Teaching Genetics in Schools.

ERIC Educational Resources Information Center

Radford, A.; Bird-Stewart, J. A.

1982-01-01

Discusses the genetics content in secondary school curricula, suggesting possible revisions to current A- and 0-level syllabi. Present teaching methods, textbooks, and General Certificate of Education (GCE) examination questions are reviewed, problems identified, and suggestions made regarding possible improvements. (Author/JN)

CURRENT RESEARCH IN SOCIAL STUDIES. BULLETIN OF THE SCHOOL OF EDUCATION, INDIANA UNIVERSITY.

ERIC Educational Resources Information Center

MASSIALAS, BYRON G.; SMITH, FREDERICK R.

THIS REVIEW OF RESEARCH IN SOCIAL STUDIES SUMMARIZES THE MAJOR FINDINGS REPORTED IN THE LITERATURE DURING THE PERIOD 1959-1963. THE RESEARCH DESCRIBED IS PRESENTED UNDER SEVEN DIFFERENT HEADINGS--(1) OBJECTIVES, (2) CURRICULUM, (3) TEACHING SOCIAL STUDIES IN ELEMENTARY SCHOOLS, (4) TEACHING SOCIAL STUDIES IN SECONDARY SCHOOLS, (5) CONTROVERSIAL…

Going Public: Schooling for a Diverse Democracy.

ERIC Educational Resources Information Center

Renyi, Judith

Questions of what to teach and what ought to be taught in the public schools are explored. Before addressing the current controversy about content in education, it is important to know as precisely as possible what has actually been taught and whether the teachings have been effective. The content of school history, literature, and language is…

Exploring Teaching Satisfaction of Public High School Teachers: Empirical Evidence from Turkey

ERIC Educational Resources Information Center

Büyükgöze, Hilal; Gün, Feyza

2017-01-01

The current paper primarily investigates teaching satisfaction of teachers working in public high schools of Ankara. The latter aim of this study is to determine whether teachers' satisfaction levels vary in relation to some demographic variables such as gender, education, type of high school, tenure, marital status, and membership to an…

School Gardens: Teaching and Learning outside the Front Door

ERIC Educational Resources Information Center

Passy, Rowena

2014-01-01

This article reports on two projects: one that investigated the impact of school gardens on primary children's learning and one that is currently exploring the pedagogies involved in teaching children in the garden. The evidence presented suggests that school gardens can be an interesting and effective way of engaging children with learning, but…

Non-Music Specialist Trainee Primary School Teachers' Confidence in Teaching Music in the Classroom

ERIC Educational Resources Information Center

Seddon, Frederick; Biasutti, Michele

2008-01-01

Prior research has revealed that non-music specialist trainee primary school teachers lack confidence in teaching music in spite of changes to teacher training and the introduction of music in the National Curriculum in England. The current study investigated the effects on non-music specialist trainee primary teachers' confidence to teach music…

The Integration of Character Values in the Teaching of Economics: A Case of Selected High Schools in Banjarmasin

ERIC Educational Resources Information Center

Hadi, Rizali

2015-01-01

Character education is currently an international issue and schools are deeply involved in its dissemination. In Indonesia, teachers have been introduced to various methods and techniques of how to integrate character values with subject-matter content during teaching-learning processes. Since teaching character values together with subject matter…

Distributed School Leadership and Its Influence on Teaching Capacity: A Case Study from Teachers' Perspective

ERIC Educational Resources Information Center

Crespo, Cecilia I.

2016-01-01

Current educational reforms call for higher student learning standards. The result is greater accountability for teaching and learning than ever before. School leadership mediates reform implementation so that the intent of the policy is transferred into teaching practice. I suggest that how teachers make sense of leadership reform activities…

Study the Current and Optimal Status of Teaching Environment at High Schools with Emphasis on Curriculum Experts' and Teachers' Viewpoints

ERIC Educational Resources Information Center

Parishani, Neda; Jafari, Seyed Ebrahim Mir Shah; Sharifian, Fereydoon; Farhadian, Mehrdad

2016-01-01

The purpose of present research was to study the current and optimal status of teaching environment at high schools in Iran with emphasis on curriculum experts and teachers' viewpoints. Research method was mixed method. In the qualitative part, experts' viewpoints were gathered through a semi-structured interview. In the quantitative part, 258…

Historical evidence for the origin of teaching hospital, medical school and the rise of academic medicine.

PubMed

Modanlou, H D

2011-04-01

Historical progression and the development of current teaching hospitals, medical schools and biomedical research originated from the people of many civilizations and cultures. Greeks, Indians, Syriacs, Persians and Jews, assembled first in Gondi-Shapur during the Sasanian empire in Persia, and later in Baghdad during the Golden Age of Islam, ushering the birth of current academic medicine.

A psychoecological model of academic performance among Hispanic adolescents.

PubMed

Chun, Heejung; Dickson, Ginger

2011-12-01

Although the number of students who complete high school continues to rise, dramatic differences in school success remain across racial/ethnic groups. The current study addressed Hispanic adolescents' academic performance by investigating the relationships of parental involvement, culturally responsive teaching, sense of school belonging, and academic self-efficacy and academic performance. Participants were 478 (51.5% female) Hispanic 7th graders in the US-Mexico borderlands. Based on Bronfenbrenner's ecological systems theory, a structural model was tested. Results showed that the proposed model was supported by demonstrating significant indirect effects of parental involvement, culturally responsive teaching, and sense of school belonging on academic performance. Furthermore, academic self-efficacy was found to mediate the relationships between parental involvement, culturally responsive teaching, and sense of school belonging and academic performance. The current study provides a useful psychoecological model to inform educators and psychologists who seek to meet the needs of Hispanic students.

Using the Case Study Method in Teaching College Physics

ERIC Educational Resources Information Center

Burko, Lior M.

2016-01-01

The case study teaching method has a long history (starting at least with Socrates) and wide current use in business schools, medical schools, law schools, and a variety of other disciplines. However, relatively little use is made of it in the physical sciences, specifically in physics or astronomy. The case study method should be considered by…

Two Teacher Educators Go to the Source: Teaching an Interdisciplinary Class in an Urban Charter High School

ERIC Educational Resources Information Center

DiCamillo, Lorrei; Bailey, Nancy M.

2016-01-01

The authors of this article are two teacher educators who worked collaboratively to co-teach an interdisciplinary English and US history class to eleventh-grade students in an urban high school. They wanted to ensure the methods they were teaching preservice teachers were current and effective. The article discusses the foundational beliefs that…

Microscopic models for bridging electrostatics and currents

NASA Astrophysics Data System (ADS)

Borghi, L.; DeAmbrosis, A.; Mascheretti, P.

2007-03-01

A teaching sequence based on the use of microscopic models to link electrostatic phenomena with direct currents is presented. The sequence, devised for high school students, was designed after initial work carried out with student teachers attending a school of specialization for teaching physics at high school, at the University of Pavia. The results obtained with them are briefly presented, because they directed our steps for the development of the teaching sequence. For both the design of the experiments and their interpretation, we drew inspiration from the original works of Alessandro Volta; in addition, a structural model based on the particular role of electrons as elementary charges both in electrostatic phenomena and in currents was proposed. The teaching sequence starts from experiments on charging objects by rubbing and by induction, and engages students in constructing microscopic models to interpret their observations. By using these models and by closely examining the ideas of tension and capacitance, the students acknowledge that a charging (or discharging) process is due to the motion of electrons that, albeit for short time intervals, represent a current. Finally, they are made to see that the same happens in transients of direct current circuits.

Predoctoral Teaching of Geriatric Dentistry in U.S. Dental Schools.

PubMed

Ettinger, Ronald L; Goettsche, Zachary S; Qian, Fang

2017-08-01

The aim of this study was to assess the current teaching of geriatric dentistry in U.S. dental schools and compare the findings to previous reports. Academic deans at all 67 U.S. dental schools were contacted in November 2015 via email, asking them to complete a questionnaire about the teaching of geriatric dentistry or gerodontology at their institution. Questionnaires were received from 56 of the 67 schools (84% response rate). The results showed that geriatric dentistry was taught in all responding schools; for 92.8% of the respondents, the instruction was compulsory. Among the responding schools, 62.5% were teaching it as an independent course, 25% as an organized series of lectures, and 8.9% as occasional lectures in parts of other courses. In addition, 57.1% had some form of compulsory clinical education in geriatric dentistry. Public schools, as opposed to private schools, were marginally associated with an increased interest in expanding geriatric dentistry teaching (p=0.078). No differences were found between any teaching variables and school location. This study found that the form of education in geriatric dentistry in U.S. dental schools differed in many ways, but the teaching of geriatric dentistry had increased among all respondents and had been increasing for over 30 years. Future research is needed to determine the impact of this teaching on services to the geriatric community.

Current Issues in Undergraduate Psychiatry Education: The Findings of a Qualitative Study

ERIC Educational Resources Information Center

Dogra, Nisha; Edwards, Ruth; Karim, Khalid; Cavendish, Susan

2008-01-01

Background: Recruitment into psychiatry is correlated with the quality of undergraduate medical school teaching programmes and with a commitment of major resources to teaching students. There is an extensive literature related to attitudes towards psychiatry but less on the learning and teaching of psychiatry. Aims: To identify the current issues…

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

PubMed

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

2014-01-01

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

The management of defective resin composite restorations: current trends in dental school teaching in Japan.

PubMed

Lynch, C D; Hayashi, M; Seow, L L; Blum, I R; Wilson, N H F

2013-01-01

The aim of this article is to investigate the contemporary teaching of the management of defective direct resin composite restorations in dental schools in Japan. A questionnaire relating to the teaching of the management of defective resin composite restorations was developed and e-mailed to 29 dental schools in Japan in 2010. Completed responses were received from 19 of the 29 invited schools (response rate = 66%). Eighteen schools (95%) report that they included the teaching of repair of direct defective resin composite restorations in their dental school programs. Thirteen schools reported that they included both clinical and didactic instruction on the repair of direct resin composite restorations. Fourteen schools did not teach any mechanical roughening of the exposed resin composite restoration surface before undertaking a repair. The most commonly reported treatment was acid etching with phosphoric acid (12 schools). The most commonly taught material for completing repairs was a flowable resin composite (16 schools). The teaching of repair of defective resin composite restorations is well established within many Japanese dental schools, to a greater extent than in some other regions of the world. The impact of this teaching on subsequent clinical practices in Japan should be investigated. Furthermore, it is concluded that there is a need for much stronger leadership in operative and conservative dentistry, ideally at the global level, to resolve differences in key aspects of operative procedures such as repairs.

Current status of predoctoral geriatric education in U.S. dental schools.

PubMed

Mohammad, Abdel R; Preshaw, Philip M; Ettinger, Ronald L

2003-05-01

The elderly constitute the fastest growing segment of the U.S. population. Dental schools must educate dental students so that they are competent and confident in managing the treatment needs of elderly patients. Programs in geriatric dentistry have been developed in response to the changing oral health needs of growing numbers of older adults. The purpose of this online survey was to identify the current status of predoctoral geriatric dental education in U.S. dental schools. A questionnaire relating to the teaching of geriatric dentistry was posted on the World Wide Web, and fifty-four US. dental schools were invited to complete the form. Data from completed questionnaires were submitted to the investigators via email. Following repeated phone calls and emails to urge school administrators to respond to the electronic questionnaire, a 100 percent response rate was achieved. All schools reported teaching at least some aspects of geriatric dentistry, and 98 percent had curricula that contain required didactic material. Sixty-seven percent of schools reported having a clinical component to geriatric dental teaching. Of these schools, the clinical content was required in 77 percent and elective in the rest. Thirty percent of schools reported a specific geriatric dentistry clinic within the school, and 11 percent had a remote clinical site. Sixty-three percent of schools have a geriatric program director or a chairman of a geriatric section. Over a third of schools indicated that they plan to extend the teaching of geriatric dentistry in the future. Geriatric dental education has continued to expand over the last twenty years and has established itself in the U.S. predoctoral dental curriculum. The format of teaching the subject varies considerably among the dental schools. Although didactic teaching of geriatric dentistry has increased markedly in the last two decades, clinical experience, both intramurally and extramurally, did not keep pace.

Your Science Classroom: Becoming an Elementary/Middle School Science Teacher

ERIC Educational Resources Information Center

Goldston, M. Jenice; Downey, Laura

2012-01-01

Designed around a practical "practice-what-you-teach" approach to methods instruction, "Your Science Classroom: Becoming an Elementary/Middle School Science Teacher" is based on current constructivist philosophy, organized around 5E inquiry, and guided by the National Science Education Teaching Standards. Written in a reader-friendly style, the…

Introduction to Effective Music Teaching: Artistry and Attitude

ERIC Educational Resources Information Center

Townsend, Alfred S.

2011-01-01

"Introduction to Effective Music Teaching: Artistry and Attitude" provides the prospective teacher with front-line tested strategies and approaches that are based on current research and the author's three decades of service as a public school music educator, department chairman, and public school district music administrator. Starting with a…

Teaching Experimental Design to Elementary School Pupils in Greece

ERIC Educational Resources Information Center

Karampelas, Konstantinos

2016-01-01

This research is a study about the possibility to promote experimental design skills to elementary school pupils. Experimental design and the experiment process are foundational elements in current approaches to Science Teaching, as they provide learners with profound understanding about knowledge construction and science inquiry. The research was…

Physics teachers' future teaching plans

NASA Astrophysics Data System (ADS)

2012-03-01

There are two sides of the physics teacher turnover equation: teachers leaving and teachers entering. This month we will focus on teachers' future teaching plans. As seen in the figure, about 5% of the 27,000 teachers who taught physics in U.S. high schools in 2008-09 were in their first year of teaching physics (but not necessarily their first year of leaching at the high school level). Of those, about 9% planned to quit teaching; less than 3.5% of the experienced teachers planned to quit at the end of the current school year. The higher attrition rate among first-year teachers is common across all high school teachers—and other careers—as people enter new fields and then leave quickly for various reasons.

An Investigation into Dental Local Anaesthesia Teaching in United Kingdom Dental Schools.

PubMed

Oliver, Graham; DavidD, Ailsa; Bell, Christopher; Robb, Nigel

2016-01-01

To review the current teaching of the use and administration of local anaesthesia in United Kingdom dental schools, along with their local guidelines and protocols. A qualitative and quantitative questionnaire was sent to sixteen UK dental schools to probe the methods of local anaesthetic teaching within each school. 14 of the 16 schools replied and the responses show a variety of practices being taught in the dental schools. 2% Lidocaine 1:80,000 Adrenaline is the first choice local anaesthetic solution for the majority of clinical situations. 2% Lidocaine with 1:80,000 Adrenaline remains the gold standard dental local anaesthetic with teaching about its safety and uses in all but a few situations. Most are taught the use of additional aids such as safety syringes and topical anaesthesia. There is variation with regards to the use of alternative anaesthetic agents.

Teaching conceptions of the use of digital technologies as a teaching resource in physical education in public schools of Minas Gerais, Brazil

NASA Astrophysics Data System (ADS)

Voelzke, M. R.; Paganotti, A.; Assis, A. M. M.

2017-07-01

Increasingly, digital technologies have been invading classrooms, providing more and more attractive teaching methods for both, students and teachers. The arrival of digital technologies in classrooms brings great advances, but also many uncertainties and insecurities to teachers. With current technologies, the school environment can transform into a meaningful learning ambience with a more active and interactive student. This research aimed to analyze the opinion of eleven teachers who teach in four public schools in the interior of Minas Gerais, about the challenges of using digital technologies at school everyday. The data were obtained from the application of a questionnaire with eight questions. One of those asked about the used of digital technologies in the classroom, ten professors claimed to use them, but in another question that inquired about their knowledge about simulation software for physics teaching, only six said they knew about this resource. When questioned about the lecture on the topic of technological development, only seven teachers stated that they use this technique, being a relatively small number. Out of the four surveyed schools, two had digital slates, but the teachers said they did not use them because they did not receive any training. It was concluded that teachers do not feel comfortable teaching physics using digital technological resources, apparently because they lack adequate training. In many schools either there is no equipment or the same exists, but the teachers did not undergo training to use them. It is noticed that in the XXI century teachers insist on the traditional teaching model, contrary to the current trends to which students are immersed in a digital and interactive technological world.

Technology Leaders Wanted: Acknowledging the Leadership Role of a Technology Coordinator

ERIC Educational Resources Information Center

Sugar, William; Holloman, Harold

2009-01-01

Technology currently plays a crucial role in impacting teaching practices within schools. Similarly, a technology coordinator performs several tasks within a school environment and plays multiple roles that influence teaching and learning each day. Described as a "position with a protocol," Frazier and Bailey (2004) noted that effective technology…

Teaching about Islam in Secondary Schools: Curricular and Pedagogical Considerations

ERIC Educational Resources Information Center

Moore, James R.

2006-01-01

Current demographic trends are contributing to a rapid increase in religious, racial, and ethnic diversity in the United States. This article provides a rationale for teaching about religious diversity, particularly Islam, in public schools and the vital role religion has played in American history. The article provides readers with important…

Enhancing Understanding of Teaching and the Profession through School Innovation Rounds

ERIC Educational Resources Information Center

Moran, Wendy

2014-01-01

Currently, Australian teacher education programs include professional experiences as a means of enhancing preservice teacher understanding about teaching and the profession. The challenge the programs face is the lack of places available in schools and, at times, the unpredictable quality of the placements as some teachers are time-poor, are not…

Undergraduate teaching in UK general practice: a geographical snapshot.

PubMed

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

2014-06-01

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

An investigation of African American and European American students' perception of teaching behavior.

PubMed

Cauley, Bridget; Immekus, Jason C; Pössel, Patrick

2017-12-01

Teaching behaviors are associated with a range of student academic and mental health outcomes. Substantial academic, school disciplinary, and mental health disparities across African American and European American students suggest that diverse students may view and interpret teaching behaviors differently. The Teaching Behavior Questionnaire measures students' perceptions of teaching behaviors. The purpose of the current study was to examine the scale's factor structure among European American high school students using exploratory factor analysis and, subsequently, cross-validate using confirmatory factor analysis based on African American student data. Results supported reconceptualizing the scale according to a three-factor model in both groups. Implications related to the interpretation and use of scores are discussed. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Spirituality and health in the curricula of medical schools in Brazil.

PubMed

Lucchetti, Giancarlo; Lucchetti, Alessandra Lamas Granero; Espinha, Daniele Corcioli Mendes; de Oliveira, Leandro Romani; Leite, José Roberto; Koenig, Harold G

2012-08-18

According to recent surveys, 59% of British medical schools and 90% of US medical schools have courses or content on spirituality and health (S/H). There is little research, however, on the teaching of S/H in medical schools in other countries, such as those in Latin America, Asia, Australia and Africa. The present study seeks to investigate the current status of teaching on S/H in Brazilian medical schools. All medical schools in Brazil (private and public) were selected for evaluation, were contacted by email and phone, and were administered a questionnaire. The questionnaire, sent by e-mail, asked medical school directors/deans about any S/H courses that were taught, details about those courses, S/H lectures or seminars, importance of teaching this subject for medical school directors, and medical schools characteristics. A total of 86 out of 180 (47.7%) medical schools responded. Results indicated that 10.4% of Brazilian Medical Schools have a dedicated S/H courses and 40.5% have courses or content on spirituality and health. Only two medical schools have S/H courses that involve hands-on training and three schools have S/H courses that teach how to conduct a spiritual history. The majority of medical directors (54%) believe that S/H is important to teach in their schools. Few Brazilian medical schools have courses dealing specifically with S/H and less than half provide some form of teaching on the subject. Unfortunately, there is no standard curriculum on S/H. Nevertheless, the majority of medical directors believe this issue is an important subject that should be taught.

Supporting Positive Behaviour in Alberta Schools: A School-Wide Approach

ERIC Educational Resources Information Center

Mackenzie, Nancy

2008-01-01

Drawing on current research and best practices, this three-part resource, "Supporting Positive Behaviour in Alberta Schools," provides information, strategies, stories from schools and sample tools for systematically teaching, supporting and reinforcing positive behaviour. This integrated system of school-wide, classroom management, and…

Current pain education within undergraduate medical studies across Europe: Advancing the Provision of Pain Education and Learning (APPEAL) study.

PubMed

Briggs, Emma V; Battelli, Daniele; Gordon, David; Kopf, Andreas; Ribeiro, Sofia; Puig, Margarita M; Kress, Hans G

2015-08-10

Unrelieved pain is a substantial public health concern necessitating improvements in medical education. The Advancing the Provision of Pain Education and Learning (APPEAL) study aimed to determine current levels and methods of undergraduate pain medicine education in Europe. Using a cross-sectional design, publicly available curriculum information was sought from all medical schools in 15 representative European countries in 2012-2013. Descriptive analyses were performed on: the provision of pain teaching in dedicated pain modules, other modules or within the broader curriculum; whether pain teaching was compulsory or elective; the number of hours/credits spent teaching pain; pain topics; and teaching and assessment methods. Curriculum elements were publicly available from 242 of 249 identified schools (97%). In 55% (133/242) of schools, pain was taught only within compulsory non-pain-specific modules. The next most common approaches were for pain teaching to be provided wholly or in part via a dedicated pain module (74/242; 31%) or via a vertical or integrated approach to teaching through the broader curriculum, rather than within any specific module (17/242; 7%). The curricula of 17/242 schools (7%) showed no evidence of any pain teaching. Dedicated pain modules were most common in France (27/31 schools; 87%). Excluding France, only 22% (47/211 schools) provided a dedicated pain module and in only 9% (18/211) was this compulsory. Overall, the median number of hours spent teaching pain was 12.0 (range 4-56.0 h; IQR: 12.0) for compulsory dedicated pain modules and 9.0 (range 1.0-60.0 h; IQR: 10.5) for other compulsory (non-pain specific) modules. Pain medicine was principally taught in classrooms and assessed by conventional examinations. There was substantial international variation throughout. Documented pain teaching in many European medical schools falls far short of what might be expected given the prevalence and public health burden of pain. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Pedagogical Practices in Teaching Reading Comprehension: A Case Study of Three EFL Teachers in a Secondary School in Ethiopia

ERIC Educational Resources Information Center

Nurie, Yenus

2017-01-01

Various studies investigating psychological variables associated with reading comprehension are currently available. However, there has been little linguistic research conducted to examine the pedagogical practices of teachers in teaching reading comprehension of EFL Secondary Schools, Ethiopia. The present study was conducted to fill the research…

Teaching English in English, "In Principle": The National Foreign Language Curriculum for Japanese Senior High Schools

ERIC Educational Resources Information Center

Glasgow, Gregory Paul

2014-01-01

Research in language-in-education policy and planning (LEP) rarely examines how language teachers negotiate official policy statements on teaching methodologies. In this study, I investigate the current upper secondary school foreign language national curriculum in Japan that requires English classes to be conducted in English, implemented since…

Teaching Stimulus Control via Class-Wide Multiple Schedules of Reinforcement in Public Elementary School Classrooms

ERIC Educational Resources Information Center

Torelli, Jessica N.; Lloyd, Blair P.; Diekman, Claire A.; Wehby, Joseph H.

2017-01-01

In elementary school classrooms, students commonly recruit teacher attention at inappropriately high rates or at inappropriate times. Multiple schedule interventions have been used to teach stimulus control by signaling to students when reinforcement is and is not available contingent on an appropriate response. The purpose of the current study…

Secondary School Teachers' Perspectives on Teaching about Topics That Bridge Science and Religion

ERIC Educational Resources Information Center

Billingsley, Berry; Riga, Fran; Taber, Keith S.; Newdick, Helen

2014-01-01

The question of where to locate teaching about the relationships between science and religion has produced a long-running debate. Currently, science and religious education (RE) are statutory subjects in England and are taught in secondary schools by different teachers. This paper reports on an interview study in which 16 teachers gave their…

Reaching Boys: An International Study of Effective Teaching Practices

ERIC Educational Resources Information Center

Reichert, Michael; Hawley, Richard

2010-01-01

Despite a continuing stream of concern on the part of researchers, demographers, and cultural pundits about a crisis in boys' social development and schooling, surprisingly little attention has been paid to what is perhaps the richest pool of data: current, observable teaching practices that clearly work with boys. In schools of all types in all…

Pupils' Thinking and Course Requirements in Science Teaching (EKNA). Newsletter School Research.

ERIC Educational Resources Information Center

Andersson, Bjorn; And Others

The ENKA Project is concerned with two major problem areas: the conceptions of physical and chemical phenomena, central to an upper level course, held by compulsory school pupils (grades 7-9) and the implications from descriptions of pupils' conceptions and ways of reasoning for current teaching practice. To determine conceptions held, pupils were…

Acceptance of ICT-Mediated Teaching/Learning Systems for Elementary School Teachers: Moderating Effect of Cognitive Styles

ERIC Educational Resources Information Center

Wu, ChienHsing; Liu, Chia-Fang

2015-01-01

Literature has paid limited attention to the preference of instructors to adopt e-teaching/learning system (ET/LS) by considering the cognitive styles. The current study proposes a research model to describe the effects of technology acceptance behavior and innovation diffusion behavior on ET/LS adoption for elementary school instructors. A…

What Makes Them Do It? School Librarians Join the Select Band of Board-Certified Teachers.

ERIC Educational Resources Information Center

Russell, Sandy; Sayers, Ann

2002-01-01

School library media specialists from all grade levels have embarked on the path toward certification through the National Board for Professional Teaching Standards (NBPTS). Discusses some background to the NBPTS and who the current candidates are. A sidebar presents a brief explanation of each of 13 dimensions of teaching expertise. (AEF)

Teaching about Christianity: A Configurative Review of Research in English Schools

ERIC Educational Resources Information Center

Fancourt, Nigel

2017-01-01

This article presents a systematic review of empirical research on teaching about Christianity in state schools in England between 1993 and 2013. First, I explain the background to this religion's current place within English religious education. The value of a configurative review is set out, and inclusion criteria are outlined, leading to the…

Some Tentative Proposals to the Current Reform of Chinese College English Teaching on the Basis of Needs Analysis

ERIC Educational Resources Information Center

Jian, Shi

2013-01-01

Under the circumstances of economic globalization and educational internationalization as well as against the background of the improved requirements in the new High School English Syllabus (HSES), the Chinese college English teaching (CET) nowadays is confronted with great pressure and unprecedented challenges with the decrease of school-aged…

To Teach: Discovering the Career Path from After-School to the Teaching Profession

ERIC Educational Resources Information Center

Klein Williams, Marcella

2012-01-01

The education system in California currently faces three major challenges--teacher shortage, lack of diversity in the teacher population in terms of gender and ethnicity, and a need for more effective teachers. After school programs have the potential of addressing all these challenges in a cost-effective manner. However, for these programs to…

Teachers' perceptions on primary science teaching

NASA Astrophysics Data System (ADS)

Kijkuakul, Sirinapa

2018-01-01

This qualitative research aimed to review what primary teachers think about how to teach science in rural school contexts. Three primary schools in Thailand were purposively chosen for this study. Eleven primary science teachers of these schools were the research participants. Questionnaires, interviews, and observations were implemented to reveal the primary school teachers' educational backgrounds, science teaching context, and need for self-driven professional development. Content and discourse analysis indicated that the non-science educational background and the science teaching context implied a need for self-driven professional development. The non-science educational background teachers were generally unfamiliar with the current national science curriculum, and that they would not be comfortable when the researcher observed their science teaching practice. They also believed that experimentation was the only one strategy for teaching science, and that the priority for their teaching support was teaching media rather than their understanding of scientific concepts or teaching strategies. As implication of this research, subsequent developments on science teacher profession in rural context, therefore, need to promote teachers' understandings of nature of science and technological and pedagogical content knowledge. In addition, they should be challenged to practice on critically participatory action research for academic growth and professional learning community.

Teachers and Teaching: Current Issues.

ERIC Educational Resources Information Center

Hart, J. R.

Nine chapters address current issues in teaching, focusing on: (1) "Teacher Quality and Quantity" (James B. Stedman); (2) "Progress Through the Teacher Pipeline" (Robin R. Henke, Xianglei Chen, Sonya Geis, and Paula Knepper); (3) "Raising the Achievement of Low-Performing Students: What High Schools Can Do" (Gene Bottoms); (4) "Knowledge and…

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

Middle School Teachers' Descriptions of Their Level of Competency in the National Education Technology Standards for Teachers

ERIC Educational Resources Information Center

Sam, Daisy

2011-01-01

The purpose of this mixed methods study was to investigate urban middle school teachers' descriptions of their competency in the current National Education Technology Standards for Teachers (NETS-T). The study also investigated how urban middle school teachers currently use technology to support their teaching and student learning. Research…

Undergraduate teaching in UK general practice: a geographical snapshot

PubMed Central

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

2014-01-01

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

Ophthalmology Teaching in Medical Schools.

ERIC Educational Resources Information Center

Kalina, Robert E.; And Others

1981-01-01

The results of two Association of University Professors of Ophthalmology (AUPO) surveys of ophthalmology teaching are reported. The results indicate that currently assigned time for teaching ophthalmology is limited and gradually declining. A main concern is that students learn proper diagnosis to avoid inappropriate referral. (Author/MLW)

Teaching Literature to Adolescents

ERIC Educational Resources Information Center

Beach, Richard W.; Appleman, Deborah; Hynds, Susan; Wilhelm, Jeffrey

2006-01-01

This text for pre-service and in-service English education courses presents current methods of teaching literature to middle and high school students. The methods are based on social constructivist/socio-cultural theories of literacy learning, and incorporate research on literary response conducted by the authors. "Teaching Literature to…

Unlocking Mathematics Teaching. Second Edition

ERIC Educational Resources Information Center

Koshy, Valsa, Ed.; Murray, Jean, Ed.

2011-01-01

Now in a fully updated second edition, "Unlocking Mathematics Teaching" is a comprehensive guide to teaching mathematics in the primary school. Combining theory and practice, selected experts outline the current context of mathematics education. They suggest strategies, activities and examples to help develop readers understanding and confidence…

Current status of General Pathology training in Spain.

PubMed

Casademont, J; Porcel, J M; Vargas Núñez, J A; González Macías, J

2013-12-01

One of the core subjects in university training of the physicians has been General Pathology. Responsibility for this has historically fallen on Internal Medicine specialists. However, we are unaware if this situation is currently maintained. A questionnaire was sent to the coordinators of the subject of the 39 Spanish medical schools to know, among other things, the current denomination of the subjects (traditionally known as «General Pathology»), number of credits, teaching activities included in the subject and number and specialty of the professors responsible for it. Some data from the medical schools that did not respond were obtained from their web pages. A total of 28 of the 39 (72%) medical schools existing in Spain answered the survey. The current denomination of the subject «General Pathology» varied greatly. The mean number of credits (one credit=20-25 h) was 11.2 (range 3 to 29). In 22 of 34 schools (65%), the subject was taught in the third year of the studies, but in 21% of the schools, it was partially and in 15% of the schools, totally, taught in the second year. More than half of the professors (54%) who taught the subject were Internal Medicine specialists, although this responsibility was shared with other specialists in a large proportion. Teaching of General Pathology shows a marked heterogeneity that does not seem to be due to teaching or pedagogic criteria among the different schools of Spain. These facts may be due to less presence in the university setting of Internal Medicine compared to other specialties. Copyright © 2013 Elsevier España, S.L. All rights reserved.

`Teaching What I Learned': Exploring students' Earth and Space Science learning experiences in secondary school with a particular focus on their comprehension of the concept of `geologic time'

NASA Astrophysics Data System (ADS)

Yoon, Sae Yeol; Peate, David W.

2015-06-01

According to the national survey of science education, science educators in the USA currently face many challenges such as lack of qualified secondary Earth and Space Science (ESS) teachers. Less qualified teachers may have difficulty teaching ESS because of a lack of conceptual understanding, which leads to diminished confidence in content knowledge. More importantly, teachers' limited conceptual understanding of the core ideas automatically leads to a lack of pedagogical content knowledge. This mixed methods study aims to explore the ways in which current secondary schooling, especially the small numbers of highly qualified ESS teachers in the USA, might influence students' learning of the discipline. To gain a better understanding of the current conditions of ESS education in secondary schools, in the first phase, we qualitatively examined a sample middle and high school ESS textbook to explore how the big ideas of ESS, particularly geological time, are represented. In the second phase, we quantitatively analyzed the participating college students' conceptual understanding of geological time by comparing those who had said they had had secondary school ESS learning experience with those who did not. Additionally, college students' perceptions on learning and teaching ESS are discussed. Findings from both the qualitative and quantitative phases indicate participating students' ESS learning experience in their secondary schools seemed to have limited or little influence on their conceptual understandings of the discipline. We believe that these results reflect the current ESS education status, connected with the declining numbers of highly qualified ESS teachers in secondary schools.

A national assessment of colleges and university school health education methods courses.

PubMed

Fisher, Christine M; Price, James H; Telljohann, Susan K; Dake, Joseph A

2015-04-01

Across the United States, school health education programs provide a wide variety of knowledge and skills to their students. There are currently no guidelines for school health methods courses. Using a 2-wave mailing followed by a third wave e-mail reminder, a final population of 226 university school health methods instructors at school health preparation programs were surveyed. A total of 138 completed surveys (61%) were returned. The topics taught in school health education methods courses emphasized the most included aligning objectives, instruction, and assessment (79%); development of lesson plans (73%); teaching methods that engage learners (72%); and application of the National Health Education Standards and performance indicators (69%). The content taught and how the instructors assessed their students differed statistically by 1 or more of the following: whether they had a health education degree, had experience teaching in the public schools, and if their program was accredited. This study provides information regarding what school health methods instructors across the United States are teaching in their classes. Using this information as a baseline can serve as a guide for preservice faculty teaching a school health methods course. © 2015, American School Health Association.

A Curriculum in Its Place: English Teaching in One School 1946-1963

ERIC Educational Resources Information Center

Medway, Peter; Kingwell, Patrick

2010-01-01

Contrary to what has usually been asserted, the "New English" that became a near-orthodoxy in the later 1960s and '70s had its essential origins in the apparently less promising setting of the later 1950s. Current research into English teaching in three postwar London secondary schools is revealing that in at least one working-class…

Resources for Teaching Astronomy in UK Schools

ERIC Educational Resources Information Center

Roche, Paul; Newsam, Andy; Roberts, Sarah; Mason, Tom; Baruch, John

2012-01-01

This article looks at a selection of resources currently available for use in the teaching of astronomy in UK schools. It is by no means an exhaustive list but it highlights a variety of free resources that can be used in the classroom to help engage students of all ages with astronomy and space science. It also lists several facilities with a…

The History in DNA: A Proposal to Generate a Change of Vision of Science in School

ERIC Educational Resources Information Center

Cortez, Leonardo A.; Latorre, Nubia P.; Hernández, Rubinsten

2016-01-01

Currently, in science teaching and in particular, natural science teaching there are concepts in the school that have a high level of abstraction. Concepts, such as atom, gene, mole and energy, among others are difficult to explain in an understanding manner to students. This situation requires the teacher to design alternative strategies to…

Co-Teaching vs. Solo Teaching: Comparative Effects on Fifth Graders' Math Achievement

ERIC Educational Resources Information Center

Witcher, Melissa; Feng, Jay

2010-01-01

Current educational reform in K-12 schools in this nation is much driven by the No Child Left Behind Act. One central goal of NCLB is to "bring all students (including special education children) up to grade level in reading and math, to close the achievement gap and to hold schools accountable for results"(ed.gov). Varied innovative…

Improving Teaching: A Partnership Success Story. San Diego State University and La Mesa-Spring Valley School District: Partners in Education.

ERIC Educational Resources Information Center

Bee, Clifford P.; And Others

A description is given of a collaborative effort between a state university and a middle school in California. The program is designed to attract, train, and retain future teachers. Among other factors, the program explores effective instruction, curriculum strategies, utilizing clinical supervision, and current teaching/learning techniques. An…

Spirituality and health in the curricula of medical schools in Brazil

PubMed Central

2012-01-01

Background According to recent surveys, 59% of British medical schools and 90% of US medical schools have courses or content on spirituality and health (S/H). There is little research, however, on the teaching of S/H in medical schools in other countries, such as those in Latin America, Asia, Australia and Africa. The present study seeks to investigate the current status of teaching on S/H in Brazilian medical schools. Methods All medical schools in Brazil (private and public) were selected for evaluation, were contacted by email and phone, and were administered a questionnaire. The questionnaire, sent by e-mail, asked medical school directors/deans about any S/H courses that were taught, details about those courses, S/H lectures or seminars, importance of teaching this subject for medical school directors, and medical schools characteristics. Results A total of 86 out of 180 (47.7%) medical schools responded. Results indicated that 10.4% of Brazilian Medical Schools have a dedicated S/H courses and 40.5% have courses or content on spirituality and health. Only two medical schools have S/H courses that involve hands-on training and three schools have S/H courses that teach how to conduct a spiritual history. The majority of medical directors (54%) believe that S/H is important to teach in their schools. Conclusion Few Brazilian medical schools have courses dealing specifically with S/H and less than half provide some form of teaching on the subject. Unfortunately, there is no standard curriculum on S/H. Nevertheless, the majority of medical directors believe this issue is an important subject that should be taught. PMID:22900476

A Practical English Teaching Mode of Vocational Education: Induction-Interaction Learning Community

ERIC Educational Resources Information Center

Zhang, Yonglong

2008-01-01

Secondary Vocational School Students are characterized by the awkward fact "congenital malnutrition" and "acquired development deficiency", continuously adopting of the current teaching methods and modes of General Education is completely impossible. In this report, a new English Teaching Mode of Induction-Interaction Learning…

Planning a Teaching Sequence for the Teaching of Chemical Bonding

ERIC Educational Resources Information Center

Sibanda, Doras; Hobden, Paul

2015-01-01

The current study seeks to examine how teachers plan teaching sequences to teach chemical bonding in the senior secondary phase of schooling. The study employs a learning demand tool as interpretive framework. A mixed method was used to guide the collection of data. Data were collected through a survey instrument with 227 practising physical…

Creative Disruption: The Emergence of Transformational Leaders and Educator Activists during a "Teach-Out"

ERIC Educational Resources Information Center

Gordon, Danielle

2014-01-01

This study examined instructional and attitudinal changes influencing faculty members in a proprietary college after the parent company divorced itself from day-to-day leadership decisions during a "teach-out." A teach-out is the process of school closure, when the college stops enrolling new students, but teaches out currently enrolled…

Survey of current status of intensive care teaching in English-speaking medical schools.

