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

ERIC Educational Resources Information Center

Towers, Jo; Proulx, Jerome

2013-01-01

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

Teaching Elementary School Students to Be Effective Writers. Practice Guide Summary

ERIC Educational Resources Information Center

What Works Clearinghouse, 2017

2017-01-01

An early foundation in writing offers students a valuable tool for learning, communication, and self-expression. Authored by a panel of experts, the "Teaching Elementary School Students to Be Effective Writers" practice guide presents four recommendations educators can use to help elementary students strengthen their writing skills. The…

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

ERIC Educational Resources Information Center

Stone, Randi

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

Teaching Advanced Vehicle Dynamics Using a Project Based Learning (PBL) Approach

ERIC Educational Resources Information Center

Redkar, Sangram

2012-01-01

This paper presents an interesting teaching experiment carried out at XXX University. The author offered a new course in computational/analytical vehicle dynamics to senior undergraduate students, graduate students and practicing engineers. The objective of the course was to present vehicle dynamics theory with practical applications using…

Competency-Based Teaching of Shakespeare: How to Master "King Lear"

ERIC Educational Resources Information Center

Ribes, Purificación

2011-01-01

Shakespeare's hypotext has invited so many hypertextual transformations over the last four hundred years that twenty-first century students deserve the chance of digging into this rich mine of information and dramatic possibilities. The practical approach of a competency-based teaching method offers great advantages over traditional practices in…

Results of a Practicum Offering Teaching-Focused Graduate Student Professional Development

ERIC Educational Resources Information Center

Richards-Babb, Michelle; Penn, John H.; Withers, Michelle

2014-01-01

Providing chemistry graduate students with opportunities to learn about evidence-based teaching and to practice teaching skills in a mentored environment is crucial to their professional development. Herein is described the model for a graduate-level teaching practicum course specifically focused on the chemistry discipline. This course addressed…

An Examination of the Outcomes of the Undergraduate Leadership Teaching Assistant (ULTA) Experience as a High-Impact Practice in Leadership Education

ERIC Educational Resources Information Center

Odom, Summer F.; Ho, Sarah P.; Moore, Lori L.

2015-01-01

The Undergraduate Leadership Teaching Assistant (ULTA) experience offers students a high-impact opportunity to develop, practice, and evaluate their leadership knowledge, skills, and abilities. The purpose of this qualitative study was to examine outcomes of the ULTA experience as a high-impact practice for students studying leadership. Weekly…

NASA Center for Astronomy Education: Building a Community of Practice

NASA Astrophysics Data System (ADS)

Brissenden, Gina; Prather, E.; Slater, T. F.; Greene, W. M.; Thaller, M.

2006-12-01

The NASA Center for Astronomy Education (CAE) is devoted to the professional development of introductory college astronomy instructors teaching at community colleges. The primary goal is building a "community of practice." Evaluation results suggest this community of practice model is effective at improving instructional practices, particularly in settings where instructors feel isolated from their peers. For community college faculty this isolation can be quite real. Many are the only astronomer, if not the only scientist, at their institution. In addition, they may be adjunct instructors who have no office, no institutional email address, nor appear in the campus directory. CAE works to prevent this sense of isolation by building both actual and virtual communities for these instructors, as well as provide actual and virtual professional development opportunities. CAE’s major effort is providing multi-tiered "Teaching Excellence Workshops" offered at national and regional venues. Ongoing support is offered through the CAE website. Instructors can learn about, and register for, upcoming workshops. They can engage in discussions about educational issues and share best practices with peers using the moderated discussion group AstroLrner@CAE. CAE also provides an updated article "This Month’s Teaching Strategy” which is a reflection on teaching strategies discussed in the workshops. Instructors can also find their peers through the online map of US community colleges offering introductory astronomy courses. Lastly, CAE Regional Teaching Exchanges facilitate local, and sustained, community building. CAE is supported by the NASA/JPL Navigator Public Engagement Program and the Spitzer Space Telescope Education and Public Outreach Program.

I Make a Difference: Making the Transition from Clinician to Educator!

ERIC Educational Resources Information Center

Hudson, Larry, Ed.; And Others

Intended for the vocational health occupations (VHO) teacher during the transition from clinician to teacher, this practical handbook offers advice on bridging the gap between practice and teaching. Chapter 1 addresses defining one's new role. Chapter 2 on classroom instruction looks at student motivation, teaching techniques, student feedback,…

Urban Teacher Education and Teaching: Innovative Practices for Diversity and Social Justice

ERIC Educational Resources Information Center

Solomon, R. Patrick, Ed.; Sekayi, Dia, Ed.

2007-01-01

This volume illuminates the most pressing challenges faced by urban schools, teachers, teacher candidates, and teacher training programs and offers a range of insights and possibilities for urban teacher education and teaching. Covering issues spanning the broadly theoretical to the urgently practical, it goes beyond the traditional discourses in…

Teaching for Inclusion: Eight Principles for Effective and Equitable Practice. Disability, Culture, and Equity Series

ERIC Educational Resources Information Center

Naraian, Srikala

2017-01-01

"Teaching for Inclusion" shows how educators navigate the competing demands of everyday practice with examples from urban, suburban, elementary, and secondary schools. The author offers eight guiding principles that can be used to advance an inclusive pedagogy. These principles permit teachers to both acknowledge and draw from the…

Interprofessional Communities of Practice in Continuing Medical Education for Promoting and Sustaining Practice Change: A Prospective Cohort Study.

PubMed

Barker, Megan; Lecce, Julia; Ivanova, Anna; Zawertailo, Laurie; Dragonetti, Rosa; Selby, Peter

2018-01-01

Standard knowledge delivery formats for CME may have limited impact on long-term practice change. A community of practice (CoP) is one tool that may enhance competencies and support practice change. This study explores the utility of an interprofessional CoP as an adjunct to a CME program in tobacco addiction treatment (Training Enhancement in Applied Counselling and Health [TEACH] Project) to promote and sustain practice change. A prospective cohort design was utilized to examine the long-term impact of the TEACH CoP on practice change. An online survey was administered to TEACH-trained practitioners to assess perceived feasibility, importance, and confidence related to course competencies, involvement in TEACH CoP activities, engagement in knowledge transfer (KT), and implementation of new programming. Chi-square tests were used to detect differences in KT and program development associated with CoP participation. Course competency scores from immediate postcourse surveys and long-term follow-up surveys were compared. No significant differences in participant characteristics were found between those who did (n = 300) and did not (n = 122) participate in the TEACH CoP. Mean self-perceived competency scores were greater immediately after course than at long-term follow-up; however, self-ratings of competency in pharmacological interventions and motivational interviewing were higher at follow-up. TEACH CoP participation was associated with significantly greater engagement in KT and implementation of new programming after training. The findings from this evaluation suggest the value of interprofessional CoPs offered posttraining as a mechanism to enhance practice. CME providers should consider offering CoPs as a component of training programs to promote and sustain practice change.

Telling Teaching Stories.

ERIC Educational Resources Information Center

Gomez, Mary Louise; Tabachnick, B. Robert

1992-01-01

Telling teaching stories assists prospective teachers in becoming effective teachers of elementary school children. It offers preservice teachers and teacher educators the challenge of seeing themselves and the opportunity to reflect on their goals and practices. (IAH)

Using Cultural Diversity in Teaching Economics: Global Business Implications

ERIC Educational Resources Information Center

Mitry, Darryl J.

2008-01-01

Globalization and increasing cross-cultural interactivity have implications for education in general and may also present valuable pedagogical opportunities in the practice of teaching economics for business students. Therefore, the author investigated this proposition and offers some empirical observations from research and teaching experiments.…

Computer-Assisted Foreign Language Teaching and Learning: Technological Advances

ERIC Educational Resources Information Center

Zou, Bin; Xing, Minjie; Wang, Yuping; Sun, Mingyu; Xiang, Catherine H.

2013-01-01

Computer-Assisted Foreign Language Teaching and Learning: Technological Advances highlights new research and an original framework that brings together foreign language teaching, experiments and testing practices that utilize the most recent and widely used e-learning resources. This comprehensive collection of research will offer linguistic…

Teaching Cases on Family Involvement

ERIC Educational Resources Information Center

Harvard Family Research Project, 2010

2010-01-01

Teaching cases are a valuable tool in preparing teachers and school administrators to engage effectively with families. Because the case method presents a story in practice, it offers students an active learning opportunity. Teaching cases involve real world situations and consider the perspectives of various stakeholders, including teachers,…

Mathematics Student Teachers' Views on Tutor Feedback during Teaching Practice

ERIC Educational Resources Information Center

Buhagiar, Michael A.

2013-01-01

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

Power, Identity, and Mathematical Practices Outside and Inside School

ERIC Educational Resources Information Center

Nasir, Na'ilah Suad; de Royston, Maxine McKinney

2013-01-01

How issues of power and identity play out in mathematical practices are described by Na'ilah Suad Nasir and Maxine McKinney de Royston. Their article offers a perspective on how to better understand the sociopolitical nature of teaching and learning mathematics. They present data from studies of mathematics teaching and learning in out-of-school…

Views about Learning Physics Held by Physics Teachers with Differing Approaches to Teaching Physics

ERIC Educational Resources Information Center

Mulhall, Pamela; Gunstone, Richard

2012-01-01

Research into teacher thinking offers potential insights into ways of promoting better teaching. A recent qualitative study explored the views about physics, and learning and teaching physics of a group of teachers whose classroom practice was "traditional" and a group who used conceptual change teaching approaches. This paper focuses on the views…

Observing Teaching. SEDA Paper 79.

ERIC Educational Resources Information Center

Brown, Sally, Ed.; And Others

This publication offers practical support to those in British higher education implementing the Observation of Teaching governmental directives. It provides discussion of key issues as well as a range of materials on how to carry out teaching observation including 23 checklists. The materials are grouped in four main areas: general issues, self…

Research Supervision: An Important Site of Teaching

ERIC Educational Resources Information Center

McMichael, M. Jane; McKee, Margaret

2008-01-01

Supervision of students engaged in research projects and theses is an important site of teaching. Schon's (1987) well-known framework-educating for reflective practice-proves aptly suited for this teaching forum, offering insights for research supervision at multiple university levels. Conceptually, a research and writing studio where a practicum…

Teaching General Business. Delta Pi Epsilon Rapid Reader No. 1.

ERIC Educational Resources Information Center

Brown, Betty Jean

This guide provides business teachers with practical ideas for teaching general business. Content is presented in seven sections. The first two sections list fourteen behavioral objectives for a general business course and offer suggestions for course content. Section 3 discusses problems in teaching general business, including reading, arithmetic…

Vocabulary Development: Teaching vs. Testing.

ERIC Educational Resources Information Center

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

2003-01-01

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

The Emperor Has No Clothes: Teaching about Race and Racism to People Who Don't Want to Know

ERIC Educational Resources Information Center

Okun, Tema Jon

2010-01-01

"The Emperor Has No Clothes: Teaching About Race and Racism to People Who Don't Want to Know" is designed to offer both practical and theoretical grounding for leaders and teachers interested in effectively addressing racism as well as other oppressive constructs. The dissertation offers an overview of the role of western culture in maintaining…

The Relevance of Accent in L2 Pronunciation Instruction: A Matter of Teaching Cultures or Language Ideologies?

ERIC Educational Resources Information Center

Falkert, Anika

2016-01-01

The aim of this paper is to offer a critical discussion of the role of native and foreign accents in L2 pronunciation teaching. Several studies concluded that classroom practices of grammar instruction are strongly influenced by teaching cultures. We will examine whether this is also the case for pronunciation teaching. While the CEFR…

Teacher training of secondary - Orient from the point of view practice

NASA Astrophysics Data System (ADS)

Hai, Tuong Duy; Huong, Nguyen Thanh

2018-01-01

The article presents the point of view about teacher training based on analysis of practices of teaching/learning in disciplinary in high school. Basing on analysis results of teaching faculty and the learning process of students in the disciplinary in high school to offer tags referred to the ongoing training of secondary teachers to adapt to educational.

Learning and Teaching Research Methods in Management Education: Development of a Curriculum to Combine Theory and Practice--A Swiss Case

ERIC Educational Resources Information Center

Hoidn, Sabine; Olbert-Bock, Sibylle

2016-01-01

Purpose: In the context of the creation of a two-year Master of Science in Business Administration programme to offer a scientifically sound and practice-related management education in Switzerland, a curriculum for learning and teaching research methods had to be designed. Major pedagogic challenges were identified and addressed by curricular…

Moral Education: A Handbook for Teachers. Insights and Practical Strategies for Helping Adolescents to Become More Caring, Thoughtful, and Responsible Persons.

ERIC Educational Resources Information Center

Hall, Robert T.

This handbook contains background readings, teaching strategies, and units of study for teaching moral education at the elementary, secondary, and adult levels. It offers practical strategies and insights for helping adolescents become more caring, thoughtful, and responsible persons. The intent is to help young people make more rational decisions…

Teaching Neuro-Ophthalmology in the Asia-Pacific Region and China: A Personal Perspective.

PubMed

Crompton, John

2015-12-01

Over the last 30 years, I have been involved in a number of projects helping to educate and train local ophthalmologists in many parts of Asia and the Pacific Islands, which lack adequate training and service in neuro-ophthalmology. In this article, I offer an overview of a number of different teaching initiatives and offer practical suggestions to anyone who might wish to become involved.

Knowledge, Choice and Consequence: Reading and Teaching "Hamlet."

ERIC Educational Resources Information Center

Baumlin, James S.; Baumlin, Tita French

1990-01-01

Offers a Pyrrhonist reading of "Hamlet." Describes an experiment in teaching that attempts to reconstruct for literature students the prudential-ethical context of human rhetoric, placing "prudentia," or practical wisdom, at the center of their own imaginative involvement. (PRA)

Education for Judgment: The Artistry of Discussion Leadership.

ERIC Educational Resources Information Center

Christensen, C. Roland, Ed.; And Others

This book offers a collection of essays on teaching, written by teachers who, though they represent high school to professional school levels and diverse fields of interest, favor teaching by discussion. Part I introduces key principles in "Barriers and Gateways to Learning" (David A. Garvin) and "Premises and Practices of Discussion Teaching" (C.…

Building Humans and Dances: Exploring Cultural Relevancy as Teaching Artists

ERIC Educational Resources Information Center

Gerdes, Ellen V. P.; VanDenend Sorge, Teresa

2015-01-01

As dance educators in Philadelphia's schools and instructors of dance pedagogy at the university level, the authors offer a glimpse into their teaching practices as a resource for others. The co-authors have a collective twenty years of teaching experience in urban environments, from Shanghai to Chicago, and Philadelphia, where they met as…

Ideas Plus: A Collection of Practical Teaching Ideas. Book Ten.

ERIC Educational Resources Information Center

National Council of Teachers of English, Urbana, IL.

Contributed by English teachers across the United States, the activities contained in this booklet are intended to promote the effective teaching of writing and literature. Teaching strategies offered in the first section of the booklet are designed to stimulate language exploration and include activities in which students write family newspapers…

Experimental Evaluation of a Serious Game for Teaching Software Process Modeling

ERIC Educational Resources Information Center

Chaves, Rafael Oliveira; von Wangenheim, Christiane Gresse; Furtado, Julio Cezar Costa; Oliveira, Sandro Ronaldo Bezerra; Santos, Alex; Favero, Eloi Luiz

2015-01-01

Software process modeling (SPM) is an important area of software engineering because it provides a basis for managing, automating, and supporting software process improvement (SPI). Teaching SPM is a challenging task, mainly because it lays great emphasis on theory and offers few practical exercises. Furthermore, as yet few teaching approaches…

Locating and Building Knowledges outside of the Academy: Approaches to Engaged Teaching at the University of Sheffield

ERIC Educational Resources Information Center

Udall, Julia; Forrest, David; Stewart, Katie

2015-01-01

This article draws on three case studies, which illuminate a number of practical, ethical and intellectual issues that arise from "engaged" teaching activities within the curriculum. Projects from the disciplines of Architecture, English and Journalism Studies illustrate the possibilities offered by learning and teaching projects which…

Ideas Plus: A Collection of Practical Teaching Ideas. Book 16.

ERIC Educational Resources Information Center

Kaufmann, Felice, Comp.; Kent, Jeannette, Ed.

Culled from ideas contributed by people attending conferences of the National Council of Teachers of English and by readers of "NOTES Plus" and "IDEAS Plus," the activities contained in this booklet are intended to promote the effective teaching of writing and literature. Teaching strategies offered in the first section of the…

The Cost of Distance Education. IEC Broadsheets on Distance Learning No. 17.

ERIC Educational Resources Information Center

Perraton, Hilary

One of a series offering practical advice and information on distance teaching, this broadsheet first looks at the reasons for trying to measure distance teaching costs and the methodological and economic difficulties involved in such measurements. Broadcasting and print costs in distance teaching are discussed, and evidence about the costs of…

Offering More than "Here Is the Textbook": Teaching Assistants' Perspectives on Introductory Science Courses

ERIC Educational Resources Information Center

Dotger, Sharon

2010-01-01

Eight Earth science graduate teaching assistants (GTAs) participated in a semester-long seminar designed to facilitate change in their practice. The seminar used lesson-study methodology to facilitate discussion of GTAs' beliefs about teaching while planning a research lesson for implementation in their laboratory. This article reports the results…

K Today: Teaching and Learning in the Kindergarten Year

ERIC Educational Resources Information Center

Gullo, Dominic F., Ed.

2006-01-01

The kindergarten year is quite unlike preschool and not like first grade, either. What should teaching practice look like for this critical year? This book offers a vivid picture of kindergarten children, perceptive discussion of the current kindergarten context and policy issues, and clear guidelines for teaching and assessing kindergartners.…

Walk, Fly, or Teleport to Learning: Virtual Worlds in the Classroom

ERIC Educational Resources Information Center

Yoder, Maureen Brown

2009-01-01

For educators looking for new ways to engage their students, multiuser virtual environments (MUVEs) offer a great opportunity for creative teaching and learning. MUVEs teach students social, technical, and practical life skills in a setting that is engaging and playful. One might be surprised how much these virtual environments teach students…

Ideas Plus: A Collection of Practical Teaching Ideas. Book Eleven.

ERIC Educational Resources Information Center

National Council of Teachers of English, Urbana, IL.

Contributed by English teachers across the United States, the activities contained in this booklet are intended to promote the effective teaching of literature and writing. Teaching strategies offered in the first section of the booklet are designed to stimulate language exploration and include activities in which students choose their favorite…

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

PubMed

Erlich, Deborah R; Shaughnessy, Allen F

2014-04-01

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

Anti-Oppressive Practice and Reflexive Lifeworld-Led Approaches to Care: A Framework for Teaching Nurses about Social Justice

PubMed Central

Hutchison, Jacqueline Sarah

2015-01-01

This paper was initially written for a European Academy of Caring Science workshop and aimed to provide clarity and direction about Caring Science by offering some ideas emerging from the philosophy, themes, and projects of EACS. An underpinning concept for the work of the Academy is the lifeworld. The focus of the workshop was to explore the lifeworld of the patient, student, and carer. The intention was to promote discussion around the need to provide alternative ways to conceptualise caring relevant knowledge, naming phenomena and practices central to caring sciences, and the educational curriculum and its adequacy for caring science. This paper seeks to identify concepts and approaches to understanding oppression, power, and justice which enable nurses to challenge the structures in health care environments which discriminate or disempower clients. Anti-oppressive practice theory and reflexive lifeworld-led approaches to care enable nurses to be critical of their practice. A framework for teaching social justice in health care is offered to augment teaching students to challenge oppressive practice and to assist nurses to reflect and develop conceptual models to guide practices which are central to promoting caring interactions. PMID:25838944

Anti-Oppressive Practice and Reflexive Lifeworld-Led Approaches to Care: A Framework for Teaching Nurses about Social Justice.

PubMed

Hutchison, Jacqueline Sarah

2015-01-01

This paper was initially written for a European Academy of Caring Science workshop and aimed to provide clarity and direction about Caring Science by offering some ideas emerging from the philosophy, themes, and projects of EACS. An underpinning concept for the work of the Academy is the lifeworld. The focus of the workshop was to explore the lifeworld of the patient, student, and carer. The intention was to promote discussion around the need to provide alternative ways to conceptualise caring relevant knowledge, naming phenomena and practices central to caring sciences, and the educational curriculum and its adequacy for caring science. This paper seeks to identify concepts and approaches to understanding oppression, power, and justice which enable nurses to challenge the structures in health care environments which discriminate or disempower clients. Anti-oppressive practice theory and reflexive lifeworld-led approaches to care enable nurses to be critical of their practice. A framework for teaching social justice in health care is offered to augment teaching students to challenge oppressive practice and to assist nurses to reflect and develop conceptual models to guide practices which are central to promoting caring interactions.

Teaching the Soft Skills: Three Students Break It Down

ERIC Educational Resources Information Center

Merz, Sandy

2015-01-01

Teaching soft skills (i.e., grit, empathy, collaboration, perseverance, communication, ethics, self-management) is a task that might seem overwhelming to new teachers, but this article offers practical advice from students about how to incorporate the lessons into the classroom.

PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes

ERIC Educational Resources Information Center

Eddy, Sarah L.; Converse, Mercedes; Wenderoth, Mary Pat

2015-01-01

There is extensive evidence that active learning works better than a completely passive lecture. Despite this evidence, adoption of these evidence-based teaching practices remains low. In this paper, we offer one tool to help faculty members implement active learning. This tool identifies 21 readily implemented elements that have been shown to…

Assessing the Educational Value of One-to-One Devices: Have We Been Asking the Right Questions?

ERIC Educational Resources Information Center

Blikstad-Balas, Marte; Davies, Chris

2017-01-01

The provision for every pupil in schools of one-to-one digital devices such as tablets and laptops is claimed to offer a range of benefits, both practical and educational. Opinions are still divided as to whether the benefits for teaching and learning in fact outweigh the cost, disruption to established teaching practice, and distraction for…

Proposal by Sylvia Pankhurst for an Ethiopian Women's College, 1959: A Suggested Curriculum for a College of Education for Young Women

ERIC Educational Resources Information Center

Pankhurst, Sylvia

2008-01-01

In this article, the author proposes a list of suggested teaching practices for an Ethiopian Women's College. The author offers several teaching practices on these subjects: (1) pedagogy; (2) child care; (3) personal hygiene; (4) speech training; (5) composition; (6) English and Amharic; (7) handwriting; (8) drawings; (9) artistic appreciation;…

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

PubMed

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

2013-01-01

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

International collaborations in learning and teaching: perspectives from a visiting professorship.

PubMed

Spring, Hannah; Kunkel, Marita; Gilman, Isaac; Henderson, Nancy; White, John

2016-09-01

This article provides a reflection on the outcomes of an international collaboration between health librarians and academics at York St John University and Pacific University Oregon. In particular, it describes how a month-long visiting professorship from an academic with a clinical librarian background at the Faculty of Health and Life Sciences helped to develop and inform teaching practice in the areas of information literacy and evidence-based health practice on health programmes at Pacific University. Perspectives are offered from both institutions on the rich exchange of knowledge and practice that took place during the visit and the ongoing impact it has had on teaching practices. H. S. © 2016 Health Libraries Group.

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

DTIC Science & Technology

2017-03-01

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

Teaching the Standards Is Developmentally Appropriate Practice: Strategies for Incorporating the Sociopolitical Dimension of DAP in Early Childhood Teaching

ERIC Educational Resources Information Center

Goldstein, Lisa S.

2008-01-01

Many early childhood practitioners in the U.S. are experiencing tension between their desire to offer students developmentally appropriate learning experiences and their obligation to teach the academic knowledge and skills mandated by their states. However, careful examination of the DAP guidelines' definition of culturally appropriate practice…

Teaching American History: Structured Inquiry Approaches. SSEC Publication No. 185.

ERIC Educational Resources Information Center

Linden, Glenn M., Ed.; Downey, Matthew T., Ed.

This paper is one of a series of ERIC/ChESS publications intended to give practical tips on teaching various topics and disciplines in the precollege social studies curriculum. The tips offered in this publication, written by seven authors, are intended to help teacheres deal with both content and teaching strategies in American history. Each of…

Revisiting the Art of Undergraduate Teaching in Higher Education: One Person's Journey towards Enlightenment

ERIC Educational Resources Information Center

Douglas, Max E.

2014-01-01

The purpose of this article is to offer reflections regarding teaching undergraduate students spanning a forty-five year career in higher education. The author discusses his teaching philosophy coupled with his perspective focusing on the "best" pedagogical practices that he has used to enhance student learning. The selected methods are…

Piloting a Co-Teaching Model for Mathematics Teacher Preparation: Learning to Teach Together

ERIC Educational Resources Information Center

Yopp, Ruth Helen; Ellis, Mark W.; Bonsangue, Martin V.; Duarte, Thomas; Meza, Susanna

2014-01-01

This study offers insights from an initial pilot of a co-teaching model for mathematics teacher preparation developed both to support experienced teachers in shifting their practice toward the vision set forth by NCTM and the Common Core State Standards for Mathematics (National Governors Association, 2010; NCTM, 2000, 2009) and to provide…

Culturally Responsive Pedagogy in Citizenship Education: Using African Proverbs as Tools for Teaching in Urban Schools

ERIC Educational Resources Information Center

Grant, Rachel A.; Asimeng-Boahene, Lewis

2006-01-01

Preparing today's children to be tomorrow's global citizens will require social educators who have knowledge of the histories, experiences, and cultural practices of the children they teach. This article offers culturally responsive pedagogy and the African proverb as frames for teaching African American students to become engaged local and global…

Effective Classroom-Management & Positive Teaching

ERIC Educational Resources Information Center

Sieberer-Nagler, Katharina

2016-01-01

This article offers practical information for primary teachers to become more knowledgable, skilled and effective in their work. Aspects of positive teaching and learning are explored. Innovative methods for transforming common classroom management struggles into opportunities for positive change and for changing negative behaviors into positive…

Teaching communication with ethnic minority patients: ten recommendations.

PubMed

Seeleman, Conny; Selleger, Veronica; Essink-Bot, Marie-Louise; Bonke, Benno

2011-01-01

Culturally competent communication is indispensable for medical practice in an ethnically diverse society. This article offers recommendations to teach such communication skills based on the experiences of members of a Dutch NMVO Special Interest Group on 'Diversity'. A questionnaire with three open-ended questions on recommendations for training in culturally competent communication was sent to all members (n = 35). Returned questionnaires (n = 23) were analysed qualitatively with a thematic coding framework based on educational themes emerging from the data. All students need to be educated in culturally competent communication. Teachers should stimulate awareness of personal biases and an open attitude. Teach the three core communication skills, listening, exploring and checking, and offer practice with a professional interpreter. Knowledge content should focus on mechanisms relevant to various ethnic groups. Offer students a variety of experiences in a safe environment. All involved should be aware that stereotyping is a pitfall. Training in communication skills for consultation with ethnic minority patients cannot be separated from teaching issues of awareness and knowledge. The shared views on the content of these communication trainings are in line with general patient-centred approaches. The development of proper training in this field demands specific efforts of those involved.

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

PubMed

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

2015-09-01

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

Clinical teaching based on principles of cognitive apprenticeship: views of experienced clinical teachers.

PubMed

Stalmeijer, Renée E; Dolmans, Diana H J M; Snellen-Balendong, Hetty A M; van Santen-Hoeufft, Marijke; Wolfhagen, Ineke H A P; Scherpbier, Albert J J A

2013-06-01

To explore (1) whether an instructional model based on principles of cognitive apprenticeship fits with the practice of experienced clinical teachers and (2) which factors influence clinical teaching during clerkships from an environmental, teacher, and student level as perceived by the clinical teachers themselves. The model was designed to apply directly to teaching behaviors of clinical teachers and consists of three phases, advocating teaching behaviors such as modeling, creating a safe learning environment, coaching, knowledge articulation, and exploration. A purposive sample of 17 experienced clinical teachers from five different disciplines and four different teaching hospitals took part in semistructured individual interviews. Two researchers independently performed a thematic analysis of the interview transcripts. Coding was discussed within the research team until consensus was reached. All participants recognized the theoretical model as a structured picture of the practice of teaching activities during both regular and senior clerkships. According to participants, modeling and creating a safe learning environment were fundamental to the learning process of both regular and senior clerkship students. Division of teaching responsibilities, longer rotations, and proactive behavior of teachers and students ensured that teachers were able to apply all steps in the model. The theoretical model can offer valuable guidance in structuring clinical teaching activities and offers suggestions for the design of effective clerkships.

Creating a culture of patient-focused care through a learner-centered philosophy.

PubMed

Linscott, J; Spee, R; Flint, F; Fisher, A

1999-01-01

This paper will discuss the teaching-learning process used in the Patient-Focused Care Course at a major teaching hospital in Canada that is transforming nursing practice from a provider driven to a patient-focused approach. The experiential and reflective nature of the course offers opportunities for nurses to link theory with practice, to think critically and reflectively about their own values and beliefs and to translate that meaning into practice. The learning process reflects principles of adult learning based on Knowles andragogical model which differs from the traditional pedagogical model of teaching. The essence of andragogy is a constant unfolding process of discovery based on dialogue. Utilization of adult learning principles that support critical thinking and foster transformational change present an alternative to traditional ways of teaching and learning the art and science of nursing practice.

Reluctantly Governed: The Struggles of Early Educators in a Professional Development Course That Challenged Their Teaching in a High-Stakes Neo-Liberal Early Education Context

ERIC Educational Resources Information Center

Brown, Christopher P; Weber, Natalie Babiak; Yoon, Yeojoo

2016-01-01

This article documents the pedagogical and practical struggles of a sample of early educators in a large urban school district in the USA who engaged in a professional development course which offered them alternative conceptions of teaching that critically questioned the norms and practices of their high-stakes neo-liberal early education system.…

Promising Practices in Using the Internet to Teach Social Studies

ERIC Educational Resources Information Center

Risinger, C. Frederick

2006-01-01

This article presents several teachers and school Web sites that offer teaching strategies in using the Internet to teach social sciences. These Web sites include: (1) Mrs. Cori Culp's Website (www.bv229.k12.ks.us/bvw_culp); (2) Mr. Williams's 5th Grade(teachers.santee.k12.ca.us/cwilliams/index.htm); (3) Ms. Stewart's Classroom Page…

Transforming RN education: clinical learning and clinical knowledge development.

PubMed

Benner, P

1993-04-01

Transforming RN education has the potential for transforming clinical teaching and learning for all students. The returning RN student offers possibilities for clinical learning that the generic student does not have, but this should not cause us to limit the returning RN student to the generic level. Where possible innovative programs should be developed to move the RN student from baccalaureate level to the Master's level. As educators, we should take the opportunity to increase the numbers of nurses who are educationally prepared to move into advanced levels of practice. The returning RN student offers a rich human resource for the profession, and a rich resource for improving our clinical teaching as well as our practice.

Preparing Mathematics Teachers for Technology-Rich Environments

ERIC Educational Resources Information Center

Sturdivant, Rodney X.; Dunham, Penelope; Jardine, Richard

2009-01-01

This article describes key elements for faculty development programs to prepare mathematics teachers for technology-rich environments. We offer practical examples from our experiences in teaching mathematics with technology and in teaching others to incorporate technology-based pedagogies. We address challenges faced by faculty using technology,…

Water and Plant Cells: Notes on a Teaching Scheme for O-Level.

ERIC Educational Resources Information Center

Grenville, H. W.

1983-01-01

Offers suggestions for teaching some aspects of water economy in plants. These include diffusion/osmosis, water transport, the part played by turgor in structural support, and its implications for plant organs or whole plants. Several practical demonstrations/experiments are also described. (JN)

Communicative Language Teaching in the Chinese Environment

ERIC Educational Resources Information Center

Hu, Wei

2010-01-01

In order to explore effective ways to develop Chinese English learners' communicative competence, this study first briefly reviews the advantages of communicative language teaching (CLT) method which widely practiced in the Western countries and analyzes in details its obstacles in Chinese classroom context. Then it offers guidelines for…

Behavioral Patterns in Special Education. Good Teaching Practices

PubMed Central

Rodríguez-Dorta, Manuela; Borges, África

2017-01-01

Providing quality education means to respond to the diversity in the classroom. The teacher is a key figure in responding to the various educational needs presented by students. Specifically, special education professionals are of great importance as they are the ones who lend their support to regular classroom teachers and offer specialized educational assistance to students who require it. Therefore, special education is different from what takes place in the regular classroom, demanding greater commitment by the teacher. There are certain behaviors, considered good teaching practices, which teachers have always been connected with to achieve good teaching and good learning. To ensure that these teachers are carrying out their educational work properly it is necessary to evaluate. This means having appropriate instruments. The Observational Protocol for Teaching Functions in Primary School and Special Education (PROFUNDO-EPE, v.3., in Spanish) allows to capture behaviors from these professionals and behavioral patterns that correspond to good teaching practices. This study evaluates the behavior of two special education teachers who work with students from different educational stages and educational needs. It reveals that the analyzed teachers adapt their behavior according the needs and characteristics of their students to the students responding more adequately to the needs presented by the students and showing good teaching practices. The patterns obtained indicate that they offer support, help and clear guidelines to perform the tasks. They motivate them toward learning by providing positive feedback and they check that students have properly assimilated the contents through questions or non-verbal supervision. Also, they provide a safe and reliable climate for learning. PMID:28512437

Behavioral Patterns in Special Education. Good Teaching Practices.

PubMed

Rodríguez-Dorta, Manuela; Borges, África

2017-01-01

Providing quality education means to respond to the diversity in the classroom. The teacher is a key figure in responding to the various educational needs presented by students. Specifically, special education professionals are of great importance as they are the ones who lend their support to regular classroom teachers and offer specialized educational assistance to students who require it. Therefore, special education is different from what takes place in the regular classroom, demanding greater commitment by the teacher. There are certain behaviors, considered good teaching practices, which teachers have always been connected with to achieve good teaching and good learning. To ensure that these teachers are carrying out their educational work properly it is necessary to evaluate. This means having appropriate instruments. The Observational Protocol for Teaching Functions in Primary School and Special Education (PROFUNDO-EPE, v.3., in Spanish) allows to capture behaviors from these professionals and behavioral patterns that correspond to good teaching practices. This study evaluates the behavior of two special education teachers who work with students from different educational stages and educational needs. It reveals that the analyzed teachers adapt their behavior according the needs and characteristics of their students to the students responding more adequately to the needs presented by the students and showing good teaching practices. The patterns obtained indicate that they offer support, help and clear guidelines to perform the tasks. They motivate them toward learning by providing positive feedback and they check that students have properly assimilated the contents through questions or non-verbal supervision. Also, they provide a safe and reliable climate for learning.

The Best of Practical Pointers.

ERIC Educational Resources Information Center

Association for Research, Administration, Professional Councils & Societies, Reston, VA.

This publication is a compilation of monographs offering practical suggestions for teachers of adapted physical education. It contains numerous suggestions on teaching techniques, activity adaptations, equipment modifications, programming information, coaching hints, skill development strategies, and curriculum data. The five sections offer…

Fostering Creativity in Children, K-8: Theory and Practice.

ERIC Educational Resources Information Center

Lynch, Mervin D., Ed.; Harris, Carole Ruth, Ed.

This book identifies strategies for use by classroom teachers in grades K-8 to nurture the development of creativity. Section 1 offers general strategies to stimulate productive thinking. Section 2 examines personality, creative thinking, and appropriate teaching strategies. Section 3 is dedicated to teaching special groups. Section 4 focuses on…

Proposing a Comprehensive Model for Identifying Teaching Candidates

ERIC Educational Resources Information Center

Bowles, Terry; Hattie, John; Dinham, Stephen; Scull, Janet; Clinton, Janet

2014-01-01

Teacher education in universities continues to diversify in the twenty-first century. Just as course offerings, course delivery, staffing and the teaching/research mix varies extensively from university to university so does the procedure for pre-service teacher selection. Various factors bear on selection procedures and practices however few…

Teacher Evaluation: Archiving Teaching Effectiveness

ERIC Educational Resources Information Center

Nielsen, Lance D.

2014-01-01

Teacher evaluation is a current hot topic within music education. This article offers strategies for K-12 music educators on how to promote their effectiveness as teachers through archival documentation in a teacher portfolio. Using the Danielson evaluation model (based on four domains of effective teaching practices), examples of music teaching…

Survival Guide for the First-Year Special Education Teacher. Revised Edition.

ERIC Educational Resources Information Center

Cohen, Mary Kemper; And Others

This guidebook offers practical advice to support special education teachers in their first year of teaching. The first chapter, "Getting Ready To Teach," outlines preparations necessary before school begins, such as organizing the classroom and establishing planning and record-keeping strategies. "Tips for the Classroom" lists what teachers…

Humanities Teaching and Research at the University of California, San Francisco.

ERIC Educational Resources Information Center

Jameton, Andrew; Todes, Dan

1982-01-01

Among the humanities offerings integrated into the health sciences at the University of California, San Francisco, are the following: bioethics workshop, ethical dilemmas in medical practice, health and human rights, and history of the health sciences. Such courses help illuminate the relationship between humanities teaching and the health…

Distributed Leadership and Organizational Change: Implementation of a Teaching Performance Measure

ERIC Educational Resources Information Center

Sloan, Tine

2013-01-01

This article explores leadership practice and change as evidenced in multiple data sources gathered during a self-study implementation of a teaching performance assessment. It offers promising models of distributed leadership and organizational change that can inform future program implementers and the field in general. Our experiences suggest…

Painting a Picture of Numeracy

ERIC Educational Resources Information Center

Gibson, David

2011-01-01

In the September 2010 issue of "Mathematics Teaching," Tom O'Brien offered practical advice about how to teach addition, subtraction, multiplication, and division and contrasted his point of view with that of H.H. Wu. In this article, the author revisits Tom's examples, drawing on his methodology while, hopefully, simplifying it and giving it…

Blueprint for Student Success: A Guide to Research-Based Teaching Practices K-12.

ERIC Educational Resources Information Center

Jones, Susan J.

