Using Multimedia for Teaching Analysis in History of Modern Architecture.

ERIC Educational Resources Information Center

Perryman, Garry

This paper presents a case for the development and support of a computer-based interactive multimedia program for teaching analysis in community college architecture design programs. Analysis in architecture design is an extremely important strategy for the teaching of higher-order thinking skills, which senior schools of architecture look for in…

Microprocessors as a Vehicle for Teaching Circuit Analysis.

ERIC Educational Resources Information Center

Neu, Emil C.

1982-01-01

Based on the premise that most engineering students will own their own microcomputers, discusses the teaching of circuit analysis, possible directions to be taken in hardware analysis, and impact on the mathematics related to circuit analysis. (SK)

Teaching Audience Analysis with Presidential "Victory" Speeches

ERIC Educational Resources Information Center

Jones, Kevin T.

2015-01-01

Teaching students to understand the importance of audience analysis can be challenging. In fact, many public-speaking texts suggest methods for engaging audience analysis that is not always practical or possible (e.g., polling audiences before you speak to them). One practical way of understanding audience analysis is to see it at work in the text…

Implementing an excellence in teaching recognition system: needs analysis and recommendations.

PubMed

Schindler, Nancy; Corcoran, Julia C; Miller, Megan; Wang, Chih-Hsiung; Roggin, Kevin; Posner, Mitchell; Fryer, Jonathan; DaRosa, Debra A

2013-01-01

Teaching awards have been suggested to serve a variety of purposes. The specific characteristics of teaching awards and the associated effectiveness at achieving planned purposes are poorly understood. A needs analysis was performed to inform recommendations for an Excellence in Teaching Recognition System to meet the needs of surgical education leadership. We performed a 2-part needs analysis beginning with a review of the literature. We then, developed, piloted, and administered a survey instrument to General Surgery program leaders. The survey examined the features and perceived effectiveness of existing teaching awards systems. A multi-institution committee of program directors, clerkship directors, and Vice-Chairs of education then met to identify goals and develop recommendations for implementation of an "Excellence in Teaching Recognition System." There is limited evidence demonstrating effectiveness of existing teaching awards in medical education. Evidence supports the ability of such awards to demonstrate value placed on teaching, to inspire faculty to teach, and to contribute to promotion. Survey findings indicate that existing awards strive to achieve these purposes and that educational leaders believe awards have the potential to do this and more. Leaders are moderately satisfied with existing awards for providing recognition and demonstrating value placed on teaching, but they are less satisfied with awards for motivating faculty to participate in teaching or for contributing to promotion. Most departments and institutions honor only a few recipients annually. There is a paucity of literature addressing teaching recognition systems in medical education and little evidence to support the success of such systems in achieving their intended purposes. The ability of awards to affect outcomes such as participation in teaching and promotion may be limited by the small number of recipients for most existing awards. We propose goals for a Teaching Recognition

Socialization Experiences Resulting from Doctoral Engineering Teaching Assistantships

ERIC Educational Resources Information Center

Mena, Irene B.; Diefes-Dux, Heidi A.; Capobianco, Brenda M.

2013-01-01

The purpose of this study was to explore and characterize the types of socialization experiences that result from engineering teaching assistantships. Using situated learning and communities of practice as the theoretical framework, this study highlights the experiences of 28 engineering doctoral students who worked as engineering teaching…

Results from a Faculty Development Program in Teaching Economics

ERIC Educational Resources Information Center

Walstad, William B.; Salemi, Michael K.

2011-01-01

The Teaching Innovations Program (TIP) was a six-year project funded by the National Science Foundation that gave economics instructors the opportunity to learn interactive teaching strategies for use in undergraduate economics courses. TIP participants first attended a teaching workshop that presented various teaching strategies. They then could…

Aaron's Solution, Instructor's Problem: Teaching Surface Analysis Using GIS

ERIC Educational Resources Information Center

Koch, Tom; Denike, Ken

2007-01-01

Teaching GIS is relatively simple, a matter of helping students develop familiarity with the software. Mapping as an aid to thinking is harder to instruct. This article presents a laboratory and lecture package developed to teach the utility of mapping in a course on spatial data analysis. Following a historical review of the use of surface…

Teaching Data Analysis with Interactive Visual Narratives

ERIC Educational Resources Information Center

Saundage, Dilal; Cybulski, Jacob L.; Keller, Susan; Dharmasena, Lasitha

2016-01-01

Data analysis is a major part of business analytics (BA), which refers to the skills, methods, and technologies that enable managers to make swift, quality decisions based on large amounts of data. BA has become a major component of Information Systems (IS) courses all over the world. The challenge for IS educators is to teach data analysis--the…

[Computer-assisted analysis of the results of training in internal medicine].

PubMed

Vrbová, H; Spunda, M

1991-06-01

Analysis of the results of teaching of clinical disciplines has in the long run an impact on the standard and value of medical care. It requires processing of quantitative and qualitative data. The selection of indicators which will be followed up and procedures used for their processing are of fundamental importance. The submitted investigation is an example how to use possibilities to process results of effectiveness analysis in teaching internal medicine by means of computer technique. As an indicator of effectiveness the authors selected the percentage of students who had an opportunity during the given period of their studies to observe a certain pathological condition, and as method of data collection a survey by means of questionnaires was used. The task permits to differentiate the students' experience (whether the student examined the patient himself or whether the patient was only demonstrated) and it makes it possible to differentiate the place of observation (at the university teaching hospital or regional non-teaching hospital attachment). The task permits also to form sub-groups of respondents to combine them as desired and to compare their results. The described computer programme support comprises primary processing of the output of the questionnaire survey. The questionnaires are transformed and stored by groups of respondents in data files of suitable format (programme SDFORM); the processing of results is described as well as their presentation as output listing or on the display in the interactive way (SDRESULT programme). Using the above programmes, the authors processed the results of a survey made among students during and after completion of the studies in a series of 70 recommended pathological conditions. As an example the authors compare results of observations in 20 selected pathological conditions important for the diagnosis and therapy in primary care in the final stage of the medical course in 1981 and 1985.

Results of Co-Teaching Instruction to Special Education Teacher Candidates in Tanzania

ERIC Educational Resources Information Center

Frey, Laura M.; Kaff, Marilyn S.

2014-01-01

This mixed-method descriptive pilot investigation addressed co-teaching as an inclusive school practice for special education teacher candidates at Sebastian Kolowa Memorial University (SEKOMU) in Tanzania. The investigation results, though preliminary, indicate that course content and instruction in co-teaching had a positive impact on the…

Using Modules in Teaching Complex Analysis

ERIC Educational Resources Information Center

Kinney, William M.

2017-01-01

Educational modules can play an important part in revitalizing the teaching and learning of complex analysis. At the Westmont College workshop on the subject in June 2014, time was spent generating ideas and creating structures for module proposals. Sharing some of those ideas and giving a few example modules is the main purpose of this paper. The…

Confirmatory Factor Analysis of the System for Evaluation of Teaching Qualities (SETQ) in Graduate Medical Training.

PubMed

Boerebach, Benjamin C M; Lombarts, Kiki M J M H; Arah, Onyebuchi A

2016-03-01

The System for Evaluation of Teaching Qualities (SETQ) was developed as a formative system for the continuous evaluation and development of physicians' teaching performance in graduate medical training. It has been seven years since the introduction and initial exploratory psychometric analysis of the SETQ questionnaires. This study investigates the validity and reliability of the SETQ questionnaires across hospitals and medical specialties using confirmatory factor analyses (CFAs), reliability analysis, and generalizability analysis. The SETQ questionnaires were tested in a sample of 3,025 physicians and 2,848 trainees in 46 hospitals. The CFA revealed acceptable fit of the data to the previously identified five-factor model. The high internal consistency estimates suggest satisfactory reliability of the subscales. These results provide robust evidence for the validity and reliability of the SETQ questionnaires for evaluating physicians' teaching performance. © The Author(s) 2014.

Teaching Case: Analysis of an Electronic Voting System

ERIC Educational Resources Information Center

Thompson, Nik; Toohey, Danny

2014-01-01

This teaching case discusses the analysis of an electronic voting system. The development of the case was motivated by research into information security and management, but as it includes procedural aspects, organizational structure and personnel, it is a suitable basis for all aspects of systems analysis, planning and design tasks. The material…

Pedagogical issues for effective teaching of biosignal processing and analysis.

PubMed

Sandham, William A; Hamilton, David J

2010-01-01

Biosignal processing and analysis is generally perceived by many students to be a challenging topic to understand, and to become adept with the necessary analytical skills. This is a direct consequence of the high mathematical content involved, and the many abstract features of the topic. The MATLAB and Mathcad software packages offer an excellent algorithm development environment for teaching biosignal processing and analysis modules, and can also be used effectively in many biosignal, and indeed bioengineering, research areas. In this paper, traditional introductory and advanced biosignal processing (and analysis) syllabi are reviewed, and the use of MATLAB and Mathcad for teaching and research is illustrated with a number of examples.

Teaching Science in Five Countries: Results From the TIMSS 1999 Video Study. Statistical Analysis Report. NCES 2006-011

ERIC Educational Resources Information Center

Roth, Kathleen J.; Druker, Stephen L.; Garnier, Helen E.; Lemmens, Meike; Chen, Catherine; Kawanaka, Takako; Rasmussen, Dave; Trubacova, Svetlana; Warvi, Dagmar; Okamoto, Yukari; Stigler, James; Gallimore, Ronald

2006-01-01

This report presents the results of a study of eighth-grade science teaching, conducted as part of the Third International Mathematics and Science Study (TIMSS) 1999 Video Study. The Video Study is a supplement to the TIMSS 1999 student assessment, a successor to the TIMSS 1995 student assessment. The TIMSS 1999 Video Study had the broad purpose…

Instruction in teaching and teaching opportunities for residents in US dermatology programs: Results of a national survey.

PubMed

Burgin, Susan; Homayounfar, Gelareh; Newman, Lori R; Sullivan, Amy

2017-04-01

Dermatology residents routinely teach junior co-residents and medical students. Despite the importance of teaching skills for a successful academic career, no formal teaching instruction programs for dermatology residents have been described to our knowledge, and the extent of teaching opportunities for dermatology residents is unknown. We sought to describe the range of teaching opportunities and instruction available to dermatology residents and to assess the need for additional teaching training from the perspective of dermatology residency program directors nationwide. A questionnaire was administered to 113 US dermatology residency program directors or their designees. Descriptive statistics were used to analyze questionnaire item responses. The response rate was 55% (62/113). All program directors reported that their residents teach; 59% (33/56) reported offering trainees teaching instruction; 11% (7/62) of programs offered a short-term series of formal sessions on teaching; and 7% (4/62) offered ongoing, longitudinal training. Most program directors (74%, 40/54) believed that their residents would benefit from more teaching instruction. Response rate and responder bias are potential limitations. Dermatology residents teach in a broad range of settings, over half receive some teaching instruction, and most dermatology residency program directors perceive a need for additional training for residents as teachers. Copyright © 2016 American Academy of Dermatology, Inc. Published by Elsevier Inc. All rights reserved.

An Interinstitutional Analysis of Faculty Teaching Load.

ERIC Educational Resources Information Center

Ahrens, Stephen W.

A two-year interinstitutional study among 15 cooperating universities was conducted to determine whether significant differences exist in teaching loads among the selected universities as measured by student credit hours produced by full-time equivalent faculty. The statistical model was a multivariate analysis of variance with fixed effects and…

Strategies for Teaching Professional Ethics to IT Engineering Degree Students and Evaluating the Result.

PubMed

Miñano, Rafael; Uruburu, Ángel; Moreno-Romero, Ana; Pérez-López, Diego

2017-02-01

This paper presents an experience in developing professional ethics by an approach that integrates knowledge, teaching methodologies and assessment coherently. It has been implemented for students in both the Software Engineering and Computer Engineering degree programs of the Technical University of Madrid, in which professional ethics is studied as a part of a required course. Our contribution of this paper is a model for formative assessment that clarifies the learning goals, enhances the results, simplifies the scoring and can be replicated in other contexts. A quasi-experimental study that involves many of the students of the required course has been developed. To test the effectiveness of the teaching process, the analysis of ethical dilemmas and the use of deontological codes have been integrated, and a scoring rubric has been designed. Currently, this model is also being used to develop skills related to social responsibility and sustainability for undergraduate and postgraduate students of diverse academic context.

Forecasting the student–professor matches that result in unusually effective teaching

PubMed Central

Gross, Jennifer; Lakey, Brian; Lucas, Jessica L; LaCross, Ryan; R Plotkowski, Andrea; Winegard, Bo

2015-01-01

Background Two important influences on students' evaluations of teaching are relationship and professor effects. Relationship effects reflect unique matches between students and professors such that some professors are unusually effective for some students, but not for others. Professor effects reflect inter-rater agreement that some professors are more effective than others, on average across students. Aims We attempted to forecast students' evaluations of live lectures from brief, video-recorded teaching trailers. Sample Participants were 145 college students (74% female) enrolled in introductory psychology courses at a public university in the Great Lakes region of the United States. Methods Students viewed trailers early in the semester and attended live lectures months later. Because subgroups of students viewed the same professors, statistical analyses could isolate professor and relationship effects. Results Evaluations were influenced strongly by relationship and professor effects, and students' evaluations of live lectures could be forecasted from students' evaluations of teaching trailers. That is, we could forecast the individual students who would respond unusually well to a specific professor (relationship effects). We could also forecast which professors elicited better evaluations in live lectures, on average across students (professor effects). Professors who elicited unusually good evaluations in some students also elicited better memory for lectures in those students. Conclusions It appears possible to forecast relationship and professor effects on teaching evaluations by presenting brief teaching trailers to students. Thus, it might be possible to develop online recommender systems to help match students and professors so that unusually effective teaching emerges. PMID:24953773

[Impacts of collaborative teaching method on the teaching achievement of Acupuncture and Moxibustion].

PubMed

Tian, Haomei; Shen, Jing; Shi, Jia; Liu, Mi; Wang, Chao; Liu, Jinzhi; Chen, Chutao

2016-11-12

To explore the impacts of collaborative teaching method on the teaching achievement of Acupuncture and Moxibustion . Six classes in Hunan University of CM of 2012 grade Chinese medicine department were randomized into an observation group and a control group, 3 classes in each one. In the observation group, the collaborative teaching method was adopted, in which, different teaching modes were used according to the characteristics of each chapter and the study initiative of students was predominated. In the control group, the traditional teaching method was used, in which, the class teaching was the primary and the practice was the secondary in the section of techniques of acupuncture and moxibustion. The results of each curriculum and the total results were compared between the two groups during the whole semester. Compared with the control group, in the observation group, the total achievements of curriculum and case analysis combined with the total result of the theory examination were apparently improved (both P <0.01). The collaborative teaching method improves the comprehensive ability of students and provides a new approach to the teaching of Acupuncture and Moxibustion .

The Effect of 7E Learning Cycle on Learning in Science Teaching: A Meta-Analysis Study

ERIC Educational Resources Information Center

Balta, Nuri; Sarac, Hakan

2016-01-01

This article reports the results of a meta-analysis of the effectiveness of 7E learning cycle in science teaching. Totally 35 different effect sizes from 24 experimental studies, comprising 2918 students were included in the meta-analysis. The results confirmed that 7E learning cycle have a positive effect on students' achievement. The overall…

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

ERIC Educational Resources Information Center

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

2008-01-01

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

Cause-Effect Analysis: Improvement of a First Year Engineering Students' Calculus Teaching Model

ERIC Educational Resources Information Center

van der Hoff, Quay; Harding, Ansie

2017-01-01

This study focuses on the mathematics department at a South African university and in particular on teaching of calculus to first year engineering students. The paper reports on a cause-effect analysis, often used for business improvement. The cause-effect analysis indicates that there are many factors that impact on secondary school teaching of…

Applied Behavior Analysis: Beyond Discrete Trial Teaching

ERIC Educational Resources Information Center

Steege, Mark W.; Mace, F. Charles; Perry, Lora; Longenecker, Harold

2007-01-01

We discuss the problem of autism-specific special education programs representing themselves as Applied Behavior Analysis (ABA) programs when the only ABA intervention employed is Discrete Trial Teaching (DTT), and often for limited portions of the school day. Although DTT has many advantages to recommend its use, it is not well suited to teach…

Impact of Electronic Teaching Materials on Process of Education--Results of an Experiment

ERIC Educational Resources Information Center

Záhorec, Ján; Hašková, Alena; Munk, Michal

2010-01-01

In their paper the authors deal with the vital issues of creation and application of electronic teaching materials for natural science subjects teaching. They describe an experimental examination of qualitative impact of these aids on education. The authors present a part of research results, which they obtained in a major research focused on…

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

PubMed

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

2015-09-01

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

The effectiveness of gynaecological teaching associates in teaching pelvic examination: a systematic review and meta-analysis.

PubMed

Smith, Paul P; Choudhury, Shelina; Clark, T Justin

2015-12-01

An increasing number of graduating students are unable to competently and confidently perform a pelvic examination. Gynaecology teaching associates (GTAs) teach technical and communication skills and offer immediate feedback. The objective was to perform a systematic literature review to assess whether teaching pelvic examinations using real women who are trained to give instructions on technique and feedback improves the competence, confidence and communication skills of trainees when compared with traditional teaching methods. MEDLINE, EMBASE, the Cochrane Library, CINAHL and the ISRCTN Register of Clinical Trials were searched using selected terminology. No language restrictions were applied. The selection criteria were randomised clinical trials (RCTs) and controlled studies that investigated the use of GTAs to teach students or health-related professionals the pelvic examination. Data evaluating study outcomes, along with methodological details, were extracted in duplicate. The outcomes measured were: self-reported confidence, assessed competence and assessed communication skills. The standard mean difference (SMD) was derived for each study where possible and heterogeneity across studies was quantified using the I(2) statistic. In the presence of substantial variation, the data were pooled using a random effects model. Eleven studies with 856 participants were included: five RCTs and six observational studies. GTA training improved competence compared with other teaching methods and the finding of enhanced competence was consistent when the pooled analysis was restricted to RCTs. Communication skills were also improved with GTA teaching, but to a lesser degree, whereas no effect on student confidence was observed. Statistical heterogeneity was present for all outcomes when data were pooled. Our findings suggest that GTA-based teaching of pelvic examination is associated with improvement in the competence and communication skills of trainees. However, further

Hand-assisted Approach as a Model to Teach Complex Laparoscopic Hepatectomies: Preliminary Results.

PubMed

Makdissi, Fabio F; Jeismann, Vagner B; Kruger, Jaime A P; Coelho, Fabricio F; Ribeiro-Junior, Ulysses; Cecconello, Ivan; Herman, Paulo

2017-08-01

Currently, there are limited and scarce models to teach complex liver resections by laparoscopy. The aim of this study is to present a hand-assisted technique to teach complex laparoscopic hepatectomies for fellows in liver surgery. Laparoscopic hand-assisted approach for resections of liver lesions located in posterosuperior segments (7, 6/7, 7/8, 8) was performed by the trainees with guidance and intermittent intervention of a senior surgeon. Data as: (1) percentage of time that the senior surgeon takes the surgery as main surgeon, (2) need for the senior surgeon to finish the procedure, (3) necessity of conversion, (4) bleeding with hemodynamic instability, (5) need for transfusion, (6) oncological surgical margins, were evaluated. In total, 12 cases of complex laparoscopic liver resections were performed by the trainee. All cases included deep lesions situated on liver segments 7 or 8. The senior surgeon intervention occurred in a mean of 20% of the total surgical time (range, 0% to 50%). A senior intervention >20% was necessary in 2 cases. There was no need for conversion or reoperation. Neither major bleeding nor complications resulted from the teaching program. All surgical margins were clear. This preliminary report shows that hand-assistance is a safe way to teach complex liver resections without compromising patient safety or oncological results. More cases are still necessary to draw definitive conclusions about this teaching method.

Deliberate teaching tools for clinical teaching encounters: A critical scoping review and thematic analysis to establish definitional clarity.

PubMed

Sidhu, Navdeep S; Edwards, Morgan

2018-04-27

We conducted a scoping review of tools designed to add structure to clinical teaching, with a thematic analysis to establish definitional clarity. Six thousand and forty nine citations were screened, 434 reviewed for eligibility, and 230 identified as meeting study inclusion criteria. Eighty-nine names and 51 definitions were identified. Based on a post facto thematic analysis, we propose that these tools be named "deliberate teaching tools" (DTTs) and defined as "frameworks that enable clinicians to have a purposeful and considered approach to teaching encounters by incorporating elements identified with good teaching practice." We identified 46 DTTs in the literature, with 38 (82.6%) originally described for the medical setting. Forty justification articles consisted of 16 feedback surveys, 13 controlled trials, seven pre-post intervention studies with no control group, and four observation studies. Current evidence of efficacy is not entirely conclusive, and many studies contain methodology flaws. Forty-nine clarification articles comprised 12 systematic reviews and 37 narrative reviews. The most number of DTTs described by any review was four. A common design theme was identified in approximately three-quarters of DTTs. Applicability of DTTs to specific alternate settings should be considered in context, and appropriately designed justification studies are warranted to demonstrate efficacy.

[A new teaching mode improves the effect of comprehensive experimental teaching of genetics].

PubMed

Fenghua, He; Jieqiang, Li; Biyan, Zhu; Feng, Gao

2015-04-01

To improve the research atmosphere in genetics experimental teaching and develop students' creativity in research, we carried out a reform in comprehensive experimental teaching which is one of important modules for genetics practice. In our new student-centered teaching mode, they chose research topics, performed experiments and took innovative approaches independently. With the open laboratory and technical platform in our experimental teaching center, students finished their experiments and were required to write a mini-research article. Comprehensive experimental teaching is a scientific research practice before they complete their thesis. Through this teaching practice, students' research skills in experimental design and operation, data analysis and results presentation, as well as their collaboration spirit and innovation consciousness are strengthened.

Socialization Experiences Resulting from Engineering Teaching Assistantships at Purdue University

ERIC Educational Resources Information Center

Mena, Irene B.

2010-01-01

The purpose of this study was to explore and understand the types of socialization experiences that result from engineering teaching assistantships. Using situated learning as the theoretical framework and phenomenology as the methodological framework, this study highlights the experiences of 28 engineering doctoral students who worked as…

Pre-service elementary science teaching self-efficacy and teaching practices: A mixed-methods, dual-phase, embedded case study

NASA Astrophysics Data System (ADS)

Sangueza, Cheryl Ramirez

This mixed-method, dual-phase, embedded-case study employed the Social Cognitive Theory and the construct of self-efficacy to examine the contributors to science teaching self-efficacy and science teaching practices across different levels of efficacy in six pre-service elementary teachers during their science methods course and student teaching experiences. Data sources included the Science Teaching Efficacy Belief Instrument (STEBI-B) for pre-service teachers, questionnaires, journals, reflections, student teaching lesson observations, and lesson debriefing notes. Results from the STEBI-B show that all participants measured an increase in efficacy throughout the study. The ANOVA analysis of the STEBI-B revealed a statistically significant increase in level of efficacy during methods course, student teaching, and from the beginning of the study to the end. Of interest in this study was the examination of the participants' science teaching practices across different levels of efficacy. Results of this analysis revealed how the pre-service elementary teachers in this study contextualized their experiences in learning to teach science and its influences on their science teaching practices. Key implications involves the value in exploring how pre-service teachers interpret their learning to teach experiences and how their interpretations influence the development of their science teaching practices.

Teaching Visual Texts with the Multimodal Analysis Software

ERIC Educational Resources Information Center

Lim Fei, Victor; O'Halloran, Kay L.; Tan, Sabine; E., Marissa K. L.

2015-01-01

This exploratory study introduces the systemic approach and the explicit teaching of a meta-language to provide conceptual tools for students for the analysis and interpretation of multimodal texts. Equipping students with a set of specialised vocabulary with conventionalised meanings associated with specific choices in multimodal texts empowers…

Understanding a Monocultural, Student-Teaching Setting from Sociocultural Perspectives: A Video Analysis

ERIC Educational Resources Information Center

Chepyator-Thomson, Jepkorir Rose

2006-01-01

Sociocultural considerations play an important role in any teaching episode in our increasingly diverse society. This analysis focuses on a male European American preservice teacher, who is practicing teaching at a school with 3% African-American, 3% Asian, 91% European American, 1% Hispanic American, and 3% multiracial students. Examination of…

Conversation Analysis--A Discourse Approach to Teaching Oral English Skills

ERIC Educational Resources Information Center

Wu, Yan

2013-01-01

This paper explores a pedagocial approach to teaching oral English---Conversation Analysis. First, features of spoken language is described in comparison to written language. Second, Conversation Analysis theory is elaborated in terms of adjacency pairs, turn-taking, repairs, sequences, openings and closings, and feedback. Third, under the…

Using Interactive Graphics to Teach Multivariate Data Analysis to Psychology Students

ERIC Educational Resources Information Center

Valero-Mora, Pedro M.; Ledesma, Ruben D.

2011-01-01

This paper discusses the use of interactive graphics to teach multivariate data analysis to Psychology students. Three techniques are explored through separate activities: parallel coordinates/boxplots; principal components/exploratory factor analysis; and cluster analysis. With interactive graphics, students may perform important parts of the…

21 CFR 201.125 - Drugs for use in teaching, law enforcement, research, and analysis.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 21 Food and Drugs 4 2011-04-01 2011-04-01 false Drugs for use in teaching, law enforcement, research, and analysis. 201.125 Section 201.125 Food and Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF... § 201.125 Drugs for use in teaching, law enforcement, research, and analysis. A drug subject to § 201...

21 CFR 201.125 - Drugs for use in teaching, law enforcement, research, and analysis.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 21 Food and Drugs 4 2012-04-01 2012-04-01 false Drugs for use in teaching, law enforcement, research, and analysis. 201.125 Section 201.125 Food and Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF... § 201.125 Drugs for use in teaching, law enforcement, research, and analysis. A drug subject to § 201...

21 CFR 201.125 - Drugs for use in teaching, law enforcement, research, and analysis.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 21 Food and Drugs 4 2013-04-01 2013-04-01 false Drugs for use in teaching, law enforcement, research, and analysis. 201.125 Section 201.125 Food and Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF... § 201.125 Drugs for use in teaching, law enforcement, research, and analysis. A drug subject to § 201...

21 CFR 201.125 - Drugs for use in teaching, law enforcement, research, and analysis.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 21 Food and Drugs 4 2010-04-01 2010-04-01 false Drugs for use in teaching, law enforcement, research, and analysis. 201.125 Section 201.125 Food and Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF... § 201.125 Drugs for use in teaching, law enforcement, research, and analysis. A drug subject to § 201...

21 CFR 201.125 - Drugs for use in teaching, law enforcement, research, and analysis.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 21 Food and Drugs 4 2014-04-01 2014-04-01 false Drugs for use in teaching, law enforcement, research, and analysis. 201.125 Section 201.125 Food and Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF... § 201.125 Drugs for use in teaching, law enforcement, research, and analysis. A drug subject to § 201...

Reflections on Teaching Financial Statement Analysis

ERIC Educational Resources Information Center

Entwistle, Gary

2015-01-01

In her 2011 article "Towards a 'scholarship of teaching and learning': The individual and the communal journey," Ursula Lucas calls for more critical reflection on individual teaching experiences and encourages sharing such experiences with the wider academy. In this spirit Gary Entwistle reflects upon his experiences teaching financial…

Exploring the measurement properties of the osteopathy clinical teaching questionnaire using Rasch analysis.

PubMed

Vaughan, Brett

2018-01-01

Clinical teaching evaluations are common in health profession education programs to ensure students are receiving a quality clinical education experience. Questionnaires students use to evaluate their clinical teachers have been developed in professions such as medicine and nursing. The development of a questionnaire that is specifically for the osteopathy on-campus, student-led clinic environment is warranted. Previous work developed the 30-item Osteopathy Clinical Teaching Questionnaire. The current study utilised Rasch analysis to investigate the construct validity of the Osteopathy Clinical Teaching Questionnaire and provide evidence for the validity argument through fit to the Rasch model. Senior osteopathy students at four institutions in Australia, New Zealand and the United Kingdom rated their clinical teachers using the Osteopathy Clinical Teaching Questionnaire. Three hundred and ninety-nine valid responses were received and the data were evaluated for fit to the Rasch model. Reliability estimations (Cronbach's alpha and McDonald's omega) were also evaluated for the final model. The initial analysis demonstrated the data did not fit the Rasch model. Accordingly, modifications to the questionnaire were made including removing items, removing person responses, and rescoring one item. The final model contained 12 items and fit to the Rasch model was adequate. Support for unidimensionality was demonstrated through both the Principal Components Analysis/t-test, and the Cronbach's alpha and McDonald's omega reliability estimates. Analysis of the questionnaire using McDonald's omega hierarchical supported a general factor (quality of clinical teaching in osteopathy). The evidence for unidimensionality and the presence of a general factor support the calculation of a total score for the questionnaire as a sufficient statistic. Further work is now required to investigate the reliability of the 12-item Osteopathy Clinical Teaching Questionnaire to provide evidence

Rhetorical Analysis of Teaching Process in Selected English Classes: Methods and Implications.

ERIC Educational Resources Information Center

Lindley, Daniel Allen, Jr.

This study related selected principles of rhetorical analysis to teaching as it actually occurs in the classroom. The Aristotelian definition of rhetoric as the means of discovering all the available means of persuasion is central to teaching, in that the entire endeavor of education rests upon the premise that children, as they grow, need and…

Meta-analysis: An Approach to the Synthesis of Research Results.

ERIC Educational Resources Information Center

Glass, Gene V.

1982-01-01

Discusses three general characteristics and four criticisms of meta-analysis (statistical analysis of the summary findings of many research studies). Illustrates application of meta-analysis on research studies relating to school class size and achievement and inquiry teaching of biology. (JN)

Teaching nursing research to undergraduates: a text analysis of instructors' intentions.

PubMed

Porter, Eileen J; Mansour, Tamam B

2003-04-01

Reviews of teaching strategies for undergraduate nursing research have been organized according to (a) the type of learning to be achieved, such as learning by doing, or (b) the specific teaching strategy, such as a poster session. For this text analysis, a new tack was taken to reveal the intentions of undergraduate nursing research instructors for student learning. Giorgi's (1985) descriptive phenomenological method was used to analyze 77 narrative reports of instructors about research teaching strategies. Seven intentions were identified, including desensitizing negative perceptions about research and stimulating collaborative learning about research. The intentions were contrasted in scope and relevance to frameworks organized according to learning goals or teaching techniques. The relevance of the intentions was considered in relation to critical trends influencing nursing education. Copyright 2003 Wiley Periodicals, Inc. Res Nurs Health 26:128-142, 2003

Teaching Genetics in Secondary Classrooms: a Linguistic Analysis of Teachers' Talk About Proteins

NASA Astrophysics Data System (ADS)

Thörne, Karin; Gericke, Niklas

2014-02-01

This study investigates Swedish biology teachers' inclusion of proteins when teaching genetics in grade nine (students 15-16 years old). For some years, there has been a call to give attention to proteins when teaching genetics as a means of linking the concepts `gene' and `trait'. Students are known to have problems with this relation because the concepts belong to different organizational levels. However, we know little about how the topic is taught and therefore this case study focuses on how teachers talk about proteins while teaching genetics and if they use proteins as a link between the micro and macro level. Four teachers were recorded during entire genetics teaching sequences, 45 lessons in total. The teachers' verbal communication was then analyzed using thematic pattern analysis, which is based in systemic functional linguistics. The linguistic analysis of teachers' talk in action revealed great variations in both the extent to which they used proteins in explanations of genetics and the ways they included proteins in linking genes and traits. Two of the teachers used protein as a link between gene and trait, while two did not. Three of the four teachers included instruction about protein synthesis. The common message from all teachers was that proteins are built, but none of the teachers talked about genes as exclusively encoding proteins. Our results suggest that students' common lack of understanding of proteins as an intermediate link between gene and trait could be explained by limitations in the way the subject is taught.

Assessing the teaching of procedural skills: can cognitive task analysis add to our traditional teaching methods?

PubMed

Sullivan, Maura E; Ortega, Adrian; Wasserberg, Nir; Kaufman, Howard; Nyquist, Julie; Clark, Richard

2008-01-01

The purpose of this study was to determine if a cognitive task analysis (CTA) could capture steps and decision points that were not articulated during traditional teaching of a colonoscopy. Three expert colorectal surgeons were videotaped performing a colonoscopy. After the videotapes were transcribed, the experts participated in a CTA. A 26-step procedural checklist and a 16-step cognitive demands table was created by using information obtained in the CTA. The videotape transcriptions were transposed onto the procedural checklist and cognitive demands table to identify steps and decision points that were omitted during traditional teaching. Surgeon A described 50% of "how-to" steps and 43% of decision points. Surgeon B described 30% of steps and 25% of decisions. Surgeon C described 26% of steps and 38% of cognitive decisions. By using CTA, we were able to identify relevant steps and decision points that were omitted during traditional teaching by all 3 experts.

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

PubMed

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

2009-01-01

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

Development of Integrated Natural Science Teaching Materials Webbed Type with Applying Discourse Analysis on Students Grade VIII in Physics Class

NASA Astrophysics Data System (ADS)

Sukariasih, Luh

2017-05-01

This study aims to produce teaching materials integrated natural science (IPA) webbed type of handout types are eligible for use in integrated science teaching. This type of research IS a kind of research and development / Research and Development (R & D) with reference to the 4D development model that is (define, design, develop, and disseminate). Data analysis techniques used to process data from the results of the assessment by the validator expert, and the results of the assessment by teachers and learners while testing is limited (12 students of class VIII SMPN 10 Kendari) using quantitative descriptive data analysis techniques disclosed in the distribution of scores on the scale of five categories grading scale that has been determined. The results of due diligence material gain votes validator material in the category of “very good” and “good”, of the data generated in the feasibility test presentation obtained the category of “good” and “excellent”, from the data generated in the feasibility of graphic test obtained the category of “very good “and” good “, as well as of the data generated in the test the feasibility of using words and language obtained the category of“very good “and” good “, so with qualifications gained the teaching materials IPA integrated type webbed by applying discourse analysis on the theme of energy and food for Junior High School (SMP) grade VIII suitable as teaching materials. In limited testing, data generated in response to a science teacher at SMPN 10 Kendari to product instructional materials as “excellent”, and from the data generated while testing is limited by the 12 students of class VIII SMPN 10 Kendari are more students who score indicates category “very good”, so that the qualification obtained by the natural science (IPA) teaching material integrated type webbed by applying discourse analysis on the theme of energy and food for SMP / class VIII fit for use as teaching material.

Going Beyond the Sentence: Implications of Discourse Analysis for the Teaching of the Writing Skill.

ERIC Educational Resources Information Center

Ghadessy, Mohsen

1984-01-01

Questions the prevalent attitude of English as a second language teachers regarding the teaching of writing skills. Weaknesses in syllabi and teaching strategies are cited, indicating deficiencies in the teaching of discourse analysis--the manipulation of words, structures, and ideas--all skills necessary for the development and production of a…

The reform of the teaching mode of Applied Optics curriculum and analysis of teaching effect

NASA Astrophysics Data System (ADS)

Ning, Yu; Xu, Zhongjie; Li, Dun; Chen, Zilun; Cheng, Xiangai; Zhong, Hairong

2017-08-01

Military academies have two distinctive characteristics on talent training: Firstly, we must teach facing actual combat and connecting with academic frontier. Secondly, the bachelor's degree education and the military education should be balanced. The teaching mode of basic curriculum in military academies must be reformed and optimized on the basis of the traditional teaching mode, so as to ensure the high quality of teaching and provide enough guidance and help for students to support their academic burden. In this paper, our main work on "Applied Optics" teaching mode reform is introduced: First of all, we research extensively and learn fully from advanced teaching modes of the well-known universities at home and abroad, a whole design is made for the teaching mode of the core curriculum of optical engineering in our school "Applied Optics", building a new teaching mode which takes the methods of teaching basic parts as details, teaching application parts as emphases, teaching frontier parts as topics and teaching actual combat parts on site. Then combining with the questionnaire survey of students and opinions proposed by relevant experts in the teaching seminar, teaching effect and generalizability of the new teaching mode are analyzed and evaluated.

21 CFR 801.125 - Medical devices for use in teaching, law enforcement, research, and analysis.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 21 Food and Drugs 8 2014-04-01 2014-04-01 false Medical devices for use in teaching, law enforcement, research, and analysis. 801.125 Section 801.125 Food and Drugs FOOD AND DRUG ADMINISTRATION... Directions for Use § 801.125 Medical devices for use in teaching, law enforcement, research, and analysis. A...

21 CFR 801.125 - Medical devices for use in teaching, law enforcement, research, and analysis.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 21 Food and Drugs 8 2011-04-01 2011-04-01 false Medical devices for use in teaching, law enforcement, research, and analysis. 801.125 Section 801.125 Food and Drugs FOOD AND DRUG ADMINISTRATION... Directions for Use § 801.125 Medical devices for use in teaching, law enforcement, research, and analysis. A...

21 CFR 801.125 - Medical devices for use in teaching, law enforcement, research, and analysis.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 21 Food and Drugs 8 2010-04-01 2010-04-01 false Medical devices for use in teaching, law enforcement, research, and analysis. 801.125 Section 801.125 Food and Drugs FOOD AND DRUG ADMINISTRATION... Directions for Use § 801.125 Medical devices for use in teaching, law enforcement, research, and analysis. A...

21 CFR 801.125 - Medical devices for use in teaching, law enforcement, research, and analysis.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 21 Food and Drugs 8 2012-04-01 2012-04-01 false Medical devices for use in teaching, law enforcement, research, and analysis. 801.125 Section 801.125 Food and Drugs FOOD AND DRUG ADMINISTRATION... Directions for Use § 801.125 Medical devices for use in teaching, law enforcement, research, and analysis. A...

21 CFR 801.125 - Medical devices for use in teaching, law enforcement, research, and analysis.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 21 Food and Drugs 8 2013-04-01 2013-04-01 false Medical devices for use in teaching, law enforcement, research, and analysis. 801.125 Section 801.125 Food and Drugs FOOD AND DRUG ADMINISTRATION... Directions for Use § 801.125 Medical devices for use in teaching, law enforcement, research, and analysis. A...

Utility of a Systematic Approach to Teaching Photographic Nasal Analysis to Otolaryngology Residents.

