Relevant bibliographies by topics / Programed instruction

Contents

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

Academic literature on the topic 'Programed instruction'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2025

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Journal articles on the topic "Programed instruction"

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Muffoletto, Robert. "Reflective Teaching And Visual Literacy: Teacher Intervention and Programed Instruction." Journal of Visual Verbal Languaging 6, no. 2 (1986): 47–54. http://dx.doi.org/10.1080/23796529.1986.11674415.

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Fransisca, Yulia. "MENINGKATKAN HASIL BELAJAR MAHASISWA PADA MATA KULIAH RANGKAIAN LISTRIK MENGGUNAKAN MODEL PEMBELAJARAN DIRECT INSTRUCTION DAN SOFTWARE CIRCUIT WIZARD." Journal of Vocational and Technical Education (JVTE) 1, no. 1 (2019): 7–11. http://dx.doi.org/10.26740/jvte.v1n1.p7-11.

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ABSTRAKPenelitian ini bertujuan untuk mengetahui Penggunaan Model Pembelajaran Direct Instruction dan Software Circuit Wizard dapat meningkatkan hasil belajar mahasiswa pada mata kuliah rangkaian listrik 1. Penelitian ini adalah Penelitian Tindakan Kelas (PTK) dengan empat tahapan, yaitu perencanaan, pelaksanaan, pengamatan dan refleksi. Penelitian Tindakan Kelas dilaksanakan padaProgram Studi Pendidikan Teknik Elektro yang memprogramkan mata kuliah Rangkaian Listrik I yang berjumlah 27 orang. Pada Siklus I skor minimal siswa 40, skor maksimal 85, rata-rata skor yang dicapai mahasiswa adalah 6
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Fisk, Arthur D., Mark W. Scerbo, and Richard F. Kobylak. "Relative Value of Pictures and Text in Conveying Information: Performance and Memory Evaluations." Proceedings of the Human Factors Society Annual Meeting 30, no. 13 (1986): 1269–72. http://dx.doi.org/10.1177/154193128603001306.

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This paper describes the results of two experiments that examine the relative value of pictures and text for transmitting information in technical documentation. Work on this topic is required because, at present, there are few guidelines for deciding how to present information to communicate procedural information (such as technical manuals, job aids, programmed instruction, etc) when decisions must be made between pictures and text (as they often must when attempting to computerize documentation). The results of both experiments do provide some support for previous research showing that it i
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Harley, R. K., R. G. Long, J. B. Merbler, and T. A. Wood. "Orientation and Mobility for the Blind Multiply Handicapped Young Child." Journal of Visual Impairment & Blindness 81, no. 8 (1987): 377–81. http://dx.doi.org/10.1177/0145482x8708100808.

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The purpose of this study was to develop and validate a programmed instructional program in orientation and mobility for blind multiply handicapped infants and toddlers below the developmental age of 3 years. Scales were developed for each of four major areas: motor development, cognitive development, movement and touch, and sound localization. Programmed instruction training materials were developed for each of these scales. The scales and programmed instruction were then field-tested with 22 multiply handicapped blind infants and toddlers functioning between 0 and 3 years of age. The childre
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C.T, Abdul Majeed, and M. Ilankumaran. "Empowering Second Language Learning and Teaching in the ESL Classroom: Harnessing Digital Media and Programmed Instruction." World Journal of English Language 15, no. 6 (2025): 243. https://doi.org/10.5430/wjel.v15n6p243.

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This abstract examines integrating digital media and programmed instruction into ESL Class teaching to improve acquiring a second language. As the application of digital tools increases in education, educators are presented with unprecedented opportunities to engage learners and optimize instructional strategies. This paper examines the potential of digital media tools, including interactive software, online platforms, and multimedia resources, in facilitating language acquisition and proficiency development among ESL learners. Furthermore, the utilization of programmed instruction techniques
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Studva, Kathleen V. "Programmed Instruction." Cancer Nursing 8, no. 1 (1985): 63–75. http://dx.doi.org/10.1097/00002820-198502000-00010.