This book presents a reality-based approach to classroom instruction designed to help learners at all levels achieve lifelong success. It offers teaching strategies, activities, and applications to enhance student achievement, stressing the importance of learning through discovery, creativity, application, adaptation, and high level thinking. It…

Foreign Language Teachers' Language Proficiency and Their Language Teaching Practice

ERIC Educational Resources Information Center

Richards, Heather; Conway, Clare; Roskvist, Annelies; Harvey, Sharon

2013-01-01

Teachers' subject knowledge is recognized as an essential component of effective teaching. In the foreign language context, teachers' subject knowledge includes language proficiency. In New Zealand high schools, foreign languages (e.g. Chinese, French, German, Japanese and Spanish) have recently been offered to learners earlier in their schooling,…

Translanguaging, Learning and Teaching in Deaf Education

ERIC Educational Resources Information Center

Swanwick, Ruth

2017-01-01

This paper critiques the role of translanguaging in deaf education by examining how, and under what conditions, translanguaging practices can enhance learning and teaching. The paper explores the premise that translanguaging represents an additive view of bilingualism and multilingualism for deaf learners and offers an innovative departure from,…

The influence of authentic scientific research experiences on teachers' conceptions of the nature of science (NOS) and their NOS teaching practices

NASA Astrophysics Data System (ADS)

Moriarty, Meghan A.

This study explored the influence of teachers' authentic scientific research experiences (ASREs) on teachers' conceptions of the nature of science (NOS) and teachers' NOS instruction. Twelve high school biology teachers participated in this study. Six of the participants had authentic scientific research experience (ASRE) and six had not participated in authentic scientific research. Data included background surveys, modified Views of the Nature of Science (VNOS) questionnaires, interviews, and teaching observations. Data was coded based on the eight NOS understandings outlined in 2013 in the Next Generation Science Standards (NGSS). Evidence from this study indicates participating in authentic scientific research as a member of a scientific community has dual benefits of enabling high school science teachers with informed understandings of the NOS and positioning them to teach with the NOS. However, these benefits do not always result from an ASRE. If the nature of the ASRE is limited, then it may limit teachers' NOS understandings and their NOS teaching practices. The results of this study suggest that participation in ASREs may be one way to improve teachers' NOS understandings and teaching practices if the experiences themselves offer a comprehensive view of the NOS. Because ASREs and other science learning experiences do not always offer such experiences, pre-service teacher education and professional development opportunities may engage science teachers in two ways: (1) becoming part of a scientific community may enable them to teach with NOS and (2) being reflective about what being a scientist means may improve teachers' NOS understandings and better position them to teach about NOS.. Keywords: nature of science, authentic scientific research experiences, Next Generation Science Standards, teaching about NOS, teaching with NOS.

A Proven Way to Incorporate Catholic Social Thought in Business School Curricula: Teaching Two Approaches to Management in the Classroom

ERIC Educational Resources Information Center

Dyck, Bruno

2013-01-01

Widespread agreement suggests that it is appropriate and desirable to develop and teach business theory and practice consistent with Catholic social teaching (CST) in Catholic business schools. Such a curriculum would cover the same mainstream material taught in other business schools, but then offer a CST approach to business that can be…

The theoretical base of e-learning and its role in surgical education.

PubMed

Evgeniou, Evgenios; Loizou, Peter

2012-01-01

The advances in Internet and computer technology offer many solutions that can enhance surgical education and increase the effectiveness of surgical teaching. E-learning plays an important role in surgical education today, with many e-learning projects already available on the Internet. E-learning is based on a mixture of educational theories that derive from behaviorist, cognitivist, and constructivist educational theoretical frameworks. CAN EDUCATIONAL THEORY IMPROVE E-LEARNING?: Conventional educational theory can be applied to improve the quality and effectiveness of e-learning. The theory of "threshold concepts" and educational theories on reflection, motivation, and communities of practice can be applied when designing e-learning material. E-LEARNING IN SURGICAL EDUCATION: E-learning has many advantages but also has weaknesses. Studies have shown that e-learning is an effective teaching method that offers high levels of learner satisfaction. Instead of trying to compare e-learning with traditional methods of teaching, it is better to integrate in e-learning elements of traditional teaching that have been proven to be effective. E-learning can play an important role in surgical education as a blended approach, combined with more traditional methods of teaching, which offer better face-to-interaction with patients and colleagues in different circumstances and hands on practice of practical skills. National provision of e-learning can make evaluation easier. The correct utilization of Internet and computer resources combined with the application of valid conventional educational theory to design e-learning relevant to the various levels of surgical training can be effective in the training of future surgeons. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Apprenticeship: Applications in Adult Education.

ERIC Educational Resources Information Center

Carlson, Nancy M.; May, W. Ed; Loertscher, Rebecca; Cobia, Craig

2003-01-01

In the workplace, teacher-mentors guide apprentices in communities of practice. Apprenticeship teaches complex physical and cognitive skills, conveys tacit knowledge, and enculturates learners into the community. Apprenticeships must be well planned and monitored and offer experiences aligned with core practices. (Contains 21 references.) (SK)

Cultural diversity and patient teaching.

PubMed

Price, J L; Cordell, B

1994-01-01

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

Teaching Note--Incorporating Social Innovation Content into Macro Social Work Education

ERIC Educational Resources Information Center

Pitt-Catsouphes, Marcie; Cosner Berzin, Stephanie

2015-01-01

The practice of social innovation offers promising approaches for addressing social issues. Although many social innovation strategies are congruent with macro social work theory and practice, some of the insights and tactics that have emerged in the social innovation field have the potential to strengthen current macro practice. Based on our…

Psychology for the Classroom: E-Learning

ERIC Educational Resources Information Center

Woollard, John

2011-01-01

"Psychology for the Classroom: E-Learning" is a lively and accessible introduction to the field of technology-supported teaching and learning and the educational psychology associated with those developments. Offering a substantial and useful analysis of e-learning, this practical book includes current research, offers a grounding in both theory…

Being Subject-Centred: A Philosophy of Teaching and Implications for Higher Education

ERIC Educational Resources Information Center

Morrison-Saunders, Angus; Hobson, Julia

2013-01-01

Being subject-centred as a higher education teacher offers a rich and illuminating philosophical and practical understanding of learning. Building upon previous research on subject-centred learning, we draw on reflection, literature review and a phenomenological approach to show how our ways of being infuse the teaching and learning environment.…

The Pre-Designed Lesson: Teaching with Transdisciplinary Pedagogical Templates (TPTs)

ERIC Educational Resources Information Center

Dobozy, Eva

2017-01-01

An ongoing challenge in higher education is the support of educators in their development of effective pedagogies. The field of educational research and practice referred to as Learning Design may be able to help educators with no or limited pedagogical training deliver highly interactive and contemporary teaching and learning offerings. The…

Teaching Children To Read in the Second Language. Monographs on Bilingualism No. 1.

ERIC Educational Resources Information Center

Smith, Craig

The guide offers practical ideas to bilingual parents wishing to teach and encourage English-language reading while their children are attending Japanese-medium primary schools in Japan. Parents are encouraged to analyze their home language environment, including both spoken and written English use. The author provides anecdotal accounts of his…

University of Toronto Instructors' Experiences with Developing MOOCs

ERIC Educational Resources Information Center

Najafi, Hedieh; Rolheiser, Carol; Harrison, Laurie; Håklev, Stian

2015-01-01

We interviewed eight University of Toronto (U of T) instructors who have offered MOOCs on Coursera or EdX between 2012 and 2014 to understand their motivation for MOOC instruction, their experience developing and teaching MOOCs, and their perceptions of the implications of MOOC instruction on their teaching and research practices. Through…

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…

Promoting Diversity in College Classrooms: Innovative Responses for the Curriculum, Faculty, and Institutions.

ERIC Educational Resources Information Center

Adams, Maurianne, Ed.

1992-01-01

This journal presents a collection a essays that offer several new perspectives on teaching practice; give descriptive and narrative accounts of curricular and teaching innovations; and discusses a range of shared learnings obtained from public university, community college, and private college multicultural change processes. Chapters and their…

Community-Engaged Teaching: A Project-Based Model

ERIC Educational Resources Information Center

Christensen, Carrie Ann

2015-01-01

The classroom offers a unique and effective venue for community engagement and an opportunity for teaching artists to dive into a topic on both practical and theoretical levels, resulting in well-informed input. That well-informed input is then translated into thoughtful action. It is exciting to engage students early on in shaping their community…

Teaching Presence in Online Courses: Practical Applications, Co-Facilitation, and Technology Integration

ERIC Educational Resources Information Center

Budhai, Stephanie Smith; Williams, Maureen

2016-01-01

The number of online courses being offered at the postsecondary level has constantly increased. However, online instructors are still investigating ways to translate their pedagogical instruction into the online forum, while maintaining a strong presence instructionally. This paper aims to address how to build teaching presence in online courses.…

The Moral Stake in Education: Contested Premises and Practices.

ERIC Educational Resources Information Center

Goodman, Joan F.; Lesnick, Howard

This book offers preservice and inservice teachers an examination of ethics and a number of philosophies on how to teach morality. It discusses he extent to which teaching is intertwined with moral issues and explores the fundamental concepts of morality and virtue. It also explores the various and occasionally conflicting viewpoints on moral…

Teaching for Real Learning: Classroom Applications, Grades 4-12

ERIC Educational Resources Information Center

Devlin-Scherer, Roberta

2005-01-01

Here is a roadmap to success affecting the growth and achievement of all students. This book integrates research about teaching and learning using a variety of sources, both popular and academic, to create a readable text. The author offers: (1) A description of current practices in schools that successfully promote positive relationships; (2)…

Teaching Third-Year Medical Students how to Care for Terminally Ill Patients.

ERIC Educational Resources Information Center

Martin, Robert W.; Wylie, Norma

1989-01-01

A successful seven-day course offered to third-year medical students is an integrated program for teaching them how to deal with terminal illness. The course uses lectures, audiovisual aids, and group and individual sessions to enhance self-awareness and practical application of the material in a clinical setting. (Author/MSE)

Teaching Students with Learning Disabilities. Programming for Students with Special Needs, Book 6.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Special Education Branch.

Part of a seven-book series called "Programming for Students with Special Needs," this book offers all teachers information to enhance their understanding of learning disabilities and provides practical strategies to assist in teaching students with special needs. Section 1 discusses the definition of learning disabilities, labeling, and…

Teaching the Advertising Sales Course: A Pragmatic Approach.

ERIC Educational Resources Information Center

Hebert, Elsie S.

Louisiana State University requires an advertising sales course of all advertising majors. A major objective of the course is to provide the student an opportunity to acquire some practical experience in the advertising field, often the only media experience a graduate has to offer a prospective employer. To help teach students how to plan,…

From Surveillance to Formation? A Generative Approach to Teacher "Performance and Development" in Australian Schools

ERIC Educational Resources Information Center

Mockler, Nicole

2015-01-01

This paper explores the possibilities and limitations of the AITSL Performance and Development Framework (Australian Institute for Teaching and School Leadership, 2012b) as a vehicle for authentic teacher professional learning. It suggests that the Framework offers a range of implementation possibilities, from surveillance of teaching practice at…

Composing Science: A Facilitator's Guide to Writing in the Science Classroom

ERIC Educational Resources Information Center

Elliott, Leslie Atkins; Jaxon, Kim; Salter, Irene

2016-01-01

Offering expertise in the teaching of writing (Kim Jaxon) and the teaching of science (Leslie Atkins Elliott and Irene Salter), this book will help instructors create classrooms in which students use writing to learn and think scientifically. The authors provide concrete approaches for engaging students in practices that mirror the work that…

Understanding Art: Preparing Generalist School Teachers to Teach Art with Artworks

ERIC Educational Resources Information Center

Pavlou, Victoria

2015-01-01

This article focuses on ways of building preservice primary teachers' confidence in teaching art with artworks and, in particular, on how to develop their pedagogical content knowing. It is suggested that through opportunities offered for engaging in observational and reflective practices with artworks an initial groundwork is set that can…

Learning to teach science for social justice in urban schools

NASA Astrophysics Data System (ADS)

Vora, Purvi

This study looks at how beginner teachers learn to teach science for social justice in urban schools. The research questions are: (1) what views do beginner teachers hold about teaching science for social justice in urban schools? (2) How do beginner teachers' views about teaching science for social justice develop as part of their learning? In looking at teacher learning, I take a situative perspective that defines learning as increased participation in a community of practice. I use the case study methodology with five teacher participants as the individual units of analysis. In measuring participation, I draw from mathematics education literature that offers three domains of professional practice: Content, pedagogy and professional identity. In addition, I focus on agency as an important component of increased participation from a social justice perspective. My findings reveal two main tensions that arose as teachers considered what it meant to teach science from a social justice perspective: (1) Culturally responsive teaching vs. "real" science and (2) Teaching science as a political act. In negotiating these tensions, teachers drew on a variety of pedagogical and conceptual tools offered in USE that focused on issues of equity, access, place-based pedagogy, student agency, ownership and culture as a toolkit. Further, in looking at how the five participants negotiated these tensions in practice, I describe four variables that either afforded or constrained teacher agency and consequently the development of their own identity and role as socially just educators. These four variables are: (1) Accessing and activating social, human and cultural capital, (2) reconceptualizing culturally responsive pedagogical tools, (3) views of urban youth and (4) context of participation. This study has implications for understanding the dialectical relationship between agency and social justice identity for beginner teachers who are learning how to teach for social justice. Also, it suggests teacher agency as an important domain of professional practice when measuring teacher learning from a situative perspective.

The Yoga of Critical Discourse

ERIC Educational Resources Information Center

Hyde, Andrea M.

2013-01-01

This article offers a comparative self-reflection on two seemingly disparate teaching practices: hatha yoga and critical social theories of education. As some have already discovered, the two enacted fields share many core principles and practices; deal with strikingly similar content; and are primarily self-reflective. As an…

Food Teaches

ERIC Educational Resources Information Center

Anselmo, Sandra

1975-01-01

Offers practical suggestions for using food-related learning activities in an early childhood curriculum, ranging from food tasting to preparations that call for minimal directions and equipment. Included are three recipes. (ED)

"(Dis)Empowered by What We See … ": Exploring the Use of Video-Stimulated Reflection in Physical Education Pedagogy and Practice

ERIC Educational Resources Information Center

Mooney, Amanda; Hickey, Chris

2017-01-01

Reflexive accounts of physical education (PE) pedagogy and practice offer potential to reveal much about the intended and unintended learning, for both students and teachers, that can result from certain pedagogic encounters. Despite the promotion of reflective practice/s as a possible "panacea" for improved teaching and learning, there…

Using pedagogical approaches to influence evidence-based practice integration - processes and recommendations: findings from a grounded theory study.

PubMed

Malik, Gulzar; McKenna, Lisa; Griffiths, Debra

2017-04-01

The study aimed to explore the processes undertaken by nurse academics when integrating evidence-based practice (EBP) into their teaching and learning practices. This article focuses on pedagogical approaches employed by academics to influence evidence-based practice integration into undergraduate programs across Australian universities. Nursing academics are challenged to incorporate a variety of teaching and learning strategies to teach evidence-based practice and determine their effectiveness. However, literature suggests that there are limited studies available focusing on pedagogical approaches in evidence-based practice education. A constructivist grounded theory methodology, informed by Charmaz was used for this study. Data were collected during 2014 from 23 nurse academics across Australian universities through semi-structured interviews. Additionally, nine were observed during teaching of undergraduate students. Twenty subject outlines were also analysed following Charmaz's approach of data analysis. 'Influencing EBP integration' describes the pedagogical approaches employed by academics to incorporate EBP knowledge and skills into undergraduate curricula. With the use of various teaching and learning strategies, academics attempted to contextualize EBP by engaging students with activities aiming to link evidence to practice and with the EBP process. Although, some strategies appeared to be engaging, others were traditional and seemed to be disengaging for students due to the challenges experienced by participants that impeded the use of the most effective teaching methods. Study findings offer valuable insights into the teaching practices and identify some key challenges that require the adoption of appropriate strategies to ensure future nurses are well prepared in the paradigm of evidence-based practice. © 2016 John Wiley & Sons Ltd.

An interview study of how clinical teachers develop skills to attend to different level learners.

PubMed

Chen, H Carrie; Fogh, Shannon; Kobashi, Brent; Teherani, Arianne; Ten Cate, Olle; O'Sullivan, Patricia

2016-06-01

One clinical teaching challenge is the engagement of learners at different levels. Faculty development offerings mostly address general strategies applicable to all learners. This study examined how clinical faculty members develop the skills to work with different level learners. We conducted semi-structured interviews with medical school faculty members identified as excellent clinical teachers teaching multiple levels of learners. They discussed how they developed their approach to teaching different level learners and how their teaching evolved over time. We performed thematic analysis of the interview transcripts using open and axial coding. We interviewed 19 faculty members and identified three themes related to development of teaching practices: teacher agency and work-based learning of teaching strategies, developmental trajectory of clinical teachers, and interplay between clinical confidence and teaching skills. Faculty members were proactive in using on-the-job experiences to develop their teaching practices. Their teaching practices followed a developmental trajectory towards learner centeredness, and this evolution was associated with the development of clinical skills and confidence. Learning skills to teach multi-level learners requires workplace learning. Faculty development should include workplace learning opportunities and use a developmental approach that accounts for the trajectory of teaching as well as clinical skills attainment.

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…

[Specialized training in geriatric psychiatry during residency in France].

PubMed

Lepetit, Alexis; Lavigne, Benjamin; Legros, Emilie; Herrmann, Mathieu; Sebbane, Déborah

2014-09-01

Aging of the population is a growing concern in developed countries. Therefore, geriatric psychiatry has gradually emerged from general psychiatry. Many names have been proposed to term this sub-specialty: old age psychiatry (OAP), psychogeriatrics, geropsychiatry. A working group of the French federation of psychiatric trainees (AFFEP) set up an inventory of the theoretical instruction and clinical practice of OAP during the training of psychiatrists in France. Methods. A survey of both academic teaching and practical training for OAP was carried out in the 28 local AFFEP representatives of every French medical residency district, including overseas. We assessed the supply of general courses and seminars devoted to OAP during the training of French residents in psychiatry, and the offer of university or inter-university degrees as well as the possibility of specialized internship in every residency district. Results. 96% of French medical residency districts offered general courses of OAP with a mean volume of 11.5 hours along the four years of psychiatric training in France. Fifty percent of medical residency districts proposed at least one seminar devoted to OAP. Half of medical residency districts also offer a specialized university or inter-university degree. Concerning clinical practice, 86% of medical residency districts had one internship dedicated to OAP, in 39% of cases in teaching hospitals. Conclusion. Nationwide, there is an overall effort to make OAP available to French psychiatric residents by general courses and internship, but some disparity appeared in academic teaching (i.e. offering seminars and university/inter-university degrees) according to various residency districts.

In Praise of Messy Data

ERIC Educational Resources Information Center

Gould, Roy; Sunbury, Susan; Dussault, Mary

2014-01-01

The "Next-Generation Science Standards" emphasize the importance of teaching the practices of science alongside content ideas and crosscutting concepts (NGSS Lead States 2013). Chief among these practices is the ability to gather, assess, analyze, and interpret data. Authentic inquiry near the leading-edge of science offers a wonderful…

Developing Strategies and Practices for Culturally Diverse Classrooms. The Bill Harp Professional Teachers Library Series.

ERIC Educational Resources Information Center

Gibson, Joyce Taylor

Designed to teach educators how to consciously develop strategies and practices for cultural groups that are at risk for education failure, this book defines and describes diversity; offers a unique process for developing strategies to serve diverse populations; and provides opportunities to practice the approach through questions, exercises, and…

Different Students, Same Difference? A Comparison of UK and International Students' Understandings of "Effective Teaching"

ERIC Educational Resources Information Center

Bartram, Brendan; Bailey, Carol

2009-01-01

Recent years have seen a considerable growth in the numbers of international students coming to study in the UK. In an attempt to identify the extent to which differences in understandings and expectations of "effective teaching practice" might impede their successful integration into academic life, the following article offers a…

A National Study of Training Content and Activities for Faculty Development for Online Teaching

ERIC Educational Resources Information Center

Meyer, Katrina A.; Murrell, Vicki S.

2014-01-01

This article presents the results of a national study of 39 higher education institutions that collected information about their practices for faculty development for online teaching and particularly the content and training activities used during 2011-2012. This study found that the most frequently offered training content (97% of the…

Strengthening Resistance Self-Efficacy: Influence of Teaching Approaches and Gender on Different Consumption Groups

ERIC Educational Resources Information Center

Heyne, Thomas; Bogner, Franz X.

2009-01-01

Our study focused on strengthening the individual self-efficacy of low achieving 8th graders reducing drug-specific peer pressure through theoretical and practical training. The subject of the intervention was based on a substance-specific life skills program offering both teacher-centered and student-centered teaching approaches. A cluster…

A Process Approach to Public Speaking: The Use of Exercises and Games.

ERIC Educational Resources Information Center

Berryman, Cynthia L.

The use of exercises and games in teaching the process of public speaking provides a novel and effective approach for teacher and student. This paper justifies a process orientation to public-speaking instruction and offers practical exercises, games, and activities for teaching the major rhetorical aspects involved in the process of public…

Concept of Best Practices in English Language Teaching to Pakistani ELT Fraternity

ERIC Educational Resources Information Center

Soomro, Muhammad Arif; Memon, Natasha; Memon, Shumaila Aijaz

2016-01-01

Teaching industry of English as a second or foreign language has grown massively in recent times in Pakistan. There are many public sectors universities and English academies established all over Pakistan offering English language proficiency courses. Therefore, this wave led to conduct this research. The purpose of conducting this study was to…

"Inspiration, Ideas, Encouragement": Teacher Development and Improved Use of Technology in Language Teaching through Open Educational Practice

ERIC Educational Resources Information Center

Borthwick, Kate; Gallagher-Brett, Angela

2014-01-01

This paper describes a study undertaken with language tutors who were engaged in a project to publish and create open educational resources. We sought to investigate how far working with open content could offer language tutors opportunities to develop professionally and acquire new technical knowledge for language teaching. Language educators…

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

ERIC Educational Resources Information Center

Regelski, Thomas A.

2012-01-01

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

Teaching the Practice of Compassion to Nursing Students within an Online Learning Environment: A Qualitative Study Protocol

ERIC Educational Resources Information Center

Hofmeyer, Anne; Toffoli, Luisa; Vernon, Rachael; Taylor, Ruth; Fontaine, Dorrie; Klopper, Hester C.; Coetzee, Siedine Knobloch

2016-01-01

Background: There is an increasing global demand for higher education to incorporate flexible delivery. Nursing education has been at the forefront of developing flexible online education and offering programs "anywhere and anytime". In response to calls to teach compassion in nursing education, there is an abundance of literature…

A TRANS-DISCIPLINARY APPROACH FOR TEACHING IMPLEMENTATION RESEARCH AND PRACTICE IN PUBLIC HEALTH

PubMed Central

Alonge, Olakunle; Frattaroli, Shannon; Davey-Rothwell, Melissa; Baral, Stefan

2016-01-01

The trans-disciplinary approach for teaching implementation research and practice (IR&P) in public health seeks to present related concepts on IR&P from multiple perspectives without paying an exclusive service to a specific home discipline. It is a response to the demand for a pedagogical approach to teaching that promotes a unity of knowledge around a subject that extends beyond the disciplinary boundaries within public health. Based on the experience of establishing a flagship course in IR&P at a graduate school of public health, we draw from existing theories and offer practical steps for developing and delivering content for IR&P from a trans-disciplinary perspective. The potential of this teaching approach is its ability to demonstrate the pervasiveness and easy transfer of relevant concepts in IR&P across multiple disciplines and settings. This teaching approach has relevance for influencing the overall technique to graduate level instruction in the health professions where multiple disciplines intersect. PMID:27795985

MBA Program Trends and Best Practices in Teaching Sustainability: Live Project Courses

ERIC Educational Resources Information Center

Sroufe, Robert; Ramos, Diane

2011-01-01

This study offers a model for incorporating live sustainability consulting projects in an MBA curriculum to nurture cross-functional faculty collaboration while offering students proving ground for solving contemporary challenges related to ethical management of all forms of capital. We attempt to first lay a foundation for the recent evolution of…

Helping Adults to Spell.

ERIC Educational Resources Information Center

Moorhouse, Catherine

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

The Feasibility of a Common Course in Early Childhood Teacher Preparation Programs. Research Brief

ERIC Educational Resources Information Center

Scott-Little, Catherine; La Paro, Karen M.; Thomason, Amy C.; Pianta, Robert C.; Hamre, Bridget; Downer, Jason; Burchinal, Margaret; Howes, Carollee

2011-01-01

This study offers a glimpse into the feasibility and potential benefits of offering a common course across multiple institutions of higher education. The research-based course was designed to enhance students' knowledge and beliefs regarding intentional teaching practices in language and literacy instruction. Researchers found evidence that a…

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

PubMed

Brugnolli, Anna; Benaglio, Carla

2017-01-01

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

Interprofessional education and practice guide No. 5: Interprofessional teaching for prequalification students in clinical settings.

PubMed

Lie, Désirée A; Forest, Christopher P; Kysh, Lynn; Sinclair, Lynne

2016-05-01

The importance of interprofessional education in health professions training is increasingly recognised through new accreditation guidelines. Clinician teachers from different professions may find themselves being asked to teach or supervise learners from multiple health professions, focusing on interprofessional dynamics, interprofessional communication, role understanding, and the values and ethics of collaboration. Clinician teachers often feel prepared to teach learners from their own profession but may feel ill prepared to teach learners from other professions. In this guide, we draw upon the collective experience from two countries: an institution from the United States with experience in guiding faculty to teach in a student-run interprofessional clinic and an institution from Canada that offers interprofessional experiences to students in community and hospital settings. This guide offers teaching advice to clinician educators in all health professions who plan to or already teach in an interprofessional clinical setting. We anticipate that clinician teachers can learn to fully engage learners from different professions, precept effectively, recognise common pitfalls, increase their confidence, reflect, and become role models to deliver effective teaching in interprofessional settings.

Reframing Science Learning and Teaching: A Communities of Practice Approach

ERIC Educational Resources Information Center

Sansone, Anna

2018-01-01

Next Generation Science Standards encourage science instruction that offers not only opportunities for inquiry but also the diverse social and cognitive processes involved in scientific thinking and communication. This article gives an introduction to Lave and Wenger's (1991) communities of practice framework as a potential way of viewing…

Neuroimaging Week: A Novel, Engaging, and Effective Curriculum for Teaching Neuroimaging to Junior Psychiatric Residents

ERIC Educational Resources Information Center

Downar, Jonathan; Krizova, Adriana; Ghaffar, Omar; Zaretsky, Ari

2010-01-01

Objective: Neuroimaging techniques are increasingly important in psychiatric research and clinical practice, but few postgraduate psychiatry programs offer formal training in neuroimaging. To address this need, the authors developed a course to prepare psychiatric residents to use neuroimaging techniques effectively in independent practice.…

Social Representations as Mediators of Practice in Mathematics Classrooms with Immigrant Students

ERIC Educational Resources Information Center

Gorgorio, Nuria; de Abreu, Guida

2009-01-01

This article suggests that a critical perspective of the notion of social representations can offer useful insights into understanding practices of teaching and learning in mathematics classrooms with immigrant students. Drawing on literature using social representations, previous empirical studies are revisited to examine three specific…

Teaching for Skill Mastery

ERIC Educational Resources Information Center

Chepko, Stevie; Doan, Robert

2015-01-01

This article focuses on establishing a mastery climate where all students find success and start on the road to physical literacy. Using a five-step approach, physical educators will be offered guidance for developing practice tasks that lead to skill mastery. These steps include creating a mastery environment, designing deliberate practice tasks,…

On Grandmother Neurons and Grandfather Clocks

ERIC Educational Resources Information Center

Perkins, David

2009-01-01

What does contemporary neuroscience offer educational practice? The promise seems immense, as we come to understand better how the brain learns. However, critics caution that only a few concrete implications for practice have emerged, nowhere near a rewrite of the craft of teaching and learning. How then can we understand better the relationship…

Practically Speaking: A Sourcebook for Instructional Consultants in Higher Education.

ERIC Educational Resources Information Center

Brinko, Kathleen T., Ed.; Menges, Robert J., Ed.

The selections in this sourcebook offer a blend of research-based principles and practical advice to the instructional consultant. The first section, Skills and Techniques of Instructional Consultation, contains: (1) The Interactions of Teaching Improvement (Kathleen T. Brink); (2) Instructional Consulting: A Guide for Developing Professional…

The Phenomenology of Professional Practice: A "Currere"

ERIC Educational Resources Information Center

Gibbs, Paul

2014-01-01

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

Teaching Diverse Learners: Principles for Best Practice

ERIC Educational Resources Information Center

Mazur, Amy J.; Doran, Patricia Rice

2010-01-01

Based on current research, legislation, and best practices for the classroom, this user-friendly guide offers a comprehensive overview of everything teachers need to know to differentiate instruction for students who are culturally and linguistically diverse, as well as those who have or might have special education needs. Amy G. Mazur and…

Educating Emotionally Disturbed Children--Promising Practices. Journal within a Journal.

ERIC Educational Resources Information Center

Michael, Robert, Ed.

1987-01-01

Seven articles by educators with a variety of perspectives examine promising educational practices for use with children having emotional disturbances. Lee Bell offers strategies for using group activities in "All Together Now: Group Techniques for Teaching Students with Emotional Disturbances." Lyn Sarda and Rik Flynn discuss benefits…

Meeting Pedagogical Encounters Halfway

ERIC Educational Resources Information Center

Spector, Karen

2015-01-01

This commentary offers a critique of literacy pedagogy that focuses solely upon a best practices approach to teaching and learning and argues for a relational pedagogy that relies upon diffractive thinking, reading, and writing.

On teaching computer ethics within a computer science department.

PubMed

Quinn, Michael J

2006-04-01

The author has surveyed a quarter of the accredited undergraduate computer science programs in the United States. More than half of these programs offer a 'social and ethical implications of computing' course taught by a computer science faculty member, and there appears to be a trend toward teaching ethics classes within computer science departments. Although the decision to create an 'in house' computer ethics course may sometimes be a pragmatic response to pressure from the accreditation agency, this paper argues that teaching ethics within a computer science department can provide students and faculty members with numerous benefits. The paper lists topics that can be covered in a computer ethics course and offers some practical suggestions for making the course successful.

Using a blog as an integrated eLearning tool and platform.

PubMed

Goh, Poh Sun

2016-06-01

Technology enhanced learning or eLearning allows educators to expand access to educational content, promotes engagement with students and makes it easier for students to access educational material at a time, place and pace which suits them. The challenge for educators beginning their eLearning journey is to decide where to start, which includes the choice of an eLearning tool and platform. This article will share one educator's decision making process, and experience using blogs as a flexible and versatile integrated eLearning tool and platform. Apart from being a cost effective/free tool and platform, blogs offer the possibility of creating a hyperlinked indexed content repository, for both created and curated educational material; as well as a distribution and engagement tool and platform. Incorporating pedagogically sound activities and educational practices into a blog promote a structured templated teaching process, which can be reproduced. Moving from undergraduate to postgraduate training, educational blogs supported by a comprehensive online case-based repository offer the possibility of training beyond competency towards proficiency and expert level performance through a process of deliberate practice. By documenting educational content and the student engagement and learning process, as well as feedback and personal reflection of educational sessions, blogs can also form the basis for a teaching portfolio, and provide evidence and data of scholarly teaching and educational scholarship. Looking into the future, having a collection of readily accessible indexed hyperlinked teaching material offers the potential to do on the spot teaching with illustrative material called up onto smart surfaces, and displayed on holographic interfaces.

Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade. Educator's Practice Guide. NCEE 2016-4008

ERIC Educational Resources Information Center

Foorman, Barbara; Beyler, Nicholas; Borradaile, Kelley; Coyne, Michael; Denton, Carolyn A.; Dimino, Joseph; Furgeson, Joshua; Hayes, Lynda; Henke, Juliette; Justice, Laura; Keating, Betsy; Lewis, Warnick; Sattar, Samina; Streke, Andrei; Wagner, Richard; Wissel, Sarah

2016-01-01

The goal of this practice guide is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. This guide is a companion to the existing practice guide, "Improving Reading Comprehension in Kindergarten Through 3rd Grade", and as a set, these guides…

The New Science of Teaching and Learning: Using the Best of Mind, Brain, and Education Science in the Classroom

ERIC Educational Resources Information Center

Tokuhama-Espinosa, Tracey

2009-01-01

This book offers a definitive, scientifically grounded guide for better teaching and learning practices. Drawing from thousands of documents and the opinions of recognized experts worldwide, it explains in straight talk the new Mind, Brain, and Education Science--a field that has grown out of the intersection of neuroscience, education, and…

Young Meaning Makers--Teaching Comprehension, Grades K-2. Common Core State Standards in Literacy Series

ERIC Educational Resources Information Center

Reutzel, D. Ray; Clark, Sarah K.; Jones, Cindy D.; Gillam, Sandra L.

2016-01-01

One of the most critical elements in the Common Core State Standards (CCSS) is the effective teaching of reading comprehension in the early years. This timely resource provides evidence-based practices for teachers to use as they work to meet standards associated with comprehending complex literature and informational texts. The authors offer a…

Gay and Lesbian Literature Disrupting the Heteronormative Space of the High School English Classroom

ERIC Educational Resources Information Center

Helmer, Kirsten

2016-01-01

This paper offers insights into how the teaching of queer topics in English language arts classes can be reframed by bridging the goals, practices and conceptual tools of queer theory to literacy teaching. Drawing on an ethnographic classroom study, which explored a 13-week high school Gay and Lesbian Literature course, this paper discusses how…

A Practical Procedure for Instituting a Chore and Allowance Program for Grade School Children: Specific Guidelines for Clinicians.

ERIC Educational Resources Information Center

Neul, Shari K. T.; Drabman, Ronald S.

2001-01-01

This article provides a use plan for instituting and maintaining a successful chore and allowance program for children. Specific guidelines are outlined regarding how to teach children basic money management skills. Explicit examples are offered for teaching these skills that can be easily adopted by parents and clinicians who specialize in…

Teaching Writing for the "Real World": Community and Workplace Writing

ERIC Educational Resources Information Center

Cox, Michelle; Ortmeier-Hooper, Christina; Tirabassi, Katherine E.

2009-01-01

In this article, the authors offer an approach to teaching that can help students prepare to write for the workplace and in the community: a case study of community-based writing. In this case-study project, students work in groups to study the writing needs and practices of a community-based group or organization, such as a local public library,…

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…

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

ERIC Educational Resources Information Center

Owens, Tessa

2012-01-01

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

Literacy from A to Z: Engaging Students in Reading, Writing, Speaking and Listening

ERIC Educational Resources Information Center

Blackburn, Barbara R.

2008-01-01

This book offers strategies, activities, and tools to help teachers and reading specialists teach elementary and middle school students to become better readers, writers, speakers, and listeners. Written in a lively and accessible style with one chapter for each letter of the alphabet, the book offers practical advice and fully realized examples…

Online Teaching: Navigating Its Advantages, Disadvantages and Best Practices

ERIC Educational Resources Information Center

Al-Asfour, Ahmed

2012-01-01

Many tribal colleges are already offering distance learning. With increased Internet use, it's likely that even more will offer online courses to their tribal members in order to reach a larger student pool. Online education can reach students who care for their immediate and extended families and who have to work. It is also appealing to students…

Films with Few Words; A Multi-Sensory Approach to Writing, Reading, and Discussion.

ERIC Educational Resources Information Center

Sohn, David A.

1969-01-01

Concerned with the need to offer high school students organized practice in observing visual stimuli and writing about what they see, the author offers an annotated list of short films with little dialogue and narration that can conveniently be used in the classroom for teaching observation through the moving image. (LS)

Teaching quality improvement.

PubMed

Murray, Marry Ellen; Douglas, Stephen; Girdley, Diana; Jarzemsky, Paula

2010-08-01

Practicing nurses are required to engage in quality improvement work as a part of their clinical practice, but few undergraduate nursing education programs offer course work and applied experience in this area. This article presents a description of class content and teaching strategies, assignments, and evaluation strategies designed to achieve the Quality and Safety Education in Nursing competencies related to quality improvement and interdisciplinary teams. Students demonstrate their application of the quality improvement process by designing and implementing a small-scale quality improvement project that they report in storyboard format on a virtual conference Web site.

[The teaching and practice of ars dictaminis from the 12(th) to the 14 (th) century].

PubMed

Grévin, Benoît

2012-01-01

The medieval discipline of the ars dictaminis (or dictamen), which flourished during the 12(th)-14(th) centuries, can be considered as an adaptation of classical Latin rhetoric to the communicational needs of the medieval society. Yet, although the relation between the teaching of the ars and its practice is an important one, it has rarely been addressed because of the persistence of numerous misunderstandings about the various different levels at which the ars was taught. This article offers some suggestions to fill this gap.

Teaching the abyss: living the art-science of nursing.

PubMed

Ramey, Sandra L; Bunkers, Sandra Schmidt

2006-10-01

This column addresses how nurse educators can provide the teaching-learning experiences for novice nurses to develop the leadership competence to effectively practice nursing in an extremely demanding healthcare environment. The authors delve into Mitchell and Bunkers' use of the metaphor of an abyss to explore the lived experience of risking being with others in extremely intense interpersonal situations. Using reflection, students' journal narratives affirm connections made among past experiences and the new knowledge gleaned from exploring and naming the phenomenon of the abyss. Several teaching-learning strategies are offered as ways for addressing the leadership issues related to dealing with intense relational experiences in nursing practice, including exploring nurse theorist Rosemarie Rizzo Parse's essentials of leadership.

Teaching interpersonal skills in family practice: results of a national survey.

PubMed

Kahn, G; Cohen, B; Jason, H

1979-02-01

The increasing recognition of the importance of a well-developed set of interpersonal skills to the competent family physician has resulted in a rapid growth in the formal teaching of interpersonal skills within family practice residencies. Of the 168 programs responding to a national survey of family practice residencies, 88 percent indicated that they have formal programs in interpersonal skills. It is estimated that there are well over 500 family practice faculty members who have special responsibilities in teaching interpersonal skills. While most programs address the component skills of the interpersonal process (eg, demonstrating empathy, information gathering, information giving, and psychological intervention), it is of concern that only about half offer explicit training in patient education (53 percent), specific types of counseling (eg, family counseling, 55 percent), or some of the specific interpersonal skills important in team practice and practice management (eg, supervisory skills). One of the most striking findings was that 88 percent of the reporting programs use videotechnology, with 77 percent of these planning to increase their use. Although most programs evaluate their interpersonal skills training using both indirect and direct assessment methods, only 25 percent attempt to use patient outcome as a measure of teaching effectiveness.

