Social Class, Ethnicity and Access to Higher Education in the Four Countries of the UK: 1996-2010

ERIC Educational Resources Information Center

Croxford, Linda; Raffe, David

2014-01-01

This paper compares access to full-time undergraduate higher education (HE) by members of less advantaged social classes and ethnic minorities across the four "home countries" of the UK. It uses data on applicants to HE in selected years from 1996 to 2010. In all home countries students from intermediate and working-class backgrounds…

Interrelationships between education, occupational class and income as determinants of sickness absence among young employees in 2002-2007 and 2008-2013.

PubMed

Sumanen, Hilla; Pietiläinen, Olli; Lahti, Jouni; Lahelma, Eero; Rahkonen, Ossi

2015-04-08

A low socioeconomic position (SEP) is consistently associated with ill health, sickness absence (SA) and permanent disability, but studies among young employees are lacking. We examined the interrelationships between education, occupational class and income as determinants of SA among 25-34-year-old employees. We also examined, whether the association between SEP and SA varied over time in 2002-2007 and 2008-2013. The analyses covered young, 25-34-year-old women and men employed by the City of Helsinki over the time periods 2002-2007 and 2008-2013. Four-level education and occupational class classifications were used, as well as income quartiles. The outcome measure was the number of annual SA days. Education had the strongest and most consistent independent association with SA among women and men in both periods under study. Occupational class had weaker independent and less consistent association with SA. Income had an independent association with SA, which strengthened over time among the men. The interrelationships between the SEP indicators and SA were partly explained by prior or mediated through subsequent SEP indicators. Socioeconomic differences followed only partially a gradient for occupational class and also for income among men. Preventive measures to reduce the risk of SA should be considered, especially among young employees with a basic or lower-secondary education.

Class Size and Student Outcomes: Research and Policy Implications

ERIC Educational Resources Information Center

Chingos, Matthew M.

2013-01-01

Schools across the United States are facing budgetary pressures on a scale not seen in generations. Times of fiscal exigency force policymakers and education practitioners to pay more attention to the return on various categories of public investment in education. The sizes of the classes in which students are educated are often a focus of these…

Just-in-Time Teaching for Food Science: Creating an Active Learner Classroom

ERIC Educational Resources Information Center

Marrs, Kathleen A.; Chism, Grady W., III

2005-01-01

Just-in-Time Teaching (JiTT) combines the best features of traditional in-class instruction with the communication potential available via the Web. We describe here how JiTT has been used in Biology Education and how it can be used in Food Science Education. JiTT uses Web-based "Warm Up" assignments due before class to stimulate critical thinking…

Annual Survey of Optometric Educational Institutions, 1984-85.

ERIC Educational Resources Information Center

Journal of Optometric Education, 1986

1986-01-01

Tabulations include entering class grade point averages and educational backgrounds, loan and non-loan student financial aid granted by the institutions, resident and nonresident student expenses, full-time male and female enrollment in each class, and minority student enrollment in colleges of optometry. (MSE)

The Flipped Classroom – From Theory to Practice in Health Professional Education

PubMed Central

McLaughlin, Jacqueline E.

2017-01-01

The flipped classroom is growing in popularity in health professional education. As such, instructors are experiencing various growing pains in functionalizing this model, from justifying the approach to managing time inside and outside of class to assessing impact on learning. This review focuses on some key theories that support the flipped model and translates those key theories into practice across core aspects of the flipped classroom: pre-class preparation, in-class activities, after-class activities and assessment of student learning. PMID:28970619

The Flipped Classroom - From Theory to Practice in Health Professional Education.

PubMed

Persky, Adam M; McLaughlin, Jacqueline E

2017-08-01

The flipped classroom is growing in popularity in health professional education. As such, instructors are experiencing various growing pains in functionalizing this model, from justifying the approach to managing time inside and outside of class to assessing impact on learning. This review focuses on some key theories that support the flipped model and translates those key theories into practice across core aspects of the flipped classroom: pre-class preparation, in-class activities, after-class activities and assessment of student learning.

Examining the Relationship among Students' Learning Styles, Technology Acceptance, and Students' Completion Rates in E-Learning and Traditional Class Environments

ERIC Educational Resources Information Center

Schneiderheinze, Douglas D.

2011-01-01

Distance learning is gaining popularity in many education environments. Online classes are on the increase because students need alternatives to traditional face-to-face classroom training. Time constraint on today's students coupled with the need for education to keep up with advances in technology, in all fields, has forced educators to…

Physical Education Resources, Class Management, and Student Physical Activity Levels: A Structure-Process-Outcome Approach to Evaluating Physical Education Effectiveness

ERIC Educational Resources Information Center

Bevans, Katherine B.; Fitzpatrick, Leslie-Anne; Sanchez, Betty M.; Riley, Anne W.; Forrest, Christopher

2010-01-01

Background: This study was conducted to empirically evaluate specific human, curricular, and material resources that maximize student opportunities for physical activity during physical education (PE) class time. A structure-process-outcome model was proposed to identify the resources that influence the frequency of PE and intensity of physical…

The Impact of Students' Choice of Time of Day for Class Activity and Their Sleep Quality on Academic Performance in Multidisciplinary Distance Education Courses

ERIC Educational Resources Information Center

Miles, Jessica A.

2014-01-01

The purpose of this research was to identify the impact of students' choice of time of day for class activity and their sleep quality on academic performance in multidisciplinary distance education courses at a southeastern U.S. state college. The research addressed the relationship of other individual student characteristics (i.e., age, gender,…

The effects of a sportsmanship curriculum intervention on generalized positive social behavior of urban elementary school students

PubMed Central

Sharpe, Tom; Brown, Marty; Crider, Kim

1995-01-01

This study evaluated the effects of an elementary physical education curriculum in which development of positive social skills, including leadership and conflict-resolution behaviors, was the primary focus. A second goal was to determine possible generalization effects beyond the primary intervention setting. Students in two urban elementary physical education classes served as subjects, with a third class used as a comparison. The effects of the curriculum intervention were evaluated in the training setting and in the students' regular education classrooms using a multiple baseline across classrooms design. Results showed (a) an immediate increase in student leadership and independent conflict-resolution behaviors, (b) an increase in percentage of class time devoted to activity participation, and (c) decreases in the frequency of student off-task behavior and percentage of class time that students devoted to organizational tasks. Similar changes in student behavior were also observed in the regular classroom settings. PMID:16795872

Desktop Simulation: Towards a New Strategy for Arts Technology Education

ERIC Educational Resources Information Center

Eidsheim, Nina Sun

2009-01-01

For arts departments in many institutions, technology education entails prohibitive equipment costs, maintenance requirements and administrative demands. There are also inherent pedagogical challenges: for example, recording studio classes where, due to space and time constraints, only a few students in what might be a large class can properly…

Assessment and Grading in Physical Education

ERIC Educational Resources Information Center

Mohnsen, Bonnie

2006-01-01

This article discusses the basis for assessing and grading students in physical education. Although students should dress appropriately for physical education, be physically active during class time, and improve their fitness (e.g., mile-run time), these items are typically not included in the physical education content standards. The vast…

Distance Learning between German and Japanese School Classes Based on a Real Time Video Conference Environment.

ERIC Educational Resources Information Center

Graf, Klaus-D.

We have established an environment for German-Japanese school education projects using real time interactive audio-visual distance learning between remote classrooms. In periods of 8-12 weeks, two classes are dealing with the same subject matter, exchanging materials and results via e-mail and Internet. At 3 or 4 occasions the classes met on…

Small Class Size and Its Effects.

ERIC Educational Resources Information Center

Biddle, Bruce J.; Berliner, David C.

2002-01-01

Describes several prominent early grades small-class-size projects and their effects on student achievement: Indiana's Project Prime Time, Tennessee's Project STAR (Student/Teacher Achievement Ratio), Wisconsin's SAGE (Student Achievement Guarantee in Education) Program, and the California class-size-reduction program. Lists several conclusions,…

Guidelines for Implementing a Real Estate Cooperative Education Program.

ERIC Educational Resources Information Center

Pearson, Thomas R.

Background information and guidelines are provided for the development of cooperative education programs for real estate industry personnel. The first section outlines the operation of cooperative education programs and presents two organizational plans: the alternating plan, where students attend class full-time and work full-time during…

A Blessing in Disguise

ERIC Educational Resources Information Center

Yuill, Ronald D.

2004-01-01

When the Ronald Yuill was told by his administration that there were not enough aides to help the special education students in the classes, he suggested placing all the students requiring special assistance into one class. His idea was to teach all of the special education children at the same time with the assistance of an aide or two. However,…

Meeting Diverse Expectations: Department of Tutorial Classes, Sydney University, 1919 to 1963

ERIC Educational Resources Information Center

Dymock, Darryl; Kelly, Ann

2013-01-01

The University of Sydney has offered some form of organised adult education since the late 19th century. In 1914, that provision was formalised through the establishment of a Department of Tutorial Classes, the appointment of a Director, and a partnership with the Workers' Educational Association (WEA). Right from that time, however, there was…

A Statewide Profile of Adult Basic Education.

ERIC Educational Resources Information Center

Essex, Martin W.; And Others

A survey of 72 adult basic education (ABE) programs in Ohio was conducted during the 1968-69 school year. Sixty-nine directors handled 447 ABE classes; however, about 40% were handled by three of them. Public school classrooms were the most frequently used facilities (68%). Night classes accounted for 85%. Most of the directors' time was devoted…

The Flipped Classroom in Emergency Medicine Using Online Videos with Interpolated Questions.

PubMed

Rose, Emily; Claudius, Ilene; Tabatabai, Ramin; Kearl, Liza; Behar, Solomon; Jhun, Paul

2016-09-01

Utilizing the flipped classroom is an opportunity for a more engaged classroom session. This educational approach is theorized to improve learner engagement and retention and allows for more complex learning during class. No studies to date have been conducted in the postgraduate medical education setting investigating the effects of interactive, interpolated questions in preclassroom online video material. We created a flipped classroom for core pediatric emergency medicine (PEM) topics using recorded online video lectures for preclassroom material and interactive simulations for the in-classroom session. Lectures were filmed and edited to include integrated questions on an online platform called Zaption. One-half of the residents viewed the lectures uninterrupted (Group A) and the remainder (Group B) viewed with integrated questions (2-6 per 5-15-min segment). Residents were expected to view the lectures prior to in-class time (total viewing time of approximately 2½ h). The 2½-h in-class session included four simulation and three procedure stations, with six PEM faculty available for higher-level management discussion throughout the stations. Total educational time of home preparation and in-class time was approximately 5 h. Residents performed better on the posttest as compared to the pretest, and their satisfaction was high with this educational innovation. In 2014, performance on the posttest between the two groups was similar. However, in 2015, the group with integrated questions performed better on the posttest. An online format combined with face-to-face interaction is an effective educational model for teaching core PEM topics. Copyright © 2016 Elsevier Inc. All rights reserved.

Time to Confront Willis's Lads with a Ballet Class? A Case Study of Educational Orthodoxy and White Working-Class Boys

ERIC Educational Resources Information Center

Ashley, Martin

2009-01-01

This is a retrospective study tracing the longer term effects on identity and aspiration of white working-class boys from an area of high social deprivation. The boys were members of an acclaimed boys' dance company and have been retrospectively interviewed as young men in their twenties. Documentary and film material dating from the time they…

HOW MANY WILL DROPOUT--A STUDY OF EVENING STUDENTS OF THE EVELYN HONE COLLEGE OF FURTHER EDUCATION, LUSAKA, ZAMBIA (IN AFRICAN ADULT EDUCATION, JUN 1967, PAGES 28-38).

ERIC Educational Resources Information Center

NOAK, HANS

A SURVEY WAS MADE IN 1966 TO FIND OUT REASONS WHY ENROLLED PART- TIME STUDENTS IN THE GENERAL CERTIFICATE OF EDUCATION COURSES (G.C.E.) AT THE EVELYN HONE COLLEGE IN LUSAKA, ZAMBIA, DROPPED OUT OR DID NOT START EVENING CLASSES. DATA FROM THE STUDENT ENROLLMENT FORMS AND CLASS REGISTERS WERE ANALYZED AND COMPARED FOR ATTENDANCE PATTERNS, SUBJECT…

Project on Recreation and Fitness for the Mentally Retarded.

ERIC Educational Resources Information Center

Hamilton City School District, OH.

All educable (IQ 50 to 75) and trainable (IQ 30 to 50) mentally handicapped and orthopedically handicapped children (16,000) in special education classes in Hamilton, Ohio, participated in a physical education program of vigorous movement and varied indoor and outdoor activities. Two full time instructors, 80 volunteers, and a part time secretary…

From Working Parties to Social Work: Middle-Class Girls' Education and Social Service 1890-1914

ERIC Educational Resources Information Center

Brewis, Georgina

2009-01-01

This paper considers the voluntary work of girls in late Victorian and Edwardian Britain. Historians have so far neglected to study social work as an integral part of middle-class girls' formal and informal education. The paper uses records of several little-known girls' service leagues including Time and Talents, Girl's Realm Guild of Service,…

Sisters' Stories: A Psychosocial Perspective on Families, Peers and Social Class in Resistance and Conformity to Education

ERIC Educational Resources Information Center

Lucey, Helen

2010-01-01

In 2005, the first mother to be sentenced to jail because her eldest daughter persistently truanted was sentenced for a second time because she "failed" to stop her younger daughter from missing school. This story certainly exposes the links between education and punishment for working-class children and families, and the ways in which…

Analysis of the Effects of the Implementation of Cooperative Learning in Physical Education

ERIC Educational Resources Information Center

Callado, Carlos Velázquez

2012-01-01

Our research was oriented to test the effects of a structured program of cooperative learning in Physical Education classes with students in grades 5 and 6 of primary school, with and without previous experience with this methodology. In a second phase we sought to determine how students perceived the received classes for a time later. We analysed…

Intra-Class Differences in the Post-16 Educational Trajectories of Young People from Lower Socioeconomic Groups

ERIC Educational Resources Information Center

Slack, Kim

2014-01-01

This paper draws on research with young people from similar working-class backgrounds in a deprived urban area in England. Although all the participants achieved a high enough attainment level to remain in full-time education beyond compulsory schooling, they each elected to follow different post-16 pathways. Drawing on in-depth interviews with…

High-speed network for delivery of education-on-demand

NASA Astrophysics Data System (ADS)

Cordero, Carlos; Harris, Dale; Hsieh, Jeff

1996-03-01

A project to investigate the feasibility of delivering on-demand distance education to the desktop, known as the Asynchronous Distance Education ProjecT (ADEPT), is presently being carried out. A set of Stanford engineering classes is digitized on PC, Macintosh, and UNIX platforms, and is made available on servers. Students on campus and in industry may then access class material on these servers via local and metropolitan area networks. Students can download class video and audio, encoded in QuickTimeTM and Show-Me TVTM formats, via file-transfer protocol or the World Wide Web. Alternatively, they may stream a vector-quantized version of the class directly from a server for real-time playback. Students may also download PostscriptTM and Adobe AcrobatTM versions of class notes. Off-campus students may connect to ADEPT servers via the internet, the Silicon Valley Test Track (SVTT), or the Bay-Area Gigabit Network (BAGNet). The SVTT and BAGNet are high-speed metropolitan-area networks, spanning the Bay Area, which provide IP access over asynchronous transfer mode (ATM). Student interaction is encouraged through news groups, electronic mailing lists, and an ADEPT home page. Issues related to having multiple platforms and interoperability are examined in this paper. The ramifications of providing a reliable service are discussed. System performance and the parameters that affect it are then described. Finally, future work on expanding ATM access, real-time delivery of classes, and enhanced student interaction is described.

Continuous glucose monitoring technology for personal use: an educational program that educates and supports the patient.

PubMed

Evert, Alison; Trence, Dace; Catton, Sarah; Huynh, Peter

2009-01-01

The purpose of this article is to describe the development and implementation of an educational program for the initiation of real-time continuous glucose monitoring (CGM) technology for personal use, not 3-day CGMS diagnostic studies. The education program was designed to meet the needs of patients managing their diabetes with either diabetes medications or insulin pump therapy in an outpatient diabetes education center using a team-based approach. Observational research, complemented by literature review, was used to develop an educational program model and teaching strategies. Diabetes educators, endocrinologists, CGM manufacturer clinical specialists, and patients with diabetes were also interviewed for their clinical observations and experience. The program follows a progressive educational model. First, patients learn in-depth about real-time CGM technology by attending a group presensor class that provides detailed information about CGM. This presensor class facilitates self-selection among patients concerning their readiness to use real-time CGM. If the patient decides to proceed with real-time CGM use, CGM initiation is scheduled, using a clinic-centered protocol for both start-up and follow-up. Successful use of real-time CGM involves more than just patient enthusiasm or interest in a new technology. Channeling patient interest into a structured educational setting that includes the benefits and limitations of real-time CGM helps to manage patient expectations.

Attitudes and Perceptions of Elementary Classroom Teachers Use of Physical Education Time for Planning

ERIC Educational Resources Information Center

Barney, David; Deutsch, Joe

2012-01-01

An elementary classroom teacher (ECT) has a busy day. The teachers teach their class, prepare class materials, and may supervise the lunchroom or the playground at recess time (Daily Physical Activity in School, 2005), attend meetings with parents and perform a number of other responsibilities. For this reason planning time is a very important…

Analyzing Early At-Risk Factors in Higher Education E-Learning Courses

ERIC Educational Resources Information Center

Baker, Ryan S.; Lindrum, David; Lindrum, Mary Jane; Perkowski, David

2015-01-01

College students enrolled in online courses lack many of the supports available to students in traditional face-to-face classes on a campus such as meeting the instructor, having a set class time, discussing topics in-person during class, meeting peers and having the option to speak with them outside of class, being able to visit faculty during…

CosmoQuest: Educating the Public (and Ourselves) With CosmoAcademy Online Classes

NASA Astrophysics Data System (ADS)

Francis, M. R.; Gay, P.

2016-12-01

CosmoAcademy is a part of the CosmoQuest mission to educate the public about astronomy, planetary science, and similar subjects. Through short-duration online classes with small enrollment, we can cover many subjects of interest to the interested layperson, taught by experts. Typical CosmoAcademy classes consist of four hours of face-to-face time, and are limited to fewer than 20 students. This is in contrast to massive online classes such as MOOCs, which often replicate typical university courses, but which rarely allow student-instructor interaction. Additionally, we offer continuing-education classes for classroom teachers and other educators on similar subjects, to let them enrich their own teaching. WeBecause of the short classes, we can offer short classes both on standard topics (the Solar System planets, introduction to cosmology) and specific subjects relating to the news (LIGO, asteroid missions). The expert instructors may be graduate students, research professionals, or anyone with the technical background. We also offer classes to train instructors before they begin teaching. These professional development classes are designed to help those without classroom experience, but also support those who To make that work, we offer classes to train the instructors before they begin teaching, if they don't have the experience or just want to learn how to be more effective in the classroom.We will present CosmoAcademy's program, and explain what it offers both to people taking the class and those who might want to teach with us.

Peer-led prenatal breast-feeding education: a viable alternative to nurse-led education.

PubMed

Rempel, Lynn A; Moore, Katrina C J

2012-02-01

To evaluate a prenatal breast-feeding class developed and facilitated by peer Breast-feeding Buddies. Non-equivalent control group quasi-experimental study comparing participants of the peer-led class (PLC) to those attending an established hospital-based breast-feeding nurse-led class (NLC). A brief questionnaire was completed immediately prior to the class, and telephone interviews were conducted approximately one week following the class, and one and six months post partum. 54 expectant mothers who registered for the community PLC and 55 expectant mothers who registered for the NLC. Breast-feeding intentions were measured at all time-points. Class evaluations, breast-feeding experiences, and breast-feeding support were measured at all post-class interviews. Both classes were considered worthwhile, but the PLC class was rated as more helpful and participants appreciated learning from the peers' personal experiences. Mothers taught by peers were more likely to access peer breast-feeding support. PLC participants initially decreased their prenatal breast-feeding duration intentions but had significantly stronger intentions to continue breast feeding at six months than did NLC mothers. A peer-led prenatal breast-feeding class is as effective as a traditional model of breast-feeding education and is a valuable tool to promote and support successful breast feeding. RECOMMENDATIONS FOR PRACTICE: Peer-led breast-feeding classes should be provided to enhance the accessibility of breast-feeding education and support for expectant mothers. Copyright © 2010 Elsevier Ltd. All rights reserved.

Lesson Plans: Road Maps for the Active Learning Classroom.

PubMed

Moore-Cox, Annie

2017-11-01

Lesson planning is a documentation process used extensively in education from kindergarten through 12th grade, but rarely in higher education, including undergraduate, prelicensure nursing education. Lesson plans help teachers plan what will happen during a class period from moment to moment. Trends in nursing education, such as the incorporation of active learning strategies in the classroom, make lesson plans a timely addition to the nurse educator's toolkit. This article describes the components of a lesson plan and offers an author-developed template for use in nursing education. Using the template helps nurse educators map out activities for all class participants, such as students, student pairs and teams, and faculty. The lesson plan enables faculty to plot out the many dynamic components of an active learning class period. It also serves as a road map for subsequent faculty, which is an important feature as the profession faces a wave of retirements in the coming decade. [J Nurs Educ. 2017;56(11):697-700.]. Copyright 2017, SLACK Incorporated.

Physical activity patterns in American high school students. Results from the 1990 Youth Risk Behavior Survey.

PubMed

Heath, G W; Pratt, M; Warren, C W; Kann, L

1994-11-01

To assess by self-reported participation in vigorous physical activity, the quantity and quality of school physical education, team sports, and television watching among 11,631 American high school students. Of all students in grades 9 through 12, 37% reported engaging in 20 minutes of vigorous physical activity three or more times per week. Participation in vigorous physical activity was higher among boys than girls (P < .01) and higher among white students than among those of other races and ethnic groups (P < .01). Overall, 43.7% of boys and 52% of girls reported that they were not enrolled in physical education classes. Of the students who reported attending physical education class during the past 2 weeks, 33.2% reported exercising 20 minutes or more in physical education class three to five times per week. In contrast, rates of participation in varsity and junior varsity sports remained constant across grade levels, but participation in recreational physical activity programs showed a lesser magnitude and also decreased with advancing grade. More than 70% of students reported spending at least 1 hour watching television each school day, and more than 35% reported watching television 3 hours or more each school day. Participation in vigorous physical activity and physical education class time devoted to physical activity are substantially below the goals set in Healthy People 2000. As students move toward graduation, we observed disturbing declines in participation in community recreation programs and overall vigorous activity. Students appear to spend considerably more time watching television than participating in physical activity. Public health efforts should focus on increasing the physical activity levels of our youth to enhance their current well-being and to reduce the risks of future chronic disease.

Flipping the Calculus Classroom: An Evaluative Study

ERIC Educational Resources Information Center

Maciejewski, Wes

2016-01-01

Classroom flipping is the practice of moving new content instruction out of class time, usually packaging it as online videos and reading assignments for students to cover on their own, and devoting in-class time to interactive engagement activities. Flipping has garnered a large amount of hype from the popular education media and has been adopted…

Empowering Students in the Process of Social Inquiry Learning through Flipping the Classroom

ERIC Educational Resources Information Center

Jong, Morris Siu-Yung

2017-01-01

The "flipped classroom" is an educational strategy about inverting the traditional use of in-class time for conducting lower-level learning activities and out-of-class time for conducting higher-level learning activities. "Guided social inquiry learning" (GSIL), which is a scaffolded constructivist pedagogic approach, has been…

Effect of attending childbirth education classes on psychological distress in pregnant women measured by means of the General Health Questionnaire.

PubMed

Jakubiec, Dorota; Jagielska, Katarzyna; Karmowski, Mikołaj; Kubicka, Katarzyna; Karmowski, Andrzej; Sobiech, Krzysztof A

2014-01-01

Pregnancy brings about many changes in a woman's life in somatic, psychological and social spheres. Therefore, many women decide to participate in childbirth education classes. The aim of study was to determine the differences in emotional distress between women who participated in childbirth education classes and these who did not. Seventy first-time mothers after labor were examined. Based on a survey carried out, the women were divided into two equal groups. Group I consisted of women who had participated in childbirth education classes and Group II of women who had not. The data was gathered by means of the General Health Questionnaire (GHQ-12) adapted to Polish conditions. There were no differences either in age or in BMI rates among the examined women. The level of education and knowledge about labor was significantly higher among the participants of childbirth classes. The results of the GHQ-12 revealed that women from Group I had a better mental status than women from Group II. Significant differences were observed in terms of sleep deprivation, overcoming difficulties and in the ability to enjoy daily activities. Participation in childbirth classes has a significant influence on psychological well-being in pregnant women as measured by the GHQ-12.

Hill Girls, Consumption Practices, Power, and City Style: Raced and Classed Production of Femininities in a Higher Education Setting

ERIC Educational Resources Information Center

Esposito, Jennifer

2011-01-01

This study investigated the ways a diverse group of university women in the USA utilised racialised and classed discourses of femininity in the creation of subjectivities. Interview and focus group data were collected over a two-year time period and focused on how women navigated the higher education setting. Two forms of femininity, "Hill girl"…

White Middle-Class Parents, Identities, Educational Choice and the Urban Comprehensive School: Dilemmas, Ambivalence and Moral Ambiguity

ERIC Educational Resources Information Center

Crozier, Gill; Reay, Diane; James, David; Jamieson, Fiona; Beedell, Phoebe; Hollingworth, Sumi; Williams, Katya

2008-01-01

At a time when the public sector and state education (in the United Kingdom) is under threat from the encroaching marketisation policy and private finance initiatives, our research reveals white middle-class parents who in spite of having the financial opportunity to turn their backs on the state system are choosing to assert their commitment to…

Teaching & Learning Tips 6: The flipped classroom.

PubMed

Shi, Connie R; Rana, Jasmine; Burgin, Susan

2018-04-01

Challenge: The "flipped classroom" is a pedagogical model in which instructional materials are delivered to learners outside of class, reserving class time for application of new principles with peers and instructors. Active learning has forever been an elusive ideal in medical education, but the flipped class model is relatively new to medical education. What is the evidence for the "flipped classroom," and how can these techniques be applied to the teaching of dermatology to trainees at all stages of their medical careers? © 2018 The International Society of Dermatology.

Students' Experience of Synchronous Learning in Distributed Environments

ERIC Educational Resources Information Center

Stewart, Anissa R.; Harlow, Danielle B.; DeBacco, Kim

2011-01-01

This article reports on a two-year ethnographic study of learners participating in multi-site, graduate-level education classes. Classes sometimes met face-to-face in the same physical location; at other times part of the class met physically elsewhere. Yet all were linked through the virtual space. Ethnographic analysis of four data types…

Women at Thirtysomething: Paradoxes of Attainment.

ERIC Educational Resources Information Center

Adelman, Clifford

Based on information beginning with the National Longitudinal Study of the High School Class of 1972, this study describes the educational careers and labor market experience of women in the class of 1972 through the time they were 32 years old. Women's academic performance in high school was far stronger than that of men, yet, at the same time,…

Cash transfer program and education investment: A model for social evolution

NASA Astrophysics Data System (ADS)

Schimit, P. H. T.; Monteiro, L. H. A.; Omar, N.

2014-03-01

Assume that the households of a country are socially classified according to the monthly total income, and that they can be part of a lower, a middle or an upper class. By using multi-agent systems, here we model and simulate the economic evolution of households which earn a wage, pay taxes and invest in education. The return of the education investment is monthly added to the salary of the family, and it is function of the corresponding grand total put in education along the time. When a family is unemployed, we consider that it receives cash due to a social program made by the government. The time evolution of the percentages of households belonging to each class is investigated by varying the government investment in such a program of cash transfer and the proportion of employed households in the population. We show that the government should invest in the unemployed lower class if it intends a growth of the middle class. We also propose and analyze a mean-field approximation written in terms of ordinary differential equations. In addition, we verify that our model fits real data from Brazil, in the period between 2003 (when the cash transfer program Bolsa Família was launched) and 2011.

Using Distance Physical Education in Elite Class Soccer Referee Training: A Case Study

ERIC Educational Resources Information Center

Kizilet, Ali

2011-01-01

The objective of this study is to present a model in the framework of Distance Education (DE), which suggests that a Distance Physical Education Program (DPEP) could be applied to those who are at various ages, in various geographical locations, and are working in various professions as part-time or full-time professionals. The use of DE in…

Adopting Just-in-Time Teaching in the Context of an Elementary Science Education Methodology Course

ERIC Educational Resources Information Center

Osmond, Pamela; Goodnough, Karen

2011-01-01

In this self-study, Pamela, a new science teacher educator, adopted Just-in-Time Teaching (JiTT) in the context of an elementary science education methodology course. JiTT is a teaching and learning strategy involving interaction between web-based study assignments and face-to-face class sessions. Students respond electronically to web-based…

Hypnobirth within the NHS: time to ditch the parent craft?

PubMed

Gavin-Jones, Teri

2016-05-01

Antenatal education within the National Health Service (NHS) is a service in decline within some hospital trusts. Classes on offer are being moved into online formats or discontinued completely. Whilst research into antenatal education remains limited, what is known is that good birth preparation is of value. "Participative preparation for childbirth can enhance women's overall satisfaction with the childbirth experience" (Schrader McMillan et al 2009: 49). There are pockets of excellent antenatal education within the NHS, but no system for regulating the quality and content. Traditional 'parent craft' classes can be oversubscribed, turning what should be a participative group into an audience. Offering good quality antenatal education has the potential to increase normality, improve the birth outcome and the experience of both woman and her birth partner. Is it time to ditch the parent craft and implement dynamic woman-focused education?

Youth Transitions to Urban, Middle-Class Marriage in Indonesia: Faith, Family and Finances

ERIC Educational Resources Information Center

Nilan, Pam

2008-01-01

This paper examines a timely topic in international youth studies--the transition to (middle-class) marriage--in a developing country, Indonesia. While early marriage in Indonesia is still common in rural areas and marriage itself remains almost universal, these trends are moving into reverse for urban, tertiary-educated middle-class young people.…

Flipping an Agricultural Education Teaching Methods Course

ERIC Educational Resources Information Center

Conner, Nathan W.; Stripling, Christopher T.; Blythe, Jessica M.; Roberts, T. Grady; Stedman, Nicole L. P.

2014-01-01

Flipping or inverting a course is a relatively new approach to structuring a course. Using this method, the lectures traditionally delivered during regularly scheduled class time are converted to a media for delivery online, often in the form of videos. Learners are expected to view the online lectures prior to class. Then in turn, in-class time…

Fitness Load and Exercise Time in Secondary Physical Education Classes.

ERIC Educational Resources Information Center

Li, Xiao Jun; Dunham, Paul, Jr.

1993-01-01

Investigates the effect of secondary school physical education on fitness load: the product of the mean heart rate above threshold (144 bpm) and the time duration of heart rate above that threshold. Highly and moderately skilled students achieved fitness load more frequently than their lower skilled colleagues. (GLR)

[Hygienic assessment of the overwroughtness of educational activity in schoolchildren of 5-10 classes of secondary schools].

PubMed

Kuchma, V R; Efimova, N V; Tkachuk, E A; Mylnikova, I V

2016-01-01

The state of health in children and adolescents during the time of education in secondary schools is getting worse: the prevalence rate of functional disorders and chronic diseases is increasing. There was executed the assessment of the overwroughtness of the training-education process in secondary school institutions. The prior characteristics of the educational activity are: intellectual, sensory, emotional loads; their monotony and mode of educational activity, school work intensity. The system of indices of the overwroughtness of the education labour was formed with account ofpsycho-physiological characteristics of children's organism. There was performed the research of the overwroughtness of educational activity in 820 schoolchildren. The overwroughtness of the educational process was evaluated on the basis of chronometry research, questionnaire survey of teachers and parents, and with taking into account the organization of educational process. In questionnaire survey there were involved 52 teachers and 389 parents. The assessment of overwroughtness factors of the educational activity was carried out in 5-10th classes for academic disciplines: Russian Language, Literature, Mathematics, History, Geography, Foreign Languages. It was found that the characteristics of "mental load" in schoolchildren are established to be the one of the main limiting factors that allow to refer training activities to "overwroughted of first degree" (3.1 class). Sensory loads on the studied academic subjects are rated as the second class of overwroughtness and are "permissible." The monotony of loads was revealed to correspond to 1st and 2nd class of overwroughtness and is therefore an optimal or acceptable. Training activities in the traditional educational institution corresponds to the 2nd class of overwroughtness - "permissible." The arduousness of the educational process in an innovative school is rated as the third class of the first degree ofthe overwroughtness (3.1). According to results of the study of the arduousness of the educational labor the study of mathematics in grades 5-9 on indices of the mental load was noted to correspond to the 1st degree of arduous activity (3.1 class). The acceptable level of the arduousness of the training and educational labour in nearly all classes was established in the Russian language, Literature, History and Geography, Foreign language. High school students are established to be exposed to effects of emotional load more than mid-level students. There are developed proposals on the optimization of the learning process, allowing to reduce the level of intellectual, sensory, emotional load.

Evaluation of a complementary cyber education program for a pathophysiology class.

PubMed

Yoo, Ji-Soo; Ryue, Sook-Hee; Lee, Jung Eun; Ahn, Jeong-Ah

2009-12-01

The goal of this study was to develop and evaluate a complementary cyber education program for a required pathophysiology class for nursing students. The cyber education program comprised electronic bulletin boards, correspondence material storage, an announcement section, a report submission section, reference sites, and statistics on learning rates. Twelve online lectures complemented five lectures in the classroom. To evaluate the course's educational effectiveness, we performed an online objective questionnaire and an open questionnaire survey anonymously, and compared the complementary cyber education program with traditional classroom education. The complementary cyber education program effected significant improvements in scores for importance with regard to major, clarity of goals and education plans for courses, professor readiness, preciseness and description of lectures, amount and efficiency of assignments, and fairness in appraisal standards compared with the traditional classroom education group. This study indicates that a complementary cyber education program provides nursing students with the flexibility of time and space, the newest information through updated lectures, efficient motivational aids through intimacy between the lecturer and students, and concrete and meaningful tasks. The complementary cyber education course also increased student effort toward studying and student satisfaction with the class.

Technology Usage among Community College Faculty in First-Time-in-College Classes: A Call to Standardization

ERIC Educational Resources Information Center

Goomas, David T.

2013-01-01

Technology in higher education has played an increasingly dramatic role, particularly on community college campuses, with emphasis on how to provide better services to students via the use of technology. This report examines the challenge for faculty teaching first-time-in-college (FTIC) classes at El Centro College of the Dallas County Community…

Using Story-Based Lessons to Increase Academic Engaged Time in General Education Classes for Students with Moderate Intellectual Disability and Autism

ERIC Educational Resources Information Center

Courtade, Ginevra R.; Lingo, Amy S.; Whitney, Todd

2013-01-01

The purpose of the study was to examine the effects of special education and general education teachers working together to develop and implement story-based lessons on the academic engaged time of students with moderate intellectual disability and autism. A multiple probe across participants' design was used to measure teacher implementation of…

Higher Education: Access, Experiences, and Outcomes

ERIC Educational Resources Information Center

Lehmann, Wolfgang

2017-01-01

This article reviews three books: (1) "Access to Higher Education: Theoretical Perspectives and Contemporary Challenges" (edited by A. Mountford-Zimdars and N. Harrison); (2) "Student Lives in Crisis: Deepening Inequality in Times of Austerity" (L. Antonucci); and (3) "Higher Education, Social Class and Social Mobility:…

Educational Reform: The Forgotten Half. Fastback 252.

ERIC Educational Resources Information Center

Lauderdale, William Burt

By examining the trends in equity and academic excellence, this monograph interprets America's history of educational reform. The first section, "The Legacy of Reform," analyzes themes after colonial times. William Penn and Benjamin Franklin advocated humanitarian, middle-class education following the American Revolution. By the late…

Environmental characteristics and student physical activity in PE class: findings from two large urban areas of Texas.

PubMed

Skala, Katherine A; Springer, Andrew E; Sharma, Shreela V; Hoelscher, Deanna M; Kelder, Steven H

2012-05-01

Physical education (PE) classes provide opportunities for children to be active. This study examined the associations between specific environmental characteristics (teacher characteristics; class size, duration and location; and lesson context) and elementary school-aged children's moderate-to-vigorous activity (MVPA) during PE. Environmental characteristics and student activity levels were measured in 211 third-, fourth-, and fifth-grade PE classes in 74 Texas public schools using SOFIT direct observation. Students engaged in less than half their PE class time in MVPA (38%), while approximately 25% of class time was spent in classroom management. Percent time in MVPA was significantly higher in outdoor classes compared with indoors (41.4% vs. 36.1%, P = .037). Larger (P = .044) and longer (P = .001) classes were negatively associated with percentage of MVPA and positively correlated with time spent in management (P < .001). Findings suggest that children's activity may be influenced by environmental factors such as class size, location, and lesson contexts. These findings hold important policy implications for PE class organization and the need for strategies that maximize children's MVPA. Further research is needed to test the causal association of these factors with student MVPA.

School-Based Sleep Education Programs for Short Sleep Duration in Adolescents: A Systematic Review and Meta-Analysis.

PubMed

Chung, Ka-Fai; Chan, Man-Sum; Lam, Ying-Yin; Lai, Cindy Sin-Yee; Yeung, Wing-Fai

2017-06-01

Insufficient sleep among students is a major school health problem. School-based sleep education programs tailored to reach large number of students may be one of the solutions. A systematic review and meta-analysis was conducted to summarize the programs' effectiveness and current status. Electronic databases were searched up until May 2015. Randomized controlled trials of school-based sleep intervention among 10- to 19-year-old students with outcome on total sleep duration were included. Methodological quality of the studies was assessed using the Cochrane's risk of bias assessment. Seven studies were included, involving 1876 students receiving sleep education programs and 2483 attending classes-as-usual. Four weekly 50-minute sleep education classes were most commonly provided. Methodological quality was only moderate, with a high or an uncertain risk of bias in several domains. Compared to classes-as-usual, sleep education programs produced significantly longer weekday and weekend total sleep time and better mood among students at immediate post-treatment, but the improvements were not maintained at follow-up. Limited by the small number of studies and methodological limitations, the preliminary data showed that school-based sleep education programs produced short-term benefits. Future studies should explore integrating sleep education with delayed school start time or other more effective approaches. © 2017, American School Health Association.

Framing Young People's Educational Transitions: The Role of Local and Contemporary Economic Contexts

ERIC Educational Resources Information Center

Evans, Ceryn

2017-01-01

Despite rates of participation in post-compulsory full-time education reaching approximately 84% in Wales, social class inequalities continue to shape young people's transitions from compulsory to post-compulsory education. This article draws upon data from a project which explored how young people's educational decisions and transitions in Wales,…

What mediates the inverse association between education and occupational disability from back pain?--A prospective cohort study from the Nord-Trøndelag health study in Norway.

PubMed

Hagen, Kåre Birger; Tambs, Kristian; Bjerkedal, Tor

2006-09-01

Low education is consistently associated with an increased risk of back pain disability, but the underlying mechanisms for this relationship are poorly understood. In a seven-year prospective observational study of 38,426 employed men and women between 25 and 59 years in Norway, we investigated to what extent occupational class, working conditions and individual lifestyle mediated the effect of formal education on disability pensioning from back pain. Each additional year of formal education was associated with decreased risk for disability pensioning from back pain for both men [age adjusted Hazard Ratio (HR) 0.77; (95% Confidence Interval, 0.72-0.82)] and women [HR 0.76(0.71-0.82)]. Adjustment for occupational class and factors related to working conditions (authority to plan own work, physically demanding work, concentration and attention and job satisfaction) and individual lifestyle (smoking, body mass index, physical exercise and alcohol consumption) reduced the effect of education by 39% [HR 0.86(0.79-0.93)] for men and by 21% [HR 0.81(0.73-0.89)] for women. Working conditions contributed most to the explanation for men, while occupational class, working conditions and life style factors contributed equally for women. Subgroup analyses indicate small differences between full-time and part-time employees, while some differences were found between subcategories of back diseases. The study indicates that there is a strong and unexplained effect of education on back pain disability pensioning, which is not mediated by occupational class, working conditions or individual lifestyle.

A Study of Alternative Education Seat Time Waiver Students in Michigan

ERIC Educational Resources Information Center

Moore, Linden A.

2017-01-01

In September of 2007, the Michigan Department of Education introduced a program referred to as seat time waivers to a few school districts in Michigan to pilot. During the 2009-2010 school year, 999 students were on seat time waivers with a total of 5070 classes taken by these students. While the number of online learners continues to grow…

The Relationship between Professional Preparation and Class Structure on Health Instruction in the Secondary Classroom

ERIC Educational Resources Information Center

Hammig, Bart; Ogletree, Roberta; Wycoff-Horn, Marcie R.

2011-01-01

Background: The aim of the present study was to examine the impact of professional preparation and class structure on health content delivery and time spent delivering content among required health education classes in the United States. Methods: Data from the classroom-level file of the 2006 School Health Policies and Programs Study were…

The Flipped Classroom Model of Learning in Higher Education: An Investigation of Preservice Teachers' Perspectives and Achievement

ERIC Educational Resources Information Center

Fraga, Lucretia M.; Harmon, Janis

2014-01-01

One teaching style gaining popularity is the flipped classroom model of instruction. In this model, what generally occurs during class time, such as lectures and demonstrations, occurs at home, and assignments typically completed out of class occur during class. Currently, there is a dearth of research about the effectiveness of this instructional…

The Carnegie Unit: Past, Present, and Future

ERIC Educational Resources Information Center

Silva, Elena; White, Taylor

2015-01-01

For more than a century, the Carnegie Unit has been the central organizing feature of American education. Translated into the "credit hour" in higher education (roughly, one hour of class time per week in a 14-16 week semester), this time-based unit is embedded in nearly every aspect of the system, from faculty-workload and…

Structured Recess: Finding a Way to Make It Work

ERIC Educational Resources Information Center

Scudieri, Dena; Schwager, Susan

2017-01-01

Time is a highly contested resource in today's schools. Proactive physical educators and savvy school administrators are acknowledging the benefits of devoting time during the school day, beyond regular physical education classes, for students to engage in physical activity with an eye toward enhancing student's health and well-being, as well as…

Innovative Multilinguocultural Practice: Multicultural Education for Urban English Language Learners in New Times

ERIC Educational Resources Information Center

Kim, Namsook

2014-01-01

The present qualitative case study grounded in critical, socio-constructivist perspectives towards transformative learning and identity development intends to identify and explore the in-depth nature of innovative multicultural educational practice in an urban adolescent ESL [English as a Second Language] class in new times. Data, collected from…

Annual ADEA Survey of Dental Seniors: 2000 Graduating Class.

