Science.gov

Sample records for develop observational skills

  1. Developing Observation Skills

    ERIC Educational Resources Information Center

    Ashbrook, Peggy

    2010-01-01

    We typically know children are learning when they are able to make sense of an object's materials or a situation that was previously a bit mysterious and communicate what they have figured out. But what about observing? One of the process skills listed in the National Science Education Standards (NRC 1996), observation is something students have…

  2. Developing Expertise: Using Video to Hone Teacher Candidates' Classroom Observation Skills

    ERIC Educational Resources Information Center

    Cuthrell, Kristen; Steadman, Sharilyn C.; Stapleton, Joy; Hodge, Elizabeth

    2016-01-01

    This article explores the impact of a video observation model developed for teacher candidates in an early experiences course. Video Grand Rounds (VGR) combines a structured observation protocol, videos, and directed debriefing to enhance teacher candidates' observations skills within nonstructured and field-based observations. A comparative…

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

    NASA Astrophysics Data System (ADS)

    Kelly, Karinsa Michelle

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

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

    ERIC Educational Resources Information Center

    Goolsby, Thomas M., Jr.

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

  5. Developing Observational Skills and Knowledge of Anatomical Relationships in an Art and Anatomy Workshop Using Plastinated Specimens

    ERIC Educational Resources Information Center

    Moore, Charleen M.; Lowe, Constance; Lawrence, Jane; Borchers, Penelope

    2011-01-01

    One of the strong trends in medical education today is the integration of the humanities into the basic medical curriculum. The anatomy program is an obvious choice for using the humanities to develop professionalism and ethical values. They can also be used to develop close observational skills. Many medical schools have developed formal art…

  6. Developing observational skills and knowledge of anatomical relationships in an art and anatomy workshop using plastinated specimens.

    PubMed

    Moore, Charleen M; Lowe, Constance; Lawrence, Jane; Borchers, Penelope

    2011-01-01

    One of the strong trends in medical education today is the integration of the humanities into the basic medical curriculum. The anatomy program is an obvious choice for using the humanities to develop professionalism and ethical values. They can also be used to develop close observational skills. Many medical schools have developed formal art observation training in conjunction with nearby art museums to enhance the visual diagnostic skills of their medical students. We report here on an art and anatomy workshop that paired medical and art students who did drawing exercises from plastinated anatomical specimens and the animated face to hone observational skills. Each member of the pair brought a different perspective and expertise to the work that allowed each to be a mentor to the other. The workshop had three sessions: the first involved drawings of plastinated specimens that allowed an intimate experience with authentic human material; the second involved drawings of the human face; and the third included examination of anatomical texts of important anatomist-artists, a lecture on contemporary artists whose work involves anatomy, and a film demonstrating the facial muscles. We propose workshops such as these will help students increase their ability to detect details. This will assist the medical student in developing diagnostic skills for identifying disease and the art student in using the human body as subject. We further propose that these programs will help students develop humanistic sensitivities and provide an outlet for expression of the emotional aspects of dealing with disease and mortality.

  7. School Leadership Skill Development

    ERIC Educational Resources Information Center

    Weigel, Richard A.

    2013-01-01

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

  8. Developing Oral Communication Skills.

    ERIC Educational Resources Information Center

    Washington Office of the State Superintendent of Public Instruction, Olympia.

    Intended for use by both elementary and secondary school teachers, the two papers in this report stress the importance of developing students' oral and written communication skills. The first paper, "Relationship of Oral Communication to Reading," by Phil Backlund and John Johnson, argues that ability in oral communication is a prerequisite to the…

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

    PubMed

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

    2013-12-01

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

  10. Employability Skills Assessment Tool Development

    ERIC Educational Resources Information Center

    Rasul, Mohamad Sattar; Rauf, Rose Amnah Abd; Mansor, Azlin Norhaini; Puvanasvaran, A. P.

    2012-01-01

    Research nationally and internationally found that technical graduates are lacking in employability skills. As employability skills are crucial in outcome-based education, the main goal of this research is to develop an Employability Skill Assessment Tool to help students and lecturers produce competent graduates in employability skills needed by…

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

    ERIC Educational Resources Information Center

    Wagler, Ron

    2011-01-01

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

  12. Developing Geoscience Students' Quantitative Skills

    NASA Astrophysics Data System (ADS)

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

    2005-12-01

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

  13. Developing Managerial Skills in Palestine

    ERIC Educational Resources Information Center

    Al-Madhoun, Mohammed; Analoui, Farhad

    2002-01-01

    This paper assesses the contribution of management training and development programmes (MTPs) to the development of managerial skills in small and medium enterprises (SMEs). Different sets of variables were used to explore the managers' skills development by dividing the managerial skills into three main categories: self, people, and task-related…

  14. Assessing Skill Development

    ERIC Educational Resources Information Center

    Mueller, Jon

    2008-01-01

    Most educators are familiar with instances of authentic assessment of "content" within the disciplines or of authentic assessment of "discipline-specific skills." In such authentic assessments, students apply the knowledge and skills of the discipline to situations or tasks that replicate real world challenges. The measurement of skills is…

  15. The Differential Impact of Observational Learning and Practice-Based Learning on the Development of Oral Presentation Skills in Higher Education

    ERIC Educational Resources Information Center

    De Grez, Luc; Valcke, Martin; Roozen, Irene

    2014-01-01

    The present study focuses on the design and evaluation of an innovative instructional approach to developing oral presentation skills. The intervention builds on the observational learning theoretical perspective. This perspective is contrasted with the traditional training and practice approach. Two sequencing approaches--learners starting with…

  16. Develop Choral Reading Skills.

    ERIC Educational Resources Information Center

    Middleton, James A.

    1984-01-01

    The responsibility for helping students attain competence in music-reading skills must fall on choral directors and choral music teachers from middle schools on up. Teachers must teach rhythmic and tonal vocabularies and pitch accuracies. Methods are described. (RM)

  17. Demonstrator skill modulates observational aversive learning.

    PubMed

    Selbing, Ida; Lindström, Björn; Olsson, Andreas

    2014-10-01

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

  18. Developing Scientists' "Soft" Skills

    NASA Astrophysics Data System (ADS)

    Gordon, Wendy

    2014-02-01

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

  19. Developing Technical Skill Assessments

    ERIC Educational Resources Information Center

    Hyslop, Alisha

    2009-01-01

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

  20. Developing Cognitive Skills Through Art.

    ERIC Educational Resources Information Center

    Silver, Rawley A.

    The recognition that children's cognitive skills are evident in visual as well as verbal conventions has led to the construction of the Silver Test of Cognitive and Creative Skills (STCCS) for the assessment and development of children's cognitive abilities. Research on cognition, the role of language in cognition, and left and right brain…

  1. The Development of Calendrical Skills

    ERIC Educational Resources Information Center

    Cowan, Richard; Stainthorp, Rhonda; Kapnogianni, Stainthorp; Anastasiou, Maria

    2004-01-01

    Calendrical calculation is the unusual ability to name days of the week for dates in the past and sometimes the future. Previous investigations of this skill have concerned savants, people with pervasive developmental disorders or general intellectual impairment. This research has yielded a hypothesis about how calendrical skills develop but no…

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

    SciTech Connect

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

    1994-09-01

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

  3. Sketching for Developing Critical Thinking Skills

    NASA Astrophysics Data System (ADS)

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

    2013-12-01

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

  4. Role of TVA's Skills Development.

    ERIC Educational Resources Information Center

    Tennessee Valley Authority, Knoxville.

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

  5. A Change in Seasons: Increasing Student Observation Skills

    ERIC Educational Resources Information Center

    Sterling, Donna R.

    2006-01-01

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

  6. The Development of Cognitive Skills through Archaeology.

    ERIC Educational Resources Information Center

    Danes, Lois M. J.

    1989-01-01

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

  7. Development of Financial Skills. Life Skills. Teacher Edition.

    ERIC Educational Resources Information Center

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

    This teacher's guide is designed for use in presenting a six-unit course in developing financial skills that is part of a life skills series intended to help students become more self-sufficient in their personal and professional lives. The course's six instructional units cover these topics: earning, managing, and spending money; protecting…

  8. Effects of Modeling Instruction on Descriptive Writing and Observational Skills in Middle School

    ERIC Educational Resources Information Center

    Park, Do-Yong; Logsdon, Cindy

    2015-01-01

    Before science can be completely understood, one of the fundamental skills that must be developed is observation. Improving descriptive writing and investigating students' observational skills in the classroom is the purpose of this study. The study was designed to determine if such skills, practiced through modeling activities, serve as a…

  9. Developing power and political skills.

    PubMed

    Lussier, R N

    1990-01-01

    One characteristic of power is the ability to influence others; managers cannot be effective without it. Politics is the network of interactions by which power is acquired, transferred, and exercised; it is a fact of health-care life. Like the money in our economy, politics is the medium of exchange in an organization. Managers must be political beings to meet their objectives. This article helps you to assess your political behavior and describes specific methods to increase power and develop political skills. Using these techniques can result in getting what you want and having things done your way, resulting in better job performance and career advancement.

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

    SciTech Connect

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

    1995-06-01

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

  11. Study of Skill Development through Distance Education.

    ERIC Educational Resources Information Center

    Sreekumar, S. S.

    1998-01-01

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

  12. Virtual Reality Simulator Developed Welding Technology Skills

    ERIC Educational Resources Information Center

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

    2011-01-01

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

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

    SciTech Connect

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

    1995-06-01

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

  14. A Skills Perception Inventory for Evaluating Postgraduate Transferable Skills Development

    ERIC Educational Resources Information Center

    Alpay, Esat; Walsh, Elaine

    2008-01-01

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

  15. Basic visual observation skills training course. Final report

    SciTech Connect

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

    1995-06-01

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

  16. Skill Development: How Brain Research Can Inform Music Teaching

    ERIC Educational Resources Information Center

    Walter, Donald J.; Walter, Jennifer S.

    2015-01-01

    Practice is a major element in cultivating musical skill. Some psychologists have proposed that deliberate practice, a specific framework for structuring practice activities, creates the kind of practice necessary to increase skill and develop expertise. While psychologists have been observing behavior, neurologists have studied how the brain…

  17. Development, Impact, and Measurement of Enhanced Physical Diagnosis Skills

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  18. On the Problem of Motor Skill Development

    ERIC Educational Resources Information Center

    Clark, Jane E.

    2007-01-01

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

  19. Laboratory Activities for Developing Process Skills.

    ERIC Educational Resources Information Center

    Institute for Services to Education, Inc., Washington, DC.

    This workbook contains laboratory exercises designed for use in a college introductory biology course. Each exercise helps the student develop a basic science skill. The exercises are arranged in a hierarchical sequence suggesting the scientific method. Each skill facilitates the development of succeeding ones. Activities include Use of the…

  20. Improving the Development of Students' Reading Skills.

    ERIC Educational Resources Information Center

    Beneventi, Angela; McEndollar, Linda; Smith, Deborah

    This report describes a program for improving the development of students' reading skills. The targeted population consisted of students in kindergarten, first, and second grades. The classrooms were located in adjoining lower socioeconomic areas. The problem of poorly developed reading skills was documented through data collected by the teacher…

  1. Developing Marketable Skills in the Humanities.

    ERIC Educational Resources Information Center

    Eble, Kenneth

    Skills and knowledge developed by undergraduate study of the humanities and the application of these skills to business careers are discussed. The humanities are chiefly verbal disciplines and offer vital career preparation wherever communication and human relations are important. The scrutiny of students' writing, which occurs in humanities…

  2. Ways to develop numeracy and calculation skills.

    PubMed

    2016-09-21

    Prescribing and administering medicines to children and young people is challenging, resulting in greater potential for error. This article aims to enhance children's nurses' knowledge and skills in medicines management, and help to address numeracy and calculation deficiencies. The activities throughout will help nurses develop and practise numeracy skills. PMID:27654569

  3. Developing Teaching Skills in Physical Education.

    ERIC Educational Resources Information Center

    Siedentop, Daryl

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

  4. Developing Research Skills across the Undergraduate Curriculum

    ERIC Educational Resources Information Center

    Gray, Simon; Coates, Lee; Fraser, Ann; Pierce, Pam

    2015-01-01

    This chapter describes consortial efforts within the Great Lakes Colleges Association to share expertise and programming to build research skills throughout the undergraduate curriculum. Strategies to scaffold research skill development are provided from Allegheny College, Kalamazoo College, and The College of Wooster.

  5. Developing Language Skills in Science Classrooms

    ERIC Educational Resources Information Center

    Jimenez-Silva, Margarita; Gomez, Conrado Laborin

    2011-01-01

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

  6. Educating for Sustainability: Developing Critical Skills.

    ERIC Educational Resources Information Center

    Kearins, Kate; Springett, Delyse

    2003-01-01

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

  7. Workforce Skills Development and Engagement in Training through Skill Sets: Literature Review. Occasional Paper

    ERIC Educational Resources Information Center

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

    2012-01-01

    This literature review examines the available research on skill sets. It provides background for a larger research project "Workforce skills development and engagement in training through skill sets," the report of which will be released early next year. This paper outlines the origin of skill sets and explains the difference between skill sets…

  8. An Observational Study of Skilled Memory in Waitresses.

    ERIC Educational Resources Information Center

    Stevens, Joy

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

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

    NASA Astrophysics Data System (ADS)

    Kohlhauf, Lucia; Rutke, Ulrike; Neuhaus, Birgit

    2011-10-01

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

  10. Developing Entrepreneurial Skills in Pharmacy Students.

    PubMed

    Laverty, Garry; Hanna, Lezley-Anne; Haughey, Sharon; Hughes, Carmel

    2015-09-25

    Objective. To create, implement, and evaluate a workshop that teaches undergraduate pharmacy students about entrepreneurship. Design. Workshops with 3 hours of contact time and 2 hours of self-study time were developed for final-year students. Faculty members and students evaluated peer assessment, peer development, communication, critical evaluation, creative thinking, problem solving, and numeracy skills, as well as topic understanding. Student evaluation of the workshops was done primarily via a self-administered, 9-item questionnaire. Assessment. One hundred thirty-four students completed the workshops. The mean score was 50.9 out of 65. Scores ranged from 45.9 to 54.1. The questionnaire had a 100% response rate. Many students agreed that workshops about entrepreneurship were a useful teaching method and that key skills were fostered. Conclusion. Workshops effectively delivered course content about entrepreneurship and helped develop relevant skills. This work suggests students value instruction on entrepreneurship.

  11. Developing Entrepreneurial Skills in Pharmacy Students.

    PubMed

    Laverty, Garry; Hanna, Lezley-Anne; Haughey, Sharon; Hughes, Carmel

    2015-09-25

    Objective. To create, implement, and evaluate a workshop that teaches undergraduate pharmacy students about entrepreneurship. Design. Workshops with 3 hours of contact time and 2 hours of self-study time were developed for final-year students. Faculty members and students evaluated peer assessment, peer development, communication, critical evaluation, creative thinking, problem solving, and numeracy skills, as well as topic understanding. Student evaluation of the workshops was done primarily via a self-administered, 9-item questionnaire. Assessment. One hundred thirty-four students completed the workshops. The mean score was 50.9 out of 65. Scores ranged from 45.9 to 54.1. The questionnaire had a 100% response rate. Many students agreed that workshops about entrepreneurship were a useful teaching method and that key skills were fostered. Conclusion. Workshops effectively delivered course content about entrepreneurship and helped develop relevant skills. This work suggests students value instruction on entrepreneurship. PMID:27168619

  12. Developing Entrepreneurial Skills in Pharmacy Students

    PubMed Central

    Hanna, Lezley-Anne; Haughey, Sharon; Hughes, Carmel

    2015-01-01

    Objective. To create, implement, and evaluate a workshop that teaches undergraduate pharmacy students about entrepreneurship. Design. Workshops with 3 hours of contact time and 2 hours of self-study time were developed for final-year students. Faculty members and students evaluated peer assessment, peer development, communication, critical evaluation, creative thinking, problem solving, and numeracy skills, as well as topic understanding. Student evaluation of the workshops was done primarily via a self-administered, 9-item questionnaire. Assessment. One hundred thirty-four students completed the workshops. The mean score was 50.9 out of 65. Scores ranged from 45.9 to 54.1. The questionnaire had a 100% response rate. Many students agreed that workshops about entrepreneurship were a useful teaching method and that key skills were fostered. Conclusion. Workshops effectively delivered course content about entrepreneurship and helped develop relevant skills. This work suggests students value instruction on entrepreneurship. PMID:27168619

  13. Individualized Learning Skills Curriculum Development. Final Report.

    ERIC Educational Resources Information Center

    Truckee Meadows Community Coll., Sparks, NV.

    The Truckee Meadows Community College curriculum development project was designed to enhance the success of underprepared college students aspiring to succeed in the college's occupational and general educational programs. Initial plans called for (1) the development of individualized learning and basic skills modules; (2) creation of an…

  14. Developing academic writing skills: the PROCESS framework.

    PubMed

    Lloyd, Marjorie

    Academic writing is an important aspect of professional development for students and lecturers. It is one way in which they demonstrate their learning, but it can be a difficult skill to master. This article aims to enable students and professionals to develop their academic writing style using a coherent and effective framework.

  15. Development: Ages & Stages--Emerging Physical Skills

    ERIC Educational Resources Information Center

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

    2005-01-01

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

  16. Skills for Development: A New Approach to International Cooperation in Skills Development?

    ERIC Educational Resources Information Center

    McGrath, Simon

    2002-01-01

    Technical and vocational education and training was a central tool of international cooperation in economic development from the 1950s to the 1980s. Recent changes have shifted the focus to skills development, with a broader conceptualization of skills, the need for responsiveness to globalization, and new models of international development…

  17. Pantomime: Developing Imaginative Performance Skills.

    ERIC Educational Resources Information Center

    Ratliff, Gerald Lee

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

  18. Enable: Developing Instructional Language Skills.

    ERIC Educational Resources Information Center

    Witt, Beth

    The program presented in this manual provides a structure and activities for systematic development of effective listening comprehension in typical and atypical children. The complete ENABLE kit comes with pictures, cut-outs, and puppets to illustrate the directives, questions, and narrative activities. The manual includes an organizational and…

  19. Work, Skills Development for Employability and Education for Sustainable Development

    ERIC Educational Resources Information Center

    Maclean, Rupert; Ordonez, Victor

    2007-01-01

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

  20. Low compression tennis balls and skill development.

    PubMed

    Hammond, John; Smith, Christina

    2006-01-01

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

  1. Observing Student Teachers for a Hierarchy of Generic Teaching Skills.

    ERIC Educational Resources Information Center

    Woolever, Roberta

    An approach to supervision and evaluation of student teachers includes identification of generic teaching competencies and a systematic appraisal with reference to established desirable teaching behaviors. Structured Classroom Observation Guides, focusing on particular skills during each week of the practicum experience and progressing from basic…

  2. Teaching Writing. Three Seasonal Activities to Hone Kids' Observation Skills.

    ERIC Educational Resources Information Center

    Power, Brenda

    1997-01-01

    The seasonal activities presented are: observing herbs to encourage use of the senses in writing; watching a jack-o'-lantern wither to learn skills in writing details; and building snowmen to learn to explain a string of events in writing. (SM)

  3. Development of Prosocial Skills. Final Report

    ERIC Educational Resources Information Center

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

    2002-01-01

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

  4. Developing and Assessing College Student Teamwork Skills

    ERIC Educational Resources Information Center

    Hughes, Richard L.; Jones, Steven K.

    2011-01-01

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

  5. Developing Professional Skills in Journalism through Blogs

    ERIC Educational Resources Information Center

    Hodgson, Paula; Wong, Dora

    2011-01-01

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

  6. Promoting Workplace Literacy and Basic Skills Development.

    ERIC Educational Resources Information Center

    Peterson, Elizabeth A.; Ott, Joyce; Wilson, Kathleen

    This document is intended to help literacy practitioners and others in South Carolina promote workplace literacy and basic skills development programs. The introduction examines the following topics: South Carolina's current workforce and its outlook; the definitions of literacy and workplace literacy; the need for workplace literacy and basic…

  7. Developing Higher Cognitive Skills through Interpretive Writing.

    ERIC Educational Resources Information Center

    Dixon, Richard

    One teacher's experience suggests that interpretive writing stemming from the reading and discussion of a literary work, in a second language, promotes development of higher-level cognitive skills. College students in an upper-division Spanish course in one institution are engaged in a writing process with three phases: preparatory; interpretive;…

  8. A Master Key to Workforce Skills Development

    ERIC Educational Resources Information Center

    Association of Canadian Community Colleges, 2006

    2006-01-01

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

  9. Interpersonal Skills Development with Special Education.

    ERIC Educational Resources Information Center

    Brown, Nina W.; And Others

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

  10. A Skills Approach to Career Development.

    ERIC Educational Resources Information Center

    Grites, Thomas J.

    1983-01-01

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

  11. Developing Soft Skills Using "Literature Circles"

    ERIC Educational Resources Information Center

    Azmi, Mohd Nazri Bin Latiff

    2013-01-01

    This study investigates the impact of the implementation of "Literature Circles" in an Active Learning classroom in relations to developing soft skills among university students. The use of Literature Circles is a well-known strategy in teaching the students to be more creative, independent, and think out of the box. A group of…

  12. Development of Implanted Deaf Children's Conversational Skills

    ERIC Educational Resources Information Center

    Le Maner-Idrissi, Gaid; Dardier, Virginie; Pajon, Cecile; Tan-Bescond, Geraldine; David, Kristell; Deleau, Michel; Godey, Benoit

    2010-01-01

    Previous studies of preverbal development have highlighted the recurrent difficulties experienced by deaf children in acquiring knowledge of the social rules and social skills pertaining to discourse. We expected cochlear implants in children with bilateral profound deafness to improve their use of verbal language, so that their communication…

  13. Skill Development in India: An Examination

    ERIC Educational Resources Information Center

    Agrawal, Tushar

    2014-01-01

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

  14. Developing Effective Interpersonal Communication and Discussion Skills

    ERIC Educational Resources Information Center

    Smart, Karl L.; Featheringham, Richard

    2006-01-01

    Regardless of the content specialty--from accounting to information systems to finance--employers view effective communication as critical to an individual's success in today's competitive workplace. Most business degree programs require a business communication course to help students develop communication skills needed both in getting a job and…

  15. American Indian Life Skills Development Curriculum.

    ERIC Educational Resources Information Center

    LaFromboise, Teresa D.

    This culturally relevant curriculum was developed to teach American Indian secondary school students coping and suicide prevention skills. Although the curriculum was designed for high school students, many of the lesson plans and activities can be used with middle school students. The goal is to address the significant problem of suicide among…

  16. Development of Logical Search Skills in Infancy.

    ERIC Educational Resources Information Center

    Haake, Robert J.; Somerville, Susan C.

    1985-01-01

    Nine- to 18-month-old infants were presented with simple two-location manual search tasks involving invisible displacements of objects with sequence of displacements occurring before infants search. Results provided insights into age differences associated with development of logical search strategies, information-processing skills, and temporal…

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

    NASA Technical Reports Server (NTRS)

    Iba, Wayne

    1991-01-01

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

  18. The Effects of Basketball Basic Skills Training on Gross Motor Skills Development of Female Children

    ERIC Educational Resources Information Center

    Bayazit, Betul

    2015-01-01

    The purpose of this study was to investigate the effects of basketball basic skills training on gross motor skills development of female children in Turkey. For that purpose, 40 female children took part in the study voluntarily. Basketball basic skills test was used to improve the gross motor skills of the female children in the study. Also,…

  19. Development of white matter and reading skills.

    PubMed

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

    2012-10-30

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

  20. Developing Transferable Skills: Some Examples from Geomorphology Teaching.

    ERIC Educational Resources Information Center

    Mottershead, Derek; Suggitt, Steve

    1996-01-01

    Demonstrates how the development of transferable skills can be promoted as a matter of policy in undergraduate geography programs and implemented throughout individual classes. Defines transferable skills as skills of a widely applicable nature independent of the disciplinary context. Presents two examples of transferable skill development in…

  1. Perceptual skill in soccer: implications for talent identification and development.

    PubMed

    Williams, A M

    2000-09-01

    In this review, key components of perceptual skill in soccer are identified and implications for talent identification and development highlighted. Skilled soccer players can recall and recognize patterns of play more effectively than their less skilled counterparts. This ability to encode, retrieve and recognize sport-specific information is due to complex and discriminating long-term memory structures and is crucial to anticipation in soccer. Similarly, experts use their knowledge of situational probabilities (i.e. expectations) to anticipate future events. They have a better than average idea of what is likely to happen given a particular set of circumstances. Also, proficiency-related differences in visual search strategy are observed. Skilled players use their superior knowledge to control the eye movement patterns necessary for seeking and picking up important sources of information. The nature of the task plays an important role in constraining the type of search used. Skilled soccer players use different search strategies when viewing the whole field (i.e. 11 vs 11 situations) compared with micro-states of the game (i.e. 1 vs 1, 3 vs 3 situations). Visual search behaviour also differs between defensive and offensive plays. These observations have implications for the development of perceptual training programmes and the identification of potential elite soccer players.

