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Sample records for affect educational outcomes

  1. Higher Education for Sustainability: Seeking Affective Learning Outcomes

    ERIC Educational Resources Information Center

    Shephard, Kerry

    2008-01-01

    Purpose: The purpose of this paper is to interpret aspects of education for sustainability in relation to educational theories of the affective domain (values, attitudes and behaviours) and suggest how the use of these theories, and relevant experience, in other educational areas could benefit education for sustainability.…

  2. Family-School Links: How Do They Affect Educational Outcomes?

    ERIC Educational Resources Information Center

    Booth, Alan, Ed.; Dunn, Judith F., Ed.

    This book explores issues related to the links between families and schools and how they affect children's educational achievement, and is organized as follows: Part 1, titled "Families and Schools: How Can They Work Together To Promote Children's School Success?" contains the following chapters: chapter 1, "Family Involvement in Chidrens' and…

  3. Pathways to poor educational outcomes for HIV/AIDS-affected youth in South Africa.

    PubMed

    Orkin, Mark; Boyes, Mark E; Cluver, Lucie D; Zhang, Yuning

    2014-01-01

    A recent systematic review of studies in the developing world has critically examined linkages from familial HIV/AIDS and associated factors such as poverty and child mental health to negative child educational outcomes. In line with several recommendations in the review, the current study modelled relationships between familial HIV/AIDS, poverty, child internalising problems, gender and four educational outcomes: non-enrolment at school, non-attendance, deficits in grade progression and concentration problems. Path analyses reveal no direct associations between familial HIV/AIDS and any of the educational outcomes. Instead, HIV/AIDS-orphanhood or caregiver HIV/AIDS-sickness impacted indirectly on educational outcomes via the poverty and internalising problems that they occasioned. This has implications for evidence-based policy inferences. For instance, by addressing such intervening variables generally, rather than by seeking to target families affected by HIV/AIDS, interventions could avoid exacerbating stigmatisation, while having a more direct and stronger impact on children's educational outcomes. This analytic approach also suggests that future research should seek to identify causal paths, and may include other intervening variables related to poverty (such as child housework and caring responsibilities) or to child mental health (such as stigma and abuse), that are linked to both familial HIV/AIDS and educational outcomes. PMID:23965029

  4. Adolescents' Cognitive "Habitus", Learning Environments, Affective Outcomes of Schooling, and Young Adults' Educational Attainment

    ERIC Educational Resources Information Center

    Marjoribanks, Kevin

    2006-01-01

    A moderation-mediation model was constructed to examine relationships among adolescents' cognitive "habitus" (their cognitive dispositions), learning environments, affective outcomes of schooling, and young adults' educational attainment. Data were collected as part of a longitudinal survey of Australian youth (4,171 females, 3,718 males). The…

  5. School Factors Explaining Achievement on Cognitive and Affective Outcomes: Establishing a Dynamic Model of Educational Effectiveness

    ERIC Educational Resources Information Center

    Creemers, Bert; Kyriakides, Leonidas

    2010-01-01

    The dynamic model of educational effectiveness defines school level factors associated with student outcomes. Emphasis is given to the two main aspects of policy, evaluation, and improvement in schools which affect quality of teaching and learning at both the level of teachers and students: a) teaching and b) school learning environment. Five…

  6. Does Family Structure Affect Children's Educational Outcomes? NBER Working Paper Series.

    ERIC Educational Resources Information Center

    Pollak, Robert A.; Ginther, Donna K.

    This paper examines correlations between children's educational outcomes and family structure. Although popular discussions focus on distinctions between two-parent and single-parent families, earlier research shows that outcomes for stepchildren are similar to outcomes for children in single-parent families, and earlier researchers suggested that…

  7. Culture Matters. Factors Affecting the Outcomes of Participation in Vocational Education and Training by Australian Indigenous Peoples.

    ERIC Educational Resources Information Center

    McIntyre, John; Ardler, William; Morley-Warner, Terri; Solomon, Nicky; Spindler, Laraine

    The factors affecting the outcomes of indigenous Australians' participation in vocational education and training (VET) were examined in a study in which 7 Aboriginal researchers in 5 Australian states and territories interviewed 70 indigenous Australians enrolled in VET and 48 coordinators and teachers in technical and further education (TAFE)…

  8. Do School Entry Laws Affect Educational Attainment and Labor Market Outcomes? NBER Working Paper No. 14945

    ERIC Educational Resources Information Center

    Dobkin, Carlos; Ferreira, Fernando

    2009-01-01

    Age based school entry laws force parents and educators to consider an important tradeoff: Though students who are the youngest in their school cohort typically have poorer academic performance, on average, they have slightly higher educational attainment. In this paper we document that for a large cohort of California and Texas natives the school…

  9. Do School Entry Laws Affect Educational Attainment and Labor Market Outcomes?

    ERIC Educational Resources Information Center

    Dobkin, Carlos; Ferreira, Fernando

    2010-01-01

    Age based school entry laws force parents and educators to consider an important tradeoff: though students who are the youngest in their school cohort typically have poorer academic performance, on average, they have slightly higher educational attainment. In this paper we document that for a large cohort of California and Texas natives the school…

  10. Cohorts and Relatedness: Self-Determination Theory as an Explanation of How Learning Communities Affect Educational Outcomes

    ERIC Educational Resources Information Center

    Beachboard, Martine Robinson; Beachboard, John C.; Li, Wenling; Adkison, Stephen R.

    2011-01-01

    This study examines whether feelings of relatedness constitute a substantial means by which learning communities (cohorts) improve learning outcomes in higher education. It applies Ryan and Deci's Self-Determination Theory to an analysis of the National Survey of Student Engagement. The SDT hypothesizes that environments that support perceptions…

  11. Assessing Education Program Learning Outcomes

    ERIC Educational Resources Information Center

    Bahous, Rima; Nabhani, Mona

    2011-01-01

    Teacher education programs help teachers gain knowledge and skills, develop "new" attitudes, and impact their beliefs about teaching, thereby favorably affecting teaching outcomes. In the absence of national standards and formal studies in Lebanon of existing teacher preparation programs, findings of this study could greatly contribute to needed…

  12. Assessment of two different types of bias affecting the results of outcome-based evaluation in undergraduate medical education

    PubMed Central

    2014-01-01

    Background Estimating learning outcome from comparative student self-ratings is a reliable and valid method to identify specific strengths and shortcomings in undergraduate medical curricula. However, requiring students to complete two evaluation forms (i.e. one before and one after teaching) might adversely affect response rates. Alternatively, students could be asked to rate their initial performance level retrospectively. This approach might threaten the validity of results due to response shift or effort justification bias. Methods Two consecutive cohorts of medical students enrolled in a six-week cardio-respiratory module were enrolled in this study. In both cohorts, performance gain was estimated for 33 specific learning objectives. In the first cohort, outcomes calculated from ratings provided before (pretest) and after (posttest) teaching were compared to outcomes derived from comparative self-ratings collected after teaching only (thentest and posttest). In the second cohort, only thentests and posttests were used to calculate outcomes, but data collection tools differed with regard to item presentation. In one group, thentest and posttest ratings were obtained sequentially on separate forms while in the other, both ratings were obtained simultaneously for each learning objective. Results Using thentest ratings to calculate performance gain produced slightly higher values than using true pretest ratings. Direct comparison of then- and posttest ratings also yielded slightly higher performance gain than sequential ratings, but this effect was negligibly small. Conclusions Given the small effect sizes, using thentests appears to be equivalent to using true pretest ratings. Item presentation in the posttest does not significantly impact on results. PMID:25043503

  13. Didacticism and Educational Outcomes

    ERIC Educational Resources Information Center

    Johnes, Geraint

    2006-01-01

    This note provides an analysis of the determinants of educational outcomes at age 16, and of subsequent pathways as school pupils transit toward the labour market. There is some evidence that examination results tend to be better where nondidactic teaching methods are used, but there is little evidence to suggest that teaching method has an…

  14. Factors affecting outcomes in colonoscopy.

    PubMed

    Selehi, Seema; Leung, Edmund; Wong, Ling

    2008-01-01

    There are many factors that influence successful outcomes in colonoscopy. The aims of this study were to evaluate these factors and determine ways to improve outcomes. All participants (N=229) who underwent planned colonoscopy between July and September 2004 were retrospectively included. Participants included 118 men and 111 women with a mean age of 59 years. Completion rate was 92%. Reasons of failure included poor bowel preparation (2.2%, p< .025), bowel looping (2.2%, p< .025), participant discomfort (1.3%), and obstructing lesion (1.3%). Mean midazolam dose was 3.8 mg. Three participants (1.3%) had midazolam alone, and all had complete colonoscopy. One hundred thirty-three participants (60.7%) had additional meperidine, with a completion rate of 94%. Eighty three participants (37.9%) had additional meperidine and Buscopan, with a completion rate reduced to 89.2%. There was no correlation between sedatives used and completion rate. Completion rate of colonoscopy in our unit was acceptable at 92%. A combination of midazolam and meperidine gave the best completion rates (94%). The two main reasons for incompletion were poor bowel preparation and excessive bowel looping. PMID:18300826

  15. Intracranial ependymoma: factors affecting outcome.

    PubMed

    Massimino, Maura; Buttarelli, Francesca R; Antonelli, Manila; Gandola, Lorenza; Modena, Piergiorgio; Giangaspero, Felice

    2009-03-01

    Ependymomas account for 2-9% of all neuroepithelial tumors, amounting to 6-12% of all intracranial tumors in children and up to 30% of those in children younger than 3 years. Recent findings provide evidence that intracranial and spinal ependymomas share similar molecular profiles with the radial glia of their corresponding locations. The management of intracranial ependymoma is still not optimal. The 5-year progression-free survival for children with ependymoma ranges between 30 and 50% with a worse prognosis for patients with residual disease after surgery. The prognostic relevance of most factors are still being debated. Recent studies, in which the current WHO classification criteria were applied, reported the relationship between histological grade and outcome. Biomolecular studies have identified that gain of 1q25 and EGFR overexpression correlate to poor prognosis, whereas low expression of nucleolin correlated with a favorable outcome. Ependymomas have been considered a 'surgical disease', where completeness of excision can be reached in approximately half of the cases. At present the standard treatment is radiation therapy for all patients after gross-total or near-total resection. For high-risk patients, with residual tumor, an interesting, although experimental, approach could be chemotherapy followed by secondary surgery and postoperative conformal irradiation. PMID:19284379

  16. Do School Facilities Affect Academic Outcomes?

    ERIC Educational Resources Information Center

    Schneider, Mark

    This review explores which facility attributes affect academic outcomes the most and in what manner and degree. The research is examined in six categories: indoor air quality, ventilation, and thermal comfort; lighting; acoustics; building age and quality; school size; and class size. The review concludes that school facilities affect learning.…

  17. Early Adolescent Affect Predicts Later Life Outcomes

    PubMed Central

    Kansky, Jessica; Allen, Joseph P.; Diener, Ed

    2016-01-01

    Background Subjective well-being as a predictor for later behavior and health has highlighted its relationship to health, work performance, and social relationships. However, the majority of such studies neglect the developmental nature of well-being in contributing to important changes across the transition to adulthood. Methods To examine the potential role of subjective well-being as a long-term predictor of critical life outcomes, we examined indicators of positive and negative affect at age 14 as a predictor of relationship, adjustment, self worth, and career outcomes a decade later at ages 23 to 25, controlling for family income and gender. We utilized multi-informant methods including reports from the target participant, close friends, and romantic partners in a demographically diverse community sample of 184 participants. Results Early adolescent positive affect predicted less relationship problems (less self-reported and partner-reported conflict, greater friendship attachment as rated by close peers), healthy adjustment to adulthood (lower levels of depression, anxiety, and loneliness). It also predicted positive work functioning (higher levels of career satisfaction and job competence) and increased self-worth. Negative affect did not significantly predict any of these important life outcomes. In addition to predicting desirable mean levels of later outcomes, early positive affect predicted beneficial changes across time in many outcomes. Conclusions The findings extend early research on the beneficial outcomes of subjective well-being by having an earlier assessment of well-being, including informant reports in measuring a large variety of outcome variables, and by extending the findings to a lower socioeconomic group of a diverse and younger sample. The results highlight the importance of considering positive affect as an important component of subjective well-being distinct from negative affect. PMID:27075545

  18. Assessing General Education Outcomes

    ERIC Educational Resources Information Center

    Yin, Alexander C.; Volkwein, J. Fredericks

    2010-01-01

    In both purpose and practice, general education in American higher education has experienced several recurring debates and national revivals. In a world with constantly evolving technology, students need a strong general education to be flexible and adaptable to the changes of the world. General education is an important component and requirement…

  19. Birth order, family environments, academic and affective outcomes.

    PubMed

    Marjoribanks, Kevin

    2003-06-01

    Relations were examined among birth order, family social status, family learning environments, and a set of affective and academic outcomes. Data were collected as part of an Australian longitudinal study (4,171 females and 3,718 males). Analysis suggested that birth order continued to have small but significant associations with adolescents' self-concept and educational aspirations and with young adults' educational attainment, after taking into account differences in family social status and family learning environments. PMID:12931949

  20. Affective Outcomes of a World Geography Course

    ERIC Educational Resources Information Center

    Forsyth, Alfred S., Jr.; Maier, Joan N.

    2006-01-01

    Affective goals and objectives, rarely stated in geographic education standards, textbooks or course syllabi, include improving students' attitudes toward other people. World geography courses expose students to other parts of the world and to people different from themselves. Although affective goals may not be stated for such courses, could it…

  1. How Performance Information Affects Human-Capital Investment Decisions: The Impact of Test-Score Labels on Educational Outcomes. NBER Working Paper No. 17120

    ERIC Educational Resources Information Center

    Papay, John P.; Murnane, Richard J.; Willett, John B.

    2011-01-01

    Students receive abundant information about their educational performance, but how this information affects future educational-investment decisions is not well understood. Increasingly common sources of information are state-mandated standardized tests. On these tests, students receive a score and a label that summarizes their performance. Using a…

  2. Culture Matters. Community Report. Reporting on a Research Project To Explore Factors Affecting the Outcomes of Vocational Education and Training for Aboriginal and Torres Straits Islander People.

    ERIC Educational Resources Information Center

    Buchanan, Matthew; Egg, Mez

    The factors leading to positive outcomes in vocational education and training (VET) for Aboriginal and Torres Strait Islander people were examined through person-to-person and telephone interviews with indigenous Australian students and VET providers. The interviews focused on the following: the range of VET provision and the extent of its…

  3. Outcome-Based Education: Another Educational Bandwagon?

    ERIC Educational Resources Information Center

    Towers, James M.

    1992-01-01

    Traces the roots of outcome-based education in mastery learning. Considers such obstacles as lack of reform preconditions, poor understanding of program features, teacher resistance, teacher domestication, staff mobility, and routinization. (SK)

  4. Implementation of Outcome-Based Education in Universiti Putra Malaysia: A Focus on Students' Learning Outcomes

    ERIC Educational Resources Information Center

    Mohayidin, Mohd Ghazali; Suandi, Turiman; Mustapha, Ghazali; Konting, Mohd. Majid; Kamaruddin, Norfaryanti; Man, Nor Azirawani; Adam, Azura; Abdullah, Siti Norziah

    2008-01-01

    The move towards applying outcome-based education in teaching and learning at tertiary education level has become an important topic in Malaysia. Apart from the three learning domains; namely, cognitive, psychomotor and affective, the Ministry of Higher Education has determined eight learning outcomes which are important in providing wholesome…

  5. Motivated behavioral outcomes affect ratings of attractiveness.

    PubMed

    Bernard, Larry C; Hardy, David J

    2014-12-01

    A relatively new theory of motivation posits that purposeful human behavior may be partly explained by multidimensional individual differences "traits of action" (motives). Its 15 motives can be characterized according to their purpose: individual integrity, competitiveness, and cooperativeness. Existing evidence supports the model on which the motives are based and the reliability and validity of strategies to assess them. This experiment tested whether the hypothetical results of consistent, motivated cooperative and competitive behavior could affect ratings of attractiveness. Male and female participants (N = 98; M age = 18.8, SD = 1.4) were shown 24 opposite-sex facial photos ranging in attractiveness. The photos were paired with one of three conditions representing theoretical outcomes that would result from low, control, and high levels of cooperative and competitive motives. As predicted, outcome descriptions representing high motive strength of six motives statistically significantly affected ratings of attractiveness. This result was independent of sex of participant and consistent with the theory. PMID:25457092

  6. Ramadan, Fasting and Educational Outcomes

    ERIC Educational Resources Information Center

    Oosterbeek, Hessel; van der Klaauw, Bas

    2013-01-01

    Using a difference-in-differences framework, we estimate the impact of Ramadan on educational outcomes of Muslim students living in a non-Muslim country. For identification we exploit that the number of Ramadan weeks during the course that we study, varies from year to year, ranging from zero to four. Our main finding is that Ramadan observance…

  7. Childhood Maltreatment and Educational Outcomes.

    PubMed

    Romano, Elisa; Babchishin, Lyzon; Marquis, Robyn; Fréchette, Sabrina

    2015-10-01

    Children (0-18 years) with maltreatment histories are vulnerable to experiencing difficulties across multiple domains of functioning, including educational outcomes that encompass not only academic achievement but also mental well-being. The current literature review adopted Slade and Wissow's model to examine (1) the link between childhood maltreatment and academic achievement, (2) the link between childhood maltreatment and mental health outcomes (i.e., emotional and behavioral difficulties), and (3) the bidirectional relationship between childhood academic achievement and mental health. In addition, we reviewed variables that might influence or help explain the link between childhood maltreatment and educational outcomes, drawing on developmental perspectives and Bronfenbrenner's ecological model. Finally, whenever possible, we presented findings specific to maltreated children in out-of-home care to highlight the unique challenges experienced by this population. Results indicated that children with maltreatment histories often experience impairments in both their academic performance (e.g., special education, grade retention, lower grades) and mental well-being (e.g., anxiety, low mood, aggression, social skills deficits, poor interpersonal relationships). These impairments appeared to be particularly pronounced among maltreated children in out-of-home care. Findings, albeit sparse, also indicated that mental health difficulties are negatively associated with children's academic achievement and, similarly, that academic achievement deficits are linked with mental health problems. The link between childhood maltreatment and educational outcomes may be partly explained through the disruption of key developmental processes in children, such as attachment, emotion regulation, and sense of agency. As well, maltreatment characteristics and the functioning of various systems in which children are embedded (e.g., family, school, child welfare) can serve to positively

  8. Aesthetics, Affect, and Educational Politics

    ERIC Educational Resources Information Center

    Means, Alex

    2011-01-01

    This essay explores aesthetics, affect, and educational politics through the thought of Gilles Deleuze and Jacques Ranciere. It contextualizes and contrasts the theoretical valences of their ethical and democratic projects through their shared critique of Kant. It then puts Ranciere's notion of dissensus to work by exploring it in relation to a…

  9. Conception of Learning Outcomes in the Bloom's Taxonomy Affective Domain

    ERIC Educational Resources Information Center

    Savickiene, Izabela

    2010-01-01

    The article raises a problematic issue regarding an insufficient base of the conception of learning outcomes in the Bloom's taxonomy affective domain. The search for solutions introduces the conception of teaching and learning in the affective domain as well as presents validity criteria of learning outcomes in the affective domain. The…

  10. Model Learner Outcomes for Science Education.

    ERIC Educational Resources Information Center

    Clark, Richard C.; Hessler, Edward

    This document provides curriculum planners with models of learner outcomes that can be incorporated into a science curriculum and science essential learner outcomes. The first chapter includes a list of educational system values and learner values, philosophy of education, the mission for public education, and learner goals that describe the…

  11. Learning Outcomes in Affective Domain within Contemporary Architectural Curricula

    ERIC Educational Resources Information Center

    Savic, Marko; Kashef, Mohamad

    2013-01-01

    Contemporary architectural education has shifted from the traditional focus on providing students with specific knowledge and skill sets or "inputs" to outcome based, student-centred educational approach. Within the outcome based model, students' performance is assessed against measureable objectives that relate acquired knowledge…

  12. AMEE Guide No. 14. Outcome-Based Education: Part 3--Assessment in Outcome-Based Education.

    ERIC Educational Resources Information Center

    Ben-David, Miriam Friedman

    1999-01-01

    Discusses the role of performance assessment in outcome-based education. Compares the relationship and interplay between the two related paradigms and presents guidelines of assessment programs in outcome-based education. (Author/CCM)

  13. Demotivation: Affective States and Learning Outcomes

    ERIC Educational Resources Information Center

    Falout, Joseph; Elwood, James; Hood, Michael

    2009-01-01

    Demotivation can negatively influence the learner's attitudes and behaviors, degrade classroom group dynamics and teacher's motivation, and result in long-term and widespread negative learning outcomes. 900 university EFL learners were surveyed to investigate the demotivating factors in learning English as a foreign language (EFL) in Japan, and…

  14. Trait Affect and Job Search Outcomes

    ERIC Educational Resources Information Center

    Cote, Stephane; Saks, Alan M.; Zikic, Jelena

    2006-01-01

    The present study examines the role of trait affect in job search. One hundred and twenty-three university students completed measures of positive and negative affectivity, conscientiousness, job search self-efficacy, job search clarity, and job search intensity during their last year of school while on the job market. At the end of the school…

  15. A Conceptual Framework for Educational Outcomes.

    ERIC Educational Resources Information Center

    Lenning, Oscar T.; And Others

    Educational outputs are defined as the direct end products, events or conditions that result from facilitation and production processes within educational institutions. The conceptual framework for education outcomes developed by the National Center for Higher Education Management Systems (NCHEMS) is explained. The basic elements of any…

  16. Outcomes Based Education--Implications and Innovations.

    ERIC Educational Resources Information Center

    Clarke, Robert

    The debate over the condition of American public education has spanned the last decade. Some argue that public education is "bad" and needs a complete overhaul, and others assert that public education is "good" but needs to be improved. This paper presents findings of a study that examined the impact of the outcomes-based education (OBE) movement…

  17. Encountering science education's capacity to affect and be affected

    NASA Astrophysics Data System (ADS)

    Alsop, Steve

    2015-12-01

    What might science education learn from the recent affective turn in the humanities and social sciences? Framed as a response to Michalinos Zembylas's article, this essay draws from selected theorizing in affect theory, science education and science and technology studies, in pursuit of diverse and productive ways to talk of affect within science education. These discussions are framed by desires to transcend traditional epistemic boundaries and practices. The article concludes offering some associated ambiguities and tensions involved.

  18. Principal Leadership for Outstanding Educational Outcomes

    ERIC Educational Resources Information Center

    Dinham, Stephen

    2005-01-01

    Purpose: Aims to explore the role of Principals in producing outstanding education outcomes in Years 7 to 10 in New South Wales (Australia) government schools. Design/methodology/approach: Sites where "outstanding" educational outcomes were believed to be occurring were selected using a variety of data including performance in standardised tests,…

  19. Measuring Inclusive Education Outcomes in Alberta, Canada

    ERIC Educational Resources Information Center

    Loreman, Tim

    2014-01-01

    This study details the results of a review of the academic and public sector literature on measuring inclusive education in large systems. It highlights some outcomes drawn from the international literature on inclusion that might be indicative of the presence and quality of inclusive education in an effort to develop a set of outcomes for…

  20. Financial Literacy, Financial Education, and Economic Outcomes

    ERIC Educational Resources Information Center

    Hastings, Justine S.; Madrian, Brigitte C.; Skimmyhorn, William L.

    2013-01-01

    In this article, we review the literature on financial literacy, financial education, and consumer financial outcomes. We consider how financial literacy is measured in the current literature and examine how well the existing literature addresses whether financial education improves financial literacy or personal financial outcomes. We discuss the…

  1. Educational Outcomes and Indicators for Grade 8.

    ERIC Educational Resources Information Center

    Ysseldyke, James E.; And Others

    This document presents a conceptual model of educational domains and outcomes for learners in Grade 8 (or approximately 13 years of age) and possible indicators for each outcome for all students, including students with disabilities or developmental delays. In the model, educational resources (inputs and contexts) influence learning opportunity…

  2. Educational Outcomes and Indicators for Grade 4.

    ERIC Educational Resources Information Center

    Ysseldyke, James E.; And Others

    This document presents a model of educational outcomes for learners in grade 4 and the indicators of these outcomes for all students. This includes students identified as having disabilities or developmental delays. The document begins with a presentation of the conceptual model, with Educational Resources (Inputs and Contexts) influencing…

  3. Technology Integration before Student Outcomes: Factors Affecting Teacher Adoption of Technology in India

    ERIC Educational Resources Information Center

    Bandyopadhyay, Alankar

    2013-01-01

    Since the 1920s, ICTs have been endorsed as solutions to challenges of access and quality in education. Proponents have also supported technology use in education on grounds that it could potentially impact cognitive, affective, and pedagogical outcomes. Based on these perceived benefits, many developed and developing countries have been…

  4. FINANCIAL LITERACY, FINANCIAL EDUCATION AND ECONOMIC OUTCOMES

    PubMed Central

    Hastings, Justine S.; Madrian, Brigitte C.; Skimmyhorn, William L.

    2013-01-01

    In this article we review the literature on financial literacy, financial education, and consumer financial outcomes. We consider how financial literacy is measured in the current literature, and examine how well the existing literature addresses whether financial education improves financial literacy or personal financial outcomes. We discuss the extent to which a competitive market provides incentives for firms to educate consumers or offer products that facilitate informed choice. We review the literature on alternative policies to improve financial outcomes, and compare the evidence to evidence on the efficacy and cost of financial education. Finally, we discuss directions for future research. PMID:23991248

  5. Implicit emotion regulation affects outcome evaluation.

    PubMed

    Yang, Qiwei; Tang, Ping; Gu, Ruolei; Luo, Wenbo; Luo, Yue-jia

    2015-06-01

    Efficient implicit emotion regulation processes, which run without awareness, are important for human well-being. In this study, to investigate the influence of implicit emotion regulation on psychological and electrophysiological responses to gains and losses, participants were required to select between two Chinese four-character idioms to match the meaning of the third one before they performed a monetary gambling task. According to whether their meanings were related to emotion regulation, the idioms fell into two categories. Event-related potentials and self-rating emotional experiences to outcome feedback were recorded during the task. Priming emotion regulation reduced subjective emotional experience to both gains and losses and the amplitudes of the feedback-related negativity, while the P3 component was not influenced. According to these results, we suggest that the application of implicit emotion regulation effectively modulated the subjective emotional experience and the motivational salience of current outcomes without the cost of cognitive resources. This study implicates the potential significance of implicit emotion regulation in decision-making processes. PMID:25332404

  6. Rockford, Ill.: Cognitive and Affective Outcomes.

    ERIC Educational Resources Information Center

    Baldwin, Thomas F.; And Others

    1978-01-01

    Describes the operational tests of the two-way interactive cable television system using a firefighter training series administered to the Rockford (Illinois) fire department. Cognitive and affective measurement instruments described indicate a significant difference favoring two-way systems of in-service training programs. (JMF)

  7. Do gravidity and age affect pregnancy outcome?

    PubMed

    Santow, G; Bracher, M

    1989-01-01

    Fetal loss has generally been found to vary with gravidity, previous experience of fetal loss, and maternal age, but the literature is divided on the reasons for these associations. In this paper we examine pregnancy histories obtained retrospectively from a nationally representative one-in-one-thousand sample of women in Australia aged 20 to 59 years. The relations of fetal loss ratios with both gravidity and previous outcome are consistent with heterogeneity of risk over the study population and a stopping rule, whereby high-risk women undertake more pregnancies than low-risk women to achieve the same number of live births. Evidence is presented that elevated loss ratios in the teens indicate not higher risk but a selection for short gestation intervals, while loss ratios beyond the mid-thirties do not point unequivocally to a substantial increase in risk at the older reproductive ages. PMID:2814570

  8. Surgical technique affects outcomes in acromioclavicular reconstruction.

    PubMed

    Grassbaugh, Jason A; Cole, Chad; Wohlrab, Kurt; Eichinger, Josef

    2013-01-01

    Optimal treatment for acromioclavicular (AC) dislocation is unknown. Numerous surgical procedures for AC injuries have been described with little comparison. This study sought to compare the clinical and radiographic results of various surgical techniques in order to identify the optimal surgical technique. Ninety patients met inclusion criteria of AC reconstruction at this institution. A retrospective review of outcomes was performed using the electronic records system. Radiographs were measured for pre- and postoperative grade and percent elevation versus the contralateral side. Overall revision rate was 9%. Suture button fixation had a revision rate of 0% compared to 14% (p = .01). Reconstruction procedures performed with distal clavicle excision showed a higher revision rate, 17% compared to 0% (p = .003). There were no statistically significant clinical differences. AC reconstructions performed with suture button construct were superior to other surgical techniques. Procedures performed with distal clavicle excision were inferior to those without. PMID:23449059

  9. Center for the Advancement of Pharmacy Education 2013 Educational Outcomes

    PubMed Central

    Medina, Melissa S.; Stowe, Cindy D.; Robinson, Evan T.; DeLander, Gary; Beck, Diane E.; Melchert, Russell B.; Supernaw, Robert B.; Roche, Victoria F.; Gleason, Brenda L.; Strong, Mark N.; Bain, Amanda; Meyer, Gerald E.; Dong, Betty J.; Rochon, Jeffrey; Johnston, Patty

    2013-01-01

    An initiative of the Center for the Advancement of Pharmacy Education (formerly the Center for the Advancement of Pharmaceutical Education) (CAPE), the CAPE Educational Outcomes are intended to be the target toward which the evolving pharmacy curriculum should be aimed. Their development was guided by an advisory panel composed of educators and practitioners nominated for participation by practitioner organizations. CAPE 2013 represents the fourth iteration of the Educational Outcomes, preceded by CAPE 1992, CAPE 1998 and CAPE 2004 respectively. The CAPE 2013 Educational Outcomes were released at the AACP July 2013 Annual meeting and have been revised to include 4 broad domains, 15 subdomains, and example learning objectives. PMID:24159203

  10. Physical Education Performance Outcomes and Cognitive Function

    ERIC Educational Resources Information Center

    Castelli, Darla M.; Hillman, Charles H.

    2007-01-01

    This article intends to inform physical education teachers about the current research describing the relationship between physical education performance outcomes as identified by the national physical education standards (i.e., regular participation in physical activity, physical fitness, motor competence; National Association of Physical…

  11. Outcome Standards for Secondary Marketing Education.

    ERIC Educational Resources Information Center

    Stone, James R., III

    A national panel consisting of marketing education advisory committee members, former marketing education students, and marketing education teacher-coordinators reacted to a list of 34 outcome standards developed through a literature review. The 34 standards focused on program quality, program relevance, individual transition to and growth in the…

  12. Model Learner Outcomes for Home Economics Education.

    ERIC Educational Resources Information Center

    Rogers, Cheryl, Ed.; And Others

    Chapter 1 of this document contains sets of statements adopted by either the Minnesota State Board of Education or the Minnesota State Legislature. They represent the hierarchy used by Department of Education staff as they develop model learner outcomes for each subject area. Contents include learner values, education system values, philosophy for…

  13. Outcomes in cochlear implantation: variables affecting performance in adults and children.

    PubMed

    Cosetti, Maura K; Waltzman, Susan B

    2012-02-01

    This article highlights variables that affect cochlear implant performance, emerging factors warranting consideration, and variables shown not to affect performance. Research on the outcomes following cochlear implantation has identified a wide spectrum of variables known to affect pos0timplantation performance. These variables relate to the device itself as well as individual patient characteristics. Factors believed to affect spiral ganglion cell survival and function have been shown to influence postoperative performance. Binaural hearing affects performance. Social and educational factors also affect postoperative performance. Novel variables capable of affecting performance continue to emerge with increased understanding of auditory pathway development and neural plasticity. PMID:22115688

  14. Application of Matrix Outcome Mapping to Constructively Align Program Outcomes and Course Outcomes in Higher Education

    ERIC Educational Resources Information Center

    Mazouz, Abdelkader; Crane, Keenan

    2013-01-01

    Establishing a link between Course Learning Outcomes (LOs) and Program Outcomes (POs) while assessing the course contents and delivery are among the most challenging issues in Higher Education. In the present study two forms were generated based on specific Course Learning Outcomes identified in the syllabus at the beginning of the teaching term:…

  15. The Neural Basis of Risky Choice with Affective Outcomes

    PubMed Central

    Suter, Renata S.; Pachur, Thorsten; Hertwig, Ralph; Endestad, Tor; Biele, Guido

    2015-01-01

    Both normative and many descriptive theories of decision making under risk are based on the notion that outcomes are weighted by their probability, with subsequent maximization of the (subjective) expected outcome. Numerous investigations from psychology, economics, and neuroscience have produced evidence consistent with this notion. However, this research has typically investigated choices involving relatively affect-poor, monetary outcomes. We compared choice in relatively affect-poor, monetary lottery problems with choice in relatively affect-rich medical decision problems. Computational modeling of behavioral data and model-based neuroimaging analyses provide converging evidence for substantial differences in the respective decision mechanisms. Relative to affect-poor choices, affect-rich choices yielded a more strongly curved probability weighting function of cumulative prospect theory, thus signaling that the psychological impact of probabilities is strongly diminished for affect-rich outcomes. Examining task-dependent brain activation, we identified a region-by-condition interaction indicating qualitative differences of activation between affect-rich and affect-poor choices. Moreover, brain activation in regions that were more active during affect-poor choices (e.g., the supramarginal gyrus) correlated with individual trial-by-trial decision weights, indicating that these regions reflect processing of probabilities. Formal reverse inference Neurosynth meta-analyses suggested that whereas affect-poor choices seem to be based on brain mechanisms for calculative processes, affect-rich choices are driven by the representation of outcomes’ emotional value and autobiographical memories associated with them. These results provide evidence that the traditional notion of expectation maximization may not apply in the context of outcomes laden with affective responses, and that understanding the brain mechanisms of decision making requires the domain of the decision

  16. Outcome-Based Education. Final Report.

    ERIC Educational Resources Information Center

    Kearney, James M.

    This paper presents a summary of research on outcome-based education (OBE). The first section provides an overview of the evolution and history of OBE in the United States. Other outcome-based models are described in the second section. The third section reviews research on OBE and related concepts, including mastery learning, cooperative…

  17. Defining and Assessing Affective Outcomes in Undergraduate Pediatric Dentistry.

    ERIC Educational Resources Information Center

    Cullen, Claire L.

    1990-01-01

    The affective aspect of the curriculum is defined as the development of appropriate and measurable values such as ethical behavior, honesty, tolerance, and becoming a life-long learner. In outcome assessment of the affective category, the goal is to evaluate the transition of the student to a professional. (MLW)

  18. Migration, Remittances and Educational Outcomes: The Case of Haiti

    ERIC Educational Resources Information Center

    Bredl, Sebastian

    2011-01-01

    This paper empirically investigates how migration and the receipt of remittances affect educational outcomes in Haiti. Based on a theoretical approach it tries to disentangle the effects of both phenomena that have mostly been jointly modeled in previous literature. The results suggest that remittances play an important role for poor households in…

  19. Assessing Higher Education Learning Outcomes in Brazil

    ERIC Educational Resources Information Center

    Pedrosa, Renato H. L.; Amaral, Eliana; Knobel, Marcelo

    2013-01-01

    Brazil has developed an encompassing system for quality assessment of higher education, the National System of Higher Education Evaluation (SINAES), which includes a test for assessing learning outcomes at the undergraduate level, the National Exam of Student Performance (ENADE). The present system has been running since 2004, and also serves as…

  20. Socioeconomic Outcomes from Adult Education.

    ERIC Educational Resources Information Center

    Gooderham, Paul N.

    1991-01-01

    The degree to which age and gender influence completion of higher secondary education (HSE) and employment status was measured with a sample of 350 Norwegian adults. Application of a Status Attainment model revealed that post-HSE educational attainment is an important determinant of socioeconomic status for both men and women. (SK)

  1. Outcomes-Based Education and Educational Reform in South Africa.

    ERIC Educational Resources Information Center

    Botha, R. J.

    2002-01-01

    Discusses outcomes-based education in South Africa, which has been only recently implemented to improve the quality of education and to address the demands for a skilled work force. Addresses the fundamental question: Will OBE improve the quality of education and transform schools in South Africa? (Contains 24 references.) (WFA)

  2. Oklahoma Affective Education: A Resource Guide.

    ERIC Educational Resources Information Center

    Oklahoma City Public School System, OK.

    This resource guide is for elementary and secondary level educators who are interested in affective education and in formulating their own strategies for more meaningful learning experiences in their classrooms. The guide is based on the idea that affective learning is essential and that the best learning experiences are those in which the…

  3. Affective Education for Gifted, Culturally Diverse Learners

    ERIC Educational Resources Information Center

    Baldwin, Alexinia

    2009-01-01

    Over the years, there has been an ongoing controversy about affective education. Some see it as an important element of good teaching, and some see it as fluff, diminishing academics, and playing into the "feel good" movement. While criticisms may be appropriate in some situations, affective education can play a fundamental role in other…

  4. Summary of New Legislation Affecting Education, 1993.

    ERIC Educational Resources Information Center

    New York State Education Dept., Albany.

    This document summarizes major legislation, enacted by the 1993 New York State Legislature, that affected education and its related professions. Eight sections offer brief descriptions of legislation enacted in the following areas: laws affecting school districts generally; cultural education; state aid; taxation and financial administration;…

  5. 1989 Summary of New Legislation Affecting Education.

    ERIC Educational Resources Information Center

    New York State Education Dept., Albany. Office of the Counsel.

    This summary of major legislation enacted by the 1989 New York State Legislature affecting education and the professions is organized in eight sections: (1) laws affecting school districts generally; (2) state aid; (3) taxation and financial administration; (4) miscellaneous; (5) laws of local application; (6) higher education; (7) laws affecting…

  6. Institutional Factors Affecting Biophysical Outcomes in Forest Management

    ERIC Educational Resources Information Center

    Coleman, Eric A.

    2009-01-01

    Although there is considerable interest in the impact of diverse policies affecting the biophysical outcomes in forests, gaining a substantial sample over time of forests under different institutional arrangements has been difficult. This article analyzes data from 46 forests located in six countries over time. In forests where policies have been…

  7. Factors Affecting the Outcomes of School Bond Elections in Iowa.

    ERIC Educational Resources Information Center

    Lode, Marlin D.

    In spite of a nationwide concern for the crumbling infrastructure of school buildings, the prospects of passing bond issues to repair or replace buildings are elusive. This study examined positive and negative factors that affected the outcomes of school bond elections in four purposefully-selected school districts in Iowa. Variables that…

  8. Health Literacy: An Educationally Sensitive Patient Outcome.

    PubMed

    Yin, H Shonna; Jay, Melanie; Maness, Leslie; Zabar, Sondra; Kalet, Adina

    2015-09-01

    We have previously proposed that by identifying a set of Educationally Sensitive Patient Outcomes (ESPOs), medical education outcomes research becomes more feasible and likely to provide meaningful guidance for medical education policy and practice. ESPOs are proximal outcomes that are sensitive to provider education, measurable, and linked to more distal health outcomes. Our previous model included Patient Activation and Clinical Microsystem Activation as ESPOs. In this paper, we discuss how Health Literacy, defined as "the degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions," is another important ESPO. Between one-third and one-half of all US adults have limited health literacy skills. Providers can be trained to adopt a "universal precautions approach" to addressing patient health literacy, through the acquisition of specific skills (e.g., teachback, "chunking" information, use of plain language written materials) and by learning how to take action to improve the "health literacy environment." While there are several ways to measure health literacy, identifying which measurement tools are most sensitive to provider education is important, but challenging and complex. Further research is needed to test this model and identify additional ESPOs. PMID:26173523

  9. Educating Students for Practice: Educational Outcomes and Community Experience

    PubMed Central

    Nemire, Ruth E.; Meyer, Susan M.

    2006-01-01

    The education of pharmacists in the United States integrates classroom and experiential learning. Two organizations played a key role in determining the current education of pharmacy students. They are the Accreditation Council for Pharmacy Education and the American Association of Colleges of Pharmacy. The curriculum offered today provides opportunities for students to learn and achieve ability-based outcomes in both didactic and experiential courses. This review of pharmacy education focuses generally on the national leadership of pharmacy education both past and present and specifically on outcomes of practice that students are expected to achieve. Included in the discussion are recommendations for how preceptors in a community practice model can build on the college curriculum by recognizing and incorporating ability-based outcomes into their activities of the introductory and advanced practice courses. PMID:17136161

  10. Dental Hygiene Realpolitik Affecting Education.

    ERIC Educational Resources Information Center

    Bader, James D.

