UTC Dissemination to the Real-Time User: The Role of USNO

NASA Technical Reports Server (NTRS)

Miranian, Mihran

1996-01-01

Coordinated Universal Time (UTC) is available worldwide via the Global Positioning System (GPS). The UTC disseminated by GPS is referenced to the US Naval Observatory Master Clock UTC(USNO) which is regularly steered and maintained as close as possible to UTC Bureau International des Poids et Mesures (BIPM), the international time scale. This paper will describe the role of the USNO in monitoring the time disseminated by the GPS and the steps involved to ensure its accuracy to the user. The paper will also discuss the other sources of UTC(USNO) and the process by which UTC(USNO) is steered to UTC(BIPM).

Ground control system for the midcourse space experiment UTC clock

NASA Technical Reports Server (NTRS)

Dragonette, Richard

1994-01-01

One goal of the Midcourse Space Experiment (MSX) spacecraft Operations Planning Center is to maintain the onboard satellite UTC clock (UTC(MSX)) to within 1 millisecond of UTC(APL) (the program requirement is 10 msec). The UTC(MSX) clock employs as its time base an APL built 5 MHz quartz oscillator, which is expected to have frequency instabilities (aging rate + drift rate + frequency offset) that will cause the clock to drift approximately two to ten milliseconds per day. The UTC(MSX) clock can be advanced or retarded by the APL MSX satellite ground control center by integer multiples of 1 millisecond. The MSX Operations Planning Center is developing software which records the drift of UTC(MSX) relative to UTC(APL) and which schedules the time of day and magnitude of UTC(MSX) clock updates up to 48 hours in advance. Because of the manner in which MSX spacecraft activities are scheduled, MSX clock updates are planned 24 to 48 hours in advance, and stored in the satellite's computer controller for later execution. Data will be collected on the drift of UTC(MSX) relative to UTC(APL) over a three to five day period. Approximately six times per day, the time offset between UTC(MSX) and UTC(APL) will be measured by APL with a resolution of less than 100 microseconds. From this data a second order analytical model of the clock's drift will be derived. This model will be used to extrapolate the offset of the MSX clock in time from the present to 48 hours in the future. MSX clock updates will be placed on the spacecraft's daily schedule whenever the predicted clock offset exceeds 0.5 milliseconds. The paper includes a discussion of how the empirical model of the MSX clock is derived from satellite telemetry data, as well as the algorithm used to schedule MSX clock updates based on the model.

NASA's Terra Satellite Catches Powerful Supertyphoon Megi

NASA Image and Video Library

2017-12-08

NASA image captured Oct. 18, 2010 at 02:35 UTC Typhoon Megi (15W) over the Philippines. The Moderate Resolution Imaging Spectroradiometer (MODIS) on NASA’s Terra satellite at 10:35 a.m. Philippine Time (02:35 UTC) on October 18, 2010. Megi was bearing down on Palanan Bay as a “super typhoon” with category 5 strength on the Saffir Simpson scale. Image Credit: NASA Goddard MODIS Rapid Response Team To learn more go to: www.nasa.gov/mission_pages/hurricanes/archives/2010/h2010... NASA Goddard Space Flight Center enables NASA’s mission through four scientific endeavors: Earth Science, Heliophysics, Solar System Exploration, and Astrophysics. Goddard plays a leading role in NASA’s accomplishments by contributing compelling scientific knowledge to advance the Agency’s mission. Follow us on Twitter Join us on Facebook

Effects of urban tree canopy loss on land surface temperature magnitude and timing

NASA Astrophysics Data System (ADS)

Elmes, Arthur; Rogan, John; Williams, Christopher; Ratick, Samuel; Nowak, David; Martin, Deborah

2017-06-01

Urban Tree Canopy (UTC) plays an important role in moderating the Surface Urban Heat Island (SUHI) effect, which poses threats to human health due to substantially increased temperatures relative to rural areas. UTC coverage is associated with reduced urban temperatures, and therefore benefits both human health and reducing energy use in cities. Measurement of this relationship relies on accurate, fine spatial resolution UTC mapping, and on time series analysis of Land Surface Temperatures (LST). The City of Worcester, Massachusetts underwent extensive UTC loss and gain during the relatively brief period from 2008 to 2015, providing a natural experiment to measure the UTC/LST relationship. This paper consists of two elements to this end. First, it presents methods to map UTC in urban and suburban locations at fine spatial resolution (∼0.5 m) using image segmentation of a fused Lidar/WorldView-2 dataset, in order to show UTC change over time. Second, the areas of UTC change are used to explore changes in LST magnitude and seasonal variability using a time series of all available Landsat data for the study area over the eight-year period from 2007 to 2015. Fractional UTC change per unit area was determined using fine resolution UTC maps for 2008, 2010, and 2015, covering the period of large-scale tree loss and subsequent planting. LST changes were measured across a series of net UTC change bins, providing a relationship between UTC net change and LST trend. LST was analyzed for both monotonic trends over time and changes to seasonal magnitude and timing, using Theil-Sen slopes and Seasonal Trend Analysis (STA), respectively. The largest magnitudes of UTC loss occurred in residential neighborhoods, causing increased exposure of impervious (road) and pervious (grass) surfaces. Net UTC loss showed higher monotonic increases in LST than persistence and gain areas. STA indicated that net UTC loss was associated greater difference between 2008 and 2015 seasonal temperature curves than persistence areas, and also larger peak LST values, with peak increases ranging from 1 to 6 °C. Timing of summer warm period was extended in UTC loss areas by up to 15 days. UTC gain provided moderate LST mitigation, with lower monotonic trends, lower peak temperatures, and smaller seasonal curve changes than both persistence and loss locations. This study shows that urban trees mitigate the magnitude and timing of the surface urban heat island effect, even in suburban areas with less proportional impervious coverage than the dense urban areas traditionally associated with SUHI. Trees can therefore be seen as an effective means of offsetting the energy-intensive urban heat island effect.

75 FR 1681 - University Transportation Centers (UTC) Program Grants (49 U.S.C. 5506); Suspension of Competitions

Federal Register 2010, 2011, 2012, 2013, 2014

2010-01-12

... providing notice that it intends to suspend competitions for its University Transportation Centers (UTC... DEPARTMENT OF TRANSPORTATION Research and Innovative Technology Administration University... available about future grant competitions, it will be posted on the UTC Program's Web site, http://utc.dot...

GPS-UTC Time Synchronization

DTIC Science & Technology

1989-11-01

GPS-UTC TIME SYNCHRONIZATION C. H. MCKENZIE W. A. FEESS R, H. LUCAS H. HOLTZ A. L. SATIN The Aerospace Corporation El Segundo, California...Abstract Two automatic algorithms for synchronizing the GPS time standard to the UTC time standard are evaluated. Both algorithms control GPS-UTC...is required to synchronize its broadcast time standard to within one microsecond o f the time standard maintained by the US Naval Observatory

An Evaluation of Solar Air Heating at United States Air Force Installations

DTIC Science & Technology

2009-03-01

Collector (UTC) technology, more commonly known as SolarWalls®. This thesis sought to determine if UTC systems are an economically and environmentally...States Green Building Council UTC – Unglazed Transpired Collector xii List of Figures Page Figure 1: Revenue Passenger Kilometers by...95 Table 9: UTC Utilization Rate - Percent of Month Used ............................................. 100 Table 10: Solar Collector Fan Flow

IFN-γ Stimulated Human Umbilical-Tissue-Derived Cells Potently Suppress NK Activation and Resist NK-Mediated Cytotoxicity In Vitro

PubMed Central

Noone, Cariosa; Kihm, Anthony; O'Dea, Shirley; Mahon, Bernard P.

2013-01-01

Umbilical cord tissue represents a unique source of cells with potential for cell therapy applications for multiple diseases. Human umbilical tissue-derived cells (hUTC) are a developmentally early stage, homogenous population of cells that are HLA-ABC dim, HLA-DR negative, and lack expression of co-stimulatory molecules in the unactivated state. The lack of HLA-DR and co-stimulatory molecule expression on unactivated hUTC may account for their reduced immunogenicity, facilitating their use in allogeneic settings. However, such approaches could be confounded by host innate cells such as natural killer (NK) cells. Here, we evaluate in vitro NK cell interactions with hUTC and compare them with human mesenchymal stem cells (MSC). Our investigations show that hUTC suppress NK activation, through prostaglandin-E2 secretion in a contact-independent manner. Prestimulation of hUTC or human MSC with interferon gamma (IFN-γ) induced expression of the tryptophan degrading enzyme indoleamine 2, 3 dioxygenase, facilitating enhanced suppression. However, resting NK cells of different killer immunoglobulin-like receptor haplotypes did not kill hUTC or MSC; only activated NK cells had the ability to kill nonstimulated hUTC and, to a lesser extent, MSC. The cell killing process involved signaling through the NKG2D receptor and the perforin/granzyme pathway; this was supported by CD54 (ICAM-1) expression by hUTC. IFN-γ-stimulated hUTC or hMSC were less susceptible to NK killing; in this case, protection was associated with elevated HLA-ABC expression. These data delineate the different mechanisms in a two-way interaction between NK cells and two distinct cell therapies, hUTC or hMSC, and how these interactions may influence their clinical applications. PMID:23795941

Performance of Loran-C chains relative to UTC

NASA Technical Reports Server (NTRS)

Chi, A. R.

1974-01-01

The long term performance of the eight Loran-C chains in terms of the Coordinated Universal Time (UTC) of the U.S. Naval Observatory (USNO) and the use of the Loran-C navigation system to maintain the user's clock to a UTC scale, are examined. The atomic time (AT) scale and the UTC of several national laboratories and observatories relative to the international atomic time (TAI) are presented. In addition, typical performance of several NASA tracking station clocks, relative to the USNO master clock, is also presented. Recent revision of the Coordinated Universal Time (UTC) by the International Radio Consultative Committee (CCIR) is given in an appendix.

First Results of GPS Time Transfer to Australia

NASA Technical Reports Server (NTRS)

Mck.luck, J.; Woodger, J. R.; Wells, J. E.; Churchill, P. N.; Clements, P. A.

1984-01-01

A global positioning system (GPS) time transfer unit was installed at Tidbinbilla Deep Space Communications Complex of the DSN in June 1983. It was used to estimate the relationship to UTC(USNO MC) of the Tidbinbilla frequency and time system TID(FTS) based on a hydrogen maser, and to estimate the performance of the Australian free-running time scale UTC(AUS). Data from the first 3 months were analyzed three ways: by two-hop common view using JPL as intermediary; by long-arc interpolation of measurements against space vehicle clocks; and by long arc interpolation of GPS-Time results. Residuals from a single quadratic fit through 3 months of UTC(USNO MC) -TID(FTS) results were white noise with standard error 15 ns, and a flying clock measurement gave 70 ns agreement. A straight line fit through results UTC(USNO MC) - UTC(AUS) gave 90 ns standard error and 120 ns agreement. It is proposed to use the GPS measurements to steer UTC(AUS) to UTC(BIH), and to rename the existing time scale TA(AUS).

TWSTFT Data Treatment for UTC Time Transfer

DTIC Science & Technology

2009-11-01

41 st Annual Precise Time and Time Interval (PTTI) Meeting 409 TWSTFT DATA TREATMENT FOR UTC TIME TRANSFER Z. Jiang, W...Abstract TWSTFT (TW) is the primary technique of time and frequency transfers used at BIPM for the UTC/TAI generations. At present, some 19...number. 1. REPORT DATE NOV 2009 2. REPORT TYPE 3. DATES COVERED 00-00-2009 to 00-00-2009 4. TITLE AND SUBTITLE TWSTFT Data Treatment for UTC Time

76 FR 37191 - Notice of Competition for University Transportation Centers (UTC) Program Grants

Federal Register 2010, 2011, 2012, 2013, 2014

2011-06-24

... Competition for University Transportation Centers (UTC) Program Grants AGENCY: Research and Innovative... conduct a competition for University Transportation Centers (UTC) Program grants for the purpose of... of demonstrated ability, research, technology and education resources, leadership, multi-modal...

Some Operational Aspects of the International Two-Way Satellite Time and Frequency Transfer (TWSTFT) Experiment Using INTELSAT Satellites at 307 Degrees East

NASA Technical Reports Server (NTRS)

DeYoung, J. A.; McKinley, A.; Davis, J. A.; Hetzel, P.; Bauch, A.

1996-01-01

Eight laboratories are participating in an international two-way satellite time and frequency transfer (TWSTFT) experiment. Regular time and frequency transfers have been performed over a period of almost two years, including both European and transatlantic time transfers. The performance of the regular TWSTFT sessions over an extended period has demonstrated conclusively the usefulness of the TWSTFT method for routine international time and frequency comparisons. Regular measurements are performed three times per week resulting in a regular but unevenly spaced data set. A method is presented that allows an estimate of the values of delta (sub y)(gamma) to be formed from these data. In order to maximize efficient use of paid satellite time an investigation to determine the optimal length of a single TWSTFT session is presented. The optimal experiment length is determined by evaluating how long white phase modulation (PM) instabilities are the dominant noise source during the typical 300-second sampling times currently used. A detailed investigation of the frequency transfers realized via the transatlantic TWSTFT links UTC(USNO)-UTC(NPL), UTC(USNO)-UTC(PTB), and UTC(PTB)-UTC(NPL) is presented. The investigation focuses on the frequency instabilities realized, a three cornered hat resolution of the delta (sub y) (gamma) values, and a comparison of the transatlantic and inter-European determination of UTC(PTB)-UTC(NPL). Future directions of this TWSTFT experiment are outlined.

A randomized comparison of ultrathin and standard colonoscope in cecal intubation rate and patient tolerance.

PubMed

Luo, Derek J Y; Hui, Aric Josun; Yan, Kenneth Kar-Lung; Ng, Siew Chien; Wong, Vincent Wai-Sun; Chan, Francis Ka-Leung; Cheong, Jessica P K; Lam, Phyllis P Y; Tse, Yee Kit; Lau, James Y W

2012-03-01

Complete colonoscopy examination cannot be performed in as many as 10% of cases. The new 9.2-mm ultrathin colonoscope (UTC) with an extra bending section may improve procedure tolerance and allow improvement in colonoscopy completion rate compared with a 12.9-mm standard colonoscope (SC). To compare the performance of the 9.2-mm UTC with that of the 12.9-mm SC. Prospective, randomized, controlled trial. Academic endoscopic unit. Subjects 18 years and older undergoing their first colonoscopy. Subjects were randomized to either the UTC or SC group. First and rescue successful cecal intubation rates, subject satisfaction scores, and sedation requirements were compared. A total of 1121 patients (56% women, mean age 53.6 years) were randomized to the UTC group (n = 551) or the SC group (n = 570). There was no statistically significant difference in the first successful cecal intubation rate between the UTC and SC groups (98.9% vs 97.4%, P = .057). The mean (standard deviation) dose of midazolam and pethidine used was significantly lower in the UTC group (2.65 [0.65] mg vs 2.82 [0.85] mg, P < .001 and 27.6 [7.4] mg vs 29.7 [9.6] mg, P < .001, respectively). The mean (standard deviation) patient satisfaction score was similar between groups (6.99 [2.89] vs 7.04 [3.06], P = .762). Of the 21 patients (1.9%) with an incomplete initial colonoscopy (6 in the UTC group and 15 in the SC group), all 6 in the UTC group had their procedure completed with an SC. Eleven of 15 patients in the SC group had their procedures completed with a UTC in the same session. Low failure rate may mask any difference between the 2 colonoscopes as a rescue instrument. The 9.2-mm UTC has performance characteristics similar to those of an SC in Chinese subjects undergoing their first colonoscopy performed by experienced and trainee endoscopists. ( NCT01142167.). Copyright © 2012 American Society for Gastrointestinal Endoscopy. Published by Mosby, Inc. All rights reserved.

A real-time prediction of UTC

NASA Technical Reports Server (NTRS)

Thomas, Claudine; Allan, David W.

1994-01-01

The reference time scale for all scientific and technologic applications on the Earth, the Universal Coordinated Time (UTC), must be as stable, reliable, and accurate as possible. With this in view the BIPM and before it the BIH, have always calculated and then disseminated UTC with a delay of about 80 days. There are three fundamental reasons for doing this: (1) It takes some weeks for data, gathered from some 200 clocks spread world-wide, to be collected and for errors to be eliminated; (2) changes in clock rates can only be measured with high precision well after the fact; and (3) the measurement noise originating in time links, in particular using Loran-C, is smoothed out only when averaging over an extended period. Until mid-1992, the ultimate stability of UTC was reached at averaging times of about 100 days and corresponded to an Allan deviation sigma(sub y)(tau) of about 1,5x10(exp -14) then compared to the best primary clock in the world, the PTB CS2. For several years now, a predicted UTC has been computed by the USNO through an extrapolation of the values as published in deferred time by the BIPM. This is made available through the USNO Series 4, through the USNO Automated Data Service, and through GPS signals. Due to the instability of UTC, the poor predictability of the available clocks, and the intentional SA degradation of GPS signals, the real-time access to this extrapolated UTC has represented the true deferred-time UTC only to within several hundreds of nanoseconds.

First results of GPS time transfer to Australia

NASA Technical Reports Server (NTRS)

Luck, J. M.; Woodger, J. R.; Wells, J. E.; Churchill, P. N.; Clements, P. A.

1985-01-01

A Global Positioning System time transfer unit built by NBS under contract to JPL was installed at Tidbinbilla Deep Space Communications Complex of the NASA Deep Space Network in June 1983. It has been used to estimate the relationship to UTC(USNO MC) of the Tidbinbilla frequency and time system TID(FTS) based on a hydrogen maser, and thence to estimate the performance of the Australian free-running time scale UTC(AUS). Data from the first three months has been analyzed three ways: by two-hop common view using JPL as intermediary; by long-arc interpolation of measurements against space vehicle clocks; and by long-arc interpolation of GPS-Time results. Residuals from a single quadratic fit through three months of UTC(USNO MC) - TID (FTS) results were white noise with standard error 15 ns, and a flying clock measurement gave 70 ns agreement. A straight line fit through results UTC(USNO MC) - UTC (AUS) gave 90 ns standard error and 120 bns agreement. It is proposed to use the GPS measurements to steer UTS(AUS) to UTC(BIH), and to rename the existing time scale TA(AUS).

UTC Dissemination to the Real-Time User

NASA Technical Reports Server (NTRS)

Levine, Judah

1996-01-01

The current definition of Coordinated Universal Time (UTC) dates from 1972. The duration of a UTC second is defined in terms of the frequency of a hyperfine transition in the ground state of cesium. This standard frequency is realized in a number of different laboratories using ensembles of commercial cesium clocks and a few primary frequency standards. The data from all of these devices are transmitted periodically to the Bureau International des Poids et Mesures (BIPM) in Sevres, France, where they are combined in a statistical procedure to produce International Atomic Time (TAI). The time of this scale is adjusted as needed ('coordinated') by adding or dropping integer seconds so as to keep it within plus or minus 0.9 s of UT1, a time scale based on the observation of the transit times of stars and corrected for the predicted seasonal variations in these observations. When the leap seconds are included into TAI, the result is called UTC. The difference between TAI and UTC is therefore an exact integer number of seconds. This difference is currently 29 s and will become 30 s at 0 UTC on 1 January 1996.

Can Connecting and Collaborating with Industry Professionals and Community Partners through a Project-Based Initiative Create a Meaningful Learning and Leadership Experience for College Students?

ERIC Educational Resources Information Center

Jensen-Inman, Leslie Reese

2012-01-01

The author served as facilitator of a group of graphic design college students at The University of Tennessee at Chattanooga (UTC). These students embarked on a collaborative, 24-hour+, work-around-the-clock, creative blitz and used design thinking to serve the needs of Dalewood Middle School in Chattanooga. Students collaborated with industry…

Phytoplankton bloom off western Iceland

NASA Image and Video Library

2017-12-08

NASA image captured 06/24/2010 at 14 :30 UTC Phytoplankton bloom off western Iceland Satellite: Aqua NASA/GSFC/Jeff Schmaltz/MODIS Land Rapid Response Team To learn more about MODIS go to: rapidfire.sci.gsfc.nasa.gov/gallery/?latest NASA Goddard Space Flight Center is home to the nation's largest organization of combined scientists, engineers and technologists that build spacecraft, instruments and new technology to study the Earth, the sun, our solar system, and the universe.

"I Don't Know Where to Find the Careers Adviser … He Has Disappeared": The Impact of Changes to Careers Advice on 14-16 Year Olds in University Technical Colleges and Schools

ERIC Educational Resources Information Center

Acquah, Daniel K.; Limmer, Hayley; Malpass, Debra

2017-01-01

Recent policies in England have enacted significant changes to careers information advice and guidance (CIAG) and work-related learning (WRL). This paper offers insight into these changes from the perspective of young people studying engineering at University Technical Colleges (UTCs) as well as "comprehensive" schools. Face-to-face CIAG…

Decreased Cough Sensitivity and Aspiration in Parkinson Disease

PubMed Central

Brandimore, Alexandra E.; Okun, Michael S.; Davenport, Paul W.; Hegland, Karen W.

2014-01-01

BACKGROUND: Aspiration pneumonia is a leading cause of death in people with Parkinson disease (PD). The pathogenesis of these infections is largely attributed to the presence of dysphagia with silent aspiration or aspiration without an appropriate cough response. The goal of this study was to test reflex cough thresholds and associated urge-to-cough (UTC) ratings in participants with PD with and without dysphagia. METHODS: Twenty participants with PD were recruited for this study. They completed a capsaicin challenge with three randomized blocks of 0, 50, 100, and 200 μM capsaicin and rated their UTC by modified Borg scale. The concentration of capsaicin that elicited a two-cough response, total number of coughs, and sensitivity of the participant to the cough stimulus (UTC) were measured. The dysphagia severity of participants with PD was identified with the penetration-aspiration scale. RESULTS: Most participants with PD did not have a consistent two-cough response to 200 μM capsaicin. UTC ratings and total number of coughs produced at 200 μM capsaicin were significantly influenced by dysphagia severity but not by general PD severity, age, or disease duration. Increasing levels of dysphagia severity resulted in significantly blunted cough sensitivity (UTC). CONCLUSIONS: UTC ratings may be important in understanding the mechanism underlying morbidity related to aspiration pneumonia in people with PD and dysphagia. Further understanding of decreased UTC in people with PD and dysphagia will be essential for the development of strategies and treatments to address airway protection deficits in this population. PMID:24968148

Enhanced Soundings for Local Coupling Studies: 2015 ARM Climate Research Facility Field Campaign

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

Ferguson, CR; Santanello, JA; Gentine, P

2015-11-01

Matching observed diurnal cycles is a fundamental yet extremely complex test for models. High temporal resolution measurements of surface turbulent heat fluxes and boundary layer properties are required to evaluate the daytime evolution of the boundary layer and its sensitivity to land-atmosphere coupling. To address this need, (12) one-day intensive observing periods (IOP) with enhanced radiosonding will be carried out at the ARM Southern Great Plains (SGP) Central Facility (CF) during summer 2015. Each IOP will comprise a single launch to correspond with the nighttime overpass of the A-Train of satellites (~0830 UTC) and hourly launches during daytime beginning frommore » 1130 UTC and ending at 2130 UTC. At 3-hourly intervals (i.e., 1140 UTC, 1440 UTC, 1740 UTC, and 2040 UTC) a duplicate second radiosonde will be launched 10 minutes subsequent to launch of the on-hour radiosonde for the purpose of assessing horizontal atmospheric variability. In summary, each IOP will have a 14-sounding supplement to the 6-hourly operational sounding schedule at the ARM-SGP CF. The IOP days will be decided before sunset on the preceding day, according to the judgment of the PI’s and taking into consideration daily weather forecasts and the operability of complimentary ARM-SGP CF instrumentation. An overarching goal of the project is to address how ARM could better observe land-atmosphere coupling to support the evaluation and refinement of coupled weather and climate models.« less

Unified Tri-service Cognitive Performance Assessment Battery (UTC-PAB). Part 1: Design and specification of the battery

NASA Astrophysics Data System (ADS)

Englund, C. E.; Reeves, D. L.; Shingledecker, C. A.; Thorne, D. R.; Wilson, K. P.

1987-02-01

The Unified Tri-Service Cognitive Performance Assessment Battery (UTC-PAB) represents the primary metric for a Level 2 evaluation of cognitive performance in the JWGD3 MILPERF chemical defense biomedical drug screening program. Emphasis for UTC-PAB development has been on the standardization of test batteries across participating laboratories with respect to content, computer-based administration, test scoring, and data formatting. This effort has produced a 25-test UTC-PAB that represents the consolidation and unification of independent developments by the Tri-service membership. Test selection was based on established test validity and relevance of military performance. Sensitivity to effects of hostile environments and sustained operations were also considerations involved in test selection. Information processing, decision making, perception, and mental workload capacity are among the processes and abilities addressed in the battery. The UTC-PAB represents a dynamic approach to battery development. The nature of the biomedical drugs screened and information from performance centered task analyses will direct the form of future versions of the battery.

Storm Prediction Center May 27, 2018 1730 UTC Day 2 Convective Outlook

Science.gov Websites

services. < Day 1 Outlook Day 3 Outlook > May 27, 2018 1730 UTC Day 2 Convective Outlook Updated: Sun May 27 17:24:17 UTC 2018 (Print Version | 20180527 1730Z Day 2 shapefile | 20180527 1730Z Day JavaScript/Active Scripting. Forecast Discussion SPC AC 271724 Day 2 Convective Outlook NWS Storm Prediction

Storm Prediction Center May 28, 2018 0100 UTC Day 1 Convective Outlook

Science.gov Websites

services. Day 2 Outlook > May 28, 2018 0100 UTC Day 1 Convective Outlook Updated: Mon May 28 01:01:01 UTC 2018 (Print Version | 20180528 0100Z Day 1 shapefile | 20180528 0100Z Day 1 KML ) Probabilistic to . Forecast Discussion SPC AC 280101 Day 1 Convective Outlook NWS Storm Prediction Center Norman OK 0801 PM

Solar wind ion density variations that preceded the M6+ earthquakes occurring on a global scale between 3 and 15 September 2013

NASA Astrophysics Data System (ADS)

Cataldi, Gabriele; Cataldi, Daniele; Straser, Valentino

2015-04-01

Between 3 and 15 September 2013 on Earth were recorded nine M6+ earthquakes: Canada M6,1 earthquake occurred on 3 September at 20:19 UTC; Japan M6,5 earthquake occurred on 4 September at 00:18 UTC; Canada M6,0 earthquake occurred on 4 September at 00:23 UTC; Alaska M6,5 earthquake occurred on 4 September at 02:32 UTC; Alaska M6,0 earthquake occurred on 4 September at 06:27 UTC; Northern Mid-Atlantic Ridge M6,0 earthquake occurred on 5 September at 04:01 UTC; Guatemala M6,4 earthquake occurred on 7 September at 00:13 UTC; Central East Pacific Rise M6,1 earthquake occurred on 11 September at 12:44 UTC; Alaska M6,1 earthquake occurred on 15 September at 16:21 UTC. The authors analyzed the modulation of solar wind ion density during the period from 1 to 18 September 2013 to determine whether the nine earthquakes were preceded by a variations of the solar wind ion density and for testing a method to be applied in the future also for the prediction of tsunami. The data on ion density used to realize the correlation study are represented by: solar wind ion density variation detected by ACE (Advanced Composition Explorer) Satellite, in orbit near the L1 Lagrange point, at 1.5 million of km from Earth, in direction of the Sun. The instrument used to perform the measurement of the solar wind ion density is the Electron, Proton, and Alpha Monitor (EPAM) instrument, equipped on the ACE Satellite. To conduct the study, the authors have taken in consideration the variation of the solar wind protons density that have these characteristics: differential proton flux 1060-1900 keV (p/cm^2-sec-ster-MeV); differential proton flux 761-1220 keV (p/cm^2-sec-ster-MeV); differential proton flux 310-580 keV (p/cm^2-sec-ster-MeV) and differential proton flux 115-195 keV (p/cm^2-sec-ster-MeV). This data set has been marked with the times (time markers) of M6+ earthquakes occurred on a global scale (the data on M6+ seismic activity are provided in real time by USGS, INGV and the CSEM) between 3 and 15 September 2013. The result of the analysis showed that the nine M6+ earthquakes occurred on a global scale in the time period taken as a reference, were preceded by a significant variation of the solar wind proton density to which was superimposed on a coronal mass ejection (CME) that reached the Earth on September 1, 2013 at 09:19 UTC (± 6 hours, iSWA data). The CME event preceded the first earthquake taken in reference (Canada M6,1 earthquake occurred on September 3 at 20:19 UTC) of about 59 hours.

Achilles tendon structure improves on UTC imaging over a 5-month pre-season in elite Australian football players.

PubMed

Docking, S I; Rosengarten, S D; Cook, J

2016-05-01

Pre-season injuries are common and may be due to a reintroduction of training loads. Tendons are sensitive to changes in load, making them vulnerable to injury in the pre-season. This study investigated changes in Achilles tendon structure on ultrasound tissue characterization (UTC) over the course of a 5-month pre-season in elite male Australian football players. Eighteen elite male Australian football players with no history of Achilles tendinopathy and normal Achilles tendons were recruited. The left Achilles tendon was scanned with UTC to quantify the stability of the echopattern. Participants were scanned at the start and completion of a 5-month pre-season. Fifteen players remained asymptomatic over the course of the pre-season. All four echo-types were significantly different at the end of the pre-season, with the overall echopattern suggesting an improvement in Achilles tendon structure. Three of the 18 participants developed Achilles tendon pain that coincided with a change in the UTC echopattern. This study demonstrates that the UTC echopattern of the Achilles tendon improves over a 5-month pre-season training period, representing increased fibrillar alignment. However, further investigation is needed to elucidate with this alteration in the UTC echopattern results in improved tendon resilience and load capacity. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

A step in time: Changes in standard-frequency and time-signal broadcasts, 1 January 1972

NASA Technical Reports Server (NTRS)

Chi, A. R.; Fosque, H. S.

1973-01-01

An improved coordinated universal time (UTC) system has been adopted by the International Radio Consultative Committee. It was implemented internationally by the standard-frequency and time-broadcast stations on 1 Jan. 1972. The new UTC system eliminates the frequency offset of 300 parts in 10 to the 10th power between the old UTC and atomic time, thus making the broadcast time interval (the UTC second) constant and defined by the resonant frequency of cesium atoms. The new time scale is kept in synchronism with the rotation of the Earth within plus or minus 0.7 s by step-time adjustments of exactly 1 s, when needed. A time code has been added to the disseminated time signals to permit universal time to be obtained from the broadcasts to the nearest 0.1 s for users requiring such precision. The texts of the International Radio Consultative Committee recommendation and report to implement the new UTC system are given. The coding formats used by various standard time broadcast services to transmit the difference between the universal time (UT1) and the UTC are also given. For users' convenience, worldwide primary VLF and HF transmissions stations, frequencies, and schedules of time emissions are also included. Actual time-step adjustments made by various stations on 1 Jan. 1972, are provided for future reference.

Middle and long-term prediction of UT1-UTC based on combination of Gray Model and Autoregressive Integrated Moving Average

NASA Astrophysics Data System (ADS)

Jia, Song; Xu, Tian-he; Sun, Zhang-zhen; Li, Jia-jing

2017-02-01

UT1-UTC is an important part of the Earth Orientation Parameters (EOP). The high-precision predictions of UT1-UTC play a key role in practical applications of deep space exploration, spacecraft tracking and satellite navigation and positioning. In this paper, a new prediction method with combination of Gray Model (GM(1, 1)) and Autoregressive Integrated Moving Average (ARIMA) is developed. The main idea is as following. Firstly, the UT1-UTC data are preprocessed by removing the leap second and Earth's zonal harmonic tidal to get UT1R-TAI data. Periodic terms are estimated and removed by the least square to get UT2R-TAI. Then the linear terms of UT2R-TAI data are modeled by the GM(1, 1), and the residual terms are modeled by the ARIMA. Finally, the UT2R-TAI prediction can be performed based on the combined model of GM(1, 1) and ARIMA, and the UT1-UTC predictions are obtained by adding the corresponding periodic terms, leap second correction and the Earth's zonal harmonic tidal correction. The results show that the proposed model can be used to predict UT1-UTC effectively with higher middle and long-term (from 32 to 360 days) accuracy than those of LS + AR, LS + MAR and WLS + MAR.

Trees grow on money: urban tree canopy cover and environmental justice.

PubMed

Schwarz, Kirsten; Fragkias, Michail; Boone, Christopher G; Zhou, Weiqi; McHale, Melissa; Grove, J Morgan; O'Neil-Dunne, Jarlath; McFadden, Joseph P; Buckley, Geoffrey L; Childers, Dan; Ogden, Laura; Pincetl, Stephanie; Pataki, Diane; Whitmer, Ali; Cadenasso, Mary L

2015-01-01

This study examines the distributional equity of urban tree canopy (UTC) cover for Baltimore, MD, Los Angeles, CA, New York, NY, Philadelphia, PA, Raleigh, NC, Sacramento, CA, and Washington, D.C. using high spatial resolution land cover data and census data. Data are analyzed at the Census Block Group levels using Spearman's correlation, ordinary least squares regression (OLS), and a spatial autoregressive model (SAR). Across all cities there is a strong positive correlation between UTC cover and median household income. Negative correlations between race and UTC cover exist in bivariate models for some cities, but they are generally not observed using multivariate regressions that include additional variables on income, education, and housing age. SAR models result in higher r-square values compared to the OLS models across all cities, suggesting that spatial autocorrelation is an important feature of our data. Similarities among cities can be found based on shared characteristics of climate, race/ethnicity, and size. Our findings suggest that a suite of variables, including income, contribute to the distribution of UTC cover. These findings can help target simultaneous strategies for UTC goals and environmental justice concerns.

Ash plume from Eyjafjallajokull Volcano, Iceland May 6th View [Detail

NASA Image and Video Library

2017-12-08

NASA satellite image acquired May 6, 2010 at 11 :55 UTC To view the full view go to: www.nasa.gov/topics/earth/features/iceland-volcano-plume.... NASA Satellite Sees a Darker Ash Plume From Iceland Volcano NASA's Terra satellite flew over the Eyjafjallajokull Volcano, Iceland, on May 6 at 11:55 UTC (7:55 a.m. EDT). The Moderate Resolution Imaging Spectroradiometer instrument known as MODIS that flies onboard Terra, captured a visible image of the ash plume. The plume was blowing east then southeast over the Northern Atlantic. The satellite image shows that the plume is at a lower level in the atmosphere than the clouds that lie to its east, as the brown plume appears to slide underneath the white clouds. Satellite: Terra NASA/GSFC/Jeff Schmaltz/MODIS Land Rapid Response Team To learn more about MODIS go to: rapidfire.sci.gsfc.nasa.gov/gallery/?latest NASA Goddard Space Flight Center is home to the nation's largest organization of combined scientists, engineers and technologists that build spacecraft, instruments and new technology to study the Earth, the sun, our solar system, and the universe.

Ash plume from Eyjafjallajokull Volcano, Iceland May 6th View

NASA Image and Video Library

2010-05-06

NASA satellite image acquired May 6, 2010 at 11 :55 UTC To view a detail of this image go to: www.flickr.com/photos/gsfc/4583711511/ NASA Satellite Sees a Darker Ash Plume From Iceland Volcano NASA's Terra satellite flew over the Eyjafjallajokull Volcano, Iceland, on May 6 at 11:55 UTC (7:55 a.m. EDT). The Moderate Resolution Imaging Spectroradiometer instrument known as MODIS that flies onboard Terra, captured a visible image of the ash plume. The plume was blowing east then southeast over the Northern Atlantic. The satellite image shows that the plume is at a lower level in the atmosphere than the clouds that lie to its east, as the brown plume appears to slide underneath the white clouds. Satellite: Terra NASA/GSFC/Jeff Schmaltz/MODIS Land Rapid Response Team To learn more about MODIS go to: www.nasa.gov/topics/earth/features/iceland-volcano-plume.... NASA Goddard Space Flight Center is home to the nation's largest organization of combined scientists, engineers and technologists that build spacecraft, instruments and new technology to study the Earth, the sun, our solar system, and the universe.

Possible impact solutions of asteroid (99942) Apophis

NASA Astrophysics Data System (ADS)

Wlodarczyk, Ireneusz

2017-07-01

We computed impact solutions of the potentially dangerous asteroid (99942) Apophis based on 4469 optical observations from March 15.10789 UTC, 2004 through January 03.26308 UTC, 2015, and 20 radar observations from January 27.97986 UTC, 2005 through March 15.99931 UTC, 2013. However, we computed possible impact solutions by using the Line Of Variation method out to σ LOV = 5 computing 3000 virtual asteroids (VAs) on both sides of the LOV which gives 6001 VAs and propagated their orbits to JD 2495000.5 TDT=December 24, 2118. We computed the non-gravitational parameter A2=-5.586×10^{-14} au/d^{2} with 1-σ uncertainty 2.965×10^{-14} au/d^{2} and possible impacts until 2096. The possible impact corridor for 2068 is presented.

Circadian Rhythm Phase Locking for Traveling Special Forces Operators: Using Light Exposure to Maintain Time Zone Entrainment

DTIC Science & Technology

a circadian phase through the use of controlled light exposures. Eleven male subjects from active duty SOF commands were flown from Guam (UTC 10:00...to Troy, NY (UTC -05:00; 9 hours) while wearing blue- light goggles and blue-blocking, orange-tinted glasses in a carefully-prescribed schedule...designed to maintain entrainment to the desired circadian time (UTC 10:00). Biochemical indices (dim- light melatonin onset) showed that no change in

Estimating Ergodic Capacity of Cooperative Analog Relaying under Different Adaptive Source Transmission Techniques

DTIC Science & Technology

2011-08-01

component in an airborne platform. Authorized licensed use limited to: ROME AFB. Downloaded on August 05,2010 at 14:47:37 UTC from IEEE Xplore ...UTC from IEEE Xplore . Restrictions apply. 2 . (7) For instance, it is not difficult to show that the MGF of for Nakagami-m fading with i.n.d fading...August 05,2010 at 14:47:37 UTC from IEEE Xplore . Restrictions apply. 3 ditions. Once again, using integration by parts, (14) can be concisely expressed

UTC Time Transfer for High Frequency Trading Using IS-95 CDMA Base Station Transmissions and IEEE-1588 Precision Time Protocol

DTIC Science & Technology

2010-11-01

CDMA base stations are each synchronized by GPS receivers, they provide an indirect link to GPS system time and UTC time . The major stock...antenna synchronizes the Local Area Network (LAN) to within 10 microseconds of UTC using the IEEE-1588 Precision Time Protocol (PTP). This is an...activities. Understanding and measuring latency on the LAN is key to the success of HFTs. Without precise time synchronization below 1 millisecond

Role of the BIPM in UTC Dissemination to the Real Time User

NASA Technical Reports Server (NTRS)

Quinn, T. J.; Thomas, C.

1996-01-01

The generation and dissemination of International Atomic Time (TAI), and Coordinated Universal Time (UTC) are explicitly mentioned in the list of principal tasks of the Bureau International des Poids et Mesures (BIPM), that appears in the Compes Rendus of the the 18e Conference Generales des Poids et Measures, in 1987. These time scales are used as the ultimate reference in the most demanding scientific applications and must, therefore, be of the best metrological quality in terms of reliability, long term stability, and conformity of the scale interval with the second, the unit of time of the International System of Units. To meet these requirements, it is necessary that the readings of the atomic clocks, spread all over the world, that are used as basic timing data for TAI and UTC generation, must be combined in the most efficient way possible. In particular, to take full advantage of the quality of each contributing clock calls for observation of its performance over a sufficiently long time. At present, the computation period treats data in blocks covering two months. TAI and UTC are thus deferred-time scales that cannot be immediately available to real-time users. The BIPM can, nevertheless be of help to real-time users. The predictability of UTC is a fundamental attribute of the scale for institutions responsible for the dissemination of real-time time scales. It allows them to improve their local representations of UTC and, thus, implement a more thorough steering of the time scales diffused in real-time. With a view to improving the predicatbility of UTC, the BIPM examines in detail timing techniques and basic theories in order to propose alternative solutions for timing algorithms. This, coupled with a recent improvement of timing data, makes UTC more stable and thus, more predictable. At a more practical level, effort is being devoted to putting in place automatic procedures for reducing the time needed for data collection and treatment: monthly results are already available ten days earlier than before.

University Transportation Center : administration manual.

DOT National Transportation Integrated Search

2013-01-01

University Transportation Centers (UTCs) were established by the U.S. Department of : Transportation (USDOT) in 1987. UTCs are part of an on-going federal government effort to : improve transportation research, transportation education and to stre...

Impact of assimilation of INSAT cloud motion vector (CMV) wind for the prediction of a monsoon depression over Indian Ocean using a mesoscale model

NASA Astrophysics Data System (ADS)

Xavier, V. F.; Chandrasekar, A.; Singh, Devendra

2006-12-01

The present study utilized the Penn State/NCAR mesoscale model (MM5), to assimilate the INSAT-CMV (Indian National Satellite System-Cloud Motion Vector) wind observations using analysis nudging to improve the prediction of a monsoon depression which occurred over the Arabian Sea, India during 14 September 2005 to 17 September 2005. NCEP-FNL analysis has been utilized as the initial and lateral boundary conditions and two sets of numerical experiments were designed to reveal the impact of assimilation of satellite-derived winds. The model was integrated from 14 September 2005 00 UTC to 17 September 2005 00 UTC, with just the NCEP FNL analysis in the NOFDDA run. In the FDDA run, the NCEP FNL analysis fields were improved by assimilating the INSAT-CMV (wind speed and wind direction) as well as QuickSCAT sea surface winds during the 24 hour pre-forecast period (14 September 2005 00 UTC to 15 September 2005 00 UTC) using analysis nudging. The model was subsequently run in the free forecast mode from 15 September 2005 00 UTC to 17 September 2005 12 UTC. The simulated sea level pressure field from the NOFDDA run reveals a relatively stronger system as compared to the FDDA run. However, the sea level pressure fields corresponding to the FDDA run are closer to the analysis. The simulated lower tropospheric winds from both experiments reveal a well-developed cyclonic circulation as compared to the analysis.

