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Relevant bibliographies by topics / Programmed instruction Case studies

Academic literature on the topic 'Programmed instruction Case studies'

Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

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Journal articles on the topic "Programmed instruction Case studies"

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Papadourakis, George M. "Special Issue: Producing the Rounded and Innovative Graduate – Case Studies of Effective Programmes." Industry and Higher Education 26, no. 4 (August 2012): 273–78. http://dx.doi.org/10.5367/ihe.2012.0111.

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This special issue of Industry and Higher Education is devoted to a selection of papers on the theme ‘Producing the rounded and innovative graduate – case studies of successful programmes’. The papers, reviewed and revised for publication, were presented at the Seventh International Conference on New Horizons in Industry, Business and Education held on the island of Chios, Greece, in August 2011. This introductory paper provides an overview of the conference, summarizes the most important presentations and offers some reflections on the conference outcomes. The key objective of NHIBE 2011 was to identify the impact of new technologies on education, industry and business. Special attention was given to innovative approaches and experiences developed in education in an effort to adapt teaching methods to the new technological era; and a special session was dedicated to graduate students. There was also a Workshop on PIT (Project/Internship Instruction Type) – ‘Views of the Project/Internship Instruction Type’ – organized by Professor Nuno Escudeiro. The major subject streams at the conference were: Education Strategies, New Educational Methods, Industry and Education, Science and Education, Entrepreneurship, Corporate Finance and Governance, and Business Strategies. This introductory paper to this issue of Industry and Higher Education focuses on Education Strategies, New Educational Methods, Industry and Education, Science and Education, Entrepreneurship and the PIT Workshop.

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Darrow, A. A., and N. Cohen. "The Effect of Programmed Pitch Practice and Private Instruction on the Vocal Reproduction Accuracy of Children with Hearing Impairments: Two Case Studies." Music Therapy Perspectives 9, no. 1 (January 1, 1991): 61–65. http://dx.doi.org/10.1093/mtp/9.1.61.

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Grigas, Vincas. "Bibliotekininko edukatoriaus ugdymo galimybės: Lietuvos atvejis." Informacijos mokslai 58 (January 1, 2011): 74–93. http://dx.doi.org/10.15388/im.2011.0.3121.

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Straipsnyje aptariamos galimybės rengti bibliotekininką edukatorių, kuris galėtų ugdyti informacinio raštingumo gebėjimus. Pagrindinis dėmesys skiriamas bibliotekininko edukatoriaus ugdymo studijų metu analizei. Siekta įvertinti, kiek profesionalius bibliotekininkus rengiančiose Informologijos (Klaipėdos universitetas), Bibliotekininkystės ir informacijos (Vilniaus universitetas) bei Bibliotekos informacijos išteklių valdymo (Šiaulių valstybinė kolegija) studijų programose ugdomi gebėjimai atitinka bibliotekininkui edukatoriui būdingą gebėjimų visumą. Studijų programos analizuotos remiantis Instruktuojančių bibliotekininkų ir koordinatorių kvalifikacinių įgūdžių standartais. Tyrimo duomenų analizei naudota faktorių analizė. Tyrimo duomenys leidžia daryti išvadą, kad Informologijos, Bibliotekininkystės ir informacijos bei Bibliotekos informacinių išteklių valdymo studijų programos atitinka daugelį standartuose numatytų kriterijų, tačiau šių studijų programų atitikties standartams vidurkiai skiriasi. Labiausiai standartus atitinka Vilniaus universiteto studijų programa.Pagrindiniai žodžiai: bibliotekininkas edukatorius, informacinis raštingumas, profesiniai standartai, faktorių analizė, bibliotekininkystė, studijų programų analizė.Education Opportunities for Librarian as Educator: the Case of LithuaniaVincas Grigas Summary The article discusses whether the study programmes aimed at preparing professional librarians produce the entirety of competencies necessary for librarians as educators. The research aims to evaluate how the study curricula such as informology (Klaipėda University), library information resources management (Šiauliai State College), library and information studies (Vilnius University) are relevant to the professional standards of librarians as educators. For the research were used the standards for Proficiencies for Instruction librarians and coordinators prepared by the Association of College and Research Libraries. For data analysis factor analysis was used. The research proved that the Standards for Proficiencies for Instruction Librarians and Coordinators and factor analysis may be an appropriate method for the assessment of the study programmes designed for preparing future professional librarians, i.e., in evaluating whether the competencies developed under the study programme correspond to the entirety of the competencies peculiar to librarians as educators. The study findings suggest that study programmes such as informology, Library and information science, and library information resources management meet most of the standards criteria. The Vilnius University study programme meets them best.Keywords: librarian as educator; information literacy; instruction; professional standards; factor analysis; librarianship; study programmes analysis.

