Search results for: student-assisted-teaching

Student Assisted Teaching

Author : Judith E. Miller
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This book provides a range of models for undergraduate student-assisted teaching partnerships to help teachers and administrators make learning more student-centered, effective, and productive. The 31 models describes a range of approaches and applications in a variety of settings and disciplines. The chapters are: (1) "Establishing a Common Ground: a Conjoint Training Model for Instructors and Peer Educators" (Eve M. Adams, Susan C. Brown, and Terry L. Cook); (2) "Lessons from Peers: The Design Exchange" (Mark J. Chidister, Frank H. Bell, Jr., And Kurt M. Earnest); (3) "Peer Teaching in the Experimental College" (Robyn Gittleman and Howard Woolf); (4) "Peer Facilitators as Lead Freshman Seminar Instructors" (Jean M. Henscheid); (5) "The Teaching Teams Program: a 'Just in Time' Model for Peer Assistance" (Harold P. Larson, Reed Mencke, Stacy J. Tollefson, Elizabeth Harrison, and Elena Merman); (6) "The Teaching Teams Program: Transforming the Role of the Graduate Teaching Assistant" (David A. Wood, Jr., Jennifer L. Hart, Stacy J. Tollefson, Dawn E. DeToro, and Julie Libarkin); (7) "The Teaching Teams Program: Empowering Undergraduates in a Student-Centered Research University" (Lacey A. Stover, Kirstin A. Story, Amanda M. Skousen, Cynthia E. Jacks, Heather Logan, and Benjamin T. Bush); (8) "Peer-Assisted Cooperative Learning: An Experiment in Educational Quality and Productivity" (Judith E. Miller, David DiBiasio, John Minasian, and James S. Catterall); (9) "Students; Managing to Learn; Teachers: Learning To Manage" (Martin H. Murray); (10) "Undergraduates Teaching in a Collaborative Learning Paradigm" (Samuel B. Thompson, Sarah B. Westfall, and Christine Reimers); (11) "Peers at Work: Tutors at Spelman College" (Anne B. Warner and Christine K. Farris); (12) "Students Mentoring Students in Portfolio Development" (W. Alan Wright and Bruce Barton); (13) "The Experimental Study Group: An Alternative First-Year Program at mit" (David Custer and Peter Dourmashkin); (14) "mash (Math and Science Help): Supplemental Instruction at a Technological University" (Ann Garvin and Dale Snyder); (15) "Undergraduate Peer Mentors in Mathematics" (Miguel Paredes, Paul Pontius, Rene Torres, and Joseph Chance); (16) "a Model for Integrating Technical Preceptors into the Classroom" (Mary Poulton and John Kemeny); (17) "Academic Excellence Workshops: Boosting Success in Technical Courses: (Ruth A. Streveler); (18) "Supplemental Instruction at an Urban Community College" (Joyce Ship Zaritsky); (19) "Peer-Assisted Teaching and Learning in Distance Education" (Judith A. Couchman); (20) "Using Structured Study Groups To Create Chemistry Honors Sections" (Brian P. Coppola, Douglas S. Daniels, and Jason K. Pontrello); (21) "Student Mentoring and Community in a University Honors Program" (Ronald E. Mickel); (22) "Where Undergraduates Are the Experts: Peer-Based Instruction in the Writing Center" (Dennie Paoli and Eric Hobson); (23) "Peer Facilitators of In-Class Groups: Adapting Problem-Based Learning to the Undergraduate Setting" (Deborah E. Allen and Harold B. White, iii); (24) "Student-Directed Instruction in an Undergraduate Psychopathology Course" (Cheryl Golden and Calverta McMorris); (25) "Peer Writing Tutors" (Lisa Lebduska); (26) "The Workshop Project: Peer-Led Team Learning in Chemistry" (Jerry L. Sarquis, Linda J. Dixon, David K. Gosser, Jack A. Kampmeier, Vicki Roth, Victor S. Strosak, and Pratibha Varma-Nelson); (27) "a Introductory Psychology Laboratory Designed and Taught by Undergraduate Teaching Interns" (Stephen P. Stelzner, Michael G. Livingston, and Thomas Creed); (28) "Undergraduate Teaching Assistants Bring Active Learning to Class" (Melissa A. Thibodeau); (29) "Student-Faculty Partnerships To Develop Teaching and Enhance Learning" (Milton D. Cox); (30) "Educating the Critic: Student Driven Quality" (Elizabeth Kinland, Lisa Firing Lenze, Lynn Melendez Moore, and Larry D. Spence); and (31) "College Teachers and Student Consultants: Collaborating about Teaching and Learning" (D. Lynn Sorenson). Four appendixes contain examples of hiring documents, training syllabi, teaching materials, and evaluation procedural documents. (Contains 18 figures, 59 tables, and 178 references.) (Sld).