Association for Teacher Education in Europe (ATEE) Seminar on Practical Experience in Teacher Education (Gargnano, Italy, June 28-July 1, 1995). Select Annotated Bibliography.

ERIC Educational Resources Information Center

Macrae, Sheila, Comp.; Manning, Patricia, Comp; Moon, Bob, Comp.

1996-01-01

This annotated bibliography offers information from presentations at a 1995 seminar on practical teaching experience in preservice teacher education programs throughout Europe. Each entry includes a brief abstract of the presentation and a list of keywords. (SM)

Voices in English Classrooms: Honoring Diversity and Change. Classroom Practices in Teaching English, Vol. 28.

ERIC Educational Resources Information Center

Cook, Lenora, Ed.; Lodge, Helen C., Ed.

This book presents a collection of classroom practices that view the personal experiences of diverse student populations as valuable resources for instruction. It offers teachers various responses to the challenges posed by students' cultural, linguistic, and social group affiliations. The book contains essays arranged into three interwoven…

LabSkills

ERIC Educational Resources Information Center

O'Brien, Nick

2010-01-01

This article describes LabSkills, a revolutionary teaching tool to improve practical science in schools. LabSkills offers the chance to help improve the exposure that the average Key Stage 5 (age 16-19) student has to practical work. This is a huge area for development being highlighted by universities who are seeing a worryingly growing trend in…

Comprehension Instruction: Research-Based Best Practices. Solving Problems in the Teaching of Literacy. Second Edition

ERIC Educational Resources Information Center

Block, Cathy Collins, Ed.; Parris, Sheri R., Ed.

2008-01-01

Now in a substantially revised and updated second edition, this comprehensive professional resource and text is based on cutting-edge research. In each chapter, leading scholars provide an overview of a particular aspect of comprehension, offer best-practice instructional guidelines and policy recommendations, present key research questions still…

Exemplary Instruction in the Middle Grades: Teaching That Supports Engagement and Rigorous Learning

ERIC Educational Resources Information Center

Lapp, Diane, Ed.; Moss, Barbara, Ed.

2011-01-01

Offering fresh alternatives to common instructional practices that fail to get results, this accessible, highly practical guide highlights ways to motivate middle school students while enhancing content-area learning. Each chapter features an enlightening case study of a teacher whose current strategies are not supported by research; describes…

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

PubMed

Loui, Michael C

2005-07-01

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

Infection as a Background to Safety: Source Material for Teaching.

ERIC Educational Resources Information Center

Wyatt, H. V.

1986-01-01

Offers selections from papers which illustrate accidents, epidemics, and bad practices which could be used as background material for lessons on laboratory safety. Advocates the need for instruction on pathogenicity and infectivity. (ML)

Teaching To Learn: Reflections on Risk-Taking. Bill Harp Professional Teachers Library.

ERIC Educational Resources Information Center

Cusack, Margaret S.

This book is a discussion of teaching as learning--rooted in the author's personal history as a teacher and learner, and offered as one story among many to help other teachers ask questions about their own practice. The book is not intended to be a manual or a step-by-step guide for use in the classroom. Instead, it emphasizes the triumphs that…

Redefining "Community" through Collaboration and Co-Teaching: A Case Study of an ESOL Specialist, a Literacy Specialist, and a Fifth-Grade Teacher

ERIC Educational Resources Information Center

Ahmed Hersi, Afra; Horan, Deborah A.; Lewis, Mark A.

2016-01-01

This article explores the development of a professional learning community through a case study of three teachers--an ESOL specialist, a literacy specialist, and a fifth-grade teacher--who engaged in co-teaching and collaboration. The emerging community of practice offered these teachers a space to learn and problem-solve by utilizing their…

Healing and the Arts: A Powerful Metaphor for Teaching about Healing and for Teaching Medical Humanities

ERIC Educational Resources Information Center

Sirridge, Marjorie S.; Martin, Jennifer

2006-01-01

For several years an interdisciplinary course called "Healing and the Arts" has been offered to undergraduates and medical students in a BA/MD program at the University of Missouri-Kansas City. Its stated purpose is to give students a theoretical and practical understanding of how the arts can be a healing force in people's lives.…

The Internet Playground: Children's Access, Entertainment, and Mis-Education. Second Printing. Popular Culture and Everyday Life Volume 10

ERIC Educational Resources Information Center

Seiter, Ellen

2007-01-01

Based on four years of experience teaching computers to 8-12 year olds, media scholar Ellen Seiter offers parents and educators practical advice on what children need to know about the Internet and when they need to know it. "The Internet Playground" argues that, contrary to the promises of technology boosters, teaching with computers is…

How to Reach and Teach Children with ADD/ADHD: Practical Techniques, Strategies, and Interventions. Third Edition

ERIC Educational Resources Information Center

Rief, Sandra F.

2016-01-01

The third edition of "How to Reach and Teach Children and Teens with ADD/ADHD" has been completely revised to offer the most updated and comprehensive guidance to everyone engaged in the positive education of children and teens who have been diagnosed with ADHD or show signs and symptoms of the disorder. This valuable resource contains…

Large-scale visualization projects for teaching software engineering.

PubMed

Müller, Christoph; Reina, Guido; Burch, Michael; Weiskopf, Daniel

2012-01-01

The University of Stuttgart's software engineering major complements the traditional computer science major with more practice-oriented education. Two-semester software projects in various application areas offered by the university's different computer science institutes are a successful building block in the curriculum. With this realistic, complex project setting, students experience the practice of software engineering, including software development processes, technologies, and soft skills. In particular, visualization-based projects are popular with students. Such projects offer them the opportunity to gain profound knowledge that would hardly be possible with only regular lectures and homework assignments.

EBP partners: doctoral students and practicing clinicians bridging the theory-practice gap.

PubMed

Peck, Sydney; Lester, Jennifer; Hinshaw, Ginger; Stiles, Anne; Dingman, Sharon K

2009-01-01

The theory-practice gap is one component of the barriers to implementing evidence-based practice. Texas Woman's University College of Nursing and Presbyterian Hospital of Denton joined forces to bridge this gap, allowing doctoral students to provide educational offerings to practicing nurses. Through a Graduate Assistance in Areas of National Need grant, doctoral students completed supervised teaching practicums at the hospital, assisting the hospital to implement evidence-based practice with the ultimate goal of applying for Magnet status. The hospital benefited from the addition of research expertise and mentoring for the staff members. The students benefited from the opportunities to teach and to share knowledge with these clinical experts. This program has been successful in meeting the needs of both parties. Recommendations are given for other institutions interested in establishing similar relationships.

International dissemination of evidence-based practice, open access and the IACAPAP textbook of child and adolescent mental health.

PubMed

Rey, Joseph M; Omigbodun, Olayinka Olusola

2015-01-01

Dramatic changes have occurred in both publishing and teaching in the last 20 years stemming from the digital and Internet revolutions. Such changes are likely to grow exponentially in the near future aided by the trend to open access publishing. This revolution has challenged traditional publishing and teaching methods that-largely but not exclusively due to cost-are particularly relevant to professionals in low and middle income countries. The digital medium and the Internet offer boundless opportunities for teaching and training to people in disadvantaged regions. This article describes the development of the IACAPAP eTextbook of child and adolescent mental health, its use, accessibility, and potential impact on the international dissemination of evidence-based practice.

Implementing family nursing: how do we translate knowledge into clinical practice? Part II: The evolution of 20 years of teaching, research, and practice to a Center of Excellence in Family Nursing.

PubMed

Duhamel, Fabie

2010-02-01

The author's reflections on knowledge transfer/translation highlight the importance of the circular process between science and practice knowledge, leading to the notion of "knowledge exchange." She addresses the dilemmas of translating knowledge into clinical practice by describing her academic contributions to knowledge exchange within Family Systems Nursing (FSN). Teaching and research strategies are offered that address the circularity between science and practice knowledge. The evolution of 20 years of teaching, research, and clinical experience has resulted in the recent creation of a Center of Excellence in Family Nursing at the University of Montreal. The three main objectives of the Center uniquely focus on knowledge exchange by providing (a) a training context for skill development for nurses specializing in FSN, (b) a research milieu for knowledge "creation" and knowledge "in action" studies to further advance the practice of FSN, and (c) a family healing setting to support families who experience difficulty coping with health issues.

How Evidence-Based Teaching Practices Are Challenged by a Deweyan Approach to Education

ERIC Educational Resources Information Center

Webster, R. Scott

2009-01-01

The claim is made in this paper that the discourse of education offers a challenge to evidence-based practices because this latter approach is embedded in the discourse of management. Although claiming the status of being "scientific", this latter development is drawn upon problematically by policy makers to provide the warrant for stipulating…

Reflective Activities: Helping Students Connect with Texts. Classroom Practices in Teaching English, Volume 30.

ERIC Educational Resources Information Center

Reid, Louann, Ed.; Golub, Jeffrey N., Ed.

This book offers successful classroom practices that encourage students to learn purposefully and constructively by reflecting on their own learning processes and by making connections between what they read (whether verbal or visual texts) and the lives they lead. Extending from middle and high school through college composition and English…

"Gym Class with Ed Fizz": Exploring Questionable Pedagogical Practices with Preservice Physical Education Teachers

ERIC Educational Resources Information Center

Robinson, Daniel B.; Gleddie, Doug

2011-01-01

Enabling preservice physical education teachers to critically consider questionable and taken-for-granted practices is an important component of a physical education teacher education (PETE) program. In an effort to offer a teaching and learning context in which to introduce such critical consciousness, the authors have included a staged physical…

Try a New Approach: Using German Practice in Harmonica Education

ERIC Educational Resources Information Center

Prosek, Jacob

2016-01-01

This article looks at some best practices for teaching the harmonica as demonstrated in schools in southern Germany. The author describes the role the harmonica has played in music education, offering a brief overview of the instrument's use in the United States. He shares what certain German educators are doing and how their techniques can be…

Teaching English Using Video Materials: Design and Delivery of a Practical Course

ERIC Educational Resources Information Center

Lopez-Alvarado, Julio

2017-01-01

In this paper, a practical course for listening, speaking, reading and writing was designed using authentic video material. The aim of this paper is to offer tools to the TEFL teacher in order to design new course materials using video material. The development procedure is explained in detail, and the underpinning main theories are also…

Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large-Scale Assessment

ERIC Educational Resources Information Center

Shepard, L. A.; Penuel, W. R.; Pellegrino, J. W.

2018-01-01

To support equitable and ambitious teaching practices, classroom assessment design must be grounded in a research-based theory of learning. Compared to other theories, sociocultural theory offers a more powerful, integrative account of how motivational aspects of learning--such as self-regulation, self-efficacy, sense of belonging, and…

Reconsidering the Study of Mathematics Instructional Practices: The Importance of Curricular Context in Understanding Local and Global Teacher Change

ERIC Educational Resources Information Center

Herbel-Eisenmann, Beth A.; Lubienski, Sarah Theule; Id-Deen, Lateefah

2006-01-01

This paper discusses the case of one teacher, Jackie, whose instructional practices illuminate the importance of textbooks and student/parent expectations in shaping pedagogy. Jackie teaches in the Plainview district, which offers parents and students a choice between a reform-oriented, integrated curriculum ("Core Plus") and a more…

Student Achievement Goal Setting: Using Data to Improve Teaching and Learning

ERIC Educational Resources Information Center

Stronge, James H.; Grant, Leslie W.

2009-01-01

The first book in the James H. Stronge Research-to-Practice series focuses on improving student achievement through academic goal setting. It offers the tools and plan of action to use performance data to improve instructional practice and increase student achievement. The book is divided into three parts: (1) How Student Achievement Data Can Be…

Music lessons: what musicians can teach doctors (and other health professionals).

PubMed

Davidoff, Frank

2011-03-15

Medicine is a learned profession, but clinical practice is above all a matter of performance, in the best and deepest sense of the word. Because music is, at its core, a pure distillate of real-time performance, musicians are in an excellent position to teach us about better ways to become and remain expert performers in health care and ways for our teachers and mentors to help us do that. Ten features of the professionalization of musicians offer us lessons on how the clinical practice of medicine might be learned, taught, and performed more effectively.

Postcolonial Practices for a Global Virtual Group: The Case of the International Network for Learning and Teaching Geography in Higher Education (INLT)

ERIC Educational Resources Information Center

Hay, Iain

2008-01-01

This paper offers a critical review of the role of the International Network for Learning and Teaching geography in higher education (INLT) in the production of geographical knowledge. Through an examination of the Network's membership and activities, it explores some of the ways in which INLT--as a global virtual group--may be inadvertently…

The One-Minute Preceptor: a five-step tool to improve clinical teaching skills.

PubMed

Kertis, Margo

2007-01-01

The One-Minute Preceptor (OMP) is a teaching tool that has been used successfully for over 10 years in family practice residency programs. It was designed to enhance the teaching skills of physicians involved in the clinical education of new residents. This article describes the five steps of the OMP and how it was taught to a group of nurse preceptors and reports their evaluations of the impact that this education had on their ability to instruct and offer feedback to the novice nurse.

Integrating Prevention into Obstetrics/Gynecology.

ERIC Educational Resources Information Center

Carey, J. Christopher

2000-01-01

Discusses formats to teach preventive medicine in obstetrics and gynecology (including learning objectives, lectures/seminars, and rounds/office practice) and evaluation methods (oral examinations, computerized question banks, objective structured clinical examinations). Offers examples from specific programs at American medical schools, including…

Viewpoint: exploring the human interior: the roles of cadaver dissection and radiologic imaging in teaching anatomy.

PubMed

Gunderman, Richard B; Wilson, Philip K

2005-08-01

For a variety of reasons, new radiological imaging techniques are supplanting traditional cadaver dissection in the teaching of human anatomy. The authors briefly review the historical forces behind this transition, and then explore the advantages and drawbacks of each approach. Cadaver dissection offers an active, hands-on exploration of human structure, provides deep insights into the meaning of human embodiment and mortality, and represents a profound rite of passage into the medical profession. Radiological imaging permits in vivo visualization, offers physiologic as well as anatomic insights, and represents the context in which contemporary practicing physicians most frequently encounter their patients' otherwise hidden internal anatomy. Despite its important strengths, radiology cannot simply substitute for cadaver dissection, and the best models for teaching gross anatomy will incorporate both cadaver dissection and radiological imaging.

Science Thought and Practices: A Professional Development Workshop on Teaching Scientific Reasoning, Mathematical Modeling and Data Analysis

NASA Astrophysics Data System (ADS)

Robbins, Dennis; Ford, K. E. Saavik

2018-01-01

The NSF-supported “AstroCom NYC” program, a collaboration of the City University of New York and the American Museum of Natural History (AMNH), has developed and offers hands-on workshops to undergraduate faculty on teaching science thought and practices. These professional development workshops emphasize a curriculum and pedagogical strategies that uses computers and other digital devices in a laboratory environment to teach students fundamental topics, including: proportional reasoning, control of variables thinking, experimental design, hypothesis testing, reasoning with data, and drawing conclusions from graphical displays. Topics addressed here are rarely taught in-depth during the formal undergraduate years and are frequently learned only after several apprenticeship research experiences. The goal of these workshops is to provide working and future faculty with an interactive experience in science learning and teaching using modern technological tools.

Mastery, Enjoyment, Tradition and Innovation: A Reflective Practice Model for Instrumental and Vocal Teachers

ERIC Educational Resources Information Center

Parkinson, Tom

2016-01-01

This article offers a model to assist music teachers in reflecting on their teaching practice in relation to their aims and values. Initially developed as a workshop aid for use on a music education MA program, the model is intended to provoke critical engagement with two prominent tensions in music education: that between mastery and enjoyment,…

The motivation to teach as a registrar in general practice.

PubMed

Thampy, Harish; Agius, Steven; Allery, Lynne A

2013-07-01

The General Medical Council (GMC) states that teaching should be an integral part of the doctor's role and the Royal College of General Practitioners (RCGP) have incorporated teaching outcomes into the GP training curriculum. However, there are suggestions that the teaching role of a GP trainee declines as they move from hospital posts to the registrar community year. Using doctors in training as near-peer tutors offers multiple advantages. Trainees themselves benefit as teaching others is a strong driver of the tutor's own learning. In addition there are also practical incentives to mobilising this under-utilised pool of primary care clinical teachers given the continuing shift of focusing medical education in the community. This study forms part of a larger body of work exploring the attitudes and perceived learning needs of GP registrars with regards to developing a teaching role. A primary area of investigation was trainees' motivation to teach. This paper describes our attempts to establish: a) how strongly motivated are GP registrars to take on teaching roles? b) in consequence how strongly motivated are they to learn more about teaching? c) what are the factors which affect motivation to teach? Three themes emerged from the data. First, teaching was felt to be of low priority in comparison to competing clinical learning needs. Secondly, the clinical dominance to both formative and summative assessment during training further compounded this situation. Thirdly, registrars identified a number of practical barriers and incentives that influenced their teaching engagement. This included potential negative views from trainers as to their trainee's ability and requirement to be involved with teaching activities.
By understanding and addressing these issues, it is hoped that GP trainees' engagement with teaching activities can be better engendered with subsequent benefits for both the trainee and those they teach.

[Teaching family medicine in Lausanne].

PubMed

Bischoff, Thomas; Junod, Michel; Cornuz, Jacques; Herzig, Lilli; Bonvin, Raphael

2010-12-01

The Faculty of Biology and Medicine of Lausanne has integrated education of family medicine all along its new undergraduate medical curriculum. The Institute of general medicine is in charge to implement those offers among which two are presented hereafter. In the new module "Generalism" several courses cover the specificities of the discipline as for example medical decision in the practice. A mandatory one-month internship in the medical practice offers an experiential immersion into family medicine for all students. In a meeting at the end of their internship, students discuss in group with their peers their individual experiences and are asked to identify, based on their personal experience, the general concepts of the specialty of family medicine and general practice.

Pedagogy Journal, 1997.

ERIC Educational Resources Information Center

Marashio, Paul, Ed.; And Others

1997-01-01

This annual serial volume contains 16 articles offering practical pedagogical ideas from faculty at New Hampshire technical colleges. Following prefatory matter, the following articles are presented: (1) "The Pleasantwood Project: Teaching Science and the Humanities in a Scenario-Based Learning Environment," by Doyle Davis; (2)…

Ideas in Practice: Studies in Atmospheric Pollution For Science Teachers

ERIC Educational Resources Information Center

Rowe, Donald R.

1974-01-01

Describes the content and structure of an enviromental course offered by the Department of Engineering Technology at Western Kentucky University. The course focuses on atmospheric pollution and is designed for science teachers currently teaching in the school system. (JR)

Learning to teach science in urban schools by becoming a researcher of one's own beginning practice

NASA Astrophysics Data System (ADS)

Furman, Melina; Calabrese Barton, Angela; Muir, Ben

2012-03-01

An urgent goal for science teacher educators is to prepare teachers to teach science in meaningful ways to youth from nondominant backgrounds. This preparation is challenging, for it asks teachers to critically examine how their pedagogical practices might adaptively respond to students and to science. It asks, essentially, for new teachers to become researchers of their own beginning practice. This study explores the story of Ben as he coauthored a transformative action research project in an urban middle school as part of a teacher education program and, later, over his first year of teaching at that same school. We describe how Ben and his partner teacher created innovative spaces for science learning. This offered Ben an opportunity to make some of his deeply engrained pedagogical beliefs come alive within a context of distributed expertise, which provided for him a space of moderate risk where he could afford the chances of failure without undermining how he felt about his own capacity as a teacher. Our study highlights the importance of creating reform opportunities within the context of teacher education programs that may help beginner teachers construct positive images of teaching that they can hold on to in their future practice.

A case of learning to teach elementary science: Investigating beliefs, experiences, and tensions

NASA Astrophysics Data System (ADS)

Bryan, Lynn Ann

This study examines how preservice elementary teacher beliefs and experiences within the context of reflective science teacher education influence the development of professional knowledge. From a cognitive constructivist theoretical perspective, I conducted a case analysis to investigate the beliefs about science teaching and learning held by a preservice teacher (Barbara), identify the tensions she encountered in learning to teach elementary science, understand the frames from which she identified problems of practice, and discern how her experiences influenced the process of reflecting on her own science teaching. From an analysis of interviews, observation, and written documents, I constructed a profile of Barbara's beliefs that consisted of three foundational and three dualistic beliefs about science teaching and learning. Her foundational beliefs concerned: (a) the value of science and science teaching, (b) the nature of scientific concepts and goals of science instruction, and (c) control in the science classroom. Barbara held dualistic beliefs about: (a) how children learn science, (b) the science students' role, and (c) the science teacher's role. The dualistic beliefs formed two contradictory nests of beliefs. One nest, grounded in life-long science learner experiences, reflected a didactic teaching orientation and predominantly guided her practice. The second nest, not well-grounded in experience, embraced a hands-on approach and predominantly guided her vision of practice. Barbara encountered tensions in thinking about science teaching and learning as a result of inconsistencies between her vision of science teaching and her actual practice. Confronting these tensions prompted Barbara to rethink the connections between her classroom actions and students' learning, create new perspectives for viewing her practice, and consider alternative practices more resonant with her visionary beliefs. However, the self-reinforcing belief system created by her didactic nest of beliefs, control beliefs, and belief about the goals of science instruction prevented Barbara from enacting new frames in practice. The findings contribute to an understanding of the relationship between beliefs and experiences in learning to teach and indicate that reframing is crucial in developing professional knowledge. Furthermore, the findings underscore the significance of (a) identifying prospective teachers' beliefs for designing teacher preparation programs, and (b) offering experiences as professionals early in the careers of prospective teachers.

Articulating the Curriculum through Cultural Themes: A Literacy and Genre Approach to Teaching Protest, Rebellion, and the Reevaluation of the Past

ERIC Educational Resources Information Center

Rogers, N. Jeff; LeCompte, Laurie; Plumly, Vanessa

2012-01-01

Conceived of as a response to the 2007 MLA Report on the state of foreign language teaching and learning in the United States, this article takes up some of the report's recommendations and puts them into practice. The first part of the article offers a response to current debates concerning foreign language programs and lays the conceptual…

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

ERIC Educational Resources Information Center

Livingston, Sue

2010-01-01

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

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

PubMed

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

2009-08-01

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

Pedagogy Journal, 1994.

ERIC Educational Resources Information Center

Marashio Paul, Ed.; And Others

1994-01-01

This annual serial volume contains 20 articles offering practical pedagogical ideas from faculty at New Hampshire technical colleges. Section I, "Knowing a Thing," includes "A Rider Teaches Writing: Thoroughbreds and Freshmen," by Barbara Dimmick; "Some Thoughts on How To Incorporate Multimedia in Your Course," by Joyce Schneider; "Community…

Sustainability by Design: A Reflection on the Suitability of Pedagogic Practice in Design and Engineering Courses in the Teaching of Sustainable Design

ERIC Educational Resources Information Center

Morris, Richard; Childs, Peter; Hamilton, Tom

2007-01-01

Courses in product design are offered within the United Kingdom at the University of Brighton and the University of Sussex and in both cases are run within engineering departments alongside traditional engineering courses. This paper outlines some of the intrinsic pedagogic practices that are employed by these, and other, design courses. It…

The Practice of Academic Freedom in Classroom Speech in U.S. Catholic Higher Education: A Case Study with Suggestions Concerning Religious Mission

ERIC Educational Resources Information Center

Jacobs, Richard M.

2011-01-01

This article reports a case study of seventeen faculty leaders teaching at a Catholic university who responded to a questionnaire concerning academic freedom and its practice in classroom speech. Situating the responses within a heuristic model, this article offers a portrait that provides insight into how these faculty leaders define academic…

Faculty Development in Context: Changing Learning Cultures in Higher Education

NASA Astrophysics Data System (ADS)

Feixas, Mònica; Zellweger, Franziska

At present, research on the effectiveness of initial training programs for novice faculty is limited, and results fail to offer apparent evidences on the impact of such programs in changing teachers' practices and, at a larger scale, teaching and learning cultures at universities. In addition to faculty development initiatives, the wider organizational context should be considered in order to foster transfer of acquired teaching competences into teaching practice. In this article, we suggest a conceptual framework that includes a description of prevailing teaching cultures in European higher education; a discussion on what we mean by faculty development and its relationship to teaching cultures; a definition of learning cultures; and a framework of the environmental factors affecting learning transfer. Among the outcomes, we expect to adapt Holtons' model to the higher education context and design a set of instruments to identify primarily environmental factors influencing the impact of faculty development. Results might show the necessity to pay greater attention to the conditions under which novice teachers teach, the importance of peer and coordinator support, and all aspects that contribute in the end to changed teaching and learning cultures in higher education.

“The Birthing From Within Holistic Sphere”: A Conceptual Model for Childbirth Education

PubMed Central

England, Pam; Horowitz, Rob

2000-01-01

An expanded conceptual model of childbirth education is offered, proposing the benefits of balancing informative teaching processes with creative, experiential, introspective learning processes for parents. The application of these two teaching dimensions to exploring four different perspectives of birth (the mother's, the father's, the baby's, and the culture's) is discussed, along with examples from “Birthing From Within” classes. Implications for current practice and the evolving role of childbirth educator are noted. PMID:17273200

Essential therapeutics skills required of junior doctors.

PubMed

Baldwin, Mathew J; Abouyannis, Michael; Butt, Tehreem F

2012-12-01

Junior doctors are responsible for the majority of in-hospital prescription errors. Little research has explored their confidence to prescribe, or practical therapeutics related tasks which they are required to perform in day-to-day practice. This survey aimed to explore these areas, gather feedback regarding therapeutics teaching at undergraduate level, and to apply findings to undergraduate training at University of Birmingham. Questionnaire-based survey of all first-year postgraduate doctors (PG1) attending teaching hospitals in the Birmingham and Worcester regions towards the end of the PG1 year. Doctors were asked about difficulties in prescribing, satisfaction with undergraduate training, and how frequently they undertook particular tasks pertaining to therapeutics. Qualitative data on suggestions for improving the curriculum were also collected. Difficulties were commonly encountered with prescribing warfarin, controlled drugs and syringe-driven drugs. Most (87.4 %) had been required to administer intravenous medications. Nearly all had prescribed to 'special groups' such as the elderly (100 %) and patients with renal disease (98.3 %). Thirty-seven percent were not satisfied with their undergraduate therapeutics teaching, and many (56.2 %) recommended making teaching more relevant to clinical practice. Many PG1s expressed difficulties in prescribing potentially dangerous medications. Although better than other UK surveys, significant numbers were not satisfied with undergraduate teaching. The strong opinion was for teaching to become more practical and more relevant. Prescriptions which PG1s are commonly asked to write have been described. Findings have guided improvements to undergraduate teaching and assessment in therapeutics at the University of Birmingham, and may offer guidance to other medical schools.

Why and how do general practitioners teach? An exploration of the motivations and experiences of rural Australian general practitioner supervisors.

PubMed

Ingham, Gerard; Fry, Jennifer; O'Meara, Peter; Tourle, Vianne

2015-10-29

In medical education, a learner-centred approach is recommended. There is also a trend towards workplace-based learning outside of the hospital setting. In Australia, this has resulted in an increased need for General Practitioner (GP) supervisors who are receptive to using adult learning principles in their teaching. Little is known about what motivates Australian GP supervisors and how they currently teach. A qualitative study involving semi-structured interviews with 20 rural GP supervisors who work within one Regional Training Provider region in Australia explored their reasons for being a supervisor and how they performed their role. Data was analysed using a thematic analysis approach. GP supervisors identified both personal and professional benefits in being a supervisor, as well as some benefits for their practice. Supervision fulfilled a perceived broader responsibility to the profession and community, though they felt it had little impact on rural retention of doctors. While financial issues did not provide significant motivation to teach, the increasing financial inequity compared with providing direct patient care might impact negatively on the decision to be or to remain a supervisor in the future. The principal challenge for supervisors was finding time for teaching. Despite this, there was little evidence of supervisors adopting strategies to reduce teaching load. Teaching methods were reported in the majority to be case-based with styles extending from didactic to coach/facilitator. The two-way collegiate relationship with a registrar was valued, with supervisors taking an interest in the registrars beyond their development as a clinician. Supervisors report positively on their teaching and mentoring roles. Recruitment strategies that highlight the personal and professional benefits that supervision offers are needed. Practices need assistance to adopt models of supervision and teaching that will help supervisors productively manage the increasing number of learners in their practices. Educational institutions should facilitate the development and maintenance of supportive supervision and a learning culture within teaching practices. Given the variety of teaching approaches, evaluation of in-practice teaching is recommended.

Auto Workshop Teaches Media Skills

ERIC Educational Resources Information Center

Harris, Richard; Brejcha, Mathias F.

1976-01-01

To meet the need for technical updating and media development for automotive teachers, a short course was offered on the campus of Ferris State College in the summer of 1975. The innovative program proved highly practical in implementation and was favorably evaluated by the participants. (Author/BP)

Transactions in Transformation: the Challenge of Interdisciplinary Understanding in an International Baccalaureate World School.

NASA Astrophysics Data System (ADS)

Forde, N. J.

2017-12-01

This poster will consider the extent to which students understanding of geoscience are enhanced by interdisciplinary curricular offerings, as well as how teacher instructional practices are influenced in the process. The poster will cite examples from a two programme bilingual International Baccalaureate (IB) world school in Hong Kong where students' opportunities to learn about the world come in a number of forms both within and beyond the mainstream curriculum. The IB Middle Years (IB MYP) and Diploma (IB DP) Programmes encourage interdisciplinary learning. The IB's Approaches to Teaching and Learning (AtTL) provides students and teachers with a framework for best practice for learning how to learn, as well specific teacher practices for the planning and delivery of courses. Most importantly, approaches to teaching which are based on inquiry, focused on conceptual understanding, and rooted in global and local contexts are categorized with approaches to learning which focus on the development of research skills as well as social and self management skills. Through the examination of IB curricular offerings such as the `Interdisciplinary Unit' (IDU) for IB MYP and `Group 4 Science Project' for IB DP, as well as examples taken from the unique `Shuyuan' enrichment programme offered at this school, the poster will consider the interdisciplinary environment from the student and teacher perspective, and the extent to which interdisciplinary learning takes students further in their overall understanding of science and humanities in the real world. In addition, the poster will consider the effect on teacher instructional practices and professional learning needs for schools undertaking interdisciplinary teaching and learning. The poster concludes that for high quality interdisciplinary understanding to take place, these experiences should be planned both vertically and horizontally and collaborative planning for teachers needs to be prioritized. In addition, exploring opportunities for synergies between the mainstream and enrichment curriculum should be encouraged.

Advancing student nurse knowledge of the biomedical sciences: A mixed methods study.

PubMed

Craft, Judy; Christensen, Martin; Bakon, Shannon; Wirihana, Lisa

2017-01-01

Nursing students' ability to learn, integrate and apply bioscience knowledge to their clinical practice remains a concern. To evaluate the implementation, influence, and student perspective of a team-teaching workshop to integrate bioscience theory with clinical nursing practice. The team-teaching workshop was offered prior to commencement of the university semester as a refresher course at an Australian university. This study employed a sequential explanatory mixed methods design incorporating both quantitative and qualitative items. An evaluation survey with quantitative and qualitative items and a focus group were employed. The qualitative data were analysed using a thematic approach. The quantitative data was combined with the emergent themes in the qualitative data. Participants were final year nursing students. Nine students attended the workshop. All students completed the evaluation (N=9) and 44.4% (N=4) attended the focus group. The results revealed six themes: (1) lectures are an inadequate teaching strategy for bioscience; (2) teaching strategies which incorporate active learning engage students; (3) the team-teaching workshop provides an effective learning environment; (4) the workshop content should be expanded; (5) pharmacology should relate to bioscience, and bioscience should relate to nursing; and (6) team-teaching was effective in integrating pharmacology with bioscience, and then translating this into nursing practice. Students had felt there was disjointedness between pharmacology and bioscience, and between bioscience and nursing care within their undergraduate studies. The workshop that was based on team-teaching bridged those gaps, utilised active learning strategies and provided an effective learning environment. Team-teaching that employs active learning strategies is an effective approach to assist nursing students to integrate bioscience knowledge into their nursing practice. Copyright © 2016 Elsevier Ltd. All rights reserved.

Leadership skills teaching in Yorkshire & the Humber - a survey: uncovering, sharing, developing, embedding.

PubMed

Fowler, Iolanthe; Gill, Andy

2015-09-01

Medical leadership is a hot topic, but it is not known yet how to teach this most effectively. A working party of educators in Yorkshire and the Humber (Y&H) studied the leadership domains, as set out in the Medical Leadership Competency Framework and from this distilled a set of 'trainable' leadership skills, which were felt to be important to teach during general practitioner (GP) training. A questionnaire was sent out to a large GP educational community (educators and trainees) within Y&H to establish the following: (i) whether the distilled skills were thought to have face validity when applied to the concept of leadership, (ii) what was the relative importance of these skills in relation to each other and (iii) the degree to which these skills were already being taught in practice placements and at General Practice Specialty Training Programme (GPSTP) teaching sessions.Educators reported more teaching and training occurring than trainees reported receiving, and the relative importance of the skills sets were different between educators and trainees. It was evident that leadership skills are currently being taught, but that making training explicitly 'leadership', and raising the importance of leadership skills in GP, may address some of these imbalances. Educators requested guidance on how to teach these skills effectively and commented that many existing opportunities for leadership teaching and training are not well recognised or used. Routinely and regularly offering the chance for trainees at all levels to be exposed to leadership skills by role modelling, making use of everyday opportunities in practice to teach and encouraging trainee involvement in projects and opportunities to practice new skills can facilitate the acquisition and celebration of mastery of generic leadership skills.

Preservice teachers' objectives and their experience of practical work

NASA Astrophysics Data System (ADS)

Nivalainen, V.; Asikainen, M. A.; Hirvonen, P. E.

2013-06-01

This study explores third-year preservice physics teachers’ (n=32) views concerning the objectives of practical work at school and university. Content analysis of their essays about practical work revealed not only the objectives of the practical work undertaken but also how they had experienced teaching as school and university students. The objectives most commonly referred to were related to the connections between theory and practice, motivation, understanding phenomena, learning how to observe, and learning how to report. In contrast, some objectives were recognized only rarely, which is an important issue for discussion as a future challenge. Preservice teachers’ positive experiences of practical work resulted from the successful implementation of practical work. According to our findings, practical work can in many cases be regarded as successful, especially when the participants understand the objectives of the teaching. In contrast, negative experiences reflected failures or difficulties in implementation. We conclude by suggesting that preservice teachers should be offered opportunities to reflect on their previous experiences and to see and experience in practice the advantages of practical work.

Teaching and Learning Resilience: Building Adaptive Capacity for Rural Practice. A Report and Subsequent Analysis of a Workshop Conducted at the Rural Medical Educators Conference, Savannah, Georgia, May 18, 2010

ERIC Educational Resources Information Center

Longenecker, Randall; Zink, Therese; Florence, Joseph

2012-01-01

Purpose: Resilience, the capacity to endure and overcome hardship, has been suggested as a basic competency for rural medical practice. Unfortunately for physician educators, the medical education literature offers only limited guidance for nurturing this adaptive capacity. We describe the process and subsequent analysis of a daylong curriculum…

Peer Mentoring Communities of Practice for Early and Mid-Career Faculty: Broad Benefits from a Research-Oriented Female Peer Mentoring Group

ERIC Educational Resources Information Center

Rees, Amanda; Shaw, Kimberly

2014-01-01

In light of recent interest in the limitations of early and mid-career mentoring (Driscoll et al 2009; Trowers 2011), this case study of a women's scholarly activity and goal setting Community of Practice (CoP) indicates that such groups can offer extensive peer mentoring at one teaching-oriented state university in the United States. Using a…

Preregistration nursing students' perspectives on the learning, teaching and application of bioscience knowledge within practice.

PubMed

Molesworth, Mark; Lewitt, Moira

2016-03-01

This paper aims to explore student nurses' experiences of bioscience learning, teaching and application within the practice setting. It draws upon the social learning theory of communities of practice to consider the issues raised. The teaching of bioscience within many nursing curricula has shifted from traditional to more integrated approaches. Student nurses recognise bioscience as a valuable component of their studies, but many find it challenging. The focus of previous research in this area has often focussed on bioscience learning in theoretical rather than practice settings. A phenomenological study. Data were collected via focus group or interview with a total of seven students across two campuses in a Scottish university. Participants were offered the opportunity to share their experiences at both the end of year one and year two of their studies. A thematic analysis was undertaken independently then jointly by the authors. The findings suggest that although participants recognise the value of bioscience within practice settings, they found that opportunities for learning were often limited. Bioscience-related learning, teaching and application was perceived to have been given less legitimacy by the practice setting than other aspects of placement activity. To enhance bioscience approaches participants expressed a desire for more structured and integrated approaches within both practice and university along with further peer learning opportunities. Students recognise that bioscience knowledge is important in relation to the provision of safe and effective care. They request greater structure and consistency in relation to the learning, teaching and application of this topic during their placements. Those with a stake in educating nurses within clinical settings may find the views of student nurses on the topic of bioscience learning useful when planning and facilitating placement experiences. © 2015 John Wiley & Sons Ltd.

TQM for Professors and Students.

ERIC Educational Resources Information Center

Bateman, George R.; Roberts, Harry V.

This paper offers suggestions on how individual faculty can apply Total Quality Management (TQM) practices to their teaching. In particular the paper describes the experiences and lessons learned by two business school faculty members who took to heart the "Galvin Challenge," Bob Galvin's challenge to professors at the Xerox Quality…

Constructing and Communicating Knowledge: A Personal Journey.

ERIC Educational Resources Information Center

Scott, Kathryn P.

This paper offers reflections on personal beliefs and practices used to construct and communicate knowledge about social studies teaching and learning with preservice elementary teachers. The paper draws upon one person's personal experiences, student journals, student interviews, course documents, field notes, and audio tapes of an instructor.…

Cross Cultural Education: Teaching toward a Planetary Perspective. The Curriculum Series.

ERIC Educational Resources Information Center

Williams, Robert L.

The report offers practical suggestions, organizational strategies, and educational concepts to classroom teachers and curriculum developers for designing and implementing polycultural programs. Polycultural education is defined as experiences provided by the school which enable students to appreciate their own and other people's ethnocultural…

Teaching with Interactive Multimedia.

