Teaching Strategies for Ethnic Studies.

Banks, James A.
This book is designed to help contemporary and future teachers attain the content, strategies,
concepts, and resources needed to teach comparative ethnic studies and to integrate ethnic content
into the regular curriculum. The book is divided into two major parts. Part one presents a rationale
for teaching comparative ethnic studies, goals, key concepts for ethnic studies programs, and
practical ways to organize lessons and units. Part two consists of chapters on the major American
ethnic groups. Each chapter contains a chronology of key events, a historical overview of the group
discussed, illustrative key concepts and teaching strategies, an annotated bibliography for teachers,
and an annotated bibliography for elementary and secondary school students. The final chapter
illustrates how a teacher can use the previous information to develop units focusing on two or more
ethnic groups. The appendices include a chronology of key events in the history of ethnic groups, a
list of films and filmstrips, a selected list of ethnic periodicals, and criteria for evaluating textbooks
and other learning materials. (Author/DE)

Effective Teaching Strategies That Accommodate Diverse

Learners.
Kameenui, Edward J.; Carnine, Douglas W.
This book is about the teaching, instruction, and curricula required to give diverse learners a
fighting chance in today's classroom as well as outside the classroom. Guidelines are offered for
determining the curricular and instructional priorities in teaching diverse learners, who are
typically behind their school-age peers in academic performance and content coverage. In addition,
the book describes concrete examples of how six key concepts (big ideas) in reading, mathematics,
science, social studies, and writing are taught, scaffolded, integrated, and supported. Chapters in the
book are: (1) "Introduction"; (2) "Characteristics of Students with Diverse Learning and Curricular
Needs"; (3) "Effective Strategies for Teaching Beginning Reading"; (4) "Effective Strategies for
Teaching Writing"; (5) "Effective Strategies for Teaching Mathematics"; (6) "Effective Strategies for
Teaching Science"; (7) "Effective Strategies for Teaching Social Studies"; (8) "Modulating
Instruction for Language Minority Students"; and (9) "Contextual Issues and Their Influence on
Curricular Change." An appendix describes the "big ideas" in beginning reading, math, science, and
social studies. (RS)
Teaching Culture. Strategies for Intercultural Communication.
Seelye, H. Ned
Based on the assertion that language and culture study are best brought together when the teacher
is effective in the affective as well as cognitive and skills domains, teaching strategies and activities
are presented that combine specific teaching techniques and ideas with other human and cultural
resources in and out of the classroom. Chapters discuss: when and in what language culture should
be taught; what "culture" refers to and its connection with language; approaches to understanding
how societies evolve different ways to satisfy their needs; seven goals of cultural instruction;
performance objectives for each of the seven goals; developing effective learning activities for each
of the performance objectives; two techniques to sensitize students to the miscommunication
accompanying interaction with those of another culture (empathetic literature and minidramas);
three techniques for teaching cultural concepts (culture assimilators, culture capsules, culture
clusters); approaches to helping students ask significant questions; measuring shifts in attitude
toward the target culture; stresses and challenges of biculturalism; and suggestions for
implementing a curriculum fostering intercultural communication. An extensive bibliography is
included. (MSE)

Language Arts: Content and Teaching Strategies. Fourth

Edition.
Tompkins, Gail E.
Reflecting a constructivist approach to teaching and learning, this book presents the content of the
language arts curriculum and the most effective strategies for teaching this content. The processes
of reading and writing provide the foundation for the three instructional approaches presented in
the book: literature focus units, reading and writing workshops, and theme cycles. New to this
edition are: a quilting motif as a way of looking at the six language arts (listening, talking, reading,
writing, viewing, and visually representing); addition of the concept of visual literacy; a greater
emphasis on strategies and skills, the role of reading processes, and the reasons behind teaching
strategies; and a new chapter on "putting it all together." Chapters in the book are: (1) Learning and
the Language Arts; (2) Teaching Language Arts; (3) The Reading and Writing Processes; (4)
Emergent Literacy; (5) Looking Closely at Words; (6) Writing in Journals; (7) Listening To Learn;
(8) Sustaining Talk in the Classroom; (9) Reading and Writing Stories; (10) Reading and Writing
Information; (11) Reading and Writing Poetry; (12) Language Tools: Spelling, Handwriting, and
Grammar; and (13) Putting It All Together. Contains approximately 800 references. Appendixes
contain a list of award-winning books, and resources about authors and illustrators. (RS)
 Promoting Active Learning. Strategies for the College
Classroom.
Meyers, Chet; Jones, Thomas B.
This book draws on classroom experiences and faculty suggestions in providing a practical guide to
teaching strategies to encourage active learning in the college classroom. A wide range of teaching
tools which ask students to apply what they are learning are considered, including problem-solving
exercises, cooperative student projects, informal group work, simulations, case studies, and role
playing. Additionally, the book discusses how various small-group exercises, simulations, and case
studies can be blended with the technological and human resources available outside the
classroom. The book is divided into three parts. Part 1 surveys the general subject of active learning
and why it makes sense as a teaching strategy. Part 2 considers four major active-learning teaching
strategies in more depth: informal small groups, cooperative student projects, simulations, and case
studies. Part 3 explores how reading assignments, outside resource persons, and electronic media
can be successfully integrated with active-learning strategies in the classroom. Contains
approximately 150 references and an index. (GLR)

