Relevant bibliographies by topics / Teach effectiveness

Academic literature on the topic 'Teach effectiveness'

Author: Grafiati

Published: 10 December 2022

Last updated: 19 February 2023

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Journal articles on the topic "Teach effectiveness"

Chew, Stephen L., Jane S. Halonen, Maureen A. McCarthy, Regan A. R. Gurung, Melissa J. Beers, Robert McEntarffer, and R. Eric Landrum. "Practice What We Teach." Teaching of Psychology 45, no. 3 (June 3, 2018): 239–45. http://dx.doi.org/10.1177/0098628318779264.

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In traditional research areas within psychology, effective researchers stay up-to-date with the latest advances and new methodologies within a specialty area. Failure to do so limits one’s effectiveness and potential impact on advancing that field of study. In our view, teachers of psychology possess the same responsibilities to stay current and incur the same risks if they fail to do so. Psychology educators should not only employ scientifically validated principles of learning and evidence-based pedagogies but should use the methods of psychological science to test the effectiveness of their teaching practices empirically. We articulate and document these complex issues in this manifesto and urge more psychology educators to become leaders in innovative and effective teaching by leveraging our disciplinary understanding of the fundamentals of teaching and learning. We provide pragmatic steps and resources to aid more faculty, especially early career instructors, in becoming scientist-educators.

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Mathew, Mary R., Linu Mohan, Mammen Paul, Mahira Maideen, Liya Jose, and Minnu Ommanakuttan. "Evaluating effectiveness of patient counseling, teach back versus standard method." International Journal of Basic & Clinical Pharmacology 7, no. 1 (December 23, 2017): 87. http://dx.doi.org/10.18203/2319-2003.ijbcp20175680.

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Background: The aim of the study was to assess memory retention of new prescription education by comparing Teach back method and standard counseling method. And also to evaluate association of age, sex, drug use in past and education in memory retention.Methods: A prospective experimental study was carried out for a period of six months. Eligible subjects visiting pulmonary medicine outpatient department were screened and grouped into standard groups and teach back group. Patients in the standard group are taught eight counseling points about the drugs by one way dialogue method and asked at the end if there are any questions. while patients in the teach back method builds on the standard method by asking three open ended questions to recall what was taught and correcting any misunderstandings by two way dialogue method.Results: The demographic information (age, sex, education, current prescription use) are collected from both groups. The post counseling score is assessed by evaluator using a scoring sheet. Scores were analyzed using Mann Whitney U test Teach back group shows statistically significant (p value = 0.0001) increase in score compared to standard group. The mean value of teach back scoring is 6.28 while that of standard is 4.44.Conclusions: All the demographic parameters (Age, sex, drug use in past three months and education) do not show any significant association with scoring and memory retention (p value >0.05 for chi square test). The group that received teach-back method of counseling showed a significant improvement in patient knowledge and memory retention.

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Widodo, Urip, and Mugiyo Mugiyo. "The effectiveness of jigsaw learning strategy to teach speaking." International Journal of Language Teaching and Education 5, no. 2 (December 31, 2021): 62–72. http://dx.doi.org/10.22437/ijolte.v5i2.15849.

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This research aims to know whether the jigsaw learning strategy is better than the audio-lingual method to teach speaking. This experimental research was carried out in the vocational school. The population was four classes (140 students) of eleventh grade A, B, C, D, and E. The samples were the eleventh grade A as the experimental group and B as the control group. Each group consists of 30 students. The experimental group was taught using the Jigsaw learning strategy, while the control group used the Audio-Lingual Method. The data collection technique was through the speaking test, and the data analysis technique was through descriptive statistics and inferential statistics. The data analysis shows that the mean score of the students who were taught by using the jigsaw learning strategy is 81,23, while the mean score of the students who were taught by using the audio-lingual method is 76,03. Moreover, the Fo (8,77) is higher than Ft (4,00) at the significance level of significance α= 0,05, which means the null hypotheses are rejected, and the alternative hypotheses are accepted. In conclusion, the jigsaw learning strategy is more effective than the audio-lingual method to teach speaking.

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Marriott, Neil. "The effectiveness of using spreadsheets to teach financial accounting." Accounting Education 1, no. 2 (June 1992): 137–50. http://dx.doi.org/10.1080/09639289200000024.

