Assessment, Autonomy, and Elementary Social Studies Time

ERIC Educational Resources Information Center

Fitchett, Paul G.; Heafner, Tina L.; Lambert, Richard

2014-01-01

Background/context: In an era of accountability and standardization, elementary social studies is consistently losing its curricular foothold to English/language arts, math, and science instruction. Purpose: This article examines the relationship between elementary teachers' perceptions of instructional autonomy, teaching context, state testing…

Teaching of social and philosophical background to atomic theory

NASA Astrophysics Data System (ADS)

Lühl, Jutta

1992-06-01

The history of atomic theory is outlined from earliest times up to the orbital model, and a corresponding teaching method described. The first, historical part of the paper emphasizes social and philosophical aspects in the development of atomic theory. The following milestones are dealt with: the development of the concept of matter from Greek mythology up to the atom; the spreading of Arab philosophy to the Occident during the Middle Ages; the conflict between the church and its opponents in the Middle Ages about the nature of the individual and society; and the status of atomic theory at the time of Newton, and its final acceptance after Dalton. The second part of the paper describes a method for teaching this material at secondary level, in which students are encouraged to make their own conclusions from the range of material offered.

Integrating the Arts in Rural Schools.

ERIC Educational Resources Information Center

Galles, Karen

1986-01-01

Describes integrated approach to teaching the arts which can be utilized in single or multi-grade classrooms in rural settings by teachers who may not have a background in any art form. Addresses problems of time, preparation, and resources that hinder curriculum development by rural educators. (NEC)

The effect of background music and song texts on the emotional understanding of children with autism.

PubMed

Katagiri, June

2009-01-01

The purpose of this study was to examine the effect of background music and song texts to teach emotional understanding to children with autism. Participants were 12 students (mean age 11.5 years) with a primary diagnosis of autism who were attending schools in Japan. Each participant was taught four emotions to decode and encode: happiness, sadness, anger, and fear by the counterbalanced treatment-order. The treatment consisted of the four conditions: (a) no contact control (NCC)--no purposeful teaching of the selected emotion, (b) contact control (CC)--teaching the selected emotion using verbal instructions alone, (c) background music (BM)--teaching the selected emotion by verbal instructions with background music representing the emotion, and singing songs (SS)--teaching the selected emotion by singing specially composed songs about the emotion. Participants were given a pretest and a posttest and received 8 individual sessions between these tests. The results indicated that all participants improved significantly in their understanding of the four selected emotions. Background music was significantly more effective than the other three conditions in improving participants' emotional understanding. The findings suggest that background music can be an effective tool to increase emotional understanding in children with autism, which is crucial to their social interactions.

Diversity in Initial Teacher Education in Ireland: The Socio-Demographic Backgrounds of Postgraduate Post-Primary Entrants in 2013 and 2014

ERIC Educational Resources Information Center

Keane, Elaine; Heinz, Manuela

2015-01-01

The homogeneity of the teaching profession is an international phenomenon; teaching bodies are generally from majority-group backgrounds, frequently in contrast to student populations. Research in Ireland suggests a similar situation, yet we lack adequate data describing our national context. Diversifying the teaching population is an…

An Assessment of the Impact of a Collaborative Didactic Approach and Students' Background in Teaching Computer Animation

ERIC Educational Resources Information Center

Sanna, Andrea; Valpreda, Fabrizio

2017-01-01

The purpose of this study was to compare different students' backgrounds and two different didactic methodologies to profitably teach computer animation in Italian schools of design and engineering. Teachers and instructors have long been engaged in discussions to define effective curricula for teaching computer animation. Various…

Confident but not theoretically grounded – experienced simulation educators’ perceptions of their own professional development

PubMed Central

Allvin, Renée; Berndtzon, Magnus; Carlzon, Liisa; Edelbring, Samuel; Hult, Håkan; Hultin, Magnus; Karlgren, Klas; Masiello, Italo; Södersved Källestedt, Marie-Louise; Tamás, Éva

2017-01-01

Background Medical simulation enables the design of learning activities for competency areas (eg, communication and leadership) identified as crucial for future health care professionals. Simulation educators and medical teachers follow different career paths, and their education backgrounds and teaching contexts may be very different in a simulation setting. Although they have a key role in facilitating learning, information on the continuing professional development (pedagogical development) of simulation educators is not available in the literature. Objectives To explore changes in experienced simulation educators’ perceptions of their own teaching skills, practices, and understanding of teaching over time. Methods A qualitative exploratory study. Fourteen experienced simulation educators participated in individual open-ended interviews focusing on their development as simulation educators. Data were analyzed using an inductive thematic analysis. Results Marked educator development was discerned over time, expressed mainly in an altered way of thinking and acting. Five themes were identified: shifting focus, from following to utilizing a structure, setting goals, application of technology, and alignment with profession. Being confident in the role as an instructor seemed to constitute a foundation for the instructor’s pedagogical development. Conclusion Experienced simulation educators’ pedagogical development was based on self-confidence in the educator role, and not on a deeper theoretical understanding of teaching and learning. This is the first clue to gain increased understanding regarding educational level and possible education needs among simulation educators, and it might generate several lines of research for further studies. PMID:28176931

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.

A Hands-On Approach to Teaching the Terrane Concept in Historical Geology.

ERIC Educational Resources Information Center

Bykerk-Kauffman, Ann

1989-01-01

Describes an exercise in which students convert lithostratigraphic columns into chronostratigraphic columns, infer paleolatitude using paleomagnetic data, interpret depositional environments, determine the timing of deformation and terrane collision, construct models, and synthesize the results into a geologic history. Background data, procedures,…

Teaching epidemiology in the digital age: considerations for academicians and their students.

PubMed

Caron, Rosemary M

2013-09-01

The way in which we prepare future public health professionals is changing because of the digital age. Online education is expanding the accessibility of public health training to students and practitioners with diverse backgrounds. Online courses offer many advantages for students, including flexible schedules, elimination of commuting time, and fostering interactions among students and the instructor. A few disadvantages of online courses for the student can include a feeling of isolation, difficulty adjusting to the time-intensive nature, and the required self-discipline to regularly tend to online course materials that immature and working students can find challenging. For faculty who are faced with teaching epidemiology in these changing times of the traditional face-to-face classroom and the virtual classroom, the core teaching principles of this science of public health remain unchanged, yet how they are delivered in the online environment adds a layer of complexity not previously encountered. This paper presents practical considerations for faculty who will be teaching online and their students who will be learning online. In addition, a framework for an online epidemiology course is presented as a model by which faculty interested in teaching epidemiology online can modify the course structure, content, and assessment tools to fit their needs. Copyright © 2013 Elsevier Inc. All rights reserved.

Time management: a review for physicians.

PubMed Central

Brunicardi, F. C.; Hobson, F. L.

1996-01-01

This article reviews the basic concepts and techniques of time management as they relate to a medical lifestyle. Essential tools are described to help the physician reassess and sharpen skills for handling intensifying demands and constraints of juggling patient care, research, teaching, and family responsibilities. The historical background and principles of time management for three popular "best selling" techniques are critiqued. In addition, a fourth technique, or model, of time management is introduced for physician use. PMID:8855650

It ain't what you say, it's how you say it: linguistic and cultural diversity in the classroom.

PubMed

Robinson, Cynthia Cole; Clardy, Pauline

2011-01-01

The disparity between the cultural and linguistic diversity of the teaching population and the student population continues to grow as teacher education programs enroll and graduate primarily white teacher candidates (83.7%). At the same time, the diversity of the K-12 student body has increased with 65% of public school students being from culturally and linguistically diverse backgrounds (National Center for Education Statistics, 2007). This chasm between the diversity of the teaching force and student population is of concern as many teachers report that they do not have the cultural knowledge and experience of working or living in diverse environments, yet will be faced with teaching a very diverse student population. Hence, the need for teacher candidates and current teachers to be explicitly taught the skills needed to successfully teach diverse student populations is urgent. In this article, we explore the following phenomena: how linguistic and cultural diversity is regarded in teacher education programs, as well as teacher candidates' and current K-12 teachers' dispositions towards students who do not share their cultural backgrounds or language (including those who vary in their dialects). Finally, we will present strategies that teacher educators can use to embrace and empower culturally and linguistically diverse (CLD) teacher candidates, as well as prepare teacher candidates to teach diverse student populations.

SMIL and SVG in teaching

NASA Astrophysics Data System (ADS)

Eidenberger, Horst

2003-12-01

This paper describes how the web standards Synchronized Multimedia Integration Language (SMIL) and Scalable Vector Graphics (SVG) are used in teaching at the Vienna University of Technology. SMIL and SVG are used in courses on multimedia authoring. Didactically, the goal is to teach students how to use media objects and timing concepts to build interactive media applications. Additionally, SMIL is applied to generate multimedia content from a database using a content management system. The paper gives background information on the SMIL and SVG standards and sketches how teaching multimedia is organized at the Vienna University of Technology. Courses from the summer term 2003 are described and illustrated in two case studies. General design problems of SMIL-based presentations are modelled as patterns. Additionally, suggestions for improvement in the standards are given and shortcomings of existing user agents are summarized. Our conclusion is that SMIL and SVG are very well suited for teaching multimedia. Currently, the main problem is that all existing SMIL players lack some properties desired for teaching applications (stability, correctness, etc.).

Situated Instructional Coaching: A Case Study of Faculty Professional Development

ERIC Educational Resources Information Center

Czajka, Charles Doug; McConnell, David

2016-01-01

Background: Barriers to reforming traditional lecture-based undergraduate STEM classes are numerous and include time constraints, lack of training, and instructor's beliefs about teaching and learning. This case study documents the use of a situated instructional coaching process as a method of faculty professional development. In this model, a…

Trying Not to "Shove Religion down Their Throats"

ERIC Educational Resources Information Center

King, Jason

2015-01-01

This article attempts two tasks. First, to clarify how the claim that colleges and universities may "shove religion down students' throats" has a historical background. Second, to indicate how pedagogical strategies--like service learning, discussions, paper revisions, and "Just in Time Teaching" exercises--can be used in ways…

Using a Business Framework to Teach Technical Writing to Nonscientists

ERIC Educational Resources Information Center

Devet, Bonnie

2005-01-01

Today, students other than biology, computer science, or physics majors are enrolling in technical writing. English and communication students, seeking lucrative careers as professional writers or editors, are increasingly signing up for the course. Lacking extensive scientific backgrounds, these students may have a difficult time writing about…

Bubbles: Films, Foams & Fizz. Ideas in Science. Notes for Teachers.

ERIC Educational Resources Information Center

Murphy, Pat, Ed.

Five activities dealing with bubbles are presented. Information provided with the activities includes introductory and/or background information; notes on pre-activity preparations; lists of science themes and skills fostered; time frame; list of materials needed; student procedures; and instructional strategies. A teaching guide with detailed…

Undergraduate radiology education in private and public teaching hospitals in Karachi, Pakistan: teaching duties, methodologies, and rewards

PubMed Central

Nadeem, Naila; Khawaja, Ranish Deedar Ali; Beg, Madiha; Naeem, Muhammad; Majid, Zain

2013-01-01

Background In an integrated method of education, medical students are introduced to radiology in their preclinical years. However, no study has been conducted in Pakistan to demonstrate an academic framework of medical radiology education at an undergraduate level. Therefore, we aimed to document and compare the current level of teaching duties, teaching methodologies, and teaching rewards among radiologists and residents in private and public teaching hospitals in Karachi, Pakistan. Methods A survey was conducted among 121 radiologists and residents in two private and two public teaching hospitals in Karachi, Pakistan. Radiologists who were nationally registered with the Pakistan Medical and Dental Council either part-time or full-time were included. Radiology residents and fellows who were nationally registered with the Pakistan Medical and Dental Council were also included. Self-administered questionnaires addressing teaching duties, methods, and rewards were collected from 95 participants. Results The overall response rate was 78.51% (95/121). All of the radiologists were involved in teaching residents and medical students, but only 36% reported formal training in teaching skills. Although most of the respondents (76%) agreed that medical students appeared enthusiastic about learning radiology, the time spent on teaching medical students was less than five hours per week annually (82%). Only 37% of the respondents preferred dedicated clerkships over distributed clerkships (41%). The most common preferred teaching methodology overall was one-on-one interaction. Tutorials, teaching rounds, and problem-based learning sessions were less favored by radiologists than by residents. Teaching via radiology films (86%) was the most frequent mode of instruction. Salary (59%) was the most commonly cited teaching reward. The majority of respondents (88%) were not satisfied with their current level of teaching rewards. Conclusion All radiologists and residents working in an academic radiology department are involved in teaching undergraduate students at multiple levels. The most valued teaching methodology involves use of images, with one-on-one interaction between the trainer and trainee. The monetary reward for teaching is inbuilt into the salary. The methodology adopted for teaching purposes was significantly different between respondents from private hospitals and those from public teaching hospitals. Because of low satisfaction among the respondents, efforts should be made to provide satisfying teaching rewards. PMID:23745098

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

ERIC Educational Resources Information Center

Stuart, Jennifer Lynn

2017-01-01

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

The views of part-time clinical teachers regarding their role in undergraduate education at the University of Bristol Dental School.

PubMed

Puryer, J; McNally, L; O'Sullivan, D

2015-01-01

UK dental schools are reliant on part-time teachers to deliver the clinical educational component of the course, the majority with a background in general dental practice. Opportunities for promotion are limited, as is the support for obtaining educational qualifications. The aim of this study was to ascertain the views of such teachers at a dental school. An anonymous online survey was used to obtain both qualitative and quantitative views. The response rate was 80%. The school has n = 50 part-time clinical teachers, who have been teaching for, on average ten years, and for three sessions per week. Eighteen percent of teachers are recognised specialists. Forty-six percent of respondents have a formal teaching qualification, mostly at certificate level, and 55% thought it necessary to acquire a formal teaching qualification. Eighty-eight percent were happy with their role as clinical teachers. This study demonstrates that despite the lack of support and prospect of career progression, the majority of part-time clinical teachers at this institution are satisfied with their role.

Teaching pediatric communication skills to medical students

PubMed Central

Frost, Katherine A; Metcalf, Elizabeth P; Brooks, Rachel; Kinnersley, Paul; Greenwood, Stephen R; Powell, Colin VE

2015-01-01

Background Delivering effective clinical pediatric communication skills training to undergraduate medical students is a distinct and important challenge. Pediatric-specific communication skills teaching is complex and under-researched. We report on the development of a scenario-based pediatric clinical communication skills program as well as students’ assessment of this module. Methods We designed a pediatric clinical communication skills program and delivered it five times during one academic year via small-group teaching. Students were asked to score the workshop in eight domains (learning objectives, complexity, interest, competencies, confidence, tutors, feedback, and discussion) using 5-point Likert scales, along with free text comments that were grouped and analyzed thematically, identifying both the strengths of the workshop and changes suggested to improve future delivery. Results Two hundred and twenty-one of 275 (80%) student feedback forms were returned. Ninety-six percent of students’ comments were positive or very positive, highlighting themes such as the timing of teaching, relevance, group sizes, and the use of actors, tutors, and clinical scenarios. Conclusion Scenario-based teaching of clinical communication skills is positively received by students. Studies need to demonstrate an impact on practice, performance, development, and sustainability of communications training. PMID:25653569

Teaching surgery takes time: the impact of surgical education on time in the operating room

PubMed Central

Vinden, Christopher; Malthaner, Richard; McGee, Jacob; McClure, J. Andrew; Winick-Ng, Jennifer; Liu, Kuan; Nash, Danielle M.; Welk, Blayne; Dubois, Luc

2016-01-01

Background It is generally accepted that surgical training is associated with increased surgical duration. The purpose of this study was to determine the magnitude of this increase for common surgical procedures by comparing surgery duration in teaching and nonteaching hospitals. Methods This retrospective population-based cohort study included all adult residents of Ontario, Canada, who underwent 1 of 14 surgical procedures between 2002 and 2012. We used several linked administrative databases to identify the study cohort in addition to patient-, surgeon- and procedure-related variables. We determined surgery duration using anesthesiology billing records. Negative binomial regression was used to model the association between teaching versus nonteaching hospital status and surgery duration. Results Of the 713 573 surgical cases included in this study, 20.8% were performed in a teaching hospital. For each procedure, the mean surgery duration was significantly longer for teaching hospitals, with differences ranging from 5 to 62 minutes across individual procedures in unadjusted analyses (all p < 0.001). In regression analysis, procedures performed in teaching hospitals were associated with an overall 22% (95% confidence interval 20%–24%) increase in surgery duration, adjusting for patient-, surgeon- and procedure-related variables as well as the clustering of patients within surgeons and hospitals. Conclusion Our results show that a wide range of surgical procedures require significantly more time to perform in teaching than nonteaching hospitals. Given the magnitude of this difference, the impact of surgical training on health care costs and clinical outcomes should be a priority for future studies. PMID:27007088

A qualitative case study to identify possible barriers that limit effective elementary science education

NASA Astrophysics Data System (ADS)

Foster, Donald Carey

The purpose of this case study was to identify barriers that limit the effectiveness of elementary teachers in the teaching of science. It is of the utmost urgency that barriers be first identified, so that possible solutions can be explored to bring about the improvement of elementary science education. This urgency has been imposed by the scheduled national testing of students in science by 2007, as mandated by the No Child Left Behind Act of 2001. Using qualitative case study methods, the researcher conducted interviews with 8 elementary teachers from two schools within one school district who taught 3rd, 4th, and 5th grade. These interviews were designed to gain insight into barriers these elementary teachers perceived as factors limiting their effectiveness in teaching science and preparing students for high-stakes testing. Barriers in the areas of teacher background, typical teaching day, curriculum, inservices, and legislative influences were explored. This study concluded that the barriers explored do have a substantial negative affect on the teaching and learning of science in the elementary grades. Specifically, the barriers revealed in this study include the limited science background of elementary teachers, inadequate class time devoted to science, non-comprehensive curriculum, ineffective or lack of inservice training, and pressures from legislated mandates. But it is also clear that these barriers are so intertwined that one cannot remove these barriers one at a time. It will take a collective effort from all involved, including legislators, administrators, teachers, parents, and students, to alleviate these barriers and discover effective solutions to improve elementary science education.

Working with Practicing Teachers in a High-Stakes Teaching Context to Rethink Their Pedagogical Practices with Children of Diverse Backgrounds

ERIC Educational Resources Information Center

Brown, Christopher P.; Weber, Natalie Babiak

2016-01-01

The public education system in the United States continues to struggle in educating children of diverse backgrounds. Many have addressed this issue by documenting how certain practices teach children particular types of knowledge and skills. This developmental focus on what should be happening to children of diverse backgrounds tends to ignore the…

Institutions of Higher Education Pre-Service School Health Education Practices

ERIC Educational Resources Information Center

Davidson, Brad; Telljohann, Susan K.; Dake, Joseph A.; Price, James H.

2010-01-01

Background: The quality of health education teachers is, in large part, dependent on the education they receive from their teacher preparation program. Purpose: This study assessed institutions of higher education (IHE) teaching practices in school health teacher preparation programs regarding the amount of time spent and content taught related to…

The Wisconsin-Spencer Doctoral Research Program: An Evaluation

ERIC Educational Resources Information Center

Leonard, Mary; Fennema, Elizabeth

2008-01-01

Background/Context: At a time when educational research is recognized as capable of improving teaching and learning, it is under attack for falling short of this promise. Part of the solution lies in improving the preparation of educational researchers. Toward this goal, the UW-Madison School of Education (SOE) participated with the Spencer…

Linking Culture and Environment: What Can the Anasazi Tell Us?

ERIC Educational Resources Information Center

Sunal, Cynthia Szymanski; Vinson, Beth McCulloch

This document presents a series of eight lesson plans (or "learning cycles") for teaching fourth, fifth, and sixth grade students about the Anasazi Indians of the southwestern United States. Each lesson sets forth intended grade level, background information on the key idea and goal, time needed, prerequisite skills and concepts, a…

Forex Trading Game in an Online Classroom with Heterogeneous Student Background

ERIC Educational Resources Information Center

Wang, Huabing

2018-01-01

This article presents a teaching exercise using real-time trading platform in an online international finance course with both finance and non-finance majors. The authors discuss their approach to accommodate to the on-line environment with the emphasis on preparation and flexibility, and present a statistical comparison of performance between…

Determining the Study Skills of Student Teachers

ERIC Educational Resources Information Center

Tural Dincer, Guner; Akdeniz, Ali Riza

2008-01-01

Background: It is known that success of a student is affected by the skills of motivation, time management. Studies have showed that there is positive relationship between academic achievement and study skills of a student. Purpose: It is thought that study skills of learners should be defined to be more successful on teaching-learning process.…

Mathematics Instruction in Tokyo's and Hawaii's Junior High Schools. Final Report.

ERIC Educational Resources Information Center

Hawaii Univ., Honolulu. Coll. of Education.

Mathematics instruction in junior high schools in Tokyo and Hawaii was compared in order to gain knowledge of how mathematics teachers' effectiveness in the classroom may be improved. Because they were likely to influence teachers' behavior, these factors were considered: teachers' background and teaching load, allocation of time, views on…

Courseware Design by College Students: The Educational Gains.

ERIC Educational Resources Information Center

Or-Bach, Rachel

2000-01-01

Describes the experience gained during several years of teaching courses on CBT (computer-based training) design to undergraduate students with varying backgrounds and interests. Discusses the theoretical background for the potential benefits; preparation for lifelong learning; information technology literacy and teaching multimedia development; a…

Teaching Controversial Issues in the JLL Classroom for Chinese Students

ERIC Educational Resources Information Center

Shimojimai, Yasuko

2017-01-01

This paper discusses how teachers explore teaching controversial issues in the Japanese language classroom to Japanese language learner (JLL) or culturally and linguistically diverse (CLD) students who have different cultural and political backgrounds. Assuring educational opportunities with consideration of JLLs' background is important…

The Effort and Reward of Teaching Medical Psychology in Germany: an Online Survey.

PubMed

Kendel, Friederike; Rockenbauch, Katrin; Deubner, Rolf; Philipp, Swetlana; Fabry, Götz

2016-01-01

Background: The increasing significance of university teaching also leads to higher demands for academic teachers. Against this background this study inquires how teachers in the field of medical pychology experience and evaluate their various activities and how their efforts on the one hand and gratifications on the other hand relate to each other (as conceptualized by the effort-reward-imbalance, ERI). Methods: A cross-sectional online survey was conducted in 2012 among the academic staff of departments of medical psychology in Germany. The questionnaire was answered by 188 participants (return rate: 39.2%), of whom 62% were women. Work stress was measured according to Siegrist's effort-reward-imbalance (ERI) model. Further questions referred to the distribution of academic activities and meaningfulness. Results: Among all participants, 67.3% were satisfied with the portion of their workload devoted to teaching, while 63% wanted more time for research. The ERI-coefficient was on average M=0.76 (SD=0.45), thus indicating a shift towards reward. There were no associations with gender, age, or fixed-term work contracts. Meaningfulness was associated negatively with the ERI (r=-.21, p=.012), and positively with overcommitment (r=.52, p<.001) and the desire for less administrative tasks (r=.24, p=.017). Conclusions: Teaching medical psychology is evaluated as positive and meaningful by a majority of respondents. In general, the rewarding aspects seem to outweigh the stressful factors. Thus, teaching might be a protective factor with regard to coping with work related burden.

The Effort and Reward of Teaching Medical Psychology in Germany: an Online Survey

PubMed Central

Kendel, Friederike; Rockenbauch, Katrin; Deubner, Rolf; Philipp, Swetlana; Fabry, Götz

2016-01-01

Background: The increasing significance of university teaching also leads to higher demands for academic teachers. Against this background this study inquires how teachers in the field of medical pychology experience and evaluate their various activities and how their efforts on the one hand and gratifications on the other hand relate to each other (as conceptualized by the effort-reward-imbalance, ERI). Methods: A cross-sectional online survey was conducted in 2012 among the academic staff of departments of medical psychology in Germany. The questionnaire was answered by 188 participants (return rate: 39.2%), of whom 62% were women. Work stress was measured according to Siegrist’s effort–reward-imbalance (ERI) model. Further questions referred to the distribution of academic activities and meaningfulness. Results: Among all participants, 67.3% were satisfied with the portion of their workload devoted to teaching, while 63% wanted more time for research. The ERI-coefficient was on average M=0.76 (SD=0.45), thus indicating a shift towards reward. There were no associations with gender, age, or fixed-term work contracts. Meaningfulness was associated negatively with the ERI (r=-.21, p=.012), and positively with overcommitment (r=.52, p<.001) and the desire for less administrative tasks (r=.24, p=.017). Conclusions: Teaching medical psychology is evaluated as positive and meaningful by a majority of respondents. In general, the rewarding aspects seem to outweigh the stressful factors. Thus, teaching might be a protective factor with regard to coping with work related burden. PMID:27990472

Learning from Simple Ebooks, Online Cases or Classroom Teaching When Acquiring Complex Knowledge. A Randomized Controlled Trial in Respiratory Physiology and Pulmonology

PubMed Central

Worm, Bjarne Skjødt

2013-01-01

Background and Aims E-learning is developing fast because of the rapid increased use of smartphones, tablets and portable computers. We might not think of it as e-learning, but today many new e-books are in fact very complex electronic teaching platforms. It is generally accepted that e-learning is as effective as classroom teaching methods, but little is known about its value in relaying contents of different levels of complexity to students. We set out to investigate e-learning effects on simple recall and complex problem-solving compared to classroom teaching. Methods 63 nurses specializing in anesthesiology were evenly randomized into three groups. They were given internet-based knowledge tests before and after attending a teaching module about respiratory physiology and pulmonology. The three groups was either an e-learning group with eBook teaching material, an e-learning group with case-based teaching or a group with face-to-face case-based classroom teaching. After the module the students were required to answer a post-test. Time spent and the number of logged into the system was also measured. Results For simple recall, all methods were equally effective. For problem-solving, the eCase group achieved a comparable knowledge level to classroom teaching, while textbook learning was inferior to both (p<0.01). The textbook group also spent the least amount of time on acquiring knowledge (33 minutes, p<0.001), while the eCase group spent significantly more time on the subject (53 minutes, p<0.001) and logged into the system significantly more (2.8 vs 1.6, p<0.001). Conclusions E-learning based cases are an effective tool for teaching complex knowledge and problem-solving ability, but future studies using higher-level e-learning are encouraged.Simple recall skills, however, do not require any particular learning method. PMID:24039917

Using Film To Teach History: An ERIC/ChESS Sample.

ERIC Educational Resources Information Center

Pinhey, Laura

2002-01-01

Provides citations with abstracts from the ERIC database focusing on using film to teach history. Includes background information and teaching materials on topics such as using documentary films, the use of film and television to teach history, and teaching history using the film,"JFK," by Oliver Stone. (CMK)

Medical academia clinical experiences of Ward Round Teaching curriculum

PubMed Central

Haghani, Fariba; Arabshahi, Seyed Kamran Soltani; Bigdeli, Shoaleh; Alavi, Mousa; Omid, Athar

2014-01-01

Background: Medical students spend most of their time in hospital wards and it is necessary to study clinical educational opportunities. This study was aimed to explore faculty members’ experience on Ward Round Teaching content. Methods and Materials: This qualitative study was conducted by purposive sampling with the maximum variation of major clinical departments faculty members in Isfahan University of Medical Sciences (n = 9). Data gathering was based on deep and semi-structured interviews. Data gathering continued till data saturation. Data was analyzed through the Collaizzi method and validated. Strategies to ensure trustworthiness of data (credibility, dependability, conformability, transferability) were employed (Guba and Lincoln). Results: Basic codes extracted from the analyzed data were categorized into two main themes and related subthemes, including (1) tangible teachings (analytic intelligence, technical intelligence, legal duties) and (2) implied teachings (professionalism, professional discipline, professional difficulties). Conclusion: Ward round teaching is a valuable opportunity for learners to learn not only patient care aspects but also ethical values. By appropriate planning, opportunities can be used to teach capabilities that are expected of general practitioners. PMID:24627858

Influence of Clinical Experience and Productivity on Emergency Medicine Faculty Teaching Scores

PubMed Central

Clyne, Brian; Smith, Jessica L.; Napoli, Anthony M.

2012-01-01

Background Commonly cited barriers to effective teaching in emergency medicine include lack of time, competing demands for patient care, and a lack of formal teaching experience. Teaching may be negatively affected by demands for increased clinical productivity, or positively influenced by clinical experience. Objective To examine the association between faculty teaching scores and clinical productivity, years of clinical experience, and amount of clinical contact with resident physicians. Methods We conducted a retrospective, observational study with existing data on full-time faculty at a high-volume, urban emergency medicine residency training program for academic year 2008–2009. Residents rated faculty on 9 domains of teaching, including willingness to teach, enthusiasm for teaching, medical knowledge, preparation, and communication. Clinical productivity data for relative value units per hour and number of patients per hour, years of clinical experience, and annual clinical hours were obtained from existing databases. Results For the 25 core faculty members included in the study, there was no relationship between faculty teaching scores and clinical productivity measures (relative value units per hour: r2  =  0.01, P  =  .96, patients per hour: r2  =  0.00, P  =  .76), or between teaching scores and total clinical hours with residents (r2  =  0.07, P  =  .19). There was a significant negative relationship between years of experience and teaching scores (r2  =  0.27, P < .01). Conclusions Our study demonstrated that teaching scores for core emergency medicine faculty did not correlate with clinical productivity or amount of clinical contact with residents. Teaching scores were inversely related to number of years of clinical experience, with more experienced faculty earning the lowest teaching scores. Further study is necessary to determine if there are clinical measures that identify good educators. PMID:24294418

Instructional Strategies and Course Design for Teaching Statistics Online: Perspectives from Online Students

ERIC Educational Resources Information Center

Yang, Dazhi

2017-01-01

Background: Teaching online is a different experience from that of teaching in a face-to-face setting. Knowledge and skills developed for teaching face-to-face classes are not adequate preparation for teaching online. It is even more challenging to teach science, technology, engineering and math (STEM) courses completely online because these…

Staffing Preschools: Background Information.

ERIC Educational Resources Information Center

Katz, Lilian G.; Weir, Mary K.

This report explores background variables related to preschool teaching, and emphasizes that statistics fluctuate in early childhood education. The increase for preprimary enrollment of 3- and 4-year-olds was 26 percent from 1966 to 1967. Accurate figures on preschool teaching personnel are not available, but a large proportion of Head Start…

Embracing Diversity in the Science Classroom

ERIC Educational Resources Information Center

Deaton, Cynthia C. Minchew; Deaton, Benjamin E.

2013-01-01

As each school year starts, teachers are faced with teaching and building relationships with students from diverse backgrounds. To effectively teach students, science teachers (and teachers in general) must develop an understanding of students' culture, background, and language. Knowing these factors, as well as students' learning needs,…

The Teaching of Anthropology: A Comparative Study.

ERIC Educational Resources Information Center

Lombard, Jacques

1984-01-01

College-level anthropology teaching in various countries, including Belgium, France, Germany, the Netherlands, Portugal, South Africa, the United Kingdom, and Yugoslavia, is compared. Terminology is examined and historical background is provided. Also discussed are educational crises, the organization of teaching, and teaching methods. (RM)

Technology Use in Elementary Education in Turkey: A Case Study

ERIC Educational Resources Information Center

Kurt, Serhat

2010-01-01

Background: As countries continue to invest in technology and place educational technology in schools, teachers are expected to make use of technology in their teaching. At this point in time, we can say that technology will stay in schools. Many countries have already included the integration of technology into education in their agenda for…

Why Do They Want to Teach? The Multiple Reasons of Different Groups of Students for Undertaking Teacher Education

ERIC Educational Resources Information Center

Struyven, Katrien; Jacobs, Karen; Dochy, Filip

2013-01-01

In times of teacher shortage, well-considered, goal-oriented teacher recruitment is important. An understanding of the reasons why different groups of students undertake teacher training would be useful in developing targeted campaigns. Against this background, the research question is as follows: what are the motivations prompting students to…

The Combination of Just-in-Time Teaching and Wikispaces in Physics Classrooms

ERIC Educational Resources Information Center

Mohottala, Hashini E.

2013-01-01

The general student population enrolled in today's physics classrooms is diverse. They come from a variety of different educational backgrounds. Some demonstrate a good knowledge of natural laws of physics with a better understanding of mathematical concepts, while others show a fair knowledge in fundamentals of physics with a minimum knowledge in…

Eight Stars of Gold--The Story of Alaska's Flag. Middle School Activities (Grades 6-8).

ERIC Educational Resources Information Center

Alaska State Museum, Juneau.

This activities booklet focuses on the story of Alaska's state flag. The booklet is for use in teaching middle school students. Each activity contains: background information, a summary and time estimate, Alaska state standards, a step-by-step technique for classroom implementation of the activity, assessment tips, materials and resources needed,…

Eight Stars of Gold--The Story of Alaska's Flag. High School Activities (Grades 9-12).

ERIC Educational Resources Information Center

Alaska State Museum, Juneau.

This activities booklet focuses on the story of Alaska's flag. The booklet is intended for use in teaching high school students. Each activity contains: background information; a summary and time estimate, Alaska state standards, a step-by-step technique for classroom implementation of the activity, assessment tips, materials and resources needed,…

Making a Difference: Language Teaching for Intercultural and International Dialogue

ERIC Educational Resources Information Center

Byram, Michael; Wagner, Manuela

2018-01-01

Language teaching has long been associated with teaching in a country or countries where a target language is spoken, but this approach is inadequate. In the contemporary world, language teaching has a responsibility to prepare learners for interaction with people of other cultural backgrounds, teaching them skills and attitudes as well as…

Learning to Teach Where You Are: Preparation for Context-Responsive Teaching in Alaska's Teacher Certification Programs

ERIC Educational Resources Information Center

Vinlove, Amy Louise

2012-01-01

Context-responsive teaching is defined in this project as teaching that responds to individual student needs and interests, linguistic backgrounds and family characteristics, the local community and the local natural environment. Context-responsive teaching, as defined in Chapter 1 of this dissertation, consolidates into one concept the…

Women and Teaching in Academic Psychiatry

ERIC Educational Resources Information Center

Hirshbein, Laura D.; Fitzgerald, Kate; Riba, Michelle

2004-01-01

Objective: This article explores past, present, and future issues for women and teaching in academic psychiatry. A small study of didactic teaching responsibilities along faculty groups in one academic psychiatry department helps to illustrate challenges and opportunities for women in psychiatric teaching settings. Background: Although women have…

Science teachers' knowledge, beliefs, values, and concerns of teaching through inquiry

NASA Astrophysics Data System (ADS)

Assiri, Yahya Ibrahim

This study investigated elementary science teachers' knowledge, beliefs, values, and concerns of teaching through inquiry. A mixed-methods research design was utilized to address the research questions. Since this study was designed as a mixed-methods research approach, the researcher gathered two type of data: quantitative and qualitative. The study was conducted in Mohayel School District, Saudi Arabia. The information was collected from 51 participants using a questionnaire with multiple choice questions; also, 11 participants were interviewed. After collecting the data, descriptive and comparative approaches were used. In addition, themes and codes were used to obtain the results. The results indicated that the mean of elementary science teachers' knowledge was 51.23%, which was less than 60% which was the acceptable score. Also, the qualitative results showed that science teachers had a limited background of teaching through inquiry. In addition, the elementary science teachers had a high level of belief to teach science through inquiry since the mean was 3.99 out of 5.00. These quantitative results were confirmed by the qualitative data. Moreover, the overall mean of elementary science teachers was 4.01, which indicated that they believed in the importance of teaching science through inquiry which was also confirmed by the responses of teachers in the interviews. Also, the findings indicated that elementary school science teachers had concerns about teaching science through inquiry since the overall mean was 3.53. In addition, the interviewees mentioned that they faced some obstacles when they teach by inquiry, such as time, resources, class size, and the teachers' background. Generally, the results did not show any significant differences among elementary science teachers' knowledge, beliefs, values, and concerns depending on gender, level of education, and teaching experience. However, the findings indicated there was one significant difference which was the level of teaching experience between groups: (6-10) years and (11-15) years, and (16- more) and (11-15) years. In addition, the implications and suggestions for future research were provided to enhance teaching science through inquiry.

