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"Teaching"

This paper explores case study research of the group process for teachers as learners in an Online Learning Module delivered in a blended problem-based learning (PBL) environment. Blended learning, as the name suggests, consists of a blend of at least two pedagogical approaches: within the context of this research, blended learning is the integration of the PBL face-to-face learning in a classroom with an e-learning environment. The 10-week module was part of an accredited Postgraduate Diploma in Third Level Learning and teaching for academic staff (lecturers, librarians, learning technology support staff) from a range of higher education institutions in the Republic of Ireland. This Postgraduate Diploma attracts academic staff keen to experience and implement a variety of pedagogical approaches within their own teaching. Over the four years of the modules existence, there have been a wide variety of subject disciplines in higher education represented. This paper shares experiences and lessons learnt from the case study, and provides a set of recommendations for other teachers pursuing this form of blended PBL with students.

Aim: Published studies in the international dental literature illustrate that the quality of prescription and fabrication of cobalt-chromium removable partial dentures (CCRPDs) by general dental practitioners frequently fail to comply with ethical and legal requirements. The reasons cited for this in the past have broadly related to either financial or educational issues. The aim of this investigation is to determine the effect of financial and educational factors on the quality of CCRPD design and fabrication by general dental practitioners. Materials and methods: This investigation was completed in two parts. (1) A pre-piloted pro-forma was distributed to a number of dental laboratories throughout the UK and Ireland. These sought information relating to the quality of written instructions for CCRPDs received by these laboratories, and details of the remunerative scheme under which they were being provided. Three categories of remunerative scheme were considered, private CCRPDs in Ireland, private CCRPDs in the UK, and CCRPDs being provided by salaried NHS practitioners. (2) A pre-piloted questionnaire was distributed to vocational dental practitioners in the UK and Ireland. This sought information relating to their attitudes, opinions, and educational and clinical experiences of CCRPD design and fabrication. Results: (1) Three hundred completed pro-formas were returned from dental laboratories, 100 of which related to each of the three remunerative schemes. Poor or no written instructions were provided in 47% (n = 47) of CCRPD cases funded privately in the UK, 46% (n = 46) of CCRPD cases funded privately in Ireland, and 50% (n = 50) of CCRPDs being provided by salaried NHS practitioners. (2) One hundred and seven completed questionnaires were returned from vocational trainees. Vocational dental practitioners had completed fewer CCRPDs during VT than in dental school (dental school: median = 4, inter-quartile range = 3 to 5; VT: median = 2, inter-quartile range = 1 to 4). One-fifth of respondents (n = 22) had not completed any CCRPDs during VT. Nine per cent of VT practices (n = 10) had a surveyor on their premises. Only 15% (n = 16) of respondents felt the time they had spent in VT had increased their confidence in the design of CCRPDs. Conclusion: Financial factors did not have as significant an effect on the quality of prescription and fabrication of CCRPDs as did educational factors. Serious deficiencies in the teaching of CCRPDs during vocational training were identified. © British Dental Journal 2006.

Problem-Based Learning (PBL) has been instituted in the graduate and undergraduate curricula in the Department of Biomedical Engineering at Georgia Tech. The basic learning unit of the PBL approach is the tutorial group, comprising six to eight students and a facilitator. The role of the facilitator is to asks probing questions at the process level with the intent of explicitly revealing group behaviors by drawing attention to student actions. The target areas for assessment of a PBL class are self-directed inquiry, knowledge building, collaboration skills, and problem solving strategies.

[No abstract available]

A synthesis of nearly 2,000 articles to help make engineers better educators While a significant body of knowledge has evolved in the field of engineering education over the years, much of the published information has been restricted to scholarly journals and has not found a broad audience. This publication rectifies that situation by reviewing the findings of nearly 2,000 scholarly articles to help engineers become better educators, devise more effective curricula, and be more effective leaders and advocates in curriculum and research development. The author's first objective is to provide an illustrative review of research and development in engineering education since 1960. His second objective is, with the examples given, to encourage the practice of classroom assessment and research, and his third objective is to promote the idea of curriculum leadership. The publication is divided into four main parts: Part I demonstrates how the underpinnings of education----history, philosophy, psychology, sociology----determine the aims and objectives of the curriculum and the curriculum's internal structure, which integrates assessment, content, teaching, and learning. Part II focuses on the curriculum itself, considering such key issues as content organization, trends, and change. A chapter on interdisciplinary and integrated study and a chapter on project and problem-based models of curriculum are included. Part III examines problem solving, creativity, and design. Part IV delves into teaching, assessment, and evaluation, beginning with a chapter on the lecture, cooperative learning, and teamwork The book ends with a brief, insightful forecast of the future of engineering education. Because this is a practical tool and reference for engineers, each chapter is self-contained and may be read independently of the others. Unlike other works in engineering education, which are generally intended for educational researchers, this publication is written not only for researchers in the field of engineering education, but also for all engineers who teach. All readers acquire a host of practical skills and knowledge in the fields of learning, philosophy, sociology, and history as they specifically apply to the process of engineering curriculum improvement and evaluation. © 2005 Institute of Electrical and Electronics Engineers, Inc. All rights reserved..

