Influence of professional preparation and class structure on sexuality topics taught in middle and high schools.

PubMed

Rhodes, Darson L; Kirchofer, Gregg; Hammig, Bart J; Ogletree, Roberta J

2013-05-01

This study examined the impact of professional preparation and class structure on sexuality topics taught and use of practice-based instructional strategies in US middle and high school health classes. Data from the classroom-level file of the 2006 School Health Policies and Programs were used. A series of multivariable logistic regression models were employed to determine if sexuality content taught was dependent on professional preparation and /or class structure (HE only versus HE/another subject combined). Additional multivariable logistic regression models were employed to determine if use of practice-based instructional strategies was dependent upon professional preparation and/or class structure. Years of teaching health topics and size of the school district were included as covariates in the multivariable logistic regression models. Findings indicated professionally prepared health educators were significantly more likely to teach 7 of the 13 sexuality topics as compared to nonprofessionally prepared health educators. There was no statistically significant difference in the instructional strategies used by professionally prepared and nonprofessionally prepared health educators. Exclusively health education classes versus combined classes were significantly more likely to have included 6 of the 13 topics and to have incorporated practice-based instructional strategies in the curricula. This study indicated professional preparation and class structure impacted sexuality content taught. Class structure also impacted whether opportunities for students to practice skills were made available. Results support the need for continued advocacy for professionally prepared health educators and health only courses. © 2013, American School Health Association.

Specialized Reading Instruction for Adolescents with Learning Disabilities: What Special Education Co-Teachers Say

ERIC Educational Resources Information Center

King-Sears, Margaret E.; Bowman-Kruhm, Mary

2011-01-01

In this exploratory study, secondary special education co-teachers report about specialized reading instruction for students with learning disabilities in co-taught classes. Almost half of the respondents were concerned that reading instruction was not occurring in co-taught classes. One-third were concerned reading instruction was not occurring…

A Conceptual Model for Engagement of the Online Learner

ERIC Educational Resources Information Center

Angelino, Lorraine M.; Natvig, Deborah

2009-01-01

Engagement of the online learner is one approach to reduce attrition rates. Attrition rates for classes taught through distance education are 10-20% higher than classes taught in a face-to-face setting. This paper introduces a Model for Engagement and provides strategies to engage the online learner. The Model depicts various opportunities where…

An Exploratory Study of Universal Design for Teaching Chemistry to Students with and without Disabilities

ERIC Educational Resources Information Center

King-Sears, Margaret E.; Johnson, Todd M.; Berkeley, Sheri; Weiss, Margaret P.; Peters-Burton, Erin E.; Evmenova, Anya S.; Menditto, Anna; Hursh, Jennifer C.

2015-01-01

In this exploratory study, students in four co-taught high school chemistry classes were randomly assigned to a Universal Design for Learning (UDL) treatment or a comparison condition. Each co-teaching team taught one comparison and treatment class. UDL principles were operationalized for treatment: (a) a self-management strategy (using a…

What My Refugee Students Taught Me

ERIC Educational Resources Information Center

Brown, Sidney

2016-01-01

In the early 1990s, a coup in Haiti sent a new wave of political refugees to southern Florida. First-year teacher Sidney Brown taught ESOL classes to Haitian teens who came to Dillard High School in Ft. Lauderdale. As she got to know her students, she was surprised by the class distinctions that divided the French-speaking students, whose…

Active versus Passive Teaching Styles: An Empirical Study of Student Learning Outcomes

ERIC Educational Resources Information Center

Michel, Norbert; Cater, John James, III; Varela, Otmar

2009-01-01

This study compares the impact of an active teaching approach and a traditional (or passive) teaching style on student cognitive outcomes. Across two sections of an introductory business course, one class was taught in an active or nontraditional manner, with a variety of active learning exercises. The second class was taught in a passive or…

STS-based education in non-majors college biology

NASA Astrophysics Data System (ADS)

Henderson, Phyllis Lee

The study explored the effect of the science-technology-society (STS) and traditional teaching methods in non-majors biology classes at a community college. It investigated the efficacy of the two methods in developing cognitive abilities at Bloom's first three levels of learning. It compared retention rates in classes taught in the two methods. Changes in student attitude relating to anxiety, fear, and interest in biology were explored. The effect of each method on grade attainment among men and women was investigated. The effect of each method on grade attainment among older and younger students was examined. Results of the study indicated that no significant differences, relating to retention or student attitude, existed in classes taught in the two methods. The study found no significant cognitive gains at Bloom's first three levels in classes taught in the traditional format. In the STS classes no significant gains were uncovered at Bloom's first level of cognition. Statistically significant gains were found in the STS classes at Bloom's second and third levels of cognition. In the classes taught in the traditional format no difference was identified in grade attainment between males and females. In the STS-based classes a small correlational difference between males and females was found with males receiving lower grades than expected. No difference in grade attainment was found between older and younger students taught in the traditional format. In the STS-based classes a small statistically significant difference in grade attainment was uncovered between older and younger students with older students receiving more A's and fewer C's than expected. This study found no difference in the grades of older, female students as compared to all other students in the traditionally taught classes. A weak statistically significant difference was discovered between grade attainment of older, female students and all other students in the STS classes with older, female students earning more A's and fewer C's than expected. It was concluded that among the students examined in this investigation STS teaching methods enhanced cognitive gains at Bloom's second and third levels of cognition. STS also strengthened grade attainment among older students and female students. Recommendations for further study included replication of the study to include a larger sample size, other types of institutions, and other academic disciplines in science. Expansion of the study to Bloom's fourth and fifth levels, use of a standardized testing instruments to determine attitude, analysis using qualitative methods of investigation, and refinement of the study to provide a true experimental design were also suggested.

Evaluating a Positive Parenting Curriculum Package: An Analysis of the Acquisition of Key Skills

ERIC Educational Resources Information Center

Berard, Kerri P.; Smith, Richard G.

2008-01-01

The effectiveness of a parenting curriculum designed for parents who exhibit risk factors for child maltreatment was evaluated. Six skills were taught during a 5-week series of 3-hour classes that met 1 day per week. A written quiz containing questions corresponding to skills taught in each class was administered to participants before the series…

Home-Made Breads [and] Home-Baked Breads for Busy People.

ERIC Educational Resources Information Center

Kirk, John

This packet contains two lesson plans for a class on making bread to be taught in an adult literacy program. Developed by a teacher who has taught the classes to 175 people, the lesson plans each contain complete directions for working with students while baking bread. One lesson plan is for experienced home bakers, and the other is a simpler…

Harry Potter and the Ghost Teacher: Resurrecting the Lost Art of Lecturing

ERIC Educational Resources Information Center

McDaniel, Kathryn N.

2010-01-01

A significant image of classroom lectures is the one presented in J. K. Rowling's "Harry Potter" series. At Harry's Hogwarts School of Witchcraft and Wizardry, the most torturous class is easily History of Magic, which is, incidentally, the only class in the school taught by a ghost. Being taught by a ghost could be quite exciting: not so in…

Science Achievement of Students in Co-Taught, Inquiry-Based Classrooms

ERIC Educational Resources Information Center

Brusca-Vega, Rita; Brown, Kathleen; Yasutake, David

2011-01-01

This case investigation followed the progress of middle students with disabilities, their peers, and teachers in co-taught science classrooms where a hands-on, inquiry-based curriculum was used. Students with disabilities (n=21), including learning disabilities, mild intellectual impairment, and mild autism were placed in co-taught classes with…

Group by Subject or by Ability? Tertiary Mathematics for Engineering Students

ERIC Educational Resources Information Center

Plank, Michael; James, Alex; Hannah, John

2011-01-01

The mathematics topics taught to engineering students at university are ostensibly no different to those taught to mathematics majors, so should these students be taught together or separately? Should engineering students be segregated by ability in their mathematics classes? This study analyses the grades of over 1000 engineering students, and…

A Tale of Two Sections: An Experiment to Compare the Effectiveness of a Hybrid versus a Traditional Lecture Format in Introductory Microbiology

ERIC Educational Resources Information Center

Adams, Alison E. M.; Randall, Shelby; Traustadóttir, Tinna

2015-01-01

Two sections of an introductory microbiology course were taught by one instructor. One was taught through a hybrid format and the other through a traditional format. Students were randomly assigned to the two sections. Both sections were provided with identical lecture materials, in-class worksheets, in-class assessments, and extra credit…

Comparing the Principle-Based SBH Maieutic Method to Traditional Case Study Methods of Teaching Media Ethics

ERIC Educational Resources Information Center

Grant, Thomas A.

2012-01-01

This quasi-experimental study at a Northwest university compared two methods of teaching media ethics, a class taught with the principle-based SBH Maieutic Method (n = 25) and a class taught with a traditional case study method (n = 27), with a control group (n = 21) that received no ethics training. Following a 16-week intervention, a one-way…

Effects of In-Class Hands-On Laboratories in a Large Enrollment, Multiple Section Blended Linear Circuits Course

ERIC Educational Resources Information Center

Ferri, Bonni H.; Ferri, Aldo A.; Majerich, David M.; Madden, Amanda G.

2016-01-01

This paper examines the effects of hands-on learning in an undergraduate circuits class that is taught to non-majors; i.e., students outside of electrical and computing engineering. The course, ECE3710, is taught in a blended format facilitated by the video lectures prepared for two Massive Open Online Courses developed for the Coursera Platform.…

A Study of Discourse in Relation to Language Learning in English Classes Co-Taught by Native English-Speaking Teachers and Local Teachers in Taiwan

ERIC Educational Resources Information Center

Luo, Wen-Hsing

2013-01-01

This study attempts to explore the nature and the potential of various discourse structures and linguistic functions that may facilitate students' learning in English classes co-taught by a native English-speaking teacher (NEST) and a local English teacher in Taiwanese elementary schools. Considering the nature of the study, the author employed a…

A Comparative Study on the Effectiveness of Two Song-Teaching Methods: Holistic vs. Phrase-by-Phrase

ERIC Educational Resources Information Center

Persellin, Diane; Bateman, Laura

2009-01-01

The purpose of our study was to compare the effectiveness of two song-teaching methods: holistic and phrase-by-phrase. Thirty-two first-grade children (n = 32) from two music classes in an urban elementary school were taught two folksongs. The first class (n = 16) was taught one song through the phrase-by-phrase method and another song through the…

Can Clinical Skills Be Taught Online? Comparing Skill Development between Online and F2F Students Using a Blinded Review

ERIC Educational Resources Information Center

Wilke, Dina J.; King, Erin; Ashmore, Margaret; Stanley, Craig

2016-01-01

This study compared the development of clinical assessment and intervention skills between students enrolled in a face-to-face (F2F) or an asynchronous online clinical social work class. All students from three semesters of F2F (n = 74) and online (n = 78) sections of an MSW clinical class taught by the same instructor were included. Two…

My Body and Its Reflection: A Case Study of Eight Dance Students and the Mirror in the Ballet Classroom

ERIC Educational Resources Information Center

Radell, Sally Anne; Keneman, Margaret Lynn; Adame, Daniel D.; Cole, Steven P.

2014-01-01

This qualitative study investigated the impact of the mirror on a dancer's body image. Two groups of students enrolled in beginner ballet classes were taught the same classroom material; one group was taught with mirrors, the other, without. At the end of the semester four students from each class were randomly selected to participate in a private…

John Barclay (1758-1826) extra-mural teacher of anatomy in Edinburgh: Honorary Fellow of the Royal College of Surgeons of Edinburgh.

PubMed

Kaufman, M H

2006-04-01

John Barclay (1758-1826) was one of the most distinguished, respected and enthusiastic teachers of anatomy in Edinburgh during the first decades of the 19th century. He taught this subject in the extra-mural school from 1797 until 1825. He initially studied divinity at St Andrews University, intending entering the Church. After acting as a minister of the Church for about 10 years and tutoring for most of these years, he decided to study medicine in Edinburgh, and was particularly attracted to anatomy. After he qualified with the MD degree, he proceeded to London where he attended the anatomical classes of Dr Marshall for about a year. On his return to Edinburgh he taught anatomy to a small class for three years in High School Yards. He then acquired a property at Number 10 Surgeons' Square where he taught from 1800 until 1825, when he was forced to withdraw due to poor health. His lectures were meticulously prepared, and his illustrations clear and copious. In 1804, his class was recognised by the Royal College of Surgeons of Edinburgh as fulfilling their requirements for students who wished to take the College's examinations. During the winter sessions he taught anatomy, physiology and surgery, while in the summer sessions he taught comparative anatomy, a subject in which he was particularly interested. He was elected an Honorary Fellow of the Royal College of Surgeons of Edinburgh in 1821. His classes were taken over by his partner Robert Knox, at that time Conservator of the College's Museum.

Listening to the Boys Again: An Exploration of What Boys Want to Learn in Sex Education Classes and How They Want to Be Taught

ERIC Educational Resources Information Center

Hilton, Gillian L. S.

2007-01-01

This article describes the preferences expressed by 16-year-old and 17-year-old boys when they were asked what they want to learn from sex and relationship education classes and how they want to be taught. Research was carried out in eight secondary schools with boys in year 12. Qualitative responses from questionnaires issued to 307 boys were…

Research on same-gender grouping in eighth-grade science classrooms

NASA Astrophysics Data System (ADS)

Friend, Jennifer Ingrid

This study examined two hypotheses related to same-gender grouping of eighth-grade science classes in a public middle-school setting in suburban Kansas City. The first hypothesis, male and female students enrolled in same-gender eighth-grade science classes demonstrate more positive science academic achievement than their male and female peers enrolled in mixed-gender science classes. The second hypothesis, same-gender grouping of students in eighth-grade science has a positive effect on classroom climate. The participants in this study were randomly assigned to class sections of eighth-grade science. The first experimental group was an eighth-grade science class of all-male students (n = 20) taught by a male science teacher. The control group used for comparison to the male same-gender class consisted of the male students (n = 42) in the coeducational eighth-grade science classes taught by the same male teacher. The second experimental group was an eighth-grade science class of all-female students (n = 23) taught by a female science teacher. The control group for the female same-gender class consisted of female students (n = 61) in the coeducational eighth-grade science classes taught by the same female teacher. The male teacher and the female teacher did not vary instruction for the same-gender and mixed-gender classes. Science academic achievement was measured for both groups through a quantitative analysis using grades on science classroom assessment and overall science course grades. Classroom climate was measured through qualitative observations and through qualitative and quantitative analysis of a twenty-question student survey administered at the end of each trimester grading period. The results of this study did not indicate support for either hypothesis. Data led to the conclusions that same-gender grouping did not produce significant differences in student science academic achievement, and that same-gender classes did not create a more positive classroom climate for male or female students. There is evidence in the literature to support further investigations in gender differences in science education to address the unique needs of male and female students in order to create gains in student science achievement and to encourage positive attitudes toward science.

Teaching Nature of Science within a Controversial Topic: Integrated versus Nonintegrated

ERIC Educational Resources Information Center

Khishfe, Rola; Lederman, Norman

2006-01-01

This study investigated the influence of two different explicit instructional approaches in promoting more informed understandings of nature of science (NOS) among students. Participants, a total of 42 students, comprised two groups in two intact sections of ninth grade. Participants in the two groups were taught environmental science by their…

Diagramming the Never Ending Story: Student-generated diagrammatic stories integrate and retain science concepts improving science literacy

NASA Astrophysics Data System (ADS)

Pillsbury, Ralph T.

This research examined an instructional strategy called Diagramming the Never Ending Story: A method called diagramming was taught to sixth grade students via an outdoor science inquiry ecology unit. Students generated diagrams of the new ecology concepts they encountered, creating explanatory 'captions' for their newly drawn diagrams while connecting them in a memorable story. The diagramming process culminates in 20-30 meter-long murals called the Never Ending Story: Months of science instruction are constructed as pictorial scrolls, making sense of all new science concepts they encounter. This method was taught at a North Carolina "Public" Charter School, Children's Community School, to measure its efficacy in helping students comprehend scientific concepts and retain them thereby increasing science literacy. There were four demographically similar classes of 20 students each. Two 'treatment' classes, randomly chosen from the four classes, generated their own Never Ending Stories after being taught the diagramming method. A Solomon Four-Group Design was employed: Two Classes (one control, one treatment) were administered pre- and post; two classes received post tests only. The tests were comprised of multiple choice, fill-in and extended response (open-ended) sections. Multiple choice and fill-in test data were not statistically significant whereas extended response test data confirm that treatment classes made statistically significant gains.

Preliminary evaluation of a coping strategy enhancement method of preparation for labour.

PubMed

Escott, Diane; Slade, Pauline; Spiby, Helen; Fraser, Robert B

2005-09-01

To compare the use and effects of enhanced pre-existing coping strategies with the use and effects of coping strategies usually taught in National Health Service (NHS) antenatal education on women's experience of pain and emotions during labour. A between-group comparison of women who chose to attend NHS antenatal education where courses of preparation were randomly assigned to include either a new method of coping strategy enhancement (CSE) or standard taught coping strategies. Two large maternity units in one city in the North of England. 20 women participated in antenatal classes incorporating the CSE method and 21 women participated in antenatal classes incorporating the standard approach to developing coping strategies for labour. Women who attended CSE classes used enhanced coping strategies for a larger proportion of their labour than women who attended standard classes who used taught coping strategies. Birth companions were more involved in women's use of enhanced than taught strategies. Self-efficacy for use of coping strategies and subsequent experiences of pain and emotions during labour were equivalent between groups. An approach based on enhancing pre-existing coping strategies was associated with greater coping strategy use and involvement from the birth companion, and provided benefits to women's overall experience of labour at least equivalent to that associated with standard preparation. Further research should explore this novel approach in larger groups, and for women who may choose not to attend group antenatal preparation.

Peer Instruction in introductory physics: A method to bring about positive changes in students' attitudes and beliefs

NASA Astrophysics Data System (ADS)

Zhang, Ping; Ding, Lin; Mazur, Eric

2017-06-01

This paper analyzes pre-post matched gains in the epistemological views of science students taking the introductory physics course at Beijing Normal University (BNU) in China. In this study we examined the attitudes and beliefs of science majors (n =441 ) in four classes, one taught using traditional (lecture) teaching methods, and the other three taught with Peer Instruction (PI). In two of the PI classes, student peer groups were constantly changing throughout the semester, while in the other PI class student groups remained fixed for the duration of the semester. The results of the pre- and post-test using the Colorado Learning Attitudes about Science Survey showed that students in traditional lecture settings became significantly more novicelike in their beliefs about physics and learning physics over the course of a semester, a result consistent with what was reported in the literature. However, all three of the classes taught using the PI method improved student attitudes and beliefs about physics and learning physics. In the PI class with fixed peer groups, students exhibited a greater positive shift in attitudes and beliefs than in the other PI class with changing peer groups. The study also looked at gender differences in student learning attitudes. Gender results revealed that female science majors in the PI classes achieved a greater positive shift in attitudes and beliefs after instruction than did male students.

The impact of embedding multiple modes of representation on student construction of chemistry knowledge

NASA Astrophysics Data System (ADS)

McDermott, Mark Andrew

2009-12-01

This study was designed to examine the impact of embedding multiple modes of representing science information on student conceptual understanding in science. Multiple representations refer to utilizing charts, graphs, diagrams, and other types of representations to communicate scientific information. This study investigated the impact of encouraging students to embed or integrate the multiple modes with text in end of unit writing-to-learn activities. A quasi-experimental design with four separate sites consisting of intact chemistry classes taught by different teachers at each site was utilized. At each site, approximately half of the classes were designated treatment classes and students in these classes participated in activities designed to encourage strategies to embed multiple modes within text in student writing. The control classes did not participate in these activities. All classes participated in identical end of unit writing tasks in which they were required to use at least one mode other than text, followed by identical end of unit assessments. This progression was then repeated for a second consecutive unit of study. Analysis of quantitative data indicated that in several cases, treatment classes significantly outperformed control classes both on measures of embeddedness in writing and on end of unit assessment measures. In addition, analysis at the level of individual students indicated significant positive correlations in many cases between measures of student embeddedness in writing and student performance on end of unit assessments. Three factors emerged as critical in increasing the likelihood of benefit for students from these types of activities. First, the level of teacher implementation and emphasis on the embeddedness lessons was linked to the possibility of conceptual benefit. Secondly, students participating in two consecutive lessons appeared to receive greater benefit during the second unit, inferring a cumulative benefit. Finally, differential impact of the degree of embeddedness on student performance was noted based on student's level of science ability prior to the initiation of study procedures.

Stimulus Equivalence, Generalization, and Contextual Stimulus Control in Verbal Classes

PubMed Central

Sigurðardóttir, Zuilma Gabriela; Mackay, Harry A; Green, Gina

2012-01-01

Stimulus generalization and contextual control affect the development of equivalence classes. Experiment 1 demonstrated primary stimulus generalization from the members of trained equivalence classes. Adults were taught to match six spoken Icelandic nouns and corresponding printed words and pictures to one another in computerized three-choice matching-to-sample tasks. Tests confirmed that six equivalence classes had formed. Without further training, plural forms of the stimuli were presented in tests for all matching performances. All participants demonstrated virtually errorless performances. In Experiment 2, classifications of the nouns used in Experiment 1 were brought under contextual control. Three nouns were feminine and three were masculine. The match-to-sample training taught participants to select a comparison of the same number as the sample (i.e., singular or plural) in the presence of contextual stimulus A regardless of noun gender. Concurrently, in the presence of contextual stimulus B, participants were taught to select a comparison of the same gender as the sample (i.e., feminine or masculine), regardless of number. Generalization was assessed using a card-sorting test. All participants eventually sorted the cards correctly into gender and number stimulus classes. When printed words used in training were replaced by their picture equivalents, participants demonstrated almost errorless performances. PMID:22754102

Linear Programming across the Curriculum

ERIC Educational Resources Information Center

Yoder, S. Elizabeth; Kurz, M. Elizabeth

2015-01-01

Linear programming (LP) is taught in different departments across college campuses with engineering and management curricula. Modeling an LP problem is taught in every linear programming class. As faculty teaching in Engineering and Management departments, the depth to which teachers should expect students to master this particular type of…

Critical Pedagogy in Undergraduate English Writing Classes in Taiwan

ERIC Educational Resources Information Center

Chi, Gen-Hua

2011-01-01

This one-year study explores the possibility of integrating critical pedagogy into undergraduate English writing classes in Taiwan. The participants were the students in 2 first-year writing classes taught by the researcher. For these classes, I reinvented Freire's (2000) pedagogy of the oppressed, which emphasizes problem-posing, dialogue, and…

Flipping Quantitative Classes: A Triple Win

ERIC Educational Resources Information Center

Swart, William; Wuensch, Karl L.

2016-01-01

In the "flipped" class, students use online materials to learn what is traditionally learned by attending lectures, and class time is used for interactive group learning. A required quantitative business class was taught as a flipped classroom in an attempt to improve student satisfaction in the course and reduce the "transactional…

A Source Book for Teaching Chemical Oceanography.

ERIC Educational Resources Information Center

Loder, Theodore C.; Glibert, Patricia M.

Chemical oceanography or marine chemistry are taught in many colleges and universities. This publication provides sources for instructors of such courses. The first section of this report is a detailed composite outline of a course in chemical oceanography. It includes fundamental topics taught in many chemical oceanography classes. The outline…

Emotion, Engagement, and Case Studies

ERIC Educational Resources Information Center

Herreid, Clyde Freeman; Terry, David R.; Lemons, Paula; Armstrong, Norris; Brickman, Peggy; Ribbens, Eric

2014-01-01

Three college faculty taught large general biology classes using case studies and personal response systems (clickers). Each instructor taught the same eight cases in two different sections, except the questions within the cases differed. In one section the questions were lower order (LO) factual inquiries, and in the other they were largely…

Teaching School Science within the Cognitive and Affective Domains

ERIC Educational Resources Information Center

Tan, Kok Siang; Heng, Chong Yong; Tan, Shuhui

2013-01-01

In classrooms, science is usually taught within the cognitive domain while the psychomotor learning domain is achieved through performing science experiments in the laboratory. Although students attend civic and moral education and pastoral care classes where values and life skills are often taught directly, learning experiences in most school…

Geometric Mean--What Does It Mean?

ERIC Educational Resources Information Center

Kalder, Robin S.

2012-01-01

The National Council of Teachers of Mathematics and numerous mathematics educators promote the combination of conceptual understanding and procedural learning in the successful instruction of mathematics. Despite this, when geometric mean is taught in a typical American geometry class, it is taught as a process only despite the many connections…

Composite Scheduling

ERIC Educational Resources Information Center

Childers, Gary L.; Ireland, Rebecca Weeks

2005-01-01

In education, there is no one best way to do anything. There are compelling reasons why some courses should be taught in longer segments of time, which the block schedule provides. There are also compelling reasons why some classes should be taught in shorter segments. At Watauga High School in Boone, North Carolina, an alternative schedule that…

A Study of Instructional Methods Used in Fast-Paced Classes

ERIC Educational Resources Information Center

Lee, Seon-Young; Olszewski-Kubilius, Paula

2006-01-01

This study involved 15 secondary-level teachers who taught fast-paced classes at a university based summer program and similar regularly paced classes in their local schools in order to examine how teachers differentiate or modify instructional methods and content selections for fast-paced classes. Interviews were conducted with the teachers…

FCS and English: Dual Class Develops "Taste" for Other Cultures

ERIC Educational Resources Information Center

Caya, Billie Ann

2005-01-01

"Foods and Literature of the World" is a dual class taught at Bismarck High School in Bismarck, North Dakota. There are two components of the class--English and family and consumer sciences (FCS). (The English component fulfills the 12th grade English requirement.) Culture is explored through class discussion, essay writing, research,…

Teaching between-class generalization of toy play behavior to handicapped children.

PubMed Central

Haring, T G

1985-01-01

In this study, young children with severe and moderate handicaps were taught to generalize play responses. A multiple baseline across responses design, replicated with four children, was used to assess the effects of generalization training within four sets of toys on generalization to untrained toys from four other sets. The responses taught were unique for each set of toys. Across the four participants, training to generalize within-toy sets resulted in complete between-class generalization in 11 sets, partial generalization in 3 sets, and no generalization in 2 sets. No generalization occurred to another class of toys that differed from the previous sets in that they produced a reaction to the play movement (e.g., pianos). Implications for conducting research using strategies based on class interrelationships in training contexts are discussed. PMID:4019349

Successful Co-Teaching in the Science Classroom

ERIC Educational Resources Information Center

Forbes, Leslie; Billet, Stacy

2012-01-01

Co-teaching has become a popular concept in the field of education, especially as related to special education. Students with exceptionalities in co-taught classes have been found to improve in academics, behavior, social skills, and self-esteem as compared to those taught solely in a special education classroom. There are five main forms of…

Linking Class and Community: An Investigation of Service Learning

ERIC Educational Resources Information Center

Fleck, Bethany; Hussey, Heather D.; Rutledge-Ellison, Lily

2017-01-01

This study contributes to the service learning (SL) literature by providing new empirical evidence of learning from a problem-based SL research project conducted in a developmental research methods course. Two sections of the course taught in a traditional manner were compared to two sections of the course taught with an integrated SL project…

Original Recipes for Matrix Multiplication

ERIC Educational Resources Information Center

Hallman-Thrasher, Allyson; Litchfield, Erin T.; Dael, Kevin E.

2016-01-01

Matrices occupy an awkward spot in a typical algebra 2 textbook: sandwiched between solving linear systems and solving quadratics. Even teachers who do not base their course timeline and pacing on the class textbook may find a disconnect between how matrices are taught (procedurally) and how other topics are taught (conceptually or with real-world…

Teaching Aging Content to University-Level Non-Gerontology Majors

ERIC Educational Resources Information Center

Beland, Robert

2004-01-01

The older adult population in America will significantly increase in the future. Older adults have important needs for recreation and leisure services (Beland, 2002). The author taught a class titled "Leisure Services for Older Adults" for over 24 years at the University of Florida. He has taught gerontology and recreation by teaching about life…

Teaching Aging Content to University-Level Non-Gerontology Majors

ERIC Educational Resources Information Center

Beland, Robert

2004-01-01

The older adult population in America will significantly increase in the future. Older adults have important needs for recreation and leisure services (Beland, 2002). The author taught a class titled "Leisure Services for Older Adults" for over 24 years at the University of Florida. He has taught gerontology and recreation by teaching…

Flipped Statistics Class Results: Better Performance than Lecture over One Year Later

ERIC Educational Resources Information Center

Winquist, Jennifer R.; Carlson, Keith A.

2014-01-01

In this paper, we compare an introductory statistics course taught using a flipped classroom approach to the same course taught using a traditional lecture based approach. In the lecture course, students listened to lecture, took notes, and completed homework assignments. In the flipped course, students read relatively simple chapters and answered…

Democracy and Education, Schools and Communities Initiative: Conceptual Framework and Preliminary Findings.

ERIC Educational Resources Information Center

Koliba, Christopher

Nine rural Vermont schools committed to linking to their local communities are participating in an ongoing study of how manifest curricula (what is taught) and latent curricula (how classes are taught and schools are governed) influence development of student dispositions toward democratic participation. This paper presents preliminary findings…

Teaching Composition in Prisons: Methods and Materials.

ERIC Educational Resources Information Center

Mowery, Carl D., Jr.

A pilot study gathered information on materials and methods used by writing instructors teaching in prisons in Tennessee, Kentucky, Illinois, and Missouri via a questionnaire. The classes taught by the respondents were all at the college level, were sponsored by various universities and colleges, and all but two were taught at maximum security…

Using clickers in nonmajors- and majors-level biology courses: student opinion, learning, and long-term retention of course material.

PubMed

Crossgrove, Kirsten; Curran, Kristen L

2008-01-01

Student response systems (clickers) are viewed positively by students and instructors in numerous studies. Evidence that clickers enhance student learning is more variable. After becoming comfortable with the technology during fall 2005-spring 2006, we compared student opinion and student achievement in two different courses taught with clickers in fall 2006. One course was an introductory biology class for nonmajors, and the other course was a 200 level genetics class for biology majors. Students in both courses had positive opinions of the clickers, although we observed some interesting differences between the two groups of students. Student performance was significantly higher on exam questions covering material taught with clickers, although the differences were more dramatic for the nonmajors biology course than the genetics course. We also compared retention of information 4 mo after the course ended, and we saw increased retention of material taught with clickers for the nonmajors course, but not for the genetics course. We discuss the implications of our results in light of differences in how the two courses were taught and differences between science majors and nonmajors.

Promoting Ethical Reasoning, Affect and Behaviour Among High School Students: An Evaluation of Three Teaching Strategies.

ERIC Educational Resources Information Center

DeHaan, Robert; Hanford, Russell; Kinlaw, Kathleen; Philler, David; Snarey, John

1997-01-01

Compares the effectiveness of three classes teaching ethical reasoning to high school students. The three classes were an introductory ethics class, a blended economics-ethics class, and a role-model ethics class taught by graduate students. Tests measured the ways students reason, feel, and act with regard to ethical-normative issues. (MJP)

Cooperative Learning in Industrial-sized Biology Classes

PubMed Central

Chang, Shu-Mei; Brickman, Marguerite

2007-01-01

This study examined the impact of cooperative learning activities on student achievement and attitudes in large-enrollment (>250) introductory biology classes. We found that students taught using a cooperative learning approach showed greater improvement in their knowledge of course material compared with students taught using a traditional lecture format. In addition, students viewed cooperative learning activities highly favorably. These findings suggest that encouraging students to work in small groups and improving feedback between the instructor and the students can help to improve student outcomes even in very large classes. These results should be viewed cautiously, however, until this experiment can be replicated with additional faculty. Strategies for potentially improving the impact of cooperative learning on student achievement in large courses are discussed. PMID:17548878

Cooperative learning in industrial-sized biology classes.

PubMed

Armstrong, Norris; Chang, Shu-Mei; Brickman, Marguerite

2007-01-01

This study examined the impact of cooperative learning activities on student achievement and attitudes in large-enrollment (>250) introductory biology classes. We found that students taught using a cooperative learning approach showed greater improvement in their knowledge of course material compared with students taught using a traditional lecture format. In addition, students viewed cooperative learning activities highly favorably. These findings suggest that encouraging students to work in small groups and improving feedback between the instructor and the students can help to improve student outcomes even in very large classes. These results should be viewed cautiously, however, until this experiment can be replicated with additional faculty. Strategies for potentially improving the impact of cooperative learning on student achievement in large courses are discussed.

A Test of the Discrimination Account in Equivalence Class Formation

ERIC Educational Resources Information Center

Wang, Ting; McHugh, Louise A.; Whelan, Robert

2012-01-01

An equivalence class is typically established when a subject is taught a set of interrelated conditional discriminations with physically unrelated stimuli and additional, untaught, conditional discriminations are then demonstrated. Interestingly, and perhaps counter-intuitively, the relations among the stimuli within such a class are not…

The effects of traditional learning and a learning cycle inquiry learning strategy on students' science achievement and attitudes toward elementary science

NASA Astrophysics Data System (ADS)

Ebrahim, Ali

The purpose of this study is to examine the impact of two instructional methods on students' academic achievement and attitudes toward elementary science in the State of Kuwait: traditional teaching method and the 4-E learning cycle inquiry teaching method. The subjects were 111 students from four intact 4th grade classes. The experiment group (n = 56) received the learning cycle instruction while the control group (n = 55) received a more traditional approach over a four week period. The same female teacher taught the experimental and control groups for boys and a different female teacher taught experimental and control groups for girls. The dependent variables were measured through the use of: (1) a science achievement test to assess student achievement; and (2) an attitude survey to measure students' attitudes toward science. Quantitative data were collected on students' pre- and post-treatment achievement and attitudes measures. The two way MANOVA reveals that: the 4-E learning cycle instructional method produces significantly greater achievement and attitudes among fourth grade science students than the traditional teaching approach F (2, 93) = 19.765, (P = .000), corresponding to Wilks' Lambda = .702 with an effect size of .298 and a power of 1. In light of these findings, it is therefore suggested that students can achieve greater and have higher science attitudes when the 4-E learning cycle is used. In addition, these findings support the notion that effective instruction in teaching science, such as the 4-E learning cycle instruction, should be proposed and implemented in elementary schools.

