Competency-Based Objectives for the Student Teaching Experience.

ERIC Educational Resources Information Center

Johnson, Ann Randolph; And Others

1982-01-01

The article examines a competency-based objectives system for evaluating the student teaching experience for majors in speech-language pathology and audiology programs. It is composed of 89 competencies which cover the broad range of knowledge, skill, and value objectives that a student is likely to experience during student teaching. (Author/SW)

Network reciprocity by coexisting learning and teaching strategies

NASA Astrophysics Data System (ADS)

Tanimoto, Jun; Brede, Markus; Yamauchi, Atsuo

2012-03-01

We propose a network reciprocity model in which an agent probabilistically adopts learning or teaching strategies. In the learning adaptation mechanism, an agent may copy a neighbor's strategy through Fermi pairwise comparison. The teaching adaptation mechanism involves an agent imposing its strategy on a neighbor. Our simulations reveal that the reciprocity is significantly affected by the frequency with which learning and teaching agents coexist in a network and by the structure of the network itself.

Developing marketing strategies for university teaching hospitals.

PubMed

Fink, D J

1980-07-01

University teaching hospitals face increasing competition from community hospitals, expanding regulation of health care, a rising tide of consumerism, and in many cases a declining urban population base. These problems, which may threaten the teaching hospital's ability to continue tertiary care, teaching, and research functions, may be solved with the aid of new marketing strategies. In developing its marketing strategy, a hospital must assess its strengths and weaknesses, specify its goals in measurable terms, implement tactics to achieve these goals, and evaluate its marketing program. The strategies should be directed toward achieving better relationships with institutions, practitioners, and surrounding communities and increasing patient, visitor, and employee satisfaction. A wide variety of programs can be used to reach these goals and to help teaching hospitals meet the competitive challenges of this decade.

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

ERIC Educational Resources Information Center

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

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

Measuring Nurse Educators' Willingness to Adopt Inclusive Teaching Strategies.

PubMed

Levey, Janet A

The purpose of the study was to examine the characteristics and relationships of nurse educators' teaching practices, knowledge, support, and willingness to adopt inclusive teaching strategies (WillAdITS). Adopting more inclusive teaching strategies based on universal design for instruction is an innovative way for educators to reach today's diverse student body. However, the pedagogy has not diffused into nursing education. Descriptive statistics and hierarchical multiple regression were used for analyzing data from 311 nurse educators in prelicensure and RN to BSN programs. The model explained 44.8 percent of the variance in WillAdITS. The best indicators for this pedagogy were knowledge of universal design for instruction, social system support for inclusive teaching strategies, multiple instructional formats, and years of teaching. Knowing factors influencing the adoption of inclusive teaching strategies can inform schools of nursing of areas needing further development in the preparation of novice to experienced educators to teach diverse learners.

Visual Teaching Strategies for Children with Autism.

ERIC Educational Resources Information Center

Tissot, Catherine; Evans, Roy

2003-01-01

Describes the types of children with autism that would benefit from visual teaching strategies. Discusses the benefits and disadvantages of some of the more well-known programs that use visual teaching strategies, including movement-based systems relying on sign language, and materials-based systems such as Treatment and Education of Autistic and…

Three Empirical Strategies for Teaching Statistics

ERIC Educational Resources Information Center

Marson, Stephen M.

2007-01-01

This paper employs a three-step process to analyze three empirically supported strategies for teaching statistics to BSW students. The strategies included: repetition, immediate feedback, and use of original data. First, each strategy is addressed through the literature. Second, the application of employing each of the strategies over the period…

NICU nurse educators: what evidence supports your teaching strategies?

PubMed

Pilcher, Jobeth

2013-01-01

One of our roles as nurse educators is to teach best practices related to patient care. However, have you ever stopped to think about what evidence supports your teaching strategies? Just as our patients deserve care that is based on the best available evidence, our learners also deserve education that is based on evidence.1-3 With so many advances in knowledge, technology, and even life itself, it is interesting that education has changed very little over the past 100 years. A study among 946 nurse educators documented that most teach the way they were taught.4 In addition, even after learning new strategies, educators often continue teaching in the manner they are most comfortable. However, this trend is beginning to change. Nurse educators are becoming increasingly aware of and willing to try new and innovative teaching strategies. Educators are also seeking out evidence-based teaching strategies and are becoming more involved in nursing education research.

Teaching Strategies for Specialized Ensembles.

ERIC Educational Resources Information Center

Teaching Music, 1999

1999-01-01

Provides a strategy, from the book "Strategies for Teaching Specialized Ensembles," that addresses Standard 9A of the National Standards for Music Education. Explains that students will identify and describe the musical and historical characteristics of the classical era in music they perform and in audio examples. (CMK)

An Integrated Strategy for Teaching Biochemistry to Biotechnology Specialty Students

ERIC Educational Resources Information Center

Ouyang, Liming; Ou, Ling; Zhang, Yuanxing

2007-01-01

The faculty of biochemistry established an integrated teaching strategy for biotechnology specialty students, by intermeshing the case-study method, web-assistant teaching, and improved lecture format with a brief content and multimedia courseware. Teaching practice showed that the integrated teaching strategy could retain the best features of…

Exploring Teacher Strategies in Teaching Descriptive Writing in Indonesia

ERIC Educational Resources Information Center

Suriyanti, Sufatmi; Yaacob, Aizan

2016-01-01

Purpose: This paper is the outcome of a study which examined teacher strategies in teaching descriptive writing to junior high school students in Delitua, North Sumatra, Indonesia. The study was based on two questions: 1) What are the teaching strategies used by EFL teachers in teaching descriptive writing? 2) To what extent did the descriptive…

Academically Gifted Undergraduate Students: Their Preferred Teaching Strategies

ERIC Educational Resources Information Center

AL-Khayat, Majed M.; AL-Hrout, Mosa A.; Hyassat, Mizyed A.

2017-01-01

Much attention is being paid to the students who give evidence of high achievement capability in specific academic fields. This interest includes choosing sufficient teaching strategies that suit their characteristics. However, this study aims at identifying what teaching strategies are preferred by academically gifted students in Princess Rahma…

Reflections on Teaching Referencing: What Four Case Studies Can Tell Us about Developing Effective Teaching Strategies

ERIC Educational Resources Information Center

Hyland, Theresa

2010-01-01

Two contradictions are inherent in our research into referencing practices and the subsequent development of teaching strategies to remedy inappropriate practices. First, aggregate studies and teaching strategies that tend toward a one-size-fits-all formula for researching and teaching referencing do not consider individual differences in…

Didactic Strategies in Early Science Teaching

ERIC Educational Resources Information Center

Hus, Vlasta; Grmek, Milena Ivanus

2011-01-01

The purpose of the article is to show the results of empirical research on the prevailing teaching strategies for teaching contents of the subject environmental studies (specifically when dealing with natural content) in the first triennium of the nine-year primary school in the Republic of Slovenia. The information was obtained through a survey…

Interactive Whole Class Teaching in the National Literacy and Numeracy Strategies

ERIC Educational Resources Information Center

Smith, Fay; Hardman, Frank; Wall, Kate; Mroz, Maria

2004-01-01

The study set out to investigate the impact of the official endorsement of 'interactive whole class teaching' on the interaction and discourse styles of primary teachers while teaching the National Literacy and Numeracy Strategies. In both strategies, interactive whole class teaching is seen as an 'active teaching' model promoting high quality…

Teaching Strategies to Improve Algebra Learning

ERIC Educational Resources Information Center

Zbiek, Rose Mary; Larson, Matthew R.

2015-01-01

Improving student learning is the primary goal of every teacher of algebra. Teachers seek strategies to help all students learn important algebra content and develop mathematical practices. The new Institute of Education Sciences[IES] practice guide, "Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students"…

Teaching Reading Strategies to English Language Learners.

ERIC Educational Resources Information Center

Jenks, Christopher J.

This paper discusses the importance of teaching English language learners (ELLs) three reading strategies to help facilitate a productive literacy environment, suggesting that students must be taught specific reading strategies in which purpose, comprehension, and memorization are facilitated. The first section presents a pre-reading strategy,…

Helping Graduate Teaching Assistants Lead Discussions with Undergraduate Students: A Few Simple Teaching Strategies

ERIC Educational Resources Information Center

Jensen, Murray; Farrand, Kirsten; Redman, Leanne; Varcoe, Tamara; Coleman, Leana

2005-01-01

Graduate Teaching Assistants (GTAs) are frequently asked to lead discussion groups. These groups generally take the form of tutorials, review sessions, or problem-based learning classes. In their preparation, what to teach is often emphasized over how to teach. The primary intent of this article is to provide a few simple teaching strategies for…

Early Intervention Provider Use of Child Caregiver-Teaching Strategies

ERIC Educational Resources Information Center

Campbell, Philippa H.; Coletti, Catherine Ehret

2013-01-01

The purpose of this study was to identify the extent to which multidiscipline early intervention providers identified and demonstrated caregiver-teaching strategies. A total of 78 providers submitted 205 videotaped segments to illustrate 1 of 5 caregiver-teaching strategies (i.e., demonstration; caregiver practice with feedback; guided practice;…

Effectiveness of student-led objective tutorials in pharmacology teaching to medical students.

PubMed

Arora, Kriti; Hashilkar, Nayana Kamalnayan

2016-10-01

Current teaching in pharmacology is passive with less emphasis on clinical application. There is a need to incorporate newer instructional designs into pharmacology. Student-led objective tutorial (SLOT) is one of the novel designs to enhance interest among learners, provide opportunities for group learning, and facilitate self-directed learning. This study aims to assess the effectiveness of SLOTs over conventional tutorials (CTs) in pharmacology and to obtain feedback from the students regarding their perceptions about it. The regular batch of MBBS 2 nd professional in pharmacology was randomly divided into two groups. Five topics from central nervous system (CNS) were selected. One group received SLOT as the instructional strategy, whereas the other group went through CTs. At the end of the module, a written test was conducted to assess the effectiveness of both strategies. The students provided feedback regarding their experience using a prevalidated questionnaire. The mean scores of both the groups were analyzed using Mann-Whitney U-test. There was no significant difference in the mean scores of the end of the module test. However, the overall passing percentage was significantly higher in the intervention group ( P = 0.043). A total of 45.71% students favored it as a future tutorial method and expressed that SLOT enhanced their ability to learn independently. SLOT is an effective teaching-learning method to teach pharmacology to medical undergraduates. It enhances interest among learners and increases the ability to learn independently.

Minority Preservice Teachers' Conceptions of Teaching Science: Sources of Science Teaching Strategies

ERIC Educational Resources Information Center

Subramaniam, Karthigeyan

2013-01-01

This study explores five minority preservice teachers' conceptions of teaching science and identifies the sources of their strategies for helping students learn science. Perspectives from the literature on conceptions of teaching science and on the role constructs used to describe and distinguish minority preservice teachers from their mainstream…

The connection between teaching and learning: Linking teaching quality and metacognitive strategy use in primary school.

PubMed

Rieser, Svenja; Naumann, Alexander; Decristan, Jasmin; Fauth, Benjamin; Klieme, Eckhard; Büttner, Gerhard

2016-12-01

In order for teaching to be successful, students need to be actively involved in learning. However, research on teaching effectiveness often neglects students' learning activities. Although it is assumed that effective teaching promotes the use of beneficial learning activities, empirical evidence for this connection is still limited. This study aimed to investigate the connection between effective teaching and reported learning activities. We hypothesize specific relations between a three-dimensional model of teaching quality (i.e., cognitive activation, supportive climate, and classroom management) and students' reported use of metacognitive strategies. Students' intrinsic motivation is considered as a mediator and a moderator of this connection. N = 1,052 students from 53 German primary school classes and their science teachers participated. Data were collected through classroom or video observation and questionnaires over a period of approximately 2 months. Multilevel analysis was utilized to test our hypotheses. Each dimension of teaching quality positively predicted students' reported use of metacognitive strategies. For supportive climate, this connection was mediated by students' intrinsic motivation. Cognitive activation negatively predicted the slopes between students' reported metacognitive strategy use and motivation. The results support the notion that effective teaching is connected to learning activities and stress the importance of students' learning motivation. Results from the cross-level interaction could indicate that especially less motivated students' reported metacognitive strategy use might be supported by cognitively activating teaching. © 2016 The British Psychological Society.

Empowering Students with Word-Learning Strategies: Teach a Child to Fish

ERIC Educational Resources Information Center

Graves, Michael F.; Schneider, Steven; Ringstaff, Cathy

2018-01-01

This article on word-learning strategies describes a theory- and research-based set of procedures for teaching students to use word-learning strategies--word parts, context clues, the dictionary, and a combined strategy--to infer the meanings of unknown words. The article begins with a rationale for teaching word-learning strategies, particularly…

Strategies for Teaching Internet Ethics.

ERIC Educational Resources Information Center

Rader, Martha H.

2002-01-01

Ten strategies for teaching Internet ethics are as follows: establish acceptable use policy; communicate ethical codes; model behaviors and values; encourage discussion of ethical issues; reinforce ethical conduct; monitor student behavior; secure systems and software; discourage surfing without supervision; monitor e-mail and websites; and…

Teaching Strategies and Methods in Modern Environments for Learning of Programming

ERIC Educational Resources Information Center

Djenic, Slobodanka; Mitic, Jelena

2017-01-01

This paper presents teaching strategies and methods, applicable in modern blended environments for learning of programming. Given the fact that the manner of applying teaching strategies always depends on the specific requirements of a certain area of learning, the paper outlines the basic principles of teaching in programming courses, as well as…

Teaching Adaptability of Object-Oriented Programming Language Curriculum

ERIC Educational Resources Information Center

Zhu, Xiao-dong

2012-01-01

The evolution of object-oriented programming languages includes update of their own versions, update of development environments, and reform of new languages upon old languages. In this paper, the evolution analysis of object-oriented programming languages is presented in term of the characters and development. The notion of adaptive teaching upon…

Assessment of Lecture Strategy with Different Teaching Aids

PubMed Central

Kumar, Manoj; Kumar, Jayballabh; Kumar, Gaurav; Kapoor, Sangeeta

2015-01-01

Background and Objectives: Medical/dental colleges in Northern India cater to students with diverse backgrounds, mother tongues, levels of comprehending English, and intelligence levels. This study was conducted to identify lecture strategy and teaching aid best suited for North Indian dental and medical students. It was conducted in two parts – 1. Survey of teachers’ and students’ opinion to obtain their preferences in teaching-learning practices followed in a conventional lecture, and 2. Comparison of students’ performances after a single trial lecture with different groups of students, using different teaching aids (TAs). Materials and Methods: Opinions of 33 faculty teaching first year dental/ medical students and 506 volunteer students (320 female) were compiled. Students were divided into four groups. A single trial lecture was held with each group (on the same topic, using identical lesson plan, by the same teacher) using a different teaching aid with each group. Lecture strategy was designed according to students’ preferences (as obtained from opinion survey) regarding language of instruction and the number of mental breaks. TAs used with different groups were chalk and board (C&B), PowerPoint (PPT), overhead projector (OHP), and a combination of C&B and PPT. Pre- and post-tests using multiple choice questions were conducted with each group. Results of post-test questionnaire and feedback from faculty attending the lecture were assessed for students’ satisfaction and attentiveness in all four groups. Results: Survey results indicated that although 97.6% students believed they had good/fair proficiency in English, 83.6% preferred being taught in a combination of English and Hindi; 44.3% students preferred C&B, 40.1% preferred PPT and 15.6% preferred the use of OHP as TA. After conducting a trial lecture with different TAs with each group, more than 90% students expressed satisfaction with the TA used for that group. Significantly better

A Socially Inclusive Teaching Strategy for Transforming the Teaching of English First Additional Language

ERIC Educational Resources Information Center

Malebese, M. L.

2017-01-01

This paper explores ways of including indigenous knowledge systems in the teaching of English First Additional Language (EFAL). The aim is to use a socially inclusive teaching strategy in such a manner that the imbalances that past oppressive regimes brought into the teaching and learning of a second language, EFAL in this case, is challenged and…

Dynamic Learning Objects to Teach Java Programming Language

ERIC Educational Resources Information Center

Narasimhamurthy, Uma; Al Shawkani, Khuloud

2010-01-01

This article describes a model for teaching Java Programming Language through Dynamic Learning Objects. The design of the learning objects was based on effective learning design principles to help students learn the complex topic of Java Programming. Visualization was also used to facilitate the learning of the concepts. (Contains 1 figure and 2…

An evaluation of the relative efficacy of and children's preferences for teaching strategies that differ in amount of teacher directedness.

PubMed

Heal, Nicole A; Hanley, Gregory P; Layer, Stacy A

2009-01-01

The manner in which teachers mediate children's learning varies across early childhood classrooms. In this study, we used a multielement design to evaluate the efficacy of three commonly implemented strategies that varied in teacher directedness for teaching color- and object-name relations. Strategy 1 consisted of brief exposure to the target relations followed by an exclusively child-led play period in which correct responses were praised. Strategy 2 was similar except that teachers prompted the children to vocalize relations and corrected errors via model prompts. Strategy 3 incorporated the same procedures as Strategy 2 except that a brief period of teacher-initiated trials was arranged; these trials involved the use of prompt delay between questions and prompts, and correct responses resulted in tokens and back-up activity reinforcers. Children's preferences for the different teaching strategies were also directly assessed. Strategy 3 was most effective in promoting the acquisition and generalization of the color- and object-name relations and was also most preferred by the majority of children, Strategy 1 was the least effective, and Strategy 2 was typically the least preferred. Implications for the design of early educational environments based on evidence-based values are discussed.

Contemporary teaching strategies of exemplary community preceptors--is technology helping?

PubMed

Scott, Stephen M; Schifferdecker, Karen E; Anthony, David; Chao, Jason; Chessman, Alexander W; Margo, Katherine; Seagrave, Martha; Leong, Shou Ling

2014-01-01

Many schools rely upon community preceptors for office-based education of medical students. These preceptors struggle to balance clinical care with the learning needs of students. We aim to gain a deeper understanding of the teaching rewards and challenges of current community preceptors. Five schools' family medicine clerkship directors conducted in-depth interviews of two exemplary preceptors at each of their programs. Following qualitative analysis of the interviews, three directors conducted one focus group at their school. The individual and group interviews were recorded, transcribed, and analyzed using grounded theory. Exemplary community preceptors described strategies to improve the learning environment and specific teaching approaches. Well-known teaching strategies such as role modeling, adjusting instruction to the learner's needs, and selecting patients appropriate for a specific student were used. They also described newer techniques such as co-learning and integrating technology, for example, accessing online, current practice guidelines together with the student. They detailed challenges to teaching, including time constraints and too much content to cover and provided advice about teaching tools. While challenged by clinical demands, preceptors enjoyed teaching and found it rewarding. They used time-proven teaching strategies as well as technology and online resources to facilitate ambulatory teaching. Community preceptors continue to struggle to integrate learners and the priorities of the medical school curriculum into the clinical environment. Further development of electronic tools and other resources to support the teaching needs of preceptors may contribute to learning and help minimize preceptor burden.

Middle School Mathematics Teachers' Pedagogical Content Knowledge Regarding Teaching Strategies on Quadrilaterals

ERIC Educational Resources Information Center

Akkas, Elif Nur; Türnüklü, Elif

2014-01-01

Pedagogical content knowledge is consisted of two components: student knowledge and teaching strategies. Teaching strategies was defined under two sub-headings as strategies for specific topics and specific strategies for any topic. The purpose of this study was to examine the method with which quadrilaterals were taught by mathematics teachers…

Narrative as a Teaching Strategy

ERIC Educational Resources Information Center

Butcher, Susan E.

2006-01-01

Research shows that those who are incarcerated, as a whole, have come from difficult past environments. This leads to having a different way of learning than most others who have had successful educational experiences. Because of this, my research project focused on exploring storytelling/narrative, as a teaching strategy, and how it influences…

Use Root Cause Analysis Teaching Strategy to Train Primary Pre-Service Science Teachers

ERIC Educational Resources Information Center

Lu, Chow-chin; Tsai, Chun-wei; Hong, Jon-chao

2008-01-01

This study examined the Root Cause Analysis (RCA) teaching strategy on pre-service primary science teachers and instinct pre-service teachers to apply RCA teaching strategy to science curriculums. RCA Teaching Strategy is to coordinates 5 Why Method and Fishbone Diagram. The participants included 18 pre-service primary science teachers and the…

[Psychodrama as a pedagogical teaching strategy about worker's health].

PubMed

Martins, Júlia Trevisan; Opitz, Simone Perufo; Robazzi, Maria Lúcia do Carmo

2004-04-01

This study had the objective to report the experience of using pedagogic psychodrama as a teaching and learning strategy about the worker's health. It was developed with 18 students from the Master Program from the School of Nursing of the University of São Paulo at Ribeirão Preto, during the second semester of 2002. Interactive, dynamic and interpersonal activities, and role playing were initially conducted looking for students and educator's spontaneity. Moreno's psychodramatic theory was the theoretical framework used. Creativity, logical reasoning, involvement with learning, and organization of concepts using their own living experience were observed, contributing to the experience as a whole. Therefore, the experiment was considered successful.

Do humorous preoperative teaching strategies work?

PubMed

Schrecengost, A

2001-11-01

Incorporating humor into preoperative teaching may improve patients' ability to recall pertinent instruction. This article describes a study in which an experimental, two-group, pretest/posttest design was used to determine whether there was a significant difference in the amount of knowledge patients recalled after receiving a teaching booklet either with (i.e., experimental) or without (i.e., control) humor. The sample included 50 patients undergoing open-heart surgery. Results indicate that there was no significant difference (F1, 48 = .07, P > .05) between the groups in the amount of knowledge gained related to postoperative pulmonary exercises. Both groups, however, had a statistically significant increase in the amount of knowledge gained from pretest to posttest (F1, 48 = 39.16, P < .05). Before humorous teaching strategies can be recommended for use in preoperative teaching, further research about the relationship between preoperative instruction, humor, and knowledge retention is necessary.

Application of Metacognitive Strategy to Primary Listening Teaching

NASA Astrophysics Data System (ADS)

Zheng, Jie

2017-12-01

It is of vital importance that our students should be taught to listen effectively and critically. This essay focuses the metacognitive strategy in listening and an empirical study of the application of metacognitive strategy to primary listening teaching is made.

Effects of Teaching Strategies in Annotated Bibliography Writing

ERIC Educational Resources Information Center

Tan-de Ramos, Jennifer

2015-01-01

The study examines the effect of teaching strategies to improved writing of students in the tertiary level. Specifically, three teaching approaches--the use of modelling, grammar-based, and information element-focused--were tested on their effect on the writing of annotated bibliography in three research classes at a university in Manila.…

Holistic Approach to Learning and Teaching Introductory Object-Oriented Programming

ERIC Educational Resources Information Center

Thota, Neena; Whitfield, Richard

2010-01-01

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

[Puppet theatre as teaching strategy: a report of the experience].

PubMed

Rampaso, Débora Alves de Lima; Doria, Maria Aparecida Gonçalves; de Oliveira, Maria Cláudia Martins; da Silva, Gilberto Tadeu Reis

2011-01-01

The Didactics Applied to Care discipline is developed in the fifth semester of the nursing graduation course. It develops several theoretical-practical contents, among them, the teaching strategy. Our objective is to report the experience with the use of puppet theater to promote the oral health of children in a day nursery in the São Paulo East Zone. With this report we make it clear that the theoretical contents developed by the Didactics Applied to Care Discipline are essential to the practice of Health Education. The discipline allows us to develop multiple activities in the role of educator and in health promotion.

Adult Professional Development: Can Brain-Based Teaching Strategies Increase Learning Effectiveness?

ERIC Educational Resources Information Center

Tilton, Wendy

2011-01-01

Brain-based teaching strategies, compared to facilitative student-centered teaching strategies, were employed with 62 real estate professionals in a quasi-mixed-methods study. Participants attended a 2-day proprietary real estate continuing education course. Both the experimental and control groups received the same facilitative instruction, as…

An Investigation of Teaching Strategy in the Distance Learning Mathematics Classroom

ERIC Educational Resources Information Center

DePriter, Tiffany

2013-01-01

Distance learning has become increasingly popular among higher learning institutions, and more academic disciplines, such as mathematics, are now being offered at a distance. This experimental study investigated whether an objectivist-based teaching strategy or a constructivist-based teaching strategy yields greater achievement scores for adult…

Students' Perceptions of Effective Teaching Strategies in a Developmental Writing Course

ERIC Educational Resources Information Center

Dorsey, Carrie S.

2014-01-01

This dissertation explores student perceptions of effective teaching strategies in a developmental writing course and their perspectives of how well the course prepared them for the freshman college composition course. Three research questions guided the study. Research Question 1 asked which teaching strategies developmental writing students…

Innovative strategies for teaching nursing research in Taiwan.

PubMed

Liou, Shwu-Ru; Cheng, Ching-Yu; Tsai, Hsiu-Min; Chang, Chia-Hao

2013-01-01

Evidence-based practice is imperative in clinical settings because it bridges the gap between research findings and clinical practice. Promoting nursing student interest and enthusiasm for research is therefore crucial when teaching nursing research. The aim of thus study was to develop innovative teaching strategies that increase nursing students' interests and engagement in research. This study employed a descriptive, pretest-posttest, quasiexperimental design with 103 participants in the experimental group and 106 in the control group. The Attitudes toward Research Questionnaire, Classroom Engagement Scale, Self-Directed Learning Instrument, Nursing Eight Core Competencies Scale, Value of Teams survey, and a research knowledge test were applied to evaluate the outcomes of the innovative teaching strategies. Scores for the research knowledge test were significantly higher in the experimental group than in the control group in posttest 1 and posttest 2. After the intervention, participants in the experimental group exhibited higher scores on attitudes toward research, eight core competencies in nursing,value of teams, classroom engagement, and self-directed learning than participants in the control group. Students in the experimental group perceived a lower degree of pressure and higher degrees of interest, enjoyment, and acceptance of the research course than students in the control group. This study confirmed that using innovative teaching strategies in nursing research courses enhances student interest and enthusiasm about evidence-based practice.

Effective teaching and feedback strategies in the or and beyond.

PubMed

Champagne, Bradley J

2013-12-01

Maintaining a standard of excellence for graduating surgical residents requires a comprehensive and consistent approach to surgical education. The omnipresent and increasing barriers to education must also be recognized and addressed. The implementation of effective teaching strategies is largely dependent on the resources available at each institution and the vision of education. Unfortunately, allocating time for surgeons to teach both inside and outside the operating room has become a foreign concept to administration. Furthermore, the reduction in case numbers performed by trainees now demands "quality over quantity" to ensure success. Quality teaching moments will only be realized when emphasis is placed on preparation, useful instruction during the procedure, and postoperative feedback. Ideal preparation entails a detailed discussion between the trainee and surgeon about the specific learning goals for the case. During the procedure, the faculty surgeon must strive to maximize the experience through effective communication while performing an efficient and safe operation. Numerous validated objective assessment tools exist for postprocedure evaluation but are grossly underutilized. Surgical education must thoughtfully be approached with the same fervor and detail as patient care. As faculty, it is our responsibility to train the next generation of surgeons and therefore "every case must count."

Creative classroom strategies for teaching nursing research.

PubMed

Phillips, Regina Miecznikoski

2014-01-01

Faculty are constantly challenged to find interesting classroom activities to teach nursing content and engage students in learning. Nursing students and graduates need to use research skills and evidence-based practice as part of their professional care. Finding creative and engaging ways to teach this material in undergraduate nursing programs are essential. This article outlines several successful strategies to engage nursing students in research content in the time and space constraints of the classroom.

Urban Teachers' Professed Classroom Management Strategies: Reflections of Culturally Responsive Teaching

ERIC Educational Resources Information Center

Brown, Dave F.

2004-01-01

Thirteen urban educators teaching from 1st through 12th grade selected from 7 cities across the United States were interviewed in this qualitative research study to determine if the classroom management strategies they use reflect the research on culturally responsive teaching. Participants revealed using several management strategies that reflect…

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

ERIC Educational Resources Information Center

Venkatesh, Viswanath

2008-01-01

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

Teaching Strategies of the van Dijk Curricular Approach.

ERIC Educational Resources Information Center

MacFarland, S. Z. C.

1995-01-01

This article presents 14 major teaching strategies for implementing the Jan van Dijk curricular approach with children who are deaf-blind. The theory underlying the approach is reported, and guidelines for implementing instructional strategies in the areas of communication, socialization, conceptualization, and movement are discussed. (Author/DB)

Secondary school science teaching, 1970--1992: Objectives as stated in periodical literature

NASA Astrophysics Data System (ADS)

Hemby, Brian Franklin

Purpose of the study. The major purpose of this study was to identify and classify objectives for teaching science in secondary schools in the United States during the period 1970--1992. These objectives were identified by objective statements in articles from selected professional periodicals. Procedure. The 1970--1992 period was divided into two subperiods on the basis of major historical events. Selected professional periodicals were searched for statements of objectives of secondary school science teaching. These statements were catalogued into Knowledge, Process, Attitude and Interest, or Cultural Awareness categories. The resulting data were classified within and across the two subperiods according to frequency of occurrence, category, authorship, and year. Findings. The major findings of this investigation included the following: (1) Authors in Higher Education produced the most articles, both research-oriented and nonresearch-oriented, and the most statements in each subperiod. Miscellaneous authors produced the least articles and statements. (2) Statements in the Process category were most frequent in the two subperiods. (3) The "most important" objectives for secondary school science teaching were Philosophical, sociological, and political aspects (from the Cultural Awareness category), Processes, skills, and techniques (from the Process category), and Major facts, principles, or fundamentals (from the Knowledge category). (4) Attitude and Interest objectives were consistently ranked as least important throughout the study. (5) The ranking of "most important" objectives in research-oriented articles generally agreed with the ranking in articles as a whole. Conclusions. Based on the findings of this investigation, the following conclusions were made: (1) The objectives for teaching secondary school science were influenced by historical events, especially the Vietnam War, the Cold War, the AIDS pandemic, and the publication of A Nation at Risk: The

Teaching ESL Beginners Metacognitive Writing Strategies through Multimedia Software

ERIC Educational Resources Information Center

Wei, Jing; Chen, Julian Chengchiang; Adawu, Anthony

2014-01-01

This case study explores how strategy-based instruction (SBI), assisted by multimedia software, can be incorporated to teach beginning-level ESL learners metacognitive writing strategies. Two beginning-level adult learners participated in a 10-session SBI on planning and organizing strategies. The Cognitive Academic Language Learning Approach…

Teaching strategies to incorporate genomics education into academic nursing curricula.

PubMed

Quevedo Garcia, Sylvia P; Greco, Karen E; Loescher, Lois J

2011-11-01

The translation of genomic science into health care has expanded our ability to understand the effects of genomics on human health and disease. As genomic advances continue, nurses are expected to have the knowledge and skills to translate genomic information into improved patient care. This integrative review describes strategies used to teach genomics in academic nursing programs and their facilitators and barriers to inclusion in nursing curricula. The Learning Engagement Model and the Diffusion of Innovations Theory guided the interpretation of findings. CINAHL, Medline, and Web of Science were resources for articles published during the past decade that included strategies for teaching genomics in academic nursing programs. Of 135 articles, 13 met criteria for review. Examples of effective genomics teaching strategies included clinical application through case studies, storytelling, online genomics resources, student self-assessment, guest lecturers, and a genetics focus group. Most strategies were not evaluated for effectiveness. Copyright 2011, SLACK Incorporated.

An exploratory analysis of task-interspersal procedures while teaching object labels to children with autism.

PubMed

Volkert, Valerie M; Lerman, Dorothea C; Trosclair, Nicole; Addison, Laura; Kodak, Tiffany

2008-01-01

Research has demonstrated that interspersing mastered tasks with new tasks facilitates learning under certain conditions; however, little is known about factors that influence the effectiveness of this treatment strategy. The initial purpose of the current investigation was to evaluate the effects of similar versus dissimilar interspersed tasks while teaching object labels to children diagnosed with autism or developmental delays. We then conducted a series of exploratory analyses involving the type of reinforcer delivered for correct responses on trials with unknown or known object labels. Performance was enhanced under the interspersal condition only when either brief praise was delivered for all correct responses or presumably more preferred reinforcers were provided for performance on known trials rather than on unknown trials.

Effective Teaching Strategies for Predicting Reading Growth in English Language Learners

ERIC Educational Resources Information Center

Melgarejo, Melina

2017-01-01

The goal of the present study was to examine how effective use of teaching strategies predict reading growth among a sample of English Language Learners. The study specifically examined whether the types of teaching strategies that predict growth in decoding skills also predict growth in comprehension skills. The sample consisted of students in…

Language Revitalization and Language Pedagogy: New Teaching and Learning Strategies

ERIC Educational Resources Information Center

Hinton, Leanne

2011-01-01

Language learning and teaching of endangered languages have many features and needs that are quite different from the teaching of world languages. Groups whose languages are endangered try to turn language loss around; many new language teaching and learning strategies are emerging, to suit the special needs and goals of language revitalization.…

Validation of virtual learning object to support the teaching of nursing care systematization.

PubMed

Salvador, Pétala Tuani Candido de Oliveira; Mariz, Camila Maria Dos Santos; Vítor, Allyne Fortes; Ferreira Júnior, Marcos Antônio; Fernandes, Maria Isabel Domingues; Martins, José Carlos Amado; Santos, Viviane Euzébia Pereira

2018-01-01

to describe the content validation process of a Virtual Learning Object to support the teaching of nursing care systematization to nursing professionals. methodological study, with quantitative approach, developed according to the methodological reference of Pasquali's psychometry and conducted from March to July 2016, from two-stage Delphi procedure. in the Delphi 1 stage, eight judges evaluated the Virtual Object; in Delphi 2 stage, seven judges evaluated it. The seven screens of the Virtual Object were analyzed as to the suitability of its contents. The Virtual Learning Object to support the teaching of nursing care systematization was considered valid in its content, with a Total Content Validity Coefficient of 0.96. it is expected that the Virtual Object can support the teaching of nursing care systematization in light of appropriate and effective pedagogical approaches.

Teaching Reading

ERIC Educational Resources Information Center

Day, Richard R.

2013-01-01

"Teaching Reading" uncovers the interactive processes that happen when people learn to read and translates them into a comprehensive easy-to-follow guide on how to teach reading. Richard Day's revelations on the nature of reading, reading strategies, reading fluency, reading comprehension, and reading objectives make fascinating…

Strategies for Teaching Advertising: A Summary.

ERIC Educational Resources Information Center

Flory, Joyce

This paper offers techniques and strategies which high school and college teachers of speech communication can use for teaching units and/or courses in advertising. One such technique is role playing, which can involve the corporate chairperson, the executive coordinator, and chairpersons for magazine advertising, outdoor advertising, broadcast…

Precepting 101: Teaching Strategies and Tips for Success for Preceptors.

PubMed

Lazarus, Judy

2016-11-01

The current shortage of certified nurse-midwives and certified midwives willing to serve as preceptors for midwifery education programs limits the number of students accepted into education programs. Preceptors are an essential link between academic programs and clinical practice and are indispensable to the growth of the midwifery profession. Preceptors create a safe environment for learning and teach adult learners through a variety of clinical teaching strategies. Novice preceptors need training and support to learn a new role, and experienced preceptors desire continued support and training. Before starting, preceptors need to identify sources of support and mentoring as well as understand the academic program's expectations for the student. This article draws on the clinical education literature to describe approaches to teaching all types of students. Practical strategies for integrating all levels of students into busy clinical settings are identified. Two approaches for clinical teaching, the Five Minute Preceptor and SNAPPS, are discussed in detail. Strategies for providing effective feedback and approaches to student evaluation are provided. © 2016 by the American College of Nurse-Midwives.

"Interactive Whole Class Teaching" in the National Literacy Strategy.

ERIC Educational Resources Information Center

Hardman, Frank; Smith, Fay; Wall, Kate

2003-01-01

Presents findings of extensive investigation (n=70) into interactive and discourse styles of a nationally representative sample of primary teachers. Explores impact of official endorsement of interactive whole class teaching in the teaching of England's National Literacy Strategy to examine whether it is promoting pupils' higher interaction and…

An Investigation of Strategies for Integrated Learning Experiences and Instruction in the Teaching of Creative Art Subjects

ERIC Educational Resources Information Center

Nompula, Yolisa

2012-01-01

This study investigated the integrating possibilities within each creative arts subject. The objective was to optimize the limited teaching time, generally allocated to each art subject in schools, by developing a pedagogical strategy for its successful implementation. While the study was limited to South African schools, the results have global…

Teaching strategies used by internal medicine residents on the wards.