Arrival and Departure at Jupiter

NASA Image and Video Library

2016-09-02

This montage of 10 JunoCam images shows Jupiter growing and shrinking in apparent size before and after NASA's Juno spacecraft made its closest approach on August 27, 2016, at 12:50 UTC. The images are spaced about 10 hours apart, one Jupiter day, so the Great Red Spot is always in roughly the same place. The small black spots visible on the planet in some of the images are shadows of the large Galilean moons. The images in the top row were taken during the inbound leg of the orbit, beginning on August 25 at 13:15 UTC when Juno was 1.4 million miles (2.3 million kilometers) away from Jupiter, and continuing to August 27 at 04:45 UTC when the spacecraft was 430,000 miles (700,000 kilometers) away. The images in the bottom row were obtained during the outbound leg of the orbit. They begin on August 28 at 00:45 UTC when Juno was 750,000 miles (920,000 kilometers) away and continue to August 29 at 16:45 UTC when the spacecraft was 1.6 million miles (2.5 million kilometers) away. http://photojournal.jpl.nasa.gov/catalog/PIA21034

2011 Mars Science Laboratory Trajectory Reconstruction and Performance from Launch Through Landing

NASA Technical Reports Server (NTRS)

Abilleira, Fernando

2013-01-01

The Mars Science Laboratory (MSL) mission successfully launched on an Atlas V 541 Expendable Evolved Launch Vehicle (EELV) from the Eastern Test Range (ETR) at Cape Canaveral Air Force Station (CCAFS) in Florida at 15:02:00 UTC on November 26th, 2011. At 15:52:06 UTC, six minutes after the MSL spacecraft separated from the Centaur upper stage, the spacecraft transmitter was turned on and in less than 20 s spacecraft carrier lock was achieved at the Universal Space Network (USN) Dongara tracking station located in Western Australia. MSL, carrying the most sophisticated rover ever sent to Mars, entered the Martian atmosphere at 05:10:46 SpaceCraft Event Time (SCET) UTC, and landed inside Gale Crater at 05:17:57 SCET UTC on August 6th, 2012. Confirmation of nominal landing was received at the Deep Space Network (DSN) Canberra tracking station via the Mars Odyssey relay spacecraft at 05:31:45 Earth Received Time (ERT) UTC. This paper summarizes in detail the actual vs. predicted trajectory performance in terms of launch vehicle events, launch vehicle injection performance, actual DSN/USN spacecraft lockup, trajectory correction maneuver performance, Entry, Descent, and Landing events, and overall trajectory and geometry characteristics.

Trees Grow on Money: Urban Tree Canopy Cover and Environmental Justice

PubMed Central

Schwarz, Kirsten; Fragkias, Michail; Boone, Christopher G.; Zhou, Weiqi; McHale, Melissa; Grove, J. Morgan; O’Neil-Dunne, Jarlath; McFadden, Joseph P.; Buckley, Geoffrey L.; Childers, Dan; Ogden, Laura; Pincetl, Stephanie; Pataki, Diane; Whitmer, Ali; Cadenasso, Mary L.

2015-01-01

This study examines the distributional equity of urban tree canopy (UTC) cover for Baltimore, MD, Los Angeles, CA, New York, NY, Philadelphia, PA, Raleigh, NC, Sacramento, CA, and Washington, D.C. using high spatial resolution land cover data and census data. Data are analyzed at the Census Block Group levels using Spearman’s correlation, ordinary least squares regression (OLS), and a spatial autoregressive model (SAR). Across all cities there is a strong positive correlation between UTC cover and median household income. Negative correlations between race and UTC cover exist in bivariate models for some cities, but they are generally not observed using multivariate regressions that include additional variables on income, education, and housing age. SAR models result in higher r-square values compared to the OLS models across all cities, suggesting that spatial autocorrelation is an important feature of our data. Similarities among cities can be found based on shared characteristics of climate, race/ethnicity, and size. Our findings suggest that a suite of variables, including income, contribute to the distribution of UTC cover. These findings can help target simultaneous strategies for UTC goals and environmental justice concerns. PMID:25830303

Redding Responder Field Test - UTC

DOT National Transportation Integrated Search

2008-10-30

This UTC project facilitated field testing and evaluation of the "Responder" system between Phases 1 and 2 of the Redding Responder Project, sponsored by the California Department of Transportation. A pilot system, with hardware purchased by Caltrans...

Army Illumination Model v2 User’s Manual

DTIC Science & Technology

2011-09-01

Fraction of city luminosity escaping above the horizontal from lamp fixtures 10–15% suggested month4 integer Month of year 2 digits day4 integer Day...of month 2 digits yr4 integer Year 4 digits utc4 real UTC time of observer Equivalent to Zulu or GMT 4 Table 1. AIM input values, their...from 0.10 to 0.15. 2.1.4 Record 4 2.1.4.1 Date and Time The month (1–12), day (1–31), 4- digit year and coordinated universal time (UTC) for the

Novel Low Cost High Efficiency Tunable RF Devices and Antenna Arrays Design based on the Ferroelectric Materials and the CTS Technologies

DTIC Science & Technology

2011-02-14

licensed use limited to: UNIV OF HAWAII LIBRARY. Downloaded on June 18,2010 at 22:24:49 UTC from IEEE Xplore . Restrictions apply. KIM et al.: MODIFIED...limited to: UNIV OF HAWAII LIBRARY. Downloaded on June 18,2010 at 22:24:49 UTC from IEEE Xplore . Restrictions apply. 404 IEEE TRANSACTIONS ON...licensed use limited to: UNIV OF HAWAII LIBRARY. Downloaded on June 18,2010 at 22:24:49 UTC from IEEE Xplore . Restrictions apply. KIM et al

Evaluation of Causes of Large 96-H and 120-H Track Errors in the Western North Pacific

DTIC Science & Technology

2006-06-01

Interpolated GFS (A) forecast track for 11W ( Mawar ) for the 0600 UTC 22 August 2005 E-DCI-m case study. The solid sections of the forecast tracks...fields for 11W ( Mawar ) predicted by GFS for taus (a) 54 and (c) 66 for 0600 UTC 22 August 2005 and the corresponding verifying 00-h NOGAPS analyses...pressure (mb) fields for 11W ( Mawar ) predicted by GFS for taus (a) 90 and (c) 114 for 0600 UTC 22 August 2005 and the corresponding verifying 00-h

On time scales and time synchronization using LORAN-C as a time reference signal

NASA Technical Reports Server (NTRS)

Chi, A. R.

1974-01-01

The long term performance of the eight LORAN-C chains is presented in terms of the Coordinated Universal Time (UTC) of the U.S. Naval Observatory (USNO); and the use of the LORAN-C navigation system for maintaining the user's clock to a UTC scale is described. The atomic time scale and the UTC of several national laboratories and observatories relative to the international atomic time are reported. Typical performance of several NASA tracking station clocks, relative to the USNO master clock, is also presented.

METAS New Time Scale Generation System - A Progress Report

DTIC Science & Technology

2007-01-01

and a TWSTFT station are used for remote T&F comparisons. The GPS TAI link is driven by one of the atomic clocks defined as the REF clock...UTC(CH.P) paper clock TA(CH.P) paper clock TWSTFT link GPS link CH00 WAB1 H-maser 1-PPS H-maser 1-PPS REF 1-PPS 5-MHz from all clocks UTC(CH.R) 1-PPS...lost, the only consequence would be a transient of UTC (CH.P), which can be corrected by a subsequent steering. The GPS and TWSTFT links can be

Prediction of UT1-UTC, LOD and AAM χ3 by combination of least-squares and multivariate stochastic methods

NASA Astrophysics Data System (ADS)

Niedzielski, Tomasz; Kosek, Wiesław

2008-02-01

This article presents the application of a multivariate prediction technique for predicting universal time (UT1-UTC), length of day (LOD) and the axial component of atmospheric angular momentum (AAM χ 3). The multivariate predictions of LOD and UT1-UTC are generated by means of the combination of (1) least-squares (LS) extrapolation of models for annual, semiannual, 18.6-year, 9.3-year oscillations and for the linear trend, and (2) multivariate autoregressive (MAR) stochastic prediction of LS residuals (LS + MAR). The MAR technique enables the use of the AAM χ 3 time-series as the explanatory variable for the computation of LOD or UT1-UTC predictions. In order to evaluate the performance of this approach, two other prediction schemes are also applied: (1) LS extrapolation, (2) combination of LS extrapolation and univariate autoregressive (AR) prediction of LS residuals (LS + AR). The multivariate predictions of AAM χ 3 data, however, are computed as a combination of the extrapolation of the LS model for annual and semiannual oscillations and the LS + MAR. The AAM χ 3 predictions are also compared with LS extrapolation and LS + AR prediction. It is shown that the predictions of LOD and UT1-UTC based on LS + MAR taking into account the axial component of AAM are more accurate than the predictions of LOD and UT1-UTC based on LS extrapolation or on LS + AR. In particular, the UT1-UTC predictions based on LS + MAR during El Niño/La Niña events exhibit considerably smaller prediction errors than those calculated by means of LS or LS + AR. The AAM χ 3 time-series is predicted using LS + MAR with higher accuracy than applying LS extrapolation itself in the case of medium-term predictions (up to 100 days in the future). However, the predictions of AAM χ 3 reveal the best accuracy for LS + AR.

Detection of a large increase of the size of the Be disk from the X-ray binary A 0535+262

NASA Astrophysics Data System (ADS)

Camero-Arranz, A.; Ozbey-Arabaci, M.; Fabregat, J.; Gutierrez-Soto, J.; Finger, Mark H.; Peris, V.; Brevia, O.

2014-04-01

We report on the evolution of the H & alpha; equivalent width (EW) of the Be/X-ray binary system A 0535+262/HD 245770, using observations performed with the spectrograph Albireo, at the 1.5 m telescope of the Observatorio de Sierra Nevada (Granada, Spain) on 2012-03-26 22:27:59.000 UTC (MJD 56012.936), and recently with the spectrograph located at the 51 cm telescope of the Observatorio de Aras de los Olmos of the University of Valencia on 2014-Mar-07 at 21:07:00.000 UTC (MJD 56723.879), and also with the TFOSC spectrometer at the 1.5 m telescope RTT150 of the T & Uuml;B & #304TAK National Observatory (Antalya, Turkey) on 2014-03-18 19:57:14.688 UTC (MJD 56734.831) and 2014-03-19 19:58:30.746 UTC (MJD 56735.832). ...

UTC(SU) and EOP(SU) - the only legal reference frames of Russian Federation

NASA Astrophysics Data System (ADS)

Koshelyaevsky, Nikolay B.; Blinov, Igor Yu; Pasynok, Sergey L.

2015-08-01

There are two legal time reference frames in Russian Federation. UTC(SU) deals with atomic time and play a role of reference for legal timing through the whole country. The other one, EOP(SU), deals with Earth's orientation parameters and provides the official EOP data for scientific, technical and metrological applications in Russia.The atomic time is based on two essential hardware components: primary Cs fountain standards and ensemble of continuously operating H-masers as a time unit/time scale keeper. Basing on H-maser intercomparison system data, regular H-maser frequency calibration against Cs standards and time algorithm autonomous TA(SU) time scale is maintained by the Main Metrological Center. Since 2013 time unit in TA(SU) is the second (SU) reproduced independently by VNIIFTRI Cs primary standards in accordance to it’s definition in the SI. UTC(SU) is relied on TA(SU) and steering to UTC basing on TWSTFT/GNSS time link data. As a result TA(SU) stability level relative to TT considerably exceeds 1×10-15 for sample time one month and more, RMS[UTC-UTC(SU)] ≤ 3 ns for the period of 2013-2015. UTC(SU) is broadcasted by different national means such as specialized radio and TV stations, NTP servers and GLONASS. Signals of Russian radio stations contains DUT1 and dUT1 values at 0.1s and 0.02s resolution respectively.The definitive EOP(SU) are calculated by the Main Metrological Center basing on composition of the eight independent individual EOP data streams delivered by four Russian analysis centers: VNIIFTRI, Institute of Applied Astronomy, Information-Analytical Center of Russian Space Agency and Analysis Center of Russian Space Agency. The accuracy of ultra-rapid EOP values for 2014 is estimated ≤ 0.0006" for polar motion, ≤ 70 microseconds for UT1-UTC and ≤ 0.0003" for celestial pole offsets respectively.The other VNIIFTRI EOP activities can be grouped in three basic directions:- arrangement and carrying out GNSS and SLR observations at five institutes- processing GNSS, SLR and VLBI observation data for EOP evaluation- combination of GLONASS satellites orbit/clocks.The paper will deliver more detailed and particular information on Russian legal reference frames.

GPM observations of a tropical-like hailstorm over the Mediterranean Sea

NASA Astrophysics Data System (ADS)

Cinzia Marra, Anna; Panegrossi, Giulia; Casella, Daniele; Sanò, Paolo; Dietrich, Stefano; Baldini, Luca; Petracca, Marco; Porcù, Federico

2016-04-01

In the last years tropical-like precipitation systems, i.e., with large horizontal extent, tropical cyclone features (i.e., Medicanes), or characterized by very deep and intense convection, have become more and more frequent also at mid-latitudes. On September 05, 2015 a violent hailstorm hit the Gulf and the city of Naples in Italy. The storm was caused by a southward plunge of the jet stream that carved into Western Europe, sending an upper disturbance into the Italian peninsula. That instability, associated with high Sea Surface Temperature (SST), and low-level convergence, stirred up an impressive severe thunderstorm with intense lightning activity and strong winds, that started developing around 0600 UTC over the Thyrrenian Sea off the coast of Naples, and reached maturity by 0637 UTC, hitting the coast around 0900 UTC, moving inland afterwards, until its complete dissipation around 1200 UTC. The storm dropped 5-8 cm diameter hailstones along its path over the sea, and in Pozzuoli, near Naples. Meteosat Second Generation (MSG) SEVIRI VIS/IR images show the extremely rapid development of the thunderstorm, with cloud-top temperatures (at 10.8 μm) dropping from 270 K at 0657 UTC to the extremely low value of 205 K at 0637 UTC (65 K in 40 minutes). The occurrence of a very well defined convective overshooting top is evidenced by the VIS images. Sounding at Pratica di Mare station (180 km NE of Naples) at 0000 UTC shows the tropopause height at about 13.5 km and the typical "loaded gun" features providing a strong capping inversion inhibiting the premature release of the convective instability: moist air in the boundary layer, due to the low-level southerly flow, with warm and dry air aloft. The LINET ground-based lightning detection network registered over 37000 strokes between 0500 and 1200 UTC. During its mature phase, at 0845 UTC, the hailstorm was captured by one overpass of Global Precipitation Measurement (GPM) satellite launched in February 2014. The GPM Core Observatory (GPM-CO), equipped with the GPM Microwave Imager (GMI), the most advanced multichannel conical-scanning microwave radiometer available, and with the Ka/Ku band Dual-frequency Precipitation Radar (DPR), provides unique measurements of extremely rare, tropical-like features of the storm. Close-in-time observations of the hailstorm are also available from the AMSU/MHS radiometers (MetOp-A overpass at 0834 UTC and MetOp-B overpass at 0929 UTC). DPR shows vertical extension of more than 16 km a.s.l. and with tropical-like reflectivity values (40dBZ top height at 14 km and 20 dBZ top height at 16 km, sign of strong updraft, supporting large ice hydrometeors), confirming the presence of a deep overshooting above the 13.5 km tropopause. GMI observations show strong brightness temperature (TB) depressions, with the 37GHz, 89GHz, and 166GHz as low as 97K, 67K, and 87K, respectively, similar in both V and H channels (sign of round shaped ice hydrometeors). Such low values of TB are extremely unusual ad mid latitudes, and can be measured only thanks to the high-resolution capability of GMI. The analysis of the TB differences in the three AMSU/MHS 183 GHz water vapor channels, usually applied to tropical convective clouds, confirms the presence of convective overshooting. Around the time of the GMI (and AMSU/MHS) overpass (between 08:30 and 09:00 UTC), the LINET registered about 5000 lightning strokes (3500 intracloud), another indication of the severity of the storm. In this study GPM observations will be thoroughly analyzed and discussed, along with the analysis of other spaceborne and ground-based measurements, providing observational evidence of the severity and rarity of this type of storm at mid-latitudes.

2013 Missouri Local Technical Assistance Program (LTAP) at Missouri S&T.

DOT National Transportation Integrated Search

2014-05-01

This project was established to provide training, information and technical assistance to local government agencies in Missouri. The : Missouri LTAP benefits UTC as an agent of technology transfer and also through the Missouri LTAP, UTC supports Miss...

Current Volcanic Ash Advisories - Washington VAAC - Satellite Products and

Science.gov Websites

-- Dissemination Schedules METEOSAT MTSAT-1R POES -- Satellite Operations -- Satellite Status Pre-Processing ) (KML) TEST XXXXXX TEST: 23 May 2018 - 2033 UTC TURRIALBA COSTA_RICA: 21 May 2018 - 2304 UTC 21 May 2018

Tsunami: India

Atmospheric Science Data Center

2013-04-16

... Animation At 00:58:53 UTC (Coordinated Universal Time) on December 26, 2004, a magnitude 9.0 earthquake occurred off the west ... UTC, when the tide gauge indicated the arrival of another series of waves. Because MISR's nine cameras imaged the coast over a time span ...

Tropical Storm Hermine in the Gulf of Mexico

NASA Image and Video Library

2017-12-08

NASA image acquired Sept 6, 2010 at 16 :45 UTC Tropical Storm Hermine (10L) in the Gulf of Mexico Satellite: Terra Credit: NASA/GSFC/Jeff Schmaltz/MODIS Land Rapid Response Team To learn more go to: www.nasa.gov/mission_pages/hurricanes/archives/2010/h2010... NASA Goddard Space Flight Center is home to the nation's largest organization of combined scientists, engineers and technologists that build spacecraft, instruments and new technology to study the Earth, the sun, our solar system, and the universe. Follow us on Twitter Join us on Facebook

Oil Spill in Gulf of Mexico April 29th View

NASA Image and Video Library

2017-12-08

2010/119 - 04/29 at 16 :48 UTC Oil slick in the Gulf of Mexico (Input Direct Broadcast data courtesy Direct Readout Lab, NASA/GSFC) Satellite: Terra NASA/GSFC/Jeff Schmaltz/MODIS Land Rapid Response Team To learn more about MODIS go to: rapidfire.sci.gsfc.nasa.gov/gallery/?latest NASA Goddard Space Flight Center is home to the nation's largest organization of combined scientists, engineers and technologists that build spacecraft, instruments and new technology to study the Earth, the sun, our solar system, and the universe.

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

PubMed

Rana, Jasmine; Burgin, Susan

2017-11-01

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

Downregulation of cough by exercise and voluntary hyperpnea.

PubMed

Fontana, Giovanni A

2010-01-01

No information exists on the effects of hyperpnea on the sensory and cognitive aspects of coughing evoked by inhalation of tussigenic agents. The threshold for the cough reflex induced by inhalation of increasing concentrations of ultrasonically nebulized distilled water (fog), and the index of cough reflex sensitivity, was assessed in 12 healthy humans in control conditions, during exercise, and during voluntary isocapnic hyperventilation (VIH) to the same level as the exercise. The intensity of the urge-to-cough (UTC), a cognitive component of coughing, was also recorded throughout the trials. The log-log relationship between inhaled fog concentrations and the correspondingly evoked UTC values, an index of the perceptual magnitude of the UTC sensitivity, was also calculated. Cough appearance was always assessed audiovisually. At an exercise level of 80% of anaerobic threshold, the mean cough threshold was increased from a control value of 1.03 +/- 0.65 to 2.25 +/- 1.14 ml/min (p < 0.01), i.e., cough sensitivity was downregulated. With VIH, the mean (+/-SD) threshold increased from 1.03 +/- 0.65 to 2.42 +/- 1.16 ml/min (p < 0.01), a similar downregulation. With exercise and VIH compared with control, mean UTC values at cough threshold were not significantly changed: control, 3.83 +/- 1.11 cm; exercise, 3.12 +/- 0.82 cm; VIH, 4.08 +/- 1.67 cm. Since the slopes of the log fog concentration/log UTC value were approximately halved during exercise and VIH compared with control, the UTC sensitivity to fog was depressed (p < 0.01). The results indicate that the adjustments brought into action by exercise-induced or voluntary hyperventilation exert inhibitory influences on the sensory and cognitive components of fog-induced cough.

Desensitization of the cough reflex by exercise and voluntary isocapnic hyperpnea.

PubMed

Lavorini, Federico; Fontana, Giovanni A; Chellini, Elisa; Magni, Chiara; Duranti, Roberto; Widdicombe, John

2010-05-01

Little is known about the effects of exercise on the sensory and cognitive aspects of coughing evoked by inhalation of tussigenic agents. The threshold for the cough reflex induced by inhalation of increasing nebulizer outputs of ultrasonically nebulized distilled water (fog), an index of cough reflex sensitivity, was assessed in twelve healthy humans in control conditions, during exercise and during voluntary isocapnic hyperpnea (VIH) at the same ventilatory level as the exercise. The intensity of the urge to cough (UTC), a cognitive component of coughing, was recorded throughout the trials on a linear scale. The relationships between inhaled fog nebulizer outputs and the correspondingly evoked UTC values, an index of the perceptual magnitude of the UTC sensitivity, were also calculated. Cough appearance was always assessed audiovisually. At an exercise level of 80% of anaerobic threshold, the median cough threshold was increased from a control value of 0.73 to 2.22 ml/min (P<0.01), i.e., cough sensitivity was downregulated. With VIH, the threshold increased from 0.73 to 2.22 ml/min (P<0.01), a similar downregulation. With exercise and VIH compared with control, mean UTC values at cough threshold were unchanged, i.e., control, 3.83 cm; exercise, 3.12 cm; VIH, 4.08 cm. The relationship of the fog nebulizer output/UTC value was linear in control conditions and logarithmic during both exercise and VIH. The perception of the magnitude of the UTC seems to be influenced by signals or sensations arising from exercising limb and thoracic muscles and/or by higher nervous (cortical) mechanisms. The results indicate that the adjustments brought into action by exercise-induced or voluntary hyperpnea exert inhibitory influences on the sensory and cognitive components of fog-induced cough.

Satellite Animation Sees Category 4 Hurricane Irma Approach South Florida

NASA Image and Video Library

2017-09-10

This animation of NOAA's GOES East satellite imagery from Sept. 8 at 8:45 a.m. EDT (1245 UTC) to Sept. 10 ending at 8:55 a.m. EDT (1255 UTC) shows Category 4 Hurricane Irma move past Cuba and approach south Florida.

Education Innovation: Case Studies in e-Learning and Face-to-Face Teaching in Higher Education: What is the Best?

NASA Astrophysics Data System (ADS)

Boon, J. A.

Education innovation is here to stay. This chapter gives the results of a study of the application of information and communication technology to advanced teaching and learning activities. It is strategically important that the technology opens up new ways of teaching and learning. The purpose of this chapter is firstly to identify the typical advanced teaching and learning activities/functions that can be applied in e-Learning and face-to-face teaching and learning. Case studies were selected from a group of teachers who have already been involved in both teaching modes for some years and thus have experience in blended teaching and learning. A number of teaching activities/functions were seen as positive in their application in the e-Learning situation. Those that stand out are peer review and collaboration, promotion of reflection and stimulation of critical and creative thinking, team teaching, promotion of discovery/extension of knowledge, and problematization of the curriculum. In face-to-face teaching and learning, inviting engagement, how to come to know, involving metaphors and analogies, teaching that connects to learning, inspire change, promote understanding, and others stand out. As seen by the teachers in the case studies, both e-Learning and face-to-face teaching and learning are seen as complementary to each other. We define this view as blended teaching and learning.

Simulation of local convective rainfall over metropolitan area on 16 August 2015 using high resolution model

NASA Astrophysics Data System (ADS)

Lee, Y. H.; Min, K. H.

2017-12-01

We investigated the ability of high-resolution numerical weather prediction (NWP) model (nested grid spacing at 500 m) in simulating convective precipitation event over the Seoul metropolitan area on 16 August 2015. Intense rainfall occurred from 0930 UTC to 1030 UTC and subsequent trailing precipitation lasted until 1400 UTC. The synoptic condition for the convective event was characterized by a large value of convective available potential energy (CAPE) at the outer edge of a meso-high pressure system. Observational analysis showed that triggering mechanism for convective rainfall was provided by the convergence of northeasterly wind which was driven by a cold pool in the northeastern Kyonggi province. The cold pool formed after heavy rain occurred in northeastern Kyonggi province at 0500UTC. Several experiments were performed in order to evaluate the sensitivity of different initial conditions (IC12, IC18, IC00, IC06) and the impact of data assimilation (IC06A) on simulating the convective event. The quantitative precipitation forecasts (QPF) appeared to vary widely among the experiments, depending on the timing of ICs that were chosen. QPF amount was underestimated in all experiments when data assimilation was not performed. Among the four experiments, QPF amounts and locations were better simulated in the 1200 UTC 15 August (IC12) run due to large values of CAPE in late afternoon and the presence of low-level convergence zone in the metropolitan area. Although 0600 UTC 16 August (IC06) run simulated the largest CAPE in late afternoon, the location and amount of heavy rainfall were significantly different from observations. IC06 did not simulate the convergence of low-level wind associated with the mesoscale cold pool. However, when assimilation of surface observations and radar data at 0600 UTC was performed (IC06A), the simulation reproduced the location and amount of rainfall reasonably well, indicating that high-resolution NWP model with data assimilation can predict the local convective precipitation event with a short-life time (1 3 hours) effectively within 6 hours.

Strategic Planning Study Team. Final Report.

ERIC Educational Resources Information Center

Tennessee Univ., Chattanooga.

This final report presents the results of a University of Tennessee at Chattanooga's (UTC) strategic planning study team, which was charged with documenting computerized services currently available and recommending to the UTC administration areas in which new services should be introduced at the university. A questionnaire was administered to…

Empirically Founded Teaching in Psychology--An Example for the Combination of Evidence-Based Teaching and the Scholarship of Teaching and Learning

ERIC Educational Resources Information Center

Boser, Julia; Scherer, Sonja; Kuchta, Kathrin; Wenzel, S. Franziska C.; Horz, Holger

2017-01-01

To improve teaching in higher education, teachers in psychology are encouraged to use evidence-based teaching, that is, to apply empirical findings regarding learning and teaching, when designing learning opportunities. This report illustrates the combination of evidence-based teaching and the Scholarship of Teaching and Learning in teaching…

Urban weather data and building models for the inclusion of the urban heat island effect in building performance simulation.

PubMed

Palme, M; Inostroza, L; Villacreses, G; Lobato, A; Carrasco, C

2017-10-01

This data article presents files supporting calculation for urban heat island (UHI) inclusion in building performance simulation (BPS). Methodology is used in the research article "From urban climate to energy consumption. Enhancing building performance simulation by including the urban heat island effect" (Palme et al., 2017) [1]. In this research, a Geographical Information System (GIS) study is done in order to statistically represent the most important urban scenarios of four South-American cities (Guayaquil, Lima, Antofagasta and Valparaíso). Then, a Principal Component Analysis (PCA) is done to obtain reference Urban Tissues Categories (UTC) to be used in urban weather simulation. The urban weather files are generated by using the Urban Weather Generator (UWG) software (version 4.1 beta). Finally, BPS is run out with the Transient System Simulation (TRNSYS) software (version 17). In this data paper, four sets of data are presented: 1) PCA data (excel) to explain how to group different urban samples in representative UTC; 2) UWG data (text) to reproduce the Urban Weather Generation for the UTC used in the four cities (4 UTC in Lima, Guayaquil, Antofagasta and 5 UTC in Valparaíso); 3) weather data (text) with the resulting rural and urban weather; 4) BPS models (text) data containing the TRNSYS models (four building models).

[Teaching practices and learning strategies in health careers].

PubMed

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

2016-09-01

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

The Learning-Teaching Nexus: Modelling the Learning-Teaching Relationship in Higher Education

ERIC Educational Resources Information Center

Knewstubb, Bernadette

2016-01-01

The teaching-learning relationship is often described as a conversation. However, many models of teaching and learning depict the worlds of teacher and learner as enclosed and inaccessible, linked by apparently transferred communicative meanings. A new interdisciplinary learning-teaching nexus (LTN) model combines perspectives from higher…

Educators' Preparation to Teach, Perceived Teaching Presence, and Perceived Teaching Presence Behaviors in Blended and Online Learning Environments

ERIC Educational Resources Information Center

Gurley, Lisa E.

2018-01-01

Teaching in blended and online learning environments requires different pedagogical approaches than teaching in face-to-face learning environments. How educators are prepared to teach potentially impacts the quality of instruction provided in blended and online learning courses. Teaching presence is essential to achieving student learning…

Satellite Animation Shows Nate Become a Hurricane in Gulf of Mexico

NASA Image and Video Library

2017-10-07

This animation of NOAA's GOES East satellite imagery of Tropical Storm Nate from Oct. 5 at 5:45 a.m. EDT (0945 UTC) to Oct. 7 at 6:00 a.m. EDT (1000 UTC) after Nate strengthened into a hurricane while moving through the Gulf of Mexico.

Inquiry for Engagement in Teaching and Learning

ERIC Educational Resources Information Center

Moss, Glenda

2011-01-01

"Whither scholarship in the work of enhancing the quality of teaching and learning?" The question reminds the author of one Shakespeare asked, "To be or not to be?" She cannot imagine teaching and learning taking place in any classroom without inquiry. Scholarship in the practice of teaching and learning is teaching and learning. She believes that…

A Method for Extrapolation of Atmospheric Soundings

DTIC Science & Technology

2014-05-01

14 3.1.2 WRF Inter-Comparisons...8 Figure 5. Profiles comparing the 00 UTC 14 January 2013 GJT radiosonde to 1-km WRF data from 23 UTC extended from...comparing 1-km WRF data and 3-km WRF data extended from the “old surface” to the radiosonde surface using the standard extrapolation and extended

A Fast 4-D TEM System for UXO Characterization

DTIC Science & Technology

2003-07-30

responses for a small conductive and permeable sphere. Magnetic permeability is the curve parameter. Figure 2.10: Compass/ Tiltmeter package...each TCM2 record. The DOS clock on the HP200LX was manually set to UTC each day using the UTC time displayed on the Figure 2.10: Compass/ Tiltmeter

UAB UTC domain 2 : development of a dynamic traffic assignment and simulation model for incident and emergency management applications in the Birmingham Region (Aim 1).

DOT National Transportation Integrated Search

2010-12-01

A number of initiatives were undertaken to support education, training, and technology transfer objectives related to UAB UTC Domain 2 Project: Development of a Dynamic Traffic Assignment and Simulation Model for Incident and Emergency Management App...

Mountain Wave Analysis Using Fourier Methods

DTIC Science & Technology

2007-10-01

model for altitudes up to 18 km for the same location using the Hilo , Hawaii 1200 UTC rawinsonde for the background velocity and temperature profile... Hawaii terrain and atmosphere 46 for 12 Dec 2002 vii Tables 1...20 3. Three-Layer Model Specifications for Hawaii 12 December 2002 06 UTC 22 4. Three-Layer Model

Analysis of the Effect of UTI-UTC to High Precision Orbit

NASA Astrophysics Data System (ADS)

Shin, Dongseok; Kwak, Sunghee; Kim, Tag-Gon

1999-12-01

As the spatial resolution of remote sensing satellites becomes higher, very accurate determination of the position of a LEO (Low Earth Orbit) satellite is demanding more than ever. Non-symmetric Earth gravity is the major perturbation force to LEO satellites. Since the orbit propagation is performed in the celestial frame while Earth gravity is defined in the terrestrial frame, it is required to convert the coordinates of the satellite from one to the other accurately. Unless the coordinate conversion between the two frames is performed accurately the orbit propagation calculates incorrect Earth gravitational force at a specific time instant, and hence, causes errors in orbit prediction. The coordinate conversion between the two frames involves precession, nutation, Earth rotation and polar motion. Among these factors, unpredictability and uncertainty of Earth rotation, called UTI-UTC, is the largest error source. In this paper, the effect of UTI-UTC on the accuracy of the LEO propagation is introduced, tested and analzed. Considering the maximum unpredictability of UTI-UTC, 0.9 seconds, the meaningful order of non-spherical Earth harmonic functions is derived.

5 Gbps wireless transmission link with an optically pumped uni-traveling carrier photodiode mixer at the receiver.

PubMed

Mohammad, Ahmad W; Shams, Haymen; Balakier, Katarzyna; Graham, Chris; Natrella, Michele; Seeds, Alwyn J; Renaud, Cyril C

2018-02-05

We report the first demonstration of a uni-traveling carrier photodiode (UTC-PD) used as a 5 Gbps wireless receiver. In this experiment, a 35.1 GHz carrier was electrically modulated with 5 Gbps non-return with zero on-off keying (NRZ-OOK) data and transmitted wirelessly over a distance of 1.3 m. At the receiver, a UTC-PD was used as an optically pumped mixer (OPM) to down-convert the received radio frequency (RF) signal to an intermediate frequency (IF) of 11.7 GHz, before it was down-converted to the baseband using an electronic mixer. The recovered data show a clear eye diagram, and a bit error rate (BER) of less than 10 -8 was measured. The conversion loss of the UTC-PD optoelectronic mixer has been measured at 22 dB. The frequency of the local oscillator (LO) used for the UTC-PD is defined by the frequency spacing between the two optical tones, which can be broadly tuneable offering the frequency agility of this photodiode-based receiver.

Confucian and Western Teaching and Learning

ERIC Educational Resources Information Center

Wang, Victor C. X.; Torrisi-Steele, Geraldine

2015-01-01

The authors of this article consider Western teaching and learning alongside Confucian teaching and learning through reviewing the literature. The paper emphasizes that we must teach lower order thinking skills first before we teach higher order thinking skills, and confirms that rote learning and memorization precede critical thinking and…

Inspiring Exemplary Teaching and Learning: Perspectives on Teaching Academically Talented College Students--A Companion Piece to "Teaching and Learning in Honors." National Collegiate Honors Council Monograph Series

ERIC Educational Resources Information Center

Clark, Larry, Ed.; Zubizarreta, John, Ed.

2008-01-01

This monograph is a companion piece to "Teaching and Learning in Honors." The authors in this monograph are dedicated to exploring the sometimes magical, sometimes ordinary, sometimes rewarding, sometimes challenging connections between good teaching and deep, lasting learning. Questions regarding students' learning, pedagogical…

Incidence of Temperature Inversion and their Impact on Air Quality: A Case Study of Delhi

NASA Astrophysics Data System (ADS)

Singh, V. P.

2016-12-01

In troposphere, an increase in temperature with the altitude produces stable atmosphere which prohibits the air pollutants dispersion. This study investigates the phenomenon of temperature inversion (TI), Lapse rate (LR) and its effects on air quality in respect of Ozone (O3), CO2, CO & PM2.5 over a megacity- Delhi (Study Time Period: 2006-2012). Because of huge population, urban sprawl and orographic location, this study can be very helpful for Delhi and cities like Delhi. Radiosonde observations for temperature was used for TI calculations over the region. Results indicate that TI generally occurs at 975-850 hPa. Also, the maximum number of inversions occur during winter months (December and January) especially at night time and early mornings. Furthermore, during winter months, the incidence of inversion is highest at both 00UTC and 12UTC while it is least during the monsoon months (July and August) at 00UTC. The LR is maximum in terms of magnitude (i.e. highly negative) during the summer months (May & June) every year indicating the strong heating effects that takes place during the day time in summer and also because the sensible heat flux from the surface to the atmosphere is significant even at 12UTC (i.e. around 5.30 P.M.) The bivariate correlation analysis for air quality variables reveals negative relationship of all air quality variables except O3 with rainfall. A positive relationship of LR with all air quality variables, except O3, was observed indicating the increase in pollutants' concentrations with an increase in LR. The correlation coefficient between LR and air pollutants CO, NO, NO2, PM2.5 were found to be 0.463, 0.346, 0.249 and 0.673 respectively. A negative correlation was found between wind speed and most of the air pollutants. Also, significantly, O3 had been the only air pollutant having a negative relationship with LR (both at 00UTC &12UTC).

Selected Papers from the National Conference on College Teaching and Learning (4th, Jacksonville, Florida, April 14-17, 1993).

ERIC Educational Resources Information Center

Chambers, Jack A., Ed.

This collection of 18 papers covers four broad areas of teaching and learning in higher education: innovative college teaching/learning strategies; effective classroom research/assessment activities; advanced classroom technology; and developing teaching and learning centers. Titles include: (1) "Changing Teaching Styles When Technology Becomes…

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

PubMed

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

2014-01-01

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

ENVIRONMENTAL TECHNOLOGY VERIFICATION REPORT: UTC FUEL CELLS' PC25C POWER PLANT - GAS PROCESSING UNIT PERFORMANCE FOR ANAEROBIC DIGESTER GAS

EPA Science Inventory

Under EPA’s Environmental Technology Verification program, which provides objective and scientific third party analysis of new technology that can benefit the environment, a combined heat and power system based on the UTC Fuel Cell's PC25C Fuel Cell Power Plant was evaluated. The...

Satellite Animation Shows Movement and Landfall of Hurricane Nate

NASA Image and Video Library

2017-10-08

This animation of NOAA's GOES East and West satellite imagery from Oct. 1 at 3:30 a.m. EDT (0730 UTC) to Oct 8 at 8 a.m. EDT (1200 UTC) shows the movement, development and landfall of Hurricane Nate at the mouth of the Mississippi River on Oct. 7 at 8 p.m. EDT.

Satellite Animation Shows Hurricane Maria and Post-Tropical Storm Jose

NASA Image and Video Library

2017-09-23

This animation of NOAA's GOES East satellite imagery from Sept. 21 at 7:45 a.m. EDT (1145 UTC) to Sept. 23 ending at 7:45 a.m. EDT (1145 UTC) shows Jose becoming a post-tropical storm winding down near New England while Hurricane Maria moved over Puerto Rico and toward the Bahamas.

The application of network teaching in applied optics teaching

NASA Astrophysics Data System (ADS)

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

2017-08-01

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

Frontline learning of medical teaching: "you pick up as you go through work and practice".

PubMed

Hartford, W; Nimmon, L; Stenfors, T

2017-09-19

Few medical teachers have received formal teaching education. Along with individual and organizational barriers to participation in teacher training programs, increasing numbers and altered distribution of physicians away from major teaching centers have increased the difficulty of attendance. Furthermore, it is not known if traditional faculty development formats are the optimal learning options given findings from existing studies document both positive and negative outcomes. There is a gap in research that explores how medical teachers learn to teach and also limited research regarding how medical teachers actually teach. The purpose of this study was to provide insight into how physicians describe their teaching of trainees, and the nature of their teaching development and improvement to inform faculty development programs. Semi-structured interviews were conducted with 36 physicians, with a broad range of teaching experience, purposefully selected from five disciplines: Internal Medicine, Pediatrics, Psychiatry, Surgery, and Family Medicine. A qualitative, inductive approach was used to analyse the data. Teaching was described as being centered on the needs of individual trainees, but was dependent on patient presentation and environmental context. For this group of physicians learning to teach was perceived as a dynamic and evolving process influenced by multiple life experiences. The physicians had not learnt to teach through formal education and then put that learning into practice, but had learnt to teach and improve their teaching through their trial and errors teaching. Life experiences unconnected with the medical environment contributed to their knowledge of teaching along with limited formal learning to teach experiences. Teaching practice was influenced by peers and trainees, feedback, and observation. The findings suggest these medical teachers learn to teach along a continuum largely through their teaching practice. The findings suggested that the participants' major resource for learning how to teach was informal experiential learning, both in and out of the workplace. This may have implications for faculty development strategies for medical teaching education.

Designing a Teachable Agent System for Mathematics Learning

ERIC Educational Resources Information Center

Song, Donggil

2017-01-01

Learning-by-teaching has been identified as one of the more effective approaches to learning. Recently, educational researchers have investigated virtual environments in order to utilize the learning-by-teaching pedagogy. In a face-to-face learning-by-teaching situation, the role of the learners is to teach their peers or instructors. In virtual…

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.…

Future Engineering Professors' Conceptions of Learning and Teaching Engineering

ERIC Educational Resources Information Center

Torres Ayala, Ana T.

2012-01-01

Conceptions of learning and teaching shape teaching practices and are, therefore, important to understanding how engineering professors learn to teach. There is abundant research about professors' conceptions of teaching; however, research on the conceptions of teaching of doctoral students, the future professors, is scarce. Furthermore,…

Exploring Learning and Teaching Profiles of Elementary Physical Educators in Different Contexts

ERIC Educational Resources Information Center

Ko, Bomna

2014-01-01

Teachers learn many of the teaching practices they use to survive and sustain their teaching careers within their school context. This study explored teaching practices and teachers' learning of their teaching practices among teachers in different contexts. A concurrent mixed-model research design was used to identify the teaching profiles of…

Federal Aviation Administration - Graphic TFR's

Science.gov Websites

NAVAJO CITY, NM, Saturday, May 26, 2018 through Tuesday, June 26, 2018 UTC New zoom to 8/4424 05/26/2018 8/4423 ZAB NM HAZARDS QUEEN, NM, Saturday, May 26, 2018 through Tuesday, June 26, 2018 UTC New zoom ZHU TX SECURITY Corpus Christi, TX, Tuesday, May 29, 2018 through Wednesday, May 30, 2018 Local zoom

Satellite Animation Sees Category 4 Hurricane Irma and Jose, Katia Landfall

NASA Image and Video Library

2017-09-09

This animation of NOAA's GOES East satellite imagery from Sept. 6 at 9:45 a.m. EDT (1345 UTC) to Sept. 9 ending at 10:15 a.m. EDT (1415 UTC) shows Category 4 Hurricane Irma approaching south Florida and Category 4 Hurricane Jose approach the northern Leeward Islands. Meanwhile, Hurricane Storm Katia made landfall and dissipated in eastern Mexico.

