information Center

Association of Coll. and Research Libraries, Chicago, IL.

Based on the ACRL Guidelines for Bibliographic Instruction, this handbook is intended not only to provide guidance in the development of instruction programs, but also to stimulate discussion within the profession. It consists of the guidelines, five model statements and checklists, a glossary, and a pathfinder. The guidelines present generally…
North Carolina Articulated Instructional Objectives Guide for Executive Secretary/Business Education (State Pilot Model).

ERIC Educational Resources Information Center

North Carolina State Dept. of Community Colleges, Raleigh.

This articulation instructional objective guide for executive secretary/business education contains summary information on sixteen blocks (courses) of instruction. They are the following: introduction to business, business mathematics, personal development, typing--beginning, records management, business machine--calculating, business…
Instructional Programming. (SCAT Project, Title VI-G).

ERIC Educational Resources Information Center

Shoemaker, Sue

Developed by the SCAT (Support, Competency-Assistance and Training) Project staff, the document deals with the fourth step, instructional programing, of a systematic instruction model for use with exceptional children. Purposes of the paper are noted to include providing guidelines for establishing and implementing individualized instructional…
NALDA (Naval Aviation Logistics Data Analysis) CAI (computer aided instruction)

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

Handler, B.H.; France, P.A.; Frey, S.C.

Data Systems Engineering Organization (DSEO) personnel developed a prototype computer aided instruction CAI system for the Naval Aviation Logistics Data Analysis (NALDA) system. The objective of this project was to provide a CAI prototype that could be used as an enhancement to existing NALDA training. The CAI prototype project was performed in phases. The task undertaken in Phase I was to analyze the problem and the alternative solutions and to develop a set of recommendations on how best to proceed. The findings from Phase I are documented in Recommended CAI Approach for the NALDA System (Duncan et al., 1987). Inmore » Phase II, a structured design and specifications were developed, and a prototype CAI system was created. A report, NALDA CAI Prototype: Phase II Final Report, was written to record the findings and results of Phase II. NALDA CAI: Recommendations for an Advanced Instructional Model, is comprised of related papers encompassing research on computer aided instruction CAI, newly developing training technologies, instructional systems development, and an Advanced Instructional Model. These topics were selected because of their relevancy to the CAI needs of NALDA. These papers provide general background information on various aspects of CAI and give a broad overview of new technologies and their impact on the future design and development of training programs. The paper within have been index separately elsewhere.« less
Mage: A Tool for Developing Interactive Instructional Graphics

ERIC Educational Resources Information Center

Pavkovic, Stephen F.

2005-01-01

Mage is a graphics program developed for visualization of three-dimensional structures of proteins and other macromolecules. An application of the Mage program is reported here for developing interactive instructional graphics files (kinemages) of much smaller scale. Examples are given illustrating features of VSEPR models, permanent dipoles,…
Analysis of an Instructional Coach's Role as Elementary School Language Teachers' Professional Developer

ERIC Educational Resources Information Center

Chien, Chin-Wen

2013-01-01

Coaches can provide teachers with quality professional development experiences by mentoring, providing workshops, modeling, or encouraging professional growth (York-Barr & Duke, 2004). This study focuses on the instructional coach's role in the professional development of teachers of English language learners (ELLs). The study has the following…
An Instructional Merger: HyperCard and the Integrative Teaching Model.

ERIC Educational Resources Information Center

Massie, Carolyn M.; Volk, Larry G.

Teaching methods have been developed and tested that encourage students to process information and refine their thinking skills. The information processing model is known as the Integrative Teaching Model. By combining the computer technology in the HyperCard application for data display and retrieval, instructional delivery of this teaching model…
Implementation of the Hunter Instructional Model: A Staff Development Study.

ERIC Educational Resources Information Center

Wolfe, Patricia R.

A study was made to determine to what degree teachers, trained in the use of the Hunter Instructional Model, appropriately used the skills and strategies taught by the model, and what influenced the application of the learned skills in the classroom. Fourteen first through fourth grade teachers in two elementary schools participated. The…
Exploring a Comprehensive Model for Early Childhood Vocabulary Instruction: A Design Experiment

ERIC Educational Resources Information Center

Wang, X. Christine; Christ, Tanya; Chiu, Ming Ming

2014-01-01

Addressing a critical need for effective vocabulary practices in early childhood classrooms, we conducted a design experiment to achieve three goals: (1) developing a comprehensive model for early childhood vocabulary instruction, (2) examining the effectiveness of this model, and (3) discerning the contextual conditions that hinder or facilitate…
The Application of the Integrative Model to Teach the Formation of American Political Parties

ERIC Educational Resources Information Center

Mitchell, Melissa Buelow

2011-01-01

The Integrative Model of instruction engages students in critical thinking while providing history teachers with an instructional strategy other than a traditional lecture format. The Integrative Model was used to develop an interactive lesson titled "The Formation of American Political Parties: Federalist versus Anti-federalist." This article…
75 FR 1814 - Solicitation for a Cooperative Agreement-Curriculum Development: Training for Correctional...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-01-13

... services and programming that support the offenders' long term attachment to the labor force. DATES... Instructional Theory Into Practice (ITIP) model, to be written based on occupational documentation that includes... using NIC's Instructional Theory Into Practice (ITIP) model. This model can be found on NIC's Web site...
Whole-Group Response Strategies to Promote Student Engagement in Inclusive Classrooms

ERIC Educational Resources Information Center

Nagro, Sarah A.; Hooks, Sara D.; Fraser, Dawn W.; Cornelius, Kyena E.

2016-01-01

Students with learning disabilities are often educated in inclusive classrooms alongside their typically developing peers. Although differentiated small-group instruction is ideal for students with learning disabilities, whole-group instruction continues to be the predominant instructional model in inclusive classrooms. This can create major…
Designing Effective Curricula with an Interactive Collaborative Curriculum Design Tool (CCDT)

ERIC Educational Resources Information Center

Khadimally, Seda

2015-01-01

Guided by the principles of the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) instructional design (ID) model, this creative instructional product presents a learning/teaching approach that is fundamentally constructivist. For the purposes of designing effective instruction in an academic preparation course, a…
An Instructional Design Framework for Fostering Student Engagement in Online Learning Environments

ERIC Educational Resources Information Center

Czerkawski, Betul C.; Lyman, Eugene W.

2016-01-01

Many approaches, models and frameworks exist when designing quality online learning environments. These approaches assist and guide instructional designers through the process of analysis, design, development, implementation and evaluation of instructional processes. Some of these frameworks are concerned with student participation, some with…
Promoting collaboration skills on reflection concept through multimedia-based integrated instruction

NASA Astrophysics Data System (ADS)

Hermawan, Hermawan; Siahaan, Parsaoran; Suhendi, Endi; Samsudin, Achmad

2017-05-01

Multimedia-Based Integrated Instructions (MBI2) has been developed to promote the collaboration skills on reflection concepts turn into more real and meaningful learning. The initial design of MBI2 in the form of a multimedia computer that allows users to explore the concept of the overall reflectance of the light through the conceptual and practical aspects that have been developed. MBI2has been developed to promoteone of the skills that the 21st-century skills to students'junior high school that is collaboration skill in order to compete in the future life. The ability to collaborate is divided into five aspects, namely contributions, time management, problem-solving, working with others and research techniques. Research methods utiliseed in this study is an exploration and instructional development 4D model (define, design, develop and disseminate). Based on data analysis, it can be concluded that the development of integrated multimedia-based instruction (MBI2) on the concept of reflection through the 4D developing model was effectively to enhance collaboration skills of students'junior high school.

The Minicourse Instructional Model.

ERIC Educational Resources Information Center

Borg, Walter R.

This paper, originally presented with a film introduction to the minicourse model, overviews the development of a series of microteaching courses designed to train teachers the specific teaching skills necessary to function effectively in the teaching-learning situation. Advantages of the instructional sequence are noted: focus on specific…
Designing Illustrations for CBVE Technical Procedures.

ERIC Educational Resources Information Center

Laugen, Ronald C.

A model was formulated for developing functional illustrations for text-based competency-based vocational education (CBVE) instructional materials. The proposed model contained four prescriptive steps that address the events of instruction to be provided or supported and the locations, content, and learning cues for each illustration. Usefulness…
A Model of Research Paper Writing Instructional Materials for Academic Writing Course: "Needs & Documents Analysis and Model Design"

ERIC Educational Resources Information Center

Ghufron, M. Ali; Saleh, Mursid; Warsono; Sofwan, Ahmad

2016-01-01

This study aimed at designing a model of instructional materials for Academic Writing Course focusing on research paper writing. The model was designed based on the Curriculum at the English Education Study Program, Faculty of Language and Art Education of IKIP PGRI Bojonegoro, East Java, Indonesia. This model was developed in order to improve…
Investigating How German Biology Teachers Use Three-Dimensional Physical Models in Classroom Instruction: a Video Study

NASA Astrophysics Data System (ADS)

Werner, Sonja; Förtsch, Christian; Boone, William; von Kotzebue, Lena; Neuhaus, Birgit J.

2017-07-01

To obtain a general understanding of science, model use as part of National Education Standards is important for instruction. Model use can be characterized by three aspects: (1) the characteristics of the model, (2) the integration of the model into instruction, and (3) the use of models to foster scientific reasoning. However, there were no empirical results describing the implementation of National Education Standards in science instruction concerning the use of models. Therefore, the present study investigated the implementation of different aspects of model use in German biology instruction. Two biology lessons on the topic neurobiology in grade nine of 32 biology teachers were videotaped (N = 64 videos). These lessons were analysed using an event-based coding manual according to three aspects of model described above. Rasch analysis of the coded categories was conducted and showed reliable measurement. In the first analysis, we identified 68 lessons where a total of 112 different models were used. The in-depth analysis showed that special aspects of an elaborate model use according to several categories of scientific reasoning were rarely implemented in biology instruction. A critical reflection of the used model (N = 25 models; 22.3%) and models to demonstrate scientific reasoning (N = 26 models; 23.2%) were seldom observed. Our findings suggest that pre-service biology teacher education and professional development initiatives in Germany have to focus on both aspects.
Efficacy of Self-Regulated Strategy Development Instruction for Developing Writers with and without Disabilities in Rural Schools: A Randomized Controlled Trial

ERIC Educational Resources Information Center

Mason, Linda H.; Cramer, Anne Mong; Garwood, Justin D.; Varghese, Cheryl; Hamm, Jill; Murray, Allen

2017-01-01

A workshop with virtual consultation practice-based professional development model for self-regulated strategy development persuasive writing instruction was evaluated in a randomized controlled trial. Nineteen general education teachers and 564 Grade 5 and 6 students in 16 low-wealth rural schools participated. Following training, teachers…
Learners' Perceptions of Instructional Design Practice in a Situated Learning Activity

ERIC Educational Resources Information Center

Woolf, Nicholas; Quinn, James

2009-01-01

This case study investigated learners' perceptions of value from participating in a learning activity designed to model professional instructional design practice. Learners developed instructional design products for a corporate client in the context of a classroom-based course. The findings indicate that learners perceived different kinds of…
Developing Distance Education Content Using the TAPPA Process

ERIC Educational Resources Information Center

Moore, Robert L.

2016-01-01

The proliferation of distance education has occurred alongside the emerging technologies of the Web 2.0 and Web 3.0 environments, changing the way instructors approach, design, and deliver their instructional materials. In the past, instructional design (ID) practitioners relied on instruction system design (ISD) models that focused primarily on…
A Framework for the Specification of the Semantics and the Dynamics of Instructional Applications

ERIC Educational Resources Information Center

Buendia-Garcia, Felix; Diaz, Paloma

2003-01-01

An instructional application consists of a set of resources and activities to implement interacting, interrelated, and structured experiences oriented towards achieving specific educational objectives. The development of computer-based instructional applications has to follow a well defined process, so models for computer-based instructional…
Student Perceptions of University Physical Activity Instruction Courses Taught Utilizing Sport Education

ERIC Educational Resources Information Center

Mohr, Derek J.; Sibley, Benjamin A.; Townsend, J. Scott

2012-01-01

Limited research exists on effective teaching methods in university physical activity instruction (PAI) program courses. The purpose of this study was to evaluate PAI courses taught utilizing a sport education curriculum and instructional model. The Individual Development and Educational Assessment (IDEA) teaching evaluation was administered to…
Digital Immersive Virtual Environments and Instructional Computing

ERIC Educational Resources Information Center

Blascovich, Jim; Beall, Andrew C.

2010-01-01

This article reviews theory and research relevant to the development of digital immersive virtual environment-based instructional computing systems. The review is organized within the context of a multidimensional model of social influence and interaction within virtual environments that models the interaction of four theoretical factors: theory…
Changing Needs, Changing Models: Instructional Technology Training at Bronx Community College

ERIC Educational Resources Information Center

Wach, Howard

2007-01-01

In this article Harold Wach describes the gradual evolution of instructional technology faculty development programs at Bronx Community College from "one-shot" two-hour software training sessions toward a comprehensive model that combines intensive summer sessions, academic year implementation, peer mentoring, and accountability. The…
Effects of Modeling Versus Instructions on Sensitivity to Reinforcement Schedules

ERIC Educational Resources Information Center

Neef, Nancy A.; Marckel, Julie; Ferreri, Summer; Jung, Sunhwa; Nist, Lindsay; Armstrong, Nancy

2004-01-01

This study examined the effects of modeling versus instructions on the choices of 3 typically developing children and 3 children with attention deficit hyperactivity disorder (ADHD) whose academic responding showed insensitivity to reinforcement schedules. During baseline, students chose between successively presented pairs of mathematics problems…
Instructional Systems Development Model for Interactive Videodisc. Final Report.

ERIC Educational Resources Information Center

Campbell, J. Olin; And Others

This third and final report on a 3-year project, which developed authoring and production procedures for interactive videodisc based on the Interservice Procedures for Instructional Systems Development (IPISD), reviews the current state of the art, provides an overview of the project, and describes two videodiscs made for the project and the…
Developmental Theories and Instructional Strategies: A Summary Paper. SIDRU Research Report No. 5.

ERIC Educational Resources Information Center

Bailey, Beeke

This paper provides curriculum makers with an overview of developmental theory and relates the theory to instructional strategies. The section on socioemotional development addresses Erikson's eight ages of man, Kohlberg's stages of moral development, motivation and Maslow's hierarchy of needs, Taylor's stage model of creative development, and…
Gagne's and Laurillard's Models of Instruction Applied to Distance Education: A Theoretically Driven Evaluation of an Online Curriculum in Public Health.

ERIC Educational Resources Information Center

Hannon, Peggy; Umble, Karl E.; Alexander, Lorraine; Francisco, Don; Steckler, Allan; Tudor, Gai; Upshaw, Vaughn

2002-01-01

Student evaluations of an online public health curriculum developed using the instructional models of Gagne and Laurillard indicated that students were generally satisfied with the experience. However, some dissatisfaction with the feedback and guidance they received supported Laurillard's model. Comments revealed an aspect of the learning…
Applying Constructivist and Objectivist Learning Theories in the Design of a Web-based Course: Implications for Practice.

ERIC Educational Resources Information Center

Moallem, Mahnaz

2001-01-01

Provides an overview of the process of designing and developing a Web-based course using instructional design principles and models, including constructivist and objectivist theories. Explains the process of implementing an instructional design model in designing a Web-based undergraduate course and evaluates the model based on course evaluations.…
The Development of a Model Design to Assess Instruction in Farm Management in Terms of Economic Returns and the Understanding of Economic Principles.

ERIC Educational Resources Information Center

Rolloff, John August

The records of 27 farm operators participating in farm business analysis programs in 5 Ohio schools were studied to develop and test a model for determining the influence of the farm business analysis phase of vocational agriculture instruction in farm management. Economic returns were measured as ratios between 1965 program inputs and outputs…
Transfer of training through a science education professional development program

NASA Astrophysics Data System (ADS)

Sowards, Alan Bosworth

Educational research substantiates that effective professional development models must be developed in order for reform-based teaching strategies to be implemented in classrooms. This study examined the effectiveness of an established reform-based science education professional development program, Project LIFE. The study investigated what impact Project LIFE had on participants implementation of reform-based instruction in their classroom three years after participation in the science inservice program. Participants in the case studies described use of reform-based instruction and program factors that influenced transfer of training to their classrooms. Subjects of the study were 5th--10th grade teachers who participated in the 1997--98 Project LIFE professional development program. The study employed a mixed design including both qualitative and quantitative methodology. The qualitative data was collected from multiple sources which included: an open-ended survey, classroom observations, structured interviews, and artifacts. Three purposeful selection of teachers for case studies were made with teacher approval and authorization from building principals. Interview responses from the three case studies were further analyzed qualitatively using the microcomputer software NUD*IST. Tables and figures generated from NUD*IST graphically represented the case study teachers response and case comparison to six established categories: (1) continued implementation of reform-based instruction, (2) use of reform-based instruction, (3) program factors supporting transfer of training, (4) professional development, (5) goals of Project LIFE, and (6) critical issues in science education. Paired t-tests were used to analysis the quantitative data collected from the Survey of Attitudes Toward Science and Science Teaching. The study concluded the 1997--98 Project LIFE participants continued to implement reform-based instruction in their classrooms three years later. According to the teachers the program factors having the most influence on transferring training to their classroom were the positive responses from students; reflections with other teachers regarding instructional activities and strategies; modeling of activities and strategies they received from Project LIFE staff while participating in the program; and teachers commitment to reform-based instruction. These findings are important in enhancing national science reform goals. In order for teachers to be able to implement science-reform-based instruction in their classrooms they must experience effective professional development models. Designers of professional development programs must understand which factors in staff development programs most contribute to transfer of training.
Toward University Modeling Instruction—Biology: Adapting Curricular Frameworks from Physics to Biology

PubMed Central

Manthey, Seth; Brewe, Eric

2013-01-01

University Modeling Instruction (UMI) is an approach to curriculum and pedagogy that focuses instruction on engaging students in building, validating, and deploying scientific models. Modeling Instruction has been successfully implemented in both high school and university physics courses. Studies within the physics education research (PER) community have identified UMI's positive impacts on learning gains, equity, attitudinal shifts, and self-efficacy. While the success of this pedagogical approach has been recognized within the physics community, the use of models and modeling practices is still being developed for biology. Drawing from the existing research on UMI in physics, we describe the theoretical foundations of UMI and how UMI can be adapted to include an emphasis on models and modeling for undergraduate introductory biology courses. In particular, we discuss our ongoing work to develop a framework for the first semester of a two-semester introductory biology course sequence by identifying the essential basic models for an introductory biology course sequence. PMID:23737628
An Instructional Systems Technology Model for Institutional Change.

ERIC Educational Resources Information Center

Dudgeon, Paul J.

A program based on instructional systems technology was developed at Canadore College as a means of devising the optimal learning experience for each individual student. The systems approach is used to solve educational problems through a process of analysis, synthesis, modeling, and simulation, based on the LOGOS (Language for Optimizing…

A Phenomenological Study of Undergraduate Instructors Using the Inverted or Flipped Classroom Model

ERIC Educational Resources Information Center

Brown, Anna F.

2012-01-01

The changing educational needs of undergraduate students have not been addressed with a corresponding development of instructional methods in higher education classrooms. This study used a phenomenological approach to investigate a classroom-based instructional model called the "inverted" or "flipped" classroom. The flipped…
Developing Reflective Thinking Instructional Model for Enhancing Students' Desirable Learning Outcomes

ERIC Educational Resources Information Center

Porntaweekul, Satjatam; Raksasataya, Sarintip; Nethanomsak, Teerachai

2016-01-01

This work aims to investigate the reflective thinking instructional model for enhancing empowerment of pre-service and in-service educational students in Roi-Et Rajabhat University, Thailand. In this research, qualitative methods, observation, interview, short note, and group discussion were used to indicate students' desirable learning outcomes,…
Pedagogical Content Knowledge in Mathematical Modelling Instruction

ERIC Educational Resources Information Center

Tan, Liang Soon; Ang, Keng Cheng

2012-01-01

This paper posits that teachers' pedagogical content knowledge in mathematical modelling instruction can be demonstrated in the crafting of action plans and expected teaching and learning moves via their lesson images (Schoenfeld, 1998). It can also be developed when teachers shape appropriate teaching moves in response to students' learning…
A Case Study on the Effects of an L2 Writing Instructional Model for Blended Learning in Higher Education

ERIC Educational Resources Information Center

So, Lee; Lee, Chung Hyun

2013-01-01

This case study explores EFL (English as a foreign language) students' perceptions toward a prototype of an instructional model for second language (L2) writing in blended learning and the effects of the model on the development of L2 writing skills in higher education. This model is primarily founded on the process-oriented writing approach…
A grounded theory study on the role of differentiated instruction in effective middle school science teaching

NASA Astrophysics Data System (ADS)

Jones, Brian Kirby

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

PubMed

Tjiam, Irene M; Schout, Barbara M A; Hendrikx, Ad J M; Scherpbier, Albert J J M; Witjes, J Alfred; van Merriënboer, Jeroen J G

2012-01-01

Most studies of simulator-based surgical skills training have focused on the acquisition of psychomotor skills, but surgical procedures are complex tasks requiring both psychomotor and cognitive skills. As skills training is modelled on expert performance consisting partly of unconscious automatic processes that experts are not always able to explicate, simulator developers should collaborate with educational experts and physicians in developing efficient and effective training programmes. This article presents an approach to designing simulator-based skill training comprising cognitive task analysis integrated with instructional design according to the four-component/instructional design model. This theory-driven approach is illustrated by a description of how it was used in the development of simulator-based training for the nephrostomy procedure.
Instruction, Development, and Achievement of Struggling Primary Grade Readers

ERIC Educational Resources Information Center

Rightmyer, Elizabeth Campbell; McIntyre, Ellen; Petrosko, Joseph M.

2006-01-01

This study examined the phonics and reading achievement of 117 primary grade students in 14 schools and 42 classrooms. Students received instruction in one of six different reading programs or models based upon the school they attended. Through qualitative data collection and analysis of specific instructional practices, it was determined that no…
Applying Technology to Enhance STEM Achievement for Students with Disabilities: The Blending Assessment with Instruction Program

ERIC Educational Resources Information Center

Meyen, Edward L.; Greer, Diana L.

2010-01-01

This article discusses the theoretical framework, instructional design, formative assessment results, capacity for national distribution, and generalization of the Blending Assessment with Instruction Program (BAIP) model to other content areas such as science. The BAIP, developed and validated at the University of Kansas, employs technology to…
Developing a Process Model for Student Reformation of Curriculum and Instruction.

ERIC Educational Resources Information Center

Grimaldi, Ettore P.; Garrett, Philip R.

This paper presents a working framework for a controlled change of instructional practices within a community college. A methodology for the training of students and faculty in the evaluation of curriculum and instruction is presented: (1) establish a positive rationale for evaluation within a context of meaningful philosophy; (2) determine a…
A Conceptual Model for the Design and Delivery of Explicit Thinking Skills Instruction

ERIC Educational Resources Information Center

Kassem, Cherrie L.

2005-01-01

Developing student thinking skills is an important goal for most educators. However, due to time constraints and weighty content standards, thinking skills instruction is often embedded in subject matter, implicit and incidental. For best results, thinking skills instruction requires a systematic design and explicit teaching strategies. The…
Rethinking biology instruction: The application of DNR-based instruction to the learning and teaching of biology

NASA Astrophysics Data System (ADS)

Maskiewicz, April Lee

Educational studies report that secondary and college level students have developed only limited understandings of the most basic biological processes and their interrelationships from typical classroom experiences. Furthermore, students have developed undesirable reasoning schemes and beliefs that directly affect how they make sense of and account for biological phenomena. For these reasons, there exists a need to rethink instructional practices in biology. This dissertation discusses how the principles of Harel's (1998, 2001) DNR-based instruction in mathematics could be applied to the teaching and learning of biology. DNR is an acronym for the three foundational principles of the system: Duality, Necessity, and Repeated-reasoning. This study examines the application of these three principles to ecology instruction. Through clinical and teaching interviews, I developed models of students' existing ways of understanding in ecology and inferred their ways of thinking. From these models a hypothetical learning trajectory was developed for 16 college level freshmen enrolled in a 10-week ecology teaching experiment. Through cyclical, interpretive analysis I documented and analyzed the evolution of the participants' progress. The results provide empirical evidence to support the claim that the DNR principles are applicable to ecology instruction. With respect to the Duality Principle, helping students develop specific ways of understanding led to the development of model-based reasoning---a way of thinking and the cognitive objective guiding instruction. Through carefully structured problem solving tasks, the students developed a biological understanding of the relationship between matter cycling, energy flow, and cellular processes such as photosynthesis and respiration, and used this understanding to account for observable phenomena in nature. In the case of intellectual necessity, the results illuminate how problem situations can be developed for biology learners that create cognitive disequilibrium-equilibrium phases and thus lead to modification or refinement of existing schemes. Elements that contributed to creating intellectual need include (a) problem tasks that built on students' existing knowledge; (b) problem tasks that challenged students; (c) a routine in which students presented their group's solution to the class; and (d) the didactical contract (Brousseau, 1997) established in the classroom.
Exploring Ecosystems from the Inside: How Immersive Multi-User Virtual Environments Can Support Development of Epistemologically Grounded Modeling Practices in Ecosystem Science Instruction

ERIC Educational Resources Information Center

Kamarainen, Amy M.; Metcalf, Shari; Grotzer, Tina; Dede, Chris

2015-01-01

Recent reform efforts and the next generation science standards emphasize the importance of incorporating authentic scientific practices into science instruction. Modeling can be a particularly challenging practice to address because modeling occurs within a socially structured system of representation that is specific to a domain. Further, in the…
dETECT: A Model for the Evaluation of Instructional Units for Teaching Computing in Middle School

ERIC Educational Resources Information Center

von Wangenheim, Christiane G.; Petri, Giani; Zibertti, André W.; Borgatto, Adriano F.; Hauck, Jean C. R.; Pacheco, Fernando S.; Filho, Raul Missfeldt

2017-01-01

The objective of this article is to present the development and evaluation of dETECT (Evaluating TEaching CompuTing), a model for the evaluation of the quality of instructional units for teaching computing in middle school based on the students' perception collected through a measurement instrument. The dETECT model was systematically developed…
Examining the Effects of SRSD in Combination with Video Self-Modeling on Writing by Third Grade Students with Learning Disabilities

ERIC Educational Resources Information Center

Miller, Katie M.; Little, Mary E.

2018-01-01

The purpose of this study was to determine the effectiveness of an instructional package, Self-Regulated Strategy Development, a cognitive strategy instructional model (POW + TREE), in combination with video self-modeling (VSM) on the improvement on the written expression of three third-grade students with learning disabilities (LD). This…
Knowledge Management in Blended Learning: Effects on Professional Development in Creativity Instruction

ERIC Educational Resources Information Center

Yeh, Yu-chu; Huang, Ling-yi; Yeh, Yi-ling

2011-01-01

The purposes of this study were (1) to develop a teacher training program that integrates knowledge management (KM) and blended learning and examine its effects on pre-service teachers' professional development in creativity instruction; and (2) to explore the mechanisms underlying the success of such KM-based training. The employed KM model was…
Instructional Staff Development. Component 5: Pupil Centered Inquiry.

ERIC Educational Resources Information Center

Lux, John E.; Wright, Delivee L.

This trainer's manual for the fifth of six components of the Instructional Staff Development (ISD) program is designed to prepare teachers to develop a model for use in Pupil Centered Inquiry teaching (PCI). This component is said to build on the teacher's knowledge, skills, and attitudes gained in the first four components; the entire program is…
Situated Instructional Coaching: A Case Study of Faculty Professional Development

ERIC Educational Resources Information Center

Czajka, Charles Doug; McConnell, David

2016-01-01

Background: Barriers to reforming traditional lecture-based undergraduate STEM classes are numerous and include time constraints, lack of training, and instructor's beliefs about teaching and learning. This case study documents the use of a situated instructional coaching process as a method of faculty professional development. In this model, a…
Comprehensive Evaluation of the 1996 Interdisciplinary Teamed Instruction Summer Institute.

ERIC Educational Resources Information Center

Meehan, Merrill L.; Cowley, Kimberly S.

The Interdisciplinary Teamed Instruction (ITI) Project was a 2-year project aimed at determining the effects of ITI on teaching and learning and at validating the effectiveness of a professional development model to facilitate development, implementation, and evaluation of ITI. Through summer institutes and onsite workshops, project staff provided…
Developing Computer-Assisted Instruction Multimedia For Educational Technology Course of Coastal Area Students

NASA Astrophysics Data System (ADS)

Idris, Husni; Nurhayati, Nurhayati; Satriani, Satriani

2018-05-01

This research aims to a) identify instructional software (interactive multimedia CDs) by developing Computer-Assisted Instruction (CAI) multimedia that is eligible to be used in the instruction of the Educational Technology course; b) analysis the role of instructional software (interactive multimedia CDs) on the Educational Technology course through the development of Computer-Assisted Instruction (CAI) multimedia to improve the quality of education and instructional activities. This is Research and Development (R&D). It employed the descriptive procedural model of development, which outlines the steps to be taken to develop a product, which is instructional multimedia. The number of subjects of the research trial or respondents for each stage was 20 people. To maintain development quality, an expert in materials outside the materials under study, an expert in materials who is also a Educational Technology lecturer, a small groupof 3 students, a medium-sized group of 10 students, and 20 students to participate in the field testing took part in this research. Then, data collection instruments were developed in two stages, namely: a) developing the instruments; and b) trying out instruments. Data on students’ responses were collected using questionnaires and analyzed using descriptive statistics with percentage and categorization techniques. Based on data analysis results, it is revealed that the Computer-Assisted Instruction (CAI) multimedia developed and tried out among students during the preliminary field testing falls into the “Good” category, with the aspects of instruction, materials, and media falling into the “Good” category. Subsequently, results of the main field testing among students also suggest that it falls into the “Good” category, with the aspects of instruction, materials, and media falling into the “Good” category. Similarly, results of the operational field testing among students also suggest that it falls into the “Good” category. Thus, it can be concluded that quality of the Computer-Assisted Instruction (CAI) multimedia developed in this research falls into the “Good” category viewed from the aspects of instruction, materials, and media. In other words, overall, the quality of this multimedia belongs to the “Good” category.
Ice pack heat sink subsystem - phase 1, volume 2

NASA Technical Reports Server (NTRS)

Roebelen, G. J., Jr.

1973-01-01

The design, development, and test of a functional laboratory model ice pack heat sink subsystem are discussed. Operating instructions to include mechanical and electrical schematics, maintenance instructions, and equipment specifications are presented.

Development of the Instructional Model of Reading English Strategies for Enhancing Sophomore Students' Learning Achievements in the Institute of Physical Education in the Northeastern Region of Thailand

ERIC Educational Resources Information Center

Whankhom, Prawit; Phusawisot, Pilanut; Sayankena, Patcharanon

2016-01-01

The aim of this research is to develop and verify the effectiveness of an instructional model of reading English strategies for students of Mahasarakham Institute of Physical Education in the Northeastern region through survey. Classroom action research techniques with the two groups of sample sizes of 34 sophomore physical students as a control…
The Second Prototype of the Development of a Technological Pedagogical Content Knowledge Based Instructional Design Model: An Implementation Study in a Technology Integration Course

ERIC Educational Resources Information Center

Lee, Chia-Jung; Kim, ChanMin

2014-01-01

This study presents a refined technological pedagogical content knowledge (also known as TPACK) based instructional design model, which was revised using findings from the implementation study of a prior model. The refined model was applied in a technology integration course with 38 preservice teachers. A case study approach was used in this…
Web 2.0 Articles: Content Analysis and a Statistical Model to Predict Recognition of the Need for New Instructional Design Strategies

ERIC Educational Resources Information Center

Liu, Leping; Maddux, Cleborne D.