PubMed

Smith, Dustin T; Kohlwes, R Jeffrey

2011-01-01

Residents serve as teachers to interns and students in most internal medicine residency programs. The purpose of our study is to explore what internal medicine residents perceive as effective teaching strategies in the inpatient setting and to formulate a guideline for preparing residents to lead their ward teams. Housestaff identified as excellent teaching residents were recruited from a large internal medicine residency program. Focus groups were formed and interviews were conducted using open-ended questions. Transcripts of the interviews were reviewed, analyzed, and compared for accuracy by two investigators. The transcripts were then coded to categorize data into similar subjects from which recurrent themes in resident teaching were identified. Twenty-two residents participated in four focus group interviews held in 2008. We identified five principal themes for effective teaching by residents: (T)aking advantage of teaching opportunities, (E)mpowering learners, (A)ssuming the role of leader, (C)reating a learning environment, and (H)abituating the practice of teaching. Strategies for effective teaching by residents exist. The TEACH mnemonic is a resident-identified method of instruction. Use of this tool could enable residency programs to create instructional curricula to prepare their residents and interns to take on the roles of team leaders and teachers.

Teaching Strategies for Twice-Exceptional Students.

ERIC Educational Resources Information Center

Winebrenner, Susan

2003-01-01

Suggestions for teaching students who are both gifted and learning disabled stresses providing them with compacting and differentiation in the areas of their strengths and direct instruction of learning strategies in their areas of weakness. The article also warns that the child's giftedness may go unnoticed and unaccommodated in favor of…

Secondary school biology teaching, 1983--2004: Objectives as stated in periodical literature

NASA Astrophysics Data System (ADS)

Russell, James W., Sr.

Purpose of the study. The major purpose of this study was to identify and to classify objectives for teaching biology in secondary school in the United States during the period 1983-2004. These objectives were identified by objective statements in articles from selected professional periodicals. Procedure. The 1983-2004 period was divided into four subperiods on the basis of major historical events. Selected professional periodicals were searched for statements of objectives of secondary school biology teaching. These statements were catalogued into Knowledge, Process, Product, Attitude and Interest, or Cultural Awareness categories. The resulting data were classified within and across the four subperiods according to frequency of occurrence, category, authorship, and year. Findings. The major findings of this investigation included the following: (1) Authorships in Higher Education produced the most articles and the most statements in each subperiod. Miscellaneous authors produced the least articles and statements. (2) Statements in the Attitude and Interest category were the most frequent in the four subperiods. (3) The "most important" objectives for secondary school biology teaching were Presents major facts, principles, or fundamentals (from the Knowledge category), Expresses scientific attitudes and appreciation, Identifies the nature of science and scientists, and Identifies scientific interest and career development (from the Attitude and Interest category), and Develops scientific method of thinking (from the Process category). Conclusions. Based on the findings of this investigation, the following conclusions were made: (1) The objectives for teaching secondary school biology were influenced by historical events, especially the publication of A Nation at Risk: The Imperative for Educational Reform in 1983, America 2000 in 1988, Goals 2000 in 1994, No Child Left Behind in 2000. The rapid growth and expansion of technology and the World Wide Web during the

Effective clinical education: strategies for teaching medical students and residents in the office.

PubMed

Cayley, William E

2011-08-01

Educating medical students and residents in the office presents the challenges of providing quality medical care, maintaining efficiency, and incorporating meaningful education for learners. Numerous teaching strategies to address these challenges have been described in the medical educational literature, but only a few teaching strategies have been evaluated for their impact on education and office practice. Literature on the impact of office-based teaching strategies on educational outcomes and on office efficiency was selected from a Pub Med search, from review of references in retrieved articles, and from the author's personal files. Two teaching strategies, "one-minute preceptor" (OMP) and "SNAPPS," have been shown to improve educational processes and outcomes. Two additional strategies, "Aunt Minnie" pattern recognition and "activated demonstration," show promise but have not been fully evaluated. None of these strategies has been shown to improve office efficiency. OMP and SNAPPS are strategies that can be used in office precepting to improve educational processes and outcomes, while pattern recognition and activated demonstration show promise but need further assessment. Additional areas of research also are suggested.

Strategies Deans and Vice-Presidents Can Use to Enhance Teaching in Their Institutions.

ERIC Educational Resources Information Center

Bowker, Lee H.; Lynch, David M.

Four strategies that deans and vice-presidents can use to enhance teaching are suggested. The first strategy is to seek out and fund teaching support activities that are the state of the art in each discipline. The second is to reward professors for excellence in teaching more than for excellence in research. Third, administrators should develop…

Write Angles: Strategies for Teaching Composition.

ERIC Educational Resources Information Center

Tompkins, Gail E., Ed.; Goss, Claudette, Ed.

Written by teachers for teachers, this book, the first publication of the Oklahoma Writing Project, contains a collection of articles which describe successful strategies and activities for teaching composition. The articles, which deal with a variety of topics, listed with their authors, are as follows: (1) The Writing Process (Gail E. Tompkins…

Effective Teaching and Feedback Strategies in the OR and Beyond

PubMed Central

Champagne, Bradley J.

2013-01-01

Maintaining a standard of excellence for graduating surgical residents requires a comprehensive and consistent approach to surgical education. The omnipresent and increasing barriers to education must also be recognized and addressed. The implementation of effective teaching strategies is largely dependent on the resources available at each institution and the vision of education. Unfortunately, allocating time for surgeons to teach both inside and outside the operating room has become a foreign concept to administration. Furthermore, the reduction in case numbers performed by trainees now demands “quality over quantity” to ensure success. Quality teaching moments will only be realized when emphasis is placed on preparation, useful instruction during the procedure, and postoperative feedback. Ideal preparation entails a detailed discussion between the trainee and surgeon about the specific learning goals for the case. During the procedure, the faculty surgeon must strive to maximize the experience through effective communication while performing an efficient and safe operation. Numerous validated objective assessment tools exist for postprocedure evaluation but are grossly underutilized. Surgical education must thoughtfully be approached with the same fervor and detail as patient care. As faculty, it is our responsibility to train the next generation of surgeons and therefore “every case must count.” PMID:24436685

Teaching Science through Research.

ERIC Educational Resources Information Center

Hugerat, Muhamad; Zidani, Saleem; Kurtam, Naji

2003-01-01

Discusses the objectives of the science curriculum and the teacher's responsibility of passing through not only the required material, but also skills. Suggests that in order to improve teaching and learning skills, new strategies, such as teaching and learning through research must be utilized. Presents four examples of teaching and learning…

Dominie: Teaching and Assessment Strategies. CAL Research Group Technical Report No. 74.

ERIC Educational Resources Information Center

Spensley, Fiona; Elsom-Cook, Mark

This document outlines the strategies that are used for teaching and assessment in Dominie, an intelligent tutoring system designed to enable the user to operate a computer interface independently. Eight interaction modes are described in detail: four teaching strategies (cognitive apprenticeship, successive refinement, discovery learning, and…

Effectiveness of alternative management strategies in meeting conservation objectives

Treesearch

Richards S. Holthausen; Carolyn Hull Sieg

2007-01-01

This chapter evaluates how well various management strategies meet a variety of conservation objectives, summarizes their effectiveness in meeting objectives for rare or little-known (RLK) species, and proposes ways to combine strategies to meet overall conservation objectives. We address two broad categories of management strategies. Species approaches result in...

In-Service EFL Teachers' Beliefs about Teaching Reading Strategies

ERIC Educational Resources Information Center

Bamanger, Ebrahim M.; Gashan, Amani K.

2014-01-01

Recent trends in teacher education have focused on exploring teachers' beliefs. Earlier studies have shown the important influence of teachers' beliefs on teaching practices. The present study was conducted to explore the beliefs of Saudi EFL teachers about the significance of teaching English reading strategies. The study aimed also to find the…

Twenty-seven Strategies for Teaching Contraception to Adolescents.

ERIC Educational Resources Information Center

Chesler, Joan

1980-01-01

Research on the effects of education on adolescents' contraceptive behaviors is summarized and 27 teaching strategies, each related to a particular contraceptive problem adolescents encounter, are outlined. (JMF)

An Exploratory Analysis of Task-Interspersal Procedures While Teaching Object Labels to Children with Autism

PubMed Central

Volkert, Valerie M; Lerman, Dorothea C; Trosclair, Nicole; Addison, Laura; Kodak, Tiffany

2008-01-01

Research has demonstrated that interspersing mastered tasks with new tasks facilitates learning under certain conditions; however, little is known about factors that influence the effectiveness of this treatment strategy. The initial purpose of the current investigation was to evaluate the effects of similar versus dissimilar interspersed tasks while teaching object labels to children diagnosed with autism or developmental delays. We then conducted a series of exploratory analyses involving the type of reinforcer delivered for correct responses on trials with unknown or known object labels. Performance was enhanced under the interspersal condition only when either brief praise was delivered for all correct responses or presumably more preferred reinforcers were provided for performance on known trials rather than on unknown trials. PMID:18816973

Computer Strategies for Teaching Revision: It May Be Convenient, but It's Not Easy.

ERIC Educational Resources Information Center

Strickland, James

Word processing does not, in itself, teach revision. Students with incomplete revision strategies will not begin revising at a higher level simply by using a word processor. New computer strategies for teaching revision are needed--revision strategies that use the computer to reorganize, elaborate, and strengthen what has already been written. For…

Teaching Literature and Human Values in ESL: Objectives and Selection

ERIC Educational Resources Information Center

Adeyanju, Thomas K.

1978-01-01

Long-term objectives for teaching literature to the student of English as a second language include developing an appreciation for literature and forming a civilized character through the modification and enlargement of values. Short-term objectives are to provide vicarious literary experiences and to reinforce language learning. (SW)

Congruency between educators' teaching beliefs and an electronic health record teaching strategy.

PubMed

Bani-issa, Wegdan; Rempusheski, Veronica F

2014-06-01

Technology has changed healthcare institutions into automated settings with the potential to greatly enhance the quality of healthcare. Implementation of electronic health records (EHRs) to replace paper charting is one example of the influence of technology on healthcare worldwide. In the past decade nursing higher education has attempted to keep pace with technological changes by integrating EHRs into learning experiences. Little is known about educators' teaching beliefs and the use of EHRs as a teaching strategy. This study explores the composition of core teaching beliefs of nurse educators and their related teaching practices within the context of teaching with EHRs in the classroom. A collective case study and qualitative research approach was used to explore and describe teaching beliefs of seven nurse educators teaching with EHRs. Data collection included open-ended, audio-taped interviews and non-participant observation. Content analysis of transcribed interviews and observational field notes focused on identification of teaching belief themes and associated practices. Two contrasting collective case studies of teaching beliefs emerged. Constructivist beliefs were dominant, focused on experiential, student-centered, contextual and collaborative learning, and associated with expanded and a futuristic view of EHRs use. Objectivist beliefs focused on educators' control of the context of learning and were associated with a constrained, limited view of EHRs. Constructivist educators embrace technological change, an essential ingredient of educational reform. We encourage nurse educators to adopt a constructivist view to using technology in teaching in order to prepare nurses for a rapidly changing, technologically sophisticated practice. Copyright © 2014 Elsevier Ltd. All rights reserved.

Differential use of learning strategies in first-year higher education: the impact of personality, academic motivation, and teaching strategies.

PubMed

Donche, Vincent; De Maeyer, Sven; Coertjens, Liesje; Van Daal, Tine; Van Petegem, Peter

2013-06-01

Although the evidence in support of the variability of students' learning strategies has expanded in recent years, less is known about the explanatory base of these individual differences in terms of the joint influences of personal and contextual characteristics. Previous studies have often investigated how student learning is associated with either personal or contextual factors. This study takes an integrative research perspective into account and examines the joint effects of personality, academic motivation, and teaching strategies on students' learning strategies in a same educational context in first-year higher education. In this study, 1,126 undergraduate students and 90 lecturers from eight professional bachelor programmes in a university college participated. Self-report measures were used to measure students' personality, academic motivation, and learning strategies. Students' processing and regulation strategies are mapped using the Inventory of Learning Styles. Key characteristics of more content-focused versus learning-focused teaching strategies were measured. Multivariate multi-level analysis was used to take the nested data structure and interrelatedness of learning strategies into account. Different personality traits (openness, conscientiousness, and neuroticism) and academic motivation (amotivation, autonomous, and controlled motivation) were found to be independently associated with student learning strategies. Besides these student characteristics, also teaching strategies were found to be directly associated with learning strategies. The study makes clear that the impact of teaching strategies on learning strategies in first-year higher education cannot be overlooked nor overinterpreted, due to the importance of students' personality and academic motivation which also partly explain why students learn the way they do. © 2013 The British Psychological Society.

Learning and adherence to baby massage after two teaching strategies.

PubMed

Cruz, Cláudia Marchetti; Caromano, Fátima Aparecida; Gonçalves, Lia Lopes; Machado, Thais Gaiad; Voos, Mariana Callil

2014-07-01

Little is known about learning/adherence after different baby massage teaching strategies. We compared the learning/adherence after two strategies. Twenty mothers from the group manual-course (GMC) and 20 from the group manual-orientations (GMO) received a booklet. GMC participated in a course during the third trimester. GMO received verbal instructions during the postpartum hospital stay. Multiple-choice and practical tests assessed learning (GMC: performing strokes on a doll; GMO: on the baby). Adherence was measured 3 months after childbirth. No differences were found between the groups in learning/adherence. Both teaching strategies showed similar and positive results. © 2014, Wiley Periodicals, Inc.

Characteristics of a " Teaching Institution": Administrative Objectives, Actions, Activities and Assessment

ERIC Educational Resources Information Center

O'Keefe, Robert D.; Hamer, Lawrence O.; Kemp, Philip R.

2015-01-01

All institutions of higher learning offer courses. In that sense all institutions of higher learning can designate themselves as teaching institutions. In this article we point out that, while stated objectives may be similar or even identical, there are differences in the level of commitment to teaching that characterizes institutions of higher…

Evaluating Executive Strategies (Management Strategies and Teaching-Learning Strategies) of Graduate Curriculum: Case Study in Isfahan University

ERIC Educational Resources Information Center

Rahmanpour, Muhammad; Ahmadi, Mojtaba; Hatami, Mostafa; Mirzaee, Hamzeh

2017-01-01

The present study seeks to evaluate executive strategies in graduate Curriculum of Isfahan University from the point of view of management and teaching-learning strategies. This study is an applied survey. The population comprised BA students and faculty members of the University of Isfahan. In order to do so, 141 professors and 278 students were…

Effective Poster Teaching Strategy Towards Risk in Studying Fraud

ERIC Educational Resources Information Center

Aziz, Rozainun Haji Abdul; Jusoff, Kamaruzaman

2009-01-01

The aim of this paper is to present an alternative method and strategy in teaching and learning for the higher institution of learning. Poster presentation is an approach to introduce and deliver a lecture to create a different mood enticed by the visuals given. This poster presents a new approach of creativity as a method of teaching and learning…

The Lecture: A Teaching Strategy through the Looking Glass

ERIC Educational Resources Information Center

Perrin, Ronald William; Laing, Gregory Kenneth

2014-01-01

This paper explores the viability of the lecture as a teaching strategy for large groups in light of the various elements that influence the choice of method for teaching large groups. The method employed in this paper draws on the Brunswick Lens Model and Foucauldian discourse to evaluate the dominant pedagogical perspective of the past to…

Structured Strategy for Implementation of the Teaching Portfolio Concept in Japan

ERIC Educational Resources Information Center

Kurita, Kayoko

2013-01-01

This paper describes a strategy for successfully implementing the teaching portfolio in higher education institutions in Japan. The teaching portfolio has gained recognition in Japan in the last few years as an effective instrument for improving and showcasing teaching performance. It is well known that the implementation process is very important…

Methods and strategies of object localization

NASA Technical Reports Server (NTRS)

Shao, Lejun; Volz, Richard A.

1989-01-01

An important property of an intelligent robot is to be able to determine the location of an object in 3-D space. A general object localization system structure is proposed, some important issues on localization discussed, and an overview given for current available object localization algorithms and systems. The algorithms reviewed are characterized by their feature extracting and matching strategies; the range finding methods; the types of locatable objects; and the mathematical formulating methods.

Object similarity affects the perceptual strategy underlying invariant visual object recognition in rats

PubMed Central

Rosselli, Federica B.; Alemi, Alireza; Ansuini, Alessio; Zoccolan, Davide

2015-01-01

In recent years, a number of studies have explored the possible use of rats as models of high-level visual functions. One central question at the root of such an investigation is to understand whether rat object vision relies on the processing of visual shape features or, rather, on lower-order image properties (e.g., overall brightness). In a recent study, we have shown that rats are capable of extracting multiple features of an object that are diagnostic of its identity, at least when those features are, structure-wise, distinct enough to be parsed by the rat visual system. In the present study, we have assessed the impact of object structure on rat perceptual strategy. We trained rats to discriminate between two structurally similar objects, and compared their recognition strategies with those reported in our previous study. We found that, under conditions of lower stimulus discriminability, rat visual discrimination strategy becomes more view-dependent and subject-dependent. Rats were still able to recognize the target objects, in a way that was largely tolerant (i.e., invariant) to object transformation; however, the larger structural and pixel-wise similarity affected the way objects were processed. Compared to the findings of our previous study, the patterns of diagnostic features were: (i) smaller and more scattered; (ii) only partially preserved across object views; and (iii) only partially reproducible across rats. On the other hand, rats were still found to adopt a multi-featural processing strategy and to make use of part of the optimal discriminatory information afforded by the two objects. Our findings suggest that, as in humans, rat invariant recognition can flexibly rely on either view-invariant representations of distinctive object features or view-specific object representations, acquired through learning. PMID:25814936

Providing rapid feedback to residents on their teaching skills: an educational strategy for contemporary trainees

PubMed Central

Baer, Tamar G.; Gershel, Jeffrey C.

2016-01-01

Objectives The objective of this study was to assess the attitudes of contemporary residents toward receiving rapid feedback on their teaching skills from their medical student learners. Methods Participants consisted of 20 residents in their second post-graduate training year. These residents facilitated 44 teaching sessions with medical students within our Resident-as-Teacher program. Structured, written feedback from students was returned to the resident within 3 days following each session. Residents completed a short survey about the utility of the feedback, whether they would make a change to future teaching sessions based on the feedback, and what specifically they might change. The survey utilized a 4-point scale (“Not helpful/likely=1” to “Very helpful/likely=4”), and allowed for one free-text response. Free-text responses were hand-coded and underwent qualitative analysis to identify themes.   Results There were 182 student feedback encounters resulting from 44 teaching sessions. The survey response rate was 73% (32/44). Ninety-four percent of residents rated the rapid feedback as “very helpful,” and 91% would “very likely” make a change to subsequent sessions based on student feedback. Residents’ proposed changes included modifications to session content and/or their personal teaching style.    Conclusions Residents found that rapid feedback received from medical student learners was highly valuable to them in their roles as teachers. A rapid feedback strategy may facilitate an optimal educational environment for contemporary trainees. PMID:26995390

Integrated Arts-Based Teaching (IAT) Model for Brain-Based Learning

ERIC Educational Resources Information Center

Inocian, Reynaldo B.

2015-01-01

This study analyzes teaching strategies among the eight books in Principles and Methods of Teaching recommended for use in the College of Teacher Education in the Philippines. It seeks to answer the following objectives: (1) identify the most commonly used teaching strategies congruent with the integrated arts-based teaching (IAT) and (2) design…

The Effect of Teaching Search Strategies on Perceptual Performance.

PubMed

van der Gijp, Anouk; Vincken, Koen L; Boscardin, Christy; Webb, Emily M; Ten Cate, Olle Th J; Naeger, David M

2017-06-01

Radiology expertise is dependent on the use of efficient search strategies. The aim of this study is to investigate the effect of teaching search strategies on trainee's accuracy in detecting lung nodules at computed tomography. Two search strategies, "scanning" and "drilling," were tested with a randomized crossover design. Nineteen junior radiology residents were randomized into two groups. Both groups first completed a baseline lung nodule detection test allowing a free search strategy, followed by a test after scanning instruction and drilling instruction or vice versa. True positive (TP) and false positive (FP) scores and scroll behavior were registered. A mixed-design analysis of variance was applied to compare the three search conditions. Search strategy instruction had a significant effect on scroll behavior, F(1.3) = 54.2, P < 0.001; TP score, F(2) = 16.1, P < 0.001; and FP score, F(1.3) = 15.3, P < 0.001. Scanning instruction resulted in significantly lower TP scores than drilling instruction (M = 10.7, SD = 5.0 versus M = 16.3, SD = 5.3), t(18) = 4.78, P < 0.001; or free search (M = 15.3, SD = 4.6), t(18) = 4.44, P < 0.001. TP scores for drilling did not significantly differ from free search. FP scores for drilling (M = 7.3, SD = 5.6) were significantly lower than for free search (M = 12.5, SD = 7.8), t(18) = 4.86, P < 0.001. Teaching a drilling strategy is preferable to teaching a scanning strategy for finding lung nodules. Copyright © 2017 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

Teaching Strategies: For Some or for All?

ERIC Educational Resources Information Center

Florian, Lani

2006-01-01

This article is based on a keynote address to the Learning for All Enhancing Effective Practice in Special Education School-led Symposia, Palmerston North, Christchurch, Napier and Auckland, New Zealand, June 2006. It considers "special education" teaching strategies, and the extent to which they overlap with "mainstream…

Teaching about Domestic Violence: Strategies for Empowerment.

ERIC Educational Resources Information Center

Gardner, Saundra

1993-01-01

Offers the author's experiences in teaching a college-level domestic violence sociology course, presenting specific strategies and a description of the syllabus. The course presents a feminist analysis of domestic violence and examines how the patriarchal structure and ideology of society create and perpetuate violence. (SLD)

Teaching Efficacy of Universiti Putra Malaysia Science Student Teachers

ERIC Educational Resources Information Center

Bakar, Abd. Rahim; Konting, Mohd. Majid; Jamian, Rashid; Lyndon, Novel

2008-01-01

The objective of the study was to access teaching efficacy of Universiti Putra Malaysia Science student teachers. The specific objectives were to determine teaching efficacy of Science student teachers in terms of student engagement; instructional strategies; classroom management and teaching with computers in classroom; their satisfaction with…

The Impact of Quantum Teaching Strategy on Student Academic Achievements and Self-Esteem in Inclusive Schools

ERIC Educational Resources Information Center

Gunarhadi; Kassim, Mustapa; Shaari, Abdull Sukor

2014-01-01

Purpose: This research was aimed at showing the impact of a teaching strategy called the Quantum Teaching Strategy on students' academic achievements in two school subjects, namely in Bahasa Indonesia and Science, in comparison to that experienced through classes using a conventional teaching strategy. This research also examined the role of…

It's Your Move: Offering Seminars to Teach Strategy Games.

ERIC Educational Resources Information Center

Moore, Rhonda Bodine

1994-01-01

Gifted elementary students at the Center for Gifted Education in Columbia, Missouri, participated in a seminar designed to teach them the fundamentals of chess and other strategy board games. Students learned that beginning chess is accessible to everyone, learned problem solving and concentration, and created their own strategy board games. (JDD)

Strategies Making Language Features Noticeable in English Language Teaching

ERIC Educational Resources Information Center

Seong, Myeong-Hee

2009-01-01

The purpose of this study is to suggest effective strategies for the development of communicative ability in ELT (English Language Teaching) by investigating learners' perceptions on strategies making language features more noticeable. The assumption in the study is based on the idea of output-oriented focus on form instruction, supporting…

Teaching and Learning Strategies for Serving Underrepresented Students: A Collection of Resource Documents.

ERIC Educational Resources Information Center

Grosz, Karen S., Comp.

Designed as a resource on teaching and learning strategies geared specifically toward underrepresented community college students, this collection of articles and reports includes the following: (1) "Successful Teaching Strategies: Instruction for Black and Hispanic Students in the California Community Colleges," by Olivia Mercado, Cheryl Fong,…

Effects of Unidirectional vs. Reciprocal Teaching Strategies on Web-Based Computer Programming Learning

ERIC Educational Resources Information Center

Shadiev, Rustam; Hwang, Wu-Yuin; Yeh, Shih-Ching; Yang, Stephen J. H.; Wang, Jing-Liang; Han, Lin; Hsu, Guo-Liang

2014-01-01

This study aimed to investigate an effectiveness of unidirectional and reciprocal teaching strategies on programming learning supported by web-based learning system (VPen); particularly, how differently effective these two teaching strategies would work. In this study novice programmers were exposed to three different conditions: 1) applying no…

Enabling a Comprehensive Teaching Strategy: Video Lectures

ERIC Educational Resources Information Center

Brecht, H. David; Ogilby, Suzanne M.

2008-01-01

This study empirically tests the feasibility and effectiveness of video lectures as a form of video instruction that enables a comprehensive teaching strategy used throughout a traditional classroom course. It examines student use patterns and the videos' effects on student learning, using qualitative and nonparametric statistical analyses of…

Effectiveness of using blended learning strategies for teaching and learning human anatomy.

PubMed

Pereira, José A; Pleguezuelos, Eulogio; Merí, Alex; Molina-Ros, Antoni; Molina-Tomás, M Carmen; Masdeu, Carlos

2007-02-01

This study aimed to implement innovative teaching methods--blended learning strategies--that include the use of new information technologies in the teaching of human anatomy and to analyse both the impact of these strategies on academic performance, and the degree of user satisfaction. The study was carried out among students in Year 1 of the biology degree curriculum (human biology profile) at Pompeu Fabra University, Barcelona. Two groups of students were tested on knowledge of the anatomy of the locomotor system and results compared between groups. Blended learning strategies were employed in 1 group (BL group, n = 69); the other (TT group; n = 65) received traditional teaching aided by complementary material that could be accessed on the Internet. Both groups were evaluated using the same types of examination. The average marks presented statistically significant differences (BL 6.3 versus TT 5.0; P < 0.0001). The percentage pass rate for the subject in the first call was higher in the BL group (87.9% versus 71.4%; P = 0.02), reflecting a lower incidence of students who failed to sit the examination (BL 4.3% versus TT 13.8%; P = 0.05). There were no differences regarding overall satisfaction with the teaching received. Blended learning was more effective than traditional teaching for teaching human anatomy.

Violence and the Media: Teaching Strategies and a Rationale.

ERIC Educational Resources Information Center

Gathercoal, Paul

This paper suggests teaching strategies for grades 4 through 12 that examine the commercial media and their messages as agenda setters, i.e., as mechanisms for selecting social issues, establishing their importance, and defining socially acceptable attitudes and responses to those issues. The strategies also explore how the media can create biased…

A Meta-Analysis of National Research: Effects of Teaching Strategies on Student Achievement in Science in the United States

ERIC Educational Resources Information Center

Schroeder, Carolyn M.; Scott, Timothy P.; Tolson, Homer; Huang, Tse-Yang; Lee, Yi-Hsuan

2007-01-01

This project consisted of a meta-analysis of U.S. research published from 1980 to 2004 on the effect of specific science teaching strategies on student achievement. The six phases of the project included study acquisition, study coding, determination of intercoder objectivity, establishing criteria for inclusion of studies, computation of effect…

Strategies for teaching nursing research online.

PubMed

Moore, P; Hart, L

2004-06-01

Nursing, like many disciplines in university settings, is experiencing increasing demand for online courses. Development and implementation of online courses with the quality of education nursing students experience in traditional classroom settings, is essential to maintaining integrity of the educational process. Nursing research has been offered in the online format in the RN-BSN programme for 2 years. This course has an average enrolment of 80 to 90 students each semester. This article presents strategies used in teaching an RN-BSN nursing research course online. Feedback from faculty and students indicates that these strategies have been successful in facilitating this writing intensive course through distance learning.

Conversations: Strategies for Teaching, Learning, and Evaluating.

ERIC Educational Resources Information Center

Routman, Regie

Continuing the conversation began in the book "Invitations," this book further explores the full universe of an effective language arts and literacy program across the curriculum. Filled with an array of field-tested teaching ideas, detailed strategies, reviews of theory, teacher-crafted lessons, and lists of annotated resources, the book presents…

Innovative Strategies for Teaching Anatomy and Physiology.

ERIC Educational Resources Information Center

Ritt, Laura; Stewart, Barbara

1996-01-01

Describes the development of new teaching strategies in an anatomy and physiology laboratory at Burlington County College (New Jersey) based on laser disc technology, computers with multimedia capabilities, and appropriate software. Lab activities are described and results of a survey of former students are reported, including a comparison of lab…

Effectiveness of a Conceptual Change-Oriented Teaching Strategy to Improve Students' Understanding of Galvanic Cells

ERIC Educational Resources Information Center

Ozkaya, Ali Riza; Uce, Musa; Saricayir, Hakan; Sahin, Musa

2006-01-01

The results of previous educational research raise some questions about the efficacy of conventional teaching strategies and point to a need for using teaching strategies that explicitly take into account misconceptions students bring to the classes or acquire during the teaching-learning process. Accordingly, this article presents efforts to…

Competitive strategy in turbulent healthcare markets: an analysis of financially effective teaching hospitals.

PubMed

Langabeer, J

1998-01-01

As the healthcare marketplace, characterized by declining revenues and heavy price competition, continues to evolve toward managed care, teaching hospitals are being forced to act more like traditional industrial organizations. Profit-oriented behavior, including emphases on market strategies and competitive advantage, is now a necessity if these hospitals are going to survive the transition to managed care. To help teaching hospitals evaluate strategic options that maximize financial effectiveness, this study examined the financial and operating data for 100 major U.S. teaching hospitals to determine relationships among competitive strategy, market environment, and financial return on invested capital. Results should help major hospitals formulate more effective strategies to combat environmental turbulence.

What does an innovative teaching assignment strategy mean to nursing students?

PubMed

Neuman, Lois H; Pardue, Karen T; Grady, Janet L; Gray, Mary Tod; Hobbins, Bonnie; Edelstein, Jan; Herrman, Judith W

2009-01-01

The concept of innovation in nursing education has been addressed in published literature on faculty-defined and faculty-created teaching strategies and instructional methods. In this project, innovation is defined as "using knowledge to create ways and services that are new (or perceived as new) in order to transform systems" (Pardue, Tagliareni, Valiga, Davison-Price, & Orchowsky, 2005). Studies on nursing student perceptions of innovation are limited, and it is unclear how undergraduate and graduate students conceptualize innovative learning experiences. This project explored students' perceptions of their experiences with instructor-defined, innovative teaching/learning strategies in four types of nursing education programs. Issues nurse educators should consider as they apply new techniques to their teaching are discussed.

Understanding L2 French Teaching Strategies in a Non-Target Language Classroom Context

ERIC Educational Resources Information Center

Sun, Peijian; Yuan, Rui; Teng, Lin

2015-01-01

This research explored the congruence and disparity between teachers' and students' attitudes towards French as a second language (L2) teaching strategies in a non-target language classroom context in the USA. The findings suggest students' and teachers' attitudes towards the direct and indirect teaching strategies were generally consistent, but…

Pedagogical strategies to teach bachelor students evidence-based practice: A systematic review.

PubMed

Aglen, B

2016-01-01

The aim of this study is to review international scientific articles about pedagogical strategies to teach nursing students at bachelor degree evidence-based practice (EBP). A literature review including peer reviewed, original, empirical articles describing pedagogical interventions aimed at teaching bachelor's degree nursing students EBP in the period 2004-2014. Theories of discretion, knowledge transfer and cognitive maturity development are used as analytical perspectives. The main challenge teaching evidence based practice is that the students fail to see how research findings contribute to nursing practice. The pedagogical strategies described are student active learning methods to teach the students information literacy and research topics. Information literacy is mainly taught according to the stages of EBP. These stages focus on how to elaborate evidence from research findings for implementation into nursing practice. The articles reviewed mainly use qualitative, descriptive designs and formative evaluations of the pedagogical interventions. Although a considerable effort in teaching information literacy and research topics, nursing students still struggle to see the relevance evidence for nursing practice. Before being introduced to information literacy and research topics, students need insight into knowledge transfer and their own epistemic assumptions. Knowledge transfer related to clinical problems should be the learning situations prioritized when teaching EBP at bachelor level. Theoretical perspectives of cognitive maturity development, knowledge transfer and discretion in professional practice give alternative ways of designing pedagogical strategies for EBP. More research is needed to develop and test pedagogical strategies for EBP in light of these theories. Copyright © 2015. Published by Elsevier Ltd.

Teaching strategies for assessing and managing urinary incontinence in older adults.

PubMed

Bradway, Christine; Cacchione, Pamela

2010-07-01

Urinary incontinence is common and affects many aspects of older adults' lives; therefore, it is essential that nursing faculty include this content in classroom and clinical teaching situations. This article describes innovative strategies for teaching upper-level nursing students (e.g., junior and senior undergraduates) about urinary incontinence in older adults, specifically, the relevant anatomy and physiology of continence and associated pathophysiology of urinary incontinence, risk factors and consequences, definitions and types, and effective nursing assessment and management strategies. Copyright 2010, SLACK Incorporated.

Teaching Strategies in Introductory Sociology for College Students with Learning Disabilities.

ERIC Educational Resources Information Center

Adams, Murray C.; Crews, W. Bee

1991-01-01

Focuses on teaching techniques proven effective in reaching learning-disabled students enrolled in introductory sociology courses. Examines the definition and characteristics of such students. Finds these techniques increase teaching effectiveness and are useful for handicapped and nonhandicapped students. Suggests specific strategies and…

From Attitudes to Practice: Utilising Inclusive Teaching Strategies in Kenyan Primary Schools

ERIC Educational Resources Information Center

Elder, Brent C.; Damiani, Michelle L.; Oswago, Benson O.

2016-01-01

The purpose of this paper is to provide evidence of Kenyan primary school teachers using inclusive teaching strategies in a rural setting with many known barriers to the development of a sustainable inclusive education system. This qualitative study examines teachers' uses of inclusive teaching strategies in primary schools following a series of…

The implementation of equitable teaching strategies by high school biology student teachers

NASA Astrophysics Data System (ADS)

Scantlebury, Kate; Butler Kahle, Jane

Teachers can perpetuate stereotypic cultural beliefs regarding girls' ability in, aptitude for, and suitability for science by their teaching practices and behaviors. As teachers have a major influence on girls' career choices their equitable teaching practices in the classroom are important to encourage all students, but especially girls, to continue with science. Researchers have studied science classrooms and have defined common strategies and practices that can help create an equitable classroom environment. The purpose of this study was to determine if high school biology student teachers could transfer learned equitable teaching strategies to actual teaching and the support conditions necessary for that transfer. Two support conditions were assessed: cooperating teacher and peer group support. Seven preservice teachers were placed into three groups. One group had both support conditions, the second group had only one condition (peer support), and the third group did not have either support condition. Both qualitative and quantitative data sources were collected. Results showed that preservice teachers could transfer learned equitable teaching into actual teaching practice. However, they were more successful in achieving the transfer if they were supervised by cooperating teachers who are sensitized to the issue of gender equity in education. Being involved in a peer support group was not as crucial to using the strategies as having a supportive cooperative teacher.

Using Constructivist Teaching Strategies to Enhance Academic Outcomes of Students with Special Needs

ERIC Educational Resources Information Center

Akpan, Joseph P.; Beard, Lawrence A.

2016-01-01

Over the past decades many teaching strategies have been proposed by various educators to improve education of all students including students with special needs. No single one of these proposed teaching strategies meets the needs of all students. The new Every Student Succeeds Act, successor to No Child Left behind Law, which transfers oversight…

Using modern teaching strategies to teach upper abdominal sonography to medical students.

PubMed

Cheng, Wei-Chun; Lin, Xi-Zhang; Chen, Chiung-Yu

2013-07-01

Upper abdominal sonography can help physicians to confirm the diagnosis of various hepatobiliary diseases. Teaching sonography skills to medical students is important because it may enhance their level of knowledge and overall development during their gastroenterology section rotation. Sonographic imaging is abstract and students can be easily confused when scanning the abdominal structures from different sites and directions. We used several modern teaching strategies to facilitate the learning of sonography skills. The year five medical students beginning a gastroenterology section rotation for their first-year clerkship were taught abdominal sonography skills. Abstract sonographic images were related to concrete objects and the surrounding structures were further indicated. Each of the images was given a specific name and was sorted according to the scanning site. A mnemonics system was designed to help students to memorize the names of these images. A badge was created to recognize the achievement of being able to complete a basic upper abdominal sonography. Students were free (i.e., not obligated) to request a demonstration opportunity to show their skills within 2 weeks after receiving tutelage. We recorded the number of students who received training and were able to successfully complete the task; these individuals then received a badge to be pinned onto their white coats. Sixty-three of 68 students (92.6%) requested evaluation and all of them passed. We have greatly simplified the process of learning about upper abdominal sonography by using andragogy to enhance learning, mnemonics to help memory, and a pin-badge reward system to stimulate incentives. Copyright © 2013. Published by Elsevier B.V.

Teaching Guidebook: An Introduction to Some Basics.

ERIC Educational Resources Information Center

Blake, Veronica M.; Dinham, Sarah M.

A teaching guide designed for use by new university teaching assistants provides help in preparing for and carrying out instructional responsibilities. Separate chapters give guidance with: preparing the course description and syllabus, including writing objectives; selecting teaching strategies (lecture, discussion, and laboratory experience);…

Student-Teachers' Strategies in Classroom Interaction in the Context of the Teaching Practicum

ERIC Educational Resources Information Center

Heikonen, Lauri; Toom, Auli; Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina

2017-01-01

Strategies student-teachers employ in classroom interaction with pupils during teaching practice periods are surprisingly understudied, considering that the teaching practicum provides a central arena for student-teachers learning to become teachers. This study investigates the primary strategies student-teachers utilised in classroom interaction…

Nursing students' perspectives on clinical instructors' effective teaching strategies: A descriptive study.

