Instructional Strategies

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Instructional Strategies

1.

Effect of Instructional Strategies and Individual Differences: A Meta-analytic Assessment, in International Journal of Instructional Media
by Rose M. Baker, Francis Dwyer. 16 pgs.

Journal Article
2.

Cognitive Styles, Instructional Strategies, and Academic Performance, in Journal of Experimental Education (1982)
by Felix Okeke Onyejiaku. 7 pgs.

Journal Article
3.

Selecting and Applying Learning Theory to Classroom Teaching Strategies, in Education
by Donald R. Coker, Jane White. 4 pgs.

Journal Article
4.

Critical Thinking Disposition and Locus of Control as Predictors of Evaluations of Teaching Strategies, in College Student Journal
by John T. Ishiyama, Michelle Mcclure, Holly Hart, Julie Amico. 8 pgs.

Journal Article
5.

Frequent, Ungraded Testing as an Instructional Strategy, in Journal of Experimental Education
by Annette M. Iverson. 9 pgs.

Journal Article
6.

Instructional-Design Theories and Models: An Overview of Their Current Status (Chap. 7 "Instructional Strategies Based on the Structural Learning Theory")
by Charles M. Reigeluth. 516 pgs.

Book

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Title Page

Contents

About This Book

Suggestions for Reading This Book

Foreword

Reference

Unit I Instruction: What the Discipline is Like

1: Instructional Design: What is It and Why is It?

2: A Metatheory of Instruction: A Framework for Analyzing and Evaluating Instructional Theories and Models

3: Descriptive and Prescriptive Theories of Learning and Instruction: An Analysis of Their Relationships and Interactions

Unit II Models and Theories of Instruction

4: Contributions of Gagné and Briggs to a Prescriptive Model of Instruction

5: A Behavioral Approach to Instructional Prescription

6: The Algo-Heuristic Theory of Instruction

7: Instructional Strategies Based on the Structural Learning Theory

8: A Cognitive Theory of Inquiry Teaching

9: Component Display Theory

10: The Elaboration Theory of Instruction

11: Motivational Design of Instruction

Unit III Commentary

12: Is Instructional Theory Alive and Well?

Concluding Remarks

Author Index

Subject Index
7.

Incorporating Unique Learning Requirements into the Design of Instructional Strategies for Students with Visual and Multiple Impairments: The Basis for an Expanded Core Curriculum, in RE:view
by Amanda Hall Lueck. 16 pgs.

Journal Article
8.

Factors Influencing Teaching Strategies Used with Children Who Display Attention Deficit Hyperactivity Disorder Characteristics, in Education
by Cynthia Stallard Glass. 10 pgs.

Journal Article
9.

Teaching Fractions and Ratios for Understanding: Essential Content Knowledge and Instructional Strategies for Teachers
by Susan J. Lamon. 200 pgs.

Book

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Title Page

Contents

Part I Discussion of Activities

Chapter 1 Proportional Reasoning: an Overview

Chapter 2 Relative and Absolute Thinking

Chapter 3 Fractions and Rational Numbers

Chapter 4 Units and Unitizing

Chapter 6 Partitioning and Quotients

Chapter 7 Rational Numbers as Operators

Chapter 8 Rational Numbers as Measures

Chapter 10 Reasoning with Fractions

Chapter 11 Ratios

Chapter 12 Analyzing Change

Chapter 13 Rates

Chapter 14 Reasoning Proportionally

Chapter 15 Applications

Part Ii Supplementary

Chapter 2 Relative and Absolute Thinking

Chapter 3 Fractions and Rational Numbers

Chapter 4 Units and Unitizing

Chapter 5 Part-Whole Comparisons

Chapter 6 Partitioning and Quotients

Chapter 7 Rational Numbers as Operators

Chapter 8 Rational Numbers as Measures

Chapter 9 Quantitative Relationships: Visual and Verbal

Chapter 10 Reasoning with Fractions

Chapter 11 Ratios

Chapter 12 Analyzing Change

Chapter 13 Rates

Chapter 14 Reasoning Proportionally

Chapter 15 Applications: Similarity and Percents

Part III Discussion of Supplementary Activities

Chapter 2 Relative and Absolute Thinking

Chapter 3 Fractions and Rational Numbers

Chapter 4 Units and Unitizing

Chapter 5 Part-Whole Comparisons

Chapter 6 Partitioning and Quotients

Chapter 7 Rational Numbers as Operators

Chapter 8 Rational Numbers as Measures

Chapter 9 Quantitative Relationships:: Visual and Verbal

Chapter 10 Reasoning with Fractions

Chapter 11 Ratios

Chapter 12 Change

Chapter 13 Rates

Chapter 14 Reasoning Proportionally

Chapter 15 Applications: Similarity and Percents

Party Iv Challenging Problems
10.