  2. Reading skill and structural brain development.

    PubMed

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

    2014-03-26

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

  3. Reading skill and structural brain development.

    PubMed

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

    2014-03-26

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

  4. Formal Art Observation Training Improves Medical Students’ Visual Diagnostic Skills

    PubMed Central

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

    2008-01-01

    Background Despite evidence of inadequate physical examination skills among medical students, teaching these skills has declined. One method of enhancing inspection skills is teaching “visual literacy,” the ability to reason physiology and pathophysiology from careful and unbiased observation. Objective To improve students’ visual acumen through structured observation of artworks, understanding of fine arts concepts and applying these skills to patient care. Design Prospective, partially randomized pre- vs. post-course evaluation using mixed-methods data analysis. Participants Twenty-four pre-clinical student participants were compared to 34 classmates at a similar stage of training. Intervention Training the Eye: Improving the Art of Physical Diagnosis consists of eight paired sessions of art observation exercises with didactics that integrate fine arts concepts with physical diagnosis topics and an elective life drawing session. Measurements The frequency of accurate observations on a 1-h visual skills examination was used to evaluate pre- vs. post-course descriptions of patient photographs and art imagery. Content analysis was used to identify thematic categories. All assessments were blinded to study group and pre- vs. post-course evaluation. Results Following the course, class participants increased their total mean number of observations compared to controls (5.41 ± 0.63 vs. 0.36 ± 0.53, p < 0.0001) and had increased sophistication in their descriptions of artistic and clinical imagery. A ‘dose-response’ was found for those who attended eight or more sessions, compared to participants who attended seven or fewer sessions (6.31 + 0.81 and 2.76 + 1.2, respectively, p = 0.03). Conclusions This interdisciplinary course improved participants’ capacity to make accurate observations of art and physical findings. Electronic supplementary material The online version of this article (doi:10.1007/s11606-008-0667-0) contains

  5. What Does the Skill of Observation Look like in Young Children?

    ERIC Educational Resources Information Center

    Johnston, Jane Susan

    2009-01-01

    Fifty-six children, aged between 4 and 11 years, in seven groups, were videoed playing with, being questioned about and sorting a collection of toys in order to identify what skills of observation looked like in young children, how observations influenced other scientific skills and what supported the skill of observation. Children's skills of…

  6. Developing nurses' critical thinking skills with concept mapping.

    PubMed

    Ferrario, Catherine G

    2004-01-01

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

  7. Skill Intensity and Skills Development in Bangladesh Manufacturing Enterprises

    ERIC Educational Resources Information Center

    Comyn, Paul

    2013-01-01

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

  8. From Competence to Excellence: Developing Excellence in Vocational Skills.

    ERIC Educational Resources Information Center

    Smeaton, Barry; Hughes, Maria; Hall, Graeme

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

  9. Butcher, Baker, Candlestick Maker: Skills Required for Effective Multimedia Development.

    ERIC Educational Resources Information Center

    Hon, David

    1992-01-01

    Presents a matrix of skills necessary for multimedia development. Skills are identified in business, artistic, and technical areas. These skills are then applied to the following reasons for multimedia use: to condense time and material; to effect rapid skills transfer; and to manage feedback and evaluation. (MES)

  10. Developing Skills in Severely and Profoundly Handicapped Children.

    ERIC Educational Resources Information Center

    Thomas, M. Angele, Ed.

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

  11. The Skill Development Processes of Apprenticeship.

    ERIC Educational Resources Information Center

    Wolek, Francis W.

    1999-01-01

    Case studies of apprenticeship in the Japanese tea ceremony, traditional crafts, and strategic thinking illustrate novices' growth in internal knowledge through reflective practice of skilled processes. As skilled experts, adult educators are engaged in continually improving the skilled processes they model. (SK)

  12. Developing Real-World Spelling Skills.

    ERIC Educational Resources Information Center

    Angeletti, Sara; Peterson, Robert

    1993-01-01

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

  13. Interpersonal Skill Development through Cooperative Education.

    ERIC Educational Resources Information Center

    Morton, L. L.; And Others

    1993-01-01

    Grade 12 students participated in a 1-semester cooperative education program and were monitored using the Personal Skills Map by Nelson & Law. Results indicate greater improvement in scores for the scales related to Interpersonal skills than for those in the areas of Career and Life-effectiveness skills. (LKS)

  14. [In vitro development of laparoscopic skills].

    PubMed

    Gödri, Veronika; Haidegger, Tamás; Saftics, György; Sándor, József; Wéber, György

    2012-08-01

    Minimally invasive surgery is a popular alternative to open surgical procedures. Laparoscopic surgeries require highly skilled surgeons with solid theoretical background and significant amount of practice. Pelvitrainers or simulators provide a good opportunity for practicing and developing laparoscopic skills. Laparoscopic training of medical students of the Semmelweis University is performed at the Institute of Experimental Surgery and Surgical Techniques on Apollo pelvitrainers. The trainer, the performed exercises and the time limits have to be validated by several measurements. Statistical evaluation of the results provides a possibility for the numerical evaluation of surgical skills as well as validating the usability of the pelvitrainer. In our study we tested the peg transfer exercise in pelvitrainers on four groups with different surgical background and level of expertise, complete novices (50 persons), medical students (326 persons), surgical residents (15), and experienced surgeons (4), respectively. A time limit of 240 s was defined for novices and 100 s for professionals. During the evaluation of the results the average time and the number of errors were calculated. The mean completion time of amateurs was 365.7 ± 130 s (mean ± standard deviation), with 2.57 errors. The performance of medical students was characterized by 159.3 ± 61.1 s average time with 1.21 errors, the completion time of residents was 257.9 ± 75.7 s with 1.13 error points, and 117.2 ± 29.1 s for the surgeons. These data show significant differences between the group, except between the results of medical students and surgeons. We plan to extend this study with the inclusion of more, experienced surgeons. PMID:22940390

  15. [In vitro development of laparoscopic skills].

    PubMed

    Gödri, Veronika; Haidegger, Tamás; Saftics, György; Sándor, József; Wéber, György

    2012-08-01

    Minimally invasive surgery is a popular alternative to open surgical procedures. Laparoscopic surgeries require highly skilled surgeons with solid theoretical background and significant amount of practice. Pelvitrainers or simulators provide a good opportunity for practicing and developing laparoscopic skills. Laparoscopic training of medical students of the Semmelweis University is performed at the Institute of Experimental Surgery and Surgical Techniques on Apollo pelvitrainers. The trainer, the performed exercises and the time limits have to be validated by several measurements. Statistical evaluation of the results provides a possibility for the numerical evaluation of surgical skills as well as validating the usability of the pelvitrainer. In our study we tested the peg transfer exercise in pelvitrainers on four groups with different surgical background and level of expertise, complete novices (50 persons), medical students (326 persons), surgical residents (15), and experienced surgeons (4), respectively. A time limit of 240 s was defined for novices and 100 s for professionals. During the evaluation of the results the average time and the number of errors were calculated. The mean completion time of amateurs was 365.7 ± 130 s (mean ± standard deviation), with 2.57 errors. The performance of medical students was characterized by 159.3 ± 61.1 s average time with 1.21 errors, the completion time of residents was 257.9 ± 75.7 s with 1.13 error points, and 117.2 ± 29.1 s for the surgeons. These data show significant differences between the group, except between the results of medical students and surgeons. We plan to extend this study with the inclusion of more, experienced surgeons.

  16. Developing Skills in Second Year Biological Science Undergraduates

    ERIC Educational Resources Information Center

    Robinson, Rosanna L.; McDonald, James E.

    2014-01-01

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

  17. Soft Skills Assessment: Theory Development and the Research Agenda

    ERIC Educational Resources Information Center

    Gibb, Stephen

    2014-01-01

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

  18. Developing Critical Thinking Skills for Information Seeking Success

    ERIC Educational Resources Information Center

    Wallace, Elise D.; Jefferson, Renee N.

    2013-01-01

    Critical thinking skills are required to successfully navigate the overwhelming amount of information sources available today. To address the challenge of developing critical thinking skills, this empirical study examines the effectiveness of exercises in developing thinking skills in college freshmen students. The workbook exercises were designed…

  19. Development of Learning to Learn Skills in Primary School

    ERIC Educational Resources Information Center

    Vainikainen, Mari-Pauliina; Wüstenberg, Sascha; Kupiainen, Sirkku; Hotulainen, Risto; Hautamäki, Jarkko

    2015-01-01

    In Finland, schools' effectiveness in fostering the development of transversal skills is evaluated through large-scale learning to learn (LTL) assessments. This article presents how LTL skills--general cognitive competences and learning-related motivational beliefs--develop during primary school and how they predict pupils' CPS skills at the end…

  20. Adult Basic Skills: Developing a Local Action Plan.

    ERIC Educational Resources Information Center

    Basic Skills Agency, London (England).

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

  1. Texas Skills Development Program. Report to the Governor.

    ERIC Educational Resources Information Center

    Texas State Dept. of Commerce, Austin.

    The Texas Skills Development Program (TSDP) is a key long-term strategy of the Smart Jobs initiative that will assist Texas business, industry, and labor in conveying job skill requirements to the public education and training system. Employers feel that job applicants do not have the basic reading, writing, and computation skills they need. TSDP…

  2. Comprehensive Development Plan in Office Skills. Final Performance Report.

    ERIC Educational Resources Information Center

    Waubonsee Community Coll., Sugar Grove, IL.

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

  3. Haptic Glove Technology: Skill Development through Video Game Play

    ERIC Educational Resources Information Center

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

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Mielke, Dan; Morrison, Craig

    1985-01-01

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

  5. Learning Clinical Skills during Bedside Teaching Encounters in General Practice: A Video-Observational Study with Insights from Activity Theory

    ERIC Educational Resources Information Center

    Ajjawi, Rola; Rees, Charlotte; Monrouxe, Lynn V.

    2015-01-01

    Purpose: This paper aims to explore how opportunities for learning clinical skills are negotiated within bedside teaching encounters (BTEs). Bedside teaching, within the medical workplace, is considered essential for helping students develop their clinical skills. Design/methodology/approach: An audio and/or video observational study examining…

  6. Training Simulator for Developing Laparoscopic Skills

    PubMed Central

    Aruna Kumari, Nakka V.; Eekhout, Juancho

    2001-01-01

    Objective: To measure, using objective pre- and post-training assessments, the degree of improvement in laparoscopic skills following training with a new laparoscopy training simulator (LTS 2000). Methods: This study utilized the LTS 2000 training simulator. The simulator was used in conjunction with a laparoscope joined to a camera, light source, and monitor or with a camcorder. Eleven exercises were planned with tasks designed to develop visual-motor-processing capabilities for referencing the 2-dimensional image of an object on a video screen, and to teach and allow practice of delicate manipulations, circular motions, oviductal cannulation, formation of Roeder loops, and simple suturing and knot-tying. The skill level of individual trainees was assessed before and after training with objective means. Each exercise was assigned a point value of 100 with a maximum score of 1100. Some exercises were scored in number of tasks per 1 minute, others in number of minutes per 1 task. A score of 100 was given for completing a target number of tasks in 1 minute and 0 for not completing any. A score of 100 was given for completing the assigned task in a target amount of time and 0 for not completing it in 3 times that amount. Scores between 100 and 0 were set linearly as a function of those values. Results: Of the 11 participating physicians, none scored above the 65th percentile of the maximum achievable score before training; 8 scored above the 73rd percentile after training. The average pretest score was 304.9 points (SD 190.8) range 43.2 to 705.7; posttest score was 834.2 points (SD 141.2) range 547.3 to 1021.7. The average number of hours spent in practice was 5.9 (range 2 to 23). A positive correlation existed between hours of practice and posttest score improvement. Conclusion: Sustained training with the new simulator resulted in significant improvement in laparoscopic skills in all tested physicians, regardless of prior level of experience. PMID:11548833

  7. Development, impact, and measurement of enhanced physical diagnosis skills.

    PubMed

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

    2009-10-01

    Evidence suggests that the quality and frequency of bedside clinical examination have declined. We undertook the study to (1) determine whether intensive instruction in physical examination enhances medical student skills and (2) develop a tool to evaluate those skills using a modified observed structured clinical examination (OSCE). This was a randomized, blinded, prospective, year-long study involving 3rd year students at the Albert Einstein College of Medicine. Students were randomized to receive intensive instruction in physical examination [study group (n = 46)] or usual instruction [control group (n = 75)] and evaluated by a modified OSCE. The OSCE consisted of 6 real patient stations: Head, ears, eyes, neck, throat; pulmonary; cardiovascular; gastrointestinal; neurology; musculoskeletal; and 2 computer imaging stations: genitourinary and dermatology. A faculty member present at each patient station evaluated student performance. Data were analyzed using t-tests for comparison of the mean scores between the two groups for each station and for average scores across stations. A total of 121 students were tested. The study group performed significantly better than the control group in the gastrointestinal station (p = 0.0004), the combined average score across the six real patient stations (p = 0.0001), and the combined average score across all eight stations (p = 0.0014). Intensive physical diagnosis instruction enhances physical examination skills of 3rd year medical students. The modified OSCE is a useful tool to evaluate these skills.

  8. Developing Leadership Skills through Capstone Experiences.

    ERIC Educational Resources Information Center

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

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

  9. Skill Development for Volunteering in Rural Communities

    ERIC Educational Resources Information Center

    Kilpatrick, Sue; Stirling, Christine; Orpin, Peter

    2010-01-01

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

  10. Developing Student Leadership Skills towards Total Quality

    ERIC Educational Resources Information Center

    Mehrotra, Dheeraj

    2006-01-01

    This article argues that students who have leadership skills are empowered toward better learning and decision making and ultimately are more disciplined. Herein, the author offers a number of techniques teachers can use to put group leadership skills into practice in the classroom.

  11. Developing Creative Thinking Skills in Early Childhood.

    ERIC Educational Resources Information Center

    Fearn, Leif

    A distinction can be made between the term "creativity" and creative thinking skills. Creativity typically refers to a talent for original and masterful production in the arts and sciences, and there is scant evidence that teachers have any influence on creativity of this kind. Creative thinking refers to a group of six thinking skills that if…

  12. The Development of Children's Early Memory Skills

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  13. The Effects of Development Team Skill on Software Product Quality

    NASA Technical Reports Server (NTRS)

    Beaver, Justin M.; Schiavone, Guy A.

    2006-01-01

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

  14. Models, measurement, and strategies in developing critical-thinking skills.

    PubMed

    Brunt, Barbara A

    2005-01-01

    Health care professionals must use critical-thinking skills to solve increasingly complex problems. Educators need to help nurses develop their critical-thinking skills to maintain and enhance their competence. This article reviews various models of critical thinking, as well as methods used to evaluate critical thinking. Specific educational strategies to develop nurses' critical-thinking skills are discussed. Additional research studies are needed to determine how the process of nursing practice can nurture and develop critical-thinking skills, and which strategies are most effective in developing and evaluating critical thinking.

  15. Using Reading Circles Strategy for Developing Preparatory Students' Critical Reading Skills and Social Skills

    ERIC Educational Resources Information Center

    Abdelrasoul, Mohamed Mahmoud Ibrahim

    2014-01-01

    The present study aimed at developing the necessary critical reading skills and social skills of the Egyptian EFL second year preparatory school students, through a proposed program based on using reading circles strategy. The study participants were 44 students from Sohag Experimental Preparatory School in Sohag Governorate. Instruments of the…

  16. Cost Effective Skill Training Module Development Dramatically Leveraging Knowledge and Skills Learned on the Job.

    ERIC Educational Resources Information Center

    Utterstrom, Jan

    1997-01-01

    Multimedia authoring packages and low cost delivery systems make it possible to produce and deliver inexpensive skill training modules. This article examines computer-based training (CBT) in the workplace; features of skill training modules; steps in their development; and delivery alternatives (CD-ROM, batch download, CD-ROM jukebox or tower,…

  17. Young Athletes: A Special Olympics Motor Skill Development Program

    ERIC Educational Resources Information Center

    Favazza, Paddy C.; Siperstein, Gary N.

    2013-01-01

    While motor skills develop naturally among most typically developing preschoolers, young children with disabilities often experience deficits in this area. Therefore, it is important that children with disabilities are provided with "direct and intentional instruction" for motor skill development during the preschool years. One program…

  18. Developing Critical Thinking Skills: Assessing the Effectiveness of Workbook Exercises

    ERIC Educational Resources Information Center

    Wallace, Elise D.; Jefferson, Renee N.

    2015-01-01

    To address the challenge of developing critical thinking skills in college students, this empirical study examines the effectiveness of cognitive exercises in developing those skills. The study uses Critical Thinking: Building the Basics by Walter, Knudsvig, and Smith (2003). This workbook is specifically designed to exercise and develop critical…

  19. Fundamental Movement Skills and Fundamental Games Skills Are Complementary Pairs and Should Be Taught in Complementary Ways at All Stages of Skill Development

    ERIC Educational Resources Information Center

    Smith, Wayne

    2016-01-01

    When observing skill and determining the competency of children and youth physical education teachers often focus on the coordination dynamics within the individual in the early years and then the individual's ability to play the game as they develop. But in these game contexts the focus is often still on the individuals' actions and not the…

  20. The Impact of Dramatic Play Centre on Promoting the Development of Children's Early Writing Skills

    ERIC Educational Resources Information Center

    Ihmeideh, Fathi

    2015-01-01

    The purpose of this study is to examine the impact of dramatic play centre (DPC) on promoting the development of children's early writing skills in the Jordanian context. It also intends to investigate the forms of children's writing skills that emerge through the use of dramatic play. Observations and interviews were conducted to obtain…

  1. Helping Preschoolers Prepare for Writing: Developing Fine Motor Skills

    ERIC Educational Resources Information Center

    Huffman, J. Michelle; Fortenberry, Callie

    2011-01-01

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

  2. A Hypermedia Approach for Developing Research and Reporting Skills.

    ERIC Educational Resources Information Center

    Buffington, Peggy; Vockell, Edward L.

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

  3. Developing Skilled Learners: A Strategy for Coping with New Technology.

    ERIC Educational Resources Information Center

    Pearn, Michael; Downs, Sylvia

    1988-01-01

    Description of technique to enhance the development of learning skills, called Developing Skilled Learners (DSL), focuses on two case studies in British industry. The effects of change generated by new technology are discussed and the emphasis on learning processes rather than training methods is explained. (LRW)

  4. Agricultural Development Workers Training Manual. Volume II. Extension Skills.

    ERIC Educational Resources Information Center

    Menard, Peter; And Others

    This training manual, the second volume in a four-volume series of curriculum guides for use in training Peace Corps agricultural development workers, deals with extension skills. The first chapter provides suggested guidelines for setting up and carrying out the extension skills component of the agricultural development worker training series.…

  5. Waukesha County Technical College: Student Development Model. Critical Life Skills.

    ERIC Educational Resources Information Center

    Anderson, Richard T.

    As part of an effort to reinforce the general education competencies of students in its Associate in Applied Science degree programs, Waukesha County Technical College (WCTC) conducted two needs assessment surveys to develop a list of critical life skills for integration into existing curricula. Each of the identified skills can be developed in 2…

  6. Developing Data Analysis Skills in Principals.

    ERIC Educational Resources Information Center

    Polnick, Barbara; Edmonson, Stacey L.

    The work of school principals has become increasingly more complex and demanding. To prepare principals who can meet these challenges, the National Policy Board for Educational Administration (NPBEA) created a training guide, "Principals for Our Changing Schools: Knowledge and Skill Base" (S. Thomson, 1993). This publication reflects the belief…

  7. Better Than Toys: Real Life Skill Development.

    ERIC Educational Resources Information Center

    Ensign, Arselia, Ed.

    1995-01-01

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

  8. Skills Governance and the Workforce Development Programme

    ERIC Educational Resources Information Center

    Hordern, Jim

    2013-01-01

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

  9. Developing Survival Skills Workshops for Urban Women.

    ERIC Educational Resources Information Center

    Thurston, Linda P.; Greenwood, Charles R.

    Survival Skills for Urban Women is a series of 10 3-hour workshops designed for low-income minority women. The workshops cover the following topics: (1) assertiveness; (2) personal health; (3) nutrition; (4) money management; (5) child management; (6) legal rights; (7) self-advocacy; (8) crisis coping; (9) community resources; and (10) re-entry to…

  10. One Approach to Developing Critical Thinking Skills.

    ERIC Educational Resources Information Center

    Cagle, Sheila M.

    1996-01-01

    Describes a way to help high school and college students improve their critical thinking skills. States that the assignment begins by reading a collection of essays, viewing of videos and slides, and then reacting and assessing materials covered in class. (PA)

  11. The Development of Decision-Making Skills

    ERIC Educational Resources Information Center

    Mettas, Alexandros

    2011-01-01

    This paper suggests an innovative idea of using the "technology fair" as a means for promoting pre-service teachers (university students) decision-making skills. The purpose of the study was to investigate the influence of a procedure of working with primary school children to complete and present a technology fair project, on the decision-making…

  12. Developing Academic Skills through Multigenre Autobiography

    ERIC Educational Resources Information Center

    Bickens, Sarah; Bittman, Franny; Connor, David J.

    2013-01-01

    This article provides an overview of the Autobiography Project, listing the topics of the ten chapters and the targeted skills that accompany them. The authors discuss the purposes of each chapter and describe the methods incorporated to promote the four broad components of literacy. This unit also addresses almost all components of the Common…

  13. Communication Technology To Develop Collaborative Skills.

    ERIC Educational Resources Information Center

    Lawrence, Carolena Lyons

    2003-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Ailleris, P.

    2012-04-01

    how to record as accurately as possible a UAP event, in order to facilitate future identification and study. Lastly, one of the project's objectives is also to collect reports of trained observers (astronomers) of apparently inexplicable events for further analysis. Certainly, whenever there are unexplained observations there is the possibility that scientists could learn something new by studying these events. During this presentation, we will provide an overview of the project, present the website's extensive and well illustrated list of misidentifications, describe how people can further check details, develop their knowledge (e.g. satellite paths, stars/planets charts, characteristics of meteors, pictures of sprites, clouds classification) and enhance their observation skills. In order to show the relevance of the project, a short illustrated list of UAP cases received by the project will be featured, both explained and inexplicable. Finally, we will explore potential plans for strengthening the visibility and usefulness of the project, while requesting feedback from the community of atmospheric and natural sciences' researchers. (1) www.uapreporting.org (*): Disclaimer: Work undertaken as personal work; not endorsed as research activity by ESA.

  15. Developing the Social Skills of Young Adult Special Olympics Athletes

    ERIC Educational Resources Information Center

    Alexander, Melissa G. F.; Dummer, Gail M.; Smeltzer, Ashley; Denton, Stephen J.

    2011-01-01

    The purpose of the study was to determine if young adult Special Olympics participants could develop, generalize, and maintain target social skills (eye contact, contributing relevant information, and turn taking) as a result of a 14-week Social Skills and Sports (S[superscript 3]) Program that combined classroom instruction with soccer…

  16. Developing Argument Skills across Scientific and Social Domains

    ERIC Educational Resources Information Center

    Iordanou, Kalypso

    2010-01-01

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

  17. Developing Communication Skills Using Simulation/Gaming Techniques.

    ERIC Educational Resources Information Center

    Marshall, Stewart; And Others

    1982-01-01

    Argues that simulation and gaming techniques could provide an ideal vehicle for overcoming the failure of most communication skills courses to motivate science students and to achieve their educational objectives. Two simulation exercises developed for teaching communication skills to science students are described. Two figures accompany the text.…

  18. "Who Writes This Stuff?": Students' Perceptions of Their Skills Development

    ERIC Educational Resources Information Center

    Lucas, Ursula; Cox, Paul; Croudace, Christopher; Milford, Peter

    2004-01-01

    Bennett et al. (2000) refer to the notion of 'core skills' as an 'unfulfilled concept' (p. 48). Thus it is possible that different interpretations and values at the level of actual degree programmes may be hidden within this term. This study enquires into students' tacit notions of skills development within a specific degree programme and at a…

  19. Developing Employability Skills: Peer Assessment in Higher Education

    ERIC Educational Resources Information Center

    Cassidy, Simon

    2006-01-01

    Purpose: Reports examining graduate employment issues suggest that employers are concerned by the lack of employability skills exhibited by entry-level job applications. It is also suggested that employers consider it the responsibility of educational institutions to develop such skills. The current study seeks to identify peer assessment as a…

  20. Development of a Valid Volleyball Skills Test Battery.

    ERIC Educational Resources Information Center

    Bartlett, Jackie; And Others

    1991-01-01

    Describes the development of the North Carolina State University Volleyball Skills Test Battery which offers accurate measurement of three volleyball skills (serve, forearm pass, and set). When physical educators tested 313 students, the battery objectively measured their abilities, providing a gamelike means of teaching, testing, grouping, and…

  1. Adaptive Behavior vs Adaptive Skills: Dimensions in Coping Development.

    ERIC Educational Resources Information Center

    Leland, Henry

    This paper views the adaptive behavior of individuals with mental retardation as a coping response to the biological and social demands of the environment. Adaptive skills are contrasted with adaptive behaviors, with skills being based primarily on developing new learning and habituating specific responses. Adaptive behavior represents a more…

  2. Development of Information Search Expertise: Postgraduates' Knowledge of Searching Skills

    ERIC Educational Resources Information Center

    Chu, Samuel Kai-Wah; Law, Nancy

    2007-01-01

    This paper reports on a study of the development of information searching expertise by 12 postgraduate research students. Six of the students were studying education, and six were studying engineering. The paper focuses on the students' perception of the importance of searching skills and the growth of their knowledge with these skills as they…

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

    ERIC Educational Resources Information Center

    King, Kenneth

    2012-01-01

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

  4. Metabolic Pathways Visualization Skills Development by Undergraduate Students

    ERIC Educational Resources Information Center

    dos Santos, Vanessa J. S. V.; Galembeck, Eduardo

    2015-01-01

    We have developed a metabolic pathways visualization skill test (MPVST) to gain greater insight into our students' abilities to comprehend the visual information presented in metabolic pathways diagrams. The test is able to discriminate students' visualization ability with respect to six specific visualization skills that we identified as key to…

  5. Development of the Self-Directed Learning Skills Scale

    ERIC Educational Resources Information Center

    Ayyildiz, Yildizay; Tarhan, Leman

    2015-01-01

    The purpose of this study was to develop a valid and reliable scale for assessing high school students' self-directed learning skills. Based on a literature review and data obtained from similar instruments, all skills related to self-directed learning were identified. Next, an item pool was prepared and administered to 255 students from various…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  7. Using Blended Learning in Developing Student Teachers Teaching Skills

    ERIC Educational Resources Information Center

    Isman, Aytekin; Abanmy, Fahad AbdulAziz; Hussein, Hisham Barakat; Al Saadany, Mohammed Abdelrahman

    2012-01-01

    The research aims to determine the effectiveness of using blended learning Approach in developing student teachers teaching skills, and defining teaching skills that confront students of teachers college at King Saud University need it. The research uses the Quasi- Experimental approach, with four experimental groups (Mathematics (21)--Science…

  8. Developing 21st Century Process Skills through Project Design

    ERIC Educational Resources Information Center

    Yoo, Jeong-Ju; MacDonald, Nora M.

