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Direct linkGao, Ruomei; Lloyd, Judith; Emenike, Bright U.; Quarless, Duncan; Kim, Youngjoo; Emenike, Mary E. – Journal of Chemical Education, 2021
Engaging students in scientific practices has become an important pedagogical component in STEM education, although its implementation in laboratories is still emerging. This paper uses three types of guiding questions to facilitate scientific practices in introductory and analytical chemistry laboratories. What makes our instructional model…
Descriptors: College Science, Science Instruction, Questioning Techniques, Teaching Methods
Download full textOstryn, Cheryl – Journal of the American Academy of Special Education Professionals, 2016
Individuals with ASD are less likely to engage in social mands, such as wh-question asking, even though this skill is demonstrated in those without ASD as young as 18 months. Therefore, teaching wh-questions to individuals with ASD is an important element in the development of any communication program. This is the third published study in a…
Descriptors: Autism, Pervasive Developmental Disorders, Questioning Techniques, Motivation
Sangoleye, Solomon Adebayo; Kolawole, C. O. O. – Journal of Education and Practice, 2016
Teaching is the heart of education. It involves the use of myriad of teaching methods, strategies and techniques. This paper critiques some of the instructional strategies used in higher institutions in Nigeria. Two of these instructional strategies (team teaching and questioning strategy) were identified. The "what", "how",…
Descriptors: Foreign Countries, Instructional Effectiveness, Teaching Methods, Team Teaching
Holper, Lisa; Goldin, Andrea P.; Shalom, Diego E.; Battro, Antonio M.; Wolf, Martin; Sigman, Mariano – International Journal of Educational Research, 2013
The study aimed to step into two-person (teacher-student) educational neuroscience. We describe a physiological marker of cortical hemodynamic correlates involved in teacher-student interactions during performance of a classical teaching model, the Socratic dialog. We recorded prefrontal brain activity during dialog execution simultaneously in…
Descriptors: Brain, Metabolism, Correlation, Investigations
Stevens, Kym; Huddy, Avril – Research in Dance Education, 2016
Despite tertiary institutions acknowledging that reflective practice is an essential component of undergraduate dance teacher training, there is often a disparity between the tertiary students' reflective skills and the more sophisticated reflective ability needed to navigate the twenty-first-century workforce. This paper charts the evolution of a…
Descriptors: Dance, Dance Education, Undergraduate Study, Teacher Education
Lotter, Christine; Smiley, Whitney; Thompson, Stephen; Dickenson, Tammiee – International Journal of Science Education, 2016
This study investigated a professional development model designed to improve teachers' inquiry teaching efficacy as well as the quality of their inquiry instruction through engaging teachers in practice-teaching and reflection sessions. The programme began with a two-week summer Institute focused on both inquiry pedagogy and science content and…
Descriptors: Models, Faculty Development, Training Methods, Middle School Teachers
Merk, Hillary; Waggoner, Jacqueline; Carroll, James – AILACTE Journal, 2013
Researchers and teacher educators have given increased attention to co-teaching during the student teaching experience. Co-teaching facilitates an apprenticeship arrangement that encourages modeling of classroom practice for the candidate and a chance to implement directly what is being learned by the apprentice. The co-teaching model can be…
Descriptors: Teamwork, Student Teaching, Learning Processes, Team Teaching
Panayiotou, Anastasia; Kyriakides, Leonidas; Creemers, Bert P. M.; McMahon, Léan; Vanlaar, Gudrun; Pfeifer, Michael; Rekalidou, Galini; Bren, Matevž – Educational Assessment, Evaluation and Accountability, 2014
This study investigates the extent to which the factors included in the dynamic model of educational effectiveness are associated with student achievement gains in six different European countries. At classroom level, the dynamic model refers to eight factors relating to teacher behavior in the classroom: orientation, structuring, questioning,…
Descriptors: Teacher Behavior, Academic Achievement, Achievement Gains, Models
Hardre, Patricia L.; Miller, Raymond B. – Performance Improvement Quarterly, 2006
Workplace motivation historically has been an HR function, with ID as a training function. This division produces a split between motivation and training, leaving them isolated from one another. Intervention design needs to include motivation throughout its phases, to maximize motivating opportunities for performance improvement. The current…
Descriptors: Instructional Design, Intervention, Motivation, Performance Technology
Smick, Regina A.; Crunkilton, John R. – 1989
Thirty postsecondary vocational technical instructors from five community colleges in Virginia were observed using the Flanders Interaction Analysis System for 30 minutes to detect their use of three of four behaviors determined to be enabling to learners. The additional enabling behavior of modeling was determined through 15 minutes of passive…
Descriptors: Community Colleges, Critical Thinking, Instructional Effectiveness, Modeling (Psychology)
Peer reviewedAnderson, Linda M.; And Others – Journal of Classroom Interaction, 1980
This report presents an analysis of data from an experimental study of teaching effectiveness. Results indicated that both the format and the experimental treatment influenced classroom processes. (JN)
Descriptors: Classroom Environment, Classroom Observation Techniques, Competency Based Teacher Education, Elementary Secondary Education
Peer reviewedGudmundsdottir, Sigrun – Journal of Curriculum Studies, 1991
Discusses a case study of an English teacher, the methods of teaching, and the difficulties encountered by the researcher in the study. Emphasizes the structure that an underlying pedagogical theory supplies for research, enabling the researcher to see, categorize, and analyze the content that teachers present to students. Discusses models of…
Descriptors: Case Studies, Content Area Reading, Discussion (Teaching Technique), English Instruction
Gettys, Cynthia M.; Holt, Mary Ann – 1993
This study sought to determine how teachers (n=61) at two Paideia schools in Chattanooga (Tennessee) perceived the professional staff development activities provided for them as they made the transition from a traditional direct instruction model of teaching to a nontraditional three-column model of instruction which included didactic…
Descriptors: Conventional Instruction, Discussion (Teaching Technique), Educational Methods, Elementary School Teachers
