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1.
For several years the National Technical Institute for the Deaf (NTID) at the Rochester Institute of Technology has offered a course that focuses on preparing video resumes. Professionals from the Instructional Television Department and the National Center of Employment for the Deaf have collaborated with communication instructors to develop this option for NTID students. This paper describes the instruction and evaluation process from the perspective of NTID instructors, students, and other technical professionals. Employers who have hired NTID students and those who have no familiarity with deaf employees also participated in the evaluation. Their comments give valuable insights into the often different perspectives of deafness between those who have worked with deaf employees and those who lack such experience. Video resumes were found to be a viable tool in the job search, and the process of preparing the video was found to be a stimulating and rewarding experience for the participating students.  相似文献   

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3.
The purpose of this study was to examine how grading leniency and grade discrepancy (the difference between expected grades and deserved grades) were associated with various dimensions of student ratings of instruction. A sample of 754 undergraduate college students completed a student ratings of instruction instrument and provided responses to a number of other questions on topics such as course difficulty and workload. A series of multilevel regression analyses were conducted and results showed that an instructor's grading leniency, as perceived by students, was positively associated with student ratings on 11 of 12 dimensions of instruction examined. This finding suggests that more lenient instructors tend to receive higher student ratings. The second finding shows that grade discrepancy was negatively associated with most dimensions of instruction. This supports the self-serving bias hypothesis under attribution theory (Gigliotti & Buchtel, 1990) in that students tended to punish instructors with lower ratings when expected grades were lower than students believed they deserved, yet little evidence of a pattern of rewards existed in student ratings when students expected grades higher than they deserved.  相似文献   

4.
Hybrid learning, or blended learning, has become an interesting learning delivery method in recent years. Many universities have sought to develop their own hybrid learning courses as another option for students and instructors who prefer to replace some portion of traditional face-to-face meeting time with online instruction. This paper provides some pragmatic guidance for establishing hybrid learning courses in universities. The authors focus on the use of information technology, as well as the development and the design of the course content. The paper also illustrates a case study of hybrid learning courses at NJIT. The research results showed no significant difference between the performance of the students who took a course in hybrid mode versus the performance of those who took the identical course in distance learning mode. Some positive feedback in terms of perceived benefit from the hybrid course instruction and course materials was obtained from the students. The student learning styles were also investigated. The results demonstrated that the majority of students who participated in the hybrid learning course are active/sensing/sequential/visual learners. Most of them preferred visual presentations to verbal explanations. The research results also revealed the difference between learning styles of students with high performance, and those with low performance.  相似文献   

5.
Teaching philosophies are central to the approach of pedagogical strategies but there has been little examination of discipline-specific teaching philosophies. This study addresses a significant gap in the literature by discussing the teaching philosophies of 122 instructors of sexuality courses. Sexuality education is unique compared to most disciplines due to the personal nature of the content, thus being more difficult for students and instructors to distance themselves from the course content. The teaching philosophies in this study conveyed two overarching approaches to sexuality instruction: the instructor’s perspective of the course and the approach of the sexuality instruction. Although teaching philosophies typically inform one’s practice of teaching and course content, this study proposes that sexuality education is intrinsically different than other areas of instruction despite the interdisciplinary backgrounds of college instructors.  相似文献   

6.
Dilemmas of Teaching Inquiry in Elementary Science Methods   总被引：2，自引：0，他引：2  
Because various definitions of inquiry exist in the science education literature and in classroom practice, elementary science methods students and instructors face dilemmas during the study of inquiry. Using field notes, instructor anecdotal notes, student products, and course artifacts, science methods course instructors created fictional journal entries to represent the experiences of both the instructors and students during instruction on inquiry. Identified dilemmas were varying definitions of inquiry, the struggle to provide sufficient inquiry-based science-learning experiences, perceived time constraints, determining how much course time should be slated for science instruction versus pedagogy instruction, instructors' and students' lack of inquiry-based learning experiences, grade versus trust issues, and students' science phobia. Instructors' attempts at dealing with these dilemmas included using analogies, increased field-experience time, modeling, and detailed rubrics.  相似文献   