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Studva, Kathleen V. "Programmed Instruction." Cancer Nursing 8, no. 3 (1985): 185???200. http://dx.doi.org/10.1097/00002820-198506000-00007.

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Studva, Kathleen V. "Programmed Instruction." Cancer Nursing 8, no. 1 (1985): 63–75. http://dx.doi.org/10.1097/00002820-198508010-00010.

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Studva, Kathleen V., Sharon Quint-Kasner, Wende Levy, Beverly Shives Meadows, Roberta Carroll, and Catherine Rice Gorrell. "Programmed Instruction." Cancer Nursing 16, no. 5 (1993): 398???415. http://dx.doi.org/10.1097/00002820-199310000-00009.

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Dunne-Daly, Carrie F. "Programmed Instruction." Cancer Nursing 17, no. 5 (1994): 434???445. http://dx.doi.org/10.1097/00002820-199410000-00009.

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Dissertations / Theses on the topic "Programed instruction"

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Yellen, Richard Emerson. "Increasing the propensity to use computer application software." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184286.

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The use of computer application software could be increased. The goal of this research was to uncover a design for a module which instructs the potential user how to use software. This type of module, called an instructional module, would, when incorporated on software such as decision support tools, increase the willingness of novices to use the software more frequently. Four instructional modules designs, which were the result of combining two states of two variables of instructional module design, were examined. The four designs are (1) an automated programmed learning module; (2) an automa
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McDonald, Jason K. "The Rise and Fall of Programmed Instruction: Informing Instructional Technologists Through a Study of the Past." BYU ScholarsArchive, 2003. https://scholarsarchive.byu.edu/etd/6104.

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Instructional technologists have recently been called upon to examine the assumptions they hold about teaching and learning, and to consider how those assumptions can affect their practice of the discipline. This thesis is an examination of how the assumptions instructional technologists hold can result in instructional materials that do not accomplish the original goals the developers set out to achieve. I explored this issue by examining the case study of programmed instruction, an educational movement from the mid-20th century that promised to revolutionize education but never lived up to i
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Brazas, Michael L. "Cognitive load theory and programmed instruction." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001011.

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Scherer, Stephen C. "Reinforcement and punishment during programmed instruction." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=2798.

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Thesis (Ed. D.)--West Virginia University, 2003.<br>Title from document title page. Document formatted into pages; contains viii, 114 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 98-103).
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Lacerda, Daniela Ferreira de. "Caracterização do ensino programado no Brasil: um estudo com base na análise de periódicos científicos." Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/16827.

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Made available in DSpace on 2016-04-29T13:18:08Z (GMT). No. of bitstreams: 1 Daniela Ferreira de Lacerda.pdf: 480408 bytes, checksum: b0aeba57ec9e6e998dc267a4ba8df249 (MD5) Previous issue date: 2008-05-30<br>In his work Technology of teaching, Skinner displays the characteristics that a teaching program should have, so that the students would reach the given objectives with the least number of mistakes possible. In this book the author proposes a model for displaying the teaching contingencies that became known as programmed instruction. The present work analyzes national articles of scienti
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Jackson, CD Jr. "Educational technology: An online tutor training course." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2242.

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The goal of this online tutoring course project is to institutionalize an online tutoring training course. This instructionally designed model will target College of the Desert students serving as tutors. The students taking this course will generally be freshmen and sophomore students. A questionnaire was used to determine what the needs would be in order to build the online course.
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Chapman, William James. "The development, design, and theory of educational interactive multimedia software." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2330.

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This project provides teachers and students with background information regarding software design. Specifically it will focus on design theory including content, interface, graphics, animation, navigation, and audio issues which may arise during the design and construction of educational multimedia software. The design issues represented here are demonstrated in the software "You can make a difference ... Human Rights".
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Kelly, Glenn, and mikewood@deakin edu au. "A behavioural analysis of enforced delays in computerised programmed instruction." Deakin University, 1995. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051125.090627.