"Making the Ordinary More Extraordinary": Exploring Creativity as a Health Promotion Practice Among Older Adults in a Community-Based Professionally Taught Arts Program.

PubMed

Cantu, Adelita G; Fleuriet, K Jill

2018-06-01

Document psychosocial and mental well-being outcomes across artistic mediums and classes of a community-based, professionally taught arts program for older adults. One hundred and thirty-eight students completed pre and post class surveys about expectations/experiences when creating art in four mediums (painting, drawing, mixed media, creative writing). In addition, 162 students composed one-paragraph biographical narratives describing their relationships to art and creative engagement. Text was coded for a priori and emergent themes to identify and explain well-being outcomes. Results of this new study supported and expanded our earlier model of improved psychosocial and mental well-being due to creative engagement: impact of class-cognitive focus and outcome of class-cognitive focus, happiness as component of mental and social well-being due to creative engagement, and robust sense of calmness during the creative process. Results suggest that professionally taught arts programming can contribute to well-being and may contribute to brain health through promoting an enhanced ability to focus. Holistic nursing treats creativity as healing, and results suggest that creative engagement should be a priority in therapeutic programming, and individual counseling for older adults to begin engaging in some form of art making suited to their abilities should be incorporated into nursing practice.

Assessment of preclinical problem-based learning versus lecture-based learning.

PubMed

Login, G R; Ransil, B J; Meyer, M; Truong, N T; Donoff, R B; McArdle, P J

1997-06-01

Academic performance on a standardized oral comprehensive exam (OCE) was compared for students taught basic science in a problem-based learning (PBL) curriculum and a lecture-based learning (LBL) curriculum. The OCE was administered to the graduating classes of 1991-1994 (n approximately 20/class) six months after completion of their basic science courses. The OCE contained six components including: Organization and Thoroughness, Diagnosis, Primary Treatment Plan, Alternate Treatment Plan, Science and Medical Knowledge, and Dental Knowledge. Six to eight examiners graded each of the students by using a standardized scoring system and by subjective comments. The class of 1991 was taught by LBL, classes of 1993 and 1994 by PBL, and the class of 1992 by an incomplete PBL teaching method. Mean OCE scores were not significantly different between classes; however, the Science and Medical Knowledge component score was significantly better for the class of 1994 than for 1991 (p < 0.05). There was a non-significant 40 percent increase (p = 0.07) in honors and a 269 percent (p < 0.001) increase in cumulative positive examiner comments between 1991 and 1994.

The College Literature Class: Observation and Description of Class Sessions on "The Scarlet Letter."

ERIC Educational Resources Information Center

Kitkpatrick, Carolyn Grinnell

How seven college teachers and their students discussed Hawthorne's "The Scarlet Letter" is described in order to discover basic information about how different teachers approach the teaching of the same work. All of the classes were surveys of American literature taught by experienced teachers. The 24 class hours were tape-recorded and…

Special Classes for Gifted Students? Absolutely!

ERIC Educational Resources Information Center

Burton-Szabo, Sally

1996-01-01

This article makes a case for special classes for gifted students and answers objections to special classes raised by the middle school movement and the cooperative learning movement. A sample "Celebration of Me" unit taught to gifted seventh graders which involved poetry, literature, personal development, art, music, and physical fitness is…

Former Students' Feedback on a Liberal Arts Undergraduate Course in Entrepreneurship

ERIC Educational Resources Information Center

Egge, Karl A.

2006-01-01

We present initial and preliminary results from a questionnaire survey in early 2005 of former students who took the only entrepreneurship class taught once/year at Macalester College. The objective was to elicit their opinions of what should be taught, the importance of alternative classroom pedagogies, and judgments on how to evaluate student…

Teaching Project-Based Assessment in 12 Days in a Developing Country

ERIC Educational Resources Information Center

Hargis, Jace

2007-01-01

Through a partnership between the University of North Florida (UNF) and the University of Belize (UB), faculty members from UNF taught a graduate course on Assessment and Measurement at UB to train in-service teachers and principals in the area of educational leadership. Two classes totalling 71 graduate students were taught during a three-week…

Inexpensive Equipment for the Physics Classroom

ERIC Educational Resources Information Center

Koehn, Theodore

2013-01-01

The author taught for years in rural high schools, where students often helped their parents out around the house or farm with chores, learning basic mechanical skills that he could then build on in class. Then the author taught in an urban high school, where student skills often centered on video games and other electronics. The author knew that…

STUDIES IN THE USE OF COLOR.

ERIC Educational Resources Information Center

HINDS, LILLIAN R.

STUDIES RELATED TO WORDS IN COLOR, THE MORPHOLOGICO-ALGEBRAIC APPROACH TO TEACHING READING, ARE DISCUSSED. ADULT CLASSES IN MILWAUKEE TAUGHT TO READ BY THIS METHOD ACHIEVED A MEAN GAIN OF .93 OF A YEAR IN 30 HOURS OF INSTRUCTION. IN EUCLID, OHIO, KINDERGARTENERS WHOSE PROGRESS WAS FOLLOWED THROUGH THE SECOND GRADE WERE TAUGHT BY WORDS IN COLOR AND…

It's Instruction over Place--Not the Other Way Around!

ERIC Educational Resources Information Center

Kauffman, James M.; Badar, Jeanmarie

2017-01-01

Full inclusion of students with disabilities focuses on where students are taught, not on instruction. The idea that all students, including those with disabilities, can and should be taught together in the same class and school is a highly prized myth. Focusing on inclusion rather than on appropriate instruction and on a continuum of alternative…

Teaching Experiences of Students with Special Educational Needs in Co-Taught and Non-Co-Taught Classes

ERIC Educational Resources Information Center

Strogilos, Vasilis; Avramidis, Elias

2016-01-01

Co-teaching has gained considerable interest as a service delivery model for promoting the inclusion of students with special educational needs (SEN) in mainstream classrooms. This study examines whether co-teaching has an effect on the teaching experiences of 12 students with autism spectrum disorder (ASD) and 10 students with intellectual…

Teaching Grade 5 Life Science with a Case Study Approach

ERIC Educational Resources Information Center

Olgun, Ozlem Sila; Adali, Belgin

2008-01-01

The main purpose of this study was to investigate the effects of a case study approach on students' achievement and attitudes towards viruses, bacteria, fungi, and protista. Fifth-grade students (N = 88) from two different classes were involved in the study. One intact class was assigned as the experimental group, whereas the other intact class…

A Preliminary Study of the Effectiveness of Different Recitation Teaching Methods

NASA Astrophysics Data System (ADS)

Endorf, Robert J.; Koenig, Kathleen M.; Braun, Gregory A.

2006-02-01

We present preliminary results from a comparative study of student understanding for students who attended recitation classes which used different teaching methods. Student volunteers from our introductory calculus-based physics course attended a special recitation class that was taught using one of four different teaching methods. A total of 272 students were divided into approximately equal groups for each method. Students in each class were taught the same topic, "Changes in energy and momentum," from Tutorials in Introductory Physics. The different teaching methods varied in the amount of student and teacher engagement. Student understanding was evaluated through pretests and posttests given at the recitation class. Our results demonstrate the importance of the instructor's role in teaching recitation classes. The most effective teaching method was for students working in cooperative learning groups with the instructors questioning the groups using Socratic dialogue. These results provide guidance and evidence for the teaching methods which should be emphasized in training future teachers and faculty members.

Developing and Teaching an Online MBA Marketing Research Class: Implications for Online Learning Effectiveness

ERIC Educational Resources Information Center

Sun, Qin; Ganesh, Gopala

2014-01-01

The authors intend to describe the experience of developing and teaching an online marketing research class for master of business administration students. The class has been taught for four fall semesters. Each time, the class also completed an online survey, analyzed the resulting data, and wrote a detailed report for a real client. The course…

Using the Web To Deliver and Enhance Classes: Two Case Studies.

ERIC Educational Resources Information Center

Helford, Paul Q.; Lei, Richard M.

This paper discusses two case studies conducted at Northern Arizona University. The studies are from classes that are using the World Wide Web to enhance teaching and learning. One class is the Art of Cinema, a film studies class that has been taught via Instructional Television (ITV) for five years. Various techniques have been used over the…

Throwing the Dice: Teaching the Hemocytometer

ERIC Educational Resources Information Center

Salm, Sarah; Goodwyn, Lauren; van Loon, Nanette; Lind, Georgia

2010-01-01

One of the concepts taught to science students is the use of hemocytometer. Students in microbiology, genetics, and anatomy and physiology (A&P) classes use the hemocytometer in a variety of activities. In microbiology and genetics classes, it is used to quantify yeast cells, while in A&P classes; students learn how to count blood cells. This…

Summer Spectacular: Children's Literature Workshops, Institutes, and Classes

ERIC Educational Resources Information Center

Huff, Karen; Pavonetti, Linda; Roser, Nancy

2012-01-01

No matter how long teachers have been out of school, or how many children's literature classes they have taught, when summer comes, most of them long to "go back to class." It is because of the intriguing, exciting, reinvigorating institutes and conferences their colleagues offer in summer. In this interview, two veteran planners of summer…

Intensive Education: How It Affects Teachers' and Students' Work Conditions.

ERIC Educational Resources Information Center

Fallon, Karin

This qualitative study of a high school using intensive education shows how teaching and learning were improved when teachers taught and students attended one class daily for 6 weeks. Intensive education is an alternative scheduling and organizational format that reduces class size and extends class length by having teachers and students in one…

Estimation of a Frontier Production Function for the South Carolina Educational Process.

ERIC Educational Resources Information Center

Cooper, Samuel T.; Cohn, Elchanan

1997-01-01

Estimates frontier production functions for South Carolina's educational process, using data from 541 classes. Classes taught by teachers who received merit awards show greater mathematics and reading achievement gain scores, as do classes with fewer free-lunch students. There was a positive relationship between achievement and (larger) class…

A Study of Coordination Between Mathematics and Chemistry in the Pre-Technical Program.

ERIC Educational Resources Information Center

Loiseau, Roger A.

This research was undertaken to determine whether the mathematics course offered to students taking courses in chemical technology was adequate. Students in a regular class and an experimental class were given mathematics and chemistry pretests and posttests. The experimental class was taught using a syllabus designed to maximize the coherence…

Teaching Evolution to Non-English Proficient Students by Using Lego Robotics

ERIC Educational Resources Information Center

Whittier, L. Elena; Robinson, Michael

2007-01-01

This article describes a teaching unit that used Lego Robotics to address state science standards for teaching basic principles of evolution in two middle school life science classes. All but two of 29 students in these classes were native Spanish speakers from Mexico. Both classes were taught using Sheltered Instruction Observation Protocol…

Impact of Class Lecture Webcasting on Attendance and Learning

ERIC Educational Resources Information Center

Traphagan, Tomoko; Kucsera, John V.; Kishi, Kyoko

2010-01-01

The present study investigated the impact of class lecture webcasts on students' attendance and learning. The research design employed four data collection methods in two class sections--one with webcast access and another without--of the same course taught by the same instructors. Results indicated the following four major findings. (1) The…

Learning the Class Test

ERIC Educational Resources Information Center

Kasanen, Kati; Raty, Hannu; Snellman, Leila

2003-01-01

The class test is one of the important school practices which construct and convey to the pupils the predominant conception of ability and the related psychometric notion of individuality represented by the school. The aim of this study was to examine how the class test is actually "taught" to children--what sorts of elements the teacher…

To Click or Not to Click

NASA Astrophysics Data System (ADS)

Abramzon, Nina; Sadaghiani, Homeyra

2009-03-01

A comparison of clickers v. flashcards in a controlled setting was done to test a) whether clickers show an improvement over flashcards in students learning the following concepts: i) Coulomb's force law and ii) magnetic fields caused by currents, and b) if students using clickers are more open towards conceptual questions and the peer instruction method compared to students using flashcards. Two classes taught concurrently by the same instructor were taught identically, except that in one class the collection of answers to concept questions was done using clickers, and in the other using flashcards. To test which students learned the concepts better, a few multiple choice questions from a standard exam used in physics education were included in the final exam of both classes, and the performance of the two classes was compared. In addition, a questionnaire was given to each class to evaluate students' opinions about the benefits of lectures including conceptual TPS questions and the use of related conceptual questions on exams. The results of the survey were compared between the two classes. The experimental design and results of the study will be presented.

Enhancement of Performance and Motivation through Application of Digital Games in an English Language Class

ERIC Educational Resources Information Center

Wichadee, Saovapa; Pattanapichet, Fasawang

2018-01-01

The study was conducted to find out what impact a digital game had on students' learning performance and motivation. A quasi-experimental study was performed with two groups of students. The experimental group was taught using the digital game "Kahoot" whereas the control group was taught with the conventional method. Pre-tests,…

Facilitating Student Learning through Contextualization. CCRC Brief. Number 53

ERIC Educational Resources Information Center

Perin, Dolores

2011-01-01

Skills in reading, writing, and mathematics are key to academic learning but are conventionally taught separately from the discipline areas to which they must be applied. For example, students may be taught writing skills in the morning in an English course and then be expected to apply them to writing an essay in a history class in the afternoon.…

Research and Teaching: Eight Is Not Enough--The Level of Questioning and Its Impact on Learning in Clicker Cases

ERIC Educational Resources Information Center

Terry, David R.; Lemons, Paula; Armstrong, Norris; Brickman, Peggy; Ribbens, Eric; Herreid, Clyde Freeman

2016-01-01

Three college faculty taught large general biology classes using case studies and personal response systems (clickers). Each instructor taught the same eight cases in two different sections, except the questions within the cases differed. In one section the questions were lower order (LO) factual inquiries, and in the other they were largely…

Redesigning a Large Enrollment Course: The Impact on Academic Performance, Course Completion and Student Perceptions in Introductory Psychology

ERIC Educational Resources Information Center

Hudson, Danae L.; Whisenhunt, Brooke L.; Shoptaugh, Carol F.; Rost, Ann D.; Fondren-Happel, Rachel N.

2014-01-01

Increasing college enrollments, and decreased funding have led institutions and instructors to focus on developing courses that can be taught effectively in a large class format. This article presents the effectiveness of a redesigned, blended format of Introductory Psychology taught in large sections. The goals of the project included improving…

Measuring Students' Attitudes towards Teachers' Use of Humour during Lessons: A Questionnaire Study

ERIC Educational Resources Information Center

AbdAli, Arafat; Ashur, Najoom; Ghazi, Luma; Muslim, Ammar

2016-01-01

There is a common saying that if students like their teachers, they will start liking the subjects taught by them and be more attentive in the class. "A strict teacher can be successful but a humorous teacher can be more successful" (Vijay, et al, 2014:260-61). Hence, students' attitudes towards their instructors and subjects taught by…

Integrating Total Physical Response Strategy in a Level I Spanish Class.

ERIC Educational Resources Information Center

Wolfe, David E.; Jones, Gwendolyn

1982-01-01

Reports on an experiment in which one group of high school students was taught using Total Physical Response (TPR) for 20 minutes a day and a control group was taught by the usual manner. Results showed students in the TPR group scored better on standard unit tests and expressed greater satisfaction with their teacher and course. (EKN)

A STUDY OF FARM MECHANICS JOBS TAUGHT BY TEACHERS OF VOCATIONAL AGRICULTURE IN MISSOURI.

ERIC Educational Resources Information Center

GEORGE, WILLIAM C.

IN ORDER TO DETERMINE WHAT FARM MECHANICS JOBS WERE BEING TAUGHT IN MISSOURI HIGH SCHOOL VOCATIONAL AGRICULTURE DAY CLASSES, 175 VOCATIONAL AGRICULTURE TEACHERS DURING THE 1962-63 SCHOOL YEAR RESPONDED TO A QUESTIONNAIRE WHICH INCLUDED 73 FARM MECHANICS JOBS IN 16 SUBJECT MATTER AREAS BASED ON A MISSOURI STATE DEPARTMENT OF EDUCATION LIST. THE…

Who's Teaching What in High School Physics?

ERIC Educational Resources Information Center

White, Susan; Tyler, John

2015-01-01

During the 2012-13 school year, approximately 27,000 teachers taught at least one physics course in a U.S. high school. About one-third of those teachers have earned a degree in physics or physics education; the vast majority of the others have earned degrees in a variety of other science fields. About 53,000 physics classes were taught, ranging…

Decoding Skills Acquired by Low Readers Taught in Regular Classrooms Using Clinical Techniques. Research Report No. 35.

ERIC Educational Resources Information Center

Gallistel, Elizabeth; Fischer, Phyllis

This study evaluated the decoding skills acquired by low readers in an experimental project that taught low readers in regular class through the use of clinical procedures based on a synthetic phonic, multisensory approach. An evaluation instrument which permitted the tabulation of specific decoding skills was administered as a pretest and…

The effects of the use of children's literature as an instructional approach on the science knowledge achievement and attitudes of third-grade students

NASA Astrophysics Data System (ADS)

Royce, Christine Anne

This study examined three instructional approaches to determine the comparative effects of using children's literature on the development of factual and conceptual knowledge of third-grade students as well as their attitudes toward the method of instruction and science. Students from four intact classes were taught a six-week, researcher developed unit on the topic of invertebrates for 30 minutes per day that utilized the Directed Reading Approach (DRA). The Naive Comparison Group served as the control for this study and received no instruction on invertebrates. The Textbook Group obtained their information from the Houghton Mifflin Discovery Works textbook series. The Combined Group obtained their information from both textbook series and selected children's tradebooks. The Tradebook Group obtained their information from selected children's tradebooks. This study utilized an adaptation on a non-randomized Pretest-Posttest Group Design. All four intact groups took a pretest and posttest to measure their factual and conceptual knowledge of invertebrates. This data was scored and analyzed for significance at the.05 level using an ANCOVA. No significant differences were found between the four groups for the achievement test. All four intact groups took a pre- and post-attitude survey, which addressed their attitudes toward textbooks, tradebooks, and science. This data was scored and analyzed for significance at the .05 level using three separate, analyses of variance with repeated measures. There were no significant differences between the pre- and post-attitude surveys on the topic of textbooks or tradebooks. There was a significant difference between the pre- and post-attitude surveys for the students' attitudes toward science. It was concluded that the use of tradebooks in place of or in conjunction with textbooks is a viable alternative to the use of textbooks in the elementary science classroom.

Using Clickers in Nonmajors- and Majors-Level Biology Courses: Student Opinion, Learning, and Long-Term Retention of Course Material

PubMed Central

Crossgrove, Kirsten

2008-01-01

Student response systems (clickers) are viewed positively by students and instructors in numerous studies. Evidence that clickers enhance student learning is more variable. After becoming comfortable with the technology during fall 2005–spring 2006, we compared student opinion and student achievement in two different courses taught with clickers in fall 2006. One course was an introductory biology class for nonmajors, and the other course was a 200 level genetics class for biology majors. Students in both courses had positive opinions of the clickers, although we observed some interesting differences between the two groups of students. Student performance was significantly higher on exam questions covering material taught with clickers, although the differences were more dramatic for the nonmajors biology course than the genetics course. We also compared retention of information 4 mo after the course ended, and we saw increased retention of material taught with clickers for the nonmajors course, but not for the genetics course. We discuss the implications of our results in light of differences in how the two courses were taught and differences between science majors and nonmajors. PMID:18316817

EFFICIENTLY ESTABLISHING CONCEPTS OF INFERENTIAL STATISTICS AND HYPOTHESIS DECISION MAKING THROUGH CONTEXTUALLY CONTROLLED EQUIVALENCE CLASSES

PubMed Central

Fienup, Daniel M; Critchfield, Thomas S

2010-01-01

Computerized lessons that reflect stimulus equivalence principles were used to teach college students concepts related to inferential statistics and hypothesis decision making. Lesson 1 taught participants concepts related to inferential statistics, and Lesson 2 taught them to base hypothesis decisions on a scientific hypothesis and the direction of an effect. Lesson 3 taught the conditional influence of inferential statistics over decisions regarding the scientific and null hypotheses. Participants entered the study with low scores on the targeted skills and left the study demonstrating a high level of accuracy on these skills, which involved mastering more relations than were taught formally. This study illustrates the efficiency of equivalence-based instruction in establishing academic skills in sophisticated learners. PMID:21358904

The Privilege of Grit

ERIC Educational Resources Information Center

Schreiner, Laurie A.

2017-01-01

The author met Jerome when he was a senior in a psychology class taught by the author. He stood out from the rest of the class not only in his academic performance, but also in the ways he approached class--always prepared, asking good questions, going above and beyond in his assignments. He was the dream student--hard working, curious, passionate…

Group Work and Whole-Class Teaching with 11- to 14-Year-Olds Compared

ERIC Educational Resources Information Center

Galton, Maurice; Hargreaves, Linda; Pell, Tony

2009-01-01

This article compares the academic performance and classroom behaviour of pupils when taught new concepts or engaged in problem solving in sessions organised either as cooperative group work or whole class, teacher directed instruction. Comparisons of attainment were made in classes of pupils aged 11 to 14 years (Key Stage 3) in English,…

Implementing Communication Strategy Instruction in the ESL Oral Classroom: What Do Low-Proficiency Learners Tell Us?

ERIC Educational Resources Information Center

Lam, Wendy Y. K.

2010-01-01

This article reports findings from a strategy intervention study involving a treatment class (N=20) and a comparison class (N=20) in an ESL oral setting. Oral communication strategies were taught to the treatment class. A data-collection method comprising stimulated recall interviews that aimed to investigate respectively the learning process…

Actively Engaging Middle School Readers: One Teacher's Story

ERIC Educational Resources Information Center

Hammon, Amber; Hess, Carol

2004-01-01

This article discusses the story of a middle school teacher and her reading class frustrations. She faces the reality that her class of 23 students hates reading, despite her enthusiasm and attempts to motivate them. However, she discovered that the literacy program she was using was not the way she had been taught in her preservice classes or the…

Bridging Methodological Gaps: Instructional and Institutional Effects of Tracking in Two English Classes

ERIC Educational Resources Information Center

Caughlan, Samantha; Kelly, Sean

2004-01-01

Quantitative analyses using CLASS 3.0 software and qualitative discourse analyses were conducted of the instructional and institutional effects of tracking in high-and low-track American literature classes taught by the same teacher, a participant in a national study of the effects of dialogic classroom discourse patterns on student achievement.…

The Solar System/El Sistema Solar--A Fully Integrated Instructional Unit.

ERIC Educational Resources Information Center

Van Heukelem, Tom; Mercado, Maria de Jesus

This lesson plan for the second grade uses information on the solar system to provide science education for limited-English-proficient (LEP) students in San Diego, California. The lesson has been developed to be taught in a bilingual class, a Spanish-language immersion class, or a two-way bilingual class. Lessons are arranged so that native…

Teacher Guidance of Algebraic Formula Building: Functional Grammatical Analysis of a Whole-Class Conversation

ERIC Educational Resources Information Center

Zolkower, Betina; Shreyar, Sam; Pérez, Silvia

2015-01-01

How does teacher-guided whole-class interaction contribute to expanding students' potential for making and exchanging mathematical meanings? We address this question through an interpretative analysis of a whole-group conversation in a sixth grade class taught by an experienced teacher in a school in Southern Argentina. The extended interaction…

Learning the Control of Variables Strategy in Higher and Lower Achieving Classrooms: Contributions of Explicit Instruction and Experimentation

ERIC Educational Resources Information Center

Lorch, Robert F., Jr.; Lorch, Elizabeth P.; Calderhead, William J.; Dunlap, Emily E.; Hodell, Emily C.; Freer, Benjamin Dunham

2010-01-01

Students (n = 797) from 36 4th-grade classrooms were taught the control of variables strategy for designing experiments. In the instruct condition, classes were taught in an interactive lecture format. In the manipulate condition, students worked in groups to design and run experiments to determine the effects of four variables. In the both…

Teaching Archimedes' Principle to Sixth Graders without Teaching Mass, Density, Pressure, Volume or Buoyancy

ERIC Educational Resources Information Center

Raghavan, Neeraja

2017-01-01

Flotation is usually taught in Indian schools after students have been introduced to the concepts of mass, density, pressure, volume and buoyancy. This paper describes an attempt to teach the principle of flotation to a class of sixth graders--who had not yet been taught these concepts--so they could understand (and perhaps, arrive at) Archimedes'…

Research and Teaching: Does the Classroom Matter? How the Physical Space Affects Learning in Introductory Undergraduate Science Courses

ERIC Educational Resources Information Center

Young, Kaisa E.; Young, Chadwick H.; Beyer, Adam

2017-01-01

We compare student learning and perception data from astronomy, physics, and geology courses taught in a traditional classroom with individual desks to the same classes taught in a large auditorium. In a large student sample (1,593 students), there is no clear difference between rooms in measures of failure rates or average final grades. However,…

Comparison of Effectiveness of Collaborative Learning Methods and Traditional Methods in Physics Classes at Northern Maine Technical College.

ERIC Educational Resources Information Center

Overlock, Terrence H., Sr.

To determine the effect of collaborative learning methods on the success rate of physics students at Northern Maine Technical College (NMTC), a study was undertaken to compare the mean final exam scores of a students in a physics course taught by traditional lecture/lab methods to those in a group taught by collaborative techniques. The…

The Effectiveness of Using Vocal Music as the Content Area of English Immersion Classes for Japanese Children

ERIC Educational Resources Information Center

Morgan, Steven Gene

2012-01-01

This study set out to determine if English can be taught effectively to Japanese children through a content-based instruction program that uses vocal music as the content area. A total of 240 children participated in the study. The treatment group at a private elementary school in Tokyo received weekly vocal music lessons taught in English for one…

That Which Is Taught, That Which Is Learned

ERIC Educational Resources Information Center

Ratner, Andrew R.

2008-01-01

There is a transcendent force at work in the world, and its design for learning and life is far too complex to be executed through lesson plans and textbooks. In this article, the author describes a phone call from a student he taught in a high school English class 16 years earlier and has not seen since. After the student reveals how his life was…

Developing Mobile Based Instruction

ERIC Educational Resources Information Center

Martin, Florence; Pastore, Raymond; Snider, Jean

2012-01-01

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

Concepts first: A course with improved educational outcomes and parity for underrepresented minority groups

NASA Astrophysics Data System (ADS)

Webb, D. J.

2017-08-01

Two active learning physics courses were taught and compared. The "concepts first" course was organized to teach only concepts in the first part of the class, the ultimate goal being to increase students' problem-solving abilities much later in the class. The other course was taught in the same quarter by the same instructor using the same curricular materials, but covered material in the standard (chapter-by-chapter) order. After accounting for incoming student characteristics, students from the concepts-first course scored significantly better in two outcome measures: their grade on the final exam and the grade received in their subsequent physics course. Moreover, in the concepts-first class course, students from groups underrepresented in physics had final exam scores and class grades that were indistinguishable from other students. Finally, students who took at least one concepts-first course in introductory physics were found to have significantly higher rates of graduation with a STEM major than students from this cohort who did not.

Teaching with Spiritual Impact: An Analysis of Student Comments Regarding High- and Low-Rated Spiritually Inspiring Religion Classes

ERIC Educational Resources Information Center

Hilton, John, III; Sweat, Anthony; Griffin, Tyler; Griffiths, Casey Paul

2016-01-01

We analyzed 2,621 written student comments to better understand themes which most contribute to religion classes being rated high or low in terms of the spiritual benefit students received from the class. From 2,448 religion classes taught from September of 2010 through April of 2014, comments from the top 61 (2.5 percent) and bottom 51 (2.1…

A Quasi Experiment to Determine the Effectiveness of a "Partially Flipped" versus "Fully Flipped" Undergraduate Class in Genetics and Evolution

ERIC Educational Resources Information Center

Adams, Alison E. M.; Garcia, Jocelyn; Traustadóttir, Tinna

2016-01-01

Two sections of Genetics and Evolution were taught by one instructor. One group (the fully flipped section) had the entire class period devoted to active learning (with background material that had to be watched before class), and the other group (the partially flipped section) had just a portion of class time spent on active learning (with the…

49 CFR 173.137 - Class 8-Assignment of packing group.

Code of Federal Regulations, 2010 CFR

2010-10-01

... subchapter) as follows: (a) Packing Group I. Materials that cause full thickness destruction of intact skin... full thickness destruction of intact skin tissue within an observation period of up to 14 days starting... destruction of intact skin tissue within an observation period of up to 14 days starting after the exposure...

Teaching brain-behavior relations economically with stimulus equivalence technology.

PubMed

Fienup, Daniel M; Covey, Daniel P; Critchfield, Thomas S

2010-03-01

Instructional interventions based on stimulus equivalence provide learners with the opportunity to acquire skills that are not directly taught, thereby improving the efficiency of instructional efforts. The present report describes a study in which equivalence-based instruction was used to teach college students facts regarding brain anatomy and function. The instruction involved creating two classes of stimuli that students understood as being related. Because the two classes shared a common member, they spontaneously merged, thereby increasing the yield of emergent relations. Overall, students mastered more than twice as many facts as were explicitly taught, thus demonstrating the potential of equivalence-based instruction to reduce the amount of student investment that is required to master advanced academic topics.

Effects of Peer Instruction on State College Student Achievement in an Introductory Biology Unit in Genetics

NASA Astrophysics Data System (ADS)

McKnight, Holly Nicole

The purpose of this study was to examine the effects of Peer Instruction (PI) in a state college biology classroom. Students discussed biological concepts in the area of genetics among their peers during class time. Conceptual questions were delivered to the student in the form of ConcepTests, conceptual questions designed to uncover students' misconceptions in the material. Students first answered a question projected from the computer to an overhead screen on their own. Depending on the percentage of students that answered correctly, students then discussed their answers with their peers (PI). These discussions allowed students to uncover their misunderstandings in the material by asking them to think about what they know and what they don't know. Students' initial and secondary responses to the related questions gave the instructor a real time instant view of the collective class' conceptual understanding of concepts being covered. This study was a quasi-experimental, pretest-posttest, control group design. The sample consisted of 134 students enrolled in General Biology (BSCC 1010) a Eastern Florida State College (EFSC) in Palm Bay, Florida. Both control N = 62 and experimental groups N = 72 were comprised of whole intact classes during the Fall 2014 semester. The control groups received traditional lecture content during the course of the study. They had access to conceptual questions but they were not used in a Peer Instruction format during class time. A statistical analysis was conducted after the completion of pre-tests and posttests during the Fall 2014 semester. Although there was an increase in test scores in the experimental group compared to the control, the results were not significant with p = 0.0687 at an alpha level of .05. No significant difference was found in retention p= 0.5954, gender p = 0.4487 or past science coursework p = 0.6695 between classes that engaged in PI and classes that were taught in traditional lecture-based classes. There were, however, significant differences in correct answers on the individual ConcepTests between the first and second time they answered questions after participating in Peer Instruction, p = .0008.

An Empirical Study on the Application of Cooperative Learning to Comprehensive English Classes in a Chinese Independent College

ERIC Educational Resources Information Center

Meng, Ji

2017-01-01

This research investigated a comparison between the effect of cooperative learning and lecture teaching on Comprehensive English classes in a Chinese Independent College. An empirical study for two semesters was carried out in the forms of pretest, posttest, questionnaire and interviews. While control class was taught in the conventional way,…

Cheap and Effective: The Impact of Student-Led Recitation Classes on Learning Outcomes in Introductory Economics

ERIC Educational Resources Information Center

Stock, Wendy A.; Ward, Kevin; Folsom, Justin; Borrenpohl, Teresa; Mumford, Sophie; Pershin, Zach; Carriere, Danielle; Smart, Heather

2013-01-01

The authors examine the impacts of enrollment in a voluntary one-credit recitation class for ECON 101 students, focusing on course grades, course retention, and outcomes in later economics courses. The recitation classes were taught by undergraduate peer leaders with experience in upper-level microeconomics. Instead of being paid, the peer leaders…

The Impact of a Flipped Classroom Model of Learning on a Large Undergraduate Statistics Class

ERIC Educational Resources Information Center

Nielson, Perpetua Lynne; Bean, Nathan William Bean; Larsen, Ross Allen Andrew

2018-01-01

We examine the impact of a flipped classroom model of learning on student performance and satisfaction in a large undergraduate introductory statistics class. Two professors each taught a lecture-section and a flipped-class section. Using MANCOVA, a linear combination of final exam scores, average quiz scores, and course ratings was compared for…

"CLASS Professional Standards" for K-12 Chinese Language Teachers

ERIC Educational Resources Information Center

Lee, Lucy C.; Lin, Yu-Lan; Su, Chih-Wen

2007-01-01

"CLASS Professional Standards" is a resource for Chinese teachers, foreign language specialists, school administrators, parents, and policy makers who recognize the importance of Chinese cultures taught by professional teachers of Chinese. The release of the book also marks the celebration of the Chinese Language Association of…

Terra Firma: "Physics First" for Teaching Chemistry to Pre-Service Elementary School Teachers

ERIC Educational Resources Information Center

More, Michelle B.