ERIC Educational Resources Information Center

Weaver, Richard G.; Haden, N. Karl; Valachovic, Richard W.

2001-01-01

The American Dental Education Association's annual survey of dental school graduating seniors provides data on students' financing of dental education, graduating indebtedness, practice and postdoctoral education plans, decision factors that influenced post-graduation plans, and impressions of the adequacy of time directed to various areas of…

Wisconsin EE Mandates: The Bad News and the Good News.

ERIC Educational Resources Information Center

Lane, Jennie; And Others

1996-01-01

Examines Wisconsin teachers' perceived competencies in, attitudes toward, and amount of class time devoted to teaching about the environment. Discusses the effects of Wisconsin environmental education mandates concerning preservice preparation in environmental education and K-12 environmental education curriculum plans. Identifies areas where the…

Alternative Classroom Management and Instructional Delivery Systems in Business Education.

ERIC Educational Resources Information Center

Smith, Douglas C.; Davis, Diane C.; Everett, Donna R.; Kruger, Diane; McLaren, Constance H.; Morse, H. Pauletta; Nelson, Sandra J.; Smith, Gloria Jean; Yacht, Carol; Yohon, Teresa

Identifies and assesses various nontraditional approaches to business education in high school, university, and graduate school. "Block Scheduling: Considerations for Business Education" (Gloria Jean Smith, Douglas C. Smith) describes ways to maximize learning for high school students by restructuring class time. "Distance Learning: Challenges and…

Time-Series Analysis: Assessing the Effects of Multiple Educational Interventions in a Small-Enrollment Course

NASA Astrophysics Data System (ADS)

Warren, Aaron R.

2009-11-01

Time-series designs are an alternative to pretest-posttest methods that are able to identify and measure the impacts of multiple educational interventions, even for small student populations. Here, we use an instrument employing standard multiple-choice conceptual questions to collect data from students at regular intervals. The questions are modified by asking students to distribute 100 Confidence Points among the options in order to indicate the perceived likelihood of each answer option being the correct one. Tracking the class-averaged ratings for each option produces a set of time-series. ARIMA (autoregressive integrated moving average) analysis is then used to test for, and measure, changes in each series. In particular, it is possible to discern which educational interventions produce significant changes in class performance. Cluster analysis can also identify groups of students whose ratings evolve in similar ways. A brief overview of our methods and an example are presented.

The effect of prenatal education classes on the birth expectations of Spanish women.

PubMed

Soriano-Vidal, F J; Vila-Candel, R; Soriano-Martín, P J; Tejedor-Tornero, A; Castro-Sánchez, E

2018-05-01

Maternity care has focused on lowering maternal and neonatal morbidity, though women's beliefs and expectations of care have been set aside. Women face childbirth with preconceived expectations, some of which could be expressed on their birth plan. The latter could beinfluenced by health professionals through prenatal education classes, though this has not been measured before. Antenatal classes have been argued against,since no resulting improvement in childbirth experience has been demonstrated, though some advantages may be seen: they favour communication and give time for expressing maternal expectations and beliefs. The present study evaluates the influence of prenatal educational classes led by midwives upon women birth preferences. A multicentre, observational, prospective study was carried out, measuring variables in pregnant women attending prenatal educational classes in different health centres within the health districts in Valencia (Spain) over the period January-October 2012. Birth plan preferences were compared prior to and upon completion of the classes. A total of 212 eligible pregnant women (78.3% nulliparous) with an average age of 31.39±4.0 years consented to participate in the study. There were significant differences in birth plan preferences prior to and upon completion of the prenatal classes. Three items showed an increase between the initial session and the end of the intervention: the ability to push spontaneously, episiotomy avoidance, and early breastfeeding. An adjusted general linear model was used to compare pre-post results in relation to sociodemographic and obstetric variables. The changes in birth plans could suggest that prenatal educational classes exert an influence upon maternal birth preferences. Copyright © 2018 Elsevier Ltd. All rights reserved.

Using synchronous distance-education technology to deliver a weight management intervention.

PubMed

Dunn, Carolyn; Whetstone, Lauren MacKenzie; Kolasa, Kathryn M; Jayaratne, K S U; Thomas, Cathy; Aggarwal, Surabhi; Nordby, Kelly; Riley, Kenisha E M

2014-01-01

To compare the effectiveness of online delivery of a weight management program using synchronous (real-time), distance-education technology to in-person delivery. Synchronous, distance-education technology was used to conduct weekly sessions for participants with a live instructor. Program effectiveness was indicated by changes in weight, body mass index (BMI), waist circumference, and confidence in ability to eat healthy and be physically active. Online class participants (n = 398) had significantly greater reductions in BMI, weight, and waist circumference than in-person class participants (n = 1,313). Physical activity confidence increased more for in-person than online class participants. There was no difference for healthy eating confidence. This project demonstrates the feasibility of using synchronous distance-education technology to deliver a weight management program. Synchronous online delivery could be employed with no loss to improvements in BMI, weight, and waist circumference. Copyright © 2014 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

BUSINESS WORK EXPERIENCE EDUCATION PROGRAMS, AN OPERATIONAL HANDBOOK.

ERIC Educational Resources Information Center

AIKIN, BRENTON R.; LEVENDOWSKI, J.C.

BUSINESS EDUCATION INCLUDES INSTRUCTION IN BOTH OFFICE AND DISTRIBUTIVE OCCUPATIONS. THE BUSINESS WORK EXPERIENCE EDUCATION PROGRAMS ARE BASED ON INDIVIDUAL AND GROUP INSTRUCTION IN THE RELATED CLASS IN WHICH ALL STUDENTS ARE ENROLLED, AND INSTRUCTION THROUGH PART-TIME EMPLOYMENT. THIS HANDBOOK SHOULD BE HELPFUL IN ORGANIZING AND OPERATING…

Physical Activity Levels during Adventure-Physical Education Lessons

ERIC Educational Resources Information Center

Gehris, Jeffrey; Myers, Elizabeth; Whitaker, Robert

2012-01-01

Adventure-physical education has been proposed to promote adolescents' physical development, but little is known about physical activity levels during such lessons. Using the System for Observing Fitness Instruction Time, we observed students' (ages 11-14 years) physical activity levels in co-educational classes during 43 adventure-physical…

Annual ADEA Survey of Dental School Seniors: 2001 Graduating Class.

ERIC Educational Resources Information Center

Weaver, Richard G.; Haden, N. Karl; Valachovic, Richard W.

2002-01-01

An annual survey of graduating seniors by the American Dental Education Association (ADEA) obtained data about their financing of dental education, graduating indebtedness, practice and postdoctoral education plans following graduation, and impressions of the adequacy of time directed to various areas of predoctoral instruction. Also related…

Using the Internet in Vocational Education. ERIC Digest No. 160.

ERIC Educational Resources Information Center

Wagner, Judith O.

Vocational educators are using the Internet in various ways. The director and associate professor of vocational-technical education at Dakota State University uses the Internet primarily for electronic mail. Students in a secondary vocational teacher's international trade and marketing class have participated in real-time conferences with schools…

Surge in Continuing Education Brings Profits for Universities.

ERIC Educational Resources Information Center

Gose, Ben

1999-01-01

Once regarded as a by-product for colleges and universities, continuing-education programs now provide needed revenues. Adult students now account for half of all college enrollments. Many full-time faculty are dismissive of adult-education classes, often taught by adjunct professors, but the programs are gaining respect among administrations.…

Educating Democratic Citizens in Troubled Times: Qualitative Studies of Current Efforts

ERIC Educational Resources Information Center

Bixby, Janet S., Ed.; Pace, Judith L., Ed.

2008-01-01

This book offers a groundbreaking examination of citizenship education programs that serve contemporary youth in schools and communities across the United States. These programs include social studies classes and curricula, school governance, and community-based education efforts. The book takes an interdisciplinary approach to exploring the…

Integrating Health Education in Core Curriculum Classrooms: Successes, Challenges, and Implications for Urban Middle Schools

ERIC Educational Resources Information Center

Rajan, Sonali; Roberts, Katherine J.; Guerra, Laura; Pirsch, Moira; Morrell, Ernest

2017-01-01

Background: School-based health education efforts can positively affect health behaviors and learning outcomes; however, there is limited available time during the school day for separate health education classes. The purpose of this study was to assess the feasibility and sustainability of implementing a classroom-based health education program…

Graduate Returns, Degree Class Premia and Higher Education Expansion in the UK. CEP Discussion Paper No. 1392

ERIC Educational Resources Information Center

Naylor, Robin; Smith, Jeremy; Telhaj, Shqiponja

2015-01-01

We investigate the extent to which graduate returns vary according to the class of degree achieved by UK university students and examine changes over time in estimated degree class premia. Using a variety of complementary datasets for individuals born in Britain around 1970 and aged between 30 and 40, we estimate an hourly wage premium for a…

Flipped Classroom Instruction for Inclusive Learning

ERIC Educational Resources Information Center

Altemueller, Lisa; Lindquist, Cynthia

2017-01-01

The flipped classroom is a teaching methodology that has gained recognition in primary, secondary and higher education settings. The flipped classroom inverts traditional teaching methods, delivering lecture instruction outside class, and devoting class time to problem solving, with the teacher's role becoming that of a learning coach and…

Mall Classrooms: Where Students Get a Piece of the Action.

ERIC Educational Resources Information Center

Burgess, Elinor F.; Rees, Doris J.

1984-01-01

Describes a program in Fairfax County, Virginia, in which marketing and distributive education classes are taught at two shopping malls. The merchants provide students with realistic, hands-on experiences during class time that provide the basis for instruction in many marketing skills and techniques. (JOW)

A Fine Line: Ethical Issues Facing Childbirth Educators Negotiating Evidence, Beliefs, and Experience

PubMed Central

Morton, Christine H

2009-01-01

The trend toward evidence-based information in childbirth education has been ongoing for some time. Lamaze educators are encouraged to present evidence for the Six Care Practices That Support Normal Birth to pregnant women in their childbirth classes. In a previous article published in The Journal of Perinatal Education, my colleague and I provided an overview of the dilemmas facing American childbirth educators. Childbirth education is a domain in which many types of authoritative knowledge are used: evidence, beliefs, and experience. In our study, educators told us their goal is to provide class participants with unbiased information that allows women to choose what is best for them. In this article, I further analyze educators’ dilemmas and challenges in presenting unbiased information, and I discuss some ethical considerations in educators’ practices. PMID:19436597

Attitudes of mothers toward sex education.

PubMed Central

Block, D

1979-01-01

Data are presented on the attitudes of mothers from the entire social class spectrum toward content and timing of sex education for children (CT-Attitudes), and also toward sex education in school (S-Attitudes) in two California communities in 1969. Findings underscore the necessity to consider these two attitudinal variables separately. As a result of their separation for study purposes, it was possible to arrive at a four-fold typology or grouping of mothers: 1) CT liberals in favor, and 2) CT liberals opposed to sex education in schools, 3) CT conservatives in favor, and 4) CT conservatives opposed to school programs of sex education. It is inferred that educational planners need to pay due regard to the sentiments of all four maternal groups and all social classes in developing sex education programs for families and for school children. PMID:474847

Attitudes of mothers toward sex education.

PubMed

Block, D

1979-09-01

Data are presented on the attitudes of mothers from the entire social class spectrum toward content and timing of sex education for children (CT-Attitudes), and also toward sex education in school (S-Attitudes) in two California communities in 1969. Findings underscore the necessity to consider these two attitudinal variables separately. As a result of their separation for study purposes, it was possible to arrive at a four-fold typology or grouping of mothers: 1) CT liberals in favor, and 2) CT liberals opposed to sex education in schools, 3) CT conservatives in favor, and 4) CT conservatives opposed to school programs of sex education. It is inferred that educational planners need to pay due regard to the sentiments of all four maternal groups and all social classes in developing sex education programs for families and for school children.

Balancing Paid Work and Studies: Working (-Class) Students in Higher Education

ERIC Educational Resources Information Center

Moreau, Marie-Pierre; Leathwood, Carole

2006-01-01

Engagement in paid work during term-time amongst undergraduates in England has increased in recent years, reflecting changes in both higher education funding and labour market policy. This article draws on research with students in a post-1992 university to explore undergraduate students' accounts of combining work and study during term-time and…

World of Work--Education and Jobs. Kit No. WW-705. Instructor's Manual. Revised.

ERIC Educational Resources Information Center

Miles, Mamie Rose; Killingsworth, Linda

This instructor's manual contains activities for teaching students about the benefits derived from completing high school, sources of training for occupations, and information on finding job openings and on working part-time and full-time. It is designed for use in five periods in classes in prevocational education in South Carolina. The guide…

Physical Activity Promotion: A Responsibility for Both K-12 Physical Education and Kinesiology

ERIC Educational Resources Information Center

Corbin, Charles B.; McKenzie, Thomas L.

2008-01-01

As the discipline and the various professions evolved over time, the content of disciplinary classes offered at universities sometimes became less "connected" with physical education. "Core" courses in the discipline were required to try to meet the demands of the expanding professional programs, while at the same time meeting the knowledge…

Real-Time Data as an Instructional Tool: Examining Engagement and Comprehension

ERIC Educational Resources Information Center

Blanton, Eric Glenn

2017-01-01

The integration of technology within the lives of all people has continued to expand and also impacts the education systems around the world. The purpose of this study was to study how real-time data impacted the educational achievement of students in a senior level economics class who participated in game-based learning through the Marketwatch…

Growth Trajectories of Mexican-Origin Adolescent Mothers’ Educational Expectations

PubMed Central

Bravo, Diamond Y.; Toomey, Russell B.; Umaña-Taylor, Adriana J.; Updegraff, Kimberly A.; Jahromi, Laudan B.

2015-01-01

Pregnant and parenting adolescents are at significant risk for educational underachievement. Educational expectations play a critical role for understanding subsequent educational attainment; yet, limited empirical attention has been given to changes in educational expectations across the transition to parenthood among adolescent mothers. This longitudinal study explored stability and change in educational expectations across the transition to parenthood among 191 first-time pregnant Mexican-origin adolescents (Mage = 16.76, SD = .98). The current study also examined how several contextually relevant risk and protective factors were associated with differential patterns of educational trajectories across this transition and subsequent educational attainment. Latent class growth analyses revealed three educational expectation trajectories: low and stable (< high school degree), moderate and increasing (≈ associate degree), and high and increasing (≈ bachelor’s degree). Adolescent mothers in the low and stable group encountered several educational risk factors that partially explained their probability of membership in this trajectory and subsequent lower attainment. Conversely, probability of membership in the high and increasing expectations class was partially explained by adolescents’ on-track school status at the time of pregnancy and their mother figures’ educational expectations for their pregnant daughters. These findings have implications for understanding the malleable factors that help to explain why some adolescent mothers describe consistently high educational expectations and subsequent higher attainment, while others do not. PMID:28392610

Asynchronous Assessment in a Large Lecture Marketing Course

ERIC Educational Resources Information Center

Downey, W. Scott; Schetzsle, Stacey

2012-01-01

Asynchronous assessment, which includes quizzes or exams online or outside class, offers marketing educators an opportunity to make more efficient use of class time and to enhance students' learning experiences by giving them more flexibility and choice in their assessment environment. In this paper, we examine the performance difference between…

Educational Production and Teacher Preferences

ERIC Educational Resources Information Center

Bosworth, Ryan; Caliendo, Frank

2007-01-01

We develop a simple model of teacher behavior that offers a solution to the ''class size puzzle'' and is useful for analyzing the potential effects of the No Child Left Behind Act. When teachers must allocate limited classroom time between multiple instructional methods, rational teachers may respond to reductions in class size by reallocating…

Myopia and international educational performance.

PubMed

Morgan, Ian G; Rose, Kathryn A

2013-05-01

To analyse the relationship between myopia, educational performance and engagement in after-school tutorial classes. Educational performance data and data on engagement in after-school tutorial classes were taken from the results of the Organisation for Economic Cooperation and Development (OECD) Program in Secondary Assessment (PISA) reports for 2009, which tested educational outcomes in representative samples of 15 year-old school children from 65 jurisdictions. High prevalence of myopia (>70%) and low prevalence of myopia (<40%) locations were identified by systematic literature search. Six locations with a high prevalence of myopia were identified from among the participants in PISA 2009 - Shanghai-China, Hong Kong-China, Taiwan, Singapore, Japan and South Korea. All were ranked in the top quartile on educational performance. Other participants in the top educational performance quartile were identified as locations with a low prevalence of myopia, including Australia and Finland. The locations with a high prevalence of myopia combined high educational performance and high engagement in after-school tutorials, whereas the locations with a low prevalence of myopia combined high educational performance with little engagement in tutorials. These results show that it is possible to achieve high educational outcomes without extensive engagement in after-school tutorials, and that the combination of high educational outcomes with extensive use of tutorials is associated with high prevalence rates of myopia. We suggest that extensive use of after-school tutorials may be a marker of educational environments which impose high educational loads. Further quantification of educational loads to include after- school educational activities, such as homework, tutorials and other after-school classes, as well as formal school classes, is desirable. Policy initiatives to decrease these loads may contribute to the prevention of myopia, perhaps, at least in part, by enabling children to spend more time outdoors. Ophthalmic & Physiological Optics © 2013 The College of Optometrists.

But I like PE: factors associated with enjoyment of physical education class in middle school girls.

PubMed

Barr-Anderson, Daheia J; Neumark-Sztainer, Dianne; Schmitz, Kathryn H; Ward, Dianne S; Conway, Terry L; Pratt, Charlotte; Baggett, Chris D; Lytle, Leslie; Pate, Russell R

2008-03-01

The current study examined associations between physical education (PE) class enjoyment and sociodemographic, personal, and perceived school environment factors among early adolescent girls. Participants included 1,511 sixth-grade girls who completed baseline assessments for the Trial of Activity in Adolescent Girls, with 50% indicating they enjoyed PE class a lot. Variables positively associated with PE class enjoyment included physical activity level, perceived benefits of physical activity, self-efficacy for leisure time physical activity, and perceived school climate for girls' physical activity as influenced by teachers, while body mass index was inversely associated with PE class enjoyment. After adjusting for all variables in the model, PE class enjoyment was significantly greater in Blacks than in Whites. In model testing, with mutual adjustment for all variables, self-efficacy was the strongest correlate of PE class enjoyment, followed by perceived benefits, race/ethnicity, and teachers' support for girls' physical activity, as compared to boys, at school. The overall model explained 11% of the variance in PE class enjoyment. Findings suggest that efforts to enhance girls' self-efficacy and perceived benefits and to provide a supportive PE class environment that promotes gender equality can potentially increase PE class enjoyment among young girls.

Relationships among Tasks, Time, and Student Practice in Elementary Physical Education

ERIC Educational Resources Information Center

Rasmussen, Jennifer F.; Scrabis-Fletcher, Kristin A.; Silverman, Stephen

2014-01-01

The purpose of this study was to examine how teachers structure class in elementary physical education and the impact their decisions have on the amount of appropriate practice students receive. Participants for this study were 10 third grade physical education teachers and their students. Each teacher taught two successive skill-related lessons…

A Study of a Developmental Reading Class for Hispanic Males at a Texas University

ERIC Educational Resources Information Center

McMullin, Ivy Lee, II.

2012-01-01

Though developmental education has long been part of American post-secondary education, reliable evidence of its benefits, especially for ethnic minorities in reading, is lacking (Swail, Cabrera, Lee, & Williams, 2005). Developmental education has costs, however, in added tuition, time-to-completion, and discouragement (Bailey, 2009). Since…

Getting a Little More from Your Speed Stacks

ERIC Educational Resources Information Center

Barney, David; Galzki, Aarin; Beil, Dawn; Bates, Derald

2006-01-01

Physical educators have at their disposal basketballs, jump ropes, cones and other types of equipment to assist student learning during physical education class time. Recently, a new product has been introduced to physical educators: cup stacks, which are cups made of thick durable plastic. They are intended to help improve ambidexterity,…

Education System Benefits of U.S. Metric Conversion.

ERIC Educational Resources Information Center

Phelps, Richard P.

1996-01-01

U.S. metric conversion efforts are reviewed as they have affected education. Education system benefits and costs are estimated for three possible system conversion plans. The soft-conversion-to-metric plan, which drops all inch-pound instruction, appears to provide the largest net benefits. The primary benefit is in class time saved. (SLD)

Black Like Who?: The Class of 2014 Considers Race in "Dear White People"

ERIC Educational Resources Information Center

Beck, Bernard

2015-01-01

Modern educational institutions were associated with the separation of children from ordinary people and of the schoolhouse from the ordinary world, creating an educational subculture and a minority population of schoolchildren. Passage through this subculture became a universal shared experience. Higher education grew at the same time into an…

Building Paths to the Middle Class: Innovations in Career and Technical Education

ERIC Educational Resources Information Center

Kelly, Andrew P.; James, Kevin J.; Lautzenheiser, Daniel K.; Deane, KC; Columbus, Rooney

2015-01-01

There is currently more focus than ever on the importance of earning a college degree. At the same time, many students and parents are dubious that America's expensive, one-size-fits-all higher education system can adequately educate students for an ever more diverse and sophisticated world of work. There are other educational options that are…

A Study of Incivility in the Iranian Nursing Training System Based on Educators and Students’ Experiences: A Quantitative Content Analysis

PubMed Central

Rad, Mostafa; Ildarabadi, Es-hagh; Moharreri, Fatemeh; Moonaghi, Hossein Karimi

2015-01-01

Background: It is absolutely essential to know the negative impacts incivility in students and educators may have on the creation of a suitable teaching-learning environment. Better education of to-be nurses would improve their service to patients and society in the future. There has been no research in Iran so far on this particular case. This study examines the experiences of uncivil or disrespectful behavior from the standpoint of educators and students. Methodology & Methods: A quantitative content analysis was carried out to study manuscripts presented in the form of open questionnaires. To this end, data produced from detailed answers from 640 students and educators were inputted into the computer and line-by-line and sentence-by-sentence coding was done. After that, implied codes were added, the categories were revealed, and finally counting frequency of code in categories was carried out. Results: The most important categories that students considered uncivil behavior were waste of class time, distraction, incompetence in managing the class, discrimination, bad assessment, insult and threat on behalf of the educators. In contrast to their view, what the educators thought of as disrespectful included class disorder, humiliation of other students, irregular attendance of classes, bad sitting postures, non-observance of Islamic standards, and coming unprepared to the class by students. Conclusion: From the viewpoint of students and educators, incivility is present towards one another in the academic environment. This study determines the most important forms of the same from their stand point. Since disrespectful and threatening behavior has a significant impact on learning environment, we highly recommend a thorough examination to be carried out in future studies on the origin and the managing strategies of such behaviors. PMID:25716390

Using assistive robots to promote inclusive education.

PubMed

Encarnação, P; Leite, T; Nunes, C; Nunes da Ponte, M; Adams, K; Cook, A; Caiado, A; Pereira, J; Piedade, G; Ribeiro, M

2017-05-01

This paper describes the development and test of physical and virtual integrated augmentative manipulation and communication assistive technologies (IAMCATs) that enable children with motor and speech impairments to manipulate educational items by controlling a robot with a gripper, while communicating through a speech generating device. Nine children with disabilities, nine regular and nine special education teachers participated in the study. Teachers adapted academic activities so they could also be performed by the children with disabilities using the IAMCAT. An inductive content analysis of the teachers' interviews before and after the intervention was performed. Teachers considered the IAMCAT to be a useful resource that can be integrated into the regular class dynamics respecting their curricular planning. It had a positive impact on children with disabilities and on the educational community. However, teachers pointed out the difficulties in managing the class, even with another adult present, due to the extra time required by children with disabilities to complete the activities. The developed assistive technologies enable children with disabilities to participate in academic activities but full inclusion would require another adult in class and strategies to deal with the additional time required by children to complete the activities. Implications for Rehabilitation Integrated augmentative manipulation and communication assistive technologies are useful resources to promote the participation of children with motor and speech impairments in classroom activities. Virtual tools, running on a computer screen, may be easier to use but further research is needed in order to evaluate its effectiveness when compared to physical tools. Full participation of children with motor and speech impairments in academic activities using these technologies requires another adult in class and adequate strategies to manage the extra time the child with disabilities may require to complete the activities.

Current status of Kampo medicine curricula in all Japanese medical schools

PubMed Central

2012-01-01

Background There have been a few but not precise surveys of the current status of traditional Japanese Kampo education at medical schools in Japan. Our aim was to identify problems and suggest solutions for a standardized Kampo educational model for all medical schools throughout Japan. Methods We surveyed all 80 medical schools in Japan regarding eight items related to teaching or studying Kampo medicine: (1) the number of class meetings, target school year(s), and type of classes; (2) presence or absence of full-time instructors; (3) curricula contents; (4) textbooks in use; (5) desire for standardized textbooks; (6) faculty development programmes; (7) course contents; and (8) problems to be solved to promote Kampo education. We conducted descriptive analyses without statistics. Results Eighty questionnaires were collected (100%). (1) There were 0 to 25 Kampo class meetings during the 6 years of medical school. At least one Kampo class was conducted at 98% of the schools, ≥4 at 84%, ≥8 at 44%, and ≥16 at 5%. Distribution of classes was 19% and 57% for third- and fourth-year students, respectively. (2) Only 29% of schools employed full-time Kampo medicine instructors. (3) Medicine was taught on the basis of traditional Japanese Kampo medicine by 81% of the schools, Chinese medicine by 19%, and Western medicine by 20%. (4) Textbooks were used by 24%. (5) Seventy-four percent considered using standardized textbooks. (6) Thirty-three percent provided faculty development programmes. (7) Regarding course contents, “characteristics” was selected by 94%, “basic concepts” by 84%, and evidence-based medicine by 64%. (8) Among the problems to be solved promptly, curriculum standardization was selected by 63%, preparation of simple textbooks by 51%, and fostering instructors responsible for Kampo education by 65%. Conclusions Japanese medical schools only offer students a short time to study Kampo medicine, and the impetus to include Kampo medicine in their curricula varies among schools. Future Kampo education at medical schools requires solving several problems, including curriculum standardization. PMID:23122050

"Keeping Up with the Time": Rebranding Education and Class Formation in Globalising India

ERIC Educational Resources Information Center

Sancho, David

2016-01-01

This paper investigates the emergence of "internationalised" schools as a form of middle-class aspiration in Kochi, India. It complements recent literature on the growth of international schools catering for host country elites, and shows how private schools are actively engaged in extending the aspiration for internationalised education…

Motivating Students to Be Active outside of Class: A Hierarchy for Independent Physical Activity

ERIC Educational Resources Information Center

Hill, Grant

2009-01-01

Despite the fact that children have an extraordinary amount of leisure time, students of all ages engage in too little physical activity. Opportunities for physical activity should be provided through recesses, lunch periods, organized fitness breaks, before- and after-school activity programs, and structured physical education classes. However,…

Smart Class-Size Policies for Lean Times. SREB Policy Brief

ERIC Educational Resources Information Center

Gagne, Jeff

2012-01-01

Most states nationwide have had policies for several decades that limit the number of students assigned to public K-12 classrooms. Southern Regional Education Board (SREB) states, led by Tennessee and Texas, spearheaded this effort in the 1980s, and SREB's own "Legislative Briefings" have marked the growth of class-size policies across…

Finding Connections: Using Accounting Concepts in a Career Planning Class

ERIC Educational Resources Information Center

Wang, Michelle

2013-01-01

In higher education, the most common challenge for students is the ability to find a connection between one subject that they have learned and another subject. Thus, students' learning becomes compartmentalized and piecemeal. For instance, accounting students may find attending a drawing class boring and a waste of time. Science students may…

Automating Individualized Formative Feedback in Large Classes Based on a Directed Concept Graph

PubMed Central

Schaffer, Henry E.; Young, Karen R.; Ligon, Emily W.; Chapman, Diane D.

2017-01-01

Student learning outcomes within courses form the basis for course completion and time-to-graduation statistics, which are of great importance in education, particularly higher education. Budget pressures have led to large classes in which student-to-instructor interaction is very limited. Most of the current efforts to improve student progress in large classes, such as “learning analytics,” (LA) focus on the aspects of student behavior that are found in the logs of Learning Management Systems (LMS), for example, frequency of signing in, time spent on each page, and grades. These are important, but are distant from providing help to the student making insufficient progress in a course. We describe a computer analytical methodology which includes a dissection of the concepts in the course, expressed as a directed graph, that are applied to test questions, and uses performance on these questions to provide formative feedback to each student in any course format: face-to-face, blended, flipped, or online. Each student receives individualized assistance in a scalable and affordable manner. It works with any class delivery technology, textbook, and learning management system. PMID:28293202

Innovate and Evaluate: Expanding the Research Base for Competency-Based Education. AEI Series on Competency-Based Higher Education

ERIC Educational Resources Information Center

Kelly, Andrew P.; Columbus, Rooney

2016-01-01

Competency-based education (CBE) has garnered significant attention lately from reformers and policymakers. Put simply, CBE awards credit based on what students have learned rather than how much time they spend in class. Competency-based programs identify specific competencies, develop assessments to measure mastery of those competencies, and then…

Educating in Global Times: Race, Class, Gender (and Other Processes of Normalization). Graduate Student Research Conference Proceedings (Edmonton, Alberta, Canada, March 14-15, 1997.)

ERIC Educational Resources Information Center

Alberta Univ., Edmonton.

The 33 papers presented at this conference are, as follows: "Child Participation in an Everyday Adult Practice" (Andrew Brent Andressen); "Education for Sustainable Development in Southern Philippines" (Caridad Bernardino); "Distance Education and Instructional Technologies: Cultural Transmission or Cultural Erosion"…

Education and Marginality: Race and Gender in Higher Education, 1940-1955

ERIC Educational Resources Information Center

Crocco, Margaret Smith; Waite, Cally L.

2007-01-01

Recent historiography has documented the singular contributions made by women to racial uplift and progress during the Jim Crow era. In these endeavors, women's contributions were greatly shaped by race, gender, and class. Given the feminization of education in the United States during this time, it is not surprising that their "race work" was for…

Effectiveness of a Nutrition Education Program to Improve Children's Chewing Habits.

PubMed

Sato, Nanae; Hayashi, Fumi; Yoshiike, Nobuo

2016-01-01

This quasi-experimental study determined whether the nutrition education program we developed to promote chewing food properly influenced children's chewing habits successfully. Four kindergarten classes in Japan (150 children, aged 5-6 years) were studied; one class received the educational program in the classroom and at home (Group A) and three classes received the program in the classroom only (Group B). The educational program was integrated into the classes' daily curriculum for five weeks. It included storytelling with large picture books, chewing consciously while eating lunch, singing a song with gestures, and greetings before and after meals (both groups). Group A also used a paper textbook and was provided information by the leaflet to encourage guardians to implement the program at home. Chewing habits before and after intervention were evaluated: (1) guardians completed seven questionnaire items related to chewing habits and chewing movement and (2) the number of chews and time spent eating the test meal were measured by a portable chewing sensor. Both approaches improved the children's chewing habits; however, no difference was found between the two groups. We concluded that this intervention could be used to improve chewing habits in young children even without active involvement of their guardians.

Effectiveness of a Nutrition Education Program to Improve Children's Chewing Habits

PubMed Central

Hayashi, Fumi; Yoshiike, Nobuo

2016-01-01

This quasi-experimental study determined whether the nutrition education program we developed to promote chewing food properly influenced children's chewing habits successfully. Four kindergarten classes in Japan (150 children, aged 5-6 years) were studied; one class received the educational program in the classroom and at home (Group A) and three classes received the program in the classroom only (Group B). The educational program was integrated into the classes' daily curriculum for five weeks. It included storytelling with large picture books, chewing consciously while eating lunch, singing a song with gestures, and greetings before and after meals (both groups). Group A also used a paper textbook and was provided information by the leaflet to encourage guardians to implement the program at home. Chewing habits before and after intervention were evaluated: (1) guardians completed seven questionnaire items related to chewing habits and chewing movement and (2) the number of chews and time spent eating the test meal were measured by a portable chewing sensor. Both approaches improved the children's chewing habits; however, no difference was found between the two groups. We concluded that this intervention could be used to improve chewing habits in young children even without active involvement of their guardians. PMID:27382638

Data Processing: Fifteen Suggestions for Computer Training in Your Business Education Classes.

ERIC Educational Resources Information Center

Barr, Lowell L.

1980-01-01

Presents 15 suggestions for training business education students in the use of computers. Suggestions involve computer language, method of presentation, laboratory time, programing assignments, instructions and handouts, problem solving, deadlines, reviews, programming concepts, programming logic, documentation, and defensive programming. (CT)

The effect of spouses' educational classes held for primiparous women referring to Hajar hospital on their quality of life and pregnancy outcomes.

PubMed

Dehcheshmeh, Faranak Safdari; Salehian, Tahmineh; Parvin, Neda

2014-02-01

With regard to the importance of quality of life in pregnant women, the present study aimed to determine the effect of spouses' educational classes held for primaparous women referring to Hajar hospital on women's quality of life and pregnancy outcomes. This clinical trial was conducted from September 2011 to June 2012 in the clinic of the Hajar university center in Shahrekord. Eligible primiparous women who registered for physiologic delivery educational classes were randomly assigned to study (n = 31) and control (n = 27) groups. In the control group, eight physiologic delivery educational sessions were held. In the study group, in addition to attendance of pregnant women, their husbands also attended the third and the eighth sessions of these classes. Women's quality of life was investigated with SF36 questionnaire and pregnancy outcomes after delivery were investigated. Data were analyzed by t-test and Chi-square test. Before intervention, there was no significant difference between scores of quality of life and demographic characteristics (P > 0.05). After intervention, there was a significant difference only in the dimensions of mental health, hugging time, kissing, and breast feeding between the study and control groups (P < 0.05). There was no significant difference in gestational age, gravida, number of miscarriages, pregnancy outcomes, and spouses' age (P > 0.05). Educational classes held for the pregnant women's husbands during pregnancy can be efficient in promotion of pregnant women's quality of life, especially in improving their mental health.

But I Like PE: Factors Associated With Enjoyment of Physical Education Class in Middle School Girls

PubMed Central

Barr-Anderson, Daheia J.; Neumark-Sztainer, Dianne; Schmitz, Kathryn H.; Ward, Dianne S.; Conway, Terry L.; Pratt, Charlotte; Baggett, Chris D.; Lytle, Leslie; Pate, Russell R.

2008-01-01

The current study examined associations between physical education (PE) class enjoyment and sociodemographic, personal, and perceived school environment factors among early adolescent girls. Participants included 1,511 sixth-grade girls who completed baseline assessments for the Trial of Activity in Adolescent Girls, with 50% indicating they enjoyed PE class a lot. Variables positively associated with PE class enjoyment included physical activity level, perceived benefits of physical activity, self-efficacy for leisure time physical activity, and perceived school climate for girls' physical activity as influenced by teachers, while body mass index was inversely associated with PE class enjoyment. After adjusting for all variables in the model, PE class enjoyment was significantly greater in Blacks than in Whites. In model testing, with mutual adjustment for all variables, self-efficacy was the strongest correlate of PE class enjoyment, followed by perceived benefits, race/ethnicity, and teacher's support for girls' physical activity, as compared to boys, at school. The overall model explained 11% of the variance in PE class enjoyment. Findings suggest that efforts to enhance girls' self-efficacy and perceived benefits and to provide a supportive PE class environment that promotes gender equality can potentially increase PE class enjoyment among young girls. PMID:18431947

A latent class analysis of weight-related health behaviors among 2- and 4-year college students and associated risk of obesity.

PubMed

Mathur, Charu; Stigler, Melissa; Lust, Katherine; Laska, Melissa

2014-12-01

Little is known about the complex patterning of weight-related health behaviors in 2- and 4-year college students. The objective of this study was to identify and describe unique classes of weight-related health behaviors among college students. Latent class analysis was used to identify homogenous, mutually exclusive classes of nine health behaviors that represent multiple theoretically/clinically relevant dimensions of obesity risk among 2- versus 4-year college students using cross-sectional statewide surveillance data (N = 17,584). Additionally, differences in class membership on selected sociodemographic characteristics were examined using a model-based approach. Analysis was conducted separately for both college groups, and five and four classes were identified for 2- and 4-year college students, respectively. Four classes were similar across 2- and 4-year college groups and were characterized as "mostly healthy dietary habits, active"; "moderately high screen time, active"; "moderately healthy dietary habits, inactive"; and "moderately high screen time, inactive." "Moderately healthy dietary habits, high screen time" was the additional class unique to 2-year college students. These classes differed on a number of sociodemographic characteristics, including the proportion in each class who were classified as obese. Implications for prevention scientists and future intervention programs are considered. © 2014 Society for Public Health Education.

Retirement Sequences of Older Americans: Moderately Destandardized and Highly Stratified Across Gender, Class, and Race.

PubMed

Calvo, Esteban; Madero-Cabib, Ignacio; Staudinger, Ursula M

2017-06-06

A destandardization of labor-force patterns revolving around retirement has been observed in recent literature. It is unclear, however, to which degree and of which kind. This study looked at sequences rather than individual statuses or transitions and argued that differentiating older Americans' retirement sequences by type, order, and timing and considering gender, class, and race differences yields a less destandardized picture. Sequence analysis was employed to analyze panel data from the Health and Retirement Study (HRS) for 7,881 individuals observed 6 consecutive times between ages 60-61 and 70-71. As expected, types of retirement sequences were identified that cannot be subsumed under the conventional model of complete retirement from full-time employment around age 65. However, these retirement sequences were not entirely destandardized, as some irreversibility and age-grading persisted. Further, the degree of destandardization varied along gender, class, and race. Unconventional sequences were archetypal for middle-level educated individuals and Blacks. Also, sequences for women and individuals with lower education showed more unemployment and part-time jobs, and less age-grading. A sequence-analytic approach that models group differences uncovers misjudgments about the degree of destandardization of retirement sequences. When a continuous process is represented as individual transitions, the overall pattern of retirement sequences gets lost and appears destandardized. These patterns get further complicated by differences in social structures by gender, class, and race in ways that seem to reproduce advantages that men, more highly educated individuals, and Whites enjoy in numerous areas over the life course. © The Author 2017. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Let's Get Virtual

ERIC Educational Resources Information Center

Wills, Eric

2006-01-01

With gym time getting squeezed out by standardized tests and extracurriculars, schools are beginning to digitize physical education. This alternative method is first being offered by Minneapolis public schools in spring of 2005. In digital physical education, students can perform physical activities like they would in a traditional PE class but…

Educators' Perceptions of Automated Feedback Systems

ERIC Educational Resources Information Center

Debuse, Justin C. W.; Lawley, Meredith; Shibl, Rania

2008-01-01

Assessment of student learning is a core function of educators. Ideally students should be provided with timely, constructive feedback to facilitate learning. However, provision of high quality feedback becomes more complex as class sizes increase, modes of study expand and academic workloads increase. ICT solutions are being developed to…

Teaching Students Who Stutter

ERIC Educational Resources Information Center

Education Digest: Essential Readings Condensed for Quick Review, 2011

2011-01-01

Stutterer's incident in class draws national attention; Stuttering Foundation responds with tips for educators. In response to the articles in the "New York Times," Jane Fraser, president of the nonprofit Stuttering Foundation, wrote in a press release eight tips for educators regarding working with students who stutter. This article presents…

Integrating Character Education Model With Spiral System In Chemistry Subject

NASA Astrophysics Data System (ADS)

Hartutik; Rusdarti; Sumaryanto; Supartono

2017-04-01

Integrating character education is the responsibility of all subject teachers including chemistry teacher. The integration of character education is just administrative requirements so that the character changes are not measurable. The research objective 1) describing the actual conditions giving character education, 2) mapping the character integration of chemistry syllabus with a spiral system, and 3) producing syllabus and guide system integrating character education in chemistry lessons. Of the eighteen value character, each character is mapped to the material chemistry value concepts of class X and repeated the system in class XI and class XII. Spiral system integration means integrating the character values of chemistry subjects in steps from class X to XII repeatedly at different depth levels. Besides developing the syllabus, also made the integration of characters in a learning guide. This research was designed with research and development [3] with the scope of 20 chemistry teachers in Semarang. The focus of the activities is the existence of the current character study, mapping the character values in the syllabus, and assessment of the integration guides of character education. The validity test of Syllabus and Lesson Plans by experts in FGD. The data were taken with questionnaire and interviews, then processed by descriptive analysis. The result shows 1) The factual condition, in general, the teachers designed learning one-time face-to-face with the integration of more than four characters so that behaviour changes and depth of character is poorly controlled, 2) Mapping each character values focused in the syllabus. Meaning, on one or two basic competence in four or five times, face to face, enough integrated with the value of one character. In this way, there are more noticeable changes in students behaviour. Guidance is needed to facilitate the integration of character education for teachers integrating systems. Product syllabus and guidelines validated by experts and the syllabus results averaging 4.37; guidebooks integrating character education in chemistry learning 4.36 with a maximum score of 5. Thus the device is declared valid. Through focus group discussions, each expert gave input for the improvement of learning modules of character education.

An Overview of Classes Taken and Credits Earned by Beginning Postsecondary Students. WEB Tables. NCES 2013-151rev

ERIC Educational Resources Information Center

Radford, Alexandria Walton; Horn, Laura

2012-01-01

These Web Tables provide an overview of classes taken and credits earned by a nationwide sample of first-time beginning postsecondary students based on data from the Postsecondary Education Transcript Study (PETS) of the 2004/09 Beginning Postsecondary Students Longitudinal Study. PETS collected transcripts from all the postsecondary institutions…

The Effect of Flipped Teaching Combined with Modified Team-Based Learning on Student Performance in Physiology

ERIC Educational Resources Information Center

Gopalan, Chaya; Klann, Megan C.

2017-01-01

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student…

Neoliberalism, Immiseration Capitalism and the Historical Urgency of a Socialist Education

ERIC Educational Resources Information Center

Malott, Curry; Hill, Dave; Banfield, Grant

2013-01-01

In this paper we employ the concept of "Immiseration Capitalism" to indicate a systematic tendency of Capital to heap the "accumulation of misery" on the lives of the producing class while at the same time delivering great wealth to the hands of its own appropriating class. Neoliberalism is described as a specific political…

An Examination of Class Size Reduction on Teaching and Learning Processes: A Theoretical Perspective

ERIC Educational Resources Information Center

Harfitt, Gary James; Tsui, Amy B. M.

2015-01-01

The question of how class size impacts on student learning has been debated for some time, not least because it has substantial financial implications for educational policy. The strength of this debate notwithstanding, results from numerous international studies have been inconclusive. The study from which this paper stems sought to conceptualise…

Planning for the Unusual Class of 2008.