2008-01-01

This article presents a study of Web 2.0 articles intended to (a) analyze the content of what is written and (b) develop a statistical model to predict whether authors' write about the need for new instructional design strategies and models. Eighty-eight technology articles were subjected to lexical analysis and a logistic regression model was…
Model Guided Design and Development Process for an Electronic Health Record Training Program

PubMed Central

He, Ze; Marquard, Jenna; Henneman, Elizabeth

2016-01-01

Effective user training is important to ensure electronic health record (EHR) implementation success. Though many previous studies report best practice principles and success and failure stories, current EHR training is largely empirically-based and often lacks theoretical guidance. In addition, the process of training development is underemphasized and underreported. A white paper by the American Medical Informatics Association called for models of user training for clinical information system implementation; existing instructional development models from learning theory provide a basis to meet this call. We describe in this paper our experiences and lessons learned as we adapted several instructional development models to guide our development of EHR user training. Specifically, we focus on two key aspects of this training development: training content and training process. PMID:28269940
Concentrated Language Encounter Instruction Model III in Reading and Creative Writing Abilities

ERIC Educational Resources Information Center

Promnont, Piyapong; Rattanavich, Saowalak

2015-01-01

The research is aimed to study the development of eleventh grade students' reading, creative writing abilities, satisfaction taught through the concentrated language encounter instruction method, CLE model III. One experimental group time series design was used, and the data was analyzed by MANOVA with repeated measures, t-test for one-group…
A General Set of Procedures for Constructivist Instructional Design: The New R2D2 Model.

ERIC Educational Resources Information Center

Willis, Jerry; Wright, Kristen Egeland

2000-01-01

Describes the R2D2 (Reflective, Recursive Design and Development) model of constructivist instructional design. Highlights include participatory teams; progressive problem solution; phronesis, or contextual understanding; dissemination, including summative evaluation; and a new paradigm that shifts from the industrial age to the information age.…
Developing Kindergarten Children's Mathematical Abilities and Character by Using Area Instruction Model

ERIC Educational Resources Information Center

Mardiana, Dinny; Mudrikah, Achmad; Amna, Nurjanah

2016-01-01

This study aimed to describe the application of Area Instruction Model on one of the state kindergarten in Bandung city. The study used a qualitative approach with descriptive qualitative design. Data was obtained through interviews, observation, and documentation. The validity of the analysis was guaranteed through perseverance observation and…
A Four-Stage Model for Planning Computer-Based Instruction.

ERIC Educational Resources Information Center

Morrison, Gary R.; Ross, Steven M.

1988-01-01

Describes a flexible planning process for developing computer based instruction (CBI) in which the CBI design is implemented on paper between the lesson design and the program production. A four-stage model is explained, including (1) an initial flowchart, (2) storyboards, (3) a detailed flowchart, and (4) an evaluation. (16 references)…
Implementing an Indigenous Community Education Program: An Interim Report.

ERIC Educational Resources Information Center

Nabokov, Peter

Institutional success of an instructional model that featured peer instruction, a strict performance orientation, and an insistence on mastery of specific skills led developers to believe the same model could be used by communities to disseminate skills and information at low cost and with efficiency. The system was utilized in setting up an…
A Professional Learning Community Activity for Science Teachers: How to Incorporate Discourse-Rich Instructional Strategies into Science Lessons

ERIC Educational Resources Information Center

Lewis, Elizabeth; Baker, Dale; Watts, Nievita Bueno; Lang, Michael

2014-01-01

In this article we describe current educational research underlying a comprehensive model for building a scientific classroom discourse community. We offer a professional development activity for a school-based professional learning community, providing specific science instructional strategies within this interactive teaching model. This design…
MICRO-U 70.1: Training Model of an Instructional Institution, Users Manual.

ERIC Educational Resources Information Center

Springer, Colby H.

MICRO-U is a student demand driven deterministic model. Student enrollment, by degree program, is used to develop an Instructional Work Load Matrix. Linear equations using Weekly Student Contact Hours (WSCH), Full Time Equivalent (FTE) students, FTE faculty, and number of disciplines determine library, central administration, and physical plant…
A Study of a "Model of School Learning." Monograph Number 4.

ERIC Educational Resources Information Center

Carroll, John B.; Spearritt, Donald

A booklet of a programmed-instruction type was developed to obtain the measures needed to test Carroll's model of school learning, including ability, aptitude, quality of instruction, opportunity for learning, perserverance, and time criterion. Simple rules in an artificial foreign language were taught by means of the booklet to sixth-grade…
Why Inquiry Is Inherently Difficult...and Some Ways to Make It Easier

ERIC Educational Resources Information Center

Meyer, Daniel Z.; Avery, Leanne M.

2010-01-01

In this article, the authors offer a framework that identifies two critical problems in designing inquiry-based instruction and suggests three models for developing instruction that overcomes those problems. The Protocol Model overcomes the Getting on Board Problem by providing students an initial experience through clearly delineated steps with a…
Off to the Duck Races: Planning for Inquiry in STEM

ERIC Educational Resources Information Center

Stephan, Michelle

2016-01-01

Although most tasks that STEM professionals engage in--like identifying problems, making models, and testing those models--involve inquiry, many STEM classes still rely on direct instruction. Stephan argues that even as new resources for active learning are being developed for STEM instruction, many teachers aren't using these resources and tasks…
New Approaches and Trends in the Philosophy of Educational Technology for Learning and Teaching Environments

ERIC Educational Resources Information Center

Ipek, Ismail; Ziatdinov, Rushan

2017-01-01

The purpose of this study is to discuss instructional design and technology (IDT) model strategies for developing learning and teaching environments, based on philosophical approaches to educational technology theory. The study begins with a discussion of IDT models to define the history of educational technology or instructional technology…
A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions.

PubMed

Pelletreau, Karen N; Knight, Jennifer K; Lemons, Paula P; McCourt, Jill S; Merrill, John E; Nehm, Ross H; Prevost, Luanna B; Urban-Lurain, Mark; Smith, Michelle K

2018-06-01

Helping faculty develop high-quality instruction that positively affects student learning can be complicated by time limitations, a lack of resources, and inexperience using student data to make iterative improvements. We describe a community of 16 faculty from five institutions who overcame these challenges and collaboratively designed, taught, iteratively revised, and published an instructional unit about the potential effect of mutations on DNA replication, transcription, and translation. The unit was taught to more than 2000 students in 18 courses, and student performance improved from preassessment to postassessment in every classroom. This increase occurred even though faculty varied in their instructional practices when they were teaching identical materials. We present information on how this faculty group was organized and facilitated, how members used student data to positively affect learning, and how they increased their use of active-learning instructional practices in the classroom as a result of participation. We also interviewed faculty to learn more about the most useful components of the process. We suggest that this professional development model can be used for geographically separated faculty who are interested in working together on a known conceptual difficulty to improve student learning and explore active-learning instructional practices.
An educational ethnography of teacher-developed science curriculum implementation: Enacting conceptual change-based science inquiry with Hispanic students

NASA Astrophysics Data System (ADS)

Brunsell, Eric Steven

An achievement gap exists between White and Hispanic students in the United States. Research has shown that improving the quality of instruction for minority students is an effective way to narrow this gap. Science education reform movements emphasize that science should be taught using a science inquiry approach. Extensive research in teaching and learning science also shows that a conceptual change model of teaching is effective in helping students learn science. Finally, research into how Hispanic students learn best has provided a number of suggestions for science instruction. The Inquiry for Conceptual Change model merges these three research strands into a comprehensive yet accessible model for instruction. This study investigates two questions. First, what are teachers' perceptions of science inquiry and its implementation in the classroom? Second, how does the use of the Inquiry for Conceptual Change model affect the learning of students in a predominantly Hispanic, urban neighborhood. Five teachers participated in a professional development project where they developed and implemented a science unit based on the Inquiry for Conceptual Change model. Three units were developed and implemented for this study. This is a qualitative study that included data from interviews, participant reflections and journals, student pre- and post-assessments, and researcher observations. This study provides an in-depth description of the role of professional development in helping teachers understand how science inquiry can be used to improve instructional quality for students in a predominantly Hispanic, urban neighborhood. These teachers demonstrated that it is important for professional development to be collaborative and provide opportunities for teachers to enact and reflect on new teaching paradigms. This study also shows promising results for the ability of the Inquiry for Conceptual Change model to improve student learning.
D[superscript 4]S[superscript 4]: A Four Dimensions Instructional Strategy for Web-Based and Blended Learning

ERIC Educational Resources Information Center

Abdelaziz, Hamdy A.

2012-01-01

Web-based education is facing a paradigm shift under the rapid development of information and communication technology. The new paradigm of learning requires special techniques of course design, special instructional models, and special methods of evaluation. This paper investigates the effectiveness of an adaptive instructional strategy for…
Implementing the Next Generation Science Standards: How Instructional Coaches Mediate Standards-Based Educational Reform to Teacher Practice

NASA Astrophysics Data System (ADS)

Laxton, Katherine E.

This dissertation takes a close look at how district-level instructional coaches support teachers in learning to shifting their instructional practice, related to the Next Generation Science Standards. This dissertation aims to address how re-structuring professional development to a job-embedded coaching model supports individual teacher learning of new reform-related instructional practice. Implementing the NGSS is a problem of supporting professional learning in a way that will enable educators to make fundamental changes to their teaching practice. However, there are few examples in the literature that explain how coaches interact with teachers to improve teacher learning of reform-related instructional practice. There are also few examples in the literature that specifically address how supporting teachers with extended professional learning opportunities, aligned with high-leverage practices, tools and curriculum, impacts how teachers make sense of new standards-based educational reforms and what manifests in classroom instruction. This dissertation proposes four conceptual categories of sense-making that influence how instructional coaches interpret the nature of reform, their roles and in instructional improvement and how to work with teachers. It is important to understand how coaches interpret reform because their interpretations may have unintended consequences related to privileging certain views about instruction, or establishing priorities for how to work with teachers. In this dissertation, we found that re-structuring professional development to a job-embedded coaching model supported teachers in learning new reform-related instructional practice. However, individual teacher interpretations of reform emerged and seemed to be linked to how instructional coaches supported teacher learning.
The Use of Piecewise Growth Models to Estimate Learning Trajectories and RtI Instructional Effects in a Comparative Interrupted Time-Series Design

ERIC Educational Resources Information Center

Zvoch, Keith

2016-01-01

Piecewise growth models (PGMs) were used to estimate and model changes in the preliteracy skill development of kindergartners in a moderately sized school district in the Pacific Northwest. PGMs were applied to interrupted time-series (ITS) data that arose within the context of a response-to-intervention (RtI) instructional framework. During the…

Development and Pilot Test of a Career-Oriented, Peer-Instructional Model in the Office Cluster of Business Occupations. Final Report.

ERIC Educational Resources Information Center

Hungerland, Jacklyn; And Others

This project was conducted to design an instructional model capable of producing high levels of student motivation and proficiency, using the office cluster of business occupations as a vehicle, and to formulate a plan for field implementation and evaluation of the model. To achieve the objectives, project personnel, secondary business teachers,…
The Development of a Framework for and a Model Teaching-Learning System in Electronics Technology for the Elementary School.

ERIC Educational Resources Information Center

Inaba, Lawrence Akio

Developing a rationale and a structure of knowledge as the basis for an instructional system in electronics technology and designing and developing a packaged instructional system in electronics technology for the sixth grade is the two-fold purpose of this study. The study identifies electronics technology within the broad framework of industrial…
An ICAI architecture for troubleshooting in complex, dynamic systems

NASA Technical Reports Server (NTRS)

Fath, Janet L.; Mitchell, Christine M.; Govindaraj, T.

1990-01-01

Ahab, an intelligent computer-aided instruction (ICAI) program, illustrates an architecture for simulator-based ICAI programs to teach troubleshooting in complex, dynamic environments. The architecture posits three elements of a computerized instructor: the task model, the student model, and the instructional module. The task model is a prescriptive model of expert performance that uses symptomatic and topographic search strategies to provide students with directed problem-solving aids. The student model is a descriptive model of student performance in the context of the task model. This student model compares the student and task models, critiques student performance, and provides interactive performance feedback. The instructional module coordinates information presented by the instructional media, the task model, and the student model so that each student receives individualized instruction. Concept and metaconcept knowledge that supports these elements is contained in frames and production rules, respectively. The results of an experimental evaluation are discussed. They support the hypothesis that training with an adaptive online system built using the Ahab architecture produces better performance than training using simulator practice alone, at least with unfamiliar problems. It is not sufficient to develop an expert strategy and present it to students using offline materials. The training is most effective if it adapts to individual student needs.
Elementary School Teacher's Perceptions of the Math Coach Approach to Professional Development

ERIC Educational Resources Information Center

Drust, Janice H.

2013-01-01

An increasingly popular way of supporting teachers is with instructional coaching, which involves the teacher working alongside an instructional coach in the classroom and participating weekly in professional development. Due to a challenge issued to educators from government leaders, schools and districts are considering the coaching model as an…
Interservice Procedures for Instructional Systems Development: Executive Summary and Model.

ERIC Educational Resources Information Center

Branson, Robert K.

The document is the last of a five-part series focusing in minute detail on the processes involved in the formulation of an instructional systems development (ISD) program for military interservice training that will adequately train individuals to do a particular job and which can also be applied to any interservice curriculum development…
Instruction for Food and Fiber and Natural Resources. Bulletin No. 0110.

ERIC Educational Resources Information Center

Gagnon, Dean P.; Keith, Kevin A.

This book is a collection of more than 80 instructional units designed to help educators develop, modify, and expand their agricultural education curriculum in middle school, junior high, and high school. These units, developed and field tested by Wisconsin agriculture educators, expand upon the curriculum model presented in the Wisconsin…
Evaluation of Intercultural Instructional Multimedia Material on Implicit Xenophobic Cognition: Short Time Effects on Implicit Information Processing

ERIC Educational Resources Information Center

Zumbach, Joerg; Schrangl, Gerhard; Mortensen, Chad; Moser, Stephanie

2016-01-01

Considering xenophobic attacks against foreigners and ethnic or religious motivated wars, there is a need for educational concepts to extinguish xenophobia. A model describing the cognitive processes involved in Xenophobic cognition was developed. Instructional multimedia material that discussed various forms of alienation was developed and…
A Study of Two Instructional Sequences Informed by Alternative Learning Progressions in Genetics

ERIC Educational Resources Information Center

Duncan, Ravit Golan; Choi, Jinnie; Castro-Faix, Moraima; Cavera, Veronica L.

2017-01-01

Learning progressions (LPs) are hypothetical models of how learning in a domain develops over time with appropriate instruction. In the domain of genetics, there are two independently developed alternative LPs. The main difference between the two progressions hinges on their assumptions regarding the accessibility of classical (Mendelian) versus…
Effect of Multimedia Assisted 7e Learning Model Applications on Academic Achievement and Retention in Students

ERIC Educational Resources Information Center

Sarac, Hakan; Tarhan, Devrim

2017-01-01

In the rapidly developing age of technology, the contribution of using multimedia-supported instructional materials in the field of teaching technologies to science education has been increasing steadily. The purpose of this research is to compare the multimedia learning instructional materials prepared according to the 7E learning model and the…
Learning How the Electron Transport Chain Works: Independent and Interactive Effects of Instructional Strategies and Learners' Characteristics

ERIC Educational Resources Information Center

Darabi, Aubteen; Arrastia-Lloyd, Meagan C.; Nelson, David W.; Liang, Xinya; Farrell, Jennifer

2015-01-01

In order to develop an expert-like mental model of complex systems, causal reasoning is essential. This study examines the differences between forward and backward instructional strategies in terms of efficiency, students' learning and progression of their mental models of the electronic transport chain in an undergraduate metabolism course…
Faculty Development: Not Just a Bandwagon.

ERIC Educational Resources Information Center

Hipps, Opal S.

1978-01-01

Considers problems in traditional faculty development programs, comments on the relation between faculty development and evaluation, and reviews the instructional development model, the organizational development approach, and the personal development model. Offers suggestions for nursing faculties and administrators in organizing a nursing…
Research on Learning Strategies and Hands-On Training in CAI. Final Report, 1 January 1975 to 30 September 1978.

ERIC Educational Resources Information Center

Towne, Douglas M.; And Others

This final report reviews research performed in two major areas--instructional theory, and development of a generalized maintenance trainer simulator. Five related research projects were carried out in the domain of instructional theory: (1) the effects of visual analogies of abstract concepts, (2) Markov decision models for instructional sequence…
The NASTRAN User's Manual (Level 15)

NASA Technical Reports Server (NTRS)

Mccormick, C. W. (Editor)

1972-01-01

The User's manual for the NASA Structural Analysis (NASTRAN) program is presented. The manual contains all information needed to solve problems with NASTRAN. The volume is instructional and encyclopedic. The manual includes instruction in structural modeling techniques, instruction in input preparation, and information to assist the interpretation of the output. Descriptions of all input data cards, restart procedures, and diagnostic messages are developed.
Metacognitive Instruction for Second Language Listening Development: Theory, Practice and Research Implications

ERIC Educational Resources Information Center

Goh, Christine

2008-01-01

There has been a growing interest in and concern for the teaching of listening in the last 40 years. Looking back over the years, we can see how the emphases on teaching listening and the focus of listening instruction have changed. Although instructional practices were initially heavily influenced by models of the written language and a…
Using Design & Animation Concepts to Produce Animated Instructional Resources That Can Facilitate Open Distance Learning in Science and Technology Education

ERIC Educational Resources Information Center

Kwasu, Isaac Ali; Yalams, Simon Madugu; Ema, Ema

2016-01-01

This paper presents an outline on how teachers can use "The Design Process and Animation Techniques to produce animated instructional resources (AIR) which, can be used to facilitate Open Distance Learning in especially Science and Technology Education. A model of the Animated Instructional Resource was developed for the teaching of Human…
Problem-based learning: effects on student’s scientific reasoning skills in science

NASA Astrophysics Data System (ADS)

Wulandari, F. E.; Shofiyah, N.

2018-04-01

This research aimed to develop instructional package of problem-based learning to enhance student’s scientific reasoning from concrete to formal reasoning skills level. The instructional package was developed using the Dick and Carey Model. Subject of this study was instructional package of problem-based learning which was consisting of lesson plan, handout, student’s worksheet, and scientific reasoning test. The instructional package was tried out on 4th semester science education students of Universitas Muhammadiyah Sidoarjo by using the one-group pre-test post-test design. The data of scientific reasoning skills was collected by making use of the test. The findings showed that the developed instructional package reflecting problem-based learning was feasible to be implemented in classroom. Furthermore, through applying the problem-based learning, students could dominate formal scientific reasoning skills in terms of functionality and proportional reasoning, control variables, and theoretical reasoning.
A Taxonomy of Instructional Objectives for Developmentally Disabled Persons: Personal Maintenance and Development: Homemaking and Community Life; Leisure; and Travel Domains. Working Paper 85-2. COMPETE: Community-Based Model for Public-School Exit and Transition to Employment.

ERIC Educational Resources Information Center

Dever, Richard B.

The purpose of Project COMPETE is to use previous research and exemplary practices to develop and validate a model and training sequence to assist retarded youth to make the transition from school to employment in the most competitive environment possible. The taxonomy described in this project working paper focuses on instructional objectives in…
Learning how the electron transport chain works: independent and interactive effects of instructional strategies and learners' characteristics.

PubMed

Darabi, Aubteen; Arrastia-Lloyd, Meagan C; Nelson, David W; Liang, Xinya; Farrell, Jennifer

2015-12-01

In order to develop an expert-like mental model of complex systems, causal reasoning is essential. This study examines the differences between forward and backward instructional strategies' in terms of efficiency, students' learning and progression of their mental models of the electronic transport chain in an undergraduate metabolism course (n = 151). Additionally, the participants' cognitive flexibility, prior knowledge, and mental effort in the learning process are also investigated. The data were analyzed using a series of general linear models to compare the strategies. Although the two strategies did not differ significantly in terms of mental model progression and learning outcomes, both groups' mental models progressed significantly. Mental effort and prior knowledge were identified as significant predictors of mental model progression. An interaction between instructional strategy and cognitive flexibility revealed that the backward instruction was more efficient than the conventional (forward) strategy for students with lower cognitive flexibility, whereas the conventional instruction was more efficient for students with higher cognitive flexibility. The results are discussed and suggestions for future research on the possible moderating role of cognitive flexibility in the area of health education are presented.
Secondary Science Teachers Making Sense of Model-Based Classroom Instruction: Understanding the Learning and Learning Pathways Teachers Describe as Supporting Changes in Teaching Practice

NASA Astrophysics Data System (ADS)

Hvidsten, Connie J.

Connie J. Hvidsten September 2016 Education Secondary Science Teachers Making Sense of Model-Based Classroom Instruction: Understanding the Learning and Learning Pathways Teachers Describe as Supporting Changes in Teaching Practice This dissertation consists of three papers analyzing writings and interviews of experienced secondary science teachers during and after a two-year professional development (PD) program focused on model-based reasoning (MBR). MBR is an approach to science instruction that provides opportunities for students to use conceptual models to make sense of natural phenomena in ways that are similar to the use of models within the scientific community. The aim of this research is to better understand the learning and learning pathways teachers identified as valuable in supporting changes in their teaching practice. To accomplish this aim, the papers analyze the ways teachers 1) ascribe their learning to various aspects of the program, 2) describe what they learned, and 3) reflect on the impact the PD had on their teaching practice. Twenty-one secondary science teachers completed the Innovations in Science Instruction through Modeling (ISIM) program from 2007 through 2009. Commonalities in the written reflections and interview responses led to a set of generalizable findings related to the impacts and outcomes of the PD. The first of the three papers describes elements of the ISIM program that teachers associated with their own learning. One of the most frequently mentioned PD feature was being in the position of an adult learner. Embedding learning in instructional practice by collaboratively developing and revising lessons, and observing the lessons in one-another's classrooms provided a sense of professional community, accountability, and support teachers reported were necessary to overcome the challenges of implementing new pedagogical practices. Additionally, teachers described that opportunities to reflect on their learning and connect their experiences to a larger literature base and rationale helped them negotiate the dissonance occurring as they tried new practices in their own classroom. Teachers associated these elements with learning about both science content and effective instructional pedagogy and producing a level of dissatisfaction with current understanding that motivated their persistence when met with obstacles or struggles. The second of the three papers analyzes what teachers said they learned in the ISIM program. Teachers' reported learning about scientific models, both how they are used in both the scientific community and how they can support students' classroom learning. Additionally, teachers mentioned learning more about the science they taught through interacting with models during the PD and learned more about effective teaching strategies. Teachers also reported learning about themselves as teachers and learners, as well as about the school and classroom contexts that shape their ability to implement new instructional practices. Finally, the third paper draws from interviews occurring a year or more after the program ended to identify how teachers reported changes in their classroom instruction resulting from their ISIM participation. Four of the teachers reported little or no change in classroom practice. Eight teachers described changes to their teaching to incorporate elements of the professional development, but who fell short of adopting model-based reasoning as a core feature of their classroom instruction. Nine teachers expressed a strong understanding of modeling instruction, and its ongoing influence on their classroom instruction.
A power information user (PIU) model to promote information integration in Tennessee's public health community.

PubMed

Sathe, Nila A; Lee, Patricia; Giuse, Nunzia Bettinsoli

2004-10-01

Observation and immersion in the user community are critical factors in designing and implementing informatics solutions; such practices ensure relevant interventions and promote user acceptance. Libraries can adapt these strategies to developing instruction and outreach. While needs assessment is typically a core facet of library instruction, sustained, iterative assessment underlying the development of user-centered instruction is key to integrating resource use into the workflow. This paper describes the Eskind Biomedical Library's (EBL's) recent work with the Tennessee public health community to articulate a training model centered around developing power information users (PIUs). PIUs are community-based individuals with an advanced understanding of information seeking and resource use and are committed to championing information integration. As model development was informed by observation of PIU workflow and information needs, it also allowed for informal testing of the applicability of assessment via domain immersion in library outreach. Though the number of PIUs involved in the project was small, evaluation indicated that the model was useful for promoting information use in PIU workgroups and that the concept of domain immersion was relevant to library-related projects. Moreover, EBL continues to employ principles of domain understanding inherent in the PIU model to develop further interventions for the public health community and library users.

Does Staff Development in Cognitively Guided Instructional Theory Change Middle School Teachers' Mental Models about Teaching and Learning?

ERIC Educational Resources Information Center

Schmitz, Judith R.

This practicum was designed to increase middle-level teaching teams' understanding of cognitively guided instructional strategies or brain-based learning theories and to promote the incorporation of these strategies into the teaching of cross-curriculum thematic units. Twelve staff development modules based on a new perspective of learning which…
Competency Based Instruction for Teacher Preparation in Developing Countries.

ERIC Educational Resources Information Center

Andersen, Hans O.

The need to modernize teacher education procedures is a universal problem. This need is particularly evident in developing countries where adherence to the old syllabi and the "tried and true" methods of instruction is strong and where highly trained personnel capable of leading a reform are in short supply. This model for a competency approach to…
A Model to Improve Teacher Performance in Implementing Individual Instructional Programs for Exceptional Children in a Mainstream Education. Midi Report.

ERIC Educational Resources Information Center

Vidaurri, Otilia V.

Described is a teacher development center, an inservice program designed to develop competencies for individualizing instruction in 73 regular and special educators attending 2-week training sessions. It is explained that training focused on 12 content modules (including teacher communication and guidance, classroom management, and organization of…
Secondary science teachers' view toward and classroom translation of sustained professional development

NASA Astrophysics Data System (ADS)

Lewis, Elizabeth Blake

This study concerns the phenomenon of secondary science teacher learning and enacting instructional strategies learned at the Communication in Science Inquiry Project (CISIP) teacher professional development events, as well as teacher perception of, and relationship to, this year-long professional development program. The CISIP program teaches science teachers how to build scientific classroom discourse communities with their students. Some of the science teachers were previous participants in the professional development, and acted as mentor teachers. The research design employed an integrated conceptual framework of situated learning theory with an analytical lens of teachers' professional, institutional and affinity, identities. A multi-method approach was used to generate data. Throughout the 2007-2008 academic year, the teachers' fidelity to the professional development model was measured using a classroom observation instrument aligned with the professional development model. From these observation data a longitudinal model, using hierarchical linear modeling, was constructed. In addition, surveys and interview data were used to construct both whole group and case studies of two high school science teachers who taught biology at the same school. The results indicated that there was a significant difference between previous and new participants; specifically, the longer teachers had participated in the professional development, and adopted a mentorship role, the greater their fidelity of classroom instruction to the CISIP model. Additionally, the case study teacher who developed a CISIP model-aligned affinity identity implemented more of the instructional strategies than the teacher who maintained his school-based institutional identity.
Flipping the Physical Examination: Web-Based Instruction and Live Assessment of Bedside Technique.

PubMed

Williams, Dustyn E; Thornton, John W

2016-01-01

The skill of physicians teaching the physical examination skill has decreased, with newer faculty underperforming compared to their seniors. Improved methods of instruction with an emphasis on physical examinations are necessary to both improve the quality of medical education and alleviate the teaching burden of faculty physicians. We developed a curriculum that combines web-based instruction with real-life practice and features individualized feedback. This innovative medical education model should allow the physical examination to be taught and assessed in an effective manner. The model is under study at Baton Rouge General Medical Center. Our goals are to limit faculty burden, maximize student involvement as learners and evaluators, and effectively develop students' critical skills in performing bedside assessments.
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.
A Conceptual Model for Promoting Study Skills and Test-Taking Techniques among Secondary School Students: Curricular, Instructional/Guidance, and Assessment Perspectives.

ERIC Educational Resources Information Center

Guedry-Hymel, Linda; Hymel, Glenn M.

This paper develops a conceptual model involving curricular, instructional/guidance, and assessment perspectives on the promotion of study skills and test-taking techniques among secondary school students. From the curricular standpoint, consideration is given to a recommended range of topical coverage and a diversified array of printed/mediated…
Using the SIOP Model to Promote the Acquisition of Language and Science Concepts with English Learners

ERIC Educational Resources Information Center

Echevarria, Jana; Richards-Tutor, Catherine; Canges, Rebecca; Francis, David

2011-01-01

In this article we report findings from research through the Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE), a National Research and Development Center. In our study we examined the efficacy of a model of instruction for English learners, the Sheltered Instruction Observation Protocol (SIOP)…
Integrating the Computer into Language Arts in a Fifth Grade Classroom: A Developing Instructional Model.

ERIC Educational Resources Information Center

Lund, David M.; Hildreth, Donna

A case study investigated an instructional model that incorporated the personal computer and Hyperstudio (tm) software into an assignment to write and illustrate an interactive, multimedia story. Subjects were 21 students in a fifth-grade homeroom in a public school (with a state-mandated minimum 45% ratio of minority students achieved by busing…
The Influence of Content Knowledge on Teaching and Learning in Traditional and Sport Education Contexts: An Exploratory Study

ERIC Educational Resources Information Center

Iserbyt, Peter; Ward, Phillip; Martens, Jonas

2016-01-01

Background: Our understanding of the role in which content knowledge (CK) can strengthen instructional models and how that knowledge matters for professional development is limited. It is contended that mere use of an instructional model is insufficient to impact psychomotor learning in meaningful ways. Purpose: This study was conducted to…
An Instructional Design Model with the Cultivating Research-Based Learning Strategies for Fostering Teacher Students' Creative Thinking Abilities

ERIC Educational Resources Information Center

Khuana, Khwanchai; Khuana, Tanthip; Santiboon, Toansakul

2017-01-01

Designing the instructional model with the innovative the "Research-Based Learning Strategy Lesson Plans" of the effectiveness of the processing performance and the resulting performance (E1/E2) with the IOC value determining standardized criteria of 80/80 were developed. Students' perceptions were assessed with the 30-item…
Developing Mathematical Thinking and Self-Regulated Learning: A Teaching Experiment in a Seventh-Grade Mathematics Classroom

ERIC Educational Resources Information Center

Pape, S. J.; Bell, C. V.; Yetkin, IE.

2003-01-01

Mathematics educators have found sociocultural models of teaching and learning to be powerful in their ability to describe and support the pursuit of instruction based on recent standards documents (e.g., National Council of Teachers of Mathematics [NCTM], 1989, 2000). These models of instruction, however, have been criticized for their lack of…
The effect of mathematical model development on the instruction of acceleration to introductory physics students

NASA Astrophysics Data System (ADS)

Sauer, Tim Allen

The purpose of this study was to evaluate the effectiveness of utilizing student constructed theoretical math models when teaching acceleration to high school introductory physics students. The goal of the study was for the students to be able to utilize mathematical modeling strategies to improve their problem solving skills, as well as their standardized scientific and conceptual understanding. This study was based on mathematical modeling research, conceptual change research and constructivist theory of learning, all of which suggest that mathematical modeling is an effective way to influence students' conceptual connectiveness and sense making of formulaic equations and problem solving. A total of 48 students in two sections of high school introductory physics classes received constructivist, inquiry-based, cooperative learning, and conceptual change-oriented instruction. The difference in the instruction for the 24 students in the mathematical modeling treatment group was that they constructed every formula they needed to solve problems from data they collected. In contrast, the instructional design for the control group of 24 students allowed the same instruction with assigned problems solved with formulas given to them without explanation. The results indicated that the mathematical modeling students were able to solve less familiar and more complicated problems with greater confidence and mental flexibility than the control group students. The mathematical modeling group maintained fewer alternative conceptions consistently in the interviews than did the control group. The implications for acceleration instruction from these results were discussed.
Training Technology Handbook Development. Phase I. Annotated Literature Review.