PubMed

Robitschek, Jon; Dresner, Harley; Hilger, Peter

2017-12-01

Photographic nasal analysis constitutes a critical step along the path toward accurate diagnosis and precise surgical planning in rhinoplasty. The learned process by which one assesses photographs, analyzes relevant anatomical landmarks, and generates a global view of the nasal aesthetic is less widely described. To discern the common pitfalls in performing photographic nasal analysis and to quantify the utility of a systematic approach model in teaching photographic nasal analysis to otolaryngology residents. This prospective observational study included 20 participants from a university-based otolaryngology residency program. The control and intervention groups underwent baseline graded assessment of 3 patients. The intervention group received instruction on a systematic approach model for nasal analysis, and both groups underwent postintervention testing at 10 weeks. Data were collected from October 1, 2015, through June 1, 2016. A 10-minute, 11-slide presentation provided instruction on a systematic approach to nasal analysis to the intervention group. Graded photographic nasal analysis using a binary 18-point system. The 20 otolaryngology residents (15 men and 5 women; age range, 24-34 years) were adept at mentioning dorsal deviation and dorsal profile with focused descriptions of tip angle and contour. Areas commonly omitted by residents included verification of the Frankfort plane, position of the lower lateral crura, radix position, and ratio of the ala to tip lobule. The intervention group demonstrated immediate improvement after instruction on the teaching model, with the mean (SD) postintervention test score doubling compared with their baseline performance (7.5 [2.7] vs 10.3 [2.5]; P < .001). At 10 weeks after the intervention, the mean comparative improvement in overall graded nasal analysis was 17% (95% CI, 10%-23%; P < .001). Otolaryngology residents demonstrated proficiency at incorporating nasal deviation, tip angle, and dorsal profile

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

ERIC Educational Resources Information Center

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

2014-01-01

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

Learning to teach effectively: Science, technology, engineering, and mathematics graduate teaching assistants' teaching self-efficacy

NASA Astrophysics Data System (ADS)

Dechenne, Sue Ellen

Graduate teaching assistants (GTAs) from science, technology, engineering, and mathematics (STEM) are important in the teaching of undergraduate students (Golde & Dore, 2001). However, they are often poorly prepared for teaching (Luft, Kurdziel, Roehrig, & Turner, 2004). This dissertation addresses teaching effectiveness in three related manuscripts: (1) A position paper that summarizes the current research on and develops a model of GTA teaching effectiveness. (2) An adaptation and validation of two instruments; GTA perception of teaching training and STEM GTA teaching self-efficacy. (3) A model test of factors that predict STEM GTA teaching self-efficacy. Together these three papers address key questions in the understanding of teaching effectiveness in STEM GTAs including: (a) What is our current knowledge of factors that affect the teaching effectiveness of GTAs? (b) Given that teaching self-efficacy is strongly linked to teaching performance, how can we measure STEM GTAs teaching self-efficacy? (c) Is there a better way to measure GTA teaching training than currently exists? (d) What factors predict STEM GTA teaching self-efficacy? An original model for GTA teaching effectiveness was developed from a thorough search of the GTA teaching literature. The two instruments---perception of training and teaching self-efficacy---were tested through self-report surveys using STEM GTAs from six different universities including Oregon State University (OSU). The data was analyzed using exploratory and confirmatory factor analysis. Using GTAs from the OSU colleges of science and engineering, the model of sources of STEM GTA teaching self-efficacy was tested by administering self-report surveys and analyzed by using OLS regression analysis. Language and cultural proficiency, departmental teaching climate, teaching self-efficacy, GTA training, and teaching experience affect GTA teaching effectiveness. GTA teaching self-efficacy is a second-order factor combined from self

Analysis of Prospective Mathematics Teachers’ Basic Teaching Skills (a Study of Mathematics Education Departement Students’ Field Experience Program at STKIP Garut)

NASA Astrophysics Data System (ADS)

Rahayu, D. V.

2017-02-01

This study was intended to figure out basic teaching skills of Mathematics Department Students of STKIP Garut at Field Experience Program in academic year 2014/2015. This study was qualitative research with analysis descriptive technique. Instrument used in this study was observation sheet to measure basic teaching mathematics skills. The result showed that ability of content mastery and explaining skill were in average category. Questioning skill, conducting variations skill and conducting assessment skill were in good category. Managing classroom skill and giving motivation skill were in poor category. Based on the result, it can be concluded that the students’ basic teaching skills weren’t optimal. It is recommended for the collegians to get lesson with appropriate strategy so that they can optimize their basic teaching skills.

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

PubMed

Kahn, G; Cohen, B; Jason, H

1979-02-01

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

Generational differences of baccalaureate nursing students' preferred teaching methods and faculty use of teaching methods

NASA Astrophysics Data System (ADS)

Delahoyde, Theresa

Nursing education is experiencing a generational phenomenon with student enrollment spanning three generations. Classrooms of the 21st century include the occasional Baby Boomer and a large number of Generation X and Generation Y students. Each of these generations has its own unique set of characteristics that have been shaped by values, trends, behaviors, and events in society. These generational characteristics create vast opportunities to learn, as well as challenges. One such challenge is the use of teaching methods that are congruent with nursing student preferences. Although there is a wide range of studies conducted on student learning styles within the nursing education field, there is little research on the preferred teaching methods of nursing students. The purpose of this quantitative, descriptive study was to compare the preferred teaching methods of multi-generational baccalaureate nursing students with faculty use of teaching methods. The research study included 367 participants; 38 nursing faculty and 329 nursing students from five different colleges within the Midwest region. The results of the two-tailed t-test found four statistically significant findings between Generation X and Y students and their preferred teaching methods including; lecture, listening to the professor lecture versus working in groups; actively participating in group discussion; and the importance of participating in group assignments. The results of the Analysis of Variance (ANOVA) found seventeen statistically significant findings between levels of students (freshmen/sophomores, juniors, & seniors) and their preferred teaching methods. Lecture was found to be the most frequently used teaching method by faculty as well as the most preferred teaching method by students. Overall, the support for a variety of teaching methods was also found in the analysis of data.

The analysis of mathematics teachers' learning on algebra function limit material based on teaching experience difference

NASA Astrophysics Data System (ADS)

Ma'rufi, Budayasa, I. Ketut; Juniati, Dwi

2017-08-01

The aim of this study was to describe the analysis of mathematics teachers' learning on algebra function limit material based on teaching experience difference. The purpose of this study is to describe the analysis of mathematics teacher's learning on limit algebraic functions in terms of the differences of teaching experience. Learning analysis focused on Pedagogical Content Knowledge (PCK) of teachers in mathematics on limit algebraic functions related to the knowledge of pedagogy. PCK of teachers on limit algebraic function is a type of specialized knowledge for teachers on how to teach limit algebraic function that can be understood by students. Subjects are two high school mathematics teacher who has difference of teaching experience they are one Novice Teacher (NP) and one Experienced Teacher (ET). Data are collected through observation of learning in the class, videos of learning, and then analyzed using qualitative analysis. Teacher's knowledge of Pedagogic defined as a knowledge and understanding of teacher about planning and organizing of learning, and application of learning strategy. The research results showed that the Knowledge of Pedagogy on subject NT in mathematics learning on the material of limit function algebra showed that the subject NT tended to describe procedurally, without explaining the reasons why such steps were used, asking questions which tended to be monotonous not be guiding and digging deeper, and less varied in the use of learning strategies while subject ET gave limited guidance and opportunities to the students to find their own answers, exploit the potential of students to answer questions, provide an opportunity for students to interact and work in groups, and subject ET tended to combine conceptual and procedural explanation.

[A competency-based approach for nursing care instruction. Analysis of teaching practices].

PubMed

Dury, Cécile

2003-06-01

The aims of this qualitative research is in understanding how the teaching methods of nursing instructors favor the student's development in competency. Eight nursing instructors were interviewed in a non-directive approach. A thematic as well as a structural analysis of the data indicates that in the majority of cases, their methods are based primarily on an impression and conditioning model, and in an isolated approach on an interactive and constructive model. The analysis of the nursing instructors' accounts in regards to their role as educators illustrates: an inadequacy between teaching goals and the choices of pedagogical methods; an ambivalent and unclear understanding of their role as instructor leading to the privileging of strategies for their success rate over teaching quality. inconsistencies in conveying the training and qualification evaluations as well as between the theoretical and clinical evaluations. In conclusion, various individual strategies, institutional and national, are offered with the view of favoring a competence-based approach for nursing training.

Confirmatory factor analysis of teaching and learning guiding principles instrument among teacher educators in higher education institutions

NASA Astrophysics Data System (ADS)

Masuwai, Azwani; Tajudin, Nor'ain Mohd; Saad, Noor Shah

2017-05-01

The purpose of this study is to develop and establish the validity and reliability of an instrument to generate teaching and learning guiding principles using Teaching and Learning Guiding Principles Instrument (TLGPI). Participants consisted of 171 Malaysian teacher educators. It is an essential instrument to reflect in generating the teaching and learning guiding principles in higher education level in Malaysia. Confirmatory Factor Analysis has validated all 19 items of TLGPI whereby all items indicated high reliability and internal consistency. A Confirmatory Factor Analysis also confirmed that a single factor model was used to generate teaching and learning guiding principles.

Integrating "GeoGebra" into IWB-Equipped Teaching Environments: Preliminary Results

ERIC Educational Resources Information Center

Lavicza, Zsolt; Papp-Varga, Zsuzsanna

2010-01-01

The aims of the project described in this paper are threefold. Firstly, the authors aim to examine how "GeoGebra", an open-source dynamic mathematics software application, can be used successfully for mathematics teaching in interactive whiteboard (IWB)-equipped teaching environments. Secondly, they intend to uncover how professional…

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

PubMed Central

2014-01-01

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

Analysis of Research in the Teaching of Science, July 1955 - July 1956. Bulletin, 1958, No. 7

ERIC Educational Resources Information Center

Osbourn, Ellsworth S.

1958-01-01

Beginning in 1950 the National Association for Research in Science Teaching and the U.S. Office of Education collaborated in preparing an annual summary of research in the teaching of science. The present bulletin continues their cooperative effort. This analysis of research in the teaching of science contains reports of published studies…

Product Quality Assurance Project for Teaching of Food Analysis

ERIC Educational Resources Information Center

Nielsen, S. S.

2004-01-01

Two of the challenges in teaching Food Analysis are bringing relevance to the various chemical and physical analyses discussed and exposing students to the realities of quality assurance in the food industry. In a project to help meet those objectives, each student, with the assistance of a "resource person" from the food industry, completes the…

Results of the 2010 Survey on Teaching Chemical Reaction Engineering

ERIC Educational Resources Information Center

Silverstein, David L.; Vigeant, Margot A. S.

2012-01-01

A survey of faculty teaching the chemical reaction engineering course or sequence during the 2009-2010 academic year at chemical engineering programs in the United States and Canada reveals change in terms of content, timing, and approaches to teaching. The report consists of two parts: first, a statistical and demographic characterization of the…

The Art of Teaching Jungian Analysis.

ERIC Educational Resources Information Center

Russell-Chapin, Lori A.; And Others

1996-01-01

Teaching Carl Jung's constructs such as individuation can serve as a blueprint for counselor development. Also discussed are mandalas, masks, active imagination, dreams and poetry. Suggestions and examples of teaching methods are described as they apply to counselor education. (KW)

A Simple Card Trick: Teaching Qualitative Data Analysis Using a Deck of Playing Cards

ERIC Educational Resources Information Center

Waite, Duncan

2011-01-01

Yet today, despite recent welcome additions, relatively little is written about teaching qualitative research. Why is that? This article reports out a relatively simple, yet appealing, pedagogical move, a lesson the author uses to teach qualitative data analysis. Data sorting and categorization, the use of tacit and explicit theory in data…

A Discourse Analytic Approach to Video Analysis of Teaching: Aligning Desired Identities with Practice

ERIC Educational Resources Information Center

Schieble, Melissa; Vetter, Amy; Meacham, Mark

2015-01-01

The authors present findings from a qualitative study of an experience that supports teacher candidates to use discourse analysis and positioning theory to analyze videos of their practice during student teaching. The research relies on the theoretical concept that learning to teach is an identity process. In particular, teachers construct and…

Why People Choose to Teach in Urban Schools: The Case for a Push-Pull Factor Analysis

ERIC Educational Resources Information Center

Knell, Paul F.; Castro, Antonio J.

2014-01-01

This qualitative research study traces the motivations for teaching of 13 teacher candidates enrolled in an urban-based alternative certification program. After using a push-pull factor analysis, the data suggest that most participants left their previous careers due to financial shortcomings or work instability. As a result, these participants…

Unpacking High and Low Efficacy Teachers' Task Analysis and Competence Assessment in Teaching Low-Achieving Students in Secondary Schools

ERIC Educational Resources Information Center

Wang, Li-Yi; Jen-Yi, Li; Tan, Liang-See; Tan, Irene; Lim, Xue-Fang; Wu, Bing Sheng

2016-01-01

This study adopted a pragmatic qualitative research design to unpack high and low efficacy teachers' task analysis and competence assessment in the context of teaching low-achieving students. Nine secondary school English and Science teachers were recruited and interviewed. Results of thematic analysis show that helping students perform well in…

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.

Criteria for High Quality Biology Teaching: An Analysis

ERIC Educational Resources Information Center

Tasci, Guntay

2015-01-01

This study aims to analyze the process under which biology lessons are taught in terms of teaching quality criteria (TQC). Teaching quality is defined as the properties of efficient teaching and is considered to be the criteria used to measure teaching quality both in general and specific to a field. The data were collected through classroom…

Performance of US teaching hospitals: a panel analysis of cost inefficiency.

PubMed

Rosko, Michael D

2004-02-01

This research summarizes an analysis of the impact of environment pressures on hospital inefficiency during the period 1990-1999. The panel design included 616 hospitals. Of these, 211 were academic medical centers and 415 were hospitals with smaller teaching programs. The primary sources of data were the American Hospital Association's Annual Survey of Hospitals and Medicare Cost Reports. Hospital inefficiency was estimated by a regression technique called stochastic frontier analysis. This technique estimates a "best practice cost frontier" for each hospital that is based on the hospital's outputs and input prices. The cost efficiency of each hospital was defined as the ratio of the stochastic frontier total costs to observed total costs. Average inefficiency declined from 14.35% in 1990 to 11.42% in 1998. It increased to 11.78% in 1999. Decreases in inefficiency were associated with the HMO penetration rate and time. Increases in inefficiency were associated with for-profit ownership status and Medicare share of admissions. The implementation of the provisions of the Balanced Budget Act of 1997 was followed by a small decrease in average hospital inefficiency. Analysis found that the SFA results were moderately sensitive to the specification of the teaching output variable. Thus, although the SFA technique can be useful for detecting differences in inefficiency between groups of hospitals (i.e., those with high versus those with low Medicare shares or for-profit versus not-for-profit hospitals), its relatively low precision indicates it should not be used for exact estimates of the magnitude of differences associated with inefficiency-effects variables.

Using the Results of Teaching Evaluations to Improve Teaching: A Case Study of a New Systematic Process

ERIC Educational Resources Information Center

Malouff, John M.; Reid, Jackie; Wilkes, Janelle; Emmerton, Ashley J.

2015-01-01

This article describes a new 14-step process for using student evaluations of teaching to improve teaching. The new process includes examination of student evaluations in the context of instructor goals, student evaluations of the same course completed in prior terms, and evaluations of similar courses taught by other instructors. The process has…

Using Personal Ads and Online Self-Help Groups to Teach Content Analysis in a Research Methods Course

ERIC Educational Resources Information Center

Finn, Jerry; Dillon, Caroline

2007-01-01

This paper describes methods for teaching content analysis as part of the Research sequence in social work education. Teaching content analysis is used to develop research skills as well as to promote students' knowledge and critical thinking and about new information technology resources that are being increasingly used by the general public. The…

Life-Cycle Analysis and Inquiry-Based Learning in Chemistry Teaching

ERIC Educational Resources Information Center

Juntunen, Marianne; Aksela, Maija

2013-01-01

The purpose of this design research is to improve the quality of environmental literacy and sustainability education in chemistry teaching through combining a socio-scientific issue, life-cycle analysis (LCA), with inquiry-based learning (IBL). This first phase of the cyclic design research involved 20 inservice trained chemistry teachers from…

A Historical Analysis of Primary Mathematics Curricula in Terms of Teaching Principles

ERIC Educational Resources Information Center

Ozmantar, Mehmet Fatih

2017-01-01

This study carries out a comparative analysis of primary mathematics curricula put into practice during Turkish Republican period. The data for this study are composed of official curricula documents which are examined in terms of teaching principles. The study adopts a qualitative approach and employs document analysis method. The official…

A Critical Policy Analysis of 'Teach for Bangladesh': A Travelling Policy Touches Down

ERIC Educational Resources Information Center

Adhikary, Rino Wiseman; Lingard, Bob

2018-01-01

This paper provides a critical policy analysis and network ethnography of "Teach for Bangladesh" ("TfB"). We demonstrate that TfB is a localised version of a global teacher education policy--"Teach for All/America" ("TfAll/A"). Santos, Boaventura De Sousa [2002. "The Processes of Globalisation."…

Teaching learning methods of an entrepreneurship curriculum

PubMed Central

ESMI, KERAMAT; MARZOUGHI, RAHMATALLAH; TORKZADEH, JAFAR

2015-01-01

Introduction One of the most significant elements of entrepreneurship curriculum design is teaching-learning methods, which plays a key role in studies and researches related to such a curriculum. It is the teaching method, and systematic, organized and logical ways of providing lessons that should be consistent with entrepreneurship goals and contents, and should also be developed according to the learners’ needs. Therefore, the current study aimed to introduce appropriate, modern, and effective methods of teaching entrepreneurship and their validation Methods This is a mixed method research of a sequential exploratory kind conducted through two stages: a) developing teaching methods of entrepreneurship curriculum, and b) validating developed framework. Data were collected through “triangulation” (study of documents, investigating theoretical basics and the literature, and semi-structured interviews with key experts). Since the literature on this topic is very rich, and views of the key experts are vast, directed and summative content analysis was used. In the second stage, qualitative credibility of research findings was obtained using qualitative validation criteria (credibility, confirmability, and transferability), and applying various techniques. Moreover, in order to make sure that the qualitative part is reliable, reliability test was used. Moreover, quantitative validation of the developed framework was conducted utilizing exploratory and confirmatory factor analysis methods and Cronbach’s alpha. The data were gathered through distributing a three-aspect questionnaire (direct presentation teaching methods, interactive, and practical-operational aspects) with 29 items among 90 curriculum scholars. Target population was selected by means of purposive sampling and representative sample. Results Results obtained from exploratory factor analysis showed that a three factor structure is an appropriate method for describing elements of teaching

Qualitative Analysis of Written Reflections during a Teaching Certificate Program

PubMed Central

Castleberry, Ashley N.; Payakachat, Nalin; Ashby, Sarah; Nolen, Amanda; Carle, Martha; Neill, Kathryn K.

2016-01-01

Objective. To evaluate the success of a teaching certificate program by qualitatively evaluating the content and extent of participants’ reflections. Methods. Two investigators independently identified themes within midpoint and final reflection essays across six program years. Each essay was evaluated to determine the extent of reflection in prompted teaching-related topic areas (strengths, weaknesses, assessment, feedback). Results. Twenty-eight themes were identified within 132 essays. Common themes encompassed content delivery, student assessment, personal successes, and challenges encountered. Deep reflection was exhibited, with 48% of essays achieving the highest level of critical reflection. Extent of reflection trended higher from midpoint to final essays, with significant increases in the strengths and feedback areas. Conclusion. The teaching certificate program fostered critical reflection and self-reported positive behavior change in teaching, thus providing a high-quality professional development opportunity. Such programs should strongly consider emphasizing critical reflection through required reflective exercises at multiple points within program curricula. PMID:26941436

Integration of Guided Discovery in the Teaching of Real Analysis

ERIC Educational Resources Information Center

Dumitrascu, Dorin

2009-01-01

I discuss my experience with teaching an advanced undergraduate Real Analysis class using both lecturing and the small-group guided discovery method. The article is structured as follows. The first section is about the organizational and administrative components of the class. In the second section I give examples of successes and difficulties…

Teaching Practice Trends Regarding the Teaching of the Design Process within a South African Context: A Situation Analysis

ERIC Educational Resources Information Center

Potgieter, Calvyn

2013-01-01

In this article an analysis is made of the responses of 95 technology education teachers, 14 technology education lecturers and 25 design practitioners to questionnaires regarding the teaching and the application of the design process. The main purpose of the questionnaires is to determine whether there are any trends regarding the strategies and…

Forecasting the student-professor matches that result in unusually effective teaching.

PubMed

Gross, Jennifer; Lakey, Brian; Lucas, Jessica L; LaCross, Ryan; Plotkowski, Andrea R; Winegard, Bo

2015-03-01

Two important influences on students' evaluations of teaching are relationship and professor effects. Relationship effects reflect unique matches between students and professors such that some professors are unusually effective for some students, but not for others. Professor effects reflect inter-rater agreement that some professors are more effective than others, on average across students. We attempted to forecast students' evaluations of live lectures from brief, video-recorded teaching trailers. Participants were 145 college students (74% female) enrolled in introductory psychology courses at a public university in the Great Lakes region of the United States. Students viewed trailers early in the semester and attended live lectures months later. Because subgroups of students viewed the same professors, statistical analyses could isolate professor and relationship effects. Evaluations were influenced strongly by relationship and professor effects, and students' evaluations of live lectures could be forecasted from students' evaluations of teaching trailers. That is, we could forecast the individual students who would respond unusually well to a specific professor (relationship effects). We could also forecast which professors elicited better evaluations in live lectures, on average across students (professor effects). Professors who elicited unusually good evaluations in some students also elicited better memory for lectures in those students. It appears possible to forecast relationship and professor effects on teaching evaluations by presenting brief teaching trailers to students. Thus, it might be possible to develop online recommender systems to help match students and professors so that unusually effective teaching emerges. © 2014 The Authors. British Journal of Educational Psychology published by John Wiley & Sons Ltd on behalf of the British Psychological Society.

A meta-analysis of the educational effectiveness of three-dimensional visualization technologies in teaching anatomy.

PubMed

Yammine, Kaissar; Violato, Claudio

2015-01-01

Many medical graduates are deficient in anatomy knowledge and perhaps below the standards for safe medical practice. Three-dimensional visualization technology (3DVT) has been advanced as a promising tool to enhance anatomy knowledge. The purpose of this review is to conduct a meta-analysis of the effectiveness of 3DVT in teaching and learning anatomy compared to all teaching methods. The primary outcomes were scores of anatomy knowledge tests expressed as factual or spatial knowledge percentage means. Secondary outcomes were perception scores of the learners. Thirty-six studies met the inclusion criteria including 28 (78%) randomized studies. Based on 2,226 participants including 2,128 from studies with comparison groups, 3DVTs (1) resulted in higher (d = 0.30, 95%CI: 0.02-0.62) factual knowledge, (2) yielded significant better results (d = 0.50, 95%CI: 0.20-0.80) in spatial knowledge acquisition, and (3) produced significant increase in user satisfaction (d = 0.28, 95%CI = 0.12-0.44) and in learners' perception of the effectiveness of the learning tool (d = 0.28, 95%CI = 0.14-0.43). The total mean scores (out of five) and ±SDs for QUESTS's Quality and Strength dimensions were 4.38 (±SD 1.3) and 3.3 (±SD 1.7), respectively. The results have high internal validity, for the improved outcomes of 3DVTs compared to other methods of anatomy teaching. Given that anatomy teaching and learning in the modern medical school appears to be approaching a crisis, 3DVT can be a potential solution to the problem of inadequate anatomy pedagogy. © 2014 American Association of Anatomists.

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…

Cause-effect analysis: improvement of a first year engineering students' calculus teaching model

NASA Astrophysics Data System (ADS)

van der Hoff, Quay; Harding, Ansie

2017-01-01

This study focuses on the mathematics department at a South African university and in particular on teaching of calculus to first year engineering students. The paper reports on a cause-effect analysis, often used for business improvement. The cause-effect analysis indicates that there are many factors that impact on secondary school teaching of mathematics, factors that the tertiary sector has no control over. The analysis also indicates the undesirable issues that are at the root of impeding success in the calculus module. Most important is that students are not encouraged to become independent thinkers from an early age. This triggers problems in follow-up courses where students are expected to have learned to deal with the work load and understanding of certain concepts. A new model was designed to lessen the impact of these undesirable issues.

Assessing orientations to learning to teach.

PubMed

Oosterheert, Ida E; Vermunt, Jan D; Denessen, E

2002-03-01

An important purpose of teacher education is that student teachers develop and change their existing knowledge on learning and teaching. Research on how student teachers variously engage in this process is scarce. In a previous study of 30 student teachers, we identified five different orientations to learning to teach. Our aim was to extend the results of the previous study by developing an instrument to assess orientations to learning to teach at a larger scale. The development and psychometric properties of the instrument are discussed. The results with respect to how student teachers learn are compared to the results of the qualitative study. Participants in this study were 169 secondary student teachers from three institutes which had all adopted an initial in-service model of learning to teach. On the basis of extensive qualitative study, a questionnaire was developed to assess individual differences in learning to teach. Factor-, reliability-, and nonparametric scalability analyses were performed to identify reliable scales. Cluster analysis was used to identify groups of students with similar orientations to learning to teach. Eight scales covering cognitive, regulative and affective aspects of student teachers' learning were identified. Cluster analysis indicates that the instrument discriminates well between student teachers. Four of the five previously found patterns were found again. The four orientations found in relatively uniform learning environments indicate that student teachers need differential support in their learning. Although the instrument measures individual differences in a reliable way, it is somewhat one-sided in the sense that items representing constructive ways of learning dominate. New items forming a broader range of scales should be created.

Evaluating peer teaching about chronic disease.

PubMed

Guenther, Sylvia; Shadbolt, Narelle; Roberts, Chris; Clark, Tyler

2014-12-01

The primary care areas of priority (PCAP) activity was developed to engage medical students in learning about chronic disease management in a clinical context from their peers. It is one of several summative assessment tasks that occur during a primary care community term rotation in a graduate-entry medical programme. We evaluated the acceptability and effectiveness of the PCAP activity as a combined teaching, learning and assessment innovation. Evaluation and assessment data from students who rotated through the four community term blocks during the 2011-2012 academic year was analysed using both qualitative and quantitative methods. PCAP peer teaching activity is an effective format for teaching about the management of chronic conditions in the community Analysis indicated that 89 per cent (n = 148/166) of responding students rated the PCAP as satisfactory, good or excellent. The marking rubric contained 11 assessable components, including teaching skills, mastery of clinical knowledge, developing a management plan, disease prevention and health promotion opportunities, identifying patient safety issues, the impact of the clinical presentation on the patient and family, and consideration of health equity factors. Analysis of the assessment scores indicated that the majority of students achieved the specified learning outcomes. The PCAP peer teaching activity was an acceptable and effective format for teaching about the management of chronic conditions in the community, and is adaptable to other teaching contexts. Students enjoyed teaching and being taught by their peers, and assessment results indicated that they developed their clinical knowledge as well as their teaching ability regarding chronic disease management. © 2014 John Wiley & Sons Ltd.

Teaching NMR spectra analysis with nmr.cheminfo.org.

PubMed

Patiny, Luc; Bolaños, Alejandro; Castillo, Andrés M; Bernal, Andrés; Wist, Julien

2018-06-01

Teaching spectra analysis and structure elucidation requires students to get trained on real problems. This involves solving exercises of increasing complexity and when necessary using computational tools. Although desktop software packages exist for this purpose, nmr.cheminfo.org platform offers students an online alternative. It provides a set of exercises and tools to help solving them. Only a small number of exercises are currently available, but contributors are invited to submit new ones and suggest new types of problems. Copyright © 2018 John Wiley & Sons, Ltd.

Evaluation of Computer Simulations for Teaching Apparel Merchandising Concepts.

ERIC Educational Resources Information Center

Jolly, Laura D.; Sisler, Grovalynn

1988-01-01

The study developed and evaluated computer simulations for teaching apparel merchandising concepts. Evaluation results indicated that teaching method (computer simulation versus case study) does not significantly affect cognitive learning. Student attitudes varied, however, according to topic (profitable merchandising analysis versus retailing…

Meta-analysis of teaching methods: a 50k+ student study

NASA Astrophysics Data System (ADS)

Sayre, Eleanor; Archibeque, Benjamin; Gomez, K. Alison; Heckendorf, Tyrel; Madsen, Adrian M.; McKagan, Sarah B.; Schenk, Edward W.; Shepard, Chase; Sorell, Lane; von Korff, Joshua

2015-04-01

The Force Concept Inventory (FCI) and the Force and Motion Conceptual Evaluation (FMCE) are the two most widely-used conceptual tests in introductory mechanics. Because they are so popular, they provide an excellent avenue to compare different teaching methods at different kinds of institutions with varying student populations. We conducted a secondary analysis of all peer-reviewed papers which publish data from US and Canadian colleges and universities. Our data include over fifty thousand students drawn from approximately 100 papers; papers were drawn from Scopus, ERIC, ComPADRE, and journal websites. We augment published data about teaching methods with institutional data such as Carnegie Classification and average SAT scores. We statistically determine the effectiveness of different teaching methods as measured by FCI and FMCE gains and mediated by institutional and course factors. As in the landmark 1998 Hake study, we find that classes using interactive engagement (IE) have significantly larger learning gains than classes using traditional instruction. However, we find a broader distribution of normalized gains occurs in each of traditional and IE classes, and the differences between IE and traditional instruction have changed over time and are more context dependent.

Mathematics in the Making: Mapping Verbal Discourse in Polya's "Let Us Teach Guessing" Lesson

ERIC Educational Resources Information Center

Truxaw, Mary P.; DeFranco, Thomas C.

2007-01-01

This paper describes a detailed analysis of verbal discourse within an exemplary mathematics lesson--that is, George Polya teaching in the Mathematics Association of America [MAA] video classic, "Let Us Teach Guessing" (1966). The results of the analysis reveal an inductive model of teaching that represents recursive cycles rather than linear…

Physics graduate students' perceptions of the value of teaching

NASA Astrophysics Data System (ADS)

Verley, Jim D.

An exploratory study was undertaken to examine the perceptions of physics graduate students regarding teaching and their institutional and departmental support for their teaching efforts. A Likert survey was developed and distributed to 249 physics graduate students at four Rocky Mountain institutions of higher education. The survey was distributed through individual physics department email lists to prevent spam and virus blockers from removing the survey email. Of those 249 receiving the survey 132 students responded (53%) and of those responding 50% gave written comments about their perceptions of the value of teaching. Two of the institutions surveyed have some level of formal teaching development and assistance programming available to the graduate students and two had no formal programs in place either departmentally or institutionally. Both quantitative and qualitative analysis was utilized to examine the survey questions, demographic information and an open-ended question regarding the students' personal perceptions of teaching. Results of the survey analysis indicate that this group of physics graduate students perceive and place a high value on the importance of teaching. The results of the study also indicate that while there was high awareness by the student population of formal programs to aid in their teaching efforts, it did not translate into a high value placed on teaching by the institutions or departments from the student perspective. Students at those institutions that maintain formal programs for teaching development and support, while aware of those programs, often perceive departmental support for their teaching efforts to be lacking and feel unable to accommodate a personal interest in teaching because of a departmental focus on research. The students attending the institution with no formal institutional or departmental programs for teaching had the highest perceived value on its departmental teaching and support for teaching compared to

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

ERIC Educational Resources Information Center

Yeany, Russell, Jr.

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

An Initial Analysis and Reflection of the Metrics Used in the Teaching Excellence Framework in the UK

ERIC Educational Resources Information Center

Gillard, J. W.

2018-01-01

In this paper, we look at the results from the recent Teaching Excellence Framework (2017), which were made publicly available in June 2017. We offer some initial analysis and commentary, look at the primary reasons for providers being awarded Bronze, Silver and Gold, and look at some providers close to the borderline for their award. We…

Innovative integrative bedside teaching model improves tutors’ self-assessments of teaching skills and attitudes

PubMed Central

Gat, Itai; Pessach-Gelblum, Liat; Givati, Gili; Haim, Nadav; Paluch-Shimon, Shani; Unterman, Avraham; Bar-Shavit, Yochay; Grabler, Galit; Sagi, Doron; Achiron, Anat; Ziv, Amitai

2016-01-01

Introduction Patient bedside is the ideal setting for teaching physical examination, medical interviewing, and interpersonal skills. Herein we describe a novel model for bedside teaching (BST) practiced during tutor training workshop and its resulting effect on practitioners’ self assessment of teaching skills and perceptions. Methods One-day tutor training workshop included theoretical knowledge supplementation regarding tutors’ roles as well as implementing practical tools for clinical education, mainly BST model. The model, which emphasizes simultaneous clinical and communication teaching in a stepwise approach, was practiced by consecutive simulations with a gradual escalation of difficulty and adjusted instruction approaches. Pre- and post-workshop-adjusted questionnaires using a Likert scale of 1 to 4 were completed by participants and compared. Results Analysis was based on 25 out of 48 participants who completed both questionnaires. Significantly improved teaching skills were demonstrated upon workshop completion (mean 3.3, SD 0.5) compared with pre-training (mean 2.6, SD 0.6; p<0.001) with significant increase in most examined parameters. Significantly improved tutor's roles internalization was demonstrated after training completion (mean 3.7, SD 0.3) compared with pre-workshop (mean 3.5 SD 0.5; p=0.002). Discussion Successful BST involves combination of clinical and communication skills. BST model practiced during the workshop may contribute to improved teaching skills in this challenging environment. PMID:26894587

Teaching and Learning Numerical Analysis and Optimization: A Didactic Framework and Applications of Inquiry-Based Learning

ERIC Educational Resources Information Center

Lappas, Pantelis Z.; Kritikos, Manolis N.

2018-01-01

The main objective of this paper is to propose a didactic framework for teaching Applied Mathematics in higher education. After describing the structure of the framework, several applications of inquiry-based learning in teaching numerical analysis and optimization are provided to illustrate the potential of the proposed framework. The framework…

Resources Used to Teach the Physical Exam to Preclerkship Medical Students: Results of a National Survey.

PubMed

Uchida, Toshiko; Achike, Francis I; Blood, Angela D; Boyle, Mary; Farnan, Jeanne M; Gowda, Deepthiman; Hojsak, Joanne; Ovitsh, Robin K; Park, Yoon Soo; Silvestri, Ronald

2018-05-01

To examine resources used in teaching the physical exam to preclerkship students at U.S. medical schools. The Directors of Clinical Skills Courses developed a 49-question survey addressing resources and pedagogical methods employed in preclerkship physical exam curricula. The survey was sent to all 141 Liaison Committee on Medical Education-accredited medical schools in October 2015. Results were averaged across schools, and data were weighted by class size. Results from 106 medical schools (75% response rate) identified a median of 59 hours devoted to teaching the physical exam. Thirty-eight percent of time spent teaching the physical exam involved the use of standardized patients, 30% used peer-to-peer practice, and 25% involved examining actual patients. Approximately half of practice time with actual patients was observed by faculty. At 48% of schools (51), less than 15% of practice time was with actual patients, and at 20% of schools (21) faculty never observed students practicing with actual patients. Forty-eight percent of schools (51) did not provide compensation for their outpatient clinical preceptors. There is wide variation in the resources used to teach the physical examination to preclerkship medical students. At some schools, the amount of faculty observation of students examining actual patients may not be enough for students to achieve competency. A significant percentage of faculty teaching the physical exam remain uncompensated for their effort. Improving faculty compensation and increasing use of senior students as teachers might allow for greater observation and feedback and improved physical exam skills among students.

A Flipped Classroom Approach to Teaching Systems Analysis, Design and Implementation

ERIC Educational Resources Information Center

Tanner, Maureen; Scott, Elsje

2015-01-01

This paper describes a flipped classroom approach followed to teach systems analysis, design and implementation at university level. The techniques employed are described. These techniques were underpinned by a theory of coherent practice: a pedagogy that provides a framework for the design of highly structured interventions to guide students in…

Teaching a Semiotic Analysis of Television Commercials to Chinese College Students.

ERIC Educational Resources Information Center

Notar, Ellen Elms

In the United States, people have become resistant to advertising because they live surrounded by messages. However, in China, the average viewer is relatively naive about the use of commercial messages. An attempt was made to teach Chinese college students semiotic analysis of television commercials. Observations of Chinese television were made…

Teaching learning methods of an entrepreneurship curriculum.

PubMed

Esmi, Keramat; Marzoughi, Rahmatallah; Torkzadeh, Jafar

2015-10-01

One of the most significant elements of entrepreneurship curriculum design is teaching-learning methods, which plays a key role in studies and researches related to such a curriculum. It is the teaching method, and systematic, organized and logical ways of providing lessons that should be consistent with entrepreneurship goals and contents, and should also be developed according to the learners' needs. Therefore, the current study aimed to introduce appropriate, modern, and effective methods of teaching entrepreneurship and their validation. This is a mixed method research of a sequential exploratory kind conducted through two stages: a) developing teaching methods of entrepreneurship curriculum, and b) validating developed framework. Data were collected through "triangulation" (study of documents, investigating theoretical basics and the literature, and semi-structured interviews with key experts). Since the literature on this topic is very rich, and views of the key experts are vast, directed and summative content analysis was used. In the second stage, qualitative credibility of research findings was obtained using qualitative validation criteria (credibility, confirmability, and transferability), and applying various techniques. Moreover, in order to make sure that the qualitative part is reliable, reliability test was used. Moreover, quantitative validation of the developed framework was conducted utilizing exploratory and confirmatory factor analysis methods and Cronbach's alpha. The data were gathered through distributing a three-aspect questionnaire (direct presentation teaching methods, interactive, and practical-operational aspects) with 29 items among 90 curriculum scholars. Target population was selected by means of purposive sampling and representative sample. Results obtained from exploratory factor analysis showed that a three factor structure is an appropriate method for describing elements of teaching-learning methods of entrepreneurship curriculum

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

PubMed

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

2016-12-01

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

[Medical specialty choice: what impact of teaching? Results of a survey of two medical schools].

PubMed

Gaucher, Sonia; Thabut, Dominique

2013-04-01

Determinants of career choice are numerous. The impact of teaching has not yet been reported. The objectives were to assess determinants of career choice among DCEM 4 (sixth year) medical students at Paris Descartes University and Pierre-et-Marie-Curie University; and to determine the impact of teaching on career choice. Prospective study based on an online survey, after the 2011 National Grading Examination, among 865 DCEM 4 students. Collection of socio-demographic data, commonly reported determinants of medical specialty choice, and the impact of the teaching on this choice. Two hundred and seven (24%) students (67% female) answered the survey. During their medical studies, students changed their mind on their career choice an average of 3 times (range 0-10). Nearly 60% of them made their final choice during the fifth year. Choices varied significantly between the beginning and end of the studies (P<0.0001), with interest in surgical and pediatric careers falling significantly (P<0.0001 and p=0.0003 respectively). At the time of expressing the final choice, surgical careers were mainly chosen by male students (19.8% of males vs. 9.9% of females, P=0.04), whereas medical careers were chosen equally by males and females (37.7% vs. 35.5%, P=0.75). The main determinant was interest in the specialty (96% of students), followed by perceived quality of life (56% of students). Teaching was a determinant for 74% of students, of whom 88% were influenced by the teaching they received during their clinical training. In 42% of cases, the teacher did not belong to the university corpus. In 10% of cases, students were discouraged from their choice by a teacher (a university professor in 50%). Our results highlight the impact of both teaching and the teacher on medical students' career choice. If career choice is now compelled in France by the "careers law", teaching is more than ever an effective way of interesting students in specialties which might appear less attractive. At

African American New Teachers' Critical Stories: Learning to Teach, Becoming Certified, and Teaching

ERIC Educational Resources Information Center

Beeler, Lichelle; Hayes, Christina; Lewis, Felicia; Russell, Alicia; Moss, Glenda

2004-01-01

Four African American teacher-researcher-participants contributed to this self-reflective autobiographical, narrative analysis of learning to teach, becoming certified, and teaching. Each participant reflected on her educational stories of experience, as all four were educated on White university campuses and transitioned to teaching in…

Teaching Risk Analysis in an Aircraft Gas Turbine Engine Design Capstone Course

DTIC Science & Technology

2016-01-01

American Institute of Aeronautics and Astronautics 1 Teaching Risk Analysis in an Aircraft Gas Turbine Engine Design Capstone Course...development costs, engine production costs, and scheduling (Byerley A. R., 2013) as well as the linkage between turbine inlet temperature, blade cooling...analysis SE majors have studied and how this is linked to the specific issues they must face in aircraft gas turbine engine design. Aeronautical and

Using Internet Resources in Teaching Financial Reporting and Analysis of Multinational Enterprises.