7.
In this article, the authors propose a comprehensive integration model (CIM) based on learning transfer principles that promote integration by systematically and multidimensionally linking coursework with field education. This model improves the integration of classroom and field instruction by specifying how content in each course and in the field is shared, by coordinating the learning process in both settings, and by defining the contributions of faculty, students, field instructors, and field liaisons.  相似文献   

8.
Conclusion Preservice elementary teachers demonstrated the ability to read and interpret distance-time graphs before instruction. Posttest results suggested the new motion curriculum materials greatly improved students’ abilities to read and interpret velocity-time graphs. Despite conducting only one activity with acceleration, students also showed improvement with acceleration-time graphs. The instruction, which included MBL activities, improved the preservice teachers’ general conceptual understanding of these kinematic topics. Future research might include a means to better measure the cause for the conceptual change. Multiple factors played a role, including positive student attitudes toward using the computers, ability to make abstract concepts measurable and describable, and opportunities for frequent experimentation. The capabilities of MBLs changed the focus of the motion curriculum. An MBL’s capacity to quickly gather data and display it opens the door for a rich variety of activities. Developing new motion curriculum was enhanced with opportunities for experimentation and exploration made possible by this technology. The revision of the curriculum was rewarding and exciting for both the instructors and students. The students learned the content, saw an appropriate use of technology, and enjoyed using the computer. The instructors enjoyed exploring the topics using MBLs and became excited with the possibilities of further usage of MBLs. Using MBLs as the powerful tool they are, motion curriculum will continue to be revised, and the instructors will explore more effective ways of structuring the lessons with ways to better teach. This material is based upon work supported in part by a grant from the National Science Foundation (Grant No. TPE-9050039). Any opinions, findings, conclusions, and/or recommendations expressed in this article are those of the authors and do not necessarily reflect those of the National Science Foundation.  相似文献   

9.
Recent increased interest in computational thinking poses an important question to researchers: What are the best ways to teach fundamental computing concepts to students? Visualization is suggested as one way of supporting student learning. This mixed-method study aimed to (i) examine the effect of instruction in which students constructed visualizations on students’ programming achievement and students’ attitudes toward computer programming, and (ii) explore how this kind of instruction supports students’ learning according to their self-reported experiences in the course. The study was conducted with 58 pre-service teachers who were enrolled in their second programming class. They expect to teach information technology and computing-related courses at the primary and secondary levels. An embedded experimental model was utilized as a research design. Students in the experimental group were given instruction that required students to construct visualizations related to sorting, whereas students in the control group viewed pre-made visualizations. After the instructional intervention, eight students from each group were selected for semi-structured interviews. The results showed that the intervention based on visualization construction resulted in significantly better acquisition of sorting concepts. However, there was no significant difference between the groups with respect to students’ attitudes toward computer programming. Qualitative data analysis indicated that students in the experimental group constructed necessary abstractions through their engagement in visualization construction activities. The authors of this study argue that the students’ active engagement in the visualization construction activities explains only one side of students’ success. The other side can be explained through the instructional approach, constructionism in this case, used to design instruction. The conclusions and implications of this study can be used by researchers and instructors dealing with computational thinking.  相似文献   

10.
The purpose of this qualitative study is to understand how educational scaffolding may explain changing patterns of student success in mathematics in the era of developmental education (DE or remediation) reform in Florida College System (FCS) institutions. Specifically, we apply the concept of scaffolding to underprepared FCS students who are at risk of dropping out or failing gateway courses (the first credit-bearing college-level class in a course sequence) because they lack the academic skills necessary to succeed in college-level coursework, particularly in mathematics. We present data from focus groups conducted at 10 FCS institutions, suggesting that a reduction of scaffolding in math remediation occurred in the areas of course sequencing, instruction, and coordination with academic support services following state-level policy changes. In light of these findings, we offer a discussion of practical recommendations for college administrators related to academic advising, instructional strategies in DE courses, coordination between developmental and college-level instructors, student success courses, and the integration of DE instruction with academic support. We also suggest directions for continued research on the effects of policy changes in the FCS and DE reform efforts across the country.  相似文献   