Effects of urban tree canopy loss on land surface temperature magnitude and timing

Treesearch

Arthur Elmes; John Rogan; Christopher Williams; Samuel Ratick; David Nowak; Deborah Martin

2017-01-01

Urban Tree Canopy (UTC) plays an important role in moderating the Surface Urban Heat Island (SUHI) effect, which poses threats to human health due to substantially increased temperatures relative to rural areas. UTC coverage is associated with reduced urban temperatures, and therefore benefits both human health and reducing energy use in cities. Measurement of this...

A comparison of LOD and UT1-UTC forecasts by different combined prediction techniques

NASA Astrophysics Data System (ADS)

Kosek, W.; Kalarus, M.; Johnson, T. J.; Wooden, W. H.; McCarthy, D. D.; Popiński, W.

Stochastic prediction techniques including autocovariance, autoregressive, autoregressive moving average, and neural networks were applied to the UT1-UTC and Length of Day (LOD) International Earth Rotation and Reference Systems Servive (IERS) EOPC04 time series to evaluate the capabilities of each method. All known effects such as leap seconds and solid Earth zonal tides were first removed from the observed values of UT1-UTC and LOD. Two combination procedures were applied to predict the resulting LODR time series: 1) the combination of the least-squares (LS) extrapolation with a stochastic predition method, and 2) the combination of the discrete wavelet transform (DWT) filtering and a stochastic prediction method. The results of the combination of the LS extrapolation with different stochastic prediction techniques were compared with the results of the UT1-UTC prediction method currently used by the IERS Rapid Service/Prediction Centre (RS/PC). It was found that the prediction accuracy depends on the starting prediction epochs, and for the combined forecast methods, the mean prediction errors for 1 to about 70 days in the future are of the same order as those of the method used by the IERS RS/PC.

Planetary boundary layer height variability over athens, greece, based on the synergy of raman lidar and radiosonde data: Application of the kalman filter and other techniques (2011-2016)

NASA Astrophysics Data System (ADS)

Alexiou, Dimitrios; Kokkalis, Panagiotis; Papayannis, Alexandros; Rocadenbosch, Francesc; Argyrouli, Athina; Tsaknakis, Georgios; Tzanis, Chris G.

2018-04-01

In this paper we studied the temporal evolution of the Planetary Boundary Layer height (PBLH) over the basin of Athens, Greece during a 5-year period (2011-2016) using data from the EOLE Raman lidar system. The lidar data (range-corrected lidar signals-RCS) were selected around 12:00 UTC and 00:00 UTC for a total of 332 cases: 165 days and 167 nights. Extended Kalman filtering techniques were used for the determination of the PBLH. Moreover, several well established techniques for the PBLH estimation based on lidar data were also tested for a total of 35 cases. Comparisons with the PBLH values derived from radiosonde data were also performed. The mean PBLH over Athens was found to be of the order of 1617±324 m at 12:00 UTC and of 892±130 m at 00:00 UTC, for the period examined. The mean PBLH growth rate was found to be about 170±64 m h-1 and 90±17 m h-1, during daytime and nighttime, respectively.

A Hybrid Teaching and Learning Model

NASA Astrophysics Data System (ADS)

Juhary, Jowati Binti

This paper aims at analysing the needs for a specific teaching and learning model for the National Defence University of Malaysia (NDUM). The main argument is that whether there are differences between teaching and learning for academic component versus military component at the university. It is further argued that in order to achieve excellence, there should be one teaching and learning culture. Data were collected through interviews with military cadets. It is found that there are variations of teaching and learning strategies for academic courses, in comparison to a dominant teaching and learning style for military courses. Thus, in the interest of delivering quality education and training for students at the university, the paper argues that possibly a hybrid model for teaching and learning is fundamental in order to generate a one culture of academic and military excellence for the NDUM.

Impact of MODIS High-Resolution Sea-Surface Temperatures on WRF Forecasts at NWS Miami, FL

NASA Technical Reports Server (NTRS)

Case, Jonathan L.; LaCasse, Katherine M.; Dembek, Scott R.; Santos, Pablo; Lapenta, William M.

2007-01-01

Over the past few years,studies at the Short-term Prediction Research and Transition (SPoRT) Center have suggested that the use of Moderate Resolution Imaging Spectroradiometer (MODIS) composite sea-surface temperature (SST) products in regional weather forecast models can have a significant positive impact on short-term numerical weather prediction in coastal regions. The recent paper by LaCasse et al. (2007, Monthly Weather Review) highlights lower atmospheric differences in regional numerical simulations over the Florida offshore waters using 2-km SST composites derived from the MODIS instrument aboard the polar-orbiting Aqua and Terra Earth Observing System satellites. To help quantify the value of this impact on NWS Weather Forecast Offices (WFOs), the SPoRT Center and the NWS WFO at Miami, FL (MIA) are collaborating on a project to investigate the impact of using the high-resolution MODIS SST fields within the Weather Research and Forecasting (WRF) prediction system. The scientific hypothesis being tested is: More accurate specification of the lower-boundary forcing within WRF will result in improved land/sea fluxes and hence, more accurate evolution of coastal mesoscale circulations and the associated sensible weather elements. The NWS MIA is currently running the WRF system in real-time to support daily forecast operations, using the National Centers for Environmental Prediction Nonhydrostatic Mesoscale Model dynamical core within the NWS Science and Training Resource Center's Environmental Modeling System (EMS) software; The EMS is a standalone modeling system capable of downloading the necessary daily datasets, and initializing, running and displaying WRF forecasts in the NWS Advanced Weather Interactive Processing System (AWIPS) with little intervention required by forecasters. Twenty-seven hour forecasts are run daily with start times of 0300,0900, 1500, and 2100 UTC on a domain with 4-km grid spacing covering the southern half of Florida and the far western portions of the Bahamas, the Florida Keys, the Straights of Florida, and adjacent waters of the Gulf of Mexico and Atlantic Ocean. Each model run is initialized using the Local Analysis and Prediction System (LAPS) analyses available in AWIPS, invoking the diabatic. "hot-start" capability. In this WRF model "hot-start", the LAPS-analyzed cloud and precipitation features are converted into model microphysics fields with enhanced vertical velocity profiles, effectively reducing the model spin-up time required to predict precipitation systems. The SSTs are initialized with the NCEP Real-Time Global (RTG) analyses at l/12 degree resolution (approx. 9 km); however, the RTG product does not exhibit fine-scale details consistent with its grid resolution. SPoRT is conducting parallel WRF EMS runs identical to the operational runs at NWS MIA in every respect except for the use of MODIS SST composites in place of the RTG product as the initial and boundary conditions over water. The MODIS SST composites for initializing the SPoRT WRF runs are generated on a 2-km grid four times daily at 0400, 0700, 1600, and 1900 UTC, based on the times of the overhead passes of the Aqua and Terra satellites. The incorporation of the MODIS SST composites into the SPoRTWRF runs is staggered such that the 0400UTC composite initializes the 0900 UTC WRF, the 0700 UTC composite initializes the 1500 UTC WRF, the 1600 UTC composite initializes the 2100 UTC WRF, and the 1900 UTC composite initializes the 0300 UTC WRF. A comparison of the SPoRT and Miami forecasts is underway in 2007, and includes quantitative verification of near-surface temperature, dewpoint, and wind forecasts at surface observation locations. In addition, particular days of interest are being analyzed to determine the impact of the MODIS SST data on the development and evolution of predicted sea/land-breeze circulations, clouds, and precipitation. This paper will present verification results comparing the NWS MIA forecasts the SPoRT experimental WRF forecasts, and highlight any substantial differences noted in the predicted mesoscale phenomena.

Opening Lines: Approaches to the Scholarship of Teaching and Learning.

ERIC Educational Resources Information Center

Hutchings, Pat, Ed.

This publication features reports by eight Carnegie Scholars who are working to develop a scholarship of teaching and learning that will advance the profession of teaching and improve student learning. Following the Introduction, "Approaching the Scholarship of Teaching and Learning" (Pat Hutchings), the papers are: "Investigating Student Learning…

Teaching and Learning Science for Transformative, Aesthetic Experience

ERIC Educational Resources Information Center

Girod, Mark; Twyman, Todd; Wojcikiewicz, Steve

2010-01-01

Drawing from the Deweyan theory of experience (1934, 1938), the goal of teaching and learning for transformative, aesthetic experience is contrasted against teaching and learning from a cognitive, rational framework. A quasi-experimental design was used to investigate teaching and learning of fifth grade science from each perspective across an…

Developing the Scholarship of Teaching and Learning at the McMaster Institute for Innovation and Excellence in Teaching and Learning

ERIC Educational Resources Information Center

Marquis, Elizabeth; Ahmad, Arshad

2016-01-01

This chapter describes three research-informed SoTL initiatives undertaken at the McMaster Institute for Innovation and Excellence in Teaching and Learning and presents preliminary evidence of their impact on teaching, learning, and SoTL.

My Teaching Learning Philosophy

ERIC Educational Resources Information Center

Punjani, Neelam Saleem

2014-01-01

The heart of teaching learning philosophy is the concept of nurturing students and teaching them in a way that creates passion and enthusiasm in them for a lifelong learning. According to Duke (1990) education is a practice of artful action where teaching learning process is considered as design and knowledge is considered as colours. Teaching…

Teaching and Learning. A Problem-Solving Focus.

ERIC Educational Resources Information Center

Curcio, Frances R., Ed.

This book is dedicated to George Polya, who focused on problem solving as the means for teaching and learning mathematics. The first chapter is a reprint of his article "On Learning, Teaching, and Learning Teaching." Then, G. L. Alexanderson paints a portrait of "George Polya, Teacher," including some anecdotes that exemplify…

Employing Wikibook Project in a Linguistics Course to Promote Peer Teaching and Learning

ERIC Educational Resources Information Center

Wang, Lixun

2016-01-01

Peer teaching and learning are learner-centred approaches with great potential for promoting effective learning, and the fast development of Web 2.0 technology has opened new doors for promoting peer teaching and learning. In this study, we aim to establish peer teaching and learning among students by employing a Wikibook project in the course…

Division A Commission 31: Time

NASA Astrophysics Data System (ADS)

Hosokawa, Mizuhiko; Arias, Elisa Felicitas; Manchester, Richard; Tuckey, Philip; Matsakis, Demetrios; Zhang, Shougang; Zharov, Vladimir

2016-04-01

Time is an essential element of fundamental astronomy. In recent years there have been many time-related issues, in scientific and technological aspects as well as in conventions and definitions. At the Commission 31 (Time) business meeting at the XXIX General Assembly, recent progress and many topics, including Pulsar Time Scales WG and Future UTC WG activities, were reviewed and discussed. In this report, we will review the progress of these topics in the past three years. There are many remarkable topics, such as Time scales, Atomic clock development, Time transfer, Future UTC and future redefinition of the second. Among them, scientific highlights are the progress of pulsar time scales and the optical frequency standards. On the other hand, as the social convention, change in the definition of UTC and the second is important.

Exploring Future Teachers' Awareness, Competence, Confidence, and Attitudes Regarding Teaching Online: Incorporating Blended/Online Experience into the "Teaching and Learning in Higher Education" Course for Graduate Students

ERIC Educational Resources Information Center

Sheffield, Suzanne Le-May; McSweeney, Jill Marie; Panych, Aaron

2015-01-01

Dalhousie University's Centre for Learning and Teaching offers a Certificate in University Teaching and Learning, which includes a 12-week course entitled "Teaching and Learning in Higher Education." This course provides the certificate's theory component and has evolved to reflect the changing needs of future educators. One significant…

Faculty Teaching Development: Using the Multidimensional Matrix of Teaching Development to Guide Teaching Improvement Activities

ERIC Educational Resources Information Center

Murphy, Cheryl A.; Jensen, Thomas D.

2016-01-01

Higher education faculty learn how to teach through courses, seminars, or workshops during and after their doctoral program. Perhaps the more prevalent way faculty learn to teach is through observational and self-directed learning. In order to assist with self-directed teaching improvements we developed the Multidimensional Matrix of Teaching…

Creating the learning situation to promote student deep learning: Data analysis and application case

NASA Astrophysics Data System (ADS)

Guo, Yuanyuan; Wu, Shaoyan

2017-05-01

How to lead students to deeper learning and cultivate engineering innovative talents need to be studied for higher engineering education. In this study, through the survey data analysis and theoretical research, we discuss the correlation of teaching methods, learning motivation, and learning methods. In this research, we find that students have different motivation orientation according to the perception of teaching methods in the process of engineering education, and this affects their choice of learning methods. As a result, creating situations is critical to lead students to deeper learning. Finally, we analyze the process of learning situational creation in the teaching process of «bidding and contract management workshops». In this creation process, teachers use the student-centered teaching to lead students to deeper study. Through the study of influence factors of deep learning process, and building the teaching situation for the purpose of promoting deep learning, this thesis provide a meaningful reference for enhancing students' learning quality, teachers' teaching quality and the quality of innovation talent.

Teaching and Learning Science for Transformative, Aesthetic Experience

NASA Astrophysics Data System (ADS)

Girod, Mark; Twyman, Todd; Wojcikiewicz, Steve

2010-11-01

Drawing from the Deweyan theory of experience (1934, 1938), the goal of teaching and learning for transformative, aesthetic experience is contrasted against teaching and learning from a cognitive, rational framework. A quasi-experimental design was used to investigate teaching and learning of fifth grade science from each perspective across an entire school year including three major units of instruction. Detailed comparisons of teaching are given and pre and post measures of interest in learning science, science identity affiliation, and efficacy beliefs are investigated. Tests of conceptual understanding before, after, and one month after instruction reveal teaching for transformative, aesthetic experience fosters more, and more enduring, learning of science concepts. Investigations of transfer also suggest students learning for transformative, aesthetic experiences learn to see the world differently and find more interest and excitement in the world outside of school.

Teaching on Purpose: A Collegium Community Model for Supporting Intentional Teaching

ERIC Educational Resources Information Center

Robinson, Jennifer Meta; Kearns, Katherine Dowell; Gresalfi, Melissa; Sievert, April K.; Christensen, Tyler Booth

2015-01-01

The "collegium" learning community teaches mid-career graduate students intentionally to prepare for and create learning opportunities for their undergraduate students, what the authors call "teaching on purpose." The design addresses the lack of alignment between research on learning and preparation of faculty for teaching,…

Task-Oriented Internet Assisted English Teaching and Learning in Colleges

ERIC Educational Resources Information Center

Zhang, Juwu

2014-01-01

Task-Oriented Internet Assisted English Teaching and Learning (TIAETL) is a new English teaching and learning model which integrates the Internet-assisted and task-oriented teaching. This article analyzed the worldwide tendency of English teaching and prerequisites for TIAETL in colleges. The TIAETL has the following advantages:…

Graduate Teaching Assistants in the Learning Paradigm: Beliefs about Inclusive Teaching

ERIC Educational Resources Information Center

Embry, Priscilla B.; McGuire, Joan M.

2011-01-01

The learning paradigm emphasizes teaching in ways that facilitate learning for all students. As novice instructors of an increasingly diverse student population, graduate teaching assistants (GTAs) frequently have full responsibility for teaching undergraduate courses. This study investigated GTAs' beliefs about including diverse learners in their…

Oil Spill in Gulf of Mexico April 29th View [detail

NASA Image and Video Library

2017-12-08

2010/119 - 04/29 at 16 :48 UTC Oil slick in the Gulf of Mexico To see a full view of this image go to: www.flickr.com/photos/gsfc/4563296541/ (Input Direct Broadcast data courtesy Direct Readout Lab, NASA/GSFC) Satellite: Terra NASA/GSFC/Jeff Schmaltz/MODIS Land Rapid Response Team To learn more about MODIS go to: rapidfire.sci.gsfc.nasa.gov/gallery/?latest NASA Goddard Space Flight Center is home to the nation's largest organization of combined scientists, engineers and technologists that build spacecraft, instruments and new technology to study the Earth, the sun, our solar system, and the universe.

On Teaching and Learning in College. Reemphasizing the Roles of Learners and the Disciplines. First Edition. The Jossey-Base Series in Higher Education.

ERIC Educational Resources Information Center

Dressel, Paul L.; Marcus, Dora

College education is examined with focus on what students need to learn to maximize their full human potential. Part 1, "Teaching, Learning, and the Purpose of Education," examines: teaching styles and effects on learning; the goals of teaching; education as a humanizing experience; and enriching learning through technology. Part 2, "Teaching…

Selected Papers from the National Conference on College Teaching and Learning (6th, Jacksonville, Florida, April 5-8, 1995).

ERIC Educational Resources Information Center

Chambers, Jack A., Ed.

This collection of 18 papers covers four broad areas of teaching and learning in higher education: innovative college teaching/learning strategies; effective classroom research/assessment activities; advanced classroom technology; and developing teaching and learning centers. Titles include: (1) "African American Students' Perceptions of…

The Scholarship of Teaching: The CEET Initiative on Teaching and Learning. A Faculty Development Program on Teaching and Learning and Classroom Research. Volumes 1-4. October 2005-December 2006

ERIC Educational Resources Information Center

Scarborough, Jule Dee

2007-01-01

This Northern Illinois University College of Engineering and Engineering Technology (CEET) initiative represents the authors' first attempt to prepare engineering and technology professors for teaching to improve student learning and the Scholarship of Teaching. This college portfolio is nontraditional in that it combines a learning paper approach…

VizieR Online Data Catalog: Fermi LAT second source catalog (2FGL) (Nolan+, 2012)

NASA Astrophysics Data System (ADS)

Nolan, P. L.; Abdo, A. A.; Ackermann, M.; Ajello, M.; Allafort, A.; Antolini, E.; Atwood, W. B.; Axelsson, M.; Baldini, L.; Ballet, J.; Barbiellini, G.; Bastieri, D.; Bechtol, K.; Belfiore, A.; Bellazzini, R.; Berenji, B.; Bignami, G. F.; Blandford, R. D.; Bloom, E. D.; Bonamente, E.; Bonnell, J.; Borgland, A. W.; Bottacini, E.; Bouvier, A.; Brandt, T. J.; Bregeon, J.; Brigida, M.; Bruel, P.; Buehler, R.; Burnett, T. H.; Buson, S.; Caliandro, G. A.; Cameron, R. A.; Campana, R.; Canadas, B.; Cannon, A.; Caraveo, P. A.; Casandjian, J. M.; Cavazzuti, E.; Ceccanti, M.; Cecchi, C.; Celik, O.; Charles, E.; Chekhtman, A.; Cheung, C. C.; Chiang, J.; Chipaux, R.; Ciprini, S.; Claus, R.; Cohen-Tanugi, J.; Cominsky, L. R.; Conrad, J.; Corbet, R.; Cutini, S.; D'Ammando, F.; Davis, D. S.; de Angelis, A.; Decesar, M. E.; Deklotz, M.; de Luca A.; den Hartog, P. R.; de Palma, F.; Dermer, C. D.; Digel, S. W.; Do Couto, E. Silva E.; Drell, P. S.; Drlica-Wagner, A.; Dubois, R.; Dumora, D.; Enoto, T.; Escande, L.; Fabiani, D.; Falletti, L.; Favuzzi, C.; Fegan, S. J.; Ferrara, E. C.; Focke, W. B.; Fortin, P.; Frailis, M.; Fukazawa, Y.; Funk, S.; Fusco, P.; Gargano, F.; Gasparrini, D.; Gehrels, N.; Germani, S.; Giebels, B.; Giglietto, N.; Giommi, P.; Giordano, F.; Giroletti, M.; Glanzman, T.; Godfrey, G.; Grenier, I. A.; Grondin, M.-H.; Grove, J. E.; Guillemot, L.; Guiriec, S.; Gustafsson, M.; Hadasch, D.; Hanabata, Y.; Harding, A. K.; Hayashida, M.; Hays, E.; Hill, A. B.; Horan, D.; Hou, X.; Hughes, R. E.; Iafrate, G.; Itoh, R.; Johannesson, G.; Johnson, R. P.; Johnson, T. E.; Johnson, A. S.; Johnson, T. J.; Kamae, T.; Katagiri, H.; Kataoka, J.; Katsuta, J.; Kawai, N.; Kerr, M.; Knodlseder, J.; Kocevski, D.; Kuss, M.; Lande, J.; Landriu, D.; Latronico, L.; Lemoine-Goumard, M.; Lionetto, A. M.; Llena Garde, M.; Longo, F.; Loparco, F.; Lott, B.; Lovellette, M. N.; Lubrano, P.; Madejski, G. M.; Marelli, M.; Massaro, E.; Mazziotta, M. N.; McConville, W.; McEnery, J. E.; Mehault, J.; Michelson, P. F.; Minuti, M.; Mitthumsiri, W.; Mizuno, T.; Moiseev, A. A.; Mongelli, M.; Monte, C.; Monzani, M. E.; Morselli, A.; Moskalenko, I. V.; Murgia, S.; Nakamori, T.; Naumann-God, O. M.; Norris, J. P.; Nuss, E.; Nymark, T.; Ohno, M.; Ohsugi, T.; Okumura, A.; Omodei, N.; Orlando, E.; Ormes, J. F.; Ozaki, M.; Paneque, D.; Panetta, J. H.; Parent, D.; Perkins, J. S.; Pesce-Rollins, M.; Pierbattista, M.; Pinchera, M.; Piron, F.; Pivato, G.; Porter, T. A.; Racusin, J. L.; Raino, S.; Rando, R.; Razzano, M.; Razzaque, S.; Reimer, A.; Reimer, O.; Reposeur, T.; Ritz, S.; Rochester, L. S.; Romani, R. W.; Roth, M.; Rousseau, R.; Ryde, F.; Sadrozinski, H. F.-W.; Salvetti, D.; Sanchez, D. A.; Saz Parkinson, P. M.; Sbarra, C.; Scargle, J. D.; Schalk, T. L.; Sgro, C.; Shaw, M. S.; Shrader, C.; Siskind, E. J.; Smith, D. A.; Spandre, G.; Spinelli, P.; Stephens, T. E.; Strickman, M. S.; Suson, D. J.; Tajima, H.; Takahashi, H.; Takahashi, T.; Tanaka, T.; Thayer, J. G.; Thayer, J. B.; Thompson, D. J.; Tibaldo, L.; Tibolla, O.; Tinebra, F.; Tinivella, M.; Torres, D. F.; Tosti, G.; Troja, E.; Uchiyama, Y.; Vandenbroucke, J.; van Etten, A.; van Klaveren, B.; Vasileiou, V.; Vianello, G.; Vitale, V.; Waite, A. P.; Wallace, E.; Wang, P.; Werner, M.; Winer, B. L.; Wood, D. L.; Wood, K. S.; Wood, M.; Yang, Z.; Zimmer, S.

2012-06-01

This paper presents a catalog of high-energy γ-ray sources detected, in the 100MeV-100GeV energy range, in the first two years of the Fermi Gamma-ray Space Telescope mission by the Large Area Telescope (LAT), during the period 2008 August 4 (15:43 UTC)-2010 August 1 (01:17 UTC). (4 data files).

Short Term Weather Forecasting in Real Time in a Base Weather Station Setting

DTIC Science & Technology

1993-10-01

SMSL DWPF Figure 25. Plot of surface airways observations at 18 UTC, I April 1993. Data is plotted in conventional notation. 35 mu eb 23 -:.-j-32 29292 3...34 38 3 ... .. :......:.. . . O0i-02-93 0600 GMT CLCT TMPF WSYM SMSL DWPF Figure 26. As in Figure 25, except for 06 UTC, 2 April 1993. 36 Figure 27

Impact of Bias-Correction Type and Conditional Training on Bayesian Model Averaging over the Northeast United States

Treesearch

Michael J. Erickson; Brian A. Colle; Joseph J. Charney

2012-01-01

The performance of a multimodel ensemble over the northeast United States is evaluated before and after applying bias correction and Bayesian model averaging (BMA). The 13-member Stony Brook University (SBU) ensemble at 0000 UTC is combined with the 21-member National Centers for Environmental Prediction (NCEP) Short-Range Ensemble Forecast (SREF) system at 2100 UTC....

High responsivity coherent photonic receiver integrating an SOA, a 90° hybrid, and high speed UTC photodiodes.

PubMed

Santini, Guillaume; Caillaud, Christophe; Paret, Jean-François; Pommereau, Frederic; Mekhazni, Karim; Calo, Cosimo; Achouche, Mohand

2017-10-16

We demonstrate a single polarization monolithically integrated coherent receiver on an InP substrate with a SOA preamplifier, a 90° optical hybrid, and four 40 GHz UTC photodiodes. Record performances with responsivity above 4 A/W with low imbalance <1 dB and error free detection of 32 Gbaud QPSK signals were simultaneously demonstrated.

Bomber Deployments: A New Power Projection Strategy

DTIC Science & Technology

2016-08-21

civilian cargo airlift. The second quantitative analysis will assess the B-52 direct aviation support UTCs containing support equipment. B-52 UTCs...troops and cargo back and forth to the theater of operations. Operation IRAQI FREEDOM tested airlift capabilities when multiple services placed their...the quantitative analysis shows, to move all of the support equipment for one bomber squadron can be expensive and tie up valuable cargo aircraft

A new approach to quantify and map carbon stored, sequestered and emissions avoided by urban forests

Treesearch

E. Gregory McPherson; Qingfu Xiao; Elena Aguaron

2013-01-01

This paper describes the use of field surveys, biometric information for urban tree species and remote sensing to quantify and map carbon (C) storage, sequestration and avoided emissions from energy savings. Its primary contribution is methodological; the derivation and application of urban tree canopy (UTC) based transfer functions (t C ha-1 UTC). Findings for Los...

The Art and Science of Learning, Teaching, and Delivering Feedback in Psychosomatic Medicine.

PubMed

Lokko, Hermioni N; Gatchel, Jennifer R; Becker, Madeleine A; Stern, Theodore A

2016-01-01

The teaching and learning of psychosomatic medicine has evolved with the better understanding of effective teaching methods and feedback delivery in medicine and psychiatry. We sought to review the variety of teaching methods used in psychosomatic medicine, to present principles of adult learning (and how these theories can be applied to students of psychosomatic medicine), and to discuss the role of effective feedback delivery in the process of teaching and learning psychosomatic medicine. In addition to drawing on the clinical and teaching experiences of the authors of the paper, we reviewed the literature on teaching methods, adult learning theories, and effective feedback delivery methods in medicine to draw parallels for psychosomatic medicine education. We provide a review of teaching methods that have been employed to teach psychosomatic medicine over the past few decades. We outline examples of educational methods using the affective, behavioral, and cognitive domains. We provide examples of learning styles together with the principles of adult learning theory and how they can be applied to psychosomatic medicine learners. We discuss barriers to feedback delivery and offer suggestions as to how to give feedback to trainees on a psychosomatic medicine service. The art of teaching psychosomatic medicine is dynamic and will continue to evolve with advances in the field. Psychosomatic medicine educators must familiarize themselves with learning domains, learning styles, and principles of adult learning in order to be impactful. Effective feedback delivery methods are critical to fostering a robust learning environment for psychosomatic medicine. Copyright © 2016 The Academy of Psychosomatic Medicine. Published by Elsevier Inc. All rights reserved.

Improving education under work-hour restrictions: comparing learning and teaching preferences of faculty, residents, and students.

PubMed

Jack, Megan C; Kenkare, Sonya B; Saville, Benjamin R; Beidler, Stephanie K; Saba, Sam C; West, Alisha N; Hanemann, Michael S; van Aalst, John A

2010-01-01

Faced with work-hour restrictions, educators are mandated to improve the efficiency of resident and medical student education. Few studies have assessed learning styles in medicine; none have compared teaching and learning preferences. Validated tools exist to study these deficiencies. Kolb describes 4 learning styles: converging (practical), diverging (imaginative), assimilating (inductive), and accommodating (active). Grasha Teaching Styles are categorized into "clusters": 1 (teacher-centered, knowledge acquisition), 2 (teacher-centered, role modeling), 3 (student-centered, problem-solving), and 4 (student-centered, facilitative). Kolb's Learning Style Inventory (HayGroup, Philadelphia, Pennsylvania) and Grasha-Riechmann's TSS were administered to surgical faculty (n = 61), residents (n = 96), and medical students (n = 183) at a tertiary academic medical center, after informed consent was obtained (IRB # 06-0612). Statistical analysis was performed using χ(2) and Fisher exact tests. Surgical residents preferred active learning (p = 0.053), whereas faculty preferred reflective learning (p < 0.01). As a result of a comparison of teaching preferences, although both groups preferred student-centered, facilitative teaching, faculty preferred teacher-centered, role-modeling instruction (p = 0.02) more often. Residents had no dominant teaching style more often than surgical faculty (p = 0.01). Medical students preferred converging learning (42%) and cluster 4 teaching (35%). Statistical significance was unchanged when corrected for gender, resident training level, and subspecialization. Significant differences exist between faculty and residents in both learning and teaching preferences; this finding suggests inefficiency in resident education, as previous research suggests that learning styles parallel teaching styles. Absence of a predominant teaching style in residents suggests these individuals are learning to be teachers. The adaptation of faculty teaching methods to account for variations in resident learning styles may promote a better learning environment and more efficient faculty-resident interaction. Additional, multi-institutional studies using these tools are needed to elucidate these findings fully. Copyright © 2010 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Teaching for Engagement: Part 2: Technology in the Service of Active Learning

ERIC Educational Resources Information Center

Hunter, William J.

2015-01-01

In the first piece in this series ("Teaching for Engagement: Part 1: Constructivist Principles, Case-Based Teaching, and Active Learning"), William Hunter sought to make the case that a wide range of teaching methods (e.g., case-based teaching, problem-based learning, anchored instruction) that share an intellectual grounding in…

Does Learning to Teach Ever End?

ERIC Educational Resources Information Center

Cochran-Smith, Marilyn

2011-01-01

Learning to teach never ends. In fact, learning to teach is no longer thought of as a one-time process of "teacher training" where student teachers are equipped with theory and methods and then sent out to "practice" teaching. Likewise, continued education for experienced teaching is no longer thought of as a process of periodic "staff…

An asynchronous learning approach for the instructional component of a dual-campus pharmacy resident teaching program.

PubMed

Garrison, Gina Daubney; Baia, Patricia; Canning, Jacquelyn E; Strang, Aimee F

2015-03-25

To describe the shift to an asynchronous online approach for pedagogy instruction within a pharmacy resident teaching program offered by a dual-campus college. The pedagogy instruction component of the teaching program (Part I) was redesigned with a focus on the content, delivery, and coordination of the learning environment. Asynchronous online learning replaced distance technology or lecture capture. Using a pedagogical content knowledge framework, residents participated in self-paced online learning using faculty recordings, readings, and discussion board activities. A learning management system was used to assess achievement of learning objectives and participation prior to progressing to the teaching experiences component of the teaching program (Part II). Evaluation of resident pedagogical knowledge development and participation in Part I of the teaching program was achieved through the learning management system. Participant surveys and written reflections showed general satisfaction with the online learning environment. Future considerations include addition of a live orientation session and increased faculty presence in the online learning environment. An online approach framed by educational theory can be an effective way to provide pedagogy instruction within a teaching program.

The implementation of multiple intelligences based teaching model to improve mathematical problem solving ability for student of junior high school

NASA Astrophysics Data System (ADS)

Fasni, Nurli; Fatimah, Siti; Yulanda, Syerli

2017-05-01

This research aims to achieve some purposes such as: to know whether mathematical problem solving ability of students who have learned mathematics using Multiple Intelligences based teaching model is higher than the student who have learned mathematics using cooperative learning; to know the improvement of the mathematical problem solving ability of the student who have learned mathematics using Multiple Intelligences based teaching model., to know the improvement of the mathematical problem solving ability of the student who have learned mathematics using cooperative learning; to know the attitude of the students to Multiple Intelligences based teaching model. The method employed here is quasi-experiment which is controlled by pre-test and post-test. The population of this research is all of VII grade in SMP Negeri 14 Bandung even-term 2013/2014, later on two classes of it were taken for the samples of this research. A class was taught using Multiple Intelligences based teaching model and the other one was taught using cooperative learning. The data of this research were gotten from the test in mathematical problem solving, scale questionnaire of the student attitudes, and observation. The results show the mathematical problem solving of the students who have learned mathematics using Multiple Intelligences based teaching model learning is higher than the student who have learned mathematics using cooperative learning, the mathematical problem solving ability of the student who have learned mathematics using cooperative learning and Multiple Intelligences based teaching model are in intermediate level, and the students showed the positive attitude in learning mathematics using Multiple Intelligences based teaching model. As for the recommendation for next author, Multiple Intelligences based teaching model can be tested on other subject and other ability.

Australian football players' Achilles tendons respond to game loads within 2 days: an ultrasound tissue characterisation (UTC) study.

PubMed

Rosengarten, Samuel D; Cook, Jill L; Bryant, Adam L; Cordy, Justin T; Daffy, John; Docking, Sean I

2015-02-01

The Achilles tendon is a tissue that responds to mechanical loads at a molecular and cellular level. In vitro and in vivo studies have shown that the expression of anabolic and/or catabolic proteins can change within hours of loading and return to baseline levels within 72 h. These biochemical changes have not been correlated with changes in whole tendon structure on imaging. We examined the nature and temporal sequence of changes in Achilles tendon structure in response to competitive game loads in elite Australian football players. Elite male Australian football players with no history of Achilles tendinopathy were recruited. Achilles tendon structure was quantified using ultrasound tissue characterisation (UTC) imaging, a valid and reliable measure of intratendinous structure, the day prior to the match (day 0), and then reimaged on days 1, 2 and 4 postgame. Of the 18 participants eligible for this study, 12 had no history of tendinopathy (NORM) and 6 had a history of patellar or hamstring tendinopathy (TEN). Differences in baseline UTC echopattern were observed between the NORM and TEN groups, with the Achilles of the TEN group exhibiting altered UTC echopattern, consistent with a slightly disorganised tendon structure. In the NORM group, a significant reduction in echo-type I (normal tendon structure) was seen on day 2 (p=0.012) that returned to baseline on day 4. There was a transient change in UTC echopattern in the Achilles tendon as a result of an Australian football game in individuals without a history of lower limb tendinopathy. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Teaching and Learning French--A Tale of Desire in the Humanities

ERIC Educational Resources Information Center

Cunningham, Catriona

2017-01-01

This article considers the way we talk about learning and teaching the humanities in higher education in the UK. By using the tools of the arts and humanities within the scholarship of learning and teaching, and examining a personal perspective, the author explores the transformational impact of French language learning and teaching. Close textual…

Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground.

ERIC Educational Resources Information Center

Huber, Mary Taylor, Ed.; Morreale, Sherwyn P., Ed.

In response to an orienting essay about the scholarship of teaching and learning, scholars from 10 disciplines describe the evolution of a discourse about teaching and learning, the ways in which their discipline's style of discourse influences inquiry into teaching and learning, and the nature and role of intellectual exchange across disciplines…

Investigating the Learning to Teach Process: Pedagogy, Innovation Adoption, Expertise Development, and Technology Integration

ERIC Educational Resources Information Center

Sun, Yan

2013-01-01

This dissertation reported three studies whose overarching purpose is to enhance our understanding about how teachers learn to teach by revealing the learning to teach process. Each of three studies revealed the learning to teach process from different perspectives. Guided by the Pedagogical Content Knowledge (PCK) framework, the first study…

Selected Papers from the National Conference on College Teaching and Learning (5th, Jacksonville, Florida, April 6-9, 1994).

ERIC Educational Resources Information Center

Chambers, Jack A., Ed.

This collection of 18 papers covers four broad areas of teaching and learning in higher education: innovative college teaching/learning strategies; effective classroom research/assessment activities; advanced classroom technology; and developing teaching and learning centers. Papers also address the question of how the college classroom is…

Factors that Impact Quality of E-Teaching/Learning Technologies in Higher Education

ERIC Educational Resources Information Center

Daukilas, Sigitas; Kaciniene, Irma; Vaisnoriene, Daiva; Vascila, Vytautas

2008-01-01

The article analyzes and assesses factors that have impact upon the quality of eTeaching/learning technologies in higher education; it is on their basis that the concept of eTeaching/learning quality is denied. Research data about the students' motives in choosing various teaching/learning technologies for the development of their competence are…

VizieR Online Data Catalog: Collinder 261 Chandra sources & optical counterparts (Vats+, 2017)

NASA Astrophysics Data System (ADS)

Vats, S.; van den Berg, M.

2017-10-01

Cr 261 was observed with the Advanced CCD Imaging Spectrometer (ACIS) on board Chandra starting 2009 November 9 14:50 UTC, for a total exposure time of 53.8ks (ObsID 11308). We retrieved optical images of Cr 261 in the B and V bands from the ESO public archive. These data were taken as part of the ESO Imaging Survey (EIS; program ID 164.O-0561). The observations of Cr 261 were made using the Wide Field Imager (WFI), mounted on the 2.2m MPG/ESO telescope at La Silla, Chile. The Cr 261 data were taken from 2001 June 27 23:55 UTC to 2001 June 28 00:38 UTC, with a total exposure time of 510s in the B and V filter each. (2 data files).

Sikuliqiruq: Ice dynamics of the Meade river - Arctic Alaska, from freezeup to breakup from time-series ground imagery

USGS Publications Warehouse

Beck, R.A.; Rettig, A.J.; Ivenso, C.; Eisner, Wendy R.; Hinkel, Kenneth M.; Jones, Benjamin M.; Arp, C.D.; Grosse, G.; Whiteman, D.

2010-01-01

Ice formation and breakup on Arctic rivers strongly influence river flow, sedimentation, river ecology, winter travel, and subsistence fishing and hunting by Alaskan Natives. We use time-series ground imagery ofthe Meade River to examine the process at high temporal and spatial resolution. Freezeup from complete liquid cover to complete ice cover ofthe Meade River at Atqasuk, Alaska in the fall of 2008 occurred in less than three days between 28 September and 2 October 2008. Breakup in 2009 occurred in less than two hours between 23:47 UTC on 23 May 2009 and 01:27 UTC on 24 May 2009. All times in UTC. Breakup in 2009 and 2010 was ofthe thermal style in contrast to the mechanical style observed in 1966 and is consistent with a warming Arctic. ?? 2010 Taylor & Francis.

[Providing successful education and further training: 10 tips].

PubMed

Brand, Paul L P; Boendermaker, Peter M; Venekamp, Ruud M

2014-01-01

Almost all physicians teach or provide postgraduate medical education from time to time. Although many people assume that there are 'born teachers' and 'those who will never learn to teach', teaching is an ability. The knowledge and skills required to teach well can be learned and practised. In this review article, we present 10 tips that will help the busy clinician to teach effectively. The 10 tips, which are based on the principles of adult learning, are: prepare your teaching session, involve the learners actively, connect to the learners' level of competence, define learning objectives, make the subject of your teaching relevant to the learners, use questions, be a good role model, vary your teaching methods, practise your teaching, and limit the amount of material you are teaching in each session.

Teaching Prevention in Pediatrics.

ERIC Educational Resources Information Center

Cheng, Tina L.; Greenberg, Larrie; Loeser, Helen; Keller, David

2000-01-01

Reviews methods of teaching preventive medicine in pediatrics and highlights innovative programs. Methods of teaching prevention in pediatrics include patient interactions, self-directed learning, case-based learning, small-group learning, standardized patients, computer-assisted instruction, the Internet, student-centered learning, and lectures.…

Pre-Service Teachers' Constructivist Teaching Scores Based on Their Learning Styles

ERIC Educational Resources Information Center

Kablan, Zeynel; Kaya, Sibel

2014-01-01

This study examined the relationship between pre-service teachers' constructivist teaching and their learning styles based on Kolb's Experiential Learning Theory. The Learning Styles Inventory-3 was administered at the beginning of the semester to determine preferred learning style. The Constructivist Teaching Evaluation Form was filled out by…

Teaching Significant Figures Using a Learning Cycle.

ERIC Educational Resources Information Center

Guymon, E. Park; And Others

1986-01-01

Describes an instructional strategy based on the learning cycle for teaching the use of significant figures. Provides explanations of teaching activities for each phase of the learning cycle (exploration, invention, application). Compares this approach to teaching significant figures with the traditional textbook approach. (TW)

E-learning and near-peer teaching in electrocardiogram education: a randomised trial.

PubMed

Davies, Andrew; Macleod, Rachael; Bennett-Britton, Ian; McElnay, Philip; Bakhbakhi, Danya; Sansom, Jane

2016-06-01

Near-peer teaching and electronic learning (e-learning) are two effective modern teaching styles. Near-peer sessions provide a supportive learning environment that benefits both the students and the tutor. E-learning resources are flexible and easily distributed. Careful construction and regular editing can ensure that students receive all of the essential material. The aim of this study is to compare the efficacy of e-learning and near-peer teaching during the pre-clinical medical curriculum. Thirty-nine second-year medical students were consented and randomised into two groups. Each group received teaching on electrocardiogram (ECG) interpretation from a predefined syllabus. Eighteen students completed an e-learning module and 21 students attended a near-peer tutorial. Students were asked to complete a multiple-choice exam, scored out of 50. Each student rated their confidence in ECG interpretation before and after their allocated teaching session. The near-peer group (84%) demonstrated a significantly higher performance than the e-learning group (74.5%) on the final assessment (p = 0.002). Prior to the teaching, the students' mean confidence scores were 3/10 in both the near-peer and e-learning groups (0, poor; 10, excellent). These increased to 6/10 in both cases following the teaching session. Both teaching styles were well received by students and improved their confidence in ECG interpretation. Near-peer teaching led to superior scores in our final assessment. Given the congested nature of the modern medical curriculum, direct comparison of the efficacy of these methods may aid course design. The aim of this study is to compare the efficacy of e-learning and near-peer teaching. © 2015 John Wiley & Sons Ltd.

Learning by Preparing to Teach: Fostering Self-Regulatory Processes and Achievement during Complex Mathematics Problem Solving

ERIC Educational Resources Information Center

Muis, Krista R.; Psaradellis, Cynthia; Chevrier, Marianne; Di Leo, Ivana; Lajoie, Susanne P.