    1991-01-01

    Current conditions in dental hygiene influencing professional education are discussed. Workplace/practice issues include dental hygiene care as a component of dental practice, content, effects, and quality of care, hygienist supply and demand, and job satisfaction. Professional issues include the knowledge base, definitions of practice, and…

  11. New Technology, Information Access and Educational Outcomes.

    ERIC Educational Resources Information Center

    Clyde, Anne

    1992-01-01

    Discussion of the use of technology in Australian schools to improve information access and educational outcomes focuses on the impact on school library resource centers. Topics discussed include online information services; electronic bulletin boards; electronic mail via microcomputers; and optical storage media, including CD-ROM, hypermedia, and…

  12. Grades, Aspirations, and Postsecondary Education Outcomes

    ERIC Educational Resources Information Center

    Christofides, Louis N.; Hoy, Michael; Milla, Joniada; Stengos, Thanasis

    2015-01-01

    In this paper, we exploit a rich longitudinal data set to explore the forces that, during high school, shape the development of aspirations to attend university and achieve academic success. We then investigate how these aspirations, along with grades and other variables, impact educational outcomes such as going to university and graduating. It…

  13. Measuring Educational Outcomes: Vocational Education and Training. Conference Paper

    ERIC Educational Resources Information Center

    Karmel, Tom

    2009-01-01

    The vocational education and training (VET) sector has a long tradition of measuring and reporting outcomes. The public face of this is the "Annual National Report of the Australian Vocational Education and Training System" published (and tabled in the Commonwealth Parliament) since 1994. The reporting framework has undergone a number of changes…

  14. Behavioral Management: An Affective Approach. (Affective Education Trainers Manual).

    ERIC Educational Resources Information Center

    Heilman, John; Cole, Bob

    This manual provides a framework for training teachers who want to become more skilled in affective education. It is divided into three parts: teacher self-awareness, teacher-student interaction, and teacher-directed group activities. It is designed for use in a two-day workshop. Guidelines for discussions on expectations, responsibility,…

  15. Affective Development in University Education

    ERIC Educational Resources Information Center

    Grootenboer, Peter

    2010-01-01

    There seems to be an increasing requirement for university courses and programs to develop students' affective qualities (beliefs, values, dispositions and attitudes). This study explored the ways academics determined what the desirable qualities were for their particular disciplines and the pedagogical strategies and approaches they used to…

  16. Psychosocial predictors of treatment outcome for trauma-affected refugees

    PubMed Central

    Sonne, Charlotte; Carlsson, Jessica; Bech, Per; Vindbjerg, Erik; Mortensen, Erik Lykke; Elklit, Ask

    2016-01-01

    Background The effects of treatment in trials with trauma-affected refugees vary considerably not only between studies but also between patients within a single study. However, we know little about why some patients benefit more from treatment, as few studies have analysed predictors of treatment outcome. Objective The objective of the study was to examine possible psychosocial predictors of treatment outcome for trauma-affected refugees. Method The participants were 195 adult refugees with posttraumatic stress disorder (PTSD) who were enrolled in a 6- to 7-month treatment programme at the Competence Centre for Transcultural Psychiatry (CTP), Denmark. The CTP Predictor Index used in the study included 15 different possible outcome predictors concerning the patients’ past, chronicity of mental health problems, pain, treatment motivation, prerequisites for engaging in psychotherapy, and social situation. The primary outcome measure was PTSD symptoms measured on the Harvard Trauma Questionnaire (HTQ). Other outcome measures included the Hopkins Symptom Check List-25, the WHO-5 Well-being Index, Sheehan Disability Scale, Hamilton Depression and Anxiety Scales, the somatisation scale of the Symptoms Checklist-90, Global Assessment of Functioning scales, and pain rated on visual analogue scales. The relations between treatment outcomes and the total score as well as subscores of the CTP Predictor Index were analysed. Results Overall, the total score of the CTP Predictor Index was significantly correlated to pre- to post treatment score changes on the majority of the ratings mentioned above. While employment status was the only single item significantly correlated to HTQ-score changes, a number of single items from the CTP Predictor Index correlated significantly with changes in depression and anxiety symptoms, but the size of the correlation coefficients were modest. Conclusions The total score of the CTP Predictor Index correlated significantly with outcomes on most

  17. Affect, Citizenship, Politics: Implications for Education

    ERIC Educational Resources Information Center

    Zembylas, Michalinos

    2009-01-01

    This article analyses the role of emotions in the constitution of political identity and boundary formation, and discusses the educational implications of that analysis in the context of citizenship education. The author begins by examining how affect is fundamental to the formation of borders, nationhood and citizenship, and discusses the role of…

  18. 1988 Summary of New Legislation Affecting Education.

    ERIC Educational Resources Information Center

    New York State Education Dept., Albany. Office of the Counsel.

    This chapter by chapter summary of legislation enacted by the 1988 New York State Legislature affecting education and the professions has been prepared for use by the education community. Additional legislation may be forthcoming because the Legislature was in temporary recess as of the publication of this report. Sections of the report include…

  19. State Staff Perceptions of Vocational Education Outcomes. Identification and Assessment of Vocational Educational Outcomes.

    ERIC Educational Resources Information Center

    Wentling, Tim L.; Barnard, Wynette S.

    A study examined appropriate outcomes for students entering the work force after graduation from high school and for students going on to a community college for advanced training. Fifty-eight staff members of the Department fo Adult, Vocational, and Technical Education (DAVTE) of the Illinois State Board of Education were asked to write a profile…

  20. Educational Outcomes and Indicators for Early Childhood (Age 3).

    ERIC Educational Resources Information Center

    Ysseldyke, James E.; And Others

    The National Center on Educational Outcomes (NCEO) has been working with federal and state agencies to facilitate and enhance the collection and use of data on educational outcomes for students with disabilities. The purpose of this document is to present a model of: (1) early childhood outcomes at age 3, where outcomes are defined as the results…

  1. How much do immigration and trade affect labor market outcomes?

    PubMed

    Borjas, G J; Freeman, R B; Katz, L F

    1997-01-01

    "This paper provides new estimates of the impact of immigration and trade on the U.S. labor market.... We examine the relation between economic outcomes for native workers and immigrant flows to regional labor markets.... We...use the factor proportions approach to examine the contributions of immigration and trade to recent changes in U.S. educational wage differentials and attempt to provide a broader assessment of the impact of immigration on the incomes of U.S. natives." Comments and discussion by John DiNardo, John M. Abowd, and others are included (pp. 68-85). PMID:12321914

  2. Empowering Students through Outcome-Based Education (OBE)

    ERIC Educational Resources Information Center

    Kaliannan, Maniam; Chandran, Suseela Devi

    2012-01-01

    There has been greater attention in recent times on the outcomes of the education system so that the return on investments in education could be evaluated. It is measured based on tangible performance indicators and intangible students' outcome known as outcome-based education (OBE). Universiti Teknologi MARA Malaysia has implemented an OBE system…

  3. Inventory of Educational Outcomes and Activities. Preliminary Draft.

    ERIC Educational Resources Information Center

    Huff, Robert A.

    Careful definition and measurement of the activities and outcomes of higher education can contribute significantly to the resolution of some of the most vital issues related to the educational enterprise. The inventory of educational outcomes and activities presented in this report is divided into 4 sections: (1) instructional outcomes, including…

  4. Vestibular rehabilitation strategies and factors that affect the outcome.

    PubMed

    Eleftheriadou, Anna; Skalidi, Nikoleta; Velegrakis, Georgios A

    2012-11-01

    Ever since the introduction of Cawthorne-Cooksey exercises, vestibular rehabilitation (VR) has been gaining popularity in the treatment of the dizzy patient. Numerous studies support the effectiveness of VR in improving balance/walking skills, eye-head coordination and the quality of life of the patient. Different rehabilitation protocols have been used to treat patients with peripheral and central vestibular disorders. Assessment of the patients' progress is based on the patients' selfperception of dizziness and their functional skills. Factors such as age, medication, time of onset of vertigo and home based VR have been evaluated on their effect on the rehabilitation's outcome. The aim of this review is to evaluate rehabilitation strategies and discuss the factors that affect the outcome. PMID:22526580

  5. Felt affect in good- and poor-outcome schizophrenia

    PubMed Central

    Sovani, Anuradha; Thatte, Shubha; Deshpande, C.G.

    2005-01-01

    Background: Family members and caregivers may misinterpret blunted affect as a true lack of emotion in patients with schizophrenia. Aim: To assess felt affect or experienced emotion among low- and high-functioning schizophrenics. Methods: Two hundred people with schizophrenia were assessed using the Global Assessment of Functioning scale of DSM-IV and the Positive and Negative Affect Schedule (PANAS). Results: The findings reveal that people with good- and poor-outcome schizophrenia show no significant differences in the emotions experienced, implying that felt affect is comparable regardless of the severity of symptoms in chronic schizophrenia. In fact, low-functioning patients scored a mean (SD) of 46.07 (13.13) on the PANAS, in contrast to a slightly lower scored by high-functioning patients (44.33 [12.03]). Conclusion: Although patients may show flat affect, and therefore be mistakenly considered withdrawn and apathetic by the observer, they do, in fact, experience as much, or perhaps even more emotion than their higher-functioning counterparts.

  6. (Re)thinking Outcomes-Based Education: From Arborescent to Rhizomatic Conceptions of Outcomes (Based-Education)

    ERIC Educational Resources Information Center

    Le Grange, Lesley

    2007-01-01

    The year 2007 is the tenth anniversary of the launch of South Africa's outcomes-based education curriculum. Despite revisions that have occurred over the past ten years, the underlying approach to the national curriculum frameworks has remained outcomes-based education. Outcomes-based education has been the subject of fierce contestation in…

  7. Stability and Change in Rural Youths' Educational Outcomes through the Middle and High School Years

    ERIC Educational Resources Information Center

    Witherspoon, Dawn; Ennett, Susan

    2011-01-01

    There is a dearth of literature that examines rural youths' school transition and adaptation over the middle and high school years. Given rural education challenges, this study examines rural youths' developmental trajectories of self-reported grades and affective and behavioral educational outcomes (i.e., school belonging, value of education,…

  8. Higher Education Structure and Education Outcomes: Evidence from the USA

    ERIC Educational Resources Information Center

    Koedel, Cory

    2014-01-01

    This paper documents substantial differences across states in their higher education (HE) structures and highlights several empirical relationships between these structures and individuals' HE outcomes. Not surprisingly, individuals who are exposed to more-fractionalized HE structures are more likely to attend small public universities and…

  9. Do waiting times affect health outcomes? Evidence from coronary bypass.

    PubMed

    Moscelli, Giuseppe; Siciliani, Luigi; Tonei, Valentina

    2016-07-01

    Long waiting times for non-emergency services are a feature of several publicly-funded health systems. A key policy concern is that long waiting times may worsen health outcomes: when patients receive treatment, their health condition may have deteriorated and health gains reduced. This study investigates whether patients in need of coronary bypass with longer waiting times are associated with poorer health outcomes in the English National Health Service over 2000-2010. Exploiting information from the Hospital Episode Statistics (HES), we measure health outcomes with in-hospital mortality and 28-day emergency readmission following discharge. Our results, obtained combining hospital fixed effects and instrumental variable methods, find no evidence of waiting times being associated with higher in-hospital mortality and weak association between waiting times and emergency readmission following a surgery. The results inform the debate on the relative merits of different types of rationing in healthcare systems. They are to some extent supportive of waiting times as an acceptable rationing mechanism, although further research is required to explore whether long waiting times affect other aspects of individuals' life. PMID:27299977

  10. Course and cognitive outcome in major affective disorder.

    PubMed

    Kessing, Lars Vedel

    2015-11-01

    Knowledge of the course and outcome of major affective illness has clinical as well as theoretical implications. In understanding the pathophysiology of the major affective disorders, an essential question in the interplay between biological, psychological and social factors is whether the individual is changed biologically by experiencing an affective episode or not. A biological change may be reflected in a changed risk of experiencing new episodes and changed chances of recovery from these episodes for the individual, and may possibly also be reflected in persisting altered cognitive function as an expression of brain function affected during a longer period. Previous studies of the course of affective episodes are flawed by a number of drawbacks such as various definitions of recovery and recurrence, various kinds of bias and confounders, low statistical power, and statistical analyses conducted without survival models and without paying attention to diagnostic instability or the individual heterogeneity of the course of episodes. Totally, these drawbacks and pitfalls affect the results of previous studies in unpredictable ways and make it hazardous to draw conclusions about the effect of prior affective episodes on the subsequent course of unipolar and bipolar disorder. The present thesis avoided most of these pitfalls or adjusted for them in analyses of hospital data from the Danish Psychiatric Central Register, collected nationwide from 1971 to 1993. Hospitalisation was used as an expression of an affective episode. On average, a progressive course with increasing risk of recurrence with every new episode was found for unipolar and bipolar affective disorders. Initially, the two types of disorders followed markedly different courses, but later in the course of the illness the risk of recurrence was the same for the two disorders. However, analyses with frailty models revealed that for unipolar men, this progressive course was due to a subgroup of patients

  11. Outcomes of master's education in nursing.

    PubMed

    Cragg, C E Betty; Andrusyszyn, Mary-Anne

    2004-01-01

    This qualitative, descriptive study examined changes in perspective experienced by 22 recent graduates of Master's in Nursing programs from three Ontario universities. Participants responded to semi-structured, taped interviews and recounted personal, practice, and attitudinal changes they could attribute to completing a Master's program in Nursing. Among outcomes were personal ones including greater self-confidence, credibility, and acuity of critical thinking. Deeper and broader world-views of the profession and health care were evident. All participants valued evidence-based practice, reporting greater use of multiple information sources. Participants communicated with other professionals on more equal terms and some described a multicultural function, translating knowledge between staff nurses and members of other disciplines. Pride in nursing and its potential for shaping health care was a recurring theme. More professional opportunities became available following Master's studies. The outcomes of this study contribute to understanding the effects of graduate education in nursing. PMID:16646883

  12. Affective Education in Philadelphia. Fastback 102.

    ERIC Educational Resources Information Center

    Newberg, Norman A.

    This small booklet describes the Affective Education Program established in Philadelphia in 1967. The program uses various classroom techniques such as the problems, plans, and sharing classroom structure to foster student leadership and cooperation; using group roles, feedback, and processing; and being responsive to student concerns. In…

  13. Effective Affective Design for Distance Education.

    ERIC Educational Resources Information Center

    Zvacek, Susan M.

    1991-01-01

    Discusses the importance of affective considerations when designing instruction for distance education. Topics discussed include learner motivation based on Keller's ARCS model (Attention, Relevance, Confidence, and Satisfaction); communication patterns that facilitate interaction between students; and ethics involved with marketing programs,…

  14. Does Augmented Reality Affect High School Students' Learning Outcomes in Chemistry?

    NASA Astrophysics Data System (ADS)

    Renner, Jonathan Christopher

    Some teens may prefer using a self-directed, constructivist, and technologic approach to learning rather than traditional classroom instruction. If it can be demonstrated, educators may adjust their teaching methodology. The guiding research question for this study focused on how augmented reality affects high school students' learning outcomes in chemistry, as measured by a pretest and posttest methodology when ensuring that the individual outcomes were not the result of group collaboration. This study employed a quantitative, quasi-experimental study design that used a comparison and experimental group. Inferential statistical analysis was employed. The study was conducted at a high school in southwest Colorado. Eighty-nine respondents returned completed and signed consent forms, and 78 participants completed the study. Results demonstrated that augmented reality instruction caused posttest scores to significantly increase, as compared to pretest scores, but it was not as effective as traditional classroom instruction. Scores did improve under both types of instruction; therefore, more research is needed in this area. The present study was the first quantitative experiment controlling for individual learning to validate augmented reality using mobile handheld digital devices that affected individual students' learning outcomes without group collaboration. This topic was important to the field of education as it may help educators understand how students learn and it may also change the way students are taught.

  15. Improving outcomes in anaesthesiology education on research.

    PubMed

    Nagle, Pamela C

    2011-12-01

    For more than 30 years in the United States, we have been lamenting the fate of the clinician-scientist in anaesthesiology. In the past 5 years, attention to the issues has escalated and a number of new training pathways have emerged. This chapter summarizes programs which have innovative curricula, analyzes current research needs and discusses the limited studies in regards to best practices for research training in graduate medical education. It also proposes further development of residency research curricula through the application of basic educational concepts and explores funding issues and resources that remain relevant to all faculty and departments training the residents. We hope the ideas proposed here will promote the academic caliber of our profession; however, much more data and outcomes research needs to be done to determine our best practices for the future. PMID:22099917

  16. Household Crowding During Childhood and Long-Term Education Outcomes.

    PubMed

    Lopoo, Leonard M; London, Andrew S

    2016-06-01

    Household crowding, or having more household members than rooms in one's residence, could potentially affect a child's educational attainment directly through a number of mechanisms. We use U.S. longitudinal data from the Panel Study of Income Dynamics to derive new measures of childhood crowding and estimate negative associations between crowding during one's high school years and, respectively, high school graduation by age 19 and maximum education at age 25. These negative relationships persist in multivariate models in which we control for the influence of a variety of factors, including socioeconomic status and housing-cost burden. Given the importance of educational attainment for a range of midlife and later-life outcomes, this study suggests that household crowding during one's high school years is an engine of cumulative inequality over the life course. PMID:27103537

  17. Using AMLO to Improve the Quality of Teacher Education Outcomes

    ERIC Educational Resources Information Center

    Al-Shammari, Zaid

    2012-01-01

    This study aims to find ways to improve learning outcomes in teacher education courses by using an Analysis Model for Learning Outcomes (AMLO). It addresses the improvement of the quality of teacher education by analyzing learning outcomes and implementing curriculum modifications related to specific learning objectives and their effects on…

  18. Selected Evidence Supporting or Rejecting Eighteen Outcomes for Vocational Education.

    ERIC Educational Resources Information Center

    McKinney, Floyd L.; Fornash, Patricia

    This study was conducted to identify outcomes and to produce information to support them for vocational education selected from the myriad of outcomes ascribed to it by various publics. From a list of 252 outcome questions, the project staff, selected personnel from the National Center for Research in Vocational Education, and vocational educators…

  19. Evaluation of Factors Affecting the Surgical Outcome in Tympanoplasty

    PubMed Central

    Naderpour, Masoud; Jabbari Moghadam, Yalda; Ghanbarpour, Ensieh; Shahidi, Nikzad

    2016-01-01

    Introduction: Tympanoplasty is a standard procedure to repair tympanic membrane perforation. The aim of this study is to evaluate the results of tympanoplasty (hearing improvement and tympanic membrane closure rate) in patients suffering from chronic perforation of the tympanic membrane by considering the prognostic factors. Materials and Methods: In a prospective study, based on the results of tympanoplasty with temporal graft fascia in 60 patients in the ENT department of the Medical Science University of Tabriz, we evaluated prognostic factors, such as age, sex, smoking, size, and site of perforation, for the outcome of this surgery. Results: The rate of surgical success- integration of the graft- was 93.3%. Improvement of hearing, as demonstrated through audiometry, occurred in 93% of cases. We did not find any factors to be statistically significant to affect surgical outcome. Conclusion: Even by considering the influence of different factors on the results of a tympanoplasty operation, according to the statistical results of this study, there is not a significant difference in the results of the operation, neither in the health of the tympanic membrane after surgery nor in hearing development. PMID:27280095

  20. Responsive Professional Education: Balancing Outcomes and Opportunities. ASHE-ERIC Higher Education Report No. 3, 1986.

    ERIC Educational Resources Information Center

    Stark, Joan S.; And Others

    Goals and outcomes in various fields of professional education are considered. Attention is directed to generic outcomes of professional preparation, the emphasis these outcomes receive among professional educators, some problems that concern professional educators, and recommendations for future action and study. The generic outcomes, which were…

  1. Educational outcomes necessary to enter pharmacy residency training.

    PubMed

    Hester, Elizabeth Kelly; McBane, Sarah E; Bottorff, Michael B; Carnes, Tristan A; Dell, Kamila; Gonyeau, Michael J; Greco, Angelo J; McConnell, Karen J; Skaar, Debra J; Splinter, Michele Y; Trujillo, Toby C

    2014-01-01

    It is the position of the American College of Clinical Pharmacy (ACCP) that formal postgraduate residency training, or equivalent experience, is required to enter direct patient care practice. Therefore, it is important to align professional degree educational outcomes with the knowledge, skills, and attitudes needed to enter residency training. This position statement addresses the outcomes necessary in the professional degree program curriculum to ensure the ability of pharmacy graduates to transition effectively into postgraduate year one residency training. Five key outcome areas are identified: communication, direct patient care, professionalism, research, and practice management. The position statement examines how performance in each of the five outcome areas should be addressed by professional degree programs. The ACCP believes that for the student to achieve the clinical proficiency necessary to enter residency training, the professional degree program should emphasize, assess, and provide adequate opportunities for students to practice: communication with patients, caregivers, and members of the health care team in direct patient care environments; provision of direct patient care in a wide variety of practice settings, especially those involving patient-centered, team-based care; professionalism under the supervision and guidance of faculty and preceptors who model and teach the traits of a health care professional; application of principles of research that engender an appreciation for the role of research and scholarship in one's professional development; and application of practice management, including documentation of direct patient care activities that affect drug-related outcomes. PMID:24753155

  2. Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature

    ERIC Educational Resources Information Center

    Casey, Ashley; Goodyear, Victoria A.

    2015-01-01

    Physical learning, cognitive learning, social learning, and affective learning are positioned as the legitimate learning outcomes of physical education. It has been argued that these four learning outcomes go toward facilitating students' engagement with the physically active life (Bailey et al., 2009; Kirk, 2013). With Cooperative Learning…

  3. Evaluation in Residential Environmental Education: An Applied Literature Review of Intermediary Outcomes

    ERIC Educational Resources Information Center

    Ardoin, Nicole M.; Biedenweg, Kelly; O'Connor, Kathleen

    2015-01-01

    Residential environmental education aims to enhance proenvironmental attitudes, knowledge, and behaviors, as well as attain outcomes related to personal and interpersonal skills. Although these outcomes may not be evident for months or even years afterward, few program evaluations investigate how the experience and context affect intended outcomes…

  4. Computer Self-Efficacy, Computer Anxiety, Performance and Personal Outcomes of Turkish Physical Education Teachers

    ERIC Educational Resources Information Center

    Aktag, Isil

    2015-01-01

    The purpose of this study is to determine the computer self-efficacy, performance outcome, personal outcome, and affect and anxiety level of physical education teachers. Influence of teaching experience, computer usage and participation of seminars or in-service programs on computer self-efficacy level were determined. The subjects of this study…

  5. Educational Outcomes and Indicators for Early Childhood (Age 6).

    ERIC Educational Resources Information Center

    Ysseldyke, James E.; And Others

    As part of its response to the current emphasis on educational reform and accountability, the National Center on Educational Outcomes (NCEO) has been working with federal and state agencies to facilitate and enhance the collection and use of data on educational outcomes for students with disabilities. In doing so, it has taken an inclusive…

  6. Type of Speech Material Affects Acceptable Noise Level Test Outcome.

    PubMed

    Koch, Xaver; Dingemanse, Gertjan; Goedegebure, André; Janse, Esther

    2016-01-01

    The acceptable noise level (ANL) test, in which individuals indicate what level of noise they are willing to put up with while following speech, has been used to guide hearing aid fitting decisions and has been found to relate to prospective hearing aid use. Unlike objective measures of speech perception ability, ANL outcome is not related to individual hearing loss or age, but rather reflects an individual's inherent acceptance of competing noise while listening to speech. As such, the measure may predict aspects of hearing aid success. Crucially, however, recent studies have questioned its repeatability (test-retest reliability). The first question for this study was whether the inconsistent results regarding the repeatability of the ANL test may be due to differences in speech material types used in previous studies. Second, it is unclear whether meaningfulness and semantic coherence of the speech modify ANL outcome. To investigate these questions, we compared ANLs obtained with three types of materials: the International Speech Test Signal (ISTS), which is non-meaningful and semantically non-coherent by definition, passages consisting of concatenated meaningful standard audiology sentences, and longer fragments taken from conversational speech. We included conversational speech as this type of speech material is most representative of everyday listening. Additionally, we investigated whether ANL outcomes, obtained with these three different speech materials, were associated with self-reported limitations due to hearing problems and listening effort in everyday life, as assessed by a questionnaire. ANL data were collected for 57 relatively good-hearing adult participants with an age range representative for hearing aid users. Results showed that meaningfulness, but not semantic coherence of the speech material affected ANL. Less noise was accepted for the non-meaningful ISTS signal than for the meaningful speech materials. ANL repeatability was comparable across

  7. Type of Speech Material Affects Acceptable Noise Level Test Outcome

    PubMed Central

    Koch, Xaver; Dingemanse, Gertjan; Goedegebure, André; Janse, Esther

    2016-01-01

    The acceptable noise level (ANL) test, in which individuals indicate what level of noise they are willing to put up with while following speech, has been used to guide hearing aid fitting decisions and has been found to relate to prospective hearing aid use. Unlike objective measures of speech perception ability, ANL outcome is not related to individual hearing loss or age, but rather reflects an individual’s inherent acceptance of competing noise while listening to speech. As such, the measure may predict aspects of hearing aid success. Crucially, however, recent studies have questioned its repeatability (test–retest reliability). The first question for this study was whether the inconsistent results regarding the repeatability of the ANL test may be due to differences in speech material types used in previous studies. Second, it is unclear whether meaningfulness and semantic coherence of the speech modify ANL outcome. To investigate these questions, we compared ANLs obtained with three types of materials: the International Speech Test Signal (ISTS), which is non-meaningful and semantically non-coherent by definition, passages consisting of concatenated meaningful standard audiology sentences, and longer fragments taken from conversational speech. We included conversational speech as this type of speech material is most representative of everyday listening. Additionally, we investigated whether ANL outcomes, obtained with these three different speech materials, were associated with self-reported limitations due to hearing problems and listening effort in everyday life, as assessed by a questionnaire. ANL data were collected for 57 relatively good-hearing adult participants with an age range representative for hearing aid users. Results showed that meaningfulness, but not semantic coherence of the speech material affected ANL. Less noise was accepted for the non-meaningful ISTS signal than for the meaningful speech materials. ANL repeatability was comparable

  8. Childbirth Education Outcomes: An Integrative Review of the Literature

    PubMed Central

    Koehn, Mary L.

    2002-01-01

    The purpose of this literature review was to identify and describe recent empirical studies of childbirth education outcomes and to identify areas for further study. The search produced 63 studies; only 12 met the inclusion criteria. The literature demonstrated inconclusive evidence regarding the effectiveness of childbirth education. None of the studies used a theoretical framework that proposed multiple factors, as opposed to childbirth education alone, that impact the outcomes. Health-focused versus illness-focused outcomes were also addressed. PMID:17273304

  9. Open Enrollment: A Study in Revealed Preferences for Educational Outcomes in a Big City School System.

    ERIC Educational Resources Information Center

    Moody, James

    This paper examines consumer education choices over variables affecting the quality and the costs of differing educational outcomes. For ten years, the city of Milwaukee, Wisconsin, has pursued a policy of open enrollment. Transfer figures for the 1974-75 school year at the city's 15 high schools are analyzed according to schoolwide racial data,…

  10. Melanin content in melanoma metastases affects the outcome of radiotherapy.

    PubMed

    Brożyna, Anna A; Jóźwicki, Wojciech; Roszkowski, Krzysztof; Filipiak, Jan; Slominski, Andrzej T

    2016-04-01

    Melanin possess radioprotective and scavenging properties, and its presence can affect the behavior of melanoma cells, its surrounding environment and susceptibility to the therapy, as showed in vitro experiments. To determine whether melanin presence in melanoma affects the efficiency of radiotherapy (RTH) we evaluated the survival time after RTH treatment in metastatic melanoma patients (n = 57). In another cohort of melanoma patients (n = 84), the relationship between melanin level and pT and pN status was determined. A significantly longer survival time was found in patients with amelanotic metastatic melanomas in comparison to the melanotic ones, who were treated with either RTH or chemotherapy (CHTH) and RTH. These differences were more significant in a group of melanoma patients treated only with RTH. A detailed analysis of primary melanomas revealed that melanin levels were significantly higher in melanoma cells invading reticular dermis than the papillary dermis. A significant reduction of melanin pigmentation in pT3 and pT4 melanomas in comparison to pT1 and T2 tumors was observed. However, melanin levels measured in pT3-pT4 melanomas developing metastases (pN1-3, pM1) were higher than in pN0 and pM0 cases. The presence of melanin in metastatic melanoma cells decreases the outcome of radiotherapy, and melanin synthesis is related to higher disease advancement. Based on our previous cell-based and clinical research and present research we also suggest that inhibition of melanogenesis can improve radiotherapy modalities. The mechanism of relationship between melanogenesis and efficacy of RTH requires additional studies, including larger melanoma patients population and orthotopic, imageable mouse models of metastatic melanoma. PMID:26910282

  11. Melanin content in melanoma metastases affects the outcome of radiotherapy

    PubMed Central

    Brożyna, Anna A.; Jóźwicki, Wojciech; Roszkowski, Krzysztof; Filipiak, Jan; Slominski, Andrzej T.

    2016-01-01

    Melanin possess radioprotective and scavenging properties, and its presence can affect the behavior of melanoma cells, its surrounding environment and susceptibility to the therapy, as showed in vitro experiments. To determine whether melanin presence in melanoma affects the efficiency of radiotherapy (RTH) we evaluated the survival time after RTH treatment in metastatic melanoma patients (n = 57). In another cohort of melanoma patients (n = 84), the relationship between melanin level and pT and pN status was determined. A significantly longer survival time was found in patients with amelanotic metastatic melanomas in comparison to the melanotic ones, who were treated with either RTH or chemotherapy (CHTH) and RTH. These differences were more significant in a group of melanoma patients treated only with RTH. A detailed analysis of primary melanomas revealed that melanin levels were significantly higher in melanoma cells invading reticular dermis than the papillary dermis. A significant reduction of melanin pigmentation in pT3 and pT4 melanomas in comparison to pT1 and T2 tumors was observed. However, melanin levels measured in pT3-pT4 melanomas developing metastases (pN1-3, pM1) were higher than in pN0 and pM0 cases. The presence of melanin in metastatic melanoma cells decreases the outcome of radiotherapy, and melanin synthesis is related to higher disease advancement. Based on our previous cell-based and clinical research and present research we also suggest that inhibition of melanogenesis can improve radiotherapy modalities. The mechanism of relationship between melanogenesis and efficacy of RTH requires additional studies, including larger melanoma patients population and orthotopic, imageable mouse models of metastatic melanoma. PMID:26910282

  12. Outcomes-Based Education Reexamined: From Structural Functionalism to Poststructuralism.

    ERIC Educational Resources Information Center

    Capper, Colleen A.; Jamison, Michael T.

    1993-01-01

    Outcomes-based education (OBE) views itself as drastic break from current inequitable educational practices and means of providing educational success for all students. Reexamines OBE from a multiparadigm perspective of organizations and educational administration. Although certain OBE facets may be empowering to students and teachers, much of the…

  13. Assessing Outcomes in Optometric Education: A Commentary by the Council on Optometric Education.

    ERIC Educational Resources Information Center

    Optometric Education, 1998

    1998-01-01

    A statement of the Council for Optometric Education (COE) defines and characterizes educational outcomes, outcomes assessment, and outcomes data, and explains the reasons for outcomes assessment, its relationship to curricular design, and its function in accreditation of optometry programs. Stated COE standards and expectations of optometry…

  14. "Lost in Translation": Learning Outcomes and the Governance of Education

    ERIC Educational Resources Information Center

    Lassnigg, L.

    2012-01-01

    This paper gives a critical assessment of the relationship between learning outcomes and the governance of education and training systems. Learning outcomes are defined as an instrument that might work at different levels with different meanings and different results: at the level of education and training practice, they might obtain pedagogical…

  15. Making your voice heard: sharing outcomes of continuing nursing education.

    PubMed

    Dickerson, Pamela S

    2013-03-01

    Continuing education providers are expected to evaluate the outcomes of learning activities. Professional standards also address the expectation that those outcomes will be shared with others to validate the significance of continuing education and the role of the nursing professional development specialist. PMID:23444875

  16. Influences of Mastery Goal and Perceived Competence on Educational Outcomes

    ERIC Educational Resources Information Center

    Yeung, Alexander Seeshing; Craven, Rhonda G.; Kaur, Gurvinder

    2014-01-01

    Motivation research has shown significant relations of students' mastery goal orientation and perceived competence to educational outcomes, but has not simultaneously scrutinized their relative influences on various educational outcomes. In the present investigation, a sample of Australian students from 6 secondary schools in Western Sydney…

  17. On Outcomes-Based Education and Creativity in South Africa

    ERIC Educational Resources Information Center

    Fakier, Mursheed; Waghid, Yusef

    2004-01-01

    This article questions the potential of Outcomes-based education (OBE) in South Africa to be rational and imaginative, that is, creative. Our contention is that the notions of outcomes seems to be trapped in a technicist orientation of deciding in advance what is good and worthwhile for learners to do in education. We argue that OBE is not a…

  18. NCEO Framework for Educational Accountability: Post-School Outcomes.

    ERIC Educational Resources Information Center

    Ysseldyke, Jim; Krentz, Jane; Elliott, Judy; Thurlow, Martha; Thompson, Sandra; Moore, Michael

    The National Center on Educational Outcomes (NCEO) has developed a framework for educational accountability that specifies outcomes and indicators for six developmental levels (ages three and six, grades four, eight, and twelve, and post-school). The framework is designed to be used for the development or revision of district and states assessment…

  19. Australia's Adoption of Outcomes Based Education: A Critique

    ERIC Educational Resources Information Center

    Donnelly, Kevin

    2007-01-01

    Australia's adoption of outcomes based education (OBE), sometimes known as Essential Learnings or outcomes and standards based education, has been at the centre of a good deal of public scrutiny and debate. In Western Australia, during 2006, the planned introduction of OBE into years 11 and 12 led to a strident and vocal media campaign, in part,…

  20. Guidelines for Special Educators: Achieving Socially Valid Outcomes.

    ERIC Educational Resources Information Center

    Carpenter, C. Dale; Bloom, Lisa A.; Boat, Mary B.

    1999-01-01

    Suggests quality indicators for special-education practices that result in socially valid outcomes such as high self-esteem, self-determination, individual empowerment, and joy. Discusses social validity, criteria for determining socially valid outcomes, and practices that promote these outcomes. (Author/DB)

  1. The Effect of an Economic Crisis on Educational Outcomes: An Economic Framework and Review of the Evidence

    ERIC Educational Resources Information Center

    Shafiq, M. Najeeb

    2010-01-01

    This article first provides an economic framework for understanding how an economic crisis affects children's educational outcomes; this framework shows that there are both negative (harmful) effects and positive (beneficial) effects on educational outcomes. A review of the empirical evidence suggests that the negative effects are typically…

  2. Paternal investment and status-related child outcomes: timing of father's death affects offspring success.

    PubMed

    Shenk, Mary K; Scelza, Brooke A

    2012-09-01

    Recent work in human behavioural ecology has suggested that analyses focusing on early childhood may underestimate the importance of paternal investment to child outcomes since such investment may not become crucial until adolescence or beyond. This may be especially important in societies with a heritable component to status, as later investment by fathers may be more strongly related to a child's adult status than early forms of parental investment that affect child survival and child health. In such circumstances, the death or absence of a father may have profoundly negative effects on the adult outcomes of his children that cannot be easily compensated for by the investment of mothers or other relatives. This proposition is tested using a multigenerational dataset from Bangalore, India, containing information on paternal mortality as well as several child outcomes dependent on parental investment during adolescence and young adulthood. The paper examines the effects of paternal death, and the timing of paternal death, on a child's education, adult income, age at marriage and the amount spent on his or her marriage, along with similar characteristics of spouses. Results indicate that a father's death has a negative impact on child outcomes, and that, in contrast to some findings in the literature on father absence, the effects of paternal death are strongest for children who lose their father in late childhood or adolescence. PMID:22429791

  3. Factors Affecting Student Success in Postsecondary Academic Correctional Education Programs

    ERIC Educational Resources Information Center

    Meyer, Stephen J.

    2011-01-01

    Research in correctional education has focused on examining outcomes for participants and identifying principles and guidelines that reflect best practice. Relatively few studies have focused on postsecondary education programs and fewer still have sought to relate program implementation to student outcomes to inform program design and improve…

  4. Outcome-Reporting Bias in Education Research

    ERIC Educational Resources Information Center

    Pigott, Therese D.; Valentine, Jeffrey C.; Polanin, Joshua R.; Williams, Ryan T.; Canada, Dericka D.

    2013-01-01

    Outcome-reporting bias occurs when primary studies do not include information about all outcomes measured in a study. When studies omit findings on important measures, efforts to synthesize the research using systematic review techniques will be biased and interpretations of individual studies will be incomplete. Outcome-reporting bias has been…

  5. Outcomes in Registered, Ongoing Randomized Controlled Trials of Patient Education

    PubMed Central

    Pino, Cécile; Boutron, Isabelle; Ravaud, Philippe

    2012-01-01

    Background With the increasing prevalence of chronic noncommunicable diseases, patient education is becoming important to strengthen disease prevention and control. We aimed to systematically determine the extent to which registered, ongoing randomized controlled trials (RCTs) evaluated an educational intervention focus on patient-important outcomes (i.e., outcomes measuring patient health status and quality of life). Methods On May 6, 2009, we searched for all ongoing RCTs registered in the World Health Organization International Clinical Trials Registry platform. We used a standardized data extraction form to collect data and determined whether the outcomes assessed were 1) patient-important outcomes such as clinical events, functional status, pain, or quality of life or 2) surrogate outcomes, such as biological outcome, treatment adherence, or patient knowledge. Principal Findings We selected 268 of the 642 potentially eligible studies and assessed a random sample of 150. Patient-important outcomes represented 54% (178 of 333) of all primary outcomes and 46% (286 of 623) of all secondary outcomes. Overall, 69% of trials (104 of 150) used at least one patient-important outcome as a primary outcome and 66% (99 of 150) as a secondary outcome. Finally, for 31% of trials (46 of 150), primary outcomes were only surrogate outcomes. The results varied by medical area. In neuropsychiatric disorders, patient important outcomes represented 84% (51 of 61) of primary outcomes, as compared with 54% (32 of 59) in malignant neoplasm and 18% (4 of 22) in diabetes mellitus trials. In addition, only 35% assessed the long-term impact of interventions (i.e., >6 months). Conclusions There is a need to improve the relevance of outcomes and to assess the long term impact of educational interventions in RCTs. PMID:22916183

  6. Using Learning Outcome Measures to assess Doctoral Nursing Education

    PubMed Central

    Raup, Glenn H.; King, Jeff; Hughes, Romana J.; Faidley, Natasha

    2010-01-01

    Education programs at all levels must be able to demonstrate successful program outcomes. Grades alone do not represent a comprehensive measurement methodology for assessing student learning outcomes at either the course or program level. The development and application of assessment rubrics provides an unequivocal measurement methodology to ensure a quality learning experience by providing a foundation for improvement based on qualitative and quantitatively measurable, aggregate course and program outcomes. Learning outcomes are the embodiment of the total learning experience and should incorporate assessment of both qualitative and quantitative program outcomes. The assessment of qualitative measures represents a challenge for educators in any level of a learning program. Nursing provides a unique challenge and opportunity as it is the application of science through the art of caring. Quantification of desired student learning outcomes may be enhanced through the development of assessment rubrics designed to measure quantitative and qualitative aspects of the nursing education and learning process. They provide a mechanism for uniform assessment by nursing faculty of concepts and constructs that are otherwise difficult to describe and measure. A protocol is presented and applied to a doctoral nursing education program with recommendations for application and transformation of the assessment rubric to other education programs. Through application of these specially designed rubrics, all aspects of an education program can be adequately assessed to provide information for program assessment that facilitates the closure of the gap between desired and actual student learning outcomes for any desired educational competency. PMID:20567217

  7. Sex Education Attitudes and Outcomes among North American Women

    ERIC Educational Resources Information Center

    Williams, Monnica T.; Bonner, Laura

    2006-01-01

    Attitudes and outcomes of sex education received by North American women are examined via an Internet survey (N = 1,400). Mean age was 19.5, with 24% reporting one or more unplanned pregnancies. Women were more satisfied with sex education from informal sources than from parents, schools, and physicians. Those receiving sex education from parents…

  8. Claiming "Educative Outcomes" in HPE: The Potential for "Pedagogic Action"

    ERIC Educational Resources Information Center

    DinanThompson, Maree

    2013-01-01

    This paper will propose and privilege "educative outcomes" in Health and Physical Education (HPE), reflecting that one of the five propositions in the "Draft Shape of Australian Curriculum: Health and Physical Education" (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2012a) can be regarded as the bonding…

  9. Family, Community, and Educational Outcomes in South Asia

    ERIC Educational Resources Information Center

    Chudgar, Amita; Shafiq, M. Najeeb

    2010-01-01

    In this article, we review research on the economics and sociology of education to assess the relationships between family and community variables and children's educational outcomes in South Asia. At the family level, we examine the variables of family socioeconomic status (SES), parental education, family structure, and religion and caste. At…

  10. The Outcomes of Educational Welfare Officer Contact in England

    ERIC Educational Resources Information Center

    Henderson, Morag; Cheung, Sin Yi; Sharland, Elaine; Scourfield, Jonathan

    2016-01-01

    The key purpose of educational welfare officers in England is to support students and parents to maximise educational opportunities for young people. However more is known about their role in relation to school attendance than in relation to pupils' educational outcomes. Using the Longitudinal Survey of Young People in England (LSYPE), this paper…

  11. Promoting the Affective Domain within Online Education

    ERIC Educational Resources Information Center

    Roche, Stephen H.

    2013-01-01

    In the past decade Higher Education Institutions have experienced tremendous growth in enrollments. To meet this demand, many higher education institutions have embraced online education and its requisite technologies. Online education has matured, and studies focusing on the cognitive domain indicate that distance education is as effective as the…

  12. Affect in Mathematics Education--Exploring Theoretical Frameworks. Research Forum

    ERIC Educational Resources Information Center

    Hannula, Markku; Evans, Jeff; Philippou, George; Zan, Rosetta

    2004-01-01

    This document brings into a dialogue some of the theoretical frameworks used to study affect in mathematics education. It presents affect as a representational system, affect as one regulator of the dynamic self, affect in a socio-constructivist framework, and affect as embodied. It also evaluates these frameworks from different perspectives:…

  13. Preservice Teachers' Belief Systems toward Curricular Outcomes for Physical Education

    ERIC Educational Resources Information Center

    Kulinna, Pamela Hodges; Brusseau, Timothy; Ferry, Matthew; Cothran, Donetta

    2010-01-01

    This study was grounded in the belief systems and physical activity literature and investigated preservice teachers' belief systems toward curricular outcomes for physical education programs. Preservice teachers (N = 486; men = 62%, women = 38%) from 18 U.S. colleges/universities shared their beliefs about curricular outcomes. Preservice teachers…

  14. Australian Vocational Education and Training Statistics: Student Outcomes, 2012

    ERIC Educational Resources Information Center

    National Centre for Vocational Education Research (NCVER), 2012

    2012-01-01

    This publication presents information about the outcomes of students who completed their vocational education and training (VET) during 2011. The figures are derived from the Student Outcomes Survey, which is an annual survey that covers students who have an Australian address as their usual address and are awarded a qualification (graduates), or…

  15. Interprofessional Education and the Basic Sciences: Rationale and Outcomes

    ERIC Educational Resources Information Center

    Thistlethwaite, Jill E.