Medical student case presentation performance and perception when using mobile learning technology in the emergency department

PubMed Central

Tews, Matthew; Brennan, Kimberly; Begaz, Tomer; Treat, Robert

2011-01-01

Background Hand-held mobile learning technology provides opportunities for clinically relevant self-instructional modules to augment traditional bedside teaching. Using this technology as a teaching tool has not been well studied. We sought to evaluate medical students’ case presentation performance and perception when viewing short, just-in-time mobile learning videos using the iPod touch prior to patient encounters. Methods Twenty-two fourth-year medical students were randomized to receive or not to receive instruction by video, using the iPod Touch, prior to patient encounters. After seeing a patient, they presented the case to their faculty, who completed a standard data collection sheet. Students were surveyed on their perceived confidence and effectiveness after using these videos. Results Twenty-two students completed a total of 67 patient encounters. There was a statistically significant improvement in presentations when the videos were viewed for the first time (p=0.032). There was no difference when the presentations were summed for the entire rotation (p=0.671). The reliable (alpha=0.97) survey indicated that the videos were a useful teaching tool and gave students more confidence in their presentations. Conclusions Medical student patient presentations were improved with the use of mobile instructional videos following first time use, suggesting mobile learning videos may be useful in medical student education. If direct bedside teaching is unavailable, just-in-time iPod touch videos can be an alternative instructional strategy to improve first-time patient presentations by medical students. PMID:22013378

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

ERIC Educational Resources Information Center

Wangberg, Elaine G.

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

Five C Framework: A Student-Centered Approach for Teaching Programming Courses to Students with Diverse Disciplinary Background

ERIC Educational Resources Information Center

Tom, Mary

2015-01-01

The already existing complexities of teaching and learning computer programming are increased where students are diverse in their disciplinary backgrounds, language skills, and culture. Learners experience emotional issues of anxiety, fear or boredom. Identifying opportunities for improvement and applying theoretical and empirical evidence found…

Preschool Education in Today's World: Teaching Children with Diverse Backgrounds and Abilities

ERIC Educational Resources Information Center

Burns, M. Susan; Johnson, Richard T.; Assaf, Mona M.

2012-01-01

Future early childhood educators need to know how to teach "all" young learners effectively--including children with diverse cultural, linguistic, and economic backgrounds and children with special needs. This core textbook equips early childhood educators with the knowledge they'll need to succeed in the classroom and ensure the best…

Innovations in Teaching Race and Class Inequality: "Bittersweet Candy" and "The Vanishing Dollar"

ERIC Educational Resources Information Center

Harlow, Roxanna

2009-01-01

Instructors teaching students about social inequality, especially sexism and racism, often face some degree of student resistance. Opposition is particularly strong when students are from a white, middle to upper class background. As Haddad and Lieberman (2002) remark, "Students from privileged backgrounds lack personal experience with structures…

"Tectonic Petrameter," An Alternative Method to Teaching the Geologic Time Scale

NASA Astrophysics Data System (ADS)

Posner, E. S.

2011-12-01

I have over a decade of experience as a performance poet and am now a graduate student in the geosciences. I have created a performance poem / play script, "Tectonic Petrameter," as an alternative method of teaching the geologic time scale. "The Archean came next and it was a blast. Tectonic plates were smaller and they moved pretty fast. In an enthusiastic flash of ash, volcanic islands smashed together." The use of rhyme and rhythm presents a different and interdisciplinary approach to teaching Earth history that appeals to a wide range of learning styles and makes science fun, while clearly describing important concepts in geology and events in Earth history. "Now it's time to get down with the Coal Swamp Stomp! Tap your feet to the beat of the formation of peat like a plant plantation soaking up the bright heat." "Tectonic Petrameter" by itself is an illustrated spoken-word poem that leads audiences from all levels of scientific background on an excitingly educational journey through geologic time. I will perform my 10-minute memorized poem and present results from my ongoing study to assess the effectiveness of "Tectonic Petrameter" as a teaching tool in K-12 and introductory undergraduate classroom curricula. I propose that using "Tectonic Petrameter" as a performance piece and theatrical play script in K-12 and introductory undergraduate classrooms, as well as in broader community venues, may be an avenue for breaking down barriers related to teaching about Earth's long and complex history. Digital copies of "Tectonic Petrameter" will be made available to interested parties.

The Connection between Teaching and Learning: Linking Teaching Quality and Metacognitive Strategy Use in Primary School

ERIC Educational Resources Information Center

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

2016-01-01

Background: 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.…

A Different Way of Viewing History Teaching: Balancing Competing Intellectual Challenges

ERIC Educational Resources Information Center

Neumann, Dave

2010-01-01

With state content standards always looming in the background, history teachers express concern about "covering the curriculum." And, many history teachers say they have to abandon teaching the "fun stuff" in order to teach state-mandated content. While teaching challenges do entail practical considerations, this article argues…

Learn about Seabirds. Teaching Packet, Grades 4-6.

ERIC Educational Resources Information Center

Fish and Wildlife Service (Dept. of Interior), Anchorage, AK.

This teaching packet is designed to teach Alaskan students in grades 4-6 about Alaska's seabird populations, the worldwide significance of seabirds, and the environmental conditions to which seabirds are sensitive. The packet includes a curriculum guide (containing a teacher's background story and 12 teaching activities), a separately published…

Approaches to enhance the teaching quality of experimental biochemistry for MBBS students in TSMU, China.

PubMed

Yu, Lijuan; Yi, Shuying; Zhai, Jing; Wang, Zhaojin

2017-07-08

With the internationalization of medical education in China, the importance of international students' education in medical schools is also increasing. Except foreign students majoring in Chinese language, English Bachelor of Medicine, Bachelor of Surgery (MBSS) students are the largest group of international students. Based on problems in the teaching process for experimental biochemistry, we designed teaching models adapted to the background of international students and strengthened teachers' teaching ability at Taishan Medical University. Several approaches were used in combination to promote teaching effects and increase the benefit of teaching to teachers. The primary data showed an increased passion for basic medical biochemistry and an improved theoretical background for MBSS students, which will be helpful for their later clinical medicine studies. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(4):360-364, 2017. © 2017 The International Union of Biochemistry and Molecular Biology.

The Teaching Profession against the Background of Educationalisation: An Exploratory Study

ERIC Educational Resources Information Center

Hooge, Edith Helena; Honingh, Marlies Elisabeth; Langelaan, Berber Nadia

2011-01-01

This article focuses on the teaching profession against the background of educationalisation in the Netherlands in the sense that Dutch schools are increasingly regarded as focal points at which to address and solve social issues. Our research project concentrated on the extent to which teachers, being key figures in the school organisation,…

Case Study of K-12 Public School Superintendents Having Business Background and No Teaching Experience

ERIC Educational Resources Information Center

Novak, James

2012-01-01

The purpose of this study was to describe the experiences of superintendents with business backgrounds and who lack teaching experience. There is a shortage of qualified superintendent candidates in K-12 school districts. As a result, some school boards are hiring nontraditional superintendents. This qualitative case study is important because it…

Developing a Scale to Investigate In-Service Special Education Teacher Efficacy for Serving Students from Culturally and Linguistically Diverse Backgrounds

ERIC Educational Resources Information Center

Chu, Szu-Yin

2016-01-01

The purpose of this paper is to describe the development of the scale designed to investigate special education teachers' perceptions of their culturally responsive teaching (CRT) efficacy for teaching students from culturally and linguistically diverse (CLD) backgrounds. The scale includes three components: collective teacher efficacy, CRT…

Learning the Way: Teaching and Learning with and for Youth from Refugee Backgrounds on Prince Edward Island

ERIC Educational Resources Information Center

MacNevin, Joanne

2012-01-01

This article presents one component of a qualitative study that explored teaching and learning with and for youth from refugee backgrounds in Prince Edward Island (PEI) intermediate and high schools. Specifically, this article presents data and discussion regarding some of the challenges and professional development needs of teachers working with…

Teaching "United States v. Windsor": The Defense of Marriage Act and Its Constitutional Implications

ERIC Educational Resources Information Center

Ciocchetti, Corey

2014-01-01

This article represents background material that can be used e along with the "United States v. Windsor" case to teach Constitutional Law (particularly federalism, due process, and equal protection) and the legal debate surrounding same-sex marriage in America. Professors may assign it as background reading before or after a…

Development of a Short-Form Version of the Physical Education Classroom Instrument: Measuring Secondary Pupils' Disruptive Behaviours

ERIC Educational Resources Information Center

Krech, Paul R.; Kulinna, Pamela H.; Cothran, Donetta

2010-01-01

Background: Effective classroom management is the cornerstone of successful teaching. Behavioural issues affect the classroom climate as well as the time available for learning. Pupil misbehaviours can also contribute to teacher stress and burn out resulting in teachers leaving the profession. It is important for us to understand more about pupil…

How Music Technology Can Make Sound and Music Worlds Accessible to Student Composers in Further Education Colleges

ERIC Educational Resources Information Center

Kardos, Leah

2012-01-01

I am a composer, producer, pianist and part-time music lecturer at a Further Education college where I teach composing on Music Technology courses at levels 3 (equivalent to A-level) and 4 (Undergraduate/Foundation Degree). A "Music Technology" course, distinct from a "Music" course, often attracts applicants from diverse musical backgrounds; it…

Higher Order Thinking in an Online World: Toward a Theory of Web-Mediated Knowledge Synthesis

ERIC Educational Resources Information Center

DeSchryver, Michael

2014-01-01

Background/Context: The rapid pace of technological change, undergirded by near ubiquitous access to the web, is producing a new learning ecology--a new ecology of information, of knowledge, of reading, of teaching, and of thinking. This instant availability of digital resources frees both time and cognitive energy that may be used to facilitate…

Angling for Access, Bartering for Change: How Second-Stage Teachers Experience Differentiated Roles in Schools

ERIC Educational Resources Information Center

Donaldson, Morgaen L.; Johnson, Susan Moore; Kirkpatrick, Cheryl L.; Marinell, William H.; Steele, Jennifer L.; Szczesiul, Stacy Agee

2008-01-01

Background/Context: Increasingly, instructional reforms in US schools place teachers in differentiated roles, such as literacy coach or data analyst. Not only do these roles hold promise for reforming instruction, but they also may make the teaching career more rewarding by offering teachers new challenges over time. In the past, teachers who held…

Characteristics of medical teachers using student-centered teaching methods.

PubMed

Kim, Kyong-Jee; Hwang, Jee-Young

2017-09-01

This study investigated characteristics of medical teachers who have adopted student-centered teaching methods into their teaching. A 24-item questionnaire consisted of respondent backgrounds, his or her use of student-centered teaching methods, and awareness of the school's educational objectives and curricular principles was administered of faculty members at a private medical school in Korea. Descriptive statistics and chi-square analysis were conducted to compare faculty use of student-centered approaches across different backgrounds and awareness of curricular principles. Overall response rate was 70% (N=140/200), approximately 25% (n=34) of whom were using student-centered teaching methods. Distributions in the faculty use of student-centered teaching methods were significantly higher among basic sciences faculty (versus clinical sciences faculty), with teaching experiences of over 10 years (versus less than 10 years), and who were aware of the school's educational objectives and curricular principles. Our study indicates differences in medical faculty's practice of student-centered teaching across disciplines, teaching experiences, and their understanding of the school's educational objectives curricular principles. These findings have implications for faculty development and institutional support to better promote faculty use of student-centered teaching approaches.

The Complexity of Teaching Density in Middle School

ERIC Educational Resources Information Center

Hashweh, Maher Z.

2016-01-01

Background: Density is difficult to learn and teach in middle schools. This study, hypothesizing that the density concept develops as part of a conceptual system, used a conceptual change approach to teaching density. The approach emphasized the use of multiple strategies to teach the density concept and the associated concepts in the conceptual…

Teaching Replays, Teaching Rehearsals, and Re-Visions of Practice: Learning from Colleagues in a Mathematics Teacher Community

ERIC Educational Resources Information Center

Horn, Ilana Seidel

2010-01-01

Background/Context: Research shows that teachers' understandings of students, subject, and teaching influence their classroom practice. Additionally, teachers' colleagues have a role in shaping individuals' approaches to teaching and their responses to reform. Focus of Study: To understand how interactions with colleagues support teachers'…

Periodic Review Sessions Contribute to Student Learning across the Disciplines in Pharmacology

ERIC Educational Resources Information Center

Barry, Orla P.; O' Sullivan, Eleanor; McCarthy, Marian

2015-01-01

Background: The teaching of the discipline of pharmacology is in constant flux. In order to meet the challenges of teaching pharmacology effectively we investigated a new teaching and learning strategy. Aim: Our aim was to investigate whether structured periodic review sessions (RS) could improve teaching and learning for students in a…

Building Pre-Service Teaching Efficacy: A Comparison of Instructional Models

ERIC Educational Resources Information Center

Cohen, Rona; Zach, Sima

2013-01-01

Background: Cooperative Learning (CL) is an inclusive name for various models of teaching/learning methods, all of which emphasize the fundamental of meaningful collaboration among learners during their learning activities. Purpose: The purpose of this study was to examine whether the CL teaching model contributed to the teaching efficacy and…

Teachers' Knowledge and Views on the Use of Learners' Socio-Cultural Background in Teaching Natural Sciences in Grade 9 Township Classes

ERIC Educational Resources Information Center

Mavuru, Lydia; Ramnarain, Umesh

2017-01-01

This article explores teachers' knowledge and views on the role of learners' socio-cultural background when teaching Natural Sciences to Grade 9 learners at three South African township schools. Within a socio-cultural framework, the research investigated how teachers accommodate learners' cultural norms and values, religion and beliefs,…

Exploring Three White American Teachers' Dispositional Stances towards Learning about Racial, Cultural, and Linguistic Diversity

ERIC Educational Resources Information Center

Brock, Cynthia H.; Pennington, Julie L.

2014-01-01

This study, situated in the United States, is set in a context where large and growing numbers of children from non-dominant backgrounds populate American public schools while the vast majority of teachers teaching in US schools are White, monolingual women who may not have the requisite expertise to teach children from non-dominant backgrounds.…

A Survey of Elementary and Secondary Music Educators' Professional Background, Teaching Responsibilities and Job Satisfaction in the United States

ERIC Educational Resources Information Center

Matthews, Wendy K.; Koner, Karen

2017-01-01

The focus of this exploratory study was to examine the current trends of K-12 music educators in the United States regarding their (a) professional background, (b) classroom teaching responsibilities, and (c) job satisfaction. Participants included seven thousand four hundred and sixty-three (N = 7,463) currently employed music teachers who were…

Learning Style Preferences: An Examination of Differences amongst Students with Different Disciplinary Backgrounds

ERIC Educational Resources Information Center

Hill, Frances; Tomkinson, Bland; Hiley, Anna; Dobson, Helen

2016-01-01

The context of this study is of students with backgrounds in a variety of engineering and social science disciplines, and from first degrees in different countries, coming together to study Project Management. Tailoring teaching to all individuals' learning styles is not possible, but, in an attempt to learn how to teach better in ways that fit…

Is Teaching a Discipline? Implications for Teaching and Teacher Education

ERIC Educational Resources Information Center

Loughran, John

2009-01-01

The background to this paper is based on the ongoing need to place more attention on the importance of teaching. The aim in so doing is to lead to a better valuing of teaching which, in the case of this paper, is through an exploration of the notion of teaching as a discipline. There are differing views about that which constitutes a discipline…

Survey of Residents' Attitudes and Awareness Toward Teaching and Student Feedback

PubMed Central

Tuck, Keiran K.; Murchison, Charles; Flores, Christine; Kraakevik, Jeff

2014-01-01

Background Teaching medical students is an important component of residency; however, little is known about student feedback regarding resident teaching skills. Objective We sought to explore resident awareness of medical student feedback mechanisms and how feedback is obtained, and also identified attitudes about teaching more commonly found in residents who seek feedback. Methods We surveyed all resident physicians at a university-affiliated academic health center about awareness of student feedback regarding their teaching abilities, and their attitudes related to teaching that may impact whether residents seek feedback. Results Of 605 residents, 335 (55%) responded, with 72% (242 of 335) noting they did not formally review student feedback of their teaching with their advisor during regularly scheduled meetings, 42% (140 of 332) reporting they did not know of any formal feedback mechanisms, and 28.4% (95 of 334) reporting they had not received feedback from students in any format. Although only a quarter of residents solicit feedback always or often, more than half would like feedback always or often. Reported barriers to feedback included student apprehension, time constraints, and lack of a formal system. A majority of residents had positive attitudes toward teaching and felt that student feedback would help teaching ability and medical proficiency. Conclusions A large percentage of residents at 1 teaching institution reported not receiving feedback from students on their teaching abilities. Residents who did receive feedback were more likely to have actively solicited it. Overall, residents believe that this feedback from students would benefit their clinical and teaching performance. PMID:26140121

Team Teaching.

ERIC Educational Resources Information Center

Cunningham, David C.

1963-01-01

A study was designed to evaluate the effectiveness of principals in structuring teaching teams; to assess background and personality characteristics appearing essential to successful individual and team performance; and to select personality factor scores which would predict individual and team success. Subjects were 31 teaching teams (99…

Comprehensive School Reform Instructional Practices throughout a School Year: The Role of Subject Matter, Grade Level, and Time of Year

ERIC Educational Resources Information Center

Wiley, Caroline H.; Good, Thomas L.; McCaslin, Mary

2008-01-01

Background/Context: The achievement effects of Comprehensive School Reform (CSR) programs have been studied through the use of input-output models, in which type of CSR program is the input and student achievement is the output. Although specific programs have been found to be more effective and evaluated more than others, teaching practices in…

Orientations for the Teaching of Writing: A Legacy of the National Writing Project

ERIC Educational Resources Information Center

Whitney, Anne Elrod; Friedrich, Linda

2013-01-01

Background/Context: Founded in 1974 by James Gray and a group of teacher colleagues who came together as the Bay Area Writing Project in California, the National Writing Project is a professional development network that has spread from one site to 197 university-based sites across the U.S. After such a long period of time in operation, it becomes…

Comparison of Surgical Outcomes Between Teaching and Nonteaching Hospitals in the Department of Veterans Affairs

PubMed Central

Khuri, Shukri F.; Najjar, Samer F.; Daley, Jennifer; Krasnicka, Barbara; Hossain, Monir; Henderson, William G.; Aust, J. Bradley; Bass, Barbara; Bishop, Michael J.; Demakis, John; DePalma, Ralph; Fabri, Peter J.; Fink, Aaron; Gibbs, James; Grover, Frederick; Hammermeister, Karl; McDonald, Gerald; Neumayer, Leigh; Roswell, Robert H.; Spencer, Jeannette; Turnage, Richard H.

2001-01-01

Objective To determine whether the investment in postgraduate education and training places patients at risk for worse outcomes and higher costs than if medical and surgical care was delivered in nonteaching settings. Summary Background Data The Veterans Health Administration (VA) plays a major role in the training of medical students, residents, and fellows. Methods The database of the VA National Surgical Quality Improvement Program was analyzed for all major noncardiac operations performed during fiscal years 1997, 1998, and 1999. Teaching status of a hospital was determined on the basis of a background and structure questionnaire that was independently verified by a research fellow. Stepwise logistic regression was used to construct separate models predictive of 30-day mortality and morbidity for each of seven surgical specialties and eight operations. Based on these models, a severity index for each patient was calculated. Hierarchical logistic regression models were then created to examine the relationship between teaching versus nonteaching hospitals and 30-day postoperative mortality and morbidity, after adjusting for patient severity. Results Teaching hospitals performed 81% of the total surgical workload and 90% of the major surgery workload. In most specialties in teaching hospitals, the residents were the primary surgeons in more than 90% of the operations. Compared with nonteaching hospitals, the patient populations in teaching hospitals had a higher prevalence of risk factors, underwent more complex operations, and had longer operation times. Risk-adjusted mortality rates were not different between the teaching and nonteaching hospitals in the specialties and operations studied. The unadjusted complication rate was higher in teaching hospitals in six of seven specialties and four of eight operations. Risk adjustment did not eliminate completely these differences, probably reflecting the relatively poor predictive validity of some of the risk adjustment models for morbidity. Length of stay after major operations was not consistently different between teaching and nonteaching hospitals. Conclusion Compared with nonteaching hospitals, teaching hospitals in the VA perform the majority of complex and high-risk major procedures, with comparable risk-adjusted 30-day mortality rates. Risk-adjusted 30-day morbidity rates in teaching hospitals are higher in some specialties and operations than in nonteaching hospitals. Although this may reflect the weak predictive validity of some of the risk adjustment models for morbidity, it may also represent suboptimal processes and structures of care that are unique to teaching hospitals. Despite good quality of care in teaching hospitals, as evidenced by the 30-day mortality data, efforts should be made to examine further the structures and processes of surgical care prevailing in these hospitals. PMID:11524590

Teaching about Teaching Science: Aims, Strategies, and Backgrounds of Science Teacher Educators

ERIC Educational Resources Information Center

Berry, Amanda; Van Driel, Jan H.

2013-01-01

Despite pressing concerns about the need to prepare high-quality teachers and the central role of teacher educators (TEs) in this process, little is known about how TEs teach about teaching specific subject matter, and how they develop their expertise. This empirical study focuses on the specific expertise that science TEs bring into teacher…

When Teaching and Volunteering Go Together: Exploring Participation Characteristics and Demographic Backgrounds of Senior Volunteer Teachers and Their Teaching Satisfaction

ERIC Educational Resources Information Center

Leung, D. D. M.

2016-01-01

Senior volunteer teachers play important roles in learning programmes for the elderly. These volunteers' level of teaching satisfaction was assumed to influence programmes, their organizational behaviours and outcomes. However, scant research has focused specifically on volunteers' levels of satisfaction with teaching and how their satisfaction is…

Specialized Courses Teaching Mode Innovation of the Independent College Based on MOOCS

ERIC Educational Resources Information Center

Hongxia, Sun; Na, Zhao; Zhixiang, Zhang; Feng, Li; Pengcheng, Zhu

2017-01-01

Independent college is a new kind of school-running pattern, on the basis of independent college computer professional course teaching, based on the background of MOOCS, specialized course teaching mode principle, on the basis of design is given priority to, the class online course of classroom teaching mode. To a certain extent can motivate we…

Motivation and Commitment: Pre-Service Teachers from Hong Kong and Mainland China at a Training Institute in Hong Kong

ERIC Educational Resources Information Center

Gu, Mingyue; Lai, Chun

2012-01-01

Research indicates that historical and social backgrounds influence individuals' motivation to teach and their commitment to teaching (Gordon, 2000; Su, Hawkins, Huang & Zhao, 2001). This article reports on a comparative study exploring the motivation to teach and the commitment to teaching among non-local prospective student teachers from…

Vocabulary Teaching Strategies: Effects on Vocabulary Recognition and Comprehension at the First Grade Level.

ERIC Educational Resources Information Center

Peitz, Patricia; Vena, Patricia

A study examined teaching methods for vocabulary at the first grade level. The study compared teaching vocabulary in context and teaching vocabulary in isolation. Subjects were 32 culturally diverse first-grade students from varying socio-economic backgrounds. The sample consisted of 14 boys and 18 girls, heterogeneously grouped. Two teacher-made…

A National Survey of Teaching Artists Working in Schools: Background, Preparation, Efficacy and School Experiences

ERIC Educational Resources Information Center

Snyder, Scott; Fisk, Timarie

2016-01-01

Several studies have described the characteristics and employment situations of teaching artists in the United States. This study adds to that literature by describing the characteristics of teaching artists working in K-12 school environments, the nature of the classroom roles of such teaching artists, the professional development and supervision…

Using an ACTIVE teaching format versus a standard lecture format for increasing resident interaction and knowledge achievement during noon conference: a prospective, controlled study.

PubMed

Sawatsky, Adam P; Berlacher, Kathryn; Granieri, Rosanne

2014-07-01

The traditional lecture is used by many residency programs to fulfill the mandate for regular didactic sessions, despite limited evidence to demonstrate its effectiveness. Active teaching strategies have shown promise in improving medical knowledge but have been challenging to implement within the constraints of residency training. We developed and evaluated an innovative structured format for interactive teaching within the residency noon conference. We developed an ACTIVE teaching format structured around the following steps: assemble (A) into groups, convey (C) learning objectives, teach (T) background information, inquire (I) through cases and questions, verify (V) understanding, and explain (E) answer choices and educate on the learning points. We conducted a prospective, controlled study of the ACTIVE teaching format versus the standard lecture format, comparing resident satisfaction, immediate knowledge achievement and long-term knowledge retention. We qualitatively assessed participating faculty members' perspectives on the faculty development efforts and the feasibility of teaching using the ACTIVE format. Sixty-nine internal medicine residents participated in the study. Overall, there was an improvement in perceived engagement using the ACTIVE teaching format (4.78 vs. 3.80, P < 0.01), with no increase in stress or decrement in break time. There was an improvement in initial knowledge achievement with the ACTIVE teaching format (overall absolute score increase of 11%, P = 0.04) and a trend toward improvement in long-term knowledge retention. Faculty members felt adequately prepared to use the ACTIVE teaching format, and enjoyed teaching with the ACTIVE teaching format more than the standard lecture. A structured ACTIVE teaching format improved resident engagement and initial knowledge, and required minimal resources. The ACTIVE teaching format offers an exciting alternative to the standard lecture for resident noon conference and is easy to implement.

Metrics: Are We Ready to Teach This System?

ERIC Educational Resources Information Center

Koble, Ronald L.

1976-01-01

A survey conducted to study the attitudes of industrial arts teachers toward conversion to metric measurement and their readiness to teach this system revealed that, despite some background and experience with metrics, 88 percent felt they were not ready to teach a lesson. (BP)

Teaching Ethics to Engineers: A Socratic Experience.

PubMed

Génova, Gonzalo; González, M Rosario

2016-04-01

In this paper we present the authors' experience of teaching a course in Ethics for Engineers, which has been delivered four times in three different universities in Spain and Chile. We begin by presenting the material context of the course (its place within the university program, the number of students attending, its duration, etc.), and especially the intellectual background of the participating students, in terms of their previous understanding of philosophy in general, and of ethics in particular. Next we set out the objectives of the course and the main topics addressed, as well as the methodology and teaching resources employed to have students achieve a genuine philosophical reflection on the ethical aspects of the profession, starting from their own mindset as engineers. Finally we offer some results based on opinion surveys of the students, as well as a more personal assessment by the authors, recapitulating the most significant achievements of the course and indicating its underlying Socratic structure.

A clinical procedures curriculum for undergraduate medical students: the eight-year history of a third-year immersive experience.

PubMed

Thompson, Laura; Exline, Matthew; Leung, Cynthia G; Way, David P; Clinchot, Daniel; Bahner, David P; Khandelwal, Sorabh

2016-01-01

Background Procedural skills training is a critical component of medical education, but is often lacking in standard clinical curricula. We describe a unique immersive procedural skills curriculum for medical students, designed and taught primarily by emergency medicine faculty at The Ohio State University College of Medicine. Objectives The primary educational objective of this program was to formally introduce medical students to clinical procedures thought to be important for success in residency. The immersion strategy (teaching numerous procedures over a 7-day period) was intended to complement the student's education on third-year core clinical clerkships. Program design The course introduced 27 skills over 7 days. Teaching and learning methods included lecture, prereading, videos, task trainers, peer teaching, and procedures practice on cadavers. In year 4 of the program, a peer-team teaching model was adopted. We analyzed program evaluation data over time. Impact Students valued the selection of procedures covered by the course and felt that it helped prepare them for residency (97%). The highest rated activities were the cadaver lab and the advanced cardiac life support (97 and 93% positive endorsement, respectively). Lectures were less well received (73% positive endorsement), but improved over time. The transition to peer-team teaching resulted in improved student ratings of course activities (p<0.001). Conclusion A dedicated procedural skills curriculum successfully supplemented the training medical students received in the clinical setting. Students appreciated hands-on activities and practice. The peer-teaching model improved course evaluations by students, which implies that this was an effective teaching method for adult learners. This course was recently expanded and restructured to place the learning closer to the clinical settings in which skills are applied.

Geometry Teaching--Geometrieunterricht. Conference on the Teaching of Geometry (Helsinki, Finland, August 1-4, 1989). Research Report 74.

ERIC Educational Resources Information Center

Pehkonen, Erkki, Ed.

This report contains conference papers on geometry teaching. There were five plenary talks given and a review of Hungarian geometry teaching. The plenary talks addressed background theories of the psychology of learning such as constructivism, perceptional psychology, and motivational psychology. The themes of the 21 short talks were on a varied…

Metrics and Methodologies for Measuring Teaching Quality in Higher Education: Developing the Teaching Excellence Framework (TEF)

ERIC Educational Resources Information Center

Gunn, Andrew

2018-01-01

The creation of the Teaching Excellence Framework (TEF) represents a significant development concerning the teaching mission of the university in the UK. This paper considers the background to, and the development of, the TEF. It explains the context from which the TEF emerged and unpacks a series of rationales which illustrate the need for, and…

A Case Study of Chinese Mongolian Students in ELT under the Background of MOOCs

ERIC Educational Resources Information Center

Zhao, Lili

2015-01-01

In response to the current reform of college English teaching, a case study of Chinese Mongolian students in English language teaching under the influence of MOOCs is carried out in an attempt to examine the efficacy of the integration of information technology into English language teaching. After a brief introduction of the teaching mode of…

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

NASA Astrophysics Data System (ADS)

Çil, Emine; Maccario, Nihal; Yanmaz, Durmuş

2016-09-01

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

Teaching Chemistry with Electron Density Models.

ERIC Educational Resources Information Center

Shusterman, Gwendolyn P.; Shusterman, Alan J.

1997-01-01

Describes a method for teaching electronic structure and its relevance to chemical phenomena that relies on computer-generated three-dimensional models of electron density distributions. Discusses the quantum mechanical background needed and presents ways of using models of electronic ground states to teach electronic structure, bonding concepts,…

Teaching smartphone and microcontroller systems using "Android Java"

NASA Astrophysics Data System (ADS)

Tigrek, Seyitriza

Mobile devices are becoming indispensable tools for many students and educators. Mobile technology is starting a new era in the computing methodologies in many engineering disciplines and laboratories. Microcontroller extension that communicates with mobile devices will take the data acquisition and control process into a new level in the sensing technology and communication. The purpose of this thesis is to develop a framework to incorporate the new mobile platform with robust embedded systems into the engineering curriculum. For this purpose a course material is developed "Introduction to Programming Java on a Mobile Platform" to teach novice programmers how to create applications, specifically on Android. Combining an introductory level programming class with the Android platform can appeal to non-programming individuals in multiple disciplines. The proposed course curriculum reduces the learning time, and allows senior engineering students to use the new framework for their specific needs in the labs such as mobile data acquisition and control projects. This work provides techniques for instructors with modest programming background to teach cutting edge technology, which is smartphone programming. Techniques developed in this work minimize unnecessary information carried into current teaching approaches with hands-on practice. It also helps the students with minimal background requirements overcome the barriers that have evolved around computer programming. The motivation of this thesis is to create a tailored programming introductory course to teach Java programming on Android by incorporating selected efficient methods from extant literature. The mechanism proposed in this thesis is to keep students motivated by an active approach based on student-centered learning with collaborative work. Teamwork through pair programming is adapted in this teaching process. Bloom's taxonomy, along with a knowledge survey, is used as a guide to classify the information and exercise problems. A prototype curriculum is a deliverable of this research that is suitable for novice programmers-such as engineering freshmen students. It also contains advanced material that allows senior students to use mobile phone and a microcontroller system to enhance engineering laboratories.

Implementation of palliative care as a mandatory cross-disciplinary subject (QB13) at the Medical Faculty of the Heinrich-Heine-University Düsseldorf, Germany

PubMed Central

Schulz, Christian; Wenzel-Meyburg, Ursula; Karger, André; Scherg, Alexandra; in der Schmitten, Jürgen; Trapp, Thorsten; Paling, Andreas; Bakus, Simone; Schatte, Gesa; Rudolf, Eva; Decking, Ulrich; Ritz-Timme, Stephanie; Grünewald, Matthias; Schmitz, Andrea

2015-01-01

Background: By means of the revision of the Medical Licensure Act for Physicians (ÄAppO) in 2009, undergraduate palliative care education (UPCE) was incorporated as a mandatory cross sectional examination subject (QB13) in medical education in Germany. Its implementation still constitutes a major challenge for German medical faculties. There is a discrepancy between limited university resources and limited patient availabilities and high numbers of medical students. Apart from teaching theoretical knowledge and skills, palliative care education is faced with the particular challenge of imparting a professional and adequate attitude towards incurably ill and dying patients and their relatives. Project description: Against this background, an evidence-based longitudinal UPCE curriculum was systematically developed following Kern’s Cycle [1] and partly implemented and evaluated by the students participating in the pilot project. Innovative teaching methods (virtual standardised/simulated patient contacts, e-learning courses, interdisciplinary and interprofessional collaborative teaching, and group sessions for reflective self-development) aim at teaching palliative care-related core competencies within the clinical context and on an interdisciplinary and interprofessional basis. Results: After almost five years of development and evaluation, the UPCE curriculum comprises 60 teaching units and is being fully implemented and taught for the first time in the winter semester 2014/15. The previous pilot phases were successfully concluded. To date, the pilot phases (n=26), the subproject “E-learning in palliative care” (n=518) and the blended-learning elective course “Communication with dying patients” (n=12) have been successfully evaluated. Conclusion: All conducted development steps and all developed programmes are available for other palliative care educators (Open Access). The integrated teaching formats and methods (video, e-learning module, interprofessional education, group sessions for reflexive self-development) and their evaluations are intended to make a contribution to an evidence-based development of palliative care curricula in Germany. PMID:25699109

Is linking research, teaching and practice in communication in health care the way forward?

PubMed

van Weel-Baumgarten, Evelyn

2016-09-01

This paper is based on the keynote lecture given at the ICCH conference in New Orleans in October 2015. With as background the observation that even though research and teaching of communication have been receiving attention for some time now, patients still encounter many problems when they visit clinicians because of health problems, it subsequently touches upon research on integration of communication with correct medical content, person centered communication and the role of placebo on outcomes. For teaching it emphasizes methods working best to teach clinical communication skills and lead to behavior changes in professionals: experiential teaching methods but taking care of a balance with cognitive methods. It then discusses the challenge of transfer to clinical practice and what is needed to overcome these challenges: learning from reflecting on undesired outcomes in clinical practice, feedback from clinicians who are open to communication and support learners with effective feedback in that specific context. It adds suggestions about where linking more between research, teaching and clinical practice could help moving communication in health care forward and builds the case for involving policymakers and members of hospital boards to help manage the necessary climate change in clinical settings. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

The use of mathematical models in teaching wastewater treatment engineering.

PubMed

Morgenroth, E; Arvin, E; Vanrolleghem, P

2002-01-01

Mathematical modeling of wastewater treatment processes has become increasingly popular in recent years. To prepare students for their future careers, environmental engineering education should provide students with sufficient background and experiences to understand and apply mathematical models efficiently and responsibly. Approaches for introducing mathematical modeling into courses on wastewater treatment engineering are discussed depending on the learning objectives, level of the course and the time available.

