Field Evaluation of Model II of the Computer-Based, Individual Trainer for the Radar Intercept Officer

DTIC Science & Technology

1974-07-01

of an (almost) completely automated CAI capability for teaching skills for the Radar Intercept Officer’s (RIO’s) job. Contributions made by this...expected) from such features. At present, the utility of developing CAI materials for teaching the utiliza- tion of the AWG-9 system for maintaining...this complexity is necessary even though the trainer -as designed to teach only basic skills used in this performance. Therefore, chc details of the

Motivational Constructs Influencing Undergraduate Students' Choices to become Classroom Music Teachers or Music Performers

ERIC Educational Resources Information Center

Parkes, Kelly A.; Jones, Brett D.

2012-01-01

The primary purpose of this study was to examine whether any of the six motivational constructs in the expectancy-value model of motivation (i.e., expectancy, ability perceptions, intrinsic interest value, attainment value, social utility value, and cost) would predict whether students intended to have a career teaching classroom music or…

The Gap between Expectations and Reality: Integrating Computers into Mathematics Classrooms

ERIC Educational Resources Information Center

Guven, Bulent; Cakiroglu, Unal; Akkan, Yasar

2009-01-01

As a result of dramatic changes in mathematics education around the world, in Turkey both elementary and secondary school mathematics curriculums have changed in the light of new demands since 2005. In order to perform the expected change in newly developed curriculum, computer should be integrated into learning and teaching process. Teachers'…

Teaching Effectiveness, Course Evaluation, and Academic Performance: The Role of Academic Delay of Gratification

ERIC Educational Resources Information Center

Bembenutty, Hefer

2009-01-01

Academic delay of gratification is a significant and positive predictor of students' final course grades, even after controlling for the effect of their rating of the course, expected grade, and degree of interest, importance, and utility of the academic task. Students' expected course grades are by far the strongest predictor of their final…

Teaching College Microeconomics: Online vs. Traditional Classroom Instruction

ERIC Educational Resources Information Center

McCarty, Cynthia; Bennett, Doris; Carter, Shawn

2013-01-01

The use of online course offerings in college has grown sharply in recent years. Previous research, while limited, is inconclusive in determining expected student performance in online versus a traditional lecture format. This paper focuses specifically on student performance in introductory microeconomics classes, analyzing learning differences…

Inside a Beginning Immigrant Science Teacher's Classroom: An Ethnographic Study

ERIC Educational Resources Information Center

Kern, Anne L.; Roehrig, Gillian; Wattam, Donald K.

2012-01-01

Teaching is a highly personal endeavor shaped by "funds of knowledge" and beliefs about teaching, learning, and students. This case study examines how one Asian immigrant teacher's personal expectations and beliefs influenced his expectations of students and the teaching and instructional strategies he employed. His expectations of students'…

[Health didactics: undergraduates' nursing representations and the use of an innovative teaching strategy].

PubMed

de Domenico, Edvane Birelo Lopes; Matheus, Maria Clara Cassuli

2009-09-01

This study aimed at analyzing the representations regarding the relationships between Nursing and Education practices, to reveal expectations regarding the course Fundamentals, Methods and Techniques of Teaching and evaluate the use of the Projects Method. Method this is a qualitative evaluation research performed between April and June 2007 with first-year nursing students of a Baccalaureate Degree Program. The data were analyzed based on the Social Representations framework and the constructivist postulates. The students revealed that their learning expectations were related with the contents of didactics, human communication, and the teaching-learning process. The Projects Method was considered capable of providing dynamism, interest towards the content, and the ability to associate theory and practice, in addition to having favored the amplitude and appreciation of the educate/care binomial. In conclusion, health didactics contents are capable of generating students' interest, especially when an innovative methodology is used.

Model of Information and Communication Technology (ICT) Acceptance and Use for Teaching Staff in Sub-Saharan Africa Public Higher Education Institutions

ERIC Educational Resources Information Center

Ouedraogo, Boukary

2017-01-01

This article uses data survey on 82 teachers from the University of Ouagadougou and the model of unified theory of acceptance and use of technology (UTAUT) to assess the determinants of acceptance and educational use of ICT by teachers. The paper's outcomes show that the construct "performance expectancy" of ICT (expected utility and…

"Survivor: Satis House"--Creating Classroom Community while Teaching Dickens in a Reality-TV World

ERIC Educational Resources Information Center

Bucolo, Joe

2011-01-01

Engaging 9th grade students in contemporary reality-show parodies based on "Great Expectations," the author helps students explore the intricacies of Charles Dickens's novel. In "Stay Tuned for Our Next Episode: Teaching 'Great Expectations' in Installments," the author highlighted the benefits of teaching "Great Expectations" in installments, as…

Changes in Preservice Elementary Teachers' Personal Science Teaching Efficacy and Science Teaching Outcome Expectancies: The Influence of Context

ERIC Educational Resources Information Center

Hechter, Richard P.

2011-01-01

This study investigated contextual changes in perceptions of science teaching self-efficacy through pre-, post- and retrospective administrations of the Science Teaching Expectancy Belief Instrument (STEBI-B) among preservice elementary teachers when exposed to a science teaching methods course. Findings revealed that the number of postsecondary…

What To Expect When You're Expected To Teach: The Anxious Craft of Teaching Composition.

ERIC Educational Resources Information Center

Bramblett, Anne, Ed.; Knoblauch, Alison, Ed.

This collection of essays addresses the anxieties and problems of beginning writing teachers and provides a reality check for those who expect success from "day one." Following an Introduction: "Silences in Our Teaching Stories; What Do We Leave Out and Why?" (Thomas Newkirk), essays in the collection are: (1) "Forty-Eight…

Early childrearing practices and their relationship to academic performance in Mexican American children.

PubMed

Arevalo, Amanda; Kolobe, Thubi H A; Arnold, Sandra; DeGrace, Beth

2014-01-01

To examine whether parenting behaviors and childrearing practices in the first 3 years of life among Mexican American (MA) families predict children's academic performance at school age. Thirty-six children were assessed using the Parent Behavior Checklist, Nursing Child Assessment Teaching Scale, Home Observation for Measurement of the Environment Inventory, and Bayley Scales of Infant Development II. Academic performance was measured with the Illinois Standards Achievement Test during third grade. Correlation between parents' developmental expectations, nurturing behaviors, discipline, and academic performance were statistically significant (P < .05). Developmental expectations and discipline strategies predicted 30% of the variance in the Illinois Standards Achievement Test of reading. The results of this study suggest that early developmental expectations that MA parents have for their children, and the nurturing and discipline behaviors they engage in, are related to how well the children perform on academic tests at school age.

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

PubMed

Kuipers, J C; Clemens, D L

1998-07-01

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

Impact of Expert Teaching Quality on Novice Academic Performance in the Jigsaw Cooperative Learning Method

ERIC Educational Resources Information Center

Berger, Roland; Hänze, Martin

2015-01-01

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

Teaching the Modern Presidency.

ERIC Educational Resources Information Center

Rimmerman, Craig A.

1989-01-01

Stresses the need to challenge students' unrealistic ideas and heightened expectations of U.S. presidential performance. Maintains that college courses about the presidency must stress the role of the president within the context of democratic accountability, Madisonian principles, and the separation of powers doctrine. Discusses presidential…

Comparison of expectations and beliefs about good teaching in an academic day release medical education program: a qualitative study.

PubMed

van Roermund, Thea A C M; Mokkink, Henk G; Bottema, Ben J A M; van Weel, Chris; Scherpbier, Albert J J A

2014-10-03

In a professional learner-centered(ness) educational environment, communication and alignment of expectations about teaching are indispensable. Professional education of residents could benefit from an analysis and comparison of teachers' and residents' educational expectations and beliefs. Our purpose is to identify success factors and barriers related to aligning expectations and beliefs and building a supportive professional learner-centered educational environment. We conducted semi-structured individual interviews with teachers and semi-structured focus groups with residents. A single interview format was used to make it possible to compare the results. Data were analysed using a qualitative software package (AtlasTi). Data analysis steps were followed by the author team, which identified four domains of good teaching: personal traits, knowledge, relationships and teaching qualities. Teachers and residents agreed about the importance of personal professional characteristics like being a role model and having an open and enthusiastic attitude. They all thought that having a specific knowledge base was essential for teaching. Approaching residents as adult learners was found to be an important element of the learner-centred environment and it was agreed that teachers should take practical experiences to a higher level. However, teachers and residents had different expectations about the practical consequences of being a role model, adult learning, coaching and openness, and the type of knowledge that was needed in the professional development program. Communication about different expectations appeared to be difficult. Teachers and residents agreed on a conceptual level about expectations and beliefs regarding good teaching, but disagreed on an executive level. According to the residents, the disagreement about good teaching was not the biggest barrier to creating alignment and a supportive professional relationship; instead, it was the absence of a proper dialogue regarding issues about expectations and beliefs.

Research report

NASA Astrophysics Data System (ADS)

Robinson, W. P.; Gillibrand, E.

2004-06-01

The primary purpose was to investigate the efficacy of a full year of single-sex (SS) teaching of science. The secondary aims were to locate any differentiation by set and gender, and to relate these to more proximal variables. Participants were 13 year olds. Higher set girls gave evidence of clear benefits overall, and higher set boys also, except in biology. Lower set pupils performed at or below expectations. Analyses of additional questionnaire and interview data pointed to further reasons for avoiding the making of unqualified generalizations about SS teaching. Pupil preferences for SS teaching were relevant, as were gender differences in attitudes to biology and physics. Qualitative data suggested higher set girls benefited from more learningrelated classroom interaction and less interference and exploitation of girls by boys in SS classes. Lower set pupils complained that SS teaching deprived them of social interaction with the other sex. The concluding suggestion was that SS teaching offers affordances of benefits when mixed-sex teaching has specifiable disadvantages.

Avoiding Practice Shock: Using Teacher Movies to Realign Pre-Service Teachers' Expectations of Teaching

ERIC Educational Resources Information Center

Delamarter, Jeremy

2015-01-01

Pre-service teachers often have unrealistic expectations of teaching. They often create an inspiration/content dichotomy in which they expect relational activities to trump content delivery. Unchecked, these misaligned expectations can lead to practice shock, the disorienting and sometimes traumatic identity crisis that often occurs during the…

TH-E-201-00: Teaching Radiology Residents: What, How, and Expectation

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

NONE

The ABR Core Examination stresses integrating physics into real-world clinical practice and, accordingly, has shifted its focus from passive recall of facts to active application of physics principles. Physics education of radiology residents poses a challenge. The traditional method of didactic lectures alone is insufficient, yet it is difficult to incorporate physics teaching consistently into clinical rotations due to time constraints. Faced with this challenge, diagnostic medical physicists who teach radiology residents, have been thinking about how to adapt their teaching to the new paradigm, what to teach and meet expectation of the radiology resident and the radiology residency program.more » The proposed lecture attempts to discuss above questions. Newly developed diagnostic radiology residents physics curriculum by the AAPM Imaging Physics Curricula Subcommittee will be reviewed. Initial experience on hands-on physics teaching will be discussed. Radiology resident who will have taken the BAR Core Examination will share the expectation of physics teaching from a resident perspective. The lecture will help develop robust educational approaches to prepare radiology residents for safer and more effective lifelong practice. Learning Objectives: Learn updated physics requirements for radiology residents Pursue effective approaches to teach physics to radiology residents Learn expectation of physics teaching from resident perspective J. Zhang, This topic is partially supported by RSNA Education Scholar Grant.« less

Religious teachings and sexuality of women living in Rafsanjan: A qualiattive inquiry

PubMed Central

Ghorashi, Zohreh; Najafi, Mohammad; Merghati Khoei, Effat

2017-01-01

Background: Islamic doctrine and related teachings play a seminal role in constructing the sexual performance of followers, women in particular. Objective: The aim was to explore women’s understandings of Islamic Shiite principles related to their sexuality. Materials and Methods: In a qualitative content analysis approach, four individual interviews and seven focus groups conducted in Rafsanjan, a big city in Kerman province in Iran. Content analysis was used to extract meanings and themes. Results: Three major themes were emerged describing the sexual concepts and religious-related teachings concerning women's sexual understandings and performances: “unconditional sexual submission” (Tamkin), “paradox between virtue and unconditional sexual submission” and “misconceptions”. Conclusion: Religious teachings have a basic and comprehensive role in sexuality construction and sexual health of women. However, occasional inconsistency between beliefs, learning and sexual expectations, practices, and situations would lead to jeopardize the psychological and somatic health of women. Religious-related misconceptions have essential role in creating sexual problems. PMID:29492474

Why Some Countries Attract More High-Ability Young Students to Teaching: Cross-National Comparisons of Students’ Expectation of Becoming a Teacher

PubMed Central

PARK, HYUNJOON; BYUN, SOO-YONG

2017-01-01

Using data from 37,570 students in 23 OECD countries in PISA 2006, we examine how national contexts shape the expectation of being a teacher at age 30 among high-achieving students in secondary schools. Our results show considerable between-country differences in the degree of students’ expectation of a teaching job. To address sources of this cross-national variation, we use two-level logit models by linking student-level data with country-level data. Consistent with earlier findings, we find that teachers’ economic status matters for students’ expectation of becoming a teacher. Moreover, our results show that teachers’ social status also matters. Countries’ levels of professionalization of teaching, indicated by whether teachers have a bachelor’s degree and are fully certified, are also related to students’ expectation of the teaching profession. Specifically, in countries with higher levels of professionalization, we see a reduced gender gap in students’ expectation of becoming a teacher. PMID:28529349

Investigating Teaching Leadership in the Capstone Marketing Course

ERIC Educational Resources Information Center

Facca-Miess, Tina M.

2015-01-01

Marketing graduates are ultimately expected to perform in managerial roles, yet limited course work is devoted to leadership training for marketing management. In the capstone marketing course, group projects with partner organizations can serve as an opportunity for student leadership development. Marketing students working in groups on…

"NGSS" in Action

ERIC Educational Resources Information Center

Miller, Emily; Januszyk, Rita; Lee, Okhee

2015-01-01

The "Next Generation Science Standards" ("NGSS") shift what it means to teach and learn science. One significant change emerges from the central role of discourse. As the practices are language-intensive and the performance expectations explain what a student should be able to do in science, every student must learn the…

Teaching International Business as an Opportunity to Develop Cultural Sensitivity

ERIC Educational Resources Information Center

Frank, Ellen J.

2017-01-01

Business program graduates are expected to perform with cultural sensitivity in international and intercultural professional environments. In order to support student development of the necessary mindset, a variety of assignments and activities have been integrated into the undergraduate International Business (IB) course. This article describes…

Being a Teacher: Altruistic and Narcissistic Expectations of Pre-Service Teachers

ERIC Educational Resources Information Center

Friedman, Isaac A.

2016-01-01

The article focuses on investigating pre-service teachers' expectations of their future teaching career, in particular concerning teacher-student interrelations. In an attempt to comprehend why people choose teaching as a professional career, a conceptual model titled "Teachers" altruistic-narcissistic classroom expectations' was…

Relationship-Driven Teaching Style: The Impact of Teacher-Student Relationships on Academic Performance

ERIC Educational Resources Information Center

Schlichte, Jacqueline; Stroud, James; Girdley, Donna

2006-01-01

Numbers of At-risk students are rising in the public classrooms of our day. Standardized testing is a reality that is clearly defining the great chasm that stands between the performance of these children and what is expected of their age mates. Public junior and senior high schools face the quandary: How are At-risk students to be aided in their…

Matching Student Expectations with Instructors' Dispositions: Insight into Quality of Online Teaching

ERIC Educational Resources Information Center

Welch, Anita G.; Orso, Don; Doolittle, Joan; Areepattamannil, Shaljan

2015-01-01

This paper explores the similarities and differences between student expectations of online instructors and the teaching dispositions of online instructors. Our research goal is to develop insight into factors related to online student success. Although researchers have identified key characteristics of effective teaching in the face-to-face…

Heterosis: Hybrid Teaching and Learning Methods in Sabar Drumming

ERIC Educational Resources Information Center

McGraw, Matthew Neil

2010-01-01

Many American university percussion students in the early 21st Century are expected to have performance abilities in genres outside of the Western percussion tradition. With the increase in ethnomusicology programs and the active hiring of teachers with non-Western musical capabilities, many universities now offer multiple options for performance…

Intercultural Education and Communication in Second Language Interactions

ERIC Educational Resources Information Center

Baraldi, Claudio

2012-01-01

This article analyses intercultural education outcomes produced in the setting of teaching Italian as a second language (ISL) in an Italian school. Intercultural education is produced in interactions which are based on specific cultural presuppositions, i.e. expectations regarding learning, role hierarchy and evaluation of student performances.…

Dancers Exult at the Awakening

ERIC Educational Resources Information Center

Smith, W. Alan

2004-01-01

This article explores the art form of dance as a metaphor for the teaching of theology. Employing the work of Maria Harris, the author contends that there are seven elements of dance than can serve as metaphors for teachers of theology: preparation, rhythm, movement, expectancy, response, embodiment, and performance. Each dance element is…

Does practicing a skill with the expectation of teaching alter motor preparatory cortical dynamics?

PubMed

Daou, Marcos; Lohse, Keith R; Miller, Matthew W

2018-05-01

Recent evidence suggests practicing a motor skill with the expectation of teaching it enhances learning by increasing information processing during motor preparation. However, the specific motor preparatory processes remain unknown. The present study sought to address this shortcoming by employing EEG to assess participants' motor preparatory processes while they completed a golf putting pretest, and then practiced putting with the expectation of (a) teaching another participant how to putt the next day (teach group, n = 30), or (b) being tested on their putting the next day (test group, n = 30). Participants' EEG during the 3-s prior to and 1-s after initiating putter movement was analyzed. All participants completed posttests 1 day after the practice session. The teach group exhibited better posttest performance (superior learning) relative to the test group, but no group differences in motor preparatory processing (EEG) emerged. However, participants in both groups exhibited linear decreases in both theta power at frontal midline and upper-alpha power over motor areas during putt initiation. These results suggest a decrease in working memory and action monitoring (frontal midline theta), and an increase in motor programming (motor upper-alpha) during putt initiation. Further, participants in both groups exhibited increased frontal midline theta from pretest to practice, but decreases in both upper motor-alpha and upper-alpha coherence between left/right temporal and motor planning regions. These results suggest participants utilized working memory and action monitoring to a greater extent during practice relative to pretest, while refining their motor programming and verbal-analytic/visuospatial involvement in motor programming. Copyright © 2018 Elsevier B.V. All rights reserved.

An end to "See one, do one and teach one" residency training programme - impact of the training, education, surgical accreditation and assessment (TESA) programme on medical care and patients' safety.

PubMed

Tan, Thiam-Chye; Tan, Kim-Teng; Tee, John Cs

2007-09-01

The delivery of optimal and safe medical care is critical in healthcare. The traditional practice of "See one, do one and teach one" residency training programme is no longer acceptable. In the past, there was no structured residency training programme in our hospital. There were several cases of organ injuries from surgeries performed by the residents. In 2005, we conducted a pilot study to organise a structured teaching, education, surgical accreditation and assessment (TESA) residency programme for 15 residents in the Division of Obstetrics and Gynaecology, KK Women's and Children's Hospital. We performed a written questionnaire survey of the residents on the new programme and patients' expectation (n = 2926) as subjective outcomes in the 1-year follow-up. We also studied the complication rates of all minor and major surgeries performed by the residents in 2004 and 2005 as an objective outcome. All the residents (n = 15) surveyed supported the TESA programme. Patients' expectation improved significantly from 71% in 2004 (n = 1559) to 83% in 2005 (n = 1367) (P = 0.03). There were 10,755 surgeries in 2004 and 10,558 surgeries in 2005 performed by our residents, with 6 cases (5.6%) of organ injuries in 2004 compared to 3 cases (2.8%) in 2005. This reduction was not statistically significant. The TESA residency programme in our hospital has an impact on the delivery of optimal and safe medical care while ensuring the training of residents to be competent specialists.

Teaching and learning in undergraduate anaesthesia: a quantitative and qualitative analysis of practice at the University of Auckland.

PubMed

Sidhu, N S; Weller, J M; Mitchell, S J

2015-11-01

Anaesthesia encompasses a broad range of knowledge and skills of relevance to graduating doctors. For the majority of new doctors, an undergraduate clinical rotation is their only exposure to anaesthesia practice. However, the content and approach to undergraduate anaesthesia education varies between institutions. We explored our students' views and experiences, and teaching approaches and expectations of consultant anaesthetists during a clinical attachment in anaesthesia. Our mixed-method design included student and staff surveys, logbook analysis and student focus groups. Logbook analysis of all 202 students showed mean numbers of attempts for bag-mask ventilation, laryngeal mask insertion, tracheal intubation and IV cannulation were 6.8, 3.9, 3.3 and 4.5, respectively. Focus group responses (11 students, three groups) suggested a mismatch between students' expectations of performing clinical skills and the available opportunities, particularly for IV cannulation. Students often felt reluctant to ask anaesthetists to teach them, and appreciated clinician-led engagement in all aspects of learning patient management. Among the 78 anaesthetists (29.3%) responding to the survey, the five tasks most frequently identified as suitable for teaching to students all related to airway management. Our study found much unanticipated variability in student exposure, teaching practice and attitudes to teaching various skills or procedures between anaesthetists, and student opinion of their clinical attachment. The findings resulted in a review of many aspects of the attachment. It is likely that other institutions will have similar variability and we recommend they undertake similar exercises to optimise teaching and learning opportunities for undergraduate anaesthesia.

The impact of hospital volume, residency, and fellowship training on perioperative outcomes after radical prostatectomy.

PubMed

Trinh, Quoc-Dien; Sun, Maxine; Kim, Simon P; Sammon, Jesse; Kowalczyk, Keith J; Friedman, Ariella A; Sukumar, Shyam; Ravi, Praful; Muhletaler, Fred; Agarwal, Piyush K; Shariat, Shahrokh F; Hu, Jim C; Menon, Mani; Karakiewicz, Pierre I

2014-01-01

Although high-volume hospitals have been associated with improved outcomes for radical prostatectomy (RP), the association of residency or fellowship teaching institutions or both and this volume-outcome relationship remains poorly described. We examine the effect of teaching status and hospital volume on perioperative RP outcomes. Within the Nationwide Inpatient Sample, we focused on RPs performed between 2003 and 2007. We tested the rates of prolonged length of stay beyond the median of 3 days, in-hospital mortality, and intraoperative and postoperative complications, stratified according to teaching status. Multivariable logistic regression analyses further adjusted for confounding factors. Overall, 47,100 eligible RPs were identified. Of these, 19,193 cases were performed at non-teaching institutions, 24,006 at residency teaching institutions, and 3,901 at fellowship teaching institutions. Relative to patients treated at non-teaching institutions, patients treated at fellowship teaching institutions were healthier and more likely to hold private insurance. In multivariable analyses, patients treated at residency (OR = 0.92, P = 0.015) and fellowship (OR = 0.82, P = 0.011) teaching institutions were less likely to experience a postoperative complication than patients treated at non-teaching institutions. Patients treated at residency (OR = 0.73, P<0.001) and fellowship (OR = 0.91, P = 0.045) teaching institutions were less likely to experience a prolonged length of stay. More favorable postoperative complication profile and shorter length of stay should be expected at residency and fellowship teaching institutions following RP. Moreover, postoperative complication rates were lower at fellowship teaching than at residency teaching institutions, despite adjustment for potential confounders. Copyright © 2014 Elsevier Inc. All rights reserved.

Teaching Experience and Expectations of Early-Career Academics in Mozambique: The Case of Universidade Eduardo Mondlane

ERIC Educational Resources Information Center

Cossa, Eugénia Flora Rosa; Buque, Domingos Carlos; Fringe, Jorge Jaime dos Santos

2016-01-01

This mixed-methods study explored how early-career academics (ECA) at the Universidade Eduardo Mondlane (UEM) acquire pedagogical knowledge, develop their teaching experience as well as examine their expectations regarding the teaching profession. A questionnaire, composed mostly of closed questions and one open-ended question, was applied to 71…

Pre-Service Teachers' Motivation, Sense of Teaching Efficacy, and Expectation of Reality Shock

ERIC Educational Resources Information Center

Kim, Hyunjin; Cho, YoonJung

2014-01-01

The present study investigated how pre-service teachers' motivation and their sense of teaching efficacy influence their expectation about reality shock during the first year of professional teaching. A total of 533 pre-service teachers at a state university in the US Midwest participated in this study. The results showed that the pre-service…

The effects of a regional natural history course on outcome expectancy, self-efficacy, and instructional methods of science teachers

NASA Astrophysics Data System (ADS)

Dechant, Thomas Fredrick

Recent concerns about the effectiveness of science instruction have prompted a variety of strategies and research to effect positive changes. Research has indicated that among the contributing factors to the success of students learning science are teacher outcome expectancy, self-efficacy, and the selection and use of various teaching methods. Inservice training opportunities for public school teachers have been proposed as a strategy that can yield positive changes in these areas. Environmental education has also been proposed as a viable component of teaching science, but focus on global, and the omission of local themes is common. This study assessed the effects of an inservice training course entitled "Natural History of the Southern Appalachians" on regional teachers' outcome expectancy, self-efficacy, and science teaching methods. Through the administration of the Science Teaching Efficacy Belief Instrument and the Science Teaching Strategies Survey before taking the course and after taking the course, changes in the teachers outcome expectancy (p<.05), self-efficacy (p<.10), and teaching strategy selection were measured. In all three areas, desired positive changes have resulted from teachers completing the course. It appears that regionally specific Natural History training gives teachers inexpensive options to teach science, as well as making them more comfortable with the delivery of science instruction.

Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence.

PubMed

Wentzel, Kathryn R

2002-01-01

This study examined the utility of parent socialization models for understanding teachers' influence on student adjustment in middle school. Teachers were assessed with respect to their modeling of motivation and to Baumrind's parenting dimensions of control, maturity demands, democratic communication, and nurturance. Student adjustment was defined in terms of their social and academic goals and interest in class, classroom behavior, and academic performance. Based on information from 452 sixth graders from two suburban middle schools, results of multiple regressions indicated that the five teaching dimensions explained significant amounts of variance in student motivation, social behavior, and achievement. High expectations (maturity demands) was a consistent positive predictor of students' goals and interests, and negative feedback (lack of nurturance) was the most consistent negative predictor of academic performance and social behavior. The role of motivation in mediating relations between teaching dimensions and social behavior and academic achievement also was examined; evidence for mediation was not found. Relations of teaching dimensions to student outcomes were the same for African American and European American students, and for boys and girls. The implications of parent socialization models for understanding effective teaching are discussed.

Preservice elementary teachers' personal science teaching efficacy and science teaching outcome expectancies: The influence of student teaching

NASA Astrophysics Data System (ADS)

Plourde, Lee Alton

This study was unique in garnering an early view at how the deterioration of science teacher education begins. This investigation examined the impact of the student teaching semester on preservice elementary teachers' personal efficacy beliefs and outcome expectancy beliefs in science teaching. Participants in the study included the student teachers of three separate cohort groups commencing and completing their student teaching semester at the same time. Qualitative data were gathered from interviews and observations from selected individuals of these cohort groups. Quantitative and qualitative research methods were employed in the study. Utilizing a pretest and posttest one group research design, quantitative data were obtained from the administration of a psychometric test, Science Teaching Efficacy Belief Instrument for preservice teachers (STEBI-B). The pretest was administered at the beginning of the student teaching semester, before the student teachers began their "soloing" teaching, and the posttest was administered at the completion of the student teaching semester and "soloing" period. Qualitative data were derived from interviews and observations which were audio recorded and transcribed. The results of this study revealed that the student teaching semester did not have a statistically significant impact on the subjects' sense of personal self-efficacy, but the influence was statistically significant in regards to the student teachers' beliefs about children's ability to learn science. Data gathered through interviews and observations suggested that beliefs appear to originate from one or more of the following: a lack of practical work, personal involvement, and hands-on manipulation in science related activities in elementary, secondary, and tertiary education; a dependence of science courses on textbooks and lectures; the dispassionate association with science teachers/instructors; a focus on formalized tests with no performance assessments; the lethargical attitude towards the teaching of science by inservice/mentor teachers; and the need for relevancy to personal lives. Additional results shed light onto the barriers and roadblocks encountered by student teachers when attempting to teach science to elementary students. Thew highlighted factors, along with the identification of elements which contribute to the effective teaching of elementary science, are thoroughly discussed.

Association of Resident Coverage with Cost, Length of Stay, and Profitability at a Community Hospital

PubMed Central

Shine, Daniel; Beg, Sumbul; Jaeger, Joseph; Pencak, Dorothy; Panush, Richard

2001-01-01

OBJECTIVE The effect of care by medical residents on hospital length of stay (LOS), indirect costs, and reimbursement was last examined across a range of illnesses in 1981; the issue has never been examined at a community hospital. We studied resource utilization and reimbursement at a community hospital in relation to the involvement of medical residents. DESIGN This nonrandomized observational study compared patients discharged from a general medicine teaching unit with those discharged from nonteaching general medical/surgical units. SETTING A 620-bed community teaching hospital with a general medicine teaching unit (resident care) and several general medicine nonteaching units (no resident care). PATIENTS All medical discharges between July 1998 and February 1999, excluding those from designated subspecialty and critical care units. MEASUREMENTS AND MAIN RESULTS Endpoints included mean LOS in excess of expected LOS, mean cost in excess of expected mean payments, and mean profitability (payments minus total costs). Observed values were obtained from the hospital's database and expected values from a proprietary risk–cost adjustment program. No significant difference in LOS between 917 teaching-unit patients and 697 nonteaching patients was demonstrated. Costs averaged $3,178 (95% confidencence interval (CI) ± $489) less than expected among teaching-unit patients and $4,153 (95% CI ± $422) less than expected among nonteaching-unit patients. Payments were significantly higher per patient on the teaching unit than on the nonteaching units, and as a result mean, profitability was higher: $848 (95% CI ± $307) per hospitalization for teaching-unit patients and $451 (95% CI ± $327) for patients on the nonteaching units. Teaching-unit patients of attendings who rarely admitted to the teaching unit (nonteaching attendings) generated an average profit of $1,299 (95% CI ± $613), while nonteaching patients of nonteaching attendings generated an average profit of $208 (95% CI ± $437). CONCLUSIONS Resident care at our community teaching hospital was associated with significantly higher costs but also with higher payments and greater profitability. PMID:11251744

Examining the Extent to Which Select Teacher Preparation Experiences Inform Technology and Engineering Educators' Teaching of Science Content and Practices

ERIC Educational Resources Information Center

Love, Tyler S.

2015-01-01

With the recent release of the "Next Generation Science Standards" (NGSS) (NGSS Lead States, 2014b) science educators were expected to teach engineering content and practices within their curricula. However, technology and engineering (T&E) educators have been expected to teach content and practices from engineering and other…

Do Student Evaluations of Teaching Depend on the Distribution of Expected Grade?

ERIC Educational Resources Information Center

Matos-Diaz, Horacio; Ragan, James F., Jr.

2010-01-01

Prior research suggests that student evaluations of teaching may depend on the average grade expected in a class. We hypothesize that, because of risk aversion, student ratings also depend on the distribution of expected grades. As predicted, student ratings at the University of Puerto Rico at Bayamon are significantly and negatively related to…

Building Technology Transfer Capacity in Turkish Universities: A Critical Analysis

ERIC Educational Resources Information Center

Ranga, Marina; Temel, Serdal; Ar, Ilker Murat; Yesilay, Rustem Baris; Sukan, Fazilet Vardar

2016-01-01

University technology transfer has been receiving significant government funding since 2012. Results of this major investment are now expected by the Turkish government and society, not only in terms of better teaching and research performance, but also of new jobs, new products and services, enhanced regional development and contribution to…

Recruitment to Teaching: Career Expectations of South Carolina Young People.

ERIC Educational Resources Information Center

Lyson, Thomas A.

Using data collected from a stratified random sample of South Carolina high school seniors in 1969, the study compared the patterns of occupational choices among white and black boys and girls, and examined the relationship among race, sex, and teacher recruitment. Social class origin, local residence place, and scholastic performance were…

Rethinking edTPA: The Use of InTASC Principles and Standards

ERIC Educational Resources Information Center

Kuo, Nai-Cheng

2018-01-01

The Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards and Learning Progressions for Teachers 1.0, developed by the Council of Chief State School Officers (CCSSO, 2013) in the United States, provide a set of expectations for essential knowledge, critical disposition, and performance needed for high-quality…

Guideposts and Roadblocks to the Career-Long Scholarly Engagement of Physical Education Teacher Education Faculty

ERIC Educational Resources Information Center

Berei, Catherine P.; Pratt, Erica; Parker, Melissa; Shephard, Kevin; Liang, Tanjian; Nampai, Udon; Neamphoka, Guntima

2017-01-01

Purpose: Scholarship is essential for the growth and development of the physical education field. Over time, scholarship expectations have changed, forcing faculty members to alter time spent for research, teaching, and service. Social-cognitive career theory (SCCT) presents a model for understanding performance and persistence in an occupational…

Veterinary Students' Knowledge and Perceptions About Antimicrobial Stewardship and Biosecurity-A National Survey.

PubMed

Hardefeldt, Laura; Nielsen, Torben; Crabb, Helen; Gilkerson, James; Squires, Richard; Heller, Jane; Sharp, Claire; Cobbold, Rowland; Norris, Jacqueline; Browning, Glenn

2018-04-18

A better understanding of veterinary students’ perceptions, attitudes, and knowledge about antimicrobial stewardship and biosecurity could facilitate more effective education of future veterinarians about these important issues. A multicenter cross-sectional study was performed by administering a questionnaire to veterinary students expected to graduate in 2017 or 2018 in all Australian veterinary schools. Four hundred and seventy-six of 1246 students (38%) completed the survey. Many students were unaware of the high importance of some veterinary drugs to human medicine, specifically enrofloxacin and cefovecin (59% and 47% of responses, respectively). Fewer than 10% of students would use appropriate personal protective equipment in scenarios suggestive of Q fever or psittacosis. Students expected to graduate in 2018 were more likely to select culture and susceptibility testing in companion animal cases (OR 1.89, 95% CI 1.33–2.69, p < 0.001), and were more likely to appropriately avoid antimicrobials in large animal cases (OR 1.75, 95% CI 1.26–2.44, p = 0.001) than those expected to graduate in 2017. However, 2018 graduates were less likely to correctly identify the importance rating of veterinary antimicrobials for human health (OR 0.48, 95% CI 0.34–0.67, p < 0.001) than 2017 graduates. Students reported having a good knowledge of antimicrobial resistance, and combating resistance, but only 34% thought pharmacology teaching was adequate and only 20% said that teaching in lectures matched clinical teaching. Efforts need to be made to harmonize preclinical and clinical teaching, and greater emphasis is needed on appropriate biosecurity and antimicrobial stewardship.

Teaching matters-academic professional development in the early 21st century.

PubMed

Fahnert, Beatrix

2015-10-01

Academic work at different career stages has changed and a broadened portfolio of expertise enables academics to adapt, maintain and advance their career. Development related to research activity is naturally driven by methodology and technology. Institutions and peers largely support development in the contexts of dissemination, measuring impact and obtaining funding. A European Commission High Level Group recommended pedagogic training for everyone teaching in Higher Education by 2020 with mandatory continuing professional development and with academic staff recruitment and promotion being linked to teaching performance. Early career teaching experience is already an expectation, and advantage is gained by developing recognized teaching expertise. More senior academics gain an advantage through recognition of higher levels of expertise, also covering elements of leadership and innovation in teaching. This review aims to raise awareness particularly of teaching-related skills within the dimensions of academic professional development in Higher Education, outlining some general directions for development and recognition in context of current challenges to support planning and identifying training needs and opportunities at different career stages. © FEMS 2015. All rights reserved.

Consumerism and consumer complexity: implications for university teaching and teaching evaluation.

PubMed

Hall, Wendy A

2013-07-01

A contemporary issue is the effects of a corporate production metaphor and consumerism on university education. Efforts by universities to attract students and teaching strategies aimed at 'adult learners' tend to treat student consumers as a homogeneous group with similar expectations. In this paper, I argue that consumer groups are not uniform. I use Dagevos' theoretical approach to categorize consumers as calculating, traditional, unique, and responsible. Based on the characteristics of consumers occupying these categories, I describe the implications of the varying consumer expectations for teaching. I also consider the implications for evaluation of teaching and call for research taking consumer types into account when evaluating teaching. Copyright © 2013 Elsevier Ltd. All rights reserved.

Why Good Teaching Evaluations May Reward Bad Teaching: On Grade Inflation and Other Unintended Consequences of Student Evaluations.

PubMed

Stroebe, Wolfgang

2016-11-01

In this article, I address the paradox that university grade point averages have increased for decades, whereas the time students invest in their studies has decreased. I argue that one major contributor to this paradox is grading leniency, encouraged by the practice of university administrators to base important personnel decisions on student evaluations of teaching. Grading leniency creates strong incentives for instructors to teach in ways that would result in good student evaluations. Because many instructors believe that the average student prefers courses that are entertaining, require little work, and result in high grades, they feel under pressure to conform to those expectations. Evidence is presented that the positive association between student grades and their evaluation of teaching reflects a bias rather than teaching effectiveness. If good teaching evaluations reflected improved student learning due to effective teaching, they should be positively related to the grades received in subsequent courses that build on knowledge gained in the previous course. Findings that teaching evaluations of concurrent courses, though positively correlated with concurrent grades, are negatively related to student performance in subsequent courses are more consistent with the assumption that concurrent evaluations are the result of lenient grading rather than effective teaching. Policy implications are discussed. © The Author(s) 2016.

Role Expectations of the College Supervisor of Elementary Student Teachers in the State of Georgia.

ERIC Educational Resources Information Center

Waters, Betty H.

A questionnaire was administered to student teachers, supervising teachers, principals, and college supervisors to ascertain functions which were actually performed and those most desired by the respondents with regard to the role of the college supervisor. The respondents were participating in student teaching experiences in the state of Georgia…

Methods and Strategies: Seeding Science in Elementary Schools

ERIC Educational Resources Information Center

Nyberg, Lisa

2014-01-01

Lisa Nyberg believes the education of science core ideas and practices must begin as soon as possible with children. She imagines never teaching letters, words, sentences, or reading skills to young children, and then handing a book to a fifth grader who is expected to read, understand, and perform immediately. With the current language arts and…

Teacher Knowledge, Curriculum Materials, and Quality of Instruction: Lessons Learned and Open Issues

ERIC Educational Resources Information Center

Hill, Heather C.; Charalambous, Charalambos Y.

2012-01-01

This paper draws on four case studies to perform a cross-case analysis investigating the unique and joint contribution of mathematical knowledge for teaching (MKT) and curriculum materials to instructional quality. As expected, it was found that both MKT and curriculum materials matter for instruction. The contribution of MKT was more prevalent in…

Teaching and Learning in Dual and Concurrent Enrollment Programs: Performance Tasks in the Postsecondary Transition

ERIC Educational Resources Information Center

Fukuda, Erin; Hopper-Moore, Greg

2016-01-01

In 2012, the "Educational Policy Improvement Center" (EPIC) analyzed more than 2,000 entry-level course documents collected from a stratified sample of two- and four-year public and private institutions of higher education (IHEs) to establish an empirical understanding of entry-level college course expectations. Based on the findings of…

The New Teacher Education in the United States: Directions Forward

ERIC Educational Resources Information Center

Cochran-Smith, Marilyn

2008-01-01

There is now unprecedented emphasis on teacher quality in the USA and in many nations around the world with extremely high expectations for teacher performance. Based on the assumption that education and the economy are inextricably linked, it is now assumed that teachers can--and should--teach all students to world-class standards, serve as the…

Analyzing the Efficacy of the Testing Effect Using Kahoot™ on Student Performance

ERIC Educational Resources Information Center

Iwamoto, Darren H.; Hargis, Jace; Taitano, Erik Jon; Vuong, Ky

2017-01-01

Lower than expected high-stakes examination scores were being observed in a first-year general psychology class. This research sought an alternate approach that would assist students in preparing for high-stakes examinations. The purpose of this study was to measure the effectiveness of an alternate teaching approach based on the testing effect to…

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

ERIC Educational Resources Information Center

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

2013-01-01

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

[Generation Y healthcare students’ expectations: hard skills but also soft skills.

PubMed

Engels, Cynthia

2017-12-01

Generation Y’s (born between 1981 and 1999) educational approach in healthcare studies raises questions about their expectations and which teaching methods to use with this generation. The study involved third year students of occupational therapy. One hundred and twelve students were consulted in September 2012 and September 2013 about their expectations regarding the courses and the teaching methods which were offered. Results allowed to highlight firstly the importance of the usefulness of the course and secondly expectations regarding the teachers’ soft skills. If the link between soft skills and success was pointed out in many studies, only a few studies focus on the teachers’ own soft skills development in order to respond to students’ expectations in higher education. This is the topic of this article, which main interest could be the means to develop teaching methods adapted to this students’ generation.

Driving student-centred calculus: results of a comprehensive case study for Kaizen learning in the Sultanate of Oman

NASA Astrophysics Data System (ADS)

Heim, Bernhard; Rupp, Florian; Viet, Nils; Stockhausen, Paul v.; Gallenkämper, Jonas; Kreuzer, Judith

2015-04-01

The art of teaching freshmen students is undergoing a rapid paradigm change. Classical forms of teaching are not applicable any more and an unmanageable offer of new multimedia tools and concepts is glutting the market. Moreover, compared to previous courses, the class size triples. In view of these challenges, we implemented a new teaching concept best described as Kaizen learning. By Kaizen learning, we define a teaching philosophy that is based on a concise mix of short learning units (with feedback loops and tests) and of carefully chosen repetitions (also with feedback loops and tests) to calibrate a course for the students. Here, this intensive blended, student-centred learning paradigm is analysed together with its direct impact on the students' performance. This case study leads to easy-to-implement key drivers for successfully teaching science in Oman, such as (1) human-human interaction, (2) clearly communicated expectations, (3) avoidance of a short-term learning attitude, (4) a no-calculator policy, (5) continuous Kaizen learning, and (6) balanced combination of traditional teaching and e-learning.

