Effects of Agricultural Sales CDE Modules on Content Knowledge and Argumentation Skill

ERIC Educational Resources Information Center

Sapp, Sarah B.; Thoron, Andrew C.

2014-01-01

The purpose of this study was to determine the effects of the type of training module on argumentation skill, student content knowledge achievement, and performance in an agricultural sales practicum completed by secondary school agriculture students. Current research has concluded that most students do not possess the academic or transferable…

Assessing English Language Learner Content Knowledge in the Mainstream Classroom

ERIC Educational Resources Information Center

Clark-Gareca, Beth

2013-01-01

In K-12 environments in the US, classroom tests are a central means by which teachers assess English Language Learner (ELL) content knowledge. Performance on routine classroom assessments is often a contributing criterion for school based decision-making and can affect decisions relating to academic tracking, retention, and access to academic…

Measuring Teachers' Learning from a Problem-Based Learning Approach to Professional Development in Science Education

ERIC Educational Resources Information Center

Weizman, Ayelet; Covitt, Beth A.; Koehler, Matthew J.; Lundeberg, Mary A.; Oslund, Joy A.; Low, Mark R.; Eberhardt, Janet; Urban-Lurain, Mark

2008-01-01

In this study we measured changes in science teachers' conceptual science understanding (content knowledge) and pedagogical content knowledge (PCK) while participating in a problem-based learning (PBL) model of professional development. Teachers participated in a two-week long workshop followed by nine monthly meetings during one academic year…

A Meeting of Minds around Pedagogical Content Knowledge: Designing an International PCK Summit for Professional, Community, and Field Development

ERIC Educational Resources Information Center

Helms, Jenifer; Stokes, Laura

2013-01-01

A "conference" is a familiar mode of work for academics. Conferences provide opportunities to bring professionals working in a field together to share and build knowledge. As common as conferences are, however, they are quite challenging to design in ways that truly succeed in galvanizing the attention of an academic community on a…

Investigating Arabic Academic Vocabulary Knowledge Among Middle School Pupils: Receptive Versus Productive Knowledge.

PubMed

Makhoul, Baha

2017-08-01

The current study attempted to investigate the development of Arabic academic vocabulary knowledge among middle-school Arabic native speakers, taking into account the socioeconomic status of the Arab population in Israel. For this purpose, Arabic academic word list was developed, mapping the required academic words that are needed for adequate coping with informational texts as appearing in the different content areas text-books. Six-hundred Arabic speaking middle school pupils from the different areas in Israel, representing the different Arab subgroups: general Arab community, Druze and Bedouins, have participated in the current study. Two academic vocabulary tests, including receptive and productive academic vocabulary evaluation tests, were administrated to the students across the different age groups (7th, 8th and 9th). The results pointed to no significant difference between 7th and 9th grade in academic vocabulary knowledge. In contrast, significant difference was encountered between the different Arab sub-groups where the lowest scores were noted among the Bedouin sub-group, characterized by the lowest SES. When comparing receptive and productive academic vocabulary knowledge between 7th and 9th grade, the results pointed to improvement in receptive academic knowledge towards the end of middle school but not on the productive knowledge level. In addition, within participants' comparison indicated a gap between the pupils' receptive and productive vocabulary. The results are discussed in relation to the existing scientific literature and to its implication of both research and practice in the domain of Arabic literacy development.

A Snapshot of Teacher Candidates' Readiness for Incorporating Academic Language in Lesson Plans

ERIC Educational Resources Information Center

Lim, Woong; Moseley, Lauren Jeneva; Son, Ji-Won; Seelke, John

2014-01-01

With the national rollout of edTPA that champions language supports in content lessons, there is a renewed interest in academic language across disciplines and related pedagogy in the U.S. This study examines current knowledge of academic language demonstrated by teacher candidates at middle grades. An analysis (n = 42) of teacher candidates'…

Virginia physical science teachers' content knowledge assessment and professional development preferences

NASA Astrophysics Data System (ADS)

Hendrick, M. Georgeann

The course content for middle school physical science in Virginia is defined by the Standards of Learning. These eleven categories include topics in scientific experimentation, the nature of matter, chemistry and physics. Content knowledge is essential if teachers are to provide effective teaching, which includes analogies, illustrations, examples, and most importantly, hands-on experimentation. One means of assessing teacher content knowledge is by determining their academic major and minor. Teachers lacking a major or minor in the classes they teach are defined as "out-of-field" by Ingersoll (1996). When he examined data for middle school physical science teachers, 74% were "out-of-field." This survey study had two major facets. First, Virginia teachers were asked to assess their content knowledge in all eleven categories. They were also asked to provide descriptive and demographic data about themselves (including their academic degrees) and their schools. Secondly, the teachers were asked for their professional development preferences as well as organizational logistics including location, time, other participants, and use of technology. The survey was mailed to each school containing an eighth grade within the Commonwealth. The survey response rate was 73%. The data was analyzed descriptively and analytically, using frequency, percentages, T-tests, and ANOVA. Three major findings emerged. (1) The three areas which teachers assessed as lowest content knowledge included PS.11 (Electricity and Magnetism), PS.9 (Light), and PS.8 (Sound). These exactly match the three topics most desired for professional development. (2) Based on Ingersoll's definition, 68% of Virginia's teachers are providing "out-of-field" instruction. In addition, teachers with fewer years of teaching experience or mixed assignments, and/or those teaching in smaller, more rural schools report lower content knowledge. (3) Teachers desire professional development in all eleven categories. They are especially interested in programs which provide hands-on materials. Programs should be organized locally, enabling them to create collaborative teams. This study highlights the importance of professional development support for teachers who often lack an in-depth academic background in the physical sciences. This teacher input should inform program developers. In addition, inquiry into changing student SOL scores after teachers attend such programs could continue this line of inquiry.

Critique in Academic Disciplines and Active Learning of Academic Content

ERIC Educational Resources Information Center

Ford, Michael J.

2010-01-01

This article argues for increased theoretical specificity in the active learning process. Whereas constructivist learning emphasizes construction of meaning, the process articulated here complements meaning construction with disciplinary critique. This process is an implication of how disciplinary communities generate new knowledge claims, which…

Teachers' Perceptions of Language Teaching for English Language Learners

ERIC Educational Resources Information Center

Schulz, Yoshiko

2017-01-01

Under the No Child Left Behind's educational accountability requirements, the U.S.'s mainstream classroom teachers were responsible for all students' academic language and content knowledge development regardless of students' academic or linguistic backgrounds. A lack of teachers' language awareness appeared to be responsible for teachers'…

An investigation of the relationships between junior high school students' (8th and 9th grades) background variables and structure of knowledge recall of biological content

NASA Astrophysics Data System (ADS)

Demetrius, Olive Joyce

The purpose of this study was to examine the relationships between Junior High School students' (8th and 9th grades) background variables (e.g. cognitive factors, prior knowledge, preference for science versus non-science activities, formal and informal activities) and structure of information recall of biological content. In addition, this study will illustrate how flow maps, a graphic display, designed to represent the sequential flow and cross linkage of ideas in information recalled by the learner can be used as a tool for analyzing science learning data. The participants (46 junior high school students) were taught a lesson on the human digestive system during which they were shown a model of the human torso. Their pattern of information recall was determined by using an interview technique to elicit their understanding of the functional anatomy of the human digestive system. The taped responses were later transcribed for construction of the flow map. The interview was also used to assess knowledge recall of biological content. The flow map, science interest questionnaire and the cognitive operations (based on content analysis of student's narrative) were used to analyze data from each respondent. This is a case study using individual subjects and interview techniques. The findings of this study are: (1) Based on flow map data higher academic ability students have more networking of ideas than low ability students. (2) A large percentage of 9th grade low ability students intend to pursue science/applied science course work after leaving school but they lack well organized ways of representing science knowledge in memory. (3) Content analysis of the narratives shows that students with more complex ideational networks use higher order cognitive thought processes compared to those with less networking of ideas. If students are to make a successful transition from low academic performance to high academic performance it seems that more emphasis should be placed on information networking skills. This is specifically likely to be productive for student currently performing on low academic ability levels and yet have high aspirations for pursuing science as a career.

The Common Core Learning Standards and Elementary Teachers' Math Instructional Practices, Receptivity to Change, Instructional Leadership and Academic Optimism

ERIC Educational Resources Information Center

Sullivan, Dennis D.

2016-01-01

This study sought to identify the relationships among elementary teachers instructional practices in mathematics pre- and post-CCLS implementation in relation to technological and pedagogical content knowledge (TPACK), formative assessment, reflective practice, receptivity to change, academic optimism, and instructional leadership across age,…

Initial Teacher Education: Does Self-Efficacy Influence Candidate Teacher Academic Achievement and Future Career Performance?

ERIC Educational Resources Information Center

Shawer, Saad F.

2013-01-01

This quantitative investigation examined the influence of low and high self-efficacy on candidate teacher academic performance in a foreign language teaching methodology course through testing the speculation that high self-efficacy levels would improve pedagogical-content knowledge (PCK). Positivism guided the research design at the levels of…

Student teachers' pedagogical content knowledge for teaching systems thinking: effects of different interventions

NASA Astrophysics Data System (ADS)

Rosenkränzer, Frank; Hörsch, Christian; Schuler, Stephan; Riess, Werner

2017-09-01

Systems' thinking has become increasingly relevant not only in education for sustainable development but also in everyday life. Even if teachers know the dynamics and complexity of living systems in biology and geography, they might not be able to effectively explain it to students. Teachers need an understanding of systems and their behaviour (content knowledge), and they also need to know how systems thinking can be fostered in students (pedagogical content knowledge (PCK)). But the effective development of teachers' professional knowledge in teaching systems thinking is empirically uncertain. From a larger study (SysThema) that investigated teaching systems thinking, this article reports the effects of the three different interventions (technical course, didactic course and mixed course) in student teachers' PCK for teaching systems thinking. The results show that student teachers' PCK for teaching systems thinking can be promoted in teacher education. The conclusion to be drawn from our findings is that a technically orientated course without didactical aspects seems to be less effective in fostering student teachers' PCK for teaching systems thinking. The results inform educators in enhancing curricula of future academic track and non-academic track teacher education.

Investigating Content Knowledge Gains in Academic Service-Learning: A Quasi-Experimental Study in an Educational Psychology Course.

ERIC Educational Resources Information Center

Shastri, Anuradhaa

Research on service learning spanning the last three decades has revealed that service learning facilitates the development of leadership skills, self esteem, teamwork, communication skills, and acceptance of cultural diversity. Perhaps the most difficult arena has been the area of intellectual, cognitive, and academic efforts. A study…

The Effects of Online Professional Development on Higher Education Teachers' Beliefs and Intentions towards Learning Facilitation and Technology

ERIC Educational Resources Information Center

Rienties, Bart; Brouwer, Natasa; Lygo-Baker, Simon

2013-01-01

An important development in higher education is the increased learning possibilities brought by ICT. Many academics seem reluctant to embrace technology. An online teacher training program was followed by 73 academics from nine higher educational institutions. Data were gathered using the Technological Pedagogical Content Knowledge (TPACK) model…

Tutor Feedback on Draft Essays: Developing Students' Academic Writing and Subject Knowledge

ERIC Educational Resources Information Center

Court, Krista

2014-01-01

Providing feedback on draft essays is an accepted means of enacting a social-constructivist approach to assessment, aligning with current views on the value of formative feedback and assessment for learning (AFL). However, the use of this process as a means of improving not only content but also students' academic writing skills has not been…

Writing Strategy Instruction: Its Impact on Writing in a Second Language for Academic Purposes

ERIC Educational Resources Information Center

De Silva, Radhika

2015-01-01

Writing for academic purposes in a second/foreign language is a major challenge faced by many students at both secondary and tertiary levels. This suggests that displaying content knowledge and understanding of a subject through a second language is a very complex process. This article discusses the findings of a longitudinal intervention study…

Scaffolding Assignments: Analysis of Assignmentor as a Tool to Support First Year Students' Academic Writing Skills

ERIC Educational Resources Information Center

Silva, Pedro

2017-01-01

There are several technological tools which aim to support first year students' challenges, especially when it comes to academic writing. This paper analyses one of these tools, Wiley's AssignMentor. The Technological Pedagogical Content Knowledge framework was used to systematise this analysis. The paper showed an alignment between the tools'…

Contextualizing Instruction for English Language Learners with Learning Disabilities

ERIC Educational Resources Information Center

Miller, Rhonda D.

2016-01-01

English language learners (ELLs) with learning disabilities (LD) can find navigating the content areas quite difficult due to challenges involving limitations in English language proficiency, gaps in English academic vocabulary, difficulties with working memory and long-term memory, and limited background knowledge on content area topics. However,…

Reconceptualizing and Describing Teachers' Knowledge of Language for Content and Language Integrated Learning (CLIL)

ERIC Educational Resources Information Center

Morton, Tom

2018-01-01

Content and language integrated learning (CLIL) is an approach to bilingual education in which academic content and an additional language are taught at the same time. It is growing rapidly throughout the world, with the medium of instruction in most CLIL classrooms being English. This means that many teachers around the world are teaching…

Elementary Students' Acquisition of Academic Vocabulary Through Engineering Design

NASA Astrophysics Data System (ADS)

Kugelmass, Rachel

This study examines how STEM (science, technology, engineering, and mathematics) inquiry-based learning through a hands-on engineering design can be beneficial in helping students acquire academic vocabulary. This research took place in a second grade dual- language classroom in a public, suburban elementary school. English language learners, students who speak Spanish at home, and native English speakers were evaluated in this study. Each day, students were presented with a general academic vocabulary focus word during an engineering design challenge. Vocabulary pre-tests and post-tests as well as observation field notes were used to evaluate the student's growth in reading and defining the focus academic vocabulary words. A quiz and KSB (knowledge and skill builder) packet were used to evaluate students' knowledge of science and math content and engineering design. The results of this study indicate that engineering design is an effective means for teaching academic vocabulary to students with varying levels of English proficiency.

Knowledge foundations for beginning reading teachers in EFL.

PubMed

Goldfus, Carol

2012-10-01

This study examined the knowledge that teachers need in order to become successful early reading teachers in English as a foreign language. The findings showed that in-service teachers had better content knowledge than pre-service teachers, although the results indicated overall low performance and insufficiently developed concepts about the structure of language, spelling rules, and academic terminology in both groups.

Secondary Math Instructional Practices, Academic Optimism, Instructional Leadership, and Receptivity to Curricular Change in Schools with High and Low Mathematics Mastery and Poverty

ERIC Educational Resources Information Center

Kennedy, Scott J.

2014-01-01

The purpose of this study was to investigate how high school mathematics teachers' descriptions of academic optimism, responsive teaching, technological pedagogical content knowledge, formative assessment, reflective practice, supervisor instructional leadership, and receptivity to change are related to student mastery on a NYS Regents exam in…

Pearson-Praxis Assessments Review Teacher Certification Assessment Technology Education: A Report for the Council on Technology and Engineering Teacher Education

ERIC Educational Resources Information Center

Mahoney, Mark P.

2015-01-01

The Praxis Series, developed by Educational Testing Services (ETS), has been the long standing assessment for teacher licensure. It is comprised of three separate skills examinations: (1) Praxis Core Academic Skills for Educators (Core) (attempts to measure academic skills in reading, writing, and mathematics; content knowledge of candidates…

Investigating the Effects of a Math-Enhanced Agricultural Teaching Methods Course

ERIC Educational Resources Information Center

Stripling, Christopher T.; Roberts, T. Grady

2013-01-01

Numerous calls have been made for agricultural education to support core academic subject matter including mathematics. Previous research has shown that the incorporation of mathematics content into a teaching methods course had a positive effect on preservice teachers' mathematics content knowledge. The purpose of this study was to investigate…

Teachers' Experiences Using Service-Learning in the High School Classroom

ERIC Educational Resources Information Center

Maguire, Lisa

2016-01-01

Teachers are looking for meaningful ways to connect with students and instill in them an understanding and appreciation for academic content that will extend beyond the classroom. Service-learning is a teaching pedagogy that connects classroom content with real-world problems that allow students to practice applying knowledge and skills while…

Academic Preparation in Biology and Advocacy for Teaching Evolution: Biology versus Non-Biology Teachers

ERIC Educational Resources Information Center

Nehm, Ross H.; Kim, Sun Young; Sheppard, Keith

2009-01-01

Despite considerable focus on evolution knowledge-belief relationships, little research has targeted populations with strong content backgrounds, such as undergraduate degrees in biology. This study (1) measured precertified biology and non-biology teachers' (n = 167) knowledge of evolution and the nature of science; (2) quantified teacher…

Assessing Community College Student Knowledge in the Liberal Arts

ERIC Educational Resources Information Center

Cohen, Arthur M.; Schuetz, Pam; Chang, June C.; Plecha, Michelle

2003-01-01

The General Academic Learning Experience (GALE) is an assessment of community college student knowledge in the liberal arts. The study involved the design and administration of an instrument, which included a demographic survey and a multiple-choice content test. In total, over 2,500 students from 10 colleges in Southern California participated.…

Developing the Preparation in STEM Leadership Programs for Undergraduate Academic Peer Leaders

ERIC Educational Resources Information Center

Blackwell, Stacey; Katzen, Sari; Patel, Nipa; Sun, Yan; Emenike, Mary

2017-01-01

The authors introduce the Preparation in STEM Leadership Program at Rutgers, The State University of New Jersey. This NSF-Funded program and research study creates a centralized training program for peer leaders that includes a battery of assessments to evaluate peer leaders' content knowledge, pedagogical knowledge, communication skills, and…

Professional Learning Communities Facilitator's Guide for the What Works Clearinghouse™ Practice Guide: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. REL 2015-105

ERIC Educational Resources Information Center

Dimino, Joseph A.; Taylor, Mary Jo; Morris, Joan

2015-01-01

This facilitator's guide is designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. Through this collaborative learning experience, educators will expand their knowledge base as they read, discuss, share,…

Teachers' Perceptions of Web-Based Content with the Use of Electronic Devices in a Small Rural School District

ERIC Educational Resources Information Center

Johansen, Katrina A.

2016-01-01

Technology has become an unavoidable part of a teachers' academic experience. In this technological world of evolving electronic devices, knowledge of how teachers perceive the value of web-based content and chosen devices as a medium for teaching and learning is imperative when making curriculum decisions. This study explored teachers'…

Conceptualizing the Use of Translanguaging in Initial Content Assessments for Newly Arrived Emergent Bilingual Students. Research Report. ETS RR-17-07

ERIC Educational Resources Information Center

Lopez, Alexis A.; Turkan, Sultan; Guzman-Orth, Danielle

2017-01-01

"Translanguaging" refers to the flexible use of the bilingual repertoire. In this report, we provide a theoretical framework to support the use of translanguaging to assess the academic content knowledge of newly arrived emergent bilingual students. In this report, we argue that translanguaging offers newly arrived emergent bilingual…

Are You Ready to Assess Social and Emotional Development? SEL Solutions Brief

ERIC Educational Resources Information Center

American Institutes for Research, 2015

2015-01-01

Education in the 21st century is awakening to a call for students who are not only proficient with academic content but who also have developed the social and emotional (SE) knowledge, attitudes, and skills that are necessary for success in college and careers. This brief refers to that combination of knowledge, attitudes, and skills as SE…

The impact of a dedicated Science-Technology-Society (STS) course on student knowledge of STS content

NASA Astrophysics Data System (ADS)

Barron, Paul E.

In the last half century, public awareness of issues such as population growth, environmental pollution and the threat of nuclear war has pressured science education to reform to increase student social responsibility. The emerging Science-Technology-Society (STS) movement addressed these concerns by developing numerous strategies and curricula. Considerable diagnostic research has been conducted on student knowledge of the nature of science, but not on the wider scope of STS content (e.g., the nature of science and technology and their interactions with society). However, researchers have not widely studied the impact of comprehensive STS curricula on students' knowledge of STS content nor the nature of STS teaching practice that influenced this knowledge gain. This study examined student success and teacher performance in a special STS course in Ontario, Canada. Research questions focused on the STS content knowledge gain by students completing this course and the impact of the STS teachers' teaching practices on this knowledge gain. Student data were collected using pre-course and post-course assessments of students' STS content knowledge. Teacher data were obtained using semi-structured interviews, classroom observations and videotapes. Statistical analysis indicated that, after completing the STS course, students significantly increased their STS content knowledge as measured by the Views on Science Technology Society instrument. Gender and academic achievement had no significant impact on this knowledge gain, implying that this course, as taught by these teachers, could appeal to a wide range of students as a general education course. The second part of the study indicated that detailed research is needed on the relationship between STS teaching practice and student STS content knowledge gain. The small sample size prevents generalizations but initial indications show that factors such constructivist teaching practices and strong teacher STS content knowledge may generate greater student knowledge gains than didactic teaching and weak teacher STS content knowledge. In this limited sample, it was found that constructivist teaching practice can overcome weak teacher STS content knowledge in increasing student STS content knowledge. In addition, other factors such as problem-solving and decision-making skills need to be studied as part of an overall framework for STS teaching.

Discovering and Understanding Misconceptions in Fifth grade Academic Content Standards

NASA Astrophysics Data System (ADS)

Hicks, Adam; Blue, Jennifer

2008-10-01

Misconceptions are known to be prevalent among students, especially younger students. However, misconceptions can become engrained in the scientific thought process and linger throughout a person's life. This study examines the results on test questions regarding the physical and space science from the fifth grade Ohio Academic Content Standards (Ohio Department of Education, 2003). Tests have been developed to evaluate the Southwest Ohio Science Institutes (http://www.units.muohio.edu/sosi), which teach content knowledge to teachers. These tests have been given to fifth grade teachers who participated in the institutes and to their students. The same questions were also given to university students. Eventually, the results from all three groups will be compared to find the persistence of misconceptions. This presentation will focus on the results from the university students.

Canonical Pedagogical Content Knowledge by Cores for Teaching Acid-Base Chemistry at High School

ERIC Educational Resources Information Center

Alvarado, Clara; Cañada, Florentina; Garritz, Andoni; Mellado, Vicente

2015-01-01

The topic of acid-base chemistry is one of the oldest in general chemistry courses and it has been almost continuously in academic discussion. The central purpose of documenting the knowledge and beliefs of a group of ten Mexican teachers with experience in teaching acid-base chemistry in high school was to know how they design, prepare and…

76 FR 14954 - National Professional Development Program; Office of English Language Acquisition, Language...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-18

... Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students; Overview... to provide instruction that accelerates ELs' acquisition of language, literacy, and content knowledge.... Rosalinda Barrera, Assistant Deputy Secretary and Director for English Language Acquisition, Language...

Social Justice and English Language Learners in the Borderland: A Personal Narrative of a Committed Principal Determined to Take the Steps Necessary for English Language Learners to Achieve and Succeed in Academic Content

ERIC Educational Resources Information Center

Lechuga, Mary Helen

2009-01-01

This study embraces the pedagogy that this school's educators believed in and utilized to enhance and expand the academic knowledge of those students who posses a language different from the English language. This research study, represented in a personal narrative, attempts to question the widespread thinking that places all validity on using…

The extent to which Latina/o preservice teachers demonstrate culturally responsive teaching practices during science and mathematics instruction

NASA Astrophysics Data System (ADS)

Hernandez, Cecilia M.

2011-12-01

Complex social, racial, economic, and political issues involved in the practice of teaching today require beginning teachers to be informed, skilled, and culturally responsive when entering the classroom. Teacher educators must educate future teachers in ways that will help them teach all children regardless of language, cultural background, or prior knowledge. The purpose of this study was to explore the extent to which culturally and linguistically diverse (CLD) novice teachers described and demonstrated culturally responsive teaching strategies using their students' cultural and academic profiles to inform practice in science and mathematics instruction. This qualitative exploratory case study considered the culturally responsive teaching practices of 12, non-traditional, Latina/o students as they progressed through a distance-based collaborative teacher education program. Qualitative techniques used throughout this exploratory case study investigated cultural responsiveness of these student teachers as they demonstrated their abilities to: a) integrate content and facilitate knowledge construction; b) illustrate social justice and prejudice reduction; and c) develop students academically. In conclusion, student teachers participating in this study demonstrated their ability to integrate content by: (1) including content from other cultures, (2) building positive teacher-student relationships, and (3) holding high expectations for all students. They also demonstrated their ability to facilitate knowledge construction by building on what students knew. Since there is not sufficient data to support the student teachers' abilities to assist students in learning to be critical, independent thinkers who are open to other ways of knowing, no conclusions regarding this subcategory could be drawn. Student teachers in this study illustrated prejudice reduction by: (1) using native language support to assist students in learning and understanding science and math content, (2) fostering positive student-student interactions, and (3) creating a safe learning environment. Results also indicated that these student teachers demonstrated their ability to develop students academically by creating opportunities for learning in the classroom through their knowledge of students and by the use of research-based instructional strategies. However, based on the data collected as part of this study, the student teachers' abilities to illustrate or model social justice during science and math instruction were not demonstrated.

Essential nurse practitioner business knowledge: An interprofessional perspective.

PubMed

LaFevers, David; Ward-Smith, Peggy; Wright, Wendy

2015-04-01

To describe business practice knowledge from the perspectives of nurse practitioners (NPs) who are practicing clinicians, academic instructors, and clinic managers. Using the eight domains of business practice attitudes identified by the Medical Group Management Associations Body of Knowledge (MGMA), which are supported by the American Association of Colleges of Nursing (AACN), a study-specific survey was developed. Data, which describe the knowledge and attitudes with respect to business practices, were obtained from 370 participants. Regardless of their job classification, these participants described (1) quality management, (2) risk management, and (3) patient care systems as critical business practice knowledge. Consensus was also achieved when ranking the content for business practice knowledge: (1) patient care systems, (2) business operation, and (3) financial management. These data identify gaps in business practice knowledge and content that should be included in educational programs. Business practice knowledge is essential for a successful clinical practice and should be a professional practice skill for the NP. ©2015 American Association of Nurse Practitioners.

Launching an Interdisciplinary "International Summer School on Ageing" (ISSA): Aims, Methodology, and Outcomes

ERIC Educational Resources Information Center

Barbabella, F.; Chiatti, C.; Di Rosa, M.; Lamura, G.; Martin-Matthews, A.; Papa, R.; Svensson, T.

2016-01-01

Despite the increasing availability of gerontological training programs, knowledge of their contents, characteristics, methods, and outcomes remains limited. However, the transition from multidisciplinarity to interdisciplinary orientations is now fundamental to such training, providing participants from diverse academic orientations and…

Embedding Literacy Strategies in Social Studies for Eighth-Grade Students

ERIC Educational Resources Information Center

Gaston, Alishia; Martinez, James; Martin, Ellice P.

2016-01-01

This action research study evaluated the effects of literacy strategies on academic achievement, motivation, and engagement of eighth-grade social studies students. Incorporating literacy strategies included teaching students to construct meaning, think critically, and build content knowledge, while stimulating their interests, using multiple…

Helping Struggling Middle School Literacy Learners Achieve Success

ERIC Educational Resources Information Center

Palumbo, Anthony; Sanacore, Joseph

2009-01-01

Teachers can help minority children close the academic achievement gap in intermediate and middle school by combining literacy instruction and content-area material. This connection improves reading achievement and increases curriculum knowledge, even if students have previously experienced difficulty with primary school reading. Fortunately,…

Food-based science curriculum yields gains in nutrition knowledge.

PubMed

Carraway-Stage, Virginia; Hovland, Jana; Showers, Carissa; Díaz, Sebastián; Duffrin, Melani W

2015-04-01

Students may be receiving less than an average of 4 hours of nutrition instruction per year. Integrating nutrition with other subject areas such as science may increase exposure to nutrition education, while supporting existing academics. During the 2009-2010 school year, researchers implemented the Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Intermediate (FMI) curriculum in 18 fourth-grade classrooms, whereas 16 classrooms served as comparison. FMI is a hands-on, integrative curriculum for children in grades 3-5 that uses food as a tool to teach mathematics and science. Researchers developed a 28-item multiple-choice questionnaire to assess students' nutrition knowledge in 6 content areas. Students were evaluated at baseline and post-intervention. Data were analyzed using independent t tests. Analysis of covariance was employed to control for differences at baseline when assessing the effectiveness of the FMI curriculum to increase nutrition knowledge. A significant improvement was observed in total nutrition knowledge at post-intervention (adjusting for baseline) between groups (F [1] = 128.95; p < .01) and in all content areas post-intervention. Findings from this study suggest teachers were successfully able to integrate science and nutrition to meet multiple academic standards. More specifically, results showed implementation of the integrative FMI curriculum effectively improved fourth-graders' nutrition knowledge compared with students not exposed to FMI. © 2015, American School Health Association.

Impact of poster presentations on academic knowledge transfer from the oncologist perspective in Turkey.

PubMed

Arslan, Deniz; Koca, Timur; Tastekin, Didem; Basaran, Hamit; Bozcuk, Hakan

2014-01-01

Currently poster presentations offer a common visual medium for knowledge transfer by a wide range of health professionals. Our study aimed to determine the scientific importance of poster presentations for Medical and Radiation Oncologists. A survey form including 40 questions was distributed to a total of 131 oncologists experienced in poster presentations. One hundred completed survey forms were included in the study. Descriptive statistics and modified thematic analyses were performed on the responses. Overall 64% of the participants agreed that posters were a good medium for knowledge transfer. Some 88% agreed that concise and clear styled presentations would increase appealing interests for poster contents. Visual appearance was cited more influential than content of the subject; 70% of participants agreed that appearances of posters could help to draw more viewer attention. Of respondents, 63% believed that posters accompanied by their author were more attractive for congress attendees, and 33% of them declared that the halo effect of the poster presenter was also important. The present study indicated that intelligibility, appearance and visuality of posters are most important factors from the aspect of oncologist participants. Presenters must take into account these important points when preparing their academic posters.

Comparative Effectiveness on Cognitive Asthma Outcomes of the SHARP Academic Asthma Health Education and Counseling Program and a Non-Academic Program

PubMed Central

Kintner, Eileen; Cook, Gwendolyn; Marti, C. Nathan; Stoddard, Debbie; Gomes, Melissa; Harmon, Phyllis; Van Egeren, Laurie A.

2018-01-01

Asthma morbidity and mortality is higher among older school-age children and early adolescents than other age groups across the lifespan. NIH recommended expanding asthma education to schools and community settings to meet cognitive outcomes that have an impact on morbidity and mortality. Guided by the acceptance of asthma model, an evidence-guided, comprehensive school-based academic health education and counseling program, Staying Healthy—Asthma Responsible & Prepared™ (SHARP), was developed. The program complements existing school curricula by integrating biology, psychology, and sociology content with related spelling, math, and reading and writing assignments. Feasibility, benefits, and efficacy have been established. We compared the effectiveness of SHARP to a non-academic program, Open Airways for Schools, in improving asthma knowledge and reasoning about symptom management. A two-group, cluster-randomized, single-blinded design was used with a sample of 205 students in grades 4–5 with asthma and their caregivers. Schools were matched prior to randomization. The unit of analysis was the student. Certified elementary school teachers delivered the programs during instructional time. Data were collected from student/caregiver dyads at baseline and at 1, 12, and 24 months after the intervention. In multilevel modeling, students enrolled in the academic SHARP program demonstrated significant (p<.001) improvement in asthma knowledge and reasoning over students enrolled in the non-academic program. Knowledge advantages were retained at 24 months. Findings support delivery in schools of the SHARP academic health education program for students with asthma. PMID:26296595

Comparative Effectiveness on Cognitive Asthma Outcomes of the SHARP Academic Asthma Health Education and Counseling Program and a Non-Academic Program.

PubMed

Kintner, Eileen; Cook, Gwendolyn; Marti, C Nathan; Stoddard, Debbie; Gomes, Melissa; Harmon, Phyllis; Van Egeren, Laurie A

2015-12-01

Asthma morbidity and mortality is higher among older school-age children and early adolescents than other age groups across the lifespan. NIH recommended expanding asthma education to schools and community settings to meet cognitive outcomes that have an impact on morbidity and mortality. Guided by the acceptance of asthma model, an evidence-guided, comprehensive school-based academic health education and counseling program, Staying Healthy-Asthma Responsible & Prepared™ (SHARP), was developed. The program complements existing school curricula by integrating biology, psychology, and sociology content with related spelling, math, and reading and writing assignments. Feasibility, benefits, and efficacy have been established. We compared the effectiveness of SHARP to a non-academic program, Open Airways for Schools, in improving asthma knowledge and reasoning about symptom management. A two-group, cluster-randomized, single-blinded design was used with a sample of 205 students in grades 4-5 with asthma and their caregivers. Schools were matched prior to randomization. The unit of analysis was the student. Certified elementary school teachers delivered the programs during instructional time. Data were collected from student/caregiver dyads at baseline and at 1, 12, and 24 months after the intervention. In multilevel modeling, students enrolled in the academic SHARP program demonstrated significant (p< .001) improvement in asthma knowledge and reasoning over students enrolled in the non-academic program. Knowledge advantages were retained at 24 months. Findings support delivery in schools of the SHARP academic health education program for students with asthma. © 2015 Wiley Periodicals, Inc.

Learning Essentials

ERIC Educational Resources Information Center

Manzo, Kathleen Kennedy

2008-01-01

Like teachers in many urban school districts with large numbers of disadvantaged children, the faculty at New Holland Core Knowledge Academy strives to build the foundational skills necessary for later academic success. At New Holland, however, content is king. While many schools have narrowed the curriculum since Congress passed the No Child Left…

Teacher Competency: A Public Farce!

ERIC Educational Resources Information Center

Weitman, Catheryn J.

The current popularity of teacher testing allows for content, criterion, and construct validity to be assessed, as pertaining to achievement levels on basic knowledge examinations. Teacher competency is a complex issue that is inaccurately confused with or identified as measures derived from academic testing. The problems in addressing the…

Maximizing Learning for Students with Special Needs

ERIC Educational Resources Information Center

Watkins, Deborah Edelman

2005-01-01

Providing a supportive learning environment and engaging students with a variety of abilities in effective learning activities requires a great deal of proficiency that extends beyond knowledge of subject content. Diverse classrooms challenge teachers to understand and accept the existence of academic, behavioral, and cultural diversity. Teachers…

Health Care Financial Management: Curriculum Objectives and Bibliography.

ERIC Educational Resources Information Center

Zelman, William N., Ed.; And Others

Curriculum objectives for health care financial management, a bibliography and examples of financial management curricula are presented. The outline of curriculum objectives identifies a core of knowledge and skills in financial management that health administration students might obtain in their academic training. The outline's content is divided…

The everyday meets the academic: How bilingual Latino/a third graders use sociocultural resources to learn in science and social studies

NASA Astrophysics Data System (ADS)

McIntosh Ciechanowski, Kathryn E.

Driven by questions surrounding the documented "fourth-grade slump" in student test scores and about the content learning of English language learners, this dissertation examines the science and social studies literacy practices of third grade bilingual Latino/as in an urban school. Using qualitative and quantitative methods, I examined three questions: (a) What content area demands are evident in instruction and in the assigned texts that children read? (b) What sociocultural knowledge do students draw on in the reading and writing of content area texts? How does it shape their reading and writing? and (c) What linguistic knowledge do students draw on in the reading and writing of content area texts? How does it shape their reading and writing? These questions are premised on three key tenets from the extant research literature. First, research has documented that middle grade students struggle to make sense of content texts, which could be caused by not only a scarcity of expository texts in early grades but also by discipline-specific demands in the content texts. Second, although all students may struggle to read specialized texts, students from non-mainstream backgrounds may struggle more because they do not possess the social and linguistic capital valued in mainstream schools. Third, sociocultural research has documented the importance of social and cultural funds of knowledge in classroom learning and knowledge construction. Guided by these tenets, I observed for six months in 2 classes and recorded field notes, interviewed participants, collected artifacts, and conducted pre- and post-unit assessments. Analytic methods included quantitative evaluation of assessments and constant comparative and discourse analyses. Findings indicate that the textbooks posed linguistic and conceptual demands and represented multiple discourses including the discourses of the natural and social sciences. To make sense of texts, students drew from various sociocultural resources such as popular culture, family, and children's literature. The teacher was more likely to take up these resources (although briefly) when they tightly aligned with instructional goals. Bilingual students faced great complexity as they drew upon linguistic resources to learn technical language and content in two languages and within multiple academic and everyday discourses.

Lessons Learned for Successful Dissertation Completion from Social Work Doctoral Graduates

ERIC Educational Resources Information Center

Davis, Ashley; Wladkowski, Stephanie P.; Mirick, Rebecca G.

2017-01-01

A dissertation demonstrates a doctoral candidate's knowledge of a content area, mastery of research methodology, and readiness for future scholarship. Doctoral candidates, social work programs, and the profession as a whole are invested in ensuring that candidates successfully complete dissertations and enter academic, research, and leadership…

Teaching as Sheltering: A Metaphorical Analysis of Sheltered Instruction for English Language Learners

ERIC Educational Resources Information Center

Fritzen, Anny

2011-01-01

The term "sheltered instruction" (SI) has become a widely used metaphor representing a common pedagogical intervention intended to help English language learners simultaneously gain English proficiency and academic content knowledge. While existing research places considerable emphasis on observable pedagogical techniques that characterize SI,…

What Counts as Subject Matter Knowledge for Teaching?

ERIC Educational Resources Information Center

Thornton, Stephen J.

Focusing on social studies, this paper asserts that taking traditional content courses by themselves may not necessarily significantly enhance teachers' subject matter competence. It suggests that preparing social studies teachers to enact curricula is more than a matter of assuring that they have enough work in the traditional academic subject.…

Death and Dying: Issues for Educational Gerontologists.

ERIC Educational Resources Information Center

Wass, Hannelore, Myers, Jane E.

1984-01-01

Reviews research on death orientations, the dying process, and bereavement, with a major focus on the elderly. Suggests that relevant knowledge about death and dying are important for gerontological practitioners and proposes that death-related content be systematically integrated into academic curricula at the preservice and inservice levels.…

Concept Mapping Strategies: Content, Tools and Assessment for Human Geography

ERIC Educational Resources Information Center

Wehry, Stephanie; Monroe-Ossi, Heather; Cobb, Sharon; Fountain, Cheryl

2012-01-01

This article examines the use of concept mapping for formative and summative assessment of northeast Florida middle school students' knowledge of human geography. The students were participants in an afterschool, academic, college reach-out program that provided opportunities to test concept mapping strategies that support spatial thinking and…

Help Students Prepare for High School Examinations

ERIC Educational Resources Information Center

Lagares, Christopher; Connor, David J.

2009-01-01

Anxiety! Stress! Fear! Everyone lives in a time of escalating accountability in terms of state, district, and city-wide examinations that measure student growth in the acquisition of skills and content area knowledge. All students feel increased pressure to constantly demonstrate improved levels of academic performance. For students with cognitive…

Design Tech High School: d.tech

ERIC Educational Resources Information Center

EDUCAUSE, 2015

2015-01-01

A Bay Area charter high school, d.tech develops "innovation-ready" students by combining content knowledge with the design thinking process while fostering a sense of autonomy and purpose. The academic model is grounded in self-paced learning through a flex schedule, high standards, and design thinking through a four-year design…

Emotion Matters: Exploring the Emotional Labor of Teaching

ERIC Educational Resources Information Center

Brown, Elizabeth Levine

2011-01-01

A large empirical body of literature suggests that teachers make a difference in the lives of students both academically (Pianta & Allen, 2008) and personally (McCaffrey, Lockwood, Koretz, & Hamilton, 2003). Teachers influence students through not only their delivery of content knowledge, but also their development of optimal learning conditions…

Shared Curriculum Model: A Promising Practice for Education Transformation.

PubMed

Close, Liz; Gorski, Mary Sue; Sroczynski, Maureen; Farmer, Pat; Wortock, Jean

2015-12-01

The shared curriculum model is one of four successful models of academic progression identified through a consensus-building process facilitated by The Future of Nursing: Campaign for Action, with support from the Robert Wood Johnson Foundation, AARP, and the AARP Foundation. Seamless academic progression from the associate degree in nursing (ADN) to the baccalaureate degree in nursing (BSN) is achieved either by simultaneously revising both ADN and BSN curricula or by making targeted adjustments in ADN or BSN curricula to create a unified academic progression. Systematic vetting and definitive agreement on nursing prerequisites and corequisites, general education courses, nursing major content, and general degree requirements are necessary to ensure coordinated degree progression. A standardized set of expectations for beginning professional practice and for unique baccalaureate nursing knowledge ensures vital nursing content across the ADN-to-BSN continuum. Examples of state and regional ADN-to-BSN progression programs using the shared curriculum model are highlighted. The shared curriculum model is a promising practical and sustainable approach to seamless ADN-to-BSN academic progression. Copyright 2015, SLACK Incorporated.

The Human Capital of Knowledge Brokers: An analysis of attributes, capacities and skills of academic teaching and research faculty at Kenyan schools of public health.

PubMed

Jessani, Nasreen; Kennedy, Caitlin; Bennett, Sara

2016-08-02

Academic faculty involved in public health teaching and research serve as the link and catalyst for knowledge synthesis and exchange, enabling the flow of information resources, and nurturing relations between 'two distinct communities' - researchers and policymakers - who would not otherwise have the opportunity to interact. Their role and their characteristics are of particular interest, therefore, in the health research, policy and practice arena, particularly in low- and middle-income countries. We investigated the individual attributes, capacities and skills of academic faculty identified as knowledge brokers (KBs) in schools of public health (SPH) in Kenya with a view to informing organisational policies around the recruitment, retention and development of faculty KBs. During April 2013, we interviewed 12 academics and faculty leadership (including those who had previously been identified as KBs) from six SPHs in Kenya, and 11 national health policymakers with whom they interact. Data were qualitatively analyzed using inductive thematic analysis to unveil key characteristics. Key characteristics of KBs fell into five categories: sociodemographics, professional competence, experiential knowledge, interactive skills and personal disposition. KBs' reputations benefitted from their professional qualifications and content expertise. Practical knowledge in policy-relevant situations, and the related professional networks, allowed KB's to navigate both the academic and policy arenas and also to leverage the necessary connections required for policy influence. Attributes, such as respect and a social conscience, were also important KB characteristics. Several changes in Kenya are likely to compel academics to engage increasingly with policymakers at an enhanced level of debate, deliberation and discussion in the future. By recognising existing KBs, supporting the emergence of potential KBs, and systematically hiring faculty with KB-specific characteristics, SPHs can enhance their collective human capital and influence on public health policy and practice. Capacity strengthening of tangible skills and recognition of less tangible personality characteristics could contribute to enhanced academic-policymaker networks. These, in turn, could contribute to the relevance of SPH research and teaching programs as well as evidence-informed public health policies.

What Experiences Do Expository Books on Recommended Book Lists Offer to K-2 Students?

ERIC Educational Resources Information Center

Kletzien, Sharon B.; Dreher, Mariam Jean

2017-01-01

Teachers can use expository texts to teach academic vocabulary, content knowledge, text structure, and text features. National associations' recommended book lists are often used to identify books for classrooms. Previously we identified expository texts on these lists from 2001-2002 and 2011-2012. The current study explored instructional…

Testing Effect and Complex Comprehension in a Large Introductory Undergraduate Biology Course

ERIC Educational Resources Information Center

Pagliarulo, Christopher L.

2011-01-01

Traditional undergraduate biology courses are content intensive, requiring students to understand and remember large amounts of information in short periods of time. Yet most students maintain little of the material encountered during their education. Poor knowledge retention is a main cause of academic failure and high undergraduate attrition…

Adolescent Literacy: Learning and Understanding Content

ERIC Educational Resources Information Center

Goldman, Susan R.

2012-01-01

Learning to read--amazing as it is to small children and their parents--is one thing. Reading to learn, explains Susan Goldman of the University of Illinois at Chicago, is quite another. Are today's students able to use reading and writing to acquire knowledge, solve problems, and make decisions in academic, personal, and professional arenas? Do…

Post-Graduate Performance, an Academic Comparison Evaluating Situating Learning and Law School Acceptance Scores

ERIC Educational Resources Information Center

Traverse, Maria A.

2012-01-01

Research on post-graduate performance, pertaining to law school graduates, indicates that success in the legal profession is attributable to more than the theoretical content or cognitive knowledge obtained through educational curricula. Research suggests that the combination of creative and analytic thinking skills contributes to a higher rate of…

Measuring What Matters: How Noncognitive Skills Are Captured, Stored, and Utilized in Personalized Learning Environments

ERIC Educational Resources Information Center

Rutledge, Julia

2017-01-01

Students who are considered "college- and career-ready" possess both the academic content knowledge and the 21st century skills, or "noncognitive skills," esteemed by today's higher education institutions and global workforce. And while some K-12 schools have recently embraced pedagogies such as personalized learning that…

ICT Student Teachers' Pedagogical Content Knowledge: A Case Study

ERIC Educational Resources Information Center

Yilmaz, Nuray Parlak

2016-01-01

This study aimed to identify the difficulties that information technology student teachers have in teaching concepts. This qualitative study was carried out with 12 student teachers. The student teachers were fourth-year students enrolled in the Special Teaching Methods II course in the spring semester of the 2010-2011 academic year. The research…

Self-reflection and academic performance: is there a relationship?

PubMed

Lew, Magdeleine D N; Schmidt, Henk G

2011-10-01

The purposes of the present study were two-fold: first, to evaluate whether reflection journal writing was effective in promoting self-reflection and learning, and whether students become better at self-reflection if they engage continuously in reflection journal writing. To that end, the reflection journals of 690 first-year applied science students at a local polytechnic were studied by means of an automated coding procedures using software. Data was collected twice, once at the beginning and again towards the end of an academic year. Outcomes of the textual content analyses revealed that students reflected on both the process and contents of their learning: critical review of past learning experiences, learning strategies and summaries of what was learned. Correlational analyses showed weak to moderate inter-relationships between the textual categories and their classroom and knowledge acquisition test grades. Taken together, the findings suggest that self-reflection on both how and what students have learned does lead to improvements in academic performance, although to a limited extent.

Characteristics and determinants of knowledge transfer policies at universities and public institutions in medical research--protocol for a systematic review of the qualitative research literature.