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A cornerstone of much educational research in individualised and automated instruction (e.g., computer-based learning) is the assumption that learners be permitted to set the rate at which they work through the material to be learned. Experiments that have compared learning under conditions of self pacing (determined by the learner) and external pacing (determined by the experimenter), using a variety of tasks and populations, often have not supported this assumption. To evaluate the putative advantages of student self pacing in automated instruction, the studies in this thesis compared the ef
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McDonald, Jason K. "Technology I, II, and III : criteria for understanding and improving the practice of instructional technology /." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1610.pdf.

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Shi, Xiaomu. "Certification of an Instruction Set Simulator." Phd thesis, Université de Grenoble, 2013. http://tel.archives-ouvertes.fr/tel-00937524.

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Cette thèse expose nos travaux de certification d'une partie d'un programme C/C++ nommé SimSoC (Simulation of System on Chip), qui simule le comportement d'archi- tectures basées sur des processeurs tels que ARM, PowerPC, MIPS ou SH4. Un simulateur de System on Chip peut être utilisé pour developper le logiciel d'un système embarqué spécifique, afin de raccourcir les phases des développement et de test, en particulier quand la vitesse de simulation est réaliste (environ 100 millions d'instructions par seconde par cœur dans le cas de SimSoC). Les réductions de temps et de coût de développement
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Books on the topic "Programed instruction"

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Feinstein, George W. Programed college vocabulary. 4th ed. Prentice Hall, 1992.

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Feinstein, George W. Programed [sic] college vocabulary. 6th ed. Prentice Hall, 2002.

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Feinstein, George W. Programed spelling demons. 4th ed. Prentice Hall, 1998.

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Steinke, Greg A. Harmonic materials in tonal music: A programed course. Pearson Education, 2010.

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Harder, Paul O. Harmonic materials in tonal music: A programed course. 6th ed. Allyn and Bacon, 1990.

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1942-, Steinke Greg A., ed. Harmonic materials in tonal music: A programed course. 7th ed. Allyn and Bacon, 1994.

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Harder, Paul O. Basic materials in music theory: A programed course. 6th ed. Allyn and Bacon, 1986.

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Harder, Paul O. Basic materials in music theory: A programed course. 8th ed. Allyn and Bacon, 1995.

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Canton, Reinaldo L. Programmed instruction in online learning. Cambria Press, 2007.

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Feinstein, George W. Programmed college vocabulary. 7th ed. Pearson/Prentice Hall, 2006.

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Book chapters on the topic "Programed instruction"

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Halder, Santoshi, and Sanju Saha. "Programmed Instruction." In The Routledge Handbook of Education Technology. Routledge India, 2023. http://dx.doi.org/10.4324/9781003293545-11.

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LaBrot, Zachary C., and Brad A. Dufrene. "Programmed Instruction." In Encyclopedia of Personality and Individual Differences. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_931.

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LaBrot, Zachary, and Brad A. Dufrene. "Programmed Instruction." In Encyclopedia of Personality and Individual Differences. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-28099-8_931-1.

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Dingliang, Tan. "Skinner’s Programmed Instruction." In The ECPH Encyclopedia of Psychology. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-6000-2_1141-1.

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Dingliang, Tan. "Skinner’s Programmed Instruction." In The ECPH Encyclopedia of Psychology. Springer Nature Singapore, 2024. https://doi.org/10.1007/978-981-97-7874-4_1141.

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Neumeister, Kristie Speirs, and Virginia Hays Burney. "Curriculum and Instruction." In GIFTED Program Evaluation, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003235354-10.

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Macaro, Ernesto, and Mark Searle. "Your ‘Language Support’ Programme." In Navigating English Medium Instruction. Routledge, 2025. https://doi.org/10.4324/9781003544241-7.

