Education Commons^™

Backbone Of Classroom Instruction, Bilqees Patel

Institute for Educational Development, Karachi

No abstract provided.

Implementing Pharmacy Informatics In College Curricula: The Aacp Technology In Pharmacy Education And Learning Special Interest Group, Ross E. Vanderbush, H. Glenn Anderson Jr., William K. Fant, Brad S. Fujisaki, Patrick M. Malone, Paul L. Price, Maria C. Pruchnicki, Teresa L. Sterling, Kara D. Weatherman, Karl G. Williams

Pharmacy Practice & Administration

Many professional organizations have initiatives to increase the awareness and use of informatics in the practice of pharmacy. Within education we must respond to these initiatives and make technology integral to all aspects of the curriculum, inculcating in students the importance of technology in practice. This document proposes 5 central domains for organizing planning related to informatics and technology within pharmacy education. The document is intended to encourage discussion of informatics within pharmacy education and the implications of informatics in future pharmacy practice, and to guide colleges of pharmacy in identifying and analyzing informatics topics to be taught and methods …

General Education Course In Intuitive Quantum Physics, Michael C. Wittmann

University of Maine Office of Research Administration: Grant Reports

This project improves student conceptual and epistemological knowledge in the sciences while developing a template for formative assessment in a general education course at the University of Maine. A general education course in Intuitive Quantum Physics is being created in which non-science students learn quantum physics through simple observations, basic logical reasoning, and graphical analysis. Materials from three proven curricula are being adapted to include explicit discussions of epistemological issues. The three curricula (developed in part with NSF funding) that are being adapted to create the Intuitive Quantum Physics course include Activity-Based Tutorials in wave mechanics, New Model Course in …

Distance Learning In Accounting Courses From The Student's Perspective (1999-2006), James P. Beaghan

All Faculty Scholarship for the College of Business

Universities throughout the nation are faced wiih the reality of an increase in demand from place-bound, adult working students who live and work in locations that may be hundreds of miles from traditional college campuses, and require a less centralized mode of course instruction. At the same time technological advances are now available that provide universities with a wide range of instructional modes of instruction that include interactive television (ITV) with real time audio and visual at a number of decentralized classroom sites, live and remote. Distance learning/distance education (DE) technologies currently allow an instructor to deliver university course instruction …

Effectiveness Of An Evidence-Based Curriculum Module In Nursing Schools: Targeting Safe Patient Handling And Movement, Nancy Menzel, Audrey L. Nelson, Thomas R. Waters, Nancy Hughes, Pamela C. Hagan, Gail Powell-Cope, Viviam Thompson

Nursing Faculty Publications

Nursing schools in the United States have not been teaching evidence-based practices for safe patient handling, putting their graduates at risk for musculoskeletal disorders (MSDs). The specific aim of this study was to translate research related to safe patient handling into the curricula of nursing schools and evaluate the impact on nurse educators and students' intentions to use safe patient handling techniques. Nurse educators at 26 nursing schools received curricular materials and training; nursing students received the evidence-based curriculum module. There were three control sites. Questionnaires were used to collect data on knowledge, attitudes, and beliefs about safe patient handling …

Teaching Time Savers: The Exam Practically Wrote Itself!, Michael E. Orrison Jr.

All HMC Faculty Publications and Research

When I first started teaching, creating an exam for my upper division courses was a genuinely exciting process. The material felt fresh and relatively unexplored (at least by me), and I remember often feeling pleasantly overwhelmed with what seemed like a vast supply of intriguing and engrossing exam-ready problems. Crafting the perfect exam, one that was noticeably inviting, exceedingly fair, and unavoidably illuminating, was a real joy.

To Read Or Not To Read: A Comprehensive Study Of Effective Reading And Methods Of Teaching Reading, Morgan Decker

Senior Honors Theses

The ability to read written language proficiently is an important skill in modern society; however, reading seems to be a lost art in many ways. In order to correct this problem, educators must determine the most effective method for teaching reading to elementary students. The most prominent methods include the whole language method, the phonetic method, and the balanced method. Research on the techniques, advantages, disadvantages, and case studies associated with each method indicates that the most effective method for teaching reading to elementary students is the balanced method.

Using Children’S Literature To Teach Writing, Rachel Schwedt, Janice A. Delong

Faculty Publications and Presentations

Selected titles of children’s literature are shown that can enhance writing instruction. Titles shared cut across content areas and address the writing of letters, journals, non-fiction, poetry, and fables. The following information is given for each title: awards won, themes, writing ideas, and website addresses for further information. The target audience is grades 4-8.