The contribution of general practice to medical education: expectations and fulfillment.

PubMed

Lloyd, M H; Rosenthal, J J

1992-11-01

The aim of this study was to discover what students expected to learn during their fourth-year general practice attachment, to compare this with their GP tutors' expectations and to determine the extent to which the students' expectations were fulfilled. Questionnaires were used to gather this information; students completed them on the first and last days of the 4-week attachment and tutors shortly after the attachment. Students and their tutors had the highest expectations of the course in helping to raise awareness of the psychological and social aspects of ill health and develop clinical decision-making and management skills. At the end of the course students thought that they had gained most in these areas. Both students and tutors had lower expectations of the course helping to develop physical examination and practical skills and to improve knowledge in certain clinical areas. These were also rated lowest in terms of fulfillment. This study was carried out at a time when it is being suggested that more undergraduate teaching should take place in general practice and that this could include the teaching of practical skills and clinical subjects traditionally associated with hospital-based teaching. The results suggest that the expectations of students and GP tutors would need to be modified, as well as extra resources provided, if there is to be a shift in teaching towards the community.

Basic practical skills teaching and learning in undergraduate medical education - a review on methodological evidence.

PubMed

Vogel, Daniela; Harendza, Sigrid

2016-01-01

Practical skills are an essential part of physicians' daily routine. Nevertheless, medical graduates' performance of basic skills is often below the expected level. This review aims to identify and summarize teaching approaches of basic practical skills in undergraduate medical education which provide evidence with respect to effective students' learning of these skills. Basic practical skills were defined as basic physical examination skills, routine skills which get better with practice, and skills which are also performed by nurses. We searched PubMed with different terms describing these basic practical skills. In total, 3467 identified publications were screened and 205 articles were eventually reviewed for eligibility. 43 studies that included at least one basic practical skill, a comparison of two groups of undergraduate medical students and effects on students' performance were analyzed. Seven basic practical skills and 15 different teaching methods could be identified. The most consistent results with respect to effective teaching and acquisition of basic practical skills were found for structured skills training, feedback, and self-directed learning. Simulation was effective with specific teaching methods and in several studies no differences in teaching effects were detected between expert or peer instructors. Multimedia instruction, when used in the right setting, also showed beneficial effects for basic practical skills learning. A combination of voluntary or obligatory self-study with multimedia applications like video clips in combination with a structured program including the possibility for individual exercise with personal feedback by peers or teachers might provide a good learning opportunity for basic practical skills.

Basic practical skills teaching and learning in undergraduate medical education – a review on methodological evidence

PubMed Central

Vogel, Daniela; Harendza, Sigrid

2016-01-01

Objective: Practical skills are an essential part of physicians’ daily routine. Nevertheless, medical graduates’ performance of basic skills is often below the expected level. This review aims to identify and summarize teaching approaches of basic practical skills in undergraduate medical education which provide evidence with respect to effective students’ learning of these skills. Methods: Basic practical skills were defined as basic physical examination skills, routine skills which get better with practice, and skills which are also performed by nurses. We searched PubMed with different terms describing these basic practical skills. In total, 3467 identified publications were screened and 205 articles were eventually reviewed for eligibility. Results: 43 studies that included at least one basic practical skill, a comparison of two groups of undergraduate medical students and effects on students’ performance were analyzed. Seven basic practical skills and 15 different teaching methods could be identified. The most consistent results with respect to effective teaching and acquisition of basic practical skills were found for structured skills training, feedback, and self-directed learning. Simulation was effective with specific teaching methods and in several studies no differences in teaching effects were detected between expert or peer instructors. Multimedia instruction, when used in the right setting, also showed beneficial effects for basic practical skills learning. Conclusion: A combination of voluntary or obligatory self-study with multimedia applications like video clips in combination with a structured program including the possibility for individual exercise with personal feedback by peers or teachers might provide a good learning opportunity for basic practical skills. PMID:27579364

TH-E-201-01: Diagnostic Radiology Residents Physics Curriculum and Updates

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

Sensakovic, W.

The ABR Core Examination stresses integrating physics into real-world clinical practice and, accordingly, has shifted its focus from passive recall of facts to active application of physics principles. Physics education of radiology residents poses a challenge. The traditional method of didactic lectures alone is insufficient, yet it is difficult to incorporate physics teaching consistently into clinical rotations due to time constraints. Faced with this challenge, diagnostic medical physicists who teach radiology residents, have been thinking about how to adapt their teaching to the new paradigm, what to teach and meet expectation of the radiology resident and the radiology residency program.more » The proposed lecture attempts to discuss above questions. Newly developed diagnostic radiology residents physics curriculum by the AAPM Imaging Physics Curricula Subcommittee will be reviewed. Initial experience on hands-on physics teaching will be discussed. Radiology resident who will have taken the BAR Core Examination will share the expectation of physics teaching from a resident perspective. The lecture will help develop robust educational approaches to prepare radiology residents for safer and more effective lifelong practice. Learning Objectives: Learn updated physics requirements for radiology residents Pursue effective approaches to teach physics to radiology residents Learn expectation of physics teaching from resident perspective J. Zhang, This topic is partially supported by RSNA Education Scholar Grant.« less

Teaching the Teachers

ERIC Educational Resources Information Center

Beckerman, Nancy L.

2010-01-01

New tenure-track faculty members come into academia expecting to be able to devote substantial energy and expertise to teaching. They often find, however, that they must learn to navigate a multitude of other, competing demands. Numerous interdisciplinary studies published in the last decade have demonstrated that the normative expectations of…

Critical Thinking in Physical Education

ERIC Educational Resources Information Center

Humphries, Charlotte

2014-01-01

Changes in American education require that teachers are evaluated more often, and expectations increasingly include teaching to develop critical thinking skills. This article uses Bloom's taxonomy in describing ways physical educators can include critical thinking in their lessons, both to enhance their teaching and to meet expectations of…

A qualitative study of the meaning of physical examination teaching for patients.

PubMed

Chretien, Katherine C; Goldman, Ellen F; Craven, Katherine E; Faselis, Charles J

2010-08-01

Physical examination teaching using actual patients is an important part of medical training. The patient experience undergoing this type of teaching is not well-understood. To understand the meaning of physical examination teaching for patients. Phenomenological qualitative study using semi-structured interviews. Patients who underwent a physical examination-based teaching session at an urban Veterans Affairs Medical Center. A purposive sampling strategy was used to include a diversity of patient teaching experiences. Multiple interviewers triangulated data collection. Interviews continued until new themes were no longer heard (total of 12 interviews). Interviews were recorded and transcribed verbatim. Coding was performed by two investigators and peer-checked. Themes were identified and meanings extracted from themes. Seven themes emerged from the data: positive impression of students; participation considered part of the program; expect students to do their job: hands-on learning; interaction with students is positive; some aspects of encounter unexpected; range of benefits to participation; improve convenience and interaction. Physical examination teaching had four possible meanings for patients: Tolerance, Helping, Social, and Learning. We found it possible for a patient to move from one meaning to another, based on the teaching session experience. Physical examination teaching can benefit patients. Patients have the potential to gain more value from the experience based on the group interaction.

TH-E-201-02: Hands-On Physics Teaching of Residents in Diagnostic Radiology

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

Zhang, J.

The ABR Core Examination stresses integrating physics into real-world clinical practice and, accordingly, has shifted its focus from passive recall of facts to active application of physics principles. Physics education of radiology residents poses a challenge. The traditional method of didactic lectures alone is insufficient, yet it is difficult to incorporate physics teaching consistently into clinical rotations due to time constraints. Faced with this challenge, diagnostic medical physicists who teach radiology residents, have been thinking about how to adapt their teaching to the new paradigm, what to teach and meet expectation of the radiology resident and the radiology residency program.more » The proposed lecture attempts to discuss above questions. Newly developed diagnostic radiology residents physics curriculum by the AAPM Imaging Physics Curricula Subcommittee will be reviewed. Initial experience on hands-on physics teaching will be discussed. Radiology resident who will have taken the BAR Core Examination will share the expectation of physics teaching from a resident perspective. The lecture will help develop robust educational approaches to prepare radiology residents for safer and more effective lifelong practice. Learning Objectives: Learn updated physics requirements for radiology residents Pursue effective approaches to teach physics to radiology residents Learn expectation of physics teaching from resident perspective J. Zhang, This topic is partially supported by RSNA Education Scholar Grant.« less

TH-E-201-03: A Radiology Resident’s Perspectives of Physics Teaching

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

Key, A.

The ABR Core Examination stresses integrating physics into real-world clinical practice and, accordingly, has shifted its focus from passive recall of facts to active application of physics principles. Physics education of radiology residents poses a challenge. The traditional method of didactic lectures alone is insufficient, yet it is difficult to incorporate physics teaching consistently into clinical rotations due to time constraints. Faced with this challenge, diagnostic medical physicists who teach radiology residents, have been thinking about how to adapt their teaching to the new paradigm, what to teach and meet expectation of the radiology resident and the radiology residency program.more » The proposed lecture attempts to discuss above questions. Newly developed diagnostic radiology residents physics curriculum by the AAPM Imaging Physics Curricula Subcommittee will be reviewed. Initial experience on hands-on physics teaching will be discussed. Radiology resident who will have taken the BAR Core Examination will share the expectation of physics teaching from a resident perspective. The lecture will help develop robust educational approaches to prepare radiology residents for safer and more effective lifelong practice. Learning Objectives: Learn updated physics requirements for radiology residents Pursue effective approaches to teach physics to radiology residents Learn expectation of physics teaching from resident perspective J. Zhang, This topic is partially supported by RSNA Education Scholar Grant.« less

Preparing students for research: faculty/librarian collaboration in a pre-doctoral physical therapy research course.

PubMed

Brooks, Salome V; Bigelow, Susan

2015-12-01

In this article, guest writers Susan Bigelow and Dr Salome Brooks from Springfield College, Massachusetts, present an overview of their evaluative research study in which a faculty professor and the liaison librarian collaborated to develop an information literacy course entitled Physical Therapy (PT) and Health care Research Skills, in order to teach necessary information literacy skills to upper-level undergraduate PT students. Triangulation of the Physical Therapy and Information Literacy standards in alignment with the course objectives strengthened the collaboration, course development and expectations of student performance. Student performance was assessed through formal and expected evaluative means, and the preliminary evidence suggests some key successes in the course outcomes. © 2015 Health Libraries Group.

Does Students' Expectation of Teachers Affect Students' Evaluation of Teachers?

ERIC Educational Resources Information Center

Babski, Carl

This report gives an extensive review of the literature dealing with student evaluation of faculty, and investigates the effect of a previously unexplored variable, students' expectations of the teaching-learning situation. Eight student perceptions of the teaching-learning situation were identified: dogmatic, erotic, moral, therapeutic,…

Who are they and why are they leaving?

NASA Astrophysics Data System (ADS)

Ploegstra, Jeffrey Thomas

Quality science teachers continue to be in short supply in the United States. This shortage can be attributed to a number of factors including a rapidly growing population, low numbers entering the field, retirement, and attrition. The case has been made that teacher shortage issues are most strongly related to teacher attrition. If we intend to address the concern over the supply of highly qualified teachers, we need to understand why teachers leave, who we are losing and how they are different from those who stay in teaching. This study addressed these issues through a mixed methods approach. Surveys of the opinions, beliefs, and experiences of teachers, observations of their teaching performance, and interviews were analyzed to identify significant issues leading to departure from classroom teaching. Analysis of the data consisted of MANOVA, correlation, and Chi-square analysis of the survey instruments and observations comparing leavers and stayers. The interviews and other data were triangulated to develop a number of significant themes related to the underlying causes of teacher attrition. The outcomes of this study lend significant insight into the relationships between teacher characteristics, expectations, experiences, and their decision to continue teaching. Major findings include: (1) The workload of teaching is a significant source of dissatisfaction for all teachers, and leavers describe an inability to balance life and work as a significant factor in their decision to leave; (2) Teachers who intend to leave are generally less satisfied with their teacher education programs; (3) Leavers have higher expectations of themselves and/or expect more recognition; (4) Leavers feel held back as professionals due to a variety of contextual factors; (5) Leavers and stayers are similar in their beliefs and practices; (6) Student interactions are a much more significant factor than previously reported. Leavers generally report more discipline issues and less satisfaction with their interactions with students; (7) Those who choose teaching after pursuing another program of study appear more likely to leave and an orientation towards science rather than the students generally results in a less favorable view of students; (8) Many important contextual factors were not different for leavers and stayers.

Study on Case Teaching of Financial Management

ERIC Educational Resources Information Center

Che, Zhenghong; Che, Zhengmei

2011-01-01

Case teaching is an efficient teaching method of management. It plays an important role to enhance the students' ability to practice the theory. However, case teaching of financial management has not achieved the expected results. The paper aims to study the importance, characteristics and corresponding methods of case teaching method of financial…

5 CFR 7301.102 - Prior approval for outside teaching, speaking and writing.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 5 Administrative Personnel 3 2010-01-01 2010-01-01 false Prior approval for outside teaching... approval for outside teaching, speaking and writing. (a) Before engaging in outside teaching, speaking or... that the outside teaching, speaking or writing is not expected to involve conduct prohibited by statute...

The Effect of Using Concept Maps on Student Achievement in Selected Topics in Chemistry at Tertiary Level

ERIC Educational Resources Information Center

Singh, Indra Sen; Moono, Karren

2015-01-01

The performance in chemistry at tertiary level in Zambia has not been as expected. It has therefore been a matter of concern. There has been a continuous focus on exploring new teaching strategies to improve the understanding of this difficult subject. This study investigated the effectiveness of composite use of concept maps and traditional…

Watch This! A Guide to Implementing Video Modeling in the Classroom

ERIC Educational Resources Information Center

Wynkoop, Kaylee Stahr

2016-01-01

The video modeling (VM) teaching strategy is one in which a student watches a video of someone performing a specific behavior, skill, or task and is then expected to complete the behavior, skill, or task. This column discusses the variety of ways in which VM has been documented within the literature and supports teacher interest in the strategy by…

Recognising Behaviour that Increases Learning: The Possible Role of Incentives in the Teaching Profession. Research Article

ERIC Educational Resources Information Center

Mabogoane, Thabo; Patel, Firoz

2006-01-01

This article argues that incentives can help increase teacher performance and retention. Incentives send out a clear signal of what an education system expects from its teachers; at the same time teachers do respond to incentives inherent in the education system. Many education systems have weak incentives and therefore fail to signal to teachers…

Factors Challenging and Supporting Scholarly Activity for Academic Staff in a Regional Australian University Environment

ERIC Educational Resources Information Center

Hurley, John; Bowling, Alison; Griffiths, Jean; Blair, Duncan

2015-01-01

With expectations of academic staff to achieve high quality teaching and research outputs as performance measures it is timely to explore how staff perceive they are being supported to meet these ends. This article presents findings of a multi-method study that explored influences impacting on the quality and quantity of scholarly activity being…

Recognition of Status Norms among the Non-Compliant Elderly: A Communication Course for Nurses.

ERIC Educational Resources Information Center

Hershman, Phyllis S.; And Others

One important role performed by the hospital nurse is that of health teacher to elderly patients. Often nurses teach elderly patients the techniques of self-injection, how to monitor their dietary regimens, specialized hygiene techniques, and how to detect the physiological changes they may expect as a chronic disease advances. From the nurse's…

Comparison of Two Small-Group Learning Methods in 12th-Grade Physics Classes Focusing on Intrinsic Motivation and Academic Performance

ERIC Educational Resources Information Center

Berger, Roland; Hanze, Martin

2009-01-01

Twelfth-grade physics classes with 344 students participated in a quasi-experimental study comparing two small-group learning settings. In the jigsaw classroom, in contrast to the cyclical rotation method, teaching expectancy as well as resource interdependence is established. The study is based on the self-determination theory of motivation,…

Development and initial validation of the Classroom Motivational Climate Questionnaire (CMCQ).

PubMed

Alonso Tapia, Jesús; Fernández Heredia, Blanca

2008-11-01

Research on classroom goal-structures (CGS) has shown the usefulness of assessing the classroom motivational climate to evaluate educational interventions and to promote changes in teachers' activity. So, the Classroom Motivational Climate Questionnaire for Secondary and High-School students was developed. To validate it, confirmatory factor analysis and correlation and regression analyses were performed. Results showed that the CMCQ is a highly reliable instrument that covers many of the types of teaching patterns that favour motivation to learn, correlates as expected with other measures of CGS, predicts satisfaction with teacher's work well, and allows detecting teachers who should revise their teaching.

A case study of two exemplary biology teachers

NASA Astrophysics Data System (ADS)

Treagust, David F.

Research has indicated that most science classrooms are not intellectually demanding and place little emphasis on small group discussions and laboratory activities. However, successful science programs and competent science teaching that can provide models for other science teachers do exist. This study sought to document the teaching practices of two exemplary biology teachers of grades 11 and 12 by means of an interpretive research methodology. Both teachers had a thorough and comprehensive knowledge of the content they were to teach and had a range of teaching strategies that could be used without a great deal of thought. Their expectations for student performance were high, consistent, and firm. Students were expected to complete a high level of academic work in discussions, in problem work, and in laboratory activities, and were encouraged to take responsibility for their own learning. A distinctive feature of these biology classes was the high level of managerial efficiency, where lessons were busy occasions for both teacher and students; students had little opportunity for off-task behavior. Both teachers actively monitored the behavior of both high- and low-ability students by moving around the room and speaking with individuals, while still maintaining control of the entire class. By manipulating questioning and the social environment, both teachers encouraged students to engage in work, gave effective praise to the whole class and to individuals, encouraged student input by referring to it, helped students to effectively use their time, and gave marks for completion of set work. Compared to research with less-successful teachers, these teaching behaviors contributed to exemplary practice.

Sensitive and Controversial Issues in the Classroom: Teaching History in a Divided Society

ERIC Educational Resources Information Center

Kello, Katrin

2016-01-01

Teaching sensitive and controversial issues (SCIs) is of growing interest in contemporary, increasingly heterogeneous societies. In democracies, different groups and institutions expect their values and worldviews to be conveyed at school. On one hand, there is the expectation that SCIs should be treated neutrally. On the other hand, there are…

Preservice Teachers' Expectations for Schools with Children of Color and Second-Language Learners.

ERIC Educational Resources Information Center

Terrill, Marguerite; Mark, Dianne L. H.

2000-01-01

Investigated preservice teachers' expectations for racially and linguistically diverse students in different school settings. Most respondents were white, with low comfort and safety levels for schools and communities with children of color. Most wanted to teach in white, suburban schools; had little experience teaching minority children; and held…

The Intersection between Intercultural Competence and Teaching Behaviors: A Case of International Teaching Assistants

ERIC Educational Resources Information Center

LeGros, N.; Faez, F.

2012-01-01

What is considered effective teaching varies across cultures, institutions, and disciplines. Concepts of effective teaching reflect the values and expectations of the educational culture and language in which it occurs. This study examines how participation in a course on intercultural communication affects the observable teaching behaviors of…

The Foreign TA: A Guide to Teaching Effectiveness.

ERIC Educational Resources Information Center

Gburek, Janice L., Ed.; Dunnett, Stephen C., Ed.

Articles on teaching effectiveness for foreign teaching assistants (TAs) are presented. Topics include: adapting to the U.S. academic environment, understanding the role of the TA and gaining confidence, anticipating undergraduates' expectations, improving communication skills, and teaching laboratory classes and recitation classes. Titles and…

Student evaluation of a primary care clerkship: quality assurance and identification of potential for improvement.

PubMed

Chenot, Jean-François; Kochen, Michael M; Himmel, Wolfgang

2009-04-15

In Germany, like many other countries, general practice clerkships have only recently become mandatory during medical education. The biggest challenges for the organisation of such clerkships are achieving a minimum level of standardisation, and developing and maintaining a system of quality assurance. The aim of this study is to assess the instructional quality in teaching practices using a benchmark system. Before commencing, students anonymously assessed the importance of core aspects of the mandatory primary care clerkship. After the clerkship, they evaluated learning opportunities and teaching performance. Based on this data, a benchmark system was developed to identify areas of strength and weakness for all practices as well as individual teaching practices. A total of 695 students evaluated 97 general practices belonging to a teaching network. Prior to the clerkship, most students considered recognition of frequent diseases (85%) and communication skills (65%) the most important learning goals. After the clerkship, nearly 90% of students confirmed that the general practitioner (GP) was good or excellent at teaching these two goals but only two-thirds thought the GP's teaching performance good or excellent in preventive medicine and screening. In an exemplary analysis, we identified the 2 best and the 2 worst practices that consistently received scores far above or below average, respectively. We were able to identify areas of weakness in teaching and identified specific GPs who did not meet the students' needs and expectations. This evaluation seems to be a useful quality assurance tool to identify the potential for improvement and faculty development.

Learning Denied: The Case for Equitable Access to Effective Teaching in California's Largest School District. Policy Brief

ERIC Educational Resources Information Center

Education Trust-West, 2012

2012-01-01

Effective teachers have an enormous impact on the lives of their students. Great teachers can help students who are behind academically catch up to grade-level expectations. By accelerating student performance, they can help close the opportunity and achievement gaps that cut short the college and career dreams of so many low-income students and…

Good Teaching: Aligning Student and Administrator Perceptions and Expectations

ERIC Educational Resources Information Center

Nabaho, Lazarus; Oonyu, Joseph; Aguti, Jessica Norah

2017-01-01

Extant literature attests to limited systematic inquiry into students' perceptions of good teaching in higher education. Consequently, there have been calls for engaging students in construing what makes good university teaching. This interpretivist study investigated final-year undergraduate students' perceptions of good teaching at Makerere…

A Qualitative Study of the Meaning of Physical Examination Teaching for Patients

PubMed Central

Goldman, Ellen F.; Craven, Katherine E.; Faselis, Charles J.

2010-01-01

BACKGROUND Physical examination teaching using actual patients is an important part of medical training. The patient experience undergoing this type of teaching is not well-understood. OBJECTIVE To understand the meaning of physical examination teaching for patients. DESIGN Phenomenological qualitative study using semi-structured interviews. PARTICIPANTS Patients who underwent a physical examination-based teaching session at an urban Veterans Affairs Medical Center. APPROACH A purposive sampling strategy was used to include a diversity of patient teaching experiences. Multiple interviewers triangulated data collection. Interviews continued until new themes were no longer heard (total of 12 interviews). Interviews were recorded and transcribed verbatim. Coding was performed by two investigators and peer-checked. Themes were identified and meanings extracted from themes. KEY RESULTS Seven themes emerged from the data: positive impression of students; participation considered part of the program; expect students to do their job: hands-on learning; interaction with students is positive; some aspects of encounter unexpected; range of benefits to participation; improve convenience and interaction. Physical examination teaching had four possible meanings for patients: Tolerance, Helping, Social, and Learning. We found it possible for a patient to move from one meaning to another, based on the teaching session experience. CONCLUSIONS Physical examination teaching can benefit patients. Patients have the potential to gain more value from the experience based on the group interaction. PMID:20352363

Impacts of Professional Development in Integrated STEM Education on Teacher Self-Efficacy, Outcome Expectancy, and STEM Career Awareness

ERIC Educational Resources Information Center

Knowles, J. Geoff

2017-01-01

This research analyzed the effects of teacher professional development and lesson implementation in integrated Science, Technology, Engineering, and Math (STEM) on: (1.) Teacher self-efficacy and their confidence to teach specific STEM subjects; (2.) Teaching outcome expectancy beliefs concerning the impact of actions by teachers on student…

Challenges in Mathematics and Statistics Teaching Underpinned by Student-Lecturer Expectations

ERIC Educational Resources Information Center

Parashar, Deepak

2014-01-01

This study is motivated by the desire to address some of the enormous challenges faced by the students as well as the lecturer in fulfilling their respective expectations and duties demanded by the process of learning--teaching of mathematics and statistics within the framework of the constraining schedules laid down by the academic institutions…

What Motivates Students to Provide Feedback to Teachers about Teaching and Learning? An Expectancy Theory Perspective

ERIC Educational Resources Information Center

Caulfield, Jay

2007-01-01

The purpose of this empirical research study was to investigate what motivates students to provide formative anonymous feedback to teachers regarding their perceptions of the teaching and learning experience in order to improve student learning. Expectancy theory, specifically Vroom's Model, was used as the conceptual framework for the study.…

Positive Behavioral Interventions and Supports in Pictures: Using Videos to Support Schoolwide Implementation

ERIC Educational Resources Information Center

Ennis, Robin Parks; Hirsch, Shanna E.; MacSuga-Gage, Ashley S.; Kennedy, Michael J.

2018-01-01

Teaching expectations is an essential component of schoolwide positive behavioral interventions and supports (PBIS). Creating PBIS videos is a tool for teaching expectations and other targeted skills within a schoolwide PBIS framework. In this article, we offer the why, how, when, where, and what of producing/screening PBIS videos to effectively…

Teacher Receptivity to a Multidimensional Training Model: Learning/Teaching Styles and Expectations.

ERIC Educational Resources Information Center

Bass, Angela L.

The critical aspects of a training model used in a program called Turning Point are described. The program allows teachers to make appropriate paradigm shifts that empower them to analyze their own teaching styles and student expectations in an effort to address their students' learning styles more effectively. The training model makes it possible…

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

NASA Astrophysics Data System (ADS)

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

2015-07-01

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

Exploring Science Teaching Efficacy of CASE Curriculum Teachers: A Post-Then-Pre Assessment

ERIC Educational Resources Information Center

Ulmer, Jonathan D.; Velez, Jonathan J.; Lambert, Misty D.; Thompson, Greg W.; Burris, Scott; Witt, Phillip A.

2013-01-01

This descriptive-correlational study sought to investigate teachers' levels of Personal Science Teaching Efficacy (PSTE) and Science Teaching Outcome Expectancy (STOE) using the Science Teaching Efficacy Beliefs Instrument (STEBI). The population included all teachers completing a CASE Institute training session during summer 2010. Assessments…

Computer Mediated Support for Student Teaching and First Year Teaching.

ERIC Educational Resources Information Center

Clarken, Rodney H.

This paper describes computer-mediated distance learning experiments in field settings by a rural teacher education program, in which student teachers and a student teaching seminar leader at Northern Michigan University conferenced via electronic mail. Participating student teachers, who were teaching in schools 300 miles apart, were expected to…

University Professors and Teaching Ethics: Conceptualizations and Expectations

ERIC Educational Resources Information Center

Dean, Kathy Lund; Beggs, Jeri Mullins

2006-01-01

After the spectacular ethical breaches in corporate America emerged, business school professors were singled out as having been negligent in teaching ethical standards. This exploratory study asked business school faculty about teaching ethics, including conceptualizations of ethics in a teaching context and opinions of the extent to which…

Teaching and Assessing Professionalism in Radiology: Resources and Scholarly Opportunities to Contribute to Required Expectations.

PubMed

Kelly, Aine Marie; Mullan, Patricia B

2018-05-01

Teaching and assessing trainees' professionalism now represents an explicit expectation for Accreditation Council Graduate Medical Education-accredited radiology programs. Challenges to meeting this expectation include variability in defining the construct of professionalism; limits of traditional teaching and assessment methods, used for competencies historically more prominent in medical education, for professionalism; and emerging expectations for credible and feasible professionalism teaching and assessment practices in the current context of health-care training and practice. This article identifies promising teaching resources and methods that can be used strategically to augment traditional teaching of the cognitive basis for professionalism, including role modeling, case-based scenarios, debriefing, simulations, narrative medicine (storytelling), guided discussions, peer-assisted learning, and reflective practice. This article also summarizes assessment practices intended to promote learning, as well as to inform how and when to assess trainees as their professional identities develop over time, settings, and autonomous practice, particularly in terms of measurable behaviors. This includes assessment tools (including mini observations, critical incident reports, and appreciative inquiry) for authentic assessment in the workplace; engaging multiple sources (self-, peer, other health professionals, and patients) in assessment; and intentional practices for trainees to take responsibility for seeking our actionable feedback and reflection. This article examines the emerging evidence of the feasibility and value added of assessment of medical competency milestones, including professionalism, coordinated by the Accreditation Council Graduate Medical Education in radiology and other medical specialties. Radiology has a strategic opportunity to contribute to scholarship and inform policies in professionalism teaching and assessment practices. Copyright © 2018 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

"Swim or Sink": State of Induction in the Deployment of Early Career Academics into Teaching at Makerere University

ERIC Educational Resources Information Center

Ssempebwa, Jude; Teferra, Damtew; Bakkabulindi, Fred Edward K.

2016-01-01

Conducted as part of a multi-country study of the teaching-related experiences and expectations of early career academics (ECAs) in Africa, this study investigated the major influences on the teaching practice of ECAs at Makerere University; the mechanisms by which these academics learn to teach; the teaching-related challenges they experience;…

Rethinking Teaching in STEM Education in a Community College: Role of Instructional Consultation and Digital Technologies

NASA Astrophysics Data System (ADS)

Kurland, Shelley Chih-Hsian

Community college faculty members educate almost half of all U.S. undergraduates, who are often more diverse and more academically underprepared when compared to undergraduate students who attend four-year institutions. In addition, faculty members in community colleges are facing increased accountability for meeting student learning outcomes, expectations to adjust their teaching practices to include active learning practices, and expectations to incorporate more technologies into the classroom. Faculty developers are one of the support structures that faculty members can look to in order to meet those challenges. A survey of literature in faculty development suggests that instructional consultation can play an important role in shaping and transforming teaching practices. Hence, this action research study examined my work using instructional consulting with four full-time STEM faculty colleagues in order to examine and shape their teaching practices with and without the use of digital technologies. The two foci of the research, examining shifts in faculty participants' teaching practices, and my instructional consulting practices, were informed by Thomas and Brown's (2011) social view of learning and the concept of teaching and learning in a "co-learning" environment. Two dominant factors emerged regarding faculty participants' shift in teaching practices. These factors concerned: 1) the perception of control and 2) individual faculty participant's comfort level, expectations, and readiness. In addition to these two dominant factors, the instructional consultation process also supported a range of shifts in either mindset and/or teaching practices. My analysis showed that the use of digital technologies was not an essential factor in shifting faculty participant mindset and/or teaching practices, instead digital technologies were used to enhance the teaching process and students' learning experiences.

First-Year and Non-First-Year Student Expectations Regarding In-Class and Out-of-Class Learning Activities in Introductory Biology †

PubMed Central

Brown, Tanya L.; Brazeal, Kathleen R.; Couch, Brian A.

2017-01-01

National calls for teaching transformation build on a constructivist learning theory and propose that students learn by actively engaging in course activities and interacting with other students. While interactive pedagogies can improve learning, they also have the potential to challenge traditional norms regarding class participation and learning strategies. To better understand the potential openness of students to interactive teaching practices, we administered a survey during the first week of two sections of an introductory biology course to characterize how students envisioned spending time during class as well as what activities they expected to complete outside of class during non-exam weeks and in preparation for exams. Additionally, we sought to test the hypothesis that the expectations of first-year students differed from those of non-first-year students. Analyses of closed-ended and open-ended questions revealed that students held a wide range of expectations and that most students expressed expectations consistent with some degree of transformed teaching. Furthermore, first-year students expected more active learning in class, more out-of-class coursework during non-exam weeks, and more social learning strategies than non-first-year students. We discuss how instructor awareness of incoming student expectations might be used to promote success in introductory science courses. PMID:28512514

Similarity and Difference in Fee-Paying and No-Fee Learner Expectations, Interaction and Reaction to Learning in a Massive Open Online Course

ERIC Educational Resources Information Center

Cross, Simon; Whitelock, Denise

2017-01-01

The new pedagogical opportunities that massive open online course (MOOC) learning environments offer for the teaching of fee-paying students on university-accredited courses are of growing interest to educators. This paper presents a case study from a postgraduate-taught course at the Open University, UK, where a MOOC performed the dual role of a…

Use of machine learning methods to classify Universities based on the income structure

NASA Astrophysics Data System (ADS)

Terlyga, Alexandra; Balk, Igor

2017-10-01

In this paper we discuss use of machine learning methods such as self organizing maps, k-means and Ward’s clustering to perform classification of universities based on their income. This classification will allow us to quantitate classification of universities as teaching, research, entrepreneur, etc. which is important tool for government, corporations and general public alike in setting expectation and selecting universities to achieve different goals.

Development, evaluation, and utility of a peer evaluation form for online teaching.

PubMed

Gaskamp, Carol D; Kintner, Eileen

2014-01-01

Formative assessment of teaching by peers is an important component of quality improvement for educators. Teaching portfolios submitted for promotion and tenure are expected to include peer evaluations. Faculty resources designed for peer evaluation of classroom teaching are often inadequate for evaluating online teaching. The authors describe development, evaluation, and utility of a new peer evaluation form for formative assessment of online teaching deemed relevant, sound, feasible, and beneficial.

Teachers for the Future: The Changing Nature of Society and Related Issues for the Teaching Workforce

ERIC Educational Resources Information Center

Skilbeck, Malcolm; Connell, Helen

2004-01-01

During the next decade, the teaching profession in Australia will be transformed. Due mainly to age related retirements there will be a massive turnover and a huge influx of new entrants. At the same time, it can be expected that there will be more exacting requirements and expectations of teachers as new professional standards are set to meet the…

Elementary School Teachers' Beliefs about the Role of Technology in 21st-Century Teaching and Learning

ERIC Educational Resources Information Center

O'Neal, LaToya J.; Gibson, Philip; Cotten, Shelia R.

2017-01-01

Technological advancements have led to changes in the expectations placed on K-12 teachers. Teachers are now expected to better equip students with 21st-century skills, making it important to understand teachers' beliefs about the role of technology in teaching and learning and the skills their students need to be successful. Using a qualitative…

Case Mix Complexity Differences between Teaching and Nonteaching Hospitals.

ERIC Educational Resources Information Center

Ament, Richard P.; And Others

1981-01-01

The differences between teaching and nonteaching hospitals in complexity and variety of cases seen are described. The results show that teaching hospitals could be expected to cost somewhat more per patient even if case mix were the only factor. (Author/MLW)

Co-Instructing at the Secondary Level: Strategies for Success

ERIC Educational Resources Information Center

Rice, Nancy; Drame, Elizabeth; Owens, Laura; Frattura, Elise M.

2007-01-01

Much has been written about collaboration and co-teaching in secondary settings, including the importance of understanding one's partner's teaching approach; determining readiness to co-teach; clarifying roles, responsibilities, and expectations; scheduling shared planning time; and effective communication, including constructive dialogue and…

Observing Two Important Teaching Variables.

ERIC Educational Resources Information Center

Gustafson, John A.

1986-01-01

Two behaviors essential to good teaching, teacher expectation and teacher flexibility, have been incorporated into the observation system used in the student teacher program at the University of New Mexico. The importance of these behaviors in teaching and in evaluating student teachers is discussed. (MT)

Faculty performance evaluation in accredited U.S. public health graduate schools and programs: a national study.

PubMed

Gimbel, Ronald W; Cruess, David F; Schor, Kenneth; Hooper, Tomoko I; Barbour, Galen L

2008-10-01

To provide baseline data on evaluation of faculty performance in U.S. schools and programs of public health. The authors administered an anonymous Internet-based questionnaire using PHP Surveyor. The invited sample consisted of individuals listed in the Council on Education for Public Health (CEPH) Directory of Accredited Schools and Programs of Public Health. The authors explored performance measures in teaching, research, and service, and assessed how faculty performance measures are used. A total of 64 individuals (60.4%) responded to the survey, with 26 (40.6%) reporting accreditation/reaccreditation by CEPH within the preceding 24 months. Although all schools and programs employ faculty performance evaluations, a significant difference exists between schools and programs in the use of results for merit pay increases and mentoring purposes. Thirty-one (48.4%) of the organizations published minimum performance expectations. Fifty-nine (92.2%) of the respondents counted number of publications, but only 22 (34.4%) formally evaluated their quality. Sixty-two (96.9%) evaluated teaching through student course evaluations, and only 29 (45.3%) engaged in peer assessment. Although aggregate results of teaching evaluation are available to faculty and administrators, this information is often unavailable to students and the public. Most schools and programs documented faculty service activities qualitatively but neither assessed it quantitatively nor evaluated its impact. This study provides insight into how schools and programs of public health evaluate faculty performance. Results suggest that although schools and programs do evaluate faculty performance on a basic level, many do not devote substantial attention to this process.

The oral case presentation: toward a performance-based rhetorical model for teaching and learning.

PubMed

Chan, Mei Yuit

2015-01-01

The oral case presentation is an important communicative activity in the teaching and assessment of students. Despite its importance, not much attention has been paid to providing support for teachers to teach this difficult task to medical students who are novices to this form of communication. As a formalized piece of talk that takes a regularized form and used for a specific communicative goal, the case presentation is regarded as a rhetorical activity and awareness of its rhetorical and linguistic characteristics should be given due consideration in teaching. This paper reviews practitioners' and the limited research literature that relates to expectations of medical educators about what makes a good case presentation, and explains the rhetorical aspect of the activity. It is found there is currently a lack of a comprehensive model of the case presentation that projects the rhetorical and linguistic skills needed to produce and deliver a good presentation. Attempts to describe the structure of the case presentation have used predominantly opinion-based methodologies. In this paper, I argue for a performance-based model that would not only allow a description of the rhetorical structure of the oral case presentation, but also enable a systematic examination of the tacit genre knowledge that differentiates the expert from the novice. Such a model will be a useful resource for medical educators to provide more structured feedback and teaching support to medical students in learning this important genre.

The oral case presentation: toward a performance-based rhetorical model for teaching and learning

PubMed Central

Chan, Mei Yuit

2015-01-01

The oral case presentation is an important communicative activity in the teaching and assessment of students. Despite its importance, not much attention has been paid to providing support for teachers to teach this difficult task to medical students who are novices to this form of communication. As a formalized piece of talk that takes a regularized form and used for a specific communicative goal, the case presentation is regarded as a rhetorical activity and awareness of its rhetorical and linguistic characteristics should be given due consideration in teaching. This paper reviews practitioners’ and the limited research literature that relates to expectations of medical educators about what makes a good case presentation, and explains the rhetorical aspect of the activity. It is found there is currently a lack of a comprehensive model of the case presentation that projects the rhetorical and linguistic skills needed to produce and deliver a good presentation. Attempts to describe the structure of the case presentation have used predominantly opinion-based methodologies. In this paper, I argue for a performance-based model that would not only allow a description of the rhetorical structure of the oral case presentation, but also enable a systematic examination of the tacit genre knowledge that differentiates the expert from the novice. Such a model will be a useful resource for medical educators to provide more structured feedback and teaching support to medical students in learning this important genre. PMID:26194482

Assessing Graduate Assistant Teacher Communication Concerns.

ERIC Educational Resources Information Center

Feezel, Jerry D.; Myers, Scott A.

1997-01-01

Finds that graduate teaching assistants (GTAs) experience eight interrelated types of communication concern (self, task, impact, role conflict, teaching, area knowledge, procedural knowledge, and time management). Shows that GTA variables of expected duties, prior teaching experience, newness to area, foreign or domestic birth, and age are likely…

Life at a Teaching University

ERIC Educational Resources Information Center

Marineau, Josiah F.

2018-01-01

Many new political science faculty at teaching universities are recent PhD recipients, and are coming to these institutions from research-oriented universities. There are considerable differences between the training for graduate students received at research universities and the expectations for faculty at teaching universities. This essay…

Disconnections Between Teacher Expectations and Student Confidence in Bioethics

NASA Astrophysics Data System (ADS)

Hanegan, Nikki L.; Price, Laura; Peterson, Jeremy

2008-09-01

This study examines how student practice of scientific argumentation using socioscientific bioethics issues affects both teacher expectations of students’ general performance and student confidence in their own work. When teachers use bioethical issues in the classroom students can gain not only biology content knowledge but also important decision-making skills. Learning bioethics through scientific argumentation gives students opportunities to express their ideas, formulate educated opinions and value others’ viewpoints. Research has shown that science teachers’ expectations of student success and knowledge directly influence student achievement and confidence levels. Our study analyzes pre-course and post-course surveys completed by students enrolled in a university level bioethics course ( n = 111) and by faculty in the College of Biology and Agriculture faculty ( n = 34) based on their perceptions of student confidence. Additionally, student data were collected from classroom observations and interviews. Data analysis showed a disconnect between faculty and students perceptions of confidence for both knowledge and the use of science argumentation. Student reports of their confidence levels regarding various bioethical issues were higher than faculty reports. A further disconnect showed up between students’ preferred learning styles and the general faculty’s common teaching methods; students learned more by practicing scientific argumentation than listening to traditional lectures. Students who completed a bioethics course that included practice in scientific argumentation, significantly increased their confidence levels. This study suggests that professors’ expectations and teaching styles influence student confidence levels in both knowledge and scientific argumentation.

How we launched a developmental student-as-teacher (SAT) program for all medical students.

PubMed

Blanco, Maria A; Maderer, Ann; Oriel, Amanda; Epstein, Scott K

2014-05-01

Teaching is a necessary skill for medical trainees and physicians. We designed and launched a developmental Student-as-Teacher program for all students, beginning with the class of 2016. A task force of faculty and students designed the program. The goal is to enable all students to acquire basic principles of teaching and learning at different stages in their four-year medical school career. Upon completion, students will achieve twenty-eight learning objectives grouped within four competency domains: (1) Adult and Practice-Based Learning; (2) Learning Environment; (3) Instructional Design and Performance; and, (4) Learner's Assessment and Evaluation. The program combines online learning modules and a field teaching experience. The entire class of 2016 (N = 200) completed the first online module. Students found the module effective, and 70% reported an increase in their level of knowledge. Although most students are expected to complete their field teaching experience in fourth year, twelve students completed their field experience in first year. Reported strengths of these experiences include reinforcement of their medical knowledge and improvement of their adult teaching skills. The program was successfully launched, and students are already experiencing the benefits of training in basic teaching skills in the first year of the program.

Learning while having fun: the use of video gaming to teach geriatric house calls to medical students.