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Foth, H. D. "Programmed Instruction in Soil Science." In ASA Special Publications. American Society of Agronomy, Crop Science Society of America, and Soil Science Society of America, 2015. http://dx.doi.org/10.2134/asaspecpub12.c19.

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Elazier, Kenneth Browne. "Developing a Competency-Based Instructor Training Model of Professional Development." In Competency-Based and Social-Situational Approaches for Facilitating Learning in Higher Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8488-9.ch011.

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The purpose of this chapter is to provide a set of instructor competencies for faculty professional development when transitioning to competency-based instructional programming. This chapter details considerations when designing and developing a competency-based, instructor training model. A competency-based education (CBE) program ought to have instructors that are competent analyzing, designing, developing, and evaluating competency-based instructional offerings. If the purpose of competency-based instructional programs is to move beyond static and passive, knowledge-only based instruction,
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Owen, Robert S., and Bosede Aworuwa. "Programmed Instruction, Programmed Branching, and Learning Outcomes." In Encyclopedia of Information Science and Technology, First Edition. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-553-5.ch410.

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This chapter discusses the principles of two qualitatively different and somewhat competing instructional designs from the 1950s and ’60s, linear programmed instruction and programmed branching. Our hope is that an understanding of these ideas could have a positive influence on current and future instructional designers who might adapt these techniques to new technologies and want to use these techniques effectively. Although these older ideas do still see occasional study and debate (e.g., Dihoff, Brosvic &amp; Epstein, 2003, 2004), many current instructional designers are probably unaware of
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Conference papers on the topic "Programed instruction"

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Webster, Rustin D. "Corrosion Prevention and Control Training in an Immersive Virtual Learning Environment." In CORROSION 2014. NACE International, 2014. https://doi.org/10.5006/c2014-3726.

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Abstract The majority of military education and training has not veered far from the days of chalk and talk instruction. Often with technological breakthroughs comes the proposal of the next revolution in multimedia instruction. Motion pictures to radios to educational television programs have all seemed to come and gone. The next wave of multimedia learning may involve more than a digital presentation and lecture (i.e. lecture-based multimedia instruction). Researchers continue to propose that virtual reality (VR) will find its true application and/or market in education and training. The obj
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Feeney, J. J. "Nuclear, Biological and Chemical Contamination Survivability of Army Materiel." In CORROSION 1987. NACE International, 1987. https://doi.org/10.5006/c1987-87219.

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Abstract Army Regulation (AR) 70-71, Nuclear, Biological and Chemical (NBC) Contamination Survivability of Army Materiel, published during 1984, establishes Army policy and procedures for the development and acquisition of material to ensure its survivability and sustainability on the NBC-contaminated battlefield. This regulation defines NBC contamination as a term that includes both the individual and collective effects of residual radiological, biological, and chemical contamination. AR 70-71 applies to all mission-essential equipment within the Army. NBC contamination survivability is the c
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Opsahl-Ong, Krista, Michael J. Ryan, Josh Purtell, et al. "Optimizing Instructions and Demonstrations for Multi-Stage Language Model Programs." In Proceedings of the 2024 Conference on Empirical Methods in Natural Language Processing. Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.emnlp-main.525.

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Fernandes, Edil S. T., and Gabriel P. Silva. "BBM - um Processador de Blocos Básicos." In Anais Estendidos do Workshop em Sistemas Computacionais de Alto Desempenho. Sociedade Brasileira de Computação - SBC, 2000. http://dx.doi.org/10.5753/wscad_estendido.2000.19135.

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This work presents BBM - a machine oriented towards the execution of basic blocks. Instead of an instruction, the BBM standard unit of processing is the basic block. Many facts regarding the instruction usage of ordinary programs remained unknown for several decades because the traditional processing model, which treats a single instruction as the standard unit, is unable to detect what is happening whith the whole program. With a basic block machine it is possible to have a better insight about the behaviour of the programs. For example, through the experiments involving the execution of the
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Hoffman, Allen H. "Making Ethics Education Personal." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-38280.