DTIC Science & Technology

1981-08-01

chief means for currently influencing the students , learning is through the sequencing of instruction . Use of the findings, models, and theories from...determine what aspects of the learning experience might influence student attitudes toward computer-assisted instruction (CAI). Sixty-four randomly...learners seem to learn most efficiently when left alone with the instructional objective and the necessary materials. The middle aptitude trainees appear to
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
The MADE Reference Information Model for Interoperable Pervasive Telemedicine Systems.

PubMed

Fung, Nick L S; Jones, Valerie M; Hermens, Hermie J

2017-03-23

The main objective is to develop and validate a reference information model (RIM) to support semantic interoperability of pervasive telemedicine systems. The RIM is one component within a larger, computer-interpretable "MADE language" developed by the authors in the context of the MobiGuide project. To validate our RIM, we applied it to a clinical guideline for patients with gestational diabetes mellitus (GDM). The RIM is derived from a generic data flow model of disease management which comprises a network of four types of concurrent processes: Monitoring (M), Analysis (A), Decision (D) and Effectuation (E). This resulting MADE RIM, which was specified using the formal Vienna Development Method (VDM), includes six main, high-level data types representing measurements, observations, abstractions, action plans, action instructions and control instructions. The authors applied the MADE RIM to the complete GDM guideline and derived from it a domain information model (DIM) comprising 61 archetypes, specifically 1 measurement, 8 observation, 10 abstraction, 18 action plan, 3 action instruction and 21 control instruction archetypes. It was observed that there are six generic patterns for transforming different guideline elements into MADE archetypes, although a direct mapping does not exist in some cases. Most notable examples are notifications to the patient and/or clinician as well as decision conditions which pertain to specific stages in the therapy. The results provide evidence that the MADE RIM is suitable for modelling clinical data in the design of pervasive telemedicine systems. Together with the other components of the MADE language, the MADE RIM supports development of pervasive telemedicine systems that are interoperable and independent of particular clinical applications.
Enhancing Teachers' Application of Inquiry-Based Strategies Using a Constructivist Sociocultural Professional Development Model

NASA Astrophysics Data System (ADS)

Brand, Brenda R.; Moore, Sandra J.

2011-05-01

This two-year school-wide initiative to improve teachers' pedagogical skills in inquiry-based science instruction using a constructivist sociocultural professional development model involved 30 elementary teachers from one school, three university faculty, and two central office content supervisors. Research was conducted for investigating the impact of the professional development activities on teachers' practices, documenting changes in their philosophies, instruction, and the learning environment. This report includes teachers' accounts of philosophical as well as instructional changes and how these changes shaped the learning environment. For the teachers in this study, examining their teaching practices in learner-centered collaborative group settings encouraged them to critically analyze their instructional practices, challenging their preconceived ideas on inquiry-based strategies. Additionally, other factors affecting teachers' understanding and use of inquiry-based strategies were highlighted, such as self-efficacy beliefs, prior experiences as students in science classrooms, teacher preparation programs, and expectations due to federal, state, and local mandates. These factors were discussed and reconciled, as they constructed new understandings and adapted their strategies to become more student-centered and inquiry-based.
The Design of Model-Based Training Programs

NASA Technical Reports Server (NTRS)

Polson, Peter; Sherry, Lance; Feary, Michael; Palmer, Everett; Alkin, Marty; McCrobie, Dan; Kelley, Jerry; Rosekind, Mark (Technical Monitor)

1997-01-01

This paper proposes a model-based training program for the skills necessary to operate advance avionics systems that incorporate advanced autopilots and fight management systems. The training model is based on a formalism, the operational procedure model, that represents the mission model, the rules, and the functions of a modem avionics system. This formalism has been defined such that it can be understood and shared by pilots, the avionics software, and design engineers. Each element of the software is defined in terms of its intent (What?), the rationale (Why?), and the resulting behavior (How?). The Advanced Computer Tutoring project at Carnegie Mellon University has developed a type of model-based, computer aided instructional technology called cognitive tutors. They summarize numerous studies showing that training times to a specified level of competence can be achieved in one third the time of conventional class room instruction. We are developing a similar model-based training program for the skills necessary to operation the avionics. The model underlying the instructional program and that simulates the effects of pilots entries and the behavior of the avionics is based on the operational procedure model. Pilots are given a series of vertical flightpath management problems. Entries that result in violations, such as failure to make a crossing restriction or violating the speed limits, result in error messages with instruction. At any time, the flightcrew can request suggestions on the appropriate set of actions. A similar and successful training program for basic skills for the FMS on the Boeing 737-300 was developed and evaluated. The results strongly support the claim that the training methodology can be adapted to the cockpit.
24 CFR 3285.906 - Telephone and cable TV.

Code of Federal Regulations, 2010 CFR

2010-04-01

... URBAN DEVELOPMENT MODEL MANUFACTURED HOME INSTALLATION STANDARDS Optional Information for Manufacturer's Installation Instructions § 3285.906 Telephone and cable TV. It is recommended that the installation instructions explain that telephone and cable TV wiring should be installed in accordance with requirements of...
Computer Center: It's Time to Take Inventory.

ERIC Educational Resources Information Center

Spain, James D.

1984-01-01

Describes typical instructional applications of computers. Areas considered include: (1) instructional simulations and animations; (2) data analysis; (3) drill and practice; (4) student evaluation; (5) development of computer models and simulations; (6) biometrics or biostatistics; and (7) direct data acquisition and analysis. (JN)

Effects of Two Instructional Approaches on Skill Development, Knowledge, and Game Performance

ERIC Educational Resources Information Center

Pritchard, Tony; Hawkins, Andrew; Wiegand, Robert; Metzler, Jonathan N.

2008-01-01

Two instructional approaches that have been of interest in promoting sport have been the Sport Education Model (SEM) and the Traditional Style (TS) of teaching physical education. The purpose of this study was to investigate how SEM and TS would affect skill development, knowledge, and game performance for volleyball at the secondary level. A 2 x…
Born in Zanzibar, Computerized in Provo, Utah: A Systematic Instructional Design Approach for Swahili CALL

ERIC Educational Resources Information Center

Bush, Michael D.

2010-01-01

The development of online learning materials is a complex and expensive process that can benefit from the application of consistent and organized principles of instructional design. This article discusses the development at Brigham Young University of the online portion of a one-semester course in Swahili using the ADDIE Model (Analysis, Design,…
A Multi-Year Program Developing an Explicit Reflective Pedagogy for Teaching Pre-Service Teachers the Nature of Science by Ostention

ERIC Educational Resources Information Center

Smith, Mike U.; Scharmann, Lawrence

2008-01-01

This investigation delineates a multi-year action research agenda designed to develop an instructional model for teaching the nature of science (NOS) to preservice science teachers. Our past research strongly supports the use of explicit reflective instructional methods, which includes Thomas Kuhn's notion of learning by ostention and treating…
Faculty professional development in emergent pedagogies for instructional innovation in dental education.

PubMed

Zheng, M; Bender, D; Nadershahi, N

2017-05-01

Innovative pedagogies have significantly impacted health professions' education, dental education included. In this context, faculty, defined in this study as instructor in higher education, has been increasingly required to hone their instructional skills. The purpose of this exploratory study was to share the design, implementation and preliminary outcomes of two programmes to enhance dental faculty's instructional skills, the Teaching and Learning Seminar Series and the Course Director Orientation. Data sources included faculty and student surveys developed and administered by the researchers; data extracted from the learning management system; reports from the learning analytics tool; and classroom observations. Participants' satisfaction, self-reported learning, instructional behavioural change, and impact on student learning behaviours and institutional practice were assessed borrowing from Kirkpatrick's 4-level model of evaluation of professional development effectiveness. Initial findings showed that faculty in both programmes reported positive learning experiences. Participants reported that the programmes motivated them to improve instructional practice and improved their knowledge of instructional innovation. Some faculty reported implementation of new instructional strategies and tools, which helped create an active and interactive learning environment that was welcomed by their students. The study contributes to literature and best practice in health sciences faculty development in pedagogy and may guide other dental schools in designing professional development programmes. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
Development of a model for whole brain learning of physiology.

PubMed

Eagleton, Saramarie; Muller, Anton

2011-12-01

In this report, a model was developed for whole brain learning based on Curry's onion model. Curry described the effect of personality traits as the inner layer of learning, information-processing styles as the middle layer of learning, and environmental and instructional preferences as the outer layer of learning. The model that was developed elaborates on these layers by relating the personality traits central to learning to the different quadrants of brain preference, as described by Neethling's brain profile, as the inner layer of the onion. This layer is encircled by the learning styles that describe different information-processing preferences for each brain quadrant. For the middle layer, the different stages of Kolb's learning cycle are classified into the four brain quadrants associated with the different brain processing strategies within the information processing circle. Each of the stages of Kolb's learning cycle is also associated with a specific cognitive learning strategy. These two inner circles are enclosed by the circle representing the role of the environment and instruction on learning. It relates environmental factors that affect learning and distinguishes between face-to-face and technology-assisted learning. This model informs on the design of instructional interventions for physiology to encourage whole brain learning.
The application of brain-based learning principles aided by GeoGebra to improve mathematical representation ability

NASA Astrophysics Data System (ADS)

Priatna, Nanang

2017-08-01

The use of Information and Communication Technology (ICT) in mathematics instruction will help students in building conceptual understanding. One of the software products used in mathematics instruction is GeoGebra. The program enables simple visualization of complex geometric concepts and helps improve students' understanding of geometric concepts. Instruction applying brain-based learning principles is one oriented at the efforts of naturally empowering the brain potentials which enable students to build their own knowledge. One of the goals of mathematics instruction in school is to develop mathematical communication ability. Mathematical representation is regarded as a part of mathematical communication. It is a description, expression, symbolization, or modeling of mathematical ideas/concepts as an attempt of clarifying meanings or seeking for solutions to the problems encountered by students. The research aims to develop a learning model and teaching materials by applying the principles of brain-based learning aided by GeoGebra to improve junior high school students' mathematical representation ability. It adopted a quasi-experimental method with the non-randomized control group pretest-posttest design and the 2x3 factorial model. Based on analysis of the data, it is found that the increase in the mathematical representation ability of students who were treated with mathematics instruction applying the brain-based learning principles aided by GeoGebra was greater than the increase of the students given conventional instruction, both as a whole and based on the categories of students' initial mathematical ability.
Learning Activities That Combine Science Magic Activities with the 5E Instructional Model to Influence Secondary-School Students' Attitudes to Science

ERIC Educational Resources Information Center

Lin, Jang-Long; Cheng, Meng-Fei; Chang, Ying-Chi; Li, Hsiao-Wen; Chang, Jih-Yuan; Lin, Deng-Min

2014-01-01

The purpose of this study was to investigate how learning materials based on Science Magic activities affect student attitudes to science. A quasi-experimental design was conducted to explore the combination of Science Magic with the 5E Instructional Model to develop learning materials for teaching a science unit about friction. The participants…
The Cultures of Contemporary Instructional Design Scholarship, Part One: Developments Based on Behavioral and Cognitive Science Foundations

ERIC Educational Resources Information Center

Willis, Jerry

2011-01-01

This is the first in a series of two articles examining the current status of instructional design (ID) scholarship and theory in four different cultures or traditions. In this article, the focus is on, first, ID models based on traditional behavioral theories of learning and, second, on models based on cognitive science and the learning sciences.…
Development and evaluation of an active instructional framework for undergraduate biology education

NASA Astrophysics Data System (ADS)

Lysne, Steven John

The practice of science education in American colleges and universities is changing and the role of faculty is changing as well. There is momentum in higher education to transform our instruction and do a better job at supporting more students' success in science and engineering programs. New teaching approaches are transforming undergraduate science instruction and new research demonstrates that these new approaches are more engaging for students, result in greater achievement, and create more positive attitudes toward science careers. Additionally, teaching scholars have described a paradigm shift toward placing the burden of content coverage on students which allows more time for in-class activities such as discussion and problem solving. Teaching faculty have been asked to redesign their courses and rebrand themselves as facilitators of student learning, rather than purveyors of information, to improve student engagement, achievement, and attitudes. This dissertation is a critical evaluation of both the assumption that active learning improves student achievement and knowledge retention and my own assumptions regarding science education research and my students' resiliency. This dissertation is a collection of research articles, published or in preparation, presenting the chronological development (Chapters 2 and 3) and evaluation (Chapters 4 and 5) of an active instructional model for undergraduate biology instruction. Chapters 1 and 6.provide a broad introduction and summary, respectively. Chapter 2 is an exploration of student engagement through interviews with a variety of students. From these interviews I identified several themes that students felt were important, and science instructors need to address, including the place where learning happens and strategies for better engaging students. Chapter 3 presents a review of the science education literature broadly and more focused review on the how students learn and how faculty teach. Consistent with what my student interviews suggested, I found that engaging students by way of innovative instructional approaches is a major theme in science education. I conclude by arguing for the development of collaborative learning communities and the use of cognitive apprenticeships in science classrooms. In Chapter 4 I presented the development and initial evaluation of an instructional framework for undergraduate biology classrooms. I found that student satisfaction as measured by end-of-course iv evaluations increased compared to my previous instructional model. I concluded that the instructional framework was efficacious and proceeded to evaluate the model in the context of knowledge acquisition and retention. Chapter 5 is the culmination of the work I conducted for the research presented in Chapters 2 through 4. In Chapter 5 I formally test the hypotheses that my instructional framework presented in Chapter 4 results in no greater knowledge acquisition or retention compared to a more traditional lecture model of instruction. I failed to reject these hypotheses which runs contrary to much published literature; the implications of my findings are discussed.
Productivity of "collisions generate heat" for reconciling an energy model with mechanistic reasoning: A case study

NASA Astrophysics Data System (ADS)

Scherr, Rachel E.; Robertson, Amy D.

2015-06-01

We observe teachers in professional development courses about energy constructing mechanistic accounts of energy transformations. We analyze a case in which teachers investigating adiabatic compression develop a model of the transformation of kinetic energy to thermal energy. Among their ideas is the idea that thermal energy is generated as a byproduct of individual particle collisions, which is represented in science education research literature as an obstacle to learning. We demonstrate that in this instructional context, the idea that individual particle collisions generate thermal energy is not an obstacle to learning, but instead is productive: it initiates intellectual progress. Specifically, this idea initiates the reconciliation of the teachers' energy model with mechanistic reasoning about adiabatic compression, and leads to a canonically correct model of the transformation of kinetic energy into thermal energy. We claim that the idea's productivity is influenced by features of our particular instructional context, including the instructional goals of the course, the culture of collaborative sense making, and the use of certain representations of energy.
Review of Conceptual Models and Methodologies in Research on Principal Instructional Leadership in Malaysia: A Case of Knowing Construction in a Developing Society

ERIC Educational Resources Information Center

Hallinger, Philip; Adams, Donnie; Harris, Alma; Jones, Michelle Suzette

2018-01-01

Purpose: Over the past several decades, instructional leadership has gradually gained increasing currency as a key role of school principals throughout much of the world. This is also the case in Malaysia where educational research, policy and practice have brought the instructional leadership role of the principal front and center. The purpose of…
An instructional design process based on expert knowledge for teaching students how mechanisms are explained.

PubMed

Trujillo, Caleb M; Anderson, Trevor R; Pelaez, Nancy J

2016-06-01

In biology and physiology courses, students face many difficulties when learning to explain mechanisms, a topic that is demanding due to the immense complexity and abstract nature of molecular and cellular mechanisms. To overcome these difficulties, we asked the following question: how does an instructor transform their understanding of biological mechanisms and other difficult-to-learn topics so that students can comprehend them? To address this question, we first reviewed a model of the components used by biologists to explain molecular and cellular mechanisms: the MACH model, with the components of methods (M), analogies (A), context (C), and how (H). Next, instructional materials were developed and the teaching activities were piloted with a physical MACH model. Students who used the MACH model to guide their explanations of mechanisms exhibited both improvements and some new difficulties. Third, a series of design-based research cycles was applied to bring the activities with an improved physical MACH model into biology and biochemistry courses. Finally, a useful rubric was developed to address prevalent student difficulties. Here, we present, for physiology and biology instructors, the knowledge and resources for explaining molecular and cellular mechanisms in undergraduate courses with an instructional design process aimed at realizing pedagogical content knowledge for teaching. Our four-stage process could be adapted to advance instruction with a range of models in the life sciences. Copyright © 2016 The American Physiological Society.
An instructional design process based on expert knowledge for teaching students how mechanisms are explained

PubMed Central

Anderson, Trevor R.; Pelaez, Nancy J.

2016-01-01

In biology and physiology courses, students face many difficulties when learning to explain mechanisms, a topic that is demanding due to the immense complexity and abstract nature of molecular and cellular mechanisms. To overcome these difficulties, we asked the following question: how does an instructor transform their understanding of biological mechanisms and other difficult-to-learn topics so that students can comprehend them? To address this question, we first reviewed a model of the components used by biologists to explain molecular and cellular mechanisms: the MACH model, with the components of methods (M), analogies (A), context (C), and how (H). Next, instructional materials were developed and the teaching activities were piloted with a physical MACH model. Students who used the MACH model to guide their explanations of mechanisms exhibited both improvements and some new difficulties. Third, a series of design-based research cycles was applied to bring the activities with an improved physical MACH model into biology and biochemistry courses. Finally, a useful rubric was developed to address prevalent student difficulties. Here, we present, for physiology and biology instructors, the knowledge and resources for explaining molecular and cellular mechanisms in undergraduate courses with an instructional design process aimed at realizing pedagogical content knowledge for teaching. Our four-stage process could be adapted to advance instruction with a range of models in the life sciences. PMID:27231262
Electrical Mechanical Maintenance. Instructor's Guide.

ERIC Educational Resources Information Center

Santa Clara County Superintendent of Schools, San Jose, CA.

This instructor's guide describes the development of a sixteen-week postsecondary course in electrical mechanical maintenance. Following introductory sections that provide background information and a course summary, the third section describes the instructional model used in the course. Section 4 presents an overview of instructional media used…
The role of competing knowledge structures in undermining learning: Newton's second and third laws

NASA Astrophysics Data System (ADS)

Low, David J.; Wilson, Kate F.

2017-01-01

We investigate the development of student understanding of Newton's laws using a pre-instruction test (the Force Concept Inventory), followed by a series of post-instruction tests and interviews. While some students' somewhat naive, pre-existing models of Newton's third law are largely eliminated following a semester of teaching, we find that a particular inconsistent model is highly resilient to, and may even be strengthened by, instruction. If test items contain words that cue students to think of Newton's second law, then students are more likely to apply a "net force" approach to solving problems, even if it is inappropriate to do so. Additional instruction, reinforcing physical concepts in multiple settings and from multiple sources, appears to help students develop a more connected and consistent level of understanding. We recommend explicitly encouraging students to check their work for consistency with physical principles, along with the standard checks for dimensionality and order of magnitude, to encourage reflective and rigorous problem solving.
An investigation of mathematics and science instruction in English and Spanish for English language learners

NASA Astrophysics Data System (ADS)

Rodriguez-Esquivel, Marina

The contextual demands of language in content area are difficult for ELLS. Content in the native language furthers students' academic development and native language skills, while they are learning English. Content in English integrates pedagogical strategies for English acquisition with subject area instruction. The following models of curriculum content are provided in most Miami Dade County Public Schools: (a) mathematics instruction in the native language with science instruction in English or (b) science instruction in the native language with mathematics instruction in English. The purpose of this study was to investigate which model of instruction is more contextually supportive for mathematics and science achievement. A pretest and posttest, nonequivalent group design was used with 94 fifth grade ELLs who received instruction in curriculum model (a) or (b). This allowed for statistical analysis that detected a difference in the means of .5 standard deviations with a power of .80 at the .05 level of significance. Pretreatment and post-treatment assessments of mathematics, reading, and science achievement were obtained through the administration of Aprenda-Segunda Edicion and the Florida Comprehensive Achievement Test. The results indicated that students receiving mathematics in English and Science in Spanish scored higher on achievement tests in both Mathematics and Science than the students who received Mathematics in Spanish and Science in English. In addition, the mean score of students on the FCAT mathematics examination was higher than their mean score on the FCAT science examination regardless of the language of instruction.
Exploring the Integration of Computational Modeling in the ASU Modeling Curriculum

NASA Astrophysics Data System (ADS)

Schatz, Michael; Aiken, John; Burk, John; Caballero, Marcos; Douglas, Scott; Thoms, Brian

2012-03-01

We describe the implementation of computational modeling in a ninth grade classroom in the context of the Arizona Modeling Instruction physics curriculum. Using a high-level programming environment (VPython), students develop computational models to predict the motion of objects under a variety of physical situations (e.g., constant net force), to simulate real world phenomenon (e.g., car crash), and to visualize abstract quantities (e.g., acceleration). We discuss how VPython allows students to utilize all four structures that describe a model as given by the ASU Modeling Instruction curriculum. Implications for future work will also be discussed.
Positive Impacts of Modeling Instruction on Self-Efficacy

NASA Astrophysics Data System (ADS)

Sawtelle, Vashti; Brewe, Eric; Kramer, Laird H.

2010-10-01

Analysis of the impact of Modeling Instruction (MI) on the sources of self-efficacy for students in Introductory Physics 1 will be presented. We measured self-efficacy through a quantitative diagnostic (SOSESC) developed by Fencl and Scheel [1] to investigate the impact of instruction on the sources of self-efficacy in all introductory physics classes. We collected both pre- semester data and post-semester data, and evaluated the effect of the classroom by analyzing the shift (Post-Pre). At Florida International University, a Hispanic-serving institution, we find that traditional lecture classrooms negatively impact the self-efficacy of all students, while the MI courses had no impact for all students. Further, when disaggregating the data by gender and sources of self-efficacy, we find that Modeling Instruction positively impacted the Verbal Persuasion source of self-efficacy for women. This positive impact helps to explain high rates of retention for women in the MI classes.
Achieving meaningful mathematics literacy for students with learning disabilities. Cognition and Technology Group at Vanderbilt.

PubMed

Goldman, S R; Hasselbring, T S

1997-01-01

In this article we consider issues relevant to the future of mathematics instruction and achievement for students with learning disabilities. The starting point for envisioning the future is the changing standards for mathematics learning and basic mathematical literacy. We argue that the shift from behaviorist learning theories to constructivist and social constructivist theories (see Rivera, this series) provides an opportunity to develop and implement a hybrid model of mathematics instruction. The hybrid model we propose embeds, or situates, important skill learning in meaningful contexts. We discuss some examples of instructional approaches to complex mathematical problem solving that make use of meaningful contexts. Evaluation data on these approaches have yielded positive and encouraging results for students with learning disabilities as well as general education students. Finally, we discuss various ways in which technology is important for realizing hybrid instructional models in mathematics.
The health sciences communicator as faculty developer.

PubMed

Battles, J B; Kirk, L M; Dowell, D L; Frnka, S

1989-01-01

To determine the content for a model faculty development program for primary care faculty, a combination of the Delphi and Nominal Group Technique was used resulting in a curriculum with five units of instruction: development of curriculum and instruction, teaching methods, evaluation, administration, and academic survival skills. A philosophy for conducting faculty development is presented which includes concepts of andragogy, technology transfer, the diffusion of innovation, and networking. Program types include short-term, long-term, and extended programs such as fellowships.

Evidence-Based Instructional Leadership in Community Colleges: A Conceptual Approach

ERIC Educational Resources Information Center

Burke, Kenneth M.

2014-01-01

Instructional leadership remains a complicated and debated issue for education. In fact, traditional theories of leadership from within both education and the organizational sciences increasingly face criticism. Drawing from ideas applicable to differentiated contexts of learning, this article develops an alternative model of instructional…
Development of Chemistry Game Card as an Instructional Media in the Subject of Naming Chemical Compound in Grade X

NASA Astrophysics Data System (ADS)

Bayharti; Iswendi, I.; Arifin, M. N.

2018-04-01

The purpose of this research was to produce a chemistry game card as an instructional media in the subject of naming chemical compounds and determine the degree of validity and practicality of instructional media produced. Type of this research was Research and Development (R&D) that produced a product. The development model used was4-D model which comprises four stages incuding: (1) define, (2) design, (3) develop, and (4) disseminate. This research was restricted at the development stage. Chemistry game card developed was validated by seven validators and practicality was tested to class X6 students of SMAN 5 Padang. Instrument of this research is questionnair that consist of validity sheet and practicality sheet. Technique in collection data was done by distributing questionnaire to the validators, chemistry teachers, and students. The data were analyzed by using formula Cohen’s Kappa. Based on data analysis, validity of chemistry game card was0.87 with category highly valid and practicality of chemistry game card was 0.91 with category highly practice.
Development of a Multidisciplinary Middle School Mathematics Infusion Model

ERIC Educational Resources Information Center

Russo, Maria; Hecht, Deborah; Burghardt, M. David; Hacker, Michael; Saxman, Laura

2011-01-01

The National Science Foundation (NSF) funded project "Mathematics, Science, and Technology Partnership" (MSTP) developed a multidisciplinary instructional model for connecting mathematics to science, technology and engineering content areas at the middle school level. Specifically, the model infused mathematics into middle school curriculum…
Development and test of a model for designing interactive CD-ROMs for teaching nursing skills.

PubMed

Jeffries, P R

2000-01-01

The use of interactive multimedia is well documented in the education literature as a medium for learning. Many schools of nursing and healthcare agencies purchase commercially-made CD-ROM products, and, in other cases, educators develop their own. Since nurses are increasingly designing CD-ROMs, they must be aware of the instructional design needed to develop comprehensive and effective CD-ROMs that do not compromise the quality of education. This article describes a process for developing and testing an interactive, multimedia CD-ROM on oral medication administration, using an instructional design model based on Chickering and Gamson's Principles of Good Practices in Education. Results from testing the model are reported. The findings can be used to guide the work of nurse educators who are interested in developing educational software.
The Effects of Computer-Assisted Instruction Designed According to 7E Model of Constructivist Learning on Physics Student Teachers' Achievement, Concept Learning, Self-Efficacy Perceptions and Attitudes

ERIC Educational Resources Information Center

Kocakaya, Serhat; Gonen, Selahattin

2010-01-01

The purpose of this study was to investigate the effects of a Computer-Assisted Instruction designed according to 7E model of constructivist learning(CAI7E) related to "electrostatic'' topic on physics student teachers' cognitive development, misconceptions, self-efficacy perceptions and attitudes. The study was conducted in 2006-2007…
The development, assessment and validation of virtual reality for human anatomy instruction

NASA Technical Reports Server (NTRS)

Marshall, Karen Benn

1996-01-01

This research project seeks to meet the objective of science training by developing, assessing, validating and utilizing VR as a human anatomy training medium. Current anatomy instruction is primarily in the form of lectures and usage of textbooks. In ideal situations, anatomic models, computer-based instruction, and cadaver dissection are utilized to augment traditional methods of instruction. At many institutions, lack of financial resources limits anatomy instruction to textbooks and lectures. However, human anatomy is three-dimensional, unlike the one-dimensional depiction found in textbooks and the two-dimensional depiction found on the computer. Virtual reality allows one to step through the computer screen into a 3-D artificial world. The primary objective of this project is to produce a virtual reality application of the abdominopelvic region of a human cadaver that can be taken back to the classroom. The hypothesis is that an immersive learning environment affords quicker anatomic recognition and orientation and a greater level of retention in human anatomy instruction. The goal is to augment not replace traditional modes of instruction.
Inquiry-based instruction in secondary science classrooms: A survey of teacher practice

NASA Astrophysics Data System (ADS)

Gejda, Linda Muggeo

The purpose of this quantitative investigation was to describe the extent to which secondary science teachers, who were certified through Connecticut's BEST portfolio assessment process between 1997 and 2004 and had taught secondary science during the past academic year, reported practicing the indicators of inquiry-based instruction in the classroom and the factors that they perceived facilitated, obstructed, or informed that practice. Indicators of inquiry-based instruction were derived from the Biological Sciences Curriculum Study (BSCS) 5E model (Bybee, 1997). The method for data collection was a researcher-developed, self-report, questionnaire entitled "Inquiry-based Instruction in Secondary Science Classrooms: A Survey", which was developed and disseminated using a slightly modified Dillman (2000) approach. Almost all of the study participants reported practicing the 5Es (engage, explore, explain, elaborate, and evaluate) of inquiry-based instruction in their secondary science classrooms. Time, resources, the need to cover material for mandatory assessments, the science topics or concepts being taught, and professional development on inquiry-based instruction were reported to be important considerations in participants' decisions to practice inquiry-based instruction in their science classrooms. A majority of the secondary science teachers participating in this study indicated they had the time, access to resources and the professional development opportunities they needed to practice inquiry-based instruction in their secondary classrooms. Study participants ranked having the time to teach in an inquiry-based fashion and the need to cover material for mandated testing as the biggest obstacles to their practice of inquiry-based instruction in the secondary classroom. Classroom experience and collegial exchange informed the inquiry-based instruction practice of the secondary science teachers who participated in this study. Recommendations for further research, practice, and policy were made based upon the results of this study.
Evaluating the effectiveness of case method instruction in technical communication

NASA Technical Reports Server (NTRS)

Feinberg, S. G.

1981-01-01

The effectiveness of the case method as an instructional technique in improving technical writing was evaluated. The development of a self-report instrument that attempts to measure changes in attitude toward technical communication and the presentation results change are the purpose of this paper. Standards for developing a case set forth by Goldstein and Couture, were used to design an evaluation instrument to measure the effect instruction on student attitude toward technical communication. This self-report instrument is based on model developed and tested by Daly and Miller who studied writer attitude and apprehension toward writing. It was the most important objective of any evaluation is to provide information for improving the program.
Comparison of cursive models for handwriting instruction.

PubMed

Karlsdottir, R

1997-12-01

The efficiency of four different cursive handwriting styles as model alphabets for handwriting instruction of primary school children was compared in a cross-sectional field experiment from Grade 3 to 6 in terms of the average handwriting speed developed by the children and the average rate of convergence of the children's handwriting to the style of their model. It was concluded that styles with regular entry stroke patterns give the steadiest rate of convergence to the model and styles with short ascenders and descenders and strokes with not too high curvatures give the highest handwriting speed.
The Relationship between Delivery Models and the Grade-Level Reading Development of Sixth-Grade English Learners

ERIC Educational Resources Information Center

Arnold, Holly Weber

2013-01-01

This study examines the relationship between delivery models (the class size reduction model and the sheltered instruction model) and language development levels on the grade-level reading development of sixth-grade English learners (ELs) attending public middle schools in metro Atlanta, Georgia. The instrument used to measure grade-level mastery…
Highly Relevant Mentoring (HRM) as a Faculty Development Model for Web-Based Instruction

ERIC Educational Resources Information Center

Carter, Lorraine; Salyers, Vincent; Page, Aroha; Williams, Lynda; Albl, Liz; Hofsink, Clarence

2012-01-01

This paper describes a faculty development model called the highly relevant mentoring (HRM) model; the model includes a framework as well as some practical strategies for meeting the professional development needs of faculty who teach web-based courses. The paper further emphasizes the need for faculty and administrative buy-in for HRM and…
Evaluation of a Theory of Instructional Sequences for Physics Instruction

NASA Astrophysics Data System (ADS)

Wackermann, Rainer; Trendel, Georg; Fischer, Hans E.