Economic Education Experiences of Enterprising Teachers. Volume 19. A Report Developed from the 1980-81 Entries in the International Paper Company Foundation Awards Program for the Teaching of Economics.

ERIC Educational Resources Information Center

Nappi, Andrew T., Ed.; Suglia, Anthony F., Ed.

Twenty-five award winning teacher developed projects and courses in economics are described. The projects are designed for use in primary, intermediate, junior high, and senior high schools. Descriptions indicate grade level, project background, time allotment, objectives, activities, and evaluation. The publication consists of five chapters.…

Enlisting New Teachers in Clinical Environments (ENTICE); novel ways to engage clinicians.

PubMed

Peyser, Bruce; Daily, Kathryn A; Hudak, Nicholas M; Railey, Kenyon; Bosworth, Hayden B

2014-01-01

To explore the barriers and incentives that affect primary care providers who precept students in outpatient clinics in the US. In 2013, leadership of our large primary care group sent a 20-question survey via e-mail to all of the 180 providers within the network. The survey assessed provider demographics, precepting history, learner preferences, and other issues that might affect future decisions about teaching. The response rate was 50% (90 providers). The top reasons for precepting in the past were enjoyment for teaching and personal interaction with learners. The most commonly cited reason for not precepting previously was a perceived lack of time followed by increased productivity demands. When questioned about the future, 65% (59 respondents) indicated that they were likely to precept within the next 6 months. A desired reduction in productivity expectations was the most commonly cited motivator, followed by anticipated monetary compensation and adjusted appointment times. A top barrier to future precepting was a belief that teaching decreases productivity and requires large amounts of time. This survey represents an opportunity to study a change in focus for a cohort of busy clinicians who were mostly new to teaching but not new to clinical practice. The survey provides further insight into clinician educators' perceptions regarding the education of a variety of different learners. The results align with data from previous studies in that time pressures and productivity demands transcend specific programs and learner backgrounds. This information is critical for future clerkship directors and hospital administrators in order to understand how to increase support for potential preceptors in medical education.

Differences and commonalities in difficulties faced by clinical nursing educators and faculty in Japan: a qualitative cross-sectional study

PubMed Central

2012-01-01

Background To clarify the current state of communication between clinical nursing educators and nursing faculty members and the perceived difficulties encountered while teaching nursing students in clinical training in Japan. Methods We collected data via focus group interviews with 14 clinical nursing educators, two nursing technical college teachers, and five university nursing faculty members. Interview transcripts were coded to express interview content as conclusions for each unit of meaning. Similar compiled content was categorized. Results Difficulties in providing clinical training mentioned by both clinical educators and faculty members were classified into four categories: “difficulties with directly exchanging opinions,” “mismatch between school-required teaching content and clinical teaching content,” “difficulties with handling students who demonstrate a low level of readiness for training,” and “human and time limitations in teaching.” In some categories, the opinions of educators matched those of the faculty members, whereas in others, the problems differed according to position. Conclusions The Japanese culture and working conditions may affect communication between clinical educators and faculty members; however, a direct “opinion exchange” between them is crucial for improving the clinical teaching environment in Japan. PMID:23098211

Teaching Evolution: A Heuristic Study of Personal and Cultural Dissonance

ERIC Educational Resources Information Center

Grimes, Larry G.

2012-01-01

Darwinian evolution is a robustly supported scientific theory. Yet creationists continue to challenge its teaching in American public schools. Biology teachers in all 50 states are responsible for teaching science content standards that include evolution. As products of their backgrounds and affiliations teachers bring personal attitudes and…

Advertising and the Economy: A Teaching Package.

ERIC Educational Resources Information Center

Proctor and Gamble Co., Cincinnati, OH.

This teaching packet is designed to enrich lessons and motivate students, and is based on real-life marketing problems. The packet includes a booklet containing background for instructors on advertising's crucial economic role and its history in the United States, eight reproducible lessons, and teaching tips for each lesson. The packet also…

A View from the ToP and Beyond: An Interview with Randolph A. Smith.

ERIC Educational Resources Information Center

Scoby, Alma

2002-01-01

Presents an interview with Randolph A. Smith, the editor of the journal "Teaching of Psychology." Covers topics, such as his background, his thoughts on issues related to the journal, his teaching experiences, and the relationship between his teaching and editorial post. (CMK)

Learning to Teach and Do

ERIC Educational Resources Information Center

Warren, Thomas L.

2015-01-01

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

University Faculty Members' Perceptions of Their Teaching Efficacy

ERIC Educational Resources Information Center

Chang, Te-Sheng; Lin, Huei-Hsuan; Song, Mei-Mei

2011-01-01

The purpose of this study was to investigate faculty members' perceptions of teaching efficacy and their relation to faculty members' backgrounds. A questionnaire measuring six dimensions of teaching efficacy was distributed to faculty members at 17 universities in Taiwan, yielding 513 complete sets of responses. Faculty members felt efficacious,…

Exploring Relationships between Presage Variables of Florida Preservice Agricultural Education Teachers Related to Teaching Contextualized Mathematics

ERIC Educational Resources Information Center

Stripling, Christopher T.; Roberts, T. Grady

2013-01-01

The purpose of this exploratory study was to investigate the relationships between mathematics ability, personal mathematics efficacy, mathematics teaching efficacy, personal teaching efficacy, and background characteristics of preservice agricultural education teachers. Data were collected for two years at the University of Florida. Fourteen…

Work-related stressors experienced by part-time clinical affiliate nursing faculty in baccalaureate education.

PubMed

Whalen, Kathleen S

2009-01-01

This descriptive and multivariate correlational study identifies work-related situations that were perceived as stressful in a sample of part-time clinical affiliate nursing faculty (n = 91) from a western state who teach in baccalaureate programs. The most stressful conditions include being physically and emotionally drained; working outside regular hours; dealing with the number of role expectations; and receiving inadequate monetary compensation. Subjects reported other specific stressful situations related to their work with clinical agencies, universities, and students. The researcher also examined the relationships between selected background factors (number of years of clinical teaching experience, clinical teacher education, and holding a second job), role stress, and job satisfaction. Even though this sample had a high job satisfaction rating, the variable, role stress, was shown to significantly predict job satisfaction. Lastly, implications for nurse educators in baccalaureate programs are explored.

Teaching Photovoltaics: From Grammar School to Graduate School

NASA Astrophysics Data System (ADS)

Ahrenkiel, Richard

2009-05-01

Photovoltaics (PV) has certainly become the topic of the times in economic and political circles. I have had the opportunity to teach some aspect of the subject at a wide range of educational levels. I taught a graduate course, as an Adjunct Professor at the Colorado School of Mines (CSM), over the time period from 1990 to 2000. As a consequence of various outreach programs, like those sponsored by the National Renewable Energy Laboratory, I have given presentations to audiences ranging from grammar school to high school. I have given another type of presentation to the service clubs like Rotary International and Kiwanis Clubs. Finally, in recent years and the rapid growth of the photovoltaic industry, I have been asked to give a basic presentation to business people with modest technical backgrounds. Each audience presents a different set of challenges and each requires a different type of presentation.

What Should American-Born Chinese Children Learn?

ERIC Educational Resources Information Center

Chang, Shirley

This paper discusses the teaching of Chinese to both students with Chinese background and students with non-Chinese background. It is suggested that students with a Chinese background be separated from those without a Chinese background in order not to discourage the latter group from studying Chinese. Chinese background students should be taught…

"I Love Knowing That What I'm Doing Has Purpose": Male Instrumentalists Who Choose to Teach Elementary General Music

ERIC Educational Resources Information Center

Shouldice, Heather Nelson

2017-01-01

Few entering music education students plan to teach in an elementary general music (EGM) setting, and the majority of those who teach EGM are female and have vocalist backgrounds. The purpose of this collective case study was to examine six male instrumentalists' decisions to pursue a career in EGM teaching rather than secondary instrumental…

Teaching Excellence through Professional Learning and Policy Reform: Lessons from around the World. International Summit on the Teaching Profession

ERIC Educational Resources Information Center

Schleicher, Andreas

2016-01-01

If the quality of an education system can never exceed the quality of its teachers, then countries need to do all they can to build a high-quality teaching force. "Teaching Excellence through Professional Learning and Policy Reform: Lessons from around the World," the background report to the sixth International Summit on the Teaching…

Teaching About Economics.

ERIC Educational Resources Information Center

Paine, Carolyn; Arnold, Anne Jurmu

1983-01-01

A teaching unit on economics discusses basic background information, suggests classroom activities, and lists sources of instructional resources. Reproducible masters for two instructional levels are included and introduce economics law and basic financial management. (FG)

The Challenges of Using Horses for Practical Teaching Purposes in Veterinary Programmes

PubMed Central

Gronqvist, Gabriella; Rogers, Chris; Gee, Erica; Bolwell, Charlotte; Gordon, Stuart

2016-01-01

Simple Summary Veterinary students often lack previous experience in handling horses and other large animals. This article discusses the challenges of using horses for veterinary teaching purposes and the potential consequences to student and equine welfare. The article proposes a conceptual model to optimise equine welfare, and subsequently student safety, during practical equine handling classes. Abstract Students enrolled in veterinary degrees often come from an urban background with little previous experience in handling horses and other large animals. Many veterinary degree programmes place importance on the teaching of appropriate equine handling skills, yet within the literature it is commonly reported that time allocated for practical classes often suffers due to time constraint pressure from other elements of the curriculum. The effect of this pressure on animal handling teaching time is reflected in the self-reported low level of animal handling competency, particularly equine, in students with limited prior experience with horses. This is a concern as a naive student is potentially at higher risk of injury to themselves when interacting with horses. Additionally, a naive student with limited understanding of equine behaviour may, through inconsistent or improper handling, increase the anxiety and compromise the welfare of these horses. There is a lack of literature investigating the welfare of horses in university teaching facilities, appropriate handling procedures, and student safety. This article focuses on the importance for students to be able to interpret equine behaviour and the potential consequences of poor handling skills to equine and student welfare. Lastly, the authors suggest a conceptual model to optimise equine welfare, and subsequently student safety, during practical equine handling classes. PMID:27845702

How can clinician-educator training programs be optimized to match clinician motivations and concerns?

PubMed Central

McCullough, Brendan; Marton, Gregory E; Ramnanan, Christopher J

2015-01-01

Background Several medical schools have implemented programs aimed at supporting clinician-educators with formal mentoring, training, and experience in undergraduate medical teaching. However, consensus program design has yet to be established, and the effectiveness of these programs in terms of producing quality clinician-educator teaching remains unclear. The goal of this study was to review the literature to identify motivations and perceived barriers to clinician-educators, which in turn will improve clinician-educator training programs to better align with clinician-educator needs and concerns. Methods Review of medical education literature using the terms “attitudes”, “motivations”, “physicians”, “teaching”, and “undergraduate medical education” resulted in identification of key themes revealing the primary motivations and barriers involved in physicians teaching undergraduate medical students. Results A synthesis of articles revealed that physicians are primarily motivated to teach undergraduate students for intrinsic reasons. To a lesser extent, physicians are motivated to teach for extrinsic reasons, such as rewards or recognition. The key barriers deterring physicians from teaching medical students included: decreased productivity, lack of compensation, increased length of the working day, patient concerns/ethical issues, and lack of confidence in their own ability. Conclusion Our findings suggest that optimization of clinician-educator training programs should address, amongst other factors, time management concerns, appropriate academic recognition for teaching service, and confidence in teaching ability. Addressing these issues may increase the retention of clinicians who are active and proficient in medical education. PMID:25653570

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

Physicians' Perceptions of Clinical Teaching: A Qualitative Analysis in the Context of Change

ERIC Educational Resources Information Center

Knight, Lynn V.; Bligh, John

2006-01-01

Background: Change is ubiquitous. Current trends in both educational and clinical settings bring new challenges to clinicians and have the potential to threaten the quality of clinical teaching. Objective: To investigate hospital specialists' perceptions of clinical teaching in the context of change. Design: Qualitative study using in-depth…

Using Feature Films to Teach Public Relations: An Assessment Model from Nonmajor Students' Perspective

ERIC Educational Resources Information Center

Mak, Angela Ka Ying; Hutton, James G.

2014-01-01

Teaching fundamental public relations courses to students from diverse backgrounds poses additional complexities in learning effectiveness. This exploratory study evaluated the effectiveness and identified the challenges of using films to teach public relations among nonmajor students. Results from an online survey and two focus groups found that…

Adopting a Models-Based Approach to Teaching Physical Education

ERIC Educational Resources Information Center

Casey, Ashley; MacPhail, Ann

2018-01-01

Background: The popularised notion of models-based practice (MBP) is one that focuses on the delivery of a model, e.g. Cooperative Learning, Sport Education, Teaching Personal and Social Responsibility, Teaching Games for Understanding. Indeed, while an abundance of research studies have examined the delivery of a single model and some have…

Children's Perspectives on Conceptual Games Teaching: A Value-Adding Experience

ERIC Educational Resources Information Center

Fry, Joan Marian; Tan, Clara Wee Keat; McNeill, Michael; Wright, Steven

2010-01-01

Background: Revisions of the Singaporean physical education (PE) syllabus in 1999 and 2006 included a conceptual approach to teaching games. The games concept approach (GCA), a form of constructivist pedagogy, was a distinct departure from the direct teaching methods traditionally used in the country. Following the GCA's introduction into a PE…

Pre-Service Teacher Vision and Urban Schools

ERIC Educational Resources Information Center

Roselle, Rene; Liner, Kevin

2012-01-01

As preservice teachers enter their first teaching experience, they often have perceptions about what teaching will be like based on a vision that is typically linked to their own background and experiences. This study explores the changes in visions of 15 preservice teachers throughout student teaching in an urban environment. The research will…

Integrating the Secondary School Foreign Language Classroom through Multiple Learning Activities

ERIC Educational Resources Information Center

DeFalco, Laura

2011-01-01

Foreign language teachers experience difficulties in teaching students with learning disabilities. The challenge is to teach students with and without disabilities in the same classroom while having no background knowledge of how to teach towards all these students. Through observations and interviews with two foreign language teachers, the use of…

The Importance of Indirect Teaching Behaviour and Its Educational Effects in Physical Education

ERIC Educational Resources Information Center

Jung, Hyunwoo; Choi, Euichang

2016-01-01

Background: Physical education teacher behaviour has been a subject of study in physical education including physical education teacher education for 30 years. However, the research on teacher behaviour has tended to focus on direct teaching behaviour (DTB) to demonstrate the benefits of effective teaching, centred on a technical understanding of…

Impacting Academic Achievement with Student Learners Teaching Digital Storytelling to Others: The ATTTCSE Digital Video Project

ERIC Educational Resources Information Center

Figg, Candace; McCartney, Robin

2010-01-01

University researchers, teacher candidates, language and technology instructors, student learners, and families from diverse backgrounds partnered in an invitational teaching/learning experience--middle school student learners teaching their VIPs (very important persons) how to create stories and construct digital movies with reference to their…

Tools and Traits for Highly Effective Science Teaching, K-8

ERIC Educational Resources Information Center

Vasquez, Jo Anne

2007-01-01

Even if the reader has little formal training or background knowledge in science, "Tools & Traits for Highly Effective Science Teaching, K-8" pulls together cognitive and educational research to present an indispensable framework for science in the elementary and middle grades. Readers will discover teaching that increases students' engagement and…

More Learning and Less Teaching? Students' Perceptions of a Histology Podcast

ERIC Educational Resources Information Center

Beylefeld, A. A.; Hugo, A. P.; Geyer, H. J.

2008-01-01

The increased use of new teaching and learning technologies in higher education environments makes it possible for academic staff to meet the challenge of having to teach students who are diverse in terms of academic, social and language backgrounds. This study reports how the incorporation of podcasts to supplement visual histology learning…

Wittgenstein's Contextualist Approach to Judging "Sound" Teaching: Escaping Enthrallment in Criteria-Based Assessments

ERIC Educational Resources Information Center

Stickney, Jeff Alan

2009-01-01

Comparing the early, analytic attempt to define "sound" teaching with the current use of criteria-based rating schemes, Jeff Stickney turns to Wittgenstein's holistic, contextualist approach to judging teaching against its complex "background" within our "form of life." To exemplify this approach, Stickney presents cases of classroom practice…

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

ERIC Educational Resources Information Center

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

2008-01-01

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

Making It Happen: Using Differentiated Instruction, Retrofit Framework, and Universal Design for Learning

ERIC Educational Resources Information Center

Stanford, Barbara; Reeves, Stacy

2009-01-01

When children of diverse disabilities and students with ELL rulings are included in traditional classrooms, regular education teachers face a dilemma: How to teach the standard curriculum and teach the new inclusion students? How do they teach students with different heritages and linguistic backgrounds? Differentiated Instruction (DI) is content,…

Teaching Statistics in Labor, Social, Juridical or Economic Studies

ERIC Educational Resources Information Center

Navarrete-Alvarez, Esteban; Rosales-Moreno, Maria Jesus; Huete-Morales, Maria Dolores

2010-01-01

Statistics teaching should not be carried out in the same way for all kinds of university students. Instead, teaching statistics should take into account the different fields of study that students have chosen. For example, students of sciences or engineering have different interests and backgrounds compared to students of any social or juridical…

The New Changing Faces of Urban Teachers and Their Emerging Teaching Belief

ERIC Educational Resources Information Center

Owens, Emiel W.; Song, Holim

2009-01-01

Alternative certification programs are changing the face of the teaching profession. Not only have these programs attracted individuals from different disciplines and educational backgrounds, they have also changed the ethnic and gender makeup of the classroom teaching population. This suggests an increase in point-of-view diversity in the…

Reinventing Family Therapy: Teaching Family Intervention as a New Treatment Modality

ERIC Educational Resources Information Center

Josephson, Allan M.

2008-01-01

Objective: This article discusses the pedagogy of teaching family therapy in the new millennium. It draws on the strengths of "family systems therapy" but goes beyond it--suggesting a new paradigm, new terminology, and a new teaching perspective. It discusses the historical background of family therapy training, a scientific foundation for what…

Teaching About Women in Hispanic Literature: Current Methods and Materials.

ERIC Educational Resources Information Center

Maier, Carol

Awareness of a new and altered method of teaching literature, similar to that described by Adrienne Rich, grew from the experience of teaching a small introductory course in twentieth century Hispanic women writers to students with diverse language, cultural, and economic backgrounds. Although about half the students were native Spanish speakers,…

Teaching Experience and Perceived Challenges for School Administrators Regarding Job Stress, Respect, Student Achievement, Assessment & Evaluation, and Professional Development

ERIC Educational Resources Information Center

Bradley, Erika Hope

2013-01-01

The purpose of this quantitative study was to investigate whether an administrators' professional teaching background and years of administrative experience influence their perceptions of the opportunities and challenges they face guiding the improvement of teaching and learning. Specifically this research analyzed administrators' perceptions of…

Race and TESOL: Introduction to Concepts and Theories

ERIC Educational Resources Information Center

Kubota, Ryuko; Lin, Angel

2006-01-01

The field of teaching English to speakers of other languages (TESOL) brings people from various racialized backgrounds together in teaching, learning, and research. The idea of race, racialization, and racism are inescapable topics that arise in the contact zones created by teaching English worldwide and thus are valid topics to explore in the…

Teaching colloquial Australian English to medical students from non-English speaking backgrounds.

PubMed

Chur-Hansen, A; Barrett, R J

1996-11-01

Lack of fluency in the language of instruction can form a barrier to medical education. There has been an effort within Australian universities to teach English to students from non-English speaking backgrounds (NESB), but little systematic attention has been given to the teaching of informal or colloquial English. This paper provides evidence that colloquial language is a pervasive and important aspect of doctor-patient communication. It describes a teaching project for NESB medical students which aimed to introduce them to colloquial English, and to provide them with a contextual approach to learning this form of language. Forty-four first year medical students enrolled at the University of Adelaide were required to gather examples of colloquial language by interviewing a native English speaker. Ninety-four examples of colloquial sayings were recorded. These were compiled in the form of a handbook which served as a student resource. Student evaluation of this exercise was positive. The benefits of an interactive method of teaching local and setting-specific language are discussed, and the implications of this approach for clinical teaching and for medical practice are explored.

Outcomes-Based Collaborative Teaching and Learning in Asian Higher Education

ERIC Educational Resources Information Center

van Schalkwyk, Gertina J.

2015-01-01

This chapter explores the background and development of outcomes-based collaborative teaching and learning, and provides guidance for writing learning outcomes and engaging students in the Asian higher education context.

Decibels Made Easy.

ERIC Educational Resources Information Center

Tindle, C. T.

1996-01-01

Describes a method to teach acoustics to students with minimal mathematical backgrounds. Discusses the uses of charts in teaching topics of sound intensity level and the decibel scale. Avoids the difficulties of working with logarithm functions. (JRH)

Commedia dell'Arte as a Metaphor for the Art of Teaching

NASA Astrophysics Data System (ADS)

Morse, Robert A.

2015-10-01

With my background in acting, stagecraft, and some knowledge of theatre history from high school and college, it was natural for me as a novice teacher to think about theatre as a metaphor for teaching. In this article I will discuss how over my career I conceived of teaching in terms of theatrical metaphors, and make a comparison with a common metaphor of teaching as coaching.

Confident but not theoretically grounded - experienced simulation educators' perceptions of their own professional development.

PubMed

Allvin, Renée; Berndtzon, Magnus; Carlzon, Liisa; Edelbring, Samuel; Hult, Håkan; Hultin, Magnus; Karlgren, Klas; Masiello, Italo; Södersved Källestedt, Marie-Louise; Tamás, Éva

2017-01-01

Medical simulation enables the design of learning activities for competency areas (eg, communication and leadership) identified as crucial for future health care professionals. Simulation educators and medical teachers follow different career paths, and their education backgrounds and teaching contexts may be very different in a simulation setting. Although they have a key role in facilitating learning, information on the continuing professional development (pedagogical development) of simulation educators is not available in the literature. To explore changes in experienced simulation educators' perceptions of their own teaching skills, practices, and understanding of teaching over time. A qualitative exploratory study. Fourteen experienced simulation educators participated in individual open-ended interviews focusing on their development as simulation educators. Data were analyzed using an inductive thematic analysis. Marked educator development was discerned over time, expressed mainly in an altered way of thinking and acting. Five themes were identified: shifting focus, from following to utilizing a structure, setting goals, application of technology, and alignment with profession. Being confident in the role as an instructor seemed to constitute a foundation for the instructor's pedagogical development. Experienced simulation educators' pedagogical development was based on self-confidence in the educator role, and not on a deeper theoretical understanding of teaching and learning. This is the first clue to gain increased understanding regarding educational level and possible education needs among simulation educators, and it might generate several lines of research for further studies.

Research teaching in learning disability nursing: Exploring the views of student and registered learning disability nurses.

PubMed

Northway, Ruth; Parker, Michelle; James, Neil; Davies, Lynsey; Johnson, Kaye; Wilson, Sally

2015-12-01

Whilst there is a need to develop the research base within learning disability nursing it is also significant that currently there is little published data as to how research is taught to this group of nurses. To increase understanding of how research is currently taught to learning disability nurses within the UK. A survey design was used. The research was undertaken at a conference held in the UK in March 2014. 310 learning disability nurses attending the conference of which 212 completed the free text question. This comprised student nurses (n=158), registered nurses working in practice settings (n=25) and registered nurses working in educational institutions (n=24). Five participants did not specify their background. Participants were invited to complete a questionnaire that included a free text question regarding the teaching of research to learning disability nurses: it is the responses to this question that are reported in this paper. Responses were transcribed and thematically analysed. Eight themes emerged: Teaching approach--the good and the bad; finding the right level; right from the start; we need more time; generic versus specialist; there's not enough; getting research into practice; and what should we focus on? Variations exist in terms of the timing of research education, the teaching approaches used, and hence the quality of student experience. Of particular concern is the apparent gap between research teaching and the use of research in practice, and the reported lack of support for research within practice settings. However, enthusiasm for research is evident and hence recommendations are made both to enhance teaching and to strengthen links with practice. Copyright © 2015 Elsevier Ltd. All rights reserved.

Teaching trainers to incorporate evidence-based medicine (EBM) teaching in clinical practice: the EU-EBM project

PubMed Central

Thangaratinam, Shakila; Barnfield, Gemma; Weinbrenner, Susanne; Meyerrose, Berit; Arvanitis, Theodoros N; Horvath, Andrea R; Zanrei, Gianni; Kunz, Regina; Suter, Katja; Walczak, Jacek; Kaleta, Anna; Rengerink, Katrien Oude; Gee, Harry; Mol, Ben WJ; Khan, Khalid S

2009-01-01

Background Evidence based medicine (EBM) is considered an integral part of medical training, but integration of teaching various EBM steps in everyday clinical practice is uncommon. Currently EBM is predominantly taught through theoretical courses, workshops and e-learning. However, clinical teachers lack confidence in teaching EBM in workplace and are often unsure of the existing opportunities for teaching EBM in the clinical setting. There is a need for continuing professional development (CPD) courses that train clinical trainers to teach EBM through on-the-job training by demonstration of applied EBM real time in clinical practice. We developed such a course to encourage clinically relevant teaching of EBM in post-graduate education in various clinical environments. Methods We devised an e-learning course targeting trainers with EBM knowledge to impart educational methods needed to teach application of EBM teaching in commonly used clinical settings. The curriculum development group comprised experienced EBM teachers, clinical epidemiologists, clinicians and educationalists from institutions in seven European countries. The e-learning sessions were designed to allow participants (teachers) to undertake the course in the workplace during short breaks within clinical activities. An independent European steering committee provided input into the process. Results The curriculum defined specific learning objectives for teaching EBM by exploiting educational opportunities in six different clinical settings. The e-modules incorporated video clips that demonstrate practical and effective methods of EBM teaching in everyday clinical practice. The course encouraged focussed teaching activities embedded within a trainer's personal learning plan and documentation in a CPD portfolio for reflection. Conclusion This curriculum will help senior clinicians to identify and make the best use of available opportunities in everyday practice in clinical situations to teach various steps of EBM and demonstrate their applicability to clinical practice. Once fully implemented, the ultimate outcome of this pilot project will be a European qualification in teaching EBM, which will be used by doctors, hospitals, professional bodies responsible for postgraduate qualifications and continuing medical education. PMID:19744327

Conditions for excellence in teaching in medical education: The Frankfurt Model to ensure quality in teaching and learning.

PubMed

Giesler, Marianne; Karsten, Gudrun; Ochsendorf, Falk; Breckwoldt, Jan

2017-01-01

Background: There is general consensus that the organizational and administrative aspects of academic study programs exert an important influence on teaching and learning. Despite this, no comprehensive framework currently exists to describe the conditions that affect the quality of teaching and learning in medical education. The aim of this paper is to systematically and comprehensively identify these factors to offer academic administrators and decision makers interested in improving teaching a theory-based and, to an extent, empirically founded framework on the basis of which improvements in teaching quality can be identified and implemented. Method: Primarily, the issue was addressed by combining a theory-driven deductive approach with an experience based, "best evidence" one during the course of two workshops held by the GMA Committee on Personnel and Organizational Development in Academic Teaching (POiL) in Munich (2013) and Frankfurt (2014). Two models describing the conditions relevant to teaching and learning (Euler/Hahn and Rindermann) were critically appraised and synthesized into a new third model. Practical examples of teaching strategies that promote or hinder learning were compiled and added to the categories of this model and, to the extent possible, supported with empirical evidence. Based on this, a checklist with recommendations for optimizing general academic conditions was formulated. Results: The Frankfurt Model of conditions to ensure Quality in Teaching and Learning covers six categories: organizational structure/medical school culture, regulatory frameworks, curricular requirements, time constraints, material and personnel resources, and qualification of teaching staff. These categories have been supplemented by the interests, motives and abilities of the actual teachers and students in this particular setting. The categories of this model provide the structure for a checklist in which recommendations for optimizing teaching are given. Conclusions: The checklist derived from the Frankfurt Model for ensuring quality in teaching and learning can be used for quality assurance and to improve the conditions under which teaching and learning take place in medical schools.

Teaching Evolution: A Heuristic Study of Personal and Cultural Dissonance

NASA Astrophysics Data System (ADS)

Grimes, Larry G.

Darwinian evolution is a robustly supported scientific theory. Yet creationists continue to challenge its teaching in American public schools. Biology teachers in all 50 states are responsible for teaching science content standards that include evolution. As products of their backgrounds and affiliations teachers bring personal attitudes and beliefs to their teaching. The purpose of this study was to explore how biology teachers perceive, describe, and value their teaching of evolution. This research question was explored through a heuristic qualitative methodology. Eight veteran California high school biology teachers were queried as to their beliefs, perceptions, experiences and practices of teaching evolution. Both personal and professional documents were collected. Data was presented in the form of biographical essays that highlight teachers' backgrounds, experiences, perspectives and practices of teaching evolution. Of special interest was how they describe pressure over teaching evolution during a decade of standards and No Child Left Behind high-stakes testing mandates. Five common themes emerged. Standards have increased the overall amount of evolution that is taught. High-stakes testing has decreased the depth at which evolution is taught. Teacher belief systems strongly influence how evolution is taught. Fear of creationist challenges effect evolution teaching strategies. And lastly, concern over the potential effects of teaching evolution on student worldviews was mixed. Three categories of teacher concern over the potential impact of evolution on student worldviews were identified: Concerned, Strategist, and Carefree. In the final analysis teacher beliefs and attitudes still appeared to he the most important factor influencing how evolution is taught.

What Examining Teaching Metaphors Tells Us about Pre-Service Teachers' Developing Beliefs about Teaching and Learning

ERIC Educational Resources Information Center

Tannehill, Deborah; MacPhail, Ann

2014-01-01

Background: Pre-service teachers (PSTs) typically do not change their beliefs about teaching and learning during teacher education unless they are confronted with, and challenged about, their held beliefs through powerful and meaningful experiences that cause them to recognise and value the change process and its consequences for themselves and…

The First Years of Teaching: Background Papers and a Proposal.

ERIC Educational Resources Information Center

Griffin, Gary A., Ed.; Millies, Suzanne, Ed.

The papers in this volume were commissioned to provide information useful for planning, implementing, and assessing the impact of new teacher programs, such as the Illinois Initial Year of Teaching Program. These papers were presented at a conference held at the University of Chicago in September 1987 on the initial year of teaching to provide a…

Sport Psychology Teaching Approaches for High School Coaches and Their Student-Athletes

ERIC Educational Resources Information Center

Gilbert, Jenelle N.

2017-01-01

Coaches lacking a formal background in sport psychology may shy away from teaching these skills in favor of teaching physical skills with which they are more familiar. Other coaches may assume that athletes will learn sport psychology skills as a byproduct of their coaching pedagogy. Regardless, high school coaches are responsible for teaching…

Puerto Rico: Race, Ethnicity, Culture, and Physics Teaching

ERIC Educational Resources Information Center

González-Espada, Wilson J.; Carrasquillo, Rose E.

2017-01-01

It was a pleasant surprise to see Gary White's call for papers on race and physics teaching. We definitely think that the physics teaching and learning of students from diverse and minority backgrounds is an important issue to discuss, especially given the fact that bias and discrimination are common experiences in the lives of many Latinx,…

Design and Implementation of an Interactive System for Teaching the Islamic Prayer

ERIC Educational Resources Information Center

Farsi, Mohammed; Munro, Malcolm

2016-01-01

Background: The Islamic Prayer is central to the Islam religion and is a requirement for all Muslims to learn and perform properly. Teaching the Islamic Prayer had traditionally been through the use of textbooks. Aims: This paper describes the design and implementation of the iIP (interactive Islamic Prayer) system to teach the Islamic prayer…

The Impact of a Health Methods Class on Pre-Service Teachers' Self-Efficacy and Intent to Teach Health

ERIC Educational Resources Information Center

Fahlman, Mariane M.; Hall, Heather L.; Gutuskey, Lila

2013-01-01

Background: Elementary schoolteachers are an important vehicle for teaching students health skills that will carry them through life and reduce their future risk of disease linked to health behaviors. Purpose: To determine whether university classroom instruction resulted in increased self-efficacy and intent to teach a skill-based health…

Exploring Teaching Practices in Physical Education with Culturally Diverse Classes: A Cross-Cultural Study

ERIC Educational Resources Information Center

Dagkas, Symeon

2007-01-01

This is a cross-cultural comparative study that sets out to explore teachers' knowledge, understanding and practices of the teaching of Physical Education (PE) to students from different cultural backgrounds. More specifically, it explores key issues in the teaching of PE to Muslim students. Thirteen PE teachers, six from England and seven from…

"A Feminist Just Like Us?" Teaching Mariama Ba's "So Long a Letter."

ERIC Educational Resources Information Center

Champagne, John

1996-01-01

Investigates a broad question in light of the author's own background: what is it that educators think they are doing while teaching postcolonial literature? Investigates an analogy between postcolonial and gay and lesbian studies by looking at the author's reading and teaching approach to Mariama Ba's novel "So Long a Letter." (TB)

Teaching Reform of Course Group Regarding Theory and Design of Mechanisms Based on MATLAB Technology

ERIC Educational Resources Information Center

Shen, Yi; Yuan, Mingxin; Wang, Mingqiang

2013-01-01

Considering that the course group regarding theory and design of mechanisms is characterized by strong engineering application background and the students generally feel very boring and tedious during the learning process, some teaching reforms for the theory and design of mechanisms are carried out to improve the teaching effectiveness in this…

Early Childhood Teachers' Views about Teaching Physical Education: Challenges and Recommendations

ERIC Educational Resources Information Center

Tsangaridou, Niki

2017-01-01

Background: Educational scholars emphasize that in order to gain a better understanding of the complexity of teaching, greater attention needs to be paid to teachers' views and perceptions of the challenges and barriers of teaching. Purpose: The purpose of this study was to describe preschool teachers' views and perceptions of the main challenges…

Discussion. Think SMART, Not Hard--A Review of Teaching Decision Making in Sport from an Ecological Rationality Perspective

ERIC Educational Resources Information Center

Raab, Markus

2007-01-01

Background: Recent developments of theories for teaching decision making in sport offer a large variety of applications for the context of physical education. Purpose: This review of current models of teaching tactical skills concludes that most models incorporate different cognitive learning mechanisms, such as implicit and explicit learning, and…

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

ERIC Educational Resources Information Center

Çil, Emine; Maccario, Nihal; Yanmaz, Durmus

2016-01-01

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

The Influence of Teaching Methods on Learners' Perception of E-Safety

ERIC Educational Resources Information Center

Šimandl, Václav; Dobiáš, Václav; Šerý, Michal

2017-01-01

Aim/Purpose: The traditional method of teaching e-safety by lecturing is not very effective. Despite learners often being equipped with the right knowledge, they reject the need to act accordingly. There is a need to improve the way digital e-safety is taught. Background: The study compares four different teaching styles, examining how each…

Trainee Primary Teachers' Beliefs and Practices about Physical Education during Student Teaching

ERIC Educational Resources Information Center

Tsangaridou, Niki

2008-01-01

Background: In exploring the complexity of teaching, scholars have suggested that greater attention needs to be paid to the teachers' thoughts and actions and to how these affect quality teaching. Up to today, very few studies have investigated the relationship between teachers' beliefs and practices even though it has an important role to play in…

Finnish Physical Education Teachers' Self-Reported Use and Perceptions of Mosston and Ashworth's Teaching Styles

ERIC Educational Resources Information Center

Jaakkola, Timo; Watt, Anthony

2011-01-01

The main purpose of the study was to analyze teaching styles used in Finnish physical education. Another aim was to investigate the relationships between background characteristics of teachers and use of teaching styles. The participants of the study were 294 (185 females and 109 males) Finnish physical education teachers. The teachers responded…

Concept Map Structure, Gender and Teaching Methods: An Investigation of Students' Science Learning

ERIC Educational Resources Information Center

Gerstner, Sabine; Bogner, Franz X.