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Bennett, Susan E., Robert S. Lawrence, Dea F. Angiolillo, Susan D. Bennett, Susan Budman, Gail M. Schneider, Annlouise R. Assaf, and Michael Feldstein. "Effectiveness of Methods Used to Teach Breast Self-Examination." American Journal of Preventive Medicine 6, no. 4 (July 1990): 208–17. http://dx.doi.org/10.1016/s0749-3797(18)31007-9.

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Chiero, Robin, Susan M. Tracz, James Marshall, Colleen Torgerson, and Paul Beare. "Learning to Teach: Comparing the Effectiveness of Three Pathways." Action in Teacher Education 34, no. 4 (December 2012): 368–80. http://dx.doi.org/10.1080/01626620.2012.712742.

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Faisal, Faisal, and Krisna Suwandita. "The Effectiveness of FRESH Technique to Teach Descriptive Paragraph." Journal of Education and Learning (EduLearn) 7, no. 4 (November 1, 2013): 239. http://dx.doi.org/10.11591/edulearn.v7i4.199.

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Kartikawati, Dina. "Effectiveness of Animated Video to Teach First Grade Students of Starlight Tuition in Mastering Number." LinguA-LiterA: Journal of English Language Teaching Learning and Literature 5, no. 1 (May 1, 2022): 26–32. http://dx.doi.org/10.55933/lng.v5i1.312.

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Teaching English for young learner is not a simple thing. They need different treatment in learning new things especially new language. Some teachers use games, videos, songs, etc. The researcher made an animated movie about “Numbers”. It can be used to teach first grade students to learn Numbers in English from one to ten. The researcher wants to know whether the video made is effective or not to teach first grade students in Starlight Tuition. The result is animated video is effective to teach vocabulary especial “Numbers” to young learner.

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Munuyandi, Thulasirani A/P, Salina Husain, Mohd Azidan Abdul Jabar, and Zuraini Jusoh. "Effectiveness Of Quizizz in Interactive Teaching and Learning Malay Grammar." Asian Journal of University Education 17, no. 3 (August 1, 2021): 109. http://dx.doi.org/10.24191/ajue.v17i3.14516.

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Abstract: For teaching and learning Malay language grammar, there are many types of online assessment tools and applications have been developed in Malaysia. One such application is Quizizz, a game-based online quiz that facilitates teaching and learning. The purpose of this research is to measure the effectiveness of Quizizz application to teach and learn Malay grammar. We have used descriptive questionnaire research design, and chosen 130 students from Tamil schools by following the simple random sampling strategy. We have explored the effectiveness of Quizizz application as a formative quizzing tool for teaching and learning Malay grammar in year-four Tamil school students from 15 Tamil schools in Manjung district. The results showed that it was imperative to use Quizizz as a formative assessment tool to learn and teach Malay grammar to Tamil students. Students also responded positively to the use of Quizizz in the classroom through survey questionnaire results. At the end, we conclude that it is important for teachers to consider using fun and entertainment technology quizzing tools to teach Malay grammar. Keywords: Malay grammar, Quizizz, Self-assessment, Teaching and learning

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Kocsis, Nóra. "The Effectiveness of the Let’s Teach for Hungary Mentoring Program." Central European Journal of Educational Research 4, no. 1 (June 27, 2022): 150–60. http://dx.doi.org/10.37441/cejer/2022/4/1/10762.

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The situation of disadvantaged students has been a problem in the field of education for decades, -so much so that several disadvantage-compensation programs have been set up in an effort to reduce its effect. This includes the mentoring process, the primary purpose of providing support and assistance to younger individuals. The subjects of the research are the 7th grade students participating in the Let’s teach for Hungary mentoring program. The questionnaire survey was conducted in the autumn of 2019 (n=585), during which I focused on the children’s expectations of the mentoring program, their learning difficulties, learning motivations, and their plans for further learning. Classifying students in clusters based on their motivations, highlights the fact that the range of participants is not homogeneous this aspect. The Coronavirus epidemic has posed a significant challenge to traditional education, and the opportunities offered by personal mentoring have been pushed into the background over the past year and a half. Educators and students alike have struggled through the transition to digital education (Kristóf, 2020). Attendance mentoring was forced to continue in the form of distance mentoring. In my current research, I examine the existence of distance mentoring, the exploration of experiences, and the preparedness of the participants in the Teach for Hungary program. Data collection began in December 2021, and the query process is still ongoing. I carry out the survey using a mixed-method. I collect quantitative data among students with the help of questionnaires, which focus on the experiences, opinions and readiness of the children. In addition, I use a qualitative, interview-based research method that provides an understanding of more comprehensive experiences. I conduct interviews with educators, mentors, and mentored students. The subjects of the research are primary school students (8th grade students), mentors and teachers of a small settlement in Hajdú-Bihar county and Szabolcs-Szatmár-Bereg county (n=60 people). The research results can serve as feedback to the participants on the success of work done during distance mentoring. The results obtained can also serve as feedback for the Let’s teach for Hungary program because the program can be developed in the future from interviews.

