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1

Developing Student Observational Skills: Using Visual Materials.  

ERIC Educational Resources Information Center

Observations from a study which sought to measure both the effect of television viewing on cultural bias and awareness and also the Hawthorne effect upon an experimental group are compiled in this report. (The Hawthorne effect is a measurable improvement normally shown in any group of subjects who know they are taking part in an experiment.)…

Taylor, Harvey M.

2

Science Journals in the Garden: Developing the Skill of Observation in Elementary Age Students  

NASA Astrophysics Data System (ADS)

The ability to make and record scientific observations is critical in order for students to engage in successful inquiry, and provides a sturdy foundation for children to develop higher order cognitive processes. Nevertheless, observation is taken for granted in the elementary classroom. This study explores how linking school garden experience with the use of science journals can support this skill. Students participated in a month-long unit in which they practiced their observation skills in the garden and recorded those observations in a science journal. Students' observational skills were assessed using pre- and post-assessments, student journals, and student interviews using three criteria: Accuracy, Detail, and Quantitative Data. Statistically significant improvements were found in the categories of Detail and Quantitative Data. Scores did improve in the category of Accuracy, but it was not found to be a statistically significant improvement.

Kelly, Karinsa Michelle

3

Evaluation of Cognitive Development: An Observational Technique--Pre-Reading Skills.  

ERIC Educational Resources Information Center

A method of evaluation of prereading skills in preprimary school children is described. The method, employing a check list, can provide either a record of class performance, or a cognitive profile of an individual student. The instrument is divided into 8 major task areas that may be seen as plateaus of cognitive development of prereading skills.…

Goolsby, Thomas M., Jr.

4

School Leadership Skill Development  

ERIC Educational Resources Information Center

The purpose of this study was to investigate the relationship between what is currently understood about skills for school leadership and the need for a greater understanding of those skills. The importance of developing leadership skills to improve school performance and effectiveness is great. In the field of school leadership, most leaders…

Weigel, Richard A.

2013-01-01

5

Developing Leadership Skills  

ERIC Educational Resources Information Center

Principals often think of professional development in terms of activities--attending a workshop, networking with colleagues at a conference, reading a professional article or book, and so on. Although these are all good things in and of themselves, genuine professional growth does not occur until knowledge and skills are put into practice at the…

Kinney, Patti

2008-01-01

6

The Development of Metacognitive Skills: Evidence from Observational Analysis of Young Children's Behavior during Problem-Solving  

ERIC Educational Resources Information Center

This study aimed to better understand how metacognitive skills develop in young children aged 5 to 7 years. In particular, we addressed whether developmental changes reflect quantitative or qualitative improvements, and how metacognitive skills change with age and task-specific ability. Previous research into the development of metacognitive…

Bryce, Donna; Whitebread, David

2012-01-01

7

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

8

Using Field Lab Write-ups to Develop Observational and Critical Thinking Skills  

NSDL National Science Digital Library

These assignments are adaptations of field labs to incorporate writing. For each field lab, students write a partial geologic report, consisting of a description (or "Structural Data") section, an interpretation section, and appropriate supporting figures (potentially including stereonets, field sketches, maps, cross-sections, etc.). Handouts given at the beginning of lab list: the goals to be accomplished in the field (measurement of foliations and lineations, measurement of bedding around a fold, description of structures, field sketches, etc.), the figures expected in the write-up (stereonets, field sketches, etc.), a list of information to include in the description section, and a list of questions to address in the interpretation section. Depending on the field area, students may be given two or more competing models to test in the field or may be asked to relate descriptive analysis to kinematic or mechanical analysis. This adaptation can be used for field labs at all levels, from labs designed to review field techniques and identify basic types of secondary structures to labs that simulate research experience. This type of write-up improves student writing by giving students practice using terminology and describing spatial relationships, and improves critical thinking skills by requiring written interpretation of structural data.

Kim Hannula

9

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

10

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

11

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

12

Child Development Associate. Body Skills Development.  

ERIC Educational Resources Information Center

This Child Development Associate (CDA) training module, one of a series of 18, is intended to provide the intern with the knowledge and skills necessary for helping children develop their body skills. The module stipulates competency-based objectives and provides essential information, suggestions, examples and learning activities on three topics…

Office of Child Development (DHEW), Washington, DC.

13

Demonstrator skill modulates observational aversive learning.  

PubMed

Learning to avoid danger by observing others can be relatively safe, because it does not incur the potential costs of individual trial and error. However, information gained through social observation might be less reliable than information gained through individual experiences, underscoring the need to apply observational learning critically. In order for observational learning to be adaptive it should be modulated by the skill of the observed person, the demonstrator. To address this issue, we used a probabilistic two-choice task where participants learned to minimize the number of electric shocks through individual learning and by observing a demonstrator performing the same task. By manipulating the demonstrator's skill we varied how useful the observable information was; the demonstrator either learned the task quickly or did not learn it at all (random choices). To investigate the modulatory effect in detail, the task was performed under three conditions of available observable information; no observable information, observation of choices only, and observation of both the choices and their consequences. As predicted, our results showed that observable information can improve performance compared to individual learning, both when the demonstrator is skilled and unskilled; observation of consequences improved performance for both groups while observation of choices only improved performance for the group observing the skilled demonstrator. Reinforcement learning modeling showed that demonstrator skill modulated observational learning from the demonstrator's choices, but not their consequences, by increasing the degree of imitation over time for the group that observed a fast learner. Our results show that humans can adaptively modulate observational learning in response to the usefulness of observable information. PMID:25016187

Selbing, Ida; Lindström, Björn; Olsson, Andreas

2014-10-01

14

Virtual Reality Simulator Developed Welding Technology Skills  

ERIC Educational Resources Information Center

The purpose of this study was to identify the suitability of VR welding simulator application towards CBT in developing welding skills upon new trainees at the Centre of Instructor and Advanced Skills Training (CIAST) Shah Alam Selangor and National Youth Skills Institute (IKBN) Pagoh Johor. The significance of the study was to create a…

Yunus, Faizal Amin Nur; Baser, Jamil Abd; Masran, Saiful Hadi; Razali, Nizamuddin; Rahim, Bekri

2011-01-01

15

A Change in Seasons: Increasing Student Observation Skills  

ERIC Educational Resources Information Center

Using the seasons in the science classroom increases student observation skills as they focus on subtle differences such as shades of color and differences in structures. In this article, the author presents a variety of activities that can help students identify and demonstrate patterns and changes in leaf or plant development. The ability to…

Sterling, Donna R.

2006-01-01

16

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

17

Groupware for Developing Critical Discussion Skills  

Microsoft Academic Search

Increasingly, social and collaborative processes are seen as central to the development of thinking skills, including the skills of scientific thinking. With colleagues we have developed a software system (Belvedere) to support high-school science students in engaging in collaborative reasoning and argumentation. We discuss how Belvedere is designed to support students' collaborative processes, describe our formative evaluation studies, and provide

Dan Suthers; Arlene Weiner

1995-01-01

18

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

19

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

20

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

21

Developing Language Skills in Science Classrooms  

ERIC Educational Resources Information Center

Science teachers need specific strategies to develop writing skills along with science content. Fortunately, research has demonstrated that science-teaching methodology can accomplish both the teaching of science content and various language skills, including writing. A technique suitable for and utilized by science teachers is the "mode…

Jimenez-Silva, Margarita; Gomez, Conrado Laborin

2011-01-01

22

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

23

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.

24

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

25

Developing Critical Thinking Skills in Accounting Students.  

ERIC Educational Resources Information Center

To foster lifelong learning, accounting teachers should focus on developing critical thinking skills. Strategies include creating a climate of inquiry, encouraging divergent thinking, providing feedback, focusing on process not content, and designing evaluations that reflect higher order problem solving. (SK)

Doney, Lloyd D.; And Others

1993-01-01

26

Observing the Observer: Self-Regulation in the Observational Learning of Motor Skills.  

ERIC Educational Resources Information Center

Notes that observational learning of a motor skill involves both observation of the model and self-observation. Examines observation of the modeled performance, including three moderators of observational learning: the properties of the model, the nature of the task, and observer determinants. Observer determinants are examined at length,…

Ferrari, Michel

1996-01-01

27

Teaching Orientation @ Ohio State: Session Agenda Developing Effective Presentation Skills  

E-print Network

for developing presentation skills _____ - _____ ( 5 minutes) Activity 7. Wrap-up & Evaluations Facilitator (handout, overhead transparency, & flash drive) Presentation Skills Self-Assessment (handout & longer version on flash drive) Additional Resources on Developing Effective Presentation Skills (flash drive

28

Basic visual observation skills training course. Final report  

SciTech Connect

This is the third report in a series prepared to assist the International Atomic Energy Agency (IAEA or Agency) in enhancing the effectiveness of its international safeguards inspections through inspector training in Observation Skills. The first report (Phase 1) was essentially exploratory. It defined Observation Skills` broadly to include all appropriate cognitive, communications, and interpersonal techniques that have the potential to help IAEA safeguards inspectors function more effectively. The second report (Phase 2) provided a more specific basis for the actual design and delivery of Observation Skills training to IAEA inspectors. The present report (Phase 3) documents the design of a Basic Visual Observation Skills course and delivery of the course to safeguards inspectors at IAEA Headquarters Vienna in February and May of 1995. The purpose of the course is to help safeguards inspectors evaluate and improve their skills in making observations during inspections and in evaluating and interpreting this information. The course is basic in the sense that it provides training in skills which are generally applicable to inspections of all types of facilities and activities subject to safeguards. The course is designed for 16 hours of classroom delivery, ideally in four 4-hour sessions over a period of four days. The first 12 hours provide training in five skill areas: perception and recognition; attention and attention to detail; memory; mental imaging, mapping, and modeling skills; and judgment and decision making. Following the training in each of the five skill areas is an Integrating Exercise involving a simulated safeguards inspection.

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

1995-06-01

29

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

30

Low Compression Tennis Balls and Skill Development  

PubMed Central

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 Points LCB 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

31

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

32

A Skills Approach to Career Development.  

ERIC Educational Resources Information Center

A counseling approach encourages students' development of job-applicable, career-transferable skills to meet the changing demands of specialization, automation, mobility, urban growth, and industrial trends in the job market. These include writing; speaking; research; and analytical, organizational, leadership, interpersonal, and quantitative…

Grites, Thomas J.

1983-01-01

33

Methods & Strategies: Developing Investigative Skills Purposefully  

ERIC Educational Resources Information Center

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…

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

2007-01-01

34

Developing skilled performance of lumbar spine manipulation  

Microsoft Academic Search

Objective: To quantify elements of spinal manipulation therapy performance and to test the strategy of combined rehearsal and quantitative feedback as a means of enhancing student skill development. Design: Randomized, controlled study. Setting: Chiropractic college. Subjects: Thirty-nine chiropractic student volunteers entering the manipulation technique training course participated after providing informed consent. Methods: Student performance of lumbar spinal manipulation therapy was

John J. Triano; Carolyn M. Rogers; Sarah Combs; David Potts; Kenneth Sorrels

2002-01-01

35

Development of Prosocial Skills. Final Report  

ERIC Educational Resources Information Center

In part, this focus is a result of substantial research demonstrating strong links between early social competence and later life adjustment and healthy development. The close connection between prosocial skills and a wide variety of future developmental outcomes provides a compelling rationale to examine what factors are associated with…

Parrila, Rauno K.; Ma, Xin; Fleming, Darcy; Rinaldi, Christina

2002-01-01

36

Fast Mapping Skills in the Developing Lexicon  

ERIC Educational Resources Information Center

Purpose: This preliminary investigation was a longitudinal study of fast mapping skills in normally developing children, 16-18 months of age. The purpose was to examine the effects of practice on the accessibility of words in lexical memory. Method: Eight children were taught the names of 24 unfamiliar objects over 12 weekly training sessions. The…

Gershkoff-Stowe, Lisa; Hahn, Erin R.

2007-01-01

37

Skills Governance and the Workforce Development Programme  

ERIC Educational Resources Information Center

In the United Kingdom higher education environment, government may make efforts to encourage institutions to engage in governance structures to secure policy objectives through a steering approach. In this article connections between skills governance structures and the recent Higher Education Funding Council for England workforce development

Hordern, Jim

2013-01-01

38

Childhood cognitive development as a skill.  

PubMed

Theories view childhood development as being either driven by structural maturation of the brain or being driven by skill-learning. It is hypothesized here that working memory (WM) development during childhood is partly driven by training effects in the environment, and that similar neural mechanisms underlie training-induced plasticity and childhood development. In particular, the functional connectivity of a fronto-parietal network is suggested to be associated with WM capacity. The striatum, dopamine receptor D2 (DRD2) activity, and corticostriatal white-matter tracts, on the other hand, seem to be more important for plasticity and change of WM capacity during both training and development. In this view, the development of WM capacity during childhood partly involves the same mechanisms as skill-learning. PMID:25042686

Klingberg, Torkel

2014-11-01

39

Clinical skill development for community pharmacists.  

PubMed

The importance of establishing clinical pharmacy services in the community cannot be understated in light of current challenges to the traditional dispensing role as the primary service of the community pharmacist. Advancements in automated dispensing technology and declining prescription fee reimbursement are rapidly forcing pharmacists to seek alternative sources of revenue. Providing pharmaceutical care is a viable option to increase customer loyalty job satisfaction, and reimbursement. To support the development of clinical services, academic institutions are forming partnerships with individual community practitioners to overcome perceived educational and training barriers. The authors describe the design and development of two unique clinical skill development programs at the University of Illinois at Chicago. This paper also outlines the patient focused services that the participants have established upon completing the training. These programs successfully enhanced participants' therapeutic knowledge base and facilitated development of the clinical skills necessary for direct patient care. PMID:8824077

Barnette, D J; Murphy, C M; Carter, B L

1996-09-01

40

From Competence to Excellence: Developing Excellence in Vocational Skills.  

ERIC Educational Resources Information Center

The United Kingdom's Learning and Skills Development Agency (LSDA), UK SKILLS, and the Further Education Skills Competition Council conducted a collaborative action research project to improve students' vocational learning and skills through enhanced learning experiences. From February 2001 to April 2002, three further education colleges worked to…

Smeaton, Barry; Hughes, Maria; Hall, Graeme

41

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.

42

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

43

Predicting writing skill development with word recognition and preschool readiness skills  

Microsoft Academic Search

In this longitudinal study, the writing skill development of154 Finnish-speaking children was followed from preschool to thethird grade. The focus was on predictive associations betweenpreschool writing readiness skills and later mechanics ofwriting, as well as between word recognition skill, mechanics ofwriting, and composition coherence. In addition, comparisons weremade between boys and girls to see to what extent writing skilldevelopment is

Hanna S. Mäki; Marinus J. M. Voeten; Marja M. S. Vauras; Elisa H. Poskiparta

2001-01-01

44

Developing Skills in Severely and Profoundly Handicapped Children.  

ERIC Educational Resources Information Center

Included in the publication are 10 articles on developing basic skills in severely and profoundly handicapped children. The first paper focuses on the development of object permanence, a basic cognitive skill, while the second and third review procedures for developing self care skills (toileting and eating). A fourth paper discusses an…

Thomas, M. Angele, Ed.

45

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

46

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

47

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

48

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

49

Evaluating the Demand for Soft Skills in Software Development  

Microsoft Academic Search

An analysis of 500 advertisements for IT positions focuses on the soft skills mentioned in the ads, revealing which soft skills are in high demand for software development and which ones are neglected despite their importance.

Faheem Ahmed; Luiz Fernando Capretz; Piers Campbell

2012-01-01

50

Formal Art Observation Training Improves Medical Students’ Visual Diagnostic Skills  

PubMed Central

Background Despite evidence of inadequate physical examination skills among medical students, teaching these skills has declined. One method of enhancing inspection skills is teaching “visual literacy,” the ability to reason physiology and pathophysiology from careful and unbiased observation. Objective To improve students’ visual acumen through structured observation of artworks, understanding of fine arts concepts and applying these skills to patient care. Design Prospective, partially randomized pre- vs. post-course evaluation using mixed-methods data analysis. Participants Twenty-four pre-clinical student participants were compared to 34 classmates at a similar stage of training. Intervention Training the Eye: Improving the Art of Physical Diagnosis consists of eight paired sessions of art observation exercises with didactics that integrate fine arts concepts with physical diagnosis topics and an elective life drawing session. Measurements The frequency of accurate observations on a 1-h visual skills examination was used to evaluate pre- vs. post-course descriptions of patient photographs and art imagery. Content analysis was used to identify thematic categories. All assessments were blinded to study group and pre- vs. post-course evaluation. Results Following the course, class participants increased their total mean number of observations compared to controls (5.41?±?0.63 vs. 0.36?±?0.53, p?observations of art and physical findings. Electronic supplementary material The online version of this article (doi:10.1007/s11606-008-0667-0) contains supplementary material, which is available to authorized users. PMID:18612730

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

2008-01-01

51

Observation of eating skills after stroke: dribbling food and chewing  

Microsoft Academic Search

Eating difficulties after stroke are common. The mealtime care of patients is a nursing responsibility, but there are few tools to guide nurses in their assessment of patients' eating skills. In this paper the efficacy of observations of patients eating, as a means of identifying those who have difficulty with dribbling food and chewing, is considered. Twenty patients after a

EK Carr; PJ Hawthorn

1988-01-01

52

Drawing Students Out: Using sketching exercises to hone observation skills  

NSDL National Science Digital Library

Integrating art into science can help students hone their observation skills. In this introductory biology course, the teacher requires students to sketch everything from prepared slides of mitosis and plant anatomy to field sightings of birds and protists. The sketchbooks are a valuable tool for assessing how much time and effort students dedicate to their world as well as how well they observe. Encourage your students to become "one" with nature by incorporating the suggestions presented in this article into your science curriculum.

Weekes, Harry

2005-01-01

53

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

54

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

55

Motor Development and Skill Analysis. Connections to Elementary Physical Education.  

ERIC Educational Resources Information Center

Drawing upon stages of motor development and elements of biomechanics, the authors used anatomical planes as a frame of reference to determine movement patterns and assess readiness to perform movement skills. The combination of determining readiness and analyzing skill enables the teacher to plan proper motor skill activities. (MT)

Mielke, Dan; Morrison, Craig

1985-01-01

56

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.

57

The Sign Language Skills Classroom Observation: A Process for Describing Sign Language Proficiency in Classroom Settings.  

ERIC Educational Resources Information Center

This article describes the impetus and rationale for the development of the Sign Language Skills Classroom Observation (SLSCO) assessment. The procedure for developing the SLSCO is discussed and the results of use of the SLSCO with National Technical Institute for the Deaf faculty (n=14) during a trial year are summarized. (Contains references.)…

Reeves, June B.; Newell, William; Holcomb, Barbara Ray; Stinson, Michael

2000-01-01

58

The Effects of Development Team Skill on Software Product Quality  

NASA Technical Reports Server (NTRS)

This paper provides an analysis of the effect of the skill/experience of the software development team on the quality of the final software product. A method for the assessment of software development team skill and experience is proposed, and was derived from a workforce management tool currently in use by the National Aeronautics and Space Administration. Using data from 26 smallscale software development projects, the team skill measures are correlated to 5 software product quality metrics from the ISO/IEC 9126 Software Engineering Product Quality standard. in the analysis of the results, development team skill is found to be a significant factor in the adequacy of the design and implementation. In addition, the results imply that inexperienced software developers are tasked with responsibilities ill-suited to their skill level, and thus have a significant adverse effect on the quality of the software product. Keywords: software quality, development skill, software metrics

Beaver, Justin M.; Schiavone, Guy A.

2006-01-01

59

Activities to Develop Your Students' Motor Skills.  

ERIC Educational Resources Information Center

Instructions and illustrations support this discussion of learning activities designed to remediate deficiences and build skills in balance and/or motor skills for mildly handicapped students who may not have access to physical therapy or adaptive physical education. Appropriate for both regular and special classes, activities include arm…

Eastman, Mary Kay; Safran, Joan S.

1986-01-01

60

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

61

Developing Leadership Skills through Capstone Experiences.  

ERIC Educational Resources Information Center

The question of whether a 15-week capstone course in agricultural communications for seniors in agricultural communications builds leadership skills beyond technical classroom learning was examined in a study of 15 students enrolled in the capstone course. The descriptive study used a pretest-posttest design and a leadership skills inventory to…

Sargent, Sarah D.; Pennington, Penny; Sitton, Shelly

62

Teachers' Perception of Satisfaction, Skill Development, and Skill Application after Instructional Consultation Services  

ERIC Educational Resources Information Center

A primary hypothesized outcome of consultee-centered consultation, including instructional consultation (IC), is that consultees will become more skilled. However, these claims have not been well researched. Data from 274 teachers implementing IC were analyzed to investigate perceptions of satisfaction and skill development. Results indicated that…

Kaiser, Lauren; Rosenfield, Sylvia; Gravois, Todd

2009-01-01

63

Engineering soft skills development to avoid hard knocks  

Microsoft Academic Search

Engineering and technology sectors have long recognised the importance of soft skills for successful career progression. Research suggests that soft skills are better developed when acquired and practiced than taught. The research describes initial reflections on the potential of discipline-oriented, web-based resource for Personal Development Planning (PDP) to promote and support learner's engagement with personal development and their increased employability

Rashmi Dravid; Andrea Duncan

2011-01-01

64

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

65

Developing Understanding and Social Skills through Cooperative Learning  

ERIC Educational Resources Information Center

This study has two parallel research agenda: (1) the development of social skills and pedagogical content knowledge in teacher candidates as they work collaboratively in pairs, and (2) the development of conceptual understanding and social skills in elementary school students who are taught by teacher candidates with cooperative learning…

Ferrer, Lourdes M.

2004-01-01

66

A hypermedia approach for developing research and reporting skills  

Microsoft Academic Search

Whole language and cooperative learning are effective ways to help students develop and integrate academic skill. The computer makes available the possibility of multimedia opportunities to apply whole language, cooperative learning, and other strategies to promote the development of cognitive, affective, and social skills.The project reported in this paper explored a successful strategy for using HyperCard and interactive technology to

Peggy Buffington; Edward L. Vockell

1994-01-01

67

Professional Development: Social Skills and Young Children  

ERIC Educational Resources Information Center

Learning to work and play well with others truly is a lifelong goal with a foundation in the early childhood years. Effective early childhood educators recognize that supporting children's social competence and teaching them academic skills are compatible rather than competing goals; each grows and benefits from advances in the other. Together,…

Jalongo, Mary Renck

2006-01-01

68

Developing students' physics problem-solving skills  

NSDL National Science Digital Library

This paper describes a protocol designed to help students taking their first undergraduate physics course in acquiring the basic skills of physics problem-solving. The educational effectiveness of this protocol for mature students in distance education has been extensively evaluated, and it is now being used as the basis for an interactive multimedia learning package.

Bolton, John; Ross, Shelagh

2005-11-03

69

Development of Map Construction Skills in Childhood  

ERIC Educational Resources Information Center

Two studies examined children's map construction skills when drawing demands were removed from the task and scenes were highly simplified. Study 1 compared the performance of first graders and third graders on their ability to preserve configuration during transformation of pictured arrays from eye-level to aerial views. For children with…

Hirsch, Pamela L.; Sandberg, Elisabeth Hollister

2013-01-01

70

Communication Technology To Develop Collaborative Skills.  

ERIC Educational Resources Information Center

Explores communication technology as an instructional tool in relationship to quality of interaction, individual productivity, group productivity, and satisfaction with the learning environment. Discusses collaborative learning skills and examines differences in graduate students' perception using groupware versus face-to-face learning.…

Lawrence, Carolena Lyons

2003-01-01

71

Developing Social Skills among Day Care Children.  

ERIC Educational Resources Information Center

Constituting a secondary preventive intervention, 61 low SES preschool children attending four inner-city day care centers were provided a program of social skills building exercises. In contrast to primary preventive efforts that focus on a central concern, secondary prevention attends to potentially serious concomitant issues. In this study the…

Jason, Leonard A.; And Others

72

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

73

The Geopolitics and Meanings of India's Massive Skills Development Ambitions  

ERIC Educational Resources Information Center

This paper interrogates the drivers and meanings behind the dramatic rise of technical and vocational education and training in the policy and political agenda of India. What are the assumptions about the existing traditions and character of India's culture or cultures of skills development? Is the massive planned expansion of skilled people in…

King, Kenneth

2012-01-01

74

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

75

Developing Argument Skills across Scientific and Social Domains  

ERIC Educational Resources Information Center

Instant-messaging software was used as a method to promote development of argumentation skills in middle schoolers. Transfer of skills across content domains was the major question investigated. Forty sixth graders engaged in electronic dialogues with peers on a controversial topic--for half a science topic (dinosaur extinction) and for half a…

Iordanou, Kalypso

2010-01-01

76

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

77

Developing 21st Century Process Skills through Project Design  

ERIC Educational Resources Information Center

The goal of this paper is to illustrate how the promotion of 21st Century process skills can be used to enhance student learning and workplace skill development: thinking, problem solving, collaboration, communication, leadership, and management. As an illustrative case, fashion merchandising and design students conducted research for a…

Yoo, Jeong-Ju; MacDonald, Nora M.