2007-01-01

A pre-service elementary school teacher chemistry class that incorporates the physics first idea is described. This class is taught basic physics followed by introductory chemistry and the students' response indicates that both science literacy and science interest increase using this method.

Mall Classrooms: Where Students Get a Piece of the Action.

ERIC Educational Resources Information Center

Burgess, Elinor F.; Rees, Doris J.

1984-01-01

Describes a program in Fairfax County, Virginia, in which marketing and distributive education classes are taught at two shopping malls. The merchants provide students with realistic, hands-on experiences during class time that provide the basis for instruction in many marketing skills and techniques. (JOW)

Gender Differences in Both Force Concept Inventory and Introductory Physics Performance

NASA Astrophysics Data System (ADS)

Docktor, Jennifer; Heller, Kenneth

2008-10-01

We present data from a decade of introductory calculus-based physics courses for science and engineering students at the University of Minnesota taught using cooperative group problem solving. The data include 40 classes with more than 5500 students taught by 22 different professors. The average normalized gain for males is 0.4 for these large classes that emphasized problem solving. Female students made up approximately 20% of these classes. We present relationships between pre and post Force Concept Inventory (FCI) scores, course grades, and final exam scores for females and males. We compare our results with previous studies from Harvard [2] and the University of Colorado [3,4]. Our data show there is a significant gender gap in pre-test FCI scores that persists post-instruction although there is essentially no gender difference in course performance as determined by course grade.

The Multilevel Mixed Intact Group Analysis: A Mixed Method to Seek, Detect, Describe, and Explain Differences Among Intact Groups

ERIC Educational Resources Information Center

Schoonenboom, Judith

2016-01-01

Educational innovations often involve intact subgroups, such as school classes or university departments. In small-scale educational evaluation research, typically involving 1 to 20 subgroups, differences among these subgroups are often neglected. This article presents a mixed method from a qualitative perspective, in which differences among…

The effects of formalized and trained non-reciprocal peer teaching on psychosocial, behavioral, pedagogical, and motor learning outcomes in physical education.

PubMed

Whipp, Peter R; Jackson, Ben; Dimmock, James A; Soh, Jenny

2015-01-01

Peer teaching is recognized as a powerful instructional method; however, there is a paucity of studies that have evaluated the outcomes experienced by peer-teachers and their student recipients in the context of trained, non-reciprocal, high school physical education (PE). Accordingly, the effectiveness of a formalized and trained non-reciprocal peer teaching (T-PT) program upon psychosocial, behavioral, pedagogical, and student learning outcomes within high school PE classes was investigated. Students from eight intact classes (106 males, 94 females, Mage = 12.46, SD = 0.59) were randomly assigned to either a T-PT intervention group (taught by a volunteer peer-teacher who was trained in line with a tactical games approach) or untrained group (U-PT; where volunteer peer-teachers received no formal training, but did receive guidance on the game concepts to teach). Data were collected over 10 lessons in a 5-week soccer unit. Mixed-model ANOVAs/MANOVAs revealed that, in comparison to U-PT, the T-PT program significantly enhanced in-game performance actions and academic learning time among student recipients. Those in the T-PT also provided greater levels of feedback and structured learning time, as well as reporting more positive feelings about peer teaching and fewer perceived barriers to accessing learning outcomes. These findings show that non-reciprocal peer-teachers who receive formalized support through training and tactical games approach-based teaching resources can enhance behavioral, pedagogical, and motor performance outcomes in PE.

The effects of formalized and trained non-reciprocal peer teaching on psychosocial, behavioral, pedagogical, and motor learning outcomes in physical education

PubMed Central

Whipp, Peter R.; Jackson, Ben; Dimmock, James A.; Soh, Jenny

2015-01-01

Peer teaching is recognized as a powerful instructional method; however, there is a paucity of studies that have evaluated the outcomes experienced by peer-teachers and their student recipients in the context of trained, non-reciprocal, high school physical education (PE). Accordingly, the effectiveness of a formalized and trained non-reciprocal peer teaching (T-PT) program upon psychosocial, behavioral, pedagogical, and student learning outcomes within high school PE classes was investigated. Students from eight intact classes (106 males, 94 females, Mage = 12.46, SD = 0.59) were randomly assigned to either a T-PT intervention group (taught by a volunteer peer-teacher who was trained in line with a tactical games approach) or untrained group (U-PT; where volunteer peer-teachers received no formal training, but did receive guidance on the game concepts to teach). Data were collected over 10 lessons in a 5-week soccer unit. Mixed-model ANOVAs/MANOVAs revealed that, in comparison to U-PT, the T-PT program significantly enhanced in-game performance actions and academic learning time among student recipients. Those in the T-PT also provided greater levels of feedback and structured learning time, as well as reporting more positive feelings about peer teaching and fewer perceived barriers to accessing learning outcomes. These findings show that non-reciprocal peer-teachers who receive formalized support through training and tactical games approach-based teaching resources can enhance behavioral, pedagogical, and motor performance outcomes in PE. PMID:25741309

Democracy and Higher Education: The Nature of the Relationship

ERIC Educational Resources Information Center

Holland, Lauren

2009-01-01

This study examines the pedagogical conditions that contribute to political learning in American National Government courses, using data from classes taught at universities and colleges in Utah. The purpose of this research is to assess the relative effect of course content, classroom climate, textbook, institutional ranking and class size on…

Teaching English Stress: A Case Study

ERIC Educational Resources Information Center

Sadat-Tehrani, Nima

2017-01-01

This article addresses the issue of teaching pronunciation in English as a second language (ESL) classes by specifically looking at the impact of teaching lexical stress rules and tendencies on learners' stress placement performance. Sixteen rules in the form of interactive worksheets were taught in three ESL classes at pre-intermediate,…

Integrating Single-System Design Research into the Clinical Practice Class

ERIC Educational Resources Information Center

Cooper, Marlene G.

2006-01-01

Clinical practice and research are generally taught separately in Master of Social Work programs by faculty with distinct areas of expertise. This paper discusses the teaching of single-subject design research methodology by clinical faculty, in the clinical practice class. Examples from student papers demonstrate the effectiveness of integrating…

Multimedia Interactive eBooks in Laboratory Bioscience Education

ERIC Educational Resources Information Center

Morris, Neil P.; Lambe, James

2017-01-01

Bioscience students in the UK higher education system are making increasing use of technology to support their learning within taught classes and during private study. This experimental study was designed to assess the role for multimedia interactive eBooks in bioscience laboratory classes, delivered using a blended learning approach. Thirty-nine…

Factors Shaping Students' Opportunities to Engage in Argumentative Activity

ERIC Educational Resources Information Center

Ayalon, Michal; Even, Ruhama

2016-01-01

This study examines how students' opportunities to engage in argumentative activity are shaped by the teacher, the class, and the mathematical topic. It compares the argumentative activity between two classes taught by the same teacher using the same textbook and across two beginning algebra topics--investigating algebraic expressions and…

Bicultural Team Teaching: Experiences from an Emerging Business School.

ERIC Educational Resources Information Center

Napier, Nancy K.; Hang, Ngo Minh; Mai, Nyugen Thi Tuyet; Thang, Nyugen Van; Tuan, Vu Van

2002-01-01

A new graduate business course in Vietnam team taught by American and Vietnamese instructors illustrates issues in bicultural team teaching, including team formation, sharing workloads in and out of class, and evaluation/grading. The process made the class more relevant, exposed students to multiple perspectives, and helped participants appreciate…

Jump Start the Heart: Teaching Children Cardiovascular Fitness

ERIC Educational Resources Information Center

McCollum, Starla; Maina, Michael P.; Maina, Julie Schlegel; Griffin, Mike

2004-01-01

Quality physical education classes are an important avenue for teaching children about lifetime fitness participation. Specific fitness information and habits can be taught as part of physical education classes. Physical education, however, should not be the only source of physical activity for children. Children need opportunities to participate…

The Origins of the "Fanga" Dance

ERIC Educational Resources Information Center

Damm, Robert J.

2015-01-01

The "fanga" is a dance taught throughout the United States to children in elementary music classes, students in African dance classes, teachers in multicultural workshops, and professional dancers in touring ensembles. Although the history of the fanga is a path overgrown with myth, this article offers information about the dance's…

STEM for Non-STEM Majors: Enhancing Science Literacy in Large Classes

ERIC Educational Resources Information Center

Jin, Guang; Bierma, Tom

2013-01-01

This study evaluated a strategy using "clickers," POGIL (process oriented guided inquiry learning), and a focused science literacy orientation in an applied science course for non-STEM undergraduates taught in large classes. The effectiveness of these interventions in improving the science literacy of students was evaluated using a…

Social Deviance--A Student Perspective.

ERIC Educational Resources Information Center

Diem, Richard A.

The paper describes a study of deviant behavior among students attending a high school in Texas. All students in the study attended a sociology class taught by a very strict teacher whose rules of behavior conflicted with students' peer group behavior expectations. Participant observation of student behavior in class and interviews with individual…

Ethnographies of "A Lesson in Racism": Class, Ethnicity, and the Supremacy of the Psychological Discourse

ERIC Educational Resources Information Center

Shoshana, Avihu

2017-01-01

Through the ethnographies of two schools serving different socioeconomic communities, this article offers an examination of students' and teachers' interpretations of the anti-racism text "Brown Morning" taught in civics classes. Findings present the dramatic differences between the interpretations of students from dissimilar…

The Smell of Sweat and Rum: Teacher Authority in "Capoeira" Classes

ERIC Educational Resources Information Center

Delamont, Sara

2006-01-01

The Brazilian martial art, "capoeira", is popular in many countries outside Brazil, including the UK. "Capoeira" is generally taught by Brazilians whose livelihood depends on recruiting and retaining enough paying customers to keep their classes economically viable and socially pleasurable for the students. The teachers also…

Research and Teaching: Aligning Assessment to Instruction--Collaborative Group Testing in Large- Enrollment Science Classes

ERIC Educational Resources Information Center

Siegel, Marcelle; Roberts, Tina M.; Freyermuth, Sharyn K.; Witzig, Stephen B.; Izci, Kemal

2015-01-01

The authors describe a collaborative group-testing strategy implemented and studied in undergraduate science classes. This project investigated how the assessment strategy relates to student performance and perceptions about collaboration and focused on two sections of an undergraduate biotechnology course taught in separate semesters.

Stimulate Students' Interest by Genetics Exordium Teaching

ERIC Educational Resources Information Center

Li, Yan

2009-01-01

Genetics is the important specialized course of bioscience and whether exordium is taught wonderfully or not plays the important and pivotal role. Well teaching exordium class may stimulate students, deep interest and intense desire for knowledge in this class. This text, according to teaching experience and taste, puts forward several teaching…

Integrating Study Skills and Problem Solving into Remedial Mathematics

ERIC Educational Resources Information Center

Cornick, Jonathan; Guy, G. Michael; Beckford, Ian

2015-01-01

Students at a large urban community college enrolled in seven classes of an experimental remedial algebra programme, which integrated study skills instruction and collaborative problem solving. A control group of seven classes was taught in a traditional lecture format without study skills instruction. Student performance in the course was…

Aiding Participation and Engagement in a Blended Learning Environment

ERIC Educational Resources Information Center

Alrushiedat, Nimer; Olfman, Lorne

2013-01-01

This research was conducted as a field experiment that explored the potential benefits of anchoring in asynchronous online discussions for business statistics classes required for information systems majors. These classes are usually taught using traditional methods with emphasis on lecturing, knowledge reproduction, and treatment of students as…

The Effect of Process Intervention on the Attitudes and Learning in a College Freshman Composition Class.

ERIC Educational Resources Information Center

Wahlberg, William Auman

This study was designed to explore one method of intervening in the process of a conventional academic classroom to affect student attitude and improve the learning climate. Two college freshman composition classes of 22 students each provided the subjects for the study. Each class was taught by the same instructor for three hours a week; one…

The immunoglobulin class of anti-hapten antibody secreted during secondary responses in vitro and in vivo.

PubMed Central

North, J R; Dresser, D W

1977-01-01

A comparison has been made of the in vitro and in vivo response of primed mouse spleen cells to the hapten DNP. The responses were analysed in terms of six classes (sub-classes) of humoral antibody directed against the cross-reacting hapten TNP. By comparison with the response in intact mice the adoptive secondary response is delayed by 3 days in addition to being somewhat lesser in magnitude. The timing of the response in vitro is similar to that observed in intact mice. The preponderant class in all three responses was gammaG1 with gammaA and gammaG3 secreting cells consistently comprising the smallest proportion of the total of antibody-secreting cells. PMID:863475

The immunoglobulin class of anti-hapten antibody secreted during secondary responses in vitro and in vivo.

PubMed

North, J R; Dresser, D W

1977-05-01

A comparison has been made of the in vitro and in vivo response of primed mouse spleen cells to the hapten DNP. The responses were analysed in terms of six classes (sub-classes) of humoral antibody directed against the cross-reacting hapten TNP. By comparison with the response in intact mice the adoptive secondary response is delayed by 3 days in addition to being somewhat lesser in magnitude. The timing of the response in vitro is similar to that observed in intact mice. The preponderant class in all three responses was gammaG1 with gammaA and gammaG3 secreting cells consistently comprising the smallest proportion of the total of antibody-secreting cells.

Using a Project to Add Practicality to Pedagogy

ERIC Educational Resources Information Center

Yates, Don; Smith, Brian

2007-01-01

In the marketing research class taught at University of South Carolina, Upstate School of Business and Economics, pedagogical emphasis is placed on the marketing research process as it relates to the policies and functions of the business enterprise. Historically, the marketing research project has been used in this undergraduate class to convey…

A Chinese Tongue Twister

ERIC Educational Resources Information Center

Hilton, John

2014-01-01

When John Hilton was pursuing a master's in education, he took a very influential class from Eleanor Duckworth. She frequently taught and reinforced a concept to the class: "It is very important for teachers to have a chance to watch themselves learn." So when Hilton was hired to teach literature as a college professor, he thought…

Changing Beliefs about Teaching in Large Undergraduate Mathematics Classes

ERIC Educational Resources Information Center

Kensington-Miller, Barbara; Sneddon, Jamie; Yoon, Caroline; Stewart, Sepideh

2013-01-01

Many lecturers use teacher-centred styles of teaching in large undergraduate mathematics classes, often believing in the effectiveness of such pedagogy. Changing these beliefs about how mathematics should be taught is not a simple process and many academic staff are reluctant to change their ways of lecturing due to tradition and ease. This study…

Film Study: "Nothing But a Man."

ERIC Educational Resources Information Center

Manchel, Frank

1967-01-01

To examine new approaches to film study, "Nothing But a Man," which portrays the difficulties encountered by a young Negro in the South, was taught experimentally in three 11th-grade English classes at Cheshire High School, Connecticut. A different method of approaching the movie was used in each class to determine effective teaching methods for…

Teaching Stimulus Classes to Encourage Independent Purchasing by Students with Severe Behavior Disorders.

ERIC Educational Resources Information Center

Gardill, M. Cathleen; Browder, Diane M.

1995-01-01

Three students (ages 12 and 13) with developmental disabilities and severe behavior disorders were taught independent purchasing skills. To bypass the need for money computation skills, discrimination between three stimulus classes of frequent purchases (vending machine snack, convenience store snack, lunch) were trained. Two students mastered the…

Reunion

ERIC Educational Resources Information Center

Circle, David

2005-01-01

This article describes an experience the author had in July. He was the guest of honor at the fortieth class reunion of the 1965 graduating class of Shawnee Mission West High in Overland Park, Kansas, where he taught. These "kids," many of whom were in the band or orchestra, are now fifty-eight years old! Some had already retired but…

Dogs, Cats, and Kids: Integrating Yoga into Elementary Physical Education

ERIC Educational Resources Information Center

Toscano, Lisa; Clemente, Fran

2008-01-01

This article describes the benefits of integrating yoga into elementary physical education classes. Taught as warm-up exercises or as an entire class, yoga offers children of any age and physical ability the opportunity to experience success in physical activity. Children need to experience joy while participating in physical activity in order to…

A Game Plan for Teaching Logic.

ERIC Educational Resources Information Center

Woloshin, Phyllis Lerman

An experiment using game-theory to teach a unit on "fallacies" in logic was conducted at Oakton Community College. One experimental and two control group lecture-style classes were taught by three teachers using the same text and final test. The experimental class, after an introductory segment presented in lecture style, were involved in a…

Experience and the Arts: An Examination of an Arts-Based Chemistry Class

ERIC Educational Resources Information Center

Wunsch, Patricia Ann

2013-01-01

Many high school students are either intimidated or unmotivated when faced with science courses taught with a traditional teaching methodology. The focus of this study was the integration of the arts, specifically the Creative Arts Laboratory (CAL) approach, into the teaching methodology and assessment of a high school chemistry class, with…

A Web-Based Tutor for Java™: Evidence of Meaningful Learning

ERIC Educational Resources Information Center

Emurian, Henry H.

2006-01-01

Students in a graduate class and an undergraduate class in Information Systems completed a Web-based programmed instruction tutor that taught a simple Java applet as the first technical training exercise in a computer programming course. The tutor is a competency-based instructional system for individualized distance learning. When a student…

The Work of Ideology: Examining Class, Language Use, and Attitudes among Moroccan University Students

ERIC Educational Resources Information Center

Chakrani, Brahim; Huang, Jason L.

2014-01-01

This article investigates overt language attitudes and linguistic practices among French-taught university students in Morocco, showing the relationship between language behavior and attitudes. The results reveal a class-based divide in respondents' patterns of language use, in their support of the French monolingual sanitized classroom, and in…

Metric Education in Mathematics Methods Classes.

ERIC Educational Resources Information Center

Trent, John H.

A pre-test on knowledge of the metric system was administered to elementary mathematics methods classes at the University of Nevada at the beginning of the 1975 Spring Semester. A one-hour lesson was prepared and taught regarding metric length, weight, volume, and temperature. At the end of the semester the original test was given as the…

Inclusion Professional Development Model and Regular Middle School Educators

ERIC Educational Resources Information Center

Royster, Otelia; Reglin, Gary L.; Losike-Sedimo, Nonofo

2014-01-01

The purpose of this study was to determine the impact of a professional development model on regular education middle school teachers' knowledge of best practices for teaching inclusive classes and attitudes toward teaching these classes. There were 19 regular education teachers who taught the core subjects. Findings for Research Question 1…

Middle School Choreography Class: Two Parallel but Different Worlds

ERIC Educational Resources Information Center

Minton, Sandra

2007-01-01

This research explored how middle school students construct meaning from their dance-making experiences in comparison to the meaning attached to these experiences by an outside observer, the researcher. An interpretive methodology was used to study two nine-week-long dance classes taught at a private K-12 school. Eleven students enrolled in the…

My Very Own Contract About the Energy Crisis.

ERIC Educational Resources Information Center

Williams, LaVora

This collection of lessons and class activities is designed for presentation during a sequence of five class days. The lessons are intended to emphasize the need for energy conservation by everyone. Seventh grade students will be taught methods for acquainting others of the nature of the energy situation and methods of making their homes more…

Two Project-Based Strategies in an Interdisciplinary Mathematical Modeling in Biology Course

ERIC Educational Resources Information Center

Ludwig, Patrice; Tongen, Anthony; Walton, Brian

2018-01-01

James Madison University faculty team-teach an interdisciplinary mathematical modeling course for mathematics and biology students. We have used two different project-based approaches to emphasize the mathematical concepts taught in class, while also exposing students to new areas of mathematics not formally covered in class. The first method…

Effectiveness of different tutorial recitation teaching methods and its implications for TA training

NASA Astrophysics Data System (ADS)

Koenig, Kathleen M.; Endorf, Robert J.; Braun, Gregory A.

2007-06-01

We present results from a comparative study of student understanding for students who attended recitation classes that used different teaching methods. Student volunteers from our introductory calculus-based physics course attended a special recitation class that was taught using one of four different teaching methods. A total of 272 students were divided into approximately equal groups for each method. Students in each class were taught the same topic, “Changes in Energy and Momentum,” from Tutorials in Introductory Physics. The different teaching methods varied in the amount of student and teacher engagement. Student understanding was evaluated through pre- and post-tests. Our results demonstrate the importance of the instructor’s role in teaching recitation classes. The most effective teaching method was for students working in cooperative learning groups with the instructors questioning the groups using Socratic dialogue. In addition, we investigated student preferences for modes of instruction through an open-ended survey. Our results provide guidance and evidence for the teaching methods that should be emphasized in training course instructors.

Young Astronomers and Astronomy teaching in Moldavia

NASA Astrophysics Data System (ADS)

Gaina, Alex

1998-09-01

Curricular Astronomy is taught in Moldavia , except Transnistria and Gagauzia, in the final (11th class) of the secondary schools and gymnasiums, and in the 12th class of the lyceums. The program takes 35 academic hours. The basic book is by Vorontsov-Veliaminov, used in the former USSR, but the Romanian one is also used, in spite of many criticisms addressed to both by our astronomy teachers. In Transinstria (on the left of the Dniester river)astronomy is taught 17 hours. Extracurricular activities develop at the Real Lyceum, where students and amateur astronomers carry out regular observations. Particularly, photographs of the comet Hale-Bopp have been realized using a Cassegrain 450 mm telescope by young astronomers under supervision of S. Luca and D. Gorodetzky (Gorodetchi). Except the telescope from the Real Lyceum other few telescopes are in construction. Unfortunately, no planetarium exists now in Chisinau, since the old one was returned to church. Astronomy courses are taught at the physical and mathematical departments of the Pedagogical University, Transnistrian Moldavian University in Tiraspol and the State University of |Moldavia. Many efforts were made by the State University lecturers and scientists to popularize Astronomy and Astrophysics in the books and in the press, at the radio and TV. No astronomy is taught at the Gagauzian National University in Comrat. No astronomiucal departments exist in Universities of |Moldavia.

Out of Class--Out of Mind? The Use of a Virtual Learning Environment to Encourage Student Engagement in Out of Class Activities

ERIC Educational Resources Information Center

Leese, Maggie

2009-01-01

With increasing student numbers and a diverse student body, it is crucial to consider a range of methods to engage students in learning and teaching activities. This project was used to encourage 1st-year undergraduate students to engage in out of class activities between taught sessions. The project used a virtual learning environment (VLE) known…

Papercraft temporal bone in the first step of anatomy education.

PubMed

Hiraumi, Harukazu; Sato, Hiroaki; Ito, Juichi

2017-06-01

(1) To compare temporal bone anatomy comprehension taught to speech therapy students with or without a papercraft model. (2) To explore the effect of papercraft simulation on the understanding of surgical approaches in first-year residents. (1) One-hundred and ten speech therapy students were divided into three classes. The first class was taught with a lecture only. The students in the second class were given a lecture and a papercraft modeling task without instruction. The third class modeled a papercraft with instruction after the lecture. The students were tested on their understanding of temporal bone anatomy. (2) A questionnaire on the understanding of surgical approaches was completed by 10 residents before and after the papercraft modeling. The papercraft models were cut with scissors to simulate surgical approaches. (1) The average scores were 4.4/8 for the first class, 4.3/8 for the second class, and 6.3/8 for the third class. The third class had significantly better results than the other classes (p<0.01, Kruskal-Wallis test). (2) The average scores before and after the papercraft modeling and cutting were 2.6/7 and 4.9/7, respectively. The numerical rating scale score significantly improved (p<0.01, Wilcoxon signed-rank test). The instruction of the anatomy using a papercraft temporal bone model is effective in the first step of learning temporal bone anatomy and surgical approaches. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

The impact of rigorous mathematical thinking as learning method toward geometry understanding

NASA Astrophysics Data System (ADS)

Nugraheni, Z.; Budiyono, B.; Slamet, I.

2018-05-01

To reach higher order thinking skill, needed to be mastered the conceptual understanding. RMT is a unique realization of the cognitive conceptual construction approach based on Mediated Learning Experience (MLE) theory by Feurstein and Vygotsky’s sociocultural theory. This was quasi experimental research which was comparing the experimental class that was given Rigorous Mathematical Thinking (RMT) as learning method and control class that was given Direct Learning (DL) as the conventional learning activity. This study examined whether there was different effect of two learning method toward conceptual understanding of Junior High School students. The data was analyzed by using Independent t-test and obtained a significant difference of mean value between experimental and control class on geometry conceptual understanding. Further, by semi-structure interview known that students taught by RMT had deeper conceptual understanding than students who were taught by conventional way. By these result known that Rigorous Mathematical Thinking (RMT) as learning method have positive impact toward Geometry conceptual understanding.

Feminist Pedagogy, Body Image, and the Dance Technique Class

ERIC Educational Resources Information Center

Barr, Sherrie; Oliver, Wendy

2016-01-01

This paper investigates the evolution of feminist consciousness in dance technique class as related to body image, the myth of the perfect body, and the development of feminist pedagogy. Western concert dance forms have often been taught in a manner where imitating the teacher is primary in the learning process. In this traditional scenario,…

Constellation Prizes: Using Science Fiction for Lesbian, Gay, and Bisexual Issues in College Classes.

ERIC Educational Resources Information Center

Marchesani, Joseph J.

An English professor used science fiction to introduce his students to a range of questions about alternative sexualities. While a course proposal for a science fiction class being taught as a "diversity offering" with an emphasis on gender and sexual orientation was working its way through the bureaucracy at Pennsylvania State…

Rethinking Education--Emerging Roles for Teachers

ERIC Educational Resources Information Center

Dar, Fatima Rehan

2015-01-01

The purpose of the study was to find out how teachers role modeled and taught empathetic and pro-social skills at the primary level. The study was qualitative in nature and followed a case study approach. Observations of regular English language classes were done from Grades 1-5 to see if class lessons incorporated the said themes and whether…

To Fly or Not to Fly: Teaching Advanced Secondary School Students about Principles of Flight in Biological Systems

ERIC Educational Resources Information Center

Pietsch, Renée B.; Bohland, Cynthia L.; Schmale, David G., III.

2015-01-01

Biological flight mechanics is typically taught in graduate level college classes rather than in secondary school classes. We developed an interdisciplinary unit for advanced upper-level secondary school students (ages 15-18) to teach the principles of flight and applications to biological systems. This unit capitalised on the tremendous…

PHONICS WITH CONTEXT CLUES, PRIMARY LEVEL.

ERIC Educational Resources Information Center

GUFFEY, MARY DEMAREE

A SIMPLIFIED METHOD OF PHONICS UTILIZING THE GESTALT METHOD OF LEARNING IS PRESENTED. THE WORDS IN THIS COURSE IN PHONICS ARE TO BE TAUGHT AT A TIME DIFFERENT FROM THE READING CLASSES, BUT THE PRINCIPLES DEVELOPED ARE TO BE APPLIED DURING THE READING CLASSES. THE COURSE CAN BE USED WITH ANY BASIC TEXT AND STRESSES THE ABILITY OF CHILDREN TO…

Encouraging Student Participation in Large Astronomy Courses

ERIC Educational Resources Information Center

Willoughby, Shannon D.

2012-01-01

Introductory astronomy is one of the most widely taught classes in the country and the majority of the students who take these classes are non-science majors. Because this demographic of students makes up the majority of astronomy enrollments, it is especially important as instructors that we do our best to make sure these students don't finish…

Enhancing Proof Writing via Cross-Institutional Peer Review

ERIC Educational Resources Information Center

Ernst, Dana C.; Hodge, Angie; Schultz, Andrew

2015-01-01

In the Spring of 2011, two of the authors of this paper taught number theory courses at their respective institutions. Twice during the semester, students in each class submitted proofs of two to three theorems to be peer reviewed by students in the other class. Each student wrote anonymous and formal referee reports of the submitted theorems,…

The Effectiveness of Peer Collaboration on the Writing of Female Freshman Composition Students: A Preliminary Study.

ERIC Educational Resources Information Center

Hasley, Linda

A study investigated the effect or lack of effect of peer collaboration on the writing of female freshman composition students. Four freshman composition classes conducted by two experienced instructors participated in a 3-week study. One instructor taught two classes by teacher-lecture and teacher-led discussions exclusively. Another instructor…

Problem Solving vs. Troubleshooting Tasks: The Case of Sixth-Grade Students Studying Simple Electric Circuits

ERIC Educational Resources Information Center

Safadi, Rafi'; Yerushalmi, Edit

2014-01-01

We compared the materialization of knowledge integration processes in class discussions that followed troubleshooting (TS) and problem-solving (PS) tasks and examined the impact of these tasks on students' conceptual understanding. The study was conducted in two sixth-grade classes taught by the same teacher, in six lessons that constituted a…

Score Study Practices of Texas High School Choir Directors

ERIC Educational Resources Information Center

Rohwer, Debbie; Herring, Michelle; Moore, Jordan

2014-01-01

Score study combines the task of what music educators do to prepare for class everyday with many of the components that are taught in collegiate theory classes. While non-research articles have cited the practical application of score study techniques, there is a need for research on score study to describe the ways choral educators pragmatically…

Attending to Student Epistemological Framing in a Science Classroom

ERIC Educational Resources Information Center

Hutchison, Paul; Hammer, David

2010-01-01

Studies of learning in school settings indicate that many students frame activities in science classes as the production of answers for the teacher or test, rather than as making new sense of the natural world. A case study of an episode from a class taught by the first author demonstrates what productive and unproductive student framing can look…

Incorporating Meaningful Gamification in a Blended Learning Research Methods Class: Examining Student Learning, Engagement, and Affective Outcomes

ERIC Educational Resources Information Center

Tan, Meng; Hew, Khe Foon

2016-01-01

In this study, we investigated how the use of meaningful gamification affects student learning, engagement, and affective outcomes in a short, 3-day blended learning research methods class using a combination of experimental and qualitative research methods. Twenty-two postgraduates were randomly split into two groups taught by the same…

The Popularity of P&P

ERIC Educational Resources Information Center

Ruffins, Paul

2006-01-01

"Principles and Practices" (P&P), a real estate pre-licensing class, is one of the most popular courses in adult education, because it can literally be the key to the dual American dreams: striking it rich and owning a home. One of the things that makes the P&P class unique is that it is taught in so many different venues. The…

Career and Technical Education Teachers' Perceptions of Culturally Diverse Classes: Rewards, Difficulties, and Useful Teaching Strategies

ERIC Educational Resources Information Center

Rehm, Marsha L.

2008-01-01

The purpose of this study was to identify CTE teachers' perceptions of selected rewards, difficulties, and useful teaching strategies in culturally diverse classes. The sample was comprised of 41 trade and industrial, business technology, and family and consumer sciences teachers who taught students from 30 cultural backgrounds. The data were…

Teaching for Transformative Experience in Science: An Investigation of the Effectiveness of Two Instructional Elements.

ERIC Educational Resources Information Center

Pugh, Kevin J.

2002-01-01

Examined the effectiveness of two teaching elements (the artistic crafting of content and the modeling and scaffolding of perception and value) at fostering transformative experiences among students in a high school zoology class. Student outcomes were compared to the outcomes of students in a class taught with a case-based method. Significantly…

Feasibility of Integration of Selected Aspects of (CBA) Chemistry, (CHEMS) Chemistry and (PSSC) Physics into a Two Year Physical Science Sequence.

ERIC Educational Resources Information Center

Fiasca, Michael Aldo

Compared, for selected outcomes, were integrated chemistry-physics courses with chemistry and physics courses taught separately. Three classes studying integrated Physical Science Study Committee (PSSC)-Chemical Bond Approach (CBA), and three classes studying integrated Physical Science Study Committee-Chemical Education Materials Study (CHEMS)…

The Positive Effects of Cognitive Learning Styles in ELT Classes

ERIC Educational Resources Information Center

Yagcioglu, Ozlem

2016-01-01

In the EFL, ESL, ESP and in the ELT classes, students are taught their courses with different kinds of methods and approaches. Cognitive learning styles are the most essential styles in foreign language education. In this paper, the positive effects of cognitive learning styles will be handled. The benefits of these styles will be highlighted.…

Linear Algebra and the Experiences of a "Flipper"

ERIC Educational Resources Information Center

Wright, Sarah E.

2015-01-01

This paper describes the linear algebra class I taught during Spring 2014 semester at Adelphi University. I discuss the details of how I flipped the class and incorporated elements of inquiry-based learning as well as the reasoning behind specific decisions I made. I give feedback from the students on the success of the course and provide my own…

Characteristics and Performance of Students in an Online Section of Business Statistics

ERIC Educational Resources Information Center

Dutton, John; Dutton, Marilyn

2005-01-01

We compare students in online and lecture sections of a business statistics class taught simultaneously by the same instructor using the same content, assignments, and exams in the fall of 2001. Student data are based on class grades, registration records, and two surveys. The surveys asked for information on preparedness, reasons for section…

CASE STUDIES OF CHILDREN'S THINKING ABOUT SOCIAL PHENOMENA.

ERIC Educational Resources Information Center

GRANNIS, JOSEPH C.

THE RELATIONSHIP BETWEEN THE LEARNING OF LAW BY INDIVIDUAL CHILDREN IN A SOCIAL STUDIES SETTING AND THE THINKING THEY BROUGHT TO THE INSTRUCTIONAL SITUATION WAS EXPLORED. ASPECTS OF CIVIL LAW AND THE LITIGATION PROCESS WERE TAUGHT AND STUDIED FOR 20 HOURS IN TWO SIXTH-GRADE CLASSES. FIVE CHILDREN IN EACH CLASS HAD BEEN SELECTED IN ADVANCE FOR…

Effects of Reinforcement Method of Dissection Physiology Education on the Achievement in Pharmacology.

