Forum: Jacquelyn Dillon and the Development and Promotion of Heterogeneous String Class Teaching Methods in the United States

2016 ◽  
Vol 7 (1) ◽  
pp. 5-44
Author(s):  
Rebecca L. Tast
Keyword(s):  
United States ◽  
Teaching Methods ◽  
The United States ◽  
String Class

Teaching Psychology in American and British Universities: Some Personal Impressions

1988 ◽  
Vol 15 (1) ◽  
pp. 26-30 ◽  
Author(s):  
Bob Remington ◽  
Patrick Green
Keyword(s):  
United States ◽  
Teaching Methods ◽  
The United States ◽  
Course Structure ◽  
American Universities ◽  
Evaluation Procedures ◽  
The United Kingdom ◽  
Teaching Of Psychology ◽  
Teaching Psychology ◽  
Similarities And Differences

On the basis of our experience as British psychologists who have taught in both the United States and the United Kingdom, we make comparisons between the teaching of psychology in British and American universities. We discuss similarities and differences in course structure, curriculum, teaching methods, and evaluation procedures, and we suggest ways in which each system could benefit from some of the other's practices.

scholarly journals DEVELOPMENT OF AN ALTERNATIVE EDUCATION IN THE USA

2021 ◽  
pp. 62-65
Author(s):  
Iryna Kozubovska ◽  
Vitaliia Palkush ◽  
Oksana Tovkanets
Keyword(s):  
United States ◽  
Alternative Education ◽  
Teaching Methods ◽  
Compulsory Education ◽  
Modern Society ◽  
The United States ◽  
Theoretical Research ◽  
Educational Alternatives ◽  
The Usa ◽  
Pedagogical Approaches

This article is devoted to the problem of alternative education. In modern society we observe really great changes in many fields: policy, economy, communication, international contacts etc. In such conditions the system of education can’t be the same as it was during the last two or three centuries. In response to the establishment of standardized and compulsory education alternative education grew up. The aim of the study is to investigate the development and to reveal the peculiarities of alternative education in the USA. Theoretical research methods have been used in this study: analysis of scientific sources for the: systematisation and generalisation of available data; defining of the essence of basic concepts; identification of the current state of the problem. The results of investigation give possibility to state that alternative school is an establishment with a curriculum and teaching methods that are unusual, nontraditional. Alternative pedagogical approaches may include different structures, as in the open classroom, different teacher-student relationship, as in the free schools and different curricula and teaching methods, as in the Waldorf and Montessori schools. Synonyms for the alternative in this context include non-traditional, non-conventional, non-standardized. In modern times the legal right to provide educational alternatives has become established in many countries. Among them such country as the United States is worth to be mentioned. In the USA a variety of educational alternatives exist at the elementary, secondary and some other levels in four categories: school choice, independent schools, home-based education or home-schooling, self-education. Some schools are based on the pedagogical approaches different from the mainstream pedagogy, while other schools are for gifted students, children with special needs, vulnerable children etc. Alternative schools appeared in the United States more than three centuries ago. They provide special educational conditions for the personal development of each pupil.

CANADIAN EXPERIENCE WITH THE FIVE-YEAR UNDERGRADUATE FORESTRY CURRICULUM

1962 ◽  
Vol 38 (1) ◽  
pp. 63-69
Author(s):  
J. W. Ker
Keyword(s):  
United States ◽  
Teaching Methods ◽  
The United States ◽  
Canadian Universities ◽  
Staff Members ◽  
Canadian Experience ◽  
Level Of Training ◽  
To Receive ◽  
Academic Year ◽  
And Training

Professional forestry training in Canada is in many ways similar to, yet in others differs sharply from, that in the United States. Points of similarity include the time and circumstances surrounding its origin, the background and training of staff members, the level of training desired, and the curricula and teaching methods that have been developed to provide that training. Canadian schools differ from those in the United States, however, by being small in number, by having relatively small enrolments, by producing a relatively uniform standard of graduate, and by adhering to a five-year undergraduate program, following junior matriculation or university entrance.Canadian schools evolved a five-year program in order to emphasize quality rather than quantity, to provide breadth as well as depth of training. Since the academic year in Canadian universities is relatively short, extending undergraduate training over five years was essential for the student to receive a thorough grounding in both professional forestry subjects and the natural sciences upon which forestry is based.