2014-01-01

78

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

79

Teaching Parents New Skills to Support Their Young Children's Development  

Microsoft Academic Search

Teaching parents new skills to support the development of their young children with developmen- tal disabilities has been controversial in the field of early intervention even though there is considerable empirical evidence supporting this approach. We propose that teaching parents to implement family-centered interventions can be highly effective by: (a) allowing parents to choose when to learn new skills; (b)

Ann P. Kaiser; Terry B. Hancock

80

A Management Framework for Training Providers to Improve Workplace Skills Development in South Africa  

ERIC Educational Resources Information Center

Deputy President, Ms Phumzile Mlambo-Ngcuka, says a skills revolution is necessary for South Africa's (SA) skills crisis. The SA skills revolution began with the skills legislation of 1998-1999 when the Departments of Labour and Education intended a seamless, integrated approach to rapid skills development. The National Skills Development

Bisschoff, Tom; Govender, Cookie

2007-01-01

81

Practice Skill Development Through the Use of Human Patient Simulation  

PubMed Central

Human patient simulation (HPS) is used in health care education to enhance the transition from classroom learning to competent performance. It has been used frequently in nursing and medical schools and less often in pharmacy and other allied health professions. HPS is used to improve the development of pharmacy practice skills such as physical assessment, pharmacotherapy plan development, and monitoring plans. Engaging multiple health care disciplines in simulations enables participants to practice teamwork and communication skills that are essential in preventing errors and events of harm to patients. This article reviews current literature and use of simulation in pharmacy curricula for the development, enhancement, and assessment of pharmacy practice skills. PMID:22171116

2011-01-01

82

Supporting the Development of 21st Century Skills  

E-print Network

' competencies. Keywords: facilitating meetings, student competencies, teacher support. 1 Introduction]). To support student skill development, teachers need access to data about their competencies related self- and peer-evaluations, and some simple automated methods. This information forms part

Bull, Susan

83

Engineering Education Development to Enhance Human Skill in DENSO  

NASA Astrophysics Data System (ADS)

Importance of human skills such as communication or instruction capability to their staff members has recently been highlighted in a workplace, due to decreasing opportunity of face-to-face communication between supervisors and their staff, or Instruction capability through OJT (On the Job Training) . Currently, communication skills are being reinforced mainly through OJT at DENSO. Therefore, as part of supplemental support tools, DENSO has established comprehensive engineers training program on off-JT basis for developing human skills, covering from newly employeed enginners up to managerial class since 2003. This paper describes education activities and reports the results.

Isogai, Emiko; Nuka, Takeji

84

Developing Elementary Math and Science Process Skills Through Engineering Design Instruction  

NASA Astrophysics Data System (ADS)

This paper examines how elementary students can develop math and science process skills through an engineering design approach to instruction. The performance and development of individual process skills overall and by gender were also examined. The study, preceded by a pilot, took place in a grade four extracurricular engineering design program in a public, suburban school district. Students worked in pairs and small groups to design and construct airplane models from styrofoam, paper clips, and toothpicks. The development and performance of process skills were assessed through a student survey of learning gains, an engineering design packet rubric (student work), observation field notes, and focus group notes. The results indicate that students can significantly develop process skills, that female students may develop process skills through engineering design better than male students, and that engineering design is most helpful for developing the measuring, suggesting improvements, and observing process skills. The study suggests that a more regular engineering design program or curriculum could be beneficial for students' math and science abilities both in this school and for the elementary field as a whole.

Strong, Matthew G.

85

Career Development Skills, Outcomes, and Hope among College Students  

ERIC Educational Resources Information Center

The purpose of this study was twofold. First, the utility of the Integrative Contextual Model of Career Development (ICM) to describe the career development behavior of college students was examined. Second, relationships among educational and career development skills (career exploration, person-environment fit, goal setting,…

Sung, Yoonhee; Turner, Sherri L.; Kaewchinda, Marid

2013-01-01

86

Prevention of adolescent substance abuse through social skill development.  

PubMed

The purpose of this chapter is to evaluate the capability of social skills training approaches for preventing adolescent substance abuse and to suggest directions for future research in this area. Social skills and training are defined from the perspective of social learning theory. Training approaches are then reviewed for their effect on drug use and drug use-related behaviors. The results indicate that social skills training reduces substance use and related behaviors such as aggression, withdrawal, truancy, and stealing in adolescents. Outcome was enhanced by the inclusion of modeling in a training program and the use of normal (versus problem or disordered) adolescents. In addition, discriminant analyses indicated that the more positive outcomes were discriminable by a focus on prevention, experimental rigor, and training comprehensiveness, that is, inclusion of multiple techniques and skills. Follow-up results showed that training effects were maintained, and that they could be generalized to several areas of everyday adolescent functioning. The findings suggest that social skills training is an effective means for substance abuse prevention in adolescents, and that it may have an advantage over more direct prevention methods in terms of long-term generalization capabilities. Finally, several issues are raised for their potential impact on social skills training as a strategy for substance abuse prevention in adolescents. These issues encompass conceptual, methodological, and evaluative domains: development of a taxonomy of person-situation specificity characteristics to increase the validity and reliability of assessment and training procedures; assessment of the relative contribution of individual differences in adolescents to training outcome; identification of qualitative developmental shifts in social skills as adolescents progress through grade, school, and family transitions; and comparison of the maintenance and generalization effects, over time, of social skills training with more direct abuse prevention methods. Guidelines are offered for addressing these issues, as well as directions for the role of social skills training research in future drug abuse prevention efforts. PMID:6419116

Pentz, M A

1983-01-01

87

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.

88

Developing a Measurement Strategy for Assessing Family Caregiver Skills: Conceptual Issues  

PubMed Central

This report presents a conceptual approach to assessing skills of family caregivers for persons with Alzheimer’s disease and recommends next steps for development of this science. Researchers used multiple methods to develop a conceptual strategy for assessing family caregiver skills. Study participants included clinical/outreach staff from an Alzheimer’s Disease Center, nursing faculty with expertise in dementia care, and family caregivers. Mixed methods contributed to the conceptual clarification of caregiving skill and to the development of three approaches to assessing caregiver skill: caregiver self report, clinician assessment, and direct observational assessment. Caregiver effectiveness has the potential to affect the process of caregiving and outcomes for the person with dementia and caregiver. PMID:20179779

Farran, Carol J.; McCann, Judith J.; Fogg, Louis G.; Etkin, Caryn D.

2009-01-01

89

Gain just-in-time skills with a developerWorks skill Skill Level: Introductory  

E-print Network

server. Double-click the IC_start.bat file. See Figure 5. Figure 5. IC_start.bat developerWorks® ibm. All rights reserved. #12;You should see the IC_start.bat file results, as shown in Figure 6. Figure 6 using the Toolkit for Custom and Reusable Solution Information (see Resources), a technology brought

90

Developing Students' Metacognitive Skills in a Data-Rich Environment  

ERIC Educational Resources Information Center

This paper examines the development of students' metacognitive skills in a data-rich environment. The study involves the development and use of a Metacognitive Inventory, which evaluates students' awareness of their cognitive processes as they approach and solve problems. This 26-item inventory is based on the Problem Solving Inventory and State…

DeLuca, V. William; Lari, Nasim

2013-01-01

91

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

92

Instrument development for 21st century skills in Biology  

Microsoft Academic Search

This study aims to develop a valid and reliable instrument for measuring 21st century skills towards biology among Malaysian secondary school students using the application of Rasch Model. The sample of this study consisted of 433 form four students who are currently taking Biology as one of their elective subject. The instrument was developed to determine five constructs: digital age

Nurazidawati Mohamad Arsad; Kamisah Osman; Tuan Mastura Tuan Soh

2011-01-01

93

Early Markers of Vulnerable Language Skill Development in Galactosaemia  

ERIC Educational Resources Information Center

There are no known biomedical or genetic markers to identify which infants with galactosaemia (GAL) are most at risk of poor language skill development, yet pre-linguistic communicative "red flag" behaviours are recognised as early identifiers of heightened vulnerability to impaired language development. We report on pre-linguistic…

Lewis, Fiona M.; Coman, David J.; Syrmis, Maryanne

2014-01-01

94

Life Development Intervention for Athletes: Life Skills through Sports.  

ERIC Educational Resources Information Center

Describes sport psychology and model for practice consistent with training of counseling psychologists as teachers of life skills. Examines role that sport plays in society and its importance for development of identity and personal competence. Delineates life development intervention (LDI) and psychoeducational model for practice of sport…

Danish, Steven J.; And Others

1993-01-01

95

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

96

Write Right!: Owners' Manual Project Develops Communication Skills  

ERIC Educational Resources Information Center

This article introduces an activity based on Standard 12 of the "Standards for Technological Literacy" that will help students develop good writing skills. It also describes the elements of a writing prompt and of a rubric, the advantages of using rubrics, and the writing development process itself. It provides an activity through which students…

Fitzgerald, Mike

2007-01-01

97

Learning Profiles and the "Skills Gap" in Four Developing Countries: A Comparative Analysis of Schooling and Skills Development  

ERIC Educational Resources Information Center

Educational access in developing countries has improved significantly in recent years, but less evidence is available on learning and learning progress in comparative perspective. This paper employs data from Young Lives to examine levels and trends in cognitive skill development and the links to enrolment in school across the four study countries…

Rolleston, Caine

2014-01-01

98

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

99

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

100

Power of Observation Students will sharpen one of the key skills in scientific study, observation, by using a variety of tools,  

E-print Network

-8 Benchmark I: Use scientific methods to develop questions, design and conduct experiments using appropriatePower of Observation Students will sharpen one of the key skills in scientific study, observation and nano and explore how scientists "see" the invisible world. Strand I: Scientific Thinking and Practice

101

The Development of Dialogue Co-ordination Skills in Schoolchildren.  

ERIC Educational Resources Information Center

Analysis of a large corpus (80 pairs of speakers) of 7-12 year olds suggests that 2 principles underlie the development of dialogue coordination skills. The seven to eight year olds establish a limited common dialogue lexicon, whereas older speakers show evidence of deep coordination processes aimed at establishing mutual intelligibility of a…

Garrod, Simon; and Clark, Aileen

1993-01-01

102

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

103

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

104

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

105

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

106

Use of Gesture Development in Profiling Children's Prelinguistic Communication Skills  

ERIC Educational Resources Information Center

Purpose: Comparing children's skills across and within domains of development has become a standard in providing early intervention services. Profiling a child's strengths and challenges can help in making decisions regarding eligibility, diagnosis, and intervention. Profiling is particularly important for children who are not yet talking, due to…

Crais, Elizabeth R.; Watson, Linda R.; Baranek, Grace T.

2009-01-01

107

Children's Prereading Skills and Strategies: Development of an Assessment Inventory.  

ERIC Educational Resources Information Center

The Pre-Reading Assessment Inventory (PRAI) was designed to fill a need for a wide-range, individually administered diagnostic test of a child's prereading skills (especially auditory blending and segmenting), knowledge, encoding and decoding strategies, and understandings about the reading task. The test development was based upon the research…

Osborn, Julia B.

108

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

109

The Developing English Skills and Knowledge (DESK) Program Handbook  

ERIC Educational Resources Information Center

The purpose of the DESK (Developing English Skills and Knowledge) Program at Louisiana State University (LSU) is to help deaf and hard of hearing students make a smooth transition from high school to postsecondary institutions and, in doing so, to ensure their academic and professional success. This handbook documents, in a "how-to" format, Dr.…

Rohloff, Jean

2009-01-01

110

Developing Young Students' Informal Inference Skills in Data Analysis  

ERIC Educational Resources Information Center

This paper focuses on developing students' informal inference skills, reporting on how a group of third grade students formulated and evaluated data-based inferences using the dynamic statistics data-visualization environment TinkerPlots[TM] (Konold & Miller, 2005), software specifically designed to meet the learning needs of students in the early…

Paparistodemou, Efi; Meletiou-Mavrotheris, Maria

2008-01-01

111

Developing Higher-Order Thinking Skills through WebQuests  

ERIC Educational Resources Information Center

In this study, 32 teachers participated in a year-long professional development project related to technology integration in which they designed and implemented a WebQuest. This paper describes the extent to which higher-order thinking skills (HOTS) and levels of technology implementation (LoTI) occur in the WebQuests that participants designed.…

Polly, Drew; Ausband, Leigh

2009-01-01

112

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

113

Parental Beliefs about the Development of Preschool Children's Number Skills.  

ERIC Educational Resources Information Center

This paper describes a study that examined parents' beliefs about children's number skill development. Twenty-seven parents of 4- and 5-year-olds were interviewed about number tasks that could be solved by children between the ages of 4 and 7 years. In addition, parents were asked a series of open-ended questions about how they would answer a…

Blevins-Knabe, Belinda; Musun-Miller, Linda

114

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

115

Promoting Employability Skills Development in a Research-Intensive University  

ERIC Educational Resources Information Center

Purpose: This study aims to consider the place of employability in universities, with a focus on research-intensive institutions, and to outline an initiative that was introduced to promote employability skills development at the University of Nottingham. Design/methodology/approach: Following a discussion of literature on the promotion of…

Baker, Geoff; Henson, Debra

2010-01-01

116

SOCIAL: An Integrative Framework for the Development of Social Skills  

ERIC Educational Resources Information Center

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…

Beauchamp, Miriam H.; Anderson, Vicki

2010-01-01

117

Developing Coping Skills in Early Childhood: Theory and Techniques.  

ERIC Educational Resources Information Center

Discusses techniques that child care workers can utilize to foster the development of coping skills in young children. Emphasizes the difference between psychological immunity to stress based on problem-solving abilities and pseudo-immunity created by overprotectiveness. Holds that challenges build children's competence and self-esteem.…

Forquer, Sandra L.

1982-01-01

118

Using Peer Assessment To Develop Skills and Capabilities.  

ERIC Educational Resources Information Center

Presents the use of a seven-stage peer assessment process and peer learning in an online, constructivist, higher education distance learning context to develop desired skills and capabilities. Authentic assessments included case studies, projects, critique and portfolio of evidence. Discusses assessment in a system of constructive alignment…

Juwah, Charles

2003-01-01

119

Building Consensus: How the Electronics Industry Is Developing Skill Standards.  

ERIC Educational Resources Information Center

The Electronics Industry Association is developing consistent, industry-based, voluntary national skill standards to improve the competence expected of and achieved by work-ready electronics technicians. Participants contribute through an executive advisory board, technical committee, or ad hoc groups. (JOW)

Kaplan, Irwin; Seymour, Walter

1994-01-01

120

Using Online Corpora to Develop Students' Writing Skills  

ERIC Educational Resources Information Center

Large corpora such as the British National Corpus and the COBUILD Corpus and Collocations Sampler are now accessible, free of charge, online and can be usefully incorporated into a process writing approach to help develop students' writing skills. This article aims to familiarize readers with these resources and to show how they can be usefully…

Gilmore, Alex

2009-01-01

121

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

122

Assessing Aptitude and Attitude Development in a Translation Skills Course  

ERIC Educational Resources Information Center

This study investigates the effects on EFL students of using Blackboard technology and online dictionaries in developing translating skills and building positive attitudes towards translation in male Saudi college students. The study compares two groups of students in a translation course; one in a traditional, face-to-face setting (control) and…

Mekheimer, Mohamed Amin A.

2012-01-01

123

[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

124

Stimulating Interest in Natural Sciences and Training Observation Skills: The UAP Observations Reporting Scheme  

NASA Astrophysics Data System (ADS)

For a number of reasons the general public and many young people are fascinated by the ideas of UFOs and extra-terrestrial life. As mysteries motivate to gain interest and knowledge, an opportunity exists, throughout these topics, to stimulate the people's interests to natural sciences and technology. A major problem however exists, concerning the fact that the general public generally associates any strange aerial sighting to something exotic, unknown, and to the possibility of extraterrestrial visitations. Rumours, irrational thinking and conspiracy theories prevail around these topics. Launched under the framework of the 2009 International Year of Astronomy, the Unidentified Aerospace Phenomena (UAP) Observations Reporting Scheme seeks to tackle this situation through approaching the topic from a professional and rational perspective, providing an opportunity to teach the public how to think more critically, demystifying UFO events, and ultimately attempting to stimulate the interest in natural sciences and technological disciplines. This is tentatively attempted through the following resources: Firstly, the project's website (1) provides an extensive resource for inquiry-based learning regarding the various natural or man-made phenomena that often give rise to false UAP sightings. It serves as a general forum for educating the public about human, atmospheric and astrophysical phenomena that could be observed in the sky. Secondly, the basic educational information provided on the web site allows potential UAP witnesses to critically evaluate the potential cause of their sightings. Visual descriptions, photos, video clips, tools, and links to relevant websites are provided for each category of phenomena, in order to assist the observer in his self-analysis. Amateur astronomers and societies who receive questions about UFOs can redirect queries to the website. Thirdly, the website provides novice observers viewing tips (e.g. elevation, azimuth, angular size) about how to record as accurately as possible a UAP event, in order to facilitate future identification and study. Lastly, one of the project's objectives is also to collect reports of trained observers (astronomers) of apparently inexplicable events for further analysis. Certainly, whenever there are unexplained observations there is the possibility that scientists could learn something new by studying these events. During this presentation, we will provide an overview of the project, present the website's extensive and well illustrated list of misidentifications, describe how people can further check details, develop their knowledge (e.g. satellite paths, stars/planets charts, characteristics of meteors, pictures of sprites, clouds classification) and enhance their observation skills. In order to show the relevance of the project, a short illustrated list of UAP cases received by the project will be featured, both explained and inexplicable. Finally, we will explore potential plans for strengthening the visibility and usefulness of the project, while requesting feedback from the community of atmospheric and natural sciences' researchers. (1) www.uapreporting.org (*): Disclaimer: Work undertaken as personal work; not endorsed as research activity by ESA.

Ailleris, P.

2012-04-01

125

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

126

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

127

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

128

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

129

Developing Observation Systems.  

ERIC Educational Resources Information Center

The first three chapters of this booklet describe the utilization of observation as a measurement technique, the types of observation systems available, and the necessary components of an observation system. The second part focuses on the following four commonly used observation systems: 1) primary reading checklist, 2) student affective behavior…

Roberson, E. Wayne

130

Reading Instruction Affects the Cognitive Skills Supporting Early Reading Development  

ERIC Educational Resources Information Center

This study examined the cognitive skills associated with early reading development when children were taught by different types of instruction. Seventy-nine children (mean age at pre-test 4;10 (0.22 S.D.) and post-test 5;03 (0.21 S.D.)) were taught to read either by an eclectic approach which included sight-word learning, guessing from context and…

McGeown, Sarah P.; Johnston, Rhona S.; Medford, Emma

2012-01-01

131

Developing Sixth Graders' Inquiry Skills to Construct Explanations in Inquiry-based Learning Environments  

Microsoft Academic Search

The purpose of this study is to investigate how sixth graders develop inquiry skills to construct explanations in an inquiry-based learning environment. We designed a series of inquiry-based learning activities and identified four inquiry skills that are relevant to students' construction of explanation. These skills include skills to identify causal relationships, to describe the reasoning process, to use data as

2006-01-01

132

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

133

A life course approach to the development of mental skills  

PubMed Central

A wide variety of factors across the life course jointly influence cognitive and emotional development. Indeed, research from a variety of disciplines strongly suggests that cognition and mental health are intertwined across the life course, by their common antecedents and underlying physiology in development, and in their interplay across adult and later life. We suggest that cognitive and socio-emotional function fuse to form skills for life supporting self-regulation, competence and quality of life that persist into later life, through linked reciprocal processes of genetic influence, nurturing, schooling, work, and lifestyle. PMID:21398418

Richards, Marcus; Hatch, Stephani L.

2012-01-01

134

A framework to develop nurses' liver care skills.  

PubMed

Following the overview of liver disease in part 1, the second part of this series looks at how a new competency framework was developed for nurses caring for people with or at risk of liver disease to address the increasing burden of the disease across public health, primary care and secondary care. Understanding of liver disease and its risk factors remains poor among many health professionals; a competency framework enables nurses and teams to identify and develop the skills, knowledge and understanding they need to provide high-quality, person-centred care. PMID:25174134

Clayton, Michelle; Greenslade, Lynda

135

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

136

Deep and Shallow Water Effects on Developing Preschoolers’ Aquatic Skills  

PubMed Central

The aim of the study was to assess deep and shallow water teaching methods in swimming lessons for preschool children and identify variations in the basic aquatic skills acquired. The study sample included 32 swimming instructors (16 from deep water programs and 16 from shallow water programs) and 98 preschool children (50 from deep water swimming pool and 48 from shallow water swimming pool). The children were also studied regarding their previous experience in swimming (6, 12 and 18 months or practice). Chi-Square test and Fisher’s exact test were used to compare the teaching methodology. A discriminant analysis was conducted with ? wilk’s method to predict under what conditions students are better or worse (aquatic competence). Results suggest that regardless of the non-significant variations found in teaching methods, the water depth can affect aquatic skill acquisition - shallow water lessons seem to impose greater water competence particularly after 6 months of practice. The discriminant function revealed a significant association between groups and all predictors for 6 months of swimming practice (p<0.001). Body position in gliding and leg displacements were the main predictors. For 12 and 18 months of practice, the discriminant function do not revealed any significant association between groups. As a conclusion, it seems that the teaching methodology of aquatic readiness based on deep and shallow water programs for preschoolers is not significantly different. However, shallow water lessons could be preferable for the development of basic aquatic skills. PMID:23487406

Costa, Aldo M.; Marinho, Daniel A.; Rocha, Helena; Silva, António J.; Barbosa, Tiago M.; Ferreira, Sandra S.; Martins, Marta

2012-01-01

137

Development of a Supervisory Skills Course for Hospital Pharmacy Workplaces  

PubMed Central

Background and Objective: Many Canadian hospital pharmacies are experiencing difficulties recruiting supervisory personnel. It was expected that, through a “learning-by-doing” course, pharmacy staff would learn to apply basic skills in the day-to-day supervision of pharmacy operations and human resources and to apply the principles of supervisory documentation. Methods: A supervisory skills course targeted to pharmacy staff members was developed and implemented by the pharmacy department of a large urban health region. The course was initially offered to practising pharmacy technicians. The course design emphasized a constructivist framework incorporating authentic learning and reflective practice during seminars, with experiential and self-directed learning in the workplace. Preceptors assisted learners to achieve the course goals. Learners and preceptors provided feedback about hours spent (as the course progressed) and about their satisfaction with the course itself (at the end of the course). Learners and preceptors completed a post-program evaluation 2 months after completing the course to help in the assessment of the transfer of learning (lasting impact) associated with the course. Overall performance in the course was assessed on a pass/fail basis. Results: Eighteen pharmacy technicians were admitted to the program, but one withdrew because of a job change. All learners successfully completed the course. Two months after the course, learners and preceptors described enhanced organization, time management, leadership, communication, and conflict-resolution skills on the part of learners, as well as their increased confidence, maturity, and ability to supervise staff. Learners’ evaluations revealed a broadened perspective of pharmacy. The preceptors valued the enhancement of learners’ skills and their increased enthusiasm. At the time of writing, 6 of the participants had secured supervisory positions. Conclusion: Creating formal instruction that engages pharmacy staff to pursue management positions is challenging. Instructional design grounded in constructivist theory and incorporating authentic learning experiences and reflection resulted in high learner satisfaction with learning outcomes. PMID:22478992

Woloschuk, Donna M M; Raymond, Colette B

2010-01-01

138

Advanced mathematical study and the development of conditional reasoning skills.  

PubMed

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

139

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

140

Systems in Development: Motor Skill Acquisition Facilitates 3D Object Completion  

PubMed Central

How do infants learn to perceive the backs of objects that they see only from a limited viewpoint? Infants’ 3D object completion abilities emerge in conjunction with developing motor skills—independent sitting and visual-manual exploration. Twenty-eight 4.5- to 7.5-month-old infants were habituated to a limited-view object and tested with volumetrically complete and incomplete (hollow) versions of the same object. Parents reported infants’ sitting experience, and infants’ visual-manual exploration of objects was observed in a structured play session. Infants’ self-sitting experience and visual-manual exploratory skills predicted looking to the novel, incomplete object on the habituation task. Further analyses revealed that self-sitting facilitated infants’ visual inspection of objects while they manipulated them. The results are framed within a developmental systems approach, wherein infants’ sitting skill, multimodal object exploration, and object knowledge are linked in developmental time. PMID:20053012

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

2009-01-01

141

Nowcast Skill of the New York Harbor Observation and Prediction System  

NASA Astrophysics Data System (ADS)

The New York Harbor Observing and Prediction System (NYHOPS) provides nowcasts and forecasts of surface/bottom currents, salinities and temperatures, waves, and water level, for the New York /New Jersey Harbor Estuary including the waters eastward to the continental shelf break of the New York Bight and Long Island Sound in one contiguous fashion. The system has been in operation since the end of 2003. The operations, from the acquisition of oceanographic and meteorological data to the delivery of marine nowcast/forecast information to a wide group of users are now automated. The observational system consists of shore-based and moored platforms at strategic locations inside the harbor, and at four sites along the coast of New Jersey, most of them equipped with both oceanographic and meteorological sensors. Ferry-based conductivity and temperature sensors are also part of the observational network. The Stevens web site imports and serves all available real-time data (www.stevens.edu/maritimeforecast). The prediction system is based on the Princeton Ocean Model and is designed to provide accurate and comprehensive realizations of meteorological and oceanographic conditions. Forcing is based on NOAA/NWS/NCEP's Mesoscale Eta 12km atmospheric forecast model, USGS river flow gauges, NOAA/NOS water level stations and effluents from 110 wastewater treatment plants. The water level at all the open boundary locations is specified by a combination of a reconstructed tidal record using tidal harmonics and by persisting the low frequency observed water level variation at Atlantic City, NJ. Temperature and salinity at the open boundaries are taken from climatology. The system is designed to automatically transfer forcing data and perform forecasts once daily, at 0000 hours. In order to firmly establish the credibility and robustness of NYHOPS, a skill assessment protocol continually runs in the background. This protocol has been implemented to quantify the accuracy of the system products. The first step in the assessment process, to be reported here, involves the nowcast portion of the forecast system. Point measurements and spatial maps of observed water levels, temperature and salinity at ten spatially distributed locations have been used to determine the skill of the system nowcasts. While the analysis indicates that the system skill is quite reasonable, regions have been identified where higher model resolution and better observational coverage are needed. A data assimilation scheme suitable for the highly variable NYHOPS environment is being developed and implemented. The scheme is being guided by the distribution of model errors.

