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1

The Early Years: Developing Observation Skills  

NSDL National Science Digital Library

We typically know children are learning when they are able to make sense of an object's materials or a situation that was previously a bit mysterious and communicate what they have figured out. But what about observing? One of the process skills listed in

Ashbrook, Peggy

2010-10-01

2

Talking about watching: Using the Video Card Game and wiki-web technology to engage IT students in developing observational skills  

Microsoft Academic Search

Designers need to develop good observational skills in order to conduct user studies that reveal the subtleties of human interactions and adequately inform design activity. In this paper we describe a game format that we have used in concert with wiki-web technology, to engage our IT and Information Environments students in developing much sharper observational skills. The Video Card Game

Margot Brereton; Jared Donovan; Stephen Viller

2003-01-01

3

Shiningalighton... Develop valuable skills  

E-print Network

Pre-Law Shiningalighton... Develop valuable skills for law school "Injustice anywhere is a threat, not what to think. Though you might, of course, seek a pre-professional program in law at a large Administration 321: Public Policy 322: American Constitutional Law Psychology 160: Proseminar: Social Psychology

Bogaerts, Steven

4

Developing Geoscience Students' Quantitative Skills  

NASA Astrophysics Data System (ADS)

Sophisticated quantitative skills are an essential tool for the professional geoscientist. While students learn many of these sophisticated skills in graduate school, it is increasingly important that they have a strong grounding in quantitative geoscience as undergraduates. Faculty have developed many strong approaches to teaching these skills in a wide variety of geoscience courses. A workshop in June 2005 brought together eight faculty teaching surface processes and climate change to discuss and refine activities they use and to publish them on the Teaching Quantitative Skills in the Geosciences website (serc.Carleton.edu/quantskills) for broader use. Workshop participants in consultation with two mathematics faculty who have expertise in math education developed six review criteria to guide discussion: 1) Are the quantitative and geologic goals central and important? (e.g. problem solving, mastery of important skill, modeling, relating theory to observation); 2) Does the activity lead to better problem solving? 3) Are the quantitative skills integrated with geoscience concepts in a way that makes sense for the learning environment and supports learning both quantitative skills and geoscience? 4) Does the methodology support learning? (e.g. motivate and engage students; use multiple representations, incorporate reflection, discussion and synthesis) 5) Are the materials complete and helpful to students? 6) How well has the activity worked when used? Workshop participants found that reviewing each others activities was very productive because they thought about new ways to teach and the experience of reviewing helped them think about their own activity from a different point of view. The review criteria focused their thinking about the activity and would be equally helpful in the design of a new activity. We invite a broad international discussion of the criteria(serc.Carleton.edu/quantskills/workshop05/review.html).The Teaching activities can be found on the Teaching Quantitative Skills in the Geosciences website (serc.Carleton.edu/quantskills/). In addition to the teaching activity collection (85 activites), this site contains a variety of resources to assist faculty with the methods they use to teach quantitative skills at both the introductory and advanced levels; information about broader efforts in quantitative literacy involving other science disciplines, and a special section of resources for students who are struggling with their quantitative skills. The site is part of the Digital Library for Earth Science Education and has been developed by geoscience faculty in collaboration with mathematicians and mathematics educators with funding from the National Science Foundation.

Manduca, C. A.; Hancock, G. S.

2005-12-01

5

Development and use of an observation tool for active gaming and movement (OTAGM) to measure children's movement skill components during active video game play.  

PubMed

This article presents a direct observational tool for assessing children's body movements and movement skills during active video games. The Observation Tool of Active Gaming and Movement (OTGAM) was informed by the Test of Gross Motor Development-2. 18 elementary school children (12 boys, 6 girls; M age = 6.1 yr., SD = 0.9) were observed during Nintendo Wii game play. Using the OTAGM, researchers were able to capture and quantify the children's body movements and movement skills during active play of video games. Furthermore, the OTAGM captured specific components of object control skills: strike, throw, and roll. Game designers, health promotion practitioners, and researchers could use this information to enhance children's physical activity and movement skills. PMID:24665809

Rosa, Rita L; Ridgers, Nicola D; Barnett, Lisa M

2013-12-01

6

Look at That!: Using Madagascar Hissing Cockroaches to Develop and Enhance the Scientific Inquiry Skill of Observation in Middle School Students  

ERIC Educational Resources Information Center

Middle school students can develop and enhance their observation skills by participating in teacher-guided scientific inquiry (NRC 1996) activities where they observe animals that tend to act in known, predictable ways. Madagascar hissing cockroaches ("Gromphadorhina portentosa") are one such animal. This article presents beginning, intermediate,…

Wagler, Ron

2011-01-01

7

Developing Geoscience Students' Quantitative Skills  

Microsoft Academic Search

Sophisticated quantitative skills are an essential tool for the professional geoscientist. While students learn many of these sophisticated skills in graduate school, it is increasingly important that they have a strong grounding in quantitative geoscience as undergraduates. Faculty have developed many strong approaches to teaching these skills in a wide variety of geoscience courses. A workshop in June 2005 brought

C. A. Manduca; G. S. Hancock

2005-01-01

8

A Change in Seasons: Increasing Student Observation Skills  

NSDL National Science Digital Library

The ability to accurately observe and notice small details is a skill important to scientists. To help students develop this skill, have them record and share observations, successively focusing in on smaller, more precise details. When students observe changes in the seasons, they can extend their science knowledge by carefully noting changes in color, shape, and patterns in vegetation, asking questions, and making predictions.

Sterling, Donna R.

2006-09-01

9

Skill Development in Graduate Education  

PubMed Central

The process of training new PhDs is complex and has significant dropout rates associated with loss of financial and time investments by the student, mentor, and program. One approach to improve graduate education is to make explicit the skills students need to develop and to put in place mechanisms to develop those skills. PMID:22633484

2013-01-01

10

Developing Scientists' "Soft" Skills  

NASA Astrophysics Data System (ADS)

A great deal of professional advice directed at undergraduates, graduate students, postdoctoral fellows, and even early-career scientists focuses on technical skills necessary to succeed in a complex work environment in which problems transcend disciplinary boundaries. Collaborative research approaches are emphasized, as are cross-training and gaining nonacademic experiences [Moslemi et al., 2009].

Gordon, Wendy

2014-02-01

11

Developing Technical Skill Assessments  

ERIC Educational Resources Information Center

One of the biggest challenges facing the career and technical education (CTE) community as it works to implement the 2006 Perkins Act is responding to more rigorous requirements for reporting on CTE students' technical skill attainment. The U.S. Department of Education suggested in non-regulatory guidance that states and locals use the number of…

Hyslop, Alisha

2009-01-01

12

Developing Map Skills Using Computers.  

ERIC Educational Resources Information Center

Computer-assisted instruction can be valuable in the teaching and learning of skills associated with the reading and interpretation of maps. The purpose of this manual is to provide teachers with a resource guide for the development of students' map skills and understanding of world geography through the use of a computer. Several suggested…

New York City Board of Education, Brooklyn, NY. Div. of Computer Information Services.

13

Editor's Roundtable: Developing inquiry skills  

NSDL National Science Digital Library

Inquiry skills cannot be taught in only one grade or taught only at the start of the year; and they cannot be taught by having students memorize a set of procedures and definitions for a pencil-and-paper test on "the scientific method." To become proficient in inquiry, students must repeatedly practice these skills in challenging, content-embedded investigations until doing science and thinking like scientists become second nature. This issue of Science Scope offers an excellent selection of articles about developing inquiry skills in middle school students.

Liftig, Inez

2008-09-01

14

Pathways to Play: Developing Play Skills in Young Children.  

ERIC Educational Resources Information Center

Play skills are vital to a child's overall healthy development. However, the training many caregivers receive may not include extensive information on play skills. This book presents a play checklist to help caregivers observe children's play skills, pinpoint play skills on which children need to work, and plan goals for improving those play…

Heidemann, Sandra; Hewitt, Deborah

15

Sketching for Developing Critical Thinking Skills  

NASA Astrophysics Data System (ADS)

Sketching is a valuable field technique to support a person's observation, recording, interpretation and communication of important features in both natural and human-made landscapes. The Singapore geography syllabus employs an inquiry approach and encourages sketching as a fundamental geographical skill. Sketching allows the learner to connect with the world through a personal and kinesthetic experience. The Earth Observatory of Singapore collaborates with the Singapore Geography Teachers' Association, Urban Sketchers, and National Institute of Education professional development to give teachers both basic sketching skills and the opportunity to develop those skills in a scaffolded environment. In Singapore, geography and geology skills overlap in content area of coastal processes, climate change, and plate tectonics with its associated natural hazards such as volcanoes, earthquakes, and tsunami. Both disciplines are interested in how people live on the Earth. Likewise, basic skills such as observing, classifying, measuring, and communicating cut across disciplines of social and natural sciences in order to analyze, synthesize, and evaluate information about the world. Hence, sketching, commonly considered an art skill, is used to further scientific thinking. This somewhat unique collaboration to develop sketching in teachers is based on the long tradition of sketches in geological field work, the newly popular urban sketching community, and professional development by a professional organization and the Singapore National Institute of Education. Workshops provide technique as well as opportunities for sketching with experts in different areas relevant to the geography curriculum.

Eriksson, S. C.; Wang, P.; Sim, T. B.; Goh, E.; Ng, H. K.

2013-12-01

16

Recommended observational skills training for IAEA safeguards inspections. Final report: Recommended observational skills training for IAEA safeguards inspections  

SciTech Connect

This is the second of two reports prepared to assist the International Atomic Energy Agency (IAEA or Agency) in enhancing the effectiveness of its international safeguards inspections through inspector training in {open_quotes}Observational Skills{close_quotes}. The first (Phase 1) report was essentially exploratory. It defined Observational Skills broadly to include all appropriate cognitive, communications, and interpersonal techniques that have the potential to help IAEA safeguards inspectors function more effectively. It identified 10 specific Observational Skills components, analyzed their relevance to IAEA safeguards inspections, and reviewed a variety of inspection programs in the public and private sectors that provide training in one or more of these components. The report concluded that while it should be possible to draw upon these other programs in developing Observational Skills training for IAEA inspectors, the approaches utilized in these programs will likely require significant adaption to support the specific job requirements, policies, and practices that define the IAEA inspector`s job. The overall objective of this second (Phase 2) report is to provide a basis for the actual design and delivery of Observational Skills training to IAEA inspectors. The more specific purposes of this report are to convey a fuller understanding of the potential application of Observational Skills to the inspector`s job, describe inspector perspectives on the relevance and importance of particular Observational Skills, identify the specific Observational Skill components that are most important and relevant to enhancing safeguards inspections, and make recommendations as to Observational Skills training for the IAEA`s consideration in further developing its Safeguards training program.

Toquam, J.L.; Morris, F.A.

1994-09-01

17

Role of TVA's Skills Development.  

ERIC Educational Resources Information Center

This package from the Tennessee Valley Authority (TVA) describes projects undertaken by TVA's Skills Development Program, an effort to help national, state, and local officials improve education. The program includes several futuristic instructional labs that TVA helped to design and install in Morgan County, Tennessee. Instructional labs have…

Tennessee Valley Authority, Knoxville.

18

The Development of Cognitive Skills through Archaeology.  

ERIC Educational Resources Information Center

Explains methods for structuring student participation in an archaeological expedition to develop the students' self-worth and to increase appreciation for history as it relates to the students' lives. Skills acquired may include: (1) earth science; (2) mathematics; (3) map reading skills; (4) communication skills; (5) writing skills; (6)…

Danes, Lois M. J.

1989-01-01

19

Developing Science Process Skills through Directed Inquiry.  

ERIC Educational Resources Information Center

The Directed Inquiry Approach to Learning Science Process Skills and Scientific Problem Solving [DIAL(SPS)2] is described. Concept mapping, advance organizers, Vee diagrams, the theme approach, and focusing are used to help students develop science process skills. (KR)

Germann, Paul J.

1991-01-01

20

Soccer skill development in professionals.  

PubMed

The purpose of this study was to investigate the relationship between the development of the technical skill dribbling during ages 14-18 and adulthood playing level. The results gained insight in the required level of the technical skill dribbling during adolescence to be capable of becoming a professional soccer player. Talented players (n=131), aged 14-18 were measured while they were part of a developmental soccer program, testing took place annually. The players were identified as professional (n=54) or amateur (n=77) later on in their career (age>20). In total 238 measurements of dribbling performance were assessed by means of the Shuttle Dribble Test. A longitudinal model estimated the development for optimal dribbling performance (peak dribbling) and for dribbling performance under fatigue (repeated dribbling), for players ultimately reaching professional status and for players reaching amateur status. The longitudinal results showed that during adolescence the talented players who ultimately became professionals were on average 0.3 s faster on 30m peak dribbling performance and on average 1 second faster on 3 x 30m repeated dribbling performance than the players who ultimately turned amateur (p=0.001). It is concluded that during adolescence dribbling performance can assist in identifying the best players for the future. PMID:19440952

Huijgen, B C H; Elferink-Gemser, M T; Post, W J; Visscher, C

2009-08-01

21

Practical Skills and Personality Development  

ERIC Educational Resources Information Center

Declarers of above average, average, and below average Practical Skills on the ACT Student Profile Report were compared on the basis of OPI personality scale scores by means of multivariate analysis of covariance. Results indicated significant differences by level of Practical Skill and no significant interaction between sex and practical skill

Rose, Harriett A.; Elton, Charles F.

1973-01-01

22

Developing a Workplace Skills Course: Lessons Learned  

Microsoft Academic Search

The business community and educators have expressed concern about the deficiencies in students' skills, in particular communication, teamwork, thinking, and problem-solving skills. This article discusses the experience of implementing a course designed to develop and hone those skills, the faculty and student reaction to it, and the lessons learned. The article will provide a perspective for other educators who may

Norma C. Holter; Donald J. Kopka

2001-01-01

23

Study of Skill Development through Distance Education.  

ERIC Educational Resources Information Center

Examines the extent of attainment of managerial skills through distance education, the impact of multimedia on career of learners and the influence of acquired managerial skills on the managerial performance. Findings revealed that the multimedia materials helped greatly in the development of managerial skills, which facilitates the performance of…

Sreekumar, S. S.

1998-01-01

24

Developing students' English reading skills by developing teachers' teaching skills through action research  

Microsoft Academic Search

The importance of reading skills for a child's success cannot be emphasized enough. Effective reading skills give people the opportunity to learn new information about the world; reading opens doors to factual information about any subject. It is an important skill that needs to be developed in children. The purpose of this study was to develop students' English reading skills

Muhammad Nawaz

2010-01-01

25

Basic visual observation skills training course: Appendix A. Final report  

SciTech Connect

The purpose of the basic visual observation skills course is to help safeguards inspectors evaluate and improve their skills in making observations during inspections and in evaluating and interpreting this information. The first 12 hours of the course provide training in five skill areas: perception and recognition; attention to detail; memory; mental imaging, mapping, and modeling skills; and judgment and decision making. Following this training is an integrating exercise involving a simulated safeguards inspection. This report contains the course manual and materials.

Toquam, J.L.; Morris, F.A.; Griggs, J.R.

1995-06-01

26

A Skills Perception Inventory for Evaluating Postgraduate Transferable Skills Development  

ERIC Educational Resources Information Center

This article reports on the development, application and results of a skills evaluation inventory which was specifically designed to provide quantitative feedback on the effects of a three-day residential training course attended by PhD students early in their research careers. The course was developed at Imperial College London, partly in…

Alpay, Esat; Walsh, Elaine

2008-01-01

27

Basic visual observation skills training course: Appendix B. Final report  

SciTech Connect

The purpose of the basic visual observation skills course is to help safeguards inspectors evaluate and improve their skills in making observations during inspections and in evaluating and interpreting this information. The first 12 hours of the course provide training in five skill areas: perception and recognition; attention to detail; memory; mental imaging, mapping, and modeling skills; and judgment and decision making. Following this training is an integrating exercise involving a simulated safeguards inspection. This report contains the in-class exercises in the five skill areas; pre- and post-course exercises in closure, hidden figures, map memory, and mental rotations; the final examination; a training evaluation form; and the integrating exercise.

Toquam, J.L.; Morris, F.A.; Griggs, J.R.

1995-06-01

28

Development, Impact, and Measurement of Enhanced Physical Diagnosis Skills  

ERIC Educational Resources Information Center

Evidence suggests that the quality and frequency of bedside clinical examination have declined. We undertook the study to (1) determine whether intensive instruction in physical examination enhances medical student skills and (2) develop a tool to evaluate those skills using a modified observed structured clinical examination (OSCE). This was a…

Smith, Miriam A.; Burton, William B.; Mackay, Meggan

2009-01-01

29

On the Problem of Motor Skill Development  

ERIC Educational Resources Information Center

As a way to address the serious obesity epidemic in the United States, many physical education classes have become fitness centers designed to raise heart rates and burn calories. An unintended consequence of this emphasis on fitness, however, is the lack of attention to motor skill development. Motor skills do not develop miraculously from one…

Clark, Jane E.

2007-01-01

30

Developing Friendship Skills: Key to Positive Mainstreaming.  

ERIC Educational Resources Information Center

Introduces a model that incorporates the skills needed for developing friendships, with the purpose being to help students with disabilities and their nondisabled peers develop the skills necessary for forming lasting friendships. Concludes that positive mainstreaming will be achieved only when nondisabled students accept peers with disabilities.…

Evans, Elizabeth; Richardson, Rita C.

1989-01-01

31

Developing ICT skills of visually impaired learners  

Microsoft Academic Search

The purpose of this study is to reveal problems that visually impaired learners (VIL) encounter during developing information and communication technologies (ICT) skills and to suggest solutions for these problems. In this qualitative descriptive case study research, 10 VIL examined in point of their ICT skills in Izmir, Turkey. The actions of VIL while using computer were captured by screen

Ömer ?im?ek; Eralp Altun; Alev Ate?

2010-01-01

32

Developing Life Skills RAMFAM Association Meeting  

E-print Network

CE, Student Financial Services #12;"Although we are here first and foremost as students, college is so much · Life Skill Themes from 2012 Biennial Survey · Tips for Developing these Skills ­ Student testimonials;2012 Biennial Survey Themes · Managing stress · Making responsible choices & Problem-solving · Living off campus

Stephens, Graeme L.

33

Developing Teaching Skills in Physical Education.  

ERIC Educational Resources Information Center

This textbook attempts to clarify the nature of teaching during the field experience or simulation of that experience for student teachers. The text takes a data-based approach to the development of teaching skills. It is divided into seven chapters. The first chapter, "Systematic Improvement of Teaching Skills," is a narrative description of…

Siedentop, Daryl

34

Developing Good Team-working Skills  

NSDL National Science Digital Library

This article offers advice to educators on developing learners' collaboration skills through problem solving. The author presents six categories of tasks, each of which addresses a set of teamwork skills (e.g. listening, sharing, reflecting) and includes several tasks which could serve as the vehicle. Links to the tasks, printable materials, and other resources are included.

2010-05-01

35

Formal Art Observation Training Improves Medical Students’ Visual Diagnostic Skills  

Microsoft Academic Search

Background  Despite evidence of inadequate physical examination skills among medical students, teaching these skills has declined. One\\u000a method of enhancing inspection skills is teaching “visual literacy,” the ability to reason physiology and pathophysiology\\u000a from careful and unbiased observation.\\u000a \\u000a \\u000a \\u000a Objective  To improve students’ visual acumen through structured observation of artworks, understanding of fine arts concepts and applying\\u000a these skills to patient care.\\u000a \\u000a \\u000a \\u000a Design  Prospective,

Sheila Naghshineh; Janet P. Hafler; Alexa R. Miller; Maria A. Blanco; Stuart R. Lipsitz; Rachel P. Dubroff; Shahram Khoshbin; Joel T. Katz

2008-01-01

36

Looking Beyond Content: Skill development for engineers  

E-print Network

Current concerns over reforming engineering education have focused attention on helping students develop skills and an adaptive expertise. Phenomenological guidelines for instruction along these lines can be understood as arising out of an emerging theory of thinking and learning built on results in the neural, cognitive, and behavioral sciences. We outline this framework and consider some of its implications for one example: developing a more detailed understanding of the specific skill of using mathematics in modeling physical situations. This approach provides theoretical underpinnings for some best-practice instructional methods designed to help students develop this skill and providesguidance for further research in the area.

Redish, Edward F

2008-01-01

37

Using Assessment for Developing Team Building Skills  

NSDL National Science Digital Library

"Ability to function in teams," "good team building skills," and "teamwork" are all now common phrases in the classifieds. It is increasingly important in society today, both in social and work environments, to be a good team player. But how do we actually develop those skills and evaluate whether our efforts have had a measurable impact so that we can adjust our approach for maximum benefit? This booklet presents a team assessment process developed to track and improve students team building skill as well as a complete description of its implementation. Preliminary research on team building skills development was performed with a group of community college students in the Electrical Technology Program. The results from the two year study indicate that active participation in the team assessment process is beneficial in developing team building and leadership skills in college students. All the materials necessary to implement the team assessment process for a classroom or workplace setting are provided in this booklet. Using these materials and methods can yield evidence of improved team building and leadership skills important in meeting accreditation standards or for use in evaluating corporate team skills and leadership development.

Akins, Lean M.; Barbuto, Daniel C.

2009-12-01

38

Educating for Sustainability: Developing Critical Skills.  

ERIC Educational Resources Information Center

Advocates a critical theory approach to sustainability in business and environmental management education that incorporates a radical change perspective. Provides exercises for developing the critical skills of reflexivity, critique, and social action. (Contains 37 references.) (SK)

Kearins, Kate; Springett, Delyse

2003-01-01

39

Observation interventions for motor skill learning and performance: an applied model for the use of observation  

Microsoft Academic Search

Using the 5 Ws and 1 H journalistic approach of Beveridge Mackie (2011), we reviewed the observation intervention research that targeted sport skills or daily movement tasks. Through this review, it became apparent that while there is much research that examines observation of a live or video (what), skilled model (who) for enhanced skill learning (why) in laboratory settings (where),

Diane M. Ste-Marie; Barbi Law; Amanda M. Rymal; O Jenny; Craig Hall; Penny McCullagh

2012-01-01

40

Life skills development through sport: current status and future directions  

Microsoft Academic Search

This review is designed to summarize and critique current life skills through sport research. In particular, life skills are defined, the conditions needed to examine life skills development are explored, and the possible theoretical explanations of how, when, under what conditions and why life skills develop in sport participants are discussed. A heuristic model of coaching life skills is offered.

Daniel Gould; Sarah Carson

2008-01-01

41

Development of Metacognitive Skillfulness: A Longitudinal Study  

ERIC Educational Resources Information Center

This study shows the results of a two-year longitudinal study where the same participants were followed for two consecutive years as they enter secondary school (aged 12-14 years). The main issue was to investigate the development of both the quantity and the quality of metacognitive skills. Another issue was to establish whether the development

van der Stel, Manita; Veenman, Marcel V. J.

2010-01-01

42

Development: Ages & Stages--Emerging Physical Skills  

ERIC Educational Resources Information Center

In this article, the authors discuss how children develop their motor skills at different age levels. Newborn's movements are jerky and uncoordinated. Spending lots of floor time with a baby lying on her back or stomach helps her develop coordination, balance, and muscle strength during her earliest months. As locomotion enters a baby's life, she…

Poole, Carla; Miller, Susan A.; Church, Ellen Booth

2005-01-01

43

Pantomime: Developing Imaginative Performance Skills.  

ERIC Educational Resources Information Center

Having defined pantomime as the art of communicating ideas and emotions without dialogue, this report stresses the role of the body in suggesting an idea, impression, sensation, or character and offers a series of exercises to help develop the muscular coordination and graceful movement characteristic of good pantomime technique. The first series…

Ratliff, Gerald Lee

44

Low compression tennis balls and skill development.  

PubMed

Coaching aims to improve player performance and coaches have a number of coaching methods and strategies they use to enhance this process. If new methods and ideas can be determined to improve player performance they will change coaching practices and processes. This study investigated the effects of using low compression balls (LCBs) during coaching sessions with beginning tennis players. In order to assess the effectiveness of LCBs on skill learning the study employed a quasi-experimental design supported by qualitative and descriptive data. Beginner tennis players took part in coaching sessions, one group using the LCBs while the other group used standard tennis balls. Both groups were administered a skills at the beginning of a series of coaching sessions and again at the end. A statistical investigation of the difference between pre and post-test results was carried out to determine the effect of LCBs on skill learning. Additional qualitative data was obtained through interviews, video capture and the use of performance analysis of typical coaching sessions for each group. The skill test results indicated no difference in skill learning when comparing beginners using the LCBs to those using the standard balls. Coaches reported that the LCBs appeared to have a positive effect on technique development, including aspects of technique that are related to improving power of the shot. Additional benefits were that rallies went on longer and more opportunity for positive reinforcement. In order to provide a more conclusive answer to the effects of LCBs on skill learning and technique development recommendations for future research were established including a more controlled experimental environment and larger sample sizes across a longer period of time. Key PointsLCB may aid skill learning in tennis.Qualitative indicators.Statistical evidence not conclusive.Further studies of larger groups recommended. PMID:24357952

Hammond, John; Smith, Christina

2006-01-01

45

Work, Skills Development for Employability and Education for Sustainable Development  

ERIC Educational Resources Information Center

This article focuses on the radical changes taking place in skills development for work and life, and their implications for the content of education and schooling. It examines skills development for employability and workforce education, with particular reference to technical and vocational education and training (TVET). In turn, it is argued…

Maclean, Rupert; Ordonez, Victor

2007-01-01

46

Methods and Strategies: Developing Investigative Skills Purposefully  

NSDL National Science Digital Library

Members of a team of educators and university students participating in the project, Pittsburgh Partnership for Energizing Science in Urban Schools, addressed the issue of helping students develop investigative skills within the context of an introductory science unit for fourth graders. The unit focuses on data-collection techniques and is a component of the district's required curriculum. It contains four hands-on investigations, each involving a different technique: rubbing, carbon printing, chromatography, and reflecting. The approach described here can be used as a model to transform the skills learned in a science classroom from general to investigative ones.

Wittfeldt, Claudia; Cartier, Jennifer; Paul, John; Pellathy, Stephen L.

2007-11-01

47

Interpersonal Skills Development with Special Education.  

ERIC Educational Resources Information Center

Investigated with 17 special education practicum students was the effectiveness of structured experiences designed to foster interpersonal skill development. Administered as pre- and post-tests were the Helping Relationship Inventory, the Personal Orientation Inventory, and the Firo-B. Following a group workshop, the Ss differed significantly from…

Brown, Nina W.; And Others

48

A Master Key to Workforce Skills Development  

ERIC Educational Resources Information Center

Canadian society is undergoing a significant transformation, largely in response to the forces of globalization and the development of the knowledge/information economy. The key to the economic and social well being of Canada's diverse communities lies in the knowledge-and-skills base of its citizens. Canada must design policies and programs which…

Association of Canadian Community Colleges, 2006

2006-01-01

49

Skill Development in India: An Examination  

ERIC Educational Resources Information Center

Skill development has been a major policy agenda of the Indian government in the past few years. This paper sheds light on the current scenario and labour market outcomes of vocationally trained population. The paper is based on data from two recent rounds of nationally representative employment and unemployment survey. The paper shows that 2.4%…

Agrawal, Tushar

2014-01-01

50

Developing Professional Skills in Journalism through Blogs  

ERIC Educational Resources Information Center

The curriculum for journalism is being forced to change because the traditional print-based and broadcast modes are being challenged by wide and easy access to online mass communication. Primarily, students need to develop proficiency in writing, editing and publishing. However, they are also expected to be skilled in the Web medium as they…

Hodgson, Paula; Wong, Dora

2011-01-01

51

Developing and Assessing College Student Teamwork Skills  

ERIC Educational Resources Information Center

Some form of team-oriented work is employed in most, if not all, organizations today. It would seem, then, that an important role for higher education should involve developing critical teamwork skills among students so as to prepare them for success in life. This very point was highlighted in a 2009 poll conducted on behalf of the Association of…

Hughes, Richard L.; Jones, Steven K.

2011-01-01

52

An Observational Study of Skilled Memory in Waitresses.  

ERIC Educational Resources Information Center

A two-phase study about skilled memory as it is used by waitresses included a participant-observer phase and an observational phase. Participants were three experienced waitresses who had worked at a midtown Manhattan restaurant for 14, 7, and 3 years respectively and a team of 5 confederate customers. Waitresses and customers wore microphones.…

Stevens, Joy

53

Influence of Previous Knowledge, Language Skills and Domain-specific Interest on Observation Competency  

NASA Astrophysics Data System (ADS)

Many epoch-making biological discoveries (e.g. Darwinian Theory) were based upon observations. Nevertheless, observation is often regarded as `just looking' rather than a basic scientific skill. As observation is one of the main research methods in biological sciences, it must be considered as an independent research method and systematic practice of this method is necessary. Because observation skills form the basis of further scientific methods (e.g. experiments or comparisons) and children from the age of 4 years are able to independently generate questions and hypotheses, it seems possible to foster observation competency at a preschool level. To be able to provide development-adequate individual fostering of this competency, it is first necessary to assess each child's competency. Therefore, drawing on the recent literature, we developed in this study a competency model that was empirically evaluated within learners ( N = 110) from different age groups, from kindergarten to university. In addition, we collected data on language skills, domain-specific interest and previous knowledge to analyse coherence between these skills and observation competency. The study showed as expected that previous knowledge had a high impact on observation competency, whereas the influence of domain-specific interest was nonexistent. Language skills were shown to have a weak influence. By utilising the empirically validated model consisting of three dimensions (`Describing', `Scientific reasoning' and `Interpreting') and three skill levels, it was possible to assess each child's competency level and to develop and evaluate guided play activities to individually foster a child's observation competency.

Kohlhauf, Lucia; Rutke, Ulrike; Neuhaus, Birgit

2011-10-01

54

Development of white matter and reading skills.  

PubMed

White matter tissue properties are highly correlated with reading proficiency; we would like to have a model that relates the dynamics of an individual's white matter development to their acquisition of skilled reading. The development of cerebral white matter involves multiple biological processes, and the balance between these processes differs between individuals. Cross-sectional measures of white matter mask the interplay between these processes and their connection to an individual's cognitive development. Hence, we performed a longitudinal study to measure white-matter development (diffusion-weighted imaging) and reading development (behavioral testing) in individual children (age 7-15 y). The pattern of white-matter development differed significantly among children. In the left arcuate and left inferior longitudinal fasciculus, children with above-average reading skills initially had low fractional anisotropy (FA) that increased over the 3-y period, whereas children with below-average reading skills had higher initial FA that declined over time. We describe a dual-process model of white matter development comprising biological processes with opposing effects on FA, such as axonal myelination and pruning, to explain the pattern of results. PMID:23045658

Yeatman, Jason D; Dougherty, Robert F; Ben-Shachar, Michal; Wandell, Brian A

2012-10-30

55

Acquisition and improvement of human motor skills: Learning through observation and practice  

NASA Technical Reports Server (NTRS)

Skilled movement is an integral part of the human existence. A better understanding of motor skills and their development is a prerequisite to the construction of truly flexible intelligent agents. We present MAEANDER, a computational model of human motor behavior, that uniformly addresses both the acquisition of skills through observation and the improvement of skills through practice. MAEANDER consists of a sensory-effector interface, a memory of movements, and a set of performance and learning mechanisms that let it recognize and generate motor skills. The system initially acquires such skills by observing movements performed by another agent and constructing a concept hierarchy. Given a stored motor skill in memory, MAEANDER will cause an effector to behave appropriately. All learning involves changing the hierarchical memory of skill concepts to more closely correspond to either observed experience or to desired behaviors. We evaluated MAEANDER empirically with respect to how well it acquires and improves both artificial movement types and handwritten script letters from the alphabet. We also evaluate MAEANDER as a psychological model by comparing its behavior to robust phenomena in humans and by considering the richness of the predictions it makes.

Iba, Wayne

1991-01-01

56

Business Problems Analysis: An integrated skills development  

Microsoft Academic Search

Business Problems Analysis (B.P.A.), a skills based course, is a core component of the B.A. Buslness Studies Degree at Hatfield Polytechnlc. Thls course, which has been running for six years, has very little formal input, rather, students, individually and in groups, experience a range of tasks which are designed to develop their personal competences. These competences are needed throughout working

Ian Spurr; Jerry Forrester

1991-01-01

57

Business problems analysis: An integrated skills development  

Microsoft Academic Search

Business Problems Analysis (B.P.A.), a skills based course, is a core component of the B.A. Buslness Studies Degree at Hatfield Polytechnlc. Thls course, which has been running for six years, has very little formal input, rather, students, individually and in groups, experience a range of tasks which are designed to develop their personal competences. These competences are needed throughout working

Ian Spurr; Jerry Forrester

1991-01-01

58

Reading skill and structural brain development.  

PubMed

Reading is a learned skill that is likely influenced by both brain maturation and experience. Functional imaging studies have identified brain regions important for skilled reading, but the structural brain changes that co-occur with reading acquisition remain largely unknown. We investigated maturational volume changes in brain reading regions and their association with performance on reading measures. Sixteen typically developing children (5-15 years old, eight boys, mean age of sample=10.06 ± 3.29) received two MRI scans (mean interscan interval=2.19 years), and were administered a battery of cognitive measures. Volume changes between time points in five bilateral cortical regions of interest were measured, and assessed for relationships to three measures of reading. Better baseline performances on measures of word reading, fluency, and rapid naming, independent of age and total cortical gray matter volume change, were associated with volume decrease in the left inferior parietal cortex. Better baseline performance on a rapid naming measure was associated with volume decrease in the left inferior frontal region. These results suggest that children who are better readers, and who perhaps read more than less skilled readers, exhibit different development trajectories in brain reading regions. Understanding relationships between reading performance, reading experience, and brain maturation trajectories may help with the development and evaluation of targeted interventions. PMID:24407200

Houston, Suzanne M; Lebel, Catherine; Katzir, Tami; Manis, Franklin R; Kan, Eric; Rodriguez, Genevieve G; Sowell, Elizabeth R

2014-03-26

59

Skill Intensity and Skills Development in Bangladesh Manufacturing Enterprises  

ERIC Educational Resources Information Center

This paper reports on recent research into enterprise skill profiles and workplace training practices in the Bangladesh manufacturing industry. The article presents survey and interview data for 37 enterprises across eight manufacturing sectors collected during a study for the International Labour Organisation. The research analysed enterprise and…

Comyn, Paul

2013-01-01

60

Mathematics and Logic - Skill and Concept Development  

NSDL National Science Digital Library

This section of the website, Appetizers and Lessons for Mathematics and Reason, written by Alan Selby, PD. (see also Scout Report for Math, Engineering, and Technology, May 24, 2002) offers lesson ideas for teaching linear equations in high school or college. The approach uses stick diagrams to solve linear equations because they "provide a concrete or visual context for many of the rules or patterns for solving equations, a context that may develop equation solving skills and confidence." The idea is to build up student confidence in problem solving before presenting any formal algebraic statement of the rule and patterns for solving equations. Links to related chapters from his book, "Three Skills for Algebra," are also provided.

61

Developing nurses' critical thinking skills with concept mapping.  

PubMed

Observations and research in educational and practice settings suggest new nurses are not using critical thinking skills. Teaching strategies traditionally focused on linear modes of thinking--no longer as helpful in today's complex and crisis-driven contexts. Concept mapping has promise of promoting higher levels of thinking and may develop critical thinking--and decision-making skills--in less time and without intensive oversight by staff instructors. A case example is used to demonstrate the design of a concept map. PMID:15586090

Ferrario, Catherine G

2004-01-01

62

Skills-Focused Career Development. Facilitator's Manual and Personal Skill Profile.  

ERIC Educational Resources Information Center

This facilitator's manual, together with the SkillScan deck of cards for career counseling, uses proven concepts, techniques, and exercises to help counselors and trainers help clients do the following: (1) develop career options based on skills; (2) evaluate career change opportunities to optimize their skills and interests; and (3) prepare…

Beckhusen, Lesah

63

Career development: enhancing your networking skills.  

PubMed

Can you walk into a room full of strangers and chat easily, get to know people, and let them get to know you? Networking is not just a job search strategy; it is a critical professional career development enrichment strategy that can help you build your knowledge and expertise. When you need help, do you have a network of available people or do you know how to develop a network to assist you? Networking sounds easy and we tend to think it should come naturally. However, networking is a learned skill that just about everyone struggles with at some time or another (1). This article provides a how- to network process, summarized in Table 1, that will enhance your career development. PMID:12592872

Gumbus, Andra; Lussier, Robert N

2003-01-01

64

Soft Skills Assessment: Theory Development and the Research Agenda  

ERIC Educational Resources Information Center

Soft skills have become a subject of increasing interest in lifelong learning. Soft skills development is intended to enable and enhance personal development, participation in learning and success in employment. The assessment of soft skill is therefore widely practised, but there is little in the way of research or evidence on how well this…

Gibb, Stephen

2014-01-01

65

The Construction of a Pun Generator for Language Skills Development  

E-print Network

The Construction of a Pun Generator for Language Skills Development Ruli Manurung School, to develop their linguistic skills. The STANDUP system was designed in consultation with potential users speech and limited motor skills (as often results from cerebral palsy); these individuals often have

Ritchie, Graeme

66

Using Active Group Games to Develop Basic Life Skills  

ERIC Educational Resources Information Center

Well-designed, active group games are more than just fun. They can help young children develop essential life skills that impact their development and contribute to school readiness. This article discusses how playing developmentally appropriate games allows children to build listening skills as well as social and cooperative skills, gain enough…

Torbert, Marianne

2005-01-01

67

Developing Skills in Second Year Biological Science Undergraduates  

ERIC Educational Resources Information Center

Development of skills in bioscience undergraduates is seen as desirable by academic staff, students and employers, and this is reflected across most degree programmes. However, providing the opportunity for students to practise skills may alone be insufficient for their development. With an evident discrepancy between the skills expected of…

Robinson, Rosanna L.; McDonald, James E.

2014-01-01

68

Developing Historical Writing Skills: A Scope and Sequence.  

ERIC Educational Resources Information Center

Describes a series of writing assignments which may be used to develop writing skills among secondary level history students. The assignments are sequenced to begin with lower level intellectual skills and build student confidence. (BSR)

Hall, Deborah C.

1987-01-01

69

Developing Real-World Spelling Skills.  