ERIC Educational Resources Information Center

Zuniga, Robin Etter; Blanco, Cheryl D.

1999-01-01

The high school graduating class of 2008 will be the largest, the youngest, and the most racially and ethnically diverse in U.S. history. This new generation, coupled with a demographic slump in the 24- to 35-year-old population expected at that time, will force higher education institutions to face a new set of concerns and expectations. (MSE)

An Analysis of Shaker Education: The Life and Death of an Alternative Educational System, 1774-1950.

ERIC Educational Resources Information Center

Taylor, Frank G.; Roberts, Arthur D.

This study investigates the Shaker educational system, analyzes the development of Shaker schools, and examines the innovative practices that the Shakers used to ready children for the world of their time. Originating in England among illiterate working class people, the movement was established in New England in 1774. Basic characteristics of the…

The flipped classroom: a course redesign to foster learning and engagement in a health professions school.

PubMed

McLaughlin, Jacqueline E; Roth, Mary T; Glatt, Dylan M; Gharkholonarehe, Nastaran; Davidson, Christopher A; Griffin, LaToya M; Esserman, Denise A; Mumper, Russell J

2014-02-01

Recent calls for educational reform highlight ongoing concerns about the ability of current curricula to equip aspiring health care professionals with the skills for success. Whereas a wide range of proposed solutions attempt to address apparent deficiencies in current educational models, a growing body of literature consistently points to the need to rethink the traditional in-class, lecture-based course model. One such proposal is the flipped classroom, in which content is offloaded for students to learn on their own, and class time is dedicated to engaging students in student-centered learning activities, like problem-based learning and inquiry-oriented strategies. In 2012, the authors flipped a required first-year pharmaceutics course at the University of North Carolina Eshelman School of Pharmacy. They offloaded all lectures to self-paced online videos and used class time to engage students in active learning exercises. In this article, the authors describe the philosophy and methodology used to redesign the Basic Pharmaceutics II course and outline the research they conducted to investigate the resulting outcomes. This article is intended to serve as a guide to instructors and educational programs seeking to develop, implement, and evaluate innovative and practical strategies to transform students' learning experience. As class attendance, students' learning, and the perceived value of this model all increased following participation in the flipped classroom, the authors conclude that this approach warrants careful consideration as educators aim to enhance learning, improve outcomes, and fully equip students to address 21st-century health care needs.

Education, Social Class and Social Exclusion.

ERIC Educational Resources Information Center

Whitty, Geoff

2001-01-01

Concerned about working-class failure, argues that recent (British) government policies have insufficiently considered sociological studies on how social class affects educational success or failure. Social-inclusion policies must address forms of middle-class self-exclusion from mainstream public education as well as working-class social…

Food Preservation Mini-Modules Offer Options for Learners and Extension Staff

ERIC Educational Resources Information Center

Driessen, Suzanne

2013-01-01

Renewed interest in growing and purchasing locally grown foods quadrupled requests for food preservation classes. Economic times tightened budgets, decreasing staffing levels of Extension educators. Offering options via the Internet was a natural progression to meet the increased demand. Extension educators created 20 5-minute online video--like…

The Origins of Progressive Education.

ERIC Educational Resources Information Center

Reese, William J.

2001-01-01

Explains that in the United States, child-centered progressivism was part of a larger humanitarian movement led by the northern middle classes in the antebellum and postbellum periods. States that games, stories, play time and informal learning experiences became part of a broader educational discourse due to the writings of Johann Pestalozzi and…

Using Technology to Promote Active and Social Learning Experiences in Health Professions Education

ERIC Educational Resources Information Center

Ruckert, Elizabeth; McDonald, Paige L.; Birkmeier, Marissa; Walker, Bryan; Cotton, Linda; Lyons, Laurie B.; Straker, Howard O.; Plack, Margaret M.

2014-01-01

Time and space constraints, large class sizes, competition for clinical internships, and geographic separation between classroom and clinical rotations for student interaction with peers and faculty pose challenges for health professions educational programs. This article presents a model for effectively incorporating technology to overcome these…

Some Ideas on Interrupting the Right: On Doing Critical Educational Work in Conservative Times

ERIC Educational Resources Information Center

Apple, Michael W.

2009-01-01

In a considerable number of nations, "conservative modernization" has gained increasing influence. Neo-liberals, neo-conservatives, and new middle-class managerialists have defined the terrain of educational policy and practice. In some nations as well, authoritarian populist religious conservative movements and ideologies have also…

Sex Education: A Success in Our Social-Studies Class

ERIC Educational Resources Information Center

Michner, James A.

2006-01-01

Whenever secondary schools permit students to participate in the determination of the social studies curriculum, sex education is almost always demanded. Adolescents are often-times more deeply interested in this question than most people suspect, for courtship and marriage relationships are vital problems. Because many students have been asking…

Is My Social Studies Teacher Democratic?

ERIC Educational Resources Information Center

Kiroglu, Kasim

2013-01-01

Problem Statement: Democracy and education are two concepts that influence, transform, and improve each other in time. In this sense, we could talk about a symbiotic relationship between democracy and education. The social studies teacher himself or herself must primarily be tolerant towards the class, respect both students and fellow teachers,…

Audiographics for Distance Education: An Alternative Technology.

ERIC Educational Resources Information Center

Fredrickson, Scott

Audiographics is the merging of microcomputer graphics, telephone communications systems, and teaching strategies into a cost effective method of delivering distance education classes. The teacher creates visual images that are sent to and stored on computers at the remote sites. At the appropriate time the teacher and the remote site assistants…

Tailoring Inservice Training in Science to Elementary Teachers' Needs.

ERIC Educational Resources Information Center

Bethel, Lowell J.

1982-01-01

Elementary school teachers feel inadequately prepared to teach science and spend little class time on science instruction. Until undergraduate science preparation improves, inservice training must take up the slack. An inservice program developed by the Science Education Center at the University of Texas' College of Education shows positive…

Ideas Exchange: What Are Some Suggestions for Overcoming Any Unique Challenges Found in an Urban Physical Education Class? How Might We Better Prepare Physical Educators for Teaching in an Urban Setting?

ERIC Educational Resources Information Center

Chase, Melissa, Comp.; Vollum, Matt; Toebbe, Jennifer; Clark, Gary E.; Magnotta, John; Culp, Brian; Schmidlein, Robert; Ladda, Shawn

2011-01-01

This article presents suggestions from various physical education teachers regarding how they can better prepare physical educators for teaching in an urban setting. An educator suggests that understanding that each student is an individual and taking the time and effort to talk with (instead of at) each student will allow a teacher the…

Childbirth Education at the Crossroads

PubMed Central

Lothian, Judith A.

2008-01-01

In this column, a reader expresses concern that attendance at childbirth classes is declining at the same time the cesarean rate is rising. The history of childbirth education is discussed in the context of both access to information and changes in maternity care since the introduction of formal childbirth education. Changing goals and contemporary challenges facing childbirth education are discussed. The need for a new model of educating and empowering women is identified, and ideas for changes are explored. PMID:19252688

Integrating Health Education in Core Curriculum Classrooms: Successes, Challenges, and Implications for Urban Middle Schools.

PubMed

Rajan, Sonali; Roberts, Katherine J; Guerra, Laura; Pirsch, Moira; Morrell, Ernest

2017-12-01

School-based health education efforts can positively affect health behaviors and learning outcomes; however, there is limited available time during the school day for separate health education classes. The purpose of this study was to assess the feasibility and sustainability of implementing a classroom-based health education program that integrates skill development with health learning. A wait-list control study design was conducted among 168 6th graders in 2 urban schools. Data on program implementation, feasibility, and health outcomes were collected from students at 3 time points and from 5 teachers across the implementation of the 10-week program. There were barriers to implementation, including time limitations, unexpected school-wide disruptions, and variations in student reading ability and teacher preparedness. However, analyses revealed there were significant increases in self-efficacy regarding fruit and vegetable consumption and outcome expectations following program implementation, which were also sustained post-program implementation. Despite inconsistent implementation in the wait-list control school, small gains were also noted following the completion of the program. Integrating health education efforts within core curricula classes can lead to favorable outcomes. However, implementation barriers must be actively addressed by schools and program developers to improve program fidelity and maximize the sustainability of program gains. © 2017, American School Health Association.

[The construction of life profiles by social class in Chile].

PubMed

Torres, C

1989-11-01

The author develops a series of life profiles for men and women living in the Greater Santiago area of Chile over the past 25 years. These profiles, which are based on the concept of life expectancy at birth, illustrate the length of time individuals take to go through such life cycle stages as education, employment, unemployment, and retirement. The concept is used to analyze changes in the life profile over time and how these differ by class. (SUMMARY IN ENG)

Exploring the relationship between social class, mental illness stigma and mental health literacy using British national survey data.

PubMed

Holman, Daniel

2015-07-01

The relationship between social class and mental illness stigma has received little attention in recent years. At the same time, the concept of mental health literacy has become an increasingly popular way of framing knowledge and understanding of mental health issues. British Social Attitudes survey data present an opportunity to unpack the relationships between these concepts and social class, an important task given continuing mental health inequalities. Regression analyses were undertaken which centred on depression and schizophrenia vignettes, with an asthma vignette used for comparison. The National Statistics Socio-economic Classification, education and income were used as indicators of class. A number of interesting findings emerged. Overall, class variables showed a stronger relationship with mental health literacy than stigma. The relationship was gendered such that women with higher levels of education, especially those with a degree, had the lowest levels of stigma and highest levels of mental health literacy. Interestingly, class showed more of an association with stigma for the asthma vignette than it did for both the depression and schizophrenia vignettes, suggesting that mental illness stigma needs to be contextualised alongside physical illness stigma. Education emerged as the key indicator of class, followed by the National Statistics Socio-economic Classification, with income effects being marginal. These findings have implications for targeting health promotion campaigns and increasing service use in order to reduce mental health inequalities. © The Author(s) 2014.

"Rule of Thumb Methods No Longer Suffice": Development of British Coal Industry Education and Training 1900-circa 1970 and Lessons for Present-Day Education Policy-Makers

ERIC Educational Resources Information Center

Walker, Martyn A.

2015-01-01

This paper traces the origins and development of coal mining education and training in Britain from 1900 to the 1970s, by which time the coal industry had substantially declined. It looks at the progress from working-class self-help to national policy in support of education and training. The research makes use of college prospectuses and…

Class and University Education: Inter-Generational Patterns in Canada. NALL Working Paper.

ERIC Educational Resources Information Center

Livingstone, D. W.; Stowe, Susan

Young people from lower class origins continue to face major barriers to university education in Canada. This paper documents both substantial inter-generational class mobility and continuing inequalities in formal educational attainments by class origins. While Canada now has the world's higher educational attainments in its youth cohort and has…

Developing a Critical Curriculum in Physical Education Classes.

ERIC Educational Resources Information Center

de Souza, Doralice Lange

Physical education classes are usually seen as the least politicized of all disciplines in schools. This paper gives examples of how to promote critical thinking in physical education classes, transforming them into a forum of critical reflection about corporeal culture. Even though the main goal of physical education classes is to promote…

"Once upon a Time There Was a Mouse": Children's Technology-Mediated Storytelling in Preschool Class

ERIC Educational Resources Information Center

Skantz Åberg, Ewa; Lantz-Andersson, Annika; Pramling, Niklas

2014-01-01

With the current expansion of digital tools, the media used for narration is changing, challenging traditional literacies in educational settings. The present study explores what kind of activities emerge when six-year-old children in a preschool class write a digital story, using a word processor and speech-synthesised feedback computer software.…

The Impact of Physical Activity on Academics in English Classes at the Junior High School Level

ERIC Educational Resources Information Center

Helgeson, John L., Jr.

2013-01-01

The pressure educators, schools, and school districts face with meeting Adequate Yearly Progress on state assessments as a result of the No Child Left Behind Act has made some schools and school district reduce class offerings and time for subjects not considered core subjects. In addition, the rising obesity rates in students have prompted…

Self-directed versus traditional classroom training for neonatal resuscitation.

PubMed

Weiner, Gary M; Menghini, Karin; Zaichkin, Jeanette; Caid, Ann E; Jacoby, Carrie J; Simon, Wendy M

2011-04-01

Neonatal Resuscitation Program instructors spend most of their classroom time giving lectures and demonstrating basic skills. We hypothesized that a self-directed education program could shift acquisition of these skills outside the classroom, shorten the duration of the class, and allow instructors to use their time to facilitate low-fidelity simulation and debriefing. Novice providers were randomly allocated to self-directed education or a traditional class. Self-directed participants received a textbook, instructional video, and portable equipment kit and attended a 90-minute simulation session with an instructor. The traditional class included 6 hours of lectures and instructor-directed skill stations. Outcome measures included resuscitation skill (megacode assessment score), content knowledge, participant satisfaction, and self-confidence. Forty-six subjects completed the study. There was no significant difference between the study groups in either the megacode assessment score (23.8 [traditional] vs 24.5 [self-directed]; P = .46) or fraction that passed the "megacode" (final skills assessment) (56% [traditional] vs 65% [self-directed]; P = .76). There were no significant differences in content knowledge, course satisfaction, or postcourse self-confidence. Content knowledge, years of experience, and self-confidence did not predict resuscitation skill. Self-directed education improves the educational efficiency of the neonatal resuscitation course by shifting the acquisition of cognitive and basic procedural skills outside of the classroom, which allows the instructor to add low-fidelity simulation and debriefing while significantly decreasing the duration of the course.

The sources of political orientations in post-industrial society: social class and education revisited.

PubMed

Van de Werfhorst, Herman G; de Graaf, Nan Dirk

2004-06-01

This paper studies the impact of social class and education on political orientation. We distinguish the 'old' middle class from a new class of social/cultural specialists. However, the difference in their political orientation may especially be related to the level and field of education; the new middle class is more highly educated and often in fields of study that extensively address social competencies, characteristics independently affecting political outcomes. Analyses on Dutch data showed that education is more important in the prediction of 'cultural' liberal issues than social class. Economically-oriented issues are more strongly affected by social class. This means that interests of the new middle class are served by liberal standpoints relating to a strong government and income redistribution policies, but not relating to cultural issues.

School and class-level variations and patterns of physical activity: a multilevel analysis of Danish high school students.

PubMed

Steenholt, Carina Bjørnskov; Pisinger, Veronica Sofie Clara; Danquah, Ida Høgstedt; Tolstrup, Janne Schurmann

2018-02-14

There is limited knowledge of physical activity (PA) patterns among high school students. High schools plays an important role as context for the students, but it is uncertain to what extent schools influence student participation in PA during leisure time. The purpose of this study is to describe patterns of PA and assess variations between schools and classes in PA, in a large cohort of Danish high school students. Self-reported cross-sectional data came from The Danish National Youth Study, comprising a total of 70,674 students attending 119 different schools and 3213 classes. Multilevel logistic regressions were applied to evaluate the association between socio-demographic variables and patterns of PA, and to assess the impact of schools and classes on PA measures. Students whose parents have achieved a lower level of education, older students and girls of perceived ethnic minority generally participated less in several forms of PA during leisure time. Substantial variations between schools were observed in terms of participation in PA at school during leisure time and in terms of use of active transportation to and from school. The school-level accounted for 9% (intra-class correlation coefficient (ICC) = 0.09 (95% CI: 0.06-0.11)) and 8% (ICC = 0.08 (95% CI: 0.07-0.11)) of the variation for participation in PA during leisure time and active transportation. Overall, students whose parents achieved a lower level of education, older students and girls of perceived ethnic minority represent vulnerable groups in relation to participation in several forms of PA during leisure time. The ICCs indicate that schools, in particular, have the potential to influence participation in PA at school during leisure time and active transportation to and from school. Thus, high schools should encourage and facilitate activities aimed at engaging students in PA during leisure time as well as encourage active transportation.

Higher Education in Russia: Traditions and Modern Times (Report at the Seventh Congress of the Russian Union of Rectors)

ERIC Educational Resources Information Center

Sadovnichii, V.

2004-01-01

This article represents a speech delivered by the author at the Seventh Congress of the Russian Union of Rectors. In his address, the author describes the current higher educational trend in Russia. He explains how higher education's orientation toward the state, its openness to all social classes, and its fundamental character are the principles…

An Idea Whose Time Had Come: The Turn to Inclusion in New Zealand's Education Policy

ERIC Educational Resources Information Center

McMenamin, Trish

2017-01-01

In 1996 the New Zealand government announced the aim of achieving a "world class inclusive education system" in its new policy, Special Education 2000 (SE2000). The use of the language of inclusion in SE2000 was a new departure in the official policy lexicon and signalled that New Zealand had joined other countries in embracing the…

Social Class in English Language Education in Oaxaca, Mexico

ERIC Educational Resources Information Center

López-Gopar, Mario E.; Sughrua, William

2014-01-01

This article explores social class in English-language education in Oaxaca, Mexico. To this end, first, we discuss social class in Mexico as related to coloniality; second, for illustration, the paper presents the authors' own social-class analysis as language educators in Oaxaca; third, we discuss how social class impacts English education…

Impact of timing of sex education on teenage pregnancy in Nigeria: cross-sectional survey of secondary school students.

PubMed

Ochiogu, Ifeoma N; Miettola, Juhani; Ilika, Amobi L; Vaskilampi, Tuula

2011-06-01

The objective of this study was to explore whether the time at which sex education was provided had any impact on reported cases of unintended pregnancies. A cross-sectional survey of secondary school students and their teachers was conducted using self-administered questionnaires. The participants were 1,234 students aged 14-17 years and 46 teachers in 5 secondary schools in South Eastern Nigeria. The outcome measures were reported pregnancies within the last 3 years by type of school and class level; class level at the time of receiving sex education at school; and age at the time of receiving sex education at home. In all schools, sex education was provided at all the junior and senior secondary school levels (JSS and SSS, respectively). Overall, reported cases of unintended pregnancies were highest among the junior students. In the private schools, four in ten teachers reported pregnancies among JSS 3 students. Almost four in ten teachers in public schools reported pregnancies among JSS 2 students. Of all the students, about three in ten reported pregnancies among JSS 2 and 3 students respectively. At home, sex education was provided at the mean age of 16 years (SD ± 2.2). All participants cited financial need and marital promise as major predisposing factors. About four in ten students did not use contraceptives during their first sexual experience. This study highlights the need to introduce sex education much earlier, possibly before the JSS levels. At home, sex education may have greater impact if provided before the age of 14 years. Efforts should be made to address the factors predisposing to teenage pregnancy.

47 CFR 73.506 - Classes of noncommercial educational FM stations and channels.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 47 Telecommunication 4 2010-10-01 2010-10-01 false Classes of noncommercial educational FM...) BROADCAST RADIO SERVICES RADIO BROADCAST SERVICES Noncommercial Educational FM Broadcast Stations § 73.506 Classes of noncommercial educational FM stations and channels. (a) Noncommercial educational stations...

47 CFR 73.506 - Classes of noncommercial educational FM stations and channels.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 47 Telecommunication 4 2011-10-01 2011-10-01 false Classes of noncommercial educational FM...) BROADCAST RADIO SERVICES RADIO BROADCAST SERVICES Noncommercial Educational FM Broadcast Stations § 73.506 Classes of noncommercial educational FM stations and channels. (a) Noncommercial educational stations...

Parental Socioeconomic Instability and Child Obesity.

PubMed

Jones, Antwan

2018-01-01

Using data from the 1986 to 2010 National Longitudinal Study of Youth (NLSY) and the NLSY Child and Young Adult Supplement, this research explores how changes in parental socioeconomic status relate to child obesity over time. Results from linear mixed-effects models indicate that maternal educational gains and maternal employment transitions significantly increased their child's body mass index (BMI). This finding suggests that mothers who work may have less time to devote to monitoring their child's food intake and physical activity, which places their children at higher risks of becoming overweight or obese over time. Conversely, father's work transitions and educational gains contribute to decreases in child's BMI. Thus, work instability and increasing educational attainment for the traditional breadwinner of the household corresponds to better child weight outcomes. Results also suggest that there are racial differences in child BMI that remain after adjusting for changes in socioeconomic status, which indicate that the same structural disadvantages that operate to keep minorities in lower social class standings in society also work to hinder minorities from advancing among and out of their social class. Policy implications related to curbing child obesity are discussed.

Effects of physical education, extracurricular sports activities, and leisure satisfaction on adolescent aggressive behavior: A latent growth modeling approach.

PubMed

Park, Sanghyun; Chiu, Weisheng; Won, Doyeon

2017-01-01

The present study aimed to investigate the longitudinal influence of physical education classes, extracurricular sports activities, and leisure satisfaction on aggressive behavior among South Korean adolescents. Data were drawn from the Korea Youth Panel Survey. We used latent growth curve modeling to explain the growth trajectory of adolescent aggressive behaviors and a multi-group analysis to investigate gender differences in aggressive behavior. The results indicated that adolescents' aggressive behavior significantly changed with age. There were significant gender-based differences in the level of and changes in aggressive behavior over time. Both extracurricular sports activities and leisure satisfaction had significant influences on the changes in adolescents' aggressive behavior with age, whereas physical education classes did not.

Using Assessments of Dental Students' Entrepreneurial Self-Efficacy to Aid Practice Management Education.

PubMed

Mollica, Anthony G; Cain, Kevin; Callan, Richard S

2017-06-01

In the past, the typical practice management curriculum in U.S. dental schools was found to place a heavy emphasis on customer service, whereas areas typically stressed in business entrepreneurship and management courses (e.g., long-range planning, competing strategies, and supplier relationship) received less attention. However, future dentists will likely have many points in their careers at which they must decide whether to begin a new business or to associate with a practice, and entrepreneurial and management training can help them make and implement those decisions. The aim of this exploratory study was to investigate the impact of one dental school's practice management education on students' entrepreneurial self-efficacy (ESE), a construct examined for the first time in dental education. ESE is an individual's belief that he or she is personally capable of planning for, operating, and managing a successful business. In December 2014, all students in all four classes were asked to complete a survey measuring their ESE. The response rates for each class were D1 94%, D2 91%, D3 87%, and D4 79%. The results showed that the mean scores of the fourth-year class were higher on all five examined dimensions than those of the other three classes. The same was true for the mean for each class with the exception of the competency regarding an individual's perception of his or her abilities to deploy and manage human resources, in which the first-year class had a higher score than the fourth-year class (149.07>146.06). The fourth-year class had statistically significant higher scores than the third-year class, consistent with the implementation of practice management courses in the curriculum.

The Flipped Classroom: Fertile Ground for Nursing Education Research.

PubMed

Bernard, Jean S

2015-07-16

In the flipped classroom (FC) students view pre-recorded lectures or complete pre-class assignments to learn foundational concepts. Class time involves problem-solving and application activities that cultivate higher-level cognitive skills. A systematic, analytical literature review was conducted to explore the FC's current state of the science within higher education. Examination of this model's definition and measures of student performance, student and faculty perceptions revealed an ill-defined educational approach. Few studies confirmed FC effectiveness; many lacked rigorous design, randomized samples, or control of extraneous variables. Few researchers conducted longitudinal studies to determine sufficiently trends related to FC practice. This study proves relevant to nurse educators transitioning from traditional teaching paradigms to learner-centered models, and provides insight from faculty teaching across disciplines around the world. It reveals pertinent findings and identifies current knowledge gaps that call for further inquiry.

Integration of Centrifuge Testing in Undergraduate Geotechnical Engineering Education at Remote Campuses

ERIC Educational Resources Information Center

El Shamy, Usama; Abdoun, Tarek; McMartin, Flora; Pando, Miguel A.

2013-01-01

We report the results of a pilot study aimed at developing, implementing, and assessing an educational module that integrates remote major research instrumentation into undergraduate classes. Specifically, this study employs Internet Web-based technologies to allow for real-time video monitoring and execution of cutting-edge experiments. The…

Chinese Education and Learning Activities outside of Class: What Lies beyond Basic Education?

ERIC Educational Resources Information Center

Lu, Jinjin; Jiang, Han

2016-01-01

A considerable number of studies have investigated students' learning in class and outside of class across subjects such as English, mathematics, and physical education in China and other countries. Scholars have found that students' activities in class and outside of class are closely related to their learning outcomes, self-regulated learning…

[Does elitism of school influence the smoking-related health behaviour among grammar school students?].

PubMed

Józwicki, Wojciech; Gołda, Ryszard; Domaniewska, Jolanta; Skok, Zdzisław; Jarzemski, Piotr; Przybylski, Grzegorz; Domaniewski, Jan

2009-01-01

The aim of the study was connected with smoking health behaviour estimation among public (SZP) and nonpublic (SZN) grammar school students. The analysis of 156 anonymous questionnaires was made. Questionnaires contained questions of parents' education, material situation of family, physical education, social relations with family and peers and positive or negative perception of smoking. In total trial we observed a strong positive correlation between style of smoking or number of smoked cigarettes and positive perception of smoking (r = 0.62 or r = 0.36 respectively). The latter correlated significantly with family presence of smoking (r = 0.18). Percentages of smoking students of SZP and SZN differed and amounted 22% and 18% respectively. Within I/II SZP classes the smoking depended on material position of family (r = 0.28) and positive perception of smoking (r = 0.68). Among students of III SZP classes the dependence on material situation was stronger (r = 0.49), while students of III SZN classes became to perceive smoking more positive (r = 0.82). Social relations of students of I/II SZN classes were inversely proportional to prevalence of smoking in their families. Smoking students of III SZN classes worked out much more variously in comparison with pupils of SZP. The main motivation of smoking within school students was the positive perception of smoking. The differences of smoking prevalence within both types of school probably formed in the families and observed in I/II classes pupils, vanished during the time of III class of studying. Elitism of school do not protect the student from smoking: during the time of III SZN class the smoking receives clearly positive appearance and became established. Probably existing antinicotinic school programs should much more decidedly deliver the negative appearance of health effects of smoking.

Time-Lapse Videos for Physics Education: Specific Examples

ERIC Educational Resources Information Center

Vollmer, Michael; Möllmann, Klaus-Peter

2018-01-01

There are many physics experiments with long time scales such that they are usually neither shown in the physics class room nor in student labs. However, they can be easily recorded with time-lapse cameras and the respective time-lapse videos allow qualitative and/or quantitative analysis of the underlying physics. Here, we present some examples…

High intensity interval and moderate continuous cycle training in a physical education programme improves health-related fitness in young females.

PubMed

Mazurek, K; Zmijewski, P; Krawczyk, K; Czajkowska, A; Kęska, A; Kapuściński, P; Mazurek, T

2016-06-01

The aim of the study was to investigate the effects of eight weeks of regular physical education classes supplemented with high intensity interval cycle exercise (HIIE) or continuous cycle exercises of moderate intensity (CME). Forty-eight collegiate females exercising in two regular physical education classes per week were randomly assigned to two programmes (HIIE; n = 24 or CME; n = 24) of additional (one session of 63 minutes per week) physical activity for 8 weeks. Participants performed HIIE comprising 2 series of 6x10 s sprinting with maximal pedalling cadence and active recovery pedalling with intensity 65%-75% HRmax or performed CME corresponding to 65%-75% HRmax. Before and after the 8-week programmes, anthropometric data and aero- and anaerobic capacity were measured. Two-way ANOVA revealed a significant time main effect for VO2max (p < 0.001), similar improvements being found in both groups (+12% in HIIE and +11% in CME), despite body mass not changing significantly (p = 0.59; +0.4% in HIIE and -0.1% in CME). A significant main time effect was found for relative fat mass (FM) and fat-free mass (FFM) (p < 0.001 and p < 0.001, respectively). A group x time interaction effect was found for relative FM and FFM (p = 0.018 and p = 0.018); a greater reduction in FM and greater increase in FFM were noted in the CME than the HIIE group. Improvements in anaerobic power were observed in both groups (p < 0.001), but it was greater in the HIIE group (interaction effect, p = 0.022). Weight loss is not mandatory for exercise-induced effects on improving aerobic and anaerobic capacity in collegiate females. Eight weeks of regular physical education classes supplemented with CME sessions are more effective in improving body composition than physical education classes supplemented with HIIE sessions. In contrast to earlier, smaller trials, similar improvements in aerobic capacity were observed following physical activity with additional HIIE or CME sessions.

Family history of education predicts eating disorders across multiple generations among 2 million Swedish males and females.

PubMed

Goodman, Anna; Heshmati, Amy; Koupil, Ilona

2014-01-01

To investigate which facets of parent and grandparent socio-economic position (SEP) are associated with eating disorders (ED), and how this varies by ED subtype and over time. Total-population cohort study of 1,040,165 females and 1,098,188 males born 1973-1998 in Sweden, and followed for inpatient or outpatient ED diagnoses until 2010. Proportional hazards models estimated associations with parental education, income and social class, and with grandparental education and income. 15,747 females and 1051 males in our sample received an ED diagnosis, with rates increasing in both sexes over time. ED incidence in females was independently predicted by greater educational level among the father, mother and maternal grandparents, but parent social class and parental income showed little or no independent effect. The associations with education were equally strong for anorexia nervosa, bulimia nervosa and ED not-otherwise-specified, and had increased over time. Among males, an apparently similar pattern was seen with respect to anorexia nervosa, but non-anorexia ED showed no association with parental education and an inverse association with parental income. Family history of education predicts ED in gender- and disorder-specific ways, and in females the effect is observed across multiple generations. Particularly given that these effects may have grown stronger in more recent cohorts, these findings highlight the need for further research to clarify the underlying mechanisms and identify promising targets for prevention. Speculatively, one such mechanism may involve greater internal and external demands for academic success in highly educated families.

How Has Educational Expansion Shaped Social Mobility Trends in the United States?

PubMed Central

Pfeffer, Fabian T.; Hertel, Florian R.

2015-01-01

This contribution provides a long-term assessment of intergenerational social mobility trends in the United States across the 20th and early 21st century and assesses the determinants of those trends. In particular, we study how educational expansion has contributed to the observed changes in mobility opportunities for men across cohorts. Drawing on recently developed decomposition methods, we empirically identify the contribution of each of the multiple channels through which changing rates of educational participation shape mobility trends. We find that a modest but gradual increase in social class mobility can nearly exclusively be ascribed to an interaction known as the compositional effect, according to which the direct influence of social class backgrounds on social class destinations is lower among the growing number of individuals attaining higher levels of education. This dominant role of the compositional effect is also due to the fact that, despite pronounced changes in the distribution of education, class inequality in education has remained stable while class returns to education have shown no consistent trend. Our analyses also provide a cautionary tale about mistaking increasing levels of social class mobility for a general trend towards more fluidity in the United States. The impact of parental education on son's educational and class attainment has grown or remained stable, respectively. Here, the compositional effect pertaining to the direct association between parental education and son's class attainment counteracts a long-term trend of increasing inequality in educational attainment tied to parents' education. PMID:26306053

Mapping the Field: A Report on Expanded-Time Schools in America. Fall 2012

ERIC Educational Resources Information Center

Edwards, Jessica

2012-01-01

Expanding learning time has become a leading strategy for closing the achievement and opportunity gaps that plague high-poverty schools in particular. With more time, educators are able to deepen the curriculum, embed enrichment classes and activities, and engage in frequent opportunities for teacher collaboration and professional development.…

Block-Time Classes and the Core Program in the Junior High School. Bulletin, 1958, No. 6

ERIC Educational Resources Information Center

Wright, Grace S.

1958-01-01

By this study, as by several it has issued in the past few years the Office of Education recognizes the interest of many educators in the core program as a means of achieving some of the objectives of general education at the secondary level. Its first publication, Bulletin 1950, No. 5 entitled "Core Curriculum in Public High Schools," a study of…

34 CFR 106.34 - Access to classes and schools.

Code of Federal Regulations, 2010 CFR

2010-07-01

... its students on the basis of sex. (1) Contact sports in physical education classes. This section does not prohibit separation of students by sex within physical education classes or activities during... major activity of which involves bodily contact. (2) Ability grouping in physical education classes...

Self-Education, Class and Gender in Edwardian Britain: Women in Lower Middle Class Families

ERIC Educational Resources Information Center

Sutherland, Gillian

2015-01-01

Once societies embarked on programmes of mass education home schooling became essentially a middle-class project and remains so. This paper looks at the educational experiences of some lower middle class women at the turn of the nineteenth and twentieth centuries for whom the resources of the middle-class home were simply not available. It…

Is Your Class a Natural Disaster? It can be... The Real Time Earthquake Education (RTEE) System

NASA Astrophysics Data System (ADS)

Whitlock, J. S.; Furlong, K.

2003-12-01

In cooperation with the U.S. Geological Survey (USGS) and its National Earthquake Information Center (NEIC) in Golden, Colorado, we have implemented an autonomous version of the NEIC's real-time earthquake database management and earthquake alert system (Earthworm). This is the same system used professionally by the USGS in its earthquake response operations. Utilizing this system, Penn State University students participating in natural hazard classes receive real-time alerts of worldwide earthquake events on cell phones distributed to the class. The students are then responsible for reacting to actual earthquake events, in real-time, with the same data (or lack thereof) as earthquake professionals. The project was first implemented in Spring 2002, and although it had an initial high intrigue and "coolness" factor, the interest of the students waned with time. Through student feedback, we observed that scientific data presented on its own without an educational context does not foster student learning. In order to maximize the impact of real-time data and the accompanying e-media, the students need to become personally involved. Therefore, in collaboration with the Incorporated Research Institutes of Seismology (IRIS), we have begun to develop an online infrastructure that will help teachers and faculty effectively use real-time earthquake information. The Real-Time Earthquake Education (RTEE) website promotes student learning by integrating inquiry-based education modules with real-time earthquake data. The first module guides the students through an exploration of real-time and historic earthquake datasets to model the most important criteria for determining the potential impact of an earthquake. Having provided the students with content knowledge in the first module, the second module presents a more authentic, open-ended educational experience by setting up an earthquake role-play situation. Through the Earthworm system, we have the ability to "set off" historical earthquakes (ex. the students get alerted, like any other real-time alert, to the 1989 Loma Prieta earthquake). Students are then responsible for going through a series of tasks mimicking real earthquake response teams. Teacher feedback compares students' decisions against the actual decisions of the earthquake professionals, giving student assessment meaning and validity. Additionally, it sets up wonderful post-role-play research projects for students to investigate the complex, long-term impacts of the historical earthquake. The integration of technology with education is a critical part of the authentic science experience. Telecommunication improvements are making sets of current, robust resources needed for open-ended investigations increasingly available to students. In the RTEE system, the near real-time determination of earthquake information and subsequent delivery of that information to earthquake professionals is a reality that can be shared with students in their classrooms. The specific focus of the RTEE system is to improve the delivery of real-time earthquake education resources to educators and their students. By coupling the Earthworm system with relevant high-quality educational materials, we hope to provide a critical resource for understanding the societal impacts of earthquakes.

Achieved Competencies and Satisfaction in Temporomandibular Disorders and Orofacial Pain Education.

PubMed

Nordin, Sara; Dawson, Andreas; Ekberg, Ewa Carin

2016-01-01

To assess dental students' achieved competencies and perceived satisfaction with their temporomandibular disorders (TMD) and orofacial pain education and to compare these with the results of their final examination in TMD and orofacial pain. Dental students from two consecutive classes (2011/2012 and 2012/2013) at the Department of Orofacial Pain and Jaw Function at the dental school in Malmö, Sweden completed two self-evaluations, one at the beginning of semester seven and one at the end of semester eight. The questionnaire that they were given concerned achieved competencies and satisfaction with education in TMD and orofacial pain. Items focused on anatomy, physiology, and clinical training. Students estimated their competence and satisfaction on a numeric rating scale and described their idea of treating TMD and orofacial pain patients on a verbal rating scale. Outcome variables were tested with paired samples t test for differences over time and independent samples t test for between-class comparisons; both were adjusted for multiple testing with Bonferroni correction. Significant improvement in all items was observed for achieved competencies and satisfaction in both classes between semester seven and semester eight (P < .05). No differences in competencies or satisfaction occurred between classes at the end of the clinical course in semester eight (P > .05). This study has shown that expansion in undergraduate TMD and orofacial pain education at the dental school in Malmö has allowed all students to develop the same level of competence, independent of prior experience. The study also pointed out that continuous evaluation and enhancement of TMD and orofacial pain education in undergraduate dental education is beneficial.

Facing the challenges in ophthalmology clerkship teaching: Is flipped classroom the answer?

PubMed Central

Lin, Ying; Zhu, Yi; Chen, Chuan; Wang, Wei; Chen, Tingting; Li, Tao; Li, Yonghao; Liu, Bingqian; Lian, Yu; Lu, Lin; Zou, Yuxian

2017-01-01

Recent reform of medical education highlights the growing concerns about the capability of the current educational model to equip medical school students with essential skills for future career development. In the field of ophthalmology, although many attempts have been made to address the problem of the decreasing teaching time and the increasing load of course content, a growing body of literature indicates the need to reform the current ophthalmology teaching strategies. Flipped classroom is a new pedagogical model in which students develop a basic understanding of the course materials before class, and use in-class time for learner-centered activities, such as group discussion and presentation. However, few studies have evaluated the effectiveness of the flipped classroom in ophthalmology education. This study, for the first time, assesses the use of flipped classroom in ophthalmology, specifically glaucoma and ocular trauma clerkship teaching. A total number of 44 international medical school students from diverse background were enrolled in this study, and randomly divided into two groups. One group took the flipped glaucoma classroom and lecture-based ocular trauma classroom, while the other group took the flipped ocular trauma classroom and lecture-based glaucoma classroom. In the traditional lecture-based classroom, students attended the didactic lecture and did the homework after class. In the flipped classroom, students were asked to watch the prerecorded lectures before the class, and use the class time for homework discussion. Both the teachers and students were asked to complete feedback questionnaires after the classroom. We found that the two groups did not show differences in the final exam scores. However, the flipped classroom helped students to develop skills in problem solving, creative thinking and team working. Also, compared to the lecture-based classroom, both teachers and students were more satisfied with the flipped classroom. Interestingly, students had a more positive attitude towards the flipped ocular trauma classroom than the flipped glaucoma classroom regarding the teaching process, the course materials, and the value of the classroom. Therefore, the flipped classroom model in ophthalmology teaching showed promise as an effective approach to promote active learning. PMID:28384167

Facing the challenges in ophthalmology clerkship teaching: Is flipped classroom the answer?

PubMed

Lin, Ying; Zhu, Yi; Chen, Chuan; Wang, Wei; Chen, Tingting; Li, Tao; Li, Yonghao; Liu, Bingqian; Lian, Yu; Lu, Lin; Zou, Yuxian; Liu, Yizhi

2017-01-01

Recent reform of medical education highlights the growing concerns about the capability of the current educational model to equip medical school students with essential skills for future career development. In the field of ophthalmology, although many attempts have been made to address the problem of the decreasing teaching time and the increasing load of course content, a growing body of literature indicates the need to reform the current ophthalmology teaching strategies. Flipped classroom is a new pedagogical model in which students develop a basic understanding of the course materials before class, and use in-class time for learner-centered activities, such as group discussion and presentation. However, few studies have evaluated the effectiveness of the flipped classroom in ophthalmology education. This study, for the first time, assesses the use of flipped classroom in ophthalmology, specifically glaucoma and ocular trauma clerkship teaching. A total number of 44 international medical school students from diverse background were enrolled in this study, and randomly divided into two groups. One group took the flipped glaucoma classroom and lecture-based ocular trauma classroom, while the other group took the flipped ocular trauma classroom and lecture-based glaucoma classroom. In the traditional lecture-based classroom, students attended the didactic lecture and did the homework after class. In the flipped classroom, students were asked to watch the prerecorded lectures before the class, and use the class time for homework discussion. Both the teachers and students were asked to complete feedback questionnaires after the classroom. We found that the two groups did not show differences in the final exam scores. However, the flipped classroom helped students to develop skills in problem solving, creative thinking and team working. Also, compared to the lecture-based classroom, both teachers and students were more satisfied with the flipped classroom. Interestingly, students had a more positive attitude towards the flipped ocular trauma classroom than the flipped glaucoma classroom regarding the teaching process, the course materials, and the value of the classroom. Therefore, the flipped classroom model in ophthalmology teaching showed promise as an effective approach to promote active learning.

"I Am Working-Class": Subjective Self-Definition as a Missing Measure of Social Class and Socioeconomic Status in Higher Education Research

ERIC Educational Resources Information Center

Rubin, Mark; Denson, Nida; Kilpatrick, Sue; Matthews, Kelly E.; Stehlik, Tom; Zyngier, David

2014-01-01

This review provides a critical appraisal of the measurement of students' social class and socioeconomic status (SES) in the context of widening higher education participation. Most assessments of social class and SES in higher education have focused on objective measurements based on the income, occupation, and education of students'…

An Attitudinal Survey of Undergraduate Neuroscience Students Regarding Their Views on the Relevance of Lectures to their Education

PubMed Central

O’Keeffe, Gerard W.; Sullivan, Aideen M.; McCarthy, Marian M.

2017-01-01

Advances in technology have seen a significant growth in the integration of e-learning into university education. Coupled with this trend are the learning approaches used by “Generation Connected” or GenC students, whose prolific use of digital technology is a defining characteristic. This has resulted in questions being asked as to whether in-class university lecture time is still relevant to university education. Here we conducted a case study with a group of undergraduate neuroscience students to assess their views on the relevance of attending lectures, why they attend or the reasons for non-attendance, and on what makes a good lecture. This is with a view to informing the design of new teaching approaches that may be more beneficial in maximising student engagement, and facilitating learning. The survey instrument was a ten-item questionnaire that collected both qualitative and quantitative data. Over 90% of students were of the view that lectures were beneficial to their learning, while only 4% thought they were an outdated mode of education. Three main themes emerged when students were asked what makes a good lecture: 1. Engagement, 2. Time, and 3. Varied format. We discuss the implications of these findings and suggest how these student views could be woven into the design of teaching approaches to increase the relevance of in-class lecture time in undergraduate neuroscience education. PMID:29371838

An Attitudinal Survey of Undergraduate Neuroscience Students Regarding Their Views on the Relevance of Lectures to their Education.

PubMed

O'Keeffe, Gerard W; Sullivan, Aideen M; McCarthy, Marian M

2017-01-01

Advances in technology have seen a significant growth in the integration of e-learning into university education. Coupled with this trend are the learning approaches used by "Generation Connected" or GenC students, whose prolific use of digital technology is a defining characteristic. This has resulted in questions being asked as to whether in-class university lecture time is still relevant to university education. Here we conducted a case study with a group of undergraduate neuroscience students to assess their views on the relevance of attending lectures, why they attend or the reasons for non-attendance, and on what makes a good lecture. This is with a view to informing the design of new teaching approaches that may be more beneficial in maximising student engagement, and facilitating learning. The survey instrument was a ten-item questionnaire that collected both qualitative and quantitative data. Over 90% of students were of the view that lectures were beneficial to their learning, while only 4% thought they were an outdated mode of education. Three main themes emerged when students were asked what makes a good lecture: 1. Engagement, 2. Time, and 3. Varied format. We discuss the implications of these findings and suggest how these student views could be woven into the design of teaching approaches to increase the relevance of in-class lecture time in undergraduate neuroscience education.