    2015-01-01

    Interprofessional education (IPE) aims to improve patient outcomes and the quality of care. Interprofessional learning outcomes and interprofessional competencies are now included in many countries' health and social care professions' accreditation standards. While IPE may take place at any time in health professions curricula it tends to focus on…

  16. School Choice and Educational Opportunity: Rationales, Outcomes and Racial Disparities

    ERIC Educational Resources Information Center

    Ben-Porath, Sigal

    2012-01-01

    This article examines the rationales for school choice, and the significance of choice mechanisms for racial disparities in educational opportunities and outcomes. It identifies tensions between liberty-based rationales and equality-based rationales, and surveys research findings on the outcomes of school choice policies, especially with regard to…

  17. Meta-Analytic Research on the Outcomes of Outdoor Education.

    ERIC Educational Resources Information Center

    Neill, James T.

    This paper compares and summarizes empirical research on the outcomes of outdoor education (OE) and related programs. Most frequently, OE outcomes have been researched using post-program surveys of staff and participant attitudes. Such reports are vulnerable to many potential distortions. A second major approach to examining OE effectiveness…

  18. The Trouble with Outcomes: Pragmatic Inquiry and Educational Aims

    ERIC Educational Resources Information Center

    Gallagher, Chris W.

    2012-01-01

    Although outcomes assessment (OA) has become "common sense" in higher education, this article shows that the concept of "outcomes" tends to limit and compromise teaching and learning while serving the interests of institutional management. By contrast, the pragmatic concept of consequences tends to expand our view of teaching and learning, and…

  19. Factors affecting patient outcome in primary cutaneous aspergillosis

    PubMed Central

    Tatara, Alexander M.; Mikos, Antonios G.; Kontoyiannis, Dimitrios P.

    2016-01-01

    Abstract Primary cutaneous aspergillosis (PCA) is an uncommon infection of the skin. There is a paucity of organized literature regarding this entity in regard to patient characteristics, associated Aspergillus species, and treatment modalities on outcome (disease recurrence, disease dissemination, and mortality). We reviewed all published reports of PCA from 1967 to 2015. Cases were deemed eligible if they included the following: patient baseline characteristics (age, sex, underlying condition), evidence of proven or probable PCA, primary treatment strategy, and outcome. We identified 130 eligible cases reported from 1967 to 2015. The patients were predominantly male (63.8%) with a mean age of 30.4 ± 22.1 years. Rates of PCA recurrence, dissemination, and mortality were 10.8%, 18.5%, and 31.5%, respectively. In half of the cases, there was an association with a foreign body. Seven different Aspergillus species were reported to cause PCA. Systemic antifungal therapy without surgery was the most common form of therapy (60% of cases). Disease dissemination was more common in patients with underlying systemic conditions and occurred on average 41.4 days after PCA diagnosis (range of 3–120 days). In a multivariate linear regression model of mortality including only patients with immunosuppressive conditions, dissemination and human immunodeficiency virus/acquired immune deficiency syndrome were statistically significantly associated with increased mortality. Nearly one-third of patients with PCA die with the disease. Dissemination and host status are critical in patient outcome. PMID:27367980

  20. The Psycho-Educational Outcomes of Children with Very Low Birth Weight.

    ERIC Educational Resources Information Center

    Sandieson, Robert; Gorodzinsky, Fabian

    1998-01-01

    Reviews recent long-term outcome studies concerning the psycho-educational functioning of children who were born with very low birth weight (2.20 to 3.31 pounds). Findings indicate that these children develop without problems in some, but not all, areas. The areas most consistently affected were neuro-motor and mathematics. (Author/CR)

  1. Determinants of Adult Functional Outcome in Adolescents Receiving Special Educational Assistance

    ERIC Educational Resources Information Center

    McGeown, H. R.; Johnstone, E. C.; McKirdy, J.; Owens, D. C.; Stanfield, A. C.

    2013-01-01

    Background: This study investigates the role of IQ, autistic traits and challenging behaviours in affecting adult outcomes among adolescents who receive special educational assistance. Methods: A total of 58 participants were recruited from an ongoing longitudinal study. All received assessments of IQ, behavioural patterns (using the Childhood…

  2. Administrators' Perceptions of Outcome-Based Education: Outputs, Outcomes and Professional Accountability.

    ERIC Educational Resources Information Center

    Furman, Gail Chase

    This case study explores the impact of outcome-based education (OBE) in one school district 5 years after its adoption. The study is guided by constructivist theory and a perspective that policy studies can have an important problem-finding function. The basic assumption of the OBE approach, that educational improvement depends on a shift in focus…

  3. Applying Outcome Measurements: A Guide to Educational Outcome Measurements and Their Uses. Seminar No. 5.

    ERIC Educational Resources Information Center

    Glaser, Ezra

    This guide is essentially designed as a teaching aid for those who would inform planners, officials of educational ministries, school administrators, principals, and teachers about educational outcome measurements. In outline and graphic form, the guide presents topics for discussion in a seminar dealing with the application of outcome…

  4. Athletes as Students: Ensuring Positive Cognitive and Affective Outcomes

    ERIC Educational Resources Information Center

    Gayles, Joy Gaston; Hu, Shouping

    2009-01-01

    Over the past decade, the National Collegiate Athletic Association (NCAA) has become increasingly concerned about the educational experience of student athletes, beyond enforcement of eligibility rules and regulations. Perhaps this growing interest is in response to public criticism of the poor performance--and even misconduct--associated with the…

  5. Some Cognitive and Affective Outcomes in Exemplary Science Teaching.

    ERIC Educational Resources Information Center

    Happs, John C.

    The purpose of the Exemplary Practice in Science and Mathematics Education (EPSME) study was to identify high quality science and mathematics teaching, to document exemplary practice through case studies, and to investigate key characteristics common to exemplary teaching in different sites. This paper discusses the case studies which considered…

  6. Race Affects Outcome among Infants with Intestinal Failure

    PubMed Central

    Squires, Robert H; Balint, Jane; Horslen, Simon; Wales, Paul W.; Soden, Jason; Duggan, Christopher; Li, Ruosha; Belle, Steven H

    2014-01-01

    Objective Intestinal failure is a rare, devastating condition associated with significant morbidity and mortality. We sought to determine if ethnic and racial differences were associated with patient survival and likelihood of receiving an intestinal transplant in a contemporary cohort of children with intestinal failure. Methods This was an analysis of a multicenter cohort study with data collected from chart review conducted by the Pediatric Intestinal Consortium (PIFCon). Entry criteria included infants < 12 mo receiving parenteral nutrition (PN) for > 60 continuous days and followed for at least 2 years. Outcomes included death and intestinal transplant (ITx). Race and ethnicity were recorded as they were in the medical record. For purposes of statistical comparisons and regression modeling, categories of race were consolidated into “white” and “non-white” children. Results Of 272 subjects enrolled, 204 white and 46 non-white children were available for analysis. The 48 month cumulative incidence probability (CIP) of death without ITx was 0.40 for non-white and 0.16 for white children (p<0.001); the CIP of ITx was 0.07 for non-white vs 0.31 for white children (p=0.003). The associations between race and outcomes remained after accounting for low-birth weight, diagnosis, and being seen at a transplant center. Conclusion Race is associated with death and receiving an ITx in a large cohort of children with intestinal failure. This study highlights the need to investigate reasons for this apparent racial disparity in outcome among children with intestinal failure. PMID:24918984

  7. Legislative Actions Affecting Higher Education, 1975.

    ERIC Educational Resources Information Center

    Washington State Council for Postsecondary Education, Olympia.

    Summaries of bills pertaining to higher education from the Washington State Senate and House of Representatives are presented. The legislation covers the following: library services to Indian tribes; acquisition of surplus EXPO facilities; creation of the Vocational Education Commission; renaming of the Council for Postsecondary Education;…

  8. Does Education Affect Happiness? Evidence for Spain

    ERIC Educational Resources Information Center

    Cunado, Juncal; de Gracia, Fernando Perez

    2012-01-01

    In this paper we study the impact of education on happiness in Spain using individual-level data from the European Social Survey, by means of estimating Ordinal Logit Models. We find both direct and indirect effects of education on happiness. First, we find an indirect effect of education on happiness through income and labour status. That is, we…

  9. The Perils of Outcome-Based Teacher Education.

    ERIC Educational Resources Information Center

    Towers, James M.

    1994-01-01

    Outcome-based education, a labor-intensive process driven by mastery learning, is an unsuitable model for training future teachers. Education professors are too overworked to provide individualized instruction. Although OBE theoretically balances remediation and enrichment, fast learners often "tread water," with little incentive to work beyond…

  10. Investigating ESL Students' Performance on Outcomes Assessments in Higher Education

    ERIC Educational Resources Information Center

    Lakin, Joni M.; Elliott, Diane Cardenas; Liu, Ou Lydia

    2012-01-01

    Outcomes assessments are gaining great attention in higher education because of increased demand for accountability. These assessments are widely used by U.S. higher education institutions to measure students' college-level knowledge and skills, including students who speak English as a second language (ESL). For the past decade, the increasing…

  11. The Effects of Competition on Educational Outcomes. ERIC Digest.

    ERIC Educational Resources Information Center

    Belfield, Clive R.

    Competition exists when vendors of a service are available to meet the demands of customers. In the education sector, parents and children are consumers, and schools and districts are the suppliers. Theoretically, more competition should translate into higher quality schooling and enhanced educational outcomes. This digest reviews the literature…

  12. Research on the Outcomes of Elementary School Physical Education

    ERIC Educational Resources Information Center

    Shephard, Roy J.; Trudeau, Francois

    2008-01-01

    The purpose of this article is to provide an overview of objective assessments of the short- and long-term outcomes of elementary school physical education programs. Evaluations have used a variety of designs, including longitudinal and tracking studies as well as correlational analyses. The short-term effect of physical education on health and…

  13. Educational Commodification and the (Economic) Sign Value of Learning Outcomes

    ERIC Educational Resources Information Center

    Brancaleone, David; O'Brien, Stephen

    2011-01-01

    If managerialism points to the ideological foundations and bureaucratisation of contemporary education, marketisation signals its commodification, image and exchange. This paper brings to bear the prevailing influence of marketisation on education. It begins with a brief description of the European context and development of learning outcomes, and…

  14. Indigenous Education 1991-2000: Documents, Outcomes and Governments

    ERIC Educational Resources Information Center

    Gunstone, Andrew

    2012-01-01

    There is often a disparity in Indigenous Affairs between many documents, such as policies, reports and legislation, and outcomes. This article explores this difference through analysing the policy area of Indigenous education during the period of 1991 to 2000. I examine three key documents relating to Indigenous education. These are the "National…

  15. The Development of an Educational and Career Outcome Expectancy Scale.

    ERIC Educational Resources Information Center

    Springer, Shauna H.; Larson, Lisa M.; Tilley, Brian P.; Gasser, Courtney E.; Quinn, Aaron C.

    The development of an educational outcome expectations scale was prompted by a need for a measure tailored to college students' expected level of educational attainment. Studies were conducted in an undergraduate psychology course at a midwestern university. Participants (383 women, 276 males) attending a group counseling session completed a…

  16. Model Learner Outcomes for Technology Education/Industrial Technology.

    ERIC Educational Resources Information Center

    Minnesota State Dept. of Education, St. Paul.

    This guide provides model learner outcomes used by communities and schools to improve learning experiences in trade and industrial education. It contains a mission statement for public education in Minnesota and 13 learner goals that must be incorporated into each district's goal statements. The bulk of this document contains model learner…

  17. Expectations and Outcomes of Vocational Education: Match or Mismatch.

    ERIC Educational Resources Information Center

    Lotto, Linda S.

    1986-01-01

    This article provides an initial look at the matches and mismatches between expectations held for vocational education programs and empirically observed outcomes. Three types of claims for vocational education were compared with recent research. The article concludes with recommendations for improving the alignment between expectations and…

  18. The Role of Educational Outcomes in Evaluation Strategy.

    ERIC Educational Resources Information Center

    Foley, Walter J.

    From a systems analysis viewpoint, an evaluation system is a subsystem that is superimposed on the educational system to provide information for decisions related to its maintenance and goals. Educational outcomes, viewed as a much broader concept than the traditional view of changes in pupil behavior, represent the starting point for any…

  19. Well-Being: An Essential Outcome for Higher Education

    ERIC Educational Resources Information Center

    Finley, Ashley

    2016-01-01

    For over a decade, the national Bringing Theory to Practice (BTtoP) project has promoted the idea that well-being is an essential outcome of college students' learning and civic engagement. The project emphasizes the full promise of a liberal education: to be liberally educated is to possess the complex skills and abilities necessary for…

  20. Parenting Practices and Children's Education Outcomes

    ERIC Educational Resources Information Center

    Kan, K.; Tsai, W.D.

    2005-01-01

    This paper analyzes the effects of parenting practices on children's education. Our empirical analyses are based on household data from Taiwan. More specifically, we investigate the influence of parents' child-rearing practices (i.e., encouragement and punishment) on their children's education attainments and aspirations. We also explore the…

  1. The Synergistic Effect of Affective Factors on Student Learning Outcomes

    ERIC Educational Resources Information Center

    Jack, Brady Michael; Lin, Huann-shyang; Yore, Larry D.

    2014-01-01

    This study investigates how affective and self-related factors impact participation in science learning and environmental awareness and responsibility. Using PISA 2006 datasets from Taiwan and Canada having similar level of science competency, the model for this study verifies and expands an earlier model by examining the relationships among…

  2. Cognitive and Affective Learning Outcomes of Gifted Elementary School Students

    ERIC Educational Resources Information Center

    Delcourt, Marcia A. B.; Cornell, Dewey G.; Goldberg, Marc D.

    2007-01-01

    This project was a 2-year investigation of elementary school children placed in programs for high-ability learners. The primary purpose of the study was to investigate academic and affective changes in students during their first 2 years in a gifted program. Students were assessed during the fall of one year and the spring of the next year.…

  3. Secondary science classroom dissections: Informing policy by evaluating cognitive outcomes and exploring affective outcomes

    NASA Astrophysics Data System (ADS)

    Allspaw, Kathleen M.

    Animal protection organizations claim that dissection is pedagogically unsound and that it will cause students to lose respect for non-human animals. Science teacher organizations support curricula that teach respect for animal life and include dissection. Prior research compared dissection to dissection alternatives. Four of the six studies revealed no difference between groups on tests of cognitive outcomes. One study revealed that dissection was superior, and one revealed that the alternative was superior. No differences in attitudes toward science, dissection or school were found. Attitudes toward non-human animals were not measured. This study focused on the dissections of earthworms and frogs in middle and high school classrooms. Pre and post-tests of conceptual understanding revealed failing scores and no significant pre/post differences. Because these tests required critical thinking skills, and the dissection activities did not, it is difficult to determine if the poor performance on these tests indicates the inability of the students to think critically, and/or if it indicates the ineffectiveness of dissection. Further studies of dissections that focus on critical thinking would be necessary to make this distinction. Classroom observations, student written narratives, and student and adult interviews revealed mixed attitudes toward non-human animals. Student behaviors during dissection were similar to those behaviors exhibited during non-dissection activities. Most students and adults readily supported worm dissections while they expressed some trepidation about frog dissections. Students and adults universally expressed affection for their pets and opposed the use of their own pets for dissection/research. There was slight support for the use of dogs and cats for dissection/research, but only those students who expressed hate for cats said that they could dissect cats. None of the students or adults expressed a willingness to dissect dogs. Some students

  4. Partisanship, Political Polarization, and State Higher Education Budget Outcomes

    ERIC Educational Resources Information Center

    Dar, Luciana; Lee, Dong-Wook

    2014-01-01

    In this article, we explore how partisanship affects state higher education policy priorities and expenditures. We assume that party coalitions are heterogeneous and policy preferences/priorities differ via mediating factors. We find that Democratic Party strength positively affects state funding for higher education but that the effect diminishes…

  5. Stability and Change in Rural Youths’ Educational outcomes through the Middle and High School Years

    PubMed Central

    Witherspoon, Dawn; Ennett, Susan

    2014-01-01

    There is a dearth of literature that examines rural youths’ school transition and adaptation over the middle and high school years. Given rural education challenges, this study examines rural youths’ developmental trajectories of self-reported grades and affective and behavioral educational outcomes (i.e., school belonging, value of education, school misbehavior, and extracurricular activity participation). The cohort-sequential study consisted of 3,312 African American and White youth (50% female) who were surveyed over three and a half years, including the transition to high school. The results reveal significant changes in the outcomes from sixth to twelfth grade. For example, on average, school misbehavior increased over time while perceived school belonging decreased over time. Gender and race differences emerged; African American youth reported placing higher importance on education and less participation in school activities than White youth. The discussion focuses on the importance of examining rural adolescents’ educational pathways during the high school transition. PMID:21140200

  6. Outcomes Assessment in Veterinary Medical Education.

    ERIC Educational Resources Information Center

    Black, Leslie S.; Turnwald, Grant H.; Meldrum, James B.

    2002-01-01

    Describes the Virginia-Maryland Regional College of Veterinary Medicine's use of outcomes assessment (OA) as part of the accreditation review process for the American Veterinary Medical Association. Discusses its nine OA survey instruments and use of resulting data during accreditation. (EV)

  7. Peters' Non-Instrumental Justification of Education View Revisited: Contesting the Philosophy of Outcomes-based Education in South Africa.

    ERIC Educational Resources Information Center

    Waghid, Yusef

    2003-01-01

    Argues that Outcomes-based Education is conceptually trapped in an instrumentally justifiable view of education. Discusses that the process of specifying outcome sin educational discourse lends itself to manipulation and control thereby making the idea of Outcomes-based Education impoverished. Argues for education through rational reflection and…

  8. Mesenchymal Stromal Cells Affect Disease Outcomes via Macrophage Polarization

    PubMed Central

    Zheng, Guoping; Ge, Menghua; Qiu, Guanguan; Shu, Qiang; Xu, Jianguo

    2015-01-01

    Mesenchymal stromal cells (MSCs) are multipotent and self-renewable cells that reside in almost all postnatal tissues. In recent years, many studies have reported the effect of MSCs on the innate and adaptive immune systems. MSCs regulate the proliferation, activation, and effector function of T lymphocytes, professional antigen presenting cells (dendritic cells, macrophages, and B lymphocytes), and NK cells via direct cell-to-cell contact or production of soluble factors including indoleamine 2,3-dioxygenase, prostaglandin E2, tumor necrosis factor-α stimulated gene/protein 6, nitric oxide, and IL-10. MSCs are also able to reprogram macrophages from a proinflammatory M1 phenotype toward an anti-inflammatory M2 phenotype capable of regulating immune response. Because of their capacity for differentiation and immunomodulation, MSCs have been used in many preclinical and clinical studies as possible new therapeutic agents for the treatment of autoimmune, degenerative, and inflammatory diseases. In this review, we discuss the central role of MSCs in macrophage polarization and outcomes of diseases such as wound healing, brain/spinal cord injuries, and diseases of heart, lung, and kidney in animal models. PMID:26257791

  9. Mesenchymal Stromal Cells Affect Disease Outcomes via Macrophage Polarization.

    PubMed

    Zheng, Guoping; Ge, Menghua; Qiu, Guanguan; Shu, Qiang; Xu, Jianguo

    2015-01-01

    Mesenchymal stromal cells (MSCs) are multipotent and self-renewable cells that reside in almost all postnatal tissues. In recent years, many studies have reported the effect of MSCs on the innate and adaptive immune systems. MSCs regulate the proliferation, activation, and effector function of T lymphocytes, professional antigen presenting cells (dendritic cells, macrophages, and B lymphocytes), and NK cells via direct cell-to-cell contact or production of soluble factors including indoleamine 2,3-dioxygenase, prostaglandin E2, tumor necrosis factor-α stimulated gene/protein 6, nitric oxide, and IL-10. MSCs are also able to reprogram macrophages from a proinflammatory M1 phenotype toward an anti-inflammatory M2 phenotype capable of regulating immune response. Because of their capacity for differentiation and immunomodulation, MSCs have been used in many preclinical and clinical studies as possible new therapeutic agents for the treatment of autoimmune, degenerative, and inflammatory diseases. In this review, we discuss the central role of MSCs in macrophage polarization and outcomes of diseases such as wound healing, brain/spinal cord injuries, and diseases of heart, lung, and kidney in animal models. PMID:26257791

  10. Hospital volume affects outcome after total knee arthroplasty

    PubMed Central

    Pamilo, Konsta J; Peltola, Mikko; Paloneva, Juha; Mäkelä, Keijo; Häkkinen, Unto; Remes, Ville

    2015-01-01

    Background and purpose The influence of hospital volume on the outcome of total knee joint replacement surgery is controversial. We evaluated nationwide data on the effect of hospital volume on length of stay, re-admission, revision, manipulation under anesthesia (MUA), and discharge disposition for total knee replacement (TKR) in Finland. Patients and methods 59,696 TKRs for primary osteoarthritis performed between 1998 and 2010 were identified from the Finnish Hospital Discharge Register and the Finnish Arthroplasty Register. Hospitals were classified into 4 groups according to the number of primary and revision knee arthroplasties performed on an annual basis throughout the study period: 1–99 (group 1), 100–249 (group 2), 250–449 (group 3), and ≥ 450 (group 4). The association between hospital procedure volume and length of stay (LOS), length of uninterrupted institutional care (LUIC), re-admissions, revisions, MUA, and discharge disposition were analyzed. Results The greater the volume of the hospital, the shorter was the average LOS and LUIC. Smaller hospital volume was not unambiguously associated with increased revision, re-admission, or MUA rates. The smaller the annual hospital volume, the more often patients were discharged home. Interpretation LOS and LUIC ought to be shortened in lower-volume hospitals. There is potential for a reduction in length of stay in extended institutional care facilities. PMID:25323798

  11. Demography As It Affects Special Education.

    ERIC Educational Resources Information Center

    Yates, James R.

    The paper, originally given at a 1986 Ethnic and Multicultural Symposium, looks at special education and the changing society in terms of ethnicity, age, socioeconomic status, birth rate, and school completion. Current and emerging demographic characteristics are related to special education policy, organization, training, research, and…

  12. Teaching Affective Qualities in Physical Education

    ERIC Educational Resources Information Center

    Heidorn, Brent; Welch, Mindy M.

    2010-01-01

    Physical educators at all levels have observed learners in a school-based physical education setting as well as physical activity or sport settings outside of organized school curricula demonstrating behaviors deemed inappropriate or inconsistent with professional standards. Because sport is such a public, social, and international phenomenon,…

  13. The Development of NOAA Education Common Outcome Performance Measures (Invited)

    NASA Astrophysics Data System (ADS)

    Baek, J.

    2013-12-01

    The National Oceanic and Atmospheric Administration (NOAA) Education Council has embarked on an ambitious Monitoring and Evaluation (M&E) project that will allow it to assess education program outcomes and impacts across the agency, line offices, and programs. The purpose of this internal effort is to link outcome measures to program efforts and to evaluate the success of the agency's education programs in meeting the strategic goals. Using an outcome-based evaluation approach, the NOAA Education Council is developing two sets of common outcome performance measures, environmental stewardship and professional development. This presentation will examine the benefits and tradeoffs of common outcome performance measures that collect program results across a portfolio of education programs focused on common outcomes. Common outcome performance measures have a few benefits to our agency and to the climate education field at large. The primary benefit is shared understanding, which comes from our process for writing common outcome performance measures. Without a shared and agreed upon set of definitions for the measure of an outcome, the reported results may not be measuring the same things and would incorrectly indicate levels of performance. Therefore, our writing process relies on a commitment to developing a shared set of definitions based on consensus. We hope that by taking the time to debate and coming to agreement across a diverse set of programs, the strength of our common measures can indicate real progress towards outcomes we care about. An additional benefit is that these common measures can be adopted and adapted by other agencies and organizations that share similar theories of change. The measures are not without their drawbacks, and we do make tradeoffs as part of our process in order to continue making progress. We know that any measure is necessarily a narrow slice of performance. A slice that may not best represent the unique and remarkable contribution

  14. Whiteness as Technology of Affect: Implications for Educational Praxis

    ERIC Educational Resources Information Center

    Leonardo, Zeus; Zembylas, Michalinos

    2013-01-01

    This article explores the embodiment and affectivity of whiteness, particularly as it implicates educational praxis and social justice in education, focusing on the following questions: In what ways are affect and whiteness constitutive of each other in race dialogue? How does emotion intersect with racial practices and white privilege, and what…

  15. Does Treatment Duration Affect Outcome After Radiotherapy for Prostate Cancer?

    SciTech Connect

    D'Ambrosio, David J.; Li Tianyu; Horwitz, Eric M.; Chen, David Y.T.; Pollack, Alan; Buyyounouski, Mark K.

    2008-12-01

    Purpose: The protraction of external beam radiotherapy (RT) time is detrimental in several disease sites. In prostate cancer, the overall treatment time can be considerable, as can the potential for treatment breaks. We evaluated the effect of elapsed treatment time on outcome after RT for prostate cancer. Methods and Materials: Between April 1989 and November 2004, 1,796 men with prostate cancer were treated with RT alone. The nontreatment day ratio (NTDR) was defined as the number of nontreatment days divided by the total elapsed days of RT. This ratio was used to account for the relationship between treatment duration and total RT dose. Men were stratified into low risk (n = 789), intermediate risk (n = 798), and high risk (n = 209) using a single-factor model. Results: The 10-year freedom from biochemical failure (FFBF) rate was 68% for a NTDR <33% vs. 58% for NTDR {>=}33% (p = 0.02; BF was defined as a prostate-specific antigen nadir + 2 ng/mL). In the low-risk group, the 10-year FFBF rate was 82% for NTDR <33% vs. 57% for NTDR {>=}33% (p = 0.0019). The NTDR was independently predictive for FFBF (p = 0.03), in addition to T stage (p = 0.005) and initial prostate-specific antigen level (p < 0.0001) on multivariate analysis, including Gleason score and radiation dose. The NTDR was not a significant predictor of FFBF when examined in the intermediate-risk group, high-risk group, or all risk groups combined. Conclusions: A proportionally longer treatment duration was identified as an adverse factor in low-risk patients. Treatment breaks resulting in a NTDR of {>=}33% (e.g., four or more breaks during a 40-fraction treatment, 5 d/wk) should be avoided.

  16. Psychosocial Environment and Affective Outcomes in Technology-Rich Classrooms: Testing a Causal Model

    ERIC Educational Resources Information Center

    Dorman, Jeffrey P.; Fraser, Barry J.

    2009-01-01

    Research investigated classroom environment antecedent variables and student affective outcomes in Australian high schools. The Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) was used to assess 10 classroom environment dimensions: student cohesiveness, teacher support, involvement, investigation, task orientation,…

  17. A Framework Relating Outcomes Based Education and the Taxonomy of Educational Objectives.

    ERIC Educational Resources Information Center

    Andrich, David

    2002-01-01

    Articulates a framework that can place the Outcomes Based Education movement in a historical context and by so doing advance its discourse on assessment. Reviews the development and structure of the Taxonomy of Educational Objectives (B. Bloom et al., 1956) and the structure of Student Outcome Statements in Western Australia and explores the…

  18. Perspectives in Theory: Anthology of Theorists affecting the Educational World

    ERIC Educational Resources Information Center

    Bicking, Misty M., Ed.; Collins, Brian, Ed.; Fernett, Laura, Ed.; Taylor, Barbara, Ed.; Sutton, Kathleen, Ed.

    2008-01-01

    A compilation of research papers on theorists that affect the educational world are collected in this anthology. Twenty-one students, through the course of their education class, Social and Psychological Conditions of Learning--EDUC 320, researched and applied their knowledge in the elementary and secondary school environments. The contributing…

  19. Is Outcomes Assessment Hurting Higher Education?

    ERIC Educational Resources Information Center

    Pontuso, James F.; Thornton, Saranna R.

    2008-01-01

    This article addresses the issue of assessment and how it is becoming such a critical problem for higher education, especially for teachers of the liberal arts. While the common-sense goals of assessment are laudable, the actual consequences of the process are far from beneficial. It is suggested that ongoing assessment diverts teachers from…

  20. Model Learner Outcomes for Mathematics Education.

    ERIC Educational Resources Information Center

    Halvorson, Judith K.; Stenglein, Sharon M.

    Awareness of the need for essential reforms within mathematics education evolved fundamentally as the consequence of several national reports, culminating in the documentation of this need with "Everybody Counts" in January 1989. The publication of "Curriculum and Evaluation Standards for School Mathematics" by the National Council of Teachers of…

  1. K-12 Educational Outcomes of Immigrant Youth

    ERIC Educational Resources Information Center

    Crosnoe, Robert; Turley, Ruth N. Lopez

    2011-01-01

    The children from immigrant families in the United States make up a historically diverse population, and they are demonstrating just as much diversity in their experiences in the K-12 educational system. Robert Crosnoe and Ruth Lopez Turley summarize these K-12 patterns, paying special attention to differences in academic functioning across…

  2. The Effects of Technology on Educational Outcomes

    ERIC Educational Resources Information Center

    Strickland, LaVada A.

    2011-01-01

    A long-standing question in educational research and policy discussion turns on whether technology-based instruction can improve academic performance. Finding a convincing answer to this question is important because school systems across the country have invested and continue to invest very large sums on new instructional hardware and software.…

  3. Intervention Outcomes among HIV-affected Families Over 18 Months

    PubMed Central

    Rotheram-Borus, Mary Jane; Rice, Eric; Comulada, W. Scott; Best, Karin; Elia, Carla; Peters, Katherine; Li, Li; Green, Sara; Valladares, Ena

    2012-01-01

    We evaluate the efficacy of a family-based intervention over time among HIV-affected families. Mothers Living with HIV (MLH; n=339) in Los Angeles and their school-aged children were randomized to either an intervention or control condition and followed for 18 months. MLH and their children in the intervention received 16 cognitive-behavioral, small-group sessions designed to help them maintain physical and mental health, parent while ill, address HIV-related stressors, and reduce HIV-transmission behaviors. At recruitment, MLH reported few problem behaviors related to physical health, mental health, or sexual or drug transmission acts. Compared to MLH in the control condition, intervention MLH were significantly more likely to monitor their own CD4 cell counts and their children were more likely to decrease alcohol and drug use. Most MLH and their children had relatively healthy family relationships. Family-based HIV interventions should be limited to MLH who are experiencing substantial problems. PMID:22020758

  4. Prediction and diagnosis of clinical outcomes affecting restoration margins.

    PubMed

    Dennison, J B; Sarrett, D C

    2012-04-01

    The longevity of dental restorations is largely dependent on the continuity at the interface between the restorative material and adjacent tooth structure (the restoration margin). Clinical decisions on restoration repair or replacement are usually based upon the weakest point along that margin interface. Physical properties of a restorative material, such as polymerisation shrinkage, water sorption, solubility, elastic modulus and shear strength, all have an effect on stress distribution and can significantly affect margin integrity. This review will focus on two aspects of margin deterioration in the oral environment: the in vitro testing of margin seal using emersion techniques to simulate the oral environment and to predict clinical margin failure and the relationship between clinically observable microleakage and secondary caries. The many variables associated with in vitro testing of marginal leakage and the interpretation of the data are presented in detail. The most recent studies of marginal leakage mirror earlier methodology and lack validity and reliability. The lack of standardised testing procedures makes it impossible to compare studies or to predict the clinical performance of adhesive materials. Continual repeated in vitro studies contribute little to the science in this area. Clinical evidence is cited to refute earlier conclusions that clinical microleakage (penetrating margin discoloration) leads to caries development and is an indication for restoration replacement. Margin defects, without visible evidence of soft dentin on the wall or base of the defect, should be monitored, repaired or resealed, in lieu of total restoration replacement. PMID:22066463

  5. Midterm Outcome of Femoral Artery Stenting and Factors Affecting Patency

    PubMed Central

    Yu, Jae Seoung; Park, Keun-Myoung; Jeon, Yong Sun; Cho, Soon Gu; Hong, Kee Chun; Shin, Woo Young; Choe, Yun-Mee; Shin, Seok-Hwan; Kim, Kyung Rae

    2015-01-01

    Purpose: The purpose of this study was to evaluate the early and midterm results of superficial femoral artery (SFA) stenting with self-expanding nitinol stents and to identify the factors affecting patency. Materials and Methods: SFA stenting was performed in 165 limbs of 117 patients from January 2009 to December 2013. Patients were followed-up for the first occurrence of occlusion or stenosis based on computed tomography and duplex scan results and a decrease in ankle brachial index of >15%. Results: During the follow-up period (mean, 15.3±3.2 months), no early thrombotic reocclusions occurred within 30 days, but in-stent restenosis developed in 78 limbs. The primary patency rates at 6, 12, 18, and 24 months were 78%, 66%, 42%, and 22%, respectively, and the secondary patency rates were 85%, 72%, 58%, and 58%, respectively. TASC II C or D lesions, stent length >8 cm, number of patent tibial arteries and diabetes were significantly associated with reintervention. Conclusion: The midterm results of stenting for SFA occlusive disease were disappointing because the primary and secondary patency rates at two years were 22% and 58%, respectively. Reintervention after SFA stenting remains a major problem, particularly in patients with diabetes mellitus or long TASC II C or D lesions. PMID:26719837

  6. Affective Evaluation Techniques in School Health Education.

    ERIC Educational Resources Information Center

    Sutherland, Mary S.

    1981-01-01

    Ways in which affective measurement and evaluation techniques could be used for health instruction include: (1) determining student behavioral information and assisting in the removal of barriers to smooth classroom functioning; (2) attitude measurement; and (3) evaluation of classroom learning. Several types of affective measurement techniques…

  7. Gender Affects Early Postoperative Outcomes of Rotator Cuff Repair

    PubMed Central

    Ye, Hee-Uk; Jung, Jae-Won; Lee, Young-Kuk

    2015-01-01

    Background The literature does not provide consistent information on the impact of patients' gender on recovery after rotator cuff repair. The purpose of this study was to determine whether gender affects pain and functional recovery in the early postoperative period after rotator cuff repair. Methods Eighty patients (40 men and 40 women) were prospectively enrolled. Pain intensity and functional recovery were evaluated, using visual analog scale (VAS) pain score and range of motion on each of the first 5 postoperative days, at 2 and 6 weeks and at 3, 6, and 12 months after surgery. Perioperative medication-related adverse effects and postoperative complications were also assessed. Results The mean VAS pain score was significantly higher for women than men at 2 weeks after surgery (p = 0.035). For all other periods, there was no significant difference between men and women in VAS pain scores, although women had higher scores than men. Mean forward flexion in women was significantly lower than men at 6 weeks after surgery (p = 0.033) and the mean degree of external rotation in women was significantly lower than men at 6 weeks (p = 0.007) and at 3 months (p = 0.017) after surgery. There was no significant difference in medication-related adverse effects or postoperative complications. Conclusions Women had more pain and slower recovery of shoulder motion than men during the first 3 months after rotator cuff repair. These findings can serve as guidelines for pain management and rehabilitation after surgery and can help explain postoperative recovery patterns to patients with scheduled rotator cuff repair. PMID:26217471

  8. Does Parental Employment Affect Children's Educational Attainment?

    ERIC Educational Resources Information Center

    Schildberg-Hoerisch, Hannah

    2011-01-01

    This paper analyzes whether there exists a causal relationship between parental employment and children's educational attainment. We address potential endogeneity problems due to (i) selection of parents in the labor market by estimating a model on sibling differences and (ii) reverse causality by focusing on parents' employment when children are…

  9. Some Problems Affecting Higher Education in Mexico.

    ERIC Educational Resources Information Center

    Arredondo, Victor A.

    Major problems of higher education in Mexico are addressed in the context of the country's developmental stages, socioeconomic conditions, and demographics. Important factors in modern Mexican history include: population growth, public and private investment to stimulate socioeconomic activities in different regions of the country, and financial…

  10. How Economic Segregation Affects Children's Educational Attainment.

    ERIC Educational Resources Information Center

    Mayer, Susan E.

    2002-01-01

    Analysis of data from the Panel Study of Income Dynamics combined with census data found that an increase in income inequality among census tracts in the same state had little effect on overall educational attainment but exacerbated inequality of attainment between high-income and low-income children. Within-tract inequality had little effect on…

  11. Historic Factors Affecting Educational Administration in Korean Higher Education.

    ERIC Educational Resources Information Center

    Lee, Jeong-Kyu

    1999-01-01

    An official of the Korean Education Department Institute analyzes the effect of historic factors on current educational administration in Korea. He suggests that Confucianism, Shinto-Confucianism, Christianity, and Western ideas mainly dominate current Korean educational administration's organizational structure, culture, and leadership, while…

  12. Assessing Baccalaureate Advertising Education Outcome Utilizing Marketing Education Curriculum Development Strategies.

    ERIC Educational Resources Information Center

    Ganahl, Dennis J.; Ganahl, Richard J., III

    The purpose of this paper is to compare and contrast the mission and scope of professional/baccalaureate advertising education with Marketing Education curriculum and instruction strategies to enhance advertising students' outcome. Sixty-five colleges and universities with advertising education departments, sequences, or areas of emphasis…

  13. Outcomes Based Education? Rethinking the Provision of Compulsory Education in Western Australia

    ERIC Educational Resources Information Center

    Berlach, Richard G.; McNaught, Keith

    2007-01-01

    Outcomes based education (OBE), which emphasises a radical reinterpretation of the enterprise of education, is a phenomenon enveloping the Australian compulsory education sector. This paper examines the theoretical tenets of OBE as articulated by its chief exponent, William Spady. It then explores the effects that OBE implementation is having on…

  14. Economic Analysis of World Bank Education Projects and Project Outcomes

    ERIC Educational Resources Information Center

    Vawda, Ayesha Yaqub; Moock, Peter; Gittinger, J. Price; Patrinos, Harry Anthony

    2003-01-01

    This paper tests the hypothesis that World Bank education projects have a higher likelihood of being successful if at the time of appraisal, they underwent good quality economic analysis. Analysis shows a strong relationship between the quality of cost-benefit analysis and cost-effectiveness analysis and the quality of project outcomes. Economic…

  15. The Constant Error of the Halo in Educational Outcomes Research.

    ERIC Educational Resources Information Center

    Pike, Gary R.

    1999-01-01

    Research suggests correlations between student gains and college experiences may be an artifact of halo effect. A study examined whether halo error underlies students' self-reported gains, significance of the error, and its effect on the relationship between college experiences and educational outcomes. Results confirm halo error may be an…

  16. Modifying Softball for Maximizing Learning Outcomes in Physical Education

    ERIC Educational Resources Information Center

    Brian, Ali; Ward, Phillip; Goodway, Jacqueline D.; Sutherland, Sue

    2014-01-01

    Softball is taught in many physical education programs throughout the United States. This article describes modifications that maximize learning outcomes and that address the National Standards and safety recommendations. The modifications focus on tasks and equipment, developmentally appropriate motor-skill acquisition, increasing number of…

  17. Learning Outcomes for Sustainable Development in Higher Education

    ERIC Educational Resources Information Center

    Svanstrom, Magdalena; Lozano-Garcia, Francisco J.; Rowe, Debra

    2008-01-01

    Purpose: This paper sets out to discuss the commonalities that can be found in learning outcomes (LOs) for education for sustainable development in the context of the Tbilisi and Barcelona declarations. The commonalities include systemic or holistic thinking, the integration of different perspectives, skills such as critical thinking, change agent…

  18. A Quality of Life Framework for Special Education Outcomes.

    ERIC Educational Resources Information Center

    Turnbull, H. Rutherford, III; Turnbull, Ann P.; Wehmeyer, Michael L.; Park, Jiyeon

    2003-01-01

    This paper offers a framework for measuring outcomes for students with disabilities using quality of life principles identified in the Individuals with Disabilities Education Act, namely: (1) equality of opportunity; (2) full participation; (3) independent living; and (4) economic self-sufficiency. It urges that these goals guide curriculum and…

  19. Assessment of Learning Outcomes in Finnish Vocational Education and Training

    ERIC Educational Resources Information Center

    Räisänen, Anu; Räkköläinen, Mari

    2014-01-01

    This article provides an outline and critical review of assessment, an evaluation of learning outcomes, in vocational education and training (VET) in Finland. Assessment of VET is formative, development-orientated and criteria-based. There are no national tests and information from vocational skills demonstrations is used instead. Assessment…

  20. Measuring Learning Outcomes in Higher Education: Motivation Matters

    ERIC Educational Resources Information Center

    Liu, Ou Lydia; Bridgeman, Brent; Adler, Rachel M.

    2012-01-01

    With the pressing need for accountability in higher education, standardized outcomes assessments have been widely used to evaluate learning and inform policy. However, the critical question on how scores are influenced by students' motivation has been insufficiently addressed. Using random assignment, we administered a multiple-choice test and an…

  1. NYU Institute for Education & Social Policy Progress Report Outcomes Study.

    ERIC Educational Resources Information Center

    New York Univ., NY. Inst. for Education and Social Policy.

    New York Networks for School Renewal (NYNSR) is a 5-year collaborative project begun in 1995 as part of an effort to revitalize U.S. schools through public-private partnerships. Four New York organizations with years of experience in public education reform have joined in the NYNSR collaboration. An outcomes evaluation collected and analyzed both…

  2. The Quality of Higher Education: Paradigm of Study Outcomes

    ERIC Educational Resources Information Center

    Pukelis, Kestutis; Pileicikiene, Nora

    2005-01-01

    Study outcomes are an immensely important parameter of higher education quality. They reflect the relationship between studies and labour market needs; determine the framework and internal logics of study programme curriculum: sequence of study objectives, their particularity, study content, methods, student achievement assessment criteria and…

  3. High-Leverage Leadership: Improving Outcomes in Educational Settings

    ERIC Educational Resources Information Center

    Mongon, Denis; Chapman, Christopher

    2011-01-01

    Globalisation of world trade, international media, technological innovation and social change are creating opportunities and challenges that today's pupils will inherit and build on. A pupil's academic, technical and social capacity will define their success or failure. Therefore, educational outcomes and well-being for young people across…

  4. Peer Group Influence on Educational Outcomes: A Quantitative Synthesis.

    ERIC Educational Resources Information Center

    Ide, Judith K.; And Others

    1981-01-01

    A research synthesis of the influence of peer groups on elementary and high school students' achievement and educational/occupational aspirations is presented. Strength of the peer influence-outcome relationship was higher in urban settings and when peer influence was determined by individuals reporting achievement levels of their best friends.…

  5. Outcomes from Higher-Level Vocational Education and Training Qualifications

    ERIC Educational Resources Information Center

    Stanwick, John

    2006-01-01

    Where do higher-level vocational education and training (VET) qualifications lead? This study investigates whether they lead to employment at associate professional or higher occupations, or whether they are a pathway to university studies. Findings indicate that there are good employment outcomes for some graduates, although often at below…

  6. Corruption and Educational Outcomes: Two Steps Forward, One Step Back

    ERIC Educational Resources Information Center

    Huang, Francis Lim

    2008-01-01

    Corruption is a problem that continues to plague developed and developing countries worldwide. Previous studies have explored the negative implications of corruption on several aspects of human development, but, despite its serious and long-lasting consequences, the impact of corruption on educational outcomes has started to receive attention only…

  7. Engineering Graphics Educational Outcomes for the Global Engineer: An Update

    ERIC Educational Resources Information Center

    Barr, R. E.