2010-05-01

The background of the study is the theory of basis models of teaching and learning, a comprehensive set of models of learning processes which includes, for example, learning through experience and problem-solving. The combined use of different models of learning processes has not been fully investigated and it is frequently not clear under what circumstances a particular model should be used by teachers. In contrast, the theory under investigation here gives guidelines for choosing a particular model and provides instructional sequences for each model. The aim is to investigate the implementation of the theory applied to physics instruction and to show if possible effects for the students may be attributed to the use of the theory. Therefore, a theory-oriented education programme for 18 physics teachers was developed and implemented in the 2005/06 school year. The main features of the intervention consisted of coaching physics lessons and video analysis according to the theory. The study follows a pre-treatment-post design with non-equivalent control group. Findings of repeated-measures ANOVAs show large effects for teachers' subjective beliefs, large effects for classroom actions, and small to medium effects for student outcomes such as perceived instructional quality and student emotions. The teachers/classes that applied the theory especially well according to video analysis showed the larger effects. The results showed that differentiating between different models of learning processes improves physics instruction. Effects can be followed through to student outcomes. The education programme effect was clearer for classroom actions and students' outcomes than for teachers' beliefs.
The Talent Development High School. Essential Components. Report No. 1.

ERIC Educational Resources Information Center

LaPoint, Velma; And Others

The Talent Development Model for high schools was developed to fill a major current void in American education--the lack of a proven model of high school effectiveness. This report presents the essential components of the Talent Development High School, a model of changes in high school organization, curriculum, and instruction based on research…
Teaching Basic Skills With Computer Games.

ERIC Educational Resources Information Center

Brownfield, Sharon; Vik, Gretchen

1983-01-01

The Army hired the Center for Instructional Development and Evaluation at the University of Maryland to design a system of individualized self-paced literacy lessons for military trainees. The Space Time Army Reconnaissance System is structured according to Gagne's model of instructional events and capitalizes on its audience's interest in video…
Poststructural Feminist Pedagogy in English Instruction of Vocational-and-Technical Education

ERIC Educational Resources Information Center

Wang, Ya-huei; Chao, C. Y.; Liao, Hung-Chang

2011-01-01

The purpose of this study was to develop a poststructural feminist pedagogical model and to investigate whether vocational-and-technical college students receiving poststructural feminist instruction would exhibit better learning achievement and critical thinking ability, and express greater satisfaction with their classes than those receiving…
A Model Instructional Computing Course for Preservice Teachers.

ERIC Educational Resources Information Center

Cimikowski, Linda; Cook, Joan

Foundations of Instructional Computing is a required one-semester, two credit course in the Education Department of Montana State University (Bozeman). The major objective of the course is to help preservice teachers develop use of computer technology that is confident, thoughtful, and integrated into their individual teaching philosophy and…
Complex Text or Frustration-Level Text: Using Shared Reading to Bridge the Difference

ERIC Educational Resources Information Center

Stahl, Katherine A. Dougherty

2012-01-01

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

ERIC Educational Resources Information Center

Virginia Polytechnic Inst. and State Univ., Blacksburg. Dept. of Education.

The curriculum guide was developed to serve as a statewide model for Virginia auto body repair programs. The guide is designed to 1,080 hours of instruction in eleven blocks: orientation, introduction, welding and cutting, techniques of shaping metal, body filler and fiberglass repairs, body and frame, removing and replacing damaged parts, basic…
The New Curricula: How Media Literacy Education Transforms Teaching and Learning

ERIC Educational Resources Information Center

Jolls, Tessa

2015-01-01

As new online and cellular technologies advance, the implications for the traditional textbook model of curricular instruction are profound. The ability to construct, share, collaborate on and publish new instructional materials marks the beginning of a global revolution in curricula development. Research-based media literacy frameworks can be…
Effects of Blended Instructional Models on Math Performance

ERIC Educational Resources Information Center

Bottge, Brian A.; Ma, Xin; Gassaway, Linda; Toland, Michael D.; Butler, Mark; Cho, Sun-Joo

2014-01-01

A pretest-posttest cluster-randomized trial involving 31 middle schools and 335 students with disabilities tested the effects of combining explicit and anchored instruction on fraction computation and problem solving. Results of standardized and researcher-developed tests showed that students who were taught with the blended units outscored…

Protecting K-12 Student Privacy in a Digital Age

ERIC Educational Resources Information Center

Levin, Douglas

2015-01-01

The last decade has seen many exciting innovations in education. Educators have developed new instructional models that accelerate and deepen student learning by tailoring instruction to each student's individual needs, skills, and interests. In recent years nearly every state in the nation has responded by considering new student data privacy…
Student Preferences for a Hybrid Course

ERIC Educational Resources Information Center

Marquis, Gerald P.; Ghosh, Soumen

2017-01-01

Higher education institutions face demands to develop and deliver course content through alternate modes of delivery. A variety of course designs have emerged in recent years. One of these is the hybrid or blended course design model where face-to-face instruction is combined with online instruction. Researchers have found negligible differences…
Developing Instructional Leadership through Collaborative Learning

ERIC Educational Resources Information Center

Abbott, Claire Johnson; McKnight, Katherine

2010-01-01

Collaborative learning teams have emerged as an effective tool for teachers to steadily and continuously improve their instruction. Evidence also suggests that a learning teams model can affect school leadership as well. We explored the impact of learning teams on leadership roles of principals and teachers in secondary schools and found that…
Exploring Instructional Strategies and Learning Theoretical Foundations of eHealth and mHealth Education Interventions.

PubMed

Tamim, Suha R; Grant, Michael M

2016-05-19

This qualitative study aimed at exploring how health professionals use theories and models from the field of education to create ehealth and mhealth education interventions in an effort to provide insights for future research and practice on the development and implementation of health promotion initiatives. A purposeful sample of 12 participants was selected, using criterion and snowballing sampling strategies. Data were collected and analyzed from semistructured interviews, planning materials, and artifacts. The findings revealed that none of the participants used a specific learning theory or an instructional model in their interventions. However, based on participants' description, three themes emerged: (1) connections to behaviorist approaches to learning, (2) connections to cognitivist approaches to learning, and (3) connections to constructivist approaches to learning. Suggested implications for practice are (1) the design of a guidebook on the interplay of learning theories, instructional models, and health education and (2) the establishment of communities of practice. Further research can (1) investigate how learning theories and models intertwine with health behavior theories and models, (2) evaluate how the different instructional strategies presented in this study affect learning outcomes and health behavior change processes, and (3) investigate factors behind the instructional strategies choices made by health professionals. © 2016 Society for Public Health Education.
Experimental comparison of inquiry and direct instruction in science

NASA Astrophysics Data System (ADS)

Cobern, William W.; Schuster, David; Adams, Betty; Applegate, Brooks; Skjold, Brandy; Undreiu, Adriana; Loving, Cathleen C.; Gobert, Janice D.

2010-04-01

There are continuing educational and political debates about 'inquiry' versus 'direct' teaching of science. Traditional science instruction has been largely direct but in the US, recent national and state science education standards advocate inquiry throughout K-12 education. While inquiry-based instruction has the advantage of modelling aspects of the nature of real scientific inquiry, there is little unconfounded comparative research into the effectiveness and efficiency of the two instructional modes for developing science conceptual understanding. This research undertook a controlled experimental study comparing the efficacy of carefully designed inquiry instruction and equally carefully designed direct instruction in realistic science classroom situations at the middle school grades. The research design addressed common threats to validity. We report on the nature of the instructional units in each mode, research design, methods, classroom implementations, monitoring, assessments, analysis and project findings.
A Survey and Analysis of Military Computer-Based Systems: A Two Part Study. Volume II. A Descriptive and Predictive Model for Evaluating Instructional Systems. Final Report.

ERIC Educational Resources Information Center

McDonnell Douglas Astronautics Co. - East, St. Louis, MO.

This is the second volume of a two volume study. The first volume examined the literature to identify authoring aids for developing instructional materials, and to identify information clearing houses for existing materials. The purpose of this volume was to develop a means for assessing the cost versus expected benefits of innovations in…
Creating a Comprehensive School Reform Model: The Talent Development High School with Career Academies.

ERIC Educational Resources Information Center

Jordan, Will J.; McPartland, James M.; Legters, Nettie E.; Balfanz, Robert

2000-01-01

Discusses the need for comprehensive reforms in school organization, curriculum and instruction, and professional development to address the problems of large urban high schools. Describes the Talent Development High School with Career Academies model being developed to meet the needs of such schools. (SLD)
Defining the requisite knowledge for providers of in-service professional development for K--12 teachers of science: Refining the construct

NASA Astrophysics Data System (ADS)

Tucker, Deborah L.

Purpose. The purpose of this grounded theory study was to refine, using a Delphi study process, the four categories of the theoretical model of the comprehensive knowledge base required by providers of professional development for K-12 teachers of science generated from a review of the literature. Methodology. This grounded theory study used data collected through a modified Delphi technique and interviews to refine and validate the literature-based knowledge base required by providers of professional development for K-12 teachers of science. Twenty-three participants, experts in the fields of science education, how people learn, instructional and assessment strategies, and learning contexts, responded to the study's questions. Findings. By "densifying" the four categories of the knowledge base, this study determined the causal conditions (the science subject matter knowledge), the intervening conditions (how people learn), the strategies (the effective instructional and assessment strategies), and the context (the context and culture of formal learning environments) surrounding the science professional development process. Eight sections were added to the literature-based knowledge base; the final model comprised of forty-nine sections. The average length of the operational definitions increased nearly threefold and the number of citations per operational definition increased more than twofold. Conclusions. A four-category comprehensive model that can serve as the foundation for the knowledge base required by science professional developers now exists. Subject matter knowledge includes science concepts, inquiry, the nature of science, and scientific habits of mind; how people learn includes the principles of learning, active learning, andragogy, variations in learners, neuroscience and cognitive science, and change theory; effective instructional and assessment strategies include constructivist learning and inquiry-based teaching, differentiation of instruction, making knowledge and thinking accessible to learners, automatic and fluent retrieval of nonscience-specific skills, and science assessment and assessment strategies, science-specific instructional strategies, and safety within a learning environment; and, contextual knowledge includes curriculum selection and implementation strategies and knowledge of building program coherence. Recommendations. Further research on the use of which specific instructional strategies identified in the refined knowledge base have positive, significant effect sizes for adult learners is recommended.
A Model Framework for Course Materials Construction (Second Edition).

ERIC Educational Resources Information Center

Schlenker, Richard M.

Designed for use by Coast Guard course writers, curriculum developers, course coordinators, and instructors as a decision-support system, this publication presents a model that translates the Intraservices Procedures for Instructional Systems Development curriculum design model into materials usable by classroom teachers and students. Although…
Cognitive Tutoring based on Intelligent Decision Support in the PENTHA Instructional Design Model

NASA Astrophysics Data System (ADS)

dall'Acqua, Luisa

2010-06-01

The research finality of this paper is how to support Authors to develop rule driven—subject oriented, adaptable course content, meta-rules—representing the disciplinary epistemology, model of teaching, Learning Path structure, and assessment parameters—for intelligent Tutoring actions in a personalized, adaptive e-Learning environment. The focus is to instruct the student to be a decision manager for himself, able to recognize the elements of a problem, select the necessary information with the perspective of factual choices. In particular, our research intends to provide some fundamental guidelines for the definition of didactical rules and logical relations, that Authors should provide to a cognitive Tutoring system through the use of an Instructional Design method (PENTHA Model) which proposes an educational environment, able to: increase productivity and operability, create conditions for a cooperative dialogue, developing participatory research activities of knowledge, observations and discoveries, customizing the learning design in a complex and holistic vision of the learning / teaching processes.
The Design of an Instructional Model Based on Connectivism and Constructivism to Create Innovation in Real World Experience

ERIC Educational Resources Information Center

Jirasatjanukul, Kanokrat; Jeerungsuwan, Namon

2018-01-01

The objectives of the research were to (1) design an instructional model based on Connectivism and Constructivism to create innovation in real world experience, (2) assess the model designed--the designed instructional model. The research involved 2 stages: (1) the instructional model design and (2) the instructional model rating. The sample…
Modeling Instruction in AP Physics C: Mechanics and Electricity and Magnetism

NASA Astrophysics Data System (ADS)

Belcher, Nathan Tillman

This action research study used data from multiple assessments in Mechanics and Electricity and Magnetism to determine the viability of Modeling Instruction as a pedagogy for students in AP Physics C: Mechanics and Electricity and Magnetism. Modeling Instruction is a guided-inquiry approach to teaching science in which students progress through the Modeling Cycle to develop a fully-constructed model for a scientific concept. AP Physics C: Mechanics and Electricity and Magnetism are calculus-based physics courses, approximately equivalent to first-year calculus-based physics courses at the collegiate level. Using a one-group pretest-posttest design, students were assessed in Mechanics using the Force Concept Inventory, Mechanics Baseline Test, and 2015 AP Physics C: Mechanics Practice Exam. With the same design, students were assessed in Electricity and Magnetism on the Brief Electricity and Magnetism Assessment, Electricity and Magnetism Conceptual Assessment, and 2015 AP Physics C: Electricity and Magnetism Practice Exam. In a one-shot case study design, student scores were collected from the 2017 AP Physics C: Mechanics and Electricity and Magnetism Exams. Students performed moderately well on the assessments in Mechanics and Electricity and Magnetism, demonstrating that Modeling Instruction is a viable pedagogy in AP Physics C: Electricity and Magnetism.
Literacy Learning Cohorts: Content-Focused Approach to Improving Special Education Teachers' Reading Instruction

ERIC Educational Resources Information Center

Brownell, Mary; Kiely, Mary Theresa; Haager, Diane; Boardman, Alison; Corbett, Nancy; Algina, James; Dingle, Mary Patricia; Urbach, Jennifer

2017-01-01

Two professional development (PD) models for teachers were compared on teacher and student outcomes. Special education teachers participated in Literacy Learning Cohorts (LLC), a PD innovation designed to improve content and pedagogical knowledge for providing reading instruction to upper elementary students with learning disabilities. The LLC,…
Possibilities and Limitations of Integrating Peer Instruction into Technical Creativity Education

ERIC Educational Resources Information Center

Wang, Shijuan; Murota, Masao

2016-01-01

The effects of active peer-peer interaction on the generation of new hypotheses or models and the increase of new solutions have attracted widespread attention. Therefore, the peer discussion portion of peer instruction is supposedly effective in developing students' creativity. However, few empirical research involves how to adapt peer…
Reflections on the Scholarly Contributions of Professor David H. Jonassen

ERIC Educational Resources Information Center

Reeves, Thomas C.; Lee, Chwee Beng; Hung, Woei

2013-01-01

The six papers in this special issue of "Computers and Education" honoring Professor David H. Jonassen are diverse in nature. They also reflect differing interpretations of the implications of Jonassen's work for research and development focused on instructional models and the factors influencing instruction as well as the directions for future…
Career Pathways Skill-Building Activities Guide.

ERIC Educational Resources Information Center

Community Coll. of Rhode Island, Warwick.

In an effort to relate academic skills with workplace skills and facilitate the transition from school to work, the Community College of Rhode Island developed a skill-based instructional model targeted at 9th through 12th graders and consisting of 6 instructional areas, or strands, and 31 related skills. This guide provides suggested activities…
A Model for Infusing Energy Concepts into Vocational Education Programs. Solar Energy Curriculum Guide.

ERIC Educational Resources Information Center

Delta Vocational Technical School, Marked Tree, AR.

This solar energy curriculum guide is designed to assist teachers in infusing energy concepts into vocational education programs. It consists of 31 competency-based instructional units organized into 10 sections. Covered in the sections are the following topics: related instructions (history and development; human relations; general safety;…
Organizational Strategies for Promoting Instructional Change: Implementation Dynamics in Schools Working with Comprehensive School Reform Providers

ERIC Educational Resources Information Center

Rowan, Brian; Miller, Robert J.

2007-01-01

This article develops a conceptual framework for studying how three comprehensive school reform (CSR) programs organized schools for instructional change and how the distinctive strategies they pursued affected implementation outcomes. The conceptual model views the Accelerated Schools Project as using a system of cultural control to produce…
Using Intelligent Tutoring Design Principles To Integrate Cognitive Theory into Computer-Based Instruction.

ERIC Educational Resources Information Center

Orey, Michael A.; Nelson, Wayne A.

Arguing that the evolution of intelligent tutoring systems better reflects the recent theoretical developments of cognitive science than traditional computer-based instruction (CBI), this paper describes a general model for an intelligent tutoring system and suggests ways to improve CBI using design principles derived from research in cognitive…
Implementation of School Instructional Improvement and Student Growth in Math: Testing a Multilevel Longitudinal Model

ERIC Educational Resources Information Center

Takanishi, Stacey M.

2012-01-01

NCLB policies in the United States focus schools' efforts on implementing effective instructional processes to improve student outcomes. This study looks more specifically at how schools are perceived to be implementing state required curricula and benchmarks and developing teaching and learning processes that support the teaching of state…

Active Ingredients of Instructional Coaching: Developing a Conceptual Framework. R2Ed Working Paper 2015-3

ERIC Educational Resources Information Center

White, Andrew S.; Howell Smith, Michelle; Kunz, Gina M.; Nugent, Gwen C.

2015-01-01

Although researchers have explored the impact of instructional coaching and named possible elements believed essential to effective coaching, there has yet to emerge from the literature a coherent model of those essential elements ("active ingredients"). This qualitative study sought to identify those elements through a systematic…
Using the ACRL Framework to Develop a Student-Centered Model for Program-Level Assessment

ERIC Educational Resources Information Center

Gammons, Rachel Wilder; Inge, Lindsay Taylor

2017-01-01

Information literacy instruction presents a difficult balance between quantity and quality, particularly for large-scale general education courses. This paper discusses the overhaul of the freshman composition instruction program at the University of Maryland Libraries, focusing on the transition from survey assessments to a student-centered and…
Assessment for One-Shot Library Instruction: A Conceptual Approach

ERIC Educational Resources Information Center

Wang, Rui

2016-01-01

The purpose of this study is to explore a conceptual approach to assessment for one-shot library instruction. This study develops a new assessment instrument based on Carol Kuhlthau's information search process (ISP) model. The new instrument focuses on measuring and identifying changes in student readiness to do research along three…
A Computer-Based Simulation for Teaching Heat Transfer across a Woody Stem

ERIC Educational Resources Information Center

Maixner, Michael R.; Noyd, Robert K.; Krueger, Jerome A.

2010-01-01

To assist student understanding of heat transfer through woody stems, we developed an instructional package that included an Excel-based, one-dimensional simulation model and a companion instructional worksheet. Guiding undergraduate botany students to applying principles of thermodynamics to plants in nature is fraught with two main obstacles:…
Principals' and Teachers' Perceptions of Efforts by Principals to Improve Teaching and Learning in Turkish Middle Schools

ERIC Educational Resources Information Center

Bellibas, Mehmet Sükrü

2015-01-01

Contemporary research on instructional leadership has largely concerned itself with developing concrete instructional leadership models and investigating the association of such leadership practices with teaching and learning. Yet there is little research on how the internal school community reacts to the notion of principals influencing classroom…
An Exploration of Blended Learning in Fifth Grade Literacy Classrooms

ERIC Educational Resources Information Center

Ramadan, Kimberly Heintschel

2017-01-01

The development of the Internet allows for hybrid models of instruction that marry face-to-face and online learning (Osguthorpe & Graham, 2003). The purpose of this study was to explore blended learning and traditional instruction in three fifth grade literacy classrooms, examining the teaching and learning students engaged in during the…
Academic Synergy in the Age of Technology--A New Instructional Paradigm

ERIC Educational Resources Information Center

Ma, Yulong; Runyon, L. R.

2004-01-01

In this article, the authors show how effective use of new technology can increase academic productivity and enhance educational quality in higher learning institutions. The authors sought to develop an instructional model that integrates information technology with faculty resources to enhance teaching and learning in the academic environment.…
An Approximation of an Instructional Model for Developing Home Living Skills in Severely Handicapped Students.

ERIC Educational Resources Information Center

Hamre, S.

The author discusses the need for severely handicapped students to acquire basic home living skills, reviews task analysis principles, and provides sample instructional programs. Listed are basic grooming, dressing, domestic maintenance, and cooking skills. A sample task analysis procedure is demonstrated for the skill of brushing teeth. Reported…
Development of instruction in hospital electrical safety for medical education.

PubMed

Yoo, J H; Broderick, W A

1978-01-01

Although hospital electrical safety is receiving increased attention in the literature of engineers, it is not, at present, reflected in the curricula of medical schools. A possible reason for this omission is that biomedical and/or clinical engineers knowledgeable in electrical safety are not usually trained to teach. One remedy for this problem is to combine the knowledge of engineers with that of instructional developers to design a systematic curriculum for a course in hospital electrical safety. This paper describes such an effort at the University of Texas Health Science Center at San Antonio (UTHSCSA). A biomedical engineer and an instructional developer designed an instructional module in hospital electrical safety; the engineer taught the module, and both evaluated the results. The process and outcome of their collaboration are described. This model was effectively applied in the classroom as a four-hour segment in hospital electrical safety for first-year medical students at UTHSCSA. It is hoped that an additional benefit of this system will be that it offers an opportunity for continuing improvement in this kind of instruction at other medical schools and hospitals.
Academic Vocabulary Learning in First Through Third Grade in Low-Income Schools: Effects of Automated Supplemental Instruction.

PubMed

Goldstein, Howard; Ziolkowski, Robyn A; Bojczyk, Kathryn E; Marty, Ana; Schneider, Naomi; Harpring, Jayme; Haring, Christa D

2017-11-09

This study investigated cumulative effects of language learning, specifically whether prior vocabulary knowledge or special education status moderated the effects of academic vocabulary instruction in high-poverty schools. Effects of a supplemental intervention targeting academic vocabulary in first through third grades were evaluated with 241 students (6-9 years old) from low-income families, 48% of whom were retained for the 3-year study duration. Students were randomly assigned to vocabulary instruction or comparison groups. Curriculum-based measures of word recognition, receptive identification, expressive labeling, and decontextualized definitions showed large effects for multiple levels of word learning. Hierarchical linear modeling revealed that students with higher initial Peabody Picture Vocabulary Test-Fourth Edition scores (Dunn & Dunn, 2007) demonstrated greater word learning, whereas students with special needs demonstrated less growth in vocabulary. This model of vocabulary instruction can be applied efficiently in high-poverty schools through an automated, easily implemented adjunct to reading instruction in the early grades and holds promise for reducing gaps in vocabulary development.
Digital multimedia instruction enhances teaching oral and maxillofacial suturing.

PubMed

Weaver, J M; Lu, Mei; McCloskey, K L; Herndon, E S; Tanaka, W

2009-12-01

To develop digital multimedia instruction on intraoral suturing. A DVD was developed to describe instruments, materials, and techniques. Two groups of dental students were asked to close an incision in a simulated model. One used written materials only and another used additional DVD. The performance was evaluated using 10 grading criteria. Students who used the DVD performed better than students who did not. This DVD could be used widely in teaching dental students.
Comparing the cognitive differences resulting from modeling instruction: Using computer microworld and physical object instruction to model real world problems

NASA Astrophysics Data System (ADS)

Oursland, Mark David

This study compared the modeling achievement of students receiving mathematical modeling instruction using the computer microworld, Interactive Physics, and students receiving instruction using physical objects. Modeling instruction included activities where students applied the (a) linear model to a variety of situations, (b) linear model to two-rate situations with a constant rate, (c) quadratic model to familiar geometric figures. Both quantitative and qualitative methods were used to analyze achievement differences between students (a) receiving different methods of modeling instruction, (b) with different levels of beginning modeling ability, or (c) with different levels of computer literacy. Student achievement was analyzed quantitatively through a three-factor analysis of variance where modeling instruction, beginning modeling ability, and computer literacy were used as the three independent factors. The SOLO (Structure of the Observed Learning Outcome) assessment framework was used to design written modeling assessment instruments to measure the students' modeling achievement. The same three independent factors were used to collect and analyze the interviews and observations of student behaviors. Both methods of modeling instruction used the data analysis approach to mathematical modeling. The instructional lessons presented problem situations where students were asked to collect data, analyze the data, write a symbolic mathematical equation, and use equation to solve the problem. The researcher recommends the following practice for modeling instruction based on the conclusions of this study. A variety of activities with a common structure are needed to make explicit the modeling process of applying a standard mathematical model. The modeling process is influenced strongly by prior knowledge of the problem context and previous modeling experiences. The conclusions of this study imply that knowledge of the properties about squares improved the students' ability to model a geometric problem more than instruction in data analysis modeling. The uses of computer microworlds such as Interactive Physics in conjunction with cooperative groups are a viable method of modeling instruction.
A Study of Physics Faculty's Instructional Practices: Implications for Experiential STEM Faculty Development Model

NASA Astrophysics Data System (ADS)

Soto, Marissa; Suskavcevic, Miliana; Forrest, Rebecca; Cheung, Margaret; Kapral, Andrew; Khon, Lawrence

When teaching physics, many factors determine the final impact the course will have on a student. Using STEP, a teacher content professional development program, we are studying the incorporation of inquiry-based teaching strategies in the professional development of university professors through an active engagement program. Through the professors' involvement in the program, they gain experience with inquiry-based instruction that can be put into effect in their own classrooms to possibly create a shift in understanding and success ratesat physics undergraduate courses. This model consists of faculty peer mentoring, facilitating instruction within a community of practice, and implementation of undergraduate inquiry-based physics teaching strategies. Here, professors are facilitating the physics lessons to in-service high school teachers while using inquiry strategies and interactive activities rather than traditional lecture. This project aided the creation of an undergraduate inquiry-based physics course at the University of Houston. It could lead to a new form of professor professional development workshop that does not only benefit the professor, but also highschoolteachers not properly trained in the field of physics.
Engaging Students In Modeling Instruction for Introductory Physics

NASA Astrophysics Data System (ADS)

Brewe, Eric

2016-05-01

Teaching introductory physics is arguably one of the most important things that a physics department does. It is the primary way that students from other science disciplines engage with physics and it is the introduction to physics for majors. Modeling instruction is an active learning strategy for introductory physics built on the premise that science proceeds through the iterative process of model construction, development, deployment, and revision. We describe the role that participating in authentic modeling has in learning and then explore how students engage in this process in the classroom. In this presentation, we provide a theoretical background on models and modeling and describe how these theoretical elements are enacted in the introductory university physics classroom. We provide both quantitative and video data to link the development of a conceptual model to the design of the learning environment and to student outcomes. This work is supported in part by DUE #1140706.
Use of the Computer for Research on Instruction and Student Understanding in Physics.

NASA Astrophysics Data System (ADS)

Grayson, Diane Jeanette

This dissertation describes an investigation of how the computer may be utilized to perform research on instruction and on student understanding in physics. The research was conducted within three content areas: kinematics, waves and dynamics. The main focus of the research on instruction was the determination of factors needed for a computer program to be instructionally effective. The emphasis in the research on student understanding was the identification of specific conceptual and reasoning difficulties students encounter with the subject matter. Most of the research was conducted using the computer -based interview, a technique developed during the early part of the work, conducted within the domain of kinematics. In a computer-based interview, a student makes a prediction about how a particular system will behave under given circumstances, observes a simulation of the event on a computer screen, and then is asked by an interviewer to explain any discrepancy between prediction and observation. In the course of the research, a model was developed for producing educational software. The model has three important components: (i) research on student difficulties in the content area to be addressed, (ii) observations of students using the computer program, and (iii) consequent program modification. This model was used to guide the development of an instructional computer program dealing with graphical representations of transverse pulses. Another facet of the research involved the design of a computer program explicitly for the purposes of research. A computer program was written that simulates a modified Atwood's machine. The program was than used in computer -based interviews and proved to be an effective means of probing student understanding of dynamics concepts. In order to ascertain whether or not the student difficulties identified were peculiar to the computer, laboratory-based interviews with real equipment were also conducted. The laboratory-based interviews were designed to parallel the computer-based interviews as closely as possible. The results of both types of interviews are discussed in detail. The dissertation concludes with a discussion of some of the benefits of using the computer in physics instruction and physics education research. Attention is also drawn to some of the limitations of the computer as a research instrument or instructional device.
Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial

PubMed Central

Al Otaiba, Stephanie; Connor, Carol M; Folsom, Jessica Sidler; Greulich, Luana; Meadows, Jane; Li, Zhi

2010-01-01

The purpose of this cluster-randomized control field trial was to was to examine the extent to which kindergarten teachers could learn a promising instructional strategy, wherein kindergarten reading instruction was differentiated based upon students’ ongoing assessments of language and literacy skills and documented child characteristic by instruction (CXI) interactions; and to test the efficacy of this differentiated reading instruction on the reading outcomes of students from culturally diverse backgrounds. The study involved 14 schools and included 23 treatment (n = 305 students) and 21 contrast teacher (n = 251 students). Teachers in the contrast condition received only a baseline professional development that included a researcher-delivered summer day-long workshop on individualized instruction. Data sources included parent surveys, individually administered child assessments of language, cognitive, and reading skills and videotapes of classroom instruction. Using Hierarchical Multivariate Linear Modeling (HMLM), we found students in treatment classrooms outperformed students in the contrast classrooms on a latent measure of reading skills, comprised of letter-word reading, decoding, alphabetic knowledge, and phonological awareness (ES = .52). Teachers in both conditions provided small group instruction, but teachers in the treatment condition provided significantly more individualized instruction. Our findings extend research on the efficacy of teachers using Individualized Student Instruction to individualize instruction based upon students’ language and literacy skills in first through third grade. Findings are discussed regarding the value of professional development related to differentiating core reading instruction and the challenges of using Response to Intervention approaches to address students’ needs in the areas of reading in general education contexts. PMID:21818158
Stimulating Scientific Reasoning with Drawing-Based Modeling

NASA Astrophysics Data System (ADS)

Heijnes, Dewi; van Joolingen, Wouter; Leenaars, Frank

2018-02-01

We investigate the way students' reasoning about evolution can be supported by drawing-based modeling. We modified the drawing-based modeling tool SimSketch to allow for modeling evolutionary processes. In three iterations of development and testing, students in lower secondary education worked on creating an evolutionary model. After each iteration, the user interface and instructions were adjusted based on students' remarks and the teacher's observations. Students' conversations were analyzed on reasoning complexity as a measurement of efficacy of the modeling tool and the instructions. These findings were also used to compose a set of recommendations for teachers and curriculum designers for using and constructing models in the classroom. Our findings suggest that to stimulate scientific reasoning in students working with a drawing-based modeling, tool instruction about the tool and the domain should be integrated. In creating models, a sufficient level of scaffolding is necessary. Without appropriate scaffolds, students are not able to create the model. With scaffolding that is too high, students may show reasoning that incorrectly assigns external causes to behavior in the model.
Professional Development to Promote Teacher Adaptability

ERIC Educational Resources Information Center

Parsons, Allison Ward; Ankrum, Julie Winneur; Morewood, Aimee

2016-01-01

Effective professional development (PD) follows adaptive teaching principles; it increases teacher understanding and instructional purpose, which ultimately supports and extends adaptive teaching. Through this article, we compare and contrast training models with educative models of PD (Duffy, 2004). We discuss characteristics of effective PD that…
Developing the conceptual instructional design with inquiry-based instruction model of secondary students at the 10th grade level on digestion system and cellular degradation issue

NASA Astrophysics Data System (ADS)

Rotjanakunnatam, Boonthida; Chayaburakul, Kanokporn

2018-01-01

The aims of this research study was to develop the conceptual instructional design with the Inquiry-Based Instruction Model (IBIM) of secondary students at the 10th grade level on Digestion System and Cellular Degradation issue using both oxygen and oxygen-degrading cellular nutrients were designed instructional model with a sample size of 45 secondary students at the 10th Grade level. Data were collected by asking students to do a questionnaire pre and post learning processes. The questionnaire consists of two main parts that composed of students' perception questionnaire and the questionnaire that asked the question answer concept for the selected questionnaire. The 10-item Conceptual Thinking Test (CTT) was assessed students' conceptual thinking evaluation that it was covered in two main concepts, namely; Oxygen degradation nutrients and degradation nutrients without oxygen. The data by classifying students' answers into 5 groups and measuring them in frequency and a percentage of students' performances of their learning pre and post activities with the Inquiry-Based Instruction Model were analyzed as a tutorial. The results of this research found that: After the learning activities with the IBIM, most students developed concepts of both oxygen and oxygen-degrading cellular nutrients in the correct, complete and correct concept, and there are a number of students who have conceptual ideas in the wrong concept, and no concept was clearly reduced. However, the results are still found that; some students have some misconceptions, such as; the concept of direction of electron motion and formation of the ATP of bioactivities of life. This cause may come from the nature of the content, the complexity, the continuity, the movement, and the time constraints only in the classroom. Based on this research, it is suggested that some students may take some time, and the limited time in the classroom to their learning activity with content creation content binding and dramatic storytelling increases in a relaxed classroom learning environment.
Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School.