Connecting Visual And Analytic Reasoning To Improve Students' Spatial Visualization Abilities : A Constructivist Approach, Mario Eraso

FIU Electronic Theses and Dissertations

Current reform initiatives recommend that school geometry teaching and learning include the study of three-dimensional geometric objects and provide students with opportunities to use spatial abilities in mathematical tasks. Two ways of using Geometer's Sketchpad (GSP), a dynamic and interactive computer program, in conjunction with manipulatives enable students to investigate and explore geometric concepts, especially when used in a constructivist setting. Research on spatial abilities has focused on visual reasoning to improve visualization skills. This dissertation investigated the hypothesis that connecting visual and analytic reasoning may better improve students' spatial visualization abilities as compared to instruction that makes little or …

Module 11: Implementation And Suggested Readings

Module 11: Implementation and Suggested Readings

How useful are the ideas of stages of development and self-regulation in teaching? You are encouraged to try the concepts presented in this workshop in your teaching. Are they useful for you and yours students?

Module 9: The Learning Cycle

Module 9: The Learning Cycle

It is quite clear in the research related to the work of Piaget that persons need many years of practice in meaningful understanding and manipulating relationships with the aid of concrete-empirical props. Gradually they develop greater facility in performing these operations and they are able to perform the same operations without relying upon props. In other words, "hands-on", "eyes-on" experiences are essential prerequisites for the development of advanced reasoning abilities.

On the basis of this developmental theory, classroom activities may play a central role in the improvement of student reasoning. Given the possible importance of classroom experiences , does it …

Module 8: Self-Regulation

Module 8: Self-Regulation

How can students be made more aware of their own reasoning? This question identifies one aspect of formal thought. It must be answered if students are to proceed to formal operational thought by self-regulation, the process whereby an individual advances from one stage of development to the next. We have alluded to self-regulation in several of the earlier modules but concentrated on the characteristic reasoning patterns associated with each stage. In this module we shall describe self-regulation in detail.

Module 7: Analysis Of Textbooks

Module 7: Analysis of Textbooks

Probably you have had many students at the end of the semester tell you they could not read the text or else they read it and got nothing out of it. One cause of this could be a mismatch between the reasoning skills the student normally uses and the skills the textbook requires. As you read the text excerpts selected for your review, keep in mind the characteristics of concrete and formal reasoning as explained in Module 2. Also, remember that even students using formal reasoning find it easier and probably understand in a more broadly-based way if they can …

Module 6: Analysis Of Test Questions

Module 6: Analysis of Test Questions

You may be wondering how to apply the concept of developmental stages in your college teaching. To help you with this, we have prepared modules dealing with different aspects of instruction. Module 6 concentrates on the analysis and writing of test questions. As you read the examples we have selected, keep in mind the characteristics of concrete and formal reasoning described in Module 2. A matter that we find difficult to resolve concerns how to give all students, those using concrete reasoning and those formal reasoning practice in appropriate levels of problem solving. At the same time, evaluation through tests …

Module 10: Teaching Goals And Strategies

Module 10: Teaching Goals and Strategies

At this time in the workshop you may be wondering how you can begin to use the ideas of stages of reasoning and self-regulation immediately, without writing your own textbook or developing all new laboratory activities. Even though the teaching materials have a strong influence on your course, your own personal actions and approaches to the students can be very important as well. In this module we shall describe procedures that will enable you to make your teaching more effective in stimulating your students to use their existing reasoning patterns and to develop new ones by self-regulation. We shall also …

Module 5: College Student Research Findings

Module 5: College Student Research Findings

What is the level of college student performance on Piagetian tasks? You may not have noticed any of the investigations into the reasoning patterns of college students. These investigations tend to support what you have already discovered in this workshop.

Module 4: Interviews Of College Students

Module 4: Interviews of College Students

In Piaget's theory, concrete operational thought is characterized by serial ordering, simple classification, and conservation logic applied directly to objects. A person using concrete reasoning doing a Piagetian task must be able to observe objects and/or manipulate them. Formal operational thought involves proportional reasoning, separations or variables, elimination of contradictions, and class inclusion of exclusion operations. A person using formal reasoning is able to work in situations where one does not deal directly with tangible objects. A person using formal reasoning can apply concrete operations and can go beyond these operating when solving problems.

The Islands Puzzle

Module 1: How People Reason

The puzzle is about Islands A, B, C and D in the ocean. People have been traveling among these islands by boat for many years, but recently an airline started in business. Carefully read the clues about possible plane trips at present. The trips maybe direct or include stops and plane changes on an island. When a trip is possible, it can be made in either direction between the islands. You may make notes or marks on the map to help use the clues.

The Mealworm Puzzle

Module 1: How People Reason

Some experimenters wanted to test the response of mealworms to light and moisture. To do this they set up four boxes as shown in the diagram below. They used lamps for light sources and constantly watered pieces of paper in the boxes for moisture. In the center of each box they placed 20 mealworms. One day later they returned to count the number of mealworms that had crawled to the different ends of the boxes.

