Informing Authoring Best Practices Through an Analysis of Pedagogical Content and Student Behavior

2016 ◽  
pp. 48-58
Author(s):  
Matthew Roy ◽  
Rohit Kumar
Keyword(s):  
Best Practices ◽  
Student Behavior ◽  
Pedagogical Content

scholarly journals TEACHERS’ SMK AND PCK OF MATHEMATICS AND SCIENCE AFFECT TEACHING IN GABORONE PRESCHOOLS

2019 ◽  
Vol 6 (12) ◽  
pp. 114-127
Author(s):  
KABITA BOSE ◽  
Grace Seetso
Keyword(s):  
Best Practices ◽  
Professional Training ◽  
Administrative Support ◽  
Preschool Teachers ◽  
Descriptive Analysis ◽  
Sampling Procedure ◽  
Science Center ◽  
Group Discussions ◽  
Pedagogical Content ◽  
Mathematics And Science

The current study presents an account of mathematics and science knowledgebase of private Gaborone preschool teachers and assesses its influence on their classroom teaching. It assesses their Subject Matter Knowledge (SMK) and Pedagogical Content Knowledge (PCK) and scales their views on the Best Practices for mathematics and science teaching in preschools. A pragmatic paradigm with a concurrent mixed-method mode was used to conduct this study. Using a random-purposive sampling procedure, 64 preschool teachers were selected. Questionnaire and focus group discussions were used for data collection. The quantitative data was analysed using descriptive analysis and presented with the help of frequency Tables and Graphs. The qualitative data was coded and synthesised to receive meaningful information. The findings show that 80% of teachers were trained as primary school teachers; only 14% had professional training in Early Childhood Education (ECE). It further revealed that the teachers had SMK; however, were less proficient in PCK which affected their classroom practices, despite having ample material resources. The preschool teachers viewed the establishment of the Science Center/s for young children and strong administrative support as best practices for teaching mathematics and science in preschools.

scholarly journals Appropriating Technological Pedagogical Content Knowledge of Basic Education Teacher Using Online Learning Instruction

2021 ◽  
Vol 2 (11) ◽  
pp. 1033-1042
Author(s):  
Charismarie Manacap ◽  
Paul Mari Tagaro ◽  
Anabelle Cose ◽  
Nelia Tagaro ◽  
Lynn Larida ◽  
...  
Keyword(s):  
Technology Integration ◽  
Best Practices ◽  
Basic Education ◽  
Pedagogical Content ◽  
World Community ◽  
Learning Instruction ◽  
Technical Issues ◽  
Instruction And Learning ◽  
Integration Data ◽  
Pedagogical Application

The digitalization of the world community and the advent of Covid-19 pandemic have created impact to the lives of the teachers and other stakeholders. This study provide knowledge on the teachers in terms of, pedagogical, content and technological knowledge in using technology as means of instruction and learning of the students. Findings have showed that teachers were knowledgeable in terms of technology as means of their pedagogical application, content matters and best practices in technology integration. Data further implied that teachers were knowledgeable with tech-ed either online or in the classroom settings. However, data suggests that there were some technical issues were perceived in technology integration.

scholarly journals Program PDS UPI dalam Pendidikan Jasmani: Membumikan Penjas Bernuansa Mendidik

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Agus Mahendra
Keyword(s):  
Best Practices ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Paradigm Shift ◽  
Higher Learning ◽  
Teaching Skills ◽  
Paradigm Change ◽  
Teaching Competencies ◽  
Pedagogical Content ◽  
Physical Education Lesson