PubMed

Duque, Gustavo; Fung, Shek; Mallet, Louise; Posel, Nancy; Fleiszer, David

2008-07-01

Although most health professionals perform home visits, there is not a structured method for performing them. In addition, in-training health professionals' exposure to home visits is limited for logistical reasons. A new method for medical students to learn how to perform an effective home visit was developed using an instructional video game. It was expected that students would learn the principles of a home visit using a video game while identifying the usefulness of video gaming (edutainment) in geriatrics education. A video game was created simulating a patient's house that the students were able to explore. Students played against time and distracters while being expected to click on those elements that they considered to be risk factors for falls or harmful for the patient. At the end of the game, the students received feedback on the chosen elements that were right or wrong. Finally, evaluation of the tool was obtained using pre- and posttests and pre- and postexposure feedback surveys. Fifty-six fourth-year medical students used the video game and completed the tests and the feedback surveys. This method showed a high level of engagement that is associated with improvement in knowledge. Additionally, users' feedback indicated that it was an innovative approach to the teaching of health sciences. In summary, this method provides medical students with a fun and structured experience that has an effect not only on their learning, but also on their understanding of the particular needs of the elderly population.

Acquiring surgical skills: the history of surgical teaching at the University of Sydney 1883-2014.

PubMed

Brown, Kilian G M; Storey, Catherine E

2016-06-01

There have been at least 10 major revisions of the medical curriculum since the inauguration of the Faculty of Medicine at the University of Sydney in 1883. This study traced the evolution of the teaching of surgery at our institution by examination of the set curriculum of each period; the expectations of student knowledge in the final examination as well as examining some of the insights provided by past students of their surgical experience through their writings. In the early years, medical graduates were qualified to perform operative surgery without any further training, whereas the modern postgraduate medical curriculum provides students with the basis for further surgical training. © 2016 Royal Australasian College of Surgeons.

Graduate Teaching Assistants: Responding to the Challenges of Internationalisation

ERIC Educational Resources Information Center

Winter, Jennie; Turner, Rebecca; Gedye, Sharon; Nash, Patricia; Grant, Vivien

2015-01-01

The last decade has seen intensification in moves to professionalise the practice of university teaching, including graduate teaching assistants (GTAs). It has also seen significant growth in terms of the internationalisation of the postgraduate student body and changing expectations around doctoral training. These transformations have…

Confronting Diversity in the Community College Classroom: Six Maxims for Good Teaching.

ERIC Educational Resources Information Center

Gillett-Karam, Rosemary

1992-01-01

Emphasizes the leadership role of community college faculty in developing critical teaching strategies focusing attention on the needs of women and minorities. Describes six maxims of teaching excellence: engaging students' desire to learn, increasing opportunities, eliminating obstacles, empowering students through high expectations, offering…

Parental Expectations of Their Adolescents' Teachers.

ERIC Educational Resources Information Center

Tatar, Moshe; Horenczyk, Gabriel

2000-01-01

Examines parental expectations of their children's teachers through use of the Expectations of Teachers questionnaire. Participating parents (N=765) reported greater expectations for help and assistance, followed by teaching competence and fairness on the part of the teacher. Mothers were found to hold higher fairness, help, and assistance…

The Effects of Different Interaction Types in Web-Based Teaching on the Attitudes of Learners towards Web-Based Teaching and Internet

ERIC Educational Resources Information Center

Turkish Online Journal of Distance Education, 2013

2013-01-01

It might be said that attitudes impact success directly in web-based teaching and timely and appropriate fulfillment of learners' expectations bear utmost significance for their success. From this perspective a properly designed web supported teaching application can provide positive contribution as well to learners' attitudes towards web…

The Effect of an Integrated Science and Mathematics Content-Based Course on Science and Mathematics Teaching Efficacy of Preservice Elementary Teachers

ERIC Educational Resources Information Center

Moseley, Christine; Utley, Juliana

2006-01-01

The purpose of this study was to determine the effect of an earth systems science course (integrated mathematics and science content) on preservice elementary teachers' mathematics and science teaching efficacy. Paired t-tests revealed that the personal mathematics and science teaching efficacy and science teaching outcome expectancy significantly…

Preparing Graduate Students for Teaching: Expected and Unexpected Outcomes from Participation in a GK-12 Classroom Fellowship

ERIC Educational Resources Information Center

Page, Melissa; Wilhelm, Mari S.; Regens, Nancy

2011-01-01

Graduate students in science technology, engineering, and mathematics (STEM) fields often enter degree programs focused on research or field-based experiences. Being a teaching assistant can serve two purposes: one for financial compensation and two as preparation for teaching in a future career. The GK-12 program (Graduate Teaching Fellows in…

Motivations for Choosing Teaching as a Career: A Perspective of Pre-Service Teachers from a Turkish Context

ERIC Educational Resources Information Center

Yüce, Kemal; Sahin, Esin Y.; Koçer, Ömer; Kana, Fatih

2013-01-01

As teaching is a nation-building profession, the career motivations of pre-service teachers are worth exploring. This study examines the career motivations of 283 Turkish pre-service teachers who have chosen teaching as a career. Accordingly, they were asked questions about deciding to teach, career perceptions, and major expectations. A profile…

Exploring the Usage of ICT and YouTube for Teaching: A Study of Pre-Service Teachers in Hong Kong

ERIC Educational Resources Information Center

Szeto, Elson; Cheng, Annie Yan-Ni

2014-01-01

Pre-service teachers are expected to teach the digital-native generation of students in the information and communication technology (ICT)-enriched school environments. The aim of this study is to better understand their usage of ICT tools and YouTube for teaching during their teaching practicums. Multiple data sources, including interviews,…

Factors influencing nurses' acceptance of hospital information systems in Iran: application of the Unified Theory of Acceptance and Use of Technology.

PubMed

Sharifian, Roxana; Askarian, Fatemeh; Nematolahi, Mohtaram; Farhadi, Payam

User acceptance is a precondition for successful implementation of hospital information systems (HISs). Increasing investment in information technology by healthcare organisations internationally has made user acceptance an important issue in technology implementation and management. Despite the increased focus on hospital information systems, there continues to be user resistance. The present study aimed to investigate the factors affecting hospital information systems nurse-user acceptance of HISs, based on the Unified Theory of Acceptance and Use of Technology (UTAUT), in the Shiraz University of Medical Sciences teaching hospitals. A descriptive-analytical research design was employed to study nurses' adoption and use of HISs. Data collection was undertaken using a cross-sectional survey of nurses (n=303). The research model was examined using the LISREL path confirmatory modeling. The results demonstrated that the nurses' behavioural intention (BI) to use hospital information systems was predicted by Performance Expectancy (PE) (β= 2.34, p<0.01), Effort Expectancy (EE) (β= 2.21, p<0.01), Social Influence (SI) (β= 2.63, p<0.01) and Facilitating Conditions (FC) (β= 2.84, p<0.01). The effects of these antecedents of BI explained 72.8% of the variance in nurses' intention to use hospital information systems (R2 = 0.728). Application of the research model suggested that nurses' acceptance of HISs was influenced by performance expectancy, effort expectancy, social influence and facilitating conditions, with performance expectancy having the strongest effect on user intention.

The Affection of Student Ratings of Instruction toward EFL Instructors

ERIC Educational Resources Information Center

Chen, Yingling

2018-01-01

Student ratings of instruction can be a valuable indicator of teaching because the quality measurement of instruction identifies areas where improvement is needed. Student ratings of instruction are expected to evaluate and enhance the teaching strategies. Evaluation of teaching effectiveness has been officially implemented in Taiwanese higher…

English-for-Teaching: Rethinking Teacher Proficiency in the Classroom

ERIC Educational Resources Information Center

Freeman, Donald; Katz, Anne; Garcia Gomez, Pablo; Burns, Anne

2015-01-01

The expansion of English teaching in state education systems places increasing demands on English language teachers and how they are trained. A major thrust of these efforts has focused on improving teachers' English language proficiency. This expectation is manifested in policy and pedagogical directives that teachers "teach English in…

Learning to Teach in the Early Years Classroom

ERIC Educational Resources Information Center

Blaise, Mindy; Nuttal, Joce

2011-01-01

"Learning to Teach in the Early Years Classroom" helps teacher education students understand the complexities of teaching in early years' classrooms. It integrates research and theory with practice through vignettes, based on authentic classroom case studies, in order to show students how educators make decisions and achieve expected outcomes.…

Professional Learning Experiences Used in Student Teaching as a Vehicle for Transformational Learning

ERIC Educational Resources Information Center

Matamala, Shana L.

2013-01-01

Purpose: The purpose of this study was to identify the extent of transformational learning for teacher candidates during student teaching. This study further examined the influence of values, beliefs, role expectations, personnel, programs, life changes, and educational experiences on transformational learning during student teaching. Methodology:…

Learning to Teach and Do

ERIC Educational Resources Information Center

Warren, Thomas L.

2015-01-01

Teaching technical writing without formal training can be daunting. However, there are many resources available that can provide background and materials for teaching. My approach involved reading textbooks and articles not only on approaches to technical writing but also on what students can expect once they complete their education and are…

Memory Loss

ERIC Educational Resources Information Center

Cassebaum, Anne

2011-01-01

In four decades of teaching college English, the author has watched many good teaching jobs morph into second-class ones. Worse, she has seen the memory and then the expectation of teaching jobs with decent status, security, and salary depart along with principles and collegiality. To help reverse this downward spiral, she contends that what is…

You Can't Teach Me: Exploring Academic Resistance to Teaching Development

ERIC Educational Resources Information Center

Deaker, Lynley; Stein, Sarah J.; Spiller, Dorothy

2016-01-01

Societal, governmental, and research expectations of universities in contemporary western society have led to increasing calls for teacher professionalism and accountability as well as research excellence and research-informed teaching. Consequently, demands on academic staff development continually emerge, which academics may view as oppressive.…

Beginning Teachers' Challenges in Their Pursuit of Effective Teaching Practices

ERIC Educational Resources Information Center

Confait, Steve

2015-01-01

This article explores the context and experiences of three beginning teachers in their effort to improve their teaching and to implement and align themselves with their schools' expectations of effective teaching practices. Research findings emerging from a sociocultural-ethnographic framework revealed that participants challenged their own…

Are Grade Expectations Rational? A Classroom Experiment

ERIC Educational Resources Information Center

Hossain, Belayet; Tsigaris, Panagiotis

2015-01-01

This study examines students' expectations about their final grade. An attempt is made to determine whether students form expectations rationally. Expectations in economics, rational or otherwise, carry valuable information and have important implications in terms of both teaching effectiveness and the role of grades as an incentive structure for…

Factors affecting student success in a first-year mathematics course: a South African experience

NASA Astrophysics Data System (ADS)

Kizito, Rita; Munyakazi, Justin; Basuayi, Clement

2016-01-01

In spite of sustained efforts tertiary institutions implement to try and improve student academic performance, the number of students succeeding in first-year mathematics courses remains disturbingly low. For most students, the gap between their mathematical capability and the competencies they are expected and need to develop to function effectively in these courses persists even after course instruction. In this study, an instrument for identifying and examining factors affecting student performance and success in a first-year Mathematics university course was developed and administered to 86 students. The overall Cronbach's Alpha coefficient for the questionnaire was found to be 0.916. Having identified variables from prior research known to affect student performance, factor analysis was used to identify variables exhibiting the greatest impact on student performance. The variables included prior academic knowledge, workload, student approaches to learning, assessment, student support teaching quality, methods and resources. From the analysis, students' perceptions of their workload emerged as the factor having the greatest impact on student's performance, followed by the matriculation examination score. The findings are discussed and strategies that can be used to improve teaching and contribute to student success in a first-year mathematics course in a South African context are presented.

The present status of geography education in boys' intermediate schools of Riyadh, Saudi Arabia

NASA Astrophysics Data System (ADS)

Al-Gahtany, Abdulrahman Mohammed

The purpose of this study was to describe the present status of geography education in boys' intermediate schools in Riyadh, Saudi Arabia as perceived by geography teachers and supervisors; that is, to investigate the objectives, content, methods of teaching, tools and resources that are available and used in classrooms, evaluation techniques, and problems encountered in the teaching of geography. To collect data from this representative sample population, a questionnaire was developed by the researcher specifically for this study. Questionnaire data was collected from 19 social studies supervisors and 213 geography teachers. Percentages, frequencies, means, and standard deviations were computed for each questionnaire item. Chi Square tests were applied to determine if any significant differences could be identified between the observed and expected responses of supervisors and teachers. Major findings of the study indicated that both supervisors and teachers tend to strongly support the identified geography objectives. Most teachers and supervisors also indicated that the current geography curriculum contains enough information about Saudi Arabia, the Arabic world, and the Islamic world. In addition, the also indicated that geography content promotes a sense of patriotism and cultural pride. Responses indicated that educators see deficiencies in the content: it does not focus sufficiently on current events nor on developing student skills such as research and technical skills like drawing maps. Lecture and discussion are the most commonly used strategies in the teaching of geography. Field trips, role-playing, scientific competitions, scientific games, solving problems, and individual learning are less commonly used. Teaching tools most commonly used are wall maps and earth globes, whereas the use of geographical transparencies, models, and instruments is not common. Most of the teachers do lot use computers in their teaching. Evaluation techniques depend completely on traditional examinations to evaluate the performance of the students. Chi-square test shows that there are significant differences in observed and expected frequencies between teachers and supervisors with respect to geography learning objectives, geography content, methods of teaching, tools and resources, and the problems that geography teachers encounter in their teaching.

Designing Teacher Evaluation Systems: New Guidance from the Measures of Effective Teaching Project

ERIC Educational Resources Information Center

Kane, Thomas J., Ed.; Kerr, Kerri A., Ed.; Pianta, Robert C., Ed.

2014-01-01

What is effective teaching? It is not enough to say "I know it when I see it"--not when we are expecting so much more from students and teachers than in the past. To help teachers achieve greater success with their students we need new and better ways to identify and develop effective teaching. The Measures of Effective Teaching (MET)…

Science Teaching Efficacy of Preservice Elementary Teachers: Examination of the Multiple Factors Reported as Influential

NASA Astrophysics Data System (ADS)

Taştan Kırık, Özgecan

2013-12-01

This study explores the science teaching efficacy beliefs of pr-service elementary teachers and the relationship between efficacy beliefs and multiple factors such as antecedent factors (participation in extracurricular activities and number of science and science teaching methods courses taken), conceptual understanding, classroom management beliefs and science teaching attitudes. Science education majors ( n = 71) and elementary education majors ( n = 262) were compared with respect to these variables. Finally, the predictors of two constructs of science teaching efficacy beliefs, personal science teaching efficacy (PSTE) and science teaching outcome expectancy (STOE), were examined by multiple linear regression analysis. According to the results, participation in extracurricular activities has a significant but low correlation with science concept knowledge, science teaching attitudes, PSTE and STOE. In addition, there is a small but significant correlation between science concept knowledge and outcome expectancy, which leads the idea that preservice elementary teachers' conceptual understanding in science contributes to their science teaching self-efficacy. This study reveals a moderate correlation between science teaching attitudes and STOE and a high correlation between science teaching attitudes and PSTE. Additionally, although the correlation coefficient is low, the number of methodology courses was found to be one of the correlates of science teaching attitudes. Furthermore, students of both majors generally had positive self-efficacy beliefs on both the STOE and PSTE. Specifically, science education majors had higher science teaching self-efficacy than elementary education majors. Regression results showed that science teaching attitude is the major factor in predicting both PSTE and STOE for both groups.

Pattern of periodontal treatments performed at the periodontology clinic of the Lagos University Teaching Hospital: 22 months review.

PubMed

Umeizudike, K A; Ayanbadejo, P O; Savage, K O; Taiwo, O A

2012-01-01

A critical evaluation of the pattern of periodontal procedures performed is important in providing useful data to the administrator for proper planning and budgeting for dental health service. To assess the pattern of periodontal treatments performed over a given period of time at the Periodontology clinic of the Lagos University Teaching Hospital, Lagos, Nigeria. This was a twenty two months retrospective study of all periodontal procedures performed on patients seen at the periodontology clinic of the Lagos University Teaching Hospital between January 2006 and October 2007. The periodontology treatment record was used to retrieve information which included the patient's age, gender, diagnosis and periodontal procedures given. The procedures were further categorized into surgical and nonsurgical groups. The information obtained was then analyzed using Epi Info 2007 statistical software. A total of 1,938 patients were seen during this period. Females were 1009 (52.1%) and males were 929 (47.9%). (F/M, 1.1:1). A total of 2,110 periodontal treatments were performed. Majority of the patients received non-surgical periodontal therapy which constituted the bulk (96.3%) of the therapies. Scaling and polishing was the most frequently performed non-surgical procedure accounting for 1261 (62.1%) with slightly more males receiving the treatment. Of the surgical treatment modalities, operculectomy accounted for 65.4% and was carried out on more females than males. Regenerative procedures were the least performed surgical treatments. This study highlighted that non-surgical periodontal therapy, particularly scaling and polishing was the most frequently utilized periodontal procedure. Operculectomy was the predominant surgical procedure performed. The low percentage of regenerative surgical procedures was however below the desired expectation.

Students' Expectations of the Learning Process in Virtual Reality and Simulation-Based Learning Environments

ERIC Educational Resources Information Center

Keskitalo, Tuulikki

2012-01-01

Expectations for simulations in healthcare education are high; however, little is known about healthcare students' expectations of the learning process in virtual reality (VR) and simulation-based learning environments (SBLEs). This research aims to describe first-year healthcare students' (N=97) expectations regarding teaching, studying, and…

Teaching about Terrorism: Lessons Learned at SWOTT

ERIC Educational Resources Information Center

Miller, Gregory D.

2009-01-01

This article discusses some of the challenges and lessons for teaching undergraduate-level courses related to terrorism. The author outlines some of the primary issues that instructors can expect to face, and provides strategies for dealing with several of these challenges. The goal is to relay useful information to those teaching, or planning to…

Exploring Intercultural Pedagogy: Evidence From International Faculty in South Korean Higher Education

ERIC Educational Resources Information Center

Ghazarian, Peter G.; Youhne, Mia S.

2015-01-01

International faculty mobility raises important questions about the relationship between culture and teaching in higher education. As international faculty members adjust to new cultural expectations, they may alter their teaching styles. This study uses survey data to examine the teaching styles of international faculty members in South Korea.…

Productive Friction: How Conflict in Student Teaching Creates Opportunities for Learning at the Boundary

ERIC Educational Resources Information Center

Ward, Christopher J.; Nolen, Susan B.; Horn, Ilana S.

2011-01-01

Student teaching is contested ground for teacher candidates' learning. Struggling to implement practises when expectations of university and schools are inconsistent, they experience conflicts between these two worlds. In this article, we conceptualise student teaching as a space where conflicts can be generative for candidates' learning. We use…

Perceived Norms for Interactive Teaching and Their Relationship to Instructional Decision-Making: A Mixed Methods Study

ERIC Educational Resources Information Center

Hora, Matthew T.; Anderson, Craig

2012-01-01

Normative expectations for acceptable behaviors related to undergraduate instruction are known to exist within academic settings. Yet few studies have examined disciplinary variation in norms for interactive teaching, and their relationship to teaching practice, particularly from a cognitive perspective. This study examines these problems using…

The (Im)possibility of Gay Teachers for Young Children

ERIC Educational Resources Information Center

King, James R.

2004-01-01

Those who teach, or intend to teach, young children undergo careful scrutiny as to their suitability for the role of teacher. In general, professional monitoring of teaching standards and teacher qualities are reasonable expectations. However, a set of related cultural practices embedded in such monitoring purposefully and unjustly impact men who…

Using an Electronic Bulletin Board in Science Teacher Education: Issues and Trade-Offs

ERIC Educational Resources Information Center

Burkett, Ruth S.; Leard, Cynthia; Spector, Barbara S.

2004-01-01

University professors increasingly are expected to infuse computer technology in teaching. Many universities are aggressively promoting the delivery of entire courses and programs using computers and the Internet as vehicles for instruction. There is also a movement to align university teaching with the national standards for K-12 teaching.…

Teaching Quality Matters in Higher Education: A Case Study from Turkey and Slovakia

ERIC Educational Resources Information Center

Üstünlüoglu, Evrim

2017-01-01

Despite a growing number of studies on the effectiveness of teaching and quality in higher education, reports indicate that more work is needed regarding meeting expectations in teaching quality, in particular, in investigating lecturers' application of pedagogical knowledge when transferring discipline-specific knowledge. This study aimed to…

Balancing Online Teaching Activities: Strategies for Optimizing Efficiency and Effectiveness

ERIC Educational Resources Information Center

Raffo, Deana M.; Brinthaupt, Thomas M.; Gardner, Justin G.; Fisher, Lawanna S.

2015-01-01

Increased demands in professional expectations have required online faculty to learn how to balance multiple roles in an open-ended, changing, and relatively unstructured job. In this paper, we argue that being strategic about one's balance of the various facets of online teaching will improve one's teaching efficiency and effectiveness. We…

Development of Research-Based Protocol Aligned to Predict High Levels of Teaching Quality

ERIC Educational Resources Information Center

Schumacher, Gary; Grigsby, Bettye; Vesey, Winona

2011-01-01

This study proposes a research-based teacher selection protocol. The protocol is intended to offer school district hiring authorities a tool to identify teacher candidates with the behaviors expected to predict effective teaching. It is hypothesized that a particular series of research-based interview questions focusing on teaching behaviors in…

Periodontology in the undergraduate curriculum in UK dental schools.

PubMed

Heasman, P A; Witter, J; Preshaw, P M

2015-07-10

In 1980 the British Society of Periodontology published a series of educational goals which have guided periodontal curricula at UK dental schools. Further, a survey of UK dental schools evaluated aspects of teaching and learning in periodontology. The aims of this project were to identify teaching practices and assessments in periodontology and best practice which may be developed in the future. A questionnaire was sent to dental schools who had participated in the previous survey. The questionnaire sought information on aspects of teaching and learning in periodontology: teaching manpower, curriculum structure, assessment, research opportunities for students and whether implantology is delivered in the undergraduate curriculum. There is consistency between the education providers with respect to teaching and learning in periodontology. Most are developing integrated learning between dental undergraduates and members of the dental team although there are opportunities for further development. Students are expected to have knowledge of complex treatments but are not expected to be competent at undertaking periodontal surgery nor placing and restoring implants. The findings confirm that there is considerable consistency between the education providers with respect to aspects of teaching and learning in periodontology.

What Expectations Do Sixth-Form Students Have of Their Learning and Their Teachers and What Expectations Do Teachers Have of Their Students? Stage One of the Action Research Cycle

ERIC Educational Resources Information Center

Deuker, Charmaine

2014-01-01

Action research is an invaluable resource, which can be utilised by those involved in teaching and learning as a reflective tool enabling a person to make informed decisions about their working practices. Developing and improving teaching skills is an essential part of the teacher's role so this method was used to explore concerns that were…

Bridging the Divide: Using UTAUT to predict multigenerational tablet adoption practices.

PubMed

Magsamen-Conrad, Kate; Upadhyaya, Shrinkhala; Joa, Claire Youngnyo; Dowd, John

2015-09-01

This study examined the "Unified Theory of Acceptance and Use of Technology" (UTAUT) in the context of tablet devices across multiple generations. We tested the four UTAUT determinants, performance expectancy, effort expectancy, social influence, and facilitating conditions, to determine their contributions for predicting behavioral intention to use tablets with age, gender, and user experience as moderators. 899 respondents aged 19-99 completed the survey. We found consistent generational differences in UTAUT determinants, most frequently between the oldest and youngest generations. Effort expectancy and facilitating conditions were the only determinants that positively predicted tablet use intentions after controlling for age, gender, and tablet use. We also discuss the implications of ageism and gender discrimination of technology adoption. Finally, we argue that our findings can be extended to create effective training programs for the teaching, learning, and adoption of new technologies in a variety of organizational settings.

Bridging the Divide: Using UTAUT to predict multigenerational tablet adoption practices

PubMed Central

Magsamen-Conrad, Kate; Upadhyaya, Shrinkhala; Joa, Claire Youngnyo; Dowd, John

2015-01-01

This study examined the “Unified Theory of Acceptance and Use of Technology” (UTAUT) in the context of tablet devices across multiple generations. We tested the four UTAUT determinants, performance expectancy, effort expectancy, social influence, and facilitating conditions, to determine their contributions for predicting behavioral intention to use tablets with age, gender, and user experience as moderators. 899 respondents aged 19–99 completed the survey. We found consistent generational differences in UTAUT determinants, most frequently between the oldest and youngest generations. Effort expectancy and facilitating conditions were the only determinants that positively predicted tablet use intentions after controlling for age, gender, and tablet use. We also discuss the implications of ageism and gender discrimination of technology adoption. Finally, we argue that our findings can be extended to create effective training programs for the teaching, learning, and adoption of new technologies in a variety of organizational settings. PMID:25937699

CPOE in Iran--a viable prospect? Physicians' opinions on using CPOE in an Iranian teaching hospital.

PubMed

Kazemi, Alireza; Ellenius, Johan; Tofighi, Shahram; Salehi, Aref; Eghbalian, Fatemeh; Fors, Uno G

2009-03-01

In recent years, the theory that on-line clinical decision support systems can improve patients' safety among hospitalised individuals has gained greater acceptance. However, the feasibility of implementing such a system in a middle or low-income country has rarely been studied. Understanding the current prescription process and a proper needs assessment of prescribers can act as the key to successful implementation. The aim of this study was to explore physicians' opinions on the current prescription process, and the expected benefits and perceived obstacles to employ Computerised Physician Order Entry in an Iranian teaching hospital. Initially, the interview guideline was developed through focus group discussions with eight experts. Then semi-structured interviews were held with 19 prescribers. After verbatim transcription, inductive thematic analysis was performed on empirical data. Forty hours of on-looker observations were performed in different wards to explore the current prescription process. The current prescription process was identified as a physician-centred, top-down, model, where prescribers were found to mostly rely on their memories as well as being overconfident. Some errors may occur during different paper-based registrations, transcriptions and transfers. Physician opinions on Computerised Physician Order Entry were categorised into expected benefits and perceived obstacles. Confidentiality issues, reduction of medication errors and educational benefits were identified as three themes in the expected benefits category. High cost, social and cultural barriers, data entry time and problems with technical support emerged as four themes in the perceived obstacles category. The current prescription process has a high possibility of medication errors. Although there are different barriers confronting the implementation and continuation of Computerised Physician Order Entry in Iranian hospitals, physicians have a willingness to use them if these systems provide significant benefits. A pilot study in a limited setting and a comprehensive analysis of health outcomes and economic indicators should be performed, to assess the merits of introducing Computerised Physician Order Entry with decision support capabilities in Iran.

Medical students' perceptions of bedside teaching.

PubMed

Gray, David; Cozar, Octavian; Lefroy, Janet

2017-06-01

Bedside teaching is recognised as a valuable tool in medical education by both students and faculty members. Bedside teaching is frequently delivered by consultants; however, junior doctors are increasingly engaging in this form of clinical teaching, and their value in this respect is becoming more widely recognised. The aim of this study was to supplement work completed by previous authors who have begun to explore students' satisfaction with bedside teaching, and their perceptions of the relationship with the clinical teachers. Specifically, we aimed to identify how students perceive bedside teaching delivered by junior doctors compared with consultants. We aimed to identify how students perceived bedside teaching delivered by junior doctors compared with consultants METHODS: A questionnaire was distributed to all third-year medical students at Keele University via e-mail. Responses were submitted anonymously. Forty-six students responded (37.4%), 73.3 per cent of whom said that they felt more comfortable having bedside teaching delivered by junior doctors than by consultants. Consultants were perceived as more challenging by 60 per cent of respondents. Students appeared to value feedback on their performance, trust the validity of taught information, and to value the overall educational experience equally, regardless of the clinical grade of the teacher. Student preference does not equate to the value that they place on their bedside teaching. Junior doctors are perceived as being more in touch with students and the curriculum, whereas consultants are perceived as having higher expectations and as being both stricter and more knowledgeable. The clinical teacher's approachable manner and enthusiasm for teaching are more important than clinical grade, as is the ability to deliver well-structured constructive feedback. © 2016 John Wiley & Sons Ltd.

Building a rheumatology education academy: insights from assessment of needs during a rheumatology division retreat.

PubMed

Berman, Jessica R; Aizer, Juliet; Bass, Anne R; Cats-Baril, William L; Parrish, Edward J; Robbins, Laura; Salmon, Jane E; Paget, Stephen A

2012-06-01

To implement a rheumatology department education retreat to systematically identify and address the key factors necessary to improve medical education in our division in preparation for developing a rheumatology academy. The Hospital for Special Surgery organized a retreat for the Rheumatology Department aimed at (1) providing formal didactics and (2) assessing participants' self-reported skills and interest in education with the goal of directing this information toward formalizing improvement. In a mixed-methods study design, faculty and fellows in the Division of Rheumatology were surveyed online pre- and post-retreat regarding various aspects of the current education program, their teaching abilities, interest and time spent in teaching, divisional resources allocated, and how education is valued. Enthusiasm for teaching was high before and rose further after the retreat. Confidence in abilities was higher than expected before but fell afterward. Many noted that the lack of specific feedback on teaching skills and useful metrics to assess performance prevented the achievement of educational excellence. Most responding felt lack of time, knowledge of how to teach well, and resources prevented them from making greater commitments to educational endeavors and participating fully and effectively in the department's teaching activities. While most rheumatology faculty members want to improve as teachers, they know neither where their educational strengths and weaknesses lie nor where or how to begin to change their teaching abilities. The key elements for an academy would thus be an educational environment that elevates the quality of teaching throughout the division and promotes teaching careers and education research, and raises the importance and quality of teaching to equivalence with clinical care and research.

Instructional analysis of lecture video recordings and its application for quality improvement of medical lectures.

PubMed

Baek, Sunyong; Im, Sun Ju; Lee, Sun Hee; Kam, Beesung; Yune, So Joung; Lee, Sang Soo; Lee, Jung A; Lee, Yuna; Lee, Sang Yeoup

2011-12-01

The lecture is a technique for delivering knowledge and information cost-effectively to large medical classes in medical education. The aim of this study was to analyze teaching quality, based on triangle analysis of video recordings of medical lectures, to strengthen teaching competency in medical school. The subjects of this study were 13 medical professors who taught 1st- and 2nd-year medical students and agreed to a triangle analysis of video recordings of their lectures. We first performed triangle analysis, which consisted of a professional analysis of video recordings, self-assessment by teaching professors, and feedback from students, and the data were crosschecked by five school consultants for reliability and consistency. Most of the distress that teachers experienced during the lecture occurred in uniform teaching environments, such as larger lecture classes. Larger lectures that primarily used PowerPoint as a medium to deliver information effected poor interaction with students. Other distressing factors in the lecture were personal characteristics and lack of strategic faculty development. Triangle analysis of video recordings of medical lectures gives teachers an opportunity and motive to improve teaching quality. Faculty development and various improvement strategies, based on this analysis, are expected to help teachers succeed as effective, efficient, and attractive lecturers while improving the quality of larger lecture classes.

Meeting the Challenge of Instructor Shortages: A Blended Teaching and Learning Model for a Neuroscience Course in a Doctor of Physical Therapy Program.

PubMed

Ge, Weiqing

2018-01-01

Physical therapy workforce shortages are expected to increase for all 50 states through 2030. There is a recognized nationwide unprecedented shortage of well-prepared physical therapy instructors. One practical solution can be to share instructors among Doctor of Physical Therapy (DPT) programs using a blended teaching and learning model. The purpose of this project was to evaluate the effectiveness of a blended teaching and learning model for a neuroscience course in a DPT program. Faculty members from two DPT programs collaborated to develop, implement, and evaluate a blended teaching and learning model. The Blackboard Learning Management System (LMS) was available at both institutions and chosen as the learning platform. The design of this research study was retrospective nonexperimental observational. The overall feedback from the students was positive. Most students (91.6%) strongly agreed or agreed that the content of the course was appropriate for learning neuroscience. The students taking this blended course performed slightly better than the students taking the traditional course, though there was no significant difference (p=0.06). The results support the use of a blended teaching and learning model to meet faculty shortage challenges. Future research with a larger sample size is necessary.

Using Daily Horoscopes To Demonstrate Expectancy Confirmation.

ERIC Educational Resources Information Center

Munro, Geoffrey D.; Munro, James E.

2000-01-01

Describes a classroom demonstration that uses daily horoscopes to show the effect that expectation can have on judgment. Addresses the preparation, procedure, and results of the demonstration, and student evaluations. States that the demonstration appears to be effective for teaching students about expectancy confirmation. (CMK)

Transurethral bladder tumor resection: intraoperative and postoperative complications in a residency setting.

PubMed

Nieder, Alan M; Meinbach, David S; Kim, Sandy S; Soloway, Mark S

2005-12-01

We established a database on the incidence of intraoperative and postoperative complications associated with transurethral bladder tumor resection (TURBT) in an academic teaching setting, and we prospectively recorded all TURBTs performed by residents and fellows in our urology department. : We prospectively evaluated all TURBTs performed between November 2003 and October 2004. All cases were performed at least in part by residents and fellows under direct attending supervision at a single academic medical center with 3 different teaching hospitals. Intraoperative complications were recorded by the resident and attending surgeon at the completion of the operative procedure. At patient discharge from the hospital the data sheet was reviewed, and length of stay, postoperative transfusions and any other complications were recorded. A total of 173 consecutive TURBTs were performed by residents and fellows at 3 different teaching hospitals. There were 10 (5.8%) complications, including 4 (2.3%) cases of hematuria that required blood transfusion and 6 (3.5%) cases of bladder perforation. Of these 6 perforations 4 were small extraperitoneal perforations requiring only prolonged catheter drainage. These perforations were caused by residents in their first or third year of urology training. Two perforations were intraperitoneal, caused by a senior resident or a fellow, 1 of which required abdominal exploration to control bleeding. TURBT is a reasonably safe procedure when performed by urologists in training under direct attending supervision. The complication rate was 5.8%, however only 1 case required surgical intervention. Contrary to expected findings, more senior residents were involved in the complications, likely secondary to their disproportionate roles in more difficult resections.

Development and evaluation of a computer program to grade student performance on peripheral blood smears

NASA Astrophysics Data System (ADS)

Lehman, Donald Clifford

Today's medical laboratories are dealing with cost containment health care policies and unfilled laboratory positions. Because there may be fewer experienced clinical laboratory scientists, students graduating from clinical laboratory science (CLS) programs are expected by their employers to perform accurately in entry-level positions with minimal training. Information in the CLS field is increasing at a dramatic rate, and instructors are expected to teach more content in the same amount of time with the same resources. With this increase in teaching obligations, instructors could use a tool to facilitate grading. The research question was, "Can computer-assisted assessment evaluate students in an accurate and time efficient way?" A computer program was developed to assess CLS students' ability to evaluate peripheral blood smears. Automated grading permits students to get results quicker and allows the laboratory instructor to devote less time to grading. This computer program could improve instruction by providing more time to students and instructors for other activities. To be valuable, the program should provide the same quality of grading as the instructor. These benefits must outweigh potential problems such as the time necessary to develop and maintain the program, monitoring of student progress by the instructor, and the financial cost of the computer software and hardware. In this study, surveys of students and an interview with the laboratory instructor were performed to provide a formative evaluation of the computer program. In addition, the grading accuracy of the computer program was examined. These results will be used to improve the program for use in future courses.

Hybrid Text: An Engaging Genre to Teach Content Area Material across the Curriculum

ERIC Educational Resources Information Center

Bintz, William P.; Ciecierski, Lisa M.

2017-01-01

The Common Core State Standards for English language arts expect that teachers will use narrative and informational texts to teach content area material across the curriculum. However, many teachers at all grade levels struggle to incorporate both kinds of text, especially given the vast amount of specialized content they are required to teach.…

Integrating the Design Mathematical Trail in Mathematics Curriculum for the Sixth Grade Student

ERIC Educational Resources Information Center

Tsao, Yea-Ling

2010-01-01

The article focused on the teaching materials of the sixth grade mathematics field and selected four units with the topics of "measurement and actual calculation" of figures and space to design the mathematical trail teaching activities with the characteristics of the school and expect to provide mathematical trail teaching activities for the…

Peer-Reviewed Exploration in Teaching: A Program for Stimulating and Recognizing Innovations in Teaching

ERIC Educational Resources Information Center

Simha, Rahul; Teodorescu, Raluca

2017-01-01

In an academic world driven by student ratings and publication counts, faculty members are discouraged from exploring new pedagogical ideas because exploration takes time and often goes unrecognized. The contrast with research is striking: everyone is expected to explore and innovate in research, whereas very few make exploration in teaching their…

The Efficacy of a PD Program on Enhancing On-the-Job Teaching Skills

ERIC Educational Resources Information Center

Sidky, Gihan

2017-01-01

This study assessed the methods of teaching English course taught at the general diploma at the college of Graduate Studies in Education, Cairo University in light of English teachers' needs and expectations. The Methodology course was reconstructed using the premises of students centered teaching techniques and taking into consideration what is…

Without You None of This Would Have Happened: A Consideration of University Teaching

ERIC Educational Resources Information Center

Esteban Bara, Francisco

2014-01-01

Teaching in university has been widely debated in the past few years. However, this issue should not be limited solely to psychological and pedagogical matters. This paper examines university teaching in terms of its relational and human dimension which, as we would expect, also has an important impact on learning and student development. The…

Students' Perceptions of Teaching in Context-Based and Traditional Chemistry Classrooms: Comparing Content, Learning Activities, and Interpersonal Perspectives

ERIC Educational Resources Information Center

Overman, Michelle; Vermunt, Jan D.; Meijer, Paulien C.; Bulte, Astrid M. W.; Brekelmans, Mieke

2014-01-01

Context-based curriculum reforms in chemistry education are thought to bring greater diversity to the ways in which chemistry teachers organize their teaching. First and foremost, students are expected to perceive this diversity. However, empirical research on how students perceive their teacher's teaching in context-based chemistry classrooms,…

Academics' Perceptions of the Impact of Internal Quality Assurance on Teaching and Learning

ERIC Educational Resources Information Center

Tavares, Orlanda; Sin, Cristina; Videira, Pedro; Amaral, Alberto

2017-01-01

Internal quality assurance systems are expected to improve the institutions' core mission of teaching and learning. Using data gathered through an online survey, distributed in 2014/2015, to the teaching staff of all Portuguese private and public higher education institutions, this paper examines the impact of internal quality assurance systems on…

Methods and Materials in Teaching Secondary School Mathematics - Syllabus. Revised Edition.

ERIC Educational Resources Information Center

Gallia, Thomas J.

This syllabus describes a course designed for the student interested in teaching mathematics at the secondary level and includes both campus centered activities and a field experience. The professor teaching this class is expected to "bridge the gap" between theory in the college classroom and practice as viewed in the secondary school. The…

The Scholarship of Teaching and Learning: Challenges for Malaysian Academics

ERIC Educational Resources Information Center

Harland, Tony; Raja Hussain, Raja Maznah; Bakar, Aishah Abu

2014-01-01

This paper explores the adoption of the scholarship of teaching and learning (SoTL) by 10 Malaysian university academics. SoTL was part of a pioneering sector-wide initiative for improving teaching and learning. The qualitative study showed that there had been no true learning phase for SoTL because academics had high expectations of rapid success…

Study of the questionnaire of the Polytechnic University of Valencia (UPV) teaching staff, using students opinion survey. Statistical treatment

NASA Astrophysics Data System (ADS)

Martinez Gomez, Monica

Quality improvement of university institutions represents the most important challenge in the next years, and the potential tool to achieve it is based on the institutional evaluation in general, and specially the evaluation of the teaching performance. The opinion questionnaire from the students is the most generalised tool used to evaluate the teaching performance at Spanish universities. The general objective of this thesis is to develop a statistical methodology suitable to extract, analyse and interpret the information contained in the Questionnaire of Teaching Evaluation from Student Opinion (CEDA) of the UPV, aimed at optimising its practical use. The study is centred in the application of different multivariate techniques and has been structured in three parts: (1) Evaluation of the reliability, validity and dimensionality of the tool. The multivariate method used for this purpose is the Factorial Analysis. (2) Determination of the capacity of the questionnaire to identify different profiles of lecturers based on the quality perceived by students. This target is conducted with different multivariate classification techniques: hierarchical cluster analysis, non-hierarchical and two-stage analysis. Moreover, those items that best discriminate among the teaching typologies obtained are identified in the questionnaire. (3) Identification of the teaching typologies according to different descriptive characteristics referent to the subject and lecturer, with the use of decision trees. Once identified these typologies, a new discriminant analysis is conducted aimed at identifying those items that best characterise each typology. Finally, a study is carried out with the classification method SIMCA (Soft Independent Modelling of Class Analogy) in order to determine the discriminant loading of every item among the identified teaching typologies, allowing the identification of those that best distinguish the different classes obtained. With the combined use of the proposed techniques, it is expected to optimise the use of CEDA as a measuring tool and an indicator of the teaching quality at the university, that would allow the introduction of actions for the continuous improvement in the teaching processes of the UPV.

Knowledge and willingness to teach cardiopulmonary resuscitation: a survey amongst 4273 teachers.

PubMed

Mpotos, Nicolas; Vekeman, Eva; Monsieurs, Koenraad; Derese, Anselm; Valcke, Martin

2013-04-01

Schoolteachers are expected to play a role in teaching cardiopulmonary resuscitation (CPR) to schoolchildren, but little is known about their attitudes, actual knowledge and willingness to do so. We conducted a survey about CPR knowledge, preparedness to perform and teach CPR as well as attitude towards an alternative self-learning strategy amongst Flemish teachers. A questionnaire was developed consisting of four distinct parts: (1) Demographics; (2) CPR knowledge and skills level; (3) Attitude towards training and (4) Resuscitation experience. Content experts screened the questionnaire in view of content validity. One hundred and seventy-one students in Educational Sciences were each asked to interview 25 different teachers. A total of 4273 teachers participated in the study (primary school n=856; secondary school n=2562; higher education n=855). Of all respondents, 59% (2539/4273) had received previous CPR training with the highest proportion observed in primary schoolteachers (69%) and in the age group 21-30 years (68%). Mandatory CPR training at school was supported by 41% (1751/4273) of the teachers and only 36% was aware that CPR is now formally included in the secondary education curriculum. Sixty-one percent (2621/4273) did not feel capable and was not willing to teach CPR, mainly because of a perceived lack of knowledge in 50% (2151/2621). In addition 69% (2927/4273) felt incompetent to perform correct CPR and 73% (3137/4273) wished more training. Feeling incompetent and not willing to teach was related to the absence of previous training. Primary schoolteachers and the age group 21-30 years were most willing to teach CPR. Although many teachers mentioned previous CPR training, only a minority of mostly young and primary schoolteachers felt competent in CPR and was willing to teach it to their students. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

How I teach evidence-based epidural information in a hospital and keep my job.