2016-01-01

We developed an intervention based on the learning by teaching paradigm to foster self-regulatory processes and better learning outcomes during complex mathematics problem solving in a technology-rich learning environment. Seventy-eight elementary students were randomly assigned to 1 of 2 conditions: learning by preparing to teach, or learning for…

The Effect of Teaching Model ‘Learning Cycles 5E’ toward Students’ Achievement in Learning Mathematic at X Years Class SMA Negeri 1 Banuhampu 2013/2014 Academic Year

NASA Astrophysics Data System (ADS)

Yeni, N.; Suryabayu, E. P.; Handayani, T.

2017-02-01

Based on the survey showed that mathematics teacher still dominated in teaching and learning process. The process of learning is centered on the teacher while the students only work based on instructions provided by the teacher without any creativity and activities that stimulate students to explore their potential. Realized the problem above the writer interested in finding the solution by applying teaching model ‘Learning Cycles 5E’. The purpose of his research is to know whether teaching model ‘Learning Cycles 5E’ is better than conventional teaching in teaching mathematic. The type of the research is quasi experiment by Randomized Control test Group Only Design. The population in this research were all X years class students. The sample is chosen randomly after doing normality, homogeneity test and average level of students’ achievement. As the sample of this research was X.7’s class as experiment class used teaching model learning cycles 5E and X.8’s class as control class used conventional teaching. The result showed us that the students achievement in the class that used teaching model ‘Learning Cycles 5E’ is better than the class which did not use the model.

Reforming pathology teaching in medical college by peer-assisted learning and student-oriented interest building activities: A pilot study.

PubMed

Grover, Sumit; Sood, Neena; Chaudhary, Anurag

2017-01-01

Peer-assisted learning (PAL) is a teaching-learning method in which students act as peer teachers and help other students to learn while also themselves learning by teaching. PAL through modified interest building activities (MIBAs) is seldom tried in teaching pathology in medical colleges. This study aimed to evaluate the usefulness of peer teaching using MIBA, obtain feedback from students, and compare different activities with each other and with traditional teaching-learning methods. An interventional pilot study was conducted in 2 months on the 2nd MBBS undergraduates learning pathology at a medical college in North India. Students acted as peer teachers and performed different MIBAs including role plays, demonstration of pathogenesis through props, student-led seminars such as PowerPoint teaching, blackboard teaching, multiple choice question seminars, case-based learning (CBL) exercises, and quizzes before teaching sessions. Feedback was obtained through structured questionnaires on a 5-point Likert scale. Paired t-test was used to compare traditional teaching with MIBAs, and Friedman test was used to compare among different MIBAs. Students found ease of understanding and the interaction and involvement of students as the most important benefits of PAL. MIBAs increased voluntary participation, coordination, teamwork, shared responsibility, and group dynamics among students. Quiz sessions followed by PowerPoint seminars and prop demonstrations received highest mean scores from students on most of the parameters. Quizzes, blackboard teaching, prop activities, and CBL helped students understand topics better and generated interest. Learners advocated for making MIBAs and PAL compulsory for future students. PAL complemented by MIBAs may be adopted to make teaching-learning more interesting and effective through the active involvement and participation of students.

Exploration and practice in-class practice teaching mode

NASA Astrophysics Data System (ADS)

Zang, Xue-Ping; Wu, Wei-Feng

2017-08-01

According to the opto-electronic information science and engineering professional course characteristics and cultivate students' learning initiative, raised the teaching of photoelectric professional course introduce In-class practice teaching mode. By designing different In-class practice teaching content, the students' learning interest and learning initiative are improved, deepen students' understanding of course content and enhanced students' team cooperation ability. In-class practice teaching mode in the course of the opto-electronic professional teaching practice, the teaching effect is remarkable.

An Interactive Approach to Learning and Teaching in Visual Arts Education

ERIC Educational Resources Information Center

Tomljenovic, Zlata

2015-01-01

The present research focuses on modernising the approach to learning and teaching the visual arts in teaching practice, as well as examining the performance of an interactive approach to learning and teaching in visual arts classes with the use of a combination of general and specific (visual arts) teaching methods. The study uses quantitative…

Metaphoric Modeling of Foreign Language Teaching and Learning, with Special Reference to Teaching Philosophy Statements

ERIC Educational Resources Information Center

Alghbban, Mohammed I.; Ben Salamh, Sami; Maalej, Zouheir

2017-01-01

The current article investigates teachers' metaphoric modeling of foreign language teaching and learning at the College of Languages and Translation, King Saud University. It makes use of teaching philosophy statements as a corpus. Our objective is to analyze the underlying conceptualizations of teaching/learning, the teachers' perception of the…

Student peer reviewers' views on teaching innovations and imaginative learning.

PubMed

Chan, Zenobia C Y

2016-04-01

Various teaching innovations have been proven effective in promoting students' critical thinking, creativity, problem solving and active learning. However, little attention has been paid to the possibility of including students as peer reviewers to evaluate these innovations in light of imaginative learning. This study explored the perspective of senior students who played the role of the student peer reviewer on three teaching innovations, namely writing poetry, composing songs and creating role-plays in problem-based learning (PBL), specifically in relation to imaginative learning. A focus group interview. Ten senior nursing students who had experienced the conventional PBL approach but not the mentioned teaching innovations were invited to participate in reviewing a video recording of a PBL class using the above teaching innovations with a total of 18 junior year students. Five themes were identified using content analysis: (i) motivation to learn, (ii) increased empathy, (iii) information retention, (iv) development of critical thinking and creativity, and (v) drawbacks of teaching innovations. It is suggested that student peer reviewers should be considered, as they can bring an outsider-learner's views on understanding the impacts of teaching innovations on imaginative learning. A call should be made to invite student peer reviewers on teaching and learning approaches, and more effort should be devoted to promoting an understanding of how imaginative learning can be achieved via teaching innovations. Copyright © 2016 Elsevier Ltd. All rights reserved.

Avoiding Misinterpretations of Piaget and Vygotsky: Mathematical Teaching without Learning, Learning without Teaching, or Helpful Learning-Path Teaching?

ERIC Educational Resources Information Center

Fuson, Karen C.

2009-01-01

This article provides an overview of some perspectives about special issues in classroom mathematical teaching and learning that have stemmed from the huge explosion of research in children's mathematical thinking stimulated by Piaget. It concentrates on issues that are particularly important for less-advanced learners and for those who might be…

Teaching Skills in the Clinical Setting: Incorporating Creative Teaching Techniques. Health Occupations Clinical Teacher Education Series for Secondary and Post-Secondary Educators.

ERIC Educational Resources Information Center

Shea, Mary Lou; And Others

This learning module, which is part of a staff development program for health occupations clinical instructors, discusses various creative teaching techniques that can be used in teaching students to find information, use opportunities to learn, assume responsibility for self-learning, solve problems, apply skills learned to new situations,…

A Comparison between the Effect of Cooperative Learning Teaching Method and Lecture Teaching Method on Students' Learning and Satisfaction Level

ERIC Educational Resources Information Center

Mohammadjani, Farzad; Tonkaboni, Forouzan

2015-01-01

The aim of the present research is to investigate a comparison between the effect of cooperative learning teaching method and lecture teaching method on students' learning and satisfaction level. The research population consisted of all the fourth grade elementary school students of educational district 4 in Shiraz. The statistical population…

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

ERIC Educational Resources Information Center

Crawford, Renée

2014-01-01

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

Applications of urban tree canopy assessment and prioritization tools: supporting collaborative decision making to achieve urban sustainability goals

Treesearch

Dexter H. Locke; J. Morgan Grove; Michael Galvin; Jarlath P.M. ONeil-Dunne; Charles Murphy

2013-01-01

Urban Tree Canopy (UTC) Prioritizations can be both a set of geographic analysis tools and a planning process for collaborative decision-making. In this paper, we describe how UTC Prioritizations can be used as a planning process to provide decision support to multiple government agencies, civic groups and private businesses to aid in reaching a canopy target. Linkages...

Increased TeV gamma-ray activity from Mrk 421 on January 1-4

NASA Astrophysics Data System (ADS)

Wood, J.; Martinez, I.; Lauer, R.

2017-01-01

The HAWC Observatory measured increased gamma-ray fluxes from the direction of BL Lac Markarian 421 (z=0.031) over four successive nights starting on January 1, 2017: Transit Starting 07:40:55 UTC on Jan 1, 2017 (MJD 57754.32): Flux = (4.8 +/- 1.1) x10^-11 photons/cm2/s [2.5 Crab Units] Transit Starting 07:36:59 UTC on Jan 2, 2017 (MJD 57755.32): Flux = (3.6 +/- 1.0) x10^-11 photons/cm2/s [1.9 Crab Units] Transit Starting 07:33:04 UTC on Jan 3, 2017 (MJD 57756.31): Flux = (4.0 +/- 1.0) x10^-11 photons/cm2/s [2.1 Crab Units] Transit Starting 07:29:08 UTC on Jan 4, 2017 (MJD 57757.31): Flux = (4.1 +/- 1.0) x10^-11 photons/cm2/s [2.2 Crab Units] All fluxes reported here are the integral flux above 1 TeV averaged over the 6 hour source transit obtained from a maximum likelihood fit under the assumption of a fixed spectral shape with power law index of 2.2 and exponential cut-off at 5 TeV. This shape is the current best fit for HAWC data from Markarian 421. The highest flux occurred on Jan 1, 2017.

Monthly and seasonally verification of precipitation in Poland

NASA Astrophysics Data System (ADS)

Starosta, K.; Linkowska, J.

2009-04-01

The national meteorological service of Poland - the Institute of Meteorology and Water Management (IMWM) joined COSMO - The Consortium for Small Scale Modelling on July 2004. In Poland, the COSMO _PL model version 3.5 had run till June 2007. Since July 2007, the model version 4.0 has been running. The model runs in an operational mode at 14-km grid spacing, twice a day (00 UTC, 12 UTC). For scientific research also model with 7-km grid spacing is ran. Monthly and seasonally verification for the 24-hours (06 UTC - 06 UTC) accumulated precipitation is presented in this paper. The precipitation field of COSMO_LM had been verified against rain gauges network (308 points). The verification had been made for every month and all seasons from December 2007 to December 2008. The verification was made for three forecast days for selected thresholds: 0.5, 1, 2.5, 5, 10, 20, 25, 30 mm. Following indices from contingency table were calculated: FBI (bias), POD (probability of detection), PON (probability of detection of non event), FAR (False alarm rate), TSS (True sill statistic), HSS (Heidke skill score), ETS (Equitable skill score). Also percentile ranks and ROC-relative operating characteristic are presented. The ROC is a graph of the hit rate (Y-axis) against false alarm rate (X-axis) for different decision thresholds

Monthly and seasonally verification of precipitation in Poland

NASA Astrophysics Data System (ADS)

Starosta, K.; Linkowska, J.

2009-04-01

The national meteorological service of Poland - the Institute of Meteorology and Water Management (IMWM) joined COSMO - The Consortium for Small Scale Modelling on July 2004. In Poland, the COSMO _PL model version 3.5 had run till June 2007. Since July 2007, the model version 4.0 has been running. The model runs in an operational mode at 14-km grid spacing, twice a day (00 UTC, 12 UTC). For scientific research also model with 7-km grid spacing is ran. Monthly and seasonally verification for the 24-hours (06 UTC - 06 UTC) accumulated precipitation is presented in this paper. The precipitation field of COSMO_LM had been verified against rain gauges network (308 points). The verification had been made for every month and all seasons from December 2007 to December 2008. The verification was made for three forecast days for selected thresholds: 0.5, 1, 2.5, 5, 10, 20, 25, 30 mm. Following indices from contingency table were calculated: FBI (bias), POD (probability of detection), PON (probability of detection of non event), FAR (False alarm rate), TSS (True sill statistic), HSS (Heidke skill score), ETS (Equitable skill score). Also percentile ranks and ROC-relative operating characteristic are presented. The ROC is a graph of the hit rate (Y-axis) against false alarm rate (X-axis) for different decision thresholds.

GMI High Frequency Antenna Pattern Correction Update Based on GPM Inertial Hold and Comparison with ATMS

NASA Technical Reports Server (NTRS)

Draper, David W.

2015-01-01

In an inertial hold, the spacecraft does not attempt to maintain geodetic pointing, but rather maintains the same inertial position throughout the orbit. The result is that the spacecraft appears to pitch from 0 to 360 degrees around the orbit. Two inertial holds were performed with the GPM spacecraft: 1) May 20, 2014 16:48:31 UTC-18:21:04 UTC, spacecraft flying forward +X (0yaw), pitch from 55 degrees (FCS) to 415 degrees (FCS) over the orbit2) Dec 9, 2014 01:30:00 UTC-03:02:32 UTC, spacecraft flying backward X (180yaw), pitch from 0 degrees (FCS) to 360 degrees (FCS) over the orbitThe inertial hold affords a view of the earth through the antenna backlobe. The antenna spillover correction may be evaluated based on the inertial hold data.The current antenna pattern correction does not correct for spillover in the 166 and 183 GHz channels. The two inertial holds both demonstrate that there is significant spillover from the 166 and 183 GHz channels. By not correcting the spillover, the 166 and 183 GHz channels are biased low by about 1.8 to 3K. We propose to update the GMI calibration algorithm with the spill-over correction presented in this document for 166 GHz and 183 GHz.

Learning outcomes of "The Oncology Patient" study among nursing students: A comparison of teaching strategies.

PubMed

Roca, Judith; Reguant, Mercedes; Canet, Olga

2016-11-01

Teaching strategies are essential in order to facilitate meaningful learning and the development of high-level thinking skills in students. To compare three teaching methodologies (problem-based learning, case-based teaching and traditional methods) in terms of the learning outcomes achieved by nursing students. This quasi-experimental research was carried out in the Nursing Degree programme in a group of 74 students who explored the subject of The Oncology Patient through the aforementioned strategies. A performance test was applied based on Bloom's Revised Taxonomy. A significant correlation was found between the intragroup theoretical and theoretical-practical dimensions. Likewise, intergroup differences were related to each teaching methodology. Hence, significant differences were estimated between the traditional methodology (x-=9.13), case-based teaching (x-=12.96) and problem-based learning (x-=14.84). Problem-based learning was shown to be the most successful learning method, followed by case-based teaching and the traditional methodology. Copyright © 2016 Elsevier Ltd. All rights reserved.

Geostationary Operational Environmental Satellite (GOES)-8 mission flight experience

NASA Technical Reports Server (NTRS)

Noonan, C. H.; Mcintosh, R. J.; Rowe, J. N.; Defazio, R. L.; Galal, K. F.

1995-01-01

The Geostationary Operational Environmental Satellite (GOES)-8 spacecraft was launched on April 13, 1994, at 06:04:02 coordinated universal time (UTC), with separation from the Atlas-Centaur launch vehicle occurring at 06:33:05 UTC. The launch was followed by a series of complex, intense operations to maneuver the spacecraft into its geosynchronous mission orbit. The Flight Dynamics Facility (FDF) of the Goddard Space Flight Center (GSFC) Flight Dynamics Division (FDD) was responsible for GOES-8 attitude, orbit maneuver, orbit determination, and station acquisition support during the ascent phase. This paper summarizes the efforts of the FDF support teams and highlights some of the unique challenges the launch team faced during critical GOES-8 mission support. FDF operations experience discussed includes: (1) The abort of apogee maneuver firing-1 (AMF-1), cancellation of AMF-3, and the subsequent replans of the maneuver profile; (2) The unexpectedly large temperature dependence of the digital integrating rate assembly (DIRA) and its effect on GOES-8 attitude targeting in support of perigee raising maneuvers; (3) The significant effect of attitude control thrusting on GOES-8 orbit determination solutions; (4) Adjustment of the trim tab to minimize torque due to solar radiation pressure; and (5) Postlaunch analysis performed to estimate the GOES-8 separation attitude. The paper also discusses some key FDF GOES-8 lessons learned to be considered for the GOES-J launch which is currently scheduled for May 19, 1995.

A Model for Learning Development

ERIC Educational Resources Information Center

Kilfoil, W. R.

2008-01-01

This article looks at the way in which people perceive learning and the impact of these perceptions on teaching methods within the context of learning development in distance education. The context could, in fact, be any type of teaching and learning environment. The point is to balance approaches to teaching and learning depending on student…

The Development of Blended-Learning Teaching Portfolio Course Using TBL Approach

ERIC Educational Resources Information Center

Pardamean, Bens; Prabowo, Harjanto; Muljo, Hery Harjono; Suparyanto, Teddy; Masli, Eryadi K.; Donovan, Jerome

2017-01-01

This article was written to develop a teaching portfolio that helps lecturers maximize the benefits of blended learning, a combination of in-person and online learning, through the use of Team-Based Learning (TBL) teaching and learning approach. Studies show that TBL can provide opportunities in developing teamwork capabilities and enhancing…

Teaching Quality and Learning Creativity in Technical and Vocational Schools

NASA Astrophysics Data System (ADS)

Kembuan, D. R. E.; Rompas, P. T. D.; Mintjelungan, M.; Pantondate, T.; Kilis, B. M. H.

2018-02-01

The purpose of this study is to obtain information about the teacher quality of teaching and learning creativity with the outcomes of student learning in a vocational high school in Indonesia. This research is a survey research. The sample used in this research is 50 teachers, selected by simple random sampling. Data were analyzed by using correlation analysis. The findings of this study are as follows: (1) There is a significant and positive correlation between teacher quality of teaching with the outcomes of student learning at the vocational high school; (2) There is a significant and positive correlation between learning creativity with the outcomes of student learning at the vocational high school, and (3) there is a significant and positive correlation between the teacher quality of teaching and learning creativity with the outcomes of student learning at the school. That is, if the use of appropriate the teacher quality of teaching and learning creativity, then the outcomes of student learning at the school. Finally it can be concluded that to improve the outcomes of student learning, it has to be followed by an improvement of teacher quality of teaching and learning creativity.

Conceptions of Effective Teaching and Perceived Use of Computer Technologies in Active Learning Classrooms

ERIC Educational Resources Information Center

Gebre, Engida; Saroyan, Alenoush; Aulls, Mark W.

2015-01-01

This paper examined professors' conceptions of effective teaching in the context of a course they were teaching in active learning classrooms and how the conceptions related to the perceived role and use of computers in their teaching. We interviewed 13 professors who were teaching in active learning classrooms in winter 2011 in a large research…

Teaching and Learning Sport Education: A Self-Study Exploring the Experiences of a Teacher Educator and Pre-Service Teachers

ERIC Educational Resources Information Center

Hordvik, Mats M.; MacPhail, Ann; Ronglan, Lars T.

2017-01-01

Purpose: In this study, we articulate and share our knowledge and understanding of teaching and learning Sport Education in physical education teacher education (PETE): (a) How did the PETE faculty member experience teaching about teaching Sport Education? and (b) How did the PSTs experience learning about teaching Sport Education? Method: One…

An Asynchronous Learning Approach for the Instructional Component of a Dual-Campus Pharmacy Resident Teaching Program

PubMed Central

Baia, Patricia; Canning, Jacquelyn E.; Strang, Aimee F.

2015-01-01

Objective. To describe the shift to an asynchronous online approach for pedagogy instruction within a pharmacy resident teaching program offered by a dual-campus college. Design. The pedagogy instruction component of the teaching program (Part I) was redesigned with a focus on the content, delivery, and coordination of the learning environment. Asynchronous online learning replaced distance technology or lecture capture. Using a pedagogical content knowledge framework, residents participated in self-paced online learning using faculty recordings, readings, and discussion board activities. A learning management system was used to assess achievement of learning objectives and participation prior to progressing to the teaching experiences component of the teaching program (Part II). Assessment. Evaluation of resident pedagogical knowledge development and participation in Part I of the teaching program was achieved through the learning management system. Participant surveys and written reflections showed general satisfaction with the online learning environment. Future considerations include addition of a live orientation session and increased faculty presence in the online learning environment. Conclusion. An online approach framed by educational theory can be an effective way to provide pedagogy instruction within a teaching program. PMID:25861110

["Flipped classroom" teaching model into the curriculum of Theories of Different Schools of Acupuncture and Moxibustion:exploration and practice].

PubMed

Liu, Mailan; Yuan, Yiqin; Chang, Xiaorong; Tang, Yulan; Luo, Jian; Li, Nan; Yu, Jie; Yang, Qianyun; Liu, Mi

2016-08-12

The "flipped classroom" teaching model practiced in the teaching of Theories of Different Schools of Acupuncture and Moxibustion curriculum was introduced. Firstly, the roles and responsibilities of teachers were clarified, indicating teachers provided examples and lectures, and a comprehensive assessment system was established. Secondly, the "flipped classroom" teaching model was split into online learning, classroom learning and offline learning. Online learning aimed at forming a study report by a wide search of relevant information, which was submitted to teachers for review and assessment. Classroom learning was designed to communicate study ideas among students and teachers. Offline learning was intended to revise and improve the study report and refined learning methods. Lastly, the teaching practice effects of "flip classroom" were evaluated by comprehensive rating and questionnaire assessment, which assessed the overall performance of students and overall levels of paper; the learning ability was enhanced, and the interest and motivation of learning were also improved. Therefore, "flipped classroom" teaching mode was suitable for the curriculum of Theories of Different Schools of Acupuncture and Moxibustion , and could be recommended into the teaching practice of related curriculum of acupuncture and tuina.

Responding to Contestation in Teaching and Learning Projects in the Centres for Excellence in Teaching and Learning in the United Kingdom

ERIC Educational Resources Information Center

Gosling, David; Turner, Rebecca

2015-01-01

Government-funded teaching and learning projects have emerged as a favoured tool of policymakers to motivate change in teaching and learning. This strategy pays limited heed to the complexity of higher education and the contradictions, tensions and conflicts that need to be negotiated to change practice. This process of negotiation creates sites…

The Relationship between Approaches to Teaching, Approaches to E-Teaching and Perceptions of the Teaching Situation in Relation to E-Learning among Higher Education Teachers

ERIC Educational Resources Information Center

Gonzalez, Carlos

2012-01-01

This study extends prior research on approaches to teaching and perceptions of the teaching situation by investigating these elements when e-learning is involved. In this study, approaches to teaching ranged from a focus on the teacher and the taught content to a focus on the student and their learning, resembling those reported in previous…

Teaching autonomy: turning the teaching evaluation of the Applied Optics course from impart knowledge to the new intelligent thinking

NASA Astrophysics Data System (ADS)

Zhao, Huifu; Chen, Yu; Liu, Dongmei

2017-08-01

There is a saying that "The teacher, proselytizes instructs dispels doubt." Traditional teaching methods, constantly let the students learn the knowledge in order to pursue the knowledge of a solid grasp, then assess the teaching result by evaluating of the degree of knowledge and memory. This approach cannot mobilize the enthusiasm of students to learn, and hinders the development of innovative thinking of students. And this assessment results have no practical significance, decoupling from practical application. As we all know, the course of Applied Optics is based on abstract theory. If the same teaching methods using for this course by such a "duck", it is unable to mobilize students' learning initiative, and then students' study results will be affected by passive acceptance of knowledge. How to take the initiative to acquire knowledge in the class to the students, and fully mobilize the initiative of students and to explore the potential of students, finally evaluation contents more research on the practical significance? Scholars continue to innovate teaching methods, as well as teaching evaluation indicators, the best teaching effect to promote the development of students. Therefore, this paper puts forward a set of teaching evaluation model of teaching autonomy. This so-called "autonomous teaching" is that teachers put forward the request or arrange the task and students complete the learning content in the form of a group to discuss learning before the lesson, and to complete the task of the layout, then teachers accept of students' learning achievements and answer questions. Every task is designed to evaluate the effectiveness of teaching. Every lesson should be combined with the progress of science and technology frontier of Applied Optics, let students understand the relationship between research and application in the future, mobilize the students interest in learning, training ability, learn to take the initiative to explore, team cooperation ability. As well, it has practical significance to every evaluation, making the teaching to active learning in teaching, cultivating students' creative potential, deep, solid foundation for the day after learning work.

The patient as experience broker in clinical learning.

PubMed

Stockhausen, Lynette J

2009-05-01

A review of the literature reveals deficit information on patient's involvement in student's learning. The study presented in this paper investigates how the educationally unprepared patient engages with students and experienced clinicians to become involved in learning and teaching encounters. As a qualitative study 14 adult patients were interviewed to determine how they perceived experienced clinicians and students engage in learning and teaching moments and how the patient contributes to students learning to care. Revealed is a new and exciting dimension in learning and teaching in the clinical environment. Patients as experience brokers are positioned in a unique learning triad as they mediate and observe teaching and learning to care between students and experienced clinicians whilst also becoming participants in teaching to care. Further investigation is warranted to determine the multi-dimensional aspects of patients' involvement in student learning in various clinical environments. Future studies have the potential to represent a new educational perspective (andragogy).

Teaching: A New Research Look at an Old Practice.

ERIC Educational Resources Information Center

Rancifer, Jesse L.

This study used the Good Teaching Survey to identify productive teaching techniques as determined by students, teachers, administrators, and parents that would be more likely to yield desired results in today's schools. Survey topics included: teaching on one's feet; making learning easier; inducing students to learn; accountability for learning;…

Teaching for Engagement: Part 3: Designing for Active Learning

ERIC Educational Resources Information Center

Hunter, William J.

2015-01-01

In the first two parts of this series, ("Teaching for Engagement: Part 1: Constructivist Principles, Case-Based Teaching, and Active Learning") and ("Teaching for Engagement: Part 2: Technology in the Service of Active Learning"), William J. Hunter sought to outline the theoretical rationale and research basis for such active…

Teaching and Learning Strategies

ERIC Educational Resources Information Center

Whitton, Diana

2015-01-01

"Teaching and Learning Strategies" is a practical guide for pre-service teachers who know and understand the content of the curriculum and are looking for additional tools to teach it effectively. This book will help students to develop a comprehensive knowledge of teaching and learning strategies, which is essential in ensuring lessons…

Teaching and Learning in the Digital Age

ERIC Educational Resources Information Center

Starkey, Louise

2012-01-01

"Teaching and Learning in the Digital Age" is for all those interested in considering the impact of emerging digital technologies on teaching and learning. It explores the concept of a digital age and perspectives of knowledge, pedagogy and practice within a digital context. By examining teaching with digital technologies through new learning…

Creating an Interactive and Responsive Teaching Environment to Inspire Learning

ERIC Educational Resources Information Center

Paladino, Angelina

2008-01-01

Teaching students to understand, disable, and solve problems is one of the largest challenges educators face in undergraduate marketing education. My teaching philosophy is centered on the creation of an interactive learning environment. This encompasses problem-based teaching and collaborative learning to foster discussions between students and…

Learning style and teaching method preferences of Saudi students of physical therapy

PubMed Central

Al Maghraby, Mohamed A.; Alshami, Ali M.

2013-01-01

Context: To the researchers’ knowledge, there are no published studies that have investigated the learning styles and preferred teaching methods of physical therapy students in Saudi Arabia. Aim: The study was conducted to determine the learning styles and preferred teaching methods of Saudi physical therapy students. Settings and Design: A cross-sectional study design. Materials and Methods: Fifty-three Saudis studying physical therapy (21 males and 32 females) participated in the study. The principal researcher gave an introductory lecture to explain the different learning styles and common teaching methods. Upon completion of the lecture, questionnaires were distributed, and were collected on completion. Statistical Analysis Used: Percentages were calculated for the learning styles and teaching methods. Pearson’s correlations were performed to investigate the relationship between them. Results: More than 45 (85%) of the students rated hands-on training as the most preferred teaching method. Approximately 30 (57%) students rated the following teaching methods as the most preferred methods: “Advanced organizers,” “demonstrations,” and “multimedia activities.” Although 31 (59%) students rated the concrete-sequential learning style the most preferred, these students demonstrated mixed styles on the other style dimensions: Abstract-sequential, abstract-random, and concrete-random. Conclusions: The predominant concrete-sequential learning style is consistent with the most preferred teaching method (hands-on training). The high percentage of physical therapy students whose responses were indicative of mixed learning styles suggests that they can accommodate multiple teaching methods. It is recommended that educators consider the diverse learning styles of the students and utilize a variety of teaching methods in order to promote an optimal learning environment for the students. PMID:24672278

METAS Time & Frequency Metrology Report

DTIC Science & Technology

2009-11-01

TWSTFT link is used to connect UTC (CH) to UTC and TAI. In addition, two calibrated GPS links are operated as backups for the TWSTFT link. TIME... TWSTFT AND GPS LINKS METAS has been equipped with a Two-Way Satellite Time and Frequency Transfer ( TWSTFT ) terminal since 2007. After the first...calibration of the METAS-PTB link, the TWSTFT link became the official TAI link in July 2007. The most recent link calibration was performed in

High-efficiency W-band hybrid integrated photoreceiver module using UTC-PD and pHEMT amplifier

NASA Astrophysics Data System (ADS)

Umezawa, T.; Katshima, K.; Kanno, A.; Akahane, K.; Matsumoto, A.; Yamamoto, N.; Kawanishi, T.

2016-02-01

A 100-GHz narrowband photoreceiver module integrated with a zero-bias operational uni-traveling-carrier photodiode (UTC-PD) and a GaAs-based pseudomorphic high-electron-mobility transistor (pHEMT) amplifier was fabricated and characterized. Both devices exhibited flat frequency response and outstanding overall performance. The UTC-PD showed a 3-dB bandwidth beyond 110 GHz while the pHEMT amplifier featured low power consumption and a gain of 24 dB over the 85-100 GHz range. A butterfly metal package equipped with a 1.0 mm (W) coaxial connector and a microstrip-coplanar waveguide conversion substrate was designed for low insertion loss and low return loss. The fabricated photoreceiver module demonstrated high conversion gain, a maximum output power of +9.5 dBm at 96 GHz, and DC-power consumption of 0.21 W.

Comparison of two-way satellite time transfer and GPS common-view time transfer between OCA and TUG

NASA Technical Reports Server (NTRS)

Kirchner, Dieter; Thyr, U.; Ressler, H.; Robnik, R.; Grudler, P.; Baumont, Francoise S.; Veillet, Christian; Lewandowski, Wlodzimierz W.; Hanson, W.; Clements, A.

1992-01-01

For about one year the time scales UTC(OCA) and UTC(TUG) were compared by means of GPS and two-way satellite time transfer. At the end of the experiment both links were independently 'calibrated' by measuring the differential delays of the GPS receivers and of the satellite earth stations by transportation of a GPS receiver and of one of the satellite terminals. The results obtained by both methods differ by about 3 ns, but reveal a seasonal variation of about 8 ns peak-to-peak which is likely the result of a temperature-dependence of the delays of the GPS receivers used. For the comparison of both methods the stabilities of the timescales are of great importance. Unfortunately, during the last three months of the experiment a less stable clock had to be used for the generation of UTC(TUG).

All chain Loran-C time synchronization

NASA Technical Reports Server (NTRS)

Sherman, H. T.

1973-01-01

A program is in progress to implement coordinated universal time (UTC) synchronization on all Loran-C transmissions. The present capability is limited to five Loran-C chains in which the tolerance is twenty-five microseconds with respect to UTC. Upon completion of the program, the transmissions of all Loran-C chains will be maintained within five microseconds of UTC. The improvement plan consists of equipping selected Loran-C transmitting stations for greater precision of frequency standard adjustment and improved monitoring capability. External time monitor stations will utilize television time transfer techniques with nearby SATCOM terminals where practicable, thus providing the requisite traceability to the Naval Observatory. The monitor equipment groups and the interrelationships with the ground station equipment are discussed. After a brief review of control doctrine, forth-coming improvements to transmitting stations and how the time monitor and navigation equipments will complement each other resulting in improved service to all users of the Loran-C system are described.

An Analysis of Learning Barriers: The Saudi Arabian Context

ERIC Educational Resources Information Center

Khan, Intakhab A.

2011-01-01

Learning and teaching are quite interrelated. Teaching can't take place unless the target students learn. Thus, teaching is a bi-polar activity. Learning barriers or causes of learning difficulties are quite common in an educational setting. But, when it comes to a very adverse effect it becomes crucial and unavoidable. There are different kinds…

Design and Development of an Interactive Multimedia Simulation for Augmenting the Teaching and Learning of Programming Concepts

ERIC Educational Resources Information Center

Baloyi, Leonah L.; Ojo, Sunday O.; Van Wyk, Etienne A.

2017-01-01

Teaching and learning programming has presented many challenges in institutions of higher learning worldwide. Teaching and learning programming require cognitive reasoning, mainly due to the fundamental reality that the underlying concepts are complex and abstract. As a result, many institutions of higher learning are faced with low success rates…

Studying the Effect of a Competitive Game Show in a Learning by Teaching Environment

ERIC Educational Resources Information Center

Matsuda, Noboru; Yarzebinski, Evelyn; Keiser, Victoria; Raizada, Rohan; Stylianides, Gabriel J.; Koedinger, Kenneth R.

2013-01-01

In this paper we investigate how competition among tutees in the context of learning by teaching affects tutors' engagement as well as tutor learning. We conducted this investigation by incorporating a competitive Game Show feature into an online learning environment where students learn to solve algebraic equations by teaching a synthetic…

Evaluating the Impact of a Faculty Learning Community on STEM Teaching and Learning

ERIC Educational Resources Information Center

Smith, Tori Rhoulac; McGowan, Jill; Allen, Andrea R.; Johnson, Wayne David, II; Dickson, Leon A., Jr.; Najee-ullah, Muslimah Ali; Peters, Monique

2008-01-01

The faculty learning community project at Howard University involved a diverse group of men and women, tenured, tenure-track, and future faculty across science, technology, engineering, and mathematics (STEM) disciplines. The purpose of the group was to engage in the scholarship of teaching and learning by learning about teaching, reflecting on…

Examining the Guidance and Counselling Students' Perceptions about English Language Learning Beliefs

ERIC Educational Resources Information Center

Kaymakamoglu, Sibel Ersel

2017-01-01

Since contemporary views of learning and teaching place learners in the center of learning process, most of the researchers and practitioners have directed their attention to understanding what goes on in the mind of the learners during the process of learning and teaching. In the area of English language learning and teaching this perspective…

Can New Digital Technologies Support Parasitology Teaching and Learning?

PubMed

Jabbar, Abdul; Gasser, Robin B; Lodge, Jason

2016-07-01

Traditionally, parasitology courses have mostly been taught face-to-face on campus, but now digital technologies offer opportunities for teaching and learning. Here, we give a perspective on how new technologies might be used through student-centred teaching approaches. First, a snapshot of recent trends in the higher education is provided; then, a brief account is given of how digital technologies [e.g., massive open online courses (MOOCs), flipped classroom (FC), games, quizzes, dedicated Facebook, and digital badges] might promote parasitology teaching and learning in digital learning environments. In our opinion, some of these digital technologies might be useful for competency-based, self-regulated, learner-centred teaching and learning in an online or blended teaching environment. Copyright © 2016 Elsevier Ltd. All rights reserved.

A Theoretical Model of the Language Learning/Teaching Process. Working Papers on Bilingualism, No. 11.

ERIC Educational Resources Information Center

Strevens, Peter

The aim of this paper is to outline one approach to the study of language teaching by proposing a theory of its minimum elements. This model takes as its focus all of the circumstances in which a learner learns and a professional teacher teaches. The language teaching profession deals with many types of learners, teaching/learning conditions,…

Learning about Teaching: A Graduate Student's Perspective.

ERIC Educational Resources Information Center

Ambers, Rebecca K. R.

2002-01-01

Describes a seminar course on college science teaching that focuses on the importance of quality teaching, learning styles, teaching reading and writing skills, careers in science teaching, and female- and minority-friendly science. (Contains 14 references.) (YDS)

Implementation of the Multiple Intelligences Theory in the 21st Century Teaching and Learning Environments: A New Tool for Effective Teaching and Learning in All Levels.

ERIC Educational Resources Information Center

Mbuva, James

This paper focuses on the implementation of the multiple intelligences (MI) theory in 21st century teaching and learning environment, suggesting that it offers a new tool for effective teaching and learning at all levels. The eight current MI include: verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical/rhythmic,…

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

NASA Astrophysics Data System (ADS)

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

2017-05-01

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

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.

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

ERIC Educational Resources Information Center

Matamala, Shana L.

2013-01-01

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

Psychology Teaching Resources in the MERLOT Digital Learning Objects Catalog

ERIC Educational Resources Information Center

Brinthaupt, Thomas M.; Pilati, Michelle L.; King, Beverly R.

2008-01-01

MERLOT (Multimedia Educational Resource for Learning and Online Teaching) is a free multidisciplinary catalog of digital learning materials, peer reviews, learning assignments, and member comments designed to facilitate faculty instruction. The catalog's goal is to expand the quantity and quality of peer-reviewed online teaching materials. We…

Holistic Approach to Learning and Teaching Introductory Object-Oriented Programming

ERIC Educational Resources Information Center

Thota, Neena; Whitfield, Richard

2010-01-01

This article describes a holistic approach to designing an introductory, object-oriented programming course. The design is grounded in constructivism and pedagogy of phenomenography. We use constructive alignment as the framework to align assessments, learning, and teaching with planned learning outcomes. We plan learning and teaching activities,…

Teaching and Learning National Transformation Programme

ERIC Educational Resources Information Center

Browne, Liz

2006-01-01

This article reports on a research project undertaken on behalf of the Standards Unit to research the impact of the Teaching and Learning National Transformation Programme for the Learning and Skills sector. The transformational programme is best described as having three enablers, namely teaching and learning resources to support practitioners,…

Preparing Students for Flipped or Team-Based Learning Methods

ERIC Educational Resources Information Center

Balan, Peter; Clark, Michele; Restall, Gregory

2015-01-01

Purpose: Teaching methods such as Flipped Learning and Team-Based Learning require students to pre-learn course materials before a teaching session, because classroom exercises rely on students using self-gained knowledge. This is the reverse to "traditional" teaching when course materials are presented during a lecture, and students are…

Learning the Work of Ambitious Mathematics Teaching

ERIC Educational Resources Information Center

Anthony, Glenda; Hunter, Roberta

2013-01-01

"Learning the Work of Ambitious Mathematics" project was developed to support prospective teachers learn the work of ambitious mathematics teaching. Building on the work of U.S. researchers in the "Learning in, from, and for Teaching Practice" project, we investigate new ways to make practice studyable within the university…

Teaching & Learning in the Community College.

ERIC Educational Resources Information Center

O'Banion, Terry; And Others

Based on the premise that the purpose of teaching is to help students make passionate connections to learning, this book presents information on the context of teaching and learning in the community college, model practices and programs, and outcomes of effective teaching for teachers and institutions. The following 16 chapters are provided: (1)…

The Lure of Learning in Teaching

ERIC Educational Resources Information Center

Liston, Daniel P.

2004-01-01

Teaching entails the creation of connections among teacher, student, and content so that educational experiences can be had. Powerful teaching engages and recalls a lure of learning. To explore this lure, or love of learning, and its place in teaching, I first evoke a bit of what this attraction feels and looks like. Depicting this lure conveys…

Using a Scholarly Approach to Improve Teaching and Learning in Biochemistry Higher Education

ERIC Educational Resources Information Center

Loertscher, Jennifer

2012-01-01

Although the biochemistry education community is far from avoiding conversations about improving teaching and learning, reexamining individual and community teaching practices through the lens of the scholarship of teaching and learning (SoTL) is critical for continued growth and improvement. The contemporary vision of SoTL, which has been…

The Role of Legitimacy in Student Teaching: Learning to "Feel" Like a Teacher

ERIC Educational Resources Information Center

Cuenca, Alexander

2011-01-01

A key factor in learning to teach during student teaching is the cooperating teacher, who supports and mentors prospective teachers. In the apprenticeship that is student teaching, the cooperating teacher serves as a gatekeeper to the experiential learning of pre-service teachers. Although several studies indicate the significant influence…

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…

How Learning Designs, Teaching Methods and Activities Differ by Discipline in Australian Universities

ERIC Educational Resources Information Center

Cameron, Leanne

2017-01-01

This paper reports on the learning designs, teaching methods and activities most commonly employed within the disciplines in six universities in Australia. The study sought to establish if there were significant differences between the disciplines in learning designs, teaching methods and teaching activities in the current Australian context, as…

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…

Language Revitalization and Language Pedagogy: New Teaching and Learning Strategies

ERIC Educational Resources Information Center

Hinton, Leanne

2011-01-01

Language learning and teaching of endangered languages have many features and needs that are quite different from the teaching of world languages. Groups whose languages are endangered try to turn language loss around; many new language teaching and learning strategies are emerging, to suit the special needs and goals of language revitalization.…

Teaching Strategies and Methods in Modern Environments for Learning of Programming

ERIC Educational Resources Information Center

Djenic, Slobodanka; Mitic, Jelena

2017-01-01

This paper presents teaching strategies and methods, applicable in modern blended environments for learning of programming. Given the fact that the manner of applying teaching strategies always depends on the specific requirements of a certain area of learning, the paper outlines the basic principles of teaching in programming courses, as well as…

Teaching and Learning International Survey TALIS 2013: Conceptual Framework. Final

ERIC Educational Resources Information Center

Rutkowski, David; Rutkowski, Leslie; Bélanger, Julie; Knoll, Steffen; Weatherby, Kristen; Prusinski, Ellen

2013-01-01

In 2008, the initial cycle of the OECD's Teaching and Learning International Survey (TALIS 2008) established, for the first time, an international, large-scale survey of the teaching workforce, the conditions of teaching, and the learning environments of schools in participating countries. The second cycle of TALIS (TALIS 2013) aims to continue…

Vertical Integration in Teaching And Learning (VITAL): an approach to medical education in general practice.

PubMed

Dick, Marie-Louise B; King, David B; Mitchell, Geoffrey K; Kelly, Glynn D; Buckley, John F; Garside, Susan J

2007-07-16

There is increasing demand to provide clinical and teaching experiences in the general practice setting. Vertical integration in teaching and learning, whereby teaching and learning roles are shared across all learner stages, has the potential to decrease time demands and stress on general practitioners, to provide teaching skills and experience to GP registrars, and to improve the learning experience for medical students, and may also help meet the increased demand for teaching in general practice. We consider potential advantages and barriers to vertical integration of teaching in general practice, and provide results of focus group discussions with general practice principals and registrars about vertical integration. We recommend further research into the feasibility of using vertical integration to enhance the capacity to teach medical students in general practice.