scholarly journals SCHOOL EDUCATION AS FACTOR OF THE AMERICAN SOCIAL TREND OF PARTICIPATION IN PROTEST AND OUTREACH ACTIVITIES

2021 ◽  
pp. 188-191
Author(s):  
O.E. Savelyeva ◽  
Keyword(s):  
United States ◽  
Teaching Methods ◽  
Social Activity ◽  
Public Life ◽  
The United States ◽  
School Education ◽  
Active Citizenship ◽  
Methods And Techniques ◽  
Social Trend ◽  
The Impact

Based on the reality of protests in America in 2020, the author asks about the reasons for the high social activity of modern American citizens. The article examines the impact on this phenomenon of school education in the United States with its methods, techniques and means specific to the formation of a civilly active personality. Taking as a basis such criteria as critical thinking, active citizenship and experience of participation in public life, the author identifies and analyses a number of teaching methods and techniques in US schools that are most conducive to the implementation of these criteria.

scholarly journals Ensino da segurança do paciente na enfermagem: revisão integrativa

2021 ◽  
Vol 20 (4) ◽  
pp. 700-743
Author(s):  
Ruth Cardoso Rocha Ruth ◽  
Maria Augusta Rocha Bezerra ◽  
Brenda de Meneses Barbosa Martins ◽  
Benevina Maria Vilar Teixeira Nunes
Keyword(s):  
United States ◽  
Patient Safety ◽  
Teaching Methods ◽  
Web Of Science ◽  
Scientific Evidence ◽  
Problem Based Learning ◽  
The United States ◽  
Integrative Review ◽  
Review Of The Literature

seguridad del paciente en la Enfermería.Metodología: Revisión integrativa de la literatura, realizada en las bases de datos: LILACS, MEDLINE, BDENF, IBECS, CINAHL, Web of Science y SCOPUS.Resultados: Se seleccionaron 11 artículos publicados a partir de 2007, predominantemente en los Estados Unidos, descriptivos y de intervención, cuya estrategia para enseñanza de seguridad del paciente en la enfermería más utilizada fue la simulación y, en una investigación, el método del aprendizaje basado en el problema.Conclusión: La enseñanza sobre seguridad del paciente en la enfermería ha sido realizada en la mayoría de las veces por medio de simulación, pero es poco difundido en Brasil. Por lo tanto, es fundamental la inclusión de esta temática en las matrices curriculares de Enfermería desde el inicio del curso y el uso de métodos y estrategias robustos de enseñanza. Objective: To identify scientific evidence in the literature on how the teaching of patient safety takes place in Nursing.Methodology: It was an integrative review of the literature conducted in the following databases: LILACS, MEDLINE, BDENF, IBECS, CINAHL, Web of Science, and Scopus.Results: 11 articles published from 2007 were selected, predominantly in the United States, descriptive and of intervention type, in which the most papers used strategy for teaching patient safety in Nursing was simulation and in research, the problem-based learning method.Conclusion: Teaching patient safety in Nursing has been carried out most of the time through simulation, but it remains little-known in Brazil. Therefore, it is essential to include this topic in Nursing curricular programs from the beginning of the course and the use of strong teaching methods and strategies. Objetivo: Identificar na literatura evidências científicas sobre como é realizado o ensino de segurança do paciente na Enfermagem. Metodologia: Revisão integrativa da literatura realizada nas bases de dados: LILACS, MEDLINE, BDENF, IBECS, CINAHL, Web of Science e SCOPUS. Resultados: Foram selecionados 11 artigos publicados a partir de 2007, predominantemente nos Estados Unidos, descritivos e de intervenção, cuja estratégia para o ensino de segurança do paciente na Enfermagem mais utilizada foi a simulação e em uma pesquisa o método da aprendizagem baseada em problema. Conclusão: O ensino sobre segurança do paciente na Enfermagem tem sido realizado na maioria das vezes por meio de simulação, mas é pouco difundido no Brasil. Portanto, é fundamental a inclusão desta temática nas matrizes curriculares de Enfermagem desde o início do curso e uso de métodos e estratégias robustos de ensino.

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