This mixed methods study examined the self-efficacy beliefs of paraeducators who became bilingual teachers and paraeducators who did not to explore the possibility that self-efficacy plays a role in paraeducators' career decisions. Data were collected through three sources: a survey, career goal statements, and interviews. Fourteen participants were included in the study. There were qualitative differences and significant quantitative differences between the two groups. Those who became bilingual teachers described work environments and duties that promoted the development of their teacher efficacy. Those who remained in the paraeducator roles described very different work environments. The study highlights the importance of clearly defining paraeducators' roles and responsibilities in ways that utilize their skills, abilities, and interests, and promote their career development. © 2006 Taylor & Francis Group, LLC.

Provision of Further Education (FE) colleges is becoming more important to the nation’s education strategy. Much of this provision is in National Vocational Qualifications (NVQ); in 2003/04 almost half a million of these qualifications were awarded. However, in contrast to the situation in Higher Education (HE), there has been comparatively little research into the impact of ethnicity and gender on retention in FE. This study is an attempt to address these issues and, in doing so, to provide statistical evidence for one FE college to assist in their strategic planning. Here, statistical analyses of the effects on student withdrawal rates of the factors: age, gender, ethnicity, studying for a qualification with an English for Speakers of Other Languages (ESOL) element and Widening Participation (WP) category are carried out. Our statistical analyses show that, in general, gender is a highly significant factor in withdrawal rates as are ethnic group and WP category. Studying for an ESOL-related qualification, which is used here as a proxy for language issues, was found to be a significant factor for Entry-level students only. Age was found not to be a significant factor at any level. This led us to the tentative conclusion that, while external factors such as financial hardship are likely to play a part in influencing the decision of students to withdraw, the different ways that genders and ethnic groups at particular levels of study respond to the college environment, apparently independently of external factors, may be an issue that could be addressed through a review of internal college factors including teaching and assessment. © 2006 The Vocational Aspect of Education Ltd.

This paper discusses issues arising from three case studies of the ways people have become tertiary teachers in a polytechnic, a wananga (Maori tertiary institution) and a university in New Zealand. Despite institutional differences, the teachers gained most of their teaching knowledge and skills on the job, learning informally and experientially, and much less through engaging with formal courses or centrally organized educational development activities. Tertiary teachers belong to groupings such as their institution, discipline, department or teaching team that can be seen as communities of practice, and it is in those contexts that their working knowledge and identities as teachers develop. A communities of practice framework in three parts is proposed for supporting and strengthening tertiary teachers’ workplace learning and educational development. © 2006, HERDSA.

Design is at the heart of vocational training programmes. That is the reason why teaching design and training students to design are major concerns of engineering schools. Our participation in this training favours a particular approach: reflexive practice. The Reflexive pedagogy lays the emphasis on the metaphorical dimension of learning. It is based on the idea that if the learner understands his/her own mental processes while learning, she/he learns better, by learning to learn. Reflexive thinking in our application is supported by a graphical representation. This graphic should enable the learners to turn the idea they are building up of their design activity into a kind of object. This article presents the reflective pedagogy that we have been using for several years now in collaboration with lecturers in technology to foster training in design for future engineers. © 2006, SEFI.

This paper examines the relationship between quality of instruction of faculty members as assessed by students and the assessment periods involved. It is based on analysis carried out in Israel's largest public college. Our aim was to explore whether investments to improve the quality of instruction of faculty members are cost beneficial. The findings of this study confirm an improvement in all faculty members' ratings on assessment items as measured in instruction assessment surveys conducted at four points in time. Yet, the findings also indicate that improvements in teaching were not related to instructors' participation in teaching workshops or to any other steps taken by the college to improve quality of teaching. On the whole instructor's age was found to be an individual attribute variable of paramount importance. Seniority turned out to be another important professional attribute variable. © 2006, UCU.