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Constructivist and Behaviorist Approaches: Development and Initial Evaluation of a Teaching Practice Scale for Introductory Statistics at the College Level  [cached]
Rossi A. Hassad
Numeracy , 2011,
Abstract: This study examined the teaching practices of 227 college instructors of introductory statistics from the health and behavioral sciences. Using primarily multidimensional scaling (MDS) techniques, a two-dimensional, 10-item teaching-practice scale, TISS (Teaching of Introductory Statistics Scale), was developed. The two dimensions (subscales) are characterized as constructivist and behaviorist; they are orthogonal. Criterion validity of the TISS was established in relation to instructors’ attitude toward teaching, and acceptable levels of reliability were obtained. A significantly higher level of behaviorist practice (less reform-oriented) was reported by instructors from the U.S., as well as instructors with academic degrees in mathematics and engineering, whereas those with membership in professional organizations, tended to be more reform-oriented (or constructivist). The TISS, thought to be the first of its kind, will allow the statistics education community to empirically assess and describe the pedagogical approach (teaching practice) of instructors of introductory statistics in the health and behavioral sciences, at the college level, and determine what learning outcomes result from the different teaching-practice orientations. Further research is required in order to be conclusive about the structural and psychometric properties of this scale, including its stability over time.
Toward Successful E-Learning Implementation in Developing Countries: A Proposed Model for Predicting and Enhancing Higher Education Instructors’ Participation
Tarek Taha Ahmed
International Journal of Academic Research in Business and Social Sciences , 2013,
Abstract: The rapid development and widespread of Internet and communication technologies have materially altered many characteristics and concepts of the learning environment. E-learning emerged as an imperative paradigm of modern education unrestricted by time or place, offering new possibilities to higher education institutions for providing flexible and cost-effective remote or distance learning environment, thus many universities put it in their programs. In developing countries e-learning can compensate the weakness of traditional education methods. While a considerable amount of research has been conducted on e-learning, little has tested it from the perspective of instructors, as a determinant or prerequisite for any successful implementation. Thus this research paper attempts to fill this gap in the current body of literature, specifically in our local context, by empirically examining and validating the critical factors that have the most significant influence on instructor’s participation in e-learning process. In contrast to previous works in this area, the current empirical study extended the research scope by combining the most critical factors identified in literature and applied them in the local context, therefore researcher’s proposed model contained variables that have not been integrated into one framework, to examination simultaneously for validation and relationship. A richer research methodology is used in this empirical study combining quantitative and qualitative methods. Based on its findings the study has made a number of important managerial and academic implications.
Instructional Strategies of Distance Education Instructors in China  [PDF]
Victor C. X. Wang,Peter G. Kreysa
Journal of Educators Online , 2006,
Abstract: This study investigated the teaching strategies of distance education instructors at the major universities in Beijing and Shanghai, China in the summer of 2005. The study utilized Conti’s 1983 and 2004 Principles of Adult Learning Scale (PALS) and researcher-designed open-ended questions to determine the teaching strategies of Chinese distance education instructors. Data were collected from 40 distance education instructors at the major universities to determine the extent to which the Western democratic form of distance education was employed. The study’s results show that although Chinese distance education instructors teach their courses in the Western educational manner, to some extent; they nevertheless oppose the Western collaborative mode of instruction and, instead, feature the teacher-directed form of instruction.
Physics education research: Resources for graduate student instructors  [PDF]
Zosia A. C. Krusberg
Physics , 2008,
Abstract: This resource letter intends to provide physics instructors - particularly graduate student teaching assistants - at the introductory university level with a small but representative collection of resources to acquire a familiarity with research in physics education for guidance in everyday instruction. The resources are in the form of books, articles, websites, journals, and organizations.
Investigating of the conceptions of employer and master instructors on students from vocational education center  [cached]
Abdullah I??klar,Ali Haydar ?ar,Mustafa Ko?