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Accredited engineering programs are required to provide instruction in ethics. A primary goal of ethics education is to develop and improve a student’s ability to recognize situations involving ethical decisions and to encourage development of a personal framework by which to decide what to do. A major challenge in ethics education is to personalize situations that are typical of those that the students will likely encounter. This paper presents techniques that enable a faculty member to act as a facilitator in the discussion of ethics rather than as an instructor.
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Souleles, Nicos. "The education of the social designer." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003533.

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The proliferation of Higher Education (HE) programmes of study in the broad area of social design highlights the instructional challenges of how to educate the social designer. The evolution of HE programmes of study in this academic area has developed without agreed-upon criteria. It is characteristic, however, of social designers’ working practices that they deal with complexity that often requires multiple stakeholder participation and cross-disciplinary knowledge. It is a challenging task to strike the right educational balance to provide the appropriate skills. The unpacking of instructio
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Bjekić, Dragana, Milevica Bojović, and Mirjana Beara Benjak. "Empowering Psychological Resilience: Evaluation of Training." In Proceedings TIЕ 2024. University of Kragujevac, Faculty of Technical Sciences, Čačak, 2024. http://dx.doi.org/10.46793/tie24.507b.

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Psychological resilience is a positive psychological adaptation in times of challenges and crises. Many training programmes focus on psychological resilience. The training programme “Manual: Step by step from trainees to trainers and supporters in student peer support network” is developed within the project “Enhancing digital and psychological resilience through peer networking in the online environment in times of crisis”. The sub-programme A focused on psychological resilience, well-being, stress, and social support. The paper presents this sub-programme and discusses the programme structur
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Mathien, Lorena D. "Developing Effective Instructional Skills: The Master Educator Program at SUNY Buffalo State." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11020.

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With higher education facing budget cuts and declining enrollment, instructor effectiveness continues to be crucial, particularly in a state of increasing workloads with restricted resources. However, the dilemma of how to develop effective instructional skills while still maintaining a research agenda stems from a larger contradiction within professional disciplines; teaching is essential to the profession but holds a devalued position compared to research. It is not enough for educator to recognize that teaching and research are mutually reinforcing, universities must also recognize and supp
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Attia, Farouk, and Ibrahim Elsamahy. "Effectiveness of Utilizing Computer Assisted Instruction in Teaching CAD to Engineering Students." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-60579.

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This paper presents the results of an experimental study to investigate and evaluate the effectiveness of utilizing computer-assisted instruction (CAI) as a stand-alone educational tool to teach computer-aided drafting (CAD) in engineering and technology programs. While the literature is rich with research in the field of evaluating CAI as a supplementary educational tool [11], a very limited number of publications dealt with evaluating CAI as a stand-alone system [7, 16, 9]. Also, none of the published studies focused on engineering or engineering technology education utilizing CAD systems. I
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Sani, Mustapha sumaila, and Bello Hassan. "DEVELOPMENT AND VALIDATION OF A MULTIMEDIA INSTRUCTIONAL PACKAGE FOR TEACHING BASIC ELECTRONIC DEVICES AT UPPER BASIC EDUCATION LEVEL." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-049.

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The study was conducted to develop and validate a multimedia electronic instructional package for teaching the Basic Electronic Devices component of Basic Technology at the Upper Basic Education level. It was a developmental research design, which involved the systematic study of designing, developing, and evaluating instructional programs, processes, and products that must meet criteria of internal consistency and effectiveness. Developmental research is particularly important in the field of instructional technology. The study therefore involved the analysis and description of the developmen
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Reports on the topic "Programed instruction"

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Bruce, Judith, Sarah Engebretsen, and Kimberly Glazer. Building Assets Toolkit: Developing Positive Benchmarks for Adolescent Girls—Instruction Guide [Arabic]. Population Council, 2021. http://dx.doi.org/10.31899/pgy2016.1000.