PubMed

Jahn, Rosa; Müller, Olaf; Bozorgmehr, Kayvan

2015-08-19

Universities, public institutions, and the transfer of knowledge to the private sector play a major role in the development of medical technologies. The decisions of universities and public institutions regarding the transfer of knowledge impact the accessibility of the final product, making it easier or more difficult for consumers to access these products. In the case of medical research, these products are pharmaceuticals, diagnostics, or medical procedures. The ethical dimension of access to these potentially lifesaving products is apparent and distinguishes the transfer of medical knowledge from the transfer of knowledge in other areas. While the general field of technology transfer from academic and public to private actors is attracting an increasing amount of scholarly attention, the specifications of knowledge transfer in the medical field are not as well explored. This review seeks to provide a systematic overview and analysis of the qualitative literature on the characteristics and determinants of knowledge transfer in medical research and development. The review systematically searches the literature for qualitative studies that focus on knowledge transfer characteristics and determinants at medical academic and public research institutions. It aims at identifying and analyzing the literature on the content and context of knowledge transfer policies, decision-making processes, and actors at academic and public institutions. The search strategy includes the databases PubMed, Web of Science, ProQuest, and DiVa. These databases will be searched based on pre-specified search terms. The studies selected for inclusion in the review will be critically assessed for their quality utilizing the Qualitative Research Checklist developed by the Clinical Appraisal Skills Programme. Data extraction and synthesis will be based on the meta-ethnographic approach. This review seeks to further the understanding of the kinds of transfer pathways that exist in medical knowledge transfer as well as what factors lead to the adoption of one pathway over another. The aim is to provide evidence for political and academic actors designing policies for the translation of medical knowledge and public-private cooperation. PROSPERO CRD42015014241 .

Ask an anatomist: Identifying global trends, topics and themes of academic anatomists using twitter.

PubMed

Marsland, Madeleine J; Lazarus, Michelle D

2018-05-06

Social media (SoMe) is increasingly used in higher education (HE) to access knowledge and enable global communication. The SoMe platform Twitter ® is particularly beneficial in these contexts because it is readily accessible, easily searchable (via hashtags) and global. Given these advantages, the twitter platform @AskAnatomist was created to foster a global weekly tweet chat, where students and academics can ask and address anatomy-related questions. The aim of this study was to identify themes arising in the early stages of the @AskAnatomy Twitter community to gain insights into current needs/key areas for academic anatomists, students, and other followers. A qualitative analysis of tweets including the hashtag #AnatQ, (the associated @AskAnatomist hashtag), was undertaken to achieve this aim. Thematic analysis revealed three core themes arising in the formative stages of the @AskAnatomist Twitter site: (1) anatomical education modalities, (2) specific anatomy content, and (3) research motivations. These themes reveal controversies within the field of anatomical sciences, areas for potential education resource improvement and research, as well as the humor of anatomists. Though the original intent of the @AskAnatomist site was to engage the general public in anatomy content and knowledge, tweet analysis suggests that academic anatomists were the primary active "tweeters". Interestingly, this analysis reveals that the @AskAnatomist site progressed into a web-based community of practice (CoP), suggesting an additional benefit of SoMe communities in the field of anatomy. Anat Sci Educ 11: 270-281. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Collaboration in a Wireless Grid Innovation Testbed by Virtual Consortium

NASA Astrophysics Data System (ADS)

Treglia, Joseph; Ramnarine-Rieks, Angela; McKnight, Lee

This paper describes the formation of the Wireless Grid Innovation Testbed (WGiT) coordinated by a virtual consortium involving academic and non-academic entities. Syracuse University and Virginia Tech are primary university partners with several other academic, government, and corporate partners. Objectives include: 1) coordinating knowledge sharing, 2) defining key parameters for wireless grids network applications, 3) dynamically connecting wired and wireless devices, content and users, 4) linking to VT-CORNET, Virginia Tech Cognitive Radio Network Testbed, 5) forming ad hoc networks or grids of mobile and fixed devices without a dedicated server, 6) deepening understanding of wireless grid application, device, network, user and market behavior through academic, trade and popular publications including online media, 7) identifying policy that may enable evaluated innovations to enter US and international markets and 8) implementation and evaluation of the international virtual collaborative process.

The Relevance of Culturally Based Curriculum and Instruction: The Case of Nancy Sharp

ERIC Educational Resources Information Center

Lipka, Jerry; Sharp, Nancy; Brenner, Betsy; Yanez, Evelyn; Sharp, Ferdinand

2005-01-01

Ms. Sharp's case is particularly instructive as it shows how this experienced Yup'ik teacher steeped in the traditions of her culture effectively implemented a culturally based math module. Ms. Sharp's pedagogical creatively allowed her to authentically bring together a core academic content area, math, with Yup'ik traditions, knowledge, and ways…

Reflection on Training, Experience, and Introductory Statistics: A Mini-Survey of Tertiary Level Statistics Instructors

ERIC Educational Resources Information Center

Hassad, Rossi A.

2006-01-01

Instructors of statistics who teach non-statistics majors possess varied academic backgrounds, and hence it is reasonable to expect variability in their content knowledge, and pedagogical approach. The aim of this study was to determine the specific course(s) that contributed mostly to instructors' understanding of statistics. Courses reported…

TPACK Levels of Physics and Science Teacher Candidates: Problems and Possible Solutions

ERIC Educational Resources Information Center

Bozkurt, Ersin

2014-01-01

This research examined whether the technological pedagogical content knowledge (TPACK) of physics and science teachers is at a sufficient level and whether the TPACK level affected the academic achievements of the students. In the research, a mixed method was used quantitatively and qualitatively. In the quantitative part of the research, Provus'…

Business Education. Missouri's Show-Me Standards and Vocational Education Competencies Cross Reference. Main Report [and] Mini Report.

ERIC Educational Resources Information Center

Tieman, Rebecca; Burns, Stacey

This publication consists of the main and mini reports for Missouri's Show-Me Standards and vocational education competencies for business education. This database documents the common ground between academic skills and vocational competencies. Both components of the Show-Me Standards--knowledge (content) and performance (process)--have been…

NAEP Scores Put Spotlight on Standards: Flat Math Results Also Spur Calls for Teaching Reforms

ERIC Educational Resources Information Center

Cavanagh, Sean

2009-01-01

Fourth grade math scores stagnated for the first time in two decades on a prominent nationwide test, prompting calls for new efforts to improve teacher content knowledge and stirring discussion of the potential benefits of setting more-uniform academic standards across states. The results on the National Assessment of Educational Progress,…

Industrial Education. Missouri's Show-Me Standards and Vocational Education Competencies Cross Reference. Main Report [and] Mini Report.

ERIC Educational Resources Information Center

Missouri Univ., Columbia. Instructional Materials Lab.

This publication consists of the main and mini reports for Missouri's Show-Me Standards and vocational education competencies for industrial education. This database documents the common ground between academic skills and vocational competencies. Both components of the Show-Me Standards--knowledge (content) and performance (process)--have been…

The Accessibility of Academic Vocabulary to Spanish Speaking High School Biology Students

ERIC Educational Resources Information Center

Reed, Deborah K.; Medina, Luis A.; Martinez, Norma A.; Veleta, Lorena G.

2013-01-01

One recommendation for better preparing English language learners (ELLs) for scientific fields is to capitalize on Spanish speakers' knowledge of cognates. However, little is known about the presence of cognates in high school biology content. This study examined the linguistic basis of 968 terms co-occurring in at least one of four textbooks…

Higher Education Migrates to YouTube and Social Networks

ERIC Educational Resources Information Center

Gilroy, Marilyn

2010-01-01

True global enlightenment. That's how YouTubeEDU is being promoted by company officials who have announced the launch of a YouTube section devoted to academic content. Calling the new site "a free, self-organizing, democratic website containing all the world's knowledge," YouTubeEDU promises an environment in which "any qualified teacher can…

Transferring Educational Theories and Knowledge Using a Co-Teaching Mentor Model: A Discipline-Appropriate Approach

ERIC Educational Resources Information Center

Turkich, Kent; Greive, Shane; Cozens, Paul M.

2014-01-01

This paper presents a co-teaching mentor model, which improved the teaching of academics and enhanced student satisfaction and retention. Two research-focused lecturers responsible for first-year units were partnered with a co-teaching mentor to offer guidance on how the content (urban and regional planning) could be delivered more effectively…

Cultivating Educational Resilience: An Examination of Teacher-Student Interactions in the Elementary Classroom

ERIC Educational Resources Information Center

Parker, Hazel Spaulding

2013-01-01

In education, one of the vital goals is to improve student success through high-quality teaching. Teachers' pedagogy and knowledge of content coupled with the interactions between the teacher and student is one of the most critical components influencing the academic success of students. The purpose of this study was to examine supportive…

Health Occupations. Missouri's Show-Me Standards and Vocational Education Competencies Cross Reference. Main Report [and] Mini Report.

ERIC Educational Resources Information Center

Tieman, Rebecca; Burns, Stacey

This publication consists of the main and mini reports for Missouri's Show-Me Standards and vocational education competencies for health occupations. This database documents the common ground between academic skills and vocational competencies. Both components of the Show-Me Standards--knowledge (content) and performance (process)--have been…

The Achievement Progress of English Learner Students in Nevada. REL 2016-154

ERIC Educational Resources Information Center

Haas, Eric; Huang, Min; Tran, Loan; Yu, Airong

2016-01-01

The purpose of this study was to examine the cumulative progress of English learner students in Nevada in English language proficiency (ELP) and in academic content knowledge in both reading and mathematics. This study identified students in grades kindergarten, 3, and 6 who were designated as English learner students in 2006/07 and examined their…

Semiotic Structure and Meaning Making: The Performance of English Language Learners on Mathematics Tests

ERIC Educational Resources Information Center

Solano-Flores, Guillermo; Barnett-Clarke, Carne; Kachchaf, Rachel R.

2013-01-01

We examined the performance of English language learners (ELLs) and non-ELLs on Grade 4 and Grade 5 mathematics content knowledge (CK) and academic language (AL) tests. CK and AL items had different semiotic loads (numbers of different types of semiotic features) and different semiotic structures (relative frequencies of different semiotic…

Learning Outcomes of Factual Knowledge: A Comparison of Module and No Module Conditions

ERIC Educational Resources Information Center

IRIS Center, 2017

2017-01-01

During the 2004-2005 academic year, a study of the learning outcomes associated with the use of an IRIS Module was conducted at a large urban campus with a diverse student body. The module's content pertained to instructional accommodations for students with visual disabilities. In an introductory class aimed primarily at general and special…

A Preliminary Evaluation of Short Blended Online Training Workshop for TPACK Development Using Technology Acceptance Model

ERIC Educational Resources Information Center

Alsofyani, Mohammed Modeef; Aris, Baharuddin bin; Eynon, Rebecca; Majid, Norazman Abdul

2012-01-01

The use of Short Blended Online Training (SBOT) for the development of Technological Pedagogical and Content Knowledge (TPACK) is a promising approach to facilitate the use of e-learning by academics. Adult learners prefer the blend of pedagogies such as the presentation, demonstration, practice and feedback if they are structured and…

The Relationship of Teachers' Instructional Decisions and Beliefs about Alternate Assessments to Student Achievement

ERIC Educational Resources Information Center

Karvonen, Meagan; Wakeman, Shawnee; Flowers, Claudia; Moody, Shauna

2013-01-01

In the decade since alternate assessments based on alternate achievement standards (AA-AAS) were first required, special education teachers have had to develop content knowledge and pedagogical skills to teach academics to students with significant cognitive disabilities. The purpose of this study is to examine the impact that teachers'…

Writing Practices for Mainstream Teachers of Middle School English Learners: Building on What We Know Works Effectively

ERIC Educational Resources Information Center

Haas, Eric; Goldman, Julie; Faltis, Christian

2018-01-01

Improving the writing of middle-school English learners can improve their academic thinking, literacy, and content knowledge. The Writing Reform and Innovation for Teaching Excellence (WRITE) program uses six high-leverage writing practices and develops teacher capacity through professional learning activities anchored in the group grading of…

World-Class Ambitions, Weak Standards: An Excerpt from "The State of State Science Standards 2012"

ERIC Educational Resources Information Center

American Educator, 2012

2012-01-01

A solid science education program begins by clearly establishing what well-educated youngsters need to learn about this multifaceted domain of human knowledge. The first crucial step is setting clear academic standards for the schools--standards that not only articulate the critical science content students need to learn, but that also properly…

[Knowledge of medical doctors about health economics].

PubMed

Rodríguez-Ledesma, María de Los Angeles; Constantino-Casas, Patricia; García-Contreras, Fernando; Garduño-Espinosa, Juan

2007-01-01

To identify the level of knowledge about health economics of physicians with different academic degree, working place and medical activities. A questionnaire with 24 items about commonly used health economics concepts was applied. Face validity, content, construct, and consistency of the questionnaire were assessed. 523 Mexican physicians from public and private health institutions in Sinaloa and Distrito Federal were interviewed. The average general score was 4.1 +/- 2.1 (0 to 10 scale), for physicians at the IMSS was 4.1 +/- 2.1, SSA 4.3 +/- 2.5, ISSSTE 3.3 +/- 2; SEDENA 3.9 +/- 2.3 and in private medical services 4.4 +/- 2.2 (p = 0.001). Interns scored 3.7 +/- 2.1; physicians with specialties different from family medicine 4.3 +/- 2.2 and family physicians 4 +/- 2 (p = 0.05). The question that got the most correct answers was the definition of direct costs (82%) and the one with fewest was the percentage of the gross national product recommended by the World Health Organization for the health sector (11%). Interviewed physicians had poor knowledge about health economics. Academic degree and institutional work were factors related to that knowledge.

Pedagogical Content Knowledge (PCK): Exploring its Usefulness for Science Lecturers in Higher Education

NASA Astrophysics Data System (ADS)

Fraser, Sharon P.

2016-02-01

In the past 30 years, pedagogical content knowledge (PCK) frameworks have become important constructs in educational research undertaken in the school education system and a focus for research for curriculum and teacher education researchers. As regards science, PCK research has been plentiful, but thus far, the concept of PCK (significantly enhanced since its proposal) has only been validated in the school context (Kindergarten to Grade 12). Within this environment, however, it has proven to be a very useful construct for understanding teacher practice and contributing to the improvement of teacher education courses. Knowledge about whether PCK is useful as a conceptual framework for science lecturers (teachers) working in higher education is as yet unknown and represents a gap in the research literature; the research outlined here is a first step in exploring its usefulness in this context. This paper provides an analysis of data obtained from semi-structured interviews conducted with nine Australian science university lecturers from various disciplines and levels of seniority and experience of tertiary teaching, as well as an academic developer skilled in facilitating science academics' understanding of pedagogy in higher education. The research aimed to investigate the extent to which one version of a school-based science PCK framework resonated with the pedagogical thinking of university science lecturers and the ways in which it could influence their teaching practice.

The core content of clinical ultrasonography fellowship training.

PubMed

Lewiss, Resa E; Tayal, Vivek S; Hoffmann, Beatrice; Kendall, John; Liteplo, Andrew S; Moak, James H; Panebianco, Nova; Noble, Vicki E

2014-04-01

The purpose of developing a core content for subspecialty training in clinical ultrasonography (US) is to standardize the education and qualifications required to provide oversight of US training, clinical use, and administration to improve patient care. This core content would be mastered by a fellow as a separate and unique postgraduate training, beyond that obtained during an emergency medicine (EM) residency or during medical school. The core content defines the training parameters, resources, and knowledge of clinical US necessary to direct clinical US divisions within medical specialties. Additionally, it is intended to inform fellowship directors and candidates for certification of the full range of content that might appear in future examinations. This article describes the development of the core content and presents the core content in its entirety. © 2014 by the Society for Academic Emergency Medicine.

The Professional Development of Teacher Identities in Hong Kong: Can a Short-Term Course Make a Difference?

ERIC Educational Resources Information Center

Trent, John

2011-01-01

This article reports on a qualitative study that explored the experiences of eight Hong Kong teachers of academic subjects who undertook a full-time, short-term professional development course (PDC) designed to provide them with specialized knowledge and classroom skills required to teach content subjects through the English medium. Using a…

Gains in Factual and Applied Knowledge: College Students Using IRIS Modules Assigned as Homework or in Class

ERIC Educational Resources Information Center

IRIS Center, 2017

2017-01-01

During the 2005-2006 academic year, the impact of IRIS Modules on student learning was conducted to examine how factors related to instructor application of the principles of the How People Learn theory (HPL) affect student learning. The module's content pertained to teaching self-regulation strategies to students. In an introductory class at a…

An Evaluation of Professional Development to Improve Teachers' Perspectives and Behaviors: An Action Research Study

ERIC Educational Resources Information Center

Beckford-Young, Paulette Vivienne

2016-01-01

The purpose of this action research study was to conduct a professional development activity to provide content-area teachers with academic vocabulary strategies to be implemented during instruction on a daily basis. Professional development is essential for teachers to gain new knowledge and skills in order to hone their craft to improve student…

Learning Science, Talking Science: The Impact of a Technology-Enhanced Curriculum on Students' Science Learning in Linguistically Diverse Mainstream Classrooms

ERIC Educational Resources Information Center

Ryoo, Kihyun

2009-01-01

The significant increase of English Language Learners (ELLs) in the United States raises complex questions about how to provide these students with access to high quality education that can improve both their content knowledge of school subjects and their English proficiency, particularly their academic English proficiency. The development of…

Challenging Perceptions of Academic Research as Bias Free: Promoting a Social Justice Framework in Social Work Research Methods Courses

ERIC Educational Resources Information Center

Nicotera, Nicole; Walls, N. Eugene

2010-01-01

The required research courses in social work education are, perhaps, one of the more difficult content areas in which to infuse direct teaching and knowledge acquisition of multiculturalism. The study presented in this article examines the outcomes of systematically addressing social justice within a required master's level social work research…

Math Instruction Is Not Universal: Language-Specific Pedagogical Knowledge in Korean/English Two-Way Immersion Programs

ERIC Educational Resources Information Center

Lee, Wona; Lee, Jin Sook

2017-01-01

Two-Way Immersion (TWI) programs have demonstrated positive outcomes in students' academic achievement in English, yet less is known about content teaching and learning in the non-English language in these programs. This study uses math instruction as a lens to identify pedagogical strategies and challenges in the teaching of math in Korean to…

The Effects of Self- and Peer-Monitoring in Social Studies Performance of Students with Learning Disabilities and Low Achieving Students

ERIC Educational Resources Information Center

Kim, Woori; Ok, Min Wook; Yoo, Yongseok

2018-01-01

This study employed group randomized trials to investigate the effects of self- and peer-monitoring on the academic vocabulary and content knowledge of students with learning disabilities and low achieving students in social studies. Fourth grade students were randomly assigned to either treatment or control groups on a class level. Results…

Are Students Really Ready for Higher Education? A Delphi Study on Factors of Academic Success

ERIC Educational Resources Information Center

Good, Harold K., Jr.

2009-01-01

The purpose of this study was to determine specific knowledge and skills that students need to be successful in higher education in the state of New Jersey. The New Jersey Department of Education has created the New Jersey Core Curriculum Content Standards which K-12 institutions must utilize as a foundation for their respective curricula.…

The Achievement Progress of English Learner Students in Utah. REL 2016-155

ERIC Educational Resources Information Center

Haas, Eric; Huang, Min; Tran, Loan; Yu, Airong

2016-01-01

The purpose of this study was to examine the cumulative progress of English learner students in Utah in English language proficiency (ELP) and in academic content knowledge in both English language arts (ELA) and mathematics. This study identified students in grades kindergarten, 3, and 6 who were designated as English learner students in 2006/07…

Using Productive Disposition to Differentiate between Students' Level of Precision When Critiquing a Peer's Work

ERIC Educational Resources Information Center

Gilbert, Melissa C.

2014-01-01

This study examined the productive disposition of pre-algebra students who demonstrated similar knowledge of the focal content but varied in other academic behaviors expected in the Common Core State Standards for Mathematics (CCSSM). Specifically, the study considered students' attention to precision when critiquing a peer's work. The…

Academics' Perceptions of the Use and Relevance of Software in Quantitative and Financial Disciplines

ERIC Educational Resources Information Center

Kyng, Timothy; Tickle, Leonie; Wood, Leigh

2013-01-01

Software may be used in university teaching both to enhance student learning of discipline-content knowledge and skills, and to equip students with capabilities that will be useful in their future careers. Although research has indicated that software may be used as an effective way of engaging students and enhancing learning in certain scenarios,…

Stalled Innovation: Examining the Technological, Pedagogical and Content Knowledge of Australian University Educators

ERIC Educational Resources Information Center

Barac, Karin; Prestige, Sarah; Main, Katherine

2017-01-01

This paper presents a summary of the key findings of a TPACK survey adapted for a higher education context and serves as an initial sampling technique for a larger study in the design and delivery practices of academics. There are few studies that investigate how technologies are used and experienced in courses from an objective pedagogical…

Integrated, Project-Based Learning and Knowledge Retention: A Mixed Methods Study Comparing High School Students in Two Geometry Courses

ERIC Educational Resources Information Center

Canuteson, Ashley Dyanne

2017-01-01

The developing synergy of legislation and research throughout recent history points to the current momentum behind college and career readiness for every student. Researchers have found that embedding academic content into career education improves student learning. Integrated learning can vary in approach and style and can be adjusted to fit into…

Using a schoolyard garden to increase language acquisition and conceptual understanding of science in elementary ELL students

NASA Astrophysics Data System (ADS)

Stewart, Morgan

This action research study examined a small cross-section of a Texas public school population. Participants were kindergarten through third grade students enrolled in the English as a Second Language (ESL) Program who were pulled out of their general classroom to receive English support within the content area of science. This study looked at how effective a hands-on learning experience using a schoolyard garden enhanced the academic language and science content of the participants. The study began in mid-March and concluded at the end of April with each group receiving 40 minutes of instruction five days a week. Each group consisted of a Beginner, Intermediate, and Advanced/Advanced High student for a total of 12 participants. Four forms of data were used in this study: archival, pre-test, post-test, and journal. Rubrics were used to analyze individual students' level of academic language before and after the study. The results illustrate that the younger students (kindergarten and first grade) descriptions were very basic and concrete while the older students had more accurate and descriptive responses. Upon completion of this research, it was determined that the usage of a schoolyard garden compliments both the acquisition of academic language and the increase in science content knowledge.

Using Educative Assessments to Support Science Teaching for Middle School English-language Learners

NASA Astrophysics Data System (ADS)

Buxton, Cory A.; Allexsaht-Snider, Martha; Suriel, Regina; Kayumova, Shakhnoza; Choi, Youn-jeng; Bouton, Bobette; Baker, Melissa

2013-03-01

Grounded in Hallidayan perspectives on academic language, we report on our development of an educative science assessment as one component of the language-rich inquiry science for English-language learners teacher professional learning project for middle school science teachers. The project emphasizes the role of content-area writing to support teachers in diagnosing their students' emergent understandings of science inquiry practices, science content knowledge, and the academic language of science, with a particular focus on the needs of English-language learners. In our current school policy context, writing for meaningful purposes has received decreased attention as teachers struggle to cover large numbers of discrete content standards. Additionally, high-stakes assessments presented in multiple-choice format have become the definitive measure of student science learning, further de-emphasizing the value of academic writing for developing and expressing understanding. To counter these trends, we examine the implementation of educative assessment materials—writing-rich assessments designed to support teachers' instructional decision making. We report on the qualities of our educative assessment that supported teachers in diagnosing their students' emergent understandings, and how teacher-researcher collaborative scoring sessions and interpretation of assessment results led to changes in teachers' instructional decision making to better support students in expressing their scientific understandings. We conclude with implications of this work for theory, research, and practice.

The business of emergency medicine: a nonclinical curriculum proposal for emergency medicine residency programs.

PubMed

Falvo, Thomas; McKniff, Sueanne; Smolin, Gregory; Vega, David; Amsterdam, James T

2009-09-01

Over the course of their postgraduate medical education, physicians are expected not only to acquire an extensive knowledge of clinical medicine and sound procedural skills, but also to develop competence in their other professional roles as communicator, collaborator, mediator, manager, teacher, and patient advocate. Although the need for physicians to develop stronger service delivery skills is well recognized, residency programs may underemphasize formal training in nonclinical proficiencies. As a result, graduates can begin their professional careers with an incomplete understanding of the operation of health care systems and how to utilize system resources in the manner best suited to their patients' needs. This article proposes the content, educational strategy, and needs assessment for an academic program entitled The Business of Emergency Medicine (BOEM). Developed as an adjunct to the (predominantly) clinical content of traditional emergency medicine (EM) training programs, BOEM is designed to enhance the existing academic curricula with additional learning opportunities by which EM residents can acquire a fundamental understanding of the nonclinical skills of their specialty. (c) 2009 by the Society for Academic Emergency Medicine.

The effect of podcast lectures on nursing students' knowledge retention and application.

PubMed

Abate, Karen S

2013-01-01

This pilot study sought to evaluate the effectiveness of academic podcasts in promoting knowledge retention and application in nursing students. Nursing education no longer simply occurs in a fixed location or time. Computer-enhanced mobile learning technologies, such as academic podcasts, must be grounded in pedagogically sound characteristics to ensure effective implementation and learning in nursing education. A convenience sample of 35 female undergraduate nursing students was randomized into three groups: a traditional face-to-face lecture group, an unsegmented (non-stop) podcast lecture group, and a segmented podcast lecture group. Retention and application of information were measured through a multiple-choice quiz and a case study based on lecture content. Students in the segmented podcast lecture group demonstrated higher scores on multiple-choice and case-study assessments than those in the other two groups. Nurse educators should be aware of this finding when seeking to employ podcast lectures in nursing education.

The Joint Council on Thoracic Surgery Education (JCTSE) "Educate the Educators" Faculty Development Course: Analysis of the First 5 Years.

PubMed

Yang, Stephen C; Vaporciyan, Ara A; Mark, Rebecca J; DaRosa, Deborah A; Stritter, Frank T; Sullivan, Maura E; Verrier, Edward D

2016-12-01

Since 2010, the Joint Council on Thoracic Surgery Education, Inc (JCTSE) has sponsored an annual "Educate the Educators" (EtE) course. The goal is to provide United States academic cardiothoracic surgeons (CTS) the fundamentals of teaching skills, educational curriculum development, and using education for academic advancement. This report describes the course development and evaluation along with attendee's self-assessment of skills through the first 5 years of the program. The content of this 2½-day course was based on needs assessment surveys of CTS and residents attending annual meetings in 2009. From 2010 to 2014, EtE was offered to all CTS at training programs approved by the Accreditation Council for Graduate Medical Education. Course content was evaluated by using end-of-course evaluation forms. A 5-point Likert scale (1 = poor, 5 = excellent) was used to obtain composite assessment mean scores for the 5 years on course variables, session presentations, and self-assessments. With 963 known academic CTS in the United States, 156 (16.3%) have attended, representing 70 of 72 training programs (97%), and 1 international surgeon attended. There were also 7 program coordinators. Ratings of core course contents ranged from 4.4 to 4.8, accompanied with highly complementary comments. Through self-assessment, skills and knowledge in all content areas statistically improved significantly. The effect of the course was evaluated with a follow-up survey in which responders rated the program 4.3 on the usefulness of the information for their career and 3.9 for educational productivity. The EtE program offers an excellent opportunity for academic CTS to enhance their teaching skills, develop educational activities, and prepare for academic promotion. With its unique networking and mentorship environment, the EtE program is an important resource in the evolution of cardiothoracic surgical training in the United States. Copyright © 2016 The Society of Thoracic Surgeons. Published by Elsevier Inc. All rights reserved.

Designing Adaptive-Content trough E-learning on Electromagnetic Concept

NASA Astrophysics Data System (ADS)

Hakim, L.; Setiawan, A.; Sinaga, P.

2017-02-01

Teacher competence development is a national education agenda. Although teachers have adequate learning experience, based on UKA (Academic Competence Test) 2013 results, the content mastery of teachers is still low. In order to reach the maximum development of teacher, it is a must to consider the knowledge level of teachers and the difficulty of content given. This study used a questionnaire given to 40 teachers but only 25 teachers who returned the questionnaire. According to the research, 82% of teachers stated that the electromagnetic is a difficult content. There are several factors why electro magnetic content is considered to be difficult by teachers such as it is abstract, uses a lot of mathematical equations, and correlation with other concepts and content material. From these results, adaptive e-learning design for teacher to learn electromagneticis created.

Closing the Expectations Gap: 2014 Annual Report on the Alignment of State K-12 Policies and Practice with the Demands of College and Careers

ERIC Educational Resources Information Center

Achieve, Inc., 2015

2015-01-01

Today's economy demands that "all" young people develop high-level literacy, quantitative reasoning, problem solving, communication and collaboration skills, all grounded in a rigorous, content-rich K-12 curriculum. Acquiring this knowledge and these skills ensures that high school graduates are academically prepared to pursue the…

Lost in Translation? Comparative Education Research and the Production of Academic Knowledge

ERIC Educational Resources Information Center

Mazenod, Anna

2018-01-01

The worth of academic knowledge tends to be tested against global metrics of citations and articles published in high-ranking English language academic journals. This paper examines academic knowledge production in three local fields of research with different national languages (English, Finnish and French). It focuses on knowledge production on…

Black males' self-perceptions of academic ability and gifted potential in advanced science classes

NASA Astrophysics Data System (ADS)

Rascoe, Barbara; Monroe Atwater, Mary

2005-10-01

The purpose of this research effort was to examine Black male students' self-perceptions of academic ability and gifted potential in science. The purposeful sample consisted of nine Black males between the ages of 14 and 18 years. Four categories of self-perceptions of academic ability and gifted potential emerged from the data. These included: (a) gifted high achievers; (b) gifted could do better high achievers; (c) gifted could do better situational nonachievers; and (d) gifted could do better underachievers. Science teachers' influences that referenced participants' academic achievement pointed to validation. Participants' perceptions regarding how science teachers' influenced their academic performance focused on science teachers' content knowledge. Power dynamics germane to Black male participants' value or worth that directed their efforts in science learning environments are discussed. Implications are posited for science teaching, science education programs, and future research. This research endeavor was based on two premises. The first premise is that Black males' self-perceptions of academic ability affect their science academic achievement. The second premise is that, given parental, peer, and community influences, science teachers have considerable influence on students' self-perceptions of academic ability. However, the focus of this research was not on parental influences, peer influences, or any potential influences that participants' communities may have on their academic achievement.

Beyond Trust: Plagiarism and Truth.

PubMed

Penders, Bart

2018-03-01

Academic misconduct distorts the relationship between scientific practice and the knowledge it produces. The relationship between science and the knowledge it produces is, however, not something universally agreed upon. In this paper I will critically discuss the moral status of an act of research misconduct, namely plagiarism, in the context of different epistemological positions. While from a positivist view of science, plagiarism only influences trust in science but not the content of the scientific corpus, from a constructivist point of view both are at stake. Consequently, I argue that discussions of research misconduct and responsible research ought to be explicitly informed by the authors' views on the relationship between science and the knowledge it produces.

A qualitative content analysis of knowledge storage in nursing education system.

PubMed

Karimi Moonaghi, Hossein; Ahanchian, Mohammad Reza; Hassanian, Zahra Marzieh

2014-10-01

The need for effective management of intellectual and academic assets is constantly growing. The nursing educational system should be considered as a storage of knowledge since it is deposited in the nursing educational system in the form of intellectual investment. The purpose of the present study was to explore nursing knowledge storage in the nursing educational system. The participants of this study consisted of eight nursing educators and five students. The inductive content analysis method was used in this research. Participants were interviewed through the semi-structured method. Data analysis was done by five stage framework approaches. The trustworthiness of the study was ensured through validity and acceptability criteria. Data analysis showed that nursing educators and students were involve in teaching and learning activities by storing knowledge in subjective and objective forms. Knowledge was gained through the different educational activities of the nursing educators and through contact with their peers. Moreover, the nursing students gained knowledge for better learning and a more knowledgeable and advanced performance with the help of the educators. This study revealed the main components of knowledge storage. An enhanced preservation of explicit knowledge is recommended in the nursing educational system so that in the future, students and educators can easily access the same knowledge from storage sources and not from individuals who might be carrying only a single experience of the subject.

A Qualitative Content Analysis of Knowledge Storage in Nursing Education System

PubMed Central

Karimi Moonaghi, Hossein; Ahanchian, Mohammad Reza; Hassanian, Zahra Marzieh

2014-01-01

Background: The need for effective management of intellectual and academic assets is constantly growing. The nursing educational system should be considered as a storage of knowledge since it is deposited in the nursing educational system in the form of intellectual investment. Objectives: The purpose of the present study was to explore nursing knowledge storage in the nursing educational system. Materials and Methods: The participants of this study consisted of eight nursing educators and five students. The inductive content analysis method was used in this research. Participants were interviewed through the semi-structured method. Data analysis was done by five stage framework approaches. The trustworthiness of the study was ensured through validity and acceptability criteria. Results: Data analysis showed that nursing educators and students were involve in teaching and learning activities by storing knowledge in subjective and objective forms. Knowledge was gained through the different educational activities of the nursing educators and through contact with their peers. Moreover, the nursing students gained knowledge for better learning and a more knowledgeable and advanced performance with the help of the educators. Conclusions: This study revealed the main components of knowledge storage. An enhanced preservation of explicit knowledge is recommended in the nursing educational system so that in the future, students and educators can easily access the same knowledge from storage sources and not from individuals who might be carrying only a single experience of the subject. PMID:25558388

Combined Training of One Cognitive and One Metacognitive Strategy Improves Academic Writing Skills.

PubMed

Wischgoll, Anke

2016-01-01

Academic writing is a challenging task. Expert writers apply various writing skills as they anticipate the reader's view of their text while paying attention to structure and content. Research in the high school setting shows that the acquisition of writing skills can be supported by single-strategy training. However, research in higher education is scarce. We tested whether the development of academic writing skills can also be effectively supported by training single strategies or even combined strategies. As metacognition is an important skill for advanced and adult learners, we focused in this study on the benefit of combined cognitive strategies with and without a metacognitive strategy. An experiment including three conditions was conducted (N = 60 German-speaking psychology undergraduates, M = 22.8, SD = 4.4), which lasted for three hours. Each group received a modeling intervention of a basic cognitive strategy on the application of text structure knowledge. Two groups received an additional modeling intervention with either a cognitive strategy treatment on text summarization or a metacognitive strategy treatment on self-monitoring the writing process. One group received no further strategy treatment. Prior knowledge and learning outcomes were measured with a specially developed test on academic writing skills. In addition, all participants wrote an abstract of an empirical article. We found that learners who received the additional self-monitoring strategy intervention benefited significantly more in terms of acquisition of academic writing skills and the quality of their texts than learners who did not receive this intervention. Thus, the results underline the importance of self-monitoring strategies in academic writing. Implications and further research opportunities are discussed.

Cognitive Content Engagement in Content-Based Language Teaching

ERIC Educational Resources Information Center

Kong, Stella; Hoare, Philip

2011-01-01

This article reports a study of aspects of pedagogy that can bring about students' cognitive engagement with academic content and, thus, use of the academic language in content-based language lessons in three middle schools in Xi'an, China. Two criteria--academic content level and depth of processing--were used to determine cognitive content…

Design, Realization, and First Validation of an Immersive Web-Based Virtual Patient Simulator for Training Clinical Decisions in Surgery.

PubMed

Kleinert, Robert; Heiermann, Nadine; Wahba, Roger; Chang, De-Huan; Hölscher, Arnulf H; Stippel, Dirk L

2015-01-01

Immersive patient simulators (IPS) allow an illusionary immersion into a synthetic world where the user can freely navigate through a 3-dimensional environment similar to computer games. Playful learning with IPS allows internalization of medical workflows without harming real patients. Ideally, IPS show high student acceptance and can have positive effect on knowledge gain. Development of IPS with high technical quality is resource intensive. Therefore most of the "high-fidelity" IPS are commercially driven. Usage of IPS in the daily curriculum is still rare. There is no academic-driven simulator that is freely accessible to every student and combines high immersion grade with a profound amount of medical content. Therefore it was our aim to develop an academic-driven IPS prototype that is free to use and combines a high immersion grade with profound medical content. In addition, a first validation of the prototype was conducted. The conceptual design included definition of the following parameters: amount of curricular content, grade of technical quality, availability, and level of validation. A preliminary validation was done with 25 students. Students' opinion about acceptance was evaluated by a Likert-scale questionnaire. Effect on knowledge gain was determined by testing concordance and predictive validity. A custom-made simulator prototype (Artificial learning interface for clinical education [ALICE]) displays a virtual clinic environment that can be explored from a first-person view similar to a video game. By controlling an avatar, the user navigates through the environment, is able to treat virtual patients, and faces the consequence of different decisions. ALICE showed high students' acceptance. There was positive correlation for concordance validity and predictive validity. Simulator usage had positive effect on reproduction of trained content and declarative knowledge. We successfully developed a university-based, IPS prototype (ALICE) with profound medical content. ALICE is a nonprofit simulator, easy to use, and showed high students' acceptance; thus it potentially provides an additional tool for supporting student teaching in the daily clinical curriculum. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Developing Academic Literacies through Understanding the Nature of Disciplinary Knowledge

ERIC Educational Resources Information Center

Clarence, Sherran; McKenna, Sioux

2017-01-01

Much academic development work that is framed by academic literacies, especially that focused on writing, is concerned with disciplinary conventions and knowledges: conceptual, practical, and procedural. This paper argues, however, that academic literacies work tends to conflate literacy practices with disciplinary knowledge structures, thus…

There Is Still Nothing Better than Quality Play Experiences for Young Children's Learning and Development: Building the Foundation for Inquiry in Our Educational Practices

ERIC Educational Resources Information Center

Pistorova, Stacey; Slutsky, Ruslan

2018-01-01

Teachers face a growing call for implementing inquiry-based teaching and learning in a current pedagogical environment that contradicts this through educational practices that silo content, disseminate knowledge, and produce classrooms of passive learners. We address a hot topic in the United States on how a push for more "academics" is…

Investigating Arabic Academic Vocabulary Knowledge among Middle School Pupils: Receptive versus Productive Knowledge

ERIC Educational Resources Information Center

Makhoul, Baha

2017-01-01

The current study attempted to investigate the development of Arabic academic vocabulary knowledge among middle-school Arabic native speakers, taking into account the socioeconomic status of the Arab population in Israel. For this purpose, Arabic academic word list was developed, mapping the required academic words that are needed for adequate…

Doctors currently in jobs with academic content and their future intentions to pursue clinical academic careers: questionnaire surveys.

PubMed

Lambert, Trevor W; Smith, Fay; Goldacre, Michael J

2015-02-01

Our aim was to report on doctors' descriptions of their current post at about 12 years after qualification, in respect of academic content, and to compare this with their long-term intentions. By academic content, we mean posts that are designated as clinical academic posts or clinical service posts that include research and/or teaching commitments. Questionnaire survey. All UK medical graduates of 1996 contacted in 2007, graduates of 1999 in 2012, and graduates of 2000 in 2012. UK. Responses about current posts and future intentions. Postal and email questionnaires. The response rate was 61.9% (6713/10844). Twenty eight per cent were working in posts with academic content (3.3% as clinical academics, 25% in clinical posts with some academic content). Seventeen per cent of women were working in clinical posts with some teaching and research, compared with 29% of men. A higher percentage of men than women intended to be clinical academics as their eventual career choice (3.9% overall, 5.4% of men, 2.7% of women). More doctors wished to move to a job with an academic component than away from one (N = 824 compared with 236). This was true for both men (433 compared with 118) and women (391 compared with 118). Women are under-represented both in holding posts with academic content and in aspirations to do so. It is noteworthy that many more doctors hoped to move into an academic role than to move out of one. Policy should facilitate this wish in order to address current shortfalls in clinical academic medicine.

Lessons Learned for Collaborative Clinical Content Development

PubMed Central

Collins, S.A.; Bavuso, K.; Zuccotti, G.; Rocha, R.A.

2013-01-01

Background Site-specific content configuration of vendor-based Electronic Health Records (EHRs) is a vital step in the development of standardized and interoperable content that can be used for clinical decision-support, reporting, care coordination, and information exchange. The multi-site, multi-stakeholder Acute Care Documentation (ACD) project at Partners Healthcare Systems (PHS) aimed to develop highly structured clinical content with adequate breadth and depth to meet the needs of all types of acute care clinicians at two academic medical centers. The Knowledge Management (KM) team at PHS led the informatics and knowledge management effort for the project. Objectives We aimed to evaluate the role, governance, and project management processes and resources for the KM team’s effort as part of the standardized clinical content creation. Methods We employed the Center for Disease Control’s six step Program Evaluation Framework to guide our evaluation steps. We administered a forty-four question, open-ended, semi-structured voluntary survey to gather focused, credible evidence from members of the KM team. Qualitative open-coding was performed to identify themes for lessons learned and concluding recommendations. Results Six surveys were completed. Qualitative data analysis informed five lessons learned and thirty specific recommendations associated with the lessons learned. The five lessons learned are: 1) Assess and meet knowledge needs and set expectations at the start of the project; 2) Define an accountable decision-making process; 3) Increase team meeting moderation skills; 4) Ensure adequate resources and competency training with online asynchronous collaboration tools; 5) Develop focused, goal-oriented teams and supportive, consultative service based teams. Conclusions Knowledge management requirements for the development of standardized clinical content within a vendor-based EHR among multi-stakeholder teams and sites include: 1) assessing and meeting informatics knowledge needs, 2) setting expectations and standardizing the process for decision-making, and 3) ensuring the availability of adequate resources and competency training. PMID:23874366

Flipped Learning With Simulation in Undergraduate Nursing Education.

PubMed

Kim, HeaRan; Jang, YounKyoung

2017-06-01

Flipped learning has proliferated in various educational environments. This study aimed to verify the effects of flipped learning on the academic achievement, teamwork skills, and satisfaction levels of undergraduate nursing students. For the flipped learning group, simulation-based education via the flipped learning method was provided, whereas traditional, simulation-based education was provided for the control group. After completion of the program, academic achievement, teamwork skills, and satisfaction levels were assessed and analyzed. The flipped learning group received higher scores on academic achievement, teamwork skills, and satisfaction levels than the control group, including the areas of content knowledge and clinical nursing practice competency. In addition, this difference gradually increased between the two groups throughout the trial. The results of this study demonstrated the positive, statistically significant effects of the flipped learning method on simulation-based nursing education. [J Nurs Educ. 2017;56(6):329-336.]. Copyright 2017, SLACK Incorporated.

Academic Perspectives and Experiences of Knowledge Translation: A Qualitative Study of Public Health Researchers

ERIC Educational Resources Information Center

Collie, Alex; Zardo, Pauline; McKenzie, Donna Margaret; Ellis, Niki

2016-01-01

This study explores the views and experiences of knowledge translation of 14 Australian public health academics. Capacity to engage in knowledge translation is influenced by factors within the academic context and the interaction of the academic and policy environments. Early and mid-career researchers reported a different set of experiences and…

Knowledge Management and Academic Libraries.

ERIC Educational Resources Information Center

Townley, Charles T.

2001-01-01

The emerging field of knowledge management offers academic libraries the opportunity to improve effectiveness, both for themselves and their parent institutions. This article summarizes knowledge management theory. Current applications in academic libraries and higher education are described. Similarities and difficulties between knowledge…

A theory-based model of translation practices in public health participatory research.

PubMed

Clavier, Carole; Sénéchal, Yan; Vibert, Stéphane; Potvin, Louise

2012-06-01

This article explores the innovative practices of actors specifically mandated to support interactions between academic researchers and their partners from the community during public health participatory research. Drawing on the concept of translation as developed in actor-network theory and found in the literature on knowledge transfer and the sociology of intermediate actors, we build a theory-based model of the translation practices developed by these actors at the interface between community and university. We refine this model by using it to analyse material from two focus groups comprising participants purposively selected because they work at the nexus between research and practice. Our model of translation practices includes cognitive (dealing with the contents of the research), strategic (geared to facilitating the research process and balancing power relationships among the partners) and logistic practices (the hands-on tasks of coordination). Combined, these three types of translation practices demonstrate that actors working at the interface in participatory research contribute to multidirectional exchanges and the co-construction of knowledge among research partners. Beyond the case of participatory research, theorising translation practices helps understand how knowledge is produced at the interface between academic and experiential (or lay) knowledge. © 2011 The Authors. Sociology of Health & Illness © 2011 Foundation for the Sociology of Health & Illness/Blackwell Publishing Ltd.

Combined Training of One Cognitive and One Metacognitive Strategy Improves Academic Writing Skills

PubMed Central

Wischgoll, Anke

2016-01-01

Academic writing is a challenging task. Expert writers apply various writing skills as they anticipate the reader’s view of their text while paying attention to structure and content. Research in the high school setting shows that the acquisition of writing skills can be supported by single-strategy training. However, research in higher education is scarce. We tested whether the development of academic writing skills can also be effectively supported by training single strategies or even combined strategies. As metacognition is an important skill for advanced and adult learners, we focused in this study on the benefit of combined cognitive strategies with and without a metacognitive strategy. An experiment including three conditions was conducted (N = 60 German-speaking psychology undergraduates, M = 22.8, SD = 4.4), which lasted for three hours. Each group received a modeling intervention of a basic cognitive strategy on the application of text structure knowledge. Two groups received an additional modeling intervention with either a cognitive strategy treatment on text summarization or a metacognitive strategy treatment on self-monitoring the writing process. One group received no further strategy treatment. Prior knowledge and learning outcomes were measured with a specially developed test on academic writing skills. In addition, all participants wrote an abstract of an empirical article. We found that learners who received the additional self-monitoring strategy intervention benefited significantly more in terms of acquisition of academic writing skills and the quality of their texts than learners who did not receive this intervention. Thus, the results underline the importance of self-monitoring strategies in academic writing. Implications and further research opportunities are discussed. PMID:26941671

Therapeutic Academics for Behaviorally Disordered Adolescents: Content Selection and Instructional Guidelines.

ERIC Educational Resources Information Center

Graham, Marilyn Troth

Curriculum content for adolescents with behavioral disorders should emphasize academic learning as well as social and behavioral skill development. "Therapeutic academics" is proposed as a process of teaching academics that is therapeutic in its systematic focus on the behavioral and social needs of students. A therapeutic academic curriculum…

Science as a second language: Analysis of Emergent Bilinguals performance and the impact of English language proficiency and first language characteristics on the Colorado measures of academic success for science

NASA Astrophysics Data System (ADS)

Bruno, Joanna K.

In an age when communication is highly important and states across the nation, including Colorado, have adopted Common Core State Standards, the need for academic language is even more important than ever. The language of science has been compared to a second language in that it uses specific discourse patterns, semantic rules, and a very specific vocabulary. There is a need for educators to better understand how language impacts academic achievement, specifically concerning Emergent Bilinguals (EBs). Research has identified the need to study the role language plays in content assessments and the impact they have on EBs performance (Abedi, 2008b; Abedi, Hofestter & Lord, 2004; Abedi & Lord, 2001). Since language is the means through which content knowledge is assessed, it is important to analyze this aspect of learning. A review of literature identified the need to create more reliable and valid content assessments for EBs (Abedi, 2008b) and to further study the impact of English proficiency on EBs performance on standardized assessments (Solorzano, 2008; Wolf, & Leon, 2009). This study contributes to the literature by analyzing EBs performance on a state-level science content assessment, taking into consideration English language proficiency, receptive versus productive elements of language, and students' home language. This study further contributes by discussing the relationship between language proficiency, and the different strands of science (physical, life, and earth) on the state science assessment. Finally, this study demonstrates that home language, English language proficiency, and receptive and productive elements of language are predictive of EBs' achievement on the CMAS for science, overall and by strand. It is the blending of the social (listening and speaking) with the academic (reading and writing) that is also important and possibly more important.