PubMed

Valiee, Sina; Moridi, Glorokh; Khaledi, Shahnaz; Garibi, Fardin

2016-01-01

An important factor contributing to the quality of clinical education is instructors' teaching performance. The aim of this study was to identify clinical instructors' most effective teaching strategies from nursing and midwifery students' perspectives. This was a descriptive cross-sectional study. All third- and fourth-year bachelor's nursing and midwifery students studying at the Nursing and Midwifery Faculty of Kurdistan University of Medical Sciences were recruited to the study by using the census method. The study instrument consisted of a demographic questionnaire and the self-report 30-item Clinical Instructors' Effective Teaching Strategies Inventory. The SPSS v.16.0 was used for data analysis. The most effective teaching strategies of clinical instructors from nursing and midwifery students' perspectives were respectively 'treating students, clients, and colleagues with respect' and 'being eager for guiding students and manage their problems'. Clinical instructors need to be eager for education and also be able to establish effective communication with students. Empowering clinical instructors in specialized and technical aspects of clinical education seems necessary. Copyright © 2015 Elsevier Ltd. All rights reserved.

Teaching with Distance Delivery Systems: Strategies from Alpha to Omega.

ERIC Educational Resources Information Center

Rezabek, Landra L.

Distance education can assume many forms, including videotaped lectures, computer-mediated communication among teacher and student, and instantaneous, live two-way interaction. This paper focuses on tips and strategies for educators wishing to expand their teaching repertoires to include the use of these technologies. Teacher strategies listed…

None of the Above: Strategies for Inclusive Teaching with "Representative" Data

ERIC Educational Resources Information Center

Nowakowski, Alexandra C. H.; Sumerau, J. E.; Mathers, Lain A. B.

2016-01-01

This conversation explores emerging debates concerning teaching to and about marginalized populations often left out of "representative" data sets. Based on our experiences studying, teaching, and belonging to some of these unrepresented populations, we outline some strategies sociologists may use to transform the limitations of data…

The Impact of Teaching Communication Strategies on English Speaking of Engineering Undergraduates

ERIC Educational Resources Information Center

Kongsom, Tiwaporn

2016-01-01

This study investigates the impact of teaching communication strategies on Thai engineering undergraduate students' communication strategy use and strategic competence. Fifty-seven engineering undergraduate students were taught ten communication strategies for ten weeks and responded to a self-report communication strategy questionnaire before and…

Efficacy of ACA strategies in biography-driven science teaching: an investigation

NASA Astrophysics Data System (ADS)

MacDonald, Grizelda L.; Miller, Stuart S.; Murry, Kevin; Herrera, Socorro; Spears, Jacqueline D.

2013-12-01

This study explored the biography-driven approach to teaching culturally and linguistically diverse students in science education. Biography-driven instruction (BDI) embraces student diversity by incorporating students' sociocultural, linguistic, cognitive, and academic dimensions of their biographies into the learning process (Herrera in Biography-driven culturally responsive teaching. Teachers College Press, New York, 2010). Strategies have been developed (Herrera, Kavimandan and Holmes in Crossing the vocabulary bridge: differentiated strategies for diverse secondary classrooms. Teachers College Press, New York, 2011) that provide teachers with instructional routines that facilitate BDI. Using systematic classroom observations we empirically demonstrate that these activate, connect, affirm, strategies are likely to be effective in increasing teachers' biography-driven practices. Implications for theory and practice are discussed.

Key Objectives Bank: Year 9. Key Stage 3: National Strategy.

ERIC Educational Resources Information Center

Department for Education and Skills, London (England).

In each sub-section of the "Framework for Teaching English: Years 7, 8 and 9," certain key objectives are identified in boldface print. These objectives are key because they signify skills or understanding which are crucial to pupils' language development. They are challenging for the age group and are important markers of progress. This…

Evaluating the effect of three teaching strategies on student nurses' moral sensitivity.

PubMed

Lee, Hsiao Lu; Huang, Shu-He; Huang, Chiu-Mieh

2017-09-01

The Taiwan Nursing Accreditation Council has proposed eight core professional nursing qualities including ethical literacy. Consequently, nursing ethics education is a required course for student nurses. These courses are intended to improve the ethical literacy. Moral sensitivity is the cornerstone of ethical literacy, and learning moral sensitivity is the initial step towards developing ethical literacy. To explore the effect of nursing ethics educational interventions based on multiple teaching strategies on student nurses moral sensitivity. Based on the visual, auditory and kinaesthetic model, three strategies were developed for determining the programme components and corresponding learning styles. This was a quasi-experimental study. A total of 234 junior-college student nurses participated in this study. All participants were aged 18-19 years. Ethical considerations: The study protocol was approved by the institutional review boards of Kaohsiung Veterans General Hospital. Only the participants who signed an informed consent form took part in the study. The participants were permitted to withdraw from the study at any point if they wished to do so without affecting their academic score. The scores of Modified Moral Sensitivity Questionnaire for Student Nurses were significantly improved after the intervention of integrating multiple teaching strategies ( p = .042). Significant relationships were observed between the satisfaction scores of two teaching strategies and moral sensitivity. The results indicated that using multiple teaching strategies is effective for promoting nursing ethics learning. This strategy was consistent with the student nurses' preferred learning style and was used to correct their erroneous ethical conceptions, assisting in developing their ethical knowledge.

An Examination of the Teaching Strategies Practiced by the Full-Time Teaching Faculty at Manatee Junior College.

ERIC Educational Resources Information Center

Raines, Roy H.

A random sample (n=25) of full-time faculty at Manatee Junior College (Florida) were surveyed by open-ended questionnaire to determine what instructional techniques were being used and to ascertain if the faculty had acquired minimal training in teaching methods and learning theories. A total of 16 different teaching strategies were identified. Of…

Effective Teaching-Learning Strategies for the Omaha System.

PubMed

Radhakrishnan, Kavita; Martin, Karen S; Johnson, Karen E; Garcia, Alexandra A

2016-02-01

Home healthcare clinicians can benefit from the use of interprofessional standardized terminologies to more efficiently document and assess patient problems, describe and present clinician interventions, and measure the outcomes of care. The Omaha System is a research-based, comprehensive standardized terminology that can enable users to describe and measure the impact of nursing and healthcare services on patient care and outcomes. In this article, we (1) describe effective strategies for teaching the Omaha System to home healthcare agency staff, and (2) illustrate those strategies' effectiveness by presenting an example from an Omaha System Basic Workshop conducted in 2015. The 12 participants included home healthcare nursing administrators and clinicians, software developers from several companies, nursing educators, and nursing researchers. The role-playing and unfolding case studies that we report here represent teaching strategies that can provide opportunities for home healthcare users to practice using the Omaha System. Quantitative evaluation consisted of comparing the participants' pretest and posttest scores on the survey. Qualitative evaluation involved analyzing participants' feedback and comments on a form distributed at the end of the workshop. Participants found the workshop beneficial in improving their understanding of the Omaha System and its application to their practice.

Teaching Strategies for the Forearm Pass in Volleyball

ERIC Educational Resources Information Center

Casebolt, Kevin; Zhang, Peng; Brett, Christine

2014-01-01

This article shares teaching strategies for the forearm pass in the game of volleyball and identifies how they will help students improve their performance and development of forearm passing skills. The article also provides an assessment rubric to facilitate student understanding of the skill.

Cognitive conflict as a teaching strategy in solving chemistry problems: A dialectic-constructivist perspective

NASA Astrophysics Data System (ADS)

Niaz, Mansoor

The main objective of this study was to evaluate the effect of teaching experiments within a dialectic-constructivist framework based on the following considerations: (a) Cognitive conflicts used in the teaching experiments must be based on problem-solving strategies that students find relatively convincing: (b) after having generated a cognitive conflict, it is essential that the students be provided with an experience that could facilitate the resolution of the conflict; and (c) the teaching strategy developed is used by an interactive constructivist approach within an intact classroom. The study was based on two sections of freshman students who had registered for Chemistry I at the Universidad de Oriente, Venezuela. One of the sections was randomly designated as the control group and the other as the experimental group. To introduce cognitive conflict, the experimental group was exposed to two teaching experiments dealing with stoichiometry problems based on the concept of limiting reagent. Students in the control group were exposed to the same problems - however, without the cognitive conflict teaching experiments format. To evaluate the effect of the teaching experiments, both groups were evaluated on five different problems at different intervals during the semester, referred to as posttests. All posttests formed part of the regular evaluation of the students. Results obtained show the advantage of the experimental group on four of the posttests. It is concluded that the experimental treatment was effective in improving performance on the immediate posttests. It was observed that some students protect their core belief [see Lakatos, I. (1970). Falsification and the methodology of scientific research programmes. In I. Lakatos & A. Musgrave (Eds.), Criticism and the growth of knowledge (pp. 91-196). Cambridge: Cambridge University Press] in stoichiometry (establishing equivalent relations between different elements or compounds) by ignoring the conflicting

Strategies to Address Common Challenges When Teaching in an Active Learning Classroom

ERIC Educational Resources Information Center

Petersen, Christina I.; Gorman, Kristen S.

2014-01-01

This chapter provides practical strategies for addressing common challenges that arise for teachers in active learning classrooms. Our strategies come from instructors with experience teaching in these environments.

A Conceptual Change Teaching Strategy To Facilitate High School Students' Understanding of Electrochemistry.

ERIC Educational Resources Information Center

Niaz, Mansoor; Chacon, Eleazar

2003-01-01

Describes a study that used a teaching strategy based on two teaching experiments which could facilitate students' conceptual understanding of electrochemistry. Involves two sections (n=29 and n=28) of 10th grade high school students in Venezuela. Concludes that the teaching experiments facilitated student understanding of electrochemistry.…

Behavioral Objectives and Student Learning Contracts in the Teaching of Economics

ERIC Educational Resources Information Center

Journal of Economic Education, 1972

1972-01-01

The use of stated behavioral objectives and student learning contracts, planned and prepared by student and teacher, as teaching methods are discussed and an example of a learning contract is presented. (JB)

A Brief Coaching Intervention for Teaching Naturalistic Strategies to Parents

ERIC Educational Resources Information Center

Lane, Justin D.; Ledford, Jennifer R.; Shepley, Collin; Mataras, Theologia K.; Ayres, Kevin M.; Davis, Alicia B.

2016-01-01

Coaching parents to implement evidence-based strategies is one method for increasing the number of hours young children with autism spectrum disorder (ASD) access intervention services. The purpose of this study was to teach parents of young children with ASD to implement naturalistic strategies during play in a clinic setting. Results indicate a…

Teaching Strategies to Increase Nursing Student Acceptance and Management of Unconscious Bias.

PubMed

Schultz, Paula L; Baker, Janet

2017-11-01

Medical providers' unconscious biases may contribute to health disparities. Awareness and self-reflection strategies commonly used to teach cultural competence in academic settings are generally ineffective in reducing unconscious bias or motivating change. This article describes the innovative teaching strategies implemented in a graduate setting (N = 75) to increase nursing learners' acceptance and management of unconscious bias. Strategies used guided the debriefing and feedback that incorporated implicit association testing, interactive audience polling, categorized management strategies, and perspective taking. Strategies resulted in positive learner feedback, including a high likelihood to learn more about unconscious bias, acceptance of unconscious bias influence on health disparities, and importance of using management strategies to address personal bias. Increasingly diverse patient populations require nurses who have the skills to understand, assess, and correct unconscious biases. To accomplish this goal, consistent exposure to unconscious bias curricula that includes focused debriefing, feedback, and management strategies is needed at all levels of nursing education. [J Nurs Educ. 2017;56(11):692-696.]. Copyright 2017, SLACK Incorporated.

Teaching Strategies & Techniques for Adjunct Faculty. Third Edition. Higher Education Series.

ERIC Educational Resources Information Center

Greive, Donald

This booklet presents teaching strategies and techniques in a quick reference format. It was designed specifically to assist adjunct and part-time faculty, who have careers outside of education, to efficiently grasp many of the concepts necessary for effective teaching. Included are a checklist of points to review prior to beginning a teaching…

Effects of Reciprocal Teaching Strategies on Reading Comprehension

ERIC Educational Resources Information Center

Choo, Tan Ooi Leng; Eng, Tan Kok; Ahmad, Norlida

2011-01-01

Reading Comprehension is one of the four components tested by the "MUET" (Malaysian University English Test) for Sixth-Form students in Malaysia, and school teachers are charged with the task of helping these students improve. This article discusses how "reciprocal teaching strategies" could help low-proficiency Sixth-Form…

The Impact of Teaching Strategies on Intrinsic Motivation.

ERIC Educational Resources Information Center

Bomia, Lisa; Beluzo, Lynne; Demeester, Debra; Elander, Keli; Johnson, Mary; Sheldon, Betty

This paper examines intrinsic motivation by reviewing various motivational theories and models and discussing whether research supports the hypothesis that teaching strategies can influence intrinsic motivation. Intrinsic motivation, also known as self-motivation, refers to influences that originate from within a person which cause a person to act…

Developing Relevant Teaching Strategies during In-Service Training

ERIC Educational Resources Information Center

Borghi, Lidia; De Ambrosis, Anna; Mascheretti, Paolo

2003-01-01

The research reported here focuses on links between teachers' comprehension of the underlying physics and their development of educational strategies for classroom work during in-service training. It deals with the teaching of hydrostatics, a topic considered particularly interesting by teachers. Starting from the analysis of simple experiments…

Master Curriculum Guide in Economics for the Nation's Schools. Part II, Strategies for Teaching Economics: Basic Business and Consumer Education (Secondary).

ERIC Educational Resources Information Center

Niss, James F.; And Others

Part of the Master Curriculum Guide Project, the document presents strategies for teaching economic concepts as related to basic business and consumer education in secondary schools. The objective is to provide detailed classroom lessons illustrating ways economic ideas can be taught at differing levels of difficulty. The 18 lessons are…

Instructional Strategies in Teaching Engineering at a Distance: Faculty Perspective

ERIC Educational Resources Information Center

Ariadurai, S. Anbahan; Manohanthan, Rajalingam

2008-01-01

This paper presents research on a convenience sample of the Open University of Sri Lanka's engineering faculty. Examined in this research are faculty's opinions on the instructional strategies they use to teach engineering courses at a distance. First, this paper details the pedagogical strategies used by the faculty, which is then followed by an…

Administrators Supporting School Change. Strategies for Teaching and Learning Professional Library.

ERIC Educational Resources Information Center

Wortman, Robert

This publication is part of a series of monographs on the art of teaching. Each volume, focusing on a specific discipline, explores theory in the context of teaching strategies connected to evaluation of both teachers' and students' learning. Three techniques for making use of the series are offered: dialogues (as self-evaluation and in study…

Teaching Strategies Adopted by Teachers at Higher Education Level in Kerala: A Research Report

ERIC Educational Resources Information Center

Jesa, M.; Nisha, E. V.

2017-01-01

In the special context of entrepreneurship, employability skill development, Higher Education 2.0 and the Kovalam Declaration 2016, the present article presents a brief review of genres of teaching strategies at higher education level and attempts to bring to the attention of the readers an account of the teaching strategies adopted by teachers at…

Teaching or Facilitating Learning? Selecting the Optimal Approach for Your Educational Objectives and Audience

ERIC Educational Resources Information Center

Wise, Dena

2017-01-01

Both teaching and facilitation are effective instructional techniques, but each is appropriate for unique educational objectives and scenarios. This article briefly distinguishes between teaching and facilitative techniques and provides guidelines for choosing the better method for a particular educational scenario.

Talking out loud in class: utilizing discussion as an effective teaching strategy with adult learners.

PubMed

Hotler, Amy L

2013-09-01

Staff development is an important role of the school nurse, yet little is written to assist the nurse in this role. Though some obtain advanced degrees in education, most school nurses are not prepared for the staff development role without further education in pedagogy, teaching strategies, and evaluation methods. This article presents discussion as one of many active teaching strategies that can engage learners and promote critical thinking. More work is needed in the area of course design and implementation, as well as additional research to help identify the most effective teaching strategies for school employees.

Teaching Strategies for Early Childhood Environments: A Selective Review.

ERIC Educational Resources Information Center

Allen, K. Eileen; Rowbury, Trudylee G.

The review of teaching strategies examines four areas of potential ecological impact on effective learning in young children--methods for curriculum organization, antecedent instructional events, consequent instructional events, and packages or combinations of instructional events. Four methods of curriculum organization are explained including…

A review of teaching-learning strategies to be used with film for prelicensure students.

PubMed

Oh, Jina; De Gagné, Jennie Chang; Kang, Jeongae

2013-03-01

The use of film in nursing and medical education has been supported as an effective instructional method. The purpose of this article is to identify and synthesize the available studies on teaching-learning strategies to be used with film for prelicensure students. Electronic databases were searched to identify studies published in the English language between January 1990 and March 2012. Twenty-seven articles met the selection criteria for this review and were analyzed. After in-depth discussion about and investigation of the relevant literature, we narrowed down three teaching-learning strategies: reflective activities, practical activities, and evaluative activities. The synthesis of the identified teaching-learning strategies provides a data point for the development of more effective evidence-based learning activities for prelicensure students. Future studies should focus on the examination of teaching effectiveness and learning outcomes, as well as the evaluation of using film, to achieve nursing competencies appropriate to role preparation. Copyright 2013, SLACK Incorporated.

Providing rapid feedback to residents on their teaching skills: an educational strategy for contemporary trainees.

PubMed

Katz-Sidlow, Rachel J; Baer, Tamar G; Gershel, Jeffrey C

2016-03-20

The objective of this study was to assess the attitudes of contemporary residents toward receiving rapid feedback on their teaching skills from their medical student learners. Participants consisted of 20 residents in their second post-graduate training year. These residents facilitated 44 teaching sessions with medical students within our Resident-as-Teacher program. Structured, written feedback from students was returned to the resident within 3 days following each session. Residents completed a short survey about the utility of the feedback, whether they would make a change to future teaching sessions based on the feedback, and what specifically they might change. The survey utilized a 4-point scale ("Not helpful/likely=1" to "Very helpful/likely=4"), and allowed for one free-text response. Free-text responses were hand-coded and underwent qualitative analysis to identify themes. There were 182 student feedback encounters resulting from 44 teaching sessions. The survey response rate was 73% (32/44). Ninety-four percent of residents rated the rapid feedback as "very helpful," and 91% would "very likely" make a change to subsequent sessions based on student feedback. Residents' proposed changes included modifications to session content and/or their personal teaching style. Residents found that rapid feedback received from medical student learners was highly valuable to them in their roles as teachers. A rapid feedback strategy may facilitate an optimal educational environment for contemporary trainees.

Effective training strategies for teaching communication skills to physicians: an overview of systematic reviews.

PubMed

Berkhof, Marianne; van Rijssen, H Jolanda; Schellart, Antonius J M; Anema, Johannes R; van der Beek, Allard J

2011-08-01

Physicians need good communication skills to communicate effectively with patients. The objective of this review was to identify effective training strategies for teaching communication skills to qualified physicians. PubMED, PsycINFO, CINAHL, and COCHRANE were searched in October 2008 and in March 2009. Two authors independently selected relevant reviews and assessed their methodological quality with AMSTAR. Summary tables were constructed for data-synthesis, and results were linked to outcome measures. As a result, conclusions about the effectiveness of communication skills training strategies for physicians could be drawn. Twelve systematic reviews on communication skills training programmes for physicians were identified. Some focused on specific training strategies, whereas others emphasized a more general approach with mixed strategies. Training programmes were effective if they lasted for at least one day, were learner-centred, and focused on practising skills. The best training strategies within the programmes included role-play, feedback, and small group discussions. Training programmes should include active, practice-oriented strategies. Oral presentations on communication skills, modelling, and written information should only be used as supportive strategies. To be able to compare the effectiveness of training programmes more easily in the future, general agreement on outcome measures has to be established. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

Some Effects of Training Preservice Teachers in Science Teaching Strategy Analysis.

ERIC Educational Resources Information Center

Yeany, Russell, Jr.

This study was designed to assess the effectiveness of three treatments for encouraging and training prospective elementary science teachers in the use of inductive/indirect strategies in science teaching. Subjects were randomly assigned to one of four treatment groups: (1) Strategy Analysis Level - subjects were trained in science teaching…

Effective Teaching Strategies According to Fifth Grade Students: A Qualitative Study

ERIC Educational Resources Information Center

Gomez, Adlin Yanina

2009-01-01

This study identified learners' perspectives on the most effective teaching strategies. Professionals in the field of education have worked to increase educational achievement and success by exploring ways to match instructional strategies with individual learning styles. The voices of the learners have seldom been considered in this effort. The…

"You Didn't Teach Me, You Showed Me": Variations in Sibling Teaching Strategies in Early and Middle Childhood

ERIC Educational Resources Information Center

Recchia, Holly E.; Howe, Nina; Alexander, Stephanie

2009-01-01

This study examined siblings' teaching strategies in 72 dyads (firstborn and second born, M ages = 81.64 and 56.31 months) as a function of dyad age, age gap between siblings, and teacher birth order. One child per dyad was randomly assigned to teach her or his sibling to construct a tractor toy. Interactions were coded for the topic of teachers'…

Teaching Organizational Skills through Self-Regulated Learning Strategies

ERIC Educational Resources Information Center

Cahill, Susan M.

2008-01-01

This article presents a case story of how an occupational therapist worked with Joe, a junior high student with Asperger's Syndrome, to develop better organizational skills. Self-regulated learning strategies were used to teach Joe how to keep track of his assignments as well as his grades. In addition, the case story provides a clear example of…

Something Resembling Hope: Notes on Strategies for Teaching Canadian Social Justice Literature

ERIC Educational Resources Information Center

Yoder, Amarou

2013-01-01

Members of a large, cross-Canada research project on using Canadian social justice literature in the classroom share strategies that teachers are using to teach some of these texts. Strategies range from multi-media projects to song adaptations. Texts and strategies suitable for different grade-levels are represented, and cover a range of…

Analyzing the Quality of Students Interaction in a Distance Learning Object-Oriented Programming Discipline

ERIC Educational Resources Information Center

Carvalho, Elizabeth Simão

2015-01-01

Teaching object-oriented programming to students in an in-classroom environment demands well-thought didactic and pedagogical strategies in order to guarantee a good level of apprenticeship. To teach it on a completely distance learning environment (e-learning) imposes possibly other strategies, besides those that the e-learning model of Open…

Meta-Teaching: Meaning and Strategy

ERIC Educational Resources Information Center

Chen, Xiaoduan

2013-01-01

Meta-teaching is the knowledge and reflection on teaching based on meta-ideas. It is the teaching about teaching, a teaching process with practice consciously guided by thinking, inspiring teachers to teach more effectively. Meta-teaching is related to the knowledge, inspection and amendment of teaching activities in terms of their design,…

Strategies That Work: Teaching Comprehension for Understanding and Engagement, Second Edition

ERIC Educational Resources Information Center

Harvey, Stephanie; Goudvis, Anne

2007-01-01

Since its publication in 2000, Strategies That Work has become an indispensable resource for teachers who want to explicitly teach thinking strategies so that students become engaged, thoughtful, independent readers. In this revised and expanded edition, the authors have added twenty completely new comprehension lessons, extending the scope of the…

Finding the Right Mix: Teaching Methods as Predictors for Student Progress on Learning Objectives

ERIC Educational Resources Information Center

Glover, Jacob I.

2012-01-01

This study extends existing student ratings research by exploring how teaching methods, individually and collectively, influence a minimum standard of student achievement on learning objectives and how class size impacts this influence. Twenty teaching methods were used to predict substantial or exceptional progress on each of 12 learning…

Limitations of Condensed Teaching Strategies to Develop Hand-Held Cardiac Ultrasonography Skills in Internal Medicine Residents.

PubMed

Wilkinson, Jeffrey S; Barake, Walid; Smith, Chris; Thakrar, Amar; Johri, Amer M

2016-08-01

Advances in ultrasonographic technology have allowed for hand-held cardiac ultrasonography (HHCU) units that fit into a physician's laboratory coat. Recently, studies to educate internal medicine residents have shown promise. The optimal duration and methodology for teaching HHCU skills has not been established. Over a 1-year period, internal medicine residents were recruited during their cardiology ward rotation into a single-centre nonblinded randomized trial. The 2 condensed teaching strategies were (1) a conventional ward-based program and (2) a technology-driven simulation-based strategy. Outcomes were evaluated by (1) an objective structured clinical examination (OSCE) to evaluate interpretation ability (assessing both type I and type II error rates) and (2) demonstration of HHCU skills graded by 2 level III echocardiographers. Twenty-four internal medicine residents were randomized. After teaching, the conventional teaching group had a significant absolute increase in the ability to make a singular correct diagnosis (20%; P < 0.001). In the technology arm, making a singular correct diagnosis increased 24% from baseline (P = 0.001). Interpretation skill was not significantly different between groups. The false-positive rate increased by an absolute 14% and 17% in the conventional and technology groups, respectively (P = 0.079 and P = 0.008). Our findings suggest that HHCU interpretation skills improve after either a conventional ward-based or a technology-driven approach. However, our study emphasizes the important limitations of both teaching programs, because we detected a trend toward an increase in the false-positive rate after both approaches. This suggests that a short duration of training may not be sufficient for HHCU to be performed in a safe manner. Copyright © 2016 Canadian Cardiovascular Society. Published by Elsevier Inc. All rights reserved.

Teaching Strategis Designed to Change the Undergraduate Experience for College Women Learning Chemistry

NASA Astrophysics Data System (ADS)

Khan, Samia

A college for women has been cited as one of the most productive origins of female physical science doctorates in the United States. A case study was conducted to investigate teaching strategies that support the retention of women in the physical sciences, based on evidence from one of the college's most notable instructors and her teaching strategies. The strategies this teacher used included a personal "contract", confidence building techniques, and science internships. Data were collected from classroom documents, classroom observations, teacher interviews, student focus groups, student feedback sheets, Likert-response student surveys, and student final exams. Evidence from the Likert-response survey and focus groups suggested that the contract increased students' likelihood of success in the course and that confidence-building strategies improved students' confidence in their ability to succeed in science. An analysis of students' final exam scores indicated that student marks improved after the introduction of the aforementioned teaching innovations: 4% of students taking the same science course with the same teacher earned less than a C-, compared to a previous three-year average of 18% of students with below C- grades. In addition, notably fewer minority women dropped the course than they had in the past. The findings of this study suggest that this teacher's strategies may have played a part in retaining these women in the physical sciences. Based on the data, a theoretical model is proposed that suggests how switching or "fading" out of the course may have been addressed and how multiple teaching strategies can work in concert with each other to contribute to women's positive experiences in the physical sciences.

How Teachers Teach and Students Learn: "Successful Strategies for School." OECD Education Working Papers, No. 130

ERIC Educational Resources Information Center

Echazarra, Alfonso; Salinas, Daniel; Méndez, Ildefonso; Denis, Vanessa; Rech, Giannina

2016-01-01

This paper examines how particular teaching and learning strategies are related to student performance on specific PISA test questions, particularly mathematics questions. The report compares teacher-directed instruction and memorisation learning strategies, at the traditional ends of the teaching and learning spectrums, and student-oriented…

Appalachia: Goals, Objectives and Development Strategies

ERIC Educational Resources Information Center

Appalachian Regional Commission, Washington, DC.

Goals, objectives, and strategies for development in the 13 states involved in the Appalachian Regional Commission (ARC) are detailed in this document adopted by ARC in 1977. The regional development plan incorporates earlier evaluation and program design efforts, discussion from an issues report, state comments and development plans, and public…

Teaching the Dance Class: Strategies to Enhance Skill Acquisition, Mastery and Positive Self-Image

ERIC Educational Resources Information Center

Mainwaring, Lynda M.; Krasnow, Donna H.

2010-01-01

Effective teaching of dance skills is informed by a variety of theoretical frameworks and individual teaching and learning styles. The purpose of this paper is to present practical teaching strategies that enhance the mastery of skills and promote self-esteem, self-efficacy, and positive self-image. The predominant thinking and primary research…

Teaching Marketing Strategy: Using Resource-Advantage Theory as an Integrative Theoretical Foundation

ERIC Educational Resources Information Center

Hunt, Shelby D.; Madhavaram, Sreedhar

2006-01-01

Knowledge of marketing strategy is essential for marketing majors. To supplement and/or replace the traditional lecture-discussion approach, several pedagogical vehicles have been recommended to teach marketing strategy, including the analytic hierarchy process; career-planning cases; computer-assisted, simulated marketing cases; experiential…

How Does Mechanical Weathering Change Rocks? Using Reading-to-Learn Strategies to Teach Science Content

ERIC Educational Resources Information Center

Wardrip, Peter; Tobey, Jennifer

2009-01-01

Many teachers fall into the pattern of "assumptive teaching" (Herber 1970), assuming that other instructors will teach students the important strategies they need for learning. In this case, tools and strategies may not be taught outside of reading or language arts because a science teacher can say, "It's not my job." However, a sixth-grade team…

Debate: a teaching-learning strategy for developing competence in communication and critical thinking.

PubMed

Darby, Michele

2007-01-01

The literature highlights key benefits from debate as a teaching-learning strategy for developing critical thinking and analytical skills while fostering teamwork and communication. Authors report that this method of teaching-learning has been implemented successfully in nursing and occupational therapy programs and would benefit other academic programs in the health sciences, particularly in courses that cover controversial issues. Although there are disadvantages to using the debate as a teaching-learning strategy, the benefits far outweigh the disadvantages. In conclusion, debating is an effective pedagogical strategy because of the level of responsibility for learning and active involvement required by all student debaters. Moreover, it provides an experience by which students can develop competencies in researching current issues, preparing logical arguments, actively listening to various perspectives, differentiating between subjective and evidence-based information, asking cogent questions, integrating relevant information, and formulating their own opinions based on evidence. After the debate is over, students also report that the experience is FUN!

Teaching strategies in the learning of highest common factor and lowest common multiple

NASA Astrophysics Data System (ADS)

Halim, N. L. A.; Li, H.-C.; Shahrill, M.; Prahmana, R. C. I.

2017-12-01

The main purpose of this study is to improve students’ understanding of Highest Common Factor (HCF) and Lowest Common Multiple (LCM). Several alternative teaching strategies were integrated in the Year 7 lessons involving 20 students from one secondary school in Brunei Darussalam. The categories identified in the teaching strategy were the application of group work, embedding real-life problems, using presentations and the traditional drilling practice method. An open-ended survey was disseminated to collate the students’ feedback, and among the questions posed was in relation to the different types of lesson activities utilised within each of the teaching strategies. Although 55% of the students preferred the traditional drilling practice on the calculation of HCF and LCM, mainly due to the ease of the task as opposed to activities involving real-life problems, the findings also indicated that most students favour sharing their ideas in a healthy competition learning style between each other or between the groups.

Effects of coaching on educators' vocabulary-teaching strategies during shared reading.

PubMed

Namasivayam, Ashwini M; Hipfner-Boucher, Kathy; Milburn, Trelani; Weitzman, Elaine; Greenberg, Janice; Pelletier, Janette; Girolametto, Luigi

2015-01-01

The purpose of this study was to investigate whether an emergent literacy professional development program enhanced educators' use of vocabulary-teaching strategies during shared reading with small groups of pre-schoolers. Thirty-two pre-school educators and small groups of pre-schoolers from their classrooms were randomly assigned to experimental or comparison groups. The 15 educators in the experimental group received four in-service workshops as well as five individualized classroom coaching sessions. The comparison group received only the workshops. Each educator was video-recorded reading a storybook to a small group of pre-schoolers at pre-test and post-test. The videos were transcribed and coded to yield measures of the vocabulary-teaching strategies and children's vocabulary-related talk. The findings revealed that the children in the experimental group engaged in significantly more vocabulary-related talk relative to the comparison group. A non-significant trend in the data indicated that educators in the experimental group used more vocabulary-teaching strategies at post-test. The educators' familiarity with children's authors and book titles at pre-test was a significant predictor of their outcomes. These findings suggest that an emergent literacy professional development program that includes coaching can enhance children's participation in vocabulary-related conversations with their educators.

Strategies for Teaching Children with Autism in Physical Education

ERIC Educational Resources Information Center

Groft-Jones, Melissa; Block, Martin E.

2006-01-01

The purpose of this article is to summarize information presented in the prior articles into practical strategies physical educators can use when teaching children with autism. The authors divided the article into three areas: (1) structuring the environment; (2) accommodating communication challenges; and (3) preventing challenging behaviors.…

Teaching Strategies and Gender in Higher Education Instrumental Studios

ERIC Educational Resources Information Center

Zhukov, Katie

2012-01-01

This study investigates instrumental music teaching strategies in higher education settings, in order to identify those employed and their frequency and context of use. An instrument- and gender-balanced sample of 24 lessons from five institutions was analysed using a researcher-designed observational instrument. The results reveal the…

The Translation of Teachers' Understanding of Gifted Students Into Instructional Strategies for Teaching Science

NASA Astrophysics Data System (ADS)

Park, Soonhye; Steve Oliver, J.

2009-08-01

This study examined how instructional challenges presented by gifted students shaped teachers’ instructional strategies. This study is a qualitative research grounded in a social constructivist framework. The participants were three high school science teachers who were teaching identified gifted students in both heterogeneously- and homogeneously-grouped classrooms. Major data sources are classroom observations and interviews. Data analysis indicated that these science teachers developed content-specific teaching strategies based on their understanding of gifted students, including: (a) instructional differentiation, e.g., thematic units, (b) variety in instructional mode and/or students’ products, (c) student grouping strategies and peer tutoring, (d) individualized support, (e) strategies to manage challenging questions, (f) strategies to deal with the perfectionism, and (g) psychologically safe classroom environments.

Your teaching strategy matters: how engagement impacts application in health information literacy instruction *

PubMed Central

Johnson, Heather A.; Barrett, Laura

2017-01-01

Objective The purpose of this study was to compare two pedagogical methods, active learning and passive instruction, to determine which is more useful in helping students to achieve the learning outcomes in a one-hour research skills instructional session. Methods Two groups of high school students attended an instructional session to learn about consumer health resources and strategies to enhance their searching skills. The first group received passive instruction, and the second engaged in active learning. We assessed both groups’ learning using 2 methods with differing complexity. A total of 59 students attended the instructional sessions (passive instruction, n=28; active learning, n=31). Results We found that the active learning group scored more favorably in four assessment categories. Conclusions Active learning may help students engage with and develop a meaningful understanding of several resources in a single session. Moreover, when using a complex teaching strategy, librarians should be mindful to gauge learning using an equally complex assessment method. PMID:28096745

Teaching science for conceptual change: Toward a proposed taxonomy of diagnostic teaching strategies to gauge students' personal science conceptions

NASA Astrophysics Data System (ADS)

Shope, Richard Edwin, III

Science instruction aims to ensure that students properly construct scientific knowledge so that each individual may play a role as a science literate citizen or as part of the science workforce (National Research Council, 1996, 2000). Students enter the classroom with a wide range of personal conceptions regarding science phenomena, often at variance with prevailing scientific views (Duschl, Hamilton, & Grandy, 1992; Hewson, 1992). The extensive misconceptions research literature emphasizes the importance of diagnosing students' initial understandings in order to gauge the accuracy and depth of what each student knows prior to instruction and then to use that information to adapt the teaching to address student needs. (Ausubel, 1968; Carey, 2000; Driver et al., 1985; Karplus & Thier, 1967; Mintzes, Wandersee, & Novak, 1998; Osborne & Freyberg, 1985; Project 2061, 1993; Strike & Posner, 1982, 1992; Vygotsky, 1934/1987). To gain such insight, teachers diagnose not only the content of the students' personal conceptions but also the thinking processes that produced them (Strike and Posner, 1992). Indeed, when teachers design opportunities for students to express their understanding, there is strong evidence that such diagnostic assessment also enhances science teaching and learning (Black & William, 1998). The functional knowledge of effective science teaching practice resides in the professional practitioners at the front lines---the science teachers in the classroom. Nevertheless, how teachers actually engage in the practice of diagnosis is not well documented. To help fill this gap, the researcher conducted a study of 16 sixth grade science classrooms in four Los Angeles area middle schools. Diagnostic teaching strategies were observed in action and then followed up by interviews with each teacher. Results showed that teachers use strategies that vary by the complexity of active student involvement, including pretests, strategic questions, interactive discussion

Investigating the Effectiveness of Teaching Methods Based on a Four-Step Constructivist Strategy

NASA Astrophysics Data System (ADS)

Çalik, Muammer; Ayas, Alipaşa; Coll, Richard K.

2010-02-01

This paper reports on an investigation of the effectiveness an intervention using several different methods for teaching solution chemistry. The teaching strategy comprised a four-step approach derived from a constructivist view of learning. A sample consisting of 44 students (18 boys and 26 girls) was selected purposively from two different Grade 9 classes in the city of Trabzon, Turkey. Data collection employed a purpose-designed `solution chemistry concept test', consisting of 17 items, with the quantitative data from the survey supported by qualitative interview data. The findings suggest that using different methods embedded within the four-step constructivist-based teaching strategy enables students to refute some alternative conceptions, but does not completely eliminate student alternative conceptions for solution chemistry.