PubMed

Tumblin, Ann

2007-01-01

A childbirth educator reveals her dilemma in teaching evidence-based practice in today's high-tech birth climate. She focuses on strategies to use when sharing epidural information with expectant parents.

Cross-cultural perceptions of assessment of selected international science teachers in American high schools

NASA Astrophysics Data System (ADS)

Hutchison, Charles B.; Bailey, Lynne M.

2006-12-01

International high school science teachers are crossing international and cultural borders to teach, raising important issues in education. In this article, we describe the cross-cultural assessment challenges that four international science teachers encountered when they migrated to teach in the United States. These included differences in grade expectations for a given quality of work, the weight given to final examinations, the assessment process, and cut-off scores for letter grades. To become proficient in their new teaching contexts, the participating teachers had to modify (or hybridize) their assessment philosophies and practices in order to conform to the expectations of their new schools. This hybridization process ushered them into what is proposed as the pedagogical imaginary; a transitional space between the "purity" of their native educational conventions and that of their American schools. The implications of these findings are discussed in hopes of improving high school science teaching experiences for international science teachers.

An exploration of equitable science teaching practices for students with learning disabilities

NASA Astrophysics Data System (ADS)

Morales, Marlene

In this study, a mixed methods approach was used to gather descriptive exploratory information regarding the teaching of science to middle grades students with learning disabilities within a general education classroom. The purpose of this study was to examine teachers' beliefs and their practices concerning providing equitable opportunities for students with learning disabilities in a general education science classroom. Equitable science teaching practices take into account each student's differences and uses those differences to inform instructional decisions and tailor teaching practices based on the student's individualized learning needs. Students with learning disabilities are similar to their non-disabled peers; however, they need some differentiation in instruction to perform to their highest potential achievement levels (Finson, Ormsbee, & Jensen, 2011). In the quantitative phase, the purpose of the study was to identify patterns in the beliefs of middle grades science teachers about the inclusion of students with learning disabilities in the general education classroom. In the qualitative phase, the purpose of the study was to present examples of instruction in the classrooms of science education reform-oriented middle grades science teachers. The quantitative phase of the study collected data from 274 sixth through eighth grade teachers in the State of Florida during the 2007--2008 school year using The Teaching Science to Students with Learning Disabilities Inventory. Overall, the quantitative findings revealed that middle grades science teachers held positive beliefs about the inclusion of students with learning disabilities in the general education science classroom. The qualitative phase collected data from multiple sources (interviews, classroom observations, and artifacts) to develop two case studies of reform-oriented middle grades science teachers who were expected to provide equitable science teaching practices. Based on their responses to The Teaching Science to Students with Learning Disabilities Inventory, the case study teachers demonstrated characteristics of successful teachers of diverse learners developed by Lynch (2000). Overall, the qualitative findings revealed that the case study teachers were unsure how to provide equitable science teaching practices to all students, particularly to students with learning disabilities. They provided students with a variety of learning experiences that entailed high expectations for all; however, these experiences were similar for all students. Had the teachers fully implemented equitable science teaching practices, students would have had multiple options for taking in the information and making sense of it in each lesson. Teaching that includes using a variety of validated practices that take into account students' individualized learning needs can promote aspects of equitable science teaching practices. Finally, this study provides implications for teacher education programs and professional development programs. As teachers implement science education reform efforts related to equitable science teaching practices, both teacher education programs and professional development programs should include opportunities for teachers to reflect on their beliefs about how students with learning disabilities learn and provide them with a variety of validated teaching practices that will assist them in teaching students with learning disabilities in the general education classroom while implementing science reform efforts.

An alternative strategy to teach biomechanics: The long jump

NASA Astrophysics Data System (ADS)

de la Vega, G. J.; Aguilera, J. A.; Puzzella, A. E.; Mallamaci, C. C.

2007-11-01

The work develops an alternative methodology to teach the Physics principles of Parabolic Cannon Shot in the career of Bioengineering using instead the physic-biological relationship of the long jump performed in Athletics. This is a closer-to-reality example for this discipline, and it is a field- and computer laboratory-reproducible practice that is simple to do by using affordable technology, because the practice can be filmed by the students in a real setting for future analysis off classroom hours. The data extracted from the film can be analysed and used to learn the physics of motion of the participating athletes, and to draw conclusions from their hands-on experience. As a main factor of the proposal, this latter characteristic aims at motivating the students to work and participate within a collaborative framework, so as to motivate them to reason and respond the questionnaire issues that stems from a real experience. A significant improvement of knowledge transference is thus attained by promoting teaching (and self-teaching) through reality-based perception, analysis and learning). This work is undergoing its first stage, and its conclusions arise from the observations on team-work dynamics. Quantitative results are expected for the following stages which are under way of execution.

Large Variability in the Diversity of Physiologically Complex Surgical Procedures Exists Nationwide Among All Hospitals Including Among Large Teaching Hospitals.

PubMed

Dexter, Franklin; Epstein, Richard H; Thenuwara, Kokila; Lubarsky, David A

2017-11-22

Multiple previous studies have shown that having a large diversity of procedures has a substantial impact on quality management of hospital surgical suites. At hospitals with substantial diversity, unless sophisticated statistical methods suitable for rare events are used, anesthesiologists working in surgical suites will have inaccurate predictions of surgical blood usage, case durations, cost accounting and price transparency, times remaining in late running cases, and use of intraoperative equipment. What is unknown is whether large diversity is a feature of only a few very unique set of hospitals nationwide (eg, the largest hospitals in each state or province). The 2013 United States Nationwide Readmissions Database was used to study heterogeneity among 1981 hospitals in their diversities of physiologically complex surgical procedures (ie, the procedure codes). The diversity of surgical procedures performed at each hospital was quantified using a summary measure, the number of different physiologically complex surgical procedures commonly performed at the hospital (ie, 1/Herfindahl). A total of 53.9% of all hospitals commonly performed <10 physiologically complex procedures (lower 99% confidence limit [CL], 51.3%). A total of 14.2% (lower 99% CL, 12.4%) of hospitals had >3-fold larger diversity (ie, >30 commonly performed physiologically complex procedures). Larger hospitals had greater diversity than the small- and medium-sized hospitals (P < .0001). Teaching hospitals had greater diversity than did the rural and urban nonteaching hospitals (P < .0001). A total of 80.0% of the 170 large teaching hospitals commonly performed >30 procedures (lower 99% CL, 71.9% of hospitals). However, there was considerable variability among the large teaching hospitals in their diversity (interquartile range of the numbers of commonly performed physiologically complex procedures = 19.3; lower 99% CL, 12.8 procedures). The diversity of procedures represents a substantive differentiator among hospitals. Thus, the usefulness of statistical methods for operating room management should be expected to be heterogeneous among hospitals. Our results also show that "large teaching hospital" alone is an insufficient description for accurate prediction of the extent to which a hospital sustains the operational and financial consequences of performing a wide diversity of surgical procedures. Future research can evaluate the extent to which hospitals with very large diversity are indispensable in their catchment area.

Self-efficacy and postpartum depression teaching behaviors of hospital-based perinatal nurses.

PubMed

Logsdon, M Cynthia; Foltz, Melissa Pinto; Scheetz, James; Myers, John A

2010-01-01

Based upon the Self-Efficacy Theory, this study examined the relationship between self-efficacy, self-efficacy-related variables, and postpartum depression teaching behaviors of hospital-based perinatal nurses. Findings revealed that teaching new mothers about postpartum depression is related to a perinatal nurse's self-efficacy in postpartum-depression teaching, self-esteem, and the following self-efficacy-related variables: social persuasion (supervisor's expectations for teaching); mastery (postpartum depression continuing education and teaching experience); and vicarious experience (observing other nurses teach new mothers about postpartum depression). Teaching new mothers about postpartum depression can assist mothers in overcoming barriers to depression treatment. Nurse educators and managers play an important role in encouraging postpartum depression education for perinatal nurses.

What Are Secondary Students' Expectations for Teachers in Virtual School Environments?

ERIC Educational Resources Information Center

Oliver, Kevin; Osborne, Jason; Brady, Kevin

2009-01-01

A recent evaluation of the new North Carolina Virtual Public School (NCVPS) in the USA revealed numerous expectations for virtual school teachers from secondary students. Specifically, students expected their teachers to actually teach rather than moderate a course shell, supplement course shells with content and projects that illustrate…

Teacher Expectations and Student Literacy Engagement and Achievement

ERIC Educational Resources Information Center

Pantaleo, Sylvia

2016-01-01

Notwithstanding the complex and dynamic nature of teaching and learning in schools, over four decades of research findings have consistently revealed a correlation between teacher expectations and student achievement. Focusing on teacher expectations for the narrative structures created by young children, this article features a discussion of data…

Teaching socioscientific issues: classroom culture and students' performances

NASA Astrophysics Data System (ADS)

Tal, Tali; Kedmi, Yarden

2006-12-01

The "Treasures in the Sea: Use and Abuse" unit that deals with authentic socioscientific issues related to the Mediterranean was developed as part of a national effort to increase scientific literacy. The unit aimed to enhance active participation of the learners and encourage higher order thinking in class by applying teaching methods that reduce the unfamiliarity felt by students. This was expected through an explicit use of a variety of teaching and assessment-for-learning methods, suitable for Science for All students. Our main goal was to examine the culture of Science for All classes in which the unit was enacted. In order to address the main learning objectives, we monitored students' performances in tasks that required the higher order thinking skills of argumentation and value judgment, which are central constituents of decision-making processes. We show that while socioscientific issues were discussed in whole class and small group sessions, and students' argumentation improved, there is still a long way to go in applying a thinking culture in non-science major classes. We suggest that science teachers should shift from traditional content-based and value-free approach, to a sociocultural approach that views science as a community practice and the students as active participants in decision-making processes.

Implementation of an Innovative Teaching Project in a Chemical Process Design Course at the University of Cantabria, Spain

ERIC Educational Resources Information Center

Galan, Berta; Muñoz, Iciar; Viguri, Javier R.

2016-01-01

This paper shows the planning, the teaching activities and the evaluation of the learning and teaching process implemented in the Chemical Process Design course at the University of Cantabria, Spain. Educational methods to address the knowledge, skills and attitudes that students who complete the course are expected to acquire are proposed and…

Teachers' Perceptions of Their Mentoring Role in Three Different Clinical Settings: Student Teaching, Early Field Experiences, and Entry Year Teaching

ERIC Educational Resources Information Center

Gut, Dianne M.; Beam, Pamela C.; Henning, John E.; Cochran, Deborah C.; Knight, Rhonda Talford

2014-01-01

The purpose of this study was to determine the differences in mentoring across three different clinical settings: student teaching, early field experiences, and entry year teachers. Eighteen teachers with mentoring experience in all three clinical settings were selected and interviewed. The teachers' expectations for teacher development,…

Evaluation of the Knowledge of Science Teachers with Didactic Transposition Theory

ERIC Educational Resources Information Center

Atalar, Fatma Bulut; Ergun, Mustafa

2018-01-01

The quality of the process of teaching is related to the behaviors shown by the teacher and their capability. In cases where teachers who have different training are expected to teach the same topic, teachers may make some alterations in the topics in question. Turkish education system has teachers who have different training but teach the same…

Thai Pre-Service Science Teachers' Struggles in Using Socio-Scientific Issues (SSIs) during Practicum

ERIC Educational Resources Information Center

Pitiporntapin, Sasithep; Yutakom, Naruemon; Sadler, Troy D.

2016-01-01

In educational reform, teaching through socio-scientific issues (SSIs) is considered the best way to promote scientific literacy for citizenship as the goal of science teaching. To bring SSIs into the science classroom, Thai pre-service science teachers (PSTs) are expected to understand the concept of SSI-based teaching and to use it effectively…

Effects of Grading Leniency and Low Workload on Students' Evaluations of Teaching: Popular Myth, Bias, Validity, or Innocent Bystanders?

ERIC Educational Resources Information Center

Marsh, Herbert W.; Roche, Lawrence A.

2000-01-01

Discusses two studies that debunk the popular myths that student evaluations of teaching (SETs) are substantially biased by low workload and grading leniency. Results imply teaching effects were related to SETs. Contrary to predictions workload, expected grades, and their relations to SETs were stable over 12 years. (Author/MKA)

Teaching Motivations, Characteristics and Professional Growth: Results from the Great Expectations (GE) Programme in the United States

ERIC Educational Resources Information Center

Thomson, Margareta Maria; Turner, Jeannine

2015-01-01

This present study sought to explore reasons given by K-12 teachers about their motivation to remain in teaching, their motivation for engaging in professional development, and characteristics of their teaching. Participants (N = 151) were public teachers of different grade levels from the USA enrolled in a one-week professional development…

Turkish Preservice Primary School Teachers' Science Teaching Efficacy Beliefs and Attitudes toward Science: The Effect of a Primary Teacher Education Program

ERIC Educational Resources Information Center

Bayraktar, Sule

2011-01-01

The main purpose of this study was to investigate the effectiveness of a primary teacher education program in improving science teaching efficacy beliefs (personal science teaching efficacy beliefs and outcome expectancy beliefs) of preservice primary school teachers. The study also investigated whether the program has an effect on student…

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…

The Use of Multimedia in Teaching Dirasah Islamiyah Course in Higher Education Institution in Indonesia

ERIC Educational Resources Information Center

Sulaeman, Maryam; Marlina, Yuli

2017-01-01

Dirasah Islamiyah is one of basic courses in the Faculty of Industrial Engineering, Jakarta Islamic University (FT-UID). This course aims to examine and develops Islamic teachings and concepts. After studying this course, it is expected that students are able to understand the Islamic teachings and concepts and are able to implement it in their…

Using Basic Reading Skills Instruction and Formative Assessments to Teach an Adult with Traumatic Brain Injury to Read: A Case Study

ERIC Educational Resources Information Center

Goddard, Yvonne; Rinderknecht, Laura

2009-01-01

Literacy expectations for persons with cognitive impairments, including impairments caused by traumatic brain injury (TBI), have remained quite low. Some researchers have suggested that educators move from a focus on teaching functional skills to teaching basic reading skills in a manner similar to instruction for nondisabled learners. The purpose…

First impressions count: does FAIRness affect adaptation of clinical clerks in their first clinical placement?

PubMed

Edafe, Ovie; Mistry, Natasha; Chan, Philip

2013-09-01

FAIRness (Feedback, Activity, Individualisation, Relevance) teaching is a structured program, comprising series of classes in which student work is anonymised and reviewed by the whole class, as well as students receiving private feedback on their written work. The class work emphasises logic, structure and order in history and examination, with a diagnostic and management focus. The effect of FAIRness teaching methods on the adaptation of medical students entering their first clinical rotations was studied. 18 students in FAIRness placements and 72 students in conventional placements, all in medical/surgical units in the same University teaching hospital were studied. They completed questionnaires relating to effectiveness and quality of clinical teaching. Some students additionally attended focus groups, at the start of placement to discuss their expectations, and after 3 weeks, to discuss their adaptation to the clinical learning environment. All students entering clinical placements had low expectations of their future teaching. Students in standard placements still expressed negative attitudes after 3 weeks, while students on FAIRness placements felt positive. Students in FAIRness placements scored significantly higher on questions related to feedback and review of student work. FAIRness teaching practices help students to adapt to their first clinical placements.

Student Teachers' Approaches to Teaching Biological Evolution

ERIC Educational Resources Information Center

Borgerding, Lisa A.; Klein, Vanessa A.; Ghosh, Rajlakshmi; Eibel, Albert

2015-01-01

Evolution is fundamental to biology and scientific literacy, but teaching high school evolution is often difficult. Evolution teachers face several challenges including limited content knowledge, personal conflicts with evolution, expectations of resistance, concerns about students' conflicts with religion, and curricular constraints. Evolution…

Supporting Science Teachers in Alignment with State Curriculum Standards through Professional Development: Teachers' Preparedness, Expectations and Their Fulfillment

NASA Astrophysics Data System (ADS)

Paik, Sunhee; Zhang, Meilan; Lundeberg, Mary A.; Eberhardt, Jan; Shin, Tae Seob; Zhang, Tianyi

2011-08-01

Since A Nation at Risk was released in the 1980s, standards-based reform has been the most dominant trend in American educational policy, and the No Child Left Behind Act pushed the trend further by requiring states to develop rigorous curriculum standards. Though much has been said about these new standards, less has been said about whether or how well professional development helps teachers link their instruction to these standards. This study examined the impact of a professional development program for K-12 science teachers in helping teachers meet state curriculum standards. Seventy-five science teachers in Michigan participated in a 2-week summer workshop that used Problem-Based Learning for improving teachers' content knowledge and pedagogical content knowledge. Researchers surveyed participating teachers about the change of teachers' preparedness for standards-based teaching, their expectations to meet state curriculum standards, and whether their expectations were met. In addition, the usefulness of workshop activities was examined. Data analysis showed that to align teaching with state curriculum standards, participating teachers expected to learn instructional strategies and enhance science content knowledge through professional development, and by and large their expectations were well met. Collaboration with colleagues and facilitators helped teachers achieve their goals in terms of teaching within state curriculum standards. These findings have important implications for designing professional development to help teachers align instruction with curriculum standards.

Impact of Expert Teaching Quality on Novice Academic Performance in the Jigsaw Cooperative Learning Method

NASA Astrophysics Data System (ADS)

Berger, Roland; Hänze, Martin

2015-01-01

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

Evolution of the Birth Plan

PubMed Central

Kaufman, Tamara

2007-01-01

Many birth professionals are discarding the birth plan as an outdated and ineffectual document. This column discusses the past limitations and present uses of the birth plan in an effort to enhance current teaching on how expectant parents can write and use this important document. Encouraging expectant parents to prepare two separate, but corresponding, birth plans—the “Discussion Birth Plan” and the “Hospital Birth Plan”—is proposed. Teaching suggestions and possible implications are explored in order to give childbirth educators practical information to share with their class members. PMID:18566650

Teaching at the Bedside. Maximal Impact in Minimal Time.

PubMed

Carlos, William G; Kritek, Patricia A; Clay, Alison S; Luks, Andrew M; Thomson, Carey C

2016-04-01

Academic physicians encounter many demands on their time including patient care, quality and performance requirements, research, and education. In an era when patient volume is prioritized and competition for research funding is intense, there is a risk that medical education will become marginalized. Bedside teaching, a responsibility of academic physicians regardless of professional track, is challenged in particular out of concern that it generates inefficiency, and distractions from direct patient care, and can distort physician-patient relationships. At the same time, the bedside is a powerful location for teaching as learners more easily engage with educational content when they can directly see its practical relevance for patient care. Also, bedside teaching enables patients and family members to engage directly in the educational process. Successful bedside teaching can be aided by consideration of four factors: climate, attention, reasoning, and evaluation. Creating a safe environment for learning and patient care is essential. We recommend that educators set expectations about use of medical jargon and engagement of the patient and family before they enter the patient room with trainees. Keep learners focused by asking relevant questions of all members of the team and by maintaining a collective leadership style. Assess and model clinical reasoning through a hypothesis-driven approach that explores the rationale for clinical decisions. Focused, specific, real-time feedback is essential for the learner to modify behaviors for future patient encounters. Together, these strategies may alleviate challenges associated with bedside teaching and ensure it remains a part of physician practice in academic medicine.

Children as Ethicists: Stories for Thoughtful Young Citizens

ERIC Educational Resources Information Center

Bratt, Kirstin Ruth

2010-01-01

An emphasis on diversity is one of the greatest challenges in my teaching. Everyone, myself included, enters the course with a set of expectations for human behavior, and literature can be very disruptive of these expectations. International literature, for example, often disrupts the narrative expectations of readers who were trained by stories…

Insight into the Chemistry Skills Gap: The Duality between Expected and Desired Skills

ERIC Educational Resources Information Center

Kondo, Anne E.; Fair, Justin D.

2017-01-01

Results from an employer survey that examines the skills gap that exists for students majoring in chemistry are presented. Employers expect candidates with technical abilities but desire those who possess strong interprofessional skills. Although employers do not expect students to have had explicit teaching and application of interprofessional…

Reflections of a Latina Student-Teacher: Refusing Low Expectations for Latina/o Students

ERIC Educational Resources Information Center

Cavazos, Alyssa G.

2009-01-01

This narrative provides a personal account of the author's student-teaching experience in a primarily Latina/o high school. In an analysis of the journal in which observations were during the experience, the following themes emerged: (a) high expectations before the semester, (b) conflicting messages, (c) teachers' expectations for standard…

Excellence in teaching for promotion and tenure in animal and dairy sciences at doctoral/research universities: a faculty perspective.

PubMed

Wattiaux, M A; Moore, J A; Rastani, R R; Crump, P M

2010-07-01

In this study, animal or dairy sciences faculty from doctoral/research universities were surveyed to clarify teaching performance expectations for the purpose of promotion and tenure of assistant professors. A survey tool including 15 evaluation criteria was available online and at the registration desk of the 2005 Joint Annual Meeting of the American Dairy Science Association and the American Society of Animal Science. The analyzed data set included 47 faculty (41 tenured and 6 tenure-track) with a substantial teaching responsibility from 27 different departments in 25 states. Four criteria were perceived as currently overemphasized: student evaluation of the instructor, student evaluation of the course, authoring peer-reviewed publications, and authoring an undergraduate textbook or book chapter. Nevertheless, more than 50% of respondents reported that these criteria should be used. One criterion emerged as being currently underemphasized: documentation of personal assessment of one's own teaching by preparing a portfolio. The lack of consensus for the remaining 10 items may have reflected substantial differences in institutional practices. The significance of overemphasis or underemphasis of certain criteria varied substantially depending on the respondent's perceived institutional mission. When asked about recognition within their department, 68% of respondents indicated that efforts in teaching improvement were properly rewarded. Respondents doubted the meaningfulness and appropriateness of student ratings tools as currently used. Results also suggested that animal and dairy science faculty placed a higher value on criteria recognizing excellence in teaching based on intradepartmental recognition (e.g., interactions with close-up peers and students) rather than recognition within a broader community of scholars as evidenced by authorship or success in generating funding for teaching. Proposed improvements in the evaluation of teaching for promotion and tenure include 1) providing tenure-track faculty with written guidelines at the time of hiring; 2) ensuring that student ratings tools are reliable and valid; 3) carefully mentoring new faculty within the departmental and institutional culture; and 4) encouraging self-reflection and documentation of attempts to address pedagogical issues in one's own teaching. Educational leaders in doctoral/research universities should promote changes to enhance teaching performance of future faculty graduating from their institutions. Copyright (c) 2010 American Dairy Science Association. Published by Elsevier Inc. All rights reserved.

The Relationship between Elementary Teachers' Background in Mathematics, Teaching Self-Efficacy, and Teaching Outcome Expectancy When Implementing the Common Core State Standards

ERIC Educational Resources Information Center

Stuart, Jennifer Lynn

2017-01-01

The purpose of this correlation study was to identify a possible relationship between elementary teacher background in mathematics as measured by completed college math credit hours, district-provided professional development hours of training in Common Core math standards, and years of teaching experience, and teacher efficacy in math as measured…

Evolving Roles For Teaching Assistants In Introductory Courses

NASA Astrophysics Data System (ADS)

Dunbar, R. W.; Egger, A. E.; Schwartz, J. K.

2008-12-01

As we bring new research-based learning approaches, curricular innovations, and student engagement practices into the introductory science classroom, expectations of teaching assistants (TAs) should have, and have, changed. Similarly, the 21st century teaching assistant has different expectations of us. Maintaining relevance in this context means bringing TAs into an integrated teaching team that supports effective learning for students and provides structured professional development opportunities for TAs. A number of support efforts on our campus, with counterparts at many other universities, seek to optimize the instructional impact of faculty and teaching assistants, thus opening the door to enhanced student engagement (e.g. the quality of effort students put forth, their persistence in science and/or engineering courses, and their perception of scientific relevance in everyday life). Among these efforts, School of Earth Sciences course development TAs work 1:1 in advance of the term with introductory course faculty to design exercises and course materials that meet clearly articulated student learning goals or pedagogical challenges. Throughout the process, TAs are mentored by the faculty as well as science pedagogy experts. Initially funded by a major teaching award, the School is now moving to institutionalize this successful program which has broadened the definition of the TA role. Another area of optimization, reflecting Shulman's concept of pedagogical content knowledge, is our campus mandate that TA development take place within a departmental, as well as general, context. Both Chemistry and Physics expect introductory course TAs to lead interactive, guided-inquiry or tutorial-style sections. Integrating these sections with lecture and positively reinforcing course goals requires TA buy-in and a set of pedagogical facilitation skills cultivated through course-specific training and active mentoring while teaching. To better support the mentoring process in these and other departments, the MinT (Mentors in Teaching) program provides resources and a learning community for advanced graduate students who mentor TAs. There is clearly more to do, but we have come a long way from sink or swim toward an enriched infrastructure of support for teaching and learning in the introductory science classroom.

Holistic Teaching/Learning for Native American Students.

ERIC Educational Resources Information Center

Rhodes, Robert W.

1988-01-01

Using the Native American learning styles of haptic, right brained, and holistic learning, teachers could develop appropriate classroom activities and expectations that would increase the likelihood of success for more Native American students. Individualization, peer teaching, non-threatening evaluations, incubation time, and private practice…

Great Expectations

ERIC Educational Resources Information Center

Michie, Gregory

2004-01-01

This article profiles Toni Billingsley, an African-American teacher teaching Spanish classes at the Academy of Communications and Technology Charter School in the West Garfield Park section of Chicago. This article also describes her unique teaching methods. Billingsley uses clever puns, outright slapstick, sly references to black popular culture…

Listening to Students

ERIC Educational Resources Information Center

Phillips, Vicki

2013-01-01

Good teaching involves knowing the course content and how to teach it; building a strong, trusting relationship with students; setting and supporting high expectations; and continually monitoring students' understanding and adjusting instruction accordingly. Of course, those things must be done while maintaining classroom control and managing…

Bedside Teaching in Undergraduate Medical Education: Issues, Strategies, and New Models for Better Preparation of New Generation Doctors

PubMed Central

Salam, Abdus; Siraj, Harlina Halizah; Mohamad, Nabishah; Das, Srijit; Rabeya, Yousuf

2011-01-01

Bedside teaching is a vital component of medical education. It is applicable to any situation where teaching is imparted in the presence of patients. In teaching in the patients’ presence, learners have the opportunities to use all of their senses and learn the humanistic aspect of medicine such as role modeling, which is vital but difficult to communicate in words. Unfortunately, bedside teaching has been on the decline. To investigate the reasons for the decline in bedside teaching, its importance and its revival, a review of literature was carried out using PubMed and other data bases. The review revealed that the major concerns of bedside teaching were time constraint, false preceptors’ concern about patients’ comfort, short stay of patients in hospitals, learner distraction by technology, lack of experience and unrealistic faculty expectation. Whatsoever the reasons, bedside teaching cannot be replaced with anything else. There are newer approaches of effective bedside teaching, and the core focus of all such approaches is educational process. A bedside teacher must learn how to involve patients and learners in the educational processes. Moreover, bedside teaching is the process through which learners acquire the skills of communication by asking patients’ permission, establishing ground rules, setting time limit, introducing the team, diagnosing learner, diagnosing patient, conducting focused teaching, using simple language, asking patient if there is any question, closing with encouraging thanks, and giving feedback privately. It is most important to ensure a comfortable environment for all participants, the learner, the patient and the bedside teacher. Ongoing faculty development programs on educational processes and realistic faculty expectations may overcome the problems. PMID:23365470

Bedside teaching in undergraduate medical education: issues, strategies, and new models for better preparation of new generation doctors.

PubMed

Salam, Abdus; Siraj, Harlina Halizah; Mohamad, Nabishah; Das, Srijit; Rabeya, Yousuf

2011-03-01

Bedside teaching is a vital component of medical education. It is applicable to any situation where teaching is imparted in the presence of patients. In teaching in the patients' presence, learners have the opportunities to use all of their senses and learn the humanistic aspect of medicine such as role modeling, which is vital but difficult to communicate in words. Unfortunately, bedside teaching has been on the decline. To investigate the reasons for the decline in bedside teaching, its importance and its revival, a review of literature was carried out using PubMed and other data bases. The review revealed that the major concerns of bedside teaching were time constraint, false preceptors' concern about patients' comfort, short stay of patients in hospitals, learner distraction by technology, lack of experience and unrealistic faculty expectation. Whatsoever the reasons, bedside teaching cannot be replaced with anything else. There are newer approaches of effective bedside teaching, and the core focus of all such approaches is educational process. A bedside teacher must learn how to involve patients and learners in the educational processes. Moreover, bedside teaching is the process through which learners acquire the skills of communication by asking patients' permission, establishing ground rules, setting time limit, introducing the team, diagnosing learner, diagnosing patient, conducting focused teaching, using simple language, asking patient if there is any question, closing with encouraging thanks, and giving feedback privately. It is most important to ensure a comfortable environment for all participants, the learner, the patient and the bedside teacher. Ongoing faculty development programs on educational processes and realistic faculty expectations may overcome the problems.

Strategies to improve the performance of learners in a nursing college. Part I: Issues pertaining to nursing education.

PubMed

Waterson, E; Harms, E; Qupe, L; Maritz, J; Manning, M; Makobe, K; Chabeli, M

2006-05-01

The aim of this contextual, exploratory, descriptive and qualitative study was to describe strategies to improve the performance of learners in a nursing college. The article seeks to deal with factors relating to nursing education that contribute to the poor performance of learners and to outline related strategies to improve the situation. Three focus group interviews were conducted. One group was formed by seven tutors, and the other two groups were formed by fourth-year learners following a four-year comprehensive diploma course. All participants voluntarily took part in the study. Data was analyzed using the descriptive method of open coding by Tesch (in Creswell, 1994:154-156). Trustworthiness was ensured in accordance with Lincoln and Guba's (1985:290-326) principles of credibility, conformability, transferability and dependability. The findings were categorized into issues pertaining to nursing education as follows: curriculum overload; lack of theory and practice integration; teaching and assessment methods that do not promote critical thinking; tutors' lack of skills and experience; inadequate preparation of tutors for lectures; insufficient knowledge of tutors regarding outcomes-based education approach to teaching and learning; inadequate process of remedial teaching; discrepancies between tutors' marking; lack of clinical role-models and high expectations from the affiliated university as regards standards of nursing development programme by the staff development committee of the nursing college under study for implementation. Future research should focus on the effectiveness of the described strategies to improve the learners' performance. It is also recommended that similar studies be conducted or replicated in other nursing colleges to address the problem of poor performance of learners engaged in a four-year comprehensive diploma course.

Education majors' expectations and reported experiences with inquiry-based physics: Implications for student affect

NASA Astrophysics Data System (ADS)

Gaffney, Jon D. H.

2013-06-01

To address a perennial need to provide K-8 teachers with a solid foundation in science, there are many physics content courses throughout the United States. One such course is Physics and Astronomy for Teachers (PAT), which relies heavily on active-learning strategies. Although PAT is successful in teaching physics content, students sometimes report dissatisfaction with the course. Such instances of poor affect are worrisome because they may influence how teachers present science in their own classrooms. Therefore, this study investigates students’ affect in terms of their pedagogical expectations and potential personal learning outcomes with respect to PAT. Two sections of PAT, each containing approximately 40 students, were observed. Students in those sections were surveyed, and a sample were interviewed (N=10). An analysis of the data in terms of an expectancy violation framework shows that while students’ expectations regarding the hands-on and interactive components of PAT were met, they received substantially fewer lectures, class discussions, and opportunities to make class presentations than they had expected, even after they had been presented with the course syllabus and informed about the specific nature of the course. Additionally, students expected PAT to be more directly linked with their future teaching careers and therefore expected more opportunities to practice teaching science than they reported receiving. This investigation serves as a case study to provide insight into why students are sometimes frustrated and confused when first encountering active-learning classes, and it implies that instructors should be cognizant of those feelings and devote resources toward explicit orientation that emphasizes the purpose of the course and reasons behind their pedagogical choices.

Teaching civility to undergraduate nursing students using a virtue ethics-based curriculum.

PubMed

Russell, Martha Joan

2014-06-01

As professionals, nurses are expected to engage in respectful relationships with clients, other health care professionals, and each other. Regulatory bodies set standards and codes of ethics for professional behavior in nursing that clearly communicate expectations for civility. However, the wealth of literature on incivility in the profession indicates that nurses often fall short of meeting these standards in their interactions with other nurses. Currently, few effective strategies exist for nurse educators to teach civility to nursing students and prepare them to engage in healthy relationships with their colleagues. This article argues for the use of virtue ethics as a philosophical framework for teaching civility to undergraduate nursing students. The pedagogical strategies proposed may help students contribute to the development of healthy workplaces. Copyright 2014, SLACK Incorporated.

Getting Started with Taiji: Investigating Students Expectations and Teachers Appraisals of Taiji Beginners Courses

PubMed Central

Nedeljkovic, Marko; Bürgler, Christina; Wirtz, Petra H.; Seiler, Roland; Streitberger, Konrad M.; Ausfeld-Hafter, Brigitte

2012-01-01

In recent years, Taiji has been frequently investigated and considered as a stress management intervention. Although health care providers' appraisals and consumers' expectations are regarded as essential for treatment outcome, little attention has been drawn to this issue in Taiji research. In our study we have conducted two surveys to explore beginners' (n = 74) expectations and teachers' (n = 136) appraisals of their Taiji courses in general as well as more particularly related to stress management. Qualitative data analysis revealed that beginners mainly expected to learn a new method that is applicable in their daily life to foster peace of mind and to enhance their stress management. Congruently moderate-to-high improvements in stress management have also been found in quantitative analysis, whereby a lower educational level predicted higher expectations (P = 0.016). Taiji-teachers stated body- and mind-related benefits most frequently and appraised moderate-to-high improvements in stress management. Higher appraisals were predicted by a shorter teaching experience (P = 0.024). Our results inform about beginners' expectations and teachers' appraisals related to a Taiji-beginners course and highlight the role of educational background and teaching experience in shaping stress-management-related beginners' expectations and teachers' appraisals. PMID:23258990

Teaching Mathematics Education with Cultural Competency

ERIC Educational Resources Information Center

Dornoo, Michael

2015-01-01

Students learn through connections when understanding is enhanced by a more holistic view of the content. When mathematics is presented from diverse perspectives, students with diverse backgrounds, expectations, histories, and experiences benefit greatly. In this article the author addresses the need to teach mathematics with cultural competency…

International teachers negotiating 21st century science classrooms: a question of hybridized identities and pedagogical imaginaries

NASA Astrophysics Data System (ADS)

Tippins, Deborah J.; Hammond, Lorie; Hutchison, Charles B.

2006-12-01

International high school science teachers are crossing international and cultural borders to teach, raising important issues in education. In this article, we describe the cross-cultural assessment challenges that four international science teachers encountered when they migrated to teach in the United States. These included differences in grade expectations for a given quality of work, the weight given to final examinations, the assessment process, and cutoff scores for letter grades. To become proficient in their new teaching contexts, the participating teachers had to modify (or hybridize) their assessment philosophies and practices in order to conform to the expectations of their new schools. This hybridization process ushered them into what is proposed as the Pedagogical imaginary; a transitional space between the ``purity'' of their native educational conventions and that of their American schools. The implications of these findings are discussed in hopes of improving high school science teaching experiences for international science teachers.

Virtual school teacher's science efficacy beliefs: The effects of community of practice on science-teaching efficacy beliefs

NASA Astrophysics Data System (ADS)

Uzoff, Phuong Pham

The purpose of this study was to examine how much K-12 science teachers working in a virtual school experience a community of practice and how that experience affects personal science-teaching efficacy and science-teaching outcome expectancy. The study was rooted in theoretical frameworks from Lave and Wenger's (1991) community of practice and Bandura's (1977) self-efficacy beliefs. The researcher used three surveys to examine schoolteachers' experiences of a community of practice and science-teaching efficacy beliefs. The instrument combined Mangieri's (2008) virtual teacher demographic survey, Riggs and Enochs (1990) Science-teaching efficacy Beliefs Instrument-A (STEBI-A), and Cadiz, Sawyer, and Griffith's (2009) Experienced Community of Practice (eCoP) instrument. The results showed a significant linear statistical relationship between the science teachers' experiences of community of practice and personal science-teaching efficacy. In addition, the study found that there was also a significant linear statistical relationship between teachers' community of practice experiences and science-teaching outcome expectancy. The results from this study were in line with numerous studies that have found teachers who are involved in a community of practice report higher science-teaching efficacy beliefs (Akerson, Cullen, & Hanson, 2009; Fazio, 2009; Lakshmanan, Heath, Perlmutter, & Elder, 2011; Liu, Lee, & Lin, 2010; Sinclair, Naizer, & Ledbetter, 2010). The researcher concluded that school leaders, policymakers, and researchers should increase professional learning opportunities that are grounded in social constructivist theoretical frameworks in order to increase teachers' science efficacy.

Inter-Cultural Communication: Teaching Strategies, Resources and Materials for Teaching ESL or How to Change "Sabah Al-Khair" into Good Morning.

ERIC Educational Resources Information Center

Bohan, Robert C.

Speech instructors who teach English as a second language to international students are trying to help those students acquire a basic minimal command of English for success or survival in their education and do not require them to attain the fluency expected of native-born speakers of English. At one junior college where foreign student enrollment…

Graduate Student Attitudes toward Professor Pedagogical Content Knowledge, Transformational Teaching Practices, Student-Professor Engagement in Learning, and Student Deep Learning in Worldwide Business and Education Programs

ERIC Educational Resources Information Center

Economos, Jennifer Lynn

2013-01-01

Some professors are expected to remain competitive research scholars, as well as teach, particularly in research-intensive universities. It has been argued that some professors spend too much time on research to obtain institutional incentives or promotion, and not enough time on teaching. Consequently, some adjuncts assume the responsibility for…

Teaching and Assessing Professionalism in Radiology Resident Education.

PubMed

Kelly, Aine Marie; Gruppen, Larry D; Mullan, Patricia B

2017-05-01

Radiologists in teaching hospitals and in practices with residents rotating through are involved in the education of their residents. The Accreditation Council for Graduate Medical Education requires evidence that trainees are taught and demonstrate competency not only in medical knowledge and in patient care-the historic focus of radiology education-but also in the so-called non-interpretative core competencies, which include professionalism and interpersonal skills. In addition to accreditation agencies, the prominent assessment practices represented by the American Board of Radiology core and certifying examinations for trainees, as well as Maintenance of Certification for practitioners, are planning to feature more non-interpretative competency assessment, including professionalism to a greater extent. Because professionalism was incorporated as a required competency in medical education as a whole, more clarity about the justification and expected content for teaching about competence in professionalism, as well as greater understanding and evidence about appropriate and effective teaching and assessment methods, have emerged. This article summarizes justifications and expectations for teaching and assessing professionalism in radiology residents and best practices on how to teach and evaluate professionalism that can be used by busy radiology faculty in their everyday practice supervising radiology residents. Copyright © 2017 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

Improving Familytalk: Educating Families to Work Better.

ERIC Educational Resources Information Center

Barret, Robert L.

1982-01-01

Describes a structured group designed for families that include adolescents. The workshop, "Improving Familytalk": (1) assesses communication skills and weaknesses in families, (2) teaches improved communication skills, (3) applies skills by talking about problems and expectations, and (4) teaches how to build positive aspects of family life. (JAC)

Only an Expensive Horoscope.

ERIC Educational Resources Information Center

Berg, Craig A.; Clough, Michael

1991-01-01

Madeline Hunter's statements and teaching examples lead to a conception of teaching best described as a teacher-centered, funnel model. The Hunter lesson design may be useful to science teachers for some instructional objectives, but it cannot be expected to improve the state of science education. Includes five references. (MLH)

Teaching and Learning as Communication: A Cultural Approach.

ERIC Educational Resources Information Center

Chen, Zhuojun (Joyce)

With an ethnographic approach, this paper focused on the process of students' learning. It examines students' feelings about learning environments and expectations of college education, as well as professors' experiences with college teaching and their views of teachers' role in contemporary society. Unstructured, intensive interviews were…

Toward a gender-sensitive model of science teacher education for women primary and early childhood teachers

NASA Astrophysics Data System (ADS)

Bearlin, Margaret

1990-01-01

Female teachers predominate in primary schools, and tend both to have more negative perceptions of their teaching skills in the physical sciences than males, and to expect girls to perform less well in these areas than boys, with likely serious consequences for girls. In this context the WASTE (Women and Science Teacher Education) Project sought to identify characteristics for teacher education programs which, in the opinion of their conveners, were productive in changing the attitude toward the teaching of science, or in changing the actual mode of teaching science, of women preservice and practising teachers. This paper reports the findings of the WASTE Project which surveyed the conveners of pre- and inservice programs and outlined the three models of exemplary practice used to classify responses: subject-centred, learner-centred and knowledge and person-centred. These models were based largely on differing explanations given for attitude change and on implicit concepts of knowledge, persons, and teaching and learning, and on the importance attributed to gender as a variable. Secondly, it shows how the Primary and Early Childhood Science and Technology Education Project, a gender-sensitive action-research project, was built on these findings. Finally, using these models, it offers a critique of the gender perspective of the Discipline Review of Teacher Education (DEET, 1989).

Home-based teaching: what are we asking of parents?