ERIC Educational Resources Information Center

Presents strategies for incorporation into elementary level spelling programs to help students become real-world spellers. The article explains how to make spelling part of the writing process by expanding the word bank, improving proofreading skills, building dictionary skills, and conducting a roundup spelling test to practice new skills. (SM)

Angeletti, Sara; Peterson, Robert

1993-01-01

70

Perceptual skill in soccer: Implications for talent identification and development  

Microsoft Academic Search

In this review, key components of perceptual skill in soccer are identified and implications for talent identification and development highlighted. Skilled soccer players can recall and recognize patterns of play more effectively than their less skilled counterparts. This ability to encode, retrieve and recognize sport-specific information is due to complex and discriminating long-term memory structures and is crucial to anticipation

A. M. Williams

2000-01-01

71

Haptic Glove Technology: Skill Development through Video Game Play  

ERIC Educational Resources Information Center

This article introduces a recently developed haptic glove system and describes how the participants used a video game that was purposely designed to train them in skills that are needed for the efficient use of the haptic glove. Assessed skills included speed, efficiency, embodied skill, and engagement. The findings and implications for future…

Bargerhuff, Mary Ellen; Cowan, Heidi; Oliveira, Francisco; Quek, Francis; Fang, Bing

2010-01-01

72

Adult Basic Skills: Developing a Local Action Plan.  

ERIC Educational Resources Information Center

This document presents advice from the United Kingdom's Basic Skills Agency regarding developing local action plans. The first 20% of the document defines basic skills and discusses the following action plan components: (1) an estimate of the area's need for basic skills training; (2) a target to reduce the area's estimated scale of need; (3)…

Basic Skills Agency, London (England).

73

Comprehensive Development Plan in Office Skills. Final Performance Report.  

ERIC Educational Resources Information Center

The Waubonsee Community College Comprehensive Development Plan in Office Skills served 208 students by assessment of basic skills and referral to appropriate programs or help with job skills and referral to employment during the 18-month grant period from December 1988 through June 30, 1990. The target population was minority women or economically…

Waubonsee Community Coll., Sugar Grove, IL.

74

South Africa's Economic Development Trajectory: Implications for Skills Development  

ERIC Educational Resources Information Center

This article argues that skills development in South Africa must be aligned to the economic and political imperatives of reducing unemployment and poverty, while fostering growth and international competitiveness. The legacy of a resource-based economy, overlaid by apartheid policies, has resulted in widespread poverty, inequality and unemployment…

Mayer, Marina J.; Altman, Miriam

2005-01-01

75

Movement skill assessment of typically developing preschool children: A review of seven movement skill assessment tools  

Microsoft Academic Search

The importance of movement is often overlooked because it is such a natural part of human life. It is, however, crucial for a child's physical, cognitive and social development. In addition, experiences support learning and development of fundamental movement skills. The foundations of those skills are laid in early childhood and essential to encourage a physically active life- style. Fundamental

Wouter Cools; Kristine De Martelaer; Christiane Samaey; Caroline Andries

2008-01-01

76

ORIGINAL PAPER Local traditions in gorilla manual skill: evidence for observational  

E-print Network

ORIGINAL PAPER Local traditions in gorilla manual skill: evidence for observational learning techniques in gorillas. Here, we show that captive western gorillas at Port Lympne, Kent, have developed behavior with that of wild mountain gorillas in Rwanda. Both populations are similar in their repertoires

77

Skill Development for Volunteering in Rural Communities  

ERIC Educational Resources Information Center

This paper examines the skills required of volunteers in the voluntary sector organisations that operate in three rural Tasmanian communities. It reports how volunteers acquire those skills and reveals the challenges faced by voluntary sector organisations in rural communities whose industries and, following from this, community members have a…

Kilpatrick, Sue; Stirling, Christine; Orpin, Peter

2010-01-01

78

The Development of Children's Early Memory Skills  

ERIC Educational Resources Information Center

A multitask battery tapping nonverbal memory and language skills was used to assess 60 children at 18, 24, and 30 months of age. Analyses focused on the degree to which language, working memory, and deliberate memory skills were linked concurrently to children's Elicited Imitation task performance and whether the patterns of association varied…

Haden, Catherine A.; Ornstein, Peter A.; O'Brien, Barbara S.; Elischberger, Holger B.; Tyler, Caroline S.; Burchinal, Margaret J.

2011-01-01

79

Developing reading skills among five year old children through stories  

Microsoft Academic Search

Reading is an important activity for any learner. Without reading skills, the journey of the learner is likely to be full of hurdles. This is especially true when it concerns learning English as a second language. In developing countries, there is a significant need to develop reading skills. Because of the rote-memory approach to learning in developing countries, learners lag

Latifa Rahman

2006-01-01

80

The development of literacy skills in children with Down syndrome: Implications for intervention  

Microsoft Academic Search

The cognitive profile observed in Down syndrome is typically uneven with stronger visual than verbal skills, receptive vocabulary stronger than expressive language and grammatical skills, and often strengths in reading abilities. However, there is considerable variation across the population of children with Down syndrome. We begin by outlining some of the methodological issues that surround research on literacy development in

Margaret J Snowling; Hannah M Nash; Lisa M Henderson

81

Helping Preschoolers Prepare for Writing: Developing Fine Motor Skills  

ERIC Educational Resources Information Center

Early childhood is the most intensive period for the development of physical skills. Writing progress depends largely on the development of fine motor skills involving small muscle movements of the hand. Young children need to participate in a variety of developmentally appropriate activities intentionally designed to promote fine motor control.…

Huffman, J. Michelle; Fortenberry, Callie

2011-01-01

82

Development of communication skills and teamwork amongst undergraduate engineering students  

Microsoft Academic Search

Two of ABET's engineering program outcomes are that graduates of engineering programs possess an ability to communicate effectively and an ability to function on multi-disciplinary teams. It has been observed with concern that entrants to engineering programs are inadequately prepared with respect to communication skills in oral and written communication, report writing, technical writing, lecture notes taking, math skills, inter

George S. Agoki; Boon-Chai Ng; Ronald L. Johnson

2007-01-01

83

Using News Assignments to Develop Skills for Learning about Science from Public Information Sources  

ERIC Educational Resources Information Center

News assignments based on contemporary issues with a scientific basis are used in two general education chemistry courses for nonmajors to develop learning skills. Students' favorable responses are observed towards the assignments.

Wakzak, Mary M.

2007-01-01

84

Innovation in teaching software development skills  

E-print Network

topics to cover, or how they get grouped into courses/threads/concentrations/majors 4 #12;Common state and questions is a good idea Keeping students off Facebook: good question. Ideas: set expectations walk around lost Want students to test whether they can put to use the skills/techniques they just learned Even

Pugh, Bill

85

Development of Emergent Math and Literacy Skills.  

ERIC Educational Resources Information Center

The purpose of the present study was to determine whether individual differences in children's learning of emergent mathematics and literacy skills existed, and, if they did exist, whether they could be predicted from different child/environment characteristics. Eighty-one three- to five-year-old children took pretests, received training at four…

Malofeeva, Elena V.; Ciancio, Dennis; Day, Jeanne D.

86

Better Than Toys: Real Life Skill Development.  

ERIC Educational Resources Information Center

In educating children with disabilities, training for independence should begin early, and the "technology" may be very simple. This paper lists activities designed to increase gross, fine motor, cognitive, and eye-hand coordination skills needed for independent living. It encourages caregivers to engage young children in active learning…

Ensign, Arselia, Ed.

1995-01-01

87

Developing the skills required for evidence-based practice  

Microsoft Academic Search

The current health care environment requires practitioners with the skills to find and apply the best currently available evidence for effective health care, to contribute to the development of evidence-based practice protocols, and to evaluate the impact of utilizing validated research findings in practice. Current approaches to teaching research are based mainly on gaining skills by participation in the research

Beverley French

1998-01-01

88

SIDES: a cooperative tabletop computer game for social skills development  

Microsoft Academic Search

This paper presents a design case study of SIDES: Shared Interfaces to Develop Effective Social Skills. SIDES is a tool designed to help adolescents with Asperger's Syndrome practice effective group work skills using a four-player cooperative computer game that runs on tabletop technology. We present the design process and evaluation of SIDES conducted over six months with a middle school

Anne Marie Piper; Eileen O'brien; Meredith Ringel Morris; Terry Winograd

2006-01-01

89

Development and Initial Validation of the Performance Skills Questionnaire (PSQ)  

ERIC Educational Resources Information Center

The objective of this study was to develop and test the psychometric properties of the Performance Skills Questionnaire (PSQ), addressed to measure performance skills of preschoolers, as reported by their parents. Participants included 231 children ranging in age from 4 to 6 years old, with mild to moderate developmental disabilities and 240…

Bart, Orit; Rosenberg, Limor; Ratzon, Navah Z.; Jarus, Tal

2010-01-01

90

Developing Thinking Skills That Are Basic to Citizenship.  

ERIC Educational Resources Information Center

Focusing on thinking skills which are basic to citizenship, the paper reviews definitions of citizenship from Plato to the present, discusses scholarly thinking about citizenship, lists general principles of skill development, and presents two brief sample lessons. Citizenship is interpreted as social interaction which is based upon global…

Northup, Terry; Barnes, Buckley

91

Motivating Law Students to Develop Competent Legal Research Skills  

Microsoft Academic Search

The results of a recent survey indicate that most law students do not consider learning legal research skills important. This article addresses ways in which academic law librarians can help counter negative attitudes toward legal research. The article also contains suggestions for helping motivate law students to develop competent legal research skills. The author encourages academic law librarians to assert

Kory D. Staheli

1995-01-01

92

Coherence and the development of professional knowledge and skills  

Microsoft Academic Search

It can be difficult for students to relate theoretical knowledge and practical skills when making the transition from the classroom to professional practice. The concept of coherence has been suggested as an appropriate way to address how the relationships involved (i.e. between theoretical knowledge and practical skills and between classroom teaching and professional practice) affect the development of professional knowledge

Jens-Christian Smeby; Kåre Heggen

2012-01-01

93

Literacy skill retention in adult students in developing countries  

Microsoft Academic Search

The literature on adult literacy programs in developing countries contains many references to the phenomenon of relapse into illiteracy. The contention that literacy skills will be lost rests on an assumption that there is nothing with which new readers can practice their skills in rural Third World villages, and relapse into illiteracy is used as a justification for making post-literacy

John P. Comings

1995-01-01

94

KinderSkills. An Intergenerational Motor Development Program.  

ERIC Educational Resources Information Center

The KinderSkills program, in which parents serve as motor development teachers of their children, has operated for five years. A recent innovation was to add grandparents to the program to see if the motor skill levels of the grandparents also would improve. This program is described and evaluated. (MT)

Carson, Linda M.; Ostrow, Andrew C.

1986-01-01

95

Arctic skills College of Rural and Community Development  

E-print Network

Arctic skills College of Rural and Community Development Department of Emergency Services and Public Safety 907-455-2895 www.uaf.edu/rural/ Minor only The minor in arctic skills is designed for anyone who lives and works in a northern climate and wishes to learn to cope with the outdoor arctic

Hartman, Chris

96

SOCIAL: An Integrative Framework for the Development of Social Skills  

Microsoft Academic Search

Despite significant advances in the field of social neuroscience, much remains to be understood regarding the development and maintenance of social skills across the life span. Few comprehensive models exist that integrate multidisciplinary perspectives and explain the multitude of factors that influence the emergence and expression of social skills. Here, a developmental biopsychosocial model (SOCIAL) is offered that incorporates the

Miriam H. Beauchamp; Vicki Anderson

2010-01-01

97

Strategies for Developing Effective Teaching Skills in the Affective Domain  

ERIC Educational Resources Information Center

Perhaps more than any other academic discipline, physical education holds the highest potential for teaching affective skills. By its very nature, the typical physical education setting offers countless teachable moments and opportunities to capitalize on the development of affective skills. The seeming lack of attention given to affective…

Hansen, Ken

2009-01-01

98

The Development of Children's Early Memory Skills  

PubMed Central

A multi-task battery tapping nonverbal memory and language skills was used to assess 60 children at 18, 24, and 30 months. Analyses focused on the degree to which language, working memory, and deliberate memory skills were linked concurrently to children’s Elicited Imitation performance, and whether the patterns of association varied across the different ages. Language ability emerged as a predictor of immediate Elicited Imitation performance by 24 months and predicted delayed performance at each age. In addition to the contributions of language, the children’s abilities to search for and retrieve toys in the deliberate memory task were associated with their immediate Elicited Imitation performance at each age. In addition to language, working memory was positively associated with aspects of both immediate and delayed performance at all ages. The extent to which it was possible to replicate and extend previous cross-sectional work in this longitudinal study is discussed. PMID:20673914

Haden, Catherine A.; Ornstein, Peter A.; O'Brien, Barbara S.; Elischberger, Holger B.; Tyler, Caroline S.; Burchinal, Margaret J.

2010-01-01

99

Development of fine motor skills in preterm infants.  

PubMed

Fine motor skills are related to functioning in daily life and at school. We reviewed the status of knowledge, in preterm children, on the development of fine motor skills, the relation with gross motor skills, and risk factors for impaired fine motor skills. We searched the past 15 years in PubMed, using ['motor skills' or 'fine motor function' and 'preterm infant'] as the search string. Impaired gross and fine motor skills are among the most frequently occurring problems encountered by preterm children who do not develop cerebral palsy. The prevalence is around 40% for mild to moderate impairment and 20% for moderate impairment. Fine motor skill scores on the Movement Assessment Battery for Children are about 0.62 of a standard deviation lower compared with term children. Risk factors for fine motor impairments include moderately preterm birth (odds ratio [OR] 2.0) and, among very preterm children (<32 wk gestation), intra-uterine growth restriction (ORs 2-3), inflammatory conditions (late-onset sepsis and necrotizing enterocolitis, ORs 3-5), and dexamethasone therapy for bronchopulmonary dysplasia (OR 2.7). A better understanding of factors that play a role in the development of and recovery from brain injury could guide future intervention attempts aimed at improving fine motor skills of preterm children. PMID:24237270

Bos, Arend F; Van Braeckel, Koenraad N J A; Hitzert, Marrit M; Tanis, Jozien C; Roze, Elise

2013-11-01

100

Will Skills Save Us? Rethinking the Relationships between Vocational Education, Skills Development Policies, and Social Policy in South Africa  

ERIC Educational Resources Information Center

This paper examines experiences with "skills development" in South Africa to contribute to broader debates about "skills" and the relationships between vocational education and development. Numerous policy interventions and the creation of new institutions and systems for skills development in South Africa are widely seen as having failed to lead…

Allais, Stephanie

2012-01-01

101

Developing Thinking Skills through the Use of Simple Computer Programming.  

ERIC Educational Resources Information Center

The article describes specific thinking skills that can be developed and used with BASIC programing, LOGO programing, and data processing with PFS:FILE. Experiences of the computer education program at the Austine School for the Deaf are cited. (CL)

Palmer, Philip P.

1985-01-01

102

The Future of Engineering Education III: Developing Critical Skills  

NSDL National Science Digital Library

This article addresses techniques to help students develop problem-solving, writing, teamwork, self-assessment, change-management, and lifelong learning skills. Target Audience: 2-4 Year College Faculty/Administrators

Felder, Richard M., 1939-; Rugarcia, Armando; Stice, James E. (James Edward); Woods, Donald R.

2009-12-16

103

Developing research skills in medical students: AMEE Guide No. 69.  

PubMed

This Guide has been written to provide guidance for individuals involved in curriculum design who wish to develop research skills and foster the attributes in medical undergraduates that help develop research. The Guide will provoke debate on an important subject, and although written specifically with undergraduate medical education in mind, we hope that it will be of interest to all those involved with other health professionals' education. Initially, the Guide describes why research skills and its related attributes are important to those pursuing a medical career. It also explores the reasons why research skills and an ethos of research should be instilled into professionals of the future. The Guide also tries to define what these skills and attributes should be for medical students and lays out the case for providing opportunities to develop research expertise in the undergraduate curriculum. Potential methods to encourage the development of research-related attributes are explored as are some suggestions as to how research skills could be taught and assessed within already busy curricula. This publication also discusses the real and potential barriers to developing research skills in undergraduate students, and suggests strategies to overcome or circumvent these. Whilst we anticipate that this Guide will appeal to all levels of expertise in terms of student research, we hope that, through the use of case studies, we will provide practical advice to those currently developing this area within their curriculum. PMID:22905661

Laidlaw, Anita; Aiton, Jim; Struthers, Julie; Guild, Simon

2012-01-01

104

Development of oral motor behavior related to the skill assisted spoon feeding.  

PubMed

Milestones in the typical development of eating skills are considered to be nippling (breast or bottle), eating from a spoon, drinking from a cup, biting and chewing. The purpose of this research was to study the development and consolidation of oral motor behavior related to the skill assisted spoon feeding in young infants. The present study longitudinally investigated the development of this skill in 39 healthy children from the start of spoon feeding until the skill was acquired. The Observation List Spoon Feeding with 7 observation items for oral motor behavior and 6 items for abnormal behavior was used. Results showed that infants between 4 and 8 months of age needed 5.7 weeks (SD 2.1), with a range of 8 weeks (from 2 to 10 weeks) to acquire this skill. No significant correlation (p=.109) between age at start spoon feeding and weeks needed to develop the skill was found. During this period oral motor behavior consolidated and abnormal behavior diminished. With this study it is shown that the period in weeks needed to acquire the oral motor behavior for the skill assisted spoon feeding is important in case of feeding problems. PMID:24571957

van den Engel-Hoek, Lenie; van Hulst, Karen C M; van Gerven, Marjo H J C; van Haaften, Leenke; de Groot, Sandra A F

2014-05-01

105

Movement Skill Assessment of Typically Developing Preschool Children: A Review of Seven Movement Skill Assessment Tools  

PubMed Central

The importance of movement is often overlooked because it is such a natural part of human life. It is, however, crucial for a child’s physical, cognitive and social development. In addition, experiences support learning and development of fundamental movement skills. The foundations of those skills are laid in early childhood and essential to encourage a physically active lifestyle. Fundamental movement skill performance can be examined with several assessment tools. The choice of a test will depend on the context in which the assessment is planned. This article compares seven assessment tools which are often referred to in European or international context. It discusses the tools’ usefulness for the assessment of movement skill development in general population samples. After a brief description of each assessment tool the article focuses on contents, reliability, validity and normative data. A conclusion outline of strengths and weaknesses of all reviewed assessment tools focusing on their use in educational research settings is provided and stresses the importance of regular data collection of fundamental movement skill development among preschool children. Key pointsThis review discusses seven movement skill assessment tool’s test content, reliability, validity and normative samples.The seven assessment tools all showed to be of great value. Strengths and weaknesses indicate that test choice will depend on specific purpose of test use.Further data collection should also include larger data samples of able bodied preschool children.Admitting PE specialists in assessment of fundamental movement skill performance among preschool children is recommended.The assessment tool’s normative data samples would benefit from frequent movement skill performance follow-up of today’s children. Abbreviations MOT 4-6: Motoriktest fur vier- bis sechsjährige Kinder, M-ABC: Movement Assessment Battery for Children, PDMS: Peabody Development Scales, KTK: Körper-Koordinationtest für Kinder, TGDM: Test of Gross Motor Development, MMT: Maastrichtse Motoriektest, BOTMP: Bruininks-Oseretsky Test of Motor Proficiency. ICC: intraclass correlation coefficient, NR: not reported, GM: gross motor, LV: long version, SV: short version, LF: long form, SF: short form, STV: subtest version, SEMs: standard errors of measurement, TMQ: Total Motor Quotient, TMC: Total Motor Composite, CSSA: Comprehensive Scales of Student Abilities MSEL: Mullen Scales of Early learning: AGS Edition AUC: Areas under curve BC: Battery composite ROC: Receiver operating characteristic PMID:24149522

Cools, Wouter; Martelaer, Kristine De; Samaey, Christiane; Andries, Caroline

2009-01-01

106

Development of Analytical and Reporting Skills in Quantitative Analysis  

NASA Astrophysics Data System (ADS)

Development of data analysis and reporting skills by Quantitative Analysis students is promoted through a series of activities in lecture and laboratory. Students learn the basics of chemical measurement, data reduction and statistical analysis. They first apply those skills on self-collected laboratory data and report the results in instructor-defined laboratory write-ups. Structured groups are used for some experiments. Following that, students submit experimental write-ups in which they decide what data analysis to do, how to do them and what conclusions to draw. The final step is a self-designed special project in which students propose an analysis project, carry it out, analyze the data and report it in a poster format. Instructor observations and student survey data are presented regarding this set of activities. Students learn to analyze data and draw conclusions and learn to take responsibility for deciding when and how to do those tasks. Students are positive about their learning, but express discomfort at being given the freedom and responsibility to decide what to do.

Eierman, R. J.

1998-07-01

107

Teacher and Observer Ratings of Children's Social Skills: Validation of the Social Skills Rating Scales  

Microsoft Academic Search

This study investigated the test-retest and inter-rater reliability and the construct validity of the Social Skills Rating Scales — Teacher (SSRS-T) with an elementary school sample. The SSRS-T is an experimental version of a new series of multi-rater, multi-factor scales for rating the frequency and importance of children's social behavior. The results of this study indicated that the SSRS-T has

Stephen N. Elliott; Frank M. Gresham; Terry Freeman; George McCloskey

1988-01-01

108

Supporting Clinical Teachers: Developing Radiation Therapists’ Preceptorship Skills  

Microsoft Academic Search

Preceptorship is a valuable component of undergraduate radiation therapy education and allows students to develop clinical skills and professional attitudes under the supervision of experienced practitioners. Preceptor preparation in the form of continuing professional development is an important factor for successful preceptorship to occur. This article describes the development and evaluation of a short, flexible blended learning course by a

Amanda Bolderston; Cathryne Palmer; Carina Feuz; Kieng Tan

2010-01-01

109

Factors determining swimming efficiency observed in less skilled swimmers.  

PubMed

The dynamics of performance in professional sport requires a systematic improvement of the training process. Such activities should also include optimizing the children and youth training in these disciplines, where an early specialization operates. The main aim of this paper was to search for the relationship between swimmer's segmental kinematics (segmental velocities, stroke rate, stroke length, stroke index); the relationship between swimmer's technical skill level (in four competitive swimming techniques) and training overloads taking into consideration gender and age effect. The study group consisted of 121 swimmers (69 female and 52 male), of the Polish 12-15 age group swim team, volunteered to serve as subjects. Video-based methods and video equipment are being applied to assist qualitative and simple quantitative analysis for immediate feedback and research in swimming. Both technical skill level preparation and segmental kinematics of 12-15 year old swimmers proved to be highly conditioned by implemented training intensity (p < 0.001), as well as the volume of training (high and average trade at a level of significance p < 0.001). Implemented training overloads expressed by both volume and intensity of training showed high and very high correlation with the swimming efficiency, presented segmental kinematics and technical skill level, however, there appeared particularly pronounced relationship with the size of kinematic parameters taken into account in four competitive swimming techniques, components of the 100 m individual medley. PMID:24479525

Kucia-Czyszczo?, Katarzyna; Dybi?ska, Ewa; Ambro?y, Tadeusz; Chwa?a, Wies?aw

2013-01-01

110

Elementary Physical Education and Math Skill Development  

ERIC Educational Resources Information Center

Physical education programs are essential to holistic development of children, because learning occurs within several domains. In addition to addressing the psychomotor objectives related to physical development, many physical education curriculums include learning objectives geared toward facilitating the cognitive development of children. One…

DeFrancesco, Charmaine; Casas, Betty

2004-01-01

111

Structuring a Project Management Course to Develop Team Skills  

NSDL National Science Digital Library

There is no escaping it. Working in industry requires working in teams. The industries hiring our graduates recognize this. TAC of ABET Criterion 2e requires it, stating graduates need an ability to function effectively on teams. How do we, as teachers, go about ensuring that our students learn how to work effectively on teams? How do we go about teaching them team work and team management skills? The traditional approach to developing team work and team management skills involves assigning students randomly to teams, giving them a project to work on, and expecting them to somehow magically learn to work effectively on teams. This they'll learn about teamwork if they work on teams approach fails to give students adequate preparation and insight into team work and team management skills. It doesn't work. Surveys of students reveal that they do not feel they knew how to effectively work on teams or how to be a team leader. This sentiment was echoed by respondents to last years project management survey. To effectively prepare students to work on teams, coordinated teambuilding and leadership skills training is needed. Beginning with a discussion of necessary project management and team skills, this paper will describe how to structure a project course to include techniques and exercises specifically designed to develop teamwork and team management skills and the benefits they provide.

Edmonson, Charlie P.; Summers, Donna

2012-04-05

112

Functional Neuroimaging Insights Into the Development of Skilled Reading  

PubMed Central

Typically developing children require years of overt training and practice to learn to read with skill. The relatively recent advent of functional neuroimaging methods amenable to the study of children has provided insight into the neurobiological underpinnings of skilled reading development. In this brief review, we discuss how neuroimaging during reading-related tasks has revealed that, when adult and child skilled readers perform identical reading-related tasks with comparable levels of performance, these groups show similar, but nonidentical patterns of regional brain activity. Children activate some neural regions that adults do not activate (or activate less), and vice versa. The activity patterns in these regions transition to mature levels with increased proficiency and maturity. The dynamic nature of the reading brain as the child matures is thought to be a demonstration of both the inherent flexibility and the increasing efficiency of brain processing over development. PMID:19750204

Schlaggar, Bradley L.; Church, Jessica A.

2009-01-01

113

Young Children's Computer Skills Development from Kindergarten to Third Grade  

ERIC Educational Resources Information Center

This investigation explores young children's computer skills development from kindergarten to third grade using the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) dataset. The sample size of the study was 8642 children. Latent growth curve modeling analysis was used as an analytical tool to examine the development of children's computer…

Sackes, Mesut; Trundle, Kathy Cabe; Bell, Randy L.

2011-01-01

114

Developing Writing Skills in a Speech Writing Course.  

ERIC Educational Resources Information Center

Speech writing can be an excellent vehicle for helping students develop writing skills. The course described in this paper blends rhetorical principles and practices from public speaking, speech composition, persuasion and public relations with "real world applications." Students work on developing purposeful communication, a consistent and…

Townsend, Patricia

115

Online Graduate Student Identity and Professional Skills Development  

ERIC Educational Resources Information Center

Graduate students are assumed to develop skills in oral and written communication and collegial relationships that are complementary to formal graduate programs. However, it appears only a small number of universities provide such professional development opportunities alongside academic programs, and even fewer do so online. There appears to be…

Hurst, Deborah; Cleveland-Innes, Martha; Hawranik, Pamela; Gauvreau, Sarah

2013-01-01

116

Team Science: Organizing Classroom Experiments That Develop Group Skills.  

ERIC Educational Resources Information Center

This book contains classroom experiments designed to promote group skills. Each lesson has 4 parts: a 3-minute set-up; 5-minute warm-up, 25-minute experiment, and 5-minute clean-up. During each part, each member of the group is responsible for performing a specific task. Included are 34 labs that cover a range of topics: observations, physical…

Coffin, Marilyn

117

Developing a Workplace Skills Course: Lessons Learned.  

ERIC Educational Resources Information Center

Describes the development of a multidisciplinary cornerstone business course focused on communication, teamwork, problem solving, professional demeanor, research, ethics, and diversity. Discusses lessons learned: change itself raises obstacles, appropriate faculty are crucial, and time frame and course content should not be overly ambitious. (SK)

Holter, Norma C.; Kopka, Donald J.

2001-01-01

118

Developing Skills through Partnerships: Symposium Report  

ERIC Educational Resources Information Center

In November 2005, the province of Ontario and the federal government signed two historic agreements--the Canada-Ontario Labour Market Development Agreement and the Canada-Ontario Labour Market Partnership Agreement. One year later, on Nov. 24, 2006, key labour market stakeholders, including users, delivery agents and government came together to…

Colleges Ontario, 2011

2011-01-01

119

Life Skills Developed on the Camp "Stage."  

ERIC Educational Resources Information Center

Draws on research concerning the components of sense of place, the rootedness of college students to their hometowns, and categories of environmental competence. Offer insights to camp staff into fostering sense of place and the emotional attachments to camp that comprise place attachment, and to developing environmental competence among campers…

Powell, Gwynn M.

2000-01-01

120

Just Google It? Developing Internet Search Skills  

NSDL National Science Digital Library

Do Internet search engines point us to the information that we need or confuse us with irrelevant or questionable information? How can Internet users improve their searches to find reliable information? What are some ways to perform effective searches? In this lesson, students conduct Web searches on open-ended questions, and draw on their experiences to develop guides to searching effectively and finding reliable information online.

Kavanagh, Sarah; Ojalvo, Holly E.

2010-01-01

121

The development of aerobic and skill assessment in soccer.  

PubMed

Methods of assessing soccer players' performance have developed significantly in recent times. The fitness profiles and skill levels of a prospective elite soccer player is a valuable resource for coaches in the process of identifying talent. Traditional means to measure aerobic fitness have centred on the 'aerobic capacity' or '&OV0312;O(2max)' test (also known as the maximal oxygen consumption test) but, over time, this has been shown not to be a sensitive measure for specific aspects of soccer in a match situation. Therefore, numerous soccer-specific simulations have been designed to re-create exercise patterns similar to those experienced during a match. Some of these studies have yet to be validated, while others have been shown to result in a similar physiological load to that encountered during regular match play. Further developments have led to specifically designed intermittent sprint tests, which are used as a sensitive tool to accurately measure the fluctuations in players' ability both between and within soccer seasons. Testing procedures have also been developed that incorporate elements of both skill and physical ability. Soccer-specific field tests have been designed, incorporating skill and dynamic movements, and this opens up the possibility of teams testing the aerobic capacity of their elite players using soccer-specific movements. Valid studies assessing soccer-specific skills in an ecologically sound environment have been quite rare until recently. Some test protocols have been deemed largely irrelevant to soccer match play, while others have had limited impact on scientific literature. More recently, skill tests have been developed and shown to be valid and reliable methods of assessing soccer skill performance. Many new skill tests continue to be developed, and some have been shown to be highly reliable, but further study of these relatively novel concepts is required before a more solid recommendation can be made. Overall, while significant work has been completed to date, there is still a need for further focused investigations, which can more closely assess the physiological demands of an elite soccer player, with a particular emphasis on sport-specific exercises during the execution of soccer skills. In this regard, more reliable and specific performance tests can be designed to more efficiently assess soccer players in the future. PMID:23046223

O'Reilly, John; Wong, Stephen H S

2012-12-01

122

The Betty Project: Jump-Starting Clinical Observation Skills in an OTA Curriculum.  

PubMed

SUMMARY In the practice environment of many therapy practitioners today, fieldwork educators may have limited time for instructing students in applying basic theoretical concepts. Educators are therefore challenged to develop students who have the tools necessary to be successful in the clinical world. Based on input from fieldwork educators, the "Betty Project" was developed to provide opportunities for occupational therapy assisting students to hone clinical observation and documentation skills while still in a classroom setting. This modified role-play project gives students an opportunity to treat, make clinical observations, and learn to process and prioritize data for effective documentation. After implementation of this project, student performance in these areas on Level II fieldwork was markedly improved, as evidenced by scores on the FWE as well as fieldwork educator comments. PMID:23944338

Edwards, Mary Metzger

2002-01-01

123

Developing Engineering and Science Process Skills Using Design Software in an Elementary Education  

NASA Astrophysics Data System (ADS)

This paper examines the development of process skills through an engineering design approach to instruction in an elementary lesson that combines Science, Technology, Engineering, and Math (STEM). The study took place with 25 fifth graders in a public, suburban school district. Students worked in groups of five to design and construct model bridges based on research involving bridge building design software. The assessment was framed around individual student success as well as overall group processing skills. These skills were assessed through an engineering design packet rubric (student work), student surveys of learning gains, observation field notes, and pre- and post-assessment data. The results indicate that students can successfully utilize design software to inform constructions of model bridges, develop science process skills through problem based learning, and understand academic concepts through a design project. The final result of this study shows that design engineering is effective for developing cooperative learning skills. The study suggests that an engineering program offered as an elective or as part of the mandatory curriculum could be beneficial for developing students' critical thinking, inter- and intra-personal skills, along with an increased their understanding and awareness for scientific phenomena. In conclusion, combining a design approach to instruction with STEM can increase efficiency in these areas, generate meaningful learning, and influence student attitudes throughout their education.

Fusco, Christopher

124

Assessment of Critical Business Skill Development by MBA Alumni  

ERIC Educational Resources Information Center

Six years of survey data were analyzed to assess, among other things, the degree to which an AACSB accredited graduate business program successfully developed student skills in a variety of areas deemed important for career success. The study illustrates a methodology institutions can use to respond to increasing demands for program evaluation and…

Glynn, Joseph G.; Wood, Gregory R.

2008-01-01

125

An Interactive Procedure for Developing Literary Appreciation and Language Skills.  

ERIC Educational Resources Information Center

A classroom method used to develop advanced English-as-a-second-language students' appreciation for a literary work, ability to do close text analysis, and general language skills is described. The four-session procedure uses a short story and careful sequence of teacher questioning. In the first session, students are prepared to understand the…

Frank, Marcella

126

SMEs and Barriers to Skill Development: A Scottish Perspective.  

ERIC Educational Resources Information Center

Analysis of Scottish small and medium-sized enterprises reveals that small business culture is a significant barrier to skill development. Other barriers include awareness, finance, and access to training. A welter of recent policy initiatives has added to a state of confusion about the role of training. (SK)

Lange, Thomas; Ottens, Melanie; Taylor, Andrea

2000-01-01

127

Action Research: The Development of Critical Thinking Skills  

ERIC Educational Resources Information Center

Critical thinking is the focal point missed in many students' educations. Students are taught memorization with little time left for the development of critical thinking skills which allows for a deeper understanding and a richer experience. Learning to ask appropriate questions and deduce information in order to build a deeper connection to the…

LaPoint-O'Brien, Tammy

2013-01-01

128

Undergraduate Project Work: Can Directed Tutor Support Enhance Skills Development?  

ERIC Educational Resources Information Center

Students' perceptions of their skills development and the overall value of their undergraduate project work were evaluated using data derived from questionnaires. Thirty-nine students completing their second year of study (i.e. prior to the commencement of project work) and 42 students completing their third-year project work took part. Thirteen…

Orsmond, Paul; Merry, Stephen; Reiling, Kevin

2004-01-01

129

Teacher Views on Social Skills Development in Primary School Students  

ERIC Educational Resources Information Center

The aim of the present research is to survey the views of teachers regarding social skills development in primary school students. The research was carried out using the qualitative research technique. A questionnaire prepared by the researcher was used to collect data. The results show that there are four main factors that play an important role…

Samanci, Osman

2010-01-01

130

United Kingdom: Skills Development for the Twenty-First Century  

ERIC Educational Resources Information Center

The Learning and Skills Development Agency (LSDA), together with the British Council, provides the leadership for the UNEVOC centre in the United Kingdom (UK). LSDA is a strategic national agency whose mission is to improve the quality of post-16 education and training in England, Wales and Northern Ireland. It does this by conducting research to…

Baines, John; Cohen, Judith; Martin, Stephen

2005-01-01

131

Developing leadership skills: online versus face-to-face  

Microsoft Academic Search

Purpose – This paper seeks to present final results from an exploratory research project that aimed to compare and contrast the effectiveness of different delivery modes (especially online as opposed to face-to-face) when developing leadership skills in established managers. Design\\/methodology\\/approach – This study sought to identify whether perceptions of the effectiveness of different delivery modes are statistically related to a

David Silbergh; Kate Lennon

2006-01-01

132

Findings from research on divorce: implications for professionals' skill development.  

PubMed

Results from research on divorce are synthesized, and practical implications for the development of conceptual, perceptual, and executive skills for educators, lawyers, mental health clinicians, health care professionals, social policy planners, and the media are presented. An interdisciplinary approach to intervention is proposed, and recommendations for future research on divorce are made. PMID:6610363

Leahey, M

1984-04-01

133

ASSESSING AND DEVELOPING STUDENT SKILLS USING A GROUP EXERCISE  

Microsoft Academic Search

Colleges of Business are now under increasing pressure from AACSB to assess student learning and to engage students in collaborative learning experiences. This paper presents an experiential learning exercise used at King's College that is designed to accomplish both of these objectives. In addition, the exercise helps to develop student skills in several areas: critical thinking, oral and written communication,

Marian W. Boscia; R. Bruce McAfee; Khushwant Pittenger; Joshua Mott; Constance Savage

2007-01-01

134

Factors that Influence Women's Technical Skill Development in Outdoor Adventure  

ERIC Educational Resources Information Center

This article provides a theoretical foundation for understanding women's technical skill development (TSD) in outdoor adventure. An examination of societal and biological factors influencing women's TSD focuses on gender role socialization, sense of competence, technical conditioning, sexism, spatial ability, and risk-taking. The article suggests…

Warren, Karen; Loeffler, TA

2006-01-01

135

Developing Reading and Literacy Skills in Saudi Arabia  

ERIC Educational Resources Information Center

The study examines the Saudi national reading curriculum for Grades 1-6; defines the word identification, reading comprehension and teaching approaches; describes the reading lesson design, reading themes, the word identification and reading comprehension skills developed; and reports the strengths and weaknesses of the reading curriculum.…

Al-Jarf, Reima

2007-01-01

136

Games and Other Activities for Developing Language Skills.  

ERIC Educational Resources Information Center

Dr. Gotkin has developed several ways to use effectively games and mechanical devices to teach language skills to preschool and kindergarten children. The matrix game, a set of pictures in columns and rows, which functions on the principles and methods of programed instruction, requires the child to discriminate symbols, pictures, and colors and…

Gotkin, Lassar G.

137

Practices for Developing Reflective Thinking Skills among Teachers  

ERIC Educational Resources Information Center

In this article, the authors advocate the practice of reflection and reflective thinking skill development. More specifically, they offer definitions of reflection, identify reasons that may inhibit preservice teachers' reflection, and suggest practices that specifically encourage reflection on teaching among preservice and inservice…

Rieger, Alicja; Radcliffe, Barbara J.; Doepker, Gina M.

2013-01-01

138

When Academics Integrate Research Skill Development in the Curriculum  

ERIC Educational Resources Information Center

This study considered outcomes when 27 academics explicitly developed and assessed student research skills in 28 regular (non-research methods) semester-length courses. These courses ranged from small (n = 17) to medium-large (n = 222) and included those from first year to masters in business, engineering, health science, humanities and science,…

Willison, J. W.