    2012-01-01

    This paper discusses the formulation of educational outcomes for engineering graphics that span the global enterprise. Results of two repeated faculty surveys indicate that new computer graphics tools and techniques are now the preferred mode of engineering graphical communication. Specifically, 3-D computer modeling, assembly modeling, and model…

  8. Suhrawardi's Epistemological Point of View and Its Educational Outcomes

    ERIC Educational Resources Information Center

    Nowrozi, Reza Ali; Ardakani, Seyed Hassan Hashemi; Shiri, Ali Shiravani

    2012-01-01

    This study investigates Suhrawardi's epistemological and philosophical point of view in order to analyze and elicit its educational outcomes. His philosophy, which can be called eclectic philosophy (involving intellect and intuition), regularly proposes a different philosophical system with intuitionist outlook. It is the combination of two…

  9. Australia's Adoption of Outcomes Based Education: A Critique

    ERIC Educational Resources Information Center

    Donnelly, Kevin

    2007-01-01

    Since the development of the Keating Government's national statements and profiles, during the early to mid 90s, all Australian states and territories, to a greater or lesser degree, have adopted an outcomes-based education approach to school curriculum. Drawing on the writings of the US academic, William Spady, and in opposition to the more…

  10. The Influence of Sexual Identity on Higher Education Outcomes

    ERIC Educational Resources Information Center

    Sorgen, Carl H., IV.

    2011-01-01

    This research empirically explores how sexual identity influences higher education outcomes for lesbian, gay, bisexual, and queer (LGBQ) college students. A path model was constructed with structural equation modeling using responses from 1,125 non-heterosexual college students. The model includes four psychological variables (level of sexual…

  11. Tentative Steps in Outcome Assessment in International Education.

    ERIC Educational Resources Information Center

    Wadlow, Joan K.; Duly, Leslie C.

    Assessment strategies that colleges and universities design to evaluate the effectiveness of their academic programs should be compatible with other institutional improvement strategies. This paper stems from work done by the Outcomes Assessment Project in International Education, a project that attempts to assist institutions in measuring the…

  12. Univariate Analysis of Multivariate Outcomes in Educational Psychology.

    ERIC Educational Resources Information Center

    Hubble, L. M.

    1984-01-01

    The author examined the prevalence of multiple operational definitions of outcome constructs and an estimate of the incidence of Type I error rates when univariate procedures were applied to multiple variables in educational psychology. Multiple operational definitions of constructs were advocated and wider use of multivariate analysis was…

  13. Students with Learning Disabilities' Satisfaction, Employment, and Postsecondary Education Outcomes

    ERIC Educational Resources Information Center

    Rabren, Karen; Eaves, Ronald C.; Dunn, Caroline; Darch, Craig

    2013-01-01

    This study investigates the construct of satisfaction as a post-school outcome for students with learning disabilities (LD). More specifically, the effects of postsecondary education or training as well as employment are examined as they contribute to the overall satisfaction of young people with LD, one year after they exit high school. The…

  14. Globalization, Learning Outcomes, and Possibilities for Theological Education

    ERIC Educational Resources Information Center

    Buhrman, William D.

    2011-01-01

    Respecting religious diversity while also staying true to the role of faith in theological practice remains a challenge in contemporary education. This is made more complex by the role of learning outcomes to assess student learning. This article first emphasizes the role of faith in theological discourse and then raises questions about the nature…

  15. The Impact of Chile's School Feeding Program on Education Outcomes

    ERIC Educational Resources Information Center

    McEwan, Patrick J.

    2013-01-01

    Chile operates one of the oldest and largest school feeding programs in Latin America, targeting higher-calorie meals to relatively poorer schools. This paper evaluates the impact of higher-calorie meals on the education outcomes of public, rural schools and their students. It applies a regression-discontinuity design to administrative data,…

  16. School Nurse Case Management: Achieving Health and Educational Outcomes

    ERIC Educational Resources Information Center

    Bonaiuto, Maria M.

    2007-01-01

    Educators and health care professionals alike understand that healthy students are likely to be successful learners. The goal of school nurse case management is to support students so that they are ready to learn. This article describes the outcomes of a 4-year process improvement project designed to show the impact of school nurse case management…

  17. Interprofessional education and the basic sciences: Rationale and outcomes.

    PubMed

    Thistlethwaite, Jill E

    2015-01-01

    Interprofessional education (IPE) aims to improve patient outcomes and the quality of care. Interprofessional learning outcomes and interprofessional competencies are now included in many countries' health and social care professions' accreditation standards. While IPE may take place at any time in health professions curricula it tends to focus on professionalism and clinical topics rather than basic science activities. However generic interprofessional competencies could be included in basic science courses that are offered to at least two different professional groups. In developing interprofessional activities at the preclinical level, it is important to define explicit interprofessional learning outcomes plus the content and process of the learning. Interprofessional education must involve interactive learning processes and integration of theory and practice. This paper provides examples of IPE in anatomy and makes recommendations for course development and evaluation. PMID:25688869

  18. K-12 educational outcomes of immigrant youth.

    PubMed

    Crosnoe, Robert; Turley, Ruth N López

    2011-01-01

    The children from immigrant families in the United States make up a historically diverse population, and they are demonstrating just as much diversity in their experiences in the K-12 educational system. Robert Crosnoe and Ruth López Turley summarize these K-12 patterns, paying special attention to differences in academic functioning across segments of the immigrant population defined by generational status, race and ethnicity, and national origin. A good deal of evidence points to an immigrant advantage in multiple indicators of academic progress, meaning that many youths from immigrant families outperform their peers in school. This apparent advantage is often referred to as the immigrant paradox, in that it occurs despite higher-than-average rates of social and economic disadvantages in this population as a whole. The immigrant paradox, however, is more pronounced among the children of Asian and African immigrants than other groups, and it is stronger for boys than for girls. Furthermore, evidence for the paradox is far more consistent in secondary school than in elementary school. Indeed, school readiness appears to be one area of potential risk for children from immigrant families, especially those of Mexican origin. For many groups, including those from Latin America, any evidence of the immigrant paradox usually emerges after researchers control for family socioeconomic circumstances and youths' English language skills. For others, including those from Asian countries, it is at least partially explained by the tendency for more socioeconomically advantaged residents of those regions to leave their home country for the United States. Bilingualism and strong family ties help to explain immigrant advantages in schooling; school, community, and other contextual disadvantages may suppress these advantages or lead to immigrant risks. Crosnoe and Turley also discuss several policy efforts targeting young people from immigrant families, especially those of Latin

  19. Educational Outcomes: Their Impact on Graduate Pediatric Dentistry Education.

    ERIC Educational Resources Information Center

    Adair, Steven M.

    1990-01-01

    Six outcomes of professional competence that can be applied to postdoctoral pediatric dentistry training are: conceptual, contextual, technical, interpersonal communications, integrative, and adaptive competence. Questionnaire-type surveys are probably the best means of assessing the contextual, interpersonal, and adaptive competencies of…

  20. Assessing outcomes of industrial hygiene graduate education.

    PubMed

    Brosseau, Lisa; Fredrickson, Ann

    2009-05-01

    To ensure that industrial hygiene professionals continue to be prepared for current and future trends, it is important to regularly assess the value of their education. Described here are the results of discussions with employers and a mailed survey of graduates. Comparisons are made with past mailed surveys of both groups. Two sets of discussions were held in late 2005 with employers of industrial hygienists and other health and safety professionals. Twenty-eight participants were asked to discuss current and future needs for professionals in their organization and economic sector, their expectations for knowledge and skills when hiring professionals, methods for finding and hiring, and the importance of ABET accreditation. At the same time, a survey was mailed to 71 industrial hygiene students graduating in the last 15 years. Respondents were asked to rank the value of and their proficiency in 42 competencies. Questions also assessed employment experience, certification, the importance of ABET accreditation, and demographic characteristics. There was a lot of agreement between the two stakeholder groups (employers and graduates) about the most important skill and knowledge areas. Most employers identified communicating effectively and exposure assessment among the most important skills, with designing and initiating research as among the least. Hazard recognition, exposure measurement principles, and personal protective equipment were the most highly ranked knowledge areas. Employers discussed the need for good "business skills" such as teamwork, communication, and project management, and the importance of problem-solving skills. Graduates reported that skills in the areas of recognition, evaluation, and control were most valuable in their first jobs and generally reported high levels of proficiency in these skill areas. There was a similar dichotomy in opinions about accreditation within each stakeholder group. The reputation of the academic program was

  1. School Counsel: How Appropriate Guidance Affects Educational Equity

    ERIC Educational Resources Information Center

    Corwin, Zoe Blumberg; Venegas, Kristan M.; Oliverez, Paz Maya; Colyar, Julia E.

    2004-01-01

    Detrimental differences in educational opportunities for students of color continue to exist in the post-Brown United States. This article focuses on inequities in access to higher education by addressing the following question: How do disparities in counseling services affect college access for students of color? Guided by a review of the…

  2. Elementary Affective Education in Human Relations: Teachers Guide.

    ERIC Educational Resources Information Center

    Florida Univ., Gainesville. P. K. Yonge Lab. School.

    The activities and resources in this teacher's guide have been developed and field tested as part of the research and development mission of the P. K. Yonge Laboratory School of the College of Education of the University of Florida. The Elementary Affective Education for Human Relations Project utilized classroom teachers in a variety of settings…

  3. Implications of Affective and Social Neuroscience for Educational Theory

    ERIC Educational Resources Information Center

    Immordino-Yang, Mary Helen

    2011-01-01

    The past decade has seen major advances in cognitive, affective and social neuroscience that have the potential to revolutionize educational theories about learning. The importance of emotion and social learning has long been recognized in education, but due to technological limitations in neuroscience research techniques, treatment of these…

  4. How Economic Segregation Affects Childrens' Educational Attainment. JCPR Working Paper.

    ERIC Educational Resources Information Center

    Mayer, Susan

    Economic segregation increased in the United States between 1970 and 1990. Three hypotheses suggest that this would affect low-income children's educational attainment. The political economy of school funding predicts that economically segregated school districts reduce the educational attainment of low-income children. Two other hypotheses…

  5. Students' Views on Factors Affecting Empathy in Medical Education

    ERIC Educational Resources Information Center

    Winseman, Jeffrey; Malik, Abid; Morison, Julie; Balkoski, Victoria

    2009-01-01

    Objective: Empathy is a prominent goal of medical education that is too often underachieved. Using concept mapping, the authors constructed a student-generated conceptual model of factors viewed as affecting empathy during medical education. Methods: During the 2005-2006 academic year, 293 medical students and interns answered a brainstorming…

  6. Queerying the Affective Politics of Doctoral Education: Toward Complex Visions of Agency and Affect

    ERIC Educational Resources Information Center

    Burford, James

    2015-01-01

    Higher education (HE) researchers, like their colleagues across the humanities and social sciences, are increasingly tuning in to the political possibilities offered by working with emotion and affect. Reading across this work, it would seem that certain practices, and their associated affects, have achieved an aura of legitimacy, and political…

  7. The effects of different sources of occupational stress on affective, motivational, and psychosomatic outcomes

    SciTech Connect

    Ovalle, N.K. II.

    1991-01-01

    The present study examined the effects of role conflict, role ambiguity, and five additional potential sources of occupational stress on an affective outcome (job satisfaction), a motivational outcome (intent to quit), and two psychosomatic outcomes (mental and physical anxiety). In addition to role conflict and role ambiguity, the five additional sources of occupational stress centered on job characteristics, work pressures, rewards and opportunities, interaction of the job and home life, and lack of job challenge. Data were collected from 85 technicians and managers in a service organization. The results of correlation and multiple regression analyses indicated that each of the sources of stress have significant yet different effects on the outcomes. Moreover, role conflict and ambiguity did not have as much of an effect across all outcomes as the other five sources of stress. These findings could be used to improve the measurement, understanding, and treatment of occupational stress. Other implications are discussed. 23 refs., 2 tabs.

  8. Family and Community Influences on Educational Outcomes among Appalachian Youth

    ERIC Educational Resources Information Center

    Brown, Ryan; Copeland, William E.; Costello, E. Jane; Erkanli, Alaattin; Worthman, Carol M.

    2009-01-01

    Recent research has shown how quantifiable aspects of community context affect a wide range of behaviors and outcomes. Due partially to the historical development of this field, currently published work focuses on urban rather than rural areas. We draw upon data from a longitudinal study of families and health in Appalachia--the Great Smoky…

  9. How measurement artifacts affect cerebral autoregulation outcomes: A technical note on transfer function analysis.

    PubMed

    Meel-van den Abeelen, Aisha S S; de Jong, Daan L K; Lagro, Joep; Panerai, Ronney B; Claassen, Jurgen A H R

    2016-05-01

    Cerebral autoregulation (CA) is the mechanism that aims to maintain adequate cerebral perfusion during changes in blood pressure (BP). Transfer function analysis (TFA), the most reported method in literature to quantify CA, shows large between-study variability in outcomes. The aim of this study is to investigate the role of measurement artifacts in this variation. Specifically, the role of distortion in the BP and/or CBFV measurementon TFA outcomes was investigated. The influence of three types of artifacts on TFA outcomes was studied: loss of signal, motion artifacts, and baseline drifts. TFA metrics of signals without the simulated artifacts were compared with those of signals with artifacts. TFA outcomes scattered highly when more than 10% of BP signal or over 8% of the CBFV signal was lost, or when measurements contained one or more artifacts resulting from head movement. Furthermore, baseline drift affected interpretation of TFA outcomes when the power in the BP signal was 5 times the power in the LF band. In conclusion, loss of signal in BP and loss in CBFV, affects interpretation of TFA outcomes. Therefore, it is vital to validate signal quality to the defined standards before interpreting TFA outcomes. PMID:26935320

  10. Toward an Affective Pedagogy of Human Rights Education

    ERIC Educational Resources Information Center

    Hung, Ruyu

    2014-01-01

    This paper explores the notion of Affective Pedagogy of Human Rights Education (APHRE) on a theoretical level and suggests a concept of curricular framework. APHRE highlights the significance of affectivity and body in the process of learning, factors usually neglected in the mainstream intellectualistic approach to learning, especially in areas…

  11. Culture-Specific Variables That May Affect Employment Outcomes for Mexican-American Youth with Disabilities.

    ERIC Educational Resources Information Center

    Meier-Kronick, Nancy

    This paper reviews variables specific to the Mexican-American culture that might influence work-related behavior and outcomes for youths with disabilities from this population. Areas covered include: parental/family network; cultural view of disability; religious influences; acculturation levels; language issues; education and employment…

  12. The Missing Component in Computer Education: The Affective Domain

    PubMed Central

    Koch, Patricia Barthalow

    1984-01-01

    Because of the “computer revolution,” health-care professionals are being called upon in academic, continuing education, and on-site settings to teach computer education to students as well as other professionals. It has been demonstrated that education which includes the examination of attitudes, values, and feelings will reduce anxiety and increase interest towards the subject matter and will also help the student integrate the subject matter more effectively into his or her life. Therefore, the affective component is extremely important, if not essential, and should be part of every educational endeavor aimed at fostering computer literacy. Two major areas where an affective approach is crucial in computer instruction is in dealing with the student's motivations for developing computer literacy and the computer anxiety they may be experiencing. Factors influencing these areas will be explored in depth. In addition, concrete suggestions and techniques for dealing affectively with motivation for developing computer literacy and computer anxiety will be presented.

  13. Generating Outcome Measurements: Economic and Societal. A Guide to Educational Outcomes Measurements and Their Uses. Seminar No. 4.

    ERIC Educational Resources Information Center

    Mushkin, Selma J.; Billings, Bradley B.

    This guide is essentially designed as a teaching aid for those who would inform planners, officials of educational ministires, school administrators, principals, and teachers about educational outcome measurements. In outline and graphic form, the guide presents topics for discussion in a seminar dealing with generating outcome measurements:…

  14. Educational Outcomes for Orphan Girls in Rural Zimbabwe: Effects of a School Support Intervention.

    PubMed

    Iritani, Bonita J; Cho, Hyunsan; Rusakaniko, Simbarashe; Mapfumo, John; Hartman, Shane; Hallfors, Denise Dion

    2016-03-01

    Educational achievement has important implications for the health and well-being of young women in sub-Saharan Africa. The authors assessed the effects of providing school support on educational outcomes of orphan girls in rural Zimbabwe. Data were from a randomized controlled trial offering the intervention group comprehensive schooling support and controls no treatment initially and then fees only. Results indicated comprehensive support reduced school dropout and absence but did not improve test scores. Providing support to orphan girls is promising for addressing World Health Organization Millennium Development Goals, but further research is needed about contextual factors affecting girls' school participation and learning. PMID:25692731

  15. Childhood maltreatment and educational outcomes: evidence from South Africa.

    PubMed

    Pieterse, Duncan

    2015-07-01

    Many South African children experience maltreatment, but we know little about the effects on long-term child development. Using the only representative dataset that includes a module on childhood maltreatment for a metropolitan city in South Africa, we explore the association between different measures of childhood maltreatment and two educational outcomes (numeracy test scores and dropout). Our study provides an estimate of the association between childhood maltreatment and educational outcomes in a developing country where maltreatment is high. We control for potential confounders using a range of statistical techniques and add several robustness checks to evaluate the strength of our findings. Our results indicate that children who are maltreated suffer large adverse consequences in terms of their numeracy test scores and probability of dropout and that the estimated effects of maltreatment are larger and more consistent for the most severe type of maltreatment. PMID:24890398

  16. Heart to Heart: Using Heart Rate Telemetry to Meet Physical Education Outcomes.

    ERIC Educational Resources Information Center

    Deal, Tami Benham; Deal, Laurence O.

    1995-01-01

    Presents a foundation for establishing measurable physical education outcomes, demonstrating how heart rate telemetry can help measure and achieve such outcomes. After explaining heart rate telemetry function, the article examines student and teacher outcomes that could be included in school physical education outcomes and achieved using heart…

  17. Medical specialty boards can help measure graduate medical education outcomes.

    PubMed

    Peterson, Lars E; Carek, Peter; Holmboe, Eric S; Puffer, James C; Warm, Eric J; Phillips, Robert L

    2014-06-01

    U.S. graduate medical education (GME) training institutions are under increasing scrutiny to measure program outcomes as a demonstration of accountability for the sizeable funding they receive from the federal government. The Accreditation Council for Graduate Medical Education (ACGME) is a potential agent of measuring GME accountability but has no interaction with physicians after residency training is completed. American Board of Medical Specialty (ABMS) member boards interact with physicians throughout their careers through maintenance of certification (MOC) and are a potential source of valuable data on physician competency and quality of care, both of which could be used to measure GME accountability.The authors propose that ABMS boards and the ACGME deepen their existing relationship to better assess residency training outcomes. ABMS boards have a wealth of data on physicians collected as a by-product of MOC and business operations. Further, many ABMS boards collect practice demographics and scope-of-practice information through MOC enrollment surveys or recertification examination questionnaires. These data are potentially valuable in helping residencies know what their graduates are doing in practice. Part 4 of MOC generally involves assessment of the quality of care delivered in practice, and ABMS boards could share these deidentified data with the ACGME and residency programs to provide direct feedback on the practice outcomes of graduates.ABMS member boards and the ACGME should broaden their long-standing relationship to further develop shared roles and data-sharing mechanisms to better inform residencies and the public about GME training outcomes. PMID:24871232

  18. Creatively Adapting Mastery Learning and Outcome-Based Education to the Social Work Classroom.

    ERIC Educational Resources Information Center

    Aviles, Christopher B.

    This workshop was presented on outcome-based education and described how the instructional method called mastery learning compliments it and can be adapted for social work education. Although outcome-based education involves creating clearly outlined expected student outcomes, by itself it is not an instructional method. Mastery learning is a…

  19. Factors Affecting Academic Outcomes of Underprepared Community College Students. AIR 1999 Annual Forum Paper.

    ERIC Educational Resources Information Center

    Zhao, J. Charles

    This study examined the factors affecting the four-year academic performance and outcomes of 1,249 underprepared students at Prince George's Community College (Maryland). The fall 1994 freshmen required remediation in reading, writing, or mathematics. Subjects were defined as achievers if, by summer 1998, they had earned a degree or certificate…

  20. Affective Learning Outcomes in Workplace Training: A Test of Synchronous vs. Asynchronous Online Learning Environments

    ERIC Educational Resources Information Center

    Cleveland-Innes, Martha; Ally, Mohamed

    2004-01-01

    Research employing an experimental design pilot-tested two delivery platforms, WebCT™ and vClass™, for the generation of affective learning outcomes in the workplace. Using a sample of volunteer participants in the help-desk industry, participants were randomly assigned to one of the two types of delivery software. Thirty-eight subjects…

  1. Teacher Interpersonal Behaviour and Secondary Students' Cognitive, Affective and Moral Outcomes in Hong Kong

    ERIC Educational Resources Information Center

    Sivan, Atara; Chan, Dennis W. K.

    2013-01-01

    This study validated the Chinese version of the Questionnaire on Teacher Interaction (QTI) in the Hong Kong context as well as examined the relationship between students' perceptions of interpersonal teacher behaviour and their cognitive, affective and moral learning outcomes. Data were collected with the QTI and four other measures of student…

  2. Coping with Challenge and Hindrance Stressors in Teams: Behavioral, Cognitive, and Affective Outcomes

    ERIC Educational Resources Information Center

    Pearsall, Matthew J.; Ellis, Aleksander P. J.; Stein, Jordan H.

    2009-01-01

    The purpose of this study was to utilize the challenge-hindrance framework to examine the discrete and combined effects of different environmental stressors on behavioral, cognitive, and affective outcomes at the team level. Results from 83 teams working on a command and control simulation indicated that the introduction of a challenge stressor…

  3. Student Identification with Business Education Models: Measurement and Relationship to Educational Outcomes

    ERIC Educational Resources Information Center

    Halbesleben, Jonathon R. B.; Wheeler, Anthony R.

    2009-01-01

    Although management scholars have provided a variety of metaphors to describe the role of students in management courses, researchers have yet to explore students' identification with the models and how they are linked to educational outcomes. This article develops a measurement tool for students' identification with business education models and…

  4. Education Outcomes and Poverty: A Reassessment. Education, Poverty and International Development

    ERIC Educational Resources Information Center

    Colclough, Christopher, Ed.

    2012-01-01

    What do we know about the outcomes of education in developing countries? Where are the gaps in our knowledge, and why are they important to fill? What are the policy challenges that underlie these knowledge gaps, and how can education best contribute to eliminating the problem of widespread poverty in the developing world? This book arises out of…

  5. Classroom Discourse Analysis and Educational Outcomes in the Era of Education Reform

    ERIC Educational Resources Information Center

    Lam, Shui-fong; Law, Yin-kum; Shum, Mark Shiu-kee

    2009-01-01

    Background: In the era of education reform when new teaching approaches are being advocated, it is important to investigate how different classroom discourse patterns are related to different educational outcomes. Aim: The purpose of the study was to analyse the whole classroom discourse of two teacher interns' writing classes. It was conducted…

  6. Subnational Variations in Educational Attainment and Labour Market Outcomes. Education Indicators in Focus. No. 43

    ERIC Educational Resources Information Center

    OECD Publishing, 2016

    2016-01-01

    Significant variations in educational attainment and labour market outcomes exist not only across OECD countries but also within them. Some regions concentrate the human capital of a country. In particular, many countries' capital regions stand out for their high share of tertiary-educated people. However, overall employment prospects are often…

  7. Transforming the Academic Faculty Perspective in Graduate Medical Education to Better Align Educational and Clinical Outcomes.

    PubMed

    Wong, Brian M; Holmboe, Eric S

    2016-04-01

    The current health care delivery model continues to fall short in achieving the desired patient safety and quality-of-care outcomes for patients. And, until recently, an explicit acknowledgment of the role and influence of the clinical learning environment on professional development had been missing from physician-based competency frameworks. In this Perspective, the authors explore the implications of the insufficient integration of education about patient safety and quality improvement by academic faculty into the clinical learning environment in many graduate medical education (GME) programs, and the important role that academic faculty need to play to better align the educational and clinical contexts to improve both learner and patient outcomes. The authors propose a framework that closely aligns the educational and clinical contexts, such that both educational and clinical outcomes are centered around the patient. This will require a reorganization of academic faculty perspective and educational design of GME training programs that recognizes that (1) the dynamic interplay between the faculty, learner, training program, and clinical microsystem ultimately influences the quality of physician that emerges from the training program and environment, and (2) patient outcomes relate to the quality of education and the success of clinical microsystems. To enable this evolution, there is a need to revisit the core competencies expected of academic faculty, implement innovative faculty development strategies, examine closely faculty's current clinical super vision practices, and establish a training environment that supports bridging from clinician to educator, training program to clinical microsystem, and educational outcomes to clinical outcomes that benefit patients. PMID:26703412

  8. Elevated depressive affect is associated with adverse cardiovascular outcomes among African Americans with chronic kidney disease

    PubMed Central

    Fischer, Michael J.; Kimmel, Paul L.; Greene, Tom; Gassman, Jennifer J.; Wang, Xuelei; Brooks, Deborah H.; Charleston, Jeanne; Dowie, Donna; Thornley-Brown, Denyse; Cooper, Lisa A.; Bruce, Marino A.; Kusek, John W.; Norris, Keith C.; Lash, James P.

    2011-01-01

    This study was designed to examine the impact of elevated depressive affect on health outcomes among participants with hypertensive chronic kidney disease in the African-American Study of Kidney Disease and Hypertension (AASK) Cohort Study. Elevated depressive affect was defined by Beck Depression Inventory II (BDI-II) thresholds of 11 or more, above 14, and by 5-Unit increments in the score. Cox regression analyses were used to relate cardiovascular death/hospitalization, doubling of serum creatinine/end-stage renal disease, overall hospitalization, and all-cause death to depressive affect evaluated at baseline, the most recent annual visit (time-varying), or average from baseline to the most recent visit (cumulative). Among 628 participants at baseline, 42% had BDI-II scores of 11 or more and 26% had a score above 14. During a 5-year follow-up, the cumulative incidence of cardiovascular death/hospitalization was significantly greater for participants with baseline BDI-II scores of 11 or more compared with those with scores <11. The baseline, time-varying, and cumulative elevated depressive affect were each associated with a significant higher risk of cardiovascular death/hospitalization, especially with a time-varying BDI-II score over 14 (adjusted HR 1.63) but not with the other outcomes. Thus, elevated depressive affect is associated with unfavorable cardiovascular outcomes in African Americans with hypertensive chronic kidney disease. PMID:21633409

  9. The impact of poverty on educational outcomes for children

    PubMed Central

    Ferguson, HB; Bovaird, S; Mueller, MP

    2007-01-01

    Over the past decade, the unfortunate reality is that the income gap has widened between Canadian families. Educational outcomes are one of the key areas influenced by family incomes. Children from low-income families often start school already behind their peers who come from more affluent families, as shown in measures of school readiness. The incidence, depth, duration and timing of poverty all influence a child’s educational attainment, along with community characteristics and social networks. However, both Canadian and international interventions have shown that the effects of poverty can be reduced using sustainable interventions. Paediatricians and family doctors have many opportunities to influence readiness for school and educational success in primary care settings. PMID:19030450

  10. [Educational strategies to modify physician behaviours and health care outcomes].

    PubMed

    Nendaz, Mathieu

    2005-11-23

    The current evolution of medicine requires a sustained effort in continuing medical education to maintain an evidence-based practice. To support this process, several educational strategies are available, including guideline diffusion. Their critical analysis reveals that the dissemination of passive information by conferences or by unsolicited materials is generally ineffective to modify the behaviours in practice or patient outcomes. More effective interventions are practice- and community-based rather than didactic, include an evaluation of learning needs, and enhance active participation in multiple activities. Before investing time and money into an educational activity, one should consider the evidence of its efficacy and make an oriented choice, according to the goals aimed and the available resources. PMID:16366448

  11. State Higher Education Performance Funding: Data, Outcomes, and Policy Implications

    ERIC Educational Resources Information Center

    Tandberg, David A.; Hillman, Nicholas W.

    2014-01-01

    As states explore strategies for increasing educational attainment levels, attention is being paid to performance funding. This study asks, "Does the introduction of performance funding programs affect degree completion among participating states?" Utilizing a quasi-experimental research design we find limited evidence that performance…

  12. Linkages between Total Quality Management and the Outcomes-Based Approach in an Education Environment

    ERIC Educational Resources Information Center

    de Jager, H. J.; Nieuwenhuis, F. J.

    2005-01-01

    South Africa has embarked on a process of education renewal by adopting outcomes-based education (OBE). This paper focuses on the linkages between total quality management (TQM) and the outcomes-based approach in an education context. Quality assurance in academic programmes in higher education in South Africa is, in some instances, based on the…

  13. Developmental Patterns in Affective Recognition: Implications for Affective Education (HYP/POL).

    ERIC Educational Resources Information Center

    Gordon, Neal J.

    Implications for affective education are drawn from an empirical study of 60 upper-middle socioeconomic class 6 to 15 year-olds' responses to questions asking how videotaped actors felt. Percentage frequencies of category use in tape-recorded transcripts coded by two judges revealed no differences by child's sex. Marked developmental differences…

  14. Effects of Teacher Diversity and Student-Teacher Racial/Ethnic Matching in Elementary Schools on Educational Outcomes

    ERIC Educational Resources Information Center

    Banerjee, Neena

    2013-01-01

    This dissertation investigates the implications of student-teacher racial/ethnic matching on two educational outcomes. The fourth chapter investigates whether assignment to same-race teachers affects students' math and reading achievement growth in early elementary grades and whether the overall racial/ethnic composition of the teaching workforce…

  15. The Affective Politics of Hatred: Implications for Education

    ERIC Educational Resources Information Center

    Zembylas, Michalinos

    2007-01-01

    This paper argues that using the notion of ambivalence in understanding ethnic hatred can be helpful to educators who struggle to address the pedagogical implications of students' feelings of hatred. It is suggested that, although hate feelings are difficult to change, unraveling the ambivalence in the affective politics of hatred creates…

  16. State Outlook: Fiscal and State Policy Issues Affecting Postsecondary Education

    ERIC Educational Resources Information Center

    American Association of State Colleges and Universities, 2010

    2010-01-01

    This publication provides a compilation of the issues affecting postsecondary education in America. The contents of this issue include: (1) Overview of Economic and Fiscal Dynamics; (2) Global and Domestic Growth Prospects; (3) Snapshot of Economic Indicators--November 2010; (4) Labor Market Conditions and Post-Recession Economic Impacts; (5)…

  17. State Outlook: Fiscal and Public Policy Issues Affecting Postsecondary Education

    ERIC Educational Resources Information Center

    American Association of State Colleges and Universities, 2010

    2010-01-01

    This publication provides a compilation of the issues affecting postsecondary education in America. The contents of this issue include: (1) Overview of Economic and Fiscal Policy Dynamics; (2) July 2010 Economic Snapshot; (3) State Economic Conditions and Budget Outlook; (4) State Budget Pressures; (5) State Budget Realignment Strategies; (6)…

  18. Does Sex Education Affect Adolescent Sexual Behaviors and Health?

    ERIC Educational Resources Information Center

    Sabia, Joseph J.

    2006-01-01

    This study examines whether offering sex education to young teenagers affects several measures of adolescent sexual behavior and health: virginity status, contraceptive use, frequency of intercourse, likelihood of pregnancy, and probability of contracting a sexually transmitted disease. Using data from the National Longitudinal Study of Adolescent…

  19. Affective Education in the Primary Grade Levels: A Pilot Program.

    ERIC Educational Resources Information Center

    Stilwell, William E.; Barclay, James R.

    This report describes a 12-week pilot phase of an affective education program in the Stuttgart School District, Arkansas. Participating in the program were 218 children, grades 2-4, and a team of nineteen teachers who were given 12 weeks of in-service training designed to facilitate their use of the DUSO, Focus on Self-Development Human…

  20. Factors Affecting Students' Self-Efficacy in Higher Education

    ERIC Educational Resources Information Center

    van Dinther, Mart; Dochy, Filip; Segers, Mien

    2011-01-01

    Researchers working in educational settings are increasingly paying attention to the role students' thoughts and beliefs play in the learning process. Self-efficacy, a key element of social cognitive theory, appears to be an important variable because it affects students' motivation and learning. This article investigates empirical literature…

  1. A Digest of Supreme Court Decisions Affecting Education.

    ERIC Educational Resources Information Center

    Zirkel, Perry A., Ed.

    This digest is a reference tool documenting 144 of the most important Supreme Court cases affecting education from 1859 to 1977, with emphasis on the decisions made during the past 25 years. Each case is written up in a three-part format that provides the facts and background of the case. The cases are organized into five sections: school district…

  2. Capital, Inequality and Education in Conflict-Affected Contexts

    ERIC Educational Resources Information Center

    Novelli, Mario

    2016-01-01

    Piketty's "Capital in the Twenty-First Century" has brought the issue of inequality to the centre of political debate. This article explores contemporary research on the relationship between education and inequality in conflict-affected contexts with a view to seeing how Piketty's work speaks to these issues as a field of research and…

  3. Factors Affecting Educational Innovation with in Class Electronic Response Systems

    ERIC Educational Resources Information Center

    Freeman, Mark; Bell, Amani; Comerton-Forde, Carole; Pickering, Joanne; Blayney, Paul

    2007-01-01

    This paper reports the use of Rogers' diffusion of innovation perspective to understand the factors affecting educational innovation decisions, specifically in regard to in class electronic response systems. Despite decreasing costs and four decades of research showing strong student support, academic adoption is limited. Using data collected from…

  4. Factors Affecting English Language Teaching and Learning in Higher Education

    ERIC Educational Resources Information Center

    Nguyen, Hong Thi; Warren, Wendy; Fehring, Heather

    2014-01-01

    This paper reports part of a study that aims to explore factors affecting the efficacy of non-major English teaching and learning in Vietnamese higher education through an investigation of classroom practices. Eight non-participant class observations were conducted at HUTECH University, Ho Chi Minh City, Vietnam. The study's findings show that…

  5. Does Grading Affect Educational Attainment? A Longitudinal Study

    ERIC Educational Resources Information Center

    Klapp, Alli

    2015-01-01

    The purpose of the study was to investigate how grading in primary school affected students' achievement measured by grades in 7th, 8th and 9th Grade and educational attainment in upper secondary school (12th Grade), and how the effect varied as a function of students' cognitive ability, gender and socio-economic status. The data derived from the…

  6. Researching Elite Education: Affectively Inferred Belongings, Desires and Exclusions

    ERIC Educational Resources Information Center

    Maxwell, Claire; Aggleton, Peter

    2015-01-01

    This paper reflects on key moments occurring during the course of a three-year study of elite girls' education, with a focus on the power relations that emerged between researchers and elites within the context in which the study was conducted. Central to our analysis is a focus on the affective dimensions of interaction between the researcher and…

  7. Examining intrinsic versus extrinsic exercise goals: cognitive, affective, and behavioral outcomes.

    PubMed

    Sebire, Simon J; Standage, Martyn; Vansteenkiste, Maarten

    2009-04-01

    Grounded in self-determination theory (SDT), this study had two purposes: (a) examine the associations between intrinsic (relative to extrinsic) exercise goal content and cognitive, affective, and behavioral outcomes; and (b) test the mediating role of psychological need satisfaction in the Exercise Goal Content --> Outcomes relationship. Using a sample of 410 adults, hierarchical regression analysis showed relative intrinsic goal content to positively predict physical self-worth, self-reported exercise behavior, psychological well-being, and psychological need satisfaction and negatively predict exercise anxiety. Except for exercise behavior, the predictive utility of relative intrinsic goal content on the dependent variables of interest remained significant after controlling for participants' relative self-determined exercise motivation. Structural equation modeling analyses showed psychological need satisfaction to partially mediate the effect of relative intrinsic goal content on the outcome variables. Our findings support further investigation of exercise goals commensurate with the goal content perspective advanced in SDT. PMID:19454771

  8. Comparing predicted and actual affective responses to process versus outcome: an emotion-as-feedback perspective.

    PubMed

    Kwong, Jessica Y Y; Wong, Kin Fai Ellick; Tang, Suki K Y

    2013-10-01

    One of the conjectures in affective forecasting literature is that people are advised to discount their anticipated emotions because their forecasts are often inaccurate. The present research distinguishes between emotional reactions to process versus those to outcome, and highlights an alternative view that affective misforecasts could indeed be adaptive to goal pursuit. Using an ultimatum game, Study 1 showed that people overpredicted how much they would regret and be disappointed by the amount of effort they exerted, should the outcomes turned out worse than expected; nonetheless, people could accurately predict their emotional responses to unfavorable outcomes per se. In a natural setting of a university examination, Study 2 demonstrated that actual regret and disappointment toward favorable outcomes were more intense than the level people expected, but this discrepancy was not observed in their emotional responses to efforts they had invested. These two distinct patterns of results substantiate the argument that the deviation between predicted and actual emotions is dependent on the referents of the emotional reactions. PMID:23831563

  9. A Review of Educational Outcomes in the Children's Mental Health Treatment Literature

    ERIC Educational Resources Information Center

    Becker, Kimberly D.; Brandt, Nicole Evangelista; Stephan, Sharon H.; Chorpita, Bruce F.

    2014-01-01

    We examined the measurement of educational outcomes related to children's mental health treatments. A total of 85 papers describing 88 randomized controlled trials that included at least one educational outcome and one mental health outcome were included in these analyses. Forty-five different measures were identified as the primary educational…

  10. Does residential mobility improve educational outcomes? Evidence from the Netherlands.

    PubMed

    Haelermans, Carla; De Witte, Kristof

    2015-07-01

    This paper explores the impact of residential mobility on educational outcomes. By considering a large Dutch city with substantial internal residential mobility, we examine how residential mobility influences the decision of students to drop out of school. The paper exploits a rich administrative dataset with extensive information on educational, individual, family, housing and moving characteristics of students. It combines a matching design with a multivariate regression analysis, such that the evaluation draws on a well-comparable control group for the treated students. Accounting for individual, family, educational, neighborhood and housing characteristics, as well as for school and year fixed effects, we observe that residential mobility increases the probability of school dropout in the first few years after moving. The estimated effect changes, however, to a lower risk of early school leaving after an initial period, and then changes again to a higher risk after 6years. This effect remains, regardless the level of education the students attended, or whether the student moves to a better or a worse neighborhood. PMID:26004467

  11. The cosmetic outcome of external dacryocystorhinostomy scar and factors affecting it

    PubMed Central

    Waly, Mostafa A; Shalaby, Osama E; Elbakary, Molham A; Hashish, Aiman A

    2016-01-01

    Purpose: To study the cosmetic outcome of external dacryocystorhinostomy (Ex-DCR) and to detect the factors affecting it. Patients and Methods: Prospective randomized interventional study included forty patients who were treated by 40 Ex-DCRs. In twenty patients, medial canthal vertical incision was used and in the other twenty cases, subciliary incision was used. The skin was closed using vicryl 6-0 or prolene 6-0 interrupted sutures, and each one was randomly used in twenty patients (10 patients of each incision type). Cosmetic outcome was evaluated 6 months postoperative by the patients and by an oculoplastic surgeon on a four grades scale. Cosmetic results and its correlation to patients’ age, sex, skin complexion, type of incision, and type of skin sutures were studied. Results: The mean scar grading was 0.98 ± 1.0 and 1.3 ± 1.0 in patients’ and examiner's assessment. About 27.5% described their scars as cosmetically significant. The cosmetic outcome was significantly affected by the type of incision with only 5% significant scars in subciliary incision group. Prolene 6-0 suture was associated with better cosmetic results with 15% significant scars. 50% of dark-skinned patients showed cosmetically significant scars. Although no correlation was found between patients’ age and cosmetic outcome, pediatric patients showed higher tendency to scar visibility with mean scar grade 1.2 ± 1.0 and 1.5 ± 0.9 in patients’ and examiner's assessment. Conclusion: Dark skinned and pediatric patients are more prone to visible Ex-DCR scar. The use of subciliary approach and prolene 6-0 skin sutures is associated with more favorable cosmetic outcome. PMID:27221676

  12. Selected Science Educational Outcomes as a Function of South Dakota Educational Reform Policies 1995-2004

    NASA Astrophysics Data System (ADS)

    Hsu, T.; Tien, K. C.

    2005-05-01

    This research investigates selected South Dakota science educational outcomes as a function of selected educational reform policies. In the state of South Dakota, echoing divergent reform initiatives from "A Nation at Risk" to "No Child Left Behind," new guidelines and requirements have been instituted. Yet, very little effort has been made to assess the progress of these educational changes. In this study, selected educational outcomes-SAT8/9/10 scores-as a function of selected South Dakota educational reform policies were examined. School districts, ranked in the top and bottom five percent of socioeconomic status (SES) in the state, were selected for analysis. Comparison on student's science educational outcomes was also be made between the two major ethnic populations-Caucasians and Native Americans. All research questions were stated in the null form for hypothesis for statistical testing. Critical t was the statistic technique used to test the hypotheses. The findings revealed that the selected reform policies in South Dakota appeared to assist students from the higher socioeconomic backgrounds to perform better than pupils from the lower socioeconomic backgrounds. The academic performance for the ethnic and social class minorities remained unchanged within the study timeline for reform. Examined from the prism of Michael Apple's critical theory, the selected South Dakota reform policies have paid little attention to the issues of social equality. Continuing and collective efforts to promote equitable reform policies for enhancing the learning experience of all children in South Dakota seem necessary.