PubMed

McConachie, H R

1991-01-01

Professional services for young children with disabilities generally expect parents (usually mothers) to carry out teaching or therapy exercises at home. Their advice often implies structuring the work into special daily sessions. In this study, parents were asked to carry out play sessions, and managed 62% of the available days. Reasons for missing sessions were primarily shortage of time or child illness. Mothers were more likely to carry out sessions where their child was of lower ability, and fathers less likely. Discussion concentrates on the need for professionals to vary their expectations and approach with individual parents' philosophies and energies.

Innovative approach to teaching communication skills to nursing students.

PubMed

Zavertnik, Jean Ellen; Huff, Tanya A; Munro, Cindy L

2010-02-01

This study assessed the effectiveness of a learner-centered simulation intervention designed to improve the communication skills of preprofessional sophomore nursing students. An innovative teaching strategy in which communication skills are taught to nursing students by using trained actors who served as standardized family members in a clinical learning laboratory setting was evaluated using a two-group posttest design. In addition to current standard education, the intervention group received a formal training session presenting a framework for communication and a 60-minute practice session with the standardized family members. Four domains of communication-introduction, gathering of information, imparting information, and clarifying goals and expectations-were evaluated in the control and intervention groups in individual testing sessions with a standardized family member. The intervention group performed better than the control group in all four tested domains related to communication skills, and the difference was statistically significant in the domain of gathering information (p = 0.0257). Copyright 2010, SLACK Incorporated.

The impact of a professional development model on middle school science teachers' efficacy and implementation of inquiry

NASA Astrophysics Data System (ADS)

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

2016-12-01

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

Prioritization in medical school simulation curriculum development using survey tools and desirability function: a pilot experiment.

PubMed

Ingrassia, Pier Luigi; Barozza, Ludovico Giovanni; Franc, Jeffrey Michael

2018-01-01

In Italy, there is no framework of procedural skills that all medical students should be able to perform autonomously at graduation. The study aims at identifying (1) a set of essential procedural skills and (2) which abilities could be potentially taught with simulation. Desirability score was calculated for each procedure to determine the most effective manner to proceed with simulation curriculum development. A web poll was conducted at the School of Medicine in Novara, looking at the level of expected and self-perceived competency for common medical procedures. Three groups were enrolled: (1) faculty, (2) junior doctors in their first years of practice, and (3) recently graduated medical students. Level of importance of procedural skills for independent practice expressed by teachers, level of mastery self-perceived by learners (students and junior doctors) and suitability of simulation training for the given technical skills were measured. Desirability function was used to set priorities for future learning. The overall mean expected level of competency for the procedural skills was 7.9/9. Mean level of self reported competency was 4.7/9 for junior doctors and 4.4/9 for recently graduated students. The highest priority skills according to the desirability function were urinary catheter placement, nasogastric tube insertion, and incision and drainage of superficial abscesses. This study identifies those technical competencies thought by faculty to be important and assessed the junior doctors and recent graduates level of self-perceived confidence in performing these skills. The study also identifies the perceived utility of teaching these skills by simulation. The study prioritizes those skills that have a gap between expected and observed competency and are also thought to be amenable to teaching by simulation. This allows immediate priorities for simulation curriculum development in the most effective manner. This methodology may be useful to researchers in other centers to prioritize simulation training.

Child Development Knowledge and Teacher Preparation: Confronting Assumptions.

ERIC Educational Resources Information Center

Katz, Lilian G.

This paper questions the widely held assumption that acquiring knowledge of child development is an essential part of teacher preparation and teaching competence, especially among teachers of young children. After discussing the influence of culture, parenting style, and teaching style on developmental expectations and outcomes, the paper asserts…

East-Asian Teaching Practices through the Eyes of Western Learners

ERIC Educational Resources Information Center

Chen, Rainbow Tsai-Hung

2014-01-01

Many East-Asian countries are actively positioning themselves as receiving countries of international students. Consequently, the number of international students in these countries is steadily growing. Given the differences between Eastern and Western conceptions of teaching and learning, it could be expected that Western learners studying in the…

Internationalising Teacher Education for a "Glocal" Curriculum: South Koreans Learning to Teach Hong Kong Liberal Studies

ERIC Educational Resources Information Center

Jackson, Liz; Han, Ana Yoon Jin

2016-01-01

Internationalisation in education facilitates student and teacher mobility. Though Hong Kong has embraced internationalisation in education, international university students can face challenges related to cultural difference. In teacher education, these challenges can be amplified, as student-teachers face expectations to teach schoolchildren…

Self-Efficacy, an Oriental Twist

ERIC Educational Resources Information Center

Jack, Brady M.; Liu, Chia-Ju; Chiu, Hoan-Lin

2005-01-01

This paper presents the results of a case study involving Taiwanese elementary teachers who teach science at the elementary grade school level. It advocates the position that a teacher's personal science efficacy belief influences his or her science teaching outcome expectations. It also points to an important metamorphosis that is taking place…

Teaching with Passion

ERIC Educational Resources Information Center

Thomas, Jerelyn

2007-01-01

Teachers will always have to deal with uniform standards and test-related expectations. Beyond that, they need to build a community in which students experience their passion for the subjects they teach and their passion to raise them up. Students need to see teachers' passions--it gives them proof that teachers enjoy learning. Bonding with…

How "Flipping" the Classroom Can Improve the Traditional Lecture

ERIC Educational Resources Information Center

Berrett, Dan

2012-01-01

In this article, the author discusses a teaching technique called "flipping" and describes how "flipping" the classroom can improve the traditional lecture. As its name suggests, flipping describes the inversion of expectations in the traditional college lecture. It takes many forms, including interactive engagement, just-in-time teaching (in…

The New Rhetoric: Implications for Secondary Teaching.

ERIC Educational Resources Information Center

D'Angelo, Frank J.

To teach students how to write in a contemporary style, a secondary-school English teacher must be able to describe adequately the kind of writing he expects. Since many modern writers frequently ignore the guidelines proffered in traditional writing handbooks, the "new rhetoric"--a descriptive approach to composition that substitutes objective,…

Prospective Primary Teachers' Self-Efficacy and Emotions in Science Teaching

ERIC Educational Resources Information Center

Brigido, Maria; Borrachero, Ana Belen; Bermejo, Maria Luisa; Mellado, Vicente

2013-01-01

The self-efficacy of prospective primary teachers was studied, considering in particular the relationship of that construct with the emotions they expect to experience as future science teachers, differentiating between when they will be teaching the content of the "nature sciences" (biology and geology) and that of the "hard…

Expectancy Theory Outcomes and Student Evaluations of Teaching

ERIC Educational Resources Information Center

Ernst, David

2014-01-01

As student evaluation of teaching (SET) instruments are increasingly administered online, research has found that the response rates have dropped significantly. Validity concerns have necessitated research that explores student motivation for completing SETs. This study uses Vroom's [(1964). "Work and motivation" (3rd ed.). New York, NY:…

Quick and easy stress-relief techniques.

PubMed

Jacono, B J; Jacono, J J

1997-02-01

Since nurses are constantly bombarded by stress, you would expect many documented interventions to help them deal with it. But such interventions are hard to find. As one researcher remarked, there are lots of courses to teach nurses about mental illness, but few to teach them how to improve their own mental health.

The Role of Prediction in the Teaching and Learning of Mathematics

ERIC Educational Resources Information Center

Lim, Kien H.; Buendia, Gabriela; Kim, Ok-Kyeong; Cordero, Francisco; Kasmer, Lisa

2010-01-01

The prevalence of prediction in grade-level expectations in mathematics curriculum standards signifies the importance of the role prediction plays in the teaching and learning of mathematics. In this article, we discuss benefits of using prediction in mathematics classrooms: (1) students' prediction can reveal their conceptions, (2) prediction…

"Jaja" in Spoken German: Managing Knowledge Expectations

ERIC Educational Resources Information Center

Taleghani-Nikazm, Carmen; Golato, Andrea

2016-01-01

In line with the other contributions to this issue on teaching pragmatics, this paper provides teachers of German with a two-day lesson plan for integrating authentic spoken language and its associated cultural background into their teaching. Specifically, the paper discusses how "jaja" and its phonetic variants are systematically used…

Transfer of Academic Staff Learning in a Research-Intensive University

ERIC Educational Resources Information Center

Ginns, Paul; Kitay, Jim; Prosser, Michael

2010-01-01

In both Australia and abroad, there is an increasing pressure towards professionalisation of university teaching, with the expectation that academic development courses, such as the Graduate Certificate in Education Studies (higher education), lead to better teaching and learning practices. However, the knowledge, skills and/or attitudes that…

Principles of Course Design for Language Teaching. New Directions in Language Teaching.

ERIC Educational Resources Information Center

Yalden, Janice

An introduction to contemporary views of second/foreign language course design is intended for even relatively inexperienced teachers wishing to meet the somewhat sophisticated current expectations for language training. First, it provides theoretical background concerning the concepts of communicative competence and second language proficiency,…

Academic Staff Workloads and Job Satisfaction: Expectations and Values in Academe

ERIC Educational Resources Information Center

Houston, Don; Meyer, Luanna H.; Paewai, Shelley

2006-01-01

University academic staff do complex work in an increasingly demanding environment. Traditionally, universities have defined the role of academic staff according to the three domains of teaching, research, and service, with primary emphasis placed upon the teaching and research aspects and secondary emphasis upon service or administration. Recent…

Teachers' Curricular Decision Making in Response to a New Social Studies Textbook.

ERIC Educational Resources Information Center

Kon, Jane Heckley

1995-01-01

Reports on a study of how seven fifth-grade teachers organized their social studies curriculum following the adoption of a new textbook. Finds that teaching styles were more varied than might be expected given the similarity of materials. Discusses three observed teaching styles. (CFR)

Describing Physics Student Teachers' Orientations through Lesson Planning

ERIC Educational Resources Information Center

Karal, Isik Saliha

2017-01-01

Recent educational reforms realized in teacher education programs (TEPs) and secondary physics syllabus were aimed at placing the learning and teaching approaches in a constructivist framework. For this reason, student teachers in pre-service TEPs are expected to develop orientations adopting student-centred teaching approaches. The purpose of…

Understanding and Managing Student Hostility

ERIC Educational Resources Information Center

Keener, Sally; Leaman, David R.

2007-01-01

Conscientious educators grapple with the challenge of teaching all students, including emotionally troubled, high risk students. The general expectation is that teachers should know how to reach and teach every student--even the most irritating and obstinate child. To do that, teachers must be able to identify basic psychological factors of…

Pedagogical Content Knowledge in Mathematical Modelling Instruction

ERIC Educational Resources Information Center

Tan, Liang Soon; Ang, Keng Cheng

2012-01-01

This paper posits that teachers' pedagogical content knowledge in mathematical modelling instruction can be demonstrated in the crafting of action plans and expected teaching and learning moves via their lesson images (Schoenfeld, 1998). It can also be developed when teachers shape appropriate teaching moves in response to students' learning…

Optics Education In The United Kingdom

NASA Astrophysics Data System (ADS)

Smith, Robin

1989-04-01

In this paper we review optics teaching at the postgraduate MSc level in the UK. We precede this with some personal comments based on 20 years teaching experience in the Applied Optics MSc Course at Imperial College, London. As one might expect much of the MSc teaching in the UK is based at centres of research in optics. There are other centres of research where "modern" optics is only taught in undergraduate (BSc) option courses.

Reading: Great Expectations. Proceedings of the Annual Reading Conference (11th, Terre Haute, Indiana, June 11-12, 1981).

ERIC Educational Resources Information Center

Gibbs, Vanita M., Comp.; Pabst, Robert L., Comp.

One of a series of publications on selected aspects of reading curriculum development, this monograph contains eight papers that deal with expectations in the teaching of reading. Topics covered include (1) the relationship between reading and writing, (2) changing expectations in education, (3) skills programs for remedial readers, (4) ways to…

The efficacy beliefs of preservice science teachers in professional development school and traditional school settings

NASA Astrophysics Data System (ADS)

Newsome, Demetria Lynn

Teachers' efficacy beliefs have been shown to correlate positively with to the successful implementation of science reform measures (National Research Council, 1996) and are context specific (Koul & Rubba, 1999). Studies on teacher efficacy in specific contexts have been conducted including the availability of resources and parent support (Tschannen-Moran & Hoy, 2002), classroom management (Emmer & Hickman, 1990; Raudenbush, Rowen, & Cheong, 1992); and institutional climate and behavior of the principal (Hoy & Woolfolk, 1993). The purpose of this study was to compare the science teaching efficacy beliefs of teacher interns prepared in professional development schools with those of student teachers prepared in traditional school settings. Other variables examined included academic level, academic major, and area of science concentration. Preservice science teacher efficacy beliefs were measured using the Science Teaching Efficacy Beliefs Instrument for Preservice Science Teachers, STEBI Form B (Enoch & Riggs, 1990) with demographic information being collected by an accompanying questionnaire. Analyses included scoring the surveys on two scales, Personal Science Teaching Efficacy Beliefs Scale and the Outcome Expectancy Scale, calculating descriptive statistics, as well as performing MANOVAS and correlations. Results indicate that preservice science teachers working in professional development schools exhibit higher personal science teaching efficacy beliefs. This finding corroborates previous studies on the efficacy beliefs of preservice teachers working in PDS schools (Long, 1996; Sandholtz & Dadlez, 2000). Results also show a strong correlation between the personal science teaching efficacy beliefs and the setting where student teaching takes place. In addition, significant differences were found in the personal science teaching efficacy beliefs between elementary education majors and science majors, science education majors, and secondary education majors. Findings of the study have implications for the design of preservice science teacher clinical experiences including providing longer, organized clinical experiences and preferential selection of preservice science teachers for PDS practicum assignments.

Statistics teaching in medical school: opinions of practising doctors.

PubMed

Miles, Susan; Price, Gill M; Swift, Louise; Shepstone, Lee; Leinster, Sam J

2010-11-04

The General Medical Council expects UK medical graduates to gain some statistical knowledge during their undergraduate education; but provides no specific guidance as to amount, content or teaching method. Published work on statistics teaching for medical undergraduates has been dominated by medical statisticians, with little input from the doctors who will actually be using this knowledge and these skills after graduation. Furthermore, doctor's statistical training needs may have changed due to advances in information technology and the increasing importance of evidence-based medicine. Thus there exists a need to investigate the views of practising medical doctors as to the statistical training required for undergraduate medical students, based on their own use of these skills in daily practice. A questionnaire was designed to investigate doctors' views about undergraduate training in statistics and the need for these skills in daily practice, with a view to informing future teaching. The questionnaire was emailed to all clinicians with a link to the University of East Anglia Medical School. Open ended questions were included to elicit doctors' opinions about both their own undergraduate training in statistics and recommendations for the training of current medical students. Content analysis was performed by two of the authors to systematically categorize and describe all the responses provided by participants. 130 doctors responded, including both hospital consultants and general practitioners. The findings indicated that most had not recognised the value of their undergraduate teaching in statistics and probability at the time, but had subsequently found the skills relevant to their career. Suggestions for improving undergraduate teaching in these areas included referring to actual research and ensuring relevance to, and integration with, clinical practice. Grounding the teaching of statistics in the context of real research studies and including examples of typical clinical work may better prepare medical students for their subsequent career.

Confirmation of Expectations and Satisfaction with Hospital Information Systems: A Nursing Perspective.

PubMed

Ayatollahi, Haleh; Langarizadeh, Mostafa; Chenani, Habib

2016-10-01

This study aimed to compare nurses' satisfaction with, and expectations of, hospital information systems in two teaching hospitals. This was a survey study, which was completed in 2014. The potential participants were 267 nurses who worked in two teaching hospitals and used the same hospital information system. Data were collected using two questionnaires. Both questionnaires were examined in terms of content validity and reliability. The results showed that, for a majority of nurses, their expectations of the system were not met in either hospital. Moreover, there was a significant association between the nurses' expectations and the perceived usefulness of the systems ( p < 0.001), between the nurses' expectations and their satisfaction with the systems ( p < 0.001), and between the perceived usefulness and nurses' satisfaction with the systems ( p < 0.001). The results suggested that, apart from the technical issues of implementing clinical information systems, non-technical factors should be taken into account. Among them, the nature of clinical tasks and the organizational culture require more attention to allow a successful system to be designed and implemented.

Simulation-guided cardiac auscultation improves medical students' clinical skills: the Pavia pilot experience.

PubMed

Perlini, Stefano; Salinaro, Francesco; Santalucia, Paola; Musca, Francesco

2014-03-01

Clinical evaluation is the cornerstone of any cardiac diagnosis, although excessive over-specialisation often leads students to disregard the value of clinical skills, and to overemphasize the approach to instrumental cardiac diagnosis. Time restraints, low availability of "typical" cardiac patients on whom to perform effective bedside teaching, patients' respect and the underscoring of the value of clinical skills all lead to a progressive decay in teaching. Simulation-guided cardiac auscultation may improve clinical training in medical students and residents. Harvey(©) is a mannequin encompassing more than 50 cardiac diagnoses that was designed and developed at the University of Miami (Florida, USA). One of the advantages of Harvey(©) simulation resides in the possibility of listening, comparing and discussing "real" murmurs. To objectively assess its teaching performance, the capability to identify five different cardiac diagnoses (atrial septal defect, normal young subject, mitral stenosis with tricuspid regurgitation, chronic mitral regurgitation, and pericarditis) out of more than 50 diagnostic possibilities was assessed in 523 III-year medical students (i.e. at the very beginning of their clinical experience), in 92 VI-year students, and in 42 residents before and after a formal 10-h teaching session with Harvey(©). None of them had previously experienced simulation-based cardiac auscultation in addition to formal lecturing (all three groups) and bedside teaching (VI-year students and residents). In order to assess the "persistence" of the acquired knowledge over time, the test was repeated after 3 years in 85 students, who did not repeat the formal 10-h teaching session with Harvey(©) after the III year. As expected, the overall response was poor in the "beginners" who correctly identified 11.0 % of the administered cardiac murmurs. After simulation-guided training, the ability to recognise the correct cardiac diagnoses was much better (72.0 %; p < 0.001 vs. baseline). Rather unexpectedly, before the tutorial, the performance of VI-year students and of residents was not significantly different from their III-year colleagues, since the two groups correctly identified 14.2 and 16.2 % of the diagnoses, respectively. After the tutorial, the VI-year students and the residents also improved their overall performance (to 73.1 and 76.1 %, respectively; p < 0.001 for both when compared to before the tutorial). The persistence of this capability after 3 years was remarkable, since the 85 students who repeated the test without any further exposure to the 10-h teaching session with Harvey(©) correctly identified 68.4 % of the possible cardiac diagnoses (p < 0.001 vs. baseline). These data underscore the importance of clinical training in order to improve auscultation skills in our academic setting, prompting to redesign teaching curricula. Simulation-based cardiac auscultation should be considered as the "missing link" between formal lecturing and bedside teaching of heart sounds and murmurs.

Project Pandora: Student Teaching and Learning (Resources) Tool Box

ERIC Educational Resources Information Center

Loves, Mark

2009-01-01

Feedback from post graduate domestic and international students has highlighted the difficulties many have in coping with academic expectations of critical analytical thinking, reading and writing skills, academic language, referencing and expectations surrounding plagiarism and assessment. Many international students indicate that these concepts…

Health students' expectations of the ideal educational environment: a qualitative research.

PubMed

Aghamolaei, Teamur; Shirazi, Mandana; Dadgaran, Ideh; Shahsavari, Hooman; Ghanbarnejad, Amin

2014-10-01

Educational environment is an important determinant of students' behavior and its elements are associated with academic achievement and course satisfaction. The aim of this study was to determine students' expectations of the ideal educational environment. This was a qualitative study with content analysis approach. Using a theoretical sampling method, we selected eight students from Health School of Hormozgan University of Medical Sciences, studying health education, public health, environmental health, occupational health and medical entomology. To collect data, semi-structured interviews were used and continued until reaching data saturation. Qualitative content analysis was used to analyze the data. Students' expectations of the ideal educational environment emerged in four main themes including school atmosphere, teaching, human aspects (with three subthemes including teachers, students, and school staff) and non-human aspects (with two subthemes including educational equipment and physical environment). Educational environment is a multidimensional issue and to achieve an ideal educational environment, educational planners should meet the students' expectations of the school atmosphere, teaching, teachers, students, school staff, educational equipment and physical environment.

Teaching Students with Disabilities: A Web-Based Examination of Preparation of Preservice Primary School Teachers

ERIC Educational Resources Information Center

Stephenson, Jennifer; O'Neill, Sue; Carter, Mark

2012-01-01

With increasing expectations that preservice teachers will be prepared to teach students with special needs in regular classrooms, it is timely to review relevant units in teacher education courses. Units relevant to special education/inclusion in primary undergraduate teacher preparation courses in Australian tertiary institutions, delivered in…

To Culture or Not to Culture, That Is the Question!

ERIC Educational Resources Information Center

Ulum, Ömer Gökhan

2016-01-01

Simply, culture might be described as a way of life or everything that a society forms and develops over its history. Since culture and language are seen to be inseparable, language teaching courses are supposed to contain some cultural elements. Considering this issue, language teaching curriculums are expected to cover cultural compounds from…

Educators in Crisis: The Need to Improve the Teaching Workplace and Teaching as a Profession.

ERIC Educational Resources Information Center

Wangberg, Elaine G.

A survey questionnaire, designed to explore the extent of job dissatisfaction among female elementary school teachers, elicited responses from 255 subjects with varying demographic and socioeconomic backgrounds from different parts of the country. Questionnaire items focused upon: (1) personal background; (2) job expectations; (3) satisfaction;…

Aspirations and Expectations: Comparing Scientist and Teacher Views as a Source of Ideas for Teaching Evolution

ERIC Educational Resources Information Center

Weiss, Matthias; Dreesmann, Daniel C.

2014-01-01

Biological evolution still lacks representation in school, especially below high school level. In order to find new implications that could help achieve significant improvement in teaching evolution, twelve expert interviews with both renowned researchers and experienced science teachers were conducted. Results of the comparison between the…

Modeling: A Direct Instruction Model for Programming Reading Comprehension.

ERIC Educational Resources Information Center

Wise, Beth S.

Modeling the behaviors they expect students to exhibit is one way teachers can teach comprehension skills. Teachers need to give multiple examples wherein the teacher models every behavior students should exhibit, giving the answer to the question, and giving the line of reasoning followed to arrive at the answer. To teach each separate…

Web 2.0 Tools for Supporting Teaching

ERIC Educational Resources Information Center

Konstantinidis, Angelos; Theodostadou, Dimitra; Pappos, Christos

2013-01-01

Web 2.0 tools provide enormous opportunities for teaching and learning, yet their application in education is still underdeveloped. What is more, it is no longer possible for teachers to ignore such a technological advance, while they are expected to provide students with opportunities to take control of their learning. However, teachers are still…

Tune in to What the New Generation of Teachers Can Do

ERIC Educational Resources Information Center

Richardson, Joan

2011-01-01

More young people are entering the teaching profession. These Millennials, meaning those born in 1978 or later, have different expectations than the older teachers they are replacing. This article explores some of these differences and suggests methods to help integrate Millennials smoothly into the teaching force. Reprinted with permission from…

Do We Expect Too Much of Bilingual Teachers? Bilingual Teaching in Developing Countries

ERIC Educational Resources Information Center

Benson, Carol

2004-01-01

Given the unique character of bilingual students and the programmes that support them, primary bilingual teaching is a challenging job in any country. However, bilingual teachers in developing contexts are especially challenged; they are often undertrained and underpaid, and must function in under-resourced schools with undernourished students.…

Using Powerpoint Animations to Teach Operations Management Techniques and Concepts

ERIC Educational Resources Information Center

Treleven, Mark D.; Penlesky, Richard J.; Callarman, Thomas E.; Watts, Charles A.; Bragg, Daniel J.

2014-01-01

This article examines the value of using complex animated PowerPoint presentations to teach operations management techniques and concepts. To provide context, literature covering the use of PowerPoint animations in business education is briefly reviewed. The specific animations employed in this study are identified and their expected benefits to…

Preparing Pre-Service Teachers for Professional Engagement through Place/Community Pedagogies and Partnerships

ERIC Educational Resources Information Center

Green, Monica M.

2016-01-01

There is an expectation that Australian teachers engage professionally in all aspects of teaching and learning, including engagement with teaching networks and broader communities. This paper reports on a partnership between a teacher educator and an environmental educator who set out to expand pre-service teachers' professional knowledge,…

Instructor Credibility across Disciplines: Identifying Students' Differentiated Expectations of Instructor Behaviors

ERIC Educational Resources Information Center

Obermiller, Carl; Ruppert, Bryan; Atwood, April

2012-01-01

Business communication instructors can face a unique set of challenges to maintain their credibility with students. Communication plays an important role in the instructor-student relationship, and students judge instructors' ability to teach communication based on their ability to practice what they teach. The authors' empirical study shows that…

A Psychological Perspective on the Temporal Dimensions of E-Learning

ERIC Educational Resources Information Center

Terras, Melody M.; Ramsay, Judith

2014-01-01

Psychological perspectives have long been reflected in educational theory and practice. Therefore, we expect psychology to contribute to our understanding of the impact of technology on the temporal aspects of teaching and learning in this digital age. Understanding how we learn, and how learning and teaching can be facilitated, are key to…

Teaching Interview Skills to Undergraduate Engineers: An Emerging Area of Library Instruction

ERIC Educational Resources Information Center

Nelson, Megan Sapp

2009-01-01

Librarianship is one of a limited number of disciplines that deliberately learn and practice the art of the interview. For engineering librarians, this gives expertise and a role in teaching professional skills that are increasingly expected in the engineering profession. The reference interview and design interview have many similarities. Some…

Pedagogical Shift in the Twenty-First Century: Preparing Teachers to Teach with New Technologies

ERIC Educational Resources Information Center

Chigona, Agnes

2015-01-01

The expectation in education today is that pre-service teachers should graduate from teacher education adequately prepared to teach with Information Communication Technologies (ICTs) that have potential to enhance curriculum delivery, hence improving quality of education. However, research shows that pre-service teachers are graduating from…

Manipulatives and Problem Situations as Escalators for Students' Geometric Understanding: A Semiotic Analysis

ERIC Educational Resources Information Center

Daher, Wajeeh M.

2014-01-01

Mathematical learning and teaching are increasingly seen as a multimodal experience involved in cultural and social semiotic registers and means, and as such social-cultural semiotic analysis is expected to shed light on learning and teaching processes occurring in the mathematics classroom. In this research, three social-cultural semiotic…

The Teaching of Reading and Its New Emphasis

ERIC Educational Resources Information Center

Ediger, Marlow

2015-01-01

Teachers and supervisors of reading instruction need to stay abreast of trends and concerns when assisting pupils to achieve more optimally. Reading which meets high expectations is needed in school and in society. Thus, professionals involved in teaching reading in different academic and curriculum areas need to utilize the best methods of…

How to Improve Teaching Practices: The Role of Teacher Motivation, Organizational Factors, and Leadership Practices

ERIC Educational Resources Information Center

Thoonen, Erik E. J.; Sleegers, Peter J. C.; Oort, Frans J.; Peetsma, Thea T. D.; Geijsel, Femke P.

2011-01-01

Purpose: Although it is expected that building schoolwide capacity for teacher learning will improve teaching practices, there is little systematic evidence to support this claim. This study aimed to examine the relative impact of transformational leadership practices, school organizational conditions, teacher motivational factors, and teacher…

Understanding Reactions to Workplace Injustice through Process Theories of Motivation: A Teaching Module and Simulation

ERIC Educational Resources Information Center

Stecher, Mary D.; Rosse, Joseph G.

2007-01-01

Management and organizational behavior students are often overwhelmed by the plethora of motivation theories they must master at the undergraduate level. This article offers a teaching module geared toward helping students understand how two major process theories of motivation, equity and expectancy theories and theories of organizational…

Coaching to Build Support for Inquiry-Based Teaching

ERIC Educational Resources Information Center

Bransfield, Paula; Holt, Patrice; Nastasi, Patricia

2007-01-01

In teaching science today, the emphasis is on inquiry-based pedagogies, with the expectation that students in the science classroom will be exposed to the theories and practices of scientists in the science community. However, for many science teachers, implementing inquiry in the classroom is a daunting task. In the traditional classroom setting,…

Validation of Scores from a New Measure of Preservice Teachers' Self-Efficacy to Teach Statistics in the Middle Grades

ERIC Educational Resources Information Center

Harrell-Williams, Leigh M.; Sorto, M. Alejandra; Pierce, Rebecca L.; Lesser, Lawrence M.; Murphy, Teri J.

2014-01-01

The influential "Common Core State Standards for Mathematics" (CCSSM) expect students to start statistics learning during middle grades. Thus teacher education and professional development programs are advised to help preservice and in-service teachers increase their knowledge and confidence to teach statistics. Although existing…

Development of Chemical Engineering Course Methods Using Action Research: Case Study

ERIC Educational Resources Information Center

Virkki-Hatakka, Terhi; Tuunila, Ritva; Nurkka, Niina

2013-01-01

This paper reports on the systematic development of a teaching methodology for two chemical engineering courses. The aim was to improve the quality of teaching to achieve expected learning outcomes more effectively. The development was carried out over a period of several years based on an action research methodology with data systematically…

Flexible Expectations of Learning Outcomes in Science

ERIC Educational Resources Information Center

Binstead, Ayla; Campbell, Kirsty; Guasch, Susana Fraile; Sullivan, Claire; Williams, Lydia

2014-01-01

In this article five trainee teachers specialising in science at the University of Winchester describe their experience teaching science for three consecutive Fridays within a 2 year class (ages 6-7). They were given the task of teaching food and nutrition through the class topic of "turrets and tiaras," a medieval history focus. Their…

Video-Enhanced Training to Support Professional Development in Elementary Science Teaching: A Beginning Teacher's Experience

ERIC Educational Resources Information Center

Hamel, Christine; Viau-Guay, Anabelle; Ria, Luc; Dion-Routhier, Justine

2018-01-01

Elementary teachers are expected to teach complex and authentic lessons and integrating multiple disciplines. In so doing, they must take many elements into account, such as disciplinary content, learning standards, and pedagogical knowledge, in an ever more complex environment, including pupils' increasingly heterogeneous characteristics. Our…

Teaching Style, ICT Experience and Teachers' Attitudes toward Teaching with Web 2.0

ERIC Educational Resources Information Center

Kale, Ugur; Goh, Debbie

2014-01-01

Emphasis on 21st Century Skills development has increased expectations on teachers to take advantages of emerging technologies to support student learning. Yet it is not clear whether teachers are well equipped with the necessary skills, support, and positive attitudes toward integrating them in their practices. Even though student-centered…

How to Transform Teaching with Tablets

ERIC Educational Resources Information Center

Daccord, Tom; Reich, Justin

2015-01-01

Without a change in our technology integration strategies, there's no reason to expect that a new device will magically create new teaching practices. In some iPad classrooms, students are engaged in truly innovative work. On the whole, however, tablets are most often used to reproduce existing practices. To make the most of their investment in…

Teaching Reading Comprehension to Learners with Autism Spectrum Disorder: Predictors of Teacher Self-Efficacy and Outcome Expectancy

ERIC Educational Resources Information Center

Accardo, Amy L.; Finnegan, Elizabeth G.; Gulkus, Steven P.; Papay, Clare K.

2017-01-01

Learners with autism spectrum disorder (ASD) often exhibit difficulty in the area of reading comprehension. Research connecting the learning needs of individuals with ASD, existing effective practices, teacher training, and teacher perceptions of their own ability to teach reading comprehension is scarce. Quantitative survey methodology and…

Technology Is Changing What's "Fair Use" in Teaching.

ERIC Educational Resources Information Center

Howe-Steiger, Linda; Donohue, Brian

2002-01-01

Describes the ways in which technology is changing the Doctrine of Fair Use. Desktop publishing and Internet and Web-based teaching are expected to erode traditional applications of Fair Use for educational purposes. Makes the case that instructors and researchers should assume that there is no Fair Use on the Internet. (SLD)

The Impact of an Online Learning Program on Teaching and Learning Strategies

ERIC Educational Resources Information Center

Livingston, Kay; Condie, Rae

2006-01-01

Just as the workplace, for many adults, has been transformed by the introduction of information and communication technology (ICT), expectations are high that educational establishments, particularly schools, will follow suit. This article explores the impact of technology on learning and teaching in the classroom. It draws on the findings of…

Five Websites that Support Standards-Based Teaching and Learning

ERIC Educational Resources Information Center

Wasburn-Moses, Leah

2007-01-01

Today's special education teachers are expected to be able to give all students access to the general education curriculum (McLaughlin & Thurlow, 2003). This responsibility can be particularly challenging given the wide range of ages, ability levels, and needs of the students they teach (Huefner, 2000). This paper describes results of a thorough…

Teaching the Movement: The State Standards We Deserve

ERIC Educational Resources Information Center

Shuster, Kate

2012-01-01

The September 2011 report, "Teaching the Movement: The State of Civil Rights Education in the United States 2011," was prompted by the news that American high school seniors knew little about the civil rights movement. Knowing that low expectations often contribute to poor student achievement, the report took a close look at the content…

Effects of Elementary Teacher Preparation and Support on Retention

ERIC Educational Resources Information Center

Turpin-Padberg, Sarah

2017-01-01

With the start of every school year, new teachers enter classrooms across our country filled with excitement surrounding the impact they hope to have on students. Some teachers discover that teaching at the elementary level can often times involve more than teaching and loving children. The expectations, demands, and time constraints put on new…

Self-Regulated Learning as a Critical Attribute for Successful Teaching and Learning

ERIC Educational Resources Information Center

Iwamoto, Darren H.; Hargis, Jace; Bordner, Richard; Chandler, Pomaika'inani

2017-01-01

The purpose of this scholarship of teaching and learning was to define and assess the level of self-regulation skills undergraduate students possess. Participants completed the Motivated Strategies for Learning Questionnaire (MSLQ). Through the analysis of the MSLQ, students reported having high expectations for themselves. Yet, students were…

Antecedents for Interrole Conflict in the High School Teacher/Coach

ERIC Educational Resources Information Center

Ryan, Timothy D.

2008-01-01

Antecedents for interrole conflict between the teaching role and coaching role for the high school teacher coach (TC) were examined. It was expected that younger TCs, those in smaller schools, TCs with more coaching jobs, or TCs with an unbalanced role preference will experience more conflict between the teaching and coaching role. Using…

Sunflowers, Handwash and Tablets for a Sick Puppy!

ERIC Educational Resources Information Center

Andrews, Sue

2011-01-01

Many schools are now moving towards a more creative curriculum and a topic approach in their teaching. Setting science in a real, meaningful context can capture children's imagination, while offering opportunities for teaching skills in maths, ICT, literacy, technology or art. In science, the teacher may know the expected outcome, but the children…

Contract Teaching -- One Step Toward Humanizing Education.

ERIC Educational Resources Information Center

Aierstock, Barbara A.

This paper examines the subject of "contract teaching", particularly as it relates to the field of instruction for physical education majors. Essentially, contracting for grades includes, "...an agreement between a teacher and a student at the beginning of a course as to the grade the student expects to receive and the amount and quality of work…

Preschool Teachers' Use of Pyramid Model Practices in Mainland China

ERIC Educational Resources Information Center

Luo, Li; Snyder, Patricia; Clark, Cinda L.; Hong, Xiumin

2017-01-01

The social domain is 1 of 5 preschool curricular domains in mainland China. Chinese preschool teachers are expected to use teaching practices that foster young children's social competence. The purpose of this study was to explore a small sample of Chinese preschool teachers' use of teaching and behavior support practices associated with the…

Teaching and Learning in Japan.

ERIC Educational Resources Information Center

Rohlen, Thomas P., Ed.; LeTendre, Gerald K., Ed.

The essays gathered in this volume are united by the common goal of understanding teaching and learning in Japan as it actually occurs. The essays seek to answer questions about the actual conduct of learning in different settings and at different points in the life cycle. This volume explores the expectations and associations found in specific…

Blended Learning and Team Teaching: Adapting Pedagogy in Response to the Changing Digital Tertiary Environment

ERIC Educational Resources Information Center

Crawford, Renée; Jenkins, Louise

2017-01-01

Increased accessibility of advanced technology, the targeted use of online learning platforms, student flexible learning expectations and the pressures of faculty budget constraints and priorities have called into question the effectiveness of traditional tertiary teaching and learning models. The tertiary education context must evolve at a pace…

Non-Sexist Learning and Teaching with Young Children.

ERIC Educational Resources Information Center

Morfield, Sheila

This brief teaching guide provides sex-fair activities for use in grades PS-3. Activities suggested cover five areas: (1) feelings (the need to be able to express feelings regardless of sex), (2) non-sexist behavior (encouraging children to behave according to their needs and desires rather than according to sex role expectations), (3) body…

Governance of Higher Education--The Role of Proximity in Teaching Quality

ERIC Educational Resources Information Center

Macheridis, Nikos; Paulsson, Alexander

2016-01-01

The starting point of this article is the relation between teaching quality and expectations by different governance actors in higher education. Managing a department in a public university is, to a large extent, about the coordination of governance actors, involving government authorities as well as the university and the faculty. Internally, the…

Tensions and Paradoxes in Teaching: Implications for Teacher Education

ERIC Educational Resources Information Center

Ben-Peretz, Miriam; Flores, Maria Assunção

2018-01-01

This paper focuses on the tensions and paradoxes in teaching. At present time, teacher education has the obligation to prepare teachers for diverse student populations, living in a highly varied context. This situation creates several competing expectations of the meaning of teacher education. For instance, preparing for professional autonomy in a…

"I Thought I Was Prepared!" Meeting the Challenges of Diversity in High-Need, High-Potential Schools

ERIC Educational Resources Information Center

Jung, Eunjoo; Angell, Maureen E.; Moore, Marilyn K.; Lippert, Lance R.; Hunt, Stephen K.; Simonds, Brent

2010-01-01

This article reports descriptive findings of a qualitative investigation of early-career teachers' perceptions of their preparedness to teach diverse learners in high-need, high-potential urban schools. Interviews revealed new teachers' insights into their teacher preparation programs and the challenging expectations involved in teaching diverse…

Design Learning of Teaching Factory in Mechanical Engineering

NASA Astrophysics Data System (ADS)

Putra, R. C.; Kusumah, I. H.; Komaro, M.; Rahayu, Y.; Asfiyanur, E. P.

2018-02-01

The industrial world that is the target of the process and learning outcomes of vocational high school (SMK) has its own character and nuance. Therefore, vocational education institutions in the learning process should be able to make the appropriate learning approach and in accordance with the industrial world. One approach to learning that is based on production and learning in the world of work is by industry-based learning or known as Teaching Factory, where in this model apply learning that involves direct students in goods or service activities are expected to have the quality so it is worth selling and accepted by consumers. The method used is descriptive approach. The purpose of this research is to get the design of the teaching factory based on the competency requirements of the graduates of the spouse industry, especially in the engineering department. The results of this study is expected to be one of the choice of model factory teaching in the field of machinery engineering in accordance with the products and competencies of the graduates that the industry needs.

A correlation study involving a comparison of professional science teaching standards and student performance

NASA Astrophysics Data System (ADS)

Schum, Paul A.

If international report cards were issued today, to all industrialized nations world wide, the United States would receive a "C" at best in mathematics and science. This is not simply a temporary or simple cause and effect circumstance that can easily be addressed. The disappointing truth is that this downward trend in mathematics and science mastery by American students has been occurring steadily for at least the last eight years of international testing, and that there are numerous and varied bases for this reality. In response to this crisis, The National Science Teachers Association (NSTA), The American Association for the Advancement of Science (AAAS), and The National Research Council (NRC) each have proposed relatively consistent, but individual sets of professional science teaching standards, designed to improve science instruction in American schools. It is of extreme value to the scientific, educational community to know if any or all of these standards lead to improved student performance. This study investigates the correlation between six, specific teacher behaviors that are common to these national standards and which behaviors, if any, result in improved student performance, as demonstrated on the Science Reasoning sub-test of the ACT Assessment. These standards focus classroom science teachers on professional development, leading toward student mastery of scientific interpretation, concept development, and constructive relationship building. Because all individual teachers interpret roles, expectations, and guiding philosophies from different lenses, effective professional practice may reflect consistency in rationale and methodology yet will be best evidenced by an examination of specific teaching techniques. In this study, these teaching techniques are evidenced by self-reported teacher awareness and adherence to these consensual standards. Assessment instruments vary widely, and the results of student performance often reflect the congruency of curricular methodology and explicit testing domains. Although the recent educational impetus for change is most notably governed numerically by test scores, the true goal of scientific literacy is in the application of logic. Therefore, the ultimate thematic analysis in this study attempts to relate both educational theory and practice with positive change at the classroom level. The data gathered in this study is insufficient in establishing a significant correlation between adherence to national science teaching standards and student performance on the ACT in Jefferson County, Kentucky, for either public or Catholic school students. However, with respect to mean student scores on the Science Reasoning sub-test of the ACT, there is statistically significant evidence for superior performance of Catholic school students compared with that of public school students in this region.

Ethical Dilemmas of In-Service Music Educators

ERIC Educational Resources Information Center

Lien, Joelle L.

2012-01-01

Like professionals in other disciplines, music educators are expected to observe certain behavioral standards. In addition to teaching musical skills, concepts, and context, music educators are also expected to protect the welfare of children, serve as trustworthy stewards of public property, and generally behave responsibly and professionally…

Fellows as Teachers: Raising the Educational Bar.

PubMed

Miloslavsky, Eli M; Boyer, Debra; Winn, Ariel S; Stafford, Diane E J; McSparron, Jakob I

2016-04-01

Fellows are expected to educate trainees, peers, and patients, during and long after fellowship. However, there has been relatively little emphasis on the acquisition of teaching skills in fellowship programs. Challenges to teaching by fellows during subspecialty training include demanding clinical duties, their limited knowledge base in the field, brief contact time with learners during consultative roles, and, for new fellows, personal unfamiliarity with the learners and hospital culture. Fellows' teaching skills can be improved by formal curricula addressing teaching, and by direct observation and feedback of teaching akin to what is provided for learning clinical care. Further expansion of fellow-as-teacher programs will allow in-depth training for fellows seeking careers as medical educators. Even without such dedicated programs, emphasis on honing teaching skills during fellowship will telegraph the importance of teaching and help evolve divisional culture. Such efforts can have a positive impact on patients and learners, and enhance the teaching skills of future faculty.

