Distribution by Scientific Domains
Distribution within Medical Sciences

Kinds of Teaching

  • bedside teaching
  • classroom teaching
  • clinical teaching
  • conventional teaching
  • current teaching
  • didactic teaching
  • effective teaching
  • english teaching
  • foreign language teaching
  • formal teaching
  • health teaching
  • interactive teaching
  • interdisciplinary teaching
  • language teaching
  • online teaching
  • peer teaching
  • science teaching
  • student teaching
  • traditional teaching
  • undergraduate teaching
  • university teaching

  • Terms modified by Teaching

  • teaching activity
  • teaching aid
  • teaching approach
  • teaching assistant
  • teaching centre
  • teaching context
  • teaching course
  • teaching environment
  • teaching experience
  • teaching hospital
  • teaching hospital emergency department
  • teaching institution
  • teaching intervention
  • teaching material
  • teaching method
  • teaching methods
  • teaching modality
  • teaching module
  • teaching point
  • teaching portfolio
  • teaching practice
  • teaching profession
  • teaching program
  • teaching programme
  • teaching resource
  • teaching role
  • teaching session
  • teaching skill
  • teaching staff
  • teaching strategy
  • teaching style
  • teaching task
  • teaching techniques
  • teaching time
  • teaching tool
  • teaching unit

  • Selected Abstracts


    EDUCATIONAL THEORY, Issue 4 2006
    Morwenna Griffiths
    She outlines a feminist theory of practice that draws critically on theories of embodiment, diversity, and structures of power to show that any practice is properly seen as fluid, leaky, and viscous. Examining different and competing understandings of "feminization", referring either to the numbers of women in teaching or to a culture associated with women , Griffith argues that concerns about increasing number of women teachers are misplaced. She complicates the cultural question, observing that masculine practices have a hegemonic form while feminized practices have developed in resistance to these, and she ultimately argues that hegemonic masculinity, not feminization, is the problem because it drives out diversity. Griffiths concludes that the leaky, viscous practices of teaching would benefit from the increased diversity and decreased social stratification feminization brings to the profession. [source]


    EDUCATIONAL THEORY, Issue 2 2002
    Michalinos Zembylas
    First page of article [source]


    EDUCATIONAL THEORY, Issue 2 2001
    Robert D. Heslep
    First page of article [source]


    Robert C. Bird


    Marcia J. Staff
    Finally, the scholarship of teaching, in which research is conducted on effective and appropriate teaching methods, must be emphasized for all scholars. Teaching that is not grounded in the most recent research is not appropriate for a college or university setting. [source]


    BJU INTERNATIONAL, Issue 6 2006
    No abstract is available for this article. [source]

    A case study of a cooperative learning experiment in artificial intelligence

    Fernando Díez
    Abstract This article describes an innovative teaching experiment (part of a project for Innovation in Teaching at the University Autónoma of Madrid) which was undertaken by the authors during the first semester of the academic year 2004/2005. This teaching experiment has been the object of evaluation by the students as part of their coursework and has consisted of the use of the groupware system KnowCat, by which the students prepare a repository of documents related to topics and themes associated with the subject matter (Artificial Intelligence). During the process of elaboration both the votes for the best documents and the annotation made about them play an essential role. These documents are carried out exclusively by the students and they are who decide, by means of their activity, which of the documents presented are to be chosen as representative of the entire collection. © 2007 Wiley Periodicals, Inc. Comput Appl Eng Educ 15: 308,316, 2007; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae.20114 [source]

    Teaching, Exploring, Learning,Developing Tutorials for In-Class Teaching and Self-Learning

    S. Beckhaus
    Abstract This paper presents an experience report on a novel approach for a course on intermediate and advanced computer graphics topics. The approach uses Teachlet Tutorials, a combination of traditional seminar,type teaching with interactive exploration of the content by the audience, plus development of self-contained tutorials on the topic. In addition to a presentation, an interactive software tool is developed by the students to assist the audience in learning and exploring the topic's details. This process is guided through set tasks. The resulting course material is developed for two different contexts: (a) for classroom presentation and (b) as an interactive, self-contained, self-learning tutorial. The overall approach results in a more thorough understanding of the topic both for the student teachers as well as for the class participants. In addition to detailing the Teachlet Tutorial approach, this paper presents our experiences implementing the approach in our Advanced Computer Graphics course and presents the resultant projects. Most of the final Teachlet Tutorials were surprisingly good and we had excellent feedback from the students on the approach and course. [source]

    The Ethics of Teaching as a Moral Profession

    CURRICULUM INQUIRY, Issue 4 2008
    First page of article [source]

