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Experiencing an increased demand for college courses taught over the World Wide Web, universities often encourage faculty to teach courses online. However, the role of the online distance learning (ODL) instructor is ambiguous and often ill defined. This ethnographic case study explores communication processes that affect the roles of the ODL instructor. Interactions among six lead faculty, 18 online mentors, and their students were investigated through multiple methods. Many communication skills required of the ODL instructor are similar to those needed for effective classroom teaching. On the other hand, the online instructor's role does require a paradigm shift regarding instructional time and space, virtual management techniques, and the ability to engage students through virtual communication. Keywords: online education, instructional roles online, role clarification in instruction, computer-mediated communication.

The researcher, an online instructor at the graduate level, considered whether more frequent delivery of instructor-initiated personal (text-only) emails outside of required class discussion formats would result in more favorable student perceptions of the student/faculty relationship, higher student ratings of perceived sense of online community, and a higher degree of satisfaction with the overall learning experience than would less fequent delivery of such instructor-initiated personal emails. The researcher was also interested whether more frequent delivery of personal emails would result in higher levels of student participation in required group discussion formats. Results: regardless of the number of personal emails sent to students throughout the semester, a statistically significant difference between groups could not be identified along the lines of perceived sense of community, satisfaction with the overall learning experience, or personal relationship with the instructor. More frequent delivery of personalized email did not increase the amount of student participation in required discussion formats. The same positive results were achieved whether the instructor sent two (2) or fifteen (15) personal emails. Explanations for the findings are offered along with suggestions for future research., INTRODUCTION Faculty teaching online must play both intellectual and social, or 'nurturing,' roles (Mason, 1991). Faculty must balance substantive exchanges related to the subject matter with more personal (non-subject or [...]

Abstract Web-based teaching and learning require evaluation in order to assess the effectiveness of online curricula and courses in providing good learning. Although Web-based courses offer access and new opportunities [...]

The William T. Machan Elementary School in Phoenix, AZ, has developed an innovative approach to teaching. The bilingual school's NCTE Reading Initiative is described with emphasis on its benefits to teachers and pupils.

This article discusses the application of an analysis of the poetry of Walt Whitman, a speech given by the CEO of Hewlett-Packard, and the words of a first-grade teacher by a high school teacher. The authors examines how this high school teacher was able to create a learning model which expands intelligence and achievement by utilizing the powerful messages offered by Whitman, the CEO, and the first-grade teacher.

A case study of a team that implemented an innovative vocational training program in a secondary school is studied as part of an effort to investigate the relationship between school practice and team concept. It is argued that the team concept is only applicable if changes are implemented regarding school practice and teaching methods. This change should include the practice of regarding teams as the driving force in teaching practice and serving as the instrument that links structural and institutional changes.

In the years ahead, the academic profession can be expected to change dramatically. Five forces are propelling the change: 1) the changing attitudes and demands of higher education's patrons; 2) [...]

'Family science nights' carried out in Texas and California proved most successful in exposing preservice elementary teachers to science teaching strategies and teaching and psychological concepts. The initiative was a collaboration between universities and public elementary schools in the areas, and it was highly rated by parents and elementary students alike.

The purpose of this article is to give concrete direction to first-time instructors of electronic mail (e-mail) courses. The information is primarily based on personal experience with two courses, but existing literature on the subject is integrated as well. The use of and problems commonly associated with listservs, bulletin boards, computer configurations, varying computer platforms, software, class management, enrollment caps, text materials, and instructor time are described. Recommendations are made throughout. The paper ends with a frank discussion of the pros and cons of an e-mail approach and outlines potential research directions. The major conclusion is that e-mail is suitable for some people in some situations, but not others. Users (both teachers and students) should be well prepared for the amount and kind of effort required to ensure success.

Public schools are frequently accused of being outdated, as well as not providing for individual pupil needs. Teachers and administrators have certainly tried innovative procedures in helping learners to achieve. The list of procedures used in teaching, as indicated in this manuscript, tend to be rather endless. Sometimes an innovation, such as committee work, appears under a different name e.g. cooperative learning. Or 'multiple intelligence' is used presently instead of pupil abilities in mathematics, language arts, social studies, science, and so on., My purpose in writing this manuscript is in response to educators who state that our public schools have not changed since the early 1900's. Sometimes statements are exaggerated to make [...]

ABSTRACT: This study explored the use of coaching as a way to bring research-based teaching practices into general education classrooms to improve the quality of reading instruction provided to students with learning disabilities. Project staff trained and mentored district special educators on the process of coaching. Qualitative research methodology was used to analyze the process of expert consultation and to better understand the process of change. Key issues that emerged included differences in the ways that special and general educators conceptualize teaching, the differing concerns and priorities between special and general educators, and the anxieties inherent in an observation and feedback process., [They] have often welcomed new ideas and techniques ... as means of liberation from [the] past; they, have also, and probably almost as often, responded to change with nostalgia, anguish, [...]

A food engineering teaching strategy must be developed that considers the elements of the 4MAT system (cycle of learning) - innovative, analytical, common sense and dynamic learning. Students are helped by giving a conceptual summary of their syllabus, specific examples, chances for group discussion, different teaching media and choice of an exam style. Bloom's taxonomy is a pattern of optimal learning, incorporating knowledge, comprehension, application, analysis, synthesis and evaluation, as the guidelines of teaching style. Efficient teachers adjust their teaching styles to different learning styles.