Education of Social Skills among Senior High School Age Students in Physical Education Classes

ERIC Educational Resources Information Center

Akelaitis, Arturas V.; Malinauskas, Romualdas K.

2016-01-01

Research aim was to reveal peculiarities of the education of social skills among senior high school age students in physical education classes. We hypothesized that after the end of the educational experiment the senior high school age students will have more developed social skills in physical education classes. Participants in the study were 51…

PRODUCING HIGH CORN YIELDS.

ERIC Educational Resources Information Center

Illinois Univ., Urbana. Coll. of Agriculture.

RESOURCE MATERIAL ON CORN PRODUCTION FOR HIGH SCHOOL VOCATIONAL AGRICULTURE AND ADULT FARMER CLASSES WAS DESIGNED BY A STATE LEVEL GROUP OF SUBJECT MATTER SPECIALISTS, TEACHER EDUCATORS, SUPERVISORS, AND TEACHERS TO HELP SOLVE PROBLEMS THAT CONFRONT CORN PRODUCERS AT PLANTING TIME. THE SUBJECT MATTER CONCERNS PLANTING TIME, DEPTH, ROW WIDTH,…

Remote Sensing Tertiary Education Meets High Intensity Interval Training

NASA Astrophysics Data System (ADS)

Joyce, K. E.; White, B.

2015-04-01

Enduring a traditional lecture is the tertiary education equivalent of a long, slow, jog. There are certainly some educational benefits if the student is able to maintain concentration, but they are just as likely to get caught napping and fall off the back end of the treadmill. Alternatively, a pre-choreographed interactive workshop style class requires students to continually engage with the materials. Appropriately timed breaks or intervals allow students to recover briefly before being increasingly challenged throughout the class. Using an introductory remote sensing class at Charles Darwin University, this case study presents a transition from the traditional stand and deliver style lecture to an active student-led learning experience. The class is taught at undergraduate and postgraduate levels, with both on-campus as well as online distance learning students. Based on the concept that active engagement in learning materials promotes 'stickiness' of subject matter, the remote sensing class was re-designed to encourage an active style of learning. Critically, class content was reviewed to identify the key learning outcomes for the students. This resulted in a necessary sacrifice of topic range for depth of understanding. Graduates of the class reported high levels of enthusiasm for the materials, and the style in which the class was taught. This paper details a number of techniques that were used to engage students in active and problem based learning throughout the semester. It suggests a number of freely available tools that academics in remote sensing and related fields can readily incorporate into their teaching portfolios. Moreover, it shows how simple it can be to provide a far more enjoyable and effective learning experience for students than the one dimensional lecture.

Build a Curriculum that Includes Everyone

ERIC Educational Resources Information Center

McGarry, Robert

2013-01-01

In order to accommodate the education needs of lesbian, gay, bisexual and transgender students, American schools need to do more than add LGBT information to the curriculum in sex education class. If we believe, as Erikson (1968) suggested--that adolescence is the time when young people try to make sense of who they are--and if we believe that…

The Systems Analysis and Design Course: An Educators' Assessment of the Importance and Coverage of Topics

ERIC Educational Resources Information Center

Guidry, Brandi N.; Stevens, David P.; Totaro, Michael W.

2011-01-01

This study examines instructors' perceptions regarding the skills and topics that are most important in the teaching of a Systems Analysis and Design ("SAD") course and the class time devoted to each. A large number of Information Systems ("IS") educators at AACSB accredited schools across the United States were surveyed.…

The Big Picture: How Many People Influence a Student's Life?

ERIC Educational Resources Information Center

Marshall, Kim

2017-01-01

The sum of a K-12 education derives from the combined efforts of about 66 teachers and thousands of lessons during about 15,000 hours of class time. How schools orchestrate to connect all of those pieces to ensure some consistency will determine whether each student grows into a well-educated, decent human being.

Is Science a Middle-Class Phenomenon? The SES Determinants of 16-19 Participation

ERIC Educational Resources Information Center

Gorard, Stephen; See, Beng Huat

2008-01-01

In the UK, as in several developed countries, concern has been expressed by interested commentators about the apparent decline of post-16 participation in the "hard" sciences (especially physics and chemistry). While formal full-time participation in 16-19 education and higher education has increased since the 1990s, both the relative and absolute…

The Benefits Associated with Dance Education for Adolescent Girls.

ERIC Educational Resources Information Center

Vicario, Terra; Chambliss, Catherine

Dance education provides an opportunity for aerobic exercise and conditioning that is especially appealing to many girls. Dance may act as an outlet for girls and give them confidence, but, at the same time, it may create risks associated with perceived body-image. The benefits of taking dance classes were examined for girls, ages 13-20, enrolled…

Direct Instruction and Music Literacy: One Approach to Augmenting the Diminishing?

ERIC Educational Resources Information Center

Lowe, Geoffrey; Belcher, Steven

2012-01-01

One of the many challenges facing music educators is diminishing class time in lower secondary school in the face of the increasingly crowded curriculum and the advent of arts "taster" courses. However, music educators are still expected to be able to produce musically literate students capable of completing high level music courses in…

E-Learning and Flipped Instruction Integration in Business Education: A Proposed Pedagogical Model

ERIC Educational Resources Information Center

King, Chula; Piotrowski, Chris

2015-01-01

While Blended pedagogical approaches are a ubiquitous feature in higher education, the Flipped class is a rather recent instructional format in undergraduate-level instruction. The Flipped paradigm blends together many of the benefits of E-Learning courses, with many of the benefits of face-to-face instruction. At the same time, the disadvantages…

Improved Creative Thinkers in a Class: A Model of Activity Based Tasks for Improving University Students' Creative Thinking Abilities

ERIC Educational Resources Information Center

Oncu, Elif Celebi

2016-01-01

The main objective of this study was improving university students' from different faculties creativity thinking through a creativity education process. The education process took twelve weeks' time. As pretest, Torrance test of creative thinking (TTCT) figural form was used. Participants were 24 university students from different faculties who…

Teaching Computing in a Multidisciplinary Way in Social Studies Classes in School--A Case Study

ERIC Educational Resources Information Center

von Wangenheim, Christiane Gresse; Alves, Nathalia Cruz; Rodrigues, Pedro Eurico; Hauck, Jean Carlo

2017-01-01

In order to be well-educated citizens in the 21st century, children need to learn computing in school. However, implementing computing education in schools faces several practical problems, such as lack of computing teachers and time in an already overloaded curriculum. A solution can be a multidisciplinary approach, integrating computing…

Reach and effectiveness of DVD and in-person diabetes self-management education.

PubMed

Glasgow, Russell E; Edwards, Linda L; Whitesides, Holly; Carroll, Nikki; Sanders, Tristan J; McCray, Barbara L

2009-12-01

To evaluate the reach and effectiveness of a diabetes self-management DVD compared to classroom-based instruction. A hybrid preference/randomized design was used with participants assigned to Choice v. Randomized and DVD v. Class conditions. One hundred and eighty-nine adults with type 2 diabetes participated. Key outcomes included self-management behaviours, process measures including DVD implementation and hypothesized mediators and clinical risk factors. In the Choice condition, four times as many participants chose the mailed DVD as selected Class-based instruction (38.8 v. 9.4%, p<0.001). At the 6-month follow-up, the DVD produced results generally not significantly different than classroom-based instruction, but a combined Class plus DVD condition did not improve outcomes beyond those produced by the classes alone. The DVD appears to have merit as an efficient and appealing alternative to brief classroom-based diabetes education, and the hybrid design is recommended to provide estimates of programme reach.

Guidelines: Congress of Neurological Surgeons Systematic Review and Evidence-Based Guideline on the Management of Patients With Positional Plagiocephaly: The Role of Repositioning.

PubMed

Klimo, Paul; Lingo, Patrick Ryan; Baird, Lissa C; Bauer, David F; Beier, Alexandra; Durham, Susan; Lin, Alexander Y; McClung-Smith, Catherine; Mitchell, Laura; Nikas, Dimitrios; Tamber, Mandeep S; Tyagi, Rachana; Mazzola, Catherine; Flannery, Ann Marie

2016-11-01

Plagiocephaly, involving positional deformity of the calvarium in infants, is one of the most common reasons for pediatric neurosurgical consultation. To answer the question: "what is the evidence for the effectiveness of repositioning for positional plagiocephaly?" Treatment recommendations are provided based on the available evidence. The National Library of Medicine MEDLINE database and the Cochrane Library were queried using MeSH headings and key words relevant to repositioning as a means to treat plagiocephaly and brachycephaly. Abstracts were reviewed to identify which studies met the inclusion criteria. An evidentiary table was assembled summarizing the studies and the quality of evidence (Classes I-III). Based on the quality of the literature, a recommendation was rendered (Level I, II, or III). There were 3 randomized trials (Class I), 1 prospective cohort study (Class II), and 6 retrospective cohort studies (Class III). Repositioning education was found to be equal to a repositioning device and inferior to a physical therapy program. Five of the 7 cohort studies comparing repositioning with a helmet reported helmets to be better and take less time. Within the limits of this systematic review, repositioning education is effective in affording some degree of correction in virtually all infants with positional plagiocephaly or brachycephaly. Most studies suggest that a molding helmet corrects asymmetry more rapidly and to a greater degree than repositioning education. In a Class I study, repositioning education was as effective as repositioning education in conjunction with a repositioning wrap/device. Another Class I study demonstrated that a bedding pillow was superior to physical therapy for some infants. However, in keeping with the American Academy of Pediatrics' warning against the use of soft positioning pillows in the sleeping environment, the Task Force recommends physical therapy over any positioning device. The full guidelines document can be located at https://www.cns.org/guidelines/guidelines-management-patients-positional-plagiocephaly/Chapter_3.

Congress of Neurological Surgeons Systematic Review and Evidence-Based Guideline on the Management of Patients With Positional Plagiocephaly: The Role of Repositioning.

PubMed

Klimo, Paul; Lingo, Patrick Ryan; Baird, Lissa C; Bauer, David F; Beier, Alexandra; Durham, Susan; Lin, Alexander Y; McClung-Smith, Catherine; Mitchell, Laura; Nikas, Dimitrios; Tamber, Mandeep S; Tyagi, Rachana; Mazzola, Catherine; Flannery, Ann Marie

2016-11-01

Plagiocephaly, involving positional deformity of the calvarium in infants, is one of the most common reasons for pediatric neurosurgical consultation. To answer the question: "what is the evidence for the effectiveness of repositioning for positional plagiocephaly?" Treatment recommendations are provided based on the available evidence. The National Library of Medicine MEDLINE database and the Cochrane Library were queried using MeSH headings and key words relevant to repositioning as a means to treat plagiocephaly and brachycephaly. Abstracts were reviewed to identify which studies met the inclusion criteria. An evidentiary table was assembled summarizing the studies and the quality of evidence (Classes I-III). Based on the quality of the literature, a recommendation was rendered (Level I, II, or III). There were 3 randomized trials (Class I), 1 prospective cohort study (Class II), and 6 retrospective cohort studies (Class III). Repositioning education was found to be equal to a repositioning device and inferior to a physical therapy program. Five of the 7 cohort studies comparing repositioning with a helmet reported helmets to be better and take less time. Within the limits of this systematic review, repositioning education is effective in affording some degree of correction in virtually all infants with positional plagiocephaly or brachycephaly. Most studies suggest that a molding helmet corrects asymmetry more rapidly and to a greater degree than repositioning education. In a Class I study, repositioning education was as effective as repositioning education in conjunction with a repositioning wrap/device. Another Class I study demonstrated that a bedding pillow was superior to physical therapy for some infants. However, in keeping with the American Academy of Pediatrics' warning against the use of soft positioning pillows in the sleeping environment, the Task Force recommends physical therapy over any positioning device. The full guidelines document can be located at https://www.cns.org/guidelines/guidelines-management-patients-positional-plagiocephaly/Chapter_3.

34 CFR 106.43 - Standards for measuring skill or progress in physical education classes.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 1 2010-07-01 2010-07-01 false Standards for measuring skill or progress in physical... Education Programs or Activities Prohibited § 106.43 Standards for measuring skill or progress in physical education classes. If use of a single standard of measuring skill or progress in physical education classes...

Physical Education Teachers' and University Teacher Educators' Perceptions regarding Coeducational vs. Single Gender Physical Education

ERIC Educational Resources Information Center

Hill, Grant M.; Hannon, James C.; Knowles, Curt

2012-01-01

Since Title IX was enacted in the United States in 1972, Physical Education (PE) classes have become coeducational. This may be because educational leaders interpret Title IX to require coeducational-only classes. Research, however, indicates that for some students, coeducation classes may not be the most appropriate learning environment. The…

Effects of physical education, extracurricular sports activities, and leisure satisfaction on adolescent aggressive behavior: A latent growth modeling approach

PubMed Central

Park, Sanghyun; Chiu, Weisheng

2017-01-01

The present study aimed to investigate the longitudinal influence of physical education classes, extracurricular sports activities, and leisure satisfaction on aggressive behavior among South Korean adolescents. Data were drawn from the Korea Youth Panel Survey. We used latent growth curve modeling to explain the growth trajectory of adolescent aggressive behaviors and a multi-group analysis to investigate gender differences in aggressive behavior. The results indicated that adolescents’ aggressive behavior significantly changed with age. There were significant gender-based differences in the level of and changes in aggressive behavior over time. Both extracurricular sports activities and leisure satisfaction had significant influences on the changes in adolescents’ aggressive behavior with age, whereas physical education classes did not. PMID:28410365

Religion, social mobility and education in Scotland.

PubMed

Paterson, Lindsay; Iannelli, Cristina

2006-09-01

The relationship among religion, education and social mobility in Scotland is analysed statistically using the Scottish Household Survey of 2001. The large sample size allows much greater statistical power for this purpose than any previous source, and thus allows a more reliable assessment of claims that the stratifying effect of religion in Scotland may have declined. The questions investigated are as follows. What are the religious differences in the distributions of class origins and class destinations, in the movement between these (absolute mobility), and in the association of these (relative mobility, or social fluidity)? Do changes in social fluidity across cohorts vary among people with different religious affiliation? Are there religious differences in the association of origins and education, in the association of education and destinations, or in the role of education in social fluidity, and do any of these vary over cohorts? The conclusions are that, in younger cohorts, there is no religious difference in social status, and that in older cohorts Catholics are generally of lower status than Protestants and the non-religious. Social fluidity does not, however, vary among religious groups, even for older cohorts, and does not change over time. The reason for convergence in social status of religious groups over time is probably the equalizing of educational attainment among the groups: there is no evidence for any of the cohorts that the labour-market rewards to education differ by religion.

Social Reproduction in Non-Formal Adult Education: The Case of Rural Mozambique

ERIC Educational Resources Information Center

Straubhaar, Rolf

2014-01-01

Using fieldnotes from the non-formal adult education classes run by a non-profit international education with ground operations in rural Mozambique, this article documents how the comments made by class facilitators and class participants in those classes reflect inherent power inequalities between non-profit staff and local participants. These…

Special Education Program Standards Study. Commonwealth of Virginia. Final Technical Report.

ERIC Educational Resources Information Center

Keith, Timothy Z.; And Others

This federally funded study investigated Virginia special education program standards, focusing on local applications of the standards for class size and class mix and the effect of varying class size and class mix on student outcomes. The study concentrated on students with educable mental retardation, severe emotional disturbance, and specific…

Class and Culture: Sources of Confusion in Educational Sociology

ERIC Educational Resources Information Center

Wrigley, Terry

2013-01-01

This paper reiterates the centrality of economics (relations of production) in Marxist models of class, while avoiding the crude determinism which results from a neglect of cultural aspects of class formation. It explores the confusion in education and educational sociology arising from non-Marxist conceptions of class which place an exaggerated…

Comparison of vision disorders between children in mainstream and special education classes in government primary schools in Malaysia.

PubMed

Abu Bakar, Nurul Farhana; Chen, Ai-Hong; Md Noor, Abdul Rahim; Goh, Pik-Pin

2012-08-01

The visual status of children with learning disabilities has not been extensively studied. This study aimed to compare vision disorders between children in mainstream classes and those with learning disabilities attending special education classes in government primary schools in Malaysia. In this cross-sectional comparative study, 60 school children (30 from mainstream classes and 30 from special education classes) who were matched in age (6-12 years old) and ethnicity (Malay, Chinese and Indian) were examined. The subjects were recruited using non-probability convenience sampling. A complete eye examination was performed to detect three major vision disorders, namely refractive error, lag of accommodation and convergence insufficiency. The overall prevalence of refractive error, lag of accommodation and convergence insufficiency was found to be 65.0%, 43.3% and 35.2%, respectively. Convergence insufficiency (χ² = 24.073, p < 0.001) was found to be associated with children in special education classes. No association was found between refractive error and lag of accommodation (p > 0.05) with the type of classes. Children in special education classes are more likely to have convergence insufficiency compared to children in mainstream classes. Thus, vision screening programmes for children in special education classes may need to be modified.

The Reality of Virtual Learning.

ERIC Educational Resources Information Center

Berman, Sheldon

1999-01-01

Through a $7.5 million U.S. Department of Education grant, students at the Hudson (Massachusetts) Public Schools "attend" Virtual High School--a network of 30 schools in 10 states. Kids attend classes any time, work collaboratively, and choose among innovative, timely, technologically rich course offerings. Other sites are described.…

How Time is Spent in Elementary Classrooms.

ERIC Educational Resources Information Center

Rosenshine, Barak V.

1981-01-01

Time allocation in the second and fifth grades was divided into three major categories: (1) academic activities such as reading, mathematics, science, and social studies; (2) nonacademic activities such as music, art, and physical education; and (3) noninstructional activities such as transitions and class business. The number of minutes engaged…

Actors' Interpretations and Organisational Change Processes: The Case of the University of Ghana's Strategic Vision of Becoming a "World Class University"

ERIC Educational Resources Information Center

Intsiful, Emmanuel; Maassen, Peter

2017-01-01

Despite its seemingly subjective and ambiguous nature, the notion of a World Class University (WCU) appears both established and widely discussed in higher education discourses over the last decade. At the same time, some scholars have argued that the notion does not fit or refer to universities in Africa. In the year 2010, the University of Ghana…

Effects of curricular activity on students' situational motivation and physical activity levels.

PubMed

Gao, Zan; Hannon, James C; Newton, Maria; Huang, Chaoqun

2011-09-01

The purpose of this study was to examine (a) the effects of three curricular activities on students'situational motivation (intrinsic motivation [IM], identified regulation [IR], external regulation, and amotivation [AM]) and physical activity (PA) levels, and (b) the predictive strength of situational motivation to PA levels. Four hundred twelve students in grades 7-9 participated in three activities (cardiovascular fitness, ultimate football, and Dance Dance Revolution [DDR]) in physical education. ActiGraph GT1M accelerometers were used to measure students' PA levels for three classes for each activity. Students also completed a Situational Motivation Scale (Guay, Vallerand, & Blanchard, 2000) at the end of each class. Multivariate analysis of variance revealed that students spent significantly higher percentages of time in moderate-to-vigorous PA (MVPA) in fitness and football classes than they did in DDR class. Students reported higher lM and IR toward fitness than DDR They also scored higher in IR toward fitness than football. In contrast, students displayed significantly lower AM toward fitness than football and DDR Hierarchical Linear Modeling revealed that IM was the only positive predictor for time in MVPA (p = .02), whereas AM was the negative predictor (p < .01). The findings are discussed in regard to the implications for educational practice.

The Fourth-Year Experience: Impediments to Degree Completion

ERIC Educational Resources Information Center

Donhardt, G. L.

2013-01-01

Undergraduates who persevere to the fourth year of their academic careers have invested a great deal of time, effort, and financial resources in their education. In spite of the effort, many do not succeed in graduating. Students from an entering class of first-time, full time freshmen from a large urban university were tracked through their…

Ready to Assemble: A Model State Higher Education Accountability System

ERIC Educational Resources Information Center

Carey, Kevin; Aldeman, Chad

2008-01-01

At a time when college degrees are increasingly a prerequisite for middle-class wages, less than 40 percent of college students are able to demonstrate proficiency on literacy tests, barely half of college students graduate on time, and many do not graduate at all. At the same time. the price of college continues to increase quickly and…

Prevalence and socio-demographic correlates of time spent cooking by adults in the 2005 UK Time Use Survey. Cross-sectional analysis☆

PubMed Central

Adams, Jean; White, Martin

2015-01-01

This study aimed to document the prevalence and socio-demographic correlates of time spent cooking by adults in the 2005 UK Time-Use Survey. Respondents reported their main activities, in 10 minute slots, throughout one 24 hour period. Activities were coded into 30 pre-defined codes, including ‘cooking, washing up’. Four measures of time spent cooking were calculated: any time spent cooking, 30 continuous minutes spent cooking, total time spent cooking, and longest continuous time spent cooking. Socio-demographic correlates were: age, employment, social class, education, and number of adults and children in the household. Analyses were stratified by gender. Data from 4214 participants were included. 85% of women and 60% of men spent any time cooking; 60% of women and 33% of men spent 30 continuous minutes cooking. Amongst women, older age, not being in employment, lower social class, greater education, and living with other adults or children were positively associated with time cooking. Few differences in time spent cooking were seen in men. Socio-economic differences in time spent cooking may have been overstated as a determinant of socio-economic differences in diet, overweight and obesity. Gender was a stronger determinant of time spent cooking than other socio-demographic variables. PMID:26004671

Notes on the origins of the Educational Terms Class and Curriculum. Discussion Paper.

ERIC Educational Resources Information Center

Hamilton, David; And Others

This paper examines the origins of the two educational terms--class and curriculum. The authors believe that an understanding of the origins of key words in education may contribute not only to the history of education but also to the wider development of educational theory. The paper argues that the emergence of classes (in the modern sense)…

The class-origin wage gap: heterogeneity in education and variations across market segments.

PubMed

Hällsten, Martin

2013-12-01

This paper uses unique population-level matched employer-employee data on monthly wages to analyse class-origin wage gaps in the Swedish labour market. Education is the primary mediator of class origin advantages in the labour market, but mobility research often only considers the vertical dimension of education. When one uses an unusually detailed measure of education in a horizontal dimension, the wage gap between individuals of advantaged and disadvantaged class origin is found to be substantial (4-5 per cent), yet considerably smaller than when measures are used which only control for level of education and field of study. This is also the case for models with class or occupation as outcome. The class-origin wage gap varies considerably across labour market segments, such as those defined by educational levels, fields of education, industries and occupations in both seemingly unsystematic and conspicuous ways. The gap is small in the public sector, suggesting that bureaucracy may act as a leveller. © London School of Economics and Political Science 2013.

Want to Add Pizazz to Your Weight Training Class? Try Sport Education!

ERIC Educational Resources Information Center

Pritchard, Tony; Hansen, Andrew; McCollum, Starla

2014-01-01

Weight training classes are offered in many secondary level physical education classes. The type of instruction used during weight training is crucial, ensuring students understand the content knowledge and the enjoyment weight training has to offer as a lifetime activity. By using the sport education model (SEM) in weight training classes,…

The Pivotal Role of Education in the Association between Ability and Social Class Attainment: A Look across Three Generations

ERIC Educational Resources Information Center

Johnson, Wendy; Brett, Caroline E.; Deary, Ian J.

2010-01-01

Previous studies have established that family social background and individual mental ability and educational attainment contribute to adult social class attainment. We propose that social class of origin acts as ballast, restraining otherwise meritocratic social class movement, and that education is the primary means through which social class…

Explaining Social Class Inequalities in Educational Achievement in the UK: Quantifying the Contribution of Social Class Differences in School "Effectiveness"

ERIC Educational Resources Information Center

Hobbs, Graham

2016-01-01

There are large social class inequalities in educational achievement in the UK. This paper quantifies the contribution of one mechanism to the production of these inequalities: social class differences in school "effectiveness," where "effectiveness" refers to a school's impact on pupils' educational achievement (relative to…

Extending the Boundaries of the Imagination.

ERIC Educational Resources Information Center

Carlson, Judy B.

1979-01-01

This article describes a seventh-grade physical education class project that called for definitions of 21 terms such as human movement, dance, rhythm, time, space, etc. Individual projects included booklets, movies, photomontages, scrapbooks, and posters. (JMF)

A paradigm shift toward systemwide quality improvement education: meeting the needs of a rapidly changing health care environment: meeting the needs of a rapidly changing health care environment.

PubMed

Brownlee, Katherine; Minnier, Tamra E; Martin, Susan Christie; Greenhouse, Pamela K

2013-01-01

Widespread changes in the health care landscape require a paradigm shift from an educational model where quality improvement (QI) expertise is centralized to a model where foundational and functional QI knowledge is widespread through all levels of a health care organization. To support a new educational structure prioritizing QI education as a stand-alone priority, a 6-month educational course was introduced for operational leaders (requiring completion of a real-life improvement project) and a second, introductory QI education set of 5 stand-alone classes was introduced for managers and frontline staff; the latter is provided at centralized sites, on-site, and via webinars. Additional QI courses have been introduced for board members. Sixty operational leaders attended the first 2 offerings of the 6-month course and completed 50 associated QI projects, as of July 2012; nearly 1500 participants have attended the "Just-in-Time" classes, representing 13 University of Pittsburgh Medical Center hospitals and affiliated facilities. Eighty-three percent of recent participants rated the 6-month course a 4 or 5 in terms of efficacy. Two-thirds of participants from both 6-month series reported that they continued to work on their project once the class was over. The number of course attendees and their feedback regarding efficacy of this educational approach, as well as the volume of associated completed projects, indicate success in providing greater numbers of staff at all levels of the organization with QI education and tools. This educational format shows promise for further refinement and replicability.

A 3-year physical activity intervention program increases the gain in bone mineral and bone width in prepubertal girls but not boys: the prospective copenhagen school child interventions study (CoSCIS).

PubMed

Hasselstrøm, H A; Karlsson, M K; Hansen, S E; Grønfeldt, V; Froberg, K; Andersen, L B

2008-10-01

The aim of this study was to evaluate the effect of increasing the amount of time spent in physical education classes on bone mineral accrual and gain in bone size in prepubertal Danish children. A total of 135 boys and 108 girls, aged 6-8 years, were included in a school-based curriculum intervention program where the usual time spent in physical education classes was doubled to four classes (180 min) per week. The control group comprised age-matched children (62 boys and 76 girls) recruited from a separate community who completed the usual Danish school curriculum of physical activity (90 min/week). Dual-energy X-ray absorptiometry was used to evaluate bone mineral content (BMC; g), bone mineral density (g/cm(2)), and bone width at the calcaneus and distal forearm before and after 3 years of intervention. Anthropometrics and Tanner stages were evaluated on the same occasions. General physical activity was measured with an accelerometer worn for 4 days. In girls, the intervention group had a 12.5% increase (P = 0.04) in distal forearm BMC and a 13.2% increase (P = 0.005) in distal forearm scanned area compared with girls in the control group. No differences were found between the intervention and control groups in boys. Increasing the frequency of physical education classes for prepubertal children is associated with a higher accrual of bone mineral and higher gain in bone size after 3 years in girls but not in boys.

Higher Education and Class: Production or Reproduction?

ERIC Educational Resources Information Center

Sotiris, Panagiotis

2013-01-01

This article deals with questions relating to the role of education and especially Higher Education in the reproduction of class division in society. Social classes and how they are formed and reproduced has always been one of the greatest challenges for Marxism and social theory in general. The questions regarding the role of education, and…

Student-to-Student Interaction in Distance Education Classes: What Do Graduate Students Want?

ERIC Educational Resources Information Center

Moore, Gary E.; Warner, Wendy J.; Jones, David W. W.

2016-01-01

This research sought to determine if graduate students taking distance education classes desire student-to-student interaction. Over 200 graduate students who completed one or more distance education graduate classes in agricultural and extension education from North Carolina State University during the past three years were surveyed. While some…

What Does Class Origin and Education Mean for the Capabilities of Agency and Voice?

ERIC Educational Resources Information Center

Nordlander, Erica; Strandh, Mattias; Brännlund, Annica

2015-01-01

This article investigates the relationship between class origin, educational attainment, and the capabilities of agency and voice. The main objectives are to investigate how class origin and educational attainment interact and to consider whether higher education reduces any structural inequalities in the social aspects of life. A longitudinal…

Effect of a Required Introductory American Federal Government Class on the Political Self-Efficacy of Community College Students

ERIC Educational Resources Information Center

Matthews, Kristin B.

2017-01-01

Purpose, Scope, and Method of Study: Political self-efficacy is the belief that one can influence political processes and is an indicator of society's political health. While political self-efficacy may change over time, education is a powerful influence. Emphasizing civic and general education functions, the community college provided a unique…

Teaching Leadership to All: The Educational Challenge of Our Times

ERIC Educational Resources Information Center

Fish, Ted

2011-01-01

A hundred years ago, if people had asked a group of competent and talented educators whether any child--regardless of race, class, or gender--could one day learn to read Shakespeare, write scientific papers, or do algebraic math, all but the most visionary would have answered, "No." Only a small segment of the population was deemed capable of…

The Existential Self: Challenging and Renegotiating Gender Identity through Higher Education in England

ERIC Educational Resources Information Center

Fuller, Carol

2018-01-01

This article explores perceptions of the role of education as a potential medium of transformation and a vehicle to challenge and renegotiate symbolic and cultural notions of gender identity. Drawing on data collected at two time points over 10 years, it considers four young women from working-class backgrounds in England who aspired to and then…

PE in Pictures: Using Photovoice to Promote Middle School Students' Reflections on Physical Activity during Free Time

ERIC Educational Resources Information Center

Treadwell, Sheri M.; Taylor, Neva

2017-01-01

The purpose of this article is to demonstrate how physical educators can use Photovoice to examine their students' perceptions of physical activity and healthy living, and ultimately advocate for change in both their school and community. As a result of student participation in a physical education class project that utilized Photovoice,…

Catching the Spark: Student Activism and Student Data as a Catalyst for Systemic Transformation

ERIC Educational Resources Information Center

Bragg, Debra; McCambly, Heather; Durham, Brian

2016-01-01

The newest student activist movement appears to be amplifying what some higher education practitioners have talked about for a long time: students of color have been granted access to an educational opportunity that was not as advertised, and the result is not good enough. Others are shining the spotlight on race, class, identity, and equity as…

The Impact of Physical Education on Obesity among Elementary School Children. NBER Working Paper No. 18341

ERIC Educational Resources Information Center

Cawley, John; Frisvold, David; Meyerhoefer, Chad

2012-01-01

In response to the dramatic rise in childhood obesity, the Centers for Disease Control (CDC) and other organizations have advocated increasing the time that elementary school children spend in physical education (PE) classes. However, little is known about the effect of PE on child weight. This paper measures that effect by instrumenting for child…

Anatomies of Inequality: Considering the Emotional Cost of Aiming Higher for Marginalised, Mature Mothers Re-Entering Education

ERIC Educational Resources Information Center

Mannay, Dawn; Morgan, Melanie

2013-01-01

The "Anatomy of Economic Inequality in Wales" (2011) provides quantitative evidence for the pervasive nature of class-based inequalities in education, demonstrating that an individual in social housing is approximately 10 times less likely to be a graduate compared to those in other types of accommodation. This article moves beyond the…

Computer Assisted Educational Material Preparation for Fourth Grade Primary School Students' English Language Class in Teaching Numbers

ERIC Educational Resources Information Center

Yüzen, Abdulkadir; Karamete, Aysen

2016-01-01

In this study, using ADDIE instructional design model, it is aimed to prepare English language educational material for 4th grade primary students to teach them numbers. At the same time, ARCS model of motivation's attention, relevance and satisfaction phases are also taken into consideration. This study also comprises of Design Based Research…

Coaching Whiteness: Stories of "Pacifica Exotica" in Australian High School Rugby

ERIC Educational Resources Information Center

McDonald, Brent

2016-01-01

The intersection of sport and education is a potentially powerful site for the production of class and gender. This paper examines how the relationship between sport and education can also serve to (re)produce ideas about "race". Drawing on research conducted during my time as a coach of the first XV rugby team at an elite private school…

Flipped Class - Making that One Hour Effective in a Resource Constrained Setting.

PubMed

Zafar, Afsheen

2016-09-01

Flipped-class teaching has a great potential to replace traditional lectures in medical education. This study was designed to explore attitude of undergraduate medical students from Pakistan towards flipped-class. Five flipped classes were conducted in third year MBBS by a single teacher for a class of 100 students. Quantitative data was collected through a survey questionnaire to assess students' response to the new method. Afocused group discussion was then conducted with students who disliked the method and preferred traditional lectures. Asequential mixed methods approach was used for analysis. Seventy-one students participated in the survey, 84.5% students liked this method of teaching. Students identified fruitful interaction, better retention, better conceptualisation, prior knowledge, active learning, individual student attention, and application of knowledge as strengths of the class. Noise, limited time, lack of self-confidence, and presence of uninterested students were identified as problems for engaging in the class.

Defining Social Class Across Time and Between Groups.

PubMed

Cohen, Dov; Shin, Faith; Liu, Xi; Ondish, Peter; Kraus, Michael W

2017-11-01

We examined changes over four decades and between ethnic groups in how people define their social class. Changes included the increasing importance of income, decreasing importance of occupational prestige, and the demise of the "Victorian bargain," in which poor people who subscribed to conservative sexual and religious norms could think of themselves as middle class. The period also saw changes (among Whites) and continuity (among Black Americans) in subjective status perceptions. For Whites (and particularly poor Whites), their perceptions of enhanced social class were greatly reduced. Poor Whites now view their social class as slightly but significantly lower than their poor Black and Latino counterparts. For Black respondents, a caste-like understanding of social class persisted, as they continued to view their class standing as relatively independent of their achieved education, income, and occupation. Such achievement indicators, however, predicted Black respondents' self-esteem more than they predicted self-esteem for any other group.

Time-lapse videos for physics education: specific examples

NASA Astrophysics Data System (ADS)

Vollmer, Michael; Möllmann, Klaus-Peter

2018-05-01

There are many physics experiments with long time scales such that they are usually neither shown in the physics class room nor in student labs. However, they can be easily recorded with time-lapse cameras and the respective time-lapse videos allow qualitative and/or quantitative analysis of the underlying physics. Here, we present some examples from thermal physics (melting, evaporation, cooling) as well as diffusion processes

Incorporating Nurse-Midwifery Students into Graduate Medical Education: Lessons Learned in Interprofessional Education.

PubMed

Kaplan, Rebekah; Shaw-Battista, Jenna; Stotland, Naomi Ellen

2015-01-01

There is a current emphasis on interprofessional education in health care with the aim to improve teamwork and ultimately the quality and safety of care. As part of a Health Resources and Services Administration Advanced Nursing Education project, an interprofessional faculty and student team planned and implemented the first didactic coursework for nurse-midwifery and medical students at the University of California, San Francisco and responded to formative feedback in order to create a more meaningful educational experience for future combined cohorts. This article describes the process of including advanced nurse-midwifery students into 2 classes previously offered solely to medical students: 1) an elective in which students are matched with a pregnant woman to observe care that she receives before, during, and after giving birth; and 2) a required course on basic clinical care across the human lifespan. The development of these interprofessional courses, obstacles to success, feedback from students, and responses to course evaluations are reviewed. Themes identified in student course evaluations included uncertainty about interprofessional roles, disparity in clinical knowledge among learners, scheduling difficulties, and desire for more interprofessional education opportunities and additional time for facilitated interprofessional discussion. As a result of this feedback, more class time was designated for interprofessional exchange; less experienced rather than advanced midwifery students were included in both classes; and more interdisciplinary panel presentations were provided, along with clearer communication about student and clinician roles. Early project activities indicated nurse-midwifery students can be effectively included in existing medical student courses with revised curriculum and highlighted challenges that should be considered in the planning phase of similar projects in the future. This article is part of a special series of articles that address midwifery innovations in clinical practice, education, interprofessional collaboration, health policy, and global health. © 2015 by the American College of Nurse-Midwives.

Change in physical education motivation and physical activity behavior during middle school.

PubMed

Cox, Anne E; Smith, Alan L; Williams, Lavon

2008-11-01

To test a mediational model of the relationships among motivation-related variables in middle-school physical education and leisure-time physical activity behavior. Sixth- and seventh-grade physical education students from five middle schools in the midwest United States completed a survey containing measures of study variables on two occasions, 1 year apart. Motivation-related constructs positively predicted leisure-time physical activity behavior. Enjoyment of activities in physical education and physical activity during class mediated the relationship between self-determined motivation in physical education and leisure-time physical activity. Perceived competence, autonomy, and relatedness were important antecedent variables in the model, with autonomy and relatedness showing less stability over time and positively predicting self-determined motivation. Students' leisure-time physical activity is linked to motivation-related experiences in physical education. Perceptions of competence, autonomy, and relatedness, self-determined motivation, enjoyment, and physical activity in the physical education setting directly or indirectly predict leisure-time physical activity. The associations suggest that more adaptive motivation corresponds to transfer of behavior across contexts. Also, the findings suggest that the efficacy of school-based physical activity interventions, within and outside of school, is linked to the degree of support for students' self-determined motivation.

Are children participating in a quasi-experimental education outside the classroom intervention more physically active?

PubMed

Schneller, Mikkel Bo; Duncan, Scott; Schipperijn, Jasper; Nielsen, Glen; Mygind, Erik; Bentsen, Peter

2017-05-26

Education outside the classroom (EOtC) is a curriculum-based approach to teaching that has shown positive associations with children's physical activity and academic learning in small-scale case studies. The purpose of this large-scale quasi-experimental study was to determine if children who participate regularly in EOtC spend more time being physically active than children who do not. In the 2014/2015 study TEACHOUT, classes were recruited in pairs such that each EOtC class had a non-EOtC comparison class at the same school and grade level. Participants in 17 EOtC classes and 16 comparison parallel classes across Denmark wore an Axivity AX3 accelerometer taped to the lower back for seven consecutive days. Data from 201 EOtC participants (63.3% girls, age 10.82 ± 1.05,) and 160 comparison participants (59.3% girls, age 10.95 ± 1.01) were analysed using an 'intention to treat' (ITT) approach. The amount of EOtC the participants were exposed to was monitored. Associations between time spent in different physical activity intensities and EOtC group and sex were assessed using generalised linear models adjusted for age. In a second analysis, we modified the sample using a 'per protocol' (PP) approach, only including EOtC and comparison class pairs where the EOtC class had >150 min and the comparison had <150 min of EOtC during the measured week. On average, EOtC participants spent 8.4 (ITT) and 9.2 (PP) minutes more in moderate-to-vigorous physical activity (MVPA) per day than comparison participants (p < 0.05). However, EOtC boys spent 18.7 (ITT) and 20.8 (PP) minutes more in MVPA per day than comparison boys (p < 0.01), while there were no significant between-group differences for girls. For boys, EOtC was associated with more daily time being spent moderately and vigorously physically active. No differences were observed for girls. Implementing EOtC into schools' weekly practice can be a time- and cost-neutral, supplementary way to increase time spent in PA for boys through grades three to six. The Scientific Ethical Committee in the Capital Region of Denmark protocol number H-4-2014-FSP . 5 March, 2014.

World-Class Higher Education (for Whom?)

ERIC Educational Resources Information Center

Robertson, Susan L.

2012-01-01

The slogan "world-class education" is ubiquitous in education circles. This essay looks closely at who is advancing this idea, why, and where, and the kind of work it is asked to do. Though instruments for determining the world-class status of education institutions were first launched in the 1980s, they have grown exponentially in the past…

Using multimedia learning modules in a hybrid-online course in electricity and magnetism

NASA Astrophysics Data System (ADS)

Sadaghiani, Homeyra R.

2011-06-01

We have been piloting web-based multimedia learning modules (MLMs), developed by the Physics Education Research Group at the University of Illinois at Urbana Champaign (UIUC), as a “prelecture assignment” in several introductory physics courses at California State Polytechnic University at Pomona. In this study, we report the results from a controlled study utilizing modules on electricity and magnetism as a part of a blended hybrid-online course. We asked students in the experimental section to view the MLMs prior to attending the face-to-face class, and to make sure this would not result in additional instructional time, we reduced the weekly class time by one-third. We found that despite reduced class time, student-learning outcomes were not hindered; in fact, the implementation of the UIUC MLMs resulted in a positive effect on student performance on conceptual tests and classroom discussion questions.

The PLUNGE randomized controlled trial: evaluation of a games-based physical activity professional learning program in primary school physical education.

PubMed

Miller, Andrew; Christensen, Erin M; Eather, Narelle; Sproule, John; Annis-Brown, Laura; Lubans, David Revalds

2015-05-01

To evaluate the efficacy of the Professional Learning for Understanding Games Education (PLUNGE) program on fundamental movement skills (FMS), in-class physical activity and perceived sporting competence. A cluster-randomized controlled trial involving one year six class each from seven primary schools (n=168; mean age=11.2 years, SD=1.0) in the Hunter Region, NSW, Australia. In September (2013) participants were randomized by school into the PLUNGE intervention (n=97 students) or the 7-week wait-list control (n=71) condition. PLUNGE involved the use of Game Centered curriculum delivered via an in-class teacher mentoring program. Students were assessed at baseline and 8-week follow-up for three object control FMS (Test of Gross Motor Development 2), in-class physical activity (pedometer steps/min) and perceived sporting competence (Self-perception Profile for Children). Linear mixed models revealed significant group-by-time intervention effects (all p<0.05) for object control competency (effect size: d=0.9), and in-class pedometer steps/min (d=1.0). No significant intervention effects (p>0.05) were observed for perceived sporting competence. The PLUNGE intervention simultaneously improved object control FMS proficiency and in-class PA in stage three students. Copyright © 2015 Elsevier Inc. All rights reserved.

Commentary: Why Abandoning Undergraduate Laboratories Is Not an Option

ERIC Educational Resources Information Center

Costa, Manuel Joao

2010-01-01

Laboratory exercises (labs) are sometimes regarded as dispensable in biochemistry and molecular biology (BMB) education for various reasons including a combination of increased class costs and small budget allocations, pressing demands for more time to lecture to fit in new BMB discoveries within constant time span of courses, and the fact that…

Emotion Work in Time-Out Schools

ERIC Educational Resources Information Center

Brüggen, Susanne; Labhart, Carmen Kosorok

2013-01-01

From a sociological perspective, the topic of emotion in schools has been a rather neglected issue. In this article, we present two types of "emotion work", namely degradation work and rectification work. We describe how teachers in a special education programme called Time-out class employ feelings to get the work done efficiently.…

Flipping the classroom to teach Millennial residents medical leadership: a proof of concept.