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Nekongo-Nielsen, Haaveshe Ndeutalala, and Elizabeth Ndeukumwa Ngololo. "Principals’ experiences in the implementation of the English Language Proficiency Programme in Namibia." Journal of Educational Administration 58, no. 1 (October 22, 2019): 81–95. http://dx.doi.org/10.1108/jea-06-2018-0113.

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Purpose Namibian principals are usually placed in leadership positions without orientation and are found to lack skills to supervise teachers in delivering instruction using the English language. Studies conducted elsewhere in the world found that effective school leadership is needed for the success of professional development programmes. The purpose of this paper is to explore principals’ lived experiences with regard to their roles in the implementation of the English Language Proficiency Programme (ELPP). Design/methodology/approach This paper followed a qualitative inquiry with multiple case study designs to explore principals’ lived experiences during the implementation of the ELPP. Ten schools were selected for the analysis, two from each of the five regions. The schools were selected on the basis of remoteness, the total number of teachers who participated in the ELPP, school phases (i.e. primary and combined) and pre-test scores. Principals were interviewed using exploratory open-ended questions, and data analysis produced five categories under which the results were presented. Findings The findings indicate that principals applied their individual logic to accommodate and implement the programme. They applied their individual productive leadership habitus to contextualise ELPP activities to ease their workload and appear corporative. Principals had significant influence on teacher learning and ensured successful implementation of a ministerial programme. Moreover, their leadership skills influenced the ways in which teachers received instruction and created a conducive learning environment. Owing to principals’ administrative, instructional and transformational leadership, many teachers participated and transcended upward and some were declared proficient in English. Research limitations/implications This study research the effectiveness of leadership regarding English professional development programmes in achieving goals, explore power relations between school principals and education officials when developing and implementing professional development programmes and establish more efficient ways of providing a better leadership model for professional development programmes to achieve goals. Practical implications This paper was limited to a few principals at rural schools in selected regions, therefore findings could not be generalised. Social implications There is a need for creating opportunities for interactions among all stakeholders who are involved in the development and implementation of English proficiency programmes and to build power relations and work as a team to benefit schools. In order to enhance programme implementation and improve learning outcomes, there is also a need to provide feedback at intervals and find solutions to challenges as a team. Originality/value Placing principals in situations without orientation triggered the need for specific leadership logic and particularities to be applied in a context for the success of the programme, which resulted in participation of more teachers in the ELPP. They applied their particularities and productive habitus through administrative, instructional and transformational leadership to enhance learning. Principals appointed English language teachers to instruct and mentor others, and consequently enabled some principals and teachers to exit the programme. Principals achieved these short wins upon realising that one has to cooperate with the authority to ensure achieving desired outcomes.

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Yashkina, Victoria. "LIFE LONG ENGLISH LANGUAGE LEARNING AND ITS ROLE IN FORMING MULTILINGUAL MIND: EUROPEAN EXPERIENCE." English and American Studies 1, no. 17 (December 22, 2020): 63–67. http://dx.doi.org/10.15421/382011.

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In the focus of attention in the article are challenges of multilingual education reflected through the prism of prominent European multilingual universities’ experience. Crucial issue considered is whether they aim to develop a multilingual and multicultural competence in all students or a considerable part of the student population, or whether they allow students to follow a monolingual programme in the context of a multilingual university environment. The higher demand for international mobility among students and staff is one more incentive to adapt the educational programme at least in part and open it to other target groups, supported by a more heterogeneous staff. It is common knowledge that many European universities have parallel programmes in English and native languages, which aim at separate student groups. At the same time there are those which integrate programmes and expect their students to follow at least part of their studies in both languages. The main difficulty for the latter is the case of how to prepare a shift in language of instruction. This is the problem all universities with different languages at undergraduate and master’s level have to face, and there is no easy solution. One step towards lessening tension is the «early start direction»: a renovation in views to primary school education. As far as the academy itself is concerned, the increasingly dominant role of English in research makes it necessary to add English as a language of instruction. Without English as a lingua franca there would be much less communication and mutual understanding amongst Europeans today.

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Velasco Tovar, Ender Orlando. "Application of the PEE Model to essay composition in an IELTS preparation class." Colombian Applied Linguistics Journal 17, no. 1 (January 21, 2015): 98. http://dx.doi.org/10.14483/udistrital.jour.calj.2015.1.a07.