Effective Teaching Strategies and Methods

of Delivery for Patient Education: A
Systematic Review and Practice Guideline
Recommendations
 Authors
 Authors and affiliations
 Audrey Jusko Friedman
 Roxanne Cosby
 Susan Boyko
 Jane Hatton-Bauer
 Gale Turnbull

Article
First Online: 16 December 2010

Abstract
The objective of this study was to determine effective teaching strategies and methods of
delivery for patient education (PE). A systematic review was conducted and reviews with or
without meta-analyses, which examined teaching strategies and methods of delivery for PE, were
included. Teaching strategies identified are traditional lectures, discussions, simulated games,
computer technology, written material, audiovisual sources, verbal recall, demonstration, and
role playing. Methods of delivery focused on how to deliver the teaching strategies. Teaching
strategies that increased knowledge, decreased anxiety, and increased satisfaction included
computer technology, audio and videotapes, written materials, and demonstrations. Various
teaching strategies used in combination were similarly successful. Moreover, structured-,
culturally appropriate- and patient-specific teachings were found to be better than ad hoc
teaching or generalized teaching. Findings provide guidance for establishing provincial standards
for the delivery of PE. Recommendations concerning the efficacy of the teaching strategies and
delivery methods are provided.

Learning with Computers: Effective Teaching Strategies.

Ryba, Ken; Anderson, Bill
The purpose of this guide is to explain how to use computers to promote the development of
effective learning and thinking skills. The emphasis in this discussion of computer assisted
instruction is on the social side of learning rather than the technical aspects of using computers.
Chapter titles are: (1) "A Strategies Approach to Effective Learning and Thinking"; (2) "The Role of
the Teacher in a Computer Strategies Approach"; (3) "Strategies for Teaching Thinking Skills with
Computers"; (4) "Strategies for Teaching Social Skills in the Computer Environment"; (5) "LOGO
and the Development of Thinking Skills"; (6) "Adventure Games and Thinking Skills"; (7) "Word
Processing and Thinking Skills"; (8) "Computer Communications and the Development of Thinking
Skills"; (9) "Databases and Effective Thinking"; and (10) "Spreadsheets as Tools for Thinking."
Citations for additional readings from "The Computing Teacher" are also provided. (87 references)
(DB)

Dynamics of Effective Teaching. Fourth Edition.