PubMed

Lucardie, Alicia T; Berkenbosch, Lizanne; van den Berg, Jochem; Busari, Jamiu O

2017-01-01

The ongoing changes in health care delivery have resulted in the reform of educational content and methods of training in postgraduate medical leadership education. Health care law and medical errors are domains in medical leadership where medical residents desire training. However, the potential value of the flipped classroom as a pedagogical tool for leadership training within postgraduate medical education has not been fully explored. Therefore, we designed a learning module for this purpose and made use of the flipped classroom model to deliver the training. The flipped classroom model reverses the order of learning: basic concepts are learned individually outside of class so that more time is spent applying knowledge to discussions and practical scenarios during class. Advantages include high levels of interaction, optimal utilization of student and expert time and direct application to the practice setting. Disadvantages include the need for high levels of self-motivation and time constraints within the clinical setting. Educational needs and expectations vary within various generations and call for novel teaching modalities. Hence, the choice of instructional methods should be driven not only by their intrinsic values but also by their alignment with the learners' preference. The flipped classroom model is an educational modality that resonates with Millennial students. It helps them to progress quickly beyond the mere understanding of theory to higher order cognitive skills such as evaluation and application of knowledge in practice. Hence, the successful application of this model would allow the translation of highly theoretical topics to the practice setting within postgraduate medical education.

Flipping the classroom to teach Millennial residents medical leadership: a proof of concept

PubMed Central

Lucardie, Alicia T; Berkenbosch, Lizanne; van den Berg, Jochem; Busari, Jamiu O

2017-01-01

Introduction The ongoing changes in health care delivery have resulted in the reform of educational content and methods of training in postgraduate medical leadership education. Health care law and medical errors are domains in medical leadership where medical residents desire training. However, the potential value of the flipped classroom as a pedagogical tool for leadership training within postgraduate medical education has not been fully explored. Therefore, we designed a learning module for this purpose and made use of the flipped classroom model to deliver the training. Evidence The flipped classroom model reverses the order of learning: basic concepts are learned individually outside of class so that more time is spent applying knowledge to discussions and practical scenarios during class. Advantages include high levels of interaction, optimal utilization of student and expert time and direct application to the practice setting. Disadvantages include the need for high levels of self-motivation and time constraints within the clinical setting. Discussion Educational needs and expectations vary within various generations and call for novel teaching modalities. Hence, the choice of instructional methods should be driven not only by their intrinsic values but also by their alignment with the learners’ preference. The flipped classroom model is an educational modality that resonates with Millennial students. It helps them to progress quickly beyond the mere understanding of theory to higher order cognitive skills such as evaluation and application of knowledge in practice. Hence, the successful application of this model would allow the translation of highly theoretical topics to the practice setting within postgraduate medical education. PMID:28144170

Teleducation : Linking Continents Across Time and Space Through Live, Real-Time Interactive Classes

NASA Astrophysics Data System (ADS)

Macko, S. A.; Szuba, T.; Swap, R.; Annegarn, H.; Marjanovic, B.; Vieira, F.; Brito, R.

2005-12-01

International education is a natural extension of global economies, global environmental concerns, and global science. While faculty and student exchanges between geographic areas permit for educational experiences and cultural exchanges for the privileged few, distance learning offers opportunities for educational exchanges under any circumstance where time, expense, or location otherwise inhibit offering or taking a particular course of study. However, there are severe pedagogical limitations to traditional Web-based courses that suffer from a lack of personalized, spontaneous exchange between instructor and student. The technology to establish a real time, interactive teleducation program exists, but to our knowledge is relatively untested in a science classroom situation, especially internationally over great distances. In a project to evaluate this type of linkage, we offered a real-time, interactive class at three separate universities, which communicated instantaneously across an ocean at a distance of greater than 8,000 miles and seven time zones. The course, 'Seminar on the Ecology of African Savannas', consisted of a series of 11 lectures originating in either Mozambique (University of Eduardo Mondlane), South Africa (University of the Witwatersrand) or the United States (University of Virginia). We combined ISDN, internet and satellite linkages to facilitate the lectures and real time discussions between instructors and approximately 200 university students in the three countries. Although numerous technical, logistical, and pedagogical issues - both expected and unexpected - arose throughout the pilot year, the project can be viewed as overwhelmingly successful and certainly serves as proof-of-concept for future initiatives, both internationally and locally. This review of our experience will help to prepare other students, faculty, and institutions interested in establishing or developing international education initiatives

Physical, policy, and sociocultural characteristics of the primary school environment are positively associated with children's physical activity during class time.

PubMed

Martin, Karen; Bremner, Alexandra; Salmon, Jo; Rosenberg, Michael; Giles-Corti, Billie

2014-03-01

The objective of this study was to develop a multidomain model to identify key characteristics of the primary school environment associated with children's physical activity (PA) during class-time. Accelerometers were used to calculate time spent in moderate-to-vigorous physical activity during class-time (CMVPA) of 408 sixth-grade children (mean ± SD age 11.1 ± 0.43 years) attending 27 metropolitan primary schools in Perth Western Australia. Child and staff self-report instruments and a school physical environment scan administered by the research team were used to collect data about children and the class and school environments. Hierarchical modeling identified key variables associated with CMVPA. The final multilevel model explained 49% of CMVPA. A physically active physical education (PE) coordinator, fitness sessions incorporated into PE sessions and either a trained PE specialist, classroom teacher or nobody coordinating PE in the school, rather than the deputy principal, were associated with higher CMVPA. The amount of grassed area per student and sporting apparatus on grass were also associated with higher CMVPA. These results highlight the relevance of the school's sociocultural, policy and physical environments in supporting class-based PA. Interventions testing optimization of the school physical, sociocultural and policy environments to support physical activity are warranted.

Process evaluation results from the HEALTHY physical education intervention

PubMed Central

Hall, William J.; Zeveloff, Abigail; Steckler, Allan; Schneider, Margaret; Thompson, Deborah; Pham, Trang; Volpe, Stella L.; Hindes, Katie; Sleigh, Adriana; McMurray, Robert G.

2012-01-01

Process evaluation is an assessment of the implementation of an intervention. A process evaluation component was embedded in the HEALTHY study, a primary prevention trial for Type 2 diabetes implemented over 3 years in 21 middle schools across the United States. The HEALTHY physical education (PE) intervention aimed at maximizing student engagement in moderate-to-vigorous physical activity through delivery of structured lesson plans by PE teachers. Process evaluation data collected via class observations and interventionist interviews assessed fidelity, dose delivered, implementor participation, dose received and barriers. Process evaluation results indicate a high level of fidelity in implementing HEALTHY PE activities and offering 225 min of PE every 10 school days. Concerning dose delivered, students were active for approximately 33 min of class, representing an average of 61% of the class time. Results also indicate that PE teachers were generally engaged in implementing the HEALTHY PE curriculum. Data on dose received showed that students were highly engaged with the PE intervention; however, student misbehavior was the most common barrier observed during classes. Other barriers included teacher disengagement, large classes, limited gym space and poor classroom management. Findings suggest that the PE intervention was generally implemented and received as intended despite several barriers. PMID:22156231

Process evaluation results from the HEALTHY physical education intervention.

PubMed

Hall, William J; Zeveloff, Abigail; Steckler, Allan; Schneider, Margaret; Thompson, Deborah; Pham, Trang; Volpe, Stella L; Hindes, Katie; Sleigh, Adriana; McMurray, Robert G

2012-04-01

Process evaluation is an assessment of the implementation of an intervention. A process evaluation component was embedded in the HEALTHY study, a primary prevention trial for Type 2 diabetes implemented over 3 years in 21 middle schools across the United States. The HEALTHY physical education (PE) intervention aimed at maximizing student engagement in moderate-to-vigorous physical activity through delivery of structured lesson plans by PE teachers. Process evaluation data collected via class observations and interventionist interviews assessed fidelity, dose delivered, implementor participation, dose received and barriers. Process evaluation results indicate a high level of fidelity in implementing HEALTHY PE activities and offering 225 min of PE every 10 school days. Concerning dose delivered, students were active for approximately 33 min of class, representing an average of 61% of the class time. Results also indicate that PE teachers were generally engaged in implementing the HEALTHY PE curriculum. Data on dose received showed that students were highly engaged with the PE intervention; however, student misbehavior was the most common barrier observed during classes. Other barriers included teacher disengagement, large classes, limited gym space and poor classroom management. Findings suggest that the PE intervention was generally implemented and received as intended despite several barriers.

Discussion map and cooking classes: testing the effectiveness of teaching food safety to immigrants and refugees.

PubMed

Gold, Abby; Yu, Nan; Buro, Brandy; Garden-Robinson, Julie

2014-01-01

To evaluate the effectiveness of a food safety map as an educational method with English language learners. English language learner community members (n = 73) were assigned randomly to participate in 1 of 3 experimental conditions: food safety map, cooking class, and control. Participants in the food safety map and cooking class conditions completed a pre-education demographic and cooking history questionnaire, a post-education knowledge and intention questionnaire, and a 2-week post-cooking and food safety habits assessment. Participants in the control group received no educational training but completed the pre- and 2-week post-education assessments. The cooking class and the map class were both effective in increasing food safety knowledge. Specifically, by comparing with the control group, they significantly increased participants' knowledge of safely cooking large meat (χ² [df = 2, n = 66] = 40.87; P < .001; V* = .79) and correctly refrigerating cooked food (χ² [df = 2, n = 73] = 24.87, P < .001; V* = .58). The two class types generated similar positive educational effects on boosting food safety behavioral intention (measured right after the class). The data collected 2 weeks after the classes suggested that individuals who took the classes followed the suggested food behaviors more closely than those in the control group (P < .01). The food safety map is simple to use and prepare, beneficial for oral and visual learners, and inexpensive. Compared with a food safety cooking class, the map produces similar learning and behavioral outcomes. Copyright © 2014 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Effects of Reinforcement Method of Dissection Physiology Education on the Achievement in Pharmacology.

PubMed

Kitayama, Tomoya; Kagota, Satomi; Yoshikawa, Noriko; Kawai, Nobuyuki; Nishimura, Kanae; Miura, Takeshi; Yasui, Naomi; Shinozuka, Kazumasa; Nakabayashi, Toshikatsu

2016-01-01

The Pharmaceutical Education Support Center was established in the Department of Pharmacy at the School of Pharmacy and Pharmaceutical Science of Mukogawa Women's University in 2014. We started teaching first and second years students according to proficiency from the 2014 academic year. Students were divided into two classes: the regular class (high proficiency class) and the basic class (low proficiency class), based on achievement in several basic subjects related to the study of pharmacy. The staffs in the Pharmaceutical Education Support Center reinforce what is taught to students in the basic class. In this reinforcement method of education, the class size is small, consisting of about 15 students, a quiz to review the previous lesson is given at the beginning of each lecture, and an additional five lectures are conducted, compared to the high proficiency class, which receives 15 lectures. In this study, we evaluated the effects of the reinforcement method of physiology education on achievement in pharmacology that was not conducted in the proficiency-dependent teaching method. The students in the basic class in physiology education were chosen based on achievement levels in anatomy. Achievement levels of pharmacology students in the basic class of physiology improved compared with those of students who had the same achievement levels in physiology but were not taught according to proficiency-dependent teaching in the 2013 academic year. These results suggest that the reinforcement method for education in basic subjects in pharmacy, such as physiology, can improve achievement in more advanced subjects, such as pharmacology.

Social Class and Education: Global Perspectives

ERIC Educational Resources Information Center

Weis, Lois, Ed.; Dolby, Nadine, Ed.

2012-01-01

"Social Class and Education: Global Perspectives" is the first empirically grounded volume to explore the intersections of class, social structure, opportunity, and education on a truly global scale. Fifteen essays from contributors representing the US, Europe, China, Latin America and other regions offer an unparralleled examination of…

Effects of outdoor education stream classes on substrate movement and macroinvertebrate colonization

USDA-ARS?s Scientific Manuscript database

Environmental education and stream quality monitoring overlap in stream classes conducted at resident outdoor education (ROE) programs. ROE programs frequently use the same stream locations for their stream classes. The repeated use of the same location can potentially degrade aquatic macroinverte...

Education and trajectories of cognitive decline over 9 years in very old people: methods and risk analysis.

PubMed

Muniz-Terrera, Graciela; Matthews, Fiona; Dening, Tom; Huppert, Felicia A; Brayne, Carol

2009-05-01

the investigation of cognitive decline in the older population has been hampered by analytical considerations. Most studies of older people over prolonged periods suffer from loss to follow-up, yet this has seldom been investigated fully to date. Such considerations limit our understanding of how basic variables such as education can affect cognitive trajectories. we examined cognitive trajectories in a population-based cohort study in Cambridge, UK, of people aged 75 and over in whom multiple interviews were conducted over time. Cognitive function was assessed using the Mini-Mental State Examination (MMSE). Socio-demographic variables were measured, including educational level and social class. An age-based quadratic latent growth model was fitted to cognitive scores. The effect of socio-demographic variables was examined on all latent variables and the probability of death and dropout. at baseline, age, education, social class and mobility were associated with cognitive performance. Education and social class were not related to decline or its rate of change. In contrast, poor mobility was associated with lower cognitive performance, increased cognitive decline and increased rate of change of cognitive decline. Gender, age, mobility and cognitive ability predicted death and dropout contrary to much of the current literature, education was not related to rate of cognitive decline or change in this rate as measured by MMSE. Higher levels of education do not appear to protect against cognitive decline, though if the MMSE is used in the diagnostic process, individuals with less education may be diagnosed as having dementia somewhat earlier.

School beverage environment and children's energy expenditure associated with physical education class: an agent-based model simulation.

PubMed

Chen, H-J; Xue, H; Kumanyika, S; Wang, Y

2017-06-01

Physical activity contributes to children's energy expenditure and prevents excess weight gain, but fluid replacement with sugar-sweetened beverages (SSBs) may diminish this benefit. The aim of this study was to explore the net energy expenditure (EE) after physical education (PE) class given the competition between water and SSB consumption for rehydration and explore environmental factors that may influence the net EE, e.g. PE duration, affordability of SSB and students' SSB preference. We built an agent-based model that simulates the behaviour of 13-year-old children in a PE class with nearby water fountains and SSB vending machines available. A longer PE class contributed to greater prevalence of dehydration and required more time for rehydration. The energy cost of a PE class with activity intensity equivalent to 45 min of jogging is about 300 kcal on average, i.e. 10-15% of average 13-year-old children's total daily EE. Adding an SSB vending machine could offset PE energy expenditure by as much as 90 kcal per child, which was associated with PE duration, students' pocket money and SSB preference. Sugar-sweetened beverage vending machines in school may offset some of the EE in PE classes. This could be avoided if water is the only readily available source for children's fluid replacement after class. © 2016 World Obesity Federation.

Rack 'em, pack 'em and stack 'em: challenges and opportunities in teaching large classes in higher education.

PubMed

Kumar, Saravana

2013-01-01

The higher education sector is undergoing tremendous change, driven by complex driving forces including financial, administrative, and organisational and stakeholder expectations. It is in this challenging environment, educators are required to maintain and improve the quality of teaching and learning outcomes while contending with increasing class sizes. Despite mixed evidence on the effectiveness of large classes on student outcomes, large classes continue to play an important part in higher education. While large classes pose numerous challenges, they also provide opportunities for innovative solutions. This paper provides an overview of these challenges and highlights opportunities for innovative solutions.

A Reverse Hawthorne Effect in Educational Evaluation

ERIC Educational Resources Information Center

Zdep, Stanley M.; Irvine, Sidney H.

1970-01-01

In an evaluation of the effectiveness of broadcasting media in education the control class achieved higher posttest scores than the experimental classes. These results suggest that when experimental and control classes are housed at the same location, teachers of control classes may and can motivate their students so that their classes no longer…

Teaching Sustainabilty in the Setting of a Field-based Class on the Oceans in Captivity

NASA Astrophysics Data System (ADS)

Macko, Stephen; Tuite, Michael; O'Connell, Matthew

2013-04-01

Sustainability awareness is increasingly a subject in educational settings. Marine science classes are perfect settings of establishing sustainability awareness owing to declining populations of organisms and perceived collapsenin fisheries worldwide. Students in oceanography classes often request more direct exposure to actual ocean situations or field trips. During regular session (13 week) or shorter term (4 week) summer classes such long trips are logistically difficult owing to large numbers of students involved or timing. This new approach to such a course supplement addresses the requests by utilizing local resources and short field trips for a limited number of students (20) to locations in which Ocean experiences are available, and are often supported through education and outreach components. The vision of the class was a mixture of classroom time, readings, along with paper and laboratories. In addition short day-long trips to locations where the ocean was "captured" were also used to supplement the experience as well as speakers involved with aquaculture ("cultivated") Central Virginia is a fortunate location for such a class, with close access for "day travel" to the Chesapeake Bay and numerous field stations, museums with ocean-based exhibits (the Smithsonian and National Zoo) that address both extant and extinct Earth history, as well as national/state aquaria in Baltimore, Washington and Virginia Beach. Furthermore, visits to local seafood markets at local grocery stores, or larger city markets) enhance the exposure to productivity in the ocean, and viability of the fisheries sustainability. The course could then address not only the particulars of the marine science, but also aspects of sustainability with discussions on ethics, including keeping animals in captivity or overfishing of particular species and the special difficulties that arise from captive or culturing ocean populations. In addition, the class was encouraged to post web-based journals of experiences in order to share opinions of observations in each of the settings, including the evaluation of the foods they were consuming during the class.

Enhancement of Customary Dermoscopy Education With Spaced Education e-Learning: A Prospective Controlled Trial.

PubMed

Boespflug, Amélie; Guerra, José; Dalle, Stéphane; Thomas, Luc

2015-08-01

Dermoscopy permits the detection of early-stage melanomas but is difficult to learn. It is important to develop effective teaching methods. Spaced education is a methodology within the field of adaptive learning that uses online tools to reinforce long-term retention. To determine whether a spaced education dermoscopy module improved dermoscopy skills in the continuing medical education setting and to evaluate participant satisfaction. We designed a prospective controlled study with 2 sequential cohorts of participants enrolled between September 2010 and September 2013, in the continuing medical education dermoscopy program of the Claude Bernard-Lyon 1 University in Lyon, France. Participants enrolled in this program were either certified dermatologists or senior dermatology residents. The control group (n = 95) comprised all participants enrolled during the 2 first years of the study (49 participants in the class of 2010, 46 in the class of 2011). The intervention group (n = 96) comprised all participants enrolled during the third and fourth years of the study (46 in the class of 2012; 50 in the class of 2013). All participants attended a 3-day lecture followed by small-group tutorials 4 months later. Each participant also attended a day of consultation with a dermoscopy specialist. In addition, participants in the intervention group were enrolled in an e-learning spaced education dermoscopy program. The main outcome measure was mean participant scores at the posttest evaluation, which was conducted 4 months after course enrollment. The intervention group had better results at the posttest, with a mean (SD) score (out of a possible 160.0 points) of 148.1 (5.8) (n = 82 participants) vs 145.7 (7.7) (n = 90 participants) in the control group (P = .02). Ninety-two percent of the participants (80 of 87) were extremely or very satisfied with the e-learning module. Participant engagement was high, with an average of 85% of participants (80 of 94) "on track" at any given time of the year. Our study shows that, in the context of continuing medical education, a spaced education Internet dermoscopy module combined with in-class training increases participant performances in dermoscopy. It is easy to use and adaptable to professional working schedules.

Heart Rates of High School Physical Education Students during Team Sports, Individual Sports, and Fitness Activities

ERIC Educational Resources Information Center

Laurson, Kelly R.; Brown, Dale D.; Cullen, Robert W.; Dennis, Karen K.

2008-01-01

This study examined how activity type influenced heart rates and time spent in target heart rate zones of high school students participating in physical education classes. Significantly higher average heart rates existed for fitness (142 plus or minus 24 beats per minute [bpm]) compared to team (118 plus or minus 24 bpm) or individual (114 plus or…

Youth Jobs Programs: The Critical Need for a Comprehensive Strategy. Testimony before the House Education and Labor Committee.

ERIC Educational Resources Information Center

Taggart, Robert

In times of economic recession, dollars for job training and job placement programs grow scarcer, and those that are available tend to go to middle-class workers who are displaced or temporarily unemployed. The structurally unemployed--primarily the poor, the less educated, and minority youth--find it harder to compete for the needed training, and…

Increasing Student Communication and Spontaneous Language Use in the L2 Classroom: A Careful Consideration of the Flipped Classroom Model

ERIC Educational Resources Information Center

Bachelor, Jeremy W.

2017-01-01

There is an ongoing debate among L2 educators regarding the best way for students to achieve effective communication and language spontaneity. The flipped classroom refers to an educational model where the traditional practice of dedicating class time to direct instruction is flipped so that students receive initial instruction at home and then…

Improved Reflections: American Magazines, Higher Education, and the Construction of a Middle-Class Male Identity through European Comparisons, 1890-1915

ERIC Educational Resources Information Center

Clark, Daniel

2010-01-01

Historians of American education readily acknowledge that in the mid-19th century the German university and academic ideal rose in prominence among American academicians, who then worked diligently to replicate the German university model in the United States. During this same time, however, many more Americans were exposed to a different…

Necessary for Success: Building Mastery of World-Class Skills--A State Policymakers Guide to Competency Education. CompetencyWorks Issue Brief

ERIC Educational Resources Information Center

Patrick, Susan; Sturgis, Chris

2013-01-01

After two decades of major education reforms without seeing major gains for low-income students, state leadership is coming to the conclusion that there is something inherently wrong with America's K-12 system. States have called into question the time-based system built around the Carnegie unit and are now rapidly advancing an alternative. By…

Motivational Climate, 2×2 Achievement Goal Orientation and Dominance, Self-Regulation, and Physical Activity in Pre-Service Teacher Education

ERIC Educational Resources Information Center

Cecchini-Estrada, José-Antonio; Méndez-Giménez, Antonio

2017-01-01

This longitudinal study investigated the effects of a mastery motivational climate in physical education (PE) classes on 2×2 achievement goal orientation and dominance, self-regulated learning (SRL), and physical activity (PA) in leisure time. A total of 408 (264 women, 144 men) university students were randomly assigned to two groups:…

ConfChem Conference on Flipped Classroom: Using a Blog to Flip a Classroom

ERIC Educational Resources Information Center

Haile, January D.

2015-01-01

This communication summarizes one of the invited papers to the Flipped Classroom ACS Division of Chemical Education Committee on Computers in Chemical Education online ConfChem held from May 18 to June 24, 2014. Just in Time Teaching is a technique in which students read the material before class and respond to a few questions. In a first-year…

Cold-Weather Sports

MedlinePlus

... Videos for Educators Search English Español Cold-Weather Sports KidsHealth / For Teens / Cold-Weather Sports What's in this article? What to Do? Classes ... weather. What better time to be outdoors? Winter sports can help you burn calories, increase your cardiovascular ...

Responsive Education Applied to Engineering Mechanics.

ERIC Educational Resources Information Center

Brillhart, Lia V.

1981-01-01

With less time to spend with individual students, teachers of large classes may need course materials that augment texts and lectures. The author discusses what criteria such materials must meet and gives examples from a course in statics. (Author/DS)

34 CFR 300.143 - Separate classes prohibited.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 2 2010-07-01 2010-07-01 false Separate classes prohibited. 300.143 Section 300.143 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION ASSISTANCE TO STATES FOR THE EDUCATION OF...

Working toward Literacy in Correctional Education ESL

ERIC Educational Resources Information Center

Gardner, Susanne

2014-01-01

Correctional Education English as a Second Language (ESL) literacy programs vary from state to state, region to region. Some states enroll their correctional ESL students in adult basic education (ABE) classes; other states have separate classes and programs. At the Maryland Correctional Institution in Jessup, the ESL class is a self-contained…

Follow-up Study of Special Education Graduates: Class of 1983.

ERIC Educational Resources Information Center

Hawkins, Joseph A., Jr.

The Montgomery County Public Schools, (MCPS), Maryland, annually surveys its graduating classes to help determine whether MCPS adequately prepares its graduates. This is the first follow-up study of MCPS's 10 special education schools' graduates (class of 1983). It investigates: (1) postsecondary education and employment activities; (2) students'…

34 CFR 76.657 - Separate classes prohibited.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 1 2010-07-01 2010-07-01 false Separate classes prohibited. 76.657 Section 76.657 Education Office of the Secretary, Department of Education STATE-ADMINISTERED PROGRAMS What Conditions Must... separately on the basis of school enrollment or religion of the students if: (a) The classes are at the same...

The NRAO Observing for University Classes Program

NASA Astrophysics Data System (ADS)

Cannon, John M.; Van Moorsel, Gustaaf A.

2017-01-01

The NRAO "Observing for University Classes" program is a tremendous resource for instructors of courses in observational astronomy. As a service to the astronomical and educational communities, the NRAO offers small amounts of observing time on the Very Large Array (VLA) and the Very Long Baseline Array to such instructors. The data can be used by students and faculty to demonstrate radio astronomy theory with modern data products. Further, the results may lead to publication; this is a unique opportunity for faculty members to integrate research into the classroom. Previous experience with NRAO facilities is required for instructors; individuals without radio astronomy experience can take advantage of other NRAO educational opportunities (e.g., the Synthesis Imaging Workshop) prior to using the program. No previous experience with radio astronomy data is required for students; this is the primary target audience of the program. To demonstrate concept, this poster describes three different VLA observing programs that have been completed using the "Observing for University Classes" resource at Macalester College; undergraduate students have published the results of all three of these programs. Other recent "Observing for University Classes" programs are also described.

Continuous estimates of Survival through Eight Years of Service Using FY 1979 Cross-Sectional Data.

DTIC Science & Technology

1981-07-01

performed for Class A school attendees and non-A school attendees, holding constant the effects of age, educational level, and mental group.* Mean...through eight years of service for _ non-prior service mail recruits. Average survival 0 times by education , mental group, and age are calculated from...attendees is 35 months and for non-A school attendees is 28 months. As expected, we found that educational level has the great- est impact on survival

Sport Education and Direct Instruction Units: Comparison of Student Knowledge Development in Athletics.

PubMed

Pereira, José; Araújo, Rui; Farias, Cláudio; Bessa, Cristiana; Mesquita, Isabel

2016-12-01

This study conducted a comparative analysis of students' knowledge development on athletics in Sport Education and in a Direct Instruction unit taking into account sex and initial skill level. The participants were an experienced Physical Education teacher and two sixth-grade classes totaling 47 students (25 boys and 22 girls). Each class was randomly placed in either Sport Education or Direct Instruction classes and participated in 20, 45-minutes lessons focused on shot put, hurdles and triple jump. Knowledge on athletics was assessed through a 25-items written and video-based test. The inter-group differences and improvements across time in the knowledge test were analyzed through the Mann-Whitney and Wilcoxon tests, respectively. There were significant knowledge improvements in both instructional approaches irrespective of students' gender and skill level. In Direct Instruction, the type of task organization, the high rates of repetition of movement patterns and feedback by the teacher were beneficial to student learning. In Sport Education, the autonomy granted to students in the control of the pace of task transitions by making on-going judgments on achievement of performance criteria, implicated students affectively and cognitively with the learning content. It was further supported that several models and teaching strategies should be taken into consideration when teaching Physical Education. Different approaches should be perceived as alternatives and teachers should retain the best in each according with the moment in the unit, student developmental stage, and the specific learning objectives in the task.

Prevalence and socio-demographic correlates of time spent cooking by adults in the 2005 UK Time Use Survey. Cross-sectional analysis.

PubMed

Adams, Jean; White, Martin

2015-09-01

This study aimed to document the prevalence and socio-demographic correlates of time spent cooking by adults in the 2005 UK Time-Use Survey. Respondents reported their main activities, in 10 minute slots, throughout one 24 hour period. Activities were coded into 30 pre-defined codes, including 'cooking, washing up'. Four measures of time spent cooking were calculated: any time spent cooking, 30 continuous minutes spent cooking, total time spent cooking, and longest continuous time spent cooking. Socio-demographic correlates were: age, employment, social class, education, and number of adults and children in the household. Analyses were stratified by gender. Data from 4214 participants were included. 85% of women and 60% of men spent any time cooking; 60% of women and 33% of men spent 30 continuous minutes cooking. Amongst women, older age, not being in employment, lower social class, greater education, and living with other adults or children were positively associated with time cooking. Few differences in time spent cooking were seen in men. Socio-economic differences in time spent cooking may have been overstated as a determinant of socio-economic differences in diet, overweight and obesity. Gender was a stronger determinant of time spent cooking than other socio-demographic variables. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

Kids Identifying and Defeating Stroke (KIDS): development and implementation of a multiethnic health education intervention to increase stroke awareness among middle school students and their parents.

PubMed

Mullen Conley, Kathleen; Juhl Majersik, Jennifer; Gonzales, Nicole R; Maddox, Katherine E; Pary, Jennifer K; Brown, Devin L; Moyé, Lemuel A; Espinosa, Nina; Grotta, James C; Morgenstern, Lewis B

2010-01-01

The Kids Identifying and Defeating Stroke (KIDS) project is a 3-year prospective, randomized, controlled, multiethnic school-based intervention study. Project goals include increasing knowledge of stroke signs and treatment and intention to immediately call 911 among Mexican American (MA) and non-Hispanic White (NHW) middle school students and their parents. This article describes the design, implementation, and interim evaluation of this theory-based intervention. Intervention students received a culturally appropriate stroke education program divided into four 50-minute classes each year during the sixth, seventh, and eighth grades. Each class session also included a homework assignment that involved the students' parents or other adult partners. Interim-test results indicate that this educational intervention was successful in improving students' stroke symptom and treatment knowledge and intent to call 911 upon witnessing a stroke compared with controls. The authors conclude that this school-based educational intervention to reduce delay time to hospital arrival for stroke shows early promise.

The Story of Ferris Urbanowski: California, Here We Come!

PubMed Central

Zwelling, Elaine

2001-01-01

Although childbirth educators may not all have known her by name, the lovely redhead who was the star childbirth educator in the 1970s film The Story of Eric was a familiar face. After viewing the film numerous times in our classes, early childbirth educators all felt that we knew her. Ferris Urbanowski was an early crusader for the Lamaze method of childbirth preparation in California in the 1960s. She worked to convince physicians in the Los Angeles area of the merits of the method, to establish classes for expectant parents, and to start a chapter of ASPO (now, Lamaze International, Inc.) in Los Angeles. Her book about yoga illustrated how additional methods of relaxation could benefit pregnant women. Today, Urbanowski attributes her past involvement in childbirth education to her current professional role as a teacher and counselor in the field of stress reduction at the Stress Reduction Clinic at the University of Massachusetts Medical Center. PMID:17273248

Behavioral and mental health risk factor profiles among diverse primary care patients.

PubMed

Glenn, Beth A; Crespi, Catherine M; Rodriguez, Hector P; Nonzee, Narissa J; Phillips, Siobhan M; Sheinfeld Gorin, Sherri N; Johnson, Sallie Beth; Fernandez, Maria E; Estabrooks, Paul; Kessler, Rodger; Roby, Dylan H; Heurtin-Roberts, Suzanne; Rohweder, Catherine L; Ory, Marcia G; Krist, Alex H

2018-06-01

Behavioral and mental health risk factors are prevalent among primary care patients and contribute substantially to premature morbidity and mortality and increased health care utilization and costs. Although prior studies have found most adults screen positive for multiple risk factors, limited research has attempted to identify factors that most commonly co-occur, which may guide future interventions. The purpose of this study was to identify subgroups of primary care patients with co-occurring risk factors and to examine sociodemographic characteristics associated with these subgroups. We assessed 12 behavioral health risk factors in a sample of adults (n=1628) receiving care from nine primary care practices across six U.S. states in 2013. Using latent class analysis, we identified four distinct patient subgroups: a 'Mental Health Risk' class (prevalence=14%; low physical activity, high stress, depressive symptoms, anxiety, and sleepiness), a 'Substance Use Risk' class (29%; highest tobacco, drug, alcohol use), a 'Dietary Risk' class (29%; high BMI, poor diet), and a 'Lower Risk' class (27%). Compared to the Lower Risk class, patients in the Mental Health Risk class were younger and less likely to be Latino/Hispanic, married, college educated, or employed. Patients in the Substance Use class tended to be younger, male, African American, unmarried, and less educated. African Americans were over 7 times more likely to be in the Dietary Risk versus Lower Risk class (OR 7.7, 95% CI 4.0-14.8). Given the heavy burden of behavioral health issues in primary care, efficiently addressing co-occurring risk factors in this setting is critical. Copyright © 2018 Elsevier Inc. All rights reserved.

Making Sense of Time as Context: Theoretical Affordances of Chronotopes in the Study of Schooling and Student Success. WCER Working Paper No. 2010-11

ERIC Educational Resources Information Center

Compton-Lilly, Catherine

2010-01-01

Time regulates the lives of educators. Time on task, 45-minute classes, 2-hour literacy blocks, 10-week marking periods, and 40-week school years are central to teachers' lives and to the operation of schools. In contemporary schools, benchmarks, standards, promotion, retention, graduation, and ultimately school success are all intricately…

Environmental Education in High Schools in Kosovo—A teachers' perspective

NASA Astrophysics Data System (ADS)

Hyseni Spahiu, Mimoza; Korca, Bardha; Lindemann-Matthies, Petra

2014-11-01

The integration of education for sustainable development (ESD) into all levels of education is a key priority in Kosovo's environmental action plan. However, at present it is not even known how environmental education (EE) is integrated in the country's educational system. With the help of a written questionnaire and in-depth interviews with 18 teachers, this study investigated the integration of EE in high schools (optional upper secondary education) in Kosovo. The representative sample of biology, geography, chemistry, and civic education teachers (244 persons) focused on various kinds of pollution and hazards of pollutants. Teachers' choice of topics was highly relevant, place-based, and linked to the experiences of students, but excluded sustainability issues such as the loss of biodiversity. EE was approached in three ways. The first approach critically reflected links between the natural, social, and cultural environment, while the second approach was characterized by knowledge submission of environmental facts. The third approach aimed at capacity-building and, in the sense of ESD, understood learning as process-oriented, participatory, and action-oriented. However, this approach was rather uncommon, most likely due to insufficient teacher preparation, large classes (up to 50 students), and little time (just one hour per week for EE). Class size and time also restricted outdoor activities, in particular field work. Nevertheless, in view of the interviewees, ideal EE would mean outdoor education, field work and other place-based, capacity-building practical experiences, and the development of critical thinking skills. This exemplifies that approaches to ESD may find support from dedicated teachers in Kosovo.

The Dilemma of Time: Student-Centered Teaching in the Rural Classroom in China

ERIC Educational Resources Information Center

Wang, Dan

2011-01-01

China has been promoting student-centered education under the current curriculum reform. However, teachers in rural schools continue to exercise tight control of the classroom, with lecturing taking up most of the class time. Drawing on ethnographic observation and interviews in a rural elementary school, this study analyzes the rationale of rural…

Time on Text and Science Achievement for High School Biology Students

ERIC Educational Resources Information Center

Wyss, Vanessa L.; Dolenc, Nathan; Kong, Xiaoqing; Tai, Robert H.

2013-01-01

The conflict between the amount of material to be addressed in high school science classes, the need to prepare students for standardized tests, and the amount of time available forces science educators to make difficult pedagogical decisions on a daily basis. Hands-on and inquiry-based learning offer students more authentic learning experiences…

Stretching and Young Children: Should We or Shouldn't We?

ERIC Educational Resources Information Center

Mally, Kristi K.

2006-01-01

The purpose of this article is to continue the discussion of "should we or shouldn't we?" Specifically, this article addresses whether or not young children need to spend time participating in static stretching activities during physical education class. Is it a worthwhile use of already limited time to ask young children to stretch? Do they need…

A Health Passport to Promote Children's Regular Practice of Physical Activity outside of School

ERIC Educational Resources Information Center

Blais, Mireille

2008-01-01

Most of the existing ecological studies have been conducted during class instructional time. The purpose of this qualitative study was to describe (a) how students (N = 102; grade 2-4) engaged in a strategy named "Health Passport" taking place mainly outside of school time and (b) how four physical education teachers held students…

Impact of Online Orientation for First-Time Online Students on Retention, Academic Success, and Persistence

ERIC Educational Resources Information Center

Marshall, Lynda

2017-01-01

A challenge faced by higher education is whether online orientation that is offered before the start of class can impact academic performance for online students. The purpose of this quantitative research study was to determine if there are significant differences in retention, academic success, and persistence between first time online students…

Teaching Poetry Tips; Teaching English without Desks; A Brief History of Time and the "Red Clock."

ERIC Educational Resources Information Center

Reid, Gem; And Others

1993-01-01

This issue of "Insights into Open Education" presents three short articles dealing with teaching poetry, English instruction, and the concept of time. The first article, "Teaching Poetry Tips" (Gem Reid), discusses the author's experiences conducting a week-long poetry workshop for a class of 30 second graders. The second article, "Teaching…

Perceptions of part-time faculty by chairpersons of undergraduate health education programs.

PubMed

Price, James H; Braun, Robert E; McKinney, Molly A; Thompson, Amy

2011-11-01

In recent years, it has become commonplace for universities to hire part-time and non-tenure track faculty to save money. This study examined how commonly part-time faculty are used in health education and how they are used to meet program needs. The American Association of Health Education's 2009 "Directory of Institutions Offering Undergraduate and Graduate Degree Programs in Health Education" was used to send a three-wave mailing to programs that were not schools of public health (n = 215). Of the 125 departments (58%) that responded, those that used part-time faculty averaged 7.5 part-time faculty in the previous academic year, teaching on average a total of 10 classes per year. A plurality of departments (38%) were currently using more part-time faculty than 10 years ago and 33% perceived that the number of part-time faculty has resulted in decreases in the number of full-time positions. Although 77% of department chairs claimed they would prefer to replace all of their part-time faculty with one full-time tenure track faculty member. As colleges downsize, many health education programs are using more part-time faculty. Those faculty members who take part-time positions will likely be less involved in academic activities than their full-time peers. Thus, further research is needed on the effects of these changes on the quality of health education training and department productivity.

Gender and Social Class Differences in Japanese Mothers' Beliefs about Children's Education and Socialisation

ERIC Educational Resources Information Center

Yamamoto, Yoko

2016-01-01

Despite increasing rates of university attendance among women, a significant gender gap remains in socialisation and educational processes in Japan. To understand why and how gender-distinctive socialisation processes persist, this study aimed to examine both middle-class and working-class mothers' beliefs about gender, education, and children's…

Class, Identity, and Teacher Education

ERIC Educational Resources Information Center

Van Galen, Jane A.

2010-01-01

This paper explores the possibilities of working with White, working-class teacher education students to explore the "complex social trajectory" (Reay in Women's Stud Int Forum 20(2):225-233, 1997a, p. 19) of class border crossing as they progress through college. Through analysis of a course that I have developed, "Education and the American…

Intensive Education: How It Affects Teachers' and Students' Work Conditions.

ERIC Educational Resources Information Center

Fallon, Karin

This qualitative study of a high school using intensive education shows how teaching and learning were improved when teachers taught and students attended one class daily for 6 weeks. Intensive education is an alternative scheduling and organizational format that reduces class size and extends class length by having teachers and students in one…

Pre-Service Physical Education Teachers' Preference for Class Management Profiles and Teacher's Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Yilmaz, Idris

2013-01-01

The present study aims to identify pre-service physical education teachers' class management profiles, teachers' self-efficacy and the relationship between their class management profiles and teacher self-efficacy beliefs. The universe comprised junior and senior students studying physical education teaching at six different universities (Ahi…

Social Class and Japanese Mothers' Support of Young Children's Education: A Qualitative Study

ERIC Educational Resources Information Center

Yamamoto, Yoko

2015-01-01

The impact of social class backgrounds on young children's educational experiences has attracted increasing attention in early childhood research. However, few longitudinal studies related to social class and parental involvement in young children's education are available, especially in East Asian contexts. In this longitudinal qualitative study,…

Class Size Reduction and Academic Achievement of Low-Socioeconomic Students

ERIC Educational Resources Information Center

Rollins, Sarah E.

2013-01-01

Concern about the academic and social well-being of public education in the United States has been at the forefront of education reform. Increased class sizes, amended curriculum standards, and accountability standards have guided the way toward ways to reduce class sizes to meet the demands put upon educators. This study investigated the…

Influence of a health-related physical fitness model on students' physical activity, perceived competence, and enjoyment.

PubMed

Fu, You; Gao, Zan; Hannon, James; Shultz, Barry; Newton, Maria; Sibthorp, Jim

2013-12-01

This study was designed to explore the effects of a health-related physical fitness physical education model on students' physical activity, perceived competence, and enjoyment. 61 students (25 boys, 36 girls; M age = 12.6 yr., SD = 0.6) were assigned to two groups (health-related physical fitness physical education group, and traditional physical education group), and participated in one 50-min. weekly basketball class for 6 wk. Students' in-class physical activity was assessed using NL-1000 pedometers. The physical subscale of the Perceived Competence Scale for Children was employed to assess perceived competence, and children's enjoyment was measured using the Sport Enjoyment Scale. The findings suggest that students in the intervention group increased their perceived competence, enjoyment, and physical activity over a 6-wk. intervention, while the comparison group simply increased physical activity over time. Children in the intervention group had significantly greater enjoyment.

Multidisciplinary patient education for total joint replacement surgery patients.

PubMed

Prouty, Anne; Cooper, Maureen; Thomas, Patricia; Christensen, Judy; Strong, Cheryl; Bowie, Lori; Oermann, Marilyn H

2006-01-01

The purpose of this article is to describe a preadmission, preoperative educational program offered free of charge for patients undergoing total joint replacement surgery at a large teaching hospital located in metropolitan Detroit, Michigan. In establishing the preoperative educational program, a multidisciplinary approach was used to provide a comprehensive learning environment for patients and their families. To evaluate the effectiveness of the program, patients completed surveys at the end of each class. Patients reported that their expectations of the program were met, they were less anxious about their surgery as a result of attending the classes, and the preoperative teaching by the multidisciplinary team was effective. Having a live session that offered an opportunity to ask individual and specific questions to each healthcare professional with immediate feedback proved to be a positive experience for patients. Patients' comments supported the multidisciplinary team's impression that real-time, interactive teaching was highly valued by patients and their caregivers.