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Dissertations / Theses on the topic "Teach effectiveness"

Aitken, Marjorie A. Fisher Robert L. "Preparing monolingual teachers to teach English language learners." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172874.

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Thesis (Ed. D.)--Illinois State University, 2004.
Title from title page screen, viewed November 17, 2004. Dissertation Committee: Robert L. Fisher (chair), Fabiola Ehlers-Zavala, Barbara Meyer, S. Rex Morrow. Includes bibliographical references (leaves 192-208) and abstract. Also available in print.

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Lampi, Evans. "The Effectiveness of Using Virtual Laboratories to Teach Computer Networking Skills in Zambia." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/22013.

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The effectiveness of using virtual labs to train students in computer networking skills, when real equipment is limited or unavailable, is uncertain. The purpose of this study was to determine the effectiveness of using virtual labs to train students in the acquisition of computer network configuration and troubleshooting skills. The study was conducted in the developing country of Zambia, where there is an acute shortage of network lab equipment. Effectiveness was determined by the transfer of skills learned in a virtual lab to a real lab. A two stage true experimental design, that compared the proficiency of randomly assigned experimental (virtual-lab) and control (no-virtual-lab) groups, was used to determine effectiveness (N = 56). In the first stage, the virtual-lab group practiced in a virtual lab while the no-virtual-lab group did not. Both groups were subjected to a lab test where the speed and accuracy of network configuration and troubleshooting of real equipment was measured, prior and after treatment. In the second stage, both groups practiced using real equipment and the speed and accuracy was again measured. An independent t-test was used to determine if there was a significant difference in the final performance between the two groups. It was found that there were significant differences between the groups in the configuration time (p = 0.011) and troubleshooting time (p = 0.03), favoring the virtual-lab group. On the other hand, there were no significant difference in configuration accuracy (p = 0.06) and troubleshooting accuracy (p = 0.440) between the two groups. In addition, there was positive transfer of training from the virtual lab to the real lab for configuration accuracy, configuration speed, troubleshooting accuracy and troubleshooting speed. There was also evidence that students showed performance gains both in using virtual and real labs by comparing their pre-test and post-test results. From the results, there is evidence that the use of virtual labs contributes positively to the transfer of practical computer networking skills from the virtual to the real lab environment. Hence, virtual labs were found to be effective in the teaching of computer networking skills relating to configuration and troubleshooting.
Ph. D.

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Chiu, Sai-ho. "Effectiveness of using web-based call to teach English vocabulary acquisition in upper primary school /." View the Table of Contents & Abstract, 2003. http://sunzi.lib.hku.hk/hkuto/record/B39838110.

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Chiu, Sai-ho, and 趙世灝. "Effectiveness of using web-based call to teach English vocabulary acquisition in upper primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B39838110.

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Woods, Bonnie. "The Effectiveness of a Structured Functiona Behavior Assessment Procedure: Teacher Training as a Moderator." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4793.

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Prevent-Teach-Reinforce (PTR) is a collaborative, standardized process that was developed as a way to address identified barriers to completing effective functional behavior assessments (FBAs) in public schools. Current research literature documents the effectiveness of the PTR process in decreasing problematic behaviors and increasing social skills and academic engaged time for students in kindergarten through 8th grade. In addition, PTR demonstrates high acceptability by school personnel implementing the process. While PTR has demonstrated success in schools, questions still exist regarding variables that impact the effectiveness of this process. Therefore, the current study investigated the moderating effect of prior teacher training in managing challenging behavior on the effectiveness of the Prevent-Teach-Reinforce (PTR) process. Data regarding students' social skills, behavior problems, and academic engagement were analyzed through a series of mixed factorial analyses in order to determine the effectiveness of the PTR process. Results indicate that teachers' previous preparation in dealing with behavioral problems did not moderate the effectiveness of PTR, thus indicating that the process is equally beneficial to all teachers. However, time and the implementation of PTR were found to be significant in altering trends in student outcomes. Academic engaged time was found to be significantly altered more frequently than social skills or behavior problems. Implications of the findings for using the PTR process to address problematic student behavior in schools are discussed.