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Based on two case studies, this study investigates the application of the Point, Explanation, Example (PEE) model to essay composition in a multi-lingual IELTS preparation class. This model was incorporated into an eight-week programme of instruction to ESL adults in London, England. Students preparing for the IELTS exam were asked to write pre and post instruction essays on a given topic within 40 minutes. Employing the IELTS band descriptors (IELTS, 2013b) and analyses of coherence and cohesion in line with Systemic Functional Linguistic concepts (Halliday and Matthiessen, 2004; McCarthy, 1991), samples of students’ writing were analysed. Data from students’ pre and post instruction interviews was also gathered and analysed. The findings of this study suggest that the PEE model is to some extent effective in improving the essay composition performance of IELTS students, in particular in the area of cohesion and coherence. Students find the PEE model useful in regard to the clarity and structure that the model seems to add to their essays.

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Macaro, Ernesto, Mustafa Akincioglu, and Julie Dearden. "English Medium Instruction in Universities: A Collaborative Experiment in Turkey." Studies in English Language Teaching 4, no. 1 (January 27, 2016): 51. http://dx.doi.org/10.22158/selt.v4n1p51.

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<p><em>We report on a study exploring the level of success of collaboration in lesson planning between English language specialists and content teachers in Turkish universities where academic subjects are being taught through the medium of English. Although some previous research exists on collaboration of this kind at the secondary education level, and there is some reference to it in Content and Language Integrated Learning in Europe, no research to date has explored the potential for collaboration between specialists at the tertiary level. Using pre- and post intervention interviews with nine “collaborating pairs” of teachers using a “collaborative planning tool” we additionally explored content teachers’ beliefs about their students’ language competence, their conceptualization of language as a medium for understanding content, and their knowledge and beliefs about the preparatory English programme. Our findings on the whole suggest that collaboration of this sort can be highly beneficial and we provide case studies of both successful and less successful aspects of the intervention.</em><strong><em></em></strong></p>

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Toth, Jeanette. "Stakeholder beliefs in English-medium instruction for young learners in Sweden." Apples - Journal of Applied Language Studies 12, no. 2 (July 8, 2018): 37–54. http://dx.doi.org/10.17011/apples/urn.201809214208.

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While several studies have investigated English-medium instruction (EMI) or content and language integrated learning (CLIL) in Swedish upper secondary and tertiary education, few have investigated such programmes in Swedish primary schools. This paper explores perceptions among staff and students about affordances and constraints in the learning of content and languages, drawing on data from a larger longitudinal case study of an English-Swedish bilingual primary class during Grades 4-6. Data consisted of semi-structured interviews with a school leader, 12 teachers and 22 students as well as fieldnotes and photographs from classroom observations. Thematic analysis of the data revealed the belief among staff that learners acquired English naturally by being ‘forced’ to use it in English-medium subjects taught by native speakers of English. The use of Swedish among students in these subjects was generally seen as a potential scaffold when communicative difficulties arose, as students who were more proficient in English could translate and provide their classmates with explanations of difficult concepts in Swedish. However, staff and students nonetheless voiced concerns about students’ content learning as well as about limited development of subject-specific language in Swedish, which could have implications for their future Swedish-medium studies. Meanwhile, although multilingual students’ mother tongues were valued by the students themselves, participants did not acknowledge them as legitimate learning resources for use in the mainstream classroom, where only English and Swedish were allowed to be used in interaction.

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ABDİOĞLU, Mevlüde, Ceyhun ÖZKAL, and Ayşegül DALOĞLU. "Designing an EAP Course for Undergraduate Engineering Students." Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 42, no. 3 (December 30, 2022): 2393–429. http://dx.doi.org/10.17152/gefad.976649.

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This case study specifies the academic English needs of English Medium Instruction (EMI) Electrical and Electronics Engineering (EEE) students in a state university in Turkey. Curriculum design process of the project rested on Nation and Macalister’s (2010) framework. 33 students, five instructors in EEE department, and a language instructor took part in the need analysis (NA) stage. The data collection tools included checklists, questionnaires, and semi-structured interviews. The quantitative data gathered through the student and instructor questionnaires were analysed through SPSS Statistics v.22 software package programme. Codes, categories, and themes were generated to interpret the qualitative data. Based on the findings of the NA and environment analysis, we offered curriculum renewal for the English I-II courses by taking students’ learning needs and environmental constraints into account. The resulting data revealed that the existing English for General Purposes (EGP) course failed to satisfy both students and instructors. An English for Academic Purposes (EAP) course geared towards motivating students towards using English in their departmental courses and future work/studies was suggested. The results of the NA as well as the chosen principles were the main drivers and determinants of the goals, content, format, and proposed assessment procedures of the new course.

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Holi Ali, Holi Ibrahim. "Impact of EMI on Omani Engineering Students’ Academic Performance." Arab World English Journal 12, no. 1 (March 15, 2021): 309–24. http://dx.doi.org/10.24093/awej/vol12no1.21.