PubMed

Kitayama, Tomoya; Kagota, Satomi; Yoshikawa, Noriko; Kawai, Nobuyuki; Nishimura, Kanae; Miura, Takeshi; Yasui, Naomi; Shinozuka, Kazumasa; Nakabayashi, Toshikatsu

2016-01-01

The Pharmaceutical Education Support Center was established in the Department of Pharmacy at the School of Pharmacy and Pharmaceutical Science of Mukogawa Women's University in 2014. We started teaching first and second years students according to proficiency from the 2014 academic year. Students were divided into two classes: the regular class (high proficiency class) and the basic class (low proficiency class), based on achievement in several basic subjects related to the study of pharmacy. The staffs in the Pharmaceutical Education Support Center reinforce what is taught to students in the basic class. In this reinforcement method of education, the class size is small, consisting of about 15 students, a quiz to review the previous lesson is given at the beginning of each lecture, and an additional five lectures are conducted, compared to the high proficiency class, which receives 15 lectures. In this study, we evaluated the effects of the reinforcement method of physiology education on achievement in pharmacology that was not conducted in the proficiency-dependent teaching method. The students in the basic class in physiology education were chosen based on achievement levels in anatomy. Achievement levels of pharmacology students in the basic class of physiology improved compared with those of students who had the same achievement levels in physiology but were not taught according to proficiency-dependent teaching in the 2013 academic year. These results suggest that the reinforcement method for education in basic subjects in pharmacy, such as physiology, can improve achievement in more advanced subjects, such as pharmacology.

Effectiveness of different tutorial recitation teaching methods and its implications for TA training

NASA Astrophysics Data System (ADS)

Endorf, Robert

2008-04-01

We present results from a comparative study of student understanding for students who attended recitation classes that used different teaching methods. The purpose of the study was to evaluate which teaching methods would be the most effective for recitation classes associated with large lectures in introductory physics courses. Student volunteers from our introductory calculus-based physics course at the University of Cincinnati attended a special recitation class that was taught using one of four different teaching methods. A total of 272 students were divided into approximately equal groups for each method. Students in each class were taught the same topic, ``Changes in Energy and Momentum,'' from ``Tutorials in Introductory Physics'' by Lillian McDermott, Peter Shaffer and the Physics Education Group at the University of Washington. The different teaching methods varied in the amount of student and teacher engagement. Student understanding was evaluated through pretests and posttests. Our results demonstrate the importance of the instructor's role in teaching recitation classes. The most effective teaching method was for students working in cooperative learning groups with the instructors questioning the groups using Socratic dialogue. In addition, we investigated student preferences of modes of instruction through an open-ended survey. Our results provide guidance and evidence for the teaching methods which should be emphasized in training course instructors.

Effects of team-based learning on fixed prosthodontic education in a Japanese School of Dentistry.

PubMed

Takeuchi, Hisahiro; Omoto, Katsuhiro; Okura, Kazuo; Tajima, Toyoko; Suzuki, Yoshitaka; Hosoki, Maki; Koori, Motoharu; Shigemoto, Shuji; Ueda, Mayu; Nishigawa, Keisuke; Rodis, Omar Marianito Maningo; Matsuka, Yoshizo

2015-04-01

The aims of this study were to evaluate the quality of team-based learning (TBL) in prosthodontics education for fourth-year dental students at Tokushima University School of Dentistry and to compare this teaching method with traditional lecture-based delivery. Participants in the study were 36 students (22 males and 14 females) who attended the TBL-style fixed prosthodontics course. Ten 60-minute classes were held. The first three were traditional lecture-style classes and were followed by one class introducing the TBL style. The remaining six classes constituted the TBL-format fixed prosthodontics course. The effectiveness of TBL was evaluated through student questionnaires at the end of each class and the results of the term-end examination. The questionnaire revealed high student approval for TBL-style learning, and active group discussion among students during TBL was a key factor in these ratings. In the results of the term-end examination, there were significantly higher scores on the questions that covered TBL-taught material than those covering traditional lecture-taught topics. The results of this study suggest that TBL-style lecture was more effective than traditional-style lecture for teaching fixed prosthodontics and that TBL was a more efficient mode of delivering dental education than traditional lecture-based teaching.

Asynchronous Video Streaming vs. Synchronous Videoconferencing for Teaching a Pharmacogenetic Pharmacotherapy Course

PubMed Central

2007-01-01

Objectives To compare students' performance and course evaluations for a pharmacogenetic pharmacotherapy course taught by synchronous videoconferencing method via the Internet and for the same course taught via asynchronous video streaming via the Internet. Methods In spring 2005, a pharmacogenetic therapy course was taught to 73 students located on Amarillo, Lubbock, and Dallas campuses using synchronous videoconferencing, and in spring 2006, to 78 students located on the same 3 campuses using asynchronous video streaming. A course evaluation was administered to each group at the end of the courses. Results Students in the asynchronous setting had final course grades of 89% ± 7% compared to the mean final course grade of 87% ± 7% in the synchronous group (p = 0.05). Regardless of which technology was used, average course grades did not differ significantly among the 3 campus sites. Significantly more of the students in the asynchronous setting agreed (57%) with the statement that they could read the lecture notes and absorb the content on their own without attending the class than students in the synchronous class (23%; chi-square test; p < 0.001). Conclusions Students in both asynchronous and synchronous settings performed well. However, students taught using asynchronous videotaped lectures had lower satisfaction with the method of content delivery, and preferred live interactive sessions or a mix of interactive sessions and asynchronous videos over delivery of content using the synchronous or asynchronous method alone. PMID:17429516

Comparative levels of creative ability in black and white college students.

PubMed

Glover, J A

1976-03-01

Eighty-seven black, educational psychology students from three intact, randomly selected classes at Tennessee State University were compared to ninety-four white, educational phychology students from three intact, randomly selected classes at the University of Tennessee on Torrance's Unusual Uses and Ask and Guess activities. No differences were found on the frequency of flexibility measures of either activity. No attempt was made to examine the results on this "Level II" mental ability measure on any variable except race. There were no differences based on race.

Student-generated illustrations and written narratives of biological science concepts: The effect on community college life science students' achievement in and attitudes toward science

NASA Astrophysics Data System (ADS)

Harvey, Robert Christopher

The purpose of this study was to determine the effects of two conceptually based instructional strategies on science achievement and attitudes of community college biological science students. The sample consisted of 277 students enrolled in General Biology 1, Microbiology, and Human Anatomy and Physiology 1. Control students were comprised of intact classes from the 2005 Spring semester; treatment students from the 2005 Fall semester were randomly assigned to one of two groups within each course: written narrative (WN) and illustration (IL). WN students prepared in-class written narratives related to cell theory and metabolism, which were taught in all three courses. IL students prepared in-class illustrations of the same concepts. Control students received traditional lecture/lab during the entire class period and neither wrote in-class descriptions nor prepared in-class illustrations of the targeted concepts. All groups were equivalent on age, gender, ethnicity, GPA, and number of college credits earned and were blinded to the study. All interventions occurred in class and no group received more attention or time to complete assignments. A multivariate analysis of covariance (MANCOVA) via multiple regression was the primary statistical strategy used to test the study's hypotheses. The model was valid and statistically significant. Independent follow-up univariate analyses relative to each dependent measure found that no research factor had a significant effect on attitude, but that course-teacher, group membership, and student academic characteristics had a significant effect (p < .05) on achievement: (1) Biology students scored significantly lower in achievement than A&P students; (2) Microbiology students scored significantly higher in achievement than Biology students; (3) Written Narrative students scored significantly higher in achievement than Control students; and (4) GPA had a significant effect on achievement. In addition, given p < .08: (1) Microbiology students averaged lower in achievement than A&P students; (2) Illustration students averaged higher in achievement than Control students; and (3) Written Narrative students averaged higher in achievement than Illustration students. Findings suggest that science achievement can be enhanced via student-generated illustrations and written narratives, these interventions had no effect on attitudes toward science, and the interventions benefited A&P students more than Microbiology and Biology students.

Effect of levels of inquiry model of science teaching on scientific literacy domain attitudes

NASA Astrophysics Data System (ADS)

Achmad, Maulana; Suhandi, Andi

2017-05-01

The aim of this research was to obtain an overview of the increase scientific literacy attitudes domain in high school students as the effects of the Levels of Inquiry (LOI) model of science teaching. This research using a quasi-experimental methods and randomizedpretest-posttest control group design. The subject of this research was students of grade X in a senior high school in Purwakarta and it consists of two classes who were divided into experimental class (30 students) and control class (30 students). While experimental class was taught LOIand control class was taught Interactive Lecture Demonstration (ILD). Data were collected using an attitude scale scientific literacy test which is based on the Likert scale. Data were analyzed using normality test, homogeneity test, and t-test to the value of N-gain attitude of scientific literacy scale test. The result of percentage average N-gain experimental class and control are 49 and 31 that classified into medium improvement category. Based on the results of hypothesis testing on the N-gain value obtained by the Sig.(One-tailed) 0.000 < 0.050, it means that H1 was accepted. The results showed that scientific literacy domain attitude of students who got learning by LOI is higher than students who got learning by ILD. It can be concluded that the effect of LOI is better to improve scientific literacy domain attitudes significantly.

Making Large Class Basic Histology Lectures More Interactive: The Use of Draw-Along Mapping Techniques and Associated Educational Activities

ERIC Educational Resources Information Center

Kotzé, Sanet Henriët; Mole, Calvin Gerald

2015-01-01

At Stellenbosch University, South Africa, basic histology is taught to a combination class of almost 400 first-year medical, physiotherapy, and dietetic students. Many students often find the amount of work in basic histology lectures overwhelming and consequently loose interest. The aim was to determine if a draw-along mapping activity would…

Ideas for the Classroom: Freshmen Assigned to Recruit New Students; Class in Art History Meets Only in a Museum.

ERIC Educational Resources Information Center

Hosley, Catherine J.

1987-01-01

Three innovative ideas for college instruction include a freshman assignment to write recruitment letters to high school students with similar interests, introductory art history classes taught solely in a museum adjacent to the campus, and use of the "Hunt of the Unicorn" tapestry to combine plant identification practice with art…

Understanding Protein Synthesis: A Role-Play Approach in Large Undergraduate Human Anatomy and Physiology Classes

ERIC Educational Resources Information Center

Sturges, Diana; Maurer, Trent W.; Cole, Oladipo

2009-01-01

This study investigated the effectiveness of role play in a large undergraduate science class. The targeted population consisted of 298 students enrolled in 2 sections of an undergraduate Human Anatomy and Physiology course taught by the same instructor. The section engaged in the role-play activity served as the study group, whereas the section…

The Impact of Accountability on Student Performance in a Secondary Physical Education Badminton Unit

ERIC Educational Resources Information Center

Lund, Jacalyn; Shanklin, Jennifer

2011-01-01

The purpose of this study was to examine the effect of accountability on the quality of student motor responses during a 10-day badminton unit with female high school students enrolled in a required physical education class. Students in the control class participated in the same learning activities taught by the same teacher as the treatment…

PHONICS WITH CONTEXT CLUES AS APPLIED TO LANGUAGE ARTS.

ERIC Educational Resources Information Center

GUFFEY, MARY DEMAREE

A SIMPLIFIED METHOD OF PHONICS UTILIZING THE GESTALT METHOD OF LEARNING IS PRESENTED. THE WORDS IN THIS COURSE IN PHONICS ARE TO BE TAUGHT AT A TIME DIFFERENT FROM THE READING CLASSES, BUT THE PRINCIPLES DEVELOPED ARE TO BE APPLIED WITHIN THE READING CLASSES. THE COURSE CAN BE USED WITH ANY BASIC TEXT AND STRESSES THE ABILITY OF CHILDREN TO…

Helping the Environment Helps the Human Race: Differentiated Instruction across the Curriculum

ERIC Educational Resources Information Center

Clark, Karen

2010-01-01

This set of lessons is designed to be carried out in all of the subject-area classes. Science lessons are expanded and taught in social studies, math, and language arts classes. This highlights the far-reaching impact that science has on other worldviews. To complete this objective, you and your team of teachers must work together using the…

Group Reduction of Test Anxiety: Does It Really Work?

ERIC Educational Resources Information Center

Ross, David B.

This article summarizes the performance of 52 college students who completed a one-credit class for the reduction of test anxiety. The anxiety reduction program uses a variety of study skills and behavioral strategies to improve school performance. The 8-to-10 week class is taught in small groups of from 2 to 6 students. Content focuses on: (1)…

Introductory Course Based on a Single Problem: Learning Nucleic Acid Biochemistry from AIDS Research

ERIC Educational Resources Information Center

Grover, Neena

2004-01-01

In departure from the standard approach of using several problems to cover specific topics in a class, I use a single problem to cover the contents of the entire semester-equivalent biochemistry classes. I have developed a problem-based service-learning (PBSL) problem on HIV/AIDS to cover nucleic acid concepts that are typically taught in the…

Programmed Instruction for Teaching Java: Consideration of Learn Unit Frequency and Rule-Test Performance

ERIC Educational Resources Information Center

Emurian, Henry H.

2007-01-01

At the beginning of a Java computer programming course, nine students in an undergraduate class and nine students in a graduate class completed a web-based programmed instruction tutoring system that taught a simple computer program. All students exited the tutor with an identical level of skill, at least as determined by the tutor's required…

An Undergraduate Laboratory Class Using CRISPR/Cas9 Technology to Mutate Drosophila Genes

ERIC Educational Resources Information Center

Adame, Vanesa; Chapapas, Holly; Cisneros, Marilyn; Deaton, Carol; Deichmann, Sophia; Gadek, Chauncey; Lovato, TyAnna L.; Chechenova, Maria B.; Guerin, Paul; Cripps, Richard M.

2016-01-01

CRISPR/Cas9 genome editing technology is used in the manipulation of genome sequences and gene expression. Because of the ease and rapidity with which genes can be mutated using CRISPR/Cas9, we sought to determine if a single-semester undergraduate class could be successfully taught, wherein students isolate mutants for specific genes using…

Computers and Cranberries: A Reflection

ERIC Educational Resources Information Center

Apodaca, Jason Patrick

2006-01-01

In this article, the author reflects back to when he was in fifth grade, when his teacher taught the class to bake bread in school. It was November, and baking bread tied into the lesson. His teacher and some open-minded parents and students knew that to bake, sew, paint, sing, play an instrument, or dance as part of a lesson for a math class,…

Courting the Best & the Brightest: Honors Colleges Mushroom across the Country in Both Two- and Four-Year Institutions

ERIC Educational Resources Information Center

Hamilton, Kendra

2004-01-01

Honors colleges and programs are as individual as the schools that host them, but they all share some features in common: small classes, usually less than 20 students; interdisciplinary classes, often team-taught; and some kind of experiential education unit, from study abroad to internships to service learning. This article focuses on the…

Survey of Weekend and Evening Student and Faculty Needs. Volume XXI, No. 3.

ERIC Educational Resources Information Center

Lucas, John A.

In an effort to determine the needs and perceptions of students and faculty involved in evening and weekend classes at William Rainey Harper College (WRHC) in Palatine, Illinois, surveys were sent to 400 students randomly chosen from 100 course sections taught at WRHC in fall of 1991, and to 767 faculty teaching evening or weekend classes during…

Exploring Possible Selves in a First-Year Physics Foundation Class: Engaging Students by Establishing Relevance

ERIC Educational Resources Information Center

Bennett, Dawn; Roberts, Lynne; Creagh, Christine

2016-01-01

Students often complain that they cannot see the relevance of what they are being taught in foundation physics classes. While revising and adjusting the curriculum and teaching are important, this study suggests it might also be useful to help students view their learning in relation to their future career aspirations. This paper reports on a…

A Comparative Study of a Kodaly-Based Developmental Music Program and a Traditional Public School Music Program at the Kindergarten Level.

ERIC Educational Resources Information Center

Beatty, Rodger James

A 9-month longitudinal study of two kindergarten classes compared two types of music instruction: a Kodaly-based developmental music program and a traditional public school music program. The class taught through the Kodaly method received instruction that emphasized the development of rhythmic and melodic perception through visual, aural, and…

Does Investing in After-School Classes Pay Off? PISA in Focus. No. 3

ERIC Educational Resources Information Center

OECD Publishing (NJ1), 2011

2011-01-01

With all the competition to get into the right universities to secure the best jobs, secondary school students are often encouraged to take after-school classes in subjects already taught in school to help them improve their performance--even if that means forsaking other fun and interesting ways of spending after-school hours, such as playing…

Supplemental Instruction in Introductory Biology I: Enhancing the Performance and Retention of Underrepresented Minority Students

PubMed Central

Peterfreund, Alan R.; Xenos, Samuel P.; Bayliss, Frank; Carnal, Nancy

2007-01-01

Supplemental instruction classes have been shown in many studies to enhance performance in the supported courses and even to improve graduation rates. Generally, there has been little evidence of a differential impact on students from different ethnic/racial backgrounds. At San Francisco State University, however, supplemental instruction in the Introductory Biology I class is associated with even more dramatic gains among students from underrepresented minority populations than the gains found among their peers. These gains do not seem to be the product of better students availing themselves of supplemental instruction or other outside factors. The Introductory Biology I class consists of a team-taught lecture component, taught in a large lecture classroom, and a laboratory component where students participate in smaller lab sections. Students are expected to master an understanding of basic concepts, content, and vocabulary in biology as well as gain laboratory investigation skills and experience applying scientific methodology. In this context, supplemental instruction classes are cooperative learning environments where students participate in learning activities that complement the course material, focusing on student misconceptions and difficulties, construction of a scaffolded knowledge base, applications involving problem solving, and articulation of constructs with peers. PMID:17785403

Children Making Sense of Science

NASA Astrophysics Data System (ADS)

Murphy, Clíona; Murphy, Colette; Kilfeather, Paula

2011-03-01

This study explored the effects that the incorporation of nature of science (NoS) activities in the primary science classroom had on children's perceptions and understanding of science. We compared children's ideas in four classes by inviting them to talk, draw and write about what science meant to them: two of the classes were taught by `NoS' teachers who had completed an elective nature of science (NoS) course in the final year of their Bachelor of Education (B.Ed) degree. The `non-NoS' teachers who did not attend this course taught the other two classes. All four teachers had graduated from the same initial teacher education institution with similar teaching grades and all had carried out the same science methods course during their B.Ed programme. We found that children taught by the teachers who had been NoS-trained developed more elaborate notions of nature of science, as might be expected. More importantly, their reflections on science and their science lessons evidenced a more in-depth and sophisticated articulation of the scientific process in terms of scientists "trying their best" and "sometimes getting it wrong" as well as "getting different answers". Unlike children from non-NoS classes, those who had engaged in and reflected on NoS activities talked about their own science lessons in the sense of `doing science'. These children also expressed more positive attitudes about their science lessons than those from non-NoS classes. We therefore suggest that there is added value in including NoS activities in the primary science curriculum in that they seem to help children make sense of science and the scientific process, which could lead to improved attitudes towards school science. We argue that as opposed to considering the relevance of school science only in terms of children's experience, relevance should include relevance to the world of science, and NoS activities can help children to link school science to science itself.

Language in Chimpanzee?

ERIC Educational Resources Information Center

Premack, David

1971-01-01

Describes procedures used to study abilities of chimpanzees to be taught written language. Words, sentences, questions, metalinguistics, class concepts, the copula, some quantifiers and if-then logical connections are investigated. Success seems attributable largely to non-linguistic cues. (JM)

Study Quantifies Physical Demands of Yoga in Seniors

MedlinePlus

... Z Study Quantifies Physical Demands of Yoga in Seniors Share: A recent NCCAM-funded study measured the ... performance of seven standing poses commonly taught in senior yoga classes: Chair, Wall Plank, Tree, Warrior II, ...

"Hands on" in bioengineering.

PubMed

Bastos, Teodiano F; Muller, Sandra M T

2010-01-01

Several students of Bioengineering complain about the excess of theoretical classes and the difficulty to assimilate the subject taught. This article presents a strategy to mix theory and practice when teaching, thus motivating students to engage in their studies.

Teaching Business Ethics in Accounting Classes.

ERIC Educational Resources Information Center

D'Aquila, Jill M.

1999-01-01

Accounting graduates must be able to recognize and resolve ethical dilemmas. Ethics should be taught frequently and in short doses, using such methods as videotapes, discussions of current events, and cases of real company practices. (SK)

[Changes in the chromatin structure of hepatocyte nuclei of rats trained to hypoxia].

PubMed

Domkina, L K; Bresler, V M; Simanovskiĭ, L N

1976-03-01

Structure of chromatin in the nuclei of the isolated surviving hepatocytes and in the isolated nuclei of hepatocytes were studied by fluorochroming with acridine orange and by microfluorimetry of fluorescenc connected with the stain chromatin at 530 and 590 nm in intact rats and in the animals trained to hypoxia in a pressure chamber for 60 days. The nuclei of hepatocytes of intact rats were distributed by fluorescence at 530 nm into three classes with the intensity ratio of 1:2:4; as to the nuclei of hepatocytes of the rats trained to hypoxia - they formed a single class corresponding to the second class of control. In intact rats the ratio of the fluorescence intensity at 590 nm to such at 530 nm (alpha coefficient) formed normal distribution; in trained rats - a bimodal distribution with a shift of the maximum in the direction of reduction and increase of alpha in comparison with control. It is supposed that in hypoxia there is a repression of one and depression of other genes in the chromatine of the nuclei of the liver.

The Development of Learning Management System Using Edmodo

NASA Astrophysics Data System (ADS)

Joko; Septia Wulandari, Gayuh

2018-04-01

The development of Learning Management System (LMS) can be used as an online learning media by managing the teacher in delivering the material and giving a task. This study aims to: 1) to know the validity of learning devices using LMS with Edmodo, 2) know the student’s response to LMS implementation using Edmodo, and 3) to know the difference of the learning outcome that is students who learned by using LMS with Edmodo and Direct Learning Model (DLM). This research method is quasi experimental by using control group pretest-posttest design. The population of the study was the student at SMKN 1 Sidoarjo. Research sample X TITL 1 class as control goup, and X TITL 2 class as experimental group. The researcher used scale rating to analyze the data validity and students’ respon, and t-test was used to examine the difference of learning outcomes with significant 0.05. The result of the research shows: 1) the average learning device validity use Edmodo 88.14%, lesson plan validity is 92.45%, pretest-posttest validity is 89.15%, learning material validity is 84.64%, and affective and psychomotor-portfolio observation sheets validity is 86.33 included very good criteria or very suitable to be used for research; 2) the result of students’ response questionnaire after taught by using LMS with Edmodo 86.03% in very good category and students agreed that Edmodo can be used in learning; and 3) the learning outcome of LMS by using Edmodo with DLM are: a) there are significant difference of the student cognitive learning outcome which is taught by using Edmodo with the student who use DLM. The average of student learning outcome that is taught LMS using Edmodo is 81.69 compared to student with DLM outcome 76.39, b) there is difference of affective learning outcome that is taught LMS using Edmodo compared to student using DLM. The average of student learning outcomeof affective that is taught LMS by using Edmodo is 83.50 compared students who use DLM 80.34, and c) there is difference of student psychomotor learning outcome that is taught with LMS using Edmodo compared student who use DLM. The average of student learning outcome that is taught with LMS using Edmodo is 85.60 compared to student who uses DLM 82.31.

Explicit argumentation instruction to facilitate conceptual understanding and argumentation skills

NASA Astrophysics Data System (ADS)

Seda Cetin, Pinar

2014-01-01

Background: Argumentation is accepted by many science educators as a major component of science education. Many studies have investigated students' conceptual understanding and their engagement in argumentative activities. However, studies conducted in the subject of chemistry are very rare. Purpose: The present study aimed to investigate the effects of argumentation-based chemistry lessons on pre-service science teachers' understanding of reaction rate concepts, their quality of argumentation, and their consideration of specific reaction rate concepts in constructing an argument. Moreover, students' perceptions of argumentation lessons were explored. Sample: There were 116 participants (21 male and 95 female), who were pre-service first-grade science teachers from a public university. The participants were recruited from the two intact classes of a General Chemistry II course, both of which were taught by the same instructor. Design and methods: In the present study, non-equivalent control group design was used as a part of quasi-experimental design. The experimental group was taught using explicit argumentation activities, and the control group was instructed using traditional instruction. The data were collected using a reaction rate concept test, a pre-service teachers' survey, and the participants' perceptions of the argumentation lessons questionnaire. For the data analysis, the Wilcoxon Signed Rank Test, the Mann-Whitney U-test and qualitative techniques were used. Results: The results of the study indicated that an argumentation-based intervention caused significantly better acquisition of scientific reaction rate-related concepts and positively impacted the structure and complexity of pre-service teachers' argumentation. Moreover, the majority of the participants reported positive feelings toward argumentation activities. Conclusions: As students are encouraged to state and support their view in the chemistry classroom when studying reaction rate, it was observed that their understanding increased in terms of both the context and the quality of the argumentation that they produced. In light of the findings, it is suggested that argumentation activities should be developed to promote students' science content knowledge and argumentation skills.

A Comparison of Computer-Assisted Instruction and the Traditional Method of Teaching Basic Statistics

ERIC Educational Resources Information Center

Ragasa, Carmelita Y.

2008-01-01

The objective of the study is to determine if there is a significant difference in the effects of the treatment and control groups on achievement as well as on attitude as measured by the posttest. A class of 38 sophomore college students in the basic statistics taught with the use of computer-assisted instruction and another class of 15 students…

Challenging Tasks: What Happens When Challenging Tasks Are Used in Mixed Ability Middle School Mathematics Classrooms?

ERIC Educational Resources Information Center

Perkins, Karen

2016-01-01

The topics of decimals and polygons were taught to two classes by using challenging tasks, rather than the more conventional textbook approach. Students were given a pre-test and a post-test. A comparison between the two classes on the pre- and post-test was made. Prior to teaching through challenging tasks, students were surveyed about their…

"Why Did You Blend My Learning?" A Comparison of Student Success in Lecture and Blended Learning Introduction to Sociology Courses

ERIC Educational Resources Information Center

Luna, Yvonne M.; Winters, Stephanie A.

2017-01-01

Introduction to Sociology at a large public university was taught in two separate formats, blended learning and lecture, during the same semester by the first author. While some similarities existed, the distinction was in delivery of course content. Additionally, the blended class had one-third less in-class time that was primarily devoted to…

Reading Recovery Program Implementation Year Six, School Year 1995-96. Report of Results and Effectiveness.

ERIC Educational Resources Information Center

Schotanus, Helen; And Others

A study examined the results and effectiveness of the sixth year of the Reading Recovery program in New Hampshire. With the 95 Reading Recovery teachers from previous classes, 38 teachers in the new class, and 4 teacher leaders, a total of 137 teachers taught Reading Recovery during the 1995-96 school year. A total of 693 first-grade children…

Reading Recovery Program Implementation Year Five, School Year 1994-95. Report of Results and Effectiveness.

ERIC Educational Resources Information Center

Schotanus, Helen; And Others

A study examined the results and effectiveness of the fifth year of the Reading Recovery program in New Hampshire. With the 78 Reading Recovery teachers from previous classes, 23 teachers in the new class, and 3 teacher leaders, a total of 104 teachers taught Reading Recovery during the 1994-95 school year. A total of 530 first-grade children…

"Did We Learn English or What?": A Study Abroad Student in the UK Carrying and Crossing Boundaries in Out-of-Class Communication

ERIC Educational Resources Information Center

Badwan, Khawla M.

2017-01-01

Language educators in many parts of the world are torn between preparing language learners to pass language proficiency tests and trying to let their classrooms reflect the messiness of out-of-class communication. Because testing is "an activity which perhaps more than any other dictates what is taught" (Hall, 2014, p. 379), helping…

The Effect of Class Session Length on Student Performance, Homework, and Instructor Evaluations in an Introductory Accounting Course

ERIC Educational Resources Information Center

Trout, Brian

2018-01-01

The author examines the effect of class format on student performance, time spent on homework, and instructor evaluations. The findings are unique and add to a limited body of literature. Each group comprised similar undergraduate students who received the same number of instructional hours, same assignments and were taught by the same instructor.…

From Voicing Your Opinion to Politicised Voice: A Youth-Led Social Justice Class at an Urban Continuation High School

ERIC Educational Resources Information Center

Nygreen, Kysa

2010-01-01

This article examines the work of three urban youths as they designed and taught a social justice class at an urban continuation high school in California, USA. Drawing from a two-year ethnographic study of the project, it shows that youth participants constructed a set of imagined binaries to frame teachers, schoolwork and coercion "in…

The Enjoyment Cycle: A Phenomenology of Musical Enjoyment of 4- To 7-Year-Olds during Musical Play

ERIC Educational Resources Information Center

Koops, Lisa Huisman

2017-01-01

The purpose of this phenomenological study was to describe children's lived experience of enjoyment during musical play. Data sources included class video from 15 weeks of a 24-week extracurricular music class for 4- to 7-year-olds taught by the researcher, parent-filmed video of child participant music-making in home settings during the same…

LANGUAGE LABORATORY RESEARCH STUDIES IN NEW YORK CITY HIGH SCHOOLS--A DISCUSSION OF THE PROGRAM AND THE FINDINGS.

ERIC Educational Resources Information Center

LORGE, SARAH W.

TO INVESTIGATE THE EFFECTS OF THE LANGUAGE LABORATORY ON FOREIGN LANGUAGE LEARNING, THE BUREAU OF AUDIO-VISUAL INSTRUCTION OF NEW YORK CITY CONDUCTED EXPERIMENTS IN 1ST-, 2D-, AND 3D-YEAR HIGH SCHOOL CLASSES. THE FIRST EXPERIMENT, WHICH COMPARED CONVENTIONALLY TAUGHT CLASSES WITH GROUPS HAVING SOME LABORATORY TEACHING, SHOWED THAT GROUPS WITH…

Investigations of Stability in Junior High School Math and English Classes: The Texas Junior High School Study. Research and Development Report No. 77-3.

ERIC Educational Resources Information Center

Evertson, Carolyn M.; And Others

The stability of classroom behavior is examined from several perspectives: (1) the relative consistency of teacher behavior in two different sections of the same course taught concurrently; (2) the relative consistency of student behavior in math and English classes attended concurrently; and (3) differences in student and teacher behavior in math…

Books Only Got Us so Far: The Need for Multi-Genre Inquiry

ERIC Educational Resources Information Center

Jewett, Pamela

2010-01-01

This study examines the instructional steps I took, based on gaps between what was happening in a graduate literacy class I taught and what I had intended to happen. This study describes the ways that I re-imagined the class and what came about when I created a pedagogical approach that featured multi-genre inquiry. I define inter-discursivity as…

Not Prepared for Class: High-Poverty Schools Continue to Have Fewer In-Field Teachers

ERIC Educational Resources Information Center

Almy, Sarah; Theokas, Christina

2010-01-01

As Secretary of Education from 1993 to 2001, Richard Riley had serious concerns about out-of-field teaching. The practice--which places in core academic classes instructors who have neither certification nor a major in the subject field taught--just didn't make sense to him. Both when he considered what children were getting in the classroom or…

Teaching Business Statistics with Real Data to Undergraduates and the Use of Technology in the Class Room

ERIC Educational Resources Information Center

Singamsetti, Rao

2007-01-01

In this paper an attempt is made to highlight some issues of interpretation of statistical concepts and interpretation of results as taught in undergraduate Business statistics courses. The use of modern technology in the class room is shown to have increased the efficiency and the ease of learning and teaching in statistics. The importance of…

REPORT OF CHICO STATE COLLEGE GRIDLEY FARM LABOR CAMP, SUMMER PROJECT (1964).

ERIC Educational Resources Information Center

HOWSDEN, ARLEY L.; AND OTHERS

A SUMMER SCHOOL AND CHILD CARE CENTER WAS OPERATED BY CHICO STATE COLLEGE AT A FARM LABOR CAMP IN GRIDLEY, CALIFORNIA. THE SUMMER SCHOOL WAS TAUGHT BY COLLEGE STUDENTS AND OFFERED CLASSES AT ALL LEVELS. THESE CLASSES, WITH AN AVERAGE DAILY ATTENDANCE OF 68.15, SOUGHT A POSITIVE SELF-IMAGE AMOUNG THE MIGRANT CHILDREN BY RELATING TO THEM ON AN…

Pretest Differences in Drug-Related Variables among Intact College Classes: Implications for Outcome Evaluation in Drug Education.

ERIC Educational Resources Information Center

Gonzalez, Gerardo M.; Haney, Michael L.

