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Teaching Approaches (teaching + approach)

Distribution by Scientific Domains

Education	54%
Business, Economics, Finance and Accounting	27%
Medical Sciences	18%

Selected Abstracts

Teaching approaches which support inclusive education: a connective pedagogy

BRITISH JOURNAL OF SPECIAL EDUCATION, Issue 2 2001
Jenny Corbett
In this article, Jenny Corbett, a Reader in Education at the Institute of Education, University of London, considers the factors which can help to support effective inclusive learning. She uses her reading of the growing body of literature on inclusion in order to reflect upon her own enquiries into practice at an inclusive primary school in London. Drawing upon the three key elements in the Index for Inclusion, she presents findings about school culture, school policy and school practice. Her conclusions will help policy-makers and practitioners to reflect upon the relationships between effectiveness and inclusivity. [source]

Active versus passive teaching styles: An empirical study of student learning outcomes

HUMAN RESOURCE DEVELOPMENT QUARTERLY, Issue 4 2009
Norbert Michel
This study compares the impact of an active teaching approach and a traditional (or passive) teaching style on student cognitive outcomes. Across two sections of an introductory business course, one class was taught in an active or "nontraditional" manner, with a variety of active learning exercises. The second class was taught in a passive or "traditional" manner, emphasizing daily lectures. Although the active learning approach does not appear to have improved overall mastery of the subject, we did find evidence that active learning can lead to improved cognitive outcomes in class-specific materials. The discussion emphasizes the role of delivery style on learning outcomes. [source]

Teaching Instructional Design: An Action Learning Approach

PERFORMANCE IMPROVEMENT QUARTERLY, Issue 2 2001
Brenda Bannan-Ritland
ABSTRACT Many theorists and practitioners are calling for more authentically based teaching approaches in the preparation of instructional designers and performance technologists to address the complexity of the field's practice. Although many innovative methods have been incorporated into the study of instructional design and development and human performance technology, including case studies and applied experiences with collaborative groups, among others, the majority of teaching approaches are limited to the time constraints and format of the traditional university classroom setting. This paper discusses an alternative teaching approach that incorporates action learning principles along with authentic project-based methods into the full-time study of instructional design. The paper reviews action learning principles and highlights the commonalties between these principles and the application of the practice and teaching of the instructional design process in an authentic manner. Finally, the implementation of action learning principles within a graduate program in instructional technology is described. Action learning principles may be applied to many content areas; however, the highly complementary nature of this specific methodology to the teaching and practice of instructional design may have the potential to improve greatly our preparation of professionals in the complex work environments characteristic of this and related disciplines. As a valuable component of performance technology skills, training in instructional design methods based on an action learning approach may have broad implications for both the preparation of instructional designers and performance technologists. [source]

Putting the pieces together: teaching undergraduate research from a theoretical perspective

JOURNAL OF ADVANCED NURSING, Issue 4 2003
Marjorie C. Dobratz DNSc RN
Problem/purpose.,Baccalaureate graduates are expected to utilize research across a wide variety of practice settings. While the literature reports a variety of teaching approaches, few studies examine baccalaureate students' comprehension of research content. Teaching techniques that focus on a conceptual or theoretical approach may foster research comprehension. Therefore, the purpose of this paper is to evaluate teaching/learning outcomes of an undergraduate nursing research course designed from a conceptual or theoretical approach. Procedure/findings.,Two classes of senior baccalaureate nursing students (n = 47) at a private institution, whose curriculum was based on the Roy adaptation model, were surveyed in 1990 and 1991 at the end of their undergraduate research course. The survey tool consisted of seven three-point Likert scale questions, four open-ended questions, and one unstructured comment. Findings showed that 72% strongly agreed that they would continue to read nursing articles in their practice field, 57% disagreed that they were intimidated by research language, and 55% agreed that they trusted their ability to use and utilize nursing research in practice. The most helpful learning activity was the research critique (34%) followed by group work (28%). The support of the teacher and Instructor's use of own research examples was also seen as most helpful (36%), while abstract cards (8%) were least helpful. Nonetheless, 23% requested more group activities, 13% wanted more class examples, and 11% asked for more time to comprehend definitions. Implications.,Students who approached research from the perspective of a nursing conceptual framework indicated that they put the pieces of the research puzzle together by working in groups, being supported by the Instructor, and learning from a variety of teaching methods. [source]