Blumberg, A. F.; Bruno, M. S.; Fullerton, B.; Fan, S.

2004-12-01

142

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

143

The Effects of Two Instructional Models--Tactical and Skill Teaching--On Skill Development and Game Play, Knowledge, Self-Efficacy, and Student Perceptions in Volleyball  

ERIC Educational Resources Information Center

This study evaluated the effects of Skill Teaching and Tactical approaches on skill development, game play, knowledge, and self-efficacy for 169 high- and low-skilled players of 182 beginning university Volleyball students. Three instructors each taught one Tactical and one Skill Teaching class two days a week for 16 weeks. A random coefficients…

Harrison, Joyce M.; Blakemore, Connie L.; Richards, Robert P.; Oliver, Jon; Wilkinson, Carol; Fellingham, Gilbert

2004-01-01

144

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.

145

Early Numerical Development and the Role of Non-Symbolic and Symbolic Skills  

ERIC Educational Resources Information Center

For learning math, non-symbolic quantity skills, symbolic skills and the mapping between number symbols and non-symbolic quantities are all important precursors. Little is known, however, about the interrelated development of these skills. The current study focuses on numerical development by: (a) investigating the structure of non-symbolic,…

Kolkman, Meijke E.; Kroesbergen, Evelyn H.; Leseman, Paul P. M.

2013-01-01

146

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

147

Professional Skills Development in a Resource-Poor Setting: The Case of Pharmacy in Malawi  

ERIC Educational Resources Information Center

The dominance of the human capital approach in vocational skills development has been increasingly questioned for being de-humanised and de-contextualised. Contrary to this trend, the discourse in health professional skills development has shown increasing enthusiasm for consolidating this existing paradigm. To debate whether professional skills

Lim, Zoe; Anderson, C.; McGrath, S.

2012-01-01

148

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

149

Can Skill-Development Training Alleviate Burnout in Hospital Social Workers?  

Microsoft Academic Search

Staff development programs, which focus on imparting and improving intervention skills, are acknowledged as an efficient way to reduce burnout, but few studies have examined this effect. The aim of the present study was to detect any difference in the level of social worker's burnout before and after attending two different skill-development groups, namely group-intervention skills for more experienced social

Miri Cohen; Roni Gagin

2005-01-01

150

Exploring the Effects of Social Skills Training on Social Skill Development on Student Behavior  

ERIC Educational Resources Information Center

Most children learn social skills from interaction with others--other children, family members, friends, and adults. Some children with disabilities need to learn social skills more directly. This may include the use of a specific curriculum and the use of individualized methods. The purpose of this study was to explore the effects of social…

Seevers, Randy L.; Jones-Blank, Michelle

2008-01-01

151

The Influence of Observation Errors on Analysis Error and Forecast Skill Investigated with an Observing System Simulation Experiment  

NASA Technical Reports Server (NTRS)

The Global Modeling and Assimilation Office (GMAO) observing system simulation experiment (OSSE) framework is used to explore the response of analysis error and forecast skill to observation quality. In an OSSE, synthetic observations may be created that have much smaller error than real observations, and precisely quantified error may be applied to these synthetic observations. Three experiments are performed in which synthetic observations with magnitudes of applied observation error that vary from zero to twice the estimated realistic error are ingested into the Goddard Earth Observing System Model (GEOS-5) with Gridpoint Statistical Interpolation (GSI) data assimilation for a one-month period representing July. The analysis increment and observation innovation are strongly impacted by observation error, with much larger variances for increased observation error. The analysis quality is degraded by increased observation error, but the change in root-mean-square error of the analysis state is small relative to the total analysis error. Surprisingly, in the 120 hour forecast increased observation error only yields a slight decline in forecast skill in the extratropics, and no discernable degradation of forecast skill in the tropics.

Prive, N. C.; Errico, R. M.; Tai, K.-S.

2013-01-01

152

Developing Skills for Technological Change: Some Policy Issues.  

ERIC Educational Resources Information Center

The effects of technological change on jobs and the implications for training policies are discussed here in the context of the manufacturing sector. Discusses the impact of new technologies on skills and qualifications of managers, technicians, and skilled workers. (CT)

Alfthan, Torkel

1985-01-01

153

FISHING SKILL IN DEVELOPING COUNTRY FISHERIES: THE KEDAH, MALAYSIA TRAWL FISHERY  

Microsoft Academic Search

Fishing skill is perceived to play a crucial role in catching fish. The question arises for fishery managers as to whether or not there are observable and measurable attributes of the skipper or vessel that can be monitored and regulated to account for skipper skill and, hence, this source of fishing capacity. Equating technical efficiency with skipper skill, this paper

K. Kuperan Viswanathan; Ishak Haji Omar; Yongil Jeon; James E. Kirkley; Dale Squires; Indah Susilowati

2001-01-01

154

Development of and feedback on a fully automated virtual reality system for online training in weight management skills.  

PubMed

Virtual reality (VR) technology can provide a safe environment for observing, learning, and practicing use of behavioral weight management skills, which could be particularly useful in enhancing minimal contact online weight management programs. The Experience Success (ES) project developed a system for creating and deploying VR scenarios for online weight management skills training. Virtual environments populated with virtual actors allow users to experiment with implementing behavioral skills via a PC-based point and click interface. A culturally sensitive virtual coach guides the experience, including planning for real-world skill use. Thirty-seven overweight/obese women provided feedback on a test scenario focused on social eating situations. They reported that the scenario gave them greater skills, confidence, and commitment for controlling eating in social situations. PMID:25367014

Thomas, J Graham; Spitalnick, Josh S; Hadley, Wendy; Bond, Dale S; Wing, Rena R

2015-01-01

155

Reading Skill Development: A Survey of Need and Responsibility  

ERIC Educational Resources Information Center

Background: According to research, adolescent reading skills tend to be poor, and increased pressure from Federal legislation has been placed on educators to improve these skills. Research lacks on business teacher educators' preparation to provide reading skill instruction. Purpose: The research purpose was to better understand the perceptions of…

Polkinghorne, Frederick W.; Hagler, Barbara; Anderson, Marcia

2010-01-01

156

SIDES: A Cooperative Tabletop Computer Game for Social Skills Development  

E-print Network

is a tool designed to help adolescents with Asperger's Syndrome practice effective group work skills using, Human Factors. Keywords Tabletop groupware, CSCW, computer games, Asperger's Syndrome, social skills that are particularly difficult for adolescents with Asperger's Syndrome to learn and for their social skills therapists

Winograd, Terry

157

Skill Development in Social Science Subjects: A Proposed Methodology  

ERIC Educational Resources Information Center

The university has to train students in skills which according to the demanding requirements of the job market and social environment are the basis of their competitiveness: specific skills or generic skills cutting across the different degrees. The convergence framework defined by the European Higher Education Area requires the incorporation of…

Mondejar-Jimenez, Juan-Antonio; Cordente-Rodriguez, Maria; Lorenzo-Romero, Carlota; Mondejar-Jimenez, Jose; Vargas-Vargas, Manuel

2011-01-01

158

Evaluation of a virtual reality simulator for arthroscopy skills development.  

PubMed

We evaluated a virtual reality shoulder arthroscopy simulator using a standardized skills-assessment algorithm in 3 specific groups with various degrees of surgical expertise. The simulator (Mentice Corp, Gothenberg, Sweden) consists of a computer-based, dual-force feedback system with video monitor. Modeled structures include cartilage, labrum, ligaments, biceps tendon, and rotator cuff. The study included 3 groups of volunteers: group 1, medical students interviewing for orthopaedic residency (n = 35); group 2, orthopaedic residents interviewing for sports medicine fellowship (n = 22); and group 3, experienced faculty at a shoulder surgery course (n = 21). Data were collected anonymously and subjects completed a standardized test protocol designed to assess accuracy and efficiency. Subjects used the probe to "touch" a sphere that appeared at various locations within the joint (11 positions total). The sphere changed location immediately on contact with the tip of the probe. The following parameters were calculated by the computer: time (from touching the first ball until touching the eleventh ball), path ratio (percent of measured path length relative to the ideal path), collisions (number of times the probe / arthroscope contacted any tissue), and injuries (collisions beyond a threshold force). Test time and path ratio differed significantly as a function of surgical experience. There was no significant difference in probe collisions between the groups. Arthroscope collisions and injuries averaged 2 or less in all of the groups. There was significant correlation between path ratio and time to complete the test in groups 1 and 2 (r =.527 and r =.827, respectively, P <.001), but not in group 3 (r =.376, P =.10). There was essentially normal distribution of time performance in groups 1 and 2. Time was shorter and more consistent in group 3, suggesting greater consistency in the experienced surgeons. These data suggest that this arthroscopy simulator facilitates discrimination of arthroscopic skills. Computer-based simulation technology provides a major opportunity for surgical skills development without morbidity and operating room inefficiency. PMID:12098111

Pedowitz, Robert A; Esch, James; Snyder, Steve

2002-01-01

159

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

160

Engaging the audience: developing presentation skills in science students.  

PubMed

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

161

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

162

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

163

Understanding Writing Problems in Young Children: Contributions of Cognitive Skills to the Development of Written Expression  

ERIC Educational Resources Information Center

While several models of adult writing have been proposed and studied, the development of writing skills in young children has only recently garnered attention. Using measures of fine-motor, language, working memory, and attention/executive functions, the current study explored motor and cognitive skills that may contribute to writing skill in…

Childress, Amy

2011-01-01

164

Development of Reaching and Grasping Skills in Infants with Down Syndrome  

ERIC Educational Resources Information Center

Reaching and grasping skills have been described to emerge from a dynamic interaction between intrinsic and extrinsic factors. The aims of the study were to investigate the effect of such intrinsic factors as age and Down syndrome on the development of reaching and grasping skills and on overall gross motor skill, and to test the influence of the…

de Campos, Ana Carolina; Rocha, Nelci Adriana Cicuto Ferreira; Savelsbergh, Geert J. P.

2010-01-01

165

Integrating an Intensive Experience with Communication Skills Development into a Computer Science Course  

E-print Network

Integrating an Intensive Experience with Communication Skills Development into a Computer Science, advisors often spend considerable time teaching ba- sic communication skills. Computer science students or communications course of- fered by another department is not adequate as these skills are best learned

Pollock, Lori L.

166

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

167

Developing Literary Reading Skills through Creative Writing in German as a Second Language  

ERIC Educational Resources Information Center

Literary reading skills in a second language (L2) are essential for student success at the advanced levels of collegiate language instruction. This article introduces an instructional approach that fosters the development of L2 literary reading skills through creative writing activities. First, the article identifies those skills that language…

Urlaub, Per

2011-01-01

168

Instructional Leadership Development for Generic Work Skills Curriculum. Module 1: Foundations.  

ERIC Educational Resources Information Center

This document is one of a set of four documents which present a personnel development program aimed at improving the competence of instructional leaders in planning and implementing curricula in generic work skills, especially in vocational education. (Generic work skills are defined as those skills that facilitate the operation of goal-oriented…

Banathy, Bela H.; And Others

169

Skills Needs Assessment Process To Support Economic Development. HRD & ALL Research Series. Paper 90-01.  

ERIC Educational Resources Information Center

The purpose of skills-training needs-assessment is to identify what type of skills and knowledge are needed to support economic strategies and, as a result, improve organizational decisionmaking related to training investments and general work force development. This paper presents findings of 11 skills-retraining, needs-assessment,…

Geroy, Gary D.; Kaman, Vickie

170

A Model for the Development of a Reading and Study Skills Inventory for Every Content Area.  

ERIC Educational Resources Information Center

To effectively determine each student's ability to read and learn in each content area, reading teachers need a group inventory which will evaluate both the study skills and reading skills necessary for success in their content area. This paper presents a model for the development and implementation of a Reading and Study Skills Inventory (RASSI).…

Williams, Robert T.; Kaman, Mitchell A.

171

Engineering Learning: Multiple Influences on the Development of Analytical and Group Skills  

ERIC Educational Resources Information Center

This paper reports the results of a study exploring the unique and joint contributions of engineering students' classroom and out-of-class experiences on the development of two sets of skills central to students' successful performance as engineers: problem-solving and analytical skills, and group skills. Although the study focuses on engineering,…

Strauss, Linda C.; Terenzini, Patrick T.

2005-01-01

172

Social Skills Development: A Unit in Career Education for the Council Bluffs Community Schools.  

ERIC Educational Resources Information Center

The social skills development unit is designed to supplement career education programs; the program objective is that students will learn social skills in order to find and maintain employment. A sequence of 22 activities or projects exposes students to: resumes, want ads, employment applications, listening and speaking skills, interview conduct,…

Haberman, Donald J.; And Others

173

The development of attention skills in action video game players  

PubMed Central

Previous research suggests that action video game play improves attentional resources, allowing gamers to better allocate their attention across both space and time. In order to further characterize the plastic changes resulting from playing these video games, we administered the Attentional Network Test (ANT) to action game players and non-playing controls aged between 7 and 22 years. By employing a mixture of cues and flankers, the ANT provides measures of how well attention is allocated to targets as a function of alerting and orienting cues, and to what extent observers are able to filter out the influence of task irrelevant information flanking those targets. The data suggest that action video game players of all ages have enhanced attentional skills that allow them to make faster correct responses to targets, and leaves additional processing resources that spill over to process distractors flanking the targets. PMID:19428410

Dye, M.W.G.; Green, C.S.; Bavelier, D.

2009-01-01

174

Development of communication skills workshop for oncology advanced practice nursing students  

Microsoft Academic Search

Background. Communication skills have not traditionally been included in nursing curriculum. The best educational method to improve\\u000a health care providers’ practice in comunication skills is first, introduction of content, followed by continuous skills assessment\\u000a and mentored feedback.Methods. A communication skills workshop using standardized patients (SPs) was planned for oncology nurse practitioner students.\\u000a A 6-step development plan was used to design,

Margaret Rosenzweig; Maurice Clifton; Robert Arnold

2007-01-01

175

Skills Development for the Knowledge Economy in Asia: Some Conclusions from the OECD Experience  

ERIC Educational Resources Information Center

The development of a knowledge-based economy relies greatly on developing the skills and education needed for inclusive and sustainable development so that growth will reach all parts of the society. Addressing skills development for all is challenging for all OECD countries; Asian economies are working towards developing integrated pathways of…

Martinez-Fernandez, Cristina; Weyman, Tamara

2014-01-01

176

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

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

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

179

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

180

Professional Development: A 21st Century Skills Implementation Guide  

ERIC Educational Resources Information Center

To succeed in college, career and life in the 21st century, students must be supported in mastering both content and skills. This Implementation Guide presents state leaders, policymakers and/or district and school leaders with assessment tactics and examples to assist in statewide 21st century skills initiatives. The Partnership for 21st Century…

Partnership for 21st Century Skills, 2009

2009-01-01

181

Soft skills development of Engineering undergraduate students through Formula Varsity  

Microsoft Academic Search

This paper examines the seven elements of soft skills promoted by Institute of Higher Learning (IHL). These soft skills are demonstrated in one of the event organized by Faculty of mechanical Engineering, Universiti Teknikal Malaysia Melaka (UTeM) which is kwon as Formula Varsity. The event had been participated by a number of IHL in Malaysia and received good feedback from

M. Z. Akop; M. A. Mohd Rosli; M. R. Mansor; M. R. Alkahari

2009-01-01

182

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

183

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

184

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

ERIC Educational Resources Information Center

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…

Yeoman, Kay H.; Zamorski, Barbara

2008-01-01

185

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

186

How high-school students find and evaluate scientific information: A basis for information literacy skills development  

Microsoft Academic Search

This study examined the relationship between curricula in secondary-level science classrooms, which support development of information literacy skills, and actual student skills. A vast body of research reflects deep concern with the level of information literacy skill development among secondary and post-secondary students. But even when educational curricula mandate skill development, many students are unable to demonstrate sophisticated information searching

Heidi Julien; Susan Barker

2009-01-01

187

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

188

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

189

"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

190

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

191

Software development engineer in Microsoft. A subjective view of soft skills required  

Microsoft Academic Search

This paper is a position statement. There are important requirements on software development engineers that go beyond the normal academic qualifications and technical skills, and which quite often receive a lower priority in education and training. Some of the soft skills that are listed in the job descriptions for software development engineers at Microsoft are: change management; self-development; composure and

M. Orsted

2000-01-01

192

The Development of the System for Integrated Language Communications Observation.  

ERIC Educational Resources Information Center

The System for Integrated Language Communications Observation (SILCO) was developed to provide descriptive information about integrated language communication instruction. Such instruction is defined as that which interrelates listening, speaking, reading, and writing through developmental sequences of skills resources and activities and provides…

Bratton, Mary Cataldi

193

Assessing Video Games to Improve Driving Skills: A Literature Review and Observational Study  

PubMed Central

Background For individuals, especially older adults, playing video games is a promising tool for improving their driving skills. The ease of use, wide availability, and interactivity of gaming consoles make them an attractive simulation tool. Objective The objective of this study was to look at the feasibility and effects of installing video game consoles in the homes of individuals looking to improve their driving skills. Methods A systematic literature review was conducted to assess the effect of playing video games on improving driving skills. An observatory study was performed to evaluate the feasibility of using an Xbox 360 Kinect console for improving driving skills. Results Twenty–nine articles, which discuss the implementation of video games in improving driving skills were found in literature. On our study, it was found the Xbox 360 with Kinect is capable of improving physical and mental activities. Xbox Video games were introduced to engage players in physical, visual and cognitive activities including endurance, postural sway, reaction time, eyesight, eye movement, attention and concentration, difficulties with orientation, and semantic fluency. However, manual dexterity, visuo-spatial perception and binocular vision could not be addressed by these games. It was observed that Xbox Kinect (by incorporating Kinect sensor facilities) combines physical, visual and cognitive engagement of players. These results were consistent with those from the literature review. Conclusions From the research that has been carried out, we can conclude that video game consoles are a viable solution for improving user’s physical and mental state. In future we propose to carry a thorough evaluation of the effects of video games on driving skills in elderly people. PMID:25654355

Sue, Damian; Vichitvanichphong, Suchada

2014-01-01

194

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

195

The Development of Airline Pilot Skills through Simulated Practice  

Microsoft Academic Search

\\u000a Pilot education and training has historically been centred on knowledge of aircraft systems and flying skills. Additions to\\u000a pilot training syllabi over the years have generally occurred due to advances in technology that have required new skills\\u000a and knowledge to be taught. However, research into aviation accidents over the last 30 years has identified disconnects between\\u000a current syllabi and pilot

Timothy J. Mavin; Patrick S. Murray

196

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

197

Development of Sensor-Based Measures of Rifle Marksmanship Skill and Performance. CRESST Report 756  

ERIC Educational Resources Information Center

Measures of rifle marksmanship skill and performance were developed using a prototype instrumented laser-based training system. Measures of performance were derived from laser strikes on a video-projected target. Measures of rifle marksmanship skill--breath control, trigger control, and muzzle wobble--were developed from shooters' breathing and…

Espinosa, Paul D.; Nagashima, Sam O.; Chung, Gregory K. W. K.; Parks, Daniel; Baker, Eva L.

2009-01-01

198

Learnerships and Skills Development in South Africa: A Shift to Prioritise the Young Unemployed  

ERIC Educational Resources Information Center

Much is expected from the new learnership system implemented in South Africa a mere seven years ago as a key component in putting a multi-pronged National Skills Development Strategy (NSDS) into operation. The learnership system is expected to foster skills development in the formal economy, as well as assist new (young) entrants into employment.…

Visser, Mariette; Kruss, Glenda

2009-01-01

199

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

200

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

201

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

202

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

203

Developing Young Children's Thinking Skills in Greek Early Childhood Classrooms: Curriculum and Practice  

ERIC Educational Resources Information Center

In early childhood education, opportunities for developing children's thinking skills are unlimited. One of the most effective teaching strategies for this purpose is open-ended questioning. The study presented here aimed to explore the degree to which Greek early childhood teachers promote the development of thinking skills in their pupils.…

Birbili, Maria

2013-01-01

204

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.

205

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.

206

A Curriculum Skills Matrix for Development and Assessment of Undergraduate Biochemistry and Molecular Biology Laboratory Programs  

ERIC Educational Resources Information Center

We have designed a skills matrix to be used for developing and assessing undergraduate biochemistry and molecular biology laboratory curricula. We prepared the skills matrix for the Project Kaleidoscope Summer Institute workshop in Snowbird, Utah (July 2001) to help current and developing undergraduate biochemistry and molecular biology program…

Caldwell, Benjamin; Rohlman, Christopher; Benore-Parsons, Marilee

2004-01-01

207

Development of Different Forms of Skill Learning Throughout the Lifespan.  

PubMed

The acquisition of complex motor, cognitive, and social skills, like playing a musical instrument or mastering sports or a language, is generally associated with implicit skill learning (SL). Although it is a general view that SL is most effective in childhood, and such skills are best acquired if learning starts early, this idea has rarely been tested by systematic empirical studies on the developmental pathways of SL from childhood to old age. In this paper, we challenge the view that childhood and early school years are the prime time for skill learning by tracking age-related changes in performance in three different paradigms of SL. We collected data from participants between 7 and 87 years for (1) a Serial Reaction Time Task (SRT) testing the learning of motor sequences, (2) an Artificial Grammar Learning (AGL) task testing the extraction of regularities from auditory sequences, and (3) Probabilistic Category Learning in the Weather Prediction task (WP), a non-sequential categorization task. Results on all three tasks show that adolescence and adulthood are the most efficient periods for skill learning, since instead of becoming less and less effective with age, SL improves from childhood into adulthood and then later declines with aging. PMID:25039658

Lukács, Agnes; Kemény, Ferenc

2014-07-01

208

Leadership Skills.  

ERIC Educational Resources Information Center

Lists skills identified by the Leadership Development Task Force as being critical skills for a leader. Discussion focuses on information managing skills, including problem solving, decision making, setting goals and objectives; project management; and people managing skills, including interpersonal communications, conflict management, motivation,…

Hutchison, Cathleen; And Others

1988-01-01

209

Development and implementation of a comprehensive faculty development program in PBL core skills.  

PubMed

Large curricular changes associated with changes in teaching and learning methods should be accompanied by faculty development programs linked to the new pedagogy. This article describes a framework for the development and implementation of a program designed to assist faculty with the transition of the dental curriculum to a problem-based learning (PBL) pedagogy. A faculty committee created a PBL core skills program based on experiential, developmentally appropriate approaches that resulted in constructive and social learning opportunities for the faculty participants. Nearly 70 percent of faculty members have participated in the facilitation preparation workshops and contributed to the D.D.S. curriculum as small-group, inquiry-based learning facilitators. Faculty development programs geared toward acquisition of specific teaching skills and based on adult learning principles can be devised locally and result in increased participation in a new curriculum. PMID:16954416

Dalrymple, Kirsten R; Wuenschell, Carol; Shuler, Charles F

2006-09-01

210

Contributions of Precipitation and Soil Moisture Observations to the Skill of Soil Moisture Estimates in a Land Data Assimilation System  

NASA Technical Reports Server (NTRS)

The contributions of precipitation and soil moisture observations to the skill of soil moisture estimates from a land data assimilation system are assessed. Relative to baseline estimates from the Modern Era Retrospective-analysis for Research and Applications (MERRA), the study investigates soil moisture skill derived from (i) model forcing corrections based on large-scale, gauge- and satellite-based precipitation observations and (ii) assimilation of surface soil moisture retrievals from the Advanced Microwave Scanning Radiometer for the Earth Observing System (AMSR-E). Soil moisture skill is measured against in situ observations in the continental United States at 44 single-profile sites within the Soil Climate Analysis Network (SCAN) for which skillful AMSR-E retrievals are available and at four CalVal watersheds with high-quality distributed sensor networks that measure soil moisture at the scale of land model and satellite estimates. The average skill (in terms of the anomaly time series correlation coefficient R) of AMSR-E retrievals is R=0.39 versus SCAN and R=0.53 versus CalVal measurements. The skill of MERRA surface and root-zone soil moisture is R=0.42 and R=0.46, respectively, versus SCAN measurements, and MERRA surface moisture skill is R=0.56 versus CalVal measurements. Adding information from either precipitation observations or soil moisture retrievals increases surface soil moisture skill levels by IDDeltaR=0.06-0.08, and root zone soil moisture skill levels by DeltaR=0.05-0.07. Adding information from both sources increases surface soil moisture skill levels by DeltaR=0.13, and root zone soil moisture skill by DeltaR=0.11, demonstrating that precipitation corrections and assimilation of satellite soil moisture retrievals contribute similar and largely independent amounts of information.

Reichle, Rolf H.; Liu, Qing; Bindlish, Rajat; Cosh, Michael H.; Crow, Wade T.; deJeu, Richard; DeLannoy, Gabrielle J. M.; Huffman, George J.; Jackson, Thomas J.

2011-01-01

211

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

212

Cognitive, Affective, and Meta-Cognitive Skill Development through Instrumental Music: A Positive Impact on Academic Achievement  

ERIC Educational Resources Information Center

This study explored the skills students develop through participation in instrumental music and the effect it has on their academic achievement through student and parent/guardian surveys. Fifty-eight percent of cognitive skills were identified as being obtained by a majority of students, 70% of affective skills, and 71% of meta-cognitive skills

Hollenbeck, Lisa

2008-01-01

213

Journey into the Process of Developing a New Skill  

Microsoft Academic Search

Learning a new skill is comprised of several characteristics, some which are necessary and others which are desirable. An individual embarking on this endeavor needs practice, persistence and perseverance. It is desirable to possess intrinsic motivation which leads to available energy for the task. The approach to the process should be conducted with an open mind that embraces the fortitude

Virginia McIntyre

2006-01-01

214

Developing Professional Skills in STEM Students: Data Information Literacy  

ERIC Educational Resources Information Center

Undergraduate STEM students are increasingly expected to have some data use skills upon graduation, whether they pursue post-graduate education or move into industry. This project was an initial foray into the application of data information literacy competencies to training undergraduate students to identify markers of data and information…

Zilinski, Lisa D.; Sapp Nelson, Megan; Van Epps, Amy S.

