Strength-Based Instruction (SBI): A Systematic Instructional Training Model with a Primary Focus on a Child’s Strength

2019 ◽  
pp. 647-663
Author(s):  
Sumita Chakraborti-Ghosh
Keyword(s):  
Training Model ◽  
Strength Based ◽  
Primary Focus ◽  
Based Instruction ◽  
Instructional Training

Instructional Design and E-Training

2011 ◽  
pp. 223-240
Author(s):  
Julia D. Sweeny
Keyword(s):  
Instructional Design ◽  
Instructional Strategies ◽  
Online Training ◽  
Future Trends ◽  
Online Instructors ◽  
Web Based ◽  
Face To Face ◽  
Face To Face Instruction ◽  
Primary Focus ◽  
Based Instruction

Online training or, e-training, can be less expensive, more efficient, and more productive than traditional face-to-face instruction. This chapter reviews why businesses are adopting Web-based instruction, characteristics of exemplary e-trainers and skills online instructors must attain. The primary focus of the chapter is on the importance of instructional design in analyzing the online audience and context; developing instructional strategies and online materials; implementing a Web-based course; and evaluating an online training program. Future trends and a conclusion complete the chapter.

A Teacher Training Model: The Resource/Consulting Teacher

1981 ◽  
Vol 6 (2) ◽  
pp. 108-121 ◽  
Author(s):  
Lorna Idol-Maestas
Keyword(s):  
Training Model ◽  
Instructional Systems ◽  
Student Management ◽  
Regular Class ◽  
Intent To Return ◽  
Direct Data ◽  
Based Instruction ◽  
The University ◽  
Consultation Services ◽  
Regular Classes

The model for the training of a Resource/Consulting Teacher (R/CT) at the University of Illinois is offered. R/CT's provide direct, data-based instruction in resource settings, with a planned intent to return students to regular classes. The regular class curriculum is used for instruction. R/CT's also provide consultation services to regular class teachers. The major types of consultation are: (1) systematically transferring students back to regular class; (2) offering support to regular class teachers who have students in regular class with academic and social behavior problems and; (3) assisting parents with home reinforcement and instructional systems. R/CT's share observation, student management and recording skills through an applied behavior analysis framework. Examples of data-based consultation projects that have been implemented by R/CT's in colloboration with regular class teachers are included.

An Examination of Two Ergonomically Designed Performance Aids

1993 ◽  
Vol 37 (18) ◽  
pp. 1221-1225
Author(s):  
Mark E. Barnes
Keyword(s):  
Problem Solving ◽  
Short Term Memory ◽  
Training Model ◽  
Major Goal ◽  
Short Term ◽  
Term Memory ◽  
Model Interpretation ◽  
Computer Based ◽  
Based Instruction ◽  
Problem Solving Task

The purpose of the present study was to examine the effects of providing two simple tactical aids designed to bolster cognitive ability while problem-solving. After receiving computer-based instruction, subjects used either an orientation aid, a short-term memory aid, both aids, or no aids to perform a computer-based electronic problem-solving task. A major goal was to determine whether the effect of each aid on performance conformed to either a compensatory model or a training model. Results were mixed. That is, some evidence supported the compensatory interpretation, while other evidence supported the training model interpretation. Specifically, an interaction between short-term memory scores and use of the short-term memory aid showed that the aid helped low scoring subjects solve problems quicker when they used the aid more. However, most of the evidence suggested that, in terms of the time needed to solve problems, the effects of both aids were characteristic of a training model.

Developing a Competency-Based Instructor Training Model of Professional Development

2019 ◽  
pp. 215-236
Author(s):  
Kenneth Browne Elazier
Keyword(s):  
Professional Development ◽  
Training Model ◽  
Instructional Programs ◽  
Faculty Professional Development ◽  
Instructor Training ◽  
Competency Based Education ◽  
Opportunities For Learning ◽  
Competency Based ◽  
Based Instruction

The purpose of this chapter is to provide a set of instructor competencies for faculty professional development when transitioning to competency-based instructional programming. This chapter details considerations when designing and developing a competency-based, instructor training model. A competency-based education (CBE) program ought to have instructors that are competent analyzing, designing, developing, and evaluating competency-based instructional offerings. If the purpose of competency-based instructional programs is to move beyond static and passive, knowledge-only based instruction, then instructors should also be capable of providing dynamic, active knowledge and skill-based opportunities for learning.