PubMed

Shen, Judith; Joynt, Gavin M; Critchley, Lester A H; Tan, Ian K S; Lee, Anna

2003-01-01

To identify a consensus of opinion regarding the content of an intensive care core syllabus for undergraduate medical students and factors that may limit its teaching. Cross-sectional postal survey containing 35 items ranging from department structure to curriculum content and factors that limit the teaching of intensive care. English-speaking medical schools (n = 210) listed in the 1986 World Health Organization Directory. Of 122 (58%) returned questionnaires, a 45% return was achieved from the United States and 86% from non-U.S. countries. Most respondents (84%) considered teaching undergraduate intensive care to be essential; however, teaching intensive care was compulsory in only 31% of schools. Many schools (43%) reported recent changes to their intensive care curriculum. Most respondents (60%) thought that intensive care specialists should teach and that each student required a median (interquartile range) of 20 (10-80) hrs of teacher contact time. Resuscitation skills were taught in 98% of schools. In comparison, 63% of schools had no intensive care syllabus. More than 90% of respondents thought that the intensive care syllabus should include the following: cardiopulmonary resuscitation, assessment and management of the acutely ill patient; management of respiratory, circulatory, and multiple organ system failure (including systemic inflammatory response syndrome and sepsis); management of the unconscious patient; early postoperative care; and communication skills and ethics as they relate to end-of-life issues. Factors that limited intensive care teaching were lack of staff, funding, and time dedicated to teaching and excessive clinical workload. Student performance in intensive care was assessed by 66% of schools, but only 28% used a written or oral examination. By surveying a wide range of medical schools internationally, we have been able to define an undergraduate intensive care syllabus that could be delivered in 20 hrs or 1 wk of dedicated teaching time. Factors that impede the provision of undergraduate intensive care teaching are a lack of staff, funding, and dedicated teaching time.

"My favourite subject is maths. For some reason no-one really agrees with me": student perspectives of mathematics teaching and learning in the upper primary classroom

NASA Astrophysics Data System (ADS)

Attard, Catherine

2011-09-01

The levels of engagement in mathematics experienced by students during the middle years of schooling (Years 5 to 8 in New South Wales) has been of concern in Australia for some years. Lowered engagement in school has been attributed to factors such as inappropriate teaching strategies, curricula that is unchallenging and irrelevant, and cultural and technological conditions that continue to evolve (Sullivan et al. Australian Journal of Education 53(2):176-191, 2009). There is currently a gap in this field of research in terms of a lack of longitudinal studies conducted in an Australian context that feature students' voices and their perceptions of mathematics teaching and learning during the middle years. As part of a qualitative longitudinal case study spanning 3 school years, 20 students in their final year of primary school (aged between 11 and 12 years) were asked to provide their views on mathematics teaching and learning. The aim of the study was to explore the students' perspectives of mathematics teaching and learning to discover pedagogies that engage the students. During focus group discussions and individual interviews the students discussed qualities of a "good" mathematics teacher and aspects of "good" lessons. These were found to resonate well with current Australian quality teaching frameworks. The findings of this study indicate that students in the middle years are critically aware of pedagogies that lead to engagement in mathematics, and existing standards and frameworks should be used as a starting point for quality teaching of mathematics.

Science teacher improvement: A study of the change in preparation and qualifications of public middle school science teachers

NASA Astrophysics Data System (ADS)

Wickler, Nicole I. Z.

According to the National Commission on Teaching and America's Future (1996), a teacher's professional preparation, their work conditions and sense of efficacy are fundamental to improving elementary and secondary education. These factors lie at the core of educational reforms that seek to raise standards, reshape curricula, and restructure the way schools operate. The call to reconceptualize the practice of teaching and the interaction between teachers and students ring hollow without a careful examination of actions that have taken place in the workplace of teachers themselves. A national profile that identifies key characteristics of the current status of public middle school science teachers preparation, teaching qualifications, and work environments can provide a context for better understanding the current conditions that confront science teachers. This study seeks to provide critical information in four major areas: (1) preservice learning and teaching assignment; (2) continued learning; (3) supportive work environment, and (4) teachers' sense of efficacy. This study is based on current efforts by the National Center for Education Statistics (LACES) to collect data of key indicators of teacher preparation and qualifications using a large-scale survey administered to a nationally representative sample of full-time public school teachers whose primary teaching assignment is in science. In this effort, the information reported in this study utilizes the NCES's Schools and Staffing Surveys (SASS) from 1987--88 and 1993--94. Significant change between 1987--77 and 1993--94 was determined using a t-test for independent means. In addition, frequency counts were analyzed using a chi-square statistic to determine if more "qualified middle school science teachers" were located in particular schools by urbanicity location or/and percent minority enrollment. In general, the quality of middle school science teachers across the country is declining. Teachers report they have less control in their classrooms, are less satisfied with their class size and have less influence on the content of inservice professional development. In addition, fewer hold degrees in a science content area, fewer hold any Masters degrees, and fewer are certified in their second assignment field. However, more teachers have taken four to six undergraduate biology, chemistry and physics classes.

Teaching and Learning Primary Mathematics in Singapore.

ERIC Educational Resources Information Center

Seng, SeokHoon

Noting that current views of mathematical learning and teaching focus on the child as a responsible student who attends to instruction and who constructs what is taught in a personal and meaningful way, this paper examines scaffolding and mediation strategies and describes the learning and teaching of elementary school level mathematics in…

English Teaching in Argentina.

ERIC Educational Resources Information Center

Arazi, Blanca

2002-01-01

Examines the teaching of English in Argentina, a country that has had a myriad of English language teaching activities at all levels for many decades--mostly in British English. Looks at English in binational centers, in schools, and at the university level; methodological approach; language assessment; teacher training; and the current economic…

Pokémon GO: Implications for Literacy in the Classroom

ERIC Educational Resources Information Center

Howell, Emily

2017-01-01

This teaching tip gives teachers practical applications of the game Pokémon GO for literacy teaching and learning. The author discusses applications of the game for teaching multimodality in upper elementary-school classrooms. The author situates these applications in relevant theoretical perspectives as well as current literacy research.

Teaching to the Test: Coaching or Corruption

ERIC Educational Resources Information Center

Bond, Lloyd

2008-01-01

Despite their current popularity, many still view coaching schools for college admissions as somehow vaguely unethical, as a form of "teaching to the test." But "coaching" as an instructional exercise only crosses some ethical line of propriety when instructors have access to and in fact teach the actual items that will appear…

The Future of Learning and Teaching.

ERIC Educational Resources Information Center

Goodlad, John I.

Leading the teaching profession toward the best possible instructional programs for children and youth will be difficult because our concepts of teaching must change fundamentally. The intensity of the school must be enormously increased in light of other more potent factors determining what a child learns and becomes. In the current era…

Active/Cooperative Learning in Schools

ERIC Educational Resources Information Center

Bandiera, Milena; Bruno, Costanza

2006-01-01

The study describes a teaching action undertaken in the belief that the use of methodologies based on active and cooperative learning could obviate some of the most worrying deficiencies in current scientific teaching, while at the same time supporting the validity of the constructivistic theory that prompted them. A teaching action on genetically…

Evaluating the integration of cultural competence skills into health and physical assessment tools: a survey of Canadian schools of nursing.

PubMed

Chircop, Andrea; Edgecombe, Nancy; Hayward, Kathryn; Ducey-Gilbert, Cherie; Sheppard-Lemoine, Debbie

2013-04-01

Currently used audiovisual (AV) teaching tools to teach health and physical assessment reflect a Eurocentric bias using the biomedical model. The purpose of our study was to (a) identify commonly used AV teaching tools of Canadian schools of nursing and (b) evaluate the identified tools. A two-part descriptive quantitative method design was used. First, we surveyed schools of nursing across Canada. Second, the identified AV teaching tools were evaluated for content and modeling of cultural competence. The majority of the schools (67%) used publisher-produced videos associated with a physical assessment textbook. Major findings included minimal demonstration of negotiation with a client around cultural aspects of the interview including the need for an interpreter, modesty, and inclusion of support persons. Identification of culturally specific examples given during the videos was superficial and did not provide students with a comprehensive understanding of necessary culturally competent skills.

The Effect of Flipped Classroom Model on Students' Classroom Engagement in Teaching English

ERIC Educational Resources Information Center

Ayçiçek, Burak; Yanpar Yelken, Tugba

2018-01-01

In the current study, the aim is to determine the effect of flipped classroom model on students' classroom engagement in teaching English. This research was conducted within the English course for four weeks period in the Spring term in 2016-2017 school year in a secondary school in the city of Hatay. In the study, pretest/post-test…

A Comparative Study of Iranian EFL Teachers' versus Learners' Perceptions of High School English Textbooks

ERIC Educational Resources Information Center

Aghazadeh, Zahra; Ajideh, Parviz

2014-01-01

Textbooks play a very crucial role in the process of language teaching and learning. They affect the whole language learning/teaching process. The purpose of this study was to carry out an evaluation of English textbooks currently in use at high schools in Iran from teachers' and learners' points of view in a comparative way. To this end, the…

The Roles of Life Satisfaction, Teaching Efficacy, and Self-Esteem in Predicting Teachers' Job Satisfaction

ERIC Educational Resources Information Center

Çevik, Gülsen Büyüksahin

2017-01-01

The current research aims to find out the extent to which high school teachers' life satisfaction, teaching efficacy, and self-esteem predict their job satisfaction. Research participants included a total of 358 teachers (age = 38.82; Ss = 6.73; range, 22-58), 222 males (62%) and 136 females (38%), employed in 21 public high schools in the city…

Metrics: Your Schools Will Be Teaching It and You'll Be Living It -- Very, Very, Very Soon

ERIC Educational Resources Information Center

Jones, Philip G.

1973-01-01

Stresses the need to plan the educational system's conversion to metrics. Since almost 80 percent of the world now uses metrics, and since they are easier to teach to children than the currently used English system, the author claims conversion is both logical and cheaper in the longrun. Includes a school metrication calendar. (Author/WM)

Teachers' conceptions of learning and teaching in student-centred medical curricula: the impact of context and personal characteristics.

PubMed

Jacobs, Johanna C G; van Luijk, Scheltus J; van der Vleuten, Cees P M; Kusurkar, Rashmi A; Croiset, Gerda; Scheele, Fedde

2016-09-21

Gibbs and Coffey (2004) have reported that teaching practices are influenced by teachers' conceptions of learning and teaching. In our previous research we found significant differences between teachers' conceptions in two medical schools with student-centred education. Medical school was the most important predictor, next to discipline, gender and teaching experience. Our research questions for the current study are (1) which specific elements of medical school explain the effect of medical school on teachers' conceptions of learning and teaching? How? and (2) which contextual and personal characteristics are related to conceptions of learning and teaching? How? Individual interviews were conducted with 13 teachers of the undergraduate curricula in two medical schools. Previously their conceptions of learning and teaching were assessed with the COLT questionnaire. We investigated the meanings they attached to context and personal characteristics, in relation to their conceptions of learning and teaching. We used a template analysis. Large individual differences existed between teachers. Characteristics mentioned at the medical school and curriculum level were 'curriculum tradition', 'support by educational department' and 'management and finances'. Other contextual characteristics were 'leadership style' at all levels but especially of department chairs, 'affordances and support', 'support and relatedness', and 'students' characteristics'. Personal characteristics were 'agency', 'experience with PBL (as a student or a teacher)','personal development', 'motivation and work engagement'and 'high content expertise'. Several context and personal characteristics associated with teachers' conceptions were identified, enabling a broader view on faculty development with attention for these characteristics, next to teaching skills.

A Multidimensional/Non-Linear Teaching and Learning Model: Teaching and Learning Music in an Authentic and Holistic Context

ERIC Educational Resources Information Center

Crawford, Renée

2014-01-01

This article discusses the conceptual framework that leads to the design of a teaching and learning model as part of a recent ethnographic study that considered the effectiveness of current Victorian government secondary school music teaching and learning practices when engaged with technology. The philosophical and theoretical basis for this…

Intermediate Teachers' Perceptions of Reading Instruction Strategies and Professional Development Needs

ERIC Educational Resources Information Center

Joyner, Barbara

2017-01-01

In 1 urban Tennessee school, students in Grades 3 through 5 had not met adequate yearly progress in reading for the past 5 years. The purpose of this case study was to explore teachers' perceptions of current district-recommended teaching practice in reading. The research questions related to current instructional strategies, teaching practices,…

The World and the School: A Review for Teachers of Current International Affairs, Number 19.

ERIC Educational Resources Information Center

Critchley, Julian

1970-01-01

The British Journal (triannual) is written for secondary level teachers of current international affairs. Typical format consists of a teaching topic with several analytical articles followed by others explaining how best to teach the concepts. Other regular sections include a four month summary of international events, articles on educational…

Superheroes and Transformers: Rethinking Teach for America's Leadership Models

ERIC Educational Resources Information Center

Trujilo, Tine; Scott, Janelle

2014-01-01

Interviews with a broad swath of current and former Teach For America alumni and current corps members reveal a decided preference for school leaders whose personality traits are akin to superhero/ines--charismatic, courageous, demanding--and who have a tendency to try to usher in greater student achievement via primarily managerial agendas,…

The Qualifications of Teachers in American High Schools.

ERIC Educational Resources Information Center

Pascal, Anthony

This monograph describes the formal qualifications of the teachers currently teaching in public high schools and notes the variations of qualifications among schools with different characteristics. A survey of an average of 30 randomly selected teachers in each of 340 comprehensive high schools obtained information on: (1) the number of college…

Repair or replacement of defective direct resin-based composite restorations: contemporary teaching in U.S. and Canadian dental schools.

PubMed

Lynch, Christopher D; Blum, Igor R; Frazier, Kevin B; Haisch, Larry D; Wilson, Nairn H F

2012-02-01

Opportunities exist to promote minimally invasive dentistry by repairing rather than replacing defective and failing direct resin-based composite restorations. The authors conducted a study to investigate the current teaching of such techniques in U.S. and Canadian dental schools. In late 2010, the authors, with the assistance of the Consortium of Operative Dentistry Educators, invited 67 U.S. and Canadian dental schools to participate in an Internet-based survey. The response rate was 72 percent. Eighty-eight percent of the dental schools taught repair of defective direct resin-based composite restorations. Of these schools, 79 percent reported providing both didactic and clinical teaching. Although teaching repair of defective resin-based composite restorations was included in the didactic curricula of most schools, students in some schools did not gain experience in minimally invasive management of defective resin-based composite restorations by means of performing repair procedures. The American Dental Association's Code on Dental Procedures and Nomenclature does not have a procedure code for resin-based composite restoration repairs, which may limit patients' access to this dental treatment. Teaching dental students minimally invasive dentistry procedures, including restoration repair, extends the longevity of dental restorations and reduces detrimental effects on teeth induced by invasive procedures, thereby serving the interests of patients.

History: A Great Lives Approach

ERIC Educational Resources Information Center

Jarvis, F. Washington

1973-01-01

After examining the drawbacks of some of the currently popular teaching methods, the author proposes an approach to the teaching of high school history focusing on the matter of history -- the lives of men and ideas of the past. (SM)

Texas Science Teacher Characteristics and Conceptual Understanding of Newton's Laws of Motion

NASA Astrophysics Data System (ADS)

Busby, Karin Burk

Misconceptions of Newtonian mechanics and other physical science concepts are well documented in primary and pre-service teacher populations (Burgoon, Heddle, & Duran, 2009; Allen & Coole, 2012; Kruger, Summers, & Palacio, 1990; Ginns & Watters, 1995; Trumper, 1999; Asikainen & Hirovonen, 2014). These misconceptions match the misconceptions held by students, leaving teachers ill-equipped to rectify these concepts in the classroom (Kind, 2014; Kruger et al., 1990; Cochran & Jones, 1998). Little research has been devoted to misconceptions held by in-service secondary teachers, the population responsible for teaching Newtonian mechanics. This study focuses on Texas in-service science teachers in middle school and high school science, specifically sixth grade science, seventh grade science, eighth grade science, integrated physics and chemistry, and physics teachers. This study utilizes two instruments to gauge conceptual understanding of Newton's laws of motion: the Force Concept Inventory [FCI] (Hestenes, Wells, & Swackhamer, 1992) and a custom instrument developed for the Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching (Urquhart, M., e-mail, April 4, 2017). Use of each instrument had its strengths and limitations. In the initial work of this study, the FCI was given to middle and high school teacher volunteers in two urban school districts in the Dallas- Fort Worth area to assess current conceptual understanding of Newtonian mechanics. Along with the FCI, each participant was asked to complete a demographic survey. Demographic data collected included participant's sex, years of service in teaching position, current teaching position, degrees, certification type, and current certifications for science education. Correlations between variables and overall average on the FCI were determined by t-tests and ANOVA tests with a post-hoc Holm-Bonferroni correction test. Test questions pertaining to each of Newton's three laws of motion were extrapolated to determine any correlations. The sample size for this study was small (n=24), requiring a second study investigate potential correlations to teacher characteristics. The second study was conducted using the 2013-2014 school year participants in the Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching [TRC] (Texas Regional Collaborative for Excellence in Science and Mathematics Teaching, 2013), a statewide program led by The University of Texas at Austin Center for STEM Education (Texas Regional Collaborative for Excellence in Science and Mathematics Teaching, 2013). Participants completed a demographic survey and took the TRC Physics Assessment instrument developed for the TRC to determine current conceptual understanding of Newtonian mechanics as defined by the Texas Essential Knowledge and Skills. The TRC also collected demographic data including Texas Educational Agency region, participant's sex, years of service in teaching, current teaching position, level of highest degree earned, whether or not the participant had a STEM degree, and certification type. Correlations were determined between overall average and conceptual force questions only. The sample size was substantial (n=368) but due to time constraints in its development, the TRC Physics Assessment was unable to undergo reliability or validity testing before implementation. Test question pertaining to each of Newton's three laws of motion were extrapolated to determine any correlations. A significance value of p= 0.05 was used for all tests. Both content assessments indicated that, on average, teacher-participants had a considerable misunderstanding of Newtonian mechanics with Newton's third law questions especially difficult for the populations. Teachers' current teaching assignment was statistically significant for most tests, suggesting that high school physics teachers have more conceptual understanding of Newtonian mechanics than middle school teachers but have not necessarily mastered Newtonian mechanics. STEM majors and participant's sex were significant only for the TRC Physics Assessment. One outcome of this study is a recommendation that the Texas teacher certification process for middle school science change to include a general science test that includes physical science. Also, in-service science teachers responsible for teaching Newton's laws of motion should participate in specific professional development from a physics content educational expert to address misconceptions. Additional recommendations include that physics teachers take a mentoring role to help other teachers in physical science concepts and that middle school curriculum provide assistance to teachers for addressing misconceptions of Newton's third law.

Suggestions for Teaching the Principles of Continental Drift in the Elementary School

ERIC Educational Resources Information Center

Glenn, William H.

1977-01-01

Provides a brief overview of current geographic ideas regarding continental drift and plate tectonics and suggests techniques for illustrating continental motions to elementary school pupils. (Author/DB)

[Current status of dental English education in China].

PubMed

Sun, Jian; Zheng, Jia-Wei

2016-10-01

The teaching of dental English for undergraduate students plays an important role in dental education. Most dental schools or colleges have set up the course of dental English education in China. However, this course lacks of a unified educational plans, contents and goals based on actual situation of dental students, which does not fully achieve the teaching purpose. This study was aimed to explore the developmental direction of the course of dental English education through comparison among different dental schools or colleges in China, in order to find out the teaching mode of dental English education, and promote the teaching effect and cultivation of international dental talents.

Reducing student stereotypy by improving teachers' implementation of discrete-trial teaching.

PubMed

Dib, Nancy; Sturmey, Peter

2007-01-01

Discrete-trial teaching is an instructional method commonly used to teach social and academic skills to children with an autism spectrum disorder. The purpose of the current study was to evaluate the indirect effects of discrete-trial teaching on 3 students' stereotypy. Instructions, feedback, modeling, and rehearsal were used to improve 3 teaching aides' implementation of discrete-trial teaching in a private school for children with autism. Improvements in accurate teaching were accompanied by systematic decreases in students' levels of stereotypy.

Teaching Excellence Awards: An Apple for the Teacher?

ERIC Educational Resources Information Center

Mackenzie, Noella

2007-01-01

In this article the status of teaching as a profession and the morale of teachers in Australian schools in the current era provide a framework for the examination of the intent and outcomes of teaching excellence awards. The research study applied an interpretive research paradigm and used both qualitative and quantitative data collection methods.…

Toward Reform and Revitalization of the Teaching Profession.

ERIC Educational Resources Information Center

Bell, T. H.

Current facts concerning the teaching profession should be analyzed and acted upon. Most college students now studying to enter the teaching profession come from the bottom quarter of those taking the college entrance examinations. Schools and Colleges of Education are held in very low esteem on most campuses; therefore, when budgets are cut, they…

Leadership and management in UK medical school curricula.

PubMed

Jefferies, Richard; Sheriff, Ibrahim H N; Matthews, Jacob H; Jagger, Olivia; Curtis, Sarah; Lees, Peter; Spurgeon, Peter C; Fountain, Daniel Mark; Oldman, Alex; Habib, Ali; Saied, Azam; Court, Jessica; Giannoudi, Marilena; Sayma, Meelad; Ward, Nicholas; Cork, Nick; Olatokun, Olamide; Devine, Oliver; O'Connell, Paul; Carr, Phoebe; Kotronias, Rafail Angelos; Gardiner, Rebecca; Buckle, Rory T; Thomson, Ross J; Williams, Sarah; Nicholson, Simon J; Goga, Usman

2016-10-10

Purpose Although medical leadership and management (MLM) is increasingly being recognised as important to improving healthcare outcomes, little is understood about current training of medical students in MLM skills and behaviours in the UK. The paper aims to discuss these issues. Design/methodology/approach This qualitative study used validated structured interviews with expert faculty members from medical schools across the UK to ascertain MLM framework integration, teaching methods employed, evaluation methods and barriers to improvement. Findings Data were collected from 25 of the 33 UK medical schools (76 per cent response rate), with 23/25 reporting that MLM content is included in their curriculum. More medical schools assessed MLM competencies on admission than at any other time of the curriculum. Only 12 schools had evaluated MLM teaching at the time of data collection. The majority of medical schools reported barriers, including overfilled curricula and reluctance of staff to teach. Whilst 88 per cent of schools planned to increase MLM content over the next two years, there was a lack of consensus on proposed teaching content and methods. Research limitations/implications There is widespread inclusion of MLM in UK medical schools' curricula, despite the existence of barriers. This study identified substantial heterogeneity in MLM teaching and assessment methods which does not meet students' desired modes of delivery. Examples of national undergraduate MLM teaching exist worldwide, and lessons can be taken from these. Originality/value This is the first national evaluation of MLM in undergraduate medical school curricula in the UK, highlighting continuing challenges with executing MLM content despite numerous frameworks and international examples of successful execution.

An Analysis of the 3D Video and Interactive Response Approach Effects on the Science Remedial Teaching for Fourth Grade Underachieving Students

ERIC Educational Resources Information Center

Chou, Chin-Cheng

2017-01-01

Elementary school remedial teaching has been promoted for many years in Taiwan but it has primarily been aimed at Chinese and mathematics with little attention being paid to natural sciences. Due to the current shortage of natural science teachers, along with limitations in school budget and manpower, it is difficult to put natural science…

Successful strategies for integrating bedside ultrasound into undergraduate medical education.

PubMed

Palma, James K

2015-04-01

Nearly all physician specialties currently utilize bedside ultrasound, and its applications continue to expand. Bedside ultrasound is becoming a core skill for physicians; as such, it should be taught during undergraduate medical education. When ultrasound is integrated in a longitudinal manner beginning in the preclerkship phase of medical school, it not only enhances teaching the basic science topics of anatomy, physiology, and pathology but also ties those skills and knowledge to the clerkship phase and medical decision-making. Bedside ultrasound is a natural bridge from basic science to clinical science. The Uniformed Services University of the Health Sciences, F. Edward Hébert School of Medicine is currently in its fourth year of implementing an integrated ultrasound curriculum in the school of medicine. In our experience, successful integration of a bedside ultrasound curriculum should: align with unique focuses of a medical schools' mission, simplify complex anatomy through multimodal teaching, correlate to teaching of the physical examination, solidify understanding of physiology and pathology, directly link to other concurrent content, narrow differential diagnoses, enhance medical decision-making, improve procedural skills, match to year-group skillsets, develop teaching and leadership abilities, and have elective experiences for advanced topics. Reprint & Copyright © 2015 Association of Military Surgeons of the U.S.

Language Education Needs for Multilingualism in Fiji Primary Schools

ERIC Educational Resources Information Center

Shameem, Nikhat

2007-01-01

This paper looks at current practice in teaching multilingual Indo-Fijian children in eight Fiji primary schools. Indo-Fijians speak Fiji Hindi (FH) as their mother tongue, learn Shudh Hindi (SH) or Urdu, and English for formal and literacy purposes and use English and Fijian for interethnic communication. The current education policy states that…

Who Says You Need to Teach Reading to 11-13-Year-Olds?

ERIC Educational Resources Information Center

Parkhill, Faye Fiona; Fletcher, Jo Florence; Greenwood, Janinka; Grimley, Michael; Bridges, Sue

2013-01-01

Research indicates that as students move through the school system, many begin to experience difficulties with reading. With this mind, this study explored current practices and perceptions about reading programmes for 11-13-year-old students in New Zealand schools. The study employed an online survey designed to investigate current reading…

The Causes of Late Coming among High School Students in Soshanguve, Pretoria, South Africa

ERIC Educational Resources Information Center

Maile, Simeon; Olowoyo, Mary Motolani

2017-01-01

Late coming to school has become a major problem in many schools, particularly township schools with serious consequences. Current research has demonstrated that many schools in South Africa are performing badly due to inefficient use of the teaching and learning time. In this article, we argue that while major administrative interventions are…

School Collaborations within the Contemporary English Education System: Possibilities and Constraints

ERIC Educational Resources Information Center

Keddie, Amanda

2014-01-01

This paper's focus is on an alliance of schools in England that came together as part of the National Teaching Schools initiative. Drawing on interviews from Head Teachers within the alliance, the paper explores issues of school collaboration from a premise that such collaboration is paramount to school improvement within the current climate of…

Teaching Healthy Eating to Elementary School Students: A Scoping Review of Nutrition Education Resources

ERIC Educational Resources Information Center

Peralta, Louisa R.; Dudley, Dean A.; Cotton, Wayne G.

2016-01-01

Background: School-based programs represent an ideal setting to enhance healthy eating, as most children attend school regularly and consume at least one meal and a number of snacks at school each day. However, current research reports that elementary school teachers often display low levels of nutritional knowledge, self-efficacy, and skills to…

Provision of undergraduate otorhinolaryngology teaching within General Medical Council approved UK medical schools: what is current practice?

PubMed

Khan, M M; Saeed, S R

2012-04-01

Despite longstanding concern, provision of undergraduate ENT teaching has not improved in response to the aims of the UK General Medical Council's initiative Tomorrow's Doctors. Previous studies have demonstrated poor representation of ENT within the undergraduate curriculum. We aimed to identify current practice in order to establish undergraduate ENT experience across UK medical schools, a timely endeavour in light of the General Medical Council's new 2011-2013 education strategy. Questionnaires were sent to ENT consultants, medical school deans and students. All schools with a clinical curriculum were anonymously represented. Our outcome measures were the provision of mandatory or optional ENT placements, and their duration and content. A compulsory ENT placement was available to over half (53 per cent) of the students. Ten of the 26 participating schools did not offer an ENT attachment. The mean mandatory placement was 8 days. Overall, 38 per cent of students reported a satisfactory compulsory ENT placement. Most ENT consultants questioned considered that newly qualified doctors were not proficient in managing common ENT problems that did not require specialist referral. Little improvement in the provision of undergraduate ENT teaching was demonstrated. An increase in the proportion of students undertaking ENT training is necessary. Time and curriculum constraints on medical schools mean that optimisation of available resources is required.

EFL Teaching in the Amazon Region of Ecuador: A Focus on Activities and Resources for Teaching Listening and Speaking Skills

ERIC Educational Resources Information Center

Gonzalez, Paul F.; Ochoa, Cesar A.; Cabrera, Paola A.; Castillo, Luz M.; Quinonez, Ana L.; Solano, Lida M.; Espinosa, Franklin O.; Ulehlova, Eva; Arias, Maria O.

2015-01-01

Research on teaching listening and speaking skills has been conducted at many levels. The purpose of this study was to analyze the current implementation of classroom and extracurricular activities, as well as the use of educational resources for teaching both skills in public senior high schools in the Amazon region of Ecuador, particularly in…

Teaching and evaluation methods of medical ethics in the Saudi public medical colleges: cross-sectional questionnaire study

PubMed Central

2013-01-01

Background Saudi Arabia is considered one of the most influential Muslim countries being as the host of the two most holy places for Muslims, namely Makkah and Madina. This was reflected in the emphasis on teaching medical ethics in a lecture-based format as a part of the subject of Islamic culture taught to medical students. Over the last few years, both teaching and evaluation of medical ethics have been changing as more Saudi academics received specialized training and qualifications in bioethics from western universities. Methods This study aims at studying the current teaching methods and evaluation tools used by the Saudi public medical schools. It is done using a self-administered online questionnaire. Results Out of the 14 medical schools that responded, the majority of the responding schools (6; 42.8%), had no ethics departments; but all schools had a curriculum dedicated to medical ethics. These curricula were mostly developed by the faculty staff (12; 85.7%). The most popular teaching method was lecturing (13; 92.8%). The most popular form of student assessment was a paper-based final examination (6; 42.8%) at the end of the course that was allocated 40% or more of the total grade of the ethics course. Six schools (42.8%) allocated 15-30% of the total grade to research. Conclusion Although there is a growing interest and commitment in teaching ethics to medical students in Saudi schools; there is lack of standardization in teaching and evaluation methods. There is a need for a national body to provide guidance for the medical schools to harmonize the teaching methods, particularly introducing more interactive and students-engaging methods on the account of passive lecturing. PMID:24020917

Bringing X, Y, Z Generations Together to Facilitate School-Based Sexual and Reproductive Health Education

PubMed Central

Kamrani, Mahnaz Akbari; Yahya, Sharifah Syed

2016-01-01

This generic qualitative study explores the perspective of Malaysian teachers regarding the constraints of the current school-based sexual and reproductive health education in secondary schools of Klang-Valley Malaysia. For this study, in-depth interviews were conducted with twenty eight science teachers of government schools. The majority of participants named the teaching strategy and capacity of teachers, the lack of co-operation from the school and parents, limited resources in teaching and students themselves as some of the challenges. We concluded that if sexual health education is to be effective, it needs to be provided by people who have some specialized training. The teachers should be trained to teach sexual reproductive health education classes at the basic level, and in-service training for teachers already in the field should be intensified. Local adaptation to culture, language, religion, and so forth is often necessary. PMID:27157180

Bringing X, Y, Z Generations Together to Facilitate School-Based Sexual and Reproductive Health Education.

PubMed

Akbari Kamrani, Mahnaz; Yahya, Sharifah Syed

2016-09-01

This generic qualitative study explores the perspective of Malaysian teachers regarding the constraints of the current school-based sexual and reproductive health education in secondary schools of Klang-Valley Malaysia. For this study, in-depth interviews were conducted with twenty eight science teachers of government schools. The majority of participants named the teaching strategy and capacity of teachers, the lack of co-operation from the school and parents, limited resources in teaching and students themselves as some of the challenges. We concluded that if sexual health education is to be effective, it needs to be provided by people who have some specialized training. The teachers should be trained to teach sexual reproductive health education classes at the basic level, and in-service training for teachers already in the field should be intensified. Local adaptation to culture, language, religion, and so forth is often necessary.

Florida's Class Size Amendment and Co-Teaching: An Uneasy Partnership

ERIC Educational Resources Information Center

Sutton, Lenford C.; Jones, Phyllis; White, Julia

2008-01-01

For nearly four decades, school finance has become progressively more central in school reform efforts aimed at improving student performance. At the same time, the focus of many school business officials and policymakers has turned to efficient uses of current resources in lieu of uniform increases in school funding. With regard to improving…

Key Competencies: How School Guidance Counsellors Contribute to Student Learning

ERIC Educational Resources Information Center

Crocket, Kathie; Kotzé, Elmarie; Hughes, Colin; Graham, Judith; Burke, Alison

2014-01-01

Schools are currently working through the implications of the New Zealand Curriculum and its translations into practice. To date there has been little discussion of the contributions of school guidance counseling. For learning and teaching to become a collective, whole-school endeavour, Cowie at el., (2011) suggested, "cross-fertilisation of…

A Psychoecological Model of Academic Performance among Hispanic Adolescents

ERIC Educational Resources Information Center

Chun, Heejung; Dickson, Ginger

2011-01-01

Although the number of students who complete high school continues to rise, dramatic differences in school success remain across racial/ethnic groups. The current study addressed Hispanic adolescents' academic performance by investigating the relationships of parental involvement, culturally responsive teaching, sense of school belonging, and…

Teaching about Women in World History

ERIC Educational Resources Information Center

Crocco, Margaret Smith

2011-01-01

This article addresses the subject of teaching about women in world history in K-12 schools and in programs of social studies teacher education. It includes a review of the place of gender in teaching about world history to current and future teachers at Teachers College, Columbia University. This informal research serves as the platform for a set…

With Rigor for All: Teaching the Classics to Contemporary Students.

ERIC Educational Resources Information Center

Jago, Carol

This book challenges the current penchant in United States education for "dumbing down" and anthologizing literature for secondary learners. The book provides a rationale for teaching the classics to all high school students. It offers a wealth of ways for English teachers to do what they yearn to do in their own classrooms: teach "the good…

Self-Perceptions of Preparedness for Teaching of Teacher Education Graduates.

ERIC Educational Resources Information Center

Lang, Catherine

This study, currently in progress, explores the perceptions of 75 near graduate primary teacher education students at the University of Waikato in Hamilton, New Zealand, about their preparedness to teach. It investigates the students' views about the areas of teaching for which they feel the 3-year program of teacher education at the School of…

Can Improvisation Be "Taught"?: A Call for Free Improvisation in Our Schools

ERIC Educational Resources Information Center

Hickey, Maud

2009-01-01

The purpose of this article is to present the idea that the music education profession's current drive to include improvisation in school music is limited in its approach, and that "teaching" improvisation, in the traditional sense, is not possible. These beliefs are based on an examination of current methodologies and texts in light of the…

Delaware GK-12: Improvement of Science Education in Vocational Technical High Schools Through Collaborative Learning and Coteaching

NASA Astrophysics Data System (ADS)

Madsen, J.; Skalak, K.; Watson, G.; Scantlebury, K.; Allen, D.; Quillen, A.

2006-12-01

With funding from the National Science Foundation, the University of Delaware (UD) in partnership with the New Castle County Vocational Technical School District (NCCoVoTech) in Delaware has initiated a GK-12 Program. In each of year this program, nine full time UD graduate students in the sciences, who have completed all or most of their coursework, will be selected to serve as fellows. Participation in the GK-12 program benefits the graduate fellows in many ways. In addition to gaining general insight into current issues of science education, the fellows enhance their experience as scientific researchers by directly improving their ability to effectively communicate complex quantitative and technical knowledge to an audience with multiple and diverse learning needs. In the first year of this project, fellows have been paired with high school science teachers from NCCoVoTech. These pairs, along with the principal investigators (PIs) of this program have formed a learning community that is taking this opportunity to examine and to reflect on current issues in science education while specifically addressing critical needs in teaching science in vocational technical high schools. By participating in summer workshops and follow-up meetings facilitated by the PIs, the fellows have been introduced to a number of innovative teaching strategies including problem-based learning (PBL). Fellow/teacher pairs have begun to develop and teach PBL activities that are in agreement with State of Delaware science standards and that support student learning through inquiry. Fellows also have the opportunity to engage in coteaching with their teacher partner. In this "teaching at the elbow of another", fellows will gain a better understanding of and appreciation for the complexities and nuances of teaching science in vocational technical high schools. While not taught as a stand-alone course in NCCoVoTech high schools, earth science topics are integrated into the science curriculum at nearly all levels from the freshman through the senior year. Three of the current group of nine fellows are engaged in Ph.D.-level research within the disciplines of astronomy and hydrology. They will bring this expertise into their collaboration with their practicing teachers with the goal of improving the understanding of earth science topics by high school students within a vocational technical school setting.

Case studies approach for an undergraduate astrobiology course

NASA Astrophysics Data System (ADS)

Burko, Lior M.; Enger, Sandra

2013-04-01

Case studies is a well known and widely used method in law schools, medical schools, and business schools, but relatively little used in physics or astronomy courses. We developed an astrobiology course based strongly on the case studies approach, and after teaching it first at the University of Alabama in Huntsville, we have adapted it and are now teaching it at Alabama A&M University, a HBCU. The case studies approach uses several well tested and successful teaching methods - including group work, peer instruction, current interest topics, just-in-time teaching, &c. We have found that certain styles of cases are more popular among students than other styles, and will revise our cases to reflect such student preferences. We chose astrobiology -- an inherently multidisciplinary field -- because of the popularity of the subject matter, its frequent appearance in the popular media (news stories about searches for life in the universe, the discovery of Earth-like exoplanets, etc, in addition to SciFi movies and novels), and the rapid current progress in the field. In this talk we review briefly the case studies method, the styles of cases used in our astrobiology course, and student response to the course as found in our assessment analysis.

Finding Candidates May Be Closer to Home Than You Think.

ERIC Educational Resources Information Center

McNiff, Timothy J.

2001-01-01

Discusses the current teacher shortage experienced by Catholic schools and offers several effective and cost-efficient ways to search for new teachers, including: (1) inviting parents to "coffee hours," where they can learn about teaching in Catholic schools; (2) establishing connections with public school teachers' retirement associations; (3)…

Private Power and Privileged Education: De/constructing Institutionalized Racism.

ERIC Educational Resources Information Center

Herr, Kathryn

1999-01-01

Based on the author's teaching/counseling experience, describes the micropolitics of race and privilege manifest in one elite independent school that threatened academically gifted African-American high school students' success. Privileged education must be reexamined before advocating it for students currently ill-served by public schools.…

Mobile Schools for a Mobile World

ERIC Educational Resources Information Center

Booth, Susan

2013-01-01

Overwhelmingly, independent schools are embracing mobile devices--laptops, iPads or other tablets, and smartphones--to enhance teaching and learning. This article describes the results of the "NAIS 2012 Mobile Learning Survey." Among its findings were that 75 percent of NAIS-member schools currently use mobile learning devices in at…

We Gain More Than We Give: Teaming in Middle Schools.

ERIC Educational Resources Information Center

Dickinson, Thomas S., Ed.; Erb, Thomas O., Ed.