2009-01-01

Background: This study deals with the application of concept mapping to the teaching and learning of a science topic with secondary school students in Germany. Purpose: The main research questions were: (1) Do different teaching approaches affect concept map structure or students' learning success? (2) Is the structure of concept maps influenced…

Assessment of the Opinions and Practices of Student Teachers on Micro-Teaching as a Teaching Strategy

ERIC Educational Resources Information Center

Göçer, Ali

2016-01-01

Purpose of study is to ascertain the effectiveness of micro-teaching, a training technique used to help student teachers establish a strong pedagogical background. Student teachers were required to give classroom-lessons in a natural school environment, to enable them to convert their knowledge into respective skills. Accordingly, within the scope…

Theory and Practice of Chinese-English Bilingual Teaching in Circuit Course

ERIC Educational Resources Information Center

Chen, Xiao

2008-01-01

The Chinese-English bilingual teaching in the circuit course is an important approach to foster innovational talents for the electronic industry in the new century. In this article, we analyze the background, applicability and feasibility of bilingual teaching in the course of circuit and the difficulties facing in the process of implementation.…

Enlisting New Teachers in Clinical Environments (ENTICE); novel ways to engage clinicians

PubMed Central

Peyser, Bruce; Daily, Kathryn A; Hudak, Nicholas M; Railey, Kenyon; Bosworth, Hayden B

2014-01-01

Purpose To explore the barriers and incentives that affect primary care providers who precept students in outpatient clinics in the US. Method In 2013, leadership of our large primary care group sent a 20-question survey via e-mail to all of the 180 providers within the network. The survey assessed provider demographics, precepting history, learner preferences, and other issues that might affect future decisions about teaching. Results The response rate was 50% (90 providers). The top reasons for precepting in the past were enjoyment for teaching and personal interaction with learners. The most commonly cited reason for not precepting previously was a perceived lack of time followed by increased productivity demands. When questioned about the future, 65% (59 respondents) indicated that they were likely to precept within the next 6 months. A desired reduction in productivity expectations was the most commonly cited motivator, followed by anticipated monetary compensation and adjusted appointment times. A top barrier to future precepting was a belief that teaching decreases productivity and requires large amounts of time. Conclusion This survey represents an opportunity to study a change in focus for a cohort of busy clinicians who were mostly new to teaching but not new to clinical practice. The survey provides further insight into clinician educators’ perceptions regarding the education of a variety of different learners. The results align with data from previous studies in that time pressures and productivity demands transcend specific programs and learner backgrounds. This information is critical for future clerkship directors and hospital administrators in order to understand how to increase support for potential preceptors in medical education. PMID:25337001

Internet-accessible, near-real-time volcano monitoring data for geoscience education: the Volcanoes Exploration Project—Pu`u `O`o

NASA Astrophysics Data System (ADS)

Poland, M. P.; Teasdale, R.; Kraft, K.

2010-12-01

Internet-accessible real- and near-real-time Earth science datasets are an important resource for geoscience education, but relatively few comprehensive datasets are available, and background information to aid interpretation is often lacking. In response to this need, the U.S. Geological Survey’s (USGS) Hawaiian Volcano Observatory, in collaboration with the National Aeronautics and Space Administration and the University of Hawai‘i, Mānoa, established the Volcanoes Exploration Project: Pu‘u ‘O‘o (VEPP). The VEPP Web site provides access, in near-real time, to geodetic, seismic, and geologic data from the Pu‘u ‘O‘o eruptive vent on Kilauea Volcano, Hawai‘i. On the VEPP Web site, a time series query tool provides a means of interacting with continuous geophysical data. In addition, results from episodic kinematic GPS campaigns and lava flow field maps are posted as data are collected, and archived Webcam images from Pu‘u ‘O‘o crater are available as a tool for examining visual changes in volcanic activity over time. A variety of background information on volcano surveillance and the history of the 1983-present Pu‘u ‘O‘o-Kupaianaha eruption puts the available monitoring data in context. The primary goal of the VEPP Web site is to take advantage of high visibility monitoring data that are seldom suitably well-organized to constitute an established educational resource. In doing so, the VEPP project provides a geoscience education resource that demonstrates the dynamic nature of volcanoes and promotes excitement about the process of scientific discovery through hands-on learning. To support use of the VEPP Web site, a week-long workshop was held at Kilauea Volcano in July 2010, which included 25 participants from the United States and Canada. The participants represented a diverse cross-section of higher learning, from community colleges to research universities, and included faculty who teach both large introductory non-major classes and seminar-style upper division and graduate-level classes. Overall workshop goals were for participants to learn how to interpret each of the VEPP data types, become proficient in the use of the VEPP Web site, provide feedback on site content, and create teaching modules that integrate the site into college and university geoscience curriculum. By the end of the workshop, over 20 new teaching modules were developed and the VEPP Web site was modified based on participant feedback. Teaching activities are available via the VEPP Workshop section of the Science Education Resource Center (SERC) Web site (http://www.nagt.org/nagt/vepp/index.html).

Facing the challenges in ophthalmology clerkship teaching: Is flipped classroom the answer?

PubMed Central

Lin, Ying; Zhu, Yi; Chen, Chuan; Wang, Wei; Chen, Tingting; Li, Tao; Li, Yonghao; Liu, Bingqian; Lian, Yu; Lu, Lin; Zou, Yuxian

2017-01-01

Recent reform of medical education highlights the growing concerns about the capability of the current educational model to equip medical school students with essential skills for future career development. In the field of ophthalmology, although many attempts have been made to address the problem of the decreasing teaching time and the increasing load of course content, a growing body of literature indicates the need to reform the current ophthalmology teaching strategies. Flipped classroom is a new pedagogical model in which students develop a basic understanding of the course materials before class, and use in-class time for learner-centered activities, such as group discussion and presentation. However, few studies have evaluated the effectiveness of the flipped classroom in ophthalmology education. This study, for the first time, assesses the use of flipped classroom in ophthalmology, specifically glaucoma and ocular trauma clerkship teaching. A total number of 44 international medical school students from diverse background were enrolled in this study, and randomly divided into two groups. One group took the flipped glaucoma classroom and lecture-based ocular trauma classroom, while the other group took the flipped ocular trauma classroom and lecture-based glaucoma classroom. In the traditional lecture-based classroom, students attended the didactic lecture and did the homework after class. In the flipped classroom, students were asked to watch the prerecorded lectures before the class, and use the class time for homework discussion. Both the teachers and students were asked to complete feedback questionnaires after the classroom. We found that the two groups did not show differences in the final exam scores. However, the flipped classroom helped students to develop skills in problem solving, creative thinking and team working. Also, compared to the lecture-based classroom, both teachers and students were more satisfied with the flipped classroom. Interestingly, students had a more positive attitude towards the flipped ocular trauma classroom than the flipped glaucoma classroom regarding the teaching process, the course materials, and the value of the classroom. Therefore, the flipped classroom model in ophthalmology teaching showed promise as an effective approach to promote active learning. PMID:28384167

Facing the challenges in ophthalmology clerkship teaching: Is flipped classroom the answer?

PubMed

Lin, Ying; Zhu, Yi; Chen, Chuan; Wang, Wei; Chen, Tingting; Li, Tao; Li, Yonghao; Liu, Bingqian; Lian, Yu; Lu, Lin; Zou, Yuxian; Liu, Yizhi

2017-01-01

Recent reform of medical education highlights the growing concerns about the capability of the current educational model to equip medical school students with essential skills for future career development. In the field of ophthalmology, although many attempts have been made to address the problem of the decreasing teaching time and the increasing load of course content, a growing body of literature indicates the need to reform the current ophthalmology teaching strategies. Flipped classroom is a new pedagogical model in which students develop a basic understanding of the course materials before class, and use in-class time for learner-centered activities, such as group discussion and presentation. However, few studies have evaluated the effectiveness of the flipped classroom in ophthalmology education. This study, for the first time, assesses the use of flipped classroom in ophthalmology, specifically glaucoma and ocular trauma clerkship teaching. A total number of 44 international medical school students from diverse background were enrolled in this study, and randomly divided into two groups. One group took the flipped glaucoma classroom and lecture-based ocular trauma classroom, while the other group took the flipped ocular trauma classroom and lecture-based glaucoma classroom. In the traditional lecture-based classroom, students attended the didactic lecture and did the homework after class. In the flipped classroom, students were asked to watch the prerecorded lectures before the class, and use the class time for homework discussion. Both the teachers and students were asked to complete feedback questionnaires after the classroom. We found that the two groups did not show differences in the final exam scores. However, the flipped classroom helped students to develop skills in problem solving, creative thinking and team working. Also, compared to the lecture-based classroom, both teachers and students were more satisfied with the flipped classroom. Interestingly, students had a more positive attitude towards the flipped ocular trauma classroom than the flipped glaucoma classroom regarding the teaching process, the course materials, and the value of the classroom. Therefore, the flipped classroom model in ophthalmology teaching showed promise as an effective approach to promote active learning.

Development of interest in science and interest in teaching elementary science: Influence of informal, school, and inquiry methods course experiences

NASA Astrophysics Data System (ADS)

Bulunuz, Mizrap

Inquiry-based science instruction is a major goal of science education reform. However, there is little research examining how preservice elementary teachers might be motivated to teach through inquiry. This quantitative study was designed to examine the role of background experiences and an inquiry science methods course on interest in science and interest in teaching science. The course included many activities and assignments at varying levels of inquiry, designed to teach content and inquiry methods and to model effective teaching. The study involved analyses of surveys completed by students in the course on their experiences with science before, during, and at the end of the course. The following questions guided the design of this study and analysis of the data: (1) What science background experiences (school, home, and informal education) do participants have and how do those experiences affect initial interest in science? (2) Among the hands-on activities in the methods course, is there a relationship between level of inquiry of the activity and the motivational quality (interesting, fun, and learning) of the activity? (3) Does the course affect participants' interest and attitude toward science? (4) What aspects of the course contribute to participants' interest in teaching science and choice to teach science? Descriptive and inferential analysis of a background survey revealed that participants with high and low initial interest in science differed significantly on remembering about elementary school science and involvement in science related activities in childhood/youth. Analysis of daily ratings of each hands-on activity on motivational qualities (fun, interest, and learning) indicated that there were significant differences in motivational quality of the activities by level of inquiry with higher levels of inquiry rated more positively. Pre/post surveys indicated that participants increased in interest in science and a number of variables reflecting more positive feelings about science and science teaching. Regression analysis found that the best predictors for interest in teaching science were experiencing fun activities in the science methods course followed by the interest participants brought to the course. This study highlights the motivational aspects of the methods course in developing interest in science and interest in teaching science.

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 intervals $419, $718). The GP teacher model resulted in a net remuneration of Aus$207,335 per year, sourced predominantly from the GP teacher activities, with no loss to the practice. Conclusions Our study costed teaching options that can maximise the financial outcomes from teaching. The inclusion of GP registrars in the teaching model or the supervisor teaching more than one same level learner results in a greater financial benefit. This gain was achieved through a reduction in supervisor teaching time and the sharing of administrative and teaching activities with GP registrars. We also show that a GP teacher who carries a minimal patient load can be a sustainable option for a practice. Further, the costing framework used for the teaching models presented in this study has the ability to be applied to any number of teaching model permutations. PMID:21749692

Comparing the da Vinci Si Single Console and Dual Console in Teaching Novice Surgeons Suturing Techniques

PubMed Central

Jackson, Tiffany; Advincula, Arnold

2014-01-01

Background and Objectives: Robot-assisted laparoscopic surgery is often taught with the surgical mentor at the surgeon console and the trainee at the patient's bedside. The da Vinci dual console (Intuitive Surgical, Sunnyvale, California) allows a surgical mentor to teach with both the mentor and the trainee working at a surgeon console simultaneously. The purpose of this study is to evaluate the effectiveness of the dual console versus the single console for teaching medical students robotic tasks. Methods: Forty novice medical students were randomized to either the da Vinci single-console or dual-console group and were taught 4 knot-tying techniques by a surgical mentor. The students were timed while performing the tasks. Results: No statistically significant differences in mean task times were observed between the single- and dual-console groups: interrupted stitch with a 2-handed knot (300 seconds for single vs 294 seconds for dual, P = .59), interrupted stitch with a 1-handed knot (198 seconds for single vs 212 seconds for dual, P = .88), figure-of-8 stitch with a 2-handed knot (261 seconds for single vs 219 seconds for dual, P = .20), and figure-of-8 stitch with a 1-handed knot (200 seconds for single vs 199 seconds for dual, P = .53). Conclusion: No significant difference was observed in performance time when teaching knot-tying techniques to medical students using the da Vinci dual console compared with the single console. More research needs to be performed on the utility of the da Vinci dual console in surgical training. PMID:25392618

Application of See One, Do One, Teach One Concept in Surgical Training

PubMed Central

Kotsis, Sandra V.; Chung, Kevin C.

2016-01-01

Background The traditional method of teaching in Surgery is known as “See One, Do One, Teach One.” However, many have argued that this method is no longer applicable mainly because of concerns for patient safety. The purpose of this paper is to show that the basis of the traditional teaching method is still valid in surgical training if it is combined with various adult learning principles. Methods We reviewed literature regarding the history of the formation of the surgical residency program, adult learning principles, mentoring, and medical simulation. We provide examples for how these learning techniques can be incorporated into a surgical resident training program. Results The surgical residency program created by Dr. William Halsted remained virtually unchanged until recently with reductions in resident work hours and changes to a competency-based training system. Such changes have reduced the teaching time between attending physicians and residents. Learning principles such as “Experience, Observation, Thinking and Action” as well as deliberate practice can be used to train residents. Mentoring is also an important aspect in teaching surgical technique. We review the different types of simulators: standardized patients, virtual reality applications, and high-fidelity mannequin simulators and the advantages and disadvantages of using them. Conclusions The traditional teaching method of “see one, do one, teach one” in surgical residency programs is simple but still applicable. It needs to evolve with current changes in the medical system to adequately train surgical residents and also provide patients with safe, evidence-based care. PMID:23629100

Department of Defense Energy Strategy: Teaching an Old Dog New Tricks

DTIC Science & Technology

2007-04-01

extensively by terrorists outside and within the United States. Rebels have targeted one oil pipeline in Colombia over 600 times since 1995. In 1996 ...fourth look at re-engining the B-52H fleet since 1996 . The first three Air Force studies concluded re-engining was not economically justifiable... Peterson , to AMC OG/CCs, memorandum. 12 James, Bullet Background Paper on Hawaii ANG. 13 Muellner, USAF Energy Forum. KC-135 Fact Sheet, http

TEACH (Train to Enable/Achieve Culturally Sensitive Healthcare)

NASA Technical Reports Server (NTRS)

Maulitz, Russell; Santarelli, Thomas; Barnieu, Joanne; Rosenzweig, Larry; Yi, Na Yi; Zachary, Wayne; OConnor, Bonnie

2010-01-01

Personnel from diverse ethnic and demographic backgrounds come together in both civilian and military healthcare systems, facing diagnoses that at one level are equalizers: coronary disease is coronary disease, breast cancer is breast cancer. Yet the expression of disease in individuals from different backgrounds, individual patient experience of disease as a particular illness, and interactions between patients and providers occurring in any given disease scenario, all vary enormously depending on the fortuity of the equation of "which patient happens to arrive in whose exam room." Previously, providers' absorption of lessons-learned depended on learning as an apprentice would when exposed over time to multiple populations. As a result, and because providers are often thrown into situations where communications falter through inadequate direct patient experience, diversity in medicine remains a training challenge. The questions then become: Can simulation and virtual training environments (VTEs) be deployed to short-track and standardize this sort of random-walk problem? Can we overcome the unevenness of training caused by some providers obtaining the valuable exposure to diverse populations, whereas others are left to "sink or swim"? This paper summarizes developing a computer-based VTE called TEACH (Training to Enable/Achieve Culturally Sensitive Healthcare). TEACH was developed to enhance healthcare providers' skills in delivering culturally sensitive care to African-American women with breast cancer. With an authoring system under development to ensure extensibility, TEACH allows users to role-play in clinical oncology settings with virtual characters who interact on the basis of different combinations of African American sub-cultural beliefs regarding breast cancer. The paper reports on the roll-out and evaluation of the degree to which these interactions allow providers to acquire, practice, and refine culturally appropriate communication skills and to achieve cultural and individual personalization of healthcare in their clinical practices.

Towards a high quality high school workforce: A longitudinal, demographic analysis of U.S. public school physics teachers

NASA Astrophysics Data System (ADS)

Rushton, Gregory T.; Rosengrant, David; Dewar, Andrew; Shah, Lisa; Ray, Herman E.; Sheppard, Keith; Watanabe, Lynn

2017-12-01

Efforts to improve the number and quality of the high school physics teaching workforce have taken several forms, including those sponsored by professional organizations. Using a series of large-scale teacher demographic data sets from the National Center for Education Statistics (NCES), this study sought to investigate trends in teacher quality at the national level in the two and a half decades between 1987 and 2012. Specifically, we investigated (i) details about the degree backgrounds, main teaching assignments, and experience levels of those assigned to teach physics; (ii) whether the proportion of those with certifications in physics as a fraction of the entire physics teaching workforce had changed; and (iii) if workforce diversity (with respect to race and gender) had changed over time. Our data indicate that trends in these domains have generally been positive, but still fall short of having a highly qualified physics teacher in each classroom. Additionally, the population of physics teachers has more novices and fewer veterans than it did 10 years ago, although veteran physics teachers are not as rare as those in other branches of high school STEM fields. We also analyzed trends in physics teacher race and gender diversity and found them to lag behind other STEM and non-STEM teacher communities. High school physics is still mostly taught by white males with backgrounds from outside of physics. Implications for future policy decisions at the local and national levels are discussed, including attending to the specific needs of degree-holding and non-degree-holding physics teachers separately and localizing teacher recruitment and preparation efforts in regional centers.

Teaching strategies to promote concept learning by design challenges

NASA Astrophysics Data System (ADS)

Van Breukelen, Dave; Van Meel, Adrianus; De Vries, Marc

2017-07-01

Background: This study is the second study of a design-based research, organised around four studies, that aims to improve student learning, teaching skills and teacher training concerning the design-based learning approach called Learning by Design (LBD).

Creative Activities for String Students.

ERIC Educational Resources Information Center

Stabley, Nola Campbell

2001-01-01

Discusses how to teach improvisation, creativity, and movement to beginning music classroom students. Includes background information on teaching each concept and lesson plans to be used with beginning string students. Provides rhythm patterns, exercises, and an assignment used in the lessons. (CMK)

Teaching Critical Response with Goethe's Werther.

ERIC Educational Resources Information Center

Guidry, Glenn A.

1991-01-01

Describes a course unit on Goethe's "Werther," in which an inductive approach to discussion teaching is used to introduce German literature to college students with little literary background through class activities and discussion topics to stimulate student interest. (Author/CB)

Maternal Teaching during Play with Four-Year-Olds: Variation by Ethnicity and Family Resources

ERIC Educational Resources Information Center

Tamis-LeMonda, Catherine S.; Sze, Irene Nga-Lam; Ng, Florrie Fei-Yin; Kahana-Kalman, Ronit; Yoshikawa, Hirokazu

2013-01-01

Mothers' spontaneous teaching of their 4-year-olds was observed during block play in 230 dyads from low-income African American, Mexican, Dominican, and Chinese backgrounds. Blocks contained graphics that could be used to teach concepts in literacy, math, construction, or body/color. Coders noted how often mothers taught each of the concepts,…

Teaching about Asia at the Secondary Level. Report of the Fifteenth Yale Conference on the Teaching of Social Studies.

ERIC Educational Resources Information Center

Bartlett, Beatrice S., Ed.; And Others

This conference booklet seeks to assist high school teachers who teach about Asia. Emphasis is upon providing a bibliography, with course outlines and background materials also offered. Four hundred annotated citations focusing on book, periodical, and other resource materials, published within the last decade, are provided for teachers working…

"No Unfavorable Comments from Any Quarter": Teaching Black History to White Students in the American South, 1928-1943

ERIC Educational Resources Information Center

Woyshner, Christine

2012-01-01

Background/Context: The history curriculum is often used to help reach the goal of racial tolerance and understanding by teaching about the nation's diversity. Many educators believe that teaching about diverse peoples in schools will bring about greater equity in society. This historical study looks at the segregated American South from 1928 to…

Non-Specialist Teachers' Confidence to Teach PE: The Nature and Influence of Personal School Experiences in PE

ERIC Educational Resources Information Center

Morgan, Philip; Bourke, Sid

2008-01-01

Background: Over the past 20 years, a number of researchers have expressed concern over the lack of confidence and qualifications of primary school teachers to teach PE. Evidently, the influence of personal school PE experiences may play an important role in the development of teachers' confidence to appropriately teach PE. Most research that has…

Developing a Constructivist Proposal for Primary Teachers to Teach Science Process Skills: "Extended" Simple Science Experiments (ESSE)

ERIC Educational Resources Information Center

Hirça, Necati

2015-01-01

Although science experiments are the basis of teaching science process skills (SPS), it has been observed that a large number of prospective primary teachers (PPTs), by virtue of their background, feel anxious about doing science experiments. To overcome this problem, a proposal was suggested for primary school teachers (PSTs) to teach science and…

Sexualities of Initial Teacher Education Applicants in the Republic of Ireland: Addressing the Hidden Dimension of Diversity in Teaching

ERIC Educational Resources Information Center

Heinz, Manuela; Keane, Elaine; Davison, Kevin

2017-01-01

While research and policy recommendations internationally have pointed to the need to diversify teaching populations with regard to ethnicity, social class background and, to a lesser extent, dis/ability, there is a paucity of research addressing sexualities as a diversity dimension in teaching. This article explores initial teacher education…

Second Career Teachers: Perceptions of Self-Efficacy in the First Year of Teaching

ERIC Educational Resources Information Center

Tan, Puay Inn Justina

2012-01-01

Background: In Singapore, one in four in the teaching profession is a second career teacher. Unlike the past, individuals considering teaching today have more career options. On average, since 2008, 35% of the newly recruited teachers have at least one year of working experience. The Singapore Ministry of Education (MOE) is looking to attract more…

Why Do Students Keep Writing Me Sermons? Teaching Biblical Studies Cross-Culturally in New Zealand

ERIC Educational Resources Information Center

Wall, Lynne

2007-01-01

Students from different cultural backgrounds respond in a variety of ways to my teaching of biblical studies. Some sermonize or plagiarize quite unselfconsciously in their written assignments, while others consistently hand in work late or are silent members of the class. As I struggled with what these behaviors were saying about my teaching, I…

Computers in Education: An Overview. Publication Number One. Software Engineering/Education Cooperative Project.

ERIC Educational Resources Information Center

Collis, Betty; Muir, Walter

The first of four major sections in this report presents an overview of the background and evolution of computer applications to learning and teaching. It begins with the early attempts toward "automated teaching" of the 1920s, and the "teaching machines" of B. F. Skinner of the 1940s through the 1960s. It then traces the…

Turkish Preservice Science Teachers' Socioscientific Issues-Based Teaching Practices in Middle School Science Classrooms

ERIC Educational Resources Information Center

Genel, Abdulkadir; Topçu, Mustafa Sami

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…

So NOT Amazing! Teach for America Corps Members' Evaluation of the First Semester of Their Teacher Preparation Program

ERIC Educational Resources Information Center

Carter, Heather; Amrein-Beardsley, Audrey; Hansen, Cory Cooper

2011-01-01

Background: Much of the research related to Teach For America (TFA) is related to the concerns surrounding whether such teachers should assume primary teaching responsibility and whether alternatively certified teachers are effective in the classroom. This research study takes a different approach and moves the conversation into a new domain of…

The Different Faces of Controlling Teaching: Implications of a Distinction between Externally and Internally Controlling Teaching for Students' Motivation in Physical Education

ERIC Educational Resources Information Center

De Meyer, Jotie; Soenens, Bart; Aelterman, Nathalie; De Bourdeaudhuij, Ilse; Haerens, Leen

2016-01-01

Background: In Self-Determination Theory (SDT), a well-validated macro-theory on human motivation, a distinction is made between internally controlling teaching practices (e.g. guilt-induction and shaming) and externally controlling practices (e.g. threats and punishments, commands). While both practices are said to undermine students' motivation,…

Teaching Business Law to Non-Law Students, Culturally and Linguistically Diverse ("CaLD") Students, and Large Classes

ERIC Educational Resources Information Center

Kariyawasam, Kanchana; Low, Hang Yen

2014-01-01

This paper is largely based on the experience of teaching law to students with non-legal background in business schools, with a focus on internationalisation and the large class lecture format. Business schools often consist of large classes which include a significant proportion of Culturally and Linguistically Diverse (CaLD) students. Teaching a…

Integrating Language-and-Culture Teaching: An Investigation of Spanish Teachers' Perceptions of the Objectives of Foreign Language Education

ERIC Educational Resources Information Center

Castro, Paloma; Sercu, Lies; Mendez Garcia, Maria del Carmen

2004-01-01

A recent shift has been noticeable in foreign language education theory. Previously, foreign languages were taught as a linguistic code. This then shifted to teaching that code against the sociocultural background of, primarily, one country in which the foreign language is spoken as a national language. More recently, teaching has reflected on…

Puerto Rico: Race, Ethnicity, Culture, and Physics Teaching

NASA Astrophysics Data System (ADS)

González-Espada, Wilson J.; Carrasquillo, Rosa E.

2017-09-01

It was a pleasant surprise to see Gary White's call for papers on race and physics teaching. We definitely think that the physics teaching and learning of students from diverse and minority backgrounds is an important issue to discuss, especially given the fact that bias and discrimination are common experiences in the lives of many Latinx, including school-age children and college students.

Activating Children's Thinking Skills (ACTS): The Effects of an Infusion Approach to Teaching Thinking in Primary Schools

ERIC Educational Resources Information Center

Dewey, Jessica; Bento, Janet

2009-01-01

Background: Recent interest in the teaching of thinking skills within education has led to an increase in thinking skills packages available to schools. However many of these are not based on scientific evaluation (DfEE, 1999). This paper endeavours to examine the effectiveness of one approach, that of infusion, to teaching thinking. Aims: To…

Teaching to and beyond the Test: The Influence of Mandated Accountability Testing in One Social Studies Teacher's Classroom

ERIC Educational Resources Information Center

Neumann, Jacob

2013-01-01

Background/Context: The nature of the impact of state-mandated accountability testing on teachers' classroom practices remains contested. While many researchers argue that teachers change their teaching in response to mandated testing, others contend that the nature and degree of the impact of testing on teaching remains unclear. The research on…

Evaluating evidence-based health care teaching and learning in the undergraduate human nutrition; occupational therapy; physiotherapy; and speech, language and hearing therapy programs at a sub-Saharan African academic institution

PubMed Central

Rohwer, Anke; Young, Taryn

2017-01-01

Background It is important that all undergraduate healthcare students are equipped with evidence-based health care (EBHC) knowledge and skills to encourage evidence-informed decision-making after graduation. We assessed EBHC teaching and learning in undergraduate human nutrition (HN); occupational therapy (OT); physiotherapy (PT); and speech, language and hearing therapy (SPLH) programs at a sub-Saharan African university. Methods We used methodological triangulation to obtain a comprehensive understanding of EBHC teaching and learning: (1) through a document review of module guides, we identified learning outcomes related to pre-specified EBHC competencies; we conducted (2) focus group discussions and interviews of lecturers to obtain their perspectives on EBHC and on EBHC teaching and learning; and we (3) invited final year students (2013) and 2012 graduates to complete an online survey on EBHC attitudes, self-perceived EBHC competence, and their experience of EBHC teaching and learning. Results We reviewed all module outlines (n = 89) from HN, PT and SLHT. The OT curriculum was being revised at that time and could not be included. Six lecturers each from HN and OT, and five lecturers each from PT and SLHT participated in the focus groups. Thirty percent (53/176) of invited students responded to the survey. EBHC competencies were addressed to varying degrees in the four programs, although EBHC teaching and learning mostly occurred implicitly. Learning outcomes referring to EBHC focused on enabling competencies (e.g., critical thinking, biostatistics, epidemiology) and were concentrated in theoretical modules. Key competencies (e.g., asking questions, searching databases, critical appraisal) were rarely addressed explicitly. Students felt that EBHC learning should be integrated throughout the four year study period to allow for repetition, consolidation and application of knowledge and skills. Lecturers highlighted several challenges to teaching and practising EBHC, including lack of evidence relevant to the African context and lack of time within curricula. PMID:28207842

General Music Teachers' Backgrounds and Multicultural Repertoire Selection

ERIC Educational Resources Information Center

Lee, Soojin

2018-01-01

The purpose of this qualitative study was to examine how teachers' backgrounds could contribute to their decisions to include music from diverse cultures. Analysis of interviews with three general music teachers indicated that their music training and experiences, ethnic backgrounds, and years of teaching experience may have influenced their…

Activation of Background Knowledge for Inference Making: Effects on Reading Comprehension

ERIC Educational Resources Information Center

Elbro, Carsten; Buch-Iversen, Ida

2013-01-01

Failure to "activate" relevant, existing background knowledge may be a cause of poor reading comprehension. This failure may cause particular problems with inferences that depend heavily on prior knowledge. Conversely, teaching how to use background knowledge in the context of gap-filling inferences could improve reading comprehension in…

Active Learning and Teaching: Improving Postsecondary Library Instruction.

ERIC Educational Resources Information Center

Allen, Eileen E.

1995-01-01

Discusses ways to improve postsecondary library instruction based on theories of active learning. Topics include a historical background of active learning; student achievement and attitudes; cognitive development; risks; active teaching; and instructional techniques, including modified lectures, brainstorming, small group work, cooperative…

Celebrating Thanksgiving from Different Perspectives.

ERIC Educational Resources Information Center

Nelson, Jennifer

2002-01-01

Focuses on different methods to teach grades K-12 about Thanksgiving from an inclusive perspective. Provides background information and activities from the perspectives of Native Americans, such as teaching about the Wampanoag and Squanto tribes, and also from the perspective of the pilgrims. (CMK)

Analyzing the Teaching of Professional Practice

ERIC Educational Resources Information Center

Moss, Pamela A.

2011-01-01

Background/Context: Based on their case studies of preparation for professional practice in the clergy, teaching, and clinical psychology, Grossman and colleagues (2009) identified three key concepts for analyzing and comparing practice in professional education--representations, decomposition, and approximations--to support professional educators…

Utilizing Creative Pedagogy

ERIC Educational Resources Information Center

Muirhead, Brent

2011-01-01

The article discusses creative teaching for public school teachers. It provides historical background on creativity research and highlights the barriers to creative teaching. The article emphasizes the relevant ways that teachers can encourage creativity in student work while supporting course objectives and standardized test preparation. The…

Attending Rounds and Bedside Case Presentations: Medical Student and Medicine Resident Experiences and Attitudes

PubMed Central

Gonzalo, Jed D.; Masters, Philip A.; Simons, Richard J.; Chuang, Cynthia H.

2009-01-01

Background Attending rounds have transitioned away from the patient's bedside toward the hallway and conference rooms. This transition has brought into question how to best teach on medicine services. Purpose The purpose is to describe learner experiences and attitudes regarding bedside attending rounds at an academic medical institution. Method: Cross-sectional Web-based survey of 102 medical students and 51 internal medicine residents (75% response rate). Results The mean time spent at the bedside during attending rounds was 27.7% (SD = 20.1%). During 73% of the rotations, case presentations occurred at the bedside 25% of the time or less. Learners experiencing bedside case presentations were more likely to prefer bedside case presentations. Despite their stated concerns, learners believe bedside rounds are important for learning core clinical skills. Conclusions Timespentatthe bedside is waning despite learners’ beliefs that bedside learning is important for professional development. Our findings suggest the necessity to re-examine our current teaching methods on internal medicine services. PMID:19330687

Using the Lens of Pedagogical Content Knowledge for Teaching the Nature of Science to Portray Novice Chemistry Teachers' Transforming NOS in Early Years of Teaching Profession

ERIC Educational Resources Information Center

Supprakob, Surayot; Faikhamta, Chatree; Suwanruji, Potjanart

2016-01-01

Pedagogical content knowledge for teaching the nature of science (PCK for NOS) has attracted interest in recent decades. This study investigated the PCK for NOS of six novice chemistry teachers with various educational backgrounds. An interpretive case study was performed. Multiple data sources including classroom observations, field notes,…

"Commedia Dell'Arte" as a Metaphor for the Art of Teaching

ERIC Educational Resources Information Center

Morse, Robert A.

2015-01-01

With my background in acting, stagecraft, and some knowledge of theatre history from high school and college, it was natural for me as a novice teacher to think about theatre as a metaphor for teaching. In this article I will discuss how over my career I conceived of teaching in terms of theatrical metaphors, and make a comparison with a common…

"I'm Teaching, but I'm Not Really a Teacher". Teaching Assistants and the Construction of Professional Identities in Hong Kong Schools

ERIC Educational Resources Information Center

Trent, John

2014-01-01

Background: In the past decade, educational settings worldwide have experienced a significant increase in the number of school-based teaching assistants (TAs). The deployment of these TAs has been accompanied by reports of confusion and uncertainty about their roles and responsibilities within schools. While the need to reframe the role and…

Analyzing Science Teaching: A Case Study Based on Three Philosophical Models of Teaching. The Explanatory Modes Project, Background Paper No. 5.

ERIC Educational Resources Information Center

Munby, A. Hugh

The development of a category scheme for the systematic analysis of science classroom discourse is described. Three teaching models are discussed: the Impression Model, which depicts the mind of a student as receiving and storing external impressions; the Insight Model, which denies the possibility that ideas or knowledge can be conveyed by…

Teach for America: A Review of the Evidence

ERIC Educational Resources Information Center

Heilig, Julian Vasquez; Jez, Su Jin

2010-01-01

Teach For America (TFA) aims to address teacher shortages by sending graduates from elite colleges, most of whom do not have a background in education, to teach in low-income rural and urban schools for a two-year commitment. The impact of these graduates is hotly debated by those who, on the one hand, see this as a way to improve the supply of…

From Biology to Mathematical Models and Back: Teaching Modeling to Biology Students, and Biology to Math and Engineering Students

ERIC Educational Resources Information Center

Chiel, Hillel J.; McManus, Jeffrey M.; Shaw, Kendrick M.

2010-01-01

We describe the development of a course to teach modeling and mathematical analysis skills to students of biology and to teach biology to students with strong backgrounds in mathematics, physics, or engineering. The two groups of students have different ways of learning material and often have strong negative feelings toward the area of knowledge…

TEACHING ADULTS BY TELEVISION, A REPORT OF AN EXPERIMENT IN THE TEACHING OF ELEMENTARY ENGLISH AND ARITHMETIC TO ADULT AFRICANS ON THE COPPERBELT, ZAMBIA, 1963-1965.

ERIC Educational Resources Information Center

CRIPWELL, KENNETH K.R.

THREE EXPERIMENTS WERE DESIGNED TO TEACH ADULT MEN WITH LIMITED EDUCATION A CLOSED-CIRCUIT TELEVISIED COURSE IN ENGLISH AND ARITHMETIC, TO BE REINFORCED BY CONVENTIONAL CLASSROOM INSTRUCTION. BACKGROUND AND GENERAL PROCEDURES OF THE EXPERIMENTS ARE DESCRIBED, AND STATISTICAL DATA REPORTED FOR COMPARISONS ON ABILITY BEFORE AND AFTER INSTRUCTION…

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.

