Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
44,236
result(s) for
"Teaching - standards"
Sort by:
A framework for K-12 science education : practices, crosscutting concepts, and core ideas
\"A Framework of K-12 Science Education Standards represents the first step in a process to create new standards in K-12 science education\"--Foreword.
Book
Mitigating gender bias in student evaluations of teaching
Student evaluations of teaching are widely believed to contain gender bias. In this study, we conduct a randomized experiment with the student evaluations of teaching in four classes with large enrollments, two taught by male instructors and two taught by female instructors. In each of the courses, students were randomly assigned to either receive the standard evaluation instrument or the same instrument with language intended to reduce gender bias. Students in the anti-bias language condition had significantly higher rankings of female instructors than students in the standard treatment. There were no differences between treatment groups for male instructors. These results indicate that a relatively simple intervention in language can potentially mitigate gender bias in student evaluation of teaching.
Journal Article
Visual leap : a step-by-step guide to visual learning for teachers and students
\"Visual Leap is a how-to book for teachers, students and parents interested in making learning easier. In step-by-step fashion, it presents an effective, universal, visual method to teach students how to think independently and critically, and how to organize their ideas for any instructional purpose. The visual strategies are rooted in the science of human learning and are effective because they tap into the ways that we learn naturally. The Visual Leap method simplifies teaching the skills of the Common Core State Standards and gives teachers explicit ways to differentiate instruction to meet the needs of all learners\"-- Publisher's description.
Book
An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement
Improving teaching quality is widely recognized as critical to addressing deficiencies in secondary school education, yet the field has struggled to identify rigorously evaluated teacher-development approaches that can produce reliable gains in student achievement. A randomized controlled trial of My Teaching Partner—Secondary—a Web-mediated approach focused on improving teacher-student interactions in the classroom—examined the efficacy of the approach in improving teacher quality and student achievement with 78 secondary school teachers and 2237 students. The intervention produced substantial gains in measured student achievement in the year following its completion, equivalent to moving the average student from the 50th to the 59th percentile in achievement test scores. Gains appeared to be mediated by changes in teacher-student interaction qualities targeted by the intervention.
Journal Article
A guide to teaching elementary science : ten easy steps
This book helps teachers develop curricula compatible with the Next Generation Science Standards and the Common Core Standards, provides easy-to-implement steps for setting up a science classroom, plus strategies for using all available resources to assemble needed teaching materials, offers detailed sample lesson plans in each STEM subject, adaptable to age and ability and designed to embrace the needs of all learners, and presents bonus information about organizing field trips and managing science fairs.
Book
Let the kids play: gamification as a CPR training methodology in secondary school students. A quasi-experimental manikin simulation study
ObjectiveGamification is a non-evaluation and competition-based training methodology with high emotional involvement. The goal of this study was to evaluate gamification methodology as compared with other existing methodologies when teaching cardiopulmonary resuscitation (CPR) to secondary school students.Methods489 secondary school students from two high schools in Spain participated in this randomised-block quasi-experimental study in February 2018. The students were classified into different groups. Each group received CPR training with a different methodology: GAM (gamification-based training as a compulsory but non-tested academic activity to learn by playing in teams, with instructor and visual feedback); EVA (training based on subsequent evaluation as a motivational incentive, with instructor and visual feedback); VFC (visual feedback complementary, training based on a non-compulsory and non-tested academic activity, with instructor and visual feedback); TC (traditional complementary, training based on a non-compulsory and non-tested academic activity, with instructor feedback). After a week, each student performed a 2 min hands-only CPR test and quality of CPR was assessed. Visual feedback in training and CPR variables in test were provided by the QCPR Instructor App using a Little Anne manikin, both from Laerdal (Norway).ResultsGAM (89.56%; 95% CI 86.71 to 92.42) methodology resulted in significantly higher scores for CPR quality than VFC and TC (81.96%; 95% CI 78.04% to 85.88% and 64.11%; 95% CI 58.23 to 69.99). GAM (61.77%; 95% CI 56.09 to 67.45) methodology also resulted in significantly higher scores for correct rate than VFC and TC (48.41%; 95% CI 41.15% to 55.67% and 17.28%; 95% CI 10.94 to 23.62). 93.4% of GAM methodology participants obtained >50 mm of compression mean depth which was a significantly higher proportion than among students in VFC and TC (78.0% and 71.9%). No differences between GAM and EVA were found. A confidence level of 95% has been assigned to all values.ConclusionsGAM methodology resulted in higher CPR quality than non-tested methods of academic training with instructor feedback or visual feedback. Gamification should be considered as an alternative teaching method for Basic Life Support (BLS) in younger individuals.