    Gazing at the Hand: A Foucaultian View of the Teaching of Manipulative Skills to Introductory Chemistry Students in the United States and the Potential for Transforming Laboratory Instruction

    CURRICULUM INQUIRY, Issue 3 2005
    ABSTRACT Many studies of chemistry have described the rise of the academic chemical laboratory and laboratory skills in the United States as a result of famous men, important discoveries, and international influences. What is lacking is a perspective of the manifestations of the balances of power and knowledge between teacher and student. A Foucaultian analysis of the teaching of manipulative skills to the introductory student in high school and college in the United States during the later half of the 19th and into the 20th century has provided such a perspective. The analysis focuses on the body, specifically students' hands, and how this body has been redescribed in terms of time, space, activity, and their combinations. It is argued in the first part of this article that the teaching of manipulative skills in the chemistry laboratory can be characterized by effects of differential forms of power and knowledge, such as those provided by Foucault's ideas of hierarchical observation, normalization, and the examination. Moreover, it is evident that disciplinary techniques primarily focused on the physical hands of the student have been recast to include a new cognitive-physiological space in which the teaching of manipulative skills currently takes place. In the second part of this article, the author describes his own professional development as a laboratory instructor through a series of reflective statements that are critiqued from a Foucaultian perspective. The personal narratives are presented in order to pro- vide science educators with an alternative way for their students to think about the relationship between one's manipulative skills and the quality of their data. The pedagogical approach is related to the maturation process of the chemist and contextualized in the current paradigm of laboratory practice, inquiry-based science education. [source]

    Dewey's Conception of an Environment for Teaching and Learning

    CURRICULUM INQUIRY, Issue 3 2002
    David T. Hansen
    In this article, I examine the main contours of John Dewey's conception of an environment for teaching and learning. I show how his conception derives from two components of his philosophical anthropology: (1) his understanding of the nature of a growing self, and (2) his view of how human beings influence one another. With this background in place, I examine why Dewey argues that an environment for teaching and learning should be what he calls "simplified, purified, balanced, and steadying." I discuss how Dewey distinguishes an educative environment from what he calls "surroundings." Finally, I address why he argues that teachers should not focus directly on learning, but rather on the environment that obtains in the classroom. Throughout the article, I try to show how timely and powerful Dewey's conception of an environment remains,for teachers, teacher educators, and all who care about meaningful teaching and learning. [source]

    Teaching and learning in a large group

    D. F. Wood
    No abstract is available for this article. [source]

    Using Computer-Mediated Communication (CMC) in Language Teaching

    Senta Goertler
    This article discusses how new and familiar computer technology tools can be used in a communicative language classroom. It begins by outlining the benefits and challenges of using such technology for language teaching in general, and it describes some sample activities that the author has used. Readers are shown how to implement various computer tools in their own classrooms in order to create a Computer-Mediated Communication environment in a communicative language classroom. [source]

    Elusive '68: The Challenge to Pedagogy

    William Collins Donahue
    Teaching ,68 presents pedagogical challenges far greater than assembling a set of workable classroom materials. Divisive controversies that were the hallmark of the time,e.g., the debate over the nature and appropriate use of violence,are with us still, though in a somewhat different form. Further, the instructor,s own politics and positionality can hardly be ignored,as they will certainly not be overlooked by our students. Additionally, this essay argues that fundamental terms (such as who qualifies as a ,68er) remain problematic; that the instrumentalization of the Holocaust by the German New Left continues to affect political decisions down to the present; that our investment as teachers in poststructuralist literary theory may,perhaps inadvertently,affect the way we view and therefore teach ,68; and, finally, that there is a pressing need, despite a recent explosion in Germany of publications celebrating the fortieth anniversary of ,68, for a didacticized reader designed for the North American German Studies classroom. [source]

    "I asked my parents why a wall was so important": Teaching about the GDR and Post-Reunification Germany

    Bernhard Streitwieser
    Fifteen years after the ,peaceful revolutions' brought about the collapse of communism and the reunification of East and West Germany, a heated debate rages over the legacy of communism and the continuing impact of 1989. This paper describes a new course that explores the contentious issues in this debate through the innovative use of the course management system Blackboard. The paper describes how using Internet technology (video and audio links to archival and documentary footage, historic recordings, web linked academic articles, newspaper reports, internet sites, on-line quizzes and virtual discussions) has brought today's undergraduates into the current debate and engaged them technologically in ways that deviate from more traditional teaching models. Such a course is not as prevalent as one would expect, least of all in undergraduate curricula in Germany and the United States. [source]