    2014-01-01

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

  9. Supervision in Education: Developing Critical Interpersonal and Team Building Skills.

    ERIC Educational Resources Information Center

    Cook, Paul F.; Green, Edward E.

    1986-01-01

    Notes that effective educational leaders combine knowledge, technical expertise, and interpersonal skill. Justifies the time and effort required to develop interpersonal skills that facilitate collaboration between teachers and supervisors. Suggests that Theory Z management principles and behavior modeling methods have much to offer to the…

  10. Teaching Condom Use Skills: Practice is Superior to Observation

    PubMed Central

    Calsyn, Donald A.; Hatch-Maillette, Mary A.; Doyle, Suzanne R.; Cousins, Sarah; Chen, TeChieh; Godinez, Melinda

    2010-01-01

    Men exposed to a condom skills practice exercise were hypothesized to perform better on condom skills measures than those exposed only to a demonstration or to no intervention. As part of a larger NIDA Clinical Trials Network HIV Prevention protocol men in substance abuse treatment were administered male and female condom use skills measures (MCUS, FCUS) at pre-intervention, two weeks, 3 months and 6 months post-intervention. The MCUS and FCUS scores were compared for three intervention exposure groups (demonstration only [DO, n=149], demonstration plus practice [D+P; n=112], attended no sessions [NS, n=139]) across the 4 assessment time points using a mixed effects linear regression model. There is a statistically significant intervention group-by-time effect (p<.0001) for both the MCUS and FCUS. Post hoc, pairwise linear trends across time indicated that for both the MCUS and the FCUS the D+P group is significantly superior to the DO group and the NS group. PMID:21038177

  11. Factors determining swimming efficiency observed in less skilled swimmers.

    PubMed

    Kucia-Czyszczoń, Katarzyna; Dybińska, Ewa; Ambroży, Tadeusz; Chwała, Wiesław

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Allais, Stephanie

    2012-01-01

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

  13. Developing Thinking Skills through the Use of Simple Computer Programming.

    ERIC Educational Resources Information Center

    Palmer, Philip P.

    1985-01-01

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

  14. Developing Export Management Competencies and Skills among Undergraduate Business Students.

    ERIC Educational Resources Information Center

    Scharf, Fred; Bell, Jim

    2002-01-01

    Responses of 25 Northern Ireland business students who undertook client-sponsored projects in local businesses reported increased proficiency in conducting research, improved competence in export management, development of soft skills, and better ability to apply theory to practice. (SK)

  15. Developing Editing Skills in the Beginning Technical Writing Class.

    ERIC Educational Resources Information Center

    Forbes, Christopher J.

    1986-01-01

    Offers a plan for developing student editing skills in the beginning technical writing class. Suggests guidelines that parallel the revision-oriented heuristics of such scholars as Michael Flanigan and Linda Flower. (FL)

  16. Computer Aided Assessment and Development of Basic Skills

    ERIC Educational Resources Information Center

    Macleod, Iain; Overheu, Don

    1977-01-01

    The advantages of applying computer techniques to assessment and development of basic skills in mildly intellectually handicapped children are discussed, and several applications of computer devices to instruction are described. (SBH)

  17. Consistently modeling the same movement strategy is more important than model skill level in observational learning contexts.

    PubMed

    Buchanan, John J; Dean, Noah

    2014-02-01

    The experiment undertaken was designed to elucidate the impact of model skill level on observational learning processes. The task was bimanual circle tracing with a 90° relative phase lead of one hand over the other hand. Observer groups watched videos of either an instruction model, a discovery model, or a skilled model. The instruction and skilled model always performed the task with the same movement strategy, the right-arm traced clockwise and the left-arm counterclockwise around circle templates with the right-arm leading. The discovery model used several movement strategies (tracing-direction/hand-lead) during practice. Observation of the instruction and skilled model provided a significant benefit compared to the discovery model when performing the 90° relative phase pattern in a post-observation test. The observers of the discovery model had significant room for improvement and benefited from post-observation practice of the 90° pattern. The benefit of a model is found in the consistency with which that model uses the same movement strategy, and not within the skill level of the model. It is the consistency in strategy modeled that allows observers to develop an abstract perceptual representation of the task that can be implemented into a coordinated action. Theoretically, the results show that movement strategy information (relative motion direction, hand lead) and relative phase information can be detected through visual perception processes and be successfully mapped to outgoing motor commands within an observational learning context.

  18. Outcomes of a National Faculty Development Program in Teaching Skills

    PubMed Central

    Houston, Thomas K; Clark, Jeanne M; Levine, Rachel B; Ferenchick, Gary S; Bowen, Judith L; Branch, William T; Boulware, Dennis W; Alguire, Patrick; Esham, Richard H; Clayton, Charles P; Kern, David E

    2004-01-01

    BACKGROUND Awareness of the need for ambulatory care teaching skills training for clinician-educators is increasing. A recent Health Resources and Services Administration (HRSA)-funded national initiative trained 110 teams from U.S. teaching hospitals to implement local faculty development (FD) in teaching skills. OBJECTIVE To assess the rate of successful implementation of local FD initiatives by these teams. METHODS A prospective observational study followed the 110 teams for up to 24 months. Self-reported implementation, our outcome, was defined as the time from the training conference until the team reported that implementation of their FD project was completely accomplished. Factors associated with success were assessed using Kaplan-Meier analysis. RESULTS The median follow-up was 18 months. Fifty-nine of the teams (54%) implemented their local FD project and subsequently trained over 1,400 faculty, of whom over 500 were community based. Teams that implemented their FD projects were more likely than those that did not to have the following attributes: met more frequently (P=.001), had less turnover (P=.01), had protected time (P=.01), rated their likelihood of success high (P=.03), had some project or institutional funding for FD (P=.03), and came from institutions with more than 75 department of medicine faculty (P=.03). The cost to the HRSA wwas $22,033 per successful team and $533 per faculty member trained. CONCLUSIONS This national initiative was able to disseminate teaching skills training to large numbers of faculty at modest cost. Smaller teaching hospitals may have limited success without additional support or targeted funding. PMID:15610333

  19. Engineering Education Development to Enhance Human Skill in DENSO

    NASA Astrophysics Data System (ADS)

    Isogai, Emiko; Nuka, Takeji

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

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

    ERIC Educational Resources Information Center

    Bisschoff, Tom; Govender, Cookie

    2007-01-01

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

  1. Developing Elementary Math and Science Process Skills Through Engineering Design Instruction

    NASA Astrophysics Data System (ADS)

    Strong, Matthew G.

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

  2. Career Development Skills, Outcomes, and Hope among College Students

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  3. Fostering 21st Century Skills through Game Design and Development

    ERIC Educational Resources Information Center

    Garvey, Gregory P.

    2015-01-01

    This reflection paper argues that the design and development of digital games teach essential 21st century skills. Intrinsic to application and game development is design thinking. Design thinking requires iterative development, which demands creativity, critical thinking and problem solving. Students are engaged through learning by doing in both…

  4. DOPS (Direct Observation of Procedural Skills) in undergraduate skills-lab: Does it work? Analysis of skills-performance and curricular side effects

    PubMed Central

    Profanter, Christoph; Perathoner, Alexander

    2015-01-01

    Objective: Sufficient teaching and assessing clinical skills in the undergraduate setting becomes more and more important. In a surgical skills-lab course at the Medical University of Innsbruck fourth year students were teached with DOPS (direct observation of procedural skills). We analyzed whether DOPS worked or not in this setting, which performance levels could be reached compared to tutor teaching (one tutor, 5 students) and which curricular side effects could be observed. Methods: In a prospective randomized trial in summer 2013 (April – June) four competence-level-based skills were teached in small groups during one week: surgical abdominal examination, urethral catheterization (phantom), rectal-digital examination (phantom), handling of central venous catheters. Group A was teached with DOPS, group B with a classical tutor system. Both groups underwent an OSCE (objective structured clinical examination) for assessment. 193 students were included in the study. Altogether 756 OSCE´s were carried out, 209 (27,6%) in the DOPS- and 547 (72,3%) in the tutor-group. Results: Both groups reached high performance levels. In the first month there was a statistically significant difference (p<0,05) in performance of 95% positive OSCE items in the DOPS-group versus 88% in the tutor group. In the following months the performance rates showed no difference anymore and came to 90% in both groups. In practical skills the analysis revealed a high correspondence between positive DOPS (92,4%) and OSCE (90,8%) results. Discussion: As shown by our data DOPS furnish high performance of clinical skills and work well in the undergraduate setting. Due to the high correspondence of DOPS and OSCE results DOPS should be considered as preferred assessment tool in a students skills-lab. The approximation of performance-rates within the months after initial superiority of DOPS could be explained by an interaction between DOPS and tutor system: DOPS elements seem to have improved

  5. Skill Development of Plant Operators in the Chemical Industry

    NASA Astrophysics Data System (ADS)

    Sakata, Kouichi

    In the chemical industry, most of the chemical products are manufactured by operating equipment and changing raw materials chemically and physically. Knowledge and skills regarding the raw materials and the products are required to manufacture the products of good quality safely. Furthermore the knowledge and skills concerning the chemical process, the equipment and other treated materials are needed to operate plant appropriately. The way of plant operation partially depends on the type of process such as continuous process and batch process. As a plant operator is promoted to an upper position, required to improve one's skills. To operate plant safely, the base action to prevent an error of judgment, and the adaptive action based on the rule and principle i.e. KNOW-WHY are also required. In this paper, it reports on some cases of the skill development of plant operators in Omuta Works.

  6. Developing Sport Skills. A Dynamic Interplay of Task, Learner, and Teacher. Monograph 2. Motor Skills: Theory into Practice.

    ERIC Educational Resources Information Center

    Arnold, Ree K. Spaeth

    This monograph on sport skill development: (1) raises questions concerning the teaching and learning of sport skills; (2) provides a general information base from which answers may be derived; and (3) identifies teaching strategies which appear to facilitate sport skill learning. The monograph's intent is to raise questions as well as to suggest…

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

    PubMed Central

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

    2009-01-01

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

  8. Skill and tactical development during a sport education season.

    PubMed

    Hastie, P A

    1998-12-01

    The purpose of this study was to examine the development of skill competence and tactical sophistication during a games unit conducted following the features of sport education provided by Siedentop (1994). One team of six players was followed through a 30-lesson season of "Ultimate." Using Gréhaigne, Godbout, and Bouthier's (1997) formula for an efficiency index, together with a number of other measures of skill and tactical competence, it was determined that these students made significant improvements in selection and execution dimensions of the game. Furthermore, lower skilled students did not feel marginalized within their teams and believed they had equal opportunities for improvement. The key reasons for developing competence in this setting were the sufficient length of the season to allow for significant practice opportunities and the consistent team membership throughout season, which allowed all players to develop a sense of usefulness. This curriculum model provides one way students can develop skills through a system of game playing, provided sport education units are structured to prevent the more skillful players from dominating the games.

  9. The Effect of Applying Direct Observation of Procedural Skills (DOPS) on Nursing Students’ Clinical Skills: A Randomized Clinical Trial

    PubMed Central

    Hengameh, Habibi; Afsaneh, Raiesifar; Morteza, Khaghanizade; Hosein, Mahmudi; Marjan, Seyed Mazhari; Ebadi, Abbas

    2015-01-01

    Background: Remarkable advances in educational measurement have proved need to the implementation of modern and appropriate methods of clinical evaluation. This study was carried out to compare the effect of applying direct observation procedural skills and routine evaluation method on clinical skills of nursing students. Methods: This randomized clinical trial was conducted on students of Nursing Army College, Tehran, Iran. After obtaining approval from the Ethics Committee of the Baqiyatallah University of Medical Sciences Research Deputy, all nursing students and instructors who agreed to participate in this study sign the informed consent. The participants were randomly assigned into intervention and control groups. After the teachers were trained and an inter-raters reliability test was conducted, evaluation was performed through DOPS in the intervention group while the control groups were evaluated through the routine method. Assessment checklists for two procedures (Intra venous catheterization and change dressing) were valid and reliable. Finally data were analyzed through descriptive and analytical statistics (Chi-square, t-test, Repeated Measure ANOVA) using SPSS version 16. Results: No significant difference was observed between the two groups in terms of demographic variables (P>0.05), but a significant difference was observed between intervention and control scores (P=0.000). In other words, application of DOPS has improved clinical skills of the students significantly. Conclusion: Using this new method improved the students’ scores in clinical procedures implementation; therefore, we suggest that nursing colleges apply this evaluation method for clinical education. PMID:26153199

  10. Supporting the development of calculating skills in nurses.

    PubMed

    Wright, Kerri

    This article discusses a well-known model in mathematical problem solving developed by Polya (1957) and suggests that this could be a beneficial framework to support the development of medication calculation skills. The model outlines four stages to problem solving: understanding the problem, devising a plan, carrying out the plan and examining the solution. These four stages are discussed in relation to the teaching and assessing of medication skills, drawing on literature from nursing, mathematics education and cognitive psychology. The article emphasizes the importance of clinical experience and knowledge and the cognitive structures that support the development of medication skills. This is the first part of a three-part series. Part two will examine the different methods that can be used to solve medication calculations and part three the resources that are required to support use of these methods.

  11. Online Graduate Student Identity and Professional Skills Development

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  13. Developing Students' Metacognitive Skills in a Data-Rich Environment

    ERIC Educational Resources Information Center

    DeLuca, V. William; Lari, Nasim

    2013-01-01

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

  14. A Structural and Functional Model of Teachers' Monitoring Skills Development

    ERIC Educational Resources Information Center

    Masalimova, Alfiya R.; Barinova, Nataliya A.

    2016-01-01

    The relevance of the present issue is caused by a strong need to conduct monitoring processes in all types of teaching processes and a poor development of theoretical, content and technological, scientific and methodological material for teachers' monitoring skills development during their teaching practice. The aim of the article is to create and…

  15. Finnish and Russian Teachers Supporting the Development of Social Skills

    ERIC Educational Resources Information Center

    Väyrynen, Sai; Kesälahti, Essi; Pynninen, Tanja; Siivola, Jenny; Flotskaya, Natalia; Bulanova, Svetlana; Volskaya, Olga; Usova, Zoya; Kuzmicheva, Tatyana; Afonkina, Yulia

    2016-01-01

    We argue that a key aspect of inclusive pedagogy is the interaction between the learners, their teachers and the environment. For effective interaction, learners need to develop social competence. This study explores how teachers support the development of the key social skills in schools in Finland and in Russia. The data were collected by…

  16. Early Markers of Vulnerable Language Skill Development in Galactosaemia

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  17. Life Development Intervention for Athletes: Life Skills through Sports.

    ERIC Educational Resources Information Center

    Danish, Steven J.; And Others

    1993-01-01

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

  18. Developing Effective Study Skills While Studying a Foreign Language.

    ERIC Educational Resources Information Center

    Rybicki, Amanda

    This research describes strategies used to improve student achievement in a foreign language class through the use of effective study skills. The targeted population included high school students in a first year foreign language class. Evidence for the problem of low achievement came from teacher observations, student surveys, and low assessment…

  19. Team Science: Organizing Classroom Experiments That Develop Group Skills.

    ERIC Educational Resources Information Center

    Coffin, Marilyn

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

  20. Developing Skills through Partnerships: Symposium Report

    ERIC Educational Resources Information Center

    Colleges Ontario, 2011

    2011-01-01

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

  1. Developing a Workplace Skills Course: Lessons Learned.

    ERIC Educational Resources Information Center

    Holter, Norma C.; Kopka, Donald J.

    2001-01-01

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

  2. Learning by Teaching: Developing Transferable Skills

    ERIC Educational Resources Information Center

    Stollhans, Sascha

    2016-01-01

    "Learning by teaching" (German: "Lernen durch Lehren," commonly abbreviated as "LdL") is a teaching and learning approach which was developed by the French language teacher Jean-Pol Martin in German schools in the 1980s (Martin, 1985). The method sees students in the role of the teacher, and enhances their learning…

  3. Developing Research Skills with Low Stakes Assignments

    ERIC Educational Resources Information Center

    Stewart-Mailhiot, Amy

    2014-01-01

    A major responsibility of instruction librarians is to help students develop a more extensive and flexible information literacy repertoire. The teaching and learning of information literacy most often takes place in one of two ways: within the context of single 50-minute library sessions, or at the reference desk. In both cases, it usually takes…

  4. The influence of observation errors on analysis error and forecast skill investigated with an observing system simulation experiment

    NASA Astrophysics Data System (ADS)

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

    2013-06-01

    The National Aeronautics and Space Administration Global Modeling and Assimilation Office (NASA/GMAO) observing system simulation experiment (OSSE) framework is used to explore the response of analysis error and forecast skill to observation quality. In an OSSE, synthetic observations may be created that have much smaller error than real observations, and precisely quantified error may be applied to these synthetic observations. Three experiments are performed in which synthetic observations with magnitudes of applied observation error that vary from zero to twice the estimated realistic error are ingested into the Goddard Earth Observing System Model (GEOS-5) with Gridpoint Statistical Interpolation (GSI) data assimilation for a 1 month period representing July. The analysis increment and observation innovation are strongly impacted by observation error, with much larger variances for increased observation error. The analysis quality is degraded by increased observation error, but the change in root-mean-square error of the analysis state is small relative to the total analysis error. Surprisingly, in the 120 h forecast, increased observation error only yields a slight decline in forecast skill in the extratropics and no discernible degradation of forecast skill in the tropics.

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

    NASA Technical Reports Server (NTRS)

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

    2013-01-01

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

  6. Development of analogical problem-solving skill.

    PubMed

    Holyoak, K J; Junn, E N; Billman, D O

    1984-12-01

    3 experiments were performed to assess children's ability to solve a problem by analogy to a superficially dissimilar situation. Preschoolers and fifth and sixth graders were asked to solve a problem that allowed multiple solutions. Some subjects were first read a story that included an analogous problem and its solution. When the mapping between the relations involved in the corresponding solutions was relatively simple, and the corresponding instruments were perceptually and functionally similar, even preschoolers were able to use the analogy to derive a solution to the transfer problem (Experiment 1). Furthermore, salient similarity of the instruments was neither sufficient (Experiment 2) nor necessary (Experiment 3) for success by preschool subjects. When the story analog mapped well onto the transfer problem, 4-year-olds were often able to generate a solution that required transformation of an object with little perceptual or semantic similarity to the instrument used in the base analog (Experiment 3). The older children used analogies in a manner qualitatively similar to that observed in comparable studies with adults (Experiment 1), whereas the younger children exhibited different limitations.

  7. An assessment tool for developing healthcare managerial skills and roles.

    PubMed

    Guo, Kristina L

    2003-01-01

    This article is based on a study to identify, and by doing so help develop, the skills and roles of senior-level healthcare managers related to the needs of the current healthcare environment. To classify these roles and skills, a qualitative study was conducted to examine the literature on forces in the healthcare environment and their impact on managers. Ten senior managers were interviewed, revealing six roles as the most crucial to their positions along with the skills necessary to perform those roles. A pilot study was conducted with these senior managers to produce a final assessment tool. This assessment tool helps managers to identify strengths and weaknesses, develop in deficient areas, and promote competence in all areas as demanded by the market and organization. This tool can be used by organizations in the recruitment process and in the training process.

  8. Emulating Real-Life Situations with a Play Task to Observe Parenting Skills and Child Behaviors

    PubMed Central

    Rusby, Julie C.; Metzler, Carol W.; Sanders, Matthew R.; Crowley, Ryann

    2015-01-01

    Play tasks that use standardized procedures and materials are a practical way to assess parenting skills, child behaviors, and the ways in which parents and children interact. We describe a systematic process for developing the Parent–Child Play Task (PCPT) to assess mother–child interactions for a randomized controlled trial on a video-based parenting program. Participants are 307 mothers and their 3-through 6-year-old children who present oppositional and disruptive behavior challenges. The validity of the PCPT was investigated by testing (a) the extent to which the tasks elicit the specific parent and child behaviors of interest, (b) the consistency of individuals’ behavior across the play tasks, and (c) the concurrent associations of the PCPT observed child behaviors and mother reports of child behavior. The different tasks elicited the mother and child behaviors that they were designed to elicit. Behavior consistency across tasks for individual mothers and children was fair to good, with the exception of two task-specific behaviors. Mothers’ guidance (provision of instructions to foster a skill) during the teaching task and children’s interruptions while mother was busy during the questionnaire task were highly task specific. Modest associations were found between observed children’s noncompliance and inappropriate behaviors, and mother-reported conduct problems and oppositional behaviors. Implications for clinical and research assessments are discussed. PMID:25689090

  9. Emulating real-life situations with a play task to observe parenting skills and child behaviors.

    PubMed

    Rusby, Julie C; Metzler, Carol W; Sanders, Matthew R; Crowley, Ryann

    2015-04-01

    Play tasks that use standardized procedures and materials are a practical way to assess parenting skills, child behaviors, and the ways in which parents and children interact. We describe a systematic process for developing the parent-child play task (PCPT) to assess mother-child interactions for a randomized controlled trial of a video-based parenting program. Participants were 307 mothers and their 3- to 6-year-old children who presented oppositional and disruptive behavior challenges. The validity of the PCPT was investigated by testing (a) the extent to which the tasks elicited the specific parent and child behaviors of interest, (b) the consistency of individuals' behavior across the play tasks, and (c) the concurrent associations of the PCPT-observed child behaviors and mother reports of child behavior. The different tasks elicited the mother and child behaviors that they were designed to elicit. Behavior consistency across tasks for individual mothers and children was fair to good, with the exception of 2 task-specific behaviors. Mother's guidance (provision of instructions to foster a skill) during the teaching task and children's interruptions while mother was busy during the questionnaire task were highly task specific. Modest associations were found between observed children's noncompliance and inappropriate behaviors and mother-reported conduct problems and oppositional behaviors. Implications for clinical and research assessments are discussed.

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

    ERIC Educational Resources Information Center

    Rolleston, Caine

    2014-01-01

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

  11. The development of science process skills in authentic contexts

    NASA Astrophysics Data System (ADS)

    Roth, Wolff-Michael; Roychoudhury, Anita

    Instructional strategies and curriculum sequences aimed at teaching process skills have received considerable attention in science education. On the other hand, the teaching of domain-independent, context-free skills has been subject to criticism on the ground that important aspects of cognitive activities are functions of meaningful contexts. The intent of this study was to examine the development of integrated process skills in the context of open-inquiry laboratory sessions. The data-collection approach was qualitative and included videotapes of laboratory sessions, laboratory reports of students, and the reflective journals kept by the two teachers involved in the study. Forty-eight students from the Grade 11 introductory physics course, 29 students from the Grade 12 physics course, and 60 students from the Grade 8 general science course from an all-boys private school participated in the study. An interpretive research methodology was adopted for construction of meaning from the data. Students worked in collaborative groups during all of the open-inquiry laboratory sessions. Findings from the study indicate that students develop higher-order process skills through nontraditional laboratory experiences that provided the students with freedom to perform experiments of personal relevance in authentic contexts. Students learned to (a) identify and define pertinent variables, (b) interpret, transform, and analyze data, (c) plan and design an experiment, and (d) formulate hypotheses. Findings of this study suggest that process skills need not be taught separately. Integrated process skills develop gradually and reach a high level of sophistication when experiments are performed in meaningful context.

  12. Developing Worksheet Based on Science Process Skills: Factors Affecting Solubility

    ERIC Educational Resources Information Center

    Karsli, Fethiye; Sahin, Cigdem

    2009-01-01

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

  13. The Dynamic Association between Motor Skill Development and Physical Activity

    ERIC Educational Resources Information Center

    Stodden, David F.; Goodway, Jacqueline D.

    2007-01-01

    Although significant attention has been given to promoting physical activity among children, little attention has been given to the developmental process of how children learn to move or to the changing role that motor skill development plays in children's physical activity levels as they grow. In order to successfully address the obesity…

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

    ERIC Educational Resources Information Center

    Guthrie, Hugh; Stanwick, John; Karmel, Tom

    2011-01-01

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

  15. New Approaches in the Development of Oral Skills.

    ERIC Educational Resources Information Center

    Ruane, Mary

    With recent developments in assessment and syllabus formats in Ireland, the foreign language classroom has changed considerably, especially in the promotion of oral skills at the upper levels. Differences are found in the variety of classroom activities, with the emphasis now on group activities, and in the organization of learning and…

  16. Reading Skills Development in Content Areas. Handbook I.

    ERIC Educational Resources Information Center

    Hampton City School Board, VA.

