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Articles 1 - 5 of 5
Full-Text Articles in Education
Implications Of Research On Expertise For Curriculum And Pedagogy, David F. Feldon
Implications Of Research On Expertise For Curriculum And Pedagogy, David F. Feldon
Instructional Technology and Learning Sciences Faculty Publications
Instruction on problem solving in particular domains typically relies on explanations from experts about their strategies. However, research indicates that such self-reports often are incomplete or inaccurate (e.g., Chao & Salvendy, 1994; Cooke & Breedin, 1994). This article evaluates research on experts’ cognition, the accuracy of experts’ self-reports, and the efficacy of instruction based on experts’ self-reports. Analysis of this evidence indicates that experts’ free recall of strategies introduces errors and omissions into instructional materials that hinder student success. In contrast, when experts engage in structured knowledge elicitation techniques (e.g., cognitive task analysis), the resultant instruction is more effective. Based …
Improving Instruction For Teacher Candidates In Classroom Management And Discipline Issues, Scott Watson, Michelle Goodwin, Beth E. Ackerman, Karen L. Parker
Improving Instruction For Teacher Candidates In Classroom Management And Discipline Issues, Scott Watson, Michelle Goodwin, Beth E. Ackerman, Karen L. Parker
Faculty Publications and Presentations
The effective teaching of classroom management and discipline skills remains a major challenge for teacher educators in the 21st century. In some ways, instruction and experience with these issues should be the priority for all education programs. Why is this? The answer is simple. If teachers cannot manage their own classroom and control their students, they cannot effectively teach. All of the subject matter knowledge that teachers expect to impart on their students is useless if their students cannot or do not listen and participate in learning activities. The major purpose for this presentation is to provide research-based suggestions on …
Supporting First Year Student Supporters: An Online Mentoring Model For Supplemental Instruction Leaders, Phillip Dawson, Lori Lockyer, Brian Ferry
Supporting First Year Student Supporters: An Online Mentoring Model For Supplemental Instruction Leaders, Phillip Dawson, Lori Lockyer, Brian Ferry
Faculty of Education - Papers (Archive)
Supplemental Instruction (SI), or Peer Assisted Study Sessions (PASS) as it is commonly known in Australia, involves experienced senior student Peer Leaders who provide regularly scheduled peer learning sessions with students enrolled in university courses. Commonly implemented on first year subjects, the sessions integrate how to learn with what to learn, helping students achieve better grades and helping raise student retention rates. This paper discusses the challenges of supporting SI Leaders who are geographically dispersed across multiple campuses and considers the theoretical and empirical informs the development of an online mentoring model.
Instructional Strategies, Michael Giangreco, Lia Cravedi
Instructional Strategies, Michael Giangreco, Lia Cravedi
College of Education and Social Services Faculty Publications
No abstract provided.
Role Of Reflection In Facilitating Teachers For Gender Sensitive Political Literacy Instruction, Sadaf Furqan
Role Of Reflection In Facilitating Teachers For Gender Sensitive Political Literacy Instruction, Sadaf Furqan
Institute for Educational Development, Karachi
This paper is written around the study that was initiated to analyze the challenges that students especially girls face in being developed as leaders in the political sphere. It was carried out to understand how a teacher educator could facilitate gender sensitive political literacy instruction in schools through action research. Reflection is embedded at every stage in Action Research. Reflection helps teachers in shifting the focus from what they teach to what students learn. The research process involved exploring, understanding and reflecting on teachers’ current perceptions and practices of gender sensitive political literacy instruction. Later, teachers were facilitated to teach …