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Reaby, Linda Lewis, and n/a. "The effectiveness of an educational program to teach a group of A.C.T. nurses comprehensive physical assessment skills." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20061107.095130.

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A sample of 22 registered nurses participated in an educational program to learn comprehensive physical assessment skills. This study investigated the effects of that program on their nursing practice. Administration of tests and questionnaires provided a measure of the: (a) use of physical assessment skills; (b) knowledge of physical assessment; (c) changes in nursing practice since learning the skills; (d) barriers to the use of the skills. The model used for the program's curriculum development was adult learning theory. The curriculum focused on this theory's key aspects. Namely, adult students build new skills on their past knowledge and already developed skills. Additionally, they must see the relevance of learning the skills and be able to apply them in their current life situation. The findings suggest this model was appropriate. The nurses in the study used the majority of learned skills after they completed the program. Their knowledge concerning these skills also showed dramatic improvement. The major findings regarding the increase in knowledge and use of physical assessment skills, positive changes in nursing practice and lack of barriers to the use of skills indicate that an educational program in physical assessment can be very beneficial to nurses. The results support those of previous studies in that nurses will use the physical assessment skills they have learned in continuing education programs. The implications for nursing practice and education were discussed. Suggestions were then made for future research in this area.

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Harris, Kellen-Jade S. "Evaluating the Effectiveness of a Competency-Based Training Package to Teach Behavior Management Skills to Direct Support Staff." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849622/.

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Cooper, Heron and Heward define maintenance as the extent to which a learner continues to perform a target behavior after the intervention has been terminated. Testing for maintenance allows the trainer to see if gains were sustained following the termination of a treatment program. In addition, once it is shown that a learner's skills have remained in the repertoire, assessment of generalization is possible. Previous literature in behavior skills training have assessed maintenance in a variety of settings for a variety of skills. Following maintenance assessments, booster sessions are commonly used to re-train skills that did not maintain at criterion levels. The current project assessed the maintenance of caregivers' skills following a training package used to teach three behavior management techniques (use reinforcement, pivot, protect-redirect) at a large, residential care facility. Procedures were developed to assess caregivers' maintenance of the three behavior management techniques using a pre-test- post-test design. If needed, skills were re-established using 5-20 minute booster sessions. The results showed that time between post-test and maintenance did not seem to have a strong effect on maintenance scores. In general, post-test scores were somewhat indicative of maintenance scores, and patterns were most apparent across tools.

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Patterson, Amy, Autumn LaRocque, Abigail Holt, Heather Grubbs, Rob Becker, Arielle MD Schreck, and Caroline MD Abercrombie. "Evaluating the Effectiveness of Using Thiel Soft-Embalmed Donors to Teach the Female Pelvic Exam to Medical Students." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/asrf/2020/presentations/38.

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At the Quillen College of Medicine, first year medical students are taught how to perform the female pelvic exam as part of the “Introduction to Physical Exam” course. Our previous research has found that students feel more confident and report a higher level of perceived transferability to live patients when learning the pelvic exam on soft-embalmed donors in comparison to low-fidelity mannequins. Our goal in this project was to incorporate soft-embalmed donors into the curriculum of first year medical students, making this teaching method available to all students, and objectively assess their skills as well as their retention. During the “Introduction to Physical Exam” course, high fidelity soft embalmed donors were available for students to practice the female pelvic exam with instruction from attending physicians. After learning exam techniques, all 67 students were given a survey to assess their confidence, perceived transferability, and preference for either soft embalmed donors or mannequins. They were also invited back the following week to assess their short term retention and ability to accurately perform the pelvic exam, with the option of using communication skills learned elsewhere in the ETSU curriculum. Thirteen students returned for this follow-up session and completed surveys to reassess their experience. We plan to follow this cohort of students throughout their medical school career to assess long term retention. All return participants felt they retained the pelvic exam knowledge learned the week prior, with 61.54% agreeing, and 38.46% strongly agreeing. Most felt prepared to now do a pelvic exam on a live patient (53.85% agreed, 38.46% strongly agreed). Students also reported that feedback on their communication and procedural skills was beneficial to the learning process. The use of high fidelity soft embalmed donors in medical education provides students with a realistic model to learn and become confident in performing pelvic exams. We have seen that this education model helps them retain their knowledge on pelvic exam technique. We look forward to following this cohort of students to see if this retention of knowledge persists into their third year of medical school.