  13. Bad actions or bad outcomes? Differentiating affective contributions to the moral condemnation of harm.

    PubMed

    Miller, Ryan M; Hannikainen, Ivar A; Cushman, Fiery A

    2014-06-01

    Moral condemnation of harmful behavior is influenced by both cognitive and affective processes. However, despite much recent research, the proximate source of affect remains unclear. One obvious contender is empathy; simulating the victim's pain could lead one to judge an action as wrong ("outcome aversion"). An alternative, less obvious source is one's own aversion to performing the action itself ("action aversion"). To dissociate these alternatives, we developed a scale that assessed individual aversions to (a) witnessing others experience painful outcomes (e.g., seeing someone fall down stairs); and (b) performing actions that are harmless yet aversive (e.g., stabbing a fellow actor with a fake stage knife). Across 4 experiments, we found that moral condemnation of both first-person and third-party harmful behavior in the context of moral dilemmas is better predicted by one's aversion to action properties than by an affective response to victim suffering. In a fifth experiment, we manipulated both action aversion and the degree of expected suffering across a number of actions and found that both factors make large, independent contributions to moral judgment. Together, these results suggest we may judge others' actions by imagining what it would feel like to perform the action rather than experience the consequences of the action. Accordingly, they provide a counterpoint to a dominant but largely untested assumption that empathy is the key affective response governing moral judgments of harm. PMID:24512250

  14. Educational Outcomes and Indicators for Individuals at the Post-School Level.

    ERIC Educational Resources Information Center

    Ysseldyke, James E.; And Others

    This guide presents a model for evaluation of educational outcomes appropriate for use with all students (with and without disabilities). It addresses specific post-school outcomes, associated indicators, and possible sources of data for the indicators. The model identifies seven measurable outcome domains and three to five outcomes per domain.…

  15. Postsecondary Education Outcome Measures and Procedures: A Sourcebook for Administrative Research.

    ERIC Educational Resources Information Center

    Lenning, Oscar T.; And Others

    A guide to acquiring information needed about postsecondary education outcomes is presented for campus and state-level officials. Attention is directed to: over 200 outcome measures or indicators; standard definitions of each outcome measure; data sources and procedures to acquire data for each outcome measure; and suggestions concerning the…

  16. College Sport Participation and Student Educational Experiences and Selected College Outcomes

    ERIC Educational Resources Information Center

    Rettig, Jean; Hu, Shouping

    2016-01-01

    Using data from a random sample of first-year students in the 2009 National Survey of Student Engagement (NSSE), we compared engagement in educationally purposeful activities in college, a set of educational outcomes, and the relationship between student engagement and educational outcomes for nonathletes and student-athletes participating in low-…

  17. Improving Education Outcomes in the Slovak Republic. OECD Economics Department Working Papers, No. 578

    ERIC Educational Resources Information Center

    Carey, David

    2007-01-01

    Improving education outcomes is vital for achieving convergence with GDP per capita levels in Western European countries and for reducing income inequality. While some education outcomes are favourable, such as the low secondary-school drop-out rate, others have room for improvement: education achievement is below the OECD average and strongly…

  18. Professional Development for Outcomes-Based Education Curriculum Implementation: The Case of UNIVEMALASHI, South Africa

    ERIC Educational Resources Information Center

    Onwu, Gilbert O. M.; Mogari, David

    2004-01-01

    Following the implementation of the new Curriculum 2005, outcomes-based education, professional development is one of South Africa's national goals in the continuing reform of its education system. Most school teachers are not familiar with teaching outcomes-based education and need training to be able to do so. Project UNIVEMALASHI, a…

  19. Outcome Based Education Enacted: Teachers' Tensions in Balancing between Student Learning and Bureaucracy

    ERIC Educational Resources Information Center

    Barman, Linda; Silén, Charlotte; Bolander Laksov, Klara

    2014-01-01

    This paper reports on how teachers within health sciences education translate outcome-based education (OBE) into practice when they design courses. The study is an empirical contribution to the debate about outcome- and competency-based approaches in health sciences education. A qualitative method was used to study how teachers from 14 different…

  20. Outcome-Based Education and Student Learning in Managerial Accounting in Hong Kong

    ERIC Educational Resources Information Center

    Lui, Gladie; Shum, Connie

    2012-01-01

    Although Outcome-based Education has not been successful in public education in several countries, it has been successful in the medical fields in higher education in the U.S. The author implemented OBE in her Managerial Accounting course in H.K. Intended learning outcomes were mapped again Bloom's Cognitive Domain. Teaching and learning…

  1. Cognitive and Affective Predictors of Treatment Outcome in Cognitive Processing Therapy and Prolonged Exposure for Posttraumatic Stress Disorder

    PubMed Central

    Rizvi, Shireen L.; Vogt, Dawne S.; Resick, Patricia A.

    2009-01-01

    This study examined cognitive and affective predictors of treatment dropout and treatment efficacy in Cognitive Processing Therapy (CPT) and Prolonged Exposure (PE) for PTSD. Study participants were women with PTSD from a sexual assault who received at least one session of either treatment (n=145) as part of a randomized clinical trial. Results revealed that younger age, lower intelligence, and less education were associated with higher treatment dropout, whereas higher depression and guilt at pretreatment were associated with greater improvement in PTSD symptomatology. Results by treatment condition indicated that women with higher anger at pretreatment were more likely to drop out of PE and that older women in PE and younger women in CPT had the best overall outcomes. These findings have implications for efforts to enhance treatment efficacy and retention in CBT treatment protocols. PMID:19595295

  2. Cognitive and affective predictors of treatment outcome in Cognitive Processing Therapy and Prolonged Exposure for posttraumatic stress disorder.

    PubMed

    Rizvi, Shireen L; Vogt, Dawne S; Resick, Patricia A

    2009-09-01

    This study examined cognitive and affective predictors of treatment dropout and treatment efficacy in Cognitive Processing Therapy (CPT) and Prolonged Exposure (PE) for PTSD. Study participants were women with PTSD from a sexual assault who received at least one session of either treatment (n = 145) as part of a randomized clinical trial. Results revealed that younger age, lower intelligence, and less education were associated with higher treatment dropout, whereas higher depression and guilt at pretreatment were associated with greater improvement in PTSD symptomatology. Results by treatment condition indicated that women with higher anger at pretreatment were more likely to dropout of PE and that older women in PE and younger women in CPT had the best overall outcomes. These findings have implications for efforts to enhance treatment efficacy and retention in CBT treatment protocols. PMID:19595295

  3. Outcomes Based Education Re-Examined: From Structural Functionalism to Poststructuralism.

    ERIC Educational Resources Information Center

    Capper, Colleen A.; Jamison, Michael T.

    Outcomes Based Education (OBE) is viewed as a drastic break from current educational practices and a means of providing educational success for all students. OBE is also advocated as a practice that lead to educational inequity. This paper reexamines OBE from a multiparadigm perspective of organizations and educational administration. OBE is based…

  4. Outcomes-Based Collaborative Teaching and Learning in Asian Higher Education

    ERIC Educational Resources Information Center

    van Schalkwyk, Gertina J.

    2015-01-01

    This chapter explores the background and development of outcomes-based collaborative teaching and learning, and provides guidance for writing learning outcomes and engaging students in the Asian higher education context.

  5. Improving health outcomes with better patient understanding and education.

    PubMed

    Adams, Robert John

    2010-01-01

    A central plank of health care reform is an expanded role for educated consumers interacting with responsive health care teams. However, for individuals to realize the benefits of health education also requires a high level of engagement. Population studies have documented a gap between expectations and the actual performance of behaviours related to participation in health care and prevention. Interventions to improve self-care have shown improvements in self-efficacy, patient satisfaction, coping skills, and perceptions of social support. Significant clinical benefits have been seen from trials of self-management or lifestyle interventions across conditions such as diabetes, coronary heart disease, heart failure and rheumatoid arthritis. However, the focus of many studies has been on short-term outcomes rather that long term effects. There is also some evidence that participation in patient education programs is not spread evenly across socio economic groups. This review considers three other issues that may be important in increasing the public health impact of patient education. The first is health literacy, which is the capacity to seek, understand and act on health information. Although health literacy involves an individual's competencies, the health system has a primary responsibility in setting the parameters of the health interaction and the style, content and mode of information. Secondly, much patient education work has focused on factors such as attitudes and beliefs. That small changes in physical environments can have large effects on behavior and can be utilized in self-management and chronic disease research. Choice architecture involves reconfiguring the context or physical environment in a way that makes it more likely that people will choose certain behaviours. Thirdly, better means of evaluating the impact of programs on public health is needed. The Reach, Effectiveness, Adoption, Implementation and Maintenance (RE-AIM) framework has been

  6. How female education affects reproductive behavior in urban Pakistan.

    PubMed

    Sathar, Z A; Mason, K O

    1993-01-01

    Although Pakistan remains in a pretransitional stage (contraceptive prevalence of only 11.9% among married women in 1992), urban women with post-primary levels of education are spearheading the gradual move toward fertility transition. Data collected in the city of Karachi in 1987 were used to determine whether the inverse association between fertility and female education is attributable to child supply variables, demand factors, or fertility regulation costs. Karachi, with its high concentration of women with secondary educations employed in professional occupations, has a contraceptive prevalence rate of 31%. Among women married for less than 20 years, a 10-year increment in education predicts that a woman will average two-fifths of a child less than other women in the previous 5 years. Regression analysis identified 4 significant intervening variables in the education-fertility relationship: marriage duration, net family income, formal sector employment, and age at first marriage. Education appears to affect fertility because it promotes a later age at marriage and thus reduces life-time exposure to the risk of childbearing, induces women to marry men with higher incomes (a phenomenon that either reduces the cost of fertility regulation or the demand for children), leads women to become employed in the formal sector (leading to a reduction in the demand for children), and has other unspecified effects on women's values or opportunities that are captured by their birth cohort. When these intervening variables are held constant, women's attitude toward family planning loses its impact on fertility, as do women's domestic autonomy and their expectations of self-support in old age. These findings lend support to increased investments in female education in urban Pakistan as a means of limiting the childbearing of married women. Although it is not clear if investment in female education would have the same effect in rural Pakistan, such action is important from a

  7. Generating Outcome Measurements: Achievement and Attitudes. A Guide to Educational Outcome Measurements and Their Uses. Seminar No. 3.

    ERIC Educational Resources Information Center

    Mushkin, Selma J.; Billings, Bradley B.

    This guide is essentially designed as a teaching aid for those who would inform planners, officials of educational ministries, school administrators, principals, and teachers about educational outcome measurements. In outline and graphic form, the guide presents topics for discussion in a seminar dealing with how to obtain information on…

  8. Analysis of donor heterogeneity as a factor affecting the clinical outcome of oocyte donation.

    PubMed

    Harris, Sarah E; Faddy, Malcolm; Levett, Stephen; Sharma, Vinay; Gosden, Roger

    2002-11-01

    This study investigated factors that may affect the clinical outcome of oocyte donation on the basis of data from a clinical programme involving 243 treatment cycles analysed retrospectively. In each cohort, oocytes were distributed randomly to one, two or three recipients, which enabled the outcomes in terms of pregnancy and live birth rates to be compared among donors. The results were compared with respect to age of the donor and recipient, number of oocytes collected, fertilization and cleavage rates, qualitative embryo criteria (morphological grade) and other clinical criteria. Most variables had no significant effect on either outcome, although the live birth rate varied inversely with recipient age. Unsurprisingly, the pregnancy rate was correlated positively with the number of embryos transferred. Most of the variation in pregnancy and live birth rates (85-90%) could not be accounted for by any specific donation characteristic, indicating that interdonor heterogeneity was the result of idiopathic factors. The factor most predictive of a recipient's cycle outcome was a history of previous success of the donor, which accounted for approximately 30% of the variation in live birth rates. Pregnancy success rates varied widely among oocyte donors, as has been found among sperm donors. This observation highlights the need to identify markers that predict developmental competence and help to identify the genetic and environmental bases of differential fertility. In conclusion, the quality of oocytes varied widely among women presumed to be fertile by clinical criteria, and the causative factors set a major limitation on the prospects of improving the outcome of egg donation. PMID:12477962

  9. Conceptualising the Impact of Arousal and Affective State on Training Outcomes of Operant Conditioning

    PubMed Central

    Starling, Melissa J.; Branson, Nicholas; Cody, Denis; McGreevy, Paul D.

    2013-01-01

    Simple Summary This article discusses the impacts of arousal and emotional state on training animals using methods based on reward and punishment. Three-dimensional graphs are provided to offer a visual means to illustrate how arousal and emotional state may influence the effectiveness of reward and punishment depending on the behaviour being trained. Dogs and horses are used to illustrate this with reference to commonly trained behaviours in a predatory and a prey animal. Abstract Animal training relies heavily on an understanding of species-specific behaviour as it integrates with operant conditioning principles. Following on from recent studies showing that affective states and arousal levels may correlate with behavioural outcomes, we explore the contribution of both affective state and arousal in behavioural responses to operant conditioning. This paper provides a framework for assessing how affective state and arousal may influence the efficacy of operant training methods. It provides a series of three-dimensional conceptual graphs as exemplars to describing putative influences of both affective state and arousal on the likelihood of dogs and horses performing commonly desired behaviours. These graphs are referred to as response landscapes, and they highlight the flexibility available for improving training efficacy and the likely need for different approaches to suit animals in different affective states and at various levels of arousal. Knowledge gaps are discussed and suggestions made for bridging them. PMID:26487403

  10. Predicted and experienced affective responses to the outcome of the 2008 U.S. presidential election.

    PubMed

    Kitchens, Michael B; Corser, Grant C; Gohm, Carol L; VonWaldner, Kristen L; Foreman, Elizabeth L

    2010-12-01

    People typically have intense feelings about politics. Therefore, it was no surprise that the campaign and eventual election of Barack Obama were highly anticipated and emotionally charged events, making it and the emotion experienced afterward a useful situation in which to replicate prior research showing that people typically overestimate the intensity and duration of their future affective states. Consequently, it was expected that Obama supporters and McCain supporters might overestimate the intensity of their affective responses to the outcome of the election. Data showed that while McCain supporters underestimated how happy they would be following the election, Obama supporters accurately predicted how happy they would be following the election. These data provide descriptive information on the accuracy of people's predicted reactions to the 2008 U.S. presidential election. The findings are discussed in the context of the broad literature and this specific and unique event. PMID:21323142

  11. Lifestyle-Related Diseases Affect Surgical Outcomes after Posterior Lumbar Interbody Fusion.

    PubMed

    Sakaura, Hironobu; Miwa, Toshitada; Yamashita, Tomoya; Kuroda, Yusuke; Ohwada, Tetsuo

    2016-02-01

    Study Design Retrospective study. Objective Hyperlipidemia (HL) and hypertension (HT) lead to systemic atherosclerosis. Not only atherosclerosis but also bone fragility and/or low bone mineral density result from diabetes mellitus (DM) and chronic kidney disease (CKD). The purpose of this study was to examine whether these lifestyle-related diseases affected surgical outcomes after posterior lumbar interbody fusion (PLIF). Methods The subjects comprised 122 consecutive patients who underwent single-level PLIF for degenerative lumbar spinal disorders. The clinical results were assessed using the Japanese Orthopaedic Association (JOA) score before surgery and at 2 years postoperatively. The fusion status was graded as union in situ, collapsed union, or nonunion at 2 years after surgery. The abdominal aorta calcification (AAC) score was assessed using preoperative lateral radiographs of the lumbar spine. Results HL did not significantly affect the JOA score recovery rate. On the other hand, HT and CKD (stage 3 to 4) had a significant adverse effect on the recovery rate. The recovery rate was also lower in the DM group than in the non-DM group, but the difference was not significant. The AAC score was negatively correlated with the JOA score recovery rate. The fusion status was not significantly affected by HL, HT, DM, or CKD; however, the AAC score was significantly higher in the collapsed union and nonunion group than in the union in situ group. Conclusions At 2 years after PLIF, the presence of HT, CKD, and AAC was associated with significantly worse clinical outcomes, and advanced AAC significantly affected fusion status. PMID:26835195

  12. Does Faculty Incivility in Nursing Education Affect Emergency Nursing Practice?

    NASA Astrophysics Data System (ADS)

    Stokes, Pamela

    Incivility in nursing education is a complicated problem which causes disruptions in the learning process and negatively affects future nursing practice. This mixed method research study described incivility as well as incivility's effects through extensive literature review and application of a modified Incivility in Nursing Education (INE) survey. The INE included six demographic items, four quantitative sections, and five open-ended questions. The survey examined emergency nurses' perceptions of incivility and how the experience affected their personal nursing practice. The INE was initially tested in a 2004 pilot study by Dr. Cynthia Clark. For this research study, modifications were made to examine specifically emergency nurse's perceptions of incivility and the effects on their practice. The population was a group of nurses who were members of the emergency nurses association in a Midwestern state. In the quantitative component of the Incivility in Nursing Education (INE) survey, the Likert scale questions indicated that the majority of the participants reported witnessing or experiencing the uncivil behaviors. In the qualitative section of the INE survey, the participants reported that although they have not seen incivility within their own academic career, they had observed faculty incivility with nursing students when the participants were assigned as preceptors as part of their emergency nursing practice.

  13. Mechanisms of Behavioral and Affective Treatment Outcomes in a Cognitive Behavioral Intervention for Boys.

    PubMed

    Burke, Jeffrey D; Loeber, Rolf

    2016-01-01

    Evidence for effective treatment for behavioral problems continues to grow, yet evidence about the effective mechanisms underlying those interventions has lagged behind. The Stop Now and Plan (SNAP) program is a multicomponent intervention for boys between 6 and 11. This study tested putative treatment mechanisms using data from 252 boys in a randomized controlled trial of SNAP versus treatment as usual. SNAP includes a 3 month group treatment period followed by individualized intervention, which persisted through the 15 month study period. Measures were administered in four waves: at baseline and at 3, 9 and 15 months after baseline. A hierarchical linear modeling strategy was used. SNAP was associated with improved problem-solving skills, prosocial behavior, emotion regulation skills, and reduced parental stress. Prosocial behavior, emotion regulation skills and reduced parental stress partially mediated improvements in child aggression. Improved emotion regulation skills partially mediated treatment-related child anxious-depressed outcomes. Improvements in parenting behaviors did not differ between treatment conditions. The results suggest that independent processes may drive affective and behavioral outcomes, with some specificity regarding the mechanisms related to differing treatment outcomes. PMID:25619927

  14. Lung perfusion and emphysema distribution affect the outcome of endobronchial valve therapy

    PubMed Central

    Thomsen, Christian; Theilig, Dorothea; Herzog, Dominik; Poellinger, Alexander; Doellinger, Felix; Schreiter, Nils; Schreiter, Vera; Schürmann, Dirk; Temmesfeld-Wollbrueck, Bettina; Hippenstiel, Stefan; Suttorp, Norbert; Hubner, Ralf-Harto

    2016-01-01

    The exclusion of collateral ventilation (CV) and other factors affect the clinical success of endoscopic lung volume reduction (ELVR). However, despite its benefits, the outcome of ELVR remains difficult to predict. We investigated whether clinical success could be predicted by emphysema distribution assessed by computed tomography scan and baseline perfusion assessed by perfusion scintigraphy. Data from 57 patients with no CV in the target lobe (TL) were retrospectively analyzed after ELVR with valves. Pulmonary function tests (PFT), St George’s Respiratory Questionnaire (SGRQ), and 6-minute walk tests (6MWT) were performed on patients at baseline. The sample was grouped into high and low levels at the median of TL perfusion, ipsilateral nontarget lobe (INL) perfusion, and heterogeneity index (HI). These groups were analyzed for association with changes in outcome parameters from baseline to 3 months follow-up. Compared to baseline, patients showed significant improvements in PFT, SGRQ, and 6MWT (all P≤0.001). TL perfusion was not associated with changes in the outcome. High INL perfusion was significantly associated with increases in 6MWT (P=0.014), and high HI was associated with increases in forced expiratory volume in 1 second (FEV1), (P=0.012). Likewise, there were significant correlations for INL perfusion and improvement of 6MWT (r=0.35, P=0.03) and for HI and improvement in FEV1 (r=0.45, P=0.001). This study reveals new attributes that associate with positive outcomes for patient selection prior to ELVR. Patients with high perfusions in INL demonstrated greater improvements in 6MWT, while patients with high HI were more likely to respond in FEV1. PMID:27354783

  15. Lung perfusion and emphysema distribution affect the outcome of endobronchial valve therapy.

    PubMed

    Thomsen, Christian; Theilig, Dorothea; Herzog, Dominik; Poellinger, Alexander; Doellinger, Felix; Schreiter, Nils; Schreiter, Vera; Schürmann, Dirk; Temmesfeld-Wollbrueck, Bettina; Hippenstiel, Stefan; Suttorp, Norbert; Hubner, Ralf-Harto

    2016-01-01

    The exclusion of collateral ventilation (CV) and other factors affect the clinical success of endoscopic lung volume reduction (ELVR). However, despite its benefits, the outcome of ELVR remains difficult to predict. We investigated whether clinical success could be predicted by emphysema distribution assessed by computed tomography scan and baseline perfusion assessed by perfusion scintigraphy. Data from 57 patients with no CV in the target lobe (TL) were retrospectively analyzed after ELVR with valves. Pulmonary function tests (PFT), St George's Respiratory Questionnaire (SGRQ), and 6-minute walk tests (6MWT) were performed on patients at baseline. The sample was grouped into high and low levels at the median of TL perfusion, ipsilateral nontarget lobe (INL) perfusion, and heterogeneity index (HI). These groups were analyzed for association with changes in outcome parameters from baseline to 3 months follow-up. Compared to baseline, patients showed significant improvements in PFT, SGRQ, and 6MWT (all P≤0.001). TL perfusion was not associated with changes in the outcome. High INL perfusion was significantly associated with increases in 6MWT (P=0.014), and high HI was associated with increases in forced expiratory volume in 1 second (FEV1), (P=0.012). Likewise, there were significant correlations for INL perfusion and improvement of 6MWT (r=0.35, P=0.03) and for HI and improvement in FEV1 (r=0.45, P=0.001). This study reveals new attributes that associate with positive outcomes for patient selection prior to ELVR. Patients with high perfusions in INL demonstrated greater improvements in 6MWT, while patients with high HI were more likely to respond in FEV1. PMID:27354783

  16. What Did You Do All Day? Maternal Education and Child Outcomes

    ERIC Educational Resources Information Center

    Andrabi, Tahir; Das, Jishnu; Khwaja, Asim Ijaz

    2012-01-01

    Does maternal education have an impact on children's educational outcomes even at the very low levels found in many developing countries? We use instrumental variables analysis to address this issue in Pakistan. We find that children of mothers with some education spend 72 more minutes per day on educational activities at home. Mothers with some…

  17. Critical Factors Affecting the Assessment of Student Learning Outcomes: A Delphi Study of the Opinions of Community College Personnel

    ERIC Educational Resources Information Center

    Somerville, Jerry

    2008-01-01

    The purpose of this qualitative study was to identify critically important factors that affect the meaningful assessment of student learning outcomes and study why these factors were critically important. A three-round Delphi process was used to solicit the opinions of individuals who were actively involved in student learning outcomes assessment…

  18. Variables Related to Outcomes of Engineering Students of Differing Occupational-Educational Backgrounds.

    ERIC Educational Resources Information Center

    Roth, John D.

    This study explored the relationship between the occupational-educational background of engineering students and outcome after one year of college. The variables of ability, financial aid, part-time employment, and residence were explored to determine their effect on the relationship between occupational-educational background and outcomes.…

  19. A Synthesis of the Effects of Correctional Education on the Academic Outcomes of Incarcerated Adults

    ERIC Educational Resources Information Center

    Reed, Deborah K.

    2015-01-01

    Most evaluations of the effectiveness of correctional education use the distal outcomes of recidivism and post-release employment as the dependent variables (e.g., Aos et al., 2006; Davis et al., 2013). This synthesis sought to determine the effectiveness of correctional education at improving proximal academic outcomes among incarcerated adult…

  20. Evaluating outcomes of community-based cancer education interventions: a 10-year review of studies.

    PubMed

    Booker, Alexandria; Malcarne, Vanessa L; Sadler, Georgia Robins

    2014-06-01

    The public is encouraged to participate in cancer education programs because it is believed that acquiring health-promoting knowledge will motivate participants to make the recommended, evidence-based behavioral modifications that should lead to reductions in cancer morbidity and mortality. Because of the extended time that elapses between conducting a health education program and the amassing of the scientific evidence needed to establish that an education program has ultimately resulted in a reduction in morbidity and mortality, researchers have sought more proximal and intermediate outcome measures as substitutes for the more distal desired outcomes. This paper presents an analysis of research published in the Journal of Cancer Education from 2000 through 2010, in which the impact of cancer education interventions was evaluated. The focus was to identify the proximal, intermediate, and distal outcome measures used to evaluate the impact of cancer education interventions. The results showed that researchers primarily focus on measuring the varied proximal outcomes (e.g., knowledge and attitude changes) of cancer education interventions. Intermediate outcome measures (the desired behavior change itself) received less attention, while distal outcomes (changes in morbidity and mortality) were never measured. This review gives cancer education researchers a review of the proximal and intermediate outcome measures and strategies that behavioral scientists recently used to overcome the challenges of measuring distal outcomes. Future reviews could expand this analysis to studies published in other journals and health disciplines. PMID:24189833

  1. Outcomes-based Education in South African Curricular Reform: A Response to Jonathan Jansen.

    ERIC Educational Resources Information Center

    Mason, Mark

    1999-01-01

    Responds to the article "Curriculum Reform in South Africa: A Critical Analysis of Outcomes-Based Education" by Jonathan Jansen. States that "Curriculum 2005" too strongly emphasizes procedural knowledge. Proposes a less radical version of outcomes-based education in which teachers integrate propositional, procedural, and dispositional knowledge…

  2. Financial Literacy, Financial Education and Economic Outcomes. NBER Working Paper No. 18412

    ERIC Educational Resources Information Center

    Hastings, Justine S.; Madrian, Brigitte C.; Skimmyhorn, William L.

    2012-01-01

    In this article we review the literature on financial literacy, financial education, and consumer financial outcomes. We consider how financial literacy is measured in the current literature, and examine how well the existing literature addresses whether financial education improves financial literacy or personal financial outcomes. We discuss the…

  3. Correlate of Resource Utilization and Students' Learning Outcome in Colleges of Education in South West Nigeria

    ERIC Educational Resources Information Center

    Ibukun, W. O.; Akinfolarin, C. A.; Alimi, O. S.

    2011-01-01

    This study investigated resource utilisation in vocational and technical education as a correlate of student learning outcome in selected colleges of education in south west Nigeria. The study examined the relationship between time, space and physical resource utilisation and perceived student learning outcome. The study used the descriptive…

  4. The Impact of Internal Migration on Educational Outcomes: Evidence from Turkey

    ERIC Educational Resources Information Center

    Berker, Ali

    2009-01-01

    Similar to the relation between the inflows of immigrants and educational outcomes that are found in immigration studies, the spatial distribution of internal migrants within a given country also may influence educational outcomes, at least in the short run. This could be particularly true in Turkey, where inter-provincial mobility is high and…

  5. Learning Outcomes across Disciplinary Divides and Contrasting National Higher Education Traditions

    ERIC Educational Resources Information Center

    Sweetman, Rachel; Hovdhaugen, Elisabeth; Karlsen, Hilde

    2014-01-01

    In many quarters, attempts are underway to identify learning outcomes in higher education which are context-neutral or "generic"; such measures could provide new ways to assess and compare outputs from higher education. This paper considers potential challenges in using such broad learning outcomes across contrasting disciplinary and…

  6. Social-Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap.

    PubMed

    Becker, Bronwyn E; Luthar, Suniya S

    2002-01-01

    Despite concentrated efforts at improving inferior academic outcomes among disadvantaged students, a substantial achievement gap between the test scores of these students and others remains (Jencks & Phillips, 1998; National Center for Education Statistics, 2000a, 2000b; Valencia & Suzuki, 2000). Existing research used ecological models to document social-emotional factors at multiple levels of influence that undermine academic performance. This article integrates ideas from various perspectives in a comprehensive and interdisciplinary model that will inform policy makers, administrators, and schools about the social-emotional factors that act as both risk and protective factors for disadvantaged students' learning and opportunities for academic success. Four critical social-emotional components that influence achievement performance (academic and school attachment, teacher support, peer values, and mental health) are reviewed. PMID:23255834

  7. Social–Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap

    PubMed Central

    Becker, Bronwyn E.; Luthar, Suniya S.

    2012-01-01

    Despite concentrated efforts at improving inferior academic outcomes among disadvantaged students, a substantial achievement gap between the test scores of these students and others remains (Jencks & Phillips, 1998; National Center for Education Statistics, 2000a, 2000b; Valencia & Suzuki, 2000). Existing research used ecological models to document social–emotional factors at multiple levels of influence that undermine academic performance. This article integrates ideas from various perspectives in a comprehensive and interdisciplinary model that will inform policy makers, administrators, and schools about the social–emotional factors that act as both risk and protective factors for disadvantaged students’ learning and opportunities for academic success. Four critical social–emotional components that influence achievement performance (academic and school attachment, teacher support, peer values, and mental health) are reviewed. PMID:23255834

  8. Assessing Educational Outcomes in Middle Childhood: Validation of the Teacher Academic Attainment Scale

    ERIC Educational Resources Information Center

    Johnson, Samantha; Marlow, Neil; Wolke, Dieter

    2012-01-01

    Aim: Assessing educational outcomes in high-risk populations is crucial for defining long-term outcomes. As standardized tests are costly and time-consuming, we assessed the use of the Teacher Academic Attainment Scale (TAAS) as an outcome measure. Method: Three hundred and forty three children in mainstream schools aged 10 to 11 years (144 males,…

  9. Reliability and Validity of Outcome Expectancy-Related Measures in Physical Education

    ERIC Educational Resources Information Center

    Gao, Zan; Liu, Yuanlong; Lodewyk, Ken; Zhang, Tao; Kosma, Maria

    2011-01-01

    The purpose of this study was to examine the reliability and validity of outcome likelihood, outcome value, and outcome expectancy using data collected from students in secondary school physical education classes. Dependent measures were examined for construct, concurrent, and predictive validity, as well as internal and temporal reliability. The…

  10. A Meta-Analysis of Educational Data Mining on Improvements in Learning Outcomes

    ERIC Educational Resources Information Center

    AlShammari, Iqbal A.; Aldhafiri, Mohammed D.; Al-Shammari, Zaid

    2013-01-01

    A meta-synthesis study was conducted of 60 research studies on educational data mining (EDM) and their impacts on and outcomes for improving learning outcomes. After an overview, an examination of these outcomes is provided (Romero, Ventura, Espejo, & Hervas, 2008; Romero, "et al.", 2011). Then, a review of other EDM-related research…

  11. Learning science in a cooperative setting: Academic achievement and affective outcomes

    NASA Astrophysics Data System (ADS)

    Lazarowitz, Reuven; Hertz-Lazarowitz, Rachel; Baird, J. Hugh

    A learning unit in earth science was taught to high school students, using a jigsaw-group mastery learning approach. The sample consisted of 73 students in the experimental group and 47 students who learned the topic in an individualized mastery learning approach. The study lasted 5 weeks. Pretests and posttests on academic achievement and affective outcomes were administered. Data were treated with an analysis of covariance. The results show that students of the experimental group achieved significantly higher on academic outcomes, both normative and objective scores. On the creative essay test, the differences in number of ideas and total essay score were not significant between the groups, although the mean scores for number of words were higher for the individualized mastery learning group. On the affective domain, jigsaw-group mastery learning students scored significantly higher on self-esteem, number of friends, and involvement in the classroom. No differences were found in cohesiveness, cooperation, competition, and attitudes toward the subject learned. The results are discussed through the evaluation and comparison of the two methods of instruction used in this study.The cooperative learning movement began in junior high schools as part of the desegregation process, aiming at facilitating positive ethnic relations and increasing academic achievement and social skills among diverse students (Aronson, Stephan, Sikes, Blaney, & Snapp, 1978; Sharan & Hertz-Lazarowitz, 1980; Slavin, 1980). However, elementary teachers quickly recognized the potential of cooperative methods, and such methods were adopted freely in elementary schools before becoming widespread on the junior and senior high level. It has only been during the past few years that application of cooperative learning has been studied extensively with these older students.Cooperative learning methods generally involve heterogeneous groups working together on tasks that are deliberately structured to

  12. Visual Acuity Testing: Feedback Affects Neither Outcome nor Reproducibility, but Leaves Participants Happier

    PubMed Central

    Bach, Michael; Schäfer, Kerstin

    2016-01-01

    Assessment of visual acuity is a well standardized procedure at least for expert opinions and clinical trials. It is often recommended not giving patients feedback on the correctness of their responses. As this viewpoint has not been quantitatively examined so far, we quantitatively assessed possible effects of feedback on visual acuity testing. In 40 normal participants we presented Landolt Cs in 8 orientations using the automated Freiburg Acuity Test (FrACT, outcome measures were absolute visual acuity (logMAR), its test-retest agreement (limits of agreement) and participants’ comfort estimates on a 5-step symmetric Likert scale. Feedback influenced acuity outcome significantly (p = 0.02), but with a tiny effect size: 0.02 logMAR poorer acuity for (D) compared to (A), even weaker effects for (B) and (C). Test-retest agreement was high (limits of agreement: ± 1.0 lines) and did not depend on feedback (p>0.5). The comfort ranking clearly differed, by 2 steps on the Likert scale: the condition (A)–no feedback–was on average “slightly uncomfortable”, the other three conditions were “slightly comfortable” (p<0.0001). Feedback affected neither reproducibility nor the acuity outcome to any relevant extent. The participants, however, reported markedly greater comfort with any kind of feedback. We conclude that systematic feedback (as implemented in FrACT) offers nothing but advantages for routine use. PMID:26824693

  13. Visual Acuity Testing: Feedback Affects Neither Outcome nor Reproducibility, but Leaves Participants Happier.

    PubMed

    Bach, Michael; Schäfer, Kerstin

    2016-01-01

    Assessment of visual acuity is a well standardized procedure at least for expert opinions and clinical trials. It is often recommended not giving patients feedback on the correctness of their responses. As this viewpoint has not been quantitatively examined so far, we quantitatively assessed possible effects of feedback on visual acuity testing. In 40 normal participants we presented Landolt Cs in 8 orientations using the automated Freiburg Acuity Test (FrACT, outcome measures were absolute visual acuity (logMAR), its test-retest agreement (limits of agreement) and participants' comfort estimates on a 5-step symmetric Likert scale. Feedback influenced acuity outcome significantly (p = 0.02), but with a tiny effect size: 0.02 logMAR poorer acuity for (D) compared to (A), even weaker effects for (B) and (C). Test-retest agreement was high (limits of agreement: ± 1.0 lines) and did not depend on feedback (p>0.5). The comfort ranking clearly differed, by 2 steps on the Likert scale: the condition (A)-no feedback-was on average "slightly uncomfortable", the other three conditions were "slightly comfortable" (p<0.0001). Feedback affected neither reproducibility nor the acuity outcome to any relevant extent. The participants, however, reported markedly greater comfort with any kind of feedback. We conclude that systematic feedback (as implemented in FrACT) offers nothing but advantages for routine use. PMID:26824693

  14. Learning science in a cooperative setting: Academic achievement and affective outcomes

    NASA Astrophysics Data System (ADS)

    Lazarowitz, Reuven; Hertz-Lazarowitz, Rachel; Baird, J. Hugh

    A learning unit in earth science was taught to high school students, using a jigsaw-group mastery learning approach. The sample consisted of 73 students in the experimental group and 47 students who learned the topic in an individualized mastery learning approach. The study lasted 5 weeks. Pretests and posttests on academic achievement and affective outcomes were administered. Data were treated with an analysis of covariance. The results show that students of the experimental group achieved significantly higher on academic outcomes, both normative and objective scores. On the creative essay test, the differences in number of ideas and total essay score were not significant between the groups, although the mean scores for number of words were higher for the individualized mastery learning group. On the affective domain, jigsaw-group mastery learning students scored significantly higher on self-esteem, number of friends, and involvement in the classroom. No differences were found in cohesiveness, cooperation, competition, and attitudes toward the subject learned. The results are discussed through the evaluation and comparison of the two methods of instruction used in this study.The cooperative learning movement began in junior high schools as part of the desegregation process, aiming at facilitating positive ethnic relations and increasing academic achievement and social skills among diverse students (Aronson, Stephan, Sikes, Blaney, & Snapp, 1978; Sharan & Hertz-Lazarowitz, 1980; Slavin, 1980). However, elementary teachers quickly recognized the potential of cooperative methods, and such methods were adopted freely in elementary schools before becoming widespread on the junior and senior high level. It has only been during the past few years that application of cooperative learning has been studied extensively with these older students.Cooperative learning methods generally involve heterogeneous groups working together on tasks that are deliberately structured to

  15. Through what mechanisms do protected areas affect environmental and social outcomes?

    PubMed Central

    Ferraro, Paul J.; Hanauer, Merlin M.

    2015-01-01

    To develop effective protected area policies, scholars and practitioners must better understand the mechanisms through which protected areas affect social and environmental outcomes. With strong evidence about mechanisms, the key elements of success can be strengthened, and the key elements of failure can be eliminated or repaired. Unfortunately, empirical evidence about these mechanisms is limited, and little guidance for quantifying them exists. This essay assesses what mechanisms have been hypothesized, what empirical evidence exists for their relative contributions and what advances have been made in the past decade for estimating mechanism causal effects from non-experimental data. The essay concludes with a proposed agenda for building an evidence base about protected area mechanisms. PMID:26460122

  16. Relationship of Negative Affect and Outcome of an Opioid Therapy Trial Among Low Back Pain Patients

    PubMed Central

    Jamison, Robert N.; Edwards, Robert R.; Liu, Xiaoxia; Ross, Edgar L.; Michna, Edward; Warnick, Meredith; Wasan, Ajay D.

    2013-01-01

    Objectives Patients with chronic noncancer pain frequently report symptoms of depression and anxiety (negative affect), which are associated with higher ratings of pain intensity and a greater likelihood of being prescribed chronic opioid therapy. The purpose of this secondary analysis was to test the hypothesis that initial levels of negative affect can predict treatment-related outcomes in a double-blind, placebo-controlled study of extended-release (ER) hydromorphone among opioid-tolerant patients with chronic low back pain. Methods Four hundred fifty-nine (N = 459) patients participated in the titration/conversion phase of a multicenter study, of which 268 were randomized to receive once-daily hydromorphone or placebo. All patients completed the Hospital Anxiety and Depression Scale (HADS) at baseline and were divided evenly into Low (N = 157), Moderate (N = 155), and High (N = 147) negative affect groups based on their scores. Group differences in numerical pain intensity measures at home and in the clinic, Roland–Morris Disability ratings, and measures of symptoms from the Subjective Opiate Withdrawal Scale (SOWS) throughout the trial were analyzed. Results Two hundred sixty-eight of the initial 459 subjects who entered the 2 to 4-week titration/conversion phase (pretreatment) were successfully randomized to either placebo or ER hydromorphone; a total of 110 patients then completed this double-blind phase of the study. Those in the Moderate and High negative affect groups tended to drop out more often during the titration/conversion phase because of the adverse effects or lack of efficacy of their prescribed opioid than those in the Low negative mood group (P < 0.05). Overall, those patients in the Moderate and High groups reported significantly higher pain intensity scores in at-home and in-clinic pain intensity ratings (P < 0.05), greater disability on the Roland–Morris Scale (P < 0.01), and more withdrawal symptoms on the SOWS (P < 0.05) than those in

  17. Exposing physicians to reduced residency work hours did not adversely affect patient outcomes after residency.

    PubMed

    Jena, Anupam B; Schoemaker, Lena; Bhattacharya, Jay

    2014-10-01

    In 2003, work hours for physicians-in-training (residents) were capped by regulation at eighty hours per week, leading to the hotly debated but unexplored issue of whether physicians today are less well trained as a result of these work-hour reforms. Using a unique database of nearly all hospitalizations in Florida during 2000-09 that were linked to detailed information on the medical training history of the physician of record for each hospitalization, we studied whether hospital mortality and patients' length-of-stay varied according to the number of years a physician was exposed to the 2003 duty-hour regulations during his or her residency. We examined this database of practicing Florida physicians, using a difference-in-differences analysis that compared trends in outcomes of junior physicians (those with one-year post-residency experience) pre- and post-2003 to a control group of senior physicians (those with ten or more years of post-residency experience) who were not exposed to these reforms during their residency. We found that the duty-hour reforms did not adversely affect hospital mortality and length-of-stay of patients cared for by new attending physicians who were partly or fully exposed to reduced duty hours during their own residency. However, assessment of the impact of the duty-hour reforms on other clinical outcomes is needed. PMID:25288430

  18. Spirituality and religiousness as predictive factors of outcome in schizophrenia and schizo-affective disorders.

    PubMed

    Mohr, Sylvia; Perroud, Nader; Gillieron, Christiane; Brandt, Pierre-Yves; Rieben, Isabelle; Borras, Laurence; Huguelet, Philippe

    2011-04-30

    Spirituality and religiousness have been shown to be highly prevalent in patients with schizophrenia. This study assesses the predictive value of helpful vs. harmful use of religion to cope with schizophrenia or schizo-affective disorder at 3 years. From an initial cohort of 115 outpatients, 80% were reassessed for positive, negative and general symptoms, clinical global impression, social adaptation and quality of life. For patients with helpful religion at baseline, the importance of spirituality was predictive of fewer negative symptoms, better clinical global impression, social functioning and quality of life. The frequencies of religious practices in community and support from religious community had no effect on outcome. For patients with harmful religion at baseline, no relationships were elicited. This result may be due to sample size. Indeed, helpful spiritual/religious coping concerns 83% of patients, whereas harmful spiritual/religious coping concerns only 14% of patients. Our study shows that helpful use of spirituality is predictive of a better outcome. Spirituality may facilitate recovery by providing resources for coping with symptoms. In some cases, however, spirituality and religiousness are a source of suffering. Helpful vs. harmful spiritual/religious coping appears to be of clinical significance. PMID:20869123

  19. Parenting Cognition and Affective Outcomes Following Parent Management Training: A Systematic Review.

    PubMed

    Colalillo, Sara; Johnston, Charlotte

    2016-09-01

    Parent management training (PMT) is considered the gold standard in the treatment of child behavior problems. The secondary effects of these interventions, particularly on parent well-being, are infrequently studied, despite evidence that parents of children with behavior problems often experience personal difficulties. This narrative review examined the affective and parenting cognition outcomes of PMT for mothers and fathers of children ages 2-13 years, across 48 controlled treatment studies. Substantial support was found for reductions in parenting stress, and increases in perceived parenting competence following PMT. Evidence indicated fewer improvements in domains more distal from parenting, including parent depressive symptoms and marital relationship dysfunction. A number of studies suggested parent gender as a moderator of parent outcomes of PMT; however, the underrepresentation of fathers in existing research limits conclusions in this regard. Avenues for future research are highlighted to address current gaps in the literature, and to further our understanding of the ways in which both children and parents may benefit from PMT. PMID:27389605

  20. Improving the outcomes of children affected by parental substance abuse: a review of randomized controlled trials

    PubMed Central

    Calhoun, Stacy; Conner, Emma; Miller, Melodi; Messina, Nena

    2015-01-01

    Substance abuse is a major public health concern that impacts not just the user but also the user’s family. The effect that parental substance abuse has on children has been given substantial attention over the years. Findings from the literature suggest that children of substance-abusing parents have a high risk of developing physical and mental health and behavioral problems. A number of intervention programs have been developed for parents who have a substance abuse problem. There have also been a number of interventions that have been developed for children who have at least one parent with a substance abuse problem. However, it remains unclear how we can best mitigate the negative effects that parental substance abuse has on children due to the scarcity of evaluations that utilize rigorous methodologies such as experimental designs. The purpose of this study is to review randomized controlled trials of intervention programs targeting parents with substance abuse problems and/or children with at least one parent with a substance abuse problem in order to identify programs that show some promise in improving the behavioral and mental health outcomes of children affected by parental substance abuse. Four randomized controlled trials that met our eligibility criteria were identified using major literature search engines. The findings from this review suggest that interventions that focus on improving parenting practices and family functioning may be effective in reducing problems in children affected by parental substance abuse. However, further research utilizing rigorous methodologies are needed in order to identify other successful interventions that can improve the outcomes of these children long after the intervention has ended. PMID:25670915

  1. Education determines a nation's health, but what determines educational outcomes? A cross-national comparative analysis.