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Using English to teach and learn academic subjects in higher education (HE) across the globe is increasing in popularity. The overarching aim of this study is to examine the impact of English-medium instruction (EMI) on Omani engineering students’ academic performance and their studies in an English-medium engineering programme in Oman. This paper reports on findings from a larger project that was intended to investigate Omani engineering students’ experience of learning through the medium of English in one of the Colleges of Technology in Oman. The study adopted a qualitative interpretative approach with a case study strategy and a purposive sampling technique to look into the impact of EMI on Omani engineering students’ academic performance and their studies. The sample included 12 Omani engineering and 8 engineering instructors who were interviewed along with five classroom observations. The data were collected and generated through semi-structured interviews and classroom observations. They were analysed manually, inductively and thematically using Braun and Clarke’s model (2006). The findings showed that EMI had both positive and negative impacts on the students’ academic performance and their studies.

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Dissertations / Theses on the topic "Programmed instruction Case studies"

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Baeza, Mario Enrique. "The influence of behavior modeling and experience on the acquisition of computer skills." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/588.

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Tang, Cheuk-ming, and 鄧卓明. "Junior form students' perception towards sex education programmes in asecondary school: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961241.

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Snow, Janet P. "Information and communication technology driven teaching and learning opportunities in support of environmental education processes : a case of the eno-environment online programme at Treverton Preparatory School, South Africa /." Thesis, Rhodes University, 2008. http://eprints.ru.ac.za/1623/.

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Brazas, Michael L. "Cognitive load theory and programmed instruction." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001011.

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Drown, Michael R. "Transforming from instructor led to self paced training delivery a case study in learning /." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998drownm.pdf.

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Hauser, Doreen Ann 1961. "Teacher learning via video instruction: Five case studies." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/291883.

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This research was conducted to study how five home economics teachers learned three new teaching techniques through an in service distance education project. The researcher looked specifically at: (1) How effective were video assisted self-instructional packets for teaching individual learners new methods of instruction? (2) How do teachers transfer knowledge of a particular method to actual classroom use? (3) Is there a relationship between one's learning style and style of teaching? Each case study draws upon data from the participant's background, test scores, interviews, self-reports, staff reports, student products, and observations. In three cases, it was concluded that learning style may influence style of teaching. The two teachers who were unable to transfer the information did not have consistent learning styles, were not comfortable users of the media, and reported having too many things going on in their personal life which interfered with the learning process.

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Archer, Elize. "Using simulation for achieving competency in the practical procedures of a Critical care nursing programme." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2028.

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Thesis (MPhil (Curriculum Studies))--Stellenbosch University, 2008.
Background to the study: The Critical Care nursing programme at the Faculty of Health Sciences (Stellenbosch University) is a one-year programme. The practical component consists of practical procedures and case presentations. Students have limited time available in the clinical areas to reach competency in the practical skills. Students tend to use the majority of the clinical teaching time available to reach competency in these practical procedures, rather than discussing the patient and learning the skills to integrate and understand the patient’s condition and treatment, which they can acquire by doing case presentations. The end result of this misuse of clinical contact time is that some of the students, by the end of their programme, still have difficulty to integrate a patient’s diagnosis and treatment regime, although they have managed to complete the expected practical procedures. Summary of the work: A case study design was used. I wanted to investigate whether one could make use of simulation and the Clinical Skills Centre (CSC) to complete the majority of the practical procedures so that more time would be available in the clinical areas for the students to do case presentations. The study focuses on describing how the tutors and students involved experienced the use of simulation, as well as how it impacted on the available teaching time in the clinical areas. Conclusions and recommendations: Some of the most important issues that were highlighted in the study and needs to be mentioned are the following: · The students highly valued supervision by a Critical Care tutor when practising their skills in the CSC. · Students indicated that they valued the opportunity to practise some of the more risky procedures in simulation, because it presents no risk to patients. · Case presentations seem important to be added to the CSC’s practical sessions in order to attempt making the practical simulated scenarios even more realistic. · The teaching at the bedside in the clinical areas used to be done somewhat ad hoc. With the teaching in the CSC now being much more structured, this necessitates the teaching at the bedside to be revisited and to be structured to a certain extent. Summary of the results: The information obtained from the Critical Care tutors and the students indicated that these two groups were largely in agreement that simulation seems to be valuable and can effectively be used in a Critical Care nursing programme.

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Warren, Amber N., and Natalia Ward. "Promoting Culturally and Linguistically Sustaining Teaching Through Online Discussion of Case Studies." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5944.

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Canton, Reinaldo L. "Effects of constructed response contingencies in web-based programmed instruction on graphing compared to cued-text presentation of the same information." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001259.

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Bain, Yvonne Catherine. "Learning through online discussion : case studies of higher education student's experiences." Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=167158.