PubMed

Connor, Carol McDonald; Day, Stephanie L; Phillips, Beth; Sparapani, Nicole; Ingebrand, Sarah W; McLean, Leigh; Barrus, Angela; Kaschak, Michael P

2016-11-01

Many assume that cognitive and linguistic processes, such as semantic knowledge (SK) and self-regulation (SR), subserve learned skills like reading. However, complex models of interacting and bootstrapping effects of SK, SR, instruction, and reading hypothesize reciprocal effects. Testing this "lattice" model with children (n = 852) followed from first to second grade (5.9-10.4 years of age) revealed reciprocal effects for reading and SR, and reading and SK, but not SR and SK. More effective literacy instruction reduced reading stability over time. Findings elucidate the synergistic and reciprocal effects of learning to read on other important linguistic, self-regulatory, and cognitive processes; the value of using complex models of development to inform intervention design; and how learned skills may influence development during middle childhood. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.

Development of a Model for Whole Brain Learning of Physiology

ERIC Educational Resources Information Center

Eagleton, Saramarie; Muller, Anton

2011-01-01

In this report, a model was developed for whole brain learning based on Curry's onion model. Curry described the effect of personality traits as the inner layer of learning, information-processing styles as the middle layer of learning, and environmental and instructional preferences as the outer layer of learning. The model that was developed…
Assembling old tricks for new tasks: a neural model of instructional learning and control.

PubMed

Huang, Tsung-Ren; Hazy, Thomas E; Herd, Seth A; O'Reilly, Randall C

2013-06-01

We can learn from the wisdom of others to maximize success. However, it is unclear how humans take advice to flexibly adapt behavior. On the basis of data from neuroanatomy, neurophysiology, and neuroimaging, a biologically plausible model is developed to illustrate the neural mechanisms of learning from instructions. The model consists of two complementary learning pathways. The slow-learning parietal pathway carries out simple or habitual stimulus-response (S-R) mappings, whereas the fast-learning hippocampal pathway implements novel S-R rules. Specifically, the hippocampus can rapidly encode arbitrary S-R associations, and stimulus-cued responses are later recalled into the basal ganglia-gated pFC to bias response selection in the premotor and motor cortices. The interactions between the two model learning pathways explain how instructions can override habits and how automaticity can be achieved through motor consolidation.
Teacher structure as a predictor of students' perceived competence and autonomous motivation: The moderating role of differentiated instruction.

PubMed

Guay, Frédéric; Roy, Amélie; Valois, Pierre

2017-06-01

An important pedagogical practice is the provision of structure (Farkas & Grolnick, 2010, Motiv. Emot., 34, 266). According to self-determination theory (SDT; Deci & Ryan, 1985, Intrinsic motivation and self-determination in human behavior, Plenum, New York, NY), structure allows students to develop perceived competence in different school subjects, which in turn facilitates the development of autonomous motivation towards these subjects and limits the development of controlled motivation. In this study, we test a mediated moderation model that posits that teacher structure has a stronger positive effect on students' autonomous motivation (and a negative effect on controlled motivation) in French class when differentiated instruction is used, and that this moderation effect is mediated by perceived competence. To test this model, we used a sample of 27 elementary school teachers and 422 students from Quebec, a province of Canada. Data for teachers and students were collected with self-report measures. The method used was a correlational one with a single measurement time. Results revealed that (1) the effect of teacher structure on students' autonomous motivation was positive only when differentiated instruction strategies were frequently used, and this moderated effect was partially mediated by perceived competence, and (2) teacher structure was negatively associated with students' controlled motivation only when differentiated instruction was provided infrequently, and this moderated effect was not explained by perceived competence. These findings are discussed in the light of the literature on SDT and on differentiated instruction. © 2017 The British Psychological Society.
A community initiative for developing data and modeling driven curriculum modules for hydrology education

NASA Astrophysics Data System (ADS)

Ruddell, B. L.; Merwade, V.

2010-12-01

Hydrology and geoscience education at the undergraduate and graduate levels may benefit greatly from a structured approach to pedagogy that utilizes modeling, authentic data, and simulation exercises to engage students in practice-like activities. Extensive evidence in the educational literature suggests that students retain more of their instruction, and attain higher levels of mastery over content, when interactive and practice-like activities are used to contextualize traditional lecture-based and theory-based instruction. However, it is also important that these activities carefully link the use of data and modeling to abstract theory, to promote transfer of knowledge to other contexts. While this type of data-based activity has been practiced in the hydrology classroom for decades, the hydrology community still lacks a set of standards and a mechanism for community-based development, publication, and review of this type of curriculum material. A community-based initiative is underway to develop a set curriculum materials to teach hydrology in the engineering and geoscience university classroom using outcomes-based, pedagogically rigorous modules that use authentic data and modeling experiences to complement traditional lecture-based instruction. A preliminary design for a community cyberinfrastructure for shared module development and publication, and for module topics and outcomes and ametadata and module interoperability standards, will be presented, along with the results of a series of community surveys and workshops informing this design.
BRIDGE: A Simulation Model for Comparing the Costs of Expanding a Campus Using Distributed Instruction versus Classroom Instruction. Documentation and Instructions.

ERIC Educational Resources Information Center

Jewett, Frank

These instructions describe the use of BRIDGE, a computer software simulation model that is designed to compare the costs of expanding a college campus using distributed instruction (television or asynchronous network courses) versus the costs of expanding using lecture/lab type instruction. The model compares the projected operating and capital…
The effect of thematic learning model, learning style, and reading ability on the students’ learning outcomes

NASA Astrophysics Data System (ADS)

Nurlaela, L.; Samani, M.; Asto, I. G. P.; Wibawa, S. C.

2018-01-01

This study aims at gaining empirical findings of the effectiveness of thematic instructional model as compared to conventional instruction; and the potential capacity of thematic instructional model in accommodating different learning styles and reading abilities. This is an experimental research design with 140 elementary students as research subject. The data were collected by using achievement test, learning style questionnaire, and reading comprehension test, and analyzed by using Anava. The results indicate: there is a significant difference in achievement between students who use thematic instructional model and those using conventional model; a significant difference in achievement between students with visual learning style and those having auditorial learning style; a significant difference between students with high reading ability and those with low reading ability. Student’s achievement is influenced by the interaction between instructional model and student’s learning style. Student’s achievement is not influenced by the interaction between instructional model and student’s reading ability, the interaction between student’s learning style and student’s reading ability, and the interaction among instructional model, learning style and student’s reading ability. The conclusion is thematic instructional model was more effective than conventional instruction and thematic instructional model had a capacity in accommodating different learning styles and reading abilities.
The impact of a professional development model on middle school science teachers' efficacy and implementation of inquiry

NASA Astrophysics Data System (ADS)

Lotter, Christine; Smiley, Whitney; Thompson, Stephen; Dickenson, Tammiee

2016-12-01

This study investigated a professional development model designed to improve teachers' inquiry teaching efficacy as well as the quality of their inquiry instruction through engaging teachers in practice-teaching and reflection sessions. The programme began with a two-week summer Institute focused on both inquiry pedagogy and science content and continued with academic year support for participants' inquiry implementation. An inquiry teaching efficacy instrument was administered 3 times to 25 teacher participants to gauge changes in their personal self-efficacy and outcome expectancy across 5 essential features of classroom inquiry. To examine actual practices, pre/post classroom observations of the teachers' inquiry enactments were evaluated using a quality of inquiry observation protocol. Following the summer Institute, teachers had statistically significant increases in their self-efficacy for teaching inquiry in four of the five essential features and increases in one of the five essential features for outcome expectancy. Teachers' quality of inquiry teaching also increased after the professional development programme. We discuss implications of this PD model for moving teachers towards implementation of new instructional techniques as well as the influence of a supportive school community on teachers' efficacy with inquiry instruction.
A Simulated Instructional Model for Educating Mentally Retarded Students for Employment in the Hotel-Motel Industry.

ERIC Educational Resources Information Center

McCowan, Richard J.; Mongerson, M. Duane

Developed by the Campus Laboratory School of the State College at Buffalo, this program description proposes a simulated work environment which could be used to train educable and trainable retardates for hotel/motel aides more effectively and economically than on-the-job training or classroom lecture instruction. The proposed method of…
Effects of Computer-Assisted STAD, LTM and ICI Cooperative Learning Strategies on Nigerian Secondary School Students' Achievement, Gender and Motivation in Physics

ERIC Educational Resources Information Center

Gambrari, Isiaka Amosa; Yusuf, Mudasiru Olalere; Thomas, David Akpa

2015-01-01

This study examined the effectiveness of computer-assisted instruction on Student Team Achievement Division (STAD) and Learning Together Model (LTM) cooperative learning strategies on Nigerian secondary students' achievement and motivation in physics. The efficacy of Authors developed computer assisted instructional package (CAI) for teaching…
E-Learning: Students Input for Using Mobile Devices in Science Instructional Settings

ERIC Educational Resources Information Center

Yilmaz, Ozkan

2016-01-01

A variety of e-learning theories, models, and strategy have been developed to support educational settings. There are many factors for designing good instructional settings. This study set out to determine functionality of mobile devices, students who already have, and the student needs and views in relation to e-learning settings. The study…
The Internal Coherence Assessment Protocol & Developmental Framework: Building the Organizational Capacity for Instructional Improvement in Schools. Research Paper

ERIC Educational Resources Information Center

Elmore, Richard F.; Forman, Michelle L.; Stosich, Elizabeth L.; Bocala, Candice

2014-01-01

Purpose: In this paper we describe the Internal Coherence (IC) model of assessment and professional development, a set of clinical tools and practices designed to help practitioners foster the organizational conditions required for whole-school instructional improvement. Proposed Conceptual Argument: We argue that the data captured by the IC…
Designing a Blended Course: Using ADDIE to Guide Instructional Design

ERIC Educational Resources Information Center

Shibley, Ike; Amaral, Katie E.; Shank, John D.; Shibley, Lisa R.

2011-01-01

The ADDIE (analysis, design, development, implementation, and evaluation) model was applied to help redesign a General Chemistry course to improve student success in the course. A team of six professionals spent 18 months and over 1,000 man-hours in the redesign. The resultant course is a blend of online and face-to-face instruction that utilizes…
Motivation Coaching Training for Instructional Coaches: A Pilot Study of Motivational Interviewing Skills Training

ERIC Educational Resources Information Center

Lyons, Michael D.; Jones, Sara J.; Smith, Bradley H.; McQuillin, Samuel D.; Richardson, Georgette; Reid, Erin; McClellan, Anne

2017-01-01

In our paper we describe a newly developed teacher coaching model that provides training on motivational interviewing (MI) to improve instructional coaches' effectiveness with classroom teachers. Participants were 38 coaches who completed a three-day coaching training. At pre- and post-test, the participants completed role plays with an actor who…
Impact of Expert Teaching Quality on Novice Academic Performance in the Jigsaw Cooperative Learning Method

ERIC Educational Resources Information Center

Berger, Roland; Hänze, Martin

2015-01-01

We assessed the impact of expert students' instructional quality on the academic performance of novice students in 12th-grade physics classes organized in an expert model of cooperative learning ("jigsaw classroom"). The instructional quality of 129 expert students was measured by a newly developed rating system. As expected, when…
Health Occupations Education: Suggested Curriculum Guide for Nursing Assistant. Curriculum Guide-3.

ERIC Educational Resources Information Center

Virginia Polytechnic Inst. and State Univ., Blacksburg. Div. of Vocational-Technical Education.

The curriculum guide, developed to serve as a statewide model for nursing assistant programs, offers teaching suggestions for nursing assistant courses in the public schools. It is designed for 270 hours of theory and 200 hours of clinical instruction. There are 11 units of instruction: orientation; human behavior; medical communication skills;…
Sustainable Design Re-Examined: Integrated Approach to Knowledge Creation for Sustainable Interior Design

ERIC Educational Resources Information Center

Lee, Young S.

2014-01-01

The article focuses on a systematic approach to the instructional framework to incorporate three aspects of sustainable design. It also aims to provide an instruction model for sustainable design stressing a collective effort to advance knowledge creation as a community. It develops a framework conjoining the concept of integrated process in…
Finding the Balance in Online Library Instruction: Sustainable and Personal

ERIC Educational Resources Information Center

Moran, Carrie; Mulvihill, Rachel

2017-01-01

The UCF Libraries are continually developing new forms of library instruction to meet the needs of a growing student body with the same number of librarians. These efforts attempt to find the balance between impersonal online tutorials and time-intensive embedded librarianship. The pros and cons of each model employed at our growing university are…
Thirty Years of Evolution in Instructional Technology, as Reflected in a Textbook

ERIC Educational Resources Information Center

Smaldino, Sharon E.; Lowther, Deborah L.; Russell, James D.

2011-01-01

This article describes how a textbook has traced 30 years of evolution in instructional technology. One of the book's key continuing features is the ASSURE Model. To connect technology to learning, the Classroom Link was developed. As standards were formulated for teachers and students, they were included in the textbook. Other evolutionary…
The Effectiveness of the Creative Writing Instruction Program Based on Speaking Activities (CWIPSA)

ERIC Educational Resources Information Center

Bayat, Seher

2016-01-01

This study aims to develop a creative writing instruction program based on speaking activities and to investigate its effect on fourth-grade primary school students' creative writing achievements and writing attitudes. The experimental method based on the pre-test/post-test model was used in this research. The research was conducted with 42…
Student Learning Time: A Literature Review. OECD Education Working Papers, No. 127

ERIC Educational Resources Information Center

Gromada, Anna; Shewbridge, Claire

2016-01-01

This paper examines student learning time as a key educational resource. It presents an overview of how different OECD countries allocate instruction time. It also develops a model to understand the effective use of allocated instruction time and examines how different OECD countries compare on this. The paper confirms the value of sufficient…

Investigating the Effectiveness of an Active Learning Based-Interactive Conceptual Instruction (ALBICI) on Electric Field Concept

ERIC Educational Resources Information Center

Samsudin, Achmad; Suhandi, Andi; Rusdiana, Dadi; Kaniawati, Ida; Costu, Bayram

2016-01-01

The aim of this study was to develop an Active Learning Based-Interactive Conceptual Instruction (ALBICI) model through PDEODE*E tasks (stands for Predict, Discuss, Explain, Observe, Discuss, Explore, and Explain) for promoting conceptual change and investigating its effectiveness of pre-service physics teachers' understanding on electric field…
Theory into Practice: Best Practices for a School-Wide Approach to Critical Thinking Instruction.

ERIC Educational Resources Information Center

Kassem, Cherrie L.

Educators at one Georgia high school identified improved student proficiency in critical thinking as a major school goal. In order to infuse thinking skills instruction across the curriculum, a nine-member interdisciplinary team of teachers worked with a learning consultant for 1 year. Collaboration resulted in the development of a new model for…
SOCRATES, a Computer-Based Instructional System in Theory and Research. Technical Report.

ERIC Educational Resources Information Center

Stolurow, Lawrence M.

The paper describes a cybernetic computer-based instructional system, SOCRATES, the teaching model which led to its development, and some of the research accomplished with it. The acronym, SOCRATES, is System for Organizing Content to Review and Teach Educational Subject. It consists of a group of student input-output (I/O) stations wired to a…
Markets and Models for Large-Scale Courseware Development.

ERIC Educational Resources Information Center

Bunderson, C. Victor

Computer-assisted instruction (CAI) is not making an important, visible impact on the educational system of this country. Though its instructional value has been proven time after time, the high cost of the hardware and the lack of quality courseware is preventing CAI from becoming a market success. In order for CAI to reach its market potential…
Adoption of Blogging by a Chinese Language Composition Class in a Vocational High School in Taiwan

ERIC Educational Resources Information Center

Lou, Shi-Jer; Wu, Shi-Chiao; Shih, Ru-Chu; Tseng, Kuo-Hung

2010-01-01

The purpose of this study was to examine the effect of adopting blogging upon Chinese language composition instruction in a vocational high school in Taiwan. The researchers developed a model that utilises blogging in Chinese language composition instruction. Forty randomly selected students from a public vocational high school served as the…
Evaluation: Test Construction and Use. An Instructional Model for Undergraduate Teacher Education in the RAFT Program at Mississippi State University.

ERIC Educational Resources Information Center

Handley, Herbert M., Ed.

This module developed by the Research Applications for Teaching (RAFT) project assists the preservice teacher in constructing test items to better measure the outcomes of instructional objectives. Student teachers are also assisted in the interpretation of results of a student's performance on a standardized test. Students also…
An Examination of Kinesiology GTAs' Perceptions of an Instructional Development and Evaluation Model

ERIC Educational Resources Information Center

Russell, Jared A.

2008-01-01

Kinesiology graduate teaching assistants (GTAs) provide an invaluable role in carrying out the instructional mission of many universities and colleges. However, the last two decades have seen an increase in public criticism and concern concerning the manner in which GTAs are employed to teach higher education courses, the extent they are prepared…
Evaluation of Instructional Practice in the Secondary School Mathematics Classroom: A Cognitive Perspective.

ERIC Educational Resources Information Center

Artzt, Alice F.; Armour-Thomas, Eleanor

The purpose of this exploratory study was to develop a model for evaluating teachers' instructional practices in mathematics and the cognitions associated with these practices. The sample consisted of seven beginning and seven experienced teachers of secondary school mathematics, who each taught one lesson of his or her own design. To evaluate…
Examining the Technology Integration Planning Cycle Model of Professional Development to Support Teachers' Instructional Practices

ERIC Educational Resources Information Center

Hutchison, Amy C.; Woodward, Lindsay

2018-01-01

Background: Presently, models of professional development aimed at supporting teachers' technology integration efforts are often short and decontextualized. With many schools across the country utilizing standards that require students to engage with digital tools, a situative model that supports building teachers' knowledge within their…
Development of an Instructional Model for Online Task-Based Interactive Listening for EFL Learners

ERIC Educational Resources Information Center

Tian, Xingbin; Suppasetseree, Suksan

2013-01-01

College English in China has shifted from cultivating reading ability to comprehensive communicative abilities with an emphasis on listening and speaking. For this reason, new teaching models should be built on modern information technology. However, little research on developing models for the online teaching of listening skills has been…
Do science coaches promote inquiry-based instruction in the elementary science classroom?

NASA Astrophysics Data System (ADS)

Wicker, Rosemary Knight

The South Carolina Mathematics and Science Coaching Initiative established a school-based science coaching model that was effective in improving instruction by increasing the level of inquiry-based instruction in elementary science classrooms. Classroom learning environment data from both teacher groups indicated considerable differences in the quality of inquiry instruction for those classrooms of teachers supported by a science coach. All essential features of inquiry were demonstrated more frequently and at a higher level of open-ended inquiry in classrooms with the support of a science coach than were demonstrated in classrooms without a science coach. However, from teacher observations and interviews, it was determined that elementary schoolteacher practice of having students evaluate conclusions and connect them to current scientific knowledge was often neglected. Teachers with support of a science coach reported changes in inquiry-based instruction that were statistically significant. This mixed ethnographic study also suggested that the Mathematics and Science Coaching Initiative Theory of Action for Instructional Improvement was an effective model when examining the work of science coaches. All components of effective school infrastructure were positively impacted by a variety of science coaching strategies intended to promote inquiry. Professional development for competent teachers, implementation of researched-based curriculum, and instructional materials support were areas highly impacted by the work of science coaches.
Coaching in Special Education: Toward a Model of Differentiated Professional Development for Elementary School Paraeducators

ERIC Educational Resources Information Center

Kirk-Martinez, Jacqueline Faith

2011-01-01

Although there is a considerable amount of research studies about effective professional development, a literature review revealed that educators are not receiving effective professional development in order to improve instruction. What is paramount in the studies of professional development is that the traditional one-shot model does not meet the…
The Intersection of Inquiry-Based Science and Language: Preparing Teachers for ELL Classrooms

NASA Astrophysics Data System (ADS)

Weinburgh, Molly; Silva, Cecilia; Smith, Kathy Horak; Groulx, Judy; Nettles, Jenesta

2014-08-01

As teacher educators, we are tasked with preparing prospective teachers to enter a field that has undergone significant changes in student population and policy since we were K-12 teachers. With the emphasis placed on connections, mathematics integration, and communication by the New Generation Science Standards (NGSS) (Achieve in Next generation science standards, 2012), more research is needed on how teachers can accomplish this integration (Bunch in Rev Res Educ 37:298-341, 2013; Lee et al. in Educ Res 42(4):223-233, 2013). Science teacher educators, in response to the NGSS, recognize that it is necessary for pre-service and in-service teachers to know more about how instructional strategies in language and science can complement one another. Our purpose in this study was to explore a model of integration that can be used in classrooms. To do this, we examined the change in science content knowledge and academic vocabulary for English language learners (ELLs) as they engaged in inquiry-based science experience utilizing the 5R Instructional Model. Two units, erosion and wind turbines, were developed using the 5R Instructional Model and taught during two different years in a summer school program for ELLs. We analyzed data from interviews to assess change in conceptual understanding and science academic vocabulary over the 60 h of instruction. The statistics show a clear trend of growth supporting our claim that ELLs did construct more sophisticated understanding of the topics and use more language to communicate their knowledge. As science teacher educators seek ways to prepare elementary teachers to help preK-12 students to learn science and develop the language of science, the 5R Instructional Model is one pathway.
Developing Elementary Teachers' Knowledge about Functions and Rate of Change through Modeling

ERIC Educational Resources Information Center

Weber, Eric; Tallman, Michael A.; Middleton, James A.

2015-01-01

The purpose of this article is to describe the development of elementary school teachers' mathematical knowledge for teaching as they participated in a Modeling Instruction environment that placed heavy emphasis on improving their subject-matter knowledge as a basis for affecting the development of their pedagogical content knowledge. We…
Description of Success: A Four-Teacher Instructional Model.

ERIC Educational Resources Information Center

Reed, Dianne

This study described a four-teacher instructional model in operation at an elementary school, noting the perceptions of fourth grade students, parents, and teachers regarding the model. The model encompassed teaming, block scheduling, departmentalization of subjects, integrated/interdisciplinary instruction, and in-depth instruction in each…
Engaging Pre-Service Teachers to Teach Science Contextually with Scientific Approach Instructional Video

NASA Astrophysics Data System (ADS)

Susantini, E.; Kurniasari, I.; Fauziah, A. N. M.; Prastowo, T.; Kholiq, A.; Rosdiana, L.

2018-01-01

Contextual teaching and learning/CTL presents new concepts in real-life experiences and situations where students can find out the meaningful relationship between abstract ideas and practical applications. Implementing contextual teaching by using scientific approach will foster teachers to find the constructive ways of delivering and organizing science content. This research developed an instructional video that represented a modeling of using a scientific approach in CTL. The aim of this research are to engage pre-service teachers in learning how to teach CTL and to show how pre-service teachers’ responses about learning how to teach CTL using an instructional video. The subjects of this research were ten pre-service teachers in Department of Natural Sciences, Universitas Negeri Surabaya, Indonesia. All subjects observed the instructional video which demonstrated contextual teaching and learning combined with the scientific approach as they completed a worksheet to analyze the video content. The results showed that pre-service teachers could learn to teach contextually as well as applying the scientific approach in science classroom through a modeling in the instructional video. They also responded that the instructional video could help them to learn to teach each component contextual teaching as well as scientific approach.
Reasoning in molecular genetics: From a cognitive model to instructional design

NASA Astrophysics Data System (ADS)

Duncan, Ravit Golan

Effective instruction strives to help students construct deep and meaningful understandings in a domain. A key component of designing such instruction is a good understanding of relevant aspects of student cognition in the domain. This entails understanding both the cognitive obstacles to learning and the knowledge elements that are crucial to successful reasoning in the domain. While understandings of student cognition are not a prescription for design, they can nonetheless help instructional-designers and design-researchers focus the design and suggest where and what scaffolding should be incorporated into the instructional sequence and activities. In this dissertation I first discuss my research of the cognitive aspects of reasoning in molecular genetics. By studying both high school and college level students' reasoning about genetic phenomena, I have constructed a conceptual model of reasoning in this domain. The model depicts critical types of domain-specific knowledge, the relationships between them, and their role in facilitating reasoning about genetic phenomena. I then describe the design and evaluation of a high school project-based curricular unit in genetics. The unit was developed by a collaborative team of teachers and a researcher and was enacted in a local public high school. The design process was closely guided by our understandings of student cognition in genetics and the resulting instructional intervention was aimed at scaffolding student engagement with important disciplinary strategies and concepts.
Adopting reform-based pedagogy in post-secondary microbiology education

NASA Astrophysics Data System (ADS)

Bonner, Jeffery W.

Current emphasis on improving student learning and retention in post-secondary science education can potentially motivate veteran faculty to reconsider what is often a traditional, instructor-centered instructional model. Alternative models that foster a student-centered classroom environment are more aligned with research on how students learn. These models often incorporate active-learning opportunities that engage students in ways that passively taking notes in an instructor-centered classroom cannot. Although evidence is mounting that active-learning is an effective strategy for improving student learning and attitude, university professors, without formal pedagogical knowledge and training, can face uncertainty about where to start and how to implement these strategies. The research presented here was conducted in two parts under the same context during one semester of a post-secondary microbiology course. First, a quantitative study was conducted to compare collaborative and individual completion of a reform-based instructional strategy that utilized a student-centered, active-learning component. Students were evaluated on learning, critical thinking, and epistemological beliefs about biology. Results indicated no significant differences between treatment groups. Interestingly, the impact of active-learning implementations had positive effects on students' epistemological beliefs. This was a finding contradicting previous research in which epistemological beliefs became more novice-like in science majors enrolled in courses without an active-learning component. Study two represents one case in which a professor with a traditional instructional model became motivated to pursue instructional change in his introductory microbiology course. A single-case qualitative study was conducted to document the professor's initial effort at instructional reform. Results indicated that his utilization and understanding of reform-based instructional strategies improved over the course of one semester. Furthermore, this sustained effort of reform resulted in positive opinions developed by the professor regarding the use of reform-based instructional strategies in the future.
Presentation on the Modeling and Educational Demonstrations Laboratory Curriculum Materials Center (MEDL-CMC): A Working Model and Progress Report

NASA Astrophysics Data System (ADS)

Glesener, G. B.; Vican, L.

2015-12-01

Physical analog models and demonstrations can be effective educational tools for helping instructors teach abstract concepts in the Earth, planetary, and space sciences. Reducing the learning challenges for students using physical analog models and demonstrations, however, can often increase instructors' workload and budget because the cost and time needed to produce and maintain such curriculum materials is substantial. First, this presentation describes a working model for the Modeling and Educational Demonstrations Laboratory Curriculum Materials Center (MEDL-CMC) to support instructors' use of physical analog models and demonstrations in the science classroom. The working model is based on a combination of instructional resource models developed by the Association of College & Research Libraries and by the Physics Instructional Resource Association. The MEDL-CMC aims to make the curriculum materials available for all science courses and outreach programs within the institution where the MEDL-CMC resides. The sustainability and value of the MEDL-CMC comes from its ability to provide and maintain a variety of physical analog models and demonstrations in a wide range of science disciplines. Second, the presentation then reports on the development, progress, and future of the MEDL-CMC at the University of California Los Angeles (UCLA). Development of the UCLA MEDL-CMC was funded by a grant from UCLA's Office of Instructional Development and is supported by the Department of Earth, Planetary, and Space Sciences. Other UCLA science departments have recently shown interest in the UCLA MEDL-CMC services, and therefore, preparations are currently underway to increase our capacity for providing interdepartmental service. The presentation concludes with recommendations and suggestions for other institutions that wish to start their own MEDL-CMC in order to increase educational effectiveness and decrease instructor workload. We welcome an interuniversity collaboration to further develop the MEDL-CMC model.
Computer models for predicting the probability of violating CO air quality standards : the model SIMCO.

DOT National Transportation Integrated Search

1982-01-01

This report presents the user instructions and data requirements for SIMCO, a combined simulation and probability computer model developed to quantify and evaluate carbon monoxide in roadside environments. The model permits direct determinations of t...

Effective instruction for English learners.

PubMed

Calderón, Margarita; Slavin, Robert; Sánchez, Marta

2011-01-01

The fastest-growing student population in U.S. schools today is children of immigrants, half of whom do not speak English fluently and are thus labeled English learners. Although the federal government requires school districts to provide services to English learners, it offers states no policies to follow in identifying, assessing, placing, or instructing them. Margarita Calderón, Robert Slavin, and Marta Sánchez identify the elements of effective instruction and review a variety of successful program models. During 2007-08, more than 5.3 million English learners made up 10.6 percent of the nation's K-12 public school enrollment. Wide and persistent achievement disparities between these English learners and English-proficient students show clearly, say the authors, that schools must address the language, literacy, and academic needs of English learners more effectively. Researchers have fiercely debated the merits of bilingual and English-only reading instruction. In elementary schools, English learners commonly receive thirty minutes of English as a Second Language (ESL) instruction but attend general education classes for the rest of the day, usually with teachers who are unprepared to teach them. Though English learners have strikingly diverse levels of skills, in high school they are typically lumped together, with one teacher to address their widely varying needs. These in-school factors contribute to the achievement disparities. Based on the studies presented here, Calderón, Slavin, and Sánchez assert that the quality of instruction is what matters most in educating English learners. They highlight comprehensive reform models, as well as individual components of these models: school structures and leadership; language and literacy instruction; integration of language, literacy, and content instruction in secondary schools; cooperative learning; professional development; parent and family support teams; tutoring; and monitoring implementation and outcomes. As larger numbers of English learners reach America's schools, K-12 general education teachers are discovering the need to learn how to teach these students. Schools must improve the skills of all educators through comprehensive professional development-an ambitious but necessary undertaking that requires appropriate funding.
Developing + Using Models in Physics

ERIC Educational Resources Information Center

Campbell, Todd; Neilson, Drew; Oh, Phil Seok

2013-01-01

Of the eight practices of science identified in "A Framework for K-12 Science Education" (NRC 2012), helping students develop and use models has been identified by many as an anchor (Schwarz and Passmore 2012; Windschitl 2012). In instruction, disciplinary core ideas, crosscutting concepts, and scientific practices can be meaningfully…
Improvement Guides for I.A. Curriculum

ERIC Educational Resources Information Center

Ritz, John M.; Wright, Lawrence S.