2014-01-01

215

Interactive Development of Reading Skills in an Educational Clinic.  

ERIC Educational Resources Information Center

Computer-based reading programs have been used at the City Educational Clinic in Canberra, Australia, to improve the reading skills of children who are "reading disabled." Children interacted with the computer via a graphic display, touch sensitive screen, and synthesized speech. The first program taught a basic sight vocabulary and allowed…

Grocke, Margaret

216

The Intersection between Soft Skill Development and Leadership Education  

ERIC Educational Resources Information Center

This study examined the relationship of soft skills gained to the amount of leadership education completed by graduates from the Department of Leadership studies at a Midwestern regional university. Those who received no leadership education were compared with those who received a leadership certificate and those who received a bachelor's degree…

Brungardt, Christie

2011-01-01

217

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

218

Development and Face Validation of Strategies for Improving Consultation Skills  

ERIC Educational Resources Information Center

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…

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

2014-01-01

219

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

220

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

221

Supporting the Development of Digital Skills Amaury Belin  

E-print Network

software are rapidly changing, users must constantly adapt. In this position paper, we discuss how digital. They also acknowledged that this new form of knowledge work would involve particular expertise, and require articulation of tools, data structures, parameter sets and routines. For a user, devel- oping new skills

Prié, Yannick

222

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

223

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

224

Building the Framework. The Development of Basic Skills Support in Further Education Colleges.  

ERIC Educational Resources Information Center

An 18-month project researched the development of basic skills support in Further Education (FE) colleges in England and Wales. The methodology included 2 surveys of 206 colleges that provided basic skills support, and case studies of 8 colleges. The statistical surveys showed that many colleges were not collecting data relating to students…

Nankivell, Clare

225

Developing a Science Process Skills Test for Secondary Students: Validity and Reliability Study  

ERIC Educational Resources Information Center

Science process skills are claimed to enable an individual to improve their own life visions and give a scientific view/literacy as a standard of their understanding about the nature of science. The main purpose of this study was to develop a test for measuring a valid, reliable and practical test for Science Process Skills (SPS) in secondary…

Feyzioglu, Burak; Demirdag, Baris; Akyildiz, Murat; Altun, Eralp

2012-01-01

226

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

227

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

228

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

229

Contribution of Discourse and Morphosyntax Skills to Reading Comprehension in Chinese Dyslexic and Typically Developing Children  

ERIC Educational Resources Information Center

This study aimed at identifying important skills for reading comprehension in Chinese dyslexic children and their typically developing counterparts matched on age (CA controls) or reading level (RL controls). The children were assessed on Chinese reading comprehension, cognitive, and reading-related skills. Results showed that the dyslexic…

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

2012-01-01

230

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

231

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

232

Teaching Children To Write, K-8: A Complete Guide to Developing Writing Skills.  

ERIC Educational Resources Information Center

Intended for teachers of kindergarten through grade 8 who want to improve their students' writing skills, this book is based on existing research findings to serve as a practical guide to procedures, methods, and skills essential for the development of proficiency in written expression of all kinds. The book includes practical, research-based…

Hillerich, Robert L.

233

Developing Students' Literacy Skills Using High-Tech Speech-Generating Augmentative and Alternative Communication Devices  

ERIC Educational Resources Information Center

This article outlines practical techniques for developing literacy skills in users of high-tech speech-generating augmentative and alternative communication (AAC) devices. The recommended strategies are intended for general classroom teachers who teach literacy skills to students with typical speech. Many students who use high-tech AAC devices…

Wilkins, Julia; Ratajczak, Amy

2009-01-01

234

Responding to the Global Economy. Student Skills Development across an Expanding Europe.  

ERIC Educational Resources Information Center

Comparison of small and medium-sized enterprises' skill requirements in the European Union and Eastern/Central Europe shows considerable similarities and identifies skill needs universities need to address. New courses and modules are being developed by the University of Surrey in conjunction with Eastern/Central European partners. (Contains 14…

Hobrough, John

2003-01-01

235

Developing undergraduate research skills in a faculty of education: motivation through collaboration  

Microsoft Academic Search

This paper explores motivational factors underpinning undergraduates’ learning of research skills through individual research projects with collaborative tutorials. Research has long pointed to group support, positive affect and scaffolding as important for motivating and facilitating learning. Furthermore, UK government priorities have placed an increasing emphasis on the need to develop the key skills of inquiry and working with others. However,

Sue Waite; Bernie Davis

2006-01-01

236

DEVELOPING INFORMATION SKILLS TRAINING TO MEET THE CHANGING NEEDS OF VETERINARY EDUCATION  

Microsoft Academic Search

This paper uses the example of the College of Medicine and Veterinary Medicine Libraries at the University of Edinburgh. It examines the changing course structure in veterinary medicine and shows how information skills training has developed to provide students with transferable skills which they can take into their veterinary career. This is particularly relevant as the profession is increasing the

Fiona Brown; Marshall Dozier

237

Employability Skill Development in Work-Integrated Learning: Barriers and Best Practice  

ERIC Educational Resources Information Center

Work-integrated learning (WIL) is widely considered instrumental in equipping new graduates with the required employability skills to function effectively in the work environment. Evaluation of WIL programs in enhancing skill development remains predominantly outcomes-focused with little attention to the process of what, how and from whom students…

Jackson, Denise

2015-01-01

238

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

239

Enhancing Leadership Skill Development by Creating Practice/Feedback Opportunities in the Classroom  

ERIC Educational Resources Information Center

Efforts to enhance students' management action and leadership skills are generally based on behavior modeling and experiential learning models. The classroom practicum approach to developing leadership skills described in this article enhances student learning by integrating a greater emphasis on the transfer phase of the learning process than is…

Hess, Peter W.

2007-01-01

240

The Impact of Content and Structure on a Case-Based Approach to Developing Leadership Skills  

ERIC Educational Resources Information Center

Case studies are frequently used in a number of organisational training settings. However, there has been little empirical study of how these cases can be most effective for developing leadership skills. The present study tests the impact of case content and structural features on the acquisition and transfer of leadership skills. Content features…

Connelly, Shane; Allen, Matthew T.; Waples, Ethan

2007-01-01

241

Development of Entrepreneurial Skills in the Field of Social Services Social Entrepreneurship for Women  

E-print Network

Development of Entrepreneurial Skills in the Field of Social Services ­ Social Entrepreneurship of Entrepreneurial Skills in the Field of Social Services Social Entrepreneurship for Women, 2005-2006 halshs ...................................................................... 131 I.2. Wealthy, powerful and diversified economy................................... 131 I.3

Paris-Sud XI, Université de

242

Industrial Cultural Determinants of Technological Developments: Skill Transfer or Power Transfer?  

Microsoft Academic Search

This paper discusses the social effects resulting from the transfer of knowledge and skill both in the spheres of production and machine design. Relevant design determinants and their impact on technological developments are discussed within the theoretical framework of industrial cultures. Two types of skill transfer are analysed in connection with different production philosophies — one more Tayloristic, the other

Felix Rauner; Klaus Ruth

1989-01-01

243

The development and implementation of an instrument to assess students' data analysis skills in molecular biology.  

PubMed

Developing visual literacy skills is an important component of scientific literacy in undergraduate science education. Comprehension, analysis, and interpretation are parts of visual literacy that describe related data analysis skills important for learning in the biological sciences. The Molecular Biology Data Analysis Test (MBDAT) was developed to measure students' data analysis skills connected with scientific reasoning when analyzing and interpreting scientific data generated from experimental research. The skills analyzed included basic skills, such as identification of patterns and trends in data and connecting a method that generated the data, and advanced skills, such as distinguishing positive and negative controls, synthesizing conclusions, determining if data supports a hypothesis, and predicting alternative or next-step experiments. Construct and content validity were established and calculated statistical parameters demonstrate that the MBDAT is valid and reliable for measuring students' data analysis skills in molecular and cell biology contexts. The instrument also measures students' perceived confidence in their data interpretation abilities. As scientific research continues to evolve in complexity, interpretation of scientific information in visual formats will continue to be an important component of scientific literacy. Thus science education will need to support and assess students' development of these skills as part of students' scientific training. PMID:25574292

Rybarczyk, Brian J; Walton, Kristen L W; Grillo, Wendy Heck

2014-12-01

244

The Development and Implementation of an Instrument to Assess Students’ Data Analysis Skills in Molecular Biology †  

PubMed Central

Developing visual literacy skills is an important component of scientific literacy in undergraduate science education. Comprehension, analysis, and interpretation are parts of visual literacy that describe related data analysis skills important for learning in the biological sciences. The Molecular Biology Data Analysis Test (MBDAT) was developed to measure students’ data analysis skills connected with scientific reasoning when analyzing and interpreting scientific data generated from experimental research. The skills analyzed included basic skills, such as identification of patterns and trends in data and connecting a method that generated the data, and advanced skills, such as distinguishing positive and negative controls, synthesizing conclusions, determining if data supports a hypothesis, and predicting alternative or next-step experiments. Construct and content validity were established and calculated statistical parameters demonstrate that the MBDAT is valid and reliable for measuring students’ data analysis skills in molecular and cell biology contexts. The instrument also measures students’ perceived confidence in their data interpretation abilities. As scientific research continues to evolve in complexity, interpretation of scientific information in visual formats will continue to be an important component of scientific literacy. Thus science education will need to support and assess students’ development of these skills as part of students’ scientific training. PMID:25574292

Rybarczyk, Brian J.; Walton, Kristen L.W.; Grillo, Wendy Heck

2014-01-01

245

Parental involvement in the development of children's reading skill: a five-year longitudinal study.  

PubMed

This article presents the findings of the final phase of a 5-year longitudinal study with 168 middle- and upper middle-class children in which the complex relations among early home literacy experiences, subsequent receptive language and emergent literacy skills, and reading achievement were examined. Results showed that children's exposure to books was related to the development of vocabulary and listening comprehension skills, and that these language skills were directly related to children's reading in grade 3. In contrast, parent involvement in teaching children about reading and writing words was related to the development of early literacy skills. Early literacy skills directly predicted word reading at the end of grade 1 and indirectly predicted reading in grade 3. Word reading at the end of grade 1 predicted reading comprehension in grade 3. Thus, the various pathways that lead to fluent reading have their roots in different aspects of children's early experiences. PMID:11949902

Sénéchal, Monique; LeFevre, Jo-Anne

2002-01-01

246

Developing communication skills for the general practice consultation process.  

PubMed

Medical curriculum revisions all over the world in the last 20 years have increased the number of teaching hours in communication skills. This article describes a concrete communication skills teaching programme focused on general practice. Since the spring of 1992, more than 2,000 physicians from Denmark, Sweden and Finland have attended courses within this programme in Kalymnos, Greece. The training mainly takes place in groups of 8 doctors and 1 supervisor. The skills training is based on video feedback using the Window Supervision Method described here. We have identified several classical pitfalls for the doctor which this training programme seeks to address. We have also defined the 9 steps in an effective consultation process, which are given the acronym PRACTICAL. The major issue is to discriminate between the patient's, the doctor's and the shared part of the communication process. In our experience, this model shortens the consultation time to c. 15 minutes as doctors collaborate with their patients and build up an agreed agenda in order to deal effectively with the main problems of the patients. PMID:21509251

Nystrup, Jørgen; Larsen, Jan-Helge; Risør, Ole

2010-12-01

247

Development of an Instrument to Evaluate Problem-Solving Skills of Secretarial Students: A Feasibility Study  

ERIC Educational Resources Information Center

A feasibility study of an instrument developed to evaluate problem-solving skills of secretarial students indicated that such an instrument may generally be used to evaluate postsecondary secretarial students. Data were collected for the author's doctoral dissertation. (MF)

Keith, L. Sue

1978-01-01

248

Student C&IT Skills Development and the Learning Environment: Evaluation and Module Evolution.  

ERIC Educational Resources Information Center

Students who used the Geohazards course were compared with those using the Malta Fieldcourse, both intended to develop skills in communications and information technology. The result was that both courses were altered, particularly in terms of the learning environment. (JOW)

Grattan, John; Brown, Giles H.; Horgan, Jennifer

1998-01-01

249

Software development engineer in Microsoft: a subjective view of soft skills required  

Microsoft Academic Search

This paper is a position statement. There are important requirements on software development engineers that go beyond the normal academic qualifications and technical skills, and which quite often receive a lower priority in education and training.

Martin Orsted

2000-01-01

250

Assessing Information Literacy Skills Development in First Year Students: A Multi-Year Study  

ERIC Educational Resources Information Center

Assessment data from 5 years of a pretest/posttest with first-year students was analyzed using McNemar's test. The results show that revisiting previous assessment data can identify significant changes in information literacy skill development.

Fain, Margaret

2011-01-01

251

Robotically Assisted Microsurgery: Development of Basic Skills Course  

PubMed Central

Robotically assisted microsurgery or telemicrosurgery is a new technique using robotic telemanipulators. This allows for the addition of optical magnification (which defines conventional microsurgery) to robotic instrument arms to allow the microsurgeon to perform complex microsurgical procedures. There are several possible applications for this platform in various microsurgical disciplines. Since 2009, basic skills training courses have been organized by the Robotic Assisted Microsurgical and Endoscopic Society. These basic courses are performed on training models in five levels of increasing complexity. This paper reviews the current state of the art in robotically asisted microsurgical training. PMID:23898425

Hendriks, Sarah; Selber, Jesse C; Parekattil, Sijo J

2013-01-01

252

Can skill-development training alleviate burnout in hospital social workers?.  

PubMed

Staff development programs, which focus on imparting and improving intervention skills, are acknowledged as an efficient way to reduce burnout, but few studies have examined this effect. The aim of the present study was to detect any difference in the level of social worker's burnout before and after attending two different skill-development groups, namely group-intervention skills for more experienced social workers and general hospital social-work skills for less experienced. Twenty-five hospital social workers participated in the study. The three dimensions of burnout, namely emotional exhaustion, depersonalization, and personal accomplishment, changed between the pre-training and post-training measures: personal accomplishment rose by 12.39% and depersonalization fell by 29.75%. The difference was significant for the two dimensions in both groups. Emotional exhaustion significantly declined in the hospital social-work skills group only, and revealed a group-time effect. The level of peer support rose in the hospital-skills group and was positively related to a lowering of emotional exhaustion. This was an exploratory study, with a rather small sample, and the results are preliminary, but they show a promising possibility of burnout reduction among professional workers. Further research on the effect of skill development training on reducing burnout is needed. PMID:15911505

Cohen, Miri; Gagin, Roni

2005-01-01

253

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

254

Seminar : An Introductory to Intercultural Communication for Graduate Students: Developing Key Problem-solving Skills for the  

E-print Network

a conceptual understanding of cultural differences into effective intercultural communication skillsSeminar : An Introductory to Intercultural Communication for Graduate Students: Developing Key Problem-solving Skills for the International Workplace Trainer: Alexia Petersen, M.A. Aim and content

Schüler, Axel

255

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.

256

The interaction of observational learning with overt practice: effects on motor skill learning.  

PubMed

This study explored various methods of combining observational learning via demonstration with the effects of overt practice for learning a discrete action pattern. Three groups were compared that varied by the timing of demonstration in relation to practice. An all-pre-practice demonstration group viewed 10 pre-practice videotape demonstrations of an expert performing the skill, and then engaged in practice. An interspersed demonstration group viewed one pre-practice demonstration, then initiated practice on the skill. Every three attempts, practice was halted while participants viewed another demonstration, with this pattern repeated throughout acquisition. A combination demonstration group experienced elements of each schedule by viewing five demonstrations prior to practice, then five more once practice had begun (one every three attempts) so that modeling was completed by mid-acquisition. Ratings of form and accuracy were assessed in an acquisition phase, an immediate retention test, and a 48-h retention test. Group main effects for form scores were detected in acquisition, immediate, and 48-h retention, with the combination group obtaining the highest form scores, followed by the all-pre-practice group, and finally the interspersed group. These findings suggest that several modeling exposures before practice and several more exposures in the early stages of practice were optimal for acquisition and retention of form. PMID:10900708

Weeks, D L; Anderson, L P

2000-05-01

257

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

258

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

259

Science Sampler: The use of stations to develop inquiry skills and content for rock hounds  

NSDL National Science Digital Library

Teaching the rock cycle can overwhelm even the most enthusiastic rock hound. As middle school science teachers, we constantly struggle with an appropriate balance between Earth system content and experiential activities. The authors have found that stations can be successfully employed to teach rock cycle content while reinforcing development of inquiry skills. Using stations, teachers are able to implement the abundance of available activities that incorporate content, standards, and inquiry skills.

Anna T. Chandler

2008-09-01

260

Development of Cognitive Skills in Children with Motor Coordination Impairments at 12Month Follow-up  

Microsoft Academic Search

The current study presents a 1-year follow-up investigation of the development of executive functions (i.e., inhibition, updating, and shifting) in children with motor coordination impairments. Cognitive and motor coordination skills of children (N = 94) aged between 5 and 7 years with and without motor coordination impairments were compared. A second focus of the study was on pre-academic skills. The

Eva Michel; Marianne Roethlisberger; Regula Neuenschwander; Claudia M. Roebers

2011-01-01

261

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

262

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

263

Developing Seventh Grade Students’ Systems Thinking Skills in the Context of the Human Circulatory System  

PubMed Central

Developing systems thinking skills in school can provide useful tools to deal with a vast amount of medical and health information that may help learners in decision making in their future lives as citizen. Thus, there is a need to develop effective tools that will allow learners to analyze biological systems and organize their knowledge. Here, we examine junior high school students’ systems thinking skills in the context of the human circulatory system. A model was formulated for developing teaching and learning materials and for characterizing students’ systems thinking skills. Specifically, we asked whether seventh grade students, who studied about the human circulatory system, acquired systems thinking skills, and what are the characteristics of those skills? Concept maps were used to characterize students’ systems thinking components and examine possible changes in the students’ knowledge structure. These maps were composed by the students before and following the learning process. The study findings indicate a significant improvement in the students’ ability to recognize the system components and the processes that occur within the system, as well as the relationships between different levels of organization of the system, following the learning process. Thus, following learning students were able to organize the systems’ components and its processes within a framework of relationships, namely the students’ systems thinking skills were improved in the course of learning using the teaching and learning materials. PMID:25520948

Raved, Lena; Yarden, Anat

2014-01-01

264

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

265

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

266

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

267

Using collaborative teaching and inquiry project-based learning to help primary school students develop information literacy and information skills  

Microsoft Academic Search

Information literacy and information technology (IT) skills have become increasingly important in today's knowledge society. Many studies have shown that students from primary school to postgraduate lack crucial information literacy and IT skills, hence there is a need for an effective pedagogical approach that will develop these skills. This study investigated the effect of combining a collaborative teaching approach with

Samuel Kai Wah Chu; S. K. Tse; Ken Chow

2011-01-01

268

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

269

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

270

Social Development: Self Help Skills. A Performance-Based Early Childhood-Special Education Teacher Preparation Program. Monograph 13.  

ERIC Educational Resources Information Center

This monograph presents the self-help skills module of the social development curriculum portion of the Early Childhood-Special Education Teacher Preparation Program. Included are: (1) an ontogeny of self-help skills (feeding, dressing, toileting, and grooming) in young children; (2) a brief discussion of the relevance of self-help skills to the…

Mann, Lynne

271

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

272

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

273

Fixing Holes Where the Rain Gets in: Problem Areas in the Development of Generic Skills in Business  

ERIC Educational Resources Information Center

Purpose: Little attention is paid to understanding generic skills in business. Even less attention is paid to collecting evidence of students' development of these skills. This paper aims to fill this gap. Design/methodology/approach: Four generic skills in business undergraduate and graduate programs are examined--written communication; critical…

Calma, Angelito

2013-01-01

274

Development of a support skill scale in insulin therapy: a nationwide study in Japan.  

PubMed

The aim of this cross-sectional, nationwide study in Japan was to develop a support skill scale for insulin therapy (IT-SSS) and to evaluate its validity and reliability. The sample consisted of 1604 nurses at 123 hospitals throughout the country. The factor validity, known-group validity, convergent validity, discriminant validity and internal consistency of IT-SSS were assessed. IT-SSS consisted of 26 minimum and 25 standard support skills. They included 4 subscales for minimum skills: management strategy for hypoglycemia, education about insulin injection technique, individual assessment and support about insulin rejection, and collaboration with medical professionals and patient/family. Three subscales for standard skills: apprehensions concerning the will and emotion of the patient, management for blood glucose control, and coordination in insulin management. Cronbach's alpha coefficient was between 0.75 and 0.90, suggesting strong internal consistency. Multitrait analysis showed that convergent validity was complete, and discriminant validity was found to be almost complete in both minimum and standard skill scales (scaling success rates of 97.6% and 98.7% across all subgroups, respectively). Known group analysis clearly showed that specialist nurses have significantly higher skills than general nurses. These findings indicate that IT-SSS has a reasonable factor validity, convergent validity, discriminant validity, known group validity, and internal consistency. PMID:22051101

Nishigaki, Masakazu; Shimizu, Yasuko; Kuroda, Kumiko; Mori, Kozue; Ohara, Yuko; Seto, Natsuko; Yoneda, Akiko; Miyatake, Yoko; Kazuma, Keiko; Masaki, Harue

2012-11-01

275

Transitions between food insecurity and food security predict children's social skill development during elementary school.  

PubMed

Recent findings indicate that household food insecurity affects children's social skill development in the early years of elementary school. It is important to assess the persistency of developmental consequences and investigate whether all categories of social skills are equally affected by food insecurity experiences. The present paper estimates population-averaged and subject-specific models for children's social skill scores reported by school teachers using longitudinal data on 2310 boys and 2400 girls in the USA enrolled in the 1st (aged 6-9 years), 3rd (aged 8-11 years) and 5th (aged 10-13 years) grades (1999-2003) from the Early Childhood Longitudinal Study-Kindergarten. The main findings are, first, significantly (P < 0·05) negative, contemporaneous and transitional relationships between food insecurity experiences and children's social skill scores are evident. Estimates based on sex-stratified samples indicate that the contemporaneous association is strongest among girls, while the association of an early transition from food insecurity in the 1st grade to food security in the 3rd grade is strongest among boys. Second, food insecurity experiences predict children's social skill scores emphasising self-control, attentiveness and task persistence, rather than interpersonal relationships or externalising behaviour. Overall, the findings underscore the multifaceted effect that household food insecurity has on children's social skills and provide the strongest empirical evidence to date that the experiences are linked with non-nutritional developmental consequences for children over a time horizon spanning several years. PMID:21269533

Howard, Larry L

2011-06-28

276

Design and Implementation of Mapping Software: Developing Technology and Geography Skills in Two Different Learning Communities  

Microsoft Academic Search

A software development collaboration project designed to maximize the skill sets and interests of school children and teachers, educational software technologists and researchers, and college undergraduates is presented. The work brings elementary school children with college seniors and technology consultants to implement a problem-solving methodology within a collaborative environment to design, develop, and implement a multimedia software application that enhances

Robert S. Friedman; Jerri Drakes; Fadi P. Deek

2002-01-01

277

The Stories of Katherine Paterson: Interdisciplinary Teaching Units and the Development of Social Skills.  

ERIC Educational Resources Information Center

This paper describes the use of children's literature to develop interdisciplinary units, including components to help students (many with learning, behavioral, or emotional disabilities) develop appropriate social skills. The program focused on three books by Newbery award winner, Katherine Paterson: "Jacob Have I Loved,""The Great Gilly…

Leonardi, Roy; Leonardi, Bonnie

278

SECTION 3 : WORKSHOP THEMES > DEVELOPING WRITING, INFORMATION LITERACY AND RESEARCH SKILLS IN THE  

E-print Network

SECTION 3 : WORKSHOP THEMES > DEVELOPING WRITING, INFORMATION LITERACY AND RESEARCH SKILLS - Distance education and constraints of lack of access to the teacher for advice - Need to provide core of teamwork involving the teachers in the course and the instructional designer. The project was developed

New South Wales, University of

279

Integrating Physical Activity, Coach Collaboration, and Life Skill Development in Youth: School Counselors' Perceptions  

ERIC Educational Resources Information Center

Given the social, emotional, and academic benefits of physical activity related to youth development (Hellison, 2011), coupled with the minimal research regarding how school counselors can use physical activity for life skill development, this article focuses on school counselors' beliefs about collaborating with coaches and using physical…

Hayden, Laura; Cook, Amy; Scherer, Alexandra; Greenspan, Scott; Silva, Meghan Ray; Cadet, Melanie; Maki, Erik

2014-01-01

280

Pre-Service Teachers Undertaking Classroom Research: Developing Reflection and Enquiry Skills  

ERIC Educational Resources Information Center

This paper reports on the development of reflectiveness and research skills in eight pre-service teachers, through their participation in a funded research project to develop the handwriting of children with literacy problems. The project aimed to analyse the reflections of the trainee teachers participating in an authentic research study and to…

Medwell, Jane; Wray, David

2014-01-01

281

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

282

Student teachers’ development of a positive attitude towards research and research knowledge and skills  

Microsoft Academic Search

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 questionnaire (N = 81) was used to measure the

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

2012-01-01

283

Developing Motor and Tactical Skills in K-2 Physical Education: Let the Games Begin  

ERIC Educational Resources Information Center

Most motor development experts, teacher educators, and physical educators agree that the development of fundamental motor skills ought to be the focus of primary level (K-2nd grade) physical education. Given the limited number of days allocated for physical education in most elementary schools, ensuring that all students learn 200 or more…

Oslin, Judy

2004-01-01

284

STRATEGIC INFORMATION PROVISION AND EXPERIENTIAL VARIETY AS TOOLS FOR DEVELOPING ADAPTIVE LEADERSHIP SKILLS  

Microsoft Academic Search

The development of adaptability skills is critical for organizational success and survival, yet traditional training interventions are not sufficient to promote adaptive expertise. In this article, we summarize prior research on two training techniques that develop such expertise: experiential variety and strategic information provision in the form of instructions, performance feedback, and cognitive\\/behavioral guidance. Prior integrative reviews have described how

Johnathan K. Nelson; Stephen J. Zaccaro; Jeffrey L. Herman

2010-01-01

285

The Starting Line: Developing a Structure for Teacher Ratings of Students' Skills at Kindergarten Entry  

ERIC Educational Resources Information Center

Developmentally appropriate, psychometrically sound instruments are needed to assess young children and evaluate learning programs. In the United States, little guidance exists on the development and use of large-scale assessments that cover the broad range of skills that encompass young children's development. In 2005 and 2006, the State of…

Goldstein, Jessica; McCoach, D. Betsy

2011-01-01

286

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

287

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

288

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

289

Adolescent Literature as a Vehicle for Developing Comprehension and Composition Skills.  