A blended learning approach for teaching computer programming: design for large classes in Sub-Saharan Africa

NASA Astrophysics Data System (ADS)

Bayu Bati, Tesfaye; Gelderblom, Helene; van Biljon, Judy

2014-01-01

The challenge of teaching programming in higher education is complicated by problems associated with large class teaching, a prevalent situation in many developing countries. This paper reports on an investigation into the use of a blended learning approach to teaching and learning of programming in a class of more than 200 students. A course and learning environment was designed by integrating constructivist learning models of Constructive Alignment, Conversational Framework and the Three-Stage Learning Model. Design science research is used for the course redesign and development of the learning environment, and action research is integrated to undertake participatory evaluation of the intervention. The action research involved the Students' Approach to Learning survey, a comparative analysis of students' performance, and qualitative data analysis of data gathered from various sources. The paper makes a theoretical contribution in presenting a design of a blended learning solution for large class teaching of programming grounded in constructivist learning theory and use of free and open source technologies.

Student Preferences Regarding Teaching Methods in a Drug-Induced Diseases and Clinical Toxicology Course

PubMed Central

Gim, Suzanna

2013-01-01

Objectives. To determine which teaching method in a drug-induced diseases and clinical toxicology course was preferred by students and whether their preference correlated with their learning of drug-induced diseases. Design. Three teaching methods incorporating active-learning exercises were implemented. A survey instrument was developed to analyze students’ perceptions of the active-learning methods used and how they compared to the traditional teaching method (lecture). Examination performance was then correlated to students’ perceptions of various teaching methods. Assessment. The majority of the 107 students who responded to the survey found traditional lecture significantly more helpful than active-learning methods (p=0.01 for all comparisons). None of the 3 active-learning methods were preferred over the others. No significant correlations were found between students’ survey responses and examination performance. Conclusions. Students preferred traditional lecture to other instructional methods. Learning was not influenced by the teaching method or by preference for a teaching method. PMID:23966726

Engaging Pre-Service Teachers to Teach Science Contextually with Scientific Approach Instructional Video

NASA Astrophysics Data System (ADS)

Susantini, E.; Kurniasari, I.; Fauziah, A. N. M.; Prastowo, T.; Kholiq, A.; Rosdiana, L.

2018-01-01

Contextual teaching and learning/CTL presents new concepts in real-life experiences and situations where students can find out the meaningful relationship between abstract ideas and practical applications. Implementing contextual teaching by using scientific approach will foster teachers to find the constructive ways of delivering and organizing science content. This research developed an instructional video that represented a modeling of using a scientific approach in CTL. The aim of this research are to engage pre-service teachers in learning how to teach CTL and to show how pre-service teachers’ responses about learning how to teach CTL using an instructional video. The subjects of this research were ten pre-service teachers in Department of Natural Sciences, Universitas Negeri Surabaya, Indonesia. All subjects observed the instructional video which demonstrated contextual teaching and learning combined with the scientific approach as they completed a worksheet to analyze the video content. The results showed that pre-service teachers could learn to teach contextually as well as applying the scientific approach in science classroom through a modeling in the instructional video. They also responded that the instructional video could help them to learn to teach each component contextual teaching as well as scientific approach.

Improving undergraduate STEM education: The efficacy of discipline-based professional development.

PubMed

Manduca, Cathryn A; Iverson, Ellen R; Luxenberg, Michael; Macdonald, R Heather; McConnell, David A; Mogk, David W; Tewksbury, Barbara J

2017-02-01

We sought to determine whether instructional practices used by undergraduate faculty in the geosciences have shifted from traditional teacher-centered lecture toward student-engaged teaching practices and to evaluate whether the national professional development program On the Cutting Edge (hereinafter Cutting Edge) has been a contributing factor in this change. We surveyed geoscience faculty across the United States in 2004, 2009, and 2012 and asked about teaching practices as well as levels of engagement in education research, scientific research, and professional development related to teaching. We tested these self-reported survey results with direct observations of teaching using the Reformed Teaching Observation Protocol, and we conducted interviews to understand what aspects of Cutting Edge have supported change. Survey data show that teaching strategies involving active learning have become more common, that these practices are concentrated in faculty who invest in learning about teaching, and that faculty investment in learning about teaching has increased. Regression analysis shows that, after controlling for other key influences, faculty who have participated in Cutting Edge programs and who regularly use resources on the Cutting Edge website are statistically more likely to use active learning teaching strategies. Cutting Edge participants also report that learning about teaching, the availability of teaching resources, and interactions with peers have supported changes in their teaching practice. Our data suggest that even one-time participation in a workshop with peers can lead to improved teaching by supporting a combination of affective and cognitive learning outcomes.

Improving undergraduate STEM education: The efficacy of discipline-based professional development

PubMed Central

Manduca, Cathryn A.; Iverson, Ellen R.; Luxenberg, Michael; Macdonald, R. Heather; McConnell, David A.; Mogk, David W.; Tewksbury, Barbara J.

2017-01-01

We sought to determine whether instructional practices used by undergraduate faculty in the geosciences have shifted from traditional teacher-centered lecture toward student-engaged teaching practices and to evaluate whether the national professional development program On the Cutting Edge (hereinafter Cutting Edge) has been a contributing factor in this change. We surveyed geoscience faculty across the United States in 2004, 2009, and 2012 and asked about teaching practices as well as levels of engagement in education research, scientific research, and professional development related to teaching. We tested these self-reported survey results with direct observations of teaching using the Reformed Teaching Observation Protocol, and we conducted interviews to understand what aspects of Cutting Edge have supported change. Survey data show that teaching strategies involving active learning have become more common, that these practices are concentrated in faculty who invest in learning about teaching, and that faculty investment in learning about teaching has increased. Regression analysis shows that, after controlling for other key influences, faculty who have participated in Cutting Edge programs and who regularly use resources on the Cutting Edge website are statistically more likely to use active learning teaching strategies. Cutting Edge participants also report that learning about teaching, the availability of teaching resources, and interactions with peers have supported changes in their teaching practice. Our data suggest that even one-time participation in a workshop with peers can lead to improved teaching by supporting a combination of affective and cognitive learning outcomes. PMID:28246629

Network reciprocity by coexisting learning and teaching strategies

NASA Astrophysics Data System (ADS)

Tanimoto, Jun; Brede, Markus; Yamauchi, Atsuo

2012-03-01

We propose a network reciprocity model in which an agent probabilistically adopts learning or teaching strategies. In the learning adaptation mechanism, an agent may copy a neighbor's strategy through Fermi pairwise comparison. The teaching adaptation mechanism involves an agent imposing its strategy on a neighbor. Our simulations reveal that the reciprocity is significantly affected by the frequency with which learning and teaching agents coexist in a network and by the structure of the network itself.

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

Learning from simple ebooks, online cases or classroom teaching when acquiring complex knowledge. A randomized controlled trial in respiratory physiology and pulmonology.

PubMed

Worm, Bjarne Skjødt

2013-01-01

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. 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. 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). 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.

Development of Learning Management in Moral Ethics and Code of Ethics of the Teaching Profession Course

NASA Astrophysics Data System (ADS)

Boonsong, S.; Siharak, S.; Srikanok, V.

2018-02-01

The purposes of this research were to develop the learning management, which was prepared for the enhancement of students’ Moral Ethics and Code of Ethics in Rajamangala University of Technology Thanyaburi (RMUTT). The contextual study and the ideas for learning management development was conducted by the document study, focus group method and content analysis from the document about moral ethics and code of ethics of the teaching profession concerning Graduate Diploma for Teaching Profession Program. The main tools of this research were the summarize papers and analyse papers. The results of development showed the learning management for the development of moral ethics and code of ethics of the teaching profession for Graduate Diploma for Teaching Profession students could promote desired moral ethics and code of ethics of the teaching profession character by the integrated learning techniques which consisted of Service Learning, Contract System, Value Clarification, Role Playing, and Concept Mapping. The learning management was presented in 3 steps.

The Integration of Research, Teaching, and Learning: Preparation of the Future STEM Faculty

NASA Astrophysics Data System (ADS)

Jariwala, Manher

Graduate students at research universities shape the future of STEM undergraduate education in the United States. These future faculty flow into the STEM faculties of several thousand research universities, comprehensive universities, liberal arts colleges, and community and tribal colleges. The Center for the Integration of Research, Teaching, and Learning (CIRTL) uses graduate education as the leverage point to develop STEM faculty with the capability and commitment to implement and improve effective teaching and learning practices. CIRTL has developed, implemented, and evaluated successful strategies based on three core ideas: teaching-as-research, learning communities, and learning-through-diversity. A decade of research demonstrates that STEM future faculty participating in CIRTL learning communities understand, use, and advance high-impact teaching practices. Today the CIRTL Network includes 43 research universities. Ultimately, CIRTL seeks a national STEM faculty who enable all students to learn effectively and achieve STEM literacy, whose teaching enhances recruitment into STEM careers, and whose leadership ensures continued advancement of STEM education.

Activating a Teaching Philosophy in Social Work Education: Articulation, Implementation, and Evaluation

ERIC Educational Resources Information Center

Owens, Larry W.; Miller, J. Jay; Grise-Owens, Erlene

2014-01-01

This article describes how to develop a comprehensive teaching philosophy from articulation through implementation to evaluation. Using literature and teaching-learning experiences, we discuss pragmatic steps for using a teaching philosophy to inform, engage, and evaluate teaching-learning. We promote an integrated teaching philosophy to ensure…

Developing skills for teaching: reflections on the lecture as a learning tool for the novice midwife educator.

PubMed

O'Malley, Deirdre; Fleming, Sandra

2012-09-01

This paper explored how I, as a novice midwife educator in a Higher Education Institution, utilised my reflections on the preparation, delivery and evaluation of a lecture to develop my teaching skills. My personal teaching and learning philosophy was informed by humanism. Reflecting on my teaching and learning philosophy, and the teaching and learning theories that guided the session, enabled me to identify aspects of my teaching that required further development. Similarly, the process permitted me to recognise positive aspects that I could take forward and build upon in my professional development as an educator. The key learning for me as a novice educator is outlined, with an emphasis placed on preparation and strategic question formulation. Copyright © 2012 Elsevier Ltd. All rights reserved.

The Integration of technology in teaching mathematics

NASA Astrophysics Data System (ADS)

Muhtadi, D.; Wahyudin; Kartasasmita, B. G.; Prahmana, R. C. I.

2017-12-01

This paper presents the Transformation of Technological Pedagogical and Content Knowledge (TPACK) of three pre-service math teacher. They participate in technology-based learning modules aligned with teaching practice taught school and became characteristic of teaching method by using the mathematical software. ICT-based learning environment has been the demands in practice learning to build a more effective approach to the learning process of students. Also, this paper presents the results of research on learning mathematics in middle school that shows the influence of design teaching on knowledge of math content specifically.

Enhanced teaching and student learning through a simulator-based course in chemical unit operations design

NASA Astrophysics Data System (ADS)

Ghasem, Nayef

2016-07-01

This paper illustrates a teaching technique used in computer applications in chemical engineering employed for designing various unit operation processes, where the students learn about unit operations by designing them. The aim of the course is not to teach design, but rather to teach the fundamentals and the function of unit operation processes through simulators. A case study presenting the teaching method was evaluated using student surveys and faculty assessments, which were designed to measure the quality and effectiveness of the teaching method. The results of the questionnaire conclusively demonstrate that this method is an extremely efficient way of teaching a simulator-based course. In addition to that, this teaching method can easily be generalised and used in other courses. A student's final mark is determined by a combination of in-class assessments conducted based on cooperative and peer learning, progress tests and a final exam. Results revealed that peer learning can improve the overall quality of student learning and enhance student understanding.

Astrosat broadband characterization of the 2018 outburst of Swift J1756.9-2508

NASA Astrophysics Data System (ADS)

Chakraborty, Manoneeta; Bhattacharyya, Sudip

2018-04-01

Following the reports of a new outburst of the accreting millisecond X-ray pulsar Swift J1756.9-2508 (ATel #11497, #11502, #11505, #11523), we performed ToO observations of this source with Astrosat for 21.4 ks on April 10, 2018 between 14:27:48 UTC and 15:41:39 UTC. We here report the detection of this latest outburst of this source simultaneously with Astrosat LAXPC and SXT providing a broadband coverage.

NICER Detects Pulsations from Swift J1756.9-2508

NASA Astrophysics Data System (ADS)

Bult, P. M.; Gendreau, K. C.; Ray, P. S.; Altamirano, D.; Arzoumanian, Z.; Chakrabarty, D.; Guillot, S.; Jaisawal, G. K.; Ludlam, R. M.; Markwardt, C. B.; Mereminskiy, I. A.; Ozel, F.; Sanna, A.; Strohmayer, T. E.; Wolff, M. T.

2018-04-01

Following the report of a new outburst of the accreting millisecond X-ray pulsar Swift J1756.9-2508 (ATel #11497), NICER performed pointed observations starting on 2018 April 3, collecting 9.4 ks of exposure over the 30 hours between April 3 15:18 UTC and April 4 21:01 UTC. A source is clearly detected at 30 ct/s (1-10 keV); the background level in this band is less than 1 ct/s.

Satellite Animation Shows Nate's Landfall and Movement North

NASA Image and Video Library

2017-10-09

This animation of NOAA's GOES East and West satellite imagery from Oct. 9 at 5:30 a.m. EDT (0930 UTC) to Oct 9 at 7:30 a.m. EDT (1130 UTC) shows Hurricane Nate make landfall at the mouth of the Mississippi River on Oct. 7 at 8 p.m. EDT. The animation ends with Post-Tropical Cyclone Nate centered over the Ohio Valley but bringing rainfall to the Mid-Atlantic and the northeastern U.S.

Statistical Mechanics-Inspired Modeling of Heterogeneous Packet Transmission in Communication Networks

DTIC Science & Technology

2012-08-01

Heterogeneous Packet Transmission in Communication Networks Soumik Sarkar, Member, IEEE, Kushal Mukherjee,Member, IEEE, Asok Ray , Fellow, IEEE...Dr. Mukherjee is a member of the American Society of Mechanical Engineers. Asok Ray (SM’83–F’02) received the graduate de- grees in each discipline of...United Technologies Research Center, East Hartford, CT 06108 USA (e-mail: sarkars@utrc.utc.com; srivasa1@utrc.utc.com). K. Mukherjee and A. Ray are with

Perspectives on learning, learning to teach and teaching elementary science

NASA Astrophysics Data System (ADS)

Avraamidou, Lucy

The framework that characterizes this work is that of elementary teachers' learning and development. Specifically, the ways in which prospective and beginning teachers' develop pedagogical content knowledge for teaching science in light of current recommendations for reform emphasizing teaching and learning science as inquiry are explored. Within this theme, the focus is on three core areas: (a) the use of technology tools (i.e., web-based portfolios) in support of learning to teach science at the elementary level; (b) beginning teachers' specialized knowledge for giving priority to evidence in science teaching; and (c) the applications of perspectives associated with elementary teachers' learning to teach science in Cyprus, where I was born and raised. The first manuscript describes a study aimed at exploring the influence of web-based portfolios and a specific task in support of learning to teach science within the context of a Professional Development School program. The task required prospective teachers to articulate their personal philosophies about teaching and learning science in the form of claims, evidence and justifications in a web-based forum. The findings of this qualitative case study revealed the participants' developing understandings about learning and teaching science, which included emphasizing a student-centered approach, connecting physical engagement of children with conceptual aspects of learning, becoming attentive to what teachers can do to support children's learning, and focusing on teaching science as inquiry. The way the task was organized and the fact that the web-based forum provided the ability to keep multiple versions of their philosophies gave prospective teachers the advantage of examining how their philosophies were changing over time, which supported a continuous engagement in metacognition, self-reflection and self-evaluation. The purpose of the study reported in the second manuscript was to examine the nature of a first-year elementary teacher's specialized knowledge and practices for giving priority to evidence in science teaching. The findings of this study indicated that Jean not only articulated, but also enacted, a student-centered approach to teaching science, which emphasized giving priority to evidence in the construction of scientific explanations. It also became evident through data analysis that Jean's practices were for the most part consistent with her knowledge and beliefs. This contradicts the findings of previous studies that indicate a mismatch between beginning teachers' knowledge and practices. Furthermore, the findings of this study illustrated that critical experiences during teacher preparation and specific university coursework acted as sources through which this aspect of pedagogical content knowledge was generated. The third manuscript proposes new directions for teaching science in elementary schools in Cyprus and makes recommendations to improve the current teacher preparation program in light of the need for a reform. This manuscript is built upon contemporary perspectives of learning and cognition, and is informed by current trends in science education in the United States and United Kingdom. Issues of teaching and learning science as inquiry, engaging in scientific argumentation, and the use of software scaffolds in support of learning and learning to teach science are discussed with special attention to the unique educational setting of Cyprus.

Undergraduate nursing students' perceptions of the effectiveness of clinical teaching behaviours in Malaysia: A cross-sectional, correlational survey.

PubMed

Ludin, Salizar Mohamed; Fathullah, Nik Mohamed Nik

2016-09-01

Clinical teachers are a critical determinant of the quality of nursing students' clinical learning experiences. Understanding students' perceptions of clinical teachers' behaviours can provide the basis for recommendations that will help improve the quality of clinical education in clinical settings by developing better clinical teachers. To understand clinical teaching behaviours and their influence on students' learning from the perspective of undergraduate nursing students. A cross-sectional, correlational survey. A nursing faculty in Kuantan, Pahang, Malaysia. A sample of 120/154 (78%) students from Year 2-Year 4 were recruited according to set criteria. A self-administered questionnaire was employed to collect demographic data, and students' perceptions of clinical teaching behaviours and their impact on learning using the Nursing Clinical Teaching Effectiveness Inventory (NCTEI). Year 3 and 4 students perceived faculty clinical teaching behaviours positively. There was a significant association between clinical teaching behaviours and their influence on students' clinical learning. Teachers' competence rated as the most significant influential factor, while teachers' personality rated as least influential. Participants were able to identify the attributes of good clinical teachers and which attributes had the most influence on their learning. Overall, they perceived their teachers as providing good clinical teaching resulting in good clinical learning. Novice clinical teachers and nursing students can use this positive association between teaching behaviours and quality of clinical learning as a guide to clinical teaching and learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

Linking Learning, Teaching, and Development.

ERIC Educational Resources Information Center

Fiddler, Morris; Marienau, Catherine

1995-01-01

Learning-centered teaching links learning and development by creating a climate of exchange; using assessment to increase awareness of learning needs; promoting learning to learn; holding learners accountable; using multiple strategies for different learning styles; and involving learners in realistic and challenging goals. (SK)

Assessing the Impact of Educational Development through the Lens of the Scholarship of Teaching and Learning

ERIC Educational Resources Information Center

Hoessler, Carolyn; Britnell, Judy; Stockley, Denise

2010-01-01

In this article, the authors convey what scholarship of teaching and learning is and is not, and how educational developers can and do engage in such scholarship to grow as individual providers, units, and academic institutions seeking to continue improving teaching and learning. Further, the advancement of effective teaching techniques, expansion…

Evaluating and Redesigning Teaching Learning Sequences at the Introductory Physics Level

ERIC Educational Resources Information Center

Guisasola, Jenaro; Zuza, Kristina; Ametller, Jaume; Gutierrez-Berraondo, José

2017-01-01

In this paper we put forward a proposal for the design and evaluation of teaching and learning sequences in upper secondary school and university. We will connect our proposal with relevant contributions on the design of teaching sequences, ground it on the design-based research methodology, and discuss how teaching and learning sequences designed…

Teachers' Perceptions of the Learning Environment and Their Knowledge Base in a Training Program for Novice University Teachers

ERIC Educational Resources Information Center

Johannes, Christine; Fendler, Jan; Seidel, Tina

2013-01-01

Despite the complexity of teaching, learning to teach in universities is often "learning by doing". To provide novice university teachers with pedagogic teaching knowledge and to help them develop specific teaching objectives, we created a structured, video-based, one-year training program. In focusing on the core features of…

Jordanian Prospective and Experienced Chemistry Teachers' Beliefs about Teaching and Learning and Their Potential Role for Educational Reform

ERIC Educational Resources Information Center

Al-Amoush, Siham A.; Markic, Silvija; Abu-Hola, Imfadi; Eilks, Ingo

2011-01-01

This paper presents an exploratory study of Jordanian chemistry student teachers' and experienced teachers' beliefs about teaching and learning. Different instruments were used, focusing on different aspects of teaching and learning. The first instrument is based on teachers' and students' drawings of teaching situations. It includes open…

What Can Video Games Teach Us about Teaching Reading?

ERIC Educational Resources Information Center

Compton-Lilly, Catherine

2007-01-01

James Gee has suggested that video games can teach us important lessons about learning and that we can learn about teaching from these games. Reading research and the words of the author's daughter are the basis of an exploration of the learning principles Gee identifies. He explains that video games are successful in engaging children and…

Growing the Scholarship of Teaching and Learning through Institutional Culture Change

ERIC Educational Resources Information Center

Ginsberg, Sarah M.; Bernstein, Jeffrey L.

2011-01-01

The scholarship of teaching and learning represents an important movement within higher education. Through this work, the profession of teaching is able to build upon itself through sustained inquiry and an evidence-based culture. However, for the scholarship of teaching and learning to take hold on a campus, a culture shift often needs to occur,…

Teaching with a Dual-Channel Classroom Feedback System in the Digital Classroom Environment

ERIC Educational Resources Information Center

Yu, Yuan-Chih

2017-01-01

Teaching with a classroom feedback system can benefit both teaching and learning practices of interactivity. In this paper, we propose a dual-channel classroom feedback system integrated with a back-end e-Learning system. The system consists of learning agents running on the students' computers and a teaching agent running on the instructor's…

Improving Students' Conceptual Understanding of a Specific Content Learning: A Designed Teaching Sequence

ERIC Educational Resources Information Center

Ahmad, N. J.; Lah, Y. Che

2012-01-01

The efficacy of a teaching sequence designed for a specific content of learning of electrochemistry is described in this paper. The design of the teaching draws upon theoretical insights into perspectives on learning and empirical studies to improve the teaching of this topic. A case study involving two classes, the experimental and baseline…

Factors Influencing Teachers' Integration of ICT in Teaching and Learning

ERIC Educational Resources Information Center

Lawrence, Japhet E.

2018-01-01

There is a growing demand on educational institutions to use ICT to teach the skills and knowledge students need for the digital age. The integration of ICT into education provides opportunities for teachers and students to work better in a globalized digital age, particularly in teaching and learning environment, where teaching and learning can…

Teaching for Developmental Growth: Learning Partnerships and Student Development in Graduate Education in China

ERIC Educational Resources Information Center

Cen, Yuhao

2018-01-01

Teaching and learning in higher education can integrate and accomplish student developmental goals in addition to promoting student learning of subject matter knowledge and transferrable skills. Drawn from the theoretical concept of self-authorship, the Learning Partnerships Model was implemented in teaching a graduate-level course on social…

Teaching Project Management On-Line: Lessons Learned from MOOCs

ERIC Educational Resources Information Center

Falcao, Rita; Fernandes, Luis

2016-01-01

Creating a course for teaching project management online in a full online distance-learning environment was a challenge. Working with adult learners from different continents that want to complete a Master degree was an additional challenge. This paper describes how different MOOCs were used to learn about teaching -(meta) e-learning. MOOCs…

Successful Implementation of a Computer-Supported Collaborative Learning System in Teaching E-Commerce

ERIC Educational Resources Information Center

Ngai, E. W. T.; Lam, S. S.; Poon, J. K. L.

2013-01-01

This paper describes the successful application of a computer-supported collaborative learning system in teaching e-commerce. The authors created a teaching and learning environment for 39 local secondary schools to introduce e-commerce using a computer-supported collaborative learning system. This system is designed to equip students with…

Using Games to Enhance Learning and Teaching: A Beginner's Guide

ERIC Educational Resources Information Center

Whitton, Nicola, Ed.; Moseley, Alex, Ed.

2012-01-01

"Using Games to Enhance Learning and Teaching" provides educators with easy and practical ways of using games to support student engagement and learning. Despite growing interest in digital game-based learning and teaching, until now most teachers have lacked the resources or technical knowledge to create games that meet their needs. The only…

The Forms and Functions of Teaching and Learning Innovations on Blackboard: Substantial or Superficial?

ERIC Educational Resources Information Center

Nkonki, Vuyisile; Ntlabathi, Siyanda

2016-01-01

This study is an Information and Computer Technology evaluation of the Blackboard Learning Management System into teaching and learning at an institution of higher education in South Africa. In view of the institution's objective of developing a context-driven, transformative, and innovative teaching and learning practices involving the…

Psychology of Learning Spaces: Impact on Teaching and Learning

ERIC Educational Resources Information Center

Granito, Vincent J.; Santana, Mary E.

2016-01-01

New research is emerging that focuses on the role the physical classroom space plays in the teaching-learning dynamic. The purpose of this exploratory research is to describe the students' and instructors' perspectives of how the classroom space and environment impact teaching and learning. Focus groups were utilized with data points coming from…

Assuring Best Practice in Technology-Enhanced Learning Environments

ERIC Educational Resources Information Center

Keppell, Mike; Suddaby, Gordon; Hard, Natasha

2015-01-01

This paper documents the development and findings of the Good Practice Report on Technology-Enhanced Learning and Teaching funded by the Australian Learning and Teaching Council (ALTC). Developing the Good Practice Report required a meta-analysis of 33 ALTC learning and teaching projects relating to technology funded between 2006 and 2010. This…

Learning Ethics through Virtual Fieldtrips: Teaching Ethical Theories through Virtual Experiences

ERIC Educational Resources Information Center

Houser, Rick; Thoma, Steve; Coppock, Amanda; Mazer, Matthew; Midkiff, Lewis; Younanian, Marisa; Young, Sarah

2011-01-01

Teaching ethical reasoning is considered an important component of the undergraduate learning experience. A recent approach to teaching using experiential learning is through virtual worlds such as Second Life. We discuss how ethics may be taught using experiential learning in the virtual world of Second Life. Participants in the class in this…

Validation of "Teaching and Learning Guiding Principles Instrument" for Malaysian Higher Learning Institutions

ERIC Educational Resources Information Center

Rahman, Nurulhuda Abd; Masuwai, Azwani; Tajudin, Nor'ain Mohd; Tek, Ong Eng; Adnan, Mazlini

2016-01-01

Purpose: This study was aimed at establishing, through the validation of the "Teaching and Learning Guiding Principles Instrument" (TLGPI), the validity and reliability of the underlying factor structure of the Teaching and Learning Guiding Principles (TLGP) generated by a previous study. Method: A survey method was used to collect data…

How Teachers Teach and Students Learn: "Successful Strategies for School." OECD Education Working Papers, No. 130

ERIC Educational Resources Information Center

Echazarra, Alfonso; Salinas, Daniel; Méndez, Ildefonso; Denis, Vanessa; Rech, Giannina

2016-01-01

This paper examines how particular teaching and learning strategies are related to student performance on specific PISA test questions, particularly mathematics questions. The report compares teacher-directed instruction and memorisation learning strategies, at the traditional ends of the teaching and learning spectrums, and student-oriented…

How New Technologies Have (and Have Not) Changed Teaching and Learning in Schools

ERIC Educational Resources Information Center

Halverson, Richard; Smith, Annette

2010-01-01

Information technologies have reshaped teaching and learning in schools, but often not in ways anticipated by technology proponents. This paper proposes a contrast between technologies for learning and technologies for learners to explain how technologies influence teaching and learning in and out of schools. Schools have made significant use of…

Empowering Students with Word-Learning Strategies: Teach a Child to Fish

ERIC Educational Resources Information Center

Graves, Michael F.; Schneider, Steven; Ringstaff, Cathy

2018-01-01

This article on word-learning strategies describes a theory- and research-based set of procedures for teaching students to use word-learning strategies--word parts, context clues, the dictionary, and a combined strategy--to infer the meanings of unknown words. The article begins with a rationale for teaching word-learning strategies, particularly…

Practicing What We Teach: Using Action Research to Learn about Teaching Action Research

ERIC Educational Resources Information Center

Brown, Barb; Dressler, Roswita; Eaton, Sarah Elaine; Jacobsen, Michele

2015-01-01

In this article, action research is explored as a process for instructor reflection, professional learning and collaboration. The context for the professional learning was the teaching of graduate level education courses in which action research, in conjunction with a cohort-based, collaboratory approach to learning, was used to facilitate…

Learning and Teaching Art: Through Social Media

ERIC Educational Resources Information Center

Castro, Juan Carlos

2012-01-01

Social media practices are increasingly woven into the everyday lives of teens and adults, becoming a significant part of how they relate, know, and learn. In this article, I present findings from a design-based research study that explored how the dynamics of learning and teaching art shift through social media. Learning and teaching through…

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

NASA Astrophysics Data System (ADS)

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

2015-04-01

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

A comparison of conventional lecture and team-based learning methods in terms of student learning and teaching satisfaction.

PubMed

Jafari, Zahra

2014-01-01

Team-based learning (TBL) is a structured type of cooperative learning that has growing application in medical education. This study compares levels of student learning and teaching satisfaction for a neurology course between conventional lecture and team-based learning. The study incorporated 70 students aged 19 to 22 years at the school of rehabilitation. One half of the 16 sessions of the neurology course was taught by lectures and the second half with team-based learning. Teaching satisfaction for the teaching methods was determined on a scale with 5 options in response to 20 questions. Significant difference was found between lecture-based and team-based learning in final scores (p<0.001). Content validity index of the scale of student satisfaction was 94%, and external and internal consistencies of the scale were 0.954 and 0.921 orderly (p<0.001). The degree of satisfaction from TBL compared to the lecture method was 81.3%. RESULTS revealed more success and student satisfaction from team-based learning compared to conventional lectures in teaching neurology to undergraduate students. It seems that application of new teaching methods such as team-based learning could be effectively introduced to improve levels of education and student learning.

A comparison of conventional lecture and team-based learning methods in terms of student learning and teaching satisfaction

PubMed Central

Jafari, Zahra

2014-01-01

Background: Team-based learning (TBL) is a structured type of cooperative learning that has growing application in medical education. This study compares levels of student learning and teaching satisfaction for a neurology course between conventional lecture and team-based learning. Methods: The study incorporated 70 students aged 19 to 22 years at the school of rehabilitation. One half of the 16 sessions of the neurology course was taught by lectures and the second half with team-based learning. Teaching satisfaction for the teaching methods was determined on a scale with 5 options in response to 20 questions. Results: Significant difference was found between lecture-based and team-based learning in final scores (p<0.001). Content validity index of the scale of student satisfaction was 94%, and external and internal consistencies of the scale were 0.954 and 0.921 orderly (p<0.001). The degree of satisfaction from TBL compared to the lecture method was 81.3%. Conclusion: Results revealed more success and student satisfaction from team-based learning compared to conventional lectures in teaching neurology to undergraduate students. It seems that application of new teaching methods such as team-based learning could be effectively introduced to improve levels of education and student learning PMID:25250250

An advanced teaching scheme for integrating problem-based learning in control education

NASA Astrophysics Data System (ADS)

Juuso, Esko K.

2018-03-01

Engineering education needs to provide both theoretical knowledge and problem-solving skills. Many topics can be presented in lectures and computer exercises are good tools in teaching the skills. Learning by doing is combined with lectures to provide additional material and perspectives. The teaching scheme includes lectures, computer exercises, case studies, seminars and reports organized as a problem-based learning process. In the gradually refining learning material, each teaching method has its own role. The scheme, which has been used in teaching two 4th year courses, is beneficial for overall learning progress, especially in bilingual courses. The students become familiar with new perspectives and are ready to use the course material in application projects.

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

Examining the Effectiveness of Problem-Based Learning in the Teaching of Information Technology: A Comparison with Lectured-Based Learning

ERIC Educational Resources Information Center

Liu, YuFing

2013-01-01

This paper applies a quasi-experimental research method to compare the difference in students' approaches to learning and their learning achievements between the group that follows the problem based learning (PBL) teaching method with computer support and the group that follows the non-PBL teaching methods. The study sample consisted of 68 junior…

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

PubMed

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

2016-12-01

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

Near-peer teaching in anatomy: an approach for deeper learning.

PubMed

Evans, Darrell J R; Cuffe, Tracy

2009-10-01

Peer teaching has been recognized as a valuable and effective approach for learning and has been incorporated into medical, dental, and healthcare courses using a variety of approaches. The success of peer teaching is thought to be related to the ability of peer tutors and tutees to communicate more effectively, thereby improving the learning environment. Near-peer teaching involves more experienced students acting as tutors who are ideally placed to pass on their knowledge and experience. The advantage of using near-peer teachers is the opportunity for the teacher to reinforce and expand their own learning and develop essential teaching skills. This study describes the design and implementation of a program for fourth year medical students to teach anatomy to first- and second-year medical students and evaluates the perceptions of the near-peer teachers on the usefulness of the program, particularly in relation to their own learning. Feedback from participants suggests that the program fulfills its aims of providing an effective environment for developing deeper learning in anatomy through teaching. Participants recognize that the program also equips them with more advanced teaching skills that will be required as they move nearer toward taking on supervisory and teaching duties. The program has also provided the school with an additional valuable and appropriate resource for teaching anatomy to first- and second-year students, who themselves view the inclusion of near-peer teachers as a positive element in their learning.

Learning and teaching clinical communication in the clinical workplace.

PubMed

Brown, Jo; Dearnaley, Jo

2016-08-01

Clinical communication teaching and learning has become increasingly separate from the clinical workplace over the last 20 years in the UK, and in many medical schools is front-loaded to the early years of the curriculum. Many reasons exist to explain this separation, including the increasing use of simulation. However, learning by simulation alone is not ideal, and the literature now points towards a new direction that blends simulation with authentic experiences in the clinical workplace to aid the transition to clinical life. This article presents a practical example of collaboration between a London medical school and a hospital trust to provide an integrated clinical communication learning experience for students by situating teaching on the clinical wards for senior medical students. Clinical communication teaching and learning has become increasingly separate from the clinical workplace We outline a new teaching initiative, the 'Communication on the wards' pilot project, that blends clinical communication teaching with ward-based learning in an authentic environment, with patients, medical students and teachers working together. This teaching initiative was a practical attempt to bridge the theory-practice gap in clinical communication education, and to place learning in the clinical workplace for students. As such, it was enjoyed by all those who took part, and may be the way forward for clinical communication teaching and learning in the future. © 2015 John Wiley & Sons Ltd.

Integrating Research, Teaching and Learning: Preparing the Future National STEM Faculty

NASA Astrophysics Data System (ADS)

Hooper, E. J.; Pfund, C.; Mathieu, R.

2010-08-01

A network of universities (Howard, Michigan State, Texas A&M, University of Colorado at Boulder, University of Wisconsin-Madison, Vanderbilt) have created a National Science Foundation-funded network to prepare a future national STEM (science, technology, engineering, mathematics) faculty committed to learning, implementing, and advancing teaching techniques that are effective for the wide range of students enrolled in higher education. The Center for the Integration of Research, Teaching and Learning (CIRTL; http://www.cirtl.net) develops, implements and evaluates professional development programs for future and current faculty. The programs comprise graduate courses, internships, and workshops, all integrated within campus learning communities. These elements are unified and guided by adherence to three core principles, or pillars: "Teaching as Research," whereby research skills are applied to evaluating and advancing undergraduate learning; "Learning through Diversity," in which the diversity of students' backgrounds and experiences are used as a rich resource to enhance teaching and learning; and "Learning Communities" that foster shared learning and discovery among students, and between future and current faculty within a department or institution. CIRTL established a laboratory for testing its ideas and practices at the University of Wisconsin-Madison, known as the Delta Program in Research, Teaching and Learning (http://www.delta.wisc.edu). The program offers project-based graduate courses, research mentor training, and workshops for post-docs, staff, and faculty. In addition, graduate students and post-docs can partner with a faculty member in a teaching-as-research internship to define and tackle a specific teaching and learning problem. Finally, students can obtain a Delta Certificate as testimony to their engagement in and commitment to teaching and learning. Delta has proved very successful, having served over 1500 UW-Madison instructors from graduate students to full professors. UW-Madison values the program to the point of now funding it internally.

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

NASA Astrophysics Data System (ADS)

Morales, Marlene

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

Learning Science, Learning about Science, Doing Science: Different goals demand different learning methods

NASA Astrophysics Data System (ADS)

Hodson, Derek

2014-10-01

This opinion piece paper urges teachers and teacher educators to draw careful distinctions among four basic learning goals: learning science, learning about science, doing science and learning to address socio-scientific issues. In elaboration, the author urges that careful attention is paid to the selection of teaching/learning methods that recognize key differences in learning goals and criticizes the common assertion that 'current wisdom advocates that students best learn science through an inquiry-oriented teaching approach' on the grounds that conflating the distinction between learning by inquiry and engaging in scientific inquiry is unhelpful in selecting appropriate teaching/learning approaches.

Impact of Faculty Development Workshops in Student-Centered Teaching Methodologies on Faculty Members' Teaching and Their Students' Perceptions.

PubMed

Tricio, Jorge A; Montt, Juan E; Ormeño, Andrea P; Del Real, Alberto J; Naranjo, Claudia A

2017-06-01

The aim of this study was to assess, after one year, the impact of faculty development in teaching and learning skills focused on a learner-centered approach on faculty members' perceptions of and approaches to teaching and on their students' learning experiences and approaches. Before training (2014), all 176 faculty members at a dental school in Chile were invited to complete the Approaches to Teaching Inventory (ATI) to assess their teaching approaches (student- vs. teacher-focused). In 2015, all 496 students were invited to complete the Study Process Questionnaire (R-SPQ-2F) to assess their learning approaches (deep or surface) and the Course Experience Questionnaire (CEQ) to measure their teaching quality perceptions. Subsequently, faculty development workshops on student-centered teaching methodologies were delivered, followed by peer observation. In March 2016, all 176 faculty members and 491 students were invited to complete a second ATI (faculty) and R-SPQ-2 and CEQ (students). Before (2014) and after (2016) the training, 114 (65%) and 116 (66%) faculty members completed the ATI, respectively, and 89 (49%) of the then-181 faculty members completed the perceptions of skills development questionnaire in September 2016. In 2015, 373 students (75%) completed the R-SPQ-2F and CEQ; 412 (83%) completed both questionnaires in 2016. In 2014, the faculty results showed that student-focused teaching was significantly higher in preclinical and clinical courses than in the basic sciences. In 2016, teacher-focused teaching fell significantly; basic science teaching improved the most. Students in both the 2015 and 2016 cohorts had lower mean scores for deep learning approaches from year 1 on, while they increased their scores for surface learning. The students' perceptions of faculty members' good teaching, appropriate assessment, clear goals, and e-learning improved significantly, but perception of appropriate workload did not. Teaching and learning skills development produced significant gains in student-centered teaching for these faculty members and in some students' perceptions of teaching quality. However, student workload needs to be considered to support deep learning.

Pedagogical effectiveness of innovative teaching methods initiated at the Department of Physiology, Government Medical College, Chandigarh.

PubMed

Nageswari, K Sri; Malhotra, Anita S; Kapoor, Nandini; Kaur, Gurjit

2004-12-01

Modern teaching trends in medical education exhibit a paradigm shift from the conventional classroom teaching methods adopted in the past to nonconventional teaching aids so as to encourage interactive forms of learning in medical students through active participation and integrative reasoning where the relationship of the teacher and the taught has undergone tremendous transformation. Some of the nonconventional teaching methods adopted at our department are learning through active participation by the students through computer-assisted learning (CD-ROMs), Web-based learning (undergraduate projects), virtual laboratories, seminars, audiovisual aids (video-based demonstrations), and "physioquiz."

ACCA College English Teaching Mode

ERIC Educational Resources Information Center

Ding, Renlun

2008-01-01

This paper elucidates a new college English teaching mode--"ACCA" (Autonomous Cooperative Class-teaching All-round College English Teaching Mode). Integrated theories such as autonomous learning and cooperative learning into one teaching mode, "ACCA", which is being developed and advanced in practice as well, is the achievement…

Convective Mode and Mesoscale Heavy Rainfall Forecast Challenges during a High-Impact Weather Period along the Gulf Coast and Florida from 17-20 May 2016

NASA Astrophysics Data System (ADS)

Bosart, L. F.; Wallace, B. C.

2017-12-01

Two high-impact convective storm forecast challenges occurred between 17-20 May 2016 during NOAA's Hazardous Weather Testbed Spring Forecast Experiment (SFE) at the Storm Prediction Center. The first forecast challenge was 286 mm of unexpected record-breaking rain that fell on Vero Beach (VRB), Florida, between 1500 UTC 17 May and 0600 UTC 18 May, more than doubling the previous May daily rainfall record. The record rains in VRB occurred subsequent to the formation of a massive MCS over the central Gulf of Mexico between 0900-1000 UTC 17 May. This MCS, linked to the earlier convection associated with an anomalously strong subtropical jet (STJ) over the Gulf of Mexico, moved east-northeastward toward Florida. The second forecast challenge was a large MCS that formed over the Mexican mountains near the Texas-Mexican border, moved eastward and grew upscale prior to 1200 UTC 19 May. This MCS further strengthened offshore after 1800 UTC 19 May beneath the STJ. SPC SFE participants expected this MCS to move east-northeastward and bring heavy rain due to training echoes along the Gulf coast as far eastward as the Florida panhandle. Instead, this MCS transitioned into a bowing MCS that resembled a low-end derecho and produced a 4-6 hPa cold pool with widespread surface wind gusts between 35-50 kt. Both MCS events occurred in a large-scale baroclinic environment along the northern Gulf coast. Both MCS events responded to antecedent convection within this favorable large-scale environment. Rainfall amounts with the first heavy rain-producing MCS were severely underestimated by models and forecasters alike. The second MCS produced the greatest forecaster angst because rainfall totals were forecast too high (MCS propagated too fast) and severe wind reports were much more widespread than anticipated (because of cold pool formation). This presentation will attempt to untangle what happened and why it happened.

