this study deals with the degree of faculty members' teaching load, its relationship with their specialties and also the relationship between the teachers' satisfaction and the quantity and quality of their academic responsibilities based on three variables of faculty, gender, and academic rank. this study is both qualitative and quantitative. the required data were gathered through the study o...

Based on earlier studies using the 1999 and 2004 National Study of Postsecondary Faculty (NSOPF) data [1, 2], a causal model explaining faculty technology use was constructed. Path analysis was used to test the causal effects of age, gender, highest degree, discipline (health science or not), recent research productivity, and teaching load on faculty use of websites in teaching. Two models, one...

While planning a new maternity teaching hospital, we encountered the problem of relating number of delivery rooms to expected case load. The flow of patients in the teaching and research sections of the hospital could be predicted on the basis of previous experience, but for an attached "sector unit" the problem was much more difficult. The unit was intended to serve a new function, and therefo...

Many didactic lectures induce a cognitive load in learners out of proportion to the content that they need to learn (or can learn) during that teaching session. This is due in part to the content, and in part to the way it is displayed or presented. By reducing the cognitive load on our audience, we can increase long-term retention of information. This article briefly summarizes some of the sci...

Research in the development of teacher cognition and teaching performance in K–12 classrooms has identified consistent challenges and patterns of behavior that are congruent with the predictions of dual-process models of cognition. However, cognitive models of information processing are not often used to synthesize these results. This article reviews findings from the research on teaching and t...