2012-01-01

139

SIDES: A Cooperative Tabletop Computer Game for Social Skills Development  

E-print Network

-to-face interaction around one computer in a way other computer workstations and video gaming systems do not1 SIDES: A Cooperative Tabletop Computer Game for Social Skills Development Anne Marie Piper is a tool designed to help adolescents in social group therapy, specifically individuals with Asperger

Stanford University

140

Pathways: Developing the Skills of Australia's Workforce. Occasional Paper  

ERIC Educational Resources Information Center

This paper was originally developed to help the Training and Skills Commission in South Australia consider the pathways between elements of the vocational education and training (VET) system, how they are working and what improvements can be made. It has been revised to make it national in scope. The authors reveal that quite substantial numbers…

Guthrie, Hugh; Stanwick, John; Karmel, Tom

2011-01-01

141

SIDES: A Cooperative Tabletop Computer Game for Social Skills Development  

E-print Network

that other computer workstations and video gaming systems do not. Computationally- enhanced tables allow faceSIDES: A Cooperative Tabletop Computer Game for Social Skills Development Anne Marie Piper, Eileen a four-player cooperative computer game that runs on tabletop technology. We present the design process

Winograd, Terry

142

Effects of a Program for Developing Creative Thinking Skills  

ERIC Educational Resources Information Center

Introduction: The aim of this study is to present an intervention program for creative skills development applied to a group of students of lower Secondary Education. Method: This program was applied in a school in Zaragoza (Spain) during the 2008-09 academic year. The study used a repeated-measures, quasi-experimental design with non-equivalent…

Rabanos, Natalia Larraz; Torres, Pedro Allueva

2012-01-01

143

Developing Transferable Research Skills in First Year Agricultural Economics Students  

ERIC Educational Resources Information Center

A problem-based learning approach was adopted for a unit of study in first year agricultural economics at the University of Sydney with the aim of starting development of students' research skills earlier than usual. The novel teaching approach employed a structured and guided problem activity in the first semester and progressed to a more…

Koppi, Tony; Nolan, Elizabeth; Field, Damien

2010-01-01

144

Developing Worksheet Based on Science Process Skills: Factors Affecting Solubility  

ERIC Educational Resources Information Center

The purpose of this study is to develop a worksheet about the factors affecting solubility, which could be useful for the prospective science teachers (PST) to remind and regain their science process skills (SPS). The pilot study of the WS was carried out with 32 first grade PST during the 2007-2008 academic year in the education department at…

Karsli, Fethiye; Sahin, Cigdem

2009-01-01

145

Development and Validation of a Microcounseling Skill Discrimination Scale  

ERIC Educational Resources Information Center

A Microcounseling Skill Discrimination Scale (MSDS) was developed to measure ability to discriminate between effective and ineffective verbal and nonverbal helping messages. Both trained and naive groups successfully discriminated between effective and ineffective verbal and nonverbal helping messages, with trained raters showing a greater range…

Lee, Dong Yul; And Others

1976-01-01

146

It's Too Small! Implications of Children's Developing Motor Skills  

E-print Network

It's Too Small! Implications of Children's Developing Motor Skills on Graphical User Interfaces Building College Park, MD 20742 +1 301 405 7445 jpablo@cs.umd.edu ABSTRACT Research has shown children, as the human motor system depends on processed feedback from the perceptual system [4]. Children use

Golbeck, Jennifer

147

Global Perspectives: Developing Media Literacy Skills to Advance Critical Thinking  

ERIC Educational Resources Information Center

Women's studies and feminist curricula have been lauded for the development and application of critical thinking skills for social and political change in its students (Fisher; Kellner and Share; Mayberry). Critical thinking can be defined as the ability to identify and challenge assumptions, to search for alternative ways of thinking, and to…

Radeloff, Cheryl L.; Bergman, Barbara J.

2009-01-01

148

2/7/14 1 RESOURCE GUIDE FOR SKILL DEVELOPMENT  

E-print Network

management 11. Collaboration and teamwork 12. Innovation and problem solving #12; 2/7/14 2 to help managers and staff members in the preparation of Individual Development Plans. It provides performance and motivating high performance from subordinates 3. Conflict resolution (willingness and skill) 4

149

Skills Development for Poverty Reduction (SDPR): The Case of Tajikistan  

ERIC Educational Resources Information Center

Vocational education and training (VET) can contribute to the attainment of the United Nations Millennium Development Goals. A key to economic and social progress is the training of better-qualified individuals and skilled enterprise staff who will be more productive, improving goods, increasing incomes and adapting to changing markets. Experts…

Wallenborn, Manfred

2009-01-01

150

Skills development for poverty reduction (SDPR): The case of Tajikistan  

Microsoft Academic Search

Vocational education and training (VET) can contribute to the attainment of the United Nations Millennium Development Goals. A key to economic and social progress is the training of better-qualified individuals and skilled enterprise staff who will be more productive, improving goods, increasing incomes and adapting to changing markets. Experts from international cooperation agencies see VET projects as suitable instruments for

Manfred Wallenborn

2009-01-01

151

[Political-ethical skill development in nursing undergraduates].  

PubMed

This research aimed to identify political-ethical skills developed in a training process compatible with the expected profile set by the National Curriculum Guidelines for the Undergraduate Nursing Degree. A case study was conducted with units represented by 32 former students from a particular religious teaching institution who already were in the job market. The content of the interviews was analyzed using the thematic analysis technique, which resulted in the following categories: "Political-ethical skills in the formative process" and "Political-ethical skills as a product of the educational process." From the former students' perspective, these categories reinforced the social role of the nurse and the need for students to be reflective, understanding and participative in the transformation of society. PMID:24346463

Meira, Maria Dyrce Dias; Kurcgant, Paulina

2013-10-01

152

Development of a Reliable, Valid Annual Skills Mastery Assessment Examination  

PubMed Central

Objective To develop a methodology for a reliable, valid annual skills mastery assessment examination to provide formative student feedback, inform curricular review, and comply with the Accreditation Council for Pharmacy Education (ACPE) Standards 2007. Design A sample of program-level ability-based outcomes skills were chosen for the examination. Test items were written, underwent quality control, and were scored for level of difficulty. Versions of the examination for first-, second-, third-, and fourth-year pharmacy students were developed and administered, the results were analyzed, reliability and validity were evaluated, and reports were generated. Item-writing guidelines, quality control procedures, and examination production steps were codified to create a criterion-referenced examination. Students and faculty advisors received detailed score reports and results were used to guide student performance and stimulate a review of curricular outcomes. Assessment Content, criterion, and construct validity were analyzed as defined in the literature for the intended use of this assessment tool. Data suggest the Annual Skills Mastery Assessment (ASMA) examination is both reliable and valid. Students and faculty members were surveyed regarding the usefulness of the examination. Results indicate general satisfaction with the assessment program. Conclusion A reasonably reliable, reasonably valid multiple-choice annual skills mastery assessment for selected outcomes statements providing formative feedback and informed curricular review was developed. PMID:20798805

Love, Bryan L.

2010-01-01

153

Social networks and the development of social skills in cowbirds  

PubMed Central

The complex interrelationships among individuals within social environments can exert selection pressures on social skills: those behaviours and cognitive processes that allow animals to manipulate and out-reproduce others. Social complexity can also have a developmental effect on social skills by providing individuals with opportunities to hone their skills by dealing with the challenges posed in within-group interactions. We examined how social skills develop in captive, adult male brown-headed cowbirds (Molothrus ater) that were exposed to differing levels of ‘social complexity’ across a 2-year experiment. After each year, subjects housed in groups with dynamic social structure (where many individuals entered and exited the groups during the year) outcompeted birds who had been housed in static groups. Exposure to dynamic structure subsequently led to substantial changes to the social networks of the home conditions during the breeding season. Static groups were characterized by a predictable relationship between singing and reproductive success that was stable across years. In dynamic conditions, however, males showed significant variability in their dominance status, their courting and even in their mating success. Reproductive success of males varied dramatically across years and was responsive to social learning in adulthood, and socially dynamic environments ‘trained’ individuals to be better competitors, even at an age when the development of many traits important for breeding (like song quality) had ended. PMID:22641827

White, David J.; Gersick, Andrew S.; Snyder-Mackler, Noah

2012-01-01

154

Social networks and the development of social skills in cowbirds.  

PubMed

The complex interrelationships among individuals within social environments can exert selection pressures on social skills: those behaviours and cognitive processes that allow animals to manipulate and out-reproduce others. Social complexity can also have a developmental effect on social skills by providing individuals with opportunities to hone their skills by dealing with the challenges posed in within-group interactions. We examined how social skills develop in captive, adult male brown-headed cowbirds (Molothrus ater) that were exposed to differing levels of 'social complexity' across a 2-year experiment. After each year, subjects housed in groups with dynamic social structure (where many individuals entered and exited the groups during the year) outcompeted birds who had been housed in static groups. Exposure to dynamic structure subsequently led to substantial changes to the social networks of the home conditions during the breeding season. Static groups were characterized by a predictable relationship between singing and reproductive success that was stable across years. In dynamic conditions, however, males showed significant variability in their dominance status, their courting and even in their mating success. Reproductive success of males varied dramatically across years and was responsive to social learning in adulthood, and socially dynamic environments 'trained' individuals to be better competitors, even at an age when the development of many traits important for breeding (like song quality) had ended. PMID:22641827

White, David J; Gersick, Andrew S; Snyder-Mackler, Noah

2012-07-01

155

Development and face validation of strategies for improving consultation skills.  

PubMed

While formative workplace based assessment can improve learners' skills, it often does not because the procedures used do not facilitate feedback which is sufficiently specific to scaffold improvement. Provision of pre-formulated strategies to address predicted learning needs has potential to improve the quality and automate the provision of written feedback. To systematically develop, validate and maximise the utility of a comprehensive list of strategies for improvement of consultation skills through a process involving both medical students and their clinical primary and secondary care tutors. Modified Delphi study with tutors, modified nominal group study with students with moderation of outputs by consensus round table discussion by the authors. 35 hospital and 21 GP tutors participated in the Delphi study and contributed 153 new or modified strategies. After review of these and the 205 original strategies, 265 strategies entered the nominal group study to which 46 year four and five students contributed, resulting in the final list of 249 validated strategies. We have developed a valid and comprehensive set of strategies which are considered useful by medical students. This list can be immediately applied by any school which uses the Calgary Cambridge Framework to inform the content of formative feedback on consultation skills. We consider that the list could also be mapped to alternative skills frameworks and so be utilised by schools which do not use the Calgary Cambridge Framework. PMID:24449128

Lefroy, Janet; Thomas, Adam; Harrison, Chris; Williams, Stephen; O'Mahony, Fidelma; Gay, Simon; Kinston, Ruth; McKinley, R K

2014-12-01

156

Intraoperative monitoring of laparoscopic skill development based on quantitative measures  

Microsoft Academic Search

Background  Methods for evaluating standard skills in the operating room typically are based on direct observation and checklists, but\\u000a such evaluations are time consuming and can be subject to bias. It often is possible to acquire more objective measurements\\u000a using surgical simulators. However, motor performance in simulators can differ significantly from that in the operating room.\\u000a Intraoperative assessment is particularly challenging

Sayra M. Cristancho; Antony J. Hodgson; O. N. M. Panton; Adam Meneghetti; Garth Warnock; Karim Qayumi

2009-01-01

157

Developing an equipment library for clinical skills and simulation training.  

PubMed

This article describes the the development of a regional equipment library for clinical skills and simulation training. This was a project undertaken to address a reduction in the available funding for the purchasing of clinical skills equipment throughout the Yorkshire and Humber region. It was envisaged that utilizing regionally accessible equipment through the development of an equipment library could support clinical areas with no other means of acquiring the necessary equipment for training. A consultation exercise met with initial concerns around the cost of some of this equipment and who would be responsible for the repair, transportation costs and maintenance. A SWOT analysis identified how these concerns may be addressed and processes of developing a database, tracking usage and auditing of the service emerged. PMID:21841634

Barrott, Joanne; Hope, Angela

2011-08-01

158

Learning to Teach: Developing Assessment Skills when Program and Placement Are Aligned  

ERIC Educational Resources Information Center

This study investigates the development of prospective teachers' observation skills and understanding of assessment in two teacher education programs that integrate information about performance assessment in varying degrees into their preparation and field experiences. Focusing on eight student teachers, we used interview data to investigate the…

Dorfman, Aviva B.; Galluzzo, Gary R.; Meisels, Samuel J.

2006-01-01

159

Measures of Classroom Quality in Prekindergarten and Children's Development of Academic, Language, and Social Skills  

ERIC Educational Resources Information Center

This study examined development of academic, language, and social skills among 4-year-olds in publicly supported prekindergarten (pre-K) programs in relation to 3 methods of measuring pre-K quality, which are as follows: (a) adherence to 9 standards of quality related to program infrastructure and design, (b) observations of the overall quality of…

Mashburn, Andrew J.; Pianta, Robert C.; Hamre, Bridget K.; Downer, Jason T.; Barbarin, Oscar A.; Bryant, Donna; Burchinal, Margaret; Early, Diane M.; Howes, Carollee

2008-01-01

160

Influence of Previous Knowledge, Language Skills and Domain-Specific Interest on Observation Competency  

ERIC Educational Resources Information Center

Many epoch-making biological discoveries (e.g. Darwinian Theory) were based upon observations. Nevertheless, observation is often regarded as "just looking" rather than a basic scientific skill. As observation is one of the main research methods in biological sciences, it must be considered as an independent research method and systematic practice…

Kohlhauf, Lucia; Rutke, Ulrike; Neuhaus, Birgit

2011-01-01

161

Effective Strategies and Activities for Developing Soft Skills, Part 2  

ERIC Educational Resources Information Center

Employers seek employees who possess soft skills. Employees who do not have excellent soft skills may not experience success in obtaining and sustaining employment. McEwen's (2010) framework for skill-building--introduce, explain, practice, and reinforce--was used to describe activities for enhancing soft skills. Soft skills building activities…

Green, Diana J.; Blaszczynski, Carol

2012-01-01

162

Effective Strategies and Activities for Developing Soft Skills, Part 1  

ERIC Educational Resources Information Center

Employers seek employees who possess soft skills. Employees who do not have excellent soft skills may not experience success in obtaining and sustaining employment. McEwen's (2010) framework for skill-building--introduce, explain, practice, and reinforce--was used to describe activities for enhancing soft skills. Assessment of soft skills

Blaszczynski, Carol; Green, Diana J.

2012-01-01

163

Evaluation of a Classwide Teaching Program for Developing Preschool Life Skills  

PubMed Central

Recently, nonmaternal center-based child care has been linked to problem behavior in young children (National Institute of Child Health and Human Development, 2003). In response, a comprehensive program to promote prosocial skills was evaluated in a classroom of 16 children between the ages of 3 and 5?years. Classroom observations were conducted during evocative situations to determine the likelihood of problem behavior (noncompliance, vocal or motor disruptions, aggression) and preschool life skills. A classwide teaching program was then implemented in a staggered manner across instruction following, functional communication, delay tolerance, and friendship skills. These four categories of preschool life skills, which included two to four related skills, were selected for classwide teaching because they were either identified by educators as important for early school success, have often been taught following functional assessments of more severe problem behavior, or both. Skills were taught on a classwide basis during typically scheduled activities (circle, free play, transitions, meals) via instructions, modeling, role play, and feedback. A multiple probe design showed that the program resulted in an 74% reduction in problem behavior and a more than four-fold increase in preschool life skills. Similar beneficial effects of the program were evident in questionnaire data gathered prior to and at the close of the evaluation. Finally, the teachers who implemented the program reported overall high levels of satisfaction with the classwide teaching program, the target skills, and the results. Implications for the design of early childhood experiences for preempting the development of serious problem behavior are discussed. PMID:17624068

Hanley, Gregory P; Heal, Nicole A; Tiger, Jeffrey H; Ingvarsson, Einar T

2007-01-01

164

Development of a General Undergraduate Estimation Skills Survey (GUESS)  

NSDL National Science Digital Library

We describe the development of a ten-question diagnostic designed to characterize the estimation skills of undergraduate students in science and engineering. In order to establish a baseline and look for possible gains in skill level we have developed a multiple-choice assessment designed to probe student ability and confidence in estimating physical quantities such as mass, size, and time. The diagnostic was administered as a pre-test and post-test to a class of first-year engineers and given to a set of experts to establish its discriminatory power. Item response curves were then used to evaluate each question and multiple-choice answers. The results show that the assessment has the resolution to distinguish between student and expert scores, and that the distribution of expert confidences is qualitatively different than the students in both pre-test and post-test.

Macdonald, Andrew J.; Burke, Sarah A.; Heiner, Cynthia E.

2014-02-01

165

A-Gendering Skill. Conversations around Women, Work and Skill: An Australian Perspective. EEE703 Project Development Plan 2.  

ERIC Educational Resources Information Center

These 12 papers are part of the study materials for the one-semester distance education unit, Project Development Plan 2, in the Open Campus Program at Deakin University (Australia). They examine the breadth and depth of the actions and debates around the social construction of skill and the critical role played by the concept of skill in the…

Butler, Elaine, Ed.; Brown, Mike, Ed.

166

When academics integrate research skill development in the curriculum  

Microsoft Academic Search

This study considered outcomes when 27 academics explicitly developed and assessed student research skills in 28 regular (non-research methods) semester-length courses. These courses ranged from small (n?=?17) to medium-large (n = 222) and included those from first year to masters in business, engineering, health science, humanities and science, across five universities in three Australian cities. The two-year study used three data sets

J. W. Willison

2012-01-01

167

Centre for Educational Development Student Employability & Skills Policy Student Employability and Skills Policy 2008-2011  

E-print Network

-based economy and the wider society. 2. Skills to be acquired The University intends that all students/intellectual skills, which include being able to identify, analyse and solve problems by prioritising tasks, coping Business and organisational skills which include being able to appreciate and understand how businesses

Paxton, Anthony T.

168

Developing Leadership Skills in "Introduction to Engineering Courses" through Multi-Media Case Studies  

ERIC Educational Resources Information Center

A literature review identifies a partial list of leadership skills to include developing higher-order cognitive skills, team working skills, positive attitude, and ability to transfer these skills to future environment. This paper discusses the results of research conducted on the use of multiple instructional methodologies in two different…

Sankar, Chetan S.; Kawulich, Barbara; Clayton, Howard; Raju, P. K.

2010-01-01

169

Skill development among student affairs professionals in the National Association of Student Personnel Administrators Region III  

E-print Network

Student affairs practitioners develop a variety of skills in order to serve students and the institutions in which they work. This research study used a newly developed instrument to assess the perceived performance of a variety of skills...

Roberts, Darby Michelle

2004-09-30

170

Nurses' interpersonal behaviours and the development of helping skills.  

PubMed

This study investigates the interpersonal behaviours of general nurses and evaluates the effectiveness of a nine-week program in developing helping skills. Ninety-nine nurses undertaking tertiary studies were administered the FIRO-B Scale, which assesses six dimensions of interpersonal behaviours, before and after the skills program. Changes in interpersonal behaviours were examined for the total sample and for six clinical subgroups based on the nurse's area of clinical practice. Nurses' FIRO-B scores at pre-test were also compared with results from a sample of occupational therapy students. The results of this study showed that nurses, when compared with occupational therapists, had less desire to belong and a stronger need to influence or control interpersonal relationships. When clinical subgroups of nurses were contrasted, significant differences in the need for inclusion and affection were identified. Evaluation of the communication skills program demonstrated some significant improvements in helping attitudes for the sample as a whole, but no differences when specific nursing subgroups were examined. Findings from this study are discussed in relation to the helping role of nurses, methodological limitations, and directions for future investigation. PMID:1856031

Sellick, K J

1991-01-01

171

Development and initial validation of the Performance Skills Questionnaire (PSQ).  

PubMed

The objectives of this study was to develop and test the psychometric properties of the Performance Skills Questionnaire (PSQ), addressed to measure performance skills of preschoolers, as reported by their parents. Participants included 231 children ranging in age from 4 to 6 years old, with mild to moderate developmental disabilities and 240 children without disabilities at same age range. Internal consistency, test-retest, construct validity, and divergent and convergent validity were assessed. The PSQ has shown good internal reliability, and temporal stability. Construct validity was supported by factor analysis which yielded 3 factors that explained almost 52% of the total variance. Significant differences were found between known groups. Convergent and divergent validity were supported by significant correlations with Visual-Motor Integration (VMI) test, and the Children Participation Questionnaire (CPQ). The PSQ is a unique tool that measures performance skills based on preschool children's everyday function. Results provide evidence in support of the PSQ as a reliable and psychometrically sound instrument. PMID:19709854

Bart, Orit; Rosenberg, Limor; Ratzon, Navah Z; Jarus, Tal

2010-01-01

172

Advanced Mathematical Study and the Development of Conditional Reasoning Skills  

PubMed Central

Since the time of Plato, philosophers and educational policy-makers have assumed that the study of mathematics improves one's general ‘thinking skills’. Today, this argument, known as the ‘Theory of Formal Discipline’ is used in policy debates to prioritize mathematics in school curricula. But there is no strong research evidence which justifies it. We tested the Theory of Formal Discipline by tracking the development of conditional reasoning behavior in students studying post-compulsory mathematics compared to post-compulsory English literature. In line with the Theory of Formal Discipline, the mathematics students did develop their conditional reasoning to a greater extent than the literature students, despite them having received no explicit tuition in conditional logic. However, this development appeared to be towards the so-called defective conditional understanding, rather than the logically normative material conditional understanding. We conclude by arguing that Plato may have been correct to claim that studying advanced mathematics is associated with the development of logical reasoning skills, but that the nature of this development may be more complex than previously thought. PMID:23869241

Attridge, Nina; Inglis, Matthew

2013-01-01

173

Maturation of social attribution skills in typically developing children: an investigation using the social attribution task  

Microsoft Academic Search

BACKGROUND: The assessment of social attribution skills in children can potentially identify and quantify developmental difficulties related to autism spectrum disorders and related conditions. However, relatively little is known about how these skills develop in typically developing children. Therefore the present study aimed to map the trajectory of social attribution skill acquisition in typically developing children from a young age.

Zhouyi Hu; Raymond CK Chan; Grainne M McAlonan

2010-01-01

174

Designing and Evaluating a Personal Skills Development Program for Management Education  

ERIC Educational Resources Information Center

Success in preparing business students for professional careers requires these students to develop a set of well-defined personal skills. The present study examined 145 business students to assess the effectiveness of a personal skills development (PSD) program by measuring the impact of the training on the students' attitudes in skill development

Pang, Elvy; Hung, Humphry

2012-01-01

175

Workforce Skills Development and Engagement in Training through Skill Sets. NCVER Monograph Series 11/2012  

ERIC Educational Resources Information Center

There has been some debate over whether skill sets have the capacity to be part of a more flexible skilling solution, one in which vocational education and training (VET) in Australia is enhanced. This proposition is explored using a case study of agrifood students who were enrolled in TAFE NSW Statement of Attainment in Rural Production Studies…

Mills, John; Crean, David; Ranshaw, Danielle; Bowman, Kaye

2012-01-01

176

Principals' Sensemaking of the Implementation of Skillful Observation and Coaching Laboratory  

ERIC Educational Resources Information Center

This qualitative study examines the perceptions of principals in the implementation of Skillful Observation and Coaching Laboratory (SOCL), an instructional program designed to help principals improve teaching and learning in the classroom. Specifically, this study sought to describe the extent to which components of SOCL were implemented with…

Carraway, Jennifer

2012-01-01

177

Teaching Play Skills to Children with Autism through Video Modeling: Small Group Arrangement and Observational Learning  

ERIC Educational Resources Information Center

The purpose of the present study was to examine if video modeling was an effective way of teaching sociodramatic play skills to individuals with autism in a small group arrangement. Besides maintenance, observational learning and social validation data were collected. Three 9 year old boys with autism participated in the study. Multiple probe…

Ozen, Arzu; Batu, Sema; Birkan, Binyamin

2012-01-01

178

Comparison of Marital Observational Measures: The Marital Interaction Coding System and the Communication Skills Test.  

ERIC Educational Resources Information Center

Compared the Marital Interaction Coding System (MICS) and the Communication Skills Test (CST) to determine the similarities and differences in the assessment data obtained from these observational measures. Coded videotaped marital conflict-resolution discussions of married couples with both systems. Husband-wife and distressed and nondistressed…

Floyd, Frank J.; And Others

1987-01-01

179

Assessing locomotor skills development in childhood using wearable inertial sensor devices: the running paradigm.  

PubMed

Objective quantitative evaluation of motor skill development is of increasing importance to carefully drive physical exercise programs in childhood. Running is a fundamental motor skill humans adopt to accomplish locomotion, which is linked to physical activity levels, although the assessment is traditionally carried out using qualitative evaluation tests. The present study aimed at investigating the feasibility of using inertial sensors to quantify developmental differences in the running pattern of young children. Qualitative and quantitative assessment tools were adopted to identify a skill-sensitive set of biomechanical parameters for running and to further our understanding of the factors that determine progression to skilled running performance. Running performances of 54 children between the ages of 2 and 12 years were submitted to both qualitative and quantitative analysis, the former using sequences of developmental level, the latter estimating temporal and kinematic parameters from inertial sensor measurements. Discriminant analysis with running developmental level as dependent variable allowed to identify a set of temporal and kinematic parameters, within those obtained with the sensor, that best classified children into the qualitative developmental levels (accuracy higher than 67%). Multivariate analysis of variance with the quantitative parameters as dependent variables allowed to identify whether and which specific parameters or parameter subsets were differentially sensitive to specific transitions between contiguous developmental levels. The findings showed that different sets of temporal and kinematic parameters are able to tap all steps of the transitional process in running skill described through qualitative observation and can be prospectively used for applied diagnostic and sport training purposes. PMID:23067877

Masci, Ilaria; Vannozzi, Giuseppe; Bergamini, Elena; Pesce, Caterina; Getchell, Nancy; Cappozzo, Aurelio

2013-04-01

180

Product Development Report: First Year Communication Skills Program.  

National Technical Information Service (NTIS)

The First Year Communication Skills Program (FYCSP) focuses on the basic skills of English language communication or beginning reading at the kindergarten level. This R and D product is based on a general recognition of basic behaviorist positions regardi...

S. M. Jung, J. J. Crawford, D. W. Kratpchvil

1971-01-01

181

Role of Early Parenting and Motor Skills on Development in Children with Spina Bifida  

ERIC Educational Resources Information Center

The impact of parenting and motor skills on the development of cognitive, language, and daily living skills was examined in 165 children (91 with spina bifida, SB), from 6-36 months of age. Motor scores significantly influenced cognitive, language, and daily living skills. Higher quality parenting was associated with higher levels of development

Lomax-Bream, Laura E.; Taylor, Heather B.; Landry, Susan H.; Barnes, Marcia A.; Fletcher, Jack M.; Swank, Paul

2007-01-01

182

Non-Technical Skills in Undergraduate Degrees in Business: Development and Transfer  

ERIC Educational Resources Information Center

The development of discipline-specific skills and knowledge is no longer considered sufficient in graduates of Bachelor level degrees in Business. Higher education providers are becoming increasingly responsible for the development of a generic skill set deemed essential in undergraduates. This required skill set comprises a broad range of…

Jackson, Denise; Hancock, Phil

2010-01-01

183

An Integrated Approach to Developing Professional and Technical Skills in Engineering Undergraduates  

Microsoft Academic Search

The general consensus in industry, government, and academia is that engineers will need more highly developed professional skills to succeed in the new millenium. Of the ABET EC2000 eleven basic outcomes, six relate to professional skills such as communication, teamwork, and understanding broader issues related to engineering. Thus, engineering programs must find ways to more effectively develop students' professional skills,

Thomas A. Litzinger

184

Developing the Key Skills of Young People: An Evaluation of Initiatives in the Former Avon Area.  

ERIC Educational Resources Information Center

The key skills: communication, numeracy, interpersonal, information technology, learning, and problem-solving have been identified as underlying good performance in the labor market now and in the future. The factors most important to development of key skills and ways of facilitating young people's development of those skills were examined in a…

Kodz, J.; Dench, S.; Pollard, E.; Evans, C.

185

Development of Young Adults' Fine Motor Skills when Learning to Play Percussion Instruments  

ERIC Educational Resources Information Center

When playing percussion instruments, the main activity is done with the help of a motion or motor skills; to perform it, developed fine motor skills are necessary: the speed and precision of fingers, hands and palms. The aim of the research was to study and test the development of young adults' fine motor skills while learning to play percussion…

Gzibovskis, Talis; Marnauza, Mara

2012-01-01

186

Development of a Notational Analysis System for Selected Soccer Skills of a Women's College Team  

ERIC Educational Resources Information Center

The purposes of this study were to develop a notational system to evaluate passing, dribbling, first touch, and individual defensive skills as they relate to success during women's soccer games and to develop a statistical model to weigh the importance of each skill on creating scoring opportunities. Sequences of skills in ten games of a National…

Thomas, Camille; Fellingham, Gilbert; Vehrs, Pat

2009-01-01

187

ProfessionalcareerexPertiseacademiaexcitingconfidenceanalysisquantitativeresultsqualitativecommunicationsuPervisiontrainingcritical thinking skills methods information develoPment Publication Practical innovation intellectual inf  

E-print Network

research Passions learn new skills undertake a career in academia strengthen your employability Prospects children young People mentalhealth historyandculture brain and behaviour cognition and Perception College discipline; wishing to develop their skills in their chosen professional career; is passionate about

Martin, Ralph R.

188

The effect of service-learning in developing leadership life skills  

E-print Network

also has a significant impact on personal leadership development skills; 4) No significant difference occurred between the control and treatment groups on the Effective Team Skills, Being a Self-Directed Learner, and a Creative Problem Solver...

Stafford, Jill Renee

2012-06-07

189

Developing Top Managers: The Impact of Interpersonal Skills Training.  

ERIC Educational Resources Information Center

A study assessed the impact of interpersonal skills training on top managers (n=252) by analyzing feedback from subordinates. The skills most responsive to training had clear objectives and outcome criteria and could be expressed as step-by-step routines. Soft skills were more difficult to improve in this way. (Contains 62 references.) (JOW)

Hunt, John W.; Baruch, Yehuda

2003-01-01

190

Development of an Institutional Resident Curriculum in Communication Skills  

PubMed Central

Objective We describe a collaboration between the graduate medical education office and the Henry Ford Health System's Office of Clinical Quality and Safety to create an institution-wide communication skills curriculum pertinent to the institution's safety and patient- and family-centered care initiatives. Methods A multidisciplinary committee provided oversight for the curriculum design and used sentinel event and other quality and safety data to identify specific target areas. The curriculum consisted of 3 courses: “Informed Consent,” “Sharing Bad News,” and “Disclosure of Unanticipated Events.” Each course included 3 components: a multimedia online module; small group discussions led by the program director that focused on the use of communication scripts; and 2 objective structured clinical examinations (OSCEs) requiring residents to demonstrate use of the communication scripts. All first-year residents (N ?=? 145) and faculty (N ?=? 30) from 20 residency programs participated in this initiative. Evaluation of the residents consisted of a self-assessment; the standardized patients' assessment of the residents' performance; and faculty assessment of resident performance with verbal feedback. Results Survey data showed that residents found the courses valuable, with residents identifying communication scripts they would use in clinical settings. Focus groups with faculty highlighted that the resident debriefing sessions provided them with insight into a resident's communication skills early in their training. Conclusion Our institutional curriculum was developed in a collaborative manner, and used an evidence-based approach to teach communication skills relevant to institutional safety and quality initiatives. Other institutions 5 wish to adopt our strategy of departmental collaboration and alignment of resident education with institutional initiatives. PMID:23205202

Joyce, Barbara L.; Scher, Eric; Steenbergh, Timothy; Voutt-Goos, Mary J.

2011-01-01

191

Development of the Counselor Response Observation System  

ERIC Educational Resources Information Center

The purpose of this study was to validate the measures included in the Counselor Response Observation System. The Counselor Response Observation System consists of the Counselor Response Coding System and the Skilled Verbal Responding Scale. Detailed results of their validity and reliability are presented.

Rantanen, Antti P.; Soini, Hannu S.

2013-01-01

192

Engaging the Audience: Developing Presentation Skills in Science Students  

PubMed Central

This article describes a graduate class in presentation skills (“PClass”) as a model for how a class with similar objectives, expectations and culture might be mounted for undergraduates. The required class is given for students in neuroscience and physiology programs at the University of North Carolina at Chapel Hill; I describe the class in the years I led it, from 2003–2012. The class structure centered on peer rehearsal, critiquing of PowerPoint, and chalk talks by the students; video-recording of student talks for later review by the student with the instructor; and presentation of polished talks in a formal setting. A different faculty visitor to the class each week gave the students a variety of perspectives. The students also gained insight into their own evolving skills by discussing the strengths and weaknesses of seminars given by visitors to the campus. A unique feature of the class was collaboration with a professional actor from the University’s Department of Dramatic Arts, who helped the students develop techniques for keeping the attention of an audience, for speaking with confidence, and for controlling nervousness. The undergraduate campus would be expected to lend itself to this sort of interdisciplinary faculty cooperation. In addition, students worked on becoming adept at designing and presenting posters, introducing speakers graciously and taking charge of the speaker’s question session, and speaking to a lay audience. PMID:24319389

Stuart, Ann E.

2013-01-01

193

Learner-Controlled Self-Observation is Advantageous for Motor Skill Acquisition  

PubMed Central

There were two main objectives of this research. First, we wanted to examine whether video feedback of the self (self-observation) was more effective for motor skill learning when the choice to view the video was provided to the learner (learner-controlled, LC) as opposed to an experimenter-controlled (EC) delivery. Secondly, we explored whether there were differences in the self-regulatory processes of self-efficacy and intrinsic motivation, as well as perceived choice between the LC and EC conditions. Two groups (LC and EC) of children (M age of 11.2?years; SD?=?1.89) attempted to learn a progression of trampoline skills during a 2-day acquisition phase in which video self-observation was available. The second acquisition day was followed by a no self-observation retention test 1?day later. It was hypothesized that, during retention, the LC group would be more self-efficacious about their ability to progress through the trampoline skills, show greater intrinsic motivation and perceived choice, and go further in skill progression than the EC group. Analysis of the acquisition data showed the LC group had greater increases in self-efficacy as compared to the EC group. Results of the retention test showed that the participants in the LC group obtained higher scores on the intrinsic motivation and perceived choice measures and had higher skill progression scores as compared to the EC group. Regression analysis showed that group assignment and self-efficacy were significant predictors of the physical performance benefits noted in retention. These findings are discussed within Zimmerman’s (2004) self-regulation of learning model. PMID:23355826

Ste-Marie, Diane M.; Vertes, Kelly A.; Law, Barbi; Rymal, Amanda M.

2013-01-01

194

Mathematics Professional Development: Critical Features for Developing Leadership Skills and Building Teachers' Capacity  

ERIC Educational Resources Information Center

This article focuses on three features of professional development (PD) programs that play an important role in developing leadership skills and building teachers' capacity: (1) fostering a professional learning community, (2) developing teachers' mathematical knowledge for teaching, and (3) adapting PD to support local needs and interests. We…

Koellner, Karen; Jacobs, Jennifer; Borko, Hilda

2011-01-01

195

A Coordinated Approach to Curricular Review and Development in Undergraduate Geoscience Programs: Using a Matrix to Identify and Track Skills and Skill Development  

NASA Astrophysics Data System (ADS)

One approach to curriculum review and development is to construct a matrix of the desired skills versus courses in the departmental curriculum. The matrix approach requires faculty to articulate their goals, identify specific skills, and assess where in the curriculum students will learn and practice these skills and where there are major skills gaps. Faculty members in the Geology Department at Carleton College developed a matrix of skills covered in geology courses with the following objectives: 1) Geology majors should begin their "senior integrative exercise" having practiced multiple times all of the formal steps in the research process (recognizing problems, writing proposals, carrying out a project, reporting a project in several ways); 2) Geology majors should learn and practice a variety of professional and life skills life (e.g. computer skills, field skills, lab skills, and interpretive skills).The matrix was used to identify where in the curriculum various research methods and skills were addressed and to map potential student experiences to the objectives. In Carleton's non-hierarchical curriculum, the matrix was used to verify that students have many opportunities to practice research and life skills regardless of the path they take to completion of the major. In William and Mary's more structured curriculum, the matrix was used to ensure that skills build upon each other from course to course. Faculty members in the Geology Department at the College of William and Mary first used this approach to focus on teaching quantitative skills across the geology curriculum, and later used it in terms of teaching research, communication, and information literacy skills. After articulating goals and skills, faculty members in both departments developed more specific skill lists within each category of skills, then described the current assignments and activities in each course relative to the specific components of the matrix and discussed whether to add assignment or activities. We have found that much conversation among faculty and change within courses happens simply as a result of compiling the matrix. One effect of the use of the matrix is that faculty in the department know fairly specifically what skills students are learning and practicing in their other geology courses. Moreover, some faculty members are better suited by background or inclination to teach certain sets of skills. This coordinated approach avoids unnecessary duplication and allows faculty to build on skills and topics developed in previous courses. The matrix can also be used as a planning tool to identify gaps in the curriculum. In our experience, the skills matrix is a powerful organizational and communication tool. The skills matrix is a representation of what the department believes actually happens in the curriculum. Thus, development of a skills matrix provides a basis for departmental discussions of student learning goals and objectives as well as for describing the existing curriculum. The matrix is also a graphic representation, to college administrators and outside evaluators, of the "intentionality" of an entire curriculum, going beyond single courses and their syllabi. It can be used effectively to engage administration in discussions of departmental planning and needs analysis.

MacDonald, R.; Savina, M. E.