Roma Youth Development in Context

2021 ◽  
pp. 207-220
Author(s):  
David L. Sam ◽  
Laura Ferrer-Wreder ◽  
Radosveta Dimitrova
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Developmental Outcomes ◽  
Strength Based ◽  
Developmental Gains ◽  
Primary Focus ◽  
Prejudice And Discrimination

One goal of this volume was to review the effectiveness of the positive youth development (PYD) perspective in improving the developmental outcomes of Roma youths. In addition, the volume was interested in formulating recommendations on how to improve the welfare of other marginalized and improvised youth against a backdrop of accruing knowledge from this strength-based approach. The primary focus of this concluding chapter is to build on lessons gained from applying PYD principles with Roma youth. While acknowledging the developmental gains Roma youth have achieved following the application of PYD principles, the chapter points to the fact that these gains are limited because of the prolonged and institutionalized prejudice and discrimination Roma have suffered within the societies in which they live. In light of the limitations imposed on Roma youth, the chapter suggests the need to draw on principles from acculturation and multiculturalism to help remove societal hindrances that can prevent Roma from being integrated into the fabric of the societies that they reside in.

The Interventional Radiology Interest Group: An Integral Tool for Medical Student Recruitment

2017 ◽  
Vol 1 ◽  
pp. 4
Author(s):  
David Maldow ◽  
Jacqueline Murtha ◽  
Talia Sasson ◽  
Vinit Khanna
Keyword(s):  
Interventional Radiology ◽  
Medical Students ◽  
Training Model ◽  
Outpatient Setting ◽  
Vital Role ◽  
Residency Programs ◽  
Clinical Rotations ◽  
Hands On ◽  
Resident Time ◽  
Primary Focus

Education is evolving in the field of interventional radiology. Technical skills are no longer the primary focus of training, while a stronger emphasis is placed on longitudinal patient care. Interventional radiologists are now expected to perform rounds on their patients in the hospital and promote continuity of care in the outpatient setting (Murphy et al. Semin Intervent Radiol 2005;22:6-9). The recent establishment of residency programs in interventional radiology (RPIR) aims to foster this transition by integrating clinical rotations such as the intensive care unit and expanding resident time in the clinic (Siragusa et al. J Vasc Interv Radiol 2013;24:1609-12). With the new training model comes a greater need for early exposure of medical students to the field, as trainees now apply for RPIR during their 4th year of medical school. To address this issue, interventional radiology interest groups (IRIGs) have been developed by passionate students with a desire to educate their colleagues and further their own knowledge of IR. IRIGs inform medical students about the specialty through unique activities such as hands-on device workshops and information sessions. In coordination with supportive advisors, IRIGs play a vital role in recruiting talented trainees, many of whom may well become the next leaders of our field. This article will discuss the process of starting an IRIG and how to maximize available resources to foster its success.

Application of a School-Wide Metacognitive Training Model: Effects on Academic and Planning Performance

2000 ◽  
Vol 1 (2) ◽  
pp. 140-153 ◽  
Author(s):  
Robert N. F. Conway ◽  
Lyndall J. Hopton
Keyword(s):  
Training Model ◽  
Academic Programs ◽  
Strategy Training ◽  
Future Research ◽  
Research Issues ◽  
Academic Tasks ◽  
Metacognitive Training ◽  
Staff Members ◽  
Contrast Condition ◽  
Based Instruction

Proponents of recent educational approaches to cognitive strategy training have emphasized the importance of ensuring that strategy training is incorporated within the teaching program of the classroom rather than being taught in academic and locational isolation. Designers of the Process-Based Instruction (PBI) model stress such an approach. Staff members in a primary school were trained to use PBI and provided consultancy support while they implemented the approach within their regular classroom academic programs. Students in the experimental school demonstrated significant gains in academic tasks, perceptions of ability, and some planning tasks when compared with the performance of participants in the contrast condition school. Limitations in the approach as well as future research issues are discussed.

A self‐instructional training model for day care

1976 ◽  
Vol 12 (1) ◽  
pp. 31-35
Author(s):  
Ellen Winkelstein ◽  
Bernard Shapiro
Keyword(s):  
Day Care ◽  
Training Model ◽  
Instructional Training
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