Alternative Teaching Strategies Research Articles

Using Video Clips of Mathematics Classroom Instruction as Item Prompts to Measure Teachers' Knowledge of Teaching Mathematics

Responding to the scarcity of suitable measures of teacher knowledge, this article reports on a novel assessment approach to measuring teacher knowledge of teaching mathematics. The new approach uses teachers' ability to analyze teaching as a proxy for their teaching knowledge. Video clips of classroom instruction, which respondents were asked to analyze in writing, were used as item prompts. Teacher responses were scored along four dimensions: mathematical content, student thinking, alternative teaching strategies, and overall quality of interpretation. A prototype assessment was developed and its reliability and validity were examined. Respondents' scores were found to be reliable. Positive, moderate correlations between teachers' scores on the video-analysis assessment, a criterion measure of mathematical content knowledge for teaching, and expert ratings provide initial evidence for the criterion-related validity of the video-analysis assessment. Results suggest that teachers' ability to analyze teaching might be reflective of their teaching knowledge.

A meta‐analysis of national research: Effects of teaching strategies on student achievement in science in the United States

AbstractThis project consisted of a meta‐analysis of U.S. research published from 1980 to 2004 on the effect of specific science teaching strategies on student achievement. The six phases of the project included study acquisition, study coding, determination of intercoder objectivity, establishing criteria for inclusion of studies, computation of effect sizes for statistical analysis, and conducting the analyses. Studies were required to have been carried out in the United States, been experimental or quasi‐experimental, and must have included effect size or the statistics necessary to calculate effect size. Sixty‐one studies met the criteria for inclusion in the meta‐analysis. The following eight categories of teaching strategies were revealed during analysis of the studies (effect sizes in parentheses): Questioning Strategies (0.74); Manipulation Strategies (0.57); Enhanced Material Strategies (0.29); Assessment Strategies (0.51); Inquiry Strategies (0.65); Enhanced Context Strategies (1.48); Instructional Technology (IT) Strategies (0.48); and Collaborative Learning Strategies (0.95). All these effect sizes were judged to be significant. Regression analysis revealed that internal validity was influenced by Publication Type, Type of Study, and Test Type. External validity was not influenced by Publication Year, Grade Level, Test Content, or Treatment Categories. The major implication of this research is that we have generated empirical evidence supporting the effectiveness of alternative teaching strategies in science. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1436–1460, 2007

Computer-assisted instruction: An effective instructional method

This study provides data that support computer-assisted instruction (CAI) as an effective instructional method when teaching associate degree nursing students about congenital heart disease. Literature indicates that students learn better when they see, hear, and interact in the learning process. CAI is an instructional method that includes these elements. Implications of this include the fact that CAI can be used to teach difficult concepts to nursing students effectively and provide nursing faculty an alternative teaching strategy to lecture.

Teaching Reproductive Options Through the Use of Fiction: The Cider House Rules Project

Alternative teaching strategies such as storytelling and the critical reading of literature are thought to help students develop their critical thinking, emotional intelligence, and cultural sensitivity and thereby better understand the context in which their patients live and make decisions. Such teaching methods are ideally suited for examining morally complex issues such as reproductive options. This article describes an alternative approach to teaching the complex personal, social, and moral issues surrounding the topic of reproductive options. The critical reading of the book, The Cider House Rules, provides a unique opportunity for students to obtain insight and understanding of the complex circumstances under which women and their families make reproductive decisions.

Using Blended Learning To Facilitate The Mathematical Thought Processes Of Primary School Learners In A Computer Laboratory: A Case Study In Calculating Simple Areas