A Multi-Year Study of the Impact of the Rice Model Teacher Professional Development on Elementary Science Teachers

NASA Astrophysics Data System (ADS)

Viorica Diaconu, Dana; Radigan, Judy; Suskavcevic, Milijana; Nichol, Carolyn

2012-04-01

A teacher professional development program for in-service elementary school science teachers, the Rice Elementary Model Science Lab (REMSL), was developed for urban school districts serving predominately high-poverty, high-minority students. Teachers with diverse skills and science capacities came together in Professional Learning Communities, one full day each week throughout an academic year, to create a classroom culture for science instruction. Approximately 80 teachers each year received professional development in science content and pedagogy using the same inquiry-based constructivist methods that the teachers were expected to use in their classrooms. During this four-year study, scientists and educators worked with elementary teachers in a year-long model science lab environment to provide science content and science pedagogy. The effectiveness of the program was measured using a mix of quantitative and qualitative methods that allowed the researchers to triangulate the findings from quantitative measures, such as content test and surveys, with the emerging themes from the qualitative instruments, such as class observations and participant interviews. Results showed that, in all four years, teachers from the REMSL Treatment group have significantly increased their science content knowledge (p < 0.05). During the last two years, their gains in science content knowledge, use of inquiry-based instruction and leadership skills were significantly higher than those of the Control group teachers' (p < 0.01, p < 0.001 and p < 0.05, respectively). Three themes resonated in the interviews with participants: science content knowledge growth, constructivist pedagogy and leadership skills.

Deficits in allergy knowledge among physicians at academic medical centers.

PubMed

Stukus, David R; Green, Todd; Montandon, Shari V; Wada, Kara J

2015-07-01

Allergic conditions have high prevalence in the general population. Misconceptions regarding the diagnosis and management of allergic disease among physicians can lead to suboptimal clinical care. To determine the extent of allergy-related knowledge deficits among physicians. Pediatric and internal medicine resident and attending physicians from 2 separate academic medical centers were asked to answer an anonymous electronic survey. Survey questions addressed 7 different allergy content areas. Four hundred eight physicians completed surveys (23.9% response rate). Respondents had few correct answers (mean ± SD 1.91 ± 1.43). Pediatric respondents had a larger number of correct answers compared with medicine-trained physicians (P < .001). No individual answered every survey question correctly, and 50 respondents (12.3%) had no correct answer. Three hundred seventy-eight respondents (92.6%) were unable to provide correct answers for at least 50% of survey questions. Level of residency training and prior rotation through an allergy and immunology elective correlated with a larger number of correct responses (P < .01). Only 1 survey question had an overall correct response rate higher than 50% (n = 261, 64%). Correct response rate was lower than 30% for 7 of the 9 possible questions. There are significant knowledge deficits in many areas of allergy-related content among pediatric and internal medicine physicians and across all levels of training and specialty. Given the prevalence of allergic conditions, the potential implications of a negative impact on clinical care are staggering. Copyright © 2015 American College of Allergy, Asthma & Immunology. Published by Elsevier Inc. All rights reserved.

Academic training and clinical placement problems to achieve nursing competency

PubMed Central

RAHMATI SHARGHI, NARJES; ALAMI, ALI; KHOSRAVAN, SHAHLA; MANSOORIAN, MOHAMMAD REZA; EKRAMI, ALI

2015-01-01

Introduction: High quality of care is one of the requirements of nursing which depends on the nursing competency. In this connection, the aim of this research was to determine the problems related to the academic training (nursing' educational program) and clinical practice to achieve competency from the viewpoint of nurses, faculty members, and nursing students. Methods: the study was an analytical cross-sectional one. The sample consisted of the academic staff, the third and the fourth year nursing students and nurses in practice. The instrument of the study was a two-part researcher-made questionnaire with 22 questions in the theoretical- clinical realm to assess  problems related to the theoretical and clinical teaching in nursing, and 23 questions to assess the clinical functions. The questionnaire was validated in terms of both face and content validity. Its reliability, using Cronbach's Alpha coefficient, was 0.72 in the theoretical-clinical and 0.73 in the clinical realm. Both descriptive and analytical statistics were used to analyze the data, using SPSS software. Results: The results of this study indicated that from the participants’ viewpoints, the most important problems in the academic education for nursea to acquire competency were as follows: lack of academic research the clinical period (88.9%), no application of theoretical aspects of the nursing process in practice (85.6%), insufficient knowledgeable and professional educators (81.1%), the use of traditional routine-oriented methods on the wards (75.6%); also insufficient time for performance based on knowledge in relation to  the nurse's workload (86.5%), weakness and usefulness of scientific function encouragement systems in clinic (85.2%), and learnt theoretical subjects not coming into practice in clinical fields after graduation (75.6%). Conclusion: Efforts to reduce the gap between the theoretical and practical (clinical function) knowledge in educational and work environment are required to improve the training of qualified nurses. PMID:25587550

Adolescent Health Behavior, Contentment in School, and Academic Achievement

ERIC Educational Resources Information Center

Kristjansson, Alfgeir Logi; Sigfusdottir, Inga Dora; Allegrante, John P.; Helgason, Asgeir R.

2009-01-01

Objectives: To examine the association between health behavior indicators, school contentment, and academic achievement. Methods: Structural equation modeling with 5810 adolescents. Results: Our model explained 36% of the variance in academic achievement and 24% in school contentment. BMI and sedentary lifestyle were negatively related to school…

Portuguese Coaches' Perceptions of and Preferences for Knowledge Sources Related to their Professional Background.

PubMed

Mesquita, Isabel; Isidro, Sofia; Rosado, António

2010-01-01

The purpose of this study was to analyse Portuguese coaches' perceptions of, and preferences for, knowledge sources as related to professional background; namely academic education level, coach education level and coaching experience. The study's participants comprised 336 Portuguese coaches from twenty-two sports. A questionnaire was used to identify coaches' demographic characteristics and representations about their preferred sources of coaching knowledge. MANOVA using Tukey's HSD test was used to compare groups. The results highlighted that coaches perceived that coaching knowledge is built from a broad range of sources from personal coaching and playing experiences to more explicit formal, informal and non-formal learning situations. Results indicated that the coaches ascribed more importance to experiential sources such as working with experts, learning by doing, interacting with peer coaches and attending informal seminars and clinics, than to the formal learning situations provided by the national coaching certification programs. Differences, however, were found in that coaches who had a greater background within higher education (physical) and sport valued informal and non-formal learning sources more than did coaches who were defined as not coming from an academic background. The findings point to the importance of developing new learning, experientially-based, opportunities within the Portuguese context, where curricula content continues to be delivered via didactic means. Key pointsCoaches recognized that learning is obtained from a broad range of sources of coaching knowledge and each source has a particular role in the development of a coach.Experiential guided sources reached more importance to coaches as working with experts, learning by doing, attending seminars/clinics outside of the formal system and interaction with peers were the most acknowledged.The only source that is related to formal learning, national certification programs, was recognized as the less importance than all informal and non-formal learning situations.The profile of the source of coaching knowledge showed to be stable among coaches as only the academic education level differentiated the coaches' perceptions.

Portuguese Coaches’ Perceptions of and Preferences for Knowledge Sources Related to their Professional Background

PubMed Central

Mesquita, Isabel; Isidro, Sofia; Rosado, António

2010-01-01

The purpose of this study was to analyse Portuguese coaches’ perceptions of, and preferences for, knowledge sources as related to professional background; namely academic education level, coach education level and coaching experience. The study’s participants comprised 336 Portuguese coaches from twenty-two sports. A questionnaire was used to identify coaches’ demographic characteristics and representations about their preferred sources of coaching knowledge. MANOVA using Tukey’s HSD test was used to compare groups. The results highlighted that coaches perceived that coaching knowledge is built from a broad range of sources from personal coaching and playing experiences to more explicit formal, informal and non-formal learning situations. Results indicated that the coaches ascribed more importance to experiential sources such as working with experts, learning by doing, interacting with peer coaches and attending informal seminars and clinics, than to the formal learning situations provided by the national coaching certification programs. Differences, however, were found in that coaches who had a greater background within higher education (physical) and sport valued informal and non-formal learning sources more than did coaches who were defined as not coming from an academic background. The findings point to the importance of developing new learning, experientially-based, opportunities within the Portuguese context, where curricula content continues to be delivered via didactic means. Key points Coaches recognized that learning is obtained from a broad range of sources of coaching knowledge and each source has a particular role in the development of a coach. Experiential guided sources reached more importance to coaches as working with experts, learning by doing, attending seminars/clinics outside of the formal system and interaction with peers were the most acknowledged. The only source that is related to formal learning, national certification programs, was recognized as the less importance than all informal and non-formal learning situations. The profile of the source of coaching knowledge showed to be stable among coaches as only the academic education level differentiated the coaches’ perceptions. PMID:24149644

Knowledge and attitude of Saudi health professions’ students regarding patient’s bill of rights

PubMed Central

El-Sobkey, Salwa B.; Almoajel, Alyah M.; Al-Muammar, May N.

2014-01-01

Background: Patient’s rights are worldwide considerations. Saudi Patient’s Bill of Rights (PBR) which was established in 2006 contained 12 items. Lack of knowledge regarding the Saudi PBR limits its implementation in health facilities. This study aimed to investigate the knowledge of health professions’ students at College of Applied Medical Sciences (CAMS) Riyadh Saudi Arabia regarding the existence and content of Saudi PBR as well as their attitude toward its ineffectiveness. Methods: A 3-parts survey was used to collect data from 239 volunteer students participated in the study. Data were analyzed by descriptive and analytical statistics using SPSS. Results: Results showed that although the majority of students (96.7%) believe in the ineffectiveness of patient’s rights, half (52.3%) of them had perceptual knowledge regarding the existence of Saudi PBR and only 7.9% of them were knowledgeable about some items (1–4 items) of the bill. Privacy and confidentiality of patient was the most common known patient’s rights. Students’ academic level was not correlated to neither their knowledge regarding the bill existence or its content nor to their attitude toward the bill. The majority of the students (93%) reported that only one course within their curriculum was patient’s rights-course related. About one quarter (23.4%) of the students reported that teaching staff used to mention patient’s rights in their teaching sessions. Conclusion: The Saudi health professions students at CAMS have positive attitude toward the ineffectiveness of patient’s rights nevertheless they showed limited knowledge regarding the existence of Saudi PBR and its contents. CAMS curriculums do not support the subject of patient’s rights. PMID:25197675

What's in a domain: Understanding how students approach questioning in history and science

NASA Astrophysics Data System (ADS)

Portnoy, Lindsay Blau

During their education, students are presented with information across a variety of academic domains. How students ask questions as they learn has implications for understanding, retention, and problem solving. The current research investigates the influence of age and prior knowledge on the ways students approach questioning across history and science content. In two studies, students read history and science passages and then generated questions they would ask to make sense of the content. Nine categories of questions were identified to discern patterns of inquiry across both domains. Results indicate that while age and prior knowledge may play a role in the way students ask questions by domain there are persistent main effects of domain across both studies. Specifically, across both studies students ask questions regarding the purpose or function of ideas in science passages, whereas history passage are more regularly met with questions for supplemental information to complete a student's understanding. In contrast to extant research on developmental status or experience within a content area, current work suggests that domains themselves hold unique properties, which may influence how students approach questioning across domains.

Competencies of Thai expertise teacher and PCK

NASA Astrophysics Data System (ADS)

Chantaranima, Tarntip; Yuenyong, Chokchai

2018-01-01

Pedagogical Content Knowledge (PCK) was accepted by worldwide Educators that it is a ubiquitous word in the preparation of teachers in the past decade. This study uses Pedagogical Content Knowledge (PCK) framework as a lens for classifying the guidelines and expectations for categorizing expertise teachers. Therefore, the paper tries to clarify the relationship between competencies of Thai expertise teacher and PCK elements. To promote skillful Thai teachers by offering them academic titles, the Office of the Teacher Civil Service and Education Personal Commission were developed to provide guidelines and expectations for categorizing expertise teachers (OTEPC, 2009). This article focuses on the guideline criteria which are three areas of consideration. The first area of consideration is teacher's disciplines including virtues and professional conducts. The second area of consideration is teacher's knowledge and teaching ability. The last area of consider is teacher's performance. It seemed that the OTEPC guideline pay too much attention on the first area. However, there are some issues of PCK appearing on the OTEPC teacher competency. The paper will discuss some suggestions of fill up PCK in the OTEPC guideline. The paper may have implication for Thailand teacher education.

Does Content Knowledge Affect TOEFL iBT[TM] Reading Performance? A Confirmatory Approach to Differential Item Functioning. TOEFL iBT Research Report. RR-09-29

ERIC Educational Resources Information Center

Liu, Ou Lydia; Schedl, Mary; Malloy, Jeanne; Kong, Nan

2009-01-01

The TOEFL iBT[TM] has increased the length of the reading passages in the reading section compared to the passages on the TOEFL[R] computer-based test (CBT) to better approximate academic reading in North American universities, resulting in a reduced number of passages in the reading test. A concern arising from this change is whether the decrease…

Management Advisory Services by CPA’s. A Survey of Current Expansion of Sole Proprietor Professional Practice Units.

DTIC Science & Technology

1981-12-01

where more detailed study is required Accession For NTIS (2A&I DTIC V.BE By, Difit r Ii- uti(III/ @Avm ilabllity Codes Avail and/or VDV Dst Special...public advertizing and enhancement of knowledge skills and areas where more detailed study is required. 4 TABLE OF CONTENTS I. INTRODUCTION...Direction for Academic Development ......... 15 5. Basis for Professional Enhancement ......... 15 6. Replication of Previous Study Questions

A brief simulation intervention increasing basic science and clinical knowledge.

PubMed

Sheakley, Maria L; Gilbert, Gregory E; Leighton, Kim; Hall, Maureen; Callender, Diana; Pederson, David

2016-01-01

The United States Medical Licensing Examination (USMLE) is increasing clinical content on the Step 1 exam; thus, inclusion of clinical applications within the basic science curriculum is crucial. Including simulation activities during basic science years bridges the knowledge gap between basic science content and clinical application. To evaluate the effects of a one-off, 1-hour cardiovascular simulation intervention on a summative assessment after adjusting for relevant demographic and academic predictors. This study was a non-randomized study using historical controls to evaluate curricular change. The control group received lecture (n l=515) and the intervention group received lecture plus a simulation exercise (n l+s=1,066). Assessment included summative exam questions (n=4) that were scored as pass/fail (≥75%). USMLE-style assessment questions were identical for both cohorts. Descriptive statistics for variables are presented and odds of passage calculated using logistic regression. Undergraduate grade point ratio, MCAT-BS, MCAT-PS, age, attendance at an academic review program, and gender were significant predictors of summative exam passage. Students receiving the intervention were significantly more likely to pass the summative exam than students receiving lecture only (P=0.0003). Simulation plus lecture increases short-term understanding as tested by a written exam. A longitudinal study is needed to assess the effect of a brief simulation intervention on long-term retention of clinical concepts in a basic science curriculum.

A brief simulation intervention increasing basic science and clinical knowledge.

PubMed

Sheakley, Maria L; Gilbert, Gregory E; Leighton, Kim; Hall, Maureen; Callender, Diana; Pederson, David

2016-01-01

Background The United States Medical Licensing Examination (USMLE) is increasing clinical content on the Step 1 exam; thus, inclusion of clinical applications within the basic science curriculum is crucial. Including simulation activities during basic science years bridges the knowledge gap between basic science content and clinical application. Purpose To evaluate the effects of a one-off, 1-hour cardiovascular simulation intervention on a summative assessment after adjusting for relevant demographic and academic predictors. Methods This study was a non-randomized study using historical controls to evaluate curricular change. The control group received lecture (n l =515) and the intervention group received lecture plus a simulation exercise (n l+s =1,066). Assessment included summative exam questions (n=4) that were scored as pass/fail (≥75%). USMLE-style assessment questions were identical for both cohorts. Descriptive statistics for variables are presented and odds of passage calculated using logistic regression. Results Undergraduate grade point ratio, MCAT-BS, MCAT-PS, age, attendance at an academic review program, and gender were significant predictors of summative exam passage. Students receiving the intervention were significantly more likely to pass the summative exam than students receiving lecture only (P=0.0003). Discussion Simulation plus lecture increases short-term understanding as tested by a written exam. A longitudinal study is needed to assess the effect of a brief simulation intervention on long-term retention of clinical concepts in a basic science curriculum.

Effectiveness of a Short, Intense Bridging Course for Scaffolding Students Commencing University-level Study of Chemistry

NASA Astrophysics Data System (ADS)

Schmid, Siegbert; Youl, David J.; George, Adrian V.; Read, Justin R.

2012-05-01

Bridging courses designed to support students commencing tertiary education are widespread, and some evidence for the value of semester-length courses has been reported; however, little attention has been paid to short-but-intense bridging courses, and empirical evidence of their effectiveness is particularly sparse. The current study followed the academic performance of a cohort of students enrolled in a first-year chemistry unit of study designed for those with little or no background knowledge of chemistry. The aims of this study are two-fold: first to determine the strength of the linkage between prior knowledge in chemistry and performance on the end of semester exam, and secondly, to explore the reasons for any differences observed. In particular, the value of the week-long intensive-mode bridging course offered by the University of Sydney was analysed. Quantitative and qualitative data were collected. The research has shown that participation in the chemistry bridging course is associated with 'bridging the gap' in academic performance between students with No Prior Chemistry background and those with a Strong Background. While the content of the bridging course is a significant contributor to academic success, so too is the confidence in their own learning that the course engenders among participants.

A report on the Academic Emergency Medicine 2015 consensus conference "Diagnostic imaging in the emergency department: a research agenda to optimize utilization".

PubMed

Gunn, Martin L; Marin, Jennifer R; Mills, Angela M; Chong, Suzanne T; Froemming, Adam T; Johnson, Jamlik O; Kumaravel, Manickam; Sodickson, Aaron D

2016-08-01

In May 2015, the Academic Emergency Medicine consensus conference "Diagnostic imaging in the emergency department: a research agenda to optimize utilization" was held. The goal of the conference was to develop a high-priority research agenda regarding emergency diagnostic imaging on which to base future research. In addition to representatives from the Society of Academic Emergency Medicine, the multidisciplinary conference included members of several radiology organizations: American Society for Emergency Radiology, Radiological Society of North America, the American College of Radiology, and the American Association of Physicists in Medicine. The specific aims of the conference were to (1) understand the current state of evidence regarding emergency department (ED) diagnostic imaging utilization and identify key opportunities, limitations, and gaps in knowledge; (2) develop a consensus-driven research agenda emphasizing priorities and opportunities for research in ED diagnostic imaging; and (3) explore specific funding mechanisms available to facilitate research in ED diagnostic imaging. Through a multistep consensus process, participants developed targeted research questions for future research in six content areas within emergency diagnostic imaging: clinical decision rules; use of administrative data; patient-centered outcomes research; training, education, and competency; knowledge translation and barriers to imaging optimization; and comparative effectiveness research in alternatives to traditional computed tomography use.

Changing Knowledge and the Academic Profession in Portugal

ERIC Educational Resources Information Center

Santiago, Rui; Carvalho, Teresa; Ferreira, Andreia

2015-01-01

The paper analyses the Portuguese academics' perceptions about changes in their research activities and modes of knowledge production. Quantitative data gathered from an on-line national survey have been used to develop this analysis. Results reveal that the majority of academics declared that they were not involved in knowledge and technology…

Investigating Correspondence between Language Proficiency Standards and Academic Content Standards: A Generalizability Theory Study

ERIC Educational Resources Information Center

Lin, Chih-Kai; Zhang, Jinming

2014-01-01

Research on the relationship between English language proficiency standards and academic content standards serves to provide information about the extent to which English language learners (ELLs) are expected to encounter academic language use that facilitates their content learning, such as in mathematics and science. Standards-to-standards…

CoRes utilization for building PCK in pre-service teacher education on the digestive system topic

NASA Astrophysics Data System (ADS)

Nugraha, Ikmanda

2017-05-01

Knowledge of teachers in learning activities in the classroom has a close relationship with how well and how much students learn. Recently, a promising development in teacher education has appeared that centers on the academic construct of pedagogical content knowledge (PCK). This study was an exploratory study into a science teacher education program that seeks to build the foundations on which pre-service teachers can begin to build their pedagogical content knowledge (PCK). The program involved the use of Content Representations (CoRes), which was initially applied as component of a strategy for exploring and gaining insights into the PCK of in-service science teachers. This study involved the researcher and 20 students (third year) in a pre-service teacher education course (School Science I) in science education when the students worked to make content analysis on the digestive system topic. During the course, the students make their own CoRes through a workshop for digestive system topic individually, in pairs and whole class discussion. Data were recorded from students' CoRes, student reflective journals, interviews, and field notes recorded in the researcher's reflective journal. Pre-service teachers' comments from interviews and reflective journals were coded in relation to references about: (1) the effectiveness of variety strategies in building the knowledge bases required to design a CoRes and (2) their awareness and/or development of tentative components of future PCK for a digestive system topic as a result of CoRes construction. Observational data were examined for indications of increasing independence and competency on the part of student teachers when locating appropriate information for designing their CoRes. From this study, it is hoped that the pre-service science teachers are able to build knowledge and then transform it into a form of PCK for digestive system topic for their first classroom planning and teaching to teach digestive system contents effectively.

Strategies used by nurses, academics and students to overcome intercultural communication challenges.

PubMed

Henderson, Saras; Barker, Michelle; Mak, Anita

2016-01-01

Nurse clinicians and academics need to understand intercultural communication challenges to improve their communication skills and better support students' learning. Gaps exist in the literature regarding intercultural communication resources for students, academics and clinicians. The aim of this study was to explore the experiences of clinical nurses, nurse academics, and student nurses regarding intercultural communication challenges. Data were collected using focus group interviews with nineteen clinical facilitators (nurses who supervise nursing students in clinical practice), five clinical nurses, and ten nursing students. Seven nurse academics were interviewed via telephone. The purposive sample was drawn from a tertiary hospital and a university in Australia. Participants were invited to discuss challenging intercultural scenarios they had experienced including strategies they used to overcome such challenges. Using qualitative content analysis data were analysed resulting in four categories which were: 1) prejudice based on cultural diversity; 2) unfamiliarity with cultural boundaries; 3) stereotyping cultural behaviours; and 4) difficulty understanding English. Strategies participants used to mitigate challenges included resorting to cultural validation through alliance building, proactively seeking clarification, and acquiring cultural awareness knowledge. This study highlights intercultural challenges students, clinicians and academics face and signpost the way forward with useful strategies to better inform nurse education. Copyright © 2015 Elsevier Ltd. All rights reserved.

Disciplining the Interdisciplinary: Radicalism and the Academic Curriculum.

ERIC Educational Resources Information Center

Bird, Elizabeth

2001-01-01

Reviews the lack of sociology in the academic curriculum. Interviews women academics who introduced interdisciplinary women's studies degrees in the United Kingdom and North America. Argues that the power of established disciplines to incorporate new knowledge illustrates how academic knowledge and institutions maintain their essential…

Content Generation and Social Network Interaction within Academic Library Facebook Pages

ERIC Educational Resources Information Center

Witte, Ginna Gauntner

2014-01-01

The use of Facebook to share resources and engage patrons continues to gain acceptance within academic libraries. While many studies have analyzed the types of content academic libraries share on Facebook, there has not yet been a full examination of how this content is generated. This article examined the posting methods, the user responses, and…

Tacit knowledge: A refinement and empirical test of the Academic Tacit Knowledge Scale.

PubMed

Insch, Gary S; McIntyre, Nancy; Dawley, David

2008-11-01

Researchers have linked tacit knowledge to improved organizational performance, but research on how to measure tacit knowledge is scarce. In the present study, the authors proposed and empirically tested a model of tacit knowledge and an accompanying measurement scale of academic tacit knowledge. They present 6 hypotheses that support the proposed tacit knowledge model regarding the role of cognitive (self-motivation, self-organization); technical (individual task, institutional task); and social (task-related, general) skills. The authors tested these hypotheses with 542 responses to the Academic Tacit Knowledge Scale, which included the respondents' grade point average-the performance variable. All 6 hypotheses were supported.

Development and Initial Validation of an Instrument to Measure Physicians' Use of, Knowledge about, and Attitudes Toward Computers

PubMed Central

Cork, Randy D.; Detmer, William M.; Friedman, Charles P.

1998-01-01

This paper describes details of four scales of a questionnaire—“Computers in Medical Care”—measuring attributes of computer use, self-reported computer knowledge, computer feature demand, and computer optimism of academic physicians. The reliability (i.e., precision, or degree to which the scale's result is reproducible) and validity (i.e., accuracy, or degree to which the scale actually measures what it is supposed to measure) of each scale were examined by analysis of the responses of 771 full-time academic physicians across four departments at five academic medical centers in the United States. The objectives of this paper were to define the psychometric properties of the scales as the basis for a future demonstration study and, pending the results of further validity studies, to provide the questionnaire and scales to the medical informatics community as a tool for measuring the attitudes of health care providers. Methodology: The dimensionality of each scale and degree of association of each item with the attribute of interest were determined by principal components factor analysis with othogonal varimax rotation. Weakly associated items (factor loading <.40) were deleted. The reliability of each resultant scale was computed using Cronbach's alpha coefficient. Content validity was addressed during scale construction; construct validity was examined through factor analysis and by correlational analyses. Results: Attributes of computer use, computer knowledge, and computer optimism were unidimensional, with the corresponding scales having reliabilities of.79,.91, and.86, respectively. The computer-feature demand attribute differentiated into two dimensions: the first reflecting demand for high-level functionality with reliability of.81 and the second demand for usability with reliability of.69. There were significant positive correlations between computer use, computer knowledge, and computer optimism scale scores and respondents' hands-on computer use, computer training, and self-reported computer sophistication. In addition, items posited on the computer knowledge scale to be more difficult generated significantly lower scores. Conclusion: The four scales of the questionnaire appear to measure with adequate reliability five attributes of academic physicians' attitudes toward computers in medical care: computer use, self-reported computer knowledge, demand for computer functionality, demand for computer usability, and computer optimism. Results of initial validity studies are positive, but further validation of the scales is needed. The URL of a downloadable HTML copy of the questionnaire is provided. PMID:9524349

Transnational Academic Mobility, Knowledge, and Identity Capital

ERIC Educational Resources Information Center

Kim, Terri

2010-01-01

This article begins with the contemporary context of transnational academic mobility, and sketches a typology of mobile academics according to their self-identification. UK examples are offered as the main case study here. The article will then explore the relations of mobile academics and their embodied and encultured knowledge. It employs a…

Issues Facing Academic Library Consortia and Perceptions of Members of the Illinois Digital Academic Library.

ERIC Educational Resources Information Center

Brooks, Sam; Dorst, Thomas J.

2002-01-01

Discusses the role of consortia in academic libraries, specifically the Illinois Digital Academic Library (IDAL), and describes a study conducted by the IDAL that investigated issues surrounding full text database research including stability of content, vendor communication, embargo periods, publisher concerns, quality of content, linking and…

Mapping Research in Landscape Architecture: Balancing Supply of Academic Knowledge and Demand of Professional Practice

ERIC Educational Resources Information Center

Chen, Zheng; Miller, Patrick A.; Clements, Terry L.; Kim, Mintai

2017-01-01

With increasing academic research in the past few decades, the knowledge scope of landscape architecture has expanded from traditional focus on aesthetics to a broad range of ecological, cultural and psychological issues. In order to understand how academic research and knowledge expansion may have redefined the practice, two surveys were…

Academic Researchers on the Project Market in the Ethos of Knowledge Capitalism

ERIC Educational Resources Information Center

Brunila, Kristiina; Hannukainen, Kristiina

2017-01-01

How knowledge capitalism retools the scope of academic research and researchers is an issue which this article ties to the project market in the ethos of knowledge capitalism. In Finland, academic research has been forced to apply for funding in project-based activities reflecting European Union policies. The project market, which in this article…

The role biomedical science laboratories can play in improving science knowledge and promoting first-year nursing academic success

NASA Astrophysics Data System (ADS)

Arneson, Pam

The Role Biomedical Science Laboratories Can Play In Improving Science Knowledge and Promoting First-Year Nursing Academic Success The need for additional nursing and health care professionals is expected to increase dramatically over the next 20 years. With this in mind, students must have strong biomedical science knowledge to be competent in their field. Some studies have shown that participation in bioscience laboratories can enhance science knowledge. If this is true, an analysis of the role bioscience labs have in first-year nursing academic success is apposite. In response, this study sought to determine whether concurrent enrollment in anatomy and microbiology lecture and lab courses improved final lecture course grades. The investigation was expanded to include a comparison of first-year nursing GPA and prerequisite bioscience concurrent lecture/lab enrollment. Additionally, research has indicated that learning is affected by student perception of the course, instructor, content, and environment. To gain an insight regarding students' perspectives of laboratory courses, almost 100 students completed a 20-statement perception survey to understand how lab participation affects learning. Data analyses involved comparing anatomy and microbiology final lecture course grades between students who concurrently enrolled in the lecture and lab courses and students who completed the lecture course alone. Independent t test analyses revealed that there was no significant difference between the groups for anatomy, t(285) = .11, p = .912, but for microbiology, the lab course provided a significant educational benefit, t(256) = 4.47, p = .000. However, when concurrent prerequisite bioscience lecture/lab enrollment was compared to non-concurrent enrollment for first-year nursing GPA using independent t test analyses, no significant difference was found for South Dakota State University, t(37) = -1.57, p = .125, or for the University of South Dakota, t(38) = -0.46, p = .651. Student perception survey examination included computation of means and standard deviations for statements related to the educational importance of lab courses, the value of lab experimentation, and the usefulness of concurrent lecture/lab enrollment. Independent t test analyses sought to determine differences within the courses of anatomy lab and microbiology lab as well as differences between the instructors involved. Results suggested that student perceptions may be dependent on the course, the instructor, and possibly the content.

Identification of curriculum content for a renewable energy graduate degree program

NASA Astrophysics Data System (ADS)

Haughery, John R.

There currently exists a disconnect between renewable energy industry workforce needs and academic program proficiencies. This is evidenced by an absence of clear curriculum content on renewable energy graduate program websites. The purpose of this study was to identify a set of curriculum content for graduate degrees in renewable energy. At the conclusion, a clear list of 42 content items was identified and statistically ranked. The content items identified were based on a review of literature from government initiatives, professional society's body of knowledge, and related research studies. Leaders and experts in the field of renewable energy and sustainability were surveyed, using a five-point Likert-Scale model. This allowed each item's importance level to be analyzed and prioritized based on non-parametric statistical analysis methods. The study found seven competency items to be very important , 30 to be important, and five to be somewhat important. The results were also appropriate for use as a framework in developing or improving renewable energy graduate programs.

Examination of Lesbian, Gay, Bisexual, and Transgender Health Care Content in North Carolina Schools of Nursing.

PubMed

Cornelius, Judith B; Enweana, Ijeoma; Alston, Celeste Kaysha; Baldwin, Dee M

2017-04-01

Nursing students require academic and clinical training in preparation for the increased demand for culturally competent care. One group that is in need of culturally knowledgeable health care providers is lesbian, gay, bisexual, and transgender (LGBT) individuals. The purpose of this study was to examine how LGBT health care content is integrated into North Carolina schools of nursing curricula and to examine the existence of specific LGBT policies. A survey was mailed to 70 deans and directors of RN programs in North Carolina. Over 90% of the schools indicated that LGBT health care issues were taught in the curricula. The majority of the content was taught as an "other" course (37%). More than two thirds of the schools devoted less than 5 hours teaching LGBT content. LGBT health care content is being taught, yet the presence of specific LGBT practice policies is basically nonexistent. [J Nurs Educ. 2017;56(4):223-226.]. Copyright 2017, SLACK Incorporated.

Using YouTube Videos as a Primer to Affect Academic Content Retention

ERIC Educational Resources Information Center

Duverger, Philippe; Steffes, Erin M.

2012-01-01

College students today watch more content, academic or not, on the Internet than on any other media. Consequently, the authors argue that using any of these media, especially YouTube.com in particular, is an effective way to not only reach students, but also capture their attention and interest while increasing retention of academic content. Using…

The Relationship between Academics' Conceptions of Knowledge, Research and Teaching--A Metaphor Study

ERIC Educational Resources Information Center

Visser-Wijnveen, Gerda J.; Van Driel, Jan H.; Van Der Rijst, Roeland M.; Verloop, Nico; Visser, Anthonya

2009-01-01

Universities are supposed to be institutes where research and teaching are closely related. To understand this relationship fully, it is necessary to learn how academics perceive these key components. Different conceptions among academics may stem from varying conceptions of knowledge. Thirty academics were interviewed by means of metaphors about…

Using spaced education to teach interns about teaching skills.

PubMed

Pernar, Luise I M; Corso, Katherine; Lipsitz, Stuart R; Breen, Elizabeth

2013-07-01

Despite limited preparation and knowledge base, surgical interns have important teaching responsibilities. Nevertheless, few faculty development programs are aimed at interns. Succinct teaching skill content was electronically distributed over time (spaced education) to interns in academic year 2010/2011. The interns in the previous year served as historic controls. Electronic surveys were distributed for program evaluation. Fifteen of 24 (62.5%) interns and 35 of 49 (71.4%) students responded to the surveys in academic year 2009/2010 and 16 of 27 (59.3%) interns and 38 of 52 (73%) students responded in academic year 2010/2011. Surveys showed improved attitudes toward teaching by interns as well as a higher estimation of interns' teaching skills as rated by students for those interns who received the spaced education program. Using spaced education to improve interns' teaching skills is a potentially powerful intervention that improves interns' enthusiasm for teaching and teaching effectiveness. The changes are mirrored in students' ratings of interns' teaching skills and interns' attitudes toward teaching. Copyright © 2013 Elsevier Inc. All rights reserved.

Radiographers' professional knowledge regarding parameters and safety issues in plain radiography: a questionnaire survey.

PubMed

Farajollahi, A R; Fouladi, D F; Ghojazadeh, M; Movafaghi, A

2014-08-01

To review the knowledge of radiographers and examine the possible sociodemographic and situational contributors to this knowledge. A questionnaire survey was devised and distributed to a cohort of 120 radiographers. Each questionnaire contained two sections. In the first section, background data, including sex, age, highest academic level, grade point average (GPA), length of time from graduation, work experience as a radiographer and the status of previous refresher course(s), were collected. The second section contained 17 multiple-choice questions concerning radiographic imaging parameters and safety issues. The response rate was 63.8%. In univariate analytic model, higher academic degree (p < 0.001), higher GPA (r(2) = 0.11; p = 0.001), academic workplace (p = 0.04) and taking previous refresher course(s) (p = 0.01) were significantly associated with higher knowledge score. In multivariate analytic model, however, higher academic degree (B = 1.62; p = 0.01), higher GPA (B = 0.50; p = 0.01) and taking previous refresher course(s) (B = -1.26; p = 0.03) were independently associated with higher level of knowledge. Age, sex, length of time from graduation and work experience were not associated with the respondents' knowledge score. Academic background is a robust indicator of a radiographer's professional knowledge. Refresher courses and regular knowledge assessments are highly recommended. This is the first study in the literature that examines professional knowledge of radiographers in terms of technical and safety issues in plain radiography. Academic degree, GPA and refresher courses are independent predictors of this knowledge. Regular radiographer professional knowledge checks may be recommended.

Thinking about thinking: changes in first-year medical students’ metacognition and its relation to performance

PubMed Central

Hong, Wei Han; Vadivelu, Jamunarani; Daniel, Esther Gnanamalar Sarojini; Sim, Joong Hiong

2015-01-01

Background Studies have shown the importance of metacognition in medical education. Metacognitive skills consist of two dimensions: knowledge of metacognition and regulation of metacognition. Aim This study hypothesizes that the knowledge and regulation of metacognition is significantly different at the beginning and end of the academic year, and a correlation exists between the two dimensions of metacognitive skills with academic performance. Methods The Metacognitive Skills Inventory comprising 52 Likert-scale items was administered to 159 first-year medical students at the University of Malaya. Students’ year-end results were used to measure their academic performance. Results A paired sample t-test indicated no significant difference for knowledge of metacognition at the beginning and end of the academic year. A paired sample t-test revealed significant difference for regulation of metacognition at the beginning and end of the academic year. A very strong correlation was found between the two dimensions of metacognition. The correlation between knowledge and regulation of metacognition with students’ academic result was moderate. Conclusions The improvement in students’ metacognitive regulation and the moderate correlation between knowledge and regulation of metacognition with academic performance at the end of the academic year indicate the probable positive influence of the teaching and learning activities in the medical program. PMID:26314338

Construct Validation of the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers-Revised (SETAKIST-R): Lessons Learned

NASA Astrophysics Data System (ADS)

Pruski, Linda A.; Blanco, Sharon L.; Riggs, Rosemary A.; Grimes, Kandi K.; Fordtran, Chase W.; Barbola, Gina M.; Cornell, John E.; Lichtenstein, Michael J.

2013-11-01

Described herein is the academic lineage and independent validation of the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers-Revised (SETAKIST-R). Data from 334 K-12 science teachers were analyzed using Partial Credit Rasch models. Principal components analysis on the person-item residuals suggest two latent dimensions: Knowledge and Teaching Self-Efficacies. Item-fit statistics were used to select items for each subscale. Person and item separation (reliability) indices were quite low, and we noted disordered response patterns on the person-item maps that revealed problems with item content and/or scaling for both subscales. These issues include the presence of: verbal negatives, ambiguous modifiers, counter-intuitive scaling, and an "undecided/uncertain" option. The SETAKIST-R, in its current form, cannot be recommended as a measure of science teacher self-efficacy.

Teacher Pedagogical Content Knowledge (PCK) and Students’ Reasoning and Wellbeing

NASA Astrophysics Data System (ADS)

Widodo, A.

2017-02-01

This paper summarizes findings of a study on efforts to improve teachers Pedagogical Content Knowledge and how it affects students’ reasoning and wellbeing. It was found that improvement of teachers’ PCK was not very strong but we managed to develop strategies to facilitate their developments. In the second year, the research was focused on identifying students’ reasoning skills both informal reasoning and formal reasoning. Data showed that students reasoning is relatively low (level 2 of five levels) and they could not construct highly coherence arguments. In addition alternative strategies to promote students’ reasoning were explored. Attempts to support teachers to conduct lessons that facilitate students’ reasoning found that teachers need intensive and continuous support. The study also identifies students’ wellbeing as the impact of improvement of lessons and other activities designed to improve students’ wellbeing. Research on students’ wellbeing is not yet given attention in Indonesian schools although it plays very important roles in students’ academic and nonacademic achievements.

Knowledge, Power, and Social Policy: John M. MacEachran and Alberta's 1928 Sexual Sterilization Act

ERIC Educational Resources Information Center

Puplampu, Korbla P.

2008-01-01

This article examines how academic knowledge and power have shaped the discourse on human classification and how political authorities use academic knowledge producers to legitimize public policy. Specifically, the article draws on the role of John M. MacEachran, a former academic at the University of Alberta, in the implementation of the Alberta…

Dental students' knowledge about careers in academic dentistry.

PubMed

Rupp, Jeffery K; Jones, Daniel L; Seale, N Sue

2006-10-01

The purposes of this study were to determine the knowledge of fourth-year dental students regarding certain issues related to an academic career and to ascertain their intent to pursue such a career. Factors contributing to the students' intent to pursue academia were assessed, including the effect of dental school programs designed to educate students about a career in dental education. Surveys were sent to twelve U.S. dental schools that reported having either a mandatory or elective academic career educational program or no program at all. The surveys were completed by fourth-year dental students who were queried as to their knowledge of selected academic issues. Surveys were returned by 561 students from eleven of the twelve selected dental schools. Knowledge level of academic issues among respondents was overwhelmingly low. Factors contributing to the intent to pursue some form of faculty career were gender, plans to specialize, knowledge of academic issues, having a parent in higher education, and personal teaching experience. The results of this study suggest that dental students in general do not possess the knowledge and information necessary to make an informed decision regarding a career in dental education.

Conceptualisation of knowledge construction in community service-learning programmes in nursing education.

PubMed

Mthembu, Sindi Z; Mtshali, Fikile G

2013-01-01

Practices in higher education have been criticised for not developing and preparing students for the expertise required in real environments. Literature reports that educational programmes tend to favour knowledge conformation rather than knowledge construction; however, community service learning (CSL) is a powerful pedagogical strategy that encourages students to make meaningful connections between the content in the classroom and real-life experiences as manifested by the communities. Through CSL, learning is achieved by the active construction of knowledge supported by multiple perspectives within meaningful real contexts, and the social interactions amongst students are seen to play a critical role in the processes of learning and cognition. This article reflects facilitators’ perspective of the knowledge construction process as used with students doing community service learning in basic nursing programmes. The aim of this article was to conceptualise the phenomenon of knowledge construction and thereby provide educators with a shared meaning and common understanding, and to analyse the interaction strategies utilised by nurse educators in the process of knowledge construction in community service-learning programmes in basic nursing education. A qualitative research approach based on a grounded theory research design was used in this article. Two nursing education institutions were purposively selected. Structured interviews were conducted with 16 participants. The results revealed that the knowledge construction in community service-learning programmes is conceptualised as having specific determinants, including the use of authentic health-related problems, academic coaching through scaffolding, academic discourse-dialogue, interactive learning in communities of learners, active learning, continuous reflection as well as collaborative and inquiry-based learning. Upon completion of an experience, students create and test generated knowledge in different contextual health settings. It was concluded that knowledge is constructed by students as a result of their interaction with the communities in their socio-cultural context and is mediated by their prior concrete experiences. The implication of this is that students construct knowledge that can be applied in their future work places.

Assessing Knowledge Sharing Among Academics: A Validation of the Knowledge Sharing Behavior Scale (KSBS).

PubMed

Ramayah, T; Yeap, Jasmine A L; Ignatius, Joshua

2014-04-01

There is a belief that academics tend to hold on tightly to their knowledge and intellectual resources. However, not much effort has been put into the creation of a valid and reliable instrument to measure knowledge sharing behavior among the academics. To apply and validate the Knowledge Sharing Behavior Scale (KSBS) as a measure of knowledge sharing behavior within the academic community. Respondents (N = 447) were academics from arts and science streams in 10 local, public universities in Malaysia. Data were collected using the 28-item KSBS that assessed four dimensions of knowledge sharing behavior namely written contributions, organizational communications, personal interactions, and communities of practice. The exploratory factor analysis showed that the items loaded on the dimension constructs that they were supposed to represent, thus proving construct validity. A within-factor analysis revealed that each set of items representing their intended dimension loaded on only one construct, therefore establishing convergent validity. All four dimensions were not perfectly correlated with each other or organizational citizenship behavior, thereby proving discriminant validity. However, all four dimensions correlated with organizational commitment, thus confirming predictive validity. Furthermore, all four factors correlated with both tacit and explicit sharing, which confirmed their concurrent validity. All measures also possessed sufficient reliability (α > .70). The KSBS is a valid and reliable instrument that can be used to formally assess the types of knowledge artifacts residing among academics and the degree of knowledge sharing in relation to those artifacts. © The Author(s) 2014.

Knowledge exchange in the UK CLAHRCs.

PubMed

Racko, Girts

2018-04-09

Purpose The purpose of this paper is to examine how knowledge exchange between academics and clinicians in Collaborations for Leadership in Applied Health Research and Care (CLAHRCs) is influenced by their social position based on their symbolic and social capitals, that is, their personal professional status and connections to high-status professional peers, knowledge brokers, and unfamiliar professional peers. Design/methodology/approach Using an online survey, the author triangulates the cross-sectional measurement of the effects of academic and clinicians' social position in the initial and later phases of CLAHRCs with the longitudinal measurement of these effects over a two-year period. Findings First, academics and clinicians with a higher personal professional status are more likely to develop joint networks and decision making both in the early and later phases of a CLAHRC. Second, academics and clinicians who are more connected to higher status occupational peers are more likely to develop joint networks in the early phase of a knowledge exchange partnership but are less likely to become engaged in joint networks over time. Third, involvement of knowledge brokers in the networks of academics and clinicians is likely to facilitate their inter-professional networking only in the later partnership phase. Practical implications Academics and clinicians' capitals have a distinctive influence on knowledge exchange in the early and later phases of CLAHRCs and on a change in knowledge exchange over a two-year period. Originality/value Prior research on CLAHRCs has examined how knowledge exchange between academics and clinicians can be encouraged by the creation of shared governance mechanisms. The author advances this research by highlighting the role of their social position in facilitating knowledge exchange.

Adoption of Library 2.0 Functionalities by Academic Libraries and Users: A Knowledge Management Perspective

ERIC Educational Resources Information Center

Kim, Yong-Mi; Abbas, June

2010-01-01

This study investigates the adoption of Library 2.0 functionalities by academic libraries and users through a knowledge management perspective. Based on randomly selected 230 academic library Web sites and 184 users, the authors found RSS and blogs are widely adopted by academic libraries while users widely utilized the bookmark function.…

Developing a Content Strategy for an Academic Library Website

ERIC Educational Resources Information Center

Blakiston, Rebecca

2013-01-01

Academic library websites contain a vast amount of complex content and, all too often, there is a lack of established process for creating, updating, and deleting that content. There is no clear vision or purpose to the content, and numerous staff members are expected to maintain content with little guidance. Because of this, many library websites…

Identifying and Exploring Future Trends Impacting on Academic Libraries: A Mixed Methodology Using Journal Content Analysis, Focus Groups, and Trend Reports

ERIC Educational Resources Information Center

Gwyer, Roisin

2015-01-01

This article compares three sources of information about academic libraries to consider what the future could hold and the skills needed to deliver effective services within that future. The starting point is the contents of "New Review of Academic Librarianship" (formerly "British Journal of Academic Librarianship") from 1986,…

Career-focused field trips as experienced by at-risk rural students: A case study

NASA Astrophysics Data System (ADS)

Hutson, Tommye L.