    Pragmatics Revisited: Teaching with Natural Language Data

    Thorsten Huth

    Problematizing the Teaching and Learning of Grammar in the Intermediate German Classroom: A Sociocultural Approach,

    Glenn S. Levine

    The Impact of the Demand for Clinical Productivity on Student Teaching in Academic Emergency Departments

    Todd J. Berger MD
    Objective: Because many emergency medicine (EM) attending physicians believe the time demands of clinical productivity limit their ability to effectively teach medical students in the emergency department (ED), the purpose of this study was to determine if there is an inverse relationship between clinical productivity and teaching evaluations. Methods: The authors conducted a prospective, observational, double-blind study. They asked senior medical students enrolled in their EM clerkship to evaluate each EM attending physician who precepted them at three academic EDs. After each shift, students anonymously evaluated 10 characteristics of clinical teaching by their supervising attending physician. Each attending physician's clinical productivity was measured by calculating their total relative value units per hour (RVUs/hr) during the nine-month study interval. The authors compared the total RVUs/hr for each attending physician to the medians of their teaching evaluation scores at each ED using a Spearman rank correlation test. Results: Seventy of 92 students returned surveys, evaluating 580 shifts taught by 53 EM attending physicians. Each attending physician received an average of 11 evaluations (median score, 5 of 6) and generated a mean of 5.68 RVUs/hr during the study period. The correlation between evaluation median scores and RVUs/hr was ,0.08 (p = 0.44). Conclusions: The authors found no statistically significant relationship between clinical productivity and teaching evaluations. While many EM attending physicians perceive patient care responsibilities to be too time consuming to allow them to be good teachers, the authors found that a subset of our more productive attending physicians are also highly rated teachers. Determining what characteristics distinguish faculty who are both clinically productive and highly rated teachers should help drive objectives for faculty development programs. [source]

    Transformative Teaching: Restoring the teacher, under erasure

    Jenny Steinnes
    Abstract In the large and complex landscape of pedagogy, the focus seems to have turned away from the concept of teaching and towards a stronger emphasis on learning, probably supported by neo-liberal ideology. The teacher is presented more as part of the force of production than as an autonomous performer of a mandate given to him/her by society. He/she is supposed to supply knowledge that is considered useful to a society geared to production and consumption. During the past few decades, enlightenment as a legitimising concept for education has been challenged from different angles, both by a self-critique from within and from external forces. One angle of approach is the questioning of the relationship between the state and education, by way of a critique of modernity. Another approach comes from a critique of knowledge, which has lost most of its universal implications and is left with more pragmatic and utilitarian considerations. Into this landscape of lost legitimisation, I will make an attempt to visualise an impossible/possible position for teaching, featuring ancient, contemporary and phantom-like figures. I am suggesting the concept of transformation as an alternative to development or improvement, which I find to be concepts with a close link to modernity and its linearity. By a careful and conscious use of the word transformation, taking Derrida's intensified focus of language into account, a possible active position might be intimated in spite of the fundamental critique, which has been directed at pedagogy and its imperialistic implications from different angles. [source]

    Conceptualizing Teaching as Science: John Dewey in Dialogue with the National Research Council

    EDUCATIONAL THEORY, Issue 1 2004
    Greg Seals
    John Dewey and the National Research Council (NRC) both discuss the problem of translating scientific research into contexts of schooling, but differ about the proper solution to the problem. The NRC would solve it by empirical investigation. Dewey finds value in that approach, but also wants educational theorists to construct general heuristics to guide scientists in creating research agendas of intrinsic interest to education practitioners. Dewey's plan faces an apparently insurmountable difficulty. General heuristics of the sort Dewey needs are not widely recognized to exist. In light of the presumed fact of education's inability to articulate a general framework to guide teaching practice, the NRC plan becomes preferred by default. I propose that Experience and Education provides a frame of reference from which pedagogical practice appears as a field of scientific endeavor in its own right. Conceptualizing teaching as a science suggests ways to rework the NRC plan. [source]

    Alas, Poor Shakespeare: Teaching and Testing at Key Stage 3

    ENGLISH IN EDUCATION, Issue 3 2003
    Jane Coles
    Abstract In this article I briefly consider the ideological impetus for retaining Shakespeare as a compulsory component of the National Curriculum for English. I take issue with the current Key Stage 3 testing regime. In particular, I question the educational value of tests which ultimately undermine what is generally agreed to be good classroom practice and which force on teachers a narrow theoretical perspective of Shakespeare, where close textual analysis and Bradleyan notions of character predominate. [source]