1992-01-01

Identified significant pretest differences in drug-related variables in college students from alcohol and drug education class (n=99), stress management class (n=44), and social problems class (n=80). Higher levels of alcohol and drug abuse among students in drug abuse course suggests student users are possibly being attracted to course as means…

Effects of direct instruction of visual literacy skills on science achievement when integrated into inquiry learning

NASA Astrophysics Data System (ADS)

Galyas, Lesley Crowell

Understanding of visual representations is a pivotal skill necessary in science. These visual, verbal, and numeric representations are the crux of science discourses "by scientists, with students and the general public" (Pauwels, 2006, p.viii). Those who lack the understanding of these representations see it as a foreign language, one that they have never been taught to interpret. Roth, Bowen and Masciotra (2002) assert that students lack the necessary preparation to interpret scientific representational practices thoughtfully and skillfully and are not equipped to decipher the combinations of "divergent representational systems (graphs, images, equations) in a meaningful and edifying whole" (Pauwels, 2006, p.x). Several studies confirm that when students are unable to retrieve and apply knowledge, they will have difficulties with problem solving, critical thinking, and learning new material; moreover this has been demonstrated among all ability levels (O'Reilly & McNamara, 2007). The purpose of this mixed method case study was to explore the use of deliberate instruction of visual literacy skills embedded within inquiry science learning, utilizing the TLC method, for middle school students in a single classroom. Pre- and post-testing, teacher interviews and classroom observations were utilized. The study had three phases pre-implementation, implementation of TLC, and post implementation. The analysis was based on the Embedded Experimental Model. "This model is defined by having qualitative data embedded within an experimental design" (Creswell, 2007, Loc 806 of 3545). The 7th grade science classes studied are dual language immersion with 93% Hispanic and 100% economically disadvantaged students. These classes were taught by a single teacher where native Spanish speakers were taught in Spanish and English speakers were taught in English. The data for final test scores for students taught in English (English speakers, and EL exited) resulted in t (21)=5.42, * p≤.05; and for students taught in Spanish (EL) resulted in t (43)=10.29, *p≤.05. For these findings the following conclusions were made: Evidence from the t-test analysis suggests that increasing the focus of visual literacy skills increases student achievement on pre- and post-tests with both native English speakers as well as English learners.

Childrearing Fathers in Intact Families With Preschoolers.

ERIC Educational Resources Information Center

Radin, Norma

Few empirical studies have specifically examined antecedents and consequences of reversing childrearing roles. A sample of 59 white, intact, middle-class families with a preschool-aged child, 32 with boys and 27 with girls, was studied. Also explored were the father's sex-role orientation and selected paternal behaviors and attitudes. It was found…

What I Wish I Had Learned in School.

ERIC Educational Resources Information Center

Tuttle, Jerome E.

1990-01-01

Discussed are some applications of mathematics involved in actuarial science which may be taught in high school mathematics classes. Described are the importance of approximate solutions, multiple answers, and selling the solution to a problem. (CW)

Experiences Teaching a Software Aided Mathematics Course for a General University Audience.

ERIC Educational Resources Information Center

McGivney, Raymond J., Jr.

1990-01-01

Described is a nonmajor mathematics course taught using computers and lab experiments. Included are the challenge, solution, description of the first class, problems, successes, the syllabus, student comments, and the conclusion. (KR)

Values taught, values learned, attitude and performance in mathematics

NASA Astrophysics Data System (ADS)

Limbaco, K. S. A.

2015-03-01

The purpose of the study was to identify, describe and find the relationship among values taught, values learned, attitude and performance in mathematics. The researcher used descriptive-correlational method of research to gather information and to describe the nature of situation. The following instruments were used in this study: Math Attitude Inventory, Inventory of Values Taught and Learned which were content validated by experts in the field of Mathematics, Values and Education. Generally, most of the values were taught by the teachers. All of the values were learned by the students. The following got the highest mean ratings for values taught: moral strength, sharing, charity, valuing life, love of God, truth and honesty, reason, alternativism and articulation. The following got highest mean ratings for values learned: patience/tolerance, sharing, charity, valuing life, faith, love of God, truth and honesty, analogical thinking, confidence and individual liberty. Majority of the respondents have moderately positive attitude towards mathematics. Positive statements in the Mathematics Attitude Inventory are "Generally true" while negative statements are "Neutral." In conclusion, values were taught by mathematics teacher, thus, learned by the students. Therefore, mathematics is very much related to life. Values can be learned and strengthened through mathematics; there is a significant relationship between values taught by the teachers and values learned by the students and attitude towards mathematics and performance in mathematics; values taught does not affect attitude towards mathematics and performance in mathematics. A student may have a positive attitude towards mathematics or have an exemplary performance in mathematics even if the mathematics teacher did not teach values; values learned does not affect attitude towards mathematics and performance in mathematics. A student may have a positive attitude towards mathematics or have an exemplary performance in mathematics even he/she did not learned values in his/her mathematics class.

Practice and effectiveness of web-based problem-based learning approach in a large class-size system: A comparative study.

PubMed

Ding, Yongxia; Zhang, Peili

2018-06-12

Problem-based learning (PBL) is an effective and highly efficient teaching approach that is extensively applied in education systems across a variety of countries. This study aimed to investigate the effectiveness of web-based PBL teaching pedagogies in large classes. The cluster sampling method was used to separate two college-level nursing student classes (graduating class of 2013) into two groups. The experimental group (n = 162) was taught using a web-based PBL teaching approach, while the control group (n = 166) was taught using conventional teaching methods. We subsequently assessed the satisfaction of the experimental group in relation to the web-based PBL teaching mode. This assessment was performed following comparison of teaching activity outcomes pertaining to exams and self-learning capacity between the two groups. When compared with the control group, the examination scores and self-learning capabilities were significantly higher in the experimental group (P < 0.01) compared with the control group. In addition, 92.6% of students in the experimental group expressed satisfaction with the new web-based PBL teaching approach. In a large class-size teaching environment, the web-based PBL teaching approach appears to be more optimal than traditional teaching methods. These results demonstrate the effectiveness of web-based teaching technologies in problem-based learning. Copyright © 2018. Published by Elsevier Ltd.

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

NASA Astrophysics Data System (ADS)

Dallal, Kamel Salim

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

Argumentation Practices in Classroom: Pre-service teachers' conceptual understanding of chemical equilibrium

NASA Astrophysics Data System (ADS)

Kaya, Ebru

2013-05-01

This study examines the impact of argumentation practices on pre-service teachers' understanding of chemical equilibrium. The sample consisted of 100 pre-service teachers in two classes of a public university. One of these classes was assigned as experimental and the other as control group, randomly. In the experimental group, the subject of chemical equilibrium was taught by using argumentative practices and the participants were encouraged to participate in the lessons actively. However, the instructor taught the same subject by using the lecturing method without engaging argumentative activities in the control group. The Chemical Equilibrium Concept Test and Written Argumentation Survey were administered to all participants to assess their conceptual understanding and the quality of their arguments, respectively. The analysis of covariance results indicate that argumentation practices significantly improved conceptual understanding of the experimental group when compared to the control group. Furthermore, the results show that the pre-service teachers exposed to argumentative practices constructed more quality arguments than those in the control group after the instruction. Based on these results, it can be concluded that the instruction based on argumentative practices is effective in concept teaching in science education. Therefore, argumentation should be explicitly taught in teacher education besides elementary and secondary education.

I Never Told Anybody: Four Poetry Writing Ideas.

ERIC Educational Resources Information Center

Koch, Kenneth

1997-01-01

Offers excerpts from Kenneth Koch's classic book in which he tells how he and Kate Farrell taught poetry writing to elderly people in a nursing home. Describes four poetry writing classes, first giving students' poems, then Koch's commentary. (PA)

"AmI for health: chronic disease management".

PubMed

Arredondo, M T; Fico, G; Pastor, L

2011-01-01

Several students of Bioengineering complain about the excess of theoretical classes and the difficulty to assimilate the subject taught. This work presents a strategy to mix theory and practice when teaching, thus motivating students to engage in their studies.

Reading and Secondary Music: Let the Concert Begin.

ERIC Educational Resources Information Center

Tanner, Michael L.

1983-01-01

Reading can be taught in music classes to enhance the music curriculum. Gives lesson plans and study guides for reading instruction in areas like vocabulary building, comprehension, study skills, and thinking skills, all adapted to serve musical purposes. (CS)

Needs Assessment to Development of Biology Textbook for High School Class X-Based the Local Wisdom of Timor

ERIC Educational Resources Information Center

Ardan, Andam S.; Ardi, M.; Hala, Yusminah; Supu, Amiruddin; Dirawan, Gufran D.

2015-01-01

This research aims to analyze the needs of the development of the X grade Biology textbook of Senior High School based on the local wisdom of Timor. The subject is a Senior High School Biology curriculum. Classes are taught at Senior High School X SMA in Kupang Regency in the academic years 2012/2013. Object of research includes: (1) core…

Effectiveness of Conceptual Change Text-Oriented Instruction on Students' Understanding of Energy in Chemical Reactions

ERIC Educational Resources Information Center

Tastan, Ozgecan; Yalcinkaya, Eylem; Boz, Yezdan

2008-01-01

The aim of this study is to compare the effectiveness of conceptual change text instruction (CCT) in the context of energy in chemical reactions. The subjects of the study were 60, 10th grade students at a high school, who were in two different classes and taught by the same teacher. One of the classes was randomly selected as the experimental…

Computer Graphics Animation for Objective Self-Evaluation.

PubMed

Usui, Yoko; Sato, Katsumi; Watabe, Shinichi

2017-01-01

The increased number of students enrolling in dance classes in Japan has resulted in a shortage of qualified instructors, leaving classes to be taught by instructors who are not trained in dance. The authors developed a system specifically designed to help nonqualified dance instructors teach dance using motion capture and animation. The goal is to allow dancers to easily self-evaluate their own performances by comparing it to a standard example.

NACA Mechanics in an Allison Engine Training Class

NASA Image and Video Library

1943-10-21

The Allison Engine Company's A.G. Covell instructs mechanics from various divisions at the National Advisory Committee for Aeronautics (NACA) Aircraft Engine Research Laboratory on the operation of the Allison Basic Engine. The military had asked that the laboratory undertake an extensive program to improve the performance of the Allison V–1710 engine. The V–1710 was the only liquid-cooled engine used during World War II, and the military counted on it to power several types of fighter aircraft. The NACA instituted an Apprentice Program during the war to educate future mechanics, technicians, and electricians. The program was suspended for a number of years due to the increasing rates of military service by its participants. The laboratory continued its in-house education during the war, however, by offering a number of classes to its employees and lectures for the research staff. The classes and lectures were usually taught by fellow members of the staff, but occasionally external experts were brought in. The students in the Allison class in the Engine Research Building were taught how to completely disassemble and reassemble the engine components and systems. From left to right are Don Vining, Ed Cudlin, Gus DiNovo, George Larsen, Charles Diggs, Martin Lipes, Harley Roberts, Martin Berwaldt and John Dempsey. A.G. Covell is standing.

A Tale of Two Sections: An Experiment to Compare the Effectiveness of a Hybrid versus a Traditional Lecture Format in Introductory Microbiology

PubMed Central

Adams, Alison E. M.; Randall, Shelby; Traustadóttir, Tinna

2015-01-01

Two sections of an introductory microbiology course were taught by one instructor. One was taught through a hybrid format and the other through a traditional format. Students were randomly assigned to the two sections. Both sections were provided with identical lecture materials, in-class worksheets, in-class assessments, and extra credit opportunities; the main difference was in the way the lecture material was delivered—online for the hybrid section and in person for the traditional section. Analysis of final grades revealed that students in the traditional section did significantly better than those in the hybrid section (p < 0.001). There was a significant main effect of class standing (p < 0.01). When performance in the two sections was compared for each class year separately, the differences were only significant for sophomores (p < 0.001); freshmen, juniors, and seniors did not perform differently in the hybrid versus the traditional section. An anonymous midterm survey suggested factors likely contributing to the overall lower success of students in the hybrid section: some students in the hybrid section did not take lecture notes and/or use the audio component of the online lectures, suggesting minimal interaction with the lecture material for these students. PMID:25713096

Infancy to Age Five: Predicting Fathers' Involvement.

ERIC Educational Resources Information Center

Bailey, William T.

Four years after a study of paternal involvement among intact, middle-class families with an infant, a follow-up was conducted of 26 of the still intact families to determine the stability of paternal involvement and the psychological predictors of fathers' behavior at the time. Paternal involvement was assessed at both times in terms of care,…

The effect of using graphic organizers in the teaching of standard biology

NASA Astrophysics Data System (ADS)

Pepper, Wade Louis, Jr.

This study was conducted to determine if the use of graphic organizers in the teaching of standard biology would increase student achievement, involvement and quality of activities. The subjects were 10th grade standard biology students in a large southern inner city high school. The study was conducted over a six-week period in an instructional setting using action research as the investigative format. After calculation of the homogeneity between classes, random selection was used to determine the graphic organizer class and the control class. The graphic organizer class was taught unit material through a variety of instructional methods along with the use of teacher generated graphic organizers. The control class was taught the same unit material using the same instructional methods, but without the use of graphic organizers. Data for the study were gathered from in-class written assignments, teacher-generated tests and text-generated tests, and rubric scores of an out-of-class written assignment and project. Also, data were gathered from student reactions, comments, observations and a teacher's research journal. Results were analyzed using descriptive statistics and qualitative interpretation. By comparing statistical results, it was determined that the use of graphic organizers did not make a statistically significant difference in the understanding of biological concepts and retention of factual information. Furthermore, the use of graphic organizers did not make a significant difference in motivating students to fulfill all class assignments with quality efforts and products. However, based upon student reactions and comments along with observations by the researcher, graphic organizers were viewed by the students as a favorable and helpful instructional tool. In lieu of statistical results, student gains from instructional activities using graphic organizers were positive and merit the continuation of their use as an instructional tool.

Remote Sensing Tertiary Education Meets High Intensity Interval Training

NASA Astrophysics Data System (ADS)

Joyce, K. E.; White, B.

2015-04-01

Enduring a traditional lecture is the tertiary education equivalent of a long, slow, jog. There are certainly some educational benefits if the student is able to maintain concentration, but they are just as likely to get caught napping and fall off the back end of the treadmill. Alternatively, a pre-choreographed interactive workshop style class requires students to continually engage with the materials. Appropriately timed breaks or intervals allow students to recover briefly before being increasingly challenged throughout the class. Using an introductory remote sensing class at Charles Darwin University, this case study presents a transition from the traditional stand and deliver style lecture to an active student-led learning experience. The class is taught at undergraduate and postgraduate levels, with both on-campus as well as online distance learning students. Based on the concept that active engagement in learning materials promotes 'stickiness' of subject matter, the remote sensing class was re-designed to encourage an active style of learning. Critically, class content was reviewed to identify the key learning outcomes for the students. This resulted in a necessary sacrifice of topic range for depth of understanding. Graduates of the class reported high levels of enthusiasm for the materials, and the style in which the class was taught. This paper details a number of techniques that were used to engage students in active and problem based learning throughout the semester. It suggests a number of freely available tools that academics in remote sensing and related fields can readily incorporate into their teaching portfolios. Moreover, it shows how simple it can be to provide a far more enjoyable and effective learning experience for students than the one dimensional lecture.

Software Engineering Education.

DTIC Science & Technology

1987-05-01

A-D-AI82bN3 JO U4WR El 14N NWRC j MCA! CIo~~l-MN~J02Ua~ 1/1 NYSI/ EI- -TR- SWT -8 -L U NCLA SSI F IED PAYF/G L2/5 MI. 1.0I2 W 136 2’ UN,, - mll I m...tghteeight aurriuls . empae ta t i ohe An additional refinement of the curriculum content can bem aterial taught m ight also be taught in co urses w hose a...descriptions of possible courses. Bloo -. [Bioom56] has defined a taxonomy of educational Software System Clsae. Several different classes can obe

Lights, Camera, Animation.

ERIC Educational Resources Information Center

Cassidy, Joan M.

1984-01-01

A fifth-grade class was taught how animated films are made by actually making some. Each cartoon involved four parts: title, artwork, credits, and storyboard. In addition to learning about animation, they had the experience of thinking in logical sequence and of working cooperatively. (CS)

The Pirate-Teacher

ERIC Educational Resources Information Center

Smith, F. A.

2007-01-01

The author taught information literacy skills courses at the University of Notre Dame and created active learning exercises including a pirate theme to simulate searching for buried treasure (information inside of databases). This article provides examples of cartoons, quotations, and humor used in both classes.

Introducing Contemporary Anthropology: A Team-Taught Course for Large Classes.

ERIC Educational Resources Information Center

Plotnicov, Leonard

1985-01-01

Describes a method of teaching large sections of college introductory anthropology by members of the anthropology faculty giving their best lectures. Presents details of how such a course was initiated, operated, and evaluated at the University of Pittsburgh. (KH)

Expression, Purification and Characterization of Ricin vectors used for exogenous antigen delivery into the MHC Class I presentation pathway

PubMed Central

Marsden, Catherine J.; Lord, J. Michael; Roberts, Lynne M.

2003-01-01

Disarmed versions of the cytotoxin ricin can deliver fused peptides into target cells leading to MHC class I-restricted antigen presentation [Smith et al. J Immunol 2002; 169:99-107]. The ricin delivery vector must contain an attenuated catalytic domain to prevent target cell death, and the fused peptide epitope must remain intact for delivery and functional loading to MHC class I molecules. Expression in E. coli and purification by cation exchange chromatography of the fusion protein is described. Before used for delivery, the activity of the vector must be characterized in vitro, via an N-glycosidase assay, and in vivo, by a cytotoxicity assay. The presence of an intact epitope must be confirmed using mass spectrometry by comparing the actual mass with the predicted mass. PMID:12734560

Do Inclusion Practices for Pupils with Special Educational Needs in the English as a Foreign Language Class in Israel Reflect Inclusion Laws and Language Policy Requirements?

ERIC Educational Resources Information Center

Russak, Susie

2016-01-01

The study of additional languages is mandatory for all pupils in most European countries. Usually, the first foreign language is English. This is due to the status of English as a global language. According to inclusion laws, pupils with special educational needs (SEN) should be taught in regular classes with support services by teachers with…

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

Meissner, Torsten B.; Department of Microbiology and Immunobiology, Harvard Medical School, Boston, MA 02215; Li, Amy

Highlights: Black-Right-Pointing-Pointer NLRC5 requires an intact NLS for its function as MHC class I transactivator. Black-Right-Pointing-Pointer Nuclear presence of NLRC5 is required for MHC class I induction. Black-Right-Pointing-Pointer Nucleotide-binding controls nuclear import and transactivation activity of NLRC5. -- Abstract: Major histocompatibility complex (MHC) class I and class II are crucial for the function of the human adaptive immune system. A member of the NLR (nucleotide-binding domain, leucine-rich repeat) protein family, NLRC5, has recently been identified as a transcriptional regulator of MHC class I and related genes. While a 'master regulator' of MHC class II genes, CIITA, has long been known,more » NLRC5 specifically associates with and transactivates the proximal promoters of MHC class I genes. In this study, we analyzed the molecular requirements of NLRC5 nuclear import and transactivation activity. We show that NLRC5-mediated MHC class I gene induction requires an intact nuclear localization signal and nuclear distribution of NLRC5. In addition, we find that the nucleotide-binding domain (NBD) of NLRC5 is critical not only for nuclear translocation but also for the transactivation of MHC class I genes. Changing the cellular localization of NLRC5 is likely to immediately impact MHC class I expression as well as MHC class I-mediated antigen presentation. NLRC5 may thus provide a promising target for the modulation of MHC class I antigen presentation, especially in the setting of transplant medicine.« less

The Costs of Frontloading.

ERIC Educational Resources Information Center

Brinkman, Paul T.; Jones, Dennis P.

The costs of directing additional instructional resources to lower-division instruction is assessed. "Frontloading," or directing additional resources toward lower-division students, was recommended by a national study group because first- and second-year students are frequently taught by junior instructors in large classes in which they…

Boys and Girls Together.

ERIC Educational Resources Information Center

Black, Susan

1998-01-01

Research shows that socioeconomic status matters more than gender in the classroom. American Association of University Women researchers found that small classes, small schools, nondiscriminatory teaching practices, and a focused academic curriculum enhance student achievement whether girls and boys are taught separately or together. A sidebar…

What Has Cancer Taught Us about the Cell?

ERIC Educational Resources Information Center

Hatton, Mary E.; Hatton, Mark P.

1997-01-01

Discusses what is cancer; proto-oncogenes that encode four classes of proteins including growth factors, growth factor receptors, intracellular signaling messengers, and transcription factors; tumor suppressors; and cancer therapy including metabolic inhibitors, alkylating agents and antibiotics, mitotic inhibitors, and hormone-related therapy.…

Analysis of creative mathematic thinking ability in problem based learning model based on self-regulation learning

NASA Astrophysics Data System (ADS)

Munahefi, D. N.; Waluya, S. B.; Rochmad

2018-03-01

The purpose of this research identified the effectiveness of Problem Based Learning (PBL) models based on Self Regulation Leaning (SRL) on the ability of mathematical creative thinking and analyzed the ability of mathematical creative thinking of high school students in solving mathematical problems. The population of this study was students of grade X SMA N 3 Klaten. The research method used in this research was sequential explanatory. Quantitative stages with simple random sampling technique, where two classes were selected randomly as experimental class was taught with the PBL model based on SRL and control class was taught with expository model. The selection of samples at the qualitative stage was non-probability sampling technique in which each selected 3 students were high, medium, and low academic levels. PBL model with SRL approach effectived to students’ mathematical creative thinking ability. The ability of mathematical creative thinking of low academic level students with PBL model approach of SRL were achieving the aspect of fluency and flexibility. Students of academic level were achieving fluency and flexibility aspects well. But the originality of students at the academic level was not yet well structured. Students of high academic level could reach the aspect of originality.

Is pelvic floor muscle training effective when taught in a general fitness class in pregnancy? A randomised controlled trial.

PubMed

Bø, Kari; Haakstad, Lene Anette Hagen

2011-09-01

Pelvic floor muscle training (PFMT) following vaginal assessment of correct contraction can prevent and treat urinary incontinence in the peripartum period. The aim of this study was to evaluate the effectiveness of PFMT instructed in a general fitness class for pregnant women. Single-blind randomised controlled trial. University-conducted primary care study. One hundred and five sedentary primiparous women randomised to a general fitness class including PFMT (n=52) or a control group (n=53). Ten and 11 women were lost to follow-up in the exercise and control groups, respectively. Twelve weeks of training comprising twice-weekly 1-hour fitness classes including three sets of eight to 12 maximal pelvic floor muscle contractions. The control group received usual care. Number of women reporting urinary, flatus or anal incontinence. No significant differences were found in the number of women reporting urinary, flatus or anal incontinence between the exercise group and the control group during pregnancy or at 6 weeks post partum. No effect of PFMT was found when the exercises were taught in a general fitness class for pregnant women without individual instruction of correct PFM contraction. Low adherence and the small sample size may have contributed to the negative results. Further studies are warranted to assess the effect of population-based PFMT in the prevention of urinary and fecal incontinence. Copyright © 2010 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

A National Study Assessing the Teaching and Learning of Introductory Astronomy; Part I: The Effect of Interactive Instruction

NASA Astrophysics Data System (ADS)

Prather, E. E.; Rudolph, A. L.; Brissenden, G.; Schlingman, W. M.

2011-09-01

We present the results of a national study on the teaching and learning of astronomy taught in general education, non-science major, introductory astronomy courses (Astro 101). Nearly 4000 students enrolled in 69 sections of Astro 101 taught at 31 institutions completed (pre- and post- instruction) the Light and Spectroscopy Concept Inventory (LSCI) from Fall 2006 to Fall 2007. The classes varied in size from very small (N < 10) to large (N˜180) and were from all types of institutions, including both 2-year and 4-year colleges and universities. To study how the instruction in different classrooms affected student learning, we developed and administered an Interactivity Assessment Instrument (IAI). This short survey, completed by instructors, allowed us to estimate the fraction of classroom time spent on learner- centered, active-engagement instruction such as Peer Instruction and collaborative tutorials. Pre-instruction LSCI scores were clustered around ˜25% (24 ± 2%), independent of class size and institution type; however, the gains measured varied from about (-)0.07-0.50. The distribution of gain scores indicates that differences were due to instruction in the classroom, not the type of class or institution. Interactivity Assessment Scores (IAS's) ranged from 0%-50%, showing that our IAI was able to distinguish between classes with higher and lower levels of interactivity. A comparison of class-averaged gain score to IAS showed that higher interactivity classes (IAS > 25%) were the only instructional environments capable of reaching the highest gains ( > 0.30). However, the range of gains seen for both groups of classes was quite wide, suggesting that the use of interactive learning strategies is not sufficient by itself to achieve high student gain.

Clubes de Ciencia: Intensive science workshops in Mexico provide a unique opportunity for teaching, scientific and cultural exchange

NASA Astrophysics Data System (ADS)

Le Bras, I.; Rosengard, S.; Estefania, M.; Jinich, A.

2016-02-01

Clubes de Ciencia, which translates to "Science Clubs" is an initiative started by a group of graduate students at Harvard University in 2014 to encourage scientific exchange between the US and Mexico. These science clubs are one-week long intensive workshops taught by graduate students and/or postdocs on a subject of their choice in six Mexican cities. Instructors apply to teach a workshop by sending a proposal to the organizing committee, who is looking for workshops that emphasize hands-on, practical ideas. The instructors, primarily graduate students in the US, are paired with local co-instructors who assist and often co-teach the workshop. Local student participants, who are in their last two years of high school and the first two years of college, are selected based on their interest and enthusiasm. Each class has about 15-20 students, so that the classroom setting is intimate and interactive Sponsors, who fund instructor stipends, class supplies and program development, include the Mexican department of energy (SENER), the Mexican national science foundation (CONACYT), Harvard and MIT. Host universities also provide space and resources. In this presentation we focus on clubs that were taught in January 2015 on ocean physics and July 2015 on ocean chemistry, both taught in Ensenada, Baja California at the national autonomous university. Both workshops included a combination of data analysis, lectures, experiments and computational modeling. The ocean physics class was also recorded intermittently and is being used as a test case for an online course. The format provided an intensive teaching and networking experience and could be interesting to implement in other contexts.

Learning about the Scientific Enterprise in Saskatchewan High School Chemistry Classes: An Evaluation

ERIC Educational Resources Information Center

Aikenhead, G. S.

1975-01-01

This study assessed the knowledge about science and scientists possessed by grade 11 and 12 Saskatchewan chemistry students and is a partial evaluation of CHEM Study and Modern Chemistry taught in Saskatchewan in the 1972-73 school year. (Author/RK)

Accommodating Learning Styles in Prison Writing Classes.

ERIC Educational Resources Information Center

Glasgow, Jacqueline N.

1994-01-01

Describes a developmental writing course taught in prison. Describes how the teaching styles took into account the presumed learning preferences of the African Americans in this group of inmates and resulted in a boost of both their self-confidence and the level of their writing. (SR)

Develop and teach graduate course on rail terminal design and operations.

DOT National Transportation Integrated Search

2017-06-02

This project planned and developed the course material for CEE 598 RTD, and taught it as a fullsemester course open to graduate students at UIUC in Fall 2014. Students enrolled in the class participated in lecture-discussion sessions, twice a week fo...

Beyond the Anchor: Students and Broadcasting Opportunities.

ERIC Educational Resources Information Center

Marks, Rick

1999-01-01

Describes how the author taught a class (called "Editing for Broadcasting") for 19 neophyte newspeople through total immersion: students learned how to run a newsroom while operating one. Notes that students learned the principles and fundamentals of broadcast journalism, including news judgment, writing, editing, reporting, and…

Conceptual problem solving in high school physics

NASA Astrophysics Data System (ADS)

Docktor, Jennifer L.; Strand, Natalie E.; Mestre, José P.; Ross, Brian H.

2015-12-01

Problem solving is a critical element of learning physics. However, traditional instruction often emphasizes the quantitative aspects of problem solving such as equations and mathematical procedures rather than qualitative analysis for selecting appropriate concepts and principles. This study describes the development and evaluation of an instructional approach called Conceptual Problem Solving (CPS) which guides students to identify principles, justify their use, and plan their solution in writing before solving a problem. The CPS approach was implemented by high school physics teachers at three schools for major theorems and conservation laws in mechanics and CPS-taught classes were compared to control classes taught using traditional problem solving methods. Information about the teachers' implementation of the approach was gathered from classroom observations and interviews, and the effectiveness of the approach was evaluated from a series of written assessments. Results indicated that teachers found CPS easy to integrate into their curricula, students engaged in classroom discussions and produced problem solutions of a higher quality than before, and students scored higher on conceptual and problem solving measures.

Students concept understanding of fluid static based on the types of teaching

NASA Astrophysics Data System (ADS)

Rahmawati, I. D.; Suparmi; Sunarno, W.

2018-03-01

This research aims to know the concept understanding of student are taught by guided inquiry based learning and conventional based learning. Subjects in this study are high school students as much as 2 classes and each class consists of 32 students, both classes are homogen. The data was collected by conceptual test in the multiple choice form with the students argumentation of the answer. The data analysis used is qualitative descriptive method. The results of the study showed that the average of class that was using guided inquiry based learning is 78.44 while the class with use conventional based learning is 65.16. Based on these data, the guided inquiry model is an effective learning model used to improve students concept understanding.

Evolution/Creationism Controversy: Analysis of Past and Current Policies in Public Schools and the Practice of Allowing Students to Opt Out of Learning Evolution Concepts

NASA Astrophysics Data System (ADS)

Speake, Jacquelyn Hoffmann

2011-07-01

Recent anti-evolution legislation, in the form of Academic Freedom bills, has been introduced in many state legislatures over the last three years. The language in the proposed Academic Freedom bills may allow different interpretations of what can be taught in the science classrooms, and possibly spur parents to take advantage of their perceived parental rights to request their child be opted-out of class when the scientific theory of evolution is taught. Five research questions guided the analysis of participant responses to questions and perception statements focusing on secondary school administrators' actions, perceptions, and awareness as they relate to their decision to allow or not allow a student to opt out of academics, specifically evolution, through the collection of data using a web-based survey. Opt out policies are typically invoked to excuse students from activities to which they or their parents may have religious objections (Scott & Branch, 2008). Florida statutes allow parents to opt out their child from human sexuality and animal dissection. The population consisted of 281 Florida public secondary school administrators, who were divided into two subgroups based on whether they have allowed or would allow a student to opt out of evolution, or have not allowed or would not allow a student to opt out of class when the scientific theory of evolution is taught. Results found that over 70% of the administrators who completed the survey have allowed or would allow parents to opt out their child from learning about the scientific theory of evolution. There was a significant relationship between the decision to allow opt out and the following variables: (a) Free and Reduced Lunch population, (b) grade level served, (c) support for teaching evolution and alternative theories, and (d) the perception that parent rights supersede state statute requiring students to learn evolution. In Florida, any scientific concept that is based on empirical evidence is included in the state-mandated curriculum. If administrators are influenced to believe teachers have the academic freedom to teach alternative ideas that are not scientifically valid, they may be intentionally or unintentionaly allowing subject matter relevant to a student's academic success to be suppressed or distorted, which is also a violation of state statute. The implications from this study indicated that many participants would allow a student to opt out of class when evolution is taught, including assigning an alternative assignment. Since the scientific theory of evolution is infused into the biological sciences, and therefore, the Florida State Standards for science, evolution concepts are assessed on the Florida Comprehensive Assessment Test (FCAT) and the Biology End-of-Course exam. Allowing students to opt out of class when evolution is taught may have a negative impact on student success on state mandated assessments, which can directly impact school grades and state and federal funding that is tied to Adequate Yearly Progress.

46 CFR 92.07-10 - Construction.

Code of Federal Regulations, 2011 CFR

2011-10-01

... treads, shall be of steel. (6) Except for washrooms and toilet spaces, deck coverings within... spaces, galleys, main pantries and storerooms, other than small service lockers, shall be of “A” Class... bulkheads in accommodation spaces shall be of the “A” or “B” Class intact from deck to deck. Stateroom doors...

46 CFR 92.07-10 - Construction.

Code of Federal Regulations, 2014 CFR

2014-10-01

... treads, shall be of steel. (6) Except for washrooms and toilet spaces, deck coverings within... spaces, galleys, main pantries and storerooms, other than small service lockers, shall be of “A” Class... bulkheads in accommodation spaces shall be of the “A” or “B” Class intact from deck to deck. Stateroom doors...

46 CFR 92.07-10 - Construction.

Code of Federal Regulations, 2013 CFR

2013-10-01

... treads, shall be of steel. (6) Except for washrooms and toilet spaces, deck coverings within... spaces, galleys, main pantries and storerooms, other than small service lockers, shall be of “A” Class... bulkheads in accommodation spaces shall be of the “A” or “B” Class intact from deck to deck. Stateroom doors...

46 CFR 92.07-10 - Construction.

Code of Federal Regulations, 2012 CFR

2012-10-01

... treads, shall be of steel. (6) Except for washrooms and toilet spaces, deck coverings within... spaces, galleys, main pantries and storerooms, other than small service lockers, shall be of “A” Class... bulkheads in accommodation spaces shall be of the “A” or “B” Class intact from deck to deck. Stateroom doors...

Class, Kinship Density, and Conjugal Role Segregation.

ERIC Educational Resources Information Center

Hill, Malcolm D.

1988-01-01

Studied conjugal role segregation in 150 married women from intact families in working-class community. Found that, although involvement in dense kinship networks was associated with conjugal role segregation, respondents' attitudes toward marital roles and phase of family cycle when young children were present were more powerful predictors of…

Construction and reconstruction concept in mathematics instruction

NASA Astrophysics Data System (ADS)

Mumu, Jeinne; Charitas Indra Prahmana, Rully; Tanujaya, Benidiktus

2017-12-01

The purpose of this paper is to describe two learning activities undertaken by lecturers, so that students can understand a mathematical concept. The mathematical concept studied in this research is the Vector Space in Linear Algebra instruction. Classroom Action Research used as a research method with pre-service mathematics teacher at University of Papua as the research subject. Student participants are divided into two parallel classes, 24 students in regular class, and remedial class consist of 18 students. Both approaches, construct and reconstruction concept, are implemented on both classes. The result shows that concept construction can only be done in regular class while in remedial class, learning with concept construction approach is not able to increase students' understanding on the concept taught. Understanding the concept of a student in a remedial class can only be carried out using the concept reconstruction approach.