Peer assisted Learning

Author : Keith Topping
File Size : 49.65 MB
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Peer Assisted Learning (PAL) involves children in school consciously assisting others to learn, and in so doing learning more effectively themselves. It encompasses peer tutoring, peer modeling, peer education, peer counseling, peer monitoring, and peer assessment, which are differentiated from other more general "co-operative learning" methods. PAL is not diluted or surrogate "teaching"; it complements and supplements (but never replaces) professional teaching--capitalizing on the unique qualities and richness of peer interaction and helping students become empowered democratically to take more responsibility for their own learning. In this book, PAL is presented as a set of dynamic, robust, effective, and flexible approaches to teaching and learning, which can be used in a range of different settings. The chapters provide descriptions of good practice blended with research findings on effectiveness. They describe procedures that can be applied to all areas of the school curriculum, and can be used with learners of all levels of ability, including gifted students, students with disabilities, and second-language learners. Among the distinguished contributors, many are from North America, while others are from Europe and Australia. The applicability of the methods they present is worldwide. Peer-Assisted Learning is designed to be accessible and useful to teachers and to those who employ, train, support, consult with, and evaluate them. Many chapters will be helpful to teachers aiming to replicate in their own school environments the cost-effective procedures described. A practical resources guide is included. This volume will also be of interest to faculty and researchers in the fields of education and psychology, to community educators who want to learn about the implications of Peer Assisted Learning beyond school contexts, and to employers and others involved in post-school training.

Undergraduate Curricular Peer Mentoring Programs

Author : Tania Smith
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Whether or not a college currently offers a Supplemental Instruction program, uses peer leaders in First-year Learning Community, or assigns Peer Tutors to courses, Undergraduate Peer Mentoring Programs will provide educators with concepts, examples, and findings useful for program development, innovation and enhancement. Contributors describe an international and interdisciplinary set of programs from the perspectives of program administrators, instructors, students and teaching assistants, while the editor reviews four decades of research, incorporating examples into theory and practice sections.

Analysis of Skills Development from Computer Assisted Teaching

Author : Dougglas Hurtado Carmona
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In this project aims to calculate the proportional difference in the development of skills among students using the Computer Assisted Teaching (CAT) and those without. To this end, we propose the hypothesis that the proportional difference in the development of skills among students using the CAT and those without, to study the subject Operating Systems is 30%. This will define the basic research project as a Quasi-Experimental design and correlational form, where they took 2 samples of 89 students, forming groups: CATG, which used computer-assisted instruction, and not used, NCATG. These groups was administered as a questionnaire and obtained partial notes on the subject. To obtain the results, we evaluate the hypothesis and compared the groups formed in the development of skills and academic performance.

Blended Learning A Wise Giver s Guide to Supporting Tech assisted Teaching

Author : Laura Vanderkam
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Few innovations in education today offer as much potential to transform how students are educated as the rise of so-called blended learning—the artful combination of computerized instruction with small-group teaching that is closer to tutoring than to traditional mass lectures. This highly readable book provides rich, up-to-date practical information for donors aiming to make a difference.

Computer Assisted Instruction

Author : Gerald L. Engel
File Size : 63.22 MB
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The report consists of a KWIC index and an annotated bibliography by author containing 570 items.

The Effects of Computer assisted Instruction on Student Self concept Locus of Control and Level of Aspiration

Author : Ian David Smith
File Size : 64.30 MB
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Computer assisted Instruction

Author : Entelek Incorporated (Newburyport, Mass.)
File Size : 49.16 MB
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Tools for Teaching

Author : Barbara Gross Davis
File Size : 59.68 MB
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This is the long-awaited update on the bestselling book that offers a practical, accessible reference manual for faculty in any discipline. This new edition contains up-to-date information on technology as well as expanding on the ideas and strategies presented in the first edition. It includes more than sixty-one chapters designed to improve the teaching of beginning, mid-career, or senior faculty members. The topics cover both traditional tasks of teaching as well as broader concerns, such as diversity and inclusion in the classroom and technology in educational settings.