2003-12-01

196

Balancing the Yin and Yang: The Role of Universities in Developing Softer Skills in Accountancy  

ERIC Educational Resources Information Center

This paper presents an examination of the importance of softer skills in the accountancy profession and a discussion of the contribution that universities can make in supporting the development of these skills. With employers increasingly demanding a greater range of softer skills such as effective communication, the paper is intended to challenge…

Evans, Carl; Gbadamosi, Gbolahan; Wells, Jamie; Scott, Ian

2012-01-01

197

A Strategy for the Development of Lifelong Learning and Personal Skills throughout an Undergraduate Engineering Programme  

Microsoft Academic Search

For many years engineering programmes have placed a stronger emphasis on the development of technical knowledge, understanding and skills at the expense of personal skills such as initiative, creativity, communication, teamwork and lifelong self-directed learning. Recent changes in accreditation criteria call for greater competences in these skills to be achieved in the undergraduate programme. An argument is presented that this

Gavin Duffy; Brian Bowe

2010-01-01

198

Developing 21st century skills through the use of student personal learning networks  

Microsoft Academic Search

This research was conducted to study the development of 21st century communication, collaboration, and digital literacy skills of students at the high school level through the use of online social network tools. The importance of this study was based on evidence high school and college students are not graduating with the requisite skills of communication, collaboration, and digital literacy skills

Robert D. Miller

2009-01-01

199

Imitation and communication skills development in children with pervasive developmental disorders  

PubMed Central

This study evaluates the correlation between failure to develop spontaneous imitation and language skills in pervasive developmental disorders. Sixty-four children between the age of 3 and 8 years were assessed using the Autism Diagnostic Interview-Revised (ADI-R), the Childhood Autism Rating Scale (CARS), and the Autism Diagnostic Observation Schedule (ADOS), as well as direct observation of imitation. The sample was subdivided into a verbal and a nonverbal group. Analysis of mean scores on the CARS “imitation” items and of ADI-R “spontaneous imitation” and “pointing to express interest” revealed a statistically significant difference between verbal and nonverbal groups, with more severe impairment/higher scores in the nonverbal than the verbal group. These results suggest that nonverbal children have specifically impaired imitation and pointing skills. PMID:19590730

De Giacomo, Andrea; Portoghese, Claudia; Martinelli, Domenico; Fanizza, Isabella; L'Abate, Luciano; Margari, Lucia

2009-01-01

200

Developing nurse educators' computer skills towards proficiency in nursing informatics.  

PubMed

The purpose of this paper is to assess nurse educators' competence development in nursing informatics (NI) and to compare their competence to the NI competence of other healthcare professionals. Electronic health records (EHR) have been in use for many years. However, the adoption of the nursing care plan finally made it possible for nurses in Finland to develop a model for structured documentation with nursing terminology. A total of n?=?124 (n?=?85 pre-test and n?=?39 post-test) participants from Universities of Applied Sciences (UAS), hospitals, hospitals' information management and health centres were surveyed with a e-questionnaire designed to assess the development of their NI competences during the nursing documentation development project. The questionnaire included 145 structured questions and 6 open questions. Data analysis focused on classification and comparison of NI competences through data description and statistical parameters using figures and tables. The basic NI competences of the nurse educators were good at the end of project and the nurse educators had better information literacy and information management competences than other participants. The information retrieval skills varied greatly, but they improved evenly towards the end. The nurse educators mastered better evidence-based nursing and use of nursing process models in their work. PMID:24152130

Rajalahti, Elina; Heinonen, Jarmo; Saranto, Kaija

2014-01-01

201

Teaching Development Geography: Observations from the Periphery.  

ERIC Educational Resources Information Center

Approaches to teaching the dynamics of development at South Africa's National University of Lesotho are criticized. Teaching development geography, which focuses on articulation and class formation and which rejects the spatial approach, is detrimental to the geography department. The objective should be to provide technical skills unavailable…

Wellings, Paul

1983-01-01

202

Critical Thinking: The Development of an Essential Skill for Nursing Students  

PubMed Central

Critical thinking is defined as the mental process of actively and skillfully perception, analysis, synthesis and evaluation of collected information through observation, experience and communication that leads to a decision for action. In nursing education there is frequent reference to critical thinking and to the significance that it has in daily clinical nursing practice. Nursing clinical instructors know that students face difficulties in making decisions related to clinical practice. The main critical thinking skills in which nursing students should be exercised during their studies are critical analysis, introductory and concluding justification, valid conclusion, distinguish of facts and opinions, evaluation the credibility of information sources, clarification of concepts and recognition of conditions. Specific behaviors are essentials for enhancing critical thinking. Nursing students in order to learn and apply critical thinking should develop independence of thought, fairness, perspicacity in personal and social level, humility, spiritual courage, integrity, perseverance, self-confidence, interest for research and curiosity. Critical thinking is an essential process for the safe, efficient and skillful nursing practice. The nursing education programs should adopt attitudes that promote critical thinking and mobilize the skills of critical reasoning. PMID:25395733

Papathanasiou, Ioanna V.; Kleisiaris, Christos F.; Fradelos, Evangelos C.; Kakou, Katerina; Kourkouta, Lambrini

2014-01-01

203

Critical thinking: the development of an essential skill for nursing students.  

PubMed

Critical thinking is defined as the mental process of actively and skillfully perception, analysis, synthesis and evaluation of collected information through observation, experience and communication that leads to a decision for action. In nursing education there is frequent reference to critical thinking and to the significance that it has in daily clinical nursing practice. Nursing clinical instructors know that students face difficulties in making decisions related to clinical practice. The main critical thinking skills in which nursing students should be exercised during their studies are critical analysis, introductory and concluding justification, valid conclusion, distinguish of facts and opinions, evaluation the credibility of information sources, clarification of concepts and recognition of conditions. Specific behaviors are essentials for enhancing critical thinking. Nursing students in order to learn and apply critical thinking should develop independence of thought, fairness, perspicacity in personal and social level, humility, spiritual courage, integrity, perseverance, self-confidence, interest for research and curiosity. Critical thinking is an essential process for the safe, efficient and skillful nursing practice. The nursing education programs should adopt attitudes that promote critical thinking and mobilize the skills of critical reasoning. PMID:25395733

Papathanasiou, Ioanna V; Kleisiaris, Christos F; Fradelos, Evangelos C; Kakou, Katerina; Kourkouta, Lambrini

2014-08-01

204

The Role of Metacognitive Skills in Developing Critical Thinking  

ERIC Educational Resources Information Center

The study investigated the influence of metacognition on critical thinking skills. It is hypothesized in the study that critical thinking occurs when individuals use their underlying metacognitive skills and strategies that increase the probability of a desirable outcome. The Metacognitive Assessment Inventory (MAI) by Schraw and Dennison…

Magno, Carlo

2010-01-01

205

Development and Evaluation of a Technology Integrated Social Skills Curriculum  

ERIC Educational Resources Information Center

Social skills in the United States are in serious decline. This decline is seen and heard on television, in movies, in magazines, on radio programs, on the streets, and in the schools. Worcester Preparatory School is alarmed by the decline of social skills. Students at Worcester have increasingly shown difficulty in social interactions. The…

Bunting, Tia Wheatley

2009-01-01

206

Developing Dialogic Argumentation Skills: A 3-Year Intervention Study  

ERIC Educational Resources Information Center

Argumentation is increasingly recognized as a fundamental intellectual skill, but evidence suggests that few adolescents or adults are skilled arguers. This article reports on an extended (3-year, twice weekly) intervention designed to afford dense practice in dialogic argumentation to middle-school students from traditionally academically…

Crowell, Amanda; Kuhn, Deanna

2014-01-01

207

Faculty Roles in Student Learning, Confidence, and Skills Development  

Microsoft Academic Search

Previous studies have investigated and identified a number of ways in which faculty can affect students' gains in learning outcomes and course satisfaction. This study focused on the relationships between engineering faculty teaching practices and students' gains in communication skills, problem-solving skills, occupational awareness, and engineering competence in a curriculum emphasizing engineering design activities. The study was based on data

Stefani A. Bjorklund; John M. Parente; Dhushy Sathianathan

2002-01-01

208

Coherence and the Development of Professional Knowledge and Skills  

ERIC Educational Resources Information Center

It can be difficult for students to relate theoretical knowledge and practical skills when making the transition from the classroom to professional practice. The concept of coherence has been suggested as an appropriate way to address how the relationships involved (i.e. between theoretical knowledge and practical skills and between classroom…

Smeby, Jens-Christian; Heggen, Kåre

2014-01-01

209

Development of Auditory-Vocal Perceptual Skills in Songbirds  

PubMed Central

Songbirds are one of the few groups of animals that learn the sounds used for vocal communication during development. Like humans, songbirds memorize vocal sounds based on auditory experience with vocalizations of adult “tutors”, and then use auditory feedback of self-produced vocalizations to gradually match their motor output to the memory of tutor sounds. In humans, investigations of early vocal learning have focused mainly on perceptual skills of infants, whereas studies of songbirds have focused on measures of vocal production. In order to fully exploit songbirds as a model for human speech, understand the neural basis of learned vocal behavior, and investigate links between vocal perception and production, studies of songbirds must examine both behavioral measures of perception and neural measures of discrimination during development. Here we used behavioral and electrophysiological assays of the ability of songbirds to distinguish vocal calls of varying frequencies at different stages of vocal learning. The results show that neural tuning in auditory cortex mirrors behavioral improvements in the ability to make perceptual distinctions of vocal calls as birds are engaged in vocal learning. Thus, separate measures of neural discrimination and behavioral perception yielded highly similar trends during the course of vocal development. The timing of this improvement in the ability to distinguish vocal sounds correlates with our previous work showing substantial refinement of axonal connectivity in cortico-basal ganglia pathways necessary for vocal learning. PMID:23285011

Miller-Sims, Vanessa C.; Bottjer, Sarah W.

2012-01-01

210

Investigating the Impact on Skill Development of an Undergraduate Scientific Research Skills Course  

Microsoft Academic Search

This paper describes the design and subsequent impact of a scientific research skills course. Student understanding of the university research environment, their confidence in finding and using scientific literature and in scientific writing and presentation pre- and post-course was investigated. The findings suggested that understanding of the research environment and research process which was poor pre-course, improved after its completion.

Kay H Yeoman; Barbara Zamorski

2008-01-01

211

Advanced skills required for engineering leaders in global product development  

E-print Network

Observations from first hand experience on the Boeing 787 Program during development of perhaps the most important and exciting new commercial airplane in recent history has identified opportunities to enhance the global ...

Ayubi, Harry H

2011-01-01

212

Development of the Biostatistics and Clinical Epidemiology Skills Assessment for Medical Residents.  

E-print Network

??This study developed the Biostatics and Clinical Epidemiology Skills (BACES) assessment, and established its preliminary item characteristics and validity evidence. Unlike previous instruments, the BACES… (more)

Barlow, Patrick Brian

2014-01-01

213

Seeing the forest and the trees: increasing nurse practitioner students' observational and mindfulness skills.  

PubMed

Accurate, objective observation is a critical component of clinical diagnosis and patient management, which in turn is essential for successful diagnostic reasoning by advanced practice nurses. The purpose of this quasi-experimental study was to enhance nurse practitioner students' observation and reflective thinking skills using Looking Is Not Seeing, a reflective practice/experiential learning technique that uses art objects to teach observation (Pellico, Friedlaender, & Fennie, 2009). Students' posttest observation and interpretation scores showed statistically significant improvement over pretest scores. Students' mindfulness scores and their own perceived observational and interpretive ability were statistically significantly higher after participating in the study. Building on the established record of successful visual literacy programs for nursing and medical students at other institutions, this research can help educators implement the Looking Is Not Seeing pedagogy. PMID:24730194

Grossman, Sheila; Deupi, Jill; Leitao, Kathleen

2014-01-01

214

"Second Generation" E-Learning: Characteristics and Design Principles for Supporting Management Soft-Skills Development  

ERIC Educational Resources Information Center

This article develops the concept of "second generation" e-learning as a new paradigm for thinking about online learning. Whereas "first generation" approaches have been effective for developing technical skills, the same approach has not proven effective for developing management soft-skills (e.g., in the field of leadership education). The…

Adams, Jean; Morgan, Gareth

2007-01-01

215

Introduction--Improving Skills Development for Employability in an Ever-Changing World  

ERIC Educational Resources Information Center

The article provides an overview of the global economic landscape in which the contemporary skills development discourse is located. Effective skills development oriented to market needs and to competitiveness in high-value global value chains will help developing economies to avoid the middle income trap. It outlines major issues and challenges…

Maclean, Rupert; Jagannathan, Shanti

2014-01-01

216

An innovative model for developing critical thinking skills through mathematical education  

E-print Network

19 An innovative model for developing critical thinking skills through mathematical education Einav to develop advanced thinking skills such as critical systematic thinking, decision making and problem solving. This challenge requires developing critical thinking abilities which are essential in unfamiliar situations

Spagnolo, Filippo

217

Oklahoma Child Development Associate Curriculum: Language and Physical Skills. Revised Edition.  

ERIC Educational Resources Information Center

Learning activities enabling Child Development Associate (CDA) trainees to facilitate children's development of language and communication skills are provided in this CDA training module. Contents of the module focus on the function of language arts in the preschool, the development of language and communication skills, and the teacher's role in…

Loveless, Susan Catlett; And Others

218

Development of an Instrument to Measure Student Use of Academic Success Skills: An Exploratory Factor Analysis  

ERIC Educational Resources Information Center

This article describes the development of the Student Engagement in School Success Skills instrument including item development and exploratory factor analysis. The instrument was developed to measure student use of the skills and strategies identified as most critical for long-term school success that are typically taught by school counselors.

Carey, John; Brigman, Greg; Webb, Linda; Villares, Elizabeth; Harrington, Karen

2014-01-01

219

Language Development and Learning to Read: The Scientific Study of How Language Development Affects Reading Skill  

ERIC Educational Resources Information Center

Research on reading has tried, and failed, to account for wide disparities in reading skill even among children taught by the same method. Why do some children learn to read easily and quickly while others, in the same classroom and taught by the same teacher, don't learn to read at all? In "Language Development and Learning to Read", Diane…

McGuinness, Diane

2005-01-01

220

A Collaborative Model for Developing Classroom Management Skills in Urban Professional Development School Settings  

ERIC Educational Resources Information Center

This article describes a school-university partnership that focuses on the development of classroom management skills for preservice teachers in an urban setting, through collaboration between mentors, principals, and a university supervisor. To prepare preservice teachers for the unique challenges of urban schools, three key elements were…

Dobler, Elizabeth; Kesner, Cathy; Kramer, Rebecca; Resnik, Marilyn; Devin, Libby

2009-01-01

221

Developing a Taxonomy of Anesthetists Nontechnical Skills (ANTS).  

National Technical Information Service (NTIS)

Safety research in high-reliability industries, such as aviation, has clearly shown that the causes of accidents are primarily related to deficiencies in nontechnical (cognitive and social) skills, rather than a lack of technical expertise. Investigations...

R. Patey, R. Flin, G. Fletcher, N. Maran, R. Glavin

2005-01-01

222

Research on Developing the Student's Argumentation Skills in On-Line and Traditional Classroom Environments  

Microsoft Academic Search

The study investigates the effects of developing students' argumentation skills in traditional classroom learning context and on-line learning environment in two classes comprising 21- to 23-year-old university students in China. The results tentatively indicate that the short term study intervention helped students to promote their argumentation skills in both learning environments. But different kinds of argumentation skills were developed in

Yang Qingzhen

2010-01-01

223

Coordination variability and skill development in expert triple jumpers  

Microsoft Academic Search

The aim of this study was to examine the influence of skill of expert triple jumpers on the coordination variability of lower extremity intra-limb couplings. In contrast to the traditional motor learning perspective, we hypothesized that as skill and thus performance increases, movement coordination variability will also increase. Three-dimensional kinematic and ground reaction force data were collected during the hop–step

Cassie Wilson; Scott E. Simpson; Richard E. A. Van Emmerik; Joseph Hamill

2008-01-01

224

Analysis of Student Service-Learning Reflections for the Assessment of Transferable-Skills Development  

NASA Astrophysics Data System (ADS)

The civil and environmental engineering (CEE) programs at the University of Vermont (UVM) incorporate systems thinking and a systems approach to sustainable engineering problem solving. A systems approach considers long-term social, environmental and economic factors within the context of the engineering problem solution and encompasses sustainable engineering solutions. Our goal is to prepare students to become leaders in their chosen field who can anticipate co-products associated with forecasted solutions. As a way of practicing the systems approach, we include service-learning projects in many of our undergraduate engineering courses, culminating with the senior capstone design course. We use a variety of formative and summative assessment methods to gage student understanding and attitudes including student surveys, focus groups, assessment of student projects, and student reflections. Student reflections from two courses -Modeling Environmental and Transportation Systems (31 juniors) and Senior Design Project (30 seniors) are compared. Of these, 25 students were common to both courses. The focus of the systems modeling service-learning project involved mentoring home-schooled children (11-14 yrs old) to solve problems of mobility, using the fun and inspiration of biomimicry. Students were required to invent innovative methods to move people or goods that improve associated constraints (i.e., minimize congestion, reduce pollution, increase safety), or reduce the need for transportation altogether. The capstone design project required a comprehensive engineering design involving two or more CEE sub-disciplines. Both service-learning projects were intended to enhance students’ academic learning experience, attain civic engagement and reinforce transferable skills (written and oral communication, teamwork, leadership and mentoring skills). The student course reflections were not guided; yet they provided valuable data to assess commonalities and differences in student attitudes toward their service-learning projects, specifically, the development of transferable skills. In the spirit of service-learning pedagogy, we divide the contents of students’ written reflections into three categories - academic enhancement, civic engagement and personal growth skills. The commonalities focused mostly on civic engagement. Differences are observed primarily in academic enhancement and personal growth categories. Students working on the biomimicry design project reflected on personal growth (e.g. leadership skills, mentoring, creativity, organizational skills, communication to nontechnical audience), but did not credit it with academic enhancement. In contrast, the senior design reflections concentrated on academics, specifically, students appreciated the enhancement of technical skills as a part of their engineering experience.

Rizzo, D. M.; Dewoolkar, M.; Hayden, N.; Oka, L.; Pearce, A. R.

2010-12-01

225

Tracheostomy management skills competency in physical medicine and rehabilitation residents: a method for development and assessment.  

PubMed

This educational unit was developed to instruct physical medicine and rehabilitation residents on tracheostomy management in non-ventilator-dependent patients and to implement an objective assessment format to measure the attainment of these skills. Thirty-one subjects participated in a 2-day didactic and hands-on workshop supervised by an attending physiatrist, certified speech pathologists, and registered nurses. Assessment tools developed for this program address the basic competencies outlined by the Accreditation Council for Graduate Medical Education. To test the success of the standardized educational module, data have been collected on an ongoing basis for a period of 6 yrs. A before-and-after multiple-choice written examination, as well as simulated patient encounters consisting of eight segments divided into four stations, was used to assess knowledge acquisition and skill achievement. Before instruction, none of the 31 participants were able to perform appropriate tracheostomy care. After the workshop, 31 of 31 (100%) successfully demonstrated clinical proficiency in every segment of the evaluation element of the educational module. Furthermore, a significant increase in knowledge was observed in the multiple-choice examination from pretest to posttest (pretest, 52.7%; posttest, 84.5%). Participation in this module resulted in substantial acquisition of knowledge and skills regarding tracheostomy management for physical medicine and rehabilitation residents. PMID:22157437

Khademi, Allen; Cuccurullo, Sara J; Cerillo, Lynn M; Dibling, Janice; Wade, Chris; Liang, Jing; Martin, Michele L; Petagna, Ann Marie; Strax, Thomas E

2012-01-01

226

Bamboo and Poison Gas: Take-Off Points for Developing Skills.  

ERIC Educational Resources Information Center

Shows how to use common topics within area studies to develop important social studies skills. The example provided illustrates how to develop data analysis, data evaluation, problem solving, and map skills using the topics of bamboo and the Bhopal, India, chemical disaster. (JDH)

Hantula, James

1986-01-01

227

Home and Preschool Learning Environments and Their Relations to the Development of Early Numeracy Skills  

ERIC Educational Resources Information Center

This study examined the influence of the quality of home and preschool learning environments on the development of early numeracy skills in Germany, drawing on a sample of 532 children in 97 preschools. Latent growth curve models were used to investigate early numeracy skills and their development from the first (average age: 3 years) to the third…

Anders, Yvonne; Rossbach, Hans-Gunther; Weinert, Sabine; Ebert, Susanne; Kuger, Susanne; Lehrl, Simone; von Maurice, Jutta

2012-01-01

228

High school athletes’ perspectives on support, communication, negotiation and life skill development  

Microsoft Academic Search

There is a widespread belief that sport can be used as a tool to promote life skills and positive youth development. However, little research has examined athletes’ perspectives on the development of life skills in school?based sport programmes, in which a vast amount of youth are involved. In addition, research has yet to examine how youth experience support, communication, and

Martin Camiré; Pierre Trudel; Tanya Forneris

2009-01-01

229

Encouraging Social Skill Development through Play in Early Childhood Special Education Classrooms  

ERIC Educational Resources Information Center

Social skill acquisition is an essential step in young children's development with lasting implications for the quality of social experiences throughout life. Difficulties with social skill acquisition may be related to delays in physical development, communication methods, and/or social awareness that limit one's ability to progress along a…

Jamison, Kristen R.; Forston, Lindsay D.; Stanton-Chapman, Tina L.

2012-01-01

230

Limitation on the Development of Skills in Higher Education in Vietnam  

ERIC Educational Resources Information Center

This study investigates the perceptions of higher education students, recent graduates and employers in Vietnam on the issue of skill development in the higher education system in Vietnam. Enhancing skill development is considered essential for students, not only to pursue their study, but also for their success later, at work and in life. The…

Tran, Thi Tuyet

2013-01-01

231

Skills for the Changing Workplace: A Marketing Educator's Guide. Research and Development Series No. 253.  

ERIC Educational Resources Information Center

This three-part instructional guide was developed to assist vocational instructors in marketing education to help their students in the development of broadly applicable, nontechnical (often called quality of work life--QWL) skills. The first section of the guide describes in detail the important QWL skills needed for work and identifies specific…

Warmbrod, Catharine P.; Gordon, Marilyn J.

232

For Better or Worse? The Marriage of Key Skills Development and On-line Learning.  

ERIC Educational Resources Information Center

Analysis of the University of Glamorgan's electronic learning module on employability and professional development demonstrates the feasibility of teaching transferable, "soft" skills online. Advantages compared with face-to-face include transparency, flexibility, development of information technology skills, openness, and teamwork; disadvantages…

Jones, Norah; Fitzgibbon, Karen

2002-01-01

233

Thinking Skills to Thinking Schools: Ways to Develop Children's Thinking and Learning  

Microsoft Academic Search

This article explores the core concepts of thinking skills and learning. It argues that to raise children's achievement in thinking and learning we need to move from the idea of developing the thinking child to the idea of creating powerful learning environments, thinking classrooms, thinking schools and communities. Approaches to developing thinking skills are discussed, including structured programmes and infusion

Robert Fisher

1999-01-01

234

Influence of 4-H Horse Project Involvement on Development of Life Skills  

ERIC Educational Resources Information Center

Four-H horse project members who competed in non-riding horse contests were surveyed to evaluate the influence of their horse project participation on life-skill development. Contests in which youth competed included Horse Bowl, Demonstrations, Public Speaking, and Art. Youth indicated a positive influence on both life-skill development and horse…

Anderson, K. P.; Karr-Lilienthal, L.

2011-01-01

235

Predicting First-Year Achievement by Pedagogy and Skill Development in the First Weeks at University  

ERIC Educational Resources Information Center

Central in this study is the relationship between the pedagogical approach and generic skill development in the first 10 weeks at university, students' perception of the fit between secondary and university education and first-year achievement. Information regarding the pedagogical approach and generic skill development was gathered through…

Torenbeek, M.; Jansen, E. P. W. A.; Hofman, W. H. A.

2011-01-01

236

An Exploratory Investigation of Requisite Skills Needed by Developers of E-Commerce Systems.  

ERIC Educational Resources Information Center

The aim of this exploratory study is to identify the skills needed by developers of Electronic Commerce (e-Commerce) systems. The paper proposes a framework pertaining to three categories of e-Commerce development knowledge: technical, human, and organizational. The initial findings reveal that there are some 16 possible e-Commerce skills tapping…

Aladwani, Adel M.

237

Electrodiagnostic medicine skills competency in physical medicine and rehabilitation residents: a method for development and assessment.  

PubMed

This project sought to create an educational module including evaluation methodology to instruct physical medicine and rehabilitation (PM&R) residents in electrodiagnostic evaluation of patients with neuromuscular problems, and to verify acquired competencies in those electrodiagnostic skills through objective evaluation methodology. Sixteen residents were trained by board-certified neuromuscular and electrodiagnostic medicine physicians through technical training, lectures, and review of self-assessment examination (SAE) concepts from the American Academy of Physical Medicine & Rehabilitation syllabus provided in the Archives of Physical Medicine and Rehabilitation. After delivery of the educational module, knowledge acquisition and skill attainment were measured in (1) clinical skill in diagnostic procedures via a procedure checklist, (2) diagnosis and ability to design a patient-care management plan via chart simulated recall (CSR) exams, (3) physician/patient interaction via patient surveys, (4) physician/staff interaction via 360-degree global ratings, and (5) ability to write a comprehensive patient-care report and to document a patient-care management plan in accordance with Medicare guidelines via written patient reports. Assessment tools developed for this program address the basic competencies outlined by the Accreditation Council for Graduate Medical Education (ACGME). To test the success of the standardized educational module, data were collected on an ongoing basis. Objective measures compared resident SAE scores in electrodiagnostics (EDX) before and after institution of the comprehensive EDX competency module in a PM&R residency program. Fifteen of 16 residents (94%) successfully demonstrated proficiency in every segment of the evaluation element of the educational module by the end of their PGY-4 electrodiagnostic rotation. The resident who did not initially pass underwent remedial coursework and passed on the second attempt. Furthermore, the residents' proficiency as demonstrated by the evaluation after implementation of the standardized educational module positively correlated to an increase in resident SAE scores in EDX compared with resident scores before implementation of the educational module. Resident proficiency in EDX medicine skills and knowledge was objectively verified after completion of the standardized educational module. Validation of the assessment tools is evidenced by collected data correlating with significantly improved SAE scores and American Association of Neuromuscular and Electrodiagnostic Medicine (AANEM) exam scores, as outlined in the result section. In addition, the clinical development tool (procedure checklist) was validated by residents being individually observed performing skills and deemed competent by an AANEM-certified physician. The standardized educational module and evaluation methodology provide a potential framework for the definition of baseline competency in the clinical skill area of EDX. PMID:18388558

Brown, David; Cuccurullo, Sara; Lee, Joseph; Petagna, Ann; Strax, Thomas

2008-08-01

238

RESOURCE GUIDE FOR SKILL DEVELOPMENT This guide has been developed to help managers and staff members in the preparation of  

E-print Network

and quality) 8. Change management 9. Development (self and others) 10. Time management 11. Collaboration1 RESOURCE GUIDE FOR SKILL DEVELOPMENT This guide has been developed to help managers and staff performance from subordinates 3. Conflict resolution (willingness and skill) 4. Action orientation 5. Goal

239

Measuring medical students' communication skills: Development and evaluation of an interview rating scale  

Microsoft Academic Search

To effectively interview patients, elicit relevant data and derive a correct diagnosis, medical students require a number of interpersonal and interviewing skills. These include putting patients at ease, eliciting essential historical data, listening, interviewing logically, observing and responding to patients' cues and generally using facilitative communication techniques. In traditional medical education curricula, these skills were addressed by teaching students the

Barry J. Evans; Robb O. Stanley; Greg J. Coman; Vikki Sinnott

1992-01-01

240

Development of figurative language skills following central nervous system-directed chemotherapy delivered in early childhood.  

PubMed

Central nervous system (CNS)-directed chemotherapy is delivered for the treatment of childhood acute lymphoblastic leukaemia (ALL). Figurative language deficits have been described in children following CNS-directed chemotherapy; however, comprehensive analysis of figurative interpretation errors, potentially providing clinical utility to assist with intervention planning, has never been performed. The present study aimed to compare the figurative language skills of seven children treated with CNS-directed chemotherapy for ALL before the age of 6 years (mean age at diagnosis 3 years 10 months) and a matched control group of children, using the Test of Language Competence-Expanded Edition (TLC-E) Figurative Language sub-test. It was hypothesised that the children treated with CNS-directed chemotherapy would demonstrate a decreased performance in and an alternative method of interpreting figurative language. The results suggest no negative effects of CNS-directed chemotherapy on figurative language. There were no statistically significant differences between groups for TLC-E Figurative Language sub-test composite scores and picture component errors, nor were there clinically significant differences observed from descriptive comparisons of individual case data and error analysis. As these skills continue to emerge beyond childhood, the need to monitor skill development in ALL survivors beyond childhood is highlighted. PMID:23607904

Dowling, Emma K; Lewis, Fiona M; Murdoch, Bruce E

2014-04-01

241

Courses for Skills and Career Development for Contract Research Staff These courses aim to develop research and employment skills and are designed for Contract Research Staff (CRS)  

E-print Network

This session explores the whole process of career decision making, from how to choose the most suitable optionCourses for Skills and Career Development for Contract Research Staff These courses aim to develop 2008, 1.45 - 5.00, Booking ref. 1917 NEW! Career Development in Academia What are the typical career

Meju, Max

242

Session W2D Workshop- Assessing and Developing Critical Thinking Skills  

E-print Network

Abstract- Steps for Better Thinking, provides a useful conceptual framework for developmental learning as well as providing appropriate curricular strategies for helping students ’ transition from one stage to the next. Conceptually, students require the foundational skills or knowledge base necessary in order to successfully transition from one developmental level to the next. Further, this foundational knowledge or “scaffolding ” is required for all levels. Although conceptually simple enough to understand, intellectual development requires a systematic and purposeful approach to achieve the greatest developmental gains. In this workshop, participants will (1) clarify desired critical thinking outcomes, (2) discover how cognitive development affects critical thinking performance, (3) use cognitive patterns to assess critical thinking skills demonstrated in student essays, (4) use assessment results to identify student learning opportunities, and (5) take home tools for their own implementation. Index Terms – cognitive development, Steps for Better Thinking, workshop WORKSHOP OVERVIEW Much of the current work in developmental theory originated with William Perry [1] from studies of students at Harvard University in the early 1960s. Perry observed that two students with nearly identical intellectual capacity may in fact differ markedly in their ability to effectively solve problems and engage in intellectual discourse. Work by King and Kitchener [2] suggests that student developmental growth occurs when experiential learning opportunities require reflective observation and judgment in well-defined stages. A more recent model, Steps for Better Thinking [3], provides a useful conceptual framework for developmental learning (see Figure 1 below) as well as providing appropriate curricular strategies for helping students’ transition from one stage to the next. Conceptually, students require the foundational skills or knowledge base necessary in order to successfully transition from one developmental level to the next. Further, this foundational knowledge or “scaffolding ” is required for all levels.

Susan Wolcott; Jennifer Karlin

243

DEVELOPMENT OF MARKETABLE TYPING SKILL--SENSORY PROCESSES UNDERLYING ACQUISITION.  

ERIC Educational Resources Information Center

THE PROJECT ATTEMPTED TO PROVIDE FURTHER DATA ON THE DOMINANT HYPOTHESIS ABOUT THE SENSORY MECHANISMS UNDERLYING SKILL ACQUISITION IN TYPEWRITING. IN SO DOING, IT PROPOSED TO FURNISH A BASIS FOR IMPORTANT CORRECTIVES TO SUCH CONVENTIONAL INSTRUCTIONAL PROCEDURES AS TOUCH TYPING. SPECIFICALLY, THE HYPOTHESIS HAS BEEN THAT KINESTHESIS IS NOT…

WEST, LEONARD J.

244

Skills Certifications and Workforce Development: Partnering with Industry and Ourselves.  

ERIC Educational Resources Information Center

This article states that constant changing workplace technology requirements have placed a burden on the employees to remain competent. This problem can be alleviated by community colleges that offer credentials in different occupations. Community colleges can aid in the creation of new jobs by providing students with the skills that are highly…

Cantor, Jeffrey A.

2002-01-01

245

Developing Social Vocational Skills in Handicapped Individuals. Digest #447.  

ERIC Educational Resources Information Center

Many handicapped workers fail in competitive employment situations for social reasons rather than for the inability to perform required work tasks. Such individuals are usually those who need to be trained under conditions more closely matching those of the workplace. Thus, work-related social skills should be taught, at least in part, in work…

ERIC Clearinghouse on Handicapped and Gifted Children, Reston, VA.

246

The socially skilled teacher and the development of tacit knowledge  

Microsoft Academic Search

Skilled interpersonal relations are crucial for effective teaching and learning but much professional knowledge here is tacit and thus not easily communicated. This article presents the results of a study that examined the tacit knowledge of trainee and experienced teachers in relation to various problematic interpersonal aspects of school life. Trainee (n = 501) and experienced (n = 163) teachers

Julian G. Elliott; Steven E. Stemler; Robert J. Sternberg; Elena L. Grigorenko; Newman Hoffman

2011-01-01

247

Adolescents' Web-Based Literacies, Identity Construction, and Skill Development  

ERIC Educational Resources Information Center

Five qualitative multiple-case studies document adolescents' uses of Web-based resources and digital literacy skills to construct their online identities. Working from a perspective that integrates new literacies with multimodality, the researchers enlisted the help of five high school students who kept daily logs of the websites they visited for…

Alvermann, Donna E.; Marshall, James D.; McLean, Cheryl A.; Huddleston, Andrew P.; Joaquin, Jairus; Bishop, John

2012-01-01

248

The Open Admissions Freshman Program and Basic Skills Development Programs.  

ERIC Educational Resources Information Center

The suggestions in this paper offer some alternatives to the traditional perfunctory "remedial" programs that open the doors to hundreds of students and then fail to followup on the students' progress. General objectives of a basic skills program for open-admissions inner-city students should include the following: (1) To help each student…

Franklin, Clara

249

THE FUTURE OF ENGINEERING EDUCATION III. DEVELOPING CRITICAL SKILLS  

Microsoft Academic Search

In the first paper in this series, we proposed that our goals as engineering educators should include equipping our students with problem-solving, communication, teamwork, self-assessment, change management and lifelong learning skills. These goals are consistent with ABET Engineering Criteria 2000,, a consideration of great importance in the United States currently and (we predict) in other countries in the near future.

Donald R. Woods; Richard M. Felder; James E. Stice

2000-01-01

250

Towards an Integrated Model for Developing Sustainable Assessment Skills  

ERIC Educational Resources Information Center

One of the goals of current education is to ensure that graduates can act as independent lifelong learners. Graduates need to be able to assess their own learning and interpret assessment results. The central question in this article is how to acquire sustainable assessment skills, enabling students to assess their performance and learning…

Fastre, Greet M. J.; van der Klink, Marcel R.; Sluijsmans, Dominique; van Merrienboer, Jeroen J. G.

2013-01-01

251

Developing Cross-Cultural Communication Skills through Business Communication Simulation.  

ERIC Educational Resources Information Center

This paper discusses the growing trend toward businesses in United States becoming multinational corporations, particularly in the Latin American countries. Specific attention is given to the skills needed by the organizational communicator in order to function in those settings. The paper presents a cross-cultural business simulation designed to…

Baird, John W.; Stull, James B.

252

Development of Leadership Skills in Community College Department Chairs  

ERIC Educational Resources Information Center

The role of a community college department chairperson is not well defined and the job is often perceived as more of a burden than an honor. Faculty come to the position frequently by "default" and without a ready set of management and leadership skills. The matter is of concern since chairs influence academic department strategy, culture, and…

Sirkis, Jocelyn Eager

2011-01-01

253

Tomorrow's Professors: Helping University Teaching Assistants Develop Quality Instructional Skills.  

ERIC Educational Resources Information Center

The purpose of this study was to identify the training needs and preferences of Graduate Teaching Assistants (GTAs) employed by a large state university that depends heavily on Teaching Assistants for lower level undergraduate instruction. A survey exploring 21 instructional skills relevant for GTA training was returned by 160 GTAs. More than half…

Takalkar, Pradnya; Micceri, Theodore; Eison, James

254

Early Math Interest and the Development of Math Skills  

ERIC Educational Resources Information Center

Prior models suggest that math attitudes and ability might strengthen each other over time in a reciprocal fashion (Ma, 1997). The current study investigated the relationship between math interest and skill both concurrently and over time in a preschool sample. Analyses of concurrent relationships indicated that high levels of interest were…

Fisher, Paige H.; Dobbs-Oates, Jennifer; Doctoroff, Greta L.; Arnold, David H.

2012-01-01

255

Developing Skill-Analysis Competency in Physical Education Teachers  

ERIC Educational Resources Information Center

Given the known relationship between physical inactivity and chronic disease (US Dept. of Health and Human Services [USDHHS], 2000, 2001), learning more about antecedents for physical activity engagement is an important research priority. In this vein, a number of studies have found a relationship between perceived and actual motor skill

Lounsbery, Monica; Coker, Cheryl

2008-01-01

256

Cultural Differences: Their Effect on Social Skill Development  

Microsoft Academic Search

The level of social skill that is acquired by a child can be determined by the culture in which they are brought up. The culture of a country provides certain “guidelines” for the upbringing of children and, most importantly, the structure of their schooling. Within this schooling, children are taught the proper social behaviors. The external environment competes with natural

Ashley Jay

2010-01-01

257

Developing Life Skills in Youth: How 4-Hers Perceive Their Leadership [and] Teens Reaching Youth: Developing Teens to Teach Others.  

ERIC Educational Resources Information Center

Boyd et al.'s survey of 309 4-H Club members indicates participation is positively related to leadership life skill development. Groff's evaluation of 4-H Teens Reaching Youth found this peer helper program developed leadership skills in teen volunteers who taught younger youth. (SK)

Boyd, Barry L.; And Others

1992-01-01

258

Measuring the Impacts of a Volunteer-Based Community Development Program in Developing Volunteers' Leadership Skills  

ERIC Educational Resources Information Center

This article summarizes the results of an evaluation of the impacts of a community development program to develop leadership skills in its adult volunteers. The evaluation featured 20 questions about leadership skills learned as a result of volunteer experiences. Data analysis strategies beyond a simple means ranking resulted in evidence…

Meier, Amy; Singletary, Loretta; Hill, George

2012-01-01

259

Relationships among process skills development, knowledge acquisition, and gender in microcomputer-based chemistry laboratories  

NASA Astrophysics Data System (ADS)

This study investigated how instruction in MBL environments can be designed to facilitate process skills development and knowledge acquisition among high school chemistry students. Ninety-eight college preparatory chemistry students in six intact classes were randomly assigned to one of three treatment groups: MBL with enhanced instruction in Macroscopic knowledge, MBL with enhanced instruction in Microscopic knowledge, and MBL with enhanced instruction in Symbolic knowledge. Each treatment group completed a total of four MBL titrations involving acids and bases. After the first and third titrations, the Macroscopic, Microscopic and Symbolic groups received enhanced instruction in the Macroscopic, Microscopic and Symbolic modes, respectively. During each titration, participants used audiotapes to record their verbal interactions. The study also explored the effects of three potential covariates (age, mathematics background, and computer usage) on the relationships among the independent variables (type of enhanced instruction and gender) and the dependent variables (science process skills and knowledge acquisition). Process skills were measured via gain scores on a standardized test. Analysis of Covariance eliminated age, mathematics background, and computer usage as covariates in this study. Analysis of Variance identified no significant effects on process skills attributable to treatment or gender. Knowledge acquisition was assessed via protocol analysis of statements made by the participants during the four titrations. Statements were categorized as procedural, observational, conceptual/analytical, or miscellaneous. Statement category percentages were analyzed for trends across treatments, genders, and experiments. Instruction emphasizing the Macroscopic mode may have increased percentages of observational and miscellaneous statements and decreased percentages of procedural and conceptual/analytical statements. Instruction emphasizing the Symbolic mode may have increased percentages of procedural and conceptual/analytical statements and decreased percentages of observational and miscellaneous statements. Instruction emphasizing the Microscopic mode may have increased percentages of conceptual/analytical and miscellaneous statements. Males made higher percentages of procedural comments than did females, while females made higher percentages of conceptual/analytical comments than did males. The use of insoluble unknowns may have increased percentages of procedural and miscellaneous statements and decreased percentages of observational and conceptual/analytical statements. The exploratory nature of the fourth titration may have decreased percentages of observational statements across all treatments.