ERIC Educational Resources Information Center

C. Smith's "read a book in an hour" procedure for the development of listening and reading comprehension and B. Beyer's "hamburger writing" procedure for the development of composition skills formed the basis of a teaching technique that provided students with problem solving tasks, a procedure for writing compositions, and exposure to a classic…

Richardson, Judy S.

290

Maritime Math Review. 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 help employees of port businesses develop basic math skills. The following topics are covered in the individual modules:…

Janiszewski, Kathryn; Permut, Cathy

291

Library Technician Skill Standards.  

ERIC Educational Resources Information Center

This document presents skill standards for library technicians. Introductory sections describe the industry and the job, what skill standards are, how the library technician skill standards were developed, employability skills and critical competencies, and the SCANS (Secretary's Commission on Achieving Necessary Skills) foundation skills profile.…

Highline Community Coll., Des Moines, WA.

292

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

293

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

294

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.)

2009-04-21

295

Developing creative writing skills in early childhood: A case study from Pakistan  

Microsoft Academic Search

The study explores how a teacher of Early Childhood teaches young children creative writing skills in a community-based school in Karachi, Pakistan. A qualitative case study method was used to examine the practices of the teacher and four early years’ learners (seven to eight years). Data was generated through semi-structured interviews; classroom observations and document analysis. Findings reveal that current

Nilofar Vazir; Shairoz Ismail

2009-01-01

296

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

PubMed Central

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

297

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

298

Developing Decision-Making Skills for Socio-Scientific Issues  

ERIC Educational Resources Information Center

The ability to make informed decisions on science-related social issues is considered an important attribute of scientific literacy. Literature to inform science educators how to bridge the gap between rhetoric and practice--and to assist them in developing this attribute in their students--burgeons. In view of the great diversity of…

Lee, Yeung Chung

2007-01-01

299

Cognitive Development and Miscue Patterns of Differentially Skilled Readers.  

ERIC Educational Resources Information Center

Since psycholinguistic research suggests that readers ascribe meaning by sampling grapho-phonemic, syntactic, and semantic text features, a study was conducted to investigate which cue strategies readers of different abilities utilized, and whether these strategies were mediated by levels of cognitive development. The subjects were 50 second grade…

Wangberg, Elaine; Thompson, Bruce

300

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

301

Developing Sight-Reading Skills on Mallet Percussion Instruments  

ERIC Educational Resources Information Center

Sight-reading while playing a mallet instrument can present serious obstacles for the developing percussionist. Many young players who have solid snare drum technique usually cite fear of playing the wrong note as the number-one hurdle to overcome in order to begin making real progress. Greg Byrne, associate director of bands at the University of…

Fidyk, Steve

2009-01-01

302

The geriatrics excellence in teaching series: an integrated educational skills curriculum for faculty and fellows development.  

PubMed

Geriatricians need to acquire skills in teaching and curriculum development to educate physicians caring for the growing population of adults aged 65 and older. To meet this challenge, educators in the Duke University Center for the Study of Aging and Human Development introduced a monthly seminar series to promote the development of geriatrics faculty and fellows as clinician educators. Ten educational skills development seminars were incorporated into geriatrics grand rounds in the first year of the program. These sessions were implemented using a variety of active learning strategies to expose participants to innovative adult learning-centered approaches for enhancing learning and instruction in medical education. Participants assessed all sessions using a feedback form and were surveyed at the end of the series to measure their overall satisfaction with the program and ascertain its effect on their roles as educators. Participants rated individual sessions highly, and respondents to the survey at the end of the course agreed that the Geriatrics Excellence in Teaching Series provided them with resources for use in their teaching practices and attested to having already applied knowledge and skills learned in the series in their teaching practices. Key elements for the program's success included an upfront needs assessment to prioritize topics, interactive sessions promoting skill development through actual practice of various strategies, open discussions to identify challenges and solutions, and a convenient and customary time slot. This format can be replicated with other geriatrics programs, providing a needed opportunity for faculty and fellows to learn about education principles. PMID:18312312

Pinheiro, Sandro O; Heflin, Mitchell T

2008-04-01

303

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

304

Development and Validation of an Occupational Skills Assessment Instrument  

E-print Network

. For each task, the judges viewed the videotape of a participant•s performance and then answered the question: 11 How sa tis fi ed are you with the person•s performance (on this task)? 11 Ratings were completed on a 5-point scale (0, 1, 2, 3, & 4), where..., Kansas, 66045. 2This method of computing a percentage score from rating data was developed by Don Bushell, Jr., in his work with S. C.A.L.E. (The School Cl ients• Annual Local Evaluation ) . 11 References Alderfers, C.P . , & McCord, C.G. Personal...

Mathews, R. Mark; Whang, Paula L.; Fawcett, Stephen B.

1980-01-01

305

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

306

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

307

Developing a Process-Oriented Translation Test for Assessing English-Arabic Basic Translation Skills  

ERIC Educational Resources Information Center

The study reviews translation validated tests and proposes a process-oriented translation test for assessing basic translation skills for freshmen English majors at the faculty of Education. The proposed test is developed based on the process approach to translating and translation teaching, and is confined to translation from English to Arabic.…

Abdellah, Antar Solhy

2007-01-01

308

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

309

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

310

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

311

Say What?! L2 Sociopragmatic Competence in CMC: Skill Transfer and Development  

ERIC Educational Resources Information Center

More so than any other type of learner error, pragmatic mistakes interfere with the ability to communicate (Bardovi-Harlig & Dörnyei, 1998), yet there is relatively little understanding of how pragmatic competence develops in the language classroom or how best to teach it, and whether relevant skills may transfer from the L1 (Eisenchlas, 2011;…

Abrams, Zsuzsanna

2013-01-01

312

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

313

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

314

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

315

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.

316

Language and Literacy Development in the Early Years: Foundational Skills that Support Emergent Readers  

ERIC Educational Resources Information Center

For all students, a high-quality early education is critical to ensuring their long-term academic success. Early learners need to understand why people read and write in order to be motivated to excel in their own literacy development. Through active engagement in the reading process, children learn ways to use their growing knowledge and skills

Brown, Carmen Sherry

2014-01-01

317

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

318

Beyond a Rule--Following Model of Skillful Practice in Teacher Development  

ERIC Educational Resources Information Center

Both contemporary popular and scholarly discourse on teacher development and evaluation assumes the truth of a certain view of normative human behavior, one that holds that skill in a given domain is predicated upon the application of maxims, rules, or principles in a given situation. Such a view would allow one to isolate behaviors associated…

Gottlieb, Derek

2012-01-01

319

A Case Study of Online Peer Coaching of Consultant Communication Skill Development  

ERIC Educational Resources Information Center

The purpose of the this study was to explore how peer coaches support the development of collaborative communication skills in an online format for consultants in training (CITs). The program examined was Instructional Consultation which pairs a consultant with a teacher to work collaboratively to resolve the teacher's concern regarding a student.…

Wizda, Lorraine L.

2010-01-01

320

Breaking the Maths Barrier. A Kit for Building Staff Development Skills in Adult Numeracy.  

ERIC Educational Resources Information Center

This kit is designed to develop the adult numeracy skills of literacy and mathematics trained teachers in Australia using a participatory workshop approach. The kit is divided into five chapters. Each chapter contains theoretical and background information, a sequence of structured activities in which participating teachers actively engage, and…

Marr, Beth; Helme, Sue

321

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

322

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

ERIC Educational Resources Information Center

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…

Bennett, Kellie S.; Hay, David A.

2007-01-01

323

Ghanaian Folk Songs: Training Ground for Music and Social Skill Development  

ERIC Educational Resources Information Center

The article considers Ghanaian folk songs as a training ground for music and social skill development. The U.S. is in cultural transition. Such changes have brought about reforms in educational policy including how teachers and school boards address ethnic diversity. The music of Africa is as diverse as its geography and its numerous ethnic…

Reynolds, Geoffrey

2005-01-01

324

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

325

The GRID[subscript C] Project: Developing Students' Thinking Skills in a Data-Rich Environment  

ERIC Educational Resources Information Center

The purpose of this study was to determine the impact of using renewable energy data, obtained from a comprehensive data acquisition system, on improving students' learning and developing their higher-order learning skills. This study used renewable energy data available through a data acquisition system installed and tested by the Green Research…

DeLuca, V. William; Lari, Nasim

2011-01-01

326

A Three-Year Chemistry Seminar Program Focusing on Career Development Skills  

ERIC Educational Resources Information Center

An innovative, three-year seminar program was developed for undergraduates at The College of New Jersey (TCNJ) that supplements the core chemistry curriculum by teaching the auxiliary skills necessary for life as a professional chemist. Advising, good laboratory practice, and information literacy are the strategic components of this program that…

Tucci, Valerie K.; O'Connor, Abby R.; Bradley, Lynn M.

2014-01-01

327

The Effect of Using Computer Edutainment on Developing 2nd Primary Graders' Writing Skills  

ERIC Educational Resources Information Center

The present study attempted to examine the effect of using computer edutainment on developing 2nd graders' writing skills. The study comprised thirty-second year primary stage enrolled in Bani Hamad primary governmental school, Minia governorate. The study adopted the quasi-experimental design. Thirty participants were randomly assigned to one…

Mohammed Abdel Raheem, Azza Ashraf

2011-01-01

328

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

329

Basic Extension Skills Training (BEST): A Responsive Approach to Integrated Extension for Rural Development in Botswana  

ERIC Educational Resources Information Center

In a rapidly changing society like Botswana, the competition for employment, training and progression on the job has become very high. The development of skills is therefore a crucial and integral part of nation building, which needs a direct link to a training programme to continuously help staff to cope with the different needs they meet in the…

Gboku, Matthew L. S.; Modise, Oitshepile M.

2008-01-01

330

Perceptions of Skill Development in a Living-Learning First-Year Experience Program  

ERIC Educational Resources Information Center

The purpose of this study was to explore the perceptions of students and faculty involved in a living-learning first-year experience program at a small, liberal arts institution about developing skills for life-long learning including critical thinking, written communication, and reflection and engagement across disciplines. The researcher…

Smith, Kerri Anna

2012-01-01

331

Parental Involvement in the Development of Children's Reading Skill: A Five-Year Longitudinal Study  

Microsoft Academic Search

This article presents the findings of the final phase of a 5-year longitudinal study with 168 middle- and upper middle-class children in which the complex relations among early home literacy experiences, subsequent re- ceptive language and emergent literacy skills, and reading achievement were examined. Results showed that children's exposure to books was related to the development of vocabulary and listening

Monique Senechal; Jo-Anne LeFevre

2002-01-01

332

Design and Implementation of Mapping Software: Developing Technology and Geography Skills in Two Different Learning Communities  

ERIC Educational Resources Information Center

A software development collaboration project designed to maximize the skill sets and interests of school children and teachers, educational software technologists and researchers, and college undergraduates is presented. The work brings elementary school children with college seniors and technology consultants to implement a problem-solving…

Friedman, Robert S.; Drakes, Jerri; Deek, Fadi P.

2002-01-01

333

Development of system thinking skills in the context of earth system education  

Microsoft Academic Search

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 research questions: (a) Could the students deal

Orit Ben-Zvi Assaraf; Nir Orion

2005-01-01

334

Developing Student Critical Thinking Skills through Teaching Psychology: An Interview with Claudio S. Hutz.  

ERIC Educational Resources Information Center

Presents an interview with Claudio S. Hutz, who is dean of Instituto de Psicologia at Universidade Federal do Rio Grande do Sul in Porto Alegre, Brazil, where he has been teaching psychology since 1977. Discusses topics such as teaching psychology in Brazil and developing critical thinking skills. (CMK)

McCarthy-Tucker, Sherri

2001-01-01

335

The Development of Writing Skills in a Computer-Intensive Environment.  

ERIC Educational Resources Information Center

Uses of the computer to support the development of writing skills was examined in a computer-intensive educational context, the Apple Classroom of Tomorrow (ACOT). Subjects were 55 sixth-grade minority students, 25 of whom were ACOT participants and the remainder members of a matched control group attending the same school. Computer-based writing…

Ross, Steven M.; And Others

336

Predictors and Course of Daily Living Skills Development in Toddlers with Autism Spectrum Disorders  

ERIC Educational Resources Information Center

Self-sufficiency is central to child and family well-being. This report focuses on predictors of adaptive daily living skills (DLS) development in young children with ASD and whether DLS gains predict decreases in parenting stress. Participants were 162 toddlers with ASD and their parents, assessed at 3 annual timepoints. Hierarchical Linear…

Green, Shulamite A.; Carter, Alice S.

2014-01-01

337

The Development of Sex-Role Stereotypes and Classificatory Skills in Children.  

ERIC Educational Resources Information Center

Increase in sex-role knowledge represents an early stage of the development of sex role stereotypes in children, which is followed by a decrease in the extent of sex-role discrimination. This process is related to the acquisition of classificatory skills. Groups of children aged 4-10 years were tested for their sex role stereotypes and…

Trautner, H. M.; And Others

338

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

339

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

340

DEVELOPMENT OF FORAGING SKILLS AND THE TRANSITION TO INDEPENDENCE IN JUVENILE SAVANNAH SPARROWS  

Microsoft Academic Search

We investigated the timing and pattern of the development of foraging skills in juvenile Savannah Sparrows (Passerculus sandwichensis ). Juveniles of known age, par- entage, and in some cases sex were mist netted and tested in an aviary on Kent Island, an isolated island in the Bay of Fundy, Canada. Captive birds were exposed to three standard- ized and ecologically

Nathaniel T. Wheelwright; Jennifer J. Templeton

2003-01-01

341

Developing a Corpus-Based Paraphrase Tool to Improve EFL Learners' Writing Skills  

ERIC Educational Resources Information Center

Paraphrasing, or restating information using different words, is critical to successful writing. However, EFL learners have difficulty in making paraphrases to meet their writing demands, and there has been little research on developing automatic reference tools to assist these learners' paraphrasing skills for better writing quality. In this…

Chen, M.-H.; Huang, S.-T.; Chang, J. S.; Liou, H.-C.

2015-01-01

342

Impact of Industry Guest Speakers on Business Students' Perceptions of Employability Skills Development  

ERIC Educational Resources Information Center

This study provides insights into the perceptions and expectations of Australian undergraduate business students (n=150) regarding the incorporation of guest speakers into the curriculum of a leadership unit focused on employability skills development. The authors adopted a mixed methods approach. A survey was conducted, with quantitative results…

Riebe, L.; Sibson, R.; Roepen, D.; Meakins, K.

2013-01-01

343

Developing public affairs counseling skills to support a public participation focus at Fernald  

SciTech Connect

To provide closer coordination between the Public Affairs Division and environmental restoration management and technical staff, the Fernald Environmental Restoration Management Corporation (FERMCO) matrixed Public Affairs staffers as counselors to project teams within FERMCO. Close coordination between technical staff and public affairs staff is essential for effective public communication in a public participation, environmental risk communication environment. Two-way symmetrical communication (public participation) represents a paradigm shift for public affairs staff who have developed skills primarily in a public information (asymmetrical communication) environment. While there has been much focus in the literature and workshops on management changes needed to support a public participation environment, less attention has been paid to identifying and developing the skills needed by public affairs professionals to support public participation. To support the new counseling role of public affairs staffers, FERMCO used a public affairs training consultant to design and deliver a workshop to initiate development of the skills needed for the public affairs counseling role. This paper describes FERMCO`s matrixed counseling program and the training to develop public affairs counseling skills for the public participation environment.

Hoopes, J. [Fernald Environmental Restoration Management Corp., Cincinnati, OH (United States)

1994-03-01

344

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

345

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

346

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

347

Effectiveness of Teacher Education Programmes in Developing Teaching Skills for Secondary Level  

ERIC Educational Resources Information Center

The purpose of the study was to evaluate the effectiveness of secondary school teacher education programme in terms of development of selected teaching skills and suggesting ways and means to improve the programme. The population of the study comprised of the pre-service teachers of all the government colleges of education for men and women in…

Ullah, S. Zia; Farooq, M. S.; Memon, R. A.

2008-01-01

348

Is an Online Learning Module an Effective Way to Develop Information Literacy Skills?  

ERIC Educational Resources Information Center

Information literacy is an integral generic skill or graduate attribute in higher education, with many higher education institutions developing information literacy policies and including information literacy in graduate attribute policies. Barrie (2007) notes that universities around the world are increasingly concerned with ensuring that their…

Johnston, Nicole

2010-01-01

349

Development of Attitudinal Skills. Final Evaluation Report, April 1, 1978-June 30, 1979.  

ERIC Educational Resources Information Center

School district staff, aware of the need for a program to teach attitudinal skills, undertook to develop a curriculum model for vocational teachers to help their students gain those attitudes, behaviors, and personal characteristics valued by employers. Teacher input led to a workshop for converting behavioral ideals into practical teaching terms…

Ceres Unified School District, CA.

350

The Impact of Child-Centered Group Play Therapy on Social Skills Development of Kindergarten Children  

ERIC Educational Resources Information Center

The development of social adjustment during elementary school is of critical importance because early socialization skills are an important predictor of both future social and emotional functioning. However, an examination of current literature reveals there is limited research utilizing sound research methodology and evaluation protocols for…

Kascsak, Theresa Marie

2012-01-01

351

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

352

Design and Evaluation of Simulations for the Development of Complex Decision-Making Skills.  

ERIC Educational Resources Information Center

Command and Control Training Using Simulation (CACTUS) is a computer digital mapping system used by police to manage large-scale public events. Audio and video records of adaptive training scenarios using CACTUS show how the simulation develops decision-making skills for strategic and tactical event management. (SK)

Hartley, Roger; Varley, Glen

2002-01-01

353

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

PubMed Central

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

354

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

355

Unlocking the Power of Observation: Activities to teach early learners the fundamentals of an important inquiry skill  

NSDL National Science Digital Library

The dawn of a new school year is the perfect time to reflect on last year's successes while setting even higher expectations for the upcoming year. For several years, many of our new-school-year resolutions have revolved around a common theme: improving the introduction of inquiry skills to young (kindergarten through second grade) learners, particularly students with limited English-language skills. After experiencing many partial successes, we have found that following easy-to-implement workshop activities to be just what we needed to make our resolutions come true. The activities focus on observation and communication. These skills not only help to focus young children's natural curiosity but also build a solid foundation for future scientific learning.

Martin, Dean M.; Faszewski, Ellen E.; Anderson, Karen L.

2006-09-01

356

Developing the Critical Thinking Skills of Astrobiology Students through Creative and Scientific Inquiry.  

PubMed

Scientific inquiry represents a multifaceted approach to explore and understand the natural world. Training students in the principles of scientific inquiry can help promote the scientific learning process as well as help students enhance their understanding of scientific research. Here, we report on the development and implementation of a learning module that introduces astrobiology students to the concepts of creative and scientific inquiry, as well as provide practical exercises to build critical thinking skills. The module contained three distinct components: (1) a creative inquiry activity designed to introduce concepts regarding the role of creativity in scientific inquiry; (2) guidelines to help astrobiology students formulate and self-assess questions regarding various scientific content and imagery; and (3) a practical exercise where students were allowed to watch a scientific presentation and practice their analytical skills. Pre- and post-course surveys were used to assess the students' perceptions regarding creative and scientific inquiry and whether this activity impacted their understanding of the scientific process. Survey results indicate that the exercise helped improve students' science skills by promoting awareness regarding the role of creativity in scientific inquiry and building their confidence in formulating and assessing scientific questions. Together, the module and survey results confirm the need to include such inquiry-based activities into the higher education classroom, thereby helping students hone their critical thinking and question asking skill set and facilitating their professional development in astrobiology. Key Words: Scientific inquiry-Critical thinking-Curriculum development-Astrobiology-Microbialites. Astrobiology 15, 89-99. PMID:25474292

Foster, Jamie S; Lemus, Judith D

2015-01-01

357

Behavioral coaching in the development of skills in football, gymnastics, and tennis  

PubMed Central

A review of the literature indicates that methods of skill acquisition based on the operant paradigm have been scientifically validated with many motor behaviors. However, these procedures have been limited to the use of positive reinforcement for correct performance when applied to the acquisition of complex sports skills in natural settings. To find complementary procedures to enhance skill acquisition, a coaching method involving several behavioral techniques was developed that focused on remediation of errors. This coaching method combined the following components: (1) systematic use of verbal instructions and feedback, (2) positive and negative reinforcement, (3) positive practice, and (4) time out. Three sports, football, gymnastics, and tennis, were selected to determine the effectiveness and generality of this behavioral coaching method. A total of 23 male and female subjects, ranging in age from 11 to 35, was included in this study. Baseline data were first collected for each sport under standard coaching conditions. Next, the behavioral coaching method was evaluated depending on the sport in either a multiple baseline or a reversal design. The behavioral dimensions selected were blocking in football; backward walkovers, front hand springs, and reverse kips in gymnastics; and the forehand, backhand, and serve in tennis. Behavioral coaching was immediately effective in increasing the correct execution of complex skills in all three sports. Gains of up to 10 times the baseline performance were achieved in each sport. In football, behavioral coaching resulted in an increase in correct blocking performance from a baseline average of 5% to 51.3%. Gymnasts' performances increased from baseline averages of 2.7% to 52.6% across the three skills. In tennis, standard coaching produced an average of 6% correct performance which increased dramatically under behavioral coaching to 57% across the three strokes. The success of the behavioral coaching package used here suggests that a technology of behavior may offer additional and complementary strategies to the acquisition of motor skills in the natural environment. PMID:16795626

Allison, Mary Ghesquiere; Ayllon, Teodoro

1980-01-01

358

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

359

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

360

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

361

The Development of the Skill of Questioning in Prospective Secondary School Science Teachers: An Extension. Final Report.  

ERIC Educational Resources Information Center

The major problem investigated was to assess the effectiveness of an instructional procedure designed to develop skill in questioning, as a teaching technique, by prospective science teachers. Subproblems investigated were to determine: (1) if skill developed during this instructional sequence would transfer to the student teaching experience; and…

Blosser, Patricia E.

362

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

363

Two Technology-Enhanced Courses Aimed at Developing Interpersonal Attitudes and Soft Skills in Project Management  

Microsoft Academic Search

Recent strategies in the European Union encourage educational styles which promote the development of attitudes and skills\\u000a as a basis for knowledge construction. The question is whether technology-enhanced settings have the potential to support\\u000a such educational styles. The Person-Centered Approach, developed by the American psychologist Carl Rogers and adapted in several\\u000a innovative educational settings holds great promise in promoting experiential,

Renate Motschnig-pitrik

2006-01-01

364

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

365

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

366

Humor development: an important cognitive and social skill in the growing child.  

PubMed

The purpose of this article is to describe McGhee's (1979) stages of humor development from 18 months to 12 years as they relate to Piaget's cognitive stages (Papalia, Olds, & Feldman, 2001) and social development. Humor develops in stages just as other aspects of child development. It parallels and enhances physical, cognitive, language, and psychosocial skill attainment (Franzini, 2002; Robinson, 1991). Knowledge of humor development will provide therapists with an additional tool to facilitate communication with their pediatric clients by helping therapists consider children's developmental levels when using humor in therapeutic contexts. PMID:15760826

Southam, Marti

2005-01-01

367

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

368

Using Intentional Development of Research Skills as a Framework for Curriculum Reform  

NASA Astrophysics Data System (ADS)

We advocate that geoscience departmental or community discussions related to curriculur revision or accreditation should be considered within a framework that clearly and intentionally develops research and professional skills throughout the curricular structure. Among the primary qualities sought by geoscience employers and graduate schools are graduates with strong research, critical thinking, field, communication, and people/team skills. While these should be the hallmark of a liberally educated graduate, we think it is imperative to explicitly develop and assess these skills as part of the same curricular framework used for organizing essential content. Though many organizations and authors have argued about the importance and effectiveness of undergraduate research as a means to develop higher level skill sets, discussions of geoscience accreditation or curricular revision commonly emphasize the choice of a core set of courses or content. Drummond and Markin (2008) highlight the commonalities among core geoscience courses. However, their summary, and our own experiences and program comparisons also point out diversity among successful geoscience program cores that may relate to expansion of the boundaries of our discipline, geographic factors, and/or size and character of department faculty. At Western Carolina University (WCU) and more recently at Grand Valley State University, attempts at curricular revision were initially stymied by difficulties in defining core courses. At WCU, focus on a critical skills framework helped to work through these challenges to establish a revised geology curriculum in 2000 with explicit goals to build critical thinking, reasoning, synthesis, and communication skills. To achieve these goals, investigative experiences were included in all geology courses, a senior research capstone was required, and more opportunities were created for all students to engage in out-of-class research. Numerous measures indicate programmatic and student successes, but reveal challenges that the program now seeks to improve by adding skills and assessment benchmarks to key courses at each class level. These changes are supported by a faculty with a common vision, a recent program review, and a University initiative to improve student engagement and synthesis.

