Relevant bibliographies by topics / Precision teaching

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Precision teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 March 2023

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Journal articles on the topic "Precision teaching"

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White, Owen Roberts. "Precision Teaching—Precision Learning." Exceptional Children 52, no. 6 (April 1986): 522–34. http://dx.doi.org/10.1177/001440298605200605.

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Precision Teaching represents a set of procedures for deciding if, when, and how an instructional program might be improved to facilitate pupil learning. A brief summary of those procedures is provided, along with their rationale and an overview of studies that demonstrate the efficacy and efficiency of Precision Teaching in applied educational settings.
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West, Richard P., K. Richard Young, and Fred Spooner. "Precision Teaching." TEACHING Exceptional Children 22, no. 3 (March 1990): 4–9. http://dx.doi.org/10.1177/004005999002200301.

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Spooner, Fred, David W. Test, and Ann C. Jolly. "Precision Teaching." TEACHING Exceptional Children 22, no. 4 (July 1990): 55–57. http://dx.doi.org/10.1177/004005999002200414.

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JOHNSON, J. A. "Precision Teaching." Science 254, no. 5037 (December 6, 1991): 1529–30. http://dx.doi.org/10.1126/science.254.5037.1529.

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Johnson, Kent. "Contributions of Precision Teaching." European Journal of Behavior Analysis 4, no. 1-2 (January 2003): 66–70. http://dx.doi.org/10.1080/15021149.2003.11434218.

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Flynn, Alun. "Precision Teaching in Powys." DECP Debate 1, no. 112 (December 2004): 3–8. http://dx.doi.org/10.53841/bpsdeb.2004.1.112.3.

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Lindsley, Ogden R. "PRECISION TEACHING: DISCOVERIES AND EFFECTS." Journal of Applied Behavior Analysis 25, no. 1 (March 1992): 51–57. http://dx.doi.org/10.1901/jaba.1992.25-51.

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Boedeker, Richard R. "Teaching precision in introductory physics." Physics Teacher 30, no. 8 (November 1992): 502–3. http://dx.doi.org/10.1119/1.2343619.

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Calkin, Abigail B. "Some Comments on Precision Teaching." European Journal of Behavior Analysis 4, no. 1-2 (January 2003): 1–4. http://dx.doi.org/10.1080/15021149.2003.11434210.

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Dougher, Michel J. "Precision Teaching and Complex Behavior." European Journal of Behavior Analysis 4, no. 1-2 (January 2003): 63–66. http://dx.doi.org/10.1080/15021149.2003.11434217.

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Dissertations / Theses on the topic "Precision teaching"

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Pocock, Trudy Louise. "An Analysis of Precision teaching." The University of Waikato, 2006. http://hdl.handle.net/10289/2622.

