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Descriptors:
Skill Development; Instructional Effectiveness; Instructional Innovation; Conventional Instruction; Teaching Methods; Allied Health Occupations Education; Undergraduate Students; Satisfaction; Student Attitudes; Pilot Projects; Comparative Analysis; Video Technology; Technology Uses in Education; Questionnaires

Abstract:
Effective education of practical skills can alter clinician behaviour, positively influence patient outcomes, and reduce the risk of patient harm. This study compares the efficacy of two innovative practical skill teaching methods, against a traditional teaching method. Year three pre-clinical physiotherapy students consented to participate in a randomised controlled trial, with concealed allocation and blinded participants and outcome assessment. Each of the three randomly allocated groups were exposed to a different practical skills teaching method (traditional, pre-recorded video tutorial or student self-video) for two specific practical skills during the semester. Clinical performance was assessed using an objective structured clinical examination (OSCE). The students were also administered a questionnaire to gain the participants level of satisfaction with the teaching method, and their perceptions of the teaching methods educational value. There were no significant differences in clinical performance between the three practical skill teaching methods as measured in the OSCE, or for student ratings of satisfaction. A significant difference existed between the methods for the student ratings of perceived educational value, with the teaching approaches of pre-recorded video tutorial and student self-video being rated higher than "traditional" live tutoring. Alternative teaching methods to traditional live tutoring can produce equivalent learning outcomes when applied to the practical skill development of undergraduate health professional students. The use of alternative practical skill teaching methods may allow for greater flexibility for both staff and infrastructure resource allocation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teaching Methods; Industry; Instructional Innovation; Technology Education; Standards; Vignettes; Problem Solving; High Schools; High School Students; Secondary School Teachers

Abstract:
Innovation is central to modern industry. It can and should be taught in schools. Not only does providing students a background in innovation benefit them later in life and industry, but it also promotes and further develops their critical thinking and collaboration skills. Despite the need for innovation, many have struggled with how to teach it. Typically, this is a result of thinking about innovation too linearly. In innovation, there typically is no single right answer, and there isn't a defined path leading towards a perfect solution. Rather, innovation is a nonlinear development of ideas where the ingredients of finding, shaping, playing, refining, and sharing are used interchangeably to develop innovative products, systems, or services. This article provides a brief fictional vignette, drawn from the authors' experiences teaching innovation to students, of specific methods a teacher could use to incorporate innovation into his or her classroom. (Contains 1 table, 3 images and 1 graphic.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Instructional Effectiveness; Mathematical Models; Undergraduate Students; Student Attitudes; Learning Processes; Learning Strategies; Learning Theories; Cognitive Style; Learner Engagement; Educational Practices; Instructional Innovation

Abstract:
In this article, we report on the findings of an exploratory study into the experience of undergraduate students as they learn new mathematical models. Qualitative and quantitative data based around the students' approaches to learning new mathematical models were collected. The data revealed that students actively adopt three approaches to understanding a new mathematical model: gathering information for the task of understanding the model, practising with and using the model, and finding interrelationships between elements of the model. We found that the students appreciate mathematical models that have a real world application and that this can be used to engage students in higher level learning approaches. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Effectiveness; Self Efficacy; Foreign Countries; Instructional Innovation; Correlation; Constructivism (Learning); Educational Change; Role; Prediction; Surveys; Teaching Methods; Educational Policy

Abstract:
Constructivist instruction has been implemented in the current instructional innovation in Singapore. Large scale survey study was conducted to examine the roles of teacher efficacy in implementing the innovative constructivist instruction. The results showed that the positive correlation between teacher efficacy and constructivist instruction was stronger than the correlation between teacher efficacy and didactic instruction. The study suggests that policy makers and school leaders should try to improve teacher's efficacy beliefs so that innovative instruction could be effectively implemented by school teachers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Evidence; Teaching Methods; Biology; Scientific Methodology; Laboratory Experiments; Writing for Publication; Instructional Innovation; Science Activities; Science Instruction; Science Laboratories; Student Research

Abstract:
Laboratory experience and skills are not only essential for success in science studies, but are the most exciting and rewarding aspects of science for students. As a result, many biology teachers have become critical of the efficacy of cookbook-type laboratory activities as well as the purposes, practices, and learning outcomes of lab experiments conducted in this regimented way. In our proposed lab approach, instead of asking students to compare and contrast living cells from various kingdoms, we ask that students design and conduct lab experiments to obtain the empirical evidence to disprove both Schleiden's and Schwann's generalizations that all living things, including plants and animals, are composed of identical units called "cells." Students must then write up their findings in a paper intended for publication in a peer-reviewed scientific journal. Through this process, students learn the scientific method; concepts such as testability, falsifiability, and repeatability; and the requirements of communicating scientific findings through peer-reviewed publication. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Web 2.0 Technologies; Learning Activities; Instructional Development; Instructional Innovation; Educational Philosophy; Educational Principles; Teacher Attitudes; College Faculty; Computer Simulation; Computer Mediated Communication; Computer Uses in Education; Electronic Learning; Influence of Technology; Technology Integration; Internet; Instructional Design