Ultra-rapid earth rotation determination with VLBI during CONT11 and CONT14

NASA Astrophysics Data System (ADS)

Haas, Rüdiger; Hobiger, Thomas; Kurihara, Shinobu; Hara, Tetsuya

2015-08-01

In 2007 the Geospatial Information Authority of Japan (GSI) and the Onsala Space Observatory (OSO) started a collaboration project aiming at determining the earth rotation angle, usually expressed as UT1-UTC, in near real-time. In the beginning of this project dedicated one hour long one-baseline experiments were observed periodically using the VLBI stations Onsala (Sweden) and Tsukuba (Japan). The strategy is that the observed VLBI data are sent in real-time via the international optical fibre backbone to the correlator at Tsukuba where the data are correlated with a software correlator and analyzed in near-real time with the c5++ VLBI data analysis software, thus producing UT1-UTC results with very low latency. The latency between the observation at the stations and the determination of UT1-UTC is on the order of a few minutes, thus we can talk about an ultra-rapid determination of UT1-UTC. An offline version of this strategy was adopted in 2009 for the regular VLBI intensive series INT-2, organized by the International VLBI Service for Geodesy and Astrometry (IVS), that involves Wettzell (Germany) and Tsukuba. Since March 2010 the INT-2 is using real-time e-transfer, too, and since June 2010 also automated analysis. Starting in 2009 the ultra-rapid approach was applied to regular 24 hour long IVS VLBI-sessions that involve Tsukuba and Onsala, so that ultra-rapid UT1-UTC results can be produced already during ongoing VLBI-sessions. This strategy was successfully operated during the 15 days long continuous VLBI campaigns CONT11 and CONT14. In this presentation we give an overview of the ultra-rapid concept, present the results derived during CONT11 and CONT14, and compare these ultra-rapid results to results derived from post-processing

Ultra-rapid earth rotation determination with VLBI during CONT11 and CONT14

NASA Astrophysics Data System (ADS)

Haas, Rüdiger; Hobiger, Thomas; Kurihara, Shinobu; Hara, Tetsuya

2016-04-01

In 2007 the Geospatial Information Authority of Japan (GSI) and the Onsala Space Observatory (OSO) started a collaboration project aiming at determining the earth rotation angle, usually expressed as UT1-UTC, in near real-time. In the beginning of this project dedicated one hour long one-baseline experiments were observed periodically using the VLBI stations Onsala (Sweden) and Tsukuba (Japan). The strategy is that the observed VLBI data are sent in real-time via the international optical fibre backbone to the correlator at Tsukuba where the data are correlated with a software correlator and analyzed in near-real time with the c5++ VLBI data analysis software, thus producing UT1-UTC results with very low latency. The latency between the observation at the stations and the determination of UT1-UTC is on the order of a few minutes, thus we can talk about an ultra-rapid determination of UT1-UTC. An offline version of this strategy was adopted in 2009 for the regular VLBI intensive series INT-2, organized by the International VLBI Service for Geodesy and Astrometry (IVS), that involves Wettzell (Germany) and Tsukuba. Since March 2010 the INT-2 is using real-time e-transfer, too, and since June 2010 also automated analysis. Starting in 2009 the ultra-rapid approach was applied to regular 24 hour long IVS VLBI-sessions that involve Tsukuba and Onsala, so that ultra-rapid UT1-UTC results can be produced already during ongoing VLBI-sessions. This strategy was successfully operated during the 15 days long continuous VLBI campaigns CONT11 and CONT14. In this presentation we give an overview of the ultra-rapid concept, present the results derived during CONT11 and CONT14, and compare these ultra-rapid results to results derived from post-processing.

Ultrasound tissue characterization does not differentiate genotype, but indexes ejection fraction deterioration in becker muscular dystrophy.

PubMed

Giglio, Vincenzo; Puddu, Paolo Emilio; Holland, Mark R; Camastra, Giovanni; Ansalone, Gerardo; Ricci, Enzo; Mela, Julia; Sciarra, Federico; Di Gennaro, Marco

2014-12-01

The aims of the study were, first, to assess whether myocardial ultrasound tissue characterization (UTC) in Becker muscular dystrophy (BMD) can be used to differentiate between patients with deletions and those without deletions; and second, to determine whether UTC is helpful in diagnosing the evolution of left ventricular dysfunction, a precursor of dilated cardiomyopathy. Both cyclic variation of integrated backscatter and calibrated integrated backscatter (cIBS) were assessed in 87 patients with BMD and 70 controls. The average follow-up in BMD patients was 48 ± 12 mo. UTC analysis was repeated only in a subgroup of 40 BMD patients randomly selected from the larger overall group (15 with and 25 without left ventricular dysfunction). Discrimination between BMD patients with and without dystrophin gene deletion was not possible on the basis of UTC data: average cvIBS was 5.2 ± 1.2 and 5.5 ± 1.4 dB, and average cIBS was 29.9 ± 4.7 and 29.6 ± 5.8, respectively, significantly different (p < 0.001) only from controls (8.6 ± 0.5 and 24.6 ± 1.2 dB). In patients developing left ventricular dysfunction during follow-up, cIBS increased to 31.3 ± 5.4 dB, but not significantly (p = 0.08). The highest cIBS values (34.6 ± 5.3 dB, p < 0.09 vs. baseline, p < 0.01 vs BMD patients without left ventricular dysfunction) were seen in the presence of severe left ventricular dysfunction. Multivariate statistics indicated that an absolute change of 6 dB in cIBS is associated with a high probability of left ventricular dysfunction. UTC analysis does not differentiate BMD patients with or without dystrophin gene deletion, but may be useful in indexing left ventricular dysfunction during follow-up. Copyright © 2014 World Federation for Ultrasound in Medicine & Biology. Published by Elsevier Inc. All rights reserved.

Issues for Deployment of Mobile Learning by Nurses in Australian Healthcare Settings.

PubMed

Mather, Carey; Cummings, Elizabeth

2016-01-01

Undergraduate nursing curricula are being redesigned to include strategies for deployment of mobile learning as a legitimate nursing function. A recent online survey exploring the use of mobile learning by undergraduate student nurses revealed barriers, challenges, risks, and benefits to using mobile learning at the workplace. Inability to access mobile learning at both individual and organisational levels impacted on student learning and teaching opportunities. Students also indicated that educational preparation for ensuring appropriate use of mobile learning is necessary to guide learning and teaching in situ at point of care. This highlights the need for the development of policy to guide best practice that will enable this new pedagogy to be fully utilised for learning and teaching in healthcare settings. Until governance of mobile learning in educational and healthcare settings in Australia is addressed, harnessing the indubitable benefit of mobile learning and teaching will be unachievable.

Searching for evidence of curricular effect on the teaching and learning of mathematics: some insights from the LieCal project

NASA Astrophysics Data System (ADS)

Cai, Jinfa

2014-12-01

Drawing on evidence from the Longitudinal Investigation of the Effect of Curriculum on Algebra Learning (LieCal) Project, issues related to mathematics curriculum reform and student learning are discussed. The LieCal Project was designed to longitudinally investigate the impact of a reform mathematics curriculum called the Connected Mathematics Project (CMP) in the USA on teachers' teaching and students' learning. Using a three-level conceptualization of curriculum (intended, implemented, and attained), a variety of evidence from the LieCal Project is presented to show the impact of mathematics curriculum reform on teachers' teaching and students' learning. This paper synthesizes findings from the two longitudinal studies spanning 7 years of the LieCal Project both to show the kind of impact curriculum has on teachers' teaching and students' learning and to suggest powerful but feasible ways researchers can investigate curriculum effect on both teaching and learning.

Optical test course teaching practice on WeChat public platform

NASA Astrophysics Data System (ADS)

Fu, Yuegang; Liu, Zhiying

2017-08-01

With the development of information technological progress, M-Learning and Micro-learning is becoming more and more popular among learners as a new micro-learning resources. Micro-curriculum is playing a more and more important role in daily learning. The students can create a new way of optical course learning through "WeChat". Under the mutual interaction of two or more parties, the use of "WeChat" can fully arouse the students' interest in learning, make the subjective initiative of students, and achieve the ultimate goal of improving the level of students. In this paper, through the analysis of the current situation of college students using the "WeChat", a new teaching model suitable for "optics" teaching is summarized, and the use of "WeChat" has been infiltrated into the teaching process, using science and technology to assist teaching. Students' interest in autonomous learning.

LEARNING STYLE OF MEDICAL STUDENTS AND ITS CORRELATION WITH PREFERRED TEACHING METHODOLOGIES AND ACADEMIC ACHIEVEMENT.

PubMed

Bhalli, Muhammad Asif; Khan, Ishtiaq Ali; Sattar, Abdul

2015-01-01

Researchers have categorized the learning styles in many ways. Kolb proposed a classification of learner's styles as convergers, divergers, assimilators and accommodators. Honey and Mumford simplified learning styles as activists, reflectors, theorists and pragmatists. Neil Fleming's VARK model (Visual, Auditory, Read/write and Kinesthetic) is also popular. This study was carried out to determine the frequency of learning styles (Honey and Mumford) of medical students and its correlation with preferred teaching methodologies and academic achievements. A total of 77 medical students of 4th year MBBS were selected through non-probability convenient sampling for this study. Honey and Mumford's learning style questionnaire, and a 2nd questionnaire to know their preference for different teaching methodologies were distributed to the students. Learning styles were identified and correlated with preferred teaching methodologies and academic achievements by Chi-square test. Mean age of the medical students was 22.75 ± 1.05 years. Twenty one (27.3%) participants were males and 56 (72.7%) females. By learning styles, 7 (9.1%) medical students were activists, 36 (46.8%) reflectors, 13 (16.9%) theorists and 21 (27.3%) were pragmatists. Out of 77 students, 22 preferred interactive lectures; 16, small group discussion; 20 problem based learning, 10 preferred demonstration on models. Only 01 students preferred one-way lecture as the best teaching methodology. No significant correlation was found between learning styles and preferred teaching methodologies and learning styles and academic scores. Most of the medical students had reflector (46.8%) and pragmatist (27.3%) learning styles. Majority preferred interactive lectures (28.57%) and problem based learning (25.98%) as teaching methodologies. Aligning our instructional strategies with learning styles of the medical students will improve learning and academic performance.

An exploration for research-oriented teaching model in biology teaching.

PubMed

Xing, Wanjin; Mo, Morigen; Su, Huimin

2014-07-01

Training innovative talents, as one of the major aims for Chinese universities, needs to reform the traditional teaching methods. The research-oriented teaching method has been introduced and its connotation and significance for Chinese university teaching have been discussed for years. However, few practical teaching methods for routine class teaching were proposed. In this paper, a comprehensive and concrete research-oriented teaching model with contents of reference value and evaluation method for class teaching was proposed based on the current teacher-guiding teaching model in China. We proposed that the research-oriented teaching model should include at least seven aspects on: (1) telling the scientific history for the skills to find out scientific questions; (2) replaying the experiments for the skills to solve scientific problems; (3) analyzing experimental data for learning how to draw a conclusion; (4) designing virtual experiments for learning how to construct a proposal; (5) teaching the lesson as the detectives solve the crime for learning the logic in scientific exploration; (6) guiding students how to read and consult the relative references; (7) teaching students differently according to their aptitude and learning ability. In addition, we also discussed how to evaluate the effects of the research-oriented teaching model in examination.

An Innovation Teaching Experience Following Guidelines of European Space of Higher Education in the Interactive Learning

NASA Astrophysics Data System (ADS)

Zamorano, M.; Rodríguez, M. L.; Ramos-Ridao, A. F.; Pasadas, M.; Priego, I.

The Area of Environmental Technology in Department of Civil Engineering has developed an innovation education project, entitled Application of new Information and Communication Technologies in Area of Environmental Technology teaching, to create a Web site that benefits both parties concerned in teaching-learning process, teachers and students. Here teachers conduct a supervised teaching and students have necessary resources to guide their learning process according to their capacities and possibilities. The project has also included a pilot experience to introduce European Space of Higher Education (ESHE) new teaching concept based on student's work, in one subject of Environmental Science degree, considering interactive learning complementary to presence teaching. The experience has showed strength and weakness of the method and it is the beginning in a gradual process to guide e-learning education in future.

Academic Staff Perspectives Towards Adoption of E-learning at Melaka Manipal Medical College: Has E-learning Redefined our Teaching Model?

PubMed

Bhardwaj, A; Nagandla, K; Swe, K Mm; Abas, A Bl

2015-01-01

E-learning is the use of Information and Communication Technology (ICT) to provide online education and learning. E- Learning has now been integrated into the traditional teaching as the concept of 'blended learning' that combines digital learning with the existing traditional teaching methods to address the various challenges in the field of medical education. Structured e-learning activities were started in Melaka Manipal Medical College in 2009 via e-learning platform (MOODLE-Modular Object-Oriented Dynamic Learning Environment). The objective of the present study is to investigate the faculty opinions toward the existing e-learning activities, and to analyse the extent of adopting and integration of e-learning into their traditional teaching methods. A cross sectional study was conducted among faculties of Medicine and Dentistry using pre-tested questionnaires. The data was analyzed by using the statistical package for social science, SPSS, version 16.0. The result of our survey indicates that majority of our faculty (65.4%) held positive opinion towards e-learning. Among the few, who demonstrated reservations, it is attributed to their average level of skills and aptitude in the use of computers that was statistically significant (p<0.05). Our study brings to light the need for formal training as perquisite to support e-learning that enables smooth transition of the faculty from their traditional teaching methods into blended approach. Our results are anticipated to strengthen the existing e-learning activities of our college and other universities and convincingly adopt e-learning as a viable teaching and learning strategy.

Experiencing teaching and learning quantitative reasoning in a project-based context

NASA Astrophysics Data System (ADS)

Muir, Tracey; Beswick, Kim; Callingham, Rosemary; Jade, Katara

2016-12-01

This paper presents the findings of a small-scale study that investigated the issues and challenges of teaching and learning about quantitative reasoning (QR) within a project-based learning (PjBL) context. Students and teachers were surveyed and interviewed about their experiences of learning and teaching QR in that context in contrast to teaching and learning mathematics in more traditional settings. The grade 9-12 student participants were characterised by a history of disengagement with mathematics and school in general, and the teacher participants were non-mathematics specialist teachers. Both students and teachers were new to the PjBL situation, which resulted in the teaching/learning relationship being a reciprocal one. The findings indicated that students and teachers viewed QR positively, particularly when compared with traditional mathematics teaching, yet tensions were identified for aspects such as implementation of curriculum and integration of relevant mathematics into projects. Both sets of participants identified situations where learning QR was particularly successful, along with concerns or difficulties about integrating QR into project work. The findings have implications for educators, who may need to examine their own approaches to mathematics teaching, particularly in terms of facilitating student engagement with the subject.

Deep Knowledge: Learning to Teach Science for Understanding and Equity. Teaching for Social Justice

ERIC Educational Resources Information Center

Larkin, Douglas B.

2013-01-01

"Deep Knowledge" is a book about how people's ideas change as they learn to teach. Using the experiences of six middle and high school student teachers as they learn to teach science in diverse classrooms, Larkin explores how their work changes the way they think about students, society, schools, and science itself. Through engaging case stories,…

Teaching Personal and Social Responsibility and Transfer of Learning: Opportunities and Challenges for Teachers and Coaches

ERIC Educational Resources Information Center

Gordon, Barrie; Doyle, Stephanie

2015-01-01

The transfer of learning from the gym to other areas of participants' lives has always been a core component of the Teaching Personal and Social Responsibility Model. The degree to which transfer of learning is successfully facilitated in the reality of Teaching Personal and Social Responsibility Model-based teaching and coaching is, however,…

Receiving the Gift of Teaching: From "Learning from" to "Being Taught By"

ERIC Educational Resources Information Center

Biesta, Gert

2013-01-01

This paper is an enquiry into the meaning of teaching. I argue that as a result of the influence of constructivist ideas about learning on education, teaching has become increasingly understood as the facilitation of learning rather than as a process where teachers have something to give to their students. The idea that teaching is immanent to…

Reflective Practice: The Scholarship of Teaching and Learning. The CEET Faculty Development Program on Teaching and Learning. Second Edition: 2009 College Portfolio. Volumes I-IV

ERIC Educational Resources Information Center

Scarborough, Jule Dee

2009-01-01

"2009 Portfolio: The Second Edition of the College of Engineering's Portfolio" presents the 2009 Faculty Development Program on Teaching & Learning (TL) new content, modified models, new process and procedures, especially the new Instructional Analysis and Design Process Map, new PowerPoint presentations, modified teaching and…

Are Prospective Elementary School Teachers' Social Studies Teaching Efficacy Beliefs Related to Their Learning Approaches in a Social Studies Teaching Methods Course?

ERIC Educational Resources Information Center

Dündar, Sahin

2015-01-01

This study aimed to contribute to the growing literature on learning approaches and teacher self-efficacy beliefs by examining associations between prospective elementary school teachers' learning approaches in a social studies teaching methods course and their social studies teaching efficacy beliefs. One hundred ninety-two prospective elementary…

Appropriate Use of Theory in the Scholarship of Teaching and Learning as a Strategy for Institutional Development

ERIC Educational Resources Information Center

Roxa, Torgny; Olsson, Thomas; Martensson, Katarina

2008-01-01

In this article we--as academic developers in two different faculties within a large, research-intensive university--discuss the scholarship of teaching and learning as a strategy for institutional improvement of teaching and learning. We focus on three related issues. Firstly, how can individual engagement in the scholarship of teaching and…

A Blended Learning Approach for Teaching Computer Programming: Design for Large Classes in Sub-Saharan Africa

ERIC Educational Resources Information Center

Bati, Tesfaye Bayu; Gelderblom, Helene; van Biljon, Judy

2014-01-01

The challenge of teaching programming in higher education is complicated by problems associated with large class teaching, a prevalent situation in many developing countries. This paper reports on an investigation into the use of a blended learning approach to teaching and learning of programming in a class of more than 200 students. A course and…

Do Peer Tutors Help Teach ESL Students to Learn English as a Second Language More Successfully?

ERIC Educational Resources Information Center

Lyttle, LeighAnne

2011-01-01

This research study tries to understand the information processing model and social learning theory in regards to teaching English as a Second Language (ESL) to Spanish speakers by using peer teaching methods. This study will examine each theory's concepts and frameworks to better comprehend what teaching methods support English language learning.…

Effect of Child Centred Methods on Teaching and Learning of Science Activities in Pre-Schools in Kenya

ERIC Educational Resources Information Center

Andiema, Nelly C.

2016-01-01

Despite many research studies showing the effectiveness of teacher application of child-centered learning in different educational settings, few studies have focused on teaching and learning activities in Pre-Schools. This research investigates the effect of child centered methods on teaching and learning of science activities in preschools in…

Web-Based Teaching and Learning Approach (WBTLA) Usability in Institutions of Higher Learning in Malaysia

ERIC Educational Resources Information Center

Nordin, Abu Bakar; Alias, Norlidah

2013-01-01

Today teachers in schools and lecturers in institutions of higher learning are endowed with a wide range of new teaching experiences through web-based teaching and learning approaches (WBTLA), which was not possible before through the traditional classroom approach. With the use of WBTLA emerged problems related to usability in technical,…

A Facilitating Effective Teaching through Learning Based on Learning Styles and Ways of Thinking

ERIC Educational Resources Information Center

Ginting, Siti Aisyah

2017-01-01

The study deals with learning styles and ways of thinking in facilitating effective teaching. The objective of this study was to investigate the relationship between students' learning style and ways of thinking toward effective teaching. This study was conducted by using correlational design. The population of the study were 360 university…

"Think Like a Lawyer" Using a Legal Reasoning Grid and Criterion-Referenced Assessment Rubric on IRAC (Issue, Rule, Application, Conclusion)

ERIC Educational Resources Information Center

Burton, Kelley

2017-01-01

The Australian Learning and Teaching Council's Bachelor of Laws Learning and Teaching Academic Standards Statement identified "thinking skills" as one of the six threshold learning outcomes for a Bachelor of Laws Program, which reinforced the significance of learning, teaching and assessing "thinking skills" in law schools…

A Student's Experience and View on College Teaching and Learning

ERIC Educational Resources Information Center

Atkinson, Kristin

2013-01-01

Through my college experience and my reflection on The Scholarship of Teaching and Learning Reconsidered, I have come to recognize several ideas that have greatly impacted me, my views on learning, and my actual learning. My overall experience in college has been beneficial because of the teachers who approached teaching with a more conscious…

Connectivity: A Framework for Understanding Effective Language Teaching in Face-to-Face and Online Learning Communities

ERIC Educational Resources Information Center

Senior, Rose

2010-01-01

This is an exploratory paper that uses the construct of connectivity to examine the nature of effective language teaching and learning in both face-to-face and online learning environments. Broader in scope than Siemens' notion of connectivism, the term connectivity accommodates both transmission approaches to teaching and learning and social…

A Tale of Two Teachers: Learning to Teach Over Time

ERIC Educational Resources Information Center

Cochran-Smith, Marilyn

2012-01-01

In today's policy and political climate, where teacher quality is widely assumed to be the single most important influence on students' learning, viewpoints about where, when, and how people learn to teach are mixed. However, most teachers and teacher educators continue to believe that teachers learn how to teach over time. This article looks…

Faculty Experiences, Perceptions, and the Factors That Influence the Use of E-Learning Technologies in the Classroom

ERIC Educational Resources Information Center

Burgos, Rosalina

2014-01-01

The rapid growth of e-learning technologies in higher education challenges university faculty to make their teaching relevant in these new contexts. As e-learning technologies are widely available, faculty members integrated them to their teaching repertoire. Several researchers discussed the impact of e-learning technologies on teaching and…

Experiencing Teaching and Learning Quantitative Reasoning in a Project-Based Context

ERIC Educational Resources Information Center

Muir, Tracey; Beswick, Kim; Callingham, Rosemary; Jade, Katara

2016-01-01

This paper presents the findings of a small-scale study that investigated the issues and challenges of teaching and learning about quantitative reasoning (QR) within a project-based learning (PjBL) context. Students and teachers were surveyed and interviewed about their experiences of learning and teaching QR in that context in contrast to…

Exploring Staff Perceptions: Early Childhood Teacher Educators Examine Online Teaching and Learning Challenges and Dilemmas

ERIC Educational Resources Information Center

Davis, Julie; Lennox, Sandra; Walker, Sue; Walsh, Kerryann

2007-01-01

Early Childhood teacher educators at Queensland University of Technology (QUT) have been engaging with online teaching and learning since the mid 1990s. On campus students have lectures and tutorials supported by information and communication technologies via QUT's home grown learning management system, Online Learning and Teaching (OLT). We…

A Meta-Analysis of Suggestopedia, Suggestology, Suggestive-accelerative Learning and Teaching (SALT), and Super-learning.

ERIC Educational Resources Information Center

Moon, Charles E.; And Others

Forty studies using one or more components of Lozanov's method of suggestive-accelerative learning and teaching were identified from a search of all issues of the "Journal of Suggestive-Accelerative Learning and Teaching." Fourteen studies contained sufficient statistics to compute effect sizes. The studies were coded according to substantive and…

The Digital Learning Imperative: How Technology and Teaching Meet Today's Education Challenges. Digital Learning Series

ERIC Educational Resources Information Center

Schwartzbeck, Terri Duggan; Wolf, Mary Ann

2012-01-01

This report outlines how digital learning can connect middle and high school students with better teaching and learning experiences while also addressing three major challenges facing the nation's education system--access to good teaching, tight budgets, and boosting student achievement. But simply slapping a netbook on top of a textbook will not…

Phonological and Semantic Knowledge Are Causal Influences on Learning to Read Words in Chinese

ERIC Educational Resources Information Center

Zhou, Lulin; Duff, Fiona J.; Hulme, Charles

2015-01-01

We report a training study that assesses whether teaching the pronunciation and meaning of spoken words improves Chinese children's subsequent attempts to learn to read the words. Teaching the pronunciations of words helps children to learn to read those same words, and teaching the pronunciations and meanings improves learning still further.…

Utilization of Smartphones in Science Teaching and Learning in Selected Universities in Ghana

ERIC Educational Resources Information Center

Twum, Rosemary

2017-01-01

This study was designed to examine the use of mobile phone, a widespread technology, and determined how this technology influences science students' learning. The study intended to examine the use of smartphones in science teaching and learning and propose of model in the use of smartphones for teaching and learning. The research design employed…

Teaching Leadership to First-Year Students in a Learning Community

ERIC Educational Resources Information Center

Nahavandi, Afsaneh

2006-01-01

This paper discusses a model for teaching leadership to first-year students as part of a learning community. It outlines the purpose and structure of the course and presents ideas for how different disciplines could be combined with leadership in learning communities. Teaching leadership to first-year students as part of a learning community…

The Scholarship of Teaching and Learning: Challenges for Malaysian Academics

ERIC Educational Resources Information Center

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

2014-01-01

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

ESL Teaching and Learning Styles at the University of the Americas, Puebla, Mexico.

ERIC Educational Resources Information Center

Bauder, Thomas A.; Milman, Jacquelyn

A summary is presented of research on learning and teaching styles in English as a Second Language, and of results of learning and teaching style preference surveys conducted at a Mexican university in 1989. The students surveyed demonstrated much more cognitive flexibility or willingness to learn through different cognitive modes than was…

Learning Style, Brain Modality, and Teaching Preferences of Incarcerated Females at the Pocatello Women's Correctional Center.

ERIC Educational Resources Information Center

Croker, Robert E.; And Others

A study identified the learning style preferences and brain hemisphericity of female inmates at the Pocatello Women's Correctional Center in Pocatello, Idaho. It also identified teaching methodologies to which inmates were exposed while in a learning environment as well as preferred teaching methods. Data were gathered by the Learning Type Measure…

Effects of Using Online Tools in Improving Regulation of the Teaching-Learning Process

ERIC Educational Resources Information Center

de la Fuente, Jesus; Cano, Francisco; Justicia, Fernando; Pichardo, Maria del Carmen; Garcia-Berben, Ana Belen; Martinez-Vicente, Jose Manuel; Sander, Paul

2007-01-01

Introduction: The current panorama of Higher Education reveals a need to improve teaching and learning processes taking place there. The rise of the information society transforms how we organize learning and transmit knowledge. On this account, teaching-learning processes must be enhanced, the role of teachers and students must be evaluated, and…

Assessing orientations to learning to teach.

PubMed

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

2002-03-01

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

Learning Science and the Science of Learning. Science Educators' Essay Collection.

ERIC Educational Resources Information Center

Bybee, Rodger W., Ed.

This yearbook addresses critical issues in science learning and teaching. Contents are divided into four sections: (1) "How Do Students Learn Science?"; (2) "Designing Curriculum for Student Learning"; (3) "Teaching That Enhances Student Learning"; and (4) "Assessing Student Learning." Papers include: (1) "How Students Learn and How Teachers…

Influence of Professional Learning Community (PLC) on Learning a Constructivist Teaching Approach (POE): A Case of Secondary Science Teachers in Bangladesh

ERIC Educational Resources Information Center

Rahman, S. M. Hafizur

2012-01-01

No major change has occurred up until now with regard to the teaching-learning methods of science used in Bangladesh. Teachers, in most cases, tend to teach the same things in the same ways they were taught when they were students. This study will, therefore, investigate how science teachers' learning in a professional learning community (PLC)…

Thinking and Content Learning of Mathematics and Science as Cognitional Development in Content and Language Integrated Learning (CLIL): Teaching Through a Foreign Language in Finland

ERIC Educational Resources Information Center

Jappinen, Aini-Kristiina

2005-01-01

This paper presents a study on thinking and learning processes of mathematics and science in teaching through a foreign language, in Finland. The entity of thinking and content learning processes is, in this study, considered as cognitional development. Teaching through a foreign language is here called Content and Language Integrated Learning or…

Design of Guidelines on the Learning Psychology in the Use of Facebook as a Medium for Teaching & Learning in Secondary School

ERIC Educational Resources Information Center

Noh, Nurulrabihah Mat; Siraj, Saedah; Jamil, Mohd Ridhuan Mohd; Husin, Zaharah; Sapar, Ahmad Arifin

2015-01-01

Use of Facebook in education is an innovation that is very suitable for getting the benefits of ICT to improve the quality of learning in Malaysia. Although Facebook is much applied in the teaching and learning process, no guidelines exist in Malaysia as a reference for teachers to develop teaching and learning effectively with Facebook. This…

Development of probabilistic thinking-oriented learning tools for probability materials at junior high school students

NASA Astrophysics Data System (ADS)

Sari, Dwi Ivayana; Hermanto, Didik

2017-08-01

This research is a developmental research of probabilistic thinking-oriented learning tools for probability materials at ninth grade students. This study is aimed to produce a good probabilistic thinking-oriented learning tools. The subjects were IX-A students of MTs Model Bangkalan. The stages of this development research used 4-D development model which has been modified into define, design and develop. Teaching learning tools consist of lesson plan, students' worksheet, learning teaching media and students' achievement test. The research instrument used was a sheet of learning tools validation, a sheet of teachers' activities, a sheet of students' activities, students' response questionnaire and students' achievement test. The result of those instruments were analyzed descriptively to answer research objectives. The result was teaching learning tools in which oriented to probabilistic thinking of probability at ninth grade students which has been valid. Since teaching and learning tools have been revised based on validation, and after experiment in class produced that teachers' ability in managing class was effective, students' activities were good, students' responses to the learning tools were positive and the validity, sensitivity and reliability category toward achievement test. In summary, this teaching learning tools can be used by teacher to teach probability for develop students' probabilistic thinking.

Protected block time for teaching and learning in a postgraduate family practice residency program

PubMed Central

Jung, Piera; Kennedy, Maggie; Winder, Mary J.

2012-01-01

Abstract Objective To explore the elements necessary for a high-quality educational experience in a family practice residency program with respect to scheduling, learning environment, and approaches to teaching and learning. Design An interpretative, qualitative study using a generative-inquiry approach. Setting The Nanaimo Site of the University of British Columbia Family Practice Residency Program. Participants Fifteen physician instructors and 16 first- and second-year residents. Methods Data were gathered from 2 qualitative focus group interviews with residents; 2 qualitative focus group interviews with physician instructors; and structured and semistructured observation of 2 in-class seminars, with a focus on residents’ engagement with the class. Results were analyzed and categorized into themes independently and collectively by the researchers. Main findings Protected block time for teaching and learning at the Nanaimo Site has been effective in fostering a learning environment that supports collegial relationships and in-depth instruction. Residents and physician instructors benefit from the week-long academic schedule and the opportunity to teach and learn collaboratively. Participants specifically value the connections among learning environment, collegiality, relationships, reflective learning, and the teaching and learning process. Conclusion These findings suggest that strategic planning and scheduling of teaching and learning sessions in residency programs are important to promoting a comprehensive educational experience. PMID:22700741

The impact of teachers' approaches to teaching and students' learning styles on students' approaches to learning in college online biology courses

NASA Astrophysics Data System (ADS)

Hong, Yuh-Fong

With the rapid growth of online courses in higher education institutions, research on quality of learning for online courses is needed. However, there is a notable lack of research in the cited literature providing evidence that online distance education promotes the quality of independent learning to which it aspires. Previous studies focused on academic outcomes and technology applications which do not monitor students' learning processes, such as their approaches to learning. Understanding students' learning processes and factors influencing quality of learning will provide valuable information for instructors and institutions in providing quality online courses and programs. The purpose of this study was to identify and investigate college biology teachers' approaches to teaching and students' learning styles, and to examine the impact of approaches to teaching and learning styles on students' approaches to learning via online instruction. Data collection included eighty-seven participants from five online biology courses at a community college in the southern area of Texas. Data analysis showed the following results. First, there were significant differences in approaches to learning among students with different learning styles. Second, there was a significant difference in students' approaches to learning between classes using different approaches to teaching. Three, the impact of learning styles on students' approaches to learning was not influenced by instructors' approaches to teaching. Two conclusions were obtained from the results. First, individuals with the ability to perceive information abstractly might be more likely to adopt deep approaches to learning than those preferring to perceive information through concrete experience in online learning environments. Second, Teaching Approach Inventory might not be suitable to measure approaches to teaching for online biology courses due to online instructional design and technology limitations. Based on the findings and conclusions of this study, implications for distance education and future research are described.

UTC LIBERTY AND FREEDOM RETURN - SOLID ROCKET BOOSTER (SRB) - PORT CANAVERAL, FL

NASA Image and Video Library

1981-04-14

S81-31319 (14 April 1981) --- One of the STS-1 solid rocket boosters (SRB) is towed back to shore after landing in the Atlantic Ocean following the jettisoning of both of Columbia?s SRB en route to her Earth-orbital mission. The UTC Freedom and Liberty (pictured) were involved in the recovery of the reusable boosters. Astronauts John W. Young, commander, and Robert L. Crippen, pilot, are orbiting Earth for approximately two and a third days aboard Columbia. Photo credit: NASA

Current Status of NCEP Model Production

Science.gov Websites

the page. 00 UTC CYCLE 00 UTC NAM EVENT Average Start Time Average End Time STATUS COMMENTS DATA DUMP AND PREP 01:15:05 01:21:00 COMPLETE-01:21:06 ON-TIME ANALYSIS 01:21:09 01:33:21 COMPLETE-01:33:41 ON -TIME FORECAST F00-F84 01:34:39 02:43:55 COMPLETE-02:44:25 ON-TIME 12hr PRODUCTS 01:40:14 01:52:55

Evaluation of High Density Surface Observations in Complex Terrain and Their Contribution to the MM5 Model

DTIC Science & Technology

2007-03-01

westerly surface winds, the existence of a dry-adiabatic lapse rate, and often the appearance of wave cloud features (Oard, 1993). For a long time...indicate that a large-scale mountain wave feature was present across almost the entire western United States. The GFS indicates this was a standing 31... wave and not a propagating feature since it persisted with very little movement from about 0600 UTC 6 Mar until about 0000 UTC 7 Mar. A cross

Improvement of High-Resolution Tropical Cyclone Structure and Intensity Forecasts using COAMPS-TC

DTIC Science & Technology

2010-09-30

techniques, as well as observational results from the scientific community including the recent T- PARC /TCS08 and ITOP field campaigns to build upon the...forecast for the recent Hurricane Irene is shown in Figure 2. The composite National Weather Service radar reflectivity is shown in the top panel near...the time of landfall in North Carolina at 1148 UTC 27 August 2011 and the COAMPS-TC predicted radar reflectivity at 36 h valid at 1200 UTC is shown

Improvement of High-Resolution Tropical Cyclone Structure and Intensity Forecasts using COAMPS-TC

DTIC Science & Technology

2012-09-30

techniques, as well as observational results from the scientific community including the recent T- PARC /TCS08 and ITOP field campaigns to build upon the...forecast for the recent Hurricane Irene is shown in Figure 2. The composite National Weather Service radar reflectivity is shown in the top panel...near the time of landfall in North Carolina at 1148 UTC 27 August 2011 and the COAMPS-TC predicted radar reflectivity at 36 h valid at 1200 UTC is

Why research-informed teaching in engineering education? A review of the evidence

NASA Astrophysics Data System (ADS)

Bubou, Gordon Monday; Offor, Ibebietei Temple; Bappa, Abubakar Saddiq

2017-05-01

Challenges of today's engineering education (EE) are emergent, necessitating calls for its reformation to empower future engineers function optimally as innovative leaders, in both local and international contexts. These challenges: keeping pace with technological dynamism; high attrition; and most importantly, quality teaching/learning require multifaceted approaches. But how can EE respond to the growing demand for relevant teaching? What can we do for engineering faculties to leverage on quality teaching? How do we embed quality teaching in EE? Scholarship of teaching and learning is advocated as one viable approach. It uses evidence-based teaching (EBT) strategies, and research-informed evidence to guide educational decisions regarding teaching and learning. We review the theories underpinning EBT, the scientific evidence on which it is based, and innovative instructional strategies that enhance active learning. Some of these issues have been discussed already, largely through developing countries lens. Nevertheless, linkages to equivalent global perspectives are presented here.

Enhanced learning through design problems - teaching a components-based course through design

NASA Astrophysics Data System (ADS)

Jensen, Bogi Bech; Högberg, Stig; Fløtum Jensen, Frida av; Mijatovic, Nenad

2012-08-01

This paper describes a teaching method used in an electrical machines course, where the students learn about electrical machines by designing them. The aim of the course is not to teach design, albeit this is a side product, but rather to teach the fundamentals and the function of electrical machines through design. The teaching method is evaluated by a student questionnaire, designed to measure the quality and effectiveness of the teaching method. The results of the questionnaire conclusively show that this method labelled 'learning through design' is a very effective way of teaching a components-based course. This teaching method can easily be generalised and used in other courses.

Teachers' Evaluation of Student-Centered Learning Environments

ERIC Educational Resources Information Center

Cubukcu, Zuhal

2012-01-01

Problem Statement: The student-centered teaching is the arrangement of the teaching experience focusing on the students' responsibilities and activities in the learning process which takes into consideration the students' interests, demands and needs. According to this approach, while teaching experiences are planned, different learning strategies…

Service-Learning in Our Classroom

ERIC Educational Resources Information Center

English, Kevin; Moore, Deb

2010-01-01

Many schools use service-learning on their campus to enhance their classroom content. According to Learn and Serve Clearinghouse, "Service-learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility and strengthen…

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

ERIC Educational Resources Information Center

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

2004-01-01

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

Teaching or Learning?

ERIC Educational Resources Information Center

Milton, Ohmer

This article, the 6th in a series of AAHE research reports, summarizes research on teaching and learning. Most studies on teaching methods conclude that there are no significant differences between the various teaching methods and student achievement. The problem with these studies is that they have concentrated on teaching and have ignored…

What is taking place in science classrooms?: A case study analysis of teaching and learning in seventh-grade science of one Alabama school and its impact on African American student learning

NASA Astrophysics Data System (ADS)

Norman, Lashaunda Renea

This qualitative case study investigated the teaching strategies that improve science learning of African American students. This research study further sought the extent the identified teaching strategies that are used to improve African American science learning reflect culturally responsive teaching. Best teaching strategies and culturally responsive teaching have been researched, but there has been minimal research on the impact that both have on science learning, with an emphasis on the African American population. Consequently, the Black-White achievement gap in science persists. The findings revealed the following teaching strategies have a positive impact on African American science learning: (a) lecture-discussion, (b) notetaking, (c) reading strategies, (d) graphic organizers, (e) hands-on activities, (f) laboratory experiences, and (g) cooperative learning. Culturally responsive teaching strategies were evident in the seventh-grade science classrooms observed. Seven themes emerged from this research data: (1) The participating teachers based their research-based teaching strategies used in the classroom on all of the students' learning styles, abilities, attitudes towards science, and motivational levels about learning science, with no emphasis on the African American student population; (2) The participating teachers taught the state content standards simultaneously using the same instructional model daily, incorporating other content areas when possible; (3) The participating African American students believed their seventh-grade science teachers used a variety of teaching strategies to ensure science learning took place, that science learning was fun, and that science learning was engaging; (4) The participating African American students genuinely liked their teacher; (5) The participating African American students revealed high self-efficacy; (6) The African American student participants' parents value education and moved to Success Middle School district for better educational opportunities; and (7) Teachers were not familiar with the term "culturally responsive teaching," but there was evidence that several aspects of it were present in the seventh-grade science classroom environment. Critical Race Theory (CRT) was the framework for analysis and interpretation of this research study. The findings support the following tenets of CRT: (a) racism is normal, (b) interest-convergence or colorblindness, (c) contextual-historical analysis, (d) storytelling or counterstorytelling, and (e) social transformation. These findings indicate that racial inequalities remain an issue in the underachievement of African Americans and may be the solution to improving science learning of African Americans. The outcome of this study contributes to the limited research on utilizing culturally responsive teaching along with best teaching strategies to improve academic achievement of African American students, and CRT exposes the issues that contribute to the Black-White achievement gap in science widening.

Selected Papers from the National Conference on College Teaching and Learning (8th, Jacksonville, Florida, April 16-19, 1997).

ERIC Educational Resources Information Center

Chambers, Jack A., Ed.

These 19 papers were selected from the Eighth National Conference on College Teaching and Learning and focus on the theme of "Teaching, Learning, and Technology: Creative Uses of the World Wide Web." Titles include: (1) "Guided Web Exploration for Teaching Critical Thinking" (Judith A. Baker); (2) "Top Ten Strategies for Using Humor as an…

Teaching with technology: free Web resources for teaching and learning.

PubMed

Wink, Diane M; Smith-Stoner, Marilyn

2011-01-01

In this bimonthly series, the department editor examines how nurse educators can use Internet and Web-based computer technologies such as search, communication, collaborative writing tools; social networking, and social bookmarking sites; virtual worlds; and Web-based teaching and learning programs. In this article, the department editor and her coauthor describe free Web-based resources that can be used to support teaching and learning.

The Effect of Using a Visual Representation Tool in a Teaching-Learning Sequence for Teaching Newton's Third Law

ERIC Educational Resources Information Center

Savinainen, Antti; Mäkynen, Asko; Nieminen, Pasi; Viiri, Jouni

2017-01-01

This paper presents a research-based teaching-learning sequence (TLS) that focuses on the notion of interaction in teaching Newton's third law (N3 law) which is, as earlier studies have shown, a challenging topic for students to learn. The TLS made systematic use of a visual representation tool--an interaction diagram (ID)--highlighting…

What Did They Take Away?: Examining Newly Qualified U.S. Teachers' Visions of Learning and Teaching Science in K-8 Classrooms

ERIC Educational Resources Information Center

Roberts-Harris, Deborah

2014-01-01

This study investigated newly qualified K-8 teachers' visions of science learning and teaching after they had completed preparation in a science teaching methods course I taught. What visions of science learning and teaching were these newly qualified teachers taking away from my course? How did these visions compare with those advocated by reform…

Prospective faculty developing understanding of teaching and learning processes in science

NASA Astrophysics Data System (ADS)

Pareja, Jose I.