Modelling Human Teaching Tactics and Strategies for Tutoring Systems: 14 Years On

ERIC Educational Resources Information Center

du Boulay, Benedict; Luckin, Rosemary

2016-01-01

Our original paper tried to characterize the richness of the teaching repertoire of expert human teachers and to give a sense of how far there still was to go in the development of pedagogic expertise in AIED systems. It considered three ways in which more expert teaching strategies and tactics might be developed. These were via (i) the…

Assessment of lecture strategy with different teaching AIDS.

PubMed

Kumar, Manoj; Saxena, Indu; Kumar, Jayballabh; Kumar, Gaurav; Kapoor, Sangeeta

2015-01-01

Medical/dental colleges in Northern India cater to students with diverse backgrounds, mother tongues, levels of comprehending English, and intelligence levels. This study was conducted to identify lecture strategy and teaching aid best suited for North Indian dental and medical students. It was conducted in two parts - 1. Survey of teachers' and students' opinion to obtain their preferences in teaching-learning practices followed in a conventional lecture, and 2. Comparison of students' performances after a single trial lecture with different groups of students, using different teaching aids (TAs). Opinions of 33 faculty teaching first year dental/ medical students and 506 volunteer students (320 female) were compiled. Students were divided into four groups. A single trial lecture was held with each group (on the same topic, using identical lesson plan, by the same teacher) using a different teaching aid with each group. Lecture strategy was designed according to students' preferences (as obtained from opinion survey) regarding language of instruction and the number of mental breaks. TAs used with different groups were chalk and board (C&B), PowerPoint (PPT), overhead projector (OHP), and a combination of C&B and PPT. Pre- and post-tests using multiple choice questions were conducted with each group. RESULTS of post-test questionnaire and feedback from faculty attending the lecture were assessed for students' satisfaction and attentiveness in all four groups. Survey results indicated that although 97.6% students believed they had good/fair proficiency in English, 83.6% preferred being taught in a combination of English and Hindi; 44.3% students preferred C&B, 40.1% preferred PPT and 15.6% preferred the use of OHP as TA. After conducting a trial lecture with different TAs with each group, more than 90% students expressed satisfaction with the TA used for that group. Significantly better performance was observed in the post-lecture test when C&B was used. The needs

Teaching Critical Thinking: Cultural Challenges and Strategies in Singapore

ERIC Educational Resources Information Center

Tan, Charlene

2017-01-01

Among the challenges faced by educators in promoting critical thinking is that of cultural compatibility. Using Singapore as an illustrative case study, this paper explores the cultural challenges and recommended strategies for the teaching of critical thinking in schools. The research for this study is based on a theoretical framework that…

Cognitive Strategy Instruction for Teaching Word Problems to Primary-Level Struggling Students

ERIC Educational Resources Information Center

Pfannenstiel, Kathleen Hughes; Bryant, Diane Pedrotty; Bryant, Brian R.; Porterfield, Jennifer A.

2015-01-01

Students with mathematics difficulties and learning disabilities (LD) typically struggle with solving word problems. These students often lack knowledge about efficient, cognitive strategies to utilize when solving word problems. Cognitive strategy instruction has been shown to be effective in teaching struggling students how to solve word…

Learning outcomes of "The Oncology Patient" study among nursing students: A comparison of teaching strategies.

PubMed

Roca, Judith; Reguant, Mercedes; Canet, Olga

2016-11-01

Teaching strategies are essential in order to facilitate meaningful learning and the development of high-level thinking skills in students. To compare three teaching methodologies (problem-based learning, case-based teaching and traditional methods) in terms of the learning outcomes achieved by nursing students. This quasi-experimental research was carried out in the Nursing Degree programme in a group of 74 students who explored the subject of The Oncology Patient through the aforementioned strategies. A performance test was applied based on Bloom's Revised Taxonomy. A significant correlation was found between the intragroup theoretical and theoretical-practical dimensions. Likewise, intergroup differences were related to each teaching methodology. Hence, significant differences were estimated between the traditional methodology (x-=9.13), case-based teaching (x-=12.96) and problem-based learning (x-=14.84). Problem-based learning was shown to be the most successful learning method, followed by case-based teaching and the traditional methodology. Copyright © 2016 Elsevier Ltd. All rights reserved.

Teaching Objectives for the Itinerant Resource Teacher of Visually Limited Students.

ERIC Educational Resources Information Center

Riordan, Mary

The manual, to be used by the itinerant resource teacher, presents teaching objectives and proficiency levels for the development of communication, living, and social skills of visually handicapped students in kindergarten through grade 12. Communication skills are enumerated (number is indicated in parentheses) for totally blind students in areas…

Do I dare? Using role-play as a teaching strategy.

PubMed

Kuipers, J C; Clemens, D L

1998-07-01

Role-play is a teaching strategy that models patient behaviors and nursing interventions that students need to learn in psychiatric nursing. Applications of this strategy can be used in both classroom and clinical settings. Benefits of using role-play range from cost effectiveness and active learning to modeling expected performance/skill levels and increasing self-confidence and assertiveness. Perceived drawbacks can be minimized by using the planning steps prior to the use of role-play.

Integrating simulated teaching/learning strategies in undergraduate nursing education.

PubMed

Sinclair, Barbara; Ferguson, Karen

2009-01-01

In this article, the results of a mixed-methods study integrating the use of simulations in a nursing theory course in order to assess students' perceptions of self-efficacy for nursing practice are presented. Nursing students in an intervention group were exposed to a combination of lecture and simulation, and then asked to rate their perceptions of self-efficacy, satisfaction and effectiveness of this combined teaching and learning strategy. Based on Bandura's (1977, 1986) theory of self-efficacy, this study provides data to suggest that students' self-confidence for nursing practice may be increased through the use of simulation as a method of teaching and learning. Students also reported higher levels of satisfaction, effectiveness and consistency with their learning style when exposed to the combination of lecture and simulation than the control group, who were exposed to lecture as the only method of teaching and learning.

What Mathematics Teachers Say about the Teaching Strategies in the Implementation of Tasks

ERIC Educational Resources Information Center

Enríquez, Jakeline Amparo Villota; de Oliveira, Andréia María Pereira; Valencia, Heriberto González

2018-01-01

In this article we will discuss, through the explanations given by teachers who teach Mathematics, the importance of using teaching strategies in the implementation of tasks. Teachers who participated in it belong to the group "Observatory Mathematics Education" (OME-Bahia). This study was framed in a qualitative approach and data were…

Application of Teaching Strategies for Improving Students' Situational Motivation in Physical Education

ERIC Educational Resources Information Center

Almolda-Tomas, Francisco J.; Sevil-Serrano, Javier; Julian-Clemente, Jose A.; Abarca-Sos, Alberto; Aibar-Solana, Alberto; Garcia-Gonzalez, Luis

2014-01-01

Introduction: Physical Education (PE) is a way of promoting sports in adolescents, and teachers can encourage this sport adherence by generating motivation in students through their teaching intervention. The aim of the study was to develop and implement teaching intervention strategies to generate an optimal motivational climate and assess their…

Strategies Used to Teach Mathematics to Special Education Students from the Teachers' Perspective

ERIC Educational Resources Information Center

Brown, Desline A.

2016-01-01

The perspectives of special education teachers on the strategies used to teach mathematics to special education students were examined in this dissertation. Three central research questions that guided the study are: (a) What were New York special education teachers' opinions about the methods they use to teach mathematics to special education…

Effects of Online Reciprocal Teaching on Reading Strategies, Comprehension, Self-Efficacy, and Motivation

ERIC Educational Resources Information Center

Huang, Ching-Ting; Yang, Shu Ching

2015-01-01

This study examines the effects of two types of online remedial reading interventions on the reading strategy and comprehension, motivational beliefs, and self-efficacy of 36 low-achieving students (explicit teaching before reciprocal teaching [ET-RT] vs. direct instruction [DI]). We designed a 10-unit online remedial English reading program based…

The Combined Effects of Classroom Teaching and Learning Strategy Use on Students' Chemistry Self-Efficacy

NASA Astrophysics Data System (ADS)

Cheung, Derek

2015-02-01

For students to be successful in school chemistry, a strong sense of self-efficacy is essential. Chemistry self-efficacy can be defined as students' beliefs about the extent to which they are capable of performing specific chemistry tasks. According to Bandura (Psychol. Rev. 84:191-215, 1977), students acquire information about their level of self-efficacy from four sources: performance accomplishments, vicarious experiences, verbal persuasion, and physiological states. No published studies have investigated how instructional strategies in chemistry lessons can provide students with positive experiences with these four sources of self-efficacy information and how the instructional strategies promote students' chemistry self-efficacy. In this study, questionnaire items were constructed to measure student perceptions about instructional strategies, termed efficacy-enhancing teaching, which can provide positive experiences with the four sources of self-efficacy information. Structural equation modeling was then applied to test a hypothesized mediation model, positing that efficacy-enhancing teaching positively affects students' chemistry self-efficacy through their use of deep learning strategies such as metacognitive control strategies. A total of 590 chemistry students at nine secondary schools in Hong Kong participated in the survey. The mediation model provided a good fit to the student data. Efficacy-enhancing teaching had a direct effect on students' chemistry self-efficacy. Efficacy-enhancing teaching also directly affected students' use of deep learning strategies, which in turn affected students' chemistry self-efficacy. The implications of these findings for developing secondary school students' chemistry self-efficacy are discussed.

Saudi Science Teachers' Views and Teaching Strategies of Socioscientific Issues

NASA Astrophysics Data System (ADS)

Alamri, Aziz S.

Scientific developments such as cloning and nuclear energy have generated many controversial issues pertain to many political, social, environmental, ethical and cultural values in different societies around the globe. These controversies delimited and encircled the potential of including and teaching some important aspects of science in schools and therefore caused less consideration to the influence of these issues on enhancing the scientific literacy of people in general. The purpose of this study was to investigate how Saudi science teachers in the city of Tabuk in Saudi Arabia view and teach SSI in Saudi Arabia. This study employed semi-structured interviews with Saudi science teachers. Methodologically, this study used a constructivist grounded theory as a method for analysis to generate in-depth descriptive data about Saudi science teachers' views and teaching strategies of socio-scientific issues. Some direct and indirect benefits pertain to teaching science, understanding the relationship between science, religion, and society and some other topics are discussed in this study.

The Problem of Hierarchy in the Objectives of Geography Teaching at the Pre-University Level.

ERIC Educational Resources Information Center

Graves, Norman John

The meaning of objectives in geographic education and the need to structure objectives in some hierarchical manner are presented in this paper. Discussion in past years centered on the teaching of general objectives in geography classes. During the last twenty years, however, geography instructors realized that objectives may be at various levels…

Effective Strategies for Teaching Evolution: The Primary Evolution Project

ERIC Educational Resources Information Center

Hatcher, Chris

2015-01-01

When Chris Hatcher joined the Primary Evolution Project team at the University of Reading, his goal was to find effective strategies to teach evolution in a way that keeps children engaged and enthused. Hatcher has collaborated with colleagues at the University's Institute of Education to break the evolution unit down into distinct topics and…

Teaching Strategies: Supporting EAL Students in Learning Biology Terminology

ERIC Educational Resources Information Center

Fernando, Primani; Cooper, Rebecca

2017-01-01

This paper provides a brief introduction to teaching strategies that can be used to support English as Additional Language (EAL) students in learning biology terminology. The paper begins with an overview of EAL students and considers the difficulties that they may face in the classroom along with the challenges that mainstream teachers may have…

Use of Elements of Theatre as Teaching Strategies to Increase Preservice Teacher Self-Efficacy and Proficiency in the Art, Science, and Business of Teaching

ERIC Educational Resources Information Center

Davidson, Maaike T.

2013-01-01

This sequential, mixed method, QUAN-QUAL study redefines the craft of teaching into the science ("what"), art ("how"), and the business of teaching to assess and prepare preservice teachers. It also measures the effectiveness of using theatrical elements as teaching strategies to effectively develop preservice teachers in the…

Developing geogebra-assisted reciprocal teaching strategy to improve junior high school students’ abstraction ability, lateral thinking and mathematical persistence

NASA Astrophysics Data System (ADS)

Priatna, N.; Martadiputra, B. A. P.; Wibisono, Y.

2018-05-01

The development of science and technology requires reform in the utilization of various resources for mathematics teaching and learning process. One of the efforts that can be made is the implementation of GeoGebra-assisted Reciprocal Teaching strategy in mathematics instruction as an effective strategy in improving students’ cognitive, affective, and psychomotor abilities. This research is intended to implement GeoGebra-assisted Reciprocal Teaching strategy in improving abstraction ability, lateral thinking, and mathematical persistence of junior high school students. It employed quasi-experimental method with non-random pre-test and post-test control design. More specifically, it used the 2x3 factorial design, namely the learning factors that included GeoGebra-assisted Reciprocal Teaching and conventional teaching learning, and levels of early mathematical ability (high, middle, and low). The subjects in this research were the eighth grade students of junior high school, taken with purposive sampling. The results of this research show: Abstraction and lateral abilities of students who were taught with GeoGebra-assisted Reciprocal Teaching strategy were significantly higher than those of students who received conventional learning. Mathematical persistence of students taught with GeoGebra-assisted Reciprocal Teaching strategy was also significantly higher than of those taught with conventional learning.

Teaching Comprehension and Study Strategies through Modeling and Thinking Aloud.

ERIC Educational Resources Information Center

Nist, Sherrie L.; Kirby, Kate

1986-01-01

Focuses on three ideas pertaining to modeling and thinking aloud, presents examples of how the processes can be applied to teaching both text comprehension and study strategies to college developmental readers, and discusses reasons for using modeling and thinking aloud in the classroom. (FL)

"Not" Just Wanna Have Fun: Teaching Listening Skills with Songs

ERIC Educational Resources Information Center

Abdullah, Amalia Qistina

2013-01-01

Teaching listening skills is very challenging to ESL teachers. It involves active participation from both teachers and students to ensure the objectives of teaching listening skills can be achieved. Hence, this presentation provides interesting and exciting strategies to teach listening skills using selected songs. It is hoped that this would…

Teaching/learning strategies for the essentials of baccalaureate nursing education for entry-level community/public health nursing.

PubMed

Callen, Bonnie; Smith, Claudia M; Joyce, Barbara; Lutz, Jayne; Brown-Schott, Nancy; Block, Derryl

2013-01-01

The purpose of this article is to describe teaching/learning strategies for each of the 15 Essentials of Baccalaureate Nursing Education for Entry-Level Community/Public Health Nursing (ACHNE, 2009). Carper's ways of knowing serve as foundations for creating classroom and clinical experiences that focus on clinical action with community as client. Each community/public health essential is defined with relevance to community/public health nursing practice. Five teaching/learning strategies have been delineated for each essential with suggestions of teaching resources and/or target population application. Teaching/learning strategies that focus on community as client, population health, and the essential knowledge and competencies of C/PH nursing will help ensure preparation of baccalaureate prepared nurses with knowledge and skills to improve the health of populations. © 2013 Wiley Periodicals, Inc.

Applying an Experiential Learning Model to the Teaching of Gateway Strategy Board Games

ERIC Educational Resources Information Center

Sato, Aiko; de Haan, Jonathan

2016-01-01

The board game hobby has rapidly grown and evolved in recent years, but most of the non-digital games lack tips and tutorials and remain difficult to learn and teach effectively. In this project, we integrated a popular hobbyist approach to teaching modern strategy games with classical experiential learning elements (i.e., demonstration,…

Using Blended Learning Strategies to Address Teaching Development Needs: How Does Canada Compare?

ERIC Educational Resources Information Center

Kanuka, Heather; Rourke, Liam

2013-01-01

The provision of blended learning strategies designed to assist academics in the higher education sector with the knowledge, skills, and abilities required for effective teaching with technology has been, and continues to be, a challenge for teaching centres in Canada. It is unclear, first, whether this is an ongoing issue unique to Canada; and,…

Music as a Way of Knowing. Strategies for Teaching and Learning Professional Library.

ERIC Educational Resources Information Center

Page, Nick

This publication is part of a series of monographs on the art of teaching. Each volume, focusing on a specific discipline, explores theory in the context of teaching strategies connected to evaluation of both teachers' and students' learning. Three techniques are offered to help teachers use the series: dialogues (as self-evaluation and in study…

Developing Teaching Strategies in the EHR Era: A Survey of GME Experts.

PubMed

Atwater, Amber R; Rudd, Mariah; Brown, Audrey; Wiener, John S; Benjamin, Robert; Lee, W Robert; Rosdahl, Jullia A

2016-10-01

There is limited information on the impact of widespread adoption of the electronic health record (EHR) on graduate medical education (GME). To identify areas of consensus by education experts, where the use of EHR impacts GME, with the goal of developing strategies and tools to enhance GME teaching and learning in the EHR environment. Information was solicited from experienced US physician educators who use EPIC EHR following 3 steps: 2 rounds of online surveys using the Delphi technique, followed by telephone interviews. The survey contained 3 stem questions and 52 items with Likert-scale responses. Consensus was defined by predetermined cutoffs. A second survey reassessed items for which consensus was not initially achieved. Common themes to improve GME in settings with an EHR were compiled from the telephone interviews. The panel included 19 physicians in 15 states in Round 1, 12 in Round 2, and 10 for the interviews. Ten items were found important for teaching and learning: balancing focus on EHR documentation with patient engagement achieved 100% consensus. Other items achieving consensus included adequate learning time, balancing EHR data with verbal history and physical examination, communicating clinical thought processes, hands-on EHR practice, minimizing data repetition, and development of shortcuts and templates. Teaching strategies incorporating both online software and face-to-face solutions were identified during the interviews. New strategies are needed for effective teaching and learning of residents and fellows, capitalizing on the potential of the EHR, while minimizing any unintended negative impact on medical education.

Reciprocal Teaching of Comprehension Strategies Improves EFL Learners' Writing Ability

ERIC Educational Resources Information Center

Ghorbani, Mohammad Reza; Gangeraj, Atefeh Ardeshir; Alavi, Sahar Zahed

2013-01-01

Although the importance of reading in developing writing ability is undeniable, few competent readers in EFL contexts develop into competent writers. Since students are not aware that reading can assist them in writing, this study examined the effect of reciprocal teaching--which focuses on four reading comprehension strategies, namely…

Recontextualising Cellular Respiration in Upper Secondary Biology Education. Characteristics and Practicability of a Learning and Teaching Strategy

ERIC Educational Resources Information Center

Wierdsma, Menno; Knippels, Marie-Christine; van Oers, Bert; Boersma, Kerst

2016-01-01

Since concepts may have different meanings in different contexts, students have to learn to recontextualise them, i.e. to adapt their meanings to a new context. It is unclear, however, what characteristics a learning and teaching strategy for recontextualising should have. The study aims to develop such a learning and teaching strategy for…

Teaching Strategies to Increase Cultural Awareness in Nursing Students.

PubMed

Lonneman, William

2015-01-01

Cultural competence education is essential for all nurses to better prepare them to address the underlying social environment of patients, families, and communities. This article describes a study with second degree nursing students that tested 6 teaching strategies for their effectiveness in raising cultural awareness, a key aspect of cultural competence. The results demonstrated that the interventions had a positive effect.

Aspects on Teaching/Learning with Object Oriented Programming for Entry Level Courses of Engineering.

ERIC Educational Resources Information Center

de Oliveira, Clara Amelia; Conte, Marcos Fernando; Riso, Bernardo Goncalves

This work presents a proposal for Teaching/Learning, on Object Oriented Programming for Entry Level Courses of Engineering and Computer Science, on University. The philosophy of Object Oriented Programming comes as a new pattern of solution for problems, where flexibility and reusability appears over the simple data structure and sequential…

Creative payment strategy helps ensure a future for teaching hospitals.

PubMed

Vancil, D R; Shroyer, A L

1998-11-01

The Colorado Medicaid Program in years past relied on disproportionate share hospital (DSH) payment programs to increase access to hospital care for Colorado citizens, ensure the future financial viability of key safety-net hospitals, and partially offset the state's cost of funding the Medicaid program. The options to finance Medicaid care using DSH payments, however, recently have been severely limited by legislative and regulatory changes. Between 1991 and 1997, a creative Medicaid refinancing strategy called the major teaching hospital (MTH) payment program enabled $131 million in net payments to be distributed to the two major teaching hospitals in Colorado to provide enhanced funding related to their teaching programs and to address the ever-expanding healthcare needs of their low-income patients. This new Medicaid payment mechanism brought the state $69.5 million in Federal funding that otherwise would not have been received.

Museum Theatre: Telling Stories through Objects.

ERIC Educational Resources Information Center

Schindel, Dorothy Napp

2002-01-01

Explains that Museum Theatre's goal is to teach through drama by using experiential interpretive strategies that bypass the lecture format. Outlines a production of Museum Theatre which helped a museum redefine itself. Concludes that Museum Theatre helps shift the focus of programming from simple object display to an emphasis on the human…

Teaching Your Tot to Talk: Using Milieu Teaching Strategies

ERIC Educational Resources Information Center

Curiel, Emily S. L.; Sainato, Diane M.

2016-01-01

Both of these toddlers struggle with communication. Parents and practitioners working with very young children often struggle to find ways to enhance their toddlers' communication skills. They may question: When do I teach? What should I teach? Where do I teach? How do I teach? This article will provide suggestions and techniques to support the…

Strategies Unlimited.

ERIC Educational Resources Information Center

Blaga, Jeff; And Others

Designed primarily for teachers of students in grades 7-12, the document presents over 60 social studies teaching strategies and lesson plans. Each lesson includes an overview, grade level information, suggested course/subject matter uses, objectives, suggested materials, student materials, and an instructional plan. Lesson topics fall into the…

Effects of the teach-model-coach-review instructional approach on caregiver use of language support strategies and children's expressive language skills.

PubMed

Roberts, Megan Y; Kaiser, Ann P; Wolfe, Cathy E; Bryant, Julie D; Spidalieri, Alexandria M

2014-10-01

In this study, the authors examined the effects of the Teach-Model-Coach-Review instructional approach on caregivers' use of four enhanced milieu teaching (EMT) language support strategies and on their children's use of expressive language. Four caregiver-child dyads participated in a single-subject, multiple-baseline study. Children were between 24 and 42 months of age and had language impairment. Interventionists used the Teach-Model-Coach-Review instructional approach to teach caregivers to use matched turns, expansions, time delays, and milieu teaching prompts during 24 individualized clinic sessions. Caregiver use of each EMT language support strategy and child use of communication targets were the dependent variables. The caregivers demonstrated increases in their use of each EMT language support strategy after instruction. Generalization and maintenance of strategy use to the home was limited, indicating that teaching across routines is necessary to achieve maximal outcomes. All children demonstrated gains in their use of communication targets and in their performance on norm-referenced measures of language. The results indicate that the Teach-Model-Coach-Review instructional approach resulted in increased use of EMT language support strategies by caregivers. Caregiver use of these strategies was associated with positive changes in child language skills.

Defining teaching hospitals' GME strategy in response to new financial and market challenges.

PubMed

Wray, J L; Sadowski, S M

1998-04-01

The authors present an overview of current graduate medical education (GME) issues, particularly the financial challenges to teaching hospitals resulting from the Balanced Budget and Tax Payer Relief Acts of 1997 and other recent market-driven factors. They describe in detail the nature of Medicare GME payments before and after the 1997 legislation, with specific examples, and explain the negative financial impact of the legislation and aspects of the legislation that are designed to alleviate that impact. Other factors influencing GME program size and composition are also discussed, including oversupplies or shortages of physicians, the concern that teaching hospitals are using public funds to train international medical graduates, changing training requirements, etc. The authors also describe a recent consulting assignment during which they assisted a major teaching hospital to develop a GME strategy that was responsive to the organization's mission and patients and that took into account future GME financing challenges. Detailed explanations are given of how the consultants analyzed the hospital's GME programs and finances, developed and ranked key institution-specific program criteria (strategic, organizational and operational, and financial), and, in consultation with all key stakeholders, formulated a GME strategy specific to the institution's needs. The authors conclude by cautioning that each institution's GME strategy will be different, but that it is important for institutions to develop such strategies to better face future challenges.

Two Key Strategies for Teaching Prevention: Specialized Course and Infusion

ERIC Educational Resources Information Center

Conyne, Robert K.; Newmeyer, Mark D.; Kenny, Maureen; Romano, John L.; Matthews, Constance R.

2008-01-01

Prevention is taught only rarely in counseling and counseling psychology curricula. Failure to teach it suggests that graduates may be less likely to conduct prevention. In this article, we describe two key strategies for addressing this problem, where prevention is being taught through (a) required courses, and (b) infusion within existing…

Teaching Design in Middle-School: Instructors' Concerns and Scaffolding Strategies

ERIC Educational Resources Information Center

Bamberger, Yael M.; Cahill, Clara S.

2013-01-01

This study deals with engineering education in the middle-school level. Its focus is instructors' concerns in teaching design, as well as scaffolding strategies that can help teachers deal with these concerns. Through participatory action research, nine instructors engaged in a process of development and instruction of a curriculum about energy…

The Effect of Using Team Teaching on Jordanian EFL Eleventh Grade Students' Reading Comprehension and Their Attitudes towards This Strategy

ERIC Educational Resources Information Center

Migdadi, Ali Ibrahim Mohammad; Baniabdelrahman, Abdallah

2016-01-01

This study aimed to investigate the effectiveness of using team-teaching strategy on EFL students' reading comprehension. It also aimed to find out whether Team-Teaching strategy can improve EFL students' English language reading comprehension and to investigate the students' attitudes towards the use of team teaching. The study used the…

Strategies for Success: Classroom Teaching Techniques for Students with Learning Differences. Second Edition

ERIC Educational Resources Information Center

Meltzer, Lynn J.; Roditi, Bethany N.; Steinberg, Joan L.; Rafter Biddle, Kathleen; Taber, Susan E.; Boyle Caron, Kathleen; Kniffin, Leta

2006-01-01

Strategies for Success provides realistic and accessible teaching techniques for teachers, special educators, and other professionals working with students at the late elementary, middle, and early high school levels. This book is particularly useful for teachers working in inclusive settings. These strategies can help teachers to understand the…

Strategies for Effective Teaching in the Twenty-First Century: A Supplement for Special Education

ERIC Educational Resources Information Center

Louisiana Department of Education, 2004

2004-01-01

The long-range goal of Louisiana's teacher professional accountability programs is to enhance student learning by providing opportunities for teachers to strengthen skill areas and by identifying those aspects of teaching performance that may need improvement. "Strategies for Effective Teaching in the 21st Century" is intended to be used…

Science Teachers' Utilisation of Innovative Strategies for Teaching Senior School Science in Ilorin, Nigeria

ERIC Educational Resources Information Center

Oyelekan, Oloyede Solomon; Igbokwe, Emoyoke Faith; Olorundare, Adekunle Solomon

2017-01-01

Efforts have been made to improve science teaching in secondary schools in Nigeria, yet, students continue to perform poorly in science subjects. Many innovative teaching strategies have been developed by educators and found to impact significantly on students' academic performance when utilised. Hence, this study was aimed at examining science…

Effects of Matching Teaching Strategy to Thinking Style on Learner's Quality of Reflection in an Online Learning Environment

ERIC Educational Resources Information Center

Chen, Nian-Shing; Kinshuk; Wei, Chun-Wang; Liu, Chia-Chi

2011-01-01

Reflection plays an important role in improving learning performance. This study, therefore, attempted to explore whether learners' reflection levels can be improved if teaching strategies are adapted to fit with learners' thinking styles in an online learning environment. Three teaching strategies, namely constructive, guiding, and inductive,…

Effectiveness of teaching strategies to improve critical thinking in nurses in clinical practice: a systematic review protocol.

PubMed

da Costa Carbogim, Fábio; de Oliveira, Larissa Bertacchini; de Campos, Guilherme Gushiken; de Araújo Nunes, Esther Alves; Alves, Katiusse Rezende; de Araújo Püschel, Vilanice Alves

2017-06-01

The aim of this review is to identify and synthesize the best available evidence on the effectiveness of teaching strategies aimed at improving critical thinking (CT) in registered nurses who provide direct patient care. Specifically, the research question is: What are the best teaching strategies to improve CT skills in registered nurses who provide direct patient care?

[Nursing teaching in middle level of a technical course: the use of a facilitator strategy with recyclable material].

PubMed

Tobase, Lucia; Takahashi, Regina Toshie

2004-06-01

The objective of this study was developing facilitator strategies in the teaching and learning process, using recyclable materials in the medical-surgical nursing discipline for 31 students in a middle level course on the formation of nursing assistants. After studying bibliographical references related to Anatomy, Physiology and most common Pathologies in the several systems of the human body, the students selected the disposable recyclable materials for the confection of the main anatomical structures, which made it possible the visualization of the morphologic alterations, facilitating the understanding of the clinic-surgical diseases. The use of these strategies enabled the acquisition of knowledge when they projected in something concrete, result of the exchange of suggestions and experiences among the students, favored by group work.

Mothers' Teaching Strategies and Children's Effortful Control: A Longitudinal Study

ERIC Educational Resources Information Center

Eisenberg, Nancy; Vidmar, Masa; Spinrad, Tracy L.; Eggum, Natalie D.; Edwards, Alison; Gaertner, Bridget; Kupfer, Anne

2010-01-01

Findings on the relation of maternal verbal teaching strategies to children's effortful control (EC; i.e., self-regulation) are limited in quantity and somewhat inconsistent. In this study, children's EC was assessed at 18, 30, and 42 months (ns = 255, 229, and 209, respectively) with adults' reports and a behavioral measure. Mothers' verbal…

Edulabs AGIRE Project--Evaluation of ICT Integration in Teaching Strategies

ERIC Educational Resources Information Center

Pombo, Lúcia; Carlos, Vânia; Loureiro, Maria João

2017-01-01

The AGIRE project, under the Edulab concept, aims to promote the adoption of innovative teaching practices. This paper reports the support strategies used to evaluate the teacher practices at the end of a teacher training course (TTC) and analyse its impact on teacher technology integration, using a design-based methodology. Teachers' initial…

Clinical reasoning in nursing: teaching strategies and assessment tools.

PubMed

Carvalho, Emília Campos de; Oliveira-Kumakura, Ana Railka de Souza; Morais, Sheila Coelho Ramalho Vasconcelos

2017-01-01

To present the concept and development of teaching strategies and the assessment tools regarding clinical reasoning for accurate practice. This is a theoretical reflection based on scientific studies. Comprehension of the essential concepts of the thought process and its articulation with the different teaching strategies and the assessment tools which has allowed presenting ways to improve the process of diagnostic or therapeutic clinical reasoning. The use of new strategies and assessment tools should be encouraged in order to contribute to the development of skills that lead to safe and effective decision making. Apresentar o conceito de raciocínio clínico, seu desenvolvimento, as estratégias para seu ensino e os instrumentos de avaliação para uma prática acurada. Trata-se de uma reflexão teórica fundamentada em estudos científicos. A compreensão dos conceitos essenciais do processo de pensamento e sua articulação com as diferentes estratégias de ensino e com os instrumentos de avaliação permitiram exemplificar meios de aprimorar o processo de raciocínio clínico diagnóstico ou terapêutico. A utilização de novas estratégias e instrumentos de avaliação deve ser estimulado para contribuir com o desenvolvimento das habilidades que culminam na tomada de decisão segura e eficaz.

The M&M Approach: Using Mental and Mechanical Strategies in Teaching and Coaching

ERIC Educational Resources Information Center

Rhea, Chris K.; Wisdom, Stacey

2007-01-01

Mental and mechanical (M&M) techniques are very useful in teaching and coaching. Mental techniques are strategies that enhance movement through psychological preparation, such as using imagery to practice a skill. Mechanical techniques are strategies that enhance the physical side of the movement, such as correcting the biomechanics of a golf…

The Use of Vocabulary Learning Strategies in Teaching Turkish as a Second Language

ERIC Educational Resources Information Center

Baskin, Sami; Iscan, Adem; Karagoz, Beytullah; Birol, Gülnur

2017-01-01

Vocabulary learning is the basis of the language learning process in teaching Turkish as a second language. Vocabulary learning strategies need to be used in order for vocabulary learning to take place effectively. The use of vocabulary learning strategies facilitates vocabulary learning and increases student achievement. Each student uses a…

Understanding Hong Kong Business Teachers in Action: The Case of Formulation of Teaching Strategies

ERIC Educational Resources Information Center

Yu, Christina Wai Mui

2009-01-01

This article examines four categories of teaching strategy used in business classes by a group of 26 secondary school business teachers in Hong Kong, using grounded theoretical coding techniques in the analysis. Each of the teaching categories is illustrated with typical extracts from interviews and is discussed in relation to its effectiveness…

Design and evaluation of an online teaching strategy in an undergraduate psychiatric nursing course.

PubMed

Mahoney, Jane S; Marfurt, Stephanie; daCunha, Miguel; Engebretson, Joan

2005-12-01

Psychiatric nurse educators are challenged to prepare graduates in meeting the needs of individuals with a mental illness within an increasingly technology-based environment. This requires the development and evaluation of educational strategies that immerse students in web-based learning. This article presents an overview of a hybrid teaching design that includes classroom teaching and asynchronous threaded discussion in a teaching module in an undergraduate psychiatric nursing course. Evaluation of student preferences, advantages and disadvantages, and learning, as well as qualitative evaluation of students' description of critical thinking, supports the value of online teaching in psychiatric nursing education.

Flipping the Objective Structured Clinical Examination: A Teaching Innovation in Graduate Nursing Education.

PubMed

Day, Cristi; Barker, Connie; Bell, Eva; Sefcik, Elizabeth; Flournoy, Deborah

Objective evaluation of distance-based family nurse practitioner (FNP) students can be challenging. One FNP program piloted a teaching innovation, the video-enhanced objective structured clinical examination (VE-OSCE) or "flip" of the traditional face-to-face OSCE, to assess student clinical performance in a controlled online environment using a teleconferencing platform. This project sought to assess the VE-OSCE design, implementation, and ability to identify FNP student learning needs.

An Evaluation of Two Approaches for Teaching Reading Comprehension Strategies in the Primary Years Using Science Information Texts

ERIC Educational Resources Information Center

Reutzel, D. Ray; Smith, John A.; Fawson, Parker C.

2005-01-01

There are few research studies on the effects of teaching comprehension strategies to young children in the primary grades. Using a Dominant-Less Dominant Mixed Model design employing both qualitative and quantitative data collection, we evaluated two approaches for teaching comprehension strategies to 7- and 8-year-old children in four…

Teaching Web Search Skills: Techniques and Strategies of Top Trainers

ERIC Educational Resources Information Center

Notess, Greg R.

2006-01-01

Here is a unique and practical reference for anyone who teaches Web searching. Greg Notess shares his own techniques and strategies along with expert tips and advice from a virtual "who's who" of Web search training: Joe Barker, Paul Barron, Phil Bradley, John Ferguson, Alice Fulbright, Ran Hock, Jeff Humphrey, Diane Kovacs, Gary Price, Danny…

Enhancing Transfer of Knowledge in Physics through Effective Teaching Strategies

ERIC Educational Resources Information Center

Akinbobola, Akinyemi Olufunminiyi

2015-01-01

The study assessed the enhancement of transfer of knowledge in physics through the use of effective teaching strategies in Nigerian senior secondary schools. Non-randomized pretest-posttest control group design was adopted for the study. A total of 278 physics students took part in the study. Transfer of Knowledge Test in Physics (TKTP) with the…

English Language Learners: Effective Teaching Strategies, Practices for FCS Teachers

ERIC Educational Resources Information Center

Allison, Barbara N.; Rehm, Marsha L.

2011-01-01

English language learners represent the fastest growing segment of the U.S. school-age population, raising the question of how best to teach this new and challenging group of students. The research and scholarly literature has identified a number of instructional strategies and classroom practices that have been shown to be effective in teaching…

Literature-Based Teaching in the Content Areas: 40 Strategies for K-8 Classrooms

ERIC Educational Resources Information Center

Cox, Carole

2011-01-01

Grounded in theory and best-practices research, this practical text provides teachers with 40 strategies for using fiction and non-fiction trade books to teach in five key content areas: language arts and reading, social studies, mathematics, science, and the arts. Each strategy provides everything a teacher needs to get started: a classroom…

Same Old Story: The Problem of Object-Based Thinking as a Basis for Teaching Distant Places

ERIC Educational Resources Information Center

Martin, Fran

2013-01-01

The English Geography National Curriculum encourages primary teachers to focus on similarities and differences when teaching distant places. The issues this raises are particularly acute when teaching geography in the context of the Global South. In this article I argue that comparisons based on object-based thinking can lead to views of the…

A novice teacher's reflections on lecturing as a teaching strategy: covering the content or uncovering the meaning.