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Asher, Donna Brooks. "An Analysis of Student Perceptions of Teaching Effectiveness for Instructors Who Teach the Same Course in the Same Semester in Both Online and Face-to-Face Formats." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609164/.

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There is an increasingly number of students taking online classes in lieu of or in addition to the traditional face-to-face format. With this trend, there are questions that naturally come to the surface. The biggest question being "is teaching in the online arena just as effective as the face-to-face arena?" This dissertation aims to pursue that line of questioning by analyzing students' perceptions of the teaching effectiveness for instructors who teach the same course in both an online and face-to-face format in the same semester. The data are analyzed through the lens of the social capital theory. Social capital has never been applied to the classroom before as its focus has traditionally been on community development. However, social capital theory addresses interpersonal relationships and their impact on knowledge sharing behavior. This theory identifies three dimensions, which appear to have a parallel track with the student evaluation components; each is analyzed against each other. These dimensions include structured, cognitive and relational and are compared to the components of the student evaluation tool, which includes organization and explanation of materials, learning environment and self-regulated learning.

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Saari, Bonnie. "The effectiveness of prevent-teach-reinforce: Does the presence of comorbid internalizing behavior problems moderate outcomes for children with externalizing behavior problems?" Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/1757.

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This study examined the effectiveness of a school-based intervention process known as Prevent-Teach-Reinforce for children with a combination of externalizing and internalizing behaviors compared to children with only externalizing behaviors. The dependent variables examined were social skills, problem behaviors, and academic engaged time. Data for the current study were taken from archival data collected by the Florida Mental Health Institute that included students in kindergarten through 8th grade. A series of repeated-measures analysis of variance (ANOVA) was used to identify differences in improvement on the dependent variables for the two groups of students. Research questions focused on the main effects as well as interaction effects between the type(s) of behavioral problems displayed (i.e., externalizing only, combination of externalizing and internalizing). Behavior problem classification was determined by calculating students' individual subscale scores on the Social Skills Rating Scale. The current study found support for the use of the Prevent-Teach-Reinforce intervention for children with varying behavioral profiles. Significant improvements were found in social skills, behavioral problems, and academic engaged time for students. Additionally, results of this study indicate that internalizing behaviors did not serve as a moderator to treatment effectiveness for students with externalizing behavior problems who received the PTR intervention. That is, improvements were similar for both groups, demonstrating that PTR is a process that can be used in an equally-effective way for both populations.

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Books on the topic "Teach effectiveness"

O'Malley, Michael. The wisdom of bees: What the hive can teach business about leadership, efficiency, and growth. New York, N.Y: Portfolio, 2010.

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The wisdom of bees: What the hive can teach business about leadership, efficiency, and growth. New York: Portfolio, 2010.

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O'Malley, Michael. The wisdom of bees: What the hive can teach business about leadership, efficiency, and growth. New York: Portfolio, 2010.

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D, Pritchard Robert, ed. Helping teachers teach well: A new system for measuring and improving teaching effectiveness in higher education. San Francisco: New Lexington Press, 1998.

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Nancy, Cardwell, ed. The cycle of leadership: How great leaders teach their companies to win. New York, NY: HarperBusiness, 2004.

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Doing more with less: What the scrappy world of not-for-profits can teach big business. New York: Portfolio, 2010.

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Nancy, Cardwell, ed. The cycle of leadership: How great leaders teach their companies to win. New York: HarperBusiness, 2002.

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Meylan, Thomas. Optimizing luck: What the passion to succeed in space can teach business leaders on earth. Mountain View, Calif: Davies-Black Pub., 2007.

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Giant killers: 34 cutting edge management strategies from the world's leading high-tech companies. London: Orion Business Books, 1998.