Wilen, William; Ishler, Margaret; Hutchison, Janice; Kindsvatter, Richard
This volume emphasizes decision-making which links all the other topics together. The book
balances two major perspectives influencing teacher decision-making about instruction today: (1)
findings from research on effective teaching; and (2) the ideas of constructivism. Unique to the
book is the inclusion in each chapter of a scenario in which a middle or secondary school teacher,
representing a wide range of subject areas and grade levels, applies key ideas to the classroom.
These scenarios appear near the beginning of each chapter, are referred to and analyzed
throughout the chapter, and provide a running commentary on the theoretical content being
presented. The book features graphic organizers that emphasize key ideas; sections that summarize
current research and theoretical literature; boxes that highlight key ideas; and a new chapter
emphasizing computers in the classroom entitled, "Instructional Technologies." Chapters in the
book are: (1) "Teacher Decision Making"; (2) "Building a Climate for Learning"; (3) "Democratic
Classroom Discipline"; (4) "Curriculum Considerations"; (5) "Planning for Teaching"; (6) "Basic
Instructional Techniques"; (7) "Primary Instructional Methods"; (8) "Teaching Strategies for
Promoting Learning and Achievement"; (9) "Instructional Technologies"; (10) "Evaluation of
Classroom Performance"; and (11) "Toward Effective Teaching." Each chapter contains references.
(BT)
Effective Teaching: Observations from Research.
Demmon-Berger, Debbie
This booklet summarizes research observations of the last 15 years about techniques and
characteristics of effective teachers. The booklet presents information to assist teachers in the
classroom, to stimulate discussion, and to promote effective approaches. Effective teaching cannot
always be measured, yet effective teachers have a major effect on students' futures. Following
reports in the mid-1960's that teachers could do little to change the influence of the home on
students' achievement levels, researchers during the 1970's discovered that teachers and schools
do in fact have substantial effects. The book briefly discusses 15 characteristics and techniques
found among effective teachers, who, for the most part: (1) tend to be good managers, (2) use
systematic instruction techniques, (3) have high expectations of students and themselves, (4)
believe in their own efficacy, (5) vary teaching strategies, (6) handle discipline through prevention,
(7) are caring, (8) are democratic in their approach, (9) are task-oriented, (10) are concerned with
perceptual meanings rather than with facts and events, (11) are comfortable interacting with
others, (12) have a strong grasp of subject matter, (13) are accessible to students outside of class,
(14) tailor teaching to student needs, and (15) are flexible and imaginative. Thirty-five references,
from which the summary is drawn, are appended. (CJH)

Effective Teaching Strategies for Gifted/Learning-Disabled

Students With Spatial Strengths
Rebecca L. Mann
First Published February 1, 2006 Research Article
https://doi.org/10.4219/jsge-2006-681

Article information

Abstract

This study sought to determine effective teaching strategies for use with high-ability
students who have spatial strengths and sequential weaknesses. Gifted students
with spatial strengths and weak verbal skills often struggle in the traditional
classroom. Their learning style enables them to grasp complex systems and excel at
higher levels of thinking while struggling with material typically considered “easy.”
Many high-ability students with spatial strengths and verbal weaknesses
underachieve and even drop out of school. Teachers must develop effective
strategies to help these at-risk students experience success in educational settings. If
students with spatial strengths find success in the educational system, then they are
 more likely to become creative producers in society and less likely to underachieve
and be underemployed.

An Experimental Evaluation of Four Face-to-Face Teaching

Strategies
David Wood, Heather Wood, David Middleton
First Published April 1, 1978 Research Article
https://doi.org/10.1177/016502547800100203

Article information

Abstract

This study tests a number of predictions about the effectiveness of four different
strategies for teaching three to four year old children how to master a difficult
construction task. These strategies were derived from previous studies of mother-
child and experimenter-child interactions in an assisted learning situation. One
strategy the 'contingent approach' was based primarily on theoretical considerations
and when used in earlier work as a basis for describing and evaluating maternal
teaching it enabled us to predict how well children taught by their mothers would do
with a task after instruction. The three other strategies are idealised versions of the
teaching methods used by less successful mothers-as-teachers. On the basis of our
analysis of effective instruction it is possible to predict how well children taught by
these four different techniques by a trained instructor should perform after instruction.

The present study largely confirms these predictions. In so doing, it strengthens the
supposition that it was maternal behaviour in the earlier work which influenced the
children's task abilities and it also corroborates various hypotheses about the
essential nature of effective face-to-face instruction.
The Bridging Approach: Effective Strategies for Teaching
Ethnically Diverse Nursing Students
Marian K. Yoder, EdD, RN
First Published October 1, 2001 Research Article
https://doi.org/10.1177/104365960101200407

Article information

Abstract

This article describes one of the five patterns of teaching, the bridging pattern, which
was identified by the author in a previous qualitative study that investigated the
processes by which nurse educators teach ethnically diverse nursing students. An
overview of the original study is presented, followed by a discussion of the findings
regarding the bridging pattern. Data were obtained through in-depth interviews with
26 nurse educators and 17 nurses representing three population groups: Asian
Americans, African Americans, and Mexican Americans. In the bridging pattern,
educators encourage students to maintain their ethnic identity, and teaching-learning
strategies are modified to meet the cultural needs of students. The conditions,
actions and consequences involved in the bridging approach to teaching are
described and examples that emerged from the data are presented as illustrations.
Examination of the actions of the bridging faculty may assist educators to analyze
their own approach to teaching ethnically diverse students.