Cultural Constructions of Childhood and Early Literacy

LITERACY, Issue 2 2001
Tricia David
This paper is based on the findings of two research teams, working collaboratively, between 1998 and 2000 in four countries: Australia, Singapore, France and England (see David et al 2000). Taking an ecological stance (Bronfenbrenner 1979), both teams adopted a cross-cultural approach in order to gain a better understanding of the contexts in which young children become familiar with literacy. The team led by Bridie Raban worked in Singapore and Australia, that led by Tricia David in France and England. Early years practitioners in all four countries responded to questionnaires, were observed in action and interviewed. (Information about their training and about entry to primary school in each of the countries is given in the endnote.) In addition, the research teams carried out document analyses on Governmental, research and training literature and teachers' plans, and discussed their findings with others in positions to be able to ,authenticate', or refute , findings. Further data were obtained through group interviews with parents of children attending selected settings involved in the research. Here we provide some of the evidence about the different views expressed by practitioners, our observational findings and analysis of the different pressures relating to literacy experienced in early childhood education and care settings. In each case the learning experiences practitioners provided for children were influenced by a range of factors, such as the contested role of preschools as preparation for schooling. In some settings this preparation was not explicit and practitioners often emphasised the importance of the ,here and now' nature of young children's experiences. Rosenthal's (2000) framework for exploring ,collectivist' and ,individualist' cultures in relation to their valued educational practices was applied to our findings, in order to identify how the cultural assumptions about literacy, learning and young children influenced the teaching approaches selected. [source]

Training the clinical eye and mind: using the arts to develop medical students' observational and pattern recognition skills

MEDICAL EDUCATION, Issue 3 2006
Johanna Shapiro
Introduction, Observation, including identification of key pieces of data, pattern recognition, and interpretation of significance and meaning, is a key element in medical decision making. Clinical observation is taught primarily through preceptor modelling during the all-important clinical years. No single method exists for communicating these skills, and medical educators have periodically experimented with using arts-based training to hone observational acuity. The purpose of this qualitative study was to better understand the similarities and differences between arts-based and clinical teaching approaches to convey observation and pattern recognition skills. Method, A total of 38 Year 3 students participated in either small group training with clinical photographs and paper cases (group 1), or small group training using art plus dance (group 2), both consisting of 3 2-hour sessions over a 6-month period. Findings, Students in both conditions found value in the training they received and, by both self- and instructor-report, appeared to hone observation skills and improve pattern recognition. The clinically based condition appeared to have been particularly successful in conveying pattern recognition concepts to students, probably because patterns presented in this condition had specific correspondence with actual clinical situations, whereas patterns in art could not be generalised so easily to patients. In the arts-based conditions, students also developed skills in emotional recognition, cultivation of empathy, identification of story and narrative, and awareness of multiple perspectives. Conclusion, The interventions studied were naturally complementary and, taken together, can bring greater texture to the process of teaching clinical medicine by helping us see a more complete ,picture' of the patient. [source]

Teaching Instructional Design: An Action Learning Approach

Second Life in higher education: Assessing the potential for and the barriers to deploying virtual worlds in learning and teaching

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 3 2009
Steven Warburton
Second Life (SL) is currently the most mature and popular multi-user virtual world platform being used in education. Through an in-depth examination of SL, this article explores its potential and the barriers that multi-user virtual environments present to educators wanting to use immersive 3-D spaces in their teaching. The context is set by tracing the history of virtual worlds back to early multi-user online computer gaming environments and describing the current trends in the development of 3-D immersive spaces. A typology for virtual worlds is developed and the key features that have made unstructured 3-D spaces so attractive to educators are described. The popularity in use of SL is examined through three critical components of the virtual environment experience: technical, immersive and social. From here, the paper discusses the affordances that SL offers for educational activities and the types of teaching approaches that are being explored by institutions. The work concludes with a critical analysis of the barriers to successful implementation of SL as an educational tool and maps a number of developments that are underway to address these issues across virtual worlds more broadly. [source]

Helping academic staff to design electronic learning and teaching approaches

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 5 2004
Gayani Samarawickrema
First page of article [source]

Electronic information resources in undergraduate education: an exploratory study of opportunities for student learning and independence

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 3 2002
Liz McDowell
The fast,growing array of electronic information resources is often viewed as a significant opportunity for change in education, with shifts towards increased student independence in learning. In order for this to happen students need to develop the capability to deal with information. This qualitative interview,based study examines lecturer perspectives on the roles of electronic information resources in undergraduate education. In line with the phenomenographic tradition, three functional categories of electronic information use are proposed. Firstly, the "electronic academic library" offers new opportunities for access to materials but lecturers indicated minimal change to their teaching approaches. Electronic resources were simply added to reading lists and the responsibility for developing students' information skills was seen to rest with librarians. Secondly, lecturers identified changes towards more constructivist approaches to learning, drawing upon new sources of primary data available electronically and described specific teaching approaches to assist students to develop the relevant information handling skills. Finally, lecturers were uncertain about the value of the wider information resources of the Internet/Web for students and were concerned about variable information quality and the possibilities of plagiarism. The research indicates that information use in student learning is a multi,faceted phenomenon. Much current discussion centres on the concept of information literacy which draws together information skills and subject-related skills and knowledge. Students do not merely require generic information skills but a knowledge of the discipline and the capability to handle complex information. Partnerships between academics and librarians are a way forward in helping students to develop as autonomous information users. Not only do the two professional groups offer different expertise, but they also bring different perspectives on the problematic balance between student autonomy and student support. [source]