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Help for locating disciplinary literacy resources.


Bain, K. (2004). What the Best College Teachers Do. Massachusetts:
          Harvard University Press.

Performance and motivation can decrease when students feel controlled. If students study only because they want to get a good grade, they do not achieve as mus as when they learn out of interest for the subject matter.

Motivating students for the duration and intensity of the radiography program is one of the biggest challenges I face.


Marzano, R. (2004). Building background knowledge for academic achievement:
          Research on what works in schools. Virginia: Association for Supervision and
          Curriculum Development.

Building on what students already know can help them be more successful. In curriculums such as radiography where the introductory courses are so "new" to students, it is helpful to learn new ways of tapping in to the previous knowledge as a foundation for moving forward.

Vader-McCormick, N. (2012). The Engaged teacher - what works with today's
. Oklahoma: New Forums Press, Inc.



The following articles provide information on a variety of teaching-methods. There appears to be a very limited number of reading across the discipline articles involving radiography.

Boyd, F.B. et al. (2012). "Vocabulary instruction in the disciplines.
         Journal of Adolescent & Adult Literacy. 56 (1), 18-20.

Vocabulary Instruction Embedded within Disciplinary Learning -- The students moved from summarizing their understanding of the term to tapping their knowledge of the world by "reading" the images the teacher presented. Across all disciplines, language is key in disciplinary learning.  Yet, how language is used and how meaning is construed through language vary across disciplines. Teachers' and students' vocabulary practices contribute to disciplinary learning.


Clark, K. R. (2014). Flipping out: A trend in radiologic science education.          
          Radiologic Technology, 85(6), 685-687.

The entire PDF file/article is located within CINAHL.

“While most educators rely on lectures to present content to students, a relatively new instructional strategy is proving to be quite effective in the radiologic science classroom. It is called the flipped classroom, and it implies just that: the method flips the traditional approach to learning. Lectures and other traditional classroom elements that used to be presented during class are now accessed at home, before class, via teacher created videos and interactive lessons. Homework and other learning tasks are completed in class in the presence of the instructor. Simply put, the flipped classroom replaces the lecture with interactive learning activities that incorporate the instructor for guidance. This trend is allowing more class time for students to demonstrate their understanding of the content by being actively involved in the learning process.”


Donathan, L., & Hanks, M. (2010). Teaching techniques. Group project:
          A new online tool.
Radiologic Technology, 82(2), 183-184.

The entire PDF file/article is located within CINAHL.

 “Many radiologic science educators are experienced with online teaching. However, some of them struggle to understand the many paths that can be taken to create meaningful online assignments and how to grade them.” “There are those in the radiologic sciences who say courses should not or cannot be taught online because it is impossible to duplicate the interaction that occurs in a face-to-face classroom. Adding a group project like the one described here increases the interactivity of an online class. Group projects mandate student interaction, thereby cultivating engagement with diverse students, developing their skills in conflict management and providing them with experience in giving and receiving constructive feedback.”


Harvey, S., & Goudvis, A. (2013).  Comprehension at the Core.
          Reading Teacher 66 (6),

We can't teach students <kids> to think ?!? Why? Kids are thinking from the moment
they are born.

So because they already know how to think, what can we actually teach them when it
comes to thinking? We can and must teach them about their thinking.

We can teach them to do the following:

  • Be aware of their thinking
  • Think strategically
  • Recognize the power of their own thinking

These strategies will allow students to approach learning with the thought that they ARE
capable, but DO need apply themselves and put the work in.


Johnston, J. (2008). Effectiveness of online instruction in the radiologic sciences.
          Radiologic Technology, 79(6), 497-506.

This is an older article but this give information about the effectiveness of using online teaching.

The entire PDF file/article is located within CINAHL.

“This study also compared course formats in terms of national certification exam results. RESULTS: The results regarding which delivery type performed better were mixed. However, the national certification exam scores for the patient care section were higher for students who completed face-to-face instruction than for those who had online instruction.”