Despite increases in the number of middle school using interdisciplinary team teaching, many are struggling to articulate a clear defense of their teaming work in light of confounding and conflicting public demands. This compilation examines teaming in middle schools--its characteristics, knowledge base, current concerns and future adaptations.…

Environmental Professionals

DTIC Science & Technology

1992-08-01

schools as business are realizing the need to improve environmental literacy among their students. As recently as 1986, American business schools were...devoid of courses on how to manage environmental issties. The current trend, however, has been for university business schools to include environmental...Approximately 25 U.S. business schools now teach environmental management. The Corporate Conservation Council. an arm of the National Wildlife Federation

Changing Schools from the inside out: Small Wins in Hard Times. Third Edition

ERIC Educational Resources Information Center

Larson, Robert

2011-01-01

At any time, public schools labor under great economic, political, and social pressures that make it difficult to create large-scale, "whole school" change. But current top-down mandates require that schools close achievement gaps while teaching more problem solving, inquiry, and research skills--with fewer resources. Failure to meet test-based…

Opening Doors: Teaching LGBTQ-Themed Young Adult Literature for an Inclusive Curriculum

ERIC Educational Resources Information Center

Batchelor, Katherine E.; Ramos, Maria; Neiswander, Samantha

2018-01-01

LGBTQ themes are often neglected in many schools' curriculum. Currently, an LGBTQ-inclusive curriculum framework is not required in most school districts across the county. Therefore, it is important to understand how teachers regard LGBTQ issues; how they address the needs of students in the middle school and high school English classroom who…

Classroom Technology in Business Schools: A Survey of Installations and Attitudes toward Teaching and Learning

ERIC Educational Resources Information Center

Parker, Betty; Burnie, David

2009-01-01

A survey of administrators and faculty of AACSB-accredited business schools provided insights into current classroom technology infrastructure, attitudes towards technology and learning, and the use of web course tools in business school classrooms. The results of the survey provided four major findings: business schools are utilizing high levels…

Attitudes and Beliefs of Upper Elementary Teachers Regarding the Teaching of Cursive Handwriting

ERIC Educational Resources Information Center

Myers, Dorothy

2013-01-01

This study surveyed current third-, fourth- and fifth-grade teachers in two small school districts in the southeast. One school district has initiated a technology initiative in its elementary schools. The other school district involved in the study incorporates technology but does not have a specified technology initiative. This dissertation was…

The current setting of the evolution/creation debate in American public schools

NASA Astrophysics Data System (ADS)

Reynolds, Bradley Doyle

The history of public education in the United States is replete with attempts to secularize public education as well as attempts to sanctify public education. The legal battle between these two opposing concepts of public education has been long and tenacious, and is far from over. One front upon which this philosophical, political, and legal battle has been fought is the teaching of origins in biology classes of public schools. This study sought to address the question of the current status of the creation/evolution debate. Through content analysis of court cases, the study provided a legal framework concerning the teaching of origins in public schools. The study also provided a political/philosophical understanding of the current status through a content analysis of press articles. Further, the study provided an understanding of how current biology textbooks deal with the issue of origins. The findings reveal that the creation/evolution debate is current; however, the theory of Intelligent Design has now entered the foray. Finally, the findings reveal that the debate is taking place in courtrooms, legislative hails, and newspapers, but not in classrooms.

Inquiring minds: Case studies of two middle school science teachers as they include inquiry and graphing in their curricula

NASA Astrophysics Data System (ADS)

Scarano, Grace Hotchkiss

2000-10-01

Current reform documents in science and mathematics call for teachers to include inquiry and data analysis in their teaching. This interpretive quasi-ethnographic case study examined two middle school science teachers as they planned and implemented inquiry and graphing in their science curricula. The focus question for this research was: What are middle school science teachers' experiences as they include graphing and inquiry-based student research projects in their curricula? How is teaching these areas different from usual teaching? The research examined two teachers teaching their favorite unit, parts of other familiar units, graphing, and student inquiry. Four main types of data were gathered: (1) observations of teachers' instruction, (2) interviews and meetings with the teachers, (3) curricular artifacts, and (4) questionnaires and other written material. The study took place over a seven-month period. The findings revealed that these two teachers had different ideologies of schooling and that these ideologies shaped the teachers' planning and implementation of their usual content as well as graphing and inquiry. One teacher's ideology was technical, and the other's was constructive. Six themes emerged as salient features of their teaching: (1) the role of developing a vision for curricular implementation, (2) curricular decisions: internal and external authority, (3) views of knowing and learning, (4) perceptions of the nature of science, (5) attending to a personal concern in teaching, and (6) reflection. The textures of these themes varied between the two teachers, and formed a coherent yet dynamic system within which each teacher maneuvered. This study found that both teachers found it challenging to include inquiry in their curricula, even though both had attended workshops designed to help teachers use student inquiry. The constructive teacher's implementation was more in line with the notions that are central to constructivism and current non-traditional views of the nature of science than was that of the technical teacher. The teacher with a technical ideology relied on the scientific method to organize student projects and implemented inquiry as a technique to increase student-centered work. It is proposed that teachers with technical ideologies need to undergo an ideological shift toward constructive ideologies of schooling in order to teach graphing and inquiry in ways that are aligned with current reform efforts.

Schools Make Teachers: The Case of Teach for America and Teacher Training

ERIC Educational Resources Information Center

Maloney, Patricia Ann

2012-01-01

Teach For America, founded by Wendy Kopp in 1991, now boasts nearly 25,000 alumni and 5,000 current teachers, known as corps members. The culture of Teach For America, which is built on these corps members, is a culture of achievement. They have completed college as high-achievers, so they typically expect that trajectory to continue in their…

Trends of communication skills education in medical schools.

PubMed

Han, Hong Hee; Kim, Sun

2009-03-01

To investigate the past and current status of teaching communication skills in undergraduate medical education and to review how medical education is progressing. A selective search was conducted of the literature that was published from 1960 to Jun 2008 in the MEDLINE, EMBASE, ERIC, Psychlnfo, and KMbase databases using "communication." All articles in 13 medical journals (including Academic Medicine, Medical Education, Teaching and Learning in Medicine, Medical Teacher, and Korean Journal of Medical Education) were reviewed. Each article was categorized according to 5 subjects (curriculum, methods, assessment, student factors, and research type). A total of 306 studies met the inclusion criteria for this study. Curriculum was the most frequent subject (n=85), followed by assessment (n=71), student factors (n=48), and methods (n=23). According to this research, the current trends of teaching communication skills in medical school are characterized by curriculum development,' 'blended-methods,' 'multisource assessment,' 'student attitudes,' and 'comparative studies' of education. It is time to figure it out optimistic ways to design a formal course. Now, 4 current trends in teaching and learning are emerging in communication skills. Curriculum development is stabilizing a variety of teaching methods are being adopted; a method of multisource assessment is being identified and the need to consider student attitudesis being recognized. In the near future, objective, comprehensive, and sophisticated evaluation is going to be the top priority in teaching communication skills with a variety of research types.

Teaching Prevention in Internal Medicine Clerkships.

ERIC Educational Resources Information Center

Kinsinger, Linda

2000-01-01

Reviews the rationale for including prevention in the clinical medicine clerkship. Summarizes current guidelines, presents examples of curricula in several medical schools, and proposes a future direction that stresses integrating teaching preventive medicine into internal medicine clerkships and across the entire four-year medical curriculum. (DB)

From Dayton to Little Rock: Creationism Evolves.

ERIC Educational Resources Information Center

Nelkin, Dorothy

1982-01-01

Traces origins of present-day creationists from their 19th-century fundamentalist beginnings, focusing on past and current objections to the teaching of evolution and efforts to require the teaching of creationism in public schools. Discusses creationist arguments and strategies to accomplish their aims. (JN)

Teaching mandibular implant-Supported overdentures in dental schools in North America - a survey.

PubMed

Ben-Gal, G; Ziv, Y; Weiss, E I; Zabrovsky, A

2017-05-01

Mandibular two-implant overdentures are considered the minimum standard of care for edentulous patients and provide an excellent performance, as well as satisfaction to the patients. Dental schools are required to promote the teaching of current treatment options in order to enable students to master state-of-the-art procedures. The purpose of this study was to examine how the theoretical and practical aspects of mandibular two-implant overdentures are taught in dental schools in North America. Data were collected via an online questionnaire that included questions regarding the theoretical and clinical courses, surgical procedure and imaging method. Of 75 schools, 36 responded to the survey. Almost all the schools teach the subject theoretically, but it is not mandatory for students to perform in most of the schools. Only a minority (23%) of the mandibular dentures made by students are implant-supported. Almost all of the schools (94%) use two implants to support overdentures, and Locator abutment is used almost exclusively. The prevalent imaging for the surgical procedure is CT scans, although 30% of the schools use panoramic radiograph. None of the schools loads the implants immediately after surgery. Some clear trends are apparent in the current survey: the use of two implants, no use of bar connectors and delayed loading of the implants. It is likely that graduates will not have sufficient clinical skills and will need continuing education to be familiar with the required procedures, both surgical and prosthetic. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Medical student and medical school teaching faculty perceptions of conflict of interest.

PubMed

Andresen, Nicholas S; Olson, Tyler S; Krasowski, Matthew D

2017-07-11

Attitudes towards conflict of interest (COI) and COI policy are shaped during medical school and influence both the education of medical students and their future medical practice. Understanding the current attitudes of medical students and medical school teaching faculty may provide insight into what is taught about COI and COI policy within the 'hidden' medical curriculum. Differences between medical student and medical school teaching faculty perceptions of COI and COI policy have not been compared in detail. The authors surveyed first year medical students and medical school teaching faculty at one academic medical center. The response rate was 98.7% (150/152) for students and 34.2% (69/202) for faculty. Students were less likely than faculty to agree that lecturers should disclose COI to any learners (4.06 vs. 4.31, p = 0.01), but more likely to agree that COI disclosure decreases the presentation of biased material (3.80 vs. 3.21, p < 0.001). Student and faculty responses for all other questions were not different. Many of these responses suggest student and faculty support for stronger COI policy at academic medical centers. Students and faculty perceptions regarding COI and COI policy are largely similar, but differ in terms of the perceived effectiveness of COI disclosure. This study also suggests that medical students and medical school teaching faculty support for stronger COI policy at academic medical centers.

Changing Teaching and Learning in the Primary School

ERIC Educational Resources Information Center

Webb, Rosemary, Ed.

2006-01-01

In this topical book, leading academics in primary education evaluate New Labour's Education policy. They draw on the findings of the latest research to discuss the impact of policies on primary school practice and on the views and experiences of primary school teachers and pupils. Current issues and initiatives are analyzed to identify the extent…

What Is the Difference between a Calorie and a Carbohydrate?--Exploring Nutrition Education Opportunities in Alternative School Settings

ERIC Educational Resources Information Center

Norquest, Michele; Phelps, Josh; Hermann, Janice; Kennedy, Tay

2015-01-01

Extension-based nutrition educators have indicated current curricula do not engage alternative school students' interests. The study reported here explored nutrition education opportunities at alternative schools in Oklahoma. Data collection involved focus groups gathering student perspectives regarding preferred teaching and learning styles, and…

Predicting Teacher Likelihood to Use School Gardens: A Case Study

ERIC Educational Resources Information Center

Kincy, Natalie; Fuhrman, Nicholas E.; Navarro, Maria; Knauft, David

2016-01-01

A quantitative survey, built around the theory of planned behavior, was used to investigate elementary teachers' attitudes, school norms, perceived behavioral control, and intent in both current and ideal teaching situations toward using gardens in their curriculum. With positive school norms and teachers who garden in their personal time, 77% of…

High School Physics: An Interactive Instructional Approach That Meets the Next Generation Science Standards

ERIC Educational Resources Information Center

Huang, Shaobo; Mejia, Joel Alejandro; Becker, Kurt; Neilson, Drew

2015-01-01

Improving high school physics teaching and learning is important to the long-term success of science, technology, engineering, and mathematics (STEM) education. Efforts are currently in place to develop an understanding of science among high school students through formal and informal educational experiences in engineering design activities…

Read, Flip, and Write!

ERIC Educational Resources Information Center

Matson, Sandra F.

2012-01-01

This column features essays written by current middle school and high school teachers, media specialists, librarians, literacy coaches, curriculum specialists, administrators, preservice teachers, teacher educators, and adolescent and adult learners. They highlight diverse perspectives on teaching and/or learning with literacies to inspire reader…

Ideas and Resources for Teaching about Religions in Secondary Schools.

ERIC Educational Resources Information Center

Bodin, Wesley J.; Dilzer, Robert J., Jr.

1981-01-01

Describes current secondary school courses about religions which are incorporated into the social studies curriculum. Course titles include Religion in Human Culture, Religions of Man, Great Religions, Comparative Religions, History of Religions, and the Bible as Literature. (KC)

A State-Wide Survey of South Australian Secondary Schools to Determine the Current Emphasis on Ergonomics and Computer Use

ERIC Educational Resources Information Center

Sawyer, Janet; Penman, Joy

2012-01-01

This study investigated the pattern of teaching of healthy computing skills to high school students in South Australia. A survey approach was used to collect data, specifically to determine the emphasis placed by schools on ergonomics that relate to computer use. Participating schools were recruited through the Department for Education and Child…

A Diagnostic Approach to Building Collaborative Capacity in an Interagency Context

DTIC Science & Technology

2006-09-25

School. She received an EdD at Arizona State University in Business and Education in 1986. She currently teaches strategic communication in the MBA...Provost The Acquisition Chair, Graduate School of Business & Public Policy, Naval Postgraduate School supported the funding of the research...Thomas, Associate Professor Graduate School of Business & Public Policy ________________________________ Dr. Susan Page Hocevar, Associate

Academic and Vocational Integration. Myths and Realities.

ERIC Educational Resources Information Center

Brown, Bettina Lankard

This newsletter attempts to clarify the importance of academic and vocational integration in relation to emerging pedagogy, teaching and learning practices, and school-to-work efforts. One misconception about academic-vocational integration is that new theories overshadow its value. However, current research on teaching and learning supports a…

Who Will Teach All Children?

ERIC Educational Resources Information Center

Futrell, Mary H.

This paper discusses who will teach American children in the current political environment. Americans consider education a top political priority. The conversation must be moved from campaign rhetoric to real dialogue about education's critical role and the readiness of all schools to help shape the nation. Major trends transforming society…

Doing Shakespeare: "Yo! A Hit! A Very Palpable Hit!"

ERIC Educational Resources Information Center

O'Brien, Peggy

1993-01-01

Describes the realities of current state of the teaching of William Shakespeare in U.S. schools. Compares these realities with the philosophy of teaching of the Folger Shakespeare Library in Washington, DC. Shows how the Folger Library's education program resonates with their proclaimed philosophy. (HB)

Using the Case Study Method in Teaching College Physics

NASA Astrophysics Data System (ADS)

Burko, Lior M.

2016-10-01

The case study teaching method has a long history (starting at least with Socrates) and wide current use in business schools, medical schools, law schools, and a variety of other disciplines. However, relatively little use is made of it in the physical sciences, specifically in physics or astronomy. The case study method should be considered by physics faculty as part of the effort to transition the teaching of college physics from the traditional frontal-lecture format to other formats that enhance active student participation. In this paper we endeavor to interest physics instructors in the case study method, and hope that it would also serve as a call for more instructors to produce cases that they use in their own classes and that can also be adopted by other instructors.

[Status of health psychology teaching in Chilean schools of medicine].

PubMed

Santander, Jaime T; Pinedo, José P; Repetto, Paula L

2012-07-01

Physicians should be exposed, during their training to basic concepts in psychology. To describe the current status of the formal teaching of health psychology or medical psychology in Chilean medical schools. We reviewed the programs of the courses including topics of Medical Psychology, Health Psychology and Behavioral Medicine at 18 medical schools in Chile, using a focused coding method. The contents and the time spent on these courses were considered and analyzed. Eighty three percent of medical schools have a Medical Psychology or related program, 56.3% are carried out during the first year of medical School teaching and the weekly load has an average of 4 hours. The contents are mixed and predominantly concerning general and developmental psychology, but also address specific issues of Medical Psychology in most cases. There is little clarity about the training issues to be addressed in medical psychology for medical students in Chile. It is necessary to define the minimum content that all medical graduates should learn.

Men Considering (and Choosing) Teaching as a Career: What Accounts for Their Decision to Become a Teacher?

ERIC Educational Resources Information Center

Keck Frei, Andrea; Berweger, Simone; Bieri Buschor, Christine

2017-01-01

The aim of the current study is to better understand the decision-making of men considering teaching as a career option. By means of a longitudinal study (n = 226), we examined the persistence of male academic high-school students in Switzerland interested in teaching during transition to higher education. For 85 men attending information events…

Clinical pharmacology and therapeutics in undergraduate medical education in the UK: current status.

PubMed Central

Walley, T; Bligh, J; Orme, M; Breckenridge, A

1994-01-01

1. Medical undergraduate education is currently undergoing major changes in the UK in response to calls for the development of a core curriculum. Teaching in clinical pharmacology and therapeutics will also change to meet these demands. A postal survey was conducted to assess the current status of teaching in these subjects. 2. A questionnaire based on previous similar surveys conducted elsewhere was sent to departments or individuals in 27 medical schools in the UK; 22 (81%) replied. 3. Departmental priorities were defined as (in order): clinical research, undergraduate teaching, basic scientific research and clinical service provision. No change in these priorities in the future was foreseen by respondents. 4. Teaching methods were for the most part traditional, with the lecture as the most widely used and important technique. Specific clinical teaching was conducted by some and was considered very important by them. Teaching by problem solving was much less common. 5. Respondents were asked for free text comments; many of the remarks suggested dissatisfaction with the resources and time currently available for teaching in clinical pharmacology and therapeutics. Some expressed significant concerns that their teaching commitment would be reduced further by the development of the core curriculum. PMID:8186059

The Medical Ethics Curriculum in Medical Schools: Present and Future.

PubMed

Giubilini, Alberto; Milnes, Sharyn; Savulescu, Julian

2016-01-01

In this review article we describe the current scope, methods, and contents of medical ethics education in medical schools in Western English speaking countries (mainly the United Kingdom, the United States, and Australia). We assess the strengths and weaknesses of current medical ethics curricula, and students' levels of satisfaction with different teaching approaches and their reported difficulties in learning medical ethics concepts and applying them in clinical practice. We identify three main challenges for medical ethics education: counteracting the bad effects of the "hidden curriculum," teaching students how to apply ethical knowledge and critical thinking to real cases in clinical practice, and shaping future doctors' right character through ethics education. We suggest ways in which these challenges could be addressed. On the basis of this analysis, we propose practical guidelines for designing, implementing, teaching, and assessing a medical ethics program within a four-year medical course. Copyright 2016 The Journal of Clinical Ethics. All rights reserved.

Teaming with Technology: "Real" iPad Applications

ERIC Educational Resources Information Center

Ensor, Tami

2012-01-01

This column features essays written by current middle school and high school teachers, media specialists, librarians, literacy coaches, curriculum specialists, administrators, preservice teachers, teacher educators, and adolescent and adult learners. They highlight diverse perspectives on teaching and/or learning with literacies to inspire reader…

La grammaire dans la formation des instituteurs (Grammar in the Training of Elementary School Teachers).

ERIC Educational Resources Information Center

Verdelhan, Michele; Verdelhan, Michel

1978-01-01

Examines the variety of approaches currently found in the teaching of French as a native language in the French elementary school system and in teacher colleges, in the wake of the rise of linguistics. (AM)

On Present State of Teaching Russian Language in Russia

ERIC Educational Resources Information Center

Tekucheva, Irina V.; Gromova, Liliya Y.

2016-01-01

The article discusses the current state of teaching Russian language, discovers the nature of philological education, outlines the main problems of the implementation of the standard in school practice, analyzes the problems of formation of universal educational actions within the context of the implementation of cognitive-communicative approach,…

Developing Self-Efficacy: Exploring Preservice Coursework, Student Teaching, and Professional Development Experiences

ERIC Educational Resources Information Center

McKim, Aaron J.; Velez, Jonathan J.

2017-01-01

To extend current understanding of school-based agriculture teacher development, this study explored the relationship between teacher development experiences and the self-efficacy of early career agriculture teachers. Three teacher development experiences were of interest: (a) preservice coursework, (b) student teaching, and (c) professional…

Physics Teachers' Perceptions of the Difficulty of Teaching Electricity

ERIC Educational Resources Information Center

Gunstone, Richard; Mulhall, Pamela; McKittrick, Brian

2009-01-01

As part of a project concerned with developing a better understanding of the detail of appropriate teaching of direct current (DC) electricity concepts, extensive individual interviews were conducted with a number of experienced senior high school physics teachers. These interviews explored teachers' perceptions of difficulties in student learning…

Pedagogical Principles of Learning to Teach Meaningful Physical Education

ERIC Educational Resources Information Center

Ní Chróinín, Déirdre; Fletcher, Tim; O'Sullivan, Mary

2018-01-01

Background: Concerns that current forms of physical education teacher education (PETE) are not adequately providing teachers with the tools necessary for working with the realities and challenges of teaching physical education in contemporary schools has led some scholars to advocate for an approach that prioritises meaningfulness in physical…

Renew! Take a Break in Kindergarten

ERIC Educational Resources Information Center

Charlesworth, Rosalind

2005-01-01

A university child development/early childhood education professor renews her relationship with young children and with current public school teaching by spending 5 weeks in kindergarten. This article describes some highlights of her experience: the children's daily journal writing, an in-class and take-home math activity, and teaching the…

Free Resources for Teaching About Japan.

ERIC Educational Resources Information Center

Wojtan, Linda S.

This publication describes free print and audiovisual materials for teaching about Japan in elementary and secondary schools. The booklet was written to enable teachers to take advantage of the many free materials that are currently available. The first section cites sources of free materials in the United States. Names and addresses of groups…

Teaching and Learning Mathematics: Translating Research for Elementary School Teachers

ERIC Educational Resources Information Center

Lester, Frank

2010-01-01

How can teachers learn what they need to know? Every community of educators, regardless of field or specialization, can benefit from being well informed about current research findings. A considerable amount of mathematics education research exists to inform teachers and administrators about teaching and learning mathematics. Research can show…

On Learning Geometry for Teaching

ERIC Educational Resources Information Center

Kuchemann, Dietmar; Rodd, Melissa

2012-01-01

The title is that of a course with the same name, designed for teachers of mathematics. The rational for a course specifically on geometry was that "many of those currently teaching mathematics in school had little geometrical education". Teachers on the course experience geometry through problem solving, and learning to pose geometrical problems.…

Fremdsprachenlernbedarf--Begriff, Ermittlungsverfahren, Resultate vorliegender Untersuchungen (The Demand for Foreign Language Instruction--Method of Inquiry, Research Results).

ERIC Educational Resources Information Center

Stedtfeld, Wolfgang

1979-01-01

Discusses the concept of the demand for foreign language teaching in various types of West German schools. An account is given of the methods by which data were obtained. One conclusion reached was that currently accepted teaching goals are questionable. (IFS/WGA)

Teaching and Learning Mathematics: Translating Research for Secondary School Teachers

ERIC Educational Resources Information Center

Lester, Frank

2010-01-01

How can teachers learn what they need to know? Every community of educators, regardless of field or specialization, can benefit from being well informed about current research findings. A considerable amount of mathematics education research exists to inform teachers and administrators about teaching and learning mathematics. Research can show…

Children and Adolescents: Should We Teach Them or Let Them Learn?

ERIC Educational Resources Information Center

Rohwer, William D., Jr.

Research to date has provided too few answers for vital educational questions concerning teaching children or letting them learn. A basic problem is that experimentation usually begins by accepting conventional assumptions about schooling, ignoring experiments that would entail disturbing the ordering of current educational priorities.…

Palliative care education for medical students: Differences in course evolution, organisation, evaluation and funding: A survey of all UK medical schools.

PubMed

Walker, Steven; Gibbins, Jane; Paes, Paul; Adams, Astrid; Chandratilake, Madawa; Gishen, Faye; Lodge, Philip; Wee, Bee; Barclay, Stephen

2017-06-01

A proportion of newly qualified doctors report feeling unprepared to manage patients with palliative care and end-of-life needs. This may be related to barriers within their institution during undergraduate training. Information is limited regarding the current organisation of palliative care teaching across UK medical schools. To investigate the evolution and structure of palliative care teaching at UK medical schools. Anonymised, web-based questionnaire. Settings/participants: Results were obtained from palliative care course organisers at all 30 UK medical schools. The palliative care course was established through active planning (13/30, 43%), ad hoc development (10, 33%) or combination of approaches (7, 23%). The place of palliative care teaching within the curriculum varied. A student-selected palliative care component was offered by 29/30 (97%). All medical schools sought student feedback. The course was reviewed in 26/30 (87%) but not in 4. Similarly, a course organiser was responsible for the palliative care programme in 26/30 but not in 4. A total of 22 respondents spent a mean of 3.9 h (median 2.5)/week in supporting/delivering palliative care education (<1-16 h). In all, 17/29 (59%) had attended a teaching course or shared duties with a colleague who had done so. Course organisers received titular recognition in 18/27 (67%; no title 9 (33%); unknown 3 (11%)). An academic department of Palliative Medicine existed in 12/30 (40%) medical schools. Funding was not universally transparent. Palliative care teaching was associated with some form of funding in 20/30 (66%). Development, organisation, course evaluation and funding for palliative care teaching at UK medical schools are variable. This may have implications for delivery of effective palliative care education for medical students.

Elementary Principal Leadership Practices, Attitudes, and Self-Efficacy about Teacher Evaluation in Title I Urban Schools Making Gains in Student Achievement

ERIC Educational Resources Information Center

Ames, Karen Cohen

2013-01-01

Current school reform efforts aim to improve teaching and learning with emphasis on accountability for student achievement. The success of school reform depends on the motivation and capacities of school leaders. It is important to know what effective leadership practices look like to understand the direct impact to student achievement,…

School-Based Learning for Individual Diversity in Education: The SLIDE Project

ERIC Educational Resources Information Center

Harrington, Ingrid

2013-01-01

Whole-School Professional Development (PD) days held regularly in schools are designed to promote and up-skill teaching and administrative staff on relevant areas of educational policy and practice. An aim of PD days is to empower participants with new knowledges and skills, and to confirm that current practices and interpretations of education…

Current Practices and Future Directions in Reporting Disability in School-Based Physical Education Research

ERIC Educational Resources Information Center

Haegele, Justin Anthony; Hodge, Samuel

2017-01-01

The primary purpose of this study was to determine what trends exist in the identification and description of participants with disabilities used in school-based physical education research. A total of 60 research articles published in the "Journal of Teaching in Physical Education" from 2010-2014 which included school-aged individuals…

Moral Courage from the Perspective of Arab Teachers in Jewish Schools

ERIC Educational Resources Information Center

Baratz, Lea

2016-01-01

The current study aims to call attention to the phenomenon of female Muslim Arab teachers teaching in Israeli Jewish schools. The study examined the manner in which these female Muslim Arab teachers perceived their integration into the milieu of the Jewish schools, based on their descriptions of the various processes they experience when dealing…

A survey of local anaesthesia education in European dental schools.

PubMed

Brand, H S; Kuin, D; Baart, J A

2008-05-01

A survey of European dental schools was conducted in 2006 to determine the curricular structure, techniques and materials used in local anaesthesia teaching to dental students. A questionnaire was designed to collect information about local anaesthesia education. The questionnaires were sent to the Dean of each dental school in Europe and Israel; 49 returned the completed survey, resulting in a response rate of 18.4%. Results from this survey show that dental schools are managing local anaesthesia education in different ways. At most schools, theoretical teaching begins during the first half of the third year (41%), half a year before the practical instruction (43%). In 37% of the dental schools, students use non-human objects to practice before they inject an anaesthetic in humans. The first injection in humans, usually a fellow student (61%), is mostly supervised by an oral and maxillofacial surgeon (65%). The number of injections under supervision usually depends on the individual capabilities of the student (41%). Ten per cent of the schools need permission of a medical ethics committee for the practical instruction on fellow students. All dental curricula include teaching of mandibular block anaesthesia. The majority also include instruction of infiltration anaesthesia of the upper (98%) and lower (92%) jaws in addition to infra-orbital block anaesthesia (57%). Although 82% of the schools are satisfied with the current curriculum with regard to local anaesthesia, 43% are planning changes, frequently the introduction of preclinical training models. Local anaesthesia teaching programmes show considerable variation across the surveyed European dental schools.

Breaking through and Moving beyond the Language Barrier

ERIC Educational Resources Information Center

Franks, Libby

2012-01-01

This column features essays written by current middle school and high school teachers, media specialists, librarians, literacy coaches, curriculum specialists, administrators, preservice teachers, teacher educators, and adolescent and adult learners. They highlight diverse perspectives on teaching and/or learning with literacies to inspire reader…

An Ounce of Prevention: Sexual Harassment Education.

ERIC Educational Resources Information Center

Limback, E. Rebecca; Bland, Zinna

1995-01-01

To prevent sexual harassment, schools should have a written policy and should educate students about it. Suggested teaching activities include using current court cases, examining and refining school policy, roleplaying on video, inviting speakers, and using an "Is This Sexual Harassment?" questionnaire describing various behaviors. (SK)

Case study: the Stanford University School of Medicine and its teaching hospitals.

PubMed

Pizzo, Philip A

2008-09-01

There is wide variation in the governance and organization of academic health centers (AHCs), often prompted by or associated with changes in leadership. Changes at AHCs are influenced by institutional priorities, economic factors, competing needs, and the personality and performance of leaders. No organizational model has uniform applicability, and it is important for each AHC to learn what works or does not on the basis of its experiences. This case study of the Stanford University School of Medicine and its teaching hospitals--which constitute Stanford's AHC, the Stanford University Medical Center--reflects responses to the consequences of a failed merger of the teaching hospitals and related clinical enterprises with those of the University of California-San Francisco School of Medicine that required a new definition of institutional priorities and directions. These were shaped by a strategic plan that helped define goals and objectives in education, research, patient care, and the necessary financial and administrative underpinnings needed. A governance model was created that made the medical school and its two major affiliated teaching hospitals partners; this arrangement requires collaboration and coordination that is highly dependent on the shared objectives of the institutional leaders involved. The case study provides the background factors and issues that led to these changes, how they were envisioned and implemented, the current status and challenges, and some lessons learned. Although the current model is working, future changes may be needed to respond to internal and external forces and changes in leadership.

Please, Don't Go! We've Only Just Begun: Voices of Non-Tenured Teachers in a Deprofessionalizing Career

ERIC Educational Resources Information Center

Gold, Jason H.

2016-01-01

This qualitative case study entails the voices of seven participants who are currently teaching in an elementary school setting (K-5), and an additional two participants, one who left student teaching prior to completion of her collegiate program and one who was released at the end of her fourth year of teaching. Albert Bandura's (1977)…

Teaching and assessment of professional attitudes in UK dental schools - commentary.

PubMed

Field, J; Ellis, J; Abbas, C; Germain, P

2010-08-01

The General Dental Council expects professionalism to be embedded and assessed through-out the undergraduate dental programme. Curricula need therefore to accommodate these recommendations. A stroll poll of UK dental schools provided a basis for understanding the current methods of teaching and assessing professionalism. All respondent schools recognised the importance of professionalism and reported that this was taught and assessed within their curriculum. For most the methods involved were largely traditional, relying on lectures and seminars taught throughout the course. The most common form of assessment was by grading and providing formative feedback after a clinical encounter. Whilst clinical skills and knowledge can perhaps be readily taught and assessed using traditional methods, those involved in education are challenged to identify and implement effective methods of not only teaching, but also assessing professionalism. A variety of standalone methods need to be developed that assess professionalism and this will, in turn, allow the effectiveness of teaching methods to be assessed.

Teaching for Scientific Literacy? An Examination of Instructional Practices in Secondary Schools in Barbados

NASA Astrophysics Data System (ADS)

Archer-Bradshaw, Ramona E.

2017-02-01

This study examined the extent to which the instructional practices of science teachers in Barbados are congruent with best practices for teaching for scientific literacy. Additionally, through observation of practice, it sought to determine the teachers' demonstrated role in the classroom, their demonstration of learning through discourse, learning goals and the nature of classroom activities. Five hundred nineteen students from 12 of the 23 secondary schools on the island and 15 teachers across 8 schools participated in the study. Data were collected by means of a questionnaire, an observational schedule and field notes. It was found that while problem-solving and questioning were mainly used in the classroom, the use of experiments was among the least popular teaching strategies. Additionally, results showed that teachers' display of the knowledge of the characteristics of scientific literacy was unsatisfactory. Generally, the findings indicate a gap between teaching for scientific literacy as expressed in the literature and current instructional practices in secondary science classrooms in Barbados.

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.

The Teaching of Business Ethics: An Imperative at Business Schools

ERIC Educational Resources Information Center

Crane, Frederick G.

2004-01-01

This study reports the findings of an investigation of MBAs and their views on the teaching of business ethics. The author found that tomorrow's business leaders believe that there are ethical standards that should be followed in business but that current ethical standards do not meet society's needs adequately. Moreover, although most respondents…

A Survey of EFL Instructors' Mediative Knowledge across Contexts of Teaching

ERIC Educational Resources Information Center

Rezaee-Manesh, Najafquli; Tahriri, Abdorreza

2014-01-01

The current mixed-method study probed EFL instructors' mediative knowledge across four different contexts of teaching including language institutes, universities, and senior and junior high schools in Iran. To this end, 181 EFL instructors, 80 males and 101 females, completed mediative closed-questionnaire which composed of twelve items to measure…

Does ERP Hands-On Experience Help Students Learning Business Process Concepts?

ERIC Educational Resources Information Center

Rienzo, Thomas; Han, Bernard

2011-01-01

Over the past decade, more and more business schools are attempting to teach business processes (BPs) by using enterprise resource planning (ERP) software in their curricula. Currently, most studies involving ERP software in the academy have concentrated on learning and teaching via self-assessment surveys or curriculum integration. This research…

(Re)conceptualisation of ELT Professionals: Academic High School English Teachers' Professional Identity in Korea

ERIC Educational Resources Information Center

Han, Insuk

2016-01-01

This study investigates Korean English teachers' responses to the current English Language Teaching (ELT) policies and reveals the attributes of their professional identity from their responses. Data collected from different narratives demonstrate that the teachers value the principles of communicative language teaching, but are not supportive of…

Teaching Early Braille Literacy Skills within a Stimulus Equivalence Paradigm to Children with Degenerative Visual Impairments

ERIC Educational Resources Information Center

Toussaint, Karen A.; Tiger, Jeffrey H.

2010-01-01

Despite the need for braille literacy, there has been little attempt to systematically evaluate braille-instruction programs. The current study evaluated an instructive procedure for teaching early braille-reading skills with 4 school-aged children with degenerative visual impairments. Following a series of pretests, braille instruction involved…

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)…

Doing Good and Doing Well: Credentialism and Teach for America

ERIC Educational Resources Information Center

Maier, Adam

2012-01-01

In recent years, Teach for America (TFA) has placed thousands of high-achieving college graduates in hard-to-staff schools, and its popularity continues to grow. TFA thus represents an anomaly: it attracts higher education's top students to primary and secondary education's least desired jobs. This article reviews the current explanations for…

Science Educators Teaching Engineering Design: An Examination across Science Professional Development Sites

ERIC Educational Resources Information Center

Grubbs, Michael E.; Love, Tyler S.; Long, David E.; Kittrell, Danielle

2016-01-01

Although the currently employed STEM (science, technology, engineering, and mathematics) acronym is of recent origin, dating to the early 2000s (Chute, 2009), the United States has long emphasized the importance of teaching STEM in its public schools. Early efforts, such as "Science, the Endless Frontier" (Bush, 1945) and the…

Improving Teaching and Learning: Three Models to Reshape Educational Practice

ERIC Educational Resources Information Center

Roberson, Sam

2014-01-01

The work of schools is teaching and learning. However, the current educational culture is dominated by three characteristics: (1) the mechanistic view of organization and its practice based on the assembly line model where students progress along a value added conveyor; (2) the predominance of the Essentialist philosophy of education, in which the…

University-School Teacher Education Partnerships in North Carolina

ERIC Educational Resources Information Center

Edelfelt, Roy; Coble, Charles

2004-01-01

Prospective teachers spending a year in classrooms... Teachers and professors studying problems that teachers face every day... Teachers co-teaching methods courses with university professors... These are some of the exciting outcomes of university-school teacher education partnerships in North Carolina. Current interest in university-school…

Sexual Health Curricula in U.S. Medical Schools: Current Educational Objectives

ERIC Educational Resources Information Center

Galletly, Carol; Lechuga, Julia; Layde, Joseph B.; Pinkerton, Steven

2010-01-01

Objective: The authors identify the explicit and implicit objectives that shape decisions about what medical schools teach regarding human sexuality. Methods: The authors reviewed relevant articles in journals, physician licensing examinations, and publications by professional organizations to identify learning objectives for human sexuality in…

Response II: Preparing Teachers of Art for Tomorrow's Schools.

ERIC Educational Resources Information Center

Day, Michael D.

1993-01-01

Responds to Arthur Efland's analysis of the relationship between current theories of teaching and learning and preservice art teacher education. Asserts that the cultural pluralism of today's schools is a significant factor in curriculum planning for art education. Discusses three characteristics of successful art teachers. (CFR)

Integrating Engineering Design into Technology Education: Georgia's Perspective

ERIC Educational Resources Information Center

Denson, Cameron D.; Kelley, Todd R.; Wicklein, Robert C.

2009-01-01

This descriptive research study reported on Georgia's secondary level (grades 6-12) technology education programs capability to incorporate engineering concepts and/or engineering design into their curriculum. Participants were middle school and high school teachers in the state of Georgia who currently teach technology education. Participants…

TRENDS IN EARLY CHILDHOOD AND ELEMENTARY SCHOOL PROGRAMS ASSOCIATED WITH THE CURRENT EMPHASIS UPON THE DISADVANTAGED CHILD. A STUDY OF THE CONCENTRATION OF EDUCATIONAL MEDIA RESOURCES.... PART I--EDUCATION OF THE CULTURALLY DISADVANTAGED.

ERIC Educational Resources Information Center

DENEMARK, GEORGE W.; METZOW, MARION

TRENDS IN EARLY CHILDHOOD AND ELEMENTARY SCHOOL CURRICULUM, SCHOOL ORGANIZATION, TEACHING METHODS AND MATERIALS, STAFF UTILIZATION, AND SCHOOL-COMMUNITY RELATIONSHIPS REFLECT THE NATION'S GROWING CONCERN FOR EDUCATION AND, PARTICULARLY, FOR THE EDUCATION OF DISADVANTAGED LEARNERS. NOW, INSTEAD OF THE TRADITIONAL EMPHASIS UPON THE STANDARD…

Research performance of AACSB accredited institutions in Taiwan: before versus after accreditation.