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

ERIC Educational Resources Information Center

Wyatt, H. V.

1986-01-01

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

Teenage Health Teaching Modules Evaluation.

ERIC Educational Resources Information Center

Ross, James G.; And Others

1991-01-01

Six articles describe the background, design, methods, findings, and implications of the 1986-89 Teenage Health Teaching Modules Evaluation study which (1) determined whether one comprehensive secondary school health education curriculum could positively affect student health knowledge, attitudes, practices, and self-reported behaviors; and (2)…

Teaching about Our World Community: Guidelines and Resources.

ERIC Educational Resources Information Center

Hoge, John Douglas; Allen, Rodney F.

1991-01-01

Offers guidelines for teaching about foreign countries in elementary school social studies lessons. Explains ways to determine content and goals, build background information, and locate instructional materials/community resources. Suggests activities for beginning, sustaining, and concluding units. Stresses importance of maintaining student…

Ecology, Elementary Teaching Guide.

ERIC Educational Resources Information Center

Gross, Iva Helen

In an effort to provide background information and encourage incorporation of ecological understandings into the curriculum, this teacher's guide has been devised for fourth and fifth grade teachers. It utilizes an activity-oriented approach to discovery and inquiry, outlining behavioral objectives, learning activities, teaching suggestions, and…

Developing Pupils' Performance in Team Invasion Games

ERIC Educational Resources Information Center

Gray, Shirley; Sproule, John

2011-01-01

Background: To develop pupils' team invasion games (TIG) performance within physical education (PE), practitioners have traditionally adopted teacher-centred, skill-focused approaches. Teaching Games for Understanding and the Tactical approach are alternative approaches to TIG teaching that aim to develop overall game performance, including…

Department of Defense Energy Strategy. Teaching an Old Dog New Tricks (Walker Paper, Number 10)

DTIC Science & Technology

2008-01-01

outside and within the United States. Rebels have targeted one oil pipeline in Colombia more than 600 times since 1995. In 1996 , London police...ing the USAF B-52H fleet. This study was the fourth look at reengining the B-52H fleet since 1996 . The first three Air Force studies concluded...16. 10. Clary, Air Force Aviations Operations. 11. Peterson to AMC OG/CCs, memorandum. 12. James, Bullet Background Paper on Hawaii ANG. 13

Should we learn culture in chemistry classroom? Integration ethnochemistry in culturally responsive teaching

NASA Astrophysics Data System (ADS)

Rahmawati, Yuli; Ridwan, Achmad; Nurbaity

2017-08-01

The papers report the first year of two-year longitudinal study of ethnochemistry integration in culturally responsive teaching in chemistry classrooms. The teaching approach is focusing on exploring the culture and indigenous knowledge in Indonesia from chemistry perspectives. Ethnochemistry looks at the culture from chemistry perspectives integrated into culturally responsive teaching has developed students' cultural identity and students' engagement in chemistry learning. There are limited research and data in exploring Indonesia culture, which has around 300 ethics, from chemistry perspectives. Students come to the chemistry classrooms from a different background; however, their chemistry learning disconnected with their background which leads to students' disengagement in chemistry learning. Therefore this approach focused on students' engagement within their differences. This research was conducted with year 10 and 11 from four classrooms in two secondary schools through qualitative methodology with observation, interviews, and reflective journals as data collection. The results showed that the integration of ethnochemistry in culturally responsive teaching approach can be implemented by involving 5 principles which are content integration, facilitating knowledge construction, prejudice reduction, social justice, and academic development. The culturally responsive teaching has engaged students in their chemistry learning and developed their cultural identity and soft skills. Students found that the learning experiences has helped to develop their chemistry knowledge and understand the culture from chemistry perspectives. The students developed the ability to work together, responsibility, curiosity, social awareness, creativity, empathy communication, and self-confidence which categorized into collaboration skills, student engagement, social and cultural awareness, and high order thinking skills. The ethnochemistry has helped them to develop the critical self-reflection on their own cultural background.

Photoelectric professional students in common universities cultivate way to explore under the background of professional certification

NASA Astrophysics Data System (ADS)

Sun, Yan-jun; Wang, Li; Leng, Yan-bing

2017-08-01

In view of the engineering education professional certification of specialty construction and the specific requirements of the training system, combining with our school optoelectronic information science and engineering characteristics, analysis of the optoelectronic information science and engineering in our school problems and challenges, to locate the specific professional training objectives. From the service oriented industry demand for talent ability, at the same time, according to the ministry of education professional norms of the development of the photoelectric teaching steering committee, and the professional development and the characteristics of target, to build a set to conform to the goal of cultivating the professional curriculum system. At the same time set up a from fundamental to professional practice teaching system, covers the course experiment, course design, case teaching, comprehensive training, such as graduation design practice. Which implements a whole ability training from the practice of foundation to high-end chain, embodies the training goal emphasize "outstanding practical skills, quality education is distinct culture characteristic. By further speed up the professional construction, professional certification standards to standardize our training process, improved the level of professional training, and improve the comprehensive quality of the graduates and talent of social competitiveness, fostered more professional talents for the country.

From field schools and the lecture hall to online: Hands-on teaching based on the real science experience worldwide for MOOCs ?

NASA Astrophysics Data System (ADS)

Huettmann, F.

2015-12-01

University-teaching is among the most difficult teaching tasks. That's because it involves to present front-line research schemes to students with complex backgrounds as a precious human resource of the future using, latest teaching styles, and many institutional fallacies to handle well. Here I present 15 years of experience from teaching in field schools, in the class room, and with pedagogical methods such as traditional top-down teaching, inquiry-based learning, eLearning, and flipped classrooms. I contrast those with teaching Massive Open Access Online Classes (MOOC) style. Here I review pros and cons of all these teaching methods and provide and outlook taking class evaluations, cost models and satisfaction of students, teachers, the university and the wider good into account.

Teaching about Oil. Contemporary Issues for Young Citizens.

ERIC Educational Resources Information Center

Brady, Holly; Arnold, Anne Jurmu

1982-01-01

This teaching unit contains background information on the history of oil use and technology, suggestions for classroom activities, and a list of resources and references for elementary and secondary grades. Reproducible masters are provided showing gasoline production and major oil producers and consumers. (FG)

On Replications

ERIC Educational Resources Information Center

Schoenfeld, Alan H.

2018-01-01

In this Research Commentary, the author explores what is meant by "teaching for understanding" and delves into these questions: How does teaching for understanding interact with the backgrounds of the students who experience it or the attributes of the contexts in which they learn? Which empirical findings are context dependent, and…

Experiencing the Implementation of New Inquiry Science Curricula

ERIC Educational Resources Information Center

Ower, Peter S.

2017-01-01

Using a phenomenological methodology, a cohort of four experienced science teachers was interviewed about their experience transitioning from traditional, teacher and fact-centered science curricula to inquiry-based curricula. Each teacher participated in two interviews that focused on their teaching backgrounds, their experience teaching the…

Teacher Students' Dilemmas When Teaching Science through Inquiry

ERIC Educational Resources Information Center

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

2015-01-01

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…

Teaching Mathematics Education with Cultural Competency

ERIC Educational Resources Information Center

Dornoo, Michael

2015-01-01

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

An Innovative Teaching Method To Promote Active Learning: Team-Based Learning

NASA Astrophysics Data System (ADS)

Balasubramanian, R.

2007-12-01

Traditional teaching practice based on the textbook-whiteboard- lecture-homework-test paradigm is not very effective in helping students with diverse academic backgrounds achieve higher-order critical thinking skills such as analysis, synthesis, and evaluation. Consequently, there is a critical need for developing a new pedagogical approach to create a collaborative and interactive learning environment in which students with complementary academic backgrounds and learning skills can work together to enhance their learning outcomes. In this presentation, I will discuss an innovative teaching method ('Team-Based Learning (TBL)") which I recently developed at National University of Singapore to promote active learning among students in the environmental engineering program with learning abilities. I implemented this new educational activity in a graduate course. Student feedback indicates that this pedagogical approach is appealing to most students, and promotes active & interactive learning in class. Data will be presented to show that the innovative teaching method has contributed to improved student learning and achievement.

Barriers in adopting blended learning in a private university of Pakistan and East Africa: faculty members’ perspective

PubMed Central

Gulzar, Saleema; Nicholas, Wachira; Nkoroi, Beatrice

2017-01-01

Background Education methods have undergone transformation over the centuries. Use of technology is the cornerstone for innovation in teaching methods. Hence, blended learning which includes face to face and online modalities is being increasingly explored as effective method for learning. This pilot study determines the perceptions of faculty members in a private international university on barriers influencing adoption of technology for teaching and learning. Methods A cross-sectional survey was conducted through a self-reported questionnaire using ‘survey monkey’. The data was entered and analyzed using Statistical Package for the Social Sciences (SPSS version 20). Frequencies and proportions are reported. Results Findings indicated that 51.6% faculty members perceived the importance of integration of technology in their teaching. Around 54% of the participants recognized that they do possess the ability and accessibility to integrate information communication technology (ICT) in teaching and learning, but there is a need to hone the basic information technology (IT) skills to initiate technology driven teaching. Findings revealed that 55% faculty members acknowledged the constraint of not getting protective time to develop and deliver technology driven courses. Further, results showed that 45% faculty members perceived that their innovation efforts in terms of teaching as blended learning do not count towards their professional promotion or recognition, as usually priority is given to research over teaching innovation. The findings also indicated that 54.5% participants asserted that university lack mentorship in the field of blended learning. Conclusions Therefore, study suggests that universities should provide adequate mentorship programmes for the faculty members in enhancing their skills of integrating technology in their teaching. PMID:28567414

Paediatric dentistry education of atraumatic restorative treatment (ART) in Brazilian dental schools.

PubMed

Camargo, L B; Fell, C; Bonini, G C; Marquezan, M; Imparato, J C P; Mendes, F M; Raggio, D P

2011-12-01

To evaluate the degree of knowledge, use and teaching of atraumatic restorative treatment (ART) of paediatric dentistry lecturers in dental schools throughout Brazil. A structured questionnaire was applied, containing questions regarding the use of ART, socio-demographic characteristics and academic degree background. Descriptive analysis and Poisson's regression were conducted in order to verify the association between exploratory variables and ART teaching (α=5%). Of the 721 questionnaires sent to dental schools, approximately 40% were returned (n=285). Some 98.2% of the participants teach ART. Concerning dental lecturers who teach ART, in multiple regression model, considering ART indication (emergency versus restorative treatment) the lecturers residents of the Mid-West (PR=1.66; CI:1.13-2.45) and Northeast region (PR=1.33; CI:1.02-1.72) and lecturers who use ART regularly (PR=3.73; CI:2.11-5.59) teach ART as restorative treatment. When the question was about reason for using ART (conservative technique versus other techniques failures/fast treatment), lecturers with a longer period of TG (time elapsed since graduation) (PR=1.30; CI:1.08- 1.56) and also lecturers who use ART regularly (PR=2.87; CI:1.95-4.22), teach it as being a conservative technique. Regarding the patients' age covered by ART (versus without limitation), women (PR=1.26; CI:1.06-1.50) and lecturers who use ART regularly (PR=1.28; CI:1.06-1.54), teach that there is no age restriction. ART has been widely taught in Brazilian dental schools, is regularly used in lecturer's clinical practices and has positively influenced the appropriate teaching of this technique.

Undergraduate teaching in UK general practice: a geographical snapshot

PubMed Central

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

2014-01-01

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

Teaching with Speeches: A Black Teacher Who Uses the Mathematics Classroom to Prepare Students for Life

ERIC Educational Resources Information Center

Johnson, Whitney; Nyamekye, Farhaana; Chazan, Daniel; Rosenthal, Bill

2013-01-01

Background/Context: Teachers in urban schools are sometimes seen as a large part of the problem with such schools. They are often spoken of as not knowing the content they need to know to teach, and they are not seen as committed to excellence or to reform-minded teaching; therefore, they are not seen as a resource for school improvement.…

Training teachers to teach mental health skills to staff in primary care settings in a vast, under-populated area.

PubMed

Goldberg, D P; Gask, L; Zakroyeva, A; Proselkova, E; Ryzhkova, N; Williams, P

2012-12-01

Background The Arkhangelsk Oblast is an area the size of France with a sparsely distributed population. The existing primary care staff have had very little training in the management of mental health disorders, despite the frequency of these disorders in the population. They requested special teaching on depression, suicide, somatisation and alcohol problems. Methods An educational intervention was developed in partnership with mental health and primary care staff in Russia, to develop mental health skills using established, evidence-based methods. After a preliminary demonstration of teaching methods to be employed, a 5-day full-time teaching course was offered to trainers of general practitioners and feldshers. Results The findings are presented by providing details of improvements that occurred over a 3-month period in four areas, namely depression in primary care, somatic presentations of distress, dealing with suicidal patients, and alcohol problems. We present preliminary data on how the training has generalised since our visits to Archangelsk. Conclusions Teachers who are used to teaching by didactic lectures can be taught the value of short introductory talks that invite discussion, and mental health skills can be taught using role play. The content of such training should be driven by perceived local needs, and developed in conjunction with local leaders and teachers within primary care services. Further research will be needed to establish the impact on clinical outcomes.

Reverence in Classroom Teaching

ERIC Educational Resources Information Center

Garrison, Jim; Rud, A. G.

2009-01-01

Background/Context: Our article develops insights from Paul Woodruff's book, Reverence: Renewing a Forgotten Virtue (Oxford University Press, 2001), to discuss reverence in teaching. We show how reverence is both a cardinal and a forgotten virtue by situating it within the philosophical tradition of virtue ethics, which involves traits of…

Problem-Based Learning in Teaching Chemistry: Enthalpy Changes in Systems

ERIC Educational Resources Information Center

Ayyildiz, Yildizay; Tarhan, Leman

2018-01-01

Background: Problem-based learning (PBL) as a teaching strategy has recently become quite widespread in especially chemistry classes. Research has found that students, from elementary through college, have many alternative conceptions regarding "enthalpy changes in systems." Although there are several studies focused on identifying…

How To Make Innovations Practical

ERIC Educational Resources Information Center

Janssen, Fred; Westbroek, Hanna; Doyle, Walter; van Driel, Jan

2013-01-01

Background/Context: A fundamental tension has long existed between school reform proposals and actual teaching practice. Despite a large literature on teacher change, the discontinuity between innovation and practice continues and many attempts to reform teaching fail to be enacted in most classrooms. Purpose/Objective/Research Question/Focus of…

Beyond Repeat after Me: Teaching Pronunciation to English Learners

ERIC Educational Resources Information Center

Yoshida, Marla Tritch

2016-01-01

This engaging text clearly presents essential concepts that teachers need to guide their students toward clearly intelligible pronunciation and more effective communication skills. Based on a sound theoretical background, the book presents practical, imaginative ways to teach and practice pronunciation that go beyond simple "Repeat after…

Teaching Excellence in the Disciplines

ERIC Educational Resources Information Center

Abbas, Andrea; Abbas, Joan; Brayman, Kira; Brennan, John; Gantogtokh, Orkhon

2016-01-01

Higher education within the UK has expanded significantly over recent decades and is now characterised by considerable diversity in its institutional forms, in the content of its courses, and in the backgrounds, aspirations and destinations of its students. An extensive literature has identified HE pedagogies, including teaching practices and…

Games as Distributed Teaching and Learning Systems

ERIC Educational Resources Information Center

Gee, Elisabeth; Gee, James Paul

2017-01-01

Background: Videogames and virtual worlds have frequently been studied as learning environments in isolation; that is, scholars have focused on understanding the features of games or virtual worlds as separate from or different than "real world" environments for learning. Although more recently, scholars have explored the teaching and…

Culturally Responsive Education in Music Education: A Literature Review

ERIC Educational Resources Information Center

Bond, Vanessa L.

2017-01-01

Demographic shifts in public school enrollment within the United States necessitate preparing preservice teachers to teach students with backgrounds that differ from their own ethnically, linguistically, racially, and economically. Culturally responsive education (CRE) is a pedagogy used to validate students' varied experiences, and to teach to…

Let's Tell a Story Together

ERIC Educational Resources Information Center

Kelsey, Karishma; Zaliwski, Andrew

2017-01-01

Aim/Purpose: The teaching solution presented in this paper was implemented to overcome the common problems encountered by authors during years of practice of applied business studies teaching. Background: In our school, we have deep multicultural environments where both teachers and students are coming from different countries and cultures. The…

An epidemiological study on the predictors of health status of food handlers in food establishments of teaching hospitals of North India.

PubMed

Singh, Arun; Katyal, Rashmi; Chaudhary, Varsha; Narula, Kusum; Upadhayay, Deepak; Singh, Shailendra Pratap

2015-01-01

The US Centers for Disease Control and Prevention (USDHHS-CDC 1996) revealed that the outbreaks of food borne diseases include inadequate cooking, heating, or re-heating of foods consumption of food from unsafe sources, cooling food inappropriately and allowing too much of a time lapse. As we all know that the food handlers have been working in various types of community kitchen and their health status can affect the status of food hygiene which can lead to contamination of foods attributing to acute gastroenteritis and food poisoning in various subgroups of the population e.g., medical/dental/nursing students. The background characteristics of these food handlers may have important role to affect health status of these handlers. The indexed study was carried out among the food handlers working in the food establishments the 5 teaching hospitals of Bareilly city in U.P. India during one year i.e., from August 2013 to July 2014. The survey method using schedule was conducted to get information about the background characteristics and food handlers and each food handler was examined clinically for assessing health status. Chi-Square test was used as test of significance and regression analysis was also done to nullifying the effect of confounders. The health status of the mess workers was found to be significantly associated with use of gloves, hand washing after toilet and hand washing before cooking and serving food. The rationale of this study was that though many studies have been carried out to show the health status of the food handlers and their background characteristics, no study has highlighted the association of these background characteristics and personal hygiene practices with the health status of food handlers.

A partial economic evaluation of blended learning in teaching health research methods: a three-university collaboration in South Africa, Sweden, and Uganda

PubMed Central

Kumpu, Minna; Atkins, Salla; Zwarenstein, Merrick; Nkonki, Lungiswa

2016-01-01

Background Novel research training approaches are needed in global health, particularly in sub-Saharan African universities, to support strengthening of health systems and services. Blended learning (BL), combining face-to-face teaching with computer-based technologies, is also an accessible and flexible education method for teaching global health and related topics. When organised as inter-institutional collaboration, BL also has potential for sharing teaching resources. However, there is insufficient data on the costs of BL in higher education. Objective Our goal was to evaluate the total provider costs of BL in teaching health research methods in a three-university collaboration. Design A retrospective evaluation was performed on a BL course on randomised controlled trials, which was led by Stellenbosch University (SU) in South Africa and joined by Swedish and Ugandan universities. For all three universities, the costs of the BL course were evaluated using activity-based costing with an ingredients approach. For SU, the costs of the same course delivered with a classroom learning (CL) approach were also estimated. The learning outcomes of both approaches were explored using course grades as an intermediate outcome measure. Results In this contextually bound pilot evaluation, BL had substantially higher costs than the traditional CL approach in South Africa, even when average per-site or per-student costs were considered. Staff costs were the major cost driver in both approaches, but total staff costs were three times higher for the BL course at SU. This implies that inter-institutional BL can be more time consuming, for example, due to use of new technologies. Explorative findings indicated that there was little difference in students’ learning outcomes. Conclusions The total provider costs of the inter-institutional BL course were higher than the CL course at SU. Long-term economic evaluations of BL with societal perspective are warranted before conclusions on full costs and consequences of BL in teaching global health topics can be made. PMID:27725076

Changes in Teaching Efficacy of Pre-Service Teachers in Physical Education

ERIC Educational Resources Information Center

Zach, Sima; Harari, Israel; Harari, Nurit

2012-01-01

Background: The term teacher efficacy is defined as teachers' belief in their ability to significantly affect their pupils' learning. Studies in the physical education (PE) domain seeking sources of teaching efficacy reported on the links among external environmental factors, content knowledge, and "learners" active engagement in…

Ethnic vs. Evangelical Religions: Beyond Teaching the World Religion Approach.

ERIC Educational Resources Information Center

Tishken, Joel E.

2000-01-01

Offers background information on the formation of comparative religion. Demonstrates that the world religion approach is inadequate by examining case studies of Mithraism, Santeria, Mormonism, and Baha'i to illustrate the shortcomings of this approach. Advocates the use of an ethnic versus evangelical religion approach to teaching global…

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…

Caricature and Hyperbole in Preservice Teacher Professional Development for Diversity

ERIC Educational Resources Information Center

Pollock, Mica; Bocala, Candice; Deckman, Sherry L.; Dickstein-Staub, Shari

2016-01-01

Professional development (PD) "for diversity" aims to prepare teachers to support students from varying backgrounds to succeed, often in under-resourced contexts. Although many teachers invite such inquiry as part of learning to teach, others resist "diversity" inquiry as extra to teaching, saying they cannot "do it…

Pedagogical Principles of Learning to Teach Meaningful Physical Education

ERIC Educational Resources Information Center

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

2018-01-01

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

Teaching Ecological Concepts with Mud Dauber Nests.

ERIC Educational Resources Information Center

Matthews, Robert W.; Matthews, Janice R.

1999-01-01

Contends that mud dauber nests--which are widely available, safe, inexpensive, and easy to use--offer a novel and highly motivating way to teach ecological concepts to life science students at many grade levels. Presents background information for teachers, details classroom-tested methods for nest dissection, provides keys to nest contents, and…

Multimodal Self-Management for Children: An Holistic Program for Teachers.

ERIC Educational Resources Information Center

O'Keefe, Edward J.

This paper describes an innovative program for teaching self-management to children in elementary and secondary schools. The background of techniques for teaching self-management is briefly reviewed, the application of self-management techniques is noted, deficits in self-management programs are considered, and Lazarus's multimodal model of…

Collaborative Teaching in the Middle Grades: Inquiry Science

ERIC Educational Resources Information Center

Becker, Helaine

2005-01-01

This book allows the reader to team teach with a science specialist to drive home key library and media curriculum goals. Eight detailed chapters provide background and complete lesson plans that cover both library and general science skills and benchmarks. Included are reproducible student worksheets, tools for assessment, and a suggested…

Backpacking. Outdoor Living Skills Series. Instructor Manual.

ERIC Educational Resources Information Center

Mentis, Jim

Intended for use by those who teach or work with youth in classroom or organizational settings, this self-contained module is designed to teach novices how to prepare for and conduct a safe backpack trip. Initial chapters present background information under nine headings: introduction (objectives, backpack history, information about Missouri…

How Course Portfolios Can Advance the Scholarship and Practice of Management Teaching

ERIC Educational Resources Information Center

New, J. Randolph; Clawson, James G.; Coughlan, Richard S.; Hoyle, Joe Ben

2008-01-01

The authors believe the development, peer review, and sharing of course portfolios can significantly improve the scholarship and teaching of management. To make this case, they provide background information about course portfolios, including origins, defining features, purposes, and potential benefits. They then identify actual portfolio projects…

Mapping and Interpreting Novice Physical Education Teachers' Self-Perceptions of Strengths and Difficulties

ERIC Educational Resources Information Center

Shoval, Ella; Erlich, Ilana; Fejgin, Naomi

2010-01-01

Background: Research regarding beginning teachers' typical responses to the difficulties encountered at work relates to the professional, personal and environmental aspects of teaching. At the professional level, research describes mainly the beginner's difficulties in dealing with discipline problems, in using teaching methods efficiently, in…

Teaching Rural Sociology to Students with Non-Rural Backgrounds.

ERIC Educational Resources Information Center

Spaulding, Irving A.

A course designed to teach rural sociology to urban and suburban university students is described in this paper. Introductory material sets forth the objectives and the conceptual approach of the course, which systematically examines social changes associated with food and fiber production throughout the world. Five concepts--group, imperative…

How to Teach Contrastive (Intercultural) Rhetoric: Some Ideas for Pedagogical Application

ERIC Educational Resources Information Center

Walker, Deron

2011-01-01

Background: Despite years of intense criticism of contrastive (intercultural) rhetoric, theoretical debate, and controversy, there has been a recent resurgence in the number of high quality pedagogical studies concerning the teaching of intercultural rhetoric in university writing classes for East-Asian (Chinese, Japanese, and Korean) writers.…

Teaching Machines and Programmed Instruction.

ERIC Educational Resources Information Center

Kay, Harry; And Others

The various devices used in programed instruction range from the simple linear programed book to branching and skip branching programs, adaptive teaching machines, and even complex computer based systems. In order to provide a background for the would-be programer, the essential principles of each of these devices is outlined. Different ideas of…

Teaching about Nuclear Disarmament. Fastback 229.

ERIC Educational Resources Information Center

Becker, James, M.

Background information to help educators teach about nuclear disarmament is presented. There are six sections. The first section, "Nuclear Arms Education: Avoiding the Final Catastrophe," discusses the national priority of preparing for war, militarism as a value, and the mushroom cloud and spaceship earth as symbols of a global age. The second…

Characteristics of Well-Propagated Teaching Innovations in Undergraduate STEM

ERIC Educational Resources Information Center

Khatri, Raina; Henderson, Charles; Cole, Renee; Froyd, Jeffrey E.; Friedrichsen, Debra; Stanford, Courtney

2017-01-01

Background: The undergraduate science, technology, engineering, and mathematics (STEM) education community has developed a large number of innovative teaching strategies and materials, but the majority of these go unused by instructors. To help understand how to improve adoption of evidence-based education innovations, this study focuses on…

Children with Autism Spectrum Disorder: Teaching Conversation Involving Feelings about Events

ERIC Educational Resources Information Center

Conallen, K.; Reed, P.

2017-01-01

Background: Two procedures were developed to teach individuals with Autism Spectrum Disorders labels (tacts) for various private events (emotions): Study 1 attempted to distinguish them from pure tacts and mands (requests); and Study 2 attempted to train initiating a conversation with grammatically correct subject-verb-comment construction.…

Teaching for Democracy in an Age of Corporatocracy

ERIC Educational Resources Information Center

Sleeter, Christine E.

2008-01-01

Background/Context: A challenge for teachers who support teaching for and about democracy is doing so while being pressed into directives rooted in corporatocracy, a political manifestation of neoliberalism. The accountability movement today, particularly No Child Left Behind, is rooted in much more firmly in corporatocracy than democracy.…

Racism and "Huckleberry Finn": Censorship, Dialogue, and Change.

ERIC Educational Resources Information Center

Carey-Webb, Allen

1993-01-01

Details some of the current critical arguments concerning Mark Twain's depiction of the runaway slave Jim in the novel "Huckleberry Finn." Describes classroom experiences teaching the novel and how a reader's cultural background influences reactions to it. Provides principles and caveats for teaching the novel. Lists works about slavery…

Teaching's Conscientious Objectors: Principled Leavers of High-Poverty Schools

ERIC Educational Resources Information Center

Santoro, Doris A.

2011-01-01

Background/Context: Most accounts of teacher attrition fall into one or both of the following categories: teacher life cycle and workplace conditions. Many educational researchers have described and analyzed teaching in moral and ethical terms. Despite the numerous articles and books that study the personal convictions of teachers, a sustained…

Elementary General Music Teachers' Reflections on Instruction

ERIC Educational Resources Information Center

Delaney, Diane W.

2011-01-01

A qualitative study was completed to identify and study the content of selected elementary general music teachers' evaluations of their own instruction and the instruction of another elementary general music teacher. Participants represented a variety of educational backgrounds and teaching experience: Teacher A (9 years teaching Grades 4-6 at…

Teaching an Interdisciplinary Distance Education Gerontology Course: Benefits of Diversity

ERIC Educational Resources Information Center

Shenk, Dena; Moore, Linda; Davis, Boyd

2004-01-01

This article derives from the experience of teaching an asynchronous web-based course, Communicating with Older Persons with Alzheimer's Disease, taught by a multidisciplinary team of three faculty. The students also were multidisciplinary with diverse cultural and educational backgrounds and varied professional experience with older adults. Our…

Teaching Service Modelling to a Mixed Class: An Integrated Approach

ERIC Educational Resources Information Center

Deng, Jeremiah D.; Purvis, Martin K.

2015-01-01

Service modelling has become an increasingly important area in today's telecommunications and information systems practice. We have adapted a Network Design course in order to teach service modelling to a mixed class of both the telecommunication engineering and information systems backgrounds. An integrated approach engaging mathematics teaching…

Using Information and Communication Technology (ICT) to the Maximum: Learning and Teaching Biology with Limited Digital Technologies

ERIC Educational Resources Information Center

Van Rooy, Wilhelmina S.

2012-01-01

Background: The ubiquity, availability and exponential growth of digital information and communication technology (ICT) creates unique opportunities for learning and teaching in the senior secondary school biology curriculum. Digital technologies make it possible for emerging disciplinary knowledge and understanding of biological processes…

Korean Percussion Ensemble ("Samulnori") in the General Music Classroom

ERIC Educational Resources Information Center

Kang, Sangmi; Yoo, Hyesoo

2016-01-01

This article introduces "samulnori" (Korean percussion ensemble), its cultural background, and instructional methods as parts of a classroom approach to teaching upper-level general music. We introduce five of eight sections from "youngnam nong-ak" (a style of samulnori) as a repertoire for teaching Korean percussion music to…

Confidence in Teaching Mathematics among Malaysian Pre-Service Teachers

ERIC Educational Resources Information Center

Yunus, Aida Suraya Md.; Hamzah, Ramlah; Ismail, Habsah; Husain, Sharifah Kartini Said; Ismail, Mat Rofa

2006-01-01

This study focuses on the confidence level of mathematics education students in teaching school mathematics. Respondents were 165 final year students from four Malaysian universities. It was found that the respondents showed a strong foundation in mathematics upon entrance to the university. In spite of their strong background in school…

"Jaja" in Spoken German: Managing Knowledge Expectations

ERIC Educational Resources Information Center

Taleghani-Nikazm, Carmen; Golato, Andrea

2016-01-01

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

An Ecological Examination of an Urban Sixth Grade Physical Education Class

ERIC Educational Resources Information Center

James, Alisa R.; Collier, Douglas

2011-01-01

Background: There are several factors that influence teaching urban physical education. Violence, poverty and irrelevant curricula influence the teaching-learning environment in urban physical education. One approach to urban physical education is to look carefully at the ecology that exists within an urban physical education class. This ecology…

The Challenges of Beginning Teachers in Urban Primary Schools

ERIC Educational Resources Information Center

Gaikhorst, Lisa; Beishuizen, Jos; Roosenboom, Bart; Volman, Monique

2017-01-01

This study provides insight in the variety of urban-related challenges that beginning teachers experience in urban schools. Literature on urban teaching focuses on teaching children from low socio-economic status (SES) and/or culturally diverse backgrounds. In many European cities, however, schools are populated by both children from relatively…

Making Advanced Computer Science Topics More Accessible through Interactive Technologies

ERIC Educational Resources Information Center

Shao, Kun; Maher, Peter

2012-01-01

Purpose: Teaching advanced technical concepts in a computer science program to students of different technical backgrounds presents many challenges. The purpose of this paper is to present a detailed experimental pedagogy in teaching advanced computer science topics, such as computer networking, telecommunications and data structures using…

Foreign GTAs Can Be Effective Teachers of Economics.

ERIC Educational Resources Information Center

Fleisher, Belton; Hashimoto, Masanori; Weinberg, Bruce A.

2002-01-01

Assesses the impact of foreign graduate teaching associates (GTA) on undergraduate economics instruction where the majority language is English. Includes the variables of nationality, language, and political background. Finds, when the foreign GTAs are properly screened and trained in spoken English and teaching skills, they are at least as…

Teaching Economic Growth Theory with Data

ERIC Educational Resources Information Center

Elmslie, Bruce T.; Tebaldi, Edinaldo

2010-01-01

Many instructors in subjects such as economics are frequently concerned with how to teach technical material to undergraduate students with limited mathematical backgrounds. One method that has proven successful for the authors is to connect theoretically sophisticated material with actual data. This enables students to see how the theory relates…

Learning to Teach as Assisted Performance

ERIC Educational Resources Information Center

Mewborn, Denise S.; Stinson, David W.

2007-01-01

Background: Although preservice teachers bring well-established views of teaching to their teacher education programs, Tabachnick and Zeichner (1984) claimed that it is possible to amend preservice teachers' views. They portrayed the learning of teachers as a negotiated and interactive process rather than as one that is predetermined by teachers'…

"Whar You From?": Teaching Cultural Differences in the Business Communication Classroom.

ERIC Educational Resources Information Center

Dukes, Thomas

One of the most difficult tasks business and professional communication teachers face is teaching students to appreciate cultural differences and their effects on business communication, both domestically and internationally. Students from a homogeneous background may dismiss or disparage cultural differences. Some classroom exercises can help…

Teaching Adolescents about Contraception.

ERIC Educational Resources Information Center

Mannison, Mary; Morris, June

Human relationships and sexuality programs are a relatively new part of school curriculums, and rely on volunteer teachers who believe that this kind of knowledge is important for students to have. This collection of background readings, teaching strategies, and learning activities is put forward to try to make those teachers' jobs a little…

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

ERIC Educational Resources Information Center

Yalden, Janice

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

Instructional Development for Early Career Academics: An Overview of Impact

ERIC Educational Resources Information Center

Stes, Ann; Van Petegem, Peter

2011-01-01

Background: Over the past decades, the issue of improving teaching in higher education has been seriously addressed. Centres for instructional development, aimed at enhancing teaching, have been set up in many countries. Instructional development for early career academics is perceived to be of particular importance. Given the considerable…

Preparing Teachers to Lead Mathematics Discussions

ERIC Educational Resources Information Center

Boerst, Timothy A.; Sleep, Laurie; Ball, Deborah Loewenberg; Bass, Hyman

2011-01-01

Background/Context: Discussion is central to mathematics teaching and learning, as well as to mathematics as an academic discipline. Studies have shown that facilitating discussions is complex work that is not easily done or learned. To make such complex aspects of the work of teaching learnable by beginners, recent research has focused on…

Whale Teaching Unit.

ERIC Educational Resources Information Center

Peninsula Humane Society, San Mateo, CA.

Materials in this teaching unit are designed to foster an interest in whale preservation among intermediate grade and junior high school students. Several readings provide background information on various types of whales and the economic value of whales. Student activities include a true and false game, a crossword, and a mobile. A resource list…

Chemistry 20-30: Background, Exemplars and Resources.

ERIC Educational Resources Information Center

Hackman, Desiree; And Others

This document is designed to provide practical information for teaching the Chemistry 20-30 Program of Studies. The first section provides an overview of Chemistry 20, explaining the program philosophy and the relationships among science, technology, and society. The use of concept connections and teaching a course around major science themes is…

GUIDE FOR SOCIAL STUDIES AND SCIENCE-HEALTH, FIRST YEAR. JUNIOR HIGH SCHOOL SPECIAL CURRICULUM.

ERIC Educational Resources Information Center

STINCHCOMB, KOMA D.; AND OTHERS

THIS CURRICULUM GUIDE FOR JUNIOR HIGH EDUCABLE MENTALLY HANDICAPPED STUDENTS PROVIDES INFORMATION ON TEACHING PROCEDURES, SUGGESTIONS FOR PLANNING SUPPLEMENTAL UNITS, TYPES OF LESSONS, AND EVALUATION. INDIVIDUAL UNITS INCLUDE THE INFORMATION CONTENT, SUGGESTIONS FOR BACKGROUND STUDY, SPECIFIC TEACHING PLANS, DISCUSSION QUESTIONS, ASSIGNMENTS,…

Differentiated Instruction and the Need to Integrate Teaching and Practice

ERIC Educational Resources Information Center

Pham, Huong L.