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

PubMed

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

2007-10-27

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

Using Star Wars' supporting characters to teach about psychopathology.

PubMed

Friedman, Susan Hatters; Hall, Ryan Cw

2015-08-01

The pop culture phenomenon of Star Wars has been underutilised as a vehicle to teach about psychiatry. It is well known to students, registrars, and consultants alike. New Star Wars films are expected out in 2015, which will likely lead to further popularity. The purpose of this article is to illustrate psychopathology and psychiatric themes demonstrated by supporting characters, and ways they can be used to teach concepts in a hypothetical yet memorable way. Using the minor characters as a springboard for teaching has the benefit of students not having preconceived notions about them. Characters can be used to approach teaching about ADHD, anxiety, kleptomania and paedophilia. © The Royal Australian and New Zealand College of Psychiatrists 2015.

Perceived tutor benefits of teaching near peers: insights from two near peer teaching programmes in South East Scotland.

PubMed

Qureshi, Z U; Gibson, K R; Ross, M T; Maxwell, S

2013-08-01

There is little evidence about the benefits to junior doctors of participating in teaching, or how to train doctors as teachers. We explore (through South East Scotland based teaching programmes): (a) How prepared do junior doctors feel to teach? (b) What junior doctors consider to be the main challenges of teaching? (c) What motivates the junior doctors to continue teaching, and what is the perceived impact of teaching on their professional development? 'Questionnaire 1', distributed at 'tutor training days', explored (i) attitudes towards teaching and (ii) tutors' preparedness to teach. 'Questionnaire 2', distributed after completion of a teaching programme, evaluated the tutor experience of teaching. Seventy-six per cent of tutors reported no previous teacher training; 10% were able to teach during allocated work hours. The strongest motivation for teaching was to help students with their learning and to develop teaching skills. Ninety one per cent of tutors felt more prepared to teach by the end of the programme. Tutors also improved their clinical skills from teaching. There is a body of junior doctors, who see teaching as an important part of their career, developing both teaching and clinical skills in the tutor. If teaching is expected of foundation doctors, rotas ought to be more flexible to facilitate both teaching and teacher training.

Psychiatric residents as teachers: development and evaluation of a teaching manual.

PubMed

Swainson, Jennifer; Marsh, Melanie; Tibbo, Philip G

2010-01-01

Psychiatric residents spend much time as teachers and mentors to medical students. Recently, the Canadian Medical Education Directions for Specialists (CanMEDS) roles identified the importance of this role as a scholar. Residents are now expected to develop skills to fulfill this role, one of which involves the ability to teach. However, lack of tools to facilitate the development of resident teaching skills poses a significant problem. This article describes the development and evaluation of a resident teaching manual, written by psychiatric residents for use by fellow residents, in their teaching endeavors with medical students at the University of Alberta. Residents appreciated using this manual to enhance their skills in teaching medical students. The development of, and the preliminary survey of this psychiatric resident teaching manual, is encouraging in furthering the development of future psychiatrist teachers.

Simulation in resuscitation teaching and training, an evidence based practice review.

PubMed

Sahu, Sandeep; Lata, Indu

2010-10-01

In the management of a patient in cardiac arrest, it is sometimes the least experienced provider giving chest compressions, intubating the patient, and running the code during the most crucial moment in that patient's life. Traditional methods of educating residents and medical students using lectures and bedside teaching are no longer sufficient. Today's generation of trainees grew up in a multimedia environment, learning on the electronic method of learning (online, internet) instead of reading books. It is unreasonable to expect the educational model developed 50 years ago to be able to adequately train the medical students and residents of today. One area that is difficult to teach is the diagnosis and management of the critically ill patient, specifically who require resuscitation for cardiac emergencies and cardiac arrest. Patient simulation has emerged as an educational tool that allows the learner to practice patient care, away from the bedside, in a controlled and safe environment, giving the learner the opportunity to practice the educational principles of deliberate practice and self-refection. We performed a qualitative literature review of the uses of simulators in resuscitation training with a focus on their current and potential applications in cardiac arrest and emergencies.

Simulation in resuscitation teaching and training, an evidence based practice review

PubMed Central

Sahu, Sandeep; Lata, Indu

2010-01-01

In the management of a patient in cardiac arrest, it is sometimes the least experienced provider giving chest compressions, intubating the patient, and running the code during the most crucial moment in that patient’s life. Traditional methods of educating residents and medical students using lectures and bedside teaching are no longer sufficient. Today’s generation of trainees grew up in a multimedia environment, learning on the electronic method of learning (online, internet) instead of reading books. It is unreasonable to expect the educational model developed 50 years ago to be able to adequately train the medical students and residents of today. One area that is difficult to teach is the diagnosis and management of the critically ill patient, specifically who require resuscitation for cardiac emergencies and cardiac arrest. Patient simulation has emerged as an educational tool that allows the learner to practice patient care, away from the bedside, in a controlled and safe environment, giving the learner the opportunity to practice the educational principles of deliberate practice and self-refection. We performed a qualitative literature review of the uses of simulators in resuscitation training with a focus on their current and potential applications in cardiac arrest and emergencies. PMID:21063561

[From brain imaging to good teaching? implicating from neuroscience for research on learning and instruction].

PubMed

Stubenrauch, Christa; Krinzinger, Helga; Konrad, Kerstin

2014-07-01

Psychiatric disorders in childhood and adolescence, in particular attention deficit disorder or specific learning disorders like developmental dyslexia and developmental dyscalculia, affect academic performance and learning at school. Recent advances in neuroscientific research have incited an intensive debate both in the general public and in the field of educational and instructional science as well as to whether and to what extent these new findings in the field of neuroscience might be of importance for school-related learning and instruction. In this review, we first summarize neuroscientific findings related to the development of attention, working memory and executive functions in typically developing children and then evaluate their relevance for school-related learning. We present an overview of neuroimaging studies of specific learning disabilities such as developmental dyslexia and developmental dyscalculia, and critically discuss their practical implications for educational and teaching practice, teacher training, early diagnosis as well as prevention and disorder-specific therapy. We conclude that the new interdisciplinary field of neuroeducation cannot be expected to provide direct innovative educational applications (e.g., teaching methods). Rather, the future potential of neuroscience lies in creating a deeper understanding of the underlying cognitive mechanisms and pathomechanisms of learning processes and learning disorders.

Teaching and Learning about Women and Leadership: Students' Expectations and Experiences

ERIC Educational Resources Information Center

Shollenn, S. Lynn

2015-01-01

Qualitative, case study methods were used to examine students' expectations of and experiences with studying women and leadership. Participants were 48 undergraduate students enrolled in an elective course titled Women and Leadership offered in the Leadership Studies minor curriculum at a liberal arts institution. Students perceived women and…

The Power Game: Power Dynamics between the Teacher and the Students in a Graduate Seminar

ERIC Educational Resources Information Center

Sidky, Gihan

2017-01-01

This study investigated power relations in a graduate seminar on "Literacy learning and knowledge acquisition." Three categories were examined in relation to ideological assumptions: students' expectations, institution's expectations, and teachers' perceptions of their roles as guided by their teaching perspectives. The study aimed at…

Decreasing Bullying Behaviors in Middle School: Expect Respect

ERIC Educational Resources Information Center

Nese, Rhonda N. T.; Horner, Robert H.; Dickey, Celeste Rossetto; Stiller, Brianna; Tomlanovich, Anne

2014-01-01

A nonconcurrent multiple baseline across 3 middle schools was used to assess the impact that teaching all students to follow the" Bullying and Harassment Prevention in Positive Behavior Support: Expect Respect" intervention had on bullying behaviors. The 3 schools were using School-Wide Positive Behavioral Interventions and Supports and…

Cultural Differences in Communication Patterns: Classroom Adaptations and Translation Strategies.

ERIC Educational Resources Information Center

Jordan, Cathie

This paper discusses patterns of communication, particularly teaching/learning communication, in Hawaiian families, and the ways that these patterns affect the behaviors, expectations, and skills that Hawaiian children bring to school. It also describes some examples of educationally effective adaptations to these expectations and skills which…

Teaching High-Expectation Strategies to Teachers through an Intervention Process

ERIC Educational Resources Information Center

McDonald, Lyn; Flint, Annaline; Rubie-Davies, Christine M.; Peterson, Elizabeth R.; Watson, Penny; Garrett, Lynda

2016-01-01

This study describes the outcomes of an intervention focused on the strategies and practices of high-expectation teachers. Specifically, the intervention involved 84 teachers who were randomly assigned to control and intervention groups. The research methodology was primarily qualitative, grounded in the interpretive tradition. Data collected from…

Expected Trials under the Matching Rounds Problem

ERIC Educational Resources Information Center

Farmer, Jim

2014-01-01

This article reviews the famous "matching problem," with a particular focus on the expected number of objects that are correctly placed. The author discusses the following topics: three versions suitable for teaching the matching problem in the classroom; the solution to the matching problem; the use of the strong form of mathematical…

Quality assessment of clinical education services in teaching hospitals located in Kerman, Iran.

PubMed

Yazdi-Feyzabadi, Vahid; Gozashti, Mohammad Hossein; Komsari, Samane; Mohammadtaghizadeh, Sedigheh; Amiresmaili, Mohammadreza

2015-11-01

Clinical education is one of the most important components of the resource generation function of health systems, and it has a very important role in graduates' competency with respect to effective, practical education. This study aimed to assess the quality of clinical services in Kerman's teaching hospitals located in southeastern Iran. This cross-sectional study was conducted in 2011 on 303 medical students at different levels of medical education at Kerman's teaching hospitals. A modified SERVQUAL instrument was used to collect the data after its validity and reliability were checked. The data were analyzed by SPSS 18.0 using the paired t-test, Kruskal-Wallis, and post hoc tests, when appropriate. In all five dimensions of quality, gaps were observed between students' perceptions and expectations as follows: Assurance (mean = -1.18), Responsiveness (-1.56), Empathy (-1.4), Reliability (-1.27), and Tangibles (-1.21). There was a significant difference between the quality perceptions and expectations of the medical students (p < 0.001). A significant difference was observed between three educational levels, including externships, internships, and assistantships regarding the dimensions of the quality gaps (p < 0.001). The clinical services provided by teaching hospitals in the study did not meet the students' expectations at any of the three educational levels. As we precisely assessed the dimensions and items that had the higher quality gaps, it was apparent that, for most part, clinical education officials could improve the quality by designing interventions, which would not be very difficult to do.

Construction of the radiation oncology teaching files system for charged particle radiotherapy.

PubMed

Masami, Mukai; Yutaka, Ando; Yasuo, Okuda; Naoto, Takahashi; Yoshihisa, Yoda; Hiroshi, Tsuji; Tadashi, Kamada

2013-01-01

Our hospital started the charged particle therapy since 1996. New institutions for charged particle therapy are planned in the world. Our hospital are accepting many visitors from those newly planned medical institutions and having many opportunities to provide with the training to them. Based upon our experiences, we have developed the radiation oncology teaching files system for charged particle therapy. We adopted the PowerPoint of Microsoft as a basic framework of our teaching files system. By using our export function of the viewer any physician can create teaching files easily and effectively. Now our teaching file system has 33 cases for clinical and physics contents. We expect that we can improve the safety and accuracy of charged particle therapy by using our teaching files system substantially.

Creating Learning Organizations: The Deming Management Method Applied to Instruction (Quality Teaching & Quality Learning). A Paradigm Application.

ERIC Educational Resources Information Center

Loehr, Peter

This paper presents W. Edwards Deming's 14 management points, 7 deadly diseases, and 4 obstacles that thwart productivity, and discusses how these principles relate to teaching and learning. Application of these principles is expected to increase the quality of learning in classrooms from kindergarten through graduate level. Examples of the…

"Expert" Verification of Classroom-Based Indicators of Teaching and Learning Effectiveness for Professional Renewable Certification.

ERIC Educational Resources Information Center

Naik, Nitin S.; And Others

The results are provided of a statewide content verification survey of "expert" educators designed to verify indicators in the 1989-90 System for Teaching and Learning Assessment and Review (STAR) as reasonable expectations for beginning and/or experienced teachers (BETs) in Louisiana and as providing professional endorsement at the…

Representing the "Other": Basic Writers and the Teaching of Basic Writing. Refiguring English Studies.

ERIC Educational Resources Information Center

Horner, Bruce; Lu, Min-Zhan

Intended for teachers of basic writing, this book contains a collection of new and updated essays addressing issues surrounding underprepared writers. It maps errors and expectations for basic writing and develops teaching approaches that will be effective in a social and political world. The book considers concepts such as the possibility of…

The Use of Modern Pedagogical Techniques When Introducing Information Technology Students to Entrepreneurship

ERIC Educational Resources Information Center

Pardede, Eric

2015-01-01

This paper describes the design of teaching and learning activities (TLAs) in an entrepreneurship subject offered to Information Technology (IT) students. We describe the challenges that we have encountered. Within one teaching semester, the students are expected to achieve a high level of applied knowledge in an area where they have little…

Psychiatric Residents as Teachers: Development and Evaluation of a Teaching Manual

ERIC Educational Resources Information Center

Swainson, Jennifer; Marsh, Melanie; Tibbo, Philip G.

2010-01-01

Objective: Psychiatric residents spend much time as teachers and mentors to medical students. Recently, the Canadian Medical Education Directions for Specialists (CanMEDS) roles identified the importance of this role as a scholar. Residents are now expected to develop skills to fulfill this role, one of which involves the ability to teach.…

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

ERIC Educational Resources Information Center

Bartram, Brendan; Bailey, Carol

2009-01-01

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

Longitudinal Study of Middle Grades Chemistry Professional Development: Enhancement of Personal Science Teaching Self-Efficacy and Outcome Expectancy

ERIC Educational Resources Information Center

Khourey-Bowers, Claudia; Simonis, Doris G.

2004-01-01

The purpose of this research was to enhance self-efficacy beliefs, chemistry content, and pedagogical content knowledge of middle grades teachers by incorporating specific design elements into professional development. This study analyzed the influence of program design on achieving gains in personal science teaching self-efficacy, outcome…

The Caring Teacher: Tips to Motivate Student Learning

ERIC Educational Resources Information Center

Johnson, L. Peter

2008-01-01

The most successful educators know that there are two components to teaching: the academic side and the human side. Contrary to what most people think, the human aspect of teaching is by far the most difficult to achieve. Teachers are expected to relate to and educate a wide range of personalities, levels of maturity, and emotions. It is very…

Why Do Student Teachers Enrol for a Teaching Degree? A Study of Teacher Recruitment in Portugal and Sweden

ERIC Educational Resources Information Center

Flores, Maria Assunção; Niklasson, Laila

2014-01-01

This paper reports on findings from an exploratory study carried out in Portugal and Sweden, concerning student teacher recruitment to Initial Teacher Education (ITE) programmes. It addresses issues such as the motivations and expectations of the student teachers regarding the teaching profession. Drawing upon existing related literature, a…

Teaching the Research Paper through Inquiry-Based Instruction

ERIC Educational Resources Information Center

Zeek, Sara

2011-01-01

The freshman research paper can be a labor for both the teacher and the student with its many layers of skills and expectations. While academia has moved beyond note cards and simplified documentation models, students continue to get lost in the research process, often to the point that instructors may even wonder if they had been teaching in an…

Religion Education Teaching in Zimbabwe Secondary Schools: The Search for an Authentic Values-Oriented Multi-Faith Religion Education Pedagogical Model

ERIC Educational Resources Information Center

Ndlovu, Lovemore

2014-01-01

Religion Education teaching in post-independence Zimbabwe has remained bible-oriented and confessional at a time when most Religion Education stakeholders expect an "open", plural and authentic multi-faith Religion Education curriculum. Despite curriculum innovation initiatives aimed at introducing new approaches such as experiential…

Understanding Geometric Ideas: Pre-Service Primary Teachers' Knowledge as a Basis for Teaching

ERIC Educational Resources Information Center

Seah, Rebecca

2015-01-01

This paper reports part of an ongoing investigation into aspects of pre-service teachers' geometric knowledge. One hundred and fifty-two Australian pre-service teachers responded to a series of questions that reflect the type of knowledge teachers are expected to know and teach. Analysis of their responses shows that teacher knowledge can be…

Crossing the Border from Science Student to Science Teacher: Preservice Teachers' Views and Experiences Learning to Teach Inquiry

ERIC Educational Resources Information Center

Kang, Emily J. S.; Bianchini, Julie A.; Kelly, Gregory J.

2013-01-01

Preservice science teachers face numerous challenges in understanding and teaching science as inquiry. Over the course of their teacher education program, they are expected to move from veteran science students with little experience learning their discipline through inquiry instruction to beginning science teachers adept at implementing inquiry…

Reflective Journal Writing as a Tool to Teach Aspects of Social Studies

ERIC Educational Resources Information Center

Al-karasneh, Samih M.

2014-01-01

This article analyses the impact of a constructivist approach to learning in Jordan, where a traditional context of passive/receptive philosophy of teaching prevails. Student teachers were introduced to journal writing. It was expected that their experiences with journal writing would afford them a better understanding of how it would affect their…

A Western Professor in Singapore: Cross-Cultural Readings, Expectations, and Surprises in the Classroom

ERIC Educational Resources Information Center

Freeman, Bradley

2015-01-01

The educational field is seeing an increased growth in English-language teaching opportunities abroad. This situation gives rise to a number of interesting research inquiries. For example, can teaching experience in one cultural context translate well into another? What do studies tell us about cross-cultural awareness and effectiveness of those…

Surprising Strengths and Substantial Needs: Rural District Implementation of Common Core State Standards

ERIC Educational Resources Information Center

Timar, Thomas; Carter, Allison

2017-01-01

In August 2010, the California State Board of Education adopted the Common Core State Standards (CCSS). Three years later, the president of the State Board, Dr. Michael Kirst, noted that CCSS "changes almost everything," including what teachers teach, how they teach, and what students are expected to learn (Kirst, 2013). Echoing his…

Perceived Teaching Behaviors and Self-Determined Motivation in Physical Education: A Test of Self-Determination Theory

ERIC Educational Resources Information Center

Koka, Andre; Hagger, Martin S.

2010-01-01

In the present study, we tested the effects of specific dimensions of perceived teaching behaviors on students' self-determined motivation in physical education. In accordance with the tenets of self-determination theory (Deci & Ryan, 1985, 2000), we expected the psychological needs for competence, autonomy, and relatedness would mediate these…

The Formula Essay Reconsidered

ERIC Educational Resources Information Center

Haluska, Jan

2012-01-01

Bruce Pirie offers the following criticism about formula essays: "What does a five-paragraph essay teach about writing? It teaches that there are rules, and that those rules take the shape of a preordained form, like a cookie-cutter, into which we can pour ideas and expect them to come out well shaped." He goes on to discredit such essays as being…

Teaching the Truth about Lies to Psychology Students: The Speed Lying Task

ERIC Educational Resources Information Center

Pearson, Matthew R.; Richardson, Thomas A.

2013-01-01

To teach the importance of deception in everyday social life, an in-class activity called the "Speed Lying Task" was given in an introductory social psychology class. In class, two major research findings were replicated: Individuals detected deception at levels no better than expected by chance and lie detection confidence was unrelated…

"Ship-Building C+": A Look at Teacher Evaluation in Secondary English Classrooms (Theory into Practice).

ERIC Educational Resources Information Center

Mamchur, Carolyn

1989-01-01

Compares the teaching of writing to shipbuilding, where no craftsman would be expected to teach and evaluate shipbuilding had he never built a ship. Maintains that writing teachers must be writers. Describes seven essential writing skills which are also the basis for both instructional strategies and evaluation practices. (SR)

Do the Values of First Year Education Students and Successful Urban Teachers Differ?

ERIC Educational Resources Information Center

Lemlech, Johanna Kasin; Sikula, John P.

A survey of 18 values held by selected groups of preservice teaching candidates and by successful, urban, secondary-school teachers showed a divergence that can be expected to affect personal characteristics and teacher behaviors, as well as instructional success or failure in a variety of teaching environments. The two groups differed…

Demonstrated Competency and Subject-Specific Endorsement Guidelines.

ERIC Educational Resources Information Center

Utah State Office of Education, Salt Lake City.

In 1986, the Utah State Board of Education approved a policy of subject specific certification for all secondary and most middle level teachers in the expectation they will hold an endorsement in any subject they are assigned to teach. To assure quality teaching and at the same time provide for a variety of certification options, the Board…

Cultivating the Moral Character of Learning and Teaching: A Neglected Dimension of Educational Leadership

ERIC Educational Resources Information Center

Starratt, Robert J.

2005-01-01

This essay intends to examine the moral character of learning and teaching and the concomitant implications for educational leaders. With the academic curriculum in mind, I ask the basic question: why should young people learn the standard academic curriculum that schools confront them with? Although the expected answer might be, in the present…

Practical Strategies for Teaching Students with Attention-Deficit Hyperactivity Disorder in General Physical Education Classrooms

ERIC Educational Resources Information Center

Mulrine, Christopher F.; Flores-Marti, Ismael

2014-01-01

Due to federal mandates, physical educators are now expected to teach a wide range of students, spanning the entirety of the learning continuum, in their classes. These mandates support and encourage students with disabilities to learn and grow in inclusive settings alongside their general education peers. Students diagnosed with Attention-Deficit…

How "Flipping" the Classroom Can Improve the Traditional Lecture

ERIC Educational Resources Information Center

Berrett, Dan

2012-01-01

It may not have the gee-whiz factor of high-tech innovation, but changing expectations for what happens in class may prove to be a bigger advance in teaching. In this article, the author discusses a teaching technique called "flipping" and describes how "flipping" the classroom can improve the traditional lecture. As its name suggests, flipping…

Quality Assurance: Adapting SERVQUAL to Measure the Perceived Quality of Pre-Service Teachers' Teaching Practice Experience

ERIC Educational Resources Information Center

Oliver, Henry; Koeberg, Jeremy

2013-01-01

This article describes a work in progress study which extends traditional quality assurance mechanisms through the application of the SERVQUAL instrument. It assesses the difference between pre-service teacher expectations and actual experience during a Teaching Practice period. Anecdotal evidence points to students being the recipients of poor…

Teachers' Intentions to Stay in Teaching: The Role of Values and Knowledge of Adolescent Development

ERIC Educational Resources Information Center

Battle, Ann A.; Looney, Lisa

2014-01-01

Researchers examining teacher retention often focus on reasons why teachers exit the profession. In this study we argue for the inclusion of a psychological theoretical framework for understanding teacher retention. To this end, we used Eccles' et al., (1983) expectancy-value theory to explore 46 in-service teachers' valuing of teaching and…

Teaching Methods and Their Impact on Students' Emotions in Mathematics: An Experience-Sampling Approach

ERIC Educational Resources Information Center

Bieg, Madeleine; Goetz, Thomas; Sticca, Fabio; Brunner, Esther; Becker, Eva; Morger, Vinzenz; Hubbard, Kyle

2017-01-01

Various theoretical approaches propose that emotions in the classroom are elicited by appraisal antecedents, with subjective experiences of control playing a crucial role in this context. Perceptions of control, in turn, are expected to be influenced by the classroom social environment, which can include the teaching methods being employed (e.g.,…

Generating Students' Information Seeking Questions in the Scholar Lab: What Benefits Can We Expect from Inquiry Teaching Approaches?

ERIC Educational Resources Information Center

Torres, Tarcilo; Milicic, Beatriz; Soto, Carlos; Sanjose, Vicente

2013-01-01

Physics teachers use experimental devices to show students how scientific concepts, principles, and laws are applied to understand the real world. This paper studies question generation of secondary and under-graduate university students when they are confronted with experimental devices in different but usual teaching situations: reading about…

The Affordances of Using a Flipped Classroom Approach in the Teaching of Mathematics: A Case Study of a Grade 10 Mathematics Class

ERIC Educational Resources Information Center

Muir, Tracey; Geiger, Vince

2016-01-01

Teaching secondary mathematics has a number of challenges, including the expectations that teachers cover the prescribed curriculum, help students learn difficult concepts, prepare students for future studies, and, increasingly, that they do so incorporating digital technologies. This study investigates a teacher's, and his students', perceptions…

A Systemic Framework for Managing E-Learning Adoption in Campus Universities: Individual Strategies in Context

ERIC Educational Resources Information Center

Russell, Carol

2009-01-01

There are hopes that new learning technologies will help to transform university learning and teaching into a more engaging experience for twenty-first-century students. But since 2000 the changes in campus university teaching have been more limited than expected. I have drawn on ideas from organisational change management research to investigate…

Justifying and Proving in the Cabri Environment.

ERIC Educational Resources Information Center

Mariotti, Maria Alessandra

2001-01-01

Describes a long term teaching experiment carried out with students from grades 9 and 10. Aims at clarifying the role of the Cabri environment in teaching-learning processes. Analysis of protocols shows the possible evolution of a justification into a proof but at the same time indicates that this evolution is not expected to be simple and…

The Teacher Role Survey: A Measure of Teacher Locus of Control.

ERIC Educational Resources Information Center

Maes, Wayne R.; Anderson, Darrell E.

This research was designed to construct an instrument to measure teacher's expectancies for internal or external control of important aspects of the work of teaching. Items were composed for initial trial based on fourteen areas which past research has shown to be important satisfiers in teaching. The 75 items in the initial pool were administered…

Mixed Media

ERIC Educational Resources Information Center

Rubinstein, Gary

2003-01-01

Before the author started teaching, he expected his classroom experiences to be similar to what he had seen in teaching movies like "Dangerous Minds." For instance, the first day of school in movie is always portrayed as horrible, while the rest of the year is fairly easy. In reality, the first day is fairly easy, while the rest of the year is…

Becoming Technologically Literate through Technology Integration in PK-12 Preservice Literacy Courses: Three Case Studies

ERIC Educational Resources Information Center

Groth, Lois A.; Dunlap, Kristy L.; Kidd, Julie K.

2007-01-01

With an increased emphasis on incorporating technology-based instruction into K-12 classrooms and an expectation that teachers will use technology to support their teaching, teacher educators are continuously challenged to prepare K-12 teachers to use new and emerging technologies effectively for learning and teaching (Ross & Wiseman, 2001).…

Gender Expectations and On-Line Evaluations of Teaching: Evidence from RateMyProfessors.com

ERIC Educational Resources Information Center

Stuber, Jenny M.; Watson, Amanda; Carle, Adam; Staggs, Kristin

2009-01-01

Using publicly available data from RateMyProfessors.com, we explore whether an instructor's gender influences how students rate that instructor. Although RateMyProfessors.com may not accurately reflect quality teaching, it provides a unique window into how students construct their classroom experiences. Multiple regression analyses of 500…

The Balance between Teaching and Research in Dutch and English Universities in the Context of University Governance Reforms

ERIC Educational Resources Information Center

Leisyte, Liudvika; Enders, Jurgen; de Boer, Harry

2009-01-01

The expectations and demands with respect to teaching and research have been changing for universities due to changes in their institutional environments. Born out of changing national research policies and modern governance arrangements, efficiency, effectiveness and output-oriented cultures have become increasingly important. In this article we…

Principals' and Teachers' Attitudes and Knowledge of Inclusive Education as Predictors of Effective Teaching Practices in Ghana

ERIC Educational Resources Information Center

Kuyini, Ahmed Bawa; Desai, Ishwar

2007-01-01

Surveys and observations were undertaken in selected primary schools in Ghana to determine whether principals' and teachers' attitudes towards and knowledge of inclusive education, as well as principals' expectations of teachers in implementing inclusion, were predictors of effective teaching practices in their classrooms. The sample of 128…

Teachers Teaching Students from a Multicultural Background: The Case of Malaysia

ERIC Educational Resources Information Center

Rajendran, Nagappan

2005-01-01

Teacher educators like talking about the pre-service--in-service continuum as a way of expressing their views, that inevitably, they are expected to play a multifaceted role in and outside of the classroom. In this respect, what is of greater concern is that many teachers are inadequately prepared to teach ethnically diverse students. Malaysia is…

Student Absences and Student Abscesses: Impediments to Quality Teaching

ERIC Educational Resources Information Center

Wilson, Rebekah

2014-01-01

This article, written by a research-active teacher, reports on efforts to embed quality teaching in a local urban primary school in the north of England, under pressure from the Local Authority to raise standards because it is well below national expectations on SATs tests. The school has concentrated over recent years on embracing the Office for…

Providing support to nursing students in the clinical environment: a nursing standard requirement.

PubMed

Anderson, Carina; Moxham, Lorna; Broadbent, Marc

2016-10-01

This discussion paper poses the question 'What enables or deters Registered Nurses to take up their professional responsibility to support undergraduate nursing students through the provision of clinical education?'. Embedded within many nursing standards are expectations that Registered Nurses provide support and professional development to undergraduate nursing students undertaking clinical placements. Expectations within nursing standards that Registered Nurses provide support and professional development to nursing students are important because nursing students depend on Registered Nurses to help them to become competent practitioners. Contributing factors that enable and deter Registered Nurses from fulfilling this expectation to support nursing students in their clinical learning include; workloads, preparedness for the teaching role, confidence in teaching and awareness of the competency requirement to support students. Factors exist which can enable or deter Registered Nurses from carrying out the licence requirement to provide clinical education and support to nursing students.

Novice nurse educator entry-level competency to teach: a national study.

PubMed

Poindexter, Kathleen

2013-10-01

Expert nurse clinicians who are transitioning into academic positions after successful clinical careers often find they are unprepared to assume their new educator roles. Although nursing clinical expertise may be a necessary expectation, this knowledge is not sufficient to assume a nurse educator position. The purpose of this study was to identify essential entry-level nurse educator competencies, as reported by nurse administrators of accredited prelicensure nursing programs in the United States. Responses were categorized according to the type of academic institution housing the prelicensure nursing program and type of entry-level nurse educator position. A total of 374 program administrators representing 48 states participated, for a 44% response rate. The results indicate that administrators expect entry-level nurse educators to acquire teaching competencies prior to obtaining an entry-level position. Expected proficiency levels of competencies differed based on the position type and the academic setting. Copyright 2013, SLACK Incorporated.

The Sources of Science Teaching Self-efficacy among Elementary School Teachers: A mediational model approach

NASA Astrophysics Data System (ADS)

Wang, Ya-Ling; Tsai, Chin-Chung; Wei, Shih-Hsuan

2015-09-01

This study aimed to investigate the factors accounting for science teaching self-efficacy and to examine the relationships among Taiwanese teachers' science teaching self-efficacy, teaching and learning conceptions, technological-pedagogical content knowledge for the Internet (TPACK-I), and attitudes toward Internet-based instruction (Attitudes) using a mediational model approach. A total of 233 science teachers from 41 elementary schools in Taiwan were invited to take part in the study. After ensuring the validity and reliability of each questionnaire, the results indicated that each measure had satisfactory validity and reliability. Furthermore, through mediational models, the results revealed that TPACK-I and Attitudes mediated the relationship between teaching and learning conceptions and science teaching self-efficacy, suggesting that (1) knowledge of and attitudes toward Internet-based instruction (KATII) mediated the positive relationship between constructivist conceptions of teaching and learning and outcome expectancy, and that (2) KATII mediated the negative correlations between traditional conceptions of teaching and learning and teaching efficacy.

The educational value of Disaster Victim Identification (DVI) missions-transfer of knowledge.

PubMed

Winskog, Calle; Tonkin, Anne; Byard, Roger W

2012-06-01

Transfer of knowledge is the cornerstone of any educational organisation, with senior staff expected to participate in the training of less experienced colleagues and students. Teaching in the field is, however, slightly different, and a less theoretical approach is usually recommended. In terms of Disaster Victim Identification (DVI) activities, practical work under supervision of a field team stimulates tactile memory. A more practical approach is also useful when multiple organizations from a variety of countries are involved, as language barriers make it easier to manually show someone how to solve a problem, instead of attempting to explain complex concepts verbally. "See one, do one, teach one" is an approach that can be used to ensure that teaching is undertaken with the teacher grasping the essentials of a situation before passing on the information to someone else. The key principles of adult learning that need to be applied to DVI situations include the following: participants need to know why they are learning and to be motivated to learn by the need to solve problems; previous experience must be respected and built upon and learning approaches should match participants' background and diversity; and finally participants need to be actively involved in the learning process. Active learning involves the active acquisition of knowledge and/or skills during the performance of a task and characterizes DVI activities. Learning about DVI structure, activities and responsibilities incorporates both the learning of facts ("declarative knowledge") and practical skills ("procedural knowledge"). A fundamental requirement of all DVI exercises should be succession planning with involvement of less experienced colleagues at every opportunity so that essential teaching and learning opportunities are maximized. DVI missions provide excellent teaching opportunities and international agencies have a responsibility to teach less experienced colleagues and local staff during deployment.

Effect of the learning climate of residency programs on faculty's teaching performance as evaluated by residents.

PubMed

Lombarts, Kiki M J M H; Heineman, Maas Jan; Scherpbier, Albert J J A; Arah, Onyebuchi A

2014-01-01

To understand teaching performance of individual faculty, the climate in which residents' learning takes place, the learning climate, may be important. There is emerging evidence that specific climates do predict specific outcomes. Until now, the effect of learning climate on the performance of the individual faculty who actually do the teaching was unknown. THIS STUDY: (i) tested the hypothesis that a positive learning climate was associated with better teaching performance of individual faculty as evaluated by residents, and (ii) explored which dimensions of learning climate were associated with faculty's teaching performance. We conducted two cross-sectional questionnaire surveys amongst residents from 45 residency training programs and multiple specialties in 17 hospitals in the Netherlands. Residents evaluated the teaching performance of individual faculty using the robust System for Evaluating Teaching Qualities (SETQ) and evaluated the learning climate of residency programs using the Dutch Residency Educational Climate Test (D-RECT). The validated D-RECT questionnaire consisted of 11 subscales of learning climate. Main outcome measure was faculty's overall teaching (SETQ) score. We used multivariable adjusted linear mixed models to estimate the separate associations of overall learning climate and each of its subscales with faculty's teaching performance. In total 451 residents completed 3569 SETQ evaluations of 502 faculty. Residents also evaluated the learning climate of 45 residency programs in 17 hospitals in the Netherlands. Overall learning climate was positively associated with faculty's teaching performance (regression coefficient 0.54, 95% confidence interval: 0.37 to 0.71; P<0.001). Three out of 11 learning climate subscales were substantially associated with better teaching performance: 'coaching and assessment', 'work is adapted to residents' competence', and 'formal education'. Individual faculty's teaching performance evaluations are positively affected by better learning climate of residency programs.

The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life (by Parker J. Palmer)

NASA Astrophysics Data System (ADS)

Hurt Middlecamp, Reviewed By Catherine

1999-12-01

Most of us would willingly - perhaps even passionately - tackle the question of what we should teach our students. Similarly, we are likely to engage in a conversation about how we teach and our preferences for organizing classroom time and structures. Although the question of why we teach may be raised less often (and perhaps with a hint of sarcasm), this too is a question to which most can offer a thoughtful response. An entirely different matter, however, is the question of who is the person teaching. This who involves the inner realms of one's heart, mind, and soul. How does our identity affect the teaching and learning processes? As we teach, what paths are we following intellectually, emotionally, or even spiritually? How do these paths influence our relationship to our content and to our students? With an engaging honesty, Parker Palmer pursues these questions in The Courage to Teach: Exploring the Inner Landscape of A Teacher's Life. At the outset he points out (p 4): I have no quarrel with the what or how or why questions - except when they are posed as the only questions worth asking. All of them can yield important insights into teaching and learning. But none of them opens up the territory I want to explore in this book: the inner landscape of the teaching self. One might well question why those of us teaching chemistry should be interested in examining ourselves as part of the teaching equation. Isn't scientific knowledge supposed to be as objective as we can make it? Isn't it better for us to check our emotional or intellectual baggage at the classroom door, rather than to taint the content with our biases? Or perhaps more directly stated, is it not more practical and a better use of our time to simply deal with the realities of the day-to-day classroom issues? Admittedly these are fair questions. However, to become stuck on them is to miss the opportunities for reflection and growth as teachers that Palmer's book offers. Simply put, people teach. Without putting the human factor into the teaching equation, you miss one of the key variables. In the early chapters, Palmer offers the readers simple statements to entice them to delve more deeply into his later discussions. "Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher," or, "Bad teachers distance themselves from the subject they are teaching - and in the process, from their students," or ultimately, "Only one resource is at my immediate command: my identity, my selfhood, my sense of this 'I' who teaches - without which I have no sense of the 'Thou' who learns." Readers can expect to find both ideas and a personal honesty on Palmer's part that inspires one to accept human limitations and evokes a gentle chuckle at our good days...and at our bad ones as well. Palmer has strong credentials to write about the self as teacher. In recent years, he has been a visiting faculty member at Beloit College, Berea College, and Georgetown University. Over past few decades, he has written extensively on the teaching and learning process, including To Know as We Are Known: Education as a Spiritual Journey (1983). He holds a Ph.D. from the University of California at Berkeley and has lived and taught in a variety of settings and communities around the globe. Woven through his writings is a sense of both the human and the spiritual dimensions of being a teacher. Thus, those who most might appreciate his reflections are comfortable with language drawn from spiritual traditions. Palmer spent a number of years as teacher and writer-in-residence at Pendle Hill, a Quaker community in Pennsylvania, and the respect and appreciation that he holds for silence and reflection come through in his writing. Expect to find no religious dogma or prescriptions in what he offers. What might those of us who teach chemistry expect to gain from this book? One possibility offered at the start is his examination of fear as a part of human nature that affects our teaching. Chapter 3 is entitled "A Culture of Fear: Education and the Disconnected Life". He admits his own anxieties and their consequences (p 29): Driven by my fear, ...I strive to make my on-stage performance slicker and smoother - and in the process make it less and less likely that my students will learn anything other than how to cover up and show off. I conceal my own fear and am unable to weave the fabric of connectedness that teaching and learning require. He poses to the reader the question of how we can transcend fear and reconnect with reality for the sake of teaching and learning. As we train our teaching staff members and future chemistry teachers, both directly (by what we say) and indirectly (by who we are), a discussion of this fear within might set the tone for more honest dialogue about ourselves as teachers. Another possibility is his discussion of the concept of paradox in teaching in learning. In Chapter 6, entitled "The Hidden Wholeness: Paradox in Teaching and Learning", he notes that our tendency to categorize and divide can have severe consequences. For example, we separate head from heart, facts from feelings, theory from practice, and teaching from learning. As a result, we may produce "minds that do not know how to feel and hearts that do not know how to think" or "teachers who talk but do not listen and students who listen but do not talk." Quoting Niels Bohr, he points out "the opposite of a true statement is a false statement, but the opposite of a profound truth can be another profound truth." Palmer explains (p 66): Paradoxical thinking requires that we embrace a view of the world in which opposites are joined, so that we can see the world clearly and see it whole. ...The result is a world more complex and confusing than the one made simplistic by either/or thought - but that simplicity is merely the dullness of death. When we think things together, we reclaim the life force in the world, in our students, in ourselves. As we teach our courses, we might similarly reflect on the consequences of the categories we use. For example, in using the categories majors and non-majors, we may not be recognizing the strengths that both bring. In viewing science as distinct from other fields, we may lose the real-world connections of science to society. And in focusing on finding "the answer" to textbook and exam questions, we may miss the possibility of there being several (or no) possible answers. In the final chapters, Palmer writes about community and what we can gain by both teaching in community and learning from our colleagues in community. In regard to the latter, he notes the "privatization" of what we do, that is, our tendency to teach solo and out of collegial sight. As a result, we have little or no shared experience related to our teaching and therefore don't tend to speak with our colleagues about what happened or needs to happen next. He points out (p 144) that When any function is privatized, the most likely outcome is that people will perform it conservatively, refusing to stray far from the silent consensus on what "works"even when it clearly does not. In Palmer's opinion, teaching at the college level has evolved slowly because of its privatization. If we were to engage in "good talk about good teaching", this would "enhance both our professional practice and the selfhood from which it comes." He views these conversations as a "professional obligation" that we should expect of ourselves and of others. In these chapters, the reader will find practical suggestions for how a more public discourse about teaching could be accomplished. As one might guess, I have been a fan of Palmer's books over the years. His writings have withstood the test of time and continue to offer thoughtful reflections to any interested in the art of teaching in its many dimensions. As might be expected, my copy of this book has had no time to gather dust on my shelf, as it keeps making the rounds. If by now somebody hasn't loaned you a copy of The Courage to Teach, you might want to get your own. More likely than not, there will be a hole in your bookshelf where it belongs.

High school health-education teachers' perceptions and practices related to teaching HIV prevention.

PubMed

Herr, Scott W; Telljohann, Susan K; Price, James H; Dake, Joseph A; Stone, Gregory E

2012-11-01

HIV/AIDS is one of the leading causes of illness and death in the United States with individuals between the ages of 13 and 19 years being especially vulnerable for infection. The purpose of this study was to examine the attitudes, perceptions, and instructional practices of high school health teachers toward teaching HIV prevention. A total of 800 surveys were sent to a national random sample of high school health teachers and 50% responded. There was almost complete agreement (99%) among respondents that HIV prevention instruction is needed. The factors that emerged as significantly influencing the attitudes and perceptions of high school health teachers about teaching HIV prevention were related to teacher preparation, training, and years of experience teaching health education. A state mandate requiring HIV prevention instruction was significantly associated with higher teacher efficacy expectations and more perceived benefits, but did not have a significant influence in relation to practices in the classroom. Characteristics of high school health teachers that were significantly related to attitudes, perceptions, and instructional practices included the instructor's age, sex, and race/ethnicity. High school health teachers who reported the least experience teaching health education had the least supportive attitudes, perceived the most barriers, and had the lowest efficacy and outcome expectations related to teaching about HIV prevention. Whereas these findings support the importance of teacher preparation and training, they also suggest that more recent college graduates may not be fully prepared to provide effective instruction in HIV prevention. © 2012, American School Health Association.