Peterson, V. L.; Lord, M. L.

2008-12-01

369

UVa Competency Definition Category UVa Development Opportunities SkillSoft Classes SkillSoft SkillBriefs/Job Aids Recommended Reading Ability to  

E-print Network

Systems, Models, and Theories · Adler, Nancy J. and Dafna, Izraeli. Competitive Frontiers: Women that Demonstrate Selfmotivation · Knowing about Learning Styles · A Relaxation Technique · Language · Assessing Your Transferable Skills · Behaviors that Demonstrate Selfmotivation · Knowing about Learning

Brodie III, Edmund D.

370

Total Quality & Basic Skills. The TQ Castle--Using Basic Skills Development to Evade Alligators in the Moat.  

ERIC Educational Resources Information Center

Key skills required in the total quality workplace are cross-functional teaming, interpreting charts/graphs, oral communication, brainstorming, understanding cause/effect, categorizing ideas, critical pathing, formulating suggestions, analyzing the needs of internal and external customers, and writing status reports. (SK)

Lewe, Glenda

1994-01-01

371

Assist Students in Developing Technical Reading Skills. Module M-2 of Category M--Assisting Students in Improving Their Basic Skills. Professional Teacher Education Module Series.  

ERIC Educational Resources Information Center

This learning module, one of a series of 127 performance-based teacher education learning packages focusing on specific professional competencies of vocational teachers, deals with the task of assisting students in developing technical reading skills. Addressed in the individual learning experiences included in the module are the following topics:…

Fardig, Glen E.; West, Gail B.

372

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

373

Identifying Differences in Diagnostic Skills between Physics Students: Developing a Rubric  

NSDL National Science Digital Library

Expert problem solvers are characterized by continuous evaluation of their progress towards a solution. One characteristic of expertise is self-diagnosis directed towards elaboration of the solversâ conceptual understanding, knowledge organization or strategic approach. âSelf-diagnosis tasksâ aim at fostering diagnostic behavior by explicitly requiring students to present diagnosis as part of the activity of reviewing their problem solutions. We have been investigating how introductory physics students perform in such tasks. Developing a robust rubric is essential for objective evaluation of students' self-diagnosis skills. We discuss the development of a grading rubric that takes into account introductory physics students' content knowledge as well as analysis, planning and presentation skills. Using this rubric, we have found the inter-rater reliability to be better than 80%. The rubric can easily be adapted to other problems, as will be discussed in a companion paper.

Mason, Andrew J.; Cohen, Elisheva; Yerushalmi, Edit; Singh, Chandralekha

2009-01-26

374

Youth development program participation and intentional self-regulation skills: contextual and individual bases of pathways to positive youth development.  

PubMed

The present research used data from Grades 8, 9, and 10 of the 4-H Study of Positive Youth Development, a longitudinal study involving U.S. adolescents, in order to better elucidate the process through which the strengths of youth and the ecological resources promoting healthy development (such as out-of-school-time programs) may contribute to thriving. We examined the relationship between adolescents' self-regulation skills (selection, optimization, and compensation) and their participation in youth development (YD) programs across Grades 8 and 9 in predicting Grade 10 PYD and Contribution. Results indicated that while self-regulation skills alone predicted PYD, self regulation and YD program participation both predicted Contribution. In addition, Grade 8 YD participation positively predicted Grade 9 self regulation, which, in turn, predicted Grade 10 PYD and Contribution. We discuss how the alignment of youth strengths and resources within the environment may promote positive youth development. PMID:22118505

Mueller, Megan Kiely; Phelps, Erin; Bowers, Edmond P; Agans, Jennifer P; Urban, Jennifer Brown; Lerner, Richard M

2011-12-01

375

Educational Measures to Promote the Level of Human Resource Development Skill for Manager Class Embedded Software Development Engineers  

NASA Astrophysics Data System (ADS)

The present paper reports the development of three education courses for manager class embedded software development engineers. The authors first summarized several issues arising in the contemporary Japanese embedded software industry into three categories ; a) engineers are required to compose software development documents, b) the documents are treated as the intermediate product and c) the growing number of mental problems among engineers. To provide knowledge to encounter the above problems, the authors then prepared three education courses; “document review” , “management skill focusing on product quality” , and “management skill focusing on human resource development” . The three courses were designed to reflect the true state of the embedded software industry, and the participants showed high levels of satisfaction after attending the lecture.

Yamamoto, Masaki; Unagami, Tomoaki; Shioya, Atsuko; Mori, Takao; Takada, Hiroaki

376

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

377

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

378

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

379

A Study of the Influence of a Learning Development Program on the Cognitive Growth and Learning Skills of Elementary Students.  

ERIC Educational Resources Information Center

This study compared the academic performance, intellectual capacity, listening ability, and study skills of students who participated in programs designed to develop specific learning skills with students who did not participate in the programs with regard to total group, level of intellect, sex, and grade level. Two hundred and ten students,…

Motley, Hester C.

380

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

381

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

382

Guiding Students to Develop an Understanding of Scientific Inquiry: A Science Skills Approach to Instruction and Assessment  

ERIC Educational Resources Information Center

New approaches for teaching and assessing scientific inquiry and practices are essential for guiding students to make the informed decisions required of an increasingly complex and global society. The Science Skills approach described here guides students to develop an understanding of the experimental skills required to perform a scientific…

Stone, Elisa M.

2014-01-01

383

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

384

Design Principles for Support in Developing Students' Transformative Inquiry Skills in Web-Based Learning Environments  

ERIC Educational Resources Information Center

The aim of this explorative study was to find the factors limiting sixth-grade learners' outcomes in acquiring skills related to the transformative inquiry learning processes as well as to analyse the interrelations between inquiry skills in order to develop an optimal support system for designing Web-based inquiry learning environments. A…

Pedaste, Margus; Sarapuu, Tago

2014-01-01

385

Instructional Climates in Preschool Children Who Are At-Risk. Part I: Object-Control Skill Development  

ERIC Educational Resources Information Center

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…

Robinson, Leah E.; Goodway, Jacqueline D.

2009-01-01

386

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

387

College Experiences and Student Inputs: Factors That Promote the Development of Skills and Attributes that Enhance Learning among College Students  

ERIC Educational Resources Information Center

The study involved an exploration of factors that promoted the development of skills and attributes that enhanced learning among college students. The factors explored in this study were, active learning, student-teacher interaction, time on tasks, institutional expectations, student inputs, and skills and attributes that enhance learning. This…

Chemosit, Caroline Chepkurui

2012-01-01

388

A Study of the Development of the Skill of Effective Questioning by Prospective Secondary School Science Teachers. Final Report.  

ERIC Educational Resources Information Center

Part 1 of two publications reports a study which assessed the effectiveness of a college preservice instructional procedure in developing questioning skill in prospective teachers. Problems also investigated included transfer of this skill to the student teaching experience, and the relationship of selected personality factors (intelligence, sex,…

Blosser, Patricia E.

389

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

390

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

391

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

392

Using the community of inquiry methodology in teaching bioethics: a focus on skills development.  

PubMed

The community of inquiry methodology was developed by Professor Matthew Lipman to enable the teaching of philosophy in schools. Lipman felt that inquiry-based learning was essential in schools because: Education should empower children to be thoughtful about the lives they lead, and doing philosophy is important to that goal. The community of inquiry is a powerful pedagogical tool to foster student engagement, critical thinking, and collaborative and affective skills development. As such it can be useful in the bioethics classroom. This article describes the community of inquiry methodology and how it can be a useful arrow in quiver to a teacher of bioethics. PMID:19205314

Hunter, David L

2008-01-01

393

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

394

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.

395

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

396

Child Development Associate Training Program. Unit IV: Motor Development in Young Children. Module 1: Fostering the Development of Gross Motor Skills in Young Children. Unit Overview.  

ERIC Educational Resources Information Center

This Child Development Associate (CDA) training module enables CDA interns to identify, prescribe, plan and implement activities and lessons which foster the development of gross motor skills in young children. At a satisfactoy level of proficiency the trainee will be able to identify levels of gross motor maturation, select appropriate equipment,…

Office of Child Development (DHEW), Washington, DC.

397

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

398

Report Concerning the Activities Involved in the Development of a Rural Regional Skill Center Reported to the Grantor Partnership Development Fund of the Sears-Roebuck Foundation.  

ERIC Educational Resources Information Center

The Regional Skills Program at Big Bend Community College (BBCC) was developed to offer vocational skills training to high school students within BBCC's 5,000 square miles district. The objectives of the program were to identify training needs and priorities, determine the availability of transportation to BBCC, survey college and district…

Powell, Roger B.; Kelly, Michael G.

399

Cutoffs for the Matson Evaluation of Social Skills with Youngsters-II (MESSY-II) for typically developing children and for children diagnosed with autism spectrum disorders  

Microsoft Academic Search

The acquisition of social skills is an essential part of childhood and adolescent development. Due to its critical nature, assessment of appropriate and inappropriate social skills is necessary in order to determine whether or not deficits or excesses exist, thereby guiding treatment. The Matson Evaluation of Social Skills with Youngsters (MESSY) was developed for this purpose, and it has recently

Johnny L. Matson; Alison M. Kozlowski; Daniene Neal; Julie A. Worley; Jill Fodstad

2011-01-01

400

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

401

Skill Scales Companion Guide.  

ERIC Educational Resources Information Center

This publication is a reference document meant to accompany other National Skill Standards Board (NSSB) publications that describe the development of skill standards, including Built to Work: A Common Framework for Skill Standards. This companion guide provides the NSSB Complexity Rating Skill Scales. Chapter 1 explains briefly how this tool fits…

National Skill Standards Board (DOL/ETA), Washington, DC.

402

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

1999-01-01

403

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

404

Mosaicism for the FMR1 gene influences adaptive skills development in fragile X-affected males.  

PubMed

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. PMID:8844082

Cohen, I L; Nolin, S L; Sudhalter, V; Ding, X H; Dobkin, C S; Brown, W T

1996-08-01

405

New institutions for pay and skills development in the NHS: improving internal labour market structures for low wage workers?  

Microsoft Academic Search

Abstract This paper considers the contribution that the NHS new pay system - ‘Agenda for Change’- and skills development,initiative – the ‘Skills Escalator’ – are making,to strengthen the internal labour market (ILM) for workers,at the lower end of the occupational hierarchy. Financial pressures on public healthcare and organisational restructuring are shown,to have exploited HCAs and cleaners in the recent past

Annette Cox; Damian Grimshaw; Marilyn Carroll; Anne McBride

406

Poor Social Skills Are a Vulnerability Factor in the Development of Psychosocial Problems.  

ERIC Educational Resources Information Center

Presumes that poor social skills are thought to make people vulnerable to psychosocial problems pursuant to the experience of stressful life events. Indicates that lower social skills scores of a group of college freshmen were predictive of a worsening of psychosocial problems. Finds that social skills interacted with stressful life events to…

Segrin, Chris; Flora, Jeanne

2000-01-01

407

Assessing the Need for the Development of Standardized Life Skills Measures  

ERIC Educational Resources Information Center

Youth practitioners often select life skills as intentionally targeted program outcomes. While research findings suggest the efficacy of program experiences to positively influence a variety of life skills, it remains difficult to compare these findings due to measurement incongruities. Individual life skills (e.g., leadership, decision making,…

Duerden, Mat D.; Witt, Peter A.

2011-01-01

408

A protocol for evaluating progressive levels of simulation fidelity in the development of technical skills, integrated performance and woman centred clinical assessment skills in undergraduate midwifery students  

PubMed Central

Background Simulation as a pedagogical approach has been used in health professional education to address the need to safely develop effective clinical skills prior to undertaking clinical practice. However, evidence for the use of simulation in midwifery is largely anecdotal, and research evaluating the effectiveness of different levels of simulation fidelity are lacking. Woman centred care is a core premise of the midwifery profession and describes the behaviours of an individual midwife who demonstrates safe and effective care of the individual woman. Woman centred care occurs when the midwife modifies the care to ensure the needs of each individual woman are respected and addressed. However, a review of the literature demonstrates an absence of a valid and reliable tool to measure the development of woman centred care behaviours. This study aims to determine which level of fidelity in simulated learning experiences provides the most effective learning outcomes in the development of woman centred clinical assessment behaviors and skills in student midwives. Methods/Design Three-arm, randomised, intervention trial. In this research we plan to: a) trial three levels of simulation fidelity - low, medium and progressive, on student midwives performing the procedure of vaginal examination; b) measure clinical assessment skills using the Global Rating Scale (GRS) and Integrated Procedural Performance Instrument (IPPI); and c) pilot the newly developed Woman Centred Care Scale (WCCS) to measure clinical behaviors related to Woman-Centredness. Discussion This project aims to enhance knowledge in relation to the appropriate levels of fidelity in simulation that yield the best educational outcomes for the development of woman centred clinical assessment in student midwives. The outcomes of this project may contribute to improved woman centred clinical assessment for student midwives, and more broadly influence decision making regarding education resource allocation for maternity simulation. PMID:23706037

2013-01-01

409

The Nature and Impact of Changes in Home Learning Environment on Development of Language and Academic Skills in Preschool Children  

ERIC Educational Resources Information Center

In this study, we examined changes in the early home learning environment as children approached school entry and whether these changes predicted the development of children's language and academic skills. Findings from a national sample of the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development

Son, Seung-Hee; Morrison, Frederick J.

2010-01-01

410

Development of a wheelchair skills home program for older adults using a participatory action design approach.  

PubMed

Restricted mobility is the most common impairment among older adults and a manual wheelchair is often prescribed to address these limitations. However, limited access to rehabilitation services results in older adults typically receiving little or no mobility training when they receive a wheelchair. As an alternative and novel approach, we developed a therapist-monitored wheelchair skills home training program delivered via a computer tablet. To optimize efficacy and adherence, principles of self-efficacy and adult learning theory were foundational in the program design. A participatory action design approach was used to engage older adult wheelchair users, care providers, and prescribing clinicians in an iterative design and development process. A series of prototypes were fabricated and revised, based on feedback from eight stakeholder focus groups, until a final version was ready for evaluation in a clinical trial. Stakeholder contributions affirmed and enhanced the foundational theoretical principles and provided validation of the final product for the target population. PMID:25276768

Giesbrecht, Edward M; Miller, William C; Mitchell, Ian M; Woodgate, Roberta L

2014-01-01

411

Development of a Wheelchair Skills Home Program for Older Adults Using a Participatory Action Design Approach  

PubMed Central

Restricted mobility is the most common impairment among older adults and a manual wheelchair is often prescribed to address these limitations. However, limited access to rehabilitation services results in older adults typically receiving little or no mobility training when they receive a wheelchair. As an alternative and novel approach, we developed a therapist-monitored wheelchair skills home training program delivered via a computer tablet. To optimize efficacy and adherence, principles of self-efficacy and adult learning theory were foundational in the program design. A participatory action design approach was used to engage older adult wheelchair users, care providers, and prescribing clinicians in an iterative design and development process. A series of prototypes were fabricated and revised, based on feedback from eight stakeholder focus groups, until a final version was ready for evaluation in a clinical trial. Stakeholder contributions affirmed and enhanced the foundational theoretical principles and provided validation of the final product for the target population. PMID:25276768

Giesbrecht, Edward M.; Miller, William C.; Mitchell, Ian M.; Woodgate, Roberta L.

2014-01-01

412

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.

413

Children and adults both see 'pirates' in 'parties': letter-position effects for developing readers and skilled adult readers.  

PubMed

Developing readers often make anagrammatical errors (e.g. misreading pirates as parties), suggesting they use letter position flexibly during word recognition. However, while it is widely assumed that the occurrence of these errors decreases with increases in reading skill, empirical evidence to support this distinction is lacking. Accordingly, we compared the performance of developing child readers (aged 8-10 years) against the end-state performance of skilled adult readers in a timed naming task, employing anagrams used previously in this area of research. Moreover, to explore the use of letter position by developing readers and skilled adult readers more fully, we used anagrams which, to form another word, required letter transpositions over only interior letter positions, or both interior and exterior letter positions. The patterns of effects across these two anagram types for the two groups of readers were very similar. In particular, both groups showed similarly slowed response times (and developing readers increased errors) for anagrams requiring only interior letter transpositions but not for anagrams that required exterior letter transpositions. This similarity in the naming performance of developing readers and skilled adult readers suggests that the end-state skilled use of letter position is established earlier during reading development than is widely assumed. PMID:25055930

Paterson, Kevin B; Read, Josephine; McGowan, Victoria A; Jordan, Timothy R

2015-03-01

414

Integration of bioinformatics into an undergraduate biology curriculum and the impact on development of mathematical skills.  

PubMed

The development of fields such as bioinformatics and genomics has created new challenges and opportunities for undergraduate biology curricula. Students preparing for careers in science, technology, and medicine need more intensive study of bioinformatics and more sophisticated training in the mathematics on which this field is based. In this study, we deliberately integrated bioinformatics instruction at multiple course levels into an existing biology curriculum. Students in an introductory biology course, intermediate lab courses, and advanced project-oriented courses all participated in new course components designed to sequentially introduce bioinformatics skills and knowledge, as well as computational approaches that are common to many bioinformatics applications. In each course, bioinformatics learning was embedded in an existing disciplinary instructional sequence, as opposed to having a single course where all bioinformatics learning occurs. We designed direct and indirect assessment tools to follow student progress through the course sequence. Our data show significant gains in both student confidence and ability in bioinformatics during individual courses and as course level increases. Despite evidence of substantial student learning in both bioinformatics and mathematics, students were skeptical about the link between learning bioinformatics and learning mathematics. While our approach resulted in substantial learning gains, student "buy-in" and engagement might be better in longer project-based activities that demand application of skills to research problems. Nevertheless, in situations where a concentrated focus on project-oriented bioinformatics is not possible or desirable, our approach of integrating multiple smaller components into an existing curriculum provides an alternative. PMID:22987552

Wightman, Bruce; Hark, Amy T

2012-01-01

415

Geosciences in an Immersive Fulldome Environment: Developing Science and Communication Skills by Creating Digital Media  

NASA Astrophysics Data System (ADS)

The Ho Tung Visualization Laboratory and Planetarium at Colgate University provides an opportunity for students of diverse backgrounds to learn scientific concepts and communication techniques through the creation of fulldome digital animations. Students give presentations to classes, school groups, and the public in the planetarium setting, and enhance learning by creating digital content appropriate to these audiences. The immersive environment is well-suited for showing large-scale geologic processes that may not be easily seen in the field. Geoscience projects include fly-bys of the Hudson River Valley, Cascade Mountain Range, Grand Canyon, and Basin and Range province, animation of the advance of the Laurentide Ice Sheet, evolution of continental positions since the late Precambrian, and comparisons of volcanic eruption styles. In order to create a digital animation, students must have a detailed understanding of the subject matter as well as all aspects of presentation, ranging from intended audience to relevant production technologies. This encourages students to explore material at a depth beyond conventional learning methods while integrating the skills necessary to effectively communicate scientific concepts to varied audiences. Based on these explorations, it appears beneficial to promote scientific visualization creation as a tool in itself to help students develop both scientific knowledge and communication skills.

Alley, K. E.; Crawford, A.; Eakin, J.

2011-12-01

416

Social-emotional learning skill, self-regulation, and social competence in typically developing and clinic-referred children.  

PubMed

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 children ages 5 to 17 years. Findings from both studies supported the conclusion that SEL skill includes three broad factors: awareness of nonverbal cues; the ability to interpret social meaning through theory of mind, empathy, and pragmatic language; and the ability to reason about social problems. Furthermore, the better children perform on measures of SEL skill and the more their parents and teachers report that children can regulate their behavior, the more competent their social interactions. PMID:20183669

McKown, Clark; Gumbiner, Laura M; Russo, Nicole M; Lipton, Meryl

2009-11-01

417

Cutoffs for the Matson Evaluation of Social Skills with Youngsters-II (MESSY-II) for Typically Developing Children and for Children Diagnosed with Autism Spectrum Disorders  

ERIC Educational Resources Information Center

The acquisition of social skills is an essential part of childhood and adolescent development. Due to its critical nature, assessment of appropriate and inappropriate social skills is necessary in order to determine whether or not deficits or excesses exist, thereby guiding treatment. The "Matson Evaluation of Social Skills with Youngsters"…

Matson, Johnny L.; Kozlowski, Alison M.; Neal, Daniene; Worley, Julie A.; Fodstad, Jill

2011-01-01

418

Infrared algorithm development for ocean observations  

NASA Technical Reports Server (NTRS)

Efforts continue under this contract to develop algorithms for the computation of sea surface temperature (SST) from MODIS infrared retrievals. This effort includes radiative transfer modeling, comparison of in situ and satellite observations, development and evaluation of processing and networking methodologies for algorithm computation and data accession, evaluation of surface validation approaches for IR radiances, and participation in MODIS (project) related activities. Efforts in this contract period have focused on radiative transfer modeling, evaluation of atmospheric correction methodologies, involvement in field studies, production and evaluation of new computer networking strategies, and objective analysis approaches.

Brown, Otis B.

1995-01-01

419

Identifying the Benefits of Observational Practice in the Acquisition of a Novel Coordination Skill  

E-print Network

). The pendulums could be programed to oscillate at different relative phase patterns. The model trained with three frequencies (0.75, 0.85, and 1.0 Hz) at producing the 90? relative phase pattern. The observers saw this. The groups were compared pre- and post... not differ from the physical practice group and both were more perceptually accurate than the control group. The authors concluded that observational training via a model and animated 90? coordination pattern can aid perceptual learning, while...

Park, Inchon

2014-08-14

420

Science and Engineering of the Environment of Los Angeles: A GK-12 Experiment at Developing Science Communications Skills in UCLA's Graduate Program  

NASA Astrophysics Data System (ADS)

Many science and research skills are taught by osmosis in graduate programs with the expectation that students will develop good communication skills (speaking, writing, and networking) by observing others, attending meetings, and self reflection. A new National Science Foundation Graduate Teaching Fellows in K- 12 Education (GK-12; http://ehrweb.aaas.org/gk12new/) program at UCLA (SEE-LA; http://measure.igpp.ucla.edu/GK12-SEE-LA/overview.html ) attempts to make the development of good communication skills an explicit part of the graduate program of science and engineering students. SEE-LA places the graduate fellows in two pairs of middle and high schools within Los Angeles to act as scientists-in- residence. They are partnered with two master science teachers and spend two-days per week in the classroom. They are not student teachers, or teacher aides, but scientists who contribute their content expertise, excitement and experience with research, and new ideas for classroom activities and lessons that incorporate inquiry science. During the one-year fellowship, the graduate students also attend a year-long Preparing Future Faculty seminar that discusses many skills needed as they begin their academic or research careers. Students are also required to include a brief (two-page) summary of their research that their middle or high school students would be able to understand as part of their published thesis. Having students actively thinking about and communicating their science to a pre-college audience provides important science communication training and helps contribute to science education. University and local pre- college school partnerships provide an excellent opportunity to support the development of graduate student communication skills while also contributing significantly to the dissemination of sound science to K-12 teachers and students.

Moldwin, M. B.; Hogue, T. S.; Nonacs, P.; Shope, R. E.; Daniel, J.

2008-12-01

421

Do informal musical activities shape auditory skill development in preschool-age children?  

PubMed Central

The influence of formal musical training on auditory cognition has been well established. For the majority of children, however, musical experience does not primarily consist of adult-guided training on a musical instrument. Instead, young children mostly engage in everyday musical activities such as singing and musical play. Here, we review recent electrophysiological and behavioral studies carried out in our laboratory and elsewhere which have begun to map how developing auditory skills are shaped by such informal musical activities both at home and in playschool-type settings. Although more research is still needed, the evidence emerging from these studies suggests that, in addition to formal musical training, informal musical activities can also influence the maturation of auditory discrimination and attention in preschool-aged children. PMID:24009597

Putkinen, Vesa; Saarikivi, Katri; Tervaniemi, Mari

2013-01-01

422

Predictors and Course of Daily Living Skills Development in Toddlers with Autism Spectrum Disorders  

PubMed Central

Self-sufficiency is central to child and family well-being. This report focuses on predictors of adaptive daily living skills (DLS) development in young children with ASD and whether DLS gains predict decreases in parenting stress. Participants were 162 toddlers with ASD and their parents, assessed at 3 annual timepoints. Hierarchical Linear Models showed that age, DQ, and autism symptom severity uniquely predicted initial DLS and DLS growth. Child problem behaviors predicted initial DLS only. DLS was associated with change in parenting stress above and beyond DQ, autism symptom severity, and problem behaviors. Children with lower IQ and more severe symptoms showed slower DLS gains. Given its relation to parenting stress, DLS are an important intervention target in young children with ASD. PMID:21598046

Green, Shulamite A.

2014-01-01

423

Phases of Learning: Ninth Graders' Skill Acquisition.  