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Giant killers: 34 cutting edge management strategies from the world's leading high-tech companies. London: Orion Business Books, 1997.

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Book chapters on the topic "Teach effectiveness"

Rajaram, Kumaran. "Teach and Engage Mainland Chinese Students: Impact of Instructional Techniques Across Perceived Learning Effectiveness, Comfort, Familiarity and Knowledge Transfer." In Educating Mainland Chinese Learners in Business Education, 129–45. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3395-2_5.

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Slater, Tammy, and Shannon McCrocklin. "Learning to Use Systemic Functional Linguistics to Teach Literary Analysis: Views on the Effectiveness of a Short Professional Development Workshop." In Teaching English Language Arts to English Language Learners, 193–214. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59858-5_10.

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Bencardino, Francesco, and Antonio Condello. "Effectiveness of S-FRCM Strengthening System Applied with Two Different Techniques." In High Tech Concrete: Where Technology and Engineering Meet, 2011–19. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59471-2_230.

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Flostrand, Andrew, Åsa Wallstrom, Esmail Salehi-Sangari, Leyland Pitt, and Jan Kietzmann. "Fake News and the Top High-Tech Brands: A Delphi Study of Familiarity, Vulnerability and Effectiveness: An Abstract." In Marketing Opportunities and Challenges in a Changing Global Marketplace, 463–64. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39165-2_190.

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Sakaguchi, Momoko, and Eiji Aoki. "Study on the Comparison of Consumer Impression of E-commerce and Real Stores in the Fashion Tech Era, and the Effectiveness of VR Utilization." In Complex, Intelligent and Software Intensive Systems, 528–37. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08812-4_51.

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"Issues of Outcome Effectiveness: Does it Teach?" In formative Evaluation for Educational Technologies, 241–58. Routledge, 2013. http://dx.doi.org/10.4324/9780203052181-20.

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"Improving the effectiveness of your teaching." In Starting to Teach in the Secondary School, 75–102. Routledge, 2006. http://dx.doi.org/10.4324/9780203137635-14.

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"Improving the Effectiveness of your Teaching." In Starting to Teach in the Secondary School, 89–105. Routledge, 2004. http://dx.doi.org/10.4324/9780203338940-10.

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Hammer, Juliane. "Need to Teach." In Peaceful Families, 86–115. Princeton University Press, 2019. http://dx.doi.org/10.23943/princeton/9780691190877.003.0004.

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This chapter examines interviews conducted with Muslim advocates whose work against domestic violence (DV) focuses on awareness and prevention. There is a shared story arch among many of the advocates that supports the primacy of an experienced and embodied ethic on non-abuse that is then translated into active work in the community and in a later step a search for religious discourse in order to further effective activism. Advocates often first recognized domestic abuse as wrong, then became critical of the ways in which Muslim communities address or do not address this issue, and responded by taking action and developing or finding religious arguments. It is in this last part of the story that religious authority, and with that status and authority in communities, became an existential issue for the effectiveness of anti-DV work. The chapter then reflects on the connection between feminist ideas about patriarchy and DV on the one hand and acceptance/rejection of such ideas in Muslim communities on the other.

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Giordano, Noemi, Samanta Rosati, Marco Knaflitz, and Gabriella Balestra. "Key Aspects to Teach Medical Device Software Certification." In Studies in Health Technology and Informatics. IOS Press, 2022. http://dx.doi.org/10.3233/shti220928.

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Certification of Medical Device Software (MDS) according to the EU Medical Device Regulation 2017/745 requires demonstrating safety and effectiveness. Thus, the syllabus of a course on MDS development must provide tools for addressing these issues. To assure safety, risk analysis has to be performed using a four-step procedure. Effectiveness could be demonstrated by literature systematic review combined with meta-analysis, to compare the MDS performances with those of similar tools.

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Conference papers on the topic "Teach effectiveness"

Rubin, Marc J. "The effectiveness of live-coding to teach introductory programming." In Proceeding of the 44th ACM technical symposium. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2445196.2445388.

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Supartinah, Endang Nurhayati, Sekar Purbarini Kawuryan, and Woro Sri Hastuti. "The Effectiveness of Javanese Graded Readers to Teach Reading Comprehension." In International Conference on Educational Research and Innovation (ICERI 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200204.024.