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Although much has been written about learning in online discussion, the research literature reveals the need for further empirical research to be carried out. For example, the use of online discussion is often seen as a means by which students can engage in a socially constructivist approach to learning, (Pena-Shaff et al., 2005; Hudson et al., 2006; Schrire, 2006) whilst others raise questions about the depth of engagement and the preparedness to learn in this socially constructivist context (Hawkey, 2003; Roberts and Lund, 2007). The need to gain further understanding of learning through discussion is raised by Ravenscroft (2005); McConnell (2006); Goodyear and Ellis (2008). This study adds to empirical research by exploring students’ engagement with online discussion at an individual and course level. Two key research questions are: What are the different approaches taken by students when responding to learning activities which ask them to engage in online discussion? What are students’ perceptions of how their engagement in online discussion impacts on their learning and the learning of others? The study is qualitative, phenomenographic in nature drawing on six case studies of Higher Education students’ engagement with online discussion. A rich set of empirical data is gathered within the case studies. A grounded approach to data collection and analysis is used, including the analysis of interview data in order to hear the students’ voices about their experiences. The findings from the analysis of the case studies reveal different strategies that students use when engaging in online discussion, and diverse students’ views of learning through online discussion, even from within the same course context. A framework for learning through online discussion emerges from the discussion.

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Books on the topic "Programmed instruction Case studies"

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Kosnett, Michael. Arsenic toxicity. Atlanta, GA: U.S. Dept. of Health & Human Services, Public Health Service, Agency for Toxic Substances and Disease Registry, 1990.

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W, Stolz, ed. Dermoscopy: An illustrated self assessment guide. New York: McGraw-Hill Medical Pub., 2010.

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Phonics exposed: Understanding and resisting systematic direct intense phonics instruction. Mahwah, N.J: Lawrence Erlbaum Associates, 2002.

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Edwards, James Don. Essentials of financial accounting with ethics cases. Homewood, Ill: Business One Irwin, 1993.

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Sweeney, George. Clinical pharmacology: A conceptual approach. New York: Churchill Livingstone, 1990.

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Jia, Jiyou. Intelligent web-based English instruction in middle schools. Hershey, PA: Information Science Reference, An Imprint of IGI Global, 2015.

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L, Kurtz David, and Sandburg Eric, eds. Contemporary marketing: Wired. 9th ed. Fort Worth: Dryden Press, 1998.

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L, Kurtz David, ed. Contemporary marketing. 7th ed. Fort Worth, TX: Dryden Press, 1992.

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Duncombe, Linda W. Case simulations in psychosocial occupational therapy. 2nd ed. Philadelphia: Davis, 1988.

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Vikas, Bhushan, ed. Internal medicine. 2nd ed. Malden, Mass: Blackwell Science, 2002.

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Book chapters on the topic "Programmed instruction Case studies"

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Weber, Christine L., Wendy A. Behrens, and Cecelia Boswell. "Case Studies." In Differentiating Instruction for Gifted Learners, 21–108. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234173-4.

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Weber, Christine L., Wendy A. Behrens, and Cecelia Boswell. "Case Studies." In Differentiating Instruction for Gifted Learners, 109–49. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234173-5.

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Weber, Christine L., Wendy A. Behrens, and Cecelia Boswell. "Case Studies." In Differentiating Instruction for Gifted Learners, 151–72. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234173-6.

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Olagbegi-Adegbite, Olayinka. "Language Policy and Early Grade Instruction in Nigeria." In Doing Comparative Case Studies, 55–70. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003216551-4.

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Weber, Christine L., Wendy A. Behrens, and Cecelia Boswell. "Utilizing Case Studies to Promote Teacher Preparation Standards." In Differentiating Instruction for Gifted Learners, 15–19. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234173-3.

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Weber, Christine L., Wendy A. Behrens, and Cecelia Boswell. "Implementing Case Studies to Support High-Quality Professional Development." In Differentiating Instruction for Gifted Learners, 7–14. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234173-2.

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Steckenleiter, Carina. "Wie viel Training brauchen Arbeitslose?" In Die Wirtschaft im Wandel, 183–87. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-31735-5_29.

