Curriculum and Instruction Commons^™

The Role Of An Education In The Behavioural Sciences Towards Contributing To The Safety Culture Of The Maritime Industry, Carolyn A E. Graham

World Maritime University Dissertations

No abstract provided.

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 …

From Teacher To Teller: How Applied Storytelling Informs Autobiographical Instruction., Peggy Rosann Kent

Electronic Theses and Dissertations

This thesis uses autobiographical inquiry to "re-member" how I came to understand that applied storytelling was a valid teaching tool in facilitating autobiographical expression in mature learners. It is an examination of how story sharing and story listening can transform a continuing education classroom into a learning community. Applied storytelling can help elders reframe their negative mental models about the value of their stories, memory, and mythology and create opportunities for positive story sharing experiences. I selected highlights of my journey that best represented my experience and use of applied storytelling techniques. Each chapter includes an exercise and reflection as …

Probability And Statistics For Third Through Fifth Grade Classrooms., Melissa Taylor Mckinnon

Electronic Theses and Dissertations

This document contains a variety of lesson plans that can be readily used by a teacher of intermediate students. This thesis contains two units in Probability and one unit in Statistics. Any educator can supplement this document with any curriculum to teach lessons from vocabulary to concept.

Teaching Hausman And Willig Using Mathematica, Matt Bogard

Library Faculty Publications

Analyzing consumer welfare from observable data, or empirical demand functions has been a very controversial issue in economics. One metric often used is deadweight loss from a tax or price increase. A classic debate in economic history regarding the appropriate methodology for measuring deadweight loss involves two papers published in the American Economic Review by Jerry Hausman and Robert Willig. In ‘Consumer’s Surplus Without Apology’ Willig contends that the error in approximating deadweight loss using the observable Marshallian demand curve is small for small price changes and an acceptable practice. Hausman argues in ‘Exact Consumer’s Surplus and Deadweight Loss’ that …

Principal And Teacher Perception Of The Understanding And Facilitation Of The Implementation Of Cognitive Instructional Strategies To Improve Reading, Gwendolyn Battle Lavert

All-Inclusive List of Electronic Theses and Dissertations

The purpose of this study was to investigate middle and high school principals' perception of their understanding and facilitation of the implementation of cognitive instructional strategies in the classroom to improve reading. The study also investigated the English/language arts chair or language arts teacher's perception of their principals' understanding and facilitation of the implementation of cognitive instructional strategies to improve the reading. The population for the research was public high school principals and teachers grades 9-12, and middle school principals and teachers grades 6-8. A total of 121 surveys were returned providing a 38% return rate. The data were analyzed …

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 Research

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.

Falling In Line: Curricular Alignment In A Library Credit Course, Michael Aldrich

Georgia Library Quarterly

The article discusses the usefulness of curricular alignment and how it can be achieved in teaching a library & information science course.

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 …

Proposing Measures For Assessing Systems Thinking Interventions, Megan Aline Hopper

UNLV Theses, Dissertations, Professional Papers, and Capstones

This paper presents an analysis of systems thinking interventions in educational settings. Although these interventions have been implemented in K-12 classrooms since the mid 1980s, there is still no clear definition of systems thinking or identification of the best method to test the effectiveness of interventions or methods for teaching systems thinking The goal of this paper is to answer the question: how do we assess the effectiveness of systems thinking interventions in education? In order to answer this question, I had to address the following sub questions: (1) what is systems thinking, (2) what systems thinking interventions are being …

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.

「個人成長及全人發展」學習計劃教材套2007 : 小四至小六, Asia-Pacific Institute Of Ageing Studies, Lingnan University 嶺南大學亞太老年學研究中心, Cheung Ming, Alfred Chan, Annita Mau, Car Fung

Teaching Kit 教材套

本教材套 (高小) 的分層德肓教肓目標如下：

• 通過與生活事件相關的學習經歷，培養積極的態度和價值觀
• 透過專題研習，將所學的知識與日常生活所遇到的道德問題連結起來
• 藉著進行手腦並用的探究活動來認識本地社會，從而認清自己在社會上的角色

「個人成長及全人發展」學習計劃教材套2007 : 小一至小三, Asia-Pacific Institute Of Ageing Studies, Lingnan University 嶺南大學亞太老年學研究中心, Cheung Ming, Alfred Chan, Annita Mau, Car Fung

Teaching Kit 教材套

本教材套 (初小) 的分層德育教育目標如下：

• 通過與生活事件相關的學習經歷，培養積極的態度和價値觀
• 透過專題硏習，將所學的知識與日常生活所遇到的道德問題連結起來
• 藉著進行手腦並用的探究活動來認識本地社會，從而認清自己在社會上的角色

Integrating The Wasl Into The High School Algebra Curriculum, Kent Stafford Pearsons

All Graduate Projects

Most Algebra courses in Washington are supplemented with Washington Assessment of Student Learning (WASL) material. However, in the last two years, little more than half of Washington sophomores passed the math portion of the WASL; for about half of tenth graders the extra worksheets did little to no good. Students need relevant WASL material that correlates with the current math they are studying. In this manner, even though questions may be phrased differently, the material is familiar and so answering questions are more possible. Also, since new worksheets have multiple choice, teachers can discuss how most wisely to answer this …

「個人成長及全人發展」學習計劃教材套2007 : 中一至中三, Asia-Pacific Institute Of Ageing Studies, Lingnan University 嶺南大學亞太老年學研究中心, Cheung Ming, Alfred Chan, Annita Mau, Car Fung

Teaching Kit 教材套

本教材套 (初中) 的分層德育教肓目標如下：

• 從學科主導的教學，轉變為鼓勵學生以探究方式提問及主動捜尋答案
• 使專題研習成為學生每年應有的學習經歷，並讓他們把本學習領域的學習，聯繫到個人及社會上的議題，甚至其他的學習領域上
• 與別的學習領域的教師合作，以發展共同課題教學，及提供課堂以外的學習機會

「個人成長及全人發展」學習計劃教材套2007 : 幼稚園, Asia-Pacific Institute Of Ageing Studies, Lingnan University 嶺南大學亞太老年學研究中心, Cheung Ming, Alfred Chan, Annita Mau, Car Fung

Teaching Kit 教材套

本教材套（幼稚園）的分層德育教育目標如下：

• 提供不同的學習活動，使幼兒認識自己的能力和長處，並培養出自信心和責任感
• 鼓勵幼兒積極參與小組活動，並給予充分的時間和機會與組員進行互動，建立待人接物的正確態度
• 促使幼兒直接體驗和認識社會，尤其與人口老化相關的問題

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 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.

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 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 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 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 …

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.

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.

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 …