A lack of recent research focused on field trips as pedagogy in K-12 settings established the foundation for this work. The research design followed multiple-case case study model. The participants were four male students from a small rural high school in central Texas. Each participant, previously labeled as academically "at-risk", had identified an inability to describe connections between academic science content as presented in their common classes and future jobs, vocational training, and/or careers requiring higher education. Because the participants had no directed field excursions addressing this desirable knowledge and/or skill, a career-focused field trip was designed to address the self-identified deficit reported by the participants. The specific research questions were: (1) How does the ability to describe connections between academic science content (biology, chemistry, and physics) and future careers change as rural students experience a purposeful excursion to a post-secondary facility providing vocational training? (2) When do the connection(s) between content and future careers become evident to students? (3) What effects or impact do newly discovered connections have on rural students' aspirations with regard to future career or higher education options? Data were gathered using existing school records, an initial survey, one-to-one interviews conducted before and after the field trip, focus groups conducted before and after the field trip, and observations during the field trip. Data analysis revealed that all participants were able to describe various connections between academic content and careers after the field trip, as well as identify a specific incident that initially established those connections. In addition, all of the participants reported discovering options for careers during the field trip not previously realized or considered. Each participant indicated that they found field trips to be effective. As a result of their singular experience, they collectively voiced a belief that career-focused field trips should be included in all required science classes starting in late middle school and continuing through at least the 10th grade.

Discrimination in measures of knowledge monitoring accuracy

PubMed Central

Was, Christopher A.

2014-01-01

Knowledge monitoring predicts academic outcomes in many contexts. However, measures of knowledge monitoring accuracy are often incomplete. In the current study, a measure of students’ ability to discriminate known from unknown information as a component of knowledge monitoring was considered. Undergraduate students’ knowledge monitoring accuracy was assessed and used to predict final exam scores in a specific course. It was found that gamma, a measure commonly used as the measure of knowledge monitoring accuracy, accounted for a small, but significant amount of variance in academic performance whereas the discrimination and bias indexes combined to account for a greater amount of variance in academic performance. PMID:25339979

Qualities of the medical school dean: insights from the literature.

PubMed

Rich, Eugene C; Magrane, Diane; Kirch, Darrell G

2008-05-01

To review the literature and resources for professional development of medical school executives in order to identify the characteristics proposed as relevant to medical school deanship. In 2006, the authors conducted a PubMed search using the key words leadership, dean, medical school, and academic medical center to identify relevant publications since 1995. Articles were excluded that that did not address the roles and responsibilities of the North American medical school dean. Articles gleaned through review of materials from relevant executive development programs and interviews with leaders involved in these programs were added. Both management skills (e.g., institutional assessment, strategic planning, financial stewardship, recruitment and retention of talent) and leadership skills (e.g., visioning, maximizing values, building constituency) are commonly cited as important deans of contemporary medical schools. Key content knowledge (e.g., academic medical center governance, expectations of clinicians and scientists, process of medical education) and certain attitudes (e.g., commitment to the success of others, appreciation of institutional culture) are also noted to be valuable qualities for medical school deans. The literature review identifies a number of areas of knowledge and skill consistently affirmed by scholars as important to success for medical school deans. These characteristics can provide a basic foundation for needs assessment and professional development activities of academic medical executives preparing for and entering medical school deanships, and they can also provide insight to those charged with selecting their next dean.

A cluster randomized control trial to assess the impact of active learning on child activity, attention control, and academic outcomes: The Texas I-CAN trial.

PubMed

Bartholomew, John B; Jowers, Esbelle M; Errisuriz, Vanessa L; Vaughn, Sharon; Roberts, Gregory

2017-10-01

Active learning is designed to pair physical activity with the teaching of academic content. This has been shown to be a successful strategy to increase physical activity and improve academic performance. The existing designs have confounded academic lessons with physical activity. As a result, it is impossible to determine if the subsequent improvement in academic performance is due to: (1) physical activity, (2) the academic content of the active learning, or (3) the combination of academic material taught through physical activity. The Texas I-CAN project is a 3-arm, cluster randomized control trial in which 28 elementary schools were assigned to either control, math intervention, or spelling intervention. As a result, each intervention condition serves as an unrelated content control for the other arm of the trial, allowing the impact of physical activity to be separated from the content. That is, schools that perform only active math lessons provide a content control for the spelling schools on spelling outcomes. This also calculated direct observations of attention and behavior control following periods of active learning. This design is unique in its ability to separate the impact of physical activity, in general, from the combination of physical activity and specific academic content. This, in combination with the ability to examine both proximal and distal outcomes along with measures of time on task will do much to guide the design of future, school-based interventions. Copyright © 2017 Elsevier Inc. All rights reserved.

A review of Grey and academic literature of evaluation guidance relevant to public health interventions.

PubMed

Denford, Sarah; Abraham, Charles; Callaghan, Margaret; Aighton, Peter; De Vocht, Frank; Arris, Steven

2017-09-12

Public Health evaluation is essential to understanding what does and does not work, and robust demonstration of effectiveness may be crucial to securing future funding. Despite this, programs are often implemented with poor, incomplete or no evaluation. Public health practitioners are frequently required to provide evidence for the effectiveness of their services; thus, there is a growing need for evaluation guidance on how to evaluate public health programs. The aim of this study is to identify accessible high-quality, evaluation guidance, available to researchers and practitioners and to catalogue, summarise and categorise the content of a subset of accessible, quality guides to evaluation. We systematically reviewed grey and academic literature for documents providing support for evaluation of complex health interventions. Searches were conducted January to March 2015, and included academic databases, internet search engines, and consultations with academic and practicing public health experts. Data were extracted by two authors and sent to the authors of the guidance documents for comments. Our initial search identified 402 unique documents that were screened to identify those that were (1) developed by or for a national or international organization (2) freely available to all (3) published during or after 2000 (4) specific to public health. This yielded 98 documents from 43 organisations. Of these, 48 were reviewed in detail. This generated a detailed catalogue of quality evaluation guidance. The content included in documents covers 37 facets of evaluation. A wide range of guidance on evaluation of public health initiatives is available. Time and knowledge constraints may mean that busy practitioners find it challenging to access the most, up-to-date, relevant and useful guidance. This review presents links to and reviews of 48 quality guides to evaluation as well as categorising their content. This facilitates quick and each access to multiple selected sources of specific guidance.

Integrating natural language processing and web GIS for interactive knowledge domain visualization

NASA Astrophysics Data System (ADS)

Du, Fangming

Recent years have seen a powerful shift towards data-rich environments throughout society. This has extended to a change in how the artifacts and products of scientific knowledge production can be analyzed and understood. Bottom-up approaches are on the rise that combine access to huge amounts of academic publications with advanced computer graphics and data processing tools, including natural language processing. Knowledge domain visualization is one of those multi-technology approaches, with its aim of turning domain-specific human knowledge into highly visual representations in order to better understand the structure and evolution of domain knowledge. For example, network visualizations built from co-author relations contained in academic publications can provide insight on how scholars collaborate with each other in one or multiple domains, and visualizations built from the text content of articles can help us understand the topical structure of knowledge domains. These knowledge domain visualizations need to support interactive viewing and exploration by users. Such spatialization efforts are increasingly looking to geography and GIS as a source of metaphors and practical technology solutions, even when non-georeferenced information is managed, analyzed, and visualized. When it comes to deploying spatialized representations online, web mapping and web GIS can provide practical technology solutions for interactive viewing of knowledge domain visualizations, from panning and zooming to the overlay of additional information. This thesis presents a novel combination of advanced natural language processing - in the form of topic modeling - with dimensionality reduction through self-organizing maps and the deployment of web mapping/GIS technology towards intuitive, GIS-like, exploration of a knowledge domain visualization. A complete workflow is proposed and implemented that processes any corpus of input text documents into a map form and leverages a web application framework to let users explore knowledge domain maps interactively. This workflow is implemented and demonstrated for a data set of more than 66,000 conference abstracts.

Towards Shaping the Field: Theorising the Knowledge in a Formal Course for Academic Developers

ERIC Educational Resources Information Center

Vorster, Jo-Anne; Quinn, Lynn

2015-01-01

In recent years there have been calls both for building the knowledge base of academic development (AD) and for systematic induction of newcomers to the field if AD is to advance as a professional and an academic field. Despite the importance and complexity of AD, induction of novice academic developers remains mostly informal and predominantly…

The European Research Elite: A Cross-National Study of Highly Productive Academics in 11 Countries

ERIC Educational Resources Information Center

Kwiek, Marek

2016-01-01

In this paper, we focus on a rare scholarly theme of highly productive academics, statistically confirming their pivotal role in knowledge production across 11 systems studied. The upper 10% of highly productive academics in 11 European countries studied (N = 17,211) provide on average almost half of all academic knowledge production. In contrast…

Can Academic Autonomy Survive in the Knowledge Society? A Perspective from Britain

ERIC Educational Resources Information Center

Henkel, Mary

2007-01-01

The paper analyses the challenges posed to the principle of academic autonomy by the knowledge society and new conceptions of the state. It argues that these signify the breaking down of boundaries that have been critical for the justification of academic rights to self-government and freedom of inquiry. The ideal of academe as a sovereign,…

The knowledge in astronomy of the students of technology in industrial automation

NASA Astrophysics Data System (ADS)

Voelzke, Marcos Rincon; Capasso Moraes, Ataliba

2016-07-01

This work is part of a research of the academic Masters in Science in Education at the Cruzeiro do Sul University, in Brazil. It seeks to present the results of the survey conducted among students of the technology course in industrial automation at the Federal Institute São Paulo at the Campus Cubatão. In the first step, the students' lack of knowledge to the related primary concepts of Astronomy turned out. Correcting these deficiencies found, external to the program content, a Basic Course in Astronomy, containing dialogued or expository lectures with the aid of audiovisual resources and access to textbooks. Analysed the responses of this second step, it was found that students had a significant improvement in learning.

Analysis of knowledge in astronomy of the students of technology in industrial automation

NASA Astrophysics Data System (ADS)

Voelzke, Marcos Rincon; Capasso Moraes, Ataliba

2015-08-01

This work is part of a research of the academic Masters in Science in Education at the Cruzeiro do Sul University, in Brazil. It seeks to present the results of the survey conducted among students of the technology course in industrial automation at the Federal Institute São Paulo at the Campus Cubatão. In the first step, the students’ lack of knowledge to the related primary concepts of Astronomy turned out. Correcting these deficiencies found, external to the program content, a Basic Course in Astronomy, containing dialogued or expository lectures with the aid of audiovisual resources and access to textbooks. Analysed the responses of this second step, it was found that students had a significant improvement in learning.

A Pedagogy of Conceptual Progression and the Case for Academic Knowledge

ERIC Educational Resources Information Center

Rata, Elizabeth

2016-01-01

The potential for academic knowledge to "interrupt" inter-generational reproduction in education is located in the structural contradictions that shape knowledge and democracy. Since the late 1990s research in the sociology of education, which theorises curriculum knowledge using the ideas of Durkheim, Vygotsky and Bernstein, suggests…

Academics' perceptions of the use and relevance of software in quantitative and financial disciplines

NASA Astrophysics Data System (ADS)

Kyng, Timothy; Tickle, Leonie; Wood, Leigh

2013-03-01

Software may be used in university teaching both to enhance student learning of discipline-content knowledge and skills, and to equip students with capabilities that will be useful in their future careers. Although research has indicated that software may be used as an effective way of engaging students and enhancing learning in certain scenarios, relatively little is known about academic practices with regard to the use of software more generally or about the extent to which this software is subsequently used by graduates in the workplace. This article reports on the results of a survey of academics in quantitative and financial disciplines, which is part of a broader study also encompassing recent graduates and employers. Results indicate that a variety of software packages are in widespread use in university programmes in quantitative and financial disciplines. Most surveyed academics believe that the use of software enhances learning and enables students to solve otherwise intractable problems. A majority also rate spreadsheet skills in particular as very important for the employability of graduates. A better understanding of the use of software in university teaching points the way to how curricula can be revised to enhance learning and prepare graduates for professional work.

Dramatically Improve How and Where Academic Content Is Taught

ERIC Educational Resources Information Center

Hyslop, Alisha

2007-01-01

The fourth recommendation in ACTE's high school reform position statement is to dramatically improve how and where academic content is taught. Even as advanced academic course-taking and high school graduation requirements have increased, student achievement on national benchmarks has remained flat, and college remediation rates continue to…

[Design and Validation of a Questionnaire on Vaccination in Students of Health Sciences, Spain].

PubMed

Fernández-Prada, María; Ramos-Martín, Pedro; Madroñal-Menéndez, Jaime; Martínez-Ortega, Carmen; González-Cabrera, Joaquín

2016-11-07

Immunization rates among medicine and nursing students -and among health professional in general- during hospital training are low. It is necessary to investigate the causes for these low immunization rates. The objective of this study was to design and validate a questionnaire for exploring the attitudes and behaviours of medicine and nursing students toward immunization of vaccine-preventable diseases. An instrument validation study. The sample included 646 nursing and medicine students at University of Oviedo, Spain. It was a non-ramdom sampling. After the content validation process, a 24-item questionnaire was designed to assess attitudes and behaviours/behavioural intentions. Reliability (ordinal alpha), internal validity (exploratory factor analysis by parellel analysis), ANOVA and mediational model tests were performed. Exploratory factor analysis yielded two factors which accounted for 48.8% of total variance. Ordinal alpha for the total score was 0.92. Differences were observed across academic years in the dimensions of attitudes (F5.447=3.728) and knowledge (F5.448=65.59), but not in behaviours/behavioural intentions (F5.461=1.680). Attitudes demonstrated to be a moderating variable of knowledge and attitudes/behavioural attitudes (Indirect effect B=0.15; SD=0.3; 95% CI:0.09-0.19). We developed a questionnaie based on sufficient evidence of reliability and internal validity. Scores on attitudes and knowledge increase with the academic year. Attitudes act as a moderating variable between knowledge and behaviours/behavioural intentions.

Content Management and the Future of Academic Libraries.

ERIC Educational Resources Information Center

Wu, Yuhfen Diana; Liu, Mengxiong

2001-01-01

Discusses Internet-based electronic content management in digital libraries and considers the future of academic libraries. Topics include digital technologies; content management systems; standards; bandwidth; security and privacy concerns; legal matters, including copyrights and ownership; lifecycle; and multilingual access and interface. (LRW)

Importance of Knowledge Management in the Higher Educational Institutes

ERIC Educational Resources Information Center

Namdev Dhamdhere, Sangeeta

2015-01-01

Every academic institution contributes to knowledge. The generated information and knowledge is to be compiled at a central place and disseminated among the society for further growth. It is observed that the generated knowledge in the academic institute is not stored or captured properly. It is also observed that many a times generated…

Exploring undergraduate midwifery students' readiness to deliver culturally secure care for pregnant and birthing Aboriginal women.

PubMed

Thackrah, Rosalie D; Thompson, Sandra C; Durey, Angela

2015-04-16

Culturally secure health care settings enhance accessibility by Aboriginal Australians and improve their satisfaction with service delivery. A culturally secure health service recognises and responds to the legitimate cultural rights of the recipients of care. Focus is upon the health care system as well as the practice and behaviours of the individuals within it. In an attempt to produce culturally secure practitioners, the inclusion of Aboriginal content in health professional programs at Australian universities is now widespread. Studies of medical students have identified the positive impact of this content on knowledge and attitudes towards Aboriginal people but relatively little is known about the responses of students in other health professional education programs. This study explored undergraduate midwifery students' knowledge and attitudes towards Aboriginal people, and the impact of Aboriginal content in their program. The study surveyed 44 students who were in their first, second and third years of a direct entry, undergraduate midwifery program at a Western Australian (WA) university. The first year students were surveyed before and after completion of a compulsory Aboriginal health unit. Second and third year students who had already completed the unit were surveyed at the end of their academic year. Pre- and post-unit responses revealed a positive shift in first year students' knowledge and attitudes towards Aboriginal people and evidence that teaching in the unit was largely responsible for this shift. A comparison of post-unit responses with those from students in subsequent years of their program revealed a significant decline in knowledge about Aboriginal issues, attitudes towards Aboriginal people and the influence of the unit on their views. Despite this, all students indicated a strong interest in more clinical exposure to Aboriginal settings. The inclusion of a unit on Aboriginal health in an undergraduate midwifery program has been shown to enhance knowledge and shift attitudes towards Aboriginal people in a positive direction. These gains may not be sustained, however, without vertical integration of content and reinforcement throughout the program. Additional midwifery-specific Aboriginal content related to pregnancy and birthing, and recognition of strong student interest in clinical placements in Aboriginal settings provide opportunities for future curriculum development.

Another Look at Research

ERIC Educational Resources Information Center

Oldfield, Chrissie

2016-01-01

The traditional academic view of research is to derive new knowledge, generally involving studious inquiry and a search for new theories in order to contribute to an existing academic wealth of knowledge. This is alongside the primary objective of publishing peer reviewed articles in academic journals and the publication of relevant texts.

Collaborative Knowledge Creation in the Higher Education Academic Library

ERIC Educational Resources Information Center

Lee, Young S.; Schottenfeld, Matthew A.

2014-01-01

Collaboration has become a core competency of the 21st century workforce. Thus, the need of collaboration is reshaping the academic library in higher education to produce competent future workforce. To encourage collaboration in the academic library, knowledge commons that integrate technology to infrastructure and system furniture are introduced.…

Designing Informal Learning Experiences for Early Career Academics Using a Knowledge Ecosystem Model

ERIC Educational Resources Information Center

Miller, Faye; Partridge, Helen; Bruce, Christine; Hemmings, Brian

2017-01-01

This article presents a "knowledge ecosystem" model of how early career academics experience using information to learn while building their social networks for developmental purposes. Developed using grounded theory methodology, the model offers a way of conceptualising how to empower early career academics through (1) agency…

Machine Translation for Academic Purposes

ERIC Educational Resources Information Center

Lin, Grace Hui-chin; Chien, Paul Shih Chieh

2009-01-01

Due to the globalization trend and knowledge boost in the second millennium, multi-lingual translation has become a noteworthy issue. For the purposes of learning knowledge in academic fields, Machine Translation (MT) should be noticed not only academically but also practically. MT should be informed to the translating learners because it is a…

Do academic knowledge brokers exist? Using social network analysis to explore academic research-to-policy networks from six schools of public health in Kenya

PubMed Central

Jessani, Nasreen S; Boulay, Marc G; Bennett, Sara C

2016-01-01

The potential for academic research institutions to facilitate knowledge exchange and influence evidence-informed decision-making has been gaining ground. Schools of public health (SPHs) may play a key knowledge brokering role—serving as agencies of and for development. Understanding academic-policymaker networks can facilitate the enhancement of links between policymakers and academic faculty at SPHs, as well as assist in identifying academic knowledge brokers (KBs). Using a census approach, we administered a sociometric survey to academic faculty across six SPHs in Kenya to construct academic-policymaker networks. We identified academic KBs using social network analysis (SNA) in a two-step approach: First, we ranked individuals based on (1) number of policymakers in their network; (2) number of academic peers who report seeking them out for advice on knowledge translation and (3) their network position as ‘inter-group connectors’. Second, we triangulated the three scores and re-ranked individuals. Academic faculty scoring within the top decile across all three measures were classified as KBs. Results indicate that each SPH commands a variety of unique as well as overlapping relationships with national ministries in Kenya. Of 124 full-time faculty, we identified 7 KBs in 4 of the 6 SPHs. Those scoring high on the first measure were not necessarily the same individuals scoring high on the second. KBs were also situated in a wide range along the ‘connector/betweenness’ measure. We propose that a composite score rather than traditional ‘betweenness centrality’, provides an alternative means of identifying KBs within these networks. In conclusion, SNA is a valuable tool for identifying academic-policymaker networks in Kenya. More efforts to conduct similar network studies would permit SPH leadership to identify existing linkages between faculty and policymakers, shared linkages with other SPHs and gaps so as to contribute to evidence-informed health policies. PMID:26537610

Academic Content, Student Learning, and the Persistence of Preschool Effects

ERIC Educational Resources Information Center

Claessens, Amy; Engel, Mimi; Curran, F. Chris

2014-01-01

Little research has examined the relationship between academic content coverage in kindergarten and student achievement. Using nationally representative data, we examine the association between reading and mathematics content coverage in kindergarten and student learning, both overall and for students who attended preschool, Head Start, or…

Instructional leaders for all? High school science department heads and instructional leadership across all science disciplines

NASA Astrophysics Data System (ADS)

Sanborn, Stephen

Many high school science departments are responding to changes in state standards with respect to both curricular content and instructional practices. In the typical American high school organization, the academic department head is ideally positioned to influence change in the instructional practices of teachers within the department. Even though science department heads are well situated to provide leadership during this period of transition, the literature has not addressed the question of how well science department heads believe they can provide instructional leadership for all of the teachers in their department, whether they are teaching within and outside of the head's own sub-discipline. Nor is it known how science department heads view the role of pedagogical content knowledge in teaching different science disciplines. Using an online survey comprised of 26 objective questions and one open response question, a 54-respondent sample of science department heads provided no strong consensus regarding their beliefs about the role of pedagogical content knowledge in science instruction. However, science department heads expressed a significant difference in their views about their capacity to provide instructional leadership for teachers sharing their science content area compared to teachers instructing other science content areas. Given wide-spread science education reform efforts introduced in response to the Next Generation Science Standards, these findings may serve to provide some direction for determining how to best support the work of science department heads as they strive to provide instructional leadership for the teachers in their departments.

Knowledge Sharing among Academics in Institutions of Higher Learning: A Research Agenda

ERIC Educational Resources Information Center

Ramayah, T.; Ignatius, Joshua; Leen, Jasmine Yeap Ai

2009-01-01

This paper presents a research agenda for a funded research project on knowledge sharing among academics in Malaysia. One of the main objectives is to develop validate and measure of knowledge sharing which is suitable for academicians. Previous studies on knowledge sharing have used standard measurement items which do not cater for the multiple…

A Collaborative Approach to Defining the Usefulness of Impact: Lessons from a Knowledge Exchange Project Involving Academics and Social Work Practitioners

ERIC Educational Resources Information Center

Wilkinson, Heather; Gallagher, Michael; Smith, Mark

2012-01-01

This paper reports on a knowledge exchange project involving academics and practitioners in six local authority social work departments. It contributes to recent debates about the coproduction of knowledge, presenting findings in three key areas: the importance of relationships for knowledge exchange; "what works" for practitioners…

Knowledge-Based Entrepreneurship in a Boundless Research System

ERIC Educational Resources Information Center

Dell'Anno, Davide

2008-01-01

International entrepreneurship and knowledge-based entrepreneurship have recently generated considerable academic and non-academic attention. This paper explores the "new" field of knowledge-based entrepreneurship in a boundless research system. Cultural barriers to the development of business opportunities by researchers persist in some academic…

What's Next? Experiences of a Formal Course for Academic Developers

ERIC Educational Resources Information Center

Skead, Melanie

2018-01-01

A growing impetus for disciplinary status for academic development has prompted efforts to construct a principled knowledge base in this emerging field. This paper considers the impact of academic developers' access to structured knowledge through a systematic process. In 2011, the Centre for Higher Education Research, Teaching and Learning at…

Enacting Pedagogy in Curricula: On the Vital Role of Governance in Medical Education.

PubMed

Casiro, Oscar; Regehr, Glenn

2018-02-01

Managing curricula and curricular change involves both a complex set of decisions and effective enactment of those decisions. The means by which decisions are made, implemented, and monitored constitute the governance of a program. Thus, effective academic governance is critical to effective curriculum delivery. Medical educators and medical education researchers have been invested heavily in issues of educational content, pedagogy, and design. However, relatively little consideration has been paid to the governance processes that ensure fidelity of implementation and ongoing refinements that will bring curricular practices increasingly in line with the pedagogical intent. In this article, the authors reflect on the importance of governance in medical schools and argue that, in an age of rapid advances in knowledge and medical practices, educational renewal will be inhibited if discussions of content and pedagogy are not complemented by consideration of a governance framework capable of enabling change. They explore the unique properties of medical curricula that complicate academic governance, review the definition and properties of good governance, offer mechanisms to evaluate the extent to which governance is operating effectively within a medical program, and put forward a potential research agenda for increasing the collective understanding of effective governance in medical education.

Surveying the Commons: Current Implementation of Information Commons Web sites

ERIC Educational Resources Information Center

Leeder, Christopher

2009-01-01

This study assessed the content of 72 academic library Information Commons (IC) Web sites using content analysis, quantitative assessment and qualitative surveys of site administrators to analyze current implementation by the academic library community. Results show that IC Web sites vary widely in content, design and functionality, with few…

Subject knowledge in the health sciences library: an online survey of Canadian academic health sciences librarians

PubMed Central

Watson, Erin M.

2005-01-01

Objectives: This study investigated whether Canadian academic health sciences librarians found knowledge of the health sciences to be important and, if so, how they acquired and maintained this knowledge. Methods: Data were gathered using a Web-based questionnaire made available to Canadian academic health sciences librarians. Results: Respondents recognized the need for subject knowledge: 93.3% of respondents indicated that subject knowledge was “very important” or “somewhat important” to doing their job. However, few respondents felt that holding a degree in the health sciences was necessary. Respondents reported devoting on average more than 6 hours per week to continuing education through various means. Reading or browsing health sciences journals, visiting Websites, studying independently, and participating in professional associations were identified by the largest number of participants as the best ways to become and stay informed. Conclusions: Although more research needs to be done with a larger sample, subject knowledge continues to be important to Canadian academic health sciences librarians. Continuing education, rather than formal degree studies, is the method of choice for obtaining and maintaining this knowledge. PMID:16239942

Helping learners level up with cognitive supports.

PubMed

Malenczak, Derek; Nemec, Patricia B

2017-03-01

This column describes strategies for helping educators and trainers address common problems with executive functioning and memory for their audiences, to better facilitate learning. The purpose of the article is to suggest strategies for maximizing learning and goal achievement for students in academic settings, as well as for building employee knowledge and skills in the psychiatric rehabilitation workforce through worksite-based training. The content in this column is drawn from the professional experience of the authors as well as available literature. Educators and trainers encounter many challenges when assisting people to achieve desired learning objectives. Attending to the cognitive needs of all learners, by supporting their planning, attention, memory, and reasoning skills, can minimize some of these challenges. Educators and trainers may implement the strategies described to better engage with their audiences, whether in an academic or clinical practice environment. Implementation of specific strategies to offset limitations will positively affect all learners, who benefit both from maximized knowledge and skill acquisition as well as improved job performance. Improved learning will likely translate to better practitioner skill over time, which should lead to improved outcomes for service users in the field of psychiatric rehabilitation. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Discrimination of Two Aspects of Cognitive-Social Intelligence from Academic Intelligence.

ERIC Educational Resources Information Center

Jones, Karen; Day, Jeanne D.

1997-01-01

A multitrait-multimethod study collected measures of social-cognitive flexibility, crystallized social knowledge, and academic problem solving from 169 high school seniors. Results support a division of social-cognitive intelligence into declarative and procedural social knowledge (crystallized) and flexible knowledge application as distinct from…

Exploring the Impacts of Social Networking Sites on Academic Relations in the University

ERIC Educational Resources Information Center

Rambe, Patient

2011-01-01

Social networking sites (SNS) affordances for persistent interaction, collective generation of knowledge, and formation of peer-based clusters for knowledge sharing render them useful for developing constructivist knowledge environments. However, notwithstanding their academic value, these environments are not necessarily insulated from the…

Particle Physics in High School: A Diagnose Study

PubMed Central

Solbes, Jordi

2016-01-01

The science learning process improves when the contents are connected to students’ lives. Particle physics has had a great impact in our society in the last years and has changed the theoretical picture about matter fundamental dynamics. Thus, we think that academic contents about matter components and interactions should be updated. With this study we aim to characterize the level of knowledge of high school students about this topic. We built a test with questions about classical atomic models, particle physics, recent discoveries, social implications and students opinions about it. Contrary to our first suspicion, students’ answers show a high variability. They have new physics ideas and show a great interest towards modern concepts. We suggest including an updated view of this topic as part of the curriculum. PMID:27253377

Particle Physics in High School: A Diagnose Study.

PubMed

Tuzón, Paula; Solbes, Jordi

2016-01-01

The science learning process improves when the contents are connected to students' lives. Particle physics has had a great impact in our society in the last years and has changed the theoretical picture about matter fundamental dynamics. Thus, we think that academic contents about matter components and interactions should be updated. With this study we aim to characterize the level of knowledge of high school students about this topic. We built a test with questions about classical atomic models, particle physics, recent discoveries, social implications and students opinions about it. Contrary to our first suspicion, students' answers show a high variability. They have new physics ideas and show a great interest towards modern concepts. We suggest including an updated view of this topic as part of the curriculum.

"Having the right chemistry": a qualitative study of mentoring in academic medicine.

PubMed

Jackson, Vicki A; Palepu, Anita; Szalacha, Laura; Caswell, Cheryl; Carr, Phyllis L; Inui, Thomas

2003-03-01

To develop a deeper understanding of mentoring by exploring lived experiences of academic medicine faculty members. Mentoring relationships are key to developing productive careers in academic medicine, but such alliances hold a certain "mystery." Using qualitative techniques, between November 1999 and March 2000, the authors conducted individual telephone interviews of 16 faculty members about their experiences with mentoring. Interviews were taped and transcribed and authors identified major themes through multiple readings. A consensus taxonomy for classifying content evolved from comparisons of coding by four reviewers. Themes expressed by participants were studied for patterns of connection and grouped into broader categories. Almost 98% of participants identified lack of mentoring as the first (42%) or second (56%) most important factor hindering career progress in academic medicine. Finding a suitable mentor requires effort and persistence. Effective mentoring necessitates a certain chemistry for an appropriate interpersonal match. Prized mentors have "clout," knowledge, and interest in the mentees, and provide both professional and personal support. In cross-gender mentoring, maintaining clear boundaries is essential for an effective relationship. Same-gender or same-race matches between mentor and mentee were not felt to be essential. Having a mentor is critical to having a successful career in academic medicine. Mentees need to be diligent in seeking out these relationships and institutions need to encourage and value the work of mentors. Participants without formalized mentoring relationships should look to peers and colleagues for assistance in navigating the academic system.

Social multiplier effects: academics' and practitioners' perspective on the benefits of a tuberculosis operational research capacity-building program in Indonesia.

PubMed

Probandari, Ari; Mahendradhata, Yodi; Widjanarko, Bagoes; Alisjahbana, Bachti

2017-01-01

The Tuberculosis Operational Research Group (TORG) implemented a capacity-building model involving academics and practitioners (i.e. clinicians or program staff) in an operational research (OR) team in Indonesia. This study explored academics' and practitioners' perspectives regarding the benefits of participating in a tuberculosis (TB) OR capacity-building program in Indonesia. We conducted a qualitative study involving in-depth interviews with 36 academics and 23 practitioners undertaking the TORG capacity-building program. We asked open-ended questions about their experience of the program. Data were analyzed via content analysis. The findings demonstrated the social multiplier effects of the OR capacity-building program. Both academics and practitioners reported perceived improvements in research knowledge, skills, and experience, and described additional individual- and institutional-level benefits. The individual-level benefits level included improvements in understanding of the TB program, motivation for research and self-satisfaction, the development/enhancement of individual networking, receipt of recognition, and new opportunities. The additional benefits reported at an institutional level included improvement in research curricula, in-house training, and program management and the development/enhancement of institutional partnerships. The program improved not only individuals' capacity for conducting OR but also the quality of the TB program management and public health education. OR should be included in research methodology curricula for postgraduate public health/disease control programs. The capacity-building model, in which academics and program staff collaborated within an OR team, should be promoted.

NASA/DoD Aerospace Knowledge Diffusion Research Project, Paper Six: Aerospace Knowledge Diffusion in the Academic Community: A Report of Phase 3 Activities of the NASA/DoD Aerospace Knowledge Diffusion Research Project

DTIC Science & Technology

1990-06-27

empirically derived data, very little is known about the diffusion of knowledge in the aerospace industry both in terms of the channels used to communicate... diffusion of knowledge resulting from federally funded aerospace R&D and the academic community. Faced with shrinking enrollments, particularly at the

National preceptor development program (PDP): Influential evidence and theory. The first of a 3-part series.

PubMed

Mulherin, Katrina; Walter, Sheila; Cox, Craig D

2018-03-01

Priority #3 of the Canadian Experiential Education Project for Pharmacy provided evidence-based guidance for the design and implementation of a national approach to preceptor development. In this first article (of three), findings from the project and recommendations to achieve a high-quality preceptor development program (PDP) are presented. A multi-method approach including detailed semi-structured interviews, classic literature review, and advisory committee feedback was employed. The research team performed an integrated analysis of all data to achieve the objectives of Priority #3. Fifteen formal interviews, 167 articles and two stakeholder meetings informed findings. Experiential Education programs exhibited commonality in content and usually delivered programs online using modules or live lectures. Not all programs required preceptor education despite it being mandated by academic accreditors. Academics' perceptions varied regarding pharmacists' baseline knowledge, skills and attitudes prior to engaging in the preceptor role. A national approach to a PDP was desired if jurisdictional content was accommodated. Copious interprofessional literature of generally fair quality did not identify superior preceptor development approaches although there were numerous descriptions of interventions. Only 29 articles measured educational outcomes. Outcomes included satisfaction rates, self-efficacy and perceived knowledge, skill retention, skill implementation and participation rates. Twelve recommendations were identified to guide successful development of a national PDP. In the absence of good evidence, adult educational theory provided a basis for an effective PDP. Findings from Priority #3 may be relevant not only to pharmacy in Canada but other health professions and counterparts in other western nations with similar approaches to professional education. Copyright © 2017 Elsevier Inc. All rights reserved.

Analysis of knowledge in astronomy of the students of technology in industrial automation at the Federal Institute Sao Paulo at the campus Cubatao

NASA Astrophysics Data System (ADS)

Voelzke, Marcos Rincon; Capasso Moraes, Ataliba

This work is part of a research of the academic Masters in Science in Education in its final stages. It seeks to present the results of the survey conducted among students of the technology course in industrial automation at the Federal Institute São Paulo at the Campus Cubatão. In the first step, the students’ lack of knowledge to the related primary concepts of Astronomy turned out. Correcting these deficiencies found, external to the program content, a Basic Course in Astronomy, containing dialogued or expository lectures with the aid of audiovisual resources and access to textbooks. Analyzed the responses of this second step, it was found that students had a significant improvement in learning.

Barriers and enablers to academic health leadership.

PubMed

Bharwani, Aleem; Kline, Theresa; Patterson, Margaret; Craighead, Peter

2017-02-06

Purpose This study sought to identify the barriers and enablers to leadership enactment in academic health-care settings. Design/methodology/approach Semi-structured interviews ( n = 77) with programme stakeholders (medical school trainees, university leaders, clinical leaders, medical scientists and directors external to the medical school) were conducted, and the responses content-analysed. Findings Both contextual and individual factors were identified as playing a role in affecting academic health leadership enactment that has an impact on programme development, success and maintenance. Contextual factors included sufficient resources allocated to the programme, opportunities for learners to practise leadership skills, a competent team around the leader once that person is in place, clear expectations for the leader and a culture that fosters open communication. Contextual barriers included highly bureaucratic structures, fear-of-failure and non-trusting cultures and inappropriate performance systems. Programmes were advised to select participants based on self-awareness, strong communication skills and an innovative thinking style. Filling specific knowledge and skill gaps, particularly for those not trained in medical school, was viewed as essential. Ineffective decision-making styles and tendencies to get involved in day-to-day activities were barriers to the development of academic health leaders. Originality/value Programmes designed to develop academic health-care leaders will be most effective if they develop leadership at all levels; ensure that the organisation's culture, structure and processes reinforce positive leadership practices; and recognise the critical role of teams in supporting its leaders.

The Academic Knowledge Management Model of Small Schools in Thailand

ERIC Educational Resources Information Center

Tumtuma, Chamnan; Chantarasombat, Chalard; Yeamsang, Theerawat

2015-01-01

The Academic Knowledge Management Model of Small Schools in Thailand was created by research and development. The quantitative and qualitative data were collected via the following steps: a participatory workshop meeting, the formation of a team according to knowledge base, field study, brainstorming, group discussion, activities carried out…

Fostering Topic Knowledge: Essential for Academic Writing

ERIC Educational Resources Information Center

Proske, Antje; Kapp, Felix

2013-01-01

Several researchers emphasize the role of the writer's topic knowledge for writing. In academic writing topic knowledge is often constructed by studying source texts. One possibility to support that essential phase of the writing process is to provide interactive learning questions which facilitate the construction of an adequate situation…

Using competence-based and project-related approaches to support students individually - An engineering science experience report

NASA Astrophysics Data System (ADS)

Mayer, M.

2009-04-01

The recent education of engineers, using the example of satellite geodesy at the Geodetic Institute of the University Karlsruhe (Germany), is still suffering from time pressure as well as from heavy curriculum content loading. Within this education field, where the academic teachers have to fulfill high requests from the new generation of students as well as from industry and from research institutions respectively, advanced satellite geodetic knowledge has to be transferred effectively and sustainably. In order to enable the students to train newest aspects related to satellite geodesy as well as important key competences, e.g. capacity for independent and academic work, reflection and evaluation skills, presentation skills, an innovative teaching concept was developed, tested, and evaluated. This teaching concept makes use of very different teaching techniques like portfolio assignment, project work, input from experts, jig saw, advance and post organizer. The concept will be presented and discussed in detail.

Improving Global Health Education: Development of a Global Health Competency Model

PubMed Central

Ablah, Elizabeth; Biberman, Dorothy A.; Weist, Elizabeth M.; Buekens, Pierre; Bentley, Margaret E.; Burke, Donald; Finnegan, John R.; Flahault, Antoine; Frenk, Julio; Gotsch, Audrey R.; Klag, Michael J.; Lopez, Mario Henry Rodriguez; Nasca, Philip; Shortell, Stephen; Spencer, Harrison C.

2014-01-01

Although global health is a recommended content area for the future of education in public health, no standardized global health competency model existed for master-level public health students. Without such a competency model, academic institutions are challenged to ensure that students are able to demonstrate the knowledge, skills, and attitudes (KSAs) needed for successful performance in today's global health workforce. The Association of Schools of Public Health (ASPH) sought to address this need by facilitating the development of a global health competency model through a multistage modified-Delphi process. Practitioners and academic global health experts provided leadership and guidance throughout the competency development process. The resulting product, the Global Health Competency Model 1.1, includes seven domains and 36 competencies. The Global Health Competency Model 1.1 provides a platform for engaging educators, students, and global health employers in discussion of the KSAs needed to improve human health on a global scale. PMID:24445206

Use of facebook as a tool for knowledge dissemination in dermatology.

PubMed

Kim, Whan; Vender, Ronald

2014-10-01

The presence of dermatology-related platforms in social media has been acknowledged; however, the level of engagement of the public with these platforms has not been evaluated. To use the Engagement Rate to assess the level of engagement of the public with Facebook pages devoted to dermatology. A search on Facebook identified Facebook pages for dermatology academic journals, professional societies, and patient-centered groups with the highest number of Facebook likes. Then the Yearly Page Engagement Rate was calculated for each Facebook page. The robust average of the Yearly Page Engagement Rate was 0.673 for academic journals, 0.313 for professional societies, and 1.563 for patient-centered groups. Patient-centered groups engaged with their fans most effectively. Engagement is a key determinant of a fan's exposure to the contents of the page and hence a gauge of whether the fans who "liked" the page continue to remain engaged or not.

Physician preferences for accredited online continuing medical education.

PubMed

Young, Kevin J; Kim, Julie J; Yeung, George; Sit, Christina; Tobe, Sheldon W

2011-01-01

The need for up-to-date and high-quality continuing medical education (CME) is growing while the financial investment in CME is shrinking. Despite online technology's potential to efficiently deliver electronic CME (eCME) to large numbers of users, it has not yet displaced traditional CME. The purpose of this study was to explore what health care providers want in eCME and how they want to use it. This was a qualitative study. Two 3-hour focus groups were held with physicians in both academic and community practices as well as trainees knowledgeable in the hypertension clinical practice guidelines with a willingness to discuss eCME. Content/thematic analysis was used to examine the data. Three main themes emerged: credibility, content/context, and control. Credibility was the most consistent and dominant theme. Affiliations with medical organizations and accreditation were suggested as methods by which eCME can gain credibility. The content and need for discussion of the content emerged as a key pivot point between eCME and traditional CME: a greater need for discussion was linked to a preference for traditional face-to-face CME. Control over the content and how it was accessed was an emergent theme, giving learners the ability to control the depth of learning and the time spent. They valued the ability to quickly find information that was in a format (podcast, video, mobile device) that best suited their learning needs or preferences at the time. This study provides insight into physician preferences for eCME and hypotheses that can be used to guide further research. Copyright © 2011 The Alliance for Continuing Medical Education, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

How Global Academic Stratification Affects Local Academies: The Inflated Role of Knowledge Reception in the Philosophy Discipline in Modern Japan

ERIC Educational Resources Information Center

Chew, Matthew M.

2008-01-01

Sociologists of knowledge find that academic stratification is present among individual scholars, genders, networks, fields, and all kinds of scientific organizations, while communications scholars have been studying global cultural asymmetry for a long time. Yet few researchers have explored the global dimension of academic stratification. In…

Academic Staff Utilization of Information and Communication Technology and Knowledge Creation in Cross River State Universities

ERIC Educational Resources Information Center

Ekpoh, Uduak Imo; Etor, Comfort Robert

2012-01-01

This study examined academic staff utilization of Information and Communication Technology (ICT) in knowledge creation in universities in Cross River State. The study was guided by two research questions and one hypothesis. A questionnaire was developed, validated and used for data collection from a sample of 300 academic staff. Descriptive…

Stretching the Academic Harness: Knowledge Construction in the Process of Academic Mobility in Chile

ERIC Educational Resources Information Center

Munoz-Garcia, Ana Luisa; Chiappa, Roxana

2017-01-01

In this article, we analyse the impact of academic mobility on the construction of knowledge for Chilean scholars who have studied abroad. We conducted 41 semi-structured interviews with Chilean-born scholars in the social sciences and humanities, who accepted jobs at national research universities in Chile after receiving their doctorates abroad.…

Chronic sleep reduction is associated with academic achievement and study concentration in higher education students.

PubMed

van der Heijden, Kristiaan B; Vermeulen, Marije C M; Donjacour, Claire E H M; Gordijn, Marijke C M; Hamburger, Hans L; Meijer, Anne M; van Rijn, Karin J; Vlak, Monique; Weysen, Tim

2018-04-01

Inadequate sleep impairs cognitive function and has been associated with worse academic achievement in higher education students; however, studies that control for relevant background factors and include knowledge on sleep hygiene are scarce. This study examined the association of chronic sleep reduction (i.e. symptoms of chronic sleep reduction such as shortness of sleep, sleepiness and irritation), subjective sleep quality and sleep hygiene knowledge with academic achievement (grades and study credits) and study concentration among 1378 higher education students (71% female, mean age 21.73 years, SD = 3.22) in the Netherlands. Demographic, health, lifestyle and study behaviour characteristics were included as covariates in hierarchical regression analyses. After controlling for significant covariates, only chronic sleep reduction remained a significant predictor of lower grades (last exam, average in current academic year). Better sleep quality and sleep hygiene knowledge were associated with better academic achievement, but significance was lost after controlling for covariates, except for a remaining positive association between sleep hygiene beliefs and grades in the current academic year. Moreover, better sleep quality and lower scores on chronic sleep reduction were associated with better study concentration after controlling for significant covariates. To conclude, chronic sleep reduction is associated with academic achievement and study concentration in higher education students. Inadequate sleep hygiene knowledge is moderately associated with worse academic achievement. Future research should investigate whether sleep hygiene interventions improve academic achievement in students of higher education. © 2017 European Sleep Research Society.

Content-Related Knowledge of Biology Teachers from Secondary Schools: Structure and learning opportunities

NASA Astrophysics Data System (ADS)

Großschedl, Jörg; Mahler, Daniela; Kleickmann, Thilo; Harms, Ute

2014-09-01

Teachers' content-related knowledge is a key factor influencing the learning progress of students. Different models of content-related knowledge have been proposed by educational researchers; most of them take into account three categories: content knowledge, pedagogical content knowledge, and curricular knowledge. As there is no consensus about the empirical separability (i.e. empirical structure) of content-related knowledge yet, a total of 134 biology teachers from secondary schools completed three tests which were to capture each of the three categories of content-related knowledge. The empirical structure of content-related knowledge was analyzed by Rasch analysis, which suggests content-related knowledge to be composed of (1) content knowledge, (2) pedagogical content knowledge, and (3) curricular knowledge. Pedagogical content knowledge and curricular knowledge are highly related (rlatent = .70). The latent correlations between content knowledge and pedagogical content knowledge (rlatent = .48)-and curricular knowledge, respectively (rlatent = .35)-are moderate to low (all ps < .001). Beyond the empirical structure of content-related knowledge, different learning opportunities for teachers were investigated with regard to their relationship to content knowledge, pedagogical content knowledge, and curricular knowledge acquisition. Our results show that an in-depth training in teacher education, professional development, and teacher self-study are positively related to particular categories of content-related knowledge. Furthermore, our results indicate that teaching experience is negatively related to curricular knowledge, compared to no significant relationship with content knowledge and pedagogical content knowledge.

Academic health leadership: looking to the future. Proceedings of a workshop held at the Canadian Institute of Academic Medicine meeting Québec, Que., Canada, Apr. 25 and 26, 2003.

PubMed

Gray, Jean; Armstrong, Paul

2003-12-01

The academic health sector will face major changes in governance, health care delivery, educational requirements and research programs over the next decade. Increased emphasis on disease prevention and health outcomes, the need for evidence to support both clinical and policy decisions, educational changes both in content and delivery, and the importance of working in teams will challenge the academic health care community. Large research teams may require new ways of training and nurturing young investigators, including improved grant writing and knowledge translation, human resource management skills and the ability to interact with disciplines that have different research methodologies. MD/PhD and Clinician Investigator Programs may help to fill these gaps in medicine, but nursing is faced with a serious shortage of doctoral-trained educators and researchers and may need targeted programs to achieve a critical mass of academics able to accept leadership roles. The success of the Quebec model of support for health research networks and researchers is encouraging. There is a leadership gap within health care institutions that spans jurisdictions and affects both institutional performance and individual careers. Young investigators need good mentors and adequate protected time to acquire the skills necessary for leadership roles. Policy changes within health care institutions and academic organizations will be necessary to adapt to the coming decade. The Canadian Institute of Academic Medicine is committed to developing better mentoring strategies for the next generation of academic leaders and to creating formal assessments of major Canadian health issues that can be used by health care advocacy groups when talking with policy-makers.