A space standards application to university-class microsatellites: The UNISAT experience

NASA Astrophysics Data System (ADS)

Graziani, Filippo; Piergentili, Fabrizio; Santoni, Fabio

2010-05-01

Hands-on education is recognized as an invaluable tool to improve students' skills, to stimulate their enthusiasm and to educate them to teamwork. University class satellite programs should be developed keeping in mind that education is the main goal and that university satellites are a unique opportunity to make involved students familiar with all the phases of space missions. Moreover university budgets for education programs are much lower than for industrial satellites programs. Therefore two main constraints must be respected: a time schedule fitting with the student course duration and a low economic budget. These have an impact on the standard which can be followed in university class satellite programs. In this paper university-class satellite standardization is discussed on the basis of UNISAT program experience, reporting successful project achievements and lessons learned through unsuccessful experiences. The UNISAT program was established at the Scuola di Ingegneria Aerospaziale by the Group of Astrodynamics of the University of Rome "La Sapienza" (GAUSS) as a research and education program in which Ph.D. and graduate students have the opportunity to gain hands-on experience on small space missions. Four university satellites (UNISAT, UNISAT-2, UNISAT-3, UNISAT-4), weighing about 10 kg, have been designed, manufactured, tested and launched every two years since 2000 in the framework of this program In the paper, after a brief overview of new GAUSS programs, an analysis of the UNISAT satellites ground test campaign is carried out, identifying the most critical procedures and requirements to be fulfilled. Moreover a device for low earth orbit low-cost satellite end-of-life disposal is presented; this system (SIRDARIA) complies with the international guidelines on space debris.

Lecture attendance improves success in medical physiology.

PubMed

Demir, Enver Ahmet; Tutuk, Okan; Dogan, Hatice; Egeli, Duygu; Tumer, Cemil

2017-12-01

The educators have underlined the importance of lecture attendance for decades. Nowadays, students have ample online educational sources, which began a debate on the necessity of in-class lectures. In the present study, we investigated the influence of lecture attendance on the exam success. To this aim, we adopted a novel approach and matched second-year medicine students' answers in three interim exams with the lectures related to those questions. Thereby, we were able to evaluate if attending lectures increases the chance of giving a correct answer to the exam question generated from the attended lecture. Furthermore, we examined students who had never taken the course before (first-time takers) and students who had failed and repeated the course (repeat takers) separately, since repeat takers may have attended a lecture previously. We found that first-time takers attended more lectures and gained higher total scores than repeat takers. Lecture-matched correct answers were significantly higher for attended lectures than for skipped lectures in all interim exams. Moreover, the correlation analyses revealed that the number of correct answers increases by lecture attendance in both first-time and repeat takers. These results indicate that in-class lectures still should be considered as an essential part of the medical physiology education, even in the internet era. Copyright © 2017 the American Physiological Society.

Annual ADEA Survey of Dental School Seniors: 2016 Graduating Class.

PubMed

Wanchek, Tanya; Cook, Bryan J; Valachovic, Richard W

2017-05-01

This report examines the results of the American Dental Education Association (ADEA) Survey of Dental School Seniors graduating in 2016. Data were collected from 4,558 respondents at all 59 U.S. dental schools with graduating classes that year. This annual survey asks graduating students about a variety of topics in order to understand their motivation for attending dental school, educational experiences while in school, debt incurred, and plans following graduation. Motivations for choosing to attend dental school typically involved family or friends who were dentists or students' personal experiences. The timing of the decision to enter dentistry has been getting earlier over time. Similar to previous years, the average graduating student had above $200,000 in student debt. However, for the first time in two decades, inflation-adjusted debt decreased slightly. The reduction in debt was due to students from private schools reducing their average debt by $23,401. Immediately after graduation, most seniors planned to enter private practice (50.5%) or advanced dental education (33.8%). Approximately half of the respondents planned to work in underserved areas at some point in their careers. These findings underscore the continued value of the senior survey to offer a unique view of the diverse characteristics and career paths of the future dental workforce.

The Determinants of Parental Effort in Education Production: Do Parents Respond to Changes in Class Size?

ERIC Educational Resources Information Center

Bonesronning, Hans

2004-01-01

The present paper supplements the traditional class size literature by exploring the causal relationship between class size and parental effort in education production. Class size variation that is exogenous to parental effort comes from interaction between enrollment and a maximum class size rule of 30 students in the lower secondary school in…

Primary Education in Vietnam: Extra Classes and Outcomes

ERIC Educational Resources Information Center

Ha, Tran Thu; Harpham, Trudy

2005-01-01

Extra classes are increasingly observed in both developed and developing countries. In Vietnam, a country where education reforms are at their height, extra classes are proliferating and have become a concern to society and the government. Although the government has banned extra classes that are independent of school administration, teachers…

Views on Values Education: From Teacher Candidates to Experienced Teachers

ERIC Educational Resources Information Center

Iscan, Canay Demirhan

2015-01-01

This study aimed to identify the views of experienced class teachers and class teacher candidates on values education. It conducted standard open-ended interviews with experienced class teachers and teacher candidates. The study group comprised 9 experienced class teachers from different socio-economic levels and 9 teacher candidates with…

Effects of Music on Physical Activity Rates of Junior High School Physical Education Students

ERIC Educational Resources Information Center

Brewer, Lindsey; Barney, David C.; Prusak, Keven A.; Pennington, Todd

2016-01-01

Music is an everyday occurrence in a person's life. Music is heard in the workplace, in homes, and in the mall. Music can also be heard as a person exercises. Therefore, the purpose of this study was to examine the effects of music on junior high students (n = 305) step counts and time in activity in junior high school physical education classes.…

Launching of an American Medical College in the Middle East: "Educational Challenges in a Multicultural Environment"

ERIC Educational Resources Information Center

Hajjar, David P.; Gotto, Antonio M., Jr.

2013-01-01

The graduation of the first class of medical students in May 2008 from the Weill Cornell Medical College in Qatar (WCMC-Q), Cornell University's branch campus in the Middle East, was the first time that an M.D. degree from an American university was awarded abroad. It marked a milestone in American higher education. The establishment of WCMC-Q is…

The effect of flipped teaching combined with modified team-based learning on student performance in physiology.

PubMed

Gopalan, Chaya; Klann, Megan C

2017-09-01

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student attitudes toward flipped teaching with that of traditional lectures using a partial flipped study design. Flipped teaching expected students to have completed preclass material, such as assigned reading, instructor-prepared lecture video(s), and PowerPoint slides. In-class activities included the review of difficult topics, a modified team-based learning (TBL) session, and an individual assessment. In the unflipped teaching format, students were given PowerPoint slides and reading assignment before their scheduled lectures. The class time consisted of podium-style lecture, which was captured in real time and was made available for students to use as needed. Comparison of student performance between flipped and unflipped teaching showed that flipped teaching improved student performance by 17.5%. This was true of students in both the upper and lower half of the class. A survey conducted during this study indicated that 65% of the students changed the way they normally studied, and 69% of the students believed that they were more prepared for class with flipped learning than in the unflipped class. These findings suggest that flipped teaching, combined with TBL, is more effective than the traditional lecture. Copyright © 2017 the American Physiological Society.

Ethnicity and Conflict in Physical Education.

ERIC Educational Resources Information Center

Carroll, Bob; Hollinshead, Graeme

1993-01-01

Reports on a study of Muslim children in physical education classes in a British secondary school. Finds areas of cultural conflict, such as physical education uniforms and regulations about showering after class. Calls for better preservice and inservice teacher education in a wider educational and societal context. (CFR)

Educating the People: "Cours d'adultes" and Social Stratification in France, 1830-1870

ERIC Educational Resources Information Center

Rowe, Steven E.

2010-01-01

This essay examines the formation, operation, and social effects of adult education classes in France during the nineteenth century. These classes were created and operated prior to the formation of France's national education system and were part of the expansion of primary schooling for the working class, or more generally for "the…

Developmental Outcomes of Children in Classes for Special Educational Needs: Results from a Longitudinal Study

ERIC Educational Resources Information Center

Törmänen, Minna R.K.; Roebers, Claudia M.

2018-01-01

This longitudinal study investigates the differences in cognitive and socio-emotional development and academic achievement between children educated in special education classes (N = 37) and regular classes (N = 37). The study is retrospective. The first measurement point was while children were attending play-oriented kindergarten and no decision…

Attitudes of Older Women Toward Continuing Adult Education at the University Level: Implications for Program Curriculum Development.

ERIC Educational Resources Information Center

Papalia-Finlay, Diane; And Others

1981-01-01

Examined the attitudes of older women concerning factors that would reduce anxiety, and appropriate educational experiences. Most of the upper-middle-class, highly educated women indicated an interest in taking humanities classes. In addition, 55 percent preferred the lecture format; 81 percent preferred mixed ages in classes. (Author/JAC)

Videoconferencing and other distance education techniques in chemoinformatics teaching and research at Indiana University.

PubMed

Wild, David J; Wiggins, Gary D

2006-01-01

At a time when the demand for people with expertise in chemoinformatics is increasing, there is still only a very small number of academic institutions that offer chemoinformatics-related classes and degrees. The distance education (DE) approach allows both learning and research to be carried out at multiple geographic locations and institutions, thus leveraging the few educational offerings that are available. In this paper, distance education techniques and technologies (with emphasis on videoconferencing) are reviewed, and examples of how they are used to increase the accessibility of chemoinformatics education and research at the Indiana University School of Informatics are presented.

Enabling Wide-Scale Computer Science Education through Improved Automated Assessment Tools

NASA Astrophysics Data System (ADS)

Boe, Bryce A.

There is a proliferating demand for newly trained computer scientists as the number of computer science related jobs continues to increase. University programs will only be able to train enough new computer scientists to meet this demand when two things happen: when there are more primary and secondary school students interested in computer science, and when university departments have the resources to handle the resulting increase in enrollment. To meet these goals, significant effort is being made to both incorporate computational thinking into existing primary school education, and to support larger university computer science class sizes. We contribute to this effort through the creation and use of improved automated assessment tools. To enable wide-scale computer science education we do two things. First, we create a framework called Hairball to support the static analysis of Scratch programs targeted for fourth, fifth, and sixth grade students. Scratch is a popular building-block language utilized to pique interest in and teach the basics of computer science. We observe that Hairball allows for rapid curriculum alterations and thus contributes to wide-scale deployment of computer science curriculum. Second, we create a real-time feedback and assessment system utilized in university computer science classes to provide better feedback to students while reducing assessment time. Insights from our analysis of student submission data show that modifications to the system configuration support the way students learn and progress through course material, making it possible for instructors to tailor assignments to optimize learning in growing computer science classes.

Fundamental Requirements on PBL Classes for Better Education

NASA Astrophysics Data System (ADS)

Ito, Teruaki

Project-Based Learning (PBL) education has become popular in the US and its educational effects have been recognized in many case studies. PBL also attracts attention of the educators in Japan, and several achievements have also been reported. However, because of its short history and its different backgrounds on the corporate sponsorship to academic institutions, implementation of PBL in engineering education has not so much been achieved well and its educational effects have not been recognized enough. This paper picks up one of the best examples of PBL class with robotic project at MIT in the US, and reviews the key factors why the class works so successfully. Comparing the review results with the experiences in the engineering class of CAD-EX at the University of Tokushima, this paper discusses the basic requirements on PBL, emphasizing the importance of strenuous efforts to encourage students towards motivated attitudes, creative learning and active participation in the class under the healthy and friendly competitive atmosphere.

Implementing HIV/AIDS education: impact of teachers' training on HIV/AIDS education in Bangladesh.

PubMed

Sarma, Haribondhu; Oliveras, Elizabeth

2013-03-01

School-based HIV/AIDS education is a common and well-proven intervention strategy for providing information on HIV/AIDS to young people. However, lack of skills among teachers for imparting sensitive information to students can lead to programme failure in terms of achieving goals. A cross-sectional study was conducted among teachers to identify the factors that support or hinder their role in HIV/AIDS education. A self-administered questionnaire was used for interviewing teachers from randomly-selected schools in two adjacent districts in Bangladesh. Based on exposure to teachers' training, the districts were divided into control and intervention areas and the teachers' ability, skill, and their participation in HIV/AIDS education were compared between the districts. Trained teachers in the intervention schools were more likely to participate, less likely to face difficulties, and more likely to use interactive teaching methods in HIV/ AIDS classes compared to the controls who did not receive any training. Inadequate allocation of time for conducting the HIV/AIDS class was found to be barriers to HIV/AIDS education that suggest the need to provide teachers with more support in terms of training and logistics.

A Comparison of Children's Physical Activity Levels in Physical Education, Recess, and Exergaming.

PubMed

Gao, Zan; Chen, Senlin; Stodden, David F

2015-03-01

To compare young children's different intensity physical activity (PA) levels in physical education, recess and exergaming programs. Participants were 140 first and second grade children (73 girls; Meanage= 7.88 years). Beyond the daily 20-minute recess, participants attended 75-minute weekly physical education classes and another 75-minute weekly exergaming classes. Children's PA levels were assessed by ActiGraph GTX3 accelerometers for 3 sessions in the 3 programs. The outcome variables were percentages of time spent in sedentary, light PA and moderate-to-vigorous PA (MVPA). There were significant main effects for program and grade, and an interaction effect for program by grade. Specifically, children's MVPA in exergaming and recess was higher than in physical education. The 2nd-grade children demonstrated lower sedentary behavior and MVPA than the first-grade children during recess; less light PA in both recess and exergaming than first-grade children; and less sedentary behavior but higher MVPA in exergaming than first-grade children. Young children generated higher PA levels in recess and exergaming as compared with physical education. Hence, other school-based PA programs may serve as essential components of a comprehensive school PA program. Implications are provided for educators and health professionals.

The Effects of Class Size in Online College Courses: Experimental Evidence. CEPA Working Paper No. 15-14

ERIC Educational Resources Information Center

Bettinger, Eric; Doss, Christopher; Loeb, Susanna; Taylor, Eric

2015-01-01

Class size is a first-order consideration in the study of education production and education costs. How larger or smaller classes affect student outcomes is especially relevant to the growth and design of online classes. We study a field experiment in which college students were quasi-randomly assigned to either a large or a small class. All…

A Field Course in Ocean Sciences that Emphasizes Sustainabilty

NASA Astrophysics Data System (ADS)

Macko, S. A.; O'Connell, M. T.

2016-12-01

Sustainability awareness is increasingly a subject in educational settings. Marine science classes are perfect settings of establishing sustainability awareness owing to declining populations of organisms and perceived collapse in fisheries worldwide. Students in oceanography classes often request more direct exposure to actual ocean situations or field trips. During regular session (18 week) or shorter term (4 week) summer classes such long trips are logistically difficult owing to large numbers of students involved or timing. This approach, to use a field basis for a course supplement addresses the requests by utilizing local resources and trips for a limited number of students (20) to locations in which Ocean experiences are available, and are often supported through education and outreach components. The vision of the class was a mixture of classroom time, readings, along with paper and laboratories. In addition, short day-long trips to locations where the ocean was "captured" were also used to supplement the experience as well as speakers involved with aquaculture. Central Virginia is a fortunate location for such a class, with close access for travel to the Chesapeake Bay and numerous field stations, museums with ocean-based exhibits (the Smithsonian and NOAA) that address both extant and extinct Earth history, as well as national/state aquaria in Baltimore and Virginia Beach. Furthermore, visits to local seafood markets at local stores, or larger city markets in Washington, Baltimore and Virginia Beach and International distribution centers, enhanced the understanding of productivity in the ocean, and viability of the fisheries sustainability. The course could then address not only the particulars of the marine science, but also aspects of sustainability with discussions on ethics, including keeping animals in captivity or overfishing of particular species and the special difficulties that arise from captive or culturing ocean populations. In addition, the class was encouraged to post web-based journals of experiences in order to share opinions of observations in each of the settings, including the evaluation of the foods they were consuming during the class.

Middle Class Education Strategies and Residential Segregation in Athens

ERIC Educational Resources Information Center

Maloutas, Thomas

2007-01-01

This paper uses census data to investigate educational inequality in different types of residential areas in Athens, focusing on drop-out rates from secondary education, access to higher education and to particular degrees within it. The unequal socio-spatial distribution of educational attainment is linked to antagonistic middle class education…

Participation in Public School Adult Education.

ERIC Educational Resources Information Center

Colorado State Dept. of Education, Denver.

A report is presented of the total number of classes, class hours, and students in adult education programs conducted by Colorado public schools during the 1967-68 fiscal year. Adult basic education, high school completion, arts and crafts, commercial and business education, homemaking and family life education, hobbies, trade and industrial…

An Ecological Examination of an Urban Sixth Grade Physical Education Class

ERIC Educational Resources Information Center

James, Alisa R.; Collier, Douglas

2011-01-01

Background: There are several factors that influence teaching urban physical education. Violence, poverty and irrelevant curricula influence the teaching-learning environment in urban physical education. One approach to urban physical education is to look carefully at the ecology that exists within an urban physical education class. This ecology…

A Model for Teaching Large Classes: Facilitating a "Small Class Feel"

ERIC Educational Resources Information Center

Lynch, Rosealie P.; Pappas, Eric

2017-01-01

This paper presents a model for teaching large classes that facilitates a "small class feel" to counteract the distance, anonymity, and formality that often characterize large lecture-style courses in higher education. One author (E. P.) has been teaching a 300-student general education critical thinking course for ten years, and the…

Effects of Same-Sex versus Coeducational Physical Education on the Self-Perceptions of Middle and High School Students.

ERIC Educational Resources Information Center

Lirgg, Cathy D.

1993-01-01

Students from coeducational classes were assigned to a same-sex or a new coeducational physical education class for a 10-lesson unit of basketball. Group and individual analyses indicated that middle school students preferred same-sex classes, whereas high school students preferred coeducational classes. (SM)

Are Extra Classes the Success behind High Performance and Marks?

ERIC Educational Resources Information Center

Santhi, N.

2011-01-01

Extra classes have been a fixture in the educational system in India. They pre-date all existing educational programmes and examinations. Yet more recently the justification and reasons for the maintenance of these classes have been called into question. There have been unsubstantiated claims that in some cases the classes have been…

Play and Joint Attention of Children with Autism in the Preschool Special Education Classroom

PubMed Central

Kasari, Connie

2014-01-01

The purpose of this study was to examine play and joint attention in children with autism (n=27) as compared to children with other developmental delays (n=28) in public preschool special education classrooms. The participants were observed in their classroom environment for 2 h over 3 separate days. Results show that children with autism spent more of their time unengaged and less time engaged in symbolic play and joint attention behaviors as compared to children with other developmental delays. Additionally, teachers seldom focused directly on symbolic play and joint attention in their teaching. These findings suggest the importance of educating teachers to target play and joint attention skills in their preschool special education classes, specifically for children with autism. PMID:22350340

Theorists and Techniques: Connecting Education Theories to Lamaze Teaching Techniques

PubMed Central

Podgurski, Mary Jo

2016-01-01

ABSTRACT Should childbirth educators connect education theory to technique? Is there more to learning about theorists than memorizing facts for an assessment? Are childbirth educators uniquely poised to glean wisdom from theorists and enhance their classes with interactive techniques inspiring participant knowledge and empowerment? Yes, yes, and yes. This article will explore how an awareness of education theory can enhance retention of material through interactive learning techniques. Lamaze International childbirth classes already prepare participants for the childbearing year by using positive group dynamics; theory will empower childbirth educators to address education through well-studied avenues. Childbirth educators can provide evidence-based learning techniques in their classes and create true behavioral change. PMID:26848246

Profiling Physical Activity, Diet, Screen and Sleep Habits in Portuguese Children

PubMed Central

Pereira, Sara; Katzmarzyk, Peter T.; Gomes, Thayse Natacha; Borges, Alessandra; Santos, Daniel; Souza, Michele; dos Santos, Fernanda K.; Chaves, Raquel N.; Champagne, Catherine M.; Barreira, Tiago V.; Maia, José A.R.

2015-01-01

Obesity in children is partly due to unhealthy lifestyle behaviours, e.g., sedentary activity and poor dietary choices. This trend has been seen globally. To determine the extent of these behaviours in a Portuguese population of children, 686 children 9.5 to 10.5 years of age were studied. Our aims were to: (1) describe profiles of children’s lifestyle behaviours; (2) identify behaviour pattern classes; and (3) estimate combined effects of individual/socio-demographic characteristics in predicting class membership. Physical activity and sleep time were estimated by 24-h accelerometry. Nutritional habits, screen time and socio-demographics were obtained. Latent Class Analysis was used to determine unhealthy lifestyle behaviours. Logistic regression analysis predicted class membership. About 78% of children had three or more unhealthy lifestyle behaviours, while 0.2% presented no risk. Two classes were identified: Class 1-Sedentary, poorer diet quality; and Class 2-Insufficiently active, better diet quality, 35% and 65% of the population, respectively. More mature children (Odds Ratio (OR) = 6.75; 95%CI = 4.74–10.41), and boys (OR = 3.06; 95% CI = 1.98–4.72) were more likely to be overweight/obese. However, those belonging to Class 2 were less likely to be overweight/obese (OR = 0.60; 95% CI = 0.43–0.84). Maternal education level and household income did not significantly predict weight status (p ≥ 0.05). PMID:26043034

Peer-led, transformative learning approaches increase classroom engagement in care self-management classes during inpatient rehabilitation of individuals with spinal cord injury.

PubMed

Gassaway, Julie; Jones, Michael L; Sweatman, W Mark; Young, Tamara

2017-10-16

Evaluate effects of revised education classes on classroom engagement during inpatient rehabilitation for individuals with spinal cord injury/disease (SCI/D). Multiple-baseline, quasi-experimental design with video recorded engagement observations during conventional and revised education classes; visual and statistical analysis of difference in positive engagement responses observed in classes using each approach. 81 patients (72% male, 73% white, mean age 36 SD 15.6) admitted for SCI/D inpatient rehabilitation in a non-profit rehabilitation hospital, who attended one or more of 33 care self-management education classes that were video recorded. All study activities were approved by the host facility institutional review board. Conventional nurse-led self-management classes were replaced with revised peer-led classes incorporating approaches to promote transformative learning. Revised classes were introduced across three subject areas in a step-wise fashion over 15 weeks. Positive engagement responses (asking questions, participating in discussion, gesturing, raising hand, or otherwise noting approval) were documented from video recordings of 14 conventional and 19 revised education classes. Significantly higher average (per patient per class) positive engagement responses were observed in the revised compared to conventional classes (p=0.008). Redesigning SCI inpatient rehabilitation care self-management classes to promote transformative learning increased patient engagement. Additional research is needed to examine longer term outcomes and replicability in other settings.

The historicity of the physics class: enactments, mimes and imitation

NASA Astrophysics Data System (ADS)

Bergwik, Staffan

2014-06-01

This essay discusses Anna Danielsson's article "In the physics class: university physics students' enactments of class and gender in the context of laboratory work". The situated co-construction of knowledge and identity forms the crucial vantage point and I argue that it is a point of intersection between the history of science and research in science education. The former can provide a valuable understanding of the historicity of learning science. I thus highlight the importance of knowledge as situated in time and space, for instance the importance of the historical division between "head and hand" clearly visible in the discourse of Danielsson's informants. Moreover, the article discusses how identity is produced in specific knowledge contexts through repeated performances. The article closes by briefly suggesting analytical alternatives, in particular "belonging" and "imitation". Both draw on post-structuralist ideas about the citational nature of identity. Belonging is created by citing and reinstating norms. Imitating knowledge, identity and norms is an issue that should be brought to the fore when we speak of education and training.

Disseminating Evidence-Based Physical Education Practices in Rural Schools: The San Luis Valley Physical Education Academy.

PubMed

Belansky, Elaine S; Cutforth, Nick; Kern, Ben; Scarbro, Sharon

2016-09-01

To address childhood obesity, strategies are needed to maximize physical activity during the school day. The San Luis Valley Physical Education Academy was a public health intervention designed to increase the quality of physical education and quantity of moderate to vigorous physical activity (MVPA) during physical education class. Elementary school physical education teachers from 17 schools participated in the intervention. They received SPARK curriculum and equipment, workshops, and site coordinator support for 2 years. A pre/post/post within physical education teacher design was used to measure intervention effectiveness. System for Observing Fitness Instruction Time (SOFIT) and a physical education teacher survey were collected 3 times. MVPA increased from 51.1% to 67.3% over the 2-year intervention resulting in approximately 14.6 additional hours of physical activity over a school year and 4662 kcal or 1.33 lbs. of weight gain prevention. More time was spent on skill drills and less time on classroom management and free play. The San Luis Valley Physical Education Academy succeeded in increasing rural, low-income students' physical activity. The multicomponent intervention contributed to the program's success. However, cost-effective approaches are needed to disseminate and implement evidencebased practices aimed at increasing students' physical activity during the school day.

Take a Selfie of Life: A Qualitative Exploration of College Students' Self-Reflections on Free Time Use and Personal Values

ERIC Educational Resources Information Center

Chen, Hsin-Yu; Yarnal, Careen; Hustad, John T. P.; Sims, Damon

2016-01-01

Adopting a qualitative approach, this study explores college students' self-reflections on free time use and personal values. Data were collected from 111 students' final reflection papers for a class entitled "Leisure and Human Behavior." The findings suggest that leisure education may empower students with fundamental knowledge about…

Just-in-Time Teaching Exercises to Engage Students in an Introductory-Level Dinosaur Course

ERIC Educational Resources Information Center

Guertin, Laura A.; Zappe, Sarah E.; Kim, Heeyoung

2007-01-01

The Just-in-Time Teaching (JiTT) technique allows students to be engaged in course material outside of the classroom by answering web-based questions. The responses are summarized and presented to students in class with a follow-up active learning exercise. College students enrolled in an introductory-level general education geoscience course were…

Increasing Time to Baccalaureate Degree in the United States. NBER Working Paper No. 15892

ERIC Educational Resources Information Center

Bound, John; Lovenheim, Michael F.; Turner, Sarah

2010-01-01

Time to completion of the baccalaureate degree has increased markedly in the United States over the last three decades, even as the wage premium for college graduates has continued to rise. Using data from the National Longitudinal Survey of the High School Class of 1972 and the National Educational Longitudinal Study of 1988, we show that the…

Slow Research Time and Fast Teaching Time: A Collaborative Self-Study of a Teacher Educator's Unexamined Assumptions

ERIC Educational Resources Information Center

Trumbull, Deborah J.; Kimberly, Fluet B.

2007-01-01

This paper examines the processes whereby two researchers developed their knowledge in teaching a course for preservice teachers. We sought to explore the ways in which class assignments encouraged preservice teachers to develop their abilities to see classrooms from the point of view of nascent teachers rather than that of successful students.…

Antenatal education for childbirth-epidural analgesia.

PubMed

Cutajar, Lisa; Cyna, Allan M

2018-05-07

The language structures used by antenatal educators have not been previously researched in the context of antenatal childbirth classes. Epidural analgesia for labour is a common, and a frequently asked about, component of antenatal education for parents in hospitals providing maternity care. We aimed to identify the way information is described and presented by childbirth educators to assess content and determine which language structures such as metaphor, suggestion, information and storytelling are utilized. This observational study of antenatal education was conducted at a single tertiary referral center for maternity care in Western Sydney, Australia. All three childbirth educators agreed to be video recorded whilst providing information to parents during antenatal classes. Audio data was subsequently transcribed and then analysed by two researchers, independently categorising the various language structures and types of information provided. For the purposes of the current study, data concerning a single topic was used for the analysis-'epidural analgesia for labour'. Language structures used were highly variable between educators, as was the content and time taken for the information being provided. Our findings represent a first attempt to identify baseline information used in the clinical setting of antenatal education in order to categories communication structures used. This study has identified areas for further improvements and consistency in the way educators provide information to parents and has important implications for future midwifery practice, education and research. Copyright © 2018 Elsevier Ltd. All rights reserved.

Teaching Beginning Dance Classes in Higher Education: Learning to Teach from an Expert Dance Educator

ERIC Educational Resources Information Center

You, JeongAe

2009-01-01

This qualitative case study examines the exemplary teaching approaches of an expert Korean dance educator who has been teaching beginning dance classes in higher education. The expert dance educator, possesses 28 years of teaching experience in higher education, is the recipient of a national award, is actively involved in professional activities,…

Social Class Barriers of the Massification of Higher Education in Taiwan

ERIC Educational Resources Information Center

Ru-Jer, Wang

2012-01-01

In recent years, the rapid growth of higher education in Taiwan has led to an essential shift from education for the elite to the massification of higher education. Although this massification is making higher education more accessible, one of the main concerns is whether opportunities for higher education are the same among all social classes in…

Economies of Racism: Grounding Education Policy Research in the Complex Dialectic of Race, Class, and Capital

ERIC Educational Resources Information Center

Brown, Anthony L.; De Lissovoy, Noah

2011-01-01

The intent of this paper is to interrogate the current theoretical discourse in education concerning issues of race and class. The authors maintain that in recent years educational theory and critical policy discourse have unintentionally become splintered in such a way that race and class theories are employed separately, without much analysis of…

Enrollment in Distance Education Classes Is Associated with Fewer Enrollment Gaps among Nontraditional Undergraduate Students in the US

ERIC Educational Resources Information Center

Pontes, Manuel C. F.; Pontes, Nancy M. H.

2012-01-01

The purpose of this research is to determine whether nontraditional undergraduate students in the US who enroll in distance education classes are less likely to have an enrollment gap (enrollment gap=part year enrollment). Previous research has shown that preference for distance education classes is significantly greater among nontraditional than…

Social Gender in the Pictures Drawn by Students about Physical Education Class

ERIC Educational Resources Information Center

Temel, Cenk; Güllü, Mehmet

2016-01-01

The current study aimed to analyze the social gender perception in physical education classes in Turkey through the pictures drawn by students about the physical education class. The document analysis technique, which is a qualitative research method, was used in the study. In the light of this aim, the pictures drawn by a total of 394 students…

Investigation of the Values Found in Primary Education Science and Technology Textbooks in Turkey

ERIC Educational Resources Information Center

Benzer, Elif

2013-01-01

In this study, the value types of 6, 7 and 8 class text books which take place in the primary education science and technology education program, have been targeted for investigation for the present rate of these values in different textbooks, and, whether they changed in accordance with class variables (class, subject content, and divisions of…

Comparative Outcomes of Two Instructional Models for Students with Learning Disabilities: Inclusion with Co-Teaching and Solo-Taught Special Education

ERIC Educational Resources Information Center

Tremblay, Philippe

2013-01-01

We compared two instructional models (co-teaching inclusion and solo-taught special education) for students with learning disabilities (LD) with regard to their effect on academic achievement and class attendance. Twelve inclusive classes (experimental group) and 13 special education classes (control group) participated in the study. In grade 1,…

6 CFR 17.415 - Access to course offerings.

Code of Federal Regulations, 2010 CFR

2010-01-01

... students on such basis, including health, physical education, industrial, business, vocational, technical, home economics, music, and adult education courses. (b)(1) With respect to physical education classes..., 2003. (2) This section does not prohibit grouping of students in physical education classes and...

28 CFR 54.415 - Access to course offerings.

Code of Federal Regulations, 2010 CFR

2010-07-01

... basis, including health, physical education, industrial, business, vocational, technical, home economics, music, and adult education courses. (b)(1) With respect to classes and activities in physical education... September 29, 2000. (2) This section does not prohibit grouping of students in physical education classes...

Embodying Deficiency Through ‘Affective Practice’: Shame, Relationality, and the Lived Experience of Social Class and Gender in Higher Education

PubMed Central

Loveday, Vik

2015-01-01

Based on empirical research with participants from working-class backgrounds studying and working in higher education in England, this article examines the lived experience of shame. Building on a feminist Bourdieusian approach to social class analysis, the article contends that ‘struggles for value’ within the field of higher education precipitate classed judgements, which have the potential to generate shame. Through an examination of the ‘affective practice’ of judgement, the article explores the contingencies that precipitate shame and the embodiment of deficiency. The article links the classed and gendered dimensions of shame with valuation, arguing that the fundamental relationality of social class and gender is not only generative of shame, but that shame helps in turn to structure both working-class experience and a view of the working classes as ‘deficient’. PMID:28018006

Cost-Effectiveness of Four Educational Interventions.

ERIC Educational Resources Information Center

Levin, Henry M.; And Others

This study employs meta-analysis and cost-effectiveness instruments to evaluate and compare cross-age tutoring, computer assistance, class size reductions, and instructional time increases for their utility in improving elementary school reading and math scores. Using intervention effect studies as replication models, researchers first estimate…

Parent-child leisure activities and cultural capital in the United Kingdom: The gendered effects of education and social class.

PubMed

Gracia, Pablo

2015-07-01

This article uses data on couples from the 2000 UK Time Use Survey (N=610) to analyze how social position influences parents' leisure activities with children. The study is the first using representative data to investigate this fundamental question to understand social inequalities in family life and children's life chances. Results reveal that social position intersects with gender in influencing parent-child leisure activities with implications on children's cultural capital. Three are the main findings: (1) social position has significant positive effects on cultural activities with children and negative on parent-child television watching among mothers, but moderate differences are observed for fathers; (2) father-child leisure is strongly influenced by the spouse's social position, but not mother-child leisure; (3) education and social class show complex differences in affecting parent-child leisure, suggesting that future studies should include these two variables when analyzing parent-child time and family life. Copyright © 2015 Elsevier Inc. All rights reserved.

Association between physical activity, participation in Physical Education classes, and social isolation in adolescents.

PubMed

Santos, Simone José dos; Hardman, Carla Menêses; Barros, Simone Storino Honda; Santos da Franca, Carolina; Santos, Carolina da F B F; Barros, Mauro Virgilio Gomes de

2015-01-01

To analyze the association between physical activity, participation in Physical Education classes, and indicators of social isolation among adolescents. This was an epidemiological study based on secondary analysis of data from a representative sample of students (14-19 years) from public high schools (n=4,207). Data were collected through the questionnaire Global School-based Student Health Survey. The independent variables were the level of physical activity and enrollment in Physical Education classes, while the dependent variables were two indicators of social isolation (feeling of loneliness and having few friends). Descriptive and inferential procedures were used in the statistical analysis. Most of the adolescents were classified as insufficiently active (65.1%) and reported not attending Physical Education classes (64.9%). Approximately two in each ten participants reported feeling of loneliness (15.8%) and, in addition, about one in each five adolescents reported have only one friend (19.5%). In the bivariate analysis, a significantly lower proportion of individuals reporting social isolation was observed among adolescents who referred higher enrollment in Physical Education classes. After adjustment for confounding variables, binary logistic regression showed that attending Physical Education classes was identified as a protective factor in relation to the indicator of social isolation 'having few friends,' but only for girls. It was concluded that participation in Physical Education classes is associated with reduced social isolation among female adolescents. Copyright © 2015 Sociedade Brasileira de Pediatria. Published by Elsevier Editora Ltda. All rights reserved.

76 FR 68766 - Draft Blueprint for Prescriber Education for Long-Acting/Extended-Release Opioid Class-Wide Risk...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-11-07

...] Draft Blueprint for Prescriber Education for Long-Acting/ Extended-Release Opioid Class-Wide Risk... announcing the availability of a draft document entitled ``Blueprint for Prescriber Education for the Long... intended for use by continuing education (CE) providers to develop educational materials to train...

Social Class and Social Action: The Middle-Class Bias of Democratic Theory in Education

ERIC Educational Resources Information Center

Schutz, Aaron

2008-01-01

Background: This article examines the emergence of the middle and working classes in America and describes key characteristics of these cultures as they manifest themselves today. It then explores the effects of social class on our conceptions of democracy. Purpose: To help educators understand the relationship between social action strategies and…

Cosmo Girls: Configurations of Class and Femininity in Elite Educational Settings

ERIC Educational Resources Information Center

Allan, Alexandra; Charles, Claire

2014-01-01

In this paper we offer a unique contribution to understandings of schooling as a site for the production of social class difference. We bring together the rich body of work that has been conducted on middle-class educational identities, with explorations of the centrality of the feminine in representations of class difference from the field of…

Presence, Proximity, and Peer Interactions of Adolescents with Severe Disabilities in General Education Classrooms

ERIC Educational Resources Information Center

Feldman, Rebecca; Carter, Erik W.; Asmus, Jennifer; Brock, Matthew E.

2016-01-01

The authors conducted 324 full-class-length observations of 108 high school students with severe disabilities in general education classes, focusing analyses on how often students were present during class and in proximity to peers without disabilities. Students were not present for a substantial proportion of the classes in which they were…

10 CFR 1042.415 - Access to course offerings.

Code of Federal Regulations, 2010 CFR

2010-01-01

... health, physical education, industrial, business, vocational, technical, home economics, music, and adult education courses. (b)(1) With respect to classes and activities in physical education at the elementary... event later than one year from February 20, 2001. With respect to physical education classes and...

41 CFR 101-4.415 - Access to course offerings.

Code of Federal Regulations, 2010 CFR

2010-07-01

... basis, including health, physical education, industrial, business, vocational, technical, home economics, music, and adult education courses. (b)(1) With respect to classes and activities in physical education... September 29, 2000. (2) This section does not prohibit grouping of students in physical education classes...

49 CFR 25.415 - Access to course offerings.

Code of Federal Regulations, 2010 CFR

2010-10-01

... health, physical education, industrial, business, vocational, technical, home economics, music, and adult education courses. (b)(1) With respect to classes and activities in physical education at the elementary... event later than one year from September 29, 2000. With respect to physical education classes and...

After-school time use in Taiwan: effects on educational achievement and well-being.

PubMed

Chen, Su Yen; Lu, Luo

2009-01-01

Western studies have linked adolescents' time spent on homework, structured activities, various kinds of leisure involvement, and part-time employment with their academic achievement and psychological adjustment, but little is known about the after-school pursuits of Chinese students and their associations with adolescents' development. Using a nationally representative sample in Taiwan, this study investigated how time spent on nine after-school activities during the eleventh grade helped predict educational achievement and depression symptoms during the twelfth grade, in addition to previous achievement and depression level and background variables. The findings of this study confirmed and extended the extant literature that time spent on homework, after-class academic-enrichment programs, and private cram schools positively affected adolescents' educational achievement; however, time spent on private cram schools was negatively associated with their psychological well-being. In addition, inconsistent with the findings of many Western studies, this study's results did not support a positive effect of participating in school-based extracurricular activities on educational achievement and psychological well-being. Finally, time spent on working part-time and watching TV was found to be detrimental to achievement, but time spent playing Internet games appeared to be negatively associated with depression symptoms.

Relative effects of educational level and occupational social class on body concentrations of persistent organic pollutants in a representative sample of the general population of Catalonia, Spain.

PubMed

Gasull, Magda; Pumarega, José; Rovira, Gemma; López, Tomàs; Alguacil, Juan; Porta, Miquel

2013-10-01

Scant evidence is available worldwide on the relative influence of occupational social class and educational level on body concentrations of persistent organic pollutants (POPs) in the general population. The objective was to analyse such influence in a representative sample of the general population of Catalonia, Spain. Participants in the Catalan Health Interview Survey aged 18-74 were interviewed face-to-face, gave blood, and underwent a physical exam. The role of age, body mass index (BMI), and parity was analysed with General Linear Models, and adjusted geometric means (GMs) were obtained. Crude (unadjusted) concentrations were higher in women and men with lower education, and in women, but not men, in the less affluent social class. After adjusting for age, in women there were no associations between POP levels and social class or education. After adjusting for age and BMI, men in the less affluent class had higher p,p'-DDE concentrations than men in class I (p-value=0.016), while men in class IV had lower HCB than men in the upper class (p-value<0.03). Also in contrast with some expectations, positive associations between education and POP levels were observed after adjusting for age and BMI in men; e.g., men with university studies had higher HCB concentrations than men with first stage of primary schooling (adjusted GM 153.9 and 80.5ng/g, respectively) (p-value<0.001). When education and social class were co-adjusted for, some positive associations with education in men remained statistically significant, whereas class remained associated only with p,p'-DDE. Educational level influenced blood concentrations of POPs more than occupational social class, especially in men. In women, POP concentrations were mainly explained by age/birth cohort, parity and BMI. In men, while concentrations were also mainly explained by age/birth cohort and BMI, both social class and education showed positive associations. Important characteristics of socioeconomic groups as age and BMI may largely explain crude differences among such groups in internal contamination by POPs. The absence of clear patterns of relationships between blood concentrations of POPs and indicators of socioeconomic position may fundamentally be due to the widespread, lifelong, and generally invisible contamination of human food webs. Decreasing historical trends would also partly explain crude socioeconomic differences apparently due to birth cohort effects. © 2013 Elsevier Ltd. All rights reserved.

Ontology and Knowledgebase of Fractures and Faults

NASA Astrophysics Data System (ADS)

Aydin, A.; Zhong, J.

2007-12-01

Fractures and faults are related to many societal and industrial problems including oil and gas exploration and production, CO2 sequestration, and waste isolation. Therefore, an ontology focusing fractures and faults is desirable to facilitate a sound education and communication among this highly diverse community. We developed an ontology for this field. Some high level classes in our ontology include geological structure, deformation mechanism, and property or factor. Throughout our ontology, we emphasis the relationship among the classes, such as structures formed by mechanisms and properties effect the mechanism that will occur. At this stage, there are about 1,000 classes, referencing about 150 articles or textbook and supplemented by about 350 photographs, diagrams, and illustrations. With limited time and resources, we chose a simple application for our ontology - transforming to a knowledgebase made of a series of web pages. Each web page corresponds to one class in the ontology, having discussion, figures, links to subclass and related concepts, as well as references. We believe that our knowledgebase is a valuable resource for finding information about fractures and faults, to both practicing geologists and students who are interested in the related issues either in application or in education and training.

Change in Affect and Needs Satisfaction for Amotivated Students within the Sport Education Model

ERIC Educational Resources Information Center

Perlman, Dana

2010-01-01

The purpose of this study is to examine the influence of the Sport Education Model ("SEM") on amotivated students affect and needs satisfaction. 78 amotivated students from an original pool of 1,176 students enrolled in one of 32 physical education classes. Classes were randomly assigned to either the "SEM" (N = 16)or traditional class (N = 16).…

Classes in Themselves and for Themselves: The Practice of Monitorial Education for Different Social Classes in Sweden, 1820-1843

ERIC Educational Resources Information Center

Larsson, Esbjörn

2016-01-01

This article investigates the monitorial system of education in Sweden between 1820 and 1843. In contrast to previous research, which has emphasised monitorial education as a method for disciplining poor children, this article compares the use of the method in schools for the working classes and in academic schools. Using concepts such as…

Scotts Bluff County Nebraska Juniors Educated in Class I Elementary Schools v. Juniors Educated in Class II or Class III Elementary Schools.