ERIC Educational Resources Information Center

Agami, Abdel M.

2003-01-01

Provides some sources of corporate financial information on the Internet and illustrates how to use these resources in teaching international business and, more specifically, financial reporting and analysis of multinational enterprises. Points out some of the advantages and limitations of these resources. (EV)

Personality Traits Affect Teaching Performance of Attending Physicians: Results of a Multi-Center Observational Study

PubMed Central

Scheepers, Renée A.; Lombarts, Kiki M. J. M. H.; van Aken, Marcel A. G.; Heineman, Maas Jan; Arah, Onyebuchi A.

2014-01-01

Background Worldwide, attending physicians train residents to become competent providers of patient care. To assess adequate training, attending physicians are increasingly evaluated on their teaching performance. Research suggests that personality traits affect teaching performance, consistent with studied effects of personality traits on job performance and academic performance in medicine. However, up till date, research in clinical teaching practice did not use quantitative methods and did not account for specialty differences. We empirically studied the relationship of attending physicians' personality traits with their teaching performance across surgical and non-surgical specialties. Method We conducted a survey across surgical and non-surgical specialties in eighteen medical centers in the Netherlands. Residents evaluated attending physicians' overall teaching performance, as well as the specific domains learning climate, professional attitude, communication, evaluation, and feedback, using the validated 21-item System for Evaluation of Teaching Qualities (SETQ). Attending physicians self-evaluated their personality traits on a 5-point scale using the validated 10-item Big Five Inventory (BFI), yielding the Five Factor model: extraversion, conscientiousness, neuroticism, agreeableness and openness. Results Overall, 622 (77%) attending physicians and 549 (68%) residents participated. Extraversion positively related to overall teaching performance (regression coefficient, B: 0.05, 95% CI: 0.01 to 0.10, P = 0.02). Openness was negatively associated with scores on feedback for surgical specialties only (B: −0.10, 95% CI: −0.15 to −0.05, P<0.001) and conscientiousness was positively related to evaluation of residents for non-surgical specialties only (B: 0.13, 95% CI: 0.03 to 0.22, p = 0.01). Conclusions Extraverted attending physicians were consistently evaluated as better supervisors. Surgical attending physicians who display high levels of

Teachers' Perceptions of Difficulties in Teaching Ethics in Residencies.

ERIC Educational Resources Information Center

Strong, Carson; And Others

1992-01-01

Analysis of responses of 63 medical faculty involved in formal ethics teaching programs for medical residents indicated such perceived problems as time constraints resulting from residents' heavy schedules; attitudes of residents; logistical problems; time demands on faculty; lack of reinforcement for teaching ethics; and deficiencies in faculty…

Storying the Student Teaching Experience: Trying on Teaching Personae

ERIC Educational Resources Information Center

Davis, Janine S.

2013-01-01

This article uses a narrative analysis approach to explore the stories of student teachers' experiences developing a teaching persona during student teaching. In keeping with the narrative format, the researcher presents the participants' stories in a first-person narrative. The participants had similar experiences in the realm of developing their…

[Video-based self-control in surgical teaching. A new tool in a new concept].

PubMed

Dahmen, U; Sänger, C; Wurst, C; Arlt, J; Wei, W; Dondorf, F; Richter, B; Settmacher, U; Dirsch, O

2013-10-01

Image and video-based results and process control are essential tools of a new teaching concept for conveying surgical skills. The new teaching concept integrates approved teaching principles and new media. Every performance of exercises is videotaped and the result photographically recorded. The quality of the process and result becomes accessible for an analysis by the teacher and the student/learner. The learner is instructed to perform a criteria-based self-analysis of the video and image material by themselves. The new learning concept has so far been successfully applied in seven rounds within the newly designed modular class "Intensivkurs Chirurgische Techniken" (Intensive training of surgical techniques). Result documentation and analysis via digital picture was completed by almost every student. The quality of the results was high. Interestingly the result quality did not correlate with the time needed for the exercise. The training success had a lasting effect. The new and elaborate concept improves the quality of teaching. In the long run resources for patient care should be saved when training students according to this concept prior to performing tasks in the operating theater. These resources should be allocated for further refining innovative teaching concepts.

Podcast Lectures as a Primary Teaching Technology: Results of a One-Year Trial

ERIC Educational Resources Information Center

Taylor, Mark Zachary

2009-01-01

How useful are podcasts in the political science classroom? Some educators argue that podcasts will revolutionize education; others are less convinced. However, to date, the evidence on podcasts has been slim. This article reports the results of a year-long trial using podcasts to aid in teaching political science to undergraduates at a research…

Core Practices for Teaching History: The Results of a Delphi Panel Survey

ERIC Educational Resources Information Center

Fogo, Bradley

2014-01-01

Recent education literature and research has focused on identifying effective core teaching practices to inform and help shape teacher education and professional development. Although a rich literature on the teaching and learning of history has continued to develop over the past decade, core practice research has largely overlooked…

Learning to Teach Geography for Primary Education: Results of an Experimental Programme

ERIC Educational Resources Information Center

Blankman, Marian; Schoonenboom, Judith; van der Schee, Joop; Boogaard, Marianne; Volman, Monique

2016-01-01

Students training to become primary school teachers appear to have little awareness of the core concepts of geography (teaching). To ensure that future primary school teachers are able to develop their pupils' geographical awareness, a six weeks programme was developed. The characteristics of this programme -- named Consciously Teaching Geography…

Development of the Clinical Teaching Effectiveness Questionnaire in the United States.

PubMed

Wormley, Michelle E; Romney, Wendy; Greer, Anna E

2017-01-01

The purpose of this study was to develop a valid measure for assessing clinical teaching effectiveness within the field of physical therapy. The Clinical Teaching Effectiveness Questionnaire (CTEQ) was developed via a 4-stage process, including (1) initial content development, (2) content analysis with 8 clinical instructors with over 5 years of clinical teaching experience, (3) pilot testing with 205 clinical instructors from 2 universities in the Northeast of the United States, and (4) psychometric evaluation, including principal component analysis. The scale development process resulted in a 30-item questionnaire with 4 sections that relate to clinical teaching: learning experiences, learning environment, communication, and evaluation. The CTEQ provides a preliminary valid measure for assessing clinical teaching effectiveness in physical therapy practice.

The Development of a Web-Based Virtual Environment for Teaching Qualitative Analysis of Structures

ERIC Educational Resources Information Center

O'Dwyer, D. W.; Logan-Phelan, T. M.; O'Neill, E. A.

2007-01-01

The current paper describes the design and development of a qualitative analysis course and an interactive web-based teaching and assessment tool called VSE (virtual structural environment). The widespread reliance on structural analysis programs requires engineers to be able to verify computer output by carrying out qualitative analyses.…

An Empirical Analysis of Negotiation Teaching Methodologies Using a Negotiation Support System

ERIC Educational Resources Information Center

Jones, Beth H.; Jones, Gary H.; Banerjee, Debasish

2005-01-01

This article describes an experiment that compared different methods of teaching undergraduates the fundamentals of negotiation analysis. Using student subjects, we compared three conditions: reading, lecture-only, and lecture accompanied by student use of a computerized negotiation support system (NSS). The authors examined two facets of…

An Analysis of Ambulatory Teaching Situations for Faculty Development.

ERIC Educational Resources Information Center

Simpson, Deborah E.; And Others

1990-01-01

A study identified variables perceived by clinical medical faculty (n=20) to influence the ease or difficulty of teaching in the ambulatory care setting. Characteristics affecting the teaching situation included teacher, student, and patient characteristics. Implications for faculty development on teaching in the clinical setting are discussed.…

Teaching materials of algebraic equation

NASA Astrophysics Data System (ADS)

Widodo, S. A.; Prahmana, R. C. I.; Purnami, A. S.; Turmudi

2017-12-01

The purpose of this paper is to know the effectiveness of teaching materials algebraic equation. This type of research used experimental method. The population in this study is all students of mathematics education who take numerical method in sarjanawiyata tamansiswa of university; the sample is taken using cluster random sampling. Instrument used in this research is test and questionnaire. The test is used to know the problem solving ability and achievement, while the questionnaire is used to know the student's response on the teaching materials. Data Analysis technique of quantitative used Wilcoxon test, while the qualitative data used grounded theory. Based on the results of the test can be concluded that the development of teaching materials can improve the ability to solve problems and achievement.

Analysis of teaching materials of civic education is characterized by the value of character in building an anti-corruption culture

NASA Astrophysics Data System (ADS)

Sarmini; Suyanto, Totok; Nadiroh, Ulin

2018-01-01

In general, corruption is very harmful to society. One of the efforts in preventing corruption is by the culture of Anti-Corruption Education in the young generation through teaching materials in schools. The research method used is qualitative description. The sample in this research is 60 junior high school teachers of Citizenship Education in Surabaya. Data analysis technique used in this research is descriptive statistic with percentage technique. The result of this research is that it is very important that the value of the character of anti-corruption education in teaching materials to grow in the young generation.

Workshop Results: Teaching Geoscience to K-12 Teachers

NASA Astrophysics Data System (ADS)

Nahm, A.; Villalobos, J. I.; White, J.; Smith-Konter, B. R.

2012-12-01

A workshop for high school and middle school Earth and Space Science (ESS) teachers was held this summer (2012) as part of an ongoing collaboration between the University of Texas at El Paso (UTEP) and El Paso Community College (EPCC) Departments of Geological Sciences. This collaborative effort aims to build local Earth science literacy and educational support for the geosciences. Sixteen teachers from three school districts from El Paso and southern New Mexico area participated in the workshop, consisting of middle school, high school, early college high school, and dual credit faculty. The majority of the teachers had little to no experience teaching geoscience, thus this workshop provided an introduction to basic geologic concepts to teachers with broad backgrounds, which will result in the introduction of geoscience to many new students each year. The workshop's goal was to provide hands-on activities illustrating basic geologic and scientific concepts currently used in introductory geology labs/lectures at both EPCC and UTEP to help engage pre-college students. Activities chosen for the workshop were an introduction to Google Earth for use in the classroom, relative age dating and stratigraphy using volcanoes, plate tectonics utilizing the jigsaw pedagogy, and the scientific method as a think-pair-share activity. All activities where designed to be low cost and materials were provided for instructors to take back to their institutions. A list of online resources for teaching materials was also distributed. Before each activity, a short pre-test was given to the participants to gauge their level of knowledge on the subjects. At the end of the workshop, participants were given a post-test, which tested the knowledge gain made by participating in the workshop. In all cases, more correct answers were chosen in the post-test than the individual activity pre-tests, indicating that knowledge of the subjects was gained. The participants enjoyed participating in these

An Analysis of the Teaching of Critical Thinking Skills in History in Postsecondary Education

ERIC Educational Resources Information Center

Arrington, Walter T. Ted

2017-01-01

This study is an investigation and analysis of the teaching of critical thinking skills in eight public universities in Texas, in particular the History, Education, and Business departments. The study is, in part, a document analysis of the universities' mission statements, the departments' stated learning objectives, and two upper level…

Surgical decision making in a teaching hospital: a linguistic analysis.

PubMed

Bezemer, Jeff; Murtagh, Ged; Cope, Alexandra; Kneebone, Roger

2016-10-01

The aim of the study was to gain insight in the involvement of non-operating surgeons in intraoperative surgical decision making at a teaching hospital. The decision to proceed to clip and cut the cystic duct during laparoscopic cholecystectomy was investigated through direct observation of team work. Eleven laparoscopic cholecystectomies performed by consultant surgeons and specialty trainees at a London teaching hospital were audio and video recorded. Talk among the surgical team was transcribed and subjected to linguistic analysis, in conjunction with observational analysis of the video material, sequentially marking the unfolding operation. Two components of decision making were identified, participation and rationalization. Participation refers to the degree to which agreement was sought within the surgical team prior to clipping the cystic duct. Rationalization refers to the degree to which the evidential grounds for clipping and cutting were verbalized. The decision to clip and cut the cystic duct was jointly made by members of the surgical team, rather than a solitary surgeon in the majority of cases, involving verbal explication of clinical reasoning and verbal agreement. The extent of joint decision making appears to have been mitigated by two factors: trainee's level of training and duration of the case. © 2014 Royal Australasian College of Surgeons.

Teaching Electric Circuits: Teachers' Perceptions and Learners' Misconceptions

NASA Astrophysics Data System (ADS)

Moodley, Kimera; Gaigher, Estelle

2017-06-01

An exploratory case study involving six grade 9 science teachers was undertaken to probe how teachers' understanding of learners' misconceptions relate to their perceptions about teaching simple circuits. The participants' understanding of documented misconceptions in electricity were explored by means of a questionnaire, while their perceptions about teaching electric circuits were also explored in the questionnaire, followed by a semi-structured interview. Results were analysed using content analysis and interpreted using pedagogical content knowledge as a theoretical lens. The results indicated that understanding learners' misconceptions did not always correlate with conceptual perceptions about teaching electric circuits. While fair understanding of misconceptions was demonstrated by teachers who studied Physics at undergraduate level, only those who also held qualifications in Education showed conceptual perceptions about teaching electricity. Teachers who did not study Science Education revealed technical perceptions, focused on facts, demonstrations and calculations. From these results, a developmental model for pedagogical content knowledge was proposed. It was recommended that teacher education programs should involve misconceptions and also facilitate the development of conceptual perceptions about teaching.

Teaching ethical analysis in occupational therapy.

PubMed

Haddad, A M

1988-05-01

Ethical decision making is a cognitive skill requiring education in ethical principles and an understanding of specific ethical issues. It is also a psychodynamic process involving personalities, values, opinions, and perceptions. This article proposes the use of case studies and role-playing techniques in teaching ethics in occupational therapy to supplement conventional methods of presenting ethical theories and principles. These two approaches invite students to discuss and analyze crucial issues in occupational therapy from a variety of viewpoints. Methodology of developing case studies and role-playing exercises are discussed. The techniques are evaluated and their application to the teaching of ethics is examined.

The Development of Mathematical Knowledge for Teaching of Mathematics Teachers in Lesson Analysis Process

ERIC Educational Resources Information Center

Baki, Mujgan

2015-01-01

This study aims to explore the role of lesson analysis in the development of mathematical knowledge for teaching. For this purpose, a graduate course based on lesson analysis was designed for novice mathematics teachers. Throughout the course the teachers watched videos of group-mates and discussed the issues they identified in terms of…

Teaching Special Education Teachers How to Conduct Functional Analysis in Natural Settings

ERIC Educational Resources Information Center

Erbas, Dilek; Tekin-Iftar, Elif; Yucesoy, Serife

2006-01-01

Effects of a training program utilized to teach how to conduct functional analysis process to teachers of children with developmental disabilities was examined. Furthermore, teachers' opinions regarding this process were investigated. A multiple probe design across subjects with probe conditions was used. Teacher training was in two phases. In the…

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

ERIC Educational Resources Information Center

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

2011-01-01

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

Who Considers Teaching and Who Teaches? First-Time 2007-08 Bachelor's Degree Recipients by Teaching Status 1 Year after Graduation. Stats in Brief. NCES 2014-002

ERIC Educational Resources Information Center

Staklis, Sandra; Henke, Robin

2013-01-01

This Statistics in Brief examines the teaching status of 2007-08 first-time bachelor's degree recipients one year after graduation. The analysis compares four groups with respect to their teaching experiences or interest in teaching: those who taught either before or after receiving their bachelor's degree, those who prepared to teach but had not…

A Meta-Analysis of Empirical Research on Teaching Students with Mathematics Learning Difficulties

ERIC Educational Resources Information Center

Dennis, Minyi Shih; Sharp, Emily; Chovanes, Jacquelyn; Thomas, Amanda; Burns, Raquel M.; Custer, Beth; Park, Junkoung

2016-01-01

This article quantitatively summarizes experimental and quasi-experimental studies on teaching students with mathematics difficulties (MD) published between 2000 and 2014, research that was available following earlier syntheses. It reports the analysis of effect sizes of 25 intervention studies on participant characteristics, intervention…

Teaching Behavior Analysis and Psychology in Social Context: An Interview with Peter Harzem.

ERIC Educational Resources Information Center

Buskist, William

2000-01-01

Presents an interview with Peter Harzem, the Hudson Professor of Psychology at Auburn University (Alabama). Addresses such issues as teaching students about behavior analysis, the differences between classical and operant conditioning, reinforcement and behaviorism, and how one can become a better teacher. (CMK)

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

PubMed

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

2014-07-12

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

Enhancing Critical Thinking by Teaching Two Distinct Approaches to Management

ERIC Educational Resources Information Center

Dyck, Bruno; Walker, Kent; Starke, Frederick A.; Uggerslev, Krista

2012-01-01

The authors explore the effect on students' critical thinking of teaching only one approach to management versus teaching two approaches to management. Results from a quasiexperiment--which included a survey, interviews, and case analysis--suggest that compared with students who are taught only a conventional approach to management (which…

A Correspondence Analysis of Child-Care Students' and Medical Students' Knowledge about Teaching and Learning

ERIC Educational Resources Information Center

Askell-Williams, Helen; Lawson, Michael J.

2004-01-01

This paper describes the application of correspondence analysis to transcripts gathered from focussed interviews about teaching and learning held with a small sample of child-care students, medical students and the students' teachers. Seven dimensions emerged from the analysis, suggesting that the knowledge that underlies students' learning…

Teaching Sustainability Analysis in Electrical Engineering Lab Courses

ERIC Educational Resources Information Center

Braun, D.

2010-01-01

Laboratory courses represent an incompletely tapped opportunity to teach sustainability concepts. This work introduces and evaluates a simple strategy used to teach sustainability concepts in electrical engineering laboratory courses. The technique would readily adapt to other disciplines. The paper presents assessment data and a wiki containing…

What motivates residents to teach? The Attitudes in Clinical Teaching study.

PubMed

Dotters-Katz, Sarah; Hargett, Charles W; Zaas, Aimee K; Criscione-Schreiber, Lisa G

2016-07-01

Graduate medical trainees have a critical role in the teaching of other trainees. Improving their teaching requires an understanding of their attitudes towards teaching and their motivation to teach. Both have been incompletely explored in this population. We aimed to better understand graduate medical trainees' attitudes towards teaching and motivation to teach in the clinical setting in order to inform modifications to resident-as-teacher (RAT) programmes and enhance teaching practices. We applied Q methodology, an established sorting method, to identify and quantify the factors that have an impact on trainees' engagement in teaching. We invited house officers at our institution to rank-order 47 statements regarding their attitudes to and motivation for teaching. Respondents explained their Q-sort rankings in writing and completed a demographic questionnaire. By-person factor analysis yielded groups of individuals with similar attitudes. One hundred and seven trainees completed the Q-sort. We found three primary groups of attitudes towards teaching in the clinical setting: enthusiasm, reluctance and rewarded. Enthusiastic teachers are committed and make time to teach. Teaching increases their job satisfaction. Reluctant teachers have enthusiasm but are earlier in training and feel limited by clinical workload and unprepared. Rewarded teachers feel teaching is worthwhile and derive satisfaction from the rewards and recognition they receive for teaching. This improved understanding of common attitudes shared by groups of residents will help curriculum designers create RAT programmes to further reinforce and encourage attitudes that promote teaching as well as improve trainees' motivation to teach. Designing RAT programmes that acknowledge the attitudes to and motivations for teaching should help develop effective teachers to improve educational outcomes. Directed efforts to enhance motivation for reluctant teachers and encourage more positive attitudes in rewarded

Standards in Mathematics Teaching.

ERIC Educational Resources Information Center

Brookes, Bill

1978-01-01

This article is based on a lecture given at the 1978 Easter Course at Padgate College of Higher Education. The lecture is an analysis of the complexity of mathematics teaching and the setting of teaching standards. (MN)

Measurement properties of a peer-teaching scale for nursing education.

PubMed

Williams, Brett; McKenna, Lisa; French, Jill; Dousek, Simon

2013-09-01

Teaching is a key role for nurses in contemporary clinical practice. Consequently, peer-assisted learning continues to gather momentum in nursing education in tertiary and professional education settings. In this study, we investigated the factor structure of the Peer Teaching Experience Questionnaire when completed by a group of nursing undergraduates from a large Australian university. Data from the 14-item Peer Teaching Experience Questionnaire completed by third year undergraduate nursing students were analyzed using factor analysis. A total of 257 final (third)-year undergraduate nursing students participated in the study. Factor analysis of the 14 items revealed three factors with eigenvalues above 1, accounting for 47.3% of the total variance. Items with loadings greater than ± 0.40, with the factor in question, were used to characterize the factor solutions. Findings from the exploratory factor analysis provide preliminary results that the Peer Teaching Experience Questionnaire has adequate dimensionality and reliability. © 2013 Wiley Publishing Asia Pty Ltd.

Does teaching of documentation of shoulder dystocia delivery through simulation result in improved documentation in real life?

PubMed

Comeau, Robyn; Craig, Catherine

2014-03-01

Documentation of deliveries complicated by shoulder dystocia is a valuable communication skill necessary for residents to attain during residency training. Our objective was to determine whether the teaching of documentation of shoulder dystocia in a simulation environment would translate to improved documentation of the event in an actual clinical situation. We conducted a cohort study involving obstetrics and gynaecology residents in years 2 to 5 between November 2010 and December 2012. Each resident participated in a shoulder dystocia simulation teaching session and was asked to write a delivery note immediately afterwards. They were given feedback regarding their performance of the delivery and their documentation of the events. Following this, dictated records of shoulder dystocia deliveries immediately before and after the simulation session were identified through the Meditech system. An itemized checklist was used to assess the quality of residents' dictated documentation before and after the simulation session. All eligible residents (18) enrolled in the study, and 17 met the inclusion criteria. For 10 residents (59%) documentation of a delivery with shoulder dystocia was present before and after the simulation session, for five residents (29%) it was only present before the session, and for two residents (18%) it was only present after the session. When residents were assessed as a group, there were no differences in the proportion of residents recording items on the checklist before and after the simulation session (P > 0.05 for all). Similarly, analysis of the performance of the10 residents who had dictated documentation both before and after the session showed no differences in the number of elements recorded on dictations done before and after the simulation session (P > 0.05 for all). The teaching of shoulder dystocia documentation through simulation did not result in a measurable improvement in the quality of documentation of shoulder dystocia in

Using Conversation Analysis in the Second Language Classroom to Teach Interactional Competence

ERIC Educational Resources Information Center

Barraja-Rohan, Anne-Marie

2011-01-01

This article focuses on the use of conversation analysis (CA) to help teaching interactional competence in English to adult second language learners from lower to intermediate levels. To set the context, this article gives a brief overview on the use of CA in second language research as well as considering the construct of interactional competence…

Teaching Business Programming Using Games: A Critical Analysis

ERIC Educational Resources Information Center

Muganda, Nixon; Joubert, Pieter, Jr.; Toit, Jacques Du; Johnson, Roy

2012-01-01

Introduction: This paper examines the persistent problematic issue of engaging business students in teaching computer programming. Studies continue to document challenges in teaching computer programming and various methods have been proposed with varying degrees of success. From an educator's perspective, the concern is how to engage students to…

Cultivating Change through Peer Teaching

ERIC Educational Resources Information Center

Velez, Jonathan J.; Cano, Jamie; Whittington, M. Susie; Wolf, Kattlyn J.

2011-01-01

The purpose of this qualitative research study was to describe the impact of peer teaching on both the students and the classroom environment. Students, enrolled in two Introduction to Teaching courses in agricultural and extension education, were asked to engage in peer teaching activities. The researchers utilized discourse analysis, textual…

Exploring Teaching Concerns and Characteristics of Graduate Teaching Assistants

ERIC Educational Resources Information Center

Cho, YoonJung; Kim, Myoungsook; Svinicki, Marilla D.; Decker, Mark Lowry

2011-01-01

The purpose of the study was to explore a conceptual structure of graduate teaching assistant (GTA) teaching concerns. Results indicated that GTAs experience five distinct, inter-related types of concerns: class control, external evaluation, task, impact and role/time/communication. These "teaching concerns" were further analysed by…

The effectiveness of physical models in teaching anatomy: a meta-analysis of comparative studies.

PubMed

Yammine, Kaissar; Violato, Claudio

2016-10-01

There are various educational methods used in anatomy teaching. While three dimensional (3D) visualization technologies are gaining ground due to their ever-increasing realism, reports investigating physical models as a low-cost 3D traditional method are still the subject of considerable interest. The aim of this meta-analysis is to quantitatively assess the effectiveness of such models based on comparative studies. Eight studies (7 randomized trials; 1 quasi-experimental) including 16 comparison arms and 820 learners met the inclusion criteria. Primary outcomes were defined as factual, spatial and overall percentage scores. The meta-analytical results are: educational methods using physical models yielded significantly better results when compared to all other educational methods for the overall knowledge outcome (p < 0.001) and for spatial knowledge acquisition (p < 0.001). Significantly better results were also found with regard to the long-retention knowledge outcome (p < 0.01). No significance was found for the factual knowledge acquisition outcome. The evidence in the present systematic review was found to have high internal validity and at least an acceptable strength. In conclusion, physical anatomical models offer a promising tool for teaching gross anatomy in 3D representation due to their easy accessibility and educational effectiveness. Such models could be a practical tool to bring up the learners' level of gross anatomy knowledge at low cost.

Teaching Students with Visual Impairments in an Inclusive Educational Setting: A Case from Nepal

ERIC Educational Resources Information Center

Lamichhane, Kamal

2017-01-01

Using the data set from teachers and students and utilising both qualitative and quantitative techniques for analysis, I discuss teaching style considerations in Nepal's mainstream schools for students with visual impairments. Results of the econometric analysis show that teachers' years of schooling, teaching experience, and using blackboard were…

New to Teaching: Small Changes Can Produce Big Results!

ERIC Educational Resources Information Center

Shenton, Megan

2017-01-01

In this article, Megan Shenton, a final-year trainee teacher at Nottinghom Trent University, describes using "The Big Question" in her science teaching in a move away from objectives. The Big Question is an innovative pedagogical choice, where instead of implementing a learning objective, a question is posed at the start of the session…

Meta-Analysis of Group Learning Activities: Empirically Based Teaching Recommendations

ERIC Educational Resources Information Center

Tomcho, Thomas J.; Foels, Rob

2012-01-01

Teaching researchers commonly employ group-based collaborative learning approaches in Teaching of Psychology teaching activities. However, the authors know relatively little about the effectiveness of group-based activities in relation to known psychological processes associated with group dynamics. Therefore, the authors conducted a meta-analytic…

Poetry-Teaching Tools.

ERIC Educational Resources Information Center

Murray, John J.

1965-01-01

Three game approaches to the teaching of poetry, designed to make the student actively involved with poems are described as "teaching tools." The semantico-dictionary or word-cross game involves programing techniques, logic, and lexicography in poetic analysis. The punched-out poem game involves filling in the blanks of a poem in which all the…

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

PubMed

Langabeer, J

1998-01-01

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

Prospective Secondary Mathematics Teachers' Reflections on Teaching after Their First Teaching Experience

ERIC Educational Resources Information Center

Yazgan-Sag, Gönül; Emre-Akdogan, Elçin; Argün, Ziya

2016-01-01

The aim of our study was to examine prospective secondary mathematics teachers' reflections about teaching after their first teaching experience. We carried out five interviews during the two semesters with four Turkish prospective secondary mathematics teachers. The data analysis suggests that prospective secondary mathematics teachers'…

Analysis of requirements for teaching materials based on the course bioinformatics for plant metabolism

NASA Astrophysics Data System (ADS)

Balqis, Widodo, Lukiati, Betty; Amin, Mohamad

2017-05-01

A way to improve the quality of learning in the course of Plant Metabolism in the Department of Biology, State University of Malang, is to develop teaching materials. This research evaluates the needs of bioinformatics-based teaching material in the course Plant Metabolism by the Analyze, Design, Develop, Implement, and Evaluate (ADDIE) development model. Data were collected through questionnaires distributed to the students in the Plant Metabolism course of the Department of Biology, University of Malang, and analysis of the plan of lectures semester (RPS). Learning gains of this course show that it is not yet integrated into the field of bioinformatics. All respondents stated that plant metabolism books do not include bioinformatics and fail to explain the metabolism of a chemical compound of a local plant in Indonesia. Respondents thought that bioinformatics can explain examples and metabolism of a secondary metabolite analysis techniques and discuss potential medicinal compounds from local plants. As many as 65% of the respondents said that the existing metabolism book could not be used to understand secondary metabolism in lectures of plant metabolism. Therefore, the development of teaching materials including plant metabolism-based bioinformatics is important to improve the understanding of the lecture material in plant metabolism.

The Teaching Researcher: Faculty Attitudes towards the Teaching and Research Roles

ERIC Educational Resources Information Center

Alpay, E.; Verschoor, R.

2014-01-01

Results from a survey on faculty attitudes towards the teaching and research roles are presented. Attention is given to: (i) the perceived value of teaching (and teaching achievements) relative to research, (ii) approaches for research and teaching integration, (iii) the satisfaction gained from typical work tasks, and (iv) the importance of…

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.

Faculty Beliefs about the Purposes for Teaching Undergraduate Physical Chemistry Courses

ERIC Educational Resources Information Center

Mack, Michael R.; Towns, Marcy H.

2016-01-01

We report the results of a phenomenographic analysis of faculty beliefs about the purposes for teaching upper-division physical chemistry courses in the undergraduate curriculum. A purposeful sampling strategy was used to recruit a diverse group of faculty for interviews. Collectively, the participating faculty regularly teach or have taught…

Physics faculty beliefs and values about the teaching and learning of problem solving. II. Procedures for measurement and analysis

NASA Astrophysics Data System (ADS)

Henderson, Charles; Yerushalmi, Edit; Kuo, Vince H.; Heller, Kenneth; Heller, Patricia

2007-12-01

To identify and describe the basis upon which instructors make curricular and pedagogical decisions, we have developed an artifact-based interview and an analysis technique based on multilayered concept maps. The policy capturing technique used in the interview asks instructors to make judgments about concrete instructional artifacts similar to those they likely encounter in their teaching environment. The analysis procedure alternatively employs both an a priori systems view analysis and an emergent categorization to construct a multilayered concept map, which is a hierarchically arranged set of concept maps where child maps include more details than parent maps. Although our goal was to develop a model of physics faculty beliefs about the teaching and learning of problem solving in the context of an introductory calculus-based physics course, the techniques described here are applicable to a variety of situations in which instructors make decisions that influence teaching and learning.

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

PubMed

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

2012-04-01

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

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

Using Linear Algebra to Introduce Computer Algebra, Numerical Analysis, Data Structures and Algorithms (and To Teach Linear Algebra, Too).

ERIC Educational Resources Information Center

Gonzalez-Vega, Laureano

1999-01-01

Using a Computer Algebra System (CAS) to help with the teaching of an elementary course in linear algebra can be one way to introduce computer algebra, numerical analysis, data structures, and algorithms. Highlights the advantages and disadvantages of this approach to the teaching of linear algebra. (Author/MM)

Peer Teaching to Foster Learning in Physiology

PubMed Central

Srivastava, Tripti K; Waghmare, Lalitbhushan S.; Mishra, Ved Prakash; Rawekar, Alka T; Quazi, Nazli; Jagzape, Arunita T

2015-01-01

Introduction Peer teaching is an effective tool to promote learning and retention of knowledge. By preparing to teach, students are encouraged to construct their own learning program, so that they can explain effectively to fellow learners. Peer teaching is introduced in present study to foster learning and pedagogical skills amongst first year medical under-graduates in physiology with a Hypothesis that teaching is linked to learning on part of the teacher. Materials and Methods Non-randomized, Interventional study, with mixed methods design. Cases experienced peer teaching whereas controls underwent tutorials for four consecutive classes. Quantitative Evaluation was done through pre/post test score analysis for Class average normalized gain and tests of significance, difference in average score in surprise class test after one month and percentage of responses in closed ended items of feedback questionnaire. Qualitative Evaluation was done through categorization of open ended items and coding of reflective statements. Results The average pre and post test score was statistically significant within cases (p = 0.01) and controls (p = 0.023). The average post test scores was more for cases though not statistically significant. The class average normalized gain (g) for Tutorials was 49% and for peer teaching 53%. Surprise test had average scoring of 36 marks (out of 50) for controls and 41 marks for cases. Analysed section wise, the average score was better for Long answer question (LAQ) in cases. Section wise analysis suggested that through peer teaching, retention was better for descriptive answers as LAQ has better average score in cases. Feedback responses were predominantly positive for efficacy of peer teaching as a learning method. The reflective statements were sorted into reflection in action, reflection on action, claiming evidence, describing experience, and recognizing discrepancies. Conclusion Teaching can stimulate further learning as it involves

CRITICAL ANALYSIS OF ARTIFICIAL TEETH FOR ENDODONTIC TEACHING

PubMed Central

Nassri, Maria Renata Giazzi; Carlik, Jaime; da Silva, Camila Roberta Nepomuceno; Okagawa, Renata Elisa; Lin, Suzy

2008-01-01

The purpose of this study was to evaluate the use of artificial teeth for endodontic teaching. A questionnaire was prepared and submitted to 18 professors of Endodontics from different Brazilian universities to evaluate the following features of five cloudy resin artificial teeth: internal and external anatomy; coronal chambers regarding their size, shape and canal path; root canal regarding their size, shape and position; fulfillment of the pulp chamber and root canals by considering the texture, quantity, color, and ease of handling; resin hardness and visualization of the radiographic image. The results presented favorable opinions, in terms of internal and external anatomy, coronal pulp chambers and root canal and handling and radiographic imaging. The contents of the pulp space and hardness of the teeth were considered satisfactory. The average grade assigned to the artificial tooth quality was 8.4, in a 0-10 scale. In conclusion, the artificial teeth have potential to replace the natural teeth in endodontic teaching; however, improvements are still necessary to reach a better quality model. PMID:19089288

Critical analysis of artificial teeth for endodontic teaching.

PubMed

Nassri, Maria Renata Giazzi; Carlik, Jaime; da Silva, Camila Roberta Nepomuceno; Okagawa, Renata Elisa; Lin, Suzy

2008-01-01

The purpose of this study was to evaluate the use of artificial teeth for endodontic teaching. A questionnaire was prepared and submitted to 18 professors of Endodontics from different Brazilian universities to evaluate the following features of five cloudy resin artificial teeth: internal and external anatomy; coronal chambers regarding their size, shape and canal path; root canal regarding their size, shape and position; fulfillment of the pulp chamber and root canals by considering the texture, quantity, color, and ease of handling; resin hardness and visualization of the radiographic image. The results presented favorable opinions, in terms of internal and external anatomy, coronal pulp chambers and root canal and handling and radiographic imaging. The contents of the pulp space and hardness of the teeth were considered satisfactory. The average grade assigned to the artificial tooth quality was 8.4, in a 0-10 scale. In conclusion, the artificial teeth have potential to replace the natural teeth in endodontic teaching; however, improvements are still necessary to reach a better quality model.

Clinical Problem Analysis (CPA): A Systematic Approach To Teaching Complex Medical Problem Solving.

ERIC Educational Resources Information Center

Custers, Eugene J. F. M.; Robbe, Peter F. De Vries; Stuyt, Paul M. J.

2000-01-01

Discusses clinical problem analysis (CPA) in medical education, an approach to solving complex clinical problems. Outlines the five step CPA model and examines the value of CPA's content-independent (methodical) approach. Argues that teaching students to use CPA will enable them to avoid common diagnostic reasoning errors and pitfalls. Compares…

Using Molecular Modeling in Teaching Group Theory Analysis of the Infrared Spectra of Organometallic Compounds

ERIC Educational Resources Information Center

Wang, Lihua

2012-01-01

A new method is introduced for teaching group theory analysis of the infrared spectra of organometallic compounds using molecular modeling. The main focus of this method is to enhance student understanding of the symmetry properties of vibrational modes and of the group theory analysis of infrared (IR) spectra by using visual aids provided by…

Teaching Writing/Teaching Literature.

ERIC Educational Resources Information Center

Moran, Charles

Believing that a course in the novel ought to include the making of prose as well as its analysis, a college English instructor altered his teaching strategy by treating both the novel author and his students as writers. Prior to studying a particular novel, the instructor gave students an assignment that would involve a particular literary…

Teaching the Land of Israel as Civic Education: A Historical Exploration

ERIC Educational Resources Information Center

Cohen, Aviv

2018-01-01

Guided by the assumption that geography teaching is connected to nationalism and civic education, this study focused on the manifestation of different citizenship conceptions in the teaching of the land of Israel as implemented in the Israeli educational system. This historical content analysis of Israeli curricula resulted in a division into…

The Number of Feedbacks Needed for Reliable Evaluation. A Multilevel Analysis of the Reliability, Stability and Generalisability of Students' Evaluation of Teaching

ERIC Educational Resources Information Center

Rantanen, Pekka

2013-01-01

A multilevel analysis approach was used to analyse students' evaluation of teaching (SET). The low value of inter-rater reliability stresses that any solid conclusions on teaching cannot be made on the basis of single feedbacks. To assess a teacher's general teaching effectiveness, one needs to evaluate four randomly chosen course implementations.…

Teachers' Conceptions of Excellent Teaching and Its Relationships to Self-Reported Teaching Practices

ERIC Educational Resources Information Center

Chen, Junjun; Brown, Gavin T. L.; Hattie, John A. C.; Millward, Pam

2012-01-01

This study surveyed Chinese middle school (n = 951) teachers' conceptions of excellent teaching and examined the relationship of those conceptions to their self-reported teaching practices. Responses were analyzed using confirmatory factor analysis and structural equation modeling. These teachers identified one examination-oriented dimension and…

Phenomenological analysis of patient experiences of medical student teaching encounters.

PubMed

McLachlan, Emma; King, Nigel; Wenger, Etienne; Dornan, Tim

2012-10-01

It is important to know how patients are affected by becoming opportunistically involved in medical student education. In previous studies, researchers rather than patients set the research agenda and expert patients or people well known to teachers were more often involved than ordinary people. This study aimed to explore how ordinary patients experience undergraduate medical teaching when they become involved in it opportunistically and to derive practical insights from the lived experiences of these patients. The research was conducted in line with a conceptual orientation towards communities of practice theory and used phenomenology as a way of exploring patients' lived experiences in depth. Minimally structured interviews were carried out with 10 patients following ordinary out-patient or general practice appointments in which students were being taught. Template analysis was used to generate provisional themes and a process of phenomenological reduction was used to distil individual respondents' lived experiences to their essence. The presence of students in ambulatory consultations was normal. Nine respondents described transactional relationships in which they remained outside the community of practice of which the doctor and student were members. Only an intimate problem would engage them deeply enough for a student's presence to 'bother' them. One patient's personal and professional background led her to regard doctors' handling of consultation dynamics as factors contributing to whether teaching consultations were negative or positive experiences. When doctors' sensitive and inclusive behaviour drew her into a triadic relationship with the student and doctor, she experienced mutual benefits with students. When it did not, she felt objectified and alienated. Provided they receive the clinical care for which they are attending a consultation and are treated respectfully, patients may sometimes willingly become 'objects' from which students learn. They may

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

PubMed Central

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

2015-01-01

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

Effectiveness of the Practice Style and Reciprocal Style of Teaching: A Meta-Analysis

ERIC Educational Resources Information Center

Chatoupis, Constantine; Vagenas, George

2018-01-01

The purpose of this meta-analysis was to examine the effectiveness of Mosston and Ashworth's (2008) practice and reciprocal styles of teaching on motor skill acquisition of school-age and university students. A systematic search in bibliographical databases led to the identification of 23 relevant studies published in peer-reviewed journals. Using…

Looking into the Teaching Crystal: Graduate Teaching and the Future of Political Science

ERIC Educational Resources Information Center

Buehler, Melissa J.; Marcum, Anthony S.

