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1. The Education of Hindu Priests in the Diaspora: Assessing the Value of Community of Practice Theory (EJ867033)
Author(s):
Verma, Michele
Source:
Teaching and Teacher Education: An International Journal of Research and Studies, v26 n1 p11-21 Jan 2010
Pub Date:
2010-01-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Training Methods; Apprenticeships; Case Studies; Communities of Practice; Ethnography; Interviews; Vignettes; Learning Processes; Educational Environment; Social Theories; Learning Theories; Religion; Religious Cultural Groups; Clergy; Immigrants; Role; Ethnic Groups; Foreign Countries
Abstract: The utility and limitations of Lave and Wenger's social theory of learning can be evaluated through specific case studies which enhance our understanding of how education proceeds in diverse contexts. Here I provide an ethnographic case study of the training of Caribbean-born Hindu "pandits" ("priests") living and working in Queens, New York. Sanatanist pandits have many responsibilities such as performing rituals, interpreting astrological charts and scripture, managing the day to day affairs of temples and counseling people. In order to explicate the process by which people are moved into the social roles of "pandit-in-training" and "pandit," I shift between interviewees' words, vignettes of their actions and my interpretation of communities of practice and its relevance for mapping the education of Hindu pandits. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Creating Task-Centered Instruction for Web-Based Instruction: Obstacles and Solutions (EJ864506)
Gardner, Joel; Jeon, Tae
Journal of Educational Technology Systems, v38 n1 p21-34 2009-2010
2010-00-00
Journal Articles; Reports - Descriptive
Descriptors: Educational Strategies; Land Grant Universities; Web Based Instruction; Instructional Design; Staff Development; College Administration; Barriers; Training Methods; Educational Technology; Computer Assisted Instruction; Electronic Learning; Integrated Learning Systems; Internet; Computer Software; Programming; Management Information Systems; Problem Based Learning
Abstract: Merrill proposes First Principles of Instruction, including a problem- or task-centered strategy for designing instruction. However, when the tasks or problems are ill-defined or complex, task-centered instruction can be difficult to design. We describe an online task-centered training at a land-grant university designed to train employees to use Banner, an administrative suite supporting student, financial aid, finance, HR, and advancement systems. Our training solution, housed in Blackboard Vista, includes desktop capturing application screencasts, interactive HTML, and Flash. We present several obstacles in designing and developing the training, including (1) implementing effective technology solutions, (2) identifying, analyzing, and documenting real-world tasks, and (3) creating a systematic process for design. We describe our solutions and prescribe methods for designing a course with a task-centered instructional strategy. (Contains 1 table and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Effects of Different Variations of Mental and Physical Practice on Sport Skill Learning in Adolescents with Mental Retardation (EJ863844)
Hemayattalab, Rasool; Movahedi, Ahmadreza
Research in Developmental Disabilities: A Multidisciplinary Journal, v31 n1 p81-86 Jan-Feb 2010
Descriptors: Adolescents; Training Methods; Imagery; Team Sports; Mental Retardation; Cognitive Development; Physical Development; Drills (Practice); Program Effectiveness
Abstract: The purpose of this study was to investigate the effect of five variations of imagery and physical practice on learning of Basketball free throws in adolescents with mental retardation (AWMR). Forty AWMR were randomly assigned to five groups and performed a variation of practice: physical practice, mental practice, physical practice followed by mental practice, mental practice followed by physical practice, and no practice. The groups exercised the task for 24 sessions. Following training, posttest and retention test were taken. All variations of practice resulted in performance improvement, yet the mental practice followed by physical practice resulted in better improvement. The results suggest that mental practice associated with physical practice results in an outstanding performance improvement in AWMR. (Contains 1 figure and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Do Dynamic Work Instructions Provide an Advantage over Static Instructions in a Small Scale Assembly Task? (EJ863665)