    PubMed

    Siddiqi, Arjumand; Kawachi, Ichiro; Berkman, Lisa; Hertzman, Clyde; Subramanian, S V

    2012-02-01

    This study is premised on the notion that public health policy should address not only health itself, but also primary determinants of health. We examined the effect of national policies on educational outcomes, in particular, on adolescent reading literacy (ARL). We compared the effect of traditional policy indicators--national income and educational spending--with income inequality, a measure of redistributive policies. We used Organization for Economic Cooperation and Development (OECD) data that provide a rare opportunity to test policy effects after accounting for competing individual-, school-, and country-level explanations. Our sample consisted of 119,814 students, 5126 schools, and 24 countries. Multilevel/Hierarchical regression findings were striking: GDP had a significant, but negligible effect on ARL scores (β=0.002, SE=0.0008), while educational spending had no significant effect. By contrast, income inequality exhibited a larger inverse association (β=-1.15, SE=0.57). Among the wealthy nations in OECD, additional economic prosperity and educational spending is trumped by distribution of income for its effect on ARL. Our study yielded a striking result about education, a major determinant of health. Not only is income inequality a significant determinant of ARL scores, but direct spending on education and overall national economic prosperity are not. PMID:22048059

  2. Factors affecting the outcome of related allogeneic hematopoietic cell transplantation in patients with Fanconi Anemia.

    PubMed

    Ayas, Mouhab; Siddiqui, Khawar; Al-Jefri, Abdullah; El-Solh, Hassan; Al-Ahmari, Ali; Khairy, Ashraf; Markiz, Samer; Shahin, Hasan; Al-Musa, Abdulrahman; Al-Seraihy, Amal

    2014-10-01

    Hematopoietic cell transplantation (HCT) can cure bone marrow failure in patients with Fanconi Anemia (FA), and it is generally accepted that these patients should receive low-intensity conditioning because of the underlying DNA repair defect in their cells. Outcomes for recipients of matched related HCT have generally been favorable, but only a few studies have scrutinized the factors that may affect the eventual outcome of these patients. This retrospective analysis of 94 pediatric patients with FA who underwent related HCT at King Faisal Specialist Hospital & Research Center was carried out to attempt to identify factors that may affect outcome. Results showed overall survival (OS) probabilities of 92.5%, 89%, and 86% at 1, 5, and 10 years, respectively. In univariate analysis, use of higher dose cyclophosphamide (CY) (60 mg/kg) conditioning was associated with a better 10-year OS than lower dose CY (20 mg/kg) conditioning (91% versus 82%, respectively; P = .035), and use of radiation-containing regimens was associated with a significantly lower 10-year OS than nonradiation regimens (76% versus 91%, respectively; P = .005). Of the 4 regimens used in this study, the fludarabine-based regimen was associated with the highest survival (95.2%; P = .034). The use of the higher dose CY (60 mg/kg) was associated with a significantly increased incidence of hemorrhagic cystitis (HC) (20% versus 5.6% respectively; P = .049). Three patients (3%) developed squamous cell carcinoma (2 oropharyngeal and 1 genitourinary), at 9.4, 5.4, and 13.3 years after HCT; 2 of them had radiation-containing conditioning. In conclusion, our data suggest that although using a higher dose CY (60 mg/kg) conditioning regimen may be associated with better survival, it is also associated with a significantly increased risk of HC. The addition of fludarabine to the low-dose CY (20 mg/kg) is associated with the best survival. On the other hand, radiation-containing regimens are associated with

  3. Importance and Impotence? Learning, Outcomes and Research in Further Education

    ERIC Educational Resources Information Center

    James, David

    2005-01-01

    One of the defining features of the Teaching and Learning Research Programme is that it 'aims to improve outcomes for learners of all ages in teaching and learning contexts across the UK'. This article argues that, although it is possible to use the terms "outcomes for learners" and "learning outcomes" interchangeably, they have an important…

  4. Preoperative opioid strength may not affect outcomes of anterior cervical procedures: a post hoc analysis of 2 prospective, randomized trials

    PubMed Central

    Kelly, Michael P.; Anderson, Paul A.; Sasso, Rick C.; Riew, K. Daniel

    2015-01-01

    Object The aim of this study is to evaluate the relationship between preoperative opioid strength and outcomes of anterior cervical decompressive surgery. Methods A retrospective cohort of 1004 patients enrolled in 1 of 2 investigational device exemption studies comparing cervical total disc arthroplasty (TDA) and anterior cervical discectomy and fusion (ACDF) for single-level cervical disease causing radiculopathy or myelopathy was selected. At a preoperative visit, opioid use data, Neck Disability Index (NDI) scores, 36-ltem Short-Form Health Survey (SF-36) scores, and numeric rating scale scores for neck and arm pain were collected. Patients were divided into strong (oxycodone/morphine/meperidine), weak (codeine/propoxyphene/ hydrocodone), and opioid-naïve groups. Preoperative and postoperative (24 months) outcomes scores were compared within and between groups using the paired t-test and ANCOVA, respectively. Results Patients were categorized as follows: 226 strong, 762 weak, and 16 opioid naïve. The strong and weak groups were similar with respect to age, sex, race, marital status, education level, Worker's Compensation status, litigation status, and alcohol use. At 24-month follow-up, no differences in change in arm or neck pain scores (arm: strong –52.3, weak –50.6, naïve –54.0, p = 0.244; neck: strong –52.7, weak –50.8, naïve –44.6, p = 0.355); NDI scores (strong –36.0, weak –33.3, naïve –32.3, p = 0.181); or SF-36 Physical Component Summary scores (strong: 14.1, weak 13.3, naïve 21.7, p = 0.317) were present. Using a 15-point improvement in NDI to determine success, the authors found no between-groups difference in success rates (strong 80.6%, weak 82.7%, naïve 73.3%, p = 0.134). No difference existed between treatment arms (TDA vs ACDF) for any outcome at any time point. Conclusions Preoperative opioid strength did not adversely affect outcomes in this analysis. Careful patient selection can yield good results in this patient

  5. Virtuous Subjects: A Critical Analysis of the Affective Substance of Social Studies Education

    ERIC Educational Resources Information Center

    Helmsing, Mark

    2014-01-01

    This essay invites social studies educators to consider critical theoretical insights related to affect, emotions, and feelings from what has been termed "the affective turn" in social sciences and humanities scholarship. Developments in theorizing affect and recent research in social studies education are related to affective elements…

  6. Process-outcome interrelationship and standard setting in medical education: the need for a comprehensive approach.

    PubMed

    Christensen, Leif; Karle, Hans; Nystrup, Jørgen

    2007-09-01

    An outcome-based approach to medical education compared to a process/content orientation is currently being discussed intensively. In this article, the process and outcome interrelationship in medical education is discussed, with specific emphasis on the relation to the definition of standards in basic medical education. Perceptions of outcome have always been an integrated element of curricular planning. The present debate underlines the need for stronger focus on learning objectives and outcome assessment in many medical schools around the world. The need to maintain an integrated approach of process/content and outcome is underlined in this paper. A worry is expressed about the taxonomy of learning in pure outcome-based medical education, in which student assessment can be a major determinant for the learning process, leaving the control of the medical curriculum to medical examiners. Moreover, curricula which favour reductionism by stating everything in terms of instrumental outcomes or competences, do face a risk of lowering quality and do become a prey for political interference. Standards based on outcome alone rise unclarified problems in relationship to licensure requirements of medical doctors. It is argued that the alleged dichotomy between process/content and outcome seems artificial, and that formulation of standards in medical education must follow a comprehensive line in curricular planning. PMID:18251034

  7. Factors Affecting Female Participation in Education in Seven Developing Countries. Second Edition. Education Research Paper.

    ERIC Educational Resources Information Center

    Brock, Colin; Cammish, Nadine

    Factors affecting female participation in education in seven developing countries were examined through field visits to the following countries: Bangladesh, Cameroon, India, Jamaica, Seychelles, Sierra Leone, and Vanuatu. In each country, researchers interviewed key personnel, consulted local documentation, and conducted two empirical surveys…

  8. Correlating Cleaning Thoroughness with Effectiveness and Briefly Intervening to Affect Cleaning Outcomes: How Clean Is Cleaned?

    PubMed Central

    Hosford, Eve; Ong, Ana; Richesson, Douglas; Fraser, Susan; Kwak, Yoon; Miller, Sonia; Julius, Michael; McGann, Patrick; Lesho, Emil

    2016-01-01

    Objectives The most efficient approach to monitoring and improving cleaning outcomes remains unresolved. We sought to extend the findings of a previous study by determining whether cleaning thoroughness (dye removal) correlates with cleaning efficacy (absence of molecular or cultivable biomaterial) and whether one brief educational intervention improves cleaning outcomes. Design Before-after trial. Setting Newly built community hospital. Intervention 90 minute training refresher with surface-specific performance results. Methods Dye removal, measured by fluorescence, and biomaterial removal and acquisition, measured with culture and culture-independent PCR-based assays, were clandestinely assessed for eight consecutive months. At this midpoint, results were presented to the cleaning staff (intervention) and assessments continued for another eight consecutive months. Results 1273 surfaces were sampled before and after terminal room cleaning. In the short-term, dye removal increased from 40.3% to 50.0% (not significant). For the entire study period, dye removal also improved but not significantly. After the intervention, the number of rooms testing positive for specific pathogenic species by culturing decreased from 55.6% to 36.6% (not significant), and those testing positive by PCR fell from 80.6% to 53.7% (P = 0.016). For nonspecific biomaterial on surfaces: a) removal of cultivable Gram-negatives (GN) trended toward improvement (P = 0.056); b) removal of any cultivable growth was unchanged but acquisition (detection of biomaterial on post-cleaned surfaces that were contaminant-free before cleaning) worsened (P = 0.017); c) removal of PCR-based detection of bacterial DNA improved (P = 0.046), but acquisition worsened (P = 0.003); d) cleaning thoroughness and efficacy were not correlated. Conclusion At this facility, a minor intervention or minimally more aggressive cleaning may reduce pathogen-specific contamination, but not without unintended consequences. PMID

  9. Collateral damage: the German food crisis, educational attainment and labor market outcomes of German post-war cohorts.

    PubMed

    Jürges, Hendrik

    2013-01-01

    Using the German 1970 census to study educational and labor market outcomes of cohorts born during the German food crisis after World War II, I document that those born between November 1945 and May 1946 have significantly lower educational attainment and occupational status than cohorts born shortly before or after. Several alternative explanations for this finding are tested. Most likely, a short spell of severe undernutrition around the end of the war has impaired intrauterine conditions in early pregnancies and resulted in long-term detriments among the affected cohorts. This conjecture is corroborated by evidence from Austria. PMID:23237792

  10. Confucian Thought Affecting Leadership and Organizational Culture of Korean Higher Education

    ERIC Educational Resources Information Center

    Lee, Jeong-Kyu

    2001-01-01

    This article examines Confucian thought affecting leadership and organizational culture of Korean higher education in order to understand leadership behavior and ethical values in Korean higher education from a viewpoint of educational administration. The writer evaluates that most of educational administrators in Korean higher education prefer…

  11. Does Developmental Education Improve Labor Market Outcomes? Evidence from Two States. A CAPSEE Working Paper

    ERIC Educational Resources Information Center

    Hodara, Michelle; Xu, Di

    2014-01-01

    Nationally, about two thirds of community college students are referred to developmental education. Thus far, research on the effectiveness of developmental education has focused on students' academic outcomes; in this paper, we examine the economic consequences of developmental education for students. Using longitudinal student-unit record data…

  12. Improved Characters and Student Learning Outcomes through Development of Character Education Based General Physics Learning Model

    ERIC Educational Resources Information Center

    Derlina; Sabani; Mihardi, Satria

    2015-01-01

    Education Research in Indonesia has begun to lead to the development of character education and is no longer fixated on the outcomes of cognitive learning. This study purposed to produce character education based general physics learning model (CEBGP Learning Model) and with valid, effective and practical peripheral devices to improve character…

  13. Model Learner Outcomes for Health Education. A Mission toward Healthy People.

    ERIC Educational Resources Information Center

    Wandberg, Robert; And Others

    This document provides a structure within which teaching staff can improve students' learning experiences and predict specific learner outcomes in health education. The material is presented in four chapters followed by an appendix. Chapters 1-3 examine the system's values, learner values, philosophy of education, mission for public education and…

  14. Successful Schooling for All: A Primer on Outcome-Based Education and Mastery Learning.

    ERIC Educational Resources Information Center

    Gray, I. Lee, Ed.; Hymel, Glenn M., Ed.

    This collection brings together writings on two powerful approaches to education, outcome-based education (OBE) and mastery learning. OBE is about refocusing on the people in the educational system and their success in achieving excellence as learners and teachers. The following papers are included: (1) "Toward a Network Description of…

  15. Relationships between Admission Variables and Outcome Variables in a Special Education Graduate Program

    ERIC Educational Resources Information Center

    LaFave, Matthew

    2012-01-01

    The need for well-prepared special education teachers has made it important to examine how to best select candidates for special education teacher education programs, or at least to determine which, if any, admission variables relate to program outcome measures. This study used archival data from 148 students to investigate the relationships among…

  16. Longer-Term Outcomes for Individuals Completing Vocational Education and Training Qualifications.

    ERIC Educational Resources Information Center

    Ryan, Chris

    The longer-term employment and training outcomes of enrollment in vocational education and training (VET) were examined. The study analyzed data from the 1993 "Survey of Training and Education Experience" (STE) and the 1997 "Survey of Education and Training Experience" (SET) which were conducted by the Australian Bureau of Statistics to collect…

  17. Educational Cooperation between Thailand and Cambodia: Outcomes on Human Development, International Understanding and Future Prospect

    ERIC Educational Resources Information Center

    Kijtorntham, Wichuda; Ruangdej, Phumjit; Saisuwan, Chatchanog

    2015-01-01

    Thailand and Cambodia set up educational cooperation since 1996, before signed a Memorandum of Understanding on Cooperation in the Promotion of Education in 2003. This research aimed to investigate outcomes of educational cooperation projects on Cambodia human development and international understanding, process of participatory learning and…

  18. Effects of Cooperative Education on Community College Employment Outcomes at the School to Work Transition

    ERIC Educational Resources Information Center

    Goho, James; Rew, David

    2009-01-01

    The major purpose of cooperative education is to prepare students for the workplace by combining academic education with practical experience to develop employment competencies. This research compared employment outcomes and employment earnings for graduates from cooperative education programs with graduates from non-cooperative programs at a…

  19. Information Processing, Outcomes-Based Education, and the Management of Teaching and Learning.

    ERIC Educational Resources Information Center

    Carter, D. S. G.

    Outcomes-based education (OBE) is growing in stature in Australia and other Westernized nations. In Australia, education systems have adopted OBE within the framework of National Profiles curriculum statements in eight learning areas, including arts, health and physical education, science, English, languages other than English, mathematics,…

  20. EDITORIAL: The outcomes of an education in physics

    NASA Astrophysics Data System (ADS)

    Dobson, Ken

    1998-01-01

    Honorary Editor Readers should now be fully aware that both The Institute of Physics and the Association for Science Education (ASE) are encouraging members to think hard about what they would like to see in the revised National Curriculum for science. The story of curriculum development in science for the past ten years has been of grand national initiatives which have concentrated, in science at least, on the content of what is taught rather than on the ways in which it might be taught - or how it is learnt. The initiatives have been `top-down', with usually rather hurried `consultation' with no attempt to weigh the value of responses. For example, in deciding upon a common core for A-level physics the Institute of Biology was given as much weighting as the Institute of Physics. What students thought seemed to be irrelevant. But chickens come home to roost, horses led to water don't always drink, and it seems that compelling all children to study physics as part of a science course has not had the effect of making them fall in love with subject and opt to study more of it after age 16. Physics is a growing subject, in terms of what it now covers, as the increase in the number of journal titles over recent years shows. These show that it is also more and more a fragmented subject, and the practitioners of different fragments will have different views on what constitutes a foundation core for further studies. And, of course, fewer than 10% of students at one educational level choose to take the subject in the next. I conclude from this that what physics young people study between age 11 and age 16 doesn't matter as much as the writers of the National Curriculum supposed. We would like to get young people interested in physics (or better, interested by physics) and to develop positive feelings about physics and what physicists do, based on a feeling of success in studying the subject. Different students should be given opportunities to gain satisfaction in different

  1. The Case for Assessing Complex General Education Student Learning Outcomes

    ERIC Educational Resources Information Center

    Penn, Jeremy D.

    2011-01-01

    Assessment of general education has a long history, although relative to the age of liberal education and educational evaluation it is a very recent development. One of the first recorded efforts to comprehensively assess student achievement in higher education in the United States occurred in the late 1920s and early 1930s, when many institutions…

  2. Gender-related affecting factors of prediabetes on its 10-year outcome

    PubMed Central

    Song, Xiaomin; Qiu, Miaoyan; Zhang, Xuan'e; Wang, Haiyan; Tong, Wenxin; Ju, Liping; Gu, Lei; Sun, Siming; Zhang, Hongli; Wang, Weiqing; Tian, Jingyan

    2016-01-01

    Objective To investigate the gender-related affecting factors of prediabetes on its 10-year outcome, in a longitudinal study. Methods and results This longitudinal population-based study was performed in the Ping Liang community, Yangpu district, Shanghai, between November 2002 and October 2014. There were 334 participants with prediabetes enrolled in the final analysis. While a certain proportion of the prediabetic population progress to diabetes, the majority remain at the same level or even revert to normal glucose regulation. No gender difference was observed in the change of glucose regulation. However, results from an adjusted logistic regression analysis in males showed that physical activity was significantly associated with both elevated odds of reverting to normal glucose regulation (active vs inactive, OR 3.00, 95% CI 1.09 to 8.30) and developing diabetes (OR 0.34, 95% CI 0.13 to 0.92). Age, baseline 2 h glucose, triglycerides and smoking status were also risk factors significantly associated with diabetes development; while for females, waist circumference played a key role in the outcome. Every unit elevation of waist circumference was associated with lower odds of reverting to normal glucose regulation (OR, 0.94; 95% CI 0.89 to 0.98) and higher odds of progressing to diabetes (OR, 1.05; 95% CI 1.01 to 1.10). Baseline hypertension and family history of diabetes carried higher risk for developing diabetes as well. Conclusions Physical activity in males and waist circumference in females are important factors predicting both progression to diabetes and regression to normal glucose regulation, indicating that more exercise for males and lower waist circumference for females are beneficial for prediabetes to achieve reversion. PMID:27239315

  3. Climate change affects the outcome of competitive interactions-an application of principal response curves.

    PubMed

    Heegaard, Einar; Vandvik, Vigdis

    2004-05-01

    It has been hypothesised that climate change may affect vegetation by changing the outcome of competitive interactions. We use a space-for-time approach to evaluate this hypothesis in the context of alpine time-of-snowmelt gradients. Principal response curves, a multivariate repeated-measurement analysis technique, are used to analyse for compositional differences in local ridge-to-snowbed gradients among 100 m altitudinal bands from 1,140 to 1,550 m a.s.l., corresponding to a temperature gradient of 2.5 degrees C (local lapse rate is 0.6 degrees C). The interaction between time-of-snowmelt and altitude is strongly significant statistically, indicating that the altitudinal gradient cannot be explained simply by the physiological responses of the species, but that there are also changes in the outcome of competitive interactions. At higher altitudes, there is a decrease in the time-of-snowmelt ranges of species which have intermediate times-of-snowmelt optima, whereas snowbed (chinophilous) species have wider time-of-snowmelt ranges. As snowbed species can survive, grow and reproduce at very early snow-free sites at high altitudes, the most likely explanation for their absence from all but the latest time-of-snowmelt habitats at lower altitudes is competitive exclusion by more vigorous lee-side species. This suggests that with future climate change snowbed species will experience, in addition to habitat fragmentation and reduced size of habitats due to increased temperature and snowmelt, an indirect effect due to competitive exclusion from late-snowmelt sites by species that have their optima outside snowbeds. PMID:15021981

  4. Does therapist’s attitude affect clinical outcome of lumbar facet joint injections?

    PubMed Central

    Middendorp, Marcus; Kollias, Konstantinos; Ackermann, Hanns; Splettstößer, Annina; Vogl, Thomas J; Khan, M Fawad; Maataoui, Adel

    2016-01-01

    AIM: To investigate if the clinical outcome of intra-articular lumbar facet joint injections is affected by the therapist’s attitude. METHODS: A total of 40 patients with facet joint-associated chronic low back pain were randomly divided into two groups. All patients received computed tomography-guided, monosegmental intra-articular facet joint injections. Following the therapeutic procedure, the patients of the experimental group (EG) held a conversation with the radiologist in a comfortable atmosphere. During the dialog, the patients were encouraged to ask questions and were shown four images. The patients of the control group (CG) left the clinic without any further contact with the radiologist. Outcome was assessed using a pain-based Verbal Numeric Scale at baseline, at 1 wk and at 1, 3, and 6 mo after first treatment. RESULTS: The patient demographics showed no differences between the groups. The patients of the EG received 57 interventional procedures in total, while the patients of the CG received 70 interventional procedures. In both groups, the pain scores decreased significantly over the entire observation period. Compared to the CG, the EG showed a statistically significant reduction of pain at 1 wk and 1 mo post-treatment, while at 3 and 6 mo after treatment, there were no significant differences between both groups. CONCLUSION: Our results show a significant effect on pain relief during the early post-interventional period in the EG as compared to the CG. The basic principle behind the higher efficacy might be the phenomenon of hetero-suggestion. PMID:27358691

  5. Exposure to violence predicts poor educational outcomes in young children in South Africa and Malawi

    PubMed Central

    Sherr, L.; Hensels, I. S.; Skeen, S.; Tomlinson, M.; Roberts, K. J.; Macedo, A.

    2016-01-01

    Background Violence during childhood may affect short and long-term educational factors. There is scant literature on younger children from resource poor settings. Methods This study assessed child violence experiences (harsh punishment and exposure to domestic or community violence) and school enrolment, progress and attendance in children attending community-based organisations in South Africa and Malawi (n=989) at baseline and at 15 months' follow-up, examining differential experience of HIV positive, HIV affected and HIV unaffected children. Results Violence exposure was high: 45.4% experienced some form of psychological violence, 47.8% physical violence, 46.7% domestic violence and 41.8% community violence. Primary school enrolment was 96%. Violence was not associated with school enrolment at baseline but, controlling for baseline, children exposed to psychological violence for discipline were more than ten times less likely to be enrolled at follow-up (OR 0.09; 95% CI 0.01 to 0.57). Harsh discipline was associated with poor school progress. For children HIV positive a detrimental effect of harsh physical discipline was found on school performance (OR 0.10; 95% CI 0.02 to 0.61). Conclusion Violence experiences were associated with a number of educational outcomes, which may have long-term consequences. Community-based organisations may be well placed to address such violence, with a particular emphasis on the challenges faced by children who are HIV positive. PMID:26678567

  6. Affective Education for Special Children and Youth. What Research and Experience Say to the Teacher of Exceptional Children.

    ERIC Educational Resources Information Center

    Morse, William C.; And Others

    Affective education methods in special education are the concern of the text. Goals, definitions, and processes in affective education are considered in Chapter 1, which also examines such topics as the relationship between affective education and mainstreaming, teacher role, and pupil focused affective education. Specific program content is…

  7. Cardiovascular and Affective Outcomes of Active Gaming: Using the Nintendo Wii as a Cardiovascular Training Tool

    PubMed Central

    Naugle, Keith E.; Naugle, Kelly M.; Wikstrom, Erik A.

    2014-01-01

    Naugle, KE, Naugle, KM, and Wikstrom, EA. Cardiovascular and affective outcomes of active gaming: Using the Nintendo Wii as a cardiovascular training tool. J Strength Cond Res 28(2): 443–451, 2014–Active-video gaming is purported to produce similar cardiovascular responses as aerobic fitness activities. This study compared the emotional and cardiovascular effects of Wii games with those of traditional exercise in college-aged adults with different exercise backgrounds. Specifically, the percentage of heart rate reserve, rate of perceived exertion (RPE), level of enjoyment, and Positive and Negative Affect Schedule scores were compared between subjects who reported exercising frequently at high intensities (high-intensity exerciser group: age = 20.18 years [0.87]; Height = 165.23 cm [9.97]; Mass = 62.37 kg [11.61]), N = 11 and those who exercise more often at lower intensities (low-intensity exercisers group: age = 20.72 years [1.19]; Height = 164.39 cm [8.05]; Mass = 68.04 kg [10.71]), N = 11. The subjects completed six 20-minute exercises sessions: treadmill walking, stationary cycling, and Wii's Tennis, Boxing, Cycling, and Step. The low-intensity exerciser group achieved a greater percentage of heart rate reserve (a) during traditional exercise compared with that during Wii boxing, (b) playing Wii boxing compared with that for Wii tennis, and (c) playing Wii boxing compared with that when the high-intensity exercisers group played any Wii games (p < 0.05). The RPE was greater for boxing and cycling compared with that for tennis and step (p < 0.05). Ratings of enjoyment and the increase in positive emotion were greater for boxing and for tennis compared with those for traditional exercises (p < 0.05). Results suggest that Wii boxing shows the greatest potential as a cardiovascular fitness tool among the Wii games, particularly for individuals who typically exercise at lower intensities. PMID:23660574

  8. Variable Gene Dispersal Conditions and Spatial Deforestation Patterns Can Interact to Affect Tropical Tree Conservation Outcomes

    PubMed Central

    Kashimshetty, Yamini; Pelikan, Stephan; Rogstad, Steven H.

    2015-01-01

    Tropical lowland rain forest (TLRF) biodiversity is under threat from anthropogenic factors including deforestation which creates forest fragments of different sizes that can further undergo various internal patterns of logging. Such interventions can modify previous equilibrium abundance and spatial distribution patterns of offspring recruitment and/or pollen dispersal. Little is known about how these aspects of deforestation and fragmentation might synergistically affect TLRF tree recovery demographics and population genetics in newly formed forest fragments. To investigate these TLRF anthropogenic disturbance processes we used the computer program NEWGARDEN (NG), which models spatially-explicit, individual-based plant populations, to simulate 10% deforestation in six different spatial logging patterns for the plant functional type of a long-lived TLRF canopy tree species. Further, each logging pattern was analyzed under nine varying patterns of offspring versus pollen dispersal distances that could have arisen post-fragmentation. Results indicated that gene dispersal condition (especially via offspring) had a greater effect on population growth and genetic diversity retention (explaining 98.5% and 88.8% of the variance respectively) than spatial logging pattern (0.2% and 4.7% respectively), with ‘Near’ distance dispersal maximizing population growth and genetic diversity relative to distant dispersal. Within logged regions of the fragment, deforestation patterns closer to fragment borders more often exhibited lower population recovery rates and founding genetic diversity retention relative to more centrally located logging. These results suggest newly isolated fragments have populations that are more sensitive to the way in which their offspring and pollen dispersers are affected than the spatial pattern in which subsequent logging occurs, and that large variation in the recovery rates of different TLRF tree species attributable to altered gene dispersal

  9. Aligning Educational Outcomes and Practices. Occasional Paper #26

    ERIC Educational Resources Information Center

    Hutchings, Pat

    2016-01-01

    The notion of alignment has become increasingly prominent in efforts to improve student learning today. The term, as used in this paper, refers to the linking of intended student learning outcomes with the processes and practices needed to foster those outcomes. Alignment is not a new idea, but it has become more salient as increasing numbers of…

  10. Do different reperfusion methods affect the outcomes of stroke induced by MCAO in adult rats?

    PubMed

    Zuo, Xia-Lin; Deng, Hou-Liang; Wu, Ping; Xu, En

    2016-09-01

    There are two patterns of ischemia/reperfusion (I/R) models used in rat middle cerebral artery occlusion (MCAO) I/R models, which differ in the use of unilateral or bilateral carotid artery reperfusion. The primary difference between the two patterns of I/R models is the complexity of the surgery procedure. However, researchers in this field have no idea whether there are any differences in outcomes of these two methods. In this study, we investigated the effects of the two methods on neurological deficits, infarct volume, blood-brain barrier (BBB) integrity and brain derived neurotrophic factor (BDNF) expression. Through evaluating the current way of bilateral common carotid artery reperfusion, we tried to find whether it could be replaced by an easier way. We found that there were no statistical significant differences between the different methods in infarct volume, neurological deficits, BBB integrity, and the level of BDNF (P > 0.05). These data demonstrated that different methods did not affect the neurological deficits, infarct volume, BBB integrity, and the BDNF protein level, which provides reference when we use an experimental stroke. These results suggest that the two methods have similar capability for inducing cerebral I/R injury and can be interchanged. PMID:26268737

  11. Perceptions of Intragroup Rejection and Coping Strategies: Malleable Factors Affecting Hispanic Adolescents’ Emotional and Academic Outcomes

    PubMed Central

    Warren, Michael T.; Crano, William D.; Unger, Jennifer B.

    2015-01-01

    Understanding psychosocial factors that affect the academic achievement of Hispanic adolescents remains a nationwide priority in the United States. Extending previous studies of the stressful effects of perceived discrimination, this year-long longitudinal study examined the correlates of perceived ethnic in-group rejection, coping strategies and fatalistic beliefs, on depressive symptoms, grades, and college aspirations of 2,214 Hispanic adolescents (54 % female) in Southern California. Based on the transactional model of stress and coping and on self-perception theory, structural equation models revealed that high perceived intragroup rejection (10th grade) and low levels of active coping (11th grade) were associated with depressive symptoms in 11th grade. Also, depressive symptoms partially mediated the link between intragroup rejection and both academic outcomes. Avoidant coping strategies (e.g., watching TV) also predicted depressive symptoms and were positively related to fatalism. In addition, fatalism was negatively related to grades and aspiration to attend college. The findings suggest the need to help adolescents find adequate outlets for communication and to create awareness about the potential effects of intragroup rejection. PMID:24234042

  12. Outcomes and Risk Factors Affecting Mortality in Patients Who Underwent Colorectal Emergency Surgery

    PubMed Central

    Oh, Nam Ho

    2016-01-01

    Purpose Emergency colorectal surgery has a high risk of mortality and morbidity because of incomplete bowel preparation, bacterial proliferation, and contamination. In this study, we investigated the outcomes and the risk factors affecting mortality in patients who had undergone emergency surgery for the treatment of various colorectal diseases. Methods This study is a retrospective analysis of prospectively collected data to survey the clinical results for patients who had undergone emergency colorectal surgery from January 2014 to December 2014. We analyzed various clinicopathologic factors, which were divided into 3 categories: preoperative, intraoperative, and postoperative. Results A total of 50 patients had undergone emergency colorectal surgery during the time period covered by this study. Among them, 10 patients (20%) died during the postoperative period. A simple linear regression analysis showed that the risk factors for mortality were old age, preoperative hypotension, and a high American Society of Anesthesiologist (ASA) score. Moreover, a multiple linear regression analysis showed a high ASA score and preoperative hypotension to be independent risk factors. Conclusion In this study, emergency colorectal surgery showed a relatively high mortality rate. Furthermore, the independent risk factors for mortality were preoperative hypotension and high ASA score; thus, patients with these characteristics need to be evaluated more carefully and receive better care if the mortality rate is to be reduced.

  13. Delay of Treatment Initiation Does Not Adversely Affect Survival Outcome in Breast Cancer

    PubMed Central

    Yoo, Tae-Kyung; Han, Wonshik; Moon, Hyeong-Gon; Kim, Jisun; Lee, Jun Woo; Kim, Min Kyoon; Lee, Eunshin; Kim, Jongjin; Noh, Dong-Young

    2016-01-01

    Purpose Previous studies examining the relationship between time to treatment and survival outcome in breast cancer have shown inconsistent results. The aim of this study was to analyze the overall impact of delay of treatment initiation on patient survival and to determine whether certain subgroups require more prompt initiation of treatment. Materials and Methods This study is a retrospective analysis of stage I-III patients who were treated in a single tertiary institution between 2005 and 2008. Kaplan-Meier survival analysis and Cox proportional hazards regression model were used to evaluate the impact of interval between diagnosis and treatment initiation in breast cancer and various subgroups. Results A total of 1,702 patients were included. Factors associated with longer delay of treatment initiation were diagnosis at another hospital, medical comorbidities, and procedures performed before admission for surgery. An interval between diagnosis and treatment initiation as a continuous variable or with a cutoff value of 15, 30, 45, and 60 days had no impact on disease-free survival (DFS). Subgroup analyses for hormone-responsiveness, triple-negative breast cancer, young age, clinical stage, and type of initial treatment showed no significant association between longer delay of treatment initiation and DFS. Conclusion Our results show that an interval between diagnosis and treatment initiation of 60 days or shorter does not appear to adversely affect DFS in breast cancer. PMID:26511801

  14. Does Combining School and Work Affect School and Post-School Outcomes? Longitudinal Surveys of Australian Youth

    ERIC Educational Resources Information Center

    Anlezark, Alison; Lim, Patrick

    2011-01-01

    In this report the authors seek to answer the question of whether combining school and work is detrimental or beneficial to a student's school educational performance and labour market outcomes. They find that young people who combine school and work are distributed right across the school population. Results show that individuals can combine…

  15. The National Health Educator Job Analysis 2010: Process and Outcomes

    ERIC Educational Resources Information Center

    Doyle, Eva I.; Caro, Carla M.; Lysoby, Linda; Auld, M. Elaine; Smith, Becky J.; Muenzen, Patricia M.

    2012-01-01

    The National Health Educator Job Analysis 2010 was conducted to update the competencies model for entry- and advanced-level health educators. Qualitative and quantitative methods were used. Structured interviews, focus groups, and a modified Delphi technique were implemented to engage 59 health educators from diverse work settings and experience…

  16. Girl-Child Education Outcomes: A Case Study from Ghana

    ERIC Educational Resources Information Center

    Arku, Frank S.; Angmor, Emmanuel N.; Tetteh, Isaac K.

    2014-01-01

    The importance of girl-child education is largely documented and initiatives to promote girl-child education are widespread. However, studies on service delivery methods, processes and the impacts are limited in the literature. This study assessed the Plan Ghana's girl-child educational project. According to the findings, the project has helped to…

  17. Education and Women's Labour Market Outcomes in India.

    ERIC Educational Resources Information Center

    Kingdon, Geeta Gandhi; Unni, Jeemol

    2001-01-01

    A study to determine association between level of female education and gender wage differentials in India finds that while gender-based wage discrimination exits, level of female education is not a significant factor. Finds return on investment rises with education level for both sexes. (Contains 37 references.) (PKP)

  18. Epilepsy due to PNPO mutations: genotype, environment and treatment affect presentation and outcome

    PubMed Central

    Mills, Philippa B.; Camuzeaux, Stephane S.M.; Footitt, Emma J.; Mills, Kevin A.; Gissen, Paul; Fisher, Laura; Das, Krishna B.; Varadkar, Sophia M.; Zuberi, Sameer; McWilliam, Robert; Stödberg, Tommy; Plecko, Barbara; Baumgartner, Matthias R.; Maier, Oliver; Calvert, Sophie; Riney, Kate; Wolf, Nicole I.; Livingston, John H.; Bala, Pronab; Morel, Chantal F.; Feillet, François; Raimondi, Francesco; Del Giudice, Ennio; Chong, W. Kling; Pitt, Matthew

    2014-01-01

    The first described patients with pyridox(am)ine 5’-phosphate oxidase deficiency all had neonatal onset seizures that did not respond to treatment with pyridoxine but responded to treatment with pyridoxal 5’-phosphate. Our data suggest, however, that the clinical spectrum of pyridox(am)ine 5’-phosphate oxidase deficiency is much broader than has been reported in the literature. Sequencing of the PNPO gene was undertaken for a cohort of 82 individuals who had shown a reduction in frequency and severity of seizures in response to pyridoxine or pyridoxal 5’-phosphate. Novel sequence changes were studied using a new cell-free expression system and a mass spectrometry-based assay for pyridoxamine phosphate oxidase. Three groups of patients with PNPO mutations that had reduced enzyme activity were identified: (i) patients with neonatal onset seizures responding to pyridoxal 5’-phosphate (n = 6); (ii) a patient with infantile spasms (onset 5 months) responsive to pyridoxal 5’-phosphate (n = 1); and (iii) patients with seizures starting under 3 months of age responding to pyridoxine (n = 8). Data suggest that certain genotypes (R225H/C and D33V) are more likely to result in seizures that to respond to treatment with pyridoxine. Other mutations seem to be associated with infertility, miscarriage and prematurity. However, the situation is clearly complex with the same combination of mutations being seen in patients who responded and did not respond to pyridoxine. It is possible that pyridoxine responsiveness in PNPO deficiency is affected by prematurity and age at the time of the therapeutic trial. Other additional factors that are likely to influence treatment response and outcome include riboflavin status and how well the foetus has been supplied with vitamin B6 by the mother. For some patients there was a worsening of symptoms on changing from pyridoxine to pyridoxal 5’-phosphate. Many of the mutations in PNPO affected residues involved in binding flavin

  19. Epilepsy due to PNPO mutations: genotype, environment and treatment affect presentation and outcome.

    PubMed

    Mills, Philippa B; Camuzeaux, Stephane S M; Footitt, Emma J; Mills, Kevin A; Gissen, Paul; Fisher, Laura; Das, Krishna B; Varadkar, Sophia M; Zuberi, Sameer; McWilliam, Robert; Stödberg, Tommy; Plecko, Barbara; Baumgartner, Matthias R; Maier, Oliver; Calvert, Sophie; Riney, Kate; Wolf, Nicole I; Livingston, John H; Bala, Pronab; Morel, Chantal F; Feillet, François; Raimondi, Francesco; Del Giudice, Ennio; Chong, W Kling; Pitt, Matthew; Clayton, Peter T

    2014-05-01

    The first described patients with pyridox(am)ine 5'-phosphate oxidase deficiency all had neonatal onset seizures that did not respond to treatment with pyridoxine but responded to treatment with pyridoxal 5'-phosphate. Our data suggest, however, that the clinical spectrum of pyridox(am)ine 5'-phosphate oxidase deficiency is much broader than has been reported in the literature. Sequencing of the PNPO gene was undertaken for a cohort of 82 individuals who had shown a reduction in frequency and severity of seizures in response to pyridoxine or pyridoxal 5'-phosphate. Novel sequence changes were studied using a new cell-free expression system and a mass spectrometry-based assay for pyridoxamine phosphate oxidase. Three groups of patients with PNPO mutations that had reduced enzyme activity were identified: (i) patients with neonatal onset seizures responding to pyridoxal 5'-phosphate (n = 6); (ii) a patient with infantile spasms (onset 5 months) responsive to pyridoxal 5'-phosphate (n = 1); and (iii) patients with seizures starting under 3 months of age responding to pyridoxine (n = 8). Data suggest that certain genotypes (R225H/C and D33V) are more likely to result in seizures that to respond to treatment with pyridoxine. Other mutations seem to be associated with infertility, miscarriage and prematurity. However, the situation is clearly complex with the same combination of mutations being seen in patients who responded and did not respond to pyridoxine. It is possible that pyridoxine responsiveness in PNPO deficiency is affected by prematurity and age at the time of the therapeutic trial. Other additional factors that are likely to influence treatment response and outcome include riboflavin status and how well the foetus has been supplied with vitamin B6 by the mother. For some patients there was a worsening of symptoms on changing from pyridoxine to pyridoxal 5'-phosphate. Many of the mutations in PNPO affected residues involved in binding flavin mononucleotide or

  20. Affective Learning Profiles in Compulsory High School Physical Education: An Instructional Communication Perspective

    ERIC Educational Resources Information Center

    Webster, Collin A.; Mindrila, Diana; Weaver, Glenn

    2013-01-01

    Affective learning is a major focus of the national K-12 physical education (PE) content standards (National Association for Sport and Physical Education [NASPE, 2004]). Understanding how students might fit into different affective learning subgroups would help extend affective learning theory in PE and suggest possible intervention strategies for…

  1. The Impact of Digital Skills on Educational Outcomes: Evidence from Performance Tests

    ERIC Educational Resources Information Center

    Pagani, Laura; Argentin, Gianluca; Gui, Marco; Stanca, Luca

    2016-01-01

    Digital skills are increasingly important for labour market outcomes and social participation. Do they also matter for academic performance? This paper investigates the effects of digital literacy on educational outcomes by merging data from the Italian National Assessment in secondary schools with an original data-set on performance tests of…

  2. A Statistical Model for Misreported Binary Outcomes in Clustered RCTs of Education Interventions

    ERIC Educational Resources Information Center

    Schochet, Peter Z.