ERIC Educational Resources Information Center

Hudson, Tim

Based on the idea that anyone who is interested in making entertaining and informative presentations in educational settings is interested in multimedia, this practical guide offers tips for communication (and other) teachers who want to integrate and program interactive multimedia into their courses. The guide suggests that teachers on limited…

Professional Development in Action: Improving Teaching for English Learners

ERIC Educational Resources Information Center

Casteel, Catherine J., Ed.; Ballantyne, Keira Gebbie, Ed.

2010-01-01

This monograph showcases professional development projects by school districts and colleges of education that train teachers to work successfully with English learners (ELs) across the nation. The papers presented in this monograph offer real-life examples of successful and innovative practices, including institutionalized mentoring programs, new…

Action Research: Enhancing Classroom Practice and Fulfilling Educational Responsibilities

ERIC Educational Resources Information Center

Young, Mark R.; Rapp, Eve; Murphy, James W.

2010-01-01

Action Research is an applied scholarly paradigm resulting in action for continuous improvement in our teaching and learning techniques offering faculty immediate classroom payback and providing documentation of meeting our educational responsibilities as required by AACSB standards. This article reviews the iterative action research process of…

Standards for ESL/EFL Teachers of Adults

ERIC Educational Resources Information Center

TESOL Press, 2013

2013-01-01

"Standards for ESL/EFL Teachers of Adult Learners" offers performance indicators, vignettes, and evaluation tools for instructors. These clearly organized components will help instructors identify the qualities and practices to pursue in their teaching. The standards in this book address planning, instructing, and assessing as the basis…

Active for Life: Developmentally Appropriate Movement Programs for Young Children.

ERIC Educational Resources Information Center

Sanders, Stephen W.

This book provides guidance on what high-quality movement programs for young children should include, offering a curricular foundation, strategies for teaching, and assessment ideas. It defines and illustrates specific interrelated components of developmentally appropriate practice in providing movement education for young children. There are…

LRE Project Exchange. Volume 6, Number 1, Spring 1986.

ERIC Educational Resources Information Center

LRE Project Exchange, 1986

1986-01-01

Lawyers who volunteer to teach youngsters about law and the legal process will find this special issue of "LRE Project Exchange," which contains lesson plans and suggestions from teachers and other lawyers, useful. "Sure-Fire Presentations" (A. Gallagher) offers practical suggestions for making classroom presentations more…

Understanding and Preventing Learned Helplessness in Children Who Are Congenitally Deaf-Blind.

ERIC Educational Resources Information Center

Marks, S. B.

1998-01-01

Links the literature on learned helplessness with best practices in teaching children who are deaf-blind. Defines "learned helplessness" and "mastery motivation;" considers identification of learned helplessness; and offers suggestions such as rewarding independent rather than dependent behaviors and integrating orientation, mobility, and…

MS Is a Family Affair. Revised Edition.

ERIC Educational Resources Information Center

Braunel, Laura M.; And Others

The booklet offers practical suggestions to teach the person with multiple sclerosis to conserve energy and maintain a balance between rest and activity. The discussion centers around personal hygiene, homemaking activities, family relationships, and hobbies. Another section gives tips for getting around in the community, with considerations for…

Encouraging Student Interest in Teaching Through a Medical Student Teaching Competition.

PubMed

DeSimone, Ariadne K; Haydek, John P; Sudduth, Christopher L; LaBarbera, Vincent; Desai, Yaanik; Reinertsen, Erik; Manning, Kimberly D

2017-08-01

Clinician educators have realized the value not only of assigning teaching roles to medical students but also of offering explicit training in how to teach effectively. Despite this interest in the development of medical students' teaching skills, formal teaching instruction and opportunities for practice are lacking. To encourage medical student interest in teaching, the authors developed and implemented a medical student teaching competition (MSTC) at Emory University School of Medicine during the summers of 2014, 2015, and 2016. Each year, eight student finalists were each paired with a physician "teaching coach" and given one month to prepare for the MSTC. During the competition, each finalist delivered an eight-minute presentation to a panel of seven physician and resident judges. The authors describe the development, implementation, and assessment of the MSTC. Approximately 150 medical students and faculty members attended the MSTC each year. The students in attendance felt that the MSTC made them more likely to seek out opportunities to learn how to teach effectively and to practice teaching. Additionally, some students are now more interested in learning about a career in academic medicine than they were before the MSTC. Given the need for more formal initiatives dedicated to improving the teaching skills of doctors-in-training, including medical students, innovative solutions such as the MSTC may enhance a medical school's existing curriculum and encourage student interest in teaching. The MSTC model may be generalizable to other medical schools.

The effect of non traditional teaching methods in entrepreneurship education on students entrepreneurial interest and business startups: A data article.

PubMed

Olokundun, Maxwell; Moses, Chinonye Love; Iyiola, Oluwole; Ibidunni, Stephen; Ogbari, Mercy; Peter, Fred; Borishade, Taiye

2018-08-01

Traditional methods of teaching entrepreneurship in universities involves more theoretical approaches which are less effective in motivating considerations for an entrepreneurship career. This owes to the fact that such techniques essentially make students develop a dormant attitude rather than active participation. Expert views suggest that experiential entrepreneurship teaching methods in universities which involve practical activities and active participation can be considered salient to students' development of entrepreneurial interest an business startup potentials. This present study presents data on the extent to which experiential teaching methods in entrepreneurship adopted by Nigerian universities stimulate students' entrepreneurial interest and business startups. Data have been gathered following a descriptive cross-sectional quantitative survey conducted among university students ( N = 600) of four selected institutions in Nigeria offering a degree programme in entrepreneurship. Hierarchical Multiple Regression Analysis was used in confirming the hypothesis proposed in the study using the Statistical Package for Social Sciences (SPSS) version 22.The findings from the analysis showed that the adoption of experiential practical activities considered as best practices in entrepreneurship teaching in Nigerian universities can stimulate students' interest and drive for engaging in business start-up activities even as undergraduates. The field data set is made extensively available to allow for critical investigation.

Electrophysiology for biomedical engineering students: a practical and theoretical course in animal electrocorticography.

PubMed

Albarracín, Ana L; Farfán, Fernando D; Coletti, Marcos A; Teruya, Pablo Y; Felice, Carmelo J

2016-09-01

The major challenge in laboratory teaching is the application of abstract concepts in simple and direct practical lessons. However, students rarely have the opportunity to participate in a laboratory that combines practical learning with a realistic research experience. In the Biomedical Engineering career, we offer short and optional courses to complement studies for students as they initiate their Graduation Project. The objective of these theoretical and practical courses is to introduce students to the topics of their projects. The present work describes an experience in electrophysiology to teach undergraduate students how to extract cortical information using electrocorticographic techniques. Students actively participate in some parts of the experience and then process and analyze the data obtained with different signal processing tools. In postlaboratory evaluations, students described the course as an exceptional opportunity for students interested in following a postgraduate science program and fully appreciated their contents. Copyright © 2016 The American Physiological Society.

Cooperative learning using simulation to achieve mastery of nasogastric tube insertion.

PubMed

Cason, Melanie Leigh; Gilbert, Gregory E; Schmoll, Heidi H; Dolinar, Susan M; Anderson, Jane; Nickles, Barbara Marshburn; Pufpaff, Laurie A; Henderson, Ruth; Lee, Frances Wickham; Schaefer, John J

2015-03-01

Traditionally, psychomotor skills training for nursing students involves didactic instruction followed by procedural review and practice with a task trainer, manikin, or classmates. This article describes a novel method of teaching psychomotor skills to associate degree and baccalaureate nursing students, Cooperative Learning Simulation Skills Training (CLSST), in the context of nasogastric tube insertion using a deliberate practice-to-mastery learning model. Student dyads served as operator and student learner. Automatic scoring was recorded in the debriefing log. Student pairs alternated roles until they achieved mastery, after which they were assessed individually. Median checklist scores of 100% were achieved by students in both programs after one practice session and through evaluation. Students and faculty provided positive feedback regarding this educational innovation. CLSST in a deliberate practice-to-mastery learning paradigm offers a novel way to teach psychomotor skills in nursing curricula and decreases the instructor-to-student ratio. Copyright 2015, SLACK Incorporated.

Resident Preparation for Careers in General Surgery: A Survey of Program Directors.

PubMed

Cogbill, Thomas H; Klingensmith, Mary E; Jones, Andrew T; Biester, Thomas W; Malangoni, Mark A

2015-01-01

The number of general surgery (GS) residency graduates who choose GS practice has diminished as the popularity of postresidency fellowships has dramatically increased over the past several decades. This study was designed to document current methods of GS preparation during surgery residency and to determine characteristics of programs that produce more graduates who pursue GS practice. An email survey was sent by the American Board of Surgery General Surgery Advisory Committee to program directors of all GS residencies. Program demographic information was procured from the American Board of Surgery database and linked to survey results. Multiple regression was used to predict postresidency choices of graduates. Totally, 252 US allopathic surgical residencies. Totally, 171 residency program directors (68% response rate). The proportion of programs using an emergency/acute care surgery rotation at the main teaching hospital to teach GS increased from 63% in 2003 to 83% in 2014. An autonomous GS outpatient experience was offered in 38% of programs. Practice management curricula were offered in 28% of programs. Institutions with fewer postresidency fellowships (p < 0.003) and fewer surgical specialty residencies (p < 0.036) had a greater percentage of graduates who pursued GS practice. The addition of each fellowship at an institution was associated with a 2% decrease in the number of graduates pursuing GS practice. Residency size was not associated with predilection for fellowship selection and there was no difference between university and independent residencies vis-a-vis the proportion selecting fellowship vs GS practice. Practice management principles and autonomous GS outpatient clinic experiences are offered in a minority of programs. Graduates of programs in institutions with fewer surgery fellowships and residencies are more likely to pursue GS practice. Increased number of postresidency fellowships and specialty residencies may be associated with fewer GS rotations and fewer GS mentors. Further study of these relationships seems warranted. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Meeting the expectation of industry: an integrated approach for the teaching of mechanics and electronics to design students

NASA Astrophysics Data System (ADS)

Bingham, Guy A.; Southee, Darren J.; Page, Tom

2015-07-01

This paper examines the traditional engineering-based provision delivered to Product Design and Technology (B.Sc.) undergraduates at the Loughborough Design School and questions its relevancy against the increasing expectations of industry. The paper reviews final-year design projects to understand the level of transference of engineering-based knowledge into design practice and highlights areas of opportunity for improved teaching and learning. The paper discusses the development and implementation of an integrated approach to the teaching of Mechanics and Electronics to formalise and reinforce the key learning process of transference within the design context. The paper concludes with observations from the delivery of this integrated teaching and offers insights from student and academic perspectives for the further improvement of engineering-based teaching and learning.

The teaching of fixed partial dentures in undergraduate dental schools in Ireland and the United Kingdom.

PubMed

Lynch, C D; Singhrao, H; Addy, L D; Gilmour, A S M

2010-12-01

All areas of the practice of dentistry are evolving at a considerable pace. One area in particular which has seen a rapid revolution is the oral rehabilitation of partially dentate adults. The aim of this study was to describe the contemporary teaching of fixed partial dentures (FPDs) in dental schools in Ireland and the United Kingdom. An online questionnaire which sought information in relation to the current teaching of FPDs was developed and distributed to 15 Irish and UK dental schools with undergraduate teaching programmes in Spring 2009. Responses were received from 12 schools (response rate=80%). All schools offer teaching programmes in relation to FPDs. The number of hours devoted to pre-clinical/phantom head teaching of FPDs ranged from 3 to 42h (mean: 16h). The staff/student ratio for pre-clinical teaching courses in FPDs ranged from 1:6 to 1:18 (mode: 1:12). Cantilever resin-retained FPDs were the most popular type of FPD provided clinically (average=0·83 per school; range=1-2). Five schools (42%) report that they have requirements (e.g. targets, quotas, competencies) which students must complete prior to graduation in relation to FPDs. Fixed partial dentures form an important part of the undergraduate teaching programme in UK and Irish dental schools. While this teaching is subjected to contemporary pressures such as lack of curriculum time and a lack of available clinical facilities and teachers, there is evidence that teaching programmes in this area are evolving and are sensitive to current clinical practice trends and evidence-based practice. © 2010 Blackwell Publishing Ltd.

The Circulation and Silence of Weaving Knowledge in Contemporary Navajo Life

ERIC Educational Resources Information Center

Yohe, Jill Ahlberg

2012-01-01

This article draws upon ethnographic fieldwork within a Navajo community to illustrate how weaving knowledge and practices shape contemporary notions of community identity and belonging. The ongoing exchange of Navajo weaving taboos and the careful management of weaving teachings offers community members various opportunities to share and keep…

Comparative Blended Learning Practices and Environments

ERIC Educational Resources Information Center

Ng, Eugenia M. W., Ed.

2010-01-01

With the advent of new technologies, more convenient and effective ways of learning are being adopted. However, despite the growing advancements there remains a lack of literature in applications of using these technology teaching approaches. This book offers in-depth analysis of new technologies in blended learning that promote creativity,…

Let's Talk about Student Presentations

ERIC Educational Resources Information Center

Doree, Suzanne; Jardine, Richard; Linton, Thomas

2007-01-01

This article offers our ideas on why it is important to teach our students how to speak about mathematics and some practical resources for incorporating speaking activities, helping students prepare, evaluating student presentations, and getting your department to talk about student presentations. The ideas in this article were compiled when the…

Improving Aerobic Dance Programs: The Key Role of Colleges and Universities.

ERIC Educational Resources Information Center

Francis, Lorna L.

1991-01-01

Presents strategies to help college and university professors provide practical skills needed by qualified aerobic dance instructors. An in-depth course emphasizing sound teaching strategies helps prepare dance exercise teachers. The article describes how the physical education department at San Diego State University offers aerobic dance…

Historic Methods for Capturing Magnetic Field Images

ERIC Educational Resources Information Center

Kwan, Alistair

2016-01-01

I investigated two late 19th-century methods for capturing magnetic field images from iron filings for historical insight into the pedagogy of hands-on physics education methods, and to flesh out teaching and learning practicalities tacit in the historical record. Both methods offer opportunities for close sensory engagement in data-collection…

A Survey of Instructional Support for Undergraduate Research Programs

ERIC Educational Resources Information Center

Hensley, Merinda Kaye

2015-01-01

Undergraduate research and other high-impact educational practices simulate real-world learning environments and present an opportunity for high-level information literacy teaching to be better incorporated into the curriculum. The purpose of this survey is to examine efforts of libraries currently offering IL instruction to undergraduate research…

Collaborative Transformations: Cooperative Inquiry as a Catalyst for Change

ERIC Educational Resources Information Center

Napan, Ksenija; Green, Jennifer K.; Thomas, Judith A.; Stent, Warwick J.; Jülich, Shirley J.; Lee, Debora; Patterson, Lynnemaree

2018-01-01

This research demonstrates that cooperative inquiry (CI) offers authentic opportunities for academics to transform their teaching, paving the way for additional collaborative practices in higher education across a range of disciplines. Using data from cycles of action and reflection, a multidisciplinary group of seven tertiary teachers committed…

More Strategies for Educating Everybody's Children.

ERIC Educational Resources Information Center

Cole, Robert W., Ed.

This book presents a collection of papers offering practical strategies that teachers can use to enhance student performance at all levels. The authors identify and describe the most effective teaching approaches for helping students learn history, civics, geography, and science. The book extends the notion of diversity by examining different…

Creating a Context of Care in the Online Classroom

ERIC Educational Resources Information Center

Deacon, Andrea

2012-01-01

This essay addresses the affective and social components on online teaching, components that have been neglected in much research on distance learning. The essay offers accessible and practical advice for online teachers to create a "context of care" in their classrooms, thus minimizing student anxiety and maximizing student learning.

Turning the Promise of Multicultural Education into Practice.

ERIC Educational Resources Information Center

Sklarz, David P.

1993-01-01

The challenge of maintaining the richness of cultural diversity will be won or lost in the 1990s. Necessary ingredients include revamping curricula; building cadres through staff diversification, new teaching strategies, and teacher retraining; offering teachers incentives for community involvement and second-language study; and fostering parent,…

Mediational Modification of Creative Behaviors.

ERIC Educational Resources Information Center

Russell, Crawford L.

1981-01-01

Adapting the cognitive behavior modification work of Bandura and Mahoney, the author suggests a "mediational approach" to teaching creativity in the art classroom; here the desired behavior is modeled, guided experience is offered for practice, then reward in the form of approval is given for successful completion of the event. (Editor/SJL)

Challenges and Opportunities for Learning Biology in Distance-Based Settings

ERIC Educational Resources Information Center

Hallyburton, Chad L.; Lunsford, Eddie

2013-01-01

The history of learning biology through distance education is documented. A review of terminology and unique problems associated with biology instruction is presented. Using published research and their own teaching experience, the authors present recommendations and best practices for managing biology in distance-based formats. They offer ideas…

Engaging Large Classes: Strategies and Techniques for College Faculty.

ERIC Educational Resources Information Center

Stanley, Christine A., Ed.; Porter, M. Erin, Ed.

This book offers college and university faculty members and administrators practical, well-established methodologies for teaching large classes. In addition to providing an overview of the research, the contributing authors, drawn from a wide range of disciplines and institutions, also provide advice about the mechanics of large-class pedagogy.…

Simulations Helping Novices Hone Skills

ERIC Educational Resources Information Center

Sawchuk, Stephen

2011-01-01

Real-time classroom simulations like TeachME, a University of Central Florida project, offer promise for a host of teacher-training applications. Through them, candidates could learn to work with different groups of students, or practice a discrete skill such as classroom management. Most of all, such simulations give teachers in training the…

Response

ERIC Educational Resources Information Center

Higgins, Chris

2012-01-01

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

The Phonological Awareness Handbook for Kindergarten and Primary Teachers.

ERIC Educational Resources Information Center

Ericson, Lita; Juliebo, Moira Fraser

This handbook offers a practical and comprehensive means of teaching and monitoring children's development of phonological awareness in the classroom. The handbook points out that studies have shown clearly that even informal phonological awareness activities, such as the natural and spontaneous word play found in stories, songs, and games, can…

African American Males in School and Society: Practices and Policies for Effective Education.

ERIC Educational Resources Information Center

Polite, Vernon C., Ed.; Davis, James Earl, Ed.

This collection provides many insights into the condition of African American males, emphasizing educational attainment and achievement, and offers methodologies for documenting how the social and educational worlds of African American males intersect. The essays are: (1) "Teaching Black Males: Lessons from the Experts" (Michele Foster…

CALL Essentials: Principles and Practice in CALL Classrooms

ERIC Educational Resources Information Center

Egbert, Joy

2005-01-01

Computers and the Internet offer innovative teachers exciting ways to enhance their pedagogy and capture their students' attention. These technologies have created a growing field of inquiry, computer-assisted language learning (CALL). As new technologies have emerged, teaching professionals have adapted them to support teachers and learners in…

Long-range Perspectives in Environmental Education: Producing Practical Problem-solvers.

ERIC Educational Resources Information Center

Barratt, Rod

1997-01-01

Addresses postgraduate environmental education by supported distance learning as offered by the Open University in Great Britain. Refers to techniques for regularly updating material in rapidly developing areas as well as integrating teaching and research. Also refers to the modular course Integrated Safety, Health and Environmental Management.…

Computer Assisted Learning in Numeracy.

ERIC Educational Resources Information Center

Hollin, Freda

Computer-assisted learning in numeracy for adults is far less developed than computer-assisted learning in literacy. Although a great many software programs exist, few are suitable for adults and many offer only drill and practice exercises instead of teaching genuine computer skills. One approach instructors can take is to have their students use…

Have More Fun Teaching Physics: Simulating, Stimulating Software.

ERIC Educational Resources Information Center

Jenkins, Doug

1996-01-01

High school physics offers opportunities to use problem solving and lab practices as well as cement skills in research, technical writing, and software applications. Describes and evaluates computer software enhancing the high school physics curriculum including spreadsheets for laboratory data, all-in-one simulators, projectile motion simulators,…

Toothbrushing: Do It Daily.

ERIC Educational Resources Information Center

Texas Child Care, 1993

1993-01-01

Offers a practical guide for promoting daily toothbrushing in young children. Discusses the importance of proper dental care, explains the causes of tooth decay, describes proper dental care for infants and young children, recommends materials and teaching methods, and discusses visits to the dentist and the benefits of fluoride for dental health.…

The Kansas Community Education Manual.

ERIC Educational Resources Information Center

Dwyer, Mary Clare; And Others

Based on the educational philosophy of "anybody can teach, anybody can learn", a free university offers ungraded, unaccredited classes to the general public, without charge, on any topic such as societal issues, arts and crafts, intellectual subjects, and practical skills. To plan a program, only a borrowed phone and office, human…

The New Literacies: Multiple Perspectives on Research and Practice

ERIC Educational Resources Information Center

Baker, Elizabeth A., Ed.

2010-01-01

With contributions from leading scholars, this compelling volume offers fresh insights into literacy teaching and learning--and the changing nature of literacy itself--in today's K-12 classrooms. The focus is on varied technologies and literacies such as social networking sites, text messaging, and online communities. Cutting-edge approaches to…

Merging Information Literacy and Evidence-Based Practice in an Undergraduate Health Sciences Curriculum Map

ERIC Educational Resources Information Center

Franzen, Susan; Bannon, Colleen M.

2016-01-01

The ACRL's "Framework for Information Literacy for Higher Education" offers the opportunity to rethink information literacy teaching and curriculum. However, the ACRL's rescinded "Information Literacy Competency Standards for Higher Education" correlate with the preferred research and decision-making model of the health…

Tackling Weather and Climate Change Creatively in Science

ERIC Educational Resources Information Center

Dale, Murray

2013-01-01

In this article, the author offers some practical support for teaching about weather, climate and climate change. In England, weather and climate are traditionally taught within the geography curriculum, although it is actually a very scientific subject, involving skills such as making careful observations and measurements, interpreting data…

Spinoza, Experimentation and Education: How Things Teach Us

ERIC Educational Resources Information Center

O'Donnell, Aislinn

2018-01-01

This essay focuses on three primary issues i. The conceptual resources offered by Spinoza to challenge the idealism and perfectionism underpinning much educational theory and dominant educational imaginaries; ii. His descriptions of a non-ideal, practical and systematic approach to developing understanding that could be applied to educational…

Living Mathematx: Towards a Vision for the Future

ERIC Educational Resources Information Center

Gutiérrez, Rochelle

2017-01-01

This paper offers specific implications for teaching and learning and brings into conversation ideas from ethnomathematics (including Western mathematics), postcolonial theory, aesthetics, biology, and Indigenous knowledge in order to propose a new vision for practicing mathematics, what I call mathematx. I build upon the work of sustainability in…

Teaching Public Policy: Theory, Research, and Practice. Contributions in Political Science, Number 268.

ERIC Educational Resources Information Center

Bergerson, Peter J., Ed.

The 16 chapters of this book offer innovative instructional techniques used to train public managers. It presents public management concepts along with such subtopics as organizational theory and ethics, research skills, program evaluation, financial management, computers and communication skills in public administration, comparative public…

Practicing Sociology in Appalachia: Interview with Dwight Billings.

ERIC Educational Resources Information Center

Knight, Caroline E.; Poteete, Sarah; Sparrow, Amy; Wrye, Jessica C.; Billings, Dwight

2003-01-01

In discussing his work and teaching in Appalachian Studies, Dwight Billings emphasizes the need to recognize the diversity of Appalachia and understand Appalachian Studies in relation to social, economic, cultural, and political developments around the world. Appalachia has much to offer others in terms of postcolonialism and the ways that people…

Threshold Concept Theory as an Enabling Constraint: A Facilitated Practitioner Action Research Study

ERIC Educational Resources Information Center

Harlow, Ann; Cowie, Bronwen; McKie, David; Peter, Mira

2017-01-01

International interest is growing in how threshold concept theory can transform tertiary teaching and learning. A facilitated practitioner action research project investigating the potential of threshold concepts across several disciplines offers a practical contribution and helps to consolidate this international field of research. In this…

Teaching undergraduate nursing students about environmental health: addressing public health issues through simulation.

PubMed

Stanley, Mary Jo; Rojas, Deb

2014-01-01

Schools of nursing are challenged to find clinical placements in public health settings. Use of simulation can address situations unique to public health, with attention to specific concerns, such as environmental health. Environmental health is an integral part of public health nursing and is a standard of professional practice. Current simulations focus on acute care situations, offering limited scenarios with a public health perspective and excluding environmental health. This study's simulation scenario was created to enhance nursing students' understanding of public health concepts within an environmental health context. Outcomes from the simulation include the need for integration of environmental issues in public health teaching. Students stated that this scenario provided a broader understanding of the environmental influences that can affect the client's and family's health. This scenario fills a void in simulation content, while providing an interactive teaching and learning strategy to help students to apply knowledge to practice. Copyright 2014, SLACK Incorporated.

Ambivalent journey: Teacher career paths in Oman

NASA Astrophysics Data System (ADS)

Chapman, David W.; Al-Barwani, Thuwayba; Mawali, Fathiya Al; Green, Elizabeth

2012-06-01

This study investigated the career paths of 625 university graduates who prepared to be secondary school teachers in Oman, their assessment of their current work situation, and the extent to which their initial commitment to teaching was related to their subsequent career satisfaction and intention to remain in teaching. While nearly all graduates entered teaching, their decision was marked by ambivalence. Nearly half of the graduates reported being only somewhat or not at all committed to teaching as a career when they graduated. It also appears that initial commitment to teaching operates as an important lens through which teachers view their subsequent careers. Those initially more committed to teaching were more likely to be satisfied with the progress they made in their career, more likely to think that their current teaching position offered them opportunities for advancement, and more likely to want to remain in teaching than were graduates who had a lower initial commitment to teaching. The authors discuss both the theoretical and practical implications of these findings.

New pedagogies for teaching thinking: the lived experiences of students and teachers enacting narrative pedagogy.

PubMed

Ironside, Pamela M

2003-11-01

The need to prepare students for a rapidly changing health care system sustains teachers' interest in developing students' thinking abilities at all levels of nursing education. Although significant effort has been directed toward developing efficient and effective strategies to teach thinking, this study explores the underlying assumptions embedded in any approach to teaching and learning and how these assumptions influence students' thinking. This study, using Heideggerian hermeneutics, explored how teachers and students experience enacting a new pedagogy, Narrative Pedagogy, and this article explains how enacting this pedagogy offers new possibilities for teaching and learning thinking. Two themes emerged from this analysis and are discussed: Thinking as Questioning: Preserving Perspectival Openness and Practicing Thinking: Preserving Fallibility and Uncertainty.

[School museums, collections, and elementary teaching of the natural sciences in late XIX century Argentina].

PubMed

García, Susana V

2007-01-01

In this study we analyze the organization of natural science teaching within the Argentinian school context starting with teaching practices and material support in the late XIX century. By that time, school staff and teachers fostered modernization and nationalization of teaching by using collections with national issues and the foundation of museums within the schools. In particular, we examine the official debates over the mineralogical collections offered for sale by the naturalist Enrique de Carlés, and the "school museums" by professors Pedro Scalabrini and Guillermo Navarro. These account for the tension between searching for modern didactic materials associated with foreign models, and the importance of counting on elements that represented the country nature and industry.

Practice-Oriented Activity of the Subjects of the Educational Process as a Basis for the Optimal Transition from Tradition to Innovation in the System of General and Professional (Pedagogical) Education

ERIC Educational Resources Information Center

Letyagin, Alexander

2015-01-01

The article deals with the problems of content and technological modernization that arise in the process of transition from the information paradigm of education to the activity one. A combined training model of class teaching using information, practice-based activity and visual components is offered as an example and a result of innovative…

Immersive virtual reality platform for medical training: a "killer-application".

PubMed

2000-01-01

The Medical Readiness Trainer (MRT) integrates fully immersive Virtual Reality (VR), highly advanced medical simulation technologies, and medical data to enable unprecedented medical education and training. The flexibility offered by the MRT environment serves as a practical teaching tool today and in the near future the will serve as an ideal vehicle for facilitating the transition to the next level of medical practice, i.e., telepresence and next generation Internet-based collaborative learning.

A Paradigm Shift From Brick and Mortar: Full-Time Nursing Faculty Off Campus.

PubMed

Beck, Marlene; Bradley, Holly B; Cook, Linda L; Leasca, Joslin B; Lampley, Tammy; Gatti-Petito, JoAnne

The organizational structure for the Master of Science in Nursing's online program at Sacred Heart University offers a remarkably different innovative faculty model. Full-time, doctorally prepared faculty reside in several different states and teach online but are fully integrated and immersed in all aspects of the college of nursing. This untraditional model, which has proven to be successful over time using best practices for online education, is replicable and offers an innovative option for online learning.

The Impact of a Small Private Online Course as a New Approach to Teaching Oncology: Development and Evaluation

PubMed Central

Beyne-Rauzy, Odile; Morineau, Louise; Despas, Fabien; Bachaud, Jean-Marc; Caunes, Nathalie; Poublanc, Muriel; Serrano, Elie; Bugat, Roland; Rougé Bugat, Marie-Eve; Fize, Anne-Laure

2018-01-01

Background Oncology involves complex care and multidisciplinary management of patients; however, misinformation and ineffective communication remain problematic. Objective The educational objective of our study was to develop a new teaching method to improve cancer treatment and management by emphasizing the link between hospitals (inpatients) and their surrounding communities (outpatients). Methods A team of 22 professionals from public and private institutions developed a small private online course (SPOC). Each offering of the course lasted 6 weeks and covered 6 topics: individual health care plans, cancer surgery, ionizing radiation, cancer medicines, clinical research, and oncological supportive care. For participants in the course, we targeted people working in the cancer field. The SPOC used an active teaching method with collaborative and multidisciplinary learning. A final examination was offered in each session. We evaluated participants’ satisfaction rate through a questionnaire and the success of the SPOC by participants’ completion, success, and commitment rates. Results Of the total participants (N=1574), 446 completed the evaluation form. Most participants were aged 31 to 45 years. Participants included 56 nurses, 131 pharmacists, 80 from the medical field (including 26 physicians), 53 from patients’ associations, 28 health teachers, and 13 students (medical and paramedical). Among the participants, 24.7% (90/446) had an independent medical practice, 38.5% (140/446) worked in a public institution, and 36.8% (134/446) worked in a private institution. After completing the SPOC sessions, 85.9% (384/446) thought they had learned new information, 90.8% (405/446) felt their expectations were met, and 90.4% (403/446) considered that the information had a positive impact on their professional practice. The completion rate was 35.51% (559/1574), the success rate was 71.47% (1025/1574), and the commitment rate was 64.67% (1018/1574). Concerning the cost effectiveness of SPOC compared with a traditional classroom of 25 students, online education became more effective when there were more than 950 participants. Conclusions SPOCs improved the management of oncology patients. This new digital learning technique is an attractive concept to integrate into teaching practice. It offered optimal propagation of information and met the students’ expectations. PMID:29506968

Retention of drug administration skills after intensive teaching.

PubMed

Wheeler, D W; Degnan, B A; Murray, L J; Dunling, C P; Whittlestone, K D; Wood, D F; Smith, H L; Gupta, A K

2008-04-01

We have identified deficiencies in medical students' drug administration skills, and we attempted to address them with interactive online teaching modules and simulated critical incident scenarios. Short-term improvements have been evident with this intensive effort, but medium-term retention of skills has not been measured. A drug administration lecture, an online module and a simulated emergency scenario were offered to final year clinical students. None of the teaching was compulsory but participation was recorded, along with students' simulator performances and marks in an objective structured practical examination 9 months later. A poor simulator score predicted a poor performance in the later examination. Participation in the simulated scenario only significantly improved examination scores when supplemented by online teaching (p = 0.002). Intensive drug administration teaching using an online module and high fidelity simulation improves drug administration skills in the medium term. Students found simulation much more engaging than online teaching.

Medical ethics contributes to clinical management: teaching medical students to engage patients as moral agents

PubMed Central

Caldicott, Catherine V; Danis, Marion

2013-01-01

OBJECTIVES In order to teach medical students to engage more fully with patients, we offer ethics education as a tool to assist in the management of patient health issues. METHODS We propose that many dilemmas in clinical medicine would benefit by having the doctor embark on an iterative reasoning process with the patient. Such a process acknowledges and engages the patient as a moral agent. We recommend employing Kant’s ethic of respect and a more inclusive definition of patient autonomy drawn from philosophy and clinical medicine, rather than simply presenting dichotomous choices to patients, which represents a common, but often suboptimal, means of approaching both medical and moral concerns. DISCUSSION We describe how more nuanced teaching about the ethics of the doctor–patient relationship might fit into the medical curriculum and offer practical suggestions for implementing a more respectful, morally engaged relationship with patients that should assist them to achieve meaningful health goals. PMID:19250356

A comparison of the effectiveness of a game informed online learning activity and face to face teaching in increasing knowledge about managing aggression in health settings.

PubMed

McKenzie, Karen

2013-12-01

The present study compared the impact of face to face teaching with a short online game informed learning activity on health participants' knowledge about, and confidence in, managing aggressive situations. Both forms of teaching resulted in a significant increase in participants' knowledge and confidence. Face to face training led to significantly greater increases in knowledge but was equivalent in terms of confidence. Both forms of teaching were rated positively, but face to face teaching received significantly higher ratings than the online activity. The study suggests that short online game informed learning activities may offer an effective alternative for health professional training where face to face training is not possible. Further research is needed on the longer term impact of both types of training on practice.

Prepared for practice? Law teaching and assessment in UK medical schools.

PubMed

Preston-Shoot, Michael; McKimm, Judy

2010-11-01

A revised core curriculum for medical ethics and law in UK medical schools has been published. The General Medical Council requires medical graduates to understand law and ethics and behave in accordance with ethical and legal principles. A parallel policy agenda emphasises accountability, the development of professionalism and patient safety. Given the renewed focus on teaching and learning law alongside medical ethics and the development of professional identity, this survey aimed to identify how medical schools are responding to the preparation of medical students for practice in the future. Questions were asked about the location, content and methods of teaching and assessment of law in undergraduate medical education. Examples of course documentation were requested to illustrate the approaches being taken. A 76% response rate was achieved. Most responding schools integrate law teaching with medical ethics, emphasising both the acquisition of knowledge and its application in a clinical context. Teaching, learning and assessment of law in clinical attachments is much less formalised than that in non-clinical education. Coverage of recommended topic areas varies, raising questions about the degree to which students can embed their knowledge and skills in actual practice. More positively, teaching does not rely on single individuals and clear descriptions were offered for problem-based and small group case-based learning. Further research is required to explore whether there are optimum ways of ensuring that legal knowledge, and skills in its use, form part of the development of professionalism among doctors in training.

Authenticity in the Process of Learning about Instructional Design

ERIC Educational Resources Information Center

Wilson, Jay R.; Schwier, Richard A.

2009-01-01

Authentic learning is touted as a powerful learning approach, particularly in the context of problem-based learning (Savery, 2006). Teaching and learning in the area of instructional design appears to offer a strong fit between the tenets of authentic learning and the practice of instructional design. This paper details the efforts to broaden and…

"Dirt Cheap" Project Teaches Soils Engineering

ERIC Educational Resources Information Center

Roman, Harry T.

2010-01-01

This article describes a soil-testing activity that enables students to learn some interesting and useful things about how soil behaves under varied conditions. It offers a great way to give them a practical pre-engineering experience and will show them how engineers think about construction and how local soils influence building design. The…

Teaching Technology Integration to K-12 Educators: A "Gamified" Approach

ERIC Educational Resources Information Center

Kopcha, Theodore J.; Ding, Lu; Neumann, Kalianne L.; Choi, Ikseon

2016-01-01

The purpose of this paper is to present the course design and evaluative data associated with the learning experiences of practicing teachers engaged in a gamified approach to a graduate level course on technology integration. Twenty-two teachers across three offerings of the course completed a survey examining their experience with the gamified…

Adults Learning Languages: A CILT Guide to Good Practice

ERIC Educational Resources Information Center

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

2004-01-01

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

Pedro Gutierrez Bueno's Textbooks: Audiences, Teaching Practices and Chemical Revolution

ERIC Educational Resources Information Center

Sanchez, Jose Ramon Bertomeu; Belmar, Antonio Garcia

2006-01-01

Pedro Gutierrez Bueno wrote two editions of a chemistry textbook between 1788 and 1802. The paper offers a comparative view of both editions taking into account Gutierrez Bueno's biography, his intended audience and the changes related to the so-called chemical revolution. Some conclusions are at odds with common images about scientific…

Literacy and Language Teaching and Learning with Interactive Whiteboards in Early Schooling

ERIC Educational Resources Information Center

Prinsloo, Mastin; Sasman, Felicity

2015-01-01

Research on education and technology has sometimes examined model rather than typical practices, and has thus presented an idealized notion of what such resources might offer to situated users in education. This article asks what happens when particular digital resources, designed for one purpose, or carrying particular expectations regarding…

Motivators of University and College Leaders in the Integration of Sustainable Practices

ERIC Educational Resources Information Center

Peterson, John J.

2014-01-01

Today, as our society faces economic and environmental crises, educational institutions occupy a strategic position to assist in solving these predicaments, by carrying out research and offering teaching in sustainability literacy. However, only a small portion of the total number of colleges and universities in the United States has fully pledged…

Making Sense of Cluster Analysis: Revelations from Pakistani Science Classes

ERIC Educational Resources Information Center

Pell, Tony; Hargreaves, Linda

2011-01-01

Cluster analysis has been applied to quantitative data in educational research over several decades and has been a feature of the Maurice Galton's research in primary and secondary classrooms. It has offered potentially useful insights for teaching yet its implications for practice are rarely implemented. It has been subject also to negative…

Multimedia in Higher Education: A Practical Guide to New Tools for Interactive Teaching and Learning.

ERIC Educational Resources Information Center

Falk, Dennis R.; Carlson, Helen L.