Krieger, Carla Repsher

260

Beyond Fun and Games: A Framework for Quantifying Music Skill Developments from Video Game Play  

Microsoft Academic Search

Music-driven video games have become a popular recreational activity, but the extent to which they promote musical skill development has had little direct study. This project presents a framework for evaluating how core musical skills are impacted by playing rhythm games; games wherein players imitate and recreate a layer in a song by following visual prompts (simplified scrolling) and sound

Patrick Richardson; Youngmoo Kim

2011-01-01

261

A Follow up: Developing Growing Need for Soft-Skills in IT Professionals  

ERIC Educational Resources Information Center

In this paper we follow up "Developing Growing Need for Soft-Skills in IT Professionals," a paper from the 2003 ASCUE Conference. In that paper we examined the need for "soft-skills" by information technology professionals. In the current economic climate, IT outsourcing is becoming increasingly popular. Our Columbus, Indiana Purdue campus has a…

Swanson, Dewey A.; Phillips, Julie

2004-01-01

262

Teaching Strategies for Developing Literacy Skills in Non-Native Speakers of English.  

ERIC Educational Resources Information Center

This paper deals with strategies for developing literacy skills in nonnative speakers of English. Discussed in the initial section of the paper are four different categories of English-as-a-second-language (ESL) adults and the basic philosophy that underlies the teaching of literacy skills to adults at all levels of literacy. The special needs of…

Savage, K. Lynn

263

Developing Reading Skills through Subject Areas; A Handbook for Secondary School Educators.  

ERIC Educational Resources Information Center

This handbook includes materials developed by faculty members of George W. Wingate High School in a program to improve reading skills in subject area classes. These materials include lesson plans and various kinds of worksheets. Although the lessons involve many content areas, they are divided into these reading skill subject areas; vocabulary…

Schain, Robert L., Ed.; And Others

264

Activities for social skills development in deaf children preparing to enter the mainstream  

Microsoft Academic Search

A sample of regular education teachers was surveyed to assess the social skills of recently mainstreamed students from oral deaf programs in their classrooms. In addition, a curriculum of social skills activities was developed to help prepare students from oral deaf schools to enter the mainstream.

Dorie L. Noll

2007-01-01

265

Developing a Test of Scientific Literacy Skills (TOSLS): Measuring Undergraduates' Evaluation of Scientific Information and Arguments  

ERIC Educational Resources Information Center

Life sciences faculty agree that developing scientific literacy is an integral part of undergraduate education and report that they teach these skills. However, few measures of scientific literacy are available to assess students' proficiency in using scientific literacy skills to solve scenarios in and beyond the undergraduate biology classroom.…

Gormally, Cara; Brickman, Peggy; Lutz, Mary

2012-01-01

266

Student Experiences and Perceptions of Digital Literacy Skills Development: Engaging Learners by Design?  

ERIC Educational Resources Information Center

In the current digital environment, it is vital for learners to develop digital literacy skills. The UK's Quality Assurance Agency for Higher Education (HE) requires graduates to demonstrate digital literacy. Employers consider these skills essential. With the high cost of HE in the UK, learners themselves also expect university courses to…

Hall, Marion; Nix, Ingrid; Baker, Kirsty

2013-01-01

267

The Role of Individual and Contextual Factors in the Development of Maths Skills  

ERIC Educational Resources Information Center

In this study, we examined the development of maths skills in 269 Estonian primary school children (119 boys and 150 girls; 20 classes). Testing was carried out over a three-year period (Grade 1-Grade 3). Before the last testing session, children's verbal skills and motivational orientations were also tested. In addition, teachers evaluated…

Kikas, Eve; Peets, Katlin; Palu, Anu; Afanasjev, Juri

2009-01-01

268

Assessment of perceived life skill development of Indiana 4-H members  

Microsoft Academic Search

Perceived life skill development of Indiana 4-H members as a result of 4-H involvement was assessed in this mail survey research study. Heavily influenced by the theoretical and methodological concepts used by Barkman (2003), this study builds upon the work of Hendricks (2006) as it tested and validated her work with the Targeting Life Skills Model. Materials were administered by

Tami M Mosier

2008-01-01

269

The Soft-Skills Learning Triangle: A Learning Model for Supporting Online Management & Leadership Development  

ERIC Educational Resources Information Center

The purpose of this paper is to present the Soft-skills Learning Triangle (SLT)--a model created to help coaches, mentors, and educators understand how web-technologies can be used to support management learning and soft-skills development. SLT emerged as part of a larger action-learning research project--the NewMindsets Management Education…

Adams, Jean

2010-01-01

270

Developing Research Skills in African-American Students: A Case Note.  

ERIC Educational Resources Information Center

Describes the Research Assistance Program that was developed for African American undergraduates to improve their library research skills. Topics include cognitive style of African American students; and skill objectives, including formulating a research topic, effective search strategies, discernment and source equivalence, and information…

Hall, Patrick

2003-01-01

271

The development of skill and tactical competencies during a season of badminton  

Microsoft Academic Search

In this study, we examined the development of skill competence and tactical knowledge of 41 eighth-grade students (mean age 13.6 years) as they completed a season of badminton conducted following the features of Sport Education. Using data from students’ performance on badminton skills tests, their competence in game play, and their tactical knowledge, it was determined that these students made

Peter A. Hastie; Oleg A. Sinelnikov; A. J. Guarino

2009-01-01

272

Letter Knowledge, Phonological Processing, and Print Knowledge: Skill Development in Nonreading Preschool Children  

ERIC Educational Resources Information Center

Development of reading skills was examined in 4-year-old children from low-income homes attending a prekindergarten program. Fall to spring gains in letter identification were examined and compared with skills in phonological processing, rhyme detection, and environmental print, and with performance on a screening tool ("Get Ready to Read"). It…

Molfese, Victoria J.; Modglin, Arlene A.; Beswick, Jennifer L.; Neamon, Jessica D.; Berg, Shelby A.; Berg, C. Jeffrey; Molnar, Andrew

2006-01-01

273

The History and Development of the Campbell Interest and Skill Survey.  

ERIC Educational Resources Information Center

This overview of the development of the Campbell Interest and Skill Survey includes a series of questions answered in the construction process related to domains assessed, item content, response format, scale construction, length, item bias, scoring scales, and interpretation. The addition of skill items to the interest items is described. (SK)

Campbell, David

2002-01-01

274

Preparation for Life: How the Montessori Classroom Facilitates the Development of Executive Function Skills  

ERIC Educational Resources Information Center

Educational philosophy in elementary and secondary schools has often centered on creating a "product," full of content knowledge and basic skills (Bagby, 2002). However, no longer is academic achievement in the classroom considered the sole gauge of lifelong success. Meltzer (2010) suggested that the development of executive functioning skills

Howell, Leanne; Sulak, Tracey N.; Bagby, Janet; Diaz, Cathy; Thompson, LaNette W.

2013-01-01

275

Development of Student Inquiry Skills: A Constructivist Approach in a Computerized Classroom Environment.  

ERIC Educational Resources Information Center

A study investigated the extent to which students' inquiry skills can be facilitated through the use of a computerized science database (Birds of the Antarctica) and specially designed curriculum materials. Much attention was given in the program to developing both students' inquiry skills and their subject-matter knowledge. Grade 11 and 12…

Maor, Dorit

276

The Development of the "Autism Social Skills Profile": A Preliminary Analysis of Psychometric Properties  

ERIC Educational Resources Information Center

There is currently a critical need to develop reliable and valid social skills assessment tools for children and adolescents with autism spectrum disorders (ASD). The "Autism Social Skills Profile" (ASSP) is a new assessment tool that provides a comprehensive measure of social functioning in children and adolescents with ASD. The ASSP was designed…

Bellini, Scott; Hopf, Andrea

2007-01-01

277

Unpacking Pandora's Box: Issues in the Assessment of English Learners' Literacy Skill Development in Multimodal Classrooms  

ERIC Educational Resources Information Center

In this commentary I unpack the Pandora's Box of issues related to the assessment of English language learners' literacy skill development in multimodal classrooms. I ask how we might quantify the benefits of multimodal composing, for k-12 as well as college students, given the existing complexity of assessing ELLs' traditional literacy skills. I…

Pandya, Jessica Zacher

2012-01-01

278

Tracking Preservice Kindergarten Teachers' Development of Singing Skills and Confidence: An Applied Study  

ERIC Educational Resources Information Center

The purpose of this study was to (a) examine the effects of a music methods course on the singing skills of preservice kindergarten teachers, (b) document the nature and development of their skills during the course, and (c) trace any changes in their confidence levels toward singing as a result of the course. As an applied study which was carried…

Neokleous, Rania

2010-01-01

279

Early Literacy and Early Numeracy: The Value of Including Early Literacy Skills in the Prediction of Numeracy Development  

ERIC Educational Resources Information Center

The purpose of this study was to examine whether early literacy skills uniquely predict early numeracy skills development. During the first year of the study, 69 3- to 5-year-old preschoolers were assessed on the Preschool Early Numeracy Skills (PENS) test and the Test of Preschool Early Literacy Skills (TOPEL). Participants were assessed again a…

Purpura, David J.; Hume, Laura E.; Sims, Darcey M.; Lonigan, Cristopher J.

2011-01-01

280

Action observation and acquired motor skills: an FMRI study with expert dancers.  

PubMed

When we observe someone performing an action, do our brains simulate making that action? Acquired motor skills offer a unique way to test this question, since people differ widely in the actions they have learned to perform. We used functional magnetic resonance imaging to study differences in brain activity between watching an action that one has learned to do and an action that one has not, in order to assess whether the brain processes of action observation are modulated by the expertise and motor repertoire of the observer. Experts in classical ballet, experts in capoeira and inexpert control subjects viewed videos of ballet or capoeira actions. Comparing the brain activity when dancers watched their own dance style versus the other style therefore reveals the influence of motor expertise on action observation. We found greater bilateral activations in premotor cortex and intraparietal sulcus, right superior parietal lobe and left posterior superior temporal sulcus when expert dancers viewed movements that they had been trained to perform compared to movements they had not. Our results show that this 'mirror system' integrates observed actions of others with an individual's personal motor repertoire, and suggest that the human brain understands actions by motor simulation. PMID:15616133

Calvo-Merino, B; Glaser, D E; Grèzes, J; Passingham, R E; Haggard, P

2005-08-01

281

Adolescents’ Web-Based Literacies, Identity Construction, and Skill Development  

Microsoft Academic Search

Five qualitative multiple-case studies document adolescents' uses of Web-based resources and digital literacy skills to construct their online identities. Working from a perspective that integrates new literacies with multimodality, the researchers enlisted the help of five high school students who kept daily logs of the websites they visited for 8 months. The logs provided a focus for weekly, semi-structured individual

Donna E. Alvermann; James D. Marshall; Cheryl A. McLean; Andrew P. Huddleston; Jairus Joaquin; John Bishop

2012-01-01

282

Developing Writing Skills Through Students Giving Instructional Explanations  

Microsoft Academic Search

\\u000a Writing skills are considered to be critical for academic and professional success (National Commission on Writing, 2004,\\u000a The neglected “r” the need for a writing revolution. The College Board). However, a large number of students are not writing\\u000a well. According to National Assessment of Educational Progress (2002, Writing report card for the nation and the states: National\\u000a Center for Education

Kwangsu Cho; Christian Schunn

283

Local traditions in gorilla manual skill: evidence for observational learning of behavioral organization.  

PubMed

Elaborate manual skills of food processing are known in several species of great ape; but their manner of acquisition is controversial. Local, "cultural" traditions show the influence of social learning, but it is uncertain whether this includes the ability to imitate the organization of behavior. Dispute has centered on whether program-level imitation contributes to the acquisition of feeding techniques in gorillas. Here, we show that captive western gorillas at Port Lympne, Kent, have developed a group-wide habit of feeding on nettles, using two techniques. We compare their nettle processing behavior with that of wild mountain gorillas in Rwanda. Both populations are similar in their repertoires of action elements, and in developing multi-step techniques for food processing, with coordinated asymmetric actions of the hands and iteration of parts of a process as "subroutines". Crucially, however, the two populations deal in different ways with the special challenges presented by nettle stings, with consistently different organizations of action elements. We conclude that, while an elaborate repertoire of manual actions and the ability to develop complex manual skills are natural characteristics of gorillas, the inter-site differences in nettle-eating technique are best explained as a consequence of social transmission. According to this explanation, gorillas can copy aspects of program organization from the behavior of others and they use this ability when learning how to eat nettles, resulting in consistent styles of processing by most individuals at each different site; like other great apes, gorillas have the precursor abilities for developing culture. PMID:21512796

Byrne, Richard W; Hobaiter, Catherine; Klailova, Michelle

2011-09-01

284

The Impact of the Skills Development Levy at a South African Higher Education Institution: The First Five Years  

ERIC Educational Resources Information Center

Within the broad context of its National Human Resource Development Strategy (2001) the South African government has implemented two pieces of legislation, namely the Skills Development Act (Act 97 of 1998), an attempt to boost the nation's productivity by increasing skills levels in the workplace, and the Skills Development Levies Act (Act 9 of…

Boughey, John; van Heerden, Eve

2007-01-01

285

[Loan of services developing palliative care skills based on the apprentice model].  

PubMed

For over 25 years, the Maison Michel-Sarrazin, a private palliative care institution in the Quebec City region, has had an original agreement with other establishments in the healthcare network (hospitals, long-term residential centres and CLSCs), in the form of the loan of nursing services. Based on the findings of a study as part of a research program, this article describes the loan of nursing services and qualitatively assesses its effects on the development of nurses' palliative care skills. An evaluative descriptive approach based on two conceptual frameworks (Giddens; Patton) was used to compile the views of 79 players. The findings demonstrate the innovative nature of the loan of nursing services and its considerable influence on the development of nursing skills, thanks to training based on the apprenticeship model (learning through observation and imitation), and on nursing practice at the Maison Michel-Sarrazin. Nevertheless, the controversy surrounding training using the apprenticeship model and the lack of recognition of this training on the part of the lending institutions raise questions despite the general satisfaction with the loan of nursing services. PMID:19266788

Dallaire, Clémence; Audet, Geneviève; L'Heureux, Michel; Saint-Laurent, Louise; Fillion, Lise; Morin, Diane; Dubé, Nathalie

2008-01-01

286

Development of proximal formative assessment skills in video-based teacher professional development  

NASA Astrophysics Data System (ADS)

Developing skills for proximal formative assessment is a primary goal of the academic-year professional development course offered by the Energy Project at SPU. We have adapted a video club model (Sherin & Han, 2004) in which groups of teachers watch and discuss video of classroom interactions. In this paper, we use a framework developed by Sherin & Han to analyze teacher reasoning about student understanding in an episode of video from our course. Teachers in the video use evidence from student interactions to propose general models of student thinking about energy. Our analysis suggests that the video-based professional development supports teachers in developing their professional vision for teaching: practicing the selective attention to and reasoning about evidence of student understanding that is required for proximal formative assessment.

Close, Eleanor W.; Scherr, Rachel E.; Close, Hunter G.; McKagan, Sarah B.

2012-02-01

287

Development Of Proximal Formative Assessment Skills In Video-based Teacher Professional Development  

NSDL National Science Digital Library

Developing skills for proximal formative assessment is a primary goal of the academic-year professional development course offered by the Energy Project at SPU. We have adapted a video club model (Sherin & Han, 2004) in which groups of teachers watch and discuss video of classroom interactions. In this paper, we use a framework developed by Sherin & Han to analyze teacher reasoning about student understanding in an episode of video from our course. Teachers in the video use evidence from student interactions to propose general models of student thinking about energy. Our analysis suggests that the video-based professional development supports teachers in developing their professional vision for teaching: practicing the selective attention to and reasoning about evidence of student understanding that is required for proximal formative assessment.

Close, Eleanor W.; Scherr, Rachel E.; Close, Hunter G.; Mckagan, Sarah B.

2012-05-15

288

Development and training of coordination skills in 11- to 19-year-old soccer players  

Microsoft Academic Search

The purpose of the study was to determine the specificity of the development and training of coordination skills (CSs) in\\u000a 11- to 19-year-old soccer players (n = 600). Tests for soccer players’ CSs and technical skills and one- and two-year training experiments on targeted development\\u000a of CSs were used. It was found that the period from 11 to 13 years

W. I. Ljach; Z. Witkowski

2010-01-01

289

Development of Skill Standards and a Tailor-made Education System in TOSHIBA  

NASA Astrophysics Data System (ADS)

Software development for embedded systems such as cellular phone and digital TV systems has become larger in scale while development times have become shorter. More over, the necessary technologies are required to respond more rapidly in line with movements in the sales climate for these products. In such a business environment, skill enhancement for software engineers is highly important. In this paper, we explain a tailor-made education system based on skill standards.

Harashima, Shuji

290

Testing and teaching functional versus generic skills in early childhood education in developing countries  

NASA Astrophysics Data System (ADS)

This paper critiques a number of pre-academic and readiness tasks commonly found in tests and curricula used in early childhood education in North America and Europe and frequently adopted in developing countries. Some of the tasks discussed are: putting pegs in a pegboard, reproducing bead patterns, and completing picture puzzles. Evidence is presented to challenge a number of commonly held assumptions associated with these tasks: a) that the `generic skills' acquired when children learn these tasks are prerequisite to learning higher level skills, b) that the skills acquired will generalize to the performance of more functional activities, c) that handicapped children should be taught skills corresponding to their mental age level, and d) that handicapped children in developing countries should be tested and taught skills that are frequently found in the tests and curricula of normal functioning children in North America and Europe. Although much of the evidence cited has been available for some time, it has not generally influenced testing and teaching practices in developing countries. The tragic result is that very limited economic and manpower resources are often wasted on the use of ineffective methods. The final section of the paper describes recently developed methods of conducting ecological inventories for designing ecologically valid tests and curricula of functional skills in developing countries.

Baine, David

1987-06-01

291

Severity of specific language impairment predicts delayed development in number skills  

PubMed Central

The extent to which mathematical development is dependent upon language is controversial. This longitudinal study investigates the role of language ability in children's development of number skills. Participants were 229 children with specific language impairment (SLI) who were assessed initially at age 7 and again 1 year later. All participants completed measures of psycholinguistic development (expressive and receptive), performance IQ, and the Basic Number Skills subtest of the British Ability Scales. Number skills data for this sample were compared with normative population data. Consistent with predictions that language impairment would impact on numerical development, average standard scores were more than 1 SD below the population mean at both ages. Although the children showed improvements in raw scores at the second wave of the study, the discrepancy between their scores and the population data nonetheless increased over time. Regression analyses showed that, after controlling for the effect of PIQ, language skills explained an additional 19 and 17% of the variance in number skills for ages 7 and 8, respectively. Furthermore, logistic regression analyses revealed that less improvement in the child's language ability over the course of the year was associated with a greater odds of a drop in performance in basic number skills from 7 to 8 years. The results are discussed in relation to the interaction of linguistic and cognitive factors in numerical development and the implications for mathematical education. PMID:24027548

Durkin, Kevin; Mok, Pearl L. H.; Conti-Ramsden, Gina

2013-01-01

292

Promoting Student Teachers' Lesson Analysis and Observation Skills by Using Gagne's Model of an Instructional Unit  

ERIC Educational Resources Information Center

This paper introduces a study of an experimental training methodology for promoting lesson analysis skills in student teachers. This methodology is based on the idea that the quality of lesson analysis skills depends mainly on teachers' perception of relevant instructional events and on their understanding of these events. The experimental…

Krull, Edgar; Oras, Kaja; Pikksaar, Endrik

2010-01-01

293

Developing students' time management skills in clinical settings: practical considerations for busy nursing staff.  

PubMed

In clinical settings, nursing staff often find themselves responsible for students who have varying time management skills. Nurses need to respond sensitively and appropriately, and to teach nursing students how to prioritize and better allocate time. This is important not only for developing students' clinical skills but also for shaping their perceptions about the quality of the placement and their willingness to consider it as a potential work specialty. In this column, some simple, practical strategies that nurses can use to assist students with improving their time management skills are identified. PMID:21627057

Cleary, Michelle; Horsfall, Jan

2011-06-01

294

Developing 21st century skills through the use of student personal learning networks  

NASA Astrophysics Data System (ADS)

This research was conducted to study the development of 21st century communication, collaboration, and digital literacy skills of students at the high school level through the use of online social network tools. The importance of this study was based on evidence high school and college students are not graduating with the requisite skills of communication, collaboration, and digital literacy skills yet employers see these skills important to the success of their employees. The challenge addressed through this study was how high schools can integrate social network tools into traditional learning environments to foster the development of these 21st century skills. A qualitative research study was completed through the use of case study. One high school class in a suburban high performing town in Connecticut was selected as the research site and the sample population of eleven student participants engaged in two sets of interviews and learned through the use social network tools for one semester of the school year. The primary social network tools used were Facebook, Diigo, Google Sites, Google Docs, and Twitter. The data collected and analyzed partially supported the transfer of the theory of connectivism at the high school level. The students actively engaged in collaborative learning and research. Key results indicated a heightened engagement in learning, the development of collaborative learning and research skills, and a greater understanding of how to use social network tools for effective public communication. The use of social network tools with high school students was a positive experience that led to an increased awareness of the students as to the benefits social network tools have as a learning tool. The data supported the continued use of social network tools to develop 21st century communication, collaboration, and digital literacy skills. Future research in this area may explore emerging social network tools as well as the long term impact these tools have on the development of lifelong learning skills and quantitative data linked to student learning.

Miller, Robert D.

295

Skills Development Using Role-Play in a First-Year Pharmacy Practice Course  

PubMed Central

Objectives. To evaluate the usefulness of a role-play model in developing students’ patient-care skills in a first-year undergraduate pharmacy practice course. Design. A role-play model was developed and implemented in workshops across 2 semesters of a year-long course. Students performed different roles, including that of a pharmacist and a patient, and documented case notes in a single interaction. Assessment. Student perceptions of the usefulness of the approach in acquiring skills were measured by surveying students during both semesters. All student assessments (N=130 in semester1; N=129 in semester 2) also were analyzed for skills in verbal communication, information gathering, counselling and making recommendations, and accurately documenting information. A majority of students found the approach useful in developing skills. An analysis of student assessments revealed that role-playing was not as effective in building skills related to accurate documentation as it was in other areas of patient care. Conclusions. Role play is useful for developing patient-care skills in communication and information gathering but not for documentation of case notes. PMID:21829258

2011-01-01

296

[Learning together for working together: interprofessionalism in simulation training for collaborative skills development].  

PubMed

The use of simulation as an educational tool is becoming more widespread in healthcare. Such training gathers doctors and nurses together, which is a rare opportunity in such a sector. The present research focuses on the contribution of inter-professional training to the development of collaborative skills when managing an emergency situation in the context of anesthesia or intensive care. From direct observations of post-simulation debriefing sessions and interviews held with learners in post graduate or in-service training, either in single or multi-professional groups, this study shows that these sessions, based on experiential learning and reflective practice, help to build a shared vision of the problem and of common operative patterns, supporting better communication and the "ability to work in a team". PMID:25080623

Policard, Florence

2014-06-01

297

Guide to good practices for teamwork training and diagnostic skills development  

SciTech Connect

This guide provides assistance in the development, implementation, and improvement of training on teamwork and diagnostics. DOE and contractor representatives identified the need for teamwork and diagnostics training guidance. This need was based on the increasing emphasis of properly applying knowledge and skills to complete assigned tasks. Teamwork and diagnostic skills have become a focal point because of the impact they have on effective facility operation and safety.

NONE

1997-06-01

298

Evaluation of Learning Skills Development and Computer-Assisted Learning Strategies Associated with an Orientation Program  

Microsoft Academic Search

The promotion of the importance of self-learning skills to students has paralleled the increasing use of computer technologies both in and out of the classroom. The purpose of this investigation was to evalu- ate an extended orientation session for incoming pharmacy students that included instruction in learning skills development and the use of computer-assisted instructional strategies. Pre- and post-assessment surveys

Brian L. Erstad; Theodore G. Tong

1999-01-01

299

Developing professional skills and social capital through computer supported collaborative learning in university contexts  

Microsoft Academic Search

This study aimed to compare the efficacy of collaborative learning in face-to-face and online university courses in developing professional skills and social capital. One hundred and sixty-six psychology majors learnt professional skills in seminars taught by the same teacher online and face-to-face. The different groups of participants achieved similar growth in level of professional knowledge, social self-efficacy, self-efficacy for problem

Donata Francescato; Minou Mebane; Rita Porcelli; Carlo Attanasio; Marcella Pulino

2007-01-01

300

Contribution of discourse and morphosyntax skills to reading comprehension in Chinese dyslexic and typically developing children  

Microsoft Academic Search

This study aimed at identifying important skills for reading comprehension in Chinese dyslexic children and their typically\\u000a developing counterparts matched on age (CA controls) or reading level (RL controls). The children were assessed on Chinese\\u000a reading comprehension, cognitive, and reading-related skills. Results showed that the dyslexic children performed significantly\\u000a less well than the CA controls but similarly to RL controls

Pakey Pui-man Chik; Connie Suk-han Ho; Pui-sze Yeung; Yau-kai Wong; David Wai-ock Chan; Kevin Kien-hoa Chung; Lap-yan Lo

301

Development and Evaluation of an Interactive CD-ROM Refusal Skills Program to Prevent Youth Substance Use: “Refuse to Use”  

Microsoft Academic Search

An interactive CD-ROM program designed to reduce adolescent substance use was developed and evaluated. The program uses video vignettes to teach refusal skills and socially acceptable responses to substance use situations, specifically offers of marijuana. In a randomized pretest-to-posttest experiment with 74 public school students from six classes in three high schools, significant changes were observed at posttest on (1)

Terry E. Duncan; Susan C. Duncan; Natasha Beauchamp; Jennifer Wells; Dennis V. Ary

2000-01-01

302

Button Pushers and Ribbon Cutters: Observations on Skill and Practice in a Hospital Laboratory and Their Implications for the Shortage of Skilled Technicians. EQW Working Papers.  

ERIC Educational Resources Information Center

Employers and policymakers have traditionally sought to manage skill shortages in technical and other occupations through initiatives predicted in one of two broad definitions of skill: skill-as-input and skill-as-artifact. A weakness of both these perspectives is that focusing on the inputs and outcomes of a labor process obscures or ignores the…

Scarselletta, Mario

303

Using Clickers to Facilitate Development of Problem-Solving Skills  

PubMed Central

Classroom response systems, or clickers, have become pedagogical staples of the undergraduate science curriculum at many universities. In this study, the effectiveness of clickers in promoting problem-solving skills in a genetics class was investigated. Students were presented with problems requiring application of concepts covered in lecture and were polled for the correct answer. A histogram of class responses was displayed, and students were encouraged to discuss the problem, which enabled them to better understand the correct answer. Students were then presented with a similar problem and were again polled. My results indicate that those students who were initially unable to solve the problem were then able to figure out how to solve similar types of problems through a combination of trial and error and class discussion. This was reflected in student performance on exams, where there was a statistically significant positive correlation between grades and the percentage of clicker questions answered. Interestingly, there was no clear correlation between exam grades and the percentage of clicker questions answered correctly. These results suggest that students who attempt to solve problems in class are better equipped to solve problems on exams. PMID:22135374

Levesque, Aime A.

2011-01-01

304

Development of a Virtual Reality Assessment of Everyday Living Skills  

PubMed Central

Cognitive impairments affect the majority of patients with schizophrenia and these impairments predict poor long term psychosocial outcomes.  Treatment studies aimed at cognitive impairment in patients with schizophrenia not only require demonstration of improvements on cognitive tests, but also evidence that any cognitive changes lead to clinically meaningful improvements.  Measures of “functional capacity” index the extent to which individuals have the potential to perform skills required for real world functioning.  Current data do not support the recommendation of any single instrument for measurement of functional capacity.  The Virtual Reality Functional Capacity Assessment Tool (VRFCAT) is a novel, interactive gaming based measure of functional capacity that uses a realistic simulated environment to recreate routine activities of daily living. Studies are currently underway to evaluate and establish the VRFCAT’s sensitivity, reliability, validity, and practicality. This new measure of functional capacity is practical, relevant, easy to use, and has several features that improve validity and sensitivity of measurement of function in clinical trials of patients with CNS disorders. PMID:24798174

Ruse, Stacy A.; Davis, Vicki G.; Atkins, Alexandra S.; Krishnan, K. Ranga R.; Fox, Kolleen H.; Harvey, Philip D.; Keefe, Richard S.E.

2014-01-01

305

The Development of Scientific Communication Skills: A Qualitative Study of the Perceptions of Trainees and Their Mentors  

PubMed Central

Purpose Scientific communication, both written and oral, is the cornerstone of success in biomedical research, yet formal instruction is rarely provided. Trainees with little exposure to Standard Academic English may find developing scientific communication skills challenging. In this exploratory, hypothesis-generating qualitative study, the authors examined the process by which mentored junior researchers learn scientific communication skills, their feelings about the challenges, and their mentor’s role in the process. Method In 2010, the authors conducted semi-structured focus groups and interviews to explore research trainees’ and faculty mentors’ perceptions and practices regarding scientific communication skills development, as part of the development phase of a larger quantitative study. The facilitator took detailed notes and verified their accuracy with participants during the sessions; a second member of the research team observed and verified the recorded notes. Three coders performed a thematic analysis, and the other authors reviewed it. Results Forty-three trainees and 50 mentors participated. Trainees and mentors had diverging views on the role of mentoring in fostering communication skills development. Trainees expressed varying levels of self-confidence but considerable angst. Mentors felt that most trainees have low self-confidence. Trainees expressed interest in learning scientific communication skills, but mentors reported that some trainees were insufficiently motivated and seemed resistant to guidance. Both groups agreed that trainees found mentors’ feedback difficult to accept. Conclusions The degree of distress, dissatisfaction, and lack of mutual understanding between mentors and trainees was striking. These themes have important implications for best practices and resource development. PMID:23969363

Cameron, Carrie; Collie, Candice L.; Baldwin, Constance D.; Bartholomew, L. Kay; Palmer, J. Lynn; Greer, Marilyn; Chang, Shine

2013-01-01

306

Optimising skills transfer via outdoor management development : Part II: the client's perspective  

Microsoft Academic Search

A framework for the optimum development and transfer of conflict-handling skills via outdoor management development (OMD) programmes has already been presented (Part I, Journal of Management Development, Vol. 23 No. 7). A qualitative study with ten OMD providers confirmed the framework to be tenable insofar as the concepts represented within it were reportedly utilised as aspects of provision but, crucially,

Veronica Burke; David Collins

2004-01-01

307

The Impact of Skills Development on Competitiveness: Empirical Evidence from a Cross-Country Analysis  

ERIC Educational Resources Information Center

In the past half-century, most countries have emphasized the development of human capital as an instrument for economic growth, sustainable development, and improved global competitiveness. However, limited evidence exists on the link between skills development and a country's competitiveness. This paper examines the contribution and association…

Onsomu, Eldah N.; Ngware, Moses W.; Manda, Damiano K.

2010-01-01

308

Developing Children's Oral Language Skills through Dialogic Reading: Guidelines for Implementation  

ERIC Educational Resources Information Center

Early childhood and special educators are under growing demands to develop children's language and literacy skills through evidence-based practices. One promising research-based strategy for vocabulary and language development is dialogic reading (DR), which is an interactive picture book reading technique developed in the late 1980's by…

Flynn, Kylie S.

2011-01-01

309

Supporting international development through the integration of relevant 'soft-skills' into geoscience education  

NASA Astrophysics Data System (ADS)

Geologists have an important role to play in international development, improving disaster risk reduction and access to clean water, sanitation, infrastructure, and natural resources. That geologists can contribute to international development is well established. Less so, however, is an understanding of the 'soft' skills required to do this effectively. The fight against global poverty requires an integrated and interdisciplinary approach, demanding a host of skills other than technical geology. Factors such as cultural understanding, cross disciplinary communication, diplomacy, community mobilisation and participation are all aspects that, if lacking, may result in a project failing to have maximum impact. Whilst project success may be highly dependent on these skills and aspects of knowledge, opportunities to develop them throughout a geologist's education are not common. Through a discussion of two case studies (based on water and hazards work), this study seeks to demonstrate the value of an integrated approach and the skills that geologists should invest in at an early stage of their career. It proceeds to examine a range of practical ways by which geology students can develop these skills during and after their education. A number of these opportunities are currently being utilised by Geology for Global Development (GfGD), a not-for-profit organisation working in the UK to support young geoscientists to make a long-term and effective contribution to international development.

Gill, Joel C.

2014-05-01

310

Development of a problem solving evaluation instrument; Untangling of specific problem solving skills  

NSDL National Science Digital Library

The purpose of this research was to produce a problem solving evaluation tool for physics. To do this it was necessary to gain a thorough understanding of how students solve problems. Although physics educators highly value problem solving and have put extensive effort into understanding successful problem solving, there is currently no efficient way to evaluate problem solving skill. The work presented here is unique because the evaluation tool removes the requirement that the student already have a grasp of physics concepts. The work is also unique due to its diversity of individuals examined and the range of tasks it evaluates. Chapter 1 includes an extensive literature review of problem solving in physics, math, education and cognitive science. Chapter 2 contains information about studies involving the PhET Interactive Simulations and presents design guidelines for interface design. Chapter 3 contains information on the development and validation of the Colorado Learning Attitudes about Science Survey (CLASS) for physics. Chapter 4 describes the work done by the author to develop and validate the Colorado Assessment of Problem Solving (CAPS). This problem solving evaluation tool identifies 44 separate skills (skills) necessary for solving problems. Rigorous validation studies, including work with an independent interviewer, show the skills identified by this content-free evaluation tool are the same skills that students use to solve problems in mechanics and quantum mechanics. A discussion is included about how this work extends what is currently understood about the skills that students use to solve problems and which of these skills are applicable in other disciplines. Understanding this set of component skills will help teachers and researchers address problem solving within the classroom.

Adams, Wendy K.

2010-06-29

311

Developing Skills for Youth in the 21st Century: The Role of Elite International Baccalaureate Diploma Programme Schools in China  

ERIC Educational Resources Information Center

There is a growing body of research suggesting that schools need to respond to changing social and economic dynamics by prioritising "21st-century skills". Proponents of this view, who have been termed "the 21st century skills movement", have called for greater emphasis on cognitive and non-cognitive skills development,…

Wright, Ewan; Lee, Moosung

2014-01-01

312

Fostering deep and elaborative learning and generic (soft) skill development: the strategic use of case studies in accounting education  

Microsoft Academic Search

It is vital that accounting educators take responsibility for the development of students' generic (soft) skills in conjunction with, discipline-specific skills. Research indicates that the typical learning styles of accounting students are not suited to the acquisition of generic skills. In this paper learning theory is used to provide a framework to support the use of case studies as a

Gordon Boyce; Sarah Williams; Andrea Kelly; Helen Yee

2001-01-01

313

Youth, Skills Development, and Work in the Education for All Global Monitoring Report 2012: Learning from Asia or for Asia?  

ERIC Educational Resources Information Center

The article underlines the historic importance of the treatment of skills development, finally, by the Education for All Global Monitoring Report (GMR) team. Among the many challenges in its analysis are the multiple and overlapping meanings of the word skill, and the consequent difficulties of quantifying and monitoring efforts at skills

King, Kenneth

2014-01-01

314

Cultivation of Professional Engineering Skills: Development of a Tutorial Method. Tertiary Education Research Centre Occasional Publication No. 12.  

ERIC Educational Resources Information Center

Skills tutorials for first year engineering students at the University of New South Wales, Australia, were introduced in order to develop an awareness of certain conceptual skills commonly exercised by practicing engineers. Particular skills include the manipulation of information in different forms, translation from one form to another,…

Boud, D. J.; Gray, T. G. F.