    2013-01-01

    In education randomized control trials (RCTs), the misreporting of student outcome data could lead to biased estimates of average treatment effects (ATEs) and their standard errors. This article discusses a statistical model that adjusts for misreported binary outcomes for two-level, school-based RCTs, where it is assumed that misreporting could…

  3. Understanding the Impact of Parent School Involvement on Children's Educational Outcomes.

    ERIC Educational Resources Information Center

    Zellman, Gail L.; Waterman, Jill M.

    1998-01-01

    Investigated the impact of parental involvement on elementary students' educational outcomes. Data from a study of 193 Los Angeles area second and fifth graders and their mothers indicated that parent school involvement contributes to positive child outcomes. The involvement appears to be a manifestation of parental enthusiasm and positive…

  4. The Effects of Competition on Educational Outcomes: A Review of US Evidence. Occasional Paper.

    ERIC Educational Resources Information Center

    Belfield, Clive R.; Levin, Henry M.

    This paper systematically reviews the cross-sectional research evidence on the effects of competition on educational outcomes. Competition is typically measured using either the Herfindahl Index or the enrollment rate at an alternative choice (for example, private school). Outcomes are separated into those relating to academic test scores,…

  5. Achievement for All: Improving Psychosocial Outcomes for Students with Special Educational Needs and Disabilities

    ERIC Educational Resources Information Center

    Humphrey, Neil; Lendrum, Ann; Barlow, Alexandra; Wigelsworth, Michael; Squires, Garry

    2013-01-01

    Students with special educational needs and disabilities (SEND) are at a greatly increased risk of experiencing poor psychosocial outcomes. Developing effective interventions that address the cause of these outcomes has therefore become a major policy priority in recent years. We report on a national evaluation of the Achievement for All (AfA)…

  6. Ethical Aspects of Outcome Studies in Social, Behavioral, and Educational Interventions

    ERIC Educational Resources Information Center

    Gambrill, Eileen

    2011-01-01

    The domain of outcome research is enormous and the consequences weighty. Ethical, practical, and political goals of evaluation have insured a multitude of outcome studies concerning social, behavioral, and educational interventions as well as critiques thereof and descriptions of how to conduct related research. We have a rich literature guiding…

  7. Career Education: Some Essential Learner Outcomes. Primary Grades K, 1, 2, 3.

    ERIC Educational Resources Information Center

    Tennyson, W. Wesley; And Others

    This guide, one of a series for various grade levels, contains Some Essential Learner Outcomes (SELOs) for career education in the primary grades in Minnesota. (The SELOs are selected samples of knowledge statements considered as essential learning outcomes for students in each of the subject areas taught in schools.) These SELOs for the primary…

  8. Assets, Economic Opportunity and Toxic Stress: A Framework for Understanding Child and Educational Outcomes

    ERIC Educational Resources Information Center

    Shanks, Trina R. Williams; Robinson, Christine

    2013-01-01

    A large body of evidence indicates that socioeconomic status (SES) is a strong predictor of school achievement, college graduation and child outcomes in general. Better developmental and health outcomes are strongly associated with family assets, income and education. We introduce a model incorporating a range of theoretical and empirical…

  9. Cooperative Education and Employment Outcomes for Post-Graduation Business Students

    ERIC Educational Resources Information Center

    Sprandel, Heather

    2009-01-01

    This research study examined the post-graduation employment outcomes of business undergraduate college students who have participated in a cooperative education (co-op) program. The co-op students' post-graduate employment outcomes were compared to those of non-program (co-op) participants. This data was gathered from the Sam M. Walton College of…

  10. Documenting Impact of Educational Contexts on Long-Term Outcomes for Students with Significant Disabilities

    ERIC Educational Resources Information Center

    Ryndak, Diane Lea; Alper, Sandra; Hughes, Carolyn; McDonnell, John

    2012-01-01

    Follow-up studies of students with significant disabilities consistently indicate poor post-school outcomes. Although existing research indicates that services in inclusive general education contexts can result in positive short-term outcomes for these individuals during their school years, there are few investigations of the lives of adults with…

  11. Comparative Analysis of an Online and a Traditional MSW Program: Educational Outcomes

    ERIC Educational Resources Information Center

    Cummings, Sherry M.; Chaffin, Kate M.; Cockerham, Clifford

    2015-01-01

    This study compared the educational outcomes of the University of Tennessee College of Social Work's online and traditional MSW programs ("N" = 345). Knowledge, skill, and satisfaction outcomes were compared for online and traditional students in 3 tracks: full-time, part-time, and advanced standing (AS). There were no significant…

  12. School-Level Environment and the Implementation of Outcomes-Based Education in South Africa.

    ERIC Educational Resources Information Center

    Mailula, Esrom M.; Laugksch, Rudiger C.; Aldridge, Jill M.; Fraser, Barry J.

    This study examined secondary school teachers' perceptions of their school-level environment and its influence on implementation of outcomes-based education (OBE). Participating schools were in South Africa's Limpopo Province (one of its poorest rural provinces) and were implementing Curriculum 2005, a new outcomes-based approach to teaching and…

  13. Outcomes of a Behavioral Education Model for Children with Autism in a Mainstream School Setting

    ERIC Educational Resources Information Center

    Grindle, Corinna F.; Hastings, Richard P.; Saville, Maria; Hughes, J. Carl; Huxley, Kathleen; Kovshoff, Hanna; Griffith, Gemma M.; Walker-Jones, Elin; Devonshire, Katherine; Remington, Bob

    2012-01-01

    The authors report 1-year outcomes for 11 children (3-7 years) with autism who attended an "Applied Behavior Analysis (ABA) classroom" educational intervention in a mainstream school setting. The children learned new skills by the end of 1 year and learned additional skills during a 2nd year. Group analysis of standardized test outcomes (IQ and…

  14. Youth Risk Factors and Educational Outcomes of Mentored and Non-Mentored Youth

    ERIC Educational Resources Information Center

    Castellanos-Brown, Karen

    2010-01-01

    As mentoring is receiving increasing attention as a method to improve youth educational outcomes, it is important to continue to examine the effects of mentoring on these youth outcomes. This study uses secondary data from Waves I and III of the National Longitudinal Study of Adolescent Health (Add Health) and transcript data from the Adolescent…

  15. Homeschooling Associated with Beneficial Learner and Societal Outcomes but Educators Do Not Promote It

    ERIC Educational Resources Information Center

    Ray, Brian D.

    2013-01-01

    This article reviews research on homeschool learner outcomes and evaluates opposition to homeschooling. It synthesizes research on learner outcomes related to homeschooling in areas of students' academic achievement and children's social, emotional, and psychological development and the success of adults who were home educated and finds generally…

  16. Student Outcomes: Investigating Competency-Based Curriculum in Adult Basic Education. Research Report No. 5.

    ERIC Educational Resources Information Center

    Hazell, Pat

    The outcomes attained by Australian adults enrolled in competency-based Certificate in Adult Foundation Education (CAFE) courses were examined. Special attention was paid to the outcomes achieved by students in the two lowest of the CAFE program's four levels. The main data sources were as follows: literature review; enrollment data from the…

  17. Oocyte donation in Turner's syndrome: an analysis of the factors affecting the outcome.

    PubMed

    Khastgir, G; Abdalla, H; Thomas, A; Korea, L; Latarche, L; Studd, J

    1997-02-01

    A total of 29 women with Turner's syndrome (19 monosomy and 10 mosaic) had 68 cycles of oocyte donation that included 29 cycles of initial attempt and 39 cycles of subsequent attempts. Oral oestradiol valerate was used either in a variable dose (42 cycles) or in a constant dose (26 cycles) regimen for the endometrial preparation which was monitored by pelvic ultrasonography. The embryos/zygotes were transferred either fresh (50 cycles) or after cryopreservation (18 cycles) into the Fallopian tube (41 cycles) and uterine cavity (27 cycles) as appropriate. There were 28 clinical pregnancies including two sets of triplets resulting in a pregnancy rate of 41.2% per treatment cycle and an implantation rate of 17.1% per embryo transferred. The recipient's age, chromosomal constitution or associated uterine or tubal anomaly had no influence on the treatment outcome. The implantation and pregnancy rates were higher in the subsequent than initial cycles (22.6 versus 9.99%, P < 0.05; 51.3 versus 27.6%, P < 0.05). An endometrial thickness of > or = 6.5 mm was an important predictor of pregnancy but the endometrial echo pattern failed to predict the outcome. Although the total dose of oestradiol before embryo transfer was higher in the pregnant cycles than the non-pregnant ones and its gradation (< 50 mg, 50-100 mg, < 100 mg) influenced the implantation (3.4, 17.5, 26.3% respectively, P < 0.05) and pregnancy rates (10, 42.2, 61.5% respectively, P < 0.05), the effect was indirect by altering the endometrial thickness. The number of oocytes fertilized affected the pregnancy rate irrespective of the number of embryos transferred. The implantation and pregnancy rates were higher when fresh rather than frozen-thawed embryos were transferred (20.3 versus 8.2%, P < 0.05; 48 versus 22.2%, P < 0.05) but the route of transfer was of no statistical importance. The overall miscarriage rate was higher (50%), and was related to the presence of hypoplastic or bicornuate uterus and to a low

  18. Virus and Host Factors Affecting the Clinical Outcome of Bluetongue Virus Infection

    PubMed Central

    Caporale, Marco; Di Gialleonorado, Luigina; Janowicz, Anna; Wilkie, Gavin; Shaw, Andrew; Savini, Giovanni; Van Rijn, Piet A.; Mertens, Peter; Di Ventura, Mauro

    2014-01-01

    ABSTRACT Bluetongue is a major infectious disease of ruminants caused by bluetongue virus (BTV), an arbovirus transmitted by Culicoides. Here, we assessed virus and host factors influencing the clinical outcome of BTV infection using a single experimental framework. We investigated how mammalian host species, breed, age, BTV serotypes, and strains within a serotype affect the clinical course of bluetongue. Results obtained indicate that in small ruminants, there is a marked difference in the susceptibility to clinical disease induced by BTV at the host species level but less so at the breed level. No major differences in virulence were found between divergent serotypes (BTV-8 and BTV-2). However, we observed striking differences in virulence between closely related strains of the same serotype collected toward the beginning and the end of the European BTV-8 outbreak. As observed previously, differences in disease severity were also observed when animals were infected with either blood from a BTV-infected animal or from the same virus isolated in cell culture. Interestingly, with the exception of two silent mutations, full viral genome sequencing showed identical consensus sequences of the virus before and after cell culture isolation. However, deep sequencing analysis revealed a marked decrease in the genetic diversity of the viral population after passaging in mammalian cells. In contrast, passaging in Culicoides cells increased the overall number of low-frequency variants compared to virus never passaged in cell culture. Thus, Culicoides might be a source of new viral variants, and viral population diversity can be another factor influencing BTV virulence. IMPORTANCE Bluetongue is one of the major infectious diseases of ruminants. It is caused by an arbovirus known as bluetongue virus (BTV). The clinical outcome of BTV infection is extremely variable. We show that there are clear links between the severity of bluetongue and the mammalian host species infected

  19. Factors affecting the outcome of maternity care. II. Neonatal outcomes and resources beyond the hospital of birth.

    PubMed Central

    Mugford, M; Szczepura, A; Lodwick, A; Stilwell, J

    1988-01-01

    Analysis of data about perinatal mortality and indicators of resources at maternity hospitals in the West Midlands region between 1977 and 1983 showed that paediatric staff ratios were inversely related to in-house mortality rates. In this paper, the outcomes for and resources used by transferred babies are added to those of the hospital of birth for three of the study years--1978, 1980, and 1982. Patterns of transfer differ between units and over time in the region, and a regional neonatal intensive care policy was introduced in 1980. Analysis of the new variables showed that in 1978 paediatric staffing was significantly inversely related to neonatal mortality. In later years, neonatal mortality of births at maternity units is explained entirely by the proportion of low or very low weight births. PMID:3221167

  20. Learning in Educational Computer Games for Novices: The Impact of Support Provision Types on Virtual Presence, Cognitive Load, and Learning Outcomes

    ERIC Educational Resources Information Center

    Schrader, Claudia; Bastiaens, Theo

    2012-01-01

    Embedding support devices in educational computer games has been asserted to positively affect learning outcomes. However, there is only limited direct empirical evidence on which design variations of support provision influence learning. In order to better understand the impact of support design on novices' learning, the current study…

  1. A model to begin to use clinical outcomes in medical education.

    PubMed

    Haan, Constance K; Edwards, Fred H; Poole, Betty; Godley, Melissa; Genuardi, Frank J; Zenni, Elisa A

    2008-06-01

    The latest phase of the Accreditation Council for Graduate Medical Education (ACGME) Outcome Project challenges graduate medical education (GME) programs to select meaningful clinical quality indicators by which to measure trainee performance and progress, as well as to assess and improve educational effectiveness of programs. The authors describe efforts to measure educational quality, incorporating measurable patient-care outcomes to guide improvement. University of Florida College of Medicine-Jacksonville education leaders developed a tiered framework for selecting clinical indicators whose outcomes would illustrate integration of the ACGME competencies and their assessment with learning and clinical care. In order of preference, indicators selected should align with a specialty's (1) national benchmarked consensus standards, (2) national specialty society standards, (3) standards of local, institutional, or regional quality initiatives, or (4) top-priority diagnostic and/or therapeutic categories for the specialty, based on areas of high frequency, impact, or cost. All programs successfully applied the tiered process to clinical indicator selection and then identified data sources to track clinical outcomes. Using clinical outcomes in resident evaluation assesses the resident's performance as reflective of his or her participation in the health care delivery team. Programmatic improvements are driven by clinical outcomes that are shown to be below benchmark across the residents. Selecting appropriate clinical indicators-representative of quality of care and of graduate medical education-is the first step toward tracking educational outcomes using clinical data as the basis for evaluation and improvement. This effort is an important aspect of orienting trainees to using data for monitoring and improving care processes and outcomes throughout their careers. PMID:18520464

  2. The effect of playing a science center-based mobile game: Affective outcomes and gender differences

    NASA Astrophysics Data System (ADS)

    Atwood-Blaine, Dana

    Situated in a hands-on science center, The Great STEM Caper was a collaborative mobile game built on the ARIS platform that was designed to engage 5th-9th grade players in NGSS science and engineering practices while they interacted with various exhibits. Same gender partners sharing one iPad would search for QR codes placed at specific exhibits; scanning a code within the game would launch a challenge for that exhibit. The primary hypothesis was that in- game victories would be equivalent to "mastery experiences" as described by Bandura (1997) and would result in increased science self-efficacy. Gender differences in gameplay behaviors and perceptions were also studied. The study included two groups, one that played the game during their visit and one that explored the science center in the traditional way. The Motivation to Learn Science Questionnaire was administered to participants in both groups both before and after their visit to the science center. Participants wore head-mounted GoPro cameras to record their interactions within the physical and social environment. No differences in affective outcomes were found between the game and comparison groups or between boys and girls in the game group. The MLSQ was unable to measure any significant change in science self-efficacy, interest and enjoyment of science, or overall motivation to learn science in either group. However, girls outperformed boys on every measure of game achievement. Lazzaro's (2004) four types of fun were found to be a good fit for describing the gender differences in game perceptions and behaviors. Girls tended to enjoy hard fun and collaborative people fun while boys enjoyed easy fun and competitive people fun. While boys associated game achievement with enjoyment and victory, girls perceived their game achievement as difficult, rather than enjoyable or victorious.

  3. Fighting while parasitized: can nematode infections affect the outcome of staged combat in beetles?

    PubMed

    Vasquez, David; Willoughby, Anna; Davis, Andrew K

    2015-01-01

    The effects of non-lethal parasites may be felt most strongly when hosts engage in intense, energy-demanding behaviors. One such behavior is fighting with conspecifics, which is common among territorial animals, including many beetle species. We examined the effects of parasites on the fighting ability of a saproxylic beetle, the horned passalus (Odontotaenius disjunctus, Family: Passalidae), which is host to a non-lethal nematode, Chondronema passali. We pitted pairs of randomly-chosen (but equally-weighted) beetles against each other in a small arena and determined the winner and aggression level of fights. Then we examined beetles for the presence, and severity of nematode infections. There was a non-significant tendency (p = 0.065) for the frequency of wins, losses and draws to differ between beetles with and without C. passali; non-parasitized individuals (n = 104) won 47% of their fights while those with the parasite (n = 88) won 34%, a 13% difference in wins. The number of nematodes in a beetle affected the outcome of fights between infected and uninfected individuals in an unexpected fashion: fighting ability was lowest in beetles with the lowest (p = 0.033), not highest (p = 0.266), nematode burdens. Within-fight aggression was highest when both beetles were uninfected and lowest when both were infected (p = 0.034). Collectively, these results suggest the nematode parasite, C. passali, is associated with a modest reduction in fighting ability in horned passalus beetles, consistent with the idea that parasitized beetles have lower energy available for fighting. This study adds to a small but growing body of evidence showing how parasites negatively influence fighting behavior in animals. PMID:25830367

  4. Obstructive sleep apnea affects the clinical outcomes of patients undergoing percutaneous coronary intervention

    PubMed Central

    Zhang, Jun-jie; Gao, Xiao-fei; Ge, Zhen; Jiang, Xiao-Min; Xiao, Ping-xi; Tian, Nai-liang; Kan, Jing; Lee, Chi-Hang; Chen, Shao-Liang

    2016-01-01

    Background There is a paucity of evidence regarding the association between obstructive sleep apnea (OSA) and patients undergoing percutaneous coronary intervention (PCI) for coronary artery disease. We sought to investigate whether OSA affects the clinical outcomes of patients undergoing PCI. Patients and methods All enrolled individuals treated with PCI were evaluated for OSA by polysomnography. The primary end point was defined as major adverse cardiac events (MACEs) at 2 years, including cardiac death, myocardial infarction (MI), and/or target vessel revascularization. Results A total of 340 consecutive patients undergoing PCI were assigned to the OSA (n=152, apnea–hypopnea index ≥15) and non-OSA (n=188, apnea–hypopnea index <15) groups. The incidence of OSA in patients with coronary artery disease undergoing PCI was 44.7%. Patients in the OSA group had more three-vessel disease (34.9%), increased number of total implanted stents (3.3±2.0), and longer total stent length (83.8±53.1 mm) when compared to the non-OSA group (23.4%, P=0.020; 2.8±1.9, P=0.007; 68.7±48.4, P=0.010). After a median follow-up of 2 years, the incidence of MACEs was significantly higher in patients with OSA (25.0% vs 16.0%, P=0.038), mainly driven by the increased periprocedural MI (19.2% vs 11.2%, P=0.038) in the OSA group. By Cox regression multivariable analysis, the independent predictor of MACEs was OSA (hazard ratio: 1.962, 95% confidence interval: 1.036–3.717, P=0.039). Conclusion There was a high prevalence of moderate-to-severe OSA in patients undergoing PCI, and OSA was associated with significantly increased MACE rate, mainly due to the increase in periprocedural MI rate. PMID:27284240

  5. Linking Affective Commitment, Career Self-Efficacy, and Outcome Expectations: A Test of Social Cognitive Career Theory

    ERIC Educational Resources Information Center

    Conklin, Amanda M.; Dahling, Jason J.; Garcia, Pablo A.

    2013-01-01

    The authors tested a model based on the satisfaction model of social cognitive career theory (SCCT) that links college students' affective commitment to their major (the emotional identification that students feel toward their area of study) with career decision self-efficacy (CDSE) and career outcome expectations. Results indicate that CDSE…

  6. Cognitive and Socio-Affective Outcomes of Project-Based Learning: Perceptions of Greek Second Chance School Students

    ERIC Educational Resources Information Center

    Koutrouba, Konstantina; Karageorgou, Elissavet

    2013-01-01

    The present questionnaire-based study was conducted in 2010 in order to examine 677 Greek Second Chance School (SCS) students' perceptions about the cognitive and socio-affective outcomes of project-based learning. Data elaboration, statistical and factor analysis showed that the participants found that project-based learning offered a second…

  7. Turning Points: Ideas in Books Affecting American Education.

    ERIC Educational Resources Information Center

    Parker, Franklin

    Ideas in ten books which marked turning points in American educational directions are analyzed. William H. McGuffey's "Readers" (1836-44) set the moral and inspirational tone that still exists in American education, though now lessened and mainly in small-town America. "Medical Education in the United States and Canada" (Flexner, 1910) reflected…

  8. Education Data in Conflict-Affected Countries: The Fifth Failure?

    ERIC Educational Resources Information Center

    Montjourides, Patrick

    2013-01-01

    Poor-quality, or completely absent, data deny millions of children the right to an education. This is often the case in conflict-ridden areas. The 2011 Education for All Global Monitoring Report (UNESCO 2011b) identified four failures that are holding back progress in education and damaging millions of children's lives: failures of protection,…

  9. Factors Affecting Within School Use of Educational Knowledge.

    ERIC Educational Resources Information Center

    Owen, John M.; Hall, Kevin C.

    The Australian Council for Educational Research and the New Zealand Council for Educational Research together developed an information dissemination package entitled "SET: Research Information for Teachers." This package consists of articles written in journalistic style that convey information concerning recent research in education to…

  10. How Group Experience Affects Outcomes from NOLS Programs: A Means-End Investigation

    ERIC Educational Resources Information Center

    Goldenberg, Marni; Soule, Katherine

    2011-01-01

    Using means-end theory, this study evaluates how being part of a group influences outcomes of National Outdoor Leadership School (NOLS) participants. This study examines outcomes from NOLS courses during the summer of 2006 in the Wind River Mountain Range of Wyoming. Immediately following 2006 course completion, a convenience sample of 345…

  11. Noncredit Education in Community College: Students, Course Enrollments, and Academic Outcomes. CCRC Working Paper No. 84

    ERIC Educational Resources Information Center

    Xu, Di; Ran, Xiaotao

    2015-01-01

    The past two decades have seen a noticeable increase in noncredit instructional offerings in postsecondary education. While noncredit programs have been advocated as a promising way to address educational equity, knowledge about the noncredit sector, such as the types of students enrolled in noncredit courses and their academic outcomes, is…

  12. Alabama High School Graduation Exam Outcomes: Agricultural Education and Its Impact

    ERIC Educational Resources Information Center

    Nolin, Joshua Brock

    2011-01-01

    This study sought to determine if there is possible a relationship between agricultural education class credits obtained by students and their subsequent outcome on the Alabama High School Graduation Exam (AHSGE). Also, the perceptions of Alabama agricultural educators regarding 1) student test taking preparation 2) academic standard integration…

  13. Outcome (Competency) Based Education: An Exploration of Its Origins, Theoretical Basis, and Empirical Evidence

    ERIC Educational Resources Information Center

    Morcke, Anne Mette; Dornan, Tim; Eika, Berit

    2013-01-01

    Outcome based or competency based education (OBE) is so firmly established in undergraduate medical education that it might not seem necessary to ask why it was included in recommendations for the future, like the Flexner centenary report. Uncritical acceptance may not, however, deliver its greatest benefits. Our aim was to explore the…

  14. Harmonisation of the Educational Concept "Learning Outcome" in the Lithuanian Language

    ERIC Educational Resources Information Center

    Pukelis, Kestutis; Smetona, Antanas

    2011-01-01

    In this article, an example of translation of the English term "learning outcome" into the Lithuanian system of educational terms is used to discuss semantic peculiarities of translating professional terms. Consistency of a concept signifier and content of a concept, as well as their tune with already existing systems of educational terms are…

  15. Educational Attainment of Foster Youth: Achievement and Graduation Outcomes for Children in State Care.

    ERIC Educational Resources Information Center

    Burley, Mason; Halpern, Mina

    This report summarizes findings from a statewide analysis of the educational attainment of foster youth in Washington's public school system. It analyzes various factors related to educational success, comparing the outcomes of youth in long-term foster care with the state's school-age population. The report merges data from the child welfare…

  16. Developing a National Outcome Reporting System for the Adult Education Program.

    ERIC Educational Resources Information Center

    Condelli, Larry; Kutner, Mark

    This document was developed to help adult education stakeholders involved in efforts to develop/test/implement a national reporting system of outcome measures documenting students' performance in the federally funded adult education program. The report reviews existing/planned accountability systems, examines major issues involved in developing an…

  17. Defining the Outcomes of Teacher Education: What's Social Justice Got to Do with It?

    ERIC Educational Resources Information Center

    Cochran-Smith, Marilyn

    2004-01-01

    In the context of escalating criticism of university-based teacher education across the world, a clear need exists for informed defence of the field and the profession as well as critical evaluation of both teacher education and schooling. This paper takes up the issue of the 'outcomes question' in this regard, arguing the case for a strong focus…

  18. Increases in Maternal Education and Low-Income Children's Cognitive and Behavioral Outcomes

    ERIC Educational Resources Information Center

    Harding, Jessica F.

    2015-01-01

    Although the strong link between maternal education and children's outcomes is one of the most well-established findings in developmental psychology (Reardon, 2011; Sirin, 2005), less is known about how young, low-income children are influenced by their mothers completing additional education. In this research, longitudinal data from the Head…

  19. Family Structure, Parental Investment, and Educational Outcomes among Black South Africans. Population Studies Center Research Report.

    ERIC Educational Resources Information Center

    Anderson, Kermyt G.

    This study examined the relationship between family structure, expenditures on education, and children's educational outcomes for black South Africans, using the nationally representative 1995 October Household Survey. The analyses focused on 28,215 individuals, ages 10 to 24 years, who had not completed secondary schools. The findings indicated…

  20. Broadening Educational Outcomes: Social Relations, Skills Development, and Employability for Youth

    ERIC Educational Resources Information Center

    Dejaeghere, Joan; Wiger, Nancy Pellowski; Willemsen, Laura Wangsness

    2016-01-01

    This article argues that, if a global development aim is to address educational inequalities, the post-2015 agenda needs to conceptually and practically broaden the focus of learning to include social relations as important processes and outcomes for achieving educational equity. We draw on Sen's capability approach and Bourdieu's forms of capital…

  1. Education Abroad in China: Literature Review of Study Abroad Program Types, Outcomes and Benefits

    ERIC Educational Resources Information Center

    Dixon, Brett

    2013-01-01

    While there has been an increase in students studying abroad in China, this increase has not been seen in the respective number of articles published in scholarly journals on education abroad in China. This paper summarizes articles from journals on the types of education abroad programs in China, organized by topic, and by the outcomes and…

  2. Experiences of Higher Education Faculty Engaged in Undergraduate Student Learning Outcomes Assessment

    ERIC Educational Resources Information Center

    Evans, Elizabeth L.

    2010-01-01

    This qualitative phenomenological study sought to describe the lived experiences of full- time faculty engaged in undergraduate learning outcomes assessment at the program or general education level in baccalaureate or master's nonprofit or public institutions of higher education regionally accredited by the Higher Learning Commission. The ten…

  3. Secondary Student Perspectives on Musical and Educational Outcomes from Participation in Band Festivals

    ERIC Educational Resources Information Center

    Gouzouasis, Peter; Henderson, Alan

    2012-01-01

    While it seems many music educators share an enthusiasm for music festivals, others do not. Discrepancies seem to be rooted in the perceived educational outcomes in terms of musical knowledge gained, motivation, competition, psychological impact and social considerations. Advocates believe competitive festivals provide a "superlative" motivational…

  4. Accounting Education: A Comparative Study of Perception of Learning Outcomes in Traditional and Online Delivery Systems

    ERIC Educational Resources Information Center

    Connor, Chun-Mei Lee

    2009-01-01

    As of 2007, over 20% of all higher education students in the U.S took at least one online course (Allen & Seaman, 2008), and over 200 universities offered some measure of online accounting courses (National Center for Education Statistics, 2008).This study compared the student learning outcomes of traditional and online delivery styles in…

  5. Outcomes-Based Education in the English Second Language Classroom in South Africa

    ERIC Educational Resources Information Center

    Schlebusch, Gawie; Thobedi, Motsamai

    2004-01-01

    The re-birth of South Africa in 1994 has brought the implementation of effective educational policies. Simultaneously, the Outcomes-Based Education (OBE) approach has been introduced to advance the teaching and learning of the Learning areas in schools in South Africa. This article focuses on the learning of English as a Second Language (ESL) in…

  6. Implications and Applications of Modern Test Theory in the Context of Outcomes Based Education.

    ERIC Educational Resources Information Center

    Andrich, David

    2002-01-01

    Uses a framework previously developed to relate outcomes based education and B. Bloom's "Taxonomy of Educational Objectives" to consider ways in which modern test theory can be used to connect aspects of assessment to the curriculum framework and to consider insights this connection might provide. (SLD)

  7. Longitudinal Impact of Two Universal Preventive Interventions in First Grade on Educational Outcomes in High School

    ERIC Educational Resources Information Center

    Bradshaw, Catherine P.; Zmuda, Jessika H.; Kellam, Sheppard G.; Ialongo, Nicholas S.

    2009-01-01

    This study examined the longitudinal effects of 2 first-grade universal preventive interventions on academic outcomes (e.g., achievement, special education service use, graduation, postsecondary education) through age 19 in a sample of 678 urban, primarily African American children. The classroom-centered intervention combined the Good Behavior…

  8. The Impact of Children's Public Health Insurance Expansions on Educational Outcomes. NBER Working Paper No. 14671

    ERIC Educational Resources Information Center

    Levine, Phillip B.; Schanzenbach, Diane Whitmore

    2009-01-01

    This paper examines the impact of public health insurance expansions through both Medicaid and SCHIP on children's educational outcomes, measured by 4th and 8th grade reading and math test scores, available from the National Assessment of Educational Progress (NAEP). We use a triple difference estimation strategy, taking advantage of the…

  9. Motivational Climates, Achievement Goals, and Physical Education Outcomes: A Longitudinal Test of Achievement Goal Theory

    ERIC Educational Resources Information Center

    Halvari, Hallgeir; Skjesol, Knut; Bagoien, Tor Egil

    2011-01-01

    The present research tested the longitudinal relations over a school-year between motivational climates, achievement goals, and five physical education outcomes, namely intrinsic motivation, perceived competence, positive attitude, exertion, and attendance in physical education. The results showed that students' mastery goals measured early in the…

  10. Quality Early Childhood Education in Costa Rica? Policy, Practice, Outcomes and Challenges

    ERIC Educational Resources Information Center

    San Francisco, Andrea Rolla; Arias, Melissa; Villers, Renata

    2005-01-01

    High-quality early childhood education has been shown to improve school outcomes in several developing and developed nations. The history of policy around pre-school education in Costa Rica is described as background to presenting cross-sectional data on the emergent literacy skills of low-income Costa Rican children in kindergarten, 1st and 2nd…

  11. Enhancing the Relevance and Value of Marketing Curriculum Outcomes to a Liberal Arts Education

    ERIC Educational Resources Information Center

    Petkus, Ed, Jr.

    2007-01-01

    Could marketing coursework be part of the general education requirements for all college students? This article describes the ways in which the professional school marketing curriculum model (Schibrowsky, Peltier, & Boyt, 2002) can complement and enhance liberal arts education outcomes. First, the general relationship between liberal arts…

  12. Assessment of Educational Outcomes in Pediatric Dentistry: A Site Examiner's Perspective.

    ERIC Educational Resources Information Center

    Casamassimo, Paul S.

    1990-01-01

    Outcomes assessment reduced to its simplest definition is quality control. Characteristics of the new Accreditation Standards for Dental Education Programs include: patient oriented, take a definite posture in relation to the specialties, create a minimally educated practitioner, are process oriented, and provide a form of quality assurance in…

  13. Experiences and Outcomes of Preschool Physical Education: An Analysis of Developmental Discourses in Scottish Curricular Documentation

    ERIC Educational Resources Information Center

    McEvilly, Nollaig

    2014-01-01

    This article provides an analysis of developmental discourses underpinning preschool physical education in Scotland's Curriculum for Excellence. Implementing a post-structural perspective, the article examines the preschool experiences and outcomes related to physical education as presented in the Curriculum for Excellence "health and…

  14. Does Preschool Education Exposure Predict Children's Academic and Behavioural Outcomes in China?

    ERIC Educational Resources Information Center

    Li, Yanfang; Lv, Ying; Huntsinger, Carol S.

    2015-01-01

    Relationships between exposure to preschool education and children's academic and social outcomes have been documented in Western countries. There is a lack of comparable research in China, where preschool education is relatively formal, but rather flexible in arrangement. We conducted research at six public kindergartens in a large Chinese…

  15. Adult Role Models: Feasibility, Acceptability, and Initial Outcomes for Sex Education

    ERIC Educational Resources Information Center

    Colarossi, Lisa; Silver, Ellen Johnson; Dean, Randa; Perez, Amanda; Rivera, Angelic

    2014-01-01

    The authors present the feasibility and acceptability of a parent sexuality education program led by peer educators in community settings. They also report the results of an outcome evaluation with 71 parents who were randomized to the intervention or a control group and surveyed one month prior to and six months after the four-week intervention.…

  16. Intermediate peer contexts and educational outcomes: Do the friends of students' friends matter?

    PubMed

    Carbonaro, William; Workman, Joseph

    2016-07-01

    Sociologists of education have long been interested in the effects of peer relations on educational outcomes. Recent theory and research on adolescence suggest that peers on the boundaries of students' friendship networks may play an important role in shaping behaviors and educational outcomes. In this study, we examine the importance of a key "intermediate peer context" for students' outcomes: the friends of a student's friends. Our findings indicate both friends' and friends' friends' characteristics independently predict students' college expectations and their risk of dropping out of high school (although only friends' characteristics predict GPA). Our models suggest the magnitude of students' friends-of-friends' characteristics are at least as large their friends' characteristics. Together, the association between the peer context and students outcomes is considerably larger when accounting for both the characteristics of students' friends and the friends of their friends. PMID:27194659

  17. Report on Evaluating Educational Outcomes: A Nazareth College Alumni Perspective.

    ERIC Educational Resources Information Center

    Jones, Virginia

    To assess the college's impact on graduates, Nazareth College administered the American College Testing Program's Educational Services Alumni Survey to a sample of recent graduates. While there was particular interest in exploring perceptions of the general education program before and after a major curricular innovation called the McGrail Plan,…

  18. Analysis of Special Education Tribunal Outcomes Using Luhmann's Systems Theory

    ERIC Educational Resources Information Center

    Valeo, Angela; Underwood, Kathryn

    2015-01-01

    This paper examines Special Education Tribunals, in Ontario, Canada through a Luhmannian theoretical lens. At total of 58 Special Education Tribunal summary hearings were analyzed using the constant comparative method through NVivo software. The results revealed that these Tribunals appear to favour the assessment testimony of teachers and other…

  19. Understanding Participant and Practitioner Outcomes of Environmental Education

    ERIC Educational Resources Information Center

    West, Sarah E.

    2015-01-01

    Environmental education can deliver benefits to individuals, society and the environment, but few studies have asked practitioners or participants what they feel these benefits are. This research compares the perspectives of practitioners and participants in environmental education projects, using questionnaires, focus groups and participant…

  20. Impact of Physician Asthma Care Education on Patient Outcomes

    ERIC Educational Resources Information Center

    Cabana, Michael D.; Slish, Kathryn K.; Evans, David; Mellins, Robert B.; Brown, Randall W.; Lin, Xihong; Kaciroti, Niko; Clark, Noreen M.

    2014-01-01

    Objective: We evaluated the effectiveness of a continuing medical education program, Physician Asthma Care Education, in improving pediatricians' asthma therapeutic and communication skills and patients' health care utilization for asthma. Methods: We conducted a randomized trial in 10 regions in the United States. Primary care providers…

  1. Special Statement: Program Objectives and Student Outcomes in Health Education

    ERIC Educational Resources Information Center

    Hurster, Madeline M.; Whitmore, Robert M.

    1976-01-01

    A survey of members of the Health Education Section, American College Health Association, indicates that they feel the major object of health education programs is to make the student aware that his health is primarily his responsibility and that colleges aid the student in assuming this responsibility. (MB)

  2. The Influence of Higher Education Institutions on Labor Market Outcomes

    ERIC Educational Resources Information Center

    Berggren, Caroline

    2010-01-01

    In this study, different institutions of higher education and their effects on employment opportunities for professionals in Sweden are compared and analyzed. The availability of extensive, longitudinal register data made it possible to determine a match between degree and occupation for higher education graduates aged twenty-six to twenty-eight…

  3. Rehabilitation Education Program for Stroke (REPS): Learning and Practice Outcomes

    ERIC Educational Resources Information Center

    McEwen, Sara; Szurek, Kristina; Polatajko, Helene J.; Rappolt, Susan

    2005-01-01

    Introduction: New research knowledge acquired from Web-based sources may have a better chance of being translated into practice when accompanied by additional educational strategies. This study was undertaken to investigate that hypothesis. Methods: The Rehabilitation Education Program for Stroke (REPS) combines a self-directed online learning…

  4. Patient Referrals: A Behavioral Outcome of Continuing Medical Education

    ERIC Educational Resources Information Center

    Mahan, J. Maurice; And Others

    1978-01-01

    One method for evaluating an aspect of physician practice behavior, patient referrals, resulting from continuing medical education programs on cancer at the University of Texas Medical Branch is described. Data presented provide strong support for the effectiveness of continuing education in modifying physician practice behavior. (LBH)

  5. Improving Educational Outcomes for Minority Males in Our Schools

    ERIC Educational Resources Information Center

    Gardner, Ralph, III; Rizzi, Gleides Lopes; Council, Morris, III

    2014-01-01

    This article examines the academic underachievement and disproportionate special education placement of minority males. Causes and consequences for poor academic performance by minority males are reviewed. The Individuals with Disabilities Education Act and No Child Left Behind Act are discussed in relation to minority male academic achievement.…

  6. Teachers' Education and Outcomes: Mapping the Research Terrain

    ERIC Educational Resources Information Center

    Cochran-Smith, Marilyn; Cannady, Matthew; McEachern, Kirstin Pesola; Mitchell, Kara; Piazza, Peter; Power, Christine; Ryan, Amy

    2012-01-01

    Background/Context: Questions about teacher quality, including how teachers ought to be educated and licensed, rank near the top of the educational agenda in the United States. These controversies persist because of lack of consensus about what "teacher quality" means, conflicting claims about the empirical evidence, and public skepticism about…

  7. Sexual Identity and Postsecondary Education: Outcomes, Institutional Factors, and Narratives

    ERIC Educational Resources Information Center

    Fine, Leigh Everett

    2012-01-01

    Sociological literature has not paid the same attention to the educational attainment of lesbian, gay, and bisexual (LGB) persons, despite their status as a socially marginalized group. Through the application of sociological methods and theories, my dissertation argues that sexual identity's effect on educational attainment is…

  8. Improving Educational Aspirations and Outcomes through Community Action Research

    ERIC Educational Resources Information Center

    Bleach, Josephine

    2013-01-01

    This paper examines how a community action research approach supported the implementation of an educational support programme for children, parents and local educators. The aim was the creation of a learning community that acknowledged, valued and used the expertise and experience of all involved. The action reflection cycle informed the…

  9. Memories as Useful Outcomes of Residential Outdoor Environmental Education

    ERIC Educational Resources Information Center

    Liddicoat, Kendra R.; Krasny, Marianne E.

    2014-01-01

    Residential outdoor environmental education (ROEE) programs for youth have been shown to yield lasting autobiographical episodic memories. This article explores how past program participants have used such memories, and draws on the memory psychology literature to offer a new perspective on the long-term impacts of environmental education.…

  10. Relationship of preschool special education outcomes to instructional practices and parent-child interaction.

    PubMed

    Mahoney, Gerald; Wheeden, C Abigail; Perales, Frida

    2004-01-01

    Developmental outcomes attained by children receiving preschool special education services in relationship to both the general instructional approach used by their teachers and their parents' style of interaction were examined. The sample included 70 children from 41 Early Childhood Special Education (ECSE) classrooms. The type of instructional model children received was determined by dividing the sample into three clusters based upon six global ratings of children's classroom environment: Choice; Cognitive Problem-Solving; Child-Initiated Learning; Developmental Match; Child-Centered Routines; and Rewards and Discipline Strategies. Based on this analysis, 27 children were classified as receiving developmental instruction; 15 didactic instruction; and 28 naturalistic instruction. Observations of parent-child interaction collected at the beginning and end of the year were classified along four dimensions using the Maternal Behavior Rating Scale: Responsiveness, Affect, Achievement Orientation and Directiveness. Results indicated that the kinds of experiences that children received varied significantly across the three instructional models. However, there were no significant differences in the impact of these instructional models on children's rate of development. Regression analyses indicated that children's rate of development at the end of intervention was significantly related to their parents' style of interaction but was unrelated to the type of instructional model they received. PMID:15541631

  11. TIME as a generic index for outcome-based medical education.

    PubMed

    Willett, Timothy G; Marshall, Kenneth C; Broudo, Marc; Clarke, Michael

    2007-09-01

    TIME (Topics for Indexing Medical Education) is a general-purpose, intermediate-granularity taxonomy of topics that describe the content of undergraduate medical education. Within outcome-based education systems, curriculum planning focuses on the desired product rather than process, and the contributions of curricular elements to achievement of the outcomes must be made visible. In this paper, we discuss how TIME may be used as a content index in curriculum maps to link curricular elements to multiple outcome frameworks. This assists with curriculum development and evaluation, quality assurance, curriculum searching, detection of gaps and redundancies, and sharing of educational objects. TIME is available at http://www.time-item.org (username "guest"; password "guest"). PMID:18236252

  12. Does Alcohol Consumption during Multidrug-resistant Tuberculosis Treatment Affect Outcome?

    PubMed Central

    Duraisamy, Karthickeyan; Mrithyunjayan, Sunilkumar; Ghosh, Smita; Nair, Sreenivas Achuthan; Balakrishnan, Shibu; Subramoniapillai, Jayasankar; Oeltmann, John E.; Moonan, Patrick K.; Kumar, Ajay M. V.