2007-01-01

Few studies address what graduate students actually learn in teacher training courses, or how graduate instructors implement their knowledge of teaching in their classrooms. Our research addresses the apparent divergence among advocacy, training, and actual practice through a comparative analysis of graduate instructor teaching philosophies and…

Teaching, Morality, and Responsibility: A Structuralist Analysis of a Teachers' Code of Conduct

ERIC Educational Resources Information Center

Shortt, Damien; Hallett, Fiona; Spendlove, David; Hardy, Graham; Barton, Amanda

2012-01-01

In this paper we conduct a Structuralist analysis of the General Teaching Council for England's "Code of Conduct and Practice for Registered Teachers" in order to reveal how teachers are required to fulfil an apparently impossible social role. The GTCE's "Code," we argue, may be seen as an attempt by a government agency to…

Learning and Teaching Elementary Subjects. Advances in Research on Teaching. Volume 5.

ERIC Educational Resources Information Center

Brophy, Jere, Ed.

This publication is the fifth volume in the "Advanced in Research on Teaching" series, which has been established to provide state-of-the-art conceptualization and analysis of the processes involved in functioning as a classroom teacher. This volume focuses on the work of the Center for the Learning and Teaching of Elementary Subjects in…

How physicians teach in the clinical setting: The embedded roles of teaching and clinical care.

PubMed

Steinert, Yvonne; Basi, Mandeep; Nugus, Peter

2017-12-01

Clinical teaching lies at the heart of medical education. However, few studies have explored the embedded nature of teaching and clinical care. The goal of this study was to examine the process of clinical teaching as it naturally, and spontaneously, unfolds in a broad range of authentic contexts with medical students and residents. This focused ethnographic study consisted of 160 hours of participant observation and field interviews with three internal medicine teams. Thematic analysis guided data organization and interpretation. Three overlapping themes emerged: the interconnectedness between clinical work and pedagogy; a multiplicity of teachers; and the influence of space and artifacts on teaching and learning. Clinical teaching, which was deeply embedded in clinical care, was influenced by the acuity of patient problems, learner needs, and the context in which teaching unfolded; it also occurred on a spectrum that included planned, opportunistic, formal, and informal teaching (and learning). Study findings suggest that clinical teaching, which is marked by an intersection between service and teaching, can be viewed as an example of work-based teaching. They also yield suggestions for the enhancement of clinical teaching in inpatient settings, faculty development, and educational policies that recognize clinical teaching and learning.

Identifying Mechanisms of Teaching Practices: A Study in Swedish Comprehensive Schooling

ERIC Educational Resources Information Center

Reichenberg, Olof

2018-01-01

The aim of this article is to identify the mechanisms behind the occurrence of teaching practices of seatwork and recitation across lessons. The study is based on an analysis of 74 video recorded lessons from 4 school classes in Swedish comprehensive schools during 2013. Firstly, the results suggest that teaching practices such as seatwork…

Teacher Misbehaviour: An Analysis of Disciplinary Orders by the General Teaching Council for England

ERIC Educational Resources Information Center

Page, Damien

2013-01-01

This article presents findings from a documentary analysis of 300 disciplinary orders against teachers from the General Teaching Council (GTC) for England. While the extant literature concerning teacher misbehaviour focuses primarily on pedagogical practice, this article draws on the wider organisational misbehaviour paradigm and views teachers as…

Impact of the Use of a Standardized Guidance Tool on the Development of a Teaching Philosophy in a Pharmacy Residency Teaching and Learning Curriculum Program

PubMed Central

Wesner, Amber R.; Jones, Ryan; Schultz, Karen; Johnson, Mark

2016-01-01

The purpose of this study was to evaluate the impact of a standardized reflection tool on the development of a teaching philosophy statement in a pharmacy residency teaching and learning curriculum program (RTLCP). Pharmacy residents participating in the RTLCP over a two-year period were surveyed using a pre/post method to assess perceptions of teaching philosophy development before and after using the tool. Responses were assessed using a 5-point Likert scale to indicate level of agreement with each statement. For analysis, responses were divided into high (strongly agree/agree) and low (neutral/disagree/strongly disagree) agreement. The level of agreement increased significantly for all items surveyed (p < 0.05), with the exception of one area pertaining to the ability to describe characteristics of outstanding teachers, which was noted to be strong before and after using the tool (p = 0.5027). Overall results were positive, with 81% of participants responding that the reflection tool was helpful in developing a teaching philosophy, and 96% responding that the resulting teaching philosophy statement fully reflected their views on teaching and learning. The standardized reflection tool developed at Shenandoah University assisted pharmacy residents enrolled in a teaching and learning curriculum program to draft a comprehensive teaching philosophy statement, and was well received by participants. PMID:28970382

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

PubMed

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

2011-12-01

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

Comparative Analysis of Western and Domestic Practice of Interactive Method Application in Teaching Social and Political Disciplines at the Universities

ERIC Educational Resources Information Center

Hladka, Halyna

2014-01-01

The comparative analysis of western and domestic practice of introducing active and interactive methods of studies in the process of teaching social science disciplines has been carried out. Features, realities, prospects and limitations in application of interactive methods of teaching in the process of implementing social-political science…

A Constructive Teaching Model in Learning Research Concept for English Language Teaching Students

ERIC Educational Resources Information Center

Anwar, Khoirul

2015-01-01

This is a study to focus on analyzing the use of constructive teaching method toward the students' motivation in learning content subject of Introduction to Research of English Language Teaching. By using a mix-method of qualitative and quantitative analysis, the data are collected by using questionnaire and classroom observation. The…

Using movies to teach professionalism to medical students

PubMed Central

2011-01-01

Background Professionalism topics are usually not covered as a separate lesson within formal curriculum, but in subtler and less officially recognized educational activities, which makes them difficult to teach and assess. Interactive methods (e.g. movies) could be efficient teaching methods but are rarely studied. The aims of this study were: 1) to test the relevance and usefulness of movies in teaching professionalism to fourth year medical students and, 2) to assess the impact of this teaching method on students' attitudes towards some professionalism topics. Method This was an education study with qualitative data analysis in a group of eleven fourth year medical students from the Medical School of University Maribor who attended an elective four month course on professionalism. There were 8 (66.7%) female students in the group. The mean age of the students was 21.9 ± 0.9 years. The authors used students' written reports and oral presentations as the basis for qualitative analysis using thematic codes. Results Students recognised the following dimensions in the movie: communication, empathy, doctors' personal interests and palliative care. It also made them think about their attitudes towards life, death and dying. Conclusions The controlled environment of movies successfully enables students to explore their values, beliefs, and attitudes towards features of professionalism without feeling that their personal integrity had been threatened. Interactive teaching methods could become an indispensible aid in teaching professionalism to new generations. PMID:21861900

Simulated interprofessional education: an analysis of teaching and learning processes.

PubMed

van Soeren, Mary; Devlin-Cop, Sandra; Macmillan, Kathleen; Baker, Lindsay; Egan-Lee, Eileen; Reeves, Scott

2011-11-01

Simulated learning activities are increasingly being used in health professions and interprofessional education (IPE). Specifically, IPE programs are frequently adopting role-play simulations as a key learning approach. Despite this widespread adoption, there is little empirical evidence exploring the teaching and learning processes embedded within this type of simulation. This exploratory study provides insight into the nature of these processes through the use of qualitative methods. A total of 152 clinicians, 101 students and 9 facilitators representing a range of health professions, participated in video-recorded role-plays and debrief sessions. Videotapes were analyzed to explore emerging issues and themes related to teaching and learning processes related to this type of interprofessional simulated learning experience. In addition, three focus groups were conducted with a subset of participants to explore perceptions of their educational experiences. Five key themes emerged from the data analysis: enthusiasm and motivation, professional role assignment, scenario realism, facilitator style and background and team facilitation. Our findings suggest that program developers need to be mindful of these five themes when using role-plays in an interprofessional context and point to the importance of deliberate and skilled facilitation in meeting desired learning outcomes.

The Virtual Factory Teaching System (VFTS): Project Review and Results.

ERIC Educational Resources Information Center

Kazlauskas, E. J.; Boyd, E. F., III; Dessouky, M. M.

This paper presents a review of the Virtual Factory Teaching (VFTS) project, a Web-based, multimedia collaborative learning network. The system allows students, working alone or in teams, to build factories, forecast demand for products, plan production, establish release rules for new work into the factory, and set scheduling rules for…

Teaching Green Engineering: The Case of Ethanol Lifecycle Analysis

ERIC Educational Resources Information Center

Vallero, Daniel A.; Braiser, Chris

2008-01-01

Lifecycle assessment (LCA) is a valuable tool in teaching green engineering and has been used to assess biofuels, including ethanol. An undergraduate engineering course at Duke University has integrated LCA with other interactive teaching techniques to enhance awareness and to inform engineering decision making related to societal issues, such as…

Effective Teaching Methods in Higher Education: Requirements and Barriers

PubMed Central

SHIRANI BIDABADI, NAHID; NASR ISFAHANI, AHMMADREZA; ROUHOLLAHI, AMIR; KHALILI, ROYA

2016-01-01

Introduction: Teaching is one of the main components in educational planning which is a key factor in conducting educational plans. Despite the importance of good teaching, the outcomes are far from ideal. The present qualitative study aimed to investigate effective teaching in higher education in Iran based on the experiences of best professors in the country and the best local professors of Isfahan University of Technology. Methods: This qualitative content analysis study was conducted through purposeful sampling. Semi-structured interviews were conducted with ten faculty members (3 of them from the best professors in the country and 7 from the best local professors). Content analysis was performed by MAXQDA software. The codes, categories and themes were explored through an inductive process that began from semantic units or direct quotations to general themes. Results: According to the results of this study, the best teaching approach is the mixed method (student-centered together with teacher-centered) plus educational planning and previous readiness. But whenever the teachers can teach using this method confront with some barriers and requirements; some of these requirements are prerequisite in professors' behavior and some of these are prerequisite in professors’ outlook. Also, there are some major barriers, some of which are associated with the professors’ operation and others are related to laws and regulations. Implications of these findings for teachers’ preparation in education are discussed. Conclusion: In the present study, it was illustrated that a good teaching method helps the students to question their preconceptions, and motivates them to learn, by putting them in a situation in which they come to see themselves as the authors of answers, as the agents of responsibility for change. But training through this method has some barriers and requirements. To have an effective teaching; the faculty members of the universities should be awarded of

The teaching researcher: faculty attitudes towards the teaching and research roles

NASA Astrophysics Data System (ADS)

Alpay, E.; Verschoor, R.

2014-07-01

Results from a survey on faculty attitudes towards the teaching and research roles are presented. Attention is given to: (i) the perceived value of teaching (and teaching achievements) relative to research, (ii) approaches for research and teaching integration, (iii) the satisfaction gained from typical work tasks, and (iv) the importance of various work-life factors. Factors such as academic freedom, an intellectual work environment, flexible work hours, inspirational colleagues, and work diversity are found to be highly valued. Support from peers and colleagues is also seen as a key in learning to manage the different academic roles. A relatively low value is attributed to teaching achievements. Likewise, there is often little utilisation of teaching opportunities to support research work (other than senior-year research projects). Female faculty were found to give marginally a higher importance to teaching recognition and collaborative teaching opportunities. Based on the findings, general recommendations for supporting the teaching researcher are presented.

Teaching: An Option for Mid-Life Retirees.

ERIC Educational Resources Information Center

Bell, David

This document identifies patterns of characteristics of those who have leisure as an option at mid-life. A comparison was made between individuals electing to enter teaching and those electing to pursue leisure at this life stage. Results of structured interviews, statistical results, and an analysis of a life satisfaction scale is given. In…

Collectively Improving Our Teaching: Attempting Biology Department-wide Professional Development in Scientific Teaching.

PubMed

Owens, Melinda T; Trujillo, Gloriana; Seidel, Shannon B; Harrison, Colin D; Farrar, Katherine M; Benton, Hilary P; Blair, J R; Boyer, Katharyn E; Breckler, Jennifer L; Burrus, Laura W; Byrd, Dana T; Caporale, Natalia; Carpenter, Edward J; Chan, Yee-Hung M; Chen, Joseph C; Chen, Lily; Chen, Linda H; Chu, Diana S; Cochlan, William P; Crook, Robyn J; Crow, Karen D; de la Torre, José R; Denetclaw, Wilfred F; Dowdy, Lynne M; Franklin, Darleen; Fuse, Megumi; Goldman, Michael A; Govindan, Brinda; Green, Michael; Harris, Holly E; He, Zheng-Hui; Ingalls, Stephen B; Ingmire, Peter; Johnson, Amber R B; Knight, Jonathan D; LeBuhn, Gretchen; Light, Terrye L; Low, Candace; Lund, Lance; Márquez-Magaña, Leticia M; Miller-Sims, Vanessa C; Moffatt, Christopher A; Murdock, Heather; Nusse, Gloria L; Parker, V Thomas; Pasion, Sally G; Patterson, Robert; Pennings, Pleuni S; Ramirez, Julio C; Ramirez, Robert M; Riggs, Blake; Rohlfs, Rori V; Romeo, Joseph M; Rothman, Barry S; Roy, Scott W; Russo-Tait, Tatiane; Sehgal, Ravinder N M; Simonin, Kevin A; Spicer, Greg S; Stillman, Jonathon H; Swei, Andrea; Tempe, Leslie C; Vredenburg, Vance T; Weinstein, Steven L; Zink, Andrew G; Kelley, Loretta A; Domingo, Carmen R; Tanner, Kimberly D

2018-01-01

Many efforts to improve science teaching in higher education focus on a few faculty members at an institution at a time, with limited published evidence on attempts to engage faculty across entire departments. We created a long-term, department-wide collaborative professional development program, Biology Faculty Explorations in Scientific Teaching (Biology FEST). Across 3 years of Biology FEST, 89% of the department's faculty completed a weeklong scientific teaching institute, and 83% of eligible instructors participated in additional semester-long follow-up programs. A semester after institute completion, the majority of Biology FEST alumni reported adding active learning to their courses. These instructor self-reports were corroborated by audio analysis of classroom noise and surveys of students in biology courses on the frequency of active-learning techniques used in classes taught by Biology FEST alumni and nonalumni. Three years after Biology FEST launched, faculty participants overwhelmingly reported that their teaching was positively affected. Unexpectedly, most respondents also believed that they had improved relationships with departmental colleagues and felt a greater sense of belonging to the department. Overall, our results indicate that biology department-wide collaborative efforts to develop scientific teaching skills can indeed attract large numbers of faculty, spark widespread change in teaching practices, and improve departmental relations. © 2018 M. T. Owens et al. CBE—Life Sciences Education © 2018 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Expression of emotions and physiological changes during teaching

NASA Astrophysics Data System (ADS)

Tobin, Kenneth; King, Donna; Henderson, Senka; Bellocchi, Alberto; Ritchie, Stephen M.

2016-09-01

We investigated the expression of emotions while teaching in relation to a teacher's physiological changes. We used polyvagal theory (PVT) to frame the study of teaching in a teacher education program. Donna, a teacher-researcher, experienced high levels of stress and anxiety prior to beginning to teach and throughout the lesson we used her expressed emotions as a focus for this research. We adopted event-oriented inquiry in a study of heart rate, oxygenation of the blood, and expressed emotions. Five events were identified for multilevel analysis in which we used narrative, prosodic analysis, and hermeneutic-phenomenological methods to learn more about the expression of emotions when Donna had: high heart rate (before and while teaching); low blood oxygenation (before and while teaching); and high blood oxygenation (while teaching). What we learned was consistent with the body's monitoring system recognizing social harm and switching to the control of the unmyelinated vagus nerve, thereby shutting down organs and muscles associated with social communication—leading to irregularities in prosody and expression of emotion. In events involving high heart rate and low blood oxygenation the physiological environment was associated with less effective and sometimes confusing patterns in prosody, including intonation, pace of speaking, and pausing. In a low blood oxygenation environment there was evidence of rapid speech and shallow, irregular breathing. In contrast, during an event in which 100 % blood oxygenation occurred, prosody was perceived to be conducive to engagement and teacher expressed positive emotions, such as satisfaction, while teaching. Becoming aware of the purposes of the research and the results we obtained provided the teacher with tools to enact changes to her teaching practice, especially prosody of the voice. We regard it as a high priority to create tools to allow teachers and students, if and as necessary, to ameliorate excess emotions, and

Teaching guatemala midwives about postpartum hemorrhage.

PubMed

Garcia, Kimberly; Morrison, Fellow Barbara; Savrin, Carol

2012-01-01

To evaluate the effect of a culturally sensitive teaching unit on traditional midwives' knowledge of nursing interventions to prevent and treat postpartum hemorrhage (PPH). Sixteen midwives participated in a 1-day training program at a Refuge International Health Clinic in the remote town of Sarstun, Guatemala. The quasi experimental study used a one-group, pretest-posttest design. Researchers used a PPH Behavioral Checklist from the American College of Nurse Midwives (ACNM) to assess and compare knowledge of PPH interventions before and after the PPH teaching. The final analysis included 13 traditional midwives as the subjects. The culturally sensitive teaching improved traditional midwives' knowledge and skills about nursing interventions to manage PPH (pretest M = 1.385/8, posttest M = 4.846/8). Results of this pilot project suggest a culturally sensitive oral teaching in the primary language of the participants positively affects traditional midwives' knowledge and skills to manage PPH. Future training should be presented in a similar format to meet the needs of illiterate audiences in resource-poor settings.

Teaching genetics prior to teaching evolution improves evolution understanding but not acceptance

PubMed Central

Mead, Rebecca; Hejmadi, Momna

2017-01-01

What is the best way to teach evolution? As microevolution may be configured as a branch of genetics, it being a short conceptual leap from understanding the concepts of mutation and alleles (i.e., genetics) to allele frequency change (i.e., evolution), we hypothesised that learning genetics prior to evolution might improve student understanding of evolution. In the UK, genetics and evolution are typically taught to 14- to 16-y-old secondary school students as separate topics with few links, in no particular order and sometimes with a large time span between. Here, then, we report the results of a large trial into teaching order of evolution and genetics. We modified extant questionnaires to ascertain students’ understanding of evolution and genetics along with acceptance of evolution. Students were assessed prior to teaching, immediately post teaching and again after several months. Teachers were not instructed what to teach, just to teach in a given order. Regardless of order, teaching increased understanding and acceptance, with robust signs of longer-term retention. Importantly, teaching genetics before teaching evolution has a significant (p < 0.001) impact on improving evolution understanding by 7% in questionnaire scores beyond the increase seen for those taught in the inverse order. For lower ability students, an improvement in evolution understanding was seen only if genetics was taught first. Teaching genetics first additionally had positive effects on genetics understanding, by increasing knowledge. These results suggest a simple, minimally disruptive, zero-cost intervention to improve evolution understanding: teach genetics first. This same alteration does not, however, result in a significantly increased acceptance of evolution, which reflects a weak correlation between knowledge and acceptance of evolution. Qualitative focus group data highlights the role of authority figures in determination of acceptance. PMID:28542179

Teaching genetics prior to teaching evolution improves evolution understanding but not acceptance.

PubMed

Mead, Rebecca; Hejmadi, Momna; Hurst, Laurence D

2017-05-01

What is the best way to teach evolution? As microevolution may be configured as a branch of genetics, it being a short conceptual leap from understanding the concepts of mutation and alleles (i.e., genetics) to allele frequency change (i.e., evolution), we hypothesised that learning genetics prior to evolution might improve student understanding of evolution. In the UK, genetics and evolution are typically taught to 14- to 16-y-old secondary school students as separate topics with few links, in no particular order and sometimes with a large time span between. Here, then, we report the results of a large trial into teaching order of evolution and genetics. We modified extant questionnaires to ascertain students' understanding of evolution and genetics along with acceptance of evolution. Students were assessed prior to teaching, immediately post teaching and again after several months. Teachers were not instructed what to teach, just to teach in a given order. Regardless of order, teaching increased understanding and acceptance, with robust signs of longer-term retention. Importantly, teaching genetics before teaching evolution has a significant (p < 0.001) impact on improving evolution understanding by 7% in questionnaire scores beyond the increase seen for those taught in the inverse order. For lower ability students, an improvement in evolution understanding was seen only if genetics was taught first. Teaching genetics first additionally had positive effects on genetics understanding, by increasing knowledge. These results suggest a simple, minimally disruptive, zero-cost intervention to improve evolution understanding: teach genetics first. This same alteration does not, however, result in a significantly increased acceptance of evolution, which reflects a weak correlation between knowledge and acceptance of evolution. Qualitative focus group data highlights the role of authority figures in determination of acceptance.

Laboratory-based teaching and the Physics Innovations Centre for Excellence in Teaching and Learning

NASA Astrophysics Data System (ADS)

Lambourne, Robert

2007-05-01

Developments in the laboratory-based teaching of physics and astronomy are resulting from the collaboration between conventional and distance teaching universities. The collaboration, piCETL, is one of the Centres for Excellence in Teaching and Learning established as a result of a broad initiative by the Higher Education Funding Council for England. The initiative, the piCETL collaboration and some of its work on laboratory-based teaching are all described.

Application of Data Envelopment Analysis on the Indicators Contributing to Learning and Teaching Performance

ERIC Educational Resources Information Center

Montoneri, Bernard; Lin, Tyrone T.; Lee, Chia-Chi; Huang, Shio-Ling

2012-01-01

This paper applies data envelopment analysis (DEA) to explore the quantitative relative efficiency of 18 classes of freshmen students studying a course of English conversation in a university of Taiwan from the academic year 2004-2006. A diagram of teaching performance improvement mechanism is designed to identify key performance indicators for…

Lessons from a pilot project in cognitive task analysis: the potential role of intermediates in preclinical teaching in dental education.

PubMed

Walker, Judith; von Bergmann, HsingChi

2015-03-01

The purpose of this study was to explore the use of cognitive task analysis to inform the teaching of psychomotor skills and cognitive strategies in clinical tasks in dental education. Methods used were observing and videotaping an expert at one dental school thinking aloud while performing a specific preclinical task (in a simulated environment), interviewing the expert to probe deeper into his thinking processes, and applying the same procedures to analyze the performance of three second-year dental students who had recently learned the analyzed task and who represented a spectrum of their cohort's ability to undertake the procedure. The investigators sought to understand how experts (clinical educators) and intermediates (trained students) overlapped and differed at points in the procedure that represented the highest cognitive load, known as "critical incidents." Findings from this study and previous research identified possible limitations of current clinical teaching as a result of expert blind spots. These findings coupled with the growing evidence of the effectiveness of peer teaching suggest the potential role of intermediates in helping novices learn preclinical dentistry tasks.

Cognitive task analysis for teaching technical skills in an inanimate surgical skills laboratory.

PubMed

Velmahos, George C; Toutouzas, Konstantinos G; Sillin, Lelan F; Chan, Linda; Clark, Richard E; Theodorou, Demetrios; Maupin, Fredric

2004-01-01

The teaching of surgical skills is based mostly on the traditional "see one, do one, teach one" resident-to-resident method. Surgical skills laboratories provide a new environment for teaching skills but their effectiveness has not been adequately tested. Cognitive task analysis is an innovative method to teach skills, used successfully in nonmedical fields. The objective of this study is to evaluate the effectiveness of a 3-hour surgical skills laboratory course on central venous catheterization (CVC), taught by the principles of cognitive task analysis to surgical interns. Upon arrival to the Department of Surgery, 26 new interns were randomized to either receive a surgical skills laboratory course on CVC ("course" group, n = 12) or not ("traditional" group, n = 14). The course consisted mostly of hands-on training on inanimate CVC models. All interns took a 15-item multiple-choice question test on CVC at the beginning of the study. Within two and a half months all interns performed CVC on critically ill patients. The outcome measures were cognitive knowledge and technical-skill competence on CVC. These outcomes were assessed by a 14-item checklist evaluating the interns while performing CVC on a patient and by the 15-item multiple-choice-question test, which was repeated at that time. There were no differences between the two groups in the background characteristics of the interns or the patients having CVC. The scores at the initial multiple-choice test were similar (course: 7.33 +/- 1.07, traditional: 8 +/- 2.15, P = 0.944). However, the course interns scored significantly higher in the repeat test compared with the traditional interns (11 +/- 1.86 versus 8.64 +/- 1.82, P = 0.03). Also, the course interns achieved a higher score on the 14-item checklist (12.6 +/- 1.1 versus 7.5 +/- 2.2, P <0.001). They required fewer attempts to find the vein (3.3 +/- 2.2 versus 6.4 +/- 4.2, P = 0.046) and showed a trend toward less time to complete the procedure (15.4 +/- 9

Critical incident technique analysis applied to perianesthetic cardiac arrests at a university teaching hospital.

PubMed

Hofmeister, Erik H; Reed, Rachel A; Barletta, Michele; Shepard, Molly; Quandt, Jane

2018-05-01

To apply the critical incident technique (CIT) methodology to a series of perianesthetic cardiac arrest events at a university teaching hospital to describe the factors that contributed to cardiac arrest. CIT qualitative analysis of a case series. A group of 16 dogs and cats that suffered a perioperative cardiac arrest between November 2013 and November 2016. If an arrest occurred, the event was discussed among the anesthesiologists. The discussion included a description of the case, a description of the sequence of events leading up to the arrest and a discussion of what could have been done to affect the outcome. A written description of the case and the event including animal signalment and a timeline of events was provided by the supervising anesthesiologist following discussion among the anesthesiologists. Only dogs or cats were included. After the data collection period, information from the medical record was collected. A qualitative document analysis was performed on the summaries provided about each case by the supervising anesthesiologist, the medical record and any supporting documents. Each case was then classified into one or more of the following: animal, human, equipment, drug and procedural factors for cardiac arrest. The most common factor was animal (n=14), followed by human (n=12), procedural (n=4), drugs (n=1) and equipment (n=1). The majority (n=11) of animals had multiple factors identified. Cardiac arrests during anesthesia at a referral teaching hospital were primarily a result of animal and human factors. Arrests because of procedural, drug and equipment factors were uncommon. Most animals experienced more than one factor and two animals arrested after a change in recumbency. Future work should focus on root cause analysis and interventions designed to minimize all factors, particularly human ones. Copyright © 2018 Association of Veterinary Anaesthetists and American College of Veterinary Anesthesia and Analgesia. Published by Elsevier Ltd

Relevance of Item Analysis in Standardizing an Achievement Test in Teaching of Physical Science in B.Ed Syllabus

ERIC Educational Resources Information Center

Marie, S. Maria Josephine Arokia; Edannur, Sreekala

2015-01-01

This paper focused on the analysis of test items constructed in the paper of teaching Physical Science for B.Ed. class. It involved the analysis of difficulty level and discrimination power of each test item. Item analysis allows selecting or omitting items from the test, but more importantly item analysis is a tool to help the item writer improve…

Student Perception of Teaching Effectiveness: Development and Validation of the Evaluation of Teaching Competencies Scale (ETCS)

ERIC Educational Resources Information Center

Catano, Victor M.; Harvey, Steve

2011-01-01

A major criticism of student evaluations of teaching is that they do not reflect student perspectives. Using critical incidents job analysis, students identified nine teaching effectiveness competencies: communication, availability, creativity, individual consideration, social awareness, feedback, professionalism, conscientiousness and…

Teaching Workflow Analysis and Lean Thinking via Simulation: A Formative Evaluation

PubMed Central

Campbell, Robert James; Gantt, Laura; Congdon, Tamara

2009-01-01

This article presents the rationale for the design and development of a video simulation used to teach lean thinking and workflow analysis to health services and health information management students enrolled in a course on the management of health information. The discussion includes a description of the design process, a brief history of the use of simulation in healthcare, and an explanation of how video simulation can be used to generate experiential learning environments. Based on the results of a survey given to 75 students as part of a formative evaluation, the video simulation was judged effective because it allowed students to visualize a real-world process (concrete experience), contemplate the scenes depicted in the video along with the concepts presented in class in a risk-free environment (reflection), develop hypotheses about why problems occurred in the workflow process (abstract conceptualization), and develop solutions to redesign a selected process (active experimentation). PMID:19412533

Personality traits affect teaching performance of attending physicians: results of a multi-center observational study.

PubMed

Scheepers, Renée A; Lombarts, Kiki M J M H; van Aken, Marcel A G; Heineman, Maas Jan; Arah, Onyebuchi A

2014-01-01

Worldwide, attending physicians train residents to become competent providers of patient care. To assess adequate training, attending physicians are increasingly evaluated on their teaching performance. Research suggests that personality traits affect teaching performance, consistent with studied effects of personality traits on job performance and academic performance in medicine. However, up till date, research in clinical teaching practice did not use quantitative methods and did not account for specialty differences. We empirically studied the relationship of attending physicians' personality traits with their teaching performance across surgical and non-surgical specialties. We conducted a survey across surgical and non-surgical specialties in eighteen medical centers in the Netherlands. Residents evaluated attending physicians' overall teaching performance, as well as the specific domains learning climate, professional attitude, communication, evaluation, and feedback, using the validated 21-item System for Evaluation of Teaching Qualities (SETQ). Attending physicians self-evaluated their personality traits on a 5-point scale using the validated 10-item Big Five Inventory (BFI), yielding the Five Factor model: extraversion, conscientiousness, neuroticism, agreeableness and openness. Overall, 622 (77%) attending physicians and 549 (68%) residents participated. Extraversion positively related to overall teaching performance (regression coefficient, B: 0.05, 95% CI: 0.01 to 0.10, P = 0.02). Openness was negatively associated with scores on feedback for surgical specialties only (B: -0.10, 95% CI: -0.15 to -0.05, P<0.001) and conscientiousness was positively related to evaluation of residents for non-surgical specialties only (B: 0.13, 95% CI: 0.03 to 0.22, p = 0.01). Extraverted attending physicians were consistently evaluated as better supervisors. Surgical attending physicians who display high levels of openness were evaluated as less adequate feedback

Gene Expression Analysis: Teaching Students to Do 30,000 Experiments at Once with Microarray

ERIC Educational Resources Information Center

Carvalho, Felicia I.; Johns, Christopher; Gillespie, Marc E.

2012-01-01

Genome scale experiments routinely produce large data sets that require computational analysis, yet there are few student-based labs that illustrate the design and execution of these experiments. In order for students to understand and participate in the genomic world, teaching labs must be available where students generate and analyze large data…

The Effectiveness of Physical Models in Teaching Anatomy: A Meta-Analysis of Comparative Studies

ERIC Educational Resources Information Center

Yammine, Kaissar; Violato, Claudio

2016-01-01

There are various educational methods used in anatomy teaching. While three dimensional (3D) visualization technologies are gaining ground due to their ever-increasing realism, reports investigating physical models as a low-cost 3D traditional method are still the subject of considerable interest. The aim of this meta-analysis is to quantitatively…

Teaching and Learning Activities in Chilean Classrooms: Is ICT Making a Difference?

ERIC Educational Resources Information Center

Hinostroza, J. Enrique; Labbe, Christian; Brun, Mario; Matamala, Carolina

2011-01-01

This paper presents the results of the analysis of teaching and learning activities in state subsidized schools in Chile. The study is based on the data collected through a national survey applied to all state subsidized schools (census) and a sample of private schools and examines teachers' and students' reported teaching and learning activities…

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

Assessment of capacity for Health Policy and Systems Research and Analysis in seven African universities: results from the CHEPSAA project

PubMed Central

Mirzoev, Tolib; Lê, Gillian; Green, Andrew; Orgill, Marsha; Komba, Adalgot; Esena, Reuben K; Nyapada, Linet; Uzochukwu, Benjamin; Amde, Woldekidan K; Nxumalo, Nonhlanhla; Gilson, Lucy

2014-01-01

The importance of health policy and systems research and analysis (HPSR+A) is widely recognized. Universities are central to strengthening and sustaining the HPSR+A capacity as they teach the next generation of decision-makers and health professionals. However, little is known about the capacity of universities, specifically, to develop the field. In this article, we report results of capacity self- assessments by seven universities within five African countries, conducted through the Consortium for Health Policy and Systems Analysis in Africa (CHEPSAA). The capacity assessments focused on both capacity ‘assets’ and ‘needs’, and covered the wider context, as well as organizational and individual capacity levels. Six thematic areas of capacity were examined: leadership and governance, organizations’ resources, scope of HPSR+A teaching and research, communication, networking and getting research into policy and practice (GRIPP), demand for HPRS+A and resource environment. The self-assessments by each university used combinations of document reviews, semi-structured interviews and staff surveys, followed by comparative analysis. A framework approach, guided by the six thematic areas, was used to analyse data. We found that HPSR+A is an international priority, and an existing activity in Africa, though still neglected field with challenges including its reliance on unpredictable international funding. All universities have capacity assets, such as ongoing HPSR+A teaching and research. There are, however, varying levels of assets (such as differences in staff numbers, group sizes and amount of HPSR+A teaching and research), which, combined with different capacity needs at all three levels (such as individual training, improvement in systems for quality assurance and fostering demand for HPSR+A work), can shape a future agenda for HPSR+A capacity strengthening. Capacity assets and needs at different levels appear related. Possible integrated strategies for

Computational Technique for Teaching Mathematics (CTTM): Visualizing the Polynomial's Resultant

ERIC Educational Resources Information Center

Alves, Francisco Regis Vieira

2015-01-01

We find several applications of the Dynamic System Geogebra--DSG related predominantly to the basic mathematical concepts at the context of the learning and teaching in Brasil. However, all these works were developed in the basic level of Mathematics. On the other hand, we discuss and explore, with DSG's help, some applications of the polynomial's…

Evaluation of a Self-Instructional Package for Teaching Tutors to Conduct Discrete-Trials Teaching with Children with Autism

ERIC Educational Resources Information Center

Thomson, Kendra M.; Martin, Garry L.; Fazzio, Daniela; Salem, Sandra; Young, Kristen; Yu, C. T.

2012-01-01

A widely used method for teaching children with autism is applied behavior analysis (ABA), and a main component of ABA programming is discrete-trials teaching (DTT). Using a modified multiple-baseline design across participants, we assessed the effectiveness of a DTT self-instructional package (Fazzio & Martin, 2007) for teaching four pairs of…

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

PubMed

Bani-issa, Wegdan; Rempusheski, Veronica F

2014-06-01

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

Technological pedagogical content knowledge of junior high school mathematics teachers in teaching linear equation

NASA Astrophysics Data System (ADS)

Wati, S.; Fitriana, L.; Mardiyana

2018-04-01

Linear equation is one of the topics in mathematics that are considered difficult. Student difficulties of understanding linear equation can be caused by lack of understanding this concept and the way of teachers teach. TPACK is a way to understand the complex relationships between teaching and content taught through the use of specific teaching approaches and supported by the right technology tools. This study aims to identify TPACK of junior high school mathematics teachers in teaching linear equation. The method used in the study was descriptive. In the first phase, a survey using a questionnaire was carried out on 45 junior high school mathematics teachers in teaching linear equation. While in the second phase, the interview involved three teachers. The analysis of data used were quantitative and qualitative technique. The result PCK revealed teachers emphasized developing procedural and conceptual knowledge through reliance on traditional in teaching linear equation. The result of TPK revealed teachers’ lower capacity to deal with the general information and communications technologies goals across the curriculum in teaching linear equation. The result indicated that PowerPoint constitutes TCK modal technological capability in teaching linear equation. The result of TPACK seems to suggest a low standard in teachers’ technological skills across a variety of mathematics education goals in teaching linear equation. This means that the ability of teachers’ TPACK in teaching linear equation still needs to be improved.

Building and expanding interprofessional teaching teams.

PubMed

Darlow, Ben; McKinlay, Eileen; Gallagher, Peter; Beckingsale, Louise; Coleman, Karen; Perry, Meredith; Pullon, Sue

2017-03-01

INTRODUCTION Interprofessional education (IPE) aims to prepare learners to work in collaborative health-care teams. The University of Otago, Wellington has piloted, developed and expanded an IPE programme since 2011. An interprofessional teaching team has developed alongside this programme. AIMS This study aimed to understand the development of a university-based interprofessional teaching team over a 4-year period and generate insights to aid the development of such teams elsewhere. METHODS Two semi-structured audio-recorded educator focus groups were conducted at key times in the development of the IPE programme in 2011 and 2014. The programme focused on long-term condition management and involved students from dietetics, medicine, physiotherapy and radiation therapy. Focus group transcripts were independently analysed by two researchers using Thematic Analysis to identify broad themes. Initial themes were compared, discussed and combined to form a thematic framework. The thematic framework was verified by the education team and subsequently updated and reorganised. RESULTS Three key themes emerged: (i) development as an interprofessional educator; (ii) developing a team; and (iii) risk and reward. Teaching in an interprofessional environment was initially daunting but confidence increased with experience. Team teaching highlighted educators' disciplinary roles and skill sets and exposed educators to different teaching approaches. Educators perceived they modelled team development processes to students through their own development as a team. Interprofessional teaching was challenging to organise but participation was rewarding. Programme expansion increased the risks and complexity, but also acted as a stimulus for development and energised the teaching team. DISCUSSION Interprofessional teaching is initially challenging but ultimately enriching. Interprofessional teaching skills take time to develop and perspectives of role change over time. Educator team

Taiwan's Chinese Language Development and the Creation of Language Teaching Analysis

ERIC Educational Resources Information Center

Tsai, Cheng-Hui; Wang, Chuan Po

2015-01-01

Chinese Teaching in Taiwan in recent years in response to the international trend of development, making at all levels of Chinese language teaching in full swing, for the recent boom in Chinese language teaching, many overseas Chinese language learning for children also had a passion while actively learning Chinese language, and even many overseas…

Teaching Language, Teaching Culture.

ERIC Educational Resources Information Center

Liddicoat, Anthony J., Ed.; Crozet, Chantal, Ed.

1997-01-01

Essays and research reports on the relationship between teaching second languages and teaching culture include: "Teaching Culture as an Integrated Part of Language Teaching: An Introduction" (Chantal Crozet, Anthony J. Liddicoat); "Primary Socialization and Cultural Factors in Second Language Learning: Wending Our Way through Semi-Charted…

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

PubMed

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

2017-12-01

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

Tablets in Education. Results from the Initiative ETiE, for Teaching Plants to Primary School Students

ERIC Educational Resources Information Center

Fokides, Emmanuel; Atsikpasi, Pinelopi

2017-01-01

The study presents the results from the first phase of the initiative Emerging Technologies in Education. At this stage, we examined the learning outcomes from the use of tablets and an application as content delivery methods for teaching plants' parts, reproduction types and organs, photosynthesis, and respiration. The project lasted for four…

A Programmed Enterprise Analysis Teaching Guide for Selected Farm Enterprises in North Dakota: Prepared as Part of the Farm Management Education In-Service Workshop.

ERIC Educational Resources Information Center

North Dakota State Board for Vocational Education, Bismarck.

The series of programmed teaching guides for the enterprise analysis of selected enterprises was prepared by the participants in a Farm Management Education In-Service Workshop at North Dakota State University. The guide should be useful to teachers of adult Farm Managment classes in helping to teach farmers to make a thorough analysis of the…

Professional Competence and Basic Ability-Oriented Game Theory Analysis of China's Higher Vocational College English Teaching

ERIC Educational Resources Information Center

Zhang, Jian

2012-01-01

To strengthen the professional competence and basic ability is the objective requirements of the Chinese higher vocational college English teaching, while the positioning of the teaching objectives is partial to a "prisoner's dilemma" in game situations that any party will result in. To get rid of the "dilemma", we have to…

Clinical teaching with emotional intelligence: A teaching toolbox

PubMed Central

Omid, Athar; Haghani, Fariba; Adibi, Peyman

2016-01-01

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

Basic echocardiography for undergraduate students: a comparison of different peer-teaching approaches.