315

Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study  

Microsoft Academic Search

Although research has identified oral language, print knowledge, and phonological sensitivity as important emergent literacy skills for the development of reading, few studies have examined the relations between these aspects of emergent literacy or between these skills during preschool and during later reading. This study examined the joint and unique predictive significance of emergent literacy skills for both later emergent

Christopher J. Lonigan; Stephen R. Burgess; Jason L. Anthony

2000-01-01

316

Scientific reasoning skills development in the introductory biology courses for undergraduates  

NASA Astrophysics Data System (ADS)

Scientific reasoning is a skill of critical importance to those students who seek to become professional scientists. Yet, there is little research on the development of such reasoning in science majors. In addition, scientific reasoning is often investigated as two separate entities: hypothetico-deductive reasoning and argumentation, even though these skills may be linked. With regard to argumentation, most investigations look at its use in discussing socioscientific issues, not in analyzing scientific data. As scientists often use the same argumentation skills to develop and support conclusions, this avenue needs to be investigated. This study seeks to address these issues and establish a baseline of both hypothetico-deductive reasoning and argumentation of scientific data of biology majors through their engagement in introductory biology coursework. This descriptive study investigated the development of undergraduates' scientific reasoning skills by assessing them multiple times throughout a two-quarter introductory biology course sequence for majors. Participants were assessed at the beginning of the first quarter, end of the first quarter, and end of the second quarter. A split-half version of the revised Lawson Classroom Test of Scientific Reasoning (LCTSR) and a paper and pencil argumentation instrument developed for this study were utilized to assess student hypothetico-deductive reasoning and argumentation skills, respectively. To identify factors that may influence scientific reasoning development, demographic information regarding age, gender, science coursework completed, and future plans was collected. Evidence for course emphasis on scientific reasoning was found in lecture notes, assignments, and laboratory exercises. This study did not find any trends of improvement in the students' hypothetico-deductive reasoning or argumentation skills either during the first quarter or over both quarters. Specific difficulties in the control of variables and direct hypothetico-deductive reasoning were found through analysis of the LCTSR data. Students were also found to have trouble identifying and rebutting counterarguments, compared to generating initial arguments from scientific data sets. Although no overall improvement was found, a moderate, positive relationship was detected between LCTSR and argumentation scores at each administration, affirming the predicted association. Lastly, no difference was determined between biology majors and other students also enrolled in the courses. Overall, the results found here are similar to those classified in the literature for both hypothetico-deductive reasoning and argumentation, indicating that biology majors may be similar to other populations studied. Also, as no explicit attention was paid to scientific reasoning skills in the two courses, these findings complement those that illustrate a need for direct attention to foster the development of these skills. These results suggest the need to develop direct and explicit methods in order to improve the scientific reasoning skills of future biological scientists early in their undergraduate years.

Schen, Melissa S.

317

Professional Development: A Skills Approach to a Writing Workshop  

ERIC Educational Resources Information Center

In this era of globalization, students need to know how to write well. Faculty development needs to focus on assisting primary teachers as they prepare students for a twenty-first-century world. Strategic curriculum reform and professional development can be achieved by partnerships between district administrators and professional consultants. Two…

Levitt, Roberta; Kramer-Vida, Louisa; Palumbo, Anthony; Kelly, Susan P.

2014-01-01

318

A Methodology to Determine Skills Needed By Web Page Developers  

Microsoft Academic Search

The problem that this study dealt with is the lack of research conducted to determine some of the competencies needed by web page developers in the year 2003. This study used a Delphi instrument to determine the general needs for the preparation of computer technology competencies of web page developers for the 21st century. The panel of experts contributing to

Randall McCoy; Mark Messer

319

Developing Team Skills through a Collaborative Writing Assignment  

ERIC Educational Resources Information Center

Employers want students who are able to work effectively as members of a team, and expect universities to develop this ability in their graduates. This paper proposes a framework for a collaborative writing assignment that specifically develops students' ability to work in teams. The framework has been tested using two iterations of an action…

Thomas, Theda Ann

2014-01-01

320

The use of electronic media to develop transferable skills in science students studying anatomy.  

PubMed

Transferable skills such as team working, communication, information gathering, critical thinking, and peer assessment are essential for graduates seeking employment in the competitive jobs market. Use of online discussion boards have grown to allow students to communicate with each other at a time and location of their choosing. This study aimed to develop transferable skills using specially developed online components supported by discussion boards and chat rooms. Students enrolled in the Human Anatomy and Histology module at the University of Manchester were put into groups of six or seven students (26 groups in total). Two e-learning components were constructed to develop transferable skills. Each group had a discussion board and chat room available to assist communication in completion of the components. Peer marking was also done on this media. Data collected showed the discussion boards were heavily utilized (average number of posts per group was 48). Eighty-three percent of students found the discussion boards useful to complete the tasks. Students felt their team building and critical analysis skills had improved. Peer assessment was well received by students. Using online discussion boards proved an excellent way to develop transferable skills in a large group of science students. PMID:22232127

Choudhury, Bipasha; Gouldsborough, Ingrid

2012-01-01

321

Use of subjective estimation in motor skill tests of young children: judgment based on observation of behavior in daily life.  

PubMed

This study assessed what motor skill tests were appropriate by observing 636 young children's behavior in daily life (low-aged classes, M = 3.7 yr.; middle-aged classes, M = 4.7 yr.; high-aged classes, M = 5.7 yr.). A homeroom teacher and an assistant teacher estimated motor achievement as pass-or-fail, and then judged pass-or-fail based on practical testing. Estimate-re-estimate agreement, interrater agreement, and agreement between estimated values and measured values were examined for 27 items, e.g., skipping, bouncing a ball, and turning on one leg. Estimate-re-estimate agreement was high on the whole. Interrater agreement ranged from 34% to 100% for 3-yr.-olds, 21% to 100% for 4-yr.-olds, and 89% to 100% for 5-yr.-olds. Agreement between estimated values and measured values greater than 80% was found in most items for 5-yr.olds (14 items). After examining the above-mentioned agreements, 26 items were selected as possible tests to judge motor development, using a pass-or-fail, from the observation of young children's behavior in daily life. PMID:10769902

Goshi, F; Demura, S; Kasuga, K; Sato, S; Minami, M

2000-02-01

322

Auditory skills, language development, and adaptive behavior of children with cochlear implants and additional disabilities  

PubMed Central

Objective The objective of this study was to evaluate the development of functional auditory skills, language, and adaptive behavior in deaf children with cochlear implants (CI) who also have additional disabilities (AD). Design A two-group, pre-test versus post-test design was used. Study sample Comparisons were made between 23 children with CIs and ADs, and an age-matched comparison group of 23 children with CIs without ADs (No-AD). Assessments were obtained pre-CI and within 12 months post-CI. Results All but two deaf children with ADs improved in auditory skills using the IT-MAIS. Most deaf children in the AD group made progress in receptive but not expressive language using the Preschool Language Scale, but their language quotients were lower than the No-AD group. Five of eight children with ADs made progress in daily living skills and socialization skills; two made progress in motor skills. Children with ADs who did not make progress in language, did show progress in adaptive behavior. Conclusions Children with deafness and ADs made progress in functional auditory skills, receptive language, and adaptive behavior. Expanded assessment that includes adaptive functioning and multi-center collaboration is recommended to best determine benefits of implantation in areas of expected growth in this clinical population. PMID:22509948

Beer, Jessica; Harris, Michael S.; Kronenberger, William G.; Holt, Rachael Frush; Pisoni, David B.

2012-01-01

323

A professional challenge: the development of skill-mix in UK primary care dentistry.  

PubMed

The future health-care workforce and the changing skill-mix within occupational teams is a current topic of discussion. This paper contributes to the skill-mix debate by focusing on UK primary care dentistry, revealing unintended as well as intended consequences of a modularized, technocratic view of dentistry. In part one, relevant literature about dental therapists and skill-mix in dentistry is organized into a framework used to review factors operating at macro, meso and micro levels. Part two considers the role that education and training may play in realizing skill-mix change. Part three synthesizes conditions required for modifying skill-mix in UK primary dental care and sets out the dimensions of seven factors: funding focus, the profession's response, workforce, the practice, dentist's knowledge, dental therapist's motivations and patient attitude. A review of these factors could be used to inform the policy decisions of managers operating at the macro level, as well as more local staffing decisions. Without consideration of the complex interplay of these factors, skill-mix in dentistry will be slow to develop and could bring unwelcome consequences. PMID:22040946

Bullock, Alison; Firmstone, Vickie

2011-11-01

324

Promoting School Success: Developing Social Skills and Early Literacy in Head Start Classrooms  

PubMed Central

This article reports the results of a pilot intervention to improve the social skills and literacy preparation of behaviorally at-risk Head Start children. Teachers in eight Head Start classrooms in two Oregon communities participated during the 2002–03 school year. Children in eight classrooms were screened and identified for participation using the Early Screening Project (ESP). Participants (n=16) were randomly assigned to receive social skills training, First Step to Success, social skills plus literacy training, Early Literacy Essentials, or to a comparison condition. Participants in the two intervention groups were combined and compared with the comparison group. Results indicated statistically significant gains in social skills outcomes for the intervention group. However, parent ratings of social skills showed superior effects for the comparison group as well. Receptive vocabulary, as measured by the Peabody Picture Vocabulary Test (PPVT), yielded a large effect size (Cohen’s d=.95) for the intervention group. Findings suggest that a combined intervention addressing literacy and social skills, shows promise and is worthy of further development and evaluation. PMID:17364005

Gunn, Barbara; Feil, Ed; Seeley, John; Severson, Herb; Walker, Hill M.

2006-01-01

325

Medical students as medical educators: opportunities for skill development in the absence of formal training programs.  

PubMed

All physicians, at some point in their career, are responsible for the education of their peers and junior colleagues. Although medical students are expected to develop clinical and research skills in preparation for residency, it is becoming clear that a student should also be expected to develop abilities as a teacher. A handful of institutions have student-as-teacher programs to train medical students in education, but most students graduate from medical school without formal training in this area. When such a program does not exist, medical students can gain experience in education through participation in peer teaching, course design, educational committees, and medical education scholarship. In doing so, they attain important skills in the development, implementation, and evaluation of educational programs. These skills will serve them in their capacity as medical educators as they advance in their careers and gain increasing teaching responsibility as residents, fellows, and attending physicians. PMID:21966037

Peluso, Michael J; Hafler, Janet P

2011-09-01

326

EB 2009 Mentoring Symposium- Pathways to Leadership: Developing Critical Skills  

NSDL National Science Digital Library

Presentations from the EB 2009 Mentoring Symposium: 1) Opportunity Knocks...(Should I Answer?) 2) Surviving Hurricane Katrina and Embracing New Challenges 3) The Long and Winding Road of Career Development 4) Pleasures and Perils of Joint Appointments

PhD Kimberly Vanover (Intra-Cellular Therapies, Inc.); Lois Lehman-McKeeman (Bristol-Myers Squibb); Alice M Young (Texas Tech University Health Science Center)

2009-04-21

327

Improving Student Language and Literacy Skills through Vocabulary Development and Phonemic Awareness.  

ERIC Educational Resources Information Center

This report describes a program for improving language and literacy development among young children. The targeted population consisted of public school children, ages three to five, enrolled in an early childhood special education program and an at-risk prekindergarten program. The problems of delayed language and literacy development skills were…

Bogott, Tricia; Letmanski, Jeanette; Miller, Bethany

328

Gender Differences in Fundamental Motor Skill Development in Disadvantaged Preschoolers from Two Geographical Regions  

ERIC Educational Resources Information Center

This study examined the influence of gender and region on object control (OC) and locomotor skill development. Participants were 275 midwestern African American and 194 southwestern Hispanic preschool children who were disadvantaged. All were evaluated on the Test of Gross Motor Development-2 (Ulrich, 2000). Two, 2 Gender (girls, boys) x 2 Region…

Goodway, Jacqueline D.; Robinson, Leah E.; Crowe, Heather

2010-01-01

329

Rising to the Challenge: Developing a Survey of Workplace Skills, Civic Engagement, and Global Awareness  

ERIC Educational Resources Information Center

This chapter describes the ongoing development of a survey of students' workplace skills, civic engagement, and global awareness that colleges and universities can use to document their contributions to the public good. The student growth survey currently under development offers colleges and universities an opportunity to refocus the attention of…

Ouimet, Judith A.; Pike, Gary R.

2008-01-01

330

Developing Patient-Centered Communication Skills Training for Oncologists: Describing the Content and Efficacy of Training  

ERIC Educational Resources Information Center

Communication Skills Training (CST) is a proven aid to help oncologists achieve high quality patient-centered communication. No research studies have provided clear guidelines for developing the content of CST. The aim of this work is to describe a method of developing such content and evaluation of effectiveness of CST training workshops (based…

Brown, Richard F.; Bylund, Carma L.; Gueguen, Jennifer A.; Diamond, Catherine; Eddington, Julia; Kissane, David

2010-01-01

331

An Integrated Approach for Strategic Development of Engineering Curricula: Focus on Students' Design Skills  

ERIC Educational Resources Information Center

This paper proposes an integrated approach for developing the engineering curricula with a specific focus on engineering design. The proposed approach allows a continuous and coherent development of engineering students' design skills throughout the entire undergraduate curriculum. This ongoing design experience is delivered at an involvement and…

Rehman, H.-u.; Said, R. A.; Al-assaf, Y.

2009-01-01

332

Student Teachers' Development of a Positive Attitude towards Research and Research Knowledge and Skills  

ERIC Educational Resources Information Center

The aim of this study is to investigate the experiences of student teachers participating in an introductory course, designed to stimulate the development of a positive attitude towards research and to stimulate the development of research knowledge and skills by second-year student teachers of an institute of primary teacher education. A…

van der Linden, Wietse; Bakx, Anouke; Ros, Anje; Beijaard, Douwe; Vermeulen, Marc

2012-01-01

333

FAIJU: An Assessment Center for Developing the Skills of Volunteers Working in International Youth Exchange  

ERIC Educational Resources Information Center

The three non-profit student exchange organizations AFS, Experiment and YFU, have been running a special assessment center for the development of skills necessary for volunteers working in international student exchange. This paper presents the goals and intentions behind this tool and also discusses the use of human resource development tools in…

Kurz, Tom

2009-01-01

334

Becoming a Teacher: Conceptual and Practice Development in the Learning and Skills Sector  

ERIC Educational Resources Information Center

Drawing on a mixed-methods study of in-service learning and skills sector (LSS) trainees, comprising beginning- and end-of-year surveys and six longitudinal case studies together with literature on trainees' development in the LSS, schools and higher education sectors, conceptual and practice development continua are proposed. Conceptions become…

Maxwell, Bronwen

2009-01-01

335

Career Development and the Skills Shortage: A Lesson from Charles Dickens  

ERIC Educational Resources Information Center

This paper presents a critical argument to the profession of career development for the purpose of stimulating reflexive consideration on the myriad influences that impinge upon practitioners. The paper suggests that given the current skills agenda in the Australian economy, it may be timely to reflexively consider career development practice. The…

McIlveen, Peter

2007-01-01

336

Business and Higher Education Partner to Develop a High-Skilled Workforce: A Case Study  

ERIC Educational Resources Information Center

The workforce development literature contains little scholarly work on how organizations in a community work together to develop a high-skilled workforce. This exploratory case study examined business and higher education partnerships that were instrumental in creating such an educational infrastructure for information technology in Tulsa,…

Sleezer, Catherine M.; Gularte, Mary Anne; Waldner, Louann; Cook, Juli

2004-01-01

337

Media-Savvy Scientific Literacy: Developing Critical Evaluation Skills by Investigating Scientific Claims  

ERIC Educational Resources Information Center

Students must learn content knowledge and develop scientific literacy skills to evaluate and use scientific information in real-world situations. Recognizing the accessibility of scientific information to the average citizen, we developed an instructional approach to help students learn how to judge the quality of claims. We describe a…

Brickman, Peggy; Gormally, Cara; Francom, Greg; Jardeleza, Sarah E.; Schutte, Virginia G. W.; Jordan, Carly; Kanizay, Lisa

2012-01-01

338

Development of a simulation and skills centre in East Africa: a Rwandan-Canadian partnership  

PubMed Central

Simulation replicates clinical experiences without patient risk; it remains uncommon in lower-income countries. We outline the creation of Rwanda's first centre for simulation and skills training. We secured funding for renovations, equipment and staff; curricula were developed, tested, and refined; local clinicians were trained to teach. In 13 months the centre provided 2,377 learning-encounters and 822 hours of training to Rwandan health care professionals. Our strategy represents an adaptable model for simulation and skills centre development in low-resources settings

Livingston, Patricia; Bailey, Jonathan; Ntakiyiruta, Georges; Mukwesi, Christian; Whynot, Sara; Brindley, Peter

2014-01-01

339

Developing Writing and Thinking Skills in the Student.  

ERIC Educational Resources Information Center

An English teacher at Hokkaido International School, Japan, guided his students through the writing process of thinking up ideas for writing topics and developing and revising those ideas into competent works. The class was composed of seven non-native speakers (in grades nine through twelve) who tried to achieve fluency in English within the…

Hill, Jeff

340

World Geography. The Port of Baltimore Workplace Skills Development Project.  

ERIC Educational Resources Information Center

This set of learning modules was developed during a project to deliver workplace literacy instruction to individuals employed in the more than 50 businesses related to the activities of the Port of Baltimore. It is intended to accomplish the following objectives: familiarize students with basic concepts of geography; give students knowledge of…

Walker, Sam

341

Connectedness and Life Skills Development for All Children  

ERIC Educational Resources Information Center

A. Ziegler and S. N. Phillipson draw upon the Actiotope Model of Giftedness (AMG) to give an overview of a systemic approach to gifted education. They argue the value of such a systemic approach for understanding the development of exceptionality. The reviewers certainly agree that the achievement of excellent performance is not only the result of…

Yuen, Mantak; Fong, Ricci W.

2012-01-01

342

Development of a Computer Animated Science Process Skills Test.  

ERIC Educational Resources Information Center

The graphics and animation capabilities of computers offer a new dimension in science testing. Instead of presenting verbal situations or questions with accompanying pictures, computers can present simulated actions and events that are the focus of science questions. The purpose of this project was to develop a valid and reliable computer-based…

Hale, Michael E.; And Others

343

Skill Development for Maneuvering on the Information Highway.  

ERIC Educational Resources Information Center

To help students learn to navigate the information superhighway, a 2-hour pilot program with 10 hours of guided access time was developed to test a method for teaching the basics of maneuvering the superhighway and extracting information once located. This pilot was designed as a two-part instructional session. The first instructional session…

Mosley, Barbra; Edwards, Gloria

344

Developing a Test of Scientific Literacy Skills (TOSLS): measuring undergraduates' evaluation of scientific information and arguments.  

PubMed

Life sciences faculty agree that developing scientific literacy is an integral part of undergraduate education and report that they teach these skills. However, few measures of scientific literacy are available to assess students' proficiency in using scientific literacy skills to solve scenarios in and beyond the undergraduate biology classroom. In this paper, we describe the development, validation, and testing of the Test of Scientific Literacy Skills (TOSLS) in five general education biology classes at three undergraduate institutions. The test measures skills related to major aspects of scientific literacy: recognizing and analyzing the use of methods of inquiry that lead to scientific knowledge and the ability to organize, analyze, and interpret quantitative data and scientific information. Measures of validity included correspondence between items and scientific literacy goals of the National Research Council and Project 2061, findings from a survey of biology faculty, expert biology educator reviews, student interviews, and statistical analyses. Classroom testing contexts varied both in terms of student demographics and pedagogical approaches. We propose that biology instructors can use the TOSLS to evaluate their students' proficiencies in using scientific literacy skills and to document the impacts of curricular reform on students' scientific literacy. PMID:23222832

Gormally, Cara; Brickman, Peggy; Lutz, Mary

2012-01-01

345

Can Mentoring or Skill Training Reduce Recidivism? Observational Study with Propensity Analysis  

Microsoft Academic Search

We compared juvenile offenders' recidivism following nonrandom assignment to juvenile diversion (JD, n = 137), JD plus skill training (ST, n = 55), or JD plus mentoring (MEN, n = 45). Intake characteristics that distinguished intervention groups were used to calculate assignment propensity scores. After propensity score blocking balanced intake characteristics, ST proved more cost effective than MEN, achieving a

Elaine A. Blechman; Araya Maurice; Betsy Buecker; Clay Helberg

2000-01-01

346

Some observations suggesting preservation of skilled motor acts despite drug-induced stress  

Microsoft Academic Search

Measures of skilled motor performances, both of a task-oriented (tests of eye-hand coordination) and incidental (control of facial and ocular muscles) nature were recorded for a sample of 20 healthy young adults before and after single administrations of perphenazine, opipramol, imipramine and placebo at doselevels commonly supposed to produce mood or behavioral effects. It was anticipated that such performances would

Hans Heimann; Charles F. Reed; Peter N. Witt

1968-01-01

347

Music training for the development of auditory skills.  

PubMed

The effects of music training in relation to brain plasticity have caused excitement, evident from the popularity of books on this topic among scientists and the general public. Neuroscience research has shown that music training leads to changes throughout the auditory system that prime musicians for listening challenges beyond music processing. This effect of music training suggests that, akin to physical exercise and its impact on body fitness, music is a resource that tones the brain for auditory fitness. Therefore, the role of music in shaping individual development deserves consideration. PMID:20648064

Kraus, Nina; Chandrasekaran, Bharath

2010-08-01

348

Using writing as a vehicle to promote and develop scientific concepts and process skills in fourth-grade students  

NASA Astrophysics Data System (ADS)

The development of conceptual knowledge, particularly at the elementary level, is one area in which researchers and educators have noted remarkable deficiencies. The purpose of this descriptive study was to observe the impact of the use of writing as a thinking tool on the promotion and development of scientific concepts and science process skills in elementary students in the discipline of science. Reports from some of the publications for science research and educational progress cited the direct links of writing effectiveness to the development of skills in critical thinking. The study consisted of 12 fourth-grade students in the control group and their 12 fourth-grade counterparts in the experimental group. The treatment for the study was the use of learning logs by the experimental group to record their written responses to predesigned prompts related to hands-on science experiences during the intervention period. Their counterparts did no writing. Statistical measures used were Student's t tests to determine if significance was present. A pretest and posttest were given that involved written responses to the same prompt. Three judges used a specially designed rubric to evaluate and score the writing. Significant differences were found when the scores of the experimental group were analyzed between pretest and posttest. Also, a standardized test to assess basic process skills was administered prior to and after the intervention. There were no statistical differences found in either group to demonstrate that writing effected the development of process skills. The researcher determined that perhaps writing is not the best way to promote process skills. Rather, engaging in science is the best way. These skills are built separately but used in tandem, particularly when learning about science and mathematics. The implications of this study impact upon several areas of education which make up paradigms leading to good practice based on sound theory. These components include the use of writing as a tool to develop and link conceptual knowledge, use of scientific discourse in collaborative efforts, use of integration of language arts and theme-related content areas, and multiinstructional techniques. Rather than a "change" of paradigms for veteran teachers then, an "addition to" existing paradigms could lead to the changes necessary to revamp curriculum and may aid in meeting the demands of a vastly changing and diverse population of monolingual and multilingual learners experiencing gaps in their construction and demonstration of oral and written knowledge.

Disimoni, Katherine Cecilia

349

Spaces for Dynamic Bilingualism in Read-Aloud Discussions: Developing and Strengthening Bilingual and Academic Skills  

ERIC Educational Resources Information Center

A substantial body of research has collectively concluded that encouraging students to draw flexibly on multiple aspects of their linguistic repertoires is positively associated with developing bilingualism, metalinguistic awareness, and academic skills. However, most bilingual education programs--including transitional and dual-language--limit,…

Worthy, Jo; Durán, Leah; Hikida, Michiko; Pruitt, Alina; Peterson, Katie

2013-01-01

350

Development and Testing of a Scale to Assess Interprofessional Education (IPE) Facilitation Skills  

ERIC Educational Resources Information Center

Introduction: Interprofessional education (IPE) is interactive and constructivist in nature and requires specific facilitation skills to engage participants in a unique body of content, interpersonal interaction, and learning from each other. This article describes the development and testing of a scale, the Interprofessional Facilitation Scale…

Sargeant, Joan; Hill, Tanya; Breau, Lynn

2010-01-01

351

Tiree to Canada: How Information Technology Recreates Links from the Past and Develops Historical Skills.  

ERIC Educational Resources Information Center

Explores how the CD-ROM "Tiree, Famine and Clearance 1840-1900" facilitates the development of inquiry skills. Recreates the history of Tiree (Scotland) between 1840 and 1900, and describes the experiences of Tiree emigrants in Canada. Features a range of historical sources including photographs, archival film, and personal reminiscences. (CMK)

Hillis, Peter

1999-01-01

352

Skill Development PLATO Use at Reuther Alternative High School Kenosha, Wisconsin. PLATO Evaluation Series.  

ERIC Educational Resources Information Center

Reuther High School has been an alternative school in the Kenosha, Wisconsin, school district for many years. In 1998, PLATO Learning, Inc. made it possible for Reuther to offer consistent skill development on a flexible schedule through computer assisted instruction. PLATO systems have been made part of five credit completion programs. An…

Quinn, Nancy W.; Quinn, David W.

353

Challenging Behavior and Early Academic Skill Development: An Integrated Approach to Assessment and Intervention  

ERIC Educational Resources Information Center

This article discusses an approach to assessment and intervention of challenging behavior in early education settings that integrates a focus on instructional conditions and early academic skill development. The authors suggest this approach allows for a better understanding of the relationship between social behavior and child performance with…

Hojnoski, Robin L.; Wood, Brenna K.

2012-01-01

354

Developing Information Literacy and Research Skills in Introductory Psychology: A Case Study  

ERIC Educational Resources Information Center

How do you engage faculty in the task of developing student information literacy? This case study offers a model for incorporating information retrieval into a social science research project so that literacy becomes an intrinsic part of the course assignment. Students showed significant gains in database search and assessment skills with minimal…

Larkin, Judith E.; Pines, Harvey A.

2005-01-01

355

Using a Collaborative Critiquing Technique to Develop Chemistry Students' Technical Writing Skills  

ERIC Educational Resources Information Center

The technique, termed "collaborative critiquing", was developed to teach fundamental technical writing skills to analytical chemistry students for the preparation of laboratory reports. This exercise, which can be completed prior to peer-review activities, is novel, highly interactive, and allows students to take responsibility for their…

Carr, Jeremy M.

2013-01-01

356

Technological Change and Skills Development. EEE700 Adults Learning: The Changing Workplace A.  

ERIC Educational Resources Information Center

This publication is part of the study materials for the distance education course, Adults Learning: The Changing Workplace A, in the Open Campus Program at Deakin University. The first part of the document examines the relationship between technological change and skills development. The following topics are discussed: the new technological…

Bernard, Elaine

357

The Impact of Faculty Teaching Practices on the Development of Students' Critical Thinking Skills  

ERIC Educational Resources Information Center

Colleges and universities recognize that one of the primary goals of higher education is to promote students' ability to think critically. Using data from the Wabash National Study of Liberal Arts Education (WNS), this study examined the relationship between faculty teaching practices and the development of students' critical thinking skills,…

Shim, Woo-jeong; Walczak, Kelley

2012-01-01

358

Skill Development in the Psychology Major: What Do Undergraduate Students Expect?  

ERIC Educational Resources Information Center

The present study examined undergraduate students' expectations for how well psychology majors develop 60 skills corresponding to five of the American Psychological Association's Task Force on Undergraduate Psychology Major Competencies (APA, 2002) suggested learning goals. This study also examined where students expect psychology majors to get…

Gaither, George A.; Butler, Darrell L.

2005-01-01

359

Systems in Development: Motor Skill Acquisition Facilitates Three-Dimensional Object Completion  

ERIC Educational Resources Information Center

How do infants learn to perceive the backs of objects that they see only from a limited viewpoint? Infants' 3-dimensional object completion abilities emerge in conjunction with developing motor skills--independent sitting and visual-manual exploration. Infants at 4.5 to 7.5 months of age (n = 28) were habituated to a limited-view object and tested…

Soska, Kasey C.; Adolph, Karen E.; Johnson, Scott P.

2010-01-01

360

The Role of Live Video Capture Production in the Development of Student Communication Skills  

ERIC Educational Resources Information Center

Civil and natural resources engineering students at the University of Canterbury, New Zealand, take specific courses requiring small group research projects and the presentation of findings to staff and peers. Although one of the aims of these presentations is to assist in the development of the students' communication skills, staff have raised…

O'Donoghue, Michael; Cochrane, Tom A.

2010-01-01

361

Improving Skill Development: An Exploratory Study Comparing a Philosophical and an Applied Ethical Analysis Technique  

ERIC Educational Resources Information Center

This exploratory study compares and contrasts two types of critical thinking techniques; one is a philosophical and the other an applied ethical analysis technique. The two techniques analyse an ethically challenging situation involving ICT that a recent media article raised to demonstrate their ability to develop the ethical analysis skills of…

Al-Saggaf, Yeslam; Burmeister, Oliver K.

2012-01-01

362

Using a Progressive Paper to Develop Students' Writing Skills  

ERIC Educational Resources Information Center

This article describes the use of a progressive paper in a capstone course to develop students' writing skills. A progressive paper is one that students write one section at a time: as they add each new section, they go back and revise the previous parts based on actionable feedback from the instructor. In this course, the progressive paper…

Van Bramer, Scott E.; Bastin, Loyd D.

2013-01-01

363

The Role of Family in the Development of Social Skills in Children with Physical Disabilities  

Microsoft Academic Search

This study aims to identify the family characteristics that promote the development of social skills in children with physical disabilities. Parents and teachers completed a range of questionnaires in an Australia?wide study of 212 parents of children (5–12 years of age) with physical disabilities who attend mainstream schools. The relationships between parental attitudes, parental involvement, family relationships, teachers’ opinions, disability

Kellie S. Bennett; David A. Hay

2007-01-01

364

Development and Validation of Teaching Practice Evaluation Instrument for Assessing Chemistry Students' Teaching Skills  

ERIC Educational Resources Information Center

The study was designed to develop and factorially validate an instrument for measuring teaching practice skills of chemistry student-teachers in University of Nigeria, Nsukka. Two research questions guided the study. The design of the study was instrumentation. All the chemistry student-teachers in the Department of Science Education, University…

Ezeudu, F. O.; Chiaha, G. T. U.; Eze, J. U.

2013-01-01

365

Affections in Learning Situations: A Study of an Entrepreneurship Skills Development Course  

ERIC Educational Resources Information Center

Purpose: This paper aims to present the results of a study whose general objective is to characterize the affective states experienced in response to different teaching activities used in a workshop for developing entrepreneurial skills. It seeks to answer the following question: how affections and experiential learning strategies interrelate in…

Gondim, Sonia Maria Guedes; Mutti, Clara

2011-01-01

366

Improving the Communication Skills of IS Developers during Requirements Elicitation Using Experiential Learning  

ERIC Educational Resources Information Center

The improvement of communication skills among Information Systems (IS) developers can be considered as a strategy to mitigate the risk of project failure during IS design. This paper addresses issues on various communication barriers normally encountered during its requirements elicitation (RE) stage. This study aims to adopt experiential learning…

Qurban, Mustafa H.; Austria, Richmond D.

2009-01-01

367

Reading, Writing, and Thinking: The Work of Eloise Greenfield and the Development of Critical Thinking Skills.  

ERIC Educational Resources Information Center

The process of introducing students to alternative approaches and giving them the opportunity to debate their views about a work in order to develop critical thinking skills can start in the elementary school grades. George Hillocks' seven-level hierarchy represents an appropriate scheme by which teachers can sequentially move students to higher…

Gmuca, Jacqueline L.

368

Relationships between Early Language Skills and Future Literacy Development in Hong Kong  

ERIC Educational Resources Information Center

Practitioners as well as language approach and language development scholars need to work together to create an environment in which research-based learning methods can be put into practice with developmentally appropriate content. Inadequate attention has been given to the crucial language skills that underpin children's language and…

Shing, Richard Wong Kwok

2013-01-01

369

Beetles, Beechnuts, and Behavior: Using Nature-based Activities To Develop Social Skills.  

ERIC Educational Resources Information Center

This paper describes an instructional method designed to increase opportunities for students to learn and practice appropriate social skills. The strategies for development and implementation of such structured programs of nature-based and animal-based activities are based in part on a pilot program in three urban elementary and middle schools.…

Henderson, Kelly

370

Adolescents' Development of Skills for Agency in Youth Programs: Learning to Think Strategically  

ERIC Educational Resources Information Center

This research examines how youth in arts and leadership programs develop skills for organizing actions over time to achieve goals. Ethnically diverse youth (ages 13-21) in 11 high-quality urban and rural programs were interviewed as they carried out projects. Qualitative analyses of 712 interviews with 108 youth yielded preliminary grounded theory…

Larson, Reed W.; Angus, Rachel M.

2011-01-01

371

Assessing Life Skills in Young Working Adults--Part 1: The Development of an Alternative Instrument.  

ERIC Educational Resources Information Center

A collage with pictorial and verbal stimuli to assess life skills of young workers was developed using a framework for alternative assessment and stimuli instruments. The instrument was evaluated using Bloom's taxonomy for the cognitive domain and Krathwohl et al.'s taxonomy for the affective domain. (Contains 16 references.) (SK)

van der Wal, Rachel Jacoba; van der Wal, Ruurd

2003-01-01

372

Developing team skills using a program-embedded team assessment process  

Microsoft Academic Search

Although industry and academia alike place high value on teamwork, how do we actually develop and assess those skills in our students and ourselves? How do we evaluate whether our efforts have had a measurable impact on the students so that we can adjust our approach for maximum benefit? In October 2004, the authors presented initial work on a program-embedded

Leah M. Akins; Daniel C. Barbuto

2008-01-01

373

Kendall School Integrates Literacy Skill Development with Auditory and Speech Services: What's Happening.  

ERIC Educational Resources Information Center

Describes an innovative program at the Kendall Demonstration Elementary School which integrates literacy skill development with auditory and speech services for students who are deaf. The program uses visual phonics; connects sign language, spoken English, and printed English; has listening/literacy centers and an assistive devices center; and…

Marshall, Stephanie; Nussbaum, Debra; Waddy-Smith, Bettie

1999-01-01

374

The Development of Scientific Thinking Skills in Elementary and Middle School  

ERIC Educational Resources Information Center

The goal of this article is to provide an integrative review of research that has been conducted on the development of children's scientific reasoning. Broadly defined, scientific thinking includes the skills involved in inquiry, experimentation, evidence evaluation, and inference that are done in the service of "conceptual change" or scientific…

Zimmerman, Corinne

2007-01-01

375

Mobile App Development to Increase Student Engagement and Problem Solving Skills  

ERIC Educational Resources Information Center

This paper describes a project designed to promote problem solving and critical thinking skills in a general education, computing course at an open access institution. A visual programming tool, GameSalad, was used to enable students to create educational apps for mobile platforms. The students worked on a game development project for the entire…

Dekhane, Sonal; Xu, Xin; Tsoi, Mai Yin

2013-01-01

376

The Development and Validation of a Decision-Making Skills Test.  

ERIC Educational Resources Information Center

Instruments to measure decision-making skills of grade 5, 8, and 11 students were developed as a part of Pennsylvania's statewide assessment program. A decision-making model was formulated based upon John Dewey's five major steps of the critical thinking process: (1) identify the problem; (2) establish the facts; (3) formulate the hypothesis; (4)…

Masters, James R.; Dorwart, James P.

377

Teaching, Learning, and the Development of Leadership Skills through Constructive Engagement  

ERIC Educational Resources Information Center

This study seeks to determine the level of acceptance of the Constructive Engagement Method (CEM) as a teaching, learning, and leadership skills development model. Employing a modified debate format, constructive engagement requires active student participation, even among the most introverted of students, and it fosters a learning environment…

Liberman, Aaron; Scharoun, Kourtney; Rotarius, Timothy; Fottler, Myron; Dziuban, Charles; Moskal, Patsy

2005-01-01

378

Higher Order, Critical Thinking Skills in National Police Academy Course Development  

ERIC Educational Resources Information Center

Law enforcement requires the officer to invoke reason and critical thinking skills in order to solve intricate problems in real time, on the job. This study examined the course development of a large national organization (State Police Academies) to ascertain what strategies are being used in their courses to promote training for higher order,…

Barker, Beth A.

2011-01-01

379

Developing Learning Readiness; A Visual-Motor-Tactile Skills Program. Teacher's Manual.  

ERIC Educational Resources Information Center

A flexible program for preschool, primary grades, or remedial classes provides opportunities for the child to achieve readiness for learning through the development of visual, motor, and tactile skills. A cardboard doll is discussed which may be utilized by the teacher and children in a variety of gymnasium routines to increase knowledge of body…

Getman, G.N.; And Others

380

Developing Coincident Timing Skill in Children: A Comparison of Training Methods.  

ERIC Educational Resources Information Center

A study assessed whether the nature of training experiences influences development of coincident timing skills in young children, using a task involving eye-hand coordination. Researchers concluded that such training should emphasize slower speed stimuli and blocking of additional speeds which are more rapid. (Authors/PP)

Wrisberg, Craig A.; Mead, Barbara J.

1983-01-01

381

Developing Cognitive and Creative Skills Through Art: Programs for Children with Communication Disorders or Learning Disabilities.  

ERIC Educational Resources Information Center

Intended as a basic text for graduate courses in art therapy with handicapped children, the book contains discussions of the role of art in the handicapped child's education and the development of cognitive and creative skills through the use of art. In the first of two parts, the range of opportunities in art for cognition, adjustment, and…

Silver, Rawley A.

382

Development of Distance Communication and Virtual Teamwork Skills through online-based Teaching  

Microsoft Academic Search

In 2001, the School of Engineering and Industrial Design undertook an initiative to conduct a pilot of the online delivery of the 'Design Management: Organisational Skills for Designers' subject. This course is one of the core subjects offered by the Industrial Design program to industrial design and engineering students. The course has been developed to address industry needs identified in

Erik Bohemia

2003-01-01

383

J:\\Biotech Website\\OLD-UCDEB\\Documents\\Developing Likeability skills.doc People Power  

E-print Network

J:\\Biotech Website\\OLD-UCDEB\\Documents\\Developing Likeability skills.doc People Power "The only common interests or experiences makes people feel #12;J:\\Biotech Website\\OLD's point of view. When you connect with people's feelings, and they believe you're "with them," it delivers

Ferrara, Katherine W.

384

Transferable Skills Representations in a Portuguese College Sample: Gender, Age, Adaptability and Vocational Development  

ERIC Educational Resources Information Center

The departing point of this study is the theoretical framework of "Making the Match project" (Evers and Rush in Management Learning 27:275-299, 1996) about how to develop a common language among stakeholders regarding transferable skills. Thus, the paper examines the impact of demographic variables (age and gender) and developmental dimensions…

Rocha, Magda

2012-01-01

385

Developing Youth's Cultural and Social Skills through a Social-Virtual Curriculum  

ERIC Educational Resources Information Center

Purpose: This study seeks to evaluate the application of a social-virtual curriculum delivered through in-classroom and web-based activities, aiming to develop youth's social-cultural skills, cultural competency and multicultural awareness. Specifically, the study evaluates the overall impact of the curriculum to the participating youth's…

Eteokleous, Nikleia

2011-01-01

386

Build your skills and knowledge to successfully supervise the construction process from the conceptual development  

E-print Network

and managers with substantial experience but no formal training in the construction industry. The programBuild your skills and knowledge to successfully supervise the construction process from the conceptual development stage through the final construction phase with a certificate in Construction

387

Improving Geometric and Trigonometric Knowledge and Skill for High School Mathematics Teachers: A Professional Development Partnership  

ERIC Educational Resources Information Center

In the summer of 2009, a professional development partnership was established between the Peoria Public School District (PPSD), a local education agency (LEA), and Illinois State University (ISU) to improve geometric and trigonometric knowledge and skill for high school mathematics teachers as part of the Illinois Mathematics and Science…

Merrill, Chris; Devine, Kevin L.; Brown, Joshua W.; Brown, Ryan A.