Primary school learners’ first encounters with mathematics in a traditional learning environment often create lifelong ‘math phobia.’(Papert 1980) The situation in a country emerging from an oppressive education system designed to educationally disempower the majority of the population is much worse. The typical scenario in a previously disadvantaged South African primary school is a classroom filled beyond capacity with the educator struggling to establish an effective learning environment. Thus the educator resorts to rote learning, drill and practice and ‘chalk and talk’ methods of teaching. The individual needs and levels of learners are disregarded and blanket assessment methods are employed (Naidoo and Naidoo 2006b). Collaborative learning is minimal or non-existent. These traditional teaching strategies often disregard cultural and social factors, and pre-knowledge frames of learners. Furthermore there is a dire shortage of qualified mathematics educators in the South African schooling system. Therefore there is an urgent need for alternative teaching and learning strategies to address the teaching of mathematics in primary schools. The introduction of networked computer laboratories to previously disadvantaged South African primary schools enables the use of computers as powerful tools to analyze the thought processes of learners during their early encounters with mathematics. A blended learning approach using a networked computing environment and LOGO mathematics to facilitate the teaching and learning of area in a Grade 5 class produced significantly higher grades and an enhanced learning experience, both for learners and the educator, as compared to a second Grade 5 class utilizing traditional teaching and learning methods only. This study entailed the use of software to promote collaborative learning encompassing both learner-learner and learner-educator interaction. Apart from the educator using the computer as a medium of instruction via the software, learners were allowed to actively provide input. Furthermore the software allowed the educator to view learners’ progress during activities and provide real-time input via the computer.

Innovation, research and professional development in higher education: Learning from our own experience

This paper describes and analyses an innovative experience carried out by a group of lecturers from the Psychopedagogy Faculty of the University of Alcala, involved in an action research process with the purpose of reflecting about our own practice and constructing alternative teaching strategies to facilitate students’ reflective, autonomous and critic learning. The experience consists of a didactical proposal through which we intend to establish connections and interdisciplinary relationships among courses, in order to break down the isolation that usually characterizes the work of university teachers, and move towards a more global and complex formula for curriculum development. We also propose the use of Information and Communication Technologies (ICT) as tools to support the learning process and expand opportunities for reflection, dialogue and collaboration beyond the classroom activities. The results of this experience show a dialectic interaction amongst innovation, research and professional development processes.

The Use of Alternative Texts in Physical Education

Body and mind must be seen as inseparable in physical education; movement and activity as well as thinking and feeling should be part of students' lives. By expanding the definition of text to include a variety of printed, visual, oral, electronic, and other types of texts, physical education teachers can incorporate literacy activities to enhance affective and cognitive transactions during physical education. These activities can also make connections to other subject areas, thereby promoting learning and making movement a meaningful part of daily living. In addition, these tenets of content literacy contribute to making physical education a mindful (thinking) and feeling discipline as well as an active living one. Under the umbrella of a content literacy philosophy, this article presents examples of several alternative texts (i.e., poetry, sculpture, picture) to use in physical education. It then discusses the use of such alternative texts and appropriate teaching strategies for building body image, providing outdoor education, and promoting the study of physical exertion.

Students' Experiences of Mainstream and Alternative Teaching Strategies: An Exploratory Study

Students' Experiences of Mainstream and Alternative Teaching Strategies: An Exploratory Study

Cranial Nerve Clock: Part I. A Declarative Memory Paradigm

Rationale and Objectives The authors performed this study to compare a declarative memory paradigm developed to help teach medical students about the cranial nerves with a traditional text-based approach. Materials and Methods The authors designed a clock-based paradigm to help medical students learn about the cranial nerves. To enhance memorization and related brain activation, the paradigm uses visual, spatial, and word associations in the context of an analog clock face. Twenty-one undergraduate students were randomly divided into two groups. Group T viewed traditional text slides, and group C viewed text slides followed by the corresponding cranial clock slides. Subjects were tested before and after these sessions. Results Group C performed significantly better than group T in learning the names of the cranial nerves and their correct order ( P < .011). Recall of name, number, and function was better for 11 of 12 cranial nerves, with statistical significance reached for nerves III ( P = .005), V ( P = .04), and X ( P = .03). Conclusion Alternative teaching strategies may help improve declarative memory.

Attitudes of patients towards the involvement of medical students in their intrapartum obstetric care.