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ZusammenfassungDie Bekämpfung der Arbeitslosigkeit ist eines der wichtigsten Ziele der Wirtschaftspolitik. Jährlich wenden Industrienationen beträchtliche Summen an Geldern für Arbeitsmarktprogramme auf. Laut einer vergleichenden Aufstellung der OECD entsprachen im Jahr 2015 die Ausgaben für aktive Arbeitsmarktprogramme in Deutschland beispielsweise 0,6 % des Bruttoinlandsprodukts (BIP) und in Frankreich 1 % des BIPs. Vor dem Hintergrund dieser hohen Kosten sind belastbare Auswertungen, die die Wirkung der Programme evaluieren, von immenser Bedeutung. Die Autoren der vorliegenden Studie evaluieren dabei insbesondere den Effekt der Dauer eines Arbeitsmarktprogramms.Flores, Carlos A., Alfonso Flores-Lagunes, Arturo Gonzalez, und Todd C. Neumann (2012), Estimating the Effects of Length of Exposure to Instruction in a Training Program: The Case of Job Corps, Review of Economics and Statistics 94(1), 153–171.

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Foster, Britt. "Professional Practice: Using Case Studies in Information Literacy Instruction Towards Career Readiness." In Communications in Computer and Information Science, 119–27. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74334-9_13.

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Arteaga, Deborah, and Julia Herschensohn. "2. What Can Acquisition Studies Contribute to the Instruction of Register? A Case Study of French." In L2 Grammatical Representation and Processing, edited by Deborah Arteaga, 28–46. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788925358-004.

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Chapman, Amy L. "#CivicEd: Teachers’ Stories of Connection, Civics, and Social Media." In Palgrave Studies in Educational Media, 71–92. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10865-5_5.

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AbstractThis chapter shares the findings from a study of civic educators who used Twitter as part of their civics instruction. This chapter reviews the experiences of five high-school teachers who participated in this study, presenting each teacher as an individual case study. Each teacher used social media to teach civics. This chapter describes each teacher, their context, and their reasons for using social media to teach civics. Each vignette also discusses each teacher’s main objectives in teaching with social media.

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Conference papers on the topic "Programmed instruction Case studies"

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Moore, Schontal. "Caught “Flat-Footed” in the COVID Moment: The Processes, Narratives and Outcomes of Transforming F2F Teacher Training Programmes for Online Delivery in Guyana." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1546.

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The Cyril Potter College of Education (CPCE) in Guyana, pre-COVID, had only offered face-to-face teacher training programmes, notwithstanding the enduring presence of online education. Despite Guyana’s expansive geographical terrain, the uneven distribution of subject specialists across the country, and CPCE being the only teacher training institution there – conditions ripe for online/blended modes of instruction – CPCE’s programmes, then, consistently remained face-to-face. Given this modus operandi for instruction, it is unsurprising that CPCE was “flat-footedly” unprepared when COVID hit in 2019. Later, faced with either closing classroom doors indefinitely during the lockdown, or transitioning instruction online for sustainable teacher training, CPCE’s response by October, 2020, was to train seventy-five (75) faculty to convert and facilitate, at first, 28 in-person courses for online delivery in eight specializations, namely: Education, English, Enrichment, Science, Social Studies, Mathematics, Modern Languages, and Technical Vocational Studies. With the Commonwealth of Learning’s assistance, facilitating 30 hours of online workshops plus another 30 hours of asynchronous support, CPCE’s faculty gradually built their capacity to design, develop and teach online courses (DTOC). Based on their resilience with online capacity building, this paper employs a qualitative design, pulling on case study and participatory action research, to share the processes, showcase the narratives and experiences, and to report on the outcomes of CPCE’s journey of transforming face-to-face courses for online delivery even while bolstering the continuous professional development of its faculty.

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Thomas, Casedy. "From Teacher Preparation to Elementary Classrooms: Examining Ambitious Mathematics Instruction Across Case Studies." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1572154.

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de Villiers, Ruth. "Multi-Method Evaluations: Case Studies of an Interactive Tutorial and Practice System." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2940.

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The teaching and learning of a complex section in Theoretical Computer Science 1 in a distance-education context has been enhanced by a supplementary interactive e-learning system with tutorial and practice functionality in a classic computer-aided instruction (CAI) style. A participative action research process was used to develop, evaluate and refine the application over a longitudinal period. Case studies are presented of evaluations by four different methods - questionnaire surveys, interviews, heuristic evaluation and a post-test. Their respective findings, relating to functionality, usability and contributions to learning, are given and discussed. The findings lead to reflection and lessons are learned regarding the design of e-learning applications. In an overview, the complementary roles of different evaluation techniques are discussed.

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Rajan, Pramod, P. K. Raju, and Chetan S. Sankar. "Improving Mechanical Engineering Education Through Use of Case Studies." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12872.