PubMed

Gradl-Dietsch, G; Menon, A K; Gürsel, A; Götzenich, A; Hatam, N; Aljalloud, A; Schrading, S; Hölzl, F; Knobe, M

2018-02-01

The aim of this study was to assess the impact of different teaching interventions in a peer-teaching environment on basic echocardiography skills and to examine the influence of gender on learning outcomes. We randomly assigned 79 s year medical students (55 women, 24 men) to one of four groups: peer teaching (PT), peer teaching using Peyton's four-step approach (PPT), team based learning (TBL) and video-based learning (VBL). All groups received theoretical and practical hands-on training according to the different approaches. Using a pre-post-design we assessed differences in theoretical knowledge [multiple choice (MC) exam], practical skills (Objective Structured Practical Examination, OSPE) and evaluation results with respect to gender. There was a significant gain in theoretical knowledge for all students. There were no relevant differences between the four groups regarding the MC exam and OSPE results. The majority of students achieved good or very good results. Acceptance of the peer-teaching concept was moderate and all students preferred medical experts to peer tutors even though the overall rating of the instructors was fairly good. Students in the Video group would have preferred a different training method. There was no significant effect of gender on evaluation results. Using different peer-teaching concepts proved to be effective in teaching basic echocardiography. Gender does not seem to have an impact on effectiveness of the instructional approach. Qualitative analysis revealed limited acceptance of peer teaching and especially of video-based instruction.

Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning

ERIC Educational Resources Information Center

Boudett, Kathryn Parker, Ed.; City, Elizabeth, Ed.; Murnane, Richard, Ed.

2005-01-01

In the wake of the accountability movement, school administrators are inundated with data about their students. How can they use this information to support student achievement? "Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning" presents a clear and carefully tested blueprint for school leaders. It shows…

Results of a study assessing teaching methods of faculty after measuring student learning style preference.

PubMed

Stirling, Bridget V

2017-08-01

Learning style preference impacts how well groups of students respond to their curricula. Faculty have many choices in the methods for delivering nursing content, as well as assessing students. The purpose was to develop knowledge around how faculty delivered curricula content, and then considering these findings in the context of the students learning style preference. Following an in-service on teaching and learning styles, faculty completed surveys on their methods of teaching and the proportion of time teaching, using each learning style (visual, aural, read/write and kinesthetic). This study took place at the College of Nursing a large all-female university in Saudi Arabia. 24 female nursing faculty volunteered to participate in the project. A cross-sectional design was used. Faculty reported teaching using mostly methods that were kinesthetic and visual, although lecture was also popular (aural). Students preferred kinesthetic and aural learning methods. Read/write was the least preferred by students and the least used method of teaching by faculty. Faculty used visual methods about one third of the time, although they were not preferred by the students. Students' preferred learning style (kinesthetic) was the method most used by faculty. Copyright © 2017 Elsevier Ltd. All rights reserved.

Espousal of Undergraduate Teaching Normative Patterns of First-Year Teaching Assistants

ERIC Educational Resources Information Center

Helland, Patricia A.

2010-01-01

This study focuses on the espousal of undergraduate teaching normative patterns. Results showed that entering teaching assistants had higher levels of disdain than Research I faculty. The country in which students received their undergraduate degrees and gender variables also showed differences in espousal levels. The results give insight into…

A narrative review of undergraduate peer-based healthcare ethics teaching

PubMed Central

Allikmets, Silvia; Knights, Felicity

2015-01-01

Objectives This study explores the literature in establishing the value of undergraduate peer-based healthcare ethics teaching as an educational methodology. Methods A narrative review of the literature concerning peer-based ethics teaching was conducted. MEDLINE, EMBASE, CINAHL, SCOPUS databases, and the Cochrane Library, were systematically searched for studies of peer-based ethics or professionalism teaching. Selected studies related peer-based teaching to ethics education outcomes. Results Ten publications were identified. Selected studies were varied in their chosen intervention methodology and analysis. Collectively, the identified studies suggest peer-based ethics education is an effective and valued educational methodology in training healthcare professionals. One paper suggests peer-based ethics teaching has advantages over traditional didactic methods. Peer-based ethics teaching also receives positive feedback from student participants. However, the limited literature base demonstrates a clear need for more evaluation of this pedagogy. Conclusions The current literature base suggests that undergraduate peer based healthcare ethics teaching is valuable in terms of efficacy and student satisfaction. We conclude that the medical community should invest in further study in order to capitalise upon the potential of peer-based ethics teaching in undergraduate healthcare education. PMID:26668050

New ideas for teaching electrocardiogram interpretation and improving classroom teaching content.

PubMed

Zeng, Rui; Yue, Rong-Zheng; Tan, Chun-Yu; Wang, Qin; Kuang, Pu; Tian, Pan-Wen; Zuo, Chuan

2015-01-01

Interpreting an electrocardiogram (ECG) is not only one of the most important parts of diagnostics but also one of the most difficult areas to teach. Owing to the abstract nature of the basic theoretical knowledge of the ECG, its scattered characteristics, and tedious and difficult-to-remember subject matter, teaching how to interpret ECGs is as difficult for teachers to teach as it is for students to learn. In order to enable medical students to master basic knowledge of ECG interpretation skills in a limited teaching time, we modified the content used for traditional ECG teaching and now propose a new ECG teaching method called the "graphics-sequence memory method." A prospective randomized controlled study was designed to measure the actual effectiveness of ECG learning by students. Two hundred students were randomly placed under a traditional teaching group and an innovative teaching group, with 100 participants in each group. The teachers in the traditional teaching group utilized the traditional teaching outline, whereas the teachers in the innovative teaching group received training in line with the proposed teaching method and syllabus. All the students took an examination in the final semester by analyzing 20 ECGs from real clinical cases and submitted their ECG reports. The average ECG reading time was 32 minutes for the traditional teaching group and 18 minutes for the innovative teaching group. The average ECG accuracy results were 43% for the traditional teaching group and 77% for the innovative teaching group. Learning to accurately interpret ECGs is an important skill in the cardiac discipline, but the ECG's mechanisms are intricate and the content is scattered. Textbooks tend to make the students feel confused owing to the restrictions of the length and the format of the syllabi, apart from many other limitations. The graphics-sequence memory method was found to be a useful method for ECG teaching.

Critical Analysis of an e-Learning and Interactive Teaching Module with Respect to the Interpretation of Emergency Computed Tomography of the Brain.

PubMed

Groth, Michael; Barthe, Käthe Greta; Riemer, Martin; Ernst, Marielle; Herrmann, Jochen; Fiehler, Jens; Buhk, Jan-Hendrik

2018-04-01

 To compare the learning benefit of three different teaching strategies on the interpretation of emergency cerebral computed tomography (CT) pathologies by medical students.  Three groups of students with different types of teaching (e-learning, interactive teaching, and standard curricular education in neuroradiology) were tested with respect to the detection of seven CT pathologies. The test results of each group were compared for each CT pathology using the chi-square test. A p-value ≤ 0.05 was considered to be significant.  Opposed to the results of the comparison group (curricular education), the e-learning group and interactive teaching tutorial group both showed a significantly better performance in detecting hyperdense middle cerebral artery sign (p = 0.001 and p < 0.0001) as well as subarachnoid hemorrhage (p = 0.03 and p = 0.001) on CT. Moreover, an increase in performance for the detection of subdural hematoma and skull fracture could be observed for both the interactive teaching group and the e-learning group, with statistical significance in the latter (p = 0.03 and p < 0.0001, respectively). No statistically significant differences were found for the detection of intracranial and epidural hemorrhage, as well as midline shift, among the groups studied.  Our study demonstrates potential learning benefits for both the interactive teaching tutorial and e-learning module group with respect to reading CT scans with slightly different advantages. Thus, the introduction of new learning methods in radiological education might be reasonable at an undergraduate stage but requires learning content-based considerations.   · E-learning can offer benefits regarding the reading of cerebral CT scans by students. · Interactive tutorial can offer benefits regarding the reading of cerebral CT scans by students. · E-learning and interactive tutorial feature different strengths for student learning in radiology. · Application of

High variability in results of semen analysis in andrology laboratories in Tuscany (Italy): the experience of an external quality control (EQC) programme.

PubMed

Filimberti, E; Degl'Innocenti, S; Borsotti, M; Quercioli, M; Piomboni, P; Natali, I; Fino, M G; Caglieresi, C; Criscuoli, L; Gandini, L; Biggeri, A; Maggi, M; Baldi, E

2013-05-01

We report the results of the first three trials of an external quality control (EQC) programme performed in 71 laboratories executing semen analysis in Tuscany Region (Italy). At the end of the second trial, participants were invited to attend a teaching course illustrating and inviting to adhere to procedures recommended by WHO (V edition). Results of the first three trials of the EQC documented a huge variability in the procedures and the results. The highest variability was found for morphology (CV above 80% for all the trials), followed by count (CV of about 60% for all the trials) and motility (CV below 30% for all the trials). When results of sperm count and morphology were divided according to the used method, mean CV values did not show significant differences. CV for morphology dropped significantly at the third trial for most methods, indicating the usefulness of the teaching course for morphology assessment. Conversely, no differences were observed after the course for motility and for most methods to evaluate count, although CV values were lower at the second and third trial for the laboratories using the Burker cytometer. When results were divided according to tertiles of activity, the lowest mean bias values (difference between each laboratory result and the median value of the results) for count and morphology were observed for laboratories in the third tertile (performing over 200 semen analysis/year). Of interest, mean bias values for concentration dropped significantly at the third trial for low activity laboratories. In conclusion, lack of agreement of results of semen analysis in Tuscany is mainly because of the activity and the experience of the laboratory. Our study points out the importance of participating in EQC programmes and periodical teaching courses as well as the use of WHO recommended standardized procedures to increase precision and to allow the use of WHO reference values. © 2013 American Society of Andrology and European Academy

Exploring the Impact of TeachME™ Lab Virtual Classroom Teaching Simulation on Early Childhood Education Majors' Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Bautista, Nazan Uludag; Boone, William J.

2015-01-01

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)…

Student Misconceptions About Astronomy and the Best Order of Teaching Astronomical Concepts

NASA Astrophysics Data System (ADS)

Favia, Andrej; Comins, N. F.; Thorpe, G.

2013-01-01

My (Andrej Favia) Ph.D. thesis involves quantifying the "difficulty" of unlearning common astronomy misconceptions. I do this by applying factor analysis and Item Response Theory (IRT) to a retrospective inventory of when, or if, college students dispelled the misconceptions under consideration. Our inventory covers 235 misconceptions identified over the span of 10 years of teaching the college astronomy lecture course at the Universe of Maine by NFC. The analysis yields logical groupings of topics (e.g., teach one planet at a time rather than use comparative planetology) and the "order of difficulty" of the associated topics. We have results for about one fourth of the inventory, and our results show that there are concepts of different difficulties, which suggest that they should be presented in different orders. We also find that the order of teaching concepts is sometimes different for high school and college level courses.

Students Teach Students: Alternative Teaching in Greek Secondary Education

ERIC Educational Resources Information Center

Theodoropoulos, Anastasios; Antoniou, Angeliki; Lepouras, George

2016-01-01

The students of a Greek junior high school collaborated to prepare the teaching material of a theoretical Computer Science (CS) course and then shared their understanding with other students. This study investigates two alternative teaching methods (collaborative learning and peer tutoring) and compares the learning results to the traditional…

Teaching Basic Programming Concepts to Young Primary School Students Using Tablets: Results of a Pilot Project

ERIC Educational Resources Information Center

Fokides, Emmanuel

2018-01-01

The study presents the results of a project in which tablets and a ready-made application were used for teaching basic programming concepts to young primary school students (ages 7-9). A total of 135 students participated in the study, attending primary schools in Athens, Greece, divided into three groups. The first was taught conventionally. The…

Emotional Component in Teaching and Learning

NASA Astrophysics Data System (ADS)

Ponnambalam, Michael

2018-02-01

The laws of physics are often seen as objective truth, pure and simple. Hence, they tend to appear cerebral and cold. However, their presentation is necessarily subjective and may vary from being boring to being exciting. A detailed analysis of physics education reform efforts over the last three decades finds that interactive instruction results in greater learning gains than the traditional lecture format. In interactive engagement, the emotional component plays a far greater role than acknowledged by many. As an experienced physics teacher [(i) Four decades of teaching and research in four continents (teaching all courses to undergraduate physics majors and algebra-based physics to high school seniors as well as college freshmen), (ii) 11 years of volunteer work in Physics Popularization in six countries to many thousands of students in elementary, middle, and high schools as well as colleges and universities, and (iii) eight years as a Master Teacher and mentor], I feel that the emotional component in teaching and learning physics has been neglected. This paper presents the role of the emotional component in transforming ordinary teaching and learning of physics into an enjoyable and exciting experience for students as well as teachers.

Forecasting the Student-Professor Matches That Result in Unusually Effective Teaching

ERIC Educational Resources Information Center

Gross, Jennifer; Lakey, Brian; Lucas, Jessica L.; LaCross, Ryan; Plotkowski, Andrea R.; Winegard, Bo

2015-01-01

Background: Two important influences on students' evaluations of teaching are relationship and professor effects. Relationship effects reflect unique matches between students and professors such that some professors are unusually effective for some students, but not for others. Professor effects reflect inter-rater agreement that some professors…

Analysis of Student-Evaluation Data on the Teaching of Fundamental Physics in an Introductory Technology Course, Paying Attention to Students‧ Earnestness to Learn

NASA Astrophysics Data System (ADS)

Nishida, Masahiko

How student evaluations of the teaching of fundamental physics for engineering relate to teaching strategy from academic 2004 to 2006 has been studied, focusing on students‧ earnestness to learn. The teaching emphasized instructing theoretical concepts for 2004 and solving problems for 2005. The instruction during 2006 offered a good balance between the strategy for 2004 and that for 2005. The first and second components produced by principal-component analysis of the evaluation data have indicated the quality of instruction and the scholastic ability of students, respectively, independent of the teaching strategy. While correlation between the second component and the degree of earnestness was positive for 2004 and negative for 2005, the correlation for 2006 has been negligible, as expected. Multiple-regression analysis between the evaluation data and students‧ exam scores has shown little correlation for 2006, in contrast to that for 2004, but similar to that for 2005. Finally, we can say that the teaching strategy for 2006 would lead to educational effects similar to those in 2005 when the exam scores were notably improved.

Computer Class Role Playing Games, an innovative teaching methodology based on STEM and ICT: first experimental results

NASA Astrophysics Data System (ADS)

Maraffi, S.

2016-12-01

Context/PurposeWe experienced a new teaching and learning technology: a Computer Class Role Playing Game (RPG) to perform educational activity in classrooms through an interactive game. This approach is new, there are some experiences on educational games, but mainly individual and not class-based. Gaming all together in a class, with a single scope for the whole class, it enhances peer collaboration, cooperative problem solving and friendship. MethodsTo perform the research we experimented the games in several classes of different degrees, acquiring specific questionnaire by teachers and pupils. Results Experimental results were outstanding: RPG, our interactive activity, exceed by 50% the overall satisfaction compared to traditional lessons or Power Point supported teaching. InterpretationThe appreciation of RPG was in agreement with the class level outcome identified by the teacher after the experimentation. Our work experience get excellent feedbacks by teachers, in terms of efficacy of this new teaching methodology and of achieved results. Using new methodology more close to the student point of view improves the innovation and creative capacities of learners, and it support the new role of teacher as learners' "coach". ConclusionThis paper presents the first experimental results on the application of this new technology based on a Computer game which project on a wall in the class an adventure lived by the students. The plots of the actual adventures are designed for deeper learning of Science, Technology, Engineering, Mathematics (STEM) and Social Sciences & Humanities (SSH). The participation of the pupils it's based on the interaction with the game by the use of their own tablets or smartphones. The game is based on a mixed reality learning environment, giving the students the feel "to be IN the adventure".

Using cognitive task analysis to create a teaching protocol for bovine dystocia.

PubMed

Read, Emma K; Baillie, Sarah

2013-01-01

When learning skilled techniques and procedures, students face many challenges. Learning is easier when detailed instructions are available, but experts often find it difficult to articulate all of the steps involved in a task or relate to the learner as a novice. This problem is further compounded when the technique is internal and unsighted (e.g., obstetrical procedures). Using expert bovine practitioners and a life-size model cow and calf, the steps and decision making involved in performing correction of two different dystocia presentations (anterior leg back and breech) were deconstructed using cognitive task analysis (CTA). Video cameras were positioned to capture movement inside and outside the cow model while the experts were asked to first perform the technique as they would in a real situation and then perform the procedure again as if articulating the steps to a novice learner. The audio segments were transcribed and, together with the video components, analyzed to create a list of steps for each expert. Consensus was achieved between experts during individual interviews followed by a group discussion. A "gold standard" list or teaching protocol was created for each malpresentation. CTA was useful in defining the technical and cognitive steps required to both perform and teach the tasks effectively. Differences between experts highlight the need for consensus before teaching the skill. In addition, the study identified several different, yet effective, techniques and provided information that could allow experts to consider other approaches they might use when their own technique fails.

Teaching Highs and Lows: Exploring University Teaching Assistants' Experiences

ERIC Educational Resources Information Center

Green, Jennifer L.

2010-01-01

Recent reforms in statistics education have initiated the need to prepare graduate teaching assistants (TAs) for these changes. A focus group study explored the experiences and perceptions of University of Nebraska-Lincoln TAs. The results reinforced the idea that content, pedagogy, and technology are central aspects for teaching an introductory…

Gesture analysis of students' majoring mathematics education in micro teaching process

NASA Astrophysics Data System (ADS)

Maldini, Agnesya; Usodo, Budi; Subanti, Sri

2017-08-01

In the process of learning, especially math learning, process of interaction between teachers and students is certainly a noteworthy thing. In these interactions appear gestures or other body spontaneously. Gesture is an important source of information, because it supports oral communication and reduce the ambiguity of understanding the concept/meaning of the material and improve posture. This research which is particularly suitable for an exploratory research design to provide an initial illustration of the phenomenon. The goal of the research in this article is to describe the gesture of S1 and S2 students of mathematics education at the micro teaching process. To analyze gesture subjects, researchers used McNeil clarification. The result is two subjects using 238 gesture in the process of micro teaching as a means of conveying ideas and concepts in mathematics learning. During the process of micro teaching, subjects using the four types of gesture that is iconic gestures, deictic gesture, regulator gesturesand adapter gesture as a means to facilitate the delivery of the intent of the material being taught and communication to the listener. Variance gesture that appear on the subject due to the subject using a different gesture patterns to communicate mathematical ideas of their own so that the intensity of gesture that appeared too different.

Re-Evaluating Student Evaluation of Teaching: The Teaching Evaluation Form.

ERIC Educational Resources Information Center

Wolfer, Terry A.; Johnson, Miriam McNown

2003-01-01

Reports on the aggregate analysis of scores generated by a standardized instrument, the Teaching Evaluation Form (TEF; Hudson, 1982), at the College of Social Work, University of South Carolina. Data included more than 11,000 completions of the instrument in 508 class sections offered during a 4-year period. Analysis revealed a severely negatively…

AI-Based Chatterbots and Spoken English Teaching: A Critical Analysis

ERIC Educational Resources Information Center

Sha, Guoquan

2009-01-01

The aim of various approaches implemented, whether the classical "three Ps" (presentation, practice, and production) or communicative language teaching (CLT), is to achieve communicative competence. Although a lot of software developed for teaching spoken English is dressed up to raise interaction, its methodology is largely rooted in tradition.…

Transana Qualitative Video and Audio Analysis Software as a Tool for Teaching Intellectual Assessment Skills to Graduate Psychology Students

ERIC Educational Resources Information Center

Rush, S. Craig

2014-01-01

This article draws on the author's experience using qualitative video and audio analysis, most notably through use of the Transana qualitative video and audio analysis software program, as an alternative method for teaching IQ administration skills to students in a graduate psychology program. Qualitative video and audio analysis may be useful for…

University Teacher Competencies in a Virtual Teaching/Learning Environment: Analysis of a Teacher Training Experience

ERIC Educational Resources Information Center

Guasch, Teresa; Alvarez, Ibis; Espasa, Anna

2010-01-01

This paper attempts to shed light on the competencies a university teacher must have in order to teach in virtual learning environments. A teacher training experience was designed by taking into account the methodological criteria established in line with previous theoretical principles. The main objective of our analysis was to identify the…

Teaching Argumentation Analysis and Critical Thinking in the Netherlands. Resource Publication, Series 2 No. 2.

ERIC Educational Resources Information Center

Eemeren, F. H. van; Grootendorst, R.

Suitable methods can be developed and instructional devices can be designed for the teaching of argumentation analysis to students of varying interests, ages, and capacities. Until 1950, the study of argumentation in the Netherlands was either purely practical or a continuation of the classic logic and rhetoric traditions. A number of new research…

Analysis of the Mathematical Proof Skills of Students of Science Teaching

ERIC Educational Resources Information Center

Gökkt, Burçin; Soylu, Yasin; Sahin, Ömer

2014-01-01

Mathematics and proof are two closely related concepts. Mathematics not only shows what is right or wrong, but it also teaches that it is not enough to know the latest formulas and results should be explained with causality. In this context, students learn the underlying meaning behind what mathematicians do by way of proofs. Accordingly, this…

Teaching Singing in the Russian Empire Educational Institutions: Importance and Results

ERIC Educational Resources Information Center

Molchanova, Violetta S.; Artemova, Svetlana F.; Balaniuk, Leonid L.

2018-01-01

The article deals with the system of Singing lessons in the educational institutions of the Russian Empire. Attention is paid to the historical and educational significance of musical and choral training in schools, the difficulties and methodological approaches in teaching. Pre-revolutionary, Soviet and modern scientific literature was used as…

Teaching the structure of immunoglobulins by molecular visualization and SDS-PAGE analysis.

PubMed

Rižner, Tea Lanišnik

2014-01-01

This laboratory class combines molecular visualization and laboratory experimentation to teach the structure of the immunoglobulins (Ig). In the first part of the class, the three-dimensional structures of the human IgG and IgM molecules available through the RCSB PDB database are visualized using freely available software. In the second part, IgG and IgM are studied using electrophoretic methods. Through SDS-PAGE analysis under reducing conditions, the students determine the number and molecular masses of the polypeptide chains, while through SDS-PAGE under nonreducing conditions, the students assess the oligomerization of these Ig molecules. The aims of this class are to expand upon the knowledge and understanding of the Ig structure that the students have gained from classroom lectures. The combination of this molecular visualization of the Ig molecules and the SDS-PAGE experimentation ensures variety in the teaching techniques, while the implication of the Ig molecules in human disease promotes interest for biomedical students. © 2014 by The International Union of Biochemistry and Molecular Biology.

Learning to teach science in a professional development school program

NASA Astrophysics Data System (ADS)

Hildreth, David P.

1997-09-01

The purpose of this study was to determine the effects of learning to teach science in a Professional Development School (PDS) program on university elementary education preservice teachers' (1) attitudes toward science, (2) science process skills achievement, and (3) sense of science teaching efficacy. Data were collected and analyzed using both quantitative and qualitative methods. Quantitative data were collected using the Science Attitude Inventory (North Carolina Math and Science Education Network (1994), the Test of Integrated Process Skills, TIPS, (Dillashaw & Okey, 1980), and the Science Teaching Efficacy Belief Instrument, STEBI, form B (Enochs & Riggs, 1990). A pretest posttest research design was used for the attitude and process skills constructs. These results were analyzed using paired t test procedures. A pre-experimental group comparison group research design was used for the efficacy construct. Results from this comparison were analyzed using unpaired t test procedures. Qualitative data were collected through students' responses to open-ended questionnaires, narrative interviews, journal entries, small messages, and unsolicited conversations. These data were analyzed via pattern analysis. Posttest scores were significantly higher than pretests scores on both the Science Attitude Inventory and the TIPS. This indicated that students had improved attitudes toward science and science teaching and higher process skills achievement after three semesters in the science-focused PDS program. Scores on the STEBI were significantly higher for students in the pre-experimental group when compared to students in the comparison group. This indicates that students in the science-focused PDS program possessed more efficacious beliefs about science teaching than did the comparison group. Quantitative data were supported by analysis of qualitative data. Implications from this study point to the effectiveness of learning to teach science in a science-focused PDS

Income Analysis of University-Owned Teaching Hospitals.

ERIC Educational Resources Information Center

Isaacs, Joseph C.

1979-01-01

The annual survey, undertaken by the Association of American Medical Colleges, of income, expense and general operating information for university-owned teaching hospitals is discussed. Focus is on sources of income, including state funds, Medicare, and insurance companies. (JMD)

Using the Teaching Interactions Procedure to Teach Social Skills to Children With Autism and Intellectual Disability.

PubMed

Hui Shyuan Ng, Aubrey; Schulze, Kim; Rudrud, Eric; Leaf, Justin B

2016-11-01

This study implemented a modified teaching interaction procedure to teach social skills to 4 children diagnosed with autism spectrum disorder with an intellectual disability. A multiple baseline design across social skills and replicated across participants was utilized to evaluate the effects of the modified teaching interaction procedure. The results demonstrated that the teaching interaction procedure resulted in all participants acquiring targeted social skills, maintaining the targeted social skills, and generalizing the targeted social skills.

Teaching science in museums

NASA Astrophysics Data System (ADS)

Tran, Lynn Uyen

examine one aspect of the teaching culture in museums, that is instruction during one-time science lessons. The researcher remained a passive participant in all 23 lessons observed. Data included observations, interviews, and researcher field notes. An inductive analysis model incorporating constant comparison and domain analysis methods was adopted to analyze the data. Five major findings emerged from this analysis. (1) Repeating lessons develop comfort and insight to compensate one-time nature of lessons. (2) Details within science lessons can vary according to the students. (3) A lifelong learning perspective forms the foundation for educators' choices. (4) Refine teaching to use time efficiently. (5) Educators designate roles to teachers and chaperones to maximize time. These findings had implications for museum educators, classroom teachers, and all those involved in school field trips. Recommendations for action and future research emerging from this study were listed and discussed.

Assessment of capacity for Health Policy and Systems Research and Analysis in seven African universities: results from the CHEPSAA project.

PubMed

Mirzoev, Tolib; Lê, Gillian; Green, Andrew; Orgill, Marsha; Komba, Adalgot; Esena, Reuben K; Nyapada, Linet; Uzochukwu, Benjamin; Amde, Woldekidan K; Nxumalo, Nonhlanhla; Gilson, Lucy

2014-10-01

The importance of health policy and systems research and analysis (HPSR+A) is widely recognized. Universities are central to strengthening and sustaining the HPSR+A capacity as they teach the next generation of decision-makers and health professionals. However, little is known about the capacity of universities, specifically, to develop the field. In this article, we report results of capacity self- assessments by seven universities within five African countries, conducted through the Consortium for Health Policy and Systems Analysis in Africa (CHEPSAA). The capacity assessments focused on both capacity 'assets' and 'needs', and covered the wider context, as well as organizational and individual capacity levels. Six thematic areas of capacity were examined: leadership and governance, organizations' resources, scope of HPSR+A teaching and research, communication, networking and getting research into policy and practice (GRIPP), demand for HPRS+A and resource environment. The self-assessments by each university used combinations of document reviews, semi-structured interviews and staff surveys, followed by comparative analysis. A framework approach, guided by the six thematic areas, was used to analyse data. We found that HPSR+A is an international priority, and an existing activity in Africa, though still neglected field with challenges including its reliance on unpredictable international funding. All universities have capacity assets, such as ongoing HPSR+A teaching and research. There are, however, varying levels of assets (such as differences in staff numbers, group sizes and amount of HPSR+A teaching and research), which, combined with different capacity needs at all three levels (such as individual training, improvement in systems for quality assurance and fostering demand for HPSR+A work), can shape a future agenda for HPSR+A capacity strengthening. Capacity assets and needs at different levels appear related. Possible integrated strategies for strengthening

A Comparative Analysis of Educational Teaching in Shahnameh and Iliad

ERIC Educational Resources Information Center

Shahverdi, Elham; Sepahvandi, Masood

2018-01-01

Ferdowsi's Shahnameh and Homer's Iliad are among the first literary masterpieces of Iran and Greece. These teachings include the educational teachings of Zal and Roudabeh, and Paris and Helen. This paper presents a comparative look at the immortal effect of this Iranian poet with Homer's poem--the Greek blind poet. In this comparison, using a…

Teaching Strategic Thinking on Oligopoly: Classroom Activity and Theoretic Analysis

ERIC Educational Resources Information Center

Han, Yongseung; Ryan, Michael

2017-01-01

This paper examines the use of a simple classroom activity, in which students are asked to take action representing either collusion or competition for extra credit to teach strategic thinking required in an oligopolistic market. We suggest that the classroom activity is first initiated prior to the teaching of oligopoly and then the instructor…

Exploring the Potential for Using Inexpensive Natural Reagents Extracted from Plants to Teach Chemical Analysis

ERIC Educational Resources Information Center

Hartwell, Supaporn Kradtap

2012-01-01

A number of scientific articles report on the use of natural extracts from plants as chemical reagents, where the main objective is to present the scientific applications of those natural plant extracts. The author suggests that natural reagents extracted from plants can be used as alternative low cost tools in teaching chemical analysis,…

A Meta-Analysis of the Educational Effectiveness of Three-Dimensional Visualization Technologies in Teaching Anatomy

ERIC Educational Resources Information Center

Yammine, Kaissar; Violato, Claudio

2015-01-01

Many medical graduates are deficient in anatomy knowledge and perhaps below the standards for safe medical practice. Three-dimensional visualization technology (3DVT) has been advanced as a promising tool to enhance anatomy knowledge. The purpose of this review is to conduct a meta-analysis of the effectiveness of 3DVT in teaching and learning…

What Students Value as Inspirational and Transformative Teaching

ERIC Educational Resources Information Center

Bradley, Sally; Kirby, Emma; Madriaga, Manuel

2015-01-01

Evidence presented here stems from an analysis of student comments derived from a student-nominated inspirational teaching awards scheme at a large university in the United Kingdom (UK). There is a plethora of literature on teaching excellence and the scholarship of teaching, frequently based upon portfolios or personal claims of excellence, and…

Analysis of Teacher Beliefs and Efficacy for Teaching Writing to Weak Learners

ERIC Educational Resources Information Center

Mohar, Tunku Mohani Tunku; Singh, Charajit Kaur Swaran; Kepol, Napisah; Ahmad, Ahmad Zainuri Loap; Moneyam, Sasigaran

2017-01-01

The present study investigated the beliefs and efficacy of a teacher teaching English to students who were weak at the language. The objective of the study was mainly to investigate the beliefs and efficacy of the ESL teacher for teaching writing to weak learners. The research was a case study of the English Language teacher teaching Form Three…

Characteristics of Knowledge Interconnectedness in Teaching

ERIC Educational Resources Information Center

Antonijevic, Radovan

2006-01-01

The subject of the paper presents establishing basic characteristics, forms and levels of knowledge interconnectedness in teaching, especially in mathematics and biology teaching. The analysis was realized by considering basic theoretical views in this field, as well as by establishing features and levels of knowledge interconnectedness in the…

Ethics teaching in European veterinary schools: a qualitative case study.

PubMed

Magalhães-Sant'Ana, M

2014-12-13

Veterinary ethics is recognised as a relevant topic in the undergraduate veterinary curriculum. However, there appears to be no widely agreed view on which contents are best suited for veterinary ethics teaching and there is limited information on the teaching approaches adopted by veterinary schools. This paper provides an inside perspective on the diversity of veterinary ethics teaching topics, based on an in-depth analysis of three European veterinary schools: Copenhagen, Lisbon and Nottingham. The case study approach integrated information from the analysis of syllabi contents and interviews with educators (curricular year 2010-2011). These results show that the curriculum of veterinary ethics is multidimensional and can combine a wide range of scientific, regulatory, professional and philosophical subjects, some of which may not be explicitly set out in the course descriptors. A conceptual model for veterinary ethics teaching is proposed comprising prominent topics included within four overarching concepts: animal welfare science, laws/regulations, professionalism, and theories/concepts. It is intended that this work should inform future curriculum development of veterinary ethics in European schools and assist ethical deliberation in veterinary practice. British Veterinary Association.

The relationship between teaching styles and motivation to teach among physical education teachers.

PubMed

Hein, Vello; Ries, Francis; Pires, Francisco; Caune, Agnese; Heszteráné Ekler, Judit; Emeljanovas, Arunas; Valantiniene, Irena

2012-01-01

This study aims to investigate how teachers' motivation to teach is related to different teaching styles. A hundred and seventy six physical education teachers from five European countries participated in the study. Teachers' motivation was measured using an instrument developed by Roth et al., 2007 based on the Self-Determination Theory (Deci and Ryan, 1985) which was tested for suitability for use with physical education teachers. The use of teaching styles was assessed through teachers' self-reported data according to the description of teaching styles presented by Curtner-Smith et al., 2001. The revised confirmatory factor model of the teachers' motivation instrument, with three factors, met the criteria for satisfactory fit indices. The results showed that teachers were more intrinsically motivated to teach than externally. Cross-cultural comparison indicated that the Spanish teachers were more intrinsically motivated whilst Lithuanian teachers were more externally motivated than teachers from the other four countries. Teachers from all five countries reported a more frequent use of reproductive styles than productive styles. The results of the present study confirmed the hypotheses that teachers' autonomous motivation is related to the student-centered or productive teaching styles whilst non-autonomously motivated teachers adopt more teacher-centered or reproductive teaching styles. Intrinsic and introjected motivation was significantly higher among teachers who more frequently employed productive teaching styles than teachers who used them less frequently. Intrinsically motivated teachers using more productive teaching styles can contribute more to the promotion physical activity among students. PE teachers were more intrinsically motivated to teach than externally.Spanish PE teachers were more intrinsically motivated, whereas Lithuanian PE teachers were more externally motivated.Teachers from all five countries reported a more frequent use of reproductive

The Relationship Between Teaching Styles and Motivation to Teach Among Physical Education Teachers

PubMed Central

Hein, Vello; Ries, Francis; Pires, Francisco; Caune, Agnese; Heszteráné Ekler, Judit; Emeljanovas, Arunas; Valantiniene, Irena

2012-01-01

This study aims to investigate how teachers' motivation to teach is related to different teaching styles. A hundred and seventy six physical education teachers from five European countries participated in the study. Teachers' motivation was measured using an instrument developed by Roth et al., 2007 based on the Self-Determination Theory (Deci and Ryan, 1985) which was tested for suitability for use with physical education teachers. The use of teaching styles was assessed through teachers' self-reported data according to the description of teaching styles presented by Curtner-Smith et al., 2001. The revised confirmatory factor model of the teachers' motivation instrument, with three factors, met the criteria for satisfactory fit indices. The results showed that teachers were more intrinsically motivated to teach than externally. Cross-cultural comparison indicated that the Spanish teachers were more intrinsically motivated whilst Lithuanian teachers were more externally motivated than teachers from the other four countries. Teachers from all five countries reported a more frequent use of reproductive styles than productive styles. The results of the present study confirmed the hypotheses that teachers' autonomous motivation is related to the student-centered or productive teaching styles whilst non-autonomously motivated teachers adopt more teacher-centered or reproductive teaching styles. Intrinsic and introjected motivation was significantly higher among teachers who more frequently employed productive teaching styles than teachers who used them less frequently. Intrinsically motivated teachers using more productive teaching styles can contribute more to the promotion physical activity among students. Key points PE teachers were more intrinsically motivated to teach than externally. Spanish PE teachers were more intrinsically motivated, whereas Lithuanian PE teachers were more externally motivated. Teachers from all five countries reported a more frequent use of

The use of a cognitive task analysis-based multimedia program to teach surgical decision making in flexor tendon repair.

PubMed

Luker, Kali R; Sullivan, Maura E; Peyre, Sarah E; Sherman, Randy; Grunwald, Tiffany

2008-01-01

The aim of this study was to compare the surgical knowledge of residents before and after receiving a cognitive task analysis-based multimedia teaching module. Ten plastic surgery residents were evaluated performing flexor tendon repair on 3 occasions. Traditional learning occurred between the first and second trial and served as the control. A teaching module was introduced as an intervention between the second and third trial using cognitive task analysis to illustrate decision-making skills. All residents showed improvement in their decision-making ability when performing flexor tendon repair after each surgical procedure. The group improved through traditional methods as well as exposure to our talk-aloud protocol (P > .01). After being trained using the cognitive task analysis curriculum the group displayed a statistically significant knowledge expansion (P < .01). Residents receiving cognitive task analysis-based multimedia surgical curriculum instruction achieved greater command of problem solving and are better equipped to make correct decisions in flexor tendon repair.

The Meaning of Older Adults' Peer Teaching: A Phenomenological Study

ERIC Educational Resources Information Center

Choi, Ilseon

2009-01-01

This study investigated older adults' peer teaching experiences at a Lifelong Learning Institute through interviews with eight teachers and observations of their classes. Thematic analysis revealed themes of peer-to-peer teaching, volunteer teaching, and explorative teaching. Discussion of the themes examines the meaning of older adults' peer…

The SQL Server Database for Non Computer Professional Teaching Reform

ERIC Educational Resources Information Center

Liu, Xiangwei

2012-01-01

A summary of the teaching methods of the non-computer professional SQL Server database, analyzes the current situation of the teaching course. According to non computer professional curriculum teaching characteristic, put forward some teaching reform methods, and put it into practice, improve the students' analysis ability, practice ability and…

Classroom Assessments of 6000 Teachers: What Do the Results Show about the Effectiveness of Teaching and Learning?

ERIC Educational Resources Information Center

Hill, Flo H.; And Others

This paper presents the results of a series of summary analyses of descriptive statistics concerning 5,720 Louisiana teachers who were assessed with the System for Teaching and Learning Assessment and Review (STAR)--a comprehensive on-the-job statewide teacher assessment system--during the second pilot year (1989-90). Data were collected by about…

Development and validation of a new survey: Perceptions of Teaching as a Profession (PTaP)

NASA Astrophysics Data System (ADS)

Adams, Wendy

2017-01-01

To better understand the impact of efforts to train more science teachers such as the PhysTEC Project and to help with early identification of future teachers, we are developing the survey of Perceptions of Teaching as a Profession (PTaP) to measure students' views of teaching as a career, their interest in teaching and the perceived climate of physics departments towards teaching as a profession. The instrument consists of a series of statements which require a response using a 5-point Likert-scale and can be easily administered online. The survey items were drafted by a team of researchers and physics teacher candidates and then reviewed by an advisory committee of 20 physics teacher educators and practicing teachers. We conducted 27 interviews with both teacher candidates and non-teaching STEM majors. The survey was refined through an iterative process of student interviews and item clarification until all items were interpreted consistently and answered for consistent reasons. In this presentation the preliminary results from the student interviews as well as the results of item analysis and a factor analysis on 900 student responses will be shared.

Reflective teaching practices: an approach to teaching communication skills in a small-group setting.