This book is designed to offer an overall paradigm for designing instruction related to multimedia. Each chapter explores the paradigm through literature reviews, lists of pertinent questions, case studies, guidelines, and resource suggestions. The first two parts discuss defining an instructional problem and generating solutions via multimedia…

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

ERIC Educational Resources Information Center

Marchel, Carol A.; Green, Susan K

2014-01-01

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

Spaces for Learning: Policy and Practice for Indigenous Languages in a Remote Context

ERIC Educational Resources Information Center

Disbray, Samantha

2016-01-01

Bilingual and Indigenous language and culture programmes have run in remote Australian schools with significant and continuing local support. Developments such as the new national Indigenous languages curriculum offer a further opportunity to broaden and sustain Indigenous language teaching and learning activities in these schools. However, over…

Evaluating Experiential Learning in the Business Context: Contributions to Group-Based and Cross-Functional Working

ERIC Educational Resources Information Center

Piercy, Niall

2013-01-01

The use of experiential learning techniques has become popular in business education. Experiential learning approaches offer major benefits for teaching contemporary management practices such as cross-functional and team-based working. However, there remains relatively little empirical data on the success of experiential pedagogies in supporting…

My Name Is Not Michael: Strategies for Promoting Cultural Responsiveness in Schools

ERIC Educational Resources Information Center

Schulz, Lisa L.; Hurt, Kara; Lindo, Natalya

2014-01-01

With the changing cultural demographics in U.S. classrooms, school counselors must develop innovative approaches to promote culturally responsive school climates and organizational change. A vision is offered of systemic cultural responsiveness and culturally relevant teaching practices that nurture and engage all learners. The role of the school…

Improving Aerospace Engineering Students' Achievements by an Open Aero Control Experiment Apparatus

ERIC Educational Resources Information Center

Zeng, QingHua; Zhang, WeiHua; Huang, ZheZhi; Dong, RongHua

2014-01-01

This paper describes the development of an aero control experiment apparatus (ACEA) for use in aerospace control practical courses. The ACEA incorporates a systematic multihierarchy learning and teaching method, and was designed to improve aerospace engineering students' understanding of unmanned aerial vehicle (UAV) control systems. It offers a…

Two Configurations for Accessing Classroom Computers: Differential Impact on Students' Critical Reflections and Their Empowerment

ERIC Educational Resources Information Center

Solhaug, T.

2009-01-01

The context of this article is the new technological environment and the struggle to use meaningful teaching practices in Norwegian schools. Students' critical reflections in two different technological learning environments in six upper secondary schools are compared. Three of these schools offer Internet-connected computers in special computer…

Improving Reading in Science. Second Edition. Reading Aids Series; An IRA Service Bulletin.

ERIC Educational Resources Information Center

Thelen, Judith N.

Based on the idea that reading instruction in science means teaching simultaneously the science content and the reading and reasoning processes by which that content is learned, this booklet offers practical and theoretical suggestions for science teachers to help students improve their content area comprehension. Chapters discuss the following…

Myths and Metaphors from the Mall: Critical Teaching and Everyday Life in Undergraduate Theatre Studies.

ERIC Educational Resources Information Center

Berkeley, Anne

2001-01-01

Offers a theoretical basis for undergraduate theatre studies that stresses the participation, democratization, and popularization that are necessary to sustain the arts in American society. Argues that the curriculum should be reoriented to emphasize theatre's functional value by building on students' already acquired and practiced aesthetic…

Teacher Scripts in Science Teaching

ERIC Educational Resources Information Center

Monteiro, Rute; Carrillo, Jose; Aguaded, Santiago

2010-01-01

Awareness of teacher scripts is of crucial importance to reflection on practice, and represents one means of widening the scope of classroom performance. The first part of this work provides a full description of three scripts employed by a novice science teacher within the topic of The "Structure of Flowers", and offers a detailed illustration…

Attending to Structural Programming Features Predicts Differences in Learning and Motivation

ERIC Educational Resources Information Center

Witherspoon, Eben B.; Schunn, Christian D.; Higashi, Ross M.; Shoop, Robin

2018-01-01

Educational robotics programs offer an engaging opportunity to potentially teach core computer science concepts and practices in K-12 classrooms. Here, we test the effects of units with different programming content within a virtual robotics context on both learning gains and motivational changes in middle school (6th-8th grade) robotics…

Implementing Disability Sports in the General Physical Education Curriculum

ERIC Educational Resources Information Center

Davis, Ronald; Rocco-Dillon, Suzanna; Grenier, Michelle; Martinez, David; Aenchbacker, Amy

2012-01-01

The purpose of this article is to offer a theory-to-practice-based approach to promoting equal status for all students in GPE classes by implementing disability sports in the GPE curriculum. Teaching disability sports is an appropriate means of promoting inclusion and establishing a more differentiated and comprehensive GPE curriculum. This…

Multimedia Projects in Education: Designing, Producing, and Assessing.

ERIC Educational Resources Information Center

Ivers, Karen S.; Barron, Ann E.

A practical step-by-step approach to teaching multimedia skills is offered in this book. A model called "Decide, Design, Develop, and Evaluate" (DDDE) is presented which can be used as a template for designing, producing, and assessing multimedia projects in the classroom. The books covers all issues an educator is likely to face with…

Reflections on Teaching and Learning for Sustainability from the Cascadia Sustainability Field School

ERIC Educational Resources Information Center

Owens, Cameron; Sotoudehnia, Maral; Erickson-McGee, Paige

2015-01-01

A complex and contested concept, sustainability presents a great challenge to teachers and learners. Field study is a potentially promising venue to unpack the problematics of sustainability in practice. This paper reflects on the Cascadia Sustainability Field School, offered through the University of Victoria, Canada, providing an overview of the…

Building the Technology Toolkit of Marketing Students: The Emerging Technologies in Marketing Initiative

ERIC Educational Resources Information Center

Miller, Fred L.; Mangold, W. Glynn; Roach, Joy; Holmes, Terry

2013-01-01

New information technologies are transforming marketing practice, leading to calls for marketing academics to focus their research and teaching more tightly on areas relevant to practitioners. Developments in e-commerce, business geographic information systems (GIS), and social media offer powerful marketing tools to nontechnical users. This paper…

Kids and Manners - A Ticket to Success. Kindergarten-6th.

ERIC Educational Resources Information Center

Cunningham, Patricia; And Others

Arranged into six parts, the booklet offers practical and motivating techniques for teaching elementary school students the basic rules of etiquette. The areas of general etiquette, cleanliness, introductions, table manners, telephoning, and thank you notes are included. Each section contains simple guidelines on how to act and react in social…

Making Thinking Visible: Collaborative Planning--Concepts, Processes, and Assignments: A Casebook.

ERIC Educational Resources Information Center

Aston, Jean A., Ed.; And Others

This casebook is part of a set of materials written by the members of the Making Thinking Visible Project. It offers high school, college, and community college teachers' multiple perspectives on the teaching and learning of collaborative planning, and on classroom inquiry and practice. The casebook explains collaborative planning (a writing…

A Meta-Analysis of Approaches to Engage Social Work Students Online

ERIC Educational Resources Information Center

Farrel, Dorothy; Ray, Kateri; Rich, Telvis; Suarez, Zulema; Christenson, Brian; Jennigs, Lisa

2018-01-01

With an increase in social work courses being offered in online and hybrid formats, it is imperative that social work programs understand the new teaching tenets and engagement mediums employed to meet the new Council on Social Work Education's Educational Policy and Accreditation Standards. This meta-analysis explores best-practices pedagogy for…

Redesigning for Student Success: Cultivating Communities of Practice in a Higher Education Classroom

ERIC Educational Resources Information Center

Gauthier, Launa

2016-01-01

In this paper, I discuss the process of redesigning and teaching a mandatory, academic skill building course for students on academic probation at Mount Saint Vincent University (MSVU) in Atlantic Canada. The rationale for redesigning the course was to offer an alternative curricular framework, including instructional approaches, to course…

Teaching Students with Special Needs in the 21st-Century Classroom. A Scarecrow Education Book.

ERIC Educational Resources Information Center

Mayberry, Sally Cox; Lazarus, Brenda Belson

This book offers educators both background information and practical guidance for implementing the inclusion of students with special needs in their classrooms. Part 1 provides background information with chapters on what inclusion is, an historical perspective and the laws, the rationale for inclusion, definitions of specific disabilities, and…

Critical Curriculum Studies: Education, Consciousness, and the Politics of Knowing. Critical Social Thought

ERIC Educational Resources Information Center

Au, Wayne

2011-01-01

"Critical Curriculum Studies" offers a novel framework for thinking about how curriculum relates to students' understanding of the world around them. Wayne Au brings together curriculum theory, critical educational studies, and feminist standpoint theory with practical examples of teaching for social justice to argue for a transformative…

Letters and American Literacy.

ERIC Educational Resources Information Center

Kevis, David E.

The work itself should help a person who is going to teach reading and writing. Practical suggestions are offered in the final two chapters, while the opening three give intellectual perspectives. A theme binds the work of letting the consciousness of writing as a visual system be increased and of breaking the spell by which letter phonetics can…

Thinking Interculturally: Decolonizing History and Citizenship Education in Québec

ERIC Educational Resources Information Center

DesRoches, Sarah J.

2016-01-01

The main objective of this article is to offer an alternative discursive framework for teaching history and citizenship education in Québec, Canada. Enabling a more inclusive discussion around how citizenship is constructed, thinking interculturally allows us begin thinking about practical ways in which citizenship and history education might…

Teaching as a Social Practice: The Experiences of Two Moroccan Adult Literacy Tutors

ERIC Educational Resources Information Center

Erguig, Reddard

2012-01-01

This article offers an ethnographic case study of two Adult Basic Education (ABE) teachers' characteristics and their literacy instruction. It draws on the New Literacy Studies tradition and used ethnographic tools (in-depth interviews, classroom observation and the think-aloud protocol) to explore the characteristics of two ABE teachers and…

Creating Inclusive Learning Communities through English Language Arts: From "Chanclas" to "Canicas."

ERIC Educational Resources Information Center

Franquiz, Maria E.; Reyes, Maria de la Luz

1998-01-01

Offers examples of exemplary classroom practice to address the issue of whether English language arts teachers can teach effectively if they are not fluent in the languages students speak. Discusses acts of inclusion (such as raising language status, and having flexible language boundaries), codeswitching as a resource, language choice and…

Against Dogma: A Reply to Michael Swan.

ERIC Educational Resources Information Center

Widdowson, H. G.

1985-01-01

Replies to two articles by Michael Swan entitled "A Critical Look at the Communicative Approach." Argues that Swan presents a distorted version of the communicative approach so as to present his own ideas more effectively and that he fails to offer evidence for his position on the practice of English language teaching. (SED)

Using Six-Word Memoirs to Increase Cultural Identity Awareness

ERIC Educational Resources Information Center

Simmons, Nathaniel; Chen, Yea-Wen

2014-01-01

Guided by cultural identity theory (CIT), the authors offer the six-word memoir (6WM) as a storytelling vehicle to engage students in critical, reflexive (re)considerations of their cultural identities and positions. This activity's impetus is threefold. First, it recognizes the practical challenges of teaching and learning the important, yet…

Teaching How to Apologize: EFL Textbooks and Pragmatic Input

ERIC Educational Resources Information Center

Limberg, Holger

2016-01-01

Learners of English as a foreign language (EFL) are exposed to a collection of materials and communicative activities in the classroom through which they learn to use the language competently and appropriately. Textbooks, in particular, are a rich source of input, offering a variety of opportunities to acquire and practice pragmatic competence in…

Enhancing Pre-Service Special Educator Preparation through Combined Use of Virtual Simulation and Instructional Coaching

ERIC Educational Resources Information Center

Peterson-Ahmad, Maria

2018-01-01

To meet the ever-increasing teaching standards, pre-service special educators need extensive and advanced opportunities for pedagogical preparation prior to entering the classroom. Providing opportunities for pre-service special educators to practice such strategies within a virtual simulation environment offers teacher preparation programs a way…

Using Science Songs to Enhance Learning: An Interdisciplinary Approach

ERIC Educational Resources Information Center

Crowther, Gregory

2012-01-01

Music is recognized as an effective mode of teaching young children but is rarely used in university-level science courses. This article reviews the somewhat limited evidence on whether and how content-rich music might affect college students' understanding of science and offers practical suggestions for incorporating music into courses. Aside…

A Workplan for Distance Education Policy: Planning for the California Community Colleges.

ERIC Educational Resources Information Center

California Community Colleges, Sacramento. Office of the Chancellor.

Distance education offers the potential to further the missions of the community colleges in significant ways. However, the practice of education will not change without corresponding changes in our fundamental views of teaching and learning as they are reflected in state, federal, and institutional policies. This document identifies some of the…

Teaching Graduate Students The Art of Science

NASA Astrophysics Data System (ADS)

Snieder, Roel; Larner, Ken; Boyd, Tom

2012-08-01

Graduate students traditionally learn the trade of research by working under the supervision of an advisor, much as in the medieval practice of apprenticeship. In practice, however, this model generally falls short in teaching students the broad professional skills needed to be a well-rounded researcher. While a large majority of graduate students considers professional training to be of great relevance, most graduate programs focus exclusively on disciplinary training as opposed to skills such as written and oral communication, conflict resolution, leadership, performing literature searches, teamwork, ethics, and client-interaction. Over the past decade, we have developed and taught the graduate course "The Art of Science", which addresses such topics; we summarize the topics covered in the course here. In order to coordinate development of professional training, the Center for Professional Education has been founded at the Colorado School of Mines. After giving an overview of the Center's program, we sketch the challenges and opportunities in offering professional education to graduate students. Offering professional education helps create better-prepared graduates. We owe it to our students to provide them with such preparation.

Improving basic surgical skills for final year medical students: the value of a rural weekend.

PubMed

House, A K; House, J

2000-05-01

Hospitals employing medical graduates often express concern at the inexperience of new interns in basic surgical skills. In self assessment questionnaires, our senior medical students reported little clinical procedural experience. A practical skills workshop was staged in order to set learning goals for the final study year. This gave the students an opportunity to learn, revise and practice basic surgical techniques. The Bruce Rock rural community sponsored a surgical camp at the beginning of the academic year. Ninety-five (80%) of the class registered at the workshop, which rotated them through teaching modules, with private study opportunities and the capacity to cater for varied skill levels. Eight teaching stations with multiple access points were provided, and ten mock trauma scenarios were staged to augment the learning process. The teaching weekend was rated by students on an evaluative entrance and exit questionnaire. Sixty-five (73%) students returned questionnaires. They recorded significant improvement (P < 0.05) in their ability to handle the teaching stations. All students had inserted intravenous lines in practice prior to the camp, so the rating change in intravenous line insertion ability was not statistically significant. The weekend retreat offers students a chance to focus on surgical skills, free from the pressures of a clinical setting or the classroom. The emphasis was on the value of practice and primary skills learning. Students endorsed the camp as relevant, practical and an enjoyable learning experience for basic surgical skills.

News

NASA Astrophysics Data System (ADS)

2004-03-01

Italy’s Physics Olympiad creates greater interest and motivation House of Experiments: 'humour helps in the teaching of science' Science takes stage in Germany PPARC news: guide and awards Schools newspaper competition focuses on Venus Website offers practical advice SHAP workshop will sharpen up teachers' skills Students will soon use Faulkes Telescope North to see the stars Talk takes a tour of the universe ASE 2004 Welsh physicists share secrets Switch students on to physics Teachers Awards 2004 recognize quality of teaching AAPT spends winter in Miami sun Schools Physics Group meeting will take place at Rugby School

Making PCK Explicit—Capturing Science Teachers' Pedagogical Content Knowledge (PCK) in the Science Classroom

NASA Astrophysics Data System (ADS)

Nilsson, Pernilla; Vikström, Anna

2015-11-01

One way for teachers to develop their professional knowledge, which also focuses on specific science content and the ways students learn, is through being involved in researching their own practice. The aim of this study was to examine how science teachers changed (or not) their professional knowledge of teaching after inquiring into their own teaching in learning studies. The data used in this article consisted of interviews and video-recorded lessons from the six teachers before the project (PCK pre-test) and after the project (PCK post-test), allowing an analysis of if and if then how the teachers changed their teaching practice. Hence, this study responds to the urgent call to focus direct attention on the practice of science teaching. When looking at the individual teachers, it was possible to discern similarities in the ways they have changed their teaching in lesson 2 compared to lesson 1, changes that can be described as: changes in how the object of learning was defined and focused, changes in how the examples that were presented to the students were chosen and changes in how the lessons were structured which in turn influenced the meaning of the concepts that were dealt with. As such, issues for enhancing teachers' professional learning were unpacked in ways that began to demonstrate, and offer insights into, the extent of their PCK development over time.

Using Bourdieu’s Theoretical Framework to Examine How the Pharmacy Educator Views Pharmacy Knowledge

PubMed Central

2015-01-01

Objective. To explore how different pharmacy educators view pharmacy knowledge within the United Kingdom MPharm program and to relate these findings to Pierre Bourdieu’s theoretical framework. Methods. Twelve qualitative interviews were conducted with 4 faculty members from 3 different types of schools of pharmacy in the United Kingdom: a newer school, an established teaching-based school, and an established research-intensive school. Selection was based on a representation of both science-based and practice-based disciplines, gender balance, and teaching experience. Results. The interview transcripts indicated how these members of the academic community describe knowledge. There was a polarization between science-based and practice-based educators in terms of Bourdieu’s description of field, species of capital, and habitus. Conclusion. A Bourdieusian perspective on the differences among faculty member responses supports our understanding of curriculum integration and offers some practical implications for the future development of pharmacy programs. PMID:26889065

Using Bourdieu's Theoretical Framework to Examine How the Pharmacy Educator Views Pharmacy Knowledge.

PubMed

Waterfield, Jon

2015-12-25

To explore how different pharmacy educators view pharmacy knowledge within the United Kingdom MPharm program and to relate these findings to Pierre Bourdieu's theoretical framework. Twelve qualitative interviews were conducted with 4 faculty members from 3 different types of schools of pharmacy in the United Kingdom: a newer school, an established teaching-based school, and an established research-intensive school. Selection was based on a representation of both science-based and practice-based disciplines, gender balance, and teaching experience. The interview transcripts indicated how these members of the academic community describe knowledge. There was a polarization between science-based and practice-based educators in terms of Bourdieu's description of field, species of capital, and habitus. A Bourdieusian perspective on the differences among faculty member responses supports our understanding of curriculum integration and offers some practical implications for the future development of pharmacy programs.

Teaching professionalism in the digital age on the psychiatric consultation-liaison service.

PubMed

Baer, Wendy; Schwartz, Ann C

2011-01-01

The rapid emergence of social media, including Facebook and YouTube, have added a new dimension to defining, teaching, and role modeling professionalism in the medical field. Explicit and consistent role modeling of professional behaviors are needed to encourage the development of professional physicians. The purpose of this article is to investigate the challenges and opportunities at the interface of professionalism and social media for physicians. The medical literature via PubMed was reviewed with key words including "Facebook," "YouTube," "social media," "digital media," and key issues are discussed. Our residency program was surveyed regarding their experiences with digital media in medical practice and the findings are discussed. Sample topics and relevant, thought provoking questions generated from our practices are outlined. Case vignettes are offered to exemplify issues with regard to professionalism raised by digital and social media in medical practice. Social media sites offer great opportunity to widely distribute valuable health care information as well as provide physicians with a venue to de-stress. In this new digital age, trainees and lifelong learners must learn to be mindful of professionalism while using social media in order to protect their privacy as well as the image of physicians. Copyright © 2011 The Academy of Psychosomatic Medicine. Published by Elsevier Inc. All rights reserved.

Promoting information literacy through collaborative service learning in an undergraduate research course.

PubMed

Janke, Robert; Pesut, Barbara; Erbacker, Lynnelle

2012-11-01

Information literacy is an important foundation for evidence-based nursing practice. Librarians, the experts in information literacy, are important collaborators in the process of teaching nursing students information literacy skills. In this article we describe a service learning project, offered in a third year nursing research course, designed to teach information literacy and to enhance students' appreciation of the role of evidence in nursing practice. Students worked in groups, and under the guidance of a nursing instructor and librarian, to answer a question posed by practice-based partners. Through the project students learned essential skills of refining a question, identifying systematic search strategies, gleaning essential information from a study and using a bibliographic management tool. Evaluation of the project indicated that although the project was challenging and labour intensive students felt they learned important skills for their future practice. Several recommendations for further enhancing the collaboration are made. Copyright © 2011 Elsevier Ltd. All rights reserved.

Teaching psychotherapy to psychiatric residents in Israel.

PubMed

Shalev, Arieh Y

2007-01-01

This work examines the rationale for, and the feasibility of teaching psychotherapy to psychiatric residents, and the "what if" of dropping it from the curriculum. Psychotherapy is one of the pillars of psychiatry. However, current economic constraints and the increasing weight of phenomenological and biological psychiatry make it more difficult to prioritize and allocate resources to its teaching. The term psychotherapy encompasses several techniques, some of which are extremely effective. It often confounds skills, attitudes, theory, body of knowledge and specific practices. Looking at each component separately, a stepped curriculum for teaching is outlined; alternatives to traditional theories are offered; and the need to allocate time and resources for teaching and learning are shown as the rate-limiting factor for the survival of psychotherapy within psychiatry. Not limited to residents, the debate about psychotherapy in psychiatry concerns the profession's core identity and its traditional person-centered nature.

How much is too much assessment? Insight into assessment-driven student learning gains in large-scale undergraduate microbiology courses.

PubMed

Wang, Jack T H; Schembri, Mark A; Hall, Roy A

2013-01-01

Designing and implementing assessment tasks in large-scale undergraduate science courses is a labor-intensive process subject to increasing scrutiny from students and quality assurance authorities alike. Recent pedagogical research has provided conceptual frameworks for teaching introductory undergraduate microbiology, but has yet to define best-practice assessment guidelines. This study assessed the applicability of Biggs' theory of constructive alignment in designing consistent learning objectives, activities, and assessment items that aligned with the American Society for Microbiology's concept-based microbiology curriculum in MICR2000, an introductory microbiology course offered at the University of Queensland, Australia. By improving the internal consistency in assessment criteria and increasing the number of assessment items explicitly aligned to the course learning objectives, the teaching team was able to efficiently provide adequate feedback on numerous assessment tasks throughout the semester, which contributed to improved student performance and learning gains. When comparing the constructively aligned 2011 offering of MICR2000 with its 2010 counterpart, students obtained higher marks in both coursework assignments and examinations as the semester progressed. Students also valued the additional feedback provided, as student rankings for course feedback provision increased in 2011 and assessment and feedback was identified as a key strength of MICR2000. By designing MICR2000 using constructive alignment and iterative assessment tasks that followed a common set of learning outcomes, the teaching team was able to effectively deliver detailed and timely feedback in a large introductory microbiology course. This study serves as a case study for how constructive alignment can be integrated into modern teaching practices for large-scale courses.

The Nitty-Gritty Classroom and Behavior Management Resource: Strategies, Reproducibles, and Tips for Teachers

ERIC Educational Resources Information Center

Tetteris, Belinda Christine

2006-01-01

This book will help teachers better relate to, understand, and love their job by providing a professional resource that contains innovative ideas, visuals, and reproducibles that can be referenced quickly to help make the job easier. This comprehensive resource offers practical teaching techniques, solutions, and tips on: (1) Planning and…

The Nitty-Gritty Classroom and Behavior Management Resource: Strategies, Reproducibles, and Tips for Teachers

ERIC Educational Resources Information Center

Tetteris, Belinda Christine

2006-01-01

This book will help teachers better relate to, understand, and love their job. This is a professional resource that contains innovative ideas, visuals, and reproducibles that can be referenced quickly to help make the job easier. This comprehensive resource offers practical teaching techniques, solutions, and tips on: (1) Planning and designing…

Denied Access: Using African American Children's Literature to Examine the Anatomy of Social Justice

ERIC Educational Resources Information Center

Stewart, Loraine Moses; Marshall, Jacqueline

2009-01-01

Cynthia Tyson and Sung Choon Park's powerful article, "From Theory to Practice: Teaching for Social Justice," addressed many key points for educators to consider when discussing issues of social justice and injustice. They offered a variety of multicultural children's books and strategies for using them that can be helpful to educators.…

Participatory Action Research: Practical Theology for Social Justice

ERIC Educational Resources Information Center

Conde-Frazier, Elizabeth

2006-01-01

This article looks at participatory action research (PAR) as a means for a religious educator to unite scholarship and teaching with the purpose of building up community and moving toward social justice. A definition of this term is offered as well as short examples of how different religious educators have engaged in doing PAR in their respective…

The Impact of Quality Matters Professional Development on Teaching across Delivery Formats

ERIC Educational Resources Information Center

Kearns, Lorna R.; Mancilla, Rae

2017-01-01

This study explored the impact of professional development workshops for online course design on faculty's pedagogical practices in online, face-to-face (f2f), and blended instructional modes. It specifically focused on trainings offered by the Quality Matters (QM) organization on a rubric for assessing quality in online course development. A…

WWW Motivation Mining: Finding Treasures for Teaching Evaluation Skills, Grades 1-6. Professional Growth Series.

ERIC Educational Resources Information Center

Arnone, Marilyn P.; Small, Ruth V.

Designed for elementary or middle school teachers and library media specialists, this book provides educators with practical, easy-to-use ways of applying motivation assessment techniques when selecting World Wide Web sites for inclusion in their lessons and offers concrete examples of how to use Web evaluation with young learners. WebMAC…

Discursive Practices of Private Online Tutoring Websites in Russia

ERIC Educational Resources Information Center

Kozar, Olga

2015-01-01

A recent development in English teaching in Russia is the emergence of private online language-tutoring schools, which offer one-on-one lessons by means of audio/videoconferencing. It remains unclear: (1) how these new providers of educational services are presenting themselves to the potential learners; (2) what ideology they tend to drawn on and…

Futures Information Interchange Newsletter; Volume 3, Number 2 and 3, December 1974 and April 1975.

ERIC Educational Resources Information Center

Massachusetts Univ., Amherst. School of Education.

The Futures Information Interchange Newsletters (No. 2 and 3) include a collection of practical teaching methods and learning activities for introducing future studies in the elementary and secondary classroom. Two lead articles offer new insights into future studies. In "Dilemmas of a Futurist" Fran Koster discusses some of the stresses unique to…

Story Drama in the Special Needs Classroom: Step-by-Step Lesson Plans for Teaching through Dramatic Play

ERIC Educational Resources Information Center

Carleton, Jessica Perich

2012-01-01

Introducing drama to the learning experience is guaranteed to enrich a child's development, and is an especially effective approach for children with special educational needs, including those with autism spectrum disorders. This practical handbook offers teachers an array of simple and easy-to-implement theatrical techniques that will enhance…

The Black and White Media Book. Handbook for the Study of Racism and Television. Revised Edition.

ERIC Educational Resources Information Center

Twitchin, John, Ed.

This book offers a comprehensive analysis of British media representation of black people together with detailed examples of racial bias and practical teaching strategies and references to materials for teachers and teacher educators for examining this bias. The first section provides materials and exercises for in-service courses and workshops.…

Thinking Tools for Young Readers and Writers: Strategies to Promote Higher Literacy in Grades 2-8

ERIC Educational Resources Information Center

Olson, Carol Booth; Balius, Angie; McCourtney, Emily; Widtmann, Mary

2018-01-01

In her new book, bestselling author and professional developer Carol Booth Olson and colleagues show teachers how to help young readers and writers construct meaning from and with texts. This practical resource offers a rich array of research-based teaching strategies, activities, and extended lessons focused on the "thinking tools"…

Is a Posthumanist "Bildung" Possible? Reclaiming the Promise of "Bildung" for Contemporary Higher Education

ERIC Educational Resources Information Center

Taylor, Carol A.

2017-01-01

My central argument in this article is that the notion of "Bildung" may offer conceptual sustenance to those who wish to develop educative practices to supplement or contest the prevalence and privileging of market and economic imperatives in higher education, which configure teaching and learning as an object available to measurement. I…

CLASH! Superheroic yet Sensible Strategies for Teaching the New Literacies Despite the Status Quo

ERIC Educational Resources Information Center

Vavra, Sandra, Ed.; Spencer, Sharon L., Ed.

2011-01-01

This book offers ideas that secondary teachers, university content faculty, and teacher educators can use to challenge traditional literacy practices and demonstrate creative, innovative ways of incorporating new literacies into the classroom, all within a strong theoretical framework. Teachers are trying to catch up to the new challenges of the…

How To Make Presentations That Teach and Transform.

ERIC Educational Resources Information Center

Garmston, Robert J.; Wellman, Bruce M.

A practical guide to designing and delivering interesting and effective presentations for adult audiences, this book covers the five stages of a presentation and offers tips for executing each one. The book discusses stage fright and how to use it, and it explores the use of macro maps for staying focused during presentations. The book also…

German beyond the Classroom: From Local Knowledge to Critical Language Awareness

ERIC Educational Resources Information Center

Boovy, Bradley

2016-01-01

The article details an "Ausflug" to a Mt. Angel, OR as a model for incorporating engaged learning into the German classroom as a way of enhancing not only students' language acquisition but also to promote social justice learning. I offer both theoretical and practical considerations, informed by scholarship on teaching culture in the…

The Big6 Collection: The Best of the Big6 Newsletter.

ERIC Educational Resources Information Center

Eisenberg, Michael B.; Berkowitz, Robert E.

The Big6 is a complete approach to implementing meaningful learning and teaching of information and technology skills, essential for 21st century living. Including in-depth articles, practical tips, and explanations, this book offers a varied range of material about students and teachers, the Big6, and curriculum. The book is divided into 10 main…

Combining Online and Hybrid Teaching Environments in German Courses

ERIC Educational Resources Information Center

Keim, Lucrecia

2015-01-01

In this article, we briefly offer the main characteristics of a hybrid design for Face-to-Face (FtF) and online German courses in the degree of Translation and Interpreting that combines the textbook with activities moderated with technology. We particularly focus on the activities designed for practicing oral production at level A2.2., where we…

How Shall I Teach Thee? An Uncommon Pedagogy for the Common Core.

ERIC Educational Resources Information Center

Vecellio, Shawn

2013-01-01

In this article the author examines the Common Core State Standards (CCSS) to argue for changes in "standards-based" perspectives and practices that grew out of No Child Left Behind. Drawing on an article by David T. Conley, cochairman of the Validation Committee for the CCSS, the author offers a new model for the professional…

Teaching a "Critical Accessibility Case Study": Developing Disability Studies Curricula for the Technical Communication Classroom

ERIC Educational Resources Information Center

Browning, Ella R.; Cagle, Lauren E.

2017-01-01

As technical communication (TC) instructors, it is vital that we continue reimagining our curricula as the field itself is continually reimagined in light of new technologies, genres, workplace practices, and theories--theories such as those from disability studies scholarship. Here, the authors offer an approach to including disability studies in…

Possibilities and Implications of Using a Motion-Tracking System in Physical Education

ERIC Educational Resources Information Center

Chow, Jia Yi; Tan, Clara Wee Keat; Lee, Miriam Chang Yi; Button, Chris

2014-01-01

Advances in technology have created new opportunities for enhanced delivery of teaching to improve the acquisition of game skills in physical education (PE). The availability of a motion-tracking system (i.e. the A-Eye), which determines positional information of students in a practice context, might offer a suitable technology to support…

"Loko i'a": Enriching Educational Waters for Hawaiian Children

ERIC Educational Resources Information Center

Sumida, Anna Y.

2005-01-01

In this article, the author proposes to offer a glimpse into the practical challenges of teaching literacy in a public school setting where students enter classrooms at various stages of reading readiness. The author begins with the case of Kahea, a kindergarten student reading at an emergent literacy level, as an illustration of some of the…

Applying Linguistics in the Teaching of Reading and the Language Arts.

ERIC Educational Resources Information Center

Eisenhardt, Catheryn

The purpose of this book is to illustrate how the principles revealed by linguistic research can be translated into classroom practice. Emphasis is placed on: (1) a methodology which offers opportunities for children to create knowledge based on their observations of language tested against their intiutive speech, and (2) a content which is…

LDC and MDC Strategies Help Schools Prepare Students for Careers, Advanced Training and Further Study. Best Practices Newsletter

ERIC Educational Resources Information Center

Southern Regional Education Board (SREB), 2014

2014-01-01

The Literacy Design Collaborative (LDC) and the Mathematics Design Collaborative (MDC) are strategies designed to improve how teachers teach and students learn. The designs encourage teacher collaboration and creativity and offer flexible frameworks for building lessons in all disciplines. Their purpose is to engage students to read challenging…

Intentions and Behaviours: Record-Keeping Practices of Pre-Service Teachers during Professional Experience

ERIC Educational Resources Information Center

Shaw, Simon G.; Pedersen, Scott; Cooley, Dean; Callingham, Rosemary A.

2013-01-01

The current expectation of teachers in Australia is that they are able to collect, interpret, and use data related to teaching and learning. Digital technologies in schools, such as electronic methods of record-keeping, offer enhanced opportunities for teachers to perform this skill, and its application has been growing steadily in education. The…

Young Children as Active Participants in the Investigation of Teaching and Learning

ERIC Educational Resources Information Center

Makin, Laurie; Whiteman, Peter

2006-01-01

Gathering data about children's development and learning has long been the domain of adults. However, there is increasing interest in including children's voices in their education and, a more challenging task, in research that impacts on educational practice and policy making. Techniques such as Instant Video Revisiting (IVR) offer a way for…

Key Elements of Observing Practice: A Data Wise DVD and Facilitator's Guide

ERIC Educational Resources Information Center

Boudett, Kathryn Parker; City, Elizabeth A.; Russell, Marcia K.

2010-01-01

Based on the bestselling book "Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning", and its companion volume, "Data Wise in Action", this DVD and Facilitator's Guide offer insight into one of the most challenging steps in capturing data about school performance: observing and analyzing instructional…

When Bible and Science Interact: Teachers' Pedagogic and Value Challenges in Teaching Religious Minority Students in Higher Education Settings

ERIC Educational Resources Information Center

Novis-Deutsch, Nurit; Lifshitz, Chen

2016-01-01

The integration of highly religious minority students into institutions of higher education poses significant pedagogical and value challenges for students and teachers alike. We offer a framework for analyzing such challenges, distinguishing between practical concerns, identity issues and value conflicts. By contrasting a deficit perspective to…

What Can New Literacy Studies Offer to the Teaching of Struggling Readers?

ERIC Educational Resources Information Center

Compton-Lilly, Catherine F.

2009-01-01

A case study of one student is used to explore three instructional approaches that draw teachers' attention to reading as a social experience that involves culture and identity. These approaches draw on New Literacy Studies, children's media practices, and critical race theory and provide insights on how to better serve struggling readers.

Implications of Electronic Newspapers for Public Relations Teaching, Practice, and Research.

ERIC Educational Resources Information Center

Curtin, Patricia A.; Cameron, Glen T.

Electronic newspapers offer a new media channel for public relations materials, but a study of their proposed use and implications for the profession does not fit well into already established research areas. This paper reviews the development and features of electronic newspapers and suggests new avenues of research and uses pertinent to the…

Design of the Technology-Rich Classroom Practices and Facilities Environments

ERIC Educational Resources Information Center

Nelson, Angela C.

2013-01-01

It is widely recognized that technology in the classroom has the potential to transform education at every stage from Pre-K, to K-12, to Higher Education and Adult Education. Using the Digital Teaching Platform as an exemplar of 21st Century classroom instruction style, the author offers an overview of classroom technology and its effects on…

CPR and the RCP (2). Training of students and doctors in UK medical schools.

PubMed

Gillard, J H; Dent, T H; Jolly, B C; Wallis, D A; Hicks, B H

1993-10-01

We asked British medical schools and teaching hospitals about the training they offer to medical students and hospital doctors in cardiopulmonary resuscitation. The response rate was 96%. Training that is practical and consistent with guidelines is offered to nearly all students and house officers, often by consultants. Training for other junior doctors and consultants is much less common. The organisation of training is haphazard, and many hospitals have no resuscitation training officers. As a result, few doctors receive the frequent retraining needed to maintain competence in managing cardiopulmonary arrest.

Humanism and professionalism education for pediatric hematology-oncology fellows: A model for pediatric subspecialty training.

PubMed

Kesselheim, Jennifer C; Atlas, Mark; Adams, Denise; Aygun, Banu; Barfield, Ray; Eisenman, Kristen; Fulbright, Joy; Garvey, Katharine; Kersun, Leslie; Nageswara Rao, Amulya; Reilly, Anne; Sharma, Mukta; Shereck, Evan; Wang, Michael; Watt, Tanya; Leavey, Patrick

2015-02-01

Humanism and professionalism are virtues intrinsic to the practice of medicine, for which we lack a standard, evidence-based approach for teaching and evaluation. Pediatric hematology-oncology (PHO) fellowship training brings new and significant stressors, making it an attractive setting for innovation in humanism and professionalism training. We electronically surveyed a national sample of PHO fellows to identify fellows' educational needs in humanism and professionalism. Next, we developed a case-based, faculty-facilitated discussion curriculum to teach this content within pilot fellowship programs. We assessed whether fellowships would decide to offer the curriculum, feasibility of administering the curriculum, and satisfaction of fellow and faculty participants. Surveys were completed by 187 fellows (35%). A minority (29%) reported that their training program offers a formal curriculum in humanism and/or professionalism. A majority desires more formal teaching on balancing clinical practice and research (85%), coping with death/dying (85%), bereavement (78%), balancing work and personal life (75%), navigating challenging relationships with patients (74%), and depression/burn out (71%). These six topics were condensed into four case-based modules, which proved feasible to deliver at all pilot sites. Ten fellowship programs agreed to administer the novel curriculum. The majority (90%) of responding fellows and faculty reported the sessions touched on issues important for training, stimulated reflective communication, and were valuable. Pediatric hematology-oncology fellows identify numerous gaps in their training related to humanism and professionalism. This curriculum offers an opportunity to systematically address these educational needs and can serve as a model for wider implementation. Pediatr Blood Cancer 2015;62:335-340. © 2014 Wiley Periodicals, Inc. © 2014 Wiley Periodicals, Inc.

An analysis of pre-service family planning teaching in clinical and nursing education in Tanzania.

