Relevant bibliographies by topics / Chalk-and-talk

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Chalk-and-talk'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Chalk-and-talk"

1

Snapp, Erik Lee. "How to design a chalk talk—the million dollar sales pitch." Molecular Biology of the Cell 30, no. 13 (June 15, 2019): 1575–77. http://dx.doi.org/10.1091/mbc.e19-01-0007.

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Each faculty recruiting season, many postdocs ask, “What is a chalk talk?” The chalk talk is many things—a sales pitch, a teaching demonstration, a barrage of questions, and a description of a future research program. The chalk talk is arguably the most important component of a faculty search interview. Yet few postdocs or grad students receive training or practice in giving a chalk talk. In the following essay, I’ll cover the basics of chalk talk design and preparation.
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Bassendowski, Sandra L. "Chalk and Talk Assessment Strategy." Nurse Educator 29, no. 6 (November 2004): 224–25. http://dx.doi.org/10.1097/00006223-200411000-00003.

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3

Bennett, S., J. Hewitt, D. Kraithman, and C. Britton. "Making chalk and talk accessible." ACM SIGCAPH Computers and the Physically Handicapped, no. 73-74 (June 17, 2002): 119–25. http://dx.doi.org/10.1145/960201.957227.

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4

Hartshorn, Christina, and Paul D. Hannon. "Paradoxes in entrepreneurship education: chalk and talk or chalk and cheese?" Education + Training 47, no. 8/9 (October 2005): 616–27. http://dx.doi.org/10.1108/00400910510633152.

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Kumar, Neeta. "Importance of Talk and Chalk Method of Teaching: Dental Students’ view in Preclinical Years." International Journal of Healthcare Education & Medical Informatics 05, no. 03 (December 11, 2018): 11–15. http://dx.doi.org/10.24321/2455.9199.201812.

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6

Husbands, Chris, and Clare Hake. "Partnership in Initial Teacher Training: Talk and Chalk." British Journal of Educational Studies 41, no. 4 (December 1993): 429. http://dx.doi.org/10.2307/3121972.

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Jackson, James L. "Teaching Economics: More Alternatives to Chalk and Talk." Educational Studies 44, no. 2 (October 6, 2008): 176–81. http://dx.doi.org/10.1080/00131940802368554.

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Jr., Robert F. Garnett. "Beyond chalk and talk: a feminist-Austrian dialogue." International Journal of Pluralism and Economics Education 6, no. 2 (2015): 151. http://dx.doi.org/10.1504/ijpee.2015.072591.

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Gilbert, David H. "From chalk and talk to walking the walk." Education + Training 54, no. 2/3 (April 13, 2012): 152–66. http://dx.doi.org/10.1108/00400911211210260.

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10

Singh, Nina, and Colin K. L. Phoon. "Not yet a dinosaur: the chalk talk." Advances in Physiology Education 45, no. 1 (March 1, 2021): 61–66. http://dx.doi.org/10.1152/advan.00126.2020.

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This article discusses the chalk talk’s potential as an active learning method. Although chalk talks are a form of interactive lecture, they have received little attention in the medical education literature compared with other active learning methods such as team-based learning and simulation. One of the authors (C. K. L. Phoon) has used chalk talks to teach congenital heart defects to first- and third-year NYU medical students for many years. His chalk talks have consistently earned among the highest teaching scores, and students have noted their strengths of being more interesting, clear, and tangible than didactic lectures. Using the teacher and student perspectives, we examine the chalk talk’s strengths and weaknesses compared with common passive and active learning methods. Chalk talks create a real-time, shared space that facilitates the active learning goals of helping students build, test, and revise mental models (conceptual frameworks). The limited amount of information that can be presented and the ability to solicit and arrange students’ ideas on the board lead to the cocreation of valuable conceptual frameworks. Chalk talks require less restructuring of teaching sessions than other active learning methods and are best suited to topics that hinge on understanding of concepts. We advocate for the chalk talk to be reexamined as a promising educational tool given its strengths and the successes that other active learning methods have shown. Furthermore, we provide guidance to help educators deliver chalk talks and discuss future studies that would advance understanding of this powerful teaching tool.
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Dissertations / Theses on the topic "Chalk-and-talk"

1

Sullivan, Carolyn Wendy, and n/a. "Simultaneous and successive synthesis and their interaction with instructional treatments in year eigth mathematics in the A.C.T." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061109.111850.