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van Solingen, Rini, Kevin Dullemond, and Ben van Gameren. "Evaluating the Effectiveness of Board Game Usage to Teach GSE Dynamics." In 2011 6th IEEE International Conference on Global Software Engineering (ICGSE 2011). IEEE, 2011. http://dx.doi.org/10.1109/icgse.2011.24.

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Jatmiko, Jatmiko, and Tontowi Jauhari. "The Effectiveness of Using Picture to Teach Vocabulary at Elementary School." In Annual Conference on Social Sciences and Humanities. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007420803660371.

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Ostrander, John K., Conrad S. Tucker, Timothy W. Simpson, and Nicholas A. Meisel. "Evaluating the Effectiveness of Virtual Reality As an Interactive Educational Resource for Additive Manufacturing." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-86036.

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Demand for a highly skilled workforce in the field of additive manufacturing (AM) is growing but is underserved due to limited academic course offerings and high barriers for incorporating industrial AM systems into education. Virtual reality (VR) is proposed as a medium to help teach introductory concepts of AM to a broader audience in an interactive, scalable manner. Before implementing VR as a standard tool to teach the concepts of AM, we must evaluate the effectiveness of this medium for the subject. Our research aims to answer the question: can VR be used to teach introductory concepts of additive manufacturing in a way that is as effective as teaching the same concepts in a physical setting? The research looks at the learning differences between two groups: (1) students exposed to an interactive AM lesson in a traditional physical setting and (2) students exposed to the same lesson within a virtual environment. The study assesses participants’ AM knowledge through pre-/post-AM lesson evaluation. AM conceptual knowledge gained and changes in self-efficacy are evaluated to make an argument for the effectiveness of VR as an AM learning tool.

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Ahmed, Beena, and Karawan Alsaleh. "Robotics: Its effectiveness as a tool to teach engineering design and computer programming." In 2011 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2011. http://dx.doi.org/10.1109/educon.2011.5773272.

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Mirza, Amna. "Evidence Based Approach to Teach Literacy: Effectiveness of English Literacy Workshops Among ESL Teachers." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1896818.

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Vakil, Shernavaz, and Lynn Smolen. "EXPLORING THE EFFECTIVENESS OF A PROGRAM THAT PREPARES CONTENT TEACHERS TO TEACH ENGLISH LEARNERS." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0408.

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Huang, Hui-Wen. "The Effectiveness of Using YouTube Videos to Teach Grammar for EFL Students with Learning Disabilities." In IC4E 2020: 2020 the 11th International Conference on E-Education, E-Business, E-Management, and E-Learning. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3377571.3377616.

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Fauziah, Desna, Mukhaiyar, and Ratmanida. "The Effectiveness of Roundtable Technique to Teach Writing Descriptive Text for Students with Low Self-Efficacy." In 7th International Conference on English Language and Teaching (ICOELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.044.

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Reports on the topic "Teach effectiveness"

Filmer, Deon, Vatsal Nahata, and Shwetlena Sabarwal. Preparation, Practice, and Beliefs: A Machine Learning Approach to Understanding Teacher Effectiveness. Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/084.

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This paper uses machine learning methods to identify key predictors of teacher effectiveness, proxied by student learning gains linked to a teacher over an academic year. Conditional inference forests and the least absolute shrinkage and selection operator are applied to matched student-teacher data for Math and Kiswahili from Grades 2 and 3 in 392 schools across Tanzania. These two machine learning methods produce consistent results and outperform standard ordinary least squares in out-of-sample prediction by 14-24 percent. As in previous research, commonly used teacher covariates like teacher gender, education, experience, and so forth are not good predictors of teacher effectiveness. Instead, teacher practice (what teachers do, measured through classroom observations and student surveys) and teacher beliefs (measured through teacher surveys) emerge as much more important. Overall, teacher covariates are stronger predictors of teacher effectiveness in Math than in Kiswahili. Teacher beliefs that they can help disadvantaged and struggling students learn (for Math) and they have good relationships within schools (for Kiswahili), teacher practice of providing written feedback and reviewing key concepts at the end of class (for Math), and spending extra time with struggling students (for Kiswahili) are highly predictive of teacher effectiveness, as is teacher preparation on how to teach foundational topics (for both Math and Kiswahili). These results demonstrate the need to pay more systematic attention to teacher preparation, practice, and beliefs in teacher research and policy.

