Educational Strategies - Article Example

 Educational Strategies 1. Atkinson, H. (2009). An Introduction to Field Education in Higher Christian Education, Christian Educational Journal, 6, (1), 9. Field education, as a key link between Christian education institutions and practical ministry experience, has expanded in recent decades. This article introduces the reader to the foundational issues of field education including definition of terms, the nature of experiential education, the history of field education, and significant issues for field education related to educational ministry programs. 2. Biggs, J. (2003). Teaching for Quality Learning at University: What the Student Does? 2nd Ed. Open University Press, Chapter 2 “Constructing Learning by Aligning Teaching: Constructive Alignment”, pp.11-33. The author brings into light the key to reflecting on the way we teach is to base our thinking on what we know about how students learn. Learning is constructed as a result of the learner's activities. Activities those are appropriate to achieving the curriculum objectives result in deep approach to learning. Then he has explained several teaching approaches which may promote students’ learning. He has made an effort to distinguish between teaching approaches and learning approaches to create a balance between the two. 3. Bradford, C. C. (2000). Winning Strategies for Classroom Management, Association for Supervision & Curriculum Development. The author of this book is an education expert and has presented her views about classroom management after observing around 35000 classrooms. She has guided the teachers how an effectively managed classroom assists in developing self discipline among students, creates a bond and connection between teachers and taught, resolves time and space matters, promotes congenial learning environment and prevents misbehavior. 4. Brauer, G. (2002). Body and Language: Intercultural Learning through Drama, Greenwood Publishing Group. This book has introduced teaching strategies on the bases of drama. It emphasizes that this drama based teaching bridges the gap existing in intercultural learning and speeds up the comprehension of children of a given play and they learn it through their own role playing for being fully involved. According to author the drama simply doesn’t tress the educational purposes but it is an interplay of body and language and directs the learners towards new insights. 5. Erchul, W. P., DuPaul, G. J., Bennett, M. S., & Grissom, P. F. (2009). “A Follow-up Study of Relational Processes and Consultation Outcomes for Students with Attention Deficit Hyperactivity Disorder”, School Psychology Review, 38 (1), 28. The purpose of this study was to link consultant and teacher verbal interaction patterns to consultation outcomes. The author found teacher influence within the Problem Identification (initial) Interview to be positively associated with outcomes; here teacher PAI influence was negatively associated with outcomes. Implications include the need to examine consultation as a process and the role of influence within this process. 6. Figgis, J., Butorac, A., Clayton, B., Meyers, D., Dickie, M., Malley, J., & McDonald, R. (2007). Advancing Equity: Merging 'Bottom Up' Initiatives with 'Top Down' Strategies, Adelaide: National Centre for Vocational Education Research, pp. 12-16. This article is about one of the principal strategies for improving vocational education and training (VET) outcomes for equity groups has been to provide targeted funds that enable VET practitioners (either alone or in partnerships) to design and experiment with new approaches. The funding is understood to be 'seed' funding for a limited time and is intended to test whether the initiative 'works'. The author has emphasized the importance of vocational training for equity groups. 7. Gorlewski, J. (2009). Research for the Classroom, English Journal, (High School Edition), Urbana, 98(4), 127. The author sheds light upon the frustrations English language teachers which they normally develop with reading and writing experiences with students. She has made an effort to provide them identified strategies and their application as well. According to her these strategies are helpful for trained and skilled teachers also in comprehending meta-cognitive processes that they spontaneously use to comprehend texts. She has linked the ability to visualize with effective vocabulary comprehension and retention. 8. Hart, J. E. (2009). Strategies for Culturally and Linguistically Diverse Students with Special Needs, Preventing School Failure, Washington, 53(3), 197. This article offers a general idea of the existing instructional and evaluation problems associated with ethnically and linguistically varied learners requiring specific educational requisites. The writer explains contemporary inclinations and occurrence rates for English learners with disabilities, as well as wide-ranging course of action for the proper appraisal these learners. He has provided a guideline to the teachers to meet such diverse needs of language students. 9. Hawkins, V. J. (2009). Barriers to Implementing Differentiation: Lack of Confidence, Efficacy and Perseverance, New England Reading Association Journal, Portland, 44(2), 11. This article aims at : A)Helping teachers regularly reflect on their students as individual learners, including diagnosing achievement gaps and creating responsive solutions; B)Remaining current on best practices and the elements of effective instruction; C) Helping teachers understand and clarify the interdependence among curriculum, assessment, and responsive instruction; D)Modeling for teachers debates regarding various teaching methodologies and the influence they have on students' cognitive and affective development. These concepts have been supported with real life classroom experiences. 10. Hayes, M. & Whitbread, D. (2006). ICT in the Early Years, Open University Press. The intention of this book is o look at the teaching of ICT in the in the early years with a view to helping the teacher to consider how the special nature of ICT can be used in teaching to develop children’s learning. The concept of ‘teaching for tomorrow’ is intended to convey the dual purpose of the book, that is, to assist with teaching tomorrow’s lessons but also that it focuses on tomorrow’s citizens. The authors believe that the children we teach today are the adults who will be determining our own futures tomorrow, and it is our responsibility to enable them to make informed choices and to be in control of the technology they will use. 11. Howard, M. (2001). Team-Based Learning, Gower Publishing Limited. The author has presented a rationale based on his own observations about teams of young people setting out to achieve challenging and tough goals. Then he has described actual events and situations, theories using colorful language and lots of metaphors and stories to explain how theory can be put into practice. He has also explained strengths and weaknesses of teams in goal achievement. He has presented several case studies as his own experiences as team managers. 