The Effects of Constructivist Learning Environment on Prospective Mathematics Teachers' Opinions

ERIC Educational Resources Information Center

Narli, Serkan; Baser, Nes'e

2010-01-01

To explore the effects of constructivist learning environment on prospective teachers' opinions about "mathematics, department of mathematics, discrete mathematics, countable and uncountable infinity" taught under the subject of Cantorian Set Theory in discrete mathematics class, 60 first-year students in the Division of Mathematics…

Quest: A Hybrid Faculty Teaching and Learning Community

ERIC Educational Resources Information Center

Joseph, Siny; Oh, Jung; Ackerman, Patricia

2018-01-01

Faculty members often collaborate on research and service projects, but teaching remains a relatively solitary activity (Gizir & Simsek, 2005 ; Ramsden, 1998 ). While students attend classes taught by various faculty members, faculty members remain largely unaware of the innovative and pedagogical improvements in teaching made by their…

A Cure for Short Memories.

ERIC Educational Resources Information Center

Instructor, 1983

1983-01-01

This article explains two techniques for helping students develop long-term memory skills and retain information taught in class. One technique relies on mental pictures to keep track of a numbered series of items; the other depends on key words derived from the material that must be memorized. (PP)

Graduate Student Characteristics.

ERIC Educational Resources Information Center

Clements, William H.

As a first step in "improving and building up" the graduate program at the Wisconsin State University at Stevens Point, a study of graduate students was initiated in 1967. It examined the interrelationships of their graduate majors, undergraduate majors and colleges, high school deciles and class size, age, sex, level taught, geographic…

An Integrative Landscape-Scale Exercise for Introductory Soil Science Classes.

ERIC Educational Resources Information Center

Levy, D. B.; Graham, R. C.

1993-01-01

Describes how teachers can improve introductory soil science courses by applying concepts taught in the classroom to actual field situations. Presents a specific example of a field exercise designed to illustrate soil properties and processes with respect to their environmental settings. (11 references) (Author/MCO)

Beyond Flash Gordon and "Star Wars": Science Fiction and History Instruction

ERIC Educational Resources Information Center

Cooper, B. Lee

1978-01-01

Historical concepts can be taught through analysis of science fiction. Offers a class outline with science fiction resources to examine the boundaries of historical inquiry; six themes for student investigation based on specific resources; and a bibliography of 44 additional anthologies and books. (AV)

Mathematical Modeling of Chemical Stoichiometry

ERIC Educational Resources Information Center

Croteau, Joshua; Fox, William P.; Varazo, Kristofoland

2007-01-01

In beginning chemistry classes, students are taught a variety of techniques for balancing chemical equations. The most common method is inspection. This paper addresses using a system of linear mathematical equations to solve for the stoichiometric coefficients. Many linear algebra books carry the standard balancing of chemical equations as an…

Using TPSR as a Teaching Strategy in Health Classes

ERIC Educational Resources Information Center

Diedrich, K. C.

2014-01-01

Health education and physical education are essential components of a school's coordinated health and physical education (HPE) curriculum. Traditionally, teachers have taught the subject matters in these programs using a skill development approach to enhance students' personal and social responsibility. Physical education teachers have been using…

Nuclear Technology: Making Informed Decisions.

ERIC Educational Resources Information Center

Altshuler, Kenneth

1989-01-01

Discusses a unit on nuclear technology which is taught in a physics class. Explains the unit design, implementation process, demonstrations used, and topics of discussion that include light and optics, naturally and artificially produced sources of radioactivity, nuclear equations, isotopes and half-lives, and power-generating nuclear reactors.…

Peer Assistance Program for Teenage Substance Users.

ERIC Educational Resources Information Center

Stanbrook, Linda M.

A peer assistance program for teenage substance users was developed in which students interviewed their peers to determine substance use attitudes and frequency of substance use. Student interviewers read and studied drug curriculum materials in their health class; were taught active listening skills and counseling techniques; practiced answering…

Promoting children's health through physically active math classes: a pilot study.

PubMed

Erwin, Heather E; Abel, Mark G; Beighle, Aaron; Beets, Michael W

2011-03-01

School-based interventions are encouraged to support youth physical activity (PA). Classroom-based PA has been incorporated as one component of school wellness policies. The purpose of this pilot study is to examine the effects of integrating PA with mathematics content on math class and school day PA levels of elementary students. Participants include four teachers and 75 students. Five math classes are taught without PA integration (i.e., baseline) followed by 13 math classes that integrate PA. Students wear pedometers and accelerometers to track PA during math class and throughout the school day. Students perform significantly more PA on school days and in math classes during the intervention. In addition, students perform higher intensity (step min(-1)) PA during PA integration math classes compared with baseline math classes. Integrating PA into the classroom is an effective alternative approach to improving PA levels among youth and is an important component of school-based wellness policies.

Language and Community in Orwell’s Anglo-India and in 1984.

DTIC Science & Technology

1986-05-01

which party women do not wear, the same scent the disgusts Winston when he smells it during intercourse with a proletarian whore (1984 56). But on Julia...cover. Give the name(s) of the author(s) in conventional order (for example, John R. Doe or, if author prefers , 1. Robert Doe). In addition, list the...classes smelled (The Road to Wigan Pier 128). Although he is the first to condemn his belief as simply a class prejudice taught him in his youth, the

Comparison of Values in 5th, 6th, 7th and 8th Grade Primary Education Music Class Students'? Workbooks According to Rokeach?s and Akbas's Value Classifications

ERIC Educational Resources Information Center

Çakirer, H. Serdar

2014-01-01

The aim of the present study is to compare the values in the songs of 5th, 6th, 7th and 8th grade primary education music classes students? workbooks according to the value categorizations proposed by Rockeach and Akbas and which values among the categories mentioned are taught to the students in the 5th, 6th, 7th and 8th grade primary education…

Clay Chess Sets

ERIC Educational Resources Information Center

Cahn, Jeanne

2011-01-01

For several years, the author has taught a six-week ceramics course to students in grades six through eight. This is an elective class, so only interested and passionate students sign up. In past years, she has given three different assignments using slab, coil, and pinch construction techniques, which allowed for individual creative expression.…

Classroom Participation and Student-Faculty Interactions: Does Gender Matter?

ERIC Educational Resources Information Center

Tatum, Holly E.; Schwartz, Beth M.; Schimmoeller, Peggy A.; Perry, Nicole

2013-01-01

We conducted an observational study to examine the effect of student and professor gender on college classroom participation and faculty-student interactions. A main effect for professor gender emerged, with more voluntary responses in female-taught classes. As the percentage of males present increased, overall voluntary responses and professor…

Co-Teaching to Reach Every Learner

ERIC Educational Resources Information Center

Murdock, Linda; Finneran, David; Theve, Kristin

2016-01-01

When an elementary school learns that its upcoming 4th grade class will include 10 students with special needs, six of whom have significant disabilities, it decides to include these students in a large team-taught classroom. There, everyone belongs--students with disabilities, English language learners, gifted math students, and avid and…

Re-Seeing Resistances: Telling Stories

ERIC Educational Resources Information Center

Reda, Mary M.

2007-01-01

The author's mother has taught advanced classes at a small Catholic elementary school. She also does private tutoring for at-risk students from neighboring high schools and colleges in an affluent suburban area. The author teaches at a large public, urban university. Her mother tutors Algebra through Calculus in a fairly traditional lecture-style…

Separate-Subject and Integrated Approaches to Social Education

ERIC Educational Resources Information Center

Hughes, Andrew S.

1978-01-01

Comparing separate subject approach with an integrated approach to social studies instruction, it was found that neither approach taught process skills or changed student attitude; that integrated classes used more evaluative questions and were less teacher dominated; and that educational quality is related more to teacher quality than to…

A Teaching Polygon Makes Learning a Community Enterprise

ERIC Educational Resources Information Center

Colgan, Mark; DeLong, Matt

2015-01-01

In order to strengthen departmental collegiality and improve teaching, our mathematics department instituted a Teaching Polygon. Building on the faculty development idea of Teaching Squares, each member of our department visited one class taught by every other department member in a round-robin fashion during the school year. The visits were…

Dealing with Peer Pressure

MedlinePlus

... Peer Pressure Print en español Cómo lidiar con la presión de grupo "Come on! ALL of us are cutting ... and they learn from you. It's only human nature to listen to and learn from ... another student in your science class taught you an easy way to remember ...

Introducing Physical Geography: A Laboratory Sourcebook for Community Colleges.

ERIC Educational Resources Information Center

California Univ., Los Angeles. Office of Academic Interinstitutional Programs.

This sourcebook contains a collection of laboratory exercises assembled for use in introductory physical geography classes taught at community colleges. Introductory sections address the origins of the sourcebook, the ways it differs from traditional laboratory manuals, and its form and anticipated use. Next, a list of terms or concepts,…

Collaborative Learning in the Dance Technique Class

ERIC Educational Resources Information Center

Raman, Tanja

2009-01-01

This research was designed to enhance dance technique learning by promoting critical thinking amongst students studying on a degree programme at the University of Wales Institute, Cardiff. Students were taught Cunningham-based dance technique using pair work together with the traditional demonstration/copying method. To evaluate the study,…

Learning from Failures.

ERIC Educational Resources Information Center

Saffran, Murray

1991-01-01

Describes mistakes made in trying to change the Nutrition and Digestion section of a medical biochemistry course. Author tried to make the section student taught and reports nine mistakes including the following: ignoring active opposition of colleagues, failure to assess the receptivity of the class to a new form of teaching, and overestimating…

Unpacking Intuition

PubMed Central

Seligman, Martin E.P.; Kahana, Michael

2009-01-01

Can intuition be taught? The way in which faces are recognized, the structure of natural classes, and the architecture of intuition may all be instances of the same process. The conjecture that intuition is a species of recognition memory implies that human intuitive decision making can be enormously enhanced by virtual simulation. PMID:20300491

Robotics and Children: Science Achievement and Problem Solving.

ERIC Educational Resources Information Center

Wagner, Susan Preston

1999-01-01

Compared the impact of robotics (computer-powered manipulative) to a battery-powered manipulative (novelty control) and traditionally taught science class on science achievement and problem solving of fourth through sixth graders. Found that the robotics group had higher scores on programming logic-problem solving than did the novelty control…

Practical Problems: Using Literature to Teach Statistics

ERIC Educational Resources Information Center

Hourigan, Mairéad; Leavy, Aisling

2015-01-01

In this article the authors describe an instructional unit designed and taught in two classes of kindergarten children. The goals of the unit were to present a "driving question" to motivate the process of statistical investigation, to genuinely engage children in the stages of statistical investigation, and to facilitate them in…

The Family & Life Education Program.

ERIC Educational Resources Information Center

Brand, Mellie R.

The Family and Life Education program at Aims Community College (ACC) in Colorado began in 1967 as prenatal classes taught by volunteer instructors who were registered nurses with backgrounds in maternal-child health. Currently, the program, which is co-sponsored by ACC and North Colorado Medical Center, involves a program coordinator, three staff…

Setting up an Adult ESL Program in the Fiji Islands.

ERIC Educational Resources Information Center

Thorkelson, Myra

1987-01-01

The author describes an English as a Second Language (ESL) course she taught in Fiji (where English is the official language of commerce and government) for adult speakers of a Hindi dialect or Fijian. She discusses evaluation of student needs and specific exercises for adult ESL classes. (CH)

Science Newsletters

ERIC Educational Resources Information Center

Nall, Melissa

2005-01-01

Having students write and publish their own newsletters is a great way to integrate reading and writing, infuse technology, and build home/school relationships. These newsletters can be used to keep parents informed of what is being taught in class, important test dates, homework and project due dates, and any other information you'd like to…

BONES, TEACHER'S GUIDE.

ERIC Educational Resources Information Center

Elementary Science Study, Newton, MA.

THIS GUIDE WAS DEVELOPED FOR USE WITH THE ELEMENTARY SCIENCE STUDY UNIT ON "BONES.""BONES" HAS BEEN TAUGHT IN THE FOURTH GRADE AND REQUIRES FROM 10 TO 25 LESSONS, DEPENDING ON THE NUMBER OF ACTIVITIES USED. THE GUIDE DOES NOT PROVIDE DETAILED INSTRUCTION FOR CONDUCTING CLASSES, BUT RATHER SOME POSSIBLE ACTIVITIES, AND LEAVES…

Opening Spaces for Confrontive Encounters with Literature.

ERIC Educational Resources Information Center

Brunner, Diane D.

A literature class can be successfully taught and organized around content that confronts oppressions (subtle, moral and intellectual forms of discrimination) and empowers students to critique their conceived worlds which are often at odds with their perceived realities. First, selected writings for examination illuminate life in a resistant world…

A Two-Process Model of Paragraph Development.

ERIC Educational Resources Information Center

Woodson, Linda

Paragraph writing mediated by imagery is richer, more flexible, and more creative than that produced by the somewhat impoverished, predictable, one-process model usually taught in composition classes. Since the writing advice given students differs considerably from the practice of professional writers, students should be given exercises that not…

Student-Centered Instruction in a Theoretical Statistics Course

ERIC Educational Resources Information Center

Bates Prins, Samantha C.

2009-01-01

This paper provides an example of how student-centered instruction can be used in a theoretical statistics class. The author taught a two-semester undergraduate probability and mathematical statistics sequence using primarily teacher-centered instruction in the first semester and primarily student-centered instruction in the second semester. A…

Goals, the Learner, and the Language Arts.

ERIC Educational Resources Information Center

Ediger, Marlow

Teachers, principals, and supervisors need to determine the kinds of learners being taught in the school/class setting. Are pupils good by nature, bad, or neutral? Concepts held pertaining to each pupil assist in determining objectives, learning activities, and evaluation techniques. The Puritans believed that individuals were born evil or sinful.…

Project CHAMP, 1986-1987. OEA Evaluation Report.

ERIC Educational Resources Information Center

Cabrera, Eulalia; And Others

In its fourth year, Project CHAMP (Chinese Achievement and Mastery Program) provided instruction in English as a second language (ESL), native language arts, mathematics, science, and social studies to 728 limited-English-speaking Chinese immigrant students in grades nine through twelve at three schools. Content-area classes were taught in English…

Rekindling Scientific Curiosity.

ERIC Educational Resources Information Center

Coble, Charles R.; Rice, Dale R.

1983-01-01

Active involvement in society-related issues can elevate junior high school students' interest not only in the problem being solved but also in related scientific concepts. Examples of how scientific concepts and society-related issues can be taught in the same class are presented, focusing on genetic engineering, water shortage, and others.…

The Relationship between Attendance Policies and Student Grades

ERIC Educational Resources Information Center

Aaron, Michael D.

2012-01-01

The relationship between attendance policies and student grades in college courses was investigated. Specifically, a calculated grade point average was determined for all academic classes taught at Shelton State Community College between 2000 and 2008. These grade point averages were compared descriptively and statistically in an effort to…

Implementing the Modified Four-Day School Week.

ERIC Educational Resources Information Center

Litke, C. Del

1994-01-01

Traces development and implementation of a 4-day school week at an Alberta junior high school that extended the school day 40 minutes, resulted in more classes taught in a shorter time period, and decreased student discipline problems. Describes parent and community reactions. Includes recommendations for planning educational change. (LP)

A content review of precision agriculture courses in the United States and Canada

USDA-ARS?s Scientific Manuscript database

Knowledge of what precision agriculture (PA) content is currently taught in North America will help build a better understanding for what PA instructors should incorporate into their classes in the future. The University of Missouri partnered with several universities throughout the nation on a USDA...

The Assessment of Athletics "Knowledge" with Written and Video Tests

ERIC Educational Resources Information Center

van Vuuren-Cassar, Gemma; Lamprianou, Iasonas

2006-01-01

Background: Athletics programmes for secondary schools include a variety of skills, knowledge and cognitive abilities, which are currently assessed through written, practical, oral and/or video-based tests. Skills are traditionally taught in practice-based sessions, while the knowledge aspect is often reinforced in class-based sessions with…

A Course on Plasma Processing in Integrated Circuit Fabrication.

ERIC Educational Resources Information Center

Sawin, Herbert H.; Reif, Rafael

1983-01-01

Describes a course, taught jointly by electrical/chemical engineering departments at the Massachusetts Institute of Technology, designed to teach the fundamental science of plasma processing as well as to give an overview of the present state of industrial processes. Provides rationale for course development, texts used, class composition, and…

Employability Skills Center.

ERIC Educational Resources Information Center

Sweetwater Union High School District, Chula Vista, CA.

The Employability Skills Center (ESC) of the Division of Adult and Continuing Education (DACE) of the Sweetwater Union High School District (California) was created out of a need to help adult students develop the basic skills that are required for success in their chosen vocational programs but not taught in regular adult basic education classes.…

TEACHING NEUROMUSCULAR RELAXATION.

ERIC Educational Resources Information Center

NORRIS, JEANNE E.; STEINHAUS, ARTHUR H.

THIS STUDY ATTEMPTED TO FIND OUT WHETHER (1) THE METHODS FOR ATTAINING NEUROMUSCULAR RELAXATION THAT HAVE PROVED FRUITFUL IN THE ONE-TO-ONE RELATIONSHIP OF THE CLINIC CAN BE SUCCESSFULLY ADAPTED TO THE TEACHER-CLASS RELATIONSHIP OF THE CLASSROOM AND GYMNASIUM, AND (2) NEUROMUSCULAR RELAXATION CAN BE TAUGHT SUCCESSFULLY BY AN APPROPRIATELY TRAINED…

Teaching Marketing through a Micro-Economy in Virtual Reality

ERIC Educational Resources Information Center

Drake-Bridges, Erin; Strelzoff, Andrew; Sulbaran, Tulio

2011-01-01

Teaching retailing principles to students is a challenge because although real-world wholesale and retail decision making very heavily depends on dynamic conditions, classroom exercises are limited to abstract discussions and role-playing. This article describes two interlocking class projects taught using the virtual reality of secondlife.com,…

Nursing Faculty's Evaluations of Technology Integration into the Instructional Setting

ERIC Educational Resources Information Center

Yu, Weichieh Wayne; Wang, Jenny; Lin, Chunfu Charlie

2013-01-01

A descriptive and correctional research was conducted to assess teachers' perceived expertise in using word processing, spreadsheet, and presentation software applications to facilitate instruction in various nursing subjects. The participants were 313 full- and part-time teachers who taught primarily undergraduate classes and possessed necessary…

Explaining Helping Behavior in a Cooperative Learning Classroom Setting Using Attribution Theory

ERIC Educational Resources Information Center

Ahles, Paula M.; Contento, Jann M.

2006-01-01

This recently completed study examined whether attribution theory can explain helping behavior in an interdependent classroom environment that utilized a cooperative-learning model. The study focused on student participants enrolled in 6 community college communication classes taught by the same instructor. Three levels of cooperative-learning…

Engineering at the Elementary Level

ERIC Educational Resources Information Center

McGrew, Cheryl

2012-01-01

Can engineering technology be taught at the elementary level? Designing and building trebuchets, catapults, solar cars, and mousetrap vehicles in a west central Florida elementary class was considered very unusual in recent years. After a review of current research on failing schools and poor curriculum, the author wondered what her school could…

Teaching Innovation and Entrepreneurship: Building on the Singapore Experiment

ERIC Educational Resources Information Center

Hampden-Turner, Charles

2009-01-01

Is it possible to teach someone to be an entrepreneur? Is innovation something that can be assessed and taught in a classroom? Teaching Innovation and Entrepreneurship answers these and other questions by focusing on a teaching experiment in Singapore at Nanyang Technological University, wherein classes of English-speaking Singaporeans and…

Web-Based Implementation of Discrete Mathematics

ERIC Educational Resources Information Center

Love, Tanzy; Keinert, Fritz; Shelley, Mack

2006-01-01

The Department of Mathematics at Iowa State University teaches a freshman-level Discrete Mathematics course with total enrollment of about 1,800 students per year. The traditional format includes large lectures, with about 150 students each, taught by faculty and temporary instructors in two class sessions per week and recitation sections, with…

Liberal Grading Improves Evaluations But Not Performance.

ERIC Educational Resources Information Center

Vasta, Ross; Sarmiento, Robert F.

Two grading distributions--a liberal and a more stringent curve--were compared between two sections of an undergraduate psychology course. The two classes were team taught and treated as similarly as possible. Four unit exams and an optional final were administered, with one section consistently receiving a more lenient grade distribution. No…

Reading and Math.

ERIC Educational Resources Information Center

Baldwin, Anna; And Others

This publication contains materials used in the three phases of the reading and mathematics components of work-specific classes. Each section begins with an overview of developments in that phase. Section 1 focuses on Phase 1 during which math and reading were taught as separate components. It contains a math placement appraisal, worksheets and…

Dance Specialists around the World--A Living History

ERIC Educational Resources Information Center

Musmon, Margaret; Welsh, Kariamu; Heath, Freddie-Lee; Minton, Sandra; Laverty, Mary Ann; Maeshiba, Naoko; Weeks, Sandy; Cardinal, Marita K.; Howton, Amy; Tavacioglu, Leyla

2008-01-01

Dance embraces the entire globe. Universities offer world dance classes to expose students to various styles and educators travel to different countries to experience how dance is viewed, performed, and taught in different cultures. In this article nine dance educators share their experiences of teaching and observing dance abroad. These accounts…

A Simple Relativistic Bohr Atom

ERIC Educational Resources Information Center

Terzis, Andreas F.

2008-01-01

A simple concise relativistic modification of the standard Bohr model for hydrogen-like atoms with circular orbits is presented. As the derivation requires basic knowledge of classical and relativistic mechanics, it can be taught in standard courses in modern physics and introductory quantum mechanics. In addition, it can be shown in a class that…

Shaker Oats: Fortifying Musicality

ERIC Educational Resources Information Center

Semmes, Laurie R.

2010-01-01

In this article, the author describes how an experiment in a class she taught called Minority Musics of North America developed into a surprisingly successful and flexible teaching tool known as "Shaker Oats," created to encourage the concepts of ensemble and community. Most music educators in the United States today are familiar with…

Modeling Collaboration for ESL Teacher Candidates

ERIC Educational Resources Information Center

DelliCarpini, Margo

2014-01-01

This article reports on a semester-long project where a TESOL professor and English Education professor modeled collaborative teaching and explicitly taught collaboration skills to a coscheduled teaching methods class consisting of TESOL and Secondary English teacher candidates. Data were collected in the form of pre- and postsemester surveys. In…

Useful Expressions for Implementing Cooperative Learning in English

ERIC Educational Resources Information Center

Asakawa, Machiko; Kanamaru, Ayako; Plaza, Taron; Shiramizu, Chie

2016-01-01

With the Ministry of Education, Sports, Science and Technology calling for junior and senior high school English classes in Japan to be more communicative and taught in English, teachers need effective tools to help make their classrooms more interactive. Cooperative learning activities have the potential to increase interaction among students and…

The Power of the Immigrant Narrative

ERIC Educational Resources Information Center

Exposito, Sara

2012-01-01

For teachers to effectively teach students who enter the U.S. educational system from other countries, they must first learn about the complexity of the immigrant experience, taking into account themes such as race, generational immigration, class, formal education, and language. When these themes are taught through the immigrant narrative, they…

Oral History Project: Bringing Students Together

ERIC Educational Resources Information Center

Swerdlow, Linda Kantor

2005-01-01

This article describes the Veteran's Oral History Project, a collaboration between students at Isaac Young Middle School and pre-service teachers enrolled in the author's middle school education class at the College of New Rochelle. The pre-service teachers developed and taught an integrated interdisciplinary unit on the Vietnam era, culminating…

Classrooms that Work: Teaching and Learning Generic Skills.

ERIC Educational Resources Information Center

Stasz, Cathleen

1994-01-01

Eight vocational and academic classes taught by four different teachers at three comprehensive high schools were studied to identify classroom practices that facilitate teaching and learning generic skills. The teachers studied had a mix of instructional goals for students, including subject matter knowledge and skills, complex reasoning skills…

Commentary: The American Tradition of Inequality: Neighborhoods and Schools

ERIC Educational Resources Information Center

Lareau, Annette; Jo, Hyejeong

2017-01-01

This article is a commentary on "Unwrapping the Suburban "Package Deal": Race, Class, and School Access," by Anna Rhodes and Siri Warkentien. Although guided by powerful ideals of equal opportunity, American schools are deeply unequal. As historians of education have taught, children of different racial, ethnic, and class…

Livestock Skills Performance Levels Reported by Agricultural Production Teachers in Ohio.

ERIC Educational Resources Information Center

Osborne, Edward W.; Miller, Larry E.

1985-01-01

A study was conducted to determine the livestock skills possessed by agricultural production teachers in Ohio and to examine the extent to which livestock skills were taught in high school vocational agriculture classes. Questions concerned teacher knowledge of livestock skills, teacher confidence, teaching methods, and relationship between…

The Video Toaster Meets Science + English + At-Risk Students.

ERIC Educational Resources Information Center

Perryess, Charlie

1992-01-01

Describes an experimental Science-English class for at-risk students which was team taught and used technology--particularly a Video Toaster (a videotape editing machine)--as a motivator. Discusses procedures for turning videotape taken on field trips into three- to five-minute student productions on California's water crisis. (SR)

Shared Governance and Academic Freedom: Yes, This Is Union Work

ERIC Educational Resources Information Center

Messier, John

2017-01-01

Collective bargaining and faculty governance are sometimes perceived to be in conflict. Faculty members will debate about whether a specific issue--for example, program consolidations or early college/dual enrollment (where high school students earn college credits taking high school classes taught by high school teachers)--falls under governance…

Student Perspectives: Responses to Internet Opportunities in a Distance Learning Environment.

ERIC Educational Resources Information Center

Saunders, Nancy G.; Malm, Loren D.; Malone, Bobby G.; Nay, Fred W.; Oliver, Brad E.; Thompson, Jay C., Jr.

This study examined student attitudes toward interactions with class members on an Internet site supplementing a multimedia graduate-level distance learning course at Ball State University (Indiana). The course, "Elementary School Curriculum" was taught in a studio classroom (of 13 students) and transmitted to five distant sites…

Circle and Lines: Complexities of Learning in Community

ERIC Educational Resources Information Center

Schupack, Sara

2013-01-01

Following is a study that explores learning in community in a fully-integrated, team taught course at a community college in New England. These classes, Learning Communities (LCs) represent rich opportunities for exploring and practicing democratic education. From a theoretical grounding in social learning theories and an exploration into learning…

Improving Digital Assessment Practice: A Case Study of a Cross-Institutional Initiative

ERIC Educational Resources Information Center

Chase, Anne-Marie; Ross, Bella; Robbie, Diane

2017-01-01

Assessment practice is a crucial component of higher education learning and teaching, however many academic teachers lack formal teaching qualifications and often fall back on teaching and assessing the way they themselves were taught. Furthermore, with increasingly diverse student cohorts, larger classes and increasing components of teaching…

Designing, Teaching, and Evaluating Two Complementary Mixed Methods Research Courses

ERIC Educational Resources Information Center

Christ, Thomas W.

2009-01-01

Teaching mixed methods research is difficult. This longitudinal explanatory study examined how two classes were designed, taught, and evaluated. Curriculum, Research, and Teaching (EDCS-606) and Mixed Methods Research (EDCS-780) used a research proposal generation process to highlight the importance of the purpose, research question and…

Mathematical Building-Blocks in Engineering Mechanics

ERIC Educational Resources Information Center

Boyajian, David M.

2007-01-01

A gamut of mathematical subjects and concepts are taught within a handful of courses formally required of the typical engineering student who so often questions the relevancy of being bound to certain lower-division prerequisites. Basic classes at the undergraduate level, in this context, include: Integral and Differential Calculus, Differential…

The Effect of Instructional Gaming upon Absenteeism: The First Step.

ERIC Educational Resources Information Center

Allen, Layman E.; Main, Dana B.

This study focuses on the affective dimension of learning as influenced by a learning environment organized around instructional gaming. Experimental and control classes of seventh- and eighth-grade students taught by the same teachers for both semesters participated in the 1972-73 study. The experimental learning environment contained three…

Million Hearts: Key to Collaboration to Reduce Heart Disease

ERIC Educational Resources Information Center

Brinkman, Patricia

2016-01-01

Extension has taught successful classes to address heart disease, yet heart disease remains the number one killer in the United States. The U.S. government's Million Hearts initiative seeks collaboration among colleges, local and state health departments, Extension and other organizations, and medical providers in imparting a consistent message…

Beat the Instructor: An Introductory Forecasting Game

ERIC Educational Resources Information Center

Snider, Brent R.; Eliasson, Janice B.

2013-01-01

This teaching brief describes a 30-minute game where student groups compete in-class in an introductory time-series forecasting exercise. The students are challenged to "beat the instructor" who competes using forecasting techniques that will be subsequently taught. All forecasts are graphed prior to revealing the randomly generated…

Teaching Third-Degree Price Discrimination

ERIC Educational Resources Information Center

Round, David K.; McIver, Ron P.

2006-01-01

Third-degree price discrimination is taught in almost every intermediate microeconomics class. The theory, geometry, and the algebra behind the concept are simple, and the phenomenon is commonly associated with the sale of many of the goods and services used frequently by students. Classroom discussion is usually vibrant as students can relate…

Whole Class Laboratories: More Examples

ERIC Educational Resources Information Center

Kouh, Minjoon

2016-01-01

Typically, introductory physics courses are taught with a combination of lectures and laboratories in which students have opportunities to discover the natural laws through hands-on activities in small groups. This article reports the use of Google Drive, a free online document-sharing tool, in physics laboratories for pooling experimental data…

Mendel's Modern Legacy

ERIC Educational Resources Information Center

Dixon, James; Kuldell, Natalie

2012-01-01

Genetic engineering is taught in biology--but as a scientific tool and not as a means to explore engineering design. Yet, given the clever behaviors and patterns that can be found when examining living systems, biology classes seem well positioned to teach foundational engineering design principles (Kuldell 2007). This article examines a new,…

Nibbling at the Core.

ERIC Educational Resources Information Center

D'Antonio, William V.

1983-01-01

Outlined is a body of knowledge, the core of sociology, that belongs in the introductory sociology course. How the course is taught is also important. Class sections should be small; students should be required to write a great deal; and an informal, but structured setting should stimulate student- teacher interaction. (Author/RM)

Experiencing Action Evaluation's Cyclic Process: Partnering Conflict, Reflection, and Action

ERIC Educational Resources Information Center

Burrows, Andrea C.; Harkness, Shelly Sheats

2016-01-01

In this article, the authors describe experiences in and offer suggestions from a course entitled "Educational Innovation for Excellence Through Action Research, Conflict Resolution, and Organizational Learning"--an action evaluation (AE). The class was taught using the principles of action research and AE. The authors explore the impact…

Surge in Continuing Education Brings Profits for Universities.

ERIC Educational Resources Information Center

Gose, Ben

1999-01-01

Once regarded as a by-product for colleges and universities, continuing-education programs now provide needed revenues. Adult students now account for half of all college enrollments. Many full-time faculty are dismissive of adult-education classes, often taught by adjunct professors, but the programs are gaining respect among administrations.…

Listening to Students: Creating Democratic Spaces

ERIC Educational Resources Information Center

Castor, Maggie

2011-01-01

Spontaneity, embodied learning, active engagement in the community, boundary pushing--this is what the author could always count on when coming to Reclaiming Democracy as a student. As it was taught in the fall 2009 semester, the class was a multi-university and multi-community experience that included facilitators and students from Elon…

Improving Reading Comprehension and Social Studies Knowledge in Middle School

ERIC Educational Resources Information Center

Vaughn, Sharon; Swanson, Elizabeth A.; Roberts, Greg; Wanzek, Jeanne; Stillman-Spisak, Stephanie J.; Solis, Michael; Simmons, Deborah

2013-01-01

This study aimed to determine the efficacy of a content acquisition and reading comprehension treatment implemented by eighth-grade social studies teachers. Using a within-teacher design, the eighth-grade teachers' social studies classes were randomly assigned to treatment or comparison conditions. Teachers (n = 5) taught the same instructional…

Amplify Errors to Minimize Them

ERIC Educational Resources Information Center

Stewart, Maria Shine

2009-01-01

In this article, the author offers her experience of modeling mistakes and writing spontaneously in the computer classroom to get students' attention and elicit their editorial response. She describes how she taught her class about major sentence errors--comma splices, run-ons, and fragments--through her Sentence Meditation exercise, a rendition…

Learning to Program in KPL through Guided Collaboration

ERIC Educational Resources Information Center

Hsiao, Sheng-Che; Lin, Janet Mei-Chuen; Kang, Jiin-Cherng

2011-01-01

A quasi-experiment was conducted at an elementary school to investigate if guided collaboration would facilitate programming learning of 6 graders. Sixty-six students of two intact classes learned to program in KPL (kid's programming language) for 18 weeks during the experiment. One class was randomly assigned to the control group (i.e.,…

A National Study Assessing the Teaching and Learning of Introductory Astronomy; Part I: The Effect of Interactive Instruction

NASA Astrophysics Data System (ADS)

Rudolph, Alexander; Prather, E. E.; Brissenden, G.; Schlingman, W. M.; CATS

2009-01-01

We present the results of a national study on the teaching and learning of astronomy taught in general education, non-science major, introductory astronomy courses (Astro 101). Nearly 4000 students enrolled in 69 sections of Astro 101 taught at 30 institutions around the United States completed (pre- and post-instruction) the Light and Spectroscopy Concept Inventory (LSCI) from Fall 2006 to Fall 2007. The classes varied in size from very small (N<10) to large (N 180) and were from all types of institutions, including both 2-year and 4-year colleges and universities. To study how the instruction in different classrooms affected student learning, we developed and administered an Interactivity Assessment Instrument (IAI). This short survey, completed by instructors, allowed us to estimate the fraction of total classroom time that was dedicated to the use of interactive learning strategies. Pre-instruction LSCI scores were clustered around 25% (24±2%), independent of class size and institution type; however, the normalized gains for these classes varied from about (-)0.07-0.50. These two results suggest that the differences in gain were due to instruction in the classroom, not the size of class or type of institution. Interactivity Assessment Scores (IAS's) ranged from 0%-50%, showing that our IAI was able to distinguish between classes with higher and lower levels of interactive instruction. A comparison of class-averaged gain score to IAS showed that higher interactivity classes (IAS > 25%) were the only instructional environments capable of reaching the highest gains ( > 0.30). However, the range of gains seen for the higher interactivity classes was quite wide, suggesting that the use of interactive learning strategies is not sufficient by itself to achieve high student gains. We acknowledge the NSF for funding under Award No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program.