The Treasure Hunt Puzzle

Module 1: How People Reason

At the beginning of his novel The Hamlet, William Falconer mentions a legend of a treasure buried on an old plantation. Readers expect, naturally, that before the novel ends there will be a search for the treasure, and and Faulkner does not disappoint them.

Four major characters are soon introduced: Will, who is chief landowner thereabouts; Jody, Will's son and heir-apparent; Flem, a shrewd fellow working for Will; and Ratliff, an itinerant sewing machine salesman.

Faulkner had to decide who among these four characters would be "in on" the hunt for the buried treasure. Someday you may read the novel …

The Mr. Short / Mr. Tall Puzzle

Module 1: How People Reason

The figure below is called Mr. Short. We used large round buttons laid side-by-side to measure Mr. Short's height, starting from the floor between his feet and going to the top of his head. His height was four buttons. Then we took a similar figure called Mr. Tall and measured it in the same way with the same buttons. Mr. Tall was six buttons high.

Module 2 - Concrete And Formal Reasoning: Introduction

Module 2: Concrete and Formal Reasoning

You have just responded to a few puzzles and examined responses of students answering these same puzzles. Observations of many children and adolescents attempting to perform similar tasks have led Jean Piaget and other psychologists to formulate theories concerning the mental processes individuals use to deal with problem situations. In this module, we shall introduce you to the idea of concrete and formal reasoning, a feature of Piaget's theory we consider important for college teachers. Modules 3 and 4 will give you more details and examples to illustrate what we say here. The later modules will introduce you to other …

The Frog Puzzle

Module 2: Concrete and Formal Reasoning

Professor Thistlebush catches 55 frogs and bands the left hind leg before releasing them back into the pond. The next week he captures 72 frogs, of whom 12 have been banded from the previous capture. Estimate how many frogs are in the pond.

Puzzle Analysis Handout

Module 2: Concrete and Formal Reasoning

To give you some specific illustrations of how the reasoning patterns used by students can be related to Piaget's Theory we have prepared the following general analysis of responses to the puzzles in Module 1 and to the Frog Puzzle.

Module 3 - Formal Reasoning Patterns: Introduction

Module 3: Formal Reasoning Patterns

In Piaget's theory, concrete operational reasoning is characterized by patterns of serial ordering, simple classification, conservation reasoning, and other operations applied to objects that a person is able to observe or manipulate directly. Formal reasoning patterns include these operations but go beyond them to utilize other processes in situations where one does not deal with tangible objects. Formal patterns often involve proportional reasoning, separation of variables, and combinatorial reasoning.

The film "Formal Reasoning Patterns" Davidson Films, 1976) will enable you to watch two interviews (Dr. Karplus and Dr. Peterson) working with several secondary school students who exhibit concrete or formal …

Module 1 - How People Reason - Overview

Module 1: How People Reason

You have probably been puzzled at various times in your teaching career by the thinking strategies that students appear to use to solve problems. It is difficult for most of us to understand that many students do not use reasoning patterns that seem obvious to us. Many students substitute numbers into a formula they remember even though the formulas may not be applicable to the problem at hand. This situation quite naturally leads us to wonder about the reasoning that students utilize when we would employ mental operations such as separating variables, excluding an irrelevant factor, or applying a mathematical …

Module 0: Orientation - Overview

Module 0: Orientation

Welcome to the Workshop on College Teaching and the Development of Reasoning. This Orientation Module describes the overall program for the sessions.

Inside Story Of A Global Research Project: Lifelong Learning And Higher Education, John A. Henschke Edd

IACE Hall of Fame Repository

This paper focuses on a process for helping a traditional higher education institution make a shift toward an orientation of lifelong learning. The sections provided are: Background of the relationship between University of Missouri and University of Western Cape; the international bridge building conferences; characteristic elements and measurable performance indicators; culture - development of new directions and related questions; impetus for the project; difficulties of bringing together the thinking from many countries; confusion that emerged, understanding communications, tensions and how they originated; differences throughout; fulfilling and contradicting expectations; comparing national and international networks; values and disappointments in international work; mosaic-stone …

The Impact Of U.S. National And State Level Policy On The Nature And Scope Of K-12 Virtual Schooling, Anna Lukemeyer, Kent J. Crippen, Leanna Archambeault

Public Policy and Leadership Faculty Publications

During the past five years, virtual schools in the United States have gained popularity and acceptance as viable alternatives to the traditional school system through provisions for charter schools under Title V, Part B, Subpart 1 of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001. This paper describes the existing federal policies that are driving the online virtual school movement, and how one state, Nevada, has set forth and interpreted specific policies regarding online distance education. In addition, this paper identifies the beliefs acting as the driving forces …

Unlv Magazine, Cate Weeks, Erin O'Donnell, Shane Bevell, Barbara Cloud, Joy Drohan, Adam Baer, Holly Ivy De Vore, Gian Galassi, Eric Leake

UNLV Magazine

No abstract provided.