Three suggested teaching strategies for students who are deaf or hard of hearing     

Tina J. Herring  M. Lynn Woolsey 《Support for Learning》2020,35(3):346-358

This paper addresses current issues in deaf education including poor academic progress and employment outcomes of individuals who are deaf and hard of hearing (D/HH) as well as provides suggestions for improving overall academic achievement of this population. Specifically, three instructional strategies are recommended for teachers: choral responding, response cards, and peer tutoring. These three strategies have been shown to increase active student responding in classrooms for children who are typically developing and children who have disabilities. For international deaf students in countries that may rely on volunteers who lack basic requisite skills these general education teaching strategies are easy to use even by novice teachers. Recommendations are tendered for how teachers can include these simple teaching strategies in classrooms serving students who are D/HH.  相似文献   

Analyzing student thinking reflected in self-constructed cognitive maps and its influence on inquiry task performance     

Chen  Juanjuan  Wang  Minhong  Dede  Chris  Grotzer  Tina A. 《Instructional Science》2021,49(3):287-312

Instructional Science - Higher-order thinking is crucial to inquiry learning. It is important to investigate how students think in inquiry contexts. Given the tacit nature of higher-order thinking,...  相似文献   

All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement     

Schnitzler  Katharina  Holzberger  Doris  Seidel  Tina 《European Journal of Psychology of Education - EJPE》2021,36(3):627-652

European Journal of Psychology of Education - Student participation and cognitive and emotional engagement in learning activities play a key role in student academic achievement and are driven by...  相似文献   

Presenting Food Science Effectively     

Carl K. Winter 《Journal of Food Science Education》2016,15(1):34-41

While the need to present food science information effectively is viewed as a critical competency for food scientists by the Institute of Food Technologists, most food scientists may not receive adequate training in this area. Effective presentations combine both scientific content and delivery mechanisms that demonstrate presenter enthusiasm for the topic and generate audience interest. This paper provides food science presentation “best practices” based upon the results of the author's 10 y of experience teaching communication skills to 1st‐year graduate students. Topics include development of a “Presentation Inventory” that encourages presenters to consider why they are presenting, who they are presenting to, what information they plan to present, and how they plan to present the information. More specific sections of the paper address presentation introductions and conclusions, developing visual aids, responding to audience questions, flow, pacing, and time management, technological competency, and tips on how to practice a presentation. Such information should be applicable to all types of food science practitioners including undergraduate and graduate students, postdoctoral scholars, teaching and research academics, and government, industrial, and consulting food scientists. An awareness of such “best practices” among presenters of food science information can help raise the bar to improve the quality of contemporary food science presentations.  相似文献   

Cheating Behaviors among Undergraduate College Students: Results from a Factorial Survey     

Tina L. Freiburger  Danielle M. Romain  Blake M. Randol  Catherine D. Marcum 《Journal of Criminal Justice Education》2017,28(2):222-247

Using a factorial survey administered to college students at two Universities, this study examines students’ tendencies to engage in academic misconduct. The relation of strain, self-control, and deterrence theories to likelihood of cheating are further explored. The results suggest that increasing the severity of the punishment for cheating does not deter academic misconduct; however, several variables indicating an increased certainty of being caught did decrease the likelihood of cheating behaviors. Only the strain variables that indicated a student had an ill family member or that the student found the course difficult significantly increased academic misconduct. Although self-control did not have a direct effect on cheating it indirectly affected cheating behaviors through students’ perceptions of getting caught and their perception of wrongfulness of the cheating behavior. Policy and future research implications of the findings are further discussed.  相似文献   

Action at an attentional distance: A study of children's reasoning about causes and effects involving spatial and attentional discontinuity     

Tina A. Grotzer  S. Lynneth Solis 《科学教学研究杂志》2015,52(7):1003-1030

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Teacher emotions in the classroom: associations with students’ engagement,classroom discipline and the interpersonal teacher-student relationship     

Gerda Hagenauer  Tina Hascher  Simone E. Volet 《European Journal of Psychology of Education - EJPE》2015,30(4):385-403

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Education and training 14–19: Curriculum,qualifications and organisation     

James de Winter 《Curriculum Journal》2013,24(1):98-99

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Making Critical Connections Between Social Studies Teaching and Student Achievement Using NAEP Data Explorer     

Paul G. Fitchett  Tina L. Heafner 《The Teacher Educator》2013,48(4):296-310

In this analysis of promising practice, we demonstrate how social studies methods instructors can incorporate data analysis of the 2010 United States History National Assessment of Educational Progress (NAEP–USH) to facilitate pedagogical aims, engage teacher candidates in critical discourse, and investigate the contexts of teaching and learning. The NAEP data explorer application is a valuable tool for examining social studies theory and practice in relation to student learning outcomes. Our assessment of teacher candidates' responses to the activity leads to the recommendation that NAEP data analysis and results encourage self-evaluation of instructional practices while simultaneously supporting critical interpretations of the NAEP exam.  相似文献   

Great Lakes Resource Sharing Conference Issue     

Tina Baich 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(3-5):49-50

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