    This handbook, designed as part of the Right to Read Program in Hampton, Virginia, focuses on the development of reading skills within the content area classroom. Sections discussing the instructional and organizational strategies are followed by specific units of study. These individual units include learning objectives or concepts, materials,…

  17. Assessment of Critical Business Skill Development by MBA Alumni

    ERIC Educational Resources Information Center

    Glynn, Joseph G.; Wood, Gregory R.

    2008-01-01

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

  18. Developing a Scale for Constructivist Learning Environment Management Skills

    ERIC Educational Resources Information Center

    Yildirim, M. Cevat

    2014-01-01

    Problem Statement: The success of creating a constructivist learning environment is directly related to teachers' management abilities and therefore scales that evaluate those skills are essential to the process. Given the importance of this subject, the development of scales that address all aspects of the constructivist learning environment…

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

    ERIC Educational Resources Information Center

    Warren, Karen; Loeffler, TA

    2006-01-01

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

  20. Promoting Employability Skills Development in a Research-Intensive University

    ERIC Educational Resources Information Center

    Baker, Geoff; Henson, Debra

    2010-01-01

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

  1. Developing Enterprise Skills through Peer-Assessed Pitch Presentations

    ERIC Educational Resources Information Center

    Faherty, Anna

    2015-01-01

    Purpose: The purpose of this paper is to investigate the impact of using summative peer assessment to develop enterprise skills within higher education. Design/methodology/approach: An empirical investigation analysing students own perceptions of the peer assessment process to evaluate its impact. Findings: Participating students indicate that…

  2. Developing Coping Skills in Early Childhood: Theory and Techniques.

    ERIC Educational Resources Information Center

    Forquer, Sandra L.

    1982-01-01

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

  3. Managerial-Skills Development: An Experience in Program Design

    ERIC Educational Resources Information Center

    Thorne, Edward H.; Marshall, Jean L.

    1976-01-01

    The article is an overview of the design of a Managerial Skills Development Program Model in an industrial setting which was based on adult education principles. Discussed are: program objectives and philosophy, educative environment, group commitment, group-centered action, program evaluation and revision, manager/instructor teams, and…

  4. Skills Development, Employment and Sustained Growth in Ghana: Sustainability Challenges

    ERIC Educational Resources Information Center

    Palmer, Robert

    2009-01-01

    Against a backdrop of some two decades of sustained economic growth in Ghana, this paper argues that there are a series of sustainability challenges related to technical and vocational skills development (TVSD) that need to be addressed. This paper analyses several sustainability dimensions of TVSD related to: promoting the sustainability of…

  5. Action Research: The Development of Critical Thinking Skills

    ERIC Educational Resources Information Center

    LaPoint-O'Brien, Tammy

    2013-01-01

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

  6. Global Perspectives: Developing Media Literacy Skills to Advance Critical Thinking

    ERIC Educational Resources Information Center

    Radeloff, Cheryl L.; Bergman, Barbara J.

    2009-01-01

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

  7. A Four-Prong Model for Intellectual-Skills Development.

    ERIC Educational Resources Information Center

    Sternberg, Robert J.; Davidson, Janet E.

    1989-01-01

    A four-prong instructional model for intellectual-skills development is described. The four prongs are: familiarization, intra-group problem solving, inter-group problem solving, and individual problem solving. A psychological model of what is to be taught, the triarchic theory of human intelligence, provides the underpinning of the instructional…

  8. Investigating and Evaluating Environmental Issues and Actions: Skill Development Modules.

    ERIC Educational Resources Information Center

    Hungerford, Harold R.; And Others

    Middle school and high school students need to develop many skills in order to investigate environmental issues and know the basics of citizenship action strategies. This student guide is designed to teach students how to investigate and evaluate environmental issues and actions. The guide is presented in six modules. Module 1 introduces the…

  9. Selection Skills and Collection Development in School Libraries.

    ERIC Educational Resources Information Center

    Graef, Robert; And Others

    1990-01-01

    Presents 11 articles that deal with selection skills and collection development in junior and senior high school libraries. Highlights include censorship concerns, selecting corporate-sponsored materials, written selection policies, budget considerations, sample selection and evaluation forms for print and nonprint materials, reference books, and…

  10. 250+ Activities and Ideas for Developing Literacy Skills.

    ERIC Educational Resources Information Center

    Jay, Hilda L.; Jay, M. Ellen

    Designed for use at school or at home, this book focuses on the development of seven types of literacy: linguistic, visual, mathematical, scientific, geographic, economic, and computer. The book's suggested activities are each introduced with a detailed discussion of the necessary prerequisite skills, the concepts to be mastered, the materials…

  11. Intellectual Skills Development Program. Annual Report, 1986-1987.

    ERIC Educational Resources Information Center

    McCauley, Lynne

    The 1986-1987 annual report on the Intellectual Skills Development Program (ISDP) at Western Michigan University is presented. The program is designed to identify new students who do not meet entry-level competencies in reading, writing, and mathematics, and to provide academic support for these students. In reviewing assessment policies and…

  12. The Developing English Skills and Knowledge (DESK) Program Handbook

    ERIC Educational Resources Information Center

    Rohloff, Jean

    2009-01-01

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

  13. Development and Validation of a Microcounseling Skill Discrimination Scale

    ERIC Educational Resources Information Center

    Lee, Dong Yul; And Others

    1976-01-01

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

  14. Assessing Aptitude and Attitude Development in a Translation Skills Course

    ERIC Educational Resources Information Center

    Mekheimer, Mohamed Amin A.

    2012-01-01

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

  15. Parent Handbook: Developing Your Child's Skills and Abilities at Home.

    ERIC Educational Resources Information Center

    Ahr, A. Edward; Simons, Benita

    There is a growing belief among educators that parents can make an influential contribution to their children's educational opportunities by working with them on the development of certain skills in the years before the initiation of formal schooling. This parents' handbook attempts to supply a mixture of general principles and specific practices…

  16. Effects of a Program for Developing Creative Thinking Skills

    ERIC Educational Resources Information Center

    Rabanos, Natalia Larraz; Torres, Pedro Allueva

    2012-01-01

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

  17. Developing Transferable Research Skills in First Year Agricultural Economics Students

    ERIC Educational Resources Information Center

    Koppi, Tony; Nolan, Elizabeth; Field, Damien

    2010-01-01

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

  18. How to Develop Teachers' Mathematical Molding Teaching Skills

    ERIC Educational Resources Information Center

    Mrayyan, Salwa

    2016-01-01

    This study aimed at developing some of the mathematical modelling skills necessary for the student teachers in mathematics education College. Modeling involves making genuine choices, modeling problems have many possible justifiable answers, modeling problems matter to the end-user who needs to understand something or make a decision. Modeling…

  19. United Kingdom: Skills Development for the Twenty-First Century

    ERIC Educational Resources Information Center

    Baines, John; Cohen, Judith; Martin, Stephen

    2005-01-01

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

  20. Developing Young Students' Informal Inference Skills in Data Analysis

    ERIC Educational Resources Information Center

    Paparistodemou, Efi; Meletiou-Mavrotheris, Maria

    2008-01-01

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

  1. SOCIAL: An Integrative Framework for the Development of Social Skills

    ERIC Educational Resources Information Center

    Beauchamp, Miriam H.; Anderson, Vicki

    2010-01-01

    Despite significant advances in the field of social neuroscience, much remains to be understood regarding the development and maintenance of social skills across the life span. Few comprehensive models exist that integrate multidisciplinary perspectives and explain the multitude of factors that influence the emergence and expression of social…

  2. Practices for Developing Reflective Thinking Skills among Teachers

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  3. Teacher Views on Social Skills Development in Primary School Students

    ERIC Educational Resources Information Center

    Samanci, Osman

    2010-01-01

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

  4. Developing Higher-Order Thinking Skills through WebQuests

    ERIC Educational Resources Information Center

    Polly, Drew; Ausband, Leigh

    2009-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Fusco, Christopher

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

  6. [Political-ethical skill development in nursing undergraduates].

    PubMed

    Meira, Maria Dyrce Dias; Kurcgant, Paulina

    2013-10-01

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

  7. Development of the Counselor Response Observation System

    ERIC Educational Resources Information Center

    Rantanen, Antti P.; Soini, Hannu S.

    2013-01-01

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

  8. Teaching Skill Acquisition and Development in Dental Education.

    PubMed

    Lyon, Lucinda J; Hoover, Terry E; Giusti, Lola; Booth, Mark T; Mahdavi, Elham

    2016-08-01

    Development of dental faculty members is paramount to providing outstanding education and role modeling for students. With the large number of second career educators in dental schools, an efficient method of acquiring teaching skills is important for new faculty members. Knowing the skill progression and learning experiences identified by dental educators of varying rank may lead to more efficient, effective faculty development. The aims of this study were to identify the perceptions of a group of faculty members about the knowledge, skills, attitudes, and learning experiences that contribute to developing teaching expertise and to compare and contrast the perceptions of new and more senior faculty members on these subjects. The Dreyfus skill acquisition continuum of novice to expert performance was used as a construct reference. The study used a mixed-methods approach in which qualitative and quantitative data were collected concurrently in an electronic survey of faculty members at one U.S. dental school. Of the 492 total faculty members, 80 survey responses were received, for a 16% response rate. Open coding and analysis of responses revealed some common themes. Building rich content knowledge and learning varied methodologies for teaching and assessment, supported by an awareness of peer role models, were perceived to be features of early growth. Content prioritization, clarity, and customization appropriate for the learner characterized mid growth. As theorized in the Dreyfus model, more experienced faculty members described a fluid, less structured teaching process, increased reflection, and appreciation of the strength of the educational community. The results of this study may help increase dental educators' understanding of teaching skill acquisition and inform faculty development and support.

  9. Teaching Skill Acquisition and Development in Dental Education.

    PubMed

    Lyon, Lucinda J; Hoover, Terry E; Giusti, Lola; Booth, Mark T; Mahdavi, Elham

    2016-08-01

    Development of dental faculty members is paramount to providing outstanding education and role modeling for students. With the large number of second career educators in dental schools, an efficient method of acquiring teaching skills is important for new faculty members. Knowing the skill progression and learning experiences identified by dental educators of varying rank may lead to more efficient, effective faculty development. The aims of this study were to identify the perceptions of a group of faculty members about the knowledge, skills, attitudes, and learning experiences that contribute to developing teaching expertise and to compare and contrast the perceptions of new and more senior faculty members on these subjects. The Dreyfus skill acquisition continuum of novice to expert performance was used as a construct reference. The study used a mixed-methods approach in which qualitative and quantitative data were collected concurrently in an electronic survey of faculty members at one U.S. dental school. Of the 492 total faculty members, 80 survey responses were received, for a 16% response rate. Open coding and analysis of responses revealed some common themes. Building rich content knowledge and learning varied methodologies for teaching and assessment, supported by an awareness of peer role models, were perceived to be features of early growth. Content prioritization, clarity, and customization appropriate for the learner characterized mid growth. As theorized in the Dreyfus model, more experienced faculty members described a fluid, less structured teaching process, increased reflection, and appreciation of the strength of the educational community. The results of this study may help increase dental educators' understanding of teaching skill acquisition and inform faculty development and support. PMID:27480710

  10. Verbal communication skills in typical language development: a case series.

    PubMed

    Abe, Camila Mayumi; Bretanha, Andreza Carolina; Bozza, Amanda; Ferraro, Gyovanna Junya Klinke; Lopes-Herrera, Simone Aparecida

    2013-01-01

    The aim of the current study was to investigate verbal communication skills in children with typical language development and ages between 6 and 8 years. Participants were 10 children of both genders in this age range without language alterations. A 30-minute video of each child's interaction with an adult (father and/or mother) was recorded, fully transcribed, and analyzed by two trained researchers in order to determine reliability. The recordings were analyzed according to a protocol that categorizes verbal communicative abilities, including dialogic, regulatory, narrative-discursive, and non-interactive skills. The frequency of use of each category of verbal communicative ability was analyzed (in percentage) for each subject. All subjects used more dialogical and regulatory skills, followed by narrative-discursive and non-interactive skills. This suggests that children in this age range are committed to continue dialog, which shows that children with typical language development have more dialogic interactions during spontaneous interactions with a familiar adult. PMID:24408175

  11. Social networks and the development of social skills in cowbirds.

    PubMed

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

    2012-07-01

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

  12. Social networks and the development of social skills in cowbirds.

    PubMed

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

    2012-07-01

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

  13. Development of Technical Skills: Education, Simulation, and Maintenance of Certification.

    PubMed

    Sullivan, Sarah A; Anderson, Barbara M H; Pugh, Carla M

    2015-11-01

    The goal of this article is to provide a focused overview of technical skills education inside the operating room (OR), opportunities for learning outside of the OR (with a focus on simulation), and methods for measuring technical skills. In addition, the authors review the role of maintenance of certification in continuing education and quality improvement and consider the role that simulation plays in this process. The perspectives on teaching in the OR of both residents and faculty going into the case affect the learning environment, and preoperative interactions between attendings and residents to establish learning needs and goals are important. Furthermore, in regards to attending surgeons improving their skills, interaction with more experienced peers and feedback during and after a procedure can be beneficial. Simulation is increasingly being utilized as an education tool outside of the OR. Training in plastic surgery is poised to exploit simulation in multiple technical areas. There is potential to utilize these simulation environments to collect real-time data, such as motion, visual focus, and pressure. How to incorporate technical skill evaluation results in ways that are most beneficial for learning should be the focus of future research and curriculum development. Finally, simulation could be better utilized as a mechanism for both self and peer evaluation and assessment for continuing education and quality improvement. Professional development for faculty and surgery trainees on how to engage with simulation for teaching and learning and how to translate these experiences into improving patient care will be required.

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

    ERIC Educational Resources Information Center

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

    2006-01-01

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

  15. Cumulative Advantage in the Skill Development of STEM Graduate Students: A Mixed-Methods Study

    ERIC Educational Resources Information Center

    Feldon, David F.; Maher, Michelle A.; Roksa, Josipa; Peugh, James

    2016-01-01

    Studies of skill development often describe a process of cumulative advantage, in which small differences in initial skill compound over time, leading to increasing skill gaps between those with an initial advantage and those without. We offer evidence of a similar phenomenon accounting for differential patterns of research skill development in…

  16. Effective Strategies and Activities for Developing Soft Skills, Part 2

    ERIC Educational Resources Information Center

    Green, Diana J.; Blaszczynski, Carol

    2012-01-01

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

  17. Developing grant writing skills to translate practice dreams into reality.

    PubMed

    Lindquist, Ruth; Hadidi, Niloufar

    2013-01-01

    In an era of health care reform and limited financial support, good ideas for changes in clinical practice may await the available time, resources, and attention that are required to test and implement them. Developing grant writing skills is a way to attract resources to explore the feasibility and potential efficacy of changes to improve patient outcomes or efficiencies of care. This article describes the purpose of grant writing by advanced practice nurses (APNs), discusses the needs for and benefits of grant writing, identifies types and sources of available grants, describes potential roles of APNs in grant writing, describes ways to overcome barriers to grant writing, and presents strategies for writing winning grants to develop and improve practice in acute and critical care settings. These strategies will help APNs get started and provide a guide to follow in writing their first grant or will refresh their existing grant writing skills. PMID:23615015

  18. Developing grant writing skills to translate practice dreams into reality.

    PubMed

    Lindquist, Ruth; Hadidi, Niloufar

    2013-01-01

    In an era of health care reform and limited financial support, good ideas for changes in clinical practice may await the available time, resources, and attention that are required to test and implement them. Developing grant writing skills is a way to attract resources to explore the feasibility and potential efficacy of changes to improve patient outcomes or efficiencies of care. This article describes the purpose of grant writing by advanced practice nurses (APNs), discusses the needs for and benefits of grant writing, identifies types and sources of available grants, describes potential roles of APNs in grant writing, describes ways to overcome barriers to grant writing, and presents strategies for writing winning grants to develop and improve practice in acute and critical care settings. These strategies will help APNs get started and provide a guide to follow in writing their first grant or will refresh their existing grant writing skills.

  19. Evaluation of a Classwide Teaching Program for Developing Preschool Life Skills

    PubMed Central

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

    2007-01-01

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

  20. Developing a Carbon Observing System

    NASA Astrophysics Data System (ADS)

    Moore, B., III

    2015-12-01

    There is a clear need to better understand and predict future climate change, so that science can more confidently inform climate policy, including adaptation planning and future mitigation strategies. Understanding carbon cycle feedbacks, and the relationship between emissions (fossil and land use) and the resulting atmospheric carbon dioxide (CO2) and methane (CH4) concentrations in a changing climate has been recognized as an important goal by the IPCC. The existing surface greenhouse gas observing networks provide accurate and precise measurements of background values, but they are not configured to target the extended, complex and dynamic regions of the carbon budget. Space Agencies around the globe are committed to CO2 and CH4 observations: GOSAT-1/2, OCO-2/3, MERLin, TanSat, and CarbonSat. In addition to these Low Earth Orbit (LEO) missions, a new mission in Geostationary Orbit (GEO), geoCARB, which would provide mapping-like measurements of carbon dioxide, methane, and carbon monoxide concentrations over major land areas, has been recently proposed to the NASA Venture Program. These pioneering missions do not provide the spatial/temporal coverage to answer the key carbon-climate questions at process relevant scales nor do they address the distribution and quantification of anthropogenic sources at urban scales. They do demonstrate, however, that a well-planned future system of system integrating space-based LEO and GEO missions with extensive in situ observations could provide the accuracy, spatial resolution, and coverage needed to address critical open issues in the carbon-climate system. Dr. Diana Wickland devoted enormous energy in developing a comprehensive apprioach to understand the global carbon cycle; she understood well that an integrated, coordinated, international approach is needed. This shines through in her recent contribution in co-chairing the team that produced the "CEOS Strategy for Carbon Observations from Space." A NASA-funded community

  1. Reading Instruction Affects the Cognitive Skills Supporting Early Reading Development

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  2. Essential leadership skills for motivating and developing staff.

    PubMed

    Curtis, Elizabeth; O'Connell, Rhona

    2011-09-01

    Achieving and sustaining high quality patient care and containing costs are important aspects of a nurse manager's role, and a successful manager needs to have the skills and ability to motivate and develop staff. This article focuses on how effective leadership can increase motivation and empowerment among nurses, examines the relevance of transformational leadership to motivation, and suggests practical ways of maintaining a motivated work environment.

  3. The Effect of Curriculum for Developing Efficient Studying Skills on Academic Achievements and Studying Skills of Learners

    ERIC Educational Resources Information Center

    Demir, Semra; Kilinc, Mehmet; Dogan, Ali

    2012-01-01

    Purpose of this study is to examine the effect of "Development of Efficient Studying Skills Curriculum" on academic achievements and studying skills of 7th grade primary school students. In this study, pre-test post-test from experiment models and semi-experimental model with control group were preferred. The reason for the preference is…

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

    ERIC Educational Resources Information Center

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

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

  5. A Review of the Literature on Psychomotor Skill Development: Implications for the Teaching of Machine Use Skills.

    ERIC Educational Resources Information Center

    Braverman, Barbara B.; DeCaro, James J.

    1979-01-01

    Summarizes research regarding psychomotor skill development in technical education and offers suggestions for teaching machine use skills. Four tables display data from various researchers' studies under headings for models for classifying the psychomotor domain, knowledge of results, type of feedback, and type of video feedback. (MF)

  6. Teaching the "Soft Skills": A Professional Development Curriculum to Enhance the Employability Skills of Business Graduates

    ERIC Educational Resources Information Center

    Winstead, Ann S.; Adams, Barbara L.; Sillah, Marion Rogers

    2009-01-01

    Today's business climate requires that management recruits not only know the technical aspects of their jobs, but also possess communication, teambuilding and leadership skills. Most business school curricula, however, focus only on technical skills, and do not address the "soft skills" in a formal setting or on a consistent basis. As…

  7. Academic Skills Rovers: A Just in Time Peer Support Initiative for Academic Skills and Literacy Development

    ERIC Educational Resources Information Center

    Copeman, Peter; Keightley, Polly

    2014-01-01

    In 2013 the University of Canberra (UC) initiated a program of peer-assisted academic skills help, the Academic Skills Rovers program, with the goal of providing drop-in peer learning support to students at campus locations where they congregate to study. The Academic Skills Rovers were initially recruited from the teacher education discipline,…

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

    ERIC Educational Resources Information Center

    Carraway, Jennifer

    2012-01-01

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

  9. Standardizing the Pre-Licensure Supervision Process: A Commentary on Advocating for Direct Observation of Skills

    ERIC Educational Resources Information Center

    Gray, Neal D.; Erickson, Paul

    2013-01-01

    The present paper advocates for standardized regulations and laws for supervision of pre-licensed counselors in the United States, particularly for direct observation of clinical skills. A review of regulations by the American Counseling Association (ACA) Office of Professional Affairs (2012) reveals that only two states (Arizona and North…

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

    ERIC Educational Resources Information Center

    Ozen, Arzu; Batu, Sema; Birkan, Binyamin

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  12. A life course approach to the development of mental skills

    PubMed Central

    Richards, Marcus; Hatch, Stephani L.

    2012-01-01

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

  13. Developing the Cultural Awareness Skills of Behavior Analysts.

    PubMed

    Fong, Elizabeth Hughes; Catagnus, Robyn M; Brodhead, Matthew T; Quigley, Shawn; Field, Sean

    2016-03-01

    All individuals are a part of at least one culture. These cultural contingencies shape behavior, behavior that may or may not be acceptable or familiar to behavior analysts from another culture. To better serve individuals, assessments and interventions should be selected with a consideration of cultural factors, including cultural preferences and norms. The purpose of this paper is to provide suggestions to serve as a starting point for developing behavior analysts' cultural awareness skills. We present strategies for understanding behavior analysts' personal cultural values and contingencies and those of their clients, integrating cultural awareness practices into service delivery, supervision, and professional development, and becoming culturally aware in everyday practice. PMID:27606242

  14. Developing analytic thinking skills in early undergraduate education.

    PubMed

    Bowers, B; McCarthy, D

    1993-03-01

    This article describes how a required prenursing health issues course was substantially restructured to increase the opportunities for students to develop analytic skills and for faculty to gain greater insight into how the students processed course content. Using writing-to-learn (WTL) strategies based on theories of adult cognitive development (Kinneavy, McCleary, & Nakadate, 1985; Kohlberg, 1978; Perry 1978), course readings, writing assignments, and exam questions were revised continuously over five semesters. This article describes the purpose and process of redesigning the course and some reflections on the outcome. PMID:8388926

  15. Effective Strategies and Activities for Developing Soft Skills, Part 1

    ERIC Educational Resources Information Center

    Blaszczynski, Carol; Green, Diana J.

    2012-01-01

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

  16. Deep and Shallow Water Effects on Developing Preschoolers’ Aquatic Skills

    PubMed Central

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

    2012-01-01

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

  17. Nurses' interpersonal behaviours and the development of helping skills.

    PubMed

    Sellick, K J

    1991-01-01

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

  18. Development of a Supervisory Skills Course for Hospital Pharmacy Workplaces

    PubMed Central

    Woloschuk, Donna M M; Raymond, Colette B

    2010-01-01

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

  19. Advanced mathematical study and the development of conditional reasoning skills.

    PubMed

    Attridge, Nina; Inglis, Matthew

    2013-01-01

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

  20. Development and Analysis of Psychomotor Skills Metrics for Procedural Skills Decay.

    PubMed

    Parthiban, Chembian; Ray, Rebecca; Rutherford, Drew; Zinn, Mike; Pugh, Carla

    2016-01-01

    In this paper we develop and analyze the metrics associated with a force production task involving a stationary target with the help of advanced VR and Force Dimension Omega 6 haptic device. We study the effects of force magnitude and direction on the various metrics namely path length, movement smoothness, velocity and acceleration patterns, reaction time and overall error in achieving the target. Data was collected from 47 participants who were residents. Results show a positive correlation between the maximum force applied and the deflection error, velocity while reducing the path length and increasing smoothness with a force of higher magnitude showing the stabilizing characteristics of higher magnitude forces. This approach paves a way to assess and model procedural skills decay.

  1. Development and Analysis of Psychomotor Skills Metrics for Procedural Skills Decay.

    PubMed

    Parthiban, Chembian; Ray, Rebecca; Rutherford, Drew; Zinn, Mike; Pugh, Carla

    2016-01-01

    In this paper we develop and analyze the metrics associated with a force production task involving a stationary target with the help of advanced VR and Force Dimension Omega 6 haptic device. We study the effects of force magnitude and direction on the various metrics namely path length, movement smoothness, velocity and acceleration patterns, reaction time and overall error in achieving the target. Data was collected from 47 participants who were residents. Results show a positive correlation between the maximum force applied and the deflection error, velocity while reducing the path length and increasing smoothness with a force of higher magnitude showing the stabilizing characteristics of higher magnitude forces. This approach paves a way to assess and model procedural skills decay. PMID:27046593

  2. Case study: use of problem-based learning to develop students' technical and professional skills

    NASA Astrophysics Data System (ADS)

    Warnock, James N.; Mohammadi-Aragh, M. Jean

    2016-03-01

    Problem-based learning (PBL) is a pedagogy that has attracted attention for many biomedical engineering curricula. The aim of the current study was to address the research question, 'Does PBL enable students to develop desirable professional engineering skills?' The desirable skills identified were communication, teamwork, problem solving and self-directed learning. Forty-seven students enrolled in a biomedical materials course participated in the case study. Students worked in teams to complete a series of problems throughout the semester. The results showed that students made significant improvements in their problem-solving skills, written communication and self-directed learning. Students also demonstrated an ability to work in teams and communicate orally. In conclusion, this case study provides empirical evidence of the efficacy of PBL on student learning. We discuss findings from our study and provide observations of student performance and perceptions that could be useful for faculty and researchers interested in PBL for biomedical engineering education.