PubMed

Muganyizi, Projestine S; Ishengoma, Joyce; Kanama, Joseph; Kikumbih, Nassoro; Mwanga, Feddy; Killian, Richard; McGinn, Erin

2014-07-12

Promoting family planning (FP) is a key strategy for health, economic and population growth. Sub-Saharan Africa, with one of the lowest contraceptive prevalence and highest fertility rates globally, contributes half of the global maternal deaths. Improving the quality of FP services, including enhancing pre-service FP teaching, has the potential to improve contraceptive prevalence. In efforts to improve the quality of FP services in Tanzania, including provider skills, this study sought to identify gaps in pre-service FP teaching and suggest opportunities for strengthening the training. Data were collected from all medical schools and a representative sample of pre-service nursing, Assistant Medical Officer (AMO), Clinical Officer (CO) and assistant CO schools in mainland Tanzania. Teachers responsible for FP teaching at the schools were interviewed using a semi-structured questionnaire. Observations on availability of teaching resources and other evidence of FP teaching and evaluation were documented. Relevant approved teaching documents were assessed for their suitability as competency-based FP teaching tools against predefined criteria. Quantitative data were analyzed using EPI Info 6 and qualitative data were manually analyzed using content analysis. A total of 35 pre-service schools were evaluated for FP teaching including 30 technical education and five degree offering schools. Of the assessed 11 pre-service curricula, only one met the criteria for suitability of FP teaching. FP teaching was typically theoretical with only 22.9% of all the schools having systems in place to produce graduates who could skillfully provide FP methods. Across schools, the target skills were the same level of competence and skewed toward short acting methods of contraception. Only 23.3% (n = 7) of schools had skills laboratories, 76% (n = 22) were either physically connected or linked to FP clinics. None of the degree providing schools practiced FP at its own teaching hospital. Teachers were concerned with poor practical exposure and lack of teaching material. Pre-service FP teaching in Tanzania is theoretical, poorly guided, and skewed toward short acting methods; a majority of the schools are unable to produce competent FP service providers. Pre-service FP training should be strengthened with more focus on practical skills.

Learner-centered teaching in the college science classroom: a practical guide for teaching assistants, instructors, and professors

NASA Astrophysics Data System (ADS)

Dominguez, Margaret Z.; Vorndran, Shelby

2014-09-01

The Office of Instruction and Assessment at the University of Arizona currently offers a Certificate in College Teaching Program. The objective of this program is to develop the competencies necessary to teach effectively in higher education today, with an emphasis on learner-centered teaching. This type of teaching methodology has repeatedly shown to have superior effects compared to traditional teacher-centered approaches. The success of this approach has been proven in both short term and long term teaching scenarios. Students must actively participate in class, which allows for the development of depth of understanding, acquisition of critical thinking, and problem-solving skills. As optical science graduate students completing the teaching program certificate, we taught a recitation class for OPTI 370: Photonics and Lasers for two consecutive years. The recitation was an optional 1-hour long session to supplement the course lectures. This recitation received positive feedback and learner-centered teaching was shown to be a successful method for engaging students in science, specifically in optical sciences following an inquiry driven format. This paper is intended as a guide for interactive, multifaceted teaching, due to the fact that there are a variety of learning styles found in every classroom. The techniques outlined can be implemented in many formats: a full course, recitation session, office hours and tutoring. This guide is practical and includes only the most effective and efficient strategies learned while also addressing the challenges faced, such as formulating engaging questions, using wait time and encouraging shy students.

Perspectives for Practice: A New JOSPT Feature to Facilitate Translation of Research Into Practice.

PubMed

Abbott, J Haxby

2016-03-01

In this month's issue, we introduce a new feature, Perspectives for Practice, which aims to interpret new research in the context of established best practice. This 2-page feature is designed to offer clinicians insight into the state of the art: what was known before, what research was done before, what new evidence the present study found, and how we should interpret this new evidence in light of what was known before. The second page of the Perspectives for Practice will provide additional material useful for teaching and discussion. The structure and content of these features will undergo continued development in response to reader feedback, which we welcome.

Bedside teaching and the acquisition of practical skills in mid-sixteenth-century Padua.

PubMed

Stolberg, Michael

2014-10-01

Very little is known to this point about the practical skills which sixteenth-century physicians needed and applied at the bedside and even less about how these skills were taught to students. Drawing on student notebooks and on printed collections of consilia by Padua professors, this paper outlines the different settings in which case-centered and, more specifically, bedside teaching was imparted in mid-sixteenth-century Padua. It describes the range of diagnostic and therapeutic skills that students acquired thanks to this hands-on training at the patient's bedside, from uroscopy and feeling the pulse to the manual exploration of the patient's abdomen, which, historians have wrongly believed, physicians performed very rarely or not at all, and surgical skills. Taking a closer look, more specifically, at the role of teaching in the Hospital of San Francesco in Padua, the paper provides evidence that not only Giovanna Battista da Monte but also at least one other mid-sixteenth-century professor, Antonio Fracanzani, made systematic use of the teaching opportunities which the hospital offered. Ultimately, the paper will argue that clinical teaching in the hospital did not differ fundamentally from forms of bedside teaching in the patients' homes, however. Both became increasingly popular in Padua and elsewhere at the time, reflecting a growing appreciation for the practical and sensory skills which future physicians needed in addition to theoretical learning if they hoped to be successful in the highly contested early modern medical marketplace. © The Author 2013. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

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.

The practice report of a cooperation teaching with an aquarium and an elementary school

NASA Astrophysics Data System (ADS)

Kureha, R.; Matsumoto, I.

2013-12-01

In Japan, recognition that cooperation with an eco-museum, a science-museum, an aquarium, a zoo, etc. is important in the science education in a school is spreading. Simultaneously with it, the institution of each museum which offer the learning program to the children of a school has increased. In this presentation, we introduce some of program for which an aquarium provides schools with the aquarium "AQUAS" of Shimane prefecture. Moreover, we arrange also about a viewpoint when making these programs. In addition, in these programs, the role of the teacher of a school serves as an important very much for a child's study. That is, since study before and after study in an aquarium is performed in the classroom of a school, it is important how we assemble a prior preparation and subsequent review. Here, the teacher of the school divided the type of educational support into three kinds from the position of the teacher when participating in programs of aquarium. That is, they are a type with which the staff of an aquarium take charge of all the teaching, a type with which the staff of an aquarium mainly take charge of a lesson and a teacher offers the teaching support, and a type with which the school teacher mainly takes charge of a lesson, and the staff of an aquarium offer teaching support. It being an important is that the teacher of a school leaves not all study to the staff of an aquarium in an aquarium. That is, a teacher needs to offer lesson support according to a situation, or to make an effort to promote a teaching activity. Moreover, the teacher needs to perform a prior meeting so that common recognition may be shared about the main point which should be taught to a student using a school textbook of science with the staff of an aquarium.

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

PubMed

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

2016-01-01

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

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

NASA Astrophysics Data System (ADS)

Teasdale, R.; Monet, J.

2008-12-01

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

Ethical Grand Rounds: Teaching Ethics at the Point of Care.

PubMed

Airth-Kindree, Norah M M; Kirkhorn, Lee-Ellen C

2016-01-01

We offer an educational innovation called Ethical Grand Rounds (EGR) as a teaching strategy to enhance ethical decision-making. Nursing students participate in EGR-flexible ethical laboratories, where they take stands on ethical dilemmas, arguing for--or against--an ethical principle. This process provides the opportunity to move past normative ethics, that is, an ideal ethical stance in accord with ethical conduct codes, to applied ethics, what professional nurses would do in actual clinical practice, given the constraints that exist in contemporary care settings. EGR serves as a vehicle to translate "what ought to be" into "what is."

Best Practice in Middle-School Science

NASA Astrophysics Data System (ADS)

Oliveira, Alandeom W.; Wilcox, Kristen C.; Angelis, Janet; Applebee, Arthur N.; Amodeo, Vincent; Snyder, Michele A.

2013-03-01

Using socio-ecological theory, this study explores best practice (educational practices correlated with higher student performance) in middle-school science. Seven schools with consistently higher student performance were compared with three demographically similar, average-performing schools. Best practice included instructional approaches (relevance and engagement, inquiry, differentiated instruction, collaborative work, moderate amounts of homework, and integration of language literacy and science) and administrative practices (nurturing a climate of opportunity to succeed in science, offering professional development based on data and dialogue, engaging teachers in standards-based curriculum revision and alignment, and recruiting the right fit of teacher). It is argued that best practice entails multiple levels of teaching and administrative praxis that together form a school-wide socio-ecological system conducive to higher performance.

Portrait of a science teacher as a bricoleur: A case study from India

NASA Astrophysics Data System (ADS)

Sharma, Ajay

2008-12-01

This paper presents a case study of science teaching in an eighth grade school classroom in India. It comes out of a larger ethnographic study done in 2005 that looked at how science was taught and learned in a rural government run middle school in the state of Madhya Pradesh in India. Subscribing to a sociocultural perspective, the paper presents a narrative account of how a science teacher negotiated and made use of the existing discourses that influenced his teaching practice to construct learning experiences for his students. It is a portrait of him as a bricoleur, engaged in making-do with what is of available to conform to prescriptive discursive norms as well as engage in situated, contingent and collaborative pedagogical improvisations with his students. Through a discursive analysis of Mr. Raghuvanshi's teaching practice, this paper presents his bricolage as a feature of everyday sociocultural practices, and as an instance of glocalization of decontextualized school science discourse. It also offers a case for creation and strengthening of material conditions that support enactment of teacher agency for construction of meaningful and relevant learning experiences for students. [InlineMediaObject not available: see fulltext.][InlineMediaObject not available: see fulltext.

A continuous quality improvement approach to improving clinical practice in the areas of sedation, analgesia, and neuromuscular blockade.

PubMed

Arbour, Richard

2003-01-01

Practice concerns associated with the medical prescription and nurses' administration and monitoring of sedatives, analgesics, and neuromuscular blocking agents were identified by the clinical nurse specialist within a surgical intensive care unit of a large, tertiary-care referral center. These concerns were identified using a variety of needs assessment strategies. Results of the needs assessment were used to develop a program of care, including a teaching initiative, specific to these practice areas. The teaching initiative incorporated principles of andragogy, the theory of adult learning. Educational techniques included inservice education, bedside instruction using "teaching moments," competency-based education modules, and integration of instruction into critical care orientation. Content and approach were based on the background and level of experience of participants. Educational program outcomes included increased consistency in monitoring neuromuscular blockade by clinical assessment and peripheral nerve stimulation. A second outcome was more accurate patient assessment leading to the provision of drug therapy specific to the patients' clinical states, including anxiety or pain. The continuous quality improvement approach offers a model for improving patient care using individualized needs assessment, focused educational interventions, and program evaluation strategies.

Building capacity in Clinical Epidemiology in Africa: experiences from Masters programmes.

PubMed

Young, Taryn; Naude, Celeste; Brodovcky, Tania; Esterhuizen, Tonya

2017-02-27

To describe and contrast programmatic offering of Clinical Epidemiology Masters programmes in Africa, to evaluate experiences of graduates and faculty, and assess if graduates are playing roles in research, practice and teaching of Clinical Epidemiology. We searched and identified relevant programmes, reviewed programmatic documentation, interviewed convenors and surveyed graduates. Participants provided informed consent, interviews with faculty were recorded and transcribed for analysis purposes, and graduates participated in an online survey. Five structured Masters programmes requiring health science professionals to complete modules and research projects were assessed. Demand for programmes was high. Graduates enjoyed the variety of modules, preferred blended teaching, and regarded assessments as fair. Graduates felt that career paths were not obvious after graduating. Despite this, some have gone on to promote and teach evidence-based health care, and conduct and disseminate research. Areas of concern raised by faculty were quality assurance; research project initiation, implementation and supervisory capacity; staff availability; funding to support implementation and lack of experiential learning. Although faced with challenges, these programmes build capacity of health professionals to practice in an evidence-informed way, and conduct rigorous research, which are central to advancing the practice of Clinical Epidemiology in Africa.

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

PubMed

Al Qaroot, Bashar S; Sobuh, Mohammad

2016-06-01

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

Fernsehkurs staerker in den Russischunterricht integrieren (Integrating the Television Course More Firmly into the Teaching of Russian)

ERIC Educational Resources Information Center

Sattler, Gerda

1975-01-01

Reports on experiences covering two years of use of a Russian television course for Grade 9. The course is seen as particularly useful in reinforcing knowledge of vocabulary of past lessons. Several practical hints to the teacher, e.g., preparation for the television lesson, are offered. (Text is in German.) (IfS/WGA)

Reaching beyond an Online/Offline Divide: Invoking the Rhizome in Higher Education Course Design

ERIC Educational Resources Information Center

Jones, Angela; Bennett, Rebecca

2017-01-01

In the rush to digitise aspects of higher education to cater to an increasingly diverse and wide-ranging university market, there is a concern that best-practice teaching and learning based on sound pedagogy may be left behind. This article addresses this concern by offering a conceptual reimagining of the learning space that reaches beyond a…

Offering a Forensic Science Camp to Introduce and Engage High School Students in Interdisciplinary Science Topics

ERIC Educational Resources Information Center

Ahrenkiel, Linda; Worm-Leonhard, Martin

2014-01-01

In this article, we present details of a one-week interdisciplinary science camp for high school students in Denmark, "Criminal Camp". We describe the use of forensic science and simulated crimes as a common foundation for teaching the theory and practice of concepts in chemistry, physics, and medicine or biology. The main goal of the…

Clinical Partnership at a Distance: A Design That Transforms Teaching and Leadership

ERIC Educational Resources Information Center

Adams, Alyson; Ross, Dorene D.

2014-01-01

In this article we describe a graduate program for practicing teachers at the University of Florida. Offered in a blended format (mostly online but supported by a local faculty member), the program embeds graduate work within school reform efforts in hard to staff schools in partner school districts up to 350 miles away from campus in order to…

Accent on Meter: A Handbook for Readers of Poetry

ERIC Educational Resources Information Center

Powell, Joseph; Halperin, Mark

2004-01-01

This book offers practical ways of teaching students about the close connections between the meaning, rhythm, and meter in poetry. The major assumption of the book is that a close reading of a poem--one that explores the nuances of structure--can increase one's appreciation and enjoyment of poetry. In the words of the authors, "What the poem is…

Research and Teaching. Are We Keeping the Promise? Investigation of Students' Critical Thinking Growth

ERIC Educational Resources Information Center

Carmel, Justin H.; Yezierski, Ellen J.

2013-01-01

College instruction aims not only to expand students' content knowledge, but also to help students develop practical skills, such as the ability to think critically. This study was conducted in a chemistry course for non science majors offered as part of a liberal education core curriculum at a large public university in the Midwest. Students…

Why (School) Teachers Should Be Trusted. Review of "Professionalism and Ethics in Teaching" by David Carr.

ERIC Educational Resources Information Center

McPherson, Ian

2002-01-01

This book offers ways to answer questions about public trust in teachers. Discourses on teachers as transmitters of moral and cognitive virtues and on the unsatisfactory nature of competing models of theory-practice relationships are grounded in an interpretation of Aristotle's Phronesis as moral wisdom. Education is only one of the purposes of…

Great Beginnings: Reflections and Advice for New English Language Arts Teachers and the People Who Mentor Them. Conference on English Leadership Series.

ERIC Educational Resources Information Center

Hayes, Ira, Ed.

Intended for teacher educators, beginning teachers, classroom leaders, and administrators, this essay collection offers practical advice on topics such as evaluating student writing and creating support systems for beginning teachers. The essays discuss how the "real world" of teaching matches--or fails to match--novice teachers'…

An Investigation into Instructor Implementation of Alternative Course Offerings in Education Departments in One Private Liberal Arts University

ERIC Educational Resources Information Center

Miranda, Twyla; Newton, William; Vowell, Julie; Martinez, Carlos

2015-01-01

In order to understand whether a "personal" education found in the mission of a private liberal arts university could be delivered in alternative formats, an investigation into the teaching practice of eight instructors in newly designed alternative delivery courses was conducted during the fall and spring semesters of 2013-2014. The…

The Use of Indigenous Languages in Early Basic Education in Papua New Guinea: A Model for Elsewhere?

ERIC Educational Resources Information Center

Klaus, David

2003-01-01

Suggests Papua New Guinea offers a practical example of how a small, multilingual country with limited resources has developed a package of strategies for dealing with the challenges of multilingualism and using its multiplicity of languages in education as a tool for improving teaching and learning, saving resources, and moving towards education…

Dilemmas with Dilemmas...Exploring the Suitability of Dilemma Stories as a Way of Addressing Ethical Issues in Science Education.

ERIC Educational Resources Information Center

Settelmaier, Elisabeth

Traditionally, many science educators have taught science without addressing ethical questions. However, the inclusion of moral discourse in science teaching may help educators to bring to the fore problematic issues in relation to science, and it may offer an opportunity for students to practice their future engagement in the public discourse…

Managers Confront Competing Practical, Legal, and Ethical Claims: A Comprehensive Teaching Case

ERIC Educational Resources Information Center

McAdams, Tony

2009-01-01

Law classes help reveal the successes of the American legal system. Students observe that the law is honorable, workable, and effective. At the same time, law classes offer the opportunity to look at those situations where the legal system sometimes struggles to achieve its justice goals. Students certainly need to learn that lesson, but they also…

An Evaluation of Applying Blended Practices to Employ Studio-Based Learning in a Large-Enrollment Design Thinking Course

ERIC Educational Resources Information Center

Brown, Sydney E.; Karle, Sarah Thomas; Kelly, Brian

2015-01-01

DSGN110 was a multidisciplinary course teaching first year students enrolled in in a variety of majors about design thinking. The course is offered for the majors of architecture, landscape architecture, interior design, community and regional planning, along with computer science and business students. By blending face-to-face and online…

Intervening in Informal Learning: Activity Theory as Teaching Tool

ERIC Educational Resources Information Center

Carter, Susan L.

2013-01-01

In this article, I argue that a concentrated focus on everyday informal learning about unions is critical not only to re-thinking union education programs, but to the overall project of union renewal. The article offers, by way of example, an inquiry into the grievance system as a routine (and central) union practice and a key site of informal…

Discovering the Lost Ark of Possibilities: Bringing Visibility to the Invisible Art Form of Film Music in Your Music Classroom

ERIC Educational Resources Information Center

Keown, Daniel J.

2015-01-01

Conventional music learning in schools could benefit from the study of the music from films, television, and video games. This article offers practical applications for including film music as an outlet for analysis, an interdisciplinary compositional art form, a viable teaching tool, and an authentic performance/production experience. Music…

Teaching Commercial Law in the Third Year: A Short Report on a Business Organizations and Commercial Law Clinic.

ERIC Educational Resources Information Center

Dolan, John F.; McNair, Russell A., Jr.

1995-01-01

The development and implementation of a clinic to offer advanced study in business organizations and commercial law transactions for third-year law students at Wayne State University (Michigan) are described. The course builds vertically on prior study and puts students in contact with practicing lawyers in an academic setting. Considerations…

The Relationship between Balancing Reactions and Reaction Lifetimes: A Consideration of the Potassium-Argon Radiometric Method for Dating Minerals

ERIC Educational Resources Information Center

Howard, William A.

2005-01-01

A detailed examination of a commonly accepted practice in geology offers an example of how to stimulate critical thinking, teaches students how to read reactions, and challenges students to formulate better experiments for determining mineral ages more accurately. A demonstration of a Potassium-Argon radiometric method for dating minerals is…

The Role of Reflection in Elementary Mathematics and Science Teachers' Training and Development: A Meta-Synthesis

ERIC Educational Resources Information Center

Saylor, Laura Lackner; Johnson, Carla C.

2014-01-01

Meaningful and effective training and professional development programs for teachers are key to the improvement of teaching practices in our schools. In this paper, the authors offer a meta-synthesis of the literature on the role of reflection for mathematics and science teachers within the context of professional development. The authors frame…

Faculty Transitions in Online Delivery: Make or Buy? Tips for Developing a "New to You" Online Course

ERIC Educational Resources Information Center

Delaney-Klinger, Kelly; Vanevenhoven, Jeff; Wagner, Richard; Chenoweth, John

2014-01-01

In the last few decades, teaching courses online has become a standard practice at many colleges and universities. Although technologies and pedagogies have changed rapidly during this time, developing an online course is still a labor and time-intensive undertaking. With changes in staffing and course offerings, faculty are often faced with…

Mission Possible: How the Secrets of the Success Academies Can Work in Any School

ERIC Educational Resources Information Center

Moskowitz, Eva; Lavinia, Arin

2012-01-01

Eva Moskowitz (the founder and CEO of the Success Charter Network in Harlem) and Arin Lavinia offer practical, classroom-tested ideas for dramatically improving teaching and learning. Moskowitz and Lavinia reveal how a charter school in the middle of Harlem, enrolling neighborhood children selected at random, emerged as one of the top schools in…

From Digital Consumption to Digital Invention: Toward a New Critical Theory and Practice of Multiliteracies

ERIC Educational Resources Information Center

Mirra, Nicole; Morrell, Ernest; Filipiak, Danielle

2018-01-01

The teaching of media and digital literacies has gained increased attention in the 20 years following the New London Group's landmark publication. From approaches urging the study of popular culture to calls for youth led social media revolution, there is no shortage of approaches. Yet scant attention is offered toward articulating a new and…

Text Possession and Teachers' Pedagogical Practices in the Teaching of Prose Literature-in-English in Some Schools in Ibadan

ERIC Educational Resources Information Center

Ezeokoli, F. O.; Igubor, P.

2014-01-01

Performance in school examinations has remained one of the reliable indices of the quality of education in many countries. For over two decades in Nigeria, students' performance in most subjects on the school curriculum including Literature-in-English has been persistently declining. A number of explanations are offered for this unsatisfactory…

A Case Study to Understand the Behavioral Issues Affecting E-Learning with Reference to IHL, Sultanate of Oman

ERIC Educational Resources Information Center

Chakraborty, Manishankar; Al Rashdi, Salim; Hashim, Vazeem

2013-01-01

IHL, a leading institute offering higher education in the Sultanate of Oman is on the cusp of translating from an organization with conventional modes of teaching-learning to those of the modern day practices notably electronic learning. The challenges posed in the implementation of an environment conducive to electronic learning and its different…

Virtual experiments in electronics: beyond logistics, budgets, and the art of the possible

NASA Astrophysics Data System (ADS)

Chapman, Brian

1999-09-01

It is common and correct to suppose that computers support flexible delivery of educational resources by offering virtual experiments that replicate and substitute for experiments traditionally offered in conventional teaching laboratories. However, traditional methods are limited by logistics, costs, and what is physically possible to accomplish on a laboratory bench. Virtual experiments allow experimental approaches to teaching and learning to transcend these limits. This paper analyses recent and current developments in educational software for 1st- year physics, 2nd-year electronics engineering and 3rd-year communication engineering, based on three criteria: (1)Is the virtual experiment possible in a real laboratory? (2)How direct is the link between the experimental manipulation and the reinforcement of theoretical learning? (3) What impact might the virtual experiment have on the learner's acquisition of practical measurement skills? Virtual experiments allow more flexibility in the directness of the link between experimental manipulation and the theoretical message. However, increasing the directness of this link may reduce or even abolish the measurement processes associated with traditional experiments. Virtual experiments thus pose educational challenges: (a) expanding the design of experimentally based curricula beyond traditional boundaries and (b) ensuring that the learner acquires sufficient experience in making practical measurements.

Ad hoc supervision of general practice registrars as a 'community of practice': analysis, interpretation and re-presentation.

PubMed

Clement, T; Brown, J; Morrison, J; Nestel, D

2016-05-01

General practice registrars in Australia undertake most of their vocational training in accredited general practices. They typically see patients alone from the start of their community-based training and are expected to seek timely ad hoc support from their supervisor. Such ad hoc encounters are a mechanism for ensuring patient safety, but also provide an opportunity for learning and teaching. Wenger's (Communities of practice: learning, meaning, and identity. Cambridge University Press, New York, 1998) social theory of learning ('communities of practice') guided a secondary analysis of audio-recordings of ad hoc encounters. Data from one encounter is re-presented as an extended sequence to maintain congruence with the theoretical perspective and enhance vicariousness. An interpretive commentary communicates key features of Wenger's theory and highlights the researchers' interpretations. We argue that one encounter can reveal universal understandings of clinical supervision and that the process of naturalistic generalisation allows readers to transfer others' experiences to their own contexts. The paper raises significant analytic, interpretive, and representational issues. We highlight that report writing is an important, but infrequently discussed, part of research design. We discuss the challenges of supporting the learning and teaching that arises from adopting a socio-cultural lens and argue that such a perspective importantly captures the complex range of issues that work-based practitioners have to grapple with. This offers a challenge to how we research and seek to influence work-based learning and teaching in health care settings.

Primary health care and general practice attachment: establishing an undergraduate teaching network in rural Greek health centers.

PubMed

Smyrnakis, Emmanouil; Gavana, Magda; Kondilis, Elias; Giannakopoulos, Stathis; Panos, Alexandros; Chainoglou, Athanasia; Stardeli, Thomai; Kavaka, Niki; Benos, Alexis

2013-01-01

Exposure of undergraduate medical students to general practice and community healthcare services is common practice in the international medical curricula. Nevertheless, proponents of the hospital and biotechnology based paradigm, which is still dominant within the medical academic environment, question both the scope and the setting of this training procedure. Regarding the latter, the quality of teaching is often questioned in settings such as rural primary health centers, where health professionals have neither incentives nor accredited training skills. Therefore, the success of community based medical education depends substantially on the procedures implemented to involve non-academic staff as clinical teachers. This report describes the steps taken by the Aristotle University of Thessaloniki (AUTH) Medical School to establish and maintain a Rural Primary Health Care (PHC) Teaching Network in order to implement community oriented PHC and GP undergraduate medical education. A multi-professional teachers' network of healthcare staff, working in Rural Primary Health Centers, has been chosen, in order to expose students to the holistic approach of PHC. The enrollment of teachers to the Teaching Network was solely on a voluntary basis. The novelty of this procedure is that each professional is approached personally, instead through the Health Center (HC) that usually offers this service as a package in similar activities. In an attempt to attract health professionals committed to medical education, a self-selection procedure was adopted. Collaboration with the medical school was established but it was characterized by the School's inability to compensate teachers. A series of 'Training the Trainers' seminars were completed during the first implementation period in order to enhance the awareness of health professionals regarding undergraduate teaching in PHC; to present the educational needs of medical students; to expose them to the principles of medical teaching; and to strengthen their communication skills. Setting up sustainable community oriented medical education activities in a more or less unfriendly environment is a difficult task that calls for wisely selected functional steps. Pilot educational activities determine the quality of the implemented programs by evaluating difficulties and constraints. Recruiting teachers on a voluntary basis proved to be critical in enhancing the quality of this educational activity, and overcoming distance constraints. The educational activities which were offered created a homogenous group of PHC teachers with explicit educational aims and objectives.

Healthcare at the Crossroads: The Need to Shape an Organizational Culture of Humanistic Teaching and Practice.

PubMed

Rider, Elizabeth A; Gilligan, MaryAnn C; Osterberg, Lars G; Litzelman, Debra K; Plews-Ogan, Margaret; Weil, Amy B; Dunne, Dana W; Hafler, Janet P; May, Natalie B; Derse, Arthur R; Frankel, Richard M; Branch, William T

2018-05-08

Changes in the organization of medical practice have impeded humanistic practice and resulted in widespread physician burnout and dissatisfaction. To identify organizational factors that promote or inhibit humanistic practice of medicine by faculty physicians. From January 1, 2015, through December 31, 2016, faculty from eight US medical schools were asked to write reflectively on two open-ended questions regarding institutional-level motivators and impediments to humanistic practice and teaching within their organizations. Sixty eight of the 92 (74%) study participants who received the survey provided written responses. All subjects who were sent the survey had participated in a year-long small-group faculty development program to enhance humanistic practice and teaching. As humanistic leaders, subjects should have insights into motivating and inhibiting factors. Participants' responses were analyzed using the constant comparative method. Motivators included an organizational culture that enhances humanism, which we judged to be the overarching theme. Related themes included leadership supportive of humanistic practice, responsibility to role model humanism, organized activities that promote humanism, and practice structures that facilitate humanism. Impediments included top down organizational culture that inhibits humanism, along with related themes of non-supportive leadership, time and bureaucratic pressures, and non-facilitative practice structures. While healthcare has evolved rapidly, efforts to counteract the negative effects of changes in organizational and practice environments have largely focused on cultivating humanistic attributes in individuals. Our findings suggest that change at the organizational level is at least equally important. Physicians in our study described the characteristics of an organizational culture that supports and embraces humanism. We offer suggestions for organizational change that keep humanistic and compassionate patient care as its central focus.

Modifying the Primary Care Exception Rule to Require Competency-Based Assessment.

PubMed

Tobin, Daniel G; Doolittle, Benjamin R; Ellman, Matthew S; Ruser, Christopher B; Brienza, Rebecca S; Genao, Inginia

2017-03-01

Teaching residents to practice independently is a core objective of graduate medical education (GME). However, billing rules established by the Centers for Medicare and Medicaid Services (CMS) require that teaching physicians physically be present in the examination room for the care they bill, unless the training program qualifies for the Primary Care Exception Rule (PCER). Teaching physicians in programs that use this exception can bill for indirectly supervised ambulatory care once the resident who provides that care has completed six months of training. However, CMS does not mandate that programs assess or attest to residents' clinical competence before using this rule. By requiring this six-month probationary period, the implication is that residents are adequately prepared for indirectly supervised practice by this time. As residents' skill development varies, this may or may not be true. The PCER makes no attempt to delineate how residents' competence should be assessed, nor does the GME community have a standard for how and when to make this assessment specifically for the purpose of determining residents' readiness for indirectly supervised primary care practice.In this Perspective, the authors review the history and current requirements of the PCER, explore its limitations, and offer suggestions for how to modify the teaching physician billing requirements to mandate the evaluation of residents' competence using the existing milestones framework. They also recommend strategies to standardize this process of evaluation and to develop benchmarks across training programs.

On teaching psychoanalysis.

PubMed

Ogden, Thomas H

2006-08-01

Teaching psychoanalysis is no less an art than is the practice of psychoanalysis. As is true of the analytic experience, teaching psychoanalysis involves an effort to create clearances in which fresh forms of thinking and dreaming may emerge, with regard to both psychoanalytic theory and clinical practice. Drawing on his experience of leading two ongoing psychoanalytic seminars, each in its 25th year, the author offers observations concerning (1) teaching analytic texts by reading them aloud, line by line, in the seminar setting, with a focus on how the writer is thinking/writing and on how the reader is altered by the experience of reading; (2) treating clinical case presentations as experiences in collective dreaming in which the seminar members make use of their own waking dreaming to assist the presenter in dreaming aspects of his experience with the patient that the analytic pair has not previously been able to dream; (3) reading poetry and fiction as a way of enhancing the capacity of the seminar members to be aware of and alive to the effects created by the patient's and the analyst's use of language; and (4) learning to overcome what one thought one knew about conducting analytic work, i.e. learning to forget what one has learned.

Virtual reality simulation: using three-dimensional technology to teach nursing students.

PubMed

Jenson, Carole E; Forsyth, Diane McNally

2012-06-01

The use of computerized technology is rapidly growing in the classroom and in healthcare. An emerging computer technology strategy for nursing education is the use of virtual reality simulation. This computer-based three-dimensional educational tool simulates real-life patient experiences in a risk-free environment, allows for repeated practice sessions, requires clinical decision making, exposes students to diverse patient conditions, provides immediate feedback, and is portable. The purpose of this article was to review the importance of virtual reality simulation as a computerized teaching strategy. In addition, a project to explore readiness of nursing faculty at one major Midwestern university for the use of virtual reality simulation as a computerized teaching strategy is described where faculty thought virtual reality simulation would increase students' knowledge of an intravenous line insertion procedure. Faculty who practiced intravenous catheter insertion via virtual reality simulation expressed a wide range of learning experiences from using virtual reality simulation that is congruent with the literature regarding the barriers to student learning. Innovative teaching strategies, such as virtual reality simulation, address barriers of increasing patient acuity, high student-to-faculty ratio, patient safety concerns from faculty, and student anxiety and can offer rapid feedback to students.

Established and novel approaches for teaching and learning of veterinary parasitology in Berlin.

PubMed

Clausen, Peter-Henning; Stelzer, Sandra; Nijhof, Ard; Krücken, Jürgen; von Samson-Himmelstjerna, Georg

2018-03-15

The teaching of veterinary parasitology to the large number of students at the Freie Universität Berlin is mainly limited to conventional face-to-face lectures, supplemented by practical classes. Extensive parasite descriptions and diagnostic techniques are at the core of the practical classes, which are also intended to emphasise key biological and veterinary aspects covered in lectures. Further in-depth and specific learning is achieved within a detailed framework of elective courses, with defined learning outcomes for small groups of students, focusing on themes such as 'diagnosis and treatment of ectoparasites in companion animals' or 'zoonotic parasites'. Additionally, structured excursions are designed to offer experience through collaborative international investigations. Organ-based approaches are also an integral part of our veterinary parasitology teaching, done in collaboration with the clinical and para-clinical departments, either via face-to-face interactions or online. Wide-ranging themes, such as 'causes of colic in horses' or 'atopic dermatitis in dogs' are covered. Recently, diverse blended learning elements were introduced into the curriculum (e.g., QuerVet), which makes teaching and learning more flexible, in terms of time and space, and fosters self-directed learning and participation among the students. A new platform to provide online lectures for students, termed VET Talks, was launched in 2015 by the International Veterinary Student's Association (IVSA), and is as a publicly available educational support system for students. Provided free to veterinary students throughout the world, this platform offers students the opportunity to access lectures on interesting topics by outstanding speakers who are nominated by their students. Finally, continuing education (CE) opportunities are provided through specific Masters courses (Master of Equine Medicine, Master of Small Animal Sciences), classical seminars and recent webinars. Copyright © 2018 Elsevier B.V. All rights reserved.

How do Medical Radiation Science educators keep up with the [clinical] Joneses?

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

Giles, Eileen

Medical radiation science (MRS) disciplines include medical imaging, radiation therapy and nuclear medicine. These allied health fields are technology driven and evolving rapidly with regard to imaging and treatment techniques within the clinical environment. This research aims to identify the activities academics are currently participating in to maintain clinical currency and offer strategies to support academics to connect with an ever-changing clinical environment. A cross-sectional designed survey was sampled across the nine Australian universities where MRS programmes are offered. The survey targeted academic teaching staff that were working in MRS programmes at the time of distribution (n ≈ 90). Enablersmore » and barriers to maintaining clinical currency as well as support to participate in continuing professional development were rated by the respondents. Descriptive statistics were used to analyse quantitative data, and free-text comment responses were collated and themed. There were 38 responses to the survey (42%) and all three disciplines were represented. Responses highlighted activities valued by academics as contributing to their knowledge of current practice and as resources to inform their teaching. Positive elements included participating in clinical work and research, attending clinical sites and training days and attending scientific meetings. Common barriers identified by academics in this area were time constraints, workload allocation and employer/financial support. This research has identified that Australian MRS academics participate in a broad range of activities to inform their teaching and maintain knowledge of contemporary clinical practice. A connection with the clinical world is valued highly by academics, however, access and support to maintain that link is often a difficulty and as a result for MRS teaching staff keeping up with the clinical [MRS] Joneses is often a challenge.« less

Science teachers' perceptions of expertise in practice : An exploratory study

NASA Astrophysics Data System (ADS)

Bevins, Stuart Carl

This thesis reports on an exploration of the nature and characteristics of science teaching expertise as exhibited by six identified expert science teachers. An action research methodology was adopted with data gathered through: semi-structured interviews; classroom observations, and reflective discussions. A culture of collaboration between the researcher and teachers was encouraged by the researcher in an attempt to create a 'bottom-up' approach to the study. The teachers acted as research collaborators by continuously reflecting on, and analysing their knowledge and practice within the context of the study.The reported study emphasises a need for identifying characteristics of science teacher expertise from the insights of teachers themselves. The study considers the reflections and perceptions of the science teachers involved to be an important part of their continuing professional development, which leads to a greater self-awareness and understanding of their teaching expertise. Findings show that these six science teachers demonstrate: subject master; deep pedagogical understanding; considerable pedagogical content knowledge, and a desire to continue learning for an entire professional life, in an attempt to keep abreast of changes and developments in science and education. Within these characteristics, the teachers exhibit, for example, organisational skills, empathy, flexibility, intuition, enthusiasm and professionalism. Most of all, they demonstrate an ability to operate and communicate at the level of their pupils. They study contributes to the debate about effective teaching and better ways for teachers to learn from their experienced by offering a detailed account of science teacher expertise from the perceptions of six expert teachers. The study also highlights a wide ranging existing literature base in a attempt to offer a way of thinking about teaching expertise. Findings from the study indicate strong similarities with those of the existing literature.

How Much Is Too Much Assessment? Insight into Assessment-Driven Student Learning Gains in Large-Scale Undergraduate Microbiology Courses

PubMed Central

Wang, Jack T. H.; Schembri, Mark A.; Hall, Roy A.

2013-01-01

Designing and implementing assessment tasks in large-scale undergraduate science courses is a labor-intensive process subject to increasing scrutiny from students and quality assurance authorities alike. Recent pedagogical research has provided conceptual frameworks for teaching introductory undergraduate microbiology, but has yet to define best-practice assessment guidelines. This study assessed the applicability of Biggs’ theory of constructive alignment in designing consistent learning objectives, activities, and assessment items that aligned with the American Society for Microbiology’s concept-based microbiology curriculum in MICR2000, an introductory microbiology course offered at the University of Queensland, Australia. By improving the internal consistency in assessment criteria and increasing the number of assessment items explicitly aligned to the course learning objectives, the teaching team was able to efficiently provide adequate feedback on numerous assessment tasks throughout the semester, which contributed to improved student performance and learning gains. When comparing the constructively aligned 2011 offering of MICR2000 with its 2010 counterpart, students obtained higher marks in both coursework assignments and examinations as the semester progressed. Students also valued the additional feedback provided, as student rankings for course feedback provision increased in 2011 and assessment and feedback was identified as a key strength of MICR2000. By designing MICR2000 using constructive alignment and iterative assessment tasks that followed a common set of learning outcomes, the teaching team was able to effectively deliver detailed and timely feedback in a large introductory microbiology course. This study serves as a case study for how constructive alignment can be integrated into modern teaching practices for large-scale courses. PMID:23858350

Practical Ideas to Get Students to Think About Justice in Science Courses

NASA Astrophysics Data System (ADS)

Dahl, E. E.