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This research examined three components of precision teaching; charting, timed practices, and performance aims. In the first study beginner skaters performed two roller skating skills, forward crosses and back scissors, with the aim of increasing fluency in these skills using precision teaching methods. Skaters were told to perform the skills as fast as they could during 1-min practises, aiming at a set performance aim, or goal. After each timing skaters were told how many repetitions they had performed. One group charted back scissors only and the other forward crosses only. The skaters became faster in both skills and charting did not produce faster rates. The improvement seen may have been a direct result of the performance aims. Therefore the second study, using back crosses, compared a fixed, difficult performance aim (complete 50 per minute) for one group and an easier, flexible performance aim (beat your previous sessions' high score) for a second group. After each timing skaters were told how many back crosses they had performed. Performance rates increased similarly for both groups, thus the different performance aims did not have different effects, contrary to the goal-setting literature. A third study investigated this further. Skaters performed forward crosses and back scissors during a baseline condition, where there were no performance aims or feedback. Increases in performance rates for both skills occurred. In a second condition, a performance aim higher than their number of repetitions in the previous condition was set and feedback was given for one skill only. There was an immediate increase in rate of the targeted skill for 3 of the 4 skaters, suggesting that the goal, when given with feedback, influenced the rate at which the skaters performed the skill. In the fourth study, where the effect of feedback and practice was examined more closely, soccer players dribbled a ball in and out of cones. As expected those who took part in eight to ten sessions that were told to do their best (an easy goal) and not given feedback performed this skill faster than those who completed only two sessions with the same conditions. Unexpectedly, they also performed faster than those set a performance aim of beating their previous highest score (a hard goal) and who were given feedback. Methodological issues that may have been responsible for this latter result were addressed in the fifth study. Skaters completing 10 sessions of forward crosses, with feedback and with a performance aim of completing 60 repetitions in one minute (a hard goal), became faster than skaters completing 10 sessions without feedback who were told to do their best. Skaters told to do their best, who completed only three sessions without feedback, did not get faster. These results support those in the goal-setting literature that, hard goals with feedback have more effect than being told to do your best. Overall these studies show that short, timed practices and hard performance aims, or goals, may be effective components of precision teaching while visual feedback from charting may not. Further, precision teaching methods were effective when applied to sporting skills such as those used by roller skaters and soccer players for building fluency of basic skills.
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O'Prey, Gareth. "Stimulus equivalence and precision teaching : teaching rudimentary language skills." Thesis, University of Ulster, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428629.

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Cobane, Emily Faith. "Facilitating inner behaviour change using precision teaching." Thesis, University of Ulster, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428619.

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Gist, Corinne Marie. "Building Fluency With Frequency Building and Precision Teaching." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1554295068566168.

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Kuhn, Brehan F. "Comparing precision teaching and direct instruction in teaching courtroom competency to disabled adults." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2713.

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Research shows that individuals who have been diagnosed with a major mental illness have an increased difficulty learning new information when compared to individuals with no diagnosed mental illness. There is little research on effective teaching methods for individuals with a mental illness; therefore, this paper will attempt to explore this neglected, yet very important area of research. This review will briefly describe the correlation between a mental illness and cognitive functioning, and will then examine the literature on two different teaching methods, “direct instruction” and precision teaching. The proposed study will compare the effectiveness of these two different teaching methods (by looking at how many questions the participants can answer correctly and how much time is taken to complete the questions) in teaching courtroom competency to individuals with a mental illness.
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Shields, Christopher. "The application of precision teaching to sport and exercise." Thesis, University of Ulster, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529582.

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Robertson, Ailie. "Precision teaching for numeracy : an application of behaviour analysis." Thesis, University of the West of Scotland, 2002. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.751391.

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Miller, Megan M. "Implementing Precision Teaching With Students With Moderate to Severe Disabilities." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437042097.

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Beverley, Michael. "Using precision teaching strategies and tactics to increase essential skill fluency." Thesis, Bangor University, 2012. https://research.bangor.ac.uk/portal/en/theses/using-precision-teaching-strategies-and-tactics-to-increase-essential-skill-fluency(46b8ae0a-51fc-401e-875e-a87ca7e14e5b).html.