Journal Article
Training interval in cardiopulmonary resuscitation
Although evidence supports brief, frequent CPR training, optimal training intervals have not been established. The purpose of this study was to compare nursing students' CPR skills (compressions and ventilations) with 4 different spaced training intervals: daily, weekly, monthly, and quarterly, each for 4 times in a row.
Participants were nursing students (n = 475) in the first year of their prelicensure program in 10 schools of nursing across the United States. They were randomly assigned into the 4 training intervals in each of the schools. Students were trained in CPR on a Laerdal Resusci Anne adult manikin on the Resuscitation Quality Improvement (RQI) mobile simulation station. The outcome measures were quality of compressions and ventilations as measured by the RQI program.
Although students were all certified in Basic Life Support prior to the study, they were not able to adequately perform compressions and ventilations at pretest. Overall compression scores improved from sessions 1 to 4 in all training intervals (all p < .001), but shorter intervals (daily training) resulted in larger increases in compression scores by session 4. There were similar findings for ventilation skills, but at session 4, both daily and weekly intervals led to better skill performance.
For students and other novices learning to perform CPR, the opportunity to train on consecutive days or weeks may be beneficial: if learners are aware of specific errors in performance, it may be easier for them to correct performance and refine skills when there is less time in between practice sessions.
Journal Article
Navigating the Common Core with English Language Learners : practical strategies to develop higher-order thinking skills
\"Written by experienced teachers of English Language Learners, this essential resource gives educators a much-needed and practical guide for implementing the Common Core State Standards in ELL classrooms. Larry Ferlazzo and Katie Hull Sypnieski provide a digest of the latest research and developments in ELL education, along with comprehensive guidance in reading and writing, social studies, math, science, social/emotional learning and more. The book's expert guidance helps instructors instill the higher-order thinking skills demanded by the Common Core, and its ready-to-use lesson plans and reproducible handouts help educators bring key ideas and concepts to life in the classroom.\"--Page [4] of cover.
Book
Guide to Implementing the Next Generation Science Standards
A Framework for K-12 Science Education and Next Generation Science Standards (NGSS) describe a new vision for science learning and teaching that is catalyzing improvements in science classrooms across the United States. Achieving this new vision will require time, resources, and ongoing commitment from state, district, and school leaders, as well as classroom teachers. Successful implementation of the NGSS will ensure that all K-12 students have high-quality opportunities to learn science.
Guide to Implementing the Next Generation Science Standards provides guidance to district and school leaders and teachers charged with developing a plan and implementing the NGSS as they change their curriculum, instruction, professional learning, policies, and assessment to align with the new standards. For each of these elements, this report lays out recommendations for action around key issues and cautions about potential pitfalls. Coordinating changes in these aspects of the education system is challenging. As a foundation for that process, Guide to Implementing the Next Generation Science Standards identifies some overarching principles that should guide the planning and implementation process.
The new standards present a vision of science and engineering learning designed to bring these subjects alive for all students, emphasizing the satisfaction of pursuing compelling questions and the joy of discovery and invention. Achieving this vision in all science classrooms will be a major undertaking and will require changes to many aspects of science education. Guide to Implementing the Next Generation Science Standards will be a valuable resource for states, districts, and schools charged with planning and implementing changes, to help them achieve the goal of teaching science for the 21st century.
eBook