Creative teachers and creative teaching strategies

Jeou‐Shyan Horng

Jon‐Chao Hong

Lih‐Juan ChanLin

Shih‐Hui Chang

Hui‐Chuan Chu
First published: 06 June 2005

https://doi.org/10.1111/j.1470-6431.2005.00445.x
Cited by: 51

Abstract
The purpose of this study is to explore the factors that influence creative teaching and to find out what
effective strategies are used by three award‐winning teachers in the learning area of Integrated
Activities. As creative thinking is crucial for the knowledge economy, it is essential that education serves
its purpose in improving this important aspect. The methods used for data collection include in‐depth
interview, focus group interview, classroom observation and content analysis. Three teachers with a
GreaTeach Creative Instruction Award for creative teaching in the Integrated Activities field were
selected as subjects. Results were acquired by analysing the interview content, the teaching plans,
teachers’ reflection and the classroom observation videotapes. The study found that: the factors
influencing creative teaching in Integrative Activities are (a) personality traits: persistence, willingness
to develop, acceptance of new experiences, self‐confidence, sense of humour, curiosity, depth of ideas,
imagination, etc.; (b) family factors: open and tolerant ways of teaching children, creative performance
of parents, etc.; (c) experiences of growth and education: self‐created games and stories, brainstorming
between classmates, etc.; (d) beliefs in teaching, hard work, motivation and (e) the administrative side
of school organization. Among these factors, beliefs in teaching, hard work and motivation are the main
aspects. The effective teaching strategies used by the awarded teachers are: student‐centred activities, a
connection between teaching contents and real life, management of skills in class, open‐ended questions,
an encouragement of creative thinking and use of technology and multimedia. Integrated Activities are
closely connected to life experience and a basis for the development of creative thinking within
education.

A Comparison of Teaching Strategies: Lecture Notes

Combined with Structured Group Discussion Versus
Lecture Only
Johnson, Jacqueline Patterson, EdD, FNP-C; Mighten, Althea, EdD, NP.Journal of Nursing
Education; Thorofare Vol. 44, Iss. 7, (Jul 2005): 319-22.
ABSTRACT In this study, we compared two teaching strategies: lecture notes combined with structured
group discussion versus lecture only. We sought to help nurse educators identify the most effective
teaching strategies for nursing students. We compared the examination scores of two groups of
students who took a 3-credit medicalsurgical nursing course. The control group (N = 88) received lecture
only as the teaching method, whereas the experimental group (N = 81) received word-processed lecture
notes along with structured group discussion. A one-tailed, independent sample t test was used to
compare the mean examination scores of the two groups. The chi-square test was used to determine
whether a signifi cant difference existed between the course-passing rates of the two groups. The
results showed a statistically signifi cant difference between the means of the experimental and control
groups. However, no statistically signifi cant difference existed between the course-passing rate of
students in the experimental group and that of students in the control group. These results provide
strong support for the use of lecture notes in conjunction with structured group discussion as a teaching
strategy. We recommend replicating this study using samples from other courses, and conducting
further studies that include students’ NCLEX-RN® results as a third dependent variable.
 Secondary Teachers’ Views of Effective
Teaching in Physical Education
in Journal of Teaching in Physical Education
Jenny Parker 1

 Abstract
 Author Notes
The purpose of this study was to reconstruct high school physical education teachers’ views of
effective teaching and to examine the underlying rationales behind these definitions. The participants
were 14 experienced high school physical education teachers. Three methods of data collection
were employed: critical incidents, the Q-sort technique, and informal interviews. Inductive content
analysis was used to examine the critical incident forms, and the resulting themes formed the items
in the Q-sort. The teachers’ underlying rationales for the rankings in the Q-sort were examined in the
informal interviews. The overall results revealed that the majority of the teachers in this study defined
effective teaching as a hierarchy of pedagogical practices in which organization, management,
discipline, and control form the base, with student success being the ultimate goal

Effective Teaching and Learning:

scaffolding revisited
Joan Bliss,Mike Askew &Sheila Macrae
Pages 37-61 | Published online: 07 Jul 2006

