Psychological Tools for Instructional System Designers

1982 ◽  
Vol 27 (7) ◽  
pp. 552-552
Author(s):  
Ernst Z. Rothkopf
Keyword(s):  
Instructional System ◽  
Psychological Tools

Promotion of tuition quality in Genetics by developing an excellent instructional system

2013 ◽  
Vol 35 (1) ◽  
pp. 101-106
Author(s):  
Chun-Hai SHI ◽  
Jian-Fu XIAO ◽  
Jian-Guo WU
Keyword(s):  
Instructional System

Psychological Tools to Assist Your Practice

2021 ◽  
pp. 189-199
Author(s):  
Nicholas Brownstone ◽  
Bridget Myers ◽  
Josie Howard
Keyword(s):  
Psychological Tools

After the Race to the Top: State and District Capacity to Sustain Professional Development Innovation in Florida

2021 ◽  
pp. 089590482110156
Author(s):  
Motoko Akiba ◽  
Cassandra Howard
Keyword(s):  
Professional Development ◽  
Lesson Study ◽  
Student Outcomes ◽  
Instructional System ◽  
Implementation Fidelity ◽  
Race To The Top ◽  
Mixed Methods Study ◽  
Policy Implications ◽  
Federally Funded ◽  
Strategic Adaptation

The Race to the Top (RTTT) program incentivized states to use innovation for systemwide improvement of student outcomes, but little is known about how RTTT-funded innovation was sustained after the RTTT program ended. This mixed-methods study examined state and district approaches to sustaining an international innovation called lesson study, a teacher-driven, collaborative, inquiry-based teacher learning process imported from Japan and promoted statewide in Florida. While the state’s role in sustaining lesson study was limited, we found that districts that integrated lesson study into the district instructional system through a clear expectation and strategic adaptation, supported school and teacher ownership of lesson study practice, and provided necessary support and funding were more likely to sustain lesson study. In contrast, the districts that focused on implementation fidelity and district-led facilitation eventually phased out lesson study. Policy implications for sustaining federally funded professional development innovations are discussed.

Psychological tools used for monitoring training responses of athletes

2017 ◽  
Vol 5 (4) ◽  
pp. 125-133 ◽  
Author(s):  
Anu Nässi ◽  
Alexander Ferrauti ◽  
Tim Meyer ◽  
Mark Pfeiffer ◽  
Michael Kellmann
Keyword(s):  
Psychological Tools ◽  
Monitoring Training

Task Analysis in Special Education: Definition and Clarification

1979 ◽  
Vol 2 (3) ◽  
pp. 37-44 ◽  
Author(s):  
Ron Schworm
Keyword(s):  
Special Education ◽  
Task Analysis ◽  
Instructional System ◽  
Single Units ◽  
Learning Problems ◽  
Regular Instruction ◽  
Content Interaction ◽  
Instructional Contexts ◽  
And Function

The use and function of task analysis in special education is becoming the most proposed instructional system for teaching children and adults with learning problems. In general, the term task analysis has acquired a myriad of definition and meaning that lacks precision. This article identifies and clarifies the variety of meanings of the term, and examines the instructional contexts where the procedures may apply. A sample of specific and general task analysis procedures found in the literature are typed by emphasis: content, interaction, and prerequisite; by size: single units of behavior or entire skills; and by kind: perceptual-motor or symbolic-conceptual. Finally, the paper examines a rationale for implementing precise step-by-step teaching for individuals who do not respond to regular instruction.

SAT Revisited — A Critical Post-Examination of the Systems Approach to Training

1975 ◽  
Vol 19 (2) ◽  
pp. 271-273
Author(s):  
Robert C. Sugarman ◽  
Steven L. Johnson ◽  
William M. Hinton ◽  
Chester C. Buckenmaier
Keyword(s):  
Developmental Stages ◽  
Systems Approach ◽  
Selection Process ◽  
System Development ◽  
Instructional System ◽  
Society Meeting ◽  
System A ◽  
Instructional System Development ◽  
The Media ◽  
Training Community

A unique application of the Systems Approach to Training (SAT) was carried out for the design of the B-1 aircrew instructional system. A preliminary report was presented at the 1975 Human Factors Society Meeting by Johnson, et aI, (1974) and Sugarman, et aI, (1974). Based on the additional experience, this presentation will share with the training community a look at some of the strengths and weaknesses of the SAT process. The particular application provided a harsh test of the process since the B-1 air vehicle is still in the developmental stages. This resulted in many opportunities to be faced with missing or incomplete data whose criticality to the analysis became more than apparent. The genral state-of-knowledge within Instructional System Development (ISD) itself is incomplete, which also became apparent when applying a highly structured (i.e., internally consistent and documented) SAT process. The major strength of the SAT process is the capability it provides for the justification of many decisions that were hitherto prone to hand-waving. This particular strength comes from the internal documentation for each decision process which is an important feature of SAT. The adequacy of the assumptions underlying the decision processes then becomes subject to scrutiny. The power of the documentation is enhanced by the use of computer aids in data management and economic analysis which facilitate the documentation. Within the present paper, problem areas which weaken the SAT process are also discussed. These include the data bases for the task analysis and economic/policy data, the media selection process, and the development of instructional strategies.

Sign in / Sign up

Export Citation Format

Share Document