2012-01-01

Differentiated instruction is becoming critical in higher education due to student diversity and background knowledge. Differentiated instruction does not mean matching teaching styles with learning styles as suggested by the learning styles theory. Findings in recent research studies have proved the lack of credible evidence for the utility of…

The Knowledge Café: A Unique Teaching Experience

ERIC Educational Resources Information Center

Baim, Susan A.

2016-01-01

Teaching adult learners in a community-based educational setting differs in many ways from applying typical campus-based or online instructional best practices. Adult learners show tremendous diversity in their backgrounds, approach learning in a myriad of different ways, and rely heavily on their past experiences to help guide their future…

The "Fundamental Pedogagical Principle" in Second Language Teaching.

ERIC Educational Resources Information Center

Krashen, Stephen D.

1981-01-01

A fundamental principle of second language acquisition is stated and applied to language teaching. The principle states that learners acquire a second language when they receive comprehensible input in situations where their affective filters are sufficiently low. The theoretical background of this principle consists of five hypotheses: the…

Mixed Ability Teaching: Meeting Learners' Needs. Netword 3: Teaching Languages to Adults.

ERIC Educational Resources Information Center

Ainslie, Susan

This guide, designed for teachers of second languages to adults, discusses instruction for student groups of mixed abilities. The first chapter examines the factors that determine mixed ability, including: student motivation, interests, and needs; linguistic ability; general educational background; learning style; age; external pressures and time…

Instructor Time Requirements to Develop and Teach Online Courses

ERIC Educational Resources Information Center

Freeman, Lee A.

2015-01-01

How much time does it take to teach an online course? Does teaching online take more or less time than teaching face-to-face? Instructors, department chairs, deans, and program administrators have long believed that teaching online is more time-consuming than teaching face-to-face. Many research studies and practitioner articles indicate…

Sex differences in academic advancement. Results of a national study of pediatricians.

PubMed

Kaplan, S H; Sullivan, L M; Dukes, K A; Phillips, C F; Kelch, R P; Schaller, J G

1996-10-24

Although the numbers of women in training and in entry-level academic positions in medicine have increased substantially in recent years, the proportion of women in senior faculty positions has not changed. We conducted a study to determine the contributions of background and training, academic productivity, distribution of work time, institutional support, career attitudes, and family responsibilities to sex differences in academic rank and salary among faculty members of academic pediatric departments. We conducted a cross-sectional survey of all salaried physicians in 126 academic departments of pediatrics in the United States in January 1992. Of the 6441 questionnaires distributed, 4285 (67 percent) were returned. The sample was representative of U.S. pediatric faculty members. Multivariate models were used to relate academic rank and salary to 16 independent variables. Significantly fewer women than men achieved the rank of associate professor or higher. For both men and women, higher salaries and ranks were related to greater academic productivity (more publications and grants), more hours worked, more institutional support of research, greater overall career satisfaction, and fewer career problems. Less time spent in teaching and patient care was related to greater academic productivity for both sexes. Women in the low ranks were less academically productive and spent significantly more time in teaching and patient care than men in those ranks. Adjustment for all independent variables eliminated sex differences in academic rank but not in salary. Lower rates of academic productivity, more time spent in teaching and patient care and less time spent in research, less institutional support for research, and lower rates of specialization in highly paid subspecialties contributed to the lower ranks and salaries of female faculty members.

Involving postgraduate's students in undergraduate small group teaching promotes active learning in both

PubMed Central

Kalra, Ruchi; Modi, Jyoti Nath; Vyas, Rashmi

2015-01-01

Background: Lecture is a common traditional method for teaching, but it may not stimulate higher order thinking and students may also be hesitant to express and interact. The postgraduate (PG) students are less involved with undergraduate (UG) teaching. Team based small group active learning method can contribute to better learning experience. Aim: To-promote active learning skills among the UG students using small group teaching methods involving PG students as facilitators to impart hands-on supervised training in teaching and managerial skills. Methodology: After Institutional approval under faculty supervision 92 UGs and 8 PGs participated in 6 small group sessions utilizing the jigsaw technique. Feedback was collected from both. Observations: Undergraduate Feedback (Percentage of Students Agreed): Learning in small groups was a good experience as it helped in better understanding of the subject (72%), students explored multiple reading resources (79%), they were actively involved in self-learning (88%), students reported initial apprehension of performance (71%), identified their learning gaps (86%), team enhanced their learning process (71%), informal learning in place of lecture was a welcome change (86%), it improved their communication skills (82%), small group learning can be useful for future self-learning (75%). Postgraduate Feedback: Majority performed facilitation for first time, perceived their performance as good (75%), it was helpful in self-learning (100%), felt confident of managing students in small groups (100%), as facilitator they improved their teaching skills, found it more useful and better identified own learning gaps (87.5%). Conclusions: Learning in small groups adopting team based approach involving both UGs and PGs promoted active learning in both and enhanced the teaching skills of the PGs. PMID:26380201

The National Longitudinal Study of the High School Class of 1972 (NLS-72), Fifth Follow-Up (1986). Teaching Supplement Data File [machine-readable data file].

ERIC Educational Resources Information Center

National Center for Education Statistics (ED), Washington, DC.

The National Longitudinal Survey of the High School Class of 1972 (NLS-72) Teaching Supplement Data File (TSDF) is presented. Data for the machine-readable data file (MDRF) were collected via a mail questionnaire that was sent to all respondents (N=1,517) to the fifth follow-up survey who indicated that they had a teaching background or training…

American Society for Radiation Oncology (ASTRO) Survey of Radiation Biology Educators in U.S. and Canadian Radiation Oncology Residency Programs

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

Rosenstein, Barry S., E-mail: barry.rosenstein@mssm.ed; Department of Radiation Oncology, New York University School of Medicine, New York, NY; Held, Kathryn D.

2009-11-01

Purpose: To obtain, in a survey-based study, detailed information on the faculty currently responsible for teaching radiation biology courses to radiation oncology residents in the United States and Canada. Methods and Materials: In March-December 2007 a survey questionnaire was sent to faculty having primary responsibility for teaching radiation biology to residents in 93 radiation oncology residency programs in the United States and Canada. Results: The responses to this survey document the aging of the faculty who have primary responsibility for teaching radiation biology to radiation oncology residents. The survey found a dramatic decline with time in the percentage of educatorsmore » whose graduate training was in radiation biology. A significant number of the educators responsible for teaching radiation biology were not fully acquainted with the radiation sciences, either through training or practical application. In addition, many were unfamiliar with some of the organizations setting policies and requirements for resident education. Freely available tools, such as the American Society for Radiation Oncology (ASTRO) Radiation and Cancer Biology Practice Examination and Study Guides, were widely used by residents and educators. Consolidation of resident courses or use of a national radiation biology review course was viewed as unlikely by most programs. Conclusions: A high priority should be given to the development of comprehensive teaching tools to assist those individuals who have responsibility for teaching radiation biology courses but who do not have an extensive background in critical areas of radiobiology related to radiation oncology. These findings also suggest a need for new graduate programs in radiobiology.« less

Implementation of Inquiry-Based Tutorials in AN Introductory Physics Course: the Role of the Graduate Teaching Assistant.

NASA Astrophysics Data System (ADS)

Thoresen, Carol Wiggins

1994-01-01

This study determined if the training provided physics teaching assistants was sufficient to accomplish the objectives of inquiry-based tutorials for an introductory physics course. Qualitative research methods were used: (1) to determine if the Physics by Inquiry method was modeled; (2) to describe the process from the teaching assistant perspective; (3) to determine TA opinions on training methods; (4) to develop a frame of reference to better understand the role of TA's as instructional support staff. The study determined that the teaching assistants verbalized appropriate instructional actions, but were observed to use a predominantly didactic teaching style. TA's held a variety of perceptions and beliefs about inquiry -based learning and how science is learned. They felt comfortable in the role of tutorial instructor. They were satisfied with the training methods provided and had few suggestions to change or improve training for future tutorial instructors. A concurrent theme of teacher action dependent on teacher beliefs was sustained throughout the study. The TA's actions, as tutorial instructors, reflected their educational beliefs, student background and learning experiences. TA's performance as tutorial instructors depended on what they think and believe about learning science. Practical implications exist for training teaching assistants to be tutorial instructors. Some recommendations may be appropriate for TA's required to use instructional methods that they have not experienced as students. Interview prospective teaching assistants to determine educational experience and beliefs. Employ inexperienced teaching assistants whose perspectives match the proposed instructional role and who might be more receptive to modeling. Incorporate training into staff meetings. Provide time for TA's to experience the instructional model with simulation or role play as students and as instructors, accompanied by conference discussion. Use strategies known to enhance adult learning and that are sensitive to the variability of adult learners. Educate for critical reflection; incorporate a system of peer coaching. Include a teaching assistant training component in group process and group management.

Discovering Plate Boundaries in Data-integrated Environments: Preservice Teachers' Conceptualization and Implementation of Scientific Practices

NASA Astrophysics Data System (ADS)

Sezen-Barrie, Asli; Moore, Joel; Roig, Cara E.

2015-08-01

Drawn from the norms and rules of their fields, scientists use variety of practices, such as asking questions and arguing based on evidence, to engage in research that will contribute to our understanding of Earth and beyond. In this study, we explore how preservice teachers' learn to teach scientific practices while teaching plate tectonic theory. In particular, our aim is to observe which scientific practices preservice teachers use while teaching an earth science unit, how do they integrate these practices into their lessons, and what challenges do they face during their first time teaching of an earth science content area integrated with scientific practices. The study is designed as a qualitative, exploratory case study of seven preservice teachers while they were learning to teach plate tectonic theory to a group of middle school students. The data were driven from the video records and artifacts of the preservice teachers' learning and teaching processes as well as written reflections on the teaching. Intertextual discourse analysis was used to understand what scientific practices preservice teachers choose to integrate into their teaching experience. Our results showed that preservice teachers chose to focus on four aspects of scientific practices: (1) employing historical understanding of how the theory emerged, (2) encouraging the use of evidence to build up a theory, (3) observation and interpretation of data maps, and (4) collaborative practices in making up the theory. For each of these practices, we also looked at the common challenges faced by preservice teachers by using constant comparative analysis. We observed the practices that preservice teachers decided to use and the challenges they faced, which were determined by what might have come as in their personal history as learners. Therefore, in order to strengthen preservice teachers' background, college courses should be arranged to teach important scientific ideas through scientific practices. In addition, such practices should also reflect the authentic practices of earth scientists such as use of historical record and differentiating observation versus interpretation.

Research on the teaching evaluation reform of agricultural eco-environmental protection specialties under the background of deep integration of production and education

NASA Astrophysics Data System (ADS)

Ma, Guosheng

2018-02-01

With the implementation of the personnel training mode of deep integration between production and education, the original evaluation method cannot adapt to the goal of personnel training, so that the traditional teaching evaluation methods need to be reformed urgently. This paper studies and analyzes the four main problems in the teaching evaluation of agricultural eco-environmental protection specialties, and puts forward three measures to reform the teaching evaluation methods: establishing diversified evaluation indexes, establishing diversified evaluation subjects, and establishing diversified evaluation feedback mechanisms.

The Holocaust: A North Carolina Teacher's Resource.

ERIC Educational Resources Information Center

North Carolina State Council on the Holocaust, Raleigh.

A guide for teaching about the Holocaust, this document is divided into three main parts: overviews, lesson plans, and student handouts. Seven overviews provide short summaries of a topic related to the Holocaust. Intended to supplement the information in textbooks and provide a background for teaching the lessons that follow, the topics include a…

Elements of Mathematics, Book O: Intuitive Background. Chapter 1, Operational Systems.

ERIC Educational Resources Information Center

Exner, Robert; And Others

The sixteen chapters of this book provide the core material for the Elements of Mathematics Program, a secondary sequence developed for highly motivated students with strong verbal abilities. The sequence is based on a functional-relational approach to mathematics teaching, and emphasizes teaching by analysis of real-life situations. This text is…

The Impact of an In-Service Workshop on Cooperating Teachers' Perceptions of Culturally Responsive Teaching

ERIC Educational Resources Information Center

McKoy, Constance L.; MacLeod, Rebecca B.; Walter, Jennifer S.; Nolker, D. Brett

2017-01-01

Culturally responsive teaching values students' identities, backgrounds, and cultural references as key tools for building meaningful learning environments. It has been adopted by many educators globally, but has not been incorporated consistently by music educators. Few researchers in music education have investigated the impact of culturally…

Teaching Quality Evaluation: Online vs Manually, Facts and Myths

ERIC Educational Resources Information Center

Esmael, Salman

2017-01-01

Aim/Purpose: This study aimed to examine whether there is a difference between manual feedback and online feedback with regard to feedback quality, respondents' percentage, reliability and the amount of verbal comments written by students. Background: The quality of teaching is an important component of academic work. There are various methods for…

Teaching Play Skills to Young Children with Autism

ERIC Educational Resources Information Center

Jung, Sunhwa; Sainato, Diane M.

2013-01-01

Background: Play is critical for the development of young children and is an important part of their daily routine. However, children with autism often exhibit deficits in play skills and engage in stereotypic behaviour. We reviewed studies to identify effective instructional strategies for teaching play skills to young children with autism.…

"There is Space, and There are Limits": The Challenge of Teaching Controversial Topics in an Illiberal Democracy

ERIC Educational Resources Information Center

Ho, Li-Ching; Alviar-Martin, Theresa; Leviste, Enrique Niño P.

2014-01-01

Background/Context: Research indicates that across democratic societies, teachers face numerous intellectual and emotional challenges when handling controversial topics in the classroom. Less attention, however, has been paid to how teachers' willingness to teach controversial topics intersects with political and other societal factors in…

Global Warming and Ozone Layer Depletion: STS Issues for Social Studies Classrooms.

ERIC Educational Resources Information Center

Rye, James A.; Strong, Donna D.; Rubba, Peter A.

2001-01-01

Explores the inclusion of science-technology-society (STS) education in social studies. Provides background information on global warming and the depletion of the ozone layer. Focuses on reasons for teaching global climate change in the social studies classroom and includes teaching suggestions. Offers a list of Web sites about global climate…

Film-Recital and French Poems; Cultural Commentary.

ERIC Educational Resources Information Center

Nostrand, Howard L.; And Others

Twenty chapters of commentary on the filmed poetry recitation of Pierre Viala concentrate on developing insight into the cultural and social background of French language and literature. Suggestions for teaching the poems are followed by discussion of possible elements of a plan for teaching a poem and remarks about a "backward build-up" technique…

Culturally Responsive Teaching Efficacy Beliefs of In-Service Special Education Teachers

ERIC Educational Resources Information Center

Chu, Szu-Yin; Garcia, Shernaz

2014-01-01

Although teaching efficacy has been noted as an attribute of successful teachers of students from culturally and linguistically diverse (CLD) backgrounds, special educators have not been represented in this research, nor have the influence of personal and professional factors on teacher efficacy been examined for this population. This descriptive,…

Teacher Knowledge and Instructional Quality of Beginning Teachers: Growth and Linkages

ERIC Educational Resources Information Center

Desimone, Laura; Hochberg, Eric D.; McMaken, Jennifer

2016-01-01

Background/Context: We lack strong and consistent information about which measures of knowledge matter most for good teaching and student learning, and what are trajectories of improvement for novice teachers. Research Questions: We explore the level, variation, and change in teacher knowledge and instruction in the first two years of teaching,…

Five Portraits of Teachers' Experiences Teaching Writing: Negotiating Knowledge, Student Need, and Policy

ERIC Educational Resources Information Center

Wahleithner, Juliet Michelsen

2018-01-01

Background: Numerous reports have highlighted problems with writing instruction in American schools, yet few examine the interplay of teachers' preparation to teach writing, the instructional policies they must navigate, and the writing development of the students in their classrooms. Purpose: This study examines high school English teachers'…

Structuring the AP Art History Course

ERIC Educational Resources Information Center

Herscher, Walter R.

2013-01-01

While AP (Advanced Placement) Art History may be taught within the art department in many schools, social studies teachers are equally capable of teaching the course well. They have the historical background to discuss the reasons for changes in art styles. A teacher's preparation is similar to teaching a course stressing political history,…

Pre-Service PE Teachers' Occupational Socialization Experiences on Teaching Games for Understanding

ERIC Educational Resources Information Center

Li, Chung; Cruz, Alberto

2008-01-01

Background: Teaching Games for Understanding has been promoted as an innovative curriculum model in the past decade in Hong Kong. It focuses on developing pupils' tactical awareness and decision making capability through integrating the cognitive and contextual dimensions of learning in physical education. Aims: This article reports a qualitative…

Holy Psychopathology Batman: The Pedagogical Use of Comic Books in the Teaching of Abnormal Psychology

ERIC Educational Resources Information Center

Rahman, Reece O.; Zeglin, Robert J.

2014-01-01

Many undergraduate psychology students eventually choose a career providing clinical mental health services. A background in abnormal psychology (psychopathology) is helpful and requisite in these graduate academic and future professional venues. The creativity needed to adequately teach the complex material covered in most abnormal psychology…

Health Teachers' Perceptions and Teaching Practices Regarding Hearing Loss Conservation

ERIC Educational Resources Information Center

Thompson, Amy; Pakulski, Lori; Price, James; Kleinfelder, Joanne

2013-01-01

Background: Limited research has examined the role of school health personnel in the prevention and early identification of hearing impairment. Purpose: This study assessed high school health teachers' perceptions and teaching practices regarding hearing loss conservation. Methods: A 26-item survey based on selected components of the health…

Using the Five Themes of Geography To Teach about Venezuela and Mexico.

ERIC Educational Resources Information Center

Sunal, Cynthia Szymanski; Christensen, Lois

Activities that employ the five themes of geography--location, place, relationships within places, movement, and regions--to teach about Venezuela and Mexico are described in this document. Each theme has objectives, a list of materials, and three types of activities--exploration, invention, and expansion. Background information on Venezuela and…

Barriers to Providing the Sexuality Education That Teachers Believe Students Need

ERIC Educational Resources Information Center

Eisenberg, Marla E.; Madsen, Nikki; Oliphant, Jennifer A.; Sieving, Renee E.

2013-01-01

Background: Sexuality education teachers' perspectives are important to gain a full understanding of the issues surrounding teaching this subject. This study uses a statewide sample of public school teachers to examine what sexuality education content is taught, what barriers teachers face, and which barriers are associated with teaching specific…

Role of Research Universities in Health and Medicine. Go8 Backgrounder 20

ERIC Educational Resources Information Center

Group of Eight (NJ1), 2010

2010-01-01

Universities have much to contribute to the improvement of health delivery, research, and teaching/learning. In progressing health reform, the Government should be mindful of the need to: (1) strengthen high quality medical research; (2) promote translation of research to teaching, population health and health services; and (3) address Health…

What Teaching Teaches: Mentoring and the Performance Gains of Mentors

ERIC Educational Resources Information Center

Amaral, Katie E.; Vala, Martin

2009-01-01

A peer mentoring program was added to an introductory chemistry course at a large university. The introductory chemistry course prepares students with little or no previous chemistry background to enter the mainstream general chemistry sequence and is part lecture and part small-group problem-solving. Faculty instructors are responsible for the…

An Exploratory Investigation of Teaching Innovations and Learning Factors in a Lean Manufacturing Systems Engineering Course

ERIC Educational Resources Information Center

Choomlucksana, Juthamas; Doolen, Toni L.

2017-01-01

The use of collaborative activities and simulation sessions in engineering education has been explored previously. However, few studies have investigated the relationship of these types of teaching innovations with other learner characteristics, such as self-efficacy and background knowledge. This study explored the effects of collaborative…

Overcoming Acculturation: Physical Education Recruits' Experiences of an Alternative Pedagogical Approach to Games Teaching

ERIC Educational Resources Information Center

Moy, Brendan; Renshaw, Ian; Davids, Keith; Brymer, Eric

2016-01-01

Background: Physical education teacher education (PETE) programmes have been identified as a critical platform to encourage the exploration of alternative teaching approaches by pre-service teachers. However, the socio-cultural constraint of acculturation or past physical education and sporting experiences results in the maintenance of the status…

Students' Perceptions of the Command, Practice, and Inclusion Styles of Teaching

ERIC Educational Resources Information Center

Sanchez, Beth; Byra, Mark; Wallhead, Tristan L.

2012-01-01

Background: For many physical educators, the Spectrum of Teaching Styles serves as a "tool box" for meeting the different needs of students and goals in physical education. Despite the proliferation in Spectrum research in which researchers have examined teacher experience and student skill, knowledge, and social learning within the…

Magnifying Pre-Service Generalist Teachers' Perceptions of Preparedness to Teach Primary School Physical Education

ERIC Educational Resources Information Center

Freak, Annette; Miller, Judith

2017-01-01

Background: Generalist teachers' confidence, competence and preparedness to teach Physical Education (PE) following Primary School Physical Education Teacher Education (PSPETE) has emerged as a research imperative. Yet little is known of teachers' perceptions of such matters. For teacher educators responding to the deficient delivery of primary…

Provoking Contingent Moments: Knowledge for "Powerful Teaching" at the Horizon

ERIC Educational Resources Information Center

Hurst, Chris

2017-01-01

Background: Teacher knowledge continues to be a topic of debate in Australasia and in other parts of the world. There have been many attempts by mathematics educators and researchers to define the knowledge needed by teachers to teach mathematics effectively. A plethora of terms, such as mathematical content knowledge, pedagogical content…

Teacher Development in First-Year Physical Educators: A Comparison of Effectiveness among Different Physical Education Teacher Education Backgrounds

ERIC Educational Resources Information Center

Ensign, Julene; Woods, Amelia Mays; Kulinna, Pamela Hodges

2017-01-01

Purpose: This study evaluated the teaching effectiveness of six first-year physical educators, three Southwestern and three Midwestern graduates, employing different curricular approaches. Method: Utilizing surveys, interviews, questionnaires, and systematic observations, data were analyzed through a framework of seven essential teaching tasks…

A Study of Students' Construction of Science Knowledge: Talk and Writing in a Collaborative Group

ERIC Educational Resources Information Center

Syh-Jong, Jang

2007-01-01

Background: In Taiwan, traditional college science teaching concentrates on the direct transmission of knowledge or facts from instructors to students and thereby involves non-interactive teaching activities. Some researchers recommend that college faculties should be moving away from lectures as a means of instruction and increasing opportunities…

New Dimensions in the Teaching of Oral Communication. Anthology #47

ERIC Educational Resources Information Center

Foley, J. A., Ed.

2005-01-01

This book contains a collection of papers presented at the SEAMEO RELC International Seminar, held April 18-20, 2005. The sixteen papers contained in this volume deal with various aspects of the field of learning and teaching oral communications skills. These include the theoretical background, practical applications and the assessment of oral…

Providing Sufficient Opportunity to Learn: A Response to Grehaigne, Caty and Godbout

ERIC Educational Resources Information Center

Slade, Dennis G.; Webb, Louisa A.; Martin, Andrew J.

2015-01-01

Background: Over the last 30 years, traditional skill-based game teaching models have gradually been supplemented by instruction under an inclusive banner of "Teaching Games for Understanding" (TGfU). This approach focuses on developing tactical understanding through modified games and a philosophy that places the learner rather than the…

The Possibilities of "Doing" Outdoor and/or Adventure Education in Physical Education/Teacher Education

ERIC Educational Resources Information Center

Sutherland, Sue; Legge, Maureen

2016-01-01

Background: Physical education has a long association with teaching outdoor and/or adventure education (OAE). As physical education teacher educators, with a special interest in teaching OAE, we wanted to examine perceptions of models based practices in physical education/teacher education. Purpose: This manuscript; explores and critiques a range…

Bouncing Poppers

NASA Astrophysics Data System (ADS)

Vollmer, Michael; Möllmann, Klaus-Peter

2015-11-01

Toys are known to attract interest in physics and they are therefore often used in physics teaching of various topics. The present paper deals with a simple toy, the so-called "hopper popper," which, similar to superballs, can be used when teaching mechanics. We suggest some experiments and describe the basic physics of this toy, also providing background information for teachers.

Proposing a Knowledge Base for Teaching Academic Content to English Language Learners: Disciplinary Linguistic Knowledge

ERIC Educational Resources Information Center

Turkan, Sultan; De Oliveira, Luciana C.; Lee, Okhee; Phelps, Geoffrey

2014-01-01

Background/Context: The current research on teacher knowledge and teacher accountability falls short on information about what teacher knowledge base could guide preparation and accountability of the mainstream teachers for meeting the academic needs of ELLs. Most recently, research on specialized knowledge for teaching has offered ways to…

Teaching about the Holocaust in Multicultural Societies: Appreciating the Learner

ERIC Educational Resources Information Center

Gryglewski, Elke

2010-01-01

The discussion in Germany regarding teaching about the Holocaust in multicultural classrooms mirrors an ongoing debate about the reality of present-day Germany: instead of dealing with the many learners with non-German backgrounds residing in the country, various educators have instead complained about problems relating to general discipline or a…

Global Issues: Activities and Resources for the High School Teacher.

ERIC Educational Resources Information Center

Switzer, Kenneth A.; Mulloy, Paul T.

The book is an introduction to teaching about contemporary global concerns in the high school social studies classroom. It contains background and lesson plans for seven units in addition to 39 reproducible student handouts, annotated lists of other good classroom resources, and a guide to sources of teaching materials on global issues. Topics…

21st Century Pedagogical Content Knowledge and Science Teaching and Learning

ERIC Educational Resources Information Center

Slough, Scott; Chamblee, Gregory

2017-01-01

Technological Pedagogical Content Knowledge (TPACK) is a theoretical framework that has enjoyed widespread applications as it applies to the integration of technology in the teaching and learning process. This paper reviews the background for TPACK, discusses some of its limitations, and reviews and introduces a new theoretical framework, 21st…

Effective University Teaching: Views of Australian University Students from Low Socio-Economic Status Backgrounds

ERIC Educational Resources Information Center

Devlin, Marcia; O'Shea, Helen

2012-01-01

As the Australian higher education population further diversifies as a result of federal government policy changes, the collective understanding of effective university teaching in the Australian context will need to evolve to incorporate such shifts. The Australian Government has set clear targets for increased university participation of people…

Mosston's Reciprocal Style of Teaching: A Pilot Study in Hong Kong

ERIC Educational Resources Information Center

Li, Chung; Kam, Wai Keung

2011-01-01

Background: Mosston's "spectrum of teaching styles" which composes of 11 pedagogical approaches in physical education (PE), has been popularly promoted for maximizing students' learning in the Western countries. However, very few of them have been put into practice and studied in Hong Kong. This article concerned a report of a pilot…

Elements of Mathematics, Book O: Intuitive Background. Chapter 5, Mappings.

ERIC Educational Resources Information Center

Exner, Robert; And Others

The sixteen chapters of this book provide the core material for the Elements of Mathematics Program, a secondary sequence developed for highly motivated students with strong verbal abilities. The sequence is based on a functional-relational approach to mathematics teaching, and emphasizes teaching by analysis of real-life situations. This text is…

Canadian In-Service Teachers' Concerns, Efficacy, and Attitudes about Inclusive Teaching

ERIC Educational Resources Information Center

Sokal, Laura; Sharma, Umesh

2014-01-01

The study examined concerns, attitudes, and teacher efficacy of 131 in-service, Kindergarten to Grade 8 teachers in three school divisions in Manitoba, Canada. Analyses were conducted to identify the relationships between teachers' back-ground variables, their attitudes and concerns about teaching in inclusive classrooms, and their efficacy for…

Multimodal Self-Management: An Holistic Approach to Teaching Self-Improvement.

ERIC Educational Resources Information Center

O'Keefe, Edward J.

This paper describes an innovative approach to teaching a college course on self-management/self-control. Following a brief background statement on the history and applications of self-management, as well as the deficits of traditional self-management instruction, multimodal therapy (Lazarus, 1976, 1981) is discussed as the conceptual framework…

Teaching Health Literacy Using Popular Television Programming: A Qualitative Pilot Study

ERIC Educational Resources Information Center

Primack, Brian A.; Wickett, Dustin J.; Kraemer, Kevin L.; Zickmund, Susan

2010-01-01

Background: Teaching of health and medical concepts in the K-12 curriculum may help improve health literacy. Purpose: The purpose of this project was to determine acceptability and preliminary efficacy of pilot implementation of a health literacy curriculum using brief clips from a popular television program. Methods: Participants included 55…

Internet-Assisted Technologies for English Language Teaching in Turkish Universities

ERIC Educational Resources Information Center

Celik, Serkan

2013-01-01

Although the enormous potential of the Internet has gained attention in Internet-assisted language teaching (IALT), a solid background of research is still lacking about/investigating English as a foreign language (EFL) teachers' use of Internet assistive technologies. This study set out to determine Turkish university level EFL instructors'…

Enseigner l'intonation: L'ordinateur a la rescousse (Teaching Intonation: The Computer to the Rescue).

ERIC Educational Resources Information Center

Canto-Knoerr, Helene

1992-01-01

A discussion of intonation instruction in second-language teaching looks at the role, objectives, and scope of such instruction; the tools teachers need to accomplish it (background in theory, practical guidelines, a method, appropriate research, and equipment); and the need for and possible design of related software. (MSE)

Teaching in the Age of Accountability: Restrained by School Culture?

ERIC Educational Resources Information Center

Aasebø, Turid Skarre; Midtsundstad, Jorunn H.; Willbergh, Ilmi

2017-01-01

In this paper, we explore how "teaching communication" in the classroom is connected to school culture. In the age of accountability, the outcome focus force to the forefront, a "blame game" which either blames students' achievements on the teachers and teacher education, or the students and their socio-economic background. We…

Examining the Intersections of Music Making and Teaching for Four String Teachers

ERIC Educational Resources Information Center

Pellegrino, Kristen

2014-01-01

The purpose of this phenomenological case study was to examine the intersections of music making and teaching for four string teachers. Data included background surveys, three interviews per participant, videotaped classroom observations (jointly viewed during the second interview), and a focus group interview that included music making. Findings…

Awakening Teacher Voice and Student Voice: The Development of a Feminist Pedagogy

ERIC Educational Resources Information Center

Weisner, Jill

2004-01-01

In this paper, the author presents a narrative describing both her personal life and professional life, sharing the development of her teaching strategies and their relationship to feminism. She details how her background, politics, insecurities, strengths, and values directly influenced the development of her teaching pedagogy, asserting that,…

Relation of Instruction and Poverty to Mathematics Achievement Gains during Kindergarten

ERIC Educational Resources Information Center

Georges, Annie

2009-01-01

Background: Policy discussion to change the nature of teaching practices overshadows how social and economic inequalities contribute to unequal education outcomes. Research on how teaching practices contribute to the variance in test scores on a broad scale or on whether the relation of instruction to test scores is moderated by social and…

The Evolution of a Program of Introductory Courses: Fragmentation and Integration.

ERIC Educational Resources Information Center

Candland, Douglas K.

Background, rationale, and consequences of a plan for teaching introductory undergraduate psychology are described. The setting is a college where eight to ten members of the psychology department have traditionally shared the teaching of introductory courses. The faculty recognized that there was not consensus on the content of an exemplary…

A Story of Culture and Teaching: The Complexity of Teacher Identity Formation

ERIC Educational Resources Information Center

Edwards, F. C. E.; Edwards, R. J.

2017-01-01

Research in teacher education repeatedly suggests that the background and underlying beliefs held by pre-service teachers about teaching and assessment act to shape their interpretations of ideas, powerfully influencing their praxis and their developing teacher identity. This paper explores how a young New Zealand secondary science teacher, raised…

Who's Teaching Math to Our Most Needy Students? A Descriptive Study

ERIC Educational Resources Information Center

Rosas, Clarissa; Campbell, Lisa

2010-01-01

The No Child Left Behind Act (NCLB) mandates that every classroom be staffed with a "highly qualified teacher." Research supports that teachers' content knowledge affects student achievement. However, the special education population continues to be taught by teachers who do not have the content area background they teach. In addition,…

Educating for Peace and Justice: A Manual for Teachers. Fifth Edition.

ERIC Educational Resources Information Center

Gallagher, Mary Beth; And Others

Background reading resource materials and teaching units for elementary and secondary teachers interested in teaching about peace and justice are presented in this resource manual. The units are designed to help students learn that nonviolent conflict resolution is possible and that war is not inevitable; realize that sharing our resources,…

The Treasures of Plato's "Phaedrus": A Creative Interpretation for Teaching and Learning in Modern Day.

ERIC Educational Resources Information Center

Brandenburg, Maryanne

This paper reflects upon Plato's "Phaedrus" from a background in education and experience teaching written business communications. The interpretation and development presented are guided by the Platonic method of collection and division, which is introduced in "Phaedrus." The paper begins with an evaluative overview, followed…

Emotion Management of Teaching: Conflict Theory and Symbolic Interactionism

ERIC Educational Resources Information Center

Tsang, Kwok Kuen

2012-01-01

Background: Recently, studies have found that more and more teachers in Hong Kong express negative feelings toward their work, such as feelings of dissatisfaction, exhaustion, meaningless and powerless. These negative emotional experiences may affect both their well-being and the quality of their teaching. In order to have a better understanding…

Elements of Mathematics, Book O: Intuitive Background. Chapter 2, The Integers.

ERIC Educational Resources Information Center

Exner, Robert; And Others

The sixteen chapters of this book provide the core materials for the Elements of Mathematics Program, a secondary sequence developed for highly motivated students with strong verbal abilities. The sequence is based on a functional-relational approach to mathematics teaching, and emphasizes teaching by analysis of real-life situations. This text is…

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

ERIC Educational Resources Information Center

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

2011-01-01

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

Teaching Inclusively: Are Secondary Physical Education Student Teachers Sufficiently Prepared to Teach in Inclusive Environments?

ERIC Educational Resources Information Center

Coates, Janine Kim

2012-01-01

Background: Contemporary British educational guidelines, such as the National Curriculum (NC) have adopted inclusivity in the way children with special educational needs (SEN) are taught. Therefore, inclusion has risen up the political agenda, resulting in more children with SEN being taught in mainstream environments. Empirical research has…

Nuclear Dangers: A Resource Guide for Secondary School Teachers. Teaching Nuclear Issues.

ERIC Educational Resources Information Center

Meier, Paulette; McPherson, Beth

Provided in this guide are annotated lists of teacher and student resources for teaching and learning about nuclear issues in the secondary school. Resources are grouped into five major sections. The first section (background reading for teachers) contains books and articles focusing on nuclear issues (nuclear war; arms race/disarmament; nuclear…

Teaching Strategies to Promote Concept Learning by Design Challenges

ERIC Educational Resources Information Center

Van Breukelen, Dave; Van Meel, Adrianus; De Vries, Marc

2017-01-01

Background: This study is the second study of a design-based research, organised around four studies, that aims to improve student learning, teaching skills and teacher training concerning the design-based learning approach called Learning by Design (LBD). Purpose: LBD uses the context of design challenges to learn, among other things, science.…

Why the Constraints-Led Approach Is Not Teaching Games for Understanding: A Clarification

ERIC Educational Resources Information Center

Renshaw, Ian; Araújo, Duarte; Button, Chris; Chow, Jia Yi; Davids, Keith; Moy, Brendan

2016-01-01

Background: There is some apparent confusion regarding similarities and differences between two popular physical education (PE) pedagogical frameworks, that is, the Constraints-Led Approach (CLA) and Teaching Games for Understanding (TGfU). Purpose: Our aim in this commentary is to detail important theoretical and pedagogical concepts that…

The Impact of Hands-On Simulation Laboratories on Teaching of Wireless Communications

ERIC Educational Resources Information Center

Chou, Te-Shun; Vanderbye, Aaron

2017-01-01

Aim/Purpose: To prepare students with both theoretical knowledge and practical skills in the field of wireless communications. Background: Teaching wireless communications and networking is not an easy task because it involves broad subjects and abstract content. Methodology: A pedagogical method that combined lectures, labs, assignments, exams,…

1980 Survey of Faculty Teaching in Departments of Medicinal/Pharmaceutical Chemistry at American Colleges of Pharmacy.

ERIC Educational Resources Information Center

Matuszak, Alice Jean; Sarnoff, Darwin

1981-01-01

An American Association of Colleges of Pharmacy survey of medicinal/pharmaceutical chemistry faculty is reported. Data, including academic and experience backgrounds of faculty and their teaching load, are presented. Differences in training are noted in comparing the average chemistry professor to the average assistant professor. (Author/MLW)

Blended Learning Model: Development and Implementation in a Computer Skills Course

ERIC Educational Resources Information Center

Tshuma, N.