Kowalczyk, N., & Leggett, T. (2005). Teaching critical-thinking skills through
          group-based learning. Radiologic Technology, 77(1), 24-31.

The entire PDF file/article is located within CINAHL.

A number of teaching strategies in radiography are mentioned including journal writing.

“CONTEXT: Critical-thinking skills require the radiographer to analyze, evaluate and synthesize situations to determine a course of action most beneficial to the patient. OBJECTIVE: For radiography educators, it is important to understand how critical-thinking skills are acquired during the educational process for each student to reach his or her maximum potential. METHOD: Various teaching strategies such as problem-based learning are reviewed and discussed in this article. Although the teaching strategies discussed have been used in medical education for over 40 years, they are fairly new to radiography educational programs. CONCLUSION: Today's educators must prepare graduates who are proficient in a wide range of skills to work in a variety of clinical settings. This requires the integration of group-based learning into the radiography curriculum.”


Michaelsen, L.K. & Sweet, M. (2008). The essential elements of
          team-based learning. New Directions for Teaching and Learning. 116, 7-27.

Although starting a Team Based Learning (TBL) classroom can be a challenge, it is worth the effort as students become more responsible and engaged. TBL is a collection of practices that support one another for powerful instructional effect. This building blocks of team-based learning and the steps necessary to put them into place.


Mince, R., Berry, M., De La Ysla, L., Venn, M., & Parker, N. Innovative
           critical thinking assignments for student success. League for Innovation
           in the Community College, Learning Abstracts, October 2012,
           Volume 15, Number 10. Retrieved from


Panettieri, R. C. (2011). Teaching techniques. Writing to learn: Radiologic
          technology. Radiologic Technology, 82(4), 379-380.

The entire PDF file/article is located within CINAHL.

“How do we prepare our students to be more successful in the current environment?

Is writing in radiologic technology important, or should we just continue preparing our students to fulfill the roles of entry-level radiographers — positions that may begin to dwindle as diagnostic equipment becomes more sophisticated? I ask myself these questions each day I enter my classroom. Writing-to-learn assignments can take a variety of formats — both formal and informal — including logs, journal entries, essay assignments and research papers. Any combination of these assignments will allow students to learn more effectively, providing an opportunity for students with different learning styles to be successful in the classroom. This will ultimately enhance the student’s ability to transfer these skills to the clinical environment.”


Robinson, S. (2011). Teaching techniques. Promote active learning with iPads.
          Radiologic Technology, 83(2), 204-207.

The entire PDF file/article is located within CINAHL.

“The primary goals of the project were to: Increase student success and retention through collaborative learning by transitioning passive learners in a traditional lecture learning environment to active learners in the laboratory and subsequent clinical setting. Use iPad technology to promote critical thinking and enhance student learning.” “Simply presenting learners with information does not show students how it relates to other facts and concepts. To help them understand, educators must actively engage students to think about it and attempt to discover the meaning themselves.”


Smith, R. (2008). Are we satisfied with the status quo?.
          Radiologic Technology, 80(1), 87-88.

Students had a choice of writing assignments. One choice was the traditional journal review while another choice involved an I-Search type of writing assignment.

The entire PDF file/article is located within CINAHL.


Whitney, R. R. (2014). Differentiating instruction in postsecondary education.
          Radiologic Technology, 85(4), 458-462.

“Differentiated instruction is an instructional theory that allows teachers to tailor their lessons to meet the individual needs of each student. The theory takes into account the range of students’ learning styles, and the teacher can structure the lesson to address different interests, abilities, and ways of comprehending information.” Modifying the product is a fun way for students to learn a subject. “Mnemonics long have been used to teach carpal bones or the bones that make up the orbit, but instructors can go a step beyond mnemonics, for example, and have students volunteer to write a song about the 12 properties of x-rays. Rarely will an instructor have a class without at least one aspiring musician!”


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