Correlation between active-learning coursework and student retention of core content during advanced pharmacy practice experiences.

PubMed

Lucas, Kristy H; Testman, Julie A; Hoyland, Marcella N; Kimble, Angel M; Euler, Mary L

2013-10-14

To implement an active-learning approach in a pharmacotherapy course sequence in the second year (P2) and third (P3) year of a doctor of pharmacy (PharmD) program and determine whether the pedagogical changes correlated with retention of core content in the fourth year (P4). Class sessions were transitioned from slides-based lectures to discussion-based active-learning pedagogy. A comprehensive examination was created and administered to assess student retention of therapeutic topics taught. Students demonstrated significantly improved overall scores on questions derived from the active-learning pedagogy used in Pharmacotherapy II and III compared to those derived from Pharmacotherapy I in which content was delivered by lecture. The use of active-learning strategies over lecture-based methods in pharmacotherapy courses resulted in higher retention of core content. Students' performance in areas taught using the discussion-based methodology was superior to that which was taught using lecture-based slide presentations.

Correlation Between Active-Learning Coursework and Student Retention of Core Content During Advanced Pharmacy Practice Experiences

PubMed Central

Testman, Julie A.; Hoyland, Marcella N.; Kimble, Angel M.; Euler, Mary L.

2013-01-01

Objective. To implement an active-learning approach in a pharmacotherapy course sequence in the second year (P2) and third (P3) year of a doctor of pharmacy (PharmD) program and determine whether the pedagogical changes correlated with retention of core content in the fourth year (P4). Design. Class sessions were transitioned from slides-based lectures to discussion-based active-learning pedagogy. Assessment. A comprehensive examination was created and administered to assess student retention of therapeutic topics taught. Students demonstrated significantly improved overall scores on questions derived from the active-learning pedagogy used in Pharmacotherapy II and III compared to those derived from Pharmacotherapy I in which content was delivered by lecture. Conclusion. The use of active-learning strategies over lecture-based methods in pharmacotherapy courses resulted in higher retention of core content. Students’ performance in areas taught using the discussion-based methodology was superior to that which was taught using lecture-based slide presentations. PMID:24159212

Increased Learning Observed in Redesigned Introductory Biology Course that Employed Web-enhanced, Interactive Pedagogy

PubMed Central

Lister, Bradford C.; Hanna, Michael H.; Roy, Harry

2007-01-01

Our Introduction to Biology course (BIOL 1010) changed in 2004 from a standard instructor-centered, lecture-homework-exam format to a student-centered format that used Web-enhanced, interactive pedagogy. To measure and compare conceptual learning gains in the traditional course in fall 2003 with a section of the interactive course in fall 2004, we created concept inventories for both evolution and ecology. Both classes were taught by the same instructor who had taught BIOL 1010 since 1976, and each had a similar student composition with comparable biological knowledge. A significant increase in learning gain was observed with the Web-enhanced, interactive pedagogy in evolution (traditional, 0.10; interactive, 0.19; p = 0.024) and ecology (traditional, −0.05; interactive, 0.14; p = 0.000009) when assessment was made unannounced and for no credit in the last week of classes. These results strengthen the case for augmenting or replacing instructor-centered teaching with Web-enhanced, interactive, student-centered teaching. When assessment was made using the final exam in the interactive course, for credit and after studying, significantly greater learning gains were made in evolution (95%, 0.37, p = 0.0001) and ecology (143%, 0.34, p = 0.000003) when compared with learning gains measured without credit or study in the last week of classes. PMID:17785407

The effect of creative problem solving on students’ mathematical adaptive reasoning

NASA Astrophysics Data System (ADS)

Muin, A.; Hanifah, S. H.; Diwidian, F.

2018-01-01

This research was conducted to analyse the effect of creative problem solving (CPS) learning model on the students’ mathematical adaptive reasoning. The method used in this study was a quasi-experimental with randomized post-test only control group design. Samples were taken as many as two classes by cluster random sampling technique consisting of experimental class (CPS) as many as 40 students and control class (conventional) as many as 40 students. Based on the result of hypothesis testing with the t-test at the significance level of 5%, it was obtained that significance level of 0.0000 is less than α = 0.05. This shows that the students’ mathematical adaptive reasoning skills who were taught by CPS model were higher than the students’ mathematical adaptive reasoning skills of those who were taught by conventional model. The result of this research showed that the most prominent aspect of adaptive reasoning that could be developed through a CPS was inductive intuitive. Two aspects of adaptive reasoning, which were inductive intuitive and deductive intuitive, were mostly balanced. The different between inductive intuitive and deductive intuitive aspect was not too big. CPS model can develop student mathematical adaptive reasoning skills. CPS model can facilitate development of mathematical adaptive reasoning skills thoroughly.

An analysis of science instruction in the fifth-grade science classroom: Investigating activity-based instruction with student-generated discussion

NASA Astrophysics Data System (ADS)

Vowell, Julie E.

The purpose of this study was to determine the extent to which debriefing impacts the level of cognitive understanding among students in the fifth-grade science classroom. This mixed methods study involved two fifth-grade science classrooms (N = 39) in a one month exploration of rocks and minerals. Two fifth-grade science classrooms participated in a unit using identical content, but had different pedagogical orientations. The experimental class was taught using the "Do-Talk-Do-Debrief" instructional method and the control class was taught using the "Do-Talk-Do" instructional method without the "Debrief" (metacognitive component). Research for the quantitative portion of this study was conducted using a pretest-posttest control-group design. The design was used to test the hypothesized relationship between an activity-based instructional method with debriefing and students' achievement. Two intact, equivalent fifth-grade classes were randomly assigned to treatment and control conditions. Prior to the beginning of the study, a researcher-developed pretest was administered to all participants to assess the students' prior knowledge of rocks and minerals. A posttest measure was given to the participants upon conclusion of the unit to measure knowledge and understanding. Following the posttest, the participants did not receive additional instruction over rocks and minerals. A similar posttest was administered to both groups two weeks later as an added measure for retention. A t-test for independent samples was used to examine differences on the pretest between the experimental and control groups. Likewise, a t-test was used to compare the mean scores on the first posttest (achievement). A separate t-test was conducted on the second posttest (retention) and was followed by a Pearson Product Moment Correlation, conducted by group. Research for the qualitative portion of this study involved classroom observations throughout the rock and mineral unit followed by a teacher interview. Observations were made in two fifth-grade classrooms and Flanders' Categories for Interaction Analysis was used as a framework for observing the level of social interaction. The observations were transcribed and developed into a "thick" record as suggested by Dr. Phil Carspecken's stages of qualitative research. Member checking and peer debriefing techniques were employed to increase the trustworthiness of the study. The quantitative data suggested science achievement of fifth-grade science students who learned through activity-based instruction with debriefing was statistically significantly higher than the science achievement of fifth-grade science students who learned through activity-based instruction without debriefing (p<.01), as measured by the first posttest. Also, student retention as measured by fifth-grade science students who learned through activity-based instruction was statistically significantly higher than fifth-grade science students who learned through activity-based instruction without debriefing (p<.01), as measured by the second posttest. Additionally, the effect sizes for achievement and retention were very large and educationally meaningful. Activity-based instruction enhanced with debriefing resulted in a deeper construction of knowledge and retention of understanding.

The effect of learning models and emotional intelligence toward students learning outcomes on reaction rate

NASA Astrophysics Data System (ADS)

Sutiani, Ani; Silitonga, Mei Y.

2017-08-01

This research focused on the effect of learning models and emotional intelligence in students' chemistry learning outcomes on reaction rate teaching topic. In order to achieve the objectives of the research, with 2x2 factorial research design was used. There were two factors tested, namely: the learning models (factor A), and emotional intelligence (factor B) factors. Then, two learning models were used; problem-based learning/PBL (A1), and project-based learning/PjBL (A2). While, the emotional intelligence was divided into higher and lower types. The number of population was six classes containing 243 grade X students of SMAN 10 Medan, Indonesia. There were 15 students of each class were chosen as the sample of the research by applying purposive sampling technique. The data were analyzed by applying two-ways analysis of variance (2X2) at the level of significant α = 0.05. Based on hypothesis testing, there was the interaction between learning models and emotional intelligence in students' chemistry learning outcomes. Then, the finding of the research showed that students' learning outcomes in reaction rate taught by using PBL with higher emotional intelligence is higher than those who were taught by using PjBL. There was no significant effect between students with lower emotional intelligence taught by using both PBL and PjBL in reaction rate topic. Based on the finding, the students with lower emotional intelligence were quite hard to get in touch with other students in group discussion.

Effectiveness of Tutorials for Introductory Physics in Argentinean high schools

NASA Astrophysics Data System (ADS)

Benegas, J.; Flores, J. Sirur

2014-06-01

This longitudinal study reports the results of a replication of Tutorials in Introductory Physics in high schools of a Latin-American country. The main objective of this study was to examine the suitability of Tutorials for local science education reform. Conceptual learning of simple resistive electric circuits was determined by the application of the single-response multiple-choice test "Determining and Interpreting Resistive Electric Circuits Concepts Test" (DIRECT) to high school classes taught with Tutorials and traditional instruction. The study included state and privately run schools of different socioeconomic profiles, without formal laboratory space and equipment, in classes of mixed-gender and female-only students, taught by novice and experienced instructors. Results systematically show that student learning is significantly higher in the Tutorials classes compared with traditional teaching for all of the studied conditions. The results also show that long-term learning (one year after instruction) in the Tutorials classes is highly satisfactory, very similar to the performance of the samples of college students used to develop the test DIRECT. On the contrary, students following traditional instruction returned one year after instruction to the poor performance (<20%) shown before instruction, a result compatible with the very low level of conceptual knowledge of basic physics recently determined by a systematic study of first-year students attending seven universities in Spain and four Latin-American countries. Some replication and adaptation problems and difficulties of this experience are noted, as well as recommendations for successful use of Tutorials in high schools of similar educational systems.

Verbal and visual learning of science terminology by high school biology students

NASA Astrophysics Data System (ADS)

Grant, Andrew Morton

The purpose of this study is to determine whether scientific terms with multiple meanings are more easily learned when taught pictorially or when taught verbally. The question of interference from previously known colloquial meanings is addressed as well. In carrying out this study, an experimental group of 30 students was taught pictorially and a control group of 30 students was taught verbally. Each group was made up of male and female students from the dominant culture (Caucasian) and from alternate cultures (mainly African American and Asian). The age of the participants was between 14 and 17. Students were selected as class groups. There were four class groups in the study. Class groups were assigned to the experimental or control group by random selection. Results were compared by use of a pre-test and post-test procedure. Students were asked to verbally describe 41 terms having scientific and colloquial meanings; they were to give the scientific meaning, if known, the colloquial if not, or leave a question mark if the term was unknown. They were then asked to draw a picture of the meaning of the term, if known. The same instructions were given to both groups. A series of seven hypotheses were identified. These hypotheses considered learning outcomes related to instructional mode as well as outcomes related to gender and cultural differences. An attempt was made to determine the similarity of the experimental and control groups. Student profiles, a learning styles inventory, and an imbedded image test all showed an initial similarity of the two groups. Once the pretest and posttest were given, data were analyzed by the use of the Chi-square of Association, the McNemar Chi-square, and Z scores (at.05 significance level). Results indicated significant differences in outcomes between the experimental group and the control group. The experimental group showed more science vocabulary learning than the control group and experienced more interference from the colloquial meanings of the terms used. Gender and cultural relationships were tested both between groups and within groups. Significant gender differences were found between groups. The patterns of response described in the experimental group were attributed to the method of pictorial instruction given this group.

Teaching internet use to adult learners: The LANL experience

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

Smith, S.; Comstock, D.

The Research library at Los Alamos National Laboratory has been teaching an Internet class to adult learners since May 1994. The class is a team effort, combining lecture/demo with hands-on practice using Gopher and the World Wide Web. What started out as a small short-term project has become a weekly class available to any Lab employee or associate. More than 250 people have been taught to find basic reference materials and to navigate the Internet on the Gopher and World Wide Web. The class is one of the first classes offered by the Research Library to be filled every month,more » and one Laboratory group has recommended that their staff attend this class in preparation for more advanced Internet and HTML classes as part of their group training. The success of this class spurred development by the Research Library of more specific subject classes using Internet resources, specifically business and general science resources.« less

Comparisons of Selected Student and Teacher Variables in All-Girls and Coeducational Physical Education Environments

ERIC Educational Resources Information Center

Derry, Julie A.; Phillips, D. Allen

2004-01-01

The purpose of this study was to investigate selected student and teacher variables and compare the differences between these variables for female students and female teachers in coeducation and single-sex physical education classes. Eighteen female teachers and intact classes were selected; 9 teachers from coeducation and 9 teachers from…

21 CFR 880.6890 - General purpose disinfectants.

Code of Federal Regulations, 2010 CFR

2010-04-01

... prior to terminal sterilization or high level disinfection. Noncritical medical devices make only topical contact with intact skin. (b) Classification. Class I (general controls). The device is exempt...

Self-Taught Learning Based on Sparse Autoencoder for E-Nose in Wound Infection Detection

PubMed Central

He, Peilin; Jia, Pengfei; Qiao, Siqi; Duan, Shukai

2017-01-01

For an electronic nose (E-nose) in wound infection distinguishing, traditional learning methods have always needed large quantities of labeled wound infection samples, which are both limited and expensive; thus, we introduce self-taught learning combined with sparse autoencoder and radial basis function (RBF) into the field. Self-taught learning is a kind of transfer learning that can transfer knowledge from other fields to target fields, can solve such problems that labeled data (target fields) and unlabeled data (other fields) do not share the same class labels, even if they are from entirely different distribution. In our paper, we obtain numerous cheap unlabeled pollutant gas samples (benzene, formaldehyde, acetone and ethylalcohol); however, labeled wound infection samples are hard to gain. Thus, we pose self-taught learning to utilize these gas samples, obtaining a basis vector θ. Then, using the basis vector θ, we reconstruct the new representation of wound infection samples under sparsity constraint, which is the input of classifiers. We compare RBF with partial least squares discriminant analysis (PLSDA), and reach a conclusion that the performance of RBF is superior to others. We also change the dimension of our data set and the quantity of unlabeled data to search the input matrix that produces the highest accuracy. PMID:28991154

The Effect of Co-Teaching on Student Achievement in Ninth Grade Physical Science Classrooms

NASA Astrophysics Data System (ADS)

LaFever, Karen M.

Co-teaching is a method that is increasing within schools across the US as educators strive to leave no child behind. It is a costly method, having two paid instructors in one classroom, with an average of 24 students shared between them. If it significantly increases the achievement of all students, it is well worth the costs involved. However, few studies have analyzed the effectiveness of this method on student achievement. This research follows the academic accomplishments of students in a ninth grade physical science course. Nine sections of the course "Force and Motion" were taught with a single teacher, and two additional sections were co-taught, one led by a science-certified and special educator, and another co-taught by two science certified teachers. Subgroup achievement performance was analyzed to determine whether significant differences exist between students with or without IEPs, as well as other factors such as free and reduced lunch status or gender. The results show significance with the presence of a co-teacher, while there is minimal effect size of co-teaching in this study for students with IEPs. The benefactors in these ninth grade co-taught classes were the students without IEPs, an unintended result of co-teaching.

Mathematics in Power Technology.

ERIC Educational Resources Information Center

Trombley, Carl; And Others

This mathematics curriculum is designed to be taught by the technology education teacher during the power technology class over a period of 2 years. It is intended to be elective in nature; upon successful completion of both years, one-half credit in mathematics is to be awarded. A list of the academic competencies contained in the curriculum…

Three Approaches to Teaching the Same Subject at Two Universities.

ERIC Educational Resources Information Center

Taricani, Ellen

In the fall of 1997, a senior level course was taught as an interdisciplinary class for learning the processes in food product development. The course implemented many new teaching methods and technologies. It was an effort between two departments: food science and agricultural economics. Students worked in teams with industry mentors who assisted…

Relationships among Tasks, Time, and Student Practice in Elementary Physical Education

ERIC Educational Resources Information Center

Rasmussen, Jennifer F.; Scrabis-Fletcher, Kristin A.; Silverman, Stephen

2014-01-01

The purpose of this study was to examine how teachers structure class in elementary physical education and the impact their decisions have on the amount of appropriate practice students receive. Participants for this study were 10 third grade physical education teachers and their students. Each teacher taught two successive skill-related lessons…

Creative Writing Class as Crucible

ERIC Educational Resources Information Center

Barron, Monica

2007-01-01

In this article, the author relates her experiences as creative writing teacher and her views as a teacher in the aftermath of Virginia Tech shooting. As a teacher who had taught writing and literature for twenty years, the author had received a great deal of submissions from her students about serial killers, rapists, slashers, and murderers and…

Blending Individual and Group Assessment: A Model for Measuring Student Performance

ERIC Educational Resources Information Center

Reiser, Elana

2017-01-01

Two sections of a college discrete mathematics class were taught using cooperative learning techniques throughout the semester. The 33 students attending these sections were randomly assigned into groups of three. Their final examination consisted of an individual and group blended examination where students worked in their groups and discussed…

Consumer Education.

ERIC Educational Resources Information Center

Heintz, Amy D., Comp.

The curriculum guide is intended as a source to help teachers plan consumer education classes in Nevada, from junior high school through the adult level. Developed for a semester's (18 weeks) separate course of study, using individual or group instruction, the guide may be expanded to meet the needs of a full year. Each unit can be taught as an…

Testing Bilingual Educational Methods: A Plea to End the Language-Mixing Taboo

ERIC Educational Resources Information Center

Antón, Eneko; Thierry, Guillaume; Goborov, Alexander; Anasagasti, Jon; Duñabeitia, Jon Andoni

2016-01-01

Language mixing in a given class is often avoided in bilingual education because of the generally held belief that "one subject" should be taught in only "one language" and "one person" should stick to "one language" in order to minimize confusion. Here, we compared the effects of mixing two languages and…

Truth in Urban Legends? Using Snopes.com to Teach Source Evaluation

ERIC Educational Resources Information Center

DeGroot, Jocelyn M.

2011-01-01

Information spreads online at a much faster rate than ever before, often without being confirmed by trustworthy sources. Students must be able to evaluate the online source and the online source's information for accuracy and credibility. In public speaking, argumentation, and persuasion classes (among others), students are taught to use confirmed…

Emergency Contraception and RU-486 (Mifepristone): Do Bioethical Discussions Improve Learning and Retention?

ERIC Educational Resources Information Center

Bodensteiner, Karin J.

2012-01-01

To systematically investigate whether the inclusion of a bioethical discussion improves the learning and retention of biological content, students in two sections of an introductory zoology class were taught the biology behind emergency contraception and RU-486. Students in one section of the course participated in a bioethical discussion, whereas…

Somatics in the Dance Studio: Embodying Feminist/Democratic Pedagogy

ERIC Educational Resources Information Center

Burnidge, Anne

2012-01-01

Since the 1970s, somatics have increasingly become a part of the dance training landscape. Although the psychophysical benefits seem sufficient in themselves to warrant inclusion in dance, this article explores another possible outcome of embracing somatic pedagogical principles, a change that affects not "what" is taught in a dance class, but…

Does Teaching Sequence Matter When Teaching High School Chemistry with Scientific Visualisations?

ERIC Educational Resources Information Center

Fogarty, Ian; Geelan, David; Mukherjee, Michelle

2012-01-01

Five Canadian high school Chemistry classes in one school, taught by three different teachers, studied the concepts of dynamic chemical equilibria and Le Chatelier's Principle. Some students received traditional teacher-led explanations of the concept first and used an interactive scientific visualisation second, while others worked with the…

The Effects of an Inference-Making Strategy Taught with and without Goal Setting

ERIC Educational Resources Information Center

Reed, Deborah K.; Lynn, Devon

2016-01-01

This quasi-experimental study examined the effects of a strategy for making text-dependent inferences--with and without embedded self-regulation skills--on the reading comprehension of 24 middle-grade students with disabilities. Classes were randomly assigned to receive the inference intervention only (IO), inference + individual goal setting…

The Journalism Writing Course: Evaluation of Hybrid versus Online Grammar Instruction

ERIC Educational Resources Information Center

Moore, Jensen; Jones, Khristen

2015-01-01

This study examined introductory journalism writing courses and compared hybrid (part online/part classroom) versus online grammar instruction. The hybrid structure allowed for grammar topics to be taught online, with a pretest following, and then reviewing missed/difficult pretest concepts in class prior to a posttest. The quasi-experimental…

Reflective Writing in Pre-Service Teachers' Teaching: What Does It Promote?

ERIC Educational Resources Information Center

Cohen-Sayag, Etty; Fischl, Dita

2012-01-01

In this study, we examined changes in levels of pre service teachers' reflective writing and tried to identify links between these changes and pre service teachers' success in teaching. Participants were two groups of pre-service special education teachers that taught in two different special education settings: learning difficulties classes and…

Academic Service-Learning in the HRD Curriculum

ERIC Educational Resources Information Center

Turnbull, Ovilla; Madsen, Susan R.

2004-01-01

Service-learning is a relatively new pedagogy which uses service activities to support traditional teaching methods, giving students a better understanding and ability to remember and carry out functions/skills taught in class. Although its use in an HRD course has rarely been reported in the literature, the teaching methods appear to be ideal for…

Factors Associated with Success in College Calculus II

ERIC Educational Resources Information Center

Rosasco, Margaret E.

2013-01-01

Students are entering college having earned credit for college Calculus 1 based on their scores on the College Board's Advanced Placement (AP) Calculus AB exam. Despite being granted credit for college Calculus 1, it is unclear whether these students are adequately prepared for college Calculus 2. College calculus classes are often taught from a…

Devices for Deviling Classes in Theatre History.

ERIC Educational Resources Information Center

Bryan, George B.

In addition to the use of the lecture-discussion method of teaching theatre history, the author contends that this approach can be augmented by the process of "deviling" (adding spice to) the learning situation. At the University of Vermont, theatre history courses have been taught with a variety of deviling exercises, which include: (1)…

Optimal Weighting for Exam Composition

ERIC Educational Resources Information Center

Ganzfried, Sam; Yusuf, Farzana

2018-01-01

A problem faced by many instructors is that of designing exams that accurately assess the abilities of the students. Typically, these exams are prepared several days in advance, and generic question scores are used based on rough approximation of the question difficulty and length. For example, for a recent class taught by the author, there were…

Using Tours Plus "Tutor Tapes" to Teach Humanities in Honolulu's Inner City.

ERIC Educational Resources Information Center

Cox, Clarice Robinson

English 41, an introductory humanities course taught at Honolulu Community College, presented a foundation in art, religion, architecture, and music. Many class members were employed adults, including policemen and firefighters, who often missed off-campus tours and lectures. Tutor tapes were used to offset the problem of absenteeism. A student…

Impacts of Digital Imaging versus Drawing on Student Learning in Undergraduate Biodiversity Labs

ERIC Educational Resources Information Center

Basey, John M.; Maines, Anastasia P.; Francis, Clinton D.; Melbourne, Brett

2014-01-01

We examined the effects of documenting observations with digital imaging versus hand drawing in inquiry-based college biodiversity labs. Plant biodiversity labs were divided into two treatments, digital imaging (N = 221) and hand drawing (N = 238). Graduate-student teaching assistants (N = 24) taught one class in each treatment. Assessments…

A Graduate Class in Research Data Management

ERIC Educational Resources Information Center

Schmidt, Lawrence; Holles, Joseph

2018-01-01

A graduate elective course in Research Data Management (RDM) was developed and taught as a team by a research librarian and a research active faculty member. Coteaching allowed each instructor to contribute knowledge in their specialty areas. The goal of this course was to provide graduate students the RDM knowledge necessary to efficiently and…

Bringing Research Tools into the Classroom

ERIC Educational Resources Information Center

Shubert, Charles; Ceraj, Ivica; Riley, Justin

2009-01-01

The advancement of computer technology used for research is creating the need to change the way classes are taught in higher education. "Bringing Research Tools into the Classroom" has become a major focus of the work of the Office of Educational Innovation and Technology (OEIT) for the Dean of Undergraduate Education (DUE) at the…

Teachability of Communication Strategies: An Iranian Experience

ERIC Educational Resources Information Center

Maleki, Ataollah

2007-01-01

The possibility of teaching communication strategies and the feasibility of incorporating them into school syllabi have been a controversial issue. In the current study, 60 Iranian students were divided into two thirty-member classes; then two different textbooks, one with specific CS and the other without them, were chosen to be taught in the…

Does the Classroom Delivery Method Make a Difference?

ERIC Educational Resources Information Center

Bunn, Esther; Fischer, Mary; Marsh, Treba

2014-01-01

This study seeks to determine if a difference exists in student performance and participation between an online and face-to-face Accounting Intermediate I class taught by the same professor. Even though students self-selected which course section to enroll, no significant difference was found to exist between the delivery method of the two courses…

Learning to Teach Computer Science: Qualitative Insights into Secondary Teachers' Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Hubbard, Aleata Kimberly

2017-01-01

In this dissertation, I explored the pedagogical content knowledge of in-service high school educators recently assigned to teach computer science for the first time. Teachers were participating in a professional development program where they co-taught introductory computing classes with tech industry professionals. The study was motivated by…

Implementing Reading Strategies Based on Collaborative Learning Approach in an English Class

ERIC Educational Resources Information Center

Suwantharathip, Ornprapat

2015-01-01

The present study investigated the effects of reading strategies based on collaborative learning approach on students' reading comprehension and reading strategy use. The quasi-experimental research study was performed with two groups of students. While the control group was taught in the traditional way, the experimental group received reading…

Curriculum Development in Studio-Style University Physics and Implications for Dissemination of Research-Based Reforms

ERIC Educational Resources Information Center

Foote, Kathleen T.

2016-01-01

Over the past few decades, a growing body of evidence demonstrates that students learn best in engaging, interactive, collaborative, and inquiry-based environments. However, most college science classes are still taught with traditional methods suggesting the existing selection of research-based instructional materials has not widely transformed…

Student Achievement as a Measure of Instructor Effectiveness.

ERIC Educational Resources Information Center

Morsch, Joseph E.; And Others

Using an eight-day hydraulics maintenance course taught by 121 instructors on a regular basis to classes of about 14 students using the same classrooms and materials, the Air Force conducted a study designed to determine instructor measures which correlate with, and are therefore predictive of, student achievement. The study report first discusses…

Composition and Science: A Symbiotic Relationship.

ERIC Educational Resources Information Center

Coward, Pat; Taylor, Jo

Critical thinking skills were taught to students in a lower-track freshman English class through the use of cross-disciplinary subject matter. Given a set of three transmission electron micrographs, or photographs of magnified tissue used in histology and pathology, students were asked to support their conclusions on which two of micrographs A, B,…

Teaching Russian Via Distance Learning, the EdNet Experience.

ERIC Educational Resources Information Center

Zsiray, Stephen W., Jr.; And Others

In Utah, the statewide distance education network (EdNet) enables students from five rural and suburban high schools to learn Russian and earn college credits. Courses in Russian are offered through a partnership involving the Cache County School District, Utah State University, and the Utah State Office of Education. Classes are taught on one…

Your Economics Textbook.

ERIC Educational Resources Information Center

Lee, Helen C.

How economics can be taught through a student-developed textbook is described. Having secondary students construct their own economics textbook can be an exciting process. During the initial six- or nine-week segment of a course, materials can be collected and organized to make a book that the class can study for the rest of the semester or year.…

Yoga and Ethics in High School

ERIC Educational Resources Information Center

Falk, Jodi P.

2005-01-01

In the past three years, the author has taught yoga classes to students at the Pioneer Valley Performing Arts Charter Public School, in addition to her job as Dance Director. This school already is an open environment; the students are generally interested in the arts and the Pioneer Valley in Massachusetts is known for its…

Ewe Basic Course. Revised Version.

ERIC Educational Resources Information Center

Warburton, Irene; And Others

The purpose of this beginning text in Ewe is to provide the student with an introduction to the structure of the Ewe language and "reasonable practice" in speaking. It is intended to be taught with the assistance of a native speaker of Ewe. Linguistic terminology is minimal. Suggested teaching time ranges from two semesters of class meetings of…

Helping Learning Disabled Adults through Special Tutorial Techniques. Final Report. 1992-1993.

ERIC Educational Resources Information Center

Reading Area Community Coll., PA.

A project offered special training to instructors and volunteer tutors for adult basic education classes in recognizing and helping adults who are enrolled in adult education programs with learning disabilities. These instructors and tutors were taught the necessary skills through a series of three 3-hour inservice sessions. The regular…

Don't Blow a Fuse! Clever Exercise Tests Current-Measuring Skills

ERIC Educational Resources Information Center

Bentley, John

2005-01-01

The author has taught beginning, intermediate, and advanced electronics/electricity classes for more than 20 years. During that time--each and every semester--students struggle with measuring current in the laboratory. As all electronics/electricity instructors know, this results in blown fuses, burned parts, and just plain frustration on…

Integrating Vocational Competencies and Math Skills. Industrial Education.

ERIC Educational Resources Information Center

Missouri Univ., Columbia. Instructional Materials Lab.

This document is designed to help teachers identify those math skills that students must master to complete the vocational competencies taught in industrial education classes. Included in the document are 10 program area/math skills matrices that were developed as a result of a research development project during which secondary-level Missouri…

Individualizing the Composition Class.

ERIC Educational Resources Information Center

Sieben, J. Kenneth

Students should be encouraged and taught how to write more effectively. This may be accomplished by involving them in two types of writing--the journal and the essay. The student is encouraged to record in his journal what he did and thought during the day, regardless of the trivialities. The journal is never evaluated by the instructor unless the…

Unit on Aging.

ERIC Educational Resources Information Center

Paranya, Ann C.

This unit on aging was prepared for use in high school sociology, marriage and family classes. The objectives of the course, which can be taught in four classroom sessions, are to help students: (1) become aware of the fact that older people are individuals, differing widely in attitudes and abilities, who do not necessarily conform to the popular…

Using Second Life to Teach about Marketing in Second Life

ERIC Educational Resources Information Center

Halvorson, Wade; Ewing, Mike; Windisch, Lydia

2011-01-01

There are compelling reasons for educators to consider incorporating virtual worlds (VWs) in their marketing curriculum. That said, the ways in which VWs can be implemented into the teaching curriculum are many and varied. This article reports on two studies in which notionally similar graduate classes are taught about marketing in Second Life…

Teaching the Total Language with Readers Theatre.

ERIC Educational Resources Information Center

Goodman, Jess A., Jr.

Reading, writing, speech assignments for special education classes, English as a second language and many other classroom projects can be taught through the involvement created by Readers Theatre. Readers Theatre is the presentation of dialogue-type material in play form. The actors hold the script as they move through it and a narrator's voice…

Linearization: Students Forget the Operating Point

ERIC Educational Resources Information Center

Roubal, J.; Husek, P.; Stecha, J.

2010-01-01

Linearization is a standard part of modeling and control design theory for a class of nonlinear dynamical systems taught in basic undergraduate courses. Although linearization is a straight-line methodology, it is not applied correctly by many students since they often forget to keep the operating point in mind. This paper explains the topic and…

Doing Business In..: A Class Exercise for International Accounting

ERIC Educational Resources Information Center

Neidermeyer, Presha E.

2010-01-01

International accounting is taught in the curriculum of about one-third of the largest institutions in the US. Within the context of this course, many instructors will attempt to cover a diverse array of business topics while integrating financial reporting standards worldwide. This breadth of topics is frequently challenging in obtaining a…

A French Culture Course for Non-Language Majors.

ERIC Educational Resources Information Center

Savoie, Norman R.

The traditional upper-level course in French civilization at Utah State University was abandoned in favor of a course entitled "France Today," taught once a year to a consistent enrollment of students majoring in a wide variety of disciplines. The content varies somewhat each year, but the class typically begins with several class…

The 100 People Project

ERIC Educational Resources Information Center

McLeod, Keri

2007-01-01

This article describes the 100 People Project and how the author integrates the project in her class. The 100 People Project is a nonprofit organization based in New York City. The organization poses the question: If there were only 100 people in the world, what would the world look like? Through the project, students were taught about ethics in…

A Scientist Tells Why "Intelligent Design" Is NOT Science

ERIC Educational Resources Information Center

Sprackland, Robert George

2006-01-01

One of the most confrontational issues before American school boards and administrators is the effort by some Christian fundamentalists to have their views on life and its origins taught in science classes as a scientifically valid alternative to biological evolution. The issue continues to plague science education, suggesting that few school…

Is All-State Guitar in Your State's Future?