PubMed

Fryer-Edwards, Kelly; Arnold, Robert M; Baile, Walter; Tulsky, James A; Petracca, Frances; Back, Anthony

2006-07-01

Small-group teaching is particularly suited for complex skills such as communication. Existing work has identified the basic elements of small-group teaching, but few descriptions of higher-order teaching practices exist in the medical literature. Thus the authors developed an empirically driven and theoretically grounded model for small-group communication-skills teaching. Between 2002 and 2005, teaching observations were collected over 100 hours of direct contact time between four expert facilitators and 120 medical oncology fellows participating in Oncotalk, a semiannual, four-day retreat focused on end-of-life communication skills. The authors conducted small-group teaching observations, semistructured interviews with faculty participants, video or audio recording with transcript review, and evaluation of results by faculty participants. Teaching skills observed during the retreats included a linked set of reflective, process-oriented teaching practices: identifying a learning edge, proposing and testing hypotheses, and calibrating learner self-assessments. Based on observations and debriefings with facilitators, the authors developed a conceptual model of teaching that illustrates an iterative loop of teaching practices aimed at enhancing learners' engagement and self-efficacy. Through longitudinal, empirical observations, this project identified a set of specific teaching skills for small-group settings with applicability to other clinical teaching settings. This study extends current theory and teaching practice prescriptions by describing specific teaching practices required for effective teaching. These reflective teaching practices, while developed for communication skills training, may be useful for teaching other challenging topics such as ethics and professionalism.

The Literacy Skills of Secondary Teaching Undergraduates: Results of Diagnostic Testing and a Discussion of Findings

ERIC Educational Resources Information Center

Moon, Brian

2014-01-01

The capacity of secondary school teachers to support general literacy and to teach discipline-specific literacy skills depends upon their personal literacy competence. Diagnostic testing of 203 secondary teaching undergraduates at one Australian university revealed deficiencies in personal literacy competence that could affect their future…

A follow-up power analysis of the statistical tests used in the Journal of Research in Science Teaching

NASA Astrophysics Data System (ADS)

Woolley, Thomas W.; Dawson, George O.

It has been two decades since the first power analysis of a psychological journal and 10 years since the Journal of Research in Science Teaching made its contribution to this debate. One purpose of this article is to investigate what power-related changes, if any, have occurred in science education research over the past decade as a result of the earlier survey. In addition, previous recommendations are expanded and expounded upon within the context of more recent work in this area. The absence of any consistent mode of presenting statistical results, as well as little change with regard to power-related issues are reported. Guidelines for reporting the minimal amount of information demanded for clear and independent evaluation of research results by readers are also proposed.

Joining the Global Village: Teaching Globalization with Wikipedia

ERIC Educational Resources Information Center

Konieczny, Piotr

2017-01-01

This paper presents an analysis of my experiences with a teaching activity that engages students in publishing in Wikipedia on issues relating to globalization. It begins with a short overview of some of the current debates revolving around teaching globalization, which lay ground for the assignment. I discuss how this teaching tool fits with a…

What motivates senior clinicians to teach medical students?

PubMed Central

Dahlstrom, Jane; Dorai-Raj, Anna; McGill, Darryl; Owen, Cathy; Tymms, Kathleen; Watson, D Ashley R

2005-01-01

Background This study was designed to assess the motivations of senior medical clinicians to teach medical students. This understanding could improve the recruitment and retention of important clinical teachers. Methods The study group was 101 senior medical clinicians registered on a teaching list for a medical school teaching hospital (The Canberra Hospital, ACT, Australia). Their motivations to teach medical students were assessed applying Q methodology. Results Of the 75 participants, 18 (24%) were female and 57 (76%) were male. The age distribution was as follows: 30–40 years = 16 participants (21.3%), 41–55 years = 46 participants (61.3%) and >55 years = 13 participants (17.3%). Most participants (n = 48, 64%) were staff specialists and 27 (36%) were visiting medical officers. Half of the participants were internists (n = 39, 52%), 12 (16%) were surgeons, and 24 (32%) were other sub-specialists. Of the 26 senior clinicians that did not participate, two were women; 15 were visiting medical officers and 11 were staff specialists; 16 were internists, 9 were surgeons and there was one other sub-specialist. The majority of these non-participating clinicians fell in the 41–55 year age group. The participating clinicians were moderately homogenous in their responses. Factor analysis produced 4 factors: one summarising positive motivations for teaching and three capturing impediments for teaching. The main factors influencing motivation to teach medical students were intrinsic issues such as altruism, intellectual satisfaction, personal skills and truth seeking. The reasons for not teaching included no strong involvement in course design, a heavy clinical load or feeling it was a waste of time. Conclusion This study provides some insights into factors that may be utilised in the design of teaching programs that meet teacher motivations and ultimately enhance the effectiveness of the medical teaching workforce. PMID:16022738

Effective Teaching Methods in Higher Education: Requirements and Barriers.

PubMed

Shirani Bidabadi, Nahid; Nasr Isfahani, Ahmmadreza; Rouhollahi, Amir; Khalili, Roya

2016-10-01

Teaching is one of the main components in educational planning which is a key factor in conducting educational plans. Despite the importance of good teaching, the outcomes are far from ideal. The present qualitative study aimed to investigate effective teaching in higher education in Iran based on the experiences of best professors in the country and the best local professors of Isfahan University of Technology. This qualitative content analysis study was conducted through purposeful sampling. Semi-structured interviews were conducted with ten faculty members (3 of them from the best professors in the country and 7 from the best local professors). Content analysis was performed by MAXQDA software. The codes, categories and themes were explored through an inductive process that began from semantic units or direct quotations to general themes. According to the results of this study, the best teaching approach is the mixed method (student-centered together with teacher-centered) plus educational planning and previous readiness. But whenever the teachers can teach using this method confront with some barriers and requirements; some of these requirements are prerequisite in professors' behavior and some of these are prerequisite in professors' outlook. Also, there are some major barriers, some of which are associated with the professors' operation and others are related to laws and regulations. Implications of these findings for teachers' preparation in education are discussed. In the present study, it was illustrated that a good teaching method helps the students to question their preconceptions, and motivates them to learn, by putting them in a situation in which they come to see themselves as the authors of answers, as the agents of responsibility for change. But training through this method has some barriers and requirements. To have an effective teaching; the faculty members of the universities should be awarded of these barriers and requirements as a way to

The Efficiency of the University Teaching and Learning Training Program (UTL) on Developing the Teaching Competencies of the Teaching Staff at Imam University

ERIC Educational Resources Information Center

AlRweithy, Eman; Alsaleem, Basma Issa

2014-01-01

This study aimed at presenting the University Teaching and Learning training program UTL and determining the efficiency of the UTL on developing the teaching competencies of the teaching staff at Imam University in Saudi Arabia. The results revealed that there were statistically significant differences between the performance of the training group…

Response Rate and Teaching Effectiveness in Institutional Student Evaluation of Teaching: A Multiple Linear Regression Study

ERIC Educational Resources Information Center

Al-Maamari, Faisal

2015-01-01

It is important to consider the question of whether teacher-, course-, and student-related factors affect student ratings of instructors in Student Evaluation of Teaching (SET) in English Language Teaching (ELT). This paper reports on a statistical analysis of SET in two large EFL programmes at a university setting in the Sultanate of Oman. I…

Reflections on Teaching a Large Class.

ERIC Educational Resources Information Center

Miner, Rick

1992-01-01

Uses an analysis of small- and large-class differences as a framework for planning for and teaching a large class. Analyzes the process of developing and offering an organizational behavior class to 141 college students. Suggests ways to improve teaching effectiveness by minimizing psychological and physical distances, redistributing resources,…

Teaching Reform of Civil Engineering Materials Course Based on Project-Driven Pedagogy

NASA Astrophysics Data System (ADS)

Yidong, Xu; Wei, Chen; WeiguoJian, You; Jiansheng, Shen

2018-05-01

In view of the scattered experimental projects in practical courses of civil engineering materials, the poor practical ability of students and the disconnection between practical teaching and theoretical teaching, this paper proposes a practical teaching procedure. Firstly, the single experiment should be offered which emphasizes on improving the students’ basic experimental operating ability. Secondly, the compressive experiment is offered and the overall quality of students can be examined in the form of project team. In order to investigate the effect of teaching reform, the comparative analysis of the students of three grades (2014, 2015 and 2016) majored in civil engineering was conducted. The result shows that the students’ ability of experimental operation is obviously improved by using the project driven method-based teaching reform. Besides, the students’ ability to analyse and solve problems has also been improved.

What Do We Teach in Organizational Behavior? An Analysis of MBA Syllabi

ERIC Educational Resources Information Center

Brown, Kenneth G.; Charlier, Steven D.; Rynes, Sara L.; Hosmanek, Andrew

2013-01-01

This study examines the syllabi of 241 required organizational behavior (OB) related classes in full-time U.S. MBA programs. Syllabi were coded for information about course title, topics, readings, cases, teaching methods, and learning assessment methods. Results revealed that the most frequent topics listed across courses are leadership and…

How can we teach EBM in clinical practice? An analysis of barriers to implementation of on-the-job EBM teaching and learning.

PubMed

Oude Rengerink, Katrien; Thangaratinam, Shakila; Barnfield, Gemma; Suter, Katja; Horvath, Andrea R; Walczak, Jacek; Wełmińska, Anna; Weinbrenner, Susanne; Meyerrose, Berit; Arvanitis, Theodoros N; Onody, Rita; Zanrei, Gianni; Kunz, Regina; Arditi, Chantal; Burnand, Bernard; Gee, Harry; Khan, Khalid S; Mol, Ben W J

2011-01-01

Evidence-based medicine (EBM) improves the quality of health care. Courses on how to teach EBM in practice are available, but knowledge does not automatically imply its application in teaching. We aimed to identify and compare barriers and facilitators for teaching EBM in clinical practice in various European countries. A questionnaire was constructed listing potential barriers and facilitators for EBM teaching in clinical practice. Answers were reported on a 7-point Likert scale ranging from not at all being a barrier to being an insurmountable barrier. The questionnaire was completed by 120 clinical EBM teachers from 11 countries. Lack of time was the strongest barrier for teaching EBM in practice (median 5). Moderate barriers were the lack of requirements for EBM skills and a pyramid hierarchy in health care management structure (median 4). In Germany, Hungary and Poland, reading and understanding articles in English was a higher barrier than in the other countries. Incorporation of teaching EBM in practice faces several barriers to implementation. Teaching EBM in clinical settings is most successful where EBM principles are culturally embedded and form part and parcel of everyday clinical decisions and medical practice.

Improving the Teaching Skills of Residents in a Surgical Training Program: Results of the Pilot Year of a Curricular Initiative in an Ophthalmology Residency Program.

PubMed

Chee, Yewlin E; Newman, Lori R; Loewenstein, John I; Kloek, Carolyn E

2015-01-01

To design and implement a teaching skills curriculum that addressed the needs of an ophthalmology residency training program, to assess the effect of the curriculum, and to present important lessons learned. A teaching skills curriculum was designed for the Harvard Medical School (HMS) Residency Training Program in Ophthalmology. Results of a needs assessment survey were used to guide curriculum objectives. Overall, 3 teaching workshops were conducted between October 2012 and March 2013 that addressed areas of need, including procedural teaching. A postcurriculum survey was used to assess the effect of the curriculum. Massachusetts Eye and Ear Infirmary, a tertiary care institution in Boston, MA. Overall, 24 residents in the HMS Residency Training Program in Ophthalmology were included. The needs assessment survey demonstrated that although most residents anticipated that teaching would be important in their future career, only one-third had prior formal training in teaching. All residents reported they found the teaching workshops to be either very or extremely useful. All residents reported they would like further training in teaching, with most residents requesting additional training in best procedural teaching practices for future sessions. The pilot year of the resident-as-teacher curriculum for the HMS Residency Training Program in Ophthalmology demonstrated a need for this curriculum and was perceived as beneficial by the residents, who reported increased comfort in their teaching skills after attending the workshops. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Teaching Languages, Teaching Cultures.

ERIC Educational Resources Information Center

Liddicoat, Anthony J., Ed.; Crozet, Chantal, Ed.

This collection of papers examines what it means to teach culture as an integrated part of language from both the language learner's and the language teacher's perspectives. The 11 papers include the following: "Teaching Cultures as an Integrated Part of Language: Implications for the Aims, Approaches and Pedagogies of Language Teaching"…

A storied-identity analysis approach to teacher candidates learning to teach in an urban setting

NASA Astrophysics Data System (ADS)

Ibourk, Amal

highlighted his struggle with navigating talkativeness in the class, but also his struggle being an authority figure in his classroom. At present, only Becky and Ashley pursued teaching in a high needs setting. A storied identity analysis provided as well an insight into their storied strategies, or the teaching strategies shaped by the stories the interns told about how they made sense of the challenges they faced in their teaching practice. There were five teaching strategies the interns named that were important in supporting their learning to teach were (1) building relationships with their students, (2) being resourceful and creative when faced with limited lab materials, (3) making science relevant to their students, (4) scaffolding their students in their learning, and (5) having a network of people as resources in helping them be better teachers and helping their students learn. Out of these five teaching strategies, I called those they named and highlighted as helping them teach in ways they valued and that connected back to their storied identity of science learning their storied strategies. Implications for further pushing storied identities as a tool for teacher educators to help pinpoint priorities that surface in teacher candidates' practice are discussed. An insight into the priorities that teacher candidates highlight in their practice as well as the storied strategies they name and use to deal with challenges that surface in their practice has potential in better helping teacher candidates navigate their developing practice.

The Interactive Virtual Earth Science Teaching (InVEST) project: preliminary results

NASA Astrophysics Data System (ADS)

Gallus, W.; Cervato, C.; Parham, T.; Larsen, M.; Cruz-Neira, C.; Boudreaux, H.

2009-04-01

The InVEST (Interactive Virtual Earth Science Teaching) project has as its goal the development of state-of-the-art virtual reality geoscience tools that can be used to correct student misunderstandings about some geoscience phenomena. One tool, originally developed several years ago, the virtual tornadic thunderstorm, was recently modified based on feedback from instructors given the opportunity to use the tool. The modified virtual storm will be demonstrated during the presentation. In addition, a virtual volcano application is currently under development. To steer the development of this application, a Volcanic Concept Survey was recently administered to over 600 students at six U.S. institutions with the goal of identifying areas of greatest misconception relating to volcanoes. Both mean and median scores on the instrument were exceptionally low, indicating that students generally possessed minimal understanding of volcanic systems. High scores were restricted to the simplest aspects of volcanism (terminology, basic volcano shape) while questions requiring higher thinking and deeper conceptual connections (analysis of patterns, eruptive controls, and hazards) saw much lower scores. Categorical analysis of response types revealed the extent of specific misconceptions, the most predominant of which demonstrated a failure to link tectonics to a global volcanic pattern. Eruptive catalysts and controls also appear poorly understood, as are volcanic impacts on the environment and human endeavors. The survey also included demographic information which has been analyzed. Analysis of student sources of knowledge found that over 41% of students said that they had acquired most of their understanding about volcanoes from non-traditional sources such as the popular media and Hollywood films. Application of a multiple linear regression model and an expanded model suggests that these students were much less likely to receive high scores on questions relating to understanding

[Teaching practices and learning strategies in health careers].

PubMed

Carrasco Z, Constanza; Pérez V, Cristhian; Torres A, Graciela; Fasce H, Eduardo

2016-09-01

Medical Education, according to the constructivist education paradigm, puts students as the protagonists of the teaching and learning process. It demands changes in the practice of teaching. However, it is unclear whether this new model is coherent with the teachers’ ways to cope with learning. To analyze the relationship between teaching practices and learning strategies among teachers of health careers in Chilean universities. The Teaching Practices Questionnaire and Learning Strategies Inventory of Schmeck were applied to 200 teachers aged 24 to 72 years (64% females). Teachers use different types of teaching practices. They commonly use deep and elaborative learning strategies. A multiple regression analysis showed that learning strategies had a 13% predictive value to identify student-centered teaching, but they failed to predict teacher-centered teaching. Teaching practices and learning strategies of teachers are related. Teachers frequently select constructivist model strategies, using different teaching practices in their work.

Is It Working? Distractor Analysis Results from the Test Of Astronomy STandards (TOAST) Assessment Instrument

NASA Astrophysics Data System (ADS)

Slater, Stephanie

2009-05-01

The Test Of Astronomy STandards (TOAST) assessment instrument is a multiple-choice survey tightly aligned to the consensus learning goals stated by the American Astronomical Society - Chair's Conference on ASTRO 101, the American Association of the Advancement of Science's Project 2061 Benchmarks, and the National Research Council's National Science Education Standards. Researchers from the Cognition in Astronomy, Physics and Earth sciences Research (CAPER) Team at the University of Wyoming's Science and Math Teaching Center (UWYO SMTC) have been conducting a question-by-question distractor analysis procedure to determine the sensitivity and effectiveness of each item. In brief, the frequency each possible answer choice, known as a foil or distractor on a multiple-choice test, is determined and compared to the existing literature on the teaching and learning of astronomy. In addition to having statistical difficulty and discrimination values, a well functioning assessment item will show students selecting distractors in the relative proportions to how we expect them to respond based on known misconceptions and reasoning difficulties. In all cases, our distractor analysis suggests that all items are functioning as expected. These results add weight to the validity of the Test Of Astronomy STandards (TOAST) assessment instrument, which is designed to help instructors and researchers measure the impact of course-length duration instructional strategies for undergraduate science survey courses with learning goals tightly aligned to the consensus goals of the astronomy education community.

Business School Teaching and Democratic Culture: An International and Comparative Analysis

ERIC Educational Resources Information Center

Kragh, Simon Ulrik; Bislev, Sven

2008-01-01

Egalitarian and participation-oriented teaching emphasizes critical discussion and informal relationships between students and professors. The authors argue that the use of egalitarian and some aspects of participation-oriented teaching at business schools differs systematically across countries according to the strength of democratic culture.…

Teaching Thousands with Cloud-based GIS

NASA Astrophysics Data System (ADS)

Gould, Michael; DiBiase, David; Beale, Linda

2016-04-01

Teaching Thousands with Cloud-based GIS Educators often draw a distinction between "teaching about GIS" and "teaching with GIS." Teaching about GIS involves helping students learn what GIS is, what it does, and how it works. On the other hand, teaching with GIS involves using the technology as a means to achieve education objectives in the sciences, social sciences, professional disciplines like engineering and planning, and even the humanities. The same distinction applies to CyberGIS. Understandably, early efforts to develop CyberGIS curricula and educational resources tend to be concerned primarily with CyberGIS itself. However, if CyberGIS becomes as functional, usable and scalable as it aspires to be, teaching with CyberGIS has the potential to enable large and diverse global audiences to perform spatial analysis using hosted data, mapping and analysis services all running in the cloud. Early examples of teaching tens of thousands of students across the globe with cloud-based GIS include the massive open online courses (MOOCs) offered by Penn State University and others, as well as the series of MOOCs more recently developed and offered by Esri. In each case, ArcGIS Online was used to help students achieve educational objectives in subjects like business, geodesign, geospatial intelligence, and spatial analysis, as well as mapping. Feedback from the more than 100,000 total student participants to date, as well as from the educators and staff who supported these offerings, suggest that online education with cloud-based GIS is scalable to very large audiences. Lessons learned from the course design, development, and delivery of these early examples may be useful in informing the continuing development of CyberGIS education. While MOOCs may have passed the peak of their "hype cycle" in higher education, the phenomenon they revealed persists: namely, a global mass market of educated young adults who turn to free online education to expand their horizons. The

Causes for Ineffective College English Teaching and Relevant Countermeasures

ERIC Educational Resources Information Center

Li, Changyu; Li, Lijuan

2009-01-01

Through a questionnaire and a survey, the paper analyses the present College English teaching and the contributing factors for the ineffective College English teaching. Based on the analysis, the paper suggests four countermeasures to improve College English teaching quality. According to this paper, only when teachers and educational workers…

The Teaching Practices Inventory: A New Tool for Characterizing College and University Teaching in Mathematics and Science

PubMed Central

Gilbert, Sarah

2014-01-01

We have created an inventory to characterize the teaching practices used in science and mathematics courses. This inventory can aid instructors and departments in reflecting on their teaching. It has been tested with several hundred university instructors and courses from mathematics and four science disciplines. Most instructors complete the inventory in 10 min or less, and the results allow meaningful comparisons of the teaching used for the different courses and instructors within a department and across different departments. We also show how the inventory results can be used to gauge the extent of use of research-based teaching practices, and we illustrate this with the inventory results for five departments. These results show the high degree of discrimination provided by the inventory, as well as its effectiveness in tracking the increase in the use of research-based teaching practices. PMID:25185237

What motivates general practitioners to teach.

PubMed

Thomson, Jennifer; Haesler, Emily; Anderson, Katrina; Barnard, Amanda

2014-04-01

The Australian general practitioner (GP) teaching workforce will need to expand in order to provide for the increasing number of medical students and doctors-in-training. Understanding factors that motivate GPs to become involved in teaching in their clinical practice environments is important for developing recruitment and retention strategies. Thirty-one semi-structured interviews were conducted with a cross section of GP teachers and were subjected to thematic analysis. Themes were identified and further classified as motivations and prerequisites for teaching. The desire to update clinical knowledge was the most frequently mentioned motivation for teaching, and was described as a strategy for GP teachers to preserve clinical competence through the opportunity to learn new aspects of medicine from junior colleagues. Other motivations included personal fulfillment and enjoyment of teaching, the opportunity to pass on general practice skills and knowledge, promoting general practice as a career, and fulfilling a sense of responsibility to the profession and community. Peers, students and patients also influenced the decision to teach. Most GPs identified that time, workload, availability of space and adequate financial remuneration were prerequisites for teaching. Practice owners also often determined the GP teachers' capacity to teach. To increase the recruitment and retention of GP teachers, it is recommended that teaching organisations give more recognition to teaching as a clinical professional development activity, place more emphasis on GPs' personal enjoyment, professional responsibility and pride in teaching, and increase engagement with practice owners. © 2014 John Wiley & Sons Ltd.

Teaching Teaching.

ERIC Educational Resources Information Center

Watts, Heidi

1982-01-01

A staff development specialist describes personal qualities demanded by that field: (1) a "watchbird" mentality, emphasizing self-awareness; (2) a clear sense of personal goals; (3) a sense of the mutuality of teaching and learning; and (4) willingness to take risks. Staff developers benefit from frequent returns to classroom teaching.…

An In-Depth Analysis of Teaching Themes and the Quality of Teaching in Higher Education: Evidence from the Programming Education Environments

ERIC Educational Resources Information Center

Xia, Belle Selene

2017-01-01

Education research in computer science has emphasized the research of web-based learning environments as a result of the latest technological advancement in higher education. Our research aim is to offer new insights on the different teaching strategies in programming education both from a theoretical and empirical point of view as a response to…

Evaluating Views of Lecturers on the Consistency of Teaching Content with Teaching Approach: Traditional versus Reform Calculus

ERIC Educational Resources Information Center

Sevimli, Eyup

2016-01-01

This study aims to evaluate the consistency of teaching content with teaching approaches in calculus on the basis of lecturers' views. In this sense, the structures of the examples given in two commonly used calculus textbooks, both in traditional and reform classrooms, are compared. The content analysis findings show that the examples in both…

Does Professional Development Change Teaching Practice? Results from a Three-Year Study.

ERIC Educational Resources Information Center

Porter, Andrew C.; Garet, Michael S.; Desimone, Laura; Yoon, Kwang Suk; Birman, Beatrice F.

This report, the third in a series of reports from the longitudinal evaluation of the Eisenhower Professional Development Program, examines the effects of professional development on improving classroom teaching practice. The Eisenhower Professional Development Program, Title II of the Elementary and Secondary Education Act, is the federal…

A Program to Teach Programming.

ERIC Educational Resources Information Center

Fenichel, Robert R.; And Others

1969-01-01

The TEACH system was developed to provide inexpensive, effective, virtually instructorless instruction in programing. The TEACH system employed an interactive language, UNCL. Two full sections of the TEACH course were taught. The results of this experience suggested ways in which the research and development effort on the system should be…

Multisource feedback analysis of pediatric outpatient teaching

PubMed Central

2013-01-01

Background This study aims to evaluate the outpatient communication skills of medical students via multisource feedback, which may be useful to map future directions in improving physician-patient communication. Methods Family respondents of patients, a nurse, a clinical teacher, and a research assistant evaluated video-recorded medical students’ interactions with outpatients by using multisource feedback questionnaires; students also assessed their own skills. The questionnaire was answered based on the video-recorded interactions between outpatients and the medical students. Results A total of 60 family respondents of the 60 patients completed the questionnaires, 58 (96.7%) of them agreed with the video recording. Two reasons for reluctance were “personal privacy” issues and “simply disagree” with the video recording. The average satisfaction score of the 58 students was 85.1 points, indicating students’ performance was in the category between satisfied and very satisfied. The family respondents were most satisfied with the “teacher”s attitude,“ followed by ”teaching quality”. In contrast, the family respondents were least satisfied with “being open to questions”. Among the 6 assessment domains of communication skills, the students scored highest on “explaining” and lowest on “giving recommendations”. In the detailed assessment by family respondents, the students scored lowest on “asking about life/school burden”. In the multisource analysis, the nurses’ mean score was much higher and the students’ mean self-assessment score was lower than the average scores on all domains. Conclusion The willingness and satisfaction of family respondents were high in this study. Students scored the lowest on giving recommendations to patients. Multisource feedback with video recording is useful in providing more accurate evaluation of students’ communication competence and in identifying the areas of communication that require

An Analysis of Three Curriculum Approaches to Teaching English in Public-Sector Schools

ERIC Educational Resources Information Center

Graves, Kathleen; Garton, Sue

2017-01-01

This article explores three current, influential English language teaching (ELT) curriculum approaches to the teaching of English in public-sector schools at the primary and secondary level and how the theory of each approach translates into curriculum practice. These approaches are communicative language teaching (CLT), genre-based pedagogy, and…

A Confirmatory Factor Analysis of Teaching Presence within Online Professional Development

ERIC Educational Resources Information Center

Miller, Melinda G.; Hahs-Vaughn, Debbie L.; Zygouris-Coe, Vicky

2014-01-01

The Community of Inquiry model provides a framework for recognizing and evaluating interpersonal behaviors in online educational settings. One of its three components, teaching presence, describes behaviors that are under the auspices of the online instructor. By examining behaviors through the theoretical lens provided by teaching presence, and…

Both preparing to teach and teaching positively impact learning outcomes for peer teachers.

PubMed

Gregory, Alexander; Walker, Ian; McLaughlin, Kevin; Peets, Adam D

2011-01-01

We sought to evaluate the independent effects of preparing to teach and teaching on peer teacher learning outcomes. To evaluate the independent contributions of both preparing to teach and teaching to the learning of peer teachers in medical education. In total, 17 third-year medical students prepared to teach second-year students Advanced Cardiac Life Support algorithms and electrocardiogram (ECG) interpretation. Immediately prior to teaching they were randomly allocated to not teach, to teach algorithms, or to teach ECG. Peer teachers were tested on both topics prior to preparation, immediately after teaching and 60 days later. Compared to baseline, peer teachers' mean examination scores (±SD) demonstrated the greatest gains for content areas they prepared for and then taught (43.0% (13.9) vs. 66.3% (8.8), p < 0.001, d = 2.1), with gains persisting to 60 days (45.1% (13.9) vs. 61.8% (13.9), p < 0.01, d = 1.3). For content they prepared to teach but did not teach, less dramatic gains were evident (43.6% (8.3) vs. 54.7% (9.4), p < 0.001, d = 1.3), but did persist for 60 days (42.6% (8.1) vs. 53.2% (14.5), p < 0.05, d = 1.3). Increase in test scores attributable to the act of teaching were greater than those for preparation (23.3% (10.9) vs. 8% (9.6), p < 0.001, d = 1.6), but the difference was not significant 60 days later (16.7% (14.4) vs. 10.2% (16.9), p = 0.4). Our results suggest preparing to teach and actively teaching may have independent positive effects on peer teacher learning outcomes.

Transformative Teaching and Learning by Developing

ERIC Educational Resources Information Center

Kallioinen, Outi

2011-01-01

The scholarship of teaching at Laurea University of Applied Sciences is undergoing a great change. The purpose of this article is to reflect the SWOT-analysis produced by 13 teachers at the end of the 2-year PD programme for Transformative Teaching concerning the implementation of the new pedagogical model of Laurea called Learning by Developing…

Towards Teaching Chemistry as a Language

ERIC Educational Resources Information Center

Laszlo, Pierre

2013-01-01

This paper presents views on the teaching of chemistry and directions for its further development. A detailed critical analysis is offered for the inadequacy of much of the current teaching, weighed that it is by a conventional, traditional and, as it turns out, rather outdated sense of the material to be covered. The ambient meta-discourse on the…

Teaching Hearing-Impaired Children in Iraq Using a New Teaching Method.

ERIC Educational Resources Information Center

Harris, N. D. C.; Mustafa, N.

1986-01-01

Describes a field test and results of a new didactic teaching method involving resource-based learning to teach various aspects of mathematics and science (fractions, magnetism, planets) to elementary aged hearing impaired student in Iraq. The dramatic improvements in language for learners is described and implications of the methods are…

Development of Teaching Material Oxidation-Reduction Reactions through Four Steps Teaching Material Development (4S TMD)

NASA Astrophysics Data System (ADS)

Syamsuri, B. S.; Anwar, S.; Sumarna, O.

2017-09-01

This research aims to develop oxidation-reduction reactions (redox) teaching material used the Four Steps Teaching Material Development (4S TMD) method consists of four steps: selection, structuring, characterization and didactical reduction. This paper is the first part of the development of teaching material that includes selection and structuring steps. At the selection step, the development of teaching material begins with the development concept of redox based on curriculum demands, then the development of fundamental concepts sourced from the international textbook, and last is the development of values or skills can be integrated with redox concepts. The results of this selection step are the subject matter of the redox concept and values can be integrated with it. In the structuring step was developed concept map that provide on the relationship between redox concepts; Macro structure that guide systematic on the writing of teaching material; And multiple representations which are the development of teaching material that connection between macroscopic, submicroscopic, and symbolic level representations. The result of the two steps in this first part of the study produced a draft of teaching material. Evaluation of the draft of teaching material is done by an expert lecturer in the field of chemical education to assess the feasibility of teaching material.

Teaching braille letters, numerals, punctuation, and contractions to sighted individuals.

PubMed

Putnam, Brittany C; Tiger, Jeffrey H

2015-01-01

Braille-character recognition is one of the foundational skills required for teachers of braille. Prior research has evaluated computer programming for teaching braille-to-print letter relations (e.g., Scheithauer & Tiger, 2012). In the current study, we developed a program (the Visual Braille Trainer) to teach not only letters but also numerals, punctuation, symbols, and contractions; we evaluated this program with 4 sighted undergraduate participants. Exposure to this program resulted in mastery of all braille-to-print relations for each participant. © Society for the Experimental Analysis of Behavior.

Organizational Analysis With Results Using Transactional Analysis

ERIC Educational Resources Information Center

Clary, Thomas C.; Clary, Erica W.

1976-01-01

OARTA (Organization Analysis with Results Using Transactional Analysis) is a way of thinking designed to resolve problems and reach goals through action-oriented research and analysis--a learning experience in which members of an organization can develop themselves and their organization. (ABM)

Mapping the Structure of Knowledge for Teaching Nominal Categorical Data Analysis

ERIC Educational Resources Information Center

Groth, Randall E.; Bergner, Jennifer A.

2013-01-01

This report describes a model for mapping cognitive structures related to content knowledge for teaching. The model consists of knowledge elements pertinent to teaching a content domain, the nature of the connections among them, and a means for representing the elements and connections visually. The model is illustrated through empirical data…

Teaching science, technology, and society to engineering students: a sixteen year journey.

PubMed

Ozaktas, Haldun M

2013-12-01

The course Science, Technology, and Society is taken by about 500 engineering students each year at Bilkent University, Ankara. Aiming to complement the highly technical engineering programs, it deals with the ethical, social, cultural, political, economic, legal, environment and sustainability, health and safety, reliability dimensions of science, technology, and engineering in a multidisciplinary fashion. The teaching philosophy and experiences of the instructor are reviewed. Community research projects have been an important feature of the course. Analysis of teaching style based on a multi-dimensional model is given. Results of outcome measurements performed for ABET assessment are provided. Challenges and solutions related to teaching a large class are discussed.

Teaching Chemical Engineers about Teaching

ERIC Educational Resources Information Center

Heath, Daniel E.; Hoy, Mary; Rathman, James F.; Rohdieck, Stephanie

2013-01-01

The Chemical and Biomolecular Engineering Department at The Ohio State University in collaboration with the University Center for the Advancement of Teaching developed the Chemical Engineering Mentored Teaching Experience. The Mentored Teaching Experience is an elective for Ph.D. students interested in pursuing faculty careers. Participants are…

Ethics teaching in rehabilitation: results of a pan-Canadian workshop with occupational and physical therapy educators.

PubMed

Hudon, Anne; Perreault, Kadija; Laliberté, Maude; Desrochers, Pascal; Williams-Jones, Bryn; Ehrmann Feldman, Debbie; Hunt, Matthew; Durocher, Evelyne; Mazer, Barbara

2016-11-01

Ethical practice is an essential competency for occupational and physical therapists. However, rehabilitation educators have few points of reference for choosing appropriate pedagogical and evaluation methods related to ethics. The objectives of this study were to: (1) identify priority content to cover in ethics teaching in occupational therapy (OT) and physical therapy (PT) programmes and (2) explore useful and innovative teaching and evaluation methods. Data for this qualitative descriptive study were collected during a 1-d knowledge exchange workshop focused on ethics teaching in rehabilitation. Twenty-three educators from 11 OT and 11 PT Canadian programmes participated in the workshop. They highlighted the importance of teaching foundational theoretical/philosophical approaches and grounding this teaching in concrete examples drawn from rehabilitation practice. A wide range of teaching methods was identified, such as videos, blogs, game-based simulations and role-play. For evaluation, participants used written assignments, exams, objective structured clinical examinations and reflective journals. The inclusion of opportunities for student self-evaluation was viewed as important. The CREW Day provided ethics educators the opportunity to share knowledge and begin creating a community of practice. This space for dialogue could be expanded to international rehabilitation ethics educators, to facilitate a broader network for sharing of tacit and experiential knowledge. Implications for Rehabilitation According to the study participants, rehabilitation ethics education should include learning about foundational knowledge related to ethical theory; be grounded in examples and cases drawn from clinical rehabilitation practice; and contribute to building professional competencies such as self-knowledge and critical thinking in students. Regardless of the methods used by occupational therapy (OT) and physical therapy (PT) educators for teaching and evaluation, the

Defining a framework for medical teachers' competencies to teach ethnic and cultural diversity: Results of a European Delphi study.

PubMed

Hordijk, Rowan; Hendrickx, Kristin; Lanting, Katja; MacFarlane, Anne; Muntinga, Maaike; Suurmond, Jeanine

2018-02-28

Medical students need to be trained in delivering diversity-responsive health care but unknown is what competencies teachers need. The aim of this study was to devise a framework of competencies for diversity teaching. An open-ended questionnaire about essential diversity teaching competencies was sent to a panel. This resulted in a list of 74 teaching competencies, which was sent in a second round to the panel for rating. The final framework of competencies was approved by the panel. Thirty-four experts participated. The final framework consisted of 10 competencies that were seen as essential for all medical teachers: (1) ability to critically reflect on own values and beliefs; (2) ability to communicate about individuals in a nondiscriminatory, nonstereotyping way; (3) empathy for patients regardless of ethnicity, race or nationality; (4) awareness of intersectionality; (5) awareness of own ethnic and cultural background; (6) knowledge of ethnic and social determinants of physical and mental health of migrants; (7) ability to reflect with students on the social or cultural context of the patient relevant to the medical encounter; (8) awareness that teachers are role models in the way they talk about patients from different ethnic, cultural and social backgrounds; (9) empathy for students of diverse ethnic, cultural and social background; (10) ability to engage, motivate and let all students participate. This framework of teaching competencies can be used in faculty development programs to adequately train all medical teachers.

Teachers' perceptions on primary science teaching

NASA Astrophysics Data System (ADS)

Kijkuakul, Sirinapa

2018-01-01

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

Perspectives on learning, learning to teach and teaching elementary science

NASA Astrophysics Data System (ADS)

Avraamidou, Lucy

-year elementary teacher's specialized knowledge and practices for giving priority to evidence in science teaching. The findings of this study indicated that Jean not only articulated, but also enacted, a student-centered approach to teaching science, which emphasized giving priority to evidence in the construction of scientific explanations. It also became evident through data analysis that Jean's practices were for the most part consistent with her knowledge and beliefs. This contradicts the findings of previous studies that indicate a mismatch between beginning teachers' knowledge and practices. Furthermore, the findings of this study illustrated that critical experiences during teacher preparation and specific university coursework acted as sources through which this aspect of pedagogical content knowledge was generated. The third manuscript proposes new directions for teaching science in elementary schools in Cyprus and makes recommendations to improve the current teacher preparation program in light of the need for a reform. This manuscript is built upon contemporary perspectives of learning and cognition, and is informed by current trends in science education in the United States and United Kingdom. Issues of teaching and learning science as inquiry, engaging in scientific argumentation, and the use of software scaffolds in support of learning and learning to teach science are discussed with special attention to the unique educational setting of Cyprus.

The Art of Teaching Science in Secondary Schools: A Meta Analysis

ERIC Educational Resources Information Center

Hassan, Sharifah Sariah Syed; Ibrahim, Ahmad Abdullahi

2018-01-01

This study attempted to highlight the trend of research in science related subjects specifically in schools. Articles and journals were retrieved from Google scholar under peer reviewed with the aim to highlight the trend of research methods, findings and teaching strategies. The themes were based on pedagogical approaches of teaching science,…

Teaching Mathematics in Seven Countries: Results from the TIMSS 1999 Video Study.

ERIC Educational Resources Information Center

Hiebert, James; Gallimore, Ronald; Garnier, Helen; Givvin, Karen Bogard; Hollingsworth, Hilary; Jacobs, Jennifer; Chui, Angel Miu-Ying; Wearne, Diana; Smith, Margaret; Kersting, Nicole; Manaster, Alfred; Tseng, Ellen; Etterbeek, Wallace; Manaster, Carl; Gonzales, Patrick; Stigler, James

This book reports teaching practices in mathematics in seven countries from the Third International Mathematics and Science Study (TIMSS) 1999 video study. A detailed description of the methods in the mathematics portion of the study is presented in an accompanying technical report from an international perspective. Contexts of the lessons, the…

Precision Teaching.

ERIC Educational Resources Information Center

Couch, Richard W.