  3. Social science as a tool in developing scientific thinking skills in underserved, low-achieving urban students.

    PubMed

    Jewett, Elizabeth; Kuhn, Deanna

    2016-03-01

    Engagement in purposeful problem solving involving social science content was sufficient to develop a key set of inquiry skills in low-performing middle school students from an academically and economically disadvantaged urban public school population, with this skill transferring to a more traditional written scientific thinking assessment instrument 3weeks later. Students only observing their peers' activity or not participating at all failed to show these gains. Implications are addressed with regard to the mastery of scientific thinking skills among academically disadvantaged students. Also addressed are the efficacy of problem-based learning and the limits of observational learning.

  4. Where Do Graduates Develop Their Enterprise Skills? The Value of the Contribution of the HEI Context

    ERIC Educational Resources Information Center

    Refai, Deema; Thompson, John

    2015-01-01

    This paper reports on an investigation into the value of the contribution of the higher education institution (HEI) context in developing graduates' enterprise skills. The study was an exploration of where graduates develop enterprise skills, examining the impact of the higher education and employment contexts on the development of these skills.…

  5. Links between Preschool Children's Social Skills and Observed Pretend Play in Outdoor Childcare Environments

    ERIC Educational Resources Information Center

    Li, Jiayao; Hestenes, Linda L.; Wang, Yudan C.

    2016-01-01

    As one of the most advanced play forms in childhood, pretend play often demonstrates positive associations with children's development. However, results from research that examines the association between social skills and pretend play are mixed, especially when the complexity of pretend play is taken into account. Moreover, few studies on pretend…

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

    PubMed Central

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

    2013-01-01

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

  7. Observation Tools for Professional Development

    ERIC Educational Resources Information Center

    Malu, Kathleen F.

    2015-01-01

    Professional development of teachers, including English language teachers, empowers them to change in ways that improve teaching and learning (Gall and Acheson 2011; Murray 2010). In their seminal research on staff development--professional development in today's terms--Joyce and Showers (2002) identify key factors that promote teacher change.…

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

    PubMed Central

    Sue, Damian; Vichitvanichphong, Suchada

    2014-01-01

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

  9. A Fresh Pair of Eyes: A Blind Observation Method for Evaluating Social Skills of Children with ASD in a Naturalistic Peer Situation in School.

    PubMed

    Dekker, Vera; Nauta, Maaike H; Mulder, Erik J; Sytema, Sjoerd; de Bildt, Annelies

    2016-09-01

    The Social skills Observation Measure (SOM) is a direct observation method for social skills used in naturalistic everyday situations in school. This study describes the development of the SOM and investigates its psychometric properties in 86 children with Autism spectrum disorder, aged 9.8-13.1 years. The interrater reliability was found to be good to excellent. The convergent validity was low in relation to parent and teacher reports of social skills, and also to parent interview on adaptive social functioning. Therefore this direct observation seems to provide additional information on the frequency and quality of social behaviors in daily life situations. As such it contributes to parent and teacher information as a blind measurement to evaluate Social Skills Training.

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  11. The Digital Skills Paradox: How Do Digitally Excluded Youth Develop Skills to Use the Internet?

    ERIC Educational Resources Information Center

    Eynon, Rebecca; Geniets, Anne

    2016-01-01

    Digital skills are an important aspect of ensuring that all young people are digitally included. Yet, there tends to be an assumption in popular discourse that young people can simply learn these skills by themselves. While experience of technologies forms an important part of the learning process, other resources (i.e., access to technology and…

  12. Observational practice benefits are limited to perceptual improvements in the acquisition of a novel coordination skill.

    PubMed

    Maslovat, Dana; Hodges, Nicola J; Krigolson, Olav E; Handy, Todd C

    2010-07-01

    There is disagreement about the effectiveness of observational practice for the acquisition of novel coordination skills and the type of processes involved in observation of novel movements. In this study, we examined learning of a bimanual 90 degrees phase offset through comparisons of three groups; physical practice, observational practice and no practice (n = 12/group). Groups were compared before and after practice on perception and production scans of the practised pattern. The observation group was yoked to the physical group such that observers watched repeated demonstrations of a learning model. Although there were no positive effects of observational practice for physical performance measures, the observation group did not differ from the physical practice group and was more accurate than controls on perceptual discrimination measures after practice. We concluded that observation of a novel bimanual movement can aid perception but that physical practice is necessary for immediate physical performance benefits. These results are discussed in terms of cognitive mediation models of motor skill learning. PMID:20496059

  13. Reading Skill Development: A Survey of Need and Responsibility

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  14. Skill Development in Social Science Subjects: A Proposed Methodology

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  15. Transferable Skills Training for Researchers: Supporting Career Development and Research

    ERIC Educational Resources Information Center

    OECD Publishing (NJ3), 2012

    2012-01-01

    Researchers are embarking on increasingly diverse careers where collaboration, networking and interdisciplinarity are becoming more important. Transferable skills (e.g. communication skills and problem-solving abilities) can help researchers operate more effectively in different work environments. While researchers acquire some of these skills in…

  16. Development of Different Forms of Skill Learning throughout the Lifespan

    ERIC Educational Resources Information Center

    Lukács, Ágnes; Kemény, Ferenc

    2015-01-01

    The acquisition of complex motor, cognitive, and social skills, like playing a musical instrument or mastering sports or a language, is generally associated with implicit skill learning (SL). Although it is a general view that SL is most effective in childhood, and such skills are best acquired if learning starts early, this idea has rarely been…

  17. Developing Critical Reading Skills through Whole Language Strategies.

    ERIC Educational Resources Information Center

    Combs, Robin

    A teacher used classics of children's literature to teach critical reading skills. Although scoring above the national average on the Iowa Tests of Basic Skills (ITBS), the teacher's fourth-grade gifted students exhibited problems with critical reading skills. A literature unit involving whole language strategies and using Beverly Cleary's "The…

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

    ERIC Educational Resources Information Center

    Thomas, Camille; Fellingham, Gilbert; Vehrs, Pat

    2009-01-01

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

  19. A Comparison of Two Instructional Formats on Heart Rate Intensity and Skill Development.

    ERIC Educational Resources Information Center

    Quinn, Patrick B.; Strand, Brad

    1995-01-01

    This study examined the effect of adding aerobic training to football skills development activities for male seventh graders. Two groups completed one or the other type of training. Heart rate monitor and skill assessment data indicated that the addition of the planned fitness component did not detract from skill development. (SM)

  20. Employment Preparation and Life Skill Development Initiatives for High School Students with Emotional and Behavioral Disabilities

    ERIC Educational Resources Information Center

    Swank, Jacqueline M.; Huber, Peter

    2013-01-01

    Employment preparation and life skill development are crucial in assisting students identified as having emotional and behavioral disabilities with successfully transitioning to adulthood following high school. This article outlines four initiatives that a school counselor developed with other school personnel to promote work skills, life skills,…

  1. Designing and Evaluating a Personal Skills Development Program for Management Education

    ERIC Educational Resources Information Center

    Pang, Elvy; Hung, Humphry

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Jackson, Denise; Hancock, Phil

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Gzibovskis, Talis; Marnauza, Mara

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2004-01-01

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

  5. Can Observation Skills of Citizen Scientists Be Estimated Using Species Accumulation Curves?

    PubMed Central

    Kelling, Steve; Johnston, Alison; Hochachka, Wesley M.; Iliff, Marshall; Fink, Daniel; Gerbracht, Jeff; Lagoze, Carl; La Sorte, Frank A.; Moore, Travis; Wiggins, Andrea; Wong, Weng-Keen; Wood, Chris; Yu, Jun

    2015-01-01

    Volunteers are increasingly being recruited into citizen science projects to collect observations for scientific studies. An additional goal of these projects is to engage and educate these volunteers. Thus, there are few barriers to participation resulting in volunteer observers with varying ability to complete the project’s tasks. To improve the quality of a citizen science project’s outcomes it would be useful to account for inter-observer variation, and to assess the rarely tested presumption that participating in a citizen science projects results in volunteers becoming better observers. Here we present a method for indexing observer variability based on the data routinely submitted by observers participating in the citizen science project eBird, a broad-scale monitoring project in which observers collect and submit lists of the bird species observed while birding. Our method for indexing observer variability uses species accumulation curves, lines that describe how the total number of species reported increase with increasing time spent in collecting observations. We find that differences in species accumulation curves among observers equates to higher rates of species accumulation, particularly for harder-to-identify species, and reveals increased species accumulation rates with continued participation. We suggest that these properties of our analysis provide a measure of observer skill, and that the potential to derive post-hoc data-derived measurements of participant ability should be more widely explored by analysts of data from citizen science projects. We see the potential for inferential results from analyses of citizen science data to be improved by accounting for observer skill. PMID:26451728

  6. Can Observation Skills of Citizen Scientists Be Estimated Using Species Accumulation Curves?

    PubMed

    Kelling, Steve; Johnston, Alison; Hochachka, Wesley M; Iliff, Marshall; Fink, Daniel; Gerbracht, Jeff; Lagoze, Carl; La Sorte, Frank A; Moore, Travis; Wiggins, Andrea; Wong, Weng-Keen; Wood, Chris; Yu, Jun

    2015-01-01

    Volunteers are increasingly being recruited into citizen science projects to collect observations for scientific studies. An additional goal of these projects is to engage and educate these volunteers. Thus, there are few barriers to participation resulting in volunteer observers with varying ability to complete the project's tasks. To improve the quality of a citizen science project's outcomes it would be useful to account for inter-observer variation, and to assess the rarely tested presumption that participating in a citizen science projects results in volunteers becoming better observers. Here we present a method for indexing observer variability based on the data routinely submitted by observers participating in the citizen science project eBird, a broad-scale monitoring project in which observers collect and submit lists of the bird species observed while birding. Our method for indexing observer variability uses species accumulation curves, lines that describe how the total number of species reported increase with increasing time spent in collecting observations. We find that differences in species accumulation curves among observers equates to higher rates of species accumulation, particularly for harder-to-identify species, and reveals increased species accumulation rates with continued participation. We suggest that these properties of our analysis provide a measure of observer skill, and that the potential to derive post-hoc data-derived measurements of participant ability should be more widely explored by analysts of data from citizen science projects. We see the potential for inferential results from analyses of citizen science data to be improved by accounting for observer skill. PMID:26451728

  7. The development of attention skills in action video game players.

    PubMed

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

    2009-07-01

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

  8. The development of attention skills in action video game players

    PubMed Central

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

    2009-01-01

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

  9. Engaging the audience: developing presentation skills in science students.

    PubMed

    Stuart, Ann E

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Koellner, Karen; Jacobs, Jennifer; Borko, Hilda

    2011-01-01

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

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

    PubMed

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

    2015-01-01

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

  12. Development of and Feedback on a Fully Automated Virtual Reality System for Online Training in Weight Management Skills

    PubMed Central

    Spitalnick, Josh S.; Hadley, Wendy; Bond, Dale S.; Wing, Rena R.

    2014-01-01

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

  13. Imitation and communication skills development in children with pervasive developmental disorders

    PubMed Central

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

    2009-01-01

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

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

    PubMed

    Grossman, Sheila; Deupi, Jill; Leitao, Kathleen

    2014-01-01

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

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

    NASA Astrophysics Data System (ADS)

    MacDonald, R.; Savina, M. E.

    2003-12-01

    One approach to curriculum review and development is to construct a matrix of the desired skills versus courses in the departmental curriculum. The matrix approach requires faculty to articulate their goals, identify specific skills, and assess where in the curriculum students will learn and practice these skills and where there are major skills gaps. Faculty members in the Geology Department at Carleton College developed a matrix of skills covered in geology courses with the following objectives: 1) Geology majors should begin their "senior integrative exercise" having practiced multiple times all of the formal steps in the research process (recognizing problems, writing proposals, carrying out a project, reporting a project in several ways); 2) Geology majors should learn and practice a variety of professional and life skills life (e.g. computer skills, field skills, lab skills, and interpretive skills).The matrix was used to identify where in the curriculum various research methods and skills were addressed and to map potential student experiences to the objectives. In Carleton's non-hierarchical curriculum, the matrix was used to verify that students have many opportunities to practice research and life skills regardless of the path they take to completion of the major. In William and Mary's more structured curriculum, the matrix was used to ensure that skills build upon each other from course to course. Faculty members in the Geology Department at the College of William and Mary first used this approach to focus on teaching quantitative skills across the geology curriculum, and later used it in terms of teaching research, communication, and information literacy skills. After articulating goals and skills, faculty members in both departments developed more specific skill lists within each category of skills, then described the current assignments and activities in each course relative to the specific components of the matrix and discussed whether to add

  16. [Development of oral feeding skills in the preterm infant].

    PubMed

    Lau, C

    2007-09-01

    Preterm infants cannot readily transition from tube to oral feeding. Such difficulty often delays their discharge from the hospital and mother-infant reunion. Therefore, understanding the development of the necessary skills preterm infants need to acquire for safe and successful oral feeding is essential. It is now recognized that a mature sucking pattern consisting of the rhythmic alternation of suction and expression is not sufficient for an infant to feed by mouth safely. Rather, an adequate coordination of sucking, swallowing, and respiration appear to be crucial if the infant is to feed with no episodes of desaturation, apnea, bradycardia, and/or aspiration. Studies have shown the benefits of some interventions in facilitating oral feeding in the preterm infant. However, it remains to be determined whether these effects can be generalized.

  17. A model for communication skills development for family practice residents.

    PubMed

    Hornsby, J L; Payne, F E

    1979-01-01

    The purpose of this paper is twofold: (1) to demonstrate the need for including interpersonal communication skills training in family practice residency programs, and (2) to present a communication model that can be used for such training. Interpersonal communication skills are important in almost all areas of contact with patients: history taking, physical examination, prescription writing and patient education, counseling, and psychotherapy. Presentation of the communication model includes definition of the interpersonal communication skills that would be stressed in family practice residency programs. These skills include empathy, respect, warmth, concreteness, genuineness, self-disclosure, confrontation, immediacy, and behavior modification. Examples of how a family physician may communicate each of these skills are also included. The implementation of the communication model in a department of family practice for training residents and faculty in the use of these communication skills is also described. PMID:759551

  18. A model for communication skills development for family practice residents.

    PubMed

    Hornsby, J L; Payne, F E

    1979-01-01

    The purpose of this paper is twofold: (1) to demonstrate the need for including interpersonal communication skills training in family practice residency programs, and (2) to present a communication model that can be used for such training. Interpersonal communication skills are important in almost all areas of contact with patients: history taking, physical examination, prescription writing and patient education, counseling, and psychotherapy. Presentation of the communication model includes definition of the interpersonal communication skills that would be stressed in family practice residency programs. These skills include empathy, respect, warmth, concreteness, genuineness, self-disclosure, confrontation, immediacy, and behavior modification. Examples of how a family physician may communicate each of these skills are also included. The implementation of the communication model in a department of family practice for training residents and faculty in the use of these communication skills is also described.

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

    ERIC Educational Resources Information Center

    Urlaub, Per

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

    2007-01-01

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

  1. World Class Competition. Safety--Quality--Productivity--Customer Service. An Employer's Guide to Skills Development.

    ERIC Educational Resources Information Center

    Literacy Investment for Tomorrow-Missouri, St. Louis.

    This Skills Development Program (SDP) provides a generic set of actions employers could take to ensure that their organization has the work force skills necessary to compete globally today and tomorrow. The guide is organized by the 13 critical steps of the SDP: (1) determine if there is a need for improving workforce skills; (2) set specific…

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

    ERIC Educational Resources Information Center

    Childress, Amy

    2011-01-01

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

  3. Developing Critical Thinking Skills Using the Science Writing Heuristic in the Chemistry Laboratory

    ERIC Educational Resources Information Center

    Stephenson, N. S.; Sadler-McKnight, N. P.

    2016-01-01

    The Science Writing Heuristic (SWH) laboratory approach is a teaching and learning tool which combines writing, inquiry, collaboration and reflection, and provides scaffolding for the development of critical thinking skills. In this study, the California Critical Thinking Skills Test (CCTST) was used to measure the critical thinking skills of…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  5. Developing Speaking Skills of Adult Learners in Private Universities in Bangladesh: Problems and Solutions

    ERIC Educational Resources Information Center

    Farooqui, Sabrin

    2007-01-01

    The globalisation of English and a growing demand for good English-speaking skills in the job market in particular have been placing a greater emphasis on the teaching of English speaking skills in Bangladesh. The private universities emphasise developing English skills. It seems that students of public and private universities have the same level…

  6. Concept-Mapping Tools and the Development of Students' Critical-Thinking Skills

    ERIC Educational Resources Information Center

    Tseng, Sheng-Shiang

    2015-01-01

    Developing students' critical-thinking skills has recently received attention at all levels of education. This article proposes the use of concept-mapping tools to improve students' critical-thinking skills. The article introduces a Web-based concept-mapping tool--Popplet--and demonstrates its application for teaching critical-thinking skills in…

  7. Development of Reaching and Grasping Skills in Infants with Down Syndrome

    ERIC Educational Resources Information Center

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

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Geroy, Gary D.; Kaman, Vickie

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

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

    NASA Technical Reports Server (NTRS)

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

    2011-01-01

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

  10. Developing Thinking Skills in Young Children: Teacher/Assistant Teacher Staff Development Materials.

    ERIC Educational Resources Information Center

    Cliatt, Mary Jo; Shaw, Jean M.

    This manual contains materials for seven workshops on developing thinking skills in young children for teachers and teacher assistants in kindergarten through third grade. Contents of workshop (W) material focus, respectively, on (W1) convergent and divergent thinking; (W2) Bloom's levels of thinking; (W3) decision making, concept development, and…

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

    ERIC Educational Resources Information Center

    Martinez-Fernandez, Cristina; Weyman, Tamara

    2014-01-01

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

  12. Development of perceived competence, tactical skills, motivation, technical skills, and speed and agility in young soccer players.

    PubMed

    Forsman, Hannele; Gråstén, Arto; Blomqvist, Minna; Davids, Keith; Liukkonen, Jarmo; Konttinen, Niilo

    2016-07-01

    The objective of this 1-year, longitudinal study was to examine the development of perceived competence, tactical skills, motivation, technical skills, and speed and agility characteristics of young Finnish soccer players. We also examined associations between latent growth models of perceived competence and other recorded variables. Participants were 288 competitive male soccer players ranging from 12 to 14 years (12.7 ± 0.6) from 16 soccer clubs. Players completed the self-assessments of perceived competence, tactical skills, and motivation, and participated in technical, and speed and agility tests. Results of this study showed that players' levels of perceived competence, tactical skills, motivation, technical skills, and speed and agility characteristics remained relatively high and stable across the period of 1 year. Positive relationships were found between these levels and changes in perceived competence and motivation, and levels of perceived competence and speed and agility characteristics. Together these results illustrate the multi-dimensional nature of talent development processes in soccer. Moreover, it seems crucial in coaching to support the development of perceived competence and motivation in young soccer players and that it might be even more important in later maturing players. PMID:26708723

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

    PubMed

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

    2014-08-01

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

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

    PubMed Central

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

    2014-01-01

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

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

    PubMed

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

    2014-08-01

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

  16. Assessing cognitive therapy skills comprehension, acquisition, and use by means of an independent observer version of the Skills of Cognitive Therapy (SoCT-IO).

    PubMed

    Brown, Gregory K; Thase, Michael E; Vittengl, Jeffrey R; Borman, Patricia D; Clark, Lee Anna; Jarrett, Robin B

    2016-02-01

    The purposes of this study were (a) to describe the adaptation and psychometric properties of the Skills for Cognitive Therapy (SoCT) measure for use by an independent observer (SoCT-IO) who rates the cognitive therapy (CT) skill acquisition, comprehension, and use by depressed adults and (b) to compare ratings of CT skill comprehension, acquisition, and use by independent observers to those by patients and therapists. Like the other SoCT versions, the SoCT-IO consists of 8 items that assess patients' comprehension, acquisition, and use of cognitive and behavioral skills for managing depressive symptoms, using a 5-point Likert-type scale. Four experienced raters (2 doctoral-level CT therapists and 2 bachelor-level nontherapists) used the SoCT-IO to rate 80 CT videotapes from both mid and later sessions in acute-phase CT from a randomized controlled trial for outpatients with recurrent major depression. The SoCT-IO ratings showed excellent internal consistency reliability and moderately high interrater reliability. Concurrent validity was demonstrated by convergence of the SoCT-IO with 2 other versions of the SoCT, 1 completed by therapists (SoCT-O) and the other by patients (SoCT-P). SoCT-IO ratings evidenced good predictive validity: Independent observers' ratings of patient CT skills midphase in therapy predicted treatment response even when the predictive effects of SoCT ratings by therapists and patients were controlled. The SoCT-IO is a psychometrically sound measure of CT skill comprehension, acquisition and use for rating outpatients with recurrent depression. The clinical utility and implications for using the SoCT-IO as a measure of CT skills acquisition are discussed. (PsycINFO Database Record

  17. Development of Auditory-Vocal Perceptual Skills in Songbirds

    PubMed Central

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

    2012-01-01

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

  18. Development of auditory-vocal perceptual skills in songbirds.

    PubMed

    Miller-Sims, Vanessa C; Bottjer, Sarah W

    2012-01-01

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

  19. Development of auditory-vocal perceptual skills in songbirds.

    PubMed

    Miller-Sims, Vanessa C; Bottjer, Sarah W

    2012-01-01

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

  20. Developing Skills for Effective Academic Presentations in EAP

    ERIC Educational Resources Information Center

    Bankowski, Elizabeth

    2010-01-01

    This study focused on training students in skills essential to making oral presentations based on original and independent research work as part of their English for Academic Purposes (EAP) course. As a result of the training, students showed an increase in the successful use of research-related skills and a great improvement in their ability to…

  1. Instructional Strategies for the Development of Thinking Skills.

    ERIC Educational Resources Information Center

    Grice, George L.

    Evidence suggests that instruction in thinking skills is neither widespread nor successful. Most students do not score well on tests that measure their ability to recognize assumptions, evaluate arguments, or appraise inferences. However, a number of educators believe that it is possible to teach thinking skills, and have suggested that the…

  2. The Role of Metacognitive Skills in Developing Critical Thinking

    ERIC Educational Resources Information Center

    Magno, Carlo

    2010-01-01

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

  3. Developing Dialogic Argumentation Skills: A 3-Year Intervention Study

    ERIC Educational Resources Information Center

    Crowell, Amanda; Kuhn, Deanna

    2014-01-01

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

  4. Cultural teaching: the development of teaching skills in Maya sibling interactions.

    PubMed

    Maynard, Ashley E

    2002-01-01

    Psychology has considered the development of learning, but the development of teaching in childhood has not been considered. The data presented in this article demonstrate that children develop teaching skills over the course of middle childhood. Seventy-two Maya children (25 boys, 47 girls) ranging in age from 3 to 11 years (M = 6.8 years) were videotaped in sibling caretaking interactions with their 2-year-old brothers and sisters (18 boys, 18 girls). In the context of play, older siblings taught their younger siblings how to do everyday tasks such as washing and cooking. Ethnographic observations, discourse analyses, and quantification of discourse findings showed that children's teaching skills increased over the course of middle childhood. By the age of 4 years, children took responsibility for initiating teaching situations with their toddler siblings. By the age of 8 years, children were highly skilled in using talk combined with manual demonstrations, verbal feedback, explanations, and guiding the body of younger learners. Children's developing competence in teaching helped their younger siblings increase their participation in culturally important tasks. PMID:12038563

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

    ERIC Educational Resources Information Center

    McGuinness, Diane

    2005-01-01

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

  6. Developing Supervision Skills: Establishing an Effective Climate, Listening, and Developing Teacher Improvement Plans.

