The balancing world of effective teaching: Teaching current research findings while bridging the challenges of low basic skills students

Two potentially conflicting forces are currently impacting higher education. On the one hand, there is the relentless advancement of educational technology as a means of delivering, enhancing, and otherwise becoming an integral part of the teaching-learning process. On the other, there is continuing concern over the economy and quality of education being provided to college students. We propose that asynchronous communication through the use of e-mail, course Web pages, and the Internet can be adapted in such a way as to not only meet the seven principles of effective teaching but to enhance student outcomes. Without sensitive adaptation, however, such computer technology can actually detract from the educational process. Research findings and the resulting strategies for successful implementation of asynchronous communication in the classroom will be provided.

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Microskills in Teaching in the Lecture Room of Medical Students

TAJ Journal of Teachers Association ◽

10.3329/taj.v14i2.8397 ◽

1970 ◽

Vol 14 (2) ◽

pp. 96-98

Author(s):

MH Haldary ◽

Asgar Hossain ◽

Md Iqbal Bari

Keyword(s):

Medical Students ◽

Effective Teaching ◽

Language Use ◽

Media Use ◽

Basic Skills ◽

Medical Teacher ◽

Medical Teaching ◽

Lecture Room ◽

Complex Process ◽

The Way

Teaching is a highly complex process. The medical teaching is more complex and difficult. There are certain basic skills of teaching e.g. the way the teacher presents lecture, use various teaching media, use of basic questionnaire and motivation etc. Besides these basic skills there are certain microskills of teaching. These are explaining, introductory procedure, closures and advanced questioning. Out of these microskills, explaining is the most important and powerful skill. Explaining has some components; e.g. clarity, fluency of language, use of illustration, variation of voice manners, structuring statements and finally obtaining feedback. Every medical teacher should use these microskills in the lecture room for effective teaching. DOI: http://dx.doi.org/10.3329/taj.v14i2.8397 TAJ 2001; 14(2): 96-98

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A Theoretically Grounded Framework for Integrating the Scholarship of Teaching and Learning

Journal of the Scholarship of Teaching and Learning ◽

10.14434/josotl.v16i2.19217 ◽

2016 ◽

Vol 16 (2) ◽

pp. 39-55 ◽

Cited By ~ 4

Author(s):

Jill K. Walls

Keyword(s):

Effective Teaching ◽

Human Development ◽

Teaching And Learning ◽

Ecological Theory ◽

Theoretical Framework ◽

College Level ◽

Scholarship Of Teaching ◽

General Overview ◽

Interdisciplinary Nature ◽

Research Findings

SoTL scholars have written about the importance and utility of teaching from a guiding theoretical framework. In this paper, ecological theory and specifically Bronfenbrenner’s Process, Person, Context, Time (PPCT) model, is examined as a potential framework for synthesizing SoTL research findings to inform effective teaching at the college level. A general overview of the PPCT model of human development and its connections to current topics and areas of inquiry in the SoTL literature are provided. The benefit of adopting an ecologically-based framework to better understand and exploit the interdisciplinary nature of SoTL is discussed.

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What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice

American Journal of Speech-Language Pathology ◽

10.1044/2019_ajslp-19-00171 ◽

2020 ◽

Vol 29 (2) ◽

pp. 688-704

Author(s):

Katrina Fulcher-Rood ◽

Anny Castilla-Earls ◽

Jeff Higginbotham

Keyword(s):

Clinical Practice ◽

Research Evidence ◽

Evidence Based Practice ◽

Evidence Based ◽

Clinical Expertise ◽

Speech Language Pathologists ◽

School Based ◽

Research Findings ◽

Ebp Implementation

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.

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