Watson, Gareth; Butterfield, Joe; Curran, Ricky; Craig, Cathy
Learning and Instruction, v20 n1 p84-93 Feb 2010
2010-02-00
Journal Articles; Reports - Evaluative
Descriptors: Animation; Instructional Effectiveness; Educational Technology; Handheld Devices; Visual Aids; Manufacturing; Training Methods
Abstract: Recent studies exploring the effects of instructional animations on learning compared to static graphics have yielded mixed results. Few studies have explored their effectiveness in portraying procedural-motor information. Opportunities exist within an applied (manufacturing) context for instructional animations to be used to facilitate build performance on an assembly line. The present study compares build time performance across successive builds when using animation, static diagrams or text instructions to convey an assembly sequence for a handheld device. Although an immediate facilitating effect of animation was found, yielding a significantly faster build time for Build 1, this advantage had disappeared by Build 3. (Contains 6 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. A Study of Learning Performance of E-Learning Materials Design with Knowledge Maps (EJ860875)
Shaw, Ruey-Shiang
Computers & Education, v54 n1 p253-264 Jan 2010
Descriptors: Electronic Learning; Self Efficacy; Statistical Analysis; Hypothesis Testing; Educational Experiments; Participant Satisfaction; Training Methods; Educational Strategies; Instructional Design; Programming; Computer Science Education; Computer Assisted Instruction; Computer Software; Instructional Effectiveness; Instructional Material Evaluation
Abstract: This research investigated the application of knowledge maps in e-learning materials design and hypothesized that knowledge maps would be more effective than e-learning in general at improving the performance and satisfaction of e-learning. In order to test the hypotheses, we conducted an experiment with 175 participants and randomly assigned them into knowledge map-based and browse-based groups. Both groups of participants needed to acquire specific skills and knowledge to write the target ADO.NET program. In the end of each training session subjects received an assessment to understand their learning score, satisfaction level, and computer self-efficacy. Our statistical analysis result showed that knowledge map-based learning group outperformed browse-based group in these three measurements. Thus, the proposed hypotheses were supported. We concluded that if knowledge map-based materials design approach were employed novice users would acquire the ADO.NET programming in a more effective manner. In addition, the satisfaction and computer self-efficacy of users could be improved substantially as a result of knowledge map-based materials design approach. (Contains 17 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Teacher Mentoring and Early Literacy Learning: A Case Study of a Mentor-Coach Initiative (EJ867591)
Onchwari, Grace; Keengwe, Jared
Early Childhood Education Journal, v37 n4 p311-317 Jan 2010
Descriptors: Mentors; Program Effectiveness; Educational Change; Emergent Literacy; Professional Development; Coaching (Performance); Achievement Gains; Teacher Effectiveness; Pedagogical Content Knowledge; Case Studies; Training Methods
Abstract: Educational reform policies such as the No Child Left Behind Act continue to place great demands on teachers. Additionally, educational reform policies such as this imply the need for continuous professional development activities that enhance teacher qualifications, especially for practicing teachers. This study examined the effectiveness of a nation-wide mentor-coach initiative towards enhancing teacher pedagogy and its effect on children's literacy performance. Forty-four Head Start teachers and classrooms were examined. Results indicated that reading and writing scores benefited significantly more when teachers participated in the mentor-coach initiative. These findings suggest that professional development activities such as mentor-coach initiatives, if offered appropriately, can enhance children's academic performance. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Behaviour Modelling, Instruction and Exploration Training Approaches in Group and Individual Contexts (EJ865987)
Truman, G. E.