Data investigating patients' attitudes towards and expectations of medical students in an obstetric setting are limited. We have examined the attitudes of pregnant women towards the involvement of medical students in their intrapartum care. Ethics committee approval and informed patient consent were obtained. A survey of 203 antenatal patients was performed. Chi-squared tests were applied to discrete and Student's t-test to continuous data. Only 62% of antenatal patients were prepared to accept medical student participation in their intrapartum care, although 84% agreed that participation was important for student education. Of note, only 43% of patients were prepared to have a male medical student involved in their care. Only 54% of patients correctly identified that the description medical student referred to a doctor in training, others defining it to include nurses, midwives and other hospital staff in training. If increasing numbers of patients decline medical student participation in their intrapartum care, then alternative teaching strategies may be required. Medical educators need to ensure that patients are aware of the role of medical students in order to gain informed consent from patients for student participation in their care.

The Concept of Electrical Resistance: How Cassirer's Philosophy, and the Early Developments of Electric Circuit Theory, Allow a Better Understanding of Students' Learning Difficulties

While students' difficulties concerning the concepts of voltage and intensity have been investigated by many science education researchers, difficulties related to the concept of electrical resistance and circuit are less known. Some researchers in science education even state that students have no preconception about this concept before being taught. Our observations are in disagreement with this assumption. In the first section of this paper the main basic features of the difficulties of students confronted with the concept of electrical resistance are investigated. In the second section we discuss the nature of the electrical resistance concept in the light of Cassirer philosophy while in the third section we give an analysis of this concept going back to its origins in the nineteenth century. Finally, an analysis of the way this concept is taught in French high schools is presented and the first results of a experimentation using an alternative teaching strategy are briefly reported.c

Future faculty development seminar in ethics, social impact and alternative teaching strategies (seminar session)

This seminar/workshop on ethics and the social impact in computer science, supported by studies of the applicability of alternative teaching and learning strategies, is targeted towards doctoral candidates in computer science whose life-goal is to teach in a university or college setting. Based on the concept of “ethics across the curriculum” the seminar/workshop will prepare future faculty to incorporate ethical and social impact concerns in their technical courses. At the same time they will be exposed to modern teaching and learning techniques that will assist them in making a good start in their teaching careers.

Toward a narrative-centered curriculum for nurse practitioners.

This paper discusses various alternative and nontraditional teaching strategies currently used in nurse practitioner curricula. These instructional strategies include case-study analysis (Ryan-Wenger & Lee, 1997) and problem-based learning/practice-based learning (Barrows, 1994). We suggest a further evolution, using principles and practices of a narrative pedagogy (Diekelmann, 1995) to allow convergence of these several narratively-focused inductive and interpretive approaches. This combination of ways of learning has led us toward a narrative-centered curriculum for family nurse practitioners (FNPs). Specific ways to use narrative in the FNP curriculum are presented to demonstrate how to take the curriculum beyond traditional ways of teaching and learning.

The Role of Multiple Teaching Strategies in Promoting Active Learning in Organic Chemistry

We have introduced four alternative teaching strategies into our yearlong organic chemistry course and have assessed changes in student performance relative to the same course taught by the same instructors using a more traditional lecture format. These strategies, which include reading worksheets, dialogues, in-class worksheets, and role-playing, allow the professor to move through a learning cycle that may effectively accommodate the students’ needs and multiple learning styles. The reading worksheets guide students through the concept phase and dialogues help students identify the importance of the concepts as they articulate these ideas for themselves. Group worksheets and role-playing provide opportunities for peer-interaction, application of knowledge, creativity, and self-expression. Others have shown that active learning strategies neither enhance nor diminish a student’s ability to retain factual information, a finding that is supported by our study. Our data from this one study show, however, that students taught by a more traditional approach demonstrate a greater variation in final exam performance between first and second semesters than those taught using a combination of techniques. This result reflects a shift in emphasis from the professor as an information source to the actively engaged student taking responsibility for his or her own learning. This study suggests that these methods, when used in a consistent fashion in conjunction with interactive lecturing, provide a broad base to facilitate student learning and aid in the development of higher order thinking skills.