2014-12-01

Loyola University Maryland is a Jesuit Catholic comprehensive university with undergraduate only science programs. One of the learning aims of the University is that student should learn "an appreciation of the great moral issues of our time…" including "the environmental impact of human activity." One of the ways this and many of the other justice and diversity focused learning aims are taught is through the development and teaching of 'diversity' courses for undergraduate students. Currently, the 6 applied and natural science departments at Loyola only offer only 1 such course, while the university as a whole offers ~120 such courses. CH114 Global Environment is the course offered in the sciences and is the only diversity course with an environmental focus at the university. This course is designed for general studies; however it is also taken by science students interested in the global environment. This presentation will offer some practical suggestions of how bring justice into general studies courses on the environment as well as how some of these ideas can translate to courses for science majors.

Preparing clinical laboratory science students with teaching skills.

PubMed

Isabel, Jeanne M

2010-01-01

Training clinical laboratory science (CLS) students in techniques of preparation and delivery of an instructional unit is an important component of all CLS education programs and required by the national accrediting agency. Participants of this study included students admitted to the CLS program at Northern Illinois University and enrolled in the teaching course offered once a year between the years of 1997 and 2009. Courses on the topic of "teaching" may be regarded by CLS students as unnecessary. However, entry level practitioners are being recruited to serve as clinical instructors soon after entering the workforce. Evaluation of the data collected indicates that students are better prepared to complete tasks related to instruction of a topic after having an opportunity to study and practice skills of teaching. Mentoring CLS students toward the career role of clinical instructor or professor is important to maintaining the workforce.

[Social networks and medicine].

PubMed

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

2015-11-04

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

Voices from the heart: the use of digital story telling in education.

PubMed

Matthews, Jackie

2014-01-01

Digital storytelling has emerged as a powerful teaching and learning tool, which presents personal narratives, images and music to create a unique and sometimes emotional snapshot into another person's experience. By offering a platform for sharing and understanding such narratives, professionals may gain insight into a perceived experience and construct their role accordingly. Used effectively, they can engage the listener and offer opportunity to reflect and consider the impact of their professional role on the storyteller. This article looks at how digital storytelling can enhance professional practice and enable vulnerable voices to be heard.

Simple, but not easy - Opportunities and challenges from teachers' and students' perspectives in the 21st century of veterinary parasitology teaching.

PubMed

Strube, Christina; Raue, Katharina; Janecek, Elisabeth

2018-03-15

One of the main goals in academia is, and has been, high quality education of students to provide theoretical and practical knowledge essential for professional life. Achieving this goal is highly dependent on teaching procedures and, consequently, on a constant adaptation of teaching styles to align to technical advances and cutting-edge topics. Technical advances can strongly influence teaching and learning in the complex subject area of veterinary parasitology. Today's students are provided with extensive, digital lecture notes, and e-learning offers including virtual microscope technology to independently obtain intensified theoretical knowledge and understanding. As veterinary parasitology is also highly reliant on proficient practical skills, lectures with integrated diagnostic exercises are mandatory. Nowadays, such practical skills, such as carrying out faecal examination procedures, can be strengthened by having access to clinical skills labs. Advances such as digital lecture notes, e-learning and virtual microscopes do not only provide new, innovative opportunities, but can also comprise challenges. In this context, provision of sufficient relevant studying material may discourage students to take on responsibilities for autonomous gathering of information. Besides technical advances, 'Zeitgeist' changes are shaping teaching contents, which are progressively expanding as zoonoses are increasingly being focused on. With the aim of adopting the one-health concept, students today are expected not only to bear responsibilities for animals, but also for their owners and public health. This article will cast light on some key challenges and opportunities in modern veterinary parasitology teaching from the teachers´ and the students´ perspectives. Copyright © 2018 Elsevier B.V. All rights reserved.

Oncology Nurse Generalist Competencies: Oncology Nursing Society's Initiative to Establish Best Practice.

PubMed

Gaguski, Michele E; George, Kim; Bruce, Susan D; Brucker, Edie; Leija, Carol; LeFebvre, Kristine B; Mackey, Heather

2017-12-01

A project team was formulated to create evidence-based oncology nurse generalist competencies (ONGCs) to establish best practices in competency development, including high-risk tasks, critical thinking criteria, and measurement of key areas for oncology nurses.
. This article aims to describe the process and the development of ONGCs. 
. This article explains how the ONGCs were accomplished, and includes outcomes and suggestions for use in clinical practice. 
. Institutions can use the ONGCs to assess and develop competency programs, offer educational strategies to measure proficiency, and establish processes to foster a workplace committed to mentoring and teaching future oncology nurses.

Ethical considerations of teaching spirituality in the academy.

PubMed

Becker, Annette L

2009-11-01

Despite evidence in college students indicating a hunger for spiritual insight and spirituality's application in health care, there continues to be guardedness within the academy towards inclusion of curricula that address spirituality. The purpose of this article is to examine the ethical considerations of teaching spirituality in the academy by describing current trends, issues relevant to nursing education and practice, legitimate concerns of the academy, and the importance of an ethical instructional response when teaching about spirituality. Data supporting the interest and desire by students to explore meaning and purpose in the context of spirituality will be presented. Challenges and barriers inherent in teaching this topic will be described, including the affective response, the lack of a universally accepted definition of spirituality, and spirituality's relationship to religion. Pedagogical strategies consistent with an ethical instructional response will be discussed as the key to eliciting trust within the academy. A model of teaching spirituality and health will be offered to illustrate these possibilities.

Sustainable Manufacturing framework from Islamic Perspective

NASA Astrophysics Data System (ADS)

Zain, S.; Adesta, E. Y. T.; Ismail, A. F.; Ahmad, Z.

2017-03-01

Islam is a complete way of life and offers holistic and comprehensive solutions to the human life. Manufacturing is one of the fields in which the voice of Islam is hardly heard. The efforts to relate and integrate manufacturing practices with Islamic principles and to eventually create a holistic solution is still lacking. This study is an attempt to develop a framework of sustainable manufacturing practices from the Islamic perspective. This framework may offer optional solutions to the current problems faced by the world such as global warming, climate change, pollutions, diseases etc. due to human ignorance. The framework was developed based on a preliminary research on the recent study of Maqasid Shari’ah, which is used as the main foundation. The developed framework comprises of three main domains, namely social, economic and environment. The framework is hoped to offer alternative solutions in producing high quality products, whilst taking into consideration the society, economy and environment, in line with the teachings of Islam and in accordance to our subservience to Allah SWT.

Leadership and performance in higher education: a comparative analysis in Portugal and Spain

NASA Astrophysics Data System (ADS)

Cerda Suarez, Luis Manuel; Hernandez, Wilmar

2012-12-01

In the last decade, many changes have taken place in the field of university education. Professional practice demands that future graduates design and market products, preserve the interests of their clients, take responsibilities in public administration or participate in politics. Universities must educate professionals so that they become social leaders, consultants, advisers, entrepreneurs; in short, people with the capacity to solve problems. Professors recognise this situation; however, they do not always apply participatory teaching styles to develop these capacities in the students. This paper offers a tool to evaluate the implementation of a transformational teaching style in the classroom, developing joint work between professors and students. Its main contribution is that it assessed several teaching techniques based on this transformational style. This research was carried out in Portugal and Spain.

Integrating Physics and Literacy Learning in a Physics Course for Prospective Elementary and Middle School Teachers

NASA Astrophysics Data System (ADS)

van Zee, Emily H.; Jansen, Henri; Winograd, Kenneth; Crowl, Michele; Devitt, Adam

2013-06-01

The ability to listen closely, speak clearly, write coherently, read with comprehension, and to create and critique media offerings in science contexts is essential for effective science teaching. How might instructors develop such abilities in a physics course for prospective elementary and middle school teachers? We describe here such a course, involving collaboration among physics, science education, and literacy faculty members and two graduate assistants. Meeting twice a week for 10 weeks, the course emphasized questioning, predicting, exploring, observing, discussing, writing, and reading in physical science contexts. We report common themes about aspects that fostered or hindered science and literacy learning, changes in views about science teaching and learning, and positive shifts in interest in science and intended teaching practices.

Towards Competence-Based Learning Design Driven Remote and Virtual Labs Recommendations for Science Teachers

ERIC Educational Resources Information Center

Zervas, Panagiotis; Sergis, Stylianos; Sampson, Demetrios G.; Fyskilis, Stefanos

2015-01-01

Remote and virtual labs (RVLs) are widely used by science education teachers in their daily teaching practice. This has led to a plethora of RVLs that are offered with or without cost. In order to organise them and facilitate their search and findability, several RVL web-based repositories have been operated. As a result, a key open challenge is…

Ferengi Business Practices in "Star Trek: Deep Space Nine"--To Enhance Student Engagement and Teach a Wide Range of Business Concepts

ERIC Educational Resources Information Center

Lopez, Katherine J.; Pletcher, Gary; Williams, Craig L.; Zehner, William Bradley, II

2017-01-01

The purpose of this article is to provide examples of business concepts appearing in science fiction, offering accounting and business educators a means to engage students and allow students to make connections with business concepts outside of the strict business realm, resulting in increased long-term learning. To accomplish this, the "Star…

Liability and Safety in Physical Education and Sport: A Practitioner's Guide to the Legal Aspects of Teaching and Coaching in Elementary and Secondary Schools.

ERIC Educational Resources Information Center

Hart, James E.; Ritson, Robert J.

This second edition contains updated information and new case studies, offering guidance for safer programs and management of risk while reinforcing sound educational practices. The book features overviews of legal concepts and presents examples of situations from the trenches. Case studies illustrate a variety of teacher, coach, and administrator…

Liability and Safety in Physical Education and Sport: A Practitioner's Guide to the Legal Aspects of Teaching and Coaching in Elementary and Secondary Schools.

ERIC Educational Resources Information Center

Hart, James E.; Ritson, Robert J.

Physical education and athletic staffs have numerous opportunities to become entangled in legal disputes. The information in this guide offers guidance for safer athletic programs and management of risk while reinforcing sound educational practice. The guide provides an overview of tort liability and negligence theory, followed by a discussion of…

Learning Skills of Peace through Every Day Conflicts: Practical Activities and Resources for Families, Teachers and Other Caregivers. [Loose-Leaf Pages and Pack of Cards].

ERIC Educational Resources Information Center

Ohio Commission on Dispute Resolution and Conflict Management, Columbus.

Noting that the conflicts arising daily for young children provide an opportunity for adults to model and teach skills for handling conflict peacefully, this guide provides tips for preventing unnecessary conflict, offers "first aid" for conflict moments, and provides resources for addressing common situations that can cause conflict.…

An analysis of pre-service family planning teaching in clinical and nursing education in Tanzania

PubMed Central

2014-01-01

Background Promoting family planning (FP) is a key strategy for health, economic and population growth. Sub-Saharan Africa, with one of the lowest contraceptive prevalence and highest fertility rates globally, contributes half of the global maternal deaths. Improving the quality of FP services, including enhancing pre-service FP teaching, has the potential to improve contraceptive prevalence. In efforts to improve the quality of FP services in Tanzania, including provider skills, this study sought to identify gaps in pre-service FP teaching and suggest opportunities for strengthening the training. Methods Data were collected from all medical schools and a representative sample of pre-service nursing, Assistant Medical Officer (AMO), Clinical Officer (CO) and assistant CO schools in mainland Tanzania. Teachers responsible for FP teaching at the schools were interviewed using a semi-structured questionnaire. Observations on availability of teaching resources and other evidence of FP teaching and evaluation were documented. Relevant approved teaching documents were assessed for their suitability as competency-based FP teaching tools against predefined criteria. Quantitative data were analyzed using EPI Info 6 and qualitative data were manually analyzed using content analysis. Results A total of 35 pre-service schools were evaluated for FP teaching including 30 technical education and five degree offering schools. Of the assessed 11 pre-service curricula, only one met the criteria for suitability of FP teaching. FP teaching was typically theoretical with only 22.9% of all the schools having systems in place to produce graduates who could skillfully provide FP methods. Across schools, the target skills were the same level of competence and skewed toward short acting methods of contraception. Only 23.3% (n = 7) of schools had skills laboratories, 76% (n = 22) were either physically connected or linked to FP clinics. None of the degree providing schools practiced FP at its own teaching hospital. Teachers were concerned with poor practical exposure and lack of teaching material. Conclusions Pre-service FP teaching in Tanzania is theoretical, poorly guided, and skewed toward short acting methods; a majority of the schools are unable to produce competent FP service providers. Pre-service FP training should be strengthened with more focus on practical skills. PMID:25016391

Peer coaching: the next step in staff development.

PubMed

Waddell, Donna L; Dunn, Nancy

2005-01-01

A common problem in continuing nursing education and staff development is the transfer of learning to clinical practice. Peer coaching offers a solution to this problem. Initiated by educators, peer coaching has been researched in educational settings and found to be effective in facilitating the transfer of newly acquired knowledge and skill into classroom teaching strategies. This article describes the background, components, process, characteristics, and benefits of peer coaching. A specific example of using peer coaching to teach clinical breast examination skills is used to illustrate the application of peer coaching to the staff development of healthcare professionals. Peer coaching is the next step in nursing staff development.

How Intersectoral Health Promotion Changes Professional Practices: A Case Study From Denmark.

PubMed

Christensen, Mads; Burau, Viola; Ledderer, Loni

2018-05-01

Intersectoral health promotion (IHP) has pushed health professions to engage in new tasks and interprofessional ways of working. We studied how care assistants from a nursing home and school teachers implemented a cookery project targeted at children ("Cool Beans") as an example of an IHP project in Denmark. Our aim was to examine the impact of the IHP project on the practices of the professions involved. We used a qualitative case study to investigate joint care and teaching situations with the two professions and their users. Our data consisted of documents, participatory observations, and informal interviews (17 hours) as well as semistructured interviews with professionals (n = 4). We used a sociological institutional framework to analyze the professional practices emerging in joint care and teaching situations and identified three themes of new professional activities: (1) "interplay" related to making different generations collaborate on the tasks involved in the cookery session; (2) "care" concerned with caregiving activities; and (3) "learning" focused on schooling on healthy food and cooking. We conclude that changes in professional practices occurred informally and were induced by the concrete activities in the cookery project. The specific, practical tasks of the IHP project thus offered an important leverage for future interprofessional collaborations.

Gathering, strategizing, motivating and celebrating: the team huddle in a teaching general practice.

PubMed

Walsh, Allyn; Moore, Ainsley; Everson, Jennifer; DeCaire, Katharine

2018-03-01

To understand how implementing a daily team huddle affected the function of a complex interprofessional team including learners. A qualitative descriptive study using semi-structured interviews in focus groups. An academic general practice teaching practice. All members of one interprofessional team, including nurses, general practitioners, junior doctors, and support staff. Focus group interviews using semi-structured guidance were transcribed and the results analysed using qualitative content analysis. Four interrelated themes were identified: communication and knowledge sharing; efficiency of care; relationship and team building; and shared responsibility for team function. The implementation of the daily team huddle was seen by participants to enhance the collaboration within the team and to contribute to work life enjoyment. Participants perceived that problems were anticipated and solved quickly. Clinical updates and information about patients benefited the team including learners. Junior doctors quickly understood the scope of practice of other team members, but some felt reluctant to offer clinical opinions. The implementation of a daily team huddle was viewed as worthwhile by this large interprofessional general practice team. The delivery of patient care was more efficient, knowledge was readily distributed, and problem solving was shared across the team, including junior doctors.

Training basic teaching skills to community and institutional support staff for people with severe disabilities: a one-day program.

PubMed

Parsons, M B; Reid, D H; Green, C W

1996-01-01

Shortcomings in the technology for training support staff in methods of teaching people with severe disabilities recently have resulted in calls to improve the technology. We evaluated a program for training basic teaching skills within one day. The program entailed classroom-based verbal and video instruction, practice, and feedback followed by on-the-job feedback. In Study I, four undergraduate interns participated in the program, and all four met the mastery criterion for teaching skills. Three teacher aides participated in Study 2, with results indicating that when the staff applied their newly acquired teaching skills, students with profound disabilities made progress in skill acquisition. Clinical replications occurred in Study 3, involving 17 staff in school classrooms, group homes, and an institution. Results of Studies 2 and 3 also indicated staff were accepting of the program and improved their verbal skills. Results are discussed regarding advantages of training staff in one day. Future research suggestions are offered, focusing on identifying means of rapidly training other teaching skills in order to develop the most effective, acceptable, and efficient technology for staff training.

Residency Program Directors' View on the Value of Teaching.

PubMed

Korte, Catherine; Smith, Andrew; Pace, Heather

2016-08-01

There is no standardization for teaching activities or a requirement for residency programs to offer specific teaching programs to pharmacy residents. This study will determine the perceived value of providing teaching opportunities to postgraduate year 1 (PGY-1) pharmacy residents in the perspective of the residency program director. The study will also identify the features, depth, and breadth of the teaching experiences afforded to PGY-1 pharmacy residents. A 20-question survey was distributed electronically to 868 American Society of Health-System Pharmacists-accredited PGY-1 residency program directors. The survey was completed by 322 program directors. Developing pharmacy educators was found to be highly valued by 57% of the program directors. Advertisement of teaching opportunities was found to be statistically significant when comparing program directors with a high perceived value for providing teaching opportunities to program demographics. Statistically significant differences were identified associating development of a teaching portfolio, evaluation of Advanced Pharmacy Practice Experiences students, and delivery of didactic lectures with program directors who highly value developing pharmacy educators. Future residency candidates interested in teaching or a career in academia may utilize these findings to identify programs that are more likely to value developing pharmacy educators. The implementation of a standardized teaching experience among all programs may be difficult. © The Author(s) 2015.

Content and Methods used to Train Tobacco Cessation Treatment Providers: An International Survey.

PubMed

Kruse, Gina R; Rigotti, Nancy A; Raw, Martin; McNeill, Ann; Murray, Rachael; Piné-Abata, Hembadoon; Bitton, Asaf; McEwen, Andy

2017-12-01

There are limited existing data describing the training methods used to educate tobacco cessation treatment providers around the world. To measure the prevalence of tobacco cessation treatment content, skills training and teaching methods reported by tobacco treatment training programs across the world. Web-based survey in May-September 2013 among tobacco cessation training experts across six geographic regions and four World Bank income levels. Response rate was 73% (84 of 115 countries contacted). Of 104 individual programs from 84 countries, most reported teaching brief advice (78%) and one-to-one counseling (74%); telephone counseling was uncommon (33%). Overall, teaching of knowledge topics was more commonly reported than skills training. Programs in lower income countries less often reported teaching about medications, behavioral treatments and biomarkers and less often reported skills-based training about interviewing clients, medication management, biomarker measurement, assessing client outcomes, and assisting clients with co-morbidities. Programs reported a median 15 hours of training. Face-to-face training was common (85%); online programs were rare (19%). Almost half (47%) included no learner assessment. Only 35% offered continuing education. Nearly all programs reported teaching evidence-based treatment modalities in a face-to-face format. Few programs delivered training online or offered continuing education. Skills-based training was less common among low- and middle-income countries (LMICs). There is a large unmet need for tobacco treatment training protocols which emphasize practical skills, and which are more rapidly scalable than face-to-face training in LMICs.

The evaluation of student-centredness of teaching and learning: a new mixed-methods approach.

PubMed

Lemos, Ana R; Sandars, John E; Alves, Palmira; Costa, Manuel J

2014-08-14

The aim of the study was to develop and consider the usefulness of a new mixed-methods approach to evaluate the student-centredness of teaching and learning on undergraduate medical courses. An essential paradigm for the evaluation was the coherence between how teachers conceptualise their practice (espoused theories) and their actual practice (theories-in-use). The context was a module within an integrated basic sciences course in an undergraduate medical degree programme. The programme had an explicit intention of providing a student-centred curriculum. A content analysis framework based on Weimer's dimensions of student-centred teaching was used to analyze data collected from individual interviews with seven teachers to identify espoused theories and 34h of classroom observations and one student focus group to identify theories-in-use. The interviewees were identified by purposeful sampling. The findings from the three methods were triangulated to evaluate the student-centredness of teaching and learning on the course. Different, but complementary, perspectives of the student-centredness of teaching and learning were identified by each method. The triangulation of the findings revealed coherence between the teachers' espoused theories and theories-in-use. A mixed-methods approach that combined classroom observations with interviews from a purposeful sample of teachers and students offered a useful evaluation of the extent of student-centredness of teaching and learning of this basic science course. Our case study suggests that this new approach is applicable to other courses in medical education.

The evaluation of student-centredness of teaching and learning: a new mixed-methods approach

PubMed Central

Lemos, Ana R.; Sandars, John E.; Alves, Palmira

2014-01-01

Objectives The aim of the study was to develop and consider the usefulness of a new mixed-methods approach to evaluate the student-centredness of teaching and learning on undergraduate medical courses. An essential paradigm for the evaluation was the coherence between how teachers conceptualise their practice (espoused theories) and their actual practice (theories-in-use). Methods The context was a module within an integrated basic sciences course in an undergraduate medical degree programme. The programme had an explicit intention of providing a student-centred curriculum. A content analysis framework based on Weimer’s dimensions of student-centred teaching was used to analyze data collected from individual interviews with seven teachers to identify espoused theories and 34h of classroom observations and one student focus group to identify theories-in-use. The interviewees were identified by purposeful sampling. The findings from the three methods were triangulated to evaluate the student-centredness of teaching and learning on the course. Results Different, but complementary, perspectives of the student-centredness of teaching and learning were identified by each method. The triangulation of the findings revealed coherence between the teachers’ espoused theories and theories-in-use. Conclusions A mixed-methods approach that combined classroom observations with interviews from a purposeful sample of teachers and students offered a useful evaluation of the extent of student-centredness of teaching and learning of this basic science course. Our case study suggests that this new approach is applicable to other courses in medical education. PMID:25341225

PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes

PubMed Central

Eddy, Sarah L.; Converse, Mercedes; Wenderoth, Mary Pat

2015-01-01

There is extensive evidence that active learning works better than a completely passive lecture. Despite this evidence, adoption of these evidence-based teaching practices remains low. In this paper, we offer one tool to help faculty members implement active learning. This tool identifies 21 readily implemented elements that have been shown to increase student outcomes related to achievement, logic development, or other relevant learning goals with college-age students. Thus, this tool both clarifies the research-supported elements of best practices for instructor implementation of active learning in the classroom setting and measures instructors’ alignment with these practices. We describe how we reviewed the discipline-based education research literature to identify best practices in active learning for adult learners in the classroom and used these results to develop an observation tool (Practical Observation Rubric To Assess Active Learning, or PORTAAL) that documents the extent to which instructors incorporate these practices into their classrooms. We then use PORTAAL to explore the classroom practices of 25 introductory biology instructors who employ some form of active learning. Overall, PORTAAL documents how well aligned classrooms are with research-supported best practices for active learning and provides specific feedback and guidance to instructors to allow them to identify what they do well and what could be improved. PMID:26033871

Teaching virtue: pedagogical implications of moral psychology.

PubMed

Frey, William J

2010-09-01

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

Medical humanities and their discontents: definitions, critiques, and implications.

PubMed

Shapiro, Johanna; Coulehan, Jack; Wear, Delese; Montello, Martha

2009-02-01

The humanities offer great potential for enhancing professional and humanistic development in medical education. Yet, although many students report benefit from exposure to the humanities in their medical education, they also offer consistent complaints and skepticism. The authors offer a pedagogical definition of the medical humanities, linking it to medicine as a practice profession. They then explore three student critiques of medical humanities curricula: (1) the content critique, examining issues of perceived relevance and intellectual bait-and-switch, (2) the teaching critique, which examines instructor trustworthiness and perceived personal intrusiveness, and (3) the structural/placement critique, or how and when medical humanities appear in the curriculum. Next, ways are suggested to tailor medical humanities to better acknowledge and reframe the needs of medical students. These include ongoing cross-disciplinary reflective practices in which intellectual tools of the humanities are incorporated into educational activities to help students examine and, at times, contest the process, values, and goals of medical practice. This systematic, pervasive reflection will organically lead to meaningful contributions from the medical humanities in three specific areas of great interest to medical educators: professionalism, "narrativity," and educational competencies. Regarding pedagogy, the implications of this approach are an integrated required curriculum and innovative concepts such as "applied humanities scholars." In turn, systematic integration of humanities perspectives and ways of thinking into clinical training will usefully expand the range of metaphors and narratives available to reflect on medical practice and offer possibilities for deepening and strengthening professional education.

A best practice in education and support services for independent living of intellectually disabled youth and adults in Mexico.

PubMed

Katz, Gregorio; Rangel-Eudave, Guillermina; Allen-Leigh, Betania; Lazcano-Ponce, Eduardo

2008-01-01

This article describes a best practice in the field of intellectual disability, a program for independent living offered by the Center for Integral Training and Development (CADI per its abbreviation in Spanish) for people with intellectual disability in Mexico. A detailed description of an effective program that fosters autonomy, social inclusion and high quality of life in people with intellectual disability is presented. The program encompasses four areas: a) a therapeutic academic area that teaches applied living skills; b) development of social skills; c) development of vocational skills, and d) skills for independent living. The program is divided into three levels: a) initiation to independent living, where clients develop basic abilities for autonomy, b) community integration and social independence, which provides clients with the skills necessary for social inclusion and economic independence, and c) practical and psychological support, which offers counseling for resolving psychological issues and enables subjects to maintain their autonomy.

[Intensive care medicine as a component of the compulsory medical curriculum. Evaluation of a pilot curriculum at the University Hospital Aachen].

PubMed

Beckers, S K; Rex, S; Kopp, R; Bickenbach, J; Sopka, S; Rossaint, R; Dembinski, R

2009-03-01

In order to provide early achievement of practical experience during medical education, the medical faculty of the university Aachen has developed a new medical school curriculum which was offered in 2003 for the first time. In this curriculum anaesthesiology became a compulsory subject with practical training both in the operation theatre and in emergency medicine. Accordingly, a practical course in the field of intensive care medicine has also been designed with respect to the planned schedule and personnel resources. This course was evaluated by both students and teaching staff in a written, anonymous form as a quality control. A dedicated course was developed for medical students of the 8th and 9th semesters. In this course comprised of 6 students and lasting 1 week, practical training is provided by intensive care physicians and accompanied by theoretical lessons focusing on the definition, diagnosis, therapy and prophylaxis of sepsis, essentials of mechanical ventilation and patient presentation at the bedside during daily rounds. On the last day of training students were required to present patients by themselves thereby recapitulating the acquired knowledge. In the summer semester 2007 this intensive care training course was offered for the first time. All participating 83 students and 23 physicians involved in teaching evaluated the course with marks from 1 to 6 according to the standard German school grading system using an online questionnaire. Students rated the course with 1.6+/-0.7 (mean +/- SD) for comprehensibility, with 1.6+/-0.7 for structural design, and with 1.7+/-0.7 for agreement between teachers. They graded their personal learning success with 1.7+/-0.7. With a cumulative mark of 1.7+/-0.6, the course was ranked as 1 of the top 3 courses of the medical faculty from the very beginning. The majority of the teaching staff (80%) appreciated the focus on few selected teaching subjects. However, comprehensibility, structural design, agreement between teachers and personal learning success were graded one mark worse than by the students. According to the results, efficiency and acceptance of intensive care training courses were high. Major criteria for the high grading were a limited number of participants, the focus on few subjects, and a clear structural design. However, according to several personal notes from the students, simulation-based sessions and written teaching material might further improve success of this course.

DrivAbility: teaching medical aspects of driving.

PubMed

Gibson, Jeremy; Whiteman, Liz

2012-06-01

Teaching medical aspects of fitness to drive (FTD) is currently inconsistent across UK medical schools, with almost one-third of UK medical schools offering no tuition on medical aspects of FTD. It is, therefore, not surprising to find that medical students and doctors tend to lack confidence regarding the medical aspects of FTD and Driver and Vehicle Licensing Agency (DVLA) medical standards. In response to this inconsistency we developed an innovative new learning module to teach our medical students the importance of giving appropriate advice to patients about driving, the role of the DVLA regarding medical aspects of FTD, how to recognise when patients should be referred to a driving assessment centre and what adaptations are available to allow patients with physical disabilities to drive safely. As far as we are aware Derby is the first centre in the world to incorporate the practical experience of driving adapted vehicles (at a driving assessment centre) into the undergraduate medical curriculum as an aid to teaching medical aspects of FTD. This practical learning module has proven popular with the students. Driving these adapted vehicles has allowed our students to appreciate some of the practical difficulties disabled drivers experience when learning new driving techniques. However, as only 18 driving assessment centres exist within the UK, an exact replication of this learning module will be limited elsewhere. Nevertheless, we would encourage other medical schools to evaluate the local resources that could enhance the delivery of their undergraduate curricula. © Blackwell Publishing Ltd 2012.

Imagine a Place Where Teaching and Learning Are Inspirational: A Decade of Collected Wisdom from the Field

ERIC Educational Resources Information Center

Musser, P. Maureen; Caskey, Micki M.; Samek, Linda L.; Kim, Younghee M.; Greene, William L.; Carpenter, Jan M.; Casbon, Jay

2013-01-01

The purpose of this article is to share wisdom collected from the field and offer a view of meaningful learning, explore the tensions that exist in educators' work, and invite conversation about the future of educational practice. The anecdotes and data come from a series of research studies conducted from 2001 to 2011 by a cadre of middle grades…

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

ERIC Educational Resources Information Center

Herron, Ron

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

Teachers Who Teach Their Practice: The Modulation of Hybridised Professional Teacher Identities in Work-Related Educational Programmes in Canada

ERIC Educational Resources Information Center

Farnsworth, Valerie; Higham, Jeremy

2012-01-01

This article explores diversity in the identity of vocational teachers and the ways these identities are both situated in cultural and political contexts and built upon life and career histories. The analysis is developed from a study of work-related programmes offered to students aged 15-18 in one school board in Canada, with a particular focus…

An investigation into sonography student experiences of simulation teaching and learning in the acquisition of clinical skills

PubMed Central

2014-01-01

Technological developments are impacting on many aspects of life, including education. One particular area of technology where there is growing interest within higher education institutions (HEIs) offering healthcare training is the use of simulators. The literature shows diverging views on the role of simulated learning in healthcare and further evaluation is needed to explore the quality of learning opportunities that are offered, and their effectiveness in the preparation of students for clinical practice. A qualitative study was undertaken, using interviews to explore the experiences of a group of sonography students after interacting with an ultrasound simulator. Simulation was positively evaluated by students in this study. The findings confirm that simulated learning enables students to be interactive learners rather than being passive recipients of knowledge. Simulated learning provides learning opportunities in a risk free environment, which reduces stress for the student and potential harm to patients. Confidence levels were increased, thereby improving future clinical scanning experiences for both the student and their patients. Suggestions were made for the more effective integration of simulated learning into the curriculum. Continued research into simulation, teaching and learning practices needs to occur if we are to ensure maximum advantage of the simulation experience. PMID:27433215

Climate change: what competencies and which medical education and training approaches?

PubMed

Bell, Erica J

2010-04-30

Much research has been devoted to identifying healthcare needs in a climate-changing world. However, while there are now global and national policy statements about the importance of health workforce development for climate change, little has been published about what competencies might be demanded of practitioners in a climate-changing world. In such a context, this debate and discussion paper aims to explore the nature of key competencies and related opportunities for teaching climate change in medical education and training. Particular emphasis is made on preparation for practice in rural and remote regions likely to be greatly affected by climate change. The paper describes what kinds of competencies for climate change might be included in medical education and training. It explores which curricula, teaching, learning and assessment approaches might be involved. Rather than arguing for major changes to medical education and training, this paper explores well established precedents to offer practical suggestions for where a particular kind of literacy--eco-medical literacy--and related competencies could be naturally integrated into existing elements of medical education and training. The health effects of climate change have, generally, not yet been integrated into medical education and training systems. However, the necessary competencies could be taught by building on existing models, best practice and innovative traditions in medicine. Even in crowded curricula, climate change offers an opportunity to reinforce and extend understandings of how interactions between people and place affect health.

Re-Framing Race in Teaching Writing across the Curriculum

ERIC Educational Resources Information Center

Poe, Mya

2013-01-01

Although faculty across the curriculum are often faced with issues of racial identity in the teaching of writing, WAC has offered little support for addressing race in assignment design, classroom interactions, and assessment. Through examples from teaching workshops, I offer specific ways that we can engage discussions about teaching writing and…

A Comprehensive Program to Prepare Graduate Students for Careers in College or University Teaching

NASA Astrophysics Data System (ADS)

Krane, K. S.

1999-05-01

Although most universities do a superb job of training graduate students in research, relatively few offer training to enable M.S. or Ph.D. students to achieve the same level of mastery in teaching as a preparation for a career as a faculty member in a college or university. At Oregon State University we offer a comprehensive program that prepares students for a variety of careers in physics teaching. For students interested in teaching at a two-year college, we offer a M.S. degree with a specialty in physics education along with a strongly mentored teaching intern program at a local community college. For Ph.D. students, we offer a seminar that addresses a full range of pedagogical and methodological issues involved in physics teaching, an apprentice program that pairs each student with a faculty member of recognized teaching ability, and a capstone experience (following the completion of the Ph.D. dissertation) as an instructor to fill sabbatical or other vacancies. The impact of the program is measured by its extraordinarily high success at placing students in teaching jobs.

What Is Construed as Relevant Knowledge in Physics Teaching? Similarities and Differences in How Knowledge and Power Are Staged in Three Lower Secondary Classrooms

NASA Astrophysics Data System (ADS)

Lidar, Malena; Danielsson, Anna T.; Berge, Maria

2018-05-01

The content that is privileged in teaching has consequences for what the students are given the opportunity to learn and can thus be regarded as an aspect of power. We analyse power aspects in the teaching of physics by identifying actions that guide or direct other people's actions, and then analyse similarities and differences in different classrooms in terms of how governance is staged and what potential consequences this can have. The analyses are made on data from classroom activities, documented through video recordings and field notes, in three lower secondary schools in Y8 and Y9, respectively. At first glance, teachers from all three schools adhere to a traditional interpretation of a physics curriculum. But a more in-depth analysis shows that the students in the different classrooms are given quite dissimilar opportunities to participate in teaching and create relationships with the content. What appears to be a desirable way of acting offers different conditions for meaning-making. In an increasingly individualised society where people are expected to be active, reflective and make choices for their own personal good, the students in these three classrooms are offered very different conditions to practice and learn to take part in knowledge-making, connect physics content to their everyday life and exercise informed citizenship.

Chinese National Optical Education Small Private Online Course system

NASA Astrophysics Data System (ADS)

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

2017-08-01

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

Students as teachers in an anatomy dissection course.

PubMed

Salomäki, Tiina; Laakkonen, Juha; Ruohoniemi, Mirja

2014-01-01

One way to improve students' learning outcomes and well-being is to change teaching practices to allow students to become more active participants. We used an anatomy dissection course to test a cooperative group work method in which first-year veterinary students took turns leading their peer group and were each responsible for teaching the anatomy of a particular topographic region. The important blood vessels, lymphatic system, and nerves of each region of the body were covered. Students felt that exploration of the entire topographic region helped them to acquire a comprehensive understanding of the respiratory apparatus and the cardiovascular and nervous systems. Assigning individual tasks to each group member resulted in sharing the workload equally. Open-ended comments revealed that support from other group members was important for the students' learning experience, but the results also offered insight into a lack of constructive criticism. While teaching was considered challenging, and even a stress factor that hindered learning for some students, group work was generally held to be supportive of learning. The results suggest that more thorough instruction of students in their group work and in their individual tasks is required. Some students experienced difficulty in expressing their concerns openly and in seeking guidance from teachers, demonstrating the need for further investigation regarding students' self-regulation skills. Comments from the open-ended responses suggest that use of a cooperative learning method in anatomy dissection courses not only deepens student understanding of a subject but also offers first-year students an opportunity to practice the generic skills that will be needed in their future profession.

A model structure for an EBM program in a multihospital system.

PubMed

Schumacher, Dale N; Stock, Joseph R; Richards, Joan K

2003-01-01

Evidence-based medicine (EBM) offers a great opportunity to translate advances in medical science into advances in clinical practice. We describe the structure of a comprehensive EBM program in a multihospital community teaching system. This EBM model is distinct and separate from the peer review process and has achieved substantial physician involvement. The program emanates from the Board of Directors Quality of Care Committee and has strong administrative support. The approach relies extensively on physician involvement and expert physician panels to enhance existing EBM practice guidelines, with an explicit strategy of performance reports and feedback.

Using a student-faculty collaborative learning model to teach grant development in graduate nursing education.

PubMed

Falk, Nancy L; Phillips, Kathleen M; Hymer, Regina; Acquaviva, Kimberly D; Schumann, Mary Jean

2014-05-01

Graduate nurses are employed in clinical, research, educational, and policy roles. As leaders, they are expected to develop and sustain projects that support translating research to practice and policy. Funding to support initiatives is tight and requires innovative solutions to cover salaries, benefits, equipment purchases, and other program expenses. In an effort to teach grant writing while developing skilled leaders who are effective and competitive in securing funds, the George Washington University School of Nursing offers a graduate-level grant writing course. In the summer of 2011, a collaborative learning model was developed within the course. The joint approach was foundational to securing an Agency for Healthcare Research and Quality grant to support development and implementation of a patient engagement project by the Nursing Alliance for Quality Care. This article describes the project and offers hints for those seeking to develop a collaborative educational experience that affords new leadership skills for RNs from all backgrounds. Copyright 2014, SLACK Incorporated.

The Impact of a Small Private Online Course as a New Approach to Teaching Oncology: Development and Evaluation.