Flexible learning: Evaluation of an international distance education programme designed to build the learning and teaching capacity of nurse academics in a developing country.

PubMed

Lewis, Peter A; Tutticci, Naomi F; Douglas, Clint; Gray, Genevieve; Osborne, Yvonne; Evans, Katie; Nielson, Catherine M

2016-11-01

The professional development of nurse academics has been high on the agenda in many of the Asia-Pacific's developing countries including Vietnam. In collaboration with the Vietnamese Nurses Association, an Australian university designed and delivered a distance learning programme (DLP). The DLP sought to build academic capacity with a specific focus on the skills required to develop, implement and deliver a new national nursing curriculum. This paper will describe the design and delivery of the DLP as well as report on programme evaluation survey findings. Of the 175 surveys administered 112 were returned yielding a response rate of 64%. The majority of Vietnamese nurse academics identified all DLP modules as 'very well' designed and easy to learn from (range 63.9%-84.2%). Predominantly, academics also found the module content to be 'of great use' to their professional practice (range 73%-89.5%). Asked specifically about the benefit of the DLP online discussions, 106 (95.5%) participants stated they found the online discussions to be of use. An explanatory comment was also requested to explore this question and responses yielded three themes: 'networking and collaboration'; 'acquiring new knowledge'; and 'improving English'. When asked if they had changed their academic practice as a result of DLP participation, 105 (94.6%) academics stated they had - change was focussed on student centred learning and building a staff community of practice. While these study results indicate the DLP to be successful, it will be how Vietnamese academics utilise and build these skills which will measure the real success of the programme in the future. Copyright © 2016 Elsevier Ltd. All rights reserved.

Mutual benefits in academic-service partnership: An integrative review.

PubMed

Sadeghnezhad, Maliheh; Heshmati Nabavi, Fatemeh; Najafi, Fereshteh; Kareshki, Hossein; Esmaily, Habibollah

2018-05-30

Academic and service institutions involve with many challenges. Partnership programs are a golden opportunity to achieve mutual benefits to overcome these challenges. Identifying mutual benefits is the cornerstone of forming a successful partnership and guarantee to its continuity. There are definitions and instances of mutual benefits in the literature related to partnership programs, but there is no coherent evidence and clear picture of these benefits. This study is conducted to identify mutual benefits in academic-service partnership by analyzing the definitions and instances of it in the literature. An integrative review of key papers regarding mutual benefits in academic-service partnership was undertaken. This review was guided by the framework described by Whittemore and Knafl. Search of the following databases was conducted: MEDLINE, ERIC, Google Scholar, Emerald Insight and Science Direct. The search terms were mutual benefits, mutual gains, mutual interest, mutual expectations, mutual goals, mutual demand, partnership, collaboration, academic-service partnership and academic service collaboration. Cooper's five-stage integrative review method was used. Quality evaluation of articles was conducted. Data were abstracted from included articles. The analysis was conducted based on the qualitative content analysis of the literature suggested by Zhang and Wildemuth. 28 articles were included in this review. Mutual benefits are described in four categories include: synergy in training and empowerment of human resources, education improvement, access to shared resources, facilitate production and application of beneficial knowledge into practice. Mutual benefits in the academic-service partnership include a range of goals, interests, expectations, and needs of partner organizations that is achievable and measurable through joint planning and collaboration. We suggest academic and service policymakers to consider these benefits in the planning and evaluating partnership programs. Copyright © 2018 Elsevier Ltd. All rights reserved.

The Readability of Information Literacy Content on Academic Library Web Sites

ERIC Educational Resources Information Center

Lim, Adriene

2010-01-01

This article reports on a study addressing the readability of content on academic libraries' Web sites, specifically content intended to improve users' information literacy skills. Results call for recognition of readability as an evaluative component of text in order to better meet the needs of diverse user populations. (Contains 8 tables.)

34 CFR 200.4 - State law exception.

Code of Federal Regulations, 2012 CFR

2012-07-01

..., DEPARTMENT OF EDUCATION TITLE I-IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED Improving Basic... law to adopt academic content standards, student academic achievement standards, and academic... requirements under §§ 200.1 and 200.2 by— (1) Adopting academic standards and academic assessments that meet...

34 CFR 200.4 - State law exception.

Code of Federal Regulations, 2011 CFR

2011-07-01

..., DEPARTMENT OF EDUCATION TITLE I-IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED Improving Basic... law to adopt academic content standards, student academic achievement standards, and academic... requirements under §§ 200.1 and 200.2 by— (1) Adopting academic standards and academic assessments that meet...

Verbal Final Exam in Introductory Biology Yields Gains in Student Content Knowledge and Longitudinal Performance

PubMed Central

Luckie, Douglas B.; Rivkin, Aaron M.; Aubry, Jacob R.; Marengo, Benjamin J.; Creech, Leah R.; Sweeder, Ryan D.

2013-01-01

We studied gains in student learning over eight semesters in which an introductory biology course curriculum was changed to include optional verbal final exams (VFs). Students could opt to demonstrate their mastery of course material via structured oral exams with the professor. In a quantitative assessment of cell biology content knowledge, students who passed the VF outscored their peers on the medical assessment test (MAT), an exam built with 40 Medical College Admissions Test (MCAT) questions (66.4% [n = 160] and 62% [n = 285], respectively; p < 0.001);. The higher-achieving students performed better on MCAT questions in all topic categories tested; the greatest gain occurred on the topic of cellular respiration. Because the VF focused on a conceptually parallel topic, photosynthesis, there may have been authentic knowledge transfer. In longitudinal tracking studies, passing the VF also correlated with higher performance in a range of upper-level science courses, with greatest significance in physiology, biochemistry, and organic chemistry. Participation had a wide range but not equal representation in academic standing, gender, and ethnicity. Yet students nearly unanimously (92%) valued the option. Our findings suggest oral exams at the introductory level may allow instructors to assess and aid students striving to achieve higher-level learning. PMID:24006399

Verbal final exam in introductory biology yields gains in student content knowledge and longitudinal performance.

PubMed

Luckie, Douglas B; Rivkin, Aaron M; Aubry, Jacob R; Marengo, Benjamin J; Creech, Leah R; Sweeder, Ryan D

2013-01-01

We studied gains in student learning over eight semesters in which an introductory biology course curriculum was changed to include optional verbal final exams (VFs). Students could opt to demonstrate their mastery of course material via structured oral exams with the professor. In a quantitative assessment of cell biology content knowledge, students who passed the VF outscored their peers on the medical assessment test (MAT), an exam built with 40 Medical College Admissions Test (MCAT) questions (66.4% [n = 160] and 62% [n = 285], respectively; p < 0.001);. The higher-achieving students performed better on MCAT questions in all topic categories tested; the greatest gain occurred on the topic of cellular respiration. Because the VF focused on a conceptually parallel topic, photosynthesis, there may have been authentic knowledge transfer. In longitudinal tracking studies, passing the VF also correlated with higher performance in a range of upper-level science courses, with greatest significance in physiology, biochemistry, and organic chemistry. Participation had a wide range but not equal representation in academic standing, gender, and ethnicity. Yet students nearly unanimously (92%) valued the option. Our findings suggest oral exams at the introductory level may allow instructors to assess and aid students striving to achieve higher-level learning.

Evaluating an Indigenous health curriculum for diabetes prevention: engaging the community through talking circles and knowledge translation of results.

PubMed

Khayyat Kholghi, Maedeh; Bartlett, Gillian; Phillips, Morgan; Salsberg, Jon; McComber, Alex M; Macaulay, Ann C

2018-01-16

Kahnawà:ke is a Kanien'kehá:ka (Mohawk) community in Quebec, Canada. In 1997, the community-controlled Kateri Memorial Hospital Centre in partnership with the Kahnawake Education Center, and the Kahnawake Schools Diabetes Prevention Project (KSDPP) developed an elementary school diabetes prevention health education program, aimed to increase knowledge of Type 2 diabetes, healthy eating and active lifestyles. Long-term goals for KSDPP community and school interventions are to decrease obesity and diabetes. To evaluate the Kateri Memorial Hospital Centre Health Education Program for Diabetes Prevention (HEP) and use key principles of knowledge translation to promote understanding of results to upgrade HEP content and improve delivery. A KSDPP community-based participatory research team used mixed methods for evaluation, combining a cross-sectional survey for 23 teachers with interviews of two elementary school principals and three culturally appropriate Indigenous talking circles with HEP authors, teachers and parents. Questionnaire results were presented as descriptive statistics. The thematic textual analysis identified emerging themes from talking circles and interviews. Facilitators of HEP delivery were an acknowledgement of its importance; appreciation of prepared lesson plans for teachers; and KSDPP's strong community presence. Barriers included reduced administrative support and instructional time due to competing academic demands; the need for increased Kanien'kehá:ka cultural content; and outdated resource materials. Recommendations included increasing teacher training, Kanien'kehá:ka cultural content and administrative support. Community researchers undertook detailed knowledge translation activities of facilitators, barriers and recommendations with hospital and education centre administrators and Kahnawà:ke community to maximize uptake of findings before external dissemination of results. © The Author 2017. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

The Invisible Made Visible: Using Impact Evaluations to Illuminate and Inform the Role of Knowledge Intermediaries

ERIC Educational Resources Information Center

Meagher, Laura; Lyall, Catherine

2013-01-01

Expectations for impacts from research create demand for effective knowledge exchange between academic and non-academic settings. This complex process may be facilitated by "knowledge intermediaries." Learning from evaluation can advance recognition of their diverse roles and enhance these interactive relationships connecting research,…

Academic Language, Power and the Impact of Western Knowledge Production on Indigenous Student Learning

ERIC Educational Resources Information Center

O'Brien, Karen

2008-01-01

This paper explores the prescriptive, distancing and separating qualities that exist in Western systems of knowledge production. It examines scientific language and how discrimination takes place in the university setting and explores the ways in which academic knowledge production affects the learning experiences, participation and completion…

Transforming Knowledge for Sustainability: Towards Adaptive Academic Institutions

ERIC Educational Resources Information Center

Miller, Thaddeus R.; Munoz-Erickson, Tischa; Redman, Charles L.

2011-01-01

Purpose: The purpose of this paper is to argue that the types of and ways in which academic institutions produce knowledge are insufficient to contribute to a transition to sustainability. Design/methodology/approach: Reflecting on experiences at the School of Sustainability, the authors contend that a different kind of knowledge is needed, what…

Step-by-Step Guide to Producing a Comprehensive Academic Advising Handbook.

ERIC Educational Resources Information Center

Ford, Jerry; Ford, Sheila Stoma

1993-01-01

Procedures for creating a guide to academic advising are outlined, including obtaining administrative commitment; clarifying responsibilities and chain of command; identifying general and specific objectives; developing content; organizing content; entering production; and revising. (MSE)

Using Reflective Teaching for Changing In-Service Teachers' Attitudes and Increasing Their Cognitive-Ethical Development and Academic Knowledge in Multicultural Education.

ERIC Educational Resources Information Center

Gonzalez, Virginia

This is a descriptive survey study on the academic and personal characteristics of inservice teachers who were taking a graduate course in multicultural education issues. Descriptions of existing patterns and changes in academic knowledge and attitudinal belief systems on multicultural education are summarized. Reflective teaching was used as a…

The Relationship between Bible Literacy and Behavioral and Academic Outcomes in Urban Areas: A Meta-Analysis

ERIC Educational Resources Information Center

Jeynes, William

2010-01-01

A meta-analysis is undertaken, including 11 studies, to determine whether there is a relationship between Bible knowledge on one hand and academic and behavioral outcomes on the other among those living in urban areas. The results indicate that increased Bible knowledge is associated with higher levels of student academic achievement and positive…

Knowledge/Democracy: Notes on the Political Economy of Academic Publishing

ERIC Educational Resources Information Center

Biesta, Gert

2012-01-01

The question as to who controls academics' knowledge is an important and increasingly urgent question. From the perspective of the good old ivory tower, it does indeed seem that corporate business has gained a high degree of control over the work of academics. The amount of money that is involved in publisher take-over deals not only shows how big…

Bridging the Divide: The Role of Motivation and Self-Regulation in Explaining the Judgment-Action Gap Related to Academic Dishonesty.

PubMed

Stephens, Jason M

2018-01-01

There is often a divide between moral judgment and moral action; between what we believe we ought to do (or not do) and what we do. Knowledge of this divide is not new, and numerous theories have attempted to offer more robust accounts of ethical decision-making and moral functioning. Knowledge of widespread academic dishonesty among students is also not new, and several studies have revealed that many students report cheating despite believing it is wrong. The present study, involving cross-sectional survey data from a sample of secondary students ( N = 380) in the United States, contributes to the literature on this important area of theory and research by fulfilling three broad purposes. The first purpose concerned the assessment of students' judgments related to academic dishonesty, and offered evidence for the utility of a new instrument that measures what domain (personal, conventional, or moral) students use to categorize various types of cheating behavior rather than how much they believe it to be wrong. The second purpose involved exploring the relations between domain judgments and engagement in academic dishonesty, and results provided evidence for the hypothesis that students who believed an action to be morally wrong would be less likely to report doing it. Finally, the third and most important purpose of the study involved bridging the divide between moral judgment and action of academic dishonesty by testing competing theoretical models of moral functioning. Results indicated that the data demonstrated the best fit to a modified version of the hypothesized four-component model, whereby self-regulation (in the form of selective moral disengagement) played a significant mediating role in the relations between moral judgment and academic dishonesty, and that moral judgment also affected self-regulation indirectly through moral motivation (i.e., responsibility judgments). In brief, findings from this study offer support for the contention that moral functioning is both multi-component and effortful. Moral judgment is important, but only one of several components needed for effective moral functioning, and motivation and self-regulation play critical mediating roles in helping to bridge the divide between judgment and action.

Bridging the Divide: The Role of Motivation and Self-Regulation in Explaining the Judgment-Action Gap Related to Academic Dishonesty

PubMed Central

Stephens, Jason M.

2018-01-01

There is often a divide between moral judgment and moral action; between what we believe we ought to do (or not do) and what we do. Knowledge of this divide is not new, and numerous theories have attempted to offer more robust accounts of ethical decision-making and moral functioning. Knowledge of widespread academic dishonesty among students is also not new, and several studies have revealed that many students report cheating despite believing it is wrong. The present study, involving cross-sectional survey data from a sample of secondary students (N = 380) in the United States, contributes to the literature on this important area of theory and research by fulfilling three broad purposes. The first purpose concerned the assessment of students' judgments related to academic dishonesty, and offered evidence for the utility of a new instrument that measures what domain (personal, conventional, or moral) students use to categorize various types of cheating behavior rather than how much they believe it to be wrong. The second purpose involved exploring the relations between domain judgments and engagement in academic dishonesty, and results provided evidence for the hypothesis that students who believed an action to be morally wrong would be less likely to report doing it. Finally, the third and most important purpose of the study involved bridging the divide between moral judgment and action of academic dishonesty by testing competing theoretical models of moral functioning. Results indicated that the data demonstrated the best fit to a modified version of the hypothesized four-component model, whereby self-regulation (in the form of selective moral disengagement) played a significant mediating role in the relations between moral judgment and academic dishonesty, and that moral judgment also affected self-regulation indirectly through moral motivation (i.e., responsibility judgments). In brief, findings from this study offer support for the contention that moral functioning is both multi-component and effortful. Moral judgment is important, but only one of several components needed for effective moral functioning, and motivation and self-regulation play critical mediating roles in helping to bridge the divide between judgment and action. PMID:29545762

Academics' Perspectives on the Challenges and Opportunities for Student-Generated Mobile Content in Malaysia

ERIC Educational Resources Information Center

Ariffin, Shamsul Arrieya; Malim, Tanjong

2016-01-01

In Malaysian universities, there is a scarcity of local content to support student learning. Mobile content is predominantly supplied by the United States and the United Kingdom. This research aims to understand the situation from the academic perspective, particularly in the field of local cultural studies. Student-generated multimedia is…

Leveled and Exclusionary Tracking: English Learners' Access to Academic Content in Middle School

ERIC Educational Resources Information Center

Umansky, Ilana M.

2016-01-01

This study examines the characteristics and determinants of English learners' (ELs') access to academic content in middle school (Grades 6-8). Following 10 years of data from a large urban school district in California, I identify two predominant characteristics of EL access to content: leveled tracking in which ELs are overrepresented in lower…

Exploring the Associations Among Nutrition, Science, and Mathematics Knowledge for an Integrative, Food-Based Curriculum.

PubMed

Stage, Virginia C; Kolasa, Kathryn M; Díaz, Sebastián R; Duffrin, Melani W

2018-01-01

Explore associations between nutrition, science, and mathematics knowledge to provide evidence that integrating food/nutrition education in the fourth-grade curriculum may support gains in academic knowledge. Secondary analysis of a quasi-experimental study. Sample included 438 students in 34 fourth-grade classrooms across North Carolina and Ohio; mean age 10 years old; gender (I = 53.2% female; C = 51.6% female). Dependent variable = post-test-nutrition knowledge; independent variables = baseline-nutrition knowledge, and post-test science and mathematics knowledge. Analyses included descriptive statistics and multiple linear regression. The hypothesized model predicted post-nutrition knowledge (F(437) = 149.4, p < .001; Adjusted R = .51). All independent variables were significant predictors with positive association. Science and mathematics knowledge were predictive of nutrition knowledge indicating use of an integrative science and mathematics curriculum to improve academic knowledge may also simultaneously improve nutrition knowledge among fourth-grade students. Teachers can benefit from integration by meeting multiple academic standards, efficiently using limited classroom time, and increasing nutrition education provided in the classroom. © 2018, American School Health Association.

An exploration of the assessment experiences of new academics as they engage with a community of practice in higher education.

PubMed

Garrow, Amanda; Tawse, Stephen

2009-08-01

This paper considers a phenomenological research study that attempted to explore how new academics were introduced to the assessment process within a Higher Education context. Two key educational perspectives have shaped the interpretation of the studies findings. These are Nonaka and Takeuchi's [Nonaka, I., Takeuchi, H., 1995. The Knowledge Creating Company: How Japanese Companies Create the Dynamics of Innovation. Oxford University Press, New York] model of knowledge conversion and Lave and Wenger's work on communities of practice (1991, 2002). Three key findings emerged from this work. Firstly, the study highlights a number of issues relating to the types of support and guidance that new academics receive. These were divided into formal and informal types that either promoted conformity or facilitated challenge. Secondly, the study suggests that the ways in which experienced academic staff communicate their assessment knowledge and interact with new academics may require further consideration. Finally, the study raises questions about the type of academic that the organisation would wish to develop.

Influence of tutors' subject-matter expertise on student effort and achievement in problem-based learning.

PubMed

Schmidt, H G; van der Arend, A; Moust, J H; Kokx, I; Boon, L

1993-10-01

To investigate the effects of tutors' subject-matter expertise on students' levels of academic achievement and study effort in a problem-based health sciences curriculum. Also, to study differences in tutors' behaviors and the influences of these differences on students' performances. Data were analyzed from 336 staff-led tutorial groups involving student participants in seven four-year undergraduate programs at the University of Limburg Faculty of Health Sciences in 1989-90. Overall, 1,925 data records were studied, with each student participating in an average of 1.7 groups led by either content experts or non-experts. The basic analyses were of (1) students' achievement scores as a function of tutors' expertise levels and students' curriculum year; (2) students' estimates of self-study time as a function of tutors' expertise levels and students' curriculum year; and (3) the average ratings of the tutors' behaviors as a function of tutors' expertise levels. Statistical methods included analysis of variance and Pearson correlations. The students guided by subject-matter experts were shown to spend more time on self-directed study, and they achieved somewhat better than did the students guided by non-expert tutors. The effect of subject-matter expertise on achievement was strongest in the first curriculum year, suggesting that novice students are more dependent on their tutors' expertise than are more advanced students. Also, the content-expert tutors made more extensive use of their subject-matter knowledge to guide students. However, in addition to the tutors' knowledge-related behaviors, the tutors' process-facilitation skills affected student achievement. Moreover, these two sets of behaviors were correlated, indicating that both are necessary conditions for effective tutoring. The results indicate that, at least for the curriculum studied, the assumption in the literature that tutors do not necessarily need content knowledge so long as they are skilled in the tutoring process is not entirely justified: the students who were guided by content experts achieved somewhat better and spent more time on self-directed learning. More important, tutoring skill and content knowledge seemed to be necessary and closely related conditions for effective tutoring.

The Influence of Science Knowledge Structures on Children's Success in Solving Academic Problems.

ERIC Educational Resources Information Center

Champagne, Audrey B.; And Others

Presented is a study of eighth-grade students' academic problem-solving ability based on their knowledge structures, or their information stored in semantic or long-term memory. The authors describe a technique that they developed to probe knowledge structures with an extension of the card-sort method. The method, known as the Concept Structure…

Implicit Theory of Writing Ability: Relationship to Metacognitive Strategy Knowledge and Strategy Use in Academic Writing

ERIC Educational Resources Information Center

Karlen, Yves; Compagnoni, Miriam

2017-01-01

Implicit theories about the nature of human attributes as either malleable or fixed influence how people perceive knowledge and approach different tasks. Two studies explored the relationship between implicit theory of writing ability, metacognitive strategy knowledge (MSK), and strategy use in the context of academic writing. The pre-study with N…

Conceptualising Knowledge for Access in the Sciences: Academic Development from a Social Realist Perspective

ERIC Educational Resources Information Center

Ellery, Karen

2017-01-01

Whilst arguing from a social realist perspective that knowledge matters in academic development (AD) curricula, this paper addresses the question of what knowledge types and practices are necessary for enabling epistemological access. It presents a single, in-depth, qualitative case study in which the curriculum of a science AD course is…

The Emotional Knots of Academicity: A Collective Biography of Academic Subjectivities and Spaces

ERIC Educational Resources Information Center

Charteris, Jennifer; Gannon, Susanne; Mayes, Eve; Nye, Adele; Stephenson, Lauren

2016-01-01

The highly imagined and contested space of higher education is invested with an affectively loaded "knowledge economy optimism". Drawing on recent work in affect and critical geography, this paper considers the e/affects of the promises of the knowledge economy on its knowledge workers. We extend previous analyses of the discursive…

The Relationship between Trained Preceptors' Knowledge and Skills and Student Nurses' Academic Success

ERIC Educational Resources Information Center

Woodruff, David W.

2017-01-01

The lack of consistency in preceptors' knowledge and skills results in inconsistent preparation of student nurses. The purpose of this study was to examine the relationship between nurse preceptors' knowledge and skills and student nurses' academic success, as defined by better student learning. A quantitative, correlational survey method was used…

Trust and Work Place Spirituality on Knowledge Sharing Behaviour: Perspective from Non-Academic Staff of Higher Learning Institutions

ERIC Educational Resources Information Center

Rahman, Muhammad Sabbir; Osmangani, Aahad M; Daud, Nuraihan Mat; Chowdhury, Abdul Hannan; Hassan, Hasliza

2015-01-01

Purpose: This empirical research aims to add value in the existing research on knowledge sharing, investigate the antecedents of knowledge-sharing behaviour by embedding trust and workplace spirituality variable on non-academic staff from higher learning institution in Malaysia. The role of trust, perceived risk and workplace spirituality towards…

General Intelligence, Emotional Intelligence and Academic Knowledge as Predictors of Creativity Domains: A Study of Gifted Students

ERIC Educational Resources Information Center

Sahin, Feyzullah

2016-01-01

Creativity of the individual is dependent on numerous factors, such as knowledge, general intelligence and emotional intelligence. The general purpose of this study is to investigate the effect of general intelligence, emotional intelligence and academic knowledge on the emerging of domain-specific creativity. The study was conducted on 178…

Academics, the "Cultural Third Mission" and the BBC: Forgotten Histories of Knowledge Creation, Transformation and Impact

ERIC Educational Resources Information Center

Smith, David N.

2013-01-01

This article focuses on historical dimensions of knowledge creation and transformation by university academics. It explores their often overlooked role in the broadcast output of BBC radio in disseminating knowledge and ideas outside the educational environment, directly into the homes of the audience. Examples of this activity include the Open…

Linguistic Knowledge Aspects in Academic Reading: Challenges and Deployed Strategies by English-Major Undergraduates at a Jordanian Institution of Higher Education

ERIC Educational Resources Information Center

Albashtawi, Abeer H.; Jaganathan, Paramaswari; Singh, Manjet

2016-01-01

This study aimed to investigate the linguistic knowledge aspect in academic reading, the challenges and the deployed strategies by English major undergraduates at a Jordanian institution of higher education. The importance of the study is attributed to the importance of the academic reading at university which is closely related to the academic…

"If it's worth my time, i will make the time": school-based providers' decision-making about participating in an evidence-based psychotherapy consultation program.

PubMed

Lyon, Aaron R; Ludwig, Kristy; Romano, Evalynn; Leonard, Skyler; Stoep, Ann Vander; McCauley, Elizabeth

2013-11-01

This study evaluated influences on school-based clinicians' decision-making surrounding participation in a modular psychotherapy training and consultation program lasting one academic year. Clinicians were recruited from three participation groups: those who never engaged, those who engaged and then discontinued, and those who participated fully. Qualitative interviews explored influences on initial and continued participation, as well as differences in decision-making by participation group, knowledge about evidence-based practices, and attitudes toward evidence-based practices. Eight major themes were identified: time, practice utility, intervention/training content, training process, attitudes toward training, social influences, commitment to training, and expectations. Some themes were discussed universally across all comparison groups, while others varied in frequency or content. Recommendations for increasing participation are presented, based on the findings.

The contribution of the health management studies program to the professional status of graduates.

PubMed

Haller-Hayon, Orit; Korn, Liat; Magnezi, Racheli

2015-11-13

This study examines the contribution of the Health Management Bachelor's degree program at an Israeli university to the professional development of its graduates. The aims of this study were: To examine the perceived gaps between acquired knowledge and required knowledge within the workforce; To explore the potential changes in the graduates' occupation conditions or professional status following their studies; To test the contribution of the curricula content studied by the graduates to their understanding, knowledge and integration within the healthcare system; and to examine the graduates perceptions towards required content, that should be added to the curricula. A structured, self-reported questionnaire was administered to 182 Health Management Department individuals whom have graduated from the Bachelors program between the years 2005 and 2009. The majority of the graduates reported the existance of a knowledge gap (greater among males, young and single than among females, older and married graduates). Most of the courses which were ranked as the lowest contributing ones were related to Management (e.g. Mathematics for Social Sciences, Accounting Fundamentals, Finance Theory), while the graduates recommended the inclusion of additional components to the curricula. The study demonstrates that a perceived gap exists between the acquired and the required knowledge of the Health Management Studies graduates. Various changes have been reported by the graduates (such as wage raise and role changes), following their study completion, suggesting that the program has partially contributed to their professional status. A 'Learning by Sharing' forum of academic staff, employers and graduates is recommended.

Content and Design Features of Academic Health Sciences Libraries' Home Pages.

PubMed

McConnaughy, Rozalynd P; Wilson, Steven P

2018-01-01

The goal of this content analysis was to identify commonly used content and design features of academic health sciences library home pages. After developing a checklist, data were collected from 135 academic health sciences library home pages. The core components of these library home pages included a contact phone number, a contact email address, an Ask-a-Librarian feature, the physical address listed, a feedback/suggestions link, subject guides, a discovery tool or database-specific search box, multimedia, social media, a site search option, a responsive web design, and a copyright year or update date.

Fostering the Intellectual and Tribal Spirit: The Role of the Chief Academic Officer

ERIC Educational Resources Information Center

His Horse Is Thunder, Deborah

2015-01-01

This article introduces and describes the academic leadership role of the chief academic officer (CAO), also referred to as the academic vice-president, academic dean, or the provost. The CAO is responsible for the development and implementation of all academic programs, including the curriculum content, assessment, instruction quality,…

Online CLIL Scaffolding at University Level: Building Learners' Academic Language and Content-Specific Vocabulary across Disciplines through Online Learning

ERIC Educational Resources Information Center

Carloni, Giovanna

2012-01-01

Over the last two years, the University of Urbino, Italy, has been implementing Content and Language Integrated Learning (CLIL) courses in English across all disciplines. This study focuses on the online self-study CLIL scaffolding designed to help students involve in an Internationalization Project to build academic language and content-specific…

Analysis of knowledge in Astronomy of the students of the technology course in industrial automation at the Federal Institute São Paulo at the Campus Cubatão

NASA Astrophysics Data System (ADS)

Moraes, Ataliba Capasso; Voelzke, Marcos Rincon

2014-05-01

This work is part of a research of the academic Masters in Science in Education in its final stages. It seeks to present the results of the survey conducted among students of the technology course in industrial automation at the Federal Institute São Paulo at the Campus Cubatão. In the first step, the students' lack of knowledge to the related primary concepts of Astronomy turned out. Correcting these deficiencies found, external to the program content, a Basic Course in Astronomy, containing dialogued or expository lectures with the aid of audiovisual resources and access to textbooks. Analysed the responses of this second step, it was found that students had a significant improvement in learning.

Academic integrity in the online learning environment for health sciences students.

PubMed

Azulay Chertok, Ilana R; Barnes, Emily R; Gilleland, Diana

2014-10-01

The online learning environment not only affords accessibility to education for health sciences students, but also poses challenges to academic integrity. Technological advances contribute to new modes of academic dishonesty, although there may be a lack of clarity regarding behaviors that constitute academic dishonesty in the online learning environment. To evaluate an educational intervention aimed at increasing knowledge and improving attitudes about academic integrity in the online learning environment among health sciences students. A quasi-experimental study was conducted using a survey of online learning knowledge and attitudes with strong reliability that was developed based on a modified version of a previously developed information technology attitudes rating tool with an added knowledge section based on the academic integrity statement. Blended-learning courses in a university health sciences center. 355 health sciences students from various disciplines, including nursing, pre-medical, and exercise physiology students, 161 in the control group and 194 in the intervention group. The survey of online learning knowledge and attitudes (SOLKA) was used in a pre-post test study to evaluate the differences in scores between the control group who received the standard course introduction and the intervention group who received an enhanced educational intervention about academic integrity during the course introduction. Post-intervention attitude scores were significantly improved compared to baseline scores for the control and intervention groups, indicating a positive relationship with exposure to the information, with a greater improvement among intervention group participants (p<0.001). There was a significant improvement in the mean post-intervention knowledge score of the intervention group compared to the control group (p=0.001). Recommendations are provided for instructors in promoting academic integrity in the online environment. Emphasis should be made about the importance of academic integrity in the online learning environment in preparation for professional behavior in the technologically advancing health sciences arena. Copyright © 2013 Elsevier Ltd. All rights reserved.

Academic Self-Efficacy in Study-Related Skills and Behaviours: Relations with Learning-related Emotions and Academic Success

ERIC Educational Resources Information Center

Putwain, Dave; Sander, Paul; Larkin, Derek

2013-01-01

Background: Academic self-efficacy, when operationalized as mastery over domain-specific knowledge, has been found to be a predictor of academic achievement and emotions. Although academic emotions are also a predictor of academic achievement, there is limited evidence for reciprocal relations with academic achievement. Aims: To examine whether…

Balance Between Merit and Equity in Academic Hiring Decisions: Judgemental Content Analysis Applied to the Phraseology of Australian Tenure-Stream Advertisements in Comparison with Canadian Advertisements

ERIC Educational Resources Information Center

Boyle, Gregory J.; Furedy, John J.; Neumann, David L.; Westbury, H. Rae; Reiestad, Magnus

2010-01-01

The wording of university academic job advertisements can reflect a commitment to equity (affirmative action) as opposed to academic merit in hiring decisions. The method of judgemental content analysis was applied by having three judges rate 810 Australian tenure-stream advertisements on seven-point magnitude scales of equity and merit. The…

Black males' self-perceptions of academic ability and gifted potential in advanced science classes

NASA Astrophysics Data System (ADS)

Rascoe, Barbara Jean

The purpose of this study was to examine gifted Black males' self-perceptions of academic ability and gifted potential in science. Major concerns were to determine how these self-perceptions of academic ability and gifted potential influenced gifted Black males' capacity to compete in advanced science classes and to determine how science teachers may have influenced participants' self-perceptions of academic ability and gifted potential. This study required an approach that would allow an interpretive aspect for the experiences of gifted Black males in advanced science classes. An intrinsic qualitative case study design with a critical theory framework was used. Data were collected using semi-structured interviews, which were audiotaped and transcribed. Each participant was interviewed twice and each interview averaged 45 minutes. The purposeful sample consisted of nine gifted high school Black males between the ages of fourteen and eighteen. The constant comparative method was used to analyze the data. The categories of gifted Black males' self-perceptions of academic ability and gifted potential included gifted high achievers, gifted 'could do better' high achievers, gifted 'could do better' situational nonachievers, and gifted 'could do better' underachievers. Gifted Black male participants' perceptions regarding their science teachers' influence on their self-perceptions of academic ability and gifted potential included validation, reinforcement, and enhancement. These participants' perceptions regarding how science teachers' influenced their academic performance in science included science teachers' content knowledge, science teachers' skills to make science challenging and engaging, and a safe learning environment. The conclusions of this study described competing power dynamics of science teachers and gifted Black males' interactions in the science learning environment. The discussion also included a summary of relationships among the emergent themes. Implications are posited for science teaching education programs and future research.

Remediation plans in family medicine residency

PubMed Central

Audétat, Marie-Claude; Voirol, Christian; Béland, Normand; Fernandez, Nicolas; Sanche, Gilbert

2015-01-01

Abstract Objective To assess use of the remediation instrument that has been implemented in training sites at the University of Montreal in Quebec to support faculty in diagnosing and remediating resident academic difficulties, to examine whether and how this particular remediation instrument improves the remediation process, and to determine its effects on the residents’ subsequent rotation assessments. Design A multimethods approach in which data were collected from different sources: remediation plans developed by faculty, program statistics for the corresponding academic years, and students’ academic records and rotation assessment results. Setting Family medicine residency program at the University of Montreal. Participants Family medicine residents in academic difficulty. Main outcome measures Assessment of the content, process, and quality of remediation plans, and students’ academic and rotation assessment results (successful, below expectations, or failure) both before and after the remediation period. Results The framework that was developed for assessing remediation plans was used to analyze 23 plans produced by 10 teaching sites for 21 residents. All plans documented cognitive problems and implemented numerous remediation measures. Although only 48% of the plans were of good quality, implementation of a remediation plan was positively associated with the resident’s success in rotations following the remediation period. Conclusion The use of remediation plans is well embedded in training sites at the University of Montreal. The residents’ difficulties were mainly cognitive in nature, but this generally related to deficits in clinical reasoning rather than knowledge gaps. The reflection and analysis required to produce a remediation plan helps to correct many academic difficulties and normalize the academic career of most residents in difficulty. Further effort is still needed to improve the quality of plans and to support teachers.

A systematic review of qualitative research on the meaning and characteristics of mentoring in academic medicine.

PubMed

Sambunjak, Dario; Straus, Sharon E; Marusic, Ana

2010-01-01

Mentorship is perceived to play a significant role in the career development and productivity of academic clinicians, but little is known about the characteristics of mentorship. This knowledge would be useful for those developing mentorship programs. To complete a systematic review of the qualitative literature to explore and summarize the development, perceptions and experiences of the mentoring relationship in academic medicine. Medline, PsycINFO, ERIC, Scopus and Current Contents databases from the earliest available date to December 2008. We included studies that used qualitative research methodology to explore the meaning and characteristics of mentoring in academic medicine. Two investigators independently assessed articles for relevance and study quality, and extracted data using standardized forms. No restrictions were placed on the language of articles. A total of 8,487 citations were identified, 114 full text articles were assessed, and 9 articles were selected for review. All studies were conducted in North America, and most focused on the initiation and cultivation phases of the mentoring relationship. Mentoring was described as a complex relationship based on mutual interests, both professional and personal. Mentees should take an active role in the formation and development of mentoring relationships. Good mentors should be sincere in their dealings with mentees, be able to listen actively and understand mentees' needs, and have a well-established position within the academic community. Some of the mentoring functions aim at the mentees' academic growth and others at personal growth. Barriers to mentoring and dysfunctional mentoring can be related to personal factors, relational difficulties and structural/institutional barriers. Successful mentoring requires commitment and interpersonal skills of the mentor and mentee, but also a facilitating environment at academic medicine's institutions.

Looking inward, looking outward: Developing knowledge through teacher research in a middle school science classroom during a unit on magnetism and electricity

NASA Astrophysics Data System (ADS)

George, Melissa D.

In this study I aimed to understand effective teaching and learning in the context of my middle school science classroom. The study was a multiple case analysis of two classes of students, one gifted and one academic, during a unit on magnetism and electricity. From a teacher researcher perspective, I conducted the study to investigate the development of my knowledge---scientific, pedagogical content, and reflective---as a teacher. From an analysis of questionnaires, field notes, transcribed audio tapes of small and large group discussions, and student artifacts, I constructed an understanding of my students' learning and my own growth in several realms. My scientific knowledge grew both substantively and syntactically; I elaborated my understanding of magnetism, rethought my delivery of electricity, realized a need for training in electronics, and refined my definition of the nature of science in research. I built on my pedagogical content knowledge with regard to students ideas about magnetism and electricity, learning characteristics of gifted students, tools of inquiry that facilitate learning, and methods to operationalize the situated learning model. Most importantly I gained an understanding of teacher research and its three components: ownership, purpose, and methodology. The findings contribute to the understanding of teacher research as well as various bodies of science education literature: (a) students' ideas about magnetism, (b) the science learning characteristics of gifted students, (c) tools of inquiry in the science classroom, and (d) operationalization of the situated learning model.

Teaching lesbian, gay, bisexual and transgender health in a South African health sciences faculty: addressing the gap.

PubMed

Müller, Alexandra

2013-12-27

People who identity as lesbian, gay, bisexual and transgender (LGBT) have specific health needs. Sexual orientation and gender identity are social determinants of health, as homophobia and heteronormativity persist as prejudices in society. LGBT patients often experience discrimination and prejudice in health care settings. While recent South African policies recognise the need for providing LGBT specific health care, no curricula for teaching about LGBT health related issues exist in South African health sciences faculties. This study aimed to determine the extent to which LGBT health related content is taught in the University of Cape Town's medical curriculum. A curriculum mapping exercise was conducted through an online survey of all academic staff at the UCT health sciences faculty, determining LGBT health related content, pedagogical methodology and assessment. 127 academics, across 31 divisions and research units in the Faculty of Health Sciences, responded to the survey, of which 93 completed the questionnaire. Ten taught some content related to LGBT health in the MBChB curriculum. No LGBT health related content was taught in the allied health sciences curricula. The MBChB curriculum provided no opportunity for students to challenge their own attitudes towards LGBT patients, and key LGBT health topics such as safer sex, mental health, substance abuse and adolescent health were not addressed. At present, UCTs health sciences curricula do not adequately address LGBT specific health issues. Where LGBT health related content is taught in the MBChB curriculum, it is largely discretionary, unsystematic and not incorporated into the overarching structure. Coordinated initiatives to integrate LGBT health related content into all health sciences curricula should be supported, and follow an approach that challenges students to develop professional attitudes and behaviour concerning care for patients from LGBT backgrounds, as well as providing them with specific LGBT health knowledge. Educating health professions students on the health needs of LGBT people is essential to improving this population's health by providing competent and non-judgmental care.

Information Professional or IT Professional?: The Knowledge and Skills Required by Academic Librarians in the Digital Library Environment

ERIC Educational Resources Information Center

Raju, Jaya

2017-01-01

As library and information science (LIS) becomes an increasingly technology-driven profession, particularly in the academic library environment, questions arise as to the extent of information technology (IT) knowledge and skills that LIS professionals require. The purpose of this paper is to ascertain what IT knowledge and skills are needed by…

Promoting Ethics and Integrity in Management Academic Research: Retraction Initiative.

PubMed

Ayodele, Freida Ozavize; Yao, Liu; Haron, Hasnah

2018-02-13

In the management academic research, academic advancement, job security, and the securing of research funds at one's university are judged mainly by one's output of publications in high impact journals. With bogus resumes filled with published journal articles, universities and other allied institutions are keen to recruit or sustain the appointment of such academics. This often places undue pressure on aspiring academics and on those already recruited to engage in research misconduct which often leads to research integrity. This structured review focuses on the ethics and integrity of management research through an analysis of retracted articles published from 2005 to 2016. The study employs a structured literature review methodology whereby retracted articles published between 2005 and 2016 in the field of management science were found using Crossref and Google Scholar. The searched articles were then streamlined by selecting articles based on their relevance and content in accordance with the inclusion criteria. Based on the analysed retracted articles, the study shows evidence of ethical misconduct among researchers of management science. Such misconduct includes data falsification, the duplication of submitted articles, plagiarism, data irregularity and incomplete citation practices. Interestingly, the analysed results indicate that the field of knowledge management includes the highest number of retracted articles, with plagiarism constituting the most significant ethical issue. Furthermore, the findings of this study show that ethical misconduct is not restricted to a particular geographic location; it occurs in numerous countries. In turn, avenues of further study on research misconduct in management research are proposed.

34 CFR 200.3 - Designing State Academic Assessment Systems.

Code of Federal Regulations, 2010 CFR

2010-07-01

... State Academic Assessment Systems. (a)(1) For each grade and subject assessed, a State's academic assessment system must— (i) Address the depth and breadth of the State's academic content standards under... terms of the State's student academic achievement standards; and (iv) Be designed to provide a coherent...

Intended Persistence: Comparing Academic and Creative Challenges in High School

ERIC Educational Resources Information Center

Hoffmann, Jessica D.; Ivcevic, Zorana; Zamora, Gabriele; Bazhydai, Marina; Brackett, Marc

2016-01-01

How do high school students approach academic and creative challenges? This study compares the content of academic and creative challenges for 190 high school students, and examines students' intentions to persist. Students reported experiencing academic and creative challenges in different areas: academic challenges were described primarily in…

Collaborative Academic Projects on Social Network Sites to Socialize EAP Students into Academic Communities of Practice

ERIC Educational Resources Information Center

Dashtestani, Reza

2018-01-01

Learning English for academic purposes (EAP) can help university students promote their academic literacy through socializing them into academic communities of practice. This study examined the impact of the use of collaborative projects on three social network sites on EAP students' attitudes towards EAP and academic content learning. Three…

The MCH navigator: tools for MCH workforce development and lifelong learning.

PubMed

Grason, Holly; Huebner, Colleen; Crawford, Alyssa Kim; Ruderman, Marjory; Taylor, Cathy R; Kavanagh, Laura; Farel, Anita; Wightkin, Joan; Long-White, Deneen; Ramirez, Shokufeh M; Preskitt, Julie; Morrissette, Meredith; Handler, Arden

2015-02-01

Maternal and child health (MCH) leadership requires an understanding of MCH populations and systems as well as continuous pursuit of new knowledge and skills. This paper describes the development, structure, and implementation of the MCH Navigator, a web-based portal for ongoing education and training for a diverse MCH workforce. Early development of the portal focused on organizing high quality, free, web-based learning opportunities that support established learning competencies without duplicating existing resources. An academic-practice workgroup developed a conceptual model based on the MCH Leadership Competencies, the Core Competencies for Public Health Professionals, and a structured review of MCH job responsibilities. The workgroup used a multi-step process to cull the hundreds of relevant, but widely scattered, trainings and select those most valuable for the primary target audiences of state and local MCH professionals and programs. The MCH Navigator now features 248 learning opportunities, with additional tools to support their use. Formative assessment findings indicate that the portal is widely used and valued by its primary audiences, and promotes both an individual's professional development and an organizational culture of continuous learning. Professionals in practice and academic settings are using the MCH Navigator for orientation of new staff and advisors, "just in time" training for specific job functions, creating individualized professional development plans, and supplementing course content. To achieve its intended impact and ensure the timeliness and quality of the Navigator's content and functions, the MCH Navigator will need to be sustained through ongoing partnership with state and local MCH professionals and the MCH academic community.

Assessment of learning styles of undergraduate medical students using the VARK questionnaire and the influence of sex and academic performance.

PubMed

Urval, Rathnakar P; Kamath, Ashwin; Ullal, Sheetal; Shenoy, Ashok K; Shenoy, Nandita; Udupa, Laxminarayana A

2014-09-01

While there are several tools to study learning styles of students, the visual-aural-read/write-kinesthetic (VARK) questionnaire is a simple, freely available, easy to administer tool that encourages students to describe their behavior in a manner they can identify with and accept. The aim is to understand the preferred sensory modality (or modalities) of students for learning. Teachers can use this knowledge to facilitate student learning. Moreover, students themselves can use this knowledge to change their learning habits. Five hundred undergraduate students belonging to two consecutive batches in their second year of undergraduate medical training were invited to participate in the exercise. Consenting students (415 students, 83%) were administered a printed form of version 7.0 of the VARK questionnaire. Besides the questionnaire, we also collected demographic data, academic performance data (marks obtained in 10th and 12th grades and last university examination), and self-perceived learning style preferences. The majority of students in our study had multiple learning preferences (68.7%). The predominant sensory modality of learning was aural (45.5%) and kinesthetic (33.1%). The learning style preference was not influenced by either sex or previous academic performance. Although we use a combination of teaching methods, there has not been an active effort to determine whether these adequately address the different types of learners. We hope these data will help us better our course contents and make learning a more fruitful experience. Copyright © 2014 The American Physiological Society.

Conceptions of ability as stable and self-evaluative processes: a longitudinal examination.

PubMed

Pomerantz, E M; Saxon, J L

2001-01-01

It has generally been taken for granted that conceiving of ability as stable leads to negative self-evaluative processes, particularly in the face of failure. Yet, a close examination of the empirical findings suggests that the picture may be more complex. In this research, a three-wave longitudinal design spanning 12 months was employed. Older elementary school children (N = 932) indicated their conceptions of academic and social ability as stable to external forces and to internal forces. They also provided information about the importance they place on academic and social competence, their knowledge about academic and social performance, their preference for academic challenge, their perceptions of academic and social competence, and their attributions for academic and social performance. Children's grades in school and their acceptance by peers were obtained as indicators of performance. Over time, conceiving of ability as stable to external forces, particularly in the academic domain, appeared to heighten the importance placed on competence, performance knowledge, preference for challenge, perceptions of competence, and self-enhancing attributions. In contrast, conceptions of ability as stable to internal forces, particularly in the academic domain, appeared to be fostered by placing little importance on competence, a lack of performance knowledge, avoidance of challenge, negative perceptions of competence, self-deprecating attributions, and poor performance.

A study of the effects of English language proficiency and scientific reasoning skills on the acquisition of science content knowledge of Hispanic English language learners and native English language-speaking students participating in grade 10 science classes

NASA Astrophysics Data System (ADS)

Torres, Hector Neftali, Sr.