PubMed

Ke, Shih-Wen; Lin, Wei-Chao; Tsai, Chih-Fong

2016-01-01

More and more universities are receiving accreditation from the Association to Advance Collegiate Schools of Business (AACSB), which is an international association for promoting quality teaching and learning at business schools. To be accredited, the schools are required to meet a number of standards ensuring that certain levels of teaching quality and students' learning are met. However, there are a variety of points of view espoused in the literature regarding the relationship between research and teaching, some studies have demonstrated that research and teaching these are complementary elements of learning, but others disagree with these findings. Unlike past such studies, we focus on analyzing the research performance of accredited schools during the period prior to and after receiving accreditation. The objective is to answer the question as to whether performance has been improved by comparing the same school's performance before and after accreditation. In this study, four AACSB accredited universities in Taiwan are analyzed, including one teaching oriented and three research oriented universities. Research performance is evaluated by comparing seven citation statistics, the number of papers published, number of citations, average number of citations per paper, average citations per year, h-index (annual), h-index, and g-index. The analysis results show that business schools demonstrated enhanced research performance after AACSB accreditation, but in most accredited schools the proportion of faculty members not actively doing research is larger than active ones. This study shows that the AACSB accreditation has a positive impact on research performance. The findings can be used as a reference for current non-accredited schools whose research goals are to improve their research productivity and quality.

Teachers' Changing Roles in Computer Assisted Roles in Kenyan Secondary Schools

ERIC Educational Resources Information Center

Tanui, Edward K.; Kiboss, Joel K.; Walaba, Aggrey A.; Nassiuma, Dankit

2008-01-01

The use of computer technology in Kenyan schools is a relatively new approach that is currently being included in the school curriculum. The introduction of computer technology for use in teaching does not always seem to be accepted outright by most teachers. The purpose of the study reported in this paper was to investigate the teachers' changing…

Exploring Two Teachers' Engagement with Their Students in an Online Writing Environment

ERIC Educational Resources Information Center

Annamalai, Nagaletchimee; Tan, Kok Eng

2015-01-01

Little research in the ESL context has examined the online teaching and learning activities in high schools. One main reason is the lack of appropriate theoretical framework rather than the learners or the environment. Using data from twelve high school students and two teachers from two Malaysian schools, the current study adapted Borup et al.'s…

L'impact de l'enseignement de la biologie sur la construction de la distinction entre normal et pathologique chez les eleves du secondaire Marocain (The Impact of Teaching Biology on the Way Moroccan High School Students Construe the Difference between Normal and Pathological).

ERIC Educational Resources Information Center

Khzami, Salah-Eddine; Favre, Daniel

2002-01-01

Study of the distinction between the notions of the normal and the pathological among Moroccan high school students and their teachers of biology found that students confused the registers of the normal/abnormal with the healthy/pathological, a fact that is at odds with current teaching in biology. It also found a possible link to the values held…

Documentation systems for educators seeking academic promotion in U.S. medical schools.

PubMed

Simpson, Deborah; Hafler, Janet; Brown, Diane; Wilkerson, LuAnn

2004-08-01

To explore the state and use of teaching portfolios in promotion and tenure in U.S. medical schools. A two-phase qualitative study using a Web-based search procedure and telephone interviews was conducted. The first phase assessed the penetration of teaching portfolio-like systems in U.S. medical schools using a keyword search of medical school Web sites. The second phase examined the current use of teaching portfolios in 16 U.S. medical schools that reported their use in a survey in 1992. The individual designated as having primary responsibility for faculty appointments/promotions was contacted to participate in a 30-60 minute interview. The Phase 1 search of U.S. medical schools' Web sites revealed that 76 medical schools have Web-based access to information on documenting educational activities for promotion. A total of 16 of 17 medical schools responded to Phase 2. All 16 continued to use a portfolio-like system in 2003. Two documentation categories, honors/awards and philosophy/personal statement regarding education, were included by six more of these schools than used these categories in 1992. Dissemination of work to colleagues is now a key inclusion at 15 of the Phase 2 schools. The most common type of evidence used to document education was learner and/or peer ratings with infrequent use of outcome measures and internal/external review. The number of medical schools whose promotion packets include portfolio-like documentation associated with a faculty member's excellence in education has increased by more than 400% in just over ten years. Among early-responder schools the types of documentation categories have increased, but students' ratings of teaching remain the primary evidence used to document the quality or outcomes of the educational efforts reported.

Does TQM Affect Teaching and Learning?

ERIC Educational Resources Information Center

Mauriel, John J.; And Others

Many schools and school districts are attempting to introduce principles and practices of Total Quality Management (TQM). These attempts take many forms with varying degrees of commitment of resources and management attention. This paper describes the research design of a study intended to identify best current practices in applying TQM concepts…

Teaching, School Management and the Ideology of Pragmatism

ERIC Educational Resources Information Center

Moore, Alex

2005-01-01

With reference to Bernstein's theories concerning the pulls and tensions of competing pedagogic identities, this article draws on original research to suggest that a culture of pragmatism may be currently rooting itself in English schools. This culture is understood partly as an instrumental response to rapid and extensive educational reform, and…

Ottoman Turkish in the High School Curriculum: Current Language Planning Discussions in Turkey

ERIC Educational Resources Information Center

Yazan, Bedrettin; Üzüm, Melike

2017-01-01

This paper explores the recent policy decision about the teaching of Ottoman Turkish at high schools in Turkey and unpacks its historical, political, and social undercurrents. It theoretically rests upon Spolsky's [2004. "Language policy". Cambridge: Cambridge University Press, 2009. "Language management." Cambridge: Cambridge…

A Survey of Magazine Journalism Education, 1976.

ERIC Educational Resources Information Center

Schmadel, Donna J.; Scott, Byron T.

This survey examined the extent and quality of magazine journalism education in the United States and Canada. Over half of the 200 schools surveyed responded to the questionnaire concerning current teaching practices and facilities. Results indicate that magazine journalism is more widely taught than generally supposed: most schools have at least…

Keeping Current. Celebrating National Literacy Month: Media Literacy

ERIC Educational Resources Information Center

Baker, Frank

2004-01-01

There is reason to believe that media literacy is gaining a higher profile in schools across the United States. For the first time, most states' teaching standards include elements of media literacy and textbook publishers are beginning to include media education. The inclusion of "viewing" and media literacy presents school library…

Hierarchical Network Models for Education Research: Hierarchical Latent Space Models

ERIC Educational Resources Information Center

Sweet, Tracy M.; Thomas, Andrew C.; Junker, Brian W.

2013-01-01

Intervention studies in school systems are sometimes aimed not at changing curriculum or classroom technique, but rather at changing the way that teachers, teaching coaches, and administrators in schools work with one another--in short, changing the professional social networks of educators. Current methods of social network analysis are…

Social Representations of Inclusion and Stratification: Ethnographic Research within Two Israeli Elementary Schools

ERIC Educational Resources Information Center

Tuval, Smadar; Orr, Emda

2009-01-01

Based on "Social representations theory", this ethnographic research examines the processes by which two Israeli elementary schools represented some children, but not others, as "weak" students and in need of remedial teaching. This approach differs from most current research regarding children with disabilities, which mainly…

Computer-Based Learning in Chemistry Classes

ERIC Educational Resources Information Center

Pietzner, Verena

2014-01-01

Currently not many people would doubt that computers play an essential role in both public and private life in many countries. However, somewhat surprisingly, evidence of computer use is difficult to find in German state schools although other countries have managed to implement computer-based teaching and learning in their schools. This paper…

Current Trends and Future Tendencies: Developing Sustainable Assessment Cultures

ERIC Educational Resources Information Center

Dobson, Stephen

2012-01-01

Schools and their development as sustainable assessment cultures requires insight into the interests and role of different stakeholders: school policy makers, teachers and their teaching teams, principals, parents, pupils and the local community. Researchers are not immediately included in this list, but as external advisers they can play a…

Receptive Vocabulary Measures for EFL Costa Rican High School Students

ERIC Educational Resources Information Center

Castro-Garcia, Damaris

2017-01-01

The study offers a glimpse of the current situation of foreign language education in the Costa Rican context from the perspective of vocabulary knowledge, particularly passive vocabulary size. Students from two institutions participated: one school implements Content Based Teaching while the other follows traditional, Foreign Language Teaching…

Domestic violence teaching in UK medical schools: a cross-sectional study.

PubMed

Potter, Lucy C; Feder, Gene

2017-10-06

Domestic violence and abuse (DVA) is a leading contributor to the physical and mental ill health of women. Recent international guidance recommends that undergraduate medical curricula should include DVA. We do not know what is currently taught about DVA to medical students in the UK. Recent international guidance recommends that undergraduate medical curricula should include DVA METHOD: Teaching leads from all UK medical schools (n = 34) were invited to participate in an 18-item online survey about what DVA education is provided, their views of this provision and any feedback provided by students. Descriptive statistics were used to analyse the data. A total of 25 out of 34 medical schools participated in the survey (74%). All respondents felt that there should be formal teaching on DVA in the medical curriculum. Eighty-four per cent of respondents reported that there was some formal teaching in their medical school, and 90% of these reported that it was mandatory. Of those who delivered some teaching, 52% reported that the provision was 0-2 hours in total. Most commonly content was delivered in year 4. DVA teaching was delivered in different modules, by different methods and delivered by a range of different providers. Seventy-five per cent of respondents reported that they felt the provision at their medical school was inadequate or not enough. Barriers to providing DVA education identified included time constraints, failure to perceive it as a medical problem and the assumption that it will be covered elsewhere. Most medical students in the UK receive a small amount of teaching on DVA towards the end of the curriculum. This is perceived as inadequate. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Repair vs replacement of direct composite restorations: a survey of teaching and operative techniques in Oceania.

PubMed

Brunton, Paul A; Ghazali, Amna; Tarif, Zahidah H; Loch, Carolina; Lynch, Christopher; Wilson, Nairn; Blum, Igor R

2017-04-01

To evaluate the teaching and operative techniques for the repair and/or replacement of direct resin-based composite restorations (DCRs) in dental schools in Oceania. A 14-item questionnaire was mailed to the heads of operative dentistry in 16 dental schools in Oceania (Australia, New Zealand, Fiji and Papua New Guinea). The survey asked whether the repair of DCRs was taught within the curriculum; the rationale behind the teaching; how techniques were taught, indications for repair, operative techniques, materials used, patient acceptability, expected longevity and recall systems. All 16 schools participated in the study. Thirteen (81%) reported the teaching of composite repairs as an alternative to replacement. Most schools taught the theoretical and practical aspects of repair at a clinical level only. All 13 schools (100%) agreed on tooth substance preservation being the main reason for teaching repair. The main indications for repair were marginal defects (100%), followed by secondary caries (69%). All 13 schools that performed repairs reported high patient acceptability, and considered it a definitive measure. Only three schools (23%) claimed to have a recall system in place following repair of DCRs. Most respondents either did not know or did not answer when asked about the longevity of DCRs. Repair of DCRs seems to be a viable alternative to replacement, which is actively taught within Oceania. Advantages include it being minimally invasive, preserving tooth structure, and time and money saving. However, standardised guidelines need to be developed and further clinical long-term studies need to be carried out. The decision between replacing or repairing a defective composite restoration tends to be based on what clinicians have been taught, tempered by experience and judgement. This study investigated the current status of teaching and operative techniques of repair of direct composite restorations in dental schools in Oceania. Copyright © 2017 Elsevier Ltd. All rights reserved.

Clinical embryology: is there still a place in medical schools today?

PubMed

Hamilton, J; Carachi, R

2014-11-01

Embryology remains an important tool in medicine and surgery for the management of many clinical conditions. As a subject, it is neither straightforward nor easy to learn and teach in a busy modern medical school curriculum and can be easily overlooked. The aim of this study was to assess medical students' confidence in, and attitudes towards, the learning and teaching of clinical embryology. Medical students from all years of the course were asked to complete an online questionnaire in 2014. The questionnaire focused on confidence levels in learning embryology, methods of teaching, clinical embryology and it also allowed comments. In total, 146 students completed the questionnaire. The majority of students were not confident in learning and applying embryology and were unhappy with current teaching. Despite this, they felt that embryology should be included in the medical school curriculum, in particular clinical embryology with relevant clinical scenarios. Students remain confident that embryology should remain in the medical school curriculum. Embryology should be taught at the right level, depth and through various methods, including basic concepts in the lower years of medical school and moving into clinical embryology later on. As a result, junior doctors and trainees will have a good foundation of knowledge. © The Author(s) 2014 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav.

‘I’m not a smoker…yet’: a qualitative study on perceptions of tobacco control in Chinese high schools

PubMed Central

2018-01-01

Objective Chinese adolescents’ perceptions about tobacco control at schools are rarely researched. We explored how current antismoking strategies work in middle school environments, as well as the attitudes towards these strategies held by students and teaching staff members. Methods Four focus groups (24 eleventh graders; M age=16 years) and five indepth interviews (teaching staff members with tobacco control experience in schools) were conducted in Kunming, Yunnan Province, China. We used thematic analysis combining inductive and deductive processes, along with field observations and research group discussions, for data analysis. Results With educational approaches and practical strategies, antismoking education reported in the middle schools had limited effectiveness. Although smoking is banned in schools, students can circumvent schools’ controls easily. Notably salient is the pessimistic attitude towards school-based antismoking strategies at school. Detrimental influences within (teachers’ smoking) and beyond schools (high societal smoking prevalence) largely challenged the efforts to manage students’ smoking. Conclusions Current antismoking approaches in schools fail to curb smoking among Chinese high school students. Their effectiveness is undermined by both within-campus and off-campus influences. Students’ perceptions of smoking should be valued as their knowledge of smoking is actively constructed. Future antismoking education at school should incorporate interactive sessions rather than merely didactic approaches about the harms of smoking. Although stricter rules for teachers’ smoking are needed, complementary strategies such as population-level interventions and policy measures in wider society will assist in efforts within schools. PMID:29678968

Assessing Dimensions of Inquiry Practice by Middle School Science Teachers Engaged in a Professional Development Program

ERIC Educational Resources Information Center

Lakin, Joni M.; Wallace, Carolyn S.

2015-01-01

Inquiry-based teaching promotes students' engagement in problem-solving and investigation as they learn science concepts. Current practice in science teacher education promotes the use of inquiry in the teaching of science. However, the literature suggests that many science teachers hold incomplete or incorrect conceptions of inquiry.…

An Interdisciplinary Inservice Model for Teaching Reading in the Content Areas: Grades 7-9.

ERIC Educational Resources Information Center

Granite School District, Salt Lake City, UT.

The model outlined in this document describes the development of an integrated approach to teaching content reading skills to teachers. Methods and materials applicable to texts and media currently used in classrooms were produced by inservice teachers of science, math, and social studies at a Salt Lake City junior high school. This document…

The Influence of Professional Identity on Teaching Practice: Experiences of Four Music Educators

ERIC Educational Resources Information Center

Carrillo, Carmen; Baguley, Margaret; Vilar, Mercè

2015-01-01

This study explores the influence of professional identity on the teaching practice of four school music educators, two from Spain and two from Australia. Narrative inquiry methodology was utilized in order to investigate the full spectrum of their musical experiences, ranging from their earliest childhood memories to their current positions in…

Examining Teachers' Self-Described Responses to Student Behavior through the Lens of Catholic Social Teaching Principles

ERIC Educational Resources Information Center

Mucci, Angela Marie

2015-01-01

The current study examined how teacher beliefs about the tenets of Catholic Social Teaching (CST)--dignity of the human person, seeking the common good, and preferential option for the poor and vulnerable--affected self-described responses to student behavior problems. In-depth interviews with seven secondary Catholic school teachers were analyzed…

A Survey of the Practices, Procedures, and Techniques in Undergraduate Organic Chemistry Teaching Laboratories

ERIC Educational Resources Information Center

Martin, Christopher B.; Schmidt, Monica; Soniat, Michael

2011-01-01

A survey was conducted of four-year institutions that teach undergraduate organic chemistry laboratories in the United States. The data include results from over 130 schools, describes the current practices at these institutions, and discusses the statistical results such as the scale of the laboratories performed, the chemical techniques applied,…

From Hitler to Hurricanes, Vietnam to Virginia Tech: Using Historical Nonfiction to Teach Rhetorical Context

ERIC Educational Resources Information Center

Beckelhimer, Lisa

2010-01-01

Historical nonfiction is effective in teaching rhetoric for two main reasons. First, historical texts communicate through a real-world lens that students can understand and find familiar. Students study history and are exposed to current events through the news, school, and each other. Second, since history affects people's lives so broadly, its…

Embedded Simultaneous Prompting Procedure to Teach STEM Content to High School Students with Moderate Disabilities in an Inclusive Setting

ERIC Educational Resources Information Center

Heinrich, Sara; Collins, Belva C.; Knight, Victoria; Spriggs, Amy D.

2016-01-01

Effects of an embedded simultaneous prompting procedure to teach STEM (science, technology, engineering, math) content to three secondary students with moderate intellectual disabilities in an inclusive general education classroom were evaluated in the current study. Students learned discrete (i.e., geometric figures, science vocabulary, or use of…

Music Student Teaching Seminars: An Examination of Current Practices Across the United States

ERIC Educational Resources Information Center

Baumgartner, Christopher M.; Councill, Kimberly H.

2017-01-01

The purpose of this study was to examine the structure and content of music student teaching seminars at 4-year, degree-granting institutions accredited by the National Association of Schools of Music across the United States. A secondary purpose was to determine how these seminars (a) addressed perceived needs of student teachers and beginning…

Examining Preservice Teacher Content and Pedagogical Content Knowledge Needed to Teach Reading in Elementary School

ERIC Educational Resources Information Center

Clark, Sarah K.; Helfrich, Sara R.; Hatch, Lance

2017-01-01

Recently, increased attention has been placed on the importance of having knowledgeable and skilled teachers in order to influence reading achievement. Yet many international reports suggest that large numbers of children are not learning to read. How can we better prepare teachers with the necessary knowledge to teach reading? The current study…

Working Alongside Scientists: Impacts on Primary Teacher Beliefs and Knowledge about Science and Science Education

ERIC Educational Resources Information Center

Anderson, Dayle; Moeed, Azra

2017-01-01

Current curriculum demands require primary teachers to teach about the Nature of Science; yet, few primary teachers have had opportunity to learn about science as a discipline. Prior schooling and vicarious experiences of science may shape their beliefs about science and, as a result, their science teaching. This qualitative study describes the…

Teaching for Multifaceted Knowledge of Disputed Islands in Japanese Classrooms: Toward a Critical Border Dialogism

ERIC Educational Resources Information Center

Miyazaki, Takeshi; Cashman, Timothy G.; Madokoro, Kayo

2016-01-01

This study considers the teaching of historical and territorial issues between Japan and China for the current Japanese social studies curriculum. For research purposes, a lesson plan was designed and facilitated in Japanese elementary and junior high schools. This lesson addressed ongoing tensions between Japan and China over the sovereignty of…

Hands-on curriculum teaches biomedical engineering concepts to home-schooled students.

PubMed

Sagstetter, Ann M; Nimunkar, Amit J; Tompkins, Willis J

2009-01-01

University level outreach has increased over the last decade to stimulate K-12 student interest in engineering related fields. Home schooling students are one of the groups that are valued for engineering admissions due to diligent study habits and high achievement scores. However, home schooled students have inadequate access to science, math, and engineering related resources, which precludes the development of interdisciplinary teaching methods. To address this problem, we have developed a hands-on, STEM based curriculum as a safe and comprehensive supplement to current home schooling curricula. The ultimate goal is to stimulate university-student relations and subsequently increase engineering recruitment opportunities. Our pre and post workshop survey comparisons demonstrate that integrating disciplines, via the manner presented in this study, provides a K-12 student-friendly engineering learning method.

The state of radiologic teaching practice in preclinical medical education: survey of American medical, osteopathic, and podiatric schools.

PubMed

Rubin, Zachary; Blackham, Kristine

2015-04-01

This study describes the state of preclinical radiology curricula in North American allopathic, osteopathic, and podiatric medical schools. An online survey of teaching methods, radiology topics, and future plans was developed. The Associations of American Medical Colleges, Colleges of Osteopathic Medicine, and Colleges of Podiatric Medicine listing for all US, Canadian, and Puerto Rican schools was used for contact information for directors of anatomy and/or radiology courses. Letters were sent via e-mail to 198 schools, with a link to the anonymous survey. Of 198 schools, 98 completed the survey (48%). Radiology curricula were integrated with other topics (91%), and taught by anatomists (42%) and radiologists (43%). The majority of time was spent on the topic of anatomy correlation (35%). Time spent teaching general radiology topics in the curriculum, such as physics (3%), modality differences (6%), radiation safety (2%), and contrast use (2%) was limited. Most schools had plans to implement an innovative teaching method in the near future (62%). The major challenges included limits on: time in the curriculum (73%); resources (32%); and radiology faculty participation (30%). A total of 82% reported that their curriculum did not model the suggestions made by the Alliance of Medical Student Educators in Radiology. This survey describes the current state of preclinical radiology teaching: curricula were nonstandard, integrated into other courses, and predominantly used for anatomy correlation. Other important contextual principles of the practice of radiology were seldom taught. Copyright © 2015 American College of Radiology. Published by Elsevier Inc. All rights reserved.

Use of structured musculoskeletal examination routines in undergraduate medical education and postgraduate clinical practice - a UK survey.

PubMed

Baker, Kenneth F; Jandial, Sharmila; Thompson, Ben; Walker, David; Taylor, Ken; Foster, Helen E

2016-10-21

Structured examination routines have been developed as educational resources for musculoskeletal clinical skills teaching, including Gait-Arms-Legs-Spine (GALS), Regional Examination of the Musculoskeletal System (REMS) and paediatric GALS (pGALS). In this study, we aimed to assess the awareness and use of these examination routines in undergraduate medical teaching in UK medical schools and UK postgraduate clinical practice. Electronic questionnaires were distributed to adult and paediatric musculoskeletal teaching leads at UK medical schools and current UK doctors in training. Responses were received from 67 tutors representing teaching at 22/33 [67 %] of all UK medical schools, and 70 trainee doctors across a range of postgraduate training specialities. There was widespread adoption, at responding medical schools, of the adult examination routines within musculoskeletal teaching (GALS: 14/16 [88 %]; REMS: 12/16 [75 %]) and assessment (GALS: 13/16 [81 %]; REMS: 12/16 [75 %]). More trainees were aware of GALS (64/70 [91 %]) than REMS (14/67 [21 %]). Of the 39 trainees who used GALS in their clinical practice, 35/39 [90 %] reported that it had improved their confidence in musculoskeletal examination. Of the 17/22 responding medical schools that included paediatric musculoskeletal examination within their curricula, 15/17 [88 %] used the pGALS approach and this was included within student assessment at 4 medical schools. We demonstrate the widespread adoption of these examination routines in undergraduate education and significant uptake in postgraduate clinical practice. Further study is required to understand their impact upon clinical performance.

Jesus Heard the Word of God, but Mohammed had Convulsions: How Religion Clause Principles Should Be Applied to Religion in the Public School Social Studies Curriculum.

ERIC Educational Resources Information Center

Kaiser, Elizabeth D.

2003-01-01

Discusses why public schools are making religion an important part of social-studies curriculum and why teaching of religion may create unintended constitutional violations. Explores the efficacy of current legal tests of constitutionality of religion in schools. Proposes new test for evaluating the constitutionality of religion in public-school…

Perceptions of Teachers on Their Preparedness to Teach Students in Low-Income Urban Charter Schools in New Jersey

ERIC Educational Resources Information Center

Wright, Kimberly S.

2017-01-01

This dissertation explores how novice teachers currently working in low-income urban charter schools in New Jersey perceive their specific preparation to work in a low-income urban charter school classroom, prior to doing so. In this qualitative study, a semistructured interview was used in an effort to assess the preparedness of 18 teachers based…

Characteristic research on Hong Kong "I learned" series computer textbooks

NASA Astrophysics Data System (ADS)

Hu, Jinyan; Liu, Zhongxia; Li, Yuanyuan; Lu, Jianheng; Zhang, Lili

2011-06-01

Currently, the construction of information technology textbooks in the primary and middle schools is an important content of the information technology curriculum reform. The article expect to have any inspire and reference on inland China school information technology teaching material construction and development through the analyzing and refining the characteristics of the Hong Kong quality textbook series - "I learn . elementary school computer cognitive curriculum".

Collaboration and Inquiry: Cornell University Partnerships with Rural School Districts

NASA Astrophysics Data System (ADS)

Porter, K. A.

2003-12-01

Cornell University's location provides valuable opportunities for university-community collaboration. Schools in the area tend to be rural, with limited access to resources. Two projects in place at Cornell provide opportunities for collaboration between graduate students and local K-12 schools. These programs yield benefits for K-12 students by exposing them to resources (and expertise) otherwise unavailable to them; for K-12 teachers, by providing access to knowledge and resources brought to them by the graduate students; and for the graduate students who participate in the program, by giving them opportunities to teach and design curricula. The two programs provide options for outreach that fit many schedules, teaching goals, and interests. The Graduate Student School Outreach Program (GSSOP) is open to all graduate students and local K-12 teachers. Students and teachers often participate for several years in a row. Graduate students prepare a 6-8 session "mini-course" in an area of their interest, and they are matched to local teachers with similar interests or needs. Graduate student participants are required to submit a final formatted curriculum for the lessons that they have taught, and these curricula are made available to the public on the GSSOP web site. GSSOP is currently in its twelfth year as a student-coordinated program, and its funding comes primarily from Cornell's Public Service Center and alumni donations. The Cornell Science Inquiry Partnership (CSIP) provides an opportunity for graduate students in the sciences to participate in longer-term collaborations with regional schools. CSIP is administered under the National Science Foundation GK12 initiative and is currently in its fourth year. CSIP fellows make a year-long commitment to teaching and outreach and receive a full fellowship. Fellows may work with several middle- or high-school teachers over the course of the year, and they may teach many lessons over different time scales. As in GSSOP, CSIP fellows prepare curricula that are made available to the public. CSIP courses focus on inquiry-based instruction, and fellows attend weekly seminars in which inquiry-based teaching and lesson planning strategies and theory are discussed.

Status of teaching elementary science for English learners in science, mathematics and technology centered magnet schools

NASA Astrophysics Data System (ADS)

Han, Alyson Kim

According to the California Commission on Teacher Credentialing (2001), one in three students speaks a language other than English. Additionally, the Commission stated that a student is considered to be an English learner if the second language acquisition is English. In California more than 1.4 million English learners enter school speaking a variety of languages, and this number continues to rise. There is an imminent need to promote instructional strategies that support this group of diverse learners. Although this was not a California study, the results derived from the nationwide participants' responses provided a congruent assessment of the basic need to provide effective science teaching strategies to all English learners. The purpose of this study was to examine the status of elementary science teaching practices used with English learners in kindergarten through fifth grade in public mathematics, science, and technology-centered elementary magnet schools throughout the country. This descriptive research was designed to provide current information and to identify trends in the areas of curriculum and instruction for English learners in science themed magnet schools. This report described the status of elementary (grades K-5) school science instruction for English learners based on the responses of 116 elementary school teachers: 59 grade K-2, and 57 grade 3-5 teachers. Current research-based approaches support incorporating self-directed learning strategy, expository teaching strategy, active listening strategies, questioning strategies, wait time strategy, small group strategy, peer tutoring strategy, large group learning strategy, demonstrations strategy, formal debates strategy, review sessions strategy, mediated conversation strategy, cooperative learning strategy, and theme-based instruction into the curriculum to assist English learners in science education. Science Technology Society (STS) strategy, problem-based learning strategy, discovery learning strategy, constructivist learning strategy, learning cycle strategy, SCALE technique strategy, conceptual change strategy, inquiry-based strategy, cognitive academic language learning approach (CALLA) strategy, and learning from text strategy provide effective science teaching instruction to English learners. These science instructional strategies assist elementary science teachers by providing additional support to make science instruction more comprehensible for English learners.

Two-year colleges, Physics, and Teacher Preparation

NASA Astrophysics Data System (ADS)

Clay, Keith

2002-05-01

In the midst of a teacher shortage no field suffers more than physics. Half of our secondary physics teachers have less than a minor in physics. Meanwhile half of our future teachers start out at two-year colleges with physicists on staff. The opportunity for community colleges to have an impact on K-12 teaching is tremendous. Project TEACH has been honored as an outstanding teacher preparation program. It is a collaboration of colleges and K-12 schools dedicated to the improvement of teacher preparation, especially in science and math. Based at Green River Community College, Project TEACH unites certification institutions, community colleges, and K-12 school districts in the pre-service and in-service training of teachers. Activities of Project TEACH include recruitment and advising of future teachers, field experience for education students, creation of pre-teaching and para-educator degrees, tutoring from elementary school through college, in-service courses for current teachers, and special math and science courses aimed at future teachers. The yearlong interdisciplinary science sequence blends chemistry, physics, geology, and biology in a hands-on inquiry-based environment. The yearlong math sequence covers arithmetic, algebra, geometry, and probability with inquiry-based pedagogy. The programs developed by Project TEACH are being disseminated to colleges across Washington State and beyond.

Collaborative activities for improving the quality of science teaching and learning and learning to teach science

NASA Astrophysics Data System (ADS)

Tobin, Kenneth

2012-03-01

I have been involved in research on collaborative activities for improving the quality of teaching and learning high school science. Initially the collaborative activities we researched involved the uses of coteaching and cogenerative dialogue in urban middle and high schools in Philadelphia and New York (currently I have active research sites in New York and Brisbane, Australia). The research not only transformed practices but also produced theories that informed the development of additional collaborative activities and served as interventions for research and creation of heuristics for professional development programs and teacher certification courses. The presentation describes a collage of collaborative approaches to teaching and learning science, including coteaching, cogenerative dialogue, radical listening, critical reflection, and mindful action. For each activity in the collage I provide theoretical frameworks and empirical support, ongoing research, and priorities for the road ahead. I also address methodologies used in the research, illustrating how teachers and students collaborated as researchers in multilevel investigations of teaching and learning and learning to teach that included ethnography, video analysis, and sophisticated analyses of the voice, facial expression of emotion, eye gaze, and movement of the body during classroom interactions. I trace the evolution of studies of face-to-face interactions in science classes to the current focus on emotions and physiological aspects of teaching and learning (e.g., pulse rate, pulse strength, breathing patterns) that relate to science participation and achievement.

The Civic Purposes of Public Schools. Report.

ERIC Educational Resources Information Center

Perry, Mary

This report examines the current state of citizenship instruction in U.S. schools, how we teach American citizenship, and what citizenship education looks like in California. The National Assessment of Educational Progress civics assessment determined that one-third of test-takers were below proficient and only one-fifth were at proficient level.…

Educator Teams up to Teach Finance to Young Children

ERIC Educational Resources Information Center

O'Neil-Haight, Megan

2010-01-01

Based on current research and conventional wisdom, financial education should begin at an early age. With the exception of a few generally underutilized in-school banking programs, Maryland's Lower Eastern Shore, like so many other areas across the nation, has few or no school-based financial literacy programs. A partnership with 23 public,…

Vocational Education Distance Learning Delivery System. Final Report.

ERIC Educational Resources Information Center

Hardy, Darcy Walsh

A project was conducted to identify criteria and procedures for using a distance learning delivery system at the University of Texas TeleLearning Center to teach Health Occupations II to high school seniors. Another objective was expanding the current distance learning program for health occupations to include between 15 and 20 school districts.…

Technology and Group Leadership Training: Teaching Group Counseling in an Online Environment

ERIC Educational Resources Information Center

Krieger, Kenin M.; Stockton, Rex

2004-01-01

As online learning and pedagogy advances, more collegiate-level courses are being held in online environments. This article includes an illustration of such a course for school counselors, administrators, and mental health counselors who currently design and conduct counseling groups for school-aged children as well as suggestions for…

Primary School Pre-Service Mathematics Teachers' Views on Mathematical Modeling

ERIC Educational Resources Information Center

Karali, Diren; Durmus, Soner

2015-01-01

The current study aimed to identify the views of pre-service teachers, who attended a primary school mathematics teaching department but did not take mathematical modeling courses. The mathematical modeling activity used by the pre-service teachers was developed with regards to the modeling activities utilized by Lesh and Doerr (2003) in their…

Teaching and Reaching the Millennial Generation through Media Literacy

ERIC Educational Resources Information Center

Considine, David; Horton, Julie; Moorman, Gary

2009-01-01

These are times of rapid technological change that challenge all educators. The children currently in school--often referred to as the "Millennial Generation"--have always been immersed in Information Communication Technology. Millennials bring to school a rich set of literacy skills that allows them instant communication and access to a wealth of…

Turkish High School Students' Ideas about Invertebrates: General Characteristics and Classification

ERIC Educational Resources Information Center

Cinici, Ayhan

2013-01-01

Identifying alternative conceptions is a vital part of teaching and learning in science because it provides information about students' ideas to both themselves and their teachers. In this context, the purpose of the current study is twofold. The first aim is to examine high school students' alternative conceptions about general characteristics…

Effects of an Alternative to Suspension Intervention in a Therapeutic High School

ERIC Educational Resources Information Center

Hernandez-Melis, Claudia; Fenning, Pamela; Lawrence, Elizabeth

2016-01-01

The purpose of the current study was to assess the effects of an alternative to suspension intervention on students' subsequent major referrals. The intervention included activities designed to teach social coping strategies as well as mediation to resolve interpersonal conflicts. The intervention was implemented in a therapeutic high school, and…

Experienced Primary School Teachers' Thoughts on Effective Teachers of Literacy and Numeracy

ERIC Educational Resources Information Center

Md-Ali, Ruzlan; Karim, Hamida Bee Bi Abdul; Yusof, Fahainis Mohd

2016-01-01

Purpose: This paper presents the characteristics of effective literacy and numeracy teachers within the current context of teaching in Malaysia from the viewpoints of a sample of trained and experienced primary school teachers of literacy and numeracy. The characteristics were established based on what the teachers perceived as important in…

Studies in Mathematics Education. Volume 6. Out-of-School Mathematics Education.

ERIC Educational Resources Information Center

Morris, Robert, Ed.

This is the sixth volume in a series designed to improve mathematics instruction by providing resource materials for those responsible for mathematics teaching. Focusing on out-of-school mathematics education, this volume presents a panorama of current practices around the world and suggests future trends. Subjects considered include: (1)…

Something’s missing from my education: Using a cross sectional survey to examine the needs and interest of Canadian medical students relating to their roles as teachers and educators

PubMed Central

Nagji, Alim; Leslie, Karen; Wong, Eric; Myhre, Doug; Young, Meredith; Chan, Ming-Ka

2017-01-01

Background Current theory in medical education emphasizes engaging learners as educators while tailoring teaching to their learning needs. However, little is known about learners’ perceptions of their proposed roles as teachers and educators. Methods Canadian medical students were invited to complete an English language online questionnaire structured to include: teaching experience, participation and/or awareness of teacher development at their school and awareness and/or interest in further training in medical education. The survey was developed by the Canadian Association for Medical Education (CAME) Membership Subcommittee, and distributed via the Canadian Federation of Medical Students (CFMS) email list and the CAME twitter account in March 2014. Results Of the 169 undergraduate medical student respondents, 36% (n=61) reported a lack of prior teaching experience and 45% (n=73) were unsure if their school provided teaching instruction. Overall, 91% (n=150) indicated that they planned to incorporate teaching or medical education into their future careers. Conclusion While the majority of medical student respondents are expecting or planning to teach, most report not having access to adequate training through medical school. Further effort is necessary to support medical students as teachers to prepare them for increased teaching responsibilities as residents and to expose them to potential careers in medical education. PMID:29098045

Surviving the Implementation of a New Science Curriculum

NASA Astrophysics Data System (ADS)

Lowe, Beverly; Appleton, Ken

2015-12-01

Queensland schools are currently teaching with the first National Curriculum for Australia. This new curriculum was one of a number of political responses to address the recurring low scores in literacy, mathematics, and science that continue to hold Australia in poor international rankings. Teachers have spent 2 years getting to know the new science curriculum through meetings, training, and exploring the new Australian curriculum documents. This article examines the support and preparation for implementation provided in two regional schools, with a closer look at six specific teachers and their science teaching practices as they attempted to implement the new science curriculum. The use of a survey, field observations, and interviews revealed the schools' preparation practices and the teachers' practices, including the support provided to implement the new science curriculum. A description and analysis of school support and preparation as well as teachers' views of their experiences implementing the new science curriculum reveal both achievements and shortcomings. Problematic issues for the two schools and teachers include time to read and comprehend the curriculum documents and content expectations as well as time to train and change the current processes effectively. The case teachers' experiences reveal implications for the successful and effective implementation of new curriculum and curriculum reform.

Novartis School Lab: bringing young people closer to the world of research and discovering the excitement of science.

PubMed

Michel, Christiane Röckl; Standke, Gesche; Naef, Reto

2012-01-01

The Novartis School Lab (http://www.novartis.ch/schullabor) is an institution with an old tradition. The School Lab reaches about 5000 students through internal courses and an additional 5000 children at public science events where they can enjoy hands-on science in disciplines of biomedical research. The subjects range from chemistry, physics, molecular biology and genetics to toxicology and medical topics. The Novartis School Lab offers a variety of activities for youngsters aged 10-20 ranging from lab courses for school classes, continuing education for teachers and development of teaching kits, support for individual research projects to outreach for public science events. Innovation and adaptation to changes of current needs are essential aspects for the Novartis School Lab. Ongoing activities to shape the Novartis Biomedical Learning Lab include design of new teaching experiments, exploration into additional disciplines of biomedical science and the creation of a fascinating School Lab of the future.

Teaching the New Taxonomy.

ERIC Educational Resources Information Center

Texley, Juliana

2002-01-01

Points out that today's taxonomy is very different than what many biology teachers learned when they were in school. Traces the history of some of the changes and describes the current taxonomy. (DDR)

"Hey, Bernie," I Said, "What's New?"

ERIC Educational Resources Information Center

Otto, Wayne

1994-01-01

Discusses a startlingly current 1953 article called "Recent Trends in the Teaching of Reading" by Virgil Herrick, and a 1992 book by James Moffett called "Harmonic Learning: Keynoting School Reform." (SR)

Status of medical mycology education.

PubMed

Steinbach, William J; Mitchell, Thomas G; Schell, Wiley A; Espinel-Ingroff, Ana; Coico, Richard F; Walsh, Thomas J; Perfect, John R

2003-12-01

The number of immunocompromised patients and subsequent invasive fungal infections continues to rise. However, the education of future medical mycologists to engage this growing problem is diminishing. While there are an increasing number of publications and grants awarded in mycology, the time and detail devoted to teaching medical mycology in United States medical schools are inadequate. Here we review the history in medical mycology education and the current educational opportunities. To accurately gauge contemporary teaching we also conducted a prospective survey of microbiology and immunology departmental chairpersons in United States medical schools to determine the amount and content of contemporary education in medical mycology.