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The Building Assets Toolkit is an approach for developing programs for specific segments of girls that will prepare them to better face the challenges of growing up. It will help program managers understand the needs of the girls in their community, engage stakeholders at different levels and with different viewpoints, and build concrete and meaningful programming for adolescent girls. The toolkit contains all the materials needed to help make a preliminary assessment of the assets a girl should acquire and the age by which she should acquire them. This document contains the Building Assets Too
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we condu
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Atuhurra, Julius, Rastee Chaudhry, and Michelle Kaffenberger. Conducting Surveys of Enacted Curriculum Studies in Low- and Middle-Income Countries: A Toolkit for Policymakers, Researchers, and Education Practitioners. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-misc_2023/13.

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The Surveys of Enacted Curriculum (SEC) approach is used to analyse and report on the academic content embedded in education instructional components such as curriculum standards, assessments, and teachers' classroom instruction. Through a partnership between the RISE Programme and the Center for Curriculum Analysis, the approach has been used to analyse educational alignment in low- and middle-income country education systems, including in Kenya, Nepal, Nigeria, Tanzania, and Uganda. The SEC approach has many applications including content and alignment analysis for curriculum standards, asse
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Zachry, Anne, J. Flick, and S. Lancaster. Tune Up Your Teaching Toolbox! University of Tennessee Health Science Center, 2016. http://dx.doi.org/10.21007/chp.ot.fp.2016.0001.

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Occupational therapy (OT) educators strive to prepare entry-level practitioners who have the expertise to meet the diverse health care needs of society. A variety of instructional methods are used in the University of Tennessee Health Science Center (UTHSC) MOT program, including traditional lecture-based instruction (LBI), problem-based learning (PBL), team-based learning (TBL), and game-based learning (GBL). Research suggests that active learning strategies develop the critical thinking and problem-solving skills that are necessary for effective clinical reasoning and decision-making abiliti
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Linguistically and Culturally Sustaining Mentoring and Instruction (LCSMI) in Teacher Education: Surveys for Teacher Candidates, Mentors, and University Instructors. Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1148.

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These surveys were developed from the Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs (Kibler et al., 2021: https://ir.library.oregonstate.edu/concern/defaults/j9602713n). They are designed for use in teacher education programs for purposes of assessing program strengths and needs and improving program quality.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Linguistically and Culturally Sustaining Mentoring and Instruction (LCSMI) in Teacher Education: Surveys for Teacher Candidates, Mentors, and University Instructors. Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1149.

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These surveys were developed from the Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs (Kibler et al., 2021: https://ir.library.oregonstate.edu/concern/defaults/j9602713n). They are designed for use in teacher education programs for purposes of assessing program strengths and needs and improving program quality.
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Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with
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Kwek, Dennis Beng Kiat, Isabelle Khoo, and Siti Hawa Jonid. Redesigning the Singapore Coding Scheme 2 for Social Studies and Science. National Institute of Education, Nanyang Technological University, Singapore, 2022. https://doi.org/10.32658/10497/29670.

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This Start-Up Grant (SUG) application aims to develop and redesign of the Singapore Coding Scheme 2 (SCS2) for Science. This project builds towards the Core 3 Panel 3 Research Program (Core 3) that seeks to record, measure and analyse the intellectual quality of knowledge work in Singapore classrooms. Building on the Core 1 and Core 2 research programs, Core 3 focuses on the relationships between instruction, pedagogy, assessment and student learning. The broad key objectives for Core 3 are: (a) to continue to develop the model of the logic of teaching and learning in Singapore classrooms expa
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Piper, Benjamin, Yasmin Sitabkhan, Jessica Mejia, and Kellie Betts. Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0053.1805.

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This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing tha
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Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 2 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, 2023. http://dx.doi.org/10.16925/gcnc.64.

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This didactic planning, which starts from the characterization of the instructional design of the English level 2 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided in three specific stages, involved several steps. First, the functions of the tutor were defined based on the postulates of some authors. After that, the expected learning evidences were reviewed and edited considering the linguistic competences the students are expected to achieve during the course. Next, some didactic activities are d
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