1977-01-01

Describes a project to revise "The Wisconsin Guide to Local Curriculum Improvement in Industrial Education, K-12", originally prepared in 1973. Four figures from the guide are included: (1) model of a field objective, (2) curriculum planning model, (3) instructional development process, and (4) process for developing objectives. (MF)
Children Who Use Communication Aids Instructing Peer and Adult Partners During Play-Based Activity.

PubMed

Batorowicz, Beata; Stadskleiv, Kristine; von Tetzchner, Stephen; Missiuna, Cheryl

2016-06-01

Little is known about how children with severe motor impairments who use communication aids provide instructions when given control over interaction. In this study, 35 children - 18 who used communication aids and 17 who used natural speech - were videotaped in play-based activities. Both groups successfully instructed partners to build replications of models the partners could not see. The results demonstrate that children using communication aids can also have an active role in play-based activities using language, but that their experience with activities may be limited and their instructions may take longer to give. The children who used natural speech provided more detailed instructions and were more successful in guiding their partners. Creating opportunities for active participation in play may be important for the development of communicative autonomy.
First-Grade Teachers' Response to Three Models of Professional Development in Reading

ERIC Educational Resources Information Center

Carlisle, Joanne F.; Cortina, Kai Schnabel; Katz, Lauren A.

2011-01-01

The purpose of this study was to compare 1st-grade teachers' responses to professional development (PD) programs in reading that differed in means and degree of support for teachers' learning and efforts to improve their reading instruction. We compared 3 models of PD: the 1st model provided only seminars for the teachers, the 2nd model provided…
Full time adult credential students' instructional preferences at California State University, Long Beach: pedagogy orandragogy?

PubMed

Wang, Victor

2004-03-01

This study investigated the instructional preferences of full time adult credential students after they took a live course called Principles of Adult Education at California State University, Long Beach (CSULB) in the fall semester of 2002. These full time adult credential students had been working on their adult teaching credentials to meet the competencies specified by the California Commission on Teacher Credentialing. The course introduced students to Andragogy developed by Malcolm Knowles out of the andragogical model developed by Lindeman (1926). The study used Principles of Adult Learning Scales (PALS), advanced by Gary Conti in 1983 to measure instructional preferences. Data were collected from 30 (100% of 30) full time adult credential students enrolled in a live course to determine their instructional preferences of helping adults learn. The results of the study showed in most cases these adult learning professionals taught adult students andragogically; in some cases they taught adult students pedagogically.
Implications of Two Well-Known Models for Instructional Designers in Distance Education: Dick-Carey versus Morrison-Ross-Kemp

ERIC Educational Resources Information Center

Akbulut, Yavuz

2007-01-01

This paper first summarizes, and then compares and contrasts two well-known instructional design models: Dick and Carey Model (DC) and Morrison, Ross and Kemp model (MRK). The target audiences of both models are basically instructional designers. Both models have applications for different instructional design settings. They both see the…
Toward University Modeling Instruction--Biology: Adapting Curricular Frameworks from Physics to Biology

ERIC Educational Resources Information Center

Manthey, Seth; Brewe, Eric

2013-01-01

University Modeling Instruction (UMI) is an approach to curriculum and pedagogy that focuses instruction on engaging students in building, validating, and deploying scientific models. Modeling Instruction has been successfully implemented in both high school and university physics courses. Studies within the physics education research (PER)…
lean-ISD.

ERIC Educational Resources Information Center

Wallace, Guy W.

2001-01-01

Explains lean instructional systems design/development (ISD) as it relates to curriculum architecture design, based on Japan's lean production system. Discusses performance-based systems; ISD models; processes for organizational training and development; curriculum architecture to support job performance; and modular curriculum development. (LRW)
Development of online instructional resources for Earth system science education: An example of current practice from China

NASA Astrophysics Data System (ADS)

Dong, Shaochun; Xu, Shijin; Lu, Xiancai

2009-06-01

Educators around the world are striving to make science more accessible and relevant to students. Online instructional resources have become an integral component of tertiary science education and will continue to grow in influence and importance over the coming decades. A case study in the iterative improvement of the online instructional resources provided for first-year undergraduates taking " Introductory Earth System Science" at Nanjing University in China is presented in this paper. Online instructional resources are used to conduct a student-centered learning model in the domain of Earth system science, resulting in a sustainable online instructional framework for students and instructors. The purpose of our practice is to make Earth system science education more accessible and exciting to students, changing instruction from a largely textbook-based teacher-centered approach to a more interactive and student-centered approach, and promoting the integration of knowledge and development of deep understanding by students. Evaluation on learning performance and learning satisfaction is conducted to identify helpful components and perception based on students' learning activities. The feedbacks indicate that the use of online instructional resources has positive impacts on mitigating Earth system science education challenges, and has the potential to promote deep learning.
Integrating E-Learning into the Direct-Instruction Model to Enhance the Effectiveness of Critical-Thinking Instruction

ERIC Educational Resources Information Center

Yeh, Yu-Chu

2009-01-01

The "Direct-instruction Model" favors the use of teacher explanations and modeling combined with student practice and feedback to teach thinking skills. Using this paradigm, this study incorporates e-learning during an 18-week experimental instruction period that includes 48 preservice teachers. The instructional design in this study emphasizes…
Improving K-2 Reading Instruction through the Use of a Coaching Model with Onsite Professional Development: An Action Research Study

ERIC Educational Resources Information Center

Harms, Paula J.

2013-01-01

Reading instruction at the K-2 grade levels is of utmost importance for a student's education. The foundational skills acquired during this time period will serve a student throughout their life. Elementary teachers often feel unprepared for the demands of the struggling, proficient and advanced readers within their classrooms. The professional…
Infusing BSCS 5E Instructional Model with Multimedia: A Promising Approach to Develop 21st Century Skills

ERIC Educational Resources Information Center

Senan, Divya C.

2013-01-01

The full promise of class room learning is dependent on its ability to incorporate 21st century skills in its instructional design, delivery and implementation. In this increasingly competitive global economy, it is not enough for students to acquire subject-level mastery alone. Skills like creative thinking, problem-solving, communication and…
Leveraging the Power of Peer-Led Learning: Investigating Effects on STEM Performance in Urban High Schools

ERIC Educational Resources Information Center

Thomas, Ally S.; Bonner, Sarah M.; Everson, Howard T.; Somers, Jennifer A.

2015-01-01

The Peer Enabled Restructured Classroom (PERC) is an instructional innovation developed to address gaps in science, technology, engineering, and math (STEM) in urban high schools. The PERC model changes instruction from teacher led to peer led by bringing peer students into the classroom to lead small-group work. Our study sought to provide…
A Model for Implementing the Project Physics Course for Independent Study. Final Report.

ERIC Educational Resources Information Center

Bolin, Calvin

Included are results of a study conducted to assess the possibilities and effectiveness of learning physics at high school level via independent study. The sample was drawn from a regular high school physics class. During the experiment, no instruction was carried out by any teacher. An auto-instructional system was developed and provided for use…
Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies

ERIC Educational Resources Information Center

Campbell, Todd; Longhurst, Max L.; Wang, Shiang-Kwei; Hsu, Hui-Yin; Coster, Dan C.

2015-01-01

While access to computers, other technologies, and cyber-enabled resources that could be leveraged for enhancing student learning in science is increasing, generally it has been found that teachers use technology more for administrative purposes or to support traditional instruction. This use of technology, especially to support traditional…
Assessment of a Model for the Evaluation of Professional Non-Instruction Staff in Elementary Schools

ERIC Educational Resources Information Center

Hlavaty, Erica A.

2013-01-01

The purpose of this study was to help improve the evaluation system for school counselors and school psychologists, or non-instructional, certified staff (NICS). A mixed methodology approach was used to describe the existing evaluation system used to evaluate NICS; to develop a new system of evaluation based on recent research; and to determine…
Biology Teacher and Expert Opinions about Computer Assisted Biology Instruction Materials: A Software Entitled Nucleic Acids and Protein Synthesis

ERIC Educational Resources Information Center

Hasenekoglu, Ismet; Timucin, Melih

2007-01-01

The aim of this study is to collect and evaluate opinions of CAI experts and biology teachers about a high school level Computer Assisted Biology Instruction Material presenting computer-made modelling and simulations. It is a case study. A material covering "Nucleic Acids and Protein Synthesis" topic was developed as the…
Wusor II: A Computer Aided Instruction Program with Student Modelling Capabilities. AI Memo 417.

ERIC Educational Resources Information Center

Carr, Brian

Wusor II is the second intelligent computer aided instruction (ICAI) program that has been developed to monitor the progress of, and offer suggestions to, students playing Wumpus, a computer game designed to teach logical thinking and problem solving. From the earlier efforts with Wusor I, it was possible to produce a rule-based expert which…
The use of scientific direct instruction model with video learning of ethnoscience to improve students’ critical thinking skills

NASA Astrophysics Data System (ADS)

Sudarmin, S.; Mursiti, S.; Asih, A. G.

2018-04-01

In this disruption era, students are encouraged to develop critical thinking skills and important cultural conservation characters. Student's thinking skill in chemistry learning has not been developed because learning chemistry in schools still uses teacher-centered, lecture method, is less interesting and does not utilize local culture as a learning resource. The purpose of this research is to know the influence of the application of direct Instruction (DI) model with video learning of ethnoscience on the improvement of students’ critical thinking skills. This study was experimental research. The population was the students from class XI MIPA MA Negeri Gombong with the sample chosen by purposive random sampling. The material of local wisdom as the study of ethnosciences which was the focus of the research was the production of genting, dawet, lanting, and sempor reservoirs which is integrated with colloidal chemical contents. The learning video of ethnoscience before being applied was validated by experts. Students’ critical thinking skills were revealed through the concept of conceptualizing test instruments. The data analysis technique used was the test of proportion and Kolmogorov-Smirnov test. The results of this study suggested that the experimental class that was treated by scientific direct instruction model with the learning video of ethnoscience shows cognitive learning and critical thinking which were better than the control class. Besides, the students indicated their interest in the application of scientific direct instruction model with ethnoscience learning video.

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

PubMed

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

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. © 2016 E. M. Walter et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
The effects of a technology-enhanced inquiry instructional model on students' understanding of science in Thailand

NASA Astrophysics Data System (ADS)

Lertwanasiriwan, Chaiwuti

The study examined the effects of a technology-enhanced inquiry instructional model on students' understanding of science in Thailand. A mixed quantitative research design was selected for the research design. A pretest-posttest control-group design was implemented for the experimental research. A causal-comparative design using questionnaire and classroom observation was employed for the non-experimental research. Two sixth-grade classrooms at a medium-sized public school in Bangkok, Thailand were randomly selected for the study - one as the control group and the other as the experimental group. The 34 students in the control group only received the inquiry instructional model, while the 35 students in the experimental group received the technology-enhanced inquiry instructional model. Both groups of students had been taught by the same science teacher for 15 weeks (three periods per week). The results and findings from the study seemed to indicate that both the technology-enhanced inquiry instructional model and the inquiry instructional model significantly improve students' understanding of science. However, it might be claimed that students receiving the technology-enhanced inquiry instructional model gain more than students only receiving the inquiry instructional model. In addition, the technology-enhanced inquiry instructional model seemed to support the assessment during the 5E Model's evaluation stage. Most students appeared to have very good attitudes toward using it in the science classroom suggesting that the technology-enhanced inquiry instructional model motivates students to learn science.
Some Instructional Implications from a Mathematical Model of Cognitive Development.

ERIC Educational Resources Information Center

Mierkiewicz, Diane B.

Cognitive development and various educational implications are discussed in terms of Donald Saari's model of the interaction of a learner and the enviroment and the constraints imposed by the inefficiency of the learner's cognitive system. Saari proposed a hierarchical system of cognitive structures such that the relationships between structures…
Training a Joint and Expeditionary Mindset

DTIC Science & Technology

2006-12-01

associated with the JEM constructs and for using them to create effective computer-mediated training scenarios. The pedagogic model enables development of...ensure the instructional rigor of scenarios and provide a sound basis for determining performance indicators. The pedagogical model enables development...and Subordinate Constructs ........................................................................... 3 Pedagogical Fram ew ork
Model for Improvement of Learning Using Topographic Mapping.

ERIC Educational Resources Information Center

Andrews, David B.

The paper develops a method for learning improvement which incorporates the learner in the development of the learning/instructional strategy. To this end, a rate limiting model using topographical brain mapping as an educational intervention is presented. It is suggested that such intervention programs focus on those factors which are…
Advanced Electricity. Microprocessors and Robotics. Curriculum Development. Bulletin 1803.

ERIC Educational Resources Information Center

Southeastern Louisiana Univ., Hammond.

This model instructional unit was developed to aid industrial arts/technology education teachers in Louisiana to teach a course on microprocessors and robotics in grades 11 and 12. It provides guidance on model performance objectives, current technology content, sources, and supplemental materials. Following a course description, rationale, and…
Project REACH. Regional Education To Achieve with Company Help. Performance Report.

ERIC Educational Resources Information Center

Parkway School District, Chesterfield, MO.

Parkway Area Adult Basic Education Program formed a partnership with St. John's Mercy Medical Center, St. Luke's Hospital, Watlow Electric, Missouri Department of Elementary and Secondary Education, and Literacy Council of Greater St. Louis to develop a model National Workplace Literacy Program. The instructional model developed under Project…
Analyzing the Impact of a Data Analysis Process to Improve Instruction Using a Collaborative Model

ERIC Educational Resources Information Center

Good, Rebecca B.

2006-01-01

The Data Collaborative Model (DCM) assembles assessment literacy, reflective practices, and professional development into a four-component process. The sub-components include assessing students, reflecting over data, professional dialogue, professional development for the teachers, interventions for students based on data results, and re-assessing…
Development and Evaluation of the Effectiveness of Computer-Assisted Physics Instruction

ERIC Educational Resources Information Center

Rahman, Mohd. Jasmy Abd; Ismail, Mohd. Arif. Hj.; Nasir, Muhammad

2014-01-01

This study aims to design and develop an interactive software for teaching and learning physics about motion and vectors analysis. This study also assesses its effectiveness in classroom and assesses the learning motivation of SMA Pekanbaru's students. The software is developed using ADDIE Model design and Life Cycle Model and built using the…
Mentoring for Talent Development, Creativity, Social Skills, and Insider Knowledge: The APA Catalyst Program

ERIC Educational Resources Information Center

Subotnik, Rena F.; Edmiston, Ashley M.; Cook, Lucas; Ross, Michael D.

2010-01-01

The mentoring component of the American Psychological Association Catalyst Program, and the Pinnacle Model upon which it was built, was derived from Bloom's (1985) model of talent development. According to Bloom and his associates, optimal instruction for talent development takes place in three stages. During the first stage, young people are…
Teaching Academic Integrity: A Cognitive Developmental Model Based on Kohlberg's Theory of Moral Development.

ERIC Educational Resources Information Center

Peterson, Lorna

An instructional model to develop academic integrity (honesty) in college students is proposed. Goals are to develop: adherence to the principle of doing one's own work, an understanding for the principle and nature of coauthorship, an understanding and adherence to citation practices, and an understanding of plagiarism. Students should be…
Children's Aural and Kinesthetic Understanding of Rhythm: Developing an Instructional Model

ERIC Educational Resources Information Center

Foley, Adam D.

2013-01-01

The purpose of this study was to develop a deeper understanding of aural and kinesthetic rhythm skill development in elementary school-age children. In this study, I examined my curriculum model for rhythm understanding, which included creating and implementing assessments of movement skills in meter and rhythm. The research questions were: 1.…
The Impact of a Practice-Teaching Professional Development Model on Teachers' Inquiry Instruction and Inquiry Efficacy Beliefs

ERIC Educational Resources Information Center

Lotter, Christine R.; Thompson, Stephen; Dickenson, Tammiee S.; Smiley, Whitney F.; Blue, Genine; Rea, Mary

2018-01-01

This study examined changes in middle school teachers' beliefs about inquiry, implementation of inquiry practices, and self-efficacy to teach science through inquiry after participating in a year-long professional development program. The professional development model design was based on Bandura's (1986) social cognitive theory of learning and…
"Every Child Ready": Exposure to a Comprehensive Instructional Model Improves Students' Growth Trajectories in Multiple Early Learning Domains

ERIC Educational Resources Information Center

Carlson, Abby G.; Curby, Timothy W.; Brown, Chavaughn A.; Truong, Felicia R.

2017-01-01

The current study investigates the impact of Every Child Ready (ECR), a comprehensive instructional model that includes: "What to teach, how to teach and how to know instruction is effective." The ECR instructional model is designed to provide high quality instruction to children via a play-based, thematic curriculum. Participants…
Introducing Computer Simulation into the High School: An Applied Mathematics Curriculum.

ERIC Educational Resources Information Center

Roberts, Nancy

1981-01-01

A programing language called DYNAMO, developed especially for writing simulation models, is promoted. Details of six, self-teaching curriculum packages recently developed for simulation-oriented instruction are provided. (MP)
A Study of Two Instructional Sequences Informed by Alternative Learning Progressions in Genetics

NASA Astrophysics Data System (ADS)

Duncan, Ravit Golan; Choi, Jinnie; Castro-Faix, Moraima; Cavera, Veronica L.

2017-12-01

Learning progressions (LPs) are hypothetical models of how learning in a domain develops over time with appropriate instruction. In the domain of genetics, there are two independently developed alternative LPs. The main difference between the two progressions hinges on their assumptions regarding the accessibility of classical (Mendelian) versus molecular genetics and the order in which they should be taught. In order to determine the relative difficulty of the different genetic ideas included in the two progressions, and to test which one is a better fit with students' actual learning, we developed two modules in classical and molecular genetics and alternated their sequence in an implementation study with 11th grade students studying biology. We developed a set of 56 ordered multiple-choice items that collectively assessed both molecular and classical genetic ideas. We found significant gains in students' learning in both molecular and classical genetics, with the largest gain relating to understanding the informational content of genes and the smallest gain in understanding modes of inheritance. Using multidimensional item response modeling, we found no statistically significant differences between the two instructional sequences. However, there was a trend of slightly higher gains for the molecular-first sequence for all genetic ideas.
The Use of a Fresh-Tissue Cadaver Model for the Instruction of Dermatological Procedures: A Laboratory Study for Training Medical Students.

PubMed

Cervantes, Jose A; Costello, Collin M; Maarouf, Melody; McCrary, Hilary C; Zeitouni, Nathalie C

2017-09-01

A realistic model for the instruction of basic dermatologic procedural skills was developed, while simultaneously increasing medical student exposure to the field of dermatology. The primary purpose of the authors' study was to evaluate the utilization of a fresh-tissue cadaver model (FTCM) as a method for the instruction of common dermatologic procedures. The authors' secondary aim was to assess students' perceived clinical skills and overall perception of the field of dermatology after the lab. Nineteen first- and second-year medical students were pre- and post-tested on their ability to perform punch and excisional biopsies on a fresh-tissue cadaver. Students were then surveyed on their experience. Assessment of the cognitive knowledge gain and technical skills revealed a statistically significant improvement in all categories (p < .001). An analysis of the survey demonstrated that 78.9% were more interested in selecting dermatology as a career and 63.2% of participants were more likely to refer their future patients to a Mohs surgeon. An FTCM is a viable method for the instruction and training of dermatologic procedures. In addition, the authors conclude that an FTCM provides realistic instruction for common dermatologic procedures and enhances medical students' early exposure and interest in the field of dermatology.
Basic Operational Robotics Instructional System

NASA Technical Reports Server (NTRS)

Todd, Brian Keith; Fischer, James; Falgout, Jane; Schweers, John

2013-01-01

The Basic Operational Robotics Instructional System (BORIS) is a six-degree-of-freedom rotational robotic manipulator system simulation used for training of fundamental robotics concepts, with in-line shoulder, offset elbow, and offset wrist. BORIS is used to provide generic robotics training to aerospace professionals including flight crews, flight controllers, and robotics instructors. It uses forward kinematic and inverse kinematic algorithms to simulate joint and end-effector motion, combined with a multibody dynamics model, moving-object contact model, and X-Windows based graphical user interfaces, coordinated in the Trick Simulation modeling environment. The motivation for development of BORIS was the need for a generic system for basic robotics training. Before BORIS, introductory robotics training was done with either the SRMS (Shuttle Remote Manipulator System) or SSRMS (Space Station Remote Manipulator System) simulations. The unique construction of each of these systems required some specialized training that distracted students from the ideas and goals of the basic robotics instruction.
Plan recognition and generalization in command languages with application to telerobotics

NASA Technical Reports Server (NTRS)

Yared, Wael I.; Sheridan, Thomas B.

1991-01-01

A method for pragmatic inference as a necessary accompaniment to command languages is proposed. The approach taken focuses on the modeling and recognition of the human operator's intent, which relates sequences of domain actions ('plans') to changes in some model of the task environment. The salient feature of this module is that it captures some of the physical and linguistic contextual aspects of an instruction. This provides a basis for generalization and reinterpretation of the instruction in different task environments. The theoretical development is founded on previous work in computational linguistics and some recent models in the theory of action and intention. To illustrate these ideas, an experimental command language to a telerobot is implemented. The program consists of three different components: a robot graphic simulation, the command language itself, and the domain-independent pragmatic inference module. Examples of task instruction processes are provided to demonstrate the benefits of this approach.
Network Analysis of Students' Use of Representations in Problem Solving

NASA Astrophysics Data System (ADS)

McPadden, Daryl; Brewe, Eric

2016-03-01

We present the preliminary results of a study on student use of representations in problem solving within the Modeling Instruction - Electricity and Magnetism (MI-E&M) course. Representational competence is a critical skill needed for students to develop a sophisticated understanding of college science topics and to succeed in their science courses. In this study, 70 students from the MI-E&M, calculus-based course were given a survey of 25 physics problem statements both pre- and post- instruction, covering both Newtonian Mechanics and Electricity and Magnetism (E&M). For each problem statement, students were asked which representations they would use in that given situation. We analyze the survey results through network analysis, identifying which representations are linked together in which contexts. We also compare the representation networks for those students who had already taken the first-semester Modeling Instruction Mechanics course and those students who had taken a non-Modeling Mechanics course.

The Design and Enactment of Modeling Tasks: A Study on the Development of Modeling Abilities in A Secondary Mathematics Course

ERIC Educational Resources Information Center

Buhrman, Danielle

2017-01-01

This study uses components of action and self-study research to examine the design and enactment of modeling tasks with the goal of developing student modeling abilities. The author, a secondary mathematics teacher, first closely examined the curriculum design and instructional decisions she made as she prepared for a unit on mathematical modeling…
Development and construct validity of the Classroom Strategies Scale-Observer Form.

PubMed

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

2013-12-01

Research on progress monitoring has almost exclusively focused on student behavior and not on teacher practices. This article presents the development and validation of a new teacher observational assessment (Classroom Strategies Scale) of classroom instructional and behavioral management practices. The theoretical underpinnings and empirical basis for the instructional and behavioral management scales are presented. The Classroom Strategies Scale (CSS) evidenced overall good reliability estimates including internal consistency, interrater reliability, test-retest reliability, and freedom from item bias on important teacher demographics (age, educational degree, years of teaching experience). Confirmatory factor analyses (CFAs) of CSS data from 317 classrooms were carried out to assess the level of empirical support for (a) a 4 first-order factor theory concerning teachers' instructional practices, and (b) a 4 first-order factor theory concerning teachers' behavior management practice. Several fit indices indicated acceptable fit of the (a) and (b) CFA models to the data, as well as acceptable fit of less parsimonious alternative CFA models that included 1 or 2 second-order factors. Information-theory-based indices generally suggested that the (a) and (b) CFA models fit better than some more parsimonious alternative CFA models that included constraints on relations of first-order factors. Overall, CFA first-order and higher order factor results support the CSS-Observer Total, Composite, and subscales. Suggestions for future measurement development efforts are outlined. PsycINFO Database Record (c) 2013 APA, all rights reserved.
A qualitative characterization of an introductory college nonmajors biology laboratory

NASA Astrophysics Data System (ADS)

Lee, Cherin Ann

The nature of an undergraduate, nonmajors biology laboratory was investigated in this study. Student participants were enrolled in a general education biology laboratory course at the University of Northern Iowa. The researcher's purpose was to gain a characterization of the instructional format and laboratory activities experienced by students. Interpretation of student and instructor responses enabled an insider's view of the biology laboratory. The laboratory period was consistently described by both students and instructors as having three parts, Beginning, Middle, and End, with the End being of special importance for conceptual development. The instructional format of the three instructors differed within the three portions of the laboratory period, ranging from an inquiry-oriented, partial learning cycle to a fairly expository model labeled inform/verify/practice. There was striking similarity in intrasectional student and teacher descriptions of instructional format. Additionally, students experiencing the alternate instructor provided the same characterizations of instructional format as those provided by the instructor's usual students. There were no discernible patterns of instructional format based on sex or reasoning level. In addition to the central role of instructional format, three areas of importance emerged: the social aspects of learning, the collaborative and cooperative nature of laboratory work and learning, and the role of self-efficacy. Theory developed from and grounded in the data showed six factors important in the introductory college biology laboratory: collaborative and cooperative learning, student-student and teacher-student interactions, attitude and self-efficacy, learning process and learning style, effective instructional format, and science content. These factors were found to be similar to factors identified in the literature as important in K-12 science education. These factors were set in the context of schooling and learning paradigms, paralleling J. J. Schwab's four conditions of a curriculum (subject matter, learners, teachers, and milieus), Benjamin Bloom's model of important factors in student achievement and schooling (cognitive entry behaviors, affective entry behaviors, and quality of instruction), and fitting a constructivist epistemological framework.
Tangled paths: Three experienced teachers' growth in understanding during an extended science community of practice professional development effort

NASA Astrophysics Data System (ADS)

Brown, Nancy Melamed

This qualitative investigation extends the study of teacher learning within a reform-based community of practice model of professional development. This long-term, multiple case study examined three experienced teachers' transformations in thinking about science instruction. Data were collected during the three years of the Guided Inquiry supporting Multiple Literacies research project, designed to develop instructional practices informed by a socio-cultural, inquiry-based orientation. Data sources included: transcripts of semi-structured interviews collected at strategic points, the teacher's journals, initial application information, and teachers' written case studies. Using an interpretive case study approach, tenets of the teachers' orientations were identified through a recursive process. Results are organized to reflect two principles that were integral to the design of the professional development community. The first principle describes changes in teachers' orientations about the goals and characteristics of science instruction in the elementary grades. The second describes changes about teachers' knowledge about themselves as learners and the influence of this knowledge on their thinking about science instruction and student learning. Illustrative findings indicate that: (a) it is possible for teachers' language regarding conceptions of their practice to change with only superficial change in their orientations, (b) teachers can hold dualistic ways of thinking about their practice, (c) in some cases, teachers use a significant amount of autobiography about their own learning to explain their practice; over time, this was replaced with warrants using the language that developed within the professional development community, and (d) long-term case studies revealed differences in orientations that emerged and were refined over time. These findings provide strong support for communities of practice as a model of professional development and hold implications for advancing teacher learning.
SHAWNEE FLUE GAS DESULFURIZATION COMPUTER MODEL USERS MANUAL

EPA Science Inventory

The manual describes a Shawnee flue gas desulfurization (FGD) computer model and gives detailed instructions for its use. The model, jointly developed by Bechtel National, Inc. and TVA (in conjunction with the EPA-sponsored Shawnee test program), is capable of projecting prelimin...
Dynamic Eye Model.

ERIC Educational Resources Information Center

Journal of Science and Mathematics Education in Southeast Asia, 1981

1981-01-01

Instructions (with diagrams and parts list) are provided for constructing an eye model with a pliable lens made from a plastic bottle which can vary its convexity to accommodate changing positions of an object being viewed. Also discusses concepts which the model can assist in developing. (Author/SK)
An update of input instructions to TEMOD

NASA Technical Reports Server (NTRS)

1973-01-01

The theory and operation of a FORTRAN 4 computer code, designated as TEMOD, used to calcuate tubular thermoelectric generator performance is described in WANL-TME-1906. The original version of TEMOD was developed in 1969. A description is given of additions to the mathematical model and an update of the input instructions to the code. Although the basic mathematical model described in WANL-TME-1906 has remained unchanged, a substantial number of input/output options were added to allow completion of module performance parametrics as required in support of the compact thermoelectric converter system technology program.
Content, Process, and Product: Modeling Differentiated Instruction

ERIC Educational Resources Information Center

Taylor, Barbara Kline

2015-01-01

Modeling differentiated instruction is one way to demonstrate how educators can incorporate instructional strategies to address students' needs, interests, and learning styles. This article discusses how secondary teacher candidates learn to focus on content--the "what" of instruction; process--the "how" of instruction;…
Model Building for Undergraduate Colleges: A Theoretical Framework for Studying and Reforming the Curricular-Instructional Subsystem in American Colleges. Final Report.

ERIC Educational Resources Information Center

Axelrod, Joseph

In this report of a project on curriculum planning, a new language is developed for analyzing and describing "the curricular-instructional subsystem." Some of the data come from the author's experiences in planning and directing the Experimental Freshman-Year Program (EFP) at San Francisco State College, but most were collected at the…
Towards Contextualized Learning Services

NASA Astrophysics Data System (ADS)

Specht, Marcus

Personalization of feedback and instruction has often been considered as a key feature in learning support. The adaptations of the instructional process to the individual and its different aspects have been investigated from different research perspectives as learner modelling, intelligent tutoring systems, adaptive hypermedia, adaptive instruction and others. Already in the 1950s first commercial systems for adaptive instruction for trainings of keyboard skills have been developed utilizing adaptive configuration of feedback based on user performance and interaction footprints (Pask 1964). Around adaptive instruction there is a variety of research issues bringing together interdisciplinary research from computer science, engineering, psychology, psychotherapy, cybernetics, system dynamics, instructional design, and empirical research on technology enhanced learning. When classifying best practices of adaptive instruction different parameters of the instructional process have been identified which are adapted to the learner, as: sequence and size of task difficulty, time of feedback, pace of learning speed, reinforcement plan and others these are often referred to the adaptation target. Furthermore Aptitude Treatment Interaction studies explored the effect of adapting instructional parameters to different characteristics of the learner (Tennyson and Christensen 1988) as task performance, personality characteristics, or cognitive abilities, this is information is referred to as adaptation mean.
An investigation of teachers' reported use of scientific practices in elementary instruction: Implications for student outcomes and principals' self-efficacy

NASA Astrophysics Data System (ADS)

Rangasammy, Godfrey

Innovative and ambitious efforts are taking place to implement the new vision for science education--the Next Generation of Science Standards (NGSS) in the United States. To implement this new vision, teachers must reconsider how they use their science content knowledge (SCK) and pedagogical content knowledge (PCK) in new ways that require teachers to use the three dimensions, of the NGSS to deliver phenomena -based science instruction. The use of the science and engineering practices for students to make sense of the world will be at the core of this shift. This study was conducted in a mid-Atlantic state that is one of the leaders in the adoption and implementation of NGSS. All of the local education agencies (LEAs) are expected to implement these standards by revising their science curriculum and providing professional development to their teachers. Additionally, students in grades 5, 8, and 10 will be assessed using a new and more rigorous state science assessment based on the NGSS that will be used for school and district accountability by 2020. If students will be expected to demonstrate their knowledge of the new standards, science instruction aligned with the new standards needs to begin early. Therefore, the purpose of this study was to document the extent to which grade 1-5 teachers in one district within the state report using one of the eight NGSS science and engineering practices, specifically the development and use of models in their science instruction. Selection of this practice was supported by research that supports the development and use of models in elementary science instruction as an anchor for all the other NGSS seven science and engineering practices. This exploratory study utilized an online survey to document the frequency, barriers, and relationships and differences between teacher characteristics and demographics on the use of models to support students' learning outcomes. Findings suggest that grade 1-5 teachers have a low frequency of use of models in their science instruction. Several barriers were identified and ranked. Of significance were the inequity of resources and inadequate administrator support. Several relationships and differences were also discerned. Additionally, several implications for improvement and reform in District Q were discussed.
Best Practices for Designing Online Learning Environments for 3D Modeling Curricula: A Delphi Study

ERIC Educational Resources Information Center

Mapson, Kathleen Harrell

2011-01-01

The purpose of this study was to develop an inventory of best practices for designing online learning environments for 3D modeling curricula. Due to the instructional complexity of three-dimensional modeling, few have sought to develop this type of course for online teaching and learning. Considering this, the study aimed to collectively aggregate…
Adapting the Goddard research and engineering management exercise (GREMEX) to nonspacecraft environments

NASA Technical Reports Server (NTRS)

Wales, R. O.