Teaching strategies that honor and motivate inner-city African–American students: A school/university collaboration

This paper describes a school/university collaboration resulting in the development of alternative teaching strategies which honored and motivated inner-city African–American middle-school students. The four strategies based on motivation and school failure theories were: non-competitive effort-based grading multiple performance opportunities increased responsibility and choice and validation of cultural differences. An experienced classroom teacher researcher used these strategies in an urban classroom for two years with two different groups of students. Findings indicated that with the use of these alternative teaching strategies the majority of students who appeared initially to lack motivation began to exhibit higher levels of engagement interest and confidence.

Information technology-based teaching and learning in higher education: a view of the economic issues

The past twenty years have seen significant expansion of United Kingdom higher education, so that the present system is one of mass access. Approximately one-third of the 18-21 age cohort now proceeds to higher education, and almost half of all enrolled students are aged twenty-one or over. Adjustment to the new order has occurred during periods of financial stringency (measured by units of resource per student), and rapid developments in communications and information technology, which are believed to offer efficiency gains to the sector. A series of national and locally-funded development initiatives has encouraged exploration of alternative teaching and learning delivery strategies, based on these technologies. To date, uptake of IT-assisted teaching and learning resources has been limited. Measures designed to establish the true development and adoption costs and related benefits (both economic and educational) from this approach to teaching and learning are equally restricted. This paper outlines some of the basic economic principles relating to resource allocation decisions in IT-assisted teaching and learning. The methodology of Cost-Benefit Analysis (CBA) is discussed, as are the major conceptual and practical difficulties of accurate assessment of costs and benefits in this context.

Predicting Computer Anxiety in the Business Communication Classroom

The purpose of this study is primarily twofold: (1) to determine what factors, if any, are predictors of computer anxiety among business communication students and (2) to explore alternative teaching strategies suggested by the literature to effectively reduce computer anxiety in business communication classrooms. Participants consisted of 431 students enrolled in business communication courses during the 1995 spring semester at three state-supported universities in three southern states. Statistical analyses revealed that gender, keyboarding skill, age, socioeconomic status, and self-directedness are adequate predictors of computer anxiety in business communication students. Teaching strategies for reducing or eliminating computer anxiety in business communication classrooms are discussed.

The Effectiveness of Business Games in Strategic Management Course Work

The variety and user-friendliness of computer-based games available to the strategic management instructor has increased, although the number of commercially available games has fallen due to a number of factors. Based on the criterion of objectively measured learning outcomes, the various games studied over the years produce genuine results and results that are superior to those obtained via the case approach, which is the major alternative teaching strategy. Far less research has been conducted on game-facilitating factors that lead to effective learning outcomes in a business game environment.

Reconciling Content Acquisition and Language Acquisition in Bilingual Classrooms

This paper analyses actual classroom practice in Brunei in relation to operational and outcome variables. These variables are then further broken down so that specific parameters can be taken into account. Based on an analysis of case studies and other research undertaken within Brunei, the paper concludes by suggesting alternative teaching strategies and techniques which mightenable teachers to more easily manipulate the classroom culture to achieve the objectives of the bilingual education system while still maintaining overall control of the class.

Teachers' receptiveness and comfort teaching sexuality education and using non-traditional teaching strategies.

This article reports on the comfort level of 97 eighth grade teachers using non-traditional teaching strategies in sexuality education classes. Most were comfortable teaching sexuality education and undeterred by external factors such as students' religious beliefs, lack of administrative support, or parental protest. However, a quarter to a third of teachers reported never or rarely using activities such as roleplays, small-group discussions, and problem-solving exercises. Multiple regression indicated that only gender was a significant predictor of such usage. The greatest perceived barriers to teaching sexuality education and using alternative teaching strategies were lack of materials, lack of time, and difficulty with facilitation under traditional classroom structure. Although more research is needed to better understand barriers to using alternative strategies, teachers in two focus groups (n = 19) suggested 1) restructuring classroom settings to match the demands of new teaching strategies, and 2) "experience appropriate" curricula.