Peer Assisted Learning in Academic Libraries

Author : Erin Rinto
File Size : 20.3 MB
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Written specifically for academic librarians and library administrators, this book identifies the myriad benefits of peer-assisted learning, exploring how the implementation of peer-assisted learning benefits information literacy instruction, cocurricular outreach, and reference services. • Introduces readers to a well-established and effective practice in higher education and demonstrates how it can be used in library-initiated programs • Provides the means to extend library staff resources by incorporating student employees in instruction, outreach, and reference services • Supplies practical examples—complete with assessments, administrative justifications and lessons learned—for training and assessing student peer mentors • Offers justification for how peer-assisted learning programs provide student employees with rewarding and enriching opportunities that can benefit them academically, personally, and professionally

On Becoming a Productive University

Author : James E. Groccia
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"In 1987, the U.S. Congress established the Malcolm Baldrige National Quality Award program to raise awareness about the importance of quality and performance excellence as a competitive edge. Since 1999, the program has outlined criteria for educational institutions to align their mission, values, goals, processes, and resources into a comprehensive, long-term, systematic improvement effort. The book profiles six unique institutions that have successfully implemented these criteria: the Montfort College of Business at the University of Northern Colorado, National University, New Mexico State University-Carlsbad, Northwest Missouri State University, University of Wisconsin-Stout, and Western Wisconsin Technical College. The University of Wisconsin-Stout was the first higher education institution to win the Baldrige Award in 2001, and has since worked with educational institutions in 39 states and 25 countries that are interested in implementing quality improvement through the application of the Baldrige criteria. This book will appeal to academic administrators at all levels and at all types of institutions who are interested in applying a systematic approach to leadership, quality improvement, and change management within their institutions"--Unedited summary from book cover.

The Use of Computer assisted Instruction to Teach Calculation and Regulation of Intravenous Flow Rates to Baccalaureate Nursing Students

Author : Donna Elliott Larson
File Size : 29.99 MB
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Computer Assisted Instruction in the Teaching of Japanese as a Second Language

Author : John McBride
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This report examines Japan's ten years experience of computer assisted instruction and concludes that computer assisted instruction should play an important role in achieving Australia's language policy goals.

University level Computer assisted Instruction at Stanford 1968 1980

Author : Stanford University. Institute for Mathematical Studies in the Social Sciences
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Technology Assisted Teaching Techniques

Author : Janie Duncan
File Size : 61.57 MB
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The handbook presents a variety of second language teaching techniques, some old and some new, for use with technological equipment. Each chapter focuses on a specific piece of equipment or technology, or in some cases, two technologies that share some characteristics and can be used similarly. Each chapter begins with a brief description of the technology, its attributes and capabilities, and some general suggestions for use. Then three to five techniques designed to exploit that technology's characteristics are offered. For each technique, these are specified: title; purpose; materials needed; step-by-step procedure; variations; notes; and references and materials suggestions. Margin notes indicate which language skill(s) (listening, speaking, reading, writing) the technique emphasizes. The technologies included in the guide are: brown paper; overhead projector; opaque projector; slide projector; camera; filmstrip projector; 16mm and videocassette recorder; video camera; audiocassette tape recorder; music cassettes; language laboratory; telephone usage trainer; and microcomputer. Lists of sources for equipment and further information are appended. (MSE)

Computer Assisted Instruction

Author : Richard L. Balogh
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Computer assisted Instruction at Stanford 1966 68

Author : Patrick Suppes
File Size : 58.18 MB
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Drill-and-practice program; Tutorial program.

Computer Assisted Instruction in Geography

Author : Association of American Geographers. Commission on College Geography
File Size : 82.12 MB
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The Intelligent Design of Computer assisted Instruction

Author : Richard L. Venezky
File Size : 83.86 MB
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Second Language Teaching and Learning with Technology Views of Emergent Researchers

Author : Linda Bradley
File Size : 26.5 MB
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