Instructional Strategies in Art Education: A Closer Look, in School Arts
by Gene A. Mittler. 3 pgs.

Magazine Article
11.

Teaching Communication: Theory, Research, and Methods (Part IV "Selecting and Evaluating Instructional Strategies and Tools")
by Anita L. Vangelisti, John A. Daly, Gustav W. Friedrich. 584 pgs.

Book

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Title Page

Contents

Introduction

I Thinking About the Goals of Communication Education

1: The Communication Discipline

REFERENCES

2: The Goals of Communication Education

3: An Ecological Perspective on College/University Teaching: The Teaching/ Learning Environment and Socialization

REFERENCES

4: Becoming a Professional

REFERENCES

5: Creating a New Course

II Preparing Specific Communication Courses

6: Teaching Public Speaking

7: Teaching Interpersonal Communication

REFERENCES

CONCLUDING THOUGHTS: GRADING AND CONFRONTING THE BIAS AGAINST GROUP WORK

REFERENCES

9: Teaching Rhetorical Studies

REFERENCES

10: Teaching Persuasion

11: Teaching Organizational Communication

REFERENCES

CONCLUSION

REFERENCES

13: Teaching Intercultural Communication

REFERENCES

14: Teaching Interviewing

REFERENCES

15: Teaching Mass Communication and Telecommunication

REFERENCES

16: Teaching Research Methods

17: Teaching a Special Topic Course

REFERENCES

III Organizing the Instructional Context

18: Classroom Roles of the Teacher

19: Diversity in Classroom Dynamics

REFERENCES

20: Classroom Management: Contending With College Student Discipline

REFERENCES

21: The First Day

ACKNOWLEDGMENT

REFFERENCES

IV Selecting and Evaluating Instructional Strategies and Tools

22: Selected Tools and Methods to Engage Students in Learning

REFERENCES

23: Explanatory Skills

REFERENCES

24: Lecturing

REFERENCES

25: Large Lecture Classes

26: Interaction Skills in Instructional Settings

REFERENCES

27: Individualized Approaches to Instruction

REFERENCES

28: Instruction by Design: Technology in the Discourse of Teaching and Learning

REFERENCES

29: Evaluating the Process

30: Evaluating the Product

V Tackling Some Unique Teaching Assignments

31: Directing Multiple Sections of the Basic Course

REFERENCES

32: Directing Debate and Forensics

REFERENCES

33: Communication in the 2-Year College

REFERENCES

34: Distance Education

35: Extended Learning

36: Consulting

VI Exploring Important Professional Issues

37: Ethical Issues In Teaching

REFERENCES

38: Fitting Into the Department and the Profession

Author Index

Subject Index
12.

Building Better Instruction: How Technology Supports Nine Research-Proven Instructional Strategies, in Learning & Leading with Technology
by Kathy Brabec, Kimberly Fisher, Howard Pitler. 6 pgs.

Magazine Article
13.

Handbook of Research on Educational Communications and Technology (Part V "Instructional Strategies")
by David H. Jonassen. 1210 pgs.

Book

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Sponsored by the Association of Educational Communications and Technology (AECT), the second edition of this ground-breaking handbook updates and expands its review of the research, theory, issues, and methodology that constitute the field of educational communications and technology. Organized into seven sections, it profiles and integrates the following elements of this rapidly changing field: theoretical foundations, hard technologies, soft technologies, instructional design, instructional strategies, instructional message design, and research methodologies. All chapters have been updated, some extensively. New chapters include those on programmed instruction, everyday cognition and situated learning, ecological psychology, Internet-based learning, library media centers, foreign language labs, microworlds, automated instructional design, cognitive apprenticeship, case-based learning aids, and conversational analysis. All articles are organized around a numerical cross-referencing system that permits the construction of front-end databases, hypertexts, and summaries. This handbook is intended for graduate students, professors, instructional designers, and researchers in educational communication and technology.