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Business is increasingly conducted in a global environment, and mechanical engineering students are expected to be proficient in leadership skills as well as strong technical skills. Many authors state that instead of adding more material and more courses to the engineering curriculum, which would likely turn students away from engineering, engineering educators need to respond by opening up access to engineering with the larger world. We found that one of the effective ways of bringing real-world issues related to the areas of manufacturing and design, thermal engineering, acoustics, vibration, welding and nondestructive evaluation into classrooms is through the use of case study methodology. The Laboratory for Innovative Technology and Engineering Education (LITEE) at Auburn University has developed eighteen multimedia case studies over the past ten years. Faculty and students partnering with various industries develop these case studies. The case studies focus on real-world problems that actually occurred in the chosen industry. All the technical and business details related to the problem are provided in the case study. Through the use of information technologies we created multi-media case studies that bring real-world decision making from the engineering industry into the classrooms. The students analyze the problem in the class using role-playing, thereby simulating the decision-making scenario that occurred in the industry. The students also have an opportunity to compare their solutions to what happened in the industry. This paper describes the steps involved in developing a LITEE case study, administering this case study in engineering classrooms, and the results of evaluating the effectiveness of this method of instruction. This paper also discusses the details of different case studies related to the above-mentioned areas available through LITEE.

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Wendt, Amy, Tam Mayeshiba, Jean DeMerit, Lauren Aneskavich, Kevin Cheng, Steven Cramer, Susan Hagness, Amy Schiebel, and Kimberly A. S. Howard. "Work in progress — engineering case studies inspired by society's Grand Challenges for Engineering: An integrated approach to middle school stem instruction." In 2012 IEEE Frontiers in Education Conference (FIE). IEEE, 2012. http://dx.doi.org/10.1109/fie.2012.6462261.

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Kedar, Amir, Sander Sein, Naida Ademović, Panagiotis Panetsos, Pavel Ryjáček, Amos Duke, and José C. Matos. "Developing case studies for implementing COST TU1406 Quality Control plan procedure for typical highway bridges." In IABSE Symposium, Guimarães 2019: Towards a Resilient Built Environment Risk and Asset Management. Zurich, Switzerland: International Association for Bridge and Structural Engineering (IABSE), 2019. http://dx.doi.org/10.2749/guimaraes.2019.0531.

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<p>An extensive work was done by COST TU1406 working groups (WG) 1,2 and 3 for preparing a guidance document for Quality Control Plan (QCP) of road bridges. WG 1, 2 and 3 reports named 'Performance Indicators for Roadway Bridges', 'Performance Goals for Roadway Bridges' and 'Establishment of a quality control plan' are already published. Based on these documents and the work done to-date, a new procedure for implementing the developed guidelines for the preparation of QCP for roadway bridges was developed by WG4 members in order to unify the method used and to validate the outcomes of the developed QCP. At the first stage, a set of common highway bridge prototypes were identified including girder, frame, arch and truss bridges. A database was created where each participating country has identified local bridges for developing of the case studies. Nine out of sixty bridges where selected for the first stage of preparing an example of QCP and the case study reports were compared with an objective to validate the outcomes. A guideline document was prepared with unified instruction on how to develop the national case study per country. The typical case study includes few stages which are defined based on the work done by WG1, 2 and</p><p>3. The stages includes data collection, element identification and grouping, defining vulnerable zones, damage processes and failure modes, selecting and evaluating performance indicators (PIs) and calculating key performance indicators (KPIs), establishing demands, creating QCP scenarios and comparing them by spider diagrams. First outcomes of the prototypes case study reports are now being updated to reflect the final version of WG3 report and together with the guidelines document will be distributed among participating countries to enable the benchmarking process for the full set of bridges representing Europe common highway bridge topologies.</p>

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Higley, James B., David A. McLees, and Mohammad A. Zahraee. "A Case Study in Laboratory-Based Online Courses: Teaching CNC Programming." In ASME 2003 International Mechanical Engineering Congress and Exposition. ASMEDC, 2003. http://dx.doi.org/10.1115/imece2003-42204.

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Asynchronous web based instruction, more commonly known as online education or distance learning, has been available for some time. This technology has brought education within the reach of many who would otherwise be unable to attend live classes. Time schedules and distance no longer have a bearing on attending a course. Even group projects are manageable with email and discussion groups. Many courses convert quite well to the online format, and studies have shown that students can learn as much from online courses as from live courses. In many cases, multiple course certificate programs and even some complete degree programs are offered online. As inviting as online courses may be, they do have their limitations, especially classes with a laboratory component. A number of institutions have offered laboratory-based classes in an online format with varying degrees of complexity and success. In some cases, students travel to the institution a limited number of times for extensive laboratory experiences while other institutions use what might best be described as virtual reality based systems. This paper discusses Purdue University Calumet’s first laboratory-based online course, MFET 275, Computer Numerical Control Programming Application. A combination of technologies makes this course successful and effective. Development procedures for this course along with technology used, online pedagogy issues, and course assessment are covered in this paper. Suggestions for future course development complete the discussion.