Preparing Biology Graduate Teaching Assistants for Their Roles as Instructors: An Assessment of Institutional Approaches

PubMed Central

Schussler, Elisabeth E.; Read, Quentin; Marbach-Ad, Gili; Miller, Kristen; Ferzli, Miriam

2015-01-01

The inconsistency of professional development (PD) in teaching for graduate teaching assistants (GTAs) is a widespread problem in higher education. Although GTAs serve an important role in retention of undergraduate science majors and in promotion of scientific literacy in nonmajors, they often lack preparation and ongoing support for teaching. Given the recent national focus on instructional quality in introductory courses, our goal was to use an online survey to identify current practices of teaching PD for biology GTAs and compare these results with the last national survey on this topic. In responses from 71 participant institutions, 96% reported some mandatory teaching preparation for biology GTAs; however, 52% of these programs required 10 or fewer hours per year. Respondents wanted to change their programs to include more pedagogical information and teaching observations with feedback to their GTAs. Programmatic self-ratings of satisfaction with GTA PD were positively correlated with the number of topics discussed during PD. Although more schools are requiring GTA PD for teaching compared with the last national survey, the lack of program breadth at many schools warrants a national conversation with regard to recent calls for improving undergraduate instruction. PMID:26231562

Measuring What Matters: A Stronger Accountability Model for Teacher Education [Executive Summary

ERIC Educational Resources Information Center

Crowe, Edward

2010-01-01

Our current system for holding U.S. teacher education programs accountable doesn't guarantee program quality or serve the needs of schools and students. State oversight for teacher preparation programs mostly ignores the impact of graduates on the K-12 students they teach, and it gives little attention to where graduates teach or how long they…

A Video Lecture and Lab-Based Approach for Learning of Image Processing Concepts

ERIC Educational Resources Information Center

Chiu, Chiung-Fang; Lee, Greg C.

2009-01-01

The current practice of traditional in-class lecture for learning computer science (CS) in the high schools of Taiwan is in need of revamping. Teachers instruct on the use of commercial software instead of teaching CS concepts to students. The lack of more suitable teaching materials and limited classroom time are the main reasons for the…

Using of Video Modeling in Teaching a Simple Meal Preparation Skill for Pupils of Down Syndrome

ERIC Educational Resources Information Center

AL-Salahat, Mohammad Mousa

2016-01-01

The current study aimed to identify the impact of video modeling upon teaching three pupils with Down syndrome the skill of preparing a simple meal (sandwich), where the training was conducted in a separate classroom in schools of normal students. The training consisted of (i) watching the video of an intellectually disabled pupil, who is…

Teach for Fitness: A Manual for Teaching Fitness Concepts in K-12 Physical Education. Current Issues.

ERIC Educational Resources Information Center

Priest, Laurie

This book is designed to aid and to encourage physical education teachers to incorporate the concepts of physical fitness into the physical education curriculum. The activities are written in an outline format using the following headings: (1) concept; (2) activity and/or knowledge level; (3) location (school or home); (4) time needed; (5)…

A Comparative Study of the Current Situation on Teaching about World War II in Japanese and American Classrooms.

ERIC Educational Resources Information Center

Barth, James L.

1992-01-01

Compares questionnaire results sent to elementary and secondary school teachers in Indiana and Japan. Surveys how and what is taught about World War II. Reports teachers in the United States concentrate more on Europe, Pearl Harbor, and fascism, whereas Japanese teachers are more concerned with Pacific theater. Concludes Japanese teach peace…

Science school and culture school: improving the efficiency of high school science teaching in a system of mass science education.

PubMed

Charlton, Bruce G

2006-01-01

Educational expansion in western countries has been achieved mainly by adding years to full-time education; however, this process has probably reduced efficiency. Sooner or later, efficiency must improve, with a greater educational attainment per year. Future societies will probably wish more people to study science throughout high school (aged c. 11-19 years) and the first college degree. 'Science' may be defined as any abstract, systematic and research-based discipline: including mathematics, statistics and the natural sciences, economics, music theory, linguistics, and the conceptual or quantitative social sciences. Since formal teaching is usually necessary to learn science, science education should be regarded as the core function of high schools. One standard way to improve efficiency is the 'division of labour', with increased specialization of function. Modern schools are already specialized: teachers are specialized according to age-group taught, subject matter expertise, and administrative responsibilities. School students are stratified by age and academic aptitude. I propose a further institutional division of school function between science education, and cultural education (including education in arts, sports, ethics, social interaction and good citizenship). Existing schools might split into 'science school' and 'culture school', reflected in distinct buildings and zones, separate administrative structures, and the recruitment of differently-specialized teaching personnel. Science school would be distinguished by its focus on education in disciplines which promote abstract systematic cognition. All students would spend some part of each day (how much would depend on their aptitude and motivation) in the 'science school'; experiencing a traditional-style, didactic, disciplined and rigorous academic education. The remainder of the students' time at school would be spent in the cultural division, which would focus on broader aspects, and aim to generate a more rounded and social individual. For this to happen depends upon a recognition that science is relatively difficult to teach, requiring non-spontaneous and un-natural cognitive processes from students. Furthermore, it is much easier to learn science when young--if science is missed at school, it can be difficult or impossible to make up the ground later. Modern schools currently try to do too many things, and end-up doing none very well: the one big thing all schools should do for all students is to teach them science. For this to happen, schools need to specialize in their core function.

Graduate performance of science education department in implementing conservation-based science teaching

NASA Astrophysics Data System (ADS)

Parmin; Savitri, E. N.; Amalia, A. V.; Pratama, M. R.

2018-04-01

This study aims to measure the performance of graduates in implementing conservation-based science teaching. The study employed a qualitative method by collecting the self-assessment data from alumni and the performance assessment from the headmasters of schools where the graduates are currently teaching. There are nine indicators of conservation insight examined in this study. The study concluded that the 78 alumni, who have become teachers when the study was conducted, perform well in implementing conservative science lessons.

A Counter-Intuitive Strategy: Reduce Student Stress by Teaching Current Events

ERIC Educational Resources Information Center

Passe, Jeff

2008-01-01

Should elementary school students be introduced to disturbing current events topics? A common response would be to protect the innocence of young children, allowing them to live their lives relatively free of the troubles that beset the world. But closer examination reveals that the study of current events actually helps to reduce fear and worry.…

Not just numeracy and literacy: Theory of mind development and school readiness among low-income children.

PubMed

Cavadel, Elizabeth Woodburn; Frye, Douglas A

2017-12-01

The current study investigated the role of theory of mind development in school readiness among 120 low-income preschool and kindergarten children. A short-term longitudinal design was used to examine relations among theory of mind, the understanding of teaching, and learning behaviors and their collective role in children's literacy and numeracy skills at school entry. Results replicate differences in theory of mind development among low-income children as compared to typically studied, higher-income samples. Theory of mind and the combination of several sociocognitive variables successfully predicted concurrent relations with academic outcomes. Children's understanding of teaching predicted changes in literacy scores over time. Results are discussed in the context of what is known about theory of mind and sociocognitive development in school readiness. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Transforming School Conditions: Building Bridges to the Education System that Students and Teachers Deserve

ERIC Educational Resources Information Center

Daughtrey, Alesha

2010-01-01

In this report the TeacherSolutions Teacher Working Conditions team--a group of 14 accomplished teachers who work in mostly high-needs schools and districts, both urban and rural, draw on current research and Center for Teaching Quality case studies to identify essential, research-based principles that must undergird sustainable and effective…

Teaching about Saving and Investing in the Elementary and Middle School Grades

ERIC Educational Resources Information Center

Suiter, Mary; Meszaros, Bonnie T.

2005-01-01

For several years, advocacy groups have recognized the need to strengthen financial education in the K-12 schools. Current statistics support their concerns. Financial illiteracy in the United States is astoundingly high. From 1992 to 2000, disposable personal income for Americans rose by 47 percent, but personal spending rose by 61 percent. In…

Critical Thinking Skills among Elementary School Students: Comparing Identified Gifted and General Education Student Performance

ERIC Educational Resources Information Center

Kettler, Todd

2014-01-01

Education reform efforts, including the current adoption of Common Core State Standards, have increased attention to teaching critical thinking skills to all students. This study investigated the critical thinking skills of fourth-grade students from a school district in Texas, including 45 identified gifted students and 163 general education…

The Dilemma of Time: Student-Centered Teaching in the Rural Classroom in China

ERIC Educational Resources Information Center

Wang, Dan

2011-01-01

China has been promoting student-centered education under the current curriculum reform. However, teachers in rural schools continue to exercise tight control of the classroom, with lecturing taking up most of the class time. Drawing on ethnographic observation and interviews in a rural elementary school, this study analyzes the rationale of rural…

The Bullying Literature Project: Using Children's Literature to Promote Prosocial Behavior and Social-Emotional Outcomes among Elementary School Students

ERIC Educational Resources Information Center

Wang, Cixin; Couch, Lauren; Rodriguez, Geovanna Rosas; Lee, Catherine

2015-01-01

The current study evaluated the effectiveness of the Bullying Literature Project on social-emotional and behavioral outcomes among elementary school students. The Bullying Literature Project is a five-session classroom-wide intervention that uses children's literature as a springboard to promote adaptive social-cognitive process, teach social…

Examining Primary Schools' Physical Education Coordinators' Pedagogical Content Knowledge of Games: Are We Just Playing as This?

ERIC Educational Resources Information Center

Ward, Gavin

2013-01-01

A detailed insight into how the current educational climate influences the pedagogical decisions made by primary school teachers when teaching games is limited. Studies examining the pedagogical content knowledge (PCK) of teachers within physical education have revealed its close relationship with specific forms of subject knowledge. In…

Educational Incongruence: An Exploration of the Disconnection between Formal Schooling and the Natural Learning of Children

ERIC Educational Resources Information Center

Layman, Sarah E.

2009-01-01

Educational incongruence exists in classrooms today. Formal schooling is often incongruent and disconnected with the natural learning of children. This can result in educational experiences that fail to meet personal and societal needs. I believe we need greater congruence between learning and teaching in order to improve current and future social…

Developing an Open Resource Bank for Interactive Teaching of STEM: Perspecives of School Teachers and Teacher Educators

ERIC Educational Resources Information Center

Hassler, Bjoern; Hennessy, Sara; Knight, Simon; Connolly, Teresa

2014-01-01

Much of the current literature related to Open Educational Resource (OER) development and practice concentrates on higher education, although a growing body of work is also emerging for the primary and secondary school sectors. This article examines the user perspectives of teachers and teacher educators, regarding: discovery of teaching…

White Collar Work: Career Ambitions of Fiji Final Year School Students

ERIC Educational Resources Information Center

Nilan, Pam; Cavu, Paula; Tagicakiverata, Isimeli; Hazelman, Emily

2006-01-01

The career ambitions of 1012 pupils in the final years of secondary schooling in Fiji were surveyed. The range of careers they nominated was very narrow, with teaching, nursing and other white collar work in the majority of responses. This stands in somewhat stark contrast to projected labour force needs, and the current serious shortage of…

Learning Surgically Oriented Anatomy in a Student-Run Extracurricular Club: An Education through Recreation Initiative

ERIC Educational Resources Information Center

Ullah, Shahnoor M.; Bodrogi, Andrew; Cristea, Octav; Johnson, Marjorie; McAlister, Vivian C.

2012-01-01

Didactic and laboratory anatomical education have seen significant reductions in the medical school curriculum due, in part, to the current shift from basic science to more clinically based teaching in North American medical schools. In order to increase medical student exposure to anatomy, with clinical applicability, a student-run initiative…

Offering an Anatomy and Physiology Course through a High School-University Partnership: The Minnesota Model

ERIC Educational Resources Information Center

Jensen, Murray; Mattheis, Allison; Loyle, Anne

2013-01-01

This article describes a one-semester anatomy and physiology course that is currently offered through the concurrent enrollment program at the University of Minnesota. The article explains how high school teachers are prepared to teach the course and describes efforts to promote program quality, student inquiry, and experiential learning.…

Sharing British Columbia's Water Resources. A Teaching Unit for Secondary Schools.

ERIC Educational Resources Information Center

Gunn, Angus M.

Seventeen student worksheets form a secondary school unit which focuses on the challenge of shared usage of water resources. Pressure currently exists for a more balanced approach in which all legitimate interests in a water source are served. The worksheets include readings which focus on enough water for all, the water cycle (including a…

Using the News to Enhance Critical Thinking and Engagement in Middle and High School Students

ERIC Educational Resources Information Center

Walters, Jessica

2017-01-01

This article describes the author's adaptation of Gallagher's (2009) Article of the Week approach to teaching students literacy skills using current events. The use of this unique instructional routine within the context of a Catholic middle school language arts classroom has proven successful for supporting students in developing critical…

Perception of Secondary School Teachers on Teaching Reading Skills in Content Areas

ERIC Educational Resources Information Center

Faulk, Stephen L.

2013-01-01

Reading is an essential skill in education and the current technologically-driven workforce, yet it is a skill that is not mastered by all. Secondary students in a school district in central Alabama have demonstrated a low mastery rate on the reading portion of a standardized test. This quantitative research study used a non-experimental…

High School Students in the New Learning Environment: A Profile of Distance E-Learners

ERIC Educational Resources Information Center

Kirby, Dale; Sharpe, Dennis

2010-01-01

The relative ubiquity of computer access and the rapid development of information and communication technology have profoundly impacted teaching and learning at a distance. Relatively little is currently known about the characteristics of those students who participate in distance e-learning courses at the secondary school level. In an effort to…

Time for Teachers: Leveraging Expanded Time to Strengthen Instruction and Empower Teachers

ERIC Educational Resources Information Center

Kaplan, Claire; Chan, Roy; Farbman, David A.; Novoryta, Ami

2015-01-01

This study looks deeply inside 17 schools that stand at the vanguard of the current revolution in teaching. This new National Center on Time & Learning (NCTL) report reveals the substantive ways in which these schools are providing their teachers with more time to reflect on, develop, and hone their craft, by very explicitly leveraging an…

Expanding Computer Science Education in Schools: Understanding Teacher Experiences and Challenges

ERIC Educational Resources Information Center

Yadav, Aman; Gretter, Sarah; Hambrusch, Susanne; Sands, Phil

2017-01-01

The increased push for teaching computer science (CS) in schools in the United States requires training a large number of new K-12 teachers. The current efforts to increase the number of CS teachers have predominantly focused on training teachers from other content areas. In order to support these beginning CS teachers, we need to better…

Challenges to Preschool Teachers in Learner's Acquisition of English as Language of Learning and Teaching

ERIC Educational Resources Information Center

du Plessis, Sandra; Louw, Brenda

2008-01-01

Multilingualism in classrooms is currently prompting debate and has significantly impacted on schooling in South Africa over the last decade. At present South African educators face the challenge of coping with and finding solutions to culturally and linguistically diverse urban school contexts which did not exist before. In many South African…

Impacts of Learning Inventive Problem-Solving Principles: Students' Transition from Systematic Searching to Heuristic Problem Solving

ERIC Educational Resources Information Center

Barak, Moshe

2013-01-01

This paper presents the outcomes of teaching an inventive problem-solving course in junior high schools in an attempt to deal with the current relative neglect of fostering students' creativity and problem-solving capabilities in traditional schooling. The method involves carrying out systematic manipulation with attributes, functions and…

A Review of the Major Current Reports on Secondary Education. Urban Diversity Series Number 88.

ERIC Educational Resources Information Center

Passow, A. Harry

This volume summarizes the reports of the following commissions and study groups on secondary school reform: (1) National Commission on Excellence in Education ("A Nation at Risk: The Imperative for Educational Reform"); (2) Carnegie Foundation for the Advancement of Teaching ("High School: A Report on Secondary Education in America," by Ernest…

Legitimating and Contesting the Commodification of Schooling: The Case of Teachers' Learning in Queensland

ERIC Educational Resources Information Center

Hardy, Ian

2016-01-01

This paper draws upon research into the nature of teachers' learning practices in the context of current policy conditions in the state of Queensland, Australia. The research explores how teachers in one school in the north of the state responded to policy pressure to adopt a specific standardised approach to "explicit teaching",…

Willingness to Communicate in English among Saudi Female University Students

ERIC Educational Resources Information Center

Turjoman, Mona Obaid Alrahman Ashik

2016-01-01

Since the English Language teaching system differs from public schools to private ones, it is presumed that this would have a great impact of students' willingness to communicate in English in Saudi Arabia. The purpose of the current study is to investigate the effect of private and public school education on WTC in English among Saudi Female…

Safety and Security at School: A Pedagogical Perspective

ERIC Educational Resources Information Center

de Waal, Elda; Grosser, M. M.

2009-01-01

Education law and policy currently focus on broader physical aspects of safety and security at schools, as well as, for example, on pedagogical insecurity such as is caused by discriminatory teaching, but law and policy have yet to pay attention to the overall and far-reaching pedagogical safety and security of learners. By means of a descriptive…

"I Just Want to Teach": Queensland Independent School Teachers and Their Workload

ERIC Educational Resources Information Center

Timms, Carolyn; Graham, Deborah; Cottrell, David

2007-01-01

Purpose: The present study seeks to elucidate observed mismatches with workload in teacher respondents to a survey exploring aspects of the work environment. Design/methodology/approach: This phase of the study constituted a pen and paper survey of 298 currently serving teachers in independent schools in Queensland, Australia. Measures used in the…

Class Size and Language Learning in Hong Kong: The Students' Perspective

ERIC Educational Resources Information Center

Harfitt, Gary James

2012-01-01

Background: There is currently ongoing debate in Hong Kong between the teachers' union and the Government on the reduction of large class size (typically more than 40 students) in secondary schools and whether smaller class sizes might facilitate improvements in teaching and learning. In fact, many Hong Kong secondary schools have already started…

Caution or Stasis: Using Research to Rethink Schools--Now

ERIC Educational Resources Information Center

Blodget, Alden

2016-01-01

In this article, Alden Blodget reflects on his more than 50 years of working in what he terms "the tragicomedy club of school reform," and suggests a need to rethink not just classroom teaching methods but the entire system. Blodget states that if the current system is built on faulty assumptions about learning, then there must be a…

Combining the Best of Two Worlds: A Conceptual Proposal for Evidence-Informed School Improvement

ERIC Educational Resources Information Center

Brown, Chris; Schildkamp, Kim; Hubers, Mireille D.

2017-01-01

Background: Data-based decision-making (DBDM) and research-informed teaching practice (RITP) are key to teacher and school improvement. Currently, however, DBDM and RITP represent two distinct approaches to developing evidence-informed practice (EIP) and do not correspond to the all-encompassing notion of EIP envisaged by many academics and…

The current provision of community-based teaching in UK medical schools: an online survey and systematic review.

PubMed

Lee, Sandra W W; Clement, Naomi; Tang, Natalie; Atiomo, William

2014-12-01

To evaluate the current provision and outcome of community-based education (CBE) in UK medical schools. An online survey of UK medical school websites and course prospectuses and a systematic review of articles from PubMed and Web of Science were conducted. Articles in the systematic review were assessed using Rossi, Lipsey and Freeman's approach to programme evaluation. Publications from November 1998 to 2013 containing information related to community teaching in undergraduate medical courses were included. Out of the 32 undergraduate UK medical schools, one was excluded due to the lack of course specifications available online. Analysis of the remaining 31 medical schools showed that a variety of CBE models are utilised in medical schools across the UK. Twenty-eight medical schools (90.3%) provide CBE in some form by the end of the first year of undergraduate training, and 29 medical schools (93.5%) by the end of the second year. From the 1378 references identified, 29 papers met the inclusion criteria for assessment. It was found that CBE mostly provided advantages to students as well as other participants, including GP tutors and patients. However, there were a few concerns regarding the lack of GP tutors' knowledge in specialty areas, the negative impact that CBE may have on the delivery of health service in education settings and the cost of CBE. Despite the wide variations in implementation, community teaching was found to be mostly beneficial. To ensure the relevance of CBE for 'Tomorrow's Doctors', a national framework should be established, and solutions sought to reduce the impact of the challenges within CBE. This is the first study to review how community-based education is currently provided throughout Medical Schools in the UK. The use of Rossi, Lipsey and Freeman's method of programme evaluation means that the literature was analysed in a consistent and comprehensive way. However, a weakness is that data from the online survey was obtained from online medical school prospectuses. This means the data may be incomplete or out of date. Data in the literature review may also be skewed by publication bias. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

The current provision of community-based teaching in UK medical schools: an online survey and systematic review

PubMed Central

Lee, Sandra W W; Clement, Naomi; Tang, Natalie; Atiomo, William

2014-01-01

Objective To evaluate the current provision and outcome of community-based education (CBE) in UK medical schools. Design and data sources An online survey of UK medical school websites and course prospectuses and a systematic review of articles from PubMed and Web of Science were conducted. Articles in the systematic review were assessed using Rossi, Lipsey and Freeman's approach to programme evaluation. Study selection Publications from November 1998 to 2013 containing information related to community teaching in undergraduate medical courses were included. Results Out of the 32 undergraduate UK medical schools, one was excluded due to the lack of course specifications available online. Analysis of the remaining 31 medical schools showed that a variety of CBE models are utilised in medical schools across the UK. Twenty-eight medical schools (90.3%) provide CBE in some form by the end of the first year of undergraduate training, and 29 medical schools (93.5%) by the end of the second year. From the 1378 references identified, 29 papers met the inclusion criteria for assessment. It was found that CBE mostly provided advantages to students as well as other participants, including GP tutors and patients. However, there were a few concerns regarding the lack of GP tutors’ knowledge in specialty areas, the negative impact that CBE may have on the delivery of health service in education settings and the cost of CBE. Conclusions Despite the wide variations in implementation, community teaching was found to be mostly beneficial. To ensure the relevance of CBE for ‘Tomorrow's Doctors’, a national framework should be established, and solutions sought to reduce the impact of the challenges within CBE. Strengths and limitations of this study This is the first study to review how community-based education is currently provided throughout Medical Schools in the UK. The use of Rossi, Lipsey and Freeman's method of programme evaluation means that the literature was analysed in a consistent and comprehensive way. However, a weakness is that data from the online survey was obtained from online medical school prospectuses. This means the data may be incomplete or out of date. Data in the literature review may also be skewed by publication bias. PMID:25448625

A study of the effects of constructivist-based vs. traditional direct instruction on 8th grade science comprehension

NASA Astrophysics Data System (ADS)

Berube, Clair Thompson

2001-07-01

Studies conducted nationwide over the past several decades point consistently to the evidence that American school children lag behind several other countries in science scores. Problems arise from this dilemma, including the question of the ability of our youngsters to compete nationally and globally in the sciences as adults. Current research in this area of scores currently studies mostly mathematics. The few studies conducted concerning science mainly highlight students in other countries and neglects minorities and females regarding outcomes. By contrast, this study investigated the effects of teacher types (also defined as teaching styles or classroom orientation) on student outcomes on two measures; the standardized Standards of Learning 8th grade science test for the state of Virginia, and the Higher-Order Skills test (Berube, 2001), which was a researcher-constricted comprehension measurement. Minority and gender interactions were analyzed as well. Teacher type was designated by using the Constructivist Learning Environment Survey (Taylor & Fraser, 1991). Participants included students from five large urban middle schools and thirteen middle school science teachers. Scores from the two measures were used to determine differences in student outcomes as they pertained to teacher type, gender and ethnicity. Analysis indicated that students who were taught by teachers with more traditional and mixed teaching styles performed better on the Higher-Order Skills comprehension measurement, while teachers with constructivist teaching styles actually had the lowest scoring students. Also, the interaction of ethnicity and teacher type was significant, indicating that Higher-Order Skills scores were influenced by that interaction, with Caucasians scoring the highest when taught by teachers with mixed teaching styles. Such findings could profit school administrators considering the interaction of student achievement and teaching styles on high-stakes testing environments. Suggestions are made for future studies concerning females and minorities in these same environments.

Classroom Tips.

ERIC Educational Resources Information Center

Crain, Cheryl

1994-01-01

Presents six teaching ideas from teachers in Foothills Schools, Alberta, Canada. Includes suggested activities on local government, computer uses in social studies, Canadian history, current events, and world studies. Provides models of a passport application, passports, and visas. (CFR)

"Men's health--a little in the shadow": a formative evaluation of medical curriculum enhancement with men's health teaching and learning.

PubMed

Holden, Carol A; Collins, Veronica R; Anderson, Christopher J; Pomeroy, Sylvia; Turner, Richard; Canny, Benedict J; Yeap, Bu B; Wittert, Gary; McLachlan, Rob I

2015-11-26

Enhancing a medical school curriculum with new men's health teaching and learning requires an understanding of the local capacity and the facilitators and barriers to implementing new content, and an approach that accommodates the systemic and cultural differences between medical schools. A formative evaluation was undertaken to determine the perspectives of key informants (academics, curriculum developers) from four Australian medical schools about the strategies needed to enhance their curriculum with men's health teaching and learning. Through semi-structured questioning with 17 key informants, interviewees also described the contextual barriers and facilitators to incorporating new topic areas into existing curriculum. Interviews were recorded with consent, transcribed verbatim, and analysed by two researchers to identify key themes. Interviewees were enthusiastic about incorporating men's health content through a men's health curriculum framework but highlighted the need for systems to assist in identifying gaps in their current curriculum where the men's health topics could be integrated. The student experience was identified as a key driver for men's health teaching and learning. Furthermore, core men's health clinical outcomes needed to be defined and topic areas vertically integrated across the curricula. This would ensure that students were appropriately equipped with the skills and knowledge for subsequent clinical practice in a range of geographical settings. Interviewees consistently suggested that the best implementation strategy is to have someone 'on the ground' to work directly with medical school staff and champion the men's health discipline. Providing mechanisms for sharing knowledge and resources across medical schools was highlighted to facilitate implementation, particularly for those medical schools with limited men's health teaching resources. Despite the unanimous support for men's health teaching and learning, the evaluation highlighted that the student experience must be recognised as paramount when integrating new topic areas into an already packed curriculum. A community of practice, where medical schools share relevant resources and knowledge, could help to ensure a commonality of student experience with respect to men's health learning in medical schools across different geographical settings and with different levels of resourcing. Such an approach could also be adapted to other areas of curriculum enhancement.

When Knowledge Isn't Power: The Influence of Prior Knowledge on Question Generation Training

ERIC Educational Resources Information Center

Sullins, Jeremiah; Acuff, Samuel; Neely, Daniel; Hu, Xiangen

2018-01-01

Is it possible to teach a learner to become a better question asker in as little as 25 minutes? Given that many teachers and school districts do not have the resources to provide individualized question training to students, the current study sought to explore the benefits of using animated pedagogical agents to teach question-asking skills in a…

A Quantitative Study of an Interactive Whiteboard Implementation in a Suburban School District: Years of Teaching Experience and Grade Level Taught Compared to Peak Stage of Concern

ERIC Educational Resources Information Center

Kotch, Jason M.

2011-01-01

Integrating technology into the classroom is thought to motivate students, keep them engaged, increase available resources, and improve student achievement. Interactive whiteboards (IWBs) are currently being implemented in many classrooms. The purpose of this causal-comparative quantitative study was to identify if years of teaching experience or…

Impact on Junior Faculty of Teaching Opportunities During Predoctoral Education: A Survey-Based Study.

PubMed

Hum, Lauren; Park, Sang E

2016-04-01

Dental schools have addressed full-time faculty shortages by utilizing part-time faculty and postdoctoral students as teachers. Studies have also shown that peer tutors in dental schools can be used effectively in addition to or in place of faculty, but there has been little research on whether the peer tutoring experience influences tutors to pursue academic careers. This study surveyed junior faculty at 60 U.S. dental schools about their predoctoral tutoring and teaching experiences. Data from 122 respondents were analyzed. The results indicated that more recent graduates had more peer tutoring opportunities available than those who graduated prior to the 1980s and that the teaching experiences influenced the respondents' decisions to pursue academic careers. Additionally, those peer tutoring programs that placed more responsibility on the peer tutors, signifying trust from the institution, were the most successful in influencing respondents' decisions to pursue academia. Finally, when comparing their predoctoral teaching experiences to faculty development of teaching skills at their current institutions, the majority of the respondents reported that the faculty development was better. However, the peer tutoring programs considered equal to or better than faculty development were more influential in stimulating participants' academic career interest. These results suggest that dental schools can look to peer tutoring and teaching programs to stimulate students' interest in academia that can help reduce faculty shortages in the long term, but only if programs are developed that place greater responsibility and trust in students and that equal the quality of faculty development programs.

'I'm not a smoker…yet': a qualitative study on perceptions of tobacco control in Chinese high schools.

PubMed

Zhao, Xiang; Young, Ross M cD; White, Katherine M

2018-04-20

Chinese adolescents' perceptions about tobacco control at schools are rarely researched. We explored how current antismoking strategies work in middle school environments, as well as the attitudes towards these strategies held by students and teaching staff members. Four focus groups (24 eleventh graders; M age =16 years) and five indepth interviews (teaching staff members with tobacco control experience in schools) were conducted in Kunming, Yunnan Province, China. We used thematic analysis combining inductive and deductive processes, along with field observations and research group discussions, for data analysis. With educational approaches and practical strategies, antismoking education reported in the middle schools had limited effectiveness. Although smoking is banned in schools, students can circumvent schools' controls easily. Notably salient is the pessimistic attitude towards school-based antismoking strategies at school. Detrimental influences within (teachers' smoking) and beyond schools (high societal smoking prevalence) largely challenged the efforts to manage students' smoking. Current antismoking approaches in schools fail to curb smoking among Chinese high school students. Their effectiveness is undermined by both within-campus and off-campus influences. Students' perceptions of smoking should be valued as their knowledge of smoking is actively constructed. Future antismoking education at school should incorporate interactive sessions rather than merely didactic approaches about the harms of smoking. Although stricter rules for teachers' smoking are needed, complementary strategies such as population-level interventions and policy measures in wider society will assist in efforts within schools. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Raising the awareness of ethics in IT students: Further development of the teaching model

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

Dick, G.

1994-12-31

The question of ethics of Information Technology Professionals is one that gets considerable attention in both the popular press and some academic literature. There have been occasional calls for undergraduate courses to include the topic in the curriculum. Most schools do so. In many cases students, particularly undergraduate students, have only a vague notion of some of the business issues involved and the professional bodies` published codes off ethics make for fairly dry classroom material. In 1989, Dan Couger discussed teaching ethics in an IS environment. This paper takes the approach outlined by Couger, essentially personalising the issues, a stepmore » further by drawing on input from leading IT practitioners. The approach in the School of IS at the University of New South Wales incorporates the suggestions contained in several recent publications, calling for management to take the lead in setting ethical standards, providing current advice to students and developing the existing ethical awareness of the students. The paper gives a review of current literature in the area and gives details of the teaching methodology adopted.« less

[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.

Do Drills Make Drones?

ERIC Educational Resources Information Center

McKibbin, Wendy Lea

1986-01-01

Examines the shift in schools toward using software that teaches critical thinking skills. A list of 14 packages is also provided, with each entry including name, recommended age level(s), current cost, source, and a brief description. (JN)

A Study of Arizona's Teachers of English Language Learners

ERIC Educational Resources Information Center

Rios-Aguilar, Cecilia; Gonzalez-Canche, Manuel; Moll, Luis C.

2010-01-01

In this study a representative sample of 880 elementary and secondary teachers currently teaching in 33 schools across the state of Arizona were asked about their perceptions of how their ELL students were faring under current instructional policies for ELL students. Teachers were surveyed during the Spring of 2010. Overall findings show that most…

The State of Geography in Basic Education Schools in Muscat, Oman

ERIC Educational Resources Information Center

Al-Nofli, Mohammed Abdullah

2013-01-01

There have been remarkable changes in the Omani educational system since the implementation of the Basic Education Reform in 1998. The current study was an attempt to offer insights into the state of geography in the current reform. Particularly, the study examined teachers' preferred reasons for teaching geography, teachers' views on important…

Teacher Identity and Agency in an Era of Accountability

ERIC Educational Resources Information Center

Buchanan, Rebecca

2015-01-01

The current zeitgeist in education in the USA emphasizes accountability for schools, students, and teachers, based on performance that can be easily quantified. Within this, current debates involving who should be teaching, what a good teacher looks like, and how best to evaluate and reward teachers are actually debates about the teaching…

Teaching Direct Current Theory Using a Field Model

ERIC Educational Resources Information Center

Stocklmayer, Susan

2010-01-01

Principles of direct current have long been recognised in the literature as presenting difficulties for learners. Most of these difficulties have been reported in the context of the traditional electron flow model. In this paper, an alternative approach for high school students using a field model is explored. Findings from a range of short pilot…

E. L. Thorndike or Edward Brooks: Two Views on Mathematics Curriculum and Teaching

ERIC Educational Resources Information Center

Cooper-Twamley, Susan; Null, J. Wesley

2009-01-01

When one reads scholars from the past, many of the same problems found in schools in 2009 are quite similar to the problems educators were complaining about more than a century ago. One of the current controversial topics in schools today, for example, is student success, or lack thereof, in mathematics. Because of differences in mathematics…

Teachers' Attitude towards ICT Use in Secondary Schools: A Scale Development Study

ERIC Educational Resources Information Center

Aydin, Mehmet Kemal; Semerci, Ali; Gürol, Mehmet

2016-01-01

The current study aims to develop a valid and reliable instrument that measures secondary school teachers' attitudes towards ICT use in teaching and learning process. A cross-sectional survey design was employed with a group of 173 teachers. Based on the literature review, a pool of 21 items was proposed and reviewed by a board of experts. As to…

Three Months As Consultant for the UNESCO Secondary School Science Teaching Project for India, September to November, 1968.

ERIC Educational Resources Information Center

Meyer, G. R.

The development of new courses is described and weaknesses are identified. The current position of the project is reviewed in terms of production of syllabuses and books, production of equipment, acceptability in schools, and administration and staffing. Biology syllabuses and textbooks are discussed in more detail. Appendices include reports of…

Very Special Natives: The Evolving Role of Teachers as Informants in Educational Ethnography.

ERIC Educational Resources Information Center

Florio, Susan

Underlying the current use of ethnography in the study of teaching and learning is the assumption of an analogy between the school or classroom and culture. The claim of educational ethnography is that it discovers and describes the ways that members of the school community create and share meaning. Ethnographers aim to discover the operating…

A Novel Approach to Professional Development in Middle School Science: Instructional Coaching by University Professors to Improve the Instructional Core

ERIC Educational Resources Information Center

Mchenry, Nadine; Borger, Laurie; Liable-Sands, Louise

2017-01-01

The current study was constructed based on the recommendations of a previous study (McHenry & Borger, 2013). Though inquiry-based teaching has long been touted as an effective pedagogy, its application by middle school science teachers has been problematic. Using tools developed from the previous study in conjunction with professional…

The British Schools' National Curriculum: English and the Politics of Teaching Poetry from "Different Cultures and Traditions"

ERIC Educational Resources Information Center

Doug, Roshan

2011-01-01

This polemic paper illustrates the correlation between the original principles underpinning the British National Curriculum which was introduced in the late 1980s and the current quality of the nation's schools' poetry from a variety of poets including those "from other cultures and traditions". It argues that the conception of the…

The Transmission of Values to School-Age and Young Adult Offspring: Race and Gender Differences in Parenting

ERIC Educational Resources Information Center

Pagano, Maria E.; Hirsch, Barton J.; Deutsch, Nancy L.; McAdams, Dan P.

2003-01-01

The current study explores parental socialization practices and the values transmitted to school-aged and young adult off-spring, focusing on race and gender issues involved in parental teachings. A community sample of 187 black and white mothers and fathers were interviewed with regards to their parenting practices using both quantitative and…

The Rating System of the Rural School Pupils' Assessment of the Republic of Kazakhstan

ERIC Educational Resources Information Center

Bibigul, Almurzayeva; Orynkul, Shunkeyeva; Lyudmila, Karavanova; Aelita, Sagiyeva

2015-01-01

Currently, comprehensive school teachers of the Republic of Kazakhstan pay special attention to assessment system of pupils' knowledge based on personally oriented approach. In work "A black box: what there inside? An assessment of knowledge of pupils as a way of increase of efficiency of teaching and educational process" P. Blek and D.…

The Teaching of Complementary and Alternative Medicine in U.S. Medical Schools: A Survey of Course Directors.

ERIC Educational Resources Information Center

Brokaw, James J.; Tunnicliff, Godfrey; Raess, Beat U.; Saxon, Dale W.

2002-01-01

Surveyed medical schools to gauge the current state of complementary and alternative medicine (CAM) instruction by gathering details about the specific topics being taught and the objectives behind the instruction. Found that a wide variety of topics are being taught under the umbrella of CAM; for the most part, the instruction appears to be…

Pest Private Eye: Using an Interactive Role-Playing Video Game to Teach about Pests and Integrated Pest Management

ERIC Educational Resources Information Center

Bauer, Erin; Ogg, Clyde

2011-01-01

The trend toward encouraging adoption of Integrated Pest Management (IPM) in schools has increased in the last decade. Because IPM helps reduce risk of human pesticide exposure, reduce allergens and asthma triggers, save energy, and protect the environment, it's essential that IPM awareness continue not only with current school administrators,…

The Tradies' Entrance into Teaching: The Challenges in Designing Teacher Education for Vocational Education and Training in Schools

ERIC Educational Resources Information Center

Brown, Mike

2017-01-01

This article examines issues and challenges associated with the provision of effective professional teacher education for vocational education and training in schools (VETiS) teachers. Current minimum levels of qualifications for VETiS teachers are argued to be inadequate for the complexity of preparing senior secondary students for work in the…

Teacher Implementation of "Bring Your Own Device" at a Suburban High School Serving High SES Students

ERIC Educational Resources Information Center

Ross, Kyle

2013-01-01

As students gain access to personally-owned Mobile Communication Devices (MCDs), schools have begun to embrace MCDs as mobile-learning (m-learning) teaching and learning tools. A research gap currently exists for the innovation of m-learning with student-owned devices, which this study attempts to fill by answering the following Research Question:…

Prescribing Proficiency: The Intersection of Teacher, Students and a Mandated Reading Program in One Elementary School Classroom in the Climate of High-Stakes Testing

ERIC Educational Resources Information Center

Bien, Andrea Caroline

2013-01-01

This dissertation addresses questions about the impact and consequences of current school reforms by examining how mandated packaged reading programs contribute to a commodification of knowledge that is changing conceptualizations of literacy, teaching, and learning. Grounded in cultural-historical theories of literacy and learning, this work…

Bacc to the Future: Why We Urgently Need a More Coherent and Exciting Framework for Learning

ERIC Educational Resources Information Center

Benn, Melissa

2015-01-01

Our current curriculum and qualifications framework is a "fragmented mess" according to many of those who teach in, and lead, our schools. How can we change it with minimal disruption, particularly after four years of often destructive meddling from above? A number of individuals and groups at school level have been working to develop a…

Counter-Storytelling with African Proverbs: A Vehicle for Teaching Social Justice and Global Understanding in Urban, U.S. Schools

ERIC Educational Resources Information Center

Asimeng-Boahene, Lewis

2010-01-01

Although the current demographics of urban schools in the United States reflect a rapid growth of culturally and linguistically diverse students, curricula continue to emphasize mainstream culture; cultural and linguistic experiences of these diverse students are ignored. In this article, the author examines how the use of counter storytelling in…

"That Sh*t Is Rude!" Religion, Picture Books, and Social Narratives in Middle School

ERIC Educational Resources Information Center

Davila, Denise; Volz, Allison

2017-01-01

While the United States has a divisive history around the separation of church and state in public school, current national and state teaching standards do include curricular objectives related to the study of religion. This paper focuses on the ways a diverse group of sixth-grade public schoolchildren engaged with religious content in their…

The Use of Planning in English and German (NRW) Geography School Textbooks

ERIC Educational Resources Information Center

Maier, Veit; Budke, Alexandra

2016-01-01

Although it is not possible to predict the future, at least some ideas can be developed through planning. Geography focuses on current social, environmental and spatial problems; however, it should, at the same time, teach us to plan its future handling. At school, this is a responsible role for the subject geography. This article compares how…

Not Just Numeracy and Literacy: Theory of Mind Development and School Readiness among Low-Income Children

ERIC Educational Resources Information Center

Cavadel, Elizabeth Woodburn; Frye, Douglas A.