Abstract:
With the advent of web 2.0 and virtual technologies and new understandings about learning within a global, networked environment, online course design has moved beyond the constraints of text readings, papers, and discussion boards. This next generation of online courses needs to dynamically and actively integrate the wide-ranging distribution of content knowledge: network learners, in new ways, while still addressing their unique qualities, assess the process as well as the products of learning and assimilate the rapidly-emerging technologies that are expanding communication and sharing. The acceleration of change in the communication process is requiring a flexibility in the course development process but also in the "attitude" of the instructor. Instructors must be open to new conceptions of learning and evidence of learning and must be willing to embrace challenge and uncertainty while establishing ongoing development, evaluation, and research goals. This article provides plentiful examples of ways that growth in online and technology-mediated environments can generate high levels of knowledge, learning, and engagement, and can allow for the open development of new learning resources. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Technology Education; Instructional Innovation; Design; Inclusion; Creative Thinking; Active Learning; Secondary School Students; Secondary School Teachers; Intervention; Learner Engagement; Interviews; Questionnaires; National Curriculum; Action Research; Classroom Research; Foreign Countries

Abstract:
This article offers evidence from a classroom-based research study in English secondary schools which developed an innovative approach to teaching in Design and Technology based on inclusive design (also known as universal design). The research evidence highlights how creative, problem-solving approaches in Design and Technology can be used to provide authentic, engaging learning experiences for students. This study, entitled "Designing our Tomorrows", introduced secondary school teachers and students to the principles and practices of inclusive design through an intervention using specially designed resources. In this article, findings from the study's qualitative pre- and post-intervention interviews are presented to illustrate how this type of approach can stimulate students' creativity and understanding of design. (Contains 1 table and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teacher Student Relationship; War; Citizenship Education; Social Control; Citizenship; Peace; Social Change; Teaching Methods; Democracy; Case Studies; Discipline; Laws; Instructional Innovation; Teacher Attitudes; Prediction; Educational History; Curriculum

Abstract:
This article explores the tension between social control and democratic participation in the first American peace education curriculum, "A Course in Citizenship" (1914). Previously, this "Course" has been read as a case study of progressive era peace education, during which the call to teach democratically increased in volume. Building on this critical history, the "Course" can also offer historical perspective on the high value of discipline and obedience to law inscribed in some teachers' views of citizenship education. Read alongside archival transcripts from the American peace movement before World War I, the warrants for predicting future peace in the "Course in Citizenship" suggest that peace education requires innovative methods of constituting classroom authority on the basis of representation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Physical Education; Instructional Innovation; Preservice Teacher Education; Physical Education Teachers; Research Design; Teacher Educators; Education Courses; Student Attitudes; Literacy; Teaching Methods; Curriculum; Case Studies; Prior Learning; Foreign Countries; Educational Research

Abstract:
This paper focuses on the significance of physical education teacher education (PETE) in the diffusion of "new" thinking about sport teaching in physical education. It explores issues arising from a case study investigation that sought to respond to the critical commentary about the form and substance of sport teaching in physical education by supporting innovation in school curriculum and pedagogy through pre-service teacher education. The study was designed to challenge PETE pre-service teachers' thinking about sport curriculum and pedagogy in physical education, introduce them to new thinking about models and specifically, the sport literacy model (Drummond & Pill, 2011; Pill, 2009, 2010). Details of the research design are presented and the insights that the data have provided in relation to challenges and opportunities that teacher educators and teacher education courses confront in seeking to promote and support curriculum and pedagogical innovation are discussed. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Strategies; Inferences; Middle Schools; Teaching Methods; Instructional Innovation; Best Practices; Integrated Curriculum; Childrens Literature; Adolescents; Language Arts; Mathematics Instruction; Social Studies; Science Instruction

Abstract:
Today, increasing numbers of teachers at all grade levels are recognizing that inference is a powerful way of thinking and an important 21st century skill for all students to use and develop across the curriculum. Increasing numbers of teachers are also recognizing that developing and implementing integrative curriculum is important at all grade levels, especially in middle grades education. This article shares high-quality literature and instructional strategies to teach inference across the curriculum in middle grades education. It provides background on inference and then shares literature and strategies to teach inference in science, social studies, mathematics, and language arts. It ends with some thoughts about the teaching and learning of inference. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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