    Teaching and Learning Metaphor

    ENGLISH IN EDUCATION, Issue 3 2003
    Matthew Pollard
    Abstract In this study I look at recent work done by psychologists in the field of metaphor comprehension as well as longer-established philosophical theories. I suggest that there is a great deal that English teachers can gain by having a broader understanding of metaphor. I look at how Year 7 pupils, in particular, can benefit a great deal from such notions. [source]

    Rhetoric and Practice in English Teaching

    ENGLISH IN EDUCATION, Issue 1 2000
    Mary Bousted
    Abstract The empirical data collected for this article are derived from an analysis of the ideology and practice of English teachers working in three contrasting secondary schools. The analysis of the data reveals the following findings. The concept of personal growth, expressed in the pedagogy advocated by the London School, retains its ability to provide, for contemporary teachers of English, an underpinning rationale for their work. The pedagogical practices advocated by the London School writers - the use of oracy, the reading of contemporary children's literature and the drafting process - are supported by the respondents. Observation of lessons reveals that the respondents, through their use of mediating practices, are able to ,deliver' the cultural products of standard English and the literary canon in ways which retain elements of the process-based pedagogy advocated by the London School writers. The respondents do not, however, recognise this aspect of their classroom practice in their rhetorical representation of their work. The article concludes with the argument that the demand, by powerful external agencies, for the subject of English to furnish each new generation with icons of cultural stability in the form of spoken and written standard English and a knowledge of the literary heritage, has not declined. A less oppositional response on the part of English teachers to the demand that the subject deliver the cultural products outlined above, based upon a recognition of their use of mediating practices, may, it is argued, provide a means whereby the practitioners of the subject gain more control over its present condition and its future direction. [source]

    Development and Implementation of a Relative Value Scale for Teaching in Emergency Medicine: The Teaching Value Unit

    Naghma S. Khan MD
    Abstract Relative value units exist for measuring clinical productivity. Limited objective measures exist, however, for nonclinical activities, specifically teaching. Objective: To develop an objective measure of teaching productivity linked to a performance-based incentive plan. Methods: Teaching goals and objectives were identified before the 1998,1999 academic year. Teaching value units (TVUs), objective measures for quantifying teaching activities, were developed and assigned based on an estimation of time needed to complete each activity and weighted for importance to the teaching mission. Each physician was allocated teaching time based on past performance and future goals. Targeted TVUs necessary to meet expectations were proportionate to allocated teaching time. Teaching productivity was defined as a percentage of targeted TVUs achieved. Incentive dollars for teaching were distributed based on percentage of targeted TVUs achieved, weighted individually for teaching load. Results: Teaching productivity was evaluated over a three-year period. In year 1, mean TVUs allocated/physician were 181 units (range 25 to 449). Four of 18 physicians (22%) met expectations. The mean individual TVUs achieved were 54% of expected (range 0% to 114%). By year 3, mean TVUs allocated/physician were 179 (range 45 to 629). Twelve of 22 physicians (55%) met expectations. The mean individual TVUs achieved were 82% of expected (range 11% to 146%). Between year 1 and year 3, group productivity increased from 73% to 88%, and mean individual productivity increased from 54% to 82% (p = 0.01). Conclusions: The development of a TVU-based system enabled objective quantification and monitoring of a broad range of teaching activities. The TVU-based system linked to an incentive plan helped to increase individual and group teaching productivity. [source]

    Teaching and assessment of Professional attitudes in UK dental schools , Commentary

    J. Field
    Abstract The General Dental Council expects professionalism to be embedded and assessed through-out the undergraduate dental programme. Curricula need therefore to accommodate these recommendations. A stroll poll of UK dental schools provided a basis for understanding the current methods of teaching and assessing professionalism. All respondent schools recognised the importance of professionalism and reported that this was taught and assessed within their curriculum. For most the methods involved were largely traditional, relying on lectures and seminars taught throughout the course. The most common form of assessment was by grading and providing formative feedback after a clinical encounter. Whilst clinical skills and knowledge can perhaps be readily taught and assessed using traditional methods, those involved in education are challenged to identify and implement effective methods of not only teaching, but also assessing professionalism. A variety of standalone methods need to be developed that assess professionalism and this will, in turn, allow the effectiveness of teaching methods to be assessed. [source]

    Teaching received in caries prevention and perceived need for Best Practice Guidelines among recent graduates in Finland