2017-01-01

The current study investigated the role of theory of mind development in school readiness among 120 low-income preschool and kindergarten children. A short-term longitudinal design was used to examine relations among theory of mind, the understanding of teaching, and learning behaviors and their collective role in children's literacy and numeracy…

Exploring the Use of Educational Technology in EFL Teaching: A Case Study of Primary Education in the South Region of Ecuador

ERIC Educational Resources Information Center

Solano, Lida; Cabrera, Paola; Ulehlova, Eva; Espinoza, Verónica

2017-01-01

This study explores the use of educational technology for teaching English as a foreign language (EFL) at 10 state schools in the South of Ecuador. It aims to find out the current state of the use of technology in English classrooms. The research combines both quantitative and qualitative methods to gather information about the use of technology…

Music Activities as a Meaningful Context for Teaching Elementary Students Mathematics: A Quasi-Experiment Time Series Design with Random Assigned Control Group

ERIC Educational Resources Information Center

An, Song A.; Tillman, Daniel A.

2015-01-01

The purpose of the current research was to examine the effects of a sequence of classroom activities that integrated mathematics content with music elements aimed at providing teachers an alternative approach for teaching mathematics. Two classes of third grade students (n = 56) from an elementary school in the west coast of the United States…

"Teaching What I Learned": Exploring Students' Earth and Space Science Learning Experiences in Secondary School with a Particular Focus on Their Comprehension of the Concept of "Geologic Time"

ERIC Educational Resources Information Center

Yoon, Sae Yeol; Peate, David W.

2015-01-01

According to the national survey of science education, science educators in the USA currently face many challenges such as lack of qualified secondary Earth and Space Science (ESS) teachers. Less qualified teachers may have difficulty teaching ESS because of a lack of conceptual understanding, which leads to diminished confidence in content…

To What Extent Are Teaching Assistants "Really" Managed?: "I Was Thrown in the Deep End, Really; I Just Had to More or Less Get on with It"

ERIC Educational Resources Information Center

Basford, Elisabet; Butt, Graham; Newton, Richard

2017-01-01

The main aim of this research was to secure a better understanding of how local authorities (LAs), senior leadership teams (SLTs) and teachers in state schools perceive their responsibilities for the deployment, leadership and management of teaching assistants (TAs). Current research in the field--some of which has been highly influential on…

An Investigation of Turkish Middle School Science Teachers' Pedagogical Orientations Towards Direct and Inquiry Instructional Approaches

NASA Astrophysics Data System (ADS)

Sahingoz, Selcuk

One of the most important goals of science education is preparing effective science teachers which includes the development of a science pedagogical orientation. Helping in-service science teachers improve their orientations toward science teaching begins with identifying their current orientations. While there are many aspects of an effective science teaching orientation, this study specifically focuses on effective pedagogy. The interest of this study is to clarify pedagogical orientations of middle school science teachers in Turkey toward the teaching of science conceptual knowledge. It focuses on what instructional preferences Turkish middle school science teachers have in theory and practice. The purpose of this study is twofold: 1) to elucidate teacher pedagogical profiles toward direct and inquiry instructional approaches. For this purpose, quantitative profile data, using a Turkish version of the Pedagogy of Science Teaching Test (POSTT-TR) assessment instrument, was collected from 533 Turkish middle school science teachers; 2) to identify teaching orientations of middle school science teachers and to identify their reasons for preferring specific instructional practices. For this purpose, descriptive qualitative, interview data was collected from 23 teachers attending a middle school science teacher workshop in addition to quantitative data using the POSTT-TR. These teachers sat for interviews structured by items from the POSTT-TR. Thus, the research design is mixed-method. The design provides a background profile on teacher orientations along with insights on reasons for pedagogical choices. The findings indicate that instructional preference distributions for the large group and smaller group are similar; however, the smaller workshop group is more in favor of inquiry instructional approaches. The findings also indicate that Turkish middle school science teachers appear to have variety of teaching orientations and they have varied reasons. Moreover, the research found that several contextual factors contributed to teachers' instructional practices including internal and external issues such as school environment, limited resources, large class sizes, standardized test pressure, and limited accessibility to professional development. The findings provide insight on the readiness of middle school teachers to implement the Turkish Curriculum Framework, specifically, teacher readiness to put science inquiry instructional approaches into actual classroom practice. Given that new Turkish policy calls for greater inquiry instruction, this study can help inform teacher development efforts directed at promoting science inquiry instruction.

Being a Scientist While Teaching Science: Implementing Undergraduate Research Opportunities for Elementary Educators

NASA Astrophysics Data System (ADS)

Hock, Emily; Sharp, Zoe

2016-03-01

Aspiring teachers and current teachers can gain insight about the scientific community through hands-on experience. As America's standards for elementary school and middle school become more advanced, future and current teachers must gain hands-on experience in the scientific community. For a teacher to be fully capable of teaching all subjects, they must be comfortable in the content areas, equipped to answer questions, and able to pass on their knowledge. Hands-on research experiences, like the Summer Astronomy Research Experience at California Polytechnic University, pair liberal studies students with a cooperative group of science students and instructors with the goal of doing research that benefits the scientific community and deepens the team members' perception of the scientific community. Teachers are then able to apply the basic research process in their classrooms, inspire students to do real life science, and understand the processes scientists' undergo in their workplace.

Physics Teacher Preparation as a Means for Growth

NASA Astrophysics Data System (ADS)

Henderson, Ron

2013-03-01

Physics departments across the country are experiencing pressures to increase the number of graduates. One response is to improve marketing and recruiting efforts to add students to existing pipelines. A more innovative approach is to create new pathways tied to career paths that are alternatives to graduate school. One occupation that currently needs more graduates than physics departments are supplying is physics teaching. About 3 years ago, MTSU began implementing a strategy to prepare physics majors for careers in high school teaching. These efforts included developing coursework specifically related to physics teaching, creating relationships with the college of education, moving to pedagogies that reflect physics education research (PER)-validated best practices, hiring a tenure-track PER expert, implementing new ways to reach potential majors, and seeking external funding. The cumulative result has not only added a number of physics teaching majors to our roles, but has affected our existing programs in a manner that has yielded further growth. Support provided by the APS/AAPT PhysTEC project.

Physics Teaching in a Rural School.

ERIC Educational Resources Information Center

Wilhite, Lora

1979-01-01

The author describes, in a highly personal manner, physics teaching in a rural school. Topics detailed include: program descriptions, teaching methods, textbook selection and adoption procedures, teaching load, and the problems associated with teaching in a school district with limited funds. (BT)

Investigating the experience: A case study of a science professional development program based on Kolb's experiential learning model

NASA Astrophysics Data System (ADS)

Davis, Brian L.

Professional development for educators has been defined as the process or processes by which teachers achieve higher levels of professional competence and expand their understanding of self, role, context and career (Duke and Stiggins, 1990). Currently, there is limited research literature that examines the effect a professional development course, which uses David Kolb's experiential learning model, has on the professional growth and teaching practice of middle school science teachers. The purpose of this interpretive case study is to investigate how three science teachers who participated in the Rivers to Reef professional development course interpreted the learning experience and integrated the experience into their teaching practice. The questions guiding this research are (1) What is the relationship between a professional development course that uses an experiential learning model and science teaching practice? (2) How do the Rivers to Reef participants reflect on and describe the course as a professional growth experience? The creation of the professional development course and the framework for the study were established using David Kolb's (1975) experiential learning theory and the reflection process model designed by David Boud (1985). The participants in the study are three middle school science teachers from schools representing varied settings and socioeconomic levels in the southeastern United States. Data collected used the three-interview series interview format designed by Dolbere and Schuman (Seidman, 1998). Data was analyzed for the identification of common categories related to impact on science teaching practice and professional growth. The major finding of this study indicates the years of teaching experience of middle school science teachers significantly influences how they approach professional development, what and how they learn from the experience, and the ways in which the experience influences their teaching practices.

What are school children in Europe being taught about hygiene and antibiotic use?

PubMed

Lecky, Donna M; McNulty, Cliodna A M; Adriaenssens, Niels; Koprivová Herotová, Tereza; Holt, Jette; Touboul, Pia; Merakou, Kyriakoula; Koncan, Raffaella; Olczak-Pienkowska, Anna; Avô, António Brito; Campos, José; Farrell, David; Kostkova, Patty; Weinberg, Julius

2011-06-01

e-Bug is a pan-European antibiotic and hygiene teaching resource that aims to reinforce awareness in school children of microbes, prudent antibiotic use, hygiene and the transmission of infection. Prior to the production of the resource, it was essential to examine the educational structure across each partner country and assess what school children were being taught on these topics. A questionnaire was devised for distribution to each European partner (Belgium, Czech Republic, Denmark, England, France, Greece, Italy, Poland, Portugal and Spain), exploring their educational structure and examining educational resources or campaigns currently available. From the data collected it was evident that the majority of European schools have structured hand hygiene practices in place from a young age. The curricula in all countries cover the topic of human health and hygiene, but limited information is provided on antibiotics and their prudent use. School educational resources that link to the national curriculum and implement National Advice to the Public campaigns in the classroom are limited. The Microbes en question mobile health education campaign in France is an example of a successful children's education campaign and an innovative programme. Evaluation of the impact of school education on attitude and change of behaviour is also limited throughout many European countries. Not enough is currently being done across Europe to educate school children on the importance of appropriate antibiotic use and antibiotic resistance. The data from this research were used to develop e-Bug, a European Union-funded antibiotic and hygiene teaching resource.

Teaching musculoskeletal examination skills to UK medical students: a comparative survey of Rheumatology and Orthopaedic education practice.

PubMed

Blake, Tim

2014-03-28

Specialists in Rheumatology and Orthopaedics are frequently involved in undergraduate teaching of musculoskeletal (MSK) examination skills. Students often report that specialty-led teaching is inconsistent, confusing and bears little resemblance to the curricula. The Gait, Arms, Legs and Spine (GALS) is a MSK screening tool that provides a standardised approach to examination despite it being fraught with disapproval and low uptake. Recent studies would appear to support innovative instructional methods of engaging learners such as patient educators and interactive small group teaching. This comparative cross-sectional survey evaluates the current state of undergraduate teaching in Rheumatology and Orthopaedics, including preferred teaching methods, attitudes towards GALS, and barriers to effective teaching. An electronic questionnaire was sent to specialist trainees and Consultants in the East and West Midlands region, representing 5 UK medical schools. Descriptive statistical data analysis was performed. There were 76 respondents representing 5 medical schools. There was a request for newer teaching methodologies to be used: multi-media computer-assisted learning (35.5%), audio-visual aids (31.6%), role-playing (19.7%), and social media (3.9%). It is evident that GALS is under-utilised with 50% of clinicians not using GALS in their teaching. There is a genuine desire for clinical educators to improve their teaching ability, collaborate more with curriculum planners, and feel valued by institutions. There remains a call for implementing a standardised approach to MSK clinical teaching to supersede GALS.

Teaching musculoskeletal examination skills to UK medical students: A comparative survey of Rheumatology and Orthopaedic education practice

PubMed Central

2014-01-01

Background Specialists in Rheumatology and Orthopaedics are frequently involved in undergraduate teaching of musculoskeletal (MSK) examination skills. Students often report that specialty-led teaching is inconsistent, confusing and bears little resemblance to the curricula. The Gait, Arms, Legs and Spine (GALS) is a MSK screening tool that provides a standardised approach to examination despite it being fraught with disapproval and low uptake. Recent studies would appear to support innovative instructional methods of engaging learners such as patient educators and interactive small group teaching. Methods This comparative cross-sectional survey evaluates the current state of undergraduate teaching in Rheumatology and Orthopaedics, including preferred teaching methods, attitudes towards GALS, and barriers to effective teaching. An electronic questionnaire was sent to specialist trainees and Consultants in the East and West Midlands region, representing 5 UK medical schools. Descriptive statistical data analysis was performed. Results There were 76 respondents representing 5 medical schools. There was a request for newer teaching methodologies to be used: multi-media computer-assisted learning (35.5%), audio-visual aids (31.6%), role-playing (19.7%), and social media (3.9%). It is evident that GALS is under-utilised with 50% of clinicians not using GALS in their teaching. Conclusions There is a genuine desire for clinical educators to improve their teaching ability, collaborate more with curriculum planners, and feel valued by institutions. There remains a call for implementing a standardised approach to MSK clinical teaching to supersede GALS. PMID:24678598

Teaching Particle Physics in Secondary Schools: Why Do Physicists Want to Smash Matter to Bits?

ERIC Educational Resources Information Center

Young, Clive

2017-01-01

Matter can be described and explained in a number of ways, using models of increasing complexity depending on the intended audience. Under the current National Curriculum for England, the kinetic theory of matter is taught to 11- and 12-year-olds in secondary schools to explain the structure of solids, liquids and gases and their behaviour when…

The Secret Agent Society Social Skills Program for Children with High-Functioning Autism Spectrum Disorders: A Comparison of Two School Variants

ERIC Educational Resources Information Center

Beaumont, Renae; Rotolone, Cassie; Sofronoff, Kate

2015-01-01

School is often considered an ideal setting for child social skills training due to the opportunities it provides for skills teaching, modeling, and practice. The current study evaluated the effectiveness of two variants of the Secret Agent Society social skills program for children with high-functioning autism spectrum disorders (HFASD) in a…

Integration of Science, Technology, Engineering and Mathematics: Is This Curricular Revolution Really Possible in France?

ERIC Educational Resources Information Center

Lebeaume, Joel

2011-01-01

The French school system is a subjects-centred curriculum from the beginning of 1960s. This deep-rooted organisation tends to block the several attempts made to integrate the teaching of scientific school subjects. From an historical point of view, this paper describes the curricular system and the issue of its current change. It focuses on the…

Christian Universities and Colleges: The Need to Train Instructors to Teach the Bible as Literature in Public Schools

ERIC Educational Resources Information Center

Jeynes, William H.

2012-01-01

The author examines the national growth of Bible literacy courses in America's public schools and examines what steps Christian universities and colleges can take to help meet the demand for teachers for these courses. The author asserts that several sources of training are currently available, but declares that they will be unable to train a…

An Exploration of Middle and High School Students' Perceptions of Deviant Behavior when Using Computers and the Internet

ERIC Educational Resources Information Center

Daniel, Annie J.

2005-01-01

If the current trend continues, the use of computer technologies and the Internet will increase for teaching and education. It is urgent that researchers study computer and Internet deviance. The purpose of this study was to explore middle and high school students' perceptions of deviant behavior when using computers and the Internet. The target…

Bridging the Gap -- But Mind You Don't Fall. Primary Physical Education Teachers' Perceptions of the Transition Process to Secondary School

ERIC Educational Resources Information Center

Rainer, Paul; Cropley, Brendan

2015-01-01

Currently there is a large variation in the quality of children's experiences, both across and within primary schools and concerns regarding the quality of physical education (PE) teaching. Significantly, a failure to engage children at this critical time in appropriate high quality PE provision, prior to the transition to secondary education, is…

Real Teaching in an Era of Fake News

ERIC Educational Resources Information Center

Colglazier, Will

2017-01-01

Against the backdrop of our country's current political climate, the author sometimes wonder if he is doing his job as a high school history teacher to the best of his ability. He doesn't see his role as simply covering what's in the textbook or helping students analyze current events. Rather, he believes it's his professional responsibility--his…

Bad Teacher! How Blaming Teachers Distorts the Bigger Picture. Teaching for Social Justice Series

ERIC Educational Resources Information Center

Kumashiro, Kevin K.

2012-01-01

In his latest book, leading educator and author Kevin Kumashiro takes aim at the current debate on educational reform, paying particular attention to the ways that scapegoating public school teachers, teacher unions, and teacher educators masks the real, systemic problems. He convincingly demonstrates how current trends, like market-based reforms…

Educational Technology Use among K-12 Teachers: What Technologies Are Available and What Barriers Are Present?

ERIC Educational Resources Information Center

Francom, Gregory M.

2016-01-01

In order to prepare teachers to integrate technology into teaching and learning activities, teacher educators and administrators need current information about the types of technologies available in classrooms. The current survey research study of K-12 public school teachers in a rural North Midwestern state provides updated information on…

The benefits of being a near-peer teacher.

PubMed

Hall, Samuel; Harrison, Charlotte H; Stephens, Jonny; Andrade, Matheus Gesteria; Seaby, Eleanor G; Parton, William; McElligott, Simon; Myers, Matthew A; Elmansouri, Ahmed; Ahn, Michael; Parrott, Rachel; Smith, Claire F; Border, Scott

2018-03-23

Near-peer teaching is used in anatomy education because of its benefits to the learner, teacher and faculty members. Despite the range of reports focusing on the learner, the advantages for the teacher, which are thought to include communication skills, subject knowledge and employability, are only beginning to be explored. A questionnaire was distributed to the teachers involved in anatomy near-peer teaching at the University of Southampton and Brighton and Sussex Medical School (BSMS). This questionnaire was designed using a rating scale of 0-10 to assess teacher perspectives on their level of knowledge, teaching skills and enjoyment of teaching. Free-text responses determined the teachers' motivation and perceived benefits from the teaching. Twenty-eight questionnaires were gathered (54.9% response rate), including 20 from Southampton and eight from BSMS. Long-term knowledge retention and better understanding of the material were rated 8.1 and 7.9 out of 10, respectively. Eight responses were from currently practising doctors, who rated how much they now use their teaching skills as doctors as 8.9 out of 10. Of the eight doctors, seven gained points for their foundation programme applications as a direct result of near-peer teaching. The most common motivator for engaging in teaching was to improve subject matter knowledge and the most common benefit was improved communication skills. There are numerous advantages to being a near-peer teacher in medical school DISCUSSION: There are numerous advantages to being a near-peer teacher in medical school, which include knowledge improvement, transferrable professional skills and employability. These initial results support the hypothesised benefits to the teachers and provide a foundation for further longitudinal studies. © 2018 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Inclusion of Lesbian, Gay, Bisexual, Transgender, Queer, and Intersex Health in Australian and New Zealand Medical Education.

PubMed

Sanchez, Asiel Adan; Southgate, Erica; Rogers, Gary; Duvivier, Robbert J

2017-08-01

This study aims at establishing the scope of lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI) health in Australian and New Zealand medical curricula. We sent medical school curriculum administrators an online cross-sectional survey. The response rate was 15 medical schools (71%): 14 Australian schools and 1 New Zealand school. Respondents included program directors (n = 5; 33%), course coordinators (n = 4; 27%), Heads of School (n = 2; 13%), one Dean (7%), and three others (20%). Most schools (n = 9; 60%) reported 0-5 hours dedicated to teaching LGBTQI content during the required pre-clinical phase; nine schools (60%) reported access to a clinical rotation site where LGBTQI patient care is common. In most schools (n = 9; 60%), LGBTQI-specific content is interspersed throughout the curriculum, but five schools (33%) have dedicated modules. The most commonly used teaching modalities include lectures (n = 12; 80%) and small-group sessions (n = 9; 60%). LGBTQI content covered in curricula is varied, with the most common topics being how to obtain information about same-sex sexual activity (80%) and the difference between sexual behavior and identity (67%). Teaching about gender and gender identity is more varied across schools, with seven respondents (47%) unsure about what is taught. Eight respondents (53%) described the coverage of LGBTQI content at their institution as "fair," two (13%) as "good," and two (13%) as "poor," with one respondent (7%) describing the coverage as "very poor." None of the respondents described the coverage as "very good." Currently, medical schools include limited content on LGBTQI health, most of which focuses on sexuality. There is a need for further inclusion of curriculum related to transgender, gender diverse, and intersex people.

Legal Perspectives on Religion in Public School Science Classes

NASA Astrophysics Data System (ADS)

Gunn, Jeremy

2006-03-01

In the 1920s, state legislatures in the United States became involved in enacting laws prohibiting the teaching of evolution in public schools. The famous Tennessee v. John Scopes trial of 1925 was the most famous test case to determine the constitutionality the first phase of the laws. Scopes was convicted of violating one such law and many of these anti-evolution laws continued to be in effect for the next forty years. During the 1950s, for a number of reasons, the teaching of evolution became more common as the anti-evolution laws were either repealed or ignored. In 1968, the Supreme Court in Epperson v. Arkansas ruled that the prohibition of the teaching of evolution was unconstitutional. Since the Epperson decision, there have been several other federal court decisions that have considered the constitutionality of allowing religious theories to be taught in the science curriculum. For all practical purposes, federal courts since 1968 have prohibited the teaching of creationism. The new current battleground is on the issue of intelligent design. The first court decision on intelligent design, from Dover, Pennsylvania, is expected by January 2006. The significance of this decision, and the fallout from it, will be discussed. In many ways, the current controversy over the teaching of intelligent design may be only the tip of a far larger public controversy involving the roles of science, law, politics, and religion. Suggestions will be made as to how the scientific community can contribute to the legal and cultural issues that underlie this debate.

Turkish preservice science teachers' socioscientific issues-based teaching practices in middle school science classrooms

NASA Astrophysics Data System (ADS)

Genel, Abdulkadir; Sami Topçu, Mustafa

2016-01-01

Background: Despite a growing body of research and curriculum reforms including socioscientific issues (SSI) across the world, how preservice science teachers (PST) or in-service science teachers can teach SSI in science classrooms needs further inquiry. Purpose: The purpose of this study is to describe the abilities of PSTs to teach SSI in middle school science classrooms, and the research question that guided the present study is: How can we characterize Turkish PSTs' SSI-based teaching practices in middle school science classrooms (ages 11-14)? Sample: In order to address the research question of this study, we explored 10 Turkish PSTs' SSI-based teaching practices in middle school science classrooms. A purposeful sampling strategy was used, thus, PSTs were specifically chosen because they were ideal candidates to teach SSI and to integrate SSI into the science curricula since they were seniors in the science education program who had to take the field experience courses. Design and method: The participants' SSI teaching practices were characterized in light of qualitative research approach. SSI-based teaching practices were analyzed, and the transcripts of all videotape recordings were coded by two researchers. Results: The current data analysis describes Turkish PSTs' SSI-based teaching practices under five main categories: media, argumentation, SSI selection and presentation, risk analysis, and moral perspective. Most of PSTs did not use media resources in their lesson and none of them considered moral perspective in their teaching. While the risk analyses were very simple and superficial, the arguments developed in the classrooms generally remained at a simple level. PSTs did not think SSI as a central topic and discussed these issues in a very limited time and at the end of the class period. Conclusions: The findings of this study manifest the need of the reforms in science education programs. The present study provides evidence that moral, media, argumentation, risk analysis, and pedagogical aspects of SSI-based instruction should be incorporated into educational courses designed for the Turkish teacher education programs such as the science teaching methods course. When we find ways to improve PSTs or science teachers' SSI teaching practices in terms of these components, we can provide useful information for curriculum developers, policy-makers, and science educators in Turkey and other countries, that are facing similar problems. We believe that this study would initiate more investigative and exploratory studies toward this goal.

Organization and Implementation of a University-Wide Collaboration for Advancing Teaching Technology and Science in Public Schools

NASA Astrophysics Data System (ADS)

Regens, N.; Hall-Wallace, M. K.

2003-12-01

The University of Arizona's Collaboration for the Advancement of Teaching Technology and Science (CATTS) was formed 4 years ago for the purpose of teaming university graduate and undergraduate science students with local K-12 teachers to enhance science teaching at all grade levels. This NSF-funded GK-12 program has been remarkably successful at training university students to use exemplary science education materials and to enable them to work within the culture of K-12 classrooms. The program relies on the formation and maintainence of a respectful, robust, and mutually beneficial relationship between the university and Tucson area school districts, school principals, and schoolteachers. This paper explores the process we have used and are using to build and maintain a partnership between two very diverse cultures: the K-12 culture and the university's research-based culture. The CATTS program links University of Arizona outreach projects with schools, trains CATTS Fellows on current educational pedagogical thinking, and provides a means of evaluating the teaching effectiveness of CATTS Fellows. The presentation will describe the strategies and techniques for building and maintaining alliances and creating ownership of the CATTS programs by school districts, school administrators, and teachers. We will also describe recruiting and training practices and various corrective actions we have taken to improve the program over its lifetime. The CATTS program provides an effective outreach tool for educational programs in geophysics, marine biology and oceanography, climatology, hydrology, and space physics and astronomy, to name a few. As such it is an example of a core outreach program that can be used at research universities, national research facilities, or non-research oriented colleges. The program also provides an effective way to train future teaching professors and scientists to effectively participate in formal and informal education and public outreach programs.

Current Status for Teaching Nursing Informatics in Denmark, Canada, and Australia.

PubMed

Madsen, Inge; Cummings, Elizabeth; Borycki, Elizabeth M

2015-01-01

Nursing schools in Denmark, Canada, and Australia are all currently involved in integrating nursing informatics in the nursing bachelor programme. This paper gives a brief update on the current situation of nursing informatics education for bachelor level nurses in each of the three countries. Whilst there are differences in the curriculum in each county, it is important to share knowledge about undergraduate nursing informatics worldwide to ensure consistency.

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)

Business Mathematics Curriculum.

ERIC Educational Resources Information Center

EASTCONN Regional Educational Services Center, North Windham, CT.

This curriculum guide for teaching business mathematics in the Connecticut Vocational-Technical School System is based on the latest thinking of instructors in the field, suggestions from mathematics authorities, and current instructional approaches in education. The curriculum guide consists of six sections: (1) career relationships and…

Current challenges and problems in teaching pathophysiology in Ukraine - another reaction to Churilov's paper.

PubMed

Ataman, Oleksandr V

2017-12-01

Pathophysiology in Ukraine has rich traditions and achievements in the scientific areas, as well as in teaching academic discipline. Its history, the main Ukrainian scientific schools and their famous representatives are briefly described. The content of existing study program, the main approaches to teaching, and some methodological and organizational problems needed to be solved are characterized. The necessity and usefulness of developing and implementing the three separate courses of discipline (Essential, Clinical and Advanced Pathophysiology) are substantiated. The place of Pathophysiology in the training of physicians with different kinds of their future activity is discussed. Relation of teaching Pathophysiology to Translational and Personalized Medicine is tried to be shown.

Analysing the Correlations between Primary School Teachers' Teaching Styles and Their Critical Thinking Disposition

ERIC Educational Resources Information Center

Sen, Özgür

2018-01-01

This study aims to analyse the correlations between teaching styles primary school teachers prefer to use and their critical thinking disposition. The research was conducted with the participation of 380 primary school teachers teaching in schools located in Ankara. The study employs relational survey model. In this study "Teaching Styles…

Culture and Conflict in the Middle East: Whose Jerusalem? A High School Curriculum. Fulbright-Hays Summer Seminars Abroad, 1998 (Israel and Jordan).

ERIC Educational Resources Information Center

Bloom, Janice

This high school curriculum project/unit of study focuses on providing a framework of ideas for teachers interested in teaching about both the historical and current cultures and conflicts of the Middle East. While the unit is set up to include a more traditional section where both the religious and historical background of Judaism and Islam are…

A survey of acoustic conditions and noise levels in secondary school classrooms in England.

PubMed

Shield, Bridget; Conetta, Robert; Dockrell, Julie; Connolly, Daniel; Cox, Trevor; Mydlarz, Charles

2015-01-01

An acoustic survey of secondary schools in England has been undertaken. Room acoustic parameters and background noise levels were measured in 185 unoccupied spaces in 13 schools to provide information on the typical acoustic environment of secondary schools. The unoccupied acoustic and noise data were correlated with various physical characteristics of the spaces. Room height and the amount of glazing were related to the unoccupied reverberation time and therefore need to be controlled to reduce reverberation to suitable levels for teaching and learning. Further analysis of the unoccupied data showed that the introduction of legislation relating to school acoustics in England and Wales in 2003 approximately doubled the number of school spaces complying with current standards. Noise levels were also measured during 274 lessons to examine typical levels generated during teaching activities in secondary schools and to investigate the influence of acoustic design on working noise levels in the classroom. Comparison of unoccupied and occupied data showed that unoccupied acoustic conditions affect the noise levels occurring during lessons. They were also related to the time spent in disruption to the lessons (e.g., students talking or shouting) and so may also have an impact upon student behavior in the classroom.

A Comprehensive Guide to Readers Theatre: Enhancing Fluency and Comprehension in Middle School and Beyond

ERIC Educational Resources Information Center

Black, Alison; Stave, Anna M.

2007-01-01

With the current education climate so focused on accountability, teachers need to ensure that their teaching practices are supported by today's content-specific standards. To meet this need, "A Comprehensive Guide to Readers Theatre" shows not only how to implement Readers Theatre in the classroom but also how to use it to meet current literacy…

Using Rewards and Sanctions in the Classroom: Pupils' Perceptions of Their Own Responses to Current Behaviour Management Strategies

ERIC Educational Resources Information Center

Payne, Ruth

2015-01-01

The use of systems of rewards and sanctions within behaviour policies has now been adopted formally in UK schools. Such systems potentially represent competing theoretical ideas when considered alongside current approaches to teaching and learning. There is also opportunity for inconsistent use of rewards and sanctions resulting from the absence…

Teaching Healthy Eating to Elementary School Students: A Scoping Review of Nutrition Education Resources.

PubMed

Peralta, Louisa R; Dudley, Dean A; Cotton, Wayne G

2016-05-01

School-based programs represent an ideal setting to enhance healthy eating, as most children attend school regularly and consume at least one meal and a number of snacks at school each day. However, current research reports that elementary school teachers often display low levels of nutritional knowledge, self-efficacy, and skills to effectively deliver nutrition education. The purpose of this review was to understand the availability and quality of resources that are accessible for elementary school teachers to use to support curriculum delivery or nutrition education programs. The review included 32 resources from 4 countries in the final analysis from 1989 to 2014. The 32 resources exhibited 8 dominant teaching strategies: curriculum approaches; cross-curricular approaches; parental involvement; experiential learning approaches; contingent reinforcement approaches; literary abstraction approaches; games-based approaches; and web-based approaches. The resources were accessible to elementary school teachers, with all the resources embedding curriculum approaches, and most of the resources embedding parental involvement strategies. Resources were less likely to embed cross-curricular and experiential learning approaches, as well as contingent reinforcement approaches, despite recent research suggesting that the most effective evidence-based strategies for improving healthy eating in elementary school children are cross-curricular and experiential learning approaches. © 2016, American School Health Association.

Exploring Ivorian perspectives on the effectiveness of the current Ivorian science curriculum in addressing issues related to HIV/AIDS

NASA Astrophysics Data System (ADS)

Ado, Gustave Firmin

School-based HIV/AIDS science education has the potential to impact students when integrated into the science curriculum. However, this mixed method study shows that school-based HIV/AIDS science education is often not infused into career subjects such as science education but integrated into civics education and taught by teachers who lack the skills, knowledge, and the training in the delivery of effective school HIV/AIDS education. Since science is where biological events take place, it is suggested that HIV/AIDS science merits being taught in the science education classroom. This study took place in nine public middle schools within two school districts in Abidjan, Ivory Coast, one major urban city in the southern region. The study utilized triangulation of multiple data sources---both qualitative and quantitative. To substantiate the claims made in this study, a range of qualitative methods such as field notes and individual interviews with 39 teachers, 63 sixth grade students, 8 school administrators, and 20 community elders were used. For the quantitative portion 140 teachers and 3510 sixth grade students were surveyed. The findings from the study prioritize science education that includes HIV/AIDS science education for all, with emphasis on HIV/AIDS prevention in Ivory Coast. The factors that influence the implementation of HIV/AIDS curricula within the Ivorian sixth grade classrooms are discussed. Interview and survey data from students, teachers, school administrators, and community elders indicate that in the Ivorian school setting, "gerontocratic" cultural influences, religious beliefs, personal cultural beliefs, and time spent toward the discourse on HIV/AIDS have led to HIV/AIDS education that is often insufficient to change either misconceptions about HIV/AIDS or risky practices. It was also found that approaches to teaching HIV/AIDS does not connect with youth cultures. By reframing and integrating current HIV/AIDS curricula into the science classroom, providing teachers with adequate HIV/AIDS teaching resources that are more responsive to and inclusive of youth cultural beliefs, and by aligning teaching practices to Ivorian youth cultural and academics interests, there is a chance that HIV/AIDS education could lead to safer sexual behaviors amongst Ivorian youth.

The Art of Teaching the Arts: A Workshop for High School Teachers

ERIC Educational Resources Information Center

Annenberg Media, 2005

2005-01-01

"The Art of Teaching the Arts: A Workshop for High School Teachers" is an eight-part professional development workshop for use by high school dance, music, theatre, and visual art teachers. The workshop examines how principles of good teaching are carried out in teaching the arts at the high school level. In the eight one-hour video programs,…

Using Appreciative Inquiry for an e-Learning Change Management Programme: The ENTICE Project at Brunel University

NASA Astrophysics Data System (ADS)

Murray, Linda A.; Alberts, Philip P.; Stephenson, Julia E.

Brunel University's e-Learning strategy provides direction for the teaching staff, but remains flexible. Although all Schools had engaged with e-Learning in the past, detailed consideration of effective e-Learning and the e-experience of students had not been generally in evidence. We sought to address this gap in the strategic work of schools by implementing a change management program, the major elements of which were the development of a local evidence-base of effectiveness of e-Learning practices and conversations for change. Our program was based on the Appreciative Inquiry (AI) method, which we adapted for this educational context. The aim was to identify the pedagogic value of the diverse range of e-Learning activities already being undertaken and to encourage more widespread use. There was also a longer-term objective of assisting schools to establish or review their own e-Learning strategies and action plans. In terms of the effectiveness of the process, it is evident that the AI methodology was very beneficial. There is greater awareness among academic staff of the range of e-Learning activities that are currently being used in teaching designs of teaching staff at the University and about student use and attitudes to those activities. The evidence provides inputs to the development/review of e-Learning action plans and strategies for each school, usually within the context of the overall school plan.

How Principals Support Teacher Effectiveness

ERIC Educational Resources Information Center

Gallagher, Michael

2012-01-01

The current standards and accountability regime describes effective teaching as the ability to increase student achievement on standardized tests. This narrow definition of effectiveness can lead principals to create school cultures myopically focused on student achievement data. A "laser-like focus on academic achievement," if employed…

Periodicals For Teaching Economics: A Dozen Ammunition Sources on Current Economic Affairs.

ERIC Educational Resources Information Center

Pisciotta, John

1984-01-01

Provides an annotated bibliography of 12 free publications which, taken together, provide a supply of readable articles for high school economics instruction. Among those listed are "The Background and Issue Bulletin,""Brookings Review,""Business Review," and "Coordinated Action." (JDH)

Professional Growth & Support Spending Calculator

ERIC Educational Resources Information Center

Education Resource Strategies, 2013

2013-01-01

This "Professional Growth & Support Spending Calculator" helps school systems quantify all current spending aimed at improving teaching effectiveness. Part I provides worksheets to analyze total investment. Part II provides a system for evaluating investments based on purpose, target group, and delivery. In this Spending Calculator…

Scientific Creationism: A Case Study.

ERIC Educational Resources Information Center

Pipho, Chris

1981-01-01

Describes the current movement to elevate biblical creationism to a scientific theory to be taught alongside evolution in the public schools. Focuses on the strategies and influence of pro "scientific creationism" groups and reviews pending legislation that would mandate equal teaching time for creationism. (GC)

DENTAL SCHOOL PLANNING.

ERIC Educational Resources Information Center

GALAGAN, DONALD J.

THIS DISCUSSION PRESENTS A COMPLETE PICTURE OF THE CURRENT STATE OF DENTAL EDUCATION WITH SUGGESTIONS FOR MEETING THE DEMANDS FOR DENTAL STAFF AND FACILITIES. THE AREAS INVESTIGATED ARE (1) OBJECTIVES IN DENTAL EDUCATION--COURSES, TEACHING MODES, INNOVATIONS IN CURRICULUM, COORDINATION OF BASIC AND CLINICAL INSTRUCTION, (2) FACILITY…

For the Heirs of Revolution: Current Educational Practices in North Korea.

ERIC Educational Resources Information Center

Kim, Hyung-chan

1981-01-01

Based on a 10-day visit to North Korean educational establishments by the author, this article discusses educational philosophy, curriculum, teaching methods, educational system organization, and educational practices at all levels from primary school through higher education institutions. (DB)

Smith college secondary math and science outreach program

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

Powell, J.A.; Clark, C.

1994-12-31

The Smith College Secondary Math and Science Outreach Program works collaboratively with front-line educators to encourage young women students of all abilities, especially underrepresented and underserved minorities, to continue studying math and science throughout high school. The program includes three main components: (1) Twenty-five to thirty teams of math/science teachers and guidance counselors participate in a year-long program which begins with a three-day Current Students/Future Scientists and Engineering Workshop. This event includes a keynote address, presentations and workshops by successful women in science and engineering, and hands-on laboratory sessions. Each participant receives a stipend and free room and board. Returningmore » to their schools, the teacher-counselor teams implement ongoing plans designed to counteract gender bias in the sciences and to alert female students to the broad range of math, science, and engineering career choices open to them. A follow-up session in the spring allows the teams to present and discuss their year-long activities. (2) TRI-ON, a day of science for 120 ninth- and tenth- grade girls from schools with a large underserved and underrepresented population, is held in early spring. Girls discover the excitement of laboratory investigation and interact with female college science and math majors. (3) Teaching Internships, initiated in 1991, involve ten to fifteen Smith College math and science majors in teaching in public schools. The teaching interns experience the rewards and challenges of classroom teaching, and they also serve as role models for younger students.« less

Current Status of Nursing Informatics Education in Korea.