PubMed

Clynes, Mary P

2009-01-01

The lecture is the most widely used teaching strategy in adult education programmes. While it has advantages, it is criticised for its lack of student engagement and inability to stimulate higher-order thinking. The aim of this paper is to detail a novice teacher's journey using the lecture as a teaching strategy. The use of an action research approach provided the teacher with a framework to research own learning. In addition, the collaborative process inherent in action research resulted in students being invited to evaluate the teaching. The journey takes the teacher from a teacher-centred approach to teaching and learning to a student-centred approach. The influence of the teacher's own educational encounters is explored. In common with many novice teachers, the focus on content delivery and difficulty asking questions are two key issues. The gradual implementation of strategies to allow for more student engagement is discussed and advice is offered to the novice teacher.

Main Street as Art Museum: Metaphor and Teaching Strategies

ERIC Educational Resources Information Center

Vallance, Elizabeth

2007-01-01

A walk down Main Street can be very much like a stroll through a museum gallery--visually rich, inviting unexpected choices, aesthetically rewarding. This article explores the concept of shop windows as visually ordered compositions, much like paintings and other art objects, and suggests some approaches to applying this concept in teaching a…

Routine development of objectively derived search strategies.

PubMed

Hausner, Elke; Waffenschmidt, Siw; Kaiser, Thomas; Simon, Michael

2012-02-29

Over the past few years, information retrieval has become more and more professionalized, and information specialists are considered full members of a research team conducting systematic reviews. Research groups preparing systematic reviews and clinical practice guidelines have been the driving force in the development of search strategies, but open questions remain regarding the transparency of the development process and the available resources. An empirically guided approach to the development of a search strategy provides a way to increase transparency and efficiency. Our aim in this paper is to describe the empirically guided development process for search strategies as applied by the German Institute for Quality and Efficiency in Health Care (Institut für Qualität und Wirtschaftlichkeit im Gesundheitswesen, or "IQWiG"). This strategy consists of the following steps: generation of a test set, as well as the development, validation and standardized documentation of the search strategy. We illustrate our approach by means of an example, that is, a search for literature on brachytherapy in patients with prostate cancer. For this purpose, a test set was generated, including a total of 38 references from 3 systematic reviews. The development set for the generation of the strategy included 25 references. After application of textual analytic procedures, a strategy was developed that included all references in the development set. To test the search strategy on an independent set of references, the remaining 13 references in the test set (the validation set) were used. The validation set was also completely identified. Our conclusion is that an objectively derived approach similar to that used in search filter development is a feasible way to develop and validate reliable search strategies. Besides creating high-quality strategies, the widespread application of this approach will result in a substantial increase in the transparency of the development process of

A Novel Harmony Search Algorithm Based on Teaching-Learning Strategies for 0-1 Knapsack Problems

PubMed Central

Tuo, Shouheng; Yong, Longquan; Deng, Fang'an

2014-01-01

To enhance the performance of harmony search (HS) algorithm on solving the discrete optimization problems, this paper proposes a novel harmony search algorithm based on teaching-learning (HSTL) strategies to solve 0-1 knapsack problems. In the HSTL algorithm, firstly, a method is presented to adjust dimension dynamically for selected harmony vector in optimization procedure. In addition, four strategies (harmony memory consideration, teaching-learning strategy, local pitch adjusting, and random mutation) are employed to improve the performance of HS algorithm. Another improvement in HSTL method is that the dynamic strategies are adopted to change the parameters, which maintains the proper balance effectively between global exploration power and local exploitation power. Finally, simulation experiments with 13 knapsack problems show that the HSTL algorithm can be an efficient alternative for solving 0-1 knapsack problems. PMID:24574905

A novel harmony search algorithm based on teaching-learning strategies for 0-1 knapsack problems.

PubMed

Tuo, Shouheng; Yong, Longquan; Deng, Fang'an

2014-01-01

To enhance the performance of harmony search (HS) algorithm on solving the discrete optimization problems, this paper proposes a novel harmony search algorithm based on teaching-learning (HSTL) strategies to solve 0-1 knapsack problems. In the HSTL algorithm, firstly, a method is presented to adjust dimension dynamically for selected harmony vector in optimization procedure. In addition, four strategies (harmony memory consideration, teaching-learning strategy, local pitch adjusting, and random mutation) are employed to improve the performance of HS algorithm. Another improvement in HSTL method is that the dynamic strategies are adopted to change the parameters, which maintains the proper balance effectively between global exploration power and local exploitation power. Finally, simulation experiments with 13 knapsack problems show that the HSTL algorithm can be an efficient alternative for solving 0-1 knapsack problems.

How Things Work: Teaching Physics in the Context of Everyday Objects

NASA Astrophysics Data System (ADS)

Bloomfield, Louis

2015-03-01

How Things Work is an unconventional introduction to physics, a course that starts with whole objects and looks inside them to see what makes them work. Effectively ``case-study physics,'' it is designed primarily for non-science students who are unsure of the role of physics in the world and are looking for relevance in their studies. How Things Work is essentially the generalization of context-based introductory courses (Physics of the Human Body, Physics of the Automobile, and Physics of Music) and demonstrates that when physics is taught in the context of ordinary objects, these students are enthusiastic about it, look forward to classes, ask insightful questions, experiment on their own, and find themselves explaining to friends and family how things in their world work. In this talk, I will discuss the concept and structure of a How Things Work course and look briefly at how to teach its objects and assess what students learn from it. Although this course focuses on concepts rather than on calculations, it is rich in physics and requires that students think hard about the world around them. It also teaches problem solving and logical thinking skills, and demands that students face their misconceptions and failures of intuition. Lastly, it is actually quantitative in many respects, though its results are usually more words than numbers: your weight, the battery's voltage, or the acceleration due to gravity.

Just in Time Teaching: A Strategy to Encourage Students' Engagement

ERIC Educational Resources Information Center

López Cupita, Lorena Andrea

2016-01-01

This qualitative research study was carried out with two groups of students at a beginner English level; the students were in the fourth semester of psychology at a Colombian university. The overall aim of this action research study was to analyze learners' perceptions of the strategy "Just in Time Teaching" in a web 2.0. The data were…

Effective teaching strategies for the older adult with urologic concerns.

PubMed

Zurakowski, Tamara; Taylor, Melissa; Bradway, Christine

2006-10-01

Older adults are able to learn and apply new knowledge, such as management of a urological condition, but their learning style differs from that of younger clients. An understanding of the older adult's learning style, and knowledge of specific teaching strategies will benefit the urologic nurse in the ongoing effort to be a more effective patient educator.

Earth Science Teaching Strategies Used in the International Polar Year

NASA Astrophysics Data System (ADS)

Sparrow, E. B.

2009-04-01

There are many effective methods for teaching earth science education that are being successfully used during the fourth International Polar Year (IPY). Relevance of IPY and the polar regions is better understood using a systems thinking approach used in earth science education. Changes in components of the earth system have a global effect; and changes in the polar regions will affect the rest of the world regions and vice versa. Teaching strategies successfully used for primary, secondary, undergraduate and graduate student earth science education and IPY education outreach include: 1) engaging students in earth science or environmental research relevant to their locale; 2) blending lectures with research expeditions or field studies, 3) connecting students with scientists in person and through audio and video conferencing; 4) combining science and arts in teaching, learning and communicating about earth science and the polar regions, capitalizing on the uniqueness of polar regions and its inhabitants, and its sensitivity to climate change; and 5) integrating different perspectives: western science, indigenous and community knowledge in the content and method of delivery. Use of these strategies are exemplified in IPY projects in the University of the Arctic IPY Higher Education Outreach Project cluster such as the GLOBE Seasons and Biomes project, the Ice Mysteries e-Polar Books: An Innovative Way of Combining Science and Literacy project, the Resilience and Adaptation Integrative Graduate Education and Research Traineeship project, and the Svalbard Research Experience for Undergraduates project.

Strategies pedagogiques dans les classes a niveaux multiples du nord de l'Ontario--Un compte rendu (Teaching Strategies for Multigraded Classes in Northern Ontario: An Account).

ERIC Educational Resources Information Center

Lataille-Demore, Diane

2003-01-01

A training and teaching tools development project aims to help multigrade classroom teachers in remote areas of Ontario. The project presents multiple instructional strategies, such as collaborative learning, differentiated teaching, and subject integration. Sixty teaching activities, created and tested by teachers, are contained on a CD that will…

Critical Thinking in Critical Care: Five Strategies to Improve Teaching and Learning in the Intensive Care Unit

PubMed Central

Chatterjee, Souvik; Schwartzstein, Richard M.

2017-01-01

Critical thinking, the capacity to be deliberate about thinking, is increasingly the focus of undergraduate medical education, but is not commonly addressed in graduate medical education. Without critical thinking, physicians, and particularly residents, are prone to cognitive errors, which can lead to diagnostic errors, especially in a high-stakes environment such as the intensive care unit. Although challenging, critical thinking skills can be taught. At this time, there is a paucity of data to support an educational gold standard for teaching critical thinking, but we believe that five strategies, routed in cognitive theory and our personal teaching experiences, provide an effective framework to teach critical thinking in the intensive care unit. The five strategies are: make the thinking process explicit by helping learners understand that the brain uses two cognitive processes: type 1, an intuitive pattern-recognizing process, and type 2, an analytic process; discuss cognitive biases, such as premature closure, and teach residents to minimize biases by expressing uncertainty and keeping differentials broad; model and teach inductive reasoning by utilizing concept and mechanism maps and explicitly teach how this reasoning differs from the more commonly used hypothetico-deductive reasoning; use questions to stimulate critical thinking: “how” or “why” questions can be used to coach trainees and to uncover their thought processes; and assess and provide feedback on learner’s critical thinking. We believe these five strategies provide practical approaches for teaching critical thinking in the intensive care unit. PMID:28157389

Critical Thinking in Critical Care: Five Strategies to Improve Teaching and Learning in the Intensive Care Unit.

PubMed

Hayes, Margaret M; Chatterjee, Souvik; Schwartzstein, Richard M

2017-04-01

Critical thinking, the capacity to be deliberate about thinking, is increasingly the focus of undergraduate medical education, but is not commonly addressed in graduate medical education. Without critical thinking, physicians, and particularly residents, are prone to cognitive errors, which can lead to diagnostic errors, especially in a high-stakes environment such as the intensive care unit. Although challenging, critical thinking skills can be taught. At this time, there is a paucity of data to support an educational gold standard for teaching critical thinking, but we believe that five strategies, routed in cognitive theory and our personal teaching experiences, provide an effective framework to teach critical thinking in the intensive care unit. The five strategies are: make the thinking process explicit by helping learners understand that the brain uses two cognitive processes: type 1, an intuitive pattern-recognizing process, and type 2, an analytic process; discuss cognitive biases, such as premature closure, and teach residents to minimize biases by expressing uncertainty and keeping differentials broad; model and teach inductive reasoning by utilizing concept and mechanism maps and explicitly teach how this reasoning differs from the more commonly used hypothetico-deductive reasoning; use questions to stimulate critical thinking: "how" or "why" questions can be used to coach trainees and to uncover their thought processes; and assess and provide feedback on learner's critical thinking. We believe these five strategies provide practical approaches for teaching critical thinking in the intensive care unit.

An Examination of Methods Used to Teach Practice Strategies in the College Voice Studio

ERIC Educational Resources Information Center

Baughman, Melissa

2017-01-01

This study investigated collegiate voice instructors' approaches for teaching practice strategies to their students. Voice instructors (N = 46) from accredited institutions in three Midwestern states participated in a researcher-designed survey, which described (a) the types of practice strategies addressed in lessons, (b) the methods used for…

Appropriate Use of Theory in the Scholarship of Teaching and Learning as a Strategy for Institutional Development

ERIC Educational Resources Information Center

Roxa, Torgny; Olsson, Thomas; Martensson, Katarina

2008-01-01

In this article we--as academic developers in two different faculties within a large, research-intensive university--discuss the scholarship of teaching and learning as a strategy for institutional improvement of teaching and learning. We focus on three related issues. Firstly, how can individual engagement in the scholarship of teaching and…

Creative Teaching and Learning Strategies for Novice Users of Mobile Technologies

ERIC Educational Resources Information Center

Masters, Jennifer

2013-01-01

This paper addresses perspectives of creative teaching and learning strategies in the new learning context of mobile technology, particularly for novice learners. The discussion presented here is framed by two case studies and uses an ethnographical approach, informed by participant observation to consider the experiences of users of mobile…

Videos for Teachers: Successful Teaching Strategies in Elementary and Middle School Classrooms. [CD-ROM].

ERIC Educational Resources Information Center

Teachers Network, New York, NY.

This CD-ROM provides information on successful teaching strategies for elementary and middle school teachers. One section offers links to curriculum and lesson planning strategies in the areas of English as a Second Language, library, arts, classroom management, English/language arts, foreign languages, global education, health/physical education,…

Clinical veterinary education: insights from faculty and strategies for professional development in clinical teaching.

PubMed

Lane, India F; Strand, Elizabeth

2008-01-01

Missing in the recent calls for accountability and assurance of veterinary students' clinical competence are similar calls for competence in clinical teaching. Most clinician educators have no formal training in teaching theory or method. At the University of Tennessee College of Veterinary Medicine (UTCVM), we have initiated multiple strategies to enhance the quality of teaching in our curriculum and in clinical settings. An interview study of veterinary faculty was completed to investigate the strengths and weaknesses of clinical education; findings were used in part to prepare a professional development program in clinical teaching. Centered on principles of effective feedback, the program prepares participants to organize clinical rotation structure and orientation, maximize teaching moments, improve teaching and participation during formal rounds, and provide clearer summative feedback to students at the end of a rotation. The program benefits from being situated within a larger college-wide focus on teaching improvement. We expect the program's audience and scope to continue to expand.

Teaching Business Cases Online through Discussion Boards: Strategies and Best Practices

ERIC Educational Resources Information Center

Rollag, Keith

2010-01-01

What are the most effective and efficient ways to teach business cases online, specifically in asynchronous electronic discussion boards? This article describes several design strategies and approaches used by instructors at Babson College to structure and facilitate online case discussions in our blended Fast Track MBA program. (Contains 3 notes,…

Teaching Study Skills and Test-Taking Strategies to Elementary School Students.

ERIC Educational Resources Information Center

Beidel, Deborah C.; Turner, Samuel M.; Taylor-Ferreira, Jill C.

1999-01-01

Presents and evaluates a pilot program to reduce test anxiety and related social-evaluative concerns. The Testbusters program teaches effective study habits, study skills, and test-taking strategies for children in grades 4 through 7. Results indicate that Testbusters decreased general levels of test anxiety and improved overall grade point…

Effective Teaching Strategies for Gifted/Learning-Disabled Students with Spatial Strengths

ERIC Educational Resources Information Center

Mann, Rebecca L.

2006-01-01

This study sought to determine effective teaching strategies for use with high-ability students who have spatial strengths and sequential weaknesses. Gifted students with spatial strengths and weak verbal skills often struggle in the traditional classroom. Their learning style enables them to grasp complex systems and excel at higher levels of…

Near-Peer Teaching Strategy in a Large Human Anatomy Course: Perceptions of Near-Peer Instructors

ERIC Educational Resources Information Center

Reyes-Hernández, Cynthia Guadalupe; Carmona Pulido, Juan Manuel; De la Garza Chapa, Roberto Isaac; Serna Vázquez, Ruth Patricia; Alcalá Briones, Ricardo Daniel; Plasencia Banda, Perla Marina; Villarreal Silva, Eliud Enrique; Jacobo Baca, Guillermo; de la Garza Castro, Oscar; Elizondo Omaña, Rodrigo Enrique; Guzmán López, Santos

2015-01-01

Near-peer teaching (NPT) is a strategy in which senior students assume the instructor role with junior peers (mentees). Senior students develop unique skills and knowledge through NPT, an experience which extends their learning beyond content mastery. Different teaching modules featuring NPT were utilized in the human anatomy course at the School…

Instructional Design, Active Learning, and Student Performance: Using a Trading Room to Teach Strategy

ERIC Educational Resources Information Center

Stewart, Alice C.; Houghton, Susan M.; Rogers, Patrick R.

2012-01-01

This research used a quasi-experimental design with two conditions to test the impact of active learning in the context of integrated instructional design. The control condition was a traditional approach to teaching an undergraduate strategy capstone class. The intervention condition was an undergraduate strategy capstone class that was designed…

High School Teachers with Significant Teaching Experience Support the Effectiveness of Direct Instructional Strategies

ERIC Educational Resources Information Center

Nikolaros, John

2014-01-01

This research study was conducted to examine the effectiveness of direct instructional strategies regarding the achievement of students with ED. High school teachers with significant years of teaching experience in an urban setting support the effectiveness of direct instructional strategies. Teachers with 11-20 and 21-30 years of teaching…

A multiple-objective optimal exploration strategy

USGS Publications Warehouse

Christakos, G.; Olea, R.A.

1988-01-01

Exploration for natural resources is accomplished through partial sampling of extensive domains. Such imperfect knowledge is subject to sampling error. Complex systems of equations resulting from modelling based on the theory of correlated random fields are reduced to simple analytical expressions providing global indices of estimation variance. The indices are utilized by multiple objective decision criteria to find the best sampling strategies. The approach is not limited by geometric nature of the sampling, covers a wide range in spatial continuity and leads to a step-by-step procedure. ?? 1988.

Teaching High School Students with Learning Disabilities to Use Model Drawing Strategy to Solve Fraction and Percentage Word Problems

ERIC Educational Resources Information Center

Dennis, Minyi Shih; Knight, Jacqueline; Jerman, Olga

2016-01-01

This article describes how to teach fraction and percentage word problems using a model-drawing strategy. This cognitive strategy places emphasis on explicitly teaching students how to draw a schematic diagram to represent the qualitative relations described in the problem, and how to formulate the solution based on the schematic diagram. The…

The Value of Indirect Teaching Strategies in Enhancing Student-Coaches’ Learning Engagement

PubMed Central

Mesquita, Isabel; Coutinho, Patrícia; De Martin-Silva, Luciana; Parente, Bruno; Faria, Mário; Afonso, José

2015-01-01

This study aimed to examine the indirect teaching strategies adopted by a coach educator in terms of promoting student-coaches’ engagement in a positive and active learning environment. The participants were an expert coach educator and seven student-coaches from an academic coaching setting. A mix method approach was used to collect data. Whilst video-recording and participant observations were used to collect data from the lessons, focus groups were adopted to recall the perceptions of student-coaches. The results showed that indirect teaching strategies (i.e., asking questions, showing signs of autonomy by monitoring the pace at which they completed tasks and actively engaging in the search for solutions to tasks) implemented by the coach educator promoted a supportive and challenging learning environment which, in turn, encouraged student-coaches to be more actively involved in the lessons. Additionally, the affective aspects of the relationship established with student-coaches (tone of voice, gestures, facial expressions, eye contact, physical contact and humor) led them to feel confident in exposing their doubts and opinions, and in learning in a more autonomous manner. Moreover, the practical lessons proved to be crucial in helping student-coaches to reach broader and deeper forms of understanding by allowing the application of theory to coaching practice. In conclusion, this study reinforces the value of indirect teaching strategies to stimulate an active learning environment. It further highlights the value of practical learning environments to better prepare neophyte coaches for dealing with the complex and dynamic nature of their professional reality. Key points Both instructional and affective teaching indirect strategies used by the coach educator promoted a positive and challenging learning environment to student-coaches. The directness profile used by this coach educator (questioning, giving autonomy for problem solving and responsibility to

If You Give a Nurse a Cookie: Sharing Teaching Strategies for Nurse Educator Development.

PubMed

Wingo, Nancy P

2017-01-01

Nurse educators often do not have time or a space to discuss ideas about effective teaching. To address this issue, an instructor at one school of nursing initiated Cookie Swap, a bimonthly, school-wide e-mail featuring stories about teaching strategies and tools used in face-to-face, online, and clinical courses. J Contin Educ Nurs. 2017;48(1):12-13. Copyright 2017, SLACK Incorporated.

Construction of technological artifacts and teaching strategies to promote flexible scientific understanding

NASA Astrophysics Data System (ADS)

Spitulnik, Michele Wisnudel

Science education reforms advocate inquiry as a way to build explanations and make informed decisions. Based on this call this dissertation (1) defines flexible scientific understanding by elaborating on content, inquiry and epistemic understandings; (2) describes an inquiry based unit that integrates dynamic modeling software; (3) examines students' understandings as they construct models; and (4) identifies instructional strategies that support inquiry and model building. A curriculum unit was designed to engage students in inquiry by identifying problems and constructing models to represent, explain and predict phenomena. Ninth grade students in a public mid-western high school worked in teams of 2-3 to ask questions, find information and reflect on the purposes of models. Data sources including classroom video, observations, interviews, student models and handouts were used to formulate cases that examine how two groups construct understanding. A teacher case study identifies the teaching strategies that support understanding. Categories within content, inquiry and epistemic understandings were used to analyze student understandings and teaching supports. The findings demonstrate that students can build flexible understanding by constructing models. Students built: (1) content understanding by identifying key ideas and building relationships and explanations of phenomena; (2) inquiry understanding by defining problems, constructing models and developing positions; and (3) epistemic understanding by describing the purposes of models as generalizing phenomena, testing hypotheses and making predictions. However, students demonstrated difficulty in using evidence to defend scientific arguments. Strategies that support flexible understanding were also identified. Content supports include: setting expectations for explanations; using examples to illustrate explanations; modeling questions; and providing feedback that prompts detailed explanations. Supports for

A Teaching Strategy with a Focus on Argumentation to Improve Undergraduate Students' Ability to Read Research Articles

ERIC Educational Resources Information Center

Van Lacum, Edwin B.; Ossevoort, Miriam A.; Goedhart, Martin J.

2014-01-01

The aim of this study is to evaluate a teaching strategy designed to teach first-year undergraduate life sciences students at a research university how to learn to read authentic research articles. Our approach--based on the work done in the field of genre analysis and argumentation theory--means that we teach students to read research articles by…

Effect of Learner-Centered Teaching on Motivation and Learning Strategies in a Third-Year Pharmacotherapy Course

PubMed Central

Cheang, Kai I.

2009-01-01

Objectives To develop, implement, and assess a learner-centered approach to teaching a third-year pharmacotherapy course in a doctor of pharmacy (PharmD) program. Methods The pharmacotherapy course was restructured according to the learner-centered approach. The Motivated Strategies for Learning Questionnaire (MSLQ) was administered to students before and after taking the course, and changes in MSLQ subscales from baseline were evaluated. Students’ response to the learner-centered approach and characteristics associated with MSLQ scores were also evaluated. Results Compared to baseline, students’ intrinsic goal orientation control of learning beliefs, self-efficacy, critical thinking, and metacognitive self-regulation improved after taking the course. Students responded positively to the learner-centered approach. Additionally, students with a clinical practice career orientation or who prepared frequently for classes scored higher on several MSLQ domains. Conclusions The learner-centered approach was effective in promoting several domains of motivation and learning strategies in a third-year pharmacotherapy course. PMID:19564985

Debate as a Teaching Strategy in Online Education: A Case Study

ERIC Educational Resources Information Center

Park, Caroline; Kier, Cheryl; Jugdev, Kam

2011-01-01

This reflective case study was based on our independent use of the debate as an online instructional approach and our shared interest in teaching strategies. In an interdisciplinary manner, using narrative inquiry and action research, we melded our data sources and analyzed the findings, including our individual experiences with the technique. Our…

Teaching Word Recognition, Spelling, and Vocabulary: Strategies from "The Reading Teacher."

ERIC Educational Resources Information Center

Rasinski, Timothy V., Ed.; Padak, Nancy D., Ed.; Church, Brenda Weible, Ed.; Fawcett, Gay, Ed.; Hendershot, Judith, Ed.; Henry, Justina M., Ed.; Moss, Barbara G., Ed.; Peck, Jacqueline K., Ed.; Pryor, Elizabeth, Ed.; Roskos, Kathleen A., Ed.

This book, one of four in the Teaching Reading Collection, presents the "best of the best" classroom-tested ideas, approaches, and practical applications for helping students learn about words. The articles have been drawn from the journal "The Reading Teacher" from 1993-1999. The ideas and strategies are intended to provide possible building…

Eco-Webbing: A Teaching Strategy to Facilitate Critical Consciousness and Agency

ERIC Educational Resources Information Center

Williams, Joseph M.; McMahon, H. George; Goodman, Rachael D.

2015-01-01

Eco-webbing is a teaching strategy that can be used to help counselor educators integrate a social justice focus into their courses. Preliminary data indicated increased critical consciousness and social justice agency as a result of using eco-webbing with counseling students (N = 17). The authors provide implications for counselor educators and…

Multi-objective optimisation and decision-making of space station logistics strategies

NASA Astrophysics Data System (ADS)

Zhu, Yue-he; Luo, Ya-zhong

2016-10-01

Space station logistics strategy optimisation is a complex engineering problem with multiple objectives. Finding a decision-maker-preferred compromise solution becomes more significant when solving such a problem. However, the designer-preferred solution is not easy to determine using the traditional method. Thus, a hybrid approach that combines the multi-objective evolutionary algorithm, physical programming, and differential evolution (DE) algorithm is proposed to deal with the optimisation and decision-making of space station logistics strategies. A multi-objective evolutionary algorithm is used to acquire a Pareto frontier and help determine the range parameters of the physical programming. Physical programming is employed to convert the four-objective problem into a single-objective problem, and a DE algorithm is applied to solve the resulting physical programming-based optimisation problem. Five kinds of objective preference are simulated and compared. The simulation results indicate that the proposed approach can produce good compromise solutions corresponding to different decision-makers' preferences.

Educational strategies for teaching evidence-based practice to undergraduate health students: systematic review

PubMed Central

2016-01-01

Purpose The aim of this systematic review was to find best teaching strategies for teaching evidence-based practice (EBP) to undergraduate health students that have been adopted over the last years in healthcare institutions worldwide. Methods The authors carried out a systematic, comprehensive bibliographic search using Medline database for the years 2005 to March 2015 (updated in March 2016). Search terms used were chosen from the USNLM Institutes of Health list of MeSH (Medical Subject Headings) and free text key terms were used as well. Selected articles were measured based on the inclusion criteria of this study and initially compared in terms of titles or abstracts. Finally, articles relevant to the subject of this review were retrieved in full text. Critical appraisal was done to determine the effects of strategy of teaching evidence-based medicine (EBM). Results Twenty articles were included in the review. The majority of the studies sampled medical students (n=13) and only few conducted among nursing (n=2), pharmacy (n=2), physiotherapy/therapy (n=1), dentistry (n=1), or mixed disciplines (n=1) students. Studies evaluated a variety of educational interventions of varying duration, frequency and format (lectures, tutorials, workshops, conferences, journal clubs, and online sessions), or combination of these to teach EBP. We categorized interventions into single interventions covering a workshop, conference, lecture, journal club, or e-learning and multifaceted interventions where a combination of strategies had been assessed. Seven studies reported an overall increase to all EBP domains indicating a higher EBP competence and two studies focused on the searching databases skill. Conclusion Followings were deduced from above analysis: multifaceted approach may be best suited when teaching EBM to health students; the use of technology to promote EBP through mobile devices, simulation, and the web is on the rise; and the duration of the interventions varying

Educational strategies for teaching evidence-based practice to undergraduate health students: systematic review.

PubMed

Kyriakoulis, Konstantinos; Patelarou, Athina; Laliotis, Aggelos; Wan, Andrew C; Matalliotakis, Michail; Tsiou, Chrysoula; Patelarou, Evridiki

2016-01-01

The aim of this systematic review was to find best teaching strategies for teaching evidence-based practice (EBP) to undergraduate health students that have been adopted over the last years in healthcare institutions worldwide. The authors carried out a systematic, comprehensive bibliographic search using Medline database for the years 2005 to March 2015 (updated in March 2016). Search terms used were chosen from the USNLM Institutes of Health list of MeSH (Medical Subject Headings) and free text key terms were used as well. Selected articles were measured based on the inclusion criteria of this study and initially compared in terms of titles or abstracts. Finally, articles relevant to the subject of this review were retrieved in full text. Critical appraisal was done to determine the effects of strategy of teaching evidence-based medicine (EBM). Twenty articles were included in the review. The majority of the studies sampled medical students (n=13) and only few conducted among nursing (n=2), pharmacy (n=2), physiotherapy/therapy (n=1), dentistry (n=1), or mixed disciplines (n=1) students. Studies evaluated a variety of educational interventions of varying duration, frequency and format (lectures, tutorials, workshops, conferences, journal clubs, and online sessions), or combination of these to teach EBP. We categorized interventions into single interventions covering a workshop, conference, lecture, journal club, or e-learning and multifaceted interventions where a combination of strategies had been assessed. Seven studies reported an overall increase to all EBP domains indicating a higher EBP competence and two studies focused on the searching databases skill. Followings were deduced from above analysis: multifaceted approach may be best suited when teaching EBM to health students; the use of technology to promote EBP through mobile devices, simulation, and the web is on the rise; and the duration of the interventions varying form some hours to even months was

Teaching Writing: Support Material for Text Level Objectives. The National Literacy Strategy.

ERIC Educational Resources Information Center

Department for Education and Skills, London (England).

These 10 fliers focus on strategies to improve students' writing. The fliers are: (1) Improving Writing (covers general points related to all types of writing); (2) Writing Narrative (covers the main points to writing narrative, helping children to build up a repertoire of different types of narrative); (3) Writing Poetry (covers the main points…

Channels of Vision and the Poetics of Drawing: Strategies for Teaching

ERIC Educational Resources Information Center

Riley, Howard

2014-01-01

This article introduces a novel approach to pedagogy within an art school in the UK HE sector, based upon a synthesis of perception theory and communication theory. It is argued that art students' drawing is empowered by strategies of teaching informed by aspects of James J. Gibson's ecological approach to visual perception relevant to an…

Can effective teaching and learning strategies help student nurses to retain drug calculation skills?

PubMed

Wright, Kerri

2008-10-01

Student nurses need to develop and retain drug calculation skills in order accurately to calculate drug dosages in clinical practice. If student nurses are to qualify and be fit to practise accurate drug calculation skills, then educational strategies need to not only show that the skills of student nurses have improved but that these skills have been retained over a period of time. A quasi-experimental approach was used to test the effectiveness of a range of strategies in improving retention of drug calculation skills. The results from an IV additive drug calculation test were used to compare the drug calculation skills of student nurses between two groups of students who had received different approaches to teaching drug calculation skills. The sample group received specific teaching and learning strategies in relation to drug calculation skills and the second group received only lectures on drug calculation skills. All test results for students were anonymous. The results from the test for both groups were statistically analysed using the Mann Whitney test to ascertain whether the range of strategies improved the results for the IV additive test. The results were further analysed and compared to ascertain the types and numbers of errors made in each of the sample groups. The results showed that there is a highly significant difference between the two samples using a two-tailed test (U=39.5, p<0.001). The strategies implemented therefore did make a difference to the retention of drug calculation skills in the students in the intervention group. Further research is required into the retention of drug calculation skills by students and nurses, but there does appears to be evidence to suggest that sound teaching and learning strategies do result in better retention of drug calculation skills.

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

ERIC Educational Resources Information Center

Jenkins, Daniel M.

2016-01-01

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

Going interactive: six strategies to meet the challenge of teaching electrosurgery to general dental practitioners.

PubMed

Davies, B R; Millar, B J; Louca, C

2007-10-27

Mandatory continuing professional development has resulted in a recent expansion in postgraduate dental teaching. One popular type of teaching is the practical 'hands-on' course that combines the explanation of theory with the acquisition of practical skills in small groups. The challenge to dental teachers is to provide the best level of teaching on these courses where the course participants bring varied expectations and different levels of knowledge, skill or interest. This paper presents a new teaching model that has been developed for the postgraduate teaching of Electrosurgery. The key components of this course include an interactive theory lecture using multimedia, followed by hands-on practical teaching. The emphasis throughout is on the use of facilitation and group learning rather than traditional didactic teaching. A series of strategies for the effective delivery of such a hands-on course together with evaluation of findings from 31 courses are considered.

The effect of constructivist teaching strategies on science test scores of middle school students

NASA Astrophysics Data System (ADS)

Vaca, James L., Jr.

International studies show that the United States is lagging behind other industrialized countries in science proficiency. The studies revealed how American students showed little significant gain on standardized tests in science between 1995 and 2005. Little information is available regarding how reform in American teaching strategies in science could improve student performance on standardized testing. The purpose of this quasi-experimental quantitative study using a pretest/posttest control group design was to examine how the use of a hands-on, constructivist teaching approach with low achieving eighth grade science students affected student achievement on the 2007 Ohio Eighth Grade Science Achievement Test posttest (N = 76). The research question asked how using constructivist teaching strategies in the science classroom affected student performance on standardized tests. Two independent samples of 38 students each consisting of low achieving science students as identified by seventh grade science scores and scores on the Ohio Eighth Grade Science Half-Length Practice Test pretest were used. Four comparisons were made between the control group receiving traditional classroom instruction and the experimental group receiving constructivist instruction including: (a) pretest/posttest standard comparison, (b) comparison of the number of students who passed the posttest, (c) comparison of the six standards covered on the posttest, (d) posttest's sample means comparison. A Mann-Whitney U Test revealed that there was no significant difference between the independent sample distributions for the control group and the experimental group. These findings contribute to positive social change by investigating science teaching strategies that could be used in eighth grade science classes to improve student achievement in science.

Strategies for interprofessional education: the Interprofessional Team Objective Structured Clinical Examination for midwifery and medical students.

PubMed

Cullen, Lindsay; Fraser, Diane; Symonds, Ian

2003-08-01

This paper provides an overview of the processes involved in implementing an interprofessional education (IPE) strategy in a recently established School of Human Development at the University of Nottingham. The merger of the academic divisions of child health, midwifery, obstetrics and gynaecology was a deliberate initiative to create an organisational infrastructure intended to enhance opportunities for interprofessional collaborations in research and education. As a first step, a small group of academic midwives and obstetricians formed a project group to find the best way of facilitating IPE for medical and midwifery students at undergraduate level. A discussion is provided of the work the project group undertook to: determine an agreed definition of IPE; decide an action research approach was needed; determine the ways in which teaching and learning strategies were to be implemented, evaluated and compared; and identify the factors inhibiting and enhancing developments. Evaluations have demonstrated that the Interprofessional Team Objective Structured Clinical Examination (ITOSCE) focusing on intrapartum scenarios is effective in promoting interprofessional learning. Both medical and midwifery students and facilitators agree that team working and understanding each other's roles has been enhanced and that although resource intensive, IPE is worth the time and effort involved.

The impact of constructivist teaching strategies on the acquisition of higher order cognition and learning

NASA Astrophysics Data System (ADS)

Merrill, Alison Saricks

The purpose of this quasi-experimental quantitative mixed design study was to compare the effectiveness of brain-based teaching strategies versus a traditional lecture format in the acquisition of higher order cognition as determined by test scores. A second purpose was to elicit student feedback about the two teaching approaches. The design was a 2 x 2 x 2 factorial design study with repeated measures on the last factor. The independent variables were type of student, teaching method, and a within group change over time. Dependent variables were a between group comparison of pre-test, post-test gain scores and a within and between group comparison of course examination scores. A convenience sample of students enrolled in medical-surgical nursing was used. One group (n=36) was made up of traditional students and the other group (n=36) consisted of second-degree students. Four learning units were included in this study. Pre- and post-tests were given on the first two units. Course examinations scores from all four units were compared. In one cohort two of the units were taught via lecture format and two using constructivist activities. These methods were reversed for the other cohort. The conceptual basis for this study derives from neuroscience and cognitive psychology. Learning is defined as the growth of new dendrites. Cognitive psychologists view learning as a constructive activity in which new knowledge is built on an internal foundation of existing knowledge. Constructivist teaching strategies are designed to stimulate the brain's natural learning ability. There was a statistically significant difference based on type of teaching strategy (t = -2.078, df = 270, p = .039, d = .25)) with higher mean scores on the examinations covering brain-based learning units. There was no statistical significance based on type of student. Qualitative data collection was conducted in an on-line forum at the end of the semester. Students had overall positive responses about the

Implementation of Peer Tutoring Strategies in Teaching Students with ADHD: Teachers' Attitudes in Saudi Education

ERIC Educational Resources Information Center

Abaoud, Abdulrahman A.

2016-01-01

This study aimed to measured teachers' attitudes toward implementation of peer tutoring strategies in teaching students with ADHD in Saudi Arabia. The study moreover examined the relationship between teachers' attitudes of implementation of peer tutoring strategies and variables of demographic characteristics. Five hundred thirty eight teachers…

Make Task Constraints Work for You: Teaching Object-Control Skills to Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Colombo-Dougovito, Andrew M.; Block, Martin

2016-01-01

Teaching object-control skills to students with autism spectrum disorder (ASD) can be difficult due to the unique challenges posed by the individual; however, it is necessary for the students' future success and ability to perform physical activities. Utilizing concepts from dynamic systems theory and Newell's constraint approach, object-control…

Improving the basic skills of teaching mathematics through learning with search-solve-create-share strategy

NASA Astrophysics Data System (ADS)

Rahayu, D. V.; Kusumah, Y. S.; Darhim

2018-05-01

This study examined to see the improvement of prospective teachers’ basic skills of teaching mathematics through search-solve-create-share learning strategy based on overall and Mathematical Prior Knowledge (MPK) and interaction of both. Quasi experiments with the design of this experimental-non-equivalent control group design involved 67 students at the mathematics program of STKIP Garut. The instrument used in this study included pre-test and post-test. The result of this study showed that: (1) The improvement and achievement of the basic skills of teaching mathematics of the prospective teachers who get the learning of search-solve-create-share strategy is better than the improvement and achievement of the prospective teachers who get the conventional learning as a whole and based on MPK; (2) There is no interaction between the learning used and MPK on improving and achieving basic skills of teaching mathematics.