ERIC Educational Resources Information Center

McCarthy, Glen

2013-01-01

The growth of guitar education in schools has been dramatic. From regional, specialized, and isolated programs just a few years ago to a broad-based movement with strong support from administrators, parents, and students, guitar classes are taught today all over North America. Colleges now offer guitar education. A dramatic indicator of guitar's…

Teaching Character Strengths: Persee the Perseverant Puppy

ERIC Educational Resources Information Center

Baruch-Feldman, Caren

2017-01-01

Developing character strengths such as kindness and perseverance are just as crucial as academics for today's learners. This article describes how the author and the classroom teacher worked one-on-one with a third grade class to teach such attributes. Approximately once a month the classroom teacher and the author taught lessons on kindness,…

Polarization of Physics on Global Courses

ERIC Educational Resources Information Center

Alinea, Allan L.; Naylor, Wade

2015-01-01

Since October 2010, the Chemistry-Biology Combined Major Program, an international course taught in English at Osaka University, has been teaching small classes (no more than 20 in size). We present data from the Force Concept Inventory (FCI) given to first-year classical mechanics students (N = 47 students over three years) pre and post score,…

Management Education and Transformational Learning: The Integration of Mindfulness in an MBA Course

ERIC Educational Resources Information Center

Kuechler, William; Stedham, Yvonne

2018-01-01

Most management classes are taught by modified traditional techniques in which the acquisition of facts and rote skills is primary. However, traditional pedagogies fall short when the desired result is not inculcating knowledge about a subject, but rather constructively altering worldviews and behaviors. Leadership, ethics, strategic management,…

Reactivity of Household Oxygen Bleaches: A Stepwise Laboratory Exercise in High School Chemistry Course

ERIC Educational Resources Information Center

Nakano, Masayoshi; Ogasawara, Haruka; Wada, Takeshi; Koga, Nobuyoshi

2016-01-01

This paper reports on a learning program designed for high school chemistry classes that involves laboratory exercises using household oxygen bleaches. In this program, students are taught the chemistry of oxygen bleaches through a stepwise inquiry using laboratory exercises organized with different pedagogical intents. Through comparative…

Teaching about Women and Islam in North Africa: Integrating Postcolonial Feminist Theory in the Classroom

ERIC Educational Resources Information Center

Zayzafoon, Lamia Ben Youssef

2011-01-01

Using postcolonial feminist theory, the researcher attempts in this article to redefine the interpretive framework through which courses on Islam and North African women are being taught in American undergraduate classes. Several conceptual limitations have been identified: inadequate knowledge of the geography and history of North Africa; the…

Imagine Creating Rubrics that Develop Creativity

ERIC Educational Resources Information Center

Young, Linda Payne

2009-01-01

English teachers are by nature rather imaginative, a trait that is not taught in a methods class or listed as a disposition in standards for teacher preparation. Whether as part of a learning activity or a "what if" question posed in a literature discussion, imagination and creativity are integral parts of classrooms and their inclusion is as…

IMPACT: Vocational Home Economics for Junior High School Students

ERIC Educational Resources Information Center

Smitherman, Barbara J.; And Others

1978-01-01

The author describes a vocational home economics program called "Impact" designed to meet the needs of inner city junior high school students in Ohio. Standard home economics units are taught in Impact classes, but the content varies according to individual student needs. Emphasis is on developing a positive self-image in students with…

A Study: The Relationship of Personality Type to Vocabulary Development.

ERIC Educational Resources Information Center

Covner, Thelma Crockin

To test the hypothesis that aspects of one's personality are associated with expansion of his or her vocabulary, a study focused on thirteen students of various ages who constituted a vocabulary development class. Students were taught techniques for discovering meaning through context or extracting meaning through word structure. Considerable time…

Sanitary Food Service; Instructor's Guide to Be Used in Training Food-Service Personnel.

ERIC Educational Resources Information Center

Public Health Service (DHEW), Cincinnati, OH.

Instructors of civilian and/or military food service employees are given suggestions for the flexible use of this guide, then receive more detailed guidelines for grouping trainees, managing classes, planning lessons, and adapting the food service course to various groups and teaching situations. Specific content (principles to be taught) and…

Activist Rhetorics and American Higher Education, 1885-1937.

ERIC Educational Resources Information Center

Kates, Susan

This book is a history of the rhetorical instruction generated by educators who taught at three institutions founded to serve middle-class White women, African Americans, and workers in the United States in the late nineteenth and early twentieth centuries. A detailed overview is provided of the curricula produced by Mary Augusta Jordan (Smith…

Integrating Language and Content: Challenges in a Japanese Supplementary School in Victoria

ERIC Educational Resources Information Center

Okumura, Shinji; Obara, Yumi

2017-01-01

The Melbourne International School of Japanese (MISJ) is a supplementary Saturday school which offers Japanese language and mathematics taught in Japanese from kindergarten to senior secondary level. Classes are scheduled on Saturdays from 9am to 3pm and approximately half of the program is dedicated to mathematics. While mathematics education…

Integrating Faculty Led Service Learning Training to Quantify Height of Natural Resources from a Spatial Science Perspective

ERIC Educational Resources Information Center

Unger, Daniel R.; Kulhavy, David L.; Busch-Petersen, Kai; Hung, I.-Kuai

2016-01-01

Arthur Temple College of Forestry and Agriculture (ATCOFA) faculty members were trained how to integrate service learning activities within senior level classes at Stephen F. Austin State University (SFASU) in Nacogdoches, Texas. The service learning training, taught under the acronym Mentored Undergraduate Scholarship (MUGS), involved meeting…

Learning Ethics through Virtual Fieldtrips: Teaching Ethical Theories through Virtual Experiences

ERIC Educational Resources Information Center

Houser, Rick; Thoma, Steve; Coppock, Amanda; Mazer, Matthew; Midkiff, Lewis; Younanian, Marisa; Young, Sarah

2011-01-01

Teaching ethical reasoning is considered an important component of the undergraduate learning experience. A recent approach to teaching using experiential learning is through virtual worlds such as Second Life. We discuss how ethics may be taught using experiential learning in the virtual world of Second Life. Participants in the class in this…

Teachers as Intellectuals and Advocates: Professional Development for Bilingual Education Teachers

ERIC Educational Resources Information Center

Tellez, Kip; Varghese, Manka

2013-01-01

Bilingual education continues to be one of the most controversial educational programs worldwide. In several US states, it has even been put to a vote in general elections. Internationally, nations that have long promoted multilingualism are debating whether the languages of new, working-class immigrants deserve to be taught in schools.…

Rainforest: Reptiles and Amphibians

ERIC Educational Resources Information Center

Olson, Susanna

2006-01-01

Rainforest reptiles and amphibians are a vibrantly colored, multimedia art experience. To complete the entire project one may need to dedicate many class periods to production, yet in each aspect of the project a new and important skill, concept, or element is being taught or reinforced. This project incorporates the study of warm and cool color…

The Analysis of Analogy Use in the Teaching of Introductory Quantum Theory

ERIC Educational Resources Information Center

Didis, Nilufer

2015-01-01

This study analyzes the analogies used in the teaching of introductory quantum theory concepts. Over twelve weeks, the researcher observed each class for a semester and conducted interviews with the students and the instructor. In the interviews, students answered questions about quantum theory concepts, which the instructor had taught them using…

Improving Student Transfer of Spelling Skills across the Curriculum.

ERIC Educational Resources Information Center

Dvorak, Lynda; Ingersol, Judith; Kastle, Marlene; Mullins, Belinda; Rafter, Therese

This project describes a program for increasing student retention and transfer of weekly spelling words across the curriculum. The targeted population consists of first, second, and third grade students in a middle class community located in the Northeast quadrant of Illinois. The problems of adequate transfer of previously taught spelling skills…

The Computer: An Art Tool for the Visually Gifted. A Curriculum Guide.

ERIC Educational Resources Information Center

Suter, Thomas E.; Bibbey, Melissa R.

This curriculum guide, developed and used in Wheelersburg (Ohio) with visually talented students, shows how such students can be taught to utilize computers as an art medium and tool. An initial section covers program implementation including setup, class structure and scheduling, teaching strategies, and housecleaning and maintenance. Seventeen…

First-Year Effects of an Engineering Professional Development Program on Elementary Teachers

ERIC Educational Resources Information Center

Yoon, So Yoon; Diefes-Dux, Heidi; Strobel, Johannes

2013-01-01

The ultimate objective of teacher professional development (TPD) is to deliver a positive impact on students' engagement and performance in class through teacher practice via improving their content and pedagogical content knowledge and changing their attitudes toward the subject being taught. However, compared to other content areas, such as…

Will the Real Mockingbird Please Stand Up?

ERIC Educational Resources Information Center

Hipple, Theodore W.

1969-01-01

The central theme of "To Kill a Mockingbird," one of the most widely taught novels in high school English classes, is frequently misinterpreted by well-meaning teachers. Although the cause of racial justice deserves classroom attention, the central theme and the focus of the four significant parts of the novel--the opening words, the…

Establishing Pragmatic Discriminations among the Communicative Functions of Requesting, Rejecting, and Commenting in an Adolescent.

ERIC Educational Resources Information Center

Reichle, Joe; And Others

1984-01-01

A 15-year-old with severe handicaps who exhibited minimal intentional communicative behavior was taught to discriminately encode three classes of communicative functions. Results suggest that pragmatic discriminations can be established early in a sequence of communication intervention. The S used requesting and rejecting spontaneously in other…

Assessing CLIL at Primary School: A Longitudinal Study

ERIC Educational Resources Information Center

Serra, Cecilia

2007-01-01

This paper presents aspects of a longitudinal study assessing integrative bilingual learning based on Content and Language Integrated Learning (CLIL), implemented in three Swiss primary schools. From Grades 1 to 6, three classes of German-speaking pupils were taught 50% of the curriculum, notably mathematics, in Italian or in Romansh as a second…

An Element of Practical Knowledge in Education: Professional Routines

ERIC Educational Resources Information Center

Lacourse, France

2011-01-01

The question of practical knowledge and its teaching has arisen more perceptibly since the appearance of the aim to professionalize teachers. How can imperceptible knowledge such as professional routines be taught? To establish a social fabric and effective class management, it is essential to call on creative and adaptive professional routines.…

Powerpoint's Power in the Classroom: Enhancing Students' Self-Efficacy and Attitudes

ERIC Educational Resources Information Center

Susskind, J.E.

2005-01-01

The current study examined the effects of non-interactive computer assisted instruction on students' performance, self-efficacy, motivation, and attitudes. Half the lectures presented to two Introduction to Psychology college classes were taught in a traditional lecture format and half were accompanied by PowerPoint multimedia. Lecture order was…

Common Literacy Struggles with College Students: Using the Reciprocal Teaching Technique

ERIC Educational Resources Information Center

Gruenbaum, Elizabeth A.

2012-01-01

Many college students struggle with the literacy skills needed to be successful in higher education (Bettinger & Long, 2009; Snyder, Tan, & Hoffman, 2004). The difficulties emerge within students' capabilities in reading and writing. Students must be taught the skills needed to be successful to complete the tasks assigned in college classes and in…

Teaching Mathematical Modeling in Mathematics Education

ERIC Educational Resources Information Center

Saxena, Ritu; Shrivastava, Keerty; Bhardwaj, Ramakant

2016-01-01

Mathematics is not only a subject but it is also a language consisting of many different symbols and relations. Taught as a compulsory subject up the 10th class, students are then able to choose whether or not to study mathematics as a main subject. The present paper discusses mathematical modeling in mathematics education. The article provides…

CASE Thriving on the Sunshine Coast

ERIC Educational Resources Information Center

Gordon, Neil

2016-01-01

Cognitive Acceleration through Science Education (CASE) on the Sunshine Coast is growing rapidly. It has expanded from one inaugural Year 8 class in 2012 to the current state of play with the involvement of over 3,000 CASE students from eleven Sunshine Coast State High Schools. It is being taught by more than seventy CASE teachers with…

Modified Video Course Methodology for Distance Learning.

ERIC Educational Resources Information Center

Springer, Stephen B.

In recent years, colleges have made extensive efforts to provide distance learning opportunities for adult students. At Southwest Texas State University, a required course in the Occupational Education program has been delivered in a modified video format. The video was made of an actual class being taught in a production studio. The main…

Teaching Oral-Aural Communication Skills in a Rehabilitation Center for the Blind

ERIC Educational Resources Information Center

Leavitt, Glenn

1973-01-01

Oral-aural communication skills, which are sequentially taught in 1-hour classes to three or four students at the Michigan Rehabilitation Center for the Blind, include audition, conversation, use of playback-recording devices, techniques of aural reading, and techniques for learning sources of recorded reading materials. (Author/MC)

Pedagogical Red Tape: Difficulties in Teaching the Bureaucracy to Undergraduate Students

ERIC Educational Resources Information Center

Miller, William J.; Kaltenthaler, Karl; Feuerstein, Derek

2010-01-01

Americans are often perceived as holding extremely negative views of governmental bureaucrats. Phrases like bureaucratic waste and unresponsive bureaucracy fill the mainstream media and taint the image of bureaucrats. Beginning in basic high school civics classes, students are taught to respect the lawmaking process, the executive power of the…

La comunidad en el aula y el aula en la comunidad: Un modelo (The Community in the Classroom and the Classroom in the Community: A Model).

ERIC Educational Resources Information Center

Varona, Lucia T.

1999-01-01

Describes an advanced conversational Spanish language course based on community experiences, multicultural education, and collaborative research taught at the University of Santa Clara in California. The class combined authentic materials with real-life experiences. (Author/VWL)

The Interactive Classroom: An Overview of Smart Notebook Software

ERIC Educational Resources Information Center

Nichols, Bryan E.

2015-01-01

Interactive whiteboards are increasingly used in school classrooms. SMART Boards have been adopted in many schools, including music classes taught by specialists. This article provides specific tips for using the most popular whiteboard application. The main features of the software as well as specific strategies for maximizing their use in the…

Do "Current" Teaching Methodologies Really Work in Every Context?

ERIC Educational Resources Information Center

Yürekli, Aynur

2017-01-01

This study examines the impact that learners have on the effective implementation of the Communicative Language Teaching Approach (CLT) in monolingual English for Academic Purposes (EAP) class in a country where English is taught as a foreign rather than second language. Based on recorded language lessons of four different learner groups, it…

Moving an In-Class Module Online: A Case Study for Chemistry

ERIC Educational Resources Information Center

Seery, Michael K.

2012-01-01

This article summarises the author's experiences in running a module "Computers for Chemistry" entirely online for the past four years. The module, previously taught in a face-to-face environment, was reconfigured for teaching in an online environment. The rationale for moving online along with the design, implementation and evaluation of the…

To Hear Ourselves as Others Hear Us

ERIC Educational Resources Information Center

Lippert, Nathaniel; Partridge, Bruce

2004-01-01

The American Astronomical Society has recently developed an ambitious set of goals for introductory astronomy courses. How well does an introductory astronomy course based firmly on these goals actually do? In this article, an education student enrolled in such a class and the professor who taught it present an unvarnished analysis of one course…

Introduction to Mathematica® for Physicists

NASA Astrophysics Data System (ADS)

Grozin, Andrey

We were taught at calculus classes that integration is an art, not a science (in contrast to differentiation—even a monkey can be trained to take derivatives). And we were taught wrong. The Risch algorithm (which is known for decades) allows one to find, in a finite number of steps, if a given indefinite integral can be taken in elementary functions, and if so, to calculate it. This algorithm has been constructed in works by an American mathematician Risch near 1970; many cases were not analyzed completely in these works and were later considered by other mathematicians. The algorithm is very complicated, and no computer algebra system implements it fully. Its implementation in Mathematica is rather complete, even with extensions to some classes of special functions, but details are not publicly known. Strictly speaking, it is not quite an algorithm, because it contains algorithmically unsolvable subproblems, such as finding out if a given combination of elementary functions vanishes. But in practice computer algebra systems are quite good in solving such problems. Here we shall consider, at a very elementary level, the main ideas of the Risch algorithm; see [16] for more details.

The impact of mirrors on body image and performance in high and low performing female ballet students.

PubMed

Radell, Sally A; Adame, Daniel D; Cole, Steven P; Blumenkehl, Nicole J

2011-09-01

This study assesses the effect of mirrors on body image and performance in high and low performing female collegiate ballet students. Twenty-three females enrolled in a beginning ballet class were taught using mirrors, and a second group of 23 beginning females were taught without mirrors. All participants completed the Cash 69-item Body Self-Relations Questionnaire during the first and last class of a 14-week semester. They were videotaped performing in the studio during the fifth and fourteenth weeks. Two ballet teachers independently viewed the videotapes to evaluate the dancers' rhythmic accuracy, ease and flow of movement, and mastery of steps and alignment, and rated the students' skill level on a 1-5 scale. For analysis purposes, students whose scores averaged three or higher were categorized as "high performers," and those who averaged less than three were "low performers." Two (mirror, non-mirror) by two (high performance, low performance) by two (pre-test, post-test) repeated measures ANOVAs were used to test class differences over the course of the semester. There were significant 3-way interactions for overweight preoccupation (p < 0.01) and body-areas satisfaction (p < 0.05). Low performers increased in overweight preoccupation in the non-mirror class while decreasing in the mirror class. High performers significantly increased in satisfaction for most areas of their body in the non-mirror class, while there were smaller increases for both low and high performers in the mirror class. It is concluded that while use of the mirror has some benefits in training, higher performing dancers feel better about their body image when they do not use the mirror. Lower performers who use the mirror worry less about their weight; those who do not use the mirror worry more. The mirror may provide feedback that helps low performing dancers feel more comfortable with their weight.

The Effect of Stereotype Threat on Undergraduates in AN Introductory Astronomy Class

NASA Astrophysics Data System (ADS)

Hufnagel, Beth; Deming, Grace L.; Landato, Janet M.; Hodari, Apriel K.

This quantitative study tests the hypothesis that undergraduates taking an introductory astronomy class for nonscience majors are susceptible to stereotype threat (ST). The Astronomy Diagnostic Test (ADT), a conceptual survey designed for introductory astronomy classes, was administered pre- and postcourse to two pairs (control and threatened) of the same class taught by the same professors, one pair at a public, suburban community college and the other pair at a large, state research university. One class of each pair was threatened postcourse by telling the students that their gender mattered on the ADT. The results showed no ST effect on the women in the university class. The college women underperformed and the men overperformed at a low statistical significance. The authors infer that Steele's requirement for domain identification as a condition is also required to strongly invoke ST for this sample of nonscience students.

Blackboard Overview by a Technology Coordinator

NASA Astrophysics Data System (ADS)

Rodgers, Sue

2000-06-01

Have you ever wished you could find an easier way to get course materials and other information to your students? Would you be interested in improving communication between you and your students? Over 1600 colleges, universities, and K-12 schools have discovered and adopted a software package that can do just that: Blackboard's CourseInfo, a Web-based course delivery system (http://www.blackboard.com). At San Jacinto College we are using CourseInfo to facilitate classes taught in a distance learning format and to support classroom-based classes through web-enhanced learning activities.

Mixed-ability secondary science in one urban school district: A multiple case study

NASA Astrophysics Data System (ADS)

Tworek, Francis A.

The standards and accountability movements demand that all students be given the opportunity to learn more science than ever before. However, there is much uncertainty about how educators should proceed with this task. Issues of concern include achievement gaps, tracking, and graduation requirements. The purpose of this multiple case study was to explore the challenges identified by four secondary science teachers in one urban public school district as they taught classes that included students representing a wide range of abilities and prior academic success. These mixed-ability science classes were generally defined as science classes which are required for high school graduation but which have no academic prerequisites. The central research questions in this qualitative study were: (1) How do secondary science teachers describe the challenges they face while teaching a mixed-ability science course required for graduation when the course has no prerequisites; and (2) What strategies do they use to deal with these challenges? Data collection was confined to four cases within one Midwest urban school district during the 2004-2005 school year. Each case involved one class taught by an individual teacher. One case was an 8th grade science class at a middle school. The other three cases represented three district-required courses in three different high schools: 9th grade biology, 10th grade chemistry, and 11th grade physics. Data sources included interviews with the teachers, observations in their classrooms, district achievement and demographic data, and school documents. Three themes emerged from the cross-case analysis: (1) a sense of belonging; (2) the teacher's focus; and (3) successful learning. The final chapter discusses the implications of these themes and makes recommendations for further study.

Daily online testing in large classes: boosting college performance while reducing achievement gaps.

PubMed

Pennebaker, James W; Gosling, Samuel D; Ferrell, Jason D

2013-01-01

An in-class computer-based system, that included daily online testing, was introduced to two large university classes. We examined subsequent improvements in academic performance and reductions in the achievement gaps between lower- and upper-middle class students in academic performance. Students (N = 901) brought laptop computers to classes and took daily quizzes that provided immediate and personalized feedback. Student performance was compared with the same data for traditional classes taught previously by the same instructors (N = 935). Exam performance was approximately half a letter grade above previous semesters, based on comparisons of identical questions asked from earlier years. Students in the experimental classes performed better in other classes, both in the semester they took the course and in subsequent semester classes. The new system resulted in a 50% reduction in the achievement gap as measured by grades among students of different social classes. These findings suggest that frequent consequential quizzing should be used routinely in large lecture courses to improve performance in class and in other concurrent and subsequent courses.

A Comparison of a Traditional Lecture-Based and Online Supplemental Video and Lecture-Based Approach in an Engineering Statics Class

ERIC Educational Resources Information Center

Halupa, Colleen M.; Caldwell, Benjamin W.

2015-01-01

This quasi-experimental research study evaluated two intact undergraduate engineering statics classes at a private university in Texas. Students in the control group received traditional lecture, readings and homework assignments. Those in the experimental group also were given access to a complete set of online video lectures and videos…

WebMail versus WebApp: Comparing Problem-Based Learning Methods in a Business Research Methods Course

ERIC Educational Resources Information Center

Williams van Rooij, Shahron

2007-01-01

This study examined the impact of two Problem-Based Learning (PBL) approaches on knowledge transfer, problem-solving self-efficacy, and perceived learning gains among four intact classes of adult learners engaged in a group project in an online undergraduate business research methods course. With two of the classes using a text-only PBL workbook…

Examining the Fifth Graders' Understanding of Heat and Temperature Concepts via Concept Mapping

ERIC Educational Resources Information Center

Cakir Olgun, Ozlem Sila

2008-01-01

This study investigated the effect of concept mapping over traditional instruction on students' understanding and retention of heat and temperature concepts. The sample of this study consisted of 5th grade students from two classes of a elementary school (n=75). One intact class was randomly assigned to the comparison group whereas the other one…

"Wanna Race?": Primary Student Preference for Competitive or Non-Competitive Singing Games

ERIC Educational Resources Information Center

Roberts, J. Christopher

2016-01-01

This study compared primary student preference for competitive and non-competitive singing games. Students in three intact classes of second graders (n = 65) and three classes of fourth graders (n = 67) at one school in the USA served as subjects. After playing a pair of games, one competitive and one non-competitive, over the course of five…

Computer-Mediated Input, Output and Feedback in the Development of L2 Word Recognition from Speech

ERIC Educational Resources Information Center

Matthews, Joshua; Cheng, Junyu; O'Toole, John Mitchell

2015-01-01

This paper reports on the impact of computer-mediated input, output and feedback on the development of second language (L2) word recognition from speech (WRS). A quasi-experimental pre-test/treatment/post-test research design was used involving three intact tertiary level English as a Second Language (ESL) classes. Classes were either assigned to…

A Comparison of Class-Wide Taped Problems and Cover, Copy, and Compare for Enhancing Mathematics Fluency

ERIC Educational Resources Information Center

Poncy, Brian C.; Skinner, Christopher H.; McCallum, Elizabeth

2012-01-01

An adapted alternating treatments design was used to compare the effects of class-wide applications of Taped Problems (TP) and Cover, Copy, and Compare (CCC) procedures designed to enhance subtraction fact fluency in an intact third-grade classroom. During the TP procedure, a tape provided an auditory prompt (i.e., the problem), followed by a…

Childbirth Education: A Consumer's Viewpoint

PubMed Central

Mackie, J. William; Mackie, Susan J.; Livingstone, Verity

1986-01-01

This article describes a series of classes for expectant parents and siblings and outlines how differences of opinion by health-care providers in the perinatal period can adversely affect a mother's undertsanding of, and satisfaction with, the birth process. It comments on concepts that family physicians should consider before suggesting prenatal classes to their patients. Family physicians must know what is being taught in prenatal classes, either directly through dialogue with the instructors or indirectly through conversation with their patients. There should be open dialogue between family physicians, expectant couples and childbirth educators in order to ensure supportive co-operation among all parties. Such co-operation will lead to maximum satisfaction with the experience of childbirth. PMID:21267322

Physics instructors are not blank slates either: An exploratory study of introductory physics instruction

NASA Astrophysics Data System (ADS)

Mitchell, Willyetta Adele

2009-11-01

The purpose of the study was to investigate the views of the nature of science and the classroom practices of instructors who teach introductory physics at a research intensive university. A study of this nature is necessary because calls to change how science is taught have been made since the 1800's, yet the methods of instruction have remained virtually unchanged. The conflict between how science is taught and how students learn science can be remedied by effective professional development at the university. However, training on the change process is virtually nonexistent in teacher education programs and in teacher professional development workshops at all levels. The Views About Science Survey (VASS) was first administered to a sample of twenty-nine physics instructors and graduate assistants who have taught introductory physics courses within the last five years. To assess instructional practices in introductory physics at a research extensive university, a purposeful, stratified sample of 56 classes was observed. The interactions between the students and teachers were analyzed using the Flanders Interaction Analysis. The findings suggest that the physics instructors hold a mixed view of the nature of science. The instructors' views do not necessarily indicate how they teach physics. The results also showed that the professors reported that they use elements of effective teaching practices throughout their instruction. The results of the classroom observations revealed that non interactive lecture is the dominate instructional method used. The Flander's confirms that the majority of the class time is spent with the teacher talking and the student passively listening.

Got Coal? Teaching about the Most Dangerous Rock in America

ERIC Educational Resources Information Center

Bigelow, Bill

2011-01-01

In 30 years of teaching, the author never taught explicitly about coal. Coal appeared in his social studies curriculum solely as a labor issue, and coal was mostly invisible in his history classes. The world cannot afford this kind of curricular invisibility today. Forty percent of the main greenhouse gas produced in the United States, carbon…

Commemorating the End of World War II: How World War II Is Taught in American Classrooms.

ERIC Educational Resources Information Center

Barth, James L.

1995-01-01

Explains and presents the results of a survey that asked teachers to rank in importance, and provide time spent on, broad topics (rise of fascism) and related subtopics (Hitler's approach to power). Two-hundred four K-12 teachers responded and provided personal information such as gender and class period length. (MJP)

Comparison of High School Dual-Enrollment and Traditional First-Term General/Organic/Biochemistry College Chemistry Class Outcomes

ERIC Educational Resources Information Center

Zuidema, Daniel R.; Eames, Kevin J.

2014-01-01

Student performance in a high school dual-enrollment chemistry course was compared with student performance in the corresponding traditional college course. The two courses were taught by the same instructor and evaluated using the same American Chemical Society (ACS) standardized examination. Interestingly, the high school dual-enrollment…

A Case Study of Bilingual Student-Teachers' Classroom English: Applying the Education-Linguistic Model

ERIC Educational Resources Information Center

Han, Jinghe; Yao, Jun

2013-01-01

This paper explores the practicum experience of a group of bilingual student-teachers who taught Chinese using English to learners of Chinese as a foreign language (CFL) in Western Sydney schools. Specifically it explores how these student-teachers used English as the instructional language in class and what strengths and weaknesses they…

Instructional Technology and the Post-Test Results of College Learners

ERIC Educational Resources Information Center

Pagan-Melendez, Juan

2012-01-01

The problem in the present quasi-experimental research design was the poor English communication skills of college students enrolled in first-year English as a second language (ESL) courses in Puerto Rico. The purpose of this quantitative study was to compare learning outcomes between a first-year English as a second class taught with the…

Effects of an E-Learning Module on Students' Attitudes in an Electronics Class

ERIC Educational Resources Information Center

Getuno, Daniel M.; Kiboss, Joel K.; Changeiywo, Johnson M.; Ogola, Leo B.

2015-01-01

Research has shown that students exhibit negative attitudes towards Electronics especially when they are taught using the conventional method. This is in addition to poor instructional methods that do not promote individualization of instruction or make learning interesting. The purpose of this study was to design an e-learning module in…

The Effect of a Modified Moore Method on Attitudes and Beliefs in Precalculus

ERIC Educational Resources Information Center

Bailey, Brad; Cooper, Thomas E.; Briggs, Karen S.

2012-01-01

As part of a study on the effects of teaching with a Modified Moore Method (MMM), a survey containing 20 items from Schoenfeld's (1989) investigation of attitudes and beliefs about mathematics was administered to students in undergraduate precalculus classes. The study included one section of precalculus taught with an MMM, a student-centered and…

Improving the Spelling Ability among Speakers of African American English through Explicit Instruction

ERIC Educational Resources Information Center

Pittman, Ramona T.; Joshi, R. Malatesha; Carreker, Suzanne

2014-01-01

The purpose of this eight week study was to provide explicit instruction to improve spelling to 124 sixth grade students who are speakers of African American English (AAE). Two classroom teachers taught 14 different language arts class sections. The research design was a pretest/posttest/posttest design using wait-list-control. The treatment group…

Peers as Teachers in Physical Education Hip Hop Classes in Finnish High School

ERIC Educational Resources Information Center

Nurmi, Anna-Maria; Kokkonen, Marja

2015-01-01

In this case study, theoretically rooted in peer-assisted learning (PAL), ten female high school students, acting as peer teachers, taught hip hop dance in a voluntary physical education course. The data, derived from questionnaires and interviews with the peer teachers, were analysed using content analysis. The results showed that the peer…

Men and Women in Society: A Duality of Vision.

ERIC Educational Resources Information Center

Bullock, Anice; Telschow, Ruth L.

At Tomball College, in Texas, an interdisciplinary course in gender issues was developed to examine the psychological and social realities of gender roles. The course was team taught by a psychologist and a sociologist and met twice a week for 80 minutes per session. The class covered the general areas of gender history; physical and cognitive…

Thinking on the Margin: A Classroom Experiment

ERIC Educational Resources Information Center

Bangs, Joann

2009-01-01

One of the most important concepts being taught in principles classes is the idea of "thinking on the margin." It can also be one of the most difficult to get across. One of the most telling examples, according to this author, comes in trying to get students to learn the profit maximizing condition for perfectly competitive firms. She…

Real Estate Appraising. A Suggested Adult Education Course.

ERIC Educational Resources Information Center

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

Developed to assist teachers of classes in real estate appraisal and to help students prepare for professional qualification, this guide presents 12 lessons which may be taught in 15 two-hour sessions. The twelve lessons are (1) The Appraisal of Real Estate, (2) Real Property Value, (3) Basic Principles of Real Property Value, (4) The Appraisal…

Research as Art (as Curriculum)

ERIC Educational Resources Information Center

Ingelesiv, Vid

2007-01-01

This essay focuses on a 4th year course, titled "Search/Research/Resolution," that the author has developed at the Ontario College of Art and Design (OCAD), Toronto. First taught in 2002, the course is held over a fourteen week semester each fall, with one three hour class per week. It is offered within the photography area at OCAD in…

Teachers' and Students' Negotiation Moves When Teachers Scaffold Group Work

ERIC Educational Resources Information Center

González, Gloriana; DeJarnette, Anna F.

2015-01-01

Group work has been a main activity recommended by mathematics education reform. We aim at describing the patterns of interaction between teachers and students during group work. We ask: How do teachers scaffold group work during a problem-based lesson? We use data from a problem-based lesson taught in six geometry class periods by two teachers…

Using Sport Education to Teach the Lifetime Sport of Golf

ERIC Educational Resources Information Center

Scarboro, Shot; Pritchard, Tony

2015-01-01

Golf is a lifetime sport activity that can be taught in physical education classes. How one teaches golf in physical education could influence whether students will want to continue to participate outside of physical education. The sport education model (SEM) is an instructional model that promotes student learning in all three domains by ensuring…

Effects of Spectrum Teaching Styles on College Students' Psychological Needs Satisfaction and Self-Determined Motivation

ERIC Educational Resources Information Center

Kirby, Stephanie; Byra, Mark; Readdy, Tucker; Wallhead, Tristan

2015-01-01

The purpose of this study was to explore the effect of two landmark spectrum styles, practice and inclusion, on students' basic psychological needs satisfaction and self-determined motivation. Twelve classes of college-aged students (n = 149) participated in two badminton lessons taught under the conditions of the practice and inclusion styles.…

Elementary and Junior High School Teachers' Promotion of Self-Determination in Taiwan

ERIC Educational Resources Information Center

Chao, Pen-Chiang; Chou, Yu-Chi

2017-01-01

The purpose of this study was to conduct a national survey, aiming to (a)explore how self-determination instruction is implemented by elementary and junior high school teachers; (b)examine the frequency with which the components of self-determination are taught; and (c)investigate whether teachers' gender, class setting, and teaching experience…

Critical Multimodal Literacy: How Nigerian Female Students Critique Texts and Reconstruct Unequal Social Structures

ERIC Educational Resources Information Center

Ajayi, Lasisi

2015-01-01

This research investigates how three female Nigerian high school students were taught to deploy critical multimodal literacy to interrogate texts and reconstruct unequal social structures. A class of ninth-grade students in an all-women school was given instruction through the analysis of how multiple modes were used to represent meanings in…