ERIC Educational Resources Information Center

Van Boskirk, La Rita

In Nebraska, where nearly 70% of elementary school districts are rural, there is much debate about whether students from small rural schools have educational opportunities equal to those of students from town or city schools. This paper compares the performance, participation, and behavior of high school juniors who attended elementary schools in…

Influence of professional preparation and class structure on sexuality topics taught in middle and high schools.

PubMed

Rhodes, Darson L; Kirchofer, Gregg; Hammig, Bart J; Ogletree, Roberta J

2013-05-01

This study examined the impact of professional preparation and class structure on sexuality topics taught and use of practice-based instructional strategies in US middle and high school health classes. Data from the classroom-level file of the 2006 School Health Policies and Programs were used. A series of multivariable logistic regression models were employed to determine if sexuality content taught was dependent on professional preparation and /or class structure (HE only versus HE/another subject combined). Additional multivariable logistic regression models were employed to determine if use of practice-based instructional strategies was dependent upon professional preparation and/or class structure. Years of teaching health topics and size of the school district were included as covariates in the multivariable logistic regression models. Findings indicated professionally prepared health educators were significantly more likely to teach 7 of the 13 sexuality topics as compared to nonprofessionally prepared health educators. There was no statistically significant difference in the instructional strategies used by professionally prepared and nonprofessionally prepared health educators. Exclusively health education classes versus combined classes were significantly more likely to have included 6 of the 13 topics and to have incorporated practice-based instructional strategies in the curricula. This study indicated professional preparation and class structure impacted sexuality content taught. Class structure also impacted whether opportunities for students to practice skills were made available. Results support the need for continued advocacy for professionally prepared health educators and health only courses. © 2013, American School Health Association.

Sociodemographic variations in obesity among Ghanaian adults.

PubMed

Amoah, Albert G B

2003-12-01

To determine the sociodemographic associations of obesity in Ghana. A cross-sectional descriptive study was conducted on a sample of 6300 adults aged 25 years and over who were selected by random cluster sampling. Two urban (high-class and low-class suburbs) and a rural community in Accra, Ghana. In total, 4731 (1857 males, 2874 females) subjects participated. Demographic data were obtained by a questionnaire and height and weight were determined with subjects in light clothing and without shoes. The overall crude prevalence of overweight and obesity was 23.4 and 14.1%, respectively. The rates of overweight (27.1 vs. 17.5%) and obesity (20.2 vs. 4.6%) were higher in females than males. Obesity increased with age up to 64 years. There were more overweight and obesity in the urban high-class residents compared with the low-class residents and in urban than rural subjects. Overweight and obesity were highest among the Akan and Ga tribes and relatively low among Ewes. Subjects with tertiary education had the highest prevalence of obesity (18.8%) compared with less literate and illiterate subjects (12.5-13.8%). Subjects whose jobs were of a sedentary nature had higher levels of obesity (15%) than subjects whose jobs involved heavy physical activity (10%). Subjects who did not engage in leisure-time physical activity were more obese than those who had three or more sessions of leisure-time physical activity per week (15.3 vs. 13.5%). Overweight and obesity are common among residents in the Accra area. Older age, female gender, urban, high-class residence, sedentary occupation and tertiary education were associated with higher levels of obesity. Policies and programmes that promote healthy lifestyles may prove beneficial.

Leisure inequality in the United States: 1965-2003.

PubMed

Sevilla, Almudena; Gimenez-Nadal, Jose I; Gershuny, Jonathan

2012-08-01

This article exploits the complex sequential structure of the diary data in the American Heritage Time Use Study (AHTUS) and constructs three classes of indicators that capture the quality of leisure (pure leisure, co-present leisure, and leisure fragmentation) to show that the relative growth in leisure time enjoyed by low-educated individuals documented in previous studies has been accompanied by a relative decrease in the quality of that leisure time. These results are not driven by any single leisure activity, such as time spent watching television. Our findings may offer a more comprehensive picture of inequality in the United States and provide a basis for weighing the relative decline in earnings and consumption for the less-educated against the simultaneous relative growth of leisure.

Video Kills the Lecturing Star: New Technologies and the Teaching of Meterology.

ERIC Educational Resources Information Center

Sumner, Graham

1984-01-01

The educational potential of time-lapse video sequences and weather data obtained using a conventional microcomputer are considered in the light of recent advances in both fields. Illustrates how videos and microcomputers can be used to study clouds in meteorology classes. (RM)

Getting into the Game

ERIC Educational Resources Information Center

Jenkins, Henry

2005-01-01

Statistics reveal that students spend more time on electronic games than on any other recreational activity and 32% admit to playing them during class. The gaming revolution contains lessons for teachers, and understanding the pedagogical potential of computer and video games and developing curriculum that supports the educational use of…

Quiet Quincy Quarter. Teacher's Guide [and] Student Materials.

ERIC Educational Resources Information Center

Zishka, Phyllis

This document suggests learning activities, teaching methods, objectives, and evaluation measures for a second grade consumer education unit on quarters. The unit, which requires approximately six hours of class time, reinforces basic social studies and mathematics skills including following sequences of numbers, distinguishing left from right,…

Reflections on the "Site of Struggle": Girls' Experience of Secondary Education in the Late 1950s

ERIC Educational Resources Information Center

Spencer, Stephanie

2004-01-01

Brian Simon used the phrase 'site of struggle' to describe the class-based inequalities that were played out in the provisions for English compulsory education. In the nineteenth century, the growth of the state system for the working class alongside the predominantly middle-class independent sector simply confirmed existing class hierarchies with…

Pretest Differences in Drug-Related Variables among Intact College Classes: Implications for Outcome Evaluation in Drug Education.

ERIC Educational Resources Information Center

Gonzalez, Gerardo M.; Haney, Michael L.

1992-01-01

Identified significant pretest differences in drug-related variables in college students from alcohol and drug education class (n=99), stress management class (n=44), and social problems class (n=80). Higher levels of alcohol and drug abuse among students in drug abuse course suggests student users are possibly being attracted to course as means…

Social class, income, education, area of residence and psychological distress: does social class have an independent effect on psychological distress in Antalya, Turkey?

PubMed

Belek, I

2000-02-01

The aim of this study is to determine the separate effects of social class, income, education and area of residence on psychological distress. The study also assesses whether the association between prevalence of high score on the 12-item General Health Questionnaire (GHQ 12) and social class is independent of other variables. Psychological distress was assessed by means of the GHQ 12. The study covered 1,092 adults aged 15 years or more living in two different quarters of Antalya. Social class status was defined by occupational position, with income, education and area of residence treated as confounders. Chi-square and logistic regression analyses were used to evaluate the data. Large inequalities in psychological distress by all variables were observed. Psychological distress was significantly associated with class status, after adjusting for income, education, area of residence and other potential confounders (age, sex and marital status). Class inequalities in psychological distress were observed between blue-collar workers/unqualified employees and bourgeoisie. These findings support the view that the recent widening of inequalities among social classes in Turkey pose a substantial threat to health.

A Captive Ocean: Evaluation of Aquaculture, Fisheries Sustainabilty and Aquaria as Arks in the Setting of a Field-based Class

NASA Astrophysics Data System (ADS)

Macko, Stephen; O'Connell, Matthew; Sullivan, Heather

2015-04-01

Sustainability awareness is increasingly a subject in educational settings. Marine science classes are perfect settings of establishing sustainability awareness owing to declining populations of organisms and perceived collapse in fisheries worldwide. Students in oceanography classes often request more direct exposure to actual ocean situations or field trips. During regular session (13 week) or shorter term (4 week) summer classes such long trips are logistically difficult owing to large numbers of students involved or timing. This new approach to such a course supplement addresses the requests by utilizing local resources and short field trips for a limited number of students (20) to locations in which Ocean experiences are available, and are often supported through education and outreach components. The vision of the class was a mixture of classroom time, readings, along with paper and laboratories. In addition, short day-long trips to locations where the ocean was 'captured' were also used to supplement the experience as well as speakers involved with aquaculture. Central Virginia is a fortunate location for such a class, with close access for travel to the Chesapeake Bay and numerous field stations, museums with ocean-based exhibits (the Smithsonian and National Zoo) that address both extant and extinct Earth history, as well as national/state aquaria in Baltimore and Virginia Beach. Furthermore, visits to local seafood markets at local grocery stores, or larger city markets in Washington, Baltimore and Virginia Beach, enhance the exposure to productivity in the ocean, and viability of the fisheries sustainability. The course could then address not only the particulars of the marine science, but also aspects of sustainability with discussions on ethics, including keeping animals in captivity or overfishing of particular species and the special difficulties that arise from captive or culturing ocean populations. In addition, the class was encouraged to post web-based journals of experiences in order to share opinions of observations in each of the settings, including the evaluation of the foods they were consuming during the class

A Setting for a Field-based Class for Improved Understanding of Sustainability Through the Evaluation of Aquaculture and Fisheries

NASA Astrophysics Data System (ADS)

Macko, S. A.; O'Connell, M. T.

2015-12-01

An improved understanding of sustainability is increasingly a subject in educational settings. Marine science classes are perfect settings of establishing sustainability awareness owing to declining populations of organisms and perceived collapse in fisheries worldwide. Students in oceanography classes often request more direct exposure to actual ocean situations or field trips. During regular session (13 week) or shorter term (4 week) summer classes such long trips are logistically difficult owing to large numbers of students involved or timing. This new approach to such a course supplement addresses the requests by utilizing local resources and short field trips for a limited number of students (20) to locations in which Ocean experiences are available, and are often supported through education and outreach components. The vision of the class was a mixture of classroom time, readings, along with paper and laboratories. In addition, short day-long trips to locations where the ocean was "captured" were also used to supplement the experience as well as speakers involved with aquaculture. Central Virginia is a fortunate location for such a class, with close access for travel to the Chesapeake Bay and numerous field stations, museums with ocean-based exhibits (the Smithsonian and National Zoo) that address both extant and extinct Earth history, as well as national/state aquaria in Baltimore and Virginia Beach. Furthermore, visits to local seafood markets at local grocery stores, or larger city markets in Washington, Baltimore and Virginia Beach, enhance the exposure to productivity in the ocean, and viability of the fisheries sustainability. The course could then address not only the particulars of the marine science, but also aspects of sustainability with discussions on ethics, including keeping animals in captivity or overfishing of particular species and the special difficulties that arise from captive or culturing ocean populations. In addition, the class was encouraged to post web-based journals of experiences in order to share opinions of observations in each of the settings, including the evaluation of the foods they were consuming during the class

A Captive Ocean: Evaluation of Aquaculture, Fisheries Sustainabilty and Aquaria as Arks in the Setting of a Field-based Class

NASA Astrophysics Data System (ADS)

Macko, Stephen; O'Connell, Matthew; Sullivan, Heather; Oliver, Ryan

2014-05-01

Sustainability awareness is increasingly a subject in educational settings. Marine science classes are perfect settings of establishing sustainability awareness owing to declining populations of organisms and perceived collapse in fisheries worldwide. Students in oceanography classes often request more direct exposure to actual ocean situations or field trips. During regular session (13 week) or shorter term (4 week) summer classes such long trips are logistically difficult owing to large numbers of students involved or timing. This new approach to such a course supplement addresses the requests by utilizing local resources and short field trips for a limited number of students (20) to locations in which Ocean experiences are available, and are often supported through education and outreach components. The vision of the class was a mixture of classroom time, readings, along with paper and laboratories. In addition, short day-long trips to locations where the ocean was "captured" were also used to supplement the experience as well as speakers involved with aquaculture. Central Virginia is a fortunate location for such a class, with close access for travel to the Chesapeake Bay and numerous field stations, museums with ocean-based exhibits (the Smithsonian and National Zoo) that address both extant and extinct Earth history, as well as national/state aquaria in Baltimore and Virginia Beach. Furthermore, visits to local seafood markets at local grocery stores, or larger city markets in Washington, Baltimore and Virginia Beach, enhance the exposure to productivity in the ocean, and viability of the fisheries sustainability. The course could then address not only the particulars of the marine science, but also aspects of sustainability with discussions on ethics, including keeping animals in captivity or overfishing of particular species and the special difficulties that arise from captive or culturing ocean populations. In addition, the class was encouraged to post web-based journals of experiences in order to share opinions of observations in each of the settings, including the evaluation of the foods they were consuming during the class.

A Captive Ocean: Evaluation of Aquaculture, Fisheries Sustainabilty and Aquaria as Arks in the Setting of a Field-based Class

NASA Astrophysics Data System (ADS)

Macko, S. A.; O'connell, M. T.; Sullivan, H.; Oliver, R.

2014-12-01

Sustainability awareness is increasingly a subject in educational settings. Marine science classes are perfect settings of establishing sustainability awareness owing to declining populations of organisms and perceived collapse in fisheries worldwide. Students in oceanography classes often request more direct exposure to actual ocean situations or field trips. During regular session (13 week) or shorter term (4 week) summer classes such long trips are logistically difficult owing to large numbers of students involved or timing. This new approach to such a course supplement addresses the requests by utilizing local resources and short field trips for a limited number of students (20) to locations in which Ocean experiences are available, and are often supported through education and outreach components. The vision of the class was a mixture of classroom time, readings, along with paper and laboratories. In addition, short day-long trips to locations where the ocean was "captured" were also used to supplement the experience as well as speakers involved with aquaculture. Central Virginia is a fortunate location for such a class, with close access for travel to the Chesapeake Bay and numerous field stations, museums with ocean-based exhibits (the Smithsonian and National Zoo) that address both extant and extinct Earth history, as well as national/state aquaria in Baltimore and Virginia Beach. Furthermore, visits to local seafood markets at local grocery stores, or larger city markets in Washington, Baltimore and Virginia Beach, enhance the exposure to productivity in the ocean, and viability of the fisheries sustainability. The course could then address not only the particulars of the marine science, but also aspects of sustainability with discussions on ethics, including keeping animals in captivity or overfishing of particular species and the special difficulties that arise from captive or culturing ocean populations. In addition, the class was encouraged to post web-based journals of experiences in order to share opinions of observations in each of the settings, including the evaluation of the foods they were consuming during the class

Impact of the "Planning to be Active" leisure time physical exercise program on rural high school students.

PubMed

Hortz, Brian; Petosa, Rick

2006-10-01

The purpose of the study was to evaluate the effects of a Social Cognitive Theory-based intervention designed to increase the frequency of leisure time planned moderate and vigorous physical exercise among rural high school students attending physical education class. Students in treatment and comparison groups were exposed to an activity-based physical education curricula. The treatment group received eight behavioral skill-building lessons integrated into the existing curriculum. The Social Cognitive Theory-based educational treatment increased levels of moderate physical exercise occurring outside the classroom. This study demonstrated an impact on adolescent leisure time moderate physical exercise using classroom instruction. The intervention was most effective with students who were previously sedentary. The curricular approaches used to promote regular moderate exercise may be useful for sedentary adolescents.

A Theoretical Concept of Educational Upward Mobility

ERIC Educational Resources Information Center

Kupfer, Antonia

2012-01-01

This paper's topic is the educational upward mobility of members of the working class. It seeks to find out what makes educational success possible and aims to build a theory of educational upward mobility. Data have been collected through biographical-narrative interviews of Austrian graduates from working-class backgrounds. Their narratives have…

Developing the Vision: Preparing Teachers to Deliver a Digital World-Class Education System

ERIC Educational Resources Information Center

Lane, Jenny M.

2012-01-01

In 2008 Australians were promised a "Digital Education Revolution" by the government to dramatically change classroom education and build a "world-class education system". Eight billion dollars have been spent providing computer equipment for upper secondary classrooms, yet there is little evidence that a revolution has…

Managing large online classes across multiple locations.

PubMed

Egea, Kathy; Zelmer, A C Lynn

2004-01-01

We now have many different ways of delivering educational offerings, hopefully tailored to the educational environments and student characteristics. Programs vary based on country of origin and delivery location, organisational structures, development and delivery technologies, and the business arrangements made between providers and agents/students. At Central Queensland University (CQU) we deliver the same courses domestically and internationally, often with more than 1000 students per offering, several times per year across 14 campuses located thousands of kilometers apart using face-to-face and/or virtual mode. The students are a mix of Australian distance and on campus plus international on campus. This chapter builds on the CQU experience managing these large classes, particularly within the Faculty of Informatics and Communication, using an evolving mix of technologies. The economic realities of tertiary education require providers to focus on servicing international markets, including an emphasis on student preferences for language of instruction, preferred location (campus or distance delivery) and mode of instruction. Educational delivery requires development and delivery teamwork, maintenance of consistency (quality) in terms of offerings and assessment, appropriate use of technology and cultural awareness.

Kids Identifying and Defeating Stroke (KIDS): Development and Implementation of a Multi-Ethnic Health Education Intervention to Increase Stroke Awareness Among Middle School Students and Their Parents

PubMed Central

Conley, Kathleen M; Majersik, Jennifer; Gonzales, Nicole R; Maddox, Katherine E; Pary, Jennifer K; Brown, Devin L; Moyé, Lemuel A; Espinosa, Nina; Grotta, James C; Morgenstern, Lewis B

2009-01-01

The KIDS (Kids Identifying and Defeating Stroke) Program is a three-year prospective, randomized, controlled, multiethnic school-based intervention study. Program goals include increasing knowledge of stroke signs and treatment and intention to immediately call 911 among Mexican American (MA) and non-Hispanic white (NHW) middle school students and their parents. This article describes the design, implementation and interim evaluation of this theory-based intervention. Intervention students received a culturally appropriate stroke education program divided into four 50-minute classes each year during the 6th, 7th, and 8th grades. Each class session also included a homework assignment that involved the students’ parents or other adult partners. Interim-test results indicate that this educational intervention was successful in improving students’ stroke symptom and treatment knowledge and intent to call 911 upon witnessing a stroke compared with controls (p<0.001). We conclude that this school-based educational intervention to reduce delay time to hospital arrival for stroke shows early promise. PMID:18332150

The Use of Electronic Dictionary in the Language Classroom: The Views of Language Learners

ERIC Educational Resources Information Center

Barham, Kefah A.

2017-01-01

E- Dictionaries have the potential to be a useful instrument in English Language classes, at the same time; it can be seen as a waste of time and a hindrance tool in the English Language classroom. This paper reports on students' use of e-dictionary in two of "Educational Readings in the English Language" course sections through in-depth…

Active Learning: A Small Group Histology Laboratory Exercise in a Whole Class Setting Utilizing Virtual Slides and Peer Education

ERIC Educational Resources Information Center

Bloodgood, Robert A.

2012-01-01

Histology laboratory instruction is moving away from the sole use of the traditional combination of light microscopes and glass slides in favor of virtual microscopy and virtual slides. At the same time, medical curricula are changing so as to reduce scheduled time for basic science instruction as well as focusing on student-centered learning…

Latent profile analyses of posttraumatic stress disorder, depression and generalized anxiety disorder symptoms in trauma-exposed soldiers.

PubMed

Contractor, Ateka A; Elhai, Jon D; Fine, Thomas H; Tamburrino, Marijo B; Cohen, Gregory; Shirley, Edwin; Chan, Philip K; Liberzon, Israel; Galea, Sandro; Calabrese, Joseph R

2015-09-01

Posttraumatic stress disorder (PTSD) is comorbid with major depressive disorder (MDD; Kessler et al., 1995) and generalized anxiety disorder (GAD; Brown et al., 2001). We aimed to (1) assess discrete patterns of post-trauma PTSD-depression-GAD symptoms using latent profile analyses (LPAs), and (2) assess covariates (gender, income, education, age) in defining the best fitting class solution. The PTSD Checklist (assessing PTSD symptoms), GAD-7 scale (assessing GAD symptoms), and Patient Health Questionnaire-9 (assessing depression) were administered to 1266 trauma-exposed Ohio National Guard soldiers. Results indicated three discrete subgroups based on symptom patterns with mild (class 1), moderate (class 2) and severe (class 3) levels of symptomatology. Classes differed in symptom severity rather than symptom type. Income and education significantly predicted class 1 versus class 3 membership, and class 2 versus class 3. In conclusion, there is heterogeneity regarding severity of PTSD-depression-GAD symptomatology among trauma-exposed soldiers, with income and education predictive of class membership. Copyright © 2015 Elsevier Ltd. All rights reserved.

Class Differentials in Getting Parental Assistance for Seeking a Second Chance of Getting into University: An Illustration of Community-College Students in Hong Kong

ERIC Educational Resources Information Center

Wong, Yi-Lee

2017-01-01

While a class gap remains in obtaining a degree despite an expansion of higher education, a variety of second chances have become available. How class matters in receiving parental assistance for seeking a second chance is of increasing importance to understanding educational inequality in an altered context of higher education, but it is…

The Self-Identified Skills and Competencies of First-Line Nurse Managers

DTIC Science & Technology

1992-06-01

teaching, with the exception of evaluation of patient education classes and materials. 17 Human Resources Development. 1) selection. with the exception of...specifically being able to evaluate patient education classes and materials; and 2) evaluating results, by being able to monitor the quality of care...for patient education materials and classes to be used on the unit. 2. Evaluate patient and family teaching including discharge planning. 3. Evaluate

Similarities and Differences of Preferred Traits in Character Education Programs by Ethnicity and Class According to Parents, Faculty/Staff, and Students at Two Middle Schools in California

ERIC Educational Resources Information Center

Boen, Jennifer

2010-01-01

This study provides two perspectives on the various character traits provided by character education programs by comparing the voices of minority and lower-lower middle class stakeholders with those of upper middle class stakeholders. The literature on the values and virtues based approaches to moral development and character education were…

The cell cycle: development of an eLearning animation.

PubMed

Sala Ripoll, Cristina; Oparka, Richard; Campbell, Annie; Erolin, Caroline

2017-01-01

The use of eLearning resources is becoming increasingly widespread in medical education because of its numerous advantages. They awaken interest in students can be reused without loss of quality and give students added control over their own education by allowing them to review content in their own time. This article describes the development and evaluation of an innovative eLearning animation for the curriculum of the pathology class at the University of Dundee School of Medicine.

The Impact of Teaching the Subjects under "Science in Time" Unit in the Social Studies Class in the 7th Grade Using Jigsaw Technique on the Academic Success of the Students

ERIC Educational Resources Information Center

Er, Harun

2017-01-01

The main point in today's educational approach is that it is based on a student-centered approach. One of the alternative instruction techniques having a convenient content for this system is the jigsaw technique. Since the introduction of this technique, it has been applied into many different fields of education, and determined that it…

Prevalence of obesity in Switzerland 1992-2007: the impact of education, income and occupational class.

PubMed

Faeh, D; Braun, J; Bopp, M

2011-03-01

Prevalence of excess weight varies substantially by socioeconomic position (SEP). SEP can be defined with different indicators. The strength of the association of SEP with excess weight differs by SEP indicator, between populations and over time. We examined the prevalence of overweight and obesity (body mass index 25-29.9 and ≥30 kg m(-2) ) in Switzerland by educational level, household income tertile and occupational class (three categories for each indicator). Self-reported data stem from four cross-sectional population surveys including 53 588 persons aged between 25 and 74 years. The overall prevalence of overweight increased between 1992 and 2007 from 37.4% to 41.4% in men and from 18.8% to 21.9% in women. Obesity prevalence increased from 7.2% to 9.7% in men and from 5.4% to 8.6% in women. Inequalities were calculated with multivariable logistic regression. Inequalities were larger in women than in men and for obesity than for overweight. However, overweight and obesity inequalities did not significantly change over time, despite overall increasing prevalence. Although all SEP indicators were independently associated with excess weight, the association was strongest with education, particularly in women. Programmes and policies aimed at preventing excess weight should target individuals with low education early in life. © 2010 The Authors. obesity reviews © 2010 International Association for the Study of Obesity.

Is group singing special? Health, well-being and social bonds in community-based adult education classes

PubMed Central

Pearce, Eiluned; Launay, Jacques; Machin, Anna; Dunbar, Robin I.M.

2016-01-01

Evidence demonstrates that group singing improves health and well-being, but the precise mechanisms remain unknown. Given that cohesive social networks also positively influence health, we focus on the social aspects of singing, exploring whether improvements in health and well-being are mediated by stronger social bonds, both to the group as a whole (collective-bonding) and to individual classmates (relational-bonding). To do so, seven newly-formed community-based adult education classes (four singing, N=84, and three comparison classes studying creative writing or crafts, N=51) were followed over seven months. Self-report questionnaire data on mental and physical health, well-being, and social bonding were collected at Months 1, 3 and 7. We demonstrate that physical and mental health and satisfaction with life significantly improved over time in both conditions. Path analysis did not show any indirect effects via social bonding of Condition on health and well-being. However, higher collective-bonding at timepoint 3 significantly predicted increased flourishing, reduced anxiety and improved physical health independently of baseline levels. In contrast, relational-bonding showed no such effects, suggesting that it is feeling part of a group that particularly yields health and well-being benefits. Moreover, these results indicate that singing may not improve health and well-being more than other types of activities. Nonetheless, these findings encourage further work to refine our understanding of the social aspects of community-based adult education classes in promoting health, well-being and community cohesion. PMID:27867282

Is group singing special? Health, well-being and social bonds in community-based adult education classes.

PubMed

Pearce, Eiluned; Launay, Jacques; Machin, Anna; Dunbar, Robin I M

Evidence demonstrates that group singing improves health and well-being, but the precise mechanisms remain unknown. Given that cohesive social networks also positively influence health, we focus on the social aspects of singing, exploring whether improvements in health and well-being are mediated by stronger social bonds, both to the group as a whole (collective-bonding) and to individual classmates (relational-bonding). To do so, seven newly-formed community-based adult education classes (four singing, N =84, and three comparison classes studying creative writing or crafts, N =51) were followed over seven months. Self-report questionnaire data on mental and physical health, well-being, and social bonding were collected at Months 1, 3 and 7. We demonstrate that physical and mental health and satisfaction with life significantly improved over time in both conditions. Path analysis did not show any indirect effects via social bonding of Condition on health and well-being. However, higher collective-bonding at timepoint 3 significantly predicted increased flourishing, reduced anxiety and improved physical health independently of baseline levels. In contrast, relational-bonding showed no such effects, suggesting that it is feeling part of a group that particularly yields health and well-being benefits. Moreover, these results indicate that singing may not improve health and well-being more than other types of activities. Nonetheless, these findings encourage further work to refine our understanding of the social aspects of community-based adult education classes in promoting health, well-being and community cohesion.

Too young for rainforests? The impact of a rainforest curriculum on elementary students' affective responses to nature

NASA Astrophysics Data System (ADS)

Matteson, Kathryn Alice

A theory relating to children's affective responses to education about large-scale, distant environmental issues has become fairly widely accepted among environmental educators. The theory is encapsulated in the term "ecophobia," coined by David Sobel in Beyond Ecophobia (1996). According to this notion, elementary school children may become fearful of, or dissociated from, nature as they receive little direct exposure to nature and as they learn about distant environmental issues such as rainforest depletion. However, this seems a conflation of two discrete factors (lack of exposure to nature and education about distant environmental issues) that should be examined separately. Although children's exposure to nature has been studied, there appears to be no scientific research that examines elementary school students' affective responses to nature following education about distant environmental issues. This study endeavors to fill the apparent gap by measuring 4th graders' affective responses to nature following a unit on tropical rainforests. Deforestation represents a "distant" environmental issue that is thought to cause fear of, or dissociation from, nature among elementary school students. This quasi-experimental study involved a pretest, a posttest, and 150 4th grade participants in 8 classes. Students in all eight classes were administered a pretest questionnaire, inquiring about their affective responses to nature. Four classes then underwent a week-long unit on rainforests while four control group classes did not. All eight classes were then administered a posttest questionnaire. The data did not support the hypotheses that participants would feel more appreciative of nature and more empowered to protect nature following the rainforest unit. However, the data do support the hypotheses that the unit would not cause participants to feel increased fear of or dissociation from, nature. The data also suggest that greater amounts of time spent in nature were associated with greater appreciation of nature and less fear of nature. This research represents an initial effort to understand the developmental appropriateness of educating elementary school students about distant environmental issues. Further research on this topic is needed.

Short-term disturbance effects of outdoor education stream classes on aquatic macroinvertebrates

USDA-ARS?s Scientific Manuscript database

Outdoor education stream classes provide students with an opportunity to gain hands-on experience with sampling methods for evaluating stream water quality. Student trampling as a result of stream classes may disrupt the substrate and negatively impact aquatic macroinvertebrates. The impact of stude...

Intercultural and Media Education on Art Classes

ERIC Educational Resources Information Center

Borges, Maria José; Chaves, Anabela; Costa, Manuela; Pereira, Emília Sá

2009-01-01

Visual art, music and literature, are part of the culture. Thus Art shows the interactions between different cultures. The aim of the article is to present some activities to include intercultural issues in Art and Mother Language classes. Art classes also give the opportunity to do Media Education.

World Class Schools: An Evolving Concept.

ERIC Educational Resources Information Center

Jenkins, John M., Ed.; And Others

The concept of "world class," often used in reference to education, lacks a precise, universal definition. This book presents case studies of exemplary schools. The foreword by Fenwick W. English presents a developmental concept of world-class education, in which fair and comparable standards, with sufficient room for sociocultural…

Supporting Working-Class Students in Higher Education

ERIC Educational Resources Information Center

Soria, Krista; Bultmann, Mark

2014-01-01

Utilizing data from the multi-institutional "Student Experience in the Research University" survey, we examined self-identified working-class students' experiences in higher education. The results suggest that working-class students experience a lower sense of belonging, perceive a less welcoming campus climate, and pursue fewer social…

Methodologie de la classe de conversation: Vers un enseignement de la competence a communiquer. (Methodology of the Conversation Class: Toward Education in Communicative Competence).

ERIC Educational Resources Information Center

Perez, Marcel

This study presents a model for teaching a French conversation course on the college level. The research is based on French language classes in Quebec general education and professional colleges (CEGEP). The first part states the problem, examines several programs, describes the organization of the conversation classes, presents several language…

Fair Play Game: A Group Contingency Strategy to Increase Students' Active Behaviours in Physical Education

ERIC Educational Resources Information Center

Vidoni, Carla; Lee, Chang-Hung; Azevedo, L. B.

2014-01-01

A dependent group contingency strategy called Fair Play Game was applied to promote increase in number of steps during physical education classes for sixth-grade students. Results from a multiple baseline design across three classes showed that the mean number of steps for baseline vs. intervention were: Class 1: 43 vs. 64 steps/minute; Class 2:…

Class, Gender, (Hetero)Sexuality and Schooling: Paradoxes within Working-Class Girls' Engagement with Education and Post-16 Aspirations

ERIC Educational Resources Information Center

Archer, Louise; Halsall, Anna; Hollingworth, Sumi

2007-01-01

This paper discusses the ways in which inner-city, ethnically diverse, working-class girls' constructions of hetero-femininities mediate and shape their dis/engagement with education and schooling. Drawing on data from a study conducted with 89 urban, working-class young people in London, attention is drawn to three main ways through which young…

Can Single-Sex Classes in Co-Educational Schools Enhance the Learning Experiences of Girls and/or Boys? An Exploration of Pupils' Perceptions.

ERIC Educational Resources Information Center

Jackson, Carolyn

2002-01-01

Explores the value of introducing single-sex classes within co-educational schools. Draws upon perspectives of girls and boys involved in one such initiative. Concludes girls-only classes may have positive effects for girls, but curriculum-as-usual boys' classes do nothing to challenge problematic male cultures inherent in schools. (BT)

A pragmatic comparison of two diabetes education programs in improving type 2 diabetes mellitus outcomes.

PubMed

Dorland, Katherine; Liddy, Clare

2014-03-28

Although it is clear that education programs constitute key elements of improved diabetes management, uncertainty exists regarding the optimal method of delivering that education. In addition to the lack of consensus regarding the most appropriate delivery methods for these programs, there is a paucity of research which evaluates these methods in terms of specific clinical outcomes. This pragmatic study compares the effectiveness of two distinct diabetes education programs in improving clinical outcomes in patients with type 2 diabetes mellitus in a primary care setting. The two diabetes education classes (n = 80 enrolled) retrospectively evaluated were 'the ABC's of Diabetes' (one 2-hour didactic teaching session) and 'Conversation Maps' (3 highly interactive weekly classes, 6 hours in total). Eligible participants (n = 32) had their charts reviewed and outcome measures (i.e., glycosylated hemoglobin levels (HbA1c), low density lipoprotein (LDL), systolic blood pressure (SBP), diastolic blood pressure (DBP), and weight) recorded 1 year prior to and 6 months following the class. Pre- and post-class outcome measures were compared. A trend towards lower HbA1c was observed after completion of both classes, with an average reduction of 0.2%, and 0.6% after 6 months in the 'ABC's of Diabetes' class and 'Conversation Maps' class respectively. A significant decrease in weight was observed 6 months after the 'ABC's of Diabetes' class (p = 0.028), and in LDL after the 'Conversation Maps' class (p = 0.049). Patients with HbA1c ≥ 8% showed a drop of 1.1% in HbA1c 3 months after either class (p = 0.004). No significant difference in outcomes was found between the two diabetes education classes assessed. There was a trend towards improved glycemic control after both classes, and patients with high HbA1c levels demonstrated statistically significant improvements. This indicates that shorter sessions using didactic teaching methods may be equally effective in producing improvements in diabetes self-management as more intensive course formats.

Middle-Class Societies Invest More in Public Education: A Stronger Middle Class Is Associated with Higher Levels of Spending on Education

ERIC Educational Resources Information Center

Madland, David; Bunker, Nick

2011-01-01

America's economic future depends in large part on the quality of the nation's public education. Education increases productivity, sparks innovation, and boosts the economic competitiveness. Not surprisingly, the American public thinks that there should be greater investments in education, with polls showing strong and growing support for…

Introduction to a New Approach to Experiential Learning.

ERIC Educational Resources Information Center

Jackson, Lewis; MacIsaac, Doug

1994-01-01

A process model for experiential learning (EL) in adult education begins with the characteristics and needs of adult learners and conceptual foundations of EL. It includes methods and techniques for in-class and field-based experiences, building a folio (point-in-time performance assessment), and portfolio construction (assessing transitional…

Preserving the Seminar Experience

ERIC Educational Resources Information Center

Ramsey, David; Evans, Jocelyn; Levy, Meyer

2016-01-01

This article presents a new approach to online graduate education. With hopes of recruiting a larger cohort in order to preserve a graduate program struggling with low enrollment, we began offering a limited number of seats to students who would attend class in real time but from remote locations, using a videoconferencing platform. Unlike…

Grounding the Flipped Classroom Approach in the Foundations of Educational Technology

ERIC Educational Resources Information Center

Lo, Chung Kwan

2018-01-01

The flipped classroom approach is becoming increasingly popular. This instructional approach allows more in-class time to be spent on interactive learning activities, as the direct lecturing component is shifted outside the classroom through instructional videos. However, despite growing interest in the flipped classroom approach, no robust…

Snapshot of a Hybrid Learning Environment

ERIC Educational Resources Information Center

Alexander, Mystica M.; Lynch, John E.; Rabinovich, Tamara; Knutel, Phillip G.

2014-01-01

In a time of flat enrollments in traditional higher education, online learning is booming. This article describes how one university evolved its programs to be on the forefront of the fastest-growing segment of online programs, hybrid learning. With a relatively minor investment in infrastructure, classes are delivered simultaneously to students…

The Construction of Academic Time: Sub/Contracting Academic Labour in Research.

ERIC Educational Resources Information Center

Hey, Valerie

2001-01-01

Offers a poststructuralist analysis of the UK higher education sector's academic division of labor, exploring some new contradictions from a contract researcher's standpoint. Raises political, social, and methodological questions about these divisions by exploring their class and gender dimensions. Too many academics remain silent about adverse…

Social Experiences in Infancy and Early Childhood Co-Sleeping

ERIC Educational Resources Information Center

Hayes, Marie J.; Fukumizu, Michio; Troese, Marcia; Sallinen, Bethany A.; Gilles, Allyson A.

2007-01-01

Infancy and early childhood sleep-wake behaviours from current and retrospective parental reports were used to explore the relationship between sleeping arrangements and parent-child nighttime interactions at both time points. Children (N = 45) from educated, middle-class families, mostly breastfed in infancy, composed a convenience sample that…

Retirement Plan Lawsuits: Preparing for the Storm

ERIC Educational Resources Information Center

Morahan, John; Turner, Aaron

2017-01-01

Currently, higher education is being roiled by class-action lawsuits filed against high-profile institutions, including MIT, Yale and New York University, over management of their retirement plans. As the lawyers are deployed and the billable hours accrue, it is timely to examine how those who have responsibility for retirement plan…

Turning Students into Voters: What Teachers Can Do

ERIC Educational Resources Information Center

Lavine, Peter

2014-01-01

Political participation is seriously unequal. For example, young adults who finish college vote at almost three times the rate of contemporaries who have dropped out of high school. That gap translates into disparities by race and class. Effective civic education can reduce such inequality and make our democracy more representative. Teaching…

Implementing the Modified Four-Day School Week.

ERIC Educational Resources Information Center

Litke, C. Del

1994-01-01

Traces development and implementation of a 4-day school week at an Alberta junior high school that extended the school day 40 minutes, resulted in more classes taught in a shorter time period, and decreased student discipline problems. Describes parent and community reactions. Includes recommendations for planning educational change. (LP)

Virtual Microscopy: A Useful Tool for Meeting Evolving Challenges in the Veterinary Medical Curriculum

ERIC Educational Resources Information Center

Kogan, Lori R.; Dowers, Kristy L.; Cerda, Jacey R.; Schoenfeld-Tacher, Regina M.; Stewart, Sherry M.

2014-01-01

Veterinary schools, similar to many professional health programs, face a myriad of evolving challenges in delivering their professional curricula including expansion of class size, costs to maintain expensive laboratories, and increased demands on veterinary educators to use curricular time efficiently and creatively. Additionally, exponential…

Research Library Issues. RLI 290

ERIC Educational Resources Information Center

Baughman, M. Sue, Ed.

2017-01-01

Academic and research libraries have been increasing their efforts for a number of years to demonstrate their contributions to student learning outcomes in support of the institutional educational mission. Whether through one-shot instruction or credited classes, libraries invest a great deal of time and effort in instructional programs. A key…

Improvisation as a Curricular Metaphor: Imagining Education for a Rural Creative Class

ERIC Educational Resources Information Center

Corbett, Michael

2013-01-01

Rural communities contain a largely unacknowledged innovative capacity founded on improvisational traditions. These traditions may be rooted in work practices in agriculture and other rurally-based productive activities but today they have expanded into other lifeworld locations, particularly virtual spaces that accelerate time-space compression.…

Relevance of Student Resources in a Flipped MIS Classroom

ERIC Educational Resources Information Center

Adkins, Joni K.

2014-01-01

Flipped classrooms are gaining popularity in various educational settings as proponents report several benefits. In order for flipped classrooms to be successful, students must take responsibility for certain assignments outside of class time. In this study, Management Information Systems students were to learn textbook material by reading the…

7 CFR 273.7 - Work provisions.

Code of Federal Regulations, 2010 CFR

2010-01-01

... ineligible to participate in the Food Stamp Program under paragraph (j) of this section. (viii) A student.... Students enrolled at least half-time in an institution of higher education must meet the student eligibility requirements listed in § 273.5. A student will remain exempt during normal periods of class...

7 CFR 273.7 - Work provisions.

Code of Federal Regulations, 2011 CFR

2011-01-01

... ineligible to participate in the Food Stamp Program under paragraph (j) of this section. (viii) A student.... Students enrolled at least half-time in an institution of higher education must meet the student eligibility requirements listed in § 273.5. A student will remain exempt during normal periods of class...

7 CFR 273.7 - Work provisions.

Code of Federal Regulations, 2014 CFR

2014-01-01

... ineligible to participate in the Food Stamp Program under paragraph (j) of this section. (viii) A student.... Students enrolled at least half-time in an institution of higher education must meet the student eligibility requirements listed in § 273.5. A student will remain exempt during normal periods of class...

7 CFR 273.7 - Work provisions.

Code of Federal Regulations, 2012 CFR

2012-01-01

... ineligible to participate in the Food Stamp Program under paragraph (j) of this section. (viii) A student.... Students enrolled at least half-time in an institution of higher education must meet the student eligibility requirements listed in § 273.5. A student will remain exempt during normal periods of class...

7 CFR 273.7 - Work provisions.

Code of Federal Regulations, 2013 CFR

2013-01-01

... ineligible to participate in the Food Stamp Program under paragraph (j) of this section. (viii) A student.... Students enrolled at least half-time in an institution of higher education must meet the student eligibility requirements listed in § 273.5. A student will remain exempt during normal periods of class...

WebLab of a DC Motor Speed Control Didactical Experiment

ERIC Educational Resources Information Center

Bauer, Karine; Mendes, Luciano

2012-01-01

Purpose: Weblabs are an additional resource in the execution of experiments in control engineering education, making learning process more flexible both in time, by allowing extra class laboratory activities, and space, bringing the learning experience to remote locations where experimentation facilities would not be available. The purpose of this…

Changes in Values of College Students.

ERIC Educational Resources Information Center

Lane, G. Gorham; Pemberton, Carol

Underlying the programs of undergraduate colleges is the assumption that the 4-year educative process will produce some change in students. This study sought to determine the changes in values of college students by administering the Allport-Vernon-Lindzey (AVL) "Study of Values" three times to the same undergraduate class and once to…

Is Racism in Education an Accident?

ERIC Educational Resources Information Center

Apple, Michael W.

2009-01-01

People live in a time where neoliberal positions, with their assumption that private is good and public is bad, are dominant. Yet, as the author and others have demonstrated, such positions consistently privilege particular and identifiable classed and raced groups. This is not accidental. Society, like many others throughout the world, is…

A Note for Graphing Calculators in the Fundamental Finance Course

ERIC Educational Resources Information Center

Chen, Jeng-Hong

2011-01-01

The financial calculator is incorporated in finance education. In class, the instructor shows students how to use the financial calculator's function keys to solve time value of money (TVM) related problems efficiently. The fundamental finance course is required for all majors in the business school. Some students, especially…

Does Halloween Belong in School?

ERIC Educational Resources Information Center

Drevitch, Gary

2005-01-01

For many teachers, trying to organize a Halloween celebration has become more of a trick than a treat. Some religious groups protest the observance of what they consider a pagan celebration and administrators fret about maintaining security during events that are, by definition, wild. Even educators complain that class time devoted to candy corn…

Streamline Your PD

ERIC Educational Resources Information Center

Neufeld, Janet K.

2013-01-01

One of the larger shifts in education is evaluating teacher knowledge acquisition to determine if it is effectively changing the way teachers learn, teach, and bring about student improvement. In the effort to do this, teachers often spend much time on administrative duties, such as documenting what classes or workshops they have taken, and this…

Single-Sex Programs: Resolving the Research Conundrum

ERIC Educational Resources Information Center

Salomone, Rosemary C.