2012-01-01

South Africa's higher education policies have opened up access to university for students from diverse backgrounds, with different learning styles, levels of motivation and levels of preparedness. This has necessitated a move from the lecture style of teaching to innovative teaching styles that engage the learners and equip them with skills to…

Effective Teaching Approach Employed by Primary School Science Teachers

ERIC Educational Resources Information Center

Sulaiman, Tajularipin; Suan, Wei Hui; Abdullah, Saifuddin Kumar

2009-01-01

Teachers are often urged to use a variety of modes of instruction to ensure that diverse student interests and abilities can be accommodated. Yet teachers can be limited in the instructional modes they can use because of insufficient background or knowledge about a specific instructional mode (Dawson, 2004). Teaching approaches are various in…

Tools of the Trade for More Effective Instructional Leaders.

ERIC Educational Resources Information Center

Pino, Edward C.

1988-01-01

Instructional leaders need a sturdy support system and a sound background in clinical supervision to be effective administrators. This article identifies three vital tools of the trade: a specific set of basic skills for quality teaching; a support system for each teaching skill; and a dependable, flexible, and personalized delivery system. (MLH)

Movement Exploration as a Technique for Teaching Pre-Swimming Skills to Students with Developmental Delays.

ERIC Educational Resources Information Center

Buis, Joyce M.; Schane, Catherine S.

1980-01-01

Background, rationale, and techniques for using movement exploration to teach preswimming skills to developmentally delayed persons are given. Objectives (beyond the primary one of safety) of such a program include body awareness, spatial awareness, movement, and perceptual motor functions. Guidelins for activity selection and adaptation are…

Is the use of videotape recording superior to verbal feedback alone in the teaching of clinical skills?

PubMed Central

2009-01-01

Background In recent times, medical schools have committed to developing good communication and history taking skills in students. However, there remains an unresolved question as to which constitutes the best educational method. Our study aims to investigate whether the use of videotape recording is superior to verbal feedback alone in the teaching of clinical skills and the role of student self-assessment on history taking and communication skills. Methods A randomized controlled trial was designed. The study was conducted with 52 of the Dokuz Eylul University Faculty of Medicine second year students. All students' performances of communication and history taking skills were assessed twice. Between these assessments, the study group had received both verbal and visual feedback by watching their video recordings on patient interview; the control group received only verbal feedback from the teacher. Results Although the self-assessment of the students did not change significantly, assessors' ratings increased significantly for videotaped interviews at the second time. Conclusions Feedback based on videotaped interviews is superior to the feedback given solely based on the observation of assessors. PMID:20021688

Teachers' and students' perspectives on teaching and learning through virtual learning environments

NASA Astrophysics Data System (ADS)

Limniou, M.; Smith, M.

2010-12-01

The aim of this investigation was to get an insight into how teachers and students responded to the use of virtual learning environments (VLE) in engineering education and what their expectations were from online courses. Teachers designed their online courses with the assistance of a support e-learning team and questionnaires were used for teachers and students to express their views on the online courses. Teachers pointed out that the online courses by themselves would be able to tackle limited lecture time and strengthen the students' background knowledge. Students, on the other hand, stated that their difficulties regarding the courses could be facilitated by using a more interactive teaching approach with the use of collaboration tools and receiving individual feedback. Thus, students suggested that teachers adopt a more student-centred approach by using VLE. Teachers' and students' perspectives were related to their personal characteristics, as students were more familiar with everyday e-communication tools.

Quantifying faculty teaching time in a department of obstetrics and gynecology.

PubMed

Emmons, S

1998-10-01

The goal of this project was to develop a reproducible system that measures quantity and quality of teaching in unduplicated hours, such that comparisons of teaching activities could be drawn within and across departments. Such a system could be used for allocating teaching monies and for assessing teaching as part of the promotion and tenure process. Various teaching activities, including time spent in clinic, rounds, and doing procedures, were enumerated. The faculty were surveyed about their opinions on the proportion of clinical time spent in teaching. The literature also was reviewed. Based on analysis of the faculty survey and the literature, a series of calculations were developed to divide clinical time among resident teaching, medical student teaching, and patient care. The only input needed was total time spent in the various clinical activities, time spent in didactic activities, and the resident procedure database. This article describes a simple and fair database system to calculate time spent teaching from activities such as clinic, ward rounds, labor and delivery, and surgery. The teaching portfolio database calculates teaching as a proportion of the faculty member's total activities. The end product is a report that provides a reproducible yearly summary of faculty teaching time per activity and per type of learner.

Background Materials for Chairman's Workshop. 5th Edition.

ERIC Educational Resources Information Center

Kimble, Gregory A.

Information for newly appointed heads of graduate departments of psychology is presented as background material for the 1974 Chairman's Workshop. Topics include the following: the budgetary situation, pressures for increased teaching loads, effects upon recruiting faculty, faculty morale, graduate and undergraduate student morale, the intellectual…

The Pursuit of Happiness and Its Relationship to the Meta-experience of Emotions and Culture

PubMed Central

Hofmann, Stefan G.

2012-01-01

In this commentary, I provide a brief background of the meta-experience of emotions, the philosophical and psychological literature on happiness, and further discuss the influence of culture on happiness. The meta-experience of emotions implies that there are primary and secondary emotions (i.e., emotions about emotions), similar to the concept of meta-cognitions. Primary and secondary emotions are closely associated with one’s cultural background and happiness. Most scholars throughout history believe that happiness per se cannot be taught. However, it is possible to teach practices that lead to the path toward happiness. Promising strategies include loving-kindness and compassion meditation. These strategies are based on Buddhist teachings, which are deeply rooted in a collectivistic culture. This illustrates the close association between emotions, approaches towards happiness, and cultural background. PMID:23794745

The Pursuit of Happiness and Its Relationship to the Meta-experience of Emotions and Culture.

PubMed

Hofmann, Stefan G

2013-04-01

In this commentary, I provide a brief background of the meta-experience of emotions, the philosophical and psychological literature on happiness, and further discuss the influence of culture on happiness. The meta-experience of emotions implies that there are primary and secondary emotions (i.e., emotions about emotions), similar to the concept of meta-cognitions. Primary and secondary emotions are closely associated with one's cultural background and happiness. Most scholars throughout history believe that happiness per se cannot be taught. However, it is possible to teach practices that lead to the path toward happiness. Promising strategies include loving-kindness and compassion meditation. These strategies are based on Buddhist teachings, which are deeply rooted in a collectivistic culture. This illustrates the close association between emotions, approaches towards happiness, and cultural background.

Effects of Resident Work Hour Limitations on Faculty Professional Lives

PubMed Central

Shanafelt, Tait D.; Nathens, Avery B.; Curtis, J. Randall

2008-01-01

Background The Accreditation Council for Graduate Medical Education resident work hour limitations were implemented in July, 2003. Effects on faculty are not well understood. Objective The objective of this study was to determine the effects of the resident work hour limitations on the professional lives of faculty physicians. Design and Participants Survey of faculty physicians at three teaching hospitals associated with university-based internal medicine and surgery residency programs in Seattle, Washington. Physicians who attended on Internal Medicine and Surgery in-patient services during the 10 mo after implementation of work hour limitations were eligible for participation (N = 366); 282 physicians (77%) returned surveys. Measurements Participants were asked about the effects of resident work hour limitations on aspects of their professional lives, including clinical work, research, teaching, and professional satisfaction. Results Most attending physicians reported that, because of work hour limitations, they spent more time on clinical work (52%), felt more responsibility for supervising patient care (65%), and spent less time on research or other academic pursuits (51%) and teaching residents (72%). Reported changes in work content were independently associated with the self-reported probability of leaving academic medicine in the next 3 y. Conclusions Resident work hour limitations have had large effects on the professional lives of faculty. These findings may have important implications for recruiting and retaining faculty at academic medical centers. PMID:18612748

Benefits and barriers among volunteer teaching faculty: comparison between those who precept and those who do not in the core pediatrics clerkship.

PubMed

Ryan, Michael S; Vanderbilt, Allison A; Lewis, Thasia W; Madden, Molly A

2013-01-01

Background Community-based outpatient experiences are a core component of the clinical years in medical school. Central to the success of this experience is the recruitment and retention of volunteer faculty from the community. Prior studies have identified reasons why some preceptors volunteer their time however, there is a paucity of data comparing those who volunteer from those who do not. Methods A survey was developed following a review of previous studies addressing perceptions of community-based preceptors. A non-parametric, Mann-Whitney U test was used to compare active preceptors (APs) and inactive preceptors (IPs) and all data were analyzed in SPSS 20.0. Results There was a 28% response rate. Preceptors showed similar demographic characteristics, valued intrinsic over extrinsic benefits, and appreciated Continuing Medical Education (CME)/Maintenance of Certification (MOC) opportunities as the highest extrinsic reward. APs were more likely to also precept at the M1/M2 level and value recognition and faculty development opportunities (p<0.05). IPs denoted time as the most significant barrier and, in comparison to APs, rated financial compensation as more important (p<0.05). Conclusions Community preceptors are motivated by intrinsic benefits of teaching. Efforts to recruit should initially focus on promoting awareness of teaching opportunities and offering CME/MOC opportunities. Increasing the pool of preceptors may require financial compensation.

Teaching and learning the Hodgkin-Huxley model based on software developed in NEURON’s programming language hoc

PubMed Central

2013-01-01

Background We present a software tool called SENB, which allows the geometric and biophysical neuronal properties in a simple computational model of a Hodgkin-Huxley (HH) axon to be changed. The aim of this work is to develop a didactic and easy-to-use computational tool in the NEURON simulation environment, which allows graphical visualization of both the passive and active conduction parameters and the geometric characteristics of a cylindrical axon with HH properties. Results The SENB software offers several advantages for teaching and learning electrophysiology. First, SENB offers ease and flexibility in determining the number of stimuli. Second, SENB allows immediate and simultaneous visualization, in the same window and time frame, of the evolution of the electrophysiological variables. Third, SENB calculates parameters such as time and space constants, stimuli frequency, cellular area and volume, sodium and potassium equilibrium potentials, and propagation velocity of the action potentials. Furthermore, it allows the user to see all this information immediately in the main window. Finally, with just one click SENB can save an image of the main window as evidence. Conclusions The SENB software is didactic and versatile, and can be used to improve and facilitate the teaching and learning of the underlying mechanisms in the electrical activity of an axon using the biophysical properties of the squid giant axon. PMID:23675833

A Survey to Assess Family Physicians’ Motivation to Teach Undergraduates in Their Practices

PubMed Central

May, Marcus; Mand, Peter; Biertz, Frank; Hummers-Pradier, Eva; Kruschinski, Carsten

2012-01-01

Background In Germany, family physicians (FPs) are increasingly needed to participate in undergraduate medical education. Knowledge of FPs’ motivation to teach medical students in their practices is lacking. Purpose To describe a novel questionnaire that assesses the motivation of FPs to teach undergraduates in their practices and to show the results of a subsequent survey using this instrument. Methods The questionnaire was developed based on a review of the literature. Previously used empirical instruments assessing occupational values and motivation were included. A preliminary version was pretested in a pilot study. The resulting 68-item questionnaire was sent to 691 FPs involved in undergraduate medical education. Reliability was assessed and subgroups were analyzed with regard to differences in motivation. Results A total of 523 physicians in n = 458 teaching practices participated (response rate 75.7%). ‘Helping others’ and ‘interest’ were revealed as the predominant motives. Responses showed a predominantly intrinsic motivation of the participating FPs. Their main incentives were an ambition to work as a medical preceptor, to generally improve undergraduate education and to share knowledge. Material compensation was of minor importance. Time restraints were indicated as a barrier by some FPs, but were not a general concern. Conclusion German FPs involved in medical education have altruistic attitudes towards teaching medical students in their practices. Motivational features give an important insight for the recruitment of FP preceptors as well as for their training in instructional methods. PMID:23029272

Introducing an online community into a clinical education setting: a pilot study of student and staff engagement and outcomes using blended learning

PubMed Central

2010-01-01

Background There are growing reasons to use both information and communication functions of learning technologies as part of clinical education, but the literature offers few accounts of such implementations or evaluations of their impact. This paper details the process of implementing a blend of online and face-to-face learning and teaching in a clinical education setting and it reports on the educational impact of this innovation. Methods This study designed an online community to complement a series of on-site workshops and monitored its use over a semester. Quantitative and qualitative data recording 43 final-year medical students' and 13 clinical educators' experiences with this blended approach to learning and teaching were analysed using access, adoption and quality criteria as measures of impact. Results The introduction of the online community produced high student ratings of the quality of learning and teaching and it produced student academic results that were equivalent to those from face-to-face-only learning and teaching. Staff had mixed views about using blended learning. Conclusions Projects such as this take skilled effort and time. Strong incentives are required to encourage clinical staff and students to use a new mode of communication. A more synchronous or multi-channel communication feedback system might stimulate increased adoption. Cultural change in clinical teaching is also required before clinical education can benefit more widely from initiatives such as this. PMID:20100354

Update on Law-Related Education, 1997.

ERIC Educational Resources Information Center

Update on Law-Related, 1997

1997-01-01

This document consists of 3 volumes of a serial devoted to law-related education (LRE) offering background information on a wide range of legal issues and teaching strategies for LRE. The title themes for the three volumes include "International Law,""Crime and Freedom," and "Civil Law". Background articles are…

OPERANT PROCEDURES IN REMEDIAL SPEECH AND LANGUAGE TRAINING.

ERIC Educational Resources Information Center

MACAULAY, BARBARA D., ED.; SLOANE, HOWARD N., JR., ED.

INTENDED FOR SPEECH THERAPISTS, THEACHERS OF THE MENTALLY RETARDED, AND OTHERS IN SPECIAL EDUCATION, THE COLLECTION CONTAINS REPORTS BY VARIOUS AUTHORS ON SPEECH AND LANGUAGE MODIFICATION ATTEMPTS THAT HAVE UTILIZED OPERANT CONDITIONING PROCEDURES, AS WELL AS SEVERAL PAPERS ON BACKGROUND TOPICS. BACKGROUND PAPERS ON TEACHING TREAT ENVIRONMENTAL…

Teaching handwashing with soap for schoolchildren in a multi-ethnic population in northern rural Vietnam

PubMed Central

Xuan, Le Thi Thanh; Rheinländer, Thilde; Hoat, Luu Ngoc; Dalsgaard, Anders; Konradsen, Flemming

2013-01-01

Background In Vietnam, initiatives have been started aimed at increasing the practice of handwashing with soap (HWWS) among primary schoolchildren. However, compliance remains low. Objective This study aims to investigate responses to a teacher-centred participatory HWWS intervention in a multi-ethnic population of primary schoolchildren in northern rural Vietnam. Design This study was implemented in two phases: a formative research project over 5 months (July–November 2008) and an action research project with a school-based HWWS intervention study in two rural communes during 5 months (May, September–December 2010). Based upon knowledge from the formative research in 2008, schoolteachers from four selected schools in the study communes actively participated in designing and implementing a HWWS intervention. Qualitative data was collected during the intervention to evaluate the responses and reaction to the intervention of teachers, children and parents. This included semi-structured interviews with children (15), and their parents (15), focus group discussions (FGDs) with schoolchildren (32) and school staff (20) and observations during 15 HWWS involving children. Results Observations and interview data from children demonstrated that children were visibly excited and pleased with HWWS sessions where teachers applied active teaching methods including rewards, games and HWWS demonstrations. All children, schoolteachers and parents also viewed the HWWS intervention as positive and feasible, irrespective of ethnicity, gender of schoolchildren and background of schoolteachers. However, some important barriers were indicated for sustaining and transferring the HWWS practice to the home setting including limited emphasis on hygiene in the standard curriculum of schools, low priority and lack of time given to practical teaching methods and lack of guidance and reminding HWWS on a regular basis at home, in particular by highland parents, who spend most of their time working away from home in the fields. Access to soap and water at the household level did not seem a barrier for the uptake of HWWS but continuous access to these might be a challenge at schools. Conclusions This study demonstrated that it is feasible to engage teachers and implement active teaching methods for behaviour change of HWWS in a group of multi-ethnic primary schoolchildren without the need for major investments in water and hygiene infrastructures. However, in those areas there was limited transfer of practice from school promotion to home. Continuous access to soaps at schools needs to be invested. PMID:23618342

Towards an Eclectic Framework for Teaching EFL Writing in a Chinese Context

ERIC Educational Resources Information Center

Yan, Yi

2010-01-01

The challenges of writing itself and lack of appropriate teaching methodology demotivate EFL (English as a Foreign Language) learners in some Chinese universities to write more, especially as the only incentive for students to write is the compulsory tests. The main objectives of this article are: (1) to discuss the background of the EFL learners…

Format and Evaluation of the Cross-Cultural Component of a Foreign Teaching Assistant Training Program.

ERIC Educational Resources Information Center

Dege, Dolores Bolon

This report describes a classroom communication training program for foreign teaching assistants (FTAs) developed at the University of Minnesota in response to evidence that the FTAs were the subject of criticism and complaints because of poor communication abilities in their classes. The first two sections of the paper discuss the background to…

Class Attendance and Students' Evaluations of Teaching: Do No-Shows Bias Course Ratings and Rankings?

ERIC Educational Resources Information Center

Wolbring, Tobias

2012-01-01

Background: Many university departments use students' evaluations of teaching (SET) to compare and rank courses. However, absenteeism from class is often nonrandom and, therefore, SET for different courses might not be comparable. Objective: The present study aims to answer two questions. Are SET positively biased due to absenteeism? Do…

A Tactical-Game Approach and Enhancement of Metacognitive Behaviour in Elementary School Students

ERIC Educational Resources Information Center

Chatzipanteli, Athanasia; Digelidis, N.; Karatzoglidis, C.; Dean, R.

2016-01-01

Background: "Teaching games for understanding" (TGfU) is a tactical-game approach to teaching, in which participants are learning via the processes intrinsic to the games themselves. Purpose: The aim of the study was to examine the effectiveness of a tactical-game model in promoting metacognitive behaviour in elementary-school students.…

The Effectiveness of Problem-Based Learning on Teaching the First Law of Thermodynamics

ERIC Educational Resources Information Center

Tatar, Erdal; Oktay, Munir

2011-01-01

Background: Problem-based learning (PBL) is a teaching approach working in cooperation with self-learning and involving research to solve real problems. The first law of thermodynamics states that energy can neither be created nor destroyed, but that energy is conserved. Students had difficulty learning or misconceptions about this law. This study…

Swinging between Infatuation and Disillusionment: Learning about Teaching Teachers through Self-Study

ERIC Educational Resources Information Center

North, Chris

2017-01-01

Background: School teachers who become teacher educators (TEs) are rarely prepared for the different pedagogies that teacher education requires. One pedagogical difference is the need for TEs to make their thinking and decisions explicit to pre-service teachers (PSTs) so PSTs can see teaching as an adaptive process rather than a set of routines to…

The Impact of NCLB and Accountability on Social Studies: Teacher Experiences and Perceptions about Teaching Social Studies

ERIC Educational Resources Information Center

Winstead, Lisa

2011-01-01

This article illustrates the challenges of teaching curriculum within the guidelines of No Child Left Behind. Nine school teachers write and speak about their experiences, what influences their curriculum choices, and how they attempt to incorporate social studies in the elementary classroom. The teachers completed a background survey, wrote about…

Prevention of School Bullying: The Important Role of Autonomy-Supportive Teaching and Internalization of Pro-Social Values

ERIC Educational Resources Information Center

Roth, Guy; Kanat-Maymon, Yaniv; Bibi, Uri

2011-01-01

Background: This study examined students' perceptions of autonomy-supportive teaching (AST) and its relations to internalization of pro-social values and bullying in class. Aims: We hypothesized that: (1) teachers' AST, which involves provision of rationale and taking the student's perspective, would relate positively to students' identified…

Personal and Formal Backgrounds as Factors Which Influence Linguistic and Cultural Competency in the Teaching of Mathematics

ERIC Educational Resources Information Center

Nguyen-Le, Khanh

2010-01-01

This dissertation addresses the need for effective teaching approaches in a society with increasing numbers of culturally and linguistically diverse (CLD) students. The focus of this study is on teachers' linguistic and cultural competency (LCC), which I define as teachers' critical thinking and sensitivity concerning issues of language and…

Implementation of a Food-Based Science Curriculum Improves Fourth-Grade Educators' Self-Efficacy for Teaching Nutrition

ERIC Educational Resources Information Center

Stage, Virginia C.; Roseno, Ashley; Hodges, Caroline D.; Hovland, Jana; Diaz, Sebastian; Duffrin, Melani W.

2016-01-01

Background: Teacher self-efficacy for teaching nutrition can positively impact student dietary behaviors; however, limited curricular resources and professional development can serve as barriers to the provision of nutrition education in the classroom. The purpose of this study was to assess the impact of a food-based, integrative science…

Teaching as Jesus Making: The Hidden Curriculum of Christ in Schooling

ERIC Educational Resources Information Center

Burke, Kevin J.; Segall, Avner

2015-01-01

Background/Context: The ideas of teaching as salvation and teacher-as-martyr are not new concepts. Prior research, however, has largely failed to explore the historical and cultural religious roots that continue to inform the ways in which teachers are constructed. That is, though prior work has engaged with thinking about religion and thinking…

Health Literacy Teaching Beliefs, Attitudes, Efficacy, and Intentions of Middle School Health and Physical Education Teachers

ERIC Educational Resources Information Center

Lai, Hsiang-Ru; Wu, Der-Min; Lee, Pi-Hsia; Jhang, Yu-Siang

2018-01-01

Background: Health education (HE) courses in schools are vital paths for improving teenagers' health literacy. HE and physical education (PE) teachers lead HE courses, and their teaching intentions and competency influence the effectiveness of the courses and the ability to promote students' health literacy. This study attempted to understand HE…

The Analysis of Nine Process-Concepts in Elementary Science. Technical Report No. 428.

ERIC Educational Resources Information Center

Klausmeier, Herbert J.; And Others

Theory and research background regarding the teaching of concepts are presented. Procedures are given in detail on how a concept can be analyzed in order to aid in teaching and preparing instructional materials. Nine processes of science drawn from a published elementary science curriculum ("Science: A Process Approach") are treated as concepts…

Worldviews, Religions, and Beliefs about Teaching and Learning: Perception of Mathematics Teachers with Different Religious Backgrounds

ERIC Educational Resources Information Center

Chan, Yip-Cheung; Wong, Ngai-Ying

2014-01-01

Beliefs about mathematics education and their influences on teaching practices have been widely investigated in recent decades. There have been numerous empirical studies on the influences of religions on teachers' and students' beliefs about subjects such as sciences and language. However, the influences of worldviews in general and…

Pyro: A Python-Based Versatile Programming Environment for Teaching Robotics

ERIC Educational Resources Information Center

Blank, Douglas; Kumar, Deepak; Meeden, Lisa; Yanco, Holly

2004-01-01

In this article we describe a programming framework called Pyro, which provides a set of abstractions that allows students to write platform-independent robot programs. This project is unique because of its focus on the pedagogical implications of teaching mobile robotics via a top-down approach. We describe the background of the project, its…

Learning by Doing: The Characteristics, Effectiveness, and Persistence of Teachers Who Were Teaching Assistants First

ERIC Educational Resources Information Center

Fortner, C. Kevin; Kershaw, David C.; Bastian, Kevin C.; Lynn, Heather H.

2015-01-01

Background/Context: In response to a shortage of highly qualified teachers, states and school districts have enacted a number of policy innovations over the last two decades. While researchers have evaluated many of these reforms, little is known about the initial effectiveness of individuals with prior teaching assistant experience. We review…

Constructivism in Practice: An Exploratory Study of Teaching Patterns and Student Motivation in Physics Classrooms in Finland, Germany and Switzerland

ERIC Educational Resources Information Center

Beerenwinkel, Anne; von Arx, Matthias

2017-01-01

For the last three decades, moderate constructivism has become an increasingly prominent perspective in science education. Researchers have defined characteristics of constructivist-oriented science classrooms, but the implementation of such science teaching in daily classroom practice seems difficult. Against this background, we conducted a…

Teaching Coaches to Coach Holistically: Can Problem-Based Learning (PBL) Help?

ERIC Educational Resources Information Center

Jones, Robyn L.; Turner, Poppy

2006-01-01

Background: Coaching, as related to improving others' sporting experience and/or performance, at any level is unquestionably a complex business. General agreement exists that the dynamic and intricate nature of the work in teaching, guiding and managing others in this regard precludes any paint-by-number plans that practitioners can easily follow.…

The Promise of Older Novices: Teach for America Teachers' Age of Entry and Subsequent Retention in Teaching and Schools

ERIC Educational Resources Information Center

Donaldson, Morgaen L.

2012-01-01

Background/Context: Increasing teacher retirements and persistently high turnover have ignited interest in teacher recruitment and retention in recent years. Nowhere is the need to understand these issues more urgent than in low-income schools. These schools face especially large challenges in attracting and retaining competent and committed…

A Review of the Game-Centred Approaches to Teaching and Coaching Literature since 2006

ERIC Educational Resources Information Center

Harvey, Stephen; Jarrett, Kendall

2014-01-01

Background: In 2006, Oslin and Mitchell published a review of the game-centred approaches (GCAs) to teaching and coaching literature highlighting a number of core concepts thought to provide justification for the use of GCAs including (a) its potential to enhance participant motivation, (b) potential for tactical transfer, and (c) development of…

Leadership Effectiveness and Instructional Supervision: The Case of the Failing Twin

ERIC Educational Resources Information Center

Bloom, Collette Madeleine

2011-01-01

This case study examines the leadership practices of an effective versus an ineffective elementary school principal. The background of this case involves two fourth grade teachers, each teaching one of a set of identical twins. Discrepancies in teaching and grading practices result in one twin failing. The decision-making choices of the principal…

Application of Learner Corpora to Second Language Learning and Teaching: An Overview

ERIC Educational Resources Information Center

Xu, Qi

2016-01-01

The paper gives an overview of learner corpora and their application to second language learning and teaching. It is proposed that there are four core components in learner corpus research, namely, corpus linguistics expertise, a good background in linguistic theory, knowledge of SLA theory, and a good understanding of foreign language teaching…

The Influence of Teachers' Conceptions on Their Students' Learning: Children's Understanding of Sheet Music

ERIC Educational Resources Information Center

López-Íñiguez, Guadalupe; Pozo, Juan Ignacio

2014-01-01

Background: Despite increasing interest in teachers' and students' conceptions of learning and teaching, and how they influence their practice, there are few studies testing the influence of teachers' conceptions on their students' learning. Aims: This study tests how teaching conception (TC; with a distinction between…

Teaching Innovation in High School Technology Classes

ERIC Educational Resources Information Center

Wright, Geoffrey A.; Skaggs, Paul; West, Richard E.

2013-01-01

Innovation is central to modern industry. It can and should be taught in schools. Not only does providing students a background in innovation benefit them later in life and industry, but it also promotes and further develops their critical thinking and collaboration skills. Despite the need for innovation, many have struggled with how to teach it.…

Elements of Mathematics, Book O: Intuitive Background. Chapter 14, Geometry: Similitudes, Coordinates, and Trigonometry.

ERIC Educational Resources Information Center

Exner, Robert; And Others

The sixteen chapters of this book provide the core material for the Elements of Mathematics Program, a secondary sequence developed for highly motivated students with strong verbal abilities. The sequence is based on a functional-relational approach to mathematics teaching, and emphasizes teaching by analysis of real-life situations. This text is…

Perspectives on Teaching from Alternative Certification Teachers from Diverse Backgrounds

ERIC Educational Resources Information Center

Evans, Brian R.

2014-01-01

This article presents an interview with five teachers in an alternative certification program at a university in New York. All of the teachers were from the New York City Teaching Fellows (NYCTF) program, which is an alternative certification program in New York designed to quickly place teachers in high need schools throughout the city. The…

An Introduction of Finite Element Method in the Engineering Teaching at the University of Camaguey.

ERIC Educational Resources Information Center

Napoles, Elsa; Blanco, Ramon; Jimenez, Rafael; Mc.Pherson, Yoanka

This paper illuminates experiences related to introducing finite element methods (FEM) in mechanical and civil engineering courses at the University of Camaguey in Cuba and provides discussion on using FEM in postgraduate courses for industry engineers. Background information on the introduction of FEM in engineering teaching is focused on…

Computers in My Curriculum? 18 Lesson Plans for Teaching Computer Awareness without a Computer. Adaptable Grades 3-12.

ERIC Educational Resources Information Center

Bailey, Suzanne Powers; Jeffers, Marcia

Eighteen interrelated, sequential lesson plans and supporting materials for teaching computer literacy at the elementary and secondary levels are presented. The activities, intended to be infused into the regular curriculum, do not require the use of a computer. The introduction presents background information on computer literacy, suggests a…

Teaching Primary Science: Emotions, Identity and the Use of Practical Activities

ERIC Educational Resources Information Center

Cripps Clark, John; Groves, Susie

2012-01-01

This paper uses cultural historical activity theory to examine the interactions between the choices primary teachers make in the use of practical activities in their teaching of science and the purposes they attribute to these; their emotions, background and beliefs; and the construction of their identities as teachers of science. It draws on four…

Narrative Explorations into the Professional Development of Lecturers Teaching Higher Education in English Further Education Colleges

ERIC Educational Resources Information Center

Turner, Rebecca; Brown, Tony; Edwards-Jones, Andrew; Hughes, Julie; Banks, Alison; Bardsley, Janet; Bryan, Yvette; Gray, Claire; Isaac, Amanda; Mann, Judith; Mason, Maureen; McKenzie, Liz; Osborn, Julie; Rowe, Martin; Stone, Mark; Wilkinson, Rachel

2015-01-01

The diversification of settings in which higher education is delivered has resulted in a growing proportion of lecturers entering teaching from professional backgrounds. This is a challenging transition as lecturers are rarely given the space to consider the implications of this move on their identities and practice styles. Writing is recognised…

Career and Technical Education Teachers' Perceptions of Culturally Diverse Classes: Rewards, Difficulties, and Useful Teaching Strategies

ERIC Educational Resources Information Center

Rehm, Marsha L.

2008-01-01

The purpose of this study was to identify CTE teachers' perceptions of selected rewards, difficulties, and useful teaching strategies in culturally diverse classes. The sample was comprised of 41 trade and industrial, business technology, and family and consumer sciences teachers who taught students from 30 cultural backgrounds. The data were…

Human Conditions for Teaching: The Place of Pedagogy in Arendt's "Vita Activa"

ERIC Educational Resources Information Center

Higgins, Chris

2010-01-01

Background/Context: If education centrally involves self-cultivation, and the teacher's own robust selfhood is necessary for inspiring self-cultivation in students, then teacherly self-cultivation is a necessary condition of education. But teaching is seen as a helping profession, where helping others always seems, in practice if not in principle,…

Teaching Arabic with Technology at BYU: Learning from the Past to Bridge to the Future

ERIC Educational Resources Information Center

Bush, Michael D.; Browne, Jeremy M.

2004-01-01

Reporting in 1971 on research related to computer-based methods for teaching the Arabic writing system, Bunderson and Abboud cited the potential that computers have for language learning, a largely unfulfilled potential even in 2004. After a review of the relevant historical background for the justification of computer-aided language learning…

Current Perspectives in Teaching English for Specific Purposes

ERIC Educational Resources Information Center

Garcia Laborda, Jesus; Litzler, Mary Frances

2015-01-01

Interest in Languages for Specific Purposes (LSP)courses has grown in recent years (Harding, 2007). For this reason a paper on the current situation in the field is of relevance. The present article provides a discussion of English for Specific Purposes and it does so by reviewing the history and background of this area of teaching, proposing a…

The Role of Perceptions of Friendships and Peers in Learning Skills in Physical Education

ERIC Educational Resources Information Center

Koekoek, Jeroen; Knoppers, Annelies

2015-01-01

Background: Most research on how children learn when using the Teaching Games for Understanding (TGfU) approach has focused on cognitive dimensions in teaching games models. A social constructivist perspective suggests, however, that learning also takes place during social interactions. Since the process of learning game skills tends to have a…

A Didactic Analysis of Content Development during the Peer Teaching Tasks of a Sport Education Season

ERIC Educational Resources Information Center

Wallhead, Tristan; O'Sullivan, Mary

2007-01-01

Background: Research on Sport Education (SE) has shown the curriculum model to be effective in motivating students to undertake specific role responsibilities and engage in the student-led tasks of the curriculum. Despite this level of engagement, emerging evidence suggests that student leadership within the peer teaching tasks of the curriculum…

The Impact of Game Sense Pedagogy on Australian Rugby Coaches' Practice: A Question of Pedagogy

ERIC Educational Resources Information Center

Light, Richard Lawrence; Robert, John Evans

2010-01-01

Background: Recent developments in games and sport teaching such as that of Teaching Games for Understanding, Play Practice and Game Sense suggest that they can make a significant contribution toward the development of tactical understanding, ability to read the game, decision-making and a general "sense of the game", yet empirical…

Using Blended Learning and Out-of-School Visits: Pedagogies for Effective Science Teaching in the Twenty-First Century

ERIC Educational Resources Information Center

Coll, Sandhya Devi; Coll, Richard Kevin

2018-01-01

Background: Recent research and curriculum reforms have indicated the need for diversifying teaching approaches by drawing upon student interest and engagement in ways which makes learning science meaningful. Purpose: This study examines the integration of informal/free choice learning which occurred during learning experiences outside school…

A Comprehensive Approach to Managing School Safety: Case Studies in Catalonia, Spain

ERIC Educational Resources Information Center

Díaz-Vicario, Anna; Gairín Sallán, Joaquín

2017-01-01

Background: Schools should be safe spaces for students, teaching staff and non-teaching staff. For the concept of "safety" to be meaningful, it must be interpreted broadly to encompass well-being in its widest sense. A common challenge for schools and educational authorities is, therefore, to manage school safety appropriately not only…

Pedagogical Background for Technology Education--Meaningful Learning in Theory and Practice

ERIC Educational Resources Information Center

Autio, Ossi

2009-01-01

One important theme in technology education is the growing need to develop the type of pedagogies that encourage pupils in authentic and meaningful learning experiences. Often, the teaching strategies of technology education are only a matter of teaching the handling of materials and tools, and the production of mere objects does not consider how…

Trading Stories: Middle-Class White Women Teachers and the Creation of Collective Narratives about Students and Families in a Diverse Elementary School

ERIC Educational Resources Information Center

Yoon, Irene H.