    ERIC Educational Resources Information Center

    Cook, Paul F.; And Others

    Educational supervision may be categorized according to three philosophical positions with distinct methodologies: essentialism/directive supervision; experimentalism/collaborative supervision; and existentialism/nondirective supervision. This paper proposes that time and effort are required to develop key interpersonal skills needed for…

  7. "Play Skills" for Shy Children: Development of a "Social Skills Facilitated Play" Early Intervention Program for Extremely Inhibited Preschoolers

    ERIC Educational Resources Information Center

    Coplan, Robert J.; Schneider, Barry H.; Matheson, Adrienne; Graham, Allison

    2010-01-01

    The aim of the present study was to develop and provide a preliminary evaluation of a social-skills-based early intervention program specifically designed to assist extremely inhibited preschoolers. Participants were a sample of n = 522 extremely inhibited preschool-aged children, who were randomly assigned to either the "Social Skills…

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

    PubMed

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

    2011-09-01

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

  9. Developing an Immunity to Sophomoric Plagiarism: Notetaking Skills.

    ERIC Educational Resources Information Center

    Vargas, Marjorie Fink

    1985-01-01

    Recommends adding formal training in note taking to the high school English curriculum to help students master the skills of abstracting major ideas from texts, summarizing facts, and paraphrasing materials. Suggests an approach to note taking. (RBW)

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

    ERIC Educational Resources Information Center

    Maclean, Rupert; Jagannathan, Shanti

    2014-01-01

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

  11. Developing Thinking Skills within the Context of the Existing Secondary Curriculum: The Case of Economics.

    ERIC Educational Resources Information Center

    Morris, Paul

    Topics and issues which are central features of current secondary school economics curricula can be used to develop two aspects of students' thinking skills: (1) the development of problem-solving skills, and (2) the recognition of logical fallacies. The efficacy of economics instruction as a vehicle for developing student problem-solving skills…

  12. The Development of Auditory Skills in Young Children: An Interdisciplinary View.

    ERIC Educational Resources Information Center

    Alexander, Paulette Marlowe

    The problem of this study was to find out how auditory skills develop and what teachers can do to help children who have not developed them sufficiently to support successful reading instruction. It was hypothesized that most of the strategies for developing auditory skills were already in the literature of the related disciplines but needed to be…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Adams, Jean; Morgan, Gareth

    2007-01-01

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

  15. Skilling for the Workforce: A Tertiary Education Response to Enrich Professional Development

    ERIC Educational Resources Information Center

    Murphy, Gerald A.; Calway, Bruce A.

    2008-01-01

    Tertiary educators are being directed by government policy: to develop a learning environment where participants become more than passive receivers of knowledge and to skill the workforce through technical skills and competency-based education. Professional development is needed for compliance, and to develop and maintain generic, productivity,…

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

    NASA Astrophysics Data System (ADS)

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

    2010-12-01

    student attitudes toward their service-learning projects, specifically, the development of transferable skills. In the spirit of service-learning pedagogy, we divide the contents of students’ written reflections into three categories - academic enhancement, civic engagement and personal growth skills. The commonalities focused mostly on civic engagement. Differences are observed primarily in academic enhancement and personal growth categories. Students working on the biomimicry design project reflected on personal growth (e.g. leadership skills, mentoring, creativity, organizational skills, communication to nontechnical audience), but did not credit it with academic enhancement. In contrast, the senior design reflections concentrated on academics, specifically, students appreciated the enhancement of technical skills as a part of their engineering experience.

  17. Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls

    PubMed Central

    Moll, Kristina; Snowling, Margaret J.; Göbel, Silke M.; Hulme, Charles

    2015-01-01

    Two important foundations for learning are language and executive skills. Data from a longitudinal study tracking the development of 93 children at family-risk of dyslexia and 76 controls was used to investigate the influence of these skills on the development of arithmetic. A two-group longitudinal path model assessed the relationships between language and executive skills at 3–4 years, verbal number skills (counting and number knowledge) and phonological processing skills at 4–5 years, and written arithmetic in primary school. The same cognitive processes accounted for variability in arithmetic skills in both groups. Early language and executive skills predicted variations in preschool verbal number skills, which in turn, predicted arithmetic skills in school. In contrast, phonological awareness was not a predictor of later arithmetic skills. These results suggest that verbal and executive processes provide the foundation for verbal number skills, which in turn influence the development of formal arithmetic skills. Problems in early language development may explain the comorbidity between reading and mathematics disorder. PMID:26412946

  18. The use of expressive methods for developing empathic skills.

    PubMed

    Ozcan, Neslihan Keser; Bilgin, Hülya; Eracar, Nevin

    2011-01-01

    Empathy is one of the fundamental concepts in nursing, and it is an ability that can be learned. Various education models have been tested for improving empathic skills. Research has focused on using oral presentations, videos, modeling, practiced negotiation based on experiences, and psychodrama methods, such as role playing, as ways to improve empathy in participants. This study looked at the use of expressive arts to improve empathic skills of nursing students. The study was conducted with 48 students who were separated into five different groups. All groups lasted for two hours, and met for 12 weeks. Expressive art and psychodrama methods were used in the group studies. The Scale of Empathic Skill was administered to participants before and after the group studies. Before the group study took place, the average score for empathic skill was 127.97 (SD = 21.26). After the group study, it increased to 138.87 (SD = 20.40). The average score for empathic skill increased after the group (t = 3.996, p = .000). Results show that expressive methods are easier, more effective, and enjoyable processes in nursing training.

  19. An Observation Tool for Monitoring Social Skill Implementation in Contextually Relevant Environments

    ERIC Educational Resources Information Center

    Morgan, Joseph John; Hsiao, Yun-Ju; Dobbins, Nicole; Brown, Nancy B.; Lyons, Catherine

    2015-01-01

    Skills related to social-emotional learning (SEL) are essential for college and career readiness. Failure to use appropriate skills for SEL in school is often linked to several negative academic outcomes, including rejection by school community members, academic deficits, and higher rates of problematic behavior. Social skills interventions are…

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

    PubMed

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

    2008-08-01

    residents' proficiency as demonstrated by the evaluation after implementation of the standardized educational module positively correlated to an increase in resident SAE scores in EDX compared with resident scores before implementation of the educational module. Resident proficiency in EDX medicine skills and knowledge was objectively verified after completion of the standardized educational module. Validation of the assessment tools is evidenced by collected data correlating with significantly improved SAE scores and American Association of Neuromuscular and Electrodiagnostic Medicine (AANEM) exam scores, as outlined in the result section. In addition, the clinical development tool (procedure checklist) was validated by residents being individually observed performing skills and deemed competent by an AANEM-certified physician. The standardized educational module and evaluation methodology provide a potential framework for the definition of baseline competency in the clinical skill area of EDX.

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

    PubMed

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

    2008-08-01

    residents' proficiency as demonstrated by the evaluation after implementation of the standardized educational module positively correlated to an increase in resident SAE scores in EDX compared with resident scores before implementation of the educational module. Resident proficiency in EDX medicine skills and knowledge was objectively verified after completion of the standardized educational module. Validation of the assessment tools is evidenced by collected data correlating with significantly improved SAE scores and American Association of Neuromuscular and Electrodiagnostic Medicine (AANEM) exam scores, as outlined in the result section. In addition, the clinical development tool (procedure checklist) was validated by residents being individually observed performing skills and deemed competent by an AANEM-certified physician. The standardized educational module and evaluation methodology provide a potential framework for the definition of baseline competency in the clinical skill area of EDX. PMID:18388558

  2. Cognitive Skills Development among International Students at Research Universities in the United States

    ERIC Educational Resources Information Center

    Kim, Young K.; Edens, David; Iorio, Michael F.; Curtis, Christie J.; Romero, Edwin

    2015-01-01

    Set in the context of a statewide research university system, this study attempted to improve our understanding of cognitive skills development among international students. Specifically, this study examined how the patterns and predictors of cognitive skills development among this population differ from their domestic counterparts. The study…

  3. The Effects of Modified Games on the Development of Gross Motor Skill in Preschoolers

    ERIC Educational Resources Information Center

    Lestari, Indah; Ratnaningsih, Tri

    2016-01-01

    Gross motor skills on children must be optimized much earlier since it plays important role not only on their interaction process but also in supporting other multiple developments. One of the means in developing child's motor skill is by providing innovative games i.e. modified games including game format, game timing, and game sequence. The…

  4. The Development of Instruments to Measure Motivational Interviewing Skill Acquisition for School-Based Personnel

    ERIC Educational Resources Information Center

    Small, Jason W.; Lee, Jon; Frey, Andy J.; Seeley, John R.; Walker, Hill M.

    2014-01-01

    As specialized instructional support personnel begin learning and using motivational interviewing (MI) techniques in school-based settings, there is growing need for context-specific measures to assess initial MI skill development. In this article, we describe the iterative development and preliminary evaluation of two measures of MI skill adapted…

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

    ERIC Educational Resources Information Center

    Jones, Norah; Fitzgibbon, Karen

    2002-01-01

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

  6. An Empirical Investigation of the Efficacy of Multimedia Instruction in Counseling Skill Development.

    ERIC Educational Resources Information Center

    Hayes, B. Grant; Taub, Gordon E.; Robinson, Edward H., III; Sivo, Stephen A.

    2003-01-01

    Examines the effects of multimedia instruction on students' counseling skill development. The participants were 73 beginning-level counselor education students. The results found that there was no statistically significant difference among the levels of students' counseling skill development across the 3 (high-tech multimedia, low-tech multimedia,…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  9. An Approach to Develop Physics Student Teachers' Skills of Using Instructional Technology

    ERIC Educational Resources Information Center

    Devecioglu, Yasemin; Akdeniz, Ali Riza

    2008-01-01

    It is very important to develop student teachers' skills and knowledge during the pre-service teacher education process. In this study, the effectiveness of the approach in which student teachers' gained the skills of developing and using Teacher Guided Materials (TGMs) based on integration of technology on physics education in Special Teaching…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  11. The Correlation between Early Second Language Learning and Native Language Skill Development

    ERIC Educational Resources Information Center

    Caccavale, Terry

    2007-01-01

    It has long been the assumption of many in the field of second language teaching that learning a second language helps to promote and enhance native language skill development, and that this correlation is direct and positive. Language professionals have assumed that learning a second language directly supports the development of better skills,…

  12. Development of a Process To Assess Higher Order Thinking Skills for College Graduates.

    ERIC Educational Resources Information Center

    Rock, Donald A.

    Issues in the development of assessments of higher order thinking skills for college graduates are discussed in the order in which they were presented when this series of papers was commissioned. With regard to Issue 1, it is generally agreed that the development of these skills is a desirable goal, but there is little consensus on how they should…

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

    ERIC Educational Resources Information Center

    Aladwani, Adel M.

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

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

    ERIC Educational Resources Information Center

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

    2004-01-01

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

  15. Limitation on the Development of Skills in Higher Education in Vietnam

    ERIC Educational Resources Information Center

    Tran, Thi Tuyet

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  17. The Attitude of the College Students to Entrepreneurial Skills Development in the Subject E-Commerce

    ERIC Educational Resources Information Center

    Beránek, Ladislav

    2015-01-01

    One of the main goals of many educational courses at various colleges, especially those which focus on applied economics and management, is the development of students' entrepreneurship skills. It is usually accomplished through various project-oriented tasks. The development of the students' entrepreneurship skills is also the primary objective…

  18. Structured Case Analysis: Developing Critical Thinking Skills in a Marketing Case Course

    ERIC Educational Resources Information Center

    Klebba, Joanne M.; Hamilton, Janet G.

    2007-01-01

    Structured case analysis is a hybrid pedagogy that flexibly combines diverse instructional methods with comprehensive case analysis as a mechanism to develop critical thinking skills. An incremental learning framework is proposed that allows instructors to develop and monitor content-specific theory and the corresponding critical thinking skills.…

  19. The Effects of Age, Gender, and 4-H Involvement on Life Skill Development

    ERIC Educational Resources Information Center

    Haas, Bruce E.; Mincemoyer, Claudia C.; Perkins, Daniel F.

    2015-01-01

    The study reported here examined the effects of age, gender, and 4-H involvement in clubs on life skill development of youth ages eight to 18 over a 12-month period. Regression analyses found age, gender, and 4-H involvement significantly influenced life skill development. Results found that females have higher levels of competencies in life…

  20. Typical and Atypical Development of Basic Numerical Skills in Elementary School

    ERIC Educational Resources Information Center

    Landerl, Karin; Kolle, Christina

    2009-01-01

    Deficits in basic numerical processing have been identified as a central and potentially causal problem in developmental dyscalculia; however, so far not much is known about the typical and atypical development of such skills. This study assessed basic number skills cross-sectionally in 262 typically developing and 51 dyscalculic children in…

  1. Impact of Facilitated Asynchronous Distance Education on Clinical Skills Development of International Pharmacy Graduates

    ERIC Educational Resources Information Center

    Austin, Zubin; Dean, Marie Rocchi

    2006-01-01

    The use of distance education for clinical skills development in the health professions has not been extensively described, due in part to the intensive nature of the relationship between the patient and practitioner. In the context of pharmacy practice, there are specific needs to develop new vehicles for clinical skills education due to growing…

  2. Developing Accounting Students' Listening Skills: Barriers, Opportunities and an Integrated Stakeholder Approach

    ERIC Educational Resources Information Center

    Stone, Gerard; Lightbody, Margaret; Whait, Rob

    2013-01-01

    Accountants and employers of accounting graduates consider listening to be among the most important communication skills that graduates possess. However, accounting education practices that develop students' listening skills are uncommon. Further, in the case of listening development, the current approach of prescribing that educators do more to…

  3. Developing Academic Writing Skills as Part of Graduate Attributes in Undergraduate Curricula

    ERIC Educational Resources Information Center

    du Preez, I.; Fossey, A.

    2012-01-01

    The development of graduate attributes in higher education is enjoying much attention worldwide. Employers consistently rank communication skills, in particular writing ability, among the most important skills for graduates to possess. The inclusion and development of graduate attributes in undergraduate curricula have received little attention.…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Hantula, James

    1986-01-01

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

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

    ERIC Educational Resources Information Center

    Birbili, Maria

    2013-01-01

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

  7. Music training for the development of reading skills.

    PubMed

    Tierney, Adam; Kraus, Nina

    2013-01-01

    The beneficial effects of musical training are not limited to enhancement of musical skills, but extend to language skills. Here, we review evidence that musical training can enhance reading ability. First, we discuss five subskills underlying reading acquisition-phonological awareness, speech-in-noise perception, rhythm perception, auditory working memory, and the ability to learn sound patterns-and show that each is linked to music experience. We link these five subskills through a unifying biological framework, positing that they share a reliance on auditory neural synchrony. After laying this theoretical groundwork for why musical training might be expected to enhance reading skills, we review the results of longitudinal studies providing evidence for a role for musical training in enhancing language abilities. Taken as a whole, these findings suggest that musical training can provide an effective developmental educational strategy for all children, including those with language learning impairments.

  8. Can mentoring or skill training reduce recidivism? Observational study with propensity analysis.

    PubMed

    Blechman, E A; Maurice, A; Buecker, B; Helberg, C

    2000-09-01

    We compared juvenile offenders' recidivism following nonrandom assignment to juvenile diversion (JD, n = 137), JD plus skill training (ST, n = 55), or JD plus mentoring (MEN, n = 45). Intake characteristics that distinguished intervention groups were used to calculate assignment propensity scores. After propensity score blocking balanced intake characteristics, ST proved more cost effective than MEN, achieving a 14% relative reduction in recidivism at a savings of $33,600 per hundred youths. In ST, 37% were rearrested 2 years or more after intake, compared to 51% in MEN and 46% in JD. In two of five propensity subclasses, time to first rearrest was longer in ST (M = 767 days) than in MEN (M = 638 days) or JD (M = 619 days). These results argue for an experimental comparison of ST and MEN and for observational studies with propensity analysis when randomization to juvenile justice interventions is infeasible.

  9. The First Phase of the English Regional Development Agencies' Skills Work: A Report on a Small-Scale Research Project.

    ERIC Educational Resources Information Center

    Drodge, Stephen

    A study of three Regional Development Agencies (RDAs) traced development of the skills element of their RES [Regional Economic Strategy] and their progress toward an action plan for skills to implement their strategic objectives. The process involved creating a forum on skills; producing a consultation draft skills strategy; and producing a final…

  10. How can surgical training benefit from theories of skilled motor development, musical skill acquisition and performance psychology?

    PubMed

    McCaskie, Andrew W; Kenny, Dianna T; Deshmukh, Sandeep

    2011-05-01

    Trainee surgeons must acquire expert status in the context of reduced hours, reduced operating room time and the need to learn complex skills involving screen-mediated techniques, computers and robotics. Ever more sophisticated surgical simulation strategies have been helpful in providing surgeons with the opportunity to practise, but not all of these strategies are widely available. Similarities in the motor skills required in skilled musical performance and surgery suggest that models of music learning, and particularly skilled motor development, may be applicable in training surgeons. More attention should be paid to factors associated with optimal arousal and optimal performance in surgical training - lessons learned from helping anxious musicians optimise performance and manage anxiety may also be transferable to trainee surgeons. The ways in which the trainee surgeon moves from novice to expert need to be better understood so that this process can be expedited using current knowledge in other disciplines requiring the performance of complex fine motor tasks with high cognitive load under pressure.

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  12. Developing Learning Skills Through Library Services, K-12.

    ERIC Educational Resources Information Center

    Lewis, Zella, Comp.

    Compiled from a 1980 survey requesting library science guides for elementary and secondary schools, this booklet contains numerous learning activity examples from 36 states which are presented in three main sections. The introduction contains the preface and strategies for teaching learning skills. The major part of the document focuses on using…

  13. Towards an Integrated Model for Developing Sustainable Assessment Skills

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  14. Interactive Development of Reading Skills in an Educational Clinic.

    ERIC Educational Resources Information Center

    Grocke, Margaret

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

  15. Development of Leadership Skills in Community College Department Chairs

    ERIC Educational Resources Information Center

    Sirkis, Jocelyn Eager

    2011-01-01

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

  16. Developing Curriculum: Knowledge and Skills Essential for an International Salesforce.

    ERIC Educational Resources Information Center

    Ruhland, Sheila K.

    A study explored the additional knowledge and skills an international salesforce needs based upon 95 respondents from Wisconsin manufacturing companies. Six areas were evaluated by sales representatives involved with international sales and marketing to identify the education and training needed within the next 3 years by the work force. Four…

  17. Developing Cross-Cultural Communication Skills through Business Communication Simulation.

    ERIC Educational Resources Information Center

    Baird, John W.; Stull, James B.

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

  18. Development and Face Validation of Strategies for Improving Consultation Skills

    ERIC Educational Resources Information Center

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

    2014-01-01

    While formative workplace based assessment can improve learners' skills, it often does not because the procedures used do not facilitate feedback which is sufficiently specific to scaffold improvement. Provision of pre-formulated strategies to address predicted learning needs has potential to improve the quality and automate the provision of…

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

    ERIC Educational Resources Information Center

    Cantor, Jeffrey A.

    2002-01-01

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

  20. Early Math Interest and the Development of Math Skills

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  1. Categorization Skills and Receptive Language Development in Autistic Children.

    ERIC Educational Resources Information Center

    Ungerer, Judy A.; Sigman, Marian

    1987-01-01

    Assessment of category knowledge and receptive language skills of 16 autistic (3-6 years old), mentally retarded, and normal children indicated that the autistic children's knowledge of function, form, and color categories was comparable to that of the mental-age-matched mentally retarded and normal comparison groups. (Author/DB)

  2. Moving Forward on a National Strategy for Developing Essential Skills

    ERIC Educational Resources Information Center

    Taylor, Maurice; Taschereau, Suzanne

    2014-01-01

    This pan Canadian participatory action research project involved faculty and managers in twelve Canadian colleges and institutes, nine employers, and 1300 students and workers in examining exemplary practice in essential skills as a way of catalyzing system change. Multiple sources of data were used in the three year project and key findings…

  3. Developing Metacognitive and Problem-Solving Skills through Problem Manipulation

    ERIC Educational Resources Information Center

    Parker Siburt, Claire J.; Bissell, Ahrash N.; Macphail, Richard A.

    2011-01-01

    In a collaborative effort between the our university's department of chemistry and the academic resource center, we designed a model for general chemistry recitation based on a problem manipulation method in which students actively assess the skills and knowledge used to answer a chemical problem and then manipulate the problem to create a new…

  4. Developing Media Literacy Skills for Students with Specific Learning Disabilities

    ERIC Educational Resources Information Center

    James, Jessica Everett

    2014-01-01

    Students with specific learning disabilities (SLD), such as emotional disturbances, and speech or language impairment, attending high schools located in the rural Mississippi Delta lack media literacy skills that could impact the student's ability to successfully graduate from high school. The purpose of this qualitative case study was to identify…

  5. Developing Research Skills for Civil Engineers: A Library Contribution.

    ERIC Educational Resources Information Center

    Bruce, C. S.; Brameld, G. H.

    1990-01-01

    A library instruction program has been instituted in civil engineering at the Queensland University of Technology (Australia) in an effort to improve the research skills of fourth year students working on research projects. Students with extended library instruction were found to have better information-seeking behavior than others. (Author/MSE)

  6. Value and Impact of Librarians' Interventions on Student Skills Development

    ERIC Educational Resources Information Center

    Shreeve, Sue; Chelin, Jacqueline

    2014-01-01

    The research aimed to discover the perceived impact and to identify the value of four information skills teaching interventions within the curriculum in three faculties at the University of the West of England. Faculty and library staff interviews and student focus groups were used to gather evidence about the perceived impact of the…

  7. MANDALA: Developing Parenting Skills Through a Simulation Game.

    ERIC Educational Resources Information Center

    Robinson, Bryan E.

    A simulation game designed as a tool for teaching parenting skills is described. This board game, called MANDALA, guides participants through the process of rearing a child from conception to adolescence. Assuming the parenting role, players must cope with true-life experiences of their child. A throw of the dice sends players through the various…

  8. Alverno College's Program in Developing and Assessing Oral Communication Skills.

    ERIC Educational Resources Information Center

    Loacker, S. Georgine

    The rationale and procedures for assessing students' oral communication skills at Alverno College (Milwaukee, Wisconsin) are outlined in this paper. Since the curriculum at Alverno emphasizes ongoing performance assessment as an integral part of the learning process and as an effective measurement of educational progress, the discussion focuses on…

  9. Information Technology Skills Development for Accounting Graduates: Intervening Conditions

    ERIC Educational Resources Information Center

    Senik, Rosmila; Broad, Martin

    2011-01-01

    This paper discusses the findings on factors perceived to mitigate educators from incorporating IT skills in their taught unit(s). The factors are discussed under three main categories, which are academic staff-based barriers, environmental-based barriers and student-based barriers. These barriers should be considered in order to encourage the…

  10. The Socially Skilled Teacher and the Development of Tacit Knowledge

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  11. Teaching Movable "Du": Guidelines for Developing Enrhythmic Reading Skills

    ERIC Educational Resources Information Center

    Dalby, Bruce

    2015-01-01

    Reading music notation with fluency is a complex skill requiring well-founded instruction by the music teacher and diligent practice on the part of the learner. The task is complicated by the fact that there are multiple ways to notate a given rhythm. Beginning music students typically have their first encounter with enrhythmic notation when they…

  12. Computers and the Development of Design Decision Making Skills.

    ERIC Educational Resources Information Center

    Blandford, Ann; And Others

    1994-01-01

    Discussion of how to teach decision-making skills to undergraduate engineering design students highlights a computer-based decision support tool, WOMBAT (Weighted Objectives Method by Arguing with the Tutor). Changes in WOMBAT from an earlier version are described, and an example of dialog between a user and the system is included. (Contains 24…

  13. On Developing the Writing Skills Course for Accounting Students

    ERIC Educational Resources Information Center

    Firch, Tim; Campbell, Annhenrie; Lindsay, David H.; Garner, Don E.

    2010-01-01

    The CSU, Stanislaus, accounting program is providing a new course that meets the university-wide upper-division writing requirement and offers accounting students additional professional study. While a writing skills course is not unusual in a business program, few offer an alternative centered on the accounting body of knowledge. Undergraduate…

  14. The Intersection between Soft Skill Development and Leadership Education

    ERIC Educational Resources Information Center

    Brungardt, Christie

    2011-01-01

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

  15. Developing Professional Skills in STEM Students: Data Information Literacy

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

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

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

  17. Global Communication/Educational Resources and Skills Developments in Developing Countries: Case Study of University Librarians in Nigeria

    ERIC Educational Resources Information Center

    Akanji, T. A.; Ola, C. O.

    2006-01-01

    This article examines the relevance of training and skills development to modern librarianship in the first generation universities in Nigeria. The developments noticed in this sector in the universities within the past decade made it imperative to have new workers with new skills to adopt to the many changes that have taken place that are likely…

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

    ERIC Educational Resources Information Center

    Meier, Amy; Singletary, Loretta; Hill, George

    2012-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Krieger, Carla Repsher

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

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

    PubMed

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

    2012-04-01

    This study aimed at identifying important skills for reading comprehension in Chinese dyslexic children and their typically developing counterparts matched on age (CA controls) or reading level (RL controls). The children were assessed on Chinese reading comprehension, cognitive, and reading-related skills. Results showed that the dyslexic children performed significantly less well than the CA controls but similarly to RL controls in most measures. Results of multiple regression analyses showed that word-level reading-related skills like oral vocabulary and word semantics were found to be strong predictors of reading comprehension among typically developing junior graders and dyslexic readers of senior grades, whereas morphosyntax, a text-level skill, was most predictive for typically developing senior graders. It was concluded that discourse and morphosyntax skills are particularly important for reading comprehension in the non-inflectional and topic-prominent Chinese system.

  1. The Effects of Teaching Styles on Motor Performance, Self Concept, and Social Skill Development.

    ERIC Educational Resources Information Center

    Goldberger, Michael

    The effects of three teaching styles in Mosston's Spectrum of Teaching Styles were examined in terms of the motor skill acquisition and social skill development of 96 randomly selected fifth grade students, who were taught a hockey accuracy task. Performance data were collected prior to, midway through, and following training and were analyzed:…

  2. College Instructors' Implicit Theories about Teaching Skills and Their Relationship to Professional Development Choices

    ERIC Educational Resources Information Center

    Thadani, V.; Breland, W.; Dewar, J.