Physical Education lesson in school still displays a typical impression that deliver a particular feeling coveying that PE is hard, stiff, and often rough and creepy. As the consequence, children in the PE lesson take an indifferent attitude or enjoy it all by being what is expected from the said situations. The LD UPI program for PE in Elementary Schools became a catalyst for the paradigm shift at the school, especially for respected in-service PE teachers, and at the same time for students who were undertaking the internship program as pre-service teachers. With directly seeing the lecturers' actions in teaching for over 8 times repetition, it was believed that the paradigm change has taken place as has been expected, and it was accompanied by changes and improvements in teaching skills, in addition to strengthening their mastery of pedagogical content knowledge. This manuscript is a resume of best practices generated from the LDS in PE program, which can be used as a reference both for improving teachers’ teaching competencies in Schools, and for reconstructing the PETE program curriculum at Higher Learning level. AbstrakPenjas di Sekolah masih menampilkan wajah yang keras, kaku, bahkan sering kasar dan menyeramkan. Sebagai konsekuensinya, anak dalam pelajaran Penjas mengambil sikap tidak peduli atau sekalian menikmatinya dengan menjadi apa yang seolah diharapkan dari Penjas demikian. Program PDS UPI untuk Penjas di Sekolah Dasar, menjadi katalisator bagi upaya perubahan paradigm Penjas di sekolah, terutama bagi para guru Penjas dalam jabatan, dan sekaligus bagi para mahasiswa yang sedang melakukan PPL serta guru Pra-Jabatan. Dengan melihat aksi dosen dalam mengajar yang berulang hingga 8 kali pertemuan, diyakini perubahan paradigm itu sekaligus diiringi perubahan dan peningkatan keterampilan mengajar, di samping memantapkan penguasaan mereka terhadap pedagogical content knowledge. Naskah ini merupakan sebuah paparan best-practices yang dihasilkan dari program PDS Penjas di Lab School UPI, yang dapat dijadikan rujukan baik bagi peningkatan kompetensi mengajar guru di Sekolah, maupun bagi penyempurnaan kurikulum program PETE di PT. 

A Survey of Speech-Language Pathologists' Approaches to Assessing Social Communication Disorders in Children

2020 ◽  
pp. 1-17
Author(s):  
Kristen Izaryk ◽  
Robin Edge ◽  
Dawn Lechwar
Keyword(s):  
Best Practices ◽  
Communication Disorders ◽  
Assessment Tools ◽  
Self Report ◽  
Speech Language Pathologists ◽  
Teacher Report ◽  
Formal Assessment ◽  
Language Sampling ◽  
Specific Assessment ◽  
Social Communication Disorders

Purpose The purpose of this article is to explore and describe the approaches and specific assessment tools that speech-language pathologists are currently using to assess social communication disorders (SCDs) in children, in relation to current best practices. Method Ninety-four speech-language pathologists completed an online survey asking them to identify which of the following approaches they use to assess children with SCD: parent/teacher report, naturalistic observation, formal assessment, language sample analysis, interviews, semistructured tasks, and peer/self-report. Participants were also asked to identify specific assessment tools they use within each approach. Results Participants most commonly assess SCDs by combining interviews, naturalistic observation, language sampling, parent/teacher report, and formal assessment. Semistructured tasks and peer/self-report tools were less frequently utilized. Several established parent/teacher report and formal assessment tools were commonly identified for assessing SCDs. Most participants use an informal approach for interviews, language sampling, and naturalistic observations in their SCD assessment process. Conclusions Generally, participants follow best practices for assessing SCDs by combining several different approaches. Some considerations for future assessment are identified, including the use of established protocols in the place of informal approaches in order to make the assessment of SCDs more systematic. Future directions for research are discussed.

Practical Resources for Provision of Services to Culturally and Linguistically Diverse Users of AAC

2015 ◽  
Vol 22 (1) ◽  
pp. 25-39
Author(s):  
Elena Dukhovny ◽  
E. Betsy Kelly
Keyword(s):  
Best Practices ◽  
Augmentative And Alternative Communication ◽  
Linguistically Diverse ◽  
Intervention Strategies ◽  
Culturally And Linguistically Diverse ◽  
Limited Resources ◽  
Flexible Systems ◽  
Alternative Communication ◽  
Practical Applications ◽  
Provision Of Services

According to the 2010 U.S. Census, over 20% of Americans speak a language other than English in the home, with Spanish, Chinese, and French being the languages most commonly spoken, aside from English. However, few augmentative and alternative communication (AAC) systems offer multilingual support for individuals with limited functional speech. There has been much discussion in the AAC community about best practices in AAC system design and intervention strategies, but limited resources exist to help us provide robust, flexible systems for users who speak languages other than English. We must provide services that take into consideration the unique needs of culturally and linguistically diverse users of AAC and help them reach their full communication potential. This article outlines basic guidelines for best practices in AAC design and selection, and presents practical applications of these best practices to multilingual/multicultural clients.