PubMed

Jeon, Eunjoo; Kim, Jeongeun; Park, Hyeoun-Ae; Lee, Ji-Hyun; Kim, Jungha; Jin, Meiling; Ahn, Shinae; Jun, Jooyeon; Song, Healim; On, Jeongah; Jung, Hyesil; Hong, Yeong Joo; Yim, Suran

2016-04-01

This study presents the current status of nursing informatics education, the content covered in nursing informatics courses, the faculty efficacy, and the barriers to and additional supports for teaching nursing informatics in Korea. A set of questionnaires consisting of an 18-item questionnaire for nursing informatics education, a 6-item questionnaire for faculty efficacy, and 2 open-ended questions for barriers and additional supports were sent to 204 nursing schools via email and the postal service. Nursing schools offering nursing informatics were further asked to send their syllabuses. The subjects taught were analyzed using nursing informatics competency categories and other responses were tailed using descriptive statistics. A total of 72 schools (35.3%) responded to the survey, of which 38 reported that they offered nursing informatics courses in their undergraduate nursing programs. Nursing informatics courses at 11 schools were taught by a professor with a degree majoring in nursing informatics. Computer technology was the most frequently taught subject (27 schools), followed by information systems used for practice (25 schools). The faculty efficacy was 3.76 ± 0.86 (out of 5). The most frequently reported barrier to teaching nursing informatics (n = 9) was lack of awareness of the importance of nursing informatics. Training and educational opportunities was the most requested additional support. Nursing informatics education has increased during the last decade in Korea. However, the proportions of faculty with degrees in nursing informatics and number of schools offering nursing informatics courses have not increased much. Thus, a greater focus is needed on training faculty and developing the courses.

Current Status of Nursing Informatics Education in Korea

PubMed Central

Jeon, Eunjoo; Kim, Jeongeun; Lee, Ji-Hyun; Kim, Jungha; Jin, Meiling; Ahn, Shinae; Jun, Jooyeon; Song, Healim; On, Jeongah; Jung, Hyesil; Hong, Yeong Joo; Yim, Suran

2016-01-01

Objectives This study presents the current status of nursing informatics education, the content covered in nursing informatics courses, the faculty efficacy, and the barriers to and additional supports for teaching nursing informatics in Korea. Methods A set of questionnaires consisting of an 18-item questionnaire for nursing informatics education, a 6-item questionnaire for faculty efficacy, and 2 open-ended questions for barriers and additional supports were sent to 204 nursing schools via email and the postal service. Nursing schools offering nursing informatics were further asked to send their syllabuses. The subjects taught were analyzed using nursing informatics competency categories and other responses were tailed using descriptive statistics. Results A total of 72 schools (35.3%) responded to the survey, of which 38 reported that they offered nursing informatics courses in their undergraduate nursing programs. Nursing informatics courses at 11 schools were taught by a professor with a degree majoring in nursing informatics. Computer technology was the most frequently taught subject (27 schools), followed by information systems used for practice (25 schools). The faculty efficacy was 3.76 ± 0.86 (out of 5). The most frequently reported barrier to teaching nursing informatics (n = 9) was lack of awareness of the importance of nursing informatics. Training and educational opportunities was the most requested additional support. Conclusions Nursing informatics education has increased during the last decade in Korea. However, the proportions of faculty with degrees in nursing informatics and number of schools offering nursing informatics courses have not increased much. Thus, a greater focus is needed on training faculty and developing the courses. PMID:27200224

Students' perspectives of undergraduate research methods education at three public medical schools in Uganda.

PubMed

Munabi, Ian Guyton; Buwembo, William; Joseph, Ruberwa; Peter, Kawungezi; Bajunirwe, Francis; Mwaka, Erisa Sabakaki

2016-01-01

In this study we used a model of adult learning to explore undergraduate students' views on how to improve the teaching of research methods and biostatistics. This was a secondary analysis of survey data of 600 undergraduate students from three medical schools in Uganda. The analysis looked at student's responses to an open ended section of a questionnaire on their views on undergraduate teaching of research methods and biostatistics. Qualitative phenomenological data analysis was done with a bias towards principles of adult learning. Students appreciated the importance of learning research methods and biostatistics as a way of understanding research problems; appropriately interpreting statistical concepts during their training and post-qualification practice; and translating the knowledge acquired. Stressful teaching environment and inadequate educational resource materials were identified as impediments to effective learning. Suggestions for improved learning included: early and continuous exposure to the course; more active and practical approach to teaching; and a need for mentorship. The current methods of teaching research methods and biostatistics leave most of the students in the dissonance phase of learning resulting in none or poor student engagement that results in a failure to comprehend and/or appreciate the principles governing the use of different research methods.

What is motivating middle-school science teachers to teach climate change?

NASA Astrophysics Data System (ADS)

McNeal, Peggy; Petcovic, Heather; Reeves, Patricia

2017-05-01

Adoption of science content standards that include anthropogenic climate change has prompted widespread instruction in climate change for the first time. However, the controversial nature of the topic can be daunting and many teachers share misconceptions that lead to weak treatment of climate change in classrooms. Nevertheless, numerous teachers have embraced the topic and are providing illustrations of deliberate climate change education. In this study we investigated teacher motivation using focus groups with middle school teachers who currently teach climate change. Qualitative analysis of the collective teacher voices yielded underlying motivations. Our findings suggest that these teachers' interest in environmentalism naturally translates to climate change advocacy and motivates teaching the topic. Their knowledge and expertise gives them confidence to teach it. These teachers see themselves as scientists, therefore their views align with the scientific consensus. They practice authentic scientific research with their students, thus confirming valued characteristics of their scientist identity. Finally, our findings suggest that teaching climate change gives these teachers a sense of hope as they impact the future through their students. This study contrasts with skepticism over the state of climate change education and contributes to an understanding of how climate change education is motivated in teachers.

STEM Career Cluster Engineering and Technology Education pathway in Georgia: Perceptions of Georgia engineering and technology education high school teachers and CTAE administrators as measured by the Characteristics of Engineering and Technology Education survey

NASA Astrophysics Data System (ADS)

Crenshaw, Mark VanBuren

This study examined the perceptions held by Georgia Science, Technology, Engineering, and Mathematics (STEM) Career Cluster Engineering and Technology Education (ETE) high school pathway teachers and Georgia's Career, Technical and Agriculture Education (CTAE) administrators regarding the ETE pathway and its effect on implementation within their district and schools. It provides strategies for ETE teaching methods, curriculum content, STEM integration, and how to improve the ETE pathway program of study. Current teaching and curricular trends were examined in ETE as well as the role ETE should play as related to STEM education. The study, using the Characteristics of Engineering and Technology Education Survey, was conducted to answer the following research questions: (a) Is there a significant difference in the perception of ETE teaching methodology between Georgia ETE high school teachers and CTAE administrators as measured by the Characteristics of Engineering and Technology Education Survey? (b) Is there a significant difference in the perception of ETE curriculum content between Georgia ETE high school teachers and CTAE administrators as measured by the Characteristics of Engineering and Technology Education Survey? (c) Is there a significant difference in the perception of STEM integration in the ETE high school pathway between Georgia ETE high school teachers and CTAE administrators as measured by the Characteristics of Engineering and Technology Education Survey? and (d) Is there a significant difference in the perception of how to improve the ETE high school pathway between Georgia ETE high school teachers and CTAE administrators as measured by the Characteristics of Engineering and Technology Education Survey? Suggestions for further research also were offered.

Teaching and assessment of communication skills in undergraduate dental education - a survey in German-speaking countries.

PubMed

Rüttermann, S; Sobotta, A; Hahn, P; Kiessling, C; Härtl, A

2017-08-01

Teaching communication is perceived to be of importance in dental education. Several reports have been published worldwide in the educational literature describing modifications of the dental curriculum by implementing the teaching of communication skills. Surveys which evaluate the current state of training and assessment of communication skills in dental education in different countries exist already in some countries, but little information is available about German-speaking countries. In a cross-sectional study with the aim of a census, all 36 dental schools in Germany (30), Austria (3), and Switzerland (3) were surveyed. The present survey revealed that at 26 of the 34 dental schools (76%), communication skills training has been implemented. Training of communication skills mainly takes place between the 6th and the 9th semester. Ten schools were able to implement a partly longitudinal curriculum, while the other sites only offer stand-alone courses. Of the 34 dental schools, six assess communication skills in a summative way. Three of those schools also use formative assessments for their students. Another seven sites only use formative assessment. From the various formats of assessment, OSCE is mentioned most frequently. The necessity to train and assess communication skills has reached German-speaking dental schools. The present survey allows an overview of the training and assessment of communication skills in undergraduate dental education in German-speaking Europe. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Undergraduate Training in Human Sexuality-Evaluation of the Impact on Medical Doctors' Practice Ten Years After Graduation.

PubMed

Clegg, Mary; Pye, Joanne; Wylie, Kevan R

2016-09-01

It has been suggested that an indicator of a doctor's ability to assess patients' sexual function relates to the level of earlier training. The amount and quality of training the doctor receives at the undergraduate level and beyond could contribute to the doctor's confidence and competence. To evaluate whether doctors found that the teaching in human sexuality received at medical school was sufficient for their future practice and whether their chosen medical specialty and exposure to issues related to sexual health affected this opinion. One hundred seventy doctors maintaining contact with the University of Sheffield Medical School Alumni Office after qualifying in 2004 were sent self-completion postal questionnaires. Space was allocated for supplementary comments to their answers. Self-completion postal questionnaire. Although the response rate was low, there appeared to be an impact of the teaching of human sexuality on the clinical practice of doctors. More than two-thirds of respondents rated the teaching as useful and more than 70% felt more confident in diagnosing and managing male and female sexual issues. The results show a link between the undergraduate teaching of sexual medicine and education and a subsequent proactive approach to sexuality issues; unfortunately, the study does not provide any information about the level of skills or ability in this field of medicine. We have confirmed that the Sheffield model might be suitable for teaching sexual medicine issues in the United Kingdom but cannot confirm that the current format is suitable for international undergraduate audiences. Future study could include other medical schools and a comparison of sexual medicine practice among physicians who received undergraduate medical education and overall numbers could be increased to compare current practice with the number of hours of sexual medicine education as a key parameter. Copyright © 2016 The Authors. Published by Elsevier Inc. All rights reserved.

Critical Thinking Tendencies among Teacher Candidates

ERIC Educational Resources Information Center

Genc, Salih Zeki

2008-01-01

The study aims to determine critical thinking tendencies among teacher candidates. 720 students from primary school teaching department (Primary School Teaching Programme, Science Teaching Programme and Pre-School Teaching Programme) form the sample of the study. When the gender and age distributions were investigated, 253 candidates are males and…

[Historical Transition of Sexuality Education in Japan and Outline of Reproductive Health/Rights].

PubMed

Nishioka, Emiko

2018-01-01

In this paper, we describe the historical transition of sexuality education in Japan and the direction of sexuality education taken by the Ministry of Education, Culture, Sports, Science and Technology (MEXT). Reproductive health/rights, a key concept in sex education, is also discussed. In Japanese society, discussion on sexuality has long been considered taboo. After the Second World War, sexuality education in Japan began as "purity education." From 1960 until the early 1970s, physical aspects such as genital organs, function, secondary sexual characteristics, and gender differences were emphasized. Comprehensive education as a human being, including physiological, psychological, and social aspects, began to be adopted in the late 1970s. In 2002, it was criticized that teaching genital terms at primary schools and teaching about sexual intercourse and contraceptive methods at junior high schools were "overdue guidance" and "extreme contents." Sexuality education in schools has become a problem and has stagnated for about 10 years. Currently, schools teach sexuality education that does not deviate from the MEXT course guidelines. The direction of MEXT regarding sexuality education should be examined from the basic position that sexual activity by children is inappropriate. Reproductive health/rights apply the concept of human rights to sexuality and reproduction. Reproductive health/rights are key concepts that support sex education and women's health.

Perspective: moving students beyond an organ-based approach when teaching medical interviewing and physical examination skills.

PubMed

Alexander, Erik K

2008-10-01

Medical interviewing and physical examination skills are core pillars of clinical medicine. Though nearly all U.S. medical students participate in preclinical courses designed to teach these skills, medical school faculty often comment that students' abilities remain limited on entering their clinical clerkships. The reason for this contention is not clear.The author briefly describes the current preclinical curricula at most medical schools that are designed to teach patient interviewing and examination. An organ-based curriculum is commonly employed, although the limitations of such an approach readily become apparent. For example, many hospitalized patients do not suffer from single-organ illnesses, but rather from infections or metabolic derangements, which cause numerous abnormalities to several body systems. Furthermore, clinical reasoning skills are rarely taught in such preclinical courses, though these abilities form the foundation for effective doctoring. These findings suggest an opportunity for content development surrounding patient interviewing and examination. The author proposes an educational approach that depicts how the confluence of both content knowledge skills and clinical reasoning skills can work synergistically to enhance preclinical teaching of the medical interview and physical examination.

Implementing the cross-disciplinary subject of palliative medicine (Q13) against the backdrop of recent changes of the legal framework using University Medical School Göttingen as an example.

PubMed

Alt-Epping, Bernd; Jung, Wolfram; Simmenroth-Nayda, Anne; Russo, Sebastian G; Vormfelde, Stefan Viktor; Nauck, Friedemann

2010-01-01

Palliative care for patients with advanced and progressive diseases has recently become an integrated and compulsory part of undergraduate training in Germany. Up until now, undergraduate teaching in this cross-disciplinary medical field varied and therefore problems during the implementation process with regard to formal aspects and teaching content are to be expected. This contribution summarizes the new legislative framework for palliative care as an independent specialty in undergraduate medical training and describes format, content and problems of the current implementation process at the University Medical School Göttingen, in order to provide advice and support for other faculties.

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.

Undergraduate allergy teaching in a UK medical school: comparison of the described and delivered curriculum.

PubMed

Shehata, Yasser; Ross, Michael; Sheikh, Aziz

2007-02-01

Concerns have been raised about the adequacy of allergy teaching in UK undergraduate medical curricula. Our previous work, which involved undertaking a systematic analysis of the documented curricular learning objectives relating to allergy teaching in a UK medical school, found references to allergy teaching in each of the five years of study but also identified some apparent omissions in allergy teaching. These may represent actual gaps in relation to allergy training, or alternatively may reflect dissonance between the described and delivered curricula. To compare the described and delivered undergraduate curricula on allergy and allergy-related topics in a UK medical school. We identified and e-mailed the individuals responsible for each of the 43 modules in the five-year undergraduate medical programme at the University of Edinburgh, enquiring about the delivery of allergy-related teaching within their modules. We then compared these responses with the results of the previous study mapping allergy-related teaching across the undergraduate curriculum. Fifty-one individuals were identified as being responsible for leading the 43 modules in the curriculum. Forty-nine (96%) of these module organisers responded to our enquiry; these individuals represented 41 of the 43 modules (95%). Module organisers reported that allergy-related teaching and learning was delivered in 14 modules (33%), was absent in 13 (30%) modules, and may occur to varying degrees within a further 10 (23%) modules. Module organisers' responses about the delivered curriculum on allergy were consistent with the findings from documented learning objectives in 21 (49%) modules. They also reported allergy teaching and learning in modules which had not been identified by examination of the learning objectives; however, there were still important gaps in the allergy-related curriculum. Information gathered from teaching staff confirms that specific teaching and learning on allergic disorders is currently being delivered in all five years of the undergraduate curriculum. However, comparison between the described and delivered curricula on allergy revealed discrepancies highlighting the complex nature of the undergraduate curriculum and the difficulties involved in mapping specific teaching themes within them. This assessment has revealed gaps in allergy training which need to be addressed.

Factor Structure and Measurement Invariance of the Need-Supportive Teaching Style Scale for Physical Education.

PubMed

Liu, Jing-Dong; Chung, Pak-Kwong

2017-08-01

The purpose of the current study was to examine the factor structure and measurement invariance of a scale measuring students' perceptions of need-supportive teaching (Need-Supportive Teaching Style Scale in Physical Education; NSTSSPE). We sampled 615 secondary school students in Hong Kong, 200 of whom also completed a follow-up assessment two months later. Factor structure of the scale was examined through exploratory structural equation modeling (ESEM). Further, nomological validity of the NSTSSPE was evaluated by examining the relationships between need-supportive teaching style and student satisfaction of psychological needs. Finally, four measurement models-configural, metric invariance, scalar invariance, and item uniqueness invariance-were assessed using multiple group ESEM to test the measurement invariance of the scale across gender, grade, and time. ESEM results suggested a three-factor structure of the NSTSSPE. Nomological validity was supported, and weak, strong, and strict measurement invariance of the NSTSSPE was evidenced across gender, grade, and time. The current study provides initial psychometric support for the NSTSSPE to assess student perceptions of teachers' need-supportive teaching style in physical education classes.

Undergraduate education in special needs dentistry in Malaysian and Australian dental schools.

PubMed

Ahmad, Mas S; Razak, Ishak A; Borromeo, Gelsomina L

2014-08-01

Meeting the oral health care needs of the growing population of people with special health care needs (SHCN) starts with dental students' acquisition of sound knowledge and development of clinical competence at the predoctoral level. The aim of this study was to review the level of undergraduate education in Special Needs Dentistry (SND) in Malaysian and Australian dental schools. The deans of all six Malaysian public dental schools and eight of nine Australian dental schools participated in a postal survey on current undergraduate didactic and clinical training in SND at their institutions. The results showed the number of dental schools in Malaysia with teaching in SND as a specific discipline was relatively low compared to that of Australia. However, a high percentage of Malaysian and Australian dental schools reported incorporating teaching of SND into pediatric dentistry (83.3 percent vs. 75 percent), oral medicine/oral pathology (66.7 percent vs. 75 percent), and oral surgery (66.7 percent vs. 25 percent). Most respondents said their school delivered SND clinical training in dental school clinics, hospital-based settings, and residential aged care facilities. Respondents in both countries viewed lack of faculty expertise as the greatest barrier to providing SND education. The study provides valuable information that can direct SND curriculum development in the two countries.

Who is teaching the kids to cook? Results from a nationally representative survey of secondary school students in New Zealand.

PubMed

Utter, Jennifer; Denny, Simon; Lucassen, Mathijs; Dyson, Ben

2016-08-10

Learning how to cook is an important skill for developing healthy eating behaviors. Moreover, involvement in home cooking may offer young people opportunities for skill building, identity development and social engagement with their families. Recently, there have been concerns that the current generation of young people may not have the opportunities to develop sufficient cooking skills. These concerns have been addressed by the initiation of numerous, localized interventions. Yet, little is known about where the current generation of young people learn cooking skills. The objective of this study was to describe where the current generation of young people report learning to cook, drawing on nationally representative data from New Zealand. Data were collected as part of Youth2012, a nationally representative survey of secondary school students (n=8500) in New Zealand. Almost all students reported learning to cook and from multiple sources. Almost all students reported learning to cook from a family member (mother, father, or other family member), approximately 60% of students reported that they learned to cook from certain media (cookbooks, TV, or the Internet) and half of all students reported learning to cook at school. There were numerous differences in where students learned to cook by socio-demographic characteristics. Findings from the current research highlight the important role that families play in teaching young people to cook and will be useful for those working with young people to develop these skills.

Goal Dissensus and Educational Change

ERIC Educational Resources Information Center

Prebble, Thomas K.

1978-01-01

Current developments in organizational theory suggest that the degree of goal consensus within many organizations may be problematic. This study uses an intensive case study to explore the implications of goal dissensus in the adoption of a four-day teaching week in a Canadian high school. (Author/IRT)

A Cryptological Way of Teaching Mathematics

ERIC Educational Resources Information Center

Caballero-Gil, Pino; Bruno-Castaneda, Carlos

2007-01-01

This work addresses the subject of mathematics education at secondary schools from a current and stimulating point of view intimately related to computational science. Cryptology is a captivating way of introducing into the classroom different mathematical subjects such as functions, matrices, modular arithmetic, combinatorics, equations,…

On the Normative Foundations of Economic Education.

ERIC Educational Resources Information Center

Leming, James S.

1987-01-01

Reports research which indicates current economics curricula fail to significantly influence student commitment to the normative foundations of the free enterprise system. Demonstrates how schools have potential for teaching economic values to youth. Concludes economic education should include latent and manifest curricula to better develop…

What Lies Behind Deschooling?

ERIC Educational Resources Information Center

Petrovsky, Arthur V.

1976-01-01

The author examines current opinions that schools inhibit progress and that education is conservative, consolidates inequality among people, and passes on outdated information. Freedom of choice in the direction of education is supported, but a need is seen for a structured system of teaching how to learn. (AV)

The distinction between key ideas in teaching school physics and key ideas in the discipline of physics

NASA Astrophysics Data System (ADS)

Deng, Zongyi

2001-05-01

The distinction between key ideas in teaching a high school science and key ideas in the corresponding discipline of science has been largely ignored in scholarly discourse about what science teachers should teach and about what they should know. This article clarifies this distinction through exploring how and why key ideas in teaching high school physics differ from key ideas in the discipline of physics. Its theoretical underpinnings include Dewey's (1902/1990) distinction between the psychological and the logical and Harré's (1986) epistemology of science. It analyzes how and why the key ideas in teaching color, the speed of light, and light interference at the high school level differ from the key ideas at the disciplinary level. The thesis is that key ideas in teaching high school physics can differ from key ideas in the discipline in some significant ways, and that the differences manifest Dewey's distinction. As a result, the article challenges the assumption of equating key ideas in teaching a high school science with key ideas in the corresponding discipline of science, and the assumption that having a college degree in science is sufficient to teach high school science. Furthermore, the article expands the concept of pedagogical content knowledge by arguing that key ideas in teaching high school physics constitute an essential component.

34 CFR 300.18 - Highly qualified special education teachers.

Code of Federal Regulations, 2014 CFR

2014-07-01

... subjects. For any public elementary or secondary school special education teacher teaching core academic... school or secondary school special education teacher teaching in a State, highly qualified requires that..., except that when used with respect to any teacher teaching in a public charter school, highly qualified...

34 CFR 300.18 - Highly qualified special education teachers.

Code of Federal Regulations, 2013 CFR

2013-07-01

... subjects. For any public elementary or secondary school special education teacher teaching core academic... school or secondary school special education teacher teaching in a State, highly qualified requires that..., except that when used with respect to any teacher teaching in a public charter school, highly qualified...

34 CFR 300.18 - Highly qualified special education teachers.

Code of Federal Regulations, 2012 CFR

2012-07-01

... subjects. For any public elementary or secondary school special education teacher teaching core academic... school or secondary school special education teacher teaching in a State, highly qualified requires that..., except that when used with respect to any teacher teaching in a public charter school, highly qualified...

34 CFR 300.18 - Highly qualified special education teachers.

Code of Federal Regulations, 2011 CFR

2011-07-01

... subjects. For any public elementary or secondary school special education teacher teaching core academic... school or secondary school special education teacher teaching in a State, highly qualified requires that..., except that when used with respect to any teacher teaching in a public charter school, highly qualified...

The Difficulties Experienced by Teacher Candidates in Their Own Process of Elementary Reading and Writing Education, and Their Current Solution

ERIC Educational Resources Information Center

Gündogmus, Hatice Degirmenci

2018-01-01

The purpose of the current research is to identify the difficulties which teacher candidates studying elementary school teaching experienced in their past elementary reading and writing education and which cannot be forgotten, and to find out their solution for eliminating these difficulties. The study group of the research is composed of 118…

Burnout in Prospective Elementary School Teachers: Is It Related to Reasons for Choosing the Elementary School Teaching Major, Beliefs about the Teaching Career and Satisfaction with the Choice?

ERIC Educational Resources Information Center

Dundar, Sahin

2014-01-01

The present study was carried out to examine the relationships between elementary school teacher candidates' motivations for choosing the teaching profession, beliefs about the teaching profession, satisfaction with the choice, and burnout. The study was carried out with 171 senior elementary school teacher candidates at one public university in…

Patterns of Teaching Style and Active Teaching: Do They Differ across Subjects in Low and High Performing Primary Schools in Kenya?

ERIC Educational Resources Information Center

Ngware, Moses W.; Mutisya, Maurice; Oketch, Moses

2012-01-01

This paper focuses on the patterns of teaching styles and active teaching across subjects and between low and high performing schools in an attempt to examine what accounts for differences in performance between schools which are within the same locality. It uses data collected in 72 primary schools spread across six districts in Kenya. Video…

Pedagogical Practices: The Case of Multi-Class Teaching in Fiji Primary School

ERIC Educational Resources Information Center

Lingam, Govinda I.

2007-01-01

Multi-class teaching is a common phenomenon in small schools not only in Fiji, but also in many countries. The aim of the present study was to determine the teaching styles adopted by teachers in the context of multi-class teaching. A qualitative case study research design was adopted. This included a school with multi-class teaching as the norm.…

Enhancing nutrition education through faculty development: from workshops to Web sites.

PubMed

Armstrong, E G; Koffman, R G

2000-09-01

Faculty resistance to changing medical school curricula is a major barrier to overcome in the effort to expand nutrition education. With clinical clerkships becoming more decentralized and basic science courses utilizing more small group teaching, the problem of reform is compounded by the increasing numbers of a more dispersed teaching faculty. A faculty development program was designed to complement a thematic approach to the inclusion of nutrition in a 4-y curriculum. The program offers workshops to help faculty learn how to teach in new settings while acquiring new knowledge about nutrition. Additionally, a themes Web site offers a window that faculty may use to review current nutrition content, to plan their teaching agendas, and to continually reassess where nutrition fits in the curriculum.

Teaching Middle School Language Arts: Incorporating Twenty-First Century Literacies

ERIC Educational Resources Information Center

Small Roseboro, Anna J.

2010-01-01

"Teaching Middle School Language Arts" is the first book on teaching middle school language arts for multiple intelligences and related twenty-first-century literacies in technologically and ethnically diverse communities. More than 670,000 middle school teachers (grades six through eight) are responsible for educating nearly 13 million students…

TEACHING EARLY BRAILLE LITERACY SKILLS WITHIN A STIMULUS EQUIVALENCE PARADIGM TO CHILDREN WITH DEGENERATIVE VISUAL IMPAIRMENTS

PubMed Central

Toussaint, Karen A; Tiger, Jeffrey H

2010-01-01

Despite the need for braille literacy, there has been little attempt to systematically evaluate braille-instruction programs. The current study evaluated an instructive procedure for teaching early braille-reading skills with 4 school-aged children with degenerative visual impairments. Following a series of pretests, braille instruction involved providing a sample braille letter and teaching the selection of the corresponding printed letter from a comparison array. Concomitant with increases in the accuracy of this skill, we assessed and captured the formation of equivalence classes through tests of symmetry and transitivity among the printed letters, the corresponding braille letters, and their spoken names. PMID:21119894

Teaching early braille literacy skills within a stimulus equivalence paradigm to children with degenerative visual impairments.

PubMed

Toussaint, Karen A; Tiger, Jeffrey H

2010-01-01

Despite the need for braille literacy, there has been little attempt to systematically evaluate braille-instruction programs. The current study evaluated an instructive procedure for teaching early braille-reading skills with 4 school-aged children with degenerative visual impairments. Following a series of pretests, braille instruction involved providing a sample braille letter and teaching the selection of the corresponding printed letter from a comparison array. Concomitant with increases in the accuracy of this skill, we assessed and captured the formation of equivalence classes through tests of symmetry and transitivity among the printed letters, the corresponding braille letters, and their spoken names.

Perception on mathematics teachers' quality of teaching between all boys secondary schools and all girls secondary schools

NASA Astrophysics Data System (ADS)

Arbin, Norazman; Kamarudin, Norsyazana; Abu, Mohd Syafarudy; Hamzah, Firdaus Mohamad; Ghani, Sazelli Abdul

2015-05-01

This survey research was designed to identify the secondary mathematics teachers' quality of teaching. Specifically, this study focused on students' perception, based on genders on the quality of teaching of their secondary mathematics teachers and, its relationship with the former's mathematics achievement. This research was carried in four different schools: two all boys' secondary schools and two all girls' secondary schools. Thus, a comparison between these two types of schools was made. The sample of the study involved 100 form four students from those schools. The result showed that the students from those schools had positive perception on their teachers' quality of teaching. Statistically, there was no difference between the boys' and girls' perceptions. There was a significant relationship between the boys' perception on the quality of their teachers' teaching and the boys' achievement. However, there was no significant relationship between the girls' perceptions on the quality of their teachers' teaching and the girls' achievement. The findings of this research could be used as a useful guideline for mathematics teachers and future mathematics teachers in enhancing the quality of their teaching and learning.

Relationships between school support, school facilities, ICT culture and mathematics teachers' attitudes towards ICT in teaching and learning

NASA Astrophysics Data System (ADS)

Ayub, Ahmad Fauzi Mohd; Bakar, Kamariah Abu; Ismail, Rohayati

2012-05-01

Information communication Technology (ICT) has been a major influence in the Malaysian Education System, especially in the teaching of mathematics. Since 2003, the Malaysian Ministry of Education has provided incentives to mathematics teacher to motivate them to use ICT using English as the medium of instruction, during the teaching and learning process. However, there are barriers that prevented mathematics teachers from using ICT in the classrooms. This study is to determine factors that influenced the attitudes of Malaysian Mathematic Teachers in integrating ICT in their teaching and learning. One hundred ninety one mathematics teachers were randomly selected for the purpose of this study. The three factors investigated were school support, school facilities and school culture which had been selected to be correlated with teachers' attitudes towards integrating ICT in the teaching and learning of mathematics. Findings showed that significant positive relationships existed between teachers' attitudes toward integrating ICT in the teaching and learning and school support, school facilities and ICT culture and This finding indicated that, in order to develop teachers' attitudes in using ICT during their teaching and learning process, they needed support from the school principals and also their colleagues. Apart from that, school facilities and also ICT culture were also found to be essential.

Research and Prediction of the Application of Multimedia Teaching Aid in Teaching Technical Education on the 2nd Level of Primary Schools

ERIC Educational Resources Information Center

Stebila, Ján

2011-01-01

The purpose and the main aim of the pedagogic experiment were to practically verify the success of Multimedia Teaching Aid (MTA) in conditions of primary schools. We assumed that the use of our multimedia teaching aid in teaching technical education on the 2nd level of primary schools would significantly affect the level of knowledge of pupils…

Advanced Psychotherapy Training: Psychotherapy Scholars' Track, and the Apprenticeship Model

ERIC Educational Resources Information Center

Feinstein, Robert E.; Yager, Joel

2013-01-01

Background/Objective: Guided by ACGME's requirements, psychiatric residency training in psychotherapy currently focuses on teaching school-specific forms of psychotherapy (i.e., cognitive-behavioral, supportive, and psychodynamic psychotherapy). On the basis of a literature review of common factors affecting psychotherapy outcomes and…

Teaching Moral Reasoning through Gesture

ERIC Educational Resources Information Center

Beaudoin-Ryan, Leanne; Goldin-Meadow, Susan

2014-01-01

Stem-cell research. Euthanasia. Personhood. Marriage equality. School shootings. Gun control. Death penalty. Ethical dilemmas regularly spark fierce debate about the underlying moral fabric of societies. How do we prepare today's children to be fully informed and thoughtful citizens, capable of moral and ethical decisions? Current approaches…

(De)constructing Student Engagement for Pre-Service Teacher Learning

ERIC Educational Resources Information Center

Beasley, Jennifer G.; Gist, Conra D.; Imbeau, Marcia B.

2014-01-01

Learning to teach is a complex intellectual and adaptive performance act. Student engagement is the cornerstone of effective instruction. Current education reform policies, such as Common Core State Standards (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010) and Teacher Effectiveness…

Geography in Education.

ERIC Educational Resources Information Center

Graves, Norman J.

The book reviews the historical development of geography as discipline and discusses the current status of geography teaching in British schools. Chapter one briefly identifies the rationale for including geography in the educational curriculum. Chapter two traces the role of geography in academic study from ancient Greece to the present. Growth…

The Role of Needs Assessment for Faculty Development Initiatives

ERIC Educational Resources Information Center

Behar-Horenstein, Linda S.; Garvan, Cynthia W.; Catalanotto, Frank A.; Hudson-Vassell, Charisse N.

2014-01-01

In this study, the authors assessed the need for faculty development among faculty in one dental school by determining their highest priorities in teaching, scholarship, and administrative and leadership skills; the relationships among their knowledge and priorities for additional training; their satisfaction with current faculty development…

Dynamic Physical Education for Elementary School Children.

ERIC Educational Resources Information Center

Dauer, Victor P.; Pangrazi, Robert P.

This guide offers a functional, child-tested physical education program for elementary students. Chapters in the book discuss the following topics: (a) current educational and sociological trends; (b) rationale for the program; (c) guidelines for program planning; (d) organization for effective teaching; (e) basis of movement learning and…

Teaching for Epistemological Difference: Decentring Norms in Environmental Studies

ERIC Educational Resources Information Center

Barrett, M. J.

2012-01-01

Many environmental educators and philosophers have identified anthropocentrism and the socially constructed separation between humans and "the more-than-human world" (Abram, 1996) as primary root causes of current ecological devastation. This separation is embedded in Western schooling content and structures and is often unintentionally…

Nutrition in the Curriculum: Medical Experience.

ERIC Educational Resources Information Center

Shils, Maurice E.

1990-01-01

A review of current curricula in United States medical schools indicates a continued need for more adequate instruction of clinical nutrition to physicians in training and in practice. A major problem is failure to provide patient-oriented, case-related teaching in clinical years to all clinical clerks. (Author/MSE)

The Best of Both Worlds

ERIC Educational Resources Information Center

Schneider, Jack; Feldman, Joe; French, Dan

2016-01-01

Relying on teachers' assessments for the information currently provided by standardized test scores would save instructional time, better capture the true abilities of diverse students, and reduce the problem of teaching to the test. A California high school is implementing standards-based reporting, ensuring that teacher-issued grades function as…

Using NASA and the Space Program to Help High School and College Students Learn Chemistry.

ERIC Educational Resources Information Center

Kelter, Paul B.; And Others

1987-01-01

Discusses the current state of space-related research and manufacturing techniques. Focuses on the areas of spectroscopy, materials processing, electrochemistry, and analysis. Provides examples and classroom application for using these aspects of the space program to teach chemistry. (TW)

What Current Research Says to the Middle Level Practitioner.

ERIC Educational Resources Information Center

Irvin, Judith L., Ed.

This volume provides recent research findings on important topics related to the still-expanding middle school movement. They are divided into seven parts, addressing teaching/learning, curriculum, teacher education, social context, organization, leaderships, and issues and future directions. Following an introduction to middle level education…

The Recruitment of Support Staff in Tanzanian Secondary Schools

ERIC Educational Resources Information Center

Mwaisumo, William Nathan

2016-01-01

This paper focuses on the meaning, classification and types of support staff, their contributions towards conducive teaching and learning environments, conditions required/attributes required for support staff to be employed in temporally or permanent terms. It further identifies current situations and challenges in recruitment and recruited…

The Nature of Science in a Multicultural Context.

ERIC Educational Resources Information Center

Vira, Shashank

1997-01-01

Proposes an alternative view of the nature of science that strikes a balance between extremely relativist views that see no difference between science and pseudoscience and current views that are inappropriate in a multicultural society. Implications for science teaching in the British schools are discussed. (SLD)

Innovative Noyce Program for Preparing High School Physics Teachers.

NASA Astrophysics Data System (ADS)

Hagedorn, Eric; Kosheleva, Olga; Wagler, Amy; Wagler, Ron

2011-10-01

The ``Robert Noyce Scholarships for Teaching Miners'' program at the University of Texas at El Paso currently consists of 14 mathematics majors minoring in secondary education, most of whom are preparing for the Mathematics-Physics Certification. From the time of their selection (junior year), till after they begin teaching, participants in this program will have financial support consisting of a 10,000 per year scholarship during the last two years in college. Programmatic support during these two years consists of four, half-day workshops emphasizing: 1) inquiry-based teaching, 2) mathematics & science integration, and 3) actual inquiry in the form of a senior research project. The workshops are facilitated by a team of university faculty and school district partners (EPISD and YISD). These district partners help with the workshops, but also mentor the scholars when placed at their classroom observation and student teacher sites. Once the scholars graduate and receive certification, they will experience unique induction year support: being hired in pairs or small groups and placed together in the same school. This placement with classmates combined with the mentoring of the same district personnel with whom they are familiar is hypothesized to be uniquely effective.

An Online, Interactive Approach to Teaching Neuroscience to Adolescents

PubMed Central

Moreno, Janette; Willcockson, Irmgard; Smith, Donna; Mayes, Janice

2006-01-01

Most of today's students are skilled in instant messaging, Web browsing, online games, and blogs. These have become part of the social landscape and have changed how we learn and where we learn. The question becomes how to harness the attractiveness and ubiquity of electronic venues toward the goal of teaching neuroscience. At the Rice University Center for Technology in Teaching and Learning, a central focus is the creation of innovative materials that appeal to middle school students. A recent project was undertaken through a Science Education Drug Abuse Partnership Award (R25 DA15063) from the National Institute on Drug Abuse to inform adolescents about the neurobiology of substance abuse and the current research dealing with a class of drugs known as club drugs. Problem-based learning, multimedia pedagogy, and the National Science Content Standards were integrated to produce The Reconstructors™, an episodic series available via the World Wide Web at http://reconstructors.rice.edu. A field test of students from five schools assessed the retention of content after “playing” The Reconstructors™ series titled Nothing to Rave About. Gain scores indicated that middle school students' knowledge about club drugs and the basic neuroscience concepts that explain their effects improved significantly. PMID:17012204

Dental students' and staff perceptions of the impact of learning environment disruption on their learning and teaching experiences.

PubMed

The, A J M; Adam, L; Meldrum, A; Brunton, P

2017-10-06

This project is a qualitative investigation into student and staff experiences of the effect of a major building redevelopment on their Dental School learning and teaching environments. Currently, there is little research exploring the impact of disruptions to the learning environment on students' learning and staff teaching experiences. Data were collected in 2016 using an online survey, semi-structured interviews and focus groups with students and staff. Data were analysed using a general inductive approach. Four broad themes emerged as follows: (i) students valued having a space for personal and collaborative work within the Dental School; (ii) both staff and students positioned staff contributions to learning experiences above the role of the physical learning environment; (iii) the majority of staff and students not feel that the physical environment limited their clinical training; and (iv) staff and students were able to adapt to the impact of building redevelopment through resilience and organisation. Results of this research have informed the provision of collegial spaces at the School, both as the building redevelopment continues, and in planning for the completed building. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Peer-supported review of teaching: an evaluation.

PubMed

Thampy, Harish; Bourke, Michael; Naran, Prasheena

2015-09-01

Peer-supported review (also called peer observation) of teaching is a commonly implemented method of ascertaining teaching quality that supplements student feedback. A large variety of scheme formats with rather differing purposes are described in the literature. They range from purely formative, developmental formats that facilitate a tutor's reflection of their own teaching to reaffirm strengths and identify potential areas for development through to faculty- or institution-driven summative quality assurance-based schemes. Much of the current literature in this field focuses within general higher education and on the development of rating scales, checklists or observation tools to help guide the process. This study reports findings from a qualitative evaluation of a purely formative peer-supported review of teaching scheme that was implemented for general practice clinical tutors at our medical school and describes tutors' attitudes and perceived benefits and challenges when undergoing observation.