Behaviour & Information Technology, v28 n6 p493-524 Nov 2009
2009-11-00
Descriptors: Feedback (Response); Learning Processes; Training Methods; Instructional Effectiveness; Group Instruction; Individualized Instruction; Educational Environment; Inquiry; Models; Learning Theories; Guides; College Students; Computer Software; Word Processing; Behavior Theories; Modeling (Psychology)
Abstract: Behaviour modelling has been associated with higher learning outcomes compared to other training approaches. These cumulative research findings create imperative to examine underlying causal mechanisms or contingency factors that may promote behaviour modelling's advantages even further. We propose group-based learning as one contingency factor because there exists greater opportunity for observation, imitation and feedback. We use a two-by-three experimental laboratory design involving 84 subjects to test for an interaction effect between training context (group-based, individual-based) and training approach (behaviour modelling, exploration, instruction) on several learning outcomes. We use hierarchical regression to show that, while the interaction effect was not significant, the training approach main effect was significant. Consistent with expectations, behaviour modelling outperformed exploration on task performance. There were no significant differences between behaviour modelling and instruction. We conclude that behaviour modelling is associated with higher task performance levels on a complex word-processing task when compared to exploration. (Contains 4 figures, 10 tables and 13 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. The Activities of a School-Based Teacher Educator: A Theoretical and Empirical Exploration (EJ865150)
van Velzen, Corinne; Volman, Monique
European Journal of Teacher Education, v32 n4 p345-367 Nov 2009
Descriptors: Student Teachers; Apprenticeships; Foreign Countries; Teacher Educators; Teacher Education Programs; Learning Activities; Experiential Learning; Communities of Practice; Protocol Analysis; Interviews; Classroom Observation Techniques; College School Cooperation; Training Methods; Theory Practice Relationship
Abstract: Teacher education all over Europe is increasingly becoming school-based oriented. This implies new roles for those who support student teachers learning in school. This article describes the way four school-based teacher educators fulfill their role as educators of student teachers who learn how to teach while participating in the workplace. Based on theoretical notions derived from the literature on teacher education and workplace learning, the Cognitive Apprenticeship Model was specified and used in a case study as a framework to describe the activity of these school-based teacher educators. They use tools (e.g., apprenticeship assignments) developed within the teacher education institute and rely on their professional knowledge as experienced schoolteachers. This results in student teachers being provided with useful tricks which, however, hardly helps them to interpret and elaborate their experiences from a more conceptual or theoretical perspective. Also the possibilities of the social context of the school as a learning environment are not systematically used. (Contains 2 notes and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Teacher Learning and Policy Intention: Selected Findings from an Evaluation of a Large-Scale Programme of Professional Development in the Republic of Ireland (EJ865149)
Murchan, Damian; Loxley, Andrew; Johnston, Keith
European Journal of Teacher Education, v32 n4 p455-471 Nov 2009
Descriptors: Educational Change; Foreign Countries; Professional Development; Program Effectiveness; Participant Satisfaction; Policy Analysis; Elementary School Teachers; Training Methods; Questionnaires; Interviews; Focus Groups; Theory Practice Relationship; Teacher Attitudes; Achievement Gains
Abstract: The study reported on in this paper is set in the context of a national programme of professional development for primary teachers in the Republic of Ireland which has been in operation since 1999 and finished in 2008. The paper explores the acquisition and interpretation by teachers of the elements of the reform. The authors consider the extent to which the professional development experiences facilitated change in teachers' knowledge and if the teachers interpreted this in the way expected by policy-makers. The theoretical basis to the study draws on previous research that conceptualises teacher learning/knowledge acquisition and the change process as being dependent on an interwoven mix of factors, including teacher, school and policy-level contexts and characteristics. To a large degree the findings of this study do not deviate wildly from this prior work, which suggests that policy-makers and planners of continuing professional development (CPD) programmes, despite their best intentions, still need to be cognisant of such factors. (Contains 6 tables and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. International Counseling Trainees' Experiences and Perceptions of Their Multicultural Counseling Training in the United States: A Mixed Method Inquiry (EJ864001)
Smith, Shannon D.; Ng, Kok-Mun
International Journal for the Advancement of Counselling, v31 n4 p271-285 Dec 2009
2009-12-00
Descriptors: Counselor Training; Methods; Training Methods; Skill Development; Trainees; Information Technology; Counselors; Teachers
Abstract: This study examined international counseling students' (ICTs) experiences and perceptions of their multicultural counseling training (MCT) in the United States. The focus was on (a) relevance of the training, (b) effectiveness of the training methods, and (c) development of cross-cultural competence as trainees. Major findings indicated that ICTs found their MCT to be more useful in the areas of knowledge and awareness rather than in skill development. Dissatisfaction was expressed with training received; limited applicability to country of origin was noted. MCT in the US appears to reflect primarily a Westernized approach to teaching and learning related competencies. Implications and recommendations for counselors and educators are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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