    2010-01-01

    Implicit theories about the malleability of skills/abilities have been shown to predict learners' willingness to participate in learning opportunities. The authors examined whether college professors' implicit theories about the malleability of teaching skills predicted their willingness to engage in professional development (PD) related to…

  3. Positive Teacher and Peer Relations Combine to Predict Primary School Students' Academic Skill Development

    ERIC Educational Resources Information Center

    Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Poskiparta, Elisa; Ahonen, Timo; Poikkeus, Anna-Maija; Nurmi, Jari-Erik

    2015-01-01

    This study examined cross-lagged associations between positive teacher and peer relations and academic skill development. Reading and math skills were tested among 625 students in kindergarten and Grade 4. Teacher reports of positive affect toward each student and classmate reports of peer acceptance were gathered in Grades 1-3. The results…

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

    ERIC Educational Resources Information Center

    Nankivell, Clare

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

  5. Developing Ill-Structured Problem-Solving Skills through Wilderness Education

    ERIC Educational Resources Information Center

    Collins, Rachel H.; Sibthorp, Jim; Gookin, John

    2016-01-01

    In a society that is becoming more dynamic, complex, and diverse, the ability to solve ill-structured problems (ISPs) has become an increasingly critical skill. Students who enter adult roles with the cognitive skills to address ISPs will be better able to assume roles in the emerging economies. Opportunities to develop and practice these skills…

  6. Development of a Study Skills Packet To Improve Grades in Ninth and Tenth Grade Students.

    ERIC Educational Resources Information Center

    Fountain, Ruth Lee

    A practicum developed a program of study skills to improve grades of ninth and tenth grade students in English and mathematics courses. The project contained three basic components: teacher inservices on study skills techniques in time management, reading textbooks, taking class notes, and preparing for and taking tests; student lessons for…

  7. The Development of Spatial Skills through Interventions Involving Block Building Activities

    ERIC Educational Resources Information Center

    Casey, Beth M.; Andrews, Nicole; Schindler, Holly; Kersh, Joanne E.; Samper, Alexandra; Copley, Juanita

    2008-01-01

    This study investigated the use of block-building interventions to develop spatial-reasoning skills in kindergartners. Two intervention conditions and a control condition were included to determine, first, whether the block building activities themselves benefited children's spatial skills, and secondly, whether a story context further improved…

  8. Case Study: Use of Problem-Based Learning to Develop Students' Technical and Professional Skills

    ERIC Educational Resources Information Center

    Warnock, James N.; Mohammadi-Aragh, M. Jean

    2016-01-01

    Problem-based learning (PBL) is a pedagogy that has attracted attention for many biomedical engineering curricula. The aim of the current study was to address the research question, "Does PBL enable students to develop desirable professional engineering skills?" The desirable skills identified were communication, teamwork, problem…

  9. The Effects of Intertextual Reading Approach on the Development of Creative Writing Skills

    ERIC Educational Resources Information Center

    Akdal, Deniz; Sahin, Ayfer

    2014-01-01

    Problem Statement: The aim of the first five years of primary school is to teach and help the students develop basic skills as stated in the Primary School Language Program and Guide. Creative thinking and intertextual reading are among these skills, and it is important to give these to the students during language courses. Purpose of Study: The…

  10. Developing Technical Writing Skills in the Physical Chemistry Laboratory: A Progressive Approach Employing Peer Review

    ERIC Educational Resources Information Center

    Gragson, Derek E.; Hagen, John P.

    2010-01-01

    Writing formal "journal-style" lab reports is often one of the requirements chemistry and biochemistry students encounter in the physical chemistry laboratory. Helping students improve their technical writing skills is the primary reason this type of writing is a requirement in the physical chemistry laboratory. Developing these skills is an…

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

    ERIC Educational Resources Information Center

    Neokleous, Rania

    2010-01-01

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

  12. Handbook of Research on Technology Tools for Real-World Skill Development (2 Volumes)

    ERIC Educational Resources Information Center

    Rosen, Yigel, Ed.; Ferrara, Steve, Ed.; Mosharraf, Maryam, Ed.

    2016-01-01

    Education is expanding to include a stronger focus on the practical application of classroom lessons in an effort to prepare the next generation of scholars for a changing world economy centered on collaborative and problem-solving skills for the digital age. "The Handbook of Research on Technology Tools for Real-World Skill Development"…

  13. Development and Validation of the Groupwork Skills Questionnaire (GSQ) for Higher Education

    ERIC Educational Resources Information Center

    Cumming, Jennifer; Woodcock, Charlotte; Cooley, Sam J.; Holland, Mark J. G.; Burns, Victoria E.

    2015-01-01

    The aim of the present study was to develop and provide psychometric evidence in support of the groupwork skills questionnaire (GSQ) for measuring task and interpersonal groupwork skills. A 46-item version of the GSQ was initially completed by 672 university students. The number of items was reduced to 15 following exploratory factor analyses, and…

  14. Beyond Satisfaction Surveys: The Development of an Evaluation Process for a Postgraduate Transferable Skills Program

    ERIC Educational Resources Information Center

    Devlin, Marcia; Tjia, Teresa

    2004-01-01

    Leadership, professional and other transferable skills are embedded in the expected attributes of Australian research postgraduates at the successful completion of their degrees. This paper reports on the development of an evaluation process for a postgraduate transferable skills program at The University of Melbourne, Australia. Existing and…

  15. Differential Pathways to Generic Skills Development of Male and Female College Students in Korea

    ERIC Educational Resources Information Center

    Rhee, Byung Shik; Kim, Sooji

    2012-01-01

    This study analyzed a stratified random sample of 1,707 senior students at 60 four-year universities in South Korea to explore the gender-specific pathways to Korean students' development of generic skills--analytical thinking and problem-solving skills. Multiple regression analyses were performed to investigate the involvement factors…

  16. Development and Validation of the Cognitive-Behavioral Therapy Skills Questionnaire

    ERIC Educational Resources Information Center

    Jacob, Karen L.; Christopher, Michael S.; Neuhaus, Edmund C.

    2011-01-01

    Although several theories exist to describe why patients improve in cognitive-behavioral therapy (CBT), in only a limited number of studies has CBT skill acquisition been examined, particularly among patients with complex clinical profiles. Thus, the overarching aim of this research was to develop a tool to measure patients' use of CBT skills,…

  17. Using a Brand Revitalization Project to Develop Students' Analytical and Creativity Skills

    ERIC Educational Resources Information Center

    Geissler, Gary L.

    2015-01-01

    The skillset that students acquire during college is not always well-aligned and/or well-developed relative to the skills needed to be successful in the business world. Employers have complained for many years that graduating students often lack adequate critical thinking and communication skills, in particular. In the marketing field (and other…

  18. Writing (and Talking) To Learn: Integrating Disciplinary Content and Skills Development.

    ERIC Educational Resources Information Center

    McCabe, Don F.

    Writing and discussion are excellent ways for students to master content, develop analytical abilities, and become active and collaborative learners. The Writing Across the Curriculum movement offers a theoretical framework for the use of writing in instruction, maintaining that writing skills are primarily thinking skills, that writing is a…

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

    ERIC Educational Resources Information Center

    Maor, Dorit

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

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

    ERIC Educational Resources Information Center

    Adams, Jean

    2010-01-01

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

  1. Involving Institutional Staff in the Development and Maintenance of Sign Language Skills with Profoundly Retarded Persons.

    ERIC Educational Resources Information Center

    Faw, Gerald D.; And Others

    1981-01-01

    A program to involve institutional staff in developing manual sign language skills with six profoundly retarded persons was evaluated. Results indicated that all participating residents learned to communicate with signing during structured interactions on their living unit and the skills maintained during follow-up assessments ranging from 39 to…

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

    ERIC Educational Resources Information Center

    Hess, Peter W.

    2007-01-01

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

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

    ERIC Educational Resources Information Center

    Hall, Marion; Nix, Ingrid; Baker, Kirsty

    2013-01-01

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

  4. Enhancing Autonomous L2 Vocabulary Learning Focusing on the Development of Word-Level Processing Skills

    ERIC Educational Resources Information Center

    Toyoda, Etsuko

    2007-01-01

    The paper reviewed studies in word-level processing skills and related areas, and profiled how the development of L2 word recognition and integration skills would contribute to autonomous "kango" (Chinese originated words or words created from Chinese originated words) vocabulary learning. Despite the fact that the acquisition of a…

  5. The Role of Social Interaction in the Development of Thinking Skills.

    ERIC Educational Resources Information Center

    Schuler, Addriana L.; Perez, Linda

    1987-01-01

    The article examines the relationship of social interaction and thinking skills in the education of handicapped children through a review of the literature on development of self-regulatory and metacognitive skills, cognitive behavior modification, cognitive training, instrumental enrichment, the notion of mediation, and the role of the teacher.…

  6. Identification and Development of Critical Workforce Skills in the Chattanooga Region

    ERIC Educational Resources Information Center

    Dorris, John Peter

    2012-01-01

    The purpose of this quantitative study was to identify the workforce skills perceived to be critical in the Chattanooga region, and to explore how colleges and businesses can partner to effectively develop those skills. Data from a June 2011 survey of workforce stakeholders in the Chattanooga region were analyzed. The 78 survey respondents…

  7. Evaluation of District-Provided Professional Development on Critical Thinking Skills

    ERIC Educational Resources Information Center

    Bedosky, Michael J.

    2013-01-01

    Critical thinking skills are often not being taught or used in classrooms. Instead, more testing has become the norm, leaving students less equipped to discern information and become well-informed, conscientious citizens. Based on research concerning the importance of critical thinking skills and professional development for teachers, this study…

  8. Development of a Learning Model for Enhancing Social Skills on Elementary Students

    ERIC Educational Resources Information Center

    Traisorn, Rattanaporn; Soonthornrojana, Wimonrat; Chano, Jiraporn

    2015-01-01

    The goals of this study were: 1) to study the situation, problems and needs for a learning model to enhance the social skills of sixth grade students; 2) to develop a learning model that would address those needs; 3) to study the effectiveness of that learning model; 4) to compare performance on pretests and posttests of social skills; and 5) to…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  10. A Case Study of Parental Perceptions of Literacy Skill Development for Severe Speech Impairments

    ERIC Educational Resources Information Center

    Sweat, Karen

    2014-01-01

    Students exhibiting speech deficits may not have the appropriate skills or support structures necessary to obtain adequate or acceptable literacy development as mixed results from past research have indicated that some students with speech impairments have the capacity to gain appropriate literacy skills. The purpose of the qualitative holistic…

  11. Development of Teaching Expertise Viewed through the Dreyfus Model of Skill Acquisition

    ERIC Educational Resources Information Center

    Lyon, Lucinda J.

    2015-01-01

    This study was designed to explore development of skill acquisition in dental education, utilizing the Dreyfus and Dreyfus continuum. By identifying what skill progression may be recognized in the expert dental educator and what experiences appear to influence this growth, the knowledge gained may inform more efficient, effective faculty support,…

  12. Social Skills Development in the Early Childhood Education Project. Technical Report No. 7.

    ERIC Educational Resources Information Center

    Pena, Deagelia; Miller, George

    A total of 105 children (3, 4, and 5 years old) participated in a study to determine the extent to which the experience of attending a mobile classroom for an hour and a half, once a week (32 weeks) contributed to the development of social skills. Since this was one of the first attempts to measure these skills in young children, another objective…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Jackson, Denise

    2015-01-01

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

  15. The Development of Reasoning Skills during Compulsory 16 to 18 Mathematics Education

    ERIC Educational Resources Information Center

    Attridge, Nina; Doritou, Maria; Inglis, Matthew

    2015-01-01

    The belief that studying mathematics improves reasoning skills, known as the Theory of Formal Discipline (TFD), has been held since the time of Plato. Research evidence supports this idea, at least in the context of students who had chosen to study post-compulsory mathematics. Here we examined the development of reasoning skills in 16- to…

  16. A Model of Developing Communication Skills among Adolescents with Behavioral Problems

    ERIC Educational Resources Information Center

    Novik, Natalia N.; Podgórecki, Józef

    2015-01-01

    The urgency of the problem under investigation is determined by the need to help the adolescents with behavioral problems to develop communication skills in the specific bilingual conditions in such regions as the Republic of Tatarstan where education should consider not only the specific skills of verbal behavior but also take into account the…

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

    ERIC Educational Resources Information Center

    Gormally, Cara; Brickman, Peggy; Lutz, Mary

    2012-01-01

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

  18. The Effectiveness of the Socratic Method in Developing Critical Thinking Skills in English Language Learners

    ERIC Educational Resources Information Center

    Jensen, Roger D., Jr.

    2015-01-01

    Critical thinking skills are an important topic of the United States' education system. This study examines the literature on critical thinking skills and defines them. The study also explores one specific teaching and assessment strategy known as the Socratic Method. The five-week research study used the Socratic Method for developing critical…

  19. The Development of Critical and Creative Thinking Skills for 21st Century Learning

    ERIC Educational Resources Information Center

    Missett, Tracy C.

    2012-01-01

    This dissertation is comprised of three independently conducted studies, linked by investigation into the development of thinking skills deemed necessary for the 21st Century. While educators and policy makers advocate teaching students creative and critical thinking skills to address an increasingly global and complex world, they simultaneously…

  20. Developing Communication Skills for the General Practice Consultation Process

    PubMed Central

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

    2010-01-01

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

  1. Psychological and demographic correlates of early academic skill development among American Indian and Alaska Native youth: a growth modeling study.

    PubMed

    Marks, Amy Kerivan; Coll, Cynthia García

    2007-05-01

    Research regarding the development of early academic skills among American Indian and Alaska Native (AIAN) students has been very limited to date. Using a nationally representative sample of AIAN, Hispanic, African American, and White children at school entry, the authors used latent growth models to estimate the associations among poverty, low parental education, living in a rural location, as well as child attitudes toward learning and internalizing/externalizing behaviors, with mathematical and reading cognitive skill development across the 1st 4 years of school. Results indicate that AIAN children entered kindergarten with scores on both mathematical and reading cognitive tests that were comparable to their peers from other ethnic groups of color. Importantly, all children who entered kindergarten with lower cognitive skill scores also acquired skills more slowly over the next 4 years. Having a positive approach to learning at the start of kindergarten was associated with cognitive skill levels at school entry nearly 1 standard deviation above the population average. Results are discussed with reference to the shared early educational profiles observed between AIAN and other children of color. These findings provide a much-needed update regarding early academic development among AIAN children.

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  3. The Sound of Silence?: A Comparative Study of the Barriers to Communication Skills Development in Accounting and Engineering Students

    ERIC Educational Resources Information Center

    Hassall, T.; Joyce, J.; Bramhall, M. D.; Robinson, I. M.; Arquero, J. L.

    2005-01-01

    Employers often consider graduates to be unprepared for employment and lacking in vocational skills. A common demand from them is that the curriculum should include "communication skills," as specific skills in their own right and also because of the central role that such skills can play in developing other desirable attributes. Current thinking…

  4. Teacher Evaluation Project. The Beginning Teacher Program, Intellectual Skills Development, Validity Studies of the Evaluation System, Special Instrument Development. Report for 1984-1985.

    ERIC Educational Resources Information Center

    Florida Coalition for the Development of a Performance Measurement System, Tallahassee.

    Reports, summaries, and recommendations are presented on the following research studies: (1) Beginning Teacher Studies; (2) Instructional Skills for Teaching Higher Order Thinking; (3) Development of the Conferential Observation Instrument; (4) Predictive Validity Studies Conducted to Test the Relationship Between Teacher Performance as Measured…

  5. Reliability of the direct observation of procedural skills assessment tool for ultrasound-guided regional anaesthesia.

    PubMed

    Chuan, A; Thillainathan, S; Graham, P L; Jolly, B; Wong, D M; Smith, N; Barrington, M J

    2016-03-01

    The Direct Observation of Procedural Skills (DOPS) form is used as a workplace-based assessment tool in the current Australian and New Zealand College of Anaesthetists curriculum. The objective of this study was to evaluate the reliability of DOPS when used to score trainees performing ultrasound-guided regional anaesthesia. Reliability of an assessment tool is defined as the reproducibility of scores given by different assessors viewing the same trainee. Forty-nine anaesthetists were recruited to score two scripted videos of trainees performing a popliteal sciatic nerve block and an axillary brachial plexus block. Reliability, as measured by intraclass correlation coefficients, was -0.01 to 0.43 for the individual items in DOPS, and 0.15 for the 'Overall Performance for this Procedure' item. Assessors demonstrated consistency of scoring within DOPS, with significant correlation of sum of individual item scores with the 'Overall Performance for this Procedure' item (r=0.78 to 0.80, P<0.001), and with yes versus no responses to the 'Was the procedure completed satisfactorily?' item (W=24, P=0.0004, Video 1, and W=65, P=0.003, Video 2). While DOPS demonstrated a good degree of internal consistency in this setting, inter-rater reliability did not reach levels generally recommended for formative assessment tools. Feasibility of the form could be improved by removing the 'Was the procedure completed satisfactorily?' item without loss of information.

  6. Sit to Talk: Relation between Motor Skills and Language Development in Infancy.

    PubMed

    Libertus, Klaus; Violi, Dominic A

    2016-01-01

    Relations between walking skills and language development have been reported in 10- to 14-month-old infants. However, whether earlier emerging motor milestones also affect language skills remains unknown. The current research fills this gap by examining the relation between reaching and sitting skills and later language development, respectively. Reaching and sitting were assessed eight times, starting when infants (N = 29) were around 3 months of age. All assessments were completed and recorded remotely via videoconference using Skype or FaceTime. Subsequently, infants' language and motor skills were assessed via parent questionnaires (Communicative Development Inventories and Early Motor Questionnaire) at 10 and 14 months of age. Results revealed a significant correlation between the emergence of sitting skills and receptive vocabulary size at 10 and 14 months of age. Regression analyses further confirmed this pattern and revealed that the emergence of sitting is a significant predictor of subsequent language development above and beyond influences of concurrent motor skills. These findings suggest that the onset of independent sitting may initiate a developmental cascade that results in increased language learning opportunities. Further, this study also demonstrates how infants' early motor skills can be assessed remotely using videoconference. PMID:27065934

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

    ERIC Educational Resources Information Center

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

    1998-01-01

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

  8. Reward Contingencies and the Development of Children's Skills and Self-Efficacy.

    ERIC Educational Resources Information Center

    Schunk, Dale H.

    1983-01-01

    The present study provides evidence that offering performance-contingent rewards promotes children's task accomplishments, percepts of efficacy, and skill development. These findings are consistent with predictions from Bandura's theory of self-efficacy. (Author/PN)

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

    ERIC Educational Resources Information Center

    Fain, Margaret

    2011-01-01

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

  10. Audio Haptic Videogaming for Developing Wayfinding Skills in Learners Who are Blind.

    PubMed

    Sánchez, Jaime; de Borba Campos, Marcia; Espinoza, Matías; Merabet, Lotfi B

    2014-01-01

    Interactive digital technologies are currently being developed as a novel tool for education and skill development. Audiopolis is an audio and haptic based videogame designed for developing orientation and mobility (O&M) skills in people who are blind. We have evaluated the cognitive impact of videogame play on O&M skills by assessing performance on a series of behavioral tasks carried out in both indoor and outdoor virtual spaces. Our results demonstrate that the use of Audiopolis had a positive impact on the development and use of O&M skills in school-aged learners who are blind. The impact of audio and haptic information on learning is also discussed. PMID:25485312

  11. The Role of a Feedback-Corrective Procedure in Developing Psychomotor Application Skills.

    ERIC Educational Resources Information Center

    Mevarech, Zemira R.

    1983-01-01

    Discusses a study that investigated the role of a feedback-corrective procedure in developing psychomotor application skills. Shows that students receiving feedback-correctives significantly outperformed those who did not. Discusses the role of feedback-correctives. (JOW)

  12. Using Standardized Patients in Nursing Education: Effects on Students' Psychomotor Skill Development.

    PubMed

    Sarmasoglu, Senay; Dinç, Leyla; Elçin, Melih

    2016-01-01

    The present study used a quasi-experimental design to examine the effects of using standardized patients for the psychomotor skills development of nursing students. The performance of the experimental group in blood pressure measurement was significantly higher than that of the control group; however, there was no significant difference between the groups with regard to their administration of subcutaneous injections. The results indicated that standardized patients can be integrated into nursing education for developing psychomotor skills of students.

  13. Using Standardized Patients in Nursing Education: Effects on Students' Psychomotor Skill Development.

    PubMed

    Sarmasoglu, Senay; Dinç, Leyla; Elçin, Melih

    2016-01-01

    The present study used a quasi-experimental design to examine the effects of using standardized patients for the psychomotor skills development of nursing students. The performance of the experimental group in blood pressure measurement was significantly higher than that of the control group; however, there was no significant difference between the groups with regard to their administration of subcutaneous injections. The results indicated that standardized patients can be integrated into nursing education for developing psychomotor skills of students. PMID:26102639

  14. Fine motor skill proficiency in typically developing children: On or off the maturation track?

    PubMed

    Gaul, David; Issartel, Johann

    2016-04-01

    Fine motor skill proficiency is an essential component of numerous daily living activities such as dressing, feeding or playing. Poor fine motor skills can lead to difficulties in academic achievement, increased anxiety and poor self-esteem. Recent findings have shown that children's gross motor skill proficiency tends to fall below established developmental norms. A question remains: do fine motor skill proficiency levels also fall below developmental norms? The aim of this study was to examine the current level of fine motor skill in Irish children. Children (N=253) from 2nd, 4th and 6th grades (mean age=7.12, 9.11 and 11.02 respectively) completed the Fine Motor Composite of the Bruininks Oseretsky Test of Motor Proficiency 2nd Edition (BOT-2). Analysis revealed that only 2nd grade children met the expected level of fine motor skill proficiency. It was also found that despite children's raw scores improving with age, children's fine motor skill proficiency was not progressing at the expected rate given by normative data. This leads us to question the role and impact of modern society on fine motor skills development over the past number of decades. PMID:26735589

  15. The development of a content-influenced process skills instrument for general biology

    NASA Astrophysics Data System (ADS)

    White, Grady M.

    Since the mid 1960's, a major goal in biology instruction has been the teaching of process skills. Many process skills studies have been done and several process skills tests exist, but these studies and tests all target students in grades 7 through 12. The purpose of this study was to develop a biological process skills test for use in college level freshman biology classes. The study was conducted in two phases. Phase I was the development of the process skills test. Phase II of the study was to administer the test and determine student acquisition of process skills, and to determine whether any relationship existed between acquisition of process skills, student attitudes toward science, and student learning styles. Testing was implemented with a sample of 135 students enrolled in general biology in one southeastern university. The process skills test and the attitudes toward science test were administered as pretests; and posttests. The learning styles test was administered as a pretest. Data analysis included t-tests for dependent samples, multiple regression analyses, and an item analysis of the process skills test that concentrated on item difficulty, discriminating power, and distractor spread. Item analysis of the process skills test revealed some questions that were too difficult, and some questions that had problems with distractors. The majority of the test questions were found to be acceptable. The t-tests for dependent samples pies showed a significant increase in process skills mean test scores from pretest to posttest, and a significant improvement in student attitudes toward science mean test scores from pretest to posttest. The multiple regression analyses revealed no significant relationship between process skills, and student attitudes toward science, and student learning style. Recommendations include a review of the process skills test and revision of those items that are in question. The study should be continued with a larger sample size and

  16. 22 CFR 63.3 - Grants to foreign participants to observe, consult, demonstrate special skills, or engage in...

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 22 Foreign Relations 1 2012-04-01 2012-04-01 false Grants to foreign participants to observe, consult, demonstrate special skills, or engage in specialized programs. 63.3 Section 63.3 Foreign Relations DEPARTMENT OF STATE PUBLIC DIPLOMACY AND EXCHANGES PAYMENTS TO AND ON BEHALF OF PARTICIPANTS...

  17. 22 CFR 63.3 - Grants to foreign participants to observe, consult, demonstrate special skills, or engage in...

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 22 Foreign Relations 1 2013-04-01 2013-04-01 false Grants to foreign participants to observe, consult, demonstrate special skills, or engage in specialized programs. 63.3 Section 63.3 Foreign Relations DEPARTMENT OF STATE PUBLIC DIPLOMACY AND EXCHANGES PAYMENTS TO AND ON BEHALF OF PARTICIPANTS...

  18. 22 CFR 63.3 - Grants to foreign participants to observe, consult, demonstrate special skills, or engage in...

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 22 Foreign Relations 1 2014-04-01 2014-04-01 false Grants to foreign participants to observe, consult, demonstrate special skills, or engage in specialized programs. 63.3 Section 63.3 Foreign Relations DEPARTMENT OF STATE PUBLIC DIPLOMACY AND EXCHANGES PAYMENTS TO AND ON BEHALF OF PARTICIPANTS...

  19. Student Learning through Service Learning: Effects on Academic Development, Civic Responsibility, Interpersonal Skills and Practical Skills

    ERIC Educational Resources Information Center

    Hébert, Ali; Hauf, Petra

    2015-01-01

    Although anecdotal evidence and research alike espouse the benefits of service learning, some researchers have suggested that more rigorous testing is required in order to determine its true effect on students. This is particularly true in the case of academic development, which has been inconsistently linked to service learning. It has been…

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

    ERIC Educational Resources Information Center

    Scarselletta, Mario

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

  1. EFFECT OF SEX, AGE, AND BMI ON THE DEVELOPMENT OF LOCOMOTOR SKILLS AND OBJECT CONTROL SKILLS AMONG PRESCHOOL CHILDREN.