Tobacco use patterns, knowledge, attitudes towards tobacco and availability of tobacco control training among school personnel from a rural area in Poland.

PubMed

Kaleta, Dorota; Polańska, Kinga; Rzeźnicki, Adam; Stelmach, Włodzimierz; Wojtysiak, Piotr

2017-01-01

Tobacco-free school environment as well as non-smoking teachers and school personnel provide positive role models for children and young people. In Poland, smoking should be banned in colleges, schools, educational establishments and educational care facilities. However, for the existing law to be effective, awareness of all people in school curriculum and enforcement of the law are crucial. The aim of the study was to evaluate tobacco use patterns, knowledge and attitudes towards tobacco as well as availability of tobacco control training among school personnel in a rural area in Poland. Moreover, compliance with tobacco control policies and their enforcement were assessed. The study was carried out in Piotrkowski district between November 2014 and May 2015 in accordance with the Global School Personnel Survey (GSPS) methodology. Sixty schools participated in the survey (92% of the schools from the region) with involvement of 1044 teachers and 500 non-teaching staff (the response rate - 83.1%). The multivariate linear regression analyses were applied to study factors linked to the need for anti-tobacco training dedicated to the youth and teachers' knowledge as well as activities to educate the students about tobacco use and its prevention. About 24% of the school personnel were current and 9% were ex-smokers. Significantly more teachers than the non-teaching staff indicated that the schools had a policy prohibiting tobacco use among students. In addition, 6% of the study participants indicated everyday violations of the tobacco control policy by the school personnel. More than 80% of the teaching personnel indicated the need for training dedicated to the youth to prevent their tobacco use. In the multivariate linear regression model, longer duration of working experience predicted higher levels of knowledge and more activities performed to teach the youth about tobacco use and its prevention. The smokers comparing to the non-smokers perceived the need for anti- tobacco training among the youth less strongly. In order to make it possible for the inhabitants of Piotrkowski district to work and learn in tobacco smoke free environment there is an urgent need for taking actions aiming at increasing effectiveness of enforcing applicable tobacco control regulations in educational units. The necessity for systematic training dedicated to the youth to prevent their tobacco use, including accurate preparation of teachers, also needs to be highlighted.

Effects of Gender on Teachers' Perceptions of School Environment, Teaching Efficacy, Stress and Job Satisfaction

ERIC Educational Resources Information Center

Tran, Van Dat

2015-01-01

This study investigates how teachers' perceptions of school environment factors, teaching efficacy, teacher stress and job satisfaction, and to determine whether gender was a differentiating factor. A total of 387 Vietnamese junior high school teachers completed one questionnaire for four sections about school-level environment, teaching efficacy,…

Insights into the Role of Research and Development in Teaching Schools

ERIC Educational Resources Information Center

Walker, Matt

2017-01-01

Evidence-informed practice is now regarded as instrumental to school reform efforts both in England and elsewhere (Greany, 2015). This is especially important given the focus on school self-improvement coupled with a drive for high-quality teaching within a devolved, and increasingly autonomous, education system. Teaching schools are outstanding…

How New Technologies Have (and Have Not) Changed Teaching and Learning in Schools

ERIC Educational Resources Information Center

Halverson, Richard; Smith, Annette

2010-01-01

Information technologies have reshaped teaching and learning in schools, but often not in ways anticipated by technology proponents. This paper proposes a contrast between technologies for learning and technologies for learners to explain how technologies influence teaching and learning in and out of schools. Schools have made significant use of…

[Current problems of school education and ways of its hygienic optimization].

PubMed

Stepanova, M I; Sazaniuk, Z I; Voronova, B Z; Polenova, M A

2009-01-01

The aim of the study was to analyse effects of various innovative forms of school education on the health status and functional abilities of children and adolescents. Enhanced academic loads are shown to be the most unfavourable factor of the school environment. The main consequences of excess teaching load are shortened motor and outdoor activities of the children, smaller duration of night sleep. Optimization of academic routine (alternation of studies and holidays), modular structure of school calendar might help to reduce fatigue during school hours. Hygienic estimates of different variants of specialized education are obtained. Scientifically sound hygienic requirements are proposed to be applied to the organization of academic activities in a new type of educational institutions, full-day schools.

Teaching Mathematics in Two Languages: A Teaching Dilemma of Malaysian Chinese Primary Schools

ERIC Educational Resources Information Center

Lim, Chap Sam; Presmeg, Norma

2011-01-01

This paper discusses a teaching dilemma faced by mathematics teachers in the Malaysian Chinese primary schools in coping with the latest changes in language policy. In 2003, Malaysia launched a new language policy of teaching mathematics using English as the language of instruction in all schools. However, due to the complex sociocultural demands…

A Commentary on "Corporate Responsibility to Respect Human Rights and Business Schools' Responsibility to Teach It"

ERIC Educational Resources Information Center

Everett, Jeff

2013-01-01

In this commentary on "Corporate Responsibility to Respect Human Rights and Business Schools' Responsibility to Teach It" (McPhail 2013), the author discusses how McPhail's paper examines human rights teaching principles, the question of why corporations and business schools should respect and teach human rights, and how business…

"It's a Lot of Hectic in Middle School": Student-Teaching in an Urban Classroom.

ERIC Educational Resources Information Center

Meyer, Jim

1999-01-01

Relates the experience of a college professor who spent two months as a student teacher in an eighth-grade language arts classroom in an urban public school. Discusses middle school teaching verses college teaching, coming to know the students, discipline, student testing, accountability, teaching writing, the failure of teacher-training programs,…

A National Survey of Teaching Artists Working in Schools: Background, Preparation, Efficacy and School Experiences

ERIC Educational Resources Information Center

Snyder, Scott; Fisk, Timarie

2016-01-01

Several studies have described the characteristics and employment situations of teaching artists in the United States. This study adds to that literature by describing the characteristics of teaching artists working in K-12 school environments, the nature of the classroom roles of such teaching artists, the professional development and supervision…

Caught in the Balance: An Organizational Analysis of Science Teaching in Schools with Elementary Science Specialists

ERIC Educational Resources Information Center

Marco-Bujosa, Lisa M.; Levy, Abigail Jurist

2016-01-01

Elementary schools are under increasing pressure to teach science and teach it well; yet, research documents that classroom teachers must overcome numerous personal and school-based challenges to teach science effectively at this level, such as access to materials and inadequate instructional time. The elementary science specialist model…

Teaching about Southeast Asia in U. S. Secondary Schools. Service Center Papers on Asian Studies, No. 11.

ERIC Educational Resources Information Center

Pedersen, Paul, Ed.

This publication contains a series of articles intended to stimulate interest in teaching about Southeast Asia in secondary schools. The opening article, "What Are We Teaching About Southeast Asia in U.S. Secondary Schools?" includes a bibliographic essay citing sources of information on materials for teaching about Southeast Asia. Additional…

A Comparison of Student Teachers' Beliefs from Four Different Science Teaching Domains Using a Mixed Methods Design

NASA Astrophysics Data System (ADS)

Markic, Silvija; Eilks, Ingo

2012-03-01

The study presented in this paper integrates data from four combined research studies, which are both qualitative and quantitative in nature. The studies describe freshman science student teachers' beliefs about teaching and learning. These freshmen intend to become teachers in Germany in one of four science teaching domains (secondary biology, chemistry, and physics, respectively, as well as primary school science). The qualitative data from the first study are based on student teachers' drawings of themselves in teaching situations. It was formulated using Grounded Theory to test three scales: Beliefs about Classroom Organisation, Beliefs about Teaching Objectives, and Epistemological Beliefs. Three further quantitative studies give insight into student teachers' curricular beliefs, their beliefs about the nature of science itself, and about the student- and/or teacher-centredness of science teaching. This paper describes a design to integrate all these data within a mixed methods framework. The aim of the current study is to describe a broad, triangulated picture of freshman science student teachers' beliefs about teaching and learning within their respective science teaching domain. The study reveals clear tendencies between the sub-groups. The results suggest that freshman chemistry and-even more pronouncedly-freshman physics student teachers profess quite traditional beliefs about science teaching and learning. Biology and primary school student teachers express beliefs about their subjects which are more in line with modern educational theory. The mixed methods approach towards the student teachers' beliefs is reflected upon and implications for science education and science teacher education are discussed.

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

K-5 mentor teachers' journeys toward reform-oriented science within a professional development school context

NASA Astrophysics Data System (ADS)

Manno, Jacqueline L.

Reform-oriented science teaching with a specific focus on evidence and explanation provides a student-centered learning environment which encourages children to question, seek answers to those questions, experience phenomena, share ideas, and develop explanations of science concepts based on evidence. One of the ways schools have risen to meet the challenge of ever-increasing demands for success in science and all other curricular areas has been in the development of professional development schools (PDSs). Dedicated to the simultaneous renewal of schools and teacher education programs, the structure of a PDS plays a significant role in the change process. The purpose of this research study was to investigate the nature of change in mentor teachers' beliefs and pedagogical practices toward science teaching in the elementary school as conveyed through their own "stories of practice". The major research questions that guided the study were: (1) How do mentor teachers describe their science teaching practices and how have they changed as a result of participation in PDS? (a) In what ways do PDS mentor teachers' descriptions of practice reflect contemporary reform ideas and practices in science education? (b) To what extent do their stories emphasize technical aspects of teaching versus epistemological changes in their thinking and knowledge? (c) How is student learning in science reflected in teachers' stories of practice? (2) What is the relationship between the levels and types of involvement in PDS to change in thinking about and practices of teaching science? (3) What is the depth of commitment that mentors convey about changes in science teaching practices? Using case study design, the research explored the ways experienced teachers, working within the context of a PDS community, described changes in the ways they think about and teach science. The connection to the issue of change in teaching practices grew out of interest in understanding the relationship between mentor teachers' engagement in PDS activities and their thinking about classroom practice. The main focus of this research study was on change in science teaching within the context of a professional development school. PDS literature and current literature on the learning and teaching of science in grades K-8 provided a theoretical orientation to guide the research. Additionally, literature on the process of change in schools helped to narrow the focus of the study while using a lens of situated learning provided additional insight. Analysis of the interview data generated seven assertions that captured the nature of the change process of mentor teachers. Science-specific professional development as well as strong support and encouragement within an active community of learners played significant roles in the transformation of mentor teachers from traditional or activity-based science teachers into educators who use reform-oriented methods and a lens of evidence and explanation to guide their science teaching. Mentor teachers acknowledged an increase in student interest and excitement toward science as a result of these changes in science teaching practices. In addition, data revealed that mentor teachers remained committed to their changed practice after several years. By examining the change process of mentor teachers in a PDS environment, findings from this study are discussed based on implications regarding the factors that contribute to and affect change as reform-oriented practices are implemented in science, a curricular area that is often neglected by elementary teachers.

Why do general dental practitioners become involved in clinical teaching? A pilot study exploring the views of part-time practitioner teachers, King's College London.

PubMed

Davies, B R; Leung, A N; Dunne, S M

2013-05-01

Dental schools in the United Kingdom are becoming increasingly reliant on the services of part-time teachers to deliver the clinical educational component of the dental course. Their background is predominantly from general dental practice but the opportunities to progress in the system are limited. The aim of this study was to ascertain the views and perceptions of such teachers at a dental school. An anonymous, non-incentivised online survey was used to obtain both qualitative and quantitative views of the part timers. The department has n = 40 part-time teachers and there was a response rate of 78%. Overall 73% were satisfied with their current teaching position, whereas the remaining 27% of teachers were seeking higher rewards both in terms of recognition and status. This study demonstrated the need for formal teaching skills and training to be made available to part-time clinical teachers. Allied to this is the requirement for a clearly defined and achievable career pathway.

Intellectual disability health content within medical curriculum: an audit of what our future doctors are taught.

PubMed

Trollor, Julian N; Ruffell, Beth; Tracy, Jane; Torr, Jennifer J; Durvasula, Seeta; Iacono, Teresa; Eagleson, Claire; Lennox, Nicolas

2016-04-11

There is a high burden of unmet health needs for people with intellectual disability. Despite experiencing significantly higher rates of morbidity and mortality compared with the general population, this group faces greater barriers to accessing healthcare. While increasing workplace capacity is one way to reduce this inequitable access, previous research indicates a scarcity of undergraduate teaching in intellectual disability. The aim of the study was to determine the extent and nature of intellectual disability content currently offered within medical degree curricula. All Australian universities (n = 20) providing accredited medical training were invited to participate in a two-phase audit via an email invitation to the Dean of each medical school. The Dean's delegate from 14 medical schools completed Phase 1, which involved a questionnaire or telephone interview about the overall medical course structure. Unit coordinators and/or teaching staff from 12 medical schools completed Phase 2, which involved an online survey about intellectual disability content within the curriculum. In Australia, medical school curricula contain a median of 2.55 h of compulsory intellectual disability content. The majority of universities only offer a small amount of compulsory content. Of compulsory units, intellectual disability teaching is minimal in sexual health and emergency medicine (only one unit offered in one school for each). Topics of key relevance in intellectual disability health such as human rights issues, interdisciplinary team work and preventative health are poorly represented in intellectual disability teaching. Elective content varies markedly across universities (1 to 122 h), but emergency medicine, women's health, men's health and many other specialist medicine areas are not represented. Inclusive practice is inconsistent in degree and nature, but a majority of universities (nine) involve people with intellectual disability in the development or delivery of content. There is a mismatch between the considerable unmet health needs of people with intellectual disability and the inconsistent teaching within medical schools. Future doctors will be better equipped to support the health and wellbeing of people with intellectual disability if curricula are enhanced in this area.

Primary and Secondary School Science.

ERIC Educational Resources Information Center

Educational Documentation and Information, 1984

1984-01-01

This 344-item annotated bibliography presents overview of science teaching in following categories: science education; primary school science; integrated science teaching; teaching of biology, chemistry, physics, earth/space science; laboratory work; computer technology; out-of-school science; science and society; science education at…

AnthroNotes: Museum of Natural History Publications for Educators, 2002.

ERIC Educational Resources Information Center

Selig, Ruth O., Ed.; Brooks, Alison S., Ed.; Lanouette, JoAnne, Ed.

2002-01-01

The journal is intended for anthropologists, archaeologists, teachers, museum and other professionals interested in the wider dissemination of anthropology, particularly in schools. It offers in-depth articles on current anthropological research, teaching activities, and reviews of new resources. The winter/spring issue contains four sections: (1)…

Geography, Planning and EIA.

ERIC Educational Resources Information Center

Morgan, R . K.

1987-01-01

Defines Environmental Impact Assessment (EIA) as a major tool for environmental management throughout the world. Provides background to the EIA concept and describes how it might be used within secondary school geography as an integrative teaching device. Special emphasis is given to the new EIA/Seventh-Form syllabus currently being used in New…

Just Say Know? Schooling the Knowledge Society

ERIC Educational Resources Information Center

Willinsky, John

2005-01-01

This review essay challenges the practice of rooting educational theory in the economic assumptions that underlie the current championing of a knowledge society. It examines the approaches of three recent works: one book, Andy Hargreaves's Teaching in a Knowledge Society, and two edited collections, Barry Smith's Liberal Education in a Knowledge…

Keeping Current: Feng Shui and the School Library Media Specialist.

ERIC Educational Resources Information Center

Barron, Daniel D.

2000-01-01

Discusses the changing shift in education, including learning resources centers, from a production to a consumer mind-set, focusing on the activity of learning rather than teaching. Highlights include learning communities; personal mastery; developing a vision; the interconnectedness of organizations; harmony and balance, similar to feng shui; and…

Recruitment and Retention of Minority Students Entering Teacher Education.

ERIC Educational Resources Information Center

George, Thomas W.

There has been a severe decline in minority students entering preservice teacher education programs at the University of Tennessee, Knoxville, during the current decade. This paper outlines the recruiting and retention strategies directed toward high school students by the university to encourage them to choose teaching as a career. (JD)

Adequate Funding for Educational Technology

ERIC Educational Resources Information Center

Angle, Jason B.

2010-01-01

Public schools are currently operating in a pressure-cooker of accountability systems in which they must teach students to high standards and meet ever increasing targets for student proficiency, or face increasingly severe sanctions. Into this mix is thrown educational technology and the funding for that technology. The literature espouses the…

Stages in Thinking and School Curriculum Content.

ERIC Educational Resources Information Center

Collis, Kevin F.

In earlier research the writer was constrained by the variables which were continuously appearing in both experimental class teaching experiences and various psychological experiments to distinguish four levels of cognitive sophistication in so far as mathematical material was concerned between the ages of 7 years and 17 years. In current research…

Schools for a New Majority: The Role of Teacher Education in Hard Times

ERIC Educational Resources Information Center

Nieto, Sonia

2005-01-01

In this article, the author identifies two current--and competing--discourses concerning teaching and public education in general. One is the "official" discourse, embodied in "No Child Left Behind" language, with a focus on accountability, standards, credentials, and testing, accompanied by punitive measures for failing to…

Leading Education beyond What Works

ERIC Educational Resources Information Center

Møller, Jorunn

2017-01-01

Currently, the issue of inequality is one of the most pressing concerns in education and educational research. Factors such as increased socio-economic inequality, movement of people across national boundaries and refugees create major challenges for local communities and schools. Therefore, it is crucial to ensure that teaching and leadership are…

Robots: A High Tech Tool for the Learner.

ERIC Educational Resources Information Center

Gray, Robert A.

1988-01-01

Discussion of the development of robots and their use in industry and education emphasizes their potential as instructional tools. Current use in elementary and secondary schools and with gifted students is described; hardware systems are explained; teaching strategies are discussed; and guidelines are presented to improve robotic literacy…

Human Sexuality: Responsible Life Choices.

ERIC Educational Resources Information Center

Ryder, Verdene; Smith, Peggy B.

This book provides a complete course in human sexuality. It can also be used to supplement a family living course. Text content provides current information for teaching high school students about sexuality issues. The text offers basic information on growth and development, sexual development, pregnancy, and birth. It explains the sexual decision…

A Vertical Approach to Math Instruction

ERIC Educational Resources Information Center

Gojak, Linda

2012-01-01

In the current era of mathematics standards, whether they are Common Core State Standards or other state standards, effective vertical mathematics teams offer an opportunity for teachers to grow professionally through shared experiences, for leadership to grow among the faculty, and for the school to change its perspective on the teaching and…

Teaching of Evolution in Public Schools: A Cross-Cultural Examination

ERIC Educational Resources Information Center

Stewart, Joshua M.

2013-01-01

The current study sought to examine how the cultural settings of Colorado, United States, and Baden-Wurttemberg, Germany, influenced perspectives, understandings, and acceptance of college students who want to become teachers (i.e., prospective teachers) in regard to the theory of evolution, creationism, and intelligent design with both…

A Collaborative Approach for Elementary Science

ERIC Educational Resources Information Center

Nelson, George D.; Landel, Carolyn C.

2007-01-01

The authors question whether elementary students will have access to effective science and mathematics instruction within the current structure of elementary schools, in which each classroom teachers is expected to possess the expertise to teach all subjects well. They review research showing that good teachers are the key to student achievement…

Gamifying Outdoor Social Inquiry Learning with Context-Aware Technology

ERIC Educational Resources Information Center

Jong, Morris Siu-Yung; Chan, Tom; Tam, Vincent; Hue, Ming-Tak

2017-01-01

Gamification is a strategy of using game mechanics and experience design to digitally engage people to achieve intended goals in non-game contexts. There has been increasing discussion among educators and researchers about harnessing the idea of gamification to enhance current learning and teaching practices in school education. This paper…

Mathematics Teachers "Telling It Like It Is"

ERIC Educational Resources Information Center

Espedido, Rosei; Du Toit, Wilhelmina

2017-01-01

The authors of this article strongly advocate for a change to the current Australian model of primary education in order to, among other things, establish the concrete practicalities of systematic mathematics thinking thereby limiting the "re-teaching" time required of secondary school mathematics teachers; bring a clear focus to the…

Identity Development of Literacy Teachers of Adolescents with Significant Cognitive Disabilities

ERIC Educational Resources Information Center

Roberts, Carly A.

2013-01-01

This study employs the theory of identity development and figured worlds to investigate how historical and current education context, preservice and inservice teacher preparation, and school and classroom context influence the development of the literacy teaching identity of teachers of adolescents with significant cognitive disabilities. A…

Informed Additive Literacy Instruction for ELLs

ERIC Educational Resources Information Center

Bauer, Eurydice Bouchereau

2009-01-01

There are numerous reasons why schools struggle to provide English-language learners (ELLs) with additive literacy instruction. One reason for this is the lack of available trained bilingual teachers, mainstream teachers who have not received adequate training on how to teach ELLs, and the current political climate that appears to support an…

Resisting Compliance: Learning to Teach for Social Justice in a Neoliberal Context

ERIC Educational Resources Information Center

Picower, Bree

2011-01-01

Background/Context: This study examines education in the context of neoliberalism and how current educational policies such as high-stakes testing and mandated curriculum create schooling environments hostile to social justice education. Relying on education for liberation literature, teacher education for social justice scholarship, and work on…

Puppetry: Opportunities for Success.

ERIC Educational Resources Information Center

Roysdon, Douglas

The booklet describes ways in which puppetry can promote growth in special and regular education students. Current usage is traced in four categories: puppetry as a demonstrative teaching tool, as an approach to help develop language and communication skills, as a therapeutic tool, and as a form of theater and school arts. Guidelines are presented…

Mindfully Teaching in the Classroom: A Literature Review

ERIC Educational Resources Information Center

Albrecht, Nicole J.; Albrecht, Patricia M.; Cohen, Marc

2012-01-01

The practice of mindfulness is being used with increased frequency in schools around the world. In the current literature review we outline some of the core concepts and practices associated with mindfulness and discuss studies analysing the process of mindfulness teacher training. Preliminary research in this emerging field suggests that…

New Directions in Education? A Critique of Contemporary Policy Reforms

ERIC Educational Resources Information Center

Skourdoumbis, Andrew

2016-01-01

This paper draws on facets of Foucault's theoretical resources to critique current education policy reform from within the Australian State of Victoria, namely the Department of Education and Early Childhood Development's (DEECD) discussion paper "New directions for school leadership and the teaching profession." Implicit in the reform…

A Study of the Reliability, Validity, and Usefulness of Identified Pre-Teaching Predictors.

ERIC Educational Resources Information Center

Gress, James R.

This study investigates selectivity in teacher education. Using perspectives afforded by institutional admissions practices, teacher effectiveness research, and selected public school influences, the study explored both current policies and procedures in the selection of preservice students and the usefulness of a number of biographical,…

Reforming Federal Testing Policy to Support Teaching and Learning

ERIC Educational Resources Information Center

Yeh, Stuart S.

2006-01-01

The No Child Left Behind Act (NCLB) assumes that state-mandated tests provide useful information to school administrators and teachers. However, interviews with administrators and teachers suggest that Minnesota's tests, which are representative of the current generation of state-mandated tests, fail to provide useful information to administrators…

RtI in Math Class

ERIC Educational Resources Information Center

Gresham, Gina; Little, Mary

2012-01-01

One of the most difficult tasks that classroom teachers face is finding ways to reach all their students and match each student's level of mathematical readiness and performance to the skills they are required to teach. In classrooms and schools, current federal and state requirements have increased the emphasis on accountability for improved…

The Impact of Supervised Mentorship on Music Education Master's Degree Students

ERIC Educational Resources Information Center

Russell, Joshua A.; Haston, Warren

2015-01-01

The purpose of this study was to investigate the influence of supervised mentorship in an authentic-context learning setting on music education graduate students' graduate school experiences. Participants were six current and former graduate music education majors who acted as supervised mentors to undergraduate students teaching instrumental…

Why/How Does Classics Matter?

ERIC Educational Resources Information Center

Cartledge, Paul

2005-01-01

Classics is in the news--or on the screen: "Gladiator" a few years ago, "Troy" very recently, "Alexander" as I write. How significant is this current Hollywood fascination with the ancient Greeks and Romans? Or should we take far more seriously the decline of the teaching of the Classical languages in schools, a…

Poland. A Selection of Teaching Materials.

ERIC Educational Resources Information Center

Freedom House, Inc., New York, NY.

This document is a collection of supplemental classroom materials on Poland to be photocopied for use in secondary schools in conjunction with the Education for Democracy's Classroom-To-Classroom project. The materials offer an historical framework for considering current events, as well as some insight into the events, ideas, issues, and…

Changes in Pre-Service Teachers' Algebraic Misconceptions by Using Computer-Assisted Instruction

ERIC Educational Resources Information Center

Lin, ByCheng-Yao; Ko, Yi-Yin; Kuo, Yu-Chun

2014-01-01

In order to carry out current reforms regarding algebra and technology in elementary school mathematics successfully, pre-service elementary mathematics teachers must be equipped with adequate understandings of algebraic concepts and self-confidence in using computers for their future teaching. This paper examines the differences in preservice…

Teaching with a Closed Mind: The Threat of Censorship in the Social Studies Classroom.

ERIC Educational Resources Information Center

Russell, Kenneth W.

1990-01-01

Traces the history of censorship. Examines the current censorship controversy, focusing on the conflict over censorship in the schools. Discusses organizations concerned with censorship issues and identifies specific instances of censorship in the social studies. Outlines censorship tactics, and presents positive reactions to take toward…

Learning without Education. An Interview with Lewis J. Perelman. Background Briefing Paper.

ERIC Educational Resources Information Center

Easterling, Douglas

This interview with Lewis J. Perelman examines issues raised by his recent book, "School's Out" (1992), which describes the current educational system as an obsolete technology that is rapidly being replaced by the new metaprocess of hyperlearning. Hyperlearning will combine teaching and learning with artificial intelligence, broadband…

How Much Do Our Students Learn by Attending Lectures?

ERIC Educational Resources Information Center

Sistek, Vladimir

Considerations that affect the type of teaching method employed in undergraduate studies and medical schools are addressed, with attention to the current emphasis on the lecture method and alternative educational experiences that require students to be active, independent learners and problem solvers. Perceived academic priorities and the…

Secondary School Teachers' Beliefs, Attitudes, and Reactions to Stuttering

ERIC Educational Resources Information Center

Adriaensens, Stefanie; Struyf, Elke

2016-01-01

Purpose: The study identifies teachers' beliefs about and attitudes toward stuttering and explores to what extent these beliefs and attitudes prompt specific teachers' reactions to the stuttering of a student. Method: Participants were teachers in secondary education in Flanders (Belgium), currently teaching an adolescent who stutters. They were…

Professional Development and the Teaching Schools Experiment in England: Leadership Challenges in an Alliance's First Year

ERIC Educational Resources Information Center

Dowling, Simon

2016-01-01

This article reports findings from the first year of a longitudinal, mixed-methods case study of a large teaching school alliance in England. This national initiative is intended to drive improvement at system level by grouping schools around formally designated teaching schools. These "alliances" work collaboratively to share learning,…

Learning to Teach in Urban Schools: The Transition from Preparation to Practice

ERIC Educational Resources Information Center

Hollins, Etta R.

2011-01-01

This book is about the transition from teacher "preparation" to teaching "practice" in urban school settings. It provides a clear presentation of the challenges, resources, and opportunities for learning to teach in urban schools; examples of the experiences, perceptions, and practices of teachers who are effective in urban schools and those who…

A Diagnosis of English Language Teaching in Public Elementary Schools in Pasto, Colombia

ERIC Educational Resources Information Center

Alirio Bastidas, Jesús; Muñoz Ibarra, Gaby

2011-01-01

English teaching in Colombian primary schools became a requirement because of the promulgation of the Law of Education in 1994. Taking into account that this decision produced some difficulties in the schools, a study was conducted to diagnose the state of English language teaching in primary schools in Pasto, Colombia. Data were gathered through…

Teaching Science in the Primary School: Surveying Teacher Wellbeing and Planning for Survival

ERIC Educational Resources Information Center

Morgan, Anne-Marie

2012-01-01

A teacher-researcher in a primary school setting surveyed the middle years' teachers of her school and those in the local science hub group, to determine their confidence and satisfaction levels in relation to teaching science. Her results confirm feelings of inadequacy and reluctance to teach Science, but also indicate ways that schools can…

Teachers' Perception of Team Teaching Middle School Mathematics in Urban Schools

ERIC Educational Resources Information Center

Serrano, Vanessa

2012-01-01

The purpose of this study was to examine teachers' perceptions of team teaching middle school mathematics in urban schools. The research questions focused on student academic performance and the impact that team teaching may have from the perspective of teachers. The theories of Piaget, Vygotsky, and Bruner formed the theoretical foundation…

Teaching Computation in Primary School without Traditional Written Algorithms

ERIC Educational Resources Information Center

Hartnett, Judy

2015-01-01

Concerns regarding the dominance of the traditional written algorithms in schools have been raised by many mathematics educators, yet the teaching of these procedures remains a dominant focus in in primary schools. This paper reports on a project in one school where the staff agreed to put the teaching of the traditional written algorithm aside,…

An Investigation of Science Teaching Practices in Indonesian Rural Secondary Schools

ERIC Educational Resources Information Center

Wahyudi; Treagust, David F.

2004-01-01

This study reports on teaching practices in science classrooms of Indonesian lower secondary schools in rural areas. Using six schools from three districts in the province of Kalimantan Selatan as the sample, this study found that most teaching practices in science classrooms in rural schools were teacher-centred with students copying notes.…

Retention and recruitment of general dentists in an adjunct teaching model-A pilot study.

PubMed

Howe, Brian J; Allareddy, Verasathpurush; Barwacz, Christopher A; Parker, I Reed; Straub-Morarend, Cheryl L; Holmes, David C

2017-01-01

Retention and recruitment of part time clinical adjunct faculty members in dental education is becoming increasingly difficult as dental schools come to rely on this workforce for their increased involvement in clinical education. Contributing factors include full time faculty shortage, aging workforce, practice and student debt, practice and family commitments, and financial compensation. This study attempts to ascertain barriers to teaching so appropriate strategies can be formulated to address this issue. In the spring of 2016 an email survey was sent to current and former adjunct faculty members to ascertain demographics and retention and recruitment strategies. Descriptive analyses were completed for all variables in the sample. Twenty nine of forty six subjects responded to the survey with a response rate of 63%. Subjects over the age of sixty comprised 55% with only 17% being under the age of forty five. Overall family and practice commitments along with compensation were the primary barriers to teaching part time. For new dentists, student loan debt was the primary barrier to teaching. Travel to teach was also a barrier as 70% of respondents drove 200 miles or less to the dental school. The study demonstrated that the aging part time work force is a great concern and new part time clinical adjunct faculty members must be recruited. Barriers to recruitment and retention of faculty must be considered and addressed to sustain this teaching model.

Pre-School Foreign Language Teaching and Learning--A Network Innovation Project in Slovenia

ERIC Educational Resources Information Center

Brumen, Mihaela; Berro, Fanika Fras; Cagran, Branka

2017-01-01

The paper describes some findings about teaching foreign languages (FL) in a pre-school setting obtained from the Network Innovation Project (NIP). The aims of the NIP were to research and practise the most effective teaching approaches and organizational models in teaching and learning of FL in pre-schools. The objectives were to determine how…

Faculty Development Program Models to Advance Teaching and Learning Within Health Science Programs

PubMed Central

Lancaster, Jason W.; Stein, Susan M.; MacLean, Linda Garrelts; Van Amburgh, Jenny

2014-01-01

Within health science programs there has been a call for more faculty development, particularly for teaching and learning. The primary objectives of this review were to describe the current landscape for faculty development programs for teaching and learning and make recommendations for the implementation of new faculty development programs. A thorough search of the pertinent health science databases was conducted, including the Education Resource Information Center (ERIC), MEDLINE, and EMBASE, and faculty development books and relevant information found were reviewed in order to provide recommendations for best practices. Faculty development for teaching and learning comes in a variety of forms, from individuals charged to initiate activities to committees and centers. Faculty development has been effective in improving faculty perceptions on the value of teaching, increasing motivation and enthusiasm for teaching, increasing knowledge and behaviors, and disseminating skills. Several models exist that can be implemented to support faculty teaching development. Institutions need to make informed decisions about which plan could be most successfully implemented in their college or school. PMID:24954939

Faculty development program models to advance teaching and learning within health science programs.

PubMed

Lancaster, Jason W; Stein, Susan M; MacLean, Linda Garrelts; Van Amburgh, Jenny; Persky, Adam M

2014-06-17

Within health science programs there has been a call for more faculty development, particularly for teaching and learning. The primary objectives of this review were to describe the current landscape for faculty development programs for teaching and learning and make recommendations for the implementation of new faculty development programs. A thorough search of the pertinent health science databases was conducted, including the Education Resource Information Center (ERIC), MEDLINE, and EMBASE, and faculty development books and relevant information found were reviewed in order to provide recommendations for best practices. Faculty development for teaching and learning comes in a variety of forms, from individuals charged to initiate activities to committees and centers. Faculty development has been effective in improving faculty perceptions on the value of teaching, increasing motivation and enthusiasm for teaching, increasing knowledge and behaviors, and disseminating skills. Several models exist that can be implemented to support faculty teaching development. Institutions need to make informed decisions about which plan could be most successfully implemented in their college or school.

The Challenges Faced by New Science Teachers in Saudi Arabia

NASA Astrophysics Data System (ADS)

Alsharari, Salman

Growing demand for science teachers in the Kingdom of Saudi Arabia, fed by increasing numbers of public school students, is forcing the Saudi government to attract, recruit and retain well-qualified science teachers. Beginning science teachers enter the educational profession with a massive fullfilment and satisfaction in their roles and positions as teachers to educating children in a science classroom. Nevertheless, teachers, over their early years of practice, encounter numerous challenges to provide the most effective science instruction. Therefore, the current study was aimed to identify academic and behavioral classroom challenges faced by science teachers in their first three years of teaching in the Kingdom of Saudi Arabia. In addition, new science teacher gender, school level and years of teaching experience differences in perceptions of the challenges that they encountered at work were analyzed. The present study also investigated various types of support that new science teachers may need to overcome academic and behavioral classroom challenges. In order to gain insights about ways to adequately support novice science teachers, it was important to examine new science teachers' beliefs, ideas and perceptions about effective science teaching. Three survey questionnaires were developed and distributed to teachers of both sexes who have been teaching science subjects, for less than three years, to elementary, middle and high school students in Al Jouf public schools. A total of 49 novice science teachers responded to the survey and 9 of them agreed to participate voluntarily in a face-to-face interview. Different statistical procedures and multiple qualitative methodologies were used to analyze the collected data. Findings suggested that the top three academic challenges faced by new science teachers were: poor quality of teacher preparation programs, absence of appropriate school equipment and facilities and lack of classroom materials and instructional supplies. Moreover, excessive student absenteeism, student readiness to learn science and student lack of interest in science were the three most behavioral challenges encountered by beginning science teachers in the Kingdom of Saudi Arabia. Results also indicated that the perceptions of academic and behavioral classroom challenges may vary according to new science teacher gender, school level and years of teaching experience. More importantly, to become more effective science teachers, novice science teachers are expecting to receive more and better support from their schools. School principals and administrators should provide opportunities for beginning science teachers to attend effective new teacher orientation programs, use complete and well-developed curriculum materials with detailed sequence of teaching procedures, help in dealing with classroom management, and opportunities to participate in successful mentoring programs, coherent in-service training programs and regular professional development programs. Implications for Saudi Arabia government and policy makers, school principals and administrators, students and their parents were discussed and recommendations were made.

Teaching Ethics in Medical School.

ERIC Educational Resources Information Center

Ewan, Christine

1986-01-01

Reviews the literature regarding the teaching of ethics in medical schools. Defines medical ethics and attempts to determine the scope of medical ethics teaching. Discusses ways medical ethics could be taught and how that teaching can be assessed. Calls for increased attention into the teaching of medical ethics. (TW)

Perceived Effects of Scholarships on STEM Majors' Commitment to Teaching in High Need Schools

NASA Astrophysics Data System (ADS)

Liou, Pey-Yan; Kirchhoff, Allison; Lawrenz, Frances

2010-06-01

This study examines the Noyce Program, which provides scholarships for STEM majors in return for teaching in high need schools. The perceptions of 555 scholarship recipients were investigated using hierarchical cluster analysis, confirmatory factor analysis, and Rasch analysis to determine how the scholarship influenced their commitments to teaching in high need schools. The analyses indicated that recipients perceived the scholarship in two ways: it influenced their commitment to complete their certification program and to teach in high need schools. Implications for teacher education programs include that recruitment strategies should identify candidates who are committed to teaching in high need schools and programs should provide experiences to encourage this commitment not just to become certified.

Navigating the Health Care System: An Adolescent Health Literacy Unit for High Schools.

PubMed

Hughes, Denise; Maiden, Kristin

2018-05-01

Currently, no intervention concerning transition of health care responsibilities from parents to teens exists for adolescents in the general population. The purpose of this intervention was to evaluate teacher satisfaction and student knowledge gain of a health unit developed for adolescents on becoming their own health care advocates. Throughout the 2014-2015 school year, 13 health and career technical education teachers in 11 Delaware high schools taught the unit to 948 students in 2 90-minute classes in 35 classrooms. Assessments included teacher reflections and student pre- and posttests to measure knowledge transfer and gain and gather feedback. Teacher and student feedback indicated the materials were appropriate and useful in teaching students to navigate the health care system. Student knowledge increased from pretest (64%) to posttest (82%), (p < .001). The educational background of the teacher did not influence this outcome. Students reported they will know what to do better at their next doctor's appointment because of this unit and indicated support for peers to learn this information. The unit resulted in content knowledge increase for students. It was consistently effective throughout all schools regardless of social and demographic characteristics, teacher type, or experience teaching the unit. © 2018, American School Health Association.

The 21st century faculty member in the educational process--what should be on the horizon?

PubMed

Nora, Lois Margaret

2010-09-01

One of Abraham Flexner's legacies was the concept of a professional faculty community responsible for teaching, scholarly work, and the creation and nurturing of the academic environment in medical schools. Dramatic shifts in society, health care, and educational practice have occurred over the century since Flexner's report, and these shifts have resulted in changes and challenges for medical school faculty. Fundamental principles that were articulated in Flexner's work remain relevant today: medicine is a profession, and as such is responsible for the education of the next generation of physicians; and the essential work of the medical school is the education of current and future generations of physicians. Medical schools must reconsider and restate the required characteristics and work of faculty members. Furthermore, we must develop a core faculty with primary responsibility for the educational program, the teaching of students, and the creation and nurturing of the academic environment. Enhancing the diversity of the faculty community, providing necessary faculty development, and further clarifying the forms of scholarly work in medicine are three ways that individual schools and national organizations can advance the educational mission through support of the faculty.

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

PubMed

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

2016-12-01

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