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This study addresses the criticism leveled at A.C.T. Mathematics teachers with regard to their failure to use any other method of teaching than chalk-and-talk. By considering the changed needs of society for mathematics and the changed perceptions by society of education, the criticism is placed in context. The importance of spatial ability for mathematics is examined in the context of theories of cognitive abilities and its current under utilization within the classroom. On the basis of the increased need to utilize more talent the study was designed to operationalise in the classroom the constructs of simultaneous and successive synthesis, derived from Luria's model of brain functioning. The question of gender differences in mathematics achievment and spatial ability is addressed. The possible role of the maturation of language in determining differences in the acquistion of ability to form simultaneous synthesis is briefly discussed. The study was designed to utilize and enhance simultaneous synthesis. By demonstrating an Aptitude-Treatment Interaction it was intended to confirm that students, who function at a high level in simultaneous synthesis but at a low level in successive synthesis, would achieve more with experience with spatial activates than in a more traditional chalk-and-talk classroom. Gender differences in achievement were not found. Gender differences in successive/simultaneous profiles were found in accordance with theory predictions. The need for the duration of longer treatment periods is briefly discussed in the context of funding and the appearance of greater efficiency of traditional teaching methods when the students are functioning at the highest level of symbolic thought.
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Books on the topic "Chalk-and-talk"

1

Bob, Hanna, ed. Better than chalk and talk: Autobiography. Burnley: Leumas & Trebor, 1993.

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2

Gardner, Phil. Chalk and Talk. Methuen Publishing Ltd, 1999.

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3

Beyond Chalk and Talk. Pembroke Pub Ltd, 1992.

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4

Margaret, Greeves, Martin Brian, Scottish Museums Council, and Moray House Institute of Education., eds. Chalk, talk and dinosaurs?: Museums and education in Scotland. Edinburgh: Scottish Museums Council, 1992.

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5

E, Becker William, Becker Suzanne R. 1946-, and Watts Michael W, eds. Teaching economics: More alternatives to chalk and talk. Cheltenham, UK: Edward Elgar Pub., 2006.

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6

(Editor), William E. Becker, Michael Watts (Editor), and Suzanne R. Becker (Editor), eds. Teaching Economics: More Alternatives to Chalk And Talk. Not Avail, 2006.

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7

(Editor), William E. Becker, Michael Watts (Editor), and Suzanne R. Becker (Editor), eds. Teaching Economics: More Alternatives to Chalk and Talk. Edward Elgar Pub, 2006.

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8

E, Becker William, and Watts Michael W, eds. Teaching economics to undergraduates: Alternatives to chalk and talk. Cheltenham, UK: E. Elgar, 1998.

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9

(Editor), William E. Becker, and Michael Watts (Editor), eds. Teaching Economics to Undergraduates: Alternatives to Chalk and Talk. Edward Elgar Publishing, 2000.

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10

(Editor), William E. Becker, and Michael Watts (Editor), eds. Teaching Economics to Undergraduates: Alternatives to Chalk and Talk (Elgar Monographs). Edward Elgar Publishing, 1999.

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Book chapters on the topic "Chalk-and-talk"

1

Fraser, Sharon, and Keith Chappell. "Introduction to Beyond Chalk and Talk Section." In Contemporary Trends and Issues in Science Education, 223–26. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17234-3_17.

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Müller, Susan. "From “Chalk-and-Talk” to Starting New Ventures." In Becoming an Entrepreneur, 123–37. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-596-0_8.

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Cockayne, David, and Heather Cockayne. "Chalk and Talk? Teaching Practice and Innovation in Transnational Education." In Exporting Transnational Education, 151–75. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74739-2_9.

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Maruyama, Koki, Yasuhiro Ohtaki, Michitoshi Niibori, Tatsuhiro Yonekura, and Masaru Kamada. "Another HTML5 Implementation of Web-Com for Embedding Chalk Annotations and Talk Voices into HTML Documents." In Advances in Intelligent Systems and Computing, 560–66. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57811-4_56.