Schools should use innovative teaching methods to cater to the needs of students with varying degrees of learning skills. Fort Mill High School used a learning style profile to evaluate teaching and learning style of its staff and students. The traditional methods of teaching helped only students of high cognitive and analytical skills. The school has changed its working method after the research and concentrates on helping low-scoring students to use new techniques and telecommunication instruments.

Innovative science teaching methods that involve the combination of theoretical and practical aspects of science make science more appealing to students. These teaching methods, based on the constructivist model, enhance the potential creativity of teachers and pupils. These methods are more effective when the class atmosphere is transformed to encourage originality.

Following the need to provide profound understanding of fundamental concepts in electrical engineering a number of computer assisted learning (CAL) programs have been developed in the Department of Electronic and Electrical Engineering at Surrey, UK, to aid teaching of Signal Analysis, Electromagnetic Field Theory, Engineering Mathematics, Power Electronics and Telecommunications. They all run on personal computers (Apple Macintosh or IBM PC), except for the Telecommunications Tutorials which are designed for SUN workstations. The programming environment used is cT (TM) for personal computers and the advanced simulation software package SPW (TM) for workstations. The course material is designed to meet the requirements of a modular syllabus structure. The software is developed by final year undergraduates for pedagogical reasons with the emphasis on animation, real-time calculations, interactiveness and self-assessment.

The Upward Bound Regional Math and Science Program was aimed to motivate low income and minority students to choose the disciplines of math and science in their higher studies. Students exposed to basic physiological concepts of animal models gained an understanding and appreciation of animal physiology and learnt the importance of treating animals with respect.

Science-technology-society (STS), a result of dissatisfaction with the curriculum reforms of the 1960s, is the study and teaching of science with reference to human experiences. The University of Iowa developed a new model called the Iowa Chautauqua Model, based on the STS model, to help teachers integrate concepts, processes, applications, creativity and attitude in their teaching. The application of this model in a classroom has been described.

The authorized education technology is a scientific discovery in the sphere of educational cognition and apprehension that radically changes the role of the school as well as the contents of education. The aim of the new pedagogy is the production of highly educated, creative, innovative people. The new authorized methods rationalize instruction, resulting in an increase in scholarship, decreased instruction time, and a consequent reduction in tuition., In the late 60's, in Novosibirsk, a secondary school utilizing new teaching methods was opened by the local Academy of Science. The school specialized in physics and mathematics, with the [...]

Contingency is a post-modern occurrence that should be the basis for teaching and teaching research. The philosopher Richard Rorty and the novelist May Sarton believe that the failure of the education system is a result of following outdated conceptions of teaching prediction. Collective acceptance of the view that teaching is contingent would modernize it to suit the requirements of the present age, and would provide teachers with social standing and respectability. Teachers can no longer blame students for lacking the qualities required for success, but will have to acknowledge them for what they are and strive to improve them, which would eventually make for a compassionate society.

An additive approach to political science instructional research is needed to combat the current extremely restrictive definition of scholarship. The approach would mainstream instructional research through appropriate and productive means. In addition, it will diversify the current definition of scholarship as well as reward and recognition systems. This is imperative in fulfilling personal as well as institutional academic goals. However, confidence and courage are needed to achieve the needed change that would end disciplinary discrimination.

After three years of teaching an integrated calculus and physics course, a number of observations on student learning have been made which suggest how teachers of the two subjects might better support and take advantage of the efforts of each other to improve the educational experience for the students. Physics teachers, for example, may well overestimate the depth of understanding their students have of the concepts of calculus, while underestimating their computational skills. Calculus teachers, on the other hand may be unaware of what their students actually need to know to succeed in physics and other quantitative disciplines. In the following, several of the areas of mismatch between calculus and physics will be discussed, as evidenced by student performance in our course, and recommendations will be made as to how the physics teacher might better take advantage of the knowledge of calculus students actually have while striving to improve the compatability of the two subjects.

Anew kind of teaching is required to cope with the differences in school problems and student attitudes. A fundamental question that must be answered is how to retrain teachers so that their dedication and passion to imbue a love for learning in students will be awakened. New habits need to be established that address how teachers view teaching, that go with the new understanding of learning and new work habits that seek to imbue positive learning attitudes.

Higher-level thinking refers to the processes involved in the development of linguistic, scientific and mathematical skills. Teachers who effectively develop cognitive skills of their students use a system called scaffolds. This means that, to enhance students' higher-level thinking, teachers must help students develop cognizance. They can advance the psychological changes through regular feedback on student development, increased student load and advocacy of practice away from the schoolroom.

Over the years urban teaching has taken on certain authoritative characteristics. This has led to questionable teaching techniques and rapid teacher burnout. An alternative, student-involving approach is suggested and described,

Some principles of promoting interdisciplinary education and research within a university and of facilitating mutually beneficial and productive relations between university faculty and community human service providers are presented. They are illustrated with examples from the operation of the University of Pittsburgh Office of Child Development, which serves these goals for more than 700 faculty and 585 community agencies concerned with children, youth, and families.