Precision teaching (PT) is an approach to the science of human behavior that focuses on precise monitoring of carefully defined behaviors in an attempt to construct an environmental analysis of that behavior and its controlling variables. A variety of subjects have been used with PT, ranging in academic objectives from beginning reading to college…

Development of plant anatomy teaching material based on palynological studies of pollen impacted by the haze of Hibiscus rosa-sinensis

NASA Astrophysics Data System (ADS)

Desti

2018-05-01

The research about palynological study of pollen impacted by the haze of Hibiscus rosa-sinensis from Riau Province and its development as a teaching material for plant anatomy has been conducted in Biology Laboratory of Islamic University of Riau. The objective of this research is to find out of the pollen morphology of H. rosa-sinensis and the result of this study developed for teaching materials for plant anatomy subject. The method is descriptive. The analysis data used descriptive qualitative. The result showed that pollen has several characteristics which can be observed which is impacted by the haze. Pollen was observed is single pollen type, spheroidal sarcoid, polyphenoporate aperture type and exterior ornament. From result of research can be concluded that there is difference of pollen analysis between plant observed. Implication of research results in learning in the form of teaching materials for Plant Anatomy subject. Based on the validation results, it is known that the teaching materials that have been prepared can be used in the learning with percentage level achievement of 90.91% for teaching materials. The subject matter of Plant Anatomy which has been prepared based on the research result can be used in the learning process

Developing Teaching Skills through the School Practicum in Turkey: A Metasynthesis Study

ERIC Educational Resources Information Center

Tas, Mükerrem Akbulut; Karabay, Aysegül

2016-01-01

Using a metasynthesis approach, this study examined general teaching skills in previous studies on school practicum. The results and suggestions from 53 qualitative primary research studies that focused on school practicum in Turkey were reviewed. Data were collected using document analysis and content analysis using the NVivo10 programme. The…

Analysis of Mathematics Teachers' Self-Efficacy Levels Concerning the Teaching Process

ERIC Educational Resources Information Center

Ünsal, Serkan; Korkmaz, Fahrettin; Perçin, Safiye

2016-01-01

The purpose of this study is to identify mathematics teachers' opinions on the teaching process self-efficacy levels; and to examine mathematics teachers' teaching process self-efficacy beliefs with regards to specific variables. The study was conducted in Turkey during the second term of the 2015-2016 academic year. The study sample consisted of…

Qualitative Analysis of Information Communication Technology Use on Teaching-Learning Process.

ERIC Educational Resources Information Center

Akahori, Kanji

This paper describes some of the features of Information Communication Technology (ICT) and its uses in the teaching-learning process in elementary schools. In most schools, it is difficult for ICT to be used effectively in the teaching-learning process. The author observed many classes using ICT in elementary schools. Qualitative data, such as…

An Analysis of Spectrum Research on Teaching

ERIC Educational Resources Information Center

Chatoupis, Constantine

2010-01-01

Spectrum research on teaching has been conducted since 1970s. The purpose of this study was to identify, categorize, and analyze research in this area. Fifty three Spectrum studies conducted between 1970 and 2008 were included in this study. Each paper was coded for (a) decade the study was published, (b) publication outlet/dissertation research,…

Analysis of Learning in the Case of a Teaching on Heat and Temperature.

ERIC Educational Resources Information Center

Tiberghien, Andree

In the domain of research on physics education, results on students' conceptions show difficulties in physics learning. This paper aims to propose theoretical elements to interpret such learning difficulties related to physics teaching in the case of heat and temperature. Sections in this paper include: (1) Introduction; (2) Epistemological…

Teaching Integrity in Empirical Research: A Protocol for Documenting Data Management and Analysis

ERIC Educational Resources Information Center

Ball, Richard; Medeiros, Norm

2012-01-01

This article describes a protocol the authors developed for teaching undergraduates to document their statistical analyses for empirical research projects so that their results are completely reproducible and verifiable. The protocol is guided by the principle that the documentation prepared to accompany an empirical research project should be…

Work shadowing in dental teaching practices: evaluation results of a collaborative study between university and general dental practices.

PubMed

Heitkamp, Stefan J; Rüttermann, Stefan; Gerhardt-Szép, Susanne

2018-05-08

The aim of this study was to investigate the acceptance and assessment of work shadowing carried out by students and dentists in dental practices. Furthermore, the extent to which students perceive an improvement in their specialised, communication and social competencies, was to be examined. 61 dental students in their clinical semesters at a German university participated in work shadowing placements at 27 different general dental practices. Before beginning, they received checklists of various competencies that they self-assessed using school grades (from 1 = 'very good', to 6 = 'failed'), which they also repeated after completion. The dentists supplemented this with their external assessments. In addition, the students were requested to fill out a 54-item questionnaire and compose a freely-structured report after the work shadowing; the dentists filled out a questionnaire containing 16 items. The statistical analysis was carried out by means of the Friedman Test, including a post-hoc test (Bonferroni-Holm correction). The analysis showed a significant overall improvement in the students' self-assessed competencies by 0.71* ± 0.43 grades. With an average of 0.33* ± 0.36, the dentists' external assessment proved significantly higher than the self-assessment. The greatest improvements were perceived by the students in the areas of accounting (1.17* ± 0.77), practice organisation (1.05* ± 0.61) and dentist's discussions (0.94* ±0.80) [*p < 0.05]. The students confirmed experiencing an expansion of knowledge, an improvement in their communication skills and indicated a high degree of satisfaction in regard to the dentists (school grade 1.58 ± 0.93). A maximum amount of satisfaction towards the work shadow students was demonstrated by the dentists, and this form of teaching was assessed with a school grade of 1.69 ± 0.89. Both students and dental practitioners demonstrated a high level of satisfaction in regard to the work

The Explicit Teaching of Reading.

ERIC Educational Resources Information Center

Hancock, Joelie, Ed.

Exploring the explicit teaching of reading, this book is the result of a group of Australian teachers who took a closer look at their teaching so that they could be clearer to their kindergarten through middle-school students. Chapter 1 is based on a presentation at a Saturday inservice program on explicit teaching. Chapters 2-9 were written by…

Teaching Morally and Teaching Morality

ERIC Educational Resources Information Center

Fenstermacher, Gary D.; Osguthorpe, Richard D.; Sanger, Matthew N.

2009-01-01

In this article, the authors introduce what they believe is an important distinction between teaching morality and teaching morally. In P-12 schools, the moral education debate often focuses on character education programs or other moral curricula. Such programs and curricula are championed as a means of teaching morality and transmitting moral…

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.

Using Stories about Heroes To Teach Values. ERIC Digest.

ERIC Educational Resources Information Center

Sanchez, Tony R.

This digest discusses a method of teaching values by using the lives of heroes as examples. The trend for teaching values is to offer methods of analysis and judgment that lead to answers about right and wrong, better and worse concerning personal behavior and common good. Stories about heroes have been identified as the means of teaching and…

Teacher students' dilemmas when teaching science through inquiry

NASA Astrophysics Data System (ADS)

Krämer, Philipp; Nessler, Stefan H.; Schlüter, Kirsten

2015-09-01

Background: Inquiry-based science education (IBSE) is suitable to teach scientific contents as well as to foster scientific skills. Similar conclusions are drawn by studies with respect to scientific literacy, motivational aspects, vocabulary knowledge, conceptual understandings, critical thinking, and attitudes toward science. Nevertheless, IBSE is rarely adopted in schools. Often barriers for teachers account for this lack, with the result that even good teachers struggle to teach science as inquiry. More importantly, studies indicate that several barriers and constraints could be ascribed to problems teacher students have at the university stage. Purpose: The purpose of this explorative investigation is to examine the problems teacher students have when teaching science through inquiry. In order to draw a holistic picture of these problems, we identified problems from three different points of view leading to the research question: What problems regarding IBSE do teacher students have from an objective, a subjective, and a self-reflective perspective? Design & method: Using video analysis and observation tools as well as qualitative content analysis and open questionnaires we identified problems from each perspective. Results: The objectively stated problems comprise the lack of essential features of IBSE especially concerning 'Supporting pupils' own investigations' and 'Guiding analysis and conclusions.' The subjectively perceived problems comprise concerns about 'Teachers' abilities' and 'Pupils' abilities,' 'Differentiated instruction' and institutional frame 'Conditions' while the self-reflectively noticed problems mainly comprise concerns about 'Allowing inquiry,' 'Instructional Aspects,' and 'Pupils' behavior.' Conclusions: Each of the three different perspectives provides plenty of problems, partially overlapping, partially complementing one another, and partially revealing completely new problems. Consequently, teacher educators have to consider these

Ophthalmology Teaching in Medical Schools.

ERIC Educational Resources Information Center

Kalina, Robert E.; And Others

1981-01-01

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

Peer Teaching to Foster Learning in Physiology.

PubMed

Srivastava, Tripti K; Waghmare, Lalitbhushan S; Mishra, Ved Prakash; Rawekar, Alka T; Quazi, Nazli; Jagzape, Arunita T

2015-08-01

Peer teaching is an effective tool to promote learning and retention of knowledge. By preparing to teach, students are encouraged to construct their own learning program, so that they can explain effectively to fellow learners. Peer teaching is introduced in present study to foster learning and pedagogical skills amongst first year medical under-graduates in physiology with a Hypothesis that teaching is linked to learning on part of the teacher. Non-randomized, Interventional study, with mixed methods design. Cases experienced peer teaching whereas controls underwent tutorials for four consecutive classes. Quantitative Evaluation was done through pre/post test score analysis for Class average normalized gain and tests of significance, difference in average score in surprise class test after one month and percentage of responses in closed ended items of feedback questionnaire. Qualitative Evaluation was done through categorization of open ended items and coding of reflective statements. The average pre and post test score was statistically significant within cases (p = 0.01) and controls (p = 0.023). The average post test scores was more for cases though not statistically significant. The class average normalized gain (g) for Tutorials was 49% and for peer teaching 53%. Surprise test had average scoring of 36 marks (out of 50) for controls and 41 marks for cases. Analysed section wise, the average score was better for Long answer question (LAQ) in cases. Section wise analysis suggested that through peer teaching, retention was better for descriptive answers as LAQ has better average score in cases. Feedback responses were predominantly positive for efficacy of peer teaching as a learning method. The reflective statements were sorted into reflection in action, reflection on action, claiming evidence, describing experience, and recognizing discrepancies. Teaching can stimulate further learning as it involves interplay of three processes: metacognitive awareness

Articulation of Quality Teaching: A Comparative Study

ERIC Educational Resources Information Center

Sakarneh, Mohammad

2015-01-01

The aim of this study is to describe and then contrast the New South Wales Department of Education and Training's model of quality teaching with the Jordanian Ministry of Education's conception of quality teaching, looking particularly at potential differences in interpretation. A content analysis methodology was used. Each perspective has been…

The effectiveness of web-based, multimedia tutorials for teaching methods of human body composition analysis.

PubMed

Buzzell, Paul R; Chamberlain, Valerie M; Pintauro, Stephen J

2002-12-01

This study examined the effectiveness of a series of Web-based, multimedia tutorials on methods of human body composition analysis. Tutorials were developed around four body composition topics: hydrodensitometry (underwater weighing), dual-energy X-ray absorptiometry, bioelectrical impedance analysis, and total body electrical conductivity. Thirty-two students enrolled in the course were randomly assigned to learn the material through either the Web-based tutorials only ("Computer"), a traditional lecture format ("Lecture"), or lectures supplemented with Web-based tutorials ("Both"). All students were administered a validated pretest before randomization and an identical posttest at the completion of the course. The reliability of the test was 0.84. The mean score changes from pretest to posttest were not significantly different among the groups (65.4 plus minus 17.31, 78.82 plus minus 21.50, and 76 plus minus 21.22 for the Computer, Both, and Lecture groups, respectively). Additionally, a Likert-type assessment found equally positive attitudes toward all three formats. The results indicate that Web-based tutorials are as effective as the traditional lecture format for teaching these topics.

Methodological pluralism in the teaching of Astronomy

NASA Astrophysics Data System (ADS)

de Macedo, Josué Antunes; Voelzke, Marcos Rincon

2015-04-01

This paper discusses the feasibility of using a teaching strategy called methodological pluralism, consisting of the use of various methodological resources in order to provide a meaningful learning. It is part of a doctoral thesis, which aims to investigate contributions to the use of traditional resources combined with digital technologies, in order to create autonomy for future teachers of Natural Sciences and Mathematics in relation to themes in Astronomy. It was offered an extension course at the "Federal Institution of Education, Science and Technology" in the North of Minas Gerais (FINMG), Campus Januaria, for thirty-two students of licentiate courses in Physics, Mathematics and Biological Sciences, involving themes of Astronomy, in order to search and contribute to improving the training of future teachers. The following aspects are used: the mixed methodology, with pre-experimental design, combined with content analysis. The results indicate the rates of students' prior knowledge in relation to Astronomy was low; meaningful learning indications of concepts related to Astronomy, and the feasibility of using digital resources Involving technologies, articulated with traditional materials in the teaching of Astronomy. This research sought to contribute to the initial teacher training, especially in relation to Astronomy Teaching, proposing new alternatives to promote the teaching of this area of knowledge, extending the methodological options of future teachers.

EFL Teachers' Teaching Style, Creativity, and Burnout: A Path Analysis Approach

ERIC Educational Resources Information Center

Ghanizadeh, Afsaneh; Jahedizadeh, Safoura

2016-01-01

The present study delved into a rarely explored construct in the domain of English as a foreign language (EFL), i.e. teaching style. We hypothesized that teacher creativity plays a role in the styles teachers adopt in language institutes. It was also conjectured that teaching style affects burnout. The role of burnout in teacher creativity was…

Metaphor for Teaching: Good Teaching Is Like Good Sex

ERIC Educational Resources Information Center

Delgado, Teresa

2015-01-01

Based on a real teaching experience in the classroom, the author reflects on the dynamics of gender, race/ethnicity, power, and privilege in the context of an undergraduate course in Christian sexual ethics. Through this analysis of pedagogical style and process initiated by a challenging moment at the midpoint of the semester, the author develops…

Teaching & Learning Tips 1: Teaching perspectives - an introduction.

PubMed

Rana, Jasmine; Burgin, Susan

2017-11-01

Challenge: Clinical and research responsibilities often leave little or no time to plan thoughtful teaching encounters with trainees. This "Teaching & Learning Tips" series is designed to be an accessible guide for dermatologists who want to improve their teaching skills. It is comprised of 12 articles about how to enhance teaching in various settings informed by research about how people learn and expert-derived or data-driven best practices for teaching. The series begins with a review of principles to optimize learning in any setting, including cognitive load theory, active learning strategies, and the impact of motivation and emotion on learning. It transitions into a practical "how to" guide format for common teaching scenarios in dermatology, such as lecturing, case-based teaching, and teaching procedures, among others. Herein, we kickoff the series by unpacking assumptions about teaching and learning. What does it mean to teach and learn? © 2017 The International Society of Dermatology.

The evolution of teaching.

PubMed

Fogarty, L; Strimling, P; Laland, K N

2011-10-01

Teaching, alongside imitation, is widely thought to underlie the success of humanity by allowing high-fidelity transmission of information, skills, and technology between individuals, facilitating both cumulative knowledge gain and normative culture. Yet, it remains a mystery why teaching should be widespread in human societies but extremely rare in other animals. We explore the evolution of teaching using simple genetic models in which a single tutor transmits adaptive information to a related pupil at a cost. Teaching is expected to evolve where its costs are outweighed by the inclusive fitness benefits that result from the tutor's relatives being more likely to acquire the valuable information. We find that teaching is not favored where the pupil can easily acquire the information on its own, or through copying others, or for difficult to learn traits, where teachers typically do not possess the information to pass on to relatives. This leads to a narrow range of traits for which teaching would be efficacious, which helps to explain the rarity of teaching in nature, its unusual distribution, and its highly specific nature. Further models that allow for cumulative cultural knowledge gain suggest that teaching evolved in humans because cumulative culture renders otherwise difficult-to-acquire valuable information available to teach. © 2011 The Author(s). Evolution© 2011 The Society for the Study of Evolution.

Interactive Materials In The Teaching Of Astronomy

NASA Astrophysics Data System (ADS)

Macêdo, J. A.; Voelzke, M. R.

2014-10-01

This study presents results of a survey conducted at the Federal Institution of Education, Science and Technology in the North of Minas Gerais (IFNMG), and aimed to investigate the potentialities of the use of interactive materials in the teaching of astronomy. An advanced training course with involved learning activities about basic concepts of astronomy was offered to thirty-two Licenciate students in Physics, Mathematics and Biological Science. The following steps were to be taken: i) analysis of the pedagogical projects (PPC) of the licenciates at the IFNMG, research locus of its Campus Januária; ii) analysis of students' preconceptions about astronomy and digital technologies, identified by the application of an initial questionnaire; iii) preparation of the course taking into account the students' previous knowledge; iv) application of the education proposal developed under part-time presence modality, using various interactive tools; v) application and analysis of the final questionnaire. The test was conducted with the qualitative and quantitative methodology, combined with a content analysis. The results indicated that in the IFNMG only the licenciate-course in physics includes astronomy content diluted in various subjects of the curriculum; the rates of students prior knowledge in relation to astronomy was low; an evidence of meaningful learning of the concepts related to astronomy, and of viability of resource use involving digital technologies in the Teaching of astronomy, which may contribute to the broadening of methodological options of future teachers and meet their training needs.

Determination Instructions Efficiency of Teaching Methods in Teaching Physics in the Case of Teaching Unit "Viscosity. Newtonian and Stokes Law"

ERIC Educational Resources Information Center

Radulovic, Branka; Stojanovic, Maja

2015-01-01

The use of different teaching methods has resulted in different quality and quantity of students' knowledge. For this reason, it is important to constantly review the teaching methods and applied most effectively. One way of determining instruction efficiency is by using cognitive load and student achievement. Cognitive load can be generally…

Budget impact analysis of pemetrexed introduction: case study from a teaching hospital perspective, Thailand.

PubMed

Chanjaruporn, Farsai; Roughead, Elizabeth E; Sooksriwong, Cha-oncin; Kaojarern, Sming

2011-09-01

Thailand does not currently require Budget Impact Analysis (BIA) assessment. The present study aimed to estimate the annual drug cost and the incremental impact on the hospital pharmaceutical budget of the introduction of pemetrexed to a Thai teaching hospital. The budget impact model was conducted in accordance with the Guidelines for preparing submissions to the Pharmaceutical Benefits Advisory Committee (PBAC). The model variables consisted of number of patients, growth rate of lung cancer, uptake rate of pemetrexed over time, unit prices of drugs, and the length and cost of treatment. Sensitivity analysis was performed to determine changes in budgetary impact due to variation of parameters or assumptions in the model. The introduction of pemetrexed was estimated to cause considerable costs for the teaching hospital. In the base-case analysis, the incremental costs were estimated at 8,553,984 Baht in the first year increasing to 12, 118, 144 Baht, 17,820,800 Baht and 17,820,800 Baht in the following years. The 4-year net budgetary impact was 20,154,480 Baht or approximately 127,560 Baht per patient. Sensitivity analyses found that number of treatment cycles andproportion of patients assumed to be treated with pemetrexed were the two most important influencing factors in the model. New costly innovative interventions should be evaluated using the BIA model to determine whether they are affordable. The Thai government should consider requiring the BIA study as one of the requirements for drug submission to assist in the determination of listing and subsidizing decision for medicines.

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.

Teaching skills related to self-employment to adults with developmental disabilities: an analog analysis.

PubMed

Dotson, Wesley H; Richman, David M; Abby, Layla; Thompson, Samuel; Plotner, Anthony

2013-08-01

Employment opportunities for people with developmental disabilities (DD) have improved in the last several decades. There is increasing focus on helping people with DD sample more diverse employment options, including running their own businesses. The present study (1) evaluated the effects of a well-established behavioral teaching procedure on the acquisition of a sample of three broad classes of skills related to self-employment (worker, supervisor, and clerical work) in young adults with DD within an analog recycling business, and (2) investigated the extension of that treatment to the natural environment while working in isolation or in peer pairs. Results suggest that the teaching procedure was effective in teaching three broad classes of skills related to many self-employment possibilities, the skills generalized to the natural environment, and peer pairs supported each other to complete tasks with a high degree of accuracy required to run a recycling business. This study represents an initial demonstration that adults with DD can learn skills required to run their own business. Copyright © 2013 Elsevier Ltd. All rights reserved.

Teaching for Social Justice: From Conceptual Frameworks to Classroom Practices

ERIC Educational Resources Information Center

Dover, Alison G.

2013-01-01

In this article, the author presents the results of a multistate study examining how teachers, and specifically secondary English Language Arts (ELA) teachers, conceptualize and implement teaching for social justice in standards-based contexts. Additional analysis underscores how this practice both reflects and extends earlier equity-oriented…

Review of teaching methods and critical thinking skills.

PubMed

Kowalczyk, Nina

2011-01-01

Critical information is needed to inform radiation science educators regarding successful critical thinking educational strategies. From an evidence-based research perspective, systematic reviews are identified as the most current and highest level of evidence. Analysis at this high level is crucial in analyzing those teaching methods most appropriate to the development of critical thinking skills. To conduct a systematic literature review to identify teaching methods that demonstrate a positive effect on the development of students' critical thinking skills and to identify how these teaching strategies can best translate to radiologic science educational programs. A comprehensive literature search was conducted resulting in an assessment of 59 full reports. Nineteen of the 59 reports met inclusion criteria and were reviewed based on the level of evidence presented. Inclusion criteria included studies conducted in the past 10 years on sample sizes of 20 or more individuals demonstrating use of specific teaching interventions for 5 to 36 months in postsecondary health-related educational programs. The majority of the research focused on problem-based learning (PBL) requiring standardized small-group activities. Six of the 19 studies focused on PBL and demonstrated significant differences in student critical thinking scores. PBL, as described in the nursing literature, is an effective teaching method that should be used in radiation science education. ©2011 by the American Society of Radiologic Technologists.

An in-depth analysis of ethics teaching in Canadian physiotherapy and occupational therapy programs.

PubMed

Laliberté, Maude; Hudon, Anne; Mazer, Barbara; Hunt, Matthew R; Ehrmann Feldman, Debbie; Williams-Jones, Bryn

2015-01-01

The purpose of this study was to examine current approaches and challenges to teaching ethics in entry-level Canadian physiotherapy (PT) and occupational therapy (OT) programs. Educators responsible for teaching ethics in the 28 Canadian PT and OT programs (n = 55) completed an online survey. The quantity of ethics teaching is highly variable, ranging from 5 to 65 h. Diverse obstacles to ethics teaching were reported, relating to the organization and structure of academic programs, student issues and the topic of ethics itself. Specific challenges included time constraints, large class sizes, a lack of pedagogical tools adapted to teaching this complex subject, a perceived lack of student interest for the subject and a preference for topics related to clinical skills. Of note, 65% of ethics educators who participated in the survey did not have any specialized training in ethics. Significant cross-program variation in the number of hours dedicated to ethics and the diversity of pedagogical methods used suggests that there is little consensus about how best to teach ethics. Further research on ethics pedagogy in PT and OT programs (i.e. teaching and evaluation approaches and effectiveness of current ethics teaching) would support the implementation of more evidence-based ethics education. Implications for Rehabilitation Ethics educators in Canadian PT and OT programs are experimenting with diverse educational approaches to teach ethical reasoning and decision-making to students, including lectures, problem-based learning, directed readings, videos, conceptual maps and clinical elective debriefing, but no particular method has been shown to be more effective for developing ethical decision-making/reasoning. Thus, research on the effectiveness of current methods is needed to support ethics educators and programs to implement evidence-based ethics education training. In our survey, 65% of ethics educators did not have any specialized training in ethics. Ensuring

A Behavioral Analysis of the Laboratory Learning Process: Redesigning a Teaching Unit on Recrystallization.

ERIC Educational Resources Information Center

Mulder, T.; Verdonk, A. H.

1984-01-01

Reports on a project in which observations of student and teaching assistant behavior were used to redesign a teaching unit on recrystallization. Comments on the instruction manual, starting points for teaching the unit, and list of objectives with related tasks are included. (JN)

Measuring Authoritative Teaching

ERIC Educational Resources Information Center

Ertesvag, Sigrun K.

2011-01-01

High quality measurements are important to evaluate interventions. The study reports on the development of a measurement to investigate authoritative teaching understood as a two-dimensional construct of warmth and control. Through the application of confirmatory factor analysis (CFA) and structural equation modelling (SEM) the factor structure…

Teaching Improvement Model Designed with DEA Method and Management Matrix

ERIC Educational Resources Information Center

Montoneri, Bernard

2014-01-01

This study uses student evaluation of teachers to design a teaching improvement matrix based on teaching efficiency and performance by combining management matrix and data envelopment analysis. This matrix is designed to formulate suggestions to improve teaching. The research sample consists of 42 classes of freshmen following a course of English…

The application of network teaching in applied optics teaching

NASA Astrophysics Data System (ADS)

Zhao, Huifu; Piao, Mingxu; Li, Lin; Liu, Dongmei

2017-08-01

Network technology has become a creative tool of changing human productivity, the rapid development of it has brought profound changes to our learning, working and life. Network technology has many advantages such as rich contents, various forms, convenient retrieval, timely communication and efficient combination of resources. Network information resources have become the new education resources, get more and more application in the education, has now become the teaching and learning tools. Network teaching enriches the teaching contents, changes teaching process from the traditional knowledge explanation into the new teaching process by establishing situation, independence and cooperation in the network technology platform. The teacher's role has shifted from teaching in classroom to how to guide students to learn better. Network environment only provides a good platform for the teaching, we can get a better teaching effect only by constantly improve the teaching content. Changchun university of science and technology introduced a BB teaching platform, on the platform, the whole optical classroom teaching and the classroom teaching can be improved. Teachers make assignments online, students learn independently offline or the group learned cooperatively, this expands the time and space of teaching. Teachers use hypertext form related knowledge of applied optics, rich cases and learning resources, set up the network interactive platform, homework submission system, message board, etc. The teaching platform simulated the learning interest of students and strengthens the interaction in the teaching.

The teaching-learning approach and critical thinking development: a qualitative exploration of Taiwanese nursing students.

PubMed

Lin, Chun-Chih; Han, Chin-Yen; Pan, I-Ju; Chen, Li-Chin

2015-01-01

Health care professionals are challenged by the complexities of the health care environment. This study uses a qualitative approach to explore how teaching strategy affects the development of critical thinking (CT) among Taiwanese baccalaureate-level nursing students. Data collected from 109 students' reflection reports were analyzed using content analysis. Three categories generated by the analysis were the teaching-learning strategy, enhancing CT, and transiting into a different learning style. The teaching-learning strategy consisted of concept mapping, question and answer, and real-life case studies. CT was enhanced alternately by self-directed learning, the realization of the gap between known and unknown, and connecting the gap between theoretical nursing knowledge and clinical practice. The study results emphasize participants' perceptions of becoming a critical thinker, turning into an active learner, and eventually achieving self-confidence. These learning effects invest the wisdom of teaching-learning with a far-reaching significance. Copyright © 2015 Elsevier Inc. All rights reserved.

A meta-analysis of the effects of non-traditional teaching methods on the critical thinking abilities of nursing students.

PubMed

Lee, JuHee; Lee, Yoonju; Gong, SaeLom; Bae, Juyeon; Choi, Moonki

2016-09-15

Scientific framework is important in designing curricula and evaluating students in the field of education and clinical practice. The purpose of this study was to examine the effectiveness of non-traditional educational methods on critical thinking skills. A systematic review approach was applied. Studies published in peer-reviewed journals from January 2001 to December 2014 were searched using electronic databases and major education journals. A meta-analysis was performed using Review Manager 5.2. Reviewing the included studies, the California Critical Thinking Dispositions Inventory (CCTDI) and California Critical Thinking Skills Test (CCTST) were used to assess the effectiveness of critical thinking in the meta-analysis. The eight CCTDI datasets showed that non- traditional teaching methods (i.e., no lectures) were more effective compared to control groups (standardized mean difference [SMD]: 0.42, 95 % confidence interval [CI]: 0.26-0.57, p < .00001). And six CCTST datasets showed the teaching and learning methods in these studies were also had significantly more effects when compared to the control groups (SMD: 0.29, 95 % CI: 0.10-0.48, p = 0.003). This research showed that new teaching and learning methods designed to improve critical thinking were generally effective at enhancing critical thinking dispositions.

A program wide framework for evaluating data driven teaching and learning - earth analytics approaches, results and lessons learned

NASA Astrophysics Data System (ADS)

Wasser, L. A.; Gold, A. U.

2017-12-01

There is a deluge of earth systems data available to address cutting edge science problems yet specific skills are required to work with these data. The Earth analytics education program, a core component of Earth Lab at the University of Colorado - Boulder - is building a data intensive program that provides training in realms including 1) interdisciplinary communication and collaboration 2) earth science domain knowledge including geospatial science and remote sensing and 3) reproducible, open science workflows ("earth analytics"). The earth analytics program includes an undergraduate internship, undergraduate and graduate level courses and a professional certificate / degree program. All programs share the goals of preparing a STEM workforce for successful earth analytics driven careers. We are developing an program-wide evaluation framework that assesses the effectiveness of data intensive instruction combined with domain science learning to better understand and improve data-intensive teaching approaches using blends of online, in situ, asynchronous and synchronous learning. We are using targeted online search engine optimization (SEO) to increase visibility and in turn program reach. Finally our design targets longitudinal program impacts on participant career tracts over time.. Here we present results from evaluation of both an interdisciplinary undergrad / graduate level earth analytics course and and undergraduate internship. Early results suggest that a blended approach to learning and teaching that includes both synchronous in-person teaching and active classroom hands-on learning combined with asynchronous learning in the form of online materials lead to student success. Further we will present our model for longitudinal tracking of participant's career focus overtime to better understand long-term program impacts. We also demonstrate the impact of SEO optimization on online content reach and program visibility.

A Comparison of Didactic and Inquiry Teaching Methods in a Rural Community College Earth Science Course

NASA Astrophysics Data System (ADS)

Beam, Margery Elizabeth

The combination of increasing enrollment and the importance of providing transfer students a solid foundation in science calls for science faculty to evaluate teaching methods in rural community colleges. The purpose of this study was to examine and compare the effectiveness of two teaching methods, inquiry teaching methods and didactic teaching methods, applied in a rural community college earth science course. Two groups of students were taught the same content via inquiry and didactic teaching methods. Analysis of quantitative data included a non-parametric ranking statistical testing method in which the difference between the rankings and the median of the post-test scores was analyzed for significance. Results indicated there was not a significant statistical difference between the teaching methods for the group of students participating in the research. The practical and educational significance of this study provides valuable perspectives on teaching methods and student learning styles in rural community colleges.

Teaching, in Spite of Excellence: Recovering a Practice of Teaching-Led Research

ERIC Educational Resources Information Center

Charles, Matthew

2018-01-01

Although, as a result of the introduction of the Teaching Excellence Framework, the principle of teaching excellence is receiving renewed attention in English higher education, the idea has been left largely undefined. The cynic might argue, in agreement with Bill Readings, that this lack of a precise definition is deliberate, since teaching…

An Inquiry into Teaching in the "Meno"

ERIC Educational Resources Information Center

Diener, David

2007-01-01

In Plato's "Meno," the overarching question is whether virtue can be taught, and as Socrates and Meno explore this subject, they are led to question the nature of teaching and learning in general. This paper is a textual analysis into what Socrates believes to constitute teaching in the "Meno," with the nature of learning also…

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

Understanding the racial perspectives of White student teachers who teach Black students

NASA Astrophysics Data System (ADS)

McKay, Trinna S.

Statement of the problem. Most student teachers successfully complete their educational programs; however, some continue to express concern about becoming an actual practicing teacher. One of these concerns deals with White teachers interactions with Black students. This study investigated White student teachers' perceptions of teaching Black students. In particular, the study examined the racial perceptions student teachers expressed about being a White person in a racially diverse school and examined the student teachers' perceptions on race. The following questions guided the study: (1) What are the perceptions of White student teachers concerning being White? (2) What are the perceptions of White student teachers on teaching science to Black students in a racially diverse secondary school? (3) What recommendations can White student teachers give to teacher education programs concerning the teaching of Black students? Methods. Semi-structured interviews, personal profiles and reflective journals were used as the means for collecting data. All three sources of data were used to understand the racial perceptions of each student teacher. Analysis of the data began with the identification of codes and categories that later developed into themes. Cross analyses between the data sources, and cross analysis between participants' individual data were conducted. The use of semi-structured interview, personal profiles, and reflective journals provided in-depth descriptions of the participants' racial perceptions. These data sources were used to confirm data and to show how student teaching experiences helped to shape their racial perceptions. Results. Data analysis revealed three themes, various life experiences, variety of opinions related to teaching Black students, and limited recommendations to teacher education programs. Although all teachers remained at the contact stage of the White racial identity model (Helms, 1990), they were open to dialogue about race. The

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…

Different habitus: different strategies in teaching physics? Relationships between teachers' social, economic and cultural capital and strategies in teaching physics in upper secondary school

NASA Astrophysics Data System (ADS)

Engström, Susanne; Carlhed, Carina

2014-09-01

With environmental awareness in the societies of today, political steering documents emphasize that all education should include sustainable development. But it seems to be others competing ideals for teaching physics, or why do the physics teachers teach as they do? Physics teachers in secondary school in Sweden have generally, been focused on facts and a strong link with scientific theories and concepts. In general, the curriculum sway the teaching, a standard text book in physics is used, the teaching is organized according to the book and the teacher deals with and demonstrates typical tasks on the whiteboard and group work is common for special issues related to tasks from the textbook or elaborating. The aim with this study is to analyze why physics teachers in upper secondary school choose to teach energy as they do. Data emerging from a questionnaire focused on indicators of the teachers' cultural and economic assets, or capital, according to the work of Pierre Bourdieu's sociology. Especially his concept on life styles and habitus provide a tool for analysis. We focus on physics teachers' positions in the social space, dispositions and standpoints towards the ideal way to teach physics in upper secondary school (n = 268). Our response rate is 29 % and due to the low response rate a non response bias analysis was made. In our analysis we primarily sought for groups, with a cluster analysis based on the teaching practice, revealed common features for both what and how they teach and three different teaching types emerged. Then we reconstructed the group habitus of the teachers by analyzing dispositions and standpoints and related those to the specific polarization of sacred values, that is struggles about the natural order (doxa) in the social space of science education, which is a part of and has boundaries to dominating fields like the natural sciences and the political fields (curriculum etc.). Three teacher-groups' habituses are described and analyzed

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…

An anatomical analysis of Aikido's second teaching: an investigation of Nikyo.

PubMed

Olson, G D; Seitz, F C

1993-08-01

One of the strongest subduing techniques of the Martial Art Aikido is classified as Nikyo (Second-teaching). This investigation focused on examining this teaching with the intention of describing the anatomical tissues involved in the etiology of pain experienced with the application of this procedure. Particular focus was placed on the examination of a cadaver's arm musculature affected when this maneuver was applied precisely.

Teaching Professional Boundaries to Psychiatric Residents

ERIC Educational Resources Information Center

Gabbard, Glen O.; Crisp-Han, Holly

2010-01-01

Objective: The authors demonstrate that the teaching of professional boundaries in psychiatry is an essential component of training to prevent harm to patients and to the profession. Methods: The authors illustrate overarching principles that apply to didactic teaching in seminars and to psychotherapy supervision. Results: The teaching of…

Aspirational Model Teaching Criteria for Psychology

ERIC Educational Resources Information Center

Richmond, Aaron S.; Boysen, Guy A.; Gurung, Regan A. R.; Tazeau, Yvette N.; Meyers, Steven A.; Sciutto, Mark J.

2014-01-01

In 2011, the Society for the Teaching of Psychology commissioned a presidential task force to document teaching criteria for model psychology teachers in undergraduate education. The resulting list of criteria reflects activities related to face-to-face course interaction and online teaching, training, and education; course design; implementation…

Evaluation of an active learning module to teach hazard and risk in Hazard Analysis and Critical Control Points (HACCP) classes.

PubMed

Oyarzabal, Omar A; Rowe, Ellen

2017-04-01

The terms hazard and risk are significant building blocks for the organization of risk-based food safety plans. Unfortunately, these terms are not clear for some personnel working in food manufacturing facilities. In addition, there are few examples of active learning modules for teaching adult participants the principles of hazard analysis and critical control points (HACCP). In this study, we evaluated the effectiveness of an active learning module to teach hazard and risk to participants of HACCP classes provided by the University of Vermont Extension in 2015 and 2016. This interactive module is comprised of a questionnaire; group playing of a dice game that we have previously introduced in the teaching of HACCP; the discussion of the terms hazard and risk; and a self-assessment questionnaire to evaluate the teaching of hazard and risk. From 71 adult participants that completed this module, 40 participants (56%) provided the most appropriate definition of hazard, 19 participants (27%) provided the most appropriate definition of risk, 14 participants (20%) provided the most appropriate definitions of both hazard and risk, and 23 participants (32%) did not provide an appropriate definition for hazard or risk. Self-assessment data showed an improvement in the understanding of these terms (P < 0.05). Thirty participants (42%) stated that the most valuable thing they learned with this interactive module was the difference between hazard and risk, and 40 participants (65%) responded that they did not attend similar presentations in the past. The fact that less than one third of the participants answered properly to the definitions of hazard and risk at baseline is not surprising. However, these results highlight the need for the incorporation of modules to discuss these important food safety terms and include more active learning modules to teach food safety classes. This study suggests that active learning helps food personnel better understand important food safety

A Teaching Model for Scaffolding 4th Grade Students' Scientific Explanation Writing

NASA Astrophysics Data System (ADS)

Yang, Hsiu-Ting; Wang, Kuo-Hua

2014-08-01

Improving students scientific explanations is one major goal of science education. Both writing activities and concept mapping are reported as effective strategies for enhancing student learning of science. The purpose of this study was to examine the effect of a teaching model, named the DCI model, which integrates a Descriptive explanation writing activity, Concept mapping, and an Interpretive explanation writing activity, is introduced in a 4th grade science class to see if it would improve students' scientific explanations and understanding. A quasi-experimental design, including a non-randomized comparison group and a pre- and post-test design, was adopted for this study. An experimental group of 25 students were taught using the DCI teaching model, while a comparison group received a traditional lecture teaching. A rubric and content analysis was used to assess students' scientific explanations. The independent sample t test was used to measure difference in conceptual understanding between the two groups, before and after instruction. Then, the paired t test analysis was used to understand the promotion of the DCI teaching model. The results showed that students in the experimental group performed better than students in the comparison group, both in scientific concept understanding and explanation. Suggestions for using concept mapping and writing activities (the DCI teaching model) in science classes are provided in this study.

A Multimodal Analysis of Lexical Explanation Sequences in Webconferencing-Supported Language Teaching

ERIC Educational Resources Information Center

Wigham, Ciara R.

2017-01-01

Higher education institutions are increasingly interested in offering more flexible teaching and learning delivery methods that are often independent of place. Where foreign language learning is concerned, telecollaboration is gaining ground. This paper focuses on synchronous webconferencing-supported teaching and examines how different semiotic…

Analysis of Five Instructional Methods for Teaching Sketchpad to Junior High Students

ERIC Educational Resources Information Center

Wright, Geoffrey; Shumway, Steve; Terry, Ronald; Bartholomew, Scott

2012-01-01

This manuscript addresses a problem teachers of computer software applications face today: What is an effective method for teaching new computer software? Technology and engineering teachers, specifically those with communications and other related courses that involve computer software applications, face this problem when teaching computer…

Digital teaching tools and global learning communities.

PubMed

Williams, Mary; Lockhart, Patti; Martin, Cathie

2015-01-01

In 2009, we started a project to support the teaching and learning of university-level plant sciences, called Teaching Tools in Plant Biology. Articles in this series are published by the plant science journal, The Plant Cell (published by the American Society of Plant Biologists). Five years on, we investigated how the published materials are being used through an analysis of the Google Analytics pageviews distribution and through a user survey. Our results suggest that this project has had a broad, global impact in supporting higher education, and also that the materials are used differently by individuals in terms of their role (instructor, independent learner, student) and geographical location. We also report on our ongoing efforts to develop a global learning community that encourages discussion and resource sharing.

Teaching professionalism through virtual means.