2000-11-01

The purpose of this study was to examine the effects of English language proficiency and levels of scientific reasoning skills of Hispanic English language learners and native English language speaking students on their acquisition of science content knowledge as measured by a state-wide standardized science test. The researcher studied a group of high school Hispanic English language learners and native English language speaking students participating in Grade 10 science classes. The language proficiency of the students was to be measured through the use of the Test of English as a Foreign Language (TOEFL) instrument. A Classroom Test of Scientific Reasoning developed by Lawson (1978) was administered in either English or Spanish to the group of Hispanic English language learners and in English to the group of native English language-speaking students in order to determine their levels of scientific reasoning skills. The students' acquisition of science content knowledge was measured through the use of statewide-standardized science test developed by the State's Department of Education. This study suggests that the levels of English language proficiency appear to influence the acquisition of science content knowledge of Hispanic English language learners in the study. The results of the study also suggest that with regards to scientific reasoning skills, students that showed high levels or reflective reasoning skills for the most part performed better on the statewide-standardized science test than students with intuitive or transitional reasoning skills. This assertion was supported by the studies conducted by Lawson and his colleagues, which showed that high levels of reasoning or reflective reasoning skills are prerequisite for most high school science courses. The findings in this study imply that high order English language proficiency combined with high levels of reasoning skills enhances students' abilities to learn science content subject matter. This lends support to Cummins' theoretical framework, which indicates that learning science content subject matter requires cognitive academic language proficiency (CALP). The study also indicates that CALP maybe the combination of high order English language proficiency and high levels of reasoning skills. (Abstract shortened by UMI.)

Evaluation of a school re-entry nursing intervention for children with cancer.

PubMed

McCarthy, A M; Williams, J; Plumer, C

1998-07-01

A retrospective qualitative design was used to identify and compare the concerns, parents, teachers, and children have regarding school re-entry after a cancer diagnosis and to describe the impact of a school re-entry program on parents', teachers', and children's concerns. Audiotaped, semistructured interviews were obtained from a convenience sample of 10 children with cancer (ages 5 to 13 years), 10 mothers, and nine teachers. All participants were positive about the school re-entry nursing intervention, which is described. Results of content analyses indicate that before the intervention, mothers were concerned about their child's safety and peer teasing; teachers were concerned about their own knowledge and peers' adjustment, and children were concerned with keeping up with school activities. After the intervention, mothers were less concerned about peer teasing but continued to be worried about their child's safety in the school setting and began to have concerns about academic progress and physical stamina; teachers reported increased concerns for the child's safety and academic progress, and a desire to return to normal routines in the classroom: and the children continued to have concerns with maintaining academic and/physical progress. Clinical and research implications are discussed.

Disaster management curricula: strategy to create doctors with disaster resilience in Aceh, Indonesia

NASA Astrophysics Data System (ADS)

Wahyuniati, N.; Maulana, R.; Ichsan, I.

2017-02-01

Faculty of Medicine of Syiah Kuala University has one special block called Disaster Management block (the last block on the curricula) on Competency-Based Curriculum of Medical Sciences with the Problem-Based Learning method. This block has four credits, allocated seven weeks learning period including one week for evaluation. The placement of disaster management block in the 7th semester (last semester) aims to allow students to implement more easily the complete basic and clinical medical knowledge and then have it integrated with the management capabilities during adisaster. This article evaluates two components: 1) Disaster management module, by comparing the content of modules used in three different academic years, the academic year 2013/2014, 2014/2015 and 2015/2016, 2) The final grade, by comparing the final grade of disaster management block in 4 years (comparing students class of 2008, 2009, 2010 and 2011). The results revealed that on every academic year there were additions and strengthening of the material to ensure that students achieve a complete learning experience, and there was a slight increase in student’s grades where the number of students who receive grades A has increased while the number of students who receive grades E decreased.

Establishment and implementation of a psychiatry enrichment programme for medical students.

PubMed

Lyons, Zaza

2017-02-01

There has been a growing interest in psychiatry enrichment programmes such as summer schools and institutes for medical students in the last 10 years. Evaluation of enrichment programmes shows that they can be an effective method of increasing students' interest in psychiatry as a career. However, despite initial enthusiasm and motivation within an academic department, establishing a programme can be a daunting task. The aim of this paper is to provide a background of how to establish and implement a psychiatry summer school or institute. The steps that can be taken to establish and implement a psychiatry enrichment programme such as a summer school or institute are described and discussed. This includes how to structure a programme, content to include, costs and budget, programme promotion, selection of students and programme evaluation. Establishing an enrichment programme can provide academic departments of psychiatry with the opportunity to demonstrate excellence and innovation in teaching and positively promote psychiatry to students and other non-medical academics involved in medical education. For students interested in psychiatry, enrichment programmes have the potential to extend interest and knowledge beyond the curriculum and encourage serious consideration of psychiatry as a career.

Parental behavioral control in academic and non-academic domains: a three-year longitudinal study in the Chinese culture.

PubMed

Shek, Daniel T L; Lee, Tak Yan

2007-01-01

For over three consecutive years, 2559 Chinese adolescents (mean age = 12.65 years at Wave 1) responded to instruments assessing their perceived parental behavioral control based on measures of parental knowledge, expectation, monitoring, and discipline. The results show that compared with parental control in the academic domain, parental control in the non-academic domain (peer relations domain) was relatively weaker, using parental knowledge, parental expectation, parental monitoring, and parental discipline as indicators, and a decline in parental behavioral control occurred over time. Although domain (academic domain versus non-academic domain) X time (Time 1, Time 2 versus Time 3) interaction effects were found, the findings mirrored the main effects of domain and time. Parental education and economic sufficiency were linearly related to differences in parental behavioral control in the academic domain and non-academic domain. The present findings suggest that traditional Chinese cultural emphasis on academic excellence still prevails in the contemporary Chinese culture.

34 CFR 300.160 - Participation in assessments.

Code of Federal Regulations, 2010 CFR

2010-07-01

... assessing the academic progress of students with disabilities under Title I of the ESEA, the alternate...) Are aligned with the State's challenging academic content standards and challenging student academic achievement standards; (ii) If the State has adopted modified academic achievement standards permitted in 34...

34 CFR 300.160 - Participation in assessments.

Code of Federal Regulations, 2011 CFR

2011-07-01

... assessing the academic progress of students with disabilities under Title I of the ESEA, the alternate...) Are aligned with the State's challenging academic content standards and challenging student academic achievement standards; (ii) If the State has adopted modified academic achievement standards permitted in 34...

Passive vs Active Knowledge Transfer: boosting grant proposal impact

NASA Astrophysics Data System (ADS)

Grigorov, Ivo; Bayliss-Brown, Georgia; Murphy, David; Thøgersen, Thomas; Mariani, Patrizio

2017-04-01

Research funders are increasingly concerned with measurable socio-economic impact of investment in research, and on increasingly shorter timescales. Innovation, and "open innovation" are the policy priorities of the moment and optimising the flow of ideas along the lab-2-market spectrum is essential for re-use of results, fuelling open innovation, and boosting socio-economic impact or public funded research. The presentation showcases two complimentary strategies that Project Managers can employ pre- and/or post-award in order to optimise the exploitation and impact of research project: passive and active knowledge transfer. Passive Knowledge Transfer relies on maximum disclosure of research output (other than commercially exploitable research via patents and other IPR) in the interest of optimal reproducibility, independent validation and re-use by both academic and non-academic users, without necessarily targeting specific users. Tools of the trade include standard public & academic dissemination means (research articles, online media publications, newsletters, generic policy briefs). Additional transparency of the research workflow can be achieved by integrating "open science" (open notebooks, open data, open research software and open access to research publications) as well as Virtual Research Environments (VREs) in the methodology of the proposed work. Ensuring that the proposal partners are suitably trained in best practices of open science, makes proposal grant more competitive at evaluation and the resulting maximum access to research outputs does contribute to better return on investment for funders (Beagrie 2016) and economic growth objectives of public s e.g. Blue Growth (Houghton & Swan 2011, Marine Knowledge 2020 Roadmap). Active Knowledge Transfer, or the pro-active translation of research into policy or commercial context, is the more classical and better known approach (also referred to as extension services, or researchers providing advice e.g. to fisheries and aquaculture governance bodies and private sector). Horizon2020 COLUMBUS Consortium proposes and tests a methodology for categorizing the diverse output of research into verifiable "knowledge outputs" , and documenting the execution of an transfer plan to very specific and identified potential users, in order to transfer knowledge along the lab-2-market spectrum. The presentation will demonstrate how Open Science and detailed knowledge transfer plans complement each other, enhance grant proposal evaluation pre- and post-award, and can address Blue Growth policy objectives. Concepts presented are developed by FP7/H2020 FOSTER (www.fosteropenscience.eu), H2020 COLUMBUS (www.columbusproject.eu) References: Beagrie, Neil, and Charles Beagrie. "The Value and Impact of the European Bioinformatics Institute," January 2016. http://www.beagrie.com/static/resource/EBI-impact-report.pdf Houghton, John, Alma Swan, and Sheridan Brown. "Access to Research and Technical Information in Denmark." Monograph, April 2011. http://eprints.soton.ac.uk/272603/ Marine Knowledge 2020: roadmap http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=SWD:2014:149:FIN

Academic Knowledge Construction and Multimodal Curriculum Development

ERIC Educational Resources Information Center

Loveless, Douglas J., Ed.; Griffith, Bryant, Ed.; Bérci, Margaret E., Ed.; Ortlieb, Evan, Ed.; Sullivan, Pamela, Ed.

2014-01-01

While incorporating digital technologies into the classroom has offered new ways of teaching and learning into educational processes, it is essential to take a look at how the digital shift impacts teachers, school administration, and curriculum development. "Academic Knowledge Construction and Multimodal Curriculum Development" presents…

Visualisations as a Means for Exploring Academics' Teacher Identities

ERIC Educational Resources Information Center

Nevgi, Anne; Löfström, Erika

2014-01-01

Academics' teacher identities is a relatively little explored area. This paper explores this through an analysis of drawings by academics. The data consist of 90 drawings. The participants are academics who have attended basic courses in university pedagogy. The drawings were content analysed. In the drawings, the academics expressed themselves as…

Learning About Energy Resources Through Student Created Video Documentaries in the University Science Classroom

NASA Astrophysics Data System (ADS)

Wade, P.; Courtney, A.

2010-12-01

Students enrolled in an undergraduate non-science majors’ Energy Perspectives course created 10-15 minute video documentaries on topics related to Energy Resources and the Environment. Video project topics included wave, biodiesel, clean coal, hydro, solar and “off-the-grid” energy technologies. No student had any prior experience with creating video projects. Students had Liberal Arts academic backgrounds that included Anthropology, Theater Arts, International Studies, English and Early Childhood Education. Students were required to: 1) select a topic, 2) conduct research, 3) write a narrative, 4) construct a project storyboard, 5) shoot or acquire video and photos (from legal sources), 6) record the narrative, and 7) construct the video documentary. This study describes the instructional approach of using student created video documentaries as projects in an undergraduate non-science majors’ science course. Two knowledge survey instruments were used for assessment purposes. Each instrument was administered Pre-, Mid- and Post course. One survey focused on the skills necessary to research and produce video documentaries. Results showed students acquired enhanced technology skills especially with regard to research techniques, writing skills and video editing. The second survey assessed students’ content knowledge acquired from each documentary. Results indicated students’ increased their content knowledge of energy resource topics. Students reported very favorable evaluations concerning their experience with creating “Ken Burns” video project documentaries.

Developing Research-Ready Skills: Preparing Early Academic Students for Participation in Research Experiences

NASA Astrophysics Data System (ADS)

Charlevoix, D. J.; Morris, A. R.

2015-12-01

Engaging lower-division undergraduates in research experiences is a key but challenging aspect of guiding talented students into the geoscience research pipeline. UNAVCO conducted a summer internship program to prepare first and second year college students for participation in authentic, scientific research. Many students in their first two years of academic studies do not have the science content knowledge or sufficient math skills to conduct independent research. Students from groups historically underrepresented in the geosciences may face additional challenges in that they often have a less robust support structure to help them navigate the university environment and may be less aware of professional opportunities in the geosciences.UNAVCO, manager of NSF's geodetic facility, hosted four students during summer 2015 internship experience aimed to help them develop skills that will prepare them for research internships and skills that will help them advance professionally. Students spent eight weeks working with UNAVCO technical staff learning how to use equipment, prepare instrumentation for field campaigns, among other technical skills. Interns also participated in a suite of professional development activities including communications workshops, skills seminars, career circles, geology-focused field trips, and informal interactions with research interns and graduate student interns at UNAVCO. This presentation will outline the successes and challenges of engaging students early in their academic careers and outline the unique role such experiences can have in students' academic careers.

'So I forgot to use 1.5 line spacing! It doesn't make me a bad nurse!' The attitudes to and experiences of a group of Norwegian postgraduate nurses to academic writing.

PubMed

Johansen, Edda; Harding, Thomas

2013-09-01

To describe the experience of a group of postgraduate Norwegian nurses with academic writing and its impact on their engagement with continuing education. Nurses are required to be lifelong learners and increasing numbers are seeking further knowledge and skills for clinical practice through courses in institutions of higher education. In higher education they are often being assessed on their ability to produce an academic essay not on the development of their clinical competence. A descriptive design was used, where participants were asked to complete in writing two open-ended statements. The data was then subject to inductive content analysis to extract categories and themes to describe the phenomenon. Participants had little experience and were challenged by academic writing. It was perceived as difficult, time consuming and of little relevance to their clinical practice. There is disconnection between the assessment of learning in higher education and increased workplace competency. Rather than promoting a deep approach to learning educators may be creating barriers to engagement with lifelong learning through using traditional assessment practices. There is an imperative to develop assessments which allow demonstration of understanding, ability to use current evidence and the development of critical analytic skills for reflection on problems encountered in participants' work lives. Copyright © 2012 Elsevier Ltd. All rights reserved.

Engaging Institutional Review Boards in Developing a Brief, Community-Responsive Human Subjects Training for Community Partners.

PubMed

Calzo, Jerel P; Bogart, Laura M; Francis, Evelyn; Kornetsky, Susan Z; Winkler, Sabune J; Kaberry, Julie

2016-01-01

Engaging community partners as co-investigators in community-based participatory research (CBPR) requires certification in the rules, ethics, and principles governing research. Despite developments in making human research protection trainings more convenient and standardized (eg, self-paced Internet modules), time constraints and the structure of the content (which may favor academic audiences) may hinder the training of community partners. This paper is motivated by a case example in which academic and community partners, and stakeholders of a community-based organization actively engaged the leadership of a pediatric hospital-based institutional review board (IRB) in implementing a brief, community-responsive human subjects training session. A 2-hour, discussion-based human subjects training was developed via collaborations between the IRB and the community and academic partners. Interviews with trainees and facilitators after the training were used to evaluate its acceptability and possible future applications. Local IRBs have the potential to assist community partners in building sufficient knowledge of human subjects research protections to engage in specific projects, thereby expediting the progress of vital research to address community needs. We propose the need for developing truncated human subjects education materials to train and certify community partners, and creating formally organized entities within academic and medical institutions that specialize in community-based research to guide the development and implementation of alternative human subjects training certification opportunities for community partners.

How peer-review constrains cognition: on the frontline in the knowledge sector.

PubMed

Cowley, Stephen J

2015-01-01

Peer-review is neither reliable, fair, nor a valid basis for predicting 'impact': as quality control, peer-review is not fit for purpose. Endorsing the consensus, I offer a reframing: while a normative social process, peer-review also shapes the writing of a scientific paper. In so far as 'cognition' describes enabling conditions for flexible behavior, the practices of peer-review thus constrain knowledge-making. To pursue cognitive functions of peer-review, however, manuscripts must be seen as 'symbolizations', replicable patterns that use technologically enabled activity. On this bio-cognitive view, peer-review constrains knowledge-making by writers, editors, reviewers. Authors are prompted to recursively re-aggregate symbolizations to present what are deemed acceptable knowledge claims. How, then, can recursive re-embodiment be explored? In illustration, I sketch how the paper's own content came to be re-aggregated: agonistic review drove reformatting of argument structure, changes in rhetorical ploys and careful choice of wordings. For this reason, the paper's knowledge-claims can be traced to human activity that occurs in distributed cognitive systems. Peer-review is on the frontline in the knowledge sector in that it delimits what can count as knowing. Its systemic nature is therefore crucial to not only discipline-centered 'real' science but also its 'post-academic' counterparts.

Medical students' knowledge of ionizing radiation and radiation protection.

PubMed

Hagi, Sarah K; Khafaji, Mawya A

2011-05-01

To assess the knowledge of fourth-year medical students in ionizing radiation, and to study the effect of a 3-hour lecture in correcting their misconceptions. A cohort study was conducted on fourth-year medical students at King Abdul-Aziz University, Jeddah, Kingdom of Saudi Arabia during the academic year 2009-2010. A 7-question multiple choice test-type questionnaire administered before, and after a 3-hour didactic lecture was used to assess their knowledge. The data was collected from December 2009 to February 2010. The lecture was given to 333 (72%) participants, out of the total of 459 fourth-year medical students. It covered topics in ionizing radiation and radiation protection. The questionnaire was validated and analyzed by 6 content experts. Of the 333 who attended the lecture, only 253 (76%) students completed the pre- and post questionnaire, and were included in this study. The average student score improved from 47-78% representing a gain of 31% in knowledge (p=0.01). The results indicated that the fourth-year medical students' knowledge regarding ionizing radiation and radiation protection is inadequate. Additional lectures in radiation protection significantly improved their knowledge of the topic, and correct their current misunderstanding. This study has shown that even with one dedicated lecture, students can learn, and absorb general principles regarding ionizing radiation.

34 CFR 200.2 - State responsibilities for assessment.

Code of Federal Regulations, 2012 CFR

2012-07-01

... SECONDARY EDUCATION, DEPARTMENT OF EDUCATION TITLE I-IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED... also measure the achievement of students in other academic subjects in which the State has adopted challenging academic content and student academic achievement standards. (ii) If a State has developed...

34 CFR 200.2 - State responsibilities for assessment.

Code of Federal Regulations, 2014 CFR

2014-07-01

... SECONDARY EDUCATION, DEPARTMENT OF EDUCATION TITLE I-IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED... also measure the achievement of students in other academic subjects in which the State has adopted challenging academic content and student academic achievement standards. (ii) If a State has developed...

34 CFR 200.2 - State responsibilities for assessment.

Code of Federal Regulations, 2013 CFR

2013-07-01

... SECONDARY EDUCATION, DEPARTMENT OF EDUCATION TITLE I-IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED... also measure the achievement of students in other academic subjects in which the State has adopted challenging academic content and student academic achievement standards. (ii) If a State has developed...

Content Selection in Undergraduate LIS Education

ERIC Educational Resources Information Center

Zins, Chaim; Santos, Placida L. V. A. C.

2017-01-01

The study presented in this article is aimed to improve the academic education in the field of library and information science by structuring the curricular and pedagogical reasoning that shapes the contents of undergraduate academic programs. It was composed of two methodological phases. The first phase was a systematic Critical Delphi study with…

Minnesota Academic Standards: Kindergarten

ERIC Educational Resources Information Center

Minnesota Department of Education, 2017

2017-01-01

This document contains all of the Minnesota kindergarten academic standards in the content areas of Arts, English Language Arts, Mathematics, Science and Social Studies. For each content area there is a short overview followed by a coding diagram of how the standards are organized and displayed. This document is adapted from the official versions…

Academic Deans' Views on Curriculum Content in Medical Schools.

ERIC Educational Resources Information Center

Graber, David R.; Bellack, Janis P.; Musham, Catherine; O'Neil, Edward H.

1997-01-01

A survey of academic deans (n=100) in universities associated with medical and osteopathy schools found that administrators' attitudes about curriculum content are being influenced by changes in health care delivery and an increasingly generalist orientation. There appears to be support for medical school curricula fostering a broader, more…

Local Knowledge, Academic Skills, and Individual Productivity: An Alternative View.

ERIC Educational Resources Information Center

Balfanz, Robert

1991-01-01

Henry M. Levin finds Balfanz's article a dispassionate attempt to explore the connections between workplace performance and curriculum reform. Educational reform efforts often misinterpret and simplify the relationship between informal knowledge, academic skills, and individual productivity. Consequently, the U.S. public's productive capacity is…

The Role of Motivators in Improving Knowledge-Sharing among Academics

ERIC Educational Resources Information Center

Tan, Christine Nya-Ling; Ramayah, T.

2014-01-01

Introduction: This research addresses a primary issue that involves motivating academics to share knowledge. Adapting the theory of reasoned action, this study examines the role of motivation that consists of intrinsic motivators (commitment; enjoyment in helping others) and extrinsic motivators (reputation; organizational rewards) to determine…

Corporate knowledge repository: Adopting academic LMS into corporate environment

NASA Astrophysics Data System (ADS)

Bakar, Muhamad Shahbani Abu; Jalil, Dzulkafli

2017-10-01

The growth of Knowledge Economy has transformed human capital to be the vital asset in business organization of the 21st century. Arguably, due to its white-collar nature, knowledge-based industry is more favorable than traditional manufacturing business. However, over dependency on human capital can also be a major challenge as any workers will inevitably leave the company or retire. This situation will possibly create knowledge gap that may impact business continuity of the enterprise. Knowledge retention in the corporate environment has been of many research interests. Learning Management System (LMS) refers to the system that provides the delivery, assessment and management tools for an organization to handle its knowledge repository. By using the aspirations of a proven LMS implemented in an academic environment, this paper proposes LMS model that can be used to enable peer-to-peer knowledge capture and sharing in the knowledge-based organization. Cloud Enterprise Resource Planning (ERP), referred to an ERP solution in the internet cloud environment was chosen as the domain knowledge. The complexity of the Cloud ERP business and its knowledge make it very vulnerable to the knowledge retention problem. This paper discusses how the company's essential knowledge can be retained using the LMS system derived from academic environment into the corporate model.

Examining perceptions of academic stress and its sources among university students: The Perception of Academic Stress Scale

PubMed Central

Bedewy, Dalia

2015-01-01

The development of a scale to measure perceived sources of academic stress among university students. Based on empirical evidence and recent literature review, we developed an 18-item scale to measure perceptions of academic stress and its sources. Experts (n = 12) participated in the content validation process of the instrument before it was administered to (n = 100) students. The developed instrument has internal consistency reliability of 0.7 (Cronbach’s alpha), there was evidence for content validity, and factor analysis resulted in four correlated and theoretically meaningful factors. We developed and tested a scale to measure academic stress and its sources. This scale takes 5 minutes to complete. PMID:28070363

Mapping science communication scholarship in China: Content analysis on breadth, depth and agenda of published research.

PubMed

Xu, Linjia; Huang, Biaowen; Wu, Guosheng

2015-11-01

This study attempted to illuminate the cause and relation between government, scholars, disciplines, and societal aspects, presenting data from a content analysis of published research with the key word "science communication" (Symbol: see text) in the title or in the key words, including academic papers published in journals and dissertations from the China National Knowledge Infrastructure database. Of these, 572 articles were coded using categories that identified science topics, theory, authorship, and methods used in each study to examine the breadth and depth that Science Communication has achieved since its inception in China. This study explored the dominance of History and Philosophy of Science scholars rather than Communication scholars. We also explored how science communication research began from theories and concepts instead of science report analysis and the difficulties of the shift from public understanding of science to public engagement in China. © The Author(s) 2015.

Analysis of knowledge in Astronomy of the students of the Course of Technology in Industrial Automation at the Federal Institute of Education, Science and Technology of São Paulo - Campus Cubatao

NASA Astrophysics Data System (ADS)

Moraes, A. C.

2014-02-01

This work is part of a research of the academic Masters in Science in Education. It seeks to present the results of the survey conducted among students of the technology course in industrial automation at the Federal Institute of Education, Science and Technology of São Paulo at the Campus Cubatão (IFSP Campus Cubatão). In the first step, the students' lack of knowledge to the related primary concepts of Astronomy turned out. In a second step, a Basic Course in Astronomy was held outside the syllabus, including classes, lectures and films with pertinent content, which corrected initially found erros. Through a special approach, containing diverse teaching strategies, astronomical concepts were learned or relearned. Analysing the responses of this second step it was found that students had a significant improvement in learning.

Analysis of Praxis physics subject assessment examinees and performance: Who are our prospective physics teachers?

NASA Astrophysics Data System (ADS)

Shah, Lisa; Hao, Jie; Rodriguez, Christian A.; Fallin, Rebekah; Linenberger-Cortes, Kimberly; Ray, Herman E.; Rushton, Gregory T.

2018-06-01

A generally agreed upon tenant of the physics teaching community is the centrality of subject-specific expertise in effective teaching. However, studies which assess the content knowledge of incoming K-12 physics teachers in the U.S. have not yet been reported. Similarly lacking are studies on if or how the demographic makeup of aspiring physics educators is different from previously reported analyses of the actual high school physics teaching workforce. Here we present findings about the demographics and subject knowledge of prospective high school physics teachers using data from Praxis physics subject assessments administered between 2006 and 2016. Our analysis reveals significant variations in exam participation and performance between men and women, as well as those with different undergraduate majors and academic performance over the past decade. Findings from this work inform understandings and decisions about the quality, recruitment, and preparation of the high school physics teaching workforce.

Accuracy and content of medical student midclerkship self-evaluations.

PubMed

Torres, Madeline B; Cochran, Amalia

2016-06-01

Midclerkship self-evaluations (MCSEs) require students to reflect on their knowledge, skills, and behaviors. We hypothesized that MCSEs would be consistent with supervisor midpoint evaluations during a surgical clerkship. MCSEs of 153 students who completed our surgery clerkship in 2 academic years were compared with supervisor midclerkship evaluations. The quantitative domains of the MCSE and supervisor evaluation were compared for accuracy. Identified areas of strengths and weakness were evaluated for thematic consistency. Student MCSE scoring was accurate across evaluated domains most of the time; when students were inaccurate, they tended to underrate themselves. Students and supervisors most often identified cognitive skills as areas for improvement and noncognitive skills predominated as student strengths. Medical students can accurately identify their strengths and weaknesses in the context of an MCSE. Based on these findings, knowledge acquisition and application by medical students in the clinical setting should be emphasized in undergraduate medical education. Copyright © 2016 Elsevier Inc. All rights reserved.

Reading-Writing Relationships in First and Second Language Academic Literacy Development

ERIC Educational Resources Information Center

Grabe, William; Zhang, Cui

2016-01-01

Reading and writing relations, as this concept applies to academic learning contexts, whether as a major way to learn language or academic content, is a pervasive issue in English for academic purposes (EAP) contexts. In many cases, this major link between reading/writing and academic learning is true even though explicit discussions of this…

Using E-Books to Acquire Foundational Academic Vocabulary

ERIC Educational Resources Information Center

Love, Matthew L.; Spies, Tracy G.; Morgan, Joseph J.

2017-01-01

Secondary students identified as English language learners or with learning disabilities present diverse vocabulary and academic challenges related to their exceptional language needs. Limited academic vocabulary may hinder students in accessing academic content and serve as a barrier to achievement. The literature has documented the use of…

76 FR 29221 - Applications for New Awards; State Personnel Development Grants (SPDG) Program

Federal Register 2010, 2011, 2012, 2013, 2014

2011-05-20

... academic achievement and functional standards and with the requirements for professional development, as... education and regular education teachers concerning-- (A) The academic and developmental or functional needs... the use of State academic content standards and student academic achievement and functional standards...

Knowledge, Skills and Attributes for Academic Reference Librarians

ERIC Educational Resources Information Center

Haddow, Gaby

2012-01-01

A survey of Australian academic reference librarians was conducted as part of an international collaboration seeking to identify the most important knowledge, skills and attributes now and for the next ten years. Librarians working in or managing reference-related services at university and vocational education and training institutions…

Does Accumulated Knowledge Impact Academic Performance in Cost Accounting?

ERIC Educational Resources Information Center

Alanzi, Khalid A.; Alfraih, Mishari M.

2017-01-01

Purpose: This quantitative study aims to examine the impact of accumulated knowledge of accounting on the academic performance of Cost Accounting students. Design/methodology/approach The sample consisted of 89 students enrolled in the Accounting program run by a business college in Kuwait during 2015. Correlation and linear least squares…

Action Learning and Executive Education: Achieving Credible Personal, Practitioner and Organisational Learning

ERIC Educational Resources Information Center

Stephens, Simon; Margey, Michael

2015-01-01

Action learning involves balancing the often conflicting forces between working knowledge and academic knowledge. This paper explores the experience of executive learners; academics and external contributors involved in action learning at the postgraduate level. The executive learners are members of cohorts on two masters programmes based in…

Academic Biliteracies: Multilingual Repertoires in Higher Education

ERIC Educational Resources Information Center

Palfreyman, David M., Ed.; van der Walt, Christa, Ed.

2017-01-01

Research on academic literacy within higher education has focused almost exclusively on the development of academic literacy in English. This book is unique in showing how students use other languages when they engage with written academic content--whether in reading, discussing, or writing--and how increasingly multilingual higher education…

Wisconsin's Model Academic Standards for Marketing Education. Bulletin No. 9005.

ERIC Educational Resources Information Center

Wisconsin State Dept. of Public Instruction, Madison.

This document contains standards for the academic content of the Wisconsin K-12 curriculum in the area of marketing education. Developed by task forces of educators, parents, board of education members, and employers and employees, the standards cover content, performance, and proficiency areas. The first part of the guide is an introduction that…

Adolescent Siblings' Daily Discussions: Connections to Perceived Academic, Athletic, and Peer Competency

ERIC Educational Resources Information Center

Tucker, Corinna Jenkins; Winzeler, Abby

2007-01-01

First- and second-born adolescent siblings from 21 families completed a daily diary on each of 7 days. The frequency and content of siblings' conversations are described and the relationship between the content of siblings' discussion and their perceived academic, athletic, and peer competency is explored. Siblings most often talked about…

Registered nurses' reflections on bioscience courses during the undergraduate nursing programme: an exploratory study.

PubMed

Craft, Judy A; Hudson, Peter B; Plenderleith, Mark B; Gordon, Christopher J

2017-06-01

To explore new graduate registered nurses' reflections of bioscience courses during their nursing programme and the relationship between bioscience content and their clinical practice. Undergraduate nursing students internationally find bioscience courses challenging, which may be due to the volume of content and level of difficulty of these courses. Such challenges may be exacerbated by insufficient integration between bioscience theory and nursing clinical practice. A descriptive, cross-sectional mixed methods study was conducted. A 30-item questionnaire with five written response questions which explored recently registered nurses' reflections on bioscience courses during their nursing degree was employed. Descriptive analyses were reported for individual items. Thematic analysis of qualitative responses was grouped to reveal emerging themes. Registered nurses' (n = 22) reflections revealed that bioscience courses were a significant challenge during their undergraduate programme, and they lacked confidence explaining the biological basis of nursing. Participants would like improved knowledge of the relevant bioscience for nursing and agreed that bioscience courses should be extended into the undergraduate final year. The importance of relating bioscience content to nursing practice was elaborated extensively throughout written responses. Although registered nurses reflected that bioscience courses were difficult with large volumes of content, having more bioscience with greater relevance to nursing applications was considered important in their current clinical practice. It is suggested that bioscience academics develop greater contextual links between bioscience content and clinical practice relevant to nursing. After working as a registered nurse, there was appreciation of bioscience relevance for clinical practice, and the nurses believed they would have benefitted from more nursing-related bioscience during their undergraduate programme. Focussed integration of bioscience with clinical nursing courses should be driven by academics, nurse educators and clinical nurses to provide a biological basis for patient care to nursing students. © 2016 John Wiley & Sons Ltd.

An Analysis of Social Studies Teachers' Perception Levels Regarding Web Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Yesiltas, Erkan

2016-01-01

Web pedagogical content knowledge generally takes pedagogical knowledge, content knowledge, and Web knowledge as basis. It is a structure emerging through the interaction of these three components. Content knowledge refers to knowledge of subjects to be taught. Pedagogical knowledge involves knowledge of process, implementation, learning methods,…

Fostering Academic Vocabulary Use in Writing

ERIC Educational Resources Information Center

Brun-Mercer, Nicole; Zimmerman, Cheryl Boyd

2015-01-01

Though research has established a relationship between vocabulary knowledge and academic success and identified features to guide the L2 word learner through academic tasks (see Nation, 2013), less is known regarding student perceptions of academic vocabulary and the conscious decision-making process of these learners while they are writing. In…

Academic Skills of Boys With Fragile X Syndrome: Profiles and Predictors

ERIC Educational Resources Information Center

Roberts, Jane E.; Schaaf, Jennifer M.; Skinner, Martie; Wheeler, Anne; Hooper, Stephen; Hatton, Deborah D.; Bailey, Donald B., Jr.

2005-01-01

The academic achievement of boys with fragile X syndrome and the relation between several predictive factors and academic performance are reported. Boys with fragile X syndrome displayed significant deficits in all academic skill areas. Relative strengths were observed in general knowledge, reflecting the ability to integrate experiential…

Academic Entrepreneurship and Traditional Academic Duties: Synergy or Rivalry?

ERIC Educational Resources Information Center

De Silva, Muthu

2016-01-01

This study investigates the influence of academic entrepreneurship on traditional academic duties carried out in a resource-constrained environment, particularly focusing on whether there is synergy or rivalry between these two activities. Using qualitative evidence, we discover that there are funding, resource, knowledge and skill and networking…

K-12 Neuroscience Education Outreach Program: Interactive Activities for Educating Students about Neuroscience.

PubMed

Deal, Alex L; Erickson, Kristen J; Bilsky, Edward J; Hillman, Susan J; Burman, Michael A

2014-01-01

The University of New England's Center for Excellence in the Neurosciences has developed a successful and growing K-12 outreach program that incorporates undergraduate and graduate/professional students. The program has several goals, including raising awareness about fundamental issues in neuroscience, supplementing science education in area schools and enhancing undergraduate and graduate/professional students' academic knowledge and skill set. The outreach curriculum is centered on core neuroscience themes including: Brain Safety, Neuroanatomy, Drugs of Abuse and Addiction, Neurological and Psychiatric Disorders, and Cognition and Brain Function. For each theme, lesson plans were developed based upon interactive, small-group activities. Additionally, we've organized our themes in a "Grow-up, Grow-out" approach. Grow-up refers to returning to a common theme, increasing in complexity as we revisit students from early elementary through high school. Grow-out refers to integrating other scientific fields into our lessons, such as the chemistry of addiction, the physics of brain injury and neuronal imaging. One of the more successful components of our program is our innovative team-based model of curriculum design. By creating a team of undergraduate, graduate/professional students and faculty, we create a unique multi-level mentoring opportunity that appears to be successful in enhancing undergraduate students' skills and knowledge. Preliminary assessments suggest that undergraduates believe they are enhancing their content knowledge and professional skills through our program. Additionally, we're having a significant, short-term impact on K-12 interest in science. Overall, our program appears to be enhancing the academic experience of our undergraduates and exciting K-12 students about the brain and science in general.

Comparing Self-Regulatory and Early Academic Skills as Predictors of Later Math, Reading, and Science Elementary School Achievement

NASA Astrophysics Data System (ADS)

Murrah, William M., III

The achievement score gaps between advantaged and disadvantaged children at school entry is a major problem in education today. Identifying the skills critical for school readiness is an important step in developing interventions aimed at addressing these score gaps. The purpose of this study is to compare a number of school readiness skills with an eye toward finding out which are the best predictors of later academic achievement in math, reading, and science. The predictors were early reading, math, general knowledge, socioemotional skills, and motor skills. Data were obtained from the Early Childhood Longitudinal Study of 1998 (NCES, 1998) database. While controlling for an extensive set of family characteristics, predictions were made across five years - from the end of kindergarten to the end of fifth grade. Consistent with current findings, reading and math skills predicted later achievement. Interestingly, general knowledge, attention, and fine motor skills also proved to be important predictors of later academic achievement, but socioemotional skills were not. The findings were interpreted from a neurobiological perspective involving the development of self-regulation. These school entry skills are used to predict later achievement in reading, math, and science. I argued that in addition to acquiring early academic knowledge, children need to regulate the use of this knowledge to meet academic goals.

Teacher Learning across Boundaries: A Challenge to the Legitimacy of Language Teachers' Disciplinary Knowledge

ERIC Educational Resources Information Center

Han, Chunyan; Wu, Zongjie

2015-01-01

The legitimate forms of knowledge recognised for language teachers in Chinese universities are differentiated by strong academic boundaries, subject only to disciplinary authority and fashion. Classroom practice on the whole tends not to be informed by research. For many language teachers, a disconnect exists between the academic discipline in…

Antecedents of Intrinsic Motivation, Metacognition and Their Effects on Students' Academic Performance in Fundamental Knowledge for Matriculation Courses

ERIC Educational Resources Information Center

Ibrahim, Mikail; Baharun, Hazleena; Harun, Haliza; Othman, Normah

2017-01-01

Purpose: This study examined the interrelationships between a set of antecedent academic intrinsic motivations and metacognitive strategy such as goal orientation, perceived value and religiosity in Fundamental Knowledge for Matriculation courses (FKM). It also investigated the relationship between intrinsic motivation and metacognitive strategy…

Strategic Evaluation of University Knowledge and Technology Transfer Effectiveness

ERIC Educational Resources Information Center

Tran, Thien Anh

2013-01-01

Academic knowledge and technology transfer has been growing in importance both in academic research and practice. A critical question in managing this activity is how to evaluate its effectiveness. The literature shows an increasing number of studies done to address this question; however, it also reveals important gaps that need more research.…

Funds of Knowledge: An Investigation of Coherence within the Literature

ERIC Educational Resources Information Center

Hogg, Linda

2011-01-01

Two decades ago academics based at the University of Arizona brought the anthropological concept of Funds of Knowledge into the educational realm, providing a new conceptual framework to counter deficit theorizing of Latino students and their families. The growing body of literature evidences the belief and hope of academics in the potential of…

Discursive Battles about the Meaning of University: The Case of Danish University Reform and Its Academics

ERIC Educational Resources Information Center

Krejsler, John

2006-01-01

The meaning of university and, subsequently, academics' working conditions are rapidly changing as knowledge economy and globalisation discourses continue to deepen across the Western world. Higher education and research agendas are increasingly staged in the discursive universe of knowledge economy language: common strategies and harmonisation…

Examining the Domain-Specificity of Metacognition Using Academic Domains and Task-Specific Individual Differences

ERIC Educational Resources Information Center

Scott, Brianna M.; Berman, Ashleigh F.

2013-01-01

Metacognition refers to students' knowledge and regulation of cognition, as well as their accuracy in predicting their academic performance. This study addressed two major questions: 1) how do metacognitive knowledge, regulation and accuracy differ across domains?, and 2) how do students' individual differences relate to their reported…

The Changing Functions of Citation: From Knowledge Networking to Academic Cash-Value

ERIC Educational Resources Information Center

Burbules, Nicholas C.

2015-01-01

This essay reviews the changing functions, and effects, of citation systems in scholarly research as they move from a range of uses primarily oriented around knowledge networking and epistemic validation, to their use as a set of metrics oriented around evaluating and rewarding certain kinds of academic performance (e.g. "impact…

Improving Science and Vocabulary Learning of English Language Learners. CREATE Brief

ERIC Educational Resources Information Center

August, Diane; Artzi, Lauren; Mazrum, Julie

2010-01-01

This brief reviews previous research related to the development of science knowledge and academic language in English language learners as well as the role of English language proficiency, learning in a second language, and first language knowledge in science learning. It also describes two successful CREATE interventions that build academic and…

Knowledge Sharing and Educational Technology Acceptance in Online Academic Communities of Practice

ERIC Educational Resources Information Center

Nistor, Nicolae; Baltes, Beate; Schustek, Monika

2012-01-01

Purpose: Online programs rely on the use of educational technology for knowledge sharing in academic virtual communities of practice (vCoPs). This poses the question as to which factors influence technology acceptance. Previous research has investigated the inter-relationship between educational technology acceptance (ETA) and the vCoP context…

The Un-Named "Native Informant": A Subjective Academic Narrative

ERIC Educational Resources Information Center

Arnold, Josie

2016-01-01

In this paper I address educational matters that challenge academic and scholarly "givens" so as to enrich knowledge. This acts in two ways to alert educators to the Eurowestern enculturization of knowledge and to propose some useful insights. Firstly, I make a personal scholarly narrative about the situation of the un-named native…

Knowledge Equivalence Discourse in New Zealand Secondary School Science

ERIC Educational Resources Information Center

Rata, Elizabeth; Taylor, Anita

2015-01-01

The theoretical inquiry undertaken in this paper examines the discourse of knowledge equivalence used to justify conflating academic and non-academic subjects in New Zealand secondary school science. The purpose is to open up a critical discussion of the discourse and its influence on curriculum and pedagogy. Using a conceptual methodology, we…

How Can I Help Myself? Self-Knowledge, Self-Advocacy, and Academic Success.

ERIC Educational Resources Information Center

Fassett, David R.

This report discusses findings from a study that investigated the effectiveness of a student's improved self-knowledge of his or her specific learning disabilities in achieving academic success and improved self-advocacy skills. Forty-four general and special education faculty members and para-educators, and 13 ninth-grade students and their…

Analyzing the Relationship between Learning Styles and Basic Concept Knowledge Level of Kindergarten Children

ERIC Educational Resources Information Center

Balat, Gülden Uyanik

2014-01-01

Most basic concepts are acquired during preschool period. There are studies indicating that the basic concept knowledge of children is related to language development, cognitive development, academic achievement and intelligence. The relationship between learning behaviors (sometime called learning or cognitive styles) and a child academic success…

Related Core Academic Knowledge and Skills. Georgia Core Standards for Occupational Clusters.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Dept. of Occupational Studies.

This document lists the industry-identified core academic knowledge and skills that should be possessed by all Georgia students who are enrolled in occupational cluster programs and are preparing to enter the work force or continue their occupational specialization at the postsecondary level. First, 63 related communications competencies are…

Adolescent literacy: learning and understanding content.

PubMed

Goldman, Susan R

2012-01-01

Learning to read--amazing as it is to small children and their parents--is one thing. Reading to learn, explains Susan Goldman of the University of Illinois at Chicago, is quite another. Are today's students able to use reading and writing to acquire knowledge, solve problems, and make decisions in academic, personal, and professional arenas? Do they have the literacy skills necessary to meet the demands of the twenty-first century? To answer these questions, Goldman describes the increasingly complex comprehension, reasoning skills, and knowledge that students need as they progress through school and surveys what researchers and educators know about how to teach those skills. Successfully reading to learn requires the ability to analyze, synthesize, and evaluate information from multiple sources, Goldman writes. Effective readers must be able to apply different knowledge, reading, and reasoning processes to different types of content, from fiction to history and science, to news accounts and user manuals. They must assess sources of information for relevance, reliability, impartiality, and completeness. And they must connect information across multiple sources. In short, successful readers must not only use general reading skills but also pay close attention to discipline-specific processes. Goldman reviews the evidence on three different instructional approaches to reading to learn: general comprehension strategies, classroom discussion, and disciplinary content instruction. She argues that building the literacy skills necessary for U.S. students to read comprehensively and critically and to learn content in a variety of disciplines should be a primary responsibility for all of the nation's teachers. But outside of English, few subject-area teachers are aware of the need to teach subject-area reading comprehension skills, nor have they had opportunities to learn them themselves. Building the capacity of all teachers to meet the literacy needs of today's students requires long-term investment and commitment from the education community as well as society as a whole.

Content-Related Knowledge of Biology Teachers from Secondary Schools: Structure and Learning Opportunities

ERIC Educational Resources Information Center

Großschedl, Jörg; Mahler, Daniela; Kleickmann, Thilo; Harms, Ute

2014-01-01

Teachers' content-related knowledge is a key factor influencing the learning progress of students. Different models of content-related knowledge have been proposed by educational researchers; most of them take into account three categories: content knowledge, pedagogical content knowledge, and curricular knowledge. As there is no consensus about…

Review of the Transgender Literature: Where Do We Go from Here?

PubMed

Wanta, Jonathon W; Unger, Cecile A

2017-01-01

Purpose: The "transgender tipping point" has brought transgender social and health issues to the forefront of American culture. However, medical professionals have been lagging in academic research with a transgender-specific focus resulting in significant knowledge gaps in dealing with the care of our transgender patients. The aim of this article is to analyze all published Medline-available transgender-specific articles, identify these knowledge gaps, and direct future research to where it is most needed. Methods: We surveyed all Medline-available articles up to June 2016 using a combination of medical subject headings and keywords in titles and abstracts. Articles meeting inclusion criteria were reviewed, categorized, and analyzed for content and study design. Results: In our review of the literature, we identified 2405 articles published from January 1950 to June 2016 that focused on transgender health, primarily in the fields of surgery, mental health, and endocrinology. Conclusion: Significant knowledge gaps were found across the subspecialties, and there was a lack of prospective robust research and representation of transgender-specific data in the core medical journals. More data and research are needed to bridge the knowledge gaps that currently exist and improve the care of the transgender community.

Review of the Transgender Literature: Where Do We Go from Here?

PubMed Central

Wanta, Jonathon W.; Unger, Cecile A.

2017-01-01

Abstract Purpose: The “transgender tipping point” has brought transgender social and health issues to the forefront of American culture. However, medical professionals have been lagging in academic research with a transgender-specific focus resulting in significant knowledge gaps in dealing with the care of our transgender patients. The aim of this article is to analyze all published Medline-available transgender-specific articles, identify these knowledge gaps, and direct future research to where it is most needed. Methods: We surveyed all Medline-available articles up to June 2016 using a combination of medical subject headings and keywords in titles and abstracts. Articles meeting inclusion criteria were reviewed, categorized, and analyzed for content and study design. Results: In our review of the literature, we identified 2405 articles published from January 1950 to June 2016 that focused on transgender health, primarily in the fields of surgery, mental health, and endocrinology. Conclusion: Significant knowledge gaps were found across the subspecialties, and there was a lack of prospective robust research and representation of transgender-specific data in the core medical journals. More data and research are needed to bridge the knowledge gaps that currently exist and improve the care of the transgender community. PMID:29082332

Developing a Research Agenda to Optimize Diagnostic Imaging in the Emergency Department: An Executive Summary of the 2015 Academic Emergency Medicine Consensus Conference.