2010-01-01

388

Activating Community Health Center Patients in Developing Question-Formulation Skills: A Qualitative Study  

ERIC Educational Resources Information Center

The authors developed and delivered a brief patient activation intervention (PAI) that sought to facilitate physician-patient communication. The intervention was designed to assist low-income, racial/ethnic minority users of community health centers in building skills and confidence asking questions. The PAI takes 8 to 10 minutes to deliver and…

Lu, Wei-Hsin; Deen, Darwin; Rothstein, Dan; Santana, Luz; Gold, Marthe R.

2011-01-01

389

The Early Development of Sight-Reading Skills in Adulthood: A Study of Eye Movements  

ERIC Educational Resources Information Center

In this study the effects of skill development on the eye movements of beginning adult sight-readers were examined, focusing on changes in the allocation of visual attention within metrical units as well as in the processing of larger melodic intervals. The participants were future elementary school teachers, taking part in a 9-month-long music…

Penttinen, Marjaana; Huovinen, Erkki

2011-01-01

390

Assessing Investigative Skill Development in Inquiry-Based and Traditional College Science Laboratory Courses  

ERIC Educational Resources Information Center

A laboratory practical examination was used to compare the investigative skills developed in two different types of general-chemistry laboratory courses. Science and engineering majors (SEM) in the control group used a traditional verification approach (SEM-Ctrl), whereas those in the treatment group learned from an innovative, inquiry-based…

Suits, Jerry P.

2004-01-01

391

Effects of Learner Background on the Development of Writing Skills in Japanese as a Second Language  

ERIC Educational Resources Information Center

The paper presents preliminary findings of a project which investigated whether learner background, in terms of instruction mode (i.e., school or intensive first-year course at university) and first language (i.e., character based or non-character based), has an impact on the development of writing skills in Japanese as a second language (JSL).…

Iwashita, Noriko; Sekiguchi, Sachiyo

2009-01-01

392

The Effects of a Modified Neurological Impress Method on Developing Decoding Skills.  

ERIC Educational Resources Information Center

A study evaluated the effects that a modified neurological impress method (a process whereby a student and a teacher read simultaneously) had on developing a student's decoding skills. Forty-two students in grades one through eight were randomly assigned to one of four groups: (1) a control group; (2) a group in which students read simultaneously…

Mikkelsen, Vincent P.

393

Perceived Leadership Behavior and Motivational Climate as Antecedents of Adolescent Athletes' Skill Development  

Microsoft Academic Search

In two studies, the relationship between adolescent athletes' skill development and perceived coach behavior as well as motivation climate was investigated. In Study 1, 119 (61 male, 58 female) competitive swimmers from various clubs with a mean age of 12.5 years responded twice with a one year interval to the Leadership Scale for Sports and the Perceived Motivational Climate in

Dorothee Alfermann; Martin J. Lee

2005-01-01

394

Developing Critical and Historical Thinking Skills in Middle Grades Social Studies  

ERIC Educational Resources Information Center

The author describes a social studies unit designed to help students develop critical thinking skills. The lessons give students opportunities to analyze multiple perspectives, use multiple sources when conducting research, and construct historical narratives through the creation of a digital historical biography.

Waring, Scott M.; Robinson, Kirk S.

2010-01-01

395

Development of an Instrument to Measure Preservice Teachers' Technology Skills, Technology Beliefs, and Technology Barriers  

ERIC Educational Resources Information Center

The purpose of this study was to develop and field-test the Technology Skills, Beliefs, and Barriers scale and to determine its validity and reliability for use with preservice teachers. Data were collected from 176 preservice teachers enrolled in a field-based teacher education program located at a major Southwestern university in the United…

Brush, Thomas; Glazewski, Krista D.; Hew, Khe Foon

2008-01-01

396

Asking the Right Questions: Developing Thinking Skills through Wisconsin's Grade Level Foundations  

ERIC Educational Resources Information Center

In an attempt to deal with the problem of generating the thinking skills needed for the 21st century, this article discusses how a statewide of 30 teachers developed Grade Level Foundations. The core component of the Grade Level Foundations for Social Studies consists of a set of questions that are designed to stimulate higher level thinking about…

Ratway, Beth

2008-01-01

397

The Development of Narrative Comprehension and Its Relation to Other Early Reading Skills  

Microsoft Academic Search

The first goal of this study was to examine young children's developing narrative comprehension abilities using theory-based, authentic measures of comprehension processes. The second goal was to examine the relations among young children's comprehension abilities and other early reading skills. Children ages 4 and 6 listened to or watched two authentic narratives. We measured their comprehension of these narratives as

Julie S. Lynch; Paul van den Broek; Kathleen E. Kremer; Panayiota Kendeou; Mary Jane White; Elizabeth P. Lorch

2008-01-01

398

The Learner-Directed Classroom: Developing Creative Thinking Skills through Art  

ERIC Educational Resources Information Center

Educators at all levels want their students to develop habits of self-directed learning and critical problem-solving skills that encourage ownership and growth. In "The Learner-Directed Classroom," practicing art educators (PreK-16) offer both a comprehensive framework for understanding student-directed learning and concrete pedagogical strategies…

Jaquith, Diane B., Ed.; Hathaway, Nan E., Ed.

2012-01-01

399

A Critical Review of the National Skills Development Strategy in South Africa  

ERIC Educational Resources Information Center

This article provides an update on the Special Edition of the "Journal of Vocational Education and Training" 57, no. 3, 2005, which focused on the launch of the National Skills Development Strategy (NSDS) in South Africa. The analysis here evaluates the impact of the first phase of the NSDS, which ran between 1 April 2001 and 31 March 2005. The…

Kraak, Andre

2008-01-01

400

An Investigation of Pre-Service Mathematics Teachers' Skills in the Development of Activities  

ERIC Educational Resources Information Center

The purpose of this research is to determine pre-service mathematics teachers' skills in the development of activities. The research was carried out using the case study which is descriptive method. For the collection of data, 57 pre-service mathematics teachers' in their final year secondary math teachers' education department…

Özgen, Kemal; Alkan, Hu¨seyin

2014-01-01

401

Development of System Thinking Skills in the Context of Earth System Education  

ERIC Educational Resources Information Center

The current study deals with the development of system thinking skills at the junior high school level. The sample population included about 50 eighth-grade students from two different classes of an urban Israeli junior high school who studied an earth systems-based curriculum that focused on the hydro cycle. The study addressed the following…

Assaraf, Orit Ben-Zvi; Orion, Nir

2005-01-01

402

The Role of Text Production Skills in Writing Development: A Special Issue--I.  

ERIC Educational Resources Information Center

This introductory article discusses the difficulties many children with learning disabilities have in text production skills and how these difficulties affect not only how they write but also the pace and course of their writing development. The influence of spelling miscues on perceptions of writing ability is also addressed. (CR)

Graham, Steve

1999-01-01

403

The Impact of the Development of Verbal Recoding on Children's Early Writing Skills  

ERIC Educational Resources Information Center

Background: The spontaneous recoding of visual stimuli into a phonological code to aid short-term retention has been associated with progress in learning to read (Palmer, 2000b). Aim: This study examined whether there was a comparable association with the development of writing skills. Sample: One hundred eight children (64 males) in the second…

Adams, Anne-Marie; Simmons, Fiona R.; Willis, Catherine S.; Porter, Sarah

2013-01-01

404

Compensation and Skill Development in Four Professions and Implications for the Teaching Profession.  

ERIC Educational Resources Information Center

Current teacher-compensation policies typically reward teachers for years of experience and level of knowledge as measured by educational credits. However, the current system does little to encourage teachers to develop the skills needed to achieve organizational goals. This paper examines the compensation systems in four complex, knowledge-based…

Kelley, Carolyn; Taylor, Corri

405

Design and Evaluation of a Development Portfolio: How to Improve Students' Self-Directed Learning Skills  

ERIC Educational Resources Information Center

In on-demand education, students often experience problems with directing their own learning processes. A Structured Task Evaluation and Planning Portfolio (STEPP) was designed to help students develop 3 basic self-directed learning skills: Assessing the quality of own performance, formulating learning needs, and selecting future learning tasks. A…

Kicken, Wendy; Brand-Gruwel, Saskia; van Merrienboer, Jeroen; Slot, Wim

2009-01-01

406

Innovation and Skills Development in the Rural Voluntary Sector in Nova Scotia  

ERIC Educational Resources Information Center

This report is a summary of discussions that took place at the Rural Voluntary Sector Leaders' Dialogue, entitled "Innovation and Skills Development in the Rural Voluntary Sector in Nova Scotia", held in Truro, Nova Scotia on September 20, 2002. Many of the discussions took place in brainstorming sessions at which no limits were placed on the…

Canadian Rural Partnership, 2002

2002-01-01

407

Job Development Plans. STIP II (Skill Training Improvement Programs Round II).  

ERIC Educational Resources Information Center

Four reports are presented detailing the plans for obtaining employment and ensuring job retention for students who have completed a course of study in the Los Angeles Community College District's Skill Training Improvement Programs (STIP II). Job development plans are submitted for: Los Angeles Southwest College's computer programming program;…

Los Angeles Community Coll. District, CA.

408

Engagement and Skill Development in Biology Students through Analysis of Art  

ERIC Educational Resources Information Center

An activity involving analysis of art in biology courses was designed with the goals of piquing undergraduates' curiosity, broadening the ways in which college students meaningfully engage with course content and concepts, and developing aspects of students' higher-level thinking skills, such as analysis, synthesis, and evaluation. To…

Milkova, Liliana; Crossman, Colette; Wiles, Stephanie; Allen, Taylor

2013-01-01

409

Playing off the curve - testing quantitative predictions of skill acquisition theories in development of chess performance.  

PubMed

Learning curves have been proposed as an adequate description of learning processes, no matter whether the processes manifest within minutes or across years. Different mechanisms underlying skill acquisition can lead to differences in the shape of learning curves. In the current study, we analyze the tournament performance data of 1383 chess players who begin competing at young age and play tournaments for at least 10 years. We analyze the performance development with the goal to test the adequacy of learning curves, and the skill acquisition theories they are based on, for describing and predicting expertise acquisition. On the one hand, we show that the skill acquisition theories implying a negative exponential learning curve do a better job in both describing early performance gains and predicting later trajectories of chess performance than those theories implying a power function learning curve. On the other hand, the learning curves of a large proportion of players show systematic qualitative deviations from the predictions of either type of skill acquisition theory. While skill acquisition theories predict larger performance gains in early years and smaller gains in later years, a substantial number of players begin to show substantial improvements with a delay of several years (and no improvement in the first years), deviations not fully accounted for by quantity of practice. The current work adds to the debate on how learning processes on a small time scale combine to large-scale changes. PMID:25202292

Gaschler, Robert; Progscha, Johanna; Smallbone, Kieran; Ram, Nilam; Bilali?, Merim

2014-01-01

410

Developing a tool for assessing scientists' views about, knowledge of, and skills in science communication  

NASA Astrophysics Data System (ADS)

Although much effort is being invested in science communication training, the efforts are rarely accompanied by systematic evaluation of learning outcomes; existing evaluations are mainly anecdotal, or specific to a particular program. Standardized assessments will allow comparisons across programs and identification of best practices. This presentation describes the development and piloting of a tool for measuring scientists' views about, knowledge of, and skills in science communication. The instrument collects four types of data: (1) background information, (2) communication skills, (3) views about science communication, and (4) knowledge about the context of science communication. In the specific area of communication skills, a rationale is proposed for establishing learning goals in seven areas: content, knowledge organization, clarity and language, style, analogy, narrative, and dialogue. The resulting instrument may be used as a baseline survey or as a tool for pre-post evaluation of the learning outcomes of a wide range of science communication training programs and courses.

Lewenstein, B. V.; Baram-Tsabari, A.

2011-12-01

411

An Approach for Technical Skill Development & Succession in Kyushu Electric Power Co., Inc  

NASA Astrophysics Data System (ADS)

The original mission as electric power supplier is to stably supply high-quality and inexpensive electricity. In order to achieve this mission, for the employees that actually deal with the electric equipment, to engage themselves in precise job performance is crucial. In fostering human resources, we emphasize both on knowledge development that is required for employees and on skill building that is necessary for the precise job performance. Each engineering department is proactive in conducting the engineering training that is devised along with respective operation through OJT and Off-JT to acquire and transfer practical techniques and skills. Hereafter, we will furthermore work to enhance in-company training, visualizing the techniques and skills that engineers are required to acquire, and the achievement that each engineer has acquired.

Higuchi, Takahiro

412

The Development of Auditory Skills in Young Children with Mondini Dysplasia after Cochlear Implantation  

PubMed Central

The aim of this study is to survey and compare the development of auditory skills in young children with Mondini dysplasia and profoundly-deaf young children with radiologically normal inner ears over a period of 3 years after cochlear implantation. A total of 545 young children (age 7 to 36 months) with prelingual, severe to profound hearing loss participated in this study. All children received cochlear implantation. Based on whether or not there was a Mondini dysplasia as diagnosed with CT scanning, the subjects were divided into 2 groups: (A) 514 young children with radiologically normal inner ears and (B) 31 young children with Mondini dysplasia. The Infant-Toddler Meaningful Auditory Integration Scale (IT-MAIS) was used to assess the children's auditory skills that include vocalization changes, spontaneous alerting to sounds in everyday living environments, and the ability to derive meaning from sounds. The assessment was performed prior to surgery and at 1, 3, 6, 9, 12, 24, and 36 months after implant device switch-on. The mean scores for overall auditory skills were not significantly different between groups A and B at pre-surgery, 1, 12, 24, and 36 months post-surgery, but were significantly different at 3, 6, and 9 months post-surgery. The mean scores for all auditory skills in children with Mondini dysplasia showed significant improvement over time. The mean scores for the three subcategories of auditory skills in children with Mondini dysplasia also showed significant differences at pre-surgery, 1, 3, 6, and 9 months, however, there were no significant differences at 12, 24, and 36 months. Overall, the auditory skills of young children with Mondini dysplasia developed rapidly after cochlear implantation, in a similar manner to that of young children with radiologically normal inner ears. Cochlear implantation is an effective intervention for young children with Mondini dysplasia. PMID:25247792

Chen, Xueqing; Yan, Fei; Liu, Bo; Liu, Sha; Kong, Ying; Zheng, Jun; Li, Yongxin; Gong, Shusheng

2014-01-01

413

The development of auditory skills in young children with mondini dysplasia after cochlear implantation.  

PubMed

The aim of this study is to survey and compare the development of auditory skills in young children with Mondini dysplasia and profoundly-deaf young children with radiologically normal inner ears over a period of 3 years after cochlear implantation. A total of 545 young children (age 7 to 36 months) with prelingual, severe to profound hearing loss participated in this study. All children received cochlear implantation. Based on whether or not there was a Mondini dysplasia as diagnosed with CT scanning, the subjects were divided into 2 groups: (A) 514 young children with radiologically normal inner ears and (B) 31 young children with Mondini dysplasia. The Infant-Toddler Meaningful Auditory Integration Scale (IT-MAIS) was used to assess the children's auditory skills that include vocalization changes, spontaneous alerting to sounds in everyday living environments, and the ability to derive meaning from sounds. The assessment was performed prior to surgery and at 1, 3, 6, 9, 12, 24, and 36 months after implant device switch-on. The mean scores for overall auditory skills were not significantly different between groups A and B at pre-surgery, 1, 12, 24, and 36 months post-surgery, but were significantly different at 3, 6, and 9 months post-surgery. The mean scores for all auditory skills in children with Mondini dysplasia showed significant improvement over time. The mean scores for the three subcategories of auditory skills in children with Mondini dysplasia also showed significant differences at pre-surgery, 1, 3, 6, and 9 months, however, there were no significant differences at 12, 24, and 36 months. Overall, the auditory skills of young children with Mondini dysplasia developed rapidly after cochlear implantation, in a similar manner to that of young children with radiologically normal inner ears. Cochlear implantation is an effective intervention for young children with Mondini dysplasia. PMID:25247792

Chen, Xueqing; Yan, Fei; Liu, Bo; Liu, Sha; Kong, Ying; Zheng, Jun; Li, Yongxin; Gong, Shusheng; Han, Demin; Zhang, Luo

2014-01-01

414

The Effect of the Values Education Programme on 5.5-6 Year Old Children's Social Development: Social Skills, Psycho-Social Development and Social Problem Solving Skills  

ERIC Educational Resources Information Center

The aim of this study was to examine the effect of the Values Education Programme (developed for pre-school children) on the children's social skills, psycho-social development, and social problem solving skills. The sample group consisted of 66 children (33 experimental group, 33 control group) attending pre-school. The Values Education…

Dereli-Iman, Esra

2014-01-01

415

Comparison of midwifery students' satisfaction with direct observation of procedural skills and current methods in evaluation of procedural skills in Mashhad Nursing and Midwifery School  

PubMed Central

Background: The clinical evaluation, as one of the most important elements in medical education, must measure students’ competencies and abilities. The implementation of any assessment tool is basically dependent on the acceptance of students. This study tried to assess midwifery students’ satisfaction with Direct Observation of Procedural Skills (DOPS) and current clinical evaluation methods. Materials and Methods: This quasi-experimental study was conducted in the university hospitals affiliated to Mashhad University of Medical Sciences. The subjects comprised 67 undergraduate midwifery students selected by convenience sampling and allocated to control and intervention groups according to the training transposition. Current method was performed in the control group, and DOPS was conducted in the intervention group. The applied tools included DOPS rating scales, logbook, and satisfaction questionnaires with clinical evaluation methods. Validity and reliability of these tools were approved. At the end of training, students’ satisfaction with the evaluation methods was assessed by the mentioned tools. The data were analyzed by descriptive and analytical statistics. Results: Satisfaction mean scores of midwifery students with DOPS and current methods were 76.7 ± 12.9 and 62.6 ± 14.7 (out of 100), respectively. DOPS students’ satisfaction mean score was significantly higher than the score obtained in current method (P < 0.000). The most satisfactory domains in the current method were “consistence with learning objectives” (71.2 ± 14.9) and “objectiveness” in DOPS (87.9 ± 15.0). In contrast, the least satisfactory domains in the current method were “interested in applying the method” (57.8 ± 26.5) and “number of assessments for each skill” (58.8 ± 25.9) in DOPS method. Conclusions: This study showed that DOPS method is associated with greater students’ satisfaction. Since the students’ satisfaction with the current method was also acceptable, we recommend combining this new clinical evaluation method with the current method, which covers its weaknesses, to promote the students’ satisfaction with clinical evaluation methods in a perfect manner. PMID:23983736

Hoseini, BiBi Leila; Mazloum, Seyed Reza; Jafarnejad, Farzaneh; Foroughipour, Mohsen

2013-01-01

416

Thunderstorm and Lightning Development: Modeling and Observations  

NASA Technical Reports Server (NTRS)

We use results of a numerical model of convective clouds with a lightning parameterization to examine thunderstorm development and the location of lightning initiation in a Florida storm. These results are compared with radar observations and interferometric measurements of VHF emissions from both intra-cloud (IC) and cloud-to-ground (CG) lightning flashes. Observed rate and mean duration of flashes are analyzed through model results, and we comment altitudes of VHF sources given by the ONERA 3D interferometric system.

Solomon, Robert; Thery, Claire; Defer, Eric; Bondiou-Clergerie, Anne

1999-01-01

417

Using interactive simulations to enhance conceptual development and problem solving skills  

NASA Astrophysics Data System (ADS)

Research during recent decades indicates that traditional didactic instruction is not producing the student learning that we desire. More importantly, research is helping in the development of new pedagogical strategies and curriculum that are improving student achievement. We describe one effort based on this research. The goals are to help students develop qualitative representations and imagery so that they can reason effectively without math about physical processes; learn to use the symbolic language of physics by linking it to other representations such as words, sketches, diagrams, and graphs; develop the skills needed to solve complex multipart problems; learn to learn; and develop the skills needed to work effectively in groups. Interactive multimedia plays an important role in this learning system.

Van Heuvelen, Alan

1997-03-01

418

Cognitive Expertise, Emotional Development and Reflective Capacity: Clinical Skills for Improved Pain Care  

PubMed Central

The overarching goal of medical training is to nurture the growth of knowledgeable, caring and insightful clinicians guided by the ideals of medical professionalism. Recent definitions of professional competence identify essential clinical skills, including cognitive expertise, emotional competence, and reflective capacity. This modern framework reflects the increasingly complex nature of the patient-clinician interaction, in which the clinician must exchange diagnostic information while supportively engaging the patient on a deeper, affective level. The affective dimension can be particularly potent when pain is the primary symptom, as it is for the majority of medical visits. Unfortunately, however, current models of professionalism, used as an early guide for medical trainees to develop an understanding of the clinical exchange, largely focus on interactions in the cognitive domain. To emphasize the importance of emotions in professional development, we propose the Cognitive and Emotional Preparedness Model (CEPM), which describes the clinical encounter occurring on two channels, one cognitive and the other emotional, and stresses the importance of multidimensional development in preparing the clinician to 1) communicate clinical information, 2) provide emotional support, and 3) actively reflect on experiences for continued improvement. Together, acquisition of knowledge, emotional development, and reflective skill will improve the clinical interaction. Perspective The proficiency of medical trainees in developing clinical skills profoundly shapes patient satisfaction and treatment outcomes. This article reviews the cognitive, emotional and reflective development of medical trainees and presents a model illustrating how clinical development impacts pain care. For improved efficacy, pain education should be calibrated to students' developmental needs. PMID:18984501

Murinson, Beth B.; Agarwal, Aakash K.; Haythornthwaite, Jennifer A.

2008-01-01

419

Development, test-retest reliability, and construct validity of the resistance training skills battery.  

PubMed

The aim of this study was to describe the development and assess test-retest reliability and construct validity of the Resistance Training Skills Battery (RTSB) for adolescents. The RTSB provides an assessment of resistance training skill competency and includes 6 exercises (i.e., body weight squat, push-up, lunge, suspended row, standing overhead press, and front support with chest touches). Scoring for each skill is based on the number of performance criteria successfully demonstrated. An overall resistance training skill quotient (RTSQ) is created by adding participants' scores for the 6 skills. Participants (44 boys and 19 girls, mean age = 14.5 ± 1.2 years) completed the RTSB on 2 occasions separated by 7 days. Participants also completed the following fitness tests, which were used to create a muscular fitness score (MFS): handgrip strength, timed push-up, and standing long jump tests. Intraclass correlation (ICC), paired samples t-tests, and typical error were used to assess test-retest reliability. To assess construct validity, gender and RTSQ were entered into a regression model predicting MFS. The rank order repeatability of the RTSQ was high (ICC = 0.88). The model explained 39% of the variance in MFS (p ? 0.001) and RTSQ (r = 0.40, p ? 0.001) was a significant predictor. This study has demonstrated the construct validity and test-retest reliability of the RTSB in a sample of adolescents. The RTSB can reliably rank participants in regards to their resistance training competency and has the necessary sensitivity to detect small changes in resistance training skill proficiency. PMID:24755868

Lubans, David R; Smith, Jordan J; Harries, Simon K; Barnett, Lisa M; Faigenbaum, Avery D

2014-05-01

420

Development of the VBLaST(TM): A Virtual Basic Laparoscopic Skill Trainer  

PubMed Central

Background Minimally invasive surgery has become more and more important in modern hospitals. In this context, increasingly more surgeons need to be trained to master the necessary laparoscopic surgical skills. The Fundamentals of Laparoscopic Surgery (FLS) training tool box has now been adopted by the Society of Gastrointestinal Endoscopic Surgeons (SAGES) as an official training tool. While useful, there are major drawbacks of such physical tool boxes including the need to constantly replace training materials, inability to perform objective quantification of skill and the inability to easily adapt to training surgeons on surgical robots such as the da Vinci® which provides high resolution stereo visualization. Methods To overcome the limitations of the FLS training tool box, we have developed a Virtual Basic Laparoscopic Skill Trainer (VBLaST™) system, which will allow trainees to acquire basic laparoscopic skill training through the bimanual performance of four tasks including peg transfer, pattern cutting, ligating loop and suturing. A high update rate of about 1 kHz is necessary to ensure continuous haptic interactions and smooth transitions. Results The outcome of this work is the development of an integrated visio-haptic workstation environment including two Phantom® Omni™ force feedback devices and a 3D display interface from Planar Systems, Inc whereby trainees can practice on virtual versions of the FLS tasks in 2D as well as in 3D, thereby allowing them to practice both for traditional laparoscopic surgery as well as that using the da Vinci® system. Realistic graphical rendering and high fidelity haptic interactions are achieved through several innovations in modeling complex interactions of tissues and deformable objects. Conclusions Surgical skill training is a long and tedious process of acquiring fine motor skills. Even when complex and realistic surgical trainers with realistic organ geometries and tissue properties, which are currently being developed by academic researchers as well as the industry, mature to the stage of being routinely used in surgical training, basic skill trainers such as VBLaST™ will not lose their relevance. It is expected that residents would start on trainers such as VBLaST™ and after reaching a certain level of competence would progress to the more complex trainers for training on specific surgical procedures. In this regard, the development of the VBLaST™ is highly significant and timely. PMID:18348181

Maciel, Anderson; Liu, Youquan; Ahn, Woojin; Singh, T. Paul; Dunnican, Ward; De, Suvranu

2009-01-01

421

Development and Evaluation of a Sexual Decision-Making and Social Skills Program: \\  

Microsoft Academic Search

A series of interactive videodisc programs designed to reduce HIV\\/STD risk behaviors was developed and evaluated. Separate programs were developed for each of three race\\/ethnicities (African American, Hispanic, and Caucasian) at each of two age levels (middle school and high school) using extensive formative procedures. Each program uses scenarios with extensive branching story lines to teach decision-making skills and socially

John Noell; Dennis Ary; Terry Duncan

1997-01-01

422

What Skills Do We Really Need in Agile Software Development? - Discussion of Industrial Impacts and Challenges  

Microsoft Academic Search

Agile methods are largely used in software intensive companies in all over the world [1-3]. It seems that the use of agile\\u000a methods have a high impact on the skills that are needed in software development [4]. For instance, in agile context, developers\\u000a need to have capabilities to communicate all the information and continuously work as a part of the

Minna Pikkarainen; Kieran Conboy; Daniel Karlstöm; Jari Still; Joshua Kerievsky

2009-01-01

423

Developing Practical Skills for Quality Assurance and Metrology Applications in Manufacturing  

NSDL National Science Digital Library

Quality control on the plant floor is practiced much differently than it is presented in the classroom with numerous opportunities for inaccurate data collection and unclear conclusions. Experienced quality professionals often find that newly hired graduates have difficulty with issues such as gaging, data interpretation, and conforming to a production and cost oriented environment. While many of these issues are a matter of experience, both industry professionals and the related literature indicate that applied quality concepts should be added to basic quality control curricula at the college level. Every effort should be made to strengthen students skills by combining theoretical knowledge with practical situations. Developing Practical Skills for Quality Assurance and Metrology Applications in Manufacturing investigates the practical skills needed by entry level personnel in the quality control environment. The procedure used to gain this information includes:1) In-depth conversations with industry professionals to identify needed skills and specific gaps in entry-level abilities; 2) Development and validation of a survey tool to determine practical industryrequirements of entry-level quality control personnel; 3) Administering the survey and drawing conclusions from the results. The paper ends with suggested classroom activities to give students experience in capability analysis, statistical process control, gage R&R, and process analysis.

Amos, Scott; Callahan, Richards; Strong, Shawn

2009-07-16

424

Look who's talking: A comparison of lecture and group discussion teaching strategies in developing critical thinking skills  

Microsoft Academic Search

This study compares the effectiveness of traditional lecture methods of instruction to group discussion methods of instruction in developing critical thinking skills. The participants in this study were 118 students enrolled in introductory interpersonal communication classes. No significant difference was found between the two instructional methods in developing critical thinking skills. However, significant gains were found from the pretest to

Colleen Garside

1996-01-01

425

Adventure-Based Programming and Social Skill Development in the Lives of Diverse Youth: Perspectives from Two Research Projects  

ERIC Educational Resources Information Center

Social skill development is emerging as an important issue for educators and practitioners in their work with adolescent youth. This presentation will use the results from two ongoing research projects to examine the relationship between adventure-based programming and social skill development in the lives of diverse youth. The first project is…

Shirilla, Paul

2009-01-01

426

Teachers' Support in Using Computers for Developing Students' Listening and Speaking Skills in Pre-Sessional English Courses  

ERIC Educational Resources Information Center

Many computer-assisted language learning (CALL) studies have found that teacher direction can help learners develop language skills at their own pace on computers. However, many teachers still do not know how to provide support for students to use computers to reinforce the development of their language skills. Hence, more examples of CALL…

Zou, Bin

2013-01-01

427

Human Resources Development and the Skills Crisis in South Africa: The Need for a Multi-Pronged Strategy  

ERIC Educational Resources Information Center

This article presents a critique of the 'high skills' argument which, in the international literature, presents a high skill strategy as an adjunct and necessary condition for the successful expansion of human resources development (HRD) alongside social market institutions and 'joined up' policy. For a developing country such as South Africa,…

Kraak, Andre

2005-01-01

428

The predictive value of science process skills, cognitive development, attitude toward science on academic achievement in a Thai teacher institution  

Microsoft Academic Search

The purpose of this study was to examine the relationships among science process skills, attitude toward science, cognitive development and academic achievement of elementary preservice teachers. Especially, the combined predictive value of science process skills, attitude toward science and cognitive development on student academic achievement were determined. The data were obtained from 85 pre-service elementary teachers at a teachers college

Hussachai Sittirug

1997-01-01

429

What skills are possible by earning a Public Relations Degree? These skills will be best developed through practical experience gained by internships,  

E-print Network

Management skills Advertising skills Persuasion Explaining self Conflict resolution Quick thinking Working through practical experience gained by internships, classes and volunteering. Good communication skills

de Doncker, Elise

430

Developing Knowledge and Skills for Aspiring Educational Leaders that Address Best Practices in Classroom Assessment and Instruction: An NCPEA Course Module  

ERIC Educational Resources Information Center

This is an Instructional Module for a course entitled Assessment and Instruction for Educational Leaders addresses classroom assessment and the evaluation of instruction. The goal of this course is to help aspiring educational leaders to develop teacher observation and evaluation skills, better understand the construction of teacher generated…

Del Favero, Frank

2011-01-01

431

Motor development and motor resonance difficulties in autism: relevance to early intervention for language and communication skills  

PubMed Central

Research suggests that a sub-set of children with autism experience notable difficulties and delays in motor skills development, and that a large percentage of children with autism experience deficits in motor resonance. These motor-related deficiencies, which evidence suggests are present from a very early age, are likely to negatively affect social-communicative and language development in this population. Here, we review evidence for delayed, impaired, and atypical motor development in infants and children with autism. We then carefully review and examine the current language and communication-based intervention research that is relevant to motor and motor resonance (i.e., neural “mirroring” mechanisms activated when we observe the actions of others) deficits in children with autism. Finally, we describe research needs and future directions and developments for early interventions aimed at addressing the speech/language and social-communication development difficulties in autism from a motor-related perspective. PMID:23630476

McCleery, Joseph P.; Elliott, Natasha A.; Sampanis, Dimitrios S.; Stefanidou, Chrysi A.

2013-01-01

432

Development of Grammatical-Sensitivity, Phonological, and Short-Term Memory Skills in Normally Achieving and Learning Disabled Children  

Microsoft Academic Search

The development of a variety of grammatical-sensitivity and phonological skills was studied in 138 normally achieving, 65 reading-disabled, 63 arithmetic-disabled, and 15 attention deficit disordered (hyperactive) children 7 to 14 years old. Word recognition and phonics skills were highly related, and reading comprehension and phonics skills were less so. Grammatical sensitivity and short-term memory were significantly correlated with a variety

Linda S. Siegel; Ellen B. Ryan

1988-01-01

433

Development of virtual environments for training skills and reducing errors in laparoscopic surgery  

NASA Astrophysics Data System (ADS)

In every surgical procedure there are key steps and skills that, if performed incorrectly, can lead to complications. In conjunction with efforts, based on task and error analysis, in the Videoscopic Training Center at UCSF to identify these key elements in laparoscopic surgical procedures, the authors are developing virtual environments and modeling methods to train the elements. Laparoscopic surgery is particularly demanding of the surgeon's spatial skills, requiring the ability to create 3D mental models and plans while viewing a 2D image. For example, operating a laparoscope with the objective lens angled from the scope axis is a skill that some surgeons have difficulty mastering, even after using the instrument in many procedures. Virtual environments are a promising medium for teaching spatial skills. A kinematically accurate model of an angled laparoscope in an environment of simple targets is being tested in courses for novice and experienced surgeons. Errors in surgery are often due to a misinterpretation of local anatomy compounded with inadequate procedural knowledge. Methods to avoid bile duct injuries in cholecystectomy are being integrated into a deformable environment consisting of the liver, gallbladder, and biliary tree. Novel deformable tissue modeling algorithms based on finite element methods will be used to improve the response of the anatomical models.

Tendick, Frank; Downes, Michael S.; Cavusoglu, Murat C.; Gantert, Walter A.; Way, Lawrence W.

1998-06-01

434

Clinical Research Careers: Reports from a NHLBI Pediatric Heart Network Clinical Research Skills Development Conference  

PubMed Central

Background Wyman W. Lai, MD, MPH, and Victoria L. Vetter, MD, MPH. The Pediatric Heart Network (PHN), funded under the U.S. National Institutes of Health-National Heart, Lung, and Blood Institute (NIH–NHLBI), includes two Clinical Research Skills Development (CRSD) Cores, which were awarded to The Children's Hospital of Philadelphia and to the Morgan Stanley Children's Hospital of New York–Presbyterian. To provide information on how to develop a clinical research career to a larger number of potential young investigators in pediatric cardiology, the directors of these two CRSD Cores jointly organized a one-day seminar for fellows and junior faculty from all of the PHN Core sites. The participants included faculty members from the PHN and the NHLBI. The day-long seminar was held on April 29, 2009, at the NHLBI site, immediately preceding the PHN Steering Committee meeting in Bethesda, MD. Methods The goals of the seminar were 1) to provide fellows and early investigators with basic skills in clinical research 2) to provide a forum for discussion of important research career choices 3) to introduce attendees to each other and to established clinical researchers in pediatric cardiology, and 4) to publish a commentary on the future of clinical research in pediatric cardiology. Results The following chapters are compilations of the talks given at the 2009 PHN Clinical Research Skills Development Seminar, published to share the information provided with a broader audience of those interested in learning how to develop a clinical research career in pediatric cardiology. The discussions of types of clinical research, research skills, career development strategies, funding, and career management are applicable to research careers in other areas of clinical medicine as well. Conclusions The aim of this compilation is to stimulate those who might be interested in the research career options available to investigators. PMID:21167335

Lai, Wyman W.; Richmond, Marc; Li, Jennifer S.; Saul, J. Philip; Mital, Seema; Colan, Steven D.; Newburger, Jane W.; Sleeper, Lynn A.; McCrindle, Brain W.; Minich, L. LuAnn; Goldmuntz, Elizabeth; Marino, Bradley S.; Williams, Ismee A.; Pearson, Gail D.; Evans, Frank; Scott, Jane D.; Cohen, Meryl S.

2013-01-01

435

Development of Teaching Skills and Relations to Theory of Mind in Preschoolers  

ERIC Educational Resources Information Center

The aims of this research were to examine the development of teaching skills in preschool children and to explore the relation between teaching and theory of mind (ToM). After learning a new board game, 3.5-, 4.5-, and 5.5-year-old children (N = 46) were asked to teach a confederate who "doesn't know how to play the game." They also received two…

Davis-Unger, Angela C.; Carlson, S. M.

2008-01-01

436

Development of Teaching Skills and Relations to Theory of Mind in Preschoolers  

Microsoft Academic Search

The aims of this research were to examine the development of teaching skills in preschool children and to explore the relation between teaching and theory of mind (ToM). After learning a new board game, 3.5-, 4.5-, and 5.5-year-old children (N = 46) were asked to teach a confederate who “doesn't know how to play the game.” They also received two

Angela C. Davis-Unger; S. M. Carlson

2008-01-01

437

Teacher-made models: the answer for medical skills training in developing countries?  

PubMed Central

Background The advantages of using simulators in skills training are generally recognized, but simulators are often too expensive for medical schools in developing countries. Cheaper locally-made models (or part-task trainers) could be the answer, especially when teachers are involved in design and production (teacher-made models, TM). Methods We evaluated the effectiveness of a TM in training and assessing intravenous injection skills in comparison to an available commercial model (CM) in a randomized, blind, pretest-posttest study with 144 undergraduate nursing students. All students were assessed on both the TM and the CM in the pre-test and post-test. After the post-test the students were also assessed while performing the skill on real patients. Results Differences in the mean scores pre- and post-test were marked in all groups. Training with TM or CM improved student scores substantially but there was no significant difference in mean scores whether students had practiced on TM or CM. Students who practiced on TM performed better on communication with the patient than did students who practiced on CM. Decreasing the ratio of students per TM model helped to increase practice opportunities but did not improve student’s mean scores. The result of the assessment on both the TM and the CM had a low correlation with the results of the assessment on real persons. Conclusions The TM appears to be an effective alternative to CM for training students on basic IV skills, as students showed similar increases in performance scores after training on models that cost considerably less than commercially available models. These models could be produced using locally available materials in most countries, including those with limited resources to invest in medical education and skills laboratories. PMID:23082941

2012-01-01

438

The Development of Students' Probllem-Solving Skill from Instruction Emphasizing Qualitative Problem-Solving  

NSDL National Science Digital Library

Success in introductory college physics requires students to acquire not only the content knowledge of physics, but also the skills to solve problems using this knowledge. At the University of Minnesota, attempts are being made to teach problem solving successfully. One such attempt has an instructor explicitly teaching a strategy that emphasizes the qualitative analysis of a problem before the manipulation of equations. This class provides a unique case for examining the development of problem-solving skills. This interpretive case study will examine the development of the problem solving ability of students in two college introductory physics courses where cooperative-group problem solving was used. In one class there was an explicit problem-solving strategy used. In the other class, no additional attempt was made to teach problem solving. In general, the students in the course who were taught an explicit problem-solving strategy tended to develop their skills faster, but did not score any higher than the students in the more traditionally taught course by the end of the year. However, the students in the explicit problem-solving course consistently performed better on the multiple choice concept tests given during the year.