ERIC Educational Resources Information Center

Explores students' cognitive behaviors observed in the process of learning as performed in the classroom context while acquiring a thinking skill such as choosing wisely. Micro-analysis of the students' video-recorded repeated applications of the skill identified 10 steps along the learning process, disclosing the students' development of schemata…

Eilam, Billie

2002-01-01

424

Instruction to Help Young Children Develop Language and Literacy Skills: The Roles of Program Design and Instructional Guidance  

Microsoft Academic Search

This article discusses the kinds of instructional activities that young children need to develop basic language and literacy skills based on recent research and program evaluations. This includes approaches to develop alphabetic understanding, phonological awareness, vocabulary, and oral language. Activities and materials from the Pre-kindergarten Literacy program are provided as examples of methods preschool teachers can use to help young

Barbara Gunn; Patricia Vadasy; Keith Smolkowski

2011-01-01

425

The Effects of Professional Development on Early Reading Skills: A Comparison of Two Approaches to Word Solving  

ERIC Educational Resources Information Center

This study examined the differential effects of two components of the Interactive Strategies Approach (ISA) professional development program on outcomes related to teacher knowledge, teacher practice, and student reading achievement. The professional development for teachers focused on word solving skill among struggling first grade readers. The…

Anderson, Kimberly L.

2009-01-01

426

Questioning the Role of Children's Indigenous Games of Africa on Development of Fundamental Movement Skills: A Preliminary Review  

ERIC Educational Resources Information Center

This paper interrogates the role children's indigenous games of Africa can play in the development of fundamental movement skills relevant in modernized sports. On a daily basis, children in Africa play varieties of traditional games that vary between tribes, communities and distances. However, the efficacy of these games in the development of…

Lyoka, Philemon A.

2007-01-01

427

Social Skills Development in Children with Autism Spectrum Disorders: A Review of the Intervention Research  

Microsoft Academic Search

Social reciprocity deficits are a core feature of the autism spectrum disorders (ASD). This review summarizes the state of\\u000a research in group-based social skills training programs for school-age children and adolescents with ASD. All published studies\\u000a of group social skills interventions between 1985 and 2006 were reviewed, as well as dissertations examining group-based social\\u000a skills intervention programs. To assess the

Susan Williams White; Kathleen Keonig; Lawrence Scahill

2007-01-01

428

Helping Young Children Develop Motor Skills in a Bilingual-Multicultural Environment. Bilingual/Bicultural Child Development Associate Pilot Project: Module VI.  

ERIC Educational Resources Information Center

This Child Development Associate (CDA) training module, the sixth in a series of 16, provides an introductory course in the development of motor skills in children. In the first two sections, the importance and characteristics of motor development are briefly discussed. Maturation factors and predictable patterns and stages in motor development

Coleman, Joyce H.

429

Development of the life skills for promotion of health with art-therapy.  

PubMed

Individuals, who work in an organization, develop a shared perception that influences their behavior and emotions. This perception guides operators in the interpretation of the main business processes and in the modes of decision-making. The Italian Ministry of Public Administration in 2004 issued a directive to improve the organizational well-being and the emotional state of the environment in the workplace. This law identifies the necessity of an organizational climate that fosters creativity at the workplace, for the development and the efficiency of public administration. Several studies have shown that the development of creativity in the operators becomes a resource for the organization to facilitate the adaptation to change and to the solution of problems. So the techniques of creativity can be used as a training strategy for the quality management and human resources, optimizing services. The following pilot study evaluates the effectiveness of a training course for veterinary staff of ASL Napoli 1 Centre The aim of the course has been promoting the well-being, the development of life skills and the resilience of the learners using techniques of creativity and art therapy. PMID:25413535

Tavormina, Romina; Diamare, Sara; D'Alterio, Vittorio; Nappi, Bianca; Ruocco, Claudia; Guida, Enrico

2014-11-01

430

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

431

Motor development in individuals with congenital adrenal hyperplasia: Strength, targeting, and fine motor skill  

PubMed Central

Summary This study investigated early androgen influence on the development of human motor and visuomotor characteristics. Participants, ages 12 to 45 years, were individuals with congenital adrenal hyperplasia (CAH), a disorder causing increased adrenal androgen production before birth (40 females, 29 males) and their unaffected relatives (29 females, 30 males). We investigated grip strength and visuomotor targeting tasks on which males generally outperform females, and fine motor pegboard tasks on which females generally outperform males. Physical characteristics (height and weight) were measured to explore whether body parameters could explain differences in motor skills. Females with CAH were stronger and showed better targeting than unaffected females and showed reduced fine visuomotor skill on one pegboard measure, with no difference on the other. Males with CAH were weaker than unaffected males in grip strength but did not differ on the targeting or pegboard measures. Correction for body size could not explain the findings for females, but suggests that the reduced strength of males with CAH may relate to their smaller stature. Further, the targeting advantage in females with CAH persisted following adjustment for their greater strength. Results in females support the hypothesis that androgen may masculinize, or promote, certain motor characteristics at which males excel, and contribute to defeminization of certain fine motor characteristics at which females excel. Thus, these data suggest that organizational effects of androgens on behavior during prenatal life may extend to motor characteristics and may contribute to general sex differences in motor-related behaviors; however, alternative explanations based on activational influences of androgen or altered experiential factors cannot be excluded without further study. KEYWORDS: congenital adrenal hyperplasia (CAH), androgen, sex, motor, strength, targeting PMID:18938041

Collaer, Marcia L.; Brook, Charles; Conway, Gerard S.; Hindmarsh, Peter C.; Hines, Melissa

2009-01-01

432

Is adolescence a critical period for learning formal thinking skills? A case study investigating the development of formal thinking skills in a short-term inquiry-based intervention program  

NASA Astrophysics Data System (ADS)

Current domestic and international comparative studies of student achievement in science are demonstrating that the U.S. needs to improve science education if it wants to remain competitive in the global economy. One of the causes of the poor performance of U.S. science education is the lack of students who have developed the formal thinking skills that are necessary to obtain scientific literacy. Previous studies have demonstrated that formal thinking skills can be taught to adolescents, however only 25% of incoming college freshman have these necessary skills. There is some evidence that adolescence (girls aged 11-13, boys aged 12-14) is a critical period where students must learn formal thinking skills, similar to the critical period that exists for young children learning languages. It is not known whether it is more difficult for students to learn formal thinking skills either prior to or following adolescence. The purpose of this quantitative case study is to determine whether adolescence is a critical period for students to learn formal thinking skills. The study also investigates whether a formal thinking skills focused program can improve students' intelligence. In this study 32 students who had not developed any formal thinking skills, ranging in age from 10-16, underwent an intensive four-week, inquiry-based, formal thinking skill intervention program that focused on two formal thinking skills: (1) the ability to control and exclude variables; and (2) the ability to manipulate ratios and proportionalities. The students undergoing the training were matched with control students by age, gender, formal thinking skill ability, and intelligence. The control group attended their traditional science course during the intervention periods. The results of the study showed that the intervention program was successful in developing students' formal thinking skills. The pre-adolescents (males, age 10-11, females, age 10) were unable to learn formal thinking skills. The data indicated that there is not a significant difference between adolescents and post-adolescents (up to 16-years-old) ability to learn formal thinking skills. Both groups (adolescent and post-adolescent) showed improvement in their formal thinking skill ability after the intervention. The intervention also demonstrated evidence of improving students' intelligence scores.

Towne, Forrest S.

433

Developing skills for youth in the 21st century: The role of elite International Baccalaureate Diploma Programme schools in China  

NASA Astrophysics Data System (ADS)

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, alongside the learning of subject content and technical skills. This paper explores the potential of International Baccalaureate Diploma Programme (IBDP) schools to respond to this mandate in China, one of the fastest-growing markets for International Baccalaureate® (IB) schools globally. The authors' research team undertook a multi-site case study of five elite IBDP schools in China. Their findings revealed confidence among interviewees that the IB educational philosophy was conducive to 21st-century skills development, especially through the provision of the three IBDP "Core Requirements", which are Creativity, Action, Service (CAS), Extended Essay (EE) and Theory of Knowledge (TOK). Despite this confidence, concerns remain about the implementation of the IB educational philosophy in the context of IBDP schools in China.

Wright, Ewan; Lee, Moosung

2014-04-01

434

The Impact of Developing Social Perspective-Taking Skills on Emotionality in Middle and Late Childhood  

ERIC Educational Resources Information Center

A sample of 209 children was followed longitudinally to examine the impact of growing perspective-taking skills on positive and negative emotionality in middle and late childhood. Perspective-taking skills were assessed through interviews. Teachers rated children's emotional reactivity and capacity to regain a neutral state following emotional…

Bengtsson, Hans; Arvidsson, Asa

2011-01-01

435

Female and Male Interns and Their Mentors? Perception of Workforce Skill Development  

NASA Technical Reports Server (NTRS)

Participants in this study were student interns and mentors taking part in the 2012, 10- week Langley Aerospace Research Student Scholars (LARSS) summer internship program in Hampton, Virginia. The study examined mentors and student interns' ratings of their preparedness in basic knowledge and skills. The study focused on three primary areas: 1) overall evaluation of knowledge and skills by mentors and interns; 2) male and female interns' perceptions of their own skills in these key areas; and 3) mentors' perceptions of their student interns' knowledge and skills in the same areas by gender. Overall mentors were more positive about their interns' improvement in 12 of 17 areas assessed than were the student interns. There were no significant gender differences in how mentors rated their male and female interns' abilities in these workforce skills, but there were four key areas where female interns rated their own abilities lower than did their male peers: analytical thinking, computational skills, computer skills and technical skills. Implications of these findings are discussed.

Hall, Cathy W.; Pinelli, Thomas E.; Brush, Kimberly M.

2013-01-01

436

Divergent Development of Manual Skills in Children Who Are Blind or Sighted  

ERIC Educational Resources Information Center

This empirical study compared the average ages at which four children with congenital blindness acquired 32 fine motor skills with age norms for sighted children. The results indicated that the children experienced extreme developmental delays in the acquisition of manual skills and a high degree of variability in developmental delays within and…

Brambring, Michael

2007-01-01

437

Semantic and Phonological Skills in Predicting Reading Development: From 3-16 Years of Age  

ERIC Educational Resources Information Center

The present longitudinal study investigated the relationship between pre-school semantic skills (vocabulary, comprehension and sentence construction), phonological awareness and later word decoding and reading comprehension skills. More than 200 Danish children were followed from a speech therapist screening at the age of three, through a…

Frost, Jorgen; Madsbjerg, Sigrid; Niedersoe, Jan; Olofsson, Ake; Sorensen, Peer Moller

2005-01-01

438

Sex Differential Item Functioning in the Inventory of Early Development III Social-Emotional Skills  

ERIC Educational Resources Information Center

Social-emotional (SE) skills in the early developmental years of children influence outcomes in psychological, behavioral, and learning domains. The adult ratings of a child's SE skills can be influenced by sex stereotypes. These rating differences could lead to differential conclusions about developmental progress or risk. To ensure that…

Beaver, Jessica L.; French, Brian F.; Finch, W. Holmes; Ullrich-French, Sarah C.

2014-01-01

439

Develop Oral Presentation Skills through Accounting Curriculum Design and Course-Embedded Assessment  

ERIC Educational Resources Information Center

At present, oral communication and presentation skills are important components of accounting education. Students can improve their oral presentation skills when they know the expectations for effective presentations, give multiple group and individual presentations, and experience consistent instructor feedback. The authors use a case study…

Kerby, Debra; Romine, Jeff

2010-01-01

440

Developing Preschoolers' Social Skills through Cross-Cultural Physical Education Intervention  

ERIC Educational Resources Information Center

The purpose of this study was to investigate the changes in children's social skills after their participation in a physical education programme named ESPEC ("Early Steps" Physical Education Curriculum). The evaluators of the children's social skills were the trained educators who implemented the curriculum as well as parents…

Tsangaridou, Niki; Zachopoulou, Evridiki; Liukkonen, Jarmo; Gråstén, Arto; Kokkonen, Marja

2014-01-01

441

The Development of Adaptive Skills in Young People with Down Syndrome  

ERIC Educational Resources Information Center

Background: To help children with Down syndrome reach optimum levels of adaptive behaviour, caretakers need to know how and to what extent children with Down syndrome acquire adaptive skills. Method: The adaptive levels of motor, daily living, communicative and social behavioural skills were determined in a group of 984 Dutch children with Down…

Van Duijn, G.; Dijkxhoorn, Y.; Scholte, E. M.; Van Berckelaer-Onnes, I. A.

2010-01-01

442

Development of the Metacognitive Skills of Prediction and Evaluation in Children With or Without Math Disability  

Microsoft Academic Search

Metacognition refers to knowledge about one's own cognition. The present study was designed to assess metacognitive skills that either precede or follow task engagement, rather than the processes that occur during a task. Specifically, we examined prediction and evaluation skills among children with (n = 17) or without (n = 179) mathematics learning disability (MLD), from grades 2 to 4.

Adia J. Garrett; Michele M. M. Mazzocco; Linda Baker

2006-01-01

443

Teaching Strategies for Developing Students' Argumentation Skills about Socioscientific Issues in High School Genetics  

ERIC Educational Resources Information Center

An outcome of science education is that young people have the understandings and skills to participate in public debate and make informed decisions about science issues that influence their lives. Toulmin's argumentation skills are emerging as an effective strategy to enhance the quality of evidence based decision making in science classrooms. In…

Dawson, Vaille Maree; Venville, Grady

2010-01-01

444

Social Skills Development in Children with Autism Spectrum Disorders: A Review of the Intervention Research  

ERIC Educational Resources Information Center

Social reciprocity deficits are a core feature of the autism spectrum disorders (ASD). This review summarizes the state of research in group-based social skills training programs for school-age children and adolescents with ASD. All published studies of group social skills interventions between 1985 and 2006 were reviewed, as well as dissertations…

Williams White, Susan; Keonig, Kathleen; Scahill, Lawrence

2007-01-01

445

How to Develop Meta Cognition to Thinking Process in order to Improve Investigation Skill  

Microsoft Academic Search

In this paper a special way to use intelligence tests in order to strengthen the student teachers' meta-cognition and their ability to master the skills was examined. The objective of this exercise is to prepare the students to use these skills, which are relevant also for carrying out scientific experiments. These student teachers reported that the process of carrying out

Esther ZARETSKY; Varda BAR

446

Development of Pupils' Classification Skills in Science Lessons: An Intervention of Computer Use  

Microsoft Academic Search

This paper describes an investigation of 13- and 14-year-old pupils' classification skills when they analyze scientific data in science lessons. The study involved two matched experimental and control pairs of classes of pupils (n = 95) analyzing scientifically based data. The assessment instrument for investigating pupils' skills was the paper and pencil pre- and post-test. This instrument showed small differences

Kleopatra Nikolopoulou

2000-01-01

447

21st Century Skills Development: Learning in Digital Communities--Technology and Collaboration  

ERIC Educational Resources Information Center

This study examines some aspects of student performance in the 21 st century skills of Information and Communication (ICT) Literacy and collaboration. In this project, extant data from the Assessment and Teaching for 21st Century Skills project (ATC21S) will be examined. ATC21S is a collaborative effort among educational agencies in six countries,…

Short, Barbara J.

2012-01-01

448

Clarifying Pre-Service Teacher Perceptions of Mentor Teachers' Developing Use of Mentoring Skills  

ERIC Educational Resources Information Center

The aim of this study is to clarify how pre-service teachers perceive mentor teachers' use of mentoring skills. Sixty stimulated-recall interviews were conducted, each in connection with a previously recorded mentoring dialogue. A quantitative analysis showed that six types of mentoring skills appeared to be perceived by pre-service teachers as…

Hennissen, Paul; Crasborn, Frank; Brouwer, Niels; Korthagen, Fred; Bergen, Theo

2011-01-01

449

Soft Skills in the Development of Team-Based Electronic Learning Portfolio  

Microsoft Academic Search

The top qualities of an effective engineer include not only technical competence but also soft skills which may be hard to acquire while already on the job. Fulfilling stakeholders’ demand, educators design the curriculum for engineering programs with the objectives of producing graduates capable in not only technical competence but also possess the equally important soft skills. This calls for

Azizan Zainal Abidin; Fatimah Saleh

2010-01-01

450

The Learning and Development of Low-Skilled Workers Training to Become Surgical Technologists  

ERIC Educational Resources Information Center

The purpose of this case study was to explore how low-skilled workers who participated in a health care training program learned to acquire the technical, cognitive, and developmental competencies they needed to gain skilled employment in higher-level positions in the field and thus advance their careers. The data methods used were: (1) in-depth…

Dyer, Judith Sandra

2010-01-01

451

Metacognitive Skills Development: A Web-Based Approach in Higher Education  

ERIC Educational Resources Information Center

Although there were studies that presented the applications of metacognitive skill training, the research on web-based metacognitive skills training are few. The purpose of this study is to design a web-based learning environment and further examine the effect of the web-based training. A pretest-posttest quasi-experimental design was used in this…

Shen, Chun-Yi; Liu, Hsiu-Chuan

2011-01-01

452

Divergent Development of Gross Motor Skills in Children Who Are Blind or Sighted  

ERIC Educational Resources Information Center

This empirical study compared the average ages at which four congenitally blind children acquired 29 gross motor skills with age norms for sighted children. The results indicated distinct developmental delays in the acquisition of motor skills and a high degree of variability in developmental delays within and across the six subdomains that were…

Brambring, Michael

2006-01-01

453

Development and Initial Validation of an Instrument Measuring Managerial Coaching Skill  

ERIC Educational Resources Information Center

This article reports on two studies that used three different samples (N = 644) to construct and validate a multidimensional measure of managerial coaching skill. The four dimensions of coaching skill measured were Open Communication, Team Approach, Value People, and Accept Ambiguity. The two studies assessed the context adequacy, dimensionality,…

McLean, Gary N.; Yang, Baiyin; Kuo, Min-Hsun Christine; Tolbert, Amy S.; Larkin, Carolyn

2005-01-01

454

The Assessment Skills and Knowledge Standards: Professionalizing the Work of Assessing Student Learning and Development  

ERIC Educational Resources Information Center

This article offers a brief discussion on the Assessment Skills and Knowledge (ASK) Standards. The ASK Standards provide a consistent framework that outlines the skills and knowledge that should be advanced in educational sessions. It also recognizes the critical importance of assessment in the roles and responsibilities of student affairs…

Henning, Gavin W.; Mitchell, Alice A.; Maki, Peggy L.

2008-01-01

455

Development of Productive Skills. Report of a Sub-Regional APEID Workshop on Non-Formal and Alternative Structures in Education with Emphasis on Development of Productive Skills (Philippines, May 28-June 16, 1979).  

ERIC Educational Resources Information Center

Delegates from six countries (Bangladesh, Korea, India, Indonesia, Thailand, and the Philippines) met in the Philippines in May-June 1979 at a UNESCO-sponsored conference to discuss development of productive skills through nonformal and alternative structures in education. The main part of the meeting was a series of reports of the nonformal…

United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand). Regional Office for Education in Asia and Oceania.

456

Developing nurse leaders: a program enhancing staff nurse leadership skills and professionalism.  

PubMed

This study aims to determine whether participation in the Nursing Leadership Perspectives Program (NLPP) at Mayo Clinic in Rochester, Minnesota, produced a change in leadership skills, increased professional activities, leadership promotion, and retention rates of participants. The NLPP is an educational program designed to enhance leadership skills and promote professionalism of registered nurses. The 6-month program provides participants with theoretical knowledge, core competencies, and opportunities to practice application of leadership skills. Outcome metrics were collected from registered nurses who completed the program (n = 15). Data analysis included descriptive and nonparametric methods. Participants reported statistically significant changes in their leadership skills after participation in the program (P = .007) on the Leadership Practices Inventory. Changes in professional behavior were also statistically significant as rated by the Nursing Activity Scale (P = .001). Participants demonstrated a change in leadership skills and professional behavior following the program. PMID:21900815

Abraham, Pauline J

2011-01-01

457

The role of simulation in developing communication and gestural skills in medical students  

PubMed Central

Background International studies have shown that laboratory training, particularly through the application of the principles of simulation learning, is an effective means of developing the communication and gestural skills of healthcare professionals. At the Advanced Simulation Center of the University of Genoa we have therefore established the first clinical skill laboratory with medical school students and an interprofessional team of trainers, as the first step towards developing simulation training of both medical and nursing students at our University. The aim of this study was to assess student satisfaction with laboratory training in an Advanced Simulation Center. Methods All of the third-year students of the Medical School (n?=?261) were invited to participate in the laboratory sessions at the Advanced Simulation Center. They were divided into groups and attended the Center for one week. The team of trainers included medical doctors and nurses involved in teaching at the University Medicine and Nursing programs. At the end of the week, the students were administered an anonymous questionnaire made up of two sections: the first one was on the content of individual laboratory sessions; the second on the training methods, materials used and the trainers. A five-point Likert scale was used to measure satisfaction. Results According to the students all of the topics covered by the laboratory sessions were irreplaceable. Questionnaire results showed a high level of satisfaction with the methods used, the instruments developed, and with the expertise and approachability of the educators. Almost all of the students wanted to participate in similar laboratory activities in the future. Conclusions The study highlighted the need to permanently integrate laboratory training sessions into the curriculum of medical students, who found them very useful and stimulating. The limit of this study was that only the teaching staff was interprofessional, and the students were only 3rd Year students of medicine. In the future, we hope to include also nursing students because they will need to learn how to deal with aspects of their clinical practice that require an interprofessional approach. PMID:24885330

2014-01-01

458

A Guide for the Developer of Basic Skills Products. The Product Developer's Manual.  

ERIC Educational Resources Information Center

This manual is designed to provide the developer with information which, when considered during the developmental phase of a project, will help ensure that the product will be in an appropriate form for effective dissemination or market distribution. The initial phase involves defining the purpose of the project, conducting market research,…

Crawley, Emmett L., Ed.; And Others

459

Helping Young Children Develop Social Skills in a Bilingual-Multicultural Environment. Bilingual/Bicultural Child Development Associate Pilot Project: Module V.  

ERIC Educational Resources Information Center

This Child Development Associate (CDA) training module, the fifth in a series of 16, focuses on preparing trainees in a bilingual/bicultural preschool teacher training program to help young children to develop social skills. The text of the module deals with: (1) fundamental principles of social development, (2) factors which influence social…

Coleman, Joyce H.

460

Helping Young Children Develop Self-Help Skills in a Bilingual-Multicultural Environment. Bilingual/Bicultural Child Development Associate Pilot Project: Module IX.  

ERIC Educational Resources Information Center

This Child Development Associate (CDA) training module, the ninth in a series of 16, provides a guide to developing self-help skills in children in a bilingual, multicultural environment. Designed for bilingual/bicultural preschool trainees, the module discusses four principles of self-help development, lists factors to consider in planning…

Coleman, Joyce H.

461

Differential development of visual attention skills in school-age children  

PubMed Central

Children aged 7–17 years and adults aged 18–22 years were tested on three aspects of visual attention: the ability to distribute visual attention across the field to search for a target, the time required for attention to recover from being directed towards a target, and the number of objects to which attention can be simultaneously allocated. The data suggested different developmental trajectories for these components of visual attention within the same set of participants. This suggests that, to some extent, spatial, temporal and object-based attentional processes are subserved by different neural resources which develop at different rate. In addition, participants who played action games showed enhanced performance on all aspects of attention tested as compared to non-gamers. These findings reveal a potential facilitation of development of attentional skills in children who are avid players of action video games. As these games are predominantly drawing a male audience, young girls are at risk of underperforming on such tests, calling for a careful control of video game usage when assessing gender differences in attentional tasks. PMID:19836409

Dye, Matthew W. G.; Bavelier, Daphne

2009-01-01

462

Clinical research skills development program in cell-based regenerative medicine.  

PubMed

SummaryCell-based therapy aimed at restoring organ function is one of the most exciting and promising areas of medical research. However, a novel intervention like cell-based therapy requires physician education and training. An increasing number of physicians untrained in regenerative medicine are using cell-based therapy to treat patients for a wide variety of chronic illnesses. The current lack of training for physicians in this area combined with the sharply increasing practice of regenerative medicine is concerning for a number of reasons, namely potential harm to patients and avoidable conflicts between governmental regulatory agencies and physicians. Academic medical fellowship training programs are needed that specifically prepare physicians for treating patients with cell-based therapies for various organ systems and chronic diseases. The National Heart, Lung, and Blood Institute established the Cardiovascular Cell Therapy Network to design and conduct clinical trials that advance the field of cell-based therapy for patients with cardiovascular disease. As part of the network, a two-year Clinical Research Skills Development Program was supported at two centers with the goal of training early career investigators in cell-based clinical and translational research. In this review, we describe the implementation of this training program at our institution with the purpose of promoting the further development of academic fellowship programs in cell-based regenerative medicine. PMID:25548389

Schulman, Ivonne Hernandez; Suncion, Viky; Karantalis, Vasileios; Balkan, Wayne; Hare, Joshua M

2015-02-01

463

Developing Students' Referencing Skills: A Matter of Plagiarism, Punishment and Morality or of Learning to Write Critically?  