International Journal of Human Sciences , 2011,
Abstract: This study is aimed to investigate the conceptions of employer and master instructors on students from vocational education center. Workgroup of the study comprises totally 318 people who work as employers and master instructors in the field of production and serving in Kayseri and Sakarya cities, in 2011. Data is collected via personal information form and determining conceptions of employer and master instructors on students in vocational education survey, which was developed by researchers for the purpose of determining the conceptions of employers and master instructors on students from vocational education center. Descriptive analysis such as frequency and percent was used in data analysis. Besides, Kay- square technique was used according to positions of employers and master instructors, by the aim of determining the conceptions of employers and master instructors on students from vocational education. According to research, significant differences between conceptions of employers and master instructors about students from vocational education center were found. Results of the study were discussed in related literature and submitted suggestions for future studies.
Design of the Model of Constructivist Learning Theory for Moral Education in Physical Education Teaching  [cached]
Chenyu Wang
International Education Studies , 2011, DOI: 10.5539/ies.v4n3p62
Abstract: In order to achieve better effect of moral education in physical education teaching, this article employed constructivist learning theory to design the model of moral education according to the characteristics of physical education teaching, in order that the majority of P.E. teachers draw lessons from it in their teaching practice, and service to cultivate high-quality talents.
Constructivist Use of Business Simulators in Education  [cached]
Viktor Vojtko,Marie Heskova
Communications of the IBIMA , 2010,
Abstract: The goal of this paper is to define and propose a model of possible use of business simulators to support education in constructivism sense and with a respect to revised Bloom’s taxonomy of learning objectives. This model is particularly focused on re-construction of prior partial knowledge using the falsification approach
Influence of education on oro-dental knowledge among school hygiene instructors  [cached]
Soussan Irani,Marjane Meschi,Azizollah Goodarzi
Journal of Dental Research, Dental Clinics, Dental Prospects , 2009,
Abstract: Background and aims. Recent progresses in preventive dentistry and their correct application in many developed countries have remarkably decreased the rate of oro-dental diseases in children and teenagers, while the rate of oro-dental diseases is on the rise among the children in developing countries. The aim of this study was to evaluate the impact of educating school health care instructors by measuring their level of oral health knowledge and their opinions about the impact of oral health and preventive dentistry. Materials and methods. This was a cross-sectional descriptive-analytical study. Questionnaires were administered before and after an educational lecture to school health care instructors in Hamadan, Iran. Data were analyzed using paired t-test. Results. In this study, 31 school health care instructors took part. The percentage of instructors in poor knowledge level was 22.6% before the educational lecture (education), which decreased to 0 percent after the education (P < 0.05). The percentage of instructors with good knowledge level was 3.2%, which increased to 80.6% after the education (P < 0.05). Conclusion. Close cooperation between universities and the Ministry of Health and Medical Education will lead to improvements in the level of knowledge and awareness of school health care instructors.
Cognitive and Constructivist Perspective of IT Based Education  [cached]
Wojciech Walat
Computer and Information Science , 2013, DOI: 10.5539/cis.v6n2p9
Abstract: This article presents research studies regarding the definition of the genesis and determinants of ICT development in the context of behavioural, humanistic and cognitive theories of education. It explains the phenomena which are connected with their application in didactic processes. The research methodology used is based on the review of literature of the subject and some studies performed previously. The effect of the studies relies on proposing a kind of meta-programming in didactics, using the achievements of various kinds of didactic programming based on computer systems and ICT.
Development and Validation of a Teaching Practice Scale (TISS) for Instructors of Introductory Statistics at the College Level  [PDF]
Rossi A. Hassad
Statistics , 2010,
Abstract: This study examined the teaching practices of 227 college instructors of introductory statistics (from the health and behavioral sciences). Using primarily multidimensional scaling (MDS) techniques, a two-dimensional, 10-item teaching practice scale, TISS (Teaching of Introductory Statistics Scale), was developed and validated. The two dimensions (subscales) were characterized as constructivist, and behaviorist, and are orthogonal to each other. Criterion validity of this scale was established in relation to instructors' attitude toward teaching, and acceptable levels of reliability were obtained. A significantly higher level of behaviorist practice (less reform-oriented) was reported by instructors from the USA, and instructors with academic degrees in mathematics and engineering. This new scale (TISS) will allow us to empirically assess and describe the pedagogical approach (teaching practice) of instructors of introductory statistics. Further research is required in order to be conclusive about the structural and psychometric properties of this scale.
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