    PubMed

    Yang, Shu-Chu; Lin, Shu-Jung; Tsai, Chia-Yen

    2015-12-01

    Purposive sampling was used to recruit 1,200 preschoolers between the ages of three and seven from 12 preschools throughout Taiwan in order to examine locomotor skills, object control skills, and fundamental motor skills with respect to sex, age, and body mass index (BMI). Fundamental motor skills were measured using the TGMD-2. Only age had a significant influence on locomotor skills, object control skills, and fundamental motor skills; sex had a small influence on object control skills, and BMI had a very limited influence on all three categories. The difference from previous studies related to BMI may be due to the different items included in the various tests, the number of trials conducted, and ways in which BMI was categorized. PMID:26682607

  2. Severity of specific language impairment predicts delayed development in number skills

    PubMed Central

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

    2013-01-01

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

  3. Examining the Professional Development Experiences and Non-Technical Skills Desired for Geoscience Employment

    NASA Astrophysics Data System (ADS)

    Houlton, H. R.; Ricci, J.; Wilson, C. E.; Keane, C.

    2014-12-01

    Professional development experiences, such as internships, research presentations and professional network building, are becoming increasingly important to enhance students' employability post-graduation. The practical, non-technical skills that are important for succeeding during these professional development experiences, such as public speaking, project management, ethical practices and writing, transition well and are imperative to the workplace. Thereby, graduates who have honed these skills are more competitive candidates for geoscience employment. Fortunately, the geoscience community recognizes the importance of these professional development opportunities and the skills required to successfully complete them, and are giving students the chance to practice non-technical skills while they are still enrolled in academic programs. The American Geosciences Institute has collected data regarding students' professional development experiences, including the preparation they receive in the corresponding non-technical skills. This talk will discuss the findings of two of AGI's survey efforts - the Geoscience Student Exit Survey and the Geoscience Careers Master's Preparation Survey (NSF: 1202707). Specifically, data highlighting the role played by internships, career opportunities and the complimentary non-technical skills will be discussed. As a practical guide, events informed by this research, such as AGI's professional development opportunities, networking luncheons and internships, will also be included.

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

    NASA Astrophysics Data System (ADS)

    Baine, David

    1987-06-01

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

  5. Development of an Instrument to Measure Higher Order Thinking Skills in Senior High School Mathematics Instruction

    ERIC Educational Resources Information Center

    Tanujaya, Benidiktus

    2016-01-01

    The purpose of this research was to develop an instrument that can be used to measure higher-order thinking skills (HOTS) in mathematics instruction of high school students. This research was conducted using a standard procedure of instrument development, from the development of conceptual definitions, development of operational definitions,…

  6. The Comparison of Play Skills of Autistic Mentally Retarded and Typically Developing Children

    ERIC Educational Resources Information Center

    Fazlioglu, Yesim

    2013-01-01

    While the typical developing children show signs of symbolic play in the first two years of life, children with autism may never develop this skill. This deficit in play has implication for other areas of development. What is more? Play is correlated with language ability in both typically developing children and children with ASD. Play in…

  7. Systematic review of educational programs and strategies for developing students' and nurses' writing skills.

    PubMed

    Oermann, Marilyn H; Leonardelli, Adrianne K; Turner, Kathleen M; Hawks, Sharon J; Derouin, Anne L; Hueckel, Rémi M

    2015-01-01

    The purpose of this article is to describe the outcomes of a systematic review of educational programs and strategies for developing the writing skills of nursing students and nurses. Of 728 screened citations, 80 articles were included in the review. Writing assignments in nursing courses were the most common, followed by strategies for writing across the curriculum and specific courses to improve the writing skills of nursing students. To improve nurses' writing skills, workshops were used most frequently. Only 28 (35%) of the articles were data based, and most articles described the writing program, strategy, or assignment but did not evaluate its effectiveness.

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

    NASA Astrophysics Data System (ADS)

    Miller, Robert D.

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

  9. Infrared algorithm development for ocean observations

    NASA Technical Reports Server (NTRS)

    Brown, Otis B.

    1995-01-01

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

  10. Motor Skill Abilities in Toddlers with Autistic Disorder, Pervasive Developmental Disorder-Not Otherwise Specified, and Atypical Development

    ERIC Educational Resources Information Center

    Matson, Johnny L.; Mahan, Sara; Fodstad, Jill C.; Hess, Julie A.; Neal, Daniene

    2010-01-01

    Motor skills were assessed in 397 toddlers, and it was demonstrated that atypically developing toddlers exhibited significantly greater motor skill abilities than toddlers with autistic disorder. No significant difference on gross or fine motor skill abilities were found between atypically developing toddlers and toddlers with pervasive…

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

    PubMed Central

    2011-01-01

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

  12. Positive teacher and peer relations combine to predict primary school students' academic skill development.

    PubMed

    Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Poskiparta, Elisa; Ahonen, Timo; Poikkeus, Anna-Maija; Nurmi, Jari-Erik

    2015-04-01

    This study examined cross-lagged associations between positive teacher and peer relations and academic skill development. Reading and math skills were tested among 625 students in kindergarten and Grade 4. Teacher reports of positive affect toward each student and classmate reports of peer acceptance were gathered in Grades 1-3. The results showed, first, that positive teacher affect toward the student and peer acceptance were reciprocally associated: Positive teacher affect predicted higher peer acceptance, and higher peer acceptance predicted a higher level of positive teacher affect. Second, the effect of positive teacher affect on academic skill development was partly mediated via peer acceptance, while the effect of early academic skills on peer acceptance was partly mediated via positive teacher affect. The results suggest that a warm and supportive teacher can increase a student's peer acceptance, which, in turn, is positively associated with learning outcomes.

  13. Positive teacher and peer relations combine to predict primary school students' academic skill development.

    PubMed

    Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Poskiparta, Elisa; Ahonen, Timo; Poikkeus, Anna-Maija; Nurmi, Jari-Erik

    2015-04-01

    This study examined cross-lagged associations between positive teacher and peer relations and academic skill development. Reading and math skills were tested among 625 students in kindergarten and Grade 4. Teacher reports of positive affect toward each student and classmate reports of peer acceptance were gathered in Grades 1-3. The results showed, first, that positive teacher affect toward the student and peer acceptance were reciprocally associated: Positive teacher affect predicted higher peer acceptance, and higher peer acceptance predicted a higher level of positive teacher affect. Second, the effect of positive teacher affect on academic skill development was partly mediated via peer acceptance, while the effect of early academic skills on peer acceptance was partly mediated via positive teacher affect. The results suggest that a warm and supportive teacher can increase a student's peer acceptance, which, in turn, is positively associated with learning outcomes. PMID:25751095

  14. Development of a virtual reality assessment of everyday living skills.

    PubMed

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

    2014-04-23

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

  15. Development of a virtual reality assessment of everyday living skills.

    PubMed

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

    2014-01-01

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

  16. Development of a Classroom Authority Observation Rubric

    ERIC Educational Resources Information Center

    Middendorf, Joan; McNary, Erin

    2011-01-01

    When student end-of-course ratings are not commensurate with instructor skill and effort, one possible reason may be that students question the instructor's authority. It is proposed here that such doubts about authority are reinforced by specific instructor behaviors. This pilot study attempts to identify these behaviors in the interest of…

  17. Guide to good practices for teamwork training and diagnostic skills development

    SciTech Connect

    1997-06-01

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

  18. IPRs revisited: using process recordings to develop nursing students' critical thinking skills.

    PubMed

    Cox, R P

    1998-01-01

    Professional nurses must possess critical thinking skills to practice in contemporary health care systems. This paper describes the adaptation of an established strategy for helping students organize their thoughts--the interpersonal process recording (IPR)--to develop nursing students' critical thinking skills. The Critical Thinking-IPR encourages a systemic, theory-based approach to client problems, enables students to become self-directed learners, and engages student and teacher in analytic dialogue about clinical nursing problems.

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

    PubMed Central

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

    2013-01-01

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

  20. Development and Assessment of Modules to Integrate Quantitative Skills in Introductory Biology Courses

    PubMed Central

    Hoffman, Kathleen; Leupen, Sarah; Dowell, Kathy; Kephart, Kerrie; Leips, Jeff

    2016-01-01

    Redesigning undergraduate biology courses to integrate quantitative reasoning and skill development is critical to prepare students for careers in modern medicine and scientific research. In this paper, we report on the development, implementation, and assessment of stand-alone modules that integrate quantitative reasoning into introductory biology courses. Modules are designed to improve skills in quantitative numeracy, interpreting data sets using visual tools, and making inferences about biological phenomena using mathematical/statistical models. We also examine demographic/background data that predict student improvement in these skills through exposure to these modules. We carried out pre/postassessment tests across four semesters and used student interviews in one semester to examine how students at different levels approached quantitative problems. We found that students improved in all skills in most semesters, although there was variation in the degree of improvement among skills from semester to semester. One demographic variable, transfer status, stood out as a major predictor of the degree to which students improved (transfer students achieved much lower gains every semester, despite the fact that pretest scores in each focus area were similar between transfer and nontransfer students). We propose that increased exposure to quantitative skill development in biology courses is effective at building competency in quantitative reasoning. PMID:27146161

  1. Developing seventh grade students' systems thinking skills in the context of the human circulatory system.

    PubMed

    Raved, Lena; Yarden, Anat

    2014-01-01

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

  2. Development and Assessment of Modules to Integrate Quantitative Skills in Introductory Biology Courses.

    PubMed

    Hoffman, Kathleen; Leupen, Sarah; Dowell, Kathy; Kephart, Kerrie; Leips, Jeff

    2016-01-01

    Redesigning undergraduate biology courses to integrate quantitative reasoning and skill development is critical to prepare students for careers in modern medicine and scientific research. In this paper, we report on the development, implementation, and assessment of stand-alone modules that integrate quantitative reasoning into introductory biology courses. Modules are designed to improve skills in quantitative numeracy, interpreting data sets using visual tools, and making inferences about biological phenomena using mathematical/statistical models. We also examine demographic/background data that predict student improvement in these skills through exposure to these modules. We carried out pre/postassessment tests across four semesters and used student interviews in one semester to examine how students at different levels approached quantitative problems. We found that students improved in all skills in most semesters, although there was variation in the degree of improvement among skills from semester to semester. One demographic variable, transfer status, stood out as a major predictor of the degree to which students improved (transfer students achieved much lower gains every semester, despite the fact that pretest scores in each focus area were similar between transfer and nontransfer students). We propose that increased exposure to quantitative skill development in biology courses is effective at building competency in quantitative reasoning.

  3. Development and Assessment of Modules to Integrate Quantitative Skills in Introductory Biology Courses.

    PubMed

    Hoffman, Kathleen; Leupen, Sarah; Dowell, Kathy; Kephart, Kerrie; Leips, Jeff

    2016-01-01

    Redesigning undergraduate biology courses to integrate quantitative reasoning and skill development is critical to prepare students for careers in modern medicine and scientific research. In this paper, we report on the development, implementation, and assessment of stand-alone modules that integrate quantitative reasoning into introductory biology courses. Modules are designed to improve skills in quantitative numeracy, interpreting data sets using visual tools, and making inferences about biological phenomena using mathematical/statistical models. We also examine demographic/background data that predict student improvement in these skills through exposure to these modules. We carried out pre/postassessment tests across four semesters and used student interviews in one semester to examine how students at different levels approached quantitative problems. We found that students improved in all skills in most semesters, although there was variation in the degree of improvement among skills from semester to semester. One demographic variable, transfer status, stood out as a major predictor of the degree to which students improved (transfer students achieved much lower gains every semester, despite the fact that pretest scores in each focus area were similar between transfer and nontransfer students). We propose that increased exposure to quantitative skill development in biology courses is effective at building competency in quantitative reasoning. PMID:27146161

  4. A Study on Feature of Eye Tracking in Difference of Skill Level during Observational Learning of Movement

    NASA Astrophysics Data System (ADS)

    Nuruki, Atsuo; Shimozono, Tomoyuki; Kawabata, Takuro; Yamada, Masafumi; Yunokuchi, Kazutomo; Maruyama, Atsuo

    Recently, it often said that it is one of the means that the observational learning promotes the acquisition of sports and athletic skills. We think that the inexperienced person can efficiently acquire athletic skills by using the observational method of the expert as an index of the observational method in the observational learning. Then, in the present study, the expert and inexperienced person's glance characteristic were compared, and it was examined whether the observational method of the expert was able to be used as an index of the observational method of the inexperienced person. The glance characteristics are a glance transition, glance total moved distance, the gazing duration, moreover glance moved distance and radial velocity between each gaze points. Additionally, we investigated whether there was a change in physical performance before and after the observational learning, and two different observational learning groups (the expert's observational method group, the free observation group). In result, it was clarified that the expert concentrated, observed a constant part of the movement, and the inexperienced person was observing the entire movement. Moreover, the result that glance total moved distance was shorter than the inexperienced person, and expert's gazing duration was longer than the inexperienced person. It was clarified that the expert was efficiently emphatically observing the point of the movement from these results. In addition, the inexperienced persons have advanced physical performance through the observational learning. Then the expert's observational method group advanced physical performance better than the free observation group. Therefore we suggested that the observational method of the expert be able to be used as an index of the method of observing the inexperienced person.

  5. What matters? Assessing and developing inquiry and multivariable reasoning skills in high school chemistry

    NASA Astrophysics Data System (ADS)

    Daftedar Abdelhadi, Raghda Mohamed

    Although the Next Generation Science Standards (NGSS) present a detailed set of Science and Engineering Practices, a finer grained representation of the underlying skills is lacking in the standards document. Therefore, it has been reported that teachers are facing challenges deciphering and effectively implementing the standards, especially with regards to the Practices. This analytical study assessed the development of high school chemistry students' (N = 41) inquiry, multivariable causal reasoning skills, and metacognition as a mediator for their development. Inquiry tasks based on concepts of element properties of the periodic table as well as reaction kinetics required students to conduct controlled thought experiments, make inferences, and declare predictions of the level of the outcome variable by coordinating the effects of multiple variables. An embedded mixed methods design was utilized for depth and breadth of understanding. Various sources of data were collected including students' written artifacts, audio recordings of in-depth observational groups and interviews. Data analysis was informed by a conceptual framework formulated around the concepts of coordinating theory and evidence, metacognition, and mental models of multivariable causal reasoning. Results of the study indicated positive change towards conducting controlled experimentation, making valid inferences and justifications. Additionally, significant positive correlation between metastrategic and metacognitive competencies, and sophistication of experimental strategies, signified the central role metacognition played. Finally, lack of consistency in indicating effective variables during the multivariable prediction task pointed towards the fragile mental models of multivariable causal reasoning the students had. Implications for teacher education, science education policy as well as classroom research methods are discussed. Finally, recommendations for developing reform-based chemistry

  6. Observations of adolescent peer resistance skills following a classroom-based healthy relationship program: a post-intervention comparison.

    PubMed

    Wolfe, David A; Crooks, Claire V; Chiodo, Debbie; Hughes, Raymond; Ellis, Wendy

    2012-04-01

    This study examines peer resistance skills following a 21-lesson classroom-based intervention to build healthy relationships and decrease abusive and health-risk behaviors among adolescents. The Fourth R instructs students in positive relationship skills, such as negotiation and delay, for navigating challenging peer and dating scenarios. Observational data from 196 grade 9 students participating in a larger cluster randomized controlled trial were used to evaluate post-intervention acquisition of peer resistance skills. Pairs of students engaged in a role play paradigm with older student actors, where they were subjected to increasing pressure to comply with peer requests related to drugs and alcohol, bullying, and sexual behavior. Specific and global measures of change in peer resistance responses were obtained from two independent sets of observers, blinded to condition. Specific peer resistance responses (negotiation, delay, yielding to pressure, refusal, and compliance) were coded by research assistants; global peer resistance responses were rated by teachers from other schools (thinking / inquiry, application, communication, and perceived efficacy). Students who received the intervention were more likely to demonstrate negotiation skills and less likely to yield to negative pressure relative to controls. Intervention students were also more likely to use delay than controls; control girls were more likely to use refusal responses; the number of times students complied with peer requests did not differ. Teacher ratings demonstrated significant main effects favoring intervention youth on all measures. Program and research implications are highlighted.

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Gill, Joel C.

    2014-05-01

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

  9. Evaluating Proficiency in Comprehension Skills: How Can We Measure what We Can't Observe?

    ERIC Educational Resources Information Center

    Hummel, Robert D.

    1985-01-01

    Discusses the drawbacks of using the ACTFL-ETS Provisional Proficiency Guidelines in a university foreign language department. Recommends that reading skill should be measured by depth of understanding and perhaps speed rather than by the kind and number of specific elements of language the reader has failed to "understand." (SED)

  10. Attachment and Autonomy as Predictors of the Development of Social Skills and Delinquency During Midadolescence

    PubMed Central

    Allen, Joseph P.; Marsh, Penny; McFarland, Christy; McElhaney, Kathleen Boykin; Land, Deborah J.; Jodl, Kathleen M.; Peck, Sheryl

    2006-01-01

    This study examined adolescent attachment organization as a predictor of the development of social skills and delinquent behavior during midadolescence. Delinquent activity and skill levels were assessed for 117 moderately at-risk adolescents at ages 16 and 18, and maternal and adolescent attachment organization and autonomy in interactions were assessed at age 16. Adolescent attachment security predicted relative increases in social skills from age 16 to 18, whereas an insecure–preoccupied attachment organization predicted increasing delinquency during this period. In addition, preoccupied teens interacting with highly autonomous mothers showed greater relative decreases in skill levels and increases in delinquent activity over time, suggesting a heightened risk for deviance among preoccupied teens who may be threatened by growing autonomy in adolescent–parent interactions. PMID:11860056

  11. Manned observations technology development, FY 1992 report

    NASA Technical Reports Server (NTRS)

    Israel, Steven

    1992-01-01

    This project evaluated the suitability of the NASA/JSC developed electronic still camera (ESC) digital image data for Earth observations from the Space Shuttle, as a first step to aid planning for Space Station Freedom. Specifically, image resolution achieved from the Space Shuttle using the current ESC system, which is configured with a Loral 15 mm x 15 mm (1024 x 1024 pixel array) CCD chip on the focal plane of a Nikon F4 camera, was compared to that of current handheld 70 mm Hasselblad 500 EL/M film cameras.

  12. Developing Team Skills through a Collaborative Writing Assignment

    ERIC Educational Resources Information Center

    Thomas, Theda Ann

    2014-01-01

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

  13. Professional Development: A Skills Approach to a Writing Workshop

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  14. The Zuni Life Skills Development Program: a school/community-based suicide prevention intervention.

    PubMed

    Lafromboise, Teresa D; Lewis, Hayes A

    2008-06-01

    The Zuni Life Skills Development Program, an effective community-initiated and high-school-based suicide prevention intervention, is featured. Development and evaluation of this intervention are followed by note of the specific challenges associated with stabilizing the program. A more tribally diverse, culturally-informed model entitled the American Indian Life Skills Development Curriculum is then presented to illustrate a hybrid approach to the cultural tailoring of interventions. This curriculum is broad enough to address concerns across diverse American Indian tribal groups yet respectful of distinctive and heterogeneous cultural beliefs and practices. Finally, we reflect upon issues in community-based research that emerged during this collaboration.

  15. Improving skill development: an exploratory study comparing a philosophical and an applied ethical analysis technique

    NASA Astrophysics Data System (ADS)

    Al-Saggaf, Yeslam; Burmeister, Oliver K.

    2012-09-01

    This exploratory study compares and contrasts two types of critical thinking techniques; one is a philosophical and the other an applied ethical analysis technique. The two techniques analyse an ethically challenging situation involving ICT that a recent media article raised to demonstrate their ability to develop the ethical analysis skills of ICT students and professionals. In particular the skill development focused on includes: being able to recognise ethical challenges and formulate coherent responses; distancing oneself from subjective judgements; developing ethical literacy; identifying stakeholders; and communicating ethical decisions made, to name a few.

  16. The development and validation of a golf swing and putt skill assessment for children.

    PubMed

    Barnett, Lisa M; Hardy, Louise L; Brian, Ali S; Robertson, Sam

    2015-03-01

    The aim was to describe development of a process-oriented instrument designed to assess the golf swing and putt stroke, and to assess the instrument's discriminative validity in terms of age and reliability (intra-rater and re-test). A Delphi consultation (with golf industry professionals and researchers in movement skill assessment) was used to develop an assessment for each skill based on existing skill assessment protocols. Each skill had six components to be marked as present/absent. Individual scores were based on the number of performance components successfully demonstrated over two trials for each skill (potential score range 0 to 24). Children (n = 43) aged 6-10 years (M = 7.8 years, SD = 1.3) were assessed in both skills live in the field by one rater at Time 1(T1). A subset of children (n = 28) had consent for assessments to be videoed. Six weeks later 19 children were reassessed, five days apart (T2, T3). An ANOVA assessed discriminative validity i.e. whether skill competence at T1 differed by age (6 years, 7/8 years and 9/10 years). Intraclass correlations (ICC) assessed intra-rater reliability between the live and video assessment at T1 and test-retest reliability (between T2 and T3). Paired t-tests assessed any systematic differences between live and video assessments (T1) and between T2 and T3. Older children were more skilled (F (2, 40) = 11.18, p < 0.001). The live assessment reflected the video assessment (ICC = 0.79, 95% CI 0.59, 0.90) and scores did not differ between live and video assessments. Test retest reliability was acceptable (ICC = 0.60, 95% CI 0.23, 0.82), although the mean score was slightly higher at retest. This instrument could be used reliably by golf coaches and physical education teachers as part of systematic early player assessment and feedback. Key pointsGolf is becoming an increasingly popular sport among young children, however there is no standard protocol available to assess and identify skill deficits, mastery level

  17. The development and validation of a golf swing and putt skill assessment for children.

    PubMed

    Barnett, Lisa M; Hardy, Louise L; Brian, Ali S; Robertson, Sam

    2015-03-01

    The aim was to describe development of a process-oriented instrument designed to assess the golf swing and putt stroke, and to assess the instrument's discriminative validity in terms of age and reliability (intra-rater and re-test). A Delphi consultation (with golf industry professionals and researchers in movement skill assessment) was used to develop an assessment for each skill based on existing skill assessment protocols. Each skill had six components to be marked as present/absent. Individual scores were based on the number of performance components successfully demonstrated over two trials for each skill (potential score range 0 to 24). Children (n = 43) aged 6-10 years (M = 7.8 years, SD = 1.3) were assessed in both skills live in the field by one rater at Time 1(T1). A subset of children (n = 28) had consent for assessments to be videoed. Six weeks later 19 children were reassessed, five days apart (T2, T3). An ANOVA assessed discriminative validity i.e. whether skill competence at T1 differed by age (6 years, 7/8 years and 9/10 years). Intraclass correlations (ICC) assessed intra-rater reliability between the live and video assessment at T1 and test-retest reliability (between T2 and T3). Paired t-tests assessed any systematic differences between live and video assessments (T1) and between T2 and T3. Older children were more skilled (F (2, 40) = 11.18, p < 0.001). The live assessment reflected the video assessment (ICC = 0.79, 95% CI 0.59, 0.90) and scores did not differ between live and video assessments. Test retest reliability was acceptable (ICC = 0.60, 95% CI 0.23, 0.82), although the mean score was slightly higher at retest. This instrument could be used reliably by golf coaches and physical education teachers as part of systematic early player assessment and feedback. Key pointsGolf is becoming an increasingly popular sport among young children, however there is no standard protocol available to assess and identify skill deficits, mastery level

  18. The Development and Validation of a Golf Swing and Putt Skill Assessment for Children

    PubMed Central

    Barnett, Lisa M.; Hardy, Louise L.; Brian, Ali S.; Robertson, Sam

    2015-01-01

    The aim was to describe development of a process-oriented instrument designed to assess the golf swing and putt stroke, and to assess the instrument’s discriminative validity in terms of age and reliability (intra-rater and re-test). A Delphi consultation (with golf industry professionals and researchers in movement skill assessment) was used to develop an assessment for each skill based on existing skill assessment protocols. Each skill had six components to be marked as present/absent. Individual scores were based on the number of performance components successfully demonstrated over two trials for each skill (potential score range 0 to 24). Children (n = 43) aged 6-10 years (M = 7.8 years, SD = 1.3) were assessed in both skills live in the field by one rater at Time 1(T1). A subset of children (n = 28) had consent for assessments to be videoed. Six weeks later 19 children were reassessed, five days apart (T2, T3). An ANOVA assessed discriminative validity i.e. whether skill competence at T1 differed by age (6 years, 7/8 years and 9/10 years). Intraclass correlations (ICC) assessed intra-rater reliability between the live and video assessment at T1 and test-retest reliability (between T2 and T3). Paired t-tests assessed any systematic differences between live and video assessments (T1) and between T2 and T3. Older children were more skilled (F (2, 40) = 11.18, p < 0.001). The live assessment reflected the video assessment (ICC = 0.79, 95% CI 0.59, 0.90) and scores did not differ between live and video assessments. Test retest reliability was acceptable (ICC = 0.60, 95% CI 0.23, 0.82), although the mean score was slightly higher at retest. This instrument could be used reliably by golf coaches and physical education teachers as part of systematic early player assessment and feedback. Key points Golf is becoming an increasingly popular sport among young children, however there is no standard protocol available to assess and identify skill deficits, mastery level

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

    ERIC Educational Resources Information Center

    Calma, Angelito

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Wright, Ewan; Lee, Moosung

    2014-01-01

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