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The area for this thesis was the application of Precision Teaching (PT) to the teaching of essential skills to various populations-university undergraduates, high school adolescents, and primary school children. Chapter 1 of this thesis begins with a brief overview describing problems that exist within the educational system, and how we might intervene to raise the performances ofallieamers by using PT's systems and strategies. Paper 1 was a small n study (conducted over 10 weeks) aimed at improving the rate of reading high frequency English words in a group (n = 5) of children struggling with reading. This was compared to a small comparison group thal underwent Treatment as Usual (TAU; n = 2). Although the engagement time of the PT group was brief (M = 12 minutes per week), all the children showed significant gains in their accurate reading fluency. In Paper 2 we applied these same principles to teach statistics to undergraduates (Intervention, n = 24; TAU, n = 3 1). Results showed that the PT group performed significan tly better at post-test in comparison to TAU. In addition the PT group perfonned better on their weekly module content tests. Paper 3 was conducted to increase maths performance, comparing the intervention group (n = 19) with a control group Cn = 10). All the PT ch ildren performed signi ficant ly better on three of the four outcome measures of essential sk ill maths fluency Cd = 1.25- 1.67)-one of which measures had not been practiced providing some init ial support for contingency adduction. In Paper 4 we used a simple flashcard intervention to increase recall of second-language vocabulary. The intervention spanned four weeks and took only 15 minutes per week for each chi ld, yet the intervention group (n = 79) performed s ignifi cantly better then the WLC group (n = 16) at post-test Cd= 1.54). Both Papers 3 & 4 report data showing significant increase in the ReI measures and a low NNT. In all four papers Standard Celeration Charts were used to monitor leamer's improvement.
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Roberts, William George. "Plymouth Precision Teaching Project (2007-08) : an investigation into student, staff and practice outcomes." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/70773.

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This thesis describes an investigation into the outcomes of a developmental project focussed on improving the word reading skills of a group of (n=77) secondary school students across five different school settings in a South West of England Local Authority. The 'Plymouth Precision Teaching Project' was conducted during the 2007/8 academic year commencing in September 2007 through to April 2008. The project involved the delivery of regular Precision Teaching (PT) programmes across two cohorts (1 and 2) of students by Teaching Assistants (TAs) in each school who themselves received ongoing training and support throughout the project. This thesis reports on three inter-connected aspects of research stemming from the project: Aspect One considered the impact of PT interventions delivered by trained TAs on groups of secondary school students with literacy learning needs through a quasi-experimental design. Aspect Two investigated the adaptations made by TAs within PT programmes to improve student word reading skills; from here a framework for systematic teaching adaptations was formulated, trialled and reviewed. Aspect Three drew on the experiences of school staff and their learning throughout the initiative. The value of participating in the research was investigated through exploring TAs’ reflections on the development of their understanding of the processes and practices surrounding ‘teaching and learning’. Outcomes of the research point to the continuing contribution of PT to addressing basic reading skill needs through heightened structure to intervention delivery, promotion and scrutiny of ‘treatment fidelity’ and an ongoing, systemic approach to the development of staff skills. This thesis also emphasises the mutual benefits that a collaborative project such as this can bring about; not only can staff contribute to the development of intervention approaches and provide high-quality interventions, but they can also develop their professional knowledge too. As a venture networking schools, a local authority educational psychology service and a university department, it is suggested this thesis reflects a description of the ground modernised educational psychology services should seek to occupy more and more.
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Books on the topic "Precision teaching"

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Precision Teaching Materials & Associates. Precision teaching: Training manual. Longmont, Co: Sopris West, 1991.

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Pagel, Larry G. Proofreading & editing precision. 5th ed. Mason, OH: Thomson South-Western, 2006.

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Pagel, Larry G. Proofreading & editing precision. 5th ed. Mason, OH: Thomson South-Western, 2006.

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Levey, Bernard. The precision phonics programme. Stafford: NARE Publications, 1987.

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Biddle, Verne L. Laboratory manual for Chemistry: Precision and design. Pensacola, Fla: A Beka Book Publications, 1986.

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National Rifle Association of America. Law enforcement precision rifle instructor development manual. 5th ed. Fairfax, VA: National Rifle Association, Law Enforcement Activities Division, 2006.

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McCormick, Calkins Lucy, ed. A fresh approach to teaching punctuation: Helping young writers use conventions with precision and purpose. New York: Scholastic Professional Books, 2002.

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Center for Occupational Research and Development (U.S.), Integrated System for Workforce Education Curricula Extension Project (U.S.), and CORD Communications, eds. Precision metrology: Syllabi for an integrated sequence of courses for use in grades 9-14. Waco, Tex: CORD Communications, 1999.

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Allen, Marlene. "Precision Teaching": An approach to differentiation for pupils who have specific learning difficulties, particularly in reading, in the mainstream classroom. [S.l: The Author], 1993.