Weaving through Words: Using the Arts To Teach Reading Comprehension Strategies.

ERIC Educational Resources Information Center

Mantione, Roberta D.; Smead, Sabine

This book shows teachers how to help their learners take an active role in becoming strategic thinkers and readers and how to develop meaningful lessons to aid students in their comprehension of text. The book delineates an arts-integrated curriculum that helps teachers teach reading comprehension strategies. It is an in-depth look at the effects…

A Lakatosian Conceptual Change Teaching Strategy Based on Student Ability to Build Models with Varying Degrees of Conceptual Understanding of Chemical Equilibrium

NASA Astrophysics Data System (ADS)

Niaz, M.

The main objective of this study is to construct a Lakatosian teaching strategy that can facilitate conceptual change in students'' understanding of chemical equilibrium. The strategy is based on the premise that cognitive conflicts must have been engendered by the students themselves in trying to cope with different problem solving strategies. Results obtained (based on Venezuelan freshman students) show that the performance of the experimental group of students was generally better (especially on the immediate post tests) than that of the control group. It is concluded that a conceptual change teaching strategy must take into consideration the following aspects: a) core beliefs of the students in the topic (cf. ''hard core'', Lakatos 1970); b) exploration of the relationship between core beliefs and student alternative conceptions (misconceptions); c) cognitive complexity of the core belief can be broken down into a series of related and probing questions; d) students resist changes in their core beliefs by postulating ''auxiliary hypotheses'' in order to resolve their contradictions; e) students'' responses based on their alternative conceptions must be considered not as wrong, but rather as models, perhaps in the same sense as used by scientists to break the complexity of a problem; and f) students'' misconceptions be considered as alternative conceptions (theories) that compete with the present scientific theories and at times recapitulate theories scientists held in the past.

Active Teaching Strategies for a Sense of Salience: End-of-Life Communication

ERIC Educational Resources Information Center

Kopp, Mary L.

2013-01-01

This study compared active teaching strategies with passive lecture by evaluating cognitive, affective, and psychomotor learning outcomes, while highlighting end-of-life communication in nursing education. The problem addressed was twofold: First, passive lecture prevents transfer to situational decision-making, or a sense of salience (Benner,…

Teaching Baroreflex Physiology to Medical Students: A Comparison of Quiz-Based and Conventional Teaching Strategies in a Laboratory Exercise

ERIC Educational Resources Information Center

Berg, Ronan M. G.; Plovsing, Ronni R.; Damgaard, Morten

2012-01-01

Quiz-based and collaborative teaching strategies have previously been found to be efficient for the improving meaningful learning of physiology during lectures. These approaches have, however, not been investigated during laboratory exercises. In the present study, we compared the impact of solving quizzes individually and in groups with…

Teaching plastic surgery from different perspectives.

PubMed

Cable, Christian; Chong, Tae; Pratt, Daniel D

2012-06-01

Just as everyone has a different learning style, teachers too approach the task from different perspectives. There are five basic teaching perspectives or styles: transmission, apprenticeship, developmental, nurturing, and social justice. The acronym BIAS is useful to describe the beliefs, intentions, assessments, and strategies associated with each perspective. The authors present a hypothetical 1-week rotation in plastic and reconstructive surgery in which a student encounters instructors who embody the five basic teaching perspectives. By presenting these perspectives, the authors introduce valuable teaching techniques that can benefit all those charged with the education of learners along the spectrum from premedical to continuing education venues. Educational objectives include the following: (1) explain and illustrate different approaches to effective teaching in plastic surgery; (2) introduce readers to the Teaching Perspectives Inventory as a means of determining their primary teaching style; and (3) argue for a "plurality of the good" in teaching.

College Teaching Abroad. A Handbook of Strategies for Successful Cross-Cultural Exchanges.

ERIC Educational Resources Information Center

George, Pamela Gale

Each year 50,000 American educators participate in international exchange programs, and each year many of them discover that the instructional methods and techniques that have proved successful with their American students are not sufficient to meet the challenges of teaching across cultures. This guide provides strategies, resources, and…

Teaching Design in Middle-School: Instructors' Concerns and Scaffolding Strategies

NASA Astrophysics Data System (ADS)

Bamberger, Yael M.; Cahill, Clara S.

2013-04-01

This study deals with engineering education in the middle-school level. Its focus is instructors' concerns in teaching design, as well as scaffolding strategies that can help teachers deal with these concerns. Through participatory action research, nine instructors engaged in a process of development and instruction of a curriculum about energy along with engineering design. A 50-h curriculum was piloted during a summer camp for 38 middle-school students. Data was collected through instructors' materials: observation field notes, daily reflections and post-camp discussions. In addition, students' artifacts and planning graphical models were collected in order to explore how instructors' concerns were aligned with students' learning. Findings indicate three main tensions that reflect instructors' main concerns: how to provide sufficient scaffolding yet encourage creativity, how to scaffold hands-on experiences that promote mindful planning, and how to scaffold students' modeling practices. Pedagogical strategies for teaching design that developed through this work are described, as well as the ways they address the National Research Council (A framework for K-12 science education: practices, crosscutting concepts, and core ideas. National Academies Press, Washington, DC, 2011) core ideas of engineering education and the International Technological Literacy standards (ITEA in Standards for technological literacy, 3rd edn. International Technology education Association, Reston, VA, 2007).

Design, implementation and evaluation of innovative science teaching strategies for non-formal learning in a natural history museum

NASA Astrophysics Data System (ADS)

Çil, Emine; Maccario, Nihal; Yanmaz, Durmuş

2016-09-01

Background: Museums are useful educational resources in science teaching. Teaching strategies which promote hands-on activities, student-centred learning, and rich social interaction must be designed and implemented throughout the museum visit for effective science learning.

Strategies for Learners with Special Needs in Marketing and Distributive Education.

ERIC Educational Resources Information Center

Missouri Univ., Columbia. Missouri LINC.

This Vocational Instructional Management System (VIMS) module addresses general information related to the instructional/teaching strategies and cognitive/learning strategies for special needs students in marketing and distributive education. In addition, specific strategies are suggested as they relate to Access Skills objectives for some of the…

[Approaches to medical training among physicians who teach; analysis of two different educational strategies].

PubMed

Loría-Castellanos, Jorge; Rivera-lbarra, Doris Beatriz; Márquez-Avila, Guadalupe

2009-01-01

Compare the outreach of a promotional educational strategy that focuses on active participation and compare it with a more traditional approach to medical training. A quasi-experimental design was approved by the research committee. We compared the outreach of two different approaches to medical training. We administered a validated instrument that included 72 items that analyze statements used to measure educational tasks in the form of duplets through 3 indicators. A group that included seven physicians that were actively participating in teaching activities was stratified according to teaching approaches. One of the approaches was a traditional one and the other included a promotional strategy aimed at increasing participation. All participants signed informed consent before answering the research instruments. Statistical analysis was done using non-parametric tests. Mann-Whitney results did not show differences among the group in the preliminary analysis. A second analysis with the same test after the interventions found significant differences (p d" 0.018) in favor of those subjects that had participated in the promotional approach mainly in the indicator measuring "consequence". The Wilcoxon test showed that all participants in the promotional approach increased significantly (pd" 0.018) in 3 main indicators as compared with the control group. A promotional strategy aimed at increasing physician participation constitutes a more profitable approach when compared with traditional teaching methods.

The relationship between school environment, preservice science teachers' science teaching self-efficacy, and their use of instructional strategies at teachers' colleges in Saudi Arabia

NASA Astrophysics Data System (ADS)

Alshalaan, Nasser A.

Studies indicate that many teachers have negative beliefs about science, which translates into low teacher efficacy, resulting in avoidance of science teaching or in ineffective science teaching behaviors. Highly efficacious teachers have been found to be more likely to use inquiry and student-centered teaching strategies, while teachers with a low sense of science-teaching efficacy are more likely to use teacher-directed strategies, such as didactic lectures and reading from the textbook (Czemiak, 1990). The purpose of this study was to investigate preservice science teachers' science-teaching self-efficacy changes and their correlation to teaching environment factors during the student teaching semester. Moreover, it explains how teaching environment factors and preservice teachers' science-teaching self-efficacy beliefs may relate to their use of teaching strategies in the science classroom during their student teacher training at teachers' colleges in Saudi Arabia. The population of this study is consisted of 184 middle and elementary preservice science teachers who were doing their student teaching at nine teachers' colleges (i.e., teachers' colleges of Riyadh, Dammam, Alrras, Almadinah, Alihsa, Jeddah, Makah, Altaief, and Abha) in Saudi Arabia during the spring semester of 2005. Three instruments were used to collect data for this study: (1) to measure science teaching self-efficacy, the researcher adapted the Science Teaching Efficacy Belief Instrument form B designed specifically for preservice teachers (STEBI-B); (2) to measure the school environment, the researcher adapted the Organizational Health Inventory (OHI), developed by Hoy, Tarter & Kottkamp (1991); and (3) to measure the type and frequency of instructional strategies that preservice science teachers use in the classroom, the researcher adapted the teaching practice subscale from The Local Systemic Change through Teacher Enhancement Science K-8 Teacher Questionnaire (Horizon Research, Inc., 2000

Interactions in Vocational Education: Negotiation of Meaning of Students and Teaching Strategies

ERIC Educational Resources Information Center

Schaap, Harmen; van der Schaaf, Marieke; de Bruijn, Elly

2017-01-01

This study aimed to describe verbal student--teacher interactions in vocational education from a socio-cultural perspective on negotiation of meaning. Teaching as part of these interactions is addressed by a combination of diagnosing, checking and intervening strategies. A study was conducted in which students (n students = 20) and teacher (n…

Effects of Direct Teaching Using Creative Memorization Strategies To Improve Math Achievement.

ERIC Educational Resources Information Center

Bielsker, Staci; Napoli, Lori; Sandino, Melissa; Waishwell, Lesa

This report describes a program for enhancing direct teaching using creative memorization strategies in order to improve retention and quick retrieval of math facts. The targeted population consisted of first and second grade students in two separate districts in middle class communities. Analysis of probable cause data revealed that students were…

Pedagogical Strategies for Teaching Literacy to ESL Immigrant Students: A Meta-Analysis

ERIC Educational Resources Information Center

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

2011-01-01

Background: Many countries rely on immigrants for population growth and to maintain a skilled workforce. However, many such immigrants face literacy-related barriers to success in education and in the labour force. Aims: This meta-analysis reviews experimental and quasi-experimental studies to examine strategies for teaching English literacy to…

Teaching the Grant Proposal as a Problem-Solving Strategy: A Rhetorical Approach.

ERIC Educational Resources Information Center

Smith, Herbert J.

Technical communications courses, which frequently present the research proposal as part of the report writing segment, rarely teach the grant proposal, even though it can provide the instructor with a vehicle for presenting such rhetorical strategies as audience analysis and persuasive writing. In addition to its problem solving structure, the…

Sensing Strategies for Disambiguating among Multiple Objects in Known Poses.

DTIC Science & Technology

1985-08-01

ELEMENT. PROIECT. TASK Artificial Inteligence Laboratory AE OKUI UBR 545 Technology Square Cambridge, MA 021.39 11. CONTROLLING OFFICE NAME AND ADDRESS 12...AD-Ali65 912 SENSING STRATEGIES FOR DISAMBIGURTING MONG MULTIPLE 1/1 OBJECTS IN KNOWN POSES(U) MASSACHUSETTS INST OF TECH CAMBRIDGE ARTIFICIAL ...or Dist Special 1 ’ MASSACHUSETTS INSTITUTE OF TECHNOLOGY ARTIFICIAL INTELLIGENCE LABORATORY A. I. Memo 855 August, 1985 Sensing Strategies for

Multi-point objective-oriented sequential sampling strategy for constrained robust design

NASA Astrophysics Data System (ADS)

Zhu, Ping; Zhang, Siliang; Chen, Wei

2015-03-01

Metamodelling techniques are widely used to approximate system responses of expensive simulation models. In association with the use of metamodels, objective-oriented sequential sampling methods have been demonstrated to be effective in balancing the need for searching an optimal solution versus reducing the metamodelling uncertainty. However, existing infilling criteria are developed for deterministic problems and restricted to one sampling point in one iteration. To exploit the use of multiple samples and identify the true robust solution in fewer iterations, a multi-point objective-oriented sequential sampling strategy is proposed for constrained robust design problems. In this article, earlier development of objective-oriented sequential sampling strategy for unconstrained robust design is first extended to constrained problems. Next, a double-loop multi-point sequential sampling strategy is developed. The proposed methods are validated using two mathematical examples followed by a highly nonlinear automotive crashworthiness design example. The results show that the proposed method can mitigate the effect of both metamodelling uncertainty and design uncertainty, and identify the robust design solution more efficiently than the single-point sequential sampling approach.

Development of an Interactive Computer-Based Learning Strategy to Assist in Teaching Water Quality Modelling

ERIC Educational Resources Information Center

Zigic, Sasha; Lemckert, Charles J.

2007-01-01

The following paper presents a computer-based learning strategy to assist in introducing and teaching water quality modelling to undergraduate civil engineering students. As part of the learning strategy, an interactive computer-based instructional (CBI) aid was specifically developed to assist students to set up, run and analyse the output from a…

Developing an Instrument for Teacher Feedback: Using the Rasch Model to Explore Teachers' Development of Effective Teaching Strategies and Behaviors

ERIC Educational Resources Information Center

van der Lans, Rikkert M.; van de Grift, Wim J. C. M.; van Veen, K.

2018-01-01

This study connects descriptions of effective teaching with descriptions of teacher development to advance an initial understanding of how effective teaching may develop. The study's main premise is that descriptions of effective teaching develop cumulatively where more basic teaching strategies and behaviors are required before teachers may…

Teaching Quality Object-Oriented Programming

ERIC Educational Resources Information Center

Feldman, Yishai A.

2005-01-01

Computer science students need to learn how to write high-quality software. An important methodology for achieving quality is design-by-contract, in which code is developed together with its specification, which is given as class invariants and method pre- and postconditions. This paper describes practical experience in teaching design-by-contract…

The Impact of Teaching Communication Strategies on EFL Learners' Willingness to Communicate

ERIC Educational Resources Information Center

Mesgarshahr, Abulfazl; Abdollahzadeh, Esmaeel

2014-01-01

One of the pedagogical implications of the research on the Willingness to Communicate (WTC) might be to propose practical ways of making language learners more willing to communicate in the classroom. This study investigated the impact of teaching communication strategies (CSs) on Iranian EFL learners' WTC. To this end, 8 intact classes were…

Teaching Methods and Strategies Used in a Christian High School for Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Cappiello, Leslie Williams

2013-01-01

The findings from the case study research demonstrated that the high school students at the Christian academy who have emotional and behavioral disorders are successful in teaching, retaining, and graduating this population of students. Their teaching methods and strategies included a strong biblical foundation to develop emotional and behavioral…

Agricultural Extension Agents' Perceptions of Effective Teaching Strategies for Adult Learners in the Master Beef Producer Program

ERIC Educational Resources Information Center

Strong, Robert; Harder, Amy; Carter, Hannah

2010-01-01

The purpose of the study reported here was to explore and describe how Extension agents selected teaching strategies for adult audiences. Andragogy is hypotheses concerning the attributes of adult learners (Knowles, Swanson, & Holton III, 2005). Extension agents responsible for teaching the Master Beef Producer (MBP) program were purposively…

Strategies for Hydrology Teaching for a Changing World

NASA Astrophysics Data System (ADS)

Sivapalan, Murugesu

2010-05-01

Hydrology as a science has undergone dramatic changes in the past 80 years. However, as evidenced by the text books that are being used and conversations with many educators, it appears that hydrologic education has not kept pace. The legacy of the past growth of hydrology is reflected in the materials and methods used in hydrology teaching as practiced now. Current teaching methods tend to present a mix of empirical approaches (e.g., data analysis, multiple regressions), systems approaches (e.g., unit hydrograph methods, bucket models), and process theories (e.g., infiltration, runoff generation, evaporation, channel flow), often in the form of recipes or skill sets. However, they represent an old paradigm where hydrology was seen as dealing with the movement of water through and over a static earth, aimed at solving one or a combination of separate boundary value problems. However at least since the 1990s there is a new research paradigm operating, which treats hydrology as a distinct geoscience, which does not just deal with the movement of water, but with an interacting holistic earth system that includes not just hydrological but also biogeochemical, ecological and human subsystems. Global change increasingly dictates that this geoscience paradigm be further extended to include highly non-stationary, evolutionary behaviors strongly governed by human-nature interactions. Shouldn't this be recognized in our teaching, and if so how can we achieve it? In this talk I will outline broad strategies we can adopt that could pave the way for a paradigm shift also in the way we teach hydrology. Beyond the essential skills that we have always taught, some of the new skill sets we need to impart are, amongst many others: learning to read the landscape, learning from patterns in the data, including patterns in the landscape and in the atmosphere (e.g., channel morphology, vegetation patterns, climatic patterns), comparative studies as opposed to place-based studies

Image processing strategies based on saliency segmentation for object recognition under simulated prosthetic vision.

PubMed

Li, Heng; Su, Xiaofan; Wang, Jing; Kan, Han; Han, Tingting; Zeng, Yajie; Chai, Xinyu

2018-01-01

Current retinal prostheses can only generate low-resolution visual percepts constituted of limited phosphenes which are elicited by an electrode array and with uncontrollable color and restricted grayscale. Under this visual perception, prosthetic recipients can just complete some simple visual tasks, but more complex tasks like face identification/object recognition are extremely difficult. Therefore, it is necessary to investigate and apply image processing strategies for optimizing the visual perception of the recipients. This study focuses on recognition of the object of interest employing simulated prosthetic vision. We used a saliency segmentation method based on a biologically plausible graph-based visual saliency model and a grabCut-based self-adaptive-iterative optimization framework to automatically extract foreground objects. Based on this, two image processing strategies, Addition of Separate Pixelization and Background Pixel Shrink, were further utilized to enhance the extracted foreground objects. i) The results showed by verification of psychophysical experiments that under simulated prosthetic vision, both strategies had marked advantages over Direct Pixelization in terms of recognition accuracy and efficiency. ii) We also found that recognition performance under two strategies was tied to the segmentation results and was affected positively by the paired-interrelated objects in the scene. The use of the saliency segmentation method and image processing strategies can automatically extract and enhance foreground objects, and significantly improve object recognition performance towards recipients implanted a high-density implant. Copyright © 2017 Elsevier B.V. All rights reserved.

A comparison of teaching strategies for integrating information technology into clinical nursing education.

PubMed

Elfrink, V L; Davis, L S; Fitzwater, E; Castleman, J; Burley, J; Gorney-Moreno, M J; Sullivan, J; Nichols, B; Hall, D; Queen, K; Johnson, S; Martin, A

2000-01-01

As health care becomes more information-intensive and diverse, there is a need to integrate information technology (IT) into clinical education. Little is known, however, about how to design instructional strategies for integrating information technology into clinical nursing education. This article outlines the instructional strategies used by faculty in five nursing programs who taught students to use a point-of-care information technology system. The article also reports students' computer acceptance and summarizes IT clinical teaching recommendations.

Teaching a Generalizable Language Strategy.

ERIC Educational Resources Information Center

Foxx, R. M.; And Others

This paper describes the development and use of language training procedures, referred to as cues-pause-point procedures, that rely on behavioral principles and simple and natural teaching procedures and that are exhibited in many normal parent-child or teacher-student verbal interactions. The procedures have been effective in teaching severely…

Every teacher an English teacher? Literacy strategy teaching and research in the content area of science education

NASA Astrophysics Data System (ADS)

Buckingham, Thomas

Recent statements from teachers of English and literacy (NCTE, 2007) have voiced the failure of schools to help minority students and ELLs close the literacy achievement gap and the responsibility of all teachers to help with this endeavor. Central to this effort in secondary schools are the content area teachers, as their subjects constitute the bulk of school day instruction. While there have been small studies and field reports of what content teachers are or are not teaching in the way of literacy instruction (Fisher and Ivey, 2005; Verplaste, 1996, 1998; Vacca and Vacca 1989), researchers have not had success measuring the literacy practices of content area teachers in a broad-based study. This study focuses specifically on what many researchers in both the content literacy and ESL fields have emphasized for promoting literacy in the classroom---teaching metacognitive strategies. Twelve metacognitive functions derived from a literacy strategies handbook are employed as a means to ascertain strategy usage within the lessons whether specifically known content strategies are named or not. The initial analysis is performed on over 100 lesson plans hosted at four prominent university science education sites, all within a five year period (2003-7). In addition to the lesson plan analysis, a review of 100 articles taken from five on-line science education journals reveal what the science education field addresses this issue. Findings suggest that while 80% of science teachers include some type of strategic teaching and learning in their lessons, only about 20% of science teachers explicitly utilize strategies as listed in content literacy manuals and promoted by literacy and ESL experts. Rather, most science teachers implicitly include these strategies within their lessons and/or promote their own subject-specific strategies in content teaching. Analysis of science education research and publications shows that there is a focus on literacy and specifically strategic

Medical students' professional identity development from being actors in an objective structured teaching exercise.

PubMed

De Grasset, Jehanne; Audetat, Marie-Claude; Bajwa, Nadia; Jastrow, Nicole; Richard-Lepouriel, Hélène; Nendaz, Mathieu; Junod Perron, Noelle

2018-04-22

Medical students develop professional identity through structured activities and impromptu interactions in various settings. We explored if contributing to an Objective Structured Teaching Exercise (OSTE) influenced students' professional identity development. University clinical faculty members participated in a faculty development program on clinical supervision. Medical students who participated in OSTEs as simulated residents were interviewed in focus groups about what they learnt from the experience and how the experience influenced their vision of learning and teaching. Transcripts were analyzed using the Goldie's personality and social structure perspective model. Twenty-five medical students out of 32 students involved in OSTEs participated. On an institutional level, students developed a feeling of belonging to the institution. At an interactional level, students realized they could influence the teaching interaction by actively seeking or giving feedback. On the personal level, students realized that errors could become sources of learning and felt better prepared to receive faculty feedback. Taking part in OSTEs as a simulated resident has a positive impact on students' vision regarding the institution as a learning environment and their own role by actively seeking or giving feedback. OSTEs support their professional identity development regarding learning and teaching while sustaining faculty development.

Evaluating the Use of a Postpartum Hemorrhage Simulation as a Teaching Strategy in an Undergraduate Nursing Program

ERIC Educational Resources Information Center

DiGiacomo, Pat

2017-01-01

A recurring theme in the literature is that simulation is a positive teaching strategy when compared to other methods of instruction and produces positive student outcomes (Jefferies, 2016). Simulation provides educators a way to reproduce a clinical teaching experience in a safe, supportive learning environment. The purpose of this quantitative…

The Practice of Information Processing Model in the Teaching of Cognitive Strategies

ERIC Educational Resources Information Center

Ozel, Ali

2009-01-01

In this research, the differentiation condition of teaching the learning strategies depending on the time which the first grade of primary school teachers carried out to form an information-process skeleton on student is tried to be found out. This process including the efforts of 260 teachers in this direction consists of whether the adequate…

Spacecraft Guidance Strategies for Proximity Maneuvering and Close Approach with a Tumbling Object

DTIC Science & Technology

2010-03-01

R., and Junkins, J. L. (1984), ‘Optimal Open-Loop and Stable Feedback Control of Rigid Spacecraft Attitude Maneuvers ,’ The Journal of the... SPACECRAFT GUIDANCE STRATEGIES FOR PROXIMITY MANEUVERING AND CLOSE APPROACH WITH A TUMBLING OBJECT by George A. Boyarko March 2010...Dissertation 4. TITLE AND SUBTITLE: Spacecraft Guidance Strategies for Proximity Maneuvering and Close Approach with a Tumbling Object 6. AUTHOR

Instructional Strategies and Resource Utility in Language Teaching among Basic Educators in 21st Century Nigeria

ERIC Educational Resources Information Center

Ofodu, Graceful Onovughe

2012-01-01

Learning in the twenty-first century demands learning skills, strategies and utilizing resources which learners can deploy when they leave the school environment. The paper investigates the instructional strategies and resources employed by teachers in teaching and learning English Studies at the basic level of Nigeria's educational system. It…

The Effects of Multiple Intelligence Teaching Strategies on Achievement in Reading and Mathematics

ERIC Educational Resources Information Center

Harriman, Vanessa

2010-01-01

Today's educators must use research-based teaching strategies that increase achievement levels of students. Howard Gardner's Theory of Multiple Intelligences is scientifically-based. The current model suggests eight different areas in which a person can demonstrate intelligence. This study compared reading and math assessments score of elementary…

Using Media Articles about Company Strategies to Teach Economics to MBA Students

ERIC Educational Resources Information Center

Ghosh, Indranil K.

2012-01-01

In this paper, the author expands on the idea of using up-to-date examples to teach applications of economic concepts. In the MBA Managerial Economics class, the author use profiles of two companies' decision-making strategies and their successes to show the applications of economic concepts used by the companies. This provides an even clearer…

Defending Planet Earth: Near-Earth Object Surveys and Hazard Mitigation Strategies

NASA Technical Reports Server (NTRS)

2010-01-01

The United States spends approximately four million dollars each year searching for near-Earth objects (NEOs). The objective is to detect those that may collide with Earth. The majority of this funding supports the operation of several observatories that scan the sky searching for NEOs. This, however, is insufficient in detecting the majority of NEOs that may present a tangible threat to humanity. A significantly smaller amount of funding supports ways to protect the Earth from such a potential collision or "mitigation." In 2005, a Congressional mandate called for NASA to detect 90 percent of NEOs with diameters of 140 meters of greater by 2020. Defending Planet Earth: Near-Earth Object Surveys and Hazard Mitigation Strategies identifies the need for detection of objects as small as 30 to 50 meters as these can be highly destructive. The book explores four main types of mitigation including civil defense, "slow push" or "pull" methods, kinetic impactors and nuclear explosions. It also asserts that responding effectively to hazards posed by NEOs requires national and international cooperation. Defending Planet Earth: Near-Earth Object Surveys and Hazard Mitigation Strategies is a useful guide for scientists, astronomers, policy makers and engineers.

Factors Influencing Young Children's Risk of Unintentional Injury: Parenting Style and Strategies for Teaching about Home Safety

ERIC Educational Resources Information Center

Morrongiello, Barbara A.; Corbett, Michael; Lasenby, Jennifer; Johnston, Natalie; McCourt, Meghan

2006-01-01

This study examined mothers' teaching about home-safety issues to 24-30 month and 36-42 month old children, explored the relationship of teaching strategies to parenting styles, and assessed how these factors are related to children's risk of unintentional injury. A structured interview assessed home-safety issues relevant to falls, burns, cuts,…

Teaching for Diversity by Troubling Whiteness: Strategies for Classrooms in Isolated White Communities

ERIC Educational Resources Information Center

de Freitas, Elizabeth; McAuley, Alexander

2008-01-01

This paper explores strategies to help prepare pre-service teachers from a predominantly white, relatively isolated island in Atlantic Canada to teach for diversity. The paper proposes a modified framework for "teacher identity development" that pivots around three foci for enhancing teacher awareness and commitment to action: (1)…

Effective Teaching Strategies: Case Studies from the Alphabetic Braille and Contracted Braille Study

ERIC Educational Resources Information Center

Barclay, Lizbeth; Herlich, Stephanie A.; Sacks, Sharon Zell

2010-01-01

This article discusses some of the qualitative data that were documented during the Alphabetic Braille and Contracted Braille Study. Two case studies of students are described, highlighting many effective teaching strategies used by their teachers of students with visual impairments that resulted in the students' successful academic progress.…

Design, Implementation and Evaluation of Innovative Science Teaching Strategies for Non-Formal Learning in a Natural History Museum

ERIC Educational Resources Information Center

Çil, Emine; Maccario, Nihal; Yanmaz, Durmus

2016-01-01

Background: Museums are useful educational resources in science teaching. Teaching strategies which promote hands-on activities, student-centred learning, and rich social interaction must be designed and implemented throughout the museum visit for effective science learning. Purpose: This study aimed to design and implement innovative teaching…

Teaching Students with Severe Disabilities in Inclusive Settings.

ERIC Educational Resources Information Center

Demchak, MaryAnn

1997-01-01

This booklet is designed to provide strategies for teaching students with severe disabilities in inclusive settings. Chapters address initial student-specific steps in planning for effective inclusive education, including developing the Individualized Education Program (IEP), targeting IEP objectives in the general education setting, and planning…

Bedside teaching-making it an effective instructional tool.

PubMed

Khan, Ishtiaq Ali

2014-01-01

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

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

PubMed

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

2011-12-01

Many countries rely on immigrants for population growth and to maintain a skilled workforce. However, many such immigrants face literacy-related barriers to success in education and in the labour force. This meta-analysis reviews experimental and quasi-experimental studies to examine strategies for teaching English literacy to immigrant students. Following an exhaustive and systematic search for studies meeting pre-determined inclusion criteria, two researchers independently extracted data from 26 English as a Second Language (ESL) studies involving 3,150 participants. These participants consisted of ESL immigrant students in kindergarten through grade 6 who were exposed to English literacy instructional interventions. Measured outcomes were reading and writing. Mean effect sizes vary from small to large, depending on instructional interventions and outcome constructs. Across several different grade levels, settings, and methodological features, pedagogical strategies used in teaching ESL to immigrant students are associated with increased competence in reading and writing. Collaborative reading interventions, in which peers engage in oral interaction and cooperatively negotiate meaning and a shared understanding of texts, produced larger effects than systematic phonics instruction and multimedia-assisted reading interventions. The results show that the pedagogical strategies examined in this meta-analysis produced statistically significant benefits for students in all grade levels. The findings also show that students from low socio-economic status (SES) background benefit from ESL literacy interventions. However, significant heterogeneity was found in each subset. Educators and policy makers are encouraged to consider specific school contexts when making decisions about optimal pedagogical strategies. It is possible that contextual factors as well as ESL learner characteristics may influence the effectiveness of these strategies. To ensure literacy acquisition

The National Geographic Society's Teaching Geography Project.

ERIC Educational Resources Information Center

Bockenhauer, Mark H.

1993-01-01

Contends that the National Geographic Society's Teaching Geography Project is an inservice teacher education success story. Describes the origins, objectives, and development of the project. Summarizes the impact of the project and contends that its success is the result of the workshop format and guided practice in instructional strategies. (CFR)

The Node Acquisition and Integration Technique: A Node-Link Based Teaching/Learning Strategy.

ERIC Educational Resources Information Center

Diekhoff, George M.

This paper presents the results of three experiments conducted in connection with development of a node-link based teaching/learning strategy. In experiment 1, subjects were instructed to either define concepts selected from a unit of introductory psychology or to describe the relationships existing between pairs of concepts. The cognitive…

A Teaching Strategy with a Focus on Argumentation to Improve Undergraduate Students’ Ability to Read Research Articles

PubMed Central

Lacum, Edwin B. Van; Goedhart, Martin J.

2014-01-01

The aim of this study is to evaluate a teaching strategy designed to teach first-year undergraduate life sciences students at a research university how to learn to read authentic research articles. Our approach—based on the work done in the field of genre analysis and argumentation theory—means that we teach students to read research articles by teaching them which rhetorical moves occur in research articles and how they can identify these. Because research articles are persuasive by their very nature, we focused on the rhetorical moves that play an important role in authors’ arguments. We designed a teaching strategy using cognitive apprenticeship as the pedagogical approach. It was implemented in a first-year compulsory course in the life sciences undergraduate program. Comparison of the results of a pretest with those of the posttest showed that students’ ability to identify these moves had improved. Moreover, students themselves had also perceived that their ability to read and understand a research article had increased. The students’ evaluations demonstrated that they appreciated the pedagogical approach used and experienced the assignments as useful. On the basis of our results, we concluded that students had taken a first step toward becoming expert readers. PMID:26086657

Near-peer teaching strategy in a large human anatomy course: perceptions of near-peer instructors.

PubMed

Reyes-Hernández, Cynthia Guadalupe; Carmona Pulido, Juan Manuel; De la Garza Chapa, Roberto Isaac; Serna Vázquez, Ruth Patricia; Alcalá Briones, Ricardo Daniel; Plasencia Banda, Perla Marina; Villarreal Silva, Eliud Enrique; Jacobo Baca, Guillermo; de la Garza Castro, Oscar; Elizondo Omaña, Rodrigo Enrique; Guzmán López, Santos

2015-01-01

Near-peer teaching (NPT) is a strategy in which senior students assume the instructor role with junior peers (mentees). Senior students develop unique skills and knowledge through NPT, an experience which extends their learning beyond content mastery. Different teaching modules featuring NPT were utilized in the human anatomy course at the School of Medicine, Autonomous University of Nuevo Leon in Monterrey, Mexico. Modules included: Theory, Clinical Hour, Imaging Anatomy, and Laboratory. The aim of this study was to assess instructor participants' perceptions on the benefits of the NPT strategy in the anatomy classroom. A survey was administered to anatomy course instructors who utilized NPT strategies during winter, fall, and spring semesters of the 2012-2013 school year. A total of 120 instructors were enrolled in the study. There were different perceptions of instructors' roles. Theory and Imaging Anatomy instructors considered themselves to be information providers and resource developers, whereas Clinical Hour and Laboratory instructors saw themselves more as facilitators, role models, and planners. All instructors' opinions on the benefits of NPT were positive. Thus, in this article, the authors find NPT to be a strategy that promotes self-learning, a vital skill. © 2014 American Association of Anatomists.

The Importance of Strategies of Social Language Learning and Cooperative Learning in the Process of Teaching Turkish as a Foreign Language

ERIC Educational Resources Information Center

Varisoglu, Mehmet Celal

2016-01-01

In order to implement the teaching of a foreign language at a desired level and quality, and to offer some practical arrangements, which stand for to the best use of time, efforts, and cost, there is a need for a road map. The road map in teaching is a learning strategy. This article shows how strategies of social language learning and cooperative…

Utilization of a cognitive task analysis for laparoscopic appendectomy to identify differentiated intraoperative teaching objectives.

PubMed

Smink, Douglas S; Peyre, Sarah E; Soybel, David I; Tavakkolizadeh, Ali; Vernon, Ashley H; Anastakis, Dimitri J

2012-04-01

Experts become automated when performing surgery, making it difficult to teach complex procedures to trainees. Cognitive task analysis (CTA) enables experts to articulate operative steps and cognitive decisions in complex procedures such as laparoscopic appendectomy, which can then be used to identify central teaching points. Three local surgeon experts in laparoscopic appendectomy were interviewed using critical decision method-based CTA methodology. Interview transcripts were analyzed, and a cognitive demands table (CDT) was created for each expert. The individual CDTs were reviewed by each expert for completeness and then combined into a master CDT. Percentage agreement on operative steps and decision points was calculated for each expert. The experts then participated in a consensus meeting to review the master CDT. Each surgeon expert was asked to identify in the master CDT the most important teaching objectives for junior-level and senior-level residents. The experts' responses for junior-level and senior-level residents were compared using a χ(2) test. The surgeon experts identified 24 operative steps and 27 decision points. Eighteen of the 24 operative steps (75%) were identified by all 3 surgeon experts. The percentage of operative steps identified was high for each surgeon expert (96% for surgeon 1, 79% for surgeon 2, and 83% for surgeon 3). Of the 27 decision points, only 5 (19%) were identified by all 3 surgeon experts. The percentage of decision points identified varied by surgeon expert (78% for surgeon 1, 59% for surgeon 2, and 48% for surgeon 3). When asked to identify key teaching points, the surgeon experts were more likely to identify operative steps for junior residents (9 operative steps and 6 decision points) and decision points for senior residents (4 operative steps and 13 decision points) (P < .01). CTA can deconstruct the essential operative steps and decision points associated with performing a laparoscopic appendectomy. These results

The Differences between Novice and Expert Group-Piano Teaching Strategies: A Case Study and Comparison of Beginning Group Piano Classes

ERIC Educational Resources Information Center

Pike, Pamela D.

2014-01-01

This case study compares the teaching strategies employed by a novice and an expert instructor of two beginning children's group-piano classes. In the United States, there is a century-long tradition of teaching piano to children in groups, and group teaching is championed in pedagogy texts and at professional educator conferences throughout…

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

PubMed

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

2016-05-01

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

[Teaching coping strategies to parents of children suffering from cancer using a short film].