The Teaching Demonstration: What Faculty Expect and How to Prepare for This Aspect of the Job Interview

PubMed Central

Smith, Michelle K.; Wenderoth, Mary Pat; Tyler, Mary

2013-01-01

Many institutions require candidates for faculty positions to present a teaching demonstration as part of the interview process. To help job candidates prepare for this and to assist departments in planning how to structure this portion of the interview, we surveyed biology faculty from community and liberal arts colleges and master's- and PhD-granting institutions concerning how their departments assess teaching potential. We also asked survey respondents to share advice on how candidates can prepare for teaching demonstrations. Here we report on the survey results and offer suggestions based on comments from respondents. PMID:23463224

Innovations in teaching plant pathology.

PubMed

Schumann, G L

2003-01-01

The teaching environment for plant pathology is changing in both positive and negative ways. Teaching expectations are increasing and resources are decreasing, but recent educational research and instructional technology offer new approaches to meet these challenges. Plant pathologists are teaching courses that may attract new students to the discipline or at least improve agricultural awareness. The Internet offers rapid access to information and images for both students and instructors. Instructional technology provides new tools for classroom presentations, communication with students, reaching new audiences, and distance learning, but using these new tools to enhance learning requires skilled and creative instructors. In the past, many plant pathology instructors worked in relative isolation, but new communication technologies and publishing opportunities for teaching scholarship should improve the sharing of instructional resources and methods.

Curriculum considerations for enhancing baccalaureate learning for international students.

PubMed

Pardue, Karen T; Haas, Barbara

2003-01-01

International students studying nursing in the United States present unique teaching opportunities and challenges. Student language, culture, and academic expectations are major factors for faculty to consider in delivering international education. An RN to BSN program provides baccalaureate completion study for registered nurses residing in Israel. Students can choose to complete the final semester in the United States. Israeli nursing students demonstrate a strong collectivistic orientation to their academic work. Issues related to English language fluency and academic paper preparation were identified. Success in international teaching endeavors is facilitated when faculty carefully evaluate course materials and assignments. Clarity of language, cultural expectations, and availability of academic resources are important considerations for promoting student success.

Student and Instructor Expectations of Community College Instructors.

ERIC Educational Resources Information Center

Twa, R. James

Little research has been done to define effective teaching in the junior college. This study was designed to produce empirical data on the expectations held by the adult education, occupational education, and transfer students and their instructor counterparts for the instructor in his role as director of learning. To elicit the desired data, the…

Quality Assurance and Its Impact from Higher Education Institutions' Perspectives: Methodological Approaches, Experiences and Expectations

ERIC Educational Resources Information Center

Bejan, Stelian Andrei; Janatuinen, Tero; Jurvelin, Jouni; Klöpping, Susanne; Malinen, Heikki; Minke, Bernhard; Vacareanu, Radu

2015-01-01

This paper reports on methodological approaches, experiences and expectations referring to impact analysis of quality assurance from the perspective of three higher education institutions (students, teaching staff, quality managers) from Germany, Finland and Romania. The presentations of the three sample institutions focus on discussing the core…

Spreadsheet Modeling of (Q,R) Inventory Policies

ERIC Educational Resources Information Center

Cobb, Barry R.

2013-01-01

This teaching brief describes a method for finding an approximately optimal combination of order quantity and reorder point in a continuous review inventory model using a discrete expected shortage calculation. The technique is an alternative to a model where expected shortage is calculated by integration, and can allow students who have not had a…

Developing a Teacher Identity: TAs' Perspectives about Learning to Teach Inquiry-Based Biology Labs

ERIC Educational Resources Information Center

Gormally, Cara

2016-01-01

Becoming a teacher involves a continual process of identity development and negotiation. Expectations and norms for particular pedagogies impact and inform this development. In inquiry based classes, instructors are expected to act as learning facilitators rather than information providers. For novice inquiry instructors, developing a teacher…

Teaching for Justice in a Contradictory World

ERIC Educational Resources Information Center

Reilly, George

2017-01-01

School today is caught in the dilemma of being expected to educate young people so that they can be integrated into modern industrial society. Because of structural injustices in society, not all students have equal chances in this integration process. Education in school is also expected to impart proficiency in skills which go beyond the…

The Relevance of a Migration Background to the Professional Identity of Teachers

ERIC Educational Resources Information Center

Bressler, Christoph; Rotter, Carolin

2017-01-01

Immigrant teachers face several specific expectations from policy makers, colleagues, as well as the media. Often new hopes are pinned on them for teaching (ethnically) diverse learners. Their professional identity is inevitably linked to these expectations. In this regard, this paper discusses the findings of a qualitative study exploring the…

Growing a Faculty Writing Group on a Traditionally Teaching-Focused Campus: A Model for Faculty Development

ERIC Educational Resources Information Center

Hampton-Farmer, Cheri; Laverick, Erin; Denecker, Christine; Tulley, Christine E.; Diederich, Nicole; Wilgus, Anthony

2013-01-01

When expectations for scholarly productivity increase at comprehensive universities, faculty writing groups can provide the tools, motivation, and support necessary to achieve both administrative and faculty goals. Narratives from members of a faculty writing group experiencing a shift in institutional expectations for scholarship reveal tangible…

Examining Mindfulness as a Conceptual Framework for Teaching and Learning: A Descriptive Study

ERIC Educational Resources Information Center

Michael, Christopher J.

2008-01-01

Mindfulness is ongoing scrutiny of existing expectations, continuous refinement of those expectations based on new experiences, appreciation of the subtleties of context, and identification of novel aspects of context that can improve foresight and functioning. This concept of mindfulness has been studied in the domain of business and in relation…

Health students’ expectations of the ideal educational environment: a qualitative research

PubMed Central

AGHAMOLAEI, TEAMUR; SHIRAZI, MANDANA; DADGARAN, IDEH; SHAHSAVARI, HOOMAN; GHANBARNEJAD, AMIN

2014-01-01

Introduction: Educational environment is an important determinant of students’ behavior and its elements are associated with academic achievement and course satisfaction. The aim of this study was to determine students’ expectations of the ideal educational environment. Methods: This was a qualitative study with content analysis approach. Using a theoretical sampling method, we selected eight students from Health School of Hormozgan University of Medical Sciences, studying health education, public health, environmental health, occupational health and medical entomology. To collect data, semi-structured interviews were used and continued until reaching data saturation. Qualitative content analysis was used to analyze the data. Results: Students' expectations of the ideal educational environment emerged in four main themes including school atmosphere, teaching, human aspects (with three subthemes including teachers, students, and school staff) and non-human aspects (with two subthemes including educational equipment and physical environment). Conclusion: Educational environment is a multidimensional issue and to achieve an ideal educational environment, educational planners should meet the students' expectations of the school atmosphere, teaching, teachers, students, school staff, educational equipment and physical environment. PMID:25512939

Undergraduate nursing students integrating health literacy in clinical settings.

PubMed

Zanchetta, Margareth; Taher, Yasmin; Fredericks, Suzanne; Waddell, Janice; Fine, Carol; Sales, Rona

2013-09-01

Analyzing students' performance and self-criticism of their roles in promoting health literacy can inform nursing education in a social environment that expects new graduates to be health promoters. The pilot study reported here aimed to a) analyze students' understanding of and sensitivity to issues of health literacy, (b) identify students' perceptions of structural, organizational, and political barriers to the promotion of health literacy in social and health care organizations, and (c) document students' suggestions for curriculum changes that would develop their skills and competencies as health-literacy promoters. A qualitative pilot study. A collaborative undergraduate nursing degree program in the metropolitan area of Toronto, Canada. Sixteen undergraduate, Year 4 nursing students. Signed informed consent was obtained from the participants. Participation was unpaid and voluntary. Recruitment was through an email invitation sent by the School of Nursing Student Affairs Coordinator. Three, one-time individual interviews and three focus groups were conducted. All were audio-recorded. Recordings were transcribed, and the transcriptions were coded using the qualitative software ATLAS ti 6.0. The interview data were submitted to thematic analysis. Additional data were gathered from the two-page self-assessments in students' academic portfolios. Sensitivity to health literacy was documented. Students performed best as health promoters in supportive teaching hospitals. Their performance was hindered by clinical settings unsupportive of health education, absence of role models, and insufficient theoretical preparation for health teaching. Students' sensitivity to their clients' diversity reportedly reinforced the interconnection, in multicultural healthcare settings, between health literacy and other social determinants of health and a growing demand for educating future nurses in expanding their role also as health promoters. Students recommended more socially inclusive and experiential learning initiatives related to health teaching to address education gaps in classrooms and practice. Copyright © 2012 Elsevier Ltd. All rights reserved.

Role delineation study for the American Society for Pain Management Nursing.

PubMed

Willens, Joyce S; DePascale, Christine; Penny, James

2010-06-01

A role delineation study, or job analysis, is a necessary step in the development of a quality credentialing program. The process requires a logical approach and systematic methods to have an examination that is legally defensible. There are three main phases: initial development and evaluation, validation study, and development of test specifications. In the first phase, the content expert panel discussed performance domains that exist in pain management nursing. The six domains developed were: 1) assessment, monitoring, and evaluation of pain; 2) pharmacologic pain management; 3) nonpharmacologic pain management; 4) therapeutic communication and counseling; 5) patient and family teaching; and 6) collaborative and organizational activities. The panel then produced a list of 70 task statements to develop an online survey which was sent to independent reviewers with expertise in pain management nursing. After the panel reviewed the results of the pilot test, it was decided to clarify a few items that did not perform as expected. After the questionnaire was finalized it was distributed to 1,500 pain management nurses. The final yield was 585 usable returns, for a response rate of 39%. Thirty-three percent of the respondents reported a bachelor's degree in nursing as the highest degree awarded. Over 80% indicated that they were certified in pain management. Over 35% reported working in a staff position, 14% as a nurse practitioner, and 13% as a clinical nurse specialist. Part of the questionnaire asked the participants to rate performance expectation, consequence or the likelihood that the newly certified pain management nurse could cause harm, and the frequency of how often that nurse performs in each of the performance domains. The performance expectation was rated from 0 (the newly certified pain management nurse was not at all expected to perform the domain task) to 2 (after 6 months the newly certified pain management nurse would be expected to perform the domain task). The consequences of the degree would be the inability of the newly certified pain management nurse to perform duties or tasks in each domain was rated from 0 (no harm) to 4 (extreme harm). The first domain received the highest average frequency rating. The pharmacologic domain received the highest mean rating on consequence. The reliability of all scales was 0.95 or higher, which indicated that the questionnaire consistently measured what it was intended to measure. The quality of the questionnaire is an indicator that certification is one measure of nursing excellence. (c) 2010 American Society for Pain Management Nursing. Published by Elsevier Inc. All rights reserved.

A Case Study of Teaching Musical Expression to Young Performers

ERIC Educational Resources Information Center

Brenner, Brenda; Strand, Katherine

2013-01-01

What does it mean to teach musical expression to child performers? Is it teaching how to interpret a piece of music "correctly," or is there more involved? In this case study, we explored the beliefs and practices of five teachers who specialized in teaching children to perform in a variety of musical performance areas, including violin,…

[Exploration and practice of research-based teaching in the course of theory of Meridians and Acupoints for acupuncture and tuina specialty].

PubMed

Liu, Mai-Lan; Yuan, Yi-Qin; Chang, Xiao-Rong; Luo, Jian; Liu, Mi

2014-08-01

For the purpose of exploring the teaching reform model and method, also promoting the quality of talents in acupuncture and tuina field, the research-based teaching model is applied into the course of Theory of Meridians and Acupoints. This method includes two parts of teaching and learning. For teachers, they bring modern research focus and trend into teaching through questionnaire survey among students, aiming to integrate the education inside and outside class. For students, they are guided to resolve the opening, enlightening and scalable issues through consulting abundant resources of literature and database to achieve autonomous participation in the course of learning. By this teaching method, it is expected to train the student's ability of expanding their thinking, as well as discovering, analyzing and solving the problem.

Higher Education Reforms and the Academic Profession from a Comparative Perspective

ERIC Educational Resources Information Center

Arimoto, Akira

2014-01-01

In the 21st century, when the universalization of higher education demands diversified students to be more involved in study and rather than in learning, the ideal of scholarship is expected to transform toward both teaching orientation and study orientation, with a focus on the teaching and study process in the classrooms with a result of being a…

Compensation Criteria in Higher Education in Israel and Elsewhere: Evaluation of Research and Teaching Outcomes

ERIC Educational Resources Information Center

Davidovitch, Nitza; Sinuany-Stern, Zilla

2014-01-01

Teachers in academia are usually not required to have teacher training but must often be evaluated by their students who expect them to have much better teaching qualifications than their high school teachers. However, teachers in elementary and high schools are required to go through several years of teacher training, resulting in a teaching…

Safe Schooling: Always at the Ready

ERIC Educational Resources Information Center

Moore, Brian N.

2012-01-01

Those who spent time in the classroom recognize the need to formulate well-designed lesson plans before they can provide a first-rate education. A lesson plan provides guidance on what they will be teaching, the tools they will need to teach a lesson, and their expectations for the outcomes of the lesson--what kids will learn. The same is true for…

Whose Writing Is it Anyway?: Issues of Control in the Teaching of Writing

ERIC Educational Resources Information Center

Fisher, Ros

2006-01-01

In the UK, teachers have moved from a process approach to the teaching of writing to a more didactic and objectives led programme. This has given rise to concerns about the suppression of creativity and enjoyment. Writing is a convention bound activity where spelling, punctuation and expectations about different text types imply a right and wrong…

Adult Teachers as Researchers: Ethnographic Approaches to Numeracy and Literacy as Social Practices in South Asia

ERIC Educational Resources Information Center

Street, Brian V.; Rogers, Alan; Baker, Dave

2006-01-01

It has long been orthodoxy among adult educators that those who teach adults need to take into account the existing knowledge, practices, perceptions and expectations of the learners. This is true at both central level where curricula and teaching-learning materials are developed and at local level where adult teacher/facilitator meets adult…

How Professionalized Is College Teaching? Norms and the Ideal of Service. ASHE Annual Meeting Paper.

ERIC Educational Resources Information Center

Braxton, John M.; Bayer, Alan E.

This study examined the behavioral expectations and norms for college and university faculty particularly whether they varied with respect to the level of commitment to teaching at different institutions and in different disciplines. A cluster sampling design was used to select a random sample of the population of faculty in biology, history,…

"You Can Speak German, Sir": On the Complexity of Teachers' L1 Use in CLIL

ERIC Educational Resources Information Center

Gierlinger, Erwin

2015-01-01

Classroom code switching in foreign language teaching is still a controversial issue whose status as a tool of both despair and desire continues to be hotly debated. As the teaching of content and language integrated learning (CLIL) is, by definition, concerned with the learning of a foreign language, one would expect the value of code switching…

On "Becoming"--The "Educational" Quandary of Teaching Incarcerated Youth

ERIC Educational Resources Information Center

Davey, Natalie

2017-01-01

Given the title of Literacy teacher, and expected to teach three 50-min periods a day to youth, ages 12 to 17, who were awaiting trial, the then 23 year old author's classroom was located in the basement of an adjoined building fronting two urban thoroughfares. Toronto's family court building still remains at the front entrance, but the back…

Teachers, Tundra, and Talking Circles: Learning History and Culture in an Alaska Native Village

ERIC Educational Resources Information Center

Fickel, Letitia Hochstrasser

2005-01-01

What teachers know about their subject-matter and how to teach it has become increasingly important as states continue to expect more rigorous learning outcomes for K-12 students--even more so when we consider that they must teach this content to an increasingly diverse student population. This article reports the findings from a four-year case…

The Teaching of English Idioms in Kenyan Secondary Schools: Difficulties and Effective Strategies

ERIC Educational Resources Information Center

Gathigia, Moses Gatambuki; Njoroge, Martin C.

2016-01-01

The acquisition of idiomatic expressions is one of the primary challenges to learners of English as a Second Language (ESL) in multilingual contexts such as Kenya; yet, the learners are expected to use these expressions in their writing. The study on which this paper is based sought to assess the teaching of English idiomatic expressions in Kenyan…

Technology Enhanced Teaching and Learning: A Study That Examines How Three Diverse Universities Are Influencing Change

ERIC Educational Resources Information Center

McCready, Peggy A.

2013-01-01

Recent trends toward on-line learning and open education suggest that the role of technology will only become more prominent in higher education. As a result, faculty members will increasingly be expected to infuse more technology in face-to-face courses, while teaching in multiple course delivery modalities. Senior administrators and technology…

Effective Teaching of Able Pupils in the Primary School: The Findings of the Oxfordshire Effective Teachers of Able Pupils Project.

ERIC Educational Resources Information Center

Eyre, Deborah; Coates, David; Fitzpatrick, Mary; Higgins, Chris; McClure, Lynne; Wilson, Helen; Chamberlin, Rosemary

2002-01-01

A review of British research on effective teaching of able students leads to a report on the Oxfordshire Effective Teachers of Able Pupils Project. This study found effective teachers shared similar beliefs about learning, had empathy with the needs of able children, created a secure classroom environment, held high expectations, used…

Pre-registration Nurse Education in Pharmacology: Is It Adequate for the Roles that Nurses Are Expected To Fulfill?

ERIC Educational Resources Information Center

Morrison-Griffiths, Sally; Snowden, Michael A.; Pirmohamed, Munir

2002-01-01

According to responses from 33 of 52 nursing departments in England, 90% integrated pharmacology into curricula; 82% preferred that nurses teach it; 88% provided no training for lecturers. Lecture was the predominant teaching method. About one-fifth did not formally assess pharmacology knowledge. Students lacked math and science preparation for…

Enhancing Students' Speaking Skills through "Kunci Inggris" Videos in Islamic Junior High School

ERIC Educational Resources Information Center

Erlangga, Rifqi Aulia

2016-01-01

Personal ability of a teacher when integrated with good learning material will make his students get more involved and absorb teaching material better hence improving their foreign language. There are many materials may be used to teach, one of them is videos. The video is expected to trigger students' enthusiasm and improve their motivation. Even…

To Give Control to Learners or Not? A Comparative Study of Two Ways of Teaching Listening

ERIC Educational Resources Information Center

Wang, Yushan

2010-01-01

This paper reports a quasi-experimental study that was carried out in listening classes to address the following questions: What control do students expect in the listening classroom? What are the effects of the "zero class hour" way of teaching listening when more control is given to the students? The study was conducted at Huaiyin…

Optimizing Language Instruction at the Tertiary Level: Student Needs Analysis toward Educational Change

ERIC Educational Resources Information Center

Sieglová, Dagmar; Stejskalová, Lenka; Kocurová-Giurgiu, Ioana

2017-01-01

The job expectations and requirements of the information age bring with them a need for a change in teaching and studying. A quantitative approach to working with information and a frontal style of teaching, still a wide practice in many institutions, no longer seem to be suitable preparation for current students' needs. One of the areas affected…

Combining Face-to-Face Learning with Online Learning in Virtual Worlds

ERIC Educational Resources Information Center

Berns, Anke; Gonzalez-Pardo, Antonio; Camacho, David

2012-01-01

This paper focuses on the development of videogame-like applications in a 3D virtual environment as a complement to the face-to-face teaching and learning. With the changing role of teaching and learning and the increasing use of "blended learning," instructors are increasingly expected to explore new ways to attend to the needs of their…

Back to the Drawing Board Reconstructing DaVinci's Vitruvian Man to Teach Anatomy

ERIC Educational Resources Information Center

Babaian, C.

2009-01-01

In today's high tech world, one hardly expects to see the original chalkboard or blackboard utilized in research, teaching, or scientific communication, but having spent an equal number of years doing both art and biology and dabbling in computer graphics, the author has found the simple technology of the chalkboard and chalk to have incredible…

Teaching an Algonkian Language as a Second Language: A Core Program for Kindergarten.

ERIC Educational Resources Information Center

Department of Indian Affairs and Northern Development, Toronto (Ontario). Education Div.

Ten units of kindergarten language instruction are presented in English, as a course guide for teachers who are expected to use only an Algonkian language in the classroom. The units, which are thematically titled (e.g. "Let's Eat Together"), cover two to four weeks' teaching time each. Classroom activities involve a variety of realia.…

Teaching an Algonkian Language as a Second Language: A Core Program for Grade One.

ERIC Educational Resources Information Center

Department of Indian Affairs and Northern Development, Toronto (Ontario). Education Div.

Ten units of first grade language instruction are presented in English, as a course guide for teachers who are expected to use only an Algonkian language in the classroom. The units, which are thematically titled (e.g. "The Little House"), cover two to four weeks' teaching time each. Classroom activities involve a variety of realia.…

Staying in the Comfort Zones--Low Expectations in Vocational Education and Training Mathematics Teaching in Sweden and Finland

ERIC Educational Resources Information Center

Rosvall, Per-Åke; Hjelmér, Carina; Lappalainen, Sirpa

2017-01-01

Vocational education has a historical legacy of being low-status and aimed at producing skilled workers. Students with low marks in comprehensive school are still often guided to the vocational educational track. In this article we examine how mathematics teaching in a vocational educational context is framed (henceforth VET). Therefore, our aim…

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

PubMed

Lane, India F; Strand, Elizabeth

2008-01-01

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

Effective Teaching, Effective Living: A Review of Behavior Analysis for Effective Teaching by Julie S. Vargas

PubMed Central

Austin, Jennifer L; Soeda, Jennifer M

2009-01-01

Elevated academic standards and expectations, along with competing contingencies outside the classroom, have given the teaching profession new and demanding challenges with which to contend. Although previous textbooks have addressed behavior analytic techniques specifically directed for the classroom environment, few have done so with comprehensive overviews of both instructional and basic behavioral strategies from a teacher's perspective. This review describes Julie Vargas' book in terms of its contribution to the educational field, as well as its impressive style for reaching its target audience.

How beauty works. Theoretical mechanisms and two empirical applications on students' evaluation of teaching.

PubMed

Wolbring, Tobias; Riordan, Patrick

2016-05-01

Plenty of studies show that the physical appearance of a person affects a variety of outcomes in everyday life. However, due to an incomplete theoretical explication and empirical problems in disentangling different beauty effects, it is unclear which mechanisms are at work. To clarify how beauty works we present explanations from evolutionary theory and expectation states theory and show where both perspectives differ and where interlinkage appears promising. Using students' evaluations of teaching we find observational and experimental evidence for the different causal pathways of physical attractiveness. First, independent raters strongly agree over the physical attractiveness of a person. Second, attractive instructors receive better student ratings. Third, students attend classes of attractive instructors more frequently - even after controlling for teaching quality. Fourth, we find no evidence that attractiveness effects become stronger if rater and ratee are of the opposite sex. Finally, the beauty premium turns into a penalty if an attractive instructor falls short of students' expectations. Copyright © 2016 Elsevier Inc. All rights reserved.

In response to David Greenwood's `Place mobility and faculty life: mindfulness through change' through the lens of science teacher education programs

NASA Astrophysics Data System (ADS)

Nyaema, Mary K.

2017-06-01

In writing this review, I draw on the experience of David Greenwood (Cult Stud Sci Educ 10:5-16, 2015) whose ethnographic study sheds light on his growth as a faculty member who has taught in various settings that are quite different from the culture that he grew up with. I extend his thoughts on ecological mindfulness to encompass a culturally aware method of teaching based on place sensitized more to the needs of science teacher preparation programs. The methods used in writing the review included literature searches for articles that incorporate ecological mindfulness and culturally responsive teaching in science teacher preparation programs and reflected ideas voiced in Greenwood's article. Although he seems that he is primarily addressing other faculty members, his experiences can be used as lifelong lessons for preservice teachers entering a primarily homogeneous workforce expected to teach an increasingly diverse student population. His humor, use of Haiku, poetry and mindfulness as a way of becoming one with a culture that he is not accustomed has many lessons that prove useful in training more culturally responsive teachers. In light of an increasingly diverse US student population versus a stagnantly homogeneous teaching workforce, his reflective practice will prove useful to teachers who are expected to teach students with cultures different from their own.

Quality assessment of clinical education services in teaching hospitals located in Kerman, Iran

PubMed Central

Yazdi-Feyzabadi, Vahid; Gozashti, Mohammad Hossein; Komsari, Samane; Mohammadtaghizadeh, Sedigheh; Amiresmaili, Mohammadreza

2015-01-01

Introduction Clinical education is one of the most important components of the resource generation function of health systems, and it has a very important role in graduates’ competency with respect to effective, practical education. This study aimed to assess the quality of clinical services in Kerman’s teaching hospitals located in southeastern Iran. Methods This cross-sectional study was conducted in 2011 on 303 medical students at different levels of medical education at Kerman’s teaching hospitals. A modified SERVQUAL instrument was used to collect the data after its validity and reliability were checked. The data were analyzed by SPSS 18.0 using the paired t-test, Kruskal-Wallis, and post hoc tests, when appropriate. Results In all five dimensions of quality, gaps were observed between students’ perceptions and expectations as follows: Assurance (mean = −1.18), Responsiveness (−1.56), Empathy (−1.4), Reliability (−1.27), and Tangibles (−1.21). There was a significant difference between the quality perceptions and expectations of the medical students (p < 0.001). A significant difference was observed between three educational levels, including externships, internships, and assistantships regarding the dimensions of the quality gaps (p < 0.001). Conclusion The clinical services provided by teaching hospitals in the study did not meet the students’ expectations at any of the three educational levels. As we precisely assessed the dimensions and items that had the higher quality gaps, it was apparent that, for most part, clinical education officials could improve the quality by designing interventions, which would not be very difficult to do. PMID:26767094

The Effects of Teacher Efficacy, Teacher Certification Route, Content Hours in the Sciences, Field-Based Experiences and Class Size on Middle School Student Achievement

NASA Astrophysics Data System (ADS)

Salgado, Robina

No Child Left Behind Act (NCLB) was signed into law in 2002 with the idea that all students, no matter the circumstances can learn and that highly qualified teachers should be present in every classrooms (United Stated Department of Education, 2011). The mandates of NCLB also forced states to begin measuring the progress of science proficiency beginning in 2007. The study determined the effects of teacher efficacy, the type of certification route taken by individuals, the number of content hours taken in the sciences, field-based experience and class size on middle school student achievement as measured by the 8th grade STAAR in a region located in South Texas. This data provides knowledge into the effect different teacher training methods have on secondary school science teacher efficacy in Texas and how it impacts student achievement. Additionally, the results of the study determined if traditional and alternative certification programs are equally effective in properly preparing science teachers for the classroom. The study described was a survey design comparing nonequivalent groups. The study utilized the Science Teaching Efficacy Belief Instrument (STEBI). A 25-item efficacy scale made up of two subscales, Personal Science Teaching Efficacy Belief (PSTE) and Science Teaching Outcome Expectancy (STOE) (Bayraktar, 2011). Once the survey was completed a 3-Way ANOVA, MANOVA, and Multiple Linear Regression were performed in SPSS to calculate the results. The results from the study indicated no significant difference between route of certification on student achievement, but a large effect size was reported, 17% of the variances in student achievement can be accounted for by route of certification. A MANOVA was conducted to assess the differences between number of science content hours on a linear combination of personal science teacher efficacy, science teaching outcome expectancy and total science teacher efficacy as measured by the STEBI. No significant difference was found, but a large effect size was reported, 14% of variances in efficacy can be accounted for by number of science content hours. A Multiple Linear Regression analysis was conducted to evaluate how total personal efficacy, total outcome expectancy and total teacher efficacy predict student achievement. A significant regression equation was found, with an R2 of .39. The R 2 reflected a high effect size, where 39% of variances in student achievement can be explained by efficacy. Total efficacy of the teacher was a significant predictor of student achievement.

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.

Self-Efficacy, Satisfaction, and Academic Achievement: The Mediator Role of Students' Expectancy-Value Beliefs

PubMed Central

Doménech-Betoret, Fernando; Abellán-Roselló, Laura; Gómez-Artiga, Amparo

2017-01-01

Although there is considerable evidence to support the direct effects of self-efficacy beliefs on academic achievement, very few studies have explored the motivational mechanism that mediates the self-efficacy–achievement relationship, and they are necessary to understand how and why self-efficacy affects students' academic achievement. Based on a socio-cognitive perspective of motivation, this study examines the relationships among academic self-efficacy, students' expectancy-value beliefs, teaching process satisfaction, and academic achievement. Its main aim is to identify some motivational-underlying processes through which students' academic self-efficacy affects student achievement and satisfaction. Student achievement and satisfaction are two of the most important learning outcomes, and are considered key indicators of education quality. The sample comprises 797 Spanish secondary education students from 36 educational settings and three schools. The scales that referred to self-efficacy and expectancy-value beliefs were administered at the beginning of the course, while student satisfaction and achievement were measured at the end of the course. The data analysis was conducted by structural equation modeling (SEM). The results revealed that students' expectancy-value beliefs (Subject value, Process expectancy, Achievement expectancy, Cost expectancy) played a mediator role between academic self-efficacy and the achievement/satisfaction relationship. These results provided empirical evidence to better understand the mechanism that mediates self-efficacy–achievement and efficacy–course satisfaction relationships. The implications of these findings for teaching and learning in secondary education are discussed. PMID:28769839

Self-Efficacy, Satisfaction, and Academic Achievement: The Mediator Role of Students' Expectancy-Value Beliefs.

PubMed

Doménech-Betoret, Fernando; Abellán-Roselló, Laura; Gómez-Artiga, Amparo

2017-01-01

Although there is considerable evidence to support the direct effects of self-efficacy beliefs on academic achievement, very few studies have explored the motivational mechanism that mediates the self-efficacy-achievement relationship, and they are necessary to understand how and why self-efficacy affects students' academic achievement. Based on a socio-cognitive perspective of motivation, this study examines the relationships among academic self-efficacy, students' expectancy-value beliefs, teaching process satisfaction, and academic achievement. Its main aim is to identify some motivational-underlying processes through which students' academic self-efficacy affects student achievement and satisfaction. Student achievement and satisfaction are two of the most important learning outcomes, and are considered key indicators of education quality. The sample comprises 797 Spanish secondary education students from 36 educational settings and three schools. The scales that referred to self-efficacy and expectancy-value beliefs were administered at the beginning of the course, while student satisfaction and achievement were measured at the end of the course. The data analysis was conducted by structural equation modeling (SEM). The results revealed that students' expectancy-value beliefs (Subject value, Process expectancy, Achievement expectancy, Cost expectancy) played a mediator role between academic self-efficacy and the achievement/satisfaction relationship. These results provided empirical evidence to better understand the mechanism that mediates self-efficacy-achievement and efficacy-course satisfaction relationships. The implications of these findings for teaching and learning in secondary education are discussed.

Training Family Medicine Residents to Perform Home Visits: A CERA Survey.

PubMed

Sairenji, Tomoko; Wilson, Stephen A; D'Amico, Frank; Peterson, Lars E

2017-02-01

Home visits have been shown to improve quality of care, save money, and improve outcomes. Primary care physicians are in an ideal position to provide these visits; of note, the Accreditation Council for Graduate Medical Education no longer requires home visits as a component of family medicine residency training. To investigate changes in home visit numbers and expectations, attitudes, and approaches to training among family medicine residency program directors. This research used the Council of Academic Family Medicine Educational Research Alliance (CERA) national survey of family medicine program directors in 2015. Questions addressed home visit practices, teaching and evaluation methods, common types of patient and visit categories, and barriers. There were 252 responses from 455 possible respondents, representing a response rate of 55%. At most programs, residents performed 2 to 5 home visits by graduation in both 2014 (69% of programs, 174 of 252) and 2015 (68%, 172 of 252). The vast majority (68%, 172 of 252) of program directors expect less than one-third of their graduates to provide home visits after graduation. Scheduling difficulties, lack of faculty time, and lack of resident time were the top 3 barriers to residents performing home visits. There appeared to be no decline in resident-performed home visits in family medicine residencies 1 year after they were no longer required. Family medicine program directors may recognize the value of home visits despite a lack of few formal curricula.

Equitable Perspectives: First-Year ESL Teachers' Expectations of, and Pedagogy for, Culturally and Linguistically Diverse Students

ERIC Educational Resources Information Center

Collazo, Judith

2017-01-01

As the American public school population has transformed from monolithic to multicultural, our teaching population has not (NCES, 2013). Thus, vast inequities in the US public schools for CLD students, compounded by a hierarchy of privilege and lowered teacher expectations, suppress the achievement and identities of culturally and linguistically…

Building Foundational and Vocabulary Knowledge in the Common Core, K-8: Developmentally-Grounded Instruction about Words

ERIC Educational Resources Information Center

Templeton, Shane

2015-01-01

How young children's and older students' knowledge of words develops--their structure, their meanings, how they work in context--is reflected in the Common Core English Language Arts expectations. Meeting these expectations for each learner requires that we teach in a developmentally-responsive manner. This includes our being familiar with the…

Teaching about U.S. Climate Policy and the 2009 Copenhagen Conference

ERIC Educational Resources Information Center

Risinger, C. Frederick

2009-01-01

The 2009 Copenhagen Conference will take place December 7-18 in the Bella Conference Center just a few miles from the Copenhagen airport. Emissaries from 170 nations are expected, with several other smaller countries sending representatives. More than 8,000 people are expected to attend, including members of the press. The Copenhagen Conference is…

Social Studies and Grade Level Content Expectations in Michigan

ERIC Educational Resources Information Center

DeChano-Cook, Lisa M.

2012-01-01

In 2007 the Michigan Department of Education (MDOE) unveiled Social Studies Grade Level Content Expectations (GLCEs) that went into implementation during the 2008-2009 academic year. The purpose of this research was to examine social studies teaching in grades K-8 and what effects, if any, the GLCEs had on the curriculum in these grades.…

The Role of the Foreigner in China's Higher Education System.

ERIC Educational Resources Information Center

Porter, Edgar A.

Expectations that Chinese college and university staff and students have concerning English-speaking western educators who are recruited to teach in China were studied. The role that the western educator expects to play in China was also assessed. Attention was focused on the perceptions held by eight Chinese scholars studying in the United States…

Situating ICT in the Teacher Education Program: Overcoming Challenges, Fulfilling Expectations

ERIC Educational Resources Information Center

Martinovic, Dragana; Zhang, Zuochen

2012-01-01

This exploratory case study examined pre-service teachers' expectations of and attitudes toward the learning and integrating of ICT into their teaching, and their perceptions of the availability and use of ICT in the Teacher Education Program (TEP) and their placement schools. For two years in a row the researchers collected data through online…

The Impact of Hill Reading Achievement Program with Students with Disabilities in First through Third Grade

ERIC Educational Resources Information Center

Templeton, Patrice Danielle

2017-01-01

No Child Left Behind Act created a paradigm shift in the education field for all students including students with disabilities. The act impacted students with disabilities because the expectation of education changed in many areas. The expectation of highly qualified teachers teaching utilizing research based strategies and the requirement of…

Compulsory Education: Social Expectations. National Reports on the Theme for 1977 in Their Original Languages. 26th Assembly of Delegates.

ERIC Educational Resources Information Center

World Confederation of Organizations of the Teaching Profession, Morges (Switzerland).

Reports prepared by various countries for presentation at the 1977 annual assembly of the World Confederation of Organizations of the Teaching Profession (WCOTP) are included in this document. The theme of the assembly was "Compulsory Education: Social Expectations." Countries reporting include: Austria, Bangladesh, Brazil, Brunei, Canada, Ivory…

Exploring the Altruistic Expectations of Teacher Candidates Enrolled in Faith-Based Colleges and Universities: A Mixed Methods Investigation

ERIC Educational Resources Information Center

Buel, Christine M.

2011-01-01

This mixed-methods research design, crafted as a phenomenological study, and developed through a lens of critical social theory, was conducted to explore the altruistic expectation level of teacher candidates. Further, the research questions and hypotheses reflect the problem that many well-meaning teacher candidates enter the teaching profession…

Teaching Methods for Modelling Problems and Students' Task-Specific Enjoyment, Value, Interest and Self-Efficacy Expectations

ERIC Educational Resources Information Center

Schukajlow, Stanislaw; Leiss, Dominik; Pekrun, Reinhard; Blum, Werner; Muller, Marcel; Messner, Rudolf

2012-01-01

In this study which was part of the DISUM-project, 224 ninth graders from 14 German classes from middle track schools (Realschule) were asked about their enjoyment, interest, value and self-efficacy expectations concerning three types of mathematical problems: intra-mathematical problems, word problems and modelling problems. Enjoyment, interest,…

A Study of Understanding: Alchemy, Abstraction, and Circulating Reference in Tertiary Science Education

ERIC Educational Resources Information Center

Merritt, Brett W.

2013-01-01

Understanding is widely touted to be of paramount importance for education. This is especially true in science education research and development where understanding is heralded as one of the cornerstones of reform. Teachers are expected to teach for understanding and students are expected to learn with understanding. This dissertation is an…

Teaching the iGeneration

ERIC Educational Resources Information Center

Rosen, Larry D.

2011-01-01

Children and teens today are immersed in technology. Just as we don't think about the existence of air, they don't think about technology and media. Individualized mobile devices have given them the expectation that if they conceive of something, they will be able to make it happen. Yet schools still expect these members of the iGeneration to…

The Role of the Dean: Fostering Teaching as Scholarship in the School of Education Learning Community.

ERIC Educational Resources Information Center

Huffman-Joley, Gail

Expectations for leaders in colleges of education are changing as are expectations for leaders in public schools and business. The traditional hierarchical model is being transformed into an organizational climate of teamwork and shared decision making, which have become the watchwords for organizational climate and change. In accord with these…

Meeting the Expectation of Industry: An Integrated Approach for the Teaching of Mechanics and Electronics to Design Students

ERIC Educational Resources Information Center

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

2015-01-01

This paper examines the traditional engineering-based provision delivered to Product Design and Technology (B.Sc.) undergraduates at the Loughborough Design School and questions its relevancy against the increasing expectations of industry. The paper reviews final-year design projects to understand the level of transference of engineering-based…

Early Career Teachers, Mathematics and Technology: Device Conflict and Emerging Mathematical Knowledge

ERIC Educational Resources Information Center

Attard, Catherine; Orlando, Joanne

2014-01-01

Information and communication technologies (ICT) are positioned in policy/syllabus documents as an essential resource in the teaching of mathematics. Given their youth and lifelong experience with technology, early career teachers (ECTs) are expected to excel in their use of ICT; however, we are not clear on the viability of these expectations and…

Linkages between Approaches to Learning, Perceived Stress and Expected and Actual Academic Outcomes among First-Semester Psychology Students

ERIC Educational Resources Information Center

Öhrstedt, Maria; Lindfors, Petra

2018-01-01

Previous research indicates that higher educational students' perceptions of stress are in part related to the teaching and learning context, and influence academic outcomes. This study intends to deepen our understanding of these processes by examining the linkages between approaches to learning, perceived stress and expected and actual academic…

Analysis of factors affecting satisfaction level on problem based learning approach using structural equation modeling

NASA Astrophysics Data System (ADS)

Hussain, Nur Farahin Mee; Zahid, Zalina

2014-12-01

Nowadays, in the job market demand, graduates are expected not only to have higher performance in academic but they must also be excellent in soft skill. Problem-Based Learning (PBL) has a number of distinct advantages as a learning method as it can deliver graduates that will be highly prized by industry. This study attempts to determine the satisfaction level of engineering students on the PBL Approach and to evaluate their determinant factors. The Structural Equation Modeling (SEM) was used to investigate how the factors of Good Teaching Scale, Clear Goals, Student Assessment and Levels of Workload affected the student satisfaction towards PBL approach.

Use of Contemporary Film as a Medium for Teaching an Online Death and Grief Course.

PubMed

Head, Barbara A; Smith, Lisa C

2016-01-01

Online education is becoming commonplace in the academic world. Schools now offer totally online degree programs or provide a hybrid of face-to-face and online courses for fulfilling academic requirements. Developing courses and teaching online requires instructors to rethink the educational paradigms they have relied upon in the past. The Net Generation of learners brings a different set of expectations, styles, and needs to the classroom than those of previous generations; this mandates that instructors redesign courses and use contemporary teaching modalities. This article describes how film was successfully used as the primary medium to teach a graduate online Social Work course, Death and Grief.

Challenges and opportunities for early-career Teaching-Focussed academics in the biosciences.

PubMed

Hubbard, Katharine; Gretton, Sarah; Jones, Katherine; Tallents, Lucy

2015-01-01

Twenty-seven percent of academics in UK Higher Education (HE) are in Teaching-Focussed positions, making major contributions to undergraduate programmes in an era of high student expectations when it comes to teaching quality. However, institutional support for Teaching-Focussed academics is often limited, both in terms of peer networking and opportunities for career development. As four early-career stage Teaching-Focussed academics working in a variety of institutions, we explore what motivated our choices to make teaching our primary academic activity, and the challenges that we have faced in doing so. In addition to highlighting the need for universities to fully recognise the achievements of teaching staff, we discuss the role that the various biosciences learned societies have in supporting Teaching-Focussed academics. We identify that there is a need for the learned societies to come together and pool their expertise in this area. The fragmented nature of the Teaching-Focussed academic community means that clear sources of national support are needed in order to best enable the next generation of bioscience educators to reach their full potential.

Challenges and opportunities for early-career Teaching-Focussed academics in the biosciences

PubMed Central

Hubbard, Katharine; Gretton, Sarah; Jones, Katherine; Tallents, Lucy

2015-01-01

Twenty-seven percent of academics in UK Higher Education (HE) are in Teaching-Focussed positions, making major contributions to undergraduate programmes in an era of high student expectations when it comes to teaching quality. However, institutional support for Teaching-Focussed academics is often limited, both in terms of peer networking and opportunities for career development. As four early-career stage Teaching-Focussed academics working in a variety of institutions, we explore what motivated our choices to make teaching our primary academic activity, and the challenges that we have faced in doing so. In addition to highlighting the need for universities to fully recognise the achievements of teaching staff, we discuss the role that the various biosciences learned societies have in supporting Teaching-Focussed academics. We identify that there is a need for the learned societies to come together and pool their expertise in this area. The fragmented nature of the Teaching-Focussed academic community means that clear sources of national support are needed in order to best enable the next generation of bioscience educators to reach their full potential. PMID:25977754

Digital Natives Come of Age: The Reality of Today's Early Career Teachers Using Mobile Devices to Teach Mathematics

ERIC Educational Resources Information Center

Orlando, Joanne; Attard, Catherine

2016-01-01

Digital natives are now of age and comprise the new generation of early career teachers (ECTs). This is an important change in teacher demographics given that new technologies have been introduced into classrooms with expectations that teachers embed them effectively into the teaching of mathematics. This paper draws on the data of three separate…

Using a Teaching Philosophy Statement as a Professional Development Tool for Teacher Candidates

ERIC Educational Resources Information Center

Caukin, Nancy G.; Brinthaupt, Thomas M.