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Ogawa, Shuji, Michitoshi Niibori, Tatsuhiro Yonekura, and Masaru Kamada. "An HTML5 Implementation of Web-Com for Recording Chalk Annotations and Talk Voices onto Web Pages." In Advances in Network-Based Information Systems, 1070–75. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65521-5_98.

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Inglis, Ken. "Talk and Chalk." In The Boy from Boort: Remembering Hank Nelson. ANU Press, 2014. http://dx.doi.org/10.22459/bfb.07.2014.03.

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"5. Chalk and Talk Lessons in Entrepreneurship." In The Orderly Entrepreneur, 107–36. Stanford University Press, 2020. http://dx.doi.org/10.1515/9780804799867-008.

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Piscioneri, Matthew. "Is All that Glitters Gold?" In Technologies for Enhancing Pedagogy, Engagement and Empowerment in Education, 287–99. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-074-3.ch024.

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Knowledge is only a click away. Technology is a tool. Chalk and talk is an anachronistic and unproductive teaching and learning delivery mode. There is a new generation of “net.gen” “digital natives” who can only learn via information communication technology, thereby requiring an entirely new approach to education. This chapter suggests the persistence of tropes such as these in discourse of technology enhanced learning, particularly at the tertiary level, is noteworthy and invites our critical interest. Taking this analysis of contemporary discourse of technology enhanced learning as a platform; the chapter examines broader issues concerned with the commercialization of tertiary education and the new managerialism in the higher education sector.
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9

Brookfield, Stephen. "Democratizing Classroom Discussion." In Handbook of Research on Teaching and Learning in K-20 Education, 165–81. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4249-2.ch010.

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This chapter analyzes the way Jurgen Habermas, the German critical theorist, connects the development of democracy to the educational use of discussion. It proposes an understanding of democracy that regards it as an ever widening, inclusive conversation, in which teachers (as well as students) exercise their power as educators. The authors explore three specific dialogic methods that can be used to democratize classrooms along the lines suggested by Habermas: the circle of voices, circular response, and chalk talk techniques. Each of these is designed to create an inclusive conversation where no one voice dominates, to hold back the reaching of a premature consensus, and to integrate the widest possible number of perspectives.
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Brookfield, Stephen. "Democratizing Classroom Discussion." In Handbook of Research on Ethical Challenges in Higher Education Leadership and Administration, 361–78. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-4141-8.ch019.

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This chapter analyzes the way Jurgen Habermas, the German critical theorist, connects the development of democracy to the educational use of discussion. It proposes an understanding of democracy that regards it as an ever widening, inclusive conversation in which teachers (as well as students) exercise their power as educators. The author explores three specific dialogic methods that can be used to democratize classrooms along the lines suggested by Habermas: the circle of voices, circular response, and chalk talk techniques. Each of these is designed to create an inclusive conversation where no one voice dominates, to hold back the reaching of a premature consensus, and to integrate the widest possible number of perspectives.
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Conference papers on the topic "Chalk-and-talk"

1

Bennett, S., J. Hewitt, D. Kraithman, and C. Britton. "Making chalk and talk accessible." In the 2003 conference. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/957205.957227.

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Hussain, Hanafizan, Jamilin Jais, and Zarina Abdul Rahman. "Preparing Educators Towards Educational Technology: Empirical Study of Students' and Educators' Perception in Learning Programming Languages." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2634.

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This paper wills emphasis the students’ and educators’ perception in learning programming languages between e-learning and ‘chalk & talk’ teaching method (traditional classroom) used for teaching students. The purpose of this study is to determine if students prefer learn programming languages through the use of variety electronic devices or media with multimedia features, by self-study method through text books or by attending traditional classroom lectures. It also will look in what types of multimedia elements do students and computing educators think should be included in e-learning environment for teaching and learning programming languages. This study needs to be carried on the issues and impfe-mentation on educator’s perspective towards the rapid changing in educational technology. This is needed in order to prepare Malaysian educators towards educational technology.
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Reports on the topic "Chalk-and-talk"

1

Kraithman, David, and Steve Bennett. Blending Chalk, Talk and Accessibility in an Introductory Economics Module. Bristol, UK: The Economics Network, January 2005. http://dx.doi.org/10.53593/n616a.

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