1973-01-01

A computerized training aid for all levels of research and development managers is presented. The computer model used for NASA training simulates development of a spacecraft. Operation of the model is described together with instructions for changing the input-data cards to alter the nomenclature and response of the model for use in other training environments.
Classification/Categorization Model of Instruction for Learning Disabled Students.

ERIC Educational Resources Information Center

Freund, Lisa A.

1987-01-01

Learning-disabled students deficient in classification and categorization require specific instruction in these skills. Use of a classification/categorization instructional model improved the questioning strategies of 60 learning-disabled students, aged 10 to 12. The use of similar models is discussed as a basis for instruction in science, social…
Complex Instruction: A Model for Reaching Up--and Out

ERIC Educational Resources Information Center

Tomlinson, Carol Ann

2018-01-01

Complex Instruction is a multifaceted instructional model designed to provide highly challenging learning opportunities for students in heterogeneous classrooms. The model provides a rationale for and philosophy of creating equity of access to excellent curriculum and instruction for a broad range of learners, guidance for preparing students for…
Bottle Biology.

ERIC Educational Resources Information Center

Jager, Peter

1993-01-01

Describes activities which utilize plastic drink bottles and are designed to foster the development of a wide range of biological and ecological concepts. Includes instructions for making a model compost column and presents a model that illustrates open versus closed ecosystems. (DDR)
Longitudinal Models of Reading Achievement of Students with Learning Disabilities and without Disabilities

ERIC Educational Resources Information Center

Sullivan, Amanda L.; Kohli, Nidhi; Farnsworth, Elyse M.; Sadeh, Shanna; Jones, Leila

2017-01-01

Objective: Accurate estimation of developmental trajectories can inform instruction and intervention. We compared the fit of linear, quadratic, and piecewise mixed-effects models of reading development among students with learning disabilities relative to their typically developing peers. Method: We drew an analytic sample of 1,990 students from…
Feedback and Feed-Forward for Promoting Problem-Based Learning in Online Learning Environments

ERIC Educational Resources Information Center

Webb, Ashley; Moallem, Mahnaz

2016-01-01

Purpose: The study aimed to (1) review the literature to construct conceptual models that could guide instructional designers in developing problem/project-based learning environments while applying effective feedback strategies, (2) use the models to design, develop, and implement an online graduate course, and (3) assess the efficiency of the…
Case-Based Modeling for Learning: Socially Constructed Skill Development

ERIC Educational Resources Information Center

Lyons, Paul; Bandura, Randall P.

2018-01-01

Purpose: Grounded on components of experiential learning theory (ELT) and self-regulation of learning (SRL) theory, augmented by elements of action theory and script development, the purpose of this paper is to demonstrate the case-based modeling (CBM) instructional approach that stimulates learning in groups or teams. CBM is related to individual…
A Planning Guide for Gifted Preschoolers.

ERIC Educational Resources Information Center

Malley-Crist, Justine; And Others

Contained in the curriculum planning guide developed by the Chapel Hill Gifted-Handicapped Project are a model, a training sequence, and 17 instructional units for use with preschool gifted children. The model is explained to be based on the hierarchy of cognitive tasks developed by B. Bloom. A worksheet for teachers suggests activities to help…

Auto Mechanics. Instructional System Development Model for Vermont Area Vocational Centers.

ERIC Educational Resources Information Center

The model curriculum guide was developed to teach automotive mechanics in secondary schools in Vermont. It is composed of a series of units related to tasks identified as skills, concepts, and values, which are stated in behavioral terms, supported by suggested learning activities, reinforced by teacher resource needs and suggested evaluation…
Developing Technical Expertise in Secondary Technical Schools: The Effect of 4C/ID Learning Environments

ERIC Educational Resources Information Center

Sarfo, Frederick K.; Elen, Jan

2007-01-01

In this study, the effectiveness of learning environments, developed in line with the specifications of the four components instructional design model (4C/ID model) and the additional effect of ICT for fostering the development of technical expertise in traditional Ghanaian classrooms, was assessed. The study had a one-by-one-by-two…
Longitudinal models of reading achievement of students with learning disabilities and without disabilities.

PubMed

Sullivan, Amanda L; Kohli, Nidhi; Farnsworth, Elyse M; Sadeh, Shanna; Jones, Leila

2017-09-01

Accurate estimation of developmental trajectories can inform instruction and intervention. We compared the fit of linear, quadratic, and piecewise mixed-effects models of reading development among students with learning disabilities relative to their typically developing peers. We drew an analytic sample of 1,990 students from the nationally representative Early Childhood Longitudinal Study-Kindergarten Cohort of 1998, using reading achievement scores from kindergarten through eighth grade to estimate three models of students' reading growth. The piecewise mixed-effects models provided the best functional form of the students' reading trajectories as indicated by model fit indices. Results showed slightly different trajectories between students with learning disabilities and without disabilities, with varying but divergent rates of growth throughout elementary grades, as well as an increasing gap over time. These results highlight the need for additional research on appropriate methods for modeling reading trajectories and the implications for students' response to instruction. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
Toward the design and implementation of stem professional development for middle school teachers: An interdisciplinary approach

NASA Astrophysics Data System (ADS)

Neil-Burke, Merah Bell

The aim of this qualitative study was to determine how professional development might be designed to meet the needs of teachers delivering interdisciplinary STEM instruction in an urban middle school. This study was framed and guided by three bodies of literature: literature in support of the theory of change, adult learning theory, and effective STEM professional development. The study, designed to be collaborative in nature, employed an action research variation of participatory classroom action research, (CAR) to find out how STEM professional development could be designed to meet the needs of teachers delivering interdisciplinary STEM instruction. A sample of five middle school teachers from grades six through eight was interviewed using semi-structured, in-depth interview technique to identify their perceived needs. Observational techniques were utilized to determine how STEM teachers' instructional practices change as a result of exposure to STEM professional development for interdisciplinary instruction. Data from these interviews were used to design the professional development. Planning and implementation of the professional development were accomplished using the CAR model with data being collected in all phases of the CAR cycle for teaching interdisciplinary STEM. The findings suggest that interdisciplinary STEM professional development that is collaborative, along with a curriculum that supports the process of discipline integration, is an effective approach to meeting teachers' needs for the teaching of interdisciplinary STEM instruction. Lastly, the findings imply that certain barriers such as limited time to collaborate, plan, reflect, and practice could impede teachers' ability to use an interdisciplinary approach to classroom instructional practices. However, these barriers may become diminished when teachers, support each other through communication and collaboration. Thus, the essential elements included in the design and implementations of this interdisciplinary STEM professional development are the following: time to plan, to practice, to reflect, and to collaborate with other teachers. These findings reveal the need for support from school administration and curriculum writers.
Early life instruction in foreign language and music and incidence of mild cognitive impairment.

PubMed

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

2015-03-01

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

PubMed

Morokhovets, Halyna Yu; Lysanets, Yuliia V

The main objectives of higher medical education is the continuous professional improvement of physicians to meet the needs dictated by the modern world both at undergraduate and postgraduate levels. In this respect, the system of higher medical education has undergone certain changes - from determining the range of professional competences to the adoption of new standards of education in medicine. The article aims to analyze the parameters of doctor's professionalism in the context of competence-based approach and to develop practical recommendations for the improvement of instruction techniques. The authors reviewed the psycho-pedagogical materials and summarized the acquired experience of teachers at higher medical institutions as to the development of instruction techniques in the modern educational process. The study is based on the results of testing via the technique developed by T.I. Ilyina. Analytical and biblio-semantic methods were used in the paper. It has been found that the training process at medical educational institution should be focused on the learning outcomes. The authors defined the quality parameters of doctors' training and suggested the model for developing the professional competence of medical students. This model explains the cause-and-effect relationships between the forms of instruction, teaching techniques and specific components of professional competence in future doctors. The paper provides practical recommendations on developing the core competencies which a qualified doctor should master. The analysis of existing interactive media in Ukraine and abroad has been performed. It has been found that teaching the core disciplines with the use of latest technologies and interactive means keeps abreast of the times, while teaching social studies and humanities to medical students still involves certain difficulties.
Using instructional design process to improve design and development of Internet interventions.

PubMed

Hilgart, Michelle M; Ritterband, Lee M; Thorndike, Frances P; Kinzie, Mable B

2012-06-28

Given the wide reach and extensive capabilities of the Internet, it is increasingly being used to deliver comprehensive behavioral and mental health intervention and prevention programs. Their goals are to change user behavior, reduce unwanted complications or symptoms, and improve health status and health-related quality of life. Internet interventions have been found efficacious in addressing a wide range of behavioral and mental health problems, including insomnia, nicotine dependence, obesity, diabetes, depression, and anxiety. Despite the existence of many Internet-based interventions, there is little research to inform their design and development. A model for behavior change in Internet interventions has been published to help guide future Internet intervention development and to help predict and explain behavior changes and symptom improvement outcomes through the use of Internet interventions. An argument is made for grounding the development of Internet interventions within a scientific framework. To that end, the model highlights a multitude of design-related components, areas, and elements, including user characteristics, environment, intervention content, level of intervention support, and targeted outcomes. However, more discussion is needed regarding how the design of the program should be developed to address these issues. While there is little research on the design and development of Internet interventions, there is a rich, related literature in the field of instructional design (ID) that can be used to inform Internet intervention development. ID models are prescriptive models that describe a set of activities involved in the planning, implementation, and evaluation of instructional programs. Using ID process models has been shown to increase the effectiveness of learning programs in a broad range of contexts. ID models specify a systematic method for assessing the needs of learners (intervention users) to determine the gaps between current knowledge and behaviors, and desired outcomes. Through the ID process, designers focus on the needs of learners, taking into account their prior knowledge; set measurable learning objectives or performance requirements; assess learners' achievement of the targeted outcomes; and employ cycles of continuous formative evaluation to ensure that the intervention meets the needs of all stakeholders. The ID process offers a proven methodology for the design of instructional programs and should be considered an integral part of the creation of Internet interventions. By providing a framework for the design and development of Internet interventions and by purposefully focusing on these aspects, as well as the underlying theories supporting these practices, both the theories and the interventions themselves can continue to be refined and improved. By using the behavior change model for Internet interventions along with the best research available to guide design practice and inform development, developers of Internet interventions will increase their ability to achieve desired outcomes.
Using Instructional Design Process to Improve Design and Development of Internet Interventions

PubMed Central

Hilgart, Michelle M; Thorndike, Frances P; Kinzie, Mable B

2012-01-01

Given the wide reach and extensive capabilities of the Internet, it is increasingly being used to deliver comprehensive behavioral and mental health intervention and prevention programs. Their goals are to change user behavior, reduce unwanted complications or symptoms, and improve health status and health-related quality of life. Internet interventions have been found efficacious in addressing a wide range of behavioral and mental health problems, including insomnia, nicotine dependence, obesity, diabetes, depression, and anxiety. Despite the existence of many Internet-based interventions, there is little research to inform their design and development. A model for behavior change in Internet interventions has been published to help guide future Internet intervention development and to help predict and explain behavior changes and symptom improvement outcomes through the use of Internet interventions. An argument is made for grounding the development of Internet interventions within a scientific framework. To that end, the model highlights a multitude of design-related components, areas, and elements, including user characteristics, environment, intervention content, level of intervention support, and targeted outcomes. However, more discussion is needed regarding how the design of the program should be developed to address these issues. While there is little research on the design and development of Internet interventions, there is a rich, related literature in the field of instructional design (ID) that can be used to inform Internet intervention development. ID models are prescriptive models that describe a set of activities involved in the planning, implementation, and evaluation of instructional programs. Using ID process models has been shown to increase the effectiveness of learning programs in a broad range of contexts. ID models specify a systematic method for assessing the needs of learners (intervention users) to determine the gaps between current knowledge and behaviors, and desired outcomes. Through the ID process, designers focus on the needs of learners, taking into account their prior knowledge; set measurable learning objectives or performance requirements; assess learners’ achievement of the targeted outcomes; and employ cycles of continuous formative evaluation to ensure that the intervention meets the needs of all stakeholders. The ID process offers a proven methodology for the design of instructional programs and should be considered an integral part of the creation of Internet interventions. By providing a framework for the design and development of Internet interventions and by purposefully focusing on these aspects, as well as the underlying theories supporting these practices, both the theories and the interventions themselves can continue to be refined and improved. By using the behavior change model for Internet interventions along with the best research available to guide design practice and inform development, developers of Internet interventions will increase their ability to achieve desired outcomes. PMID:22743534
Teaching and Reaching All Students: An Instructional Model for Closing the Gap

ERIC Educational Resources Information Center

Powell, Rebecca; Cantrell, Susan Chambers; Rightmyer, Elizabeth

2013-01-01

This article presents a model for culturally responsive instruction (CRI) that represents a synthesis of research on effective literacy and content instruction for diverse middle grades learners.The article discusses the various elements of the Culturally Responsive Instruction Observation Protocol (CRIOP) model. It then examines these elements by…
Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School

PubMed Central

Connor, Carol McDonald; Day, Stephanie L.; Phillips, Beth; Sparapani, Nicole; Ingebrand, Sarah W.; McLean, Leigh; Barrus, Angela; Kaschak, Michael P.

2016-01-01

Many assume that cognitive and linguistic processes, such as semantic knowledge (SK) and self-regulation (SR) subserve learned skills like reading. However, complex models of interacting and bootstrapping effects of SK, SR, instruction, and reading hypothesize reciprocal effects. Testing this “lattice” model with children (n = 852) followed from 1st–2nd grade (5.9–10.4 years-of-age), revealed reciprocal effects for reading and SR, and reading and SK, but not SR and SK. More effective literacy instruction reduced reading stability over time. Findings elucidate the synergistic and reciprocal effects of learning to read on other important linguistic, self-regulatory, and cognitive processes, the value of using complex models of development to inform intervention design, and how learned skills may influence development during middle childhood. PMID:27264645
The Implementation of Blended Learning Using Android-Based Tutorial Video in Computer Programming Course II

NASA Astrophysics Data System (ADS)

Huda, C.; Hudha, M. N.; Ain, N.; Nandiyanto, A. B. D.; Abdullah, A. G.; Widiaty, I.

2018-01-01

Computer programming course is theoretical. Sufficient practice is necessary to facilitate conceptual understanding and encouraging creativity in designing computer programs/animation. The development of tutorial video in an Android-based blended learning is needed for students’ guide. Using Android-based instructional material, students can independently learn anywhere and anytime. The tutorial video can facilitate students’ understanding about concepts, materials, and procedures of programming/animation making in detail. This study employed a Research and Development method adapting Thiagarajan’s 4D model. The developed Android-based instructional material and tutorial video were validated by experts in instructional media and experts in physics education. The expert validation results showed that the Android-based material was comprehensive and very feasible. The tutorial video was deemed feasible as it received average score of 92.9%. It was also revealed that students’ conceptual understanding, skills, and creativity in designing computer program/animation improved significantly.
Intelligent computer-aided training authoring environment

NASA Technical Reports Server (NTRS)

Way, Robert D.

1994-01-01

Although there has been much research into intelligent tutoring systems (ITS), there are few authoring systems available that support ITS metaphors. Instructional developers are generally obliged to use tools designed for creating on-line books. We are currently developing an authoring environment derived from NASA's research on intelligent computer-aided training (ICAT). The ICAT metaphor, currently in use at NASA has proven effective in disciplines from satellite deployment to high school physics. This technique provides a personal trainer (PT) who instructs the student using a simulated work environment (SWE). The PT acts as a tutor, providing individualized instruction and assistance to each student. Teaching in an SWE allows the student to learn tasks by doing them, rather than by reading about them. This authoring environment will expedite ICAT development by providing a tool set that guides the trainer modeling process. Additionally, this environment provides a vehicle for distributing NASA's ICAT technology to the private sector.
A Model of Instructional Supervision That Meets Today's Needs.

ERIC Educational Resources Information Center

Beck, John J.; Seifert, Edward H.

1983-01-01

The proposed Instructional Technologist Model is based on a closed loop feedback system allowing for continuous monitoring of teachers by expert instructional technologists. Principals are thereby released for instructional evaluation and general educational management. (MJL)
Evaluation of an instructional model to teach clinically relevant medicinal chemistry in a campus and a distance pathway.

PubMed

Alsharif, Naser Z; Galt, Kimberly A

2008-04-15

To evaluate an instructional model for teaching clinically relevant medicinal chemistry. An instructional model that uses Bloom's cognitive and Krathwohl's affective taxonomy, published and tested concepts in teaching medicinal chemistry, and active learning strategies, was introduced in the medicinal chemistry courses for second-professional year (P2) doctor of pharmacy (PharmD) students (campus and distance) in the 2005-2006 academic year. Student learning and the overall effectiveness of the instructional model were assessed. Student performance after introducing the instructional model was compared to that in prior years. Student performance on course examinations improved compared to previous years. Students expressed overall enthusiasm about the course and better understood the value of medicinal chemistry to clinical practice. The explicit integration of the cognitive and affective learning objectives improved student performance, student ability to apply medicinal chemistry to clinical practice, and student attitude towards the discipline. Testing this instructional model provided validation to this theoretical framework. The model is effective for both our campus and distance-students. This instructional model may also have broad-based applications to other science courses.
Validity of "Hi_Science" as instructional media based-android refer to experiential learning model

NASA Astrophysics Data System (ADS)

Qamariah, Jumadi, Senam, Wilujeng, Insih

2017-08-01

Hi_Science is instructional media based-android in learning science on material environmental pollution and global warming. This study is aimed: (a) to show the display of Hi_Science that will be applied in Junior High School, and (b) to describe the validity of Hi_Science. Hi_Science as instructional media created with colaboration of innovative learning model and development of technology at the current time. Learning media selected is based-android and collaborated with experiential learning model as an innovative learning model. Hi_Science had adapted student worksheet by Taufiq (2015). Student worksheet had very good category by two expert lecturers and two science teachers (Taufik, 2015). This student worksheet is refined and redeveloped in android as an instructional media which can be used by students for learning science not only in the classroom, but also at home. Therefore, student worksheet which has become instructional media based-android must be validated again. Hi_Science has been validated by two experts. The validation is based on assessment of meterials aspects and media aspects. The data collection was done by media assessment instrument. The result showed the assessment of material aspects has obtained the average value 4,72 with percentage of agreement 96,47%, that means Hi_Science on the material aspects is in excellent category or very valid category. The assessment of media aspects has obtained the average value 4,53 with percentage of agreement 98,70%, that means Hi_Science on the media aspects is in excellent category or very valid category. It was concluded that Hi_Science as instructional media can be applied in the junior high school.
Development of a fresh cadaver model for instruction of ultrasound-guided breast biopsy during the surgery clerkship: pre-test and post-test results among third-year medical students.

PubMed

McCrary, Hilary C; Krate, Jonida; Savilo, Christine E; Tran, Melissa H; Ho, Hang T; Adamas-Rappaport, William J; Viscusi, Rebecca K

2016-11-01

The aim of our study was to determine if a fresh cadaver model is a viable method for teaching ultrasound (US)-guided breast biopsy of palpable breast lesions. Third-year medical students were assessed both preinstruction and postinstruction on their ability to perform US-guided needle aspiration or biopsy of artificially created masses using a 10-item checklist. Forty-one third-year medical students completed the cadaver laboratory as part of the surgery clerkship. Eight items on the checklist were found to be significantly different between pre-testing and post-testing. The mean preinstruction score was 2.4, whereas the mean postinstruction score was 7.10 (P < .001). Fresh cadaver models have been widely used in medical education. However, there are few fresh cadaver models that provide instruction on procedures done in the outpatient setting. Our model was found to be an effective method for the instruction of US-guided breast biopsy among medical students. Copyright © 2016 Elsevier Inc. All rights reserved.
Implications for Language Diversity in Instruction in the Context of Target Language Classrooms: Development of a Preliminary Model of the Effectiveness of Teacher Code-Switching

ERIC Educational Resources Information Center

Lee, Jang Ho

2012-01-01

This paper concerns the conceptual and pedagogical issues that revolve around target language (TL) only instruction and teacher code-switching in the context of TL classrooms. To this end, I first examine four intertwined ideas (that is, monolingualism, naturalism, native-speakerism, and absolutism) that run through the monolingual approach to TL…
Using Pre-test/Post-test Data To Evaluate the Effectiveness of Computer Aided Instruction (A Study of CAI and Its Use with Developmental Reading Students).

ERIC Educational Resources Information Center

Lansford, Carl E.

As computer aided instruction (CAI) and distance learning become more popular, a model for easily evaluating these teaching methods must be developed, one which will enable replication of the study each year. This paper discusses the results of a study using existing dependent and independent variables to evaluate CAI for developmental reading…
Effectiveness of Prepared Instruction Units in Teaching the Principles of Internal Combustion Engine Operation and Maintenance. Technical Bulletin No. 192.

ERIC Educational Resources Information Center

Jacobs, Clinton O.

The report is an evaluation of the effectiveness of the 12 instructional units developed around the use of the Briggs-Stratton Model 80302, 3HP, 8 cu. in. displacement engine having a fuel induction system similar in construction to farm tractor types. The evaluation procedure used was the "one-group Pre-test and Post-test" research method. The…
Science and Technology Investment Strategy for Squadron Level Training

DTIC Science & Technology

1993-05-01

be derived from empirically sound and theory -based instructional models. Cmment. The automation of instructional design could favorably impact the...require a significant amount of time to develop and where the underlying theory and/or applications hardware and software is ht flux. Long-term efforts...training or training courses. It does not refer to the initial evaluation of individuals entering Upgrade Training ( UGT ). It Am refer to the evaluation of

Improving classroom quality with the RULER Approach to Social and Emotional Learning: proximal and distal outcomes.

PubMed

Hagelskamp, Carolin; Brackett, Marc A; Rivers, Susan E; Salovey, Peter

2013-06-01

The RULER Approach to Social and Emotional Learning ("RULER") is designed to improve the quality of classroom interactions through professional development and classroom curricula that infuse emotional literacy instruction into teaching-learning interactions. Its theory of change specifies that RULER first shifts the emotional qualities of classrooms, which are then followed, over time, by improvements in classroom organization and instructional support. A 2-year, cluster randomized controlled trial was conducted to test hypotheses derived from this theory. Sixty-two urban schools either integrated RULER into fifth- and sixth-grade English language arts (ELA) classrooms or served as comparison schools, using their standard ELA curriculum only. Results from multilevel modeling with baseline adjustments and structural equation modeling support RULER's theory of change. Compared to classrooms in comparison schools, classrooms in RULER schools exhibited greater emotional support, better classroom organization, and more instructional support at the end of the second year of program delivery. Improvements in classroom organization and instructional support at the end of Year 2 were partially explained by RULER's impacts on classroom emotional support at the end of Year 1. These findings highlight the important contribution of emotional literacy training and development in creating engaging, empowering, and productive learning environments.
Modeling Web-Based Educational Systems: Process Design Teaching Model

ERIC Educational Resources Information Center

Rokou, Franca Pantano; Rokou, Elena; Rokos, Yannis

2004-01-01

Using modeling languages is essential to the construction of educational systems based on software engineering principles and methods. Furthermore, the instructional design is undoubtedly the cornerstone of the design and development of educational systems. Although several methodologies and languages have been proposed for the specification of…
Operation of the computer model for microenvironment solar exposure

NASA Technical Reports Server (NTRS)

Gillis, J. R.; Bourassa, R. J.; Gruenbaum, P. E.

1995-01-01

A computer model for microenvironmental solar exposure was developed to predict solar exposure to satellite surfaces which may shadow or reflect on one another. This document describes the technical features of the model as well as instructions for the installation and use of the program.
Mathematical Modelling in Engineering: A Proposal to Introduce Linear Algebra Concepts

ERIC Educational Resources Information Center

Cárcamo Bahamonde, Andrea; Gómez Urgelles, Joan; Fortuny Aymemí, Josep

2016-01-01

The modern dynamic world requires that basic science courses for engineering, including linear algebra, emphasise the development of mathematical abilities primarily associated with modelling and interpreting, which are not exclusively calculus abilities. Considering this, an instructional design was created based on mathematical modelling and…
Promoting Scientific Thinking and Conceptual Change about Alternative Explanations of Climate Change and Other Controversial Socio-scientific Topics

NASA Astrophysics Data System (ADS)

Lombardi, D.; Sinatra, G. M.

2013-12-01

Critical evaluation and plausibility reappraisal of scientific explanations have been underemphasized in many science classrooms (NRC, 2012). Deep science learning demands that students increase their ability to critically evaluate the quality of scientific knowledge, weigh alternative explanations, and explicitly reappraise their plausibility judgments. Therefore, this lack of instruction about critical evaluation and plausibility reappraisal has, in part, contributed to diminished understanding about complex and controversial topics, such as global climate change. The Model-Evidence Link (MEL) diagram (originally developed by researchers at Rutgers University under an NSF-supported project; Chinn & Buckland, 2012) is an instructional scaffold that promotes students to critically evaluate alternative explanations. We recently developed a climate change MEL and found that the students who used the MEL experienced a significant shift in their plausibility judgments toward the scientifically accepted model of human-induced climate change. Using the MEL for instruction also resulted in conceptual change about the causes of global warming that reflected greater understanding of fundamental scientific principles. Furthermore, students sustained this conceptual change six months after MEL instruction (Lombardi, Sinatra, & Nussbaum, 2013). This presentation will discuss recent educational research that supports use of the MEL to promote critical evaluation, plausibility reappraisal, and conceptual change, and also, how the MEL may be particularly effective for learning about global climate change and other socio-scientific topics. Such instruction to develop these fundamental thinking skills (e.g., critical evaluation and plausibility reappraisal) is demanded by both the Next Generation Science Standards (Achieve, 2013) and the Common Core State Standards for English Language Arts and Mathematics (CCSS Initiative-ELA, 2010; CCSS Initiative-Math, 2010), as well as a society that is equipped to deal with challenges in a way that is beneficial to our national and global community.
The Use of an Eight-Step Instructional Model to Train School Staff in Partner-Augmented Input

ERIC Educational Resources Information Center

Senner, Jill E.; Baud, Matthew R.

2017-01-01

An eight-step instruction model was used to train a self-contained classroom teacher, speech-language pathologist, and two instructional assistants in partner-augmented input, a modeling strategy for teaching augmentative and alternative communication use. With the exception of a 2-hr training session, instruction primarily was conducted during…
Designing Effective Online Instruction: A Handbook for Web-Based Courses

ERIC Educational Resources Information Center

Koontz, Franklin R.; Li, Hongqin; Compora, Daniel P.

2006-01-01

The designing of online courses requires a radical change in the way the instruction is designed and presented to the student. To date, however, there are no research-based models, using a systems approach, that are available to design Web-based instruction. This book introduces the ASSIST-ME Model, an instructional design model for Web-based…
In Search of the Wild Things: The Choice, Voice, and Challenge (CVC) Model for Creative Instruction

ERIC Educational Resources Information Center

Perkins, Emma Gillespie; Carter, Mary C.

2011-01-01

This article discusses the Choice, Voice, and Challenge (CVC) Instruction, an instructional model that encourages creativity or "wild things". CVC Instruction defines ways in which classroom teachers may provide vehicles for their students' mental journeys that can lead to creative and imaginative actions and outcomes. The CVC model provides a…
Instructional strategies to improve women's attitudes toward science

NASA Astrophysics Data System (ADS)

Newbill, Phyllis Leary

Although negative attitudes toward science are common among women and men in undergraduate introductory science classes, women's attitudes toward science tend to be more negative than men's. The reasons for women's negative attitudes toward science include lack of self-confidence, fear of association with social outcasts, lack of women role models in science, and the fundamental differences between traditional scientific and feminist values. Attitudes are psychological constructs theorized to be composed of emotional, cognitive, and behavioral components. Attitudes serve functions, including social expressive, value expressive, utilitarian, and defensive functions, for the people who hold them. To change attitudes, the new attitudes must serve the same function as the old one, and all three components must be treated. Instructional designers can create instructional environments to effect attitude change. In designing instruction to improve women's attitudes toward science, instructional designers should (a) address the emotions that are associated with existing attitudes, (b) involve credible, attractive women role models, and (c) address the functions of the existing attitudes. Two experimental instructional modules were developed based on these recommendations, and two control modules were developed that were not based on these recommendations. The asynchronous, web-based modules were administered to 281 undergraduate geology and chemistry students at two universities. Attitude assessment revealed that attitudes toward scientists improved significantly more in the experimental group, although there was no significant difference in overall attitudes toward science. Women's attitudes improved significantly more than men's in both the experimental and control groups. Students whose attitudes changed wrote significantly more in journaling activities associated with the modules. Qualitative analysis of journals revealed that the guidelines worked exactly as predicted for some students.
A 3-D Approach for Teaching and Learning about Surface Water Systems through Computational Thinking, Data Visualization and Physical Models

NASA Astrophysics Data System (ADS)

Caplan, B.; Morrison, A.; Moore, J. C.; Berkowitz, A. R.

2017-12-01

Understanding water is central to understanding environmental challenges. Scientists use `big data' and computational models to develop knowledge about the structure and function of complex systems, and to make predictions about changes in climate, weather, hydrology, and ecology. Large environmental systems-related data sets and simulation models are difficult for high school teachers and students to access and make sense of. Comp Hydro, a collaboration across four states and multiple school districts, integrates computational thinking and data-related science practices into water systems instruction to enhance development of scientific model-based reasoning, through curriculum, assessment and teacher professional development. Comp Hydro addresses the need for 1) teaching materials for using data and physical models of hydrological phenomena, 2) building teachers' and students' comfort or familiarity with data analysis and modeling, and 3) infusing the computational knowledge and practices necessary to model and visualize hydrologic processes into instruction. Comp Hydro teams in Baltimore, MD and Fort Collins, CO are integrating teaching about surface water systems into high school courses focusing on flooding (MD) and surface water reservoirs (CO). This interactive session will highlight the successes and challenges of our physical and simulation models in helping teachers and students develop proficiency with computational thinking about surface water. We also will share insights from comparing teacher-led vs. project-led development of curriculum and our simulations.
MCPS Curriculum Development Planning Process.