Autism, AAC, and Proloquo2Go

2009 ◽  
Vol 18 (4) ◽  
pp. 137-145 ◽  
Author(s):  
Samuel Sennott ◽  
Adam Bowker
Keyword(s):  
Best Practices ◽  
Augmentative And Alternative Communication ◽  
Communication Technologies ◽  
Autism Spectrum ◽  
Alternative Communication ◽  
Visual Supports ◽  
Digital Device ◽  
Ipod Touch ◽  
Spectrum Disorders ◽  
Communication Needs

People with ASD often need to access AAC in situations where a tabletop digital device is not practical. Recent advancements have made more powerful, portable, and affordable communication technologies available to these individuals. Proloquo2Go is a new portable augmentative and alternative communication system that runs on an iPhone or iPod touch and can be used to meet the diverse needs of individuals with autism spectrum disorders (ASD) who are ambulatory and have difficulty using speech to meet their full daily communication needs. This article examines Proloquo2Go in light of the best practices in AAC for individuals with ASD such as symbols, visual supports, voice output, and inclusion.

The Developing Relationship Among Cognition, Amplification, and Aural Rehabilitation

2016 ◽  
Vol 1 (6) ◽  
pp. 47-54 ◽  
Author(s):  
Jeffrey J. DiGiovanni ◽  
Travis L. Riffle
Keyword(s):  
Working Memory ◽  
Best Practices ◽  
Cognitive Abilities ◽  
Hearing Aid ◽  
Hearing Aid Fitting ◽  
Aural Rehabilitation ◽  
Basic Concepts ◽  
And Function

The search for best practices in hearing aid fittings and aural rehabilitation has generally used the audiogram and function stemming from peripheral sensitivity. In recent years, however, we have learned that individuals respond differently to various hearing aid and aural rehabilitation techniques based on cognitive abilities. In this paper, we review basic concepts of working memory and the literature driving our knowledge in newer concepts of hearing aid fitting and aural rehabilitation.

Measurement Invariance of a Universal Behavioral Screener Across Samples From the USA and Germany

2018 ◽  
Vol 34 (2) ◽  
pp. 87-100 ◽  
Author(s):  
Gino Casale ◽  
Robert J. Volpe ◽  
Brian Daniels ◽  
Thomas Hennemann ◽  
Amy M. Briesch ◽  
...  
Keyword(s):  
Measurement Invariance ◽  
Student Behavior ◽  
Cross Cultural ◽  
Cross Cultural Comparison ◽  
School Based ◽  
Cultural Research ◽  
Universal Screener ◽  
Confirmatory Factor ◽  
The Us ◽  
The Usa

Abstract. The current study examines the item and scalar equivalence of an abbreviated school-based universal screener that was cross-culturally translated and adapted from English into German. The instrument was designed to assess student behavior problems that impact classroom learning. Participants were 1,346 K-6 grade students from the US (n = 390, Mage = 9.23, 38.5% female) and Germany (n = 956, Mage = 8.04, 40.1% female). Measurement invariance was tested by multigroup confirmatory factor analysis (CFA) across students from the US and Germany. Results support full scalar invariance between students from the US and Germany (df = 266, χ2 = 790.141, Δχ2 = 6.9, p < .001, CFI = 0.976, ΔCFI = 0.000, RMSEA = 0.052, ΔRMSEA = −0.003) indicating that the factor structure, the factor loadings, and the item thresholds are comparable across samples. This finding implies that a full cross-cultural comparison including latent factor means and structural coefficients between the US and the German version of the abbreviated screener is possible. Therefore, the tool can be used in German schools as well as for cross-cultural research purposes between the US and Germany.

Sign in / Sign up

Export Citation Format

Share Document