Historically, teaching has been considered a burden by many academics at institutions of higher education, particularly research scientists. Furthermore, university faculty and prospective faculty often have limited exposure to issues associated with effective teaching and learning. As a result, a series of ineffective teaching and learning strategies are pervasive in university classrooms. This exploratory case study focuses on four biology graduate teaching fellows (BGF) who participated in a National Science Foundation (NSF) GK-12 Program. Such programs were introduced by NSF to enhance the preparation of prospective faculty for their future professional responsibilities. In this particular program, BGF were paired with high school biology teachers (pedagogical mentors) for at least one year. During this yearlong partnership, BGF were involved in a series of activities related to teaching and learning ranging from classroom teaching, tutoring, lesson planning, grading, to participating in professional development conferences and reflecting upon their practices. The purpose of this study was to examine the changes in BGF understanding of teaching and learning processes in science as a function of their pedagogical content knowledge (PCK). In addition, the potential transfer of this knowledge between high school and higher education contexts was investigated. The findings of this study suggest that understanding of teaching and learning processes in science by the BGF changed. Specific aspects of the BGF involvement in the program (such as classroom observations, practice teaching, communicating with mentors, and reflecting upon one's practice) contributed to PCK development. In fact, there is evidence to suggest that constant reflection is critical in the process of change. Concurrently, BGFs enhanced understanding of science teaching and learning processes may be transferable from the high school context to the university context. Future research studies should be designed to explore explicitly this transfer phenomenon.

Implementation of a team-based learning course: Work required and perceptions of the teaching team.

PubMed

Morris, Jenny

2016-11-01

Team-based learning was selected as a strategy to help engage pre-registration undergraduate nursing students in a second-year evidence-informed decision making course. To detail the preparatory work required to deliver a team-based learning course; and to explore the perceptions of the teaching team of their first experience using team-based learning. Descriptive evaluation. Information was extracted from a checklist and process document developed by the course leader to document the work required prior to and during implementation. Members of the teaching team were interviewed by a research assistant at the end of the course using a structured interview schedule to explore perceptions of first time implementation. There were nine months between the time the decision was made to use team-based learning and the first day of the course. Approximately 60days were needed to reconfigure the course for team-based learning delivery, develop the knowledge and expertise of the teaching team, and develop and review the resources required for the students and the teaching team. This reduced to around 12days for the subsequent delivery. Interview data indicated that the teaching team were positive about team-based learning, felt prepared for the course delivery and did not identify any major problems during this first implementation. Implementation of team-based learning required time and effort to prepare the course materials and the teaching team. The teaching team felt well prepared, were positive about using team-based learning and did not identify any major difficulties. Crown Copyright © 2016. Published by Elsevier Ltd. All rights reserved.

Introducing e-Learning/Teaching in a Physiology Course for Medical Students: Acceptance by Students and Subjective Effect on Learning

ERIC Educational Resources Information Center

Felder, E.; Fauler, M.; Geiler, S.

2013-01-01

Retrieval of information has substantially changed within the last two decades. Naturally, this has also affected learning/teaching techniques, and methods that are commonly referred to as "e-learning" have become an important part in modern education. Institutions have to decide if (and how) to implement this new form of teaching but…

Reduced Mental Load in Learning a Motor Visual Task with Virtual 3D Method

ERIC Educational Resources Information Center

Dan, A.; Reiner, M.

2018-01-01

Distance learning is expanding rapidly, fueled by the novel technologies for shared recorded teaching sessions on the Web. Here, we ask whether 3D stereoscopic (3DS) virtual learning environment teaching sessions are more compelling than typical two-dimensional (2D) video sessions and whether this type of teaching results in superior learning. The…

"Of Course I'm Communicating; I Lecture Every Day": Enhancing Teaching and Learning in Introductory Statistics. Scholarship of Teaching and Learning

ERIC Educational Resources Information Center

Wulff, Shaun S.; Wulff, Donald H.

2004-01-01

This article focuses on one instructor's evolution from formal lecturing to interactive teaching and learning in a statistics course. Student perception data are used to demonstrate the instructor's use of communication to align the content, students, and instructor throughout the course. Results indicate that the students learned, that…

Team Up for 21st Century Teaching and Learning: What Research and Practice Reveal about Professional Learning. Condensed Excerpts

ERIC Educational Resources Information Center

Carroll, Thomas G., Ed.; Fulton, Kathleen, Ed.; Doerr, Hanna, Ed.

2010-01-01

This document contains excerpts from Team Up for 21st Century Teaching & Learning. This document includes the excerpts of five articles that provide a substantial evidence-based argument for the power of collaborative communities to improve teaching and learning. These articles are: (1) Professional Communities and the Artisan Model of…

Student Reciprocal Peer Teaching as a Method for Active Learning: An Experience in an Electrotechnical Laboratory

ERIC Educational Resources Information Center

Muñoz-García, Miguel A.; Moreda, Guillermo P.; Hernández-Sánchez, Natalia; Valiño, Vanesa

2013-01-01

Active learning is one of the most efficient mechanisms for learning, according to the psychology of learning. When students act as teachers for other students, the communication is more fluent and knowledge is transferred easier than in a traditional classroom. This teaching method is referred to in the literature as reciprocal peer teaching. In…

Recontextualising Cellular Respiration in Upper Secondary Biology Education. Characteristics and Practicability of a Learning and Teaching Strategy

ERIC Educational Resources Information Center

Wierdsma, Menno; Knippels, Marie-Christine; van Oers, Bert; Boersma, Kerst

2016-01-01

Since concepts may have different meanings in different contexts, students have to learn to recontextualise them, i.e. to adapt their meanings to a new context. It is unclear, however, what characteristics a learning and teaching strategy for recontextualising should have. The study aims to develop such a learning and teaching strategy for…

The Role of Faculty in Connecting Canadian Undergraduate Arts and Humanities Students to Scholarly Inquiries into Teaching: A Case for Purposeful Experiential Learning

ERIC Educational Resources Information Center

Ratsoy, Ginny R.

2016-01-01

Increasingly, various sectors of Canadian universities are advocating an assortment of beyond-the-classroom learning models--from research assistantships through service learning and cooperative education placements. At the same time, faculty who engage in the Scholarship of Teaching and Learning (SoTL) and related inquiries into teaching and…

Teacher and learner: Supervised and unsupervised learning in communities.

PubMed

Shafto, Michael G; Seifert, Colleen M

2015-01-01

How far can teaching methods go to enhance learning? Optimal methods of teaching have been considered in research on supervised and unsupervised learning. Locally optimal methods are usually hybrids of teaching and self-directed approaches. The costs and benefits of specific methods have been shown to depend on the structure of the learning task, the learners, the teachers, and the environment.

The Theory and Application of Contextualized Teaching and Learning in Relation to Programs of Study and Career Pathways. Transition Highlights. Issue 2

ERIC Educational Resources Information Center

Kalchik, Stephanie; Oertle, Kathleen Marie

2010-01-01

Contextualized Teaching and Learning (CTL), also known as Contextualized Instruction, is defined as a "diverse family of instructional strategies designed to more seamlessly link the learning of foundational skills and academic or occupational content by focusing teaching and learning squarely on concrete applications in a specific context that is…

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

NASA Astrophysics Data System (ADS)

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

2015-09-01

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

Computer-Assisted Foreign Language Teaching and Learning: Technological Advances

ERIC Educational Resources Information Center

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

2013-01-01

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

Beyond the Books: Reflections on Learning and Teaching.

ERIC Educational Resources Information Center

Hart, Francis Russell

A professor of literature recounts and draws on his experiences in the undergraduate English classroom, providing guidance to other teachers through theoretical and anecdotal comments on teaching and learning styles, curriculum, and teaching methods. The first chapter sketches a theoretical framework synthesized from models of learning and…

E-Collaboration Technologies in Teaching/Learning Activity

ERIC Educational Resources Information Center

Zascerinska, Jelena; Ahrens, Andreas

2009-01-01

A proper use of e-collaboration technologies in the teaching/learning process is provided by varied cooperative networks, which penetrate teachers' and students' activity more thoroughly with the availability of broadband services. However, the successful use of e-collaboration technologies in teaching/learning activity within a multicultural…

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.

Doing Outcomes-Based Collaborative Teaching and Learning in Asia

ERIC Educational Resources Information Center

van Schalkwyk, Gertina J.

2015-01-01

This chapter focuses on applying the concepts of outcomes-based collaborative teaching and learning in an Asian context and with students coming from a Confucian heritage culture and explores examples of how to implement effective collaborative teaching and learning in an Asian higher education setting.

Handbook of Research on Collaborative Teaching Practice in Virtual Learning Environments

ERIC Educational Resources Information Center

Panconesi, Gianni, Ed.; Guida, Maria, Ed.

2017-01-01

Modern technology has enhanced many aspects of life, including classroom education. By offering virtual learning experiences, educational systems can become more efficient and effective at teaching the student population. The "Handbook of Research on Collaborative Teaching Practice in Virtual Learning Environments" highlights program…

Talking, Writing, Learning.

ERIC Educational Resources Information Center

Palmerton, Patricia R.

The theoretical literature which has had an impact upon the teaching of composition and which has evolved into the language across the curriculum approach to education, focuses upon the interaction of language and learning. By teaching about speaking and writing, educators are potentially teaching students how to learn. Language functions to…

Ultrathin nanosheets of graphitic carbon nitride heterojunction with flower like Bi2O3 for photodegradation of organic pollutants

NASA Astrophysics Data System (ADS)

Bano, Zahira; Muhmood, Tahir; Xia, Mingzhu; Lei, Wu; Wang, Fengyun

2018-05-01

The flower like microrods (MR) of α-Bi2O3 defined as (MR-Bi2O3) and ultrathin g-C3N4(UT-C3N4) p-n junction was successfully prepared by loading different concentrations of UT-C3N4 over MR-Bi2O3. Their morphology and structure were thoroughly studied by XRD, SEM, XPS, TEM, UV–vis diffuse reflectance spectra, FT-IR and PL spectra. The results showed that the UT-C3N4 has been wrapped in the flower like MR-Bi2O3. The designing of the p-n junction of UT- C3N4 and MR-Bi2O3 can enhance the separation efficiency of the electron-hole pairs. The photocatalytic degradation of RhB was drastically increased by designing of the p-n junction that is due to the photogenerated electron–hole pair’s separation efficiency.

Peer Teaching to Foster Learning in Physiology.

PubMed

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

2015-08-01

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

Peer Teaching to Foster Learning in Physiology

PubMed Central

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

2015-01-01

Introduction Peer teaching is an effective tool to promote learning and retention of knowledge. By preparing to teach, students are encouraged to construct their own learning program, so that they can explain effectively to fellow learners. Peer teaching is introduced in present study to foster learning and pedagogical skills amongst first year medical under-graduates in physiology with a Hypothesis that teaching is linked to learning on part of the teacher. Materials and Methods Non-randomized, Interventional study, with mixed methods design. Cases experienced peer teaching whereas controls underwent tutorials for four consecutive classes. Quantitative Evaluation was done through pre/post test score analysis for Class average normalized gain and tests of significance, difference in average score in surprise class test after one month and percentage of responses in closed ended items of feedback questionnaire. Qualitative Evaluation was done through categorization of open ended items and coding of reflective statements. Results The average pre and post test score was statistically significant within cases (p = 0.01) and controls (p = 0.023). The average post test scores was more for cases though not statistically significant. The class average normalized gain (g) for Tutorials was 49% and for peer teaching 53%. Surprise test had average scoring of 36 marks (out of 50) for controls and 41 marks for cases. Analysed section wise, the average score was better for Long answer question (LAQ) in cases. Section wise analysis suggested that through peer teaching, retention was better for descriptive answers as LAQ has better average score in cases. Feedback responses were predominantly positive for efficacy of peer teaching as a learning method. The reflective statements were sorted into reflection in action, reflection on action, claiming evidence, describing experience, and recognizing discrepancies. Conclusion Teaching can stimulate further learning as it involves interplay of three processes: metacognitive awareness; deliberate practice, and self-explanation. Coupled with immediate feedback and reflective exercises, learning can be measurably enhanced along with improved teaching skills. PMID:26435969

The operating theatre as classroom: a qualitative study of learning and teaching surgical competencies.

PubMed

Kieu, Violet; Stroud, Leanne; Huang, Paul; Smith, Mitchell; Spychal, Robert; Hunter-Smith, David; Nestel, Debra

2015-01-01

There has been a worldwide movement toward competency-based medical education and training. However, this is the first qualitative study to analyze the perceptions of surgical trainees and surgeons toward competency-based education in the operating theatre. We aim to examine views toward the specific learning and teaching of the nine competencies of the Royal Australasian College of Surgeons (RACS) and to explore perceived ideal conditions and challenges for learning and teaching these competencies in the operating theatre. Individual semi-structured interviews with surgical trainees and surgeons in the specialty of General Surgery. Ten surgical trainees and surgeons who worked together were purposively sampled, for maximum variation, from an outer metropolitan public hospital in Melbourne, Australia, to identify emergent themes relating to learning and teaching surgical competencies in the operating theatre. Five themes were identified as: (1) Learning and teaching specific surgical competencies is through relationship based mentoring and experiential learning; (2) Ideal conditions and challenges in the operating theatre are availability of time and personal attitude; (3) Level of pre-operative briefing was variable; (4) Intra-operative teaching is perceived as structured; and, (5) Post-operative debriefing is recognized as ideal but not consistently performed. Professional relationships are important to both surgical trainees and surgeons in the process of learning and teaching competencies. Ad hoc apprenticeship style learning is perceived to remain prominent in the operating theatre. Sufficient time for training is valued by both groups. The surgical competencies are inherently different to each other. Some appear more difficult to learn and teach in the operating theatre, with technical expertise most readily identified and health advocacy least so. Elements of guided discovery learning and other educational models are described. Further emphasis on structured competency-based teaching methods may be beneficial for surgical trainees, surgeons and other specialties, both in Australia and worldwide.

Applying problem-based learning to otolaryngology teaching.

PubMed

Abou-Elhamd, K A; Rashad, U M; Al-Sultan, A I

2011-02-01

Undergraduate medical education requires ongoing improvement in order to keep pace with the changing demands of twenty-first century medical practice. Problem-based learning is increasingly being adopted in medical schools worldwide. We review its application in the specialty of ENT, and we present our experience of using this approach combined with more traditional methods. We introduced problem-based learning techniques into the ENT course taught to fifth-year medical students at Al-Ahsa College of Medicine, King Faisal University, Saudi Arabia. As a result, the teaching schedule included both clinical and theoretical activities. Six clinical teaching days were allowed for history-taking, examination techniques and clinical scenario discussion. Case scenarios were discussed in small group teaching sessions. Conventional methods were employed to teach audiology and ENT radiology (one three-hour session each); a three-hour simulation laboratory session and three-hour student presentation were also scheduled. In addition, students attended out-patient clinics for three days, and used multimedia facilities to learn about various otolaryngology diseases (in another three-hour session). This input was supplemented with didactic teaching in the form of 16 instructional lectures per semester (one hour per week). From our teaching experience, we believe that the application of problem-based learning to ENT teaching has resulted in a substantial increase in students' knowledge. Furthermore, students have given encouraging feedback on their experience of combined problem-based learning and conventional teaching methods.

Research into experiential learning in nurse education.

PubMed

Hill, Barry

2017-09-07

This research is founded on an innovative pedagogical project as part of a higher education lecturer teaching qualification. This project involved redesigning the module 'advanced history taking and physical examination with clinical reasoning', a continuing professional development at a higher education institution. The author undertook an exploration of the literature, considering evidence on teaching styles and the way in which students learn and gain knowledge. The module was redesigned, impelemented and then evaluated by the student participants. Key themes in the evaluation centred on the experiential learning style and experiential teaching style. There are numerous internal and external factors that affect teaching, and student learning. Experiential learning has provided a successful teaching pedagogy when applied to clinical skill acquisition, and has positively benefited the module delivery and pass rate, suggesting it has embedded 'deep learning'. Student feedback was positive, and the redesigned module has had a positive impact on student engagement and the teacher-student interaction.

Development of Problem-Based Learning Oriented Teaching Learning Materials to Facilitate Students’ Mastery of Concept and Critical Thinking Skill

NASA Astrophysics Data System (ADS)

Reza, M.; Ibrahim, M.; Rahayu, Y. S.

2018-01-01

This research aims to develop problem-based learning oriented teaching materials to improve students’ mastery of concept and critical thinking skill. Its procedure was divided into two phases; developmental phase and experimental phase. This developmental research used Four-D Model. However, within this research, the process of development would not involve the last stages, which is disseminate. The teaching learning materials which were developed consist of lesson plan, student handbook, student worksheet, achievement test and critical thinking skill test. The experimental phase employs a research design called one group pretest-posttest design. Results show that the validity of the teaching materials which were developed was good and revealed the enhancement of students’ activities with positive response to the teaching learning process. Furthermore, the learning materials improve the students’ mastery of concept and critical thinking skill.

Teaching and Learning Primary Mathematics in Singapore.

ERIC Educational Resources Information Center

Seng, SeokHoon

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

Research Ethics in Teaching and Learning

ERIC Educational Resources Information Center

Doyle, Elaine; Buckley, Patrick

2014-01-01

The evolution of enquiry-based teaching and learning has broadened the range of research carried out by university students. As a result, the boundaries between teaching and learning and academic research are being blurred to a degree not experienced heretofore. This paper examines whether research undertaken as part of course work should fall…

A Cooperative Approach To Teaching Mineral Identification.

ERIC Educational Resources Information Center

Constantopoulos, Terri Lynn

1994-01-01

Describes Jigsaw Teaching, a cooperative learning approach, in relation to mineral identification. This technique may also be applied to rock identification. Students work in groups of four and learn to identify 20 minerals, becoming an "expert" on five of them. Helping to teach other students reinforces what each student has learned.…

Teaching Computer Science Courses in Distance Learning

ERIC Educational Resources Information Center

Huan, Xiaoli; Shehane, Ronald; Ali, Adel

2011-01-01

As the success of distance learning (DL) has driven universities to increase the courses offered online, certain challenges arise when teaching computer science (CS) courses to students who are not physically co-located and have individual learning schedules. Teaching CS courses involves high level demonstrations and interactivity between the…

Equitable Mathematics Teaching and Learning in Practice: Exploring Students' Negotiations of Identity and Power

ERIC Educational Resources Information Center

Harper, Frances Kay

2017-01-01

This dissertation builds on and extends research on the relationship between equity-minded mathematics teaching, specifically teaching mathematics for social justice, complex instruction, and project-based learning, and students' learning and identity development. Although different in their structures and strategies, equity-minded mathematics…

Consultation: Professional Learning Framework for the Teaching Profession.

ERIC Educational Resources Information Center

Ontario College of Teachers, Toronto.

This publication describes the professional learning framework for teaching that was developed by the Ontario College of Teachers, a self-regulatory body for the teaching profession in Ontario. The Ontario College of Teachers has a mandate, in legislation, to identify and accredit professional learning programs that support standards of practice…

Achieving Sustainability in Learning and Teaching Initiatives

ERIC Educational Resources Information Center

Brew, Angela; Cahir, Jayde

2014-01-01

Universities have a long history of change in learning and teaching to suit various government initiatives and institutional priorities. Academic developers now are frequently required to address strategic learning and teaching priorities. This paper asks how, in such a context, academic developers can ensure that work they do in relation to one…

A Personal Connection: Promoting Positive Attitudes towards Teaching and Learning

ERIC Educational Resources Information Center

Lujan, Heidi L.; DiCarlo, Stephen E.

2017-01-01

Students' attitudes towards teaching and learning must be addressed with the same seriousness and effort as we address content. Establishing a personal connection and addressing our students' basic psychological needs will produce positive attitudes towards teaching and learning and develop life-long learners. It will also promote constructive…

Professional Development Needs of Idaho Technology Teachers: Teaching and Learning

ERIC Educational Resources Information Center

Cannon, John G.; Kitchel, Allen; Duncan, Dennis W.; Arnett, Sally E.

2011-01-01

This study's purpose was to identify the teaching and learning professional development needs of [state] secondary technology teachers. Teachers' perceived level of importance and competence for 35 teaching and learning items were used to calculate mean weighted discrepancy scores (MWDS). Approximately 63% (n = 46) of [state] secondary technology…

Approximations of Practice in the Preparation of Prospective Elementary Science Teachers

ERIC Educational Resources Information Center

Nelson, Michele M.

2011-01-01

Elementary teacher education involves learning to teach science. Even in elementary school, teaching science is demanding work--teachers must orchestrate a complex set of teaching practices to support students' science learning. This dissertation examines the application of Grossman and colleagues' (2009) cross-professional learning framework,…

Learning Strategy Instruction in the Foreign Language Classroom: Writing.

ERIC Educational Resources Information Center

Chamot, Anna Uhl; And Others

This resource guide is designed to provide foreign language teachers with suggestions for helping students learn how to become better language learners. The five chapters of the guide for teaching writing skills are as follows: (1) Teaching Learning Strategies (e.g., rationale for teaching, types, useful strategies, guidelines, instructional…

Creating Connections in Teaching and Learning. Research on Teaching and Learning

ERIC Educational Resources Information Center

Abawi, Lindy, Ed.; Conway, Joan, Ed.; Henderson, Robyn, Ed.

2011-01-01

This book explores the wide range of contexts in which research into creating connections in learning and teaching may take place. Creating connections can encompass making links, crossing divides, forming relationships, building frameworks, and generating new knowledge. The cognitive, cultural, social, emotional and/or physical aspects of…

From Research to Practice: A Framework for Contextualizing Teaching and Learning

ERIC Educational Resources Information Center

Ambrose, Valerie K.; Davis, C. Amelia; Ziegler, Mary F.

2013-01-01

Developmental reading instructors are increasingly pressured to include real-world content in their curriculum to bring contextualized teaching and learning to life. The purpose of this practitioner-focused article is to tie knowledge about contextualized teaching and learning with classroom application techniques. We present a framework that…

Strategies for Teaching Students with Learning and Behavior Problems. Fifth Edition.

ERIC Educational Resources Information Center

Bos, Candace S.; Vaughn, Sharon

This book provides information about general approaches to learning and teaching, offering descriptions of methods and procedures and focusing on classroom and behavior management, consultation, and working with parents and professionals. The 12 chapters include: (1) "The Teaching-Learning Process" (e.g., characteristics of students with…

Teaching Evolution in the Galápagos

ERIC Educational Resources Information Center

Bruce, Katherine E.; Horan, Jennifer E.; Kelley, Patricia H.; Galizio, Mark

2009-01-01

Experiential learning can be an effective way to teach many concepts, and evolution is no exception. We describe the pedagogical techniques, class structure and learning objectives, travel logistics, and impact of three undergraduate honors-level experiential learning seminars that combined teaching topics related to evolution with a field trip to…

An Investigation of Teaching Strategy in the Distance Learning Mathematics Classroom

ERIC Educational Resources Information Center

DePriter, Tiffany

2013-01-01

Distance learning has become increasingly popular among higher learning institutions, and more academic disciplines, such as mathematics, are now being offered at a distance. This experimental study investigated whether an objectivist-based teaching strategy or a constructivist-based teaching strategy yields greater achievement scores for adult…

A Theoretical Study on English Teaching in Chinese Ethnic Minority Regions

ERIC Educational Resources Information Center

Jian, Huang

2013-01-01

From an investigation about the factors influencing the trilingual education in Chinese ethnic minority regions, the author find out that the minority students are incompetent in English learning. Inappropriate teaching strategies, learning materials as well as language policy hinder the development of teaching and learning progress in those…

Pre-Service Teachers Identify Connections between Teaching-Learning and Literacy Strategies

ERIC Educational Resources Information Center

Liu, Kimy; Robinson, Quintin; Braun-Monegan, Jenelle

2016-01-01

This study explores the transformation of pre-service teachers in their attainment of effective teaching skills. Pre-service teachers learn about the learning-to-read process and implementations of component skills of teaching reading within the practicum. More importantly, pre-service teachers achieve a meaningful understanding of the…

Learning by Teaching: Developing Transferable Skills

ERIC Educational Resources Information Center

Stollhans, Sascha

2016-01-01

"Learning by teaching" (German: "Lernen durch Lehren," commonly abbreviated as "LdL") is a teaching and learning approach which was developed by the French language teacher Jean-Pol Martin in German schools in the 1980s (Martin, 1985). The method sees students in the role of the teacher, and enhances their learning…

Teaching and Learning Centres: Towards Maturation

ERIC Educational Resources Information Center

Challis, Di; Holt, Dale; Palmer, Stuart

2009-01-01

Approximately 70% of Australian Teaching and Learning Centres have been restructured and/or have undergone leadership changes in the last three years. The volatility of this environment reflects the number of significant challenges faced by Teaching and Learning Centres. In determining what makes Centres successful, the issues that are likely to…

Teaching & Learning Online: Pedagogies for New Technologies.

ERIC Educational Resources Information Center

Stephenson, John, Ed.

This book looks at the developing understanding of approaches to online teaching and the emergence of pedagogies that will ensure online teaching and learning materials are effective. Contributors to this volume were participants at an expert seminar held at the International Center for Learner Managed Learning at Middlesex University, London, and…

Novice Physical Education Teachers Learning to Teach

ERIC Educational Resources Information Center

Banville, Dominique

2015-01-01

Support, or lack thereof, is often cited as the main reason for teachers to leave the profession early on (Ingersoll, 2003). Feiman-Nemser (2001) identifies five Central Tasks associated with Learning to Teach (CTLT) that could focus the support novice teachers need during their induction years: learning the teaching context (TC), designing…

Research on English Teaching and Learning: Taiwan (2004-2009)

ERIC Educational Resources Information Center

Chen, Suchiao; Tsai, Yachin

2012-01-01

This article analyzes research in second/foreign language teaching and learning conducted in Taiwan over the period 2004-2009. Representative articles published in local refereed journals and conference proceedings--not readily accessible outside Taiwan--are reviewed to reflect current trends in English teaching and learning. The main themes…

From Operations to Teaching and Learning

ERIC Educational Resources Information Center

Copland, Michael A.; Honig, Meredith I.

2010-01-01

For central offices to become full partners with schools in improving teaching and learning, simply defining new roles or creating new reporting structures is not enough. Through the authors' recent central-office research, they have confirmed that creating the conditions for improved teaching and learning districtwide demands new practices within…

Fresh Ideas. Instant Replay, Instant Learning.

ERIC Educational Resources Information Center

McCutcheon, Susan

1996-01-01

Describes how to motivate students to learn by having them teach back to the class what they have just learned from the teacher. Students break into small groups and brainstorm how to teach what has just been presented, then the teacher picks one group to teach back to the class. (SM)

Teaching Reading to Learning Disabled Children: A Fourth Approach.

ERIC Educational Resources Information Center

Bateman, Barbara

The evidence presented in this paper suggests that deficits in selective skills are primary factors in learning disabilities, and that aptitude/treatment interaction models may be useful in devising teaching methods for the reading instruction of learning disabled children. After reviewing various approaches to teaching reading to learning…

Current Status of Research in Teaching and Learning Evolution: I. Philosophical/Epistemological Issues

ERIC Educational Resources Information Center

Smith, Mike U.

2010-01-01

Scholarship that addresses teaching and learning about evolution has rapidly increased in recent years. This review of that scholarship first addresses the philosophical/epistemological issues that impinge on teaching and learning about evolution, including the proper philosophical goals of evolution instruction; the correlational and possibly…

Excelsior: Leadership in Teaching and Learning. Volume 1, Number 1, Fall/Winter 2006

ERIC Educational Resources Information Center

Lassonde, Cynthia A., Ed.

2006-01-01

"Excelsior: Leadership in Teaching and Learning" provides a forum to explore issues related to teaching and learning at public and independent colleges and universities with programs in teacher preparation. "Excelsior" solicits original, thought-provoking manuscripts of various formats, including papers presenting research on issues and practices…

The Journal of the Society for Accelerative Learning and Teaching. Volume 15, 1990.

ERIC Educational Resources Information Center

Journal of the Society for Accelerative Learning and Teaching, 1990

1990-01-01

Articles in this volume of the Journal of the Society for Accelerative Learning and Teaching (SALT) include the following: "Accelerated Learning Components in Elementary Classrooms"; "Ball-Stick Bird: Teaching with the Story Engram"; "A SALT Pilot Study in College Developmental Mathematics"; "Black Education in…

The Association between Learning Styles and Perception of Teaching Quality

ERIC Educational Resources Information Center

Jepsen, Denise M.; Varhegyi, Melinda M.; Teo, Stephen T. T.

2015-01-01

Purpose: Although learning styles and teaching quality have been studied separately, the association between the association between the two has yet to be identified. The purpose of this paper is to establish the relationship between students' learning styles with students' perceptions of teaching quality. Design/methodology/approach: The study…

Reflections on the prairie as a creative teaching-learning place.

PubMed

Bunkers, Sandra Schmidt

2006-01-01

In this column, the author reflects on characteristics of the prairie land of South Dakota and how it contributes to a creative teaching-learning place. Attributes of the prairie that are linked with creative teaching-learning include prairie as a space of aloneness and solitude, prairie as a boundless seeing what may be, prairie as contradiction and paradox, and prairie as possibility. These attributes of the prairie are explored through the author's personal experience, theoretical literature on creativity and teaching-learning, and literature from Parse's theory of human becoming.

Raising the Profile of Innovative Teaching in Higher Education? Reflections on the EquATE Project

ERIC Educational Resources Information Center

Robson, Sue; Wall, Kate; Lofthouse, Rachel

2013-01-01

This paper presents a methodology developed by members of the Research Centre for Learning and Teaching (RCfLAT) to collaborate with university teaching colleagues to produce theoretically- and pedagogically-based case studies of innovations in teaching and learning. The Equal Acclaim for Teaching Excellence (EquATE) project investigates…

The Application of Web-Based Teaching and Learning in Tertiary Institution--A Case Study in Hong Kong

ERIC Educational Resources Information Center

Fung, Alex C. W.; Fu, Frank H. K.; Cheung, W. S.

2005-01-01

The experience of a two-year project to promote the use of Web-based teaching and learning at XXX University was presented. A total of 68 courses over two semesters were included in the study. Surveys of students and teachers suggested that the quality of learning and teaching were improved. Over 80% of the students had used Web-based teaching and…

Adopting an Active Learning Approach to Teaching in a Research-Intensive Higher Education Context Transformed Staff Teaching Attitudes and Behaviours

ERIC Educational Resources Information Center

White, Paul J.; Larson, Ian; Styles, Kim; Yuriev, Elizabeth; Evans, Darrell R.; Rangachari, P. K.; Short, Jennifer L.; Exintaris, Betty; Malone, Daniel T.; Davie, Briana; Eise, Nicole; Mc Namara, Kevin; Naidu, Somaiya

2016-01-01

The conventional lecture has significant limitations in the higher education context, often leading to a passive learning experience for students. This paper reports a process of transforming teaching and learning with active learning strategies in a research-intensive educational context across a faculty of 45 academic staff and more than 1,000…

Practice and effectiveness of web-based problem-based learning approach in a large class-size system: A comparative study.

PubMed

Ding, Yongxia; Zhang, Peili

2018-06-12

Problem-based learning (PBL) is an effective and highly efficient teaching approach that is extensively applied in education systems across a variety of countries. This study aimed to investigate the effectiveness of web-based PBL teaching pedagogies in large classes. The cluster sampling method was used to separate two college-level nursing student classes (graduating class of 2013) into two groups. The experimental group (n = 162) was taught using a web-based PBL teaching approach, while the control group (n = 166) was taught using conventional teaching methods. We subsequently assessed the satisfaction of the experimental group in relation to the web-based PBL teaching mode. This assessment was performed following comparison of teaching activity outcomes pertaining to exams and self-learning capacity between the two groups. When compared with the control group, the examination scores and self-learning capabilities were significantly higher in the experimental group (P < 0.01) compared with the control group. In addition, 92.6% of students in the experimental group expressed satisfaction with the new web-based PBL teaching approach. In a large class-size teaching environment, the web-based PBL teaching approach appears to be more optimal than traditional teaching methods. These results demonstrate the effectiveness of web-based teaching technologies in problem-based learning. Copyright © 2018. Published by Elsevier Ltd.

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

PubMed

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

2015-01-01

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

New Perspectives on Teaching and Working with Languages in the Digital Era

ERIC Educational Resources Information Center

Pareja-Lora, Antonio, Ed.; Calle-Martínez, Cristina, Ed.; Rodríguez-Arancón, Pilar, Ed.

2016-01-01

This volume offers a comprehensive, up-to-date, empirical and methodological view over the new scenarios and environments for language teaching and learning recently emerged (e.g. blended learning, e-learning, ubiquitous learning, social learning, autonomous learning or lifelong learning), and also over some of the new approaches to language…

The Use of Vocabulary Learning Strategies in Teaching Turkish as a Second Language

ERIC Educational Resources Information Center

Baskin, Sami; Iscan, Adem; Karagoz, Beytullah; Birol, Gülnur

2017-01-01

Vocabulary learning is the basis of the language learning process in teaching Turkish as a second language. Vocabulary learning strategies need to be used in order for vocabulary learning to take place effectively. The use of vocabulary learning strategies facilitates vocabulary learning and increases student achievement. Each student uses a…

[Current teaching, learning and examination methods in medical education and potential applications in rehabilitative issues].

PubMed

Schwarzkopf, S R; Morfeld, M; Gülich, M; Lay, W; Horn, K; Mau, W

2007-04-01

With introduction of the new Federal Medical Licensing Regulations (Approbationsordnung) in Germany, integrated teaching in "Rehabilitation, Physical Medicine, Naturopathic Treatment" (Querschnittsbereich Q12) has become obligatory for the first time. Furthermore, the new Regulations require the medical faculties in Germany to realize an innovative didactic orientation in teaching. This paper provides an overview of recent applications of teaching techniques and examination methods in medical education with special consideration of the new integrated course Q12 and further teaching methods related to rehabilitative issues. Problem-oriented learning (POL), problem-based learning (PBL), bedside teaching, eLearning, and the examination methods Objective Structured Clinical Examination (OSCE) and Triple Jump are in the focus. This overview is intended as the basis for subsequent publications of the Commission for Undergraduate and Postgraduate Training of the German Society of Rehabilitation Science (DGRW), which will present examples of innovative teaching material.

Student-centered and ability training-oriented curriculum reform in teaching Microcontroller Principles and Interface Techniques

NASA Astrophysics Data System (ADS)

Wang, Xiaoping; Cai, Peijun; Liu, Yuling; Wang, Liqiang; Liang, Yiyong

2017-08-01

Courses are an important way of cultivating talents in college education. Advanced training schemes and the course system are implemented through course teaching. Advanced teaching notions and methods also rely on course teaching. Therefore, the quality of course teaching is the fundamental guarantor for grooming talent. The teachers of the course "Microcontroller Principles and Interface Techniques" in the Optical Science and Engineering College of Zhejiang University insist on course teaching becoming student centered and ability-training-oriented. They pay attention to students'all-round development in terms of learning ability, practical ability, innovation ability, and exploring spirit. They actively carried out course reforms in four aspects, namely teaching, learning, evaluation, and experimentation. This paper mainly introduced these reforms. First, the teaching method was reformed by introducing case analysis and the notion of a flipped classroom to shift the course focus from the teacher to the students. Second, the learning method was reformed through the use of techniques such as peer learning and project design to promote students' sense of enquiry and learning initiative. Third, the evaluation method was reformed through the use of process assessment and diversity evaluation to encourage students to develop logical thinking and a down-to-earth manner. Fourth, the experimentation method was reformed by introducing hierarchical content, process management, and diversification of examination to change students'learning attitude from "dependence, passivity, and imitation" to "independence, active involvement, and creation."In general, the teaching method reform promoted reforms in learning, evaluation, and experimentation methods and further improved the style of study. These reforms improved teachers' teaching abilities and enabled course teaching to transform from being teacher centered to student centered. Years of exploration and practice results have shown that such reforms not only effectively inspire students to learn, explore, and practice actively, but also cultivate their creative spirit and courage to face challenges, providing a good platform for theirself-learning and personal growth. The course reforms discussed here have been highly recommended for their reference value.

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

PubMed

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

2018-04-01

 To compare the learning benefit of three different teaching strategies on the interpretation of emergency cerebral computed tomography (CT) pathologies by medical students.  Three groups of students with different types of teaching (e-learning, interactive teaching, and standard curricular education in neuroradiology) were tested with respect to the detection of seven CT pathologies. The test results of each group were compared for each CT pathology using the chi-square test. A p-value ≤ 0.05 was considered to be significant.  Opposed to the results of the comparison group (curricular education), the e-learning group and interactive teaching tutorial group both showed a significantly better performance in detecting hyperdense middle cerebral artery sign (p = 0.001 and p < 0.0001) as well as subarachnoid hemorrhage (p = 0.03 and p = 0.001) on CT. Moreover, an increase in performance for the detection of subdural hematoma and skull fracture could be observed for both the interactive teaching group and the e-learning group, with statistical significance in the latter (p = 0.03 and p < 0.0001, respectively). No statistically significant differences were found for the detection of intracranial and epidural hemorrhage, as well as midline shift, among the groups studied.  Our study demonstrates potential learning benefits for both the interactive teaching tutorial and e-learning module group with respect to reading CT scans with slightly different advantages. Thus, the introduction of new learning methods in radiological education might be reasonable at an undergraduate stage but requires learning content-based considerations.   · E-learning can offer benefits regarding the reading of cerebral CT scans by students. · Interactive tutorial can offer benefits regarding the reading of cerebral CT scans by students. · E-learning and interactive tutorial feature different strengths for student learning in radiology. · Application of interactive teaching methods in radiology requires learning content-based considerations. · Groth M, Barthe KG, Riemer M et al. Critical Analysis of an e-Learning and Interactive Teaching Module with Respect to the Interpretation of Emergency Computed Tomography of the Brain. Fortschr Röntgenstr 2017; 190: 334 - 340. © Georg Thieme Verlag KG Stuttgart · New York.

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

ERIC Educational Resources Information Center

AlRweithy, Eman; Alsaleem, Basma Issa

2014-01-01

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

Teachers' experiences of teaching in a blended learning environment.

PubMed

Jokinen, Pirkko; Mikkonen, Irma

2013-11-01

This paper considers teachers' experiences of teaching undergraduate nursing students in a blended learning environment. The basic idea of the study programme was to support students to reflect on theory and practice, and provide with access to expert and professional knowledge in real-life problem-solving and decision making. Learning was organised to support learning in and about work: students worked full-time and this provided excellent opportunities for learning both in practice, online and face-to-face sessions. The aim of the study was to describe teachers' experiences of planning and implementing teaching and learning in a blended-learning-based adult nursing programme. The research method was qualitative, and the data were collected by three focus group interviews, each with four to six participants. The data were analysed using qualitative content analysis. The results show that the blended learning environment constructed by the combination of face-to-face learning and learning in practice with technology-mediated learning creates challenges that must be taken into consideration when planning and implementing blended teaching and learning. However, it provides good opportunities to enhance students' learning in and about work. This is because such programmes support student motivation through the presence of "real-life" and their relevance to the students' own places of work. Nevertheless, teachers require knowledge of different pedagogical approaches; they need professional development support in redesigning teaching and learning. Copyright © 2013 Elsevier Ltd. All rights reserved.

Role Models and Teachers: medical students perception of teaching-learning methods in clinical settings, a qualitative study from Sri Lanka.

PubMed

Jayasuriya-Illesinghe, Vathsala; Nazeer, Ishra; Athauda, Lathika; Perera, Jennifer

2016-02-09

Medical education research in general, and those focusing on clinical settings in particular, have been a low priority in South Asia. This explorative study from 3 medical schools in Sri Lanka, a South Asian country, describes undergraduate medical students' experiences during their final year clinical training with the aim of understanding the teaching-learning experiences. Using qualitative methods we conducted an exploratory study. Twenty eight graduates from 3 medical schools participated in individual interviews. Interview recordings were transcribed verbatim and analyzed using qualitative content analysis method. Emergent themes reveled 2 types of teaching-learning experiences, role modeling, and purposive teaching. In role modelling, students were expected to observe teachers while they conduct their clinical work, however, this method failed to create positive learning experiences. The clinical teachers who predominantly used this method appeared to be 'figurative' role models and were not perceived as modelling professional behaviors. In contrast, purposeful teaching allowed dedicated time for teacher-student interactions and teachers who created these learning experiences were more likely to be seen as 'true' role models. Students' responses and reciprocations to these interactions were influenced by their perception of teachers' behaviors, attitudes, and the type of teaching-learning situations created for them. Making a distinction between role modeling and purposeful teaching is important for students in clinical training settings. Clinical teachers' awareness of their own manifest professional characterizes, attitudes, and behaviors, could help create better teaching-learning experiences. Moreover, broader systemic reforms are needed to address the prevailing culture of teaching by humiliation and subordination.

Examination of the teaching styles of nursing professional development specialists, part II: correlational study on teaching styles and use of adult learning theory.

PubMed

Curran, Mary K

2014-08-01

This article, the second in a two-part series, details a correlational study that examined the effects of four variables (graduate degrees in nursing education, professional development training in adult learning theory, nursing professional development [NPD] certification, and NPD specialist experience) on the use of adult learning theory to guide curriculum development. Using the Principles of Adult Learning Scale, 114 NPD specialists tested the hypothesis that NPD specialists with graduate degrees in nursing education, professional development training in adult learning theory, NPD certification, and NPD experience would use higher levels of adult learning theory in their teaching practices to guide curriculum development than those without these attributes. This hypothesis was rejected as regression analysis revealed only one statistically significant predictor variable, NPD certification, influenced the use of adult learning theory. In addition, analysis revealed NPD specialists tended to support a teacher-centered rather than a learner-centered teaching style, indicating NPD educators are not using adult learning theory to guide teaching practices and curriculum development.

A Survey of tooth morphology teaching methods employed in the United Kingdom and Ireland.