PubMed

Marin, Jennifer R; Mills, Angela M

2015-12-01

The 2015 Academic Emergency Medicine (AEM) consensus conference, "Diagnostic Imaging in the Emergency Department: A Research Agenda to Optimize Utilization," was held on May 12, 2015, with the goal of developing a high-priority research agenda on which to base future research. The specific aims of the conference were to: 1) understand the current state of evidence regarding emergency department (ED) diagnostic imaging utilization and identify key opportunities, limitations, and gaps in knowledge; 2) develop a consensus-driven research agenda emphasizing priorities and opportunities for research in ED diagnostic imaging; and 3) explore specific funding mechanisms available to facilitate research in ED diagnostic imaging. Over a 2-year period, the executive committee and other experts in the field convened regularly to identify specific areas in need of future research. Six content areas within emergency diagnostic imaging were identified prior to the conference and served as the breakout groups on which consensus was achieved: clinical decision rules; use of administrative data; patient-centered outcomes research; training, education, and competency; knowledge translation and barriers to imaging optimization; and comparative effectiveness research in alternatives to traditional computed tomography use. The executive committee invited key stakeholders to assist with planning and to participate in the consensus conference to generate a multidisciplinary agenda. There were 164 individuals involved in the conference spanning various specialties, including emergency medicine (EM), radiology, surgery, medical physics, and the decision sciences. This issue of AEM is dedicated to the proceedings of the 16th annual AEM consensus conference as well as original research related to emergency diagnostic imaging. © 2015 by the Society for Academic Emergency Medicine.

The C-MORE Scholars Program: Engaging minority students in STEM through undergraduate research

NASA Astrophysics Data System (ADS)

Gibson, B. A.; Bruno, B. C.

2010-12-01

There have been several studies that show how undergraduate research experiences (REU) have a positive impact on a student’s academic studies and career path, including being a positive influence toward improving the student's lab skills and ability to work independently. Moreover, minority students appear to relate to science, technology, engineering, and mathematics (STEM) concepts better when they are linked with (1) a service learning component, and (2) STEM courses that include a cultural and social aspect that engages the student in a way that does not distract from the student’s technical learning. It is also known that a “place-based” approach that incorporates traditional (indigenous) knowledge can help engage underrepresented minority groups in STEM disciplines and increase science literacy. Based on the methods and best practices used by other minority serving programs and described in the literature, the Center for Microbial Oceanography: Research and Education (C-MORE) has successfully developed an academic-year REU to engage and train the next generation of scientists. The C-MORE Scholars Program provides undergraduate students majoring in an ocean or earth science-related field, especially underrepresented students such as Native Hawaiians and Pacific Islanders, the opportunity to participate in unique and cutting edge hands-on research experiences. The program appoints awardees at one of three levels based on previous research and academic experience, and students can progress through the various tiers as their skills and STEM content knowledge develop. All awardees receive guidance on a research project from a mentor who is a scientist at the university and/or industry. A key component of the program is the inclusion of professional development activities to help the student continue towards post graduation education or prepare for career opportunities after they receive their undergraduate STEM degree.

Exploring the Role of Agriculture Teachers in Core Academic Integration

ERIC Educational Resources Information Center

McKim, Aaron J.; Sorenson, Tyson J.; Velez, Jonathan J.

2016-01-01

Core academic skills are essential for success in our society. However, an abundance of research has identified a large proportion of secondary school students are under performing in core academic areas such as literacy and math. Researchers have suggested integrating core academic content throughout all secondary coursework as a potential…

Candid Reflections on the Departure of Black Women Faculty from Academe in the United States

ERIC Educational Resources Information Center

Chambers, Crystal Renee

2012-01-01

Critical content analysis is used to identify content within blogs, exposing views within academe that reinforce and normalize racist, sexist, and interactively racist and sexist perspectives. The two themes explored here are unfairness and subjectivities within personnel processes and the qualifications of Black women faculty, as raised through a…

Navigating Uncharted Waters: An Accelerated Content-Based English for Academic Purposes Program

ERIC Educational Resources Information Center

Hernandez, Kelly; Thomas, Michelle; Schuemann, Cynthia

2012-01-01

In 2008, Miami Dade College received a $1.9 million Title V grant from the US Department of Education to develop an Accelerated Content-Based English for Academic Purposes (EAP) track called Project ACE for ESL students. The ACE curriculum is anchored by the principles of flexibility, contextualization, and faculty buy-in--critical matters given…

Enhancing Academic Instruction for Adolescent English Language Learners with or at Risk for Learning Disabilities

ERIC Educational Resources Information Center

Haager, Diane; Osipova, Anna V.

2017-01-01

An increasing number of children worldwide attend schools where the language of instruction does not match their native language, presenting significant challenges with learning the content and vocabulary of academic content areas (e.g., social studies, science). In the U.S., these students are designated as English language learners…

Conceptualising a Transition: The Case of Vocational and Academic Learning in England, Scotland and the USA

ERIC Educational Resources Information Center

Doyle, Lesley

2012-01-01

The contention of this article is that the potentially productive developmental learning experience of the transition which young people in secondary school make between concurrent vocational and academic courses is largely unrecognised and thus unexploited. To support this contention, and to suggest a more productive way forward, understandings…

Providing Access to Academic Content for High-School Students with Significant Intellectual Disability through Interactive Videos

ERIC Educational Resources Information Center

Evmenova, Anya S.; Graff, Heidi J.; Behrmann, Michael M.

2017-01-01

There has been a slight increase in the number of studies focused on the strategies used to introduce content-based instruction to students with moderate/severe disability. However, interventions for students with significant intellectual disability (ID) are lacking adapted materials to make instruction available in all major academic areas…

Tell Me Why! Content Knowledge Predicts Process-Orientation of Math Researchers' and Math Teachers' Explanations

ERIC Educational Resources Information Center

Lachner, Andreas; Nückles, Matthias

2016-01-01

In two studies, we investigated the impact of instructors' different knowledge bases on the quality of their instructional explanations. In Study 1, we asked 20 mathematics teachers (with high pedagogical content knowledge, but lower content knowledge) and 15 mathematicians (with lower pedagogical content knowledge, but high content knowledge) to…

A suggested core content for education scholarship fellowships in emergency medicine.

PubMed

Yarris, Lalena M; Coates, Wendy C; Lin, Michelle; Lind, Karen; Jordan, Jaime; Clarke, Sam; Guth, Todd A; Santen, Sally A; Hamstra, Stanley J

2012-12-01

A working group at the 2012 Academic Emergency Medicine consensus conference on education research in emergency medicine (EM) convened to develop a curriculum for dedicated postgraduate fellowships in EM education scholarship. This fellowship is intended to create future education scholars, equipped with the skills to thrive in academic careers. This proceedings article reports on the consensus of a breakout session subgroup tasked with defining a common core content for education scholarship fellowships. The authors propose that the core content of an EM education scholarship fellowship can be categorized in four distinct areas: career development, theories of learning and teaching methods, education research methods, and educational program administration. This core content can be incorporated into curricula for education scholarship fellowships in EM or other fields and can also be adapted for use in general medical education fellowships. © 2012 by the Society for Academic Emergency Medicine.

Young children's video/computer game use: relations with school performance and behavior.

PubMed

Hastings, Erin C; Karas, Tamara L; Winsler, Adam; Way, Erin; Madigan, Amy; Tyler, Shannon

2009-10-01

This study examined the amount and content of children's video game playing in relation with behavioral and academic outcomes. Relationships among playing context, child gender, and parental monitoring were explored. Data were obtained through parent report of child's game play, behavior, and school performance. Results revealed that time spent playing games was related positively to aggression and negatively to school competence. Violent content was correlated positively and educational content negatively with attention problems. Educational games were related to good academic achievement. Results suggest violent games, and a large amount of game play, are related to troublesome behavioral and academic outcomes, but educational games may be related to positive outcomes. Neither gender nor parental monitoring emerged as significant moderators of these effects.

Postgraduate Research Students and Academic Integrity: "It's about Good Research Training"

ERIC Educational Resources Information Center

Mahmud, Saadia; Bretag, Tracey

2013-01-01

Findings from a study on academic integrity at Australian universities challenge the presumption that postgraduate research students have prior knowledge of academic integrity. A review of online academic integrity policy in 39 Australian universities found that one in five policies had no mention of higher degree by research (HDR) students.…

The Role of Context in Academic Capitalism: The Industry-Friendly Department Case

ERIC Educational Resources Information Center

Mendoza, Pilar

2012-01-01

This study shows a case of a department heavily involved in industry-academia collaborations and patenting activities while exhibiting high levels of academic norms such as teaching, basic research, academic freedom and free dissemination of knowledge. Based on the findings, the author argues that academic capitalism is a highly contextual…

"The Voice inside Herself": Transforming Gendered Academic Identities in Educational Administration

ERIC Educational Resources Information Center

Wallace, Janice; Wallin, Dawn

2015-01-01

This paper traces the academic identity formation(s) of 10 Canadian female academics whose disciplinary knowledge is in the field of educational administration. We trace the ways in which discourses of gender, institutional power, and other cultural and social influences shaped their sense of themselves as academics in the highly patriarchal…

Core Academic Language Skills: Moving beyond Vocabulary Knowledge to Predict Reading Comprehension

ERIC Educational Resources Information Center

Uccelli, Paola; Galloway, Emily Phillips; Kim, Ha Yeon; Barr, Christopher D.

2015-01-01

Despite a longstanding awareness of academic language as a pedagogically-relevant research area, the construct of academic language proficiency--understood as a more comprehensive set of skills than just academic vocabulary--has remained only vaguely specified. This study examines the potential--for both research and practice--of a more inclusive…

Web of Science use in published research and review papers 1997-2017: a selective, dynamic, cross-domain, content-based analysis.

PubMed

Li, Kai; Rollins, Jason; Yan, Erjia

2018-01-01

Clarivate Analytics's Web of Science (WoS) is the world's leading scientific citation search and analytical information platform. It is used as both a research tool supporting a broad array of scientific tasks across diverse knowledge domains as well as a dataset for large-scale data-intensive studies. WoS has been used in thousands of published academic studies over the past 20 years. It is also the most enduring commercial legacy of Eugene Garfield. Despite the central position WoS holds in contemporary research, the quantitative impact of WoS has not been previously examined by rigorous scientific studies. To better understand how this key piece of Eugene Garfield's heritage has contributed to science, we investigated the ways in which WoS (and associated products and features) is mentioned in a sample of 19,478 English-language research and review papers published between 1997 and 2017, as indexed in WoS databases. We offered descriptive analyses of the distribution of the papers across countries, institutions and knowledge domains. We also used natural language processingtechniques to identify the verbs and nouns in the abstracts of these papers that are grammatically connected to WoS-related phrases. This is the first study to empirically investigate the documentation of the use of the WoS platform in published academic papers in both scientometric and linguistic terms.

Analysis of the Impact of Introductory Physics on Engineering Students at Texas A&M University

NASA Astrophysics Data System (ADS)

Perry, Jonathan; Bassichis, William

Introductory physics forms a major part of the foundational knowledge of engineering majors, independent of discipline and institution. While the content of introductory physics courses is consistent from institution to institution, the manner in which it is taught can vary greatly due to professor, textbook, instructional method, and overall course design. This work attempts to examine variations in student success, as measured by overall academic performance in an engineering major, and matriculation rates, based on the type of introductory physics a student took while enrolled in an engineering degree at Texas A&M University. Specific options for introductory physics at Texas A&M University include two calculus based physics courses, one traditional (UP), and one more mathematically rigorous (DP), transfer credit, and high school (AP or dual) credit. In order to examine the impact of introductory physics on a student's degree progression, data mining analyses are performed on a data set of relatively comprehensive academic records for all students enrolled as an engineering major for a minimum of one academic term. Student data has been collected for years of entering freshman beginning in 1990 and ending in 2010. Correlations will be examined between freshman level courses, including introductory physics, and follow on engineering courses, matriculation rates, and time to graduation.

Clinical excellence in academia: perspectives from masterful academic clinicians.

PubMed

Christmas, Colleen; Kravet, Steven J; Durso, Samuel C; Wright, Scott M

2008-09-01

To better understand and characterize clinical excellence in academia by exploring the perspectives of clinically excellent faculty in the top American departments of medicine. Between March 1 and May 31, 2007, 2 investigators conducted in-depth semistructured interviews with 24 clinically excellent Department of Medicine physicians at 8 academic institutions. Interview transcripts were independently analyzed by 2 investigators and compared for agreement. Content analysis identified several major themes that relate to clinical excellence in academia. Physicians hailed from a range of internal medicine specialties; 20 (83%) were associate professors or professors and 8 (33%) were women. The mean percentage of time physicians spent in clinical care was 48%. Eight domains emerged as the major features of clinical excellence in academia: reputation, communication and interpersonal skills, professionalism and humanism, diagnostic acumen, skillful negotiation of the health care system, knowledge, scholarly approach to clinical care, and passion for clinical medicine. Understanding the core elements that contribute to clinical excellence in academia represents a pivotal step to defining clinical excellence in this setting. It is hoped that such work will lead to initiatives aimed at measuring and rewarding clinical excellence in our academic medical centers such that the most outstanding clinicians feel valued and decide to stay in academia to serve as role models for medical trainees.

Midwestern Millennial University Students' Tolerance for Ambiguity in a Period of Complex World Conflicts

ERIC Educational Resources Information Center

Mahdi, Ghada S.

2012-01-01

Though age and gender do not affect students' knowledge of global issues and associated ambiguity, the academic major of undergraduates did. Students' combined perceptions on knowledge of these issues and their associated ambiguities varied among the four academic groups of majors. Unlike teacher education majors and in combined other majors…

Conceptions of Scientific Knowledge Influence Learning of Academic Skills: Epistemic Beliefs and the Efficacy of Information Literacy Instruction

ERIC Educational Resources Information Center

Rosman, Tom; Peter, Johannes; Mayer, Anne-Kathrin; Krampen, Günter

2018-01-01

The present article investigates the effects of epistemic beliefs (i.e. beliefs about the nature of knowledge and knowing) on the effectiveness of information literacy instruction (i.e. instruction on how to search for scholarly information in academic settings). We expected psychology students with less sophisticated beliefs (especially…

Rhetorical Strategies in Engineering Research Articles and Research Theses: Advanced Academic Literacy and Relations of Power

ERIC Educational Resources Information Center

Koutsantoni, Dimitra

2006-01-01

Research articles and research theses constitute two key genres used by scientific communities for the dissemination and ratification of knowledge. Both genres are produced at advanced stages of individuals' enculturation in disciplinary communities present original research aim to persuade the academic community to accept new knowledge claims,…

Faculty Consulting in Natural Sciences and Engineering: Between Formal and Informal Knowledge Transfer

ERIC Educational Resources Information Center

Amara, Nabil; Landry, Rejean; Halilem, Norrin

2013-01-01

Academic consulting is a form of knowledge and technology transfer largely under-documented and under-studied that raises ethical and resources allocation issues. Based on a survey of 2,590 Canadian researchers in engineering and natural sciences, this paper explores three forms of academic consulting: (1) paid consulting; (2) unpaid consulting…

Closing the Gap: Addressing the Vocabulary Needs of English-Language Learners in Bilingual and Mainstream Classrooms

ERIC Educational Resources Information Center

Carlo, Mara S.; August, Diane; McLaughlin, Barry; Snow, Catherine E.; Dressler, Cheryl; Lippman, David N.; Lively, Teresa J.; White, Claire E.

2004-01-01

Gaps in reading performance between Anglo and Latino children are associated with gaps in vocabulary knowledge. An intervention was designed to enhance fifth graders' academic vocabulary. The meanings of academically useful words were taught together with strategies for using information from context, from morphology, from knowledge about multiple…

Word Knowledge and Comprehension Effects of an Academic Vocabulary Intervention for Middle School Students

ERIC Educational Resources Information Center

McKeown, Margaret G.; Crosson, Amy C.; Moore, Debra W.; Beck, Isabel L.

2018-01-01

This article presents findings from an intervention across sixth and seventh grades to teach academic words to middle school students. The goals included investigating a progression of outcomes from word knowledge to comprehension and investigating the processes students use in establishing word meaning. Participants in Year 1 were two sixth-grade…

Enhancing Academic Investment through Home-School Connections and Building on ELL Students' Scholastic Funds of Knowledge

ERIC Educational Resources Information Center

Johnson, Eric J.; Johnson, Angela B.

2016-01-01

This discussion examines an academic intervention designed to enhance the motivation and classroom engagement of English Language Learners (ELLs) during literacy-based activities. Stemming from a sociocultural perspective of literacy (Au, 1993; Perez, 2004) within a funds of knowledge framework (González, Moll, & Amanti , 2005), our approach…

The Market for Academic Knowledge: Its Historical Emergence and Inherent Tensions

ERIC Educational Resources Information Center

Weik, Elke

2014-01-01

This paper contributes to the discussion about the marketisation of universities by providing a historical perspective. Going back to the time when the market for academic knowledge emerged, I argue that it was created through incorporating a number of inherent tensions that have been, and still are, shaping its development. I show how these…

Academic Libraries and Copyright: Do Librarians Really Have the Required Knowledge?

ERIC Educational Resources Information Center

Fernández-Molina, Juan-Carlos; Moraes, João Batista E.; Guimarães, José Augusto C.

2017-01-01

A solid professional performance on the part of academic librarians at present calls for adequate knowledge about copyright law, not only for the development of their own tasks without infringing the law, but also to guide and provide pertinent advice for library users (faculty and students). This paper presents the results of an online survey of…

An In-Depth Investigation into the Relationship between Vocabulary Knowledge and Academic Listening Comprehension

ERIC Educational Resources Information Center

Teng, Feng

2016-01-01

The present study was conducted in the context of learning English as a Foreign Language (EFL) with the purpose of assessing the roles of breadth and depth of vocabulary knowledge in academic listening comprehension. The Vocabulary Size Test (VST, Nation & Beglar, 2007) and the Word Associates Test (WAT, Read, 2004) were administered to…

Description of pedagogical content knowledge (PCK) and content knowledge on Muhammadiyah Semarang University's preservice teacher

NASA Astrophysics Data System (ADS)

Astuti, Andari Puji; Wijayatiningsih, Testiana Deni; Azis, Abdul; Sumarti, Sri Susilogati; Barati, Dwi Anggani Linggar

2017-12-01

One of the competencies of teachers to be mastered under the constitution is pedagogic competence. This study aims to provide an overview of the pedagogic competence of Preservice teachers through the mastery of Pedagogical Content Knowledge (PCK) and Content knowledge (CK). The research method used is descriptive qualitative, with data retrieval technique through essay tests, questionnaire and interview. The results showed that of the five PCK indicators, only knowledge of learning strategies to teach chemistry already in high category. For Content Knowledge of preservice teachers are in the middle category for indicators of knowledge of disciplinary content, whereas knowledge that alternative frameworks for thinking about the content exist and the knowledge of the relationship between big ideas and the supporting ideas in a content area is in the fair category.

The science of science outreach: methods to maximise audience engagement

NASA Astrophysics Data System (ADS)

Adamson, Kathryn; Lane, Timothy

2016-04-01

Effective public engagement relies on a clear understanding of public audiences; their existing knowledge base and their learning preferences. Scientific content that is effective in academic spheres is not necessarily popular in the public domain. This may be due to content (e.g. beginner level to advanced terminology); presentation style (graphical, text, multimedia); audience demographic (children to adults); and entertainment value. Over the last few years, there has been a major expansion in the quantity and quality of science outreach material. For scientists, the production of outreach material, in any form, is the first giant leap to disseminating their knowledge to broader audiences. However, there is also a need to evaluate the performance of outreach material, so that its content and delivery style can be tailored and maximised for the target audience. We examine the Google Analytics data for climate science outreach website Climatica over a 12 month period in 2015. The site publishes regular posts, which take the form of short written articles, graphics, videos, or teaching resources, on all aspects of climate science. The site is publicised via social media including Twitter and Facebook. In particular, we assess website performance, in terms of website visits and post engagement. These are examined in the context of: post topic, post style, social media engagement, and the timing of post publication/advertisement. The findings of this investigation are used to explore audience preferences and mechanisms for future post development to maximise the use of this web resource.

NASA/DOD Aerospace Knowledge Diffusion Research Project. Paper 50: From student to entry-level professional: Examining the role of language and written communications in the reacculturation of aerospace engineering students

NASA Technical Reports Server (NTRS)

Pinelli, Thomas E.; Barclay, Rebecca O.; Keene, Michael L.; Kennedy, John M.; Hecht, Laura F.

1995-01-01

When students graduate and enter the world of work, they must make the transition from an academic to a professional knowledge community. Kenneth Bruffee's model of the social construction of knowledge suggests that language and written communication play a critical role in the reacculturation process that enables successful movement from one knowledge community to another. We present the results of a national (mail) survey that examined the technical communications abilities, skills, and competencies of 1,673 aerospace engineering students, who represent an academic knowledge community. These results are examined within the context of the technical communications behaviors and practices reported by 2,355 aerospace engineers and scientists employed in government and industry, who represent a professional knowledge community that the students expect to join. Bruffee's claim of the importance of language and written communication in the successful transition from an academic to a professional knowledge community is supported by the responses from the two communities we surveyed. Implications are offered for facilitating the reacculturation process of students to entry-level engineering professionals.

What Does the Future Hold for Scientific Journals? Visual Abstracts and Other Tools for Communicating Research.

PubMed

Nikolian, Vahagn C; Ibrahim, Andrew M

2017-09-01

Journals fill several important roles within academic medicine, including building knowledge, validating quality of methods, and communicating research. This section provides an overview of these roles and highlights innovative approaches journals have taken to enhance dissemination of research. As journals move away from print formats and embrace web-based content, design-centered thinking will allow for engagement of a larger audience. Examples of recent efforts in this realm are provided, as well as simplified strategies for developing visual abstracts to improve dissemination via social media. Finally, we hone in on principles of learning and education which have driven these advances in multimedia-based communication in scientific research.

Engaging Institutional Review Boards in Developing a Brief, Community-Responsive Human Subjects Training for Community Partners

PubMed Central

Calzo, Jerel P.; Bogart, Laura M.; Francis, Evelyn; Kornetsky, Susan Z.; Winkler, Sabune J.; Kaberry, Julie M.

2017-01-01

BACKGROUND Engaging community partners as co-investigators in community-based participatory research (CBPR) requires certification in the rules, ethics, and principles governing research. Despite developments in making human research protection trainings more convenient and standardized (e.g., self-paced Internet modules), time constraints and the structure of the content (which may favor academic audiences) may hinder the training of community partners. OBJECTIVES This paper is motivated by a case example in which academic and community partners, and stakeholders of a community-based organization actively engaged the leadership of a pediatric hospital-based Institutional Review Board (IRB) in implementing a brief, community-responsive human subjects training session. METHODS A two hour, discussion-based human subjects training was developed via collaborations between the IRB and the community and academic partners. Interviews with trainees and facilitators after the training were used to evaluate its acceptability and possible future applications. CONCLUSIONS Local Institutional Review Boards have the potential to assist community partners in building sufficient knowledge of human subjects research protections to engage in specific projects, thereby expediting the progress of vital research to address community needs. We propose the need for developing truncated human subjects education materials to train and certify community partners, and creating formally organized entities within academic and medical institutions that specialize in community-based research to guide the development and implementation of alternative human subjects training certification opportunities for community partners. PMID:28230554

The effects of academic literacy instruction on engagement and conceptual understanding of biology of ninth-grade students

NASA Astrophysics Data System (ADS)

Larson, Susan C.

Academic language, discourse, vocabulary, motivation, and comprehension of complex texts and concepts are keys to learning subject-area content. The need for a disciplinary literacy approach in high school classrooms accelerates as students become increasing disengaged in school and as content complexity increases. In the present quasi-experimental mixed-method study, a ninth-grade biology unit was designed with an emphasis on promoting academic literacy skills, discourse, meaningful constructivist learning, interest development, and positive learning experiences in order to learn science content. Quantitative and qualitative analyses on a variety of measures completed by 222 students in two high schools revealed that those who received academic literacy instruction in science class performed at significantly higher levels of conceptual understanding of biology content, academic language and vocabulary use, reasoned thought, engagement, and quality of learning experience than control-group students receiving traditionally-organized instruction. Academic literacy was embedded into biology instruction to engage students in meaning-making discourses of science to promote learning. Academic literacy activities were organized according the phases of interest development to trigger and sustain interest and goal-oriented engagement throughout the unit. Specific methods included the Generative Vocabulary Matrix (GVM), scenario-based writing, and involvement in a variety of strategically-placed discourse activities to sustain or "boost" engagement for learning. Traditional instruction for the control group included teacher lecture, whole-group discussion, a conceptual organizer, and textbook reading. Theoretical foundations include flow theory, sociocultural learning theory, and interest theory. Qualitative data were obtained from field notes and participants' journals. Quantitative survey data were collected and analyzed using the Experience Sampling Method (ESM) to measure cognitive and emotional states, revealing patterns of engagement, quality of experience, and flow over the course of the instructional unit. Conceptual understanding was measured using the state persuasive writing rubric to analyze science essays in which students supported a claim with scientific evidence. The study contributes an Engagement Model of Academic Literacy for Learning (EngageALL), a Rubric for Academic Persuasive Writing (RAPW), a unique classification system for analyzing academic vocabulary, and suggestions for situated professional development around a research-based planning framework. A discussion addresses a new direction for future research that explores academic identity development.

Cognitive Academic Learning Approaches through ESL Content Area Instruction with Career Exploration Strategies (Project CALA). Final Evaluation Report, 1992-93. OER Report.

ERIC Educational Resources Information Center

Guadalupe, Deana R.

This report presents an evaluation of the Cognitive Academic Learning Approaches through ESL Content Area Instruction with Career Exploration Strategies (Project CALA)), an Elementary and Secondary Education Act Title VII-funded project in its fifth and last year of operation at International High School, a bilingual special alternative high…

Flickr's Potential as an Academic Image Resource: An Exploratory Study

ERIC Educational Resources Information Center

Angus, Emma; Stuart, David; Thelwall, Mike

2010-01-01

Many web 2.0 sites are extremely popular and contain vast amounts of content, but how much of this content is useful in academia? This exploratory paper investigates the potential use of the popular web 2.0 image site Flickr as an academic image resource. The study identified images tagged with any one of 12 subject names derived from recognized…

Knowledge management practices in healthcare settings: a systematic review.

PubMed

Karamitri, Ioanna; Talias, Michael A; Bellali, Thalia

2017-01-01

Knowledge is an intangible asset in Organizations, and provides a comparative advantage to those who possess it. Hospitals are complex organizations with unique characteristics because of the heterogeneity of health professionals' orientation, the composite networking and the decision-making processes. A deeper understanding of knowledge management (KM) could streamline productivity and coordinate the use of resources more efficient. We conducted a systematic literature search of peer-reviewed papers that described key elements of KM using three databases (Medline, Cinahl and Health Source: nursing/academic edition) for a 10-year period (1/1/2004-25/11/2014). The included articles were subjected to qualitative content analysis. We retrieved 604 articles of which 20 articles were eligible for analysis. Most of the studies (n=13) used a qualitative methodology. The total sample size was 2155 participants. The key elements that arose were as follows: perceptions of KM, synthesis, dissemination, collaboration, means of KM and leadership. Moreover, this study identified barriers for KM implementation, like time restrictions and limited skills. Healthcare managers ought to cultivate a knowledge environment, operate as role models, provide the tools for KM and reward people who act as knowledge brokers. Opportunities for collaboration and knowledge sharing should be encouraged. Successful KM should be patient-centered to gain its maximum value. Copyright © 2015 John Wiley & Sons, Ltd. Copyright © 2015 John Wiley & Sons, Ltd.

Validity of faculty and resident global assessment of medical students' clinical knowledge during their pediatrics clerkship.

PubMed

Dudas, Robert A; Colbert, Jorie M; Goldstein, Seth; Barone, Michael A

2012-01-01

Medical knowledge is one of six core competencies in medicine. Medical student assessments should be valid and reliable. We assessed the relationship between faculty and resident global assessment of pediatric medical student knowledge and performance on a standardized test in medical knowledge. Retrospective cross-sectional study of medical students on a pediatric clerkship in academic year 2008-2009 at one academic health center. Faculty and residents rated students' clinical knowledge on a 5-point Likert scale. The inter-rater reliability of clinical knowledge ratings was assessed by calculating the intra-class correlation coefficient (ICC) for residents' ratings, faculty ratings, and both rating types combined. Convergent validity between clinical knowledge ratings and scores on the National Board of Medical Examiners (NBME) clinical subject examination in pediatrics was assessed with Pearson product moment correlation correction and the coefficient of the determination. There was moderate agreement for global clinical knowledge ratings by faculty and moderate agreement for ratings by residents. The agreement was also moderate when faculty and resident ratings were combined. Global ratings of clinical knowledge had high convergent validity with pediatric examination scores when students were rated by both residents and faculty. Our findings provide evidence for convergent validity of global assessment of medical students' clinical knowledge with NBME subject examination scores in pediatrics. Copyright © 2012 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Teaching lesbian, gay, bisexual and transgender health in a South African health sciences faculty: addressing the gap

PubMed Central

2013-01-01

Background People who identity as lesbian, gay, bisexual and transgender (LGBT) have specific health needs. Sexual orientation and gender identity are social determinants of health, as homophobia and heteronormativity persist as prejudices in society. LGBT patients often experience discrimination and prejudice in health care settings. While recent South African policies recognise the need for providing LGBT specific health care, no curricula for teaching about LGBT health related issues exist in South African health sciences faculties. This study aimed to determine the extent to which LGBT health related content is taught in the University of Cape Town’s medical curriculum. Methods A curriculum mapping exercise was conducted through an online survey of all academic staff at the UCT health sciences faculty, determining LGBT health related content, pedagogical methodology and assessment. Results 127 academics, across 31 divisions and research units in the Faculty of Health Sciences, responded to the survey, of which 93 completed the questionnaire. Ten taught some content related to LGBT health in the MBChB curriculum. No LGBT health related content was taught in the allied health sciences curricula. The MBChB curriculum provided no opportunity for students to challenge their own attitudes towards LGBT patients, and key LGBT health topics such as safer sex, mental health, substance abuse and adolescent health were not addressed. Conclusion At present, UCTs health sciences curricula do not adequately address LGBT specific health issues. Where LGBT health related content is taught in the MBChB curriculum, it is largely discretionary, unsystematic and not incorporated into the overarching structure. Coordinated initiatives to integrate LGBT health related content into all health sciences curricula should be supported, and follow an approach that challenges students to develop professional attitudes and behaviour concerning care for patients from LGBT backgrounds, as well as providing them with specific LGBT health knowledge. Educating health professions students on the health needs of LGBT people is essential to improving this population’s health by providing competent and non-judgmental care. PMID:24373219

Assessing residents’ knowledge of patient satisfaction: a cross-sectional study at a large academic medical centre

PubMed Central

Stewart, Diana E; Dang, Bich N; Trautner, Barbara; Cai, Cecilia; Torres, Sergio; Turner, Teri

2017-01-01

Objectives Patient satisfaction impacts healthcare quality and outcomes. Residents play an important role in patient satisfaction at academic institutions. This study aims to assess residents’ patient satisfaction knowledge and determine which learning experiences contributed to their knowledge acquisition. Settings This study was conducted at a health science university in a large, urban, tertiary-care academic medical centre in the USA. Participants All residents from internal medicine (n=185) and paediatrics (n=156) were asked to participate. Design Residents completed a survey from April 2013 to December 2013 that assessed (1) knowledge of factors that impact patient satisfaction and (2) learning experiences that may have contributed to their understanding of the drivers of patient satisfaction (eg, experiential (personal or clinical) or didactics). Trainees identified the importance of factors in determining patient satisfaction on a five-point Likert scale; answers were compiled into a knowledge score. The score was correlated with prior personal/clinical experience and didactics. Results Of the 341 residents, 247 (72%) completed the survey. No difference was found in knowledge among training levels or residency programme. More than 50% incorrectly thought physician board certification, patient’s education, patient’s income and physician’s age impacted satisfaction. Personal experience, through hospitalisation of a relative or friend, was correlated with higher knowledge (67% vs 71%, p=0.03). Ninety-nine per cent (n=238) stated peer observation, and all stated faculty feedback impacted their patient satisfaction knowledge. Seventy-seven per cent (n=185) had attended didactics on satisfaction, but attendance did not correlate with higher scores. Conclusions Our study showed trainees have a few gaps in their patient satisfaction knowledge, and attending past educational sessions on patient satisfaction did not correlate with higher knowledge scores. Our data suggest that academic centres should leverage residents’ personal experiences, their observations of peers and faculty feedback to enhance patient satisfaction knowledge. PMID:28827266

Academic Freedom: Its Relevance and Challenges for Public Universities in Ghana Today

ERIC Educational Resources Information Center

Owusu-Ansah, Collins

2015-01-01

There have been various shapes of opinions shared on the concept of academic freedom. This concept means different things to many and different people. Those outside the University view academic freedom with some level of suspicion. Even among the academia, academic freedom is rarely understood. To foster the growth of knowledge and its…

Intelligence, Academic Self-Concept, and Information Literacy: The Role of Adequate Perceptions of Academic Ability in the Acquisition of Knowledge about Information Searching

ERIC Educational Resources Information Center

Rosman, Tom; Mayer, Anne-Kathrin; Krampen, Günter

2015-01-01

Introduction: The present paper argues that adequate self-perceptions of academic ability are essential for students' realization of their intellectual potential, thereby fostering learning of complex skills, e.g., information-seeking skills. Thus, academic self-concept should moderate the relationship between intelligence and information…

Knowledge Recontextualisation in Academic Development: An Empirical Exploration of an Emerging Academic Region

ERIC Educational Resources Information Center

Buyl, Ernst

2017-01-01

As an emerging field within higher education, academic development remains fragmented, both as a field of theory and practice. In the vibrant, on-going debate about the theoretical foundations and directions of academic development as a nascent field, some relatively wide-ranging claims which have been made seem to be lacking in supporting…

Development of a Scale to Measure Academic Capital in High-Risk College Students

ERIC Educational Resources Information Center

Winkler, Christa; Sriram, Rishi

2015-01-01

This study presents a psychometric instrument that measures academic capital in college students. Academic capital is a set of social processes that aid students in acquiring the knowledge and support necessary to access and navigate higher education. This study establishes the validity and reliability of the Academic Capital Scale. In addition to…

Perspectives of Academic Social Scientists on Knowledge Transfer and Research Collaborations: A Cross-Sectional Survey of Australian Academics

ERIC Educational Resources Information Center

Cherney, Adrian; Head, Brian; Boreham, Paul; Povey, Jenny; Ferguson, Michele

2012-01-01

This paper reports results from a survey of academic social scientists in Australian universities on their research engagement experience with industry and government partners and end-users of research. The results highlight that while academics report a range of benefits arising from research collaborations, there are also significant impediments…

"Teach Us How to Do It Properly!" An Australian Academic Integrity Student Survey

ERIC Educational Resources Information Center

Bretag, Tracey; Mahmud, Saadia; Wallace, Margaret; Walker, Ruth; McGowan, Ursula; East, Julianne; Green, Margaret; Partridge, Lee; James, Colin

2014-01-01

The results of a large online student survey (n?=?15,304), on academic integrity at six Australian universities, indicate that a majority of respondents reported a good awareness of academic integrity and knowledge of academic integrity policy at their university and were satisfied with the information and support they receive. Response varied…

Development of an interdisciplinary pre-matriculation program designed to promote medical students’ self efficacy

PubMed Central

Kosobuski, Anna Wirta; Whitney, Abigail; Skildum, Andrew; Prunuske, Amy

2017-01-01

ABSTRACT Background and objectives: A four-week interdisciplinary pre-matriculation program for Native American and rural medical students was created and its impact on students’ transition to medical school was assessed. The program extends the goals of many pre-matriculation programs by aiming to increase not only students’ understanding of basic science knowledge, but also to build student self-efficacy through practice with medical school curricular elements while developing their academic support networks. Design: A mixed method evaluation was used to determine whether the goals of the program were achieved (n = 22). Student knowledge gains and retention of the microbiology content were assessed using a microbiology concept inventory. Students participated in focus groups to identify the benefits of participating in the program as well as the key components of the program that benefitted the students. Results: Program participants showed retention of microbiology content and increased confidence about the overall medical school experience after participating in the summer program. Conclusions: By nurturing self-efficacy, participation in a pre-matriculation program supported medical students from Native American and rural backgrounds during their transition to medical school. Abbreviations: CAIMH: Center of American Indian and Minority Health; MCAT: Medical College Admission Test; PBL: Problem based learning; UM MSD: University of Minnesota Medical School Duluth PMID:28178916

Young Children’s Video/Computer Game Use: Relations with School Performance and Behavior

PubMed Central

Hastings, Erin C.; Karas, Tamara L.; Winsler, Adam; Way, Erin; Madigan, Amy; Tyler, Shannon

2011-01-01

This study examined the amount and content of children’s video game playing in relation with behavioral and academic outcomes. Relationships among playing context, child gender, and parental monitoring were explored. Data were obtained through parent report of child’s game play, behavior, and school performance. Results revealed that time spent playing games was related positively to aggression and negatively to school competence. Violent content was correlated positively and educational content negatively with attention problems. Educational games were related to good academic achievement. Results suggest violent games, and a large amount of game play, are related to troublesome behavioral and academic outcomes, but educational games may be related to positive outcomes. Neither gender nor parental monitoring emerged as significant moderators of these effects. PMID:19742374

Medical and psychology students' knowledge and attitudes regarding aging and sexuality.

PubMed

Snyder, Rachel J; Zweig, Richard A

2010-01-01

The current study surveys medical and doctoral psychology students (N = 100) from an urban northeastern university regarding knowledge and attitudes toward elderly sexuality and aging using the Facts on Aging Quiz, the Aging Sexuality Knowledge and Attitudes Scale, and measures of interest in gerontology, academic/clinical exposure to aging and sexuality, and contact with elders. The current study found that psychology students demonstrated greater aging knowledge than medical students; however, both groups showed gaps in knowledge about sexuality. Married students had greater academic/clinical exposure and greater knowledge about aging but less permissive attitudes toward elderly sexuality. Generally, knowledge about aging was the strongest correlate of knowledge about sexuality. Level of knowledge about sexuality was not associated with attitudes. Attitudes toward sexuality and aging may be more strongly tied to demographic variables reflective of religious beliefs or adherence to sociocultural norms.

Academic Hierarchies in Neo-Feudal Capitalism: How Status Competition Processes Trust and Facilitates the Appropriation of Knowledge

ERIC Educational Resources Information Center

Reitz, Tilman

2017-01-01

The article offers a socio-economic explanation of the much-discussed proliferation of evaluations, performance indicators, rankings and ratings in higher education and research. The aim is to show that these social technologies not only restructure the word of knowledge via status competitions but also serve to align academic stratification with…

How Social Relationships Influence Academic Health in the "Enterprise University": An Insight into Productivity of Knowledge Workers

ERIC Educational Resources Information Center

Ditton, Mary J.

2009-01-01

The comparatively poor mental health status of academics at Australian universities compared with the general Australian workforce poses a public health challenge. Productivity of knowledge workers is a key issue for the new economy. Using the case of one university, I interviewed employees stratified by level of employment and showed that their…

Relevant Prior Knowledge Moderates the Effect of Elaboration during Small Group Discussion on Academic Achievement

ERIC Educational Resources Information Center

Van Blankenstein, Floris M.; Dolmans, Diana H. J. M.; Van der Vleuten, Cees P. M.; Schmidt, Henk G.

2013-01-01

This study set out to test whether relevant prior knowledge would moderate a positive effect on academic achievement of elaboration during small-group discussion. In a 2 × 2 experimental design, 66 undergraduate students observed a video showing a small-group problem-based discussion about thunder and lightning. In the video, a teacher asked…

Determining Science Teacher Candidates' Academic Knowledge and Misconceptions about Electric Current

ERIC Educational Resources Information Center

Sert Çibik, Ayse

2017-01-01

The aim of this study is two-fold. Its first aim is to determine science teacher candidates' knowledge (academic success) and misconceptions about electric current and its second aim is to compare these results across participants' year of study and gender. A total of 132 teacher candidates studying in their 2nd, 3rd, and 4th years in Gazi…

Focus on Results: An Academic Impact Analysis of the Knowledge Is Power Program (KIPP)

ERIC Educational Resources Information Center

Online Submission, 2005

2005-01-01

The Education Policy Institute (EPI) conducted an analysis of recent academic data collected from 24 KIPP (Knowledge is Power Program) schools on behalf of the KIPP Foundation. The purpose of this study was to evaluate these data to determine whether KIPP schools have had a positive impact on the student learning of 5th-grade students as…

Examining the Effectiveness of an Academic Language Planning Organizer as a Tool for Planning Science Academic Language Instruction and Supports

ERIC Educational Resources Information Center

Jung, Karl G.; Brown, Julie C.

2016-01-01

To engage in the practices of science, students must have a strong command of science academic language. However, content area teachers often make academic language an incidental part of their lesson planning, which leads to missed opportunities to enhance students' language development. To support pre-service elementary science teachers (PSTs) in…

Learning the 'grammar of science': The influence of a physical science content course on teachers' understanding of the nature of science

NASA Astrophysics Data System (ADS)

Hanuscin, Deborah L.

This research examined the development of practicing K--8 teachers' views of the nature of science (NOS) within a physical science content course. Reforms in science education have called for the teaching of science as inquiry. In order to achieve the vision of the reforms, teachers must understand science, both a body of knowledge and as a process, but also the very nature of science itself-or the values and assumptions inherent in the construction of scientific knowledge. NOS has been deemed a critical component of scientific literacy, with implications for making informed decisions about scientific claims. Research has indicated that despite the emphasis of reforms, teachers generally do not possess accurate views of NOS. Recent work in science education has led to the recommendation that efforts undertaken within teacher education programs to improve teachers' understanding of NOS can be enhanced through relevant coursework in other academic areas, including the sciences. The purpose of this dissertation was to provide an empirical basis for this recommendation, by examining the development of teachers' views of NOS within a physical science content course. To this end, the researcher employed qualitative methodology including participant observation, interview, document analysis, and questionnaire to assess teacher participants' views of the nature of science and the impact of their experience in the content course on these views. As a result of this research, implications for both the course design and science teacher education have been described. In addition, various aspects of the community of practice that characterizes the classroom that inhibit the development of understandings about the nature of science are identified. It is argued that instruction in NOS should be approached from the perspective that builds bridges between the communities of practice of learners and of scientists.

The development of Metacognition test in genetics laboratory for undergraduate students

NASA Astrophysics Data System (ADS)

A-nongwech, Nattapong; Pruekpramool, Chaninan

2018-01-01

The purpose of this research was to develop a Metacognition test in a Genetics Laboratory for undergraduate students. The participants were 30 undergraduate students of a Rajabhat university in Rattanakosin group in the second semester of the 2016 academic year using purposive sampling. The research instrument consisted of 1) Metacognition test and 2) a Metacognition test evaluation form for experts focused on three main points which were an accurate evaluation form of content, a consistency between Metacognition experiences and questions and the appropriateness of the test. The quality of the test was analyzed by using the Index of Consistency (IOC), discrimination and reliability. The results of developing Metacognition test were summarized as 1) The result of developing Metacognition test in a Genetics Laboratory for undergraduate students found that the Metacognition test contained 56 items of open - ended questions. The test composed of 1) four scientific situations, 2) fourteen items of open - ended questions in each scientific situation for evaluating components of Metacognition. The components of Metacognition consisted of Metacognitive knowledge, which were divided into person knowledge, task knowledge and strategy knowledge and Metacognitive experience, which were divided into planning, monitoring and evaluating, and 3) fourteen items of scoring criteria divided into four scales. 2) The results of the item analysis of Metacognition in Genetics Laboratory for undergraduate students found that Index of Consistency between Metacognitive experiences and questions were in the range between 0.75 - 1.00. An accuracy of content equaled 1.00. The appropriateness of the test equaled 1.00 in all situations and items. The discrimination of the test was in the range between 0.00 - 0.73. Furthermore, the reliability of the test equaled 0.97.

Evaluating the Impact of EBP Education: Development of a Modified Fresno Test for Acute Care Nursing.

PubMed

Halm, Margo A

2018-05-14

Proficiency in evidence-based practice (EBP) is essential for relevant research findings to be integrated into clinical care when congruent with patient preferences. Few valid and reliable tools are available to evaluate the effectiveness of educational programs in advancing EBP attitudes, knowledge, skills, or behaviors, and ongoing competency. The Fresno test is one objective method to evaluate EBP knowledge and skills; however, the original and modified versions were validated with family physicians, physical therapists, and speech and language therapists. To adapt the Modified Fresno-Acute Care Nursing test and develop a psychometrically sound tool for use in academic and practice settings. In Phase 1, modified Fresno (Tilson, 2010) items were adapted for acute care nursing. In Phase 2, content validity was established with an expert panel. Content validity indices (I-CVI) ranged from .75 to 1.0. Scale CVI was .95%. A cross-sectional convenience sample of acute care nurses (n = 90) in novice, master, and expert cohorts completed the Modified Fresno-Acute Care Nursing test administered electronically via SurveyMonkey. Total scores were significantly different between training levels (p < .0001). Novice nurses scored significantly lower than master or expert nurses, but differences were not found between the latter cohorts. Total score reliability was acceptable: (interrater [ICC (2, 1)]) = .88. Cronbach's alpha was 0.70. Psychometric properties of most modified items were satisfactory; however, six require further revision and testing to meet acceptable standards. The Modified Fresno-Acute Care Nursing test is a 14-item test for objectively assessing EBP knowledge and skills of acute care nurses. While preliminary psychometric properties for this new EBP knowledge measure for acute care nursing are promising, further validation of some of the items and scoring rubric is needed. © 2018 Sigma Theta Tau International.

A Curriculum Experiment in Climate Change Education Using and Integrated Approach of Content Knowledge Instruction and Student-Driven Research to Promote Civic Engagement

NASA Astrophysics Data System (ADS)

Adams, P. E.; Heinrichs, J. F.

2009-12-01

One of the greatest challenges facing the world is climate change. Coupled with this challenge is an under-informed population that has not received a rigorous education about climate change other than what is available through the media. Fort Hays State University is piloting a course on climate change targeted to students early in their academic careers. The course is modeled after our past work (NSF DUE-0088818) of integrating content knowledge instruction and student-driven research where there was a positive correlation between student research engagement and student knowledge gains. The current course, based on prior findings, utilizes a mix of inquiry-based instruction, problem-based learning, and student-driven research to educate and engage the students in understanding climate change. The course was collaboratively developed by a geoscientist and science educator both of whom are active in citizen science programs. The emphasis on civic engagement by students is reflected in the course structure. The course model is unique in that 50% of the course is dedicated to developing core knowledge and technical skills (e.g. critical analysis, writing, data acquisition, data representation, and research design), and 50% to conducting a research project using available data sets from federal agencies and research groups. A key element of the course is a focus on local and regional data sets to make climate change relevant to the students. The research serves as a means of civic engagement by the students as they are tasked to understand their role in communicating their research findings to the community and coping with the local and regional changes they find through their research.