2017-01-01

Most new teachers are expected to develop a teaching philosophy statement (TPS). In the present paper, we describe some of the major functions of a TPS and how it can be beneficial to the professional development of teacher candidates. We then describe a case example of a Residency I program and how the features of that program help teacher…

An Empirical Study on the Efficiency of College Teachers and Their Attitude in Teaching in Kancheepuram District

ERIC Educational Resources Information Center

Brindhamani, M.; Manichander, T.

2014-01-01

The quality of teaching depends upon the dedication of the teachers towards their profession and the improvisation of it depends upon the training, both pre-service and in-service they receive when they undergo the period of probation. A teacher is expected to have subject competency as well as linguistic competency. The main objective of the…

An Analysis of Mathematics Education Students' Skills in the Process of Programming and Their Practices of Integrating It into Their Teaching

ERIC Educational Resources Information Center

Gökçe, Semirhan; Yenmez, Arzu Aydogan; Özpinar, Ilknur

2017-01-01

Recent developments in technology have changed the learner's profile and the learning outcomes. Today, with the emergence of higher-order thinking skills and computer literacy skills, teaching through traditional methods is likely to fail to achieve the learning outcomes. That is why; teachers and teacher candidates are expected to have computer…

Peer Feedback Mediates the Impact of Self-Regulation Procedures on Strategy Use and Reading Comprehension in Reciprocal Teaching Groups

ERIC Educational Resources Information Center

Schünemann, Nina; Spörer, Nadine; Völlinger, Vanessa A.; Brunstein, Joachim C.

2017-01-01

The goal of this research was to highlight the role social regulatory processes play in making students' teamwork in reciprocal teaching (RT) groups (a classroom activity in which students take the teacher's role in small group reading sessions) effective. In addition to teamwork quality, we expected peer feedback to be a key factor in enhancing…

The Complexities of Practical Work in Physics Teaching: A Case Study of Three Secondary Schools in Sierra Leone.

ERIC Educational Resources Information Center

Keister, Jonathan N.

The purpose of this study was to document and analyze teachers' and students' activities during physics practicals in order to gain critical insights into why students did not acquire the expected practical skills and how theory and practice interacted in the context of teaching for the practical examination in physics. The study involves three…

TEACHING MACHINES AND PROGRAMMED LEARNING IN THE SOVIET BLOC--A SURVEY OF THE PUBLISHED LITERATURE, 1962-1963.

ERIC Educational Resources Information Center

Joint Publications Research Service, Washington, DC.

THIS REVIEW REPORTS THE STATE OF THE ART OF PROGRAMED INSTRUCTION IN THE SOVIET UNION. A NUMBER OF TEACHING MACHINES ARE DESCRIBED, AS ARE PROJECTED DEVELOPMENTS IN SOVIET PROGRAMED INSTRUCTION. IT IS EXPECTED THAT THE 4TH ALL-RUSSIAN CONFERENCE ON THE APPLICATION OF TECHNICAL DEVICES AND PROGRAMING IN EDUCATION (JAN. 1964) WILL PROVIDE FURTHER…

Students' Satisfaction Levels of Turkish Teaching Program and Services Provided in This Program in Turkish Teaching Department at Cukurova University

ERIC Educational Resources Information Center

Kara, Ömer Tugrul

2017-01-01

Today, the perceptions and expectations of university students about the programs they attend are important when the aims of the universities are considered. In this sense, it is necessary for all the universities in Turkey to develop some plans by determining certain priorities which will satisfy university students and also take their…

A Look at "Lookism": A Critical Analysis of Teachers' Expectations Based on Students Appearance

ERIC Educational Resources Information Center

DeCastro-Ambrosetti, Debra; Cho, Grace

2011-01-01

Educators in the United States have been socialized to believe that their mission in teaching is to play nice and treat all of their students the same, regardless of race, ethnicity, class, or gender. What is often missing in this teaching-all-equally approach is a counter-narrative that questions whether teachers can in fact successfully act as…

Reading and Writing Together: A Critical Component of English for Academic Purposes Teaching and Learning

ERIC Educational Resources Information Center

Grabe, William; Zhang, Cui

2013-01-01

"As Kroll (1993), among others, has pointed out, reading has traditionally been seen as a skill to be taught separately from writing, as well as something students are somehow expected to already know about when they reach the writing course, Teaching reading in a writing course may seem like an odd idea, if not an entirely unnecessary one. It may…

Modeling Various Teaching Methods in a Faculty of Education in Science Education: Chalk and Talk, Virtual Labs or Hovercrafts

ERIC Educational Resources Information Center

Laronde, Gerald; MacLeod, Katarin

2012-01-01

This research was conducted with 291 Junior/Intermediate (J/I) pre-service teachers in a ubiquitous laptop Bachelor of Education program at Nipissing University. The authors modeled a lesson using three different teaching styles using flight as the content medium, a specific expectation found in the Ontario Ministry of Education grade six Science…

NGSS, Climate & Energy: Teaching About Climate Change Without Teaching About Energy Is Like Teaching About Lung Cancer Without Teaching About Smoking

NASA Astrophysics Data System (ADS)

Duggan-Haas, D.

2013-12-01

The ideas of systems pervade the Next Generation Science Standards, and well they should. The title of this abstract, paraphrased from commentator Chris Hayes, bluntly summarizes what should be central to the design of curriculum and instruction in the era of climate change and NGSS. It reflects a systems perspective, highlighting that the relationship between and among scientific topics are as important as the topics themselves. The centrality of systems and of human impacts within systems is highlighted by the fact that within the NGSS, the most connected Disciplinary Core Idea is Earth and Space Sciences - 3: Earth and Human Activity. 'ESS3' appears 457 times and on more than a third of the pages in the pdf of all the performance expectations. The lion's share of these appearances are in the connections boxes below the performance indicators, showing the connections -- the relationships within the Earth system -- of this topic to a multitude of expectations. Deep understandings of climate and climate change require understandings relationships between the atmosphere and human activity, and especially the impacts of energy use. As energy is needed for essentially everything we do, this is a big deal. Yet, in the typical high school science programs today, energy and its relation to climate is not prominent. NGSS has the potential to change that. The Crosscutting Concepts clearly reflect a systems approach, with four of the seven including the word 'system' within their one sentence description. This presentation will address systems in NGSS generally and use the examples from our changing energy system, to highlight ways to address climate and energy in multiple courses at different grade levels. Energy use varies across time and space, and the study of energy ties directly to all of Crosscutting Concepts. We will consider the map, showing aspects of the geography of energy, and historical energy transitions, such as the move from dependence of wood for fuel to reliance largely on fossil fuels, through the lens of the crosscutting concepts: 1. Patterns. 2. Cause and effect: Mechanism and explanation.3. Scale, proportion, and quantity.4. Systems and system models. 5. Energy and matter. 6. Structure and function. 7. Stability and change. And, we will connect to other resources and strategies for effectively addressing climate and energy in the context of NGSS. The Geography of Energy: an excerpt of a map showing electric power net generation by source for the Northeast.

How Do Patients Perceive and Expect Quality of Surgery, Diagnostics, and Emergency Services in Tertiary Care Hospitals? An Evidence of Gap Analysis From Pakistan.

PubMed

Fatima, Iram; Humayun, Ayesha; Anwar, Muhammad Imran; Iftikhar, Adil; Aslam, Muhammad; Shafiq, Muhammad

2017-07-01

Service quality is one of the important gears to appraise services and determine the gray areas that need improvement. In countries with a resource-poor health system, the first step of measuring quality is yet to be taken. This study seeks to inform policy makers in developing contextual service quality models by identifying service quality gaps in tertiary care teaching hospitals using patients' perspective. A cross-sectional study was performed using multistage cluster sampling, and a modified version of the SERVQUAL (SERV-service, QUAL-quality) instrument was administered to determine patient's expectations and perceptions. A total of 817 completed questionnaires were obtained from patients and/or their attendants using convenience sampling. Data analysis revealed statistically significant negative quality gaps between expectations and perceptions of tangibility, reliability, empathy, assurance, responsiveness, and communication. The difference in mean expectation and perception for responsiveness across the sexes was significant ( p < 0.003; p < 0.037, respectively) as well as in perception of communication ( p < 0.026). Other dimensions and overall hospital expected and perceived quality were independent of sex. Educational status showed significant difference in expectation and perception in responsiveness ( p < 0.005), but the perception of each dimension was significantly different in different educational categories (assurance: p < 0.001; empathy: p < 0.001; reliability: p < 0.001; tangibility: p < 0.001; responsiveness: p < 0.001; communication: p < 0.001; and for overall service quality: p < 0.001). Age and service departments showed no relationship with any of the perceived or expected dimension of service quality of hospitals. Tertiary care hospitals failed to meet patients' expectations in all major areas of service quality, posing a question of how hospitals implement and evaluate their quality assurance policy.

Using Conjoint Analysis to Evaluate and Reward Teaching Performance

ERIC Educational Resources Information Center

Bacon, Donald R.; Zheng, Yilong; Stewart, Kim A.; Johnson, Carol J.; Paul, Pallab

2016-01-01

Although widely used, student evaluations of teaching do not address several factors that should be considered in evaluating teaching performance such as new course preparations, teaching larger classes, and inconvenient class times. Consequently, the incentive exists to avoid certain teaching assignments to achieve high SET scores while…

Parent Expectancies and Preferences for Mental Health Treatment: The Roles of Emotion Mind-Sets and Views of Failure.

PubMed

Schleider, Jessica L; Weisz, John R

2018-01-24

Because parents are primary gatekeepers to mental health care for their children, parental expectations that mental health treatment is ineffective may undermine treatment seeking, retention, and response. Thus, a need exists to understand parents' expectations about treatment and to develop scalable interventions that can instill more favorable views. We examined parents' treatment expectancies and preferences for their offspring and themselves in relation to two global beliefs: mind-sets (malleability beliefs) of emotions and anxiety, and views of failure as enhancing versus debilitating. Study 1 (N = 200; 49.5% fathers; 70.4% Caucasian) examined associations among parents' emotion mind-sets, anxiety mind-sets, failure beliefs, and treatment expectancies and preferences. Study 2 (N = 430; 44.70% fathers; 75.80% Caucasian) tested whether online inductions teaching "growth emotion mind-sets" (viewing emotions as malleable), adaptive failure beliefs, or both improved parents' treatment expectancies and hypothetical preferences for treatment (vs. no-treatment). Participants received one of three 8- to 15-min inductions or a psychoeducation control, rating treatment expectancies. and preferences pre- and postinduction. In Study 1, fixed emotion mind-sets and failure-is-debilitating beliefs were associated with lower parent psychotherapy expectancies for offspring and themselves and stronger "no-treatment" preferences for offspring. In Study 2, inductions teaching (a) growth emotion mind-sets only and (b) growth emotion mind-sets and failure-is-enhancing beliefs improved parents' psychotherapy expectancies for themselves (ds = .38, .51) and offspring (ds = .30, .43). No induction increased parents' hypothetical preferences for treatment (vs. no-treatment). Findings suggest scalable strategies for strengthening parents' psychotherapy effectiveness beliefs for themselves and their children.

The Effect of Flipped Teaching Combined with Modified Team-Based Learning on Student Performance in Physiology

ERIC Educational Resources Information Center

Gopalan, Chaya; Klann, Megan C.

2017-01-01

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student…

The Bologna Process Implementation and its Consequent Changes in the Teaching/Learning Model—the Industrial Management and Engineering Degree Case

NASA Astrophysics Data System (ADS)

Luísa Soares, Ana; Costa, Elga; Ferreira, Luís Pinto

2009-11-01

The present paper aims to present a Project included in a diversified programme and consequent implementation of a new Teaching/Learning model adapted to the Industrial Management and Engineering Degree (IMED) of the Management and Industrial Studies School (O'Porto Polytechnic Institute). Owning particular and specific characteristics, this model is based on the graduates' professional profile as well as on the work market dynamics, placing the student in the centre of the Learning Process, in opposition to the `teacher centred' method (as conceived by the Bologna Treat). Diverse in the approach, the model includes differentiating factors when compared to the project based traditional model. Through the development and conception of practical Interdisciplinary Projects, centring knowledges and techniques from the different Industrial Management and Engineering areas, we seek a new way of implementing the `Project Led Education' (PLE) bases, according to the Active Learning paradigm. This teaching/learning model aims to contribute to the Industrial Management and Engineering graduates' formation focused on a high level of performance and professional rectitude, to induce students' enthusiasm and motivation for acquiring scientific and technical knowledge, as well as to satisfy the diverse interest groups' expectations and promote the regional development.

Developing 21st century accreditation standards for teaching hospitals: the Taiwan experience.

PubMed

Huang, Chung-I; Wung, Cathy; Yang, Che-Ming

2009-12-15

The purpose of this study is to establish teaching hospital accreditation standards anew with the hope that Taiwan's teaching hospitals can live up to the expectations of our society and ensure quality teaching. The development process lasted two years, 2005-2006, and was separated into three stages. The first stage centered on leadership meetings and consensus building, the second on drafting the new standards with expert focus groups, and the third on a pilot study and subsequent revision. Our new teaching hospital accreditation standards have six categories and 95 standards as follows: educational resources (20 items), teaching and training plans and outcomes (42 items), research and results (9 items), development of clinical faculty and continuing education (8 items), academic exchanges and community education (8 items), and administration (8 items). The new standards have proven feasible and posed reasonable challenges in the pilot study. We hope the new standards will strengthen teaching and research, and improve the quality of hospital services at the same time.

Preparing Fourth-Year Medical Students to Teach During Internship

PubMed Central

Haber, Richard J; Bardach, Naomi S; Vedanthan, Rajesh; Gillum, Leslie A; Haber, Lawrence A; Dhaliwal, Gurpreet S

2006-01-01

Interns are expected to teach medical students, yet there is little formal training in medical school to prepare them for this role. To enhance the teaching skills of our graduating students we initiated a 4-hour “teaching to teach” course as part of the end of the fourth-year curriculum. Course evaluations demonstrate that students strongly support this program (overall ratings 2000 to 2005: mean = 4.4 [scale 1 to 5], n = 224). When 2004 course participants were surveyed during the last month of their internship, 84%“agree” or “strongly agree” with the statement: “The teaching to teach course helped prepare me for my role as a teacher during internship” (2005: mean 4.2 [scale 1 to 5], n = 45, response rate 60%). A course preparing fourth-year students to teach during internship is both feasible and reproducible, with a minimal commitment of faculty and resident time. Participants identify it as an important addition to their education and as useful during internship. PMID:16704402

Bridging the Millennial Generation Expectation Gap: Perspectives and Strategies for Physician and Interprofessional Faculty.

PubMed

Williams, Valerie N; Medina, Jose; Medina, Andria; Clifton, Shari

2017-02-01

Assigning attributes to a birth cohort is one way we identify society-wide, shared life experiences within a group collectively called a "generation." Such assigned attributes influence society's adoption of generation-based expectations held by and about people from a particular birth cohort. Census data and generational attributes inform perspectives on millennial generation birth cohort experiences and engagement as students. The eldest living generation in U.S. society has given way to 3 subsequent generations, the youngest of which is called the millennial generation. What generational attributes influence the effectiveness of teaching and learning between millennial learners and faculty members from other generations? Understanding the role of life cycle effects, period effects and cohort effects can offer medical and health professions educators' insights into different strategies for learner engagement. Discussion includes specific strategies and teaching tactics faculty members can use to engage millennials across a continuum of learning to bridge the "expectation gap." Copyright © 2017 Southern Society for Clinical Investigation. Published by Elsevier Inc. All rights reserved.

Classroom Assessment Techniques

NASA Astrophysics Data System (ADS)

Narayanan, M.

2003-12-01

Provost David L. Potter of George Mason University chaired a joint task force and presented a report entitled ``Powerful Partnerships : A Shared Responsibility for Learnin'' in June 1998. The main goal is to make a difference in the quality of student learning. Further, it is important to assess this difference and document it. Clifford O. Young, Sr., & Laura Howzell Young of California State University, San Bernardino argue that a new paradigm for assessment, a learning paradigm, must be constructed to measure the success of new kinds of educational practices. Using two survey instruments, the Instruction Model Learning Model Questionnaire (IMLMQ) and the Student Evaluation of Teaching Effectiveness (SETE), they compared students' responses to the course when taught with traditional methods and with interactive methods. The results suggest that neither instrument effectively measures the kinds of learning promoted under the new paradigm. Linn, Baker, & Dunbar recommend that these newer assessment practices should be more authentic, that is, to involve students in the actual or simulated performance of a task or the documentation of the desired competency in a portfolio. Cerbin says that one of the most unfortunate consequences of a summative emphasis is that it inhibits open and productive discussions about teaching; in essence, it marginalizes the types of activity that could lead to better teaching (Cerbin, 1992). William Cerbin, who is the Director of the Center for Effective Teaching and learning, University Assessment Coordinator, and Professor of Psychology at the University of Wisconsin-LaCrosse is a recognized expert in the areas of cognition, language, and development. Edgerton, Hutchings, & Quinlan indicate that Teaching Portfolios may contain evidence of students' learning, but such information is optional, and when included, it may be only one of many pieces of material. Seldin, also supports this and stresses that the interplay between the instructor and the learner should be carefully observed and monitored. Forrest says that Student Portfolios, which document learning in more detail, seldom reveal how teaching contributes to students' progress. Cerbin further indicates that a course portfolio is essentially, a like a manuscript of scholarly work in progress. In this example, it is a work that explains what, how, and why students learn or do not learn in a course. In this paper, the author reports on a dozen techniques that could perhaps be used to document assessment of student learning. References : Cerbin, W. (1993). Fostering a culture of teaching as scholarship. The Teaching Professor, 7(3), 1-2. Edgerton, R., Hutchings, P., & Quinlan, P. (1991). The teaching portfolio: Capturing the scholarship in teaching. Washington, DC: American Association for Higher Education. Forrest, A. (1990). Time will tell: Portfolio-assisted assessment of general education. Washington, DC: American Association for Higher Education. Linn, R., Baker, E., & Dunbar, S. (1991). Complex, Performance-based Assessment: Expectations and Validation Criteria. Educational Researcher, 20 (8), 15-21. Narayanan, M. (2003). Assessment in Higher Education: Partnerships in Learning. Paper presented at the 23rd Annual Lilly Conference on College Teaching, Miami University, Oxford, OH. Seldin, P. (1991). The teaching portfolio. Bolton, MA: Anker. Young, C. O., Sr., & Young, L. H. (1999). Assessing Learning in Interactive Courses. Journal on Excellence in College Teaching, 10 (1), 63-76.

An analysis of the relationship between teachers' acquisition of physics content knowledge and their level of science teaching efficacy

NASA Astrophysics Data System (ADS)

Marion, Virginia Frances

1998-12-01

The goal of Project Inquiry, a two-year long multiphase study, was to transform the delivery of science instruction from a traditional, textbook driven delivery approach to a hands-on, minds-on, constructivist approach. Teachers from a midwestern urban school district were trained in constructivism while learning physics concepts and content through guided inquiry instruction in collaborative groups. The objectives aimed to increase teachers' content expertise and science teaching efficacy, as well as to have teachers become better facilitators of learning. Phase two of the three phases of Project Inquiry was the focus of this study. Fifty-seven teachers participated in Phase two, which began with an intense two week summer institute in 1995. A longitudinal time-series (OxOO), quasi-experimental research design was used to investigate the relationship between science teaching efficacy scores and gains in physics content knowledge. The data consisted of: (a) six sets of pre and post physics content knowledge test scores (electricity, magnetism, matter and balance); (b) three sets of STEBI-A (inservice), Science Teaching Efficacy Belief Instrument scores, a pre to post, pre to follow-up, and post to follow-up; and (c) demographic variables that were used as covariates, grade taught, years of experience, and postbaccalaureate training. Using the general linear model with an Alpha level of.05, and testing the hypothesized relationships, results indicated that although there were significant positive gains in content knowledge (p =.000) and science teaching efficacy (p =.000), the overall average gains in physics content knowledge were not predictive of gains in either Personal Science Teaching Efficacy or Science Outcome Expectancy. Post hoc analysis used individual content gain scores, in regression models that included the three covariates: grade taught, years of experience, and post baccalaureate training, to test the relationship between knowledge gains and efficacy gains. A series of interactions between significant content areas and the covariates was also run. Science Teaching Outcome Expectancy and Personal Science Teaching Efficacy showed different relationships with the predictor variables. Though gains in specific content areas were related to gains in Science Teaching Outcome Expectancy and Personal Science Teaching Efficacy, gains in Personal Science Teaching Efficacy were further modified by the covariates. These results may reflect not only a more complex relationship between content knowledge gain and Personal Science Teaching Efficacy but also the complex nature of the construct. Evaluation of the physics content knowledge tests revealed that the tests were not valid for evaluating 35 of the 37 identified learning objectives. Although the data did not render valid results, it does give insights into possible relationships that may exist given a more stringent investigation with a valid instrument to measure content knowledge gains. In addition, this study demonstrated the importance of considering the likelihood of interactions among a given set of variables and the covariates. The findings also suggest the possible value of considering the psychological factors associated with the change process when planning professional development programs.

Native and Nonnative English-Speaking Teachers' Expectations of Teacher's Manuals Accompanying General English and Pronunciation Skills Books

ERIC Educational Resources Information Center

Sonsaat, Sinem

2018-01-01

This study explores native and nonnative English-speaking teachers' expectations of teacher's manuals accompanying general English skills books and pronunciation teaching books, as well as their impressionistic evaluation of a printed and online teacher's manual. The study has a mixed-methods design incorporating an online survey and 2 interviews.…

Expectations of Social Studies Teacher Candidates' from Department and Reasons for Their Preference

ERIC Educational Resources Information Center

Uslu, Salih

2015-01-01

The aim of this study is to examine opinions of teacher candidates who take an education at the department of social studies as a freshman about the expectations on social studies teaching department and the reasons why they prefer this department. This study also examines opinions of teacher candidates about the objectives of social studies…

Changing Step or Marking Time? Teacher Education Reforms for the Learning and Skills Sector in England

ERIC Educational Resources Information Center

Thompson, Ron; Robinson, Denise

2008-01-01

The unprecedented degree of attention given to the learning and skills sector in England by successive New Labour governments has led to a significant increase in what is expected of the teaching workforce. To help meet these expectations, a "step change" in the quality of initial teacher training for the sector is promised, alongside…

Teaching for Empowerment and Excellence: The Transformative Potential of Teacher Expectations in an Urban Latina/o Classroom

ERIC Educational Resources Information Center

Liou, Daniel D.; Rojas, Leticia

2016-01-01

The researchers conducted a study to gather information about one Chicano teacher's disposition and perception of high expectations for his Latina/o students and their opportunities to learn. Findings of this paper demonstrate the ways in which institutional memory such as an ethnic studies college education as well as this teacher's…

EFL Teachers' Perceptions, Evaluations and Expectations about English Language Courses as EFL in Saudi Universities

ERIC Educational Resources Information Center

Liton, Hussain Ahmed

2013-01-01

The focus of this study is to explore EFL teachers' perceptions, evaluations and expectations about English language courses as EFL in Saudi tertiary level. In other words, this article aims at creating a new avenue for effective EFL teaching-learning curriculum techniques and syllabus in the Saudi tertiary context. Saudi universities offer credit…

Cognitive load, emotion, and performance in high-fidelity simulation among beginning nursing students: a pilot study.

PubMed

Schlairet, Maura C; Schlairet, Timothy James; Sauls, Denise H; Bellflowers, Lois

2015-03-01

Establishing the impact of the high-fidelity simulation environment on student performance, as well as identifying factors that could predict learning, would refine simulation outcome expectations among educators. The purpose of this quasi-experimental pilot study was to explore the impact of simulation on emotion and cognitive load among beginning nursing students. Forty baccalaureate nursing students participated in teaching simulations, rated their emotional state and cognitive load, and completed evaluation simulations. Two principal components of emotion were identified representing the pleasant activation and pleasant deactivation components of affect. Mean rating of cognitive load following simulation was high. Linear regression identiffed slight but statistically nonsignificant positive associations between principal components of emotion and cognitive load. Logistic regression identified a negative but statistically nonsignificant effect of cognitive load on assessment performance. Among lower ability students, a more pronounced effect of cognitive load on assessment performance was observed; this also was statistically non-significant. Copyright 2015, SLACK Incorporated.

A comparative study of self-efficacy, outcome expectancy, and retention of beginning urban science teachers

NASA Astrophysics Data System (ADS)

Klein, Nina

The purpose of the multi-tiered study presented is to compare the effect of credentialing route on the self-efficacy, outcome expectancy, and retention of beginning urban science teachers serving students in a large urban school district in Southern California. Candidates from one traditional, university-based teacher education program and from two alternative programs, the Teach for America and District Intern Programs, were surveyed and interviewed during the second semester of their first year of teaching. To determine the potential of a difference in self-efficacy and outcome expectancy, the study gave teachers a modified version of the Science Teachers' Efficacy Belief Instrument (STEBI), developed and validated by Riggs and Enochs (1989). Two representative candidates from each program were then interviewed in order to probe for deeper understanding of possible sources of their efficacy and outcome expectancy. The final part of the study is an evaluation of retention data from the three programs, each to triangulate this information with data collected from the surveys, and comparing these retention rates with published data. The study provides data on unresearched questions about traditionally and alternatively credentialed science teachers in urban settings in California.

Implementing the Teaching/Learning of Oral Skills in Secondary Education in Aragón: Gauging Teachers' Attitudes, Beliefs and Expectations

ERIC Educational Resources Information Center

Plo, Ramón; Hornero, Ana; Mur-Dueñas, Pilar

2014-01-01

Curent national curicula, the Common European Framework of Reference for Languages, and EFL materials highlight the importance of the students' development of oral skils. This study stems from a cros-sectional survey of the teaching of oral skils in Secondary Education in a Spanish local context (Aragón) caried out in 2012 on both teachers and…

Impacts of Professional Development in Integrated STEM Education on Teacher Self-Efficacy, Outcome Expectancy, and Stem Career Awareness

NASA Astrophysics Data System (ADS)

Knowles, J. Geoff

This research analyzed the effects of teacher professional development and lesson implementation in integrated Science, Technology, Engineering, and Math (STEM) on: 1.) Teacher self-efficacy and their confidence to teach specific STEM subjects; 2.) Teaching outcome expectancy beliefs concerning the impact of actions by teachers on student learning; and 3.) Teacher awareness of STEM careers. High school science and technology education teachers participating in the Teachers and Researchers Advancing Integrated Lessons in STEM (TRAILS) project experimental group attended a ten-day summer professional development institute designed to educate teachers in using an integrated STEM education model to implement integrated STEM lessons. The research design utilized a quasi-experimental nonequivalent comparison group design that incorporated an experimental group and an untreated comparison group with both pretest, posttest, and delayed posttest assessments on non-randomized participants. Teacher self-efficacy has been identified as a key factor in effective teaching and student learning, and teacher awareness of STEM careers impacts students as they consider career choices. The T-STEM Survey for teachers was given for the pretest and posttest assessments to measure attitudes and beliefs toward the specific constructs of this study. Significant effects of the TRAILS professional development were found in the teacher group (experimental or comparison) and teacher subject (technology or science) in pretest and posttest scores using cumulative link models for the constructs of teacher self-efficacy and beliefs to teach STEM subjects, teacher outcome expectancy beliefs, and teacher awareness of STEM careers. Effect sizes ranged from small to large varying by construct and assessment time. Highly significant p-values and effect sizes revealed impacts on science teachers were greater when teacher subject groups were analyzed separately.

Improving the Retention of First Year Students

NASA Astrophysics Data System (ADS)

Bishop, Graham

The thesis compares student attrition rates in two UWS Schools for 2004 and 2005. It analyses possible reasons why students discontinue and identifies strategies and approaches to improving the quality of the teaching and learning environment for these students. The thesis focuses on the retention of first year students in the School of Engineering at the University of Western Sydney. Low retention rates are costly to the university, leading to inefficient use of resources, failure to fulfil student aspirations, and intervention between the university and the student. In each chapter, the thesis addresses student retention, satisfaction and performance and the interrelation between them and outlines the measures taken by the School of Engineering to improve these measurements for students commencing in 2006 and proposes many recommendations for further improvements in subsequent years. Each chapter addresses these issues by following the student pathway, commencing with the student leaving High School and entering their chosen university and course of study. At each stage, the relevant issues are addressed which have a direct or indirect impact on student retention, satisfaction and performance. Use is made of reports and papers published by universities and organisations, as outlined in the Literature Review. The research questions provide data through the results obtained from surveys. Typical Retention Rates are 75% for UWS, 81% for the Sector, 76% for the New Generation Universities (NGUs) and 62% for the School of Engineering on which this research is focussed. This thesis confirms the research from many countries that closely links student retention with the quality of teaching and learning. Key issues are: • a sound first year student orientation and welcome by staff; encountering efficient, effective and accurate student. The introduction of a more effective and tailored orientation program in 2007 attracted, at UWS School of Engineering, 92% attendance and greater awareness by the students of their study program and the available support services; • having student queries responded to promptly and effectively; The introduction of a First Year Coordinator in 2007 proved to be well received, with a significant number of students having prompt responses to their queries, as compared with previous years; clear expectations management about services and key academic issues like assessment; the marketing of UWS Engineering programs was addressed in 2006 and 2007, with an expansion of the marketing program operated for feeder schools and improved awareness of student expectations prior to entry: an ongoing exercise; having committed, accessible, responsive and capable teaching staff; the accessibility and responsiveness of teaching staff to first year student issues, as outlined in this thesis, is being addressed in 2007; receiving prompt and helpful feedback on their learning; an issue being addressed by the First Year Teaching Team as an essential element of the teaching and learning process; together with: effective use of an appropriate selection from a myriad of learning strategies and resources which give emphasis to active learning, practice oriented learning, peer supported learning and self-managed learning; supported by a reliable infrastructure and support systems; and consistently encountering staff that are responsive and committed to giving service to student support. (Abstract shortened by ProQuest.).

Utilizing a Meals on Wheels program to teach falls risk assessment to medical students.

PubMed

Demons, Jamehl L; Chenna, Swapna; Callahan, Kathryn E; Davis, Brooke L; Kearsley, Linda; Sink, Kaycee M; Watkins, Franklin S; Williamson, Jeff D; Atkinson, Hal H

2014-01-01

Falls are a critical public health issue for older adults, and falls risk assessment is an expected competency for medical students. The aim of this study was to design an innovative method to teach falls risk assessment using community-based resources and limited geriatrics faculty. The authors developed a Fall Prevention Program through a partnership with Meals-on-Wheels (MOW). A 3rd-year medical student accompanies a MOW client services associate to a client's home and performs a falls risk assessment including history of falls, fear of falling, medication review, visual acuity, a Get Up and Go test, a Mini-Cog, and a home safety evaluation, reviewed in a small group session with a faculty member. During the 2010 academic year, 110 students completed the in-home falls risk assessment, rating it highly. One year later, 63 students voluntarily completed a retrospective pre/postsurvey, and the proportion of students reporting moderate to very high confidence in performing falls risk assessments increased from 30.6% to 87.3% (p < .001). Students also reported using most of the skills learned in subsequent clerkships. A single educational intervention in the MOW program effectively addressed geriatrics competencies with minimal faculty effort and could be adopted by many medical schools.

Great expectations: teaching ethics to medical students in South Africa.

PubMed

Behrens, Kevin Gary; Fellingham, Robyn

2014-12-01

Many academic philosophers and ethicists are appointed to teach ethics to medical students. We explore exactly what this task entails. In South Africa the Health Professions Council's curriculum for training medical practitioners requires not only that students be taught to apply ethical theory to issues and be made aware of the legal and regulatory requirements of their profession, it also expects moral formation and the inculcation of professional virtue in students. We explore whether such expectations are reasonable. We defend the claim that physicians ought to be persons of virtuous character, on the grounds of the social contract between society and the profession. We further argue that since the expectations of virtue of health care professionals are reasonable, it is also sound reasoning to expect ethics teachers to try to inculcate such virtues in their students, so far as this is possible. Furthermore, this requires of such teachers that they be suitable role models of ethical practice and virtue, themselves. We claim that this applies to ethics teachers who are themselves not members of the medical profession, too, even though they are not bound by the same social contract as doctors. We conclude that those who accept employment as teachers of ethics to medical students, where as part of their contractual obligation they are expected to inculcate moral values in their students, ought to be prepared to accept their responsibility to be professionally ethical, themselves. © 2013 John Wiley & Sons Ltd.

Exploring the Impact of TeachME™ Lab Virtual Classroom Teaching Simulation on Early Childhood Education Majors' Self-Efficacy Beliefs

NASA Astrophysics Data System (ADS)

Bautista, Nazan Uludag; Boone, William J.

2015-04-01

The purpose of this study was to investigate the impact of a mixed-reality teaching environment, called TeachME™ Lab (TML), on early childhood education majors' science teaching self-efficacy beliefs. Sixty-two preservice early childhood teachers participated in the study. Analysis of the quantitative (STEBI-b) and qualitative (journal entries) data revealed that personal science teaching efficacy and science teaching outcome expectancy beliefs increased significantly after one semester of participation in TML. Three key factors impacted preservice teachers' (PST) self-efficacy beliefs in the context of participation in TML: PSTs' perceptions of their science content knowledge, their familiarity with TML technology and avatars, and being observed by peers. Cognitive pedagogical mastery (TML practices), effective/actual modeling, cognitive self-modeling, and emotional arousal were the primary sources that increased the PSTs' perceived self-efficacy beliefs. Overall, the results of this study suggest that the TML is a worthwhile technology for learning to teach in teacher education. It provides a way for PSTs to have a highly personalized learning experience that enables them to improve their understanding and confidence related to teaching science, so that ideally someday they may translate such an experience into their classroom practices.

A CD-ROM tutorial for physical examination.

PubMed

Huynh, M; Brown, V; Bauer, M

2001-01-01

In 1998 the Committee for University Teaching and Staff Development (CUTSD) awarded a grant of $47,975 to develop an interactive CD-ROM tutorial program to facilitate teaching the process of physical examination of the abdomen, lungs and thorax, to students of nursing. This program was developed to complement current teaching methods and make it possible for tutors to use the available class time to further address students' individual learning needs. It was developed to enable flexible delivery of content, to provide a front seat view of the demonstration of the procedures, and simulated practice opportunities in the safety and privacy of computer simulation. The program was not intended to replace hands-on practice as this learning medium does not address the kinaesthetic component of performing physical examination but it is expected to hasten the development of confidence in practice by strengthening the user's knowledge of the techniques and the sequence of physical examination. Through providing the opportunity to elicit inspection, palpation, percussion and auscultation examination findings in the context of 10 case studies of patients with health problems, it is also expected to facilitate recognition of abnormalities and their significance for health care students who have little clinical experience. The program has been evaluated by senior nursing students for technical problems, effectiveness as a learning aid and user friendliness. Over all, 92% (n=38) of the students considered that the program assisted them to learn physical examination of the abdomen, thorax and lungs and 95% were satisfied with the quality of the product and found that the sounds and images helped their understanding. The content of the program was considered to be logically sequenced, to have assisted understanding, and the case studies were a valuable learning aid. The evaluation data from this trial also indicates that students would like to learn about physical examination of other body systems using this medium.

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…

Nature of Science as Portrayed in the Middle School Science and Technology Curriculum: The Case of Turkey

ERIC Educational Resources Information Center

Izci, Kemal

2017-01-01

Representation of nature of science (NOS) within curricula including standards, grade level expectations, and textbooks and their alignment with each other to achieve teaching NOS is crucial. Thus, the aims of the study were to a) assess how NOS is portrayed in standards, grade level expectations and a teacher edition of seventh grade textbook of…

Conducting Science Fair Activities: Reflections of the Prospective Science Teachers on Their Expectations, Opinions, and Suggestions Regarding Science Fairs

ERIC Educational Resources Information Center

Durmaz, Hüsnüye; Oguzhan Dinçer, Emrah; Osmanoglu, Ashhan

2017-01-01

The aim of this study is to examine the reflections of the prospective science teachers on their expectations, opinions, and suggestions towards science fairs. The study was conducted with 34 prospective science teachers. All participants had education in junior class of Science Teaching Program of a university located in western part of Turkey in…

An Investigation of the Effectiveness of Online Text-to-Speech Tools in Improving EFL Teacher Trainees' Pronunciation

ERIC Educational Resources Information Center

Eksi, Gonca Yangin; Yesilçinar, Sabahattin

2016-01-01

Given the limited time for instruction in the classroom, pronunciation often ends up as the most neglected aspect of language teaching. However, in cases when the learner's pronunciation is expected to be good or native-like, as is expected of language teacher trainees, out-of-class self-study options become prominent. This study aimed to…

Science Education Impacts on Labor Market and University Expectations of Students by Citizenship Status in the Kingdom of Saudi Arabia: A Comparative Analysis Using TIMSS 2007 Data

ERIC Educational Resources Information Center

Wiseman, Alexander W.; Alromi, Naif H.; Alshumrani, Saleh

2013-01-01

This study comparatively examines the impact of students' citizenship status on science education relative to labor market and university expectations in the Kingdom of Saudi Arabia. Specifically, the 2007 Trends in International Mathematics and Science Study (TIMSS) provides science education teaching, learning and achievement data from the…

White Teachers/Diverse Classrooms: A Guide to Building Inclusive Schools, Promoting High Expectations, and Eliminating Racism

ERIC Educational Resources Information Center

Landsman, Julie, Ed.; Lewis, Chance W., Ed.

2006-01-01

For African Americans, school is often not a place to learn but a place of low expectations and failure. In urban schools with concentrations of poverty, often fewer than half the ninth graders leave with a high school diploma. In this book, Black and White teachers provide an insightful approach to inclusive and equitable teaching and illustrate…

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.

Perceptions of Preparedness of LBS I Teachers in the State of Illinois and Graduates of Illinois State University's LBS I Program to Collaborate in Teaching Grade 7-12 Math, Science, and Social Science

ERIC Educational Resources Information Center

Caldwell, Janet E.

2011-01-01

The expectations for no child to be left behind are leading to increased emphasis on teaching math, science, and social science effectively to students with disabilities. This study utilized information collected from online surveys to examine how current LBS I teachers and individuals graduating from the Illinois State University teacher…

Can Near-Peer Teaching Improve Academic Performance?

ERIC Educational Resources Information Center

Williams, Brett; Fowler, James

2014-01-01

Near peer teaching is becoming increasingly popular within healthcare education. The experiences and effects of near-peer teaching upon the near-peer teachers' academic performance are poorly understood. In order to address this, the objective of this study was to examine whether a near-peer teaching program improved the overall clinical unit…

Measuring the RC time constant with Arduino

NASA Astrophysics Data System (ADS)

Pereira, N. S. A.

2016-11-01

In this work we use the Arduino UNO R3 open source hardware platform to assemble an experimental apparatus for the measurement of the time constant of an RC circuit. With adequate programming, the Arduino is used as a signal generator, a data acquisition system and a basic signal visualisation tool. Theoretical calculations are compared with direct observations from an analogue oscilloscope. Data processing and curve fitting is performed on a spreadsheet. The results obtained for the six RC test circuits are within the expected interval of values defined by the tolerance of the components. The hardware and software prove to be adequate to the proposed measurements and therefore adaptable to a laboratorial teaching and learning context.

Proficiency in science: assessment challenges and opportunities.

PubMed

Pellegrino, James W

2013-04-19

Proficiency in science is being defined through performance expectations that intertwine science practices, cross-cutting concepts, and core content knowledge. These descriptions of what it means to know and do science pose challenges for assessment design and use, whether at the classroom instructional level or the system level for monitoring the progress of science education. There are systematic ways to approach assessment development that can address design challenges, as well as examples of the application of such principles in science assessment. This Review considers challenges and opportunities that exist for design and use of assessments that can support science teaching and learning consistent with a contemporary view of what it means to be proficient in science.

Education: A Core Value

NASA Astrophysics Data System (ADS)

Carroll, William F., Jr.

2001-09-01

1. Teaching our Children. ACS should develop an intensive course in modern teaching methods, challenges and responsibilities, and press for streamlined teacher certification procedures for advanced degree or life experience chemists.
2. Teaching our Future Colleagues. As President I will encourage companies to make scientists with special skills available to universities, and will encourage universities to utilize these scientists to round out areas of study not covered by their existing faculty.
3. Teaching our Members. ACS should develop functional and management-related courses for scientists to facilitate career advancement from the bench to research management or from science to business.
4. Teaching the Public. The President is the most visible representative of the Society, and should devote significant time to communication with lay audiences.

The impact of mathematical models of teaching materials on square and rectangle concepts to improve students' mathematical connection ability and mathematical disposition in middle school

NASA Astrophysics Data System (ADS)

Afrizal, Irfan Mufti; Dachlan, Jarnawi Afghani

2017-05-01

The aim of this study was to determine design of mathematical models of teaching materials to improve students' mathematical connection ability and mathematical disposition in middle school through experimental studies. The design in this study was quasi-experimental with non-equivalent control group type. This study consisted of two phases, the first phase was identify students' learning obstacle on square and rectangle concepts to obtain the appropriate design of teaching materials, beside that there were internalization of the values or characters expected to appear on students through the teaching materials. Second phase was experiments on the effectiveness and efficiency of mathematical models of teaching materials to improve students' mathematical connection ability and mathematical disposition. The result of this study are 1) Students' learning obstacle that have identified was categorized as an epistemological obstacle. 2) The improvement of students' mathematical connection ability and mathematical disposition who used mathematical teaching materials is better than the students who used conventional learning.