ERIC Educational Resources Information Center

Just as plagiarism is viewed poorly in the academic community, so is plagiarism viewed poorly in student writing, with a range of sanctions and penalties applying for not displaying academic integrity. Yet learning to cite effectively to progress one's argument, position or understandings is a skill that takes time to develop and hone. This paper…

Vardi, Iris

2012-01-01

464

Individual Differences in the Development of Early Writing Skills: Testing the Unique Contribution of Visuo-Spatial Working Memory  

ERIC Educational Resources Information Center

Visually mediated processes including, exposure to print (e.g. reading) as well as orthographic transcription and coding skills, have been found to contribute to individual differences in literacy development. The current study examined the role of visuospatial working memory (WM) in underpinning this relationship and emergent writing. One hundred…

Bourke, Lorna; Davies, Simon J.; Sumner, Emma; Green, Carolyn

2014-01-01

465

Helwan University Project Developing Primary School Pupils' Abilities and Skills at Some Egyptian Underprivileged Areas (Slums). (Field Study)  

ERIC Educational Resources Information Center

Through directing concerted efforts and educational services of seven Faculties of Helwan University towards socially underprivileged pupils in slum areas (EL-Marg area in big Cairo) this research project had two main aims: firstly, modifying a set of arbitrary behaviors of those pupils, in a trial to develop some behavior skills associated with…

El-Tayeb, Mahmoud N.; El Nashar, Mohamed; Zeid, Mai M.; El-Sayed, Magda; Ramadan, Mohamed A.; Hamdi, Safia M.; El-Affy, Nabila; Ebeid, Amina K.; El-Marasi, Sonia S.; Abou-Elmahty, Maher

2010-01-01

466

New Paradigms for Adult Learning: Building on Mexican Immigrants' Prior Experience To Develop Basic Skills for the Information Society.  

ERIC Educational Resources Information Center

This paper examines basic skills competencies developed by Mexican immigrant adult learners through participation in (although not always completion of) adult basic education programs conducted by the Mexican, Instituto Nacional para la Educacion de los Adultos (INEA). The comparison provides the conceptual basis for configuring instructional…

Kissam, Edward

467

A Critical Thinking Framework for Truman State University Developing and improving higherorder thinking skills have always been central to the  

E-print Network

A Critical Thinking Framework for Truman State University WHEREAS · Developing and improving to critical thinking skills in our statements of goals, mission, vision, and desired characteristics of Truman graduates; · Truman has committed to improving the critical thinking of its students as part

Gering, Jon C.

468

School-Based Extracurricular Activities, Personality, Self-Concept, and College Career Development Skills in Chinese Society  

ERIC Educational Resources Information Center

In the present study, we examined in Chinese society the association of school-based extracurricular activities (SBEAs) in both high school and college with students' career development skills in college, as well as with various personality characteristics and self-concept. Each of 281 college students administered the Lai Personality Inventory,…

Shiah, Yung-Jong; Huang, Ying; Chang, Frances; Chang, Chuan-Feng; Yeh, Lun-Chang

2013-01-01

469

An Exploration of Developing Active Exploring and Problem Solving Skill Lego Robot Course by the Application of Anchored Instruction Theory  

ERIC Educational Resources Information Center

In recent years, researches had shown that the development of problem solving skill became important for education, and the educational robots are capable for promoting students not only understand the physical and mathematical concepts, but also have active and constructive learning. Meanwhile, the importance of situation in education is rising,…

Chen, Chen-Yuan

2013-01-01

470

Integrating Knowledge, Skills, and Values into the Curriculum Development Process at the University of Guelph-Humber  

ERIC Educational Resources Information Center

The focus of this paper is the curriculum development process that led to the intentional integration of knowledge, skills, and values in every course at a newly created institution, the University of Guelph-Humber (G-H). Among the many unique features of G-H, the integration of theory and practice in each course is one of the most important. The…

Evers, Frederick; Wolstenholme, Janet

2007-01-01

471

Social Skills Development in Children with Attention Deficit/Hyperactivity Disorder through Participation in a Residential Summer Camp Program.  

ERIC Educational Resources Information Center

A study assessed social skills development in children aged 8-13 with attention deficit/hyperactivity disorder after they attended a residential summer camp. Questionnaires returned by parents of 12 such campers reported increases in age-appropriate behavior, independence, self-esteem, connection with peers, and participation in group activities.…

Guettal, Zoe; Potter, Tom

2000-01-01

472

Improving Learning Achievements, Motivations and Problem-Solving Skills through a Peer Assessment-Based Game Development Approach  

ERIC Educational Resources Information Center

In this study, a peer assessment-based game development approach is proposed for improving students' learning achievements, motivations and problem-solving skills. An experiment has been conducted to evaluate the effectiveness of the proposed approach in a science course at an elementary school. A total of 167 sixth graders participated in…

Hwang, Gwo-Jen; Hung, Chun-Ming; Chen, Nian-Shing

2014-01-01

473

Children's High-Level Writing Skills: Development of Planning and Revising and Their Contribution to Writing Quality  

ERIC Educational Resources Information Center

Background: It is well established that the activity of producing a text is a complex one involving three main cognitive processes: Planning, translating, and revising. Although these processes are crucial in skilled writing, beginning and developing writers seem to struggle with them, mainly with planning and revising. Aims: To trace the…

Limpo, Teresa; Alves, Rui A.; Fidalgo, Raquel

2014-01-01

474

The Influence of Dual Language Education upon the Development of English Reading Skills of Kindergarten through Grade Two Students  

ERIC Educational Resources Information Center

The purpose of this inductive and quantitative research study is to examine the influence of dual language education upon the development of literacy skills in English proficient kindergarten through grade 2 students. Secondly, this research is purposed to aid in filling the void in the limited way in which educational researchers have examined…

Reynolds, Corey W.

2011-01-01

475

Development of Interactive Computer Programs To Help Students Transfer Basic Skills to College Level Science and Behavioral Science Courses.  

ERIC Educational Resources Information Center

Interactive computer programs, developed at Indiana University's Learning Skills Center, were designed to model effective strategies for reading biology and psychology textbooks. For each subject area, computer programs and textbook passages were used to instruct and model for students how to identify key concepts, compare and contrast concepts,…

Mikulecky, Larry

476

The Effects of Web-Based Interactive Virtual Tours on the Development of Prospective Mathematics Teachers' Spatial Skills  

ERIC Educational Resources Information Center

The aim of this study was to investigate the effects of web-based interactive virtual tours on the development of prospective mathematics teachers' spatial skills. The study was designed based on experimental method. The "one-group pre-test post-test design" of this method was taken as the research model. The study was conducted with 3rd year…

Kurtulus, Aytac

2013-01-01

477

The Development of Four Job-Oriented Basic Skills (JOBS) Programs. Final Report, October 1978-October 1980.  

ERIC Educational Resources Information Center

The Navy is finding it increasingly difficult to attract personnel with aptitude scores high enough to make them eligible for entry into Class "A" technical schools. Training courses were developed for low aptitude students that would increase their mastery of the prerequisite skills and knowledge (S/Ks) they would need for success in selected…

Harding, Susan R.; And Others

478

The Development of Language and Reading Skills in the Second and Third Languages of Multilingual Children in French Immersion  

ERIC Educational Resources Information Center

The relationship between first language (L1) typology, defined as the classification of languages according to their structural characteristics (e.g. phonological systems and writing systems), and the development of second (L2) and third (L3) language skills and literacy proficiency in multilingual children was investigated in this study. The…

Berube, Daniel; Marinova-Todd, Stefka H.

2012-01-01

479

Development of a Performance Assessment Task and Rubric to Measure Prospective Secondary School Mathematics Teachers' Pedagogical Content Knowledge and Skills  

ERIC Educational Resources Information Center

The purpose of this paper is to share a performance assessment task and rubric designed to assess secondary school mathematics preservice teachers' pedagogical content knowledge and skills. The assessment task and rubric were developed in collaboration with five education faculty, four arts and sciences faculty, and four high school teachers over…

Koirala, Hari P.; Davis, Marsha; Johnson, Peter

2008-01-01

480

Developing Chinese scientists’ skills for publishing in English: Evaluating collaborating-colleague workshops based on genre analysis  

Microsoft Academic Search

Getting papers published in the (largely English-language) international literature is important for individual researchers, their institutions, and the academic community, and the resulting pressure is being felt increasingly in China as a result of top-down policy initiatives. For many researchers, reaching this goal involves two intersecting aspects: developing very specific skills in English as an additional language, often from an

Margaret Cargill; Patrick O’Connor

2006-01-01

481

Peer Feedback Enhances a "Journal Club" for Undergraduate Science Students That Develops Oral Communication and Critical Evaluation Skills  

ERIC Educational Resources Information Center

Effective science communication is one of the key skills undergraduates must achieve and is one of the threshold learning outcomes for Science (TLO 4.1). In addition, presenting published research to their peers allows students to critically evaluate scientific research (TLO 3.1) and develop a deeper appreciation for the link between experimental…

Colthorpe, Kay; Chen, Xuebin; Zimbardi, Kirsten

2014-01-01

482

Using Method of Instruction to Predict the Skills Supporting Initial Reading Development: Insight from a Synthetic Phonics Approach  

ERIC Educational Resources Information Center

This study examined the skills predicting early reading development when children were taught by a synthetic phonics approach. Eighty five children taught to read by systematic synthetic phonics were assessed on reading and cognitive assessments prior to reading instruction (average age 4 years, 7 months), 6 months later (5 years, 1 month), and 73…

McGeown, Sarah P.; Medford, Emma

2014-01-01

483

Development of Reading Skills from K-3 in Spanish-Speaking English Language Learners Following Three Programs of Instruction  

ERIC Educational Resources Information Center

The development of English and Spanish reading and oral language skills from kindergarten to third grade was examined with a sample of 502 Spanish-speaking English language learners (ELLs) enrolled in three instructional programs. The students in the transitional bilingual and dual-language programs had significantly higher scores than the…

Nakamoto, Jonathan; Lindsey, Kim A.; Manis, Franklin R.

2012-01-01

484

Fundamental Movement Skills Development under the Influence of a Gymnastics Program and Everyday Physical Activity in Seven-Year-Old Children  

PubMed Central

Abstract Objective The objectives of this study were: a) to examine the influence of an 18-week basic artistic gymnastics program on fundamental movement skills (FMS) development in seven-year-old children; b) to determine correlations between children’s daily activities and successful performance of FMS and basic artistic gymnastics skills. Methods Seventy five first grade primary school children took part in this study. A physical education teacher specialized in artistic gymnastics conducted a gymnastics program for 18 weeks, three times a week. The level of gymnastics skills and FMS were identified at the beginning and at the end of the program. The level of gymnastics skills was evaluated by performance of eight artistic gymnastics skills, while FMS were evaluated by the use of FMS-polygon. Physical activity and inactivity was evaluated by using a proxy-questionnaire “Netherlands Physical Activity Questionnaire? (NPAQ). Findings According to the dependent samples t test, significant differences were found in the FMS-polygon and all gymnastics skills before and after the 18-week gymnastics program. Increasing correlations were established over time between gymnastics skills and the FMS-polygon. Unorganized daily activity of children significantly correlated with their mastering of gymnastics skills and FMS. The presented findings confirm: (1) the thesis that basic artistic gymnastics skills and FMS could be developed simultaneously, (2) the theory of positive transfer of similar skills between FMS and artistic gymnastic skills. Conclusion Mastering basic artistic gymnastics skills will provoke improvement of FMS and finally become a prerequisite for successful introduction of learning more complex gymnastics skills. The obtained results imply that an increase of children’s unorganized daily activities can improve the mastering of basic gymnastics skills and simultaneously the development of FMS.

Culjak, Zoran; Miletic, Durdica; Kalinski, Suncica Delas; Kezic, Ana; Zuvela, Frane

2014-01-01

485

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

486

Malaria drug resistance: new observations and developments  

PubMed Central

Drug-resistant micro-organisms became widespread in the 20th Century, often with devastating consequences, in response to widespread use of natural and synthetic drugs against infectious diseases. Antimalarial resistance provides one of the earliest examples, following the introduction of new medicines that filled important needs for prophylaxis and treatment around the globe. In the present chapter, we offer a brief synopsis of major antimalarial developments from two natural remedies, the qinghaosu and cinchona bark infusions, and of synthetic drugs inspired by the active components of these remedies. We review some contributions that early efficacy studies of antimalarial treatment brought to clinical pharmacology, including convincing documentation of atebrine-resistant malaria in the 1940s, prior to the launching of what soon became first-choice antimalarials, chloroquine and amodiaquine. Finally, we discuss some new observations on the molecular genetics of drug resistance, including delayed parasite clearances that have been increasingly observed in response to artemisinin derivatives in regions of South-East Asia. PMID:22023447

Sá, Juliana M.; Chong, Jason L.; Wellems, Thomas E.

2012-01-01

487

Development of Body Composition, Hormone Profile, Physical Fitness, General Perceptual Motor Skills, Soccer Skills and On-The-Ball Performance in Soccer-Specific Laboratory Test Among Adolescent Soccer Players  

PubMed Central

The aim of the present study was to examine the development of on-the-ball skills in soccer-specific laboratory test and to examine how traditional measures of body composition, hormone profile, physical fitness, general perceptual motor skills and soccer skills were related to performance measured in open skill environment among 10, 12, and 14-year-old regional male soccer players (n = 12/group). The measured variables were height, weight, fat, muscle mass, testosterone, 10m sprint, agility, counter movement jump, peripheral awareness, Eye- Hand-Foot coordination, passing skill, dribbling skill and on-the-ball skills (performance time and passing accuracy) in soccer-specific laboratory test. A significant main effect by age was found in all measured variables except in fat, in peripheral awareness and in passing accuracy. In discriminant analysis 63.9% (? = 0.603, F = 4.600, p < 0.01) of the players were classified correctly based on physical fitness and general perceptual motor skills into three ability groups originally classified with performance time in soccer-specific laboratory test. Correlation co- efficient analysis with-in age groups revealed that variables associated with performance time in soccer-specific laboratory test were peripheral awareness (r = 0.72, p < 0.01) in 10-year-olds; testosterone (r = -0.70, p < 0.05), dribbling skill (r = 0.73, p < 0.01) and passing skill (r = 0.73, p < 0.01) in 12-year-olds; agility (r = 0.79, p < 0.01), counter movement jump (r = - 0.62, p < 0.01), dribbling skill (r = 0.80, p < 0.01) and passing skill (r = 0.58, p < 0. 05) in 14-year olds. Corresponding relationships with passing accuracy were weight (r = 0.59, p < 0.05), fat (r = 0.66, p < 0.05), 10m sprint (r = 0.71, p < 0.01) and countermovement jump (r = -0.64, p < 0.05) in 10-year-olds; Eye-Hand-Foot coordination (r = 0.63, p < 0.05) in 14-year- olds. The relationship between soccer-specific anticipation time and performance time in soccer- specific laboratory test was significant only in the 14-year-old age group (r = 0.76, p < 0.01). To conclude, on-the-ball skill performance in soccer-specific laboratory test improved with age and it seemed that soccer-specific perceptual skills became more and general perceptual motor skills less important with age in soccer-specific laboratory test. Key points Physical fitness characteristics and general perceptual motor skills predicted performance time of the open skill soccer-specific laboratory test in the group of 10-14 year-old regional soccer players. Before puberty the players were able to compensate weaker soccer-specific skills with better general physical performance abilities. Soccer-specific skills became more important with age and at the age of 14 the players were not able to compensate soccer-specific skills with general physical performance abilities. Beside basic ball-handling skills it also important to recognize the importance of soccer-specific perceptual skills (anticipation and reaction) as a part of successful soccer performance. PMID:24149780

Vänttinen, Tomi; Blomqvist, Minna; Häkkinen, Keijo

2010-01-01

488

Development of survival skills in captive-raised Siberian polecats (Mustela eversmanni) I: locating prey  

USGS Publications Warehouse

Captive-raised mustelids appear to have a rudimentary capacity to kill prey, but the skills necessary for locating prey may be eroded during captivity. We tested the maturational component of prey-searching behavior with captive-raised Siberian polecats (Mustela eversmanni) by subjecting polecats to a simulated prairie dog colony of 6 burrows within a 200 m2 arena. Ten naive Siberian polecats at ages 2.5, 3.5, and 4.5 months (30 total) were deprived of food for 12 hours. A dead prairie dog was placed in 1 prairie dog burrow and the other 5 were empty. A single Siberian polecat was released onto the colony shortly before sunset and its movements monitored from an observation tower. Older Siberian polecats located prey significantly quicker than younger polecats, but all age groups spent a great deal of time in surface activity not directed toward a burrow. When Siberian polecats were about 10 months old, all burrows in the arena were plugged with dirt including the burrow with the prairie dog. In this winter test, Siberian polecats located the prey but still spent a great deal of time in non-burrow directed surface activity. Economical use of surface time, with a low amount of non-burrow directed behavior, would presumably reduce the risk of predation for hunting polecats.

Miller, Brian; Biggins, Dean; Wemmer, Chris; Powell, Roger; Hanebury, Lou; Horn, Deborah; Vargas, Astrid

1990-01-01

489

Setting goals, solving problems, and seeking social support: developing adolescents' abilities through a life skills program.  

PubMed

The Going for the Goal (GOAL) program is designed to teach adolescents life skills. There have been few efforts to assess whether the skills that GOAL is designed to teach are being learned by adolescents involved in the program. The purpose of this study was to examine the impact of GOAL on the acquisition of skills in the areas of setting goals, solving problems, and seeking social support. Interviews were conducted with twenty adolescents. Those who participated in GOAL reported that they had learned how to set goals, to solve problems effectively, and to seek the appropriate type of social support. PMID:17536477

Forneris, Tanya; Danish, Steven J; Scott, David L

2007-01-01

490

The Monterey Ocean Observing System Development Program  

NASA Astrophysics Data System (ADS)

The Monterey Bay Aquarium Research Institute (MBARI) has a major development program underway to design, build, test and apply technology suitable to deep ocean observatories. The Monterey Ocean Observing System (MOOS) program is designed to form a large-scale instrument network that provides generic interfaces, intelligent instrument support, data archiving and near-real-time interaction for observatory experiments. The MOOS mooring system is designed as a portable surface mooring based seafloor observatory that provides data and power connections to both seafloor and ocean surface instruments through a specialty anchor cable. The surface mooring collects solar and wind energy for powering instruments and transmits data to shore-side researchers using a satellite communications modem. The use of a high modulus anchor cable to reach seafloor instrument networks is a high-risk development effort that is critical for the overall success of the portable observatory concept. An aggressive field test program off the California coast is underway to improve anchor cable constructions as well as end-to-end test overall system design. The overall MOOS observatory systems view is presented and the results of our field tests completed to date are summarized.

Chaffey, M.; Graybeal, J. B.; O'Reilly, T.; Ryan, J.

2004-12-01

491

Promoting Curriculum Choices: Critical Thinking and Clinical Judgment Skill Development in Baccalaureate Nursing Students  

E-print Network

Critical thinking and clinical judgment have been identified as essential skills for practicing professional nurses (American Association of Colleges of Nursing, 2008; National League for Nursing, 2006). Nurses utilize critical thinking and clinical...

Mann, Jeanne Wood

2010-07-10

492

Analysis Problems: A Means to Developing Students' Critical-Thinking Skills  

NSDL National Science Digital Library

To teach critical-thinking skills in introductory biology, the authors selected an immersion system using analysis problems that incorporates critical thinking into a specific discipline rather than presenting it as an isolated topic. Analysis problems, w

Joyce R. Kronberg

2000-03-01

493

Assessment Methodology, Context, and Empowerment: The ACE Model of Skill Development.  

ERIC Educational Resources Information Center

The Assessment, Context, and Empowerment Model provides students with opportunities to practice communication, interpersonal, and problem-solving skills in relevant contexts related to the workplace. They receive developmental feedback from themselves, their peers, and their instructor. (SK)

Wagner, Sharon L.; Moffett, Richard G. III

2000-01-01

494

The effectiveness of a long-term professional development program on teachers' self-efficacy, attitudes, skills, and knowledge using a thematic learning approach  

NASA Astrophysics Data System (ADS)

The purpose of this research study was to determine the effectiveness of a long-term professional development program on self-efficacy beliefs, science attitudes, skills, and knowledge of elementary teachers. The target school was located in the Lower Rio Grande Valley of Texas. Major elements of the study included the use of thematic science strands, use of the 5E constructivist-oriented instructional model, a focus on the interdisciplinary nature of the science process skills, and guided, inquiry-based learning experiences. These elements mirror the principles identified as being essential components of effective professional development for mathematics, and science education (Fullan, 1985; Sparks & Loucks-Horsley, 1990; Loucks-Horsley, 1997). The research team was actively involved with the participants for a total of 30 days at their school over the 24 months of the study. During each training, the research team modeled the 5E constructivist-oriented instructional strategy, and the interdisciplinary nature of the science process skills, set up a wide variety of activity centers, and provided the teachers with opportunities to improve their attitudes, skills, and knowledge of the science content, and teaching strategies. The 15 participants completed pre-, post-, and post-post-Leadership Team Surreys. Quantitative data analyses of gain scores measuring level of confidence to teach Marine and Earth Science, content knowledge, and teaching strategies were significant, p < .001. The participants' efficacy-beliefs and outcome expectancy were assessed with a pre- and posttest Science Teacher Self-Efficacy Beliefs Instrument that measures both elements. Self-efficacy beliefs were significant at p < .001. Outcome expectancies were not significant, p > .05. Qualitative analysis of reflective journal comments, classroom observations, and the participants understanding, and use of science process skills across the curriculum supported the quantitative data results. The data demonstrate significant improvement in the self-efficacy beliefs, attitudes, skills, and knowledge toward teaching science of the Pre-Kindergarten--2nd -grade teachers who participated in this long-term professional development study.

Tinnin, Richard Kinna

495

Observed improvements in an intern's ability to initiate critical emergency skills in different cardiac arrest scenarios using high-fidelity simulation  

PubMed Central

Objective The objective of this study was to report observed changes in an intern's ability to initiate critical emergency skills in different cardiac arrest scenarios with high-fidelity simulation over a 10-month period. Methods One intern's performance was retrospectively analyzed using video recordings of 4 simulations at different stages in the training program. The key outcome was the duration of time expired for 4 critical skills, including activating the emergency response system, initiating cardiopulmonary resuscitation (CPR), using an automated external defibrillator (AED), and passively administrating oxygen. Results The intern became more efficient in each subsequent simulation for activating the emergency response system and initiating CPR. The time to use the AED stayed relatively constant. The administration of oxygen was inconsistent. Conclusion An improvement in the speed of applying emergency critical skills was observed with this intern. These improvements in skill may improve patient outcomes and survival rates. We propose further educational research with high-fidelity simulation in the area of assessing emergency skills. PMID:24837883

Starmer, David J.; Duquette, Sean A.; Guiliano, Dominic; Tibbles, Anthony; Miners, Andrew; Finn, Kevin; Stainsby, Brynne E.

2014-01-01

496

Observed improvements in an intern's ability to initiate critical emergency skills in different cardiac arrest scenarios using high-fidelity simulation.  

PubMed

Objective : The objective of this study was to report observed changes in an intern's ability to initiate critical emergency skills in different cardiac arrest scenarios with high-fidelity simulation over a 10-month period. Methods : One intern's performance was retrospectively analyzed using video recordings of 4 simulations at different stages in the training program. The key outcome was the duration of time expired for 4 critical skills, including activating the emergency response system, initiating cardiopulmonary resuscitation (CPR), using an automated external defibrillator (AED), and passively administrating oxygen. Results : The intern became more efficient in each subsequent simulation for activating the emergency response system and initiating CPR. The time to use the AED stayed relatively constant. The administration of oxygen was inconsistent. Conclusion : An improvement in the speed of applying emergency critical skills was observed with this intern. These improvements in skill may improve patient outcomes and survival rates. We propose further educational research with high-fidelity simulation in the area of assessing emergency skills. PMID:24837883

Starmer, David J; Duquette, Sean A; Guiliano, Dominic; Tibbles, Anthony; Miners, Andrew; Finn, Kevin; Stainsby, Brynne E

2014-10-01

497

Development of a rating scale to assess social skill deficits in mentally retarded adults.  

PubMed

In the current study, two experiments were conducted to establish the reliability of a scale developed with persons of normal intelligence for the assessment of social skill deficits and excesses of the mentally retarded. The experiment was divided into two studies. The first was aimed at establishing which of the 100 items could be accurately rated by having pairs of staff independently score 22 mild and moderately retarded adults who were outpatients at a local community mental health center. A correlation of r = .30 was established as a minimum cut off for reliability. With this criterion, 57 items were selected from the scale for further testing. In the second study, 207 different patients from the same outpatient clinic, from the mental retardation center of a nearby state psychiatric hospital and from Champaign, Illinois, were assessed on the 57-item Social Performance Survey Schedule. A factor analysis was then run and four subscales of the assessment instrument were established. Implications of the findings are discussed. PMID:6670875

Matson, J L; Helsel, W J; Bellack, A S; Senatore, V

1983-01-01

498

Teaching Communication Skills in the Junior High: It's Time to Stop Waxing Poetic and Start Waxing Practical.  

ERIC Educational Resources Information Center

The Target: Communication Skills program instituted in the Lincoln, Nebraska, public schools proposes that all students, K-12, in all subject areas be provided with opportunities to develop and improve their communication skills. The program emphasizes four basic skills: speaking, observing, listening, and nonverbal skills. In applying this…

Beall, Melissa L.; Kay, Ruth

499

Helping Young Children Develop Language Skills in a Bilingual-Multicultural Environment. Bilingual/Bicultural Child Development Associate Pilot Project: Module VII.  

ERIC Educational Resources Information Center

This Child Development Associate (CDA) training module, the seventh in a series of 16, focuses on preparing trainees in a bilingual/bicultural preschool teacher training program to help Spanish speaking children to develop language skills in their native tongue and English. The text of the module deals with (1) the developmental principles of…

Coleman, Joyce H.

500

Helping Young Children Develop Cognitive Skills in a Bilingual-Multicultural Environment. Bilingual/Bicultural Child Development Associate Pilot Project: Module VIII.  

ERIC Educational Resources Information Center

This Child Development Associate (CDA) training module, the seventh in a series of 16, provides an introduction to cognitive development in young children for bilingual/bicultural preschool teacher trainees. Perceptual skills (visual, figure-ground, part-whole, spatial, auditory and tactile discrimination) and cognitive processes and concepts…

Coleman, Joyce H.