2016-01-01

Background/Context: Collaboration is increasingly part of teachers' professional learning and continuous improvement of teaching practice. However, there is little exploration of how teachers' racial, gender, and social class identities influence their collaboration with colleagues and, in turn, their teaching and professional learning.…

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

ERIC Educational Resources Information Center

Russell, Sandy; Sayers, Ann

2002-01-01

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

L1 Differences and L2 Similarities: Teaching Verb Tenses in English

ERIC Educational Resources Information Center

Collins, Laura

2007-01-01

In making decisions regarding the focus for grammar teaching, ESL instructors may take into consideration errors that appear to result from the influence of their students' first language(s) (L1). There is also evidence from language acquisition research suggesting that for some grammatical features, learners of different L1 backgrounds may face…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Teaching about the Period between World War I and World War II

ERIC Educational Resources Information Center

Social Education, 1978

1978-01-01

Presents a teaching guide to accompany a forthcoming Mobil Showcase television series, "Between the Wars." The series chronicles events between the end of World War I and the Japanese bombing of Pearl Harbor. The guide contains background information, discussion questions, and activities for each of the 16 programs in the series.…

Teacher-Recommended Methods and Materials for Teaching Penmanship and Spelling to the Learning Disabled.

ERIC Educational Resources Information Center

Stein, Regina A.

A questionnaire sent to 274 Michigan special education teachers in resource rooms and self-contained classrooms were dsigned to identify the treatment methods and materials used by these teachers to teach penmanship and spelling to learning-disabled students. A review of the literature examines the theoretical background of written expression,…

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

ERIC Educational Resources Information Center

Fancourt, Nigel

2017-01-01

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

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

ERIC Educational Resources Information Center

Rajendran, Nagappan

2005-01-01

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

The Notional-Functional Approach: Teaching the Real Language in Its Natural Context.

ERIC Educational Resources Information Center

Laine, Elaine

This study of the notional-functional approach to second language teaching reviews the history and theoretical background of the method, current issues, and implementation of a notional-functional syllabus. Chapter 1 discusses the history and theory of the approach and the organization and advantages of the notional-functional syllabus. Chapter 2…

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

ERIC Educational Resources Information Center

Jian, Shi

2013-01-01

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

Interplay of Secondary Pre-Service Teacher Content Knowledge (CK), Pedagogical Content Knowledge (PCK) and Attitudes Regarding Scientific Inquiry Teaching within Teacher Training

ERIC Educational Resources Information Center

Smit, Robbert; Weitzel, Holger; Blank, Robert; Rietz, Florian; Tardent, Josiane; Robin, Nicolas

2017-01-01

Background: Beginning teachers encounter several constraints with respect to scientific inquiry. Depending on their prior beliefs, knowledge and understanding, these constraints affect their teaching of inquiry. Purpose: To investigate quantitatively the longitudinal relationship between pre-service teachers' knowledge and attitudes on scientific…

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

ERIC Educational Resources Information Center

Zipp, Genevieve; Maher, Catherine

2013-01-01

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

Language, Teaching and Attrition: A Study on Selected Teachers Who Left the Profession

ERIC Educational Resources Information Center

Wushishi, Aminu Aliyu; Baba, Muhammed

2016-01-01

Nigeria is a country with over 520 different languages, the multitude nature of languages is making instructions so difficult in Schools, particularly in North-Central Nigeria where they have students with different language background attending the same school. The difficulty of smooth teaching in this kind of situation is leading to attrition…

Training of Trainers (ToT) Program in Team Teaching

NASA Astrophysics Data System (ADS)

Febrianti, Werry; Wiryanto, Leo Hari

2018-01-01

The first year students in Sumatera Institute of Technology (ITERA) follow the first year program (TPB). They will learn about mathematics, physics, chemistry, and all of the basic subjects that they need for learning in ITERA. They will study in the big classrooms with different background department of their friends. This situation makes the lectures become more challenging in teaching their lessons. Besides the classrooms, the experience of the lecturers is still need to be improved because the lecturers are young and less of experience in teaching so that they need guidance from their senior lecturer. Because of that situation, Training of Trainers (ToT) program in team teaching is one of the solution that can increase the young lecturers’s ability so that they can teach well in the massal conditions of the classrooms. ToT program in team teaching indicated the better result than regular teaching.

Bits & Bytes of Dental Health. Teaching Dental Health in the Classroom.

ERIC Educational Resources Information Center

Daugs, Donald R.; Cazier, Calvert F.

Instructional activities in this manual are designed for integration into the existing curriculum framework for health education. The activities are organized in sections corresponding to major topics. Each section begins with background information intended to provide content background for the teacher. Each activity includes a curriculum…

Playground Perspectives: A Curriculum Guide for Promoting Playground Safety.

ERIC Educational Resources Information Center

Daugs, Donald R.; Fukui, Francine

This curriculum guide is an interdisciplinary approach designed to reduce childhood accidental injuries on the playground. Materials are designed to provide background information and teaching resources for teachers that will be useable in a wide variety of environments. The first chapter provides a general background on playground hazards and…

Teaching Students about Their Civic Obligation--Jury Duty.

ERIC Educational Resources Information Center

Engelhardt, Leah T.; Steinbrink, John E.

2001-01-01

Contends that early adolescents need to learn how the jury trial system works. Provides background information on the topic for teachers. Includes a two-day lesson plan on jury duty as a civic obligation, background information for students, and extension activities relating to jury trials in the appendix. (CMK)

Effects of Background and School Factors on the Mathematics Achievement.

ERIC Educational Resources Information Center

Papanastasiou, Constantinos

2002-01-01

Using a structural equation model, this study investigated the mathematics achievement of eighth graders in Cyprus enrolled in the year 1994-1995. The model considered two exogenous constructs related to student background and five endogenous constructs. Although attitudes, teaching, and beliefs had direct effect on mathematics outcomes, these…

Issues in Curriculum and Instruction for Culturally and Linguistically Diverse Students

ERIC Educational Resources Information Center

Hogan, Kathleen; Hathcote, Andrea

2014-01-01

Teachers are being asked to educate a variety of students, including a growing number of students from culturally and linguistically diverse (CLD) backgrounds (Diaz-Rico, 2012. "A course for teaching English learners." Upper Saddle River, NY: Pearson). Because students from diverse backgrounds are the fastest growing population in…

Characteristics of Highly Effective Cooperating Teachers: A Study of Their Backgrounds and Preparation

ERIC Educational Resources Information Center

Killian, Joyce E.; Wilkins, Elizabeth A.

2009-01-01

This study used interviews and other artifacts collected during student teaching as the basis for rating 13 elementary cooperating teachers on their supervisory effectiveness. Once highly effective cooperating teachers were differentiated from their less effective peers, researchers used ex post facto methods to identify background and…

The Environment: Issues and Choices for Society. Second Edition.

ERIC Educational Resources Information Center

ReVelle, Penelope; ReVelle, Charles

This textbook is recommended for use in introductory level Environmental Studies courses. The content and format are designed to accommodate students with various academic backgrounds and to allow for a variety of teaching approaches (such as lectures, discussions, and case studies). Generally, each chapter provides background information, a…

Effects on ESL Reading of Teaching Cultural Content Schemata.

ERIC Educational Resources Information Center

Floyd, Pamela; Carrell, Patricia

1987-01-01

Intermediate-level English as a second language students were examined for levels of reading comprehension. Half of each group (experimental and control) received more complete versions of test passages than the other half, and the experimental group was taught appropriate cultural background information between tests. Background knowledge did…

Effects of the Teacher's Background on Teaching and Students' Achievement in Botany and Zoology

ERIC Educational Resources Information Center

Tamir, P.

1976-01-01

The relationship of certain teacher background variables to their attitudes priorities, expectations, and instructional practices regarding botany and zoology was investigated. Teachers were grouped into three categories: botanists, zoologists, and neutrals; the academic achievement of the students of the teachers in the three categories was…

Integrating teaching and authentic research in the field and laboratory settings

NASA Astrophysics Data System (ADS)

Daryanto, S.; Wang, L.; Kaseke, K. F.; Ravi, S.

2016-12-01

Typically authentic research activities are separated from rigorous classroom teaching. Here we assessed the potential of integrating teaching and research activities both in the field and in the laboratory. We worked with students from both US and abroad without strong science background to utilize advanced environmental sensors and statistical tool to conduct innovative projects. The students include one from Namibia and two local high school students in Indianapolis (through Project SEED, Summer Experience for the Economically Disadvantaged). They conducted leaf potential measurements, isotope measurements and meta-analysis. The experience showed us the great potential of integrating teaching and research in both field and laboratory settings.

An exploratory investigation of teaching innovations and learning factors in a lean manufacturing systems engineering course

NASA Astrophysics Data System (ADS)

Choomlucksana, Juthamas; Doolen, Toni L.

2017-11-01

The use of collaborative activities and simulation sessions in engineering education has been explored previously. However, few studies have investigated the relationship of these types of teaching innovations with other learner characteristics, such as self-efficacy and background knowledge. This study explored the effects of collaborative activities and simulation sessions on learning and the relationships between self-efficacy beliefs, background knowledge, and learning. Data were collected from two different terms in an upper division engineering course entitled Lean Manufacturing Systems Engineering. Findings indicated that the impact of collaborative activities and simulation sessions appears to be different, depending on the concepts being taught. Simulation sessions were found to have a significant effect on self-efficacy beliefs, and background knowledge had a mixed effect on learning. Overall the results of this study highlight the complex set of relationships between classroom innovations, learner characteristics, and learning.

Using scenario-based training to promote information literacy among on-call consultant pediatricians

PubMed Central

Pettersson, Jonas; Bjorkander, Emil; Bark, Sirpa; Holmgren, Daniel; Wekell, Per

2017-01-01

Background Traditionally, teaching hospital staff to search for medical information relies heavily on educator-defined search methods. In contrast, the authors describe our experiences using real-time scenarios to teach on-call consultant pediatricians information literacy skills as part of a two-year continuing professional development program. Case Presentation Two information-searching workshops were held at Sahlgrenska University Hospital in Gothenburg, Sweden. During the workshops, pediatricians were presented with medical scenarios that were closely related to their clinical practice. Participants were initially encouraged to solve the problems using their own preferred search methods, followed by group discussions led by clinical educators and a medical librarian in which search problems were identified and overcome. The workshops were evaluated using questionnaires to assess participant satisfaction and the extent to which participants intended to implement changes in their clinical practice and reported actual change. Conclusions A scenario-based approach to teaching clinicians how to search for medical information is an attractive alternative to traditional lectures. The relevance of such an approach was supported by a high level of participant engagement during the workshops and high scores for participant satisfaction, intended changes to clinical practice, and reported benefits in actual clinical practice. PMID:28670215

Model-Based Approaches for Teaching and Practicing Personality Assessment.

PubMed

Blais, Mark A; Hopwood, Christopher J

2017-01-01

Psychological assessment is a complex professional skill. Competence in assessment requires an extensive knowledge of personality, neuropsychology, social behavior, and psychopathology, a background in psychometrics, familiarity with a range of multimethod tools, cognitive flexibility, skepticism, and interpersonal sensitivity. This complexity makes assessment a challenge to teach and learn, particularly as the investment of resources and time in assessment has waned in psychological training programs over the last few decades. In this article, we describe 3 conceptual models that can assist teaching and learning psychological assessments. The transtheoretical model of personality provides a personality systems-based framework for understanding how multimethod assessment data relate to major personality systems and can be combined to describe and explain complex human behavior. The quantitative psychopathology-personality trait model is an empirical model based on the hierarchical organization of individual differences. Application of this model can help students understand diagnostic comorbidity and symptom heterogeneity, focus on more meaningful high-order domains, and identify the most effective assessment tools for addressing a given question. The interpersonal situation model is rooted in interpersonal theory and can help students connect test data to here-and-now interactions with patients. We conclude by demonstrating the utility of these models using a case example.

A Theory-Based Contextual Nutrition Education Manual Enhanced Nutrition Teaching Skill.

PubMed

Kupolati, Mojisola D; MacIntyre, Una E; Gericke, Gerda J

2018-01-01

Background: A theory-based contextual nutrition education manual (NEM) may enhance effective teaching of nutrition in schools. School nutrition education should lead to the realization of such benefits as improved health, scholarly achievement leading to manpower development and consequently the nation's development. The purpose of the study was to develop a contextual NEM for teachers of Grade 5 and 6 learners in the Bronkhorstspruit district, South Africa, and to assess teachers' perception on the use of the manual for teaching nutrition. Methods: This descriptive case study used an interpretivist paradigm. The study involved teachers ( N = 6) who taught nutrition in Life Skills (LS) and Natural Science and Technology (NST) in a randomly selected primary school in the Bronkhorstspruit district. Findings from a nutrition education needs assessment were integrated with the constructs of the Social cognitive theory (SCT) and the Meaningful learning model (MLM) and the existing curriculum of the Department of Basic Education (DoBE) to develop a contextual NEM. The manual was used by the teachers to teach nutrition to Grades 5 and 6 learners during the 2015 academic year as a pilot project. A focus group discussion (FDG) was conducted with teachers to gauge their perceptions of the usefulness of the NEM. Data were analyzed using the thematic approach of the framework method for qualitative research. Results: Teachers described the NEM as rich in information, easy to use and perceived the supporting materials and activities as being effective. The goal setting activities contained in the NEM were deemed to be ineffective. Teachers felt that they did not have enough time to teach all the important things that the learners needed to know. Conclusion: Teachers perceived the NEM as helpful toward improving their nutrition teaching skills.The NEM template may furthermore guide teachers in planning theory-based nutrition lessons.

Can near-peer medical students effectively teach a new curriculum in physical examination?

PubMed Central

2013-01-01

Background Students in German medical schools frequently complain that the subject ‘clinical examination’ is not taught in a satisfying manner due to time constraints and lack of personnel resources. While the effectiveness and efficiency of practice-oriented teaching in small groups using near-peer teaching has been shown, it is rarely used in German medical schools. We investigated whether adding a new near-peer teaching course developed with student input plus patient examination under supervision in small groups improves basic clinical examination skills in third year medical students compared to a traditional clinical examination course alone. Methods Third year medical students registered for the mandatory curricular clinical examination course at the medical faculty of the Technische Universität München were invited to participate in a randomised trial with blinded outcome assessment. Students were randomised to the control group participating in the established curricular physical examination course or to the intervention group, which received additional near-peer teaching for the same content. The learning success was verified by a voluntary objective structured clinical examination (OSCE). Results A total of 84 students were randomised and 53 (63%) participated in the final OSCE. Students in the control group scored a median of 57% (25th percentile 47%, 75th percentile 61%) of the maximum possible total points of the OSCE compared to 77% (73%, 80%; p < 0.001) for students in the intervention group. Only two students in the intervention group received a lower score than the best student in the control group. Conclusion Adding a near-peer teaching course to the routine course significantly improved the clinical examination skills of medical students in an efficient manner in the context of a resource-constrained setting. PMID:24325639

Patience, Persistence and Pragmatism: Experiences and Lessons Learnt from the Implementation of Clinically Integrated Teaching and Learning of Evidence-Based Health Care – A Qualitative Study

PubMed Central

Young, Taryn; Rohwer, Anke; van Schalkwyk, Susan; Volmink, Jimmy; Clarke, Mike

2015-01-01

Background Clinically integrated teaching and learning are regarded as the best options for improving evidence-based healthcare (EBHC) knowledge, skills and attitudes. To inform implementation of such strategies, we assessed experiences and opinions on lessons learnt of those involved in such programmes. Methods and Findings We conducted semi-structured interviews with 24 EBHC programme coordinators from around the world, selected through purposive sampling. Following data transcription, a multidisciplinary group of investigators carried out analysis and data interpretation, using thematic content analysis. Successful implementation of clinically integrated teaching and learning of EBHC takes much time. Student learning needs to start in pre-clinical years with consolidation, application and assessment following in clinical years. Learning is supported through partnerships between various types of staff including the core EBHC team, clinical lecturers and clinicians working in the clinical setting. While full integration of EBHC learning into all clinical rotations is considered necessary, this was not always achieved. Critical success factors were pragmatism and readiness to use opportunities for engagement and including EBHC learning in the curriculum; patience; and a critical mass of the right teachers who have EBHC knowledge and skills and are confident in facilitating learning. Role modelling of EBHC within the clinical setting emerged as an important facilitator. The institutional context exerts an important influence; with faculty buy-in, endorsement by institutional leaders, and an EBHC-friendly culture, together with a supportive community of practice, all acting as key enablers. The most common challenges identified were lack of teaching time within the clinical curriculum, misconceptions about EBHC, resistance of staff, lack of confidence of tutors, lack of time, and negative role modelling. Conclusions Implementing clinically integrated EBHC curricula requires institutional support, a critical mass of the right teachers and role models in the clinical setting combined with patience, persistence and pragmatism on the part of teachers. PMID:26110641

A comparative evaluation of teaching methods in an introductory neuroscience course for physical therapy students

NASA Astrophysics Data System (ADS)

Willett, Gilbert M.

Background and purpose. Use of computer based instruction (CBI) in physical therapy (P.T.) education is growing. P.T. educators have reported few studies regarding the effectiveness of CBI compared to lecture based instruction, and none have specifically addressed the area of neuroscience. The purpose of this study was to determine whether CBI would be a better alternative than lecture for teaching introductory neuroscience information to first year P.T. students. Subjects. This study was conducted over two years, with 28 participants in 2003 and 34 in 2004. Methods. A randomized, cross-over design was employed for this investigation. The course in which the study took place was divided into two sections with an exam after each. Both sections included 5 one hour lectures (or 5 equivalent CBI modules) and a two hour laboratory experience. Exams consisted of 30 multiple choice questions. Students in one group participated in CBI during the first half of the course and lecture during the second half. The order of participation was reversed for students in the other group. A review exam (60 multiple choice questions) was also taken by participants six months post-participation in the course. Exam scores, study time, course development costs, and student opinions regarding teaching methods were collected after each section of the course and analyzed using quantitative and qualitative methods. Results. There were no statistically significant differences in "within course" or review exam scores between participant groups based on instructional method, however, CBI taught students spent less time studying. Student opinions did not distinguish a major preference for either instruction method. Many students preferred that CBI be used as a complimentary rather than mutually exclusive instructional method. Lecture based instruction was clearly more cost effective than CBI. Conclusion. In this study, lecture based instruction was clearly the better choice of teaching method in terms of cost, but CBI was more time efficient in terms of student learning.

Use of NASTRAN as a teaching aid

NASA Technical Reports Server (NTRS)

Wilkinson, M. T.

1972-01-01

Recent experiences with incorporating NASTRAN as a teaching tool in undergraduate courses was found pedagogically sound. Students with no previous computerized structures background are able to readily grasp the program's logic and begin solving realistic problems rapidly. The educational benefit is significantly enhanced by NASTRAN's plotting feature. However, the cost of operating the level 12 version makes the program difficult to justify.

Variations in Acculturation and Australian Physical Education Teacher Education Students' Receptiveness to an Alternative Pedagogical Approach to Games Teaching

ERIC Educational Resources Information Center

Moy, Brendan; Renshaw, Ian; Davids, Keith

2014-01-01

Background: The development of intelligent, thinking performers as a central theme in physical education curriculum documents worldwide has highlighted the need for an evolution of teaching styles from the dominant reproductive approach. This has prompted an Australian university to change the content and delivery of a games unit within their…

Cooperative Learning and Dyadic Interactions: Two Modes of Knowledge Construction in Socio-Constructivist Settings for Team-Sport Teaching

ERIC Educational Resources Information Center

Darnis, Florence; Lafont, Lucile

2015-01-01

Background: Within a socio-constructivist perspective, this study is situated at the crossroads of three theoretical approaches. First, it is based upon team sport and the tactical act model in games teaching. Second, it took place in dyadic or small group learning conditions with verbal interaction. Furthermore, these interventions were based on…

The Influence of Teachers' Teaching Approaches on Students' Learning Approaches: The Student Perspective

ERIC Educational Resources Information Center

Beausaert, Simon A. J.; Segers, M. S. R; Wiltink, Danique P. A.

2013-01-01

Background: Research on the relation between teaching and learning approaches has been mainly conducted in higher education and it is not yet clear to what extent the results can be generalised when it comes to secondary education. Purpose: The purpose of this study was to research how students in secondary education perceive their teachers'…

Teaching to Transform, Transforming to Teach: Exploring the Role of Teachers in Human Rights Education in India

ERIC Educational Resources Information Center

Bajaj, Monisha

2011-01-01

Background: Human rights education initiatives have proliferated in the past three decades and can be found in policy discussions, textbook reforms and grassroots initiatives across the globe. This article specifically explores the role of teachers in human rights education (HRE) by focusing on a case study of one non-governmental organisation's…

The Changing Value of Vigorous Activity and the Paradox of Utilising Exercise as Punishment in Physical Education

ERIC Educational Resources Information Center

Aasland, Erik; Walseth, Kristin; Engelsrud, Gunn

2017-01-01

Background: Previous research on physical education (PE) teaching practice indicates that an exercise physiology discourse has assumed a dominant position within the field. Research shows that PE teachers are likely to emphasise physical fitness training in their teaching, and PE teachers seem to appreciate pupils who show high levels of physical…

Problem-Based Learning on Students' Critical Thinking Skills in Teaching Business Education in Malaysia: A Literature Review

ERIC Educational Resources Information Center

Zabit, Mohd Nazir Md

2010-01-01

This review forms the background to explore and to gain empirical support among lecturers to improve the students' critical thinking skills in business education courses in Malaysia, in which the main teaching and learning methodology is Problem-Based Learning (PBL). The PBL educational approach is known to have maximum positive impacts in…

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

ERIC Educational Resources Information Center

Hall, Robert T.

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

Backing the Right Horse: Teacher Education, Sociocultural Analysis and Literacy in Rural Education

ERIC Educational Resources Information Center

Corbett, Michael

2010-01-01

This paper is a reflection on the way that a background in sociocultural theory and research actually saved my teaching career by allowing me to shift from being a dispenser of knowledge to a cultural neophyte attempting to understand where he is. Teaching then is understood as a reading exercise which is undertaken in a particular place which…

Different But Similar: Student Teachers' Perspectives on the Use of L1 in Arab and Jewish EFL Classroom Settings

ERIC Educational Resources Information Center

Orland-Barak, Lily; Yinon, Hayuta

2005-01-01

The complex cultural mosaic of EFL teaching and teacher education in Israel calls for the need to explore how different ethnic and cultural backgrounds shape prospective EFL teachers' perspectives about their roles and practices as communicative teachers; an approach solidly entrenched in western, democratic views of teaching and learning.…

Influence of a Hybrid Sport Education--Teaching Games for Understanding Unit on One Teacher and His Students

ERIC Educational Resources Information Center

Hastie, Peter A.; Curtner-Smith, Matthew D.

2006-01-01

Background: Sport Education (SE) and Teaching Games for Understanding (TGfU) are two curriculum models that were developed to help students participate in fair and equitable ways and challenge their thinking beyond the replication of techniques and skills. Given that the general aim of both models is to employ more democratic pedagogies and…

Emasculation Blues: Black Male Teachers' Perspectives on Gender and Power in the Teaching Profession

ERIC Educational Resources Information Center

Brockenbrough, Ed

2012-01-01

Background/Context: Over the past decade, a growing chorus of educational stakeholders has called for the recruitment of more Black men into the American teaching profession, casting these men as ideal surrogate father figures for Black youth who may lack adult male role models in their families or communities. Although a small body of scholarly…

SoTL in the LIS Classroom: Helping Future Academic Librarians Become More Engaged Teachers

ERIC Educational Resources Information Center

McNiff, Lindsay; Hays, Lauren

2017-01-01

In this paper, we share background and key considerations of the Scholarship of Teaching and Learning (SoTL), and propose introducing library and information science (LIS) students to SoTL as a way to acquaint them with the higher education teaching profession. Throughout the article, we employ reflection as the primary consideration and support…

Ceramics Studio to Podiatry Clinic: The Impact of Multimedia Resources in the Teaching of Practical Skills across Diverse Disciplines

ERIC Educational Resources Information Center

Matheson, Ruth; Mathieson, Ian

2016-01-01

This paper draws on the experiences of students from two vastly different disciplines to both explore the theoretical background supporting the use of multimedia resources to teach practical skills and provide a qualitative evaluation of student perceptions and experiences of using bespoke resources. Within ceramics and podiatry, practical skills…

A Case Study to Evaluate Balance Training with Movement Test Items and through Teaching Observation: Beyond Specificity and Transfer of Learning

ERIC Educational Resources Information Center

Kluwe, Margret; Miyahara, Motohide; Heveldt, Kate

2012-01-01

Background: Specificity and transfer of learning have been examined in experimental studies. However, their findings may not be relevant to practitioners because of the difference between the experiment conditions and teaching situations. This case study investigates the theoretical issue of specificity vs. transfer of learning by conducting…

Black, Male and Teaching: Exploring the Experiences, Perspectives and Teaching Practices of Black Male Teachers

ERIC Educational Resources Information Center

Fant, Tyrie Lavyal

2017-01-01

As America's K-12 student population continues to become more diverse, it is important that the ethnic background of the teacher population reflect this change. A crucial aspect of this diversification effort includes black male teachers. The purpose of this study was to explore and examine the experiences and perspectives of African American male…

Task-Based Language Teaching and English for Academic Purposes: An Investigation into Instructor Perceptions and Practice in the Canadian Context

ERIC Educational Resources Information Center

Douglas, Scott Roy; Kim, Marcia

2014-01-01

English for Academic Purposes (EAP) programs designed to meet postsecondary English language proficiency requirements are a common pathway to higher education for students from non-English-speaking backgrounds. Grounded in a Canadian context, this study seeks to examine the prevalence of Task-Based Language Teaching (TBLT) in EAP, common examples…

Teaching Healthful Food Choices to Elementary School Students and Their Parents: The Nutrition Detectives[TM] Program

ERIC Educational Resources Information Center

Katz, David L.; Katz, Catherine S.; Treu, Judith A.; Reynolds, Jesse; Njike, Valentine; Walker, Jennifer; Smith, Erica; Michael, Jennifer

2011-01-01

Background: The purpose of this study was to evaluate the effects of a nutrition education program designed to teach elementary school students and their parents, and to distinguish between more healthful and less healthful choices in diverse food categories. Methods: Three schools were assigned to receive the Nutrition Detectives[TM] program and…

Transfer or Specificity? An Applied Investigation into the Relationship between Fundamental Overarm Throwing and Related Sport Skills

ERIC Educational Resources Information Center

O'Keeffe, S. L.; Harrison, A. J.; Smyth, P. J.

2007-01-01

Background: Optimum sequencing of skills so that learners can benefit from the transfer of previous learning is an important issue in teaching and learning of motor skills. There is a lack of empirical evidence on the specificity and transfer of learning and its application to teaching/coaching situations. Purpose: To investigate the concepts of…

What Is Intended, What Is Realized, and What Is Learned? Teaching and Learning Biology in the Primary School Classroom

ERIC Educational Resources Information Center

Vikstrom, Anna

2008-01-01

Within the framework of variation theory, 7- to 12-year-old students' ways of understanding cellular respiration and photosynthesis were investigated against the background of their teachers' teaching. Eighteen students were selected by the teachers and interviewed by the researcher. Lessons were observed and video recorded, and stimulated-recall…

A Chinese Perspective on Teaching and Learning. Routledge Series on Schools and Schooling in Asia

ERIC Educational Resources Information Center

Eng, Betty C., Ed.

2011-01-01

Bringing together educators from a range of backgrounds--psychology, sociology, social work, counseling, and teaching--this volume shows how Asian cultural values and beliefs can provide a lens through which to understand and envision how curriculum and pedagogy can be creatively adapted, not only in a local Chinese classroom context, but in a…

The Analysis of Interactivity in a Teaching and Learning Sequence of Rugby: The Transfer of Control and Learning Responsibility

ERIC Educational Resources Information Center

Llobet-Martí, Bernat; López-Ros, Víctor; Vila, Ignasi

2018-01-01

Background: The social constructivist perspective emphasises that learning is a process of self-construction of knowledge in a social context. Game-centred approaches, such as teaching games for understanding, have been used in accordance with this perspective. The process of transferring learning responsibility takes place when the learner is…

Growing Up in a Nuclear World: A Resource Guide for Elementary School Teachers. Teaching Nuclear Issues.

ERIC Educational Resources Information Center

Meier, Paulette; McPherson, Beth

Provided in this guide are annotated lists of teacher and student resources for teaching and learning about nuclear issues in the elementary/junior high school (grades K-8). Resources are grouped into five major sections. The first section (background reading for teachers) contains books and articles focusing on nuclear issues (nuclear war; arms…

The Influence of Live- vs. Video-Model Presentation on the Early Acquisition of a New Complex Coordination

ERIC Educational Resources Information Center

Lhuisset, Léna; Margnes, Eric

2015-01-01

Background: Demonstration is a widely used method in sports teaching and coaching, based on the assumption that it is more beneficial than verbal instructions or trial-and-error methods for skill acquisition. Although in teaching/coaching situations, the demonstration is usually carried out in front of the learners, in a research context, it is…

Teaching New Words to Children with Poor Existing Vocabulary Knowledge: A Controlled Evaluation of the Definition and Context Methods

ERIC Educational Resources Information Center

Nash, Hannah; Snowling, Margaret

2006-01-01

Background: Children who have poor vocabulary knowledge are at risk of wider language weaknesses and reading comprehension difficulties, which will impact upon their educational achievement. The central question addressed in this paper is how best to teach new vocabulary items to these children. Aims: To investigate the effects of two different…

Teaching Games for Understanding in American High-School Soccer: A Quantitative Data Analysis Using the Game Performance Assessment Instrument

ERIC Educational Resources Information Center

Harvey, Stephen; Cushion, Christopher J.; Wegis, Heidi M.; Massa-Gonzalez, Ada N.

2010-01-01

Background: Previous research examining the effectiveness of the Teaching Games for Understanding (TGfU) approach has been equivocal. This has been hampered by a dependence on a comparative (i.e., "which method is best?") theoretical framework. An alternative "practice-referenced" framework has the potential to examine the effectiveness of TGfU…

ON TEACHING THE BIBLE AS LITERATURE, A GUIDE TO SELECTED BIBLICAL NARRATIVES FOR SECONDARY SCHOOLS. INDIANA UNIVERSITY ENGLISH CURRICULUM STUDY SERIES.

ERIC Educational Resources Information Center

ACKERMAN, JAMES S.; HAWLEY, JANE STOUDER

WRITTEN FOR USE WITH SECONDARY SCHOOL STUDENTS, THIS GUIDE TO THE SECULAR AND OBJECTIVE TEACHING OF BIBLICAL LITERATURE EMPHASIZES THE HISTORICAL AND LITERARY CONTEXT OF THE BIBLE RATHER THAN THEOLOGICAL INTERPRETATIONS, AND PRESENTS HISTORICAL, TEXTUAL, AND CULTURAL BACKGROUND MATERIAL FOR SELECTED OLD TESTAMENT NARRATIVES. PART 1 OF THE GUIDE…

Too Pale and Stale: Prescribed Texts Used for Teaching Culturally Diverse Students in Australia and England

ERIC Educational Resources Information Center

Jogie, Melissa Reshma

2015-01-01

How are English texts selected to teach students from culturally diverse backgrounds in Australia and England? The English curricula in both countries aim for students to read and interpret meanings through texts, while learning about their culture, and that of cultural others. However, the current list of prescribed texts in both curricula are…

No time for teaching? Inpatient attending physicians' workload and teaching before and after the implementation of the 2003 duty hours regulations.

PubMed

Roshetsky, Lisa M; Coltri, Ainoa; Flores, Andrea; Vekhter, Ben; Humphrey, Holly J; Meltzer, David O; Arora, Vineet M

2013-09-01

Understanding the association between attending physicians' workload and teaching is critical to preserving residents' learning experience. The authors tested the association between attending physicians' self-reported workload and perceptions of time for teaching before and after the 2003 resident duty hours regulations. From 2001 to 2008, the authors surveyed all inpatient general medicine attending physicians at a teaching hospital. To measure workload, they used a conceptual framework to create a composite score from six domains (mental demand, physical demand, temporal demand, effort, performance, frustration). They measured time for teaching using (1) open-ended responses to hours per week spent doing didactic teaching and (2) responses (agree, strongly agree) to the statement "I had enough time for teaching." They conducted multivariate logistic regression analyses, controlling for month, year, and clustering by attending physicians, to test the association between workload scores and time for teaching. Of 738 eligible attending physicians, 482 (65%) completed surveys. Respondents spent a median of three hours per week dedicated to teaching. Less than half (198; 43%) reporting enough time for teaching. The composite workload scores were normally distributed (median score of 15) and demonstrated a weak positive correlation with actual patient volume (r = 0.25). The odds of an attending physician reporting enough time for teaching declined by 21% for each point increase in composite workload score (odds ratio = 0.79 [95% confidence interval 0.69-0.91]; P = .001). The authors found that attending physicians' greater self-perceived workload was associated with decreased time for teaching.

Quantum Information in Non-physics Departments at Liberal Arts Colleges

NASA Astrophysics Data System (ADS)

Westmoreland, Michael

2012-02-01

Quantum information and quantum computing have changed our thinking about the basic concepts of quantum physics. These fields have also introduced exciting new applications of quantum mechanics such as quantum cryptography and non-interactive measurement. It is standard to teach such topics only to advanced physics majors who have completed coursework in quantum mechanics. Recent encounters with teaching quantum cryptography to non-majors and a bout of textbook-writing suggest strategies for teaching this interesting material to those without the standard quantum mechanics background. This talk will share some of those strategies.

New Student-Centered and Data-Based Approaches to Hydrology Education

NASA Astrophysics Data System (ADS)

Bloeschl, G.; Troch, P. A. A.; Sivapalan, M.

2014-12-01

Hydrology as a science has evolved over the last century. The knowledge base has significantly expanded, and there are requirements to meet with the new expectations of a science where the connections between the parts are just as important as the parts themselves. In this new environment, what should we teach, and how should we teach it? Given the limited time we have in an undergraduate (and even graduate) curriculum, what should we include, and what should we leave out? What new material and new methods are essential, as compared to textbooks? Past practices have assumed certain basics as being essential to undergraduate teaching. Depending on the professor's background, these include basic process descriptions (infiltration, runoff generation, evaporation etc.) and basic techniques (unit hydrographs, flood frequency analysis, pumping tests). These are taught using idealized (textbook) examples and examined to test this basic competence. The main idea behind this "reductionist" approach to teaching is that the students will do the rest of the learning during practice and apprenticeship in their workplaces. Much of current hydrology teaching follows this paradigm, and the books provide the backdrop to this approach. Our view is that this approach is less than optimum, as it does not prepare the students to face up to the new challenges of the changing world. It is our view that the basics of hydrologic science are not just a collection of individual processes and techniques, but process interactions and underlying concepts or principles, and a collection of techniques that highlights these, combined with student-driven and data-based learning that enables the students to see the manifestations of these process interactions and principles in action in real world situations. While the actual number of items that can be taught in the classroom by this approach in a limited period of time may be lower than in the traditional approach, it will help the students make connections between the understanding gained in this way in solving real world problems. We will illustrate the feasibility of the approach through key examples from our own teaching.

Teaching about Natural Background Radiation

ERIC Educational Resources Information Center

Al-Azmi, Darwish; Karunakara, N.; Mustapha, Amidu O.

2013-01-01

Ambient gamma dose rates in air were measured at different locations (indoors and outdoors) to demonstrate the ubiquitous nature of natural background radiation in the environment and to show that levels vary from one location to another, depending on the underlying geology. The effect of a lead shield on a gamma radiation field was also…

Preschool Teachers' Professional Background, Process Quality, and Job Attitudes: A Person-Centered Approach

ERIC Educational Resources Information Center

Jeon, Lieny; Buettner, Cynthia K.; Hur, Eunhye

2016-01-01

Research Findings: This exploratory study identified preschool teacher quality profiles in early childhood education settings using 9 indicators across teachers' professional background, observed process quality, and job attitudes toward teaching (e.g., job-related stress, satisfaction, and intention to leave the job). The sample consisted of 96…