PubMed

Vaysse, Charlotte; Chantalat, Elodie; Beyne-Rauzy, Odile; Morineau, Louise; Despas, Fabien; Bachaud, Jean-Marc; Caunes, Nathalie; Poublanc, Muriel; Serrano, Elie; Bugat, Roland; Rougé Bugat, Marie-Eve; Fize, Anne-Laure

2018-03-05

Oncology involves complex care and multidisciplinary management of patients; however, misinformation and ineffective communication remain problematic. The educational objective of our study was to develop a new teaching method to improve cancer treatment and management by emphasizing the link between hospitals (inpatients) and their surrounding communities (outpatients). A team of 22 professionals from public and private institutions developed a small private online course (SPOC). Each offering of the course lasted 6 weeks and covered 6 topics: individual health care plans, cancer surgery, ionizing radiation, cancer medicines, clinical research, and oncological supportive care. For participants in the course, we targeted people working in the cancer field. The SPOC used an active teaching method with collaborative and multidisciplinary learning. A final examination was offered in each session. We evaluated participants' satisfaction rate through a questionnaire and the success of the SPOC by participants' completion, success, and commitment rates. Of the total participants (N=1574), 446 completed the evaluation form. Most participants were aged 31 to 45 years. Participants included 56 nurses, 131 pharmacists, 80 from the medical field (including 26 physicians), 53 from patients' associations, 28 health teachers, and 13 students (medical and paramedical). Among the participants, 24.7% (90/446) had an independent medical practice, 38.5% (140/446) worked in a public institution, and 36.8% (134/446) worked in a private institution. After completing the SPOC sessions, 85.9% (384/446) thought they had learned new information, 90.8% (405/446) felt their expectations were met, and 90.4% (403/446) considered that the information had a positive impact on their professional practice. The completion rate was 35.51% (559/1574), the success rate was 71.47% (1025/1574), and the commitment rate was 64.67% (1018/1574). Concerning the cost effectiveness of SPOC compared with a traditional classroom of 25 students, online education became more effective when there were more than 950 participants. SPOCs improved the management of oncology patients. This new digital learning technique is an attractive concept to integrate into teaching practice. It offered optimal propagation of information and met the students' expectations. ©Charlotte Vaysse, Elodie Chantalat, Odile Beyne-Rauzy, Louise Morineau, Fabien Despas, Jean-Marc Bachaud, Nathalie Caunes, Muriel Poublanc, Elie Serrano, Roland Bugat, Marie-Eve Rougé Bugat, Anne-Laure Fize. Originally published in JMIR Medical Education (http://mededu.jmir.org), 05.03.2018.

Virtual patients: practical advice for clinical authors using Labyrinth.

PubMed

Begg, Michael

2010-09-01

Labyrinth is a tool originally developed in the University of Edinburgh's Learning Technology Section for authoring and delivering branching case scenarios. The scenarios can incorporate game-informed elements such as scoring, randomising, avatars and counters. Labyrinth has grown more popular internationally since a version of the build was made available on the open source network Source Forge. This paper offers help and advice for clinical educators interested in creating cases. Labyrinth is increasingly recognised as a tool offering great potential for delivering cases that promote rich, situated learning opportunities for learners. There are, however, significant challenges to generating such cases, not least of which is the challenge for potential authors in approaching the process of constructing narrative-rich, context-sensitive cases in an unfamiliar authoring environment. This paper offers a brief overview of the principles informing Labyrinth cases (game-informed learning), and offers some practical advice to better prepare educators with little or no prior experience. Labyrinth has continued to grow and develop, from its roots as a research and development environment to one that is optimised for use by non-technical clinical educators. The process becomes increasingly iterative and better informed as the teaching community push the software further. The positive implications of providing practical advice and concept insight to new case authors is that it ideally leads to a broader base of users who will inform future iterations of the software. © Blackwell Publishing Ltd 2010.

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

PubMed

Leng, Catherine; Sharma, Kavita

2016-01-01

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

Teaching evidence based practice in physical therapy in a developing country: a national survey of Philippine schools

PubMed Central

2013-01-01

Background Early education on the foundations of evidence based practice (EBP) is advocated as a potent intervention toward enhancing EBP uptake among physical therapists. Little is known about the extent to which EBP is integrated in educational curricula in developing countries where the benefits of EBP are more acutely needed. This study sought to describe EBP education in Philippine physical therapy schools, including the challenges encountered by educators in teaching EBP. Methods A national survey of higher education institutions offering an undergraduate degree program in physical therapy was conducted from August 2011 through January 2012. A 35-item questionnaire was developed to gather data on whether or not EBP was taught, specific EBP content covered and courses in which content was covered, teaching and evaluation methods, and challenges in teaching EBP. Data were analyzed descriptively. Results The study had a response rate of 55.7% (34/61). Majority of the participating educational institutions (82%, 28/34) reported teaching EBP by incorporating EBP content in the professional courses. Among those that did not teach EBP, inadequate educator competence was the leading barrier. Courses commonly used to teach EBP were those on research (78.6%, 22/28), therapy planning (71.4%, 20/28), treatment skills (57.1-64.3%, 16-18/28), and undergraduate thesis (60.7%, 17/28). Various EBP contents were covered, with statistical concepts more frequently taught compared with critical EBP content. Lectures and journal reports were the usual teaching methods (96.4%, 27/28 and 89.3%, 25/28, respectively) while written examinations, completion of an undergraduate thesis, and oral reports (82.1%, 23/28, 78.6%, 22/28, and 78.6%, 22/28, respectively) were often used in evaluation. Students’ inadequate knowledge of statistics and lack of curricular structure for EBP were identified as leading challenges to teaching (75%, 21/28 and 50%, 14/28, respectively). Conclusions Many physical therapy faculties across the Philippines are incorporating EBP content in teaching. However, there is arbitrary and fragmented coverage of EBP content and inadequate emphasis on clinically oriented teaching-learning and assessment methods. These findings suggest the need to design appropriate entry-level educational programs on EBP. Effective ‘educating the educators’ strategies are urgently needed and can have far-reaching positive repercussions on EBP uptake in physical therapist practice. PMID:24267512

Teaching evidence based practice in physical therapy in a developing country: a national survey of Philippine schools.

PubMed

Gorgon, Edward James R; Basco, Mark David S; Manuel, Almira T

2013-11-22

Early education on the foundations of evidence based practice (EBP) is advocated as a potent intervention toward enhancing EBP uptake among physical therapists. Little is known about the extent to which EBP is integrated in educational curricula in developing countries where the benefits of EBP are more acutely needed. This study sought to describe EBP education in Philippine physical therapy schools, including the challenges encountered by educators in teaching EBP. A national survey of higher education institutions offering an undergraduate degree program in physical therapy was conducted from August 2011 through January 2012. A 35-item questionnaire was developed to gather data on whether or not EBP was taught, specific EBP content covered and courses in which content was covered, teaching and evaluation methods, and challenges in teaching EBP. Data were analyzed descriptively. The study had a response rate of 55.7% (34/61). Majority of the participating educational institutions (82%, 28/34) reported teaching EBP by incorporating EBP content in the professional courses. Among those that did not teach EBP, inadequate educator competence was the leading barrier. Courses commonly used to teach EBP were those on research (78.6%, 22/28), therapy planning (71.4%, 20/28), treatment skills (57.1-64.3%, 16-18/28), and undergraduate thesis (60.7%, 17/28). Various EBP contents were covered, with statistical concepts more frequently taught compared with critical EBP content. Lectures and journal reports were the usual teaching methods (96.4%, 27/28 and 89.3%, 25/28, respectively) while written examinations, completion of an undergraduate thesis, and oral reports (82.1%, 23/28, 78.6%, 22/28, and 78.6%, 22/28, respectively) were often used in evaluation. Students' inadequate knowledge of statistics and lack of curricular structure for EBP were identified as leading challenges to teaching (75%, 21/28 and 50%, 14/28, respectively). Many physical therapy faculties across the Philippines are incorporating EBP content in teaching. However, there is arbitrary and fragmented coverage of EBP content and inadequate emphasis on clinically oriented teaching-learning and assessment methods. These findings suggest the need to design appropriate entry-level educational programs on EBP. Effective 'educating the educators' strategies are urgently needed and can have far-reaching positive repercussions on EBP uptake in physical therapist practice.

Rethinking knowledge and pedagogy in dental education.

PubMed

Whipp, J L; Ferguson, D J; Wells, L M; Iacopino, A M

2000-12-01

Dentistry as a profession has often been considered both art and science. Traditional dental education has attempted to address both; however, in many places only the science of dentistry is emphasized. The move toward competency-based curricula in dental education requires an expansion of what constitutes meaningful knowledge in the curriculum and what pedagogies best support that curriculum. The scientific and technical knowledge considered foundational to clinical practice is not sufficient to teach competencies associated with the art of dentistry. Habermas, a social scientist, offers a way of looking beyond technical knowledge to consider two other forms of knowledge: practical and emancipatory. Pedagogy that supports development of practical and emancipatory knowledge includes problem-based learning and case methods, heuristics, reflective practica, journals, storytelling, and performance-based assessment methods. These important teaching strategies are being integrated into various dental curricula including a new competency-based dental curriculum at Marquette University's School of Dentistry. It will be critical for dental educators to continue developing these methods to provide efficient and effective education for future practitioners in both the art and science of dentistry.

[A competency-based approach for nursing care instruction. Analysis of teaching practices].

PubMed

Dury, Cécile

2003-06-01

The aims of this qualitative research is in understanding how the teaching methods of nursing instructors favor the student's development in competency. Eight nursing instructors were interviewed in a non-directive approach. A thematic as well as a structural analysis of the data indicates that in the majority of cases, their methods are based primarily on an impression and conditioning model, and in an isolated approach on an interactive and constructive model. The analysis of the nursing instructors' accounts in regards to their role as educators illustrates: an inadequacy between teaching goals and the choices of pedagogical methods; an ambivalent and unclear understanding of their role as instructor leading to the privileging of strategies for their success rate over teaching quality. inconsistencies in conveying the training and qualification evaluations as well as between the theoretical and clinical evaluations. In conclusion, various individual strategies, institutional and national, are offered with the view of favoring a competence-based approach for nursing training.

Caring Enough to Teach Science. Helping Pre-service Teachers View Science Instruction as an Ethical Responsibility

NASA Astrophysics Data System (ADS)

Grinell, Smith; Rabin, Colette

2017-11-01

The goal of this project was to motivate pre-service elementary teachers to commit to spending significant instructional time on science in their future classrooms despite their self-assessed lack of confidence about teaching science and other impediments (e.g., high-stakes testing practices that value other subjects over science). Pre-service teachers in science methods courses explored connections between science and ethics, specifically around issues of ecological sustainability, and grappled with their ethical responsibilities as teachers to provide science instruction. Survey responses, student "quick-writes," interview transcripts, and field notes were analyzed. Findings suggest that helping pre-service teachers see these connections may shape their beliefs and dispositions in ways that may motivate them to embark on the long road toward improving their science pedagogical content knowledge and ultimately to teach science to their students more often and better than they otherwise might. The approach may also offer a way for teachers to attend to the moral work of teaching.

RETHINKING ACTIVE LEARNING AS A PARADIGM OF OUR TIMES: TOWARDS POETICIZING AND HUMANIZING NATURAL SCIENCES IN THE AGE OF STEM

PubMed Central

Uskoković, Vuk

2018-01-01

Though practiced since ancient times, active learning has emerged as the dominant educational paradigm in the 1990s. Methodologically, it is more suitable to teach critical thinking skills compared to the classical lecturing approach. On the other hand, most university settings, including those focusing heavily on STEM (Science-Engineering-Technology-Mathematics), have embraced it unreservedly, offering no forums to analyze its pros and cons and thus provide conditions for its progress. This constitutes a fundamental paradox. In this essay, specific drawbacks associated with the practical applications of this educational paradigm are discussed. They include the promotion of mediocrity through classroom “democratization”; the suppression of solitary reflections and introspectiveness, along with the creative potentials associated therewith; the inhibition of extraordinariness through excessive teamwork; and the incompatibility with the dominant learning assessment strategies. It is argued that the absorption of ideas stemming from domains distant from pedagogy and one’s field of research are needed to revitalize the current state of active learning practice. Proposed solutions include the revival of the magic of live lecturing through training teachers in spoken poetry and performance arts; integrating research projects into teaching time; and restructuring the concept of the classroom toward a space and context more reflective of life and more conducive to the learning experience. Continued discussion over the weaknesses of active learning practices are needed to ensure the unhindered progress of this teaching methodology that is currently unrivaled in its popularity and prospect. PMID:29899595

[The use of virtual learning environment in teaching basic and advanced life support].

PubMed

Cogo, Ana Luísa Petersen; Silveira, Denise Tolfo; Lírio, Aline de Morais; Severo, Carolina Lopes

2003-12-01

The present paper is the result of an experiment conducted as part of the Nursing: basic and advanced life support course, which was offered as a semi-online course using the virtual learning environment called Learning Space. The virtual learning environment optimizes classroom dynamics, since in the classroom setting, practical activities may be privileged; besides, learning is customized as students may access the environment whenever and wherever they wish.

"But I've Been Teaching for 20 Years...": Encouraging Teaching Accreditation for Experienced Staff Working in Higher Education

ERIC Educational Resources Information Center

Spowart, Lucy; Turner, Rebecca; Shenton, Deborah; Kneale, Pauline

2016-01-01

The status of teaching and learning is an issue those providing and supporting higher education grapple with. The UK Higher Education Academy offers accreditation aligned to the professional standards framework (PSF). The PSF contextualises the role of teaching and supporting learning, and offers a mechanism for individuals' commitment to be…

The hospital component of general practice vocational training--the Irish experience.

PubMed

Murphy, A W

1992-12-01

All second and third year general practice vocational trainees in the Irish Republic in 1991 were invited to complete a questionnaire concerning the hospital component of their training. The questionnaire was based on specific recommendations published by the I.C.G.P. regarding hospital training posts. Replies were received from 39 trainees constituting 70% of the total number of eligible trainees. In general, hospital posts were perceived to be of relevance and to offer adequate exposure to outpatient management and to the development of useful practical skills. More than 70% of the trainees were free to attend at least 75% of the study release course. Everyone entitled to study leave for examination purposes obtained it. However, 95% of trainees found their hospital teachers unfamiliar with the aims and objectives of Vocational Training. Two-thirds of trainees received less than two hours a week of formal or informal teaching. More than two-thirds did not participate in an introductory general practice period and less than a quarter had their individual needs assessed early on. Substantial realisation of the guidelines issued by the ICGP has been achieved. Further work is necessary in the areas of individual needs assessment, relevant structured teaching and general practice liaison. Three specific recommendations are made to achieve these aims.

Exploration and practice in-class practice teaching mode

NASA Astrophysics Data System (ADS)

Zang, Xue-Ping; Wu, Wei-Feng

2017-08-01

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

Assessing the Impact of Lesson Study on the Teaching Practice of Middle School Science Teachers

NASA Astrophysics Data System (ADS)

Grove, Michael C.

Despite wave after wave of educational reform in the United States our students continue to lag behind their peers in other industrialized countries on virtually all measures of academic achievement. Effective professional development (PD) is seen as a key to improving instructional practice and therefore student learning, but traditional forms of PD have been wholly unsuccessful in changing teaching practice. Over the last two decades an emerging body of research has identified some key features of effective PD that seem to create meaningful change and improvement in instructional practice. Some of this research highlights the promise of adapting Japanese lesson study (LS) to the American context as a means of incrementally improving instruction. Much of the existing research around LS is descriptive in nature and offers little insight into if and how participation in LS impacts subsequent instructional practice. This study utilized case study methodology to examine the instructional practice of one group of four middle school science teachers before, during, and after participation in LS. The study attempted to identify specific learning outcomes of a LS process, to identify influences on teacher learning during LS, and to identify subsequent changes in the instructional practice of participants resulting from participation in LS. Key findings from the study include significant teacher learning derived from the LS process, the identification of influences that enhanced or inhibited teacher learning, and clear evidence that participants successfully integrated learning from the LS into subsequent instructional practice. Learning outcomes included deepening of subject matter knowledge, increased understanding of student thinking and abilities, clarity of expectations for student performance, recognition of the ineffectiveness of past instructional practice, specific instructional strategies, shared student learning goals, and an increased commitment to future development of student learning. Influences supporting teacher learning were trust and honest dialogue among participants, focused collaboration, examination of student work, and the opportunity to watch other teachers deliver instruction. Influences inhibiting teacher learning related to failure to adhere to key features of the LS protocol. The study offers initial evidence confirming the promise of LS as a model of effective PD.

Improved satisfaction of preoperative patients after group video-teaching during interview at preanesthetic evaluation clinic: the experience of a medical center in Taiwan.

PubMed

Yang, Ya-Ling; Wang, Kuan-Jen; Chen, Wei-Hao; Chuang, Kuan-Chih; Tseng, Chia-Chih; Liu, Chien-Cheng

2007-09-01

Anesthesiologist-directed anesthetic preoperative evaluation clinic (APEC) is used to prepare patients to receive anesthesia for surgery. Studies have shown that APEC can reduce preoperative tests, consultations, surgery delays and cancellations. APEC with video-teaching has been purposed as a medium to provide comprehensive information about the process of anesthesia but it has not been practiced in small groups of patients. It is rational to assume that video-teaching in a small group patients can provide better information to patients to understand the process of anesthesia and in turn improve their satisfaction in anesthesia practice. This study was designed to evaluate the difference of satisfaction between patients who joined in small group video-teaching at APEC and patients who paid a traditional preoperative visit in the waiting area, using questionnaire for evaluation. Totally, 237 eligible patients were included in the study in a space of two months. Patients were divided in two groups; 145 patients joined the small group video-teaching designated as study group and 92 patients who were paid traditional preoperative visit at the waiting area served as control. All patients were requested to fill a special questionnaire after postoperative visit entrusted to two non-medical persons. There were significantly higher scores of satisfaction in anesthesia inclusive of waiting time for surgery in the operation room, attitude towards anesthetic staffs during postoperative visit and management of complications in patients who were offered small group video-teaching in comparison with patients of traditional preoperative visit. The results indicated that APEC with group video-teaching could not only make patients more satisfied with process of anesthesia in elective surgery but also reduce the expenditure of hospitalization and anesthetic manpower.

Observation and assessment of faculty development learning outcomes.

PubMed

Behar-Horenstein, Linda S; Childs, Gail Schneider; Graff, Randy A

2010-11-01

Prior research has found that participation in course offerings provides a means of professional development and results in changes to faculty beliefs and instructional practices. However, as with most professional development initiatives in education, little is known about the sustainability of these training efforts. The research question that guided this study was the following: Do professional development efforts in teaching result in observed learning outcomes among faculty members? In this study, teaching observations served as the primary data source. Twelve faculty members (six in the College of Dentistry and six in the College of Health and Human Performance) who completed two six-week teaching seminars in fall 2006 and spring 2007 or spring 2008 and summer 2008 were asked to participate in a classroom observation and an interview lasting no longer than forty-five minutes. Six dental faculty members and three faculty members from the College of Health and Human Performance agreed to participate in the study. Three standardized reviewers conducted these classroom observations during fall 2008, spring 2009, and summer 2009. An active teaching rubric was used to evaluate the class transcripts. The findings revealed that participants somewhat frequently to frequently used questions that were open-ended or checked for comprehension. Seven of nine instructors made extensive efforts to engage the students interactively throughout the teaching session. Six of the participants infused the description of actual or hypothetical cases to illustrate the connections between teaching and patient care, while six utilized reflective practices. Findings from the interviews corroborated the observations. Overall, the findings showed that participants demonstrated the integration of those strategies that were taught during the seminars, which were consistent with teaching critical thinking skills and showed that the learning acquired during professional development initiatives was sustained.

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

PubMed

Schildmann, Jan; Kampmann, Margareta; Schwantes, Ulrich

2004-06-01

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

Are animals necessary in biological education?

PubMed

Jukes, Nick

2004-06-01

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

Playful Teaching Workshop Sampler. Classroom Play Ideas for Early Childhood Educators.

ERIC Educational Resources Information Center

Battista, Donna

Based on Piaget's theory "children learn best by doing," play offers a natural way of learning for young children. The "Playful Teaching" Workshop Sampler offers teachers several different movement activities for incorporation into academic classroom curricula. The play ideas were presented at national and regional teaching workshops. The…

Oncology Nurse Generalist Competencies: Oncology Nursing Society’s Initiative to Establish Best Practice

PubMed

Gaguski, Michele; George, Kim; Bruce, Susan; Brucker, Edie; Leija, Carol; LeFebvre, Kristine; Thompson Mackey, Heather

2017-09-25

A project team was formulated by the Oncology Nursing Society (ONS) to create evidence-based oncology nurse generalist (ONG) competencies to establish best practices in competency development, including high-risk tasks, critical thinking criteria, and measurement of key areas for oncology nurses. This article aims to describe the process and the development of ONG competencies. This article describes how the ONG competencies were accomplished, and includes outcomes and suggestions for use in clinical practice. Institutions can use the ONG competencies to assess and develop competency programs, offer unique educational strategies to measure and appraise proficiency, and establish processes to foster a workplace environment committed to mentoring and teaching future oncology nurses. 2017 Oncology Nursing Society

Peer-assisted learning--beyond teaching: How can medical students contribute to the undergraduate curriculum?

PubMed

Furmedge, Daniel S; Iwata, Kazuya; Gill, Deborah

2014-09-01

Peer-assisted learning (PAL) has become increasingly popular over recent years with many medical schools now formally incorporating peer-teaching programs into the curriculum. PAL has a sound evidence base with benefit to both peer-teacher and peer-learner. Aside from in teaching delivery, empowering students to develop education in its broadest sense has been much less extensively documented. Five case studies with supportive evaluation evidence illustrate the success of a broad range of peer-led projects in the undergraduate medical curriculum, particularly where these have been embedded into formal teaching practices. These case studies identify five domains of teaching and support of learning where PAL works well: teaching and learning, resource development, peer-assessment, education research and evaluation and mentoring and support. Each case offers ways of engaging students in each domain. Medical students can contribute significantly to the design and delivery of the undergraduate medical program above and beyond the simple delivery of peer-assisted "teaching". In particular, they are in a prime position to develop resources and conduct research and evaluation within the program. Their participation in all stages enables them to feel involved in course development and education of their peers and ultimately leads to an increase in student satisfaction.

Evaluating Hospice and Palliative Medicine Education in Pediatric Training Programs.

PubMed

Singh, Arun L; Klick, Jeffrey C; McCracken, Courtney E; Hebbar, Kiran B

2017-08-01

Hospice and Palliative Medicine (HPM) competencies are of growing importance in training general pediatricians and pediatric sub-specialists. The Accreditation Council for Graduate Medical Education (ACGME) emphasized pediatric trainees should understand the "impact of chronic disease, terminal conditions and death on patients and their families." Currently, very little is known regarding pediatric trainee education in HPM. We surveyed all 486 ACGME-accredited pediatric training program directors (PDs) - 200 in general pediatrics (GP), 57 in cardiology (CARD), 64 in critical care medicine (CCM), 69 in hematology-oncology (ONC) and 96 in neonatology (NICU). We collected training program's demographics, PD's attitudes and educational practices regarding HPM. The complete response rate was 30% (148/486). Overall, 45% offer formal HPM curriculum and 39% offer a rotation in HPM for trainees. HPM teaching modalities commonly reported included conferences, consultations and bedside teaching. Eighty-one percent of all respondents felt that HPM curriculum would improve trainees' ability to care for patients. While most groups felt that a HPM rotation would enhance trainees' education [GP (96%), CARD (77%), CCM (82%) and ONC (95%)], NICU PDs were more divided (55%; p < 0.05 for all comparisons vs. NICU). While most programs report perceived benefit from HPM training, there remains a paucity of opportunities for pediatric trainees. Passive teaching methods are frequently utilized in HPM curricula with minimal diversity in methods utilized to teach HPM. Opportunities to further emphasize HPM in general pediatric and pediatric sub-specialty training remains.

The Effect of Social and Classroom Ecological Factors on Promoting Self-Determination in Elementary School

PubMed Central

Cho, Hyunjeong; Wehmeyer, Michael; Kingston, Neil

2014-01-01

Promoting the self-determination of students with disabilities as a means to access the general curriculum has been the subject of research in recent years, as has the importance of efforts to promote self-determination during elementary years. To examine the status of such efforts in the field, 203 elementary special educators were surveyed in 23 states to determine how (a) classroom instructional practices or strategies, (b) classroom ecological or setting variables, and (c) self-reported barriers to promoting self-determination affected their perceptions of the importance of teaching self-determination and the frequency with which they did so. Results indicated that special educators’ perceived importance of teaching self-determination was not impacted by classroom instructional factors, but was affected by classroom ecological factors. Classroom ecological factors were not, however, significant in the frequency with which teachers provided instruction on self-determination, but classroom instructional practices were. Limitations and implications are discussed, and suggestions for future research are offered. PMID:25067895

Fostering person-centered care among nursing students: creative pedagogical approaches to developing personal knowing.

PubMed

Schwind, Jasna K; Beanlands, Heather; Lapum, Jennifer; Romaniuk, Daria; Fredericks, Suzanne; LeGrow, Karen; Edwards, Susanna; McCay, Elizabeth; Crosby, Jamie

2014-06-01

Person-centered care (PCC) is grounded in principles of respect, autonomy, and empowerment and requires the development of interpersonal relationships. For nursing students to engage in PCC, they need to intentionally develop personal knowing, which is an essential attribute of therapeutic relationships. Developing personal knowing, as well as professional knowledge, positions students to enact PCC in their practice. Faculty members play a vital role in fostering the development of personal knowing by creating opportunities for students in which genuine and respectful dialogue, reflection, self-awareness, and critical thinking can take place. This article explores several creative approaches faculty have used to actualize these qualities in their teaching-learning encounters with nursing students at various stages of their students' professional development. These approaches offer experiential teaching-learning opportunities that foster the development of personal knowing, as well as constructive and respectful relationships between faculty and students, therefore laying the groundwork for PCC in practice settings. Copyright 2014, SLACK Incorporated.

Barriers and Strategies to Engaging Our Community-Based Preceptors.

PubMed

Graziano, Scott C; McKenzie, Margaret L; Abbott, Jodi F; Buery-Joyner, Samantha D; Craig, LaTasha B; Dalrymple, John L; Forstein, David A; Hampton, Brittany S; Page-Ramsey, Sarah M; Pradhan, Archana; Wolf, Abigail; Hopkins, Laura

2018-03-26

This article, from the "To the Point" series that is prepared by the Association of Professors of Gynecology and Obstetrics Undergraduate Medical Education Committee, is a review of commonly cited barriers to recruiting and retaining community-based preceptors in undergraduate medical education and potential strategies to overcome them. Community-based preceptors have traditionally served as volunteer, nonsalaried faculty, with academic institutions relying on intrinsic teaching rewards to sustain this model. However, increasing numbers of learners, the burdens of incorporating the electronic medical record in practice, and increasing demands for clinical productivity are making recruitment and retention of community-based preceptors more challenging. General challenges to engaging preceptors, as well as those unique to women's health, are discussed. Potential solutions are reviewed, including alternative recruitment strategies, faculty development to emphasize efficient teaching practices in the ambulatory setting, offers of online educational resources, and opportunities to incorporate students in value-added roles. Through examples cited in this review, clerkship directors and medical school administrators should have a solid foundation to actively engage their community-based preceptors.

[Teaching practices and learning strategies in health careers].

PubMed

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

2016-09-01

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

Teaching-Infused Graduate Seminars: Incorporating Pedagogy into Substantive Courses

ERIC Educational Resources Information Center

Trautner, Mary Nell

2014-01-01

Even though pedagogy courses in sociology are on the rise, many departments do not offer or require a course on teaching sociology or a teaching proseminar series. However, faculty in such departments do have other options for incorporating and integrating pedagogical issues into their standard curriculum. In this note, I offer one suggestion for…

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

PubMed Central

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

2015-01-01

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

Methods Used by Colleges and Schools of Pharmacy to Prepare Student Pharmacists for Careers in Academia

PubMed Central

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

2017-01-01

Objective. To identify the methods used by US colleges and schools of pharmacy to prepare student pharmacists for academic careers. Method. An 18-item survey instrument was developed and distributed to US colleges and schools of pharmacy. Representatives were asked about faculty responsibilities, experiences in academia currently offered to student pharmacists, and representatives’ perception of their student pharmacists’ preparedness for careers in academia, including barriers in current programming. Results. Representatives from 96 colleges/schools responded. The vast majority (96%) provided academia-focused advanced pharmacy practice experiences (APPEs), 40% provided didactic coursework in academia, 28% offered a longitudinal research track, and 42% offered academia-focused independent studies. Teaching methods and creating learning objectives were the most common pedagogical content, while assessment activities were diverse. Time was the most prevalent barrier to providing training for academic careers; however, degree of student pharmacist interest, faculty inexperience, and lack of leadership support were also commonly reported. Conclusions: Colleges and schools of pharmacy vary in the extent to which they prepare student pharmacists for careers in academia. Advanced pharmacy practice experiences were the most common method of training offered. Standardization of training for academia may better promote this career path to student pharmacists. PMID:28289296

Improving the dependability of research in personality and social psychology: recommendations for research and educational practice.

PubMed

Funder, David C; Levine, John M; Mackie, Diane M; Morf, Carolyn C; Sansone, Carol; Vazire, Simine; West, Stephen G

2014-02-01

In this article, the Society for Personality and Social Psychology (SPSP) Task Force on Publication and Research Practices offers a brief statistical primer and recommendations for improving the dependability of research. Recommendations for research practice include (a) describing and addressing the choice of N (sample size) and consequent issues of statistical power, (b) reporting effect sizes and 95% confidence intervals (CIs), (c) avoiding "questionable research practices" that can inflate the probability of Type I error, (d) making available research materials necessary to replicate reported results, (e) adhering to SPSP's data sharing policy, (f) encouraging publication of high-quality replication studies, and (g) maintaining flexibility and openness to alternative standards and methods. Recommendations for educational practice include (a) encouraging a culture of "getting it right," (b) teaching and encouraging transparency of data reporting, (c) improving methodological instruction, and (d) modeling sound science and supporting junior researchers who seek to "get it right."

Enhancing the strategic management of practice learning through the introduction of the role of Learning Environment Manager.

PubMed

Congdon, Graham; Baker, Tracey; Cheesman, Amanda

2013-03-01

This paper describes a process evaluation project designed to enhance the strategic management of practice learning within a large Hospital in the North of England. The aim of the project was to introduce the role of the Learning Environment Manager with dedicated responsibility for practice learning of undergraduate student nurses within the Hospital's 49 practice-settings. Whilst aspects of this role were already evident in several of these settings, the project sought to locate and standardise responsibilities related to the organisation and management of learning and teaching in practice explicitly within the existing staffing structure of each practice-setting. Focus group interviews were used to explore significant aspects of the project with key stakeholder groups comprising Learning Environment Managers, the Hospital Clinical Educator, Hospital Department Managers, Ward Managers, Mentors, University Link Lecturers and undergraduate Student Nurses. Interview data were analysed using thematic content analysis. The findings of the project suggest that the Learning Environment Manager role affords providers of practice learning with a robust approach to establish organisation-wide benchmarks that standardise the strategic management of practice learning in collaboration with partner Universities. The role incorporated many operational activities previously undertaken by the Hospital Clinical Educator, thus enabling the Hospital Clinical Educator to make a more strategic contribution to the on-going quality monitoring and enhancement of practice learning across the Hospital. The Learning Environment Manager role was found to provide mentors with high levels of support which in turn helped to promote consistent, positive and holistic practice learning experiences for undergraduate student nurses across the Hospital. Importantly, the role offers a potent catalyst for nurses in practice to regain responsibility for practice learning and re-establish the value of practice teaching. Copyright © 2012 Elsevier Ltd. All rights reserved.

How to improve the teaching of clinical reasoning: a narrative review and a proposal.

PubMed

Schmidt, Henk G; Mamede, Sílvia

2015-10-01

The development of clinical reasoning (CR) in students has traditionally been left to clinical rotations, which, however, often offer limited practice and suboptimal supervision. Medical schools begin to address these limitations by organising pre-clinical CR courses. The purpose of this paper is to review the variety of approaches employed in the teaching of CR and to present a proposal to improve these practices. We conducted a narrative review of the literature on teaching CR. To that end, we searched PubMed and Web of Science for papers published until June 2014. Additional publications were identified in the references cited in the initial papers. We used theoretical considerations to characterise approaches and noted empirical findings, when available. Of the 48 reviewed papers, only 24 reported empirical findings. The approaches to teaching CR were shown to vary on two dimensions. The first pertains to the way the case information is presented. The case is either unfolded to students gradually - the 'serial-cue' approach - or is presented in a 'whole-case' format. The second dimension concerns the purpose of the exercise: is its aim to help students acquire or apply knowledge, or is its purpose to teach students a way of thinking? The most prevalent approach is the serial-cue approach, perhaps because it tries to directly simulate the diagnostic activities of doctors. Evidence supporting its effectiveness is, however, lacking. There is some empirical evidence that whole-case, knowledge-oriented approaches contribute to the improvement of students' CR. However, thinking process-oriented approaches were shown to be largely ineffective. Based on research on how expertise develops in medicine, we argue that students in different phases of their training may benefit from different approaches to the teaching of CR. © 2015 John Wiley & Sons Ltd.

Combining Project-based Instruction, Earth Science Content, and GIS Technology in Teacher Professional Development: Is this Holistic Approach Sustainable?

NASA Astrophysics Data System (ADS)

Rubino-Hare, L.; Bloom, N.; Claesgens, J.; Fredrickson, K.; Henderson-Dahms, C.; Sample, J. C.

2012-12-01

From 2009-2011, with support from the National Science Foundation (ITEST, DRL-0929846) and Science Foundation Arizona (MSAG-0412-09), educators, geologists and geographers at Northern Arizona University (NAU) partnered to offer professional development for interdisciplinary teams of secondary and middle school teachers with a focus on project-based instruction (PBI) using geospatial technologies (GST). While participating in professional development teachers received support and were held accountable to NAU staff. They implemented activities and pedagogical strategies presented, increased knowledge, skills, and confidence teaching with project-based instruction integrating GST, and their students demonstrated learning gains. Changes in student understanding are only observed when teachers continue to implement change, so the question remained: did these changes in practice sustain after official project support ended? In order to determine what, if anything, teachers sustained from the professional development and the factors that promoted or hindered sustained use of teaching with GST and PBI, data were collected one to two years following the professional development. Research questions included a) what pedagogical practices did teachers sustain following the professional learning experiences? and b) what contexts were present in schools that supported or limited the use of geospatial technologies as a teaching and learning tool? Findings from this study indicate that teachers fall into three categories of sustaining implementation - reformed implementers, mechanical implementers and non-implementers. School context was less of a factor in level of implementation than teachers' beliefs and philosophy of teaching and teachers' understanding of technology integration (teaching with technology vs. teaching technology). Case studies of teacher experiences will be presented along with implications for future professional development.

Instruction in teaching and teaching opportunities for residents in US dermatology programs: Results of a national survey.

PubMed

Burgin, Susan; Homayounfar, Gelareh; Newman, Lori R; Sullivan, Amy

2017-04-01

Dermatology residents routinely teach junior co-residents and medical students. Despite the importance of teaching skills for a successful academic career, no formal teaching instruction programs for dermatology residents have been described to our knowledge, and the extent of teaching opportunities for dermatology residents is unknown. We sought to describe the range of teaching opportunities and instruction available to dermatology residents and to assess the need for additional teaching training from the perspective of dermatology residency program directors nationwide. A questionnaire was administered to 113 US dermatology residency program directors or their designees. Descriptive statistics were used to analyze questionnaire item responses. The response rate was 55% (62/113). All program directors reported that their residents teach; 59% (33/56) reported offering trainees teaching instruction; 11% (7/62) of programs offered a short-term series of formal sessions on teaching; and 7% (4/62) offered ongoing, longitudinal training. Most program directors (74%, 40/54) believed that their residents would benefit from more teaching instruction. Response rate and responder bias are potential limitations. Dermatology residents teach in a broad range of settings, over half receive some teaching instruction, and most dermatology residency program directors perceive a need for additional training for residents as teachers. Copyright © 2016 American Academy of Dermatology, Inc. Published by Elsevier Inc. All rights reserved.

Student Perceptions of a Hands-on Practicum to Supplement an Online eHealth Course

PubMed Central

2012-01-01

Background Since 2000, the Centre for Online Health (COH) at The University of Queensland has offered a range of online eHealth courses at the undergraduate and postgraduate level. While online learning has a number of advantages, in some domains, it can present some challenges to the development of practical skills and experience. Objective To assess students’ perceptions of the value of an eHealth practicum. Methods To supplement our online learning program, we introduced an eHealth practicum component that aimed to expose students to a range of clinically relevant learning experiences. Subsequently, by means of a questionnaire, student perceptions of the practicum were assessed. Results Over two semesters, a total of 66 students participated in the eHealth practicum, and questionnaire responses were very positive. The majority of students agreed that the practicum allowed them to gain necessary skills in eHealth applications (59%) and provided them with an opportunity to explore ways of using different eHealth tools for the delivery of health care at a distance (62%). Conclusions The study shows that a practical component in eHealth teaching was well received by students. While online teaching is appropriate for providing knowledge, the opportunity to develop practical skills may encourage students to use eHealth techniques in their future practices. PMID:23246840

What happened when I invited students to see me? A Black queer professor's reflections on practicing embodied vulnerability in the classroom.

PubMed

Hill, Dominique C

2017-10-02

What are the hesitations, dangers, and potentialities to inviting students to peruse my body? What possibilities arise from centering and leading with the body in the teaching/learning process? What risks and possibilities does this enactment pose to a Black lesbian educator? This auto/ethnography journeys through and reflects upon my experience enacting what I have coined "embodied vulnerability" as a pedagogical practice. Within this essay, I explore the interrelationship of race, gender, and embodiment (or, the performance of self). In addition, I reflect upon the pedagogical exercise-enacted over the last seven years-of asking students to see me and name what they see to illumine how social identities are read alongside context/location, as well as in relation to other assumed identities. Due to the historical and contemporary framing of Blackness and femininity-as paradoxical in popular culture and popular constructions of Blackness and queerness as antithesis-my queerness is undetectable in predominantly White classroom spaces. This essay documents my experience working through this contentious reality and offers the practice "embodied vulnerability" as a feminist practice and educative tool for mediating how the body is understood in the classroom, invoking identity and mobilizing the body in teaching/learning processes.

Developing the Psychologist's Credibility in Teaching First-Year Medical Students.

ERIC Educational Resources Information Center

1984

Tips are offered for psychologists who teach behavioral science to first-year medical students, based on a course offered at Creighton Medical School. It is suggested that medical students will work hard and are interested in learning topics that will be useful. It is important for the psychology instructor to teach a body of knowledge to medical…

The College Level Teaching Core: An Orientation and Training System for New Faculty.

ERIC Educational Resources Information Center

Graber, Jared S.; Kinser, Paul

The College Level Teaching Core offered at Valencia Community College (Florida) has been developed as a planned orientation and training program for college faculty. Offered twice per academic year during the early part of both the fall and spring semesters, the majority of College Level Teaching Core participants are members of the college's…

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

PubMed

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

2006-07-01

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