12. Lehmann. K. J. (2004). Surviving inclusion, Lanham. Md.: Scarecrow Education, Ch. 3, The Importance of Scaffolding, pp. 23-28. One educational concept that underpins all teaching strategies in this book is that of scaffolding. Scaffolding is a critical part of working with special needs learners. The author states that scaffolding is exactly like the scaffolding structures we set up alongside buildings when working on them. Similarly we need to provide sufficient structure to students with special needs to be productive. It is just like giving them a balanced base so that may be supportive for the whole structure of their personality. 13. Manchon, R. M. (2008). Taking Strategies to the Foreign Language Classroom: Where are We Now in Theory and Research? IRAL, International Review of Applied Linguistics in Language Teaching, Heidelberg: 46(3), 221. This article emphasizes the issue academic judgment in the field of teaching English as a foreign language and elucidates the facts why it has not yet been mainstreamed. She has presented a justification for instructional strategies as a language teaching methodology. She has provided some recent developments in this field as well. 14. Patall, E. A., Cooper, H., & Robinson, J. C. (2008). Parent Involvement in Homework: A Research Synthesis, Review of Educational Research, 78(4), 1039. In this research paper new emphasis is being placed on the importance of parent involvement in children's education. In a synthesis of research on the effects of parent involvement in homework, a meta-analysis of 14 studies that manipulated parent training for homework involvement reveals that training parents to be involved in their child's homework results in (a) higher rates of homework completion, (b) fewer homework problems, and (c) possibly, improved academic performance among elementary school children. 15. Shaddock, A, Giorcelli, L. & Smith, S. (2007). Students with Disabilities in Mainstream Classrooms: A Resource for Teachers, [Canberra, A.C.T.]: Commonwealth of Australia, 1-6. This article provides a guideline for the teachers to deal with the issue of inclusion. It begins with the Teacher’s concerns about students with disabilities in the mainstream. Then discusses student’ diversity with disability. It proceeds elucidating the purpose of inclusion of student with disabilities in the mainstream and how it can be put into practice. It includes a case study project comprising the practicing outcomes. It totally denies the idea for separate schools for such children and has cited several examples where disabled children exhibited signs of better learning when settled in the mainstream. The actual focus is to adjust them in the mainstream. 16. Simms, J. & Knowlton, D. S. (2008). Ideas in Practice: Instructional Design and Delivery for Adult Learners, Journal of Developmental Education, 32(1), 20. This article begins by describing the needs of adult students who are enrolled in developmental courses. Then, it describes a project in which Morrison, Ross, and Kemp's (2004) curvilinear instructional design model was used to create computer-based instruction about fractions. Both the design and development phases are described. The article concludes with implications for others who might apply the model to various areas within developmental education. 17. Varney, J. (2009). Humanistic Mentoring: Nurturing the Person Within, Kappa Delta Pi Record, Indianapolis, 45(3),127. The author emphasizes in this article that available research has generally overlooked the potentially important 'humanizing' and 'personalizing' effect mentoring can have. By increasing teacher commitment, professional development, and effectiveness, Humanistic Mentoring could help colleges and universities meet institutional goals for recruitment and retention, assist colleges of education in reaching their goals of better preparing in-service teachers, and aid pre-K-12 schools in achieving school improvement goals. 18. Wadlington, E., Jacob, S., & Bailey, S. (1996). Teaching Students with Dyslexia in the Regular Classroom”, Childhood Education, Olney: 73(1), 2. This author seeks to explain how dyslexia has gained concern of both teachers and parents in recent years. It has been estimated that around 15% of any population suffers with dyslexia. Teachers need to develop their professional skills not only to understand their legal and ethical responsibilities towards such students but also require appropriate guidance and training to meet educational and emotional needs of these students. Teachers are often confused to deal with their individual needs in a regular class without ignoring others. This article provides such guidelines to them to overcome this confusion and deal with the individual needs of dyslexic students. 19. Warwick, P. (2006). Teaching and Learning Primary Science with ICT, Open University Press. This book reviews ways in which ICT currently impacts on the learning and teaching of science in primary schools. It evaluates how ICT is currently being used to support primary science in terms of how effectively it promotes ‘good’ science in relation to children’s skills, concepts and attitude development of primary teachers’ confidence and skills in science teaching. The author has suggested several ways of ICT integration into science curriculum. Here he has explained that each and every lesson cannot be based on ICT. There are still some topics which preferably require first hand experiment for better understanding. 20. Wilgosh, L. (1992). Integration of Children with Special Needs, The International Journal of Educational Management, 6(5), ABI/INFORM Global. In this article the author intends to explain that each child has individual educational needs. Clearly, these needs are greater for children with disabilities. He suggests that we should be examining, for each individual child, what the possible setting and program would be, to maximize both academic and social gains and to allow the child to function effectively within mainstream society. Read More