PubMed

Espada, M C; Barón, Ma Carmen Espada; Grau, C; Rubio, Claudia Grau; Fortes, M C; Fortes del Valle, Ma Carmen

2010-01-01

This paper studies the usefulness of a short film in teaching strategies for parents of children with cancer to cope with the situation. The short film is based on an analysis of the transcripts from eight sessions of a self-help group. The short film has been evaluated by psychologists working for each of the parent groups belonging to the Federation of parents of children with cancer. Furthermore, the film has been exhibited in group sessions that took place in the Valencia and Alicante branches of ASPANION (Association of Parents with Oncologic Children in the Valencia Region). About 70% of the experts have declared that the film is a valuable resource for teaching useful strategies to parents. The film also improves the group sessions since it addresses a number of issues that had not been addressed before, and it stimulates the participation of, and communication between, parents during the session.

Analyses of Teaching Strategies and Learning of Concepts of Astronomy in Elementary Education II

NASA Astrophysics Data System (ADS)

Voelzke, Marcos Rincon; Poffo, M. Roberta

2012-07-01

The proposed curricular of the State of Sao Paulo suggests for the discipline of Physical and Biological Sciences contents related to Astronomy for the Elementary Education. In 2010, a study was realised in a public school in Santo Andr to examine the pupils' previous knowledge. Only 19% of them reached a satisfactory note. In this year the contents were presented with three different teaching strategies. In the first class an expositive lesson with audiovisual aids was held, in the second one an expositive lesson in dialogue form was used, and in the third class a textbook research. After the approach a clear improvement of the performance was observe, and the class where the contents had been presented in an expositive lesson with dialogue showed the best effectsciency. This study facilitates analyses of the learning procedure and teaching strategies to improve the Astronomy education in the discipline of Science.

Breaking the Cycle: Future Faculty Begin Teaching with Learner-Centered Strategies after Professional Development

PubMed Central

Ebert-May, Diane; Derting, Terry L.; Henkel, Timothy P.; Middlemis Maher, Jessica; Momsen, Jennifer L.; Arnold, Bryan; Passmore, Heather A.

2015-01-01

The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development “best practices” and effective models for change difficult. We aimed to determine the extent to which postdoctoral fellows (i.e., future biology faculty) believed in and implemented evidence-based pedagogies after completion of a 2-yr professional development program, Faculty Institutes for Reforming Science Teaching (FIRST IV). Postdocs (PDs) attended a 2-yr training program during which they completed self-report assessments of their beliefs about teaching and gains in pedagogical knowledge and experience, and they provided copies of class assessments and video recordings of their teaching. The PDs reported greater use of learner-centered compared with teacher-centered strategies. These data were consistent with the results of expert reviews of teaching videos. The majority of PDs (86%) received video ratings that documented active engagement of students and implementation of learner-centered classrooms. Despite practice of higher-level cognition in class sessions, the items used by the PDs on their assessments of learning focused on lower-level cognitive skills. We attributed the high success of the FIRST IV program to our focus on inexperienced teachers, an iterative process of teaching practice and reflection, and development of and teaching a full course. PMID:26033870

E-learning teaches attendings "how to" objectively assess pediatric urology trainees' surgery skills for orchiopexy.

PubMed

Fernandez, Nicolas; Maizels, Max; Farhat, Walid; Smith, Edwin; Liu, Dennis; Chua, Michael; Bhanji, Yasin

2018-04-01

Established methods to train pediatric urology surgery by residency training programs require updating in response to administrative changes such as new, reduced trainee duty hours. Therefore, new objective methods must be developed to teach trainees. We approached this need by creating e-learning to teach attendings objective assessment of trainee skills using the Zwisch scale, an established assessment tool. The aim of this study was to identify whether or not e-learning is an appropriate platform for effective teaching of this assessment tool, by assessing inter-rater correlation of assessments made by the attendings after participation in the e-learning. Pediatric orchiopexy was used as the index case. An e-learning tool was created to teach attending surgeons objective assessment of trainees' surgical skills. First, e-learning content was created which showed the assessment method videotape of resident surgery done in the operating room. Next, attendings were enrolled to e-learn this method. Finally, the ability of enrollees to assess resident surgery skill performance was tested. Namely, test video was made showing a trainee performing inguinal orchiopexy. All enrollees viewed the same online videos. Assessments of surgical skills (Zwisch scale) were entered into an online survey. Data were analyzed by intercorrelation coefficient kappa analysis (strong correlation was ICC ≥ 0.7). A total of 11 attendings were enrolled. All accessed the online learning and then made assessments of surgical skills trainees showed on videotapes. The e-learning comprised three modules: 1. "Core concepts," in which users learned the assessment tool methods; 2. "Learn to assess," in which users learned how to assess by watching video clips, explaining the assessment method; and 3. "Test," in which users tested their skill at making assessments by watching video clips and then actively inputting their ratings of surgical and global skills as viewed in the video clips (Figure

Some Instructional Strategies for Improving Learning from Distance Teaching Materials.

ERIC Educational Resources Information Center

Marland, P. W.; Store, R. E.

1982-01-01

Examines some traditional instructional strategies used to improve textual materials for learning at a distance, including advance organizers, overviews, pretests, objectives, and inserted questions, together with devices in typography and graphics. Research in each area is reviewed and guidelines are given for using each strategy. An extensive…

A comparison of forward and concurrent chaining strategies in teaching laundromat skills to students with severe handicaps.

PubMed

McDonnell, J; McFarland, S

1988-01-01

This study compared the relative efficiency of forward and concurrent chaining strategies in teaching the use of a commercial washing machine and laundry soap dispenser to four high school students with severe handicaps. Acquisition and maintenance of the laundromat skills were assessed through a multielement, alternating treatment within subject design. Results indicated that the concurrent chaining strategy was more efficient than forward chaining in facilitating acquisition of the activities. Four week and eight week follow-up probes indicated that concurrent chaining resulted in better maintenance of the activities. The implications of these results for teaching community activities and future research in building complex chains are discussed.

The shift from a response strategy to object-in-place strategy during learning is accompanied by a matching shift in neural firing correlates in the hippocampus.

PubMed

Lee, Inah; Kim, Jangjin

2010-08-01

Hippocampal-dependent tasks often involve specific associations among stimuli (including egocentric information), and such tasks are therefore prone to interference from irrelevant task strategies before a correct strategy is found. Using an object-place paired-associate task, we investigated changes in neural firing patterns in the hippocampus in association with a shift in strategy during learning. We used an object-place paired-associate task in which a pair of objects was presented in two different arms of a radial maze. Each object was associated with reward only in one of the arms, thus requiring the rats to consider both object identity and its location in the maze. Hippocampal neurons recorded in CA1 displayed a dynamic transition in their firing patterns during the acquisition of the task across days, and this corresponded to a shift in strategy manifested in behavioral data. Specifically, before the rats learned the task, they chose an object that maintained a particular egocentric relationship with their body (response strategy) irrespective of the object identity. However, as the animal acquired the task, it chose an object according to both its identity and the associated location in the maze (object-in-place strategy). We report that CA1 neurons in the hippocampus changed their prospective firing correlates according to the dominant strategy (i.e., response versus object-in-place strategy) employed at a given stage of learning. The results suggest that neural firing pattern in the hippocampus is heavily influenced by the task demand hypothesized by the animal and the firing pattern changes flexibly as the perceived task demand changes.

The Translation of Teachers' Understanding of Gifted Students into Instructional Strategies for Teaching Science

ERIC Educational Resources Information Center

Park, Soonhye; Oliver, J. Steve

2009-01-01

This study examined how instructional challenges presented by gifted students shaped teachers' instructional strategies. This study is a qualitative research grounded in a social constructivist framework. The participants were three high school science teachers who were teaching identified gifted students in both heterogeneously- and…

War stories: a qualitative analysis of narrative teaching strategies in the operating room.

PubMed

Hu, Yue-Yung; Peyre, Sarah E; Arriaga, Alexander F; Roth, Emilie M; Corso, Katherine A; Greenberg, Caprice C

2012-01-01

"War stories" are commonplace in surgical education, yet little is known about their purpose, construct, or use in the education of trainees. Ten complex operations were videotaped and audiotaped. Narrative stories were analyzed using grounded theory to identify emergent themes in both the types of stories being told and the teaching objectives they illustrated. Twenty-four stories were identified in 9 of the 10 cases (mean, 2.4/case). They were brief (mean, 58 seconds), illustrative of multiple teaching points (mean, 1.5/story), and appeared throughout the operations. Anchored in personal experience, these stories taught both clinical (eg, operative technique, decision making, error identification) and programmatic (eg, resource management, professionalism) topics. Narrative stories are used frequently and intuitively by physicians to emphasize a variety of intraoperative teaching points. They socialize trainees in the culture of surgery and may represent an underrecognized approach to teaching the core competencies. More understanding is needed to maximize their potential. Copyright © 2012 Elsevier Inc. All rights reserved.

War stories: a qualitative analysis of narrative teaching strategies in the operating room

PubMed Central

Hu, Yue-Yung; Peyre, Sarah E.; Arriaga, Alexander F.; Roth, Emilie M.; Corso, Katherine A.; Greenberg, Caprice C.

2015-01-01

BACKGROUND “War stories” are commonplace in surgical education, yet little is known about their purpose, construct, or use in the education of trainees. METHODS Ten complex operations were videotaped and audiotaped. Narrative stories were analyzed using grounded theory to identify emergent themes in both the types of stories being told and the teaching objectives they illustrated. RESULTS Twenty-four stories were identified in 9 of the 10 cases (mean, 2.4/case). They were brief (mean, 58 seconds), illustrative of multiple teaching points (mean, 1.5/story), and appeared throughout the operations. Anchored in personal experience, these stories taught both clinical (eg, operative technique, decision making, error identification) and programmatic (eg, resource management, professionalism) topics. CONCLUSIONS Narrative stories are used frequently and intuitively by physicians to emphasize a variety of intraoperative teaching points. They socialize trainees in the culture of surgery and may represent an underrecognized approach to teaching the core competencies. More understanding is needed to maximize their potential. PMID:22088266

Effects of Motivation on Young Children's Object Recall and Strategy Use.

PubMed

Nida, Robert E

2015-01-01

The study was designed to examine the effects of motivation on young children's recall for object names and early-emerging mnemonic activities. Seventy-two 4-year-old children were randomly assigned to 1 of 3 instructional conditions: incidental, intentional, or motivational. Each child was shown 10 small toy objects and provided a 90 s study period prior to recall. The children's mnemonic behaviors were videotaped for subsequent coding. The children in the incidental condition were instructed to simply look at the toys while children in the intentional and motivational condition were given explicit instructions to remember. The motivational group was also told that they could keep whichever toys they remembered. A recognition memory task was employed to examine the extent to which the stimuli were encoded during the study period. The children's recall memory did not vary as a function of instructional condition. Children's use of singular versus multiple strategies was calculated, along with a weighted summary score giving most weight to the participant's use of mature mnemonic strategies. Significant differences in strategy use were found, favoring the motivational condition. Significant positive correlations were found between the weighted summary scores and object recall, and the teacher ratings of mastery motivation and object recall. Mastery motivation was found to be unrelated to the strategic summary scores, failing to mediate strategic behaviors. The results suggest that when providing incentives to remember, children apparently engaged in more effortful mnemonic processing in order to remember the items, even though a greater number of items were not recalled.

Matching medical student achievement to learning objectives and outcomes: a paradigm shift for an implemented teaching module.

PubMed

Atta, Ihab Shafek; AlQahtani, Fahd Nasser

2018-01-01

Low student achievement in a basic imaging module was the impetus for an assessment of the module. A valid, reliable, and structured Likert scale was designed to measure the degree of student satisfaction with the domains of the module, including learning objectives (LO), teaching strategy and tools (TT), assessment tools (AT), and allotted credit hours (CH). Further analysis was conducted of student dissatisfaction to determine the subdomain in which module improvement was to be implemented. Statistical analysis of data among Likert scale domains was conducted. Likert scale data showed the TT domain to be the major reason for low student achievement. Statistical studies revealed 57/117 students (48.6%) were dissatisfied with TT, compared with LO 16/117 (13.6%), AT 54/117 (46.1%), and CH 12/117 (10.2%). Significant P -values were obtained for LO vs TT ( P <0.0001), LO vs AT ( P <0.0001), LO vs CH ( P <0.03), TT vs CH ( P <0.0001), and AT vs CH ( P <0.0001). No significant difference was observed between TT and AT ( P <0.29). Regarding TT, 41/117 (34.9%) students were dissatisfied with lectures (L) compared to hospital-based teaching (HPT) 24/117 (20%), problem-based learning (PBL) 8/117 (6.8%), self-directed learning (SDL) 3/117 (2.5%), and seminars (S) 4/117 (3.4%). Significant P -values were obtained for L vs HPT ( P <0.0001), L vs PBL ( P <0.0001), L vs SDL ( P <0.0001), L vs S ( P <0.0001), HPT vs PBL ( P <0.002), HPT vs SDL ( P <0.0001), and HPT vs S ( P <0.0001). Regarding lecture modifications, student satisfaction was 78.3% compared to 52% before modification. A significant P -value ( P <0.0001) was obtained between Likert scale domains before and after modification. Lecture modification resulted in a good student response and satisfaction. The major reason for low student achievement was the teaching tools, particularly the lectures. Major modifications to lectures improved student achievement. The students and most of the teaching staff were highly

Predominant Teaching Strategies in Schools: Implications for Curriculum Implementation in Mathematics, Science and Technology

ERIC Educational Resources Information Center

Achuonye, Keziah Akuoma

2015-01-01

This descriptive survey is hinged on predominant teaching strategies in schools, implications for curriculum implementation in Mathematics, Science and Technology. Target population consisted of teachers in primary, secondary and tertiary schools. However, purposive sample of 900 respondents was drawn from the six BRACED states namely Bayelsa,…

Exploring Effective Teaching Strategies: Simulation Case Studies and Indigenous Studies at the University Level

ERIC Educational Resources Information Center

Norman, Heidi

2004-01-01

This paper explores teaching strategies for communicating complex issues and ideas to a diverse group of students, with different educational and vocational interests, that encourage them to develop critical thinking, and explores pedagogies appropriate to the multidisciplinary field of Aboriginal studies. These issues will be investigated through…

A New Comparison of Active Learning Strategies to Traditional Lectures for Teaching College Astronomy

ERIC Educational Resources Information Center

LoPresto, Michael C.; Slater, Timothy F.

2016-01-01

Although traditional lectures are still the dominant form of undergraduate instruction, there have been relatively few studies comparing various learner-centered and active learning teaching strategies to one another in order to guide professors in making informed instructional decisions. To study the impact of different active learning…

Creative teaching method as a learning strategy for student midwives: A qualitative study.

PubMed

Rankin, Jean; Brown, Val

2016-03-01

Traditional ways of teaching in Higher Education are enhanced with adult-based approaches to learning within the curriculum. Adult-based learning enables students to take ownership of their own learning, working in independence using a holistic approach. Introducing creative activities promotes students to think in alternative ways to the traditional learning models. The study aimed to explore student midwives perceptions of a creative teaching method as a learning strategy. A qualitative design was used adopting a phenomenological approach to gain the lived experience of students within this learning culture. Purposive sampling was used to recruit student midwives (n=30). Individual interviews were conducted using semi-structured interviews with open-ended questions to gain subjective information. Data were transcribed and analyzed into useful and meaningful themes and emerging themes using Colaizzi's framework for analyzing qualitative data in a logical and systematic way. Over 500 meaningful statements were identified from the transcripts. Three key themes strongly emerged from the transcriptions. These included'meaningful learning','inspired to learn and achieve', and 'being connected'. A deep meaningful learning experience was found to be authentic in the context of theory and practice. Students were inspired to learn and achieve and positively highlighted the safe learning environment. The abilities of the facilitators were viewed positively in supporting student learning. This approach strengthened the relationships and social engagement with others in the peer group and the facilitators. On a less positive note, tensions and conflict were noted in group work and indirect negative comments about the approach from the teaching team. Incorporating creative teaching activities is a positive addition to the healthcare curriculum. Creativity is clearly an asset to the range of contemporary learning strategies. In doing so, higher education will continue to keep

Using real objects to teach about climate change: an ethnographic perspective

NASA Astrophysics Data System (ADS)

Conner, L.; Perin, S.; Coats, V.; Sturm, M.

2017-12-01

Informal educators frequently use real objects to connect visitors with science content that can otherwise seem abstract. Our NSF-funded project, "Hot Times in Cold Places," leverages this premise to teach about climate change through real objects associated with the nation's only permafrost tunnel, located in Fox, Alaska. We posit that touching real ice, holding Pleistocene bones, and seeing ice wedges in context allows learners to understand climate change in a direct and visceral manner. We are conducting ethnographic research to understand visitor experience at both the tunnel itself and at a permafrost museum exhibit that we are creating as part of the project. Research questions include: 1) What is the nature of visitor talk with respect to explanations about permafrost, tipping points, climate change, and geological time? 2) How do attributes of "realness" (scale, resolution, uniqueness, history and adherence to an original) affect visitor's experience of objects, as perceived through the senses and emotions? We use naturalistic observation, interviews, and videotaping to answer these questions. Analysis focuses on child-to-child talk, reciprocal talk between educator and child, and reciprocal talk between parent and child. Our results elucidate the value of real, vs. replicated and virtual objects, in informal learning, especially in the context of climate change education. An understanding of these factors can help informal learning educators make informed choices about program and exhibit design.

Science Lab Report Writing in Postsecondary Education: Mediating Teaching and Learning Strategies between Students and Instructors

NASA Astrophysics Data System (ADS)

Kalaskas, Anthony Bacaoat

The lab report is a genre commonly assigned by lab instructors and written by science majors in undergraduate science programs. The teaching and learning of the lab report, however, is a complicated and complex process that both instructors and students regularly contend with. This thesis is a qualitative study that aims to mediate the mismatch between students and instructors by ascertaining their attitudes, beliefs, and values regarding lab report writing. In this way, this thesis may suggest changes to teaching and learning strategies that lead to an improvement of lab report writing done by students. Given that little research has been conducted in this area thus far, this thesis also serves as a pilot study. A literature review is first conducted on the history of the lab report to delineate its development since its inception into American postsecondary education in the late 19th century. Genre theory and Vygotsky's zone of proximal development (ZPD) serve as the theoretical lenses for this thesis. Surveys and interviews are conducted with biology majors and instructors in the Department of Biology at George Mason University. Univariate analysis and coding are applied to elucidate responses from participants. The findings suggest that students may lack the epistemological background to understand lab reports as a process of doing science. This thesis also finds that both instructors and students consider the lab report primarily as a pedagogical genre as opposed to an apprenticeship genre. Additionally, although instructors were found to have utilized an effective piecemeal teaching strategy, there remains a lack of empathy among instructors for students. Collectively, these findings suggest that instructors should modify teaching strategies to determine and address student weaknesses more directly.

Teaching Violence Prevention: How Much Does Bullying Weigh?

ERIC Educational Resources Information Center

Blosnich, John; Kershner, Ruth

2009-01-01

Bullying is a prevalent problem for many elementary school students, and it is associated with physical injury and depression. Objectives: Students engaged in this teaching activity will be able to identify bullying behaviors as well as list and demonstrate strategies to effectively deal with bullying situations. Target Audience: Fourth- and…

Effects of Teaching Strategies on Student Motivation to Learn in High School Mathematics Classes

ERIC Educational Resources Information Center

Toles, Ann

2010-01-01

To succeed in an increasing technological and global society, students need to develop strong mathematical and problem-solving skills. This qualitative grounded theory study examined student perceptions of the ways in which teaching strategies in high school mathematics classes affect student motivation to learn the subject. Study participants…

Alternative Teaching Strategies; Helping Behaviorally Troubled Children Achieve. A Guide for Teachers and Psychologists.

ERIC Educational Resources Information Center

Swift, Marshall S.; Spivack, George

This book provides (1) specific information about overt classroom behaviors that affect or reflect academic success or failure, and (2) information and suggestions about alternative teaching strategies that may be used to increase behavioral effectiveness and subsequent academic achievement. The focus of the book is on specific behaviors, behavior…

Teaching Strategies and Practices that Promote a Culturally Sensitive Nursing Education: A Delphi Study

ERIC Educational Resources Information Center

Dewald, Robin J.

2010-01-01

The purpose of this study was to explore teaching strategies that promote a culturally sensitive nursing education and culturally sensitive nursing. The diversity of Americans has increased. Thus, the nursing student population and patient population have both become more diverse. Nursing education programs, therefore, need to know the best…

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

ERIC Educational Resources Information Center

Drost, Bryan R.; Levine, Anita C.

2015-01-01

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

Learning Science through the PDEODE Teaching Strategy: Helping Students Make Sense of Everyday Situations

ERIC Educational Resources Information Center

Costu, Bayram

2008-01-01

The aim of this study was to investigate effectiveness of PDEODE (Predict-Discuss-Explain-Observe-Discuss-Explain) teaching strategy in helping students make sense of everyday situations. For this, condensation concept was chosen among many science concepts since it is related to many everyday-life events. Forty-eight eleventh graders students…

Self-Monitoring as a Strategy to Increase Student Teachers' Use of Effective Teaching Practices

ERIC Educational Resources Information Center

Hager, Karen D.

2012-01-01

Student teachers in classrooms for students with moderate-severe disabilities used self-monitoring to increase their use of effective teaching strategies. In the first study, the participant videotaped daily instructional sessions and collected data on her use of varied praise statements and the number of opportunities to respond in a multiple…

A comparison of visuomotor cue integration strategies for object placement and prehension.

PubMed

Greenwald, Hal S; Knill, David C

2009-01-01

Visual cue integration strategies are known to depend on cue reliability and how rapidly the visual system processes incoming information. We investigated whether these strategies also depend on differences in the information demands for different natural tasks. Using two common goal-oriented tasks, prehension and object placement, we determined whether monocular and binocular information influence estimates of three-dimensional (3D) orientation differently depending on task demands. Both tasks rely on accurate 3D orientation estimates, but 3D position is potentially more important for grasping. Subjects placed an object on or picked up a disc in a virtual environment. On some trials, the monocular cues (aspect ratio and texture compression) and binocular cues (e.g., binocular disparity) suggested slightly different 3D orientations for the disc; these conflicts either were present upon initial stimulus presentation or were introduced after movement initiation, which allowed us to quantify how information from the cues accumulated over time. We analyzed the time-varying orientations of subjects' fingers in the grasping task and those of the object in the object placement task to quantify how different visual cues influenced motor control. In the first experiment, different subjects performed each task, and those performing the grasping task relied on binocular information more when orienting their hands than those performing the object placement task. When subjects in the second experiment performed both tasks in interleaved sessions, binocular cues were still more influential during grasping than object placement, and the different cue integration strategies observed for each task in isolation were maintained. In both experiments, the temporal analyses showed that subjects processed binocular information faster than monocular information, but task demands did not affect the time course of cue processing. How one uses visual cues for motor control depends on the

Prevalence of Mind Mapping as a Teaching and Learning Strategy in Physical Therapy Curricula

ERIC Educational Resources Information Center

Zipp, Genevieve; Maher, Catherine

2013-01-01

Background and Purpose: Regardless of our discipline educators seek to create environments that actively engage students in their learning journey. One teaching and learning strategy that has emerged in higher education is mind mapping (MM). The purpose of this exploratory study was to determine the prevalence of MM usage in a health science…

Games as an innovative teaching strategy for overactive bladder and BPH.

PubMed

LeCroy, Cheryl

2006-10-01

A challenge for urologic nurses and nurse educators is how to present information to staff, students, and patients in a way that will capture their interest and engage them in the learning process. The use of adult-learning principles and innovative teaching strategies can make the learning experience dynamic, and encourage learners to take a more active role in their own learning. Games are a creative, fun, and interactive way to assist in the emphasis, review, reinforcement, and retention of information for urology nurses.

How Beliefs of English-Language Professors in Japan Influence Their Pedagogy and Teaching Strategies Related to the Use of Technology

ERIC Educational Resources Information Center

Hasan, Zahir T.

2016-01-01

This research study examines teaching beliefs of English-language professors in Japan, how professors make sense of their beliefs, and how the beliefs influence their pedagogical strategies related to using technology and teaching with technology. An Interpretative Phenomenological Analysis (IPA) research design was used. Six English-language…

Technologies for Teaching: Strategies and Pitfalls

ERIC Educational Resources Information Center

Meloni, Julie

2011-01-01

It isn't a stretch to say that the definitions of "teaching online" and "teaching with technology" vary, even from instructor to instructor. Whatever the level of technology, and regardless of teachers' comfort level with it, one has to remember that for all that educational technology can offer through new communication methods and the ability to…

Embedded Prompting May Function as Embedded Punishment: Detection of Unexpected Behavioral Processes within a Typical Preschool Teaching Strategy

ERIC Educational Resources Information Center

Heal, Nicole A.; Hanley, Gregory P.

2011-01-01

This study describes an unexpected behavioral process that influenced behavior during the teaching of concepts to a 4-year-old girl. The efficacy of and preference for three strategies that varied in teacher directedness were assessed in a multielement design and concurrent-chains arrangement, respectively. The strategy that involved the most…

Strategy Instruction. ERIC Digest.

ERIC Educational Resources Information Center

Beckman, Pat

This digest discusses using strategy instruction to assist students with learning disabilities. It begins by describing strategy instruction as teaching students about strategies, teaching them how and when to use strategies, helping students identify personally effective strategies, and encouraging students to make strategic behaviors part of…

Culturally diverse health care students' experiences with teaching strategies in Finland: a national survey.

PubMed

Pitkajarvi, Marianne; Eriksson, Elina; Pitkala, Kaisu

2013-06-01

All over the world, current health care students come from a variety of cultural, linguistic and educational backgrounds. Their expectations and learning needs vary, yet little is known about how our current education system meets their needs. The purpose of this study was to explore culturally diverse health care students' experiences of teaching strategies in polytechnic faculties of health care in Finland. Specifically, we aimed to compare how international students and Finnish students experience the same curriculum. A cross sectional survey. Ten polytechnic faculties of health care in Finland offering English-Language-Taught Degree Programmess (ELTDPs). 283 students studying nursing, public health nursing, or physiotherapy in English. Of these, 166 were international students and 112 were Finnish students. The data were collected using a questionnaire designed specifically for this study. The survey included items grouped into seven dimensions: 1. concreteness of theoretical instruction, 2. encouragement of student activity, 3. use of skills labs, 4. variation among teaching strategies, 5. assessment, 6. interaction in the English-Language-Taught Degree Programmes, and 7. approach to diversity in the English-Language-Taught Degree Programmes. The most positive experiences for all students were with the approach to cultural diversity and the concreteness of theoretical instruction, whereas the most negative experiences were with assessment. International students' experiences were more positive than Finnish students' in the following dimensions: encouragement of student activity (p=0.005), variation among teaching strategies (p<0.001), and assessment (p<0.001). Compared to the Finnish students, more than double the number of international students were dissatisfied with their lives (p<0.001). The implications for education include the strengthening teachers' leadership role in small group activities, providing individual and detailed feedback, and ensuring

Shufflegolf: Teaching Golf Strategies and Etiquette to Young Children and Learners with Intellectual Disabilities

ERIC Educational Resources Information Center

Kozub, Francis M.

2010-01-01

The purpose of this article is to share a unique curricular idea with physical educators interested about adding golf concepts to their curriculum. The focus is on a modified golf game that helps teach tactics, strategies, rules, and etiquette to young learners and those with intellectual disabilities. The specific content for this unit focuses on…

Utilizing Multimedia Database Access: Teaching Strategies Using the iPad in the Dance Classroom

ERIC Educational Resources Information Center

Ostashewski, Nathaniel; Reid, Doug; Ostashewski, Marcia

2016-01-01

This article presents action research that identified iPad tablet technology-supported teaching strategies in a dance classroom context. Dance classrooms use instructor-accessed music as a regular element of lessons, but video is both challenging and time-consuming to produce or display. The results of this study highlight how the Apple iPad…

What Are the Effects of Implementing Learning-Focused Strategies in Biology and Physical Science Classrooms?

ERIC Educational Resources Information Center

Simmons, Robin

2013-01-01

The objective of this study was to determine if Learning-Focused Strategies (LFS) implemented in high school science courses would affect student achievement and the pass rate of biology and physical science Common District Assessments (CDAs). The LFS, specific teaching strategies contained in the Learning-Focused Strategies Model (LFSM) Program…

A way forward for teaching and learning of Physiology: Students’ perception of the effectiveness of teaching methodologies

PubMed Central

Rehan, Rabiya; Ahmed, Khalid; Khan, Hira; Rehman, Rehana

2016-01-01

Objective: To compare the perception of medical students on the usefulness of the interactive lectures, case-based lectures, and structured interactive sessions (SIS) in teaching and learning of Physiology. Methods: A cross-sectional study was carried out from January to December 2012 at Bahria University Medical & Dental College, Karachi, which had qualitative and quantitative aspects, assessed by self- reported questionnaire and focused group discussion (FGD). The questionnaire was distributed to 100 medical students after completion of first year of teaching of MBBS Physiology. The data was analyzed using SPSS version 15. Differences were considered significant at p-values <0.05 after application of Friedman test. Responses of FGD were analyzed. Results: All the teaching methodologies helped in understanding of precise learning objectives. The comprehension of structure and functions with understanding of difficult concepts was made best possible by SIS (p=0.04, p<0.01). SIS enabled adult learning, self-directed learning, peer learning and critical reasoning more than the other teaching strategies (p< 0.01). Conclusion: SIS involved students who used reasoning skills and power of discussion in a group to comprehend difficult concepts for better understanding of Physiology as compared to interactive and case-based lectures. PMID:28083047

The More Ways You TEACH, the More Students You REACH: 86 Strategies for Differentiating Instruction

ERIC Educational Resources Information Center

Forsten, Char; Goodman, Gretchen; Grant, Jim; Hollas, Betty; Whyte, Donna

2006-01-01

Integrate differentiated instruction into the classroom --- starting today --- and bring out the best in everyone! Drawing from years of teaching as well as presenting at national educational conferences, the authors share their most successful strategies for helping students reach their full academic potential. This invaluable, full-color…

Students Improve in Reading Comprehension by Learning How to Teach Reading Strategies. An Evidence-Based Approach for Teacher Education

ERIC Educational Resources Information Center

Koch, Helvi; Spörer, Nadine

2017-01-01

In this intervention study, we investigated how we could teach university students who were majoring in education to teach reading strategies. The goal of the study was to analyze whether and to what extent students would benefit from the intervention with respect to their own learning. Did their own reading skills improve after they attended the…

The Effects of an Integrated Reading Comprehension Strategy: A Culturally Responsive Teaching Approach for Fifth-Grade Students' Reading Comprehension

ERIC Educational Resources Information Center

Bui, Yvonne N.; Fagan, Yvette M.

2013-01-01

The study evaluated the effects of the Integrated Reading Comprehension Strategy on two levels. The Integrated Reading Comprehension Strategy integrated story grammar instruction and story maps, prior knowledge and prediction method, and word webs through a culturally responsive teaching framework; the Integrated Reading Comprehension Strategy…

A novel space-based observation strategy for GEO objects based on daily pointing adjustment of multi-sensors

NASA Astrophysics Data System (ADS)

Hu, Yun-peng; Li, Ke-bo; Xu, Wei; Chen, Lei; Huang, Jian-yu

2016-08-01

Space-based visible (SBV) program has been proved to be with a large advantage to observe geosynchronous earth orbit (GEO) objects. With the development of SBV observation started from 1996, many strategies have come out for the purpose of observing GEO objects more efficiently. However it is a big challenge to visit all the GEO objects in a relatively short time because of the distribution characteristics of GEO belt and limited field of view (FOV) of sensor. And it's also difficult to keep a high coverage of the GEO belt every day in a whole year. In this paper, a space-based observation strategy for GEO objects is designed based on the characteristics of the GEO belt. The mathematical formula of GEO belt is deduced and the evolvement of GEO objects is illustrated. There are basically two kinds of orientation strategies for most observation satellites, i.e., earth-oriented and inertia-directional. Influences of both strategies to their own observation regions are analyzed and compared with each other. A passive optical instrument with daily attitude-adjusting strategies is proposed to increase the daily coverage rate of GEO objects in a whole year. Furthermore, in order to observe more GEO objects in a relatively short time, the strategy of a satellite with multi-sensors is proposed. The installation parameters between different sensors are optimized, more than 98% of GEO satellites can be observed every day and almost all the GEO satellites can be observed every two days with 3 sensors (FOV: 6° × 6°) on the satellite under the strategy of daily pointing adjustment in a whole year.

Using reusable learning objects (rlos) in injection skills teaching: Evaluations from multiple user types.

PubMed

Williams, Julia; O'Connor, Mórna; Windle, Richard; Wharrad, Heather J

2015-12-01

Clinical skills are a critical component of pre-registration nurse education in the United Kingdom, yet there is widespread concern about the clinical skills displayed by newly-qualified nurses. Novel means of supporting clinical skills education are required to address this. A package of Reusable Learning Objects (RLOs) was developed to supplement pre-registration teaching on the clinical skill of administering injection medication. RLOs are electronic resources addressing a single learning objective whose interactivity facilitates learning. This article evaluates a package of five injection RLOs across three studies: (1) questionnaires administered to pre-registration nursing students at University of Nottingham (UoN) (n=46) evaluating the RLO package as a whole; (2) individual RLOs evaluated in online questionnaires by educators and students from UoN; from other national and international institutions; and healthcare professionals (n=265); (3) qualitative evaluation of the RLO package by UoN injection skills tutors (n=6). Data from all studies were assessed for (1) access to, (2) usefulness, (3) impact and (4) integration of the RLOs. Study one found that pre-registration nursing students rate the RLO package highly across all categories, particularly underscoring the value of their self-test elements. Study two found high ratings in online assessments of individual RLOs by multiple users. The global reach is particularly encouraging here. Tutors reported insufficient levels of student-RLO access, which might be explained by the timing of their student exposure. Tutors integrate RLOs into teaching and agree on their use as teaching supplements, not substitutes for face-to-face education. This evaluation encompasses the first years postpackage release. Encouraging data on evaluative categories in this early review suggest that future evaluations are warranted to track progress as the package is adopted and evaluated more widely. Copyright © 2015 Elsevier Ltd

Teaching Writing

ERIC Educational Resources Information Center

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

2013-01-01

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

Power Teaching

ERIC Educational Resources Information Center

Fluellen, Jerry E., Jr.

2007-01-01

Power Teaching weaves four factors into a seamless whole: standards, teaching thinking, research based strategies, and critical inquiry. As a prototype in its first year of development with an urban fifth grade class, the power teaching model connects selected district standards, thinking routines from Harvard University Project Zero Research…

Development and Implementation of a Learning Object Repository for French Teaching and Learning: Issues and Promises

ERIC Educational Resources Information Center

Caws, Catherine

2008-01-01

This paper discusses issues surrounding the development of a learning object repository (FLORE) for teaching and learning French at the postsecondary level. An evaluation based on qualitative and quantitative data was set up in order to better assess how second-language (L2) students in French perceived the integration of this new repository into…

Effect of PDEODE Teaching Strategy on Turkish Students' Conceptual Understanding: Particulate Nature of Matter

ERIC Educational Resources Information Center

Demircioglu, Hülya

2017-01-01

The aim of this study is to determine the effect of activities developed in accordance with PDEODE teaching strategy on students' understanding of the particulate nature of matter. The sample of the study consists of the first grade students who study in the Primary School Teacher Education Program. In order to determine the conceptual change on…

Teachers' and Students' Perceptions of Motivational Teaching Strategies in an Indonesian High School Context

ERIC Educational Resources Information Center

Astuti, Sri Puji

2013-01-01

The primary purpose of this multiple case study is to explore teachers' and learners' perceptions of motivational teaching strategies. The data were obtained from two schools in a small town in West Sumatra, Indonesia; one is from an international standard high school and the other is from a local high school. This study is underpinned by…

Teaching the Concept of Limit by Using Conceptual Conflict Strategy and Desmos Graphing Calculator

ERIC Educational Resources Information Center

Liang, Senfeng

2016-01-01

Although the mathematics community has long accepted the concept of limit as the foundation of modern Calculus, the concept of limit itself has been marginalized in undergraduate Calculus education. In this paper, I analyze the strategy of conceptual conflict to teach the concept of limit with the aid of an online tool--Desmos graphing calculator.…

Clinical teaching with emotional intelligence: A teaching toolbox

PubMed Central

Omid, Athar; Haghani, Fariba; Adibi, Peyman

2016-01-01

Background: Emotional intelligence (EI) helps humans to perceive their own and others’ emotions. It helps to make better interpersonal communication that consequently leads to an increase in everyday performance and professional career. Teaching, particularly teaching in the clinical environment, is among the professions that need a high level of EI due to its relevance to human interactions. Materials and Methods: We adopted EI competencies with characteristics of a good clinical teacher. As a result, we extracted 12 strategies and then reviewed the literatures relevant to these strategies. Results: In the present article, 12 strategies that a clinical teacher should follow to use EI in her/his teaching were described. Conclusion: To apply EI in clinical settings, a teacher should consider all the factors that can bring about a more positive emotional environment and social interactions. These factors will increase students’ learning, improve patients’ care, and maintain her/his well-being. In addition, he/she will be able to evaluate her/his teaching to improve its effectiveness. PMID:27904573

CD-ROM: towards a strategy for teaching and learning.