11.
ABSTRACT: A Dairy Foods Curriculum Packet and inservice training were provided to South Dakota high school agricultural education instructors. Instructors rated barriers to implementation of teaching dairy foods as "small to medium barriers." After curriculum distribution and inservice training, more than half of instructors indicated an increase in class time spent on dairy foods instruction. More than half of instructors taught a greater variety of dairy foods topics after receiving the curriculum. More than 1/3 of instructors who increased dairy foods instruction attributed 75% or more of their increase to the packet and inservice. High school dairy foods education can be enhanced by providing curriculum and training to instructors. Dairy foods education is necessary to ensure high school graduates are educated about dairy products and exposed to potential dairy science careers.  相似文献   

12.
A Multicultural Counseling course (MCC) brings unique challenges and rewards to both instructors and students. Given its unique challenges, the process of teaching a MCC is as important as, or even more important than, the content. Drawing from extant literature and the authors’ experiences, this paper discusses such topics as what to teach, how to teach, classroom dynamics, instructors’ issues, and students’ issues to provide a concise, practical, and comprehensive framework for teaching such difficult but essential courses.  相似文献   

13.
形势与政策课网络教学问题及对策研究   总被引：1，自引：0，他引：1  
形势与政策课网络教学具有时效性强、互动性好的特点,但在教学实践过程中,也出现了不少的问题。主要体现在：定位不准、课件制作水平有限、过分依赖网络教学课件、讲课内容不够生动、对学生的学习过程监督不够、网络课程评价机制缺乏等。为了加强形势与政策课的网络教学,针对出现的问题,提出了定位要准,课件制作水平要高;内容上既要紧跟国家政策,又要考虑大学生的实际接受能力;监督和评价机制要健全,教师的素质要进一步提高,特别是计算机运用能力要提高等对策和建议。  相似文献   

14.
Graduate teaching assistants (GTAs) are gaining increasing responsibility for the instruction of undergraduate science students, yet little is known about their beliefs about science pedagogy or subsequent classroom practices. This study looked at six GTAs who were primary instructors in an introductory biology laboratory course. Teaching assistants taught a lesson about the potential social, health, and environmental impacts of genetically modified crops. Through classroom observations and in‐depth interviews, the researchers examined how instructors chose to frame their lessons and what GTAs perceived as important for students to know about this particular socioscientific issue (SSI). Results showed a disconnect between the relatively mature conceptualizations of effective SSI instruction that emerged during interviews and classroom practice.  相似文献   

15.
This qualitative research study was designed to inform the development and implementation of effective online learning environments by exploring, from both teacher and student perspectives, what constitute effective online learning experiences. The study examined course content, tasks, and pedagogical approaches, as identified by students and instructors, which contributed to or hindered positive online learning experiences. Researchers interviewed 6 online course instructors and 10 adult students to understand their experiences in undergraduate and graduate level online degree programs. Using a Cognitive Apprenticeship Model to inform the analysis of data, findings revealed an emphasis on text-based content and lecture; instruction that led to disconnect between students, teachers, and course content and goals; and one innovative program that links real-world experiences with online classroom learning. Given the growing number of online programs, the study provides insight for course development and pedagogy as well as offers possibilities for additional research.  相似文献   

16.
Abstract

The authors compared the average grades given in 165 behavioral and social science courses with the average ratings given by students to the instructors who taught the courses. Significant positive correlations were found between the average ratings for instructional quality and the average grades received by students. The courses in which the average grades were the highest were also those in which students gave teachers the highest ratings. Among possible reasons for the correlations are that better teachers attracted better students or that quality teachers provided more effective instruction, resulting in more student learning and, thus, higher average grades. Another explanation is that most college students tend to bias their ratings of instructional quality in favor of teachers who grade leniently (I. Neath, 1996). If correct, the latter reasoning begins to explain why the widespread use of student evaluations in the United States in recent decades has been accompanied by increases in the average grades that university students received. To prevent grade inflation, and particularly to avoid rewarding and promoting instructors who use increasingly lax grading standards, administrators should adjust student ratings of instructional quality for the average grades given for a course. In general, only courses near the extremely high and low ends in terms of students' average grades were significantly affected by the statistical adjustment.  相似文献   