PubMed

McEvoy, Michelle; Butler, Bryan; MacCarrick, Geraldine

2012-02-01

Virtual patients are used across a variety of clinical disciplines for both teaching and assessment, but are they an appropriate environment in which to develop professional skills? This study aimed to evaluate students' perceived effectiveness of an online interactive virtual patient developed to augment a personal professional development curriculum, and to identify factors that would maximise the associated educational benefits. Student focus group discussions were conducted to explore students' views on the usefulness and acceptability of the virtual patient as an educational tool to teach professionalism, and to identify factors for improvement. A thematic content analysis was used to capture content and synthesise the range of opinions expressed. Overall there was a positive response to the virtual patient. The students recognised the need to teach and assess professionalism throughout their curriculum, and viewed the virtual patient as a potentially engaging and valuable addition to their curriculum. We identified factors for improvement to guide the development of future virtual patients. It is possible to improve approaches to teaching and learning professionalism by exploring students' views on innovative teaching developments designed to augment personal professional development curricula. © Blackwell Publishing Ltd 2012.

Institutional Traditions in Teachers' Manners of Teaching

ERIC Educational Resources Information Center

Lundqvist, Eva; Almqvist, Jonas; Ostman, Leif

2012-01-01

The aim of this article is to make a close case study of one teacher's teaching in relation to established traditions within science education in Sweden. The teacher's manner of teaching is analysed with the help of an epistemological move analysis. The moves made by the teacher are then compared in a context of educational philosophy and…

Teaching Crystallography to Noncrystallographers.

ERIC Educational Resources Information Center

Glusker, Jenny P.

1988-01-01

Addresses the requirements of high school students and noncrystallographers in lectures on crystals, diffraction, and structure analysis. Discusses basic understanding and a sequence that addresses these requirements. Suggests visual and descriptive teaching methods used in this effort. (CW)

Implementing History and Philosophy in Science Teaching: Strategies, Methods, Results and Experiences from the European HIPST Project

ERIC Educational Resources Information Center

Hottecke, Dietmar; Henke, Andreas; Riess, Falk

2012-01-01

This paper presents a rationale for utilizing HPS to teach physics and the NoS developed in the course of a project funded by the European Union. A core feature of this approach is formed by the development of historical case studies for the use in lessons. Furthermore, the learners' perspectives are explicitly taken into account. Teaching methods…

A Survey of American and Canadian Psychiatry Residents on Their Training, Teaching Practices, And Attitudes toward Teaching

PubMed Central

Isenberg-Grzeda, Elie; Weiss, Andrea; Blackmore, Michelle; Shen, Megan Johnson; Abrams, Madeleine Seifter; Woesner, Mary E.

2017-01-01

Objective Formal training for residents-as-teachers in psychiatry is increasingly emphasized. However, little is known about the quantity and content of residents’ teaching, their attitudes toward teaching, or the training received on how to teach. Methods An online survey was disseminated to American and Canadian psychiatry residents. Results Three hundred eighty-two residents from all postgraduate years (PGY) responded, representing about 7% of all trainees. About half of PGY-1 have not received residents-as-teachers training, but by PGY-3 most have. The majority of respondents reported teaching, most commonly 1–5 hours. Most found teaching enjoyable or rewarding (n=304; 87%); however, 40% (n=138) found teaching burdensome, 43% (n=151) lacked sufficient time to teach, and many (n=226; 64%) reported insufficient feedback from supervisors. Conclusions Although the sampling methodology and low response rate limit the generalizability of findings, respondents typically seemed to value teaching, though the majority felt that they lacked feedback on their teaching skills. PMID:26842486

The use of films as a teaching tool for the teaching-learning process in bioethics.

PubMed

Pereira Rates, Camila Maria; Maciel Silva, Larriny; Moura Pereira, Lívia; Reis Pessalacia, Juliana Dias

2014-01-01

Identifying the contribution of using films in the process of teaching-learning in bioethics and verifying the facilities and difficulties in using this teaching resource. A qualitative study analyzed from the Bardin referential. Semi-structured interviews were carried out, recorded, and transcribed in full. For definition of the sample was used the criteria of repetition. In total, participated in the study 21 students of Nursing and Biochemistry, members of a Center for Teaching and Research in Bioethics of a public federal university in the city of Divinópolis, Minas Gerais, Brazil. During the analysis of interviews, two thematic categories and two subcategories emerged. In their responses, students indicated the importance of viewing the bioethical problem for the reflection and decision-making in professional practice. Many reported that from the experience in discussions of the films showed, were made changes in the ethical position. The use of films as a teaching resource contributes to the process of teaching-learning in bioethics for undergraduate students. The discussions of the films are stimulating and provide a space for reflection and dialogue on bioethical problems that students may encounter in their professional practice.

Is different better? Models of teaching and their influence on the net financial outcome for general practice teaching posts

PubMed Central

2011-01-01

Background In Australia, training for general practice (GP) occurs within private practices and their involvement in teaching can have significant financial costs. At the same time there are growing demands for clinical places for all disciplines and for GP there is concern that there are insufficient teaching practices to meet the demand at the medical student, prevocational and vocational training levels. One option to address this may be to change how teaching occurs in the practice. A question that arises in posing such an option is whether different models of teaching change the costs for a teaching practice. The aim of this study is to determine the net financial outcome of teaching models in private GP. Methods Modelling the financial implications for a range of teaching options using a costing framework developed from a survey of teaching practices in South Australia. Each option was compared with the traditional model of teaching where one GP supervisor is singularly responsible for one learner. The main outcome measure was net financial outcome per week. Decisions on the model cost parameters were made by the study's Steering Group which comprised of experienced GP supervisors. Four teaching models are presented. Model 1 investigates the gains from teaching multiple same level learners, Models 2 and 3, the benefits of vertically integrated teaching using different permutations, and Model 4 the concept of a GP teacher who undertakes all the teaching. Results There was a significant increase in net benefits of Aus$547 per week (95% confidence intervals $459, $668) to the practice when a GP taught two same level learners (Model 1) and when a senior registrar participated in teaching a prevocational doctor (Model 3, Aus$263, 95% confidence intervals $80, $570). For Model 2, a practice could significantly reduce the loss if a registrar was involved in vertically integrated teaching which included the training of a medical student (Aus$551, 95% confidence

From Comprehensive to Singular: A Latent Class Analysis of College Teaching Practices

ERIC Educational Resources Information Center

Campbell, Corbin M.; Cabrera, Alberto F.; Ostrow Michel, Jessica; Patel, Shikha

2017-01-01

While decades of research on college teaching has investigated several forms of classroom practices, much of this research approaches teaching as falling into mutually exclusive paradigms (e.g., active learning vs. lecturing). This paper enters inside the college classroom using external raters to understand patterns of pedagogical practices…

Perspectives on Effective Teaching and the Cooperative Classroom. Analysis and Action Series.

ERIC Educational Resources Information Center

Reinhartz, Judy, Ed.

This collection of 7 articles focuses on the themes of 10 workshops that comprise an inservice training program, Effective Teaching, and the Cooperative Classroom. In "Research in Teacher Effectiveness," Georgea M. Sparks traces the research findings on effective teaching practices and educational outcomes during the last 15 years, and…

Variations in Decision-Making Approach to Tertiary Teaching: A Case Study in Vietnam

ERIC Educational Resources Information Center

Nguyen, Thanh Tien

2016-01-01

Although the question of what to teach and how to teach has received much attention from the literature, little was known about the way in which academics in teaching groups make decision on what and how to teach. This paper reports an analysis of variations in the decision-making approach to tertiary teaching through academics' practices of…

Investigating inquiry teaching and learning: The story of two teachers

NASA Astrophysics Data System (ADS)

Barnett, George Michael

Current national and state science standards emphasize inquiry as the central strategy to teaching science. Yet, these standards do not give specific prescriptions for how to conduct inquiry in within the context of a K--12 classroom. Fortunately, many teachers are creative and intelligent decision makers who have their own perspectives on and definitions of inquiry and will no doubt attempt to implement inquiry in ways that they feel best benefits their students given the constraints of their context. This study balanced "insider" and "outsider" perspectives to examine how two teachers' conceptions of inquiry changed over time, how those changes evolved, and how these teachers overcame the difficulties inherent with inquiry-based teaching. A naturalistic and interpretive research approach was used to collect and analyze the data. This approached entailed classroom observations, interviews, field notes, and analysis of teachers' journals. Findings indicate that inquiry-based teaching practices are inherently a local phenomenon that emerges within and through the interplay among a teacher's beliefs, student questions and goals, the teacher's goals, and the social context of the teacher's classroom. Results also indicate that teachers' conceptions of inquiry change gradually over time and not as of the result of single critical events or stages and are intimately tied to their teaching context.

Psychological Aspects of Genetic Approach to Teaching Mathematics

ERIC Educational Resources Information Center

Safuanov, Ildar S.

2004-01-01

In this theoretical essay the psychological aspects of genetic approach to teaching mathematics (mainly at universities) are discussed. Analysis of the history and modern state of genetic teaching shows that its psychological aspects may be explained using both Vygotskian and Piagetian frameworks. Experience of practice of mathematical education…

Teaching sustainability science from a systems analysis perspective: MSc course at Utrecht University

NASA Astrophysics Data System (ADS)

Santos, Maria J.; de Boer, Hugo; Dekker, Stefan

2017-04-01

Sustainability science has emerged as a key discipline that embraces both disciplinary depth and interdisciplinary breadth. The challenge is to design University courses that convey both properties without sacrificing either of them. Here we present the design of such course at Utrecht University (the Netherlands) for the MSC program 'Sustainable Development' and discuss the perceived learning and student evaluations. Our course (Sustainability Modelling and Indicators (SMI)) follows an introductory course on Sustainability Perspectives. SMI philosophy is that system thinking and system analysis is central to sustainability science. To convey this philosophy, we focus on four themes: the Anthropocene, Food security, Energy security and Agency and decision making. We developed four hands-on assignments with increasing complexity and make use of different software (Stella, Excel, IMAGE and Netlogo). The assignments aimed at: (1) teaching students the system components by using a pre-existing model in Stella, (2) challenge students to build their own coupled system in Excel, (3) assess outputs from the fully-coupled and dynamic model integrated assessment model IMAGE, and (4) understand emergent properties using an agent-based model in Netlogo. Based on detailed student evaluations (n = 95) we found that the mathematics presented a manageable challenge to a part of the students. The student pool identified a priori having higher experience with Excel in comparison with other software. Netlogo was the highest ranked software in the student evaluations and this was linked to its user-interface with moving agents. The Excel assignment received the highest and lowest scores, and students found it challenging, time consuming but also indicated that they learned the most from this assignment. Students graded what we considered 'easy' assignments with the highest grades. These results suggest that a systems analytical approach to sustainability science can be operationalized

Declarative knowledge and professional vision in teacher education: effect of courses in teaching and learning.

PubMed

Stürmer, Kathleen; Könings, Karen D; Seidel, Tina

2013-09-01

Teachers' professional vision includes the ability to apply general pedagogical knowledge about components of effective teaching and learning to reason about significant features of classroom practice. It requires teachers to (a) describe, (b) explain, and (c) predict classroom situations. Although the acquisition of underling knowledge can be considered as a key element of university-based teacher education programmes, to date, there has been little empirical research on teacher candidates' development of professional vision. This study aims to improve understanding of how different university-based courses in teaching and learning impact the development of professional vision. Participants were teacher candidates (N= 53) attending the same teacher education programme at a German university. They were enrolled in one of three different compulsory courses in teaching and learning, lasting one semester. In a pre-test-post-test design, participants' declarative knowledge about teaching and learning was measured with a test, professional vision with the online tool Observer. Analysis of covariance and multivariate analysis of variance were conducted. Teacher candidates in all three courses showed significant gains both in declarative knowledge and professional vision. Patterns of results differed depending on the course attended. A video-based course with a focus on effective teaching resulted in highest gains in prediction of the consequences of observed events for student learning processes, which is the highest level of knowledge transfer. The development of professional vision is a strongly knowledge-guided process. In line with their content and aims, university-based courses can enhance teaching-relevant knowledge for teacher candidates. © 2012 The British Psychological Society.

Magic SEED? A New Approach to Teaching Math Produces Some Eye-Popping Results.

ERIC Educational Resources Information Center

Shore, Debra

1991-01-01

Project SEED is a successful program that teaches elementary school students advanced math. Specialists conduct 45-minute lessons, asking questions designed to help students discover mathematical logic. Students respond with a system of SEED hand signals which allow everyone to participate and be monitored at once. (SM)

Change in Knowledge of Learning and Teaching through Journal Writing.

ERIC Educational Resources Information Center

Dart, B. C.; Boulton-Lewis, G. M.; Brownlee, J. M.; McCrindle, A. R.

1998-01-01

Investigated changes in graduate teacher-education students' knowledge of teaching and learning resulting from the use of personal journals. Analysis of participants' journals found that their insights became more profound as their journals progressed, and the nature and quality of thinking and reflection, as well as their influence on practice,…

Using movies to teach professionalism to medical students.

PubMed

Klemenc-Ketis, Zalika; Kersnik, Janko

2011-08-23

Professionalism topics are usually not covered as a separate lesson within formal curriculum, but in subtler and less officially recognized educational activities, which makes them difficult to teach and assess. Interactive methods (e.g. movies) could be efficient teaching methods but are rarely studied. The aims of this study were: 1) to test the relevance and usefulness of movies in teaching professionalism to fourth year medical students and, 2) to assess the impact of this teaching method on students' attitudes towards some professionalism topics. This was an education study with qualitative data analysis in a group of eleven fourth year medical students from the Medical School of University Maribor who attended an elective four month course on professionalism. There were 8 (66.7%) female students in the group. The mean age of the students was 21.9 ± 0.9 years. The authors used students' written reports and oral presentations as the basis for qualitative analysis using thematic codes. Students recognised the following dimensions in the movie: communication, empathy, doctors' personal interests and palliative care. It also made them think about their attitudes towards life, death and dying. The controlled environment of movies successfully enables students to explore their values, beliefs, and attitudes towards features of professionalism without feeling that their personal integrity had been threatened. Interactive teaching methods could become an indispensible aid in teaching professionalism to new generations.

Resources for Teaching Word Identification.

ERIC Educational Resources Information Center

Schell, Leo M., Ed.; And Others

Only materials specifically designed to teach one or more of the following word identification skills were included in this booklet: sight words, context clues, phonic analysis, structural analysis, and dictionary skills. Materials for grades one through six are stressed, although a few materials suitable for secondary school students are listed.…

Knowledge of Algebra for Teaching: A Framework of Knowledge and Practices

ERIC Educational Resources Information Center

McCrory, Raven; Floden, Robert; Ferrini-Mundy, Joan; Reckase, Mark D.; Senk, Sharon L.

2012-01-01

Defining what teachers need to know to teach algebra successfully is important for informing teacher preparation and professional development efforts. Based on prior research, analysis of video, interviews with teachers, and analysis of textbooks, we define categories of knowledge and practices of teaching for understanding and assessing teachers'…

Emphasizing language and visualization in teaching linear algebra

NASA Astrophysics Data System (ADS)

Hannah, John; Stewart, Sepideh; Thomas, Mike

2013-06-01

Linear algebra with its rich theoretical nature is a first step towards advanced mathematical thinking for many undergraduate students. In this paper, we consider the teaching approach of an experienced mathematician as he attempts to engage his students with the key ideas embedded in a second-year course in linear algebra. We describe his approach in both lectures and tutorials, and how he employed visualization and an emphasis on language to encourage conceptual thinking. We use Tall's framework of three worlds of mathematical thinking to reflect on the effect of these activities in students' learning. An analysis of students' attitudes to the course and their test and examination results help to answer questions about the value of such an approach, suggesting ways forward in teaching linear algebra.

Analysis of dermoscopy teaching modalities in United States dermatology residency programs

PubMed Central

Chen, Yun An; Rill, Joanne; Seiverling, Elizabeth V.

2017-01-01

The use of dermoscopy in dermatology residency programs is on the rise (over 94% of chief residents reported using a dermatoscope in 2013) [1]. Despite increased use (100% of our surveyed residents reported using a dermatoscope), dermoscopy training is one of the aspects of United States dermatology residency training with the lowest resident satisfaction [2]. Diagnostic accuracy with dermoscopy is highly correlated with the amount of dermoscopy training the user has undertaken [3]. We sought to analyze dermoscopy use in US Dermatology residencies to better understand resident dermoscopy utilization and teaching modalities. We found residents learn dermoscopy via multiple teaching modalities. The most commonly reported dermoscopy teaching modality was didactic lectures, followed by time in clinic with a dermoscopy expert. Of the different teaching modalities, time in the clinic with a dermoscopy expert was reported to be the most effective. We also found that the majority of dermatology residents receive didactic dermoscopy lectures and clinical dermoscopy training on the differentiation of benign nevi from melanoma using dermoscopy, the detection of basal cell carcinoma, and the identification of seborrheic keratosis. However, few residents receive dedicated training on the use of dermoscopy in the evaluation of inflammatory dermatoses and skin infections despite dermoscopy’s demonstrated value in both areas [4–7]. PMID:29085718

Toward using games to teach fundamental computer science concepts

NASA Astrophysics Data System (ADS)

Edgington, Jeffrey Michael

Video and computer games have become an important area of study in the field of education. Games have been designed to teach mathematics, physics, raise social awareness, teach history and geography, and train soldiers in the military. Recent work has created computer games for teaching computer programming and understanding basic algorithms. We present an investigation where computer games are used to teach two fundamental computer science concepts: boolean expressions and recursion. The games are intended to teach the concepts and not how to implement them in a programming language. For this investigation, two computer games were created. One is designed to teach basic boolean expressions and operators and the other to teach fundamental concepts of recursion. We describe the design and implementation of both games. We evaluate the effectiveness of these games using before and after surveys. The surveys were designed to ascertain basic understanding, attitudes and beliefs regarding the concepts. The boolean game was evaluated with local high school students and students in a college level introductory computer science course. The recursion game was evaluated with students in a college level introductory computer science course. We present the analysis of the collected survey information for both games. This analysis shows a significant positive change in student attitude towards recursion and modest gains in student learning outcomes for both topics.

Science teaching self-efficacy in a primary school: A case study

NASA Astrophysics Data System (ADS)

de Laat, Jenny; Watters, James J.

1995-12-01

Bandura's theory of self-efficacy predicts that teachers with high, self-efficacy should persist longer, provide a greater academic focus in child-centred classrooms and exhibit different types of feedback than teachers who have lower self-efficacy. This paper reports on the science teaching self-efficacy in a group of teachers at a state primary school. The research was conducted in two stages using firstly the Science Teaching Efficacy Beliefs Instrument (STEBI-A) to identify cases, and secondly, a semistructured interview coupled with classroom observations. Thirty seven teaching staff were surveyed with the STEBI-A instrument. The five highest and five lowest scoring teachers on the personal science teaching self-efficacy subscale of the STEBI-A were interviewed. The analysis of interviews and observations indicated that teachers with high personal science teaching self-efficacy have had a long interest in science and a relatively strong background of formal science studies with opportunities for exploring out of school activities. Although they may have experienced negative science experiences in their own schooling other ameliorating factors existed which maintained their interest. Their instructional strategies in science lessons were more child-centred than those reported by teachers with lower personal science teaching self-efficacy. The implications of the results for the inservice training of teachers are discussed.

A Comparative Analysis of the Perceptions of Special Education Teachers regarding Educative Activities to Further Develop Teaching Skills

ERIC Educational Resources Information Center

Arocha-Gill, Theresa

2010-01-01

A comparative analysis of the perceptions of special education teachers in the San Antonio Independent School District (SAISD) regarding the importance, comfort, and frequency levels of educative activities to further develop their teaching skills was conducted by the researcher in order to apply findings to the development of future professional…

Contextual Considerations in Communicative Language Teaching.

ERIC Educational Resources Information Center

Takala, Sauli

Ten years of intensive research and development in foreign language teaching in Finland have resulted in a foreign language curriculum with a communicative orientation and textbooks to accompany it. Another outcome of this work was a realization of the complexity of language teaching, which led to models of the language teaching process. One such…

Teaching medical students how to teach: a national survey of students-as-teachers programs in U.S. medical schools.

PubMed

Soriano, Rainier P; Blatt, Benjamin; Coplit, Lisa; CichoskiKelly, Eileen; Kosowicz, Lynn; Newman, Linnie; Pasquale, Susan J; Pretorius, Richard; Rosen, Jonathan M; Saks, Norma S; Greenberg, Larrie

2010-11-01

A number of U.S. medical schools started offering formal students-as-teachers (SAT) training programs to assist medical students in their roles as future teachers. The authors report results of a national survey of such programs in the United States. In 2008, a 23-item survey was sent to 130 MD-granting U.S. schools. Responses to selective choice questions were quantitatively analyzed. Open-ended questions about benefits and barriers to SAT programs were given qualitative analyses. Ninety-nine U.S. schools responded. All used their medical students as teachers, but only 44% offered a formal SAT program. Most (95%) offered formal programs in the senior year. Common teaching strategies included small-group work, lectures, role-playing, and direct observation. Common learning content areas were small-group facilitation, feedback, adult learning principles, and clinical skills teaching. Assessment methods included evaluations from student-learners (72%) and direct observation/videotaping (59%). From the qualitative analysis, benefit themes included development of future physician-educators, enhancement of learning, and teaching assistance for faculty. Obstacles were competition with other educational demands, difficulty in faculty recruitment/retention, and difficulty in convincing others of program value. Formal SAT programs exist for 43 of 99 U.S. medical school respondents. Such programs should be instituted in all schools that use their students as teachers. National teaching competencies, best curriculum methods, and best methods to conduct skills reinforcement need to be determined. Finally, the SAT programs' impacts on patient care, on selection decisions of residency directors, and on residents' teaching effectiveness are areas for future research.

Teaching Inflation Targeting: An Analysis for Intermediate Macro.

ERIC Educational Resources Information Center

Walsh, Carl E.

2002-01-01

States many central banks have adopted policies known as inflation targeting. Declares that students need experience with the implications of these policies. Provides a simple graphical device involving the output gap and the inflation rate to overcome these problems that can be used to teach intermediate macroeconomics students about inflation…

Teaching preschool children to report suspicious packages to adults.

PubMed

May, Michael E; Shayter, Ashley M; Schmick, Ayla; Barron, Becky; Doherty, Meghan; Johnson, Matthew

2018-05-16

Law enforcement agencies stress that public reporting of terror-related crime is the predominant means for disrupting these actions. However, schools may be unprepared because the majority of the populace may not understand the threat of suspicious materials or what to do when they are found on school grounds. The purpose of this study was to systematically teach preschool children to identify and report suspicious packages across three experiments. In the first experiment, we used multiple exemplar training to teach children to identify the characteristics of safe and unsafe packages. In the second experiment, we taught participants to identify the locations where packages should be considered unsafe. Finally, in the third experiment, we used behavioral skills training to teach participants to avoid touching unsafe packages, leave the area where they were located, and report their discovery to an adult. Results suggest the participants quickly developed these skills. Implications for safety skills in young school children are discussed. © 2018 Society for the Experimental Analysis of Behavior.

Teaching, an Alternative to Leisure: Ozark Case Studies of Mid-Life Retirees.

ERIC Educational Resources Information Center

Bell, David; Reed, Stan

This document identifies characteristics and patterns of characteristics of those who have leisure as a mid-life option. A comparison was made between individuals electing to pursue leisure and those electing to enter teaching at this life stage. Results of structured interviews, statistical results, and an analysis of a life satisfaction scale…

Evidence based medicine: teaching, learning and practice: results of a cross-sectional study from Turkey.

PubMed

Avsar, Ummu Zeynep; Avsar, Umit; Cansever, Zeliha; Acemoglu, Hamit; Cayir, Yasemin; Khan, Abdul Sattar

2014-07-01

To assess the level of understanding related to the significance of evidence-based medicine among physicians. The cross-sectional study was conducted between March and October 2012 using an online questionnaire that was sent out to physicians and academics working as faculty at training hospitals across Turkey. The questionnaire consisted of questions about the knowledge, attitude and behaviour towards evidence-based medicine. Seven of the questions pertained to the learning of evidence-based medicine, six were about teaching evidence-based medicine, and six were about its practice. SPSS 20 was used for statistical analyses. The questionnaire was returned duly filled by 79 physicians. Of them, 41 (51.9%) were males; and 57 (72.2%) were part of the faculty. Only 1(1.2%) participant had attended a course about evidence-based medicine during undergraduate education, while 19 (24.05)had attended one after graduation. Besides, 26 (32.9%) academics were teaching some concepts of evidence-based medicine, and 21 (26.6%) were giving some information about clinical guidelines. The study found that levels of learning and teaching of evidence-based medicine among physicians were inadequate. They should be emphasised at both pre- and post-graduate tiers.

The concept of nature in Islamic science teaching

NASA Astrophysics Data System (ADS)

Zarman, Wendi

2016-02-01

Science teaching is basically value laden activities. One of the values tells that science is not related to any religion. This secular value is reflected to science teaching in many places, including religious country like Indonesia. However, we argue that in Indonesia science teaching should not be secular as in the Western country since one of the basic aim of National Education according to the Indonesian constitution Undang-Undang Dasar 1945, is to inculcate faith and god-fearing to One God Almighty. As we know, Indonesia is a Moslem country and has many Islamic schools in it too. Thus, it is important to design a science teaching framework base on Islamic teaching to fulfill the basic aim of National Education This paper discusses concept of nature, the key term in science, based on Islamic view that may used as a framework to develop Islamic science teaching. In Islam, science has a strong relation to religion since nature reflects the existence of the Creator. This concept is derived from the analysis of several verses from Qur'an as the main source of Islamic teaching. There are several principle can be derived from this analysis. Firstly, visible world is not the only world, but there is also the unseen world. Secondly, the nature is not merely matter that doesn't have any sacred value, but it is the indication or symbol of God existence and His Nature. Thirdly, The Qur'an and the nature are both Books of Allah that contain messages of Him, so they are complementary to each other

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.

A Content Analysis of Qualitative Research in the Journal of Teaching in Physical Education from 1998 to 2008

ERIC Educational Resources Information Center

Hemphill, Michael A.; Richards, K. Andrew R.; Templin, Thomas J.; Blankenship, Bonnie Tjeerdsma

2012-01-01

Previous reviews of research have documented the increasing use of qualitative inquiry in physical education. In this research note, the authors present a content analysis of qualitative research articles published between 1998 and 2008 in the Journal of Teaching in Physical Education (JTPE). A total of 110 empirical articles were published that…

Teaching Multidigit Multiplication: Combining Multiple Frameworks to Analyse a Class Episode

ERIC Educational Resources Information Center

Clivaz, Stéphane

2017-01-01

This paper provides an analysis of a teaching episode of the multidigit algorithm for multiplication, with a focus on the influence of the teacher's mathematical knowledge on their teaching. The theoretical framework uses Mathematical Knowledge for Teaching, mathematical pertinence of the teacher and structuration of the milieu in a descending and…

An analysis of elementary teachers' perceptions of teaching science as inquiry

NASA Astrophysics Data System (ADS)

Domjan, Heather Nicole

The purpose of this study is to describe elementary school teachers' perceptions of science as inquiry in science instruction. A descriptive survey research design was used to collect data regarding elementary science teachers' knowledge and beliefs related to inquiry and its role in science education. The written section of the survey was analyzed and interpreted descriptively through phenomenological data and the constant comparative method (Glaser & Strauss, 1967; Lincoln & Guba, 1985). The researcher used the constant comparative method to identify statements, perceptions, and impressions that occurred over time during the study (Janesick, 1994). Ninety-two elementary school teachers who teach science in a large suburban district southwest of Houston, Texas were administered a three part Understanding Science as Inquiry Survey (USAI) developed by the researcher. Participants communicated in writing personal definitions of inquiry in elementary science as well as determined to what extent inquiry was used in four elementary science classroom scenarios. The survey items were based on the following four components of inquiry described by Inquiry and the National Science Education Standards (2000): (1) conceptual knowledge, (2) process skills, (3) nature of science, and (4) affect. The study describes elementary school teachers' perceptions about science as inquiry. Conclusions for Part A of the USAI Survey indicate that participants define inquiry as: mostly process skills, some conceptual knowledge, and very little affect with no perception of the nature of science. The Likert scale ratings for the scenarios in Part B of the USAI Survey reveal that participants have varied perceptions regarding teaching science as inquiry. The written section of Part B reveals participants' perceptions to be similar to that of their Likert scale ratings except in scenario one. The researcher concludes that the participants in this study appear to have an incomplete understanding

Bedside teaching-making it an effective instructional tool.

PubMed

Khan, Ishtiaq Ali

2014-01-01

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

Teaching Case: IS Security Requirements Identification from Conceptual Models in Systems Analysis and Design: The Fun & Fitness, Inc. Case

ERIC Educational Resources Information Center

Spears, Janine L.; Parrish, James L., Jr.

2013-01-01

This teaching case introduces students to a relatively simple approach to identifying and documenting security requirements within conceptual models that are commonly taught in systems analysis and design courses. An introduction to information security is provided, followed by a classroom example of a fictitious company, "Fun &…

An Analysis of the Cost and Cost-Effectiveness of Faculty Development for Online Teaching

ERIC Educational Resources Information Center

Meyer, Katrina A.

2014-01-01

This article presents the results of a national study of 39 higher education institutions that collected information about their cost measures used to evaluate faculty development for online teaching as well as decisions they would make to expand, keep, scale back, or eliminate various faculty development activities and contents in a…

Teaching Cardiac Examination Skills

PubMed Central

Smith, Christopher A; Hart, Avery S; Sadowski, Laura S; Riddle, Janet; Evans, Arthur T; Clarke, Peter M; Ganschow, Pamela S; Mason, Ellen; Sequeira, Winston; Wang, Yue

2006-01-01

OBJECTIVE To determine if structured teaching of bedside cardiac examination skills improves medical residents' examination technique and their identification of key clinical findings. DESIGN Firm-based single-blinded controlled trial. SETTING Inpatient service at a university-affiliated public teaching hospital. PARTICIPANTS Eighty Internal Medicine residents. METHODS The study assessed 2 intervention groups that received 3-hour bedside teaching sessions during their 4-week rotation using either: (1) a traditional teaching method, “demonstration and practice” (DP) (n=26) or (2) an innovative method, “collaborative discovery” (CD) (n=24). The control group received their usual ward teaching sessions (n=25). The main outcome measures were scores on examination technique and correct identification of key clinical findings on an objective structured clinical examination (OSCE). RESULTS All 3 groups had similar scores for both their examination technique and identification of key findings in the preintervention OSCE. After teaching, both intervention groups significantly improved their technical examination skills compared with the control group. The increase was 10% (95% confidence interval [CI] 4% to 17%) for CD versus control and 12% (95% CI 6% to 19%) for DP versus control (both P<.005) equivalent to an additional 3 to 4 examination skills being correctly performed. Improvement in key findings was limited to a 5% (95% CI 2% to 9%) increase for the CD teaching method, CD versus control P=.046, equivalent to the identification of an additional 2 key clinical findings. CONCLUSIONS Both programs of bedside teaching increase the technical examination skills of residents but improvements in the identification of key clinical findings were modest and only demonstrated with a new method of teaching. PMID:16423116

Research on Teaching in Physical Education: Questions and Comments.

ERIC Educational Resources Information Center

Lee, Amelia M.

1991-01-01

Reinforces some of the points made in Stephen Silverman's research review on teaching in physical education, examining the process-product paradigm, the measurement of learning and teaching, and the significance of student mediation. The article identifies issues that merit further discussion and analysis. (SM)

The Classroom as Stage: Impression Management in Collaborative Teaching

ERIC Educational Resources Information Center

Preves, Sharon; Stephenson, Denise

2009-01-01

This article explores the social-psychological process of identity negotiation in collaborative teaching, using Erving Goffman's (1959) theoretical tradition of dramaturgy to analyze the classroom itself as a performance venue. A dramaturgical analysis of collaborative teaching is especially significant given this growing pedagogical trend because…

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

NASA Astrophysics Data System (ADS)

Genel, Abdulkadir; Sami Topçu, Mustafa

2016-01-01

Background: Despite a growing body of research and curriculum reforms including socioscientific issues (SSI) across the world, how preservice science teachers (PST) or in-service science teachers can teach SSI in science classrooms needs further inquiry. Purpose: The purpose of this study is to describe the abilities of PSTs to teach SSI in middle school science classrooms, and the research question that guided the present study is: How can we characterize Turkish PSTs' SSI-based teaching practices in middle school science classrooms (ages 11-14)? Sample: In order to address the research question of this study, we explored 10 Turkish PSTs' SSI-based teaching practices in middle school science classrooms. A purposeful sampling strategy was used, thus, PSTs were specifically chosen because they were ideal candidates to teach SSI and to integrate SSI into the science curricula since they were seniors in the science education program who had to take the field experience courses. Design and method: The participants' SSI teaching practices were characterized in light of qualitative research approach. SSI-based teaching practices were analyzed, and the transcripts of all videotape recordings were coded by two researchers. Results: The current data analysis describes Turkish PSTs' SSI-based teaching practices under five main categories: media, argumentation, SSI selection and presentation, risk analysis, and moral perspective. Most of PSTs did not use media resources in their lesson and none of them considered moral perspective in their teaching. While the risk analyses were very simple and superficial, the arguments developed in the classrooms generally remained at a simple level. PSTs did not think SSI as a central topic and discussed these issues in a very limited time and at the end of the class period. Conclusions: The findings of this study manifest the need of the reforms in science education programs. The present study provides evidence that moral, media

Perceived Teaching Practice and Its Prediction of Student Engagement in Singapore

ERIC Educational Resources Information Center

Luo, Wenshu

2017-01-01

This study examined teaching practice in Singapore mathematics classrooms and its prediction of student engagement. A large sample of Singapore Secondary 2 students first reported perceived teaching practice in their mathematics classrooms in Term 1 and their engagement in mathematics study in Term 2. Based on Rasch analysis of teaching practice,…

Data Wise: A Step by Step Guide to Using Assessment Results to Improve Teaching and Learning. Revised and Expanded Edition

ERIC Educational Resources Information Center

Boudett, Kathryn Parker, Ed.; City, Elizabeth A., Ed.; Murnane, Richard J., Ed.

2013-01-01

"Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning" presents a clear and carefully tested blueprint for school leaders. It shows how examining test scores and other classroom data can become a catalyst for important schoolwide conversations that will enhance schools' abilities to capture…

Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning. Revised and Expanded Edition

ERIC Educational Resources Information Center

Boudett, Kathryn Parker, Ed.; City, Elizabeth A., Ed.; Murnane, Richard J., Ed.

2013-01-01

"Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning" presents a clear and carefully tested blueprint for school leaders. It shows how examining test scores and other classroom data can become a catalyst for important schoolwide conversations that will enhance schools' abilities to capture…

Mathematical knowledge in teaching of fraction concepts using diagrammatical approach

NASA Astrophysics Data System (ADS)

Veloo, Palanisamy Kathir; Puteh, Marzita

2017-05-01

Teachers need various types of knowledge in order to deliver various fraction concepts at elementary level. In this paper, Balls' framework (2008) or, Mathematical Knowledge for Teaching (MKT) is used as benchmark guideline. This paper investigates and explores component of MKT knowledge among eight experienced teachers of the primary school. Data was collected using paper pencil test, interview and video recording. This paper, narrowed to teacher's knowledge and their practices while teaching of various fractions concepts using diagrammatical approach in present of MKT. The data gathered from teachers were analyzed using thematic analysis techniques. The results indicated that teachers lack various components of MKT knowledge as a proposal by various researchers and assumed that teaching as procedural more than enough due to lack of deep understanding of mathematics and the various types of MKT is not required due to the present of practices in the mathematics classroom.

Teaching undergraduate biomechanics with Just-in-Time Teaching.

PubMed

Riskowski, Jody L

2015-06-01

Biomechanics education is a vital component of kinesiology, sports medicine, and physical education, as well as for many biomedical engineering and bioengineering undergraduate programmes. Little research exists regarding effective teaching strategies for biomechanics. However, prior work suggests that student learning in undergraduate physics courses has been aided by using the Just-in-Time Teaching (JiTT). As physics understanding plays a role in biomechanics understanding, the purpose of study was to evaluate the use of a JiTT framework in an undergraduate biomechanics course. This two-year action-based research study evaluated three JiTT frameworks: (1) no JiTT; (2) mathematics-based JiTT; and (3) concept-based JiTT. A pre- and post-course assessment of student learning used the biomechanics concept inventory and a biomechanics concept map. A general linear model assessed differences between the course assessments by JiTT framework in order to evaluate learning and teaching effectiveness. The results indicated significantly higher learning gains and better conceptual understanding in a concept-based JiTT course, relative to a mathematics-based JiTT or no JiTT course structure. These results suggest that a course structure involving concept-based questions using a JiTT strategy may be an effective method for engaging undergraduate students and promoting learning in biomechanics courses.

Introducing a Symbolic Interactionist Approach on Teaching Mathematics: The Case of Revoicing as an Interactional Strategy in the Teaching of Probability

ERIC Educational Resources Information Center

Eckert, Andreas; Nilsson, Per

2017-01-01

This study examines an interactional view on teaching mathematics, whereby meaning is co-produced with the students through a process of negotiation. Further, teaching is viewed from a symbolic interactionism perspective, allowing the analysis to focus on the teacher's role in the negotiation of meaning. Using methods inspired by grounded theory,…

Outside the Classroom and beyond Psychology: A Citation Analysis of the Scientific Influence of Teaching Activities

ERIC Educational Resources Information Center

Tomcho, Thomas J.; Foels, Rob; Walter, Mark I.; Yerkes, Kyle; Brady, Brittany; Erdman, Molly; Dantoni, Lindsay; Venables, Megan; Manry, Allison

2015-01-01

A primary objective for researchers who publish teaching activities and methods in the "Teaching of Psychology" (ToP) is to inform best practices in classroom teaching. Beyond the learning effect in the classroom, these ToP teaching activity and method articles may also have a "scientific" effect that heretofore researchers…

High rate of burnout among anaesthesiologists in Belgrade teaching hospitals: Results of a cross-sectional survey.

PubMed

Milenović, Miodrag; Matejić, Bojana; Vasić, Vladimir; Frost, Elizabeth; Petrović, Nataša; Simić, Dušica

2016-03-01

Decisions by anaesthesiologists directly impact the treatment, safety, recovery and quality of life of patients. Physical or mental collapse due to overwork or stress (burnout) in anaesthesiologists may, therefore, be expected to negatively affect patients, departments, healthcare facilities and families. To evaluate the prevalence of burnout among anaesthesiologists in Belgrade public teaching hospitals. A cross-sectional survey. Anaesthesiologists in 10 Belgrade teaching hospitals. Burnout was assessed using Maslach Burnout Inventory-Human Services Survey. The response rate was 76.2% (205/272) with the majority of respondents women (70.7%). The prevalence of total burnout among anaesthesiologists in Belgrade teaching hospitals was 6.34%. Measured level of burnout as assessed by high emotional exhaustion, high depersonalisation and low personal accomplishment was 52.7, 12.2 and 28.8%, respectively. More than a quarter of the studied population responded in each category with symptoms of moderate burnout. We detected that sex, additional academic education, marital status and working conditions were risk factors for emotional exhaustion and depersonalisation. Ageing increased the likelihood of burnout by 21.3% with each additional year. Shorter professional experience and increased educational accomplishment increased the risk of total burnout by 272%. Burnout rates in Belgrade teaching hospitals among anaesthesiologists are higher than in foreign hospitals. Emotional and/or physical breakdowns can have serious effects when these individuals care for patients in extremely stressed situations that may occur perioperatively. Causes for burnout should be examined more closely and means implemented to reverse this process.

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