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Lianos, Nikolaos, and Anastasios Stamnas. "DIGITAL DOCUMENTATION OF INDUSTRIAL HERITAGE AT RISK: THE CASE OF PALATAKI AND THE OLD MINING COMPLEX AT LIMENARIA OF THASSOS (GREECE)." In ARQUEOLÓGICA 2.0 - 8th International Congress on Archaeology, Computer Graphics, Cultural Heritage and Innovation. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/arqueologica8.2016.3261.

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Following completion of the 1st Workshop of Digital Documentation of Monuments Using 3d Laser Scanner organized by the Laboratory of Architectural Theory of Forms and Preservation Studies, Faculty of Architecture, DUTh, the present study was undertaken mainly to focus on the application of advanced techniques, such as the 3d laser scanner, for the geometric documentation of the mining complex at the town of Limenaria of the island of Thassos, an abandoned and discredited monument for almost half a century. The key purpose of the laboratory work was the instruction of new technologies in surveying and documentation and their contribution to preservation, protection and restoration of monuments. The Field of practice was the former Speidel headquarters, known as "Palataki", and the abandoned mining complex at Limenaria, a unique example of industrial heritage at risk. The main objective of the laboratory was the documentation and the recording of this monument in order to protect it and highlight its historical value and cultural significance to the public.

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Barreto, Claudio Veloso, Luis Fernando Gonc¸alves Pires, and Luis Fernando Alzuguir Azevedo. "Optimization of Pump Energy Consumption in Oil Pipelines." In 2004 International Pipeline Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/ipc2004-0385.

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In the present work an optimization study was conducted with the objective of providing pipeline operators with a simple, spreadsheet-based computational tool to help decrease the electrical energy consumption associated with a particular transport operation. The methodology proposed encompasses the construction of a database of information on the pipeline regarding pumping power consumption, for all possible pumping arrangements and flow rate ranges considered viable for the pipeline. This database is fed to a spreadsheet programmed to calculate the minimum pumping cost for a particular operation. This calculation takes into account, the volume of product to be transported, start and finish times, fluid properties, and the possibility of the existence of a low and a high electricity tariff based on geographical location and time of the day. The methodology was applied to the ORBEL II pipeline in Brazil, and two case studies were conducted. Significant cost savings were obtained by the use of the methodology developed.

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"PV-126 - BETWEEN MY MOTHER AND COCAINE: FOLIE A DEUX. A CASE REVIEW." In 24 CONGRESO DE LA SOCIEDAD ESPAÑOLA DE PATOLOGÍA DUAL. SEPD, 2022. http://dx.doi.org/10.17579/abstractbooksepd2022.pv126.

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Introduction: "Folie a deux" is defined as the transference of delusional ideas in individuals with a close and intimate relationship. While the relationship between cocaine use and psychosis is well described in the scientific literature, there are not many studies on how cocaine use affects individuals who share a “folie a deux”. Objective: To identify and compile the different factors that may drive the patient's psychotic episode. Material and methods: Review of the clinical history of a patient admitted to the Salamanca UHB with a diagnosis of substance-induced psychotic disorder. Clinical case: A 41 year old single man, who lives in a farm located in a village with 12,000 inhabitants, was referred with judicial authorisation from a Court of First Instance and Instruction for Psychiatric Assessment. He presented delusional ideation in relation to a neighbour. The Court report included occasional episodes of heteroaggressive behaviour. He also tested positive for cocaine (more than 900 ng/ml) in the hospital admission analysis. Interviewing his mother, who is still living in the same building as said neighbour, there was evidence of an increased delusional ideation in her regard. Results and conclusions: Despite incorporating the delusional ideation into his biography, the patient was able to develop his life away from the original focus. According to the reconstruction of the history, the behavioural alterations usually appeared in the context of consumption. The “folie a deux” develops slowly and is perpetuated chronically by the members who share it. On the other hand, about 60% of drug users have a psychotic episode during their lifetime. The coexistence of these two factors in the context of a psychotic episode opens up several lines of work in intervention and therapeutic orientation.

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Reports on the topic "Programmed instruction Case studies"

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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.

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Inclusive Education with Differentiated Instruction for Children with Disabilities: A Guidance Note. Asian Development Bank, October 2022. http://dx.doi.org/10.22617/tim220450.

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This guidance note explains how policymakers and practitioners can more effectively integrate children with disabilities into mainstream education and give them the individualized support they need. COVID-19 has exacerbated the situation for marginalized children with disabilities who make up around 5% of the global child population but encompass over half of those excluded from schools. Drawing on case studies from the Kyrgyz Republic, the Marshall Islands, and Nepal, this publication shows how adopting a holistic stance and building multistakeholder partnerships can help ensure children with disabilities receive an inclusive, quality education.

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