Foster, Thomas

2011-03-03

439

The Development of Students' Problem-Solving Skill from Instruction Emphasizing Qualitative Problem-Solving  

NSDL National Science Digital Library

Success in introductory college physics requires students to acquire not only the content knowledge of physics, but also the skills to solve problems using this knowledge. At the University of Minnesota, attempts are being made to teach problem solving successfully. One such attempt has an instructor explicitly teaching a strategy that emphasizes the qualitative analysis of a problem before the manipulation of equations. This class provides a unique case for examining the development of problem-solving skills. This interpretive case study will examine the development of the problem solving ability of students in two college introductory physics courses where cooperative-group problem solving was used. In one class there was an explicit problem-solving strategy used. In the other class, no additional attempt was made to teach problem solving. In general, the students in the course who were taught an explicit problem-solving strategy tended to develop their skills faster, but did not score any higher than the students in the more traditionally taught course by the end of the year. However, the students in the explicit problem-solving course consistently performed better on the multiple choice concept tests given during the year.

Foster, Thomas M.

2007-01-01

440

Development of Early English Language and Literacy Skills among Spanish-Speaking Children: Does Preschool Make a Difference?  

ERIC Educational Resources Information Center

This study examined the early English language and literacy skill development of 179 children from 11 Head Start classrooms who participated in an added focus on language and literacy skill-building supported by Early Reading First programme. Of this sample, 118 children were Spanish-speaking English Language Learners (ELL). All children were…

Han, Myae; Silva, Luisa; Vukelich, Carol; Buell, Martha; Hou, Likun

2014-01-01

441

Handicaps and the Development of Skills between Childhood and Early Adolescence in Young People with Severe Intellectual Disabilities  

ERIC Educational Resources Information Center

Background: While a number of studies have examined the development of skills in children with intellectual disabilities (ID), most have been cross-sectional, most have been concerned with particular syndromes such as Down's syndrome or autism and few have attempted to identify factors associated with improvements in skills. Methods: From a sample…

Chadwick, O.; Cuddy, M.; Kusel, Y.; Taylor, E.

2005-01-01

442

Vocabulary Acquisition in Children with Typically Developing Language and Low Language Skills: Comparing Embedded and Explicit Vocabulary Instructional Methods  

ERIC Educational Resources Information Center

Children who enter kindergarten with low oral language skills are at great risk for reading problems, especially in the areas of vocabulary and comprehension. The purpose of this study was to evaluate the effectiveness of two instructional vocabulary methods of storybook reading with children who exhibit typically developing language skills and…

Capellini, Cara S.

2010-01-01

443

A Head Start to Learning: Exploration of a Parent-Directed Intervention to Promote Early Literacy Skill Development  

ERIC Educational Resources Information Center

This study examined the effects of a parent-led intervention focused on developing children's early literacy skills within the home setting. The lesson plans contain scripted steps for completing activities to teach letter names and phonological awareness skills. Archival data were analyzed from a study conducted with 26 families from three…

Sundman-Wheat, Ashley N.

2012-01-01

444

A Head Start to Learning: Exploration of a Parent-Directed Intervention to Promote Early Literacy Skill Development  

Microsoft Academic Search

This study examined the effects of a parent-led intervention focused on developing children's early literacy skills within the home setting. The lesson plans contain scripted steps for completing activities to teach letter names and phonological awareness skills. Archival data were analyzed from a study conducted with 26 families from three Head Start centers. Thirteen families completed the intervention and thirteen

Ashley Nicole Sundman-Wheat

2012-01-01

445

Skills Development and Structural Change: Possibilities for and Limitations of Redressing Structural Racial Inequalities in South Africa  

ERIC Educational Resources Information Center

Improving structural racial equality for historically-disadvantaged Black South Africans, including low-skilled and unemployed adults and youths, is a pertinent challenge for the South African government during the ongoing transition from apartheid capitalism to post-apartheid capitalism. Within the framework of the National Skills Development

Groener, Zelda

2013-01-01

446

Social-Emotional Learning Skill, Self-Regulation, and Social Competence in Typically Developing and Clinic-Referred Children  

Microsoft Academic Search

Social-emotional learning (SEL) skill includes the ability to encode, interpret, and reason about social and emotional information. In two related studies, we examined the relationship between children's SEL skill, their ability to regulate their own behavior, and the competence of their social interactions. Study 1 included 158 typically developing children ages 4 to 14 years. Study 2 included 126 clinic-referred

Clark McKown; Laura M. Gumbiner; Nicole M. Russo; Meryl Lipton

2009-01-01

447

A Program Based on the Pragmatic Theory to Develop Grammatical Structure Comprehension Skills for Foreign Learners of Arabic  

ERIC Educational Resources Information Center

This study aimed at designing a program based on the Pragmatic theory to develop grammatical structure comprehension skills for foreign learners of Arabic and examining its effectiveness. Hence, the problem of the study has been summarized in the weakness of grammatical structure comprehension skills for foreign learners of Arabic and in the need…

Elsamman, Marwan

2014-01-01

448

The Co-Occurring Development of Executive Function Skills and Receptive Vocabulary in Preschool-Aged Children: A Look at the Direction of the Developmental Pathways  

ERIC Educational Resources Information Center

Despite consensus in the developmental literature regarding the role of executive function (EF) skills in supporting the development of language skills during the preschool years, we know relatively little about the associations between EF skills, including all EF components, and vocabulary skills among preschool-aged children. In this paper, we…

Weiland, Christina; Barata, M. Clara; Yoshikawa, Hirokazu

2014-01-01

449

Assessing the Content and Quality of Commercially Available Reading Software Programs: Do They Have the Fundamental Structures to Promote the Development of Early Reading Skills in Children?  

ERIC Educational Resources Information Center

The current study developed a taxonomy of reading skills and compared this taxonomy with skills being trained in 30 commercially available software programs designed to teach emergent literacy or literacy-specific skills for children in preschool, kindergarten, and Grade 1. Outcomes suggest that, although some skills are being trained in a…

Grant, Amy; Wood, Eileen; Gottardo, Alexandra; Evans, Mary Ann; Phillips, Linda; Savage, Robert

2012-01-01

450

The development of students' problem-solving skill from instruction emphasizing qualitative problem-solving  

NASA Astrophysics Data System (ADS)

Successful learning of introductory college physics requires students to acquire not only the content knowledge of physics, but also the skills to solve problems using this knowledge. In the physics department at the University of Minnesota, this duality is understood and attempts are being made to teach successfully. One such attempt has an instructor explicitly teaching a problem-solving strategy that emphasizes the qualitative analysis of a problem before the manipulation of equations. This class provides a unique case for examining the development of problem-solving skills. However, since there has been no similar study conducted on a class were an explicit problem-solving strategy was not taught, it was necessary to examine another, more traditionally taught class. This interpretive case study will examine the development of the problem solving ability of students in two college introductory physics courses where cooperative-group problem solving was used. In one class there was an explicit problem-solving strategy used. In the other class, no additional attempt was made to teach problem solving. The primary data used is the student's exam solutions. Student's solutions to exam problems provide valuable insights into the students understanding of physics. These solutions were analyzed using a coding rubric developed from the extensive research literature on problem solving. The coding rubric examined four skills: General Approach, Specific Application of the Physics, Logical Progression, and Appropriate Mathematics. From the codes, the development of the students' problem solving skills was examined. The results of the study were skewed slightly by the students in the more traditionally taught course who had average grades higher than their peers. This was not a problem in the course where an explicit problem-solving strategy was taught. In general, the students in the course who were taught an explicit problem-solving strategy tended to develop their skills faster, but did not score any higher than the students in the more traditionally taught course by the end of the year. However, the students in the explicit problem-solving course consistently performed better on the multiple choice concept tests given during the year. Implications for further research and instruction are also discussed.

Foster, Thomas Michael

451

Little people, big lessons: an innovative strategy to develop interpersonal skills in undergraduate nursing students.  

PubMed

Learning the skills of child health nursing requires more than technical skill development. Humanistic attributes such as being genuine, accepting and empathic are imperative in gaining the trust of a child and in helping them feel comforted and safe in a health care setting. Interpersonal theory has a long history in nursing and numerous contemporary theories have drawn on the seminal work of Peplau to advance nursing practice. However, rarely has this theory been applied to simulation learning. This paper reports on an innovative simulation technique that blends interpersonal theory with puppets. Qualitative evaluation using focus group method with fifteen undergraduate nursing students revealed that the pedagogy had a positive impact on characteristics of the learner, the learning process and on interpersonal communication skills development. The study deepened insights about the educative process and led to learning impacts that suggest that puppet-based learning is a powerful medium to bridge theory and practice, bringing the importance of interpersonal theory to life for students. PMID:24844763

Reid Searl, Kerry; McAllister, Margaret; Dwyer, Trudy; Krebs, Katrina Lane; Anderson, Carina; Quinney, Loretto; McLellan, Sandy

2014-09-01

452

Earth Observation Market Development - benefits to industry  

NASA Astrophysics Data System (ADS)

Established in 2000, ESA's Earth Observation Market Development (EOMD) activity is designed to foster the use of Earth Observation (EO) based geo-information services within various market sectors. Working in close cooperation with European and Canadian EO service companies, EOMD supports these firms in growing business by attracting new clients and encouraging the building of partnerships. The activities over the past five years have resulted in a better understanding of the EO service industry, as well as the involvement of over 120 new users and the generation of additional business revenues of some 6 million Euro. In addition to exploring new innovative prospects for EO services, future activities will address several identified challanges facing the industry as a whole.

Seiz, Gabriela; Coulson, Stephen; Mathieu, Pierre-Philippe; Bally, Philippe; Campbell, Gordon; Grabak, Ola; Hayes, Anne-Marie; Sarti, Francesco

2006-02-01

453

Looking below the surface: developing critical literacy skills to reduce the stigma of mental disorders.  

PubMed

Although clinicians and the public are more informed about the factors that give rise to mental disorders, stigmatization does not seem to be abating. This article argues for one solution: altering the way students are taught, moving beyond content toward a focus on enticing attitudinal shifts, such as empathy and personal commitment to social change. This article describes a strategy for learners to develop critical literacy skills and to acknowledge and develop their role in encouraging students to become critical agents who possess the knowledge and courage to struggle against despair and to embrace hope. PMID:18792711

McAllister, Margaret

2008-09-01

454

Teacher and observer ratings of head start children’s social skills  

Microsoft Academic Search

The purpose of this study was to compare teacher and observer ratings of young children’s social behaviors in the context of peer play with both sources using the same measure and instructions. Moreover, we sought to examine and compare the construct validity of the Penn Interactive Peer Play Scale (PIPPS) as a teacher and an observer rating scale. Two hundred

Roline Milfort; Daryl B Greenfield

2002-01-01

455

Manned observations technology development, FY 1992 report  

NASA Technical Reports Server (NTRS)

This project evaluated the suitability of the NASA/JSC developed electronic still camera (ESC) digital image data for Earth observations from the Space Shuttle, as a first step to aid planning for Space Station Freedom. Specifically, image resolution achieved from the Space Shuttle using the current ESC system, which is configured with a Loral 15 mm x 15 mm (1024 x 1024 pixel array) CCD chip on the focal plane of a Nikon F4 camera, was compared to that of current handheld 70 mm Hasselblad 500 EL/M film cameras.

Israel, Steven

1992-01-01

456

Understanding Skill in EVA Mass Handling. Volume 3; Empirical Developments and Conclusions  

NASA Technical Reports Server (NTRS)

Key attributes of skilled mass handling were identified through an examination of lessons learned by the extravehicular activity operational community. These qualities were translated into measurable quantities. The operational validity of the ground-based investigation was improved by building a device that increased the degrees of freedom of extravehicular mobility unit motion on the Precision Air-Bearing Floor. The results revealed subtle patterns of interaction between motions of an orbital replacement unit mockup and mass handler that should be important for effective performance on orbit. The investigation also demonstrated that such patterns can be measured with a variety of common instruments and under imperfect conditions of observation.

Riccio, Gary E.; McDonald, P. Vernon

1998-01-01

457

Use of dual-task methodology for skill assessment and development: Examples from rugby league  

Microsoft Academic Search

We assessed the attentional demands of drawing and passing in rugby league players and investigated the effects of single-task and dual-task training on the acquisition, retention, and transfer of skill in these athletes. In Study 1, high-skilled and lesser-skilled rugby league players performed a standardized 2-on-1 drill under single-task (primary skill in isolation) and dual-task (primary skill while performing a

Tim Gabbett; Matthew Wake; Bruce Abernethy

2011-01-01

458

Reduced corticomotor excitability and motor skills development in children born preterm  

PubMed Central

The mechanisms underlying the altered neurodevelopment commonly experienced by children born preterm, but without brain lesions, remain unknown. While individuals born the earliest are at most risk, late preterm children also experience significant motor, cognitive and behavioural dysfunction from school age, and reduced income and educational attainment in adulthood. We used transcranial magnetic stimulation and functional assessments to examine corticomotor development in 151 children without cerebral palsy, aged 10–13 years and born after gestations of 25–41 completed weeks. We hypothesized that motor cortex and corticospinal development are altered in preterm children, which underpins at least some of their motor dysfunction. We report for the first time that every week of reduced gestation is associated with a reduction in corticomotor excitability that remains evident in late childhood. This reduced excitability was associated with poorer motor skill development, particularly manual dexterity. However, child adiposity, sex and socio-economic factors regarding the child's home environment soon after birth were also powerful influences on development of motor skills. Preterm birth was also associated with reduced left hemisphere lateralization, but without increasing the likelihood of being left handed per se. These corticomotor findings have implications for normal motor development, but also raise questions regarding possible longer term consequences of preterm birth on motor function. PMID:22966161

Pitcher, Julia B; Schneider, Luke A; Burns, Nicholas R; Drysdale, John L; Higgins, Ryan D; Ridding, Michael C; Nettelbeck, Theodore J; Haslam, Ross R; Robinson, Jeffrey S

2012-01-01

459

How are scientific thinking skills best developed? Direct instruction vs. inquiry practice  

NASA Astrophysics Data System (ADS)

Despite its support and adoption by most major scientific and educational organizations, some researchers have questioned whether inquiry learning is indeed the best method for acquiring the skills of inquiry. Klahr and colleagues have investigated the development of the control of variables strategy, or controlled comparison (CC), and claim that a brief session of direct instruction, characterized by explicit training of CC, as opposed to allowing children to discover CC through inquiry learning, is sufficient for acquisition, maintenance, and transfer of this core aspect of inquiry. Kuhn and colleagues, however, argue that direct instruction may be insufficient for development of the metastrategic level of understanding necessary to adequately maintain and transfer inquiry skills. In the present study, I attempt to identify the intervention most effective in supporting acquisition, maintenance, and transfer of these skills. Three groups of students received either a direct instruction session followed by standard classroom instruction (DI-only), an introductory session (without direct instruction) followed by practice sessions only (PR-only), or a direct instruction session followed by practice sessions (DI+PR). Practice sessions involved the use of a computer-based inquiry task requiring students to investigate the effects of five potential causal variables on an outcome. The two practice groups worked with this program during 12 sessions over nine weeks. They worked with structurally identical software programs during five weekly maintenance sessions. During this time, the DI-only group received standard classroom instruction. All groups were assessed on familiar and unfamiliar computer-based inquiry tasks at the conclusion of intervention (immediate assessment) and maintenance sessions (delayed assessment). Students in the two practice groups demonstrated improvement in an integrative measure of inquiry skill (valid intent, valid strategy, valid inference, and valid explanation, in combination) as well as most component measures of this skill. Performance of the two practice groups was superior to that of the DI-only group. Direct instruction conferred no additional benefit to the group receiving both direct instruction and practice compared to the practice-only group. Examined over an extended time interval, the merits of brief direct instruction are thus brought into question.

Dean, David Worth, Jr.

460

Department of History: Employability Strategy June 2012 1. develop opportunities within the curriculum to enable students to use their skills in  

E-print Network

enable students to develop practical skills such as critical thinking, cultural agility, the ability up opportunities to develop specific employment skills By providing opportunities for students to develop employment skills 5. provide an environment in which students can reflect on the competences

Martin, Stephen John

461

Seminar : An Introductory to Intercultural Communication for Graduate Students: Developing Key Problem-solving Skills for the  

E-print Network

Seminar : An Introductory to Intercultural Communication for Graduate Students: Developing Key and solving intercultural communication problems (workable solutions) Guide participants in transferring a conceptual understanding of cultural differences into effective intercultural communication skills

Schüler, Axel

462

A Comparative Analysis of the Perceptions of Special Education Teachers Regarding Educative Activities To Further Develop Teaching Skills  

E-print Network

A comparative analysis of the perceptions of special education teachers in the San Antonio Independent School District (SAISD) regarding the importance, comfort, and frequency levels of educative activities to further develop their teaching skills...

Arocha-Gill, Theresa A.

2010-07-14

463

Growing Minds: The Relationship Between Parental Attitude about Nature and the Development of Fine and Gross Motor Skills in Children  

E-print Network

to parental concerns about their children's exposure to outdoor hazards. The purpose of this project was to investigate the relationship between parental attitude toward nature and the development of fine and gross motor skills in young children. The sample...

McFarland, Amy Lene'

2012-07-16

464

Promoting self-directed learning skills in residency: a case study in program development.  

PubMed

Self-directed learning (SDL) skills are essential for the formation and ongoing competence of today's physicians who work in the context of expanding scientific knowledge and changing health care systems. In 2007-2008, the authors developed a program to promote SDL in the Brown University Family Medicine Residency. Through an iterative process, the project team juggled learning theories (i.e., Knowles' SDL model, Collins' cognitive apprenticeship model, and Quirk's expertise development model) with curricular goals, instructional options, and local constraints to design a practical and theoretically robust intervention.The intervention that emerged from this process features a faculty physician serving as a learning coach who meets individually each month with all second-year residents to assist them in generating learning goals, reflecting on their learning experiences, and practicing evidence-based medicine (EBM) skills. An electronic portfolio serves as a documentation tool that supports reflection; residents record their goals and reflections in the portfolio, which also contains their formative assessments, procedure logs, and special projects. To address the hidden curriculum, the program designers took special care to avoid increasing faculty and resident workload and created a forum for discussion and group reflection. Program evaluation combines qualitative and quantitative methods, such as surveys of and interviews with residents and faculty, to assess changes in residents' SDL and EBM skills and in the program's educational culture. The authors use Kern and colleagues' six-step model for curriculum development to describe both the unfolding of this complex project and the choices that resulted in the current program design. PMID:20978433

Nothnagle, Melissa; Goldman, Roberta; Quirk, Mark; Reis, Shmuel

2010-12-01

465

The effect of “laboratory practices in science teaching” course on development of prospective science teachers’ self- regulation skills  

Microsoft Academic Search

In this study, prospective elementary school science teachers’ self-regulation skills intended for motivational beliefs, cognitive and meta-cognitive strategies and resource managing strategies are examined within “Laboratory Practices in Science Teaching” course. The purpose of the study is to determine that if “Laboratory Practices in Science Teaching” course is effective on the development of prospective elementary science teachers’ self-regulation skills development.

Hilal Aktam??; Esin Acar

2010-01-01

466

THE USE OF COMPUTER-BASED MICROWORLDS FOR DEVELOPING MODELING SKILLS IN PHYSICAL SCIENCE: AN EXAMPLE FROM LIGHT  

Microsoft Academic Search

This paper presents a small-scale study implementing the model-based learning cycle in middle school science teaching. We review the significance of developing modeling skills and we discuss the theoretical basis of the model-based learning cycle. We describe the development of a teaching approach, promoting modeling skills and conceptual understanding in an integrated manner. We then report on the implementation of

Loucas Louca; Constantinos P. Constantinou

467

Skill set development of doctoral and post-doctoral graduates in life sciences.  

PubMed

Doctoral and post-doctoral training programs at leading research universities in the USA are highly important in generating the much needed knowledge in science, technology, engineering, and mathematics for keeping rural and urban economies strong and societies healthy and prosperous. In addition, innovative graduate and post doctoral research programs are the driving engines of the success of U.S. economy and have made the U.S. the most successful model of generating new knowledge in the broader areas of life sciences (and agricultural education, research, and extension). We need to do everything in our power to make these training programs innovative, collaborative, independent, and resourceful so that students are trained in different disciplines making them more flexible within a range of challenges and opportunities. The training programs must empower students to solve complex and interdisciplinary problems of the society in 21st century and make our students competitive within a global economic system, to improve the health of the nation's economy. If our land grant schools and institutions of higher learning are not preparing doctoral students to be globally competitive scientists to create new knowledge and technologies to solve complex and interdisciplinary problems of the 21st century, then either we need to redefine the mission of our land grant system or we risk losing our role to serve the public and industry effectively. Doctoral and post doctoral students should be given the needed skills and experiences to prepare them for tenure track faculty jobs at leading US Universities in the 21st century as well as prepare them for the world outside of academia. I would say minimum competency skills are needed as "bare survival skills" for all doctoral students to become successful after obtaining PhD degrees. Today's PhD students will be working in a global but highly competitive, rapidly changing, and complex world. It is no longer enough to be a good researcher and a good teacher; researchers and teachers must be good team players and leaders to lead interdisciplinary research programs, and exceptional managers to effectively manage their research staff, MS and PhD students, and post doctoral researchers. Doctoral students have exceptional opportunities during their PhD degree programs to acquire these skills from their world class supervisors and participate in available workshops on how to develop successful and winning grant proposals, improving communication skills, and participate in "future faculty programs" on their campuses. PMID:20491395

Kanwar, R S

2010-01-01

468

OBSERVATIONS OF THE CRAB NEBULA'S ASYMMETRICAL DEVELOPMENT  

SciTech Connect

We present the first Hubble Space Telescope Wide Field Planetary Camera-2 imaging survey of the entire Crab Nebula, in the filters F502N ([O III] emission), F673N ([S II]), F631N ([O I]), and F547M (continuum). We use our mosaics to characterize the pulsar wind nebula (PWN) and its three-dimensional structure, the ionizational structure in the filaments forming at its periphery, the speed of the shock driven by the PWN into surrounding ejecta (by inferring the cooling rates behind the shock), and the morphology and ionizational structure of the Rayleigh-Taylor (R-T) fingers. We quantify a number of asymmetries between the northwest (NW) and southeast (SE) quadrants of the Crab Nebula. The lack of observed filaments in the NW, and our observations of the spatial extent of [O III] emission lead us to conclude that cooling rates are slower, and therefore the shock speeds are greater, in the NW quadrant of the nebula, compared with the SE. We conclude that R-T fingers are longer, more ionizationally stratified, and apparently more massive in the NW than in the SE, and the R-T instability appears more fully developed in the NW.

Loll, A. M.; Desch, S. J.; Scowen, P. A. [School of Earth and Space Exploration, Arizona State University, P.O. Box 871404, Tempe, AZ 85287 (United States); Foy, J. P., E-mail: allison.loll@asu.edu [Barrett, The Honors College, Arizona State University, P.O. Box 871612, Tempe, AZ 85287 (United States)

2013-03-10

469

Engagement and Skill Development in Biology Students through Analysis of Art  

PubMed Central

An activity involving analysis of art in biology courses was designed with the goals of piquing undergraduates’ curiosity, broadening the ways in which college students meaningfully engage with course content and concepts, and developing aspects of students’ higher-level thinking skills, such as analysis, synthesis, and evaluation. To meet these learning outcomes, the activity had three key components: preparatory readings, firsthand visual analysis of art during a visit to an art museum, and communication of the analysis. Following a presentation on the methodology of visual analysis, students worked in small groups to examine through the disciplinary lens of biology a selection of approximately 12 original artworks related in some manner to love. The groups then developed and presented for class members a mini-exhibition of several pieces addressing one of two questions: 1) whether portrayals of love in art align with the growing understanding of the biology of love or 2) whether the bodily experience of love is universal or, alternatively, is culturally influenced, as is the experience of depression. Evaluation of quantitative and qualitative assessment data revealed that the assignment engaged students, supported development of higher-level thinking skills, and prompted meaningful engagement with course material. PMID:24297295

Milkova, Liliana; Crossman, Colette; Wiles, Stephanie; Allen, Taylor

2013-01-01

470

Infrastructure for Machine Understanding of Video Observations in Skilled Care Facilities Implications  

E-print Network

, treatment, and evaluation of behavioral problems for the elderly. As part of this research, a continuous into problems, effectiveness of treatments, and determination of environmental and social influences on patient. The information technology developed in this work provides geriatric care specialists with a better window

Wactlar, Howard D.

471

The predictive value of science process skills, cognitive development, attitude toward science on academic achievement in a Thai teacher institution  

NASA Astrophysics Data System (ADS)

The purpose of this study was to examine the relationships among science process skills, attitude toward science, cognitive development and academic achievement of elementary preservice teachers. Especially, the combined predictive value of science process skills, attitude toward science and cognitive development on student academic achievement were determined. The data were obtained from 85 pre-service elementary teachers at a teachers college in Thailand. Science process skills, attitude toward science in school and cognitive development were addressed by the Thai translation of the respective instruments: Dillashaw and Okey's (1980) Test of Science Process Skills (TIPS), Germann's (1988) Attitude Toward Science in School Assessment (ATSSA) and Tobin and Capie's (1981) Test Of Logical Thinking (TOLT). Grade point average (GPA) in science courses and overall college grade point average (GPA) as a measure of academic achievement were taken from students' records. Data were analyzed through the use of descriptive statistic, the Pearson Product Moment correlation, stepwise multiple linear regression and canonical correlation. Results indicated a significant high correlation between pre-service teachers' science process skills and cognitive development, overall college GPA, GPA in science courses, and between overall college GPA and GPA in science courses; significant moderate correlation between cognitive development and overall college GPA, and GPA in science courses; significant low correlation between attitude toward science and GPA in science courses. In addition, science process skills was an effective predictor of individual academic achievement.

Sittirug, Hussachai

472

21st Century Learning Skills Embedded in Climate Literacy Teacher Professional Development  

NASA Astrophysics Data System (ADS)

Trilling and Fadel's "21st Century Learning Skills" defines a vision of how to infuse an expanded set of skills, competencies and flexibilities into the classroom. Among these skills are global awareness, health and environmental literacy. The authors contend that in order for our students to compete, they will need critical thinking and problem solving skills, communication and collaboration, and creativity and innovation. Students will also need to be digital savvy. This poster outlines a program of preparing teachers to implement inquiry-based modules that allow students to exercise hypothetical deductive reasoning to address climate literacy issues such as: the Dust Bowl, thermohaline circulation, droughts, the North Atlantic Oscillation, climate variability and energy challenges. This program is implemented through the Earth System Science Education Alliance. ESSEA supports the educational goal of "attracting and retaining students in science careers" and the associated goal of "attracting and retaining students in science through a progression of educational opportunities for students, teachers and faculty." ESSEA provides long-duration educator professional development that results in deeper content understanding and confidence in teaching global climate change and science disciplines. The target audience for this effort is pre-service and in-service K-12 teachers. The ESSEA program develops shared educational resources - including modules and courses - that are based on NASA and NOAA climate science and data. The program is disseminated through the ESSEA Web site: http://essea.courses.strategies.org. ESSEA increases teachers' access to high-quality materials, standards-based instructional methods and content knowledge. Started in 2000 and based on online courses for K-12 teachers, ESSEA includes the participation of faculty at 45 universities and science centers. Over 3,500 pre- and in-service K-12 teachers have completed ESSEA courses. In addition to 21st Century learning skills, the ESSEA program is based on the urgent need for professional development for pre- and in-service teachers of Earth science. The Revolution in Earth and Space Science Education (2001) cites the Glenn Report saying "...the way to interest children in mathematics and science is through teachers who are not only enthusiastic about their subjects, but who are also steeped in their disciplines and who have the professional training - as teachers - to teach those subjects well. Nor is this teacher training simply a matter of preparation; it depends just as much - or even more - on sustained, high-quality professional development" (p. 1). This treatise states that Earth and space sciences are in the greatest need for professional development. Teachers find themselves inadequately qualified to teach science and find that professional development is not available or lacking in quality. The ESSEA program addresses its educational priorities through enriching pre- and in-service Earth science teachers' backgrounds in Earth system science, specifically in the area of global climate change, and through developing educational materials in support of science education.

Myers, R. J.; Schwerin, T. G.; Blaney, L.

2011-12-01

473

Leadership skill development and attitudes of collegiate leaders enrolled in an academic leadership class  

E-print Network

The purpose of this study was to assess the change in self-perceived leadership skills and attitudes toward leadership by students enrolled in an academic leadership class. This research was a Post-Then design to assess students' skills...

Tabke, Jennifer Jean

2012-06-07

474

The Effects of Age and Expertise upon Perceptual Skill Development in a Racquet Sport.  

ERIC Educational Resources Information Center

Data from this study of skilled and unskilled badminton players aged 10 to adult indicated the presence of systematic differences which transcend developmental age between the perceptual skills of expert and novice players. (JD)

Abernethy, Bruce

1988-01-01

475

Creating and Justifying Research and Development Value: Scope, Scale, Skill and Social Networking of R&D  

Microsoft Academic Search

In this paper we describe a framework for analysing the creation and justification of Research & Development. The 4S framework is developed for analysing the scope, scale, skills and social network aspects of Research & Development value. The framework is based on social system theory, a process contingency model, and recent Research & Development metrics. We present a first empirical

Aard J. Groen; Weerd-Nederhof de Petra C; Inge C. Kerssens-van Drongelen; Rob A. J. Badoux; Gerard P. H. Olthuis

2002-01-01

476

The Effectiveness of Using an Explicit Language Learning Strategy-Based Instruction in Developing Secondary School Students' EFL Listening Comprehension Skills  

ERIC Educational Resources Information Center

The present study aimed at exploring the effectiveness of using explicit language learning strategy-based instruction in developing secondary school students' EFL listening comprehension skills. It was hypothesized that using explicit strategy-based instruction would develop students' EFL listening comprehension skill and its sub-skills. The…

Amin, Iman Abdul-Reheem; Amin, Magdy Mohammad; Aly, Mahsoub Abdul-Sadeq

2011-01-01

477

Constructive Alignment and the Research Skills Development Framework: Using Theory to Practically Align Graduate Attributes, Learning Experiences, and Assessment Tasks in Undergraduate Midwifery  

ERIC Educational Resources Information Center

Midwifery educators have to provide students with stimulating curricula that teach academic and vocational content, as well as transferable skills. The Research Skills Development (RSD) framework provides a conceptual model that allows educators to explicitly scaffold the development of their students' research skills. This paper aims to…

Pretorius, Lynette; Bailey, Carolyn; Miles, Maureen

2013-01-01

478

A Virtual Practice Environment to Develop Communication Skills in Pharmacy Students  

PubMed Central

Objective. To develop communication skills in second-year pharmacy students using a virtual practice environment (VPE) and to assess students’ and tutors’ (instructors’) experiences. Design. A VPE capable of displaying life-sized photographic and video images and representing a pharmacy setting was constructed. Students viewed prescriptions and practiced role-playing with each other and explored the use of nonverbal communication in patient-pharmacist interactions. The VPE experiences were complemented with lectures, reflective journaling, language and learning support, and objective structured clinical examinations (OSCEs). Assessment. Most students believed the VPE was a useful teaching resource (87%) and agreed that the video component enabled them to contextualize patient problems (73%). While 45% of students questioned the usefulness of watching the role plays between students after they were video recorded, most (90%) identified improvement in their own communication as a result of participating in the tutorials. Most tutors felt comfortable using the technology. Focus group participants found the modified tutorials more engaging and aesthetically positive than in their previous experience. Conclusion. The VPE provided an effective context for communication skills development classes. PMID:23275667

Styles, Kim; Duncan, Greg

2012-01-01

479

Mosaicism for the FMR1 gene influences adaptive skills development in fragile X-affected males  

SciTech Connect

Fragile X syndrome is one of the most common forms of inherited mental retardation, and the first of a new class of genetic disorders associated with expanded trinucleotide repeats. Previously, we found that about 41% of affected males are mosaic for this mutation in that some of their blood cells have an active fragile X gene and others do not. It has been hypothesized that these mosaic cases should show higher levels of functioning than those who have only the inactive full mutation gene, but previous studies have provided negative or equivocal results. In the present study, the cross-sectional development of communication, self-care, socialization, and motor skills was studied in 46 males with fragile X syndrome under age 20 years as a function of two variables: age and the presence or absence of mosaicism. The rate of adaptive skills development was 2-4 times as great in mosaic cases as in full mutation cases. There was also a trend for cases with autism to be more prevalent in the full-mutation group. These results have implications for prognosis, for the utility of gene or protein replacement therapies for this disorder, and for understanding the association between mental retardation, developmental disorders, and fragile X syndrome. 21 refs., 3 figs.

Cohen, I.L.; Sudhalter, V.; Nolin, S.L. [New York State Institute for Basic Research in Developmental Disabilities, Staten Island, NY (United States)] [New York State Institute for Basic Research in Developmental Disabilities, Staten Island, NY (United States)

1996-08-09

480

Health Promotion Using Life Skills Education Approach for Adolescents in Schools--Development of a Model  

ERIC Educational Resources Information Center

Life Skills Education (LSE) is a novel promotional program that teaches generic life skills through participatory learning methods of games, debates, role-plays, and group discussion. Conceptual understanding and practicing of the skills occurs through experiential learning in a non-threatening setting. Such initiatives provide the adolescent with…

Bharath, Srikala; Kumar, K. V. Kishore

2008-01-01

481

An Approximation of an Instructional Model for Developing Home Living Skills in Severely Handicapped Students.  

ERIC Educational Resources Information Center

The author discusses the need for severely handicapped students to acquire basic home living skills, reviews task analysis principles, and provides sample instructional programs. Listed are basic grooming, dressing, domestic maintenance, and cooking skills. A sample task analysis procedure is demonstrated for the skill of brushing teeth. Reported…

Hamre, S.

482

Frontiers in Education Conference, Tempe, Arizona, November, 1998 1 Developing and Assessing Teamwork Skills  

E-print Network

in the students are design/synthesis, communication and teamwork. These skills have also been identified include, among others, communication, teamwork, design/synthesis and project management. These skills Teamwork Skills in a Multi-disciplinary Course Lueny Morell de Ramírez, Jorge I. Vélez-Arocho, José L

Lamancusa, John S.

483

Early literacy and early numeracy: the value of including early literacy skills in the prediction of numeracy development.  

PubMed

The purpose of this study was to examine whether early literacy skills uniquely predict early numeracy skills development. During the first year of the study, 69 3- to 5-year-old preschoolers were assessed on the Preschool Early Numeracy Skills (PENS) test and the Test of Preschool Early Literacy Skills (TOPEL). Participants were assessed again a year later on the PENS test and on the Applied Problems and Calculation subtests of the Woodcock-Johnson III Tests of Achievement. Three mixed effect regressions were conducted using Time 2 PENS, Applied Problems, and Calculation as the dependent variables. Print Knowledge and Vocabulary accounted for unique variance in the prediction of Time 2 numeracy scores. Phonological Awareness did not uniquely predict any of the mathematics domains. The findings of this study identify an important link between early literacy and early numeracy development. PMID:21831396

Purpura, David J; Hume, Laura E; Sims, Darcey M; Lonigan, Christopher J

2011-12-01

484

Instructional climates in preschool children who are at-risk. Part I: object-control skill development.  

PubMed

Part I of this study examined the effect of two 9-week instructional climates (low autonomy [LA] and mastery motivational climate [MMC]) on object-control (OC) skill development in preschoolers (N = 117). Participants were randomly assigned to an LA, MMC, or comparison group. OC skills were assessed at pretest, posttest, and retention test with the Test of Gross Motor Development-2nd Edition. A significant Treatment x Time interaction (p < .001) was present, supporting the effectiveness of both OC instructional climates in improving OC skills over time, while the comparison group resulted in no changes. The authors conclude that developmentally and instructionally appropriate climates are beneficial to OC skill learning, along with the need for "planned" movement experiences in motor learning environments. PMID:19791639

Robinson, Leah E; Goodway, Jacqueline D

2009-09-01

485

The development and validation of the biotechnology problem-solving skills assessment for community college biotechnology students  

Microsoft Academic Search

As the biotechnology industry grows rapidly, it requires increasing numbers of biotechnicians with problem-solving skills and technical knowledge, yet a college-level, work-related and completely validated assessment measuring biotechnology problem solving skills does not exist in test banks or the problem-based learning literature. The purpose of this study was to develop and validate two parallel forms of an instrument that measures

Bethann Lavoie

2003-01-01

486

Systematic development of a communication skills training course for physicians performing work disability assessments: from evidence to practice  

Microsoft Academic Search

Background  Physicians require specific communication skills, because the face-to-face contact with their patients is an important source\\u000a of information. Although physicians who perform work disability assessments attend some communication-related training courses\\u000a during their professional education, no specialised and evidence-based communication skills training course is available for\\u000a them. Therefore, the objectives of this study were: 1) to systematically develop a training course

H Jolanda van Rijssen; Antonius JM Schellart; Johannes R Anema; Wout EL de Boer; Allard J van der Beek

2011-01-01

487

Association of Observed Family Relationship Quality and Problem-Solving Skills with Treatment Adherence in Older Children and Adolescents with Cystic Fibrosis  

Microsoft Academic Search

Objective To examine associations between observations of the quality of family relationships and problem-solving skills and reported adherence to medical treatments for older children and adolescents with cystic fibrosis (CF). Methods Reports of adherence were obtained from 96 youth with CF and their parents recruited from six CF centers in the Midwest and southeastern United States. Videotaped observations of family

Kirsten E. DeLambo; Carolyn E. Ievers-Landis; Dennis Drotar; Alexandra L. Quittner

2004-01-01

488

Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century  

NSDL National Science Digital Library

What skills do people need to survive in the 21st century? It's a great question and one that is examined in painstaking detail by the authors of this 242-page report published by the National Academies Press. Released in 2012, the report responds to a charge from the National Research Council to define the set of key skills that are referenced by the labels "deeper learning, "21st century skills," and so on. The chapters here include "A Preliminary Classification of Skills and Abilities" and "Importance of Deeper Learning and 21st Century Skills." This is a great read for those with an interest in education, public policy, and the like.