PubMed

Lone, M; McKenna, J P; Cryan, J F; Downer, E J; Toulouse, A

2018-01-15

Tooth morphology is a central component of the dental curriculum and is applicable to all dental specialities. Traditional teaching methods are being supplemented with innovative strategies to tailor teaching and accommodate the learning styles of the recent generation of students. An online survey was compiled and distributed to the staff involved in teaching tooth morphology in the United Kingdom and Ireland to assess the importance of tooth morphology in the dentistry curriculum and the methodologies employed in teaching. The results of the survey show that tooth morphology constitutes a small module in the dental curriculum. It is taught in the first 2 years of the dental curriculum but is applicable in the clinical years and throughout the dental career. Traditional teaching methods, lecture and practical, are being augmented with innovative teaching including e-learning via virtual learning environment, tooth atlas and e-books leading to blended learning. The majority of the schools teach both normal dental anatomy and morphologic variations of dental anatomy and utilise plastic teeth for practical and examination purposes. Learning the 3D aspects of tooth morphology was deemed important by most of the respondents who also agreed that tooth morphology is a difficult topic for the students. Despite being core to the dental curriculum, overall minimal time is dedicated to the delivery of tooth morphology, creating a reliance on the student to learn the material. New forms of delivery including computer-assisted learning tools should help sustain learning and previously acquired knowledge. © 2018 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

The Journal of the Society for Accelerative Learning and Teaching, 1991.

ERIC Educational Resources Information Center

Journal of the Society for Accelerative Learning and Teaching, 1991

1991-01-01

The four issues of this journal published in 1991 contain the following articles: "Suggestology in the USSR"; "Integrated Short-term Intensive Course Structure; "Teaching Teachers to Teach"; "Sociopsychological Aspects of Intensive Teaching"; "The Method of Intensive Learning in the Context of Modern…

Developing the Scholarship of Teaching through Transformative Learning

ERIC Educational Resources Information Center

Kreber, Carolin

2006-01-01

Following a cognitive-developmental perspective, the Scholarship of Teaching & Learning is understood as a process of knowledge construction whereby knowledge claims are validated through reflection on teaching experience and educational theory. These reflective processes can be documented and peer reviewed. Teaching portfolios allow for the…

An Assessment of Teaching and Learning Practices: A Questionnaire Study for Dental Educators of Karnataka.

PubMed

Meenakshi, S; Raghunath, N; Shreeshyla, H S

2017-11-01

Faculty members of dental institutions are being asked to assume new academic duties for which they have received no formal training. To succeed in new teaching tasks, faculty development through assessment of teaching skills is essential. A Self-Assessment Questionnaire consisting 18 closed-ended questions was sent to various faculty members of dental colleges of Karnataka. A total of 210 faculty members volunteered to participate in the study. The response rate was 69.8%. Data gathered were statistically analyzed using SPSS software version 16, Chi-square test, and descriptive statistics. In the present study, 27.3% of participants were unaware of andragogy, 33.3% were unaware of teachers development programs, 44.6% do not obtain student feedback after teaching, 52.6% were unaware of peer review of teaching skills, and 50% were unaware of interprofessional education initiatives. By incorporating teaching and learning skills, dental faculty could acquire competencies and academic credentials to become valuable contributors to the institution. This study emphasizes the areas of improvement in dental school learning environment, based on activation of prior knowledge, elaboration of new learning, learning in context, transfer of learning, and organization of knowledge toward learning.

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

PubMed

Stirling, Bridget V

2017-08-01

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

Teaching of Psychology: Ideas and Innovations. Proceedings of the Annual Conference on Undergraduate Teaching of Psychology (8th, Ellenville, New York, March 16-18, 1994).

ERIC Educational Resources Information Center

Hartog, Sandra B., Ed.; Levine, Judith R., Ed.

This publications presents 20 papers from a conference on innovations in teaching psychology at the college level along with a conference program that lists and describes all presentations. The papers are "They Can't Learn When They Don't Know How: Teaching Statistics Using a Learning to Learn Model" (Beverly Rolker-Dolinsky and Donna Qualters);…

Coherent Teaching and Need-Based Learning in Science: An Approach to Teach Engineering Students in Basic Physics Courses

ERIC Educational Resources Information Center

Kurki-Suonio, T.; Hakola, A.

2007-01-01

In the present paper, we propose an alternative, based on constructivism, to the conventional way of teaching basic physics courses at the university level. We call this approach "coherent teaching" and the underlying philosophy of teaching science and engineering "need-based learning". We have been applying this philosophy in…

Teaching and Learning

ERIC Educational Resources Information Center

Oppenheimer, Frank

1973-01-01

Presents some general ideas about teaching and learning, involving the characteristics and effectiveness of education, students' learning practices, and teachers' performance and class load. Indicates that the teacher should set up conductive environments and help students get unstuck in their learning. (CC)

"'Knowledge Growth": A Multiple Case Study of English Literature Graduates' Learning Experiences for Teaching Composition

ERIC Educational Resources Information Center

Richards, Kathleen A.

2013-01-01

This multiple case study investigates the learning processes of postsecondary English literature graduates who teach composition to diverse student groups. Since the context of study in English literature graduate programs concentrates on literature and literary theory, the interest of this study examines how teachers learn to teach composition…

Task-Based EFL Language Teaching with Procedural Information Design in a Technical Writing Context

ERIC Educational Resources Information Center

Roy, Debopriyo

2017-01-01

Task-based language learning (TBLL) has heavily influenced syllabus design, classroom teaching, and learner assessment in a foreign or second language teaching context. In this English as foreign language (EFL) learning environment, the paper discussed an innovative language learning pedagogy based on design education and technical writing. In…

The Road to Pre-service Teachers' Conceptual Change.

ERIC Educational Resources Information Center

Lin, Huey-Ling; Gorrell, Jeffrey; Porter, Karen

This study involved a series of seminars designed to help preservice students understand and clarify their views about teaching and learning and to create a condition for the development of an understanding of the underlying concepts which affect their teaching and learning. The seminars tested the hypothesis that learning to teach is improved…

Teachers' Perspectives on Their Use of ICT in Teaching and Learning: A Case Study

ERIC Educational Resources Information Center

Kafyulilo, Ayoub; Keengwe, Jared

2014-01-01

This article presents the perspectives of science and mathematics teachers on their use of information and communication technology (ICT) in teaching and learning in Tanzania. The findings show that few teachers used computers for teaching and learning purposes while majority of them used computers for administrative purposes. Additionally,…

Learning-by-Teaching. Evidence and Implications as a Pedagogical Mechanism

ERIC Educational Resources Information Center

Duran, David

2017-01-01

In order to create an initial framework for learning-by-teaching, this article reviews a body of relevant research, from a historical perspective, gathering evidence about the potential and the limits of this pedagogical mechanism. Results indicate that the more complex the teaching activity is, the more opportunities there are to learn by…

Use of Uncertainty Reduction and Narrative Paradigm Theories in Management Consulting and Teaching: Lessons Learned

ERIC Educational Resources Information Center

Barker, Randolph T.; Gower, Kim

2009-01-01

Teaching business communication while performing professional business consulting is the perfect learning match. The bizarre but true stories from the consulting world provide excellent analogies for classroom learning, and feedback from students about the consulting experiences reaffirms the power of using stories for teaching. When discussing…

Classroom Active Learning Complemented by an Online Discussion Forum to Teach Sustainability

ERIC Educational Resources Information Center

Dengler, Mary

2008-01-01

This paper identifies some of the pedagogical benefits of an active learning course delivery complemented by an online discussion forum to teach sustainability by evaluating the case of a geography master's course. The potential benefits and some challenges of an active learning course delivery to teach sustainability in geography and related…

Teaching and Learning Information Technology Process: From a 25 Year Perspective--Math Regents

ERIC Educational Resources Information Center

Lewis Sanchez, Louise

2007-01-01

This paper will describe the Teaching and Learning Informational Technology Process (TLITP). Before present day strategies, teaching and learning relied on transformations based on quantification to measure performance. The process will be a non-linear three construct of teacher, student and community. Emphasizing old practices now is the…

World Wide Web Pages--Tools for Teaching and Learning.

ERIC Educational Resources Information Center

Beasley, Sarah; Kent, Jean

Created to help educators incorporate World Wide Web pages into teaching and learning, this collection of Web pages presents resources, materials, and techniques for using the Web. The first page focuses on tools for teaching and learning via the Web, providing pointers to sites containing the following: (1) course materials for both distance and…

Everything I Know about Teaching I Learned from Jazz

ERIC Educational Resources Information Center

Luquet, Wade

2015-01-01

The instant availability of information has changed the paradigm of teaching. Whereas at one time teaching and learning was information being passed, memorized, and repeated, students can now find their own knowledge. Learning now consists of using information in creative ways and requires a shift in how students are taught. This is quite similar…

The Effectiveness of Active and Traditional Teaching Techniques in the Orthopedic Assessment Laboratory

ERIC Educational Resources Information Center

Nottingham, Sara; Verscheure, Susan

2010-01-01

Active learning is a teaching methodology with a focus on student-centered learning that engages students in the educational process. This study implemented active learning techniques in an orthopedic assessment laboratory, and the effects of these teaching techniques. Mean scores from written exams, practical exams, and final course evaluations…

Enhancing the Teaching-Learning Process: A Knowledge Management Approach

ERIC Educational Resources Information Center

Bhusry, Mamta; Ranjan, Jayanthi

2012-01-01

Purpose: The purpose of this paper is to emphasize the need for knowledge management (KM) in the teaching-learning process in technical educational institutions (TEIs) in India, and to assert the impact of information technology (IT) based KM intervention in the teaching-learning process. Design/methodology/approach: The approach of the paper is…

Coursework for Promoting Teaching and Learning

ERIC Educational Resources Information Center

Kandamby, G. W. T. C.

2017-01-01

Teaching is to be amalgamated with learning environment where students attend work with interest. Coursework was designed and conducted for Quantity Surveying module from 2014 as a study and found that it has supported for promoting teaching and learning. It was revealed that encouragement made only for attendance is not sufficient to obtain high…

What the Student Does: Teaching for Enhanced Learning.

ERIC Educational Resources Information Center

Biggs, John

1999-01-01

The college teacher's job is to organize the teaching/learning context so all students use the higher-order learning processes that "academic" students always use. This is achieved when objectives express the kind of understanding targeted, teaching context encourages students to achieve it, and assessment tells students what is required of them…

Report from the NSF/SSMA Wingspread Conference: A Network for Integrated Science and Mathematics Teaching and Learning.

ERIC Educational Resources Information Center

Berlin, Donna F.; White, Arthur L.

1992-01-01

Reports the proceedings of the Wingspread conference on integrating science and mathematics teaching and learning. Discusses (1) a literature review on integration of science and mathematics education; (2) development of definitions of integration; (3) specification of guidelines for infusing integrated teaching and learning into science and…

Institutional Assessment and the Intellectual Work of Teaching and Learning in First-Year Composition

ERIC Educational Resources Information Center

Donnelli-Sallee, Emily

2013-01-01

Institutional assessment initiatives can provide opportunities to make the intellectual work of teaching and learning in composition studies more visible. Reciprocally, the scholarship of teaching and learning's situatedness within disciplinary norms and values can enhance institutional assessments, providing a check on the tendency to rely…

Consulting Pupils about Classroom Teaching and Learning: Policy, Practice and Response in One School

ERIC Educational Resources Information Center

Morgan, Bethan

2011-01-01

This article reports on an ESRC (Economic and Social Research Council) doctoral study which investigated how teachers consulted pupils about teaching and learning in classrooms. Interest in consulting pupils has increased over the last decade; existing research suggests pupils have valuable perspectives on teaching and learning which teachers can…

Special Education in General Education Classrooms: Cooperative Teaching Using Supportive Learning Activities.

ERIC Educational Resources Information Center

Johnson, Robin R.; And Others

1995-01-01

Supportive learning activities were implemented in a multiple-baseline time series design across four fifth-grade classrooms to evaluate the effects of a cooperative teaching alternative (supportive learning) on teaching behavior, the behavior and grades of general and special education students, and the opinions of general education teachers.…

Can Inquiry-Based Learning Strengthen the Links between Teaching and Disciplinary Research?

ERIC Educational Resources Information Center

Spronken-Smith, Rachel; Walker, Rebecca

2010-01-01

Inquiry-based learning has been promoted as a student-centred approach that can strengthen the links between teaching and research. This article examines the potential of inquiry-based learning to strengthen the teaching-research nexus by analysing three case studies: a "structured inquiry" third-year endocrinology medicine module, a…

Certification as a SOTL Process: Some Steps along the Way

ERIC Educational Resources Information Center

McCarthy, Marian

2009-01-01

Certificated Courses in Teaching and Learning in Higher Education at University College Cork (UCC), Ireland, provide opportunities for faculty to develop a culture of Scholarship of Teaching and Learning (SoTL). The Teaching and Learning Centre runs a Certificate, Diploma and Master's Programme which is grounded in a SoTL philosophy. Central to…

Instructors' Use of the Principles of Teaching and Learning during College Class Sessions

ERIC Educational Resources Information Center

Foster, Daniel D.; Whittington, M. Susie

2017-01-01

The purpose of this study was to measure the frequency of utilization of the Principles of Teaching and Learning (Newcomb, McCracken, Warmbrod, & Whittington, 2004) during college class sessions. Process-product research was implemented (Gage, 1972; Rosenshine & Furst, 1973) using the Principles of Teaching and Learning Assessment (PTLA)…

Pushing Boundaries: Reflections on Teaching and Learning Contemporary Dance in Amman

ERIC Educational Resources Information Center

Martin, Rosemary

2013-01-01

This study reflects on teaching and learning contemporary dance in Amman, Jordan, focusing on the experiences of three contemporary dance students. Through the three case studies, various issues regarding teaching and learning contemporary dance in a Jordanian context are raised, revealing that contemporary dance can be perceived as a taboo and…

(Dis)Orientation of International Medical Graduates: An Approach to Foster Teaching, Learning, and Collaboration (TLC)

ERIC Educational Resources Information Center

Tan, Adrienne; Hawa, Raed; Sockalingam, Sanjeev; Abbey, Susan E.

2013-01-01

Objective: The Teaching for Learning and Collaboration (TLC) Program is a teaching-skills program focusing on methods to improve student learning. This program was adopted to address the professional and personal challenges faced by International Medical Graduates (IMGs) completing a fellowship in psychosomatic medicine. Method: The authors…

Effects of Unidirectional vs. Reciprocal Teaching Strategies on Web-Based Computer Programming Learning

ERIC Educational Resources Information Center

Shadiev, Rustam; Hwang, Wu-Yuin; Yeh, Shih-Ching; Yang, Stephen J. H.; Wang, Jing-Liang; Han, Lin; Hsu, Guo-Liang

2014-01-01

This study aimed to investigate an effectiveness of unidirectional and reciprocal teaching strategies on programming learning supported by web-based learning system (VPen); particularly, how differently effective these two teaching strategies would work. In this study novice programmers were exposed to three different conditions: 1) applying no…

Interactive Whiteboards for Teaching and Learning Science: Ascertaining Research

ERIC Educational Resources Information Center

Mata, Liliana; Lazar, Gabriel; Lazar, Iuliana

2016-01-01

The purpose of this paper is to analyze of latest research focused on the investigation of interactive whiteboards used in teaching and learning Science. In the theoretical framework the main objectives are: a) the identification of specific research regarding the integration of interactive whiteboards in teaching and learning Science and b) the…

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

ERIC Educational Resources Information Center

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

2011-01-01

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

Teaching and Learning about Solid Waste: Aspects of Content Knowledge

ERIC Educational Resources Information Center

Cinquetti, Heloisa Chalmers Sisla; de Carvalho, Luiz Marcelo

2007-01-01

This paper investigates aspects of content knowledge related to teaching and learning about solid waste, focusing on the processes of learning and teaching by Elementary School teachers in Brazil, in two modalities of continuing education: courses and school-based meetings. We analyse elements of teachers' reflections whilst referring to three…

Showcasing Faculty Experiences with Technology Enhanced Teaching and Learning

ERIC Educational Resources Information Center

Naidu, Som; Cunnington, David

2004-01-01

This paper describes a research project that seeks to explore the experience of faculty with technology-enhanced teaching and learning. A particular focus of this investigation is on how the use of information and communications technology is influencing teaching practices and students' approaches to learning at the University of Melbourne. This…

Increasing the Impact of Canadian Research on Teaching and Learning in Post-Secondary Education

ERIC Educational Resources Information Center

Woodhouse, Ros; Dence, Carole

2009-01-01

This paper builds on an inquiry process initiated during a session at the 2008 Society for Teaching and Learning in Higher Education conference. The goal was to promote scholarly research on teaching, learning, and educational development in Canadian post-secondary institutions by identifying and prioritizing research issues, and emerging…

Study the Effectiveness of Technology-Enhanced Interactive Teaching Environment on Student Learning of Junior High School Biology

ERIC Educational Resources Information Center

Yang, Kai-Ti; Wang, Tzu-Hua; Chiu, Mei-Hung

2015-01-01

This research investigates the effectiveness of integrating Interactive Whiteboard (IWB) into the junior high school biology teaching. This research adopts a quasi-experimental design and divides the participating students into the conventional ICT-integrated learning environment and IWB-integrated learning environment. Before teaching, students…

Elementary Teacher's Conceptions of Inquiry Teaching: Messages for Teacher Development

ERIC Educational Resources Information Center

Ireland, Joseph E.; Watters, James J.; Brownlee, Jo; Lupton, Mandy

2012-01-01

This study explored practicing elementary school teacher's conceptions of teaching in ways that foster inquiry-based learning in the science curriculum (inquiry teaching). The advocacy for inquiry-based learning in contemporary curricula assumes the principle that students learn in their own way by drawing on direct experience fostered by the…

Acid-Base Learning Outcomes for Students in an Introductory Organic Chemistry Course

ERIC Educational Resources Information Center

Stoyanovich, Carlee; Gandhi, Aneri; Flynn, Alison B.

2015-01-01

An outcome-based approach to teaching and learning focuses on what the student demonstrably knows and can do after instruction, rather than on what the instructor teaches. This outcome-focused approach can then guide the alignment of teaching strategies, learning activities, and assessment. In organic chemistry, mastery of organic acid-base…

What's He Talking about? The Communicative Alignment between a Teacher's Intentions and Students' Understandings

ERIC Educational Resources Information Center

Knewstubb, Bernadette; Bond, Carol

2009-01-01

Despite considerable research on teaching and learning in higher education, the relationship between university teachers' and students' understandings of the same teaching-learning events has not been a focus. This exploratory qualitative study used individual interviews to investigate the role of conceptions of teaching, learning and knowledge in…

Teaching and Learning in a Community of Thinking

ERIC Educational Resources Information Center

Harpaz, Yoram

2005-01-01

The article develops a theory and practice for teaching and learning in a Community of Thinking. According to the theory, the practice of traditional schooling is based on four "atomic pictures": learning is listening; teaching is telling; knowledge is an object; and to be educated is to know valuable content. To change this practice of…

Enhancing Student Teachers' Teaching Skills through a Blended Learning Approach

ERIC Educational Resources Information Center

Albhnsawy, Abeer Abdalhalim; Aliweh, Ahmed Mahmoud

2016-01-01

This study investigated the effect of a blended learning program on student teachers' teaching skills in an undergraduate microteaching course. The blended learning program lasted for nine weeks. This program aimed at integrating social network tasks and face-to-face teaching activities. Pre- and post-tests were administered to assess student…

Quality Enhancement and Educational Professional Development

ERIC Educational Resources Information Center

Knight, Peter

2006-01-01

There is a strong international interest in the enhancement of teaching quality. Enhancement is a big job because teaching is an extensive activity. It is a complex job because learning to teach is not, mainly, a formal process: non-formal, practice-based learning is more significant. These two points, extensiveness and practice-based learning,…

Quality Teaching and Learning as Practice within Different Disciplinary Discourses

ERIC Educational Resources Information Center

Wittek, Line; Habib, Laurence

2013-01-01

This article focuses on describing the interplay between teaching and learning practices in Higher Education and the disciplinary context of such practices. In particular, it aims to address the question of how course design, teaching, and learning activities take place within a particular academic culture and how those activities mutually shape…

SoTL Research Fellows: Collaborative Pathfinding through Uncertain Terrain

ERIC Educational Resources Information Center

Marquis, Elizabeth; Holmes, Trevor; Apostolou, Konstantinos; Centea, Dan; Cockcroft, Robert; Knorr, Kris; Maclachlan, John C.; Monteiro, Sandra D.; Karamanis, Theomary

2017-01-01

From 2014-2016, Scholarship of Teaching and Learning (SoTL) Research Fellows at a mid-sized Canadian research-intensive, medical-doctoral university undertook to study their own formation as scholars of teaching and learning, as well as benefits and challenges of their cross-appointment to our central teaching and learning institute from their…

Teaching Innovation and Use of the ICT in the Teaching-Learning Process within the New Framework of the EHEA, by Means of Moodle Platform

ERIC Educational Resources Information Center

Ciudad-Gómez, Adelaida

2010-01-01

The framework of the European Higher Education Area (EHEA) has turned the student into the main protagonist of the new educational scenario, and the teacher into the coordinator of teaching-learning process instead of transmitter of knowledge. In this new model of learning, the use of ICT is facilitating competency-based learning and the…

Learning to Teach in the Digital Age: New Materialities and Maker Paradigms in Schools. New Literacies and Digital Epistemologies

ERIC Educational Resources Information Center

Justice, Sean

2016-01-01

"Learning to Teach in the Digital Age" tells the story of a group of K-12 teachers as they began to connect with digital making and learning pedagogies. Guiding questions at the heart of this qualitative case study asked how teaching practices engaged with and responded to the maker movement and digital making and learning tools and…

How to confidently teach EBM on foot: development and evaluation of a web-based e-learning course.

PubMed

Weberschock, Tobias; Sorinola, Olanrewaju; Thangaratinam, Shakila; Oude Rengerink, Katrien; Arvanitis, Theodoros N; Khan, Khalid S

2013-10-01

Scarcity of well-trained clinical tutors is a key constraint in integrating teaching of evidence-based medicine (EBM) into clinical activities. We developed a web-based educational course for clinical trainers to confidently teach EBM principles in everyday practice. Its e-learning modules defined the learning objectives and incorporated video clips of practical and effective EBM teaching methods for exploiting educational opportunities in six different clinical settings. We evaluated the course with clinical tutors in different specialties across six European countries using a questionnaire to capture learning achievement against preset objectives. Among 56 tutors, 47 participants (84%) improved their scores from baseline. The mean pre-course score was 69.2 (SD=10.4), which increased to 77.3 (SD=11.7) postcourse (p<0.0001). The effect size was moderate with a Cohen's d of 0.73. An e-learning approach incorporating videos of applied EBM teaching and learning based on real clinical scenarios in the workplace can be useful in facilitating EBM teaching on foot. It can be integrated in the continuing professional development programmes for clinical trainers.

Enhancing learning: A comparison of lecture and gaming outcomes.

PubMed

Gipson, Mary; Bear, Mary

2013-01-01

Contrary to what we anticipated, our outcomes indicated that learning and satisfaction with learning were no different between the traditional lecture group and the educational gaming group. Learners in the gaming group scored on the examination just as well as, but no higher than, did those in the lecture group. Similarly, students in the gaming group were just as, but no more, satisfied with their learning than were students in the lecture group. Of note, both teaching/learning strategies were shown to be effective for learning with students earning a B average on the examination. Likewise, students in both groups were very satisfied with their respective teaching/learning strategies. Given that our assessment did not support gaming as a superior teaching/learning strategy over lecture, what remains now is the need for a longitudinal study to determine if there are differences in long-term learning. As we implement creative methods of instruction, it is also important to test their effectiveness to ensure that the teaching-learning process is evidence based.

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.

Teaching of anatomical sciences: A blended learning approach.

PubMed

Khalil, Mohammed K; Abdel Meguid, Eiman M; Elkhider, Ihsan A

2018-04-01

Blended learning is the integration of different learning approaches, new technologies, and activities that combine traditional face-to-face teaching methods with authentic online methodologies. Although advances in educational technology have helped to expand the selection of different pedagogies, the teaching of anatomical sciences has been challenged by implementation difficulties and other limitations. These challenges are reported to include lack of time, costs, and lack of qualified teachers. Easy access to online information and advances in technology make it possible to resolve these limitations by adopting blended learning approaches. Blended learning strategies have been shown to improve students' academic performance, motivation, attitude, and satisfaction, and to provide convenient and flexible learning. Implementation of blended learning strategies has also proved cost effective. This article provides a theoretical foundation for blended learning and proposes a validated framework for the design of blended learning activities in the teaching and learning of anatomical sciences. Clin. Anat. 31:323-329, 2018. © 2018 Wiley Periodicals, Inc. © 2018 Wiley Periodicals, Inc.

The CIRTL Network: A Professional Development Network for Future STEM Faculty

NASA Astrophysics Data System (ADS)

Herbert, B. E.

2011-12-01

The Center for the Integration of Research, Teaching, and Learning (CIRTL) is an NSF Center for Learning and Teaching in higher education using the professional development of graduate students and post-doctoral scholars as the leverage point to develop a national STEM faculty committed to implementing and advancing effective teaching practices for diverse student audiences as part of successful professional careers. The goal of CIRTL is to improve the STEM learning of all students at every college and university, and thereby to increase the diversity in STEM fields and the STEM literacy of the nation. The CIRTL network seeks to support change at a number of levels to support its goals: individual, classroom, institutional, and national. To bring about change, which is never easy, the CIRTL network has developed a conceptual model or change model that is thought to support the program objectives. Three central concepts, Teaching-as-Research, Learning Communities, and Learning-through-Diversity, underlie the design of all CIRTL activities. STEM faculty use research methods to systematically and reflectively improve learning outcomes. This work is done within a community of shared learning and discovery, and explicitly recognizes that effective teaching capitalizes on the rich array of experiences, backgrounds, and skills among the students and instructors to enhance the learning of all. This model is being refined and tested through a networked-design experiment, where the model is tested in diverse settings. Established in fall 2006, the CIRTL Network comprises the University of Colorado at Boulder (CU), Howard University, Michigan State University, Texas A&M University, Vanderbilt University, and the University of Wisconsin-Madison. The diversity of these institutions is by design: private/public; large/moderate size; majority-/minority-serving; geographic location. This talk will describe the theoretical constructs and efficacy of Teaching-as Research as a central design element of the CIRTL network model. Teaching-as-Research involves the deliberate, systematic, and reflective use of research methods to develop and implement teaching practices that advance the learning experiences and outcomes of students. CIRTL envision three types of learning outcomes for CIRTL participants: CIRTL Fellow, CIRTL Practitioner, and CIRTL Scholar. These three, tiered learning outcomes recognize the role of the CIRTL pillars in effective teaching (Fellow), scholarly teaching that builds on the CIRTL pillars to demonstrably improve learning and make the results public (Practitioner), and finally scholarship that advances teaching and learning under peer review (Scholar). CIRTL program outcomes conceived in this way permit anyone to enter the CIRTL Network learning community from a wide variety of disciplines, needs, and past experiences, and to achieve success as an instructor in diverse contexts.

Evaluating an online pharmaceutical education system for pharmacy interns in critical care settings.

PubMed

Yeh, Yu-Ting; Chen, Hsiang-Yin; Cheng, Kuei-Ju; Hou, Ssu-An; Yen, Yu-Hsuan; Liu, Chien-Tsai

2014-02-01

Incorporating electronic learning (eLearning) system into professional experimental programs such as pharmacy internships is a challenge. However, none of the current systems can fully support the unique needs of clinical pharmacy internship. In this study we enhanced a commercial eLearning system for clinical pharmacy internship (The Clinical Pharmacy Internship eLearning System, CPIES). The KAP questionnaire was used to evaluate the performance of group A with the traditional teaching model and group B with the CPIES teaching model. The CPIES teaching model showed significant improvement in interns' knowledge and practice (p = 0.002 and 0.031, respectively). The traditional teaching model only demonstrated significant improvement in practice (p = 0.011). Moreover, professionalism, such as attitudes on cooperating with other health professionals, is developed by learning from a good mentor. The on-line teaching and traditional teaching methods should undoubtedly be blended in a complete teaching model in order to improve learners' professional knowledge, facilitate correct attitude, and influence good practice. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Professional development for teaching in higher education

NASA Astrophysics Data System (ADS)

Wood, Leigh N.; Vu, Tori; Bower, Matt; Brown, Natalie; Skalicky, Jane; Donovan, Diane; Loch, Birgit; Joshi, Nalini; Bloom, Walter

2011-10-01

Due to the changing nature of learning and teaching in universities, there is a growing need for professional development for lecturers and tutors teaching in disciplines in the mathematical sciences. Mathematics teaching staff receive some training in learning and teaching but many of the courses running at university level are not tailored to the mathematical sciences. This article reports on a collaborative research project aimed at investigating the type of professional development that Australian tertiary mathematics teachers need and their preference for delivery modes. Effective teaching promotes effective learning in our students and discipline-specific professional development will enhance outcomes for teachers, students, and mathematics.

Review article: teaching, learning, and the pursuit of excellence in anesthesia education.

PubMed

Wong, Anne

2012-02-01

Excellence in anesthesia education has been advocated to meet the future needs and direction of the specialty. The purpose of this article is twofold: first, to review the current medical education literature and theory in order to inform teaching and learning in anesthesia; and second, to advocate for excellence in anesthesia education. This review considers the general education, educational psychology, and medical education literature based on a search of the MEDLINE and ERIC databases, educational Web sites, and library catalogues. Excellent teaching is considered that which facilitates and maximizes learning. A conceptual framework of learning as a convergence of teacher, learner, assessment, and context is proposed. The contribution of each component to learning is examined in order to enable anesthesia teachers to choose and adapt the most appropriate educational approaches for their particular contexts. The relationship of excellent teaching, scholarly teaching, and the scholarship of teaching is explored. Strategies for promoting excellence in anesthesia education are suggested. The call for excellence in anesthesia has become an important theme, particularly with respect to education. While excellent teaching is a goal to which all anesthesia faculty should aspire, scholarly teaching and scholarship in teaching should also be promoted in order to advance anesthesia education for the benefit of the profession and ultimately for patient care.

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

PubMed

Porter, Eileen J; Mansour, Tamam B

2003-04-01

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

Investigating Agricultural Instructors' Attitudes toward E-Learning in Iran

ERIC Educational Resources Information Center

Mohammadi, Davoud; Hosseini, Seyed Mahmoud; Fami, Hossein Shabanali

2011-01-01

With the rapid changes in all types of learning and teaching environments, there is a need to implement electronic learning (e-learning) to train students with new technologies. However the trend of using e-learning as learning and/or teaching tool is now rapidly expanding into education. Although e-learning environments are popular, there is…

Two-way time transfers between NRC/NBS and NRC/USNO via the Hermes (CTS) satellite

NASA Technical Reports Server (NTRS)

Costain, C. C.; Daams, H.; Boulanger, J. S.; Hanson, D. W.; Klepczynski, W. J.

1978-01-01

At each station the differences were measured between the local UTC seconds pulse and the remote UTC pulse received by satellite. The difference between the readings, if station delays are assumed to be symmetrical, is two times the difference between the clocks at the two ground station sites. Over a 20-minute period, the precision over the satellite is better than 1 ns. The time transfer from NRC to the CRC satellite terminal near Ottawa and from NBS to the Denver HEW terminal was examined.

Factors Contributing to the Interrupted Decay of Hurricane Joaquin (2015) in a Moderate Vertical Wind Shear Environment

DTIC Science & Technology

2017-06-01

at 1200 UTC 3 October with maximum winds of 135 knots (kt) and minimum sea-level pressure of 934 millibars (mb). The time frame for the interrupted ...DeMaria et al. (2005). Figure 17. SHIPS Shear and 200 mb Divergence Since 1800 UTC 4 October was the time of the interruption of the rapid decay of...right) calculations. 43 Time series of CIMSS VWS magnitude (m/s, red line) and direction (degrees, blue line) from which the VWS vector is coming

Generational diversity in associate degree nursing students: Teaching styles and preferences in Pennsylvania

NASA Astrophysics Data System (ADS)

Kitko, Jennifer V.

2011-12-01

Nursing educators face the challenge of meeting the needs of a multi-generational classroom. The reality of having members from the Veteran and Baby Boomer generations in a classroom with Generation X and Y students provides an immediate need for faculty to examine students' teaching method preferences as well as their own use of teaching methods. Most importantly, faculty must facilitate an effective multi-generational learning environment. Research has shown that the generation to which a person belongs is likely to affect the ways in which he/she learns (Hammill, 2005). Characterized by its own attitudes, behaviors, beliefs, and motivational needs, each generation also has distinct educational expectations. It is imperative, therefore, that nurse educators be aware of these differences and develop skills through which to communicate with the different generations, thereby reducing teaching/learning problems in the classroom. This is a quantitative, descriptive study that compared the teaching methods preferred by different generations of associate degree nursing students with the teaching methods that the instructors actually use. The research study included 289 participants; 244 nursing student participants and 45 nursing faculty participants from four nursing departments in colleges in Pennsylvania. Overall, the results of the study found many statistically significant findings. The results of the ANOVA test revealed eight statistically significant findings among Generation Y, Generation X and Baby boomers. The preferred teaching methods included: lecture, self-directed learning, web-based course with no class meetings, important for faculty to know my name, classroom structure, know why I am learning what I am learning, learning for the sake of learning and grade is all that matters. Lecture was found to be the most frequently used teaching method by faculty as well as the most preferred teaching methods by students. Overall, the support for a variety of teaching methods was also found in the analysis of the data.

Reflections on Teaching: Meaningful Scribbles

ERIC Educational Resources Information Center

Maas, Fay

2009-01-01

In this article, the author shares her reflections on teaching and learning. The author's teaching philosophy is rooted in her studies of developmental psychology and educational psychology. The theoretical approach most compatible with her view of teaching and learning advocates a contextualist and interactionist view that Tharp and Gallimore…

Teaching Science through Research.

ERIC Educational Resources Information Center

Hugerat, Muhamad; Zidani, Saleem; Kurtam, Naji

2003-01-01

Discusses the objectives of the science curriculum and the teacher's responsibility of passing through not only the required material, but also skills. Suggests that in order to improve teaching and learning skills, new strategies, such as teaching and learning through research must be utilized. Presents four examples of teaching and learning…

Linking Teacher Theories to Teacher Practices.

ERIC Educational Resources Information Center

Carrier, Carol; Melvin, Karla

This study examined the relationship of teaching style orientation, expressed perceptions of the teaching-learning process, actual classroom behavior, and learning styles of six full-time faculty in a dental auxiliary program at a large teaching institution. Data collection instruments used to assess this relationship included the Teaching Style…

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

ERIC Educational Resources Information Center

Tomcho, Thomas J.; Foels, Rob

2012-01-01

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

Starting Point: Pedagogic Resources for Teaching and Learning Economics

ERIC Educational Resources Information Center

Maier, Mark H.; McGoldrick, KimMarie; Simkins, Scott P.

2012-01-01

This article describes Starting Point: Teaching and Learning Economics, a Web-based portal that makes innovative pedagogic resources and effective teaching practices easily accessible to economists. Starting Point introduces economists to teaching innovations through 16 online modules, each containing a general description of a specific pedagogic…

[Implementation of the eLearning project NESTOR. A network for students in traumatology and orthopedics].

PubMed

Back, D A; Haberstroh, N; Hoff, E; Plener, J; Haas, N P; Perka, C; Schmidmaier, G

2012-01-01

Modern internet-based information technologies offer great possibilities to create and improve teaching methods for students. The eLearning tool NESTOR (Network for Students in Traumatology and Orthopedics) presented here was designed to complement the existing clinical teaching in orthopedics and traumatology at the Charité, University Medicine Berlin. Using a learning management system, videos, podcasts, X-ray diagnosis, virtual patients, tests and further tools for learning and study information were combined. After implementation the eLearning project was evaluated by students. The NESTOR project offers various possibilities for knowledge acquisition. Students using the program voluntarily showed a high acceptance whereby 82.4% were very satisfied with the contents offered and 95.3% supported the idea of a future use of NESTOR in teaching. The blended learning approach was positively evaluated by 93.5% of the students. The project received the eLearning seal of quality of the Charité University Medicine Berlin. Using complex eLearning tools, such as the NESTOR project represents a contemporary teaching approach in the teaching of traumatology and orthopedics and should be offered in a blended learning context as they are well accepted by students.

Social Phenomenon of Community on Online Learning: Digital Interaction and Collaborative Learning Experience

ERIC Educational Resources Information Center

Aleksic-Maslac, Karmela; Magzan, Masha; Juric, Visnja

2009-01-01

Digital interaction in e-learning offers great opportunities for education quality improvement in both--the classical teaching combined with e-learning, and distance learning. Zagreb School of Economics & Management (ZSEM) is one of the few higher education institutions in Croatia that systematically uses e-learning in teaching. Systematically…

Use of Problem-Based Learning in the Teaching and Learning of Horticultural Production

ERIC Educational Resources Information Center

Abbey, Lord; Dowsett, Eric; Sullivan, Jan

2017-01-01

Purpose: Problem-based learning (PBL), a relatively novel teaching and learning process in horticulture, was investigated. Proper application of PBL can potentially create a learning context that enhances student learning. Design/Methodology/Approach: Students worked on two complex ill-structured problems: (1) to produce fresh baby greens for a…

Dynamic Learning Objects to Teach Java Programming Language

ERIC Educational Resources Information Center

Narasimhamurthy, Uma; Al Shawkani, Khuloud

2010-01-01

This article describes a model for teaching Java Programming Language through Dynamic Learning Objects. The design of the learning objects was based on effective learning design principles to help students learn the complex topic of Java Programming. Visualization was also used to facilitate the learning of the concepts. (Contains 1 figure and 2…

An Exploration of Middle School Teachers' Essences of Participation in Service-Learning Activities

ERIC Educational Resources Information Center

Cochran Holmes, Ashlee Elizabeth

2013-01-01

The purpose of this phenomenological study was to discover the essence of middle school service-learning teachers' experiences with service-learning. Service-learning is "a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility,…

Report and recommendations on multimedia materials for teaching and learning electricity and magnetism

NASA Astrophysics Data System (ADS)

Dȩbowska, E.; Girwidz, R.; Greczyło, T.; Kohnle, A.; Mason, B.; Mathelitsch, L.; Melder, T.; Michelini, M.; Ruddock, I.; Silva, J.

2013-05-01

This paper presents the results of a peer review of multimedia materials for teaching and learning electricity and magnetism prepared as a part of the annual activities undertaken by an international group of scientists associated with Multimedia Physics in Teaching and Learning. The work promotes the use of valuable and freely accessible information technology materials for different levels of teaching, mostly higher education. The authors discuss the process of selecting resources and the rubrics used in the rating process. The reviews of high-quality learning resources are presented along with descriptions of valuable didactical features.

Social Media and Teaching-Learning: Connecting or Distancing?

PubMed

Yancey, Nan Russell

2017-10-01

As new ideas and new ways of connecting seemingly surface ever more quickly, faculty face the daunting task of using emerging technology in the teaching-learning endeavor while honoring the presence of teacher with learner. The focus of this column is on using social media as a teaching-learning tool in the shared journey of coming to know, which is so essential for the aspiring nurse. While opportunities for using teaching-learning technologies abound and are ever-changing, faculty are challenged to cocreate a learner-focused journey of coming to know, without allowing the technology to become the focus.

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).

How patient educators help students to learn: An exploratory study.

PubMed

Cheng, Phoebe T M; Towle, Angela

2017-03-01

Benefits of the active involvement of patients in educating health professionals are well-recognized but little is known about how patient educators facilitate student learning. This exploratory qualitative study investigated the teaching practices and experiences that prepared patient educators for their roles in a longitudinal interprofessional Health Mentors program. Semi-structured interviews were conducted with eleven experienced health mentors. Responses were coded and analyzed for themes related to teaching goals, methods, and prior experiences. Mentors used a rich variety of teaching methods to teach patient-centeredness and interprofessionalism, categorized as: telling my story, stimulating reflection, sharing perspectives, and problem-solving. As educators they drew on a variety of prior experiences with teaching, facilitation or public speaking and long-term interactions with the health-care system. Patient educators use diverse teaching methods, drawing on both individualistic and social perspectives on learning. A peer-support model of training and support would help maintain the authenticity of patients as educators. The study highlights inadequacies of current learning theories to explain how patients help students learn.

Inquiry-based training improves teaching effectiveness of biology teaching assistants

PubMed Central

Hughes, P. William; Ellefson, Michelle R.

2013-01-01

Graduate teaching assistants (GTAs) are used extensively as undergraduate science lab instructors at universities, yet they often have having minimal instructional training and little is known about effective training methods. This blind randomized control trial study assessed the impact of two training regimens on GTA teaching effectiveness. GTAs teaching undergraduate biology labs (n = 52) completed five hours of training in either inquiry-based learning pedagogy or general instructional “best practices”. GTA teaching effectiveness was evaluated using: (1) a nine-factor student evaluation of educational quality; (2) a six-factor questionnaire for student learning; and (3) course grades. Ratings from both GTAs and undergraduates indicated that indicated that the inquiry-based learning pedagogy training has a positive effect on GTA teaching effectiveness. PMID:24147138

Students Teach Students: Alternative Teaching in Greek Secondary Education

ERIC Educational Resources Information Center

Theodoropoulos, Anastasios; Antoniou, Angeliki; Lepouras, George

2016-01-01

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

The Teaching and Learning Environment SAIDA: Some Features and Lessons.

ERIC Educational Resources Information Center

Grandbastien, Monique; Morinet-Lambert, Josette

Written in ADA language, SAIDA, a Help System for Data Implementation, is an experimental teaching and learning environment which uses artificial intelligence techniques to teach a computer science course on abstract data representations. The application domain is teaching advanced programming concepts which have not received much attention from…

The Tribalism of Teaching and Learning

ERIC Educational Resources Information Center

Daniel, David B.; Chew, Stephen L.

2013-01-01

Scholarly research focusing on teaching and learning has experienced extraordinary growth in the last 20 years. Although this is generally good news for the profession of teaching, a troubling form of tribalism has emerged that inhibits the advancement of teaching practice. In this essay, we trace the development of scholarly inquiry into teaching…