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Title Page

Contents

Preface

About the Editor

List of Contributors

Handbook of Research on Educational Communications and Technology

Part I: Theoretical Foundations for Educational Communications and Technology

1: Behaviorism and Instructional Technology

References

2: Systems Inquiry and Its Application in Education

References

3: Communication Effects of Noninteractive Media: Learning in Out-Of-School Contexts

References

4: Cognitive Perspectives in Psychology

References

5: Toward a Sociology of Educational Technology

References

6: Everyday Cognition and Situated Learning

References

7: An Ecological Psychology of Instructional Design: Learning and Thinking by Perceiving-Acting Systems

References

8: Conversation Theory

References

9: Activity Theory as a Lens for Characterizing the Participatory Unit

References

10: Media as Lived Environments: the Ecological Psychology of Educational Technology

References

11: Postmodernism in Educational Technology: Update: 1996–present

References

Part II: Hard Technologies

12: Research on Learning from Television

References

13: Disciplined Inquiry and the Study of Emerging Technology

References

14: Distance Education

References

15: Computer-Mediated Communication

References

16: Exploring Research on Internet-Based Learning: from Infrastructure to Interactions

References

17: Virtual Relalities

References

18: The Library Media Center: Touchstone for Instructional Design and Technology in the Schools

References

19: Technology in the Service of Foreign Language Learning: the Case of the Language Laboratory

References

Part III: Soft Technologies

20: Foundations of Programmed Instruction

References

21: Games and Simulations and Their Relationships to Learning

References

22: Microworlds

References

23: Learning from Hypertext: Research Issues and Findings

References

Part IV: Instructional Design Approaches

24: Conditions Theory and Models for Designing Instruction

References

25: Adaptive Instructional Systems

References

26: Automating Instructional Design: Approaches and Limitations

Appendix 1: Abbreviations and Acronyms

Appendix 2: Glossary of Key Terms

References

27: User-Design Research

References

Part V: Instructional Strategies

28: Generative Learning Contributions to the Design of Instruction and Learning

References

29: Feedback Research Revisited

References

30: Cooperation and the Use of Technology

References

31: Congnitive Apprenticeship in Education Practice: Research on Scaffolding, Modeling, Mentoring, and Coaching as Instructional Strategies

References

32: Case-Based Learning AIDS

References

Part VI: Instructional Message Design

33: Visual Representations and Learning: the Role of Static and Animated Graphics

Appendix 33.1

Appendix 33.2: Reference List of Dwyer Series Reviewed Byw Howard Levie (see Appendix 33.1)

Appendix 33.3

Appendix 33.4: Studies Listed in the Matrix for Static Visuals (see Appendix 33.3)

Appendix 33.5-6: Studies Listed in the Matrix for Dynamic Visuals (see Appendix 33.5)

References

34: Designing Instructional and Informational Text

References

35: Auditory Instruction

References

36: Multiple-Channel Communication: the Theoretical and Research Foundations of Multimedia

References

Part VII: Research Methodologies

37: Philosphy, Research, and Education

References

38: Experimental Research Methods

References

39: Qualitative Research Issues and Methods: an Introduction for Educational Technologists

References

40: Conversation Analysis for Educational Technologists: Theoretical and Methodological Issues for Researching the Structures, Processes, and Meaning of On-Line Talk

References

41: Developmental Research: Studies of Instructional Design and Development

References

Author Index

Subject Index
14.

Instructional Strategies Utilized during the Implementation of a Hypermedia, Problem-Based Learning Environment: A Case Study, in Journal of Interactive Learning Research
by Krista D. Simons, James D. Klein, Thomas R. Brush. 21 pgs.

Journal Article
15.

Intelligent Tutoring Systems: Evolutions in Design (Chap. 4 "Design of a Domain-Independent Problem-Solving Instructional Strategy for Intelligent Computer-Assisted Instruction")
by Hugh Burns, James W. Parlett, Carol Luckhardt Redfield. 312 pgs.

Book

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Title Page

Contents

Preface

1 The Evolution of Intelligent Tutoring Systems: Dimensions of Design

2 Managing Communication Knowledge

3 Interface Architectures For Intelligent Tutoring Systems

4 Design of a Domain-Independent Problem-Solving Instructional Strategy for Intelligent Computer-Assisted Instruction

5 Computer-Aided Instructional Design Systems

6 Representing, Acquiring, And Reasoning About Tutoring Knowledge

7 Generating Coherent Explanations to Answer Students' Questions

8 From Training to Teaching: Techniques for Case-Based Its

9 The Role of Domain Knowledge In the Design of an Intelligent Tutoring System

10 Representing and Teaching High Performance Tasks Within Intelligent Tutoring Systems

11 Technology Assessment: Policy and Methodological Issues for Training

12 The Future of Intelligent Tutoring Systems

Author Index

Subject Index

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