17.
Nationwide, the percentage of faculty who are tenured (or in tenure-earning positions) is declining, with proportionate increases in the amount of instruction provided by adjunct and other part-time instructors, including doctoral students. These trends are mirrored within academic social work and have given rise to some concerns about the potentially adverse effects this could have on the quality of instruction provided to MSW and BSW students. A review of the social work literature, however, failed to locate any systematic investigations published on the topic of evaluating the quality of teaching provided by adjuncts or doctoral students. The authors undertook a comprehensive analysis of the course evaluations obtained from a large urban school of social work in the Southeast over a 3-year period, covering 294 courses (61% BSW, 39% MSW). Of these, 181 classes were taught by regular faculty, 63 classes were taught by community-based adjuncts, and 50 classes by social work PhD students. Inferential tests found no statistically significant differences in the global course evaluations earned by regular faculty or adjuncts. However, there were statistically significant differences in the course evaluations earned by regular faculty and doctoral students, favoring the former, but the effect size was small and of little practical import. In general, the authors found no strong evidence that adjuncts or doctoral students provided less positively evaluated teaching than did regular faculty. The authors' results are limited to one university setting but their research design can be readily adopted by other programs, given the widespread use of quantified student-completed course evaluations generally maintained on university databases. More serious attention needs to be given to determining whether the course evaluations commonly used by universities are truly valid.  相似文献   

18.
Distance education has experienced soaring development over the last decade. With millions of students in higher education enrolling in distance education, it becomes critically important to understand student learning and experiences with online education. Based on a large sample of 11,351 students taught by 1,522 instructors from 29 colleges and universities, this study investigates the factors that impact student evaluation of instruction in distance education, using a two-level hierarchical model. Key findings reveal that in a distance education setting, gender and class size are no longer significant predictors of quality of instruction. However, factors such as reasons for taking the course, student class status and instructor’s academic rank have a significant impact on student evaluation of learning and instruction. Findings from this study offer important implications for institutional administrators on utilizing the evaluation results and on developing strategies to help faculty become effective online instructors.  相似文献   

19.
Structural Equation Modeling: A Second Course, edited by Hancock and Mueller, is an important resource for methodologists, applied researchers, and students of structural equation modeling (SEM) alike. This well-written edited volume provides coverage of a number of important issues and techniques not commonly treated in a didactic manner and specifically not covered in most introductory SEM textbooks. Indeed, the topics covered in this volume are topics for which instructors of SEM courses commonly refer students to supplemental journal article readings (Stapleton &; Leite, 2005). This book is particularly valuable in that readers are provided with relevant literature reviews and as such do not have to wrestle with integrating concepts across journal articles with different notation. It is useful in its provision of concrete examples of how to implement each data analytic strategy using common SEM software. In cases where the procedure is not implemented in widely distributed software, chapter authors make clear reference to alternative software and available macros. Hancock and Mueller are to be credited for working carefully with the chapter authors for consistent use of software for their examples, notation, and tone. As such, this volume is much more than a course pack. The following provides a review of the content of each chapter in this edited volume.  相似文献   

20.
Abstract

The authors have completed a 2-year quasi-experimental study on the use of inquiry-based learning (IBL) in precalculus. This study included six traditional lecture-style courses and seven modified Moore method courses taught by three instructors. Both quantitative and qualitative analyses were used to investigate the attitudes and beliefs of the students in each section. In this article, we provide a summary of those results with a particular focus on the Openness to IBL survey we developed for assessing student preferences for either student-centered or teacher-centered instruction. Although the majority of the students exhibited a strong preference for direct instruction, students whose scores favored student-centered approaches according to the survey also tended to perform better on the final exam, indicating that a key element to success in an IBL course may be students’ perceptions of the method.  相似文献   

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