    2015-01-01

    Rationale India reports the largest number of multidrug-resistant tuberculosis cases in the world; yet, no longitudinal study has assessed factors related to treatment outcomes under programmatic conditions in the public sector. Objectives To describe demographic, clinical, and risk characteristics associated with treatment outcomes for all patients with multidrug-resistant tuberculosis registered in the Revised National Tuberculosis Control Programme, Kerala State, India from January 1, 2009 to June 30, 2010. Methods Cox regression methods were used to calculate adjusted hazard ratios with 95% confidence intervals (CIs) to assess factors associated with an unsuccessful treatment outcome. Measurements and Main Results Of 179 patients with multidrug-resistant tuberculosis registered, 112 (63%) had successful treatment outcomes (77 bacteriologically cured, 35 treatment completed) and 67 (37%) had unsuccessful treatment outcomes (30 died, 26 defaulted, 9 failed treatment, 1 stopped treatment because of drug-related adverse events, and 1 developed extensively drug-resistant tuberculosis). The hazard for unsuccessful outcome was significantly higher among patients who consumed alcohol during treatment (adjusted hazard ratio, 4.3; 95% CI, 1.1–17.6) than those who did not. Persons who consumed alcohol during treatment, on average, missed 18 more intensive-phase doses (95% CI, 13–22) than those who did not. Although many patients had diabetes (33%), were ever smokers (39%), or had low body mass index (47%), these factors were not associated with outcome. Conclusion Overall treatment success was greater than global and national averages; however, outcomes among patients consuming alcohol remained poor. Integration of care for multidrug-resistant tuberculosis and alcoholism should be considered to improve treatment adherence and outcomes. PMID:24735096

  13. Challenges of an outcome-based perspective for marriage and family therapy education.

    PubMed

    Nelson, Thorana S; Smock, Sara A

    2005-09-01

    Marriage and family therapy (MFT) and marriage and family therapy education (MFTE) have undergone many changes during the short history of MFT. This article describes the current trends and controversies in MFTE, including shifts toward outcome-based education (OBE). We present recommendations for MFTE, including the move toward OBE, the development of core competencies of MFT, attention to interdisciplinary issues, and recognition of the need for both foundational education and encouragement of trainees' unique styles and approaches. PMID:16206635

  14. Chronic urinary retention in men: how we define it, and how does it affect treatment outcome.

    PubMed

    Negro, Carlo L A; Muir, Gordon H

    2012-12-01

    What's known on the subject? and What does the study add? Chronic urinary retention (CUR) is a poorly defined entity, as the key element of definition, significant postvoid residual urine volume (PVR), has not a worldwide and moreover evidenced-based definition. There is no agreement on which is the threshold value to define a significant PVR and different society produced guidelines with different thresholds ranging from 300 mL to 1000 mL. Diagnosis is difficult, and management has not been defined yet. There is a lack of studies on the best management of these patients, as this group of patients has always been considered at high risk of failure. Only one study compares conservative with the surgical management but it is not a randomised controlled trail. This review offers a systematic appraisal of the most recent publications on CUR. It indicates the absence of a real worldwide agreed definition, as the two keys element of it are not satisfactorily defined yet: significant PVR, is suffering from a lack of evidenced-based definition, and percussable or palpable bladder is a very nebulous concept as it is not a criteria of certainty as different individual variables affect it. This has an important effect on management which is not structured. Most of the trials involving benign prostatic hyperplasia treatments (either medical or surgical) tend to exclude this group of patients, which is a clinically important group, comprising up to a quarter of men undergoing TURP in the UK. Urinary retention describes a bladder that does not empty completely or does not empty at all. Historically, urinary retention has been classified as either acute or chronic the latter is generally classified as high pressure or low pressure according to the bladder filling pressure on urodynamic. A MEDLINE® search for articles written in English and published before January 2010 was done using a list of terms related to urinary retention: 'urinary retention', 'chronic urinary retention

  15. The Use of Outcome Mapping in the Educational Context

    ERIC Educational Resources Information Center

    Lewis, Anna

    2014-01-01

    Outcome Mapping is intended to measure the process by which change occurs, it shifts away from the products of the program to focus on changes in behaviors, relationships, actions, and/or activities of the people involved in the treatment program. This process-oriented methodology, most often used in designing and evaluating community development…

  16. Can Financial Incentives Enhance Educational Outcomes? Evidence from International Experiments

    ERIC Educational Resources Information Center

    Slavin, Robert E.

    2010-01-01

    In recent years, there has been a revival of interest in financial incentives to encourage students to attend school and to improve their academic achievement, graduation rates, and other outcomes. Conditional cash transfers programmes in developing countries, especially PROGRESA in Mexico, have found positive effects on attendance in large-scale…

  17. Effects of Class Size on Alternative Educational Outcomes across Disciplines

    ERIC Educational Resources Information Center

    Cheng, Dorothy A.

    2011-01-01

    This is the first study to use self-reported ratings of student learning, instructor recommendations, and course recommendations as the outcome measure to estimate class size effects, doing so across 24 disciplines. Fixed-effects models controlling for heterogeneous courses and instructors reveal that increasing enrollment has negative and…

  18. Changing Minds? Reassessing Outcomes in Free-Choice Environmental Education

    ERIC Educational Resources Information Center

    Storksdieck, Martin; Ellenbogen, Kirsten; Heimlich, Joe E.

    2005-01-01

    This paper discusses three case studies--an exhibition on biodiversity, a hotel water conservation program, and a partnership between a nature center and urban public schools--to establish parameters for designing learning experiences that accommodate the varied worldviews and attitudes of learners. Positive outcomes occurred in all three cases,…

  19. Alternative Approaches to Outcomes Assessment for Postsecondary Vocational Education.

    ERIC Educational Resources Information Center

    Bragg, Debra D., Ed.

    This document describes six different approaches to outcomes assessments, approaches that are named in the titles of chapters 2 through 7. The chapters and authors are as follows: "Perspectives on Assessment Policy and Practice" (Bragg, Harmon); "Total Quality Management" (Bragg); "Assessing Student Success" (Harmon); "Value-Added Assessment"…

  20. Partnership for Improving Outcomes in Indigenous Education: Relationship or Business?

    ERIC Educational Resources Information Center

    Ma Rhea, Zane

    2012-01-01

    This paper examines the Australian government's Indigenous policy by interrogating the concept of partnership between governments and Indigenous communities through three examples. Increasingly, the Australian federal government is focusing attention on the poor literacy and numeracy outcomes for Indigenous children in remote and very remote…

  1. Can Financial Incentives Enhance Educational Outcomes? Evidence from International Experiments

    ERIC Educational Resources Information Center

    Slavin, Robert E.

    2009-01-01

    In recent years, there has been a revival of interest in financial incentives to encourage students to attend school and to improve their academic achievement, graduation rates, and other outcomes. Conditional cash transfer programs in developing countries, especially PROGRESA in Mexico, have found positive effects on attendance in large-scale…

  2. Learning Outcomes of Two Approaches to Multicultural Music Education

    ERIC Educational Resources Information Center

    Abril, Carlos R.

    2006-01-01

    The purpose of this study was to examine the effect of multicultural music instruction on classroom learning outcomes. Fifth-grade children (10-11 years of age; N = 170) from four schools were randomly assigned to one of two instructional treatments: music concept and sociocultural context. The former approach used formal elements of music as a…

  3. Educational Outcomes and Research from 1:1 Computing Settings

    ERIC Educational Resources Information Center

    Bebell, Damian; O'Dwyer, Laura M.

    2010-01-01

    Despite the growing interest in 1:1 computing initiatives, relatively little empirical research has focused on the outcomes of these investments. The current special edition of the Journal of Technology and Assessment presents four empirical studies of K-12 1:1 computing programs and one review of key themes in the conversation about 1:1 computing…

  4. Literature Review: Factors Affecting the Development of Generation X and Millennials. Societal Factors Affecting Education.

    ERIC Educational Resources Information Center

    Denham, Thomas J.; adbow, Nancy

    Generation X, or "Xers," refers to those born in the United States between 1960 and 1980 and Generation Y, also known as "Millennials," refers to those born between 1980 and 2000. An examination of these two generations is important to educators as the new generation of Millennials begins to access higher education. A large and growing body of…

  5. Foreign language affects the contribution of intentions and outcomes to moral judgment.

    PubMed

    Geipel, Janet; Hadjichristidis, Constantinos; Surian, Luca

    2016-09-01

    We examine whether the use of a foreign language, as opposed to the native language, influences the relative weight intentions versus outcomes carry in moral evaluations. In Study 1, participants were presented with actions that had positive outcomes but were motivated by dubious intentions, while in Study 2 with actions that had negative outcomes but were motivated by positive intentions. Participants received the materials either in their native or a foreign language. Foreign language prompted more positive moral evaluations in Study 1 and less positive evaluations in Study 2. These results show that foreign language reduces the relative weight placed on intentions versus outcomes. We discuss several theoretical accounts that are consistent with the results such as that foreign language attenuates emotions (triggered by intentions) or it depletes cognitive resources. PMID:27232522

  6. Frequency of Educational Computer Use as a Longitudinal Predictor of Educational Outcome in Young People with Specific Language Impairment

    PubMed Central

    Durkin, Kevin; Conti-Ramsden, Gina

    2012-01-01

    Computer use draws on linguistic abilities. Using this medium thus presents challenges for young people with Specific Language Impairment (SLI) and raises questions of whether computer-based tasks are appropriate for them. We consider theoretical arguments predicting impaired performance and negative outcomes relative to peers without SLI versus the possibility of positive gains. We examine the relationship between frequency of computer use (for leisure and educational purposes) and educational achievement; in particular examination performance at the end of compulsory education and level of educational progress two years later. Participants were 49 young people with SLI and 56 typically developing (TD) young people. At around age 17, the two groups did not differ in frequency of educational computer use or leisure computer use. There were no associations between computer use and educational outcomes in the TD group. In the SLI group, after PIQ was controlled for, educational computer use at around 17 years of age contributed substantially to the prediction of educational progress at 19 years. The findings suggest that educational uses of computers are conducive to educational progress in young people with SLI. PMID:23300610

  7. Does family group decision making affect child welfare outcomes? Findings from a randomized control study.

    PubMed

    Berzin, Stephanie Cosner; Cohen, Ed; Thomas, Karen; Dawson, William C

    2008-01-01

    This article describes the evaluation of two family group decision-making programs (FGDM; Fresno n = 60; Riverside n = 50) administered under the California Title IV-E Waiver Demonstration Project. This is the only evaluation using random assignment to examine FGDM. Overall, results did not indicate more positive outcomes for children receiving the intervention, but did indicate that children were not worse than those receiving traditional services; outcomes examined were related to child safety, placement stability, and permanence. PMID:19391466

  8. Does the Timing of Tracking Affect Higher Education Completion?

    ERIC Educational Resources Information Center

    van Elk, Roel; van der Steeg, Marc; Webbink, Dinand

    2011-01-01

    This paper investigates the effect of the timing of tracking on completion of higher education by exploiting unique variation from the Dutch education system. At the age of 12 Dutch students can enrol in tracked schools or in comprehensive schools. The comprehensive schools postpone enrolment into tracked classes by one or two years. OLS- and…

  9. Does Webinar-Based Financial Education Affect Knowledge and Behavior?

    ERIC Educational Resources Information Center

    Johnson, Carrie L.; Schumacher, Joel B.

    2016-01-01

    Using webinar delivery for Extension financial education programs allows educators to reach a broader range of clientele. It can, however, be difficult to gauge participants' learning of concepts in an online environment. Evaluations of two webinar series, one in Montana and the other in South Dakota, sought to determine the effectiveness of using…

  10. Does Career and Technical Education Affect College Enrollment?

    ERIC Educational Resources Information Center

    DeLuca, Stefanie; Plank, Stephen; Estacion, Angela

    2006-01-01

    Using the National Longitudinal Survey of Youth 1997 (NLSY97) and its transcript component, we examine vocational education (now known as career and technical education, or CTE) for a recent cohort of youths. We describe and distinguish between CTE coursetaking and participation in particular career-related programs of courses and activities…

  11. Does Participative Decision Making Affect Lecturer Performance in Higher Education?

    ERIC Educational Resources Information Center

    Sukirno, D. S.; Siengthai, Sununta

    2011-01-01

    Purpose: The relationship between participation and job performance has captured the interest of not only business researchers but also education researchers. However, the topic has not gained significant attention in the educational management research arena. The purpose of this paper is to empirically examine the impact of participation in…

  12. Measuring Affective Change: Students in a Distance Education Class.

    ERIC Educational Resources Information Center

    Riddle, Joy F.

    An ongoing distance learning project at the University of Northern Colorado (UNC) in Greeley is described. When the project, the Western Institute for Distance Education (WIDE), is complete, the system will provide access to education courses so that 98% of the state's population will be within 60 miles of a site. At present there are three…

  13. Variables Affecting Teachers' Attitudes towards Inclusive Education in Bangladesh

    ERIC Educational Resources Information Center

    Ahmmed, Masud; Sharma, Umesh; Deppeler, Joanne

    2012-01-01

    Inclusive education is a worldwide reform strategy intended to include students with different abilities in mainstream regular schools. Evidence from previous research shows that success in implementing effective inclusive teaching practices in the school is contingent on teachers' positive attitudes towards inclusive education. This study was…

  14. How Methodological Features Affect Effect Sizes in Education

    ERIC Educational Resources Information Center

    Cheung, Alan C. K.; Slavin, Robert E.

    2016-01-01

    As evidence becomes increasingly important in educational policy, it is essential to understand how research design might contribute to reported effect sizes in experiments evaluating educational programs. A total of 645 studies from 12 recent reviews of evaluations of preschool, reading, mathematics, and science programs were studied. Effect…

  15. How Methodological Features Affect Effect Sizes in Education

    ERIC Educational Resources Information Center

    Cheung, Alan; Slavin, Robert

    2016-01-01

    As evidence-based reform becomes increasingly important in educational policy, it is becoming essential to understand how research design might contribute to reported effect sizes in experiments evaluating educational programs. The purpose of this study was to examine how methodological features such as types of publication, sample sizes, and…

  16. Theme: Trends and Issues Affecting the Future of Agricultural Education.

    ERIC Educational Resources Information Center

    Agricultural Education Magazine, 2000

    2000-01-01

    Articles discuss trends and issues in agricultural education, community and technical colleges, career/technical studies, Australian agriculture, agricultural science and technology programs in urban areas, genetic engineering, the impact of changing technologies on agricultural education, volunteers, and performance-based assessment. (JOW)

  17. Education and Demographics: How Do They Affect Unemployment Rates?

    ERIC Educational Resources Information Center

    Howe, Wayne J.

    1988-01-01

    The author focuses on the relationship between the changing demographic composition and educational level of the labor force and the impact of those factors on the structural rise in unemployment. He discusses how the labor market has adjusted to the increased supply of young, well-educated workers by weakening the market for high school…

  18. Academic performance, educational aspiration and birth outcomes among adolescent mothers: a national longitudinal study

    PubMed Central

    2014-01-01

    Background Maternal educational attainment has been associated with birth outcomes among adult mothers. However, limited research explores whether academic performance and educational aspiration influence birth outcomes among adolescent mothers. Methods Data from Waves I and IV of the National Longitudinal Study of Adolescent Health (Add Health) were used. Adolescent girls whose first pregnancy occurred after Wave I, during their adolescence, and ended with a singleton live birth were included. Adolescents’ grade point average (GPA), experience of ever skipping a grade and ever repeating a grade, and their aspiration to attend college were examined as predictors of birth outcomes (birthweight and gestational age; n = 763). Univariate statistics, bivariate analyses and multivariable models were run stratified on race using survey procedures. Results Among Black adolescents, those who ever skipped a grade had higher offspring’s birthweight. Among non-Black adolescents, ever skipping a grade and higher educational aspiration were associated with higher offspring’s birthweight; ever skipping a grade was also associated with higher gestational age. GPA was not statistically significantly associated with either birth outcome. The addition of smoking during pregnancy and prenatal care visit into the multivariable models did not change these associations. Conclusions Some indicators of higher academic performance and aspiration are associated with better birth outcomes among adolescents. Investing in improving educational opportunities may improve birth outcomes among teenage mothers. PMID:24422664

  19. Can Rational Prescribing Be Improved by an Outcome-Based Educational Approach? A Randomized Trial Completed in Iran

    ERIC Educational Resources Information Center

    Esmaily, Hamideh M.; Silver, Ivan; Shiva, Shadi; Gargani, Alireza; Maleki-Dizaji, Nasrin; Al-Maniri, Abdullah; Wahlstrom, Rolf

    2010-01-01

    Introduction: An outcome-based education approach has been proposed to develop more effective continuing medical education (CME) programs. We have used this approach in developing an outcome-based educational intervention for general physicians working in primary care (GPs) and evaluated its effectiveness compared with a concurrent CME program in…

  20. Governing the Potentials of Life Itself? Interrogating the Promises in Affective Educational Leadership

    ERIC Educational Resources Information Center

    Staunaes, Dorthe

    2011-01-01

    This article critically explores how educational leadership is becoming increasingly affective in order to cultivate pupil potential and thereby meet the challenge of creating the best schools in the world. It critically analyses policy and handbook approaches to affective educational leadership technologies by showing the difficulty in keeping…

  1. Financing Education for Children Affected by Conflict: Lessons from Save the Children's Rewrite the Future Campaign

    ERIC Educational Resources Information Center

    Dolan, Janice; Ndaruhutse, Susy

    2011-01-01

    In recent years, Save the Children, a non-governmental organization, prioritized education for children affected by conflict through its Rewrite the Future Campaign. By significantly scaling up the resources allocated to programmes in conflict-affected countries, the organization has grown its education programmes in these contexts. Thus it has…

  2. Behavioral and Cognitive Predictors of Educational Outcomes in Pediatric Traumatic Brain Injury

    PubMed Central

    Arnett, Anne B.; Peterson, Robin L.; Kirkwood, Michael W.; Taylor, H. Gerry; Stancin, Terry; Brown, Tanya M.; Wade, Shari L.

    2014-01-01

    Research reveals mixed results regarding the utility of standardized cognitive and academic tests to predict educational outcomes in youth following a traumatic brain injury (TBI). Yet, deficits in everyday school-based outcomes are prevalent after pediatric TBI. The current study used path modeling to test the hypothesis that parent ratings of adolescents’ daily behaviors associated with executive functioning (EF) would predict long-term functional educational outcomes following pediatric TBI, even when injury severity and patient demographics were included in the model. Furthermore, we contrasted the predictive strength of the EF behavioral ratings with that of a common measure of verbal memory. A total of 132 adolescents who were hospitalized for moderate to severe TBI were recruited to participate in a randomized clinical intervention trial. EF ratings and verbal memory were measured within 6 months of the injury; functional educational outcomes were measured 12 months later. EF ratings and verbal memory added to injury severity in predicting educational competence post injury but did not predict post-injury initiation of special education. The results demonstrated that measurement of EF behaviors is an important research and clinical tool for prediction of functional outcomes in pediatric TBI. PMID:23790158

  3. Yield and quality grade outcomes as affected by molecular breeding values for commercial beef cattle.

    PubMed

    Thompson, N M; DeVuyst, E A; Brorsen, B W; Lusk, J L

    2015-05-01

    Although genetic tests for many economically important beef cattle traits are commercially available, additional information is needed to help the industry better understand how the results from these tests translate into phenotypic outcomes. This information has important implications for marker-assisted management. The objective of this research was to determine the relationship between molecular breeding values (MBV) characterizing yield grade and marbling and distributions of phenotypic outcomes for yield grade and quality grade. Using data collected from commercially-fed cattle, mixed-model regression equations were estimated for yield grade and quality grade outcomes for both the full sample of commercial cattle (n= 8,995) and a subsample of black-hided steers (n = 4,790). Significant yield grade (P < 0.01) and marbling (P < 0.01) MBV effects were found. However, the yield grade MBV held up better at predicting phenotypic outcomes than the marbling MBV. Estimated conditional probability mass functions of yield and quality grade outcomes for the general population and black-hided steers were similar. Since distributions for black-hided steers were expected to be more applicable from a management perspective, we focused our analysis on these animals. For example, black-hided steers with "low" genetic potential for yield grade and marbling had about a 29% chance of achieving the base price or better on a price grid (yield grade 3 or lower and quality grade Low Choice or better). Increasing genetic potential for marbling increased the likelihood of achieving this same outcome. However, increasing genetic potential for yield grade was unlikely to increase overall carcass quality given its large deleterious effect on quality grade outcomes. Instead, simultaneous improvements in genetic potential for yield grade and marbling offered much more reliable improvements in overall carcass quality. For example, an animal with "moderate" genetic potential for both yield

  4. Factors Affecting Teachers' Adoption of Educational Computer Games: A Case Study

    ERIC Educational Resources Information Center

    Kebritchi, Mansureh

    2010-01-01

    Even though computer games hold considerable potential for engaging and facilitating learning among today's children, the adoption of modern educational computer games is still meeting significant resistance in K-12 education. The purpose of this paper is to inform educators and instructional designers on factors affecting teachers' adoption of…

  5. Determinants and outcomes of motivation in health professions education: a systematic review based on self-determination theory

    PubMed Central

    2016-01-01

    Purpose: This study aimed at conducting a systematic review in health professions education of determinants, mediators and outcomes of students’ motivation to engage in academic activities based on the self-determination theory’s perspective. Methods: A search was conducted across databases (MEDLINE, CINHAL, EMBASE, PsycINFO, and ERIC databases), hand-search of relevant journals, grey literature, and published research profile of key authors. Quantitative and qualitative studies were included if they reported research in health professions education focused on determinants, mediators, and/or outcomes of motivation from the self-determination and if meeting the quality criteria. Results: A total of 17 studies met the inclusion and quality criteria. Articles retrieved came from diverse locations and mainly from medical education and to a lesser extent from psychology and dental education. Intrapersonal (gender and personality traits) and interpersonal determinants (academic conditions and lifestyle, qualitative method of selection, feedback, and an autonomy supportive learning climate) have been reported to have a positive influence on students’ motivation to engage in academic activities. No studies were found that tested mediation effects between determinants and students’ motivation. In turn, students’ self-determined motivation has been found to be positively associated with different cognitive, affective, and behavioural outcomes. Conclusion: This study has found that generally, motivation could be enhanced by changes in the educational environment and by an early detection of students’ characteristics. Doing so may support future health practitioners’ self-determined motivation and positively influence how they process information and their emotions and how they approach their learning activities. PMID:27134006

  6. Outcomes Assessment and Its Role in Self-Reviews of Undergraduate Education: In the Context of Japanese Higher Education Reforms since the 1990s

    ERIC Educational Resources Information Center

    Kushimoto, Takeshi

    2010-01-01

    Under the recent state of higher education, "Outcomes Assessment" has become a familiar term in Japan as in other nations all over the world. However, actual conditions of outcomes assessment and its contribution toward educational improvement are not always obvious. Thus, this article attempts to clarify: (1) Japanese higher education reforms…

  7. Parenting styles, adolescents' attributions, and educational outcomes in nine heterogeneous high schools.

    PubMed

    Glasgow, K L; Dornbusch, S M; Troyer, L; Steinberg, L; Ritter, P L

    1997-06-01

    This article examined the contemporaneous and predictive relations between parenting styles, adolescents' attributions, and 4 educational outcomes. Data were collected from adolescents attending 6 high schools in California and 3 high schools in Wisconsin during the 1987-1988 and 1988-1989 school years. The results of path analyses partially confirmed the central hypotheses. Adolescents who perceived their parents as being nonauthoritative were more likely than their peers to attribute achievement outcomes to external causes or to low ability. Furthermore, the higher the proportion of dysfunctional attributions made for academic successes and failures, the lower the levels of classroom engagement and homework 1 year later. Although adolescents' attributional style provided a bridge between parenting style and 2 educational outcomes, it did not fully explain the impact of parenting on those outcomes. Additional analyses within gender and ethnic subgroups reinforced the overall pattern of findings observed within the entire sample. PMID:9249963

  8. Attitudes Affecting Online Learning Implementation in Higher Education Institutions

    ERIC Educational Resources Information Center

    Mitchell, Betty; Geva-May, Iris

    2009-01-01

    This study explores attitudes towards and affecting online learning implementation (OLI). In recent years there has been greater acceptance of online learning (OL) by institutional decision-makers, as evidenced by higher levels of institutional involvement; nevertheless, the increase in faculty acceptance lags behind. This gap affects the…

  9. Improving K-12 STEM Education Outcomes through Technological Integration

    ERIC Educational Resources Information Center

    Urban, Michael J., Ed.; Falvo, David A., Ed.

    2016-01-01

    The application of technology in classroom settings has equipped educators with innovative tools and techniques for effective teaching practice. Integrating digital technologies at the elementary and secondary levels helps to enrich the students' learning experience and maximize competency in the areas of science, technology, engineering, and…

  10. "Geography of Opportunity": Poverty, Place, and Educational Outcomes

    ERIC Educational Resources Information Center

    Tate, William F., IV

    2008-01-01

    This article is an expanded version of the 2008 American Educational Research Association's Presidential Address. The purpose of the article is to describe the geography of opportunity in two metropolitan regions of the United States that are engaged in significant efforts to transform their local political economies. Both metropolitan regions…

  11. Interpersonal Behaviour and Student Outcomes in Vocational Education Classes

    ERIC Educational Resources Information Center

    Henderson, David G.; Fisher, Darrell L.

    2008-01-01

    This study centred on students enrolled in Work Studies, a vocational education course offered to post-compulsory (Years 11-12) students in Western Australian high schools. Because of the strong emphasis on the teacher providing pastoral care in Work Studies classes, the Questionnaire on Teacher Interaction (QTI), which assesses students'…

  12. Career Academies: Impacts on Labor Market Outcomes and Educational Attainment

    ERIC Educational Resources Information Center

    Kemple, James J.

    2004-01-01

    Career Academies offer high schools--particularly those in urban communities that struggle to keep students in school and to prepare them for post-secondary education and employment opportunities--a systematic approach to addressing a range of challenges. Typically serving between 150 and 200 students from grades 9 or 10 through grade 12, Career…

  13. Asthma Education for Rural School Nurses: Resources, Barriers, and Outcomes

    ERIC Educational Resources Information Center

    Winkelstein, Marilyn L.; Quartey, Ruth; Pham, Luu; Lewis-Boyer, LaPricia; Lewis, Cassia; Hill, Kimberly; Butz, Arlene

    2006-01-01

    This paper describes a school-based asthma education program for rural elementary school nurses. The program was designed to teach school nurses in 7 rural counties in Maryland how to implement and to reinforce asthma management behaviors in children with asthma and their caregivers. Rural nurses who participated in this program increased their…

  14. Program Design and Student Outcomes in Graduate Education

    ERIC Educational Resources Information Center

    Groen, Jeffrey A.; Jakubson, George H.; Ehrenberg, Ronald G.; Condie, Scott; Liu, Albert Y.

    2008-01-01

    Doctoral programs in the humanities and related social sciences are characterized by high attrition and long times to degree. In 1991 the Andrew W. Mellon Foundation launched the Graduate Education Initiative (GEI) to improve the quality of graduate programs and in turn reduce attrition and shorten time-to-degree. Over a 10-year period, the…

  15. Recess, Physical Education, and Elementary School Student Outcomes

    ERIC Educational Resources Information Center

    Dills, Angela K.; Morgan, Hillary N.; Rotthoff, Kurt W.

    2011-01-01

    Today's children experience a decreased amount of time at recess and fewer physical education (PE) classes throughout the school day. Breaks for physical activity limit class time for academics, potentially reducing learning. However, breaks may improve alertness and achievement. Using the Early Childhood Longitudinal Survey Kindergarten Class of…

  16. Linguistic and Metalinguistic Outcomes of Intense Immersion Education: How Bilingual?

    ERIC Educational Resources Information Center

    Hermanto, Nicola; Moreno, Sylvain; Bialystok, Ellen

    2012-01-01

    Anglophone children in Grades 2 and 5 who attended an intensive French immersion program were examined for linguistic and metalinguistic ability in English and French. Measures of linguistic proficiency (vocabulary and grammatical knowledge) were consistently higher in English and remained so even after 5 years of immersion education in French.…

  17. Mind Mapping in Executive Education: Applications and Outcomes.

    ERIC Educational Resources Information Center

    Mento, Anthony J.; Martinelli, Patrick; Jones, Raymond M.

    1999-01-01

    Illustrates the technique of mind mapping as applied in executive education and management development. Indicates that most of the 70 students surveyed appreciated its use for recall and creative thinking, although some prefer a top-to-bottom, linear outline approach. (SK)

  18. Three Accelerated Developmental Education Programs: Features, Student Outcomes, and Implications

    ERIC Educational Resources Information Center

    Jaggars, Shanna Smith; Hodara, Michelle; Cho, Sung-Woo; Xu, Di

    2015-01-01

    To support the long-term success of underprepared students, many community colleges are experimenting with accelerated developmental education models, which allow students to complete remediation and enroll in college-level math and English within a shorter time frame. This study examines three developmental acceleration programs, including two in…

  19. Relationship between Teacher Fidelity and Physical Education Student Outcomes

    ERIC Educational Resources Information Center

    Loflin, Jerry W.

    2015-01-01

    To evaluate the influence of scientifically based curricula intended for the physical education (PE) classroom, researchers should consider fidelity, or the extent to which teachers who are implementing a PE curricular intervention adhere to the model of curriculum and instruction inherent in the research design. The purpose of this study was to…

  20. Trusting Our Judgment: Measurement and Accountability for Educational Outcomes

    ERIC Educational Resources Information Center

    Steiner, David

    2013-01-01

    Background/Context: Education policymakers across the country face an urgent problem: we know there is wide disparity in teacher effectiveness, but we lack meaningful tools to identify and reward the most effective teachers or to ensure that the least effective improve or leave the classroom. Purpose: This article considers the value of the…

  1. Improving Educational Outcomes for Children in Foster Care

    ERIC Educational Resources Information Center

    Watson, Christina; Kabler, Brenda

    2012-01-01

    Recent statistics estimate that there are 783,000 children living in foster care in the United States. This vulnerable population is at risk for academic failure as well as internalizing and externalizing behavioral problems. Compared to their peers, foster youth face significant educational difficulties, including lower levels of academic…

  2. Educational Outcomes of Social Studies Programs in Rural Schools.

    ERIC Educational Resources Information Center

    Easton, Stanley E.

    Performance of rural 13-year-olds on the 1971-1972 social studies assessment by the National Assessment of Educational Progress (NAEP) were reviewed in terms of three major exercise themes. Performance on skill exercises revealed rural strengths in source selection and human affairs insights, but weaknesses in reading maps and graphs. Fewer than…

  3. Improving Student Outcomes: Restoring America's Education Potential. Strategy Paper

    ERIC Educational Resources Information Center

    Greenstone, Michael; Looney, Adam; Shevlin, Paige

    2011-01-01

    For decades, investments in public education have boosted U.S. productivity and earnings, forged a path out of poverty for many families, helped disadvantaged students narrow the learning gap with their peers, and developed a workforce that continues to be among the most productive and innovative on Earth. More recently, this engine of growth has…

  4. What We Know about Developmental Education Outcomes. Research Overview

    ERIC Educational Resources Information Center

    Jaggars, Shanna Smith; Stacey, Georgia West

    2014-01-01

    Many recent high school graduates who enter community college are required to take remedial or developmental education courses before enrolling in college-level courses. Developmental courses essentially reteach high school- and junior high school-level content in reading, writing, and math. In some cases, students are referred to two or even…

  5. Parent and Student Perceptions of Special Education Interventions and Outcomes

    ERIC Educational Resources Information Center

    Katz-Plotkin, Andrea

    2009-01-01

    The problem. Bradley, Danielson, & Hallahan (2002) suggested that research was needed to specify the impact of early identification and intervention on district costs, number of special education referrals, and the degree of intensity required to be effective. Horowitz (2007) stated that additional research was necessary in the study of students…

  6. Cleaning the Slate? School Choice and Educational Outcomes in Spain

    ERIC Educational Resources Information Center

    Albert, Cecilia; Garcia-Serrano, Carlos

    2010-01-01

    Using data from a nation-wide survey on Spanish workers, this paper examines two issues: the determinants of school choice (distinguishing between public and private schools) and the influence of school type on the individual's educational attainment. For that, bivariate probit models are estimated. The analysis is carried out separately by gender…

  7. Distance, Online and Campus Higher Education: Reflections on Learning Outcomes

    ERIC Educational Resources Information Center

    McPhee, Iain; Soderstrom, Tor

    2012-01-01

    Purpose: The purpose of this paper is to discuss performance in postgraduate education in Sweden and Scotland. Drawing on two cases, the paper considers three themes: differences in students' performance by study mode, differences in students' performance by length of study, and finally comparing performance by study mode between modules in…

  8. Outcomes of an International Cooperative Education Experience for Undergraduate Nursing Students.

    PubMed

    Hoffart, Nancy; Diani, Jacqueline A; Carney, Mary F

    2015-01-01

    A qualitative study was conducted to identify the outcomes of international cooperative education in nursing. Seventeen alumni who completed 19 cooperative work experiences were interviewed. International cooperative experiences support learning about culture and contribute to personal and professional development. Outcomes included increased maturation, confidence, and flexibility; elevated political and global awareness; and ability to create effective relationships with culturally diverse patients and coworkers. PMID:26001747

  9. Do Neighbours Affect Teenage Outcomes? Evidence from Neighbourhood Changes in England. CEE DP 122

    ERIC Educational Resources Information Center

    Gibbons, Stephen; Silva, Olmo; Weinhardt, Felix

    2010-01-01

    There are large disparities between the achievements, behaviour and aspirations of children growing up in different neighbourhoods. This has contributed to the view that neighbourhoods can determine individuals' outcomes. Notably, in the long run these effects could lead to larger social inequality and reduce social mobility, which is why they…

  10. The Mediating Role of Affective Commitment in the Relation of the Feedback Environment to Work Outcomes

    ERIC Educational Resources Information Center

    Norris-Watts, Christina; Levy, Paul E.

    2004-01-01

    The Feedback Environment, as opposed to the formal performance appraisal process, is comprised of the daily interactions between members of an organization (Steelman, Levy, & Snell, in press). Relations between the feedback environment and work outcome variables such as Organizational Citizenship Behavior (OCB) were examined through the mediating…

  11. Neighborhoods and Youth: How Neighborhood Demographics and Social Processes Affect Youth Outcomes

    ERIC Educational Resources Information Center

    Swisher, Ray

    2008-01-01

    Researchers over the past two decades have increasingly recognized the importance of neighborhood contexts for youth development. For example, living in a disadvantaged neighborhood has been associated with a wide range of negative outcomes throughout the early years of the life course. However, neighborhoods likely have very different effects,…

  12. Organizational and individual factors affecting consumer outcomes of care in mental health services.

    PubMed

    Morris, Anne; Bloom, Joan R; Kang, Soo

    2007-05-01

    The impact of organizational and individual factors on outcomes of care were assessed for 424 adult consumers with chronic mental illness who were receiving services from one of 14 Community Mental Health Organizations (CMHOs) in Colorado over a 30-month period, as part of a larger statewide evaluation of the impact of Medicaid capitation on mental health services. Data on organizational culture and climate were aggregated from surveys of staff and administrators conducted within CMHOs over a two-year period corresponding to the collection of consumer outcome and service utilization data. Growth curve analyses were conducted on consumer perceptions of physical and mental health, and on quality of life (QOL). Analyses indicated a significant cross-level effect of organizational culture and climate on improvements in consumer perceptions of physical and mental health, but not on a "quasi-objective" index of QOL. Individual characteristics, such as age, diagnosis, gender, and ethnicity, were significant predictors of outcomes. Being older, female, an ethnic minority, and having a diagnosis of schizophrenia all predicted poorer outcomes among consumers. These findings are discussed in terms of their implications for policy and future research. PMID:17096194

  13. Can a future choice affect a past measurement’s outcome?

    SciTech Connect

    Aharonov, Yakir; Cohen, Eliahu; Elitzur, Avshalom C.

    2015-04-15

    An EPR experiment is studied where each particle within the entangled pair undergoes a few weak measurements (WMs) along some pre-set spin orientations, with the outcomes individually recorded. Then the particle undergoes one strong measurement along an orientation chosen at the last moment. Bell-inequality violation is expected between the two final measurements within each EPR pair. At the same time, statistical agreement is expected between these strong measurements and the earlier weak ones performed on that pair. A contradiction seemingly ensues: (i) Bell’s theorem forbids spin values to exist prior to the choice of the orientation measured; (ii) A weak measurement is not supposed to determine the outcome of a successive strong one; and indeed (iii) Almost no disentanglement is inflicted by the WMs; and yet (iv) The outcomes of weak measurements statistically agree with those of the strong ones, suggesting the existence of pre-determined values, in contradiction with (i). Although the conflict can be solved by mere mitigation of the above restrictions, the most reasonable resolution seems to be that of the Two-State-Vector Formalism (TSVF), namely, that the choice of the experimenter has been encrypted within the weak measurement’s outcomes, even before the experimenters themselves know what their choice will be.

  14. Does Year Round Schooling Affect the Outcome and Growth of California's API Scores?

    ERIC Educational Resources Information Center

    Wu, Amery D.; Stone, Jake E.

    2010-01-01

    This paper examined whether year round schooling (YRS) in California had an effect upon the outcome and growth of schools' Academic Performance Index (API) scores. While many previous studies had examined the connection between YRS and academic achievement, most had lacked the statistical rigour required to provide reliable interpretations. As a…

  15. Does Surgical Management of the Hand in Children with Spastic Unilateral Cerebral Palsy Affect Functional Outcome?

    ERIC Educational Resources Information Center

    van Munster, Judith C.; Maathuis, Karel G. B.; Haga, Nienke; Verheij, Nienke P.; Nicolai, Jean-Philippe A.; Hadders-Algra, Mijna

    2007-01-01

    The aim of this review was to examine the literature on the effects of surgery of the spastic hand in children with cerebral palsy on functional outcome and muscle coordination. We performed a search of the relevant literature in Medline, Embase, and Biological Abstracts from 1966 to June 2006. The search resulted in eight studies on the effect of…

  16. Does Family Group Decision Making Affect Child Welfare Outcomes? Findings from a Randomized Control Study

    ERIC Educational Resources Information Center

    Berzin, Stephanie Cosner; Cohen, Ed; Thomas, Karen; Dawson, William C.

    2008-01-01

    This article describes the evaluation of two family group decision-making programs administered under the California Title IV-E Waiver Demonstration Project. This is the only evaluation using random assignment to examine FGDM. Overall, results did not indicate more positive outcomes for children receiving the intervention, but did indicate that…

  17. Achieving the Desired Transformation: Thoughts on Next Steps for Outcomes-Based Medical Education.

    PubMed

    Holmboe, Eric S; Batalden, Paul

    2015-09-01

    Since the introduction of the outcomes-based medical education (OBME) movement, progress toward implementation has been active but challenging. Much of the angst and criticism has been directed at the approaches to assessment that are associated with outcomes-based or competency frameworks, particularly defining the outcomes. In addition, these changes to graduate medical education (GME) are concomitant with major change in health care systems--specifically, changes to increase quality and safety while reducing cost. Every sector, from medical education to health care delivery and financing, is in the midst of substantial change and disruption.The recent release of the Institute of Medicine's report on the financing and governance of GME highlights the urgent need to accelerate the transformation of medical education. One source of continued tension within the medical education community arises from the assumption that the much-needed increases in value and improvement in health care can be achieved by holding the current educational structures and architecture of learning in place while concomitantly withdrawing resources. The authors of this Perspective seek to reframe the important and necessary debate surrounding the current challenges to implementing OBME. Building on recent change and service theories (e.g., Theory U and coproduction), they propose several areas of redirection, including reexamination of curricular models and greater involvement of learners, teachers, and regulators in cocreating new training models, to help facilitate the desired transformation in medical education. PMID:26083400

  18. Do educational outcomes correspond with the requirements of nursing practice: educators' and managers' assessments of novice nurses' professional competence

    PubMed Central

    Numminen, Olivia; Laine, Tuija; Isoaho, Hannu; Hupli, Maija; Leino-Kilpi, Helena; Meretoja, Riitta

    2014-01-01

    Objective This study evaluated weather educational outcomes of nurse education meet the requirements of nursing practice by exploring the correspondence between nurse educators' and nurse managers' assessments of novice nurses' professional competence. The purpose was to find competence areas contributing to the acknowledged practice–theory gap. Design A cross-sectional, comparative design using the Nurse Competence Scale was applied. Subjects The sample comprised nurse educators (n = 86) and nurse managers (n = 141). Methods Descriptive and inferential statistics were used in the data analysis. Main outcome measures Educators assessed novice nurses' competence to a significantly higher level than managers in all competence areas (p < 0.001). The biggest correspondence between educators' and mangers' assessments were in competencies related to immediate patient care, commitment to ethical values, maintaining professional skills and nurses' care of the self. The biggest differences were in competencies related to developmental and evaluation tasks, coaching activities, use of evidence-based knowledge and in activities which required mastering a comprehensive view of care situations. However, differences between educators' and managers' assessments were strongly associated with their age and work experience. Active and improved collaboration should be focused on areas in which the differences between educators' and managers' assessments greatly differ in ensuring novice nurses′ fitness for practice. PMID:24512685

  19. An Analysis of Factors That Affect the Educational Performance of Agricultural Students

    ERIC Educational Resources Information Center

    Greenway, Gina

    2012-01-01

    Many factors contribute to student achievement. This study focuses on three areas: how students learn, how student personality type affects performance, and how course format affects performance outcomes. The analysis sought to improve understanding of the direction and magnitude with which each of these factors impacts student success. Improved…

  20. Mixed tenure communities as a policy instrument for educational outcomes in a deprived urban context?

    PubMed Central

    Robison, Oonagh; Kearns, Ade; Gray, Linsay; Bond, Lyndal; Henderson, Marion

    2016-01-01

    This article considers mixed community strategies, enacted through planning and regeneration policies, as a policy approach to the improvement of educational outcomes in schools. Analysis is undertaken of educational outcomes across secondary schools in Glasgow. The level of owner occupation in the catchment is positively associated with both examination results at S4 and positive destinations post-school, particularly at the more deprived end of the school spectrum. The results suggest that tenure mix may be both directly and indirectly related to school performance, with neighbourhood context effects not being entirely mediated through the school context. PMID:27499807