Abstract
Education has taken on board the concepts of ‘scaffolding’ and ‘Zone of Proximal
Development’ because embedded within them is a psycho‐social model of
teaching and learning. In this paper these concepts are examined in schooling
contexts rather than those of everyday life. A first section outlines the ideas of the
American socio‐cultural school, for example, Cole, Lave, Rogoff etc. and their
link with the work of Vygotsky. Three sections are then devoted to a brief
appraisal of the work of researchers who have been particularly concerned with
scaffolding and schooling: Newman, Griffin and Cole; Tharp and Gallimore, and
Wood on effective learning through scaffolding and contingent control. Section 7
is devoted to our research which sets out to explore and identify scaffolding
strategies in three specific primary schooling contexts: design and technology,
mathematics and science. We show the difficulty of scaffolding specialist
knowledge and analyse the reasons for the absence of scaffolding in the
classrooms observed. The last two sections set out our ideas on the differences
between scaffolding everyday knowledge and specialist knowledge.
A meta‐analysis of national research: Effects of teaching
strategies on student achievement in science in the
United States
Carolyn M. Schroeder

Timothy P. Scott

Homer Tolson

Tse‐Yang Huang

Yi‐Hsuan Lee
First published: 30 October 2007

Abstract
This project consisted of a meta‐analysis of U.S. research published from 1980 to 2004 on the effect of
specific science teaching strategies on student achievement. The six phases of the project included study
acquisition, study coding, determination of intercoder objectivity, establishing criteria for inclusion of
studies, computation of effect sizes for statistical analysis, and conducting the analyses. Studies were
required to have been carried out in the United States, been experimental or quasi‐experimental, and
must have included effect size or the statistics necessary to calculate effect size. Sixty‐one studies met
the criteria for inclusion in the meta‐analysis. The following eight categories of teaching strategies were
revealed during analysis of the studies (effect sizes in parentheses): Questioning Strategies (0.74);
Manipulation Strategies (0.57); Enhanced Material Strategies (0.29); Assessment Strategies (0.51);
Inquiry Strategies (0.65); Enhanced Context Strategies (1.48); Instructional Technology (IT) Strategies
(0.48); and Collaborative Learning Strategies (0.95). All these effect sizes were judged to be significant.
Regression analysis revealed that internal validity was influenced by Publication Type, Type of Study,
and Test Type. External validity was not influenced by Publication Year, Grade Level, Test Content, or
Treatment Categories. The major implication of this research is that we have generated empirical
evidence supporting the effectiveness of alternative teaching strategies in science. © 2007 Wiley
Periodicals, Inc. J Res Sci Teach 44: 1436–1460, 2007

The Effective Teaching of Mathematics: A

review of research
David Reynolds &Daniel Muijs
Pages 273-288 | Published online: 25 Aug 2010

An outline is given of three bodies of knowledge that are in general agreement

about the characteristics of the effective teaching of mathematics, and which are
reflected in the British Government's National Numeracy Strategy. A fourth body
of knowledge related to the development of higher order skills is outlined,
together with some further research needs.

OVERVIEW OF TEACHING STRATEGIES

FOR CULTURAL COMPETENCE IN
NURSING STUDENTS.
 Source: Journal of Cultural Diversity . Fall2012, Vol. 19 Issue 3, p102-108. 7p.
 Author(s): Long, Tracey B.

 Abstract: Multiple curricular approaches are being used to teach cultural

competency to nursing students in the United States in accordance with
accrediting board standards. As nurse educators are searching for evidence
based teaching practices, this article reviews the most commonly current
teaching methods being used. Although a variety of methods are being
implemented, little empirical evidence exists to suggest any one methodology
for teaching cultural competency for nursing students produces significantly
better outcomes. The use of clinical experiences, standardized patients and
immersion experiences have produced the most favorable results which
increase student awareness, knowledge and confidence in working with
ethnically diverse patients.

 Learning styles, teaching strategies and

academic achievement in higher
education: A cross-sectional investigation
 Author links open overlay panel CristinaTulbure

 Abstract
 This study aims at comparing two groups of pre-service teachers (with
Educational Sciences and Economic Sciences major) in order to identify their
learning style preferences, the most effective teaching strategies for each
learning style and some possible differences between their academic
achievements (N=182). A between subject design was used to analyze the data
collected through a survey method. Significant differences between the two
categories of students have emerged in relation with the most effective teaching
strategies corresponding to each learning style category.