A Curriculum Experiment in Climate Change Education Using an Integrated Approach of Content Knowledge Instruction and Student-Driven Research, Year 2

NASA Astrophysics Data System (ADS)

Adams, P. E.; Heinrichs, J. F.

2010-12-01

One of the greatest challenges facing the world is climate change. Coupled with this challenge is an under-informed population that has not received a rigorous education about climate change other than what is available through the media. Fort Hays State University is in a second year of piloting a course on climate change targeted to students early in their academic careers. The course is modeled after our past work (NSF DUE-0088818) of integrating content knowledge instruction and student-driven research where there was a positive correlation between student research engagement and student knowledge gains. The second pilot offering utilizes a mix of inquiry-based instruction, problem-based learning, and student-driven research to educate and engage the students in understanding climate change. The course was collaboratively developed by a geoscientist and science educator both of whom are active in citizen science programs. The course model is unique in that 50% of the course is dedicated to developing core knowledge and technical skills (e.g. global climate change, critical analysis, writing, data acquisition, data representation, and research design), and 50% to conducting a research project using available data sets from federal agencies and research groups. A key element of the course is a focus on data sets to make climate change relevant to the students. The research serves as a means of civic engagement by the students as they are tasked to understand their role in communicating their research findings to the community and coping with the local and regional changes they find through their research. The impacts of course changes from the first offering to the second offering of the course will be reported, as well as the structure of the course.

Recruitment, Promotion and Retention of Women in Academic Medicine: How Institutions Are Addressing Gender Disparities

PubMed Central

Carr, Phyllis L.; Gunn, Christine; Raj, Anita; Kaplan, Samantha; Freund, Karen M.

2017-01-01

Objective Greater numbers of women in medicine have not resulted in more women achieving senior positions. Programs supporting recruitment, promotion and retention of women in academic medicine could help to achieve greater advancement of more women to leadership positions. Qualitative research was conducted to understand such programs at 23 institutions and, using the social ecological model, examine how they operate at the individual, interpersonal, institutional, academic community and policy levels. Methods Telephone interviews were conducted with faculty representatives (N=44) of the Group on Women in Medicine and Science (GWIMS), Diversity and Inclusion (GDI) or senior leaders with knowledge on gender climate in 24 medical schools. Four trained interviewers conducted semi-structured interviews that addressed faculty perceptions of gender equity and advancement, which were audio-taped and transcribed. The data were categorized into three content areas: recruitment, promotion and retention, and coded a priori for each area based on their social ecological level of operation. Findings Participants from nearly 40% of the institutions reported no special programs for recruiting, promoting or retaining women, largely describing such programming as unnecessary. Existing programs primarily targeted the individual and interpersonal levels simultaneously, via training, mentoring, and networking, or the institutional level, via search committee trainings, child and elder care, and spousal hiring programs. Lesser effort at the academic community and policy levels were described. Conclusions Our findings demonstrate that many US medical schools have no programs supporting gender equity among medical faculty. Existing programs primarily target the individual or interpersonal level of the social ecological interaction. The academic community and broader policy environment require greater focus as levels with little attention to advancing women’s careers. Universal multi-level efforts are needed to more effectively advance the careers of medical women faculty and support gender equity. PMID:28063849

Dental Student Academic Integrity in U.S. Dental Schools: Current Status and Recommendations for Enhancement.

PubMed

Graham, Bruce S; Knight, G William; Graham, Linda

2016-01-01

Cheating incidents in 2006-07 led U.S. dental schools to heighten their efforts to enhance the environment of academic integrity in their institutions. The aims of this study were to document the measures being used by U.S. dental schools to discourage student cheating, determine the current incidence of reported cheating, and make recommendations for enhancing a culture of integrity in dental education. In late 2014-early 2015, an online survey was distributed to academic deans of all 61 accredited U.S. dental schools that had four classes of dental students enrolled; 50 (82%) responded. Among measures used, 98% of respondents reported having policy statements regarding student academic integrity, 92% had an Honor Code, 96% provided student orientation to integrity policies, and most used proctoring of final exams (91%) and tests (93%). Regarding disciplinary processes, 27% reported their faculty members only rarely reported suspected cheating (though required in 76% of the schools), and 40% disseminated anonymous results of disciplinary hearings. A smaller number of schools (n=36) responded to the question about student cheating than to other questions; those results suggested that reported cheating had increased almost threefold since 1998. The authors recommend that schools add cheating case scenarios to professional ethics curricula; disseminate outcomes of cheating enforcement actions; have students sign a statement attesting to compliance with academic integrity policies at every testing activity; add curricular content on correct writing techniques to avoid plagiarism; require faculty to distribute retired test items; acquire examination-authoring software programs to enable faculty to generate new multiple-choice items and different versions of the same multiple-choice tests; avoid take-home exams when assessing independent student knowledge; and utilize student assessment methods directly relevant to clinical practice.

Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools. Executive Summary

ERIC Educational Resources Information Center

Uriarte, Miren; Karp, Faye; Gagnon, Laurie; Tung, Rosann; Rustan, Sarah; Chen, Jie; Berardino, Michael; Stazesky, Pamela

2011-01-01

English language learners (ELLs), their teachers, and the schools and programs where they are enrolled face a triple challenge: (1) students must be taught and learn English at a level of proficiency high enough to allow them access to academic content; (2) students must be taught and learn academic content at a level comparable to that of English…

Threshold Concepts and Student Engagement: Revisiting Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Zepke, Nick

2013-01-01

This article revisits the notion that to facilitate quality learning requires teachers in higher education to have pedagogical content knowledge. It constructs pedagogical content knowledge as a teaching and learning space that brings content and pedagogy together. On the content knowledge side, it suggests that threshold concepts, akin to a…

Pre-Service Teachers' Pedagogical Content Knowledge: Implications for Teaching

ERIC Educational Resources Information Center

Marshman, Margaret; Porter, Glorianne

2013-01-01

Effective teachers have good pedagogical content knowledge (PCK). Pedagogical content knowledge is the intersection of discipline specific content knowledge and pedagogical knowledge. How effectively are pre-service teachers helped to develop good PCK? In this project we asked our pre-service teachers how they would respond to a particular student…

Student Use of Academic Knowledge and Skills in Work-Based Learning

ERIC Educational Resources Information Center

Hawley, Joshua D.; Marks, Helen M.

2006-01-01

Using data from in a large Mid-western district, this study analyses the use of academic skills in work-based learning. The primary question asked in this study has to do with the impact of participating in work-based learning on the use of academic skills. Four sets of academic skills were measured using surveys (language arts, math, science, and…

Academic Buoyancy Mediates Academic Anxiety's Effects on Learning Strategies: An Investigation of English- and Chinese-Speaking Australian Students

ERIC Educational Resources Information Center

Collie, Rebecca J.; Ginns, Paul; Martin, Andrew J.; Papworth, Brad

2017-01-01

A primary goal our study was to explore whether relations between academic anxiety and students' use of a range of learning strategies (memorisation, elaboration, personal best [PB] goals and cooperation) were mediated by academic buoyancy. We were also interested in extending knowledge of anxiety and its role in students' learning strategy use.…

Technological Pedagogical Content Knowledge of Prospective Mathematics Teacher in Three Dimensional Material Based on Sex Differences

NASA Astrophysics Data System (ADS)

Aqib, M. A.; Budiarto, M. T.; Wijayanti, P.

2018-01-01

The effectiveness of learning in this era can be seen from 3 factors such as: technology, content, and pedagogy that covered in Technological Pedagogical Content Knowledge (TPCK). This research was a qualitative research which aimed to describe each domain from TPCK include Content Knowledge, Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge and Technological, Pedagogical, and Content Knowledge. The subjects of this research were male and female mathematics college students at least 5th semester who has almost the same ability for some course like innovative learning, innovative learning II, school mathematics I, school mathematics II, computer applications and instructional media. Research began by spreading the questionnaire of subject then continued with the assignment and interview. The obtained data was validated by time triangulation.This research has result that male and female prospective teacher was relatively same for Content Knowledge and Pedagogical Knowledge domain. While it was difference in the Technological Knowledge domain. The difference in this domain certainly has an impact on other domains that has technology components on it. Although it can be minimized by familiarizing the technology.

K-12 Neuroscience Education Outreach Program: Interactive Activities for Educating Students about Neuroscience

PubMed Central

Deal, Alex L.; Erickson, Kristen J.; Bilsky, Edward J.; Hillman, Susan J.; Burman, Michael A.

2014-01-01

The University of New England’s Center for Excellence in the Neurosciences has developed a successful and growing K-12 outreach program that incorporates undergraduate and graduate/professional students. The program has several goals, including raising awareness about fundamental issues in neuroscience, supplementing science education in area schools and enhancing undergraduate and graduate/professional students’ academic knowledge and skill set. The outreach curriculum is centered on core neuroscience themes including: Brain Safety, Neuroanatomy, Drugs of Abuse and Addiction, Neurological and Psychiatric Disorders, and Cognition and Brain Function. For each theme, lesson plans were developed based upon interactive, small-group activities. Additionally, we’ve organized our themes in a “Grow-up, Grow-out” approach. Grow-up refers to returning to a common theme, increasing in complexity as we revisit students from early elementary through high school. Grow-out refers to integrating other scientific fields into our lessons, such as the chemistry of addiction, the physics of brain injury and neuronal imaging. One of the more successful components of our program is our innovative team-based model of curriculum design. By creating a team of undergraduate, graduate/professional students and faculty, we create a unique multi-level mentoring opportunity that appears to be successful in enhancing undergraduate students’ skills and knowledge. Preliminary assessments suggest that undergraduates believe they are enhancing their content knowledge and professional skills through our program. Additionally, we’re having a significant, short-term impact on K-12 interest in science. Overall, our program appears to be enhancing the academic experience of our undergraduates and exciting K-12 students about the brain and science in general. PMID:25565921

Exploring Preschool Children’s Science Content Knowledge

PubMed Central

Guo, Ying; Piasta, Shayne B.; Bowles, Ryan P.

2014-01-01

Research Findings The purpose of this study was to describe children’s science content knowledge and examine the early predictors of science content knowledge in a sample of 194 typically developing preschool children. Children’s science content knowledge was assessed in the fall (Time 1) and spring (Time 2) of the preschool year. Results showed that children exhibited significant gains in science content knowledge over the course of the preschool year. Hierarchical linear modeling results indicated that the level of maternal education (i.e., holding at least a bachelor’s degree) significantly predicted children’s Time 1 science content knowledge. Children’s cognitive, math, and language skills at Time 1 were all significant concurrent predictors of Time 1 science content knowledge. However, only Time 1 math skills significantly predicted residualized gains in science content knowledge (i.e., Time 2 scores with Time 1 scores as covariates). Practice or Policy Factors related to individual differences in young children’s science content knowledge may be important for early childhood educators to consider in their efforts to provide more support to children who may need help with science learning. PMID:25541574

Knowledge Creation in Constructivist Learning

ERIC Educational Resources Information Center

Jaleel, Sajna; Verghis, Alie Molly

2015-01-01

In today's competitive global economy characterized by knowledge acquisition, the concept of knowledge management has become increasingly prevalent in academic and business practices. Knowledge creation is an important factor and remains a source of competitive advantage over knowledge management. Constructivism holds that learners learn actively…

Leadership in Higher Education. ERIC Digest.

ERIC Educational Resources Information Center

McDade, Sharon A.

Since many senior academic administrators of colleges and universities first trained for academic careers in research and teaching, they have had minimal management training. Both academic and nonacademic officers with administrative experience find they must quickly develop the different knowledge and skills needed to manage an institution when…

Gestalt and Figure-Ground: Reframing Graduate Attribute Conversations between Educational Developers and Academics

ERIC Educational Resources Information Center

Knewstubb, Bernadette; Ruth, Alison

2015-01-01

Academics implementing graduate attributes, and the educational developers who support those academics, may experience graduate attributes and disciplinary knowledge and skills as unrelated dimensions of curriculum. Gestalt conceptions of curriculum, together with a figure-ground understanding of the relationship between disciplinary understanding…

Capitalism, Academic Style, and Shared Governance

ERIC Educational Resources Information Center

Rhoades, Gary

2005-01-01

In "Academic Capitalism and the New Economy," the author, and her colleague, Sheila Slaughter, describe a cultural system that valorizes higher education's dual economic roles: generating revenue for academic institutions and producing knowledge and wealth to boost the global competitiveness of corporations. This system depends on a mode of…

Awareness of academic use of smartphones and medical apps among medical students in a private medical college?

PubMed

Shah, Jehanzaib; Haq, Usman; Bashir, Ali; Shah, Syed Aslam

2016-02-01

To assess the awareness of medical apps and academic use of smartphones among medical students. The questionnaire-based descriptive cross-sectional study was conducted in January 2015 and comprised medical students of the Rawal Institute of Health Sciences, Islamabad, Pakistan. The self-designed questionnaire was reviewed by a panel of expert for content reliability and validity. Questionnaires were distributed in the classrooms and were filled by the students anonymously. SPSS 16 was used for statistical analysis. Among the 569 medical students in the study, 545 (95.8%) had smartphones and 24(4.2%) were using simple cell phones. Overall, 226(41.46%) of the smart phone users were using some medical apps. Besides, 137(24.08%) were aware of the medical apps but were not using them. Also, 391(71.7%) students were not using any type of medical text eBooks through their phone, and only 154(28.3%) had relevant text eBooks in their phones. Medical college students were using smartphones mostly as a means of telecommunication rather than a gadget for improving medical knowledge.

Social Bookmarking in Academic Libraries: Trends and Applications

ERIC Educational Resources Information Center

Redden, Carla S.

2010-01-01

This paper presents an exploration of the potential utilization of social bookmarking web sites by academic libraries. These web sites, which allow users and organizations to create accounts for bookmarking online content, provide academic libraries tools to collaborate and network, organize and share electronic resources and teach information…

Internationalization as a Response to Globalization: Radical Shifts in University Environments

ERIC Educational Resources Information Center

Stromquist, Nelly P.

2007-01-01

This case study probes recent developments in a number of academic and non-academic aspects of a private research university in response to current globalization trends. Under the name of internationalization, university administrators and external firms are emerging as powerful decision-makers shaping academic content and even academic…

Organizational Learning for Library Enhancements: A Collaborative, Research-Driven Analysis of Academic Department Needs

ERIC Educational Resources Information Center

Loo, Jeffery L.; Dupuis, Elizabeth A.

2015-01-01

This article presents a qualitative evaluation methodology of academic departments for library organizational learning and library enhancement planning. This evaluation used campus units' academic program review reports as a data source and employed collaborative content analysis by library liaisons to extract departmental strengths, weaknesses,…

75 FR 47566 - Office of Vocational and Adult Education; Overview Information; Promoting Rigorous Career and...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-08-06

... (POSs) that link secondary and postsecondary education, combine academic and career and technical... careers, or both, and that include aligned academic and technical content; (f) Course Sequences: Course...: Systems that provide career counseling and academic advisory services to help students make informed...

An Analysis of Academic Library Web Pages for Faculty

ERIC Educational Resources Information Center

Gardner, Susan J.; Juricek, John Eric; Xu, F. Grace

2008-01-01

Web sites are increasingly used by academic libraries to promote key services and collections to teaching faculty. This study analyzes the content, location, language, and technological features of fifty-four academic library Web pages designed especially for faculty to expose patterns in the development of these pages.

Academics' Teacher Identities, Authenticity and Pedagogy

ERIC Educational Resources Information Center

Kreber, Carolin

2010-01-01

Nine academics participated in semi-structured interviews to explore possible linkages between their teacher identities and the pedagogies they employ. A content analysis of the interviews was performed to gain insight into the factors playing a role in how academics define themselves as teachers, the larger educational goals they espouse and the…

Corporate-Academic Partnerships: Creating a Win-Win in the Classroom

ERIC Educational Resources Information Center

Deeter-Schmelz, Dawn Reneé

2015-01-01

For instructors seeking ways to provide sales students with experiential learning projects designed to develop and enhance skills in an authentic environment, corporate-academic partnerships offer a viable option. The author describes a unique and innovative corporate-academic integrated project, including course content, role plays, and corporate…

Effects of Intra-Family Parameters: Educative Style and Academic Knowledge of Parents and Their Economic Conditions on Teenagers' Personality and Behavior

ERIC Educational Resources Information Center

Bakhtavar, Mohammad; Bayova, Rana

2015-01-01

The present study aims to investigate the effects of intra-family parameters; educative styles and academic knowledge of parents and their economic condition on teenagers' personality and behavior. The present study is a descriptive survey. The statistical sample of the study included 166 teenage students from Baku, Azerbaijan and 332 of their…

Physical Education and Academic Achievement--Literature Review 1997-2015

ERIC Educational Resources Information Center

Zach, Sima; Shoval, Ella; Lidor, Ronnie

2017-01-01

The purpose of this review was to organize the results of studies conducted during the last 18 years into a body of knowledge concerning the link between physical education (PE) and academic achievement (AA). Such knowledge may help in clarifying the role of PE in the schools, whose main focus is on improving the AA of the children. The term PE is…

Digital expression among urban, low-income African American adolescents.

PubMed

Baker, Christina M; Staiano, Amanda E; Calvert, Sandra L

2011-01-01

Digital production is a means through which African American adolescents communicate and express their experiences with peers. This study examined the content and the form of the digital productions of 24 urban, low-income African American adolescents who attended a summer academic program. The content of student digital productions focused on academic experiences and friendships. Their production styles revealed that youth used perceptually salient production features, such as rapid scene changes and loud rap music. The results suggest that when placed in a supportive, academic environment and provided with digital production resources, students who traditionally face barriers due to cultural and economic inequalities digitally express to their peers an interest in academics and positive peer relationships, and that these youth communicate their experiences through a shared production style that reflects their broader cultural experiences.

Lateral Violence in Nursing: Implications and Strategies for Nurse Educators.

PubMed

Sanner-Stiehr, Ericka; Ward-Smith, Peggy

Lateral violence among nurses persists as a prevalent problem, contributing to psychological distress, staff turnover, and attrition. Newly graduated nurses are at particular risk for being targets of lateral violence and experiencing its negative sequelae. Preparing student nurses to respond to lateral violence prior to entering the nursing may alter this scenario. A review of the literature was conducted to determine the potential for nursing faculty to change the cycle of lateral violence. Based on this review, we recommend 3 main strategies, specifically for nursing faculty, aimed at reducing incidences of lateral violence and preparing students to manage this phenomenon. First, curricular content can address integrating lateral violence content into simulation experiences and facilitating this knowledge into clinical experiences. Second, codes of conduct should guide behaviors for both students and faculty. Finally, as role models, faculty should be aware of their own behaviors, role model respectful communication, facilitate a courteous academic environment, and develop nurses capable of identifying and appropriately responding to lateral violence. Copyright © 2016 Elsevier Inc. All rights reserved.

The development of a model of culturally responsive science and mathematics teaching

NASA Astrophysics Data System (ADS)

Hernandez, Cecilia M.; Morales, Amanda R.; Shroyer, M. Gail

2013-12-01

This qualitative theoretical study was conducted in response to the current need for an inclusive and comprehensive model to guide the preparation and assessment of teacher candidates for culturally responsive teaching. The process of developing a model of culturally responsive teaching involved three steps: a comprehensive review of the literature; a synthesis of the literature into thematic categories to capture the dispositions and behaviors of culturally responsive teaching; and the piloting of these thematic categories with teacher candidates to validate the usefulness of the categories and to generate specific exemplars of behavior to represent each category. The model of culturally responsive teaching contains five thematic categories: (1) content integration, (2) facilitating knowledge construction, (3) prejudice reduction, (4) social justice, and (5) academic development. The current model is a promising tool for comprehensively defining culturally responsive teaching in the context of teacher education as well as to guide curriculum and assessment changes aimed to increase candidates' culturally responsive knowledge and skills in science and mathematics teaching.

Going beyond the lesson: Self-generating new factual knowledge in the classroom

PubMed Central

Esposito, Alena G.; Bauer, Patricia J.

2016-01-01

For children to build a knowledge base, they must integrate and extend knowledge acquired across separate episodes of new learning. Children’s performance was assessed in a task requiring them to self-generate new factual knowledge from the integration of novel facts presented through separate lessons in the classroom. Whether self-generation performance predicted academic outcomes in reading comprehension and mathematics was also examined. The 278 participating children were in grades K-3 (mean age 7.7 years; range 5.5–10.3 years). Children self-generated new factual knowledge through integration in the classroom; age-related increases were observed. Self-generation performance predicted both reading comprehension and mathematics academic outcomes, even when controlling for caregiver education. PMID:27728784

[Post-graduate gerontology training in Spain: Number, characteristics, and contents taught in master courses].

PubMed

Villar, Feliciano; Giuliani, María Florencia; Serrat, Rodrigo

Population aging raises the need for specialised professionals to address the needs of the elderly. The aim of this paper is to describe the number, characteristics, and contents of the Master degree courses that are currently offered in Spain. There were 32 Master degree courses offered in the 2014-15 academic year. These required at least 60 ECTS (European Credit Transfer and Accumulation System). At least half of the course credits were based on contents directly related to old age, older people, or aging. An analysis was made that included, information on the institutional affiliation, official status, academic structure, and contents taught. A content analysis was performed on curriculum subjects, in order to classify the courses into multidisciplinary or specialised (with focus either on health, behavioural, or social sciences). Most of the courses required mandatory class attendance, and lasted one academic year (60 ECTS). They also included the completion of a final project and a practicum. The majority (59%) of Master degree courses were classified as multidisciplinary. Of the remaining ones, 19% were labelled as specialised in behavioural sciences, 16% in health sciences, and 2% in social sciences. The field of higher education in gerontology in Spain seems to be consolidated, taking into account indicators such as the number of courses offered, their territorial distribution, or the number of official Master degree courses. While the academic structure of the courses is quite similar, in contrast, their contents and nature are highly diverse, which responds to the different training needs. Copyright © 2016 SEGG. Publicado por Elsevier España, S.L.U. All rights reserved.

Physically active academic lessons: acceptance, barriers and facilitators for implementation.

PubMed

Dyrstad, Sindre M; Kvalø, Silje E; Alstveit, Marianne; Skage, Ingrid

2018-03-06

To improve health and academic learning in schoolchildren, the Active School programme in Stavanger, Norway has introduced physically active academic lessons. This is a teaching method combining physical activity with academic content. The purpose of this paper was to evaluate the response to the physically active lessons and identify facilitators and barriers for implementation of such an intervention. Five school leaders (principals or vice-principals), 13 teachers and 30 children from the five intervention schools were interviewed about their experiences with the 10-month intervention, which consisted of weekly minimum 2 × 45 minutes of physically active academic lessons, and the factors affecting its implementation. All interviews were transcribed and analysed using the qualitative data analysis program NVivo 10 (QSR international, London, UK). In addition, weekly teacher's intervention delivery logs were collected and analysed. On average, the physically active academic lessons in 18 of the 34 weeks (53%) were reported in the teacher logs. The number of delivered physically active academic lessons covered 73% of the schools' planned activity. Physically active lessons were well received among school leaders, teachers and children. The main facilitators for implementation of the physically active lessons were active leadership and teacher support, high self-efficacy regarding mastering the intervention, ease of organizing physically active lessons, inclusion of physically active lessons into the lesson curricula, and children's positive reception of the intervention. The main barriers were unclear expectations, lack of knowledge and time to plan the physiclly active lessons, and the length of the physically active lessons (15-20 min lessons were preferred over the 45 min lessons). Physically active academic lessons were considered an appropriate pedagogical method for creating positive variation, and were highly appreciated among both teachers and children. Both the principal and the teachers should be actively involved the implementation, which could be strengthened by including physical activity into the school's strategy. Barriers for implementing physically active lessons in schools could be lowered by increasing implementation clarity and introducing the teachers to high quality and easily organized lessons. Clinicaltrail.gov ID identifier: NCT03436355 . Retrospectively registered: 16th of Feb, 2018.

The Framework of Knowledge Creation for Online Learning Environments

ERIC Educational Resources Information Center

Huang, Hsiu­-Mei; Liaw, Shu­-Sheng

2004-01-01

In today's competitive global economy characterized by knowledge acquisition, the concept of knowledge management has become increasingly prevalent in academic and business practices. Knowledge creation is an important factor and remains a source of competitive advantage over knowledge management. Information technology facilitates knowledge…

Role of the Information Professional in the Development and Promotion of Digital Humanities Content for Research, Teaching, and Learning in the Modern Academic Library: An Irish Case Study

ERIC Educational Resources Information Center

Burns, Jane A.

2016-01-01

The Internet has been the catalyst for the convergence of many subject areas and online platforms. Information professionals such as Archivists, IT developers and especially Librarians have been impacted in the development and promotion of digital humanities content for research, teaching, and learning in the modern academic library. In this case…

Critical research needs for managing coral reef marine protected areas: perspectives of academics and managers.

PubMed

Cvitanovic, C; Wilson, S K; Fulton, C J; Almany, G R; Anderson, P; Babcock, R C; Ban, N C; Beeden, R J; Beger, M; Cinner, J; Dobbs, K; Evans, L S; Farnham, A; Friedman, K J; Gale, K; Gladstone, W; Grafton, Q; Graham, N A J; Gudge, S; Harrison, P L; Holmes, T H; Johnstone, N; Jones, G P; Jordan, A; Kendrick, A J; Klein, C J; Little, L R; Malcolm, H A; Morris, D; Possingham, H P; Prescott, J; Pressey, R L; Skilleter, G A; Simpson, C; Waples, K; Wilson, D; Williamson, D H

2013-01-15

Marine protected areas (MPAs) are a primary policy instrument for managing and protecting coral reefs. Successful MPAs ultimately depend on knowledge-based decision making, where scientific research is integrated into management actions. Fourteen coral reef MPA managers and sixteen academics from eleven research, state and federal government institutions each outlined at least five pertinent research needs for improving the management of MPAs situated in Australian coral reefs. From this list of 173 key questions, we asked members of each group to rank questions in order of urgency, redundancy and importance, which allowed us to explore the extent of perceptional mismatch and overlap among the two groups. Our results suggest the mismatch among MPA managers and academics is small, with no significant difference among the groups in terms of their respective research interests, or the type of questions they pose. However, managers prioritised spatial management and monitoring as research themes, whilst academics identified climate change, resilience, spatial management, fishing and connectivity as the most important topics. Ranking of the posed questions by the two groups was also similar, although managers were less confident about the achievability of the posed research questions and whether questions represented a knowledge gap. We conclude that improved collaboration and knowledge transfer among management and academic groups can be used to achieve similar objectives and enhance the knowledge-based management of MPAs. Copyright © 2012 Elsevier Ltd. All rights reserved.

Team Teaching with Academic Core Curricula Teachers: Using Aviation Concepts

ERIC Educational Resources Information Center

Berentsen, Lowell W.

2006-01-01

Technology education teachers today have at their disposal the skills, opportunity, experience, ingenuity, expertise, equipment, and environment to greatly improve students' ability to learn and apply the knowledge they have gained in their academic programs. When a technology education teacher joins forces with an academic core teacher, the…

Projecting Project Management's Future within the Academic Landscape

ERIC Educational Resources Information Center

Halfond, Jay A.

2011-01-01

U.S. universities have had century-long success in absorbing existing professions into their curricula--by making academe their gatekeeper. These professions often started with apprenticeships and short training courses leading to a certification examination--and were then elevated and "academized" into a comprehensive body of knowledge,…

Changing a Cultural Icon: The Academic Library as a Virtual Destination

ERIC Educational Resources Information Center

Campbell, Jerry D.

2006-01-01

Academic libraries today are complex institutions with multiple roles and a host of related operations and services developed over the years. Yet their fundamental purpose has remained the same: to provide access to trustworthy, authoritative knowledge. Consequently, academic libraries--along with their private and governmental counterparts--have…

Does Academic Work Make Australian Academics Happy?

ERIC Educational Resources Information Center

Duncan, Roderick; Tilbrook, Kerry; Krivokapic-Skoko, Branka

2015-01-01

Happiness research is a rapidly-growing area in social psychology and has emphasised the link between happiness and workplace productivity and creativity for knowledge workers. Recent articles in this journal have raised concerns about the level of happiness and engagement of Australian academics with their work, however there is little research…

Academic Evaluation: Universal Instrument? Tool for Development?

ERIC Educational Resources Information Center

Bianco, Mariela; Gras, Natalia; Sutz, Judith

2016-01-01

Research agendas and academic evaluation are inevitably linked. By means of economic incentives, promotion, research funding, and reputation academic evaluation is a powerful influence on the production of knowledge; moreover, it is often conceived as a universal instrument without consideration of the context in which it is applied. Evaluation…

Assessment and Intervention for Academic Task Attack Strategy Competencies

ERIC Educational Resources Information Center

Busse, R. T.; Lee, Charlene

2015-01-01

Many students who underachieve in schools may not be learning as effectively as they could. Direct assessments such as the Academic Competence Evaluation Scales (ACES), School Motivation and Learning Strategies Inventory (SMALSI), and the Academic Task Attack Checklist System (ATACS) can be used to evaluate students' knowledge and use of…

76 FR 69242 - Application for New Awards; College Assistance Migrant Program

Federal Register 2010, 2011, 2012, 2013, 2014

2011-11-08

... Program: The purpose of CAMP is to provide academic and financial support to help migrant and seasonal... work study, exposure to academic programs and careers in STEM-related fields, and providing support services. These could include services to improve participants' academic skills and knowledge so that they...

Tenure Troubles and Equity Matters in Canadian Academe

ERIC Educational Resources Information Center

Acker, Sandra; Webber, Michelle; Smyth, Elizabeth

2012-01-01

The focus of this article is the tenure review process in Canadian universities, a rigorous and high-stakes evaluation of junior academics that serves as a prime exemplar of "disciplining academics", our project's title. In-depth interviews in seven Ontario universities with 30 knowledgeable informants such as senior managers and faculty…

Academics and the Negotiation of Local Knowledge.

ERIC Educational Resources Information Center

Ervin, Elizabeth

1999-01-01

Examines the debate over creation and evolution in Wilmington, North Carolina's principal newspapers in order to consider the ways in which this debate exemplifies patterns of public discussion among academics and non academics, including conflicting attitudes about education, authority, and persuasion. Proposes ways to read and intervene in such…

Thinking Academic Freedom

ERIC Educational Resources Information Center

Lange, Lis

2016-01-01

This lecture argues that the politicisation and instrumentalisation of the university caused by neoliberal frames has as a result the depoliticisation of knowledge and of the academic as individual. This depoliticisation has turned academic freedom into a right to disengage not only from the political fight around these issues but also from the…

The Composition of the Editorial Boards of General Marketing Journals

ERIC Educational Resources Information Center

Pan, Yue; Zhang, Jason Q.

2014-01-01

Unlike the diversity issues in corporate governance, the diversity in top academic positions (e.g., editorial boards of academic journals in business) is rather underresearched. The editorial boards of academic marketing journals are important gatekeepers and trendsetters in the creation and dissemination of marketing knowledge. Membership on…

Ownership & Authorship of Collaborative Academic Work. CAUT Intellectual Property Advisory. Number 2

ERIC Educational Resources Information Center

Canadian Association of University Teachers, 2008

2008-01-01

The purpose of this advisory is to assist academic staff members in avoiding conflict over ownership and authorship rights in collaborative academic work. When students, professors, librarians and other researchers work together in teams, they can create fundamental advances in knowledge. Unfortunately, these arrangements are also generating…

Effects of Improved Content Knowledge on Pedagogical Content Knowledge and Student Performance in Physical Education

ERIC Educational Resources Information Center

Iserbyt, Peter; Ward, Phillip; Li, Weidong

2017-01-01

Background: Pedagogical content knowledge (PCK) is an interaction of several knowledge bases upon which the teacher makes decisions about what and how to teach. To date, there are no studies in physical education directly documenting relationships between specialized content knowledge (SCK) and PCK. Such relationships have not been empirically…

Does Knowing More Advanced Mathematics Ensure Effectiveness of Working towards Demonstrating Specialised Mathematical Content Knowledge of Second-Year Pre-Service Teachers?

ERIC Educational Resources Information Center

Livy, Sharyn

2012-01-01

The theoretical understanding that underpins a teacher's foundation knowledge draws on their common content knowledge (CCK) and influences their mathematics' teaching (Rowland, Turner, Thwaites, & Huckstep, 2009). Teachers who have specialised content knowledge (SCK) demonstrate a unique kind of content knowledge which is more than knowing the…

Understanding Malaysian Pre-Service Teachers Mathematical Content Knowledge and Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Leong, Kwan Eu; Meng, Chew Cheng; Rahim, Suzieleez Syrene Abdul

2015-01-01

This article seeks to present findings from the analysis of the TEDS-M reports on the mathematical content knowledge (MCK) and pedagogical content knowledge (PCK) of the pre-service teachers in Malaysia. The main objective of this study was to investigate the level of teaching knowledge attained by the Malaysian pre-service primary and secondary…

Knowledge systems and the colonial legacies in African science education

NASA Astrophysics Data System (ADS)

Ziegler, John R.; Lehner, Edward

2017-10-01

This review surveys Femi Otulaja and Meshach Ogunniyi's, Handbook of research in science education in sub-Saharan Africa, Sense, Rotterdam, 2017, noting the significance of the theoretically rich content and how this book contributes to the field of education as well as to the humanities more broadly. The volume usefully outlines the ways in which science education and scholarship in sub-Saharan Africa continue to be impacted by the region's colonial history. Several of the chapters also enumerate proposals for teaching and learning science and strengthening academic exchange. Concerns that recur across many of the chapters include inadequate implementation of reforms; a lack of resources, such as for classroom materials and teacher training; and the continued and detrimental linguistic, financial, and ideological domination of African science education by the West. After a brief overview of the work and its central issues, this review closely examines two salient chapters that focus on scholarly communications and culturally responsive pedagogy. The scholarly communication section addresses the ways in which African science education research may in fact be too closely mirroring Western knowledge constructions without fully integrating indigenous knowledge systems in the research process. The chapter on pedagogy makes a similar argument for integrating Western and indigenous knowledge systems into teaching approaches.

Disciplinary Literacy and Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Carney, Michelle; Indrisano, Roselmina

2013-01-01

This review reports selected literature on theory, research, and practice in disciplinary literacy, primarily reading. The authors consider the ways this literature can be viewed through the lens of Lee S. Shulman's theory of Pedagogical Content Knowledge, which includes: subject matter content knowledge, pedagogical content knowledge, and…

Identifying content knowledge for teaching energy: Examples from high school physics

NASA Astrophysics Data System (ADS)

Robertson, Amy D.; Scherr, Rachel E.; Goodhew, Lisa M.; Daane, Abigail R.; Gray, Kara E.; Aker, Leanna B.

2017-06-01

"Content knowledge for teaching" is the specialized content knowledge that teachers use in practice—the content knowledge that serves them for tasks of teaching such as revoicing students' ideas, choosing an instructional activity to address a student misunderstanding, and evaluating student statements. We describe a methodology for selecting and analyzing classroom episodes showing content knowledge for teaching about energy (CKT-E), and illustrate this methodology with examples from high school physics instruction. Our work has implications for research on teacher knowledge and for professional development that enhances teacher CKT-E.

Approaching Academic Digital Content Management.

ERIC Educational Resources Information Center

Acker, Stephen R.

2002-01-01

Discusses digital content management in higher education. Highlights include learning objects that make content more modular so it can be used in other courses or by other institutions; and a system at Ohio State University for content management that includes the creation of learner profiles. (LRW)

College students' memory for vocabulary in their majors: evidence for a nonlinear relation between knowledge and memory.

PubMed

DeMarie, Darlene; Aloise-Young, Patricia A; Prideaux, Cheri L; Muransky-Doran, Jean; Gerda, Julie Hart

2004-09-01

The effect of domain knowledge on students' memory for vocabulary terms was investigated. Participants were 142 college students (94 education majors and 48 business majors). The measure of domain knowledge was the number of courses completed in the major. Students recalled three different lists (control, education, and business) of 20 words. Knowledge effects were estimated controlling for academic aptitude, academic achievement, and general memory ability. Domain-specific knowledge consistently predicted recall, above and beyond the effect of these control variables. Moreover, nonlinear models better represented the relation between knowledge and memory, with very similar functions predicting recall in both knowledge domains. Specifically, early in the majors more classes corresponded with increased memory performance, but a plateau period, when more classes did not result in higher recall, was evident for both majors. Longitudinal research is needed to explore at what point in learning novices' performance begins to resemble experts' performance.

Designing a National Longitudinal Faculty Development Curriculum Focused on Educational Scholarship: Process, Outcomes, and Lessons Learned.

PubMed

Chandran, Latha; Gusic, Maryellen E; Lane, J Lindsey; Baldwin, Constance D

2017-01-01

Clinical educators at U.S. academic health centers are frequently disadvantaged in the academic promotion system, lacking needed faculty development, mentoring, and networking support. In 2006, we implemented the national Educational Scholars Program to offer faculty development in educational scholarship for early career educators in pediatrics. We aimed to provide them with skills, experience, and initial success in educational scholarship and dissemination. The 3-year curriculum is delivered in interactive sessions at the annual pediatric academic meetings and online intersession modules. Curriculum content progresses from educational scholarship and implementing scholarly projects to dissemination and professional networking. Intersession modules address project planning, building an educator portfolio, reviewing the literature, using technology, authorship, and peer review. Concurrently, all scholars must complete a mentored educational project and demonstrate national dissemination of a peer-reviewed product to obtain a Certificate of Excellence in Educational Scholarship. The setting of this study was a national, longitudinal, cohort-based faculty development program built within the Academic Pediatric Association, a 2,000-member professional organization. In 10 years, the Educational Scholars Program has enrolled 172 scholars in 8 cohorts; 94 have graduated so far. We describe how formative evaluation guided curriculum refinement and process improvement. Summative evaluations show that faculty and scholars were satisfied with the program. Participant outcomes from Cohort 1, assessed at Kirkpatrick's four levels of evaluation, demonstrate increases in scholarly productivity, leadership activities, and academic promotions. Curriculum building is a dynamic process of ongoing evaluation and modification. Our program benefited from designing an integrated and focused curriculum, developing educational principles to guide program improvements, creating curricular tools to help learners organize and document their efforts, supporting project-based learning with expert mentoring, and facilitating peer and faculty networking and collaboration. A national, longitudinal faculty development program can support growth in academic knowledge and skills, promote professional networking, and thereby enrich educators' career opportunities.

Helping Students with Autism Spectrum Disorder Express Their Thoughts and Knowledge in Writing: Tips and Exercises for Developing Writing Skills

ERIC Educational Resources Information Center

Geither, Elise; Meeks, Lisa

2014-01-01

When it comes to academic work, students with Autism Spectrum Disorder (ASD) often have the required knowledge but struggle to get their thoughts down in writing. This is a practical guide to teaching and improving writing skills in students with ASD to meet academic writing standards and prepare for the increased expectations of higher education.…

Academic freedom and global health.

PubMed

Evans, Donald

2012-02-01

There is a tension between the preservation of academic freedom and the economic context in which the university currently finds itself. This tension embodies serious threats to global health as a result of three overlapping phenomena which impede the production and diffusion of valuable knowledge about health. These phenomena, the privatisation, commercialisation and instrumentalisation of knowledge are identified and examined in this paper in relation to human rights and international morality.

Racial-Ethnic Identity in Mid-Adolescence: Content and Change as Predictors of Academic Achievement

ERIC Educational Resources Information Center

Altschul, Inna; Oyserman, Daphna; Bybee, Deborah

2006-01-01

Three aspects of racial-ethnic identity (REI)--feeling connected to one's racial-ethnic group (Connectedness), being aware that others may not value the in-group (Awareness of Racism), and feeling that one's in-group is characterized by academic attainment (Embedded Achievement)--were hypothesized to promote academic achievement. Youth randomly…

Academic Conversations: Classroom Talk That Fosters Critical Thinking and Content Understandings

ERIC Educational Resources Information Center

Zwiers, Jeff; Crawford, Marie

2011-01-01

Where would we be without conversation? Throughout history, conversations have allowed us to see different perspectives, build ideas, and solve problems. Conversations, particularly those referred to in this book as academic conversations, push students to think and learn in lasting ways. Academic conversations are back-and-forth dialogues in…

Autobiographical Narratives of Important School Events and College Students' Current Academic Engagement.

ERIC Educational Resources Information Center

Karabenick, Stuart A.; Brackney, Barbara E.; Dansky, Jeffrey; Schippers, John; Smith, Stephanie; Stephens, Sarah; Hicks, Brian

This study examined relationships between college students' (n=94) recall of important school-related events and the students' current academic engagement. Autobiographical narratives were coded for time period (e.g., middle school), theme (e.g., achievement), context (e.g., academics, sports), and the presence of goal-directed content (e.g.,…

Evaluating the Academic Preparation of Addiction Counselors in Indiana for Professional Practice

ERIC Educational Resources Information Center

Osborn, Donald Patrick

2013-01-01

Currently, addiction counseling services are provided by individuals who do not possess degrees in addictions counseling or have had courses in addictions-related content in their academic programs of study. There is recognition that addictions counseling is nonexistent or inconsistent in academic curriculum in higher education. Other allied…

Analysing "IJAD," and Some Pointers to Futures for Academic Development (and for "IJAD")

ERIC Educational Resources Information Center

Baume, David

2016-01-01

This paper starts by sketching "International Journal for Academic Development (IJAD's)" first 20 years, its contents and concerns and staffing. Suggestions follow on future directions for both research and practice in academic development. These suggestions build in particular, but not exclusively, on reviews of and projections for…

Academic help seeking: theory and strategies for nursing faculty.

PubMed

Lee, Carolyn J

2007-10-01

This article examines the topic of academic student help seeking and its significance to nursing faculty. Content includes definitions of help seeking, pertinent theory and research on the influence of individual and environmental factors on academic help-seeking behaviors, and suggested strategies in assisting undergraduate nursing students in help seeking endeavors.

Contemporary Development of Academic Reference Librarianship in the United States: A 44-Year Content Analysis

ERIC Educational Resources Information Center

Wang, Hanrong; Tang, Yingqi; Knight, Carley

2010-01-01

This study analyzes job advertisements to identify the contemporary development of academic reference librarianship in the United States. Results show that more job openings, higher educational backgrounds, more duties & responsibilities, and variety of titles were assigned to academic reference librarian positions from 1966 through 2009.…

"Words that Hold Us up": Teacher Talk and Academic Language in Five Upper Elementary Classrooms

ERIC Educational Resources Information Center

Ernst-Slavit, Gisela; Mason, Michele R.

2011-01-01

This study investigates the oral academic language used by English as a second language prepared teachers during content area instruction in five upper elementary classrooms in the United States. Using ethnographic and sociolinguistic perspectives the authors examine the oral, academic language exposure students received from their teachers during…

Effects of Goal-Setting Instruction on Academic Engagement for Students at Risk

ERIC Educational Resources Information Center

Rowe, Dawn A.; Mazzotti, Valerie L.; Ingram, Angela; Lee, Seunghee

2017-01-01

Research indicates teachers feel teaching goal-setting is an effective way to enhance academic engagement. However, teachers ultimately feel unprepared to embed goal-setting instruction into academic content to support active student engagement. Given the importance teachers place on goal-setting skills, there is a need to identify strategies to…

Academic Service Learning in PETE: Service for the Community in the 21st Century

ERIC Educational Resources Information Center

Konukman, Ferman; Schneider, Robert C.

2012-01-01

Academic Service Learning (ASL) is a non-traditional experiential learning model where students gain experience through community involvement and reflection, and ultimately are able to link community service to academic study. Students understand related course content and civic responsibility via a period of highly structured reflection. This…

Examination of Mathematics Teachers' Pedagogical Content Knowledge of Probability

ERIC Educational Resources Information Center

Danisman, Sahin; Tanisli, Dilek

2017-01-01

The aim of this study is to explore the probability-related pedagogical content knowledge (PCK) of secondary school mathematics teachers in terms of content knowledge, curriculum knowledge, student knowledge, and knowledge of teaching methods and strategies. Case study design, a qualitative research model, was used in the study, and the…

The influence of instructional interactions on students’ mental models about the quantization of physical observables: a modern physics course case

NASA Astrophysics Data System (ADS)

Didiş Körhasan, Nilüfer; Eryılmaz, Ali; Erkoç, Şakir

2016-01-01

Mental models are coherently organized knowledge structures used to explain phenomena. They interact with social environments and evolve with the interaction. Lacking daily experience with phenomena, the social interaction gains much more importance. In this part of our multiphase study, we investigate how instructional interactions influenced students’ mental models about the quantization of physical observables. Class observations and interviews were analysed by studying students’ mental models constructed in a modern physics course during an academic semester. The research revealed that students’ mental models were influenced by (1) the manner of teaching, including instructional methodologies and content specific techniques used by the instructor, (2) order of the topics and familiarity with concepts, and (3) peers.

Humanistic approach to nursing education: lived experiences of Iranian nursing students.

PubMed

Ghiyasvandian, Shahrzad; Bolourchifard, Fariba; Parsa Yekta, Zohreh

2014-09-28

The nurse teachers tried to have a complete understanding of the educational contents, to transfer knowledge to nursing students better, and to facilitate the process of education. The purpose of this study was to explore the lived experiences of Iranian nursing students regarding the characteristics of academic nurse teachers. In this hermeneutic phenomenological study, data were collected via in-depth, semi-structured interviews with 12 Iranian nursing students and the audio-taped and transcribed interviews analyzed according to Van Manen´s method. The main theme emerged during data analysis, was "humanistic approach to nursing education". The theme was extracted from 2 sub-themes including 'ethical necessities' and 'effective interaction'. The findings present greater understanding of humanistic approach to nursing education.

[Mesoamerican Public Health Institute: technical support and capacity strengthening arm of the Mesoamerican Public Health System].

PubMed

González-Block, Miguel A; Molina-Rodríguez, Juan Francisco; Becerril, Víctor; Vargas, Emily

2011-01-01

The Mesoamerican Public Health Institute (IMSP) was constituted in 2009 as the technical organ of the Mesoamerican Public Health System (SMSP) and the Virtual Network of Academic Institutions. Health system capacity strengthening needs and preliminary training results were assessed in the first phase. The SMSP Master Plans were content-analyzed for each priority and members of the Malaria and Dengue Working Group were surveyed. The training needs required for each SMSP priority area were identified and knowledge management needs for malaria and dengue analyzed. Competencies were mapped across strategic, tactical and operative personnel that will be requiring them. IMSP trained in its first year 91 persons in eight countries. IMSP is responding to the Mesoamerican region's public health needs.