2006-01-01

In March, 2004, the federal Department of Education issued proposed Title IX regulations that promise to provide public school districts and charter school organizers considerable flexibility in establishing single-sex classes and schools. At the same time, however, as part of the No Child Left Behind Act, the Department has called for…

Composite Scheduling

ERIC Educational Resources Information Center

Childers, Gary L.; Ireland, Rebecca Weeks

2005-01-01

In education, there is no one best way to do anything. There are compelling reasons why some courses should be taught in longer segments of time, which the block schedule provides. There are also compelling reasons why some classes should be taught in shorter segments. At Watauga High School in Boone, North Carolina, an alternative schedule that…

Supporting the "Collaborative" Part of Wiki-Mediated Collaborative Learning Activities

ERIC Educational Resources Information Center

Larusson, Johann Ari

2010-01-01

Prior research has highlighted the educational benefit of enabling students to participate in collaborative learning activities. Developing technology that extends the physical boundaries of the classroom and enables students to engage in meaningful collaborative learning activities outside class time can be of significant value. For any…

Leveraging Mindsets to Promote Academic Achievement: Policy Recommendations.

PubMed

Rattan, Aneeta; Savani, Krishna; Chugh, Dolly; Dweck, Carol S

2015-11-01

The United States must improve its students' educational achievement. Race, gender, and social class gaps persist, and, overall, U.S. students rank poorly among peers globally. Scientific research shows that students' psychology-their "academic mindsets"-have a critical role in educational achievement. Yet policymakers have not taken full advantage of cost-effective and well-validated mindset interventions. In this article, we present two key academic mindsets. The first, a growth mindset, refers to the belief that intelligence can be developed over time. The second, a belonging mindset, refers to the belief that people like you belong in your school or in a given academic field. Extensive research shows that fostering these mindsets can improve students' motivation; raise grades; and reduce racial, gender, and social class gaps. Of course, mindsets are not a panacea, but with proper implementation they can be an excellent point of entry. We show how policy at all levels (federal, state, and local) can leverage mindsets to lift the nation's educational outcomes. © The Author(s) 2015.

The Accelerated Medical Program and the Liberal Arts at Boston University.

PubMed

Blaustein, E H; Kayne, H L

1976-06-14

Since September 1961, fifteen classes have matriculated in Boston University's Six- Year College of Liberal Arts--Medical Education Combined Degree Program. The applicant pool is approximately three to four times larger now than in the earlier years, with classes averaging 50 students. Academic qualifications (high-school class rank and Scholastic Aptitude Test and College Board Achievement Test results) of the entering classes have been at a consistently high level. Fifty percent or more of the graduates receive the BA degree with honors; 10% or more receive the MD degree with honors. The degree of flexibility in the liberal arts component of the program has increased and currently exceeds that of the traditional four-year premedical curriculum. These data, together with additional information concerning postgraduate professional activities, indicate that the combined accelerated program has been successful.

Using Place-Based Independent Class Projects as a Means to Hone Research Skills and Prepare a Future Geospatial Workforce

NASA Astrophysics Data System (ADS)

Prakash, A.; Gens, R.; Cristobal, J.; Waigl, C. F.; Balazs, M. S.; Graham, P. R.; Butcher, C. E.; Sparrow, E. B.

2015-12-01

It is never too early to bring in your own research into teaching. Considerable efforts have been made globally to introduce STEM research themes in K12 environments. These efforts a laudable as they help to create STEM identity in students and get students excited to pursue higher education. The task of a post-secondary educator is to build on that excitement and ensure that the students who enter higher education come out knowledgeable, skilled, and employable. At the University of Alaska Fairbanks we have structured our geospatial curricula to include place-based, independent research projects in several semester-long classes. These class-projects serve as mini capstone research experiences that take a student through the entire process of research including: identifying a problem or need; building a hypothesis; formulating the science question; searching, acquiring, and processing data; analyzing and interpreting the research results; and presenting the outcomes in written and oral format to a peer group. Over a decade of experience has shown that students tend to engage and perform well when the research addresses an authentic problem they can relate to and take ownership of. Over 150 student-lead class projects using a variety of freely available datasets have contributed not only to preparing the future workforce, but also to enhancing the research profile of UAF. We extended the same model to a summer internship program where graduate students who have gone through the experience of an in-class research project serve as mentors for undergraduate interns. Even the condensed time frame yields positive outcomes including joint publications between faculty, staff, graduate students and undergraduate students in the peer-reviewed literature.

Becoming disabled: The association between disability onset in younger adults and subsequent changes in productive engagement, social support, financial hardship and subjective wellbeing.

PubMed

Emerson, Eric; Kariuki, Maina; Honey, Anne; Llewellyn, Gwynnyth

2014-10-01

Very few population-based studies have investigated the association between the onset of health conditions/impairments associated with disability and subsequent well-being. To examine the association between the onset of disability and four indicators of well-being (full-time engagement in employment or education, financial hardship, social support, subjective well-being) among a nationally representative sample of Australian adolescents and young adults. Secondary analysis of the first eight waves (2001-2008) of the survey of Household Income and Labour Dynamics in Australia. For financial hardship and subjective well-being, the majority of participants belonged to trajectory classes for which there was no evidence that the onset of disability was associated with a subsequent lowering of well-being. For participation in employment and education, the majority of participants belonged to trajectory classes for which there was evidence of a modest immediate reduction in participation rates followed by subsequent stability. For social support, the majority of participants belonged to trajectory classes for which there was evidence of a modest temporary reduction in support followed by rebound back to initial levels. Membership of classes associated with poorer outcomes was associated with a number of covariates including: male gender; younger age of disability onset; being born overseas; not living with both parents at age 14; lower proficiency in the English language; and parental education being year 12 or below. The results of our analyses illustrate the existence of clear empirically defined trajectory classes following the onset of disability across a range of indicators of well-being. Copyright © 2014 Elsevier Inc. All rights reserved.

Teaching Physical Literacy to Promote Healthy Lives: TGfU and Related Approaches

ERIC Educational Resources Information Center

Doozan, Ashley; Bae, Mihae

2016-01-01

The knowledge acquired in physical education classes should provide for an increase in physical activity and promote interest in healthier lifestyles. Despite the importance of physical literacy developed in physical education classes, physical education is not perceived as important, and funding for physical education has decreased. This paper…

Techniques of Play Activity at Physical Education Classes at Specialized Secondary Educational Establishments

ERIC Educational Resources Information Center

Martynova, Victoria A.; Kapustin, Aleksandr G.

2016-01-01

The issue is urgent today because at present the organization and content of Physical Education (PE) classes at specialized secondary educational establishments (SSEEs) do not completely meet contemporary requirements. The following negative trends prove that, namely: the physical and psychological health decline in school leavers and students,…

Education in Tanzania: Class Formation and Reproduction.

ERIC Educational Resources Information Center

Samoff, Joel

The mechanisms through which differential access to education in Kilimanjaro has been manipulated to insure the reproduction of a local ruling class are examined. Section I describes the regional advantages which have made Kilimanjaro the most educated area of the country. Section II discusses the church role in education prior to and following…

An International Model of World-Class Education: The International Baccalaureate

ERIC Educational Resources Information Center

Hill, Ian

2012-01-01

This article posits that world-class education is international education, as defined by UNESCO, and presents International Baccalaureate (IB) programmes as examples of this phenomenon. It begins with the IB's 1960s origins in international schools, which educated the children of globally mobile parents who worked principally in the UN and its…

Toward the virtual classroom

DOE Office of Scientific and Technical Information (OSTI.GOV)

Pihlman, M.; Dirks, D.H.

1990-01-03

The Lawrence Livermore National Laboratory (LLNL) encourages its employees to remotely attend classes given by Stanford University, University of California at Davis, and the National Technological University (NTU). To improve the quality of education for LLNL employees, we are cooperating with Stanford University in upgrading the Stanford Instructional Television Network (SITN). A dedicated high-speed communication link (Tl) between Stanford and LLNL will be used for enhanced services such as videoconferencing, real time classnotes distribution, and electronic distribution of homework assignments. The new network will also allow students to take classes from their offices with the ability to ask the professormore » questions via an automatically dialed telephone call. As part of this upgrade, we have also proposed a new videoconferencing based classroom environment where students taking remote classes would feel as though they are attending the live class. All paperwork would be available in near real time and students may converse normally with, and see, other remote students as though they were all in the same physical location. We call this the Virtual Classroom.'' 1 ref., 6 figs.« less

Student Mastery of the Sun-Earth-Moon System in a Flipped Classroom of Pre-service Elementary Education Students

NASA Astrophysics Data System (ADS)

Larsen, Kristine

2014-01-01

One of the current trends in pedagogy at all levels(K-college) is the so-called ‘flipped classroom’, in which students prepare for a class meeting through self-study of the material. It is based on a rejection of the classic model of the faculty member as the ‘sage on the stage’ instead, responsibility for learning shifts to the individual student. The faculty member takes on the role of learning facilitator or mentor, and focuses the students’ learning by crafting and administering timely formative assessments (in multiple formats and applied multiple times) that aid both students and the faculty member in tracking the students’ mastery of the learning outcomes. In a flipped, freshman-only, section of SCI 111 Elementary Earth-Physical Sciences (a required introductory science course for pre-service elementary school teachers) the students learned through a combination of individual and group hands-on in-class activities, technology (including PowerPoint presentations and short videos viewed prior to attending class), in-class worksheets, and in-class discussions. Students self-differentiated in how they interacted with the available teaching materials, deciding which activities to spend the most time on based on their individual needs (based on an online quiz taken the night before the class period, and their personal self-confidence with the material). Available in-class activities and worksheets were developed by the faculty member based on student scores on the online quiz as well as personal messages submitted through the course management system the night before the class meeting. While this placed a significant burden on the faculty member in terms of course preparation, it allowed for just-in-time teaching to take place. This poster describes the results of student mastery of content centered on the sun-earth-moon system (specifically seasons, moon phases, and eclipses) as compared to traditional classroom sections.

The Academic Consequences of Marijuana Use during College

PubMed Central

Arria, Amelia M.; Caldeira, Kimberly M.; Bugbee, Brittany A.; Vincent, Kathryn B.; O’Grady, Kevin E.

2015-01-01

Although several studies have shown that marijuana use can adversely affect academic achievement among adolescents, less research has focused on its impact on post-secondary educational outcomes. This study utilized data from a large longitudinal cohort study of college students to test the direct and indirect effects of marijuana use on college GPA and time to graduation, with skipping class as a mediator of these outcomes. A structural equation model was evaluated taking into account a variety of baseline risk and protective factors (i.e., demographics, college engagement, psychological functioning, alcohol and other drug use) thought to contribute to college academic outcomes. The results showed a significant path from baseline marijuana use frequency to skipping more classes at baseline to lower first-semester GPA to longer time to graduation. Baseline measures of other drug use and alcohol quantity exhibited similar indirect effects on GPA and graduation time. Over time, the rate of change in marijuana use was negatively associated with rate of change in GPA, but did not account for any additional variance in graduation time. Percentage of classes skipped was negatively associated with GPA at baseline and over time. Thus, even accounting for demographics and other factors, marijuana use adversely affected college academic outcomes, both directly and indirectly through poorer class attendance. Results extend prior research by showing that marijuana use during college can be a barrier to academic achievement. Prevention and early intervention might be important components of a comprehensive strategy for promoting post-secondary academic achievement. PMID:26237288

Framing of Transitional Pedagogic Practices in the Sciences: Enabling Access

ERIC Educational Resources Information Center

Ellery, Karen

2017-01-01

Educational literature shows that students from working-class backgrounds are significantly less likely to persist to completion in higher education than middle-class students. This paper draws theoretically and analytically on Bernstein's ([1990. "Class, Codes and Control, Volume IV: The Structuring of Pedagogic Discourse." London:…

American High Schools Can Be World Class.

ERIC Educational Resources Information Center

Chalker, Donald M.; Haynes, Richard M.; Smith, Mark

1999-01-01

Compares characteristics of high school educational systems from 10 countries with exemplary educational systems. Describes a resulting set of world class standards and observes the acceptance or rejection of these standards in the United States. Discusses world class practices in American high schools. Offers a starter agenda for delivering world…

The Educational Strategies of Danish University Students from Professional and Working-Class Backgrounds

ERIC Educational Resources Information Center

Thomsen, Jens Peter; Munk, Martin D.; Eiberg-Madsen, Misja; Hansen, Gro Inge

2013-01-01

This article studies the educational strategies adopted by university students from different class backgrounds in a Scandinavian welfare regime. Studies show distinct differences among classes relating to economic considerations, risk-averse behavior, and patterns of socialization among university students. We investigate these differences…

Characteristics of Instructional Videos

ERIC Educational Resources Information Center

Beheshti, Mobina; Taspolat, Ata; Kaya, Omer Sami; Sapanca, Hamza Fatih

2018-01-01

Nowadays, video plays a significant role in education in terms of its integration into traditional classes, the principal delivery system of information in classes particularly in online courses as well as serving as a foundation of many blended classes. Hence, education is adopting a modern approach of instruction with the target of moving away…

Students' objectively measured physical activity levels and engagement as a function of between-class and between-student differences in motivation toward physical education.

PubMed

Aelterman, Nathalie; Vansteenkiste, Maarten; Van Keer, Hilde; Van den Berghe, Lynn; De Meyer, Jotie; Haerens, Leen

2012-08-01

Despite evidence for the utility of self-determination theory in physical education, few studies used objective indicators of physical activity and mapped out between-class, relative to between-student, differences in physical activity. This study investigated whether moderate-to-vigorous physical activity (MVPA) and rated collective engagement in physical education were associated with autonomous motivation, controlled motivation, and amotivation at the between-class and between-student levels. Participants were 739 pupils (46.3% boys, Mage = 14.36 ±1.94) from 46 secondary school classes in Flanders (Belgium). Multilevel analyses indicated that 37% and 63% of the variance in MVPA was explained by between-student and between-class differences, respectively. Students' personal autonomous motivation related positively to MVPA. Average autonomous class motivation was positively related to between-class variation in MVPA and collective engagement. Average controlled class motivation and average class amotivation were negatively associated with collective engagement. The findings are discussed in light of self-determination theory's emphasis on quality of motivation.

Physical education and academic achievement in elementary school: data from the early childhood longitudinal study.

PubMed

Carlson, Susan A; Fulton, Janet E; Lee, Sarah M; Maynard, L Michele; Brown, David R; Kohl, Harold W; Dietz, William H

2008-04-01

We examined the association between time spent in physical education and academic achievement in a longitudinal study of students in kindergarten through fifth grade. We used data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998 to 1999, which employed a multistage probability design to select a nationally representative sample of students in kindergarten (analytic sample = 5316). Time spent in physical education (minutes per week) was collected from classroom teachers, and academic achievement (mathematics and reading) was scored on an item response theory scale. A small but significant benefit for academic achievement in mathematics and reading was observed for girls enrolled in higher amounts (70-300 minutes per week) of physical education (referent: 0-35 minutes per week). Higher amounts of physical education were not positively or negatively associated with academic achievement among boys. Among girls, higher amounts of physical education may be associated with an academic benefit. Physical education did not appear to negatively affect academic achievement in elementary school students. Concerns about adverse effects on achievement may not be legitimate reasons to limit physical education programs.

Public School Education: The Case for Reduced Class Size. Why the Present Class Size is Not Working and What Can We Do about It?

ERIC Educational Resources Information Center

Graham, Evol

2009-01-01

By reducing class size we will close the achievement gap in public school education, caused by prior neglect especially since the civil rights era of the sixties. Additional, highly qualified and specialized teachers will more effectively manage a smaller class size and serve more individual student needs in the crucial early grades, where a solid…

Aging IQ Intervention with Older Korean Americans: A Comparison of Internet-Based and In-Class Education

ERIC Educational Resources Information Center

Jang, Yuri; Yoon, Hyunwoo; Marti, C. Nathan; Kim, Miyong T.

2015-01-01

Using the translated contents of the National Institute on Aging (NIA)'s Aging IQ, an educational intervention was delivered to older Korean Americans. The educational program was delivered via two different modalities, Internet-based education (n = 12) and in-class education (n = 11), and the overall feasibility and efficacy were evaluated by the…

A Trial of PBL Education with Emphasis on Improving Practical Competence of Engineering Students-A Trial Connected with the Support for Science Education in Elementary School

NASA Astrophysics Data System (ADS)

Tsutsumi, Hirotaka; Nikkuni, Hiroyuki; Kitakoshi, Daisuke; Yasuda, Toshitaka; Kikuchi, Akira; Mitani, Tomoyo

Recently Colleges of technology as well as universities have some experience-oriented classes in sciences for elementary school students. These have proved to be successful as good motivation for students in the primary education to be engineers. This research has tried the PBL education, which combined the Support of Science Education in Elementary School and the improvement of students‧ practical competence in their careers. The support of science education in elementary school was carried out by using LEGO blocks, widely utilized in the educational researches of robots, and was conducted in the practical class with the autonomous robots. Finally, the method for the class was evaluated by the elementary school students on the basis of the questionnaire.

Hidden student voice: A curriculum of a middle school science class heard through currere

NASA Astrophysics Data System (ADS)

Crooks, Kathleen Schwartz

Students have their own lenses through which they view school science and the students' views are often left out of educational conversations which directly affect the students themselves. Pinar's (2004) definition of curriculum as a 'complicated conversation' implies that the class' voice is important, as important as the teacher's voice, to the classroom conversation. If the class' voice is vital to classroom conversations, then the class, consisting of all its students, must be allowed to both speak and be heard. Through a qualitative case study, whereby the case is defined as a particular middle school science class, this research attempts to hear the 'complicated conversation' of this middle school science class, using currere as a framework. Currere suggests that one's personal relationship to the world, including one's memories, hopes, and dreams, should be the crux of education, rather than education being primarily the study of facts, concepts, and needs determined by an 'other'. Focus group interviews were used to access the class' currere: the class' lived experiences of science, future dreams of science, and present experiences of science, which was synthesized into a new understanding of the present which offered the class the opportunity to be fully educated. The interview data was enriched through long-term observation in this middle school science classroom. Analysis of the data collected suggests that a middle school science class has rich science stories which may provide insights into ways to engage more students in science. Also, listening to the voice of a science class may provide insight into discussions about science education and understandings into the decline in student interest in science during secondary school. Implications from this research suggest that school science may be more engaging for this middle school class if it offers inquiry-based activities and allows opportunities for student-led research. In addition, specialized academic and career advice in early middle school may be able to capitalize on this class' positive perspective toward science. Further research may include using currere to hear the voices of middle school science classes with more diverse demographic qualities.

Sociological-Dysfunctionality(SD) Tyrrany-of-Arrogance((ToA) Versus (So Miscalled) "Wisdom-of-Crowds" Fascism; Jargonial-Obfuscation(JO) Egocentrism Enabling Would Be "Sciences" to be Alas Mere SEANCES!!!.

NASA Astrophysics Data System (ADS)

Bradshaw, John; Martin, Brian; Carl-Ludwig Siegel, Edward; Euclid, Alexandria; Young, Frederic; Clay, London

2013-03-01

The effort to get more women to continue in physics is ongoing and many hypotheses exist as to why the gender ratio lags more in physics than in other fields. A historical investigation can offer insights to the origin of this persistent problem. Radcliffe College offered to female students an education supposedly equivalent to that offered to male students at Harvard. I track physics classes at Radcliffe and Harvard from Radcliffe's charter year to the year the physics classes fully merged. Data on instructors, enrollment, and later employment offers insights to trends in physics education over time and how the genders were affected differently even when multiple variables are isolated across the two single-gender groups.

Intentions of Muslim Arab women in Israel to attend prenatal classes.

PubMed

Ben Natan, Merav; Ashkenazi, Maayan; Masarwe, Safaa

2016-02-01

Prenatal education has many benefits to both mother and child. In Israel, prenatal classes are offered to pregnant women in their third trimester from all cultures and sectors. However, Israeli Muslim Arab women often do not attend these classes. To explore factors influencing the intention of Muslim Arab women in Israel to attend prenatal classes, using the Theory of Planned Behavior. The study was a cross-sectional quantitative correlational design. A convenience sample consisting of 200 Arab Muslim women completed a questionnaire based on the literature review and the theoretical model. The research findings indicate that women's intention to attend prenatal classes increases with more positive beliefs and attitudes toward prenatal education, greater subjective social pressure to attend classes, and with higher perceived control of attending such classes. The higher a woman's age and level of education, the greater her intention to attend classes. This study shows that the spouse is the most significant factor influencing women's decisions on this matter. In order to raise the intentions of Muslim Arab women in Israel to attend prenatal classes, policy makers must design programs to increase the awareness of prenatal education among both women and men in the Muslim Arab sector, emphasizing its benefits for mothers, infants, and families as a whole. Classes should reflect the uniqueness of Israeli Muslim Arab culture and combine traditional and modern outlooks. Copyright © 2015 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

Maternal intelligence-mental health and child neuropsychological development at age 14 months.

PubMed

Forns, Joan; Julvez, Jordi; García-Esteban, Raquel; Guxens, Mònica; Ferrer, Muriel; Grellier, James; Vrijheid, Martine; Sunyer, Jordi

2012-01-01

To examine the relationship between maternal intelligence-mental health and neuropsychological development at age 14 months in a normal population, taking into account maternal occupational social class and education. We prospectively studied a population-based birth cohort, which forms part of the INMA (Environment and Childhood) Project. Cognitive and psychomotor development was assessed at 14 months using Bayley Scales of Infant Development. Maternal intelligence and mental health were assessed by the Cattell and Cattell test and the General Health Questionnaire-12 respectively. We observed a crude association between maternal intelligence and cognitive development in children at 14 months but this association disappeared when maternal education was included. The associations were stratified by maternal education and occupational social class. Within the manual maternal occupational social class, there was a significant difference in cognitive development between children whose mothers scored in the highest tertile of maternal IQ and those whose mothers scored in the lowest tertile. In contrast, no differences were observed among children whose mothers were in the non-manual occupational social class. The association between maternal intelligence and child cognitive development differed by occupational social class. While this association was not confounded by education or other variables in manual occupational social classes, maternal education explained this association among advantaged occupational social classes. Copyright © 2011 SESPAS. Published by Elsevier Espana. All rights reserved.

A Risky Business? Mature Working-Class Women Students and Access to Higher Education.

ERIC Educational Resources Information Center

Reay, Diane

2003-01-01

Examines the experiences of 12 working class women attending an Access course at an inner city further education college. Risks and costs involved in transitioning to higher education were evident in the women's narratives. Material and cultural factors inhibited their access to higher education. The desire to "give something back"…

The Interactive Effects of Race and Class in Educational Research: Theoretical Insights from the Work of Pierre Bourdieu.

ERIC Educational Resources Information Center

Horvat, Erin McNamara

2003-01-01

Discusses the notion of habitus and its utility in understanding how race and class influence educational experiences, educational opportunity, and life trajectories. Uses examples from a longitudinal study of how 15 urban black women from three high schools interpreted educational opportunity in the college application process and how they…

Initiatives for Change in Korean Higher Education: Quest for Excellence of World-Class Universities

ERIC Educational Resources Information Center

Kang, Jean S.

2015-01-01

The establishment of World-Class Universities (WCUs) is noted as a paramount development in the realm of international higher education. The integration of higher education into a more international scheme has enabled for higher education institutions (HEIs) to have a broader impact on the states and their respective citizens. This study examines…

Similar Performance, but Different Choices: Social Class and Higher Education Choice in Greece

ERIC Educational Resources Information Center

Sianou-Kyrgiou, Eleni; Tsiplakides, Iakovos

2011-01-01

Higher education choice has been a central theme in sociological research in recent decades, especially following the policies for the widening of participation adopted in many countries. Research has shown a relationship between social class and higher education choice, and this is a reason why the expansion of higher education does not reduce…

The Education of the Third Class in "The Republic": Plato and the "Locus Classicus" of Formative Justice

ERIC Educational Resources Information Center

Mintz, Avi I.

2016-01-01

Background/Context: In one of the classics of educational philosophy, a key issue is remains unsettled. In Plato's "Republic," Socrates makes a case for the importance of a comprehensive education. Socrates is unclear, however, about whether the producer class is eligible for this comprehensive education. Purpose/Objective: Previous…

Stratification, School-Work Linkages and Vocational Education

ERIC Educational Resources Information Center

Ainsworth, James W.; Roscigno, Vincent J.

2005-01-01

Building on more classical status attainment and reproduction perspectives, this article examines the extent of class, race and gender inequality in high school vocational education, and the consequences for students' later educational and occupational trajectories. Analyses demonstrate significant class, race and gender disparities in vocational…

Students' Moral Reasoning as Related to Cultural Background and Educational Experience.

ERIC Educational Resources Information Center

Bar-Yam, Miriam; And Others

The relationship between moral development and cultural and educational background is examined. Approximately 120 Israeli youth representing different social classes, sex, religious affiliation, and educational experience were interviewed. The youth interviewed included urban middle and lower class students, Kibbutz-born, Youth Aliyah…

Nutrition Education Needs Pantry Clients

ERIC Educational Resources Information Center

Wood, Dolores K.; Shultz, Jill Armstrong; Edlefsen, Miriam; Butkus, Sue N.

2007-01-01

Two food pantries were surveyed for nutrition education (NE) interests and experiences. One site provided nutrition education classes; the comparison site was utilized to assess client interest in class topics. "Fixing low cost meals," "fixing quick and easy recipes," and "stretching food and food dollars" were topics…

32 CFR 196.415 - Access to course offerings.

Code of Federal Regulations, 2010 CFR

2010-07-01

... participation therein by any of its students on such basis, including health, physical education, industrial... classes and activities in physical education at the elementary school level, the recipient shall comply... 29, 2000. With respect to physical education classes and activities at the secondary and post...

24 CFR 3.415 - Access to course offerings.

Code of Federal Regulations, 2010 CFR

2010-04-01

... participation therein by any of its students on such basis, including health, physical education, industrial... classes and activities in physical education at the elementary school level, the recipient shall comply... 29, 2000. With respect to physical education classes and activities at the secondary and post...

36 CFR 1211.415 - Access to course offerings.

Code of Federal Regulations, 2010 CFR

2010-07-01

... participation therein by any of its students on such basis, including health, physical education, industrial... classes and activities in physical education at the elementary school level, the recipient shall comply... 29, 2000. With respect to physical education classes and activities at the secondary and post...

45 CFR 2555.415 - Access to course offerings.

Code of Federal Regulations, 2010 CFR

2010-10-01

... participation therein by any of its students on such basis, including health, physical education, industrial... classes and activities in physical education at the elementary school level, the recipient shall comply... 29, 2000. With respect to physical education classes and activities at the secondary and post...

38 CFR 23.415 - Access to course offerings.

Code of Federal Regulations, 2010 CFR

2010-07-01

... participation therein by any of its students on such basis, including health, physical education, industrial... classes and activities in physical education at the elementary school level, the recipient shall comply... 29, 2000. With respect to physical education classes and activities at the secondary and post...

Evaluation of Three Educational Online Delivery Approaches.

ERIC Educational Resources Information Center

Edwards, Clark; Fritz, Janie Harden

In order to assess student's perceptions of outcomes of various education media formats, an exploratory investigation was conducted in the context of three different classes. Participants were traditional-age undergraduate students in the following three classes with different combinations of educational media formats: (1) Visual…

Childbirth Education Class and Birth Plans Are Associated with a Vaginal Delivery.

PubMed

Afshar, Yalda; Wang, Erica T; Mei, Jenny; Esakoff, Tania F; Pisarska, Margareta D; Gregory, Kimberly D

2017-03-01

To determine whether the mode of delivery was different between women who attended childbirth education (CBE) class, had a birth plan, or both compared with those who did not attend CBE class or have a birth plan. This is a retrospective cross-sectional study of women who delivered singleton gestations > 24 weeks at our institution between August 2011 and June 2014. Based on a self-report at the time of admission for labor, women were stratified into four categories: those who attended a CBE class, those with a birth plan, both, and those with neither CBE or birth plan. The primary outcome was the mode of delivery. Multivariate logistic regression analyses adjusting for clinical covariates were performed. In this study, 14,630 deliveries met the inclusion criteria: 31.9 percent of the women attended CBE class, 12.0 percent had a birth plan, and 8.8 percent had both. Women who attended CBE or had a birth plan were older (p < 0.001), more likely to be nulliparous (p < 0.001), had a lower body mass index (p < 0.001), and were less likely to be African-American (p < 0.001). After adjusting for significant covariates, women who participated in either option or both had higher odds of a vaginal delivery (CBE: OR 1.26 [95% CI 1.15-1.39]; birth plan: OR 1.98 [95% CI 1.56-2.51]; and both: OR 1.69 [95% CI 1.46-1.95]) compared with controls. Attending CBE class and/or having a birth plan were associated with a vaginal delivery. These findings suggest that patient education and birth preparation may influence the mode of delivery. CBE and birth plans could be used as quality improvement tools to potentially decrease cesarean rates. © 2016 Wiley Periodicals, Inc.

Motivations and Participation in an Astronomy MOOC

NASA Astrophysics Data System (ADS)

Wenger, Matthew; Buxner, Sanlyn; Formanek, Martin; Impey, Chris David

2018-01-01

Student motivation, engagement, and completion are important topics in the study of Massive Open Online Courses (MOOCs). Many science-focused Massive Open Online Courses (MOOCs) appeal to lifelong learners interested in general education as opposed to career development, yet little motivation-related research has been conducted with students in these courses. We present the results of a study that examined the motivations of MOOC students in our class, Astronomy: Exploring Time and Space. We examined trends in motivation and participation for these non-career-focused students. Although we have been able to show that the students in our class are similar, demographically, to other MOOC classes, our research has shown that they have very different motivations from undergraduate students, or MOOC students who are intere “average” MOOC user. Astronomy: Exploring Time and Space students are much more likely to be astronomy hobbyists, or taking the class to satisfy their curiosity and not attempting to change careers or achieve a credential. We were also able to correlate the results of the motivation survey instruments with student engagement with course materials and rates of course completion. We examined the motivations of students using both the validated Science Motivation Questionnaire II by Glynn et. al (2011) and a motivation instrument developed by John Falk for learners in free-choice settings. These allowed us to compare our results with other researchers who have used these instrument in other educational settings, including MOOCs. Students who reported high levels of self-determination were the most likely to complete the course, while high social motivation was a poor predictor of completion and performance.

New Innovations and Best Practices under the Workforce Investment Act: Field Hearing before the Subcommittee on Higher Education, Lifelong Learning, and Competitiveness Committee on Education and Labor, U.S. House of Representatives (March 23, 2009)

ERIC Educational Resources Information Center

US House of Representatives, 2009

2009-01-01

The last reauthorization of the Workforce Investment Act was in 1998. To say that times have changed would be an understatement. The testimony of this hearing's witnesses shows that people have ideas and tested practices that work. They just need the resources and the sustained commitment to have a world-class workforce development system that…

Implementing elements of The Physics Suite at a large metropolitan research university

NASA Astrophysics Data System (ADS)

Efthimiou, Costas; Maronde, Dan; McGreevy, Tim; del Barco, Enrique; McCole, Stefanie

2011-07-01

A key question in physics education is the effectiveness of the teaching methods. A curriculum that has been investigated at the University of Central Florida (UCF) over the last two years is the use of particular elements of The Physics Suite. Select sections of the introductory physics classes at UCF have made use of Interactive Lecture Demonstrations as part of the lecture component of the class. The laboratory component of the class has implemented the RealTime Physics curriculum, again in select sections. The remaining sections have continued with the teaching methods traditionally used. Using pre- and post-semester concept inventory tests, a student survey, student interviews, and a standard for successful completion of the course, the preliminary data indicate improved student learning.

Volcanology curricula development aided by online educational resource

USGS Publications Warehouse

Poland, Michael P.; van der Hoeven Kraft, Katrien J.; Teasdale, Rachel

2011-01-01

Volcanic activity is an excellent hook for engaging college and university students in geoscience classes. An increasing number of Internet-accessible real-time and near–real time volcano monitoring data are now available and constitute an important resource for geoscience education; however, relatively few data sets are comprehensive, and many lack background information to aid in interpretation. In response to the need for organized, accessible, and well-documented volcano education resources, the U.S. Geological Survey's Hawaiian Volcano Observatory (HVO), in collaboration with NASA and the University of Hawai`i at Manoa, established the Volcanoes Exploration Project: Pu`u `Ō`ō (VEPP). The VEPP Web site (http://vepp.wr.usgs.gov) is an educational resource that provides access, in near real time, to geodetic, seismic, and geologic data from the active Pu`u `Ō`ō eruptive vent on Kilauea volcano, Hawaii, along with background and context information. A strength of the VEPP site is the common theme of the Pu`u `Ō`ō eruption, which allows the site to be revisited multiple times to demonstrate different principles and integrate many aspects of volcanology.

Babies Need Healthy Moms: an innovative postpartum screening and education class for women who had gestational diabetes mellitus.

PubMed

Frazzitta, Marie A; Anderson, Michele; Egan, Elizabeth

2013-01-01

Healthy Babies Need Healthy Moms (HBNHM) is an innovative education program that combines the recommended 2-hour postpartum oral glucose tolerance test (OGTT) with diabetes prevention education for women who had gestational diabetes mellitus. During the class, the 2-hour OGTT is performed, and in the time between venipunctures, the women participate in group education focused on evidence-based diabetes prevention strategies that promote healthy family nutrition and lifestyle behavior, importance of preconception care for subsequent pregnancies, and the need for follow-up care for women who screen positive for abnormal glucose levels. The purpose of this article is to describe this model to encourage replication in other diabetes programs. The HBNHM program is a low-budget education program that provides postpartum OGTT screening for women who had gestational diabetes mellitus during their pregnancies while simultaneously offering education designed to improve future outcomes. For those women whose screening is positive for overt diabetes or prediabetes, the educational strategies are directed at encouraging follow-up care. For those patients who have normal screening results, the program is designed to help the patient prevent the future development of type 2 diabetes. Preconception counseling is included in an effort to improve outcomes in future pregnancies and provide patients with the tools needed to help enhance the health of their families.

Computer Applications in Class and Transportation Scheduling. Educational Management Review Series Number 1.

ERIC Educational Resources Information Center

Piele, Philip K.

This document shows how computer technology can aid educators in meeting demands for improved class scheduling and more efficient use of transportation resources. The first section surveys literature on operational systems that provide individualized scheduling for students, varied class structures, and maximum use of space and staff skills.…

Another Look at the Glass and Smith Study on Class Size

ERIC Educational Resources Information Center

Phelps, James L.

2011-01-01

One of the most influential studies affecting educational policy is Glass and Smith's 1978 study, "Meta-Analysis of Research on the Relationship of Class-Size and Achievement." Since its publication, educational policymakers have referenced it frequently as the justification for reducing class size. While teachers and the public had long believed…

Increasing Physical Activity during the School Day through Physical Activity Classes: Implications for Physical Educators

ERIC Educational Resources Information Center

Adkins, Megan; Bice, Matt; Bartee, Todd; Heelan, Kate

2015-01-01

Across the nation schools are adopting health and wellness policies, specifically physical activity (PA) initiatives that aid healthy long-term lifestyles. Interest has been generated about the inclusion of physical activity classes to complement existing physical education classes. Furthermore, discussion has evolved as to if additional…

Perceived Differences and Preferred Norms: Dutch Physical Educators Constructing Gendered Ethnicity

ERIC Educational Resources Information Center

van Doodewaard, Corina; Knoppers, Annelies

2018-01-01

Many physical education (PE) teachers have been challenged by the shift from teaching in primarily ethnic homogenous contexts to multi-ethnic (ME) classes. Teachers in secondary schools often experience difficulty in class management in such classes. This difficulty may limit their ability to create a positive student--teacher relationship and may…

Comparing Students' Attitudes towards the Use of Traditional and Alternative Assessment Practices.

ERIC Educational Resources Information Center

DeMauro, Tom; Helphrey, Traci; Schram, Greg; Spiekermann, Carrie

This paper describes a program designed to compare students' attitudes towards the use of traditional and alternative assessment practices. The targeted population consisted of a second and third grade general education class, a third grade physical education class, and an eighth grade applied technology class in three communities in northern…

The Role of Social Class in English Language Education

ERIC Educational Resources Information Center

Vandrick, Stephanie

2014-01-01

English language educators are often advocates for social justice and often focus on learners' identities, such as their race, gender, and ethnicity; however, they tend not to employ a social class lens in analyzing students, teachers, classrooms, and institutions. Yet social class plays a significant, if unacknowledged, role in the field.…

Estimation of a Frontier Production Function for the South Carolina Educational Process.

ERIC Educational Resources Information Center

Cooper, Samuel T.; Cohn, Elchanan

1997-01-01

Estimates frontier production functions for South Carolina's educational process, using data from 541 classes. Classes taught by teachers who received merit awards show greater mathematics and reading achievement gain scores, as do classes with fewer free-lunch students. There was a positive relationship between achievement and (larger) class…

Science Perceptions of Prospective Class Teachers

ERIC Educational Resources Information Center

Ulucinar Sagir, Safak

2017-01-01

The perceptions of class teachers, who will deliver science education at the elementary school, of information and science are significant as these affect the quality of education received by children. The aim of this research is to determine perceptions of prospective class teachers of science. The sample group of the research consists of 120…

Class Reproduction among Men and Women in France: Reproduction Theory on Its Home Ground.

ERIC Educational Resources Information Center

Robinson, Robert V.; Garnier, Maurice A.

1985-01-01

A survey of employed men and women in France showed that French reproduction theory has overstated the role of education in reproducing class advantage from generation to generation. Education serves less as a reproducer of class advantage than as a vehicle of mobility into managerial positions. (Author/RM)

The Trifold Display Board: A Visual and Portable Way to Present Physical Education Class Information

ERIC Educational Resources Information Center

Lavay, Barry; Alexander, Susan; Lawrence, Barbara

2008-01-01

Physical educators at all grade levels often provide instruction in open environments and classrooms without walls, such as gymnasiums, school playgrounds and athletic fields. Open teaching environments present unique challenges when it comes to implementing and displaying class information such as class schedules, routines and procedures, rules…

Physical education Teachers' and public health Nurses' perception of Norwegian high school Students' participation in physical education - a focus group study.

PubMed

Abildsnes, Eirik; Stea, Tonje H; Berntsen, Sveinung; Omfjord, Christina S; Rohde, Gudrun

2015-12-24

High quality physical education programs in high schools may facilitate adoption of sustainable healthy living among adolescents. Public health nurses often meet students who avoid taking part in physical education programs. We aimed to explore physical education teachers' and public health nurses' perceptions of high school students' attitudes towards physical education, and to explore physical education teachers' thoughts about how to facilitate and promote students' participation in class. Prior to an initiative from physical education teachers, introducing a new physical education model in two high schools in the South of Norway, we conducted focus groups with 6 physical education teachers and 8 public health nurses. After implementation of the new model, we conducted two additional focus group interviews with 10 physical education teachers. In analyses we used Systematic Text Condensation and an editing analysis style. In general, the students were experienced as engaged and appreciating physical education lessons. Those who seldom attended often strived with other subjects in school as well, had mental health problems, or were characterized as outsiders in several arenas. Some students were reported to be reluctant to expose their bodies in showers after class, and students who seldom attended physical education class frequently visited the school health services. Although the majority of students were engaged in class, several of the students lacked knowledge about physical fitness and motoric skills to be able to master daily activities. The participants related the students' competence and attitude towards participation in physical education class to previous experiences in junior high school, to the competence of physical education teachers, and to possibility for students to influence the content of physical education programs. The participants suggested that high school students' attitudes towards participation in physical education is heterogeneous, depends on the students' previous experiences, and on their present health and quality of life. All participants recommended adolescents to take part in program development, and selecting activities that generate competence, fun and enjoyment.

A Sport Education Fitness Season's Impact on Students' Fitness Levels, Knowledge, and In-Class Physical Activity.

PubMed

Ward, Jeffery Kurt; Hastie, Peter A; Wadsworth, Danielle D; Foote, Shelby; Brock, Sheri J; Hollett, Nikki

2017-09-01

The purpose of this study was to determine the extent to which a sport education season of fitness could provide students with recommended levels of in-class moderate-to-vigorous physical activity (MVPA) while also increasing students' fitness knowledge and fitness achievement. One hundred and sixty-six 5th-grade students (76 boys, 90 girls) participated in a 20-lesson season called "CrossFit Challenge" during a 4-week period. The Progressive Aerobic Cardiovascular Endurance Run, push-ups, and curl-ups tests of the FITNESSGRAM® were used to assess fitness at pretest and posttest, while fitness knowledge was assessed through a validated, grade-appropriate test of health-related fitness knowledge (HRF). Physical activity was measured with Actigraph GT3X triaxial accelerometers. Results indicated a significant time effect for all fitness tests and the knowledge test. Across the entire season, the students spent an average of 54.5% of lesson time engaged in MVPA, irrespective of the type of lesson (instruction, free practice, or competition). The results suggest that configuring the key principles of sport education within a unit of fitness is an efficient model for providing students with the opportunity to improve fitness skill and HRF knowledge while attaining recommended levels of MVPA.

The Lowell Observatory Navajo-Hopi Astronomy Outreach Program

NASA Astrophysics Data System (ADS)

Herrmann, K. A.; Hunter, D. A.; Bosh, A. S.; Johnson, M.; Schindler, K.

2012-08-01

We present an overview of the Lowell Observatory Navajo-Hopi Astronomy Outreach Program, which is modeled after the ASP's Project ASTRO (Richter & Fraknoi 1994). Since 1996, our missions have been (1) to use the inherent excitement about the night sky to help teachers get Navajo and Hopi students excited about science and education, and (2) to help teachers of Navajo and Hopi students learn about astronomy and hands-on activities so that they will be better able to incorporate astronomy in their classrooms. Lowell astronomers pair up for a school year with an elementary or middle school (5th-8th grade) teacher and make numerous visits to their teachers' classes, partnering with the educators in leading discussions linked with hands-on activities. Lowell staff also work with educators and amateur astronomers to offer evening star parties that involve the family members of the students as well as the general community. Toward the end of the school year, teachers bring their classes to Lowell Observatory. The classes spend some time exploring the Steele Visitor Center and participating in tours and programs. They also voyage to Lowell's research facility in the evening to observe at two of Lowell's research telescopes. Furthermore, we offer biennial teacher workshops in Flagstaff to provide teachers with tools, curricula materials, and personalized training so that they are able to include astronomy in their classrooms. We also work with tribal educators to incorporate traditional astronomical knowledge. Funding for the program comes from many different sources.