PubMed

Aarvold, J; Walton, G

1992-12-01

Compact Disc Read Only Memory (CD-ROM) represents an exciting innovation in nurse education yet paradoxically has a potential to induce disillusionment and frustration. Purchasers of systems may well find that their investment does not bring the benefits they had been lead to expect. CD-ROM systems have the capacity to generate huge quantities of data on an equally large number of nursing topics. Arguably this very capability ensures certain 'built-in' problems. The purpose of this articles is to provide nurse teachers with information about CD-ROM, to highlight the resource implications of CD-ROM use and to consider the relative merits of various teaching and learning methods. To be worthwhile, strategies developed must be part of an information retrieval skills programme.

Investigating Pre-Service Chemistry Teachers' Problem Solving Strategies: Towards Developing a Framework in Teaching Stoichiometry

ERIC Educational Resources Information Center

Espinosa, Allen A.; Nueva España, Rebecca C.; Marasigan, Arlyne C.

2016-01-01

The present study investigated pre-service chemistry teachers' problem solving strategies and alternative conceptions in solving stoichiometric problems and later on formulate a teaching framework based from the result of the study. The pre-service chemistry teachers were given four stoichiometric problems with increasing complexity and they need…

The Development and Implementation of a Teaching and Learning Strategy at a Modern Military Academy

ERIC Educational Resources Information Center

Thain, Richard Holman; McDonough, Ambrose; Priestley, Alan Duncan

2008-01-01

A strategy for teaching and learning was developed at Britannia Royal Naval College during 2006 in order to address several key issues. These included improving professional knowledge and skills retention, enhancing pedagogical practices to increase levels of student motivation, and adapting the training and educational package to an extremely…

Improving College Teaching.

ERIC Educational Resources Information Center

Seldin, Peter; And Others

This volume contains 20 papers providing practical, ready-to-use, research-based information to foster effective college teaching. Four sections group the papers under the following topics: (1) key influences on teaching quality; (2) programs to improve teaching; (3) strategies for teaching improvement; and (4) approaches to nontraditional…

Effectiveness of Layered Instructional Strategy for Teaching English at Secondary Level

ERIC Educational Resources Information Center

Ali, Shafqat; Idrees, Muhammad; Ahmed, Iftikhar

2009-01-01

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

An Investigation of Experienced and Inexperienced Primary School Teachers' Teaching Process in Science and Technology Classes in Terms of Metacognitive Strategies

ERIC Educational Resources Information Center

Doganay, Ahmet; Ozturk, Ayse

2011-01-01

This comparative case study aimed to investigate whether experienced elementary school teachers' science and technology teaching processes differed from inexperienced teachers' teaching processes in terms of using metacognitive strategies. 14 elementary school teachers, including 7 experienced and 7 inexperienced, participated in the study. The…

Teaching at Berkeley: A Guide for Foreign Teaching Assistants.

ERIC Educational Resources Information Center

Cohen, Robby, Ed.; Robin, Ron, Ed.

A handbook for foreign teaching assistants (TAs) is presented by foreign graduate students with teaching experience and other educators who have worked closely with them. Language skills, teaching strategies, cultural issues, resources, and the environment at the University of California, Berkeley, are addressed in 16 articles. Article titles and…

Conceptual change strategies in teaching genetics

NASA Astrophysics Data System (ADS)

Batzli, Laura Elizabeth

The purpose of this study was to evaluate the effectiveness of utilizing conceptual change strategies when teaching high school genetics. The study examined the effects of structuring instruction to provide students with cognitive situations which promote conceptual change, specifically instruction was structured to elicit students' prior knowledge. The goal of the study was that the students would not only be able to solve genetics problems and define basic terminology but they would also have constructed more scientific schemas of the actual processes involved in inheritance. This study is based on the constructivist theory of learning and conceptual change research which suggest that students are actively involved in the process of relating new information to prior knowledge as they construct new knowledge. Two sections of biology II classes received inquiry based instruction and participated in structured cooperative learning groups. However, the unique difference in the treatment group's instruction was the use of structured thought time and the resulting social interaction between the students. The treatment group students' instructional design allowed students to socially construct their cognitive knowledge after elicitation of their prior knowledge. In contrast, the instructional design for the control group students allowed them to socially construct their cognitive knowledge of genetics without the individually structured thought time. The results indicated that the conceptual change strategies with individually structured thought time improved the students' scientific mastery of genetics concepts and they maintained fewer post instructional alternative conceptions. Although all students gained the ability to correctly solve genetics problems, the treatment group students were able to explain the processes involved in terms of meiosis. The treatment group students were also able to better apply their knowledge to novel genetic situations. The implications

Teaching About India. A Guide for Ninth Grade Social Studies.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Secondary Curriculum Development.

The teaching and resource guide on India for ninth grade students is intended to supplement and enrich "Social Studies 9: Asian and African Culture." It is designed as a flexible set of suggestions for incorporating concepts, understandings, objectives, strategies, and available materials. Emphasis is upon inductive methods which…

A Teaching Strategy with a Focus on Argumentation to Improve Undergraduate Students' Ability to Read Research Articles.

PubMed

Van Lacum, Edwin B; Ossevoort, Miriam A; Goedhart, Martin J

2014-01-01

The aim of this study is to evaluate a teaching strategy designed to teach first-year undergraduate life sciences students at a research university how to learn to read authentic research articles. Our approach-based on the work done in the field of genre analysis and argumentation theory-means that we teach students to read research articles by teaching them which rhetorical moves occur in research articles and how they can identify these. Because research articles are persuasive by their very nature, we focused on the rhetorical moves that play an important role in authors' arguments. We designed a teaching strategy using cognitive apprenticeship as the pedagogical approach. It was implemented in a first-year compulsory course in the life sciences undergraduate program. Comparison of the results of a pretest with those of the posttest showed that students' ability to identify these moves had improved. Moreover, students themselves had also perceived that their ability to read and understand a research article had increased. The students' evaluations demonstrated that they appreciated the pedagogical approach used and experienced the assignments as useful. On the basis of our results, we concluded that students had taken a first step toward becoming expert readers. © 2014 E. B. Van Lacum et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Gamification: An Innovative Teaching-Learning Strategy for the Digital Nursing Students in a Community Health Nursing Course.

PubMed

Day-Black, Crystal; Merrill, Earline B; Konzelman, Lois; Williams, Tammie T; Hart, Natalie

2015-01-01

Serious games have "re-emerged" as innovative teaching-learning strategies that researchers have shown to be effective in improving student learning outcomes. "Serious games" refer to games that are driven by educational goals, not entertainment. The use of serious games as part of the teaching-learning experience in nursing education fits into the philosophy and strategies of active learning. The "digital" nursing student needs engagement, stimulation, realism, and entertainment not more readings and Powerpoint supplements in the classroom to support learning. Nursing faculty at a mid-Atlantic Historical Black College and University introduced "serious gaming" technology into a Community Health Nursing course by using two web-based gamed simulations, Outbreak at WatersEdge: A Public Health Discovery Game, and EnviroRisk. This innovation proved to be effective in reinforcing learning and improving student learning outcomes.

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

PubMed

Levey, Janet A

2017-08-01

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

Learning style theories: matching preceptors, learners, and teaching strategies in the perioperative setting.

PubMed

Chase, C R

2001-10-01

Individuals have unique learning styles that develop in childhood and remain constant throughout adulthood. One approach to orienting and training staff and students is to match individuals with a preceptor with a similar learning style. Benefits of matching learning styles and using appropriate teaching strategies for each learning style include decreased anxiety and increased staff and student satisfaction. This is a US government work. There are no restrictions on its use.

Teddy and I Get a Check-Up: A Pilot Educational Intervention Teaching Children Coping Strategies for Managing Procedure-Related Pain and Fear.

PubMed

Dalley, Jessica S; McMurtry, C Meghan

2016-01-01

Background. Pediatric medical information provision literature focuses on hospitalization and surgical procedures, but children would also benefit from an educational program regarding more commonly experienced medical procedures (e.g., needles, general check-up). Objective. To determine whether an evidence-based educational program reduced children's ratings of fear of and expected pain from medical stimuli and increased their knowledge of procedural coping strategies. Methods. An educational, interactive, developmentally appropriate Teddy Bear Clinic Tour was developed and delivered at a veterinary clinic. During this tour, 71 5-10-year-old children (Mage = 6.62 years, SD = 1.19) were taught about medical equipment, procedures, and coping strategies through modelling and rehearsal. In a single-group, pretest posttest design, participants reported their fear of and expected pain from medical and nonmedical stimuli. Children were also asked to report strategies they would use to cope with procedural fear. Results. Children's ratings for expected pain during a needle procedure were reduced following the intervention. No significant change occurred in children's fear of needles. Children reported more intervention-taught coping strategies at Time 2. Conclusions. The results of this study suggest that an evidence-based, interactive educational program can reduce young children's expectations of needle pain and may help teach them procedural coping strategies.

Teddy and I Get a Check-Up: A Pilot Educational Intervention Teaching Children Coping Strategies for Managing Procedure-Related Pain and Fear

PubMed Central

Dalley, Jessica S.; McMurtry, C. Meghan

2016-01-01

Background. Pediatric medical information provision literature focuses on hospitalization and surgical procedures, but children would also benefit from an educational program regarding more commonly experienced medical procedures (e.g., needles, general check-up). Objective. To determine whether an evidence-based educational program reduced children's ratings of fear of and expected pain from medical stimuli and increased their knowledge of procedural coping strategies. Methods. An educational, interactive, developmentally appropriate Teddy Bear Clinic Tour was developed and delivered at a veterinary clinic. During this tour, 71 5–10-year-old children (Mage = 6.62 years, SD = 1.19) were taught about medical equipment, procedures, and coping strategies through modelling and rehearsal. In a single-group, pretest posttest design, participants reported their fear of and expected pain from medical and nonmedical stimuli. Children were also asked to report strategies they would use to cope with procedural fear. Results. Children's ratings for expected pain during a needle procedure were reduced following the intervention. No significant change occurred in children's fear of needles. Children reported more intervention-taught coping strategies at Time 2. Conclusions. The results of this study suggest that an evidence-based, interactive educational program can reduce young children's expectations of needle pain and may help teach them procedural coping strategies. PMID:27445612

Dare to Differentiate: Vocabulary Strategies for All Students. Teaching Practices that Work Series. Third Edition

ERIC Educational Resources Information Center

Brassell, Danny

2010-01-01

This highly practical resource for K-6 teachers is packed with 25 classroom-tested, step-by-step strategies for developing word knowledge. The emphasis throughout is not only on teaching new words, but also on strengthening students' comprehension and long-term vocabulary acquisition. Especially valuable are guidelines for how to differentiate…

Teaching English.

ERIC Educational Resources Information Center

Nemanich, Donald, Ed.

1975-01-01

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

Twelve tips for overnight teaching.

PubMed

Richards, Jeremy B; Wilcox, Susan R; Roberts, David H; Schwartzstein, Richard M

2014-03-01

The European Working Time Directive and the United States' duty hour restrictions have changed resident physicians' schedules, specifically increasing overnight shifts and decreasing overall time spent in the hospital. As residents' perception of night shifts is that they have little educational value, efforts to improve educational opportunities and night attending teaching are desirable. However, resources about and recommendations for best practices for overnight teaching by faculty are scarce. To provide 12 tips to highlight strategies intended to optimize attending physicians' overnight teaching skills and strategies. The tips provided are based on our experiences and reflections as in-house faculty supervising residents working overnight, by our experience and group discussions as medical educators, and the available literature. The 12 tips presented offer specific strategies to optimize attending physicians' overnight teaching for resident physicians, specifically highlighting the unique logistics, pedagogy and follow-up of overnight teaching. Preparation for teaching is important in any environment, but understanding the unique timing and circumstances associated with overnight teaching is vital to ensure that overnight teaching is effective. Acknowledging and addressing the physical and cognitive obstacles associated with overnight teaching and learning is necessary to maximize the educational value of overnight teaching.

How Rwandan Grade 6 Mathematics Teachers Teach--A First Investigation

ERIC Educational Resources Information Center

Maniraho, Jean Francois; Christiansen, Iben Maj

2015-01-01

This paper offers a tentative snapshot of Grade 6 mathematics classroom practices in Rwanda based on twenty video recorded lessons. It has an objective of investigating through evaluation, the teaching strategies used by Rwandan Grade 6 Mathematics teachers in their classrooms. In the absence of sufficient instruments to measure Pedagogical…

DARTTS Diagnostic Assessments of Reading with Trial Teaching Strategies: Administrator's Summary. Report No. 9-49040.

ERIC Educational Resources Information Center

Riverside Publishing Co., Chicago. IL.

The Diagnostic Assessments of Reading with Trial Teaching Strategies (DARTTS) is a program of diagnostic tests with sample lessons in aspects of literacy. Developed by Florence G. Roswell and Jeanne S. Chall, the DARTTS program is published in a multilevel format for beginning through advanced (high school) readers. Teachers administer and score…

Consumer's Choice. A Manual of Supplemental Consumer Education Teaching Strategies. Developed for Grades K-4.

ERIC Educational Resources Information Center

Allegheny Intermediate Unit, Pittsburgh, PA.

Designed for grades K-4, this manual contains suggested teaching strategies for infusing consumer education into the academic areas of art, language arts, mathematics, science/health, and social studies. Each of the twenty to thirty learning activities provided for each of the academic areas is based on competencies related to one of four…

Teaching Practices and Strategies to Involve Inner-City Parents at Home and in the School

ERIC Educational Resources Information Center

Lewis, Leontye; Kim, Yanghee A.; Bey, Juanita Ashby

2011-01-01

Few studies have observed what teachers actually do in the classroom to encourage parental involvement in their children's education. Over the school year, the various teaching practices and strategies of two teachers in an inner-city elementary school that has had public recognition in its efforts to involve parents were gathered through…

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

ERIC Educational Resources Information Center

Miller, Susan A.; Vincent, Donna

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

Accomplished Teaching: Using Video Recorded Micro-Teaching Discourse to Build Candidate Teaching Competencies

ERIC Educational Resources Information Center

Shaw, Denise

2017-01-01

Objectives of this articles are to present the findings of video recorded communication between teacher candidates and peers during simulated micro-teaching. The micro-teaching activity in its entirety combines conventional face-to-face interaction, video micro-teaching, peer and instructor feedback, alongside self-reflection to undergird the…

Breaking the cycle: future faculty begin teaching with learner-centered strategies after professional development.

PubMed

Ebert-May, Diane; Derting, Terry L; Henkel, Timothy P; Middlemis Maher, Jessica; Momsen, Jennifer L; Arnold, Bryan; Passmore, Heather A

2015-01-01

The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development "best practices" and effective models for change difficult. We aimed to determine the extent to which postdoctoral fellows (i.e., future biology faculty) believed in and implemented evidence-based pedagogies after completion of a 2-yr professional development program, Faculty Institutes for Reforming Science Teaching (FIRST IV). Postdocs (PDs) attended a 2-yr training program during which they completed self-report assessments of their beliefs about teaching and gains in pedagogical knowledge and experience, and they provided copies of class assessments and video recordings of their teaching. The PDs reported greater use of learner-centered compared with teacher-centered strategies. These data were consistent with the results of expert reviews of teaching videos. The majority of PDs (86%) received video ratings that documented active engagement of students and implementation of learner-centered classrooms. Despite practice of higher-level cognition in class sessions, the items used by the PDs on their assessments of learning focused on lower-level cognitive skills. We attributed the high success of the FIRST IV program to our focus on inexperienced teachers, an iterative process of teaching practice and reflection, and development of and teaching a full course. © 2015 D. Ebert-May et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

The Effects of Explicit Teaching of Strategies, Second-Order Concepts, and Epistemological Underpinnings on Students' Ability to Reason Causally in History

ERIC Educational Resources Information Center

Stoel, Gerhard L.; van Drie, Jannet P.; van Boxtel, Carla A. M.

2017-01-01

This article reports an experimental study on the effects of explicit teaching on 11th grade students' ability to reason causally in history. Underpinned by the model of domain learning, explicit teaching is conceptualized as multidimensional, focusing on strategies and second-order concepts to generate and verbalize causal explanations and…

Teacher's Manual [German, Level I]; An Assessment of Three Foreign Language Teaching Strategies. Cooperative Research Project.

ERIC Educational Resources Information Center

Pennsylvania State Dept. of Public Instruction, Harrisburg.

Teaching practices appropriate to 10 different treatments of secondary school beginning German instruction are outlined and discussed. Treatments vary by (1) strategy (traditional; audiolingual or functional skills; and modified audiolingual or functional skills enriched with grammar), (2) type of laboratory (audio passive or tape recorder, audio…

Teacher's Manual [French, Level I]: An Assessment of Three Foreign Language Teaching Strategies. Cooperative Research Project.

ERIC Educational Resources Information Center

Pennsylvania State Dept. of Public Instruction, Harrisburg.

Teaching practices appropriate to 11 different treatments of secondary school beginning French instruction are outlined and discussed. Treatments vary by (1) strategy (traditional; audiolingual or functional skills; and modified audiolingual or functional skills enriched with grammar), (2) type of laboratory (audio passive or tape recorder; audio…

A Rapid Assessment of Instructional Strategies to Teach Auditory-Visual Conditional Discriminations to Children with Autism

ERIC Educational Resources Information Center

Kodak, Tiffany; Clements, Andrea; LeBlanc, Brittany

2013-01-01

The purpose of the present investigation was to evaluate a rapid assessment procedure to identify effective instructional strategies to teach auditory-visual conditional discriminations to children diagnosed with autism. We replicated and extended previous rapid skills assessments (Lerman, Vorndran, Addison, & Kuhn, 2004) by evaluating the effects…

Students' perceptions of clinical teaching and learning strategies: a Pakistani perspective.

PubMed

Khan, Basnama Ayaz; Ali, Fauziya; Vazir, Nilofar; Barolia, Rubina; Rehan, Seema

2012-01-01

The complexity of the health care environment is increasing with the explosion of technology, coupled with the issues of patients' access, equity, time efficiency, and cost containment. Nursing education must focus on means that enable students to develop the processes of active learning, problem-solving, and critical thinking, in order to enable them to deal with the complexities. This study aims at identifying the nursing students' perceptions about the effectiveness of utilized teaching and learning strategies of clinical education, in improving students' knowledge, skills, and attitudes. A descriptive cross sectional study design was utilized using both qualitative and quantitative approaches. Data were collected from 74 students, using a questionnaire that was developed for the purpose of the study and analyzed using descriptive and non-parametric statistics. The findings revealed that demonstration was the most effective strategy for improving students' skills; reflection, for improving attitudes; and problem based learning and concept map for improving their knowledge. Students' responses to open-ended questions confirmed the effectiveness of these strategies in improving their learning outcomes. Recommendations have been provided based on the findings. Copyright © 2011 Elsevier Ltd. All rights reserved.

Studying Teaching Methods, Strategies and Best Practices for Young Children with Special Educational Needs

ERIC Educational Resources Information Center

Tzivinikou, S.; Papoutsaki, K.

2016-01-01

Teaching objectives in special education are different from those in the ordinary classroom. Educational programmes for special needs students are focused on individual learning, achievement and progress. Thus, the instruction in special education classrooms and resource rooms in inclusive schools has to be specific, directed and individualised.…

Proposal of e-learning strategy to teach Atraumatic Restorative Treatment (ART) to undergraduate and graduate students.

PubMed

Camargo, Lucila Basto; Raggio, Daniela Prócida; Bonacina, Carlos Felipe; Wen, Chao Lung; Mendes, Fausto Medeiros; Bönecker, Marcelo José Strazzeri; Haddad, Ana Estela

2014-07-17

The aim of this study was to evaluate e-learning strategy in teaching Atraumatic Restorative Treatment (ART) to undergraduate and graduate students. The sample comprised 76 participants-38 dental students and 38 pediatric dentistry students-in a specialization course. To evaluate knowledge improvement, participants were subjected to a test performed before and after the course. A single researcher corrected the tests and intraexaminer reproducibility was calculated (CCI = 0.991; 95% IC = 0.975-0.996). All students improved their performances after the e-learning course (Paired t-tests p < 0.001). The means of undergraduate students were 4.7 (initial) and 6.4 (final) and those of graduate students were 6.8 (initial) and 8.2 (final). The comparison of the final evaluation means showed a statistically significant difference (t-tests p < 0.0001). The e-learning strategy has the potential of improving students' knowledge in ART. Mature students perform better in this teaching modality when it is applied exclusively via distance learning.

Using Performance Feedback of Reciprocal Teaching Strategies to Increase Reading Comprehension Srategy Use with Seventh Grade Students with Comprehension Difficulties

ERIC Educational Resources Information Center

Burns, Matthew K.; Maki, Kathrin E.; Karich, Abbey C.; Coolong-Chaffin, Melissa

2017-01-01

The current study used a multiple-baseline design to examine the effect of providing performance feedback on comprehension strategy use and reading comprehension. The participants were four seventh grade students with comprehension difficulties. The students were taught the reciprocal teaching comprehension strategies of generating questions,…

The Case for Improved College Teaching. Instructing High-Risk College Students.

ERIC Educational Resources Information Center

Newton, Eunice Shaed

Assuming that nontraditional institutions espouse teaching and learning approaches that differ from conventional elitist college education, this book shows what can be done for high-risk students, and also how it can be done. Their philosophical orientations are identified and related to instructional content, objectives, and strategies. Chapters…

Managerial Solutions: An Exercise in Developing Successful Communication Strategies.

ERIC Educational Resources Information Center

Hufman, Melody

Noting that every business person needs good communication skills, whether managers and employees, superordinates and subordinates, this paper outlines an exercise to teach students to set objectives, develop criteria, analyze perspectives, and implement successful communication strategies. The total time for the exercise is 2 hours and the number…

Excel spreadsheet in teaching numerical methods

NASA Astrophysics Data System (ADS)

Djamila, Harimi

2017-09-01

One of the important objectives in teaching numerical methods for undergraduates’ students is to bring into the comprehension of numerical methods algorithms. Although, manual calculation is important in understanding the procedure, it is time consuming and prone to error. This is specifically the case when considering the iteration procedure used in many numerical methods. Currently, many commercial programs are useful in teaching numerical methods such as Matlab, Maple, and Mathematica. These are usually not user-friendly by the uninitiated. Excel spreadsheet offers an initial level of programming, which it can be used either in or off campus. The students will not be distracted with writing codes. It must be emphasized that general commercial software is required to be introduced later to more elaborated questions. This article aims to report on a teaching numerical methods strategy for undergraduates engineering programs. It is directed to students, lecturers and researchers in engineering field.

Finding a Teaching Position: Strategies for Success

ERIC Educational Resources Information Center

Kersten, Thomas A.

2008-01-01

Whether nearing the completion of a teacher education program, already teaching and considering changing school districts, or relocating, teachers share a common interest--finding a teaching position. At first, the prospect may appear somewhat overwhelming. They may wonder whether sufficient positions are available or whether certain grade levels…

Process-Oriented Guided Inquiry Learning Strategy Enhances Students’ Higher Level Thinking Skills in a Pharmaceutical Sciences Course

PubMed Central

Verlinden, Nathan; Kruger, Nicholas; Carroll, Ailey; Trumbo, Tiffany

2015-01-01

Objective. To determine if the process-oriented guided inquiry learning (POGIL) teaching strategy improves student performance and engages higher-level thinking skills of first-year pharmacy students in an Introduction to Pharmaceutical Sciences course. Design. Overall examination scores and scores on questions categorized as requiring either higher-level or lower-level thinking skills were compared in the same course taught over 3 years using traditional lecture methods vs the POGIL strategy. Student perceptions of the latter teaching strategy were also evaluated. Assessment. Overall mean examination scores increased significantly when POGIL was implemented. Performance on questions requiring higher-level thinking skills was significantly higher, whereas performance on questions requiring lower-level thinking skills was unchanged when the POGIL strategy was used. Student feedback on use of this teaching strategy was positive. Conclusion. The use of the POGIL strategy increased student overall performance on examinations, improved higher-level thinking skills, and provided an interactive class setting. PMID:25741027

English Language Learners: Teaching Strategies that Work

ERIC Educational Resources Information Center

Ferlazzo, Larry

2010-01-01

This unique new perspective and method for teaching English Language Learners is the proven result of the author's community organizing career and his successful career in the classroom. Great teaching is about facilitating intrinsic motivation and self-directed learning. It's about giving students the opportunity to learn by doing and encouraging…

Psychology Teaching Resources in the MERLOT Digital Learning Objects Catalog

ERIC Educational Resources Information Center

Brinthaupt, Thomas M.; Pilati, Michelle L.; King, Beverly R.

2008-01-01

MERLOT (Multimedia Educational Resource for Learning and Online Teaching) is a free multidisciplinary catalog of digital learning materials, peer reviews, learning assignments, and member comments designed to facilitate faculty instruction. The catalog's goal is to expand the quantity and quality of peer-reviewed online teaching materials. We…

Can Graduate Teaching Assistants Teach Inquiry-Based Geology Labs Effectively?

ERIC Educational Resources Information Center

Ryker, Katherine; McConnell, David

2014-01-01

This study examines the implementation of teaching strategies by graduate teaching assistants (GTAs) in inquiry-based introductory geology labs at a large research university. We assess the degree of inquiry present in each Physical Geology lab and compare and contrast the instructional practices of new and experienced GTAs teaching these labs. We…

Under the Big Top: Using the Hartford Circus Fire of 1944 to Teach Literacy Strategies to Connecticut's Content Area Teachers

ERIC Educational Resources Information Center

Morse, M. Lynn

2008-01-01

This article concerns the use of an historical event to teach interdisciplinary design and reading strategies to content area preservice teachers at a Connecticut state university. The course, a requirement for state certification, seeks to give secondary content area teachers strategies to help struggling readers. Teachers from all subject areas…

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 about Teaching Science: Aims, Strategies, and Backgrounds of Science Teacher Educators

ERIC Educational Resources Information Center

Berry, Amanda; Van Driel, Jan H.

2013-01-01

Despite pressing concerns about the need to prepare high-quality teachers and the central role of teacher educators (TEs) in this process, little is known about how TEs teach about teaching specific subject matter, and how they develop their expertise. This empirical study focuses on the specific expertise that science TEs bring into teacher…

Teaching basic medical sciences at a distance: strategies for effective teaching and learning in internet-based courses.

PubMed

Ertmer, Peggy A; Nour, Abdelfattah Y M

2007-01-01

In recent years, the Internet has become an effective and accessible delivery mechanism for distance education. In 2003, 81% of all institutions of higher education offered at least one fully online or hybrid course. By 2005, the proportion of institutions that listed online education as important to their long-term goals had increased by 8%. This growth in available online courses and their increased convenience and flexibility have stimulated dramatic increases in enrollment in online programs, including the Veterinary Technology Distance Learning Program (VT-DLP) at Purdue University. Regardless of the obvious benefits, distance learning (DL) can be frustrating for the learners if course developers are unable to merge their knowledge about the learners, the process of instructional design, and the appropriate uses of technology and interactivity options into effective course designs. This article describes strategies that we have used to increase students' learning of physiology content in an online environment. While some of these are similar, if not identical, to strategies that might be used in a face-to-face (f2f) environment (e.g., case studies, videos, concept maps), additional strategies (e.g., animations, virtual microscopy) are needed to replace or supplement what might normally occur in a f2f course. We describe how we have addressed students' need for instructional interaction, specifically in the context of two foundational physiology courses that occur early in the VT-DLP. Although the teaching and learning strategies we have used have led to increasingly high levels of interaction, there is an ongoing need to evaluate these strategies to determine their impact on students' learning of physiology content, their development of problem-solving skills, and their retention of information.

Effectiveness of Integrating Simulation with Art-Based Teaching Strategies on Oncology Fellows' Performance Regarding Breaking Bad News.

PubMed

Yakhforoshha, Afsaneh; Emami, Seyed Amir Hossein; Shahi, Farhad; Shahsavari, Saeed; Cheraghi, Mohammadali; Mojtahedzadeh, Rita; Mahmoodi-Bakhtiari, Behrooz; Shirazi, Mandana

2018-02-21

The task of breaking bad news (BBN) may be improved by incorporating simulation with art-based teaching methods. The aim of the present study was to assess the effect of an integrating simulation with art-based teaching strategies, on fellows' performance regarding BBN, in Iran. The study was carried out using quasi-experimental methods, interrupted time series. The participants were selected from medical oncology fellows at two teaching hospitals of Tehran University of Medical Sciences (TUMS), Iran. Participants were trained through workshop, followed by engaging participants with different types of art-based teaching methods. In order to assess the effectiveness of the integrating model, fellows' performance was rated by two independent raters (standardized patients (SPs) and faculty members) using the BBN assessment checklist. This assessment tool measured seven different domains of BBN skill. Segmented regression was used to analyze the results of study. Performance of all oncology fellows (n = 19) was assessed for 228 time points during the study, by rating three time points before and three time points after the intervention by two raters. Based on SP ratings, fellows' performance scores in post-training showed significant level changes in three domains of BBN checklist (B = 1.126, F = 3.221, G = 2.241; p < 0.05). Similarly, the significant level change in fellows' score rated by faculty members in post-training was B = 1.091, F = 3.273, G = 1.724; p < 0.05. There was no significant change in trend of fellows' performance after the intervention. Our results showed that using an integrating simulation with art-based teaching strategies may help oncology fellows to improve their communication skills in different facets of BBN performance. Iranian Registry of Clinical Trials ID: IRCT2016011626039N1.

Baccalaureate Nursing Faculty Competencies and Teaching Strategies to Enhance the Care of the Veteran Population: Perspectives of Veteran Affairs Nursing Academy (VANA) Faculty.

PubMed

Carlson, Judy

2016-01-01

It is critical that faculty competencies, teaching strategies, and the essential knowledge relating to the care of our veterans be delineated and taught to health care professionals in order for our Veterans to receive optimal care. The purpose of this qualitative study was to ascertain from nursing faculty members who have worked extensively with veterans, the necessary faculty competencies, essential knowledge, and teaching strategies needed to prepare baccalaureate level nurses to provide individualized, quality, and holistic care to veterans. Six Veteran Affairs Nursing Academy faculty members participated in two 2-hour focus group sessions. There were a total of 12 multidimensional major concepts identified: 5 faculty competencies, 4 essential knowledge areas, and 3 teaching strategies specifically related to veteran care. The information generated can be used for faculty, staff, and or nurse development. Having a comprehensive understanding of veteran health care needs enable effective patient-centered care delivery to veterans, which is the gold standard in health care our veterans deserve. Published by Elsevier Inc.

Co-Teaching in Student Teaching of an Elementary Education Program

ERIC Educational Resources Information Center

Chang, Sau Hou

2018-01-01

Successful co-teaching relied on essential elements and different approaches. However, few studies were found on these essential elements and different approaches in student teaching. The objective of this study was to examine how teacher candidates and cooperating teachers used the essential co-teaching elements and co-teaching approaches.…

Teaching & Learning Tips 1: Teaching perspectives - an introduction.

PubMed

Rana, Jasmine; Burgin, Susan

2017-11-01

Challenge: Clinical and research responsibilities often leave little or no time to plan thoughtful teaching encounters with trainees. This "Teaching & Learning Tips" series is designed to be an accessible guide for dermatologists who want to improve their teaching skills. It is comprised of 12 articles about how to enhance teaching in various settings informed by research about how people learn and expert-derived or data-driven best practices for teaching. The series begins with a review of principles to optimize learning in any setting, including cognitive load theory, active learning strategies, and the impact of motivation and emotion on learning. It transitions into a practical "how to" guide format for common teaching scenarios in dermatology, such as lecturing, case-based teaching, and teaching procedures, among others. Herein, we kickoff the series by unpacking assumptions about teaching and learning. What does it mean to teach and learn? © 2017 The International Society of Dermatology.

Integrating Multiple Teaching Methods into a General Chemistry Classroom

NASA Astrophysics Data System (ADS)

Francisco, Joseph S.; Nicoll, Gayle; Trautmann, Marcella

1998-02-01

In addition to the traditional lecture format, three other teaching strategies (class discussions, concept maps, and cooperative learning) were incorporated into a freshman level general chemistry course. Student perceptions of their involvement in each of the teaching methods, as well as their perceptions of the utility of each method were used to assess the effectiveness of the integration of the teaching strategies as received by the students. Results suggest that each strategy serves a unique purpose for the students and increased student involvement in the course. These results indicate that the multiple teaching strategies were well received by the students and that all teaching strategies are necessary for students to get the most out of the course.

Teaching Ethics and Values in Public Administration Programs: Innovations, Strategies, and Issues. SUNY Series in Public Administration.

ERIC Educational Resources Information Center

Bowman, James, Ed.; Menzel, Donald, Ed.

The 17 chapters in this book consider innovations, teaching strategies, and issues in ethics instruction for professional and graduate programs in public affairs/administration. Following an introductory chapter which summarizes data reported in a 1995 national survey of 138 graduate departments of public affairs/administration, chapter titles…

Teaching Moments: Opening the Pipeline to Teaching Innovations

ERIC Educational Resources Information Center

Tanner, John F.; Whalen, D. Joel

2013-01-01

This paper demonstrates a strategy to speed teaching innovation transfer between marketing educators. Nine teaching innovations presented at the Society for Marketing Advances 2012 Annual Conference are offered in a brief catalog form. The reader can also download support materials at www.salesleadershipcenter.com/research.html#mer-tm13/.…

Feel, Think, Teach--Emotional Underpinnings of Approaches to Teaching in Higher Education

ERIC Educational Resources Information Center

Kordts-Freudinger, Robert

2017-01-01

The paper investigates relations between higher education teachers' approaches to teaching and their emotions during teaching, as well as their emotion regulation strategies. Based on the assumption that the approaches hinge on emotional experiences with higher education teaching and learning, three studies assessed teachers' emotions, their…

The Logic, Affectivity and Ethics of Electronic Conferencing Teaching Strategies in Post-Secondary Mixed-Mode Courses

ERIC Educational Resources Information Center

Campos, Milton

2004-01-01

This paper aims to identify and to understand the role of the logical, the affective and the ethical dimensions of knowledge in the online interactions of post-secondary teachers and students. By understanding how these dimensions are interwoven, I intend to demonstrate that the instructor?s course design and teaching strategies must take them…

The Effect of Teaching Strategy Based on Multiple Intelligences on Students' Academic Achievement in Science Course

ERIC Educational Resources Information Center

Abdi, Ali; Laei, Susan; Ahmadyan, Hamze

2013-01-01

The purpose of this study was to investigate the effects of Teaching Strategy based on Multiple Intelligences on students' academic achievement in sciences course. Totally 40 students from two different classes (Experimental N = 20 and Control N = 20) participated in the study. They were in the fifth grade of elementary school and were selected…

EFF HOT Topics: Strategies and Tools for Teaching with EFF. Volume 4, Number 1, Winter 2005

ERIC Educational Resources Information Center

Bingman, Beth, Ed.

2005-01-01

"EFF HOT (Highlights on Teaching Topics) Topics" is a publication of the EFF (Equipped for the Future) Center for Training and Technical Assistance. Each issue concentrates on a specific topic, highlighting examples of actual practice and offering strategies and tools for using EFF in the classroom. In this issue, "HOT Topics" focuses on the…

Music-Themed Mathematics Education as a Strategy for Improving Elementary Preservice Teachers' Mathematics Pedagogy and Teaching Self-Efficacy

ERIC Educational Resources Information Center

An, Song A.; Tillman, Daniel A.; Paez, Carlos R.

2015-01-01

This study investigated the effects upon elementary preservice teachers' mathematics teaching self-efficacy and interdisciplinary lesson design strategies, which resulted from an educational intervention that emphasized integrated music-mathematics instruction. The participating elementary preservice teachers (n = 152) were recruited for this…

Basic steps in establishing effective small group teaching sessions in medical schools.

PubMed

Meo, Sultan Ayoub

2013-07-01

Small-group teaching and learning has achieved an admirable position in medical education and has become more popular as a means of encouraging the students in their studies and enhance the process of deep learning. The main characteristics of small group teaching are active involvement of the learners in entire learning cycle and well defined task orientation with achievable specific aims and objectives in a given time period. The essential components in the development of an ideal small group teaching and learning sessions are preliminary considerations at departmental and institutional level including educational strategies, group composition, physical environment, existing resources, diagnosis of the needs, formulation of the objectives and suitable teaching outline. Small group teaching increases the student interest, teamwork ability, retention of knowledge and skills, enhance transfer of concepts to innovative issues, and improve the self-directed learning. It develops self-motivation, investigating the issues, allows the student to test their thinking and higher-order activities. It also facilitates an adult style of learning, acceptance of personal responsibility for own progress. Moreover, it enhances student-faculty and peer-peer interaction, improves communication skills and provides opportunity to share the responsibility and clarify the points of bafflement.

Assessing Problem Solving Competence through Inquiry-Based Teaching in School Science Education

ERIC Educational Resources Information Center

Zervas, Panagiotis; Sotiriou, Sofoklis; Tiemann, Rüdiger; Sampson, Demetrios G.

2015-01-01