ERIC Educational Resources Information Center

Montgomery County Public Schools, Rockville, MD. Dept. of Instructional Planning and Development.

The procedure documented is used for the systemwide planning of curriculum development in Montgomery County, Maryland, and consists of three parts: a planning and review process; an instructional design and development model; and a proposed calendar for cyclical review of programs. Specific position responsibilities, organizational charts, and…
Reading, Social Development, and the Child.

ERIC Educational Resources Information Center

Ediger, Marlow

Social development stresses the importance of working together with others in life. The home setting can emphasize social development and its objectives of instruction. How should parents assist the child in quality social development in which good human relations exist? First and foremost, parents should serve as models to children for good human…
Ameliorating Reading Disabilities Early: Examining an Effective Encoding and Decoding Prevention Instruction Model

ERIC Educational Resources Information Center

Weiser, Beverly L.

2013-01-01

The purpose of this study was to determine whether integrating encoding instruction with reading instruction provides stronger gains for students who struggle with reading than instruction that includes little or no encoding. An instructional design model was investigated to best fit the data of 175 first-grade readers at risk for reading…
The Strategic Impact Model: An Integrative Approach to Performance Improvement and Instructional Systems Design

ERIC Educational Resources Information Center

Molenda, Michael; Pershing, James A.

2004-01-01

Training in business settings and instruction in academic settings have never taken place in a vacuum, but in earlier times many instructional technology professionals behaved as though they did. Models of instructional systems design (ISD) placed training and instruction at the center of the universe ignoring the impact of the external…
The Many Hats of an Instructional Designer: The Development of an Instructional Card Game.

ERIC Educational Resources Information Center

Sugar, William; Betrus, Anthony

2002-01-01

Discusses the difficulties in defining instructional technology, suggests core competencies, proposes five instructional designer archetypes, and describes the development of an instructional card game designed for graduate students in instructional design to expose them to major responsibilities of an instructional designer and give them insight…
The Long Decay Model of One-Dimensional Projectile Motion

ERIC Educational Resources Information Center

Lattery, Mark Joseph

2008-01-01

This article introduces a research study on student model formation and development in introductory mechanics. As a point of entry, I present a detailed analysis of the Long Decay Model of one-dimensional projectile motion. This model has been articulated by Galileo ("in De Motu") and by contemporary students. Implications for instruction are…
The Brain-Targeted Teaching Model for 21st-Century Schools

ERIC Educational Resources Information Center

Hardiman, Mariale

2012-01-01

"The Brain-Targeted Teaching Model for 21st-Century Schools" serves as a bridge between research and practice by providing a cohesive, proven, and usable model of effective instruction. Compatible with other professional development programs, this model shows how to apply relevant research from educational and cognitive neuroscience to classroom…
Perceptions of the Students toward Studio Physics

ERIC Educational Resources Information Center

Gok, Tolga

2011-01-01

The purpose of this study was not only to report the development process of the studio model, but also to determine the students' perceptions about the studio model. This model retains the large lecture component but combines recitation and laboratory instruction into studio model. This research was based on qualitative analysis. The data of the…
Fox Valley Technical College Quality First Process Model.

ERIC Educational Resources Information Center

Fox Valley Technical Coll., Appleton, WI.

An overview is provided of the Quality First Process Model developed by Fox Valley Technical College (FVTC), Wisconsin, to provide guidelines for quality instruction and service consistent with the highest educational standards. The 16-step model involves activities that should be adaptable to any organization. The steps of the quality model are…
Department of Defense Enterprise Requirements and Acquisition Model

DTIC Science & Technology

2011-06-01

Laboratories’ Center for Reengineering and Enabling Technology ( CRET ) to develop the APM. The APM is a compilation of policy, instructions, and...CDD Capabilities Development Document CBA Capabilities-Based Assessment CPD Capability Production Document CRET Center for Re-engineering

The Winds of Change: Thomas Kuhn and the Revolution in the Teaching of Writing.

ERIC Educational Resources Information Center

Hairston, Maxine

1982-01-01

Uses Thomas Kuhn's hypothesis on paradigm shifts--changes in a discipline from established models to newer ones--to examine the developing shift in writing instruction from the product-oriented to the process-oriented model. (RL)
Edmodo social learning network for elementary school mathematics learning

NASA Astrophysics Data System (ADS)

Ariani, Y.; Helsa, Y.; Ahmad, S.; Prahmana, RCI

2017-12-01

A developed instructional media can be as printed media, visual media, audio media, and multimedia. The development of instructional media can also take advantage of technological development by utilizing Edmodo social network. This research aims to develop a digital classroom learning model using Edmodo social learning network for elementary school mathematics learning which is practical, valid and effective in order to improve the quality of learning activities. The result of this research showed that the prototype of mathematics learning device for elementary school students using Edmodo was in good category. There were 72% of students passed the assessment as a result of Edmodo learning. Edmodo has become a promising way to engage students in a collaborative learning process.
Implicit theories of writing and their impact on students' response to a SRSD intervention.

PubMed

Limpo, Teresa; Alves, Rui A

2014-12-01

In the field of intelligence research, it has been shown that some people conceive intelligence as a fixed trait that cannot be changed (entity beliefs), whereas others conceive it as a malleable trait that can be developed (incremental beliefs). What about writing? Do people hold similar implicit theories about the nature of their writing ability? Furthermore, are these beliefs likely to influence students' response to a writing intervention? We aimed to develop a scale to measure students' implicit theories of writing (pilot study) and to test whether these beliefs influence strategy-instruction effectiveness (intervention study). In the pilot and intervention studies participated, respectively, 128 and 192 students (Grades 5-6). Based on existing instruments that measure self-theories of intelligence, we developed the Implicit Theories of Writing (ITW) scale that was tested with the pilot sample. In the intervention study, 109 students received planning instruction based on the self-regulated strategy development model, whereas 83 students received standard writing instruction. Students were evaluated before, in the middle, and after instruction. ITW's validity was supported by piloting results and their successful cross-validation in the intervention study. In this, intervention students wrote longer and better texts than control students. Moreover, latent growth curve modelling showed that the more the intervention students conceived writing as a malleable skill, the more the quality of their texts improved. This research is of educational relevance because it provides a measure to evaluate students' implicit theories of writing and shows their impact on response to intervention. © 2014 The British Psychological Society.
Auto Body. Instructional System Development Model for Vermont Area Vocational Centers.

ERIC Educational Resources Information Center

1975

The model curriculum guide was developed to teach auto body repair in secondary schools in Vermont. From a needs assessment of the occupational opportunities in automotive services in the state, a group of selected occupations were analyzed for skill content and translated into the curriculum content. The guide consists of 14 units, each with a…
Designing and Developing a Blended Course: Toward Best Practices for Japanese Learners

ERIC Educational Resources Information Center

Mehran, Parisa; Alizadeh, Mehrasa; Koguchi, Ichiro; Takemura, Haruo

2017-01-01

This paper outlines the iterative stages involved in designing and developing a blended course of English for General Academic Purposes (EGAP) at Osaka University. First, the basic Successive Approximation Model (SAM 1) is introduced as the guiding instructional design model upon which the course was created. Afterward, the stages of design and…
Using Academic Literacies and Genre-Based Models for Academic Writing Instruction: A "Literacy" Journey

ERIC Educational Resources Information Center

Wingate, Ursula

2012-01-01

Three writing development initiatives carried out at King's College London UK are discussed in this article to illustrate the need to draw on different theoretical models to create effective methods of teaching academic writing. The sequence of initiatives resembles a journey: the destination is to develop academic writing programmes suitable for…
Applications of General Systems Theory to the Development of an Adjustable Tutorial Software Machine.

ERIC Educational Resources Information Center

Vos, Hans J.

1994-01-01

Describes the construction of a model of computer-assisted instruction using a qualitative block diagram based on general systems theory (GST) as a framework. Subject matter representation is discussed, and appendices include system variables and system equations of the GST model, as well as an example of developing flexible courseware. (Contains…
Development of an Interactive Computer-Based Learning Strategy to Assist in Teaching Water Quality Modelling

ERIC Educational Resources Information Center

Zigic, Sasha; Lemckert, Charles J.

2007-01-01

The following paper presents a computer-based learning strategy to assist in introducing and teaching water quality modelling to undergraduate civil engineering students. As part of the learning strategy, an interactive computer-based instructional (CBI) aid was specifically developed to assist students to set up, run and analyse the output from a…
The Impact of a Professional Development Model on ABE Teachers' Instructional Practice: Teachers Investigating Adult Numeracy

ERIC Educational Resources Information Center

Bingman, Mary Beth; Schmitt, Mary Jane

2008-01-01

The authors present the National Science Foundation project, Teachers Investigating Adult Numeracy (TIAN), a collaborative project of the Center for Literacy Studies at the University of Tennessee and the Technical Education Research Centers, Inc. (TERC) in Cambridge, Massachusetts. The project has developed and tested a model for inservice…
Harnessing Technology for Promoting Undergraduate Art Education: A Novel Model That Streamlines Learning between Classroom, Museum, and Home

ERIC Educational Resources Information Center

Kali, Yael; Sagy, Ornit; Kuflik, Tsvi; Mogilevsky, Orit; Maayan-Fanar, Emma

2015-01-01

We report on the development and evaluation of an innovative instructional model, which harnesses advanced technologies and local resources (an in-campus museum), to support undergraduate-level art history students in developing the skills required for analyzing artwork. Theory suggests that analyzing artwork requires theoretical knowledge and…
The Impact of a Professional Development Model on Middle School Science Teachers' Efficacy and Implementation of Inquiry

ERIC Educational Resources Information Center

Lotter, Christine; Smiley, Whitney; Thompson, Stephen; Dickenson, Tammiee

2016-01-01

This study investigated a professional development model designed to improve teachers' inquiry teaching efficacy as well as the quality of their inquiry instruction through engaging teachers in practice-teaching and reflection sessions. The programme began with a two-week summer Institute focused on both inquiry pedagogy and science content and…
Rapid Development of Hybrid Courses for Distance Education: A Midwestern University's Pilot Project

ERIC Educational Resources Information Center

Rust, Jodi

2011-01-01

A descriptive case study was used to explore how repurposing and a pedagogical-based instructional design model, the multimodal model (Picciano, 2009), were used to create quality distance education courses in a rapid development setting at a Midwestern land grant university. Data triangulation was used to secure data from faculty member…
Application of a contextual instructional framework in a continuing professional development training program for physiotherapists in Rwanda.

PubMed

Dunleavy, Kim; Chevan, Julia; Sander, Antoinette P; Gasherebuka, Jean Damascene; Mann, Monika

2018-06-01

Continuing professional development is an important component of capacity building in low resource countries. The purpose of this case study is to describe the use of a contextual instructional framework to guide the processes and instructional design choices for a series of continuing professional development courses for physiotherapists in Rwanda. Four phases of the project are described: (1) program proposal, needs assessment and planning, (2) organization of the program and instructional design, (3) instructional delivery and (4) evaluation. Contextual facilitating factors and needs informed choices in each phase. The model resulted in delivery of continuing professional development to the majority of physiotherapists in Rwanda (n = 168, 0.48 rural/0.52 urban) with participants reporting improvement in skills and perceived benefit for their patients. Environmental and healthcare system factors resulted in offering the courses in rural and urban areas. Content was developed and delivered in partnership with Rwandan coinstructors. Based on the domestic needs identified in early courses, the program included advocacy and leadership activities, in addition to practical and clinical instruction. The contextual factors (environment, healthcare service organization, need for rehabilitation and status and history of the physiotherapy profession) were essential for project and instructional choices. Facilitating factors included the established professional degree and association, continuing professional development requirements, a core group of active professionals and an existing foundation from other projects. The processes and contextual considerations may be useful in countries with established professional-level education but without established postentry-level training. Implications for Rehabilitation Organizations planning continuing professional development programs may benefit from considering the context surrounding training when planning, designing and developing instruction. The surrounding context including the environment, the organization of healthcare services, the population defined need for rehabilitation, and the domestic status and history of the physiotherapy profession, is important for physiotherapy projects in countries with lower resources. Facilitating factors in low resource countries such as an established professional degree and association, continuing professional development requirements, a core group of active professionals and an existing foundation from other projects impact the success of projects. Methods that may be useful for relevance, dissemination and consistency include involvement of in-country leaders and instructors and attendance in multiple courses with consistent themes. Rehabilitation professionals in low resource countries may benefit from continuing professional development courses that emphasize practical skills, and clinical reasoning, accompanied by clinical mentoring and directed coaching that encourages knowledge transfer to the clinical setting. Active learning approaches and multiple progressive courses provide opportunities to develop peer support through professional communities of practice.
The implementation of an elementary STEM learning team and the effect on teacher self-efficacy: An action research study

NASA Astrophysics Data System (ADS)

Hernandez, Jennifer F.

Science, technology, engineering, and math (STEM) education is part of a national movement to prepare students for the demands of a 21st century workforce. STEM uses an integrated, real-world problem solving approach to increase the levels of collaboration, communication, critical, and creative thinking in students. If expectations for students have increased to stay competitive in a global market, teachers must be equipped to meet the needs of the new 21st century learners in their classrooms. To that end, professional learning for educators is essential to ensure they are equipped with the tools necessary for success. While there are many approaches to teacher development, professional learning teams, based on the work of Garmston and Wellman, focus on teachers' instructional delivery, targeted student learning needs, planning, implementing new strategies, collaboration, and reflective dialogue. The purpose of the study is to improve instructional practice providing quality STEM instruction to students and increase teacher self-efficacy---a teachers' perception of his or her ability to instruct students in the STEM disciplines. Theoretical implications of a study on an elementary STEM learning team could affect the way schools deliver STEM professional learning opportunities to teachers and the way students are delivered a quality STEM education. Research has shown that Model I behavior would limit the change process of professional learning through a surface inspection of the issues; however model II behaviors would benefit the teachers, students and organization because teachers would be collaborating on specific objectives to develop a knowledge base and skill set to meet students' needs. Extending professional development by engaging stakeholders in a collaborative process to build model II behaviors will create an organizational structure that facilitates learning.
The NTeQ ISD Model: A Tech-Driven Model for Digital Natives (DNs)

ERIC Educational Resources Information Center

Williams, C.; Anekwe, J. U.

2017-01-01

Integrating Technology for enquiry (NTeQ) instructional development model (ISD), is believed to be a technology-driven model. The authors x-rayed the ten-step model to reaffirm the ICT knowledge demand of the learner and the educator; hence computer-based activities at various stages of the model are core elements. The model also is conscious of…
Data Modeling for Preservice Teachers and Everyone Else

ERIC Educational Resources Information Center

Petrosino, Anthony J.; Mann, Michele J.

2018-01-01

Although data modeling, the employment of statistical reasoning for the purpose of investigating questions about the world, is central to both mathematics and science, it is rarely emphasized in K-16 instruction. The current work focuses on developing thinking about data modeling with undergraduates in general and preservice teachers in…
Examining Elementary Social Studies Marginalization: A Multilevel Model

ERIC Educational Resources Information Center

Fitchett, Paul G.; Heafner, Tina L.; Lambert, Richard G.

2014-01-01

Utilizing data from the National Center for Education Statistics Schools and Staffing Survey (SASS), a multilevel model (Hierarchical Linear Model) was developed to examine the association of teacher/classroom and state level indicators on reported elementary social studies instructional time. Findings indicated that state testing policy was a…
Design 2000: Theory-Based Design Models of the Future.

ERIC Educational Resources Information Center

Richey, Rita C.

The influence of theory on instructional-design models of the future is explored on the basis of the theoretical developments of today. Anticipated model changes are expected to result from disparate theoretical thinking in areas such as chaos theory, constructivism, situated learning, cognitive-learning theory, and general systems theory.…
Accelerated Change in Reading Instruction: The Arkansas Comprehensive School Reform Model.

ERIC Educational Resources Information Center

Balkman, Jami Ann

2001-01-01

Describes the Arkansas Comprehensive School Reform Model, which focuses on staff development and a collaborative support system for teaching reading in the elementary grades. Reports that preliminary results indicate an average increase of at least 20% on standardized testing scores for students in model classrooms. (NB)
A Multidimensional Curriculum Model for Heritage or International Language Instruction.

ERIC Educational Resources Information Center

Lazaruk, Wally

1993-01-01

Describes the Multidimension Curriculum Model for developing a language curriculum and suggests a generic approach to selecting and sequencing learning objectives. Alberta Education used this model to design a new French-as-a-Second-Language program. The experience/communication, culture, language, and general language components at the beginning,…

Model-Based Reasoning

ERIC Educational Resources Information Center

Ifenthaler, Dirk; Seel, Norbert M.

2013-01-01

In this paper, there will be a particular focus on mental models and their application to inductive reasoning within the realm of instruction. A basic assumption of this study is the observation that the construction of mental models and related reasoning is a slowly developing capability of cognitive systems that emerges effectively with proper…
An Exploration of Principal Instructional Technology Leadership

ERIC Educational Resources Information Center

Townsend, LaTricia Walker

2013-01-01

Nationwide the demand for schools to incorporate technology into their educational programs is great. In response, North Carolina developed the IMPACT model in 2003 to provide a comprehensive model for technology integration in the state. The model is aligned to national educational technology standards for teachers, students, and principals.…
A comparison of video modeling, text-based instruction, and no instruction for creating multiple baseline graphs in Microsoft Excel.

PubMed

Tyner, Bryan C; Fienup, Daniel M

2015-09-01

Graphing is socially significant for behavior analysts; however, graphing can be difficult to learn. Video modeling (VM) may be a useful instructional method but lacks evidence for effective teaching of computer skills. A between-groups design compared the effects of VM, text-based instruction, and no instruction on graphing performance. Participants who used VM constructed graphs significantly faster and with fewer errors than those who used text-based instruction or no instruction. Implications for instruction are discussed. © Society for the Experimental Analysis of Behavior.
Instructional Development at a Glance.

ERIC Educational Resources Information Center

Alaska Univ., Anchorage.

Developing instruction is a critical part of the education process. For instruction to be effective it should be organized and well planned. Development of an effective program should include careful consideration of the need for instruction, the audience, and the course content. Instruction delivered via telecommunications can be even more…
A qualitative study of the instructional behaviors and practices of a dyad of educators in self-contained and inclusive co-taught secondary biology classrooms during a nine-week science instruction grading period

NASA Astrophysics Data System (ADS)

Hardy, Shanon D.

The Individuals with Disabilities Education Act (IDEA) (1997) mandates that students with disabilities have access to the general education curriculum. School districts have developed a variety of service delivery models to provide challenging educational experiences for all students. Co-teaching or collaborative teaching is the most widely used of the different service delivery models. While the philosophy of inclusion is widely accepted, the efficacy of the various inclusion models has recently been the focus of educational research. Researchers have questioned whether the presence of a special educator in the general education classroom has resulted in students with high incidence disabilities receiving specialized instruction. A qualitative study was designed to examine the instructional behaviors and practices exhibited and used by a dyad of educators in self-contained learning disabilities and inclusive co-taught secondary Biology classrooms during a nine-week science instruction grading period. In addition to utilizing interviews, observations, and classroom observation scales to answer the research questions, supporting student data (time-sampling measurement/opportunity to learn and student grades) were collected. The study concluded that the presence of a special educator in a co-taught classroom: (1) did contribute to the creation of a new learning environment, and notable changes in the instructional behaviors and practices of a general educator; (2) did contribute to limited specialized instruction for students with disabilities in the co-taught classrooms and embedded (not overt) special education practices related to the planning and decision-making of the educators; (3) did contribute to the creation of a successful co-teaching partnership including the use of effective teaching behaviors; and (4) did impact success for some of the students with disabilities in the co-taught classrooms; but (5) did not ensure the continuation of some of the new instructional behaviors and practices in the general education classroom if the collaboration ended.
Teaching Floating and Sinking Concepts with Different Methods and Techniques Based on the 5E Instructional Model

ERIC Educational Resources Information Center

Cepni, Salih; Sahin, Cigdem; Ipek, Hava

2010-01-01

The purpose of this study was to test the influences of prepared instructional material based on the 5E instructional model combined with CCT, CC, animations, worksheets and POE on conceptual changes about floating and sinking concepts. The experimental group was taught with teaching material based on the 5E instructional model enriched with…
Impact of Expert Teaching Quality on Novice Academic Performance in the Jigsaw Cooperative Learning Method

NASA Astrophysics Data System (ADS)

Berger, Roland; Hänze, Martin

2015-01-01

We assessed the impact of expert students' instructional quality on the academic performance of novice students in 12th-grade physics classes organized in an expert model of cooperative learning ('jigsaw classroom'). The instructional quality of 129 expert students was measured by a newly developed rating system. As expected, when aggregating across all four subtopics taught, regression analysis revealed that academic performance of novice students increases with the quality of expert students' instruction. The difficulty of subtopics, however, moderates this effect: higher instructional quality of more difficult subtopics did not lead to better academic performance of novice students. We interpret this finding in the light of Cognitive Load Theory. Demanding tasks cause high intrinsic cognitive load and hindered the novice students' learning.
Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies

NASA Astrophysics Data System (ADS)

Campbell, Todd; Longhurst, Max L.; Wang, Shiang-Kwei; Hsu, Hui-Yin; Coster, Dan C.

2015-10-01

While access to computers, other technologies, and cyber-enabled resources that could be leveraged for enhancing student learning in science is increasing, generally it has been found that teachers use technology more for administrative purposes or to support traditional instruction. This use of technology, especially to support traditional instruction, sits in opposition to most recent standards documents in science education that call for student involvement in evidence-based sense-making activities. Many see technology as a potentially powerful resource that is reshaping society and has the potential to do the same in science classrooms. To consider the promise of technology in science classrooms, this research investigated the impact of a professional development project focused on enhancing teacher and student learning by using information and communication technologies (ICTs) for engaging students in reformed-based instruction. More specifically, these findings revealed positive teacher outcomes with respect to reformed-based and technology-supported instruction and increased ICT and new literacies skills. When considering students, the findings revealed positive outcomes with respect to ICT and new literacies skills and student achievement in science.
Evaluation of an Instructional Model to Teach Clinically Relevant Medicinal Chemistry in a Campus and a Distance Pathway

PubMed Central

Galt, Kimberly A.

2008-01-01

Objectives To evaluate an instructional model for teaching clinically relevant medicinal chemistry. Methods An instructional model that uses Bloom's cognitive and Krathwohl's affective taxonomy, published and tested concepts in teaching medicinal chemistry, and active learning strategies, was introduced in the medicinal chemistry courses for second-professional year (P2) doctor of pharmacy (PharmD) students (campus and distance) in the 2005-2006 academic year. Student learning and the overall effectiveness of the instructional model were assessed. Student performance after introducing the instructional model was compared to that in prior years. Results Student performance on course examinations improved compared to previous years. Students expressed overall enthusiasm about the course and better understood the value of medicinal chemistry to clinical practice. Conclusion The explicit integration of the cognitive and affective learning objectives improved student performance, student ability to apply medicinal chemistry to clinical practice, and student attitude towards the discipline. Testing this instructional model provided validation to this theoretical framework. The model is effective for both our campus and distance-students. This instructional model may also have broad-based applications to other science courses. PMID:18483599
Comparison of Computer Based Instruction to Behavior Skills Training for Teaching Staff Implementation of Discrete-Trial Instruction with an Adult with Autism

ERIC Educational Resources Information Center

Nosik, Melissa R.; Williams, W. Larry; Garrido, Natalia; Lee, Sarah

2013-01-01

In the current study, behavior skills training (BST) is compared to a computer based training package for teaching discrete trial instruction to staff, teaching an adult with autism. The computer based training package consisted of instructions, video modeling and feedback. BST consisted of instructions, modeling, rehearsal and feedback. Following…
A Comparison of Video Modeling, Text-Based Instruction, and No Instruction for Creating Multiple Baseline Graphs in Microsoft Excel

ERIC Educational Resources Information Center

Tyner, Bryan C.; Fienup, Daniel M.

2015-01-01

Graphing is socially significant for behavior analysts; however, graphing can be difficult to learn. Video modeling (VM) may be a useful instructional method but lacks evidence for effective teaching of computer skills. A between-groups design compared the effects of VM, text-based instruction, and no instruction on graphing performance.…
Effective Reading and Writing Instruction: A Focus on Modeling

ERIC Educational Resources Information Center

Regan, Kelley; Berkeley, Sheri

2012-01-01

When providing effective reading and writing instruction, teachers need to provide explicit modeling. Modeling is particularly important when teaching students to use cognitive learning strategies. Examples of how teachers can provide specific, explicit, and flexible instructional modeling is presented in the context of two evidence-based…
Off We Go Cybernetting--Staff Development Makes the Difference.

ERIC Educational Resources Information Center

Joseph, Linda

1995-01-01

Describes how to create a school or district model for an Internet staff development training program for integrating information access skills into the school curriculum. Highlights include instructional design; facility development, including computer workstations; hands-on workshops that include electronic mail, gopher, and downloading;…
Spatial considerations for instructional development in a virtual environment

NASA Technical Reports Server (NTRS)

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

1993-01-01

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

DTIC Science & Technology

2013-07-01

the devices increase efficiency and make instruction easier for them. (1) Demonstrate the ability of mobile learning to improve student learning ...predictors of learning , after controlling for the effects of cognitive ability and pre-training knowledge of the subject matter. Equally as...conventional teaching. PBL is an instructional model originally developed in medical schools , in which students are given a complex problem to solve that may
Designing Interactive Multimedia Instruction to Address Soldiers’ Learning Needs

DTIC Science & Technology

2014-12-01

A point of need design seeks to identify and meet specific learning needs. It does so by focusing on the learning needs of an identified group ...instructional design and tailored training techniques to address the Army Learning Model (ALM) point of need concept. The point of need concept focuses both on ...developing six IMI exemplars focused on point of need training, including three variations of needs-focused designs : familiarization, core, and tailored
The effects of modeling instruction on high school physics academic achievement

NASA Astrophysics Data System (ADS)

Wright, Tiffanie L.

The purpose of this study was to explore whether Modeling Instruction, compared to traditional lecturing, is an effective instructional method to promote academic achievement in selected high school physics classes at a rural middle Tennessee high school. This study used an ex post facto , quasi-experimental research methodology. The independent variables in this study were the instructional methods of teaching. The treatment variable was Modeling Instruction and the control variable was traditional lecture instruction. The Treatment Group consisted of participants in Physical World Concepts who received Modeling Instruction. The Control Group consisted of participants in Physical Science who received traditional lecture instruction. The dependent variable was gains scores on the Force Concepts Inventory (FCI). The participants for this study were 133 students each in both the Treatment and Control Groups (n = 266), who attended a public, high school in rural middle Tennessee. The participants were administered the Force Concepts Inventory (FCI) prior to being taught the mechanics of physics. The FCI data were entered into the computer-based Statistical Package for the Social Science (SPSS). Two independent samples t-tests were conducted to answer the research questions. There was a statistically significant difference between the treatment and control groups concerning the instructional method. Modeling Instructional methods were found to be effective in increasing the academic achievement of students in high school physics. There was no statistically significant difference between FCI gains scores for gender. Gender was found to have no effect on the academic achievement of students in high school physics classes. However, even though there was not a statistically significant difference, female students' gains scores were higher than male students' gains scores when Modeling Instructional methods of teaching were used. Based on these findings, it is recommended that high school science teachers should use Modeling Instructional methods of teaching daily in their classrooms. A recommendation for further research is to expand the Modeling Instructional methods of teaching into different content areas, (i.e., reading and language arts) to explore academic achievement gains.
Fostering Students' Conceptual Knowledge in Biology in the Context of German National Education Standards

NASA Astrophysics Data System (ADS)

Förtsch, Christian; Dorfner, Tobias; Baumgartner, Julia; Werner, Sonja; von Kotzebue, Lena; Neuhaus, Birgit J.

2018-04-01

The German National Education Standards (NES) for biology were introduced in 2005. The content part of the NES emphasizes fostering conceptual knowledge. However, there are hardly any indications of what such an instructional implementation could look like. We introduce a theoretical framework of an instructional approach to foster students' conceptual knowledge as demanded in the NES (Fostering Conceptual Knowledge) including instructional practices derived from research on single core ideas, general psychological theories, and biology-specific features of instructional quality. First, we aimed to develop a rating manual, which is based on this theoretical framework. Second, we wanted to describe current German biology instruction according to this approach and to quantitatively analyze its effectiveness. And third, we aimed to provide qualitative examples of this approach to triangulate our findings. In a first step, we developed a theoretically devised rating manual to measure Fostering Conceptual Knowledge in videotaped lessons. Data for quantitative analysis included 81 videotaped biology lessons of 28 biology teachers from different German secondary schools. Six hundred forty students completed a questionnaire on their situational interest after each lesson and an achievement test. Results from multilevel modeling showed significant positive effects of Fostering Conceptual Knowledge on students' achievement and situational interest. For qualitative analysis, we contrasted instruction of four teachers, two with high and two with low student achievement and situational interest using the qualitative method of thematic analysis. Qualitative analysis revealed five main characteristics describing Fostering Conceptual Knowledge. Therefore, implementing Fostering Conceptual Knowledge in biology instruction seems promising. Examples of how to implement Fostering Conceptual Knowledge in instruction are shown and discussed.
Scaffolding Students' Online Critiquing of Expert- and Peer-generated Molecular Models of Chemical Reactions

NASA Astrophysics Data System (ADS)

Chang, Hsin-Yi; Chang, Hsiang-Chi

2013-08-01

In this study, we developed online critiquing activities using an open-source computer learning environment. We investigated how well the activities scaffolded students to critique molecular models of chemical reactions made by scientists, peers, and a fictitious peer, and whether the activities enhanced the students' understanding of science models and chemical reactions. The activities were implemented in an eighth-grade class with 28 students in a public junior high school in southern Taiwan. The study employed mixed research methods. Data collected included pre- and post-instructional assessments, post-instructional interviews, and students' electronic written responses and oral discussions during the critiquing activities. The results indicated that these activities guided the students to produce overall quality critiques. Also, the students developed a more sophisticated understanding of chemical reactions and scientific models as a result of the intervention. Design considerations for effective model critiquing activities are discussed based on observational results, including the use of peer-generated artefacts for critiquing to promote motivation and collaboration, coupled with critiques of scientific models to enhance students' epistemological understanding of model purpose and communication.
Assessing the Integration of Computational Modeling and ASU Modeling Instruction in the High School Physics Classroom

NASA Astrophysics Data System (ADS)

Aiken, John; Schatz, Michael; Burk, John; Caballero, Marcos; Thoms, Brian

2012-03-01

We describe the assessment of computational modeling in a ninth grade classroom in the context of the Arizona Modeling Instruction physics curriculum. Using a high-level programming environment (VPython), students develop computational models to predict the motion of objects under a variety of physical situations (e.g., constant net force), to simulate real world phenomenon (e.g., car crash), and to visualize abstract quantities (e.g., acceleration). The impact of teaching computation is evaluated through a proctored assignment that asks the students to complete a provided program to represent the correct motion. Using questions isomorphic to the Force Concept Inventory we gauge students understanding of force in relation to the simulation. The students are given an open ended essay question that asks them to explain the steps they would use to model a physical situation. We also investigate the attitudes and prior experiences of each student using the Computation Modeling in Physics Attitudinal Student Survey (COMPASS) developed at Georgia Tech as well as a prior computational experiences survey.

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