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Chan, Sui-Hung. Using precision teaching and self-directed learning to support children with special educational needs having difficulties in the literacy hour: An evaluation study. Birmingham: University of Birmingham, 1999.

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Book chapters on the topic "Precision teaching"

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Johnson, Kent, and Elizabeth M. Street. "Precision Teaching." In The Wiley Blackwell Handbook of Operant and Classical Conditioning, 581–609. Oxford, UK: John Wiley & Sons, Ltd, 2014. http://dx.doi.org/10.1002/9781118468135.ch23.

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Charlop, Marjorie H., Jenna Gilder, and Catherine Miltenberger. "Precision Teaching." In Encyclopedia of Autism Spectrum Disorders, 1–6. New York, NY: Springer New York, 2017. http://dx.doi.org/10.1007/978-1-4614-6435-8_166-5.

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Axe, Judah B. "Precision Teaching." In Encyclopedia of Child Behavior and Development, 1139–40. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2211.

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Charlop, Marjorie H., Jenna Gilder, and Catherine Miltenberger. "Precision Teaching." In Encyclopedia of Autism Spectrum Disorders, 3618–23. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_166.

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Charlop, Marjorie H., and Catherine A. Miltenberger. "Precision Teaching (PT)." In Encyclopedia of Autism Spectrum Disorders, 2335–39. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_166.

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Zhang, Jianhua. "Data Analysis and Precision Teaching." In Proceedings of the 2022 3rd International Conference on Big Data and Informatization Education (ICBDIE 2022), 500–509. Dordrecht: Atlantis Press International BV, 2022. http://dx.doi.org/10.2991/978-94-6463-034-3_51.

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Chen, Yuxiong, and Jianhua Zhang. "Factor Analysis Algorithm and Precision Teaching." In Proceedings of the 2022 3rd International Conference on Artificial Intelligence and Education (IC-ICAIE 2022), 797–803. Dordrecht: Atlantis Press International BV, 2023. http://dx.doi.org/10.2991/978-94-6463-040-4_121.

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Dingjun, Chen, Li Han, Li Li, and Wu Kaiteng. "Variable Precision Induced Covering Rough Set." In Advanced Technology in Teaching - Proceedings of the 2009 3rd International Conference on Teaching and Computational Science (WTCS 2009), 823–28. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-11276-8_109.

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Yin, Meina, and Hongjun Liu. "Technological Framework the Precision Teaching Based on Big Data." In Lecture Notes on Data Engineering and Communications Technologies, 394–401. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5857-0_50.

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Diller, Ann. "In Praise of Objective-Subjectivity: Teaching the Pursuit of Precision." In Reason and Education: Essays in Honor of Israel Scheffler, 73–87. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-5714-8_6.

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Conference papers on the topic "Precision teaching"

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Li, Ying, Zhang Jiong, and Tianyu Chen. "Precision Teaching Based on Data-driven Model." In 2020 15th International Conference on Computer Science & Education (ICCSE). IEEE, 2020. http://dx.doi.org/10.1109/iccse49874.2020.9201752.

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Liu, Ying. "Application of Micro-Video Teaching in Precision Agriculture." In Proceedings of the 2018 4th International Conference on Social Science and Higher Education (ICSSHE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsshe-18.2018.14.

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Wei, Qingyue, Ming Li, Yingzhong Tian, and Huijuan Hu. "Exploring the Teaching Method of Precision Design Course." In Proceedings of the 2019 5th International Conference on Social Science and Higher Education (ICSSHE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsshe-19.2019.147.

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Valero, C., A. Krus, P. Barreiro, B. Diezma, M. Garrido-Izard, N. Hernández, G. Moreda, et al. "97. Teaching precision farming and entrepreneurship for European students: Sparkle online course." In 13th European Conference on Precision Agriculture. The Netherlands: Wageningen Academic Publishers, 2021. http://dx.doi.org/10.3920/978-90-8686-916-9_97.