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Piper, Benjamin, Yasmin Sitabkhan, Jessica Mejia, and Kellie Betts. Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization. RTI Press, May 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0053.1805.

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This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers’ guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers’ guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers’ guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide.

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Kreofsky, Tess. Isn’t Citizen Science a Hoot? A Case-study Exploring the Effectiveness of Citizen Science as an Instrument to Teach the Nature of Science through a Local Nocturnal Owl-Monitoring Project. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2641.

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Willi, Joseph, Keith Stakes, Jack Regan, and Robin Zevotek. Evaluation of Ventilation-Controlled Fires in L-Shaped Training Props. UL's Firefighter Safety Research Institute, October 2016. http://dx.doi.org/10.54206/102376/mijj9867.

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Investigations of recent firefighter line of duty deaths caused by rapid fire progression have highlighted a deficiency in firefighters’ understanding of how certain tactics affect the fire dynamics of ventilation-controlled fires. Many fires are in a ventilation-limited, decay state by the time firefighters arrive at the scene, meaning that introducing additional ventilation to the environment has the potential to cause rapid and intense fire growth. To more effectively teach firefighters about the potential effects of ventilation on a compartment fire, ventilation-controlled fires should be gener- ated during training. Safely creating such fires while maintaining compliance with NFPA 1403: Standard on Live-Fire Training Evolutions allows instructors to educate students on this important principle of fire dynamics in the training environment. Structures utilized for live-fire training have evolved from typical concrete burn buildings to now include smaller purpose-built props, like those constructed from steel shipping containers or wood and gypsum board. Such props have been embraced by organizations due to their cost-effectiveness and potential to improve fire behavior training. Obtaining a thorough understanding of the capa- bilities and limitations of such props is critical for instructors to convey accurate messages during training and properly prepare firefighters for scenarios they’ll encounter in the field. Experiments were conducted to quantify the fire environment in L-shaped props with different wall constructions. One prop had an interior wall lining of gypsum board over wood studs and fiberglass insulation. The two other props were constructed from metal shipping containers with corrugated steel walls; one had ceilings and walls comprised solely of the corrugated steel, while the other had ceilings and walls comprised of rolled steel sheeting over mineral wool insulation with the corrugated steel wall as its backing. Three fuel packages were compared between the props: one contained furnishings mainly composed of synthetic materials and foam plastics; another contained wooden pallets and straw; and the third contained wooden pallets, straw, and oriented strand board (OSB). A stochastic approach was used to compare data between replicate tests and quantify the repeatability of the different props and fuel packages, all of which were deemed sufficiently repeatable. Comparisons of data between the three props revealed that thermal conditions between experiments in the two metal props were indistinguishable, suggesting that the additional layer of insulation did not significantly alter the fire environment. Additionally, thermal conditions in the gypsum-lined prop were more severe than those in the metal props. The effects of ventilation changes on fire conditions were also analyzed across various prop and fuel load combinations. Lastly, the response of the thermal environment in each prop during interior suppression was evaluated, and the results implied that the thermal exposure to the firefighter was more severe in the metal props than the gypsum prop for a brief period following the start of suppression.

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Kenya: Communities support adolescent reproductive health education. Population Council, 2003. http://dx.doi.org/10.31899/rh2003.1004.

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Young people in Kenya have limited knowledge of reproductive health (RH) and face many challenges in their transition to adulthood. Chief among these challenges is the high prevalence of HIV/AIDS among adults and its increasing incidence among rural youth. In 1999, FRONTIERS initiated a three-year project in Kenya to test the feasibility, effectiveness, and cost of interventions to improve adolescent RH. The project, implemented jointly with the Kenyan government and the Program for Appropriate Technology in Health (PATH), was part of a four-country study that examined ways to improve knowledge, attitudes, and behavior of adolescents aged 10 to 19 years. The study took place in six rural communities in Kenya’s Western Province. Two sites received community and health interventions. Two additional sites also received a third school-based intervention, in which teachers, peer educators, and guidance counselors were trained to teach a “life skills curriculum” that included modules on RH, sexuality, and HIV/AIDS. Two control sites received the prevailing government services. As noted in this brief, community, health, and school interventions in rural Kenya increased understanding and discussion of adolescent RH, including prevention of HIV/AIDS, and encouraged safer sexual behavior among young people.

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