    Miira M. Vehkalahti
    The present study evaluated teaching that recent graduates in Finland had received in caries prevention and their perceived need for updated Best Practice Guidelines. A two-page questionnaire was mailed to all dentists in Finland who had graduated from 1995 to 1998 (n = 390). After one reminder, the response rate was 46%. The closed questions covered teaching in 14 caries-preventive methods and its suggestions as to when and on whom to apply such methods. Each dentist's own opinion on the three most important methods for caries prevention in patients with various types of dentition was sought in open questions. The respondents reported that at dental school, on average 12.5 (SD = 2.4) of 14 aspects of caries prevention were covered in theoretical teaching, 5.5 (SD = 3.8) in demonstrations and 8.5 (SD = 3.0) in clinical training. The top four methods teaching suggested for every patient were toothbrushing (100%), use of fluoridated toothpaste (99%), interdental cleaning (98%), and use of xylitol (97%); followed by fluoride varnish (77%) and fissure sealants (54%). The three caries-preventive methods the respondents felt to be most useful were the same for all types of dentitions, in order of importance: (i) toothbrushing and use of fluoridated toothpaste, (ii) supplementary use of fluorides at home and (iii) healthy dietary habits, in particular, avoidance of sucrose. As regards clinical work, such teaching had served the respondents' real-life needs in patients' caries prevention either extremely (44%) or moderately (54%) well; 91% said, however, that they would benefit from nationwide Best Practice Guidelines. In conclusion, the recent graduates' emphasis on patient-active methods in caries prevention may indicate a change in the current policy favouring patient-passive methods. [source]

    Networking School Teachers to Promote Better Practice in the Teaching of Science across Europe

    Teachers are often confined to their classrooms with limited or no time to share with colleagues the difficulties they face, their concerns, and their successful initiatives. This leads to a situation where they end up teaching in ways and approaches they believe to be best with no chance to know how others may be approaching similar difficulties in different and potentially more effective ways. Teachers do not have the opportunity to share and collaborate on projects with other education professionals, as their daily routine confines them to their school premises. This article discusses how the Comenius 3 project ,Hands on Science' has helped to create a network through which regular meetings in the forms of conferences on science for teachers were and are still organised to promote good practice in science teaching. The method used for connecting so many teachers across Europe was through key persons strategically chosen across the different partner countries. The conferences organised by the network differed from academic conferences in that they provided a platform for teachers to share their successes in teaching different aspects of science, particularly through the promotion of the use of experiments and other hands on approaches. [source]

    Teaching of neuroepidemiology in Europe: time for action

    V. Feigin
    Many epidemiological and clinical studies in Europe, especially in Eastern Europe and countries in transition, are of poor methodological quality because of lack of background knowledge in clinical epidemiology methods and study designs. The only way to improve the quality of epidemiological studies is to provide adequate undergraduate and/or postgraduate education for the health professionals and allied health professions. To facilitate this process, the European Federation of Neurological Societies (EFNS) Task Force on teaching of clinical epidemiology in Europe was set up in October 2000. Based on analyses of the current teaching and research activities in neuroepidemiology in Europe, this paper describes the Task Force recommendations aimed to improve these activities. [source]

    Teaching and Learning with Therapists Who Work with Street Children and Their Families

    FAMILY PROCESS, Issue 3 2010
    Providing training for people working with some of the most marginalized families in Guatemala and Peru meant establishing credibility as a facilitator; entering organizations as a learner; cocreating training agendas; and working in a format that paralleled a strength-based, resilience focus in therapy. Strategies used for different phases of the work are detailed: multiple ways to gather information, shadowing staff, delivering topics on demand, and creating learning environments with a focus on families as teachers. Key processes included moving in and out of the role of facilitator and participant, entering into the trainings from different vantage points within the organizations, and designing activities with an eye to how they would impact work relationships of staff and clients. RESUMEN Brindar capacitación a personas que trabajan con algunas de las familias más marginadas de Guatemala y Perú implicó establecer credibilidad como facilitador; ingresar en organizaciones como alumno; co-crear agendas de capacitación y trabajar en un formato análogo a un enfoque basado en las virtudes y la resiliencia en terapia. Se detallan las estrategias utilizadas en las diferentes fases del trabajo: distintas maneras de reunir información, observación del personal, charlas a pedido, y creación de ambientes de aprendizaje haciendo hincapié en las familias como maestras. Los procesos clave consistieron en asumir y abandonar el rol de facilitador y participante, iniciar las capacitaciones desde diferentes posiciones de ventaja dentro de las organizaciones y diseñar actividades con miras a cómo repercutirían sobre las relaciones laborales del personal y los clientes. Palabras clave: capacitación colaborativa, niños que trabajan en la calle, terapia familiar en Latinoamérica [source]

    Contribute Your Recipes for Success in Foreign Language Teaching

    Article first published online: 31 DEC 200
    No abstract is available for this article. [source]