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Weng, Jian-Xuan, Anna Y. Q. Huang, Owen H. T. Lu, Irene Y. L. Chen, and Stephen J. H. Yang. "The Implementation of Precision Education for Learning Analytics." In 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2020. http://dx.doi.org/10.1109/tale48869.2020.9368432.

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Chi, Qingyun, Chuandong Song, and Xiuying Jiang. "Research on Online Precision Teaching Based on Data Analysis." In IC4E 2021: 2021 12th International Conference on E-Education, E-Business, E-Management, and E-Learning. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3450148.3450175.

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Hunter F Massey and Kendall R Kirk. "Teaching Precision Agriculture Technology with Modified Diesel Golf Cart." In 2013 Kansas City, Missouri, July 21 - July 24, 2013. St. Joseph, MI: American Society of Agricultural and Biological Engineers, 2013. http://dx.doi.org/10.13031/aim.20131620550.

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Aaron R. Dickinson and George W. Wardlow. "A Compact Variable-Rate Sprayer for Teaching Precision Agriculture." In 2006 Portland, Oregon, July 9-12, 2006. St. Joseph, MI: American Society of Agricultural and Biological Engineers, 2006. http://dx.doi.org/10.13031/2013.21066.

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Guo, Ranran, Yinghui Wu, and Xuebing Zhang. "Construction of Precision Teaching Mode and Teaching Practice Application Based on Big Data Analysis." In 2022 8th Annual International Conference on Network and Information Systems for Computers (ICNISC). IEEE, 2022. http://dx.doi.org/10.1109/icnisc57059.2022.00014.

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Liu, Ying, Gangshun Rao, Jianping Chen, Hanqiao Hu, Yuduan Ou, and Yingbin Xue. "Teaching Reform of Precision Agriculture Technology Based on Virtual Reality." In 6th Annual International Conference on Social Science and Contemporary Humanity Development (SSCHD 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210121.067.

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Reports on the topic "Precision teaching"

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Céspedes, Nelly Yolanda, and Claudia Teresa Vela. Reflexión sobre la Educación matemática en la formación de licenciados bilingües en ÚNICA. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.20.

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Co-teaching strategies, co-teaching roles, collaborative teaching benefits, assessment in EFL, language student teachers' Education desde la construcción de un currículo en Matemática aplicada a la formación de licenciados bilingües no matemáticos se deben dimensionar las necesidades del escenario educativo, con el fin de plantear un currículo diverso e innovador, que se encuentre relacionado con las necesidades de la enseñanza y el aprendizaje de la Matemática, a través de los contextos que le permita a los estudiantes reconocer la riqueza de los escenarios educativos promovidos por la Matemática En este sentido, pensar un currículo en matemática para la formación de licenciados no matemáticos, debe presentar nuevas expectativas frente a un tema específico y al mismo tiempo generar en los estudiantes una posibilidad más real de comprender las aplicaciones de los saberes disciplinares que conforman la Matemática no sólo de manera formal sino a través de situaciones didácticas, que proporcione una producción de conocimiento más vivencial en su desarrollo profesional. Por lo tanto, como marco de referencia la Matemática que se ha venido planteando ha pasado por una transición de contenidos rígidos hacia una flexibilización didáctica del contenido, sin perder el horizonte académico y los procesos pedagógicos que deben estar presentes en la generación de aprendizajes en el aula. La construcción de un currículo en Matemática se encuentra ligado al conocimiento del contexto, los actores y los actos educativos, en donde se deben dimensionar las necesidades del escenario educativo, con el fin de plantear un currículo diverso e innovador, que se encuentra relacionado con las necesidades de vincular a la enseñanza de la Matemática, todas las técnicas y métodos precisos, que les